Iṣẹ́ Àṣepé B1
Chapter Objectives
By the end of this chapter, you will be able to:
- Select a real or invented everyday or community topic and plan a multi-stage project around it.
- Produce a connected dialogue that integrates reason, condition, obligation, ability, warning, formulaic future reference, routine serial verbs, and basic ni focus.
- Write a short report that narrates events, states a problem or situation, and organizes ideas in connected paragraphs.
- Listen to or read a short passage and produce an accurate summary of its main ideas.
- Deliver a short oral presentation that draws together spoken and written work from Chapters 1–18.
- Apply the Chapter 10 Tone and Orthography Checkpoint independently across all four project stages.
Communication Scenario
Adé, Ìyá Kúmọ́lá, and the neighbors from Chapter 18 have decided to formalize their proposal about the water pump and the market-corner rubbish into a small community project. You will follow a parallel process for a topic of your own choosing, either the community problem from Chapter 18 or a new everyday or community scenario, and complete a full B1 practical communication project.
- This chapter introduces no major new grammar. It integrates the productive Chapters 1–18 systems — tone and diacritic accuracy, particles, pronouns, negation, plural and quantifier noun phrases, possession, demonstratives, routine serial verbs, basic ni focus, and formulaic future/modal reference — into one connected, multi-skill project.
- The project has four stages: a dialogue, a short report, a listening summary, and a presentation. Each stage draws on skills developed across Volume II.
- Future/modal paradigms beyond the formulaic pattern, contrastive or negative focus, relative clauses with tí, and resultative/event-chain serialization beyond the scheduled preview remain outside this chapter's production requirements.
Choosing a Topic
Choose one topic for your project. You may continue the Chapter 18 community-problem theme, or select a different everyday or community topic that you can discuss using the Volume II systems, such as a household matter, a market or service issue, a school or work plan, a health concern, or an upcoming community event.
Before beginning Stage 2, note in one or two sentences:
- the situation or problem;
- who is involved;
- what outcome you want to reach.
Dialogue
Write and perform a dialogue of at least eight lines between two or more participants discussing your chosen topic. The model below continues the Chapter 18 scenario and shows the expected level of integration.
Ipò: Adé àti Ìyá Kúmọ́lá ń múra àwíyé wọn sílẹ̀ ní ìkẹyìn, kí wọ́n tó fi ránṣẹ́ sí olórí àdúgbò.
Setting: Adé and Ìyá Kúmọ́lá are finalizing their proposal before sending it to the community leader.
Iṣẹ́ rẹ — Your task: Write and perform a dialogue of at least eight lines on your chosen topic, integrating a reason or condition, a formulaic future step, a routine serial verb, and a basic ni focus statement.
Short Report
Turn your dialogue's situation into a connected written report of 90–120 words, narrating the situation, explaining its reason and importance, and describing the proposed solution.
Àpẹẹrẹ — Ìròyìn Àdúgbò
Ní ọ̀sẹ̀ méjì sẹ́yìn, fọ́ntí omi àdúgbò wa bàjẹ́, ìdọ̀tí sì bẹ̀rẹ̀ sí kó jọ ní igun ọjà. Àwọn aládùúgbò péjọ láti sọ̀rọ̀ nípa ìṣòro yìí, wọ́n sì rí i pé ó ṣe pàtàkì láti gbé ìgbésẹ̀ kíákíá, nítorí àwọn ọmọdé àti àgbàlagbà lè ṣàìsàn bí a kò bá tún fọ́ntí náà ṣe. Ẹgbẹ́ àdúgbò ni ó gbà láti kó owó jọ fún ìtọ́jú fọ́ntí náà, àwọn ọ̀dọ́ sì gbà láti wá kó ìdọ̀tí náà kúrò ní ọjọ́ Sátidé. A yóò kọ àwíyé kan, a ó sì fi ránṣẹ́ sí olórí àdúgbò, kí ó lè pe àwọn òṣìṣẹ́ ìjọba wá láti ràn wá lọ́wọ́. Bí gbogbo wa bá ṣiṣẹ́ pọ̀, a lè yanjú ìṣòro yìí láìpẹ́.
Gloss: Two weeks ago, our neighborhood's water pump broke, and rubbish began to gather at the market corner. The neighbors gathered to talk about this problem, and they saw that it was important to act quickly, because children and elders may fall sick if we do not repair the pump. It is the community association that agreed to gather money for the pump's maintenance, and the young people agreed to come remove the rubbish on Saturday. We will write a proposal, and we will send it to the community leader, so that he can call the government workers to help us. If all of us work together, we can resolve this problem soon.
Iṣẹ́ rẹ — Your task: Write your own report of 90–120 words on your chosen topic, narrating the situation, giving a reason, and describing the solution, using at least one condition, one formulaic future step, one routine serial verb, and one basic ni focus statement.
Listening Summary
Ask an instructor, study partner, or qualified Yorùbá speaker to read the passage below aloud at a natural pace. Listen (or read it aloud yourself, then cover it) and write a summary of three to four sentences in Yorùbá, stating the problem, the reason, and the proposed solution.
If no speaker is available, this is a Listening Script for Independent Use. Read the passage aloud, cover it, then complete the summary task. Machine text-to-speech must be checked by a qualified Yorùbá speaker before use as a pronunciation model.
"Ìpàdé àdúgbò wa yóò wáyé ní ọjọ́ Ìsẹ́gun tí ń bọ̀, nítorí a nílò láti sọ̀rọ̀ nípa iná mọ̀nàmọ́ná tí ń kú lọ́pọ̀ ìgbà ní òpópónà wa. Bí a kò bá ṣe nǹkan kan nípa rẹ̀, ó lè léwu fún àwọn tí ń rìn ní òru. Ẹgbẹ́ àdúgbò ni ó ti bẹ̀rẹ̀ sí bá iṣẹ́ iná mọ̀nàmọ́ná sọ̀rọ̀, a sì retí pé wọn yóò dá a padà láìpẹ́."
1. What is the community problem described in the passage?
2. Why does the speaker say the problem matters?
3. Who has already taken a step toward a solution?
Iṣẹ́ rẹ — Your task: Write a three-to-four sentence Yorùbá summary of the passage above, stating the problem, the reason it matters, and the step already taken or proposed.
Presentation
Pẹ̀lú àwùjọ kékeré — In a small group
Present your project to a small group or classmate: perform your dialogue, then briefly summarize your written report aloud in your own words, covering the problem, the reason, and the proposed solution. Invite one question from your audience and respond to it.
Fún àwọn tí ń kọ́ nìkọ̀ọ̀kan — Solo alternative
Record yourself performing the dialogue (playing all parts, or recording each part separately), then record a two-to-three sentence spoken summary of your written report as if presenting it to a small audience.
Culture and Communication
When a community proposal is presented, it is common for the presentation to acknowledge the people who contributed, whether through discussion, writing, funds, or labor, rather than presenting the outcome as the achievement of a single person. Framing a project as a shared effort can make a proposal more persuasive to a community leader or association, though specific presentation customs vary by community and context.
Common Mistakes
Error: Writing longer project texts quickly and omitting tone marks or dot-under letters that were correctly used in shorter Chapter 1–18 exercises.
Correction: Apply the Chapter 10 Tone and Orthography Checkpoint to every stage of the project, not only to the shortest pieces of writing. Longer connected writing carries the same diacritic requirements as a single sentence.
Error: Attempting unscheduled contrastive focus, relative clauses with tí, or a fully productive future/modal paradigm because the project feels like a "big" task.
Correction: Stay within the productive Chapters 1–18 systems. A well-controlled project using formulaic future reference, routine serial verbs, and basic ni focus demonstrates B1-oriented integration more reliably than an attempt at unscheduled structures.
Chapter Review
Apá A — Ìwádìí Ìpele (Stage Check)
1. Name the four stages of the B1 Practical Communication Project in order.
2. Which systems from Chapters 1–18 must appear across your dialogue and report? List at least four.
Apá B — Ìṣàyẹ̀wò Ara Ẹni (Self-Check)
1. Reread your dialogue and report. Underline every tone-marked and dot-underlined form and confirm each is correct.
2. Confirm your report includes a reason, a condition, a formulaic future step, a routine serial verb, and a basic ni focus statement.
Ìfojúsí ẹkọ̀ tẹ́lẹ̀ — Cumulative review check
Before moving to Chapter 20, confirm you can still do the following using only Volume I and Chapters 1–19:
- Describe a situation or problem using a reason and a condition.
- State a formulaic future step with a yóò + VERB.
- Describe a solution step with a routine serial verb.
- Assign responsibility using basic ni focus.
- Apply the Tone and Orthography Checkpoint to a longer connected text.
Practical Performance Task
Iṣẹ́ aṣeyọrí — Abala 19
Iṣẹ́ Àṣepé B1 — B1 Practical Communication Project
Complete and submit (or perform live) the full four-stage project on your chosen topic.
- Stage 1: Confirm your chosen topic and planning notes.
- Stage 2: Perform your dialogue (at least eight lines).
- Stage 3: Submit your written report (90–120 words).
- Stage 4: Submit your listening summary (three to four sentences).
- Stage 5: Deliver your presentation, including a response to one question.
Assessment note: This project integrates the productive Chapters 1–18 systems — tone and diacritic accuracy, particles, pronouns, negation, plural and quantifier noun phrases, possession, demonstratives, routine serial verbs, basic ni focus, and formulaic future/modal reference — across a connected dialogue, report, listening summary, and presentation. It is evaluated on task completion, sustained tone and orthographic accuracy, correct use of the integrated systems, and clarity across all four skills. Future/modal paradigms beyond the formulaic pattern, contrastive or negative focus, relative clauses with tí, and resultative/event-chain serialization beyond the scheduled preview remain outside this task's assessment.
Answer Key
Stage 4 — Listening Comprehension Questions
- The problem is a streetlight on the road that frequently goes out.
- The speaker says it may be dangerous for people walking at night if nothing is done.
- The community association has already begun speaking with the electricity company about it.
Chapter Review — Apá A
- The four stages are: dialogue, short report, listening summary, and presentation.
- Accept any four of: tone and diacritic accuracy, particles (progressive/perfective), pronouns, negation, plural/quantifier noun phrases, possession and demonstratives, routine serial verbs, basic ni focus, formulaic future/modal reference.
Chapter Review — Apá B
Self-check items have no single fixed answer. Confirm accuracy against the Chapter 10 Tone and Orthography Checkpoint and the required-systems list in Apá A, Question 2.
Looking Ahead
Ohun tí o lè ṣe báyìí — What you can do now
You can now plan, write, and present a connected multi-stage project on an everyday or community topic, integrating dialogue, report, listening summary, and presentation skills built across Volume II, with sustained tone and orthographic accuracy.