Ìgbésí Ayé Ojoojúmọ́
Chapter Objectives
By the end of this chapter, you will be able to:
- Combine home, routine, food, and market vocabulary in connected Yorùbá sentences and exchanges.
- Ask and answer follow-up questions using grammar from Chapters 6 through 9.
- Resolve a simple misunderstanding using repair expressions and clarification strategies.
- Describe preferences and practical daily needs using fẹ́, nífẹ̀ẹ́ sí, and negation patterns.
- Sustain a short transaction entirely in Yorùbá, moving from greeting through purchase to farewell.
- Use progressive ń, habitual máa ń, and negation with kò and kì í in connected spoken and written language.
- Read a menu, schedule, advertisement, and household message written in fully marked Standard Yorùbá.
- Write a fully marked 100–120-word description of everyday life drawing on all four Unit II domains.
- Demonstrate accurate tone, underdot, and pronoun control across Unit II vocabulary and grammar.
Chapter 10 is the Unit II consolidation chapter. It introduces no major new grammar. Everything in this chapter — the vocabulary, the grammar patterns, the sentence structures, and the communication strategies — comes from Chapters 6 through 9. Your goal is to bring those building blocks together into fluent, connected everyday communication. Think of this chapter as a dress rehearsal: the language you practice here is the language you will need in every chapter from Unit III onward.
Communication Scenario
It is a weekday morning. Kẹ́hìndé, a university student who lives in a shared house in Ìbàdàn, is getting ready for the day. She checks what food is in the kitchen, realizes the household needs supplies, writes a quick message to her housemate Túndé, and heads to a nearby market stall. At the stall, she asks about two items, finds one price too high, and negotiates before completing her purchase. After returning home, she tells Túndé what she bought, what it cost, and what they still need before the weekend.
- Kẹ́hìndé's day involves four distinct situations: a home inventory check, a written message, a market transaction, and a spoken report. Which Unit II grammar patterns will she need in each situation? List them in English before you begin the chapter.
- Think about what can go wrong in a market transaction — an item is out of stock, a price is unclear, or you misheard the quantity. What would you say in Yorùbá if you needed to ask the seller to repeat something or clarify a price?
- How would Kẹ́hìndé's language change depending on whether she is talking to Túndé (a peer) or to an older market seller? Identify at least two specific differences in pronoun choice or politeness expressions from Chapters 1 through 9.
Vocabulary Review
All vocabulary in this chapter has been taught in Chapters 6 through 9. The tables below bring together the highest-frequency items from all four Unit II domains. Use them to refresh your memory before the grammar review and the longer tasks. If any item is unfamiliar, return to the chapter where it was introduced before proceeding.
Àwọn ọ̀rọ̀ ilé àti ìlú — Home and location
| Yorùbá | English | First introduced |
|---|---|---|
| ilé | house, home | Ch. 6 |
| yàrá | room | Ch. 6 |
| ilé ìdáná | kitchen | Ch. 6 |
| yàrá ìjókòó | sitting room, living room | Ch. 6 |
| yàrá àgbàlá | backyard, compound area | Ch. 6 |
| wà | to be (at a location), to exist | Ch. 6 |
| níbí | here | Ch. 6 |
| níbẹ̀ | there | Ch. 6 |
| nítòsí | nearby, close | Ch. 6 |
| wà níbí | to be here, to be present | Ch. 6 |
Àwọn ọ̀rọ̀ ìṣe ojoojúmọ́ àti àkókò — Routines and time
| Yorùbá | English | First introduced |
|---|---|---|
| jí | to wake up | Ch. 7 |
| wẹ̀ | to bathe, to wash | Ch. 7 |
| jẹun | to eat a meal | Ch. 7 |
| lọ sí iṣẹ́ | to go to work | Ch. 7 |
| padà wá | to return, to come back | Ch. 7 |
| sùn | to sleep | Ch. 7 |
| owúrọ̀ | morning | Ch. 7 |
| òru | evening, night | Ch. 7 |
| ọjọ́ Àìkú | Sunday | Ch. 7 |
| ọjọ́ Àbámẹ́ta | Wednesday | Ch. 7 |
| gbogbo ọjọ́ | every day | Ch. 7 |
| nígbà míì | sometimes | Ch. 7 |
Àwọn ọ̀rọ̀ oúnjẹ àti fẹ́ràn — Food and preferences
| Yorùbá | English | First introduced |
|---|---|---|
| oúnjẹ | food, meal | Ch. 8 |
| ẹbọ | àmàlà (yam-flour dish) | Ch. 8 |
| ẹ̀fọ́ | leafy vegetable, vegetable soup | Ch. 8 |
| ọbẹ̀ | soup, stew | Ch. 8 |
| omi | water | Ch. 8 |
| ọtí | alcohol, palm wine | Ch. 8 |
| fẹ́ | to want, to prefer | Ch. 8 |
| nífẹ̀ẹ́ sí | to like, to be fond of | Ch. 8 |
| jẹ | to eat (specific item) | Ch. 8 |
| mu | to drink | Ch. 8 |
Àwọn ọ̀rọ̀ ọjà àti owó — Market and money
| Yorùbá | English | First introduced |
|---|---|---|
| ọjà | market; goods | Ch. 9 |
| owó | money | Ch. 9 |
| náírà | naira | Ch. 9 |
| iye | price, amount | Ch. 9 |
| rà | to buy | Ch. 9 |
| ta | to sell | Ch. 9 |
| san owó | to pay | Ch. 9 |
| Ó pọ̀ jù. | It is too expensive. | Ch. 9 |
| Ó dára. | Good. / Fine. | Ch. 9 |
| àpapọ̀ | total, altogether | Ch. 9 |
Àwọn gbolohùn àtúntọ̀ àti ìfẹ̀núsọ̀rọ̀ — Transaction management and clarification
These expressions are new additions for Chapter 10. They help you manage conversations when something goes wrong — when you mishear a price, do not understand an answer, or need to correct a misunderstanding. Learn them as complete usable phrases.
| Yorùbá | English | Use |
|---|---|---|
| Ẹ tún sọ ọ, ẹ jọ̀wọ́. | Please say it again. | asking for repetition (respectful) |
| Tún sọ ọ, jọ̀wọ́. | Please say it again. | asking for repetition (familiar) |
| Kí ni o sọ? | What did you say? | asking for clarification (familiar) |
| Kí ni ẹ sọ? | What did you say? | asking for clarification (respectful) |
| Mi ò gbọ́. | I did not hear / I didn't catch that. | signalling that you missed something |
| Mi ò yé mi. | I don't understand. | signalling comprehension difficulty |
| Ẹ sọ ọ lọ́ra díẹ̀, ẹ jọ̀wọ́. | Please speak a little more slowly. | requesting slower speech |
| Jẹ́ kí n rí i. | Let me see it. | asking to examine an item |
| Ó ṣe kedere. | That is clear. / I understand now. | confirming comprehension |
| Rárá, kì í ṣe bẹ́ẹ̀. | No, that is not right. / No, that is not it. | gentle correction |
| Ẹni tó wà níbẹ̀ ní… | The person there said… / The one over there… | relaying information or redirecting |
The expression Mi ò yé mi is a common idiomatic way to say "I don't understand." It is literally closer to "it has not become clear to me." Learn it as a formulaic unit; do not try to build it from its parts at this stage.
Pronunciation and Orthography Focus
Focus 1 — Tone across connected phrases
When you speak in sentences rather than single words, the tones of adjacent syllables interact. This chapter is a good opportunity to consolidate the most important patterns you have met across Unit II. Practise reading each phrase below as one connected unit, not as isolated words:
- Mo ń jẹun ní ilé. — I am eating at home.
- Ó máa ń jí ní òwúrọ̀. — She/He usually wakes up in the morning.
- A kò fẹ́ oúnjẹ yẹn. — We do not want that food.
- Wọ́n ń rà nǹkan ní ọjà. — They are buying things at the market.
Pay special attention to the particles ń (progressive, high tone) and kò (negation, low tone). Their tones must be distinct from one another and from the verbs that follow them.
Focus 2 — Pronoun and particle discrimination
Short grammatical words carry enormous meaning in Yorùbá. The following contrasts have been taught across Unit II. Read each pair aloud and make sure the tones are distinct:
- ń (high — progressive marker) versus kò (low — negation)
- mi (mid — first-person object: me) versus mo (mid — first-person subject: I)
- rẹ (mid — second-person possessive: your) versus rẹ̀ (low — third-person object: it/him/her)
- ẹ (mid — honorific/plural subject) versus ó (high — third-person singular subject)
- ni (mid — identification) versus ní (high — location/possession preposition)
Dictation practice: ask a partner to say one item from each pair at random while you write the correct form including all diacritics. Switch roles and repeat.
Focus 3 — Nasal vowels and syllabic nasals
Unit II introduced several words with nasal vowels and syllabic nasals. Read the following words aloud and make sure you are producing the nasal quality as part of the vowel rather than as a separate consonant following it:
- oúnjẹ — food (the n in un is part of a nasal vowel sequence)
- nǹkan — something, thing (syllabic nasal ǹ with low tone)
- ìjókòó — sitting (nasal effect in context)
- ń — the progressive marker itself is a syllabic nasal with high tone
A syllabic nasal (ń or ǹ) is a nasal consonant that forms a syllable on its own and carries its own tone. It is not a vowel, but it functions as the tone-bearing unit of its syllable. When you say Mo ń jẹun, the ń is a complete syllable with high tone standing between mo and jẹun.
Focus 4 — Number and price dictation
Correctly marked number expressions are essential for everyday transactions. Write out the following prices in full Yorùbá words, including every tone mark and the word náírà. Check your answers against the key before moving on.
- ₦500
- ₦1,200
- ₦3,000
- ₦200
- ₦4,500
Grammar Review
This section reviews the core grammar systems introduced in Unit II. No new grammar is presented. Use the review as a diagnostic: if any pattern feels uncertain, reread the relevant section in Chapters 6–9 before attempting the extended exercises later in this chapter.
Review 1 — Location, existence, and possession
From Chapter 6: wà, wà ní, and ní for location, existence, and possession.
- Àwọn ẹyin wà nínú ìkòkò. location: wà + nínú (inside) The eggs are inside the pot.
- Bísí ní ìgò epo méjì. possession: ní + noun phrase Bísí has two bottles of oil.
- Kẹ́hìndé wà níbí báyìí. location + time expression Kẹ́hìndé is here now.
- Oúnjẹ kò wà. negative existence: kò + wà There is no food. / Food is not available.
You have met ní (high tone) in three overlapping uses:
- Possession: Kẹ́hìndé ní àpò kékeré. — Kẹ́hìndé has a small bag.
- Location preposition: Mo wà ní ilé. — I am at home.
- Introducing an object after certain verbs: Fún mi ní àtàrí mẹ́ta. — Give me three tomatoes.
In all three uses, the tone is high. Contrast with mid-tone ni, which marks identity or focus (Olùkọ́ ni Bísí. — Bísí is a teacher).
Review 2 — Progressive and habitual aspect
From Chapter 7: ń for ongoing events and máa ń for regular activities.
- Túndé ń jẹun báyìí. subject + ń + verb (ongoing right now) Túndé is eating right now.
- Kẹ́hìndé máa ń jí ní àárọ̀. subject + máa ń + verb (habitual / regular) Kẹ́hìndé usually wakes up early in the morning.
- A máa ń jẹ ẹbọ ní Saturday. habitual with day of week We usually eat àmàlà on Saturdays.
These two particles are never interchangeable. Use ń when an event is happening right now, at this very moment. Use máa ń when an action is characteristic, habitual, or regularly recurring. Ask yourself: is the event happening now or is it something that usually happens? The answer determines which marker to use.
Compare: Mo ń kọ̀ láti ọwọ́ báyìí (I am writing right now) versus Mo máa ń kọ̀ ní òwúrọ̀ (I usually write in the morning).
Review 3 — Negation: kò and kì í
From Chapter 8: kò for basic verbal negation; kì í for habitual or general negation.
- Mo kò fẹ́ oúnjẹ yẹn. kò negates the verb fẹ́ (want) in this moment I don't want that food.
- Ó kì í jẹ ẹran. kì í negates a general or habitual pattern She/He does not eat meat. (general — never or habitually not)
- Wọ́n kò wà níbí. kò negates wà (existence/location) They are not here.
- Kẹ́hìndé kì í mu ọtí. general negative — characteristic behaviour Kẹ́hìndé does not drink alcohol. (habitually)
kò negates a specific or currently relevant state or action. kì í negates something general, habitual, or characteristic — a permanent or usual pattern. The same distinction mirrors the affirmative contrast between a bare verb or ń (current) and máa ń (habitual). When in doubt, ask: is this negation about right now or about generally/always?
Review 4 — Object pronouns and noun-phrase order
From Chapters 8–9: object forms mi, rẹ̀, yín; noun before qualifier.
- Fún mi ní àtàrí mẹ́ta. mi = first-person object; noun + numeral order Give me three tomatoes.
- Mo fẹ́ rẹ̀. rẹ̀ = third-person singular object (it), low tone I want it.
- aṣọ pupa tóbi méjì noun + color + size + numeral two large red cloths
Review 5 — Introductory serial verb pattern
From Chapter 9: mú ___ fún mi and mú ___ wá.
- Mú aṣọ yìí fún mi. Take this cloth and give it to me. / Bring me this cloth.
- Ẹ mú omi díẹ̀ wá. Bring some water. (honorific)
Yorùbá expresses time and viewpoint through particles and context, not through verb endings. By the end of Unit II, you have four central ways of framing an action's time and character: the bare verb (for general or completed events in clear context), ń (ongoing now), máa ń (habitual or regular), and negation with kò or kì í. English speakers often expect a one-to-one mapping from English tense to Yorùbá form. That mapping does not exist. A single English sentence may correspond to different Yorùbá constructions depending on whether the action is happening right now, usually happens, or generally does not happen. The question to ask is always: what is the meaning and viewpoint I want to communicate?
Practice — Grammar review exercises
A. Choose the correct particle: ń, máa ń, kò, or kì í.
- Túndé ___ rà oúnjẹ báyìí. (He is buying food right now.)
- Kẹ́hìndé ___ jí ní àárọ̀ gbogbo ọjọ́. (She usually wakes up early every day.)
- Mo ___ nífẹ̀ẹ́ sí ẹja. (I don't like fish — general/habitual.)
- Omi ___ wà nínú ìgò. (Water is not in the bottle — right now.)
- Wọ́n ___ wẹ̀ lóòjúmọ́. (They usually bathe daily.)
- Ó ___ fẹ́ àwọn àtàrí wọ̀nyí. (She doesn't want those tomatoes — right now.)
B. Correct the noun-phrase order or pronoun error in each sentence.
- *Fún mo ní oúnjẹ díẹ̀.
- *Mo fẹ́ méjì ìró pupa.
- *Ó wà ní ile. (underdot missing)
- *Mú ẹja àti fún mi.
C. Translate into fully marked Standard Yorùbá.
- We are not at home right now.
- Do you (familiar) usually eat rice?
- Kẹ́hìndé has three bottles of oil.
- Please give me two large red cloths. (addressing an older seller)
- I want it. How much does it cost?
Communication Repair
Every language learner encounters moments when communication breaks down — you mishear something, the speaker talks too fast, or your Yorùbá sentence comes out wrong and the listener looks confused. Skilled communicators in any language manage these moments through repair: they signal the problem, request help, and confirm that understanding has been restored. This section teaches you the key repair moves in Yorùbá daily communication.
Repair moves in everyday Yorùbá
When asking an older person or a market seller to repeat something or speak more slowly, always use the honorific forms: ẹ tún sọ ọ rather than tún sọ ọ, and add ẹ jọ̀wọ́ (please — honorific). With a peer or younger person, the familiar form is natural. Repair requests are not rude — they are a sign that you are taking communication seriously. A Yorùbá speaker will generally appreciate being asked to clarify rather than being misunderstood.
Practice — Repair in context
For each situation, write the most appropriate repair expression in Yorùbá. Choose between honorific and familiar forms based on who is speaking.
- You are at the market. The seller states the price, but you did not catch it. (You are speaking to an older seller.)
- Your housemate Túndé tells you something about the weekend, but he spoke too fast. (Peer relationship.)
- A market seller has just explained something in Yorùbá that you did not fully understand. (Older seller.)
- After asking the seller to repeat the price, you now understand it clearly. What do you say?
- Túndé thinks you said you do not want dinner, but you actually said you do want it. How do you correct him gently?
Model Dialogue
The dialogue below brings together home, routine, food, and market language from all four chapters of Unit II. It also includes two repair moves. Read it carefully before answering the comprehension questions.
Ipò: Ilé Kẹ́hìndé àti Túndé ní Ìbàdàn — owúrọ̀ ọjọ́ Ọjọ́bọ. Kẹ́hìndé ń sọ̀rọ̀ pẹ̀lú Túndé ṣáájú kí ó tó lọ sí ọjà. Túndé jókòó ní yàrá ìjókòó ó sì ń mu kọfí.
Setting: Kẹ́hìndé and Túndé's house in Ìbàdàn — Thursday morning. Kẹ́hìndé is speaking with Túndé before going to the market. Túndé is sitting in the living room and drinking coffee.
(Kẹ́hìndé ń lọ sí ọjà. Ó rí Ìyá Tàyọ̀ ní ojú ọnà. — Kẹ́hìndé goes to the market. She sees Ìyá Tàyọ̀ at a stall.)
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Kí ni kò wà nínú ilé ìdáná Kẹ́hìndé àti Túndé? (What is not in the kitchen?)
- Túndé máa ń rà ohun tó nílò wọn ní ọjà wo? (Which market does Túndé usually shop at?)
- Kẹ́hìndé fẹ́ rà kí? Ṣe àkójọ. (What does Kẹ́hìndé want to buy? List the items.)
- Kẹ́hìndé lo irinṣẹ́ àtúntọ̀ wo nígbà tí ó kò gbọ́ iye ẹja dáadáa? Kọ gbolohùn náà. (Which repair expression did Kẹ́hìndé use when she did not hear the fish price properly? Write the sentence.)
- Iye ẹja àkọ́kọ́ àti iye tí àwọn méjì wọn gbà ní ìparí jẹ́ mélòó? (What was the original fish price and what did they agree on?)
- Owó àpapọ̀ gbogbo ohun tí Kẹ́hìndé rà jẹ́ mélòó? (What was the total amount Kẹ́hìndé paid for everything?)
- Find all the Unit II grammar patterns used in the dialogue: location with wà, progressive ń, habitual máa ń, negation with kò, object pronouns, and a serial pattern. Write one example of each from the dialogue.
Listening
Ask your instructor, a study partner, or a qualified Yorùbá speaker to read the following passages at a natural conversational pace. For each passage, listen twice. On the first listen, answer the gist question. On the second listen, complete the detail questions.
If no speaker is available, this is a Listening Script for Independent Use. Read each passage aloud at a natural pace, cover it, and answer the questions. Machine text-to-speech output must be verified by a qualified Yorùbá speaker before being used as a model.
Ìgbọ́ 1 — Ìgbésí ayé Adéwálé (Adéwálé's daily life)
Orúkọ mi ni Adéwálé. Mo wà ní Ìbàdàn. Mo máa ń jí ní àárọ̀ — nǹkan bí àárọ̀ mẹ́fàá. Mo máa ń wẹ̀ àti jẹun ṣáájú kí n tó lọ sí iṣẹ́ mi. Mo kì í jẹ oúnjẹ àárọ̀ ní ita ilé — mo máa ń jẹun nínú ilé gbogbo igba. Ní òru, mo máa ń padà wá ní àárọ̀ mẹ́jọ tàbí mẹ́sàn-án. Mo nífẹ̀ẹ́ sí ẹbọ àti ẹ̀fọ́. Mo kì í mu ọtí rárá.
Àwọn ìbéèrè Ìgbọ́ 1:
- Adéwálé máa ń jí ní àkókò wo? (What time does Adéwálé usually wake up?)
- Adéwálé jẹ oúnjẹ àárọ̀ rẹ̀ níbo? (Where does he eat his morning meal?)
- Kí ni ohun tí Adéwálé nífẹ̀ẹ́ sí jẹ? (What food does he like?)
- Àwọn nǹkan méjì tí Adéwálé kì í ṣe rẹ̀ jẹ́ kí? (What are two things Adéwálé does not do?)
Ìgbọ́ 2 — Ìjíròrò ní ọjà (A market exchange)
Olùra: Ẹ káàsán. Ẹ ní ọṣẹ bí?
Ọlọ́jà: Bẹ́ẹ̀ ni, mo ní. Ọṣẹ kan jẹ́ ọgọ́rùn-ún àti àádọ́ta náírà.
Olùra: Ẹ tún sọ ọ, ẹ jọ̀wọ́. Mi ò gbọ́ dáadáa.
Ọlọ́jà: Ọgọ́rùn-ún àti àádọ́ta náírà, ọmọ mi.
Olùra: Ó ṣe kedere. Mo fẹ́ méjì. Jẹ́ mélòó ní àpapọ̀?
Ọlọ́jà: Ọgọ́rùn-ún mẹ́ta náírà ní àpapọ̀.
Olùra: Ó dára. Ẹ gba owó yìí. Ẹ ṣé.
Àwọn ìbéèrè Ìgbọ́ 2:
- Kí ni olùra fẹ́ rà? (What does the buyer want to buy?)
- Kí ni iye ọṣẹ kan? (What is the price of one soap?)
- Kí ni olùra sọ nígbà tí kò gbọ́ iye dáadáa? Kọ gbolohùn rẹ̀ ní Yorùbá. (What did the buyer say when they did not hear the price properly? Write the sentence in Yorùbá.)
- Iye àpapọ̀ ọṣẹ méjì jẹ́ mélòó? (What is the total price for two soaps?)
Ìgbọ́ 3 — Ìfitónilétí àárọ̀ (Morning message)
Túndé,
Mo ń lọ sí ọjà Àmáládé. Epo àti àtàrí kò wà nínú ilé ìdáná mọ́. Mo fẹ́ rà ẹja pẹ̀lú. A máa ń jẹ ọbẹ̀ ẹja ní gbogbo ọjọ́ Friday, nítorí náà ẹja ṣe pàtàkì. Màá padà wá ní àárọ̀ mẹ́wàá. Ẹ jẹ́ kí ilé ìdáná wà lọ́mọdé. Ẹ ṣé.
Kẹ́hìndé
Àwọn ìbéèrè Ìgbọ́ 3:
- Kẹ́hìndé ń lọ sí ọjà wo? (Which market is Kẹ́hìndé going to?)
- Kí ni ohun tí kò wà nínú ilé ìdáná mọ́? (What is no longer in the kitchen?)
- Kí ni ìdí tí Kẹ́hìndé fẹ́ rà ẹja? (Why does Kẹ́hìndé want to buy fish?)
- Kẹ́hìndé máa ń padà wá ní àkókò wo? (What time will she return?)
- Kẹ́hìndé béèrè Túndé láti ṣe kí? (What does Kẹ́hìndé ask Túndé to do?)
Reading
Read all four texts below. They represent the four reading types that Unit II has developed: a message, a menu, a schedule, and an advertisement. Each uses fully marked Standard Yorùbá orthography.
Ọ̀rọ̀ àkọ́kọ́ — Ìfitónilétí ilé (Household message)
Kẹ́hìndé,
Epo kò wà nínú ilé ìdáná mọ́. Àtàrí díẹ̀ wà — nǹkan bí mẹ́ta péré. Mo ti rà ọṣẹ méjì àti ìgò omi mẹ́ta, àmọ́ mi ò rà ẹja. Ìgò epo kan jẹ́ ẹgbẹ̀rún kan àti igba náírà ní ọjà Àmáládé ní ọ̀sẹ̀ tó kọjá — ó ṣeéṣe kí iye rẹ̀ yí padà lónìí. Ẹ béèrè lọ́wọ́ Ìyá Tàyọ̀ bí iye ti yí padà.
Túndé
Ọ̀rọ̀ kejì — Àkójọ oúnjẹ (Menu)
ÀKÓJỌ OÚNJẸ — ÌDÁNÁ ÀMÁLÁDÉ
Oúnjẹ àárọ̀:
Ẹ̀gúsí àti àmàlà ................... ẹgbẹ̀rún kan náírà
Ọbẹ̀ ẹja àti ìyán ..................... ẹgbẹ̀rún kan àti igba náírà
Ẹbọ àti ẹ̀fọ́ ........................... ẹgbẹ̀rún kan náírà
Ohun mímu:
Omi (ìgò kékeré) ................... igba náírà
Omi (ìgò tóbi) ...................... ọgọ́rùn-ún márùn-ún náírà
Ọtí pupa (kọfí) ..................... ọgọ́rùn-ún àti àádọ́ta náírà
A kì í ta oúnjẹ tí ò tó lọ́pọ̀lọpọ̀. Jọ̀wọ́ béèrè fún oúnjẹ tó wà lónìí.
We do not serve food that is not freshly available. Please ask about today's available dishes.
Ọ̀rọ̀ kẹta — Àkókò ìṣe Adéwálé (Adéwálé's schedule)
Ọjọ́ Àìkú: Jí ní àárọ̀ mẹ́fàá. Wẹ̀. Jẹ oúnjẹ àárọ̀ ní ilé. Lọ sí ṣọ́ọ̀ṣì ní àárọ̀ mẹ́jọ. Padà wá ní ọ̀sán méjì.
Ọjọ́ Àìkú — òru: Má jẹun ní ita. Jẹ ẹbọ àti ẹ̀fọ́ ní ilé. Sùn ní òru mẹ́wàá.
Ọjọ́ Àbámẹ́ta: Jí ní àárọ̀ márùn-ún àti ìdajì. Lọ sí iṣẹ́ ní àárọ̀ mẹ́jọ. Padà wá ní òru mẹ́jọ.
Ọjọ́ Àbámẹ́ta — òru: Rà oúnjẹ ní ọjà tó wà nítòsí. Jẹun. Sùn ní òru mẹ́ẹ̀wàá.
Ọ̀rọ̀ kẹrin — Ìpolówó ọjà (Market advertisement)
ỌJÀ TUNTUN — ÌBÀDÀN NÓRTH
A ń ta: epo, àtàrí, ata, ẹja, ẹran, ọṣẹ, omi, àti àwọn aṣọ tuntun.
Àwọn iye wa kéré. Ẹ wá rà nǹkan fún ilé yín. Ọjà wà ní Ọjọ́ Àìkú, Ọjọ́ Àbámẹ́ta, àti Ọjọ́ Ẹtì gbogbo ọ̀sẹ̀. Ẹ wá ní àárọ̀ mẹ́jọ títí di ọ̀sán mẹ́rin.
Wa shop here — our prices are small. Come and buy for your household.
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Nínú ìfitónilétí ilé (Text 1): kí ni Túndé rà, àti kí ni kò rà? (In the household message: what did Túndé buy, and what did he not buy?)
- Iye oúnjẹ àárọ̀ wo ló gbówó jù nínú àkójọ oúnjẹ (Text 2)? (Which breakfast dish is most expensive on the menu?)
- Nínú àkókò ìṣe Adéwálé (Text 3): Adéwálé máa ń jẹun ní ita ilé bí? (In Adéwálé's schedule: does he eat outside the house?)
- Ọjà tuntun (Text 4) ṣí ní àwọn ọjọ́ wo? (On which days is the new market open?)
- Ọjà tuntun (Text 4) ṣí ní àkókò wo? (What hours is it open?)
- From Text 1, find the sentence that uses habitual negation with kì í in the context of a characteristic behavior. Write it out. (Note: if kì í does not appear in Text 1, look in the listening passages. Identify whether this type of negation is implied in the schedule.)
- Rewrite the following sentence from Text 3 in the first person, changing Adéwálé to I and adjusting all pronouns: Lọ sí ṣọ́ọ̀ṣì ní àárọ̀ mẹ́jọ.
Writing Workshop
Chapter 10 has two writing products: a short household message and a fully marked 100–120-word description of everyday life. Both must use complete tone marks and underdots throughout.
Àpín A — Ìfitónilétí ilé (Household message)
Write a short message (30–40 words) to a housemate explaining what supplies are missing from the house and what you intend to buy at the market. Your message should use:
- At least one existence or location statement with wà
- At least one negative with kò
- At least two items from the household or market vocabulary of Unit II
- An appropriate closing
Model:
Túndé,
Epo àti ọṣẹ kò wà nínú ilé ìdáná mọ́. Àtàrí díẹ̀ wà, àmọ́ ẹja kò sí. Màá rà nǹkan ní ọjà báyìí. Màá padà wá ní kíkánkíkán.
Kẹ́hìndé
Àpín B — Àpèjúwe ìgbésí ayé ojoojúmọ́ (Everyday life description)
Write a 100–120-word description of your own typical weekday. Your description must cover all four Unit II domains:
Home (Ch. 6)
- Where you live
- What rooms or things are in your home
- What is available or not available
Routine (Ch. 7)
- What time you wake up, eat, work, rest
- At least one habitual action (máa ń)
- At least one ongoing action (ń)
Food (Ch. 8)
- What you like or do not like to eat or drink
- At least one negative preference (kò or kì í)
Shopping (Ch. 9)
- When and where you shop
- What you typically buy
- An approximate price or quantity
- Plan before writing. Make four short lists in English or Yorùbá — one for each domain. Note the vocabulary and grammar you will need from each chapter.
- Draft in Yorùbá. Write continuous prose, not a list. Use connectors such as àti (and), àmọ́ (but), nítorí náà (therefore), and lẹ́hìnnáà (after that) to link your ideas.
- Check each sentence for a subject, aspect marker or verb, and object or complement. Make sure every pronoun is in the correct form for its function.
- Apply the editing checklist below before your final copy.
Àtúnṣe àtúnyẹ̀wò — Editing checklist:
- Every high and low tone is marked. Unmarked vowels are mid tone by convention — I have not left high or low tones unmarked by accident.
- Every ẹ, ọ, and ṣ carries its underdot.
- I used ń (high tone, syllabic nasal) for the progressive marker — not n without a tone mark.
- I used kò (low tone) for negation — not ko without a tone mark.
- Subject pronouns (mo, o, ó, a, ẹ, wọ́n) appear before the verb; object pronouns (mi, rẹ̀) appear after the verb.
- Noun qualifiers (color, size, number) appear after the noun, not before it.
- ni (mid) and ní (high) are used correctly and consistently.
- All four domains (home, routine, food, shopping) are represented.
- Every sentence begins with a capital letter and ends with the correct punctuation.
- My description is between 100 and 120 words.
Speaking Practice
Àdáwọlé àkọ́kọ́ — Warm-up: Unit II vocabulary recall
Without looking at your notes, say five sentences in Yorùbá — one from each of the following areas: (1) your home, (2) your morning routine, (3) food you like or do not like, (4) something you buy at the market, and (5) a price. Focus on getting the tone marks right by speaking slowly and deliberately. Speed is not the goal here — accuracy is.
Àdáwọlé kejì — Guided conversation: four-part daily interview
Work with a partner. Partner A asks the following questions; Partner B answers in full sentences using Unit II grammar and vocabulary. Then switch roles.
- Níbo ni o máa ń rà oúnjẹ fún ilé rẹ? (Where do you usually buy food for your household?)
- Kí ni o fẹ́ jẹ ní òru? (What do you want to eat this evening?)
- Ẹja tóbi jẹ́ mélòó ní ọjà tó wà nítòsí rẹ? (How much does a large fish cost at your nearest market?)
- Ṣé o nífẹ̀ẹ́ sí ẹran tàbí ẹja jù? (Do you prefer meat or fish?)
- Kí ni o kì í rà ní ọjà rárá? (What do you never buy at the market?)
After Partner B answers, Partner A must ask at least one follow-up question before moving on. Model follow-up questions include: Ìdí wo? (Why?), Nígbà wo? (When?), Iye rẹ̀ jẹ́ mélòó? (How much does it cost?)
Iṣẹ́ ìjíròrò — Integrated scenario: from home to market and back
This task runs in three connected stages. You may use notes during Stage 1 only.
Stage 1 — Home check (with partner A as housemate): Tell your housemate what is missing from the kitchen. Use kò wà and wà at least once each. Ask if there is money in the house.
Stage 2 — Market transaction (with partner A now as seller): At the market, buy at least two items. Use a price question, respond to the price (accept or negotiate), use a repair move at least once, and complete the purchase with a serial verb pattern and a farewell.
Stage 3 — Report home (without notes): Return home and report to your housemate what you bought, what it cost, and what you still need. Use at least one habitual statement about your household's shopping habits.
Fún àwọn tí ń kọ́ nìkọ̀ọ̀kan — Solo alternative: recorded everyday account
Record yourself giving a two- to three-minute account in Yorùbá of a typical market day. Include: waking up and leaving the house, arriving at the market, completing at least one transaction (including a price question, a response, and a repair move), and returning home. Listen back and check your tone accuracy on the progressive marker ń, the negation marker kò, and at least one price expression.
Culture and Communication
Shared houses — known in different registers as ilé àjọṣe or simply a compound — are a common living arrangement across many Yorùbá-speaking urban areas. University students, young professionals, and extended family members often share kitchen facilities, courtyards, and household responsibilities. Communication about shared supplies, chores, expenses, and schedules is part of everyday life.
The model dialogue in this chapter reflects one common scenario: a household member discovers supplies are missing, communicates this to a housemate, and goes to the market. This kind of practical household communication is an important register for A1–A2 learners and one that is rarely covered in textbooks that focus exclusively on tourist or business contexts.
Requests for clarification and repetition are not considered rude in Yorùbá conversational culture when expressed appropriately. Using ẹ jọ̀wọ́ (please — honorific) or jọ̀wọ́ (please — familiar) signals respect and communicative good faith. Speakers of Yorùbá generally appreciate a learner who takes the language seriously enough to ask for help rather than nodding and guessing.
Saying Mi ò yé mi (I don't understand) is direct but not impolite. If you want to be more indirect, you can say Ẹ jọ̀wọ́, ẹ sọ ọ lọ́ra díẹ̀ (Please speak a little more slowly), which signals comprehension difficulty without explicitly saying you did not understand — a slightly softer approach that some learners prefer in formal market contexts.
Household food purchasing in many Yorùbá-speaking communities combines daily fresh-market trips, weekly large-volume shopping, and informal neighborhood exchanges. Not every household follows the same pattern, and purchasing habits vary by income, occupation, location, household structure, and individual preference.
The term ọjà covers a range of market types — from large daily markets in urban centers to small roadside stalls, periodic weekly markets, and, increasingly, fixed-price shops and supermarkets. Learners should not assume that every market transaction involves negotiation or that every household shops at an open-air market. The language you have learned in Unit II transfers across all these contexts.
Some household terms vary across Nigerian, Beninese, and Togolese Yorùbá-speaking areas and across generations. The terms taught in this course — ilé ìdáná (kitchen), yàrá ìjókòó (sitting room), àgbàlá (compound/backyard) — reflect Standard Nigerian Yorùbá usage. In informal speech and in some regional varieties, you may encounter alternative terms. When you come across a household word that does not match what you have learned, note it, identify the source or region if possible, and keep it separate from your core productive vocabulary.
Common Mistakes
Error: Writing *Mo ní jẹun báyìí — using the possession/location preposition ní (high tone) where the progressive marker ń (high-tone syllabic nasal) is needed.
Correction: Mo ń jẹun báyìí. The progressive marker ń is a syllabic nasal — it is a consonant acting as a syllable, not a vowel. It appears directly after the subject pronoun and before the verb. The preposition ní introduces a location or object; it does not precede the main verb. These two forms look similar but are grammatically and phonologically distinct.
Error: Writing *Ó kò jẹ ẹran rárá — using kò to express that someone habitually or generally does not eat meat.
Correction: Ó kì í jẹ ẹran rárá. When you want to express a general, permanent, or habitual negation — something that is characteristic or always true — use kì í. Reserve kò for specific events: something is not happening right now, or did not happen at a particular time. The distinction directly mirrors the affirmative contrast between ń (happening now) and máa ń (habitually).
Error: Writing *Mo ko fẹ́ oúnjẹ yẹn — leaving off the grave accent on kò.
Correction: Mo kò fẹ́ oúnjẹ yẹn. The low tone on kò is part of its identity as a negation marker. An unmarked ko is not Standard Yorùbá. The same applies to ń (progressive) and every other grammatical particle in this course: a particle without its tone mark is an incomplete word. In fully marked Standard Yorùbá, no tone mark may be omitted from learner-facing content.
Communication error: When a learner says Ẹ tún sọ ọ, ẹ jọ̀wọ́ and the speaker speeds up, repeats louder, or switches to English rather than repeating clearly.
Strategy: Ẹ sọ ọ lọ́ra díẹ̀, ẹ jọ̀wọ́. If repeating did not help, explicitly ask for slower speech. In a market setting, it is perfectly appropriate to say both Ẹ tún sọ ọ (say it again) and then Ẹ sọ ọ lọ́ra díẹ̀ (speak more slowly) if needed. Sellers in Yorùbá-speaking markets are generally familiar with learners and will usually oblige a polite request to slow down.
Error: Writing *igbesi aye — the chapter title and a key vocabulary item stripped of all diacritics.
Correction: ìgbésí ayé — the low tone on ì, the high tone on é, and the high tone on the í of ísí must all be present. The phrase means "life" or "the way one lives." Writing it without diacritics is not informal Yorùbá spelling — it is an error in any learning or literacy context. The chapter title of this course also uses the fully marked form: Ìgbésí Ayé Ojoojúmọ́.
Unit II Review
Before attempting the Performance Task, complete the following Unit II review exercises. They cover all four chapters of Unit II and require you to combine grammar, vocabulary, pronunciation, and writing from Chapters 6 through 9.
Unit II — What you should be able to do
- Describe what is present and absent in a home using wà, wà ní, ní, and kò wà.
- Discuss possession using ní and possessive pronouns after nouns.
- Describe ongoing activities using ń and habitual activities using máa ń.
- Tell the time and name days of the week in fully marked Yorùbá.
- State food preferences using fẹ́ and nífẹ̀ẹ́ sí.
- Negate specific statements with kò and habitual patterns with kì í.
- Use kì í ṣe for negative identification in controlled patterns.
- Use object pronouns mi, rẹ̀, and yín correctly after verbs.
- Build noun phrases with qualifiers following the noun.
- Ask and state prices in naira using jẹ́ mélòó and ó jẹ́ ___ náírà.
- Make polite requests using fún mi ní, mú ___ fún mi, and ẹ jọ̀wọ́.
- Use the introductory serial patterns mú ___ fún mi and mú ___ wá.
- Manage communication breakdowns using the repair expressions from this chapter.
- Read practical texts — messages, menus, schedules, and advertisements — in fully marked Standard Yorùbá.
- Write connected sentences and short paragraphs with complete diacritics.
Apá A — Àwọn Ọ̀rọ̀ (Vocabulary)
1. Write the Yorùbá word for each of the following: kitchen, sitting room, money, market, price, oil, soap, wrapper, to buy, to sell, to wake up, to sleep, to return home.
2. Write a complete sentence using each of the following words: wà, ní (possession), ń, máa ń, kò, kì í.
3. Write the price expressions for: ₦150, ₦1,000, ₦2,200, ₦3,500.
4. Write five Unit II nouns and build a noun phrase for each that includes at least one qualifier (color, size, or number), placing it correctly after the noun.
Apá B — Gírámà (Grammar)
1. Fill in the blank with the correct aspect particle or negation marker:
- Kẹ́hìndé ___ rà epo. (She is buying oil right now.)
- A ___ jẹ ẹran ní gbogbo ọ̀sẹ̀. (We usually eat meat every week.)
- Omi ___ wà nínú ìgò. (Water is not in the bottle — right now.)
- Túndé ___ mu ọtí rárá. (Túndé never drinks alcohol — general.)
- Ó ___ jí títí tán. (He is still waking up / has not yet woken.)
2. Rewrite each sentence in the negative using the correct marker:
- Mo fẹ́ oúnjẹ yẹn. (specific: I don't want that food.)
- Wọ́n jẹ ẹja gbogbo igba. (habitual: They never eat fish.)
- Ó jẹ́ olùkọ́. (identity: She is not a teacher.)
3. Write the location, existence, or possession sentence for each situation:
- The soap is in the kitchen.
- Túndé has two large bags.
- There is no oil in the house.
- Kẹ́hìndé is at the market right now.
4. Write one complete market exchange of six lines (three turns each for buyer and seller). Include: a greeting, a price question and answer, a negotiation move, a serial verb pattern, and a farewell.
Apá C — Ìmọ̀ Ohùn àti Àkọ̀wé (Pronunciation and orthography)
1. The following sentences are written without tone marks or underdots. Restore all required diacritics: Mo n jeun bayi. A maa n ra nkan ni oja. O ko wa nibi. Epo ko wa ninu ile idana.
2. Write one sentence each to illustrate the contrast between: (a) mid-tone ni (identification) and high-tone ní (location or possession); (b) ń (progressive marker) and máa ń (habitual marker).
3. Read the following price expression aloud and write the tone pattern (H = high, M = mid, L = low) for each syllable: ẹgbẹ̀rún méjì àti igba náírà.
Apá D — Kíkọ (Writing)
1. Submit your revised household message (Part A) and everyday life description (Part B) from the Writing Workshop. Apply the editing checklist before submission.
2. Write a short market transaction dialogue (6–8 lines) involving a buyer and an older seller. The buyer must use at least one repair expression and one serial verb pattern. All Yorùbá must carry full tone marks and underdots.
3. Write a 40–50-word description of what Kẹ́hìndé typically does on a weekday morning, based on evidence from the model dialogue and listening passages in this chapter. Write in the third person: Kẹ́hìndé máa ń…
Apá E — Ìbánisọ̀rọ̀ (Speaking)
1. Without notes, complete the three-stage scenario from Speaking Practice (home check, market transaction, and report home). Your instructor or partner will observe and note: (a) tone accuracy on ń and kò; (b) repair move usage; (c) serial pattern usage; (d) honorific/familiar register consistency.
2. Answer the following questions spontaneously in full Yorùbá sentences (no preparation): Kí ni o nífẹ̀ẹ́ sí jẹ ní owúrọ̀? — Ẹja tàbí ẹran — kí ni o fẹ́ jù? — Ní ọjà tó wà nítòsí rẹ, nǹkan wọ̀nyí jẹ́ mélòó?
Performance Task
Iṣẹ́ aṣeyọrí — Abala 10 àti Ìpín II
Ìjíròrò ìgbésí ayé ojoojúmọ́ — Everyday life in Yorùbá
The Chapter 10 Performance Task is also the Unit II Assessment. It has three parts and must be completed without preparation notes for the spoken sections. All written Yorùbá must carry full tone marks and underdots.
Part 1 — Oral scenario (4–5 minutes):
Your instructor or partner will play the role of a housemate and then a market seller. You will move through the following connected sequence without stopping:
- Tell your housemate what supplies are missing and what you plan to buy. Use at least one wà/kò wà statement and one habitual statement (máa ń).
- At the market, greet the seller appropriately, ask about and purchase at least two items, use a price question and a repair move, negotiate or accept at least one price, and complete the transaction with a serial pattern and a farewell.
- Return home and report to your housemate: what you bought, what each item cost, and what the household still needs.
Part 2 — Written description (100–120 words):
Submit the final draft of your everyday life description from the Writing Workshop. It must cover all four Unit II domains (home, routine, food, shopping) and include all required grammar patterns.
Part 3 — Reading comprehension (5 minutes):
Your instructor will provide a short unseen text — a menu, message, or market notice — in fully marked Standard Yorùbá. Answer four comprehension questions in Yorùbá. You may not use a dictionary.
Assessment criteria: The spoken task is evaluated on task completion across all three stages, comprehensibility, appropriate register with the housemate (familiar) and seller (honorific), correct use of progressive/habitual/negation markers, tone accuracy on particles, correct object pronouns, repair move usage, and serial verb naturalness. The written task is evaluated on domain coverage, aspect marker accuracy, negation accuracy, noun-phrase order, tone and underdot accuracy, and organization. The reading task is evaluated on accuracy of comprehension in each answer.
Answer Key
Focus 4 — Price dictation
- ọgọ́rùn-ún márùn-ún náírà — ₦500
- ẹgbẹ̀rún kan àti igba náírà — ₦1,200
- ẹgbẹ̀rún mẹ́ta náírà — ₦3,000
- igba náírà — ₦200
- ẹgbẹ̀rún mẹ́rin àti ọgọ́rùn-ún márùn-ún náírà — ₦4,500
Grammar Review — Exercise A
- ń — Túndé ń rà oúnjẹ báyìí.
- máa ń — Kẹ́hìndé máa ń jí ní àárọ̀ gbogbo ọjọ́.
- kì í — Mo kì í nífẹ̀ẹ́ sí ẹja. (habitual/general)
- kò — Omi kò wà nínú ìgò. (specific, right now)
- máa ń — Wọ́n máa ń wẹ̀ lóòjúmọ́.
- kò — Ó kò fẹ́ àwọn àtàrí wọ̀nyí. (right now)
Grammar Review — Exercise B
- Fún mi ní oúnjẹ díẹ̀. (mi = object, not mo = subject)
- Mo fẹ́ àwọn ìró pupa méjì. (noun before numeral)
- Ó wà ní ilé. (underdot required: ilé, not ile)
- Mú ẹja fún mi. (no àti between serial verbs)
Grammar Review — Exercise C
- A kò wà ní ilé báyìí.
- Ṣé o máa ń jẹ ìrísì?
- Kẹ́hìndé ní àwọn ìgò epo mẹ́ta.
- Ẹ jọ̀wọ́, fún mi ní àwọn ìró pupa tóbi méjì.
- Mo fẹ́ rẹ̀. Iye rẹ̀ jẹ́ mélòó?
Repair Practice
- Ẹ tún sọ ọ, ẹ jọ̀wọ́. (Honorific — older seller)
- Tún sọ ọ, jọ̀wọ́. (Familiar — peer housemate)
- Mi ò yé mi. or Ẹ sọ ọ lọ́ra díẹ̀, ẹ jọ̀wọ́. (Honorific)
- Ó ṣe kedere.
- Rárá, kì í ṣe bẹ́ẹ̀. Mo fẹ́ jẹun — mi ò sọ pé mi ò fẹ́. (I want to eat — I did not say I did not want to.)
Dialogue — Comprehension
- Epo àti àtàrí kò wà nínú ilé ìdáná mọ́. (Oil and tomatoes are no longer in the kitchen.)
- Túndé máa ń rà wọn ní ọjà Àmáládé. (Àmáládé market.)
- Kẹ́hìndé fẹ́ rà: epo kan, àtàrí mẹ́fà, àti ẹja. (One bottle of oil, six tomatoes, and fish.)
- Kẹ́hìndé sọ: Ẹ jọ̀wọ́ — iye rẹ̀ jẹ́ mélòó ẹ ní? Mi ò gbọ́ dáadáa. (Repair Move 2 — signalling that she did not hear.)
- Iye ẹja àkọ́kọ́ jẹ́ ẹgbẹ̀rún méjì náírà. Àwọn méjì wọn gbà ẹgbẹ̀rún kan àti ọgọ́rùn-ún márùn-ún náírà. (₦2,000 first; agreed ₦1,500.)
- Owó àpapọ̀ jẹ́ ẹgbẹ̀rún méjì àti igba náírà. (₦2,200 total.)
- Acceptable answers: location — Epo kò wà nínú ilé ìdáná mọ́; progressive — Túndé ń mu kọfí (stage direction) or Kẹ́hìndé ń lọ sí ọjà; habitual — Mo máa ń ra wọn ní ọjà Àmáládé ní gbogbo ọ̀sẹ̀; negation — Epo kò wà / mi ò lọ; object pronoun — Mo gbà / Fún mi ní ẹja yẹn (mi); serial — Ẹ gba owó yìí or Fún mi ní ẹja yẹn (fún mi). Accept well-reasoned alternatives.
Listening — Comprehension
Passage 1:
- Adéwálé máa ń jí ní àárọ̀ mẹ́fàá. (Around six in the morning.)
- Adéwálé jẹ oúnjẹ àárọ̀ rẹ̀ nínú ilé — kì í jẹun ní ita. (Inside the house.)
- Adéwálé nífẹ̀ẹ́ sí ẹbọ àti ẹ̀fọ́. (Àmàlà and vegetable/leafy soup.)
- Adéwálé kì í jẹun ní ita ilé; kì í mu ọtí. (Does not eat outside; does not drink alcohol.)
Passage 2:
- Olùra fẹ́ rà ọṣẹ. (Soap.)
- Ọṣẹ kan jẹ́ ọgọ́rùn-ún àti àádọ́ta náírà. (₦150 each.)
- Olùra sọ: Ẹ tún sọ ọ, ẹ jọ̀wọ́. Mi ò gbọ́ dáadáa.
- Àwọn ọṣẹ méjì jẹ́ ọgọ́rùn-ún mẹ́ta náírà. (₦300.)
Passage 3:
- Kẹ́hìndé ń lọ sí ọjà Àmáládé. (Àmáládé market.)
- Epo àti àtàrí kò wà nínú ilé ìdáná mọ́. (Oil and tomatoes.)
- Nítorí pé a máa ń jẹ ọbẹ̀ ẹja ní gbogbo ọjọ́ Friday. (Because they usually eat fish soup every Friday.)
- Kẹ́hìndé máa ń padà wá ní àárọ̀ mẹ́wàá. (Around ten in the morning.)
- Kẹ́hìndé béèrè Túndé láti jẹ́ kí ilé ìdáná wà lọ́mọdé — to keep the kitchen tidy/clean. (Accept reasonable paraphrase.)
Reading — Comprehension
- Túndé rà: ọṣẹ méjì àti ìgò omi mẹ́ta. Kò rà ẹja. (Bought: two soaps and three bottles of water. Did not buy fish.)
- Ọbẹ̀ ẹja àti ìyán ló gbówó jù — ẹgbẹ̀rún kan àti igba náírà. (Fish soup and pounded yam is most expensive at ₦1,200.)
- Rárá — Adéwálé kì í jẹun ní ita ilé; ó jẹ oúnjẹ rẹ̀ ní ilé. (No — he does not eat outside.)
- Ọjà tuntun ṣí ní Ọjọ́ Àìkú, Ọjọ́ Àbámẹ́ta, àti Ọjọ́ Ẹtì. (Sunday, Wednesday, and Saturday.)
- Ọjà tuntun ṣí ní àárọ̀ mẹ́jọ títí di ọ̀sán mẹ́rin. (8:00 a.m. to 4:00 p.m.)
- In Text 1, kì í does not appear directly, but the habitual negative pattern is present in the listening passage (e.g., Adéwálé kì í jẹun ní ita). In the schedule (Text 3), the instruction Má jẹun ní ita uses the prohibitive (from Chapter 2), not kì í. Flag for instructor confirmation.
- Mo lọ sí ṣọ́ọ̀ṣì ní àárọ̀ mẹ́jọ. (First person: I go to church at eight in the morning.)
Unit II Review — Apá A
- ilé ìdáná, yàrá ìjókòó, owó, ọjà, iye, epo, ọṣẹ, ìró, rà, ta, jí, sùn, padà wá
- Accept any six well-formed sentences using each item correctly. Examples: Epo wà nínú ilé ìdáná. — Kẹ́hìndé ní àpò kékeré kan. — Mo ń jẹun báyìí. — A máa ń padà wá ní òru. — Ó kò fẹ́ oúnjẹ yẹn. — Túndé kì í mu ọtí.
- ọgọ́rùn-ún àti àádọ́ta náírà; ẹgbẹ̀rún náírà; ẹgbẹ̀rún méjì àti igba náírà; ẹgbẹ̀rún mẹ́ta àti ọgọ́rùn-ún márùn-ún náírà
- Accept any five noun phrases with a qualifier correctly placed after the noun. Examples: àtàrí pupa mẹ́fà; ẹja tóbi kan; ìgò omi kékeré méjì; aṣọ búlúù tóbi; ìkòkò dúdú kékeré mẹ́ta.
Unit II Review — Apá B
- ń; máa ń; kò; kì í; Accept kò or kì í for the final item depending on interpretation of "still" — flag for instructor.
- Mo kò fẹ́ oúnjẹ yẹn. — Wọ́n kì í jẹ ẹja. — Ó kì í ṣe olùkọ́. (negative identification)
- Ọṣẹ wà nínú ilé ìdáná. — Túndé ní àwọn àpò tóbi méjì. — Epo kò wà nínú ilé. — Kẹ́hìndé wà ní ọjà báyìí.
- Accept any six-line exchange meeting all criteria. Flag for human Yorùbá-language review for naturalness.
Unit II Review — Apá C
- Corrected forms: Mo ń jẹun báyìí. A máa ń rà nǹkan ní ọjà. Ó kò wà níbí. Epo kò wà nínú ilé ìdáná.
- (a) ni: Olùkọ́ ni Kẹ́hìndé. — ní: Kẹ́hìndé ní àwọn ìgò epo méjì. (b) ń: Mo ń jẹun báyìí. — máa ń: Mo máa ń jẹun ní òru.
- ẹg-bẹ̀-rún = M-L-H · mé-jì = H-L · à-ti = L-M · i-gba = M-M · ná-í-rà = H-H-L. (Accept phonetically informed alternatives; flag for human review.)
Looking Ahead
Ohun tí o lè ṣe báyìí — What you can do now
You have completed Unit II. You can describe what is present and absent in a home, discuss daily routines with progressive and habitual aspect, express food preferences and negations, complete a market transaction with appropriate pronouns and serial patterns, manage communication breakdowns using repair expressions, and write a connected description of everyday life in fully marked Standard Yorùbá. These are real-world communication skills you can use today.