Ilé-Ẹ̀kọ́, Iṣẹ́, àti Agbára
Chapter Objectives
By the end of this chapter, you will be able to:
- Name common school subjects, jobs, and workplaces using fully marked Yorùbá vocabulary.
- State what you study or what your occupation is using the productive pattern [subject/job] ni mi, developed from the identification pattern first learned in Chapter 2.
- Describe ongoing or habitual study and work activities using ń in a new domain, distinguishing "right now" from general routine through context.
- Express ability using lè plus a simple verb complement, and negate ability with N kò lè.
- Name languages and skills you can perform, using sọ, kọ, and ka productively.
- Recognize and use appropriate tone in longer school- and work-related words.
- Understand and complete a simple interview form about school and work.
- Write a short, fully marked description of your studies or work, and carry out an interview exchange with a partner.
Communication Scenario
Kúnlé has recovered from the illness described in Chapter 12. Dúpé is preparing a short class project about her friends' studies and daily work, and she wants to interview Kúnlé about what he is learning at university, what he can already do, and what kind of work he hopes to do in the future. You will follow their conversation, then prepare to talk about your own studies, work, and abilities in the same way.
- Before you open this chapter, think of three things you already know how to do — in any language — and three things you are currently learning. You will need this same information in Yorùbá by the end of the chapter.
- Recall the identification pattern X ni Y from Chapter 2 (Orúkọ mi ni Kúnlé — "My name is Kúnlé"). This chapter extends the same pattern to occupations and roles.
- Recall the progressive marker ń, first introduced in Chapter 6 for daily schedules and developed through Chapters 8–12. This chapter applies it to a new domain: study and work.
Core Vocabulary
Ilé-ẹ̀kọ́ àti Ìmọ̀ — School and learning
| Yorùbá | English | Notes |
|---|---|---|
| ilé-ẹ̀kọ́ | school | lit. house of learning |
| yunifásítì | university | loanword |
| kíláàsì | class, classroom | loanword; reviewed from Ch. 2 classroom language |
| olùkọ́ | teacher | high tone on final syllable |
| akẹ́kọ̀ọ́ | student, pupil | four syllables; see Pronunciation Focus 2 |
| ìwé | book | reviewed from Ch. 4 classroom objects |
| ìdánwò | exam, test |
Àwọn Ẹ̀kọ́ — School subjects
| Yorùbá | English | Notes |
|---|---|---|
| ìṣirò | mathematics | |
| sáyẹ́nsì | science | loanword |
| èdè | language | used with a language name, e.g. èdè Yorùbá |
| ìtàn | history |
Iṣẹ́ àti Ibi Iṣẹ́ — Work and workplaces
| Yorùbá | English | Notes |
|---|---|---|
| iṣẹ́ | work, job | reviewed receptively from Ch. 12 (Àbíké's letter) |
| ṣiṣẹ́ | to work | verb; used with ń for ongoing/habitual work |
| ọ́fíìsì | office | loanword |
| ilé-iṣẹ́ | company, workplace | lit. house of work |
| oníṣòwò | trader, businessperson | |
| agbẹ̀ | farmer | |
| ẹnjinia | engineer | loanword |
| amòfin | lawyer |
Ọ̀rọ̀-Iṣẹ́ Agbára — Ability and skill expressions
| Yorùbá | English | Notes |
|---|---|---|
| lè | to be able to, can | followed directly by a bare verb; see Grammar 13.3 |
| sọ | to speak | used with a language name |
| kọ | to write | mid tone; contrast with kọ́ below |
| kọ́ | to learn, to study | high tone on final syllable; contrast with kọ |
| ka | to read | |
| dáadáa | well | reduplicated intensifying adverb; formulaic at this stage |
kọ (to write) and kọ́ (to learn/study) are a tone-based minimal pair. Confusing them changes the meaning of a sentence — see Pronunciation Focus 1.
Pronunciation and Orthography Focus
Focus 1 — The kọ / kọ́ minimal pair
kọ (mid tone, unmarked) means "to write." kọ́ (high tone, marked with an acute accent) means "to learn" or "to study." These two verbs are pronounced identically except for tone, and confusing them changes the meaning of a sentence:
- Mo lè kọ Yorùbá. — I can write Yoruba.
- Mo lè kọ́ Yorùbá. — I can learn Yoruba.
Practice both forms slowly and at natural speed until the tone contrast is clear and consistent.
Focus 2 — Syllable segmentation in longer school and work words
Several words in this chapter's vocabulary are longer than most words learners have met so far. Segment each into syllables before attempting the full word at natural speed:
- akẹ́kọ̀ọ́ — a-kẹ́-kọ̀-ọ́ (student)
- ìdánwò — ì-dán-wò (exam)
- ilé-iṣẹ́ — i-lé-i-ṣẹ́ (workplace, company)
- oníṣòwò — o-ní-ṣò-wò (trader)
Keep each syllable short and even. Do not let English stress patterns pull extra weight onto one syllable at the expense of the others.
Focus 3 — Tone in job and school words for practice
Say each word aloud and mark the tone pattern (H = high, M = mid, L = low) for each syllable.
- olùkọ́ — teacher (low–low–high)
- ìṣirò — mathematics (low–mid–low)
- amòfin — lawyer (mid–low–mid)
- agbẹ̀ — farmer (mid–low)
- ẹnjinia — engineer (mid–mid–mid–mid–mid; loanword, tone assigned by adaptation)
Grammar and Sentence Patterns
13.1 Naming a role or occupation: [subject/job] ni mi
Purpose: state what you are — a student, a teacher, a particular kind of worker — by developing the identification pattern ni first learned in Chapter 2.
In Chapter 2, you learned Orúkọ mi ni Kúnlé (My name is Kúnlé), where ni identifies one thing as another. This chapter develops the same pattern to identify a person's role or occupation. The identifying noun comes first, followed by ni and the person being identified:
- Akẹ́kọ̀ọ́ ni mi. student + identify + me I am a student.
- Olùkọ́ ni í. teacher + identify + him/her He/she is a teacher.
- Dókítà ni bàbá mi. My father is a doctor. (reviewed dókítà from Ch. 12, possessive mi from Ch. 3)
- Ẹnjinia ni ẹ̀gbọ́n mi. My older sibling is an engineer.
The structure [identifying noun] ni [person] does not change between Chapter 2 and this chapter — only the vocabulary domain changes, from names to occupations. This is an example of spiral development: a pattern you already control is extended to new, useful content rather than replaced with a new rule.
13.2 Ongoing and habitual study or work: ń in a new domain
Purpose: say what you are studying right now, or what you generally do for work, using the progressive marker ń you have used since Chapter 6.
ń can describe an action happening right now or a routine, habitual action, depending on context — you have already seen both readings in earlier chapters. This chapter applies the same marker to study and work:
- Mo ń kọ́ ìṣirò àti sáyẹ́nsì. I + progressive + learn + math + and + science I study math and science. (general, ongoing enrollment)
- Ó ń ṣiṣẹ́ ní ọ́fíìsì. He/she works at an office. (habitual, routine work)
- A ń kọ́ ìṣirò ní ilé-ẹ̀kọ́ báyìí. We are studying math at school right now. (immediate, in-progress reading)
Yorùbá does not require a separate habitual marker distinct from the ongoing marker at this stage. The word báyìí (right now) or a time expression can signal an immediate reading; the absence of such a marker, together with the general nature of the statement, favors a habitual or routine reading. Learners should rely on context rather than expecting a separate grammatical form for "always" versus "right now."
13.3 Expressing ability: lè + verb
Purpose: say what you can do, using lè followed directly by a bare verb.
lè (to be able to, can) is placed before the main verb, with no additional marking on the verb itself. This is a simple complement structure: lè takes a following verb, optionally followed by an object or an adverb such as dáadáa (well):
- Mo lè sọ èdè méjì. I + can + speak + language + two I can speak two languages.
- Ó lè kọ Yorùbá dáadáa. He/she can write Yoruba well.
- A lè ka ìwé Yorùbá. We can read Yoruba books.
To negate ability, combine the familiar negation particle kò with lè. You have already seen this combination receptively in Chapter 12's reading passage (N kò lè lọ sí iṣẹ́). This chapter treats it as a fully productive frame:
- N kò lè sọ Faransé. I + not + can + speak + French I cannot speak French.
- Kò lè kọ́ ìtàn ní ọdún yìí. He/she cannot study history this year.
kò still functions exactly as it has since Chapter 2: it negates a declarative statement. lè still expresses ability. Combined, kò lè negates the ability itself — "cannot" — rather than negating the following verb directly. Do not insert a second negative word before the main verb; kò appears once, immediately before lè.
This chapter does not introduce new particles — it extends two systems you already control into a new communicative domain. The identification pattern X ni Y (Chapter 2) now names roles and occupations. The progressive marker ń (Chapter 6, developed through Chapters 8–12) now describes study and work. The one genuinely new element is lè, a simple modal verb that takes a bare verb complement and negates with the familiar particle kò. Recognizing which parts of a new topic are actually new, and which parts are familiar tools applied to new vocabulary, will help you learn faster as the course continues.
Practice — Naming roles and occupations
Complete each sentence using the ni identification pattern to match the English prompt.
- I am a student. → ___ ni mi.
- My mother is a teacher. → ___ ni ìyá mi.
- He is an engineer. → ___ ni í.
- We are traders. → ___ ni àwa.
Practice — Ongoing and habitual study or work
Translate each sentence into Yorùbá using ń with the correct verb.
- I am studying science.
- She works at a company (ilé-iṣẹ́).
- We are studying history at school right now.
Practice — Ability with lè
Rewrite each sentence to express ability, then give its negative form using N kò lè.
- Mo sọ Yorùbá. (I speak Yoruba.) → Ability: ___ Negative ability: ___
- Ó kọ ìwé. (He/she writes a book.) → Ability: ___ Negative ability: ___
- A ka ìtàn. (We read history.) → Ability: ___ Negative ability: ___
Model Dialogue
Read the dialogue carefully. Notice how Dúpé uses the ni pattern and ń to ask about Kúnlé's studies, and how Kúnlé uses lè to describe his abilities. Comprehension questions follow.
Ipò: Kúnlé ti yá báyìí. Dúpé ń ṣe iṣẹ́ ilé-ẹ̀kọ́ kan nípa àwọn ọ̀rẹ́ rẹ̀.
Setting: Kúnlé has recovered. Dúpé is doing a school project about her friends.
- Akẹ́kọ̀ọ́ ni mi. — the ni identification pattern, developed from Chapter 2.
- Mo ń kọ́ ìṣirò àti sáyẹ́nsì. — ongoing/habitual study with ń, developed from Chapter 6.
- N kò lè sọ ọ dáadáa síbẹ̀. — negated ability with kò lè, this chapter's new frame.
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Kí ni Kúnlé ń kọ́ ní yunifásítì? (What is Kúnlé studying at university?)
- Ǹjẹ́ Kúnlé lè sọ Faransé dáadáa? (Can Kúnlé speak French well?)
- Kí ni Kúnlé fẹ́ ṣe lẹ́yìn ilé-ẹ̀kọ́? (What does Kúnlé want to do after school?)
- Ta ni ń ṣe iṣẹ́ ẹnjinia báyìí? (Who currently does engineering work?)
- Wa gbolohùn kan nínú ìjíròrò tí ó lo kò lè. Kọ ọ̀ jáde, sọ ìtumọ̀ rẹ̀. (Find one sentence in the dialogue that uses kò lè. Write it out and give its meaning.)
Listening
Ask your instructor, a study partner, or a qualified Yorùbá speaker to read the following short exchanges at a natural pace. Listen twice. On the first listen, identify the subject or job being discussed. On the second listen, complete the table below.
If no speaker is available, this is a Listening Script for Independent Use. Read each exchange aloud at a natural pace, then cover it and complete the tasks. Machine text-to-speech output must be checked by a qualified Yorùbá speaker before being used as a pronunciation model.
Ìjíròrò 1:
Àpín A: "Kí ni o ń kọ́ ní ilé-ẹ̀kọ́?"
Àpín B: "Mo ń kọ́ ìtàn àti èdè."
Àpín A: "Ǹjẹ́ o lè sọ èdè mìíràn?"
Àpín B: "Bẹ́ẹ̀ni, mo lè sọ Gẹ̀ẹ́sì àti Yorùbá."
Ìjíròrò 2:
Àpín A: "Kí ni iṣẹ́ rẹ?"
Àpín B: "Olùkọ́ ni mi. Mo ń ṣiṣẹ́ ní ilé-ẹ̀kọ́ kan."
Àpín A: "Ǹjẹ́ o lè kọ́ ìṣirò?"
Àpín B: "Rárá, n kò lè kọ́ ìṣirò. Mo kọ́ ìtàn nìkan."
Ìjíròrò 3:
Àpín A: "Ǹjẹ́ o jẹ́ akẹ́kọ̀ọ́?"
Àpín B: "Bẹ́ẹ̀ni, akẹ́kọ̀ọ́ ni mi. Mo fẹ́ ṣe iṣẹ́ amòfin lẹ́yìn ilé-ẹ̀kọ́."
Àpín A: "Ó yanu!"
| Ìjíròrò | Ẹ̀kọ́ tàbí Iṣẹ́ (Subject or Job) | Àgbára (Ability) |
|---|---|---|
| 1 | ______ | ______ |
| 2 | ______ | ______ |
| 3 | ______ | ______ |
Ìbéèrè àfikún — Bonus questions:
- In Exchange 1, which two languages can Speaker B speak?
- In Exchange 2, what is Speaker B's job, and what subject can they not teach?
- In Exchange 3, what does Speaker B want to do after school?
Reading
Read the two texts below. The first is a short description Kúnlé wrote about himself. The second is a simple interview form. Both use Standard Yorùbá orthography with full tone marks and underdots.
Nípa Kúnlé — About Kúnlé
Orúkọ mi ni Kúnlé. Akẹ́kọ̀ọ́ ni mi ní yunifásítì, mo sì ń kọ́ ìṣirò àti sáyẹ́nsì. Mo lè sọ Yorùbá àti Gẹ̀ẹ́sì dáadáa, mo sì ń kọ́ Faransé díẹ̀. Bàbá mi jẹ́ ẹnjinia, ó sì ń ṣiṣẹ́ ní ilé-iṣẹ́ kan ní ìlú wa. Mo fẹ́ ṣe iṣẹ́ ẹnjinia pẹ̀lú lẹ́yìn ilé-ẹ̀kọ́. Ìyá mi jẹ́ olùkọ́ ní ilé-ẹ̀kọ́ kékeré kan, ó sì ń kọ́ àwọn ọmọdé ní èdè Yorùbá.
Fọ́ọ̀mù Ìfọ̀rọ̀wánilẹ́nuwò — Interview form
ÌFỌ̀RỌ̀WÁNILẸ́NUWÒ ILÉ-Ẹ̀KỌ́
Orúkọ: _______________________
Ilé-ẹ̀kọ́ tàbí ilé-iṣẹ́: _______________________
Àwọn ẹ̀kọ́ tí o ń kọ́ (yan ọ̀kan tàbí jù bẹ́ẹ̀ lọ):
☐ Ìṣirò ☐ Sáyẹ́nsì ☐ Èdè ☐ Ìtàn ☐ Mìíràn: _______
Èdè tí o lè sọ: _______________________
Iṣẹ́ tí o fẹ́ ṣe lẹ́yìn ilé-ẹ̀kọ́: _______________________
Àwọn ìbéèrè nípa ọ̀rọ̀ àdáhùnṣe — Comprehension questions:
- Kí ni Kúnlé ń kọ́ ní yunifásítì? (What is Kúnlé studying at university?)
- Èdè wo ni Kúnlé lè sọ dáadáa? (Which languages can Kúnlé speak well?)
- Kí ni iṣẹ́ bàbá Kúnlé? (What is Kúnlé's father's job?)
- Kí ni iṣẹ́ ìyá Kúnlé, àti kí ni ó ń kọ́ àwọn ọmọdé? (What is Kúnlé's mother's job, and what does she teach the children?)
- Wa gbolohùn kan nínú ìwé náà tí ó lo ni láti fi ìdí iṣẹ́ ẹnì kan múlẹ̀. Kọ ọ̀ jáde. (Find one sentence in the passage that uses ni to identify someone's occupation. Write it out.)
Writing Workshop
Chapter 13 has two writing products: a short school/work description and a completed interview form. Both must use Standard Yorùbá orthography with full tone marks and underdots.
Àpín A — Nípa Èmi (About me)
Write a short description (50–70 words) about your own studies or work. Your description must include:
- An identification statement using ni (e.g., Akẹ́kọ̀ọ́ ni mi or a job title).
- At least one sentence describing what you study or do using ń.
- At least two abilities using lè, including one negative ability with N kò lè.
- A sentence about what you want to do in the future, using fẹ́ (reviewed from Ch. 7 and Ch. 12).
Àpín B — Fọ́ọ̀mù Ìfọ̀rọ̀wánilẹ́nuwò (Interview form)
Using the model form in the Reading section as a template, complete the form for yourself or an invented person. Then write two additional interview entries for classmates, using invented but plausible details.
- List your facts. Note your role or occupation, subjects or duties, languages you can speak, and one future goal.
- Draft each sentence. Write each fact as a separate short sentence using the correct pattern — ni for identity, ń for activity, lè for ability.
- Check tone consistency. Pay special attention to kọ versus kọ́, and to tone on longer words such as akẹ́kọ̀ọ́.
- Apply the editing checklist. Verify every tone mark, underdot, and pattern choice before submitting.
Àtúnṣe àtúnyẹ̀wò — Editing checklist:
- The identification pattern places the identifying noun first, followed by ni and the person: Akẹ́kọ̀ọ́ ni mi, not *Mi ni akẹ́kọ̀ọ́.
- kọ (write) and kọ́ (learn) are marked with the correct tone in every instance.
- lè is followed directly by a bare verb, with no extra marking on the verb.
- kò appears once, immediately before lè, when negating an ability.
- Every ẹ, ọ, and ṣ carries its underdot.
- High and low tones are marked on every required syllable. Mid tones are left unmarked.
- Every sentence begins with a capital letter and ends with appropriate punctuation.
Speaking Practice
Àdáwọlé àkọ́kọ́ — Controlled practice: subject and job check
Working with a partner, take turns asking and answering about study or work. Speaker A asks Kí ni o ń kọ́? (What are you studying?) or Kí ni iṣẹ́ rẹ? (What is your job?). Speaker B answers with an identification statement and one activity statement using ń. Switch roles after five exchanges each.
Every exchange must include:
- An opening question using kí ni.
- An identification statement using ni.
- At least one activity statement using ń.
Iṣẹ́ pẹ̀lú alábàápàdé — Interview role-play
One partner interviews the other about school and work, following the model dialogue and interview form. The interviewer asks about subjects or duties, abilities, and future plans. The interviewee answers using at least two abilities with lè, including one negative ability. If no partner is available, perform both roles aloud using the model dialogue as a guide, then create a new version with different details.
- Interviewer asks: Kí ni o ń kọ́? and Ǹjẹ́ o lè sọ èdè mìíràn?
- Interviewee answers with an identification statement and at least two abilities.
- Interviewee includes one statement about a future goal using fẹ́.
Fún àwọn tí ń kọ́ nìkọ̀ọ̀kan — Solo alternative: recorded self-report
Record yourself describing your own studies or work in one to two minutes of continuous Yorùbá. Include an identification statement, at least two activity statements with ń, and at least two abilities with lè — one positive and one negative. Listen back and check:
- Did you correctly distinguish kọ from kọ́ by tone?
- Did you place kò once, immediately before lè, in your negative ability statement?
- Did you keep the tone on longer words such as akẹ́kọ̀ọ́ and ilé-iṣẹ́ clear and even?
- Did your identification statement place the identifying noun before ni?
Culture and Communication
Alongside formal schooling, many Yorùbá-speaking families place strong value on learning a trade or profession directly from a relative or community member, as Kúnlé hopes to learn engineering-related skills from his father. This kind of hands-on, relationship-based learning is viewed as a normal and respected complement to classroom education, not a substitute for it.
Respect for teachers, both formal and informal, is an important part of everyday interaction. Learners should expect the honorific ẹ and other respect markers you learned in Chapters 3 and 11 to be used routinely when speaking with or about a teacher.
Ordinary conversation about work in Yorùbá-speaking communities often spans a wide range of occupations, from formal professions such as dókítà, amòfin, and ẹnjinia to widely respected occupations such as agbẹ̀ (farmer) and oníṣòwò (trader). No single occupation is treated as more worthy of discussion than another, and it is common and polite to ask someone directly about their work as part of ordinary conversation.
Some modern professions, such as ẹnjinia (engineer), are commonly referred to using adapted loanwords across most Yorùbá-speaking regions, while more established professions such as agbẹ̀ (farmer) and oníṣòwò (trader) have long-standing Yorùbá terms. Formal or written Yorùbá occasionally offers alternative, less loanword-dependent terms for modern professions; these formal alternatives are introduced in later volumes.
Common Mistakes
Error: Writing *Mi ni akẹ́kọ̀ọ́ when you mean "I am a student," placing the pronoun before ni.
Correction: Akẹ́kọ̀ọ́ ni mi. — The identifying noun comes first, followed by ni and then the person, exactly as in Chapter 2's Orúkọ mi ni Kúnlé. Keep the identifying noun in first position.
Error: Writing *Mo lè kọ Yorùbá when you mean "I can learn Yoruba," omitting the tone mark that distinguishes "learn" from "write."
Correction: Mo lè kọ́ Yorùbá. — The high tone on the final syllable of kọ́ is required to mean "learn." Without it, the sentence means "I can write Yoruba," which is a different, equally correct sentence with a different meaning. Always check which verb you intend before writing.
Error: Writing *N kò lè kò sọ Faransé, placing a second kò before the main verb.
Correction: N kò lè sọ Faransé. — kò appears once, immediately before lè. It negates the ability as a whole; the main verb that follows lè does not take its own separate negative marker.
Error: Pronouncing or writing *akekoo instead of akẹ́kọ̀ọ́, dropping both the underdots and the tone marks on a longer word.
Correction: akẹ́kọ̀ọ́ requires the underdotted ẹ and ọ as well as its full high-low-high tone pattern. Longer words are not exempt from tone and diacritic rules; segment the word by syllable (Pronunciation Focus 2) before writing or pronouncing it in full.
Chapter Review
Apá A — Àwọn Ọ̀rọ̀ (Vocabulary)
1. Write the Yorùbá word for each of the following: school, university, teacher, student, mathematics, science, work/job, office, engineer, farmer.
2. Translate each expression into English: ìdánwò · kíláàsì · ilé-iṣẹ́ · oníṣòwò · amòfin · dáadáa.
3. Write a short phrase using each of the following: ni (identity) · ń kọ́ · lè sọ · kò lè.
Apá B — Gírámà (Grammar)
1. Write an identification sentence for each: (a) I am a teacher; (b) She is a lawyer; (c) We are students; (d) They are traders.
2. Write an ability sentence and its negative for each: (a) speak Yoruba; (b) write history; (c) read science.
3. Identify and correct the error in each sentence:
- *Mi ni olùkọ́. (meant as "I am a teacher.")
- *Mo lè kọ Yorùbá. (meant as "I can learn Yoruba.")
- *N kò lè kò kọ́ ìṣirò.
4. Write a three-sentence self-report about your own studies or work, using at least one identification statement, one activity statement with ń, and one ability statement with lè.
Apá C — Ìmọ̀ Ohùn àti Àkọ̀wé (Pronunciation and orthography)
1. The following words are written without tone marks or underdots. Restore all required diacritics: oluko; akekoo; idanwo; amofin; ilé-ise.
2. Write the tone pattern (H = high, M = mid, L = low) for each syllable of: olùkọ́ · ìṣirò · agbẹ̀ · amòfin.
3. Write two sentences that would be misunderstood if kọ and kọ́ were confused, and explain the difference in meaning for each pair.
Apá D — Kíkọ (Writing)
1. Submit your completed self-description and interview form from the Writing Workshop. Apply the editing checklist before submission.
2. Write two new interview-form entries (name, subject or job, abilities, future goal) for imagined classmates, following the model form in the Reading section.
Apá E — Ìbánisọ̀rọ̀ (Speaking)
1. Without notes, describe your studies or work in one to two minutes. Your account must include: an identification statement, at least two activity statements, and at least two ability statements (one positive, one negative).
2. Working with a partner or practicing solo, perform the interview scenario from the Speaking Practice section, inventing new details different from the model dialogue.
Ìfojúsí ẹkọ̀ tẹ́lẹ̀ — Cumulative review check
Before the Performance Task, confirm you can do the following using vocabulary and grammar from Chapters 1–13:
- Use the ni identification pattern from Chapter 2 to name a role or occupation, not only a personal name.
- Use the progressive marker ń from Chapter 6, developed steadily through Chapters 8–12, in the new domain of study and work.
- Use kò to negate a declarative statement, now combined with the new modal verb lè.
- Use possessive mi and rẹ from Chapter 3 to talk about family members' occupations.
- Use fẹ́ from Chapters 7 and 12 to express a future goal or wish.
- Use ràn ___ lọ́wọ́ from Chapter 12 to offer or request help in a new context.
Performance Task
Iṣẹ́ aṣeyọrí — Abala 13
Ìròyìn ẹ̀kọ́ àti iṣẹ́, àti ìfọ̀rọ̀wánilẹ́nuwò — A school/work report and interview
The Chapter 13 Performance Task has two parts. All spoken and written Yorùbá must use full tone marks and underdots.
Part 1 — Oral self-report (1–2 minutes):
Describe your studies or work to a partner. Your description must include:
- An identification statement using ni.
- At least two activity statements using ń.
- At least two ability statements using lè, including one negative ability with N kò lè.
- One statement about a future goal using fẹ́.
- Correct, clear tone throughout, including the kọ/kọ́ contrast if either verb is used.
Part 2 — Completed interview form and written description (50–70 words for the description):
Complete an interview form for yourself or an imagined person, then write a short description covering the same information. Your description must include at least one identification statement, one activity statement, and two ability statements. Use fully marked Standard Yorùbá throughout.
Assessment note: The spoken task is evaluated on task completion, comprehensibility, correct use of the identification and ability patterns, correct placement of kò before lè, and intelligible tone, including the kọ/kọ́ contrast. The written task is evaluated on accuracy of the identification, activity, and ability patterns, orthographic completeness (underdots and tone marks), and overall clarity.
Answer Key
Practice — Naming roles and occupations
- Akẹ́kọ̀ọ́ ni mi.
- Olùkọ́ ni ìyá mi.
- Ẹnjinia ni í.
- Oníṣòwò ni àwa.
Practice — Ongoing and habitual study or work
- Mo ń kọ́ sáyẹ́nsì.
- Ó ń ṣiṣẹ́ ní ilé-iṣẹ́ kan.
- A ń kọ́ ìtàn ní ilé-ẹ̀kọ́ báyìí.
Practice — Ability with lè
- Ability: Mo lè sọ Yorùbá. Negative: N kò lè sọ Yorùbá.
- Ability: Ó lè kọ ìwé. Negative: Kò lè kọ ìwé.
- Ability: A lè ka ìtàn. Negative: A kò lè ka ìtàn.
Dialogue — Comprehension
- Ó ń kọ́ ìṣirò àti sáyẹ́nsì. (He is studying math and science.)
- Rárá, n kò lè sọ Faransé dáadáa síbẹ̀. (No, he cannot speak French well yet.)
- Ó fẹ́ ṣe iṣẹ́ ẹnjinia. (He wants to do engineering work.)
- Bàbá Kúnlé ni ń ṣe iṣẹ́ ẹnjinia báyìí. (Kúnlé's father currently does engineering work.)
- Accept any of: N kò lè sọ ọ dáadáa síbẹ̀. — Meaning: "I cannot speak it well yet." kò lè negates the ability to speak French well.
Listening — Comprehension table
- Exchange 1: Subject: history and language; Ability: can speak English and Yoruba.
- Exchange 2: Job: teacher, works at a school; Ability: cannot teach math, teaches history only.
- Exchange 3: Status: student; Ability/goal: wants to do lawyer's work after school.
Bonus: (1) English and Yoruba. (2) Teacher; cannot teach math. (3) Wants to become a lawyer after school.
Reading — Comprehension
- Ó ń kọ́ ìṣirò àti sáyẹ́nsì. (He is studying math and science.)
- Ó lè sọ Yorùbá àti Gẹ̀ẹ́sì dáadáa. (He can speak Yoruba and English well.)
- Ẹnjinia ni bàbá rẹ̀, ó sì ń ṣiṣẹ́ ní ilé-iṣẹ́ kan. (His father is an engineer and works at a company.)
- Olùkọ́ ni ìyá rẹ̀; ó ń kọ́ àwọn ọmọdé ní èdè Yorùbá. (His mother is a teacher; she teaches the children the Yoruba language.)
- Accept any of: Bàbá mi jẹ́ ẹnjinia. or Ìyá mi jẹ́ olùkọ́. (Receptive note: jẹ́ appears here as a natural variant; the productive target for this chapter remains the ni pattern.)
Chapter Review — Apá A
- ilé-ẹ̀kọ́; yunifásítì; olùkọ́; akẹ́kọ̀ọ́; ìṣirò; sáyẹ́nsì; iṣẹ́; ọ́fíìsì; ẹnjinia; agbẹ̀
- exam/test; class/classroom; company/workplace; trader; lawyer; well
- Accept any natural, well-formed phrase using each item; examples: Akẹ́kọ̀ọ́ ni mi. / Mo ń kọ́ ìtàn. / Mo lè sọ Gẹ̀ẹ́sì. / N kò lè kọ́ ìṣirò.
Chapter Review — Apá B
- (a) Olùkọ́ ni mi. (b) Amòfin ni í. (c) Akẹ́kọ̀ọ́ ni àwa. (d) Oníṣòwò ni àwọn.
- (a) Mo lè sọ Yorùbá. / N kò lè sọ Yorùbá. (b) Ó lè kọ ìtàn. / Kò lè kọ ìtàn. (c) A lè ka sáyẹ́nsì. / A kò lè ka sáyẹ́nsì.
- Corrections: (i) Olùkọ́ ni mi. — the identifying noun comes before ni, not after. (ii) Mo lè kọ́ Yorùbá. — the high tone on kọ́ is required for "learn"; without it the sentence means "write." (iii) N kò lè kọ́ ìṣirò. — kò appears once, immediately before lè.
- Accept any three-sentence self-report that correctly uses an identification statement, an activity statement with ń, and an ability statement with lè. Example: Akẹ́kọ̀ọ́ ni mi. Mo ń kọ́ ìtàn àti sáyẹ́nsì. Mo lè sọ Yorùbá dáadáa.
Chapter Review — Apá C
- Correct forms: olùkọ́; akẹ́kọ̀ọ́; ìdánwò; amòfin; ilé-iṣẹ́.
- Tone patterns (accept phonetically motivated alternatives; flag for human review): olùkọ́ = L-L-H; ìṣirò = L-M-L; agbẹ̀ = M-L; amòfin = M-L-M.
- Accept any accurate minimal-pair sentence pair, such as: Mo lè kọ Yorùbá (I can write Yoruba) versus Mo lè kọ́ Yorùbá (I can learn Yoruba) — the tone on the final syllable is the only difference, and it changes the meaning of the verb.
Looking Ahead
Ohun tí o lè ṣe báyìí — What you can do now
You can name common school subjects, jobs, and workplaces, state your role or occupation using the ni identification pattern, describe ongoing or habitual study and work with ń, and express ability and inability using lè and N kò lè. You can also understand and complete a simple interview form and describe your own studies or work in speech and writing.