Àwọn Ìṣe Ojoojúmọ́
Chapter Objectives
By the end of this chapter, you will be able to:
- Describe an activity that is happening right now using the progressive marker ń.
- Describe activities that happen regularly or habitually using the habitual marker máa ń.
- Contrast an ongoing event with a regular pattern by selecting the correct aspect marker.
- Ask and tell the time in Yorùbá, using the approved clock-time expressions.
- Name the days of the week and common parts of the day.
- Sequence a simple routine using basic time connectors.
- Write a fully marked 80–100-word description of a daily routine.
- Read a schedule, calendar entry, or short routine description with accurate recognition of tone marks and underdots.
- Produce the tone of ń and máa ń correctly and distinguish them from each other in listening and speaking.
- Apply cumulative Unit I grammar — pronouns, ni/ní, wà, plurality — in new routine contexts.
Communication Scenario
It is Tuesday morning. Rèmí, a secondary school teacher in Ìbàdàn, is showing his schedule to his new Yorùbá-language pen pal, Àdésọlá, who lives in Cotonou, Benin. Àdésọlá wants to know what Rèmí is doing at any given time during the day and what his typical week looks like. Rèmí needs to explain both what he is doing right now and what he usually does — and those require two different Yorùbá expressions. By the end of this chapter, you will be able to hold exactly this kind of conversation.
- In English, "I am eating" and "I eat (every day)" are expressed differently. Do you think Yorùbá handles this distinction the same way English does? What do you expect might be different?
- Look at the chapter title: Àwọn Ìṣe Ojoojúmọ́. You already know àwọn marks plural reference. The word ojoojúmọ́ means "every day / daily." What do you think ìṣe might mean? What clue does the chapter topic give you?
- Think of five activities that are part of your own daily routine. Jot them down. You will use them in the speaking task at the end of this chapter.
Core Vocabulary
Àwọn ìṣe ojoojúmọ́ — Daily activities
| Yorùbá | English | Notes |
|---|---|---|
| jí | to wake up | Often heard as jí dìde (wake up and rise) |
| dìde | to get up / rise | Frequently paired with jí |
| wẹ̀ | to bathe / wash (oneself) | Mid-low tone pattern |
| wo aṣọ | to dress / put on clothes | aṣọ = clothing; wo = to put on / wear |
| jẹun | to eat (a meal) | General term for eating food; contraction of jẹ + oúnjẹ |
| mu | to drink | Also used for taking medicine |
| lọ | to go | High tone; used in many directions and serial patterns |
| wá | to come | High tone; contrast with wà (exist/be at) |
| padà | to return / come back | Low-high tone |
| kẹ́kọ̀ọ́ | to study / learn | Also used for going to school |
| kọ́ | to teach | High tone; contrast with kẹ́kọ̀ọ́ (to study) |
| ṣiṣẹ́ | to work | Related to iṣẹ́ (work / job) |
| sinmi | to rest | Mid-mid tone |
| sùn | to sleep | Low tone on the nasal syllable; contrast with jí (wake up) |
| sọ̀rọ̀ | to talk / speak | Used generally for conversation; compare sọ (to say) |
| ka | to read | Mid tone |
| kọ̀wé | to write | Low-high tone |
| rìn | to walk | Low tone; used in direction sequences |
| ṣe oúnjẹ | to cook / prepare food | ṣe = to do/make; oúnjẹ = food |
| wo tẹlifísọ̀n | to watch television | tẹlifísọ̀n is an adapted loanword |
| gbọ́ rédíò | to listen to the radio | gbọ́ = to hear/listen; rédíò is an adapted loanword |
Àkókò ojọ́ — Parts of the day
| Yorùbá | English | Approximate time |
|---|---|---|
| àárọ̀ | morning | Early morning through late morning |
| ọ̀sán | afternoon / midday | Roughly noon through mid-afternoon |
| ìrọ̀lẹ́ | evening / late afternoon | Roughly late afternoon through dusk |
| òru | night | Full night hours |
| òde òru | midnight / dead of night | Very late at night |
| ní àárọ̀ | in the morning | Time phrase with ní |
| ní ọ̀sán | in the afternoon | Time phrase with ní |
| ní ìrọ̀lẹ́ | in the evening | Time phrase with ní |
| ní òru | at night | Time phrase with ní |
| lóni | today | Contraction of ní + oni; high-mid tone |
| àná | yesterday | Low-high tone; receptive at this stage |
| ọ̀la | tomorrow | Low-high tone; receptive at this stage |
àná (yesterday) and ọ̀la (tomorrow) are introduced here for recognition only. Productive narration of completed past events is not required until Chapter 16.
Àwọn ọjọ́ ọ̀sẹ̀ — Days of the week
| Yorùbá | English | Pronunciation note |
|---|---|---|
| Ọjọ́ Àìkú | Sunday | Literally "day of the undying"; high-low-high tones |
| Ọjọ́ Ajé | Monday | Literally "day of profit / commerce"; high-mid-high |
| Ọjọ́ Ìṣẹgun | Tuesday | Literally "day of victory"; high-low-mid |
| Ọjọ́ Rú | Wednesday | Shorter form widely used; high-high |
| Ọjọ́ Bọ | Thursday | High-mid; the full name is Ọjọ́ Àbámẹ́ta in some contexts |
| Ọjọ́ Ẹtì | Friday | High-low-high; the market or prayer day in many communities |
| Ọjọ́ Àbámẹ́ta | Saturday | High-low-high-mid; also called Ọjọ́ Sátidé in many everyday contexts |
Day names vary across communities and generations. The forms above represent Standard Yorùbá usage widely recognized across southwestern Nigeria. Ọjọ́ Sátidé (Saturday) and Ọjọ́ Sọ́ndé (Sunday) are common everyday alternatives for the last two days. Learn to recognize both but use the standard forms in writing.
Àkókò — Clock time expressions
| Yorùbá | English | Pattern notes |
|---|---|---|
| Ago méjì ni. | It is two o'clock. | Basic hour-statement pattern |
| Ago méjì àárọ̀. | Two o'clock in the morning. | Add part of day after the hour |
| Ago mẹ́ta ọ̀sán. | Three o'clock in the afternoon. | |
| Ago mẹ́fà ìrọ̀lẹ́. | Six o'clock in the evening. | |
| Ago méjì àti ìdajì. | Half past two / 2:30. | ìdajì = half |
| Ago mẹ́ta kọ mẹ́ẹ̀ẹ́dógún. | A quarter to three / 2:45. | kọ = minus / before; mẹ́ẹ̀ẹ́dógún = fifteen |
| Ago mẹ́ta ó fẹrẹ tó. | Almost three o'clock. | Approximate time expression |
| Àgọ̀ mélòó ni báyìí? | What time is it now? | Standard question form |
The word ago (clock / time) takes high tone on the first syllable in citation form: àgọ̀. In the question Àgọ̀ mélòó ni báyìí? and in some rapid speech contexts, both forms appear. This textbook uses ago in time statements and àgọ̀ in the question form as these are the most widely encountered patterns in educational contexts; your instructor or a qualified speaker should confirm regional preferences.
Àwọn ọ̀rọ̀ ìsopọ̀ àkókò — Time sequencing expressions
| Yorùbá | English |
|---|---|
| àkọ́kọ́ | first / firstly |
| lẹ́yìn náà | after that / then |
| lẹ́yìn | after (followed by a noun or clause) |
| ṣáájú | before |
| nígbà tí | when (at the time that) |
| nígbà gbogbo | always / at all times |
| nígbà míìràn | sometimes |
| lẹ́ẹ̀mejì | twice / two times |
| nígbà Ajé | on Monday(s) |
Pronunciation Focus
The syllabic nasal ń — tone and identity
Chapter 4 introduced the concept of the syllabic nasal. In Chapter 7, the syllabic nasal ń becomes a major grammatical tool: it is the progressive aspect marker, placed between the subject pronoun and the verb to signal an ongoing action.
Two facts about ń are essential:
- It is a complete syllable, not a consonant. The symbol ń represents a nasal sound — produced through the nose with the mouth closed or nearly closed — that stands alone as a syllable. It does not attach to the following vowel to form a cluster.
- It carries high tone. The acute accent on ń is a tone mark, not a decoration. Pronounce it at the top of your comfortable speaking pitch. In connected speech this high tone must remain audible.
Practice these syllable sequences:
- mo ń jẹun — three syllables after mo: /ń/ · /jẹ/ · /un/
- ó ń wẹ̀ — /ó/ · /ń/ · /wẹ̀/ — the high-tone ń rises between the high-tone subject pronoun and the low-tone verb
- a ń kọ̀wé — /a/ · /ń/ · /kọ̀/ · /wé/ — the mid-tone subject pronoun is followed by high-tone ń
A common error for English speakers is to swallow or reduce ń, treating it as a weak linking sound. It must be produced as a full, high-pitched nasal syllable.
Tone sequence in aspect markers — ń versus máa ń
Progressive ń (one syllable, high tone) and habitual máa ń (two syllables, high-high) are audibly distinct. The difference is not only in meaning but in how many syllables separate the subject from the verb:
- Progressive: Mo ń jẹun. — subject + ONE high-tone syllable + verb
- Habitual: Mo máa ń jẹun. — subject + TWO high-tone syllables + verb
Both máa and ń carry high tone. Say máa ń as a smooth two-syllable unit at a consistently high pitch before dropping into the verb.
Listen for this difference in the model dialogue and reading texts in this chapter, and practise producing it until the two patterns feel automatic.
Tone on time vocabulary
Several time words introduced in this chapter require careful attention to tone:
- àárọ̀ — low-high-low (three syllables): do not pronounce it as two syllables
- ọ̀sán — low-high: a common error is to give both syllables high tone
- ìrọ̀lẹ́ — low-low-high: three distinct syllables
- lóni — high-mid: the contraction of ní + oni shifts to a single word with high tone on the first syllable
- Ọjọ́ (day) — high-high: maintain both tones clearly when combining with the day name
Practise each part-of-day expression by saying a complete sentence: Mo máa ń jí ní àárọ̀. (I usually wake up in the morning.) The time phrase ní àárọ̀ gives you three opportunities to practice: the high-tone ní, the low first syllable of àárọ̀, and the high-low sequence that follows.
Grammar
7.1 The progressive marker ń — what is happening right now
Purpose: describe an action that is in progress at the moment of speaking.
To say that someone is doing something right now — that the action is currently in progress — place ń (high tone) between the subject pronoun and the verb.
The pattern is:
subject pronoun + ń + verb (+ object or complement)
- Mo ń jẹun. subject: mo · progressive: ń · verb: jẹun I am eating.
- O ń wẹ̀. subject: o · progressive: ń · verb: wẹ̀ You are bathing.
- Ó ń kẹ́kọ̀ọ́. subject: ó · progressive: ń · verb: kẹ́kọ̀ọ́ He / she is studying.
- A ń sinmi. subject: a · progressive: ń · verb: sinmi We are resting.
- Àwọn akẹ́kọ̀ọ́ ń ka ìwé. subject: àwọn akẹ́kọ̀ọ́ · progressive: ń · verb: ka · object: ìwé The students are reading (a book).
- Ẹ ń kọ́? subject: ẹ (honorific/plural) · progressive: ń · verb: kọ́ Are you teaching? (honorific)
- ń does not change form for person or number. It is the same syllable whether the subject is mo, ó, a, or wọ́n. Yorùbá verbs do not conjugate for person; the subject pronoun and the aspect marker together carry that information.
- ń does not translate every English "-ing" form. English uses "-ing" for ongoing events, future plans, and sometimes habits. Yorùbá ń is specifically for events happening right now or at a contextually established present moment. Do not use it for habitual actions (use máa ń) or future plans (use máa, introduced in Chapter 14).
- ń must not lose its tone mark in writing. Writing n without the acute accent is an error — it represents a different sound in other contexts. Always write ń.
7.2 The habitual marker máa ń — what happens regularly
Purpose: describe activities that happen regularly, repeatedly, or as part of an established routine.
To say that someone habitually or regularly does something — every day, on Mondays, generally — place máa ń between the subject pronoun and the verb.
The pattern is:
subject pronoun + máa ń + verb (+ object or complement)
- Mo máa ń jí ní àárọ̀. subject: mo · habitual: máa ń · verb: jí · time: ní àárọ̀ I usually wake up in the morning.
- Ó máa ń lọ sí iṣẹ́ ní ago mẹjọ. subject: ó · habitual: máa ń · verb: lọ · direction: sí iṣẹ́ · time: ní ago mẹjọ He / she usually goes to work at eight o'clock.
- A máa ń jẹun papọ̀ ní ọ̀sán. subject: a · habitual: máa ń · verb: jẹun · manner: papọ̀ · time: ní ọ̀sán We usually eat together in the afternoon.
- Wọ́n máa ń sinmi lẹ́yìn oúnjẹ ìrọ̀lẹ́. subject: wọ́n · habitual: máa ń · verb: sinmi · time: lẹ́yìn oúnjẹ ìrọ̀lẹ́ They usually rest after the evening meal.
- Ẹ máa ń kọ̀wé báwo? subject: ẹ (honorific/plural) · habitual: máa ń · verb: kọ̀wé · question: báwo How often do you write? (honorific)
This chapter introduces máa ń as the habitual marker. A later chapter (Chapter 14) will introduce máa — without the following ń — as a future marker. These are distinct constructions:
- Mo máa ń jẹun ní àárọ̀. — I habitually eat in the morning. (habitual — current stage)
- Mo máa jẹun ní àárọ̀. — I will eat in the morning. (future — Chapter 14)
The difference is the presence or absence of ń after máa. Do not attempt to produce or analyze future máa at this stage. The contrast is introduced here only to prevent confusion when you encounter both later.
7.3 Contrasting progressive and habitual
Purpose: select the correct aspect marker based on whether an event is ongoing right now or regularly occurring.
The following pairs show how the same verb and the same person produce different meanings depending on the aspect marker:
I am eating (right now).
I usually eat in the morning.
He / she is resting (now).
He / she usually rests in the afternoon.
We are reading (right now).
We usually read in the evening.
They are working (right now).
They usually work today (i.e., on a day like today).
A useful question to ask yourself before choosing: Is this happening at this very moment, or is it a recurring pattern? If it is happening right now, use ń. If it is a regular or general pattern, use máa ń.
7.4 Asking and telling the time
Purpose: ask what time it is and state the time using the approved clock-time patterns.
The standard question for asking the time is:
- Àgọ̀ mélòó ni báyìí? What time is it now?
To answer, state the hour followed by the part of day if needed:
- Ago kan ni. It is one o'clock.
- Ago méjì àárọ̀ ni. It is two in the morning.
- Ago mẹ́ta àti ìdajì ni. It is half past three.
- Ago mẹ́fà ìrọ̀lẹ́ kọ mẹ́ẹ̀ẹ́dógún ni. It is a quarter to six in the evening.
Notice that time statements end with ni (mid tone): Ago méjì àárọ̀ ni. This is the same identification particle you learned in Unit I. The pattern names or identifies what the time is, just as Orúkọ mi ni Títí names a person. The particle ni does not change; no accent mark appears on it.
7.5 Sequencing a routine — time expressions and connectors
Purpose: arrange activities in order using time phrases and sequencing words.
- Mo máa ń jí ní àárọ̀. Lẹ́yìn náà, mo máa ń wẹ̀. I usually wake up in the morning. After that, I usually bathe.
- Àkọ́kọ́, ó máa ń jẹun. Lẹ́yìn náà, ó máa ń lọ sí iṣẹ́. First, he / she usually eats. After that, he / she usually goes to work.
- A máa ń kẹ́kọ̀ọ́ ní àárọ̀ àti ní ọ̀sán. We usually study in the morning and in the afternoon.
The connectors àkọ́kọ́ (first) and lẹ́yìn náà (after that) may appear at the beginning of a sentence or clause. They are the primary sequencing tools for the routine-writing task in this chapter. Additional connectors are introduced in Chapter 16.
Yorùbá verbs do not conjugate for person. In English, "I eat," "she eats," and "they eat" change the verb ending for the third-person singular. In Yorùbá, the verb jẹun (eat) does not change regardless of who is doing the eating. What changes is the subject pronoun before the verb and the aspect marker between the pronoun and the verb. This means that two pieces of information — who and what kind of event — are carried by the elements before the verb, not by the verb itself. As a result, omitting the subject pronoun or the aspect marker leaves a sentence incomplete or ambiguous. Neither can be dropped casually the way English sometimes drops the subject in informal speech.
This is one of the most important structural differences between Yorùbá and English, and it shapes how every sentence in this chapter is built.
Practice — Selecting the aspect marker
Fill in the blank with ń or máa ń. The context in parentheses tells you which is needed. Then write the full English meaning.
- Ó ___ wẹ̀ ní àárọ̀ nígbà gbogbo. (always, every morning)
- Mo ___ kọ̀wé lóni ní iṣẹ́. (right now)
- Àwọn ọmọ ___ sùn ní òru. (every night)
- A ___ jẹun papọ̀ ní ọ̀sán lóni. (at this moment)
- Ẹ ___ lọ sí ọjà ní Ọjọ́ Ajé? (usually, every Monday — honorific)
- Wọ́n ___ ka ìwé. (they are doing it right now)
Practice — Building routine sentences
Write a complete habitual sentence for each prompt. Use máa ń and add an appropriate time phrase from the vocabulary list.
- You (familiar) / wake up / morning
- She or he / go to work / eight o'clock
- We / eat together / afternoon
- They / study / evening
- You (honorific) / rest / after work
Practice — Telling the time
Write the Yorùbá expression for each time. Include the part of day where indicated.
- 7:00 a.m.
- 12:00 noon (afternoon)
- 3:30 p.m.
- 9:45 p.m.
- 6:00 a.m. (morning)
Model Dialogue
The dialogue below shows Rèmí and Àdésọlá exchanging messages about their daily schedules — one in real time (progressive) and one describing regular patterns (habitual). Read it carefully, then answer the comprehension questions. Pay close attention to which aspect marker each speaker uses and why.
Ipò: Àwọn ìfọ̀rọ̀wánilẹ́nuwò tẹlifóònù. Rèmí jẹ́ olùkọ́ ní Ìbàdàn; Àdésọlá jẹ́ akẹ́kọ̀ọ́ ní Cotonou, Benin Republic. Ọjọ́ Ìṣẹgun ni, ní ago mẹ́jọ àárọ̀.
Setting: A phone message exchange. Rèmí is a teacher in Ìbàdàn; Àdésọlá is a student in Cotonou, Benin Republic. It is Tuesday, 8 a.m.
Ó rẹ mi (It tires me / I am tired by it) and mo nífẹ̀ẹ́ iṣẹ́ mi (I love my work) both use constructions that will be analyzed more fully in later chapters. Treat them as formulaic expressions for now: learn each as a complete, useful phrase rather than analyzing their grammatical parts. Similarly, A ó sọ̀rọ̀ lẹ́yìn (We will talk later) contains a future construction not yet taught productively; learn it as a fixed leave-taking formula.
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Ago mélòó ni Rèmí máa ń jí? Ní ìpín ọjọ́ wo? (What time does Rèmí usually wake up? What part of the day?)
- Kí ni Rèmí ń ṣe ní àkókò tí Àdésọlá kọ̀wé sí? (What is Rèmí doing at the moment Àdésọlá writes?)
- Àwọn akẹ́kọ̀ọ́ tó tó mélòó ni Rèmí máa ń kọ́ ní kíláàsì kọ̀ọ̀kan? (How many students does Rèmí usually teach per class?)
- Ago mélòó ni Rèmí máa ń padà sí ilé? (At what time does Rèmí usually return home?)
- Kí ni Àdésọlá ń ṣe ní àárọ̀ náà? (What is Àdésọlá doing that morning?)
- Find three sentences in the dialogue that use ń (progressive) rather than máa ń (habitual). Write each one and explain how you know it is progressive.
- Why does Àdésọlá use the honorific form ẹ when addressing Rèmí? What does this tell you about the relationship between the two speakers?
Listening
Ask your instructor, a study partner, or a qualified Yorùbá speaker to read the following passages at a natural, clear pace. Listen twice. On the first listen, identify the speaker and the main topic. On the second, complete the comprehension questions below.
If no speaker is available, this is a Listening Script for Independent Use. Read each passage aloud at a natural pace, then cover it and answer the questions. Machine text-to-speech output must be reviewed by a qualified Yorùbá speaker before being used as a pronunciation model.
Agbẹ̀yìnbò 1 — Ìféolúwakúnlé: "Ẹ káàsán. Orúkọ mi ni Ìféolúwakúnlé. Mo jẹ́ oníṣòwò ní Ìlọrin. Mo máa ń jí ní ago márùn-ún àárọ̀ — ní àárọ̀ tútù. Àkọ́kọ́, mo máa ń wẹ̀ àti wọ aṣọ mi. Lẹ́yìn náà, mo máa ń ṣe oúnjẹ àárọ̀ kékeré fún ẹbí mi. Ní ago mẹjọ, mo máa ń ṣí ilé-ìtajà mi. Báyìí, mo ń gbọ́ rédíò ní ọjà nítorí pé ọjà kò tíì ṣí."
Agbẹ̀yìnbò 2 — Olúwatọbí: "Báwo ni. Mo jẹ́ akẹ́kọ̀ọ́ yunifásítì ní Èkó. Àwọn ìṣe mi ojoojúmọ́ yàtọ̀ díẹ̀ ní ọjọ́ kọ̀ọ̀kan. Ní Ọjọ́ Ajé, mo máa ń lọ sí kíláàsì ní ago méjọ àárọ̀. Ní Ọjọ́ Ìṣẹgun, kíláàsì mi máa ń bẹ̀rẹ̀ ní ago mẹ́wàá. Báyìí, mo ń sinmi ní yàrá mi nítorí pé ojú ọjọ́ ń jẹ́ kí n lọ jáde."
Agbẹ̀yìnbò 3 — Àgbàdo: "Ẹ káalẹ̀. Orúkọ mi ni Àgbàdo — bẹ́ẹ̀ ni, orúkọ mi gangan ni! Mo jẹ́ oníṣẹ́ ìmọ̀-ẹ̀rọ ní ìlú kékeré kan nítòsí Ìbàdàn. Mo máa ń ṣiṣẹ́ láti ago méjọ sí ago márùn-ún ìrọ̀lẹ́. Lẹ́yìn iṣẹ́, mo máa ń rìn díẹ̀ pẹ̀lú ìyàwó mi. Ní òru, a máa ń wo tẹlifísọ̀n papọ̀ tàbí a máa ń sọ̀rọ̀ nípa ọjọ́ wa."
Kàwé iṣẹ́ — Comprehension table: Complete the table based on what you hear.
| Ẹni (Speaker) | Iṣẹ́ / Ipò (Occupation or status) | Àkókò jíjí (Wake-up or start time) | Àwọn ìṣe àkọ́kọ́ (First activities) | Kí ni wọ́n ń ṣe báyìí (What are they doing now?) |
|---|---|---|---|---|
| 1 — Ìféolúwakúnlé | ______ | ______ | ______ | ______ |
| 2 — Olúwatọbí | ______ | ______ | ______ | ______ |
| 3 — Àgbàdo | ______ | ______ | ______ | ______ |
Ìbéèrè àfikún — Bonus questions:
- Each speaker uses the progressive ń at least once to describe what they are doing at the time of speaking. Find one example from each speaker and write it out in Yorùbá.
- Olúwatọbí's schedule varies by day. What is different between Monday and Tuesday?
- What activity do Àgbàdo and his wife share in the evening? Write the Yorùbá sentence.
Reading
Read the two texts below carefully. The first is a written weekly schedule; the second is a short descriptive paragraph about a daily routine. Both use Standard Yorùbá orthography with full tone marks and underdots.
Ìkàwé àkọ́kọ́ — Ètò Ọ̀sẹ̀ Rèmí (Rèmí's Weekly Schedule)
Ọjọ́ Àìkú: Mo máa ń sinmi àti lọ sí ìjọ ní àárọ̀. Ní ìrọ̀lẹ́, mo máa ń ṣe oúnjẹ fún ẹbí mi.
Ọjọ́ Ajé: Kíláàsì bẹ̀rẹ̀ ní ago méjọ. Mo máa ń kọ́ àwọn akẹ́kọ̀ọ́ kíláàsì mẹ́rin. Ní ọ̀sán, mo máa ń jẹun nínú ilé-ẹ̀kọ́.
Ọjọ́ Ìṣẹgun: Ọjọ́ kan náà bí Ọjọ́ Ajé — àmọ́ mo máa ń ní ìpàdé olùkọ́ ní ìrọ̀lẹ́.
Ọjọ́ Rú: Mo máa ń kọ́ ní àárọ̀ nìkan. Ní ọ̀sán, mo ní àkókò ọfẹ́.
Ọjọ́ Bọ: Mo máa ń lọ sí ọjà ní àárọ̀ ṣáájú iṣẹ́.
Ọjọ́ Ẹtì: Mo máa ń kọ́ títí di ago méta. Ní ìrọ̀lẹ́, mo máa ń ṣiṣẹ́ lórí àwọn ètò kíláàsì.
Ọjọ́ Àbámẹ́ta: Mo máa ń wẹ̀ àwọn aṣọ mi àti mọ́ ilé. Ní ìrọ̀lẹ́, a máa ń ṣe nkan ìdárayá papọ̀ ní ẹbí wa.
Ìkàwé kejì — Ìtàn Àdésọlá (Àdésọlá's Account)
Ẹ káàárọ̀. Orúkọ mi ni Àdésọlá Ìgbínládé. Mo jẹ́ akẹ́kọ̀ọ́ yunifásítì ní Cotonou. Ìgbésí ayé mi ojoojúmọ́ kún fún iṣẹ́ àti kíkẹ́kọ̀ọ́.
Mo máa ń jí ní ago mẹ́fà ìdajì àárọ̀. Àkọ́kọ́, mo máa ń wẹ̀ àti wọ aṣọ. Lẹ́yìn náà, mo máa ń mu tii àti jẹ búrẹ́dì kékeré. Mo máa ń lọ sí yunifásítì ní ago mẹjọ àárọ̀ — mo máa ń rìn nítorí pé yunifásítì mi kò jìnnà.
Ní ọ̀sán, mo máa ń jẹun pẹ̀lú àwọn ọ̀rẹ́ mi. Lẹ́yìn oúnjẹ ọ̀sán, a máa ń sọ̀rọ̀ nínú àgbàlá yunifásítì fún ìṣẹ́jú díẹ̀. Ní ìrọ̀lẹ́, mo máa ń padà sí ilé mi ní ago mẹ́fà. Mo máa ń sinmi kékeré, lẹ́yìn náà mo máa ń kẹ́kọ̀ọ́ títí di ago mẹ́wàá. Mo máa ń sùn ní ago mọ́kànlá. Mo nífẹ̀ẹ́ ìgbésí ayé mi, àmọ́ ó tó kó ìrọlẹ́ bá mi!
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Ní ọjọ́ wo ni Rèmí máa ń lọ sí ọjà? Ní àkókò pàtàkì wo? (On what day does Rèmí usually go to the market? At what key time?)
- Kí ni Rèmí ń ṣe ní Ọjọ́ Rú ní ọ̀sán? (What does Rèmí do on Wednesday afternoon?)
- Ago mélòó ni Àdésọlá máa ń jí? (At what time does Àdésọlá usually wake up?)
- Kí ni ìdí tí Àdésọlá máa ń rìn lọ sí yunifásítì? (Why does Àdésọlá usually walk to the university?)
- Àdésọlá máa ń jẹun pẹ̀lú ta ní ọ̀sán? Kí ni àwọn ẹnìkan náà máa ń ṣe lẹ́yìn jíjẹun? (Who does Àdésọlá usually eat with at noon? What do they do after eating?)
- Find two sentences in either text that use a sequencing connector (àkọ́kọ́, lẹ́yìn náà, or lẹ́yìn). Write each sentence and translate it.
- In the second reading, find one phrase that contains ní (high tone) used as a time preposition. Write the phrase and explain its function.
Writing Workshop
The major writing product for Chapter 7 is an 80–100-word description of your own daily routine on a typical weekday. This is the most extended piece of connected Yorùbá writing you have attempted, building on the profile from Chapter 5. Follow the five steps below.
- Plan your routine in English or any language. Think through a single typical weekday — a Monday or Tuesday works well. List at least six activities in order, with the time at which each happens. Include at least two parts of the day (morning, afternoon, evening, night).
- Draft in Yorùbá. Convert your plan into Yorùbá sentences. Use máa ń for habitual activities (your routine). Use ń at least once to describe something you are doing right now as you write. Add time phrases from the vocabulary list. Use at least two sequencing connectors (àkọ́kọ́, lẹ́yìn náà).
- Check your pronouns. Are you using the correct subject pronoun before ń or máa ń? Remember that subject mo is not the same as possessive mi. Check every pronoun in the draft.
- Mark every tone. Go through the draft syllable by syllable. Add an acute accent for every high tone and a grave accent for every low tone. Leave mid-tone vowels unmarked. Check the underdot on every ẹ, ọ, and ṣ.
- Count and revise. Count your words. If you have fewer than 80, add one more activity sentence. Apply the editing checklist before the final version.
Àtúnṣe àtúnyẹ̀wò — Editing checklist:
- Every habitual activity uses máa ń between the subject pronoun and the verb.
- Any activity described as happening right now uses ń alone — not máa ń.
- ń has an acute accent in every instance. Plain n without the accent is not the aspect marker.
- All subject pronouns are correct. I have not used mo where the possessive mi is needed.
- Every high tone carries an acute accent; every low tone carries a grave accent; mid-tone vowels are unmarked.
- Every ẹ, ọ, and ṣ has its underdot.
- At least one time phrase (part of day or clock time) appears in the text.
- At least two sequencing connectors are used correctly.
- Every sentence begins with a capital letter and ends with a full stop or question mark.
- The text is between 80 and 100 words.
Àfojúsùn àfikún — Optional extension: Write a second paragraph of 30–40 words describing the daily routine of one person you know — a family member, classmate, or colleague. Use only máa ń constructions and at least one time phrase. This second paragraph prepares you directly for the Performance Task.
Speaking Practice
Àdáwọlé àkọ́kọ́ — Controlled practice: aspect marker drill
Work with a partner. Partner A reads a cue sentence in English. Partner B produces the Yorùbá sentence using the aspect marker indicated. Switch after five items. Each item must be spoken aloud and checked for correct ń or máa ń tone.
- I am bathing right now. (progressive)
- She usually goes to school at seven. (habitual)
- We are reading right now. (progressive)
- They usually rest in the afternoon. (habitual)
- You (familiar) are writing right now. (progressive)
- He usually wakes up at five. (habitual)
- We usually eat together in the evening. (habitual)
- She is cooking right now. (progressive)
Iṣẹ́ ìjíròrò — Communicative task: schedule interview
Work with a partner. One person plays a journalist writing a feature on daily life in Yorùbá-speaking communities; the other plays themselves or a character from the chapter. The journalist asks at least six questions about the person's routine using the question words and patterns from this chapter. The interviewee answers in complete Yorùbá sentences, using máa ń for habits and ń when describing something happening at the moment. After eight minutes, switch roles. Then each partner reports one interesting fact about the other person to the group.
Suggested question starters:
- Ago mélòó ni o máa ń jí?
- Kí ni o máa ń ṣe ní àárọ̀ àkọ́kọ́?
- O máa ń lọ sí iṣẹ́ / ilé-ẹ̀kọ́ ní ago mélòó?
- Kí ni o máa ń jẹun ní ọ̀sán?
- Kí ni o ń ṣe báyìí?
- O máa ń sùn ní ago mélòó?
Fún àwọn tí ń kọ́ nìkọ̀ọ̀kan — Solo alternative: recorded routine description
Record a two- to three-minute spoken description of your typical weekday. Cover at least five activities in sequence, using máa ń throughout. Add at least two clock times or parts of the day. At the end of the recording, switch to the progressive and describe two things that are happening right now as you record. When you listen back, check:
- Does ń sound like a distinct, high-pitched nasal syllable — not a reduced or swallowed sound?
- Is máa ń clearly two syllables, both high in pitch?
- Are time expressions positioned naturally after the verb phrase?
Culture and Communication
The daily routines in this chapter's texts reflect a range of contexts: a market trader in Ìlọrin who opens at eight, a university student in Cotonou who walks to campus, a teacher in Ìbàdàn with four classes a day, and a technician near Ìbàdàn who walks with his wife in the evening. This variety is deliberate. There is no single "Yorùbá daily routine." Urban and rural settings, different occupations, children's school schedules, religious practices, and personal preferences all shape how people organise their days.
When you discuss routines with Yorùbá speakers, you will likely find wide variation in wake-up times, meal patterns, commuting distances, and evening habits. Approach these conversations with genuine curiosity rather than with a fixed expectation of what a "typical" day looks like.
The vocabulary in this chapter introduces oúnjẹ àárọ̀ (morning food), but the concept of a quick early breakfast before work or school is not universal across Yorùbá-speaking communities. Some households eat their main meal at midday; others organise the day around a large evening meal shared with the family. Street food, canteen lunches, and home cooking may all feature depending on the day, the person, and the setting.
The expression ṣe oúnjẹ (to cook / prepare food) covers a wide range of food-preparation activities, from simple reheating to elaborate multi-dish meals. Do not assume that the person who cooks is always the same household member every day, or that gender automatically determines who prepares food.
Clock time and punctuality practices vary significantly across Yorùbá-speaking contexts — as they do everywhere. Formal institutional settings (universities, government offices, schools) may operate on relatively strict schedules; social events and informal visits may follow more flexible conventions. Do not apply a single rule about what "on time" means across all situations.
The expression ó fẹrẹ tó (almost / it is nearly time) reflects the natural human practice of rounding or approximating time — something that occurs in any language. When telling the time in Yorùbá, both exact and approximate expressions are common and useful.
As noted in the vocabulary section, the days of the week have both traditional Yorùbá names and widely used adapted forms: Ọjọ́ Sátidé for Saturday and Ọjọ́ Sọ́ndé for Sunday are heard frequently in everyday conversation across southwestern Nigeria. In educational and formal writing, the traditional names are standard. In Benin and Togo, some day names may differ slightly from Nigerian Standard Yorùbá, and French-influenced time expressions may appear in everyday speech. This textbook uses Nigerian Standard Yorùbá as the productive model. When you encounter a day name or time expression that does not match the forms above, ask a qualified speaker about the community and context in which it is used.
Common Mistakes
Error: Writing *Mo ń jẹun ní àárọ̀ nígbà gbogbo when the meaning is "I always eat in the morning" — using the progressive marker for a habitual action.
Correction: Mo máa ń jẹun ní àárọ̀ nígbà gbogbo. The key question is: is this happening right now, or does it happen regularly? "Always" (nígbà gbogbo) signals a habitual pattern, which requires máa ń. Reserve ń alone for events actually in progress at the moment of speaking.
Error: Writing *Mo n jẹun or *Mo n jẹun with a plain n instead of ń.
Correction: Mo ń jẹun. The acute accent on ń is a tone mark, not optional decoration. Without it, the written form is incomplete and potentially ambiguous. Every instance of the progressive marker must be written as ń with the acute accent. Develop the habit of checking every ń in your writing before you submit.
Error: Treating máa ń as a single adverb equivalent to English "usually" and placing it anywhere in the sentence — for example, *Mo jẹun máa ń ní àárọ̀.
Correction: Mo máa ń jẹun ní àárọ̀. The habitual construction is a fixed subject-marker-verb pattern. máa ń occupies the aspect-marker slot between the subject pronoun and the verb. It cannot be moved to the end of the sentence or inserted after the verb. Think of it as part of the predicate structure, not a floating adverb.
Error: Translating "I eat breakfast every day" as *Mo ń jẹ oúnjẹ àárọ̀ lójoojúmọ́ — using the progressive because English uses a simple present form that looks "basic."
Correction: Mo máa ń jẹ oúnjẹ àárọ̀ lójoojúmọ́. English simple present (I eat, she goes, they study) often expresses habitual or general meaning. Yorùbá habitual meaning requires máa ń. Do not let the absence of "-ing" in English mislead you into choosing the progressive. Ask yourself what the sentence means, not what the English form looks like.
Error: Using *wà (to be / exist at a place) when the intended meaning is movement toward the speaker — for example, writing *Ó ń wà to mean "He / she is coming."
Correction: Ó ń wá. — He / she is coming (toward here). wà (low-high) describes presence at a location: Ó wà ní ilé (He / she is at home). wá (high) is the verb meaning "to come." The two verbs sound similar but are tonally and semantically distinct. Pay attention to tone when using these two words.
Chapter Review
Apá A — Àwọn Ọ̀rọ̀ (Vocabulary)
1. Write the Yorùbá expression for each of the following: wake up, bathe, dress, cook, go to work, rest, sleep. Each answer must include full tone marks.
2. Write the names of the seven days of the week in order, starting from Sunday. Mark every tone.
3. Write the Yorùbá time expression for each of the following: 6:00 a.m., 12:30 p.m., 8:45 p.m., 11:00 p.m.
4. Write sentences using each of the following connectors to sequence two activities: àkọ́kọ́, lẹ́yìn náà.
Apá B — Gírámà (Grammar)
1. Fill in the blank with ń or máa ń and explain your choice:
- Ó ___ sùn ní ago mẹ́wàá nígbà gbogbo.
- Mo ___ kọ̀wé lẹ́tà báyìí.
- Wọ́n ___ jẹun papọ̀ ní ọ̀sán lójoojúmọ́.
- A ___ sinmi — ẹ jọ̀wọ́ má sọ̀rọ̀ ni ìsinsìnyí.
- Àwọn ọmọ ___ lọ sí ilé-ẹ̀kọ́ ní ago mẹjọ ní Ọjọ́ Ajé.
2. Rewrite each English sentence in fully marked Yorùbá using the correct aspect marker:
- I am reading right now.
- She usually wakes up at five in the morning.
- We are eating together at the moment.
- They usually return home at four in the afternoon.
- You (honorific) are studying — what are you learning?
3. Correct the errors in the following sentences and explain each correction:
- *Mo n sinmi báyìí.
- *Ó máa ń lọ sí iṣẹ́ ní ago méjọ báyìí.
- *A máa ń jẹun — ẹ jọ̀wọ́ dúró.
Apá C — Ìmọ̀ Ohùn àti Àkọ̀wé (Pronunciation and orthography)
1. The following sentences have been written without tone marks or underdots. Restore all required diacritics:
- Mo maa n ji ni ago mefa aaro.
- A n jeun papọ ni osan.
- Ago mewaa oru ni.
2. Write one sentence each using the words sùn and sinmi. Explain the meaning difference between the two words.
3. Explain in plain English why ń must always be written with the acute accent, using an example to illustrate your answer.
Apá D — Kíkọ (Writing)
1. Submit the 80–100-word daily-routine description you drafted in the Writing Workshop, revised according to the editing checklist.
2. Write a 40–50-word description of a different person's routine — real or imagined. Use a different subject pronoun from your own routine paragraph. Include at least one time phrase and one sequencing connector.
Apá E — Ìbánisọ̀rọ̀ (Speaking)
1. Without notes, answer the following questions aloud in complete Yorùbá sentences (or record your answers): Ago mélòó ni o máa ń jí? Kí ni o máa ń ṣe àkọ́kọ́? O máa ń jẹun ní àárọ̀ bí? O máa ń lọ sí iṣẹ́ tàbí ilé-ẹ̀kọ́ ní ago mélòó? Kí ni o ń ṣe báyìí?
2. Describe the schedule in Rèmí's reading text aloud, as if you are reporting to a third person who has not read the text. Use third-person subject pronoun ó throughout. Aim for four to five sentences.
Àtúnyẹ̀wò ohun tí ó ti kọ́ — Cumulative grammar in this chapter
Chapter 7 has used the following systems from earlier chapters in new contexts. Confirm that you still control them:
- Subject pronouns mo, o, ó, a, ẹ, wọ́n in the new aspect-marker slot
- Possessive pronouns mi, rẹ, rẹ̀, wa, yín, wọn in time-phrase possession and noun phrases
- ní (high tone) as the time-phrase preposition: ní àárọ̀, ní ọ̀sán, ní ago méfà
- wà and wà ní for location, not confused with the verb wá (to come)
- Honorific ẹ / yín maintained consistently in questions to a respected addressee
- Noun-qualifier order: oúnjẹ àárọ̀ (morning meal), kíláàsì kọ̀ọ̀kan (each class)
- Identification with ni in time statements: Ago méjì àárọ̀ ni
Performance Task
Iṣẹ́ aṣeyọrí — Abala 7
Àwọn ìṣe ojoojúmọ́ wa — Our daily routines
The Chapter 7 Performance Task has three parts. All spoken and written Yorùbá must include full tone marks and underdots.
Part 1 — Oral comparison (3–4 minutes):
Work with a partner (or record a simulated comparison solo). Compare your own daily routine with the routine of one person from the chapter's reading or listening texts. Use:
- At least four habitual sentences with máa ń describing your own routine.
- At least two habitual sentences with máa ń describing the other person's routine (using the third-person subject pronoun ó).
- At least one progressive sentence with ń describing something happening right now during the conversation.
- At least two time phrases (clock times or parts of the day).
- At least one sequencing connector.
Part 2 — Written routine paragraph (80–100 words):
Submit the paragraph you drafted and revised in the Writing Workshop. It must include habitual and at least one progressive sentence, time phrases, and sequencing connectors. Apply the full editing checklist before submission.
Part 3 — Dictation spot-check:
Your instructor (or a self-check partner) will read aloud six phrases: two using ń, two using máa ń, and two time expressions. Write each one with full tone marks and underdots. At least five of the six must be fully correct for the task to be considered complete.
Assessment note: The spoken task is evaluated on correct selection of ń versus máa ń, comprehensibility of tone on aspect markers, use of time phrases, and appropriate honorific register. The written task is evaluated on aspect-marker accuracy, tone marks, underdots, and sequencing. The spot-check is evaluated on orthographic accuracy only.
Answer Key
Practice — Selecting the aspect marker
- Ó máa ń wẹ̀ ní àárọ̀ nígbà gbogbo. — He/she always bathes in the morning. (habitual — nígbà gbogbo signals regularity)
- Mo ń kọ̀wé lóni ní iṣẹ́. — I am writing right now at work. (progressive — báyìí/lóni with the in-progress implication)
- Àwọn ọmọ máa ń sùn ní òru. — The children usually sleep at night. (habitual — every night)
- A ń jẹun papọ̀ ní ọ̀sán lóni. — We are eating together this afternoon. (progressive — happening at this moment)
- Ẹ máa ń lọ sí ọjà ní Ọjọ́ Ajé? — Do you usually go to the market on Mondays? (habitual — every Monday; honorific)
- Wọ́n ń ka ìwé. — They are reading right now. (progressive)
Practice — Building routine sentences (sample answers)
- O máa ń jí ní àárọ̀. (You usually wake up in the morning.)
- Ó máa ń lọ sí iṣẹ́ ní ago mẹjọ. (He/she usually goes to work at eight o'clock.)
- A máa ń jẹun papọ̀ ní ọ̀sán. (We usually eat together in the afternoon.)
- Wọ́n máa ń kẹ́kọ̀ọ́ ní ìrọ̀lẹ́. (They usually study in the evening.)
- Ẹ máa ń sinmi lẹ́yìn iṣẹ́. (You usually rest after work. — honorific)
Accept any well-formed sentence using the correct subject pronoun and máa ń followed immediately by the verb, with full diacritics. Time phrases may vary as long as the meaning is appropriate.
Practice — Telling the time
- Ago méjọ àárọ̀ ni. (7:00 a.m. — mẹjọ = 7 — note: review numeral 7 if needed: mẹjọ = 8; the correct Yorùbá for 7 is méjọ — confirm with your instructor)
- Ago méjìlá ọ̀sán ni. (12:00 noon — méjìlá = 12)
- Ago mẹ́ta àti ìdajì ọ̀sán ni. (3:30 p.m.)
- Ago mẹ́wàá òru kọ mẹ́ẹ̀ẹ́dógún ni. (9:45 p.m. — a quarter to ten at night)
- Ago mẹ́fà àárọ̀ ni. (6:00 a.m.)
Numeral forms above 10 should be verified with a qualified speaker. Items flagged here require human Yorùbá-language review before finalization.
Dialogue — Comprehension
- Rèmí máa ń jí ní ago méfà àárọ̀. (Rèmí usually wakes up at six in the morning.)
- Rèmí ń jẹun ní àkókò tí Àdésọlá kọ̀wé sí — oúnjẹ àárọ̀ rẹ̀. (Rèmí is eating — his morning meal.)
- Ó máa ń kọ́ àwọn akẹ́kọ̀ọ́ ọgbọ̀n ní kíláàsì kọ̀ọ̀kan. (He usually teaches thirty students per class.)
- Rèmí máa ń padà sí ilé ní ago mérin ìrọ̀lẹ́. (Rèmí usually returns home at four in the evening.)
- Àdésọlá ń kẹ́kọ̀ọ́ Yorùbá — ó ń ka ìwé Yorùbá rẹ̀ àti kọ̀wé àwọn ọ̀rọ̀ tuntun. (Àdésọlá is studying Yorùbá — reading her Yorùbá book and writing new words.)
- Progressive sentences (three examples): Mo ń jẹun báyìí (I am eating now); Àdésọlá: Mo ń kẹ́kọ̀ọ́ Yorùbá / Mo ń ka ìwé Yorùbá mi / Mo ń kọ̀wé àwọn ọ̀rọ̀ tuntun; Mo ń pé ẹnìkan mìíràn báyìí (I am calling someone else now). Accept any three correctly identified progressive sentences with ń only (no máa before it).
- Àdésọlá uses ẹ (honorific subject) and yín-pattern questions (Ẹ ń kọ́?, Ẹ máa ń kọ́ àwọn akẹ́kọ̀ọ́ tí ó tó mẹ́lòó?) because Rèmí is a teacher and is older or in a position of respect relative to the student Àdésọlá. The honorific form shows appropriate deference.
Listening — Comprehension table (expected answers)
- Ìféolúwakúnlé — trader (oníṣòwò) in Ìlọrin; wakes up at 5 a.m.; bathes, dresses, prepares breakfast; right now: listening to the radio at the market because the market has not yet opened
- Olúwatọbí — university student in Lagos; Monday classes start at 8 a.m., Tuesday classes start at 10 a.m.; right now: resting in his room because the weather is keeping him from going outside
- Àgbàdo — technician near Ìbàdàn; works from 8 a.m. to 5 p.m.; after work walks with his wife; right now: implied evening context (watches TV with wife or talks about the day)
Bonus: (1) Examples of progressive: Ìféolúwakúnlé — mo ń gbọ́ rédíò; Olúwatọbí — mo ń sinmi ní yàrá mi; Àgbàdo — context implies ongoing evening activity. (2) Olúwatọbí's Tuesday class starts later (ago mẹ́wàá) than Monday (ago méjọ). (3) A máa ń wo tẹlifísọ̀n papọ̀ tàbí a máa ń sọ̀rọ̀ nípa ọjọ́ wa.
Reading — Comprehension
- Rèmí máa ń lọ sí ọjà ní Ọjọ́ Bọ, ní àárọ̀ ṣáájú iṣẹ́. (Rèmí usually goes to the market on Thursday, in the morning before work.)
- Rèmí ní àkókò ọfẹ́ ní Ọjọ́ Rú ní ọ̀sán. (Rèmí has free time on Wednesday afternoon.)
- Àdésọlá máa ń jí ní ago mẹ́fà ìdajì àárọ̀. (Àdésọlá usually wakes up at half past six in the morning.)
- Àdésọlá máa ń rìn nítorí pé yunifásítì rẹ̀ kò jìnnà. (Àdésọlá usually walks because her university is not far.)
- Àdésọlá máa ń jẹun pẹ̀lú àwọn ọ̀rẹ́ rẹ̀. Lẹ́yìn jíjẹun, wọ́n máa ń sọ̀rọ̀ nínú àgbàlá yunifásítì. (Àdésọlá usually eats with her friends. After eating, they usually talk in the university yard.)
- Sequencing examples: Àkọ́kọ́, mo máa ń wẹ̀ àti wọ aṣọ (First, I usually bathe and dress) — àkọ́kọ́ opens the sequence; Lẹ́yìn náà, mo máa ń mu tii (After that, I usually drink tea) — lẹ́yìn náà connects to the next activity. Accept any well-identified pair with translation.
- Time-phrase ní example: Mo máa ń lọ sí yunifásítì ní ago mẹjọ àárọ̀ — ní (high tone) is the time preposition marking when the action occurs, equivalent to English "at." This is the same high-tone ní as possession/location, here used in a time-phrase context.
Chapter Review — Apá B, item 1
- Ó máa ń sùn ní ago mẹ́wàá nígbà gbogbo. (habitual — always)
- Mo ń kọ̀wé lẹ́tà báyìí. (progressive — right now)
- Wọ́n máa ń jẹun papọ̀ ní ọ̀sán lójoojúmọ́. (habitual — every day)
- A ń sinmi — ẹ jọ̀wọ́ má sọ̀rọ̀ ni ìsinsìnyí. (progressive — in progress at this moment)
- Àwọn ọmọ máa ń lọ sí ilé-ẹ̀kọ́ ní ago mẹjọ ní Ọjọ́ Ajé. (habitual — every Monday)
Chapter Review — Apá B, item 2 (sample answers)
- Mo ń ka báyìí. (I am reading right now.)
- Ó máa ń jí ní ago márùn-ún àárọ̀. (She/he usually wakes up at five in the morning.)
- A ń jẹun papọ̀ ní àkókò yìí. (We are eating together at the moment.)
- Wọ́n máa ń padà sí ilé ní ago mérin ìrọ̀lẹ́. (They usually return home at four in the afternoon.)
- Ẹ ń kẹ́kọ̀ọ́ — kí ni ẹ ń kọ́? (You are studying — what are you learning? — honorific)
Chapter Review — Apá B, item 3 (error corrections)
- *Mo n sinmi báyìí → Mo ń sinmi báyìí. Error: the acute accent is missing from ń. The progressive marker must always be written as ń with the high-tone mark.
- *Ó máa ń lọ sí iṣẹ́ ní ago méjọ báyìí → Ó ń lọ sí iṣẹ́ ní ago méjọ báyìí. Error: báyìí (right now) signals a progressive event in progress; máa ń (habitual) is incorrect here. Use ń alone when the event is happening at the moment of speaking.
- *A máa ń jẹun — ẹ jọ̀wọ́ dúró → A ń jẹun — ẹ jọ̀wọ́ dúró. Error: the request "please wait" implies the action is happening right now and is the reason for the request; the progressive ń is correct, not the habitual máa ń.
Chapter Review — Apá C, item 1 (restored diacritics)
- Mo máa ń jí ní ago méfà àárọ̀.
- A ń jẹun papọ̀ ní ọ̀sán.
- Ago mẹ́wàá òru ni.
Looking Ahead
Ohun tí o lè ṣe báyìí — What you can do now
You can describe both ongoing and habitual activities in Yorùbá, ask and tell the time, name the days of the week, sequence a daily routine using connectors, and write an organized routine paragraph of 80–100 words with correct tone marks and underdots. You can distinguish the progressive ń from the habitual máa ń in both listening and writing. These two aspect markers will appear in every subsequent chapter — they are among the most frequently used grammatical constructions in the course.