Ìparí Ìdìpọ̀ Kìíní
Chapter Objectives
By the end of this chapter, you will be able to:
- Demonstrate the full range of Volume I productive systems — tone, orthography, SVO word order, subject and object pronouns, aspect and tense particles (ń, ti, yóò), negation (kò, má), noun phrases, and formulaic serialization — inside one formal portfolio.
- Produce a written personal profile that introduces yourself with accurate, fully diacritized Yorùbá.
- Write and perform a short dialogue appropriate to a familiar everyday situation.
- Write a short practical message appropriate to its audience and register.
- Write a short connected narrative describing a sequence of past, ongoing, and future events.
- Complete a listening task that requires identifying particles, negation, and key details in connected speech.
- Complete an oral interview that demonstrates spontaneous, self-monitored spoken Yorùbá.
- Self-assess your Volume I portfolio against the completion standard for Pre-A1 → A2 practical communication.
Communication Scenario
Adé's visit to Yẹmi's town, followed across Chapters 18 and 19, is now complete. Before Adé returns home, he assembles a small portfolio of Yorùbá writing and speaking to show what he can now do — much as you will assemble your own Volume I portfolio in this chapter. The six parts of the capstone below mirror the six parts of Adé's own portfolio: a profile, a dialogue, a message, a short narrative, a listening task, and an oral interview.
- No new grammar, vocabulary, tone rule, or orthographic rule appears in this chapter. Every task draws only on systems already active in Chapters 1–19.
- Work through the six portfolio parts in order. Each part reuses and combines systems from earlier chapters rather than testing them in isolation.
- Use the Cumulative Vocabulary Review and Cumulative Grammar Review below as a self-check before you begin producing your own portfolio.
Cumulative Vocabulary Review
The table below samples core Volume I vocabulary across its major domains. Use it to confirm you can recall, spell, and tone-mark words from every stage of the course before beginning the portfolio.
| Domain | Sample vocabulary | First active |
|---|---|---|
| Greetings and courtesy | ẹ káàárọ̀, ẹ kú ọ̀sán, ẹ ṣé, ẹ jọ̀wọ́ | Ch. 1 |
| Names and identity | orúkọ, èdè, akẹ́kọ̀ọ́ | Ch. 2 |
| Family | ẹbí, màmá, bàbá, arákùnrin | Ch. 3 |
| Objects and descriptions | ìwé, tábìlì, aró, yìí | Ch. 4 |
| Place and location | ilé, ọjà, tòsí, wà | Ch. 5 |
| Time and routine | àárọ̀, ọ̀sán, ìrọ̀lẹ́, ọjọ́ | Ch. 6 |
| Market and food | owó, ẹ̀fọ́, oníṣòwò | Ch. 7 |
| Home and needs | iṣẹ́ ilé, fẹ́ | Ch. 8 |
| Town and plans | lọ, wá, padà, ọ̀la | Ch. 9 |
| Health | ilé ìwòsàn, ara | Ch. 12 |
| School and work | ilé ẹ̀kọ́, iṣẹ́, lè | Ch. 13 |
| Preferences | fẹ́ràn, dára | Ch. 14 |
| Weather and signs | òjò, má | Ch. 15 |
| Invitations | àríyá, ẹ jọ̀wọ́ wá | Ch. 16 |
| Messaging | ìránṣẹ́, fóònù | Ch. 17 |
| Experiences and results | ti, parí, ṣetán | Ch. 18 |
No new productive vocabulary is required in this chapter. Every item above was already active in an earlier chapter.
Cumulative Grammar Review
These are the productive systems your capstone portfolio must demonstrate. Nothing here is new; each pattern was introduced and consolidated in an earlier chapter.
| System | Status at Chapter 20 |
|---|---|
| Tone (high/mid/low) | Assessed (A) — full productive control expected in familiar contexts |
| Diacritics and orthography | Assessed (A) — required in all formal writing tasks |
| Weak subject pronouns | Assessed (A) |
| Object pronouns | Assessed (A) in high-frequency contexts |
| ń / ti / yóò particles | Assessed (A) in controlled contexts |
| kò / má negation | Assessed (A) |
| Noun phrase (àwọn, demonstratives, possession) | Assessed (A) |
| Serial verbs, focus, relative clauses | Remain formulaic or receptive — not independently assessed |
Per the Version 5 assessment policy, only systems marked A in the Volume I matrices may be formally assessed. Receptive or formulaic systems such as unrestricted serial verbs, full focus constructions, and relative clauses are not required for independent production in this capstone.
Pronunciation and Orthography Review
Chapter 20 does not introduce a new sound, spelling, or tone rule. It asks you to apply, without support, every pronunciation and orthography target activated across the volume.
Apply this checklist to every spoken and written task in this chapter:
- Are ẹ, ọ, and ṣ distinct from e, o, and s in both speech and writing?
- Is every high and low tone marked, with mid tone correctly left unmarked?
- Is gb produced and written as a single Yorùbá sound, not two English letters?
- Does nasal vowel spelling with n match nasal pronunciation?
- Is CV syllable rhythm maintained, with no inserted English-style consonant clusters?
Part 1 — Personal Profile
Ìwé ìdánimọ̀ — Personal profile
Adé's profile, written for a community welcome book, models the task you will complete.
Àpẹẹrẹ — Model profile
Orúkọ mi ni Adé. Mo wá láti ìlú ńlá kan, mo sì jẹ́ akẹ́kọ̀ọ́. Ẹbí mi wà ní ìlú mi; màmá mi àti bàbá mi ń ṣiṣẹ́ ní ilé ìwòsàn kan. Mo fẹ́ràn kíkàwé àti sísọ èdè tuntun. Ní báyìí, mo ń kọ́ Yorùbá, mo sì ti kọ́ ọ̀pọ̀lọpọ̀ ọ̀rọ̀ tuntun. Ní ọdún tí ń bọ̀, mo fẹ́ ṣèbẹ̀wò sí àwọn ọ̀rẹ́ mi ní ìlú mìíràn.
Gloss: My name is Adé. I come from a large town, and I am a student. My family lives in my town; my mother and father work at a clinic. I like reading and speaking new languages. Right now, I am studying Yorùbá, and I have already learned many new words. Next year, I want to visit my friends in another town.
Iṣẹ́ rẹ — Your task: Write your own profile (60–90 words) that includes your name, where you are from, at least one family or work/school detail, one preference, and one sentence each using ń and ti or yóò/á/n ó. Use full tone marks and underdots throughout.
Part 2 — Dialogue
Ìjíròrò — A short familiar dialogue
Adé models a short leave-taking dialogue with Yẹmi as he prepares to travel home.
Ipò: Adé ń dá kú sí Yẹmi ṣáájú kí ó tó padà lọ sílé.
Setting: Adé says goodbye to Yẹmi before returning home.
Iṣẹ́ rẹ — Your task: Write and perform (with a partner, or solo as a recorded monologue with implied responses) a short dialogue of 6–8 lines set in a familiar everyday situation of your choice. It must include one question, one negative statement, and one courtesy formula.
Part 3 — Message
Ìránṣẹ́ — A short practical message
Adé sends a short text message confirming his travel plans.
Iṣẹ́ rẹ — Your task: Write a short practical message (30–50 words) to a friend or family member about a plan, an arrival, or a piece of news. Include at least one use of yóò/á/n ó and one object pronoun.
Part 4 — Short Narrative
Ìtàn kékeré — A short connected narrative
This part reuses the structure of Adé's Chapter 19 journal entry, applied to your own experience.
Àpẹẹrẹ — Model narrative
Ní ọ̀sẹ̀ tí ó kọjá, mo lọ sí ìlú Yẹmi láti ṣèbẹ̀wò. Mo kí àwọn aládùúgbò rẹ̀, mo sì lọ sí ọjà pẹ̀lú rẹ̀. Ní báyìí, mo ń múra sílẹ̀ láti padà lọ sílé. Ní ọ̀la, n ó dé ilé, n ó sì kí ẹbí mi.
Gloss: Last week, I went to Yẹmi's town to visit. I greeted his neighbors, and I went to the market with him. Right now, I am preparing to return home. Tomorrow, I will arrive home, and I will greet my family.
Iṣẹ́ rẹ — Your task: Write a short connected narrative (60–90 words) describing a sequence of events using at least one completed/resultative sentence (ti), one ongoing sentence (ń), and one future sentence (yóò/á/n ó), linked by at least one time connector.
Part 5 — Listening Task
Ìgbọ́ràn — Listening task
Ask an instructor, study partner, or qualified Yorùbá speaker to read the following five short statements at a natural pace. For each one, identify the particle used and its time meaning, and note whether the sentence is negative.
If no speaker is available, this is a Listening Script for Independent Use. Read each statement aloud at a natural pace, cover it, and complete the task. Machine text-to-speech output must be checked by a qualified Yorùbá speaker before being used as a pronunciation model.
1. "Mo ń múra sílẹ̀ láti lọ."
2. "Kò tíì dé."
3. "A ó pàdé ní ọ̀la."
4. "Wọ́n ti jẹun."
5. "Mi ò fẹ́ràn òjò."
| Gbólóhùn | Particle / time meaning | Negative? (Bẹ́ẹ̀ni / Rárá) |
|---|---|---|
| 1 | ______ | ______ |
| 2 | ______ | ______ |
| 3 | ______ | ______ |
| 4 | ______ | ______ |
| 5 | ______ | ______ |
Part 6 — Oral Interview
Ìfọ̀rọ̀wánilẹ́nuwò — Oral interview
With an instructor or study partner, or solo as a self-recorded response, answer the following interview questions in spoken Yorùbá.
Ìbéèrè fọ́nrán — Interview questions
- Kí ni orúkọ rẹ, àti níbo ni o ti wá?
- Sọ nípa ẹbí rẹ.
- Kí ni o ń ṣe ní báyìí?
- Kí ni o ti ṣe láìpẹ́ yìí?
- Kí ni o fẹ́ ṣe ní ọ̀la tàbí ní ọsẹ̀ tí ń bọ̀?
- Kí ni o kò fẹ́ràn?
Fún àwọn tí ń kọ́ nìkọ̀ọ̀kan — Solo alternative
Record yourself answering all six questions above in two to three minutes of continuous, spontaneous Yorùbá. Pause and apply the Pronunciation and Orthography Review checklist after each answer, correcting at least one error aloud before continuing.
Culture and Communication
A proper Yorùbá leave-taking often includes thanks for hospitality, a request to greet the other person's family, and a promise to stay in touch, as modeled in Part 2. Ending a visit abruptly, without these steps, can seem incomplete even when the practical goodbye is brief.
Short messages to family, like the one in Part 3, commonly include a brief reassurance (ẹ má ṣàníyàn, "don't worry") alongside practical information. This reflects a broader communicative habit of caring for the listener's peace of mind, not only relaying facts.
Common Mistakes
Error: Writing *Oruko mi ni Ade without tone marks or underdots when working quickly on a portfolio task.
Correction: Orúkọ mi ni Adé. Formal capstone writing requires full diacritics exactly as in every earlier chapter; portfolio conditions do not relax this standard.
Error: Writing every profile, message, and narrative sentence with ti, regardless of actual time meaning.
Correction: Match each clause's particle to its real time meaning, as consolidated in Chapter 18: ti for completed/resultative, ń for ongoing, yóò/á/n ó for future.
Error: Attempting to build a full ni-focus construction or a complex relative clause to sound more advanced during the oral interview.
Correction: Stay within Volume I's activated systems. Simple SVO clauses, controlled particles, negation, and basic noun phrases are sufficient — and expected — for this capstone.
Chapter Review
Apá A — Àwọn Ọ̀rọ̀ (Vocabulary Review)
1. List one word from each of five different vocabulary domains covered in Volume I, and give the chapter where each was first active.
Apá B — Gírámà (Grammar Integration)
1. Write one sentence each using ń, ti, and yóò/á/n ó, and label the time meaning of each.
2. Rewrite this sentence in the negative: Mo fẹ́ràn òjò.
3. Build one noun phrase using a plural marker, one using a demonstrative, and one using a possessive.
Apá C — Ìmọ̀ Ohùn àti Àkọ̀wé (Pronunciation and Orthography)
1. Restore all required diacritics: oruko mi ni; ebi mi wa; mo n lo si oja.
2. Read your Part 1 profile aloud, applying the full self-monitoring checklist at least once.
Ìfojúsí ẹkọ̀ tẹ́lẹ̀ — Cumulative review check
Before submitting the Capstone Performance Task, confirm you can do the following using only Volume I systems:
- Write a fully diacritized personal profile.
- Write and perform a short dialogue with a question, a negative, and a courtesy formula.
- Write a short practical message using a future-time particle and an object pronoun.
- Write a short narrative that correctly sequences ti, ń, and yóò/á/n ó.
- Understand connected speech well enough to identify particles and negation by ear.
- Answer spontaneous interview questions about yourself, monitoring and repairing your own pronunciation.
Capstone Performance Task
Iṣẹ́ aṣeyọrí — Abala 20
Ìwé àṣàrò Ìdìpọ̀ Kìíní — Volume I Portfolio
Assemble and submit a complete Volume I portfolio containing all six parts practiced in this chapter. All written Yorùbá must use full tone marks and underdots; all spoken Yorùbá must show self-monitoring and repair.
- Personal profile (60–90 words), written.
- Dialogue (6–8 lines), written and performed or recorded.
- Message (30–50 words), written.
- Short narrative (60–90 words), written, sequencing ti, ń, and yóò/á/n ó.
- Listening task, completed with a partner, instructor, or the independent-use script.
- Oral interview (2–3 minutes), performed live or recorded.
Assessment note: Written parts are evaluated on accuracy of particle choice, negation placement, noun phrase construction, courtesy formula use, and orthographic completeness (underdots and tone marks). Spoken parts are evaluated on task completion, comprehensibility, integration of Volume I systems, self-monitoring behavior, and tone accuracy. No part of the portfolio may be evaluated on serial verbs, focus constructions, relative clauses, or other systems beyond Volume I's activated scope.
Answer Key
Part 5 — Listening Task
- 1: ń — ongoing ("I am preparing to go"). Negative: Rárá.
- 2: kò tíì (recognition-level negative, "has not yet arrived"). Negative: Bẹ́ẹ̀ni.
- 3: á/yóò/n ó — future ("we will meet tomorrow"). Negative: Rárá.
- 4: ti — completed/resultative ("they have eaten"). Negative: Rárá.
- 5: kò/mi ò — negative preference ("I don't like rain"). Negative: Bẹ́ẹ̀ni.
Chapter Review — Apá B
- Accept any accurate set of three sentences correctly matching particle to time meaning, e.g.: Mo ń kọ́ Yorùbá (ongoing); Mo ti parí iṣẹ́ mi (completed/resultative); N ó lọ sí ilé ẹ̀kọ́ ní ọ̀la (future).
- Mi ò fẹ́ràn òjò.
- Accept any accurate set, e.g.: àwọn ọmọdé (plural marker); ilé yìí (demonstrative); ìwé mi (possessive).
Chapter Review — Apá C
- Correct forms: orúkọ mi ni; ẹbí mi wà; mo ń lọ sí ọjà.
- Accept accurate, natural pronunciation with tone kept steady across particle-plus-verb pairs and underdots preserved throughout.
Looking Ahead
Ohun tí o lè ṣe báyìí — What you can do now
You have completed Volume I. You can introduce yourself, describe your family and routines, hold short everyday dialogues, send practical messages, narrate simple sequences of past, ongoing, and future events, understand connected speech well enough to identify particles and negation, and speak spontaneously about yourself while monitoring and repairing your own pronunciation — all in fully diacritized, tone-accurate Standard Written Yorùbá.