1.10 lokaci da salla full - aflang...

Lokaci da Salla 1.10

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LOKACI DA SALLA

KALMOMI

aæla\ma¥ (f) ‘sign, indication’ ko\ ‘or’aælbishì®ê (m) ‘good news’ ko\ma¥ ‘return, go back’aæsuæba] (f) ‘morning (pre-dawn), pre-dawn

prayer’ko\me\ ‘everything; (in negative)

nothing’aæzahaæ® (f) ‘afternoon (ca. 1-2 PM), mid-day

prayer’kwa\na ‘spend day (a 24 hour

period)’baccê, barcê (m) ‘sleep(ing)’ kwa\na\ biyu ‘quite awhile’ba\yan ‘after’ kwa]nta\ ‘lie down’baya® ‘give’ kya]u (m) ‘good(ness)’bi ‘follow, go by way of’ ˚a\ra¥ ‘increase’biyo\ ‘follow (this way)’ ˚arfe¥ (m) ‘o’clock’∫a\rÏ (m) ‘piece (split from whole)’ ˚wa®ai ‘very much’ce]wa\ ‘saying’ laæ&asaæ® (f) ‘late afternoon prayer’da] ma\ ‘it's known that...’ lÏsha\ (f) ‘night time, night prayer’daægaæ ‘from’ lo\kaæcê (m) ‘time’da¥muwa\ (f) ‘worrying’ maægana¥ (f) ‘talking’do¥min ‘because, so that’ maægaæ®êba¥ (f) ‘early evening prayer’don Alla¥h ‘please!’ maæi (salla¥) ‘one who is (praying)’fian ± verb ‘do a little …’ mijÏ (m) ‘husband’fian kaæren ... ‘real ...!’ mu®na¥ (f) ‘happiness’fie\bo\ ‘dip out’ muætu]m (m) ‘person’farê (m), fara\ (f) ‘white’ naæ&am ‘yes? (response to a call)’fuska¥ (f) ‘face’ ne\ne¥ ‘bleary-eyed, sleepy

looking’gai daæ ‘greet’ rabÏ (m) ‘half’gaisa¥ ‘exchange greetings’ rashÏ (m) ‘lack’gama¥ ‘finish’ ruwa\ (m) ‘water’ganê ‘see’ sa] ‘cause’gaskiya\ (f) ‘truth’ salla¥ (f) ‘one of the five daily

prayers’gaya¥ ‘say, tell’ sanÏ ‘know’guæda\ (f) ‘whole, unit’ saænnan ‘then’ha® ‘until, even’ sha\ ‘drink; experience’haæ̊ urê (m) ‘patience’ shigo\ ‘come in’hajÏ (m) ‘pilgrimage (to Mecca)’ so\ ‘want’hidima\ (f) ‘business, activity’ ta ‘busy at ...’ida® ‘complete (a task)’ ta\shì ‘stand up, get up’ido (m) ‘eye’ ta\so\ ‘get (someone) up’iya¥ ‘be able’ taæfi ‘go, leave’ja\ (m, f) ‘red’ tsaæraba¥ (f) ‘gift (brought by traveler)’ji ‘hear’ tun ‘since’jira\ ‘wait for’ wuce¥ ‘pass’ka]i ‘self’, e.g. ka]nsaæ ‘himself’ yaænzu ‘now’kawaæi ‘just, only’ yi ‘do, make’ka\wo\ ‘bring’


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ONLINE GRAMMAR

Verb tenses ! Completive ! all topicsVerb tenses ! “Active” vs. “Stative” verbsPronouns ! Indirect Object pronounsBasic sentence structure ! [Order of objects—not written yet]Adverbial clauses ! [not written yet]Conjunction & Disjunction ! [not written yet]

GRAMMAR TOPICS

• Completive: Plain, “Relative”, Negative

• “Active” and “Stative” verbs

• Indirect Objects

• Time expressions

• Reason (“because”) clauses

• Using “and” and “or”

CULTURAL THEMES

• Daily Islamic prayers

• Praying and prayer etiquette

• Going to someone’s home for a visit

• Gifts and good news


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COMPLETIVE

Completive Relative Completive Negative Completive

na\ sha\ sha\yÏka\ sha\ sha\yÏkin sha\ sha\yÏya\ sha\ sha\yÏta\ sha\ sha\yÏ

mun sha\ sha\yÏkun sha\ sha\yÏsun sha\ sha\yÏ

an sha\ sha\yÏ

sha\yÏ na sha\sha\yÏ ka sha\sha\yÏ kikaæ sha\sha\yÏ ya sha\sha\yÏ ta sha\

sha\yÏ mukaæ sha\sha\yÏ kukaæ sha\sha\yÏ sukaæ sha\

sha\yÏ akaæ sha\

baæn sha\ sha\yÏ ba

baæ kaæ sha\ sha\yÏ ba

baæ kì sha\ sha\yÏ ba

baæi sha\ sha\yÏ ba

baæ taæ sha\ sha\yÏ ba

baæ muæ sha\ sha\yÏ ba

baæ kuæ sha\ sha\yÏ ba

baæ suæ sha\ sha\yÏ ba

baæ aæ sha\ sha\yÏ ba

The Completive indicates that the action, event, or state is complete . IT IS WRONG TOEQUATE THE COMPLETIVE WITH ENGLISH PAST TENSE! If one seeks English equivalents,there are two common translations>

“Active” verbs , i.e. verbs that indi-cate an action that can have a begin-ning and end: translation is usuallyEnglish past or present perfect

“Stative” verbs , i.e. verbs thatindicate a mental or physical statethat endures over time: translationis usually English present tense

Na\ ta\shì tun ˚arfe¥ bìya® daæ rabÏ na\ yi sallaæ®aæsuæba].

^ I got up at 5>30 (and) I did the morning prayer.&

Ha® kin ida® @^So you have completed (your prayer)@&

Ya¥ na\ ga fuskaæ®kaæ ne\ne¥ ne\.^How is it I see your face is blurry-eyed.&

Nê ma\ na\ yi mu®na¥ daæ shê.^Me too, I am happy ª I do happiness º with it.&

1. Completive with Active Verbs

The pictures below exemplify active verbs. ♦ Use the designated verb to make up a sentence in the Completive indicating that the

action in the picture is complete. ♦ If the picture has a balloon, put a sentence in the ballon that would make sense.♦ Give an English translation of what you intend your sentence to mean.

fito\ tu\∫e¥ ^take off (article of clothing)& gaisa¥ ^exchange greetings&


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wuce¥ sha\ baccê ji

shigo\ jira\ yi sallama¥

ida® (daæ) ta\fa¥ ^clap hands, give high sign& taæfi

kwa\na kwance¥ zuba¥


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2. Completive with Stative Verbs

The pictures below exemplify stative verbs. Follow directions as in exercise #1

ganê yi tuna¥

yi mu®na¥ sanÏ fi so] ^prefer&

3. Negative Completive

Correct the statement above each of the pictures with a complete sentence in Hausa, thentranslate your sentence into English.

Ma\laæm AÁhmaduæ ya\ fito\ daægacikin gida\.

Baæla\ daæ John sun hauta¥barma\ daæ ta\kalmaænsuæ.

Mun gaisa¥ daæ ma¥ta® Ma\laæmAÁhmaduæ.


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John ya\ bê ta ba\yanAÁhmaduæ.

Ka\ yi aikÏ daæ yawa¥ ya]u. Na\ yi sallaæ® aæzahaæ® daæ ˚arfe¥fiaya.

Na\ ka\wo\ tsaæraba¥. Kin yi sallaæ® lÏsha\@ Hajaæ®a\ ta\ êda® daæ salla¥.

Mijìn Hajaæ®a\ ya\ ka\wo\ sar˚a¥daægaæ hajÏ.

Bintaæ daæ Hajaæ®a\ sun yi fafia¥.(fafia¥ ^fight&)

Lo\kaæcin sallaæ® lÏsha\ ya\ yi.


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4. Relative Completive I

Each picture has a sentence above it with a word or phrase underlined and numbered. Aska question corresponding to each numbered word, then give its answer.

Misali: Ya\roæn AÁmaduæ ya\ fito\ daægaæ cikin gida \.1 2

(1) Q> Wa¥ ya fito\ daægaæ cikin gida\@A> Ya\roæn AÁmaduæ ne\ ya fito\.

(2) Q> Daægaæ ìna\ ya\roæn AÁmaduæ ya fito\@A> Daægaæ cikin gida\ ya fito\.

For this exercise, the question words you will need are the following>wa¥@ ^who@& (gender and number of the referent unspecificed or unknown)wa¥ne\ ne¥@ ^who@& (if it is known that the referent is masculine singular)wa¥ce\ ce¥@ ^who@& (if it is known that the referent is feminine singular)su wa¥, su wa¥ne\ ne¥@ ^who@& (if it is known that the referent is plural)me¥, me¥ne\ ne¥@ &what@&ìna\@ ^where@&

If ìna\@ ^where@& questions a word or phrase within a prepositional phrase, the question willhave the form preposition ± ìna\@, e.g.

AÆ ìna \ sukaæ zauna¥@ ^Where did they sit@^ (“ At where did they sit?”) Daægaæ ìna\ ta zo\@ ^Where did she come from@& (“ From where did she come?”) Ta ìna\ ya bi@ ^What route did he take@& (“ Via where did he follow?”)

Baæla\ daæ John sun bar ta¥kaælminsu æ aæ ˚o\fa¥.1 2 3

John ya\ fie\bo\ ruwa\ daægaæ cikin raænda\.1 2 3


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Bintaæ ta\ jira\\ Hajaæ®a .1 2

Mijìn Hajaæ®a ya\ ka\wo\ aægo\go daægaæ hajÏ .1 2 3

5. Completive

(1) Class members state some things that they have done during the day, using expressionsfrom video segment 1.10 or others. Write these on the board. For example,

Na\ ta\so\ aæbo\kêna\. Daæ nê daæ aæbo\kêna\ mun bi ta la\baæ®a\re¥.Na\ yi maægana¥ daæ ba¥ba\na\. Na\ ka\wo\ sha\yÏ ajÏ.Mun gaisa¥ daæ aæbo\kêna\. Na\ ba] ˚awa\ta\ tsaæraba¥.Na\ yi baccê ha® ˚arfe¥ ta®aæ. Na\ yi hidima® gida\.

(2) On the basis of these statements, class members then ask each other questions abouttheir comparable activities. For example,

Q> Tankoæ, ka\ ta\so\ aæbo\kinkaæ@A> A|&a¥, baæn ta\so\ shì ba.

Q> Zainaæb, daæ wa¥ kikaæ yi maægana¥@A> Daæ Kathy na yi maægana¥.

Q> Ma\laæm, me¥ ka ka\wo\ ajÏ@A> Ko¥fê na ka\wo\.

Q> Haædêzaæ, kin yi hidima® gida\ ya]u@A> ë, na\ yi.


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6. Translation 1

Translate into Hausa: MARK VOWEL LENGTH ON SUBJECT PRONOUNS

1. We know the names of the five prayers.

2. Who brought a gift from Mecca (Makkà)?

3. Hajara is happy because her husband brought a gift.

4. Haven’t you completed your housework (hidima® gida\)?

5. What did John dip out of the waterpot?

6. I have finished praying.

7. Why did the girls clap hands (ta\fa¥)?

8. I don’t remember your name.

9. Who all returned home after the prayer?

10. Did you get your husband up?

11. Ibrahim didn’t come into my house.

12. Where did you put your shoes?

13. The men exchanged greetings in Ahmadu’s house.

14. Haven’t we passed Kantin Kwari?

15. What did you tell [to] (gaya¥ waæ) your husband?

16. Did you speak with (“do speaking with”) your wife?


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INDIRECT OBJECTS

Pronoun Indirect Objects Noun Indirect Objects

ya\ gaya¥ minì¶môn ya\ gaya¥ manaæya\ gaya¥ makaæ¶ma] ya\ gaya¥ mukuæya\ gaya¥ mikìya\ gaya¥ masaæ¶mishì ya\ gaya¥ musuæya\ gaya¥ mataæ

ya\ gaya¥ waæ AÁhmaduæ

♦ Placement of Indirect objects> Indirect objects always directly follow the verb.If there is a direct object, it follows the indirect object.

Na\ yi makaæ maægana¥. Î spoke to you.&Ba\ a¥ yi waæ maæi salla¥ maægana¥ Ône does not speak to someone who is praying.&

• Meaning of indirect objects> Hausa indirect objects cover the meanings of dative(recipient of a thing or speech act, usually translated ^to&), benefactive (beneficiary of anaction, usually translated ^for&), and malefactive (action to one&s detriment, usuallytranslated ^to&, sometimes ôn&).Dative > ya\ ka\wo\ minì daægaæ hajÏ ^he brought it to me from the Haj&

na\ yi makaæ maægana¥ Î spoke to you&Benefactive > za\ muæ yi makaæ aæbinci ^we will make food for you&Malefactive > an yi môn kêshìya\ kwa\nan naæn ^ªmy husband marriedº a co-wife on

me recently&

7. Indirect Objects I

For each of the pictures below, make a sentence using the designated verb with an indirectobject. Try making sentences using both pronoun and noun direct objects.

mi˚a¥ ^hand to, extend to& nu\na¥ ^show& gaya¥

yi ... gaisuwa\ yi ... maægana¥ gaya¥


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ka\wo\ nu\na¥ yi ... ban kwa\na\

8. Indirect Objects and Completive

Answer the following questions in affirmative or negative, as appropriate, using PRONOUNindirect objects in your answers.

1. AÆhmaduæ ya\ yi waæ Baæla\ daæ John gaisuwa\ aæ ˚o\faæ® gidansaæ@

2. Baæla\ ya\ gaya¥ waæ John kadaæ yaæ bi ta gaæban maæi salla¥@

3. AÁhmaduæ ya\ nu\na¥ waæ John raænda® ruwa\@

4. Bintaæ ta\ ka\wo\ waæ Hajaæ®a\ tsaæraba¥@

5. Bintaæ ta\ yi waæ Hajaæ®a\ maægana¥ lo\kaæcôn daæ take¥ salla¥@

6. Hajaæ®a\ ta\ nu\na¥ waæ Bintaæ sar˚a¥@

7. Ma\laæminkuæ ya\ yi mukuæ gaisuwa\ ya]u@

8. Ma\laæminkuæ ya\ nu\na¥ mukuæ bidiyo¥ ka]n lo\kaæcê daæ salla¥@

9. An ka\wo\ makaæmikì

tsaæraba¥ daægaæ hajÏ@

10.

AÆb kinkaæ ya yi makaæ aæbinci jiyaæ@awa® kì ta yi mikì aæbinci jiyaæ@

o@ @@


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9. Indirect Objects

Comment on the pictures with sentences including indirect objects such as She brought herhusband food or ask questions with indirect objects based on the pictures such as Who didshe bring food to? or Did she bring her husband water?. Use some or all of the followingverbs or other appropriate verbs:

bayyaæna\ ¥ ‘explain’ ko\ya¥ ‘teach’ rafia¥ ‘whisper’gaya¥ ‘tell’ nu\na ‘show’ ®ubu¥ta\ ‘write’kai ‘carry, take’ raba¥¶rarraæba\ ‘distribute, share’ saæya\ ‘buy’ka\wo\ ‘bring’


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…don fia\na\…


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10. Lokaci

Here are the words used for telling clock time:

˚arfe¥ ô&clock& ˚arfe¥ biyu ^2>00&arfe¥ nawaæ ne\@ ^What time is it@&awa¥ or sa\&a¥ ^hour& awa¥ biyu, sa\&a¥ biyu ^2 hours&mintÏ ^minute& ˚arfe¥ biyu daæ mintÏ bìya® ^2>05&rabÏ ^half& ˚arfe¥ biyu daæ rabÏ ^2>30&kwata¥ ^quarter (of an hour)& ˚arfe¥ biyu daæ kwata¥ ^2>15&saura\ ît remains& ˚arfe¥ biyu saura\ kwata¥ ^1>45&ba] ûntil (with time)& ˚arfe¥ biyu ba] kwata¥ ^1>45&

The clock faces below give examples of time expressions using these words.

Under each clock face below, write the time. Write out all the Hausa words—do not justwrite number symbols.


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11. Lokaci da Ayyukan Kowace Rana

Use the diagram on the next page to practice using time expressions, forms of thecompletive, and forms of the future.

♦ Use the clock times and the verbal expressions in the diagram to make up sentencesand questions and answers about the day of the person in the diagram, e.g.

Ya\ yi sallaæ® aæsuæba] daæ ˚arfe¥ bìya®.Ya\ yi wanka\ daæ ˚arfe¥ shidaæ.Q> Me¥ ya yi daæ ˚arfe¥ 7>30@ A> Ya\ karyaæ kuæmallo\.Q> Daæ ˚arfe¥ nawaæ ya sa] ka\ya\@ A> Daæ ˚arfe¥ 8>00 ya sa] (ka\ya\).etc.

♦ Discuss class members’ earlier activities or activities that they will do in the future,making reference to the diagram. To facilitate this, you can put a grid on the board,with class members’ names across the top and activities down the side, filling intimes for each members’ activities.

Ma\laæm Haælêmaæ Daudaæ

ta\shÏ 7>00 6>30 8>45wanka\ 6>00 daæ ya]mma 7>00 ba\buækaryaæ kuæmallo\ 7>45 daæ ˚wai 7>23 daæ bu®o\dÏ baæi karya¥ baetc.

Use this information for activities such as the following:

• The teacher asks the students and the students ask each other questions such as

Wa¥ce\ ce¥ ta ta\shì daæ ˚arfe¥ 6>30@Ma\laæm ya\ yi wanka\ daæ sa\fe@Me¥ Haælêmaæ ta ci daæ sa\fe@Daudaæ, don me¥ baæ kaæ karyaæ kuæmallo\ ba@etc.

• Write a narrative about one’s own day, a comparison of different people’s day, or acomparison of this day with the preceding day or plans for the following day.


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12. Do¥min, don, sabo¥daæ ‘because’

In the exercises for video segment 1.09, we saw that the words do¥min, don, or sabo¥daæ canbe used with the Subjunctive to mean ‘in order to’. These same words can be used withother verb tenses, in which cause they are usually translated as ‘because’. In 1.10a, wehear the following sentence from Malam Ahmadu:

Ai koæ ya\ kaæma\taæ yaænzu ìn ta\shì ìn yi sallaæ® aæzahaæ® do¥min lo\kaæcê ya\ yi.‘Well I should get up now and do the azahar prayer because the time has come .’

Complete each of the following sentences with a ‘because’ clause.

Mìsa\lÏ> Ma\laæm AÁmaduæ baæi san Baæla\ daæ John sun zo\ ba do¥min yana¥ barcê .

1. Baæla\ daæ John sun bi ya\roæn AÁmaduæ .

2. Fuskaæ® AÁmaduæ ne\ne¥ ne\ .

3. Lo\kaæcôn daæ Baæla\ daæ John sukaæ zo\, Ma\laæm AÁmaduæ yana¥ baccê .

4. Ma\laæm AÁmaduæ ya\ yi sallaæ® aæzahaæ® .

5. Baæla\ ya\ ce] waæ John, “Haba!” .

6. AÁmaduæ ya\ ce], “Saæla\muæ aælaikuæm, waæ rahaæmatuæ-llah,” .

7. John ya\ ce], “Na\ wuce¥ ta gaæbankaæ .”

8. Hajaæ®a ta\ ce] waæ Bintaæ taæ jira\ taæ .

9. Hajaæ®a\ ta\ ce], “Baæn yi sallaæ® lÏsha\ ba .”

10. Hajaæ®a\ ta\ yi mu®na¥ .

13. Negative Imperative and Subjunctive

Hausa can use either the Imperative or the Subjunctive to give commands to individuals andthe Subjunctive to give commands to a group or to express exhortations (see lesson 1 . 0 6 ,11. Imperative and Subjunctive as Commands I). The only way to give anegative command is to use the Negative Subjunctive . The Negative Subjunctive differsfrom all other negatives in Hausa in that it does NOT use “ba” anywhere in the the sentence.Instead the word kadà (frequently contracted to ka]®) precedes the Subjunctive. Note thatif there is a noun subject (such as ya]ra\ in the fourth example), kadà precedes the noun.

Kadaæ kaæ bi ta gaæban maæi salla¥. ‘Don’t go in front of someone who is praying.’Kadaæ kì ma]nta]. ‘Don’t forget.’Kadaæ kuæ yi maægana¥ daæ shê. ‘Don’t speak with him.’Kadaæ ya]ra\ suæ shigo\. ‘The children shouldn’t come in.’

Return to lesson 1.09 , 4. Ya kamata ... + Subjunctive II. Put the sentences in theImperative, Subjunctive, or Negative Subjunctive as appropriate. For each sentence, give aversion (1) with a second person singular subject, (2) a second person plural subject, and(3) a noun subject.


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14. Translation 2

Translate into Hausa: MARK VOWEL LENGTH ON SUBJECT PRONOUNS

1. Bring your papers to me because it’s time to go. (lo\kaæcin ta\shÏ ‘time to go’)

2. Don’t wait until (ha®) 1:50 to ask a question (“you [subjunctive] do question”).

3. Did you tell your husband that the rice is all gone (˚a\re¥ ‘be all gone’)?

4. It is 4:30 but my watch shows (nu\na¥) 4:22 because the battery (ba\tì®) is old (dafie¥ ‘beold’).

5. Don’t forget to tell us the name of your younger brother.

6. At what time will you take the food to the guests?

7. I won’t come to your house until (sai) azahar (“at azahar”) because I know you willsleep until (ha®) then (“that time”).

8. We didn’t go to the mosque until late afternoon because we didn’t hear the call toprayer (kiraæn salla¥).

9. My husband made me a nice chair because he knew I wanted one (ina¥ so]).

10. Don’t speak to Ahmadu because he is praying.

11. The students did their homework this morning (“today in the morning”) because theyforgot to do it yesterday (“they forgot they didn’t do it yesterday”).

12. I didn’t tell you the time of the game (wa¥sa\) because I didn’t know. One will begin at6:45.


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CULTURAL NOTES

Salloli Biya® da Lokatansu

Daæ aæsuæba], ìdan aælfijì® ya\ ke\to\, ana¥ sallaæ® aæsuæba ]. Ba\yan sallaæ® aæsuæba]® ana¥ zuwa¥ wurinaikÏ ko\ kuæwa maka®anta\. Daæ ra\na, mìsa\lìn ˚arfe¥ fiaya, ba\yan an ta\so\ daægaæ wurin aikÏ ko\maka®anta\, ana¥ sallaæ® aæzahaæ®. Ba\yan sallaæ® aæzahaæ®, ana¥ côn aæbincin ra\na, saænnan aæ fian hu\ta¥.Ädan ra\na\ ta\ yi sanyê, ana¥ sallaæ® laæ&asaæ® mìsa\lìn ˚arfe¥ ukuæ daæ rabÏ. Ba\yan sallaæ® laæ&asaæ®, ana¥zama\ ta¥re daæ ìya\lÏ ko\ aæ fìta aæ fian za\ga¥ zuwa¥ fa\fiuæwa® ra\na\. Ädan ra\na\ ta\ fa\fiì daæ mìsa\lìn˚arfe¥ shidaæ, anaæ sallaæ® maægaæ®êbaæ. Ba\yan sallaæ® maægaæ®êbaæ, ana¥ côn aæbincin dare, saænnan aæfian hu\ta¥. Ba\yan an hu\ta¥, daæ kaæma® ˚arfe¥ bakwaæi daæ rabÏ, ana¥ yôn sallaæ® lÏsha \. Wafiaænna]nsu\ ne¥ sallo\lê bìya® daæ ake¥ yô ko\waæceæ ra\na\.

aælfijì® ‘dawn’ sanyê ‘coolness’ke\to\ ‘break forth’ za\ga¥ ‘stroll about’ta\so\ ‘depart’ fa\fiuæwa® ra\na\ ‘sunset’

Write in approximate times and other criteria (e.g. arrival of dawn) for determining when toperform the five daily prayers:

10:00

11:0012:00

1:00

2:00

3:00

4:00

5:006:00

7:00

8:00

9:00

dare\

ko\

ra\na\

aæsuæba]aæzahaæ®

laæ&asaæ®

maægaæ®êba¥

l∑sha\

Answer the questions below about Ahmadu and Hajara’s prayers:

1. AÆ cikin bidiyo¥, waæceæ salla¥ AÁhmaduæ ya yi@ Hajaæ®a\ faæ@

2. Daæ ˚arfe¥ nawaæ AÁhmaduæ ya yi salla¥@ Hajaæ®a\ faæ@

3. Waæfiaænneæ sallo\lê AÁhmaduæ ya yi aæ wannaæn ra\na\@ Hajaæ®a\ faæ@

4. Sun yi salla¥ aæ masalla\cê@

5. Me¥ AÁhmaduæ ya sa] aæ ka]nsaæ aæ lo\kaæcôn daæ ya yi salla¥@ Hajaæ®a\ faæ@


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For each of the pictures below involving etiquette during prayers, make up sentences oftwo kinds:

♦ A sentence in the Imperative, Subjunctive, or Negative Subjunctive stating whatone should or should not do in the context of praying.

♦ Make up a sentence using ya\ kaæma\taæ aæ … or baæi kaæma\taæ aæ …, completing with aphrase in the Subjunctive.


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Ziyara

1. Use the pictures below to describe what Bala and John did when they went to visitAhmadu.

2. Here are pictures fromtwo other visits. Describewhat took place.

3. How does the visit by the men differ from the visits by the women? Why is there thisdifference?

4. Describe other ways that one might announce one’s presence when coming to a housefor a visit. Here are some expressions that you might use:

yi sallama¥˚wan˚waæsaæ ˚o\fa¥yi ta¥fê


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Abubuwa Masu Dafii: “Albishiri” da “Tsaraba”

AÆlbishì®ênkaæ!AÆlbishì®inkì!AÆlbishì®inkuæ!

1. Using the pictures below, go through the little dialog between Binta and Hajara afterHajara says, “Albishirinki!”

ko\ ko\

2. Use the following situations or others you can think of to have an albishiri exchange>

♦ Ka\ ka\wo\ waæ aæbo\kinkaæ kyaæuta® sa\bonfaifai.

♦ Ka\ ka\wo\ waæ aæbo\kinkaæ la¥ba\®ìnnasa®aæ® ja®®aæba]wa\.

♦ Ka\ ji za\ aæ ˚a\ra¥ mukuæ aælba]shê.♦ Ka\ ka\wo\ waæ aæbo\kinkaæ la¥ba\®ìn sa\muæn

˚a¥ruwa\ aæ wurin aikÏ.♦ Kai daæ aæbo\kinkaæ kun sa¥mi kyaæuta®

tikitìn taæfiya¥ kallon wa¥sa\.

♦ Kin ka\wo\ waæ ˚awa®kì kyaæuta® sa\bonfaifai.

♦ Kin ka\wo\ waæ ˚awa®kì la¥ba\®ìnnasa®aæ® ja®®aæba]wa\.

♦ Kin ji za\ aæ ˚a\ra¥ mukuæ aælba]shê.♦ Kin ka\wo\ waæ ˚awa®kì la¥ba\®ìn sa\muæn

˚a¥ruwa\ aæ wurin aikÏ.♦ Ke\ daæ ˚awa®kì kun sa¥mi kyaæuta®

tikitìn taæfiya¥ kallon wa¥sa\.

tsaæraba¥

1. State whether each of the following could be considered a tsaæraba¥ or not. Give a reasonfor your answer.

• du\tseæn wuya¥ daægaæ Makkaæ• tikitìn kallon wa¥sa\• la¥ba\®ìn côn ja®®aæba]wa\• kyaæuta® litta\fìn Hausa daægaæ Kano¥• ta¥kaælmê daægaæ Äta\liyaæ• ˚a¥ruwa\ aæ wurin aikÏ

2. Tell about a tsaæraba¥ that you have given to someone or someone has given to you.

1.10 lokaci da salla full - aflang...

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