YORUBA Intermediate Texts Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS PREFACE The recorded texts which this volume accompanies are intended for use after an introductory Yoruba textbook and be fore or along with such a course as Wolffs Second-Year Yorubo. Emphasis is on developing vocabulary andfluencyo The content of the texts was chosen with special regard to the needs of Peace Corps Volunteers, but it should also be of interest to other students of Yorubao The book was produced during the summer of 1966, when Mro McClure was an intern linguist on the staff of the Foreign Service Ins tituteo Director of the project was Earl Wo Stevick, who suggested the format and served as occasional consultanto Irma C Ponce and Betty Painter typed and assembled the camera copy" Recordings were made in the FSI studios under the direction of Gary Alley" Karen Courtenay of U"CLAo provided special assistance;n readying three of the texts for publicationo Most of the cost of this project was underwritten by the Peace Corpso ~R£Ji ]ames Ro Frith, Dean School of Language Studies Foreign Service Institute Department of State Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS Introduction This course is based on a series of brief monologs, recorded impromptu by John o. Oyewale, a western-educated native speaker of Yoruba from the QY9 area. It is intended for students who have already had an introduction to the language. The central part of the course is the recordings 7 these printed materials are meant to be used in supplementary and auxiliary function. The distinctive characteristic of this series of monologs is the degree to which they overlap one another. Overlapping is of two kinds. First, there are several monologs on each general topic. Second, each monolog (with one exception) is presented two or three times, with minor variations in each version. Thus, recurrence of grammar and vocabulary is built into the materials without destroying their spontaneity and authenticity. The topics themselves were chosen for their relevance to the interests of a person -- especially a Peace Corps Volunteer -- who expects to use Yoruba in Nigeria. The information given is intended to be factual. Some topics involve comparison of former times with the present. For others (notably 11, 12, 14, 17, 19 - 26, 29 - 30, 32 - 33) the speaker was asked to talk within the framework of traditional times and customs. In general, the material is slanted for those who are working in less westernized settings. Each tape recorded mono log is followed by questions relating to it. In the book, each version of each monolog is presented in a number of different ways. On the fourth tape (32 - Supplement) ,there are two kinds of supplementary materials which are not represented in the textbook. The first consists of two conversations. The second consists of additional monologs. The spelling and orthography used are for the most part standard Yoruba writing. The object pronoun and possessive modi- fier pronoun for third person plural are written nWQn here. Students accustomed to a phonemic orthography should note that third person singular object pronouns are indicated in writing by placing a -over the vowel of the verb. The system for marking tones uses five symbols: for high or predictaBle rising glide after low for low or predictable falling glide after high for low-rising glide ii Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS for high-falling glide. / for mid in words spelled with a - , such as s~ 'do it.' Elsewhere, mid tone is unmarked. This system, while not always phonetically accurate, is con- sidered adequate for an intermediate level student. Certain words are not marked for tone. There are: -"" ..... dad~ = daadaa arun = oorun \ v- A"'" papa = paapaa rna = maa nal~ = baal~ bale = baale Placing both ~ and a single tone mark ove~ a vowel symbolizes a two-mora vowel with level pitch, such as in Awe [aawe). A knowledge of subject tone rise, juncture between noun and posses- sive pronoun, and juncture between noun and consonant-initial noun is assumed on the part of the student. Suggestions to the student for using the materials without a tutor. 1. Listen to a version of one monolog several times before looking at it in the textbook. Find out what you can already comprehend. 2. Study the written materials as necessary to learn the vocabulary and sentence structures used. 3. Listen until you can easily comprehend everything you hear. 4. Using the pause or stop mechanism on your tape recorder, mimic each sentence or phrase-group until smooth, accurate production is easy. 5. Again using the pause or stop control, let the recorder dictate the text to you as you transcribe it. 6. Read aloud the two copies of the speech with words blanked out, filling in the blanks orally as you read. iii Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS 7. Mark tones on the copy you wrote as a dictation exercise, stopping the recorder as necessary. Check your marking with the marks in the book. Remember that repeating before marking is usually very helpful. 8. Answer the questions on the tape, using the stop or pause mechanism. 9. Answer any remaining questions in the book. Suggestions for using the materials with a tutor. You should first carry out the steps listed above. Then: 1. The tutor may ask additional questions. 2. Ask questions of the tutor, without use of the written copy, immediately following the tutor's reading or reciting of the speech. 3. Complete statements begun by the tutor. 4. Give an English equivalent for any statement given by the tutor. After all versions of a speech have been studied, the tutor should vary the statements from those in the book. (The degree of change should be limited only by your own ability.) 5. Give a brief, somewhat formal speech to the instruc- tor. When possible, this should be recorded and the tutor should help you evaluate it. Request him to comment not only on grammar and pronunciation, but upon total communication effectiveness. Experimental f€atures of this book. The substance of this book is simply a series of brief, over- lapping texts, presented on the tape and in four printed versions each in the book. These oral texts should give the student ample material for developing comprehension skills within the limits of style and vocabulary inherent in the monologs. Further, the two different kinds of blank filling (marking tones and supplying the omitted words or phrases) should be an effective substitute for sheer memorization for many students. This is the second experimental feature of the text. iv Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS Finally, the mechanical process of producing the required four copies of the Yoruba is in itself an experiment. From one corrected typed page, four copies of the Yoruba (and one each of the English and the questions) were made, using the Xerox 914 Copier. Words were first crossed out by Mr. Oyewale, then covered by a typist using gummed correction labels on which hyphens had been typed. The English and the questions were copied in order to try to achieve a more uniform appearance in the final photographic reproduction of the book. Thus, a considerable amount of typing, proof reading and correction was avoided. v Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS ABOUT THE AUTHORS JOHN O. OYEWALE was born at Awe, a town near Oyo, and spent his early childhood in Lagos, where his parents were working. At the age of six he returned to Awe, where he received his elementary education. He then went to Tede, near Shaki, to take up an ap- pointment as a probationary teacher for three years. After resigning this post, he attended the Baptist Teachers Training College at Iwo, where he spent five years. He was sent to teach in a Baptist school at Ihiagwa in OWerri Province (Eastern Region) where he stayed for two years. He was later transferred to teach at Ilaro, near Abeokuta, remaining there for four years. During his last six years before coming to the United States, he was in Ibadan, first as a school teacher and then as headmaster. In 1960, Mr. Oyewale came to the United States to major in English. He holds the Bachelor's degree from Virginia Union Uni- versity, and the M. A. from Howard University. H. DAVID McCLURE has an M. A. in Linguistics from Michigan State University, where as a graduate student he was responsible for conducting a course in Yoruba. He is presently on the faculty of the University of Nigeria, Nsukka. vi Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS TABLE OF CONTENTS Preface i Introduction ii About the Authors vi Page Lagos - Text 1 1 Text 2 4 Text 3 6 Ibadan - Text 1 8 'rext 2 10 IfE:; - Text 1 13 Text 2 15 Text 3 17 9Y9 - Text 1 19 Text 2 22 Ogbom9shQ - Text 1 26 Text 2 29 Text 3 . 32 ,- AWff - Text 1 35 Text 2 38 Text 3 . 41 Travel from AW~ to Ibadan - Text 1 . 44 Text 2 ••••.•••.•••......••••• 46 Travel from Lagos to Ibadan by Train - Text 1 48 Text 2 51 Travel from Lagos to Ibadan by Road - Text 1 54 Text 2 57 The Hoe - Text 1 60 Text 2 63 Mortar and Pestle - Text 1 66 Text 2 69 The Cutlass - Text 1. 72 Text 2 75 Text 3 78 vii Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS Page Garden - Text 1 . . . . . . . . . . . . . . . . .. . . . . . . .. . ... . . . . . . . . . . ... 81 Text 2 . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . ... 84 Rainy Seascn - Text 1 · . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Text 2 · .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .... 90 Text 3 · . . . . . . 93 Dry Season - Text 1 . . . . . . . . . . 96 Text 2 . . . . . . . . 99 Buying Food in 9Y 1i - Text 1 · . . . . . 102 Text 2 · . . . . . . . . .. . . . . . . . . . . . . . . . . ... 105 Food Preferences - Text 1 · . . . . . . . . . . . .. . . . . . . . . 108 Text 2 · . . . . . . . . . . . . . . . . . ... . 110 Text 3 · . . . . . . . . . . . . . . . . . . . . . 112 Traditional Yoruba Meals - Text 1 ........................ 115 Text 2 . . .. . . . . . . . . . . . . . . . . .... 119 Having Company - Text 1 . . . . . . . . . . . . . . . . . . . . . . 122 Text 2 .. . . . . . . . . . . . . . .. ..... .. .. . . . ...... 125 Menus and Mealtime - Supplementary Text . 128 Stranger in Town - Text 1 . 132 Text 2 · . . . .. . . . . . .. . . . . . . .. . . . . . . ..... 135 Text 3 ............................... 138 Women's Work at Horne - Text 1 ·. . . . . . . . . . . . 141 Text 2 · . 144 Text 3 · . 147 Women's Work Outside the Home - Text 1 150 Text 2 154 Text 3 157 Men's Work at Home - Text 1 · . . . . . . .. . . .. . . . . . . . . .. . . . . ... 160 Text 2 · .. . .. . . . . . . . . . . . . .. . . . 163 Text 3 · . 1666 Children's Work - Text 1 . . . 169 Text 2 . . . .. . . . . ... . . . . .... . . . . 172 Some Modern Occupations - Text 1 . . . . . . . . 175 Text 2 . . . 178 viii Hosted for free on livelingua.com YORUBA: INTERMEDIATE TEXTS Page Building Rapport - Text 1 · . 182 Text 2 · . 185 Text 3 · . 188 Yoruba Greetings - Text 1 · . 191 Text 2 · . 194 Text 3 · . 197 More About Yoruba Greetings - Text 1 · ... . ... .... . . 200 Text 2 · .... . .. . .. . . 203 Text 3 · . 206 Modern Greeting Customs - Text 1 · . 209 Text 2 · . 212 Being Tactful - Text 1 · . 215 Text 2 · . .. .. .... .. ... . . ... . . ...... . 218 Text 3 · . 221 Instructions to a Child - Text 1 · . 224 Text 2 · . 227 Text 3 · . 230 Community Development - Text 1 · . 233 Text 2 · . 235 Text 3 · . 237 Poultry Raising - Text 1 · . 240 Text 2 ·. . . . . . . . . . . . . . . .... . ... . . . . . . . .. 243 Text 3 · . . . .. ... . . 246 Recommended Peace Corps Projects - Text 1 ................. 249 Text 2 252 ix Hosted for free on livelingua.com