Environment Lang Tech Manual Bambara - Mali

PEACE CORPS/MALI
LANGUAGE TRAINING PROGRAM
ENVIRONMENT
MANUAL FOR VOLUNTEERS
BAMBARA
Bocar Bocoum – Language and Technical Training Coordinator
Mamadou Doudou N’Doye – Assistant Language Coordinator
Assitan Dembelé – Language and Cross Culture Facilitator
June 2008

Preface
Welcome to Mali and our language training program! Our language training program, already proven highly
effective in its ability to teach trainees language acquisition in a very short amount of time, continues to seek
ways to broaden the language skills needed by Volunteers. Discussions and reflections among Peace Corps
Staff and Volunteers about how we can improve the effectiveness of the language program focused on the
integration of language and technical skills acquisition for the purpose of improving Volunteer performance in
the field. The genesis of this reflection involves the following question: “What are the knowledge, skills, and
attitudes (KSAs) that Trainees need in order to become highly effective Volunteers?” This manual is, in part,
an answer to this question as its purpose is to provide you, as a Peace Corps Trainee, useful vocabulary and
terminology based on real situations that you should expect to encounter as a Volunteer in Mali. This manual
also represents a big step in the direction of implementing the new training design and evaluation process,
whereby all training activities are driven by clearly defined competencies, KSAs, learning objectives and
teaching methods.
As a Trainee, you have a very limited amount of time to acquire a new language. However, the adequate
acquisition of your new language will be vital for you if you are to become an effective Volunteer. You can
best use your precious language learning time by employing effective language learning strategies to improve
your language skills. One such strategy that has proven successful is to use technical vocabulary and dialogs
from real situations that you will encounter in your work.
Learning languages also requires a sense of adventure and a certain amount of experimentation on the part of
the learner. As the learner, you need to also be willing to make mistakes. You are highly encouraged to do so,
as your language trainers are a very sympathetic and friendly audience with whom to make mistakes. They will
guide you and correct you as needed, helping you to build your skills along the way. We also ask that you
practice often with the vocabulary and phrases in this manual, and even use role plays with your language
instructors to improve your mastery of the content. It will only help to ease your comfort level and build your
confidence, so that once you are a Volunteer using these technical vocabulary and phrases in real situations with
your counterparts, colleagues, and fellow villagers, you will not be intimidated (or at least, a little less so!).
Note that the material in this manual is included because other Volunteers have found it useful to their work and
other aspects of their service in Mali. So give it a try and see how it can help you to improve your acquisition
of local language as well as your understanding of the technical aspects of the work you anticipate doing as a
Volunteer.
I would also like to give a big “thank you” to the wonderful language training staff of Peace Corps-Mali, who
has labored hard to produce this manual, which is just one in a series of similar manuals. Their diligent work
and dedication are acknowledged, and Peace Corps-Mali is grateful for their service and commitment to
Trainees and Volunteers alike. They strive to insure that Trainees and Volunteers attain a comfort level in the
language in which they will work. With such a comfort level, Volunteers will be able to work productively,
integrate culturally, live happily, and leave Mali with a successful legacy of service to their communities.
Good luck and again, welcome to Mali!
Dr. Michael J. Simsik
Country Director
U.S. Peace Corps – Mali
June 17, 2008
2

TABLE OF CONTENTS
GARDEN AND TREE NURSERY WORKING TOOLS ........................................................... 4
GARDEN AND TREE NURSERY PREPARATION AND MANAGEMENT ............................. 9
COMPOST AND NATURAL FERTILIZERS ......................................................................... 15
NATURAL PESTICIDES ....................................................................................................... 20
COLLECTING AND STORING METHODS FOR SEEDS ..................................................... 25
THE MAIN COMMON VEGETABLES GROWN IN MALI ..................................................... 29
FIELD CROPS PRODUCTION IN MALI ............................................................................... 33
FRUIT TREE GRAFTING ...................................................................................................... 38
FRUIT AND VEGETABLE TRANSFORMATION ................................................................. 42
SOLAR DRYING ................................................................................................................... 48
STEPS IN STARTING UP A COMMUNITY GARDEN PROJECT ....................................... 51
AGRO-FORESTRY IN MALI ................................................................................................. 54
WATER MANAGEMENT ...................................................................................................... 58
SOIL EROSION ..................................................................................................................... 62
MUD STOVES ....................................................................................................................... 66
CHICKEN AND ANIMAL RAISING ....................................................................................... 71
BEEKEEPING ....................................................................................................................... 76
TYPES OF TREES ................................................................................................................ 83
ROLE OF ENVIRONMENT VOLUNTEERS .......................................................................... 88
3

THEME NAKǤ NI YIRISHIYεN FORO MINεNW
GARDEN AND TREE NURSERY WORKING TOOLS
OBJECTIVES:
• Identify common Malian tree nursery and gardening tools and their uses.
• Discuss the importance of gardening in Mali
Resources: Host village gardens or tree nurseries/Host family members
a) - Give the Bambara name of these tools:
le balai (broom)
la binette (hoe)
l'échelle (ladder)
la hache (ax)
la pelle (shovel)
le râteau (rake)
le robinet (faucet)
la tondeuse (lawn mower)
le tuyau (hose)
b)- Nin nakǤ minεn jumεnw tε sǤrǤ aw ka dugu nakǤw kǤnǤ ?
1________ 2________ 3_______ 4_______ 5________
6_______ 7_______ 8_______ 9________
4

Notes: Gardeners may not have all the tools listed above. Also, gardening is primarily a cold
season activity in rural areas, and is done year-round in some cities where water supplies are more
reliable.
I- a) - Text: NakǤǤǤǤ tigi Madu
Madu ye nakǤ sεnεkεlaba ye. San kalo tan ni fila, a b’a ka nakǤ kǤnǤ. Waati bεε n’a danma
baara don a fε. A bε fǤlǤ k’a ka nǤkǤ sinsanni ani tεgεnw labεnni matarafa. A bε
shiȂεnlamǤyǤrǤw dila, ka nakǤfεn shiȂεnw seri o tεgεn labεnnen kǤnǤ. A b’u ladon sani u turuli
ka se. Don o don a bε tilen nakǤ kǤnǤ baara la. NakǤ minεn ni magoȂεfεnw caman b’a bolo, i n’a
fǤ: dabaw, pikiw, peluw, buruwεtiw, sǤnnikεlanw, palanw, pεnsiw ani minεn minw wajibiliyalen
don nakǤ ni yirishiȂεn forow kǤnǤ. KǤlǤn fila b’a ka nakǤ jǤjan selekew la.
b) - Questions: Answer the following questions using complete sentences:
1. San kalo tan ni fila Madu bε mun kε?
________________________________________________
2. A ka baara bεε ye kelen ye wa?
______________________________________________________
3. A bε mun ni mun k’a ka nakǤ la?
____________________________________________________
4. Madu ka nakǤ minεw dafalen don?
___________________________________________________
5. Mun b’a ka nakǤ minεnw jε?
____________________________________________________
6. A b’a ka nakǤ sǤn ni ji jumεn ye?
____________________________________________________
5

II-Vocabulary:
Bambara French English
nakǤ le jardin garden
yirishiȂεn foro la pépinière nursery
nakǤminanw les outils du jardin tools
bǤlǤ le piquet stake
falo or yalo la bêche spade
jurukisε le cordeau line
sǤli/yugurilan la binette hoe
daba la daba/la houe hoe
soli la houe hoe
pelu la pelle shovel/digger
sǤnnikεlan/arosuwari l’arrosoir watering can
turulikεlan le plantoir dibble
sumanikεlan le mètre (le cordeau) gardener's line
rato/Ȃagara Ȃagara/sasalilan le râteau rake
buruwεti la brouette wheelbarrow
piki le pic pick
manabǤrǤ le pot plastique plastic pot
tεgεn la planche bed
ka x dila faire x/construire x to make x
ka x sen creuser x to dig x
ka x turu planter x to plant
ka x dan semer x to sow
ka x sǤn arroser x to water
ka x siȂε désherber x to weed x
ka x bǤ arracher x to pull up
ka x suma mesurer x to measure x
III-EXERCISES:
Circle T (tiȂε) if the sentence is true and Nk (nkalon) if it is false:
1- NakǤ tε sεnε samiya tuma T Nk
2- NakǤ ka Ȃi jimanyǤrǤ la T Nk
3- ShiȂεn lamǤyǤrǤ bε dilan tεgεnw labεnni Ȃε T Nk
4- Sinsan bε nakǤ lakana T Nk
5- NakǤ tε sεnε tilema tuma T Nk
6- I bε fǤlǤ ka yirishiȂεnw ladon, o kǤ k’u turu T Nk
7- Funteni tuma, I ka kan ka nakǤ sǤn sogoma ni wula T Nk
8- Tεgεnw dilancogo ye kelen ye samiya ni tilema tuma T Nk
9- Waati ni waati, I ka kan ka tεgεnw yuguba T Nk
6

Circle T (tiȂε) if the sentence is true and Nk (nkalon) if it is false:
NakǤǤǤǤ nafa: NakǤǤǤǤ bε sεnε waasa:
1- ka balo suguya caman sǤrǤ T Nk
2- ka dǤ fara denbaya ka sǤrǤ kan T Nk
3- ka furu nafolo Ȃinin T Nk
4- ka baara kε ko Ȃuman sabati T Nk
5- ka nakǤfεnw feere dǤǤrǤn T Nk
6- ka sugula na sanni dǤgǤya T Nk
7- ka se ka kuntilenna Ȃininnenw tiimε T Nk
Game: “I am a word, find me out”
1- sǤnannikεl __________________ 2- raȂagaragaȂa _______________
3- bada __________________ 4- lǤbǤ _______________
5- olis __________________ 6- εshbi _______________
7- bεwurtui __________________ 8- nanumakisεl _______________
9- tanulikruεl __________________ 10- lionbob _______________
11- pleu __________________ 12- nkǤwamanin _______________
Match the following
1- to choose x a)- Madu bε yirishiȂεnw turu.
2- to make x b) - Don o don i ka kan ka nakǤ sǤn.
3- to dig x c) - A ye nakǤfεn caman dan.
4- to plant d) - musow ye u ka forobatǤn nakǤ suma.
5- to sow e) - Madu bε yirishiȂεnw bǤn k’u turu.
6- to water f) - U ye kǤlǤn belebele sen u ka nakǤ kǤnǤ.
7- to weed x g) - ForobatǤn nakǤ bε sungandi dugu kǤfε.
8- to pull up h) - N’i ye binw siȂε, i bε sǤrǤ ka
yirishiȂεnforo labεn.
9- to measure x i) - Ni yirishiȂεn foro labεnna, i bε tεgεw
dila
7

Imagine that you are meeting a fellow gardener and you want to find out how to
prepare garden beds. Write down (at least) 5 questions you would ask.
1- _____________________________________________________________?
2- _____________________________________________________________?
3- _____________________________________________________________?
4- _____________________________________________________________?
5- _____________________________________________________________?
Visit a garden/a tree nursery and identify common tools used.
8

THEME NAKǤ NI YIRISHIYεN FORO SIGIYǤRǤ N’U LABεNNI
OBJECTIVES:
GARDEN AND TREE NURSERY PREPARATION AND
MANAGEMENT
• List at least 3 criteria for choosing a tree nursery or garden site.
• Describe garden/tree nursery preparation and management practices.
Answer the following questions in full sentences:
1. NakǤ bε se ka sigi yǤrǤ bee wa? Munna?
2. NakǤ walima yirishiȂεnforo ka kan ka sigi yǤrǤ jumεnw na?
Notes: Some areas like: ancient graveyards, sacred areas etc. are not appropriate sites.
a)- Dialog: Dugu forobatǤǤǤǤn muso kuntigi ni nakǤǤǤǤ tigi Madu bε masala
nakǤǤǤǤ dugukolo sugandili kan.
Muso kuntigi: Madu, i ni sǤgǤma! An nana foli d’i ma, ani ka kunnafoni dǤw Ȃinin i fε
sani n ka se dugutigi ma.
Madu: O tε basi ye! Aw bisimila! A ye dǤ di!
Muso kuntigi: Hεrε don! An ka tǤn de b’a fε ka nakǤba bǤ dugu tǤgǤ la.
Nka, sani an ka se dugutigi ma, yǤrǤ ko la, an nana kunnafǤniw Ȃinin i fε nakǤ
dugukolo sugandili kan.
Madu: O diyara n ye! NakǤ ni yirishiyεnforo sigiyǤrǤw tε taa jate minε kǤ.
N bε minuw Ȃε dǤn, olu ye:
1. jimanyǤrǤ kεrεfεlaw ye, i n’a fǤ: kǤlǤn, kǤ, wala jidawolow. Bawo nakǤfεnw ni
yirishεnw mako bε ji la tuma bεε. Nka nakǤ suguya fila bε se ka dilan: tilema fε nakǤ, o
ka kan ka kε kǤlǤn wala jidawolow kεrεfε; samiya fε nakǤ bε Ȃinin dugukolo dakεȂεlen
kan min tε jimayǤrǤba la;
2. a yǤrǤ man kan ka jaȂa sow la: nakǤ lakanani bε se ka sabati;
3. a sigiyǤrǤ ka kan ka kε dugukolo dakεȂεlen kan, yǤrǤ min tε kulumayǤrǤ ye, ka tugu, a
taa ka segin n’a baara ka nǤgǤya;
9

4. wajibiya la, dugukolo Ȃuman kan. BǤgǤpasan ni cεncεnman yǤrǤbaw man Ȃi sεnεfεnw
ma.
5. a ni fana yǤrǤ la, yǤrǤ min fiȂεbaw tε nakǤfεnw gosi kǤsεbε. N’o tε, i bε se ka nakǤ
sinsan ni yiri barikamanw ye.
Muso kuntigi: I ni ce! An ye nin bεε faamu. N’an sera dugutigi ma, an bεna nin bεε Ȃεjira’ la.
Madu: Ayiwa! Nka, aw b’aw hakili to nakǤ kǤnǤna hakεw la. Barisa nakǤbaara man nǤgǤn
sababu saba (3) kǤsǤn:
� i bεna waati min kε nakǤ kǤnǤ baara la;
� jiko nǤgǤyali waati bεε;
� nǤgǤ hakε min bε sǤrǤ ka k’a kǤnǤ.
Muso kuntigi: Eh! Madu, dugu kungo don, a tε fǤ i kǤ. KǤfε, an n’an ka Amerikεn dunanmuso
bεna s’i ma Ȃininkali wεrεw la. I ni baraji!
Madu: K’an b’u fo!
b) - Questions: Answer the following questions using complete sentences:
1 Dugu in muso kuntigi haju tun ye mun ye?
____________________________________________________________________
2 Munna i ka kan k’i hakili to nin sababu saba in na nakǤ kǤnǤna hakεw jate minεn tuma?
• i bεna waati min kε nakǤ kǤnǤ baara la;
_____________________________________________________________________
• jiko nǤgǤyali waati bεε;
_____________________________________________________________________
• nǤgǤ hakε min bε sǤrǤ ka kε nakǤ kǤnǤ.
_____________________________________________________________________
10

c) - Observe and answer the following questions using complete sentences:
Nin yirishiȂεnmanaw dilancogo ka Ȃi wa?
________________________________________________________________________
_________________________________________________________________________
Nin yirishiȂεnw bε labεn cogodi? A ȂεfǤ
________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________
11

II-Vocabulary:
Bambara French English
dugukolo la terre/le terrain/le sol land/soil/field/site
dugukolo Ȃuman le bon sol good soil
ja/jadila/Ȃεgεn le plan plan/design
jimayǤrǤ le point d’eau water source
kǤ le marigot/la rivière river
kǤlǤn le puits the well
kǤnǤna l’intérieur inside
nakǤbaarala/nakǤtigi le jardinier gardener
nǤgǤ compost compost
ȂεmadogoyǤrǤ Ǥ (sannaminεyǤrǤ) l’abri shelter
sinsan la clôture fence
Sugandili le choix choice
tεgεn la planche bed
wεlεn/ tεmεsira/ tεgεnfurancε l'allée path
x dan la limite border
x janya/jǤjan la longueur length
x kǤnǤ la largeur width
ka Ȃagami mélanger x to mix
ka x bǤn k’a turu transplanter x to transplant
ka x bǤn arracher x to pull up
ka x dakεȂεn niveler x to level
ka x dan semer x to sow
ka x dila/dilan/ jǤ faire x/construire x to make x
ka x kε y la mettre x (dans/sur) y to put x (on/in) y
ka x labεn prepare x to prepare
ka x ladon entretenir x to maintain
ka x sǤn arroser x to water
ka x sǤrǤ obtenir x to get
ka x sen creuser x to dig x
ka x siȂε désherber x to weed x
ka x suma mesurer x to measure x
ka x sungandi choisir x to choose x
ka x tanga protéger x to protect
ka x turu planter x to plant
III-EXERCISES:
Build sentences with the following verbs with objects you learned
1. ka x bǤ k’a turu
______________________________________________________________
12

2. ka x bǤn
______________________________________________________________
3. ka x dakεȂεn
______________________________________________________________
4. ka x dila/dilan/ jǤ
______________________________________________________________
5. ka x labεn
______________________________________________________________
6. ka x sǤrǤ
______________________________________________________________
7. ka x sen
______________________________________________________________
8. ka x siȂε
______________________________________________________________
9. ka x suma
______________________________________________________________
10. ka x sungandi
______________________________________________________________
11. ka x tanga
______________________________________________________________
12. ka x turu
_____________________________________________________________
Translate the following sentences into Bambara:
1. Tree nurseries have several advantages.
___________________________________________________________________
2. It’s a place where the plants grow first.
__________________________________________________________________
3. The gardener has to choose a place that is close enough to a source of water.
___________________________________________________________________
4. It’s necessary to water the plants twice a day: in the morning and in the afternoon.
__________________________________________________________________
13

5. The gardener mixes the compost and the soil.
__________________________________________________________________
6. The nursery has 3 main parts: the fence, the well or the source of water and the seed bed.
_________________________________________________________________
7. It’s possible to transplant all the plants of the garden nursery.
_________________________________________________________________
8. Before starting to plant, the gardener should establish a nursery.
_______________________________________________________________
Answer the following questions:
a. Munna yirishεnforo bε dilan?
_______________________________________________________________
b. NakǤ nafa ye mun? A bε mun Ȃεn denbaya ye?
________________________________________________________________
c. NakǤ ka kan ka sigi yǤrǤ jumεn? Munna?
_______________________________________________________________
d. I hakili la, nafa jumεn bε nakǤ sigili la sow kεrεfε?
_______________________________________________________________
e. NakǤ dilali baara Ȃεw ye jumεnw ye?
_________________________________________________________________
Explain the characteristics in the choice of the tree nursery and garden site.
14

THEME NǤGǤ DINGε
OBJECTIVES:
COMPOST AND NATURAL FERTILIZERS
• Explain two improved methods of composting.
• Explain the importance of composting.
• Discuss the advantages and disadvantages of organic and chemical fertilizers
Resources: Observation: Compost pit construction in the host village.
TubabunǤkǤ bε mago min ȂȂȂȂε farafinnǤgǤ b’omago mago mago mago ȂȂȂȂε !!!
FARAFINNǤǤǤǤKǤǤǤǤ DILANFεNW
Furabuluw, bin, dumunifεn tolilenw, sokǤnǤ Ȃamanw, bǤgǤtoli, bugurinjε
Notes: Gardeners are starting to use improved compost, but many of them also use chemical
fertilizers or uncomposted trash and manure.
15

I- a)- Dialog: NǤgǤ dila cogo
Situation: PCV Bob teaches composting techniques to his friend Madu.
Madu: I ni sǤgǤma n terikε!
Bob: Nba, i ni sǤgǤma! I bisimila! DǤ di!
Madu: E! I ka nakǤfεnw wuli cogo ka Ȃin kǤsǤbε! I ye fεεrε jumεn sǤrǤ o la?
Bob: I ka o Ȃininkali diyara n ye. N ye nǤgǤ de don u kǤrǤ.
Madu: Ah! I ye nǤgǤ Ȃuman sǤrǤ dε! Tubabu nǤgǤ jumεn don?
Bob: Ayi! Tubabu nǤgǤ tε. An yεrε ka nǤgǤ dilalen don yan.
Madu: Ayiwa! Aw y'o nǤgǤ dila cogodi?
Bob: O tε baasi ye! A dila cogo man gεlεn. N bε se k'o fǤ i ye nin jaw fε.
b) - Questions: Answer the following questions using complete sentences:
1. Bob ye fεεrε jumεn sǤrǤ a ka nakǤfεnw wulili ko Ȃuman na?
_______________________________________________________________
2. O fεεrεw ye Madu kun minε wa? Madu ye mun Ȃinin Bob fε?
_______________________________________________________________
3. NǤgǤ dila cogo ka gεlεn wa?
_______________________________________________________________
II-Vocabulary:
Bambara French English
baganbo la crotte d'animaux manure
bǤgǤ pasan/fasan l'argile clay
bin jalan la paille straw
bin kεnε l'herbe verte grass
bugurinjε la cendre ashes
cεncεn le sable sand
dumunitǤw les déchets alimentaires leftovers
misibo la bouse de vache cow manure
16

nǤgǤ le fumier fertilizer
yiridenfaraw/nakǤfεnfaraw les épluchures peelings
cεncεn dugukolo le sol sablonneux sandy soil
dingε le trou hole
dugukolo fasan/pasan le sol argileux/le sol limoneux clayey soil/loamy
soil
dugukolo Ȃuman le bon sol good soil
dugukolo le sol soil
dunya la profondeur depth
funteni la chaleur heat
janya la hauteur height
nǤgǤ dingε/nǤgǤton la compostière compost pile
nǤgǤ le compost compost
suguya le type de kind
x nafa l'avantage de x the importance of x
x ton le tas de x pile
ka toli pourrir to rot
ka x datugu couvrir to cover
ka x dilan préparer to make
ka x funfun -- kan saupoudrer to sprinkle
ka x kε -- kan / ka x kε -- la mettre to put
ka x lajε contrôler/vérifier to check
ka x Ȃagami mélanger to mix
ka x sen creuser to dig
ka x yiriwa/ka x lafisaya améliorer to improve
ka x yεlεma retourner to turn
III-EXERCISES:
Compost Pit Construction: Translate into Bambara.
• You dig a hole ; ___________________________
• You put soil in the hole; ____________________
You put the sand on the soil; __________________________________
Grass on the sand;___________________________________________
You put the straw on the green matter __________________________
Put manure on the straw or the green matter; ______________________
You cover the cattle manure ____________________________________
Mix leftovers with ashes; _______________________________________
You water the compost every day. ________________________________
17

Build sentences with the following verbs and nouns you learned:
ka toli _______________________________________________________________
ka x datugu _______________________________________________________________
ka x dilan _______________________________________________________________
ka x funfun – kan _________________________________________________________
ka x kε – kan (la) _________________________________________________________
ka x lajε ________________________________________________________________
ka x Ȃagami ________________________________________________________________
ka x sen ________________________________________________________________
ka x yiriwa ________________________________________________________________
ka x yεlεma ________________________________________________________________
Put these phrases in logical order: FarafinnǤǤǤǤgǤǤǤǤ dilancogo
1- I bε dingε sen k’a kǤnǤ fεrε.
2- O waati kǤnǤ, a bε yεlεma ka kε nǤgǤ ye.
3- N’i ye Ȃaman dǤ da, i bε bǤgǤ dǤ d’o kan.
4- O de b’a to nakǤfεnw bε Ȃε.
5- I b’a bila ka kalo damadǤ kε ka to k’a sǤn waasa a bε toli.
6- A bε k’o cogoya la fo ka dingε fa.
7- I b’a yεrεkε nǤkǤ kǤnǤ.
8- I bε Ȃamanw Ȃagami
1- ________________________________________________________
2- ________________________________________________________
3- ________________________________________________________
4- ________________________________________________________
5- ________________________________________________________
6- _________________________________________________________
7- _________________________________________________________
8- ________________________________________________________
18

Fill in the blank with one of these words:
nafεntoliw, ji, Ȃagaminen, yiribuluw, dugukolo, baganbo, ȂεgεnnǤgǤ, , dingε, kalo, nǤgǤ,
sεnε, nǤgǤdingε, sokǤnǤȂ ǤȂ ǤȂamanw, ǤȂ bǤgǤ, dugukolo.
NǤǤǤǤgǤǤǤǤdingε:
__________ nǤgǤ ye ___________ ni fεn caman ___________ ye, i n’a fǤ , _________,
____________, binw ani ____________. Olu bε kε ________dǤ kǤnǤ ka ______ k’u kan. Don o don
__ bε funfun u kan, k’u lamaga. ______ damadǤ o kǤ, _______ in bε se ka kε __________ la. NǤgǤ
bǤnnen dugukolo kan, sani _____ tuma cε, o ni ___________ mana yuguba, o bε dugukolo diya
kǤsǤbε.
Eg.
Nafa
FiȂε/mako
Write a paragraph describing the importance of composting:
Complete the following chart regarding the advantages and
disadvantages of organic and chemical fertilizers
Danfara jumεn bε an ka nǤgǤ dilalen ni tubabu nǤgǤ cε?
An ka nǤgǤ dilalen bε: Tubabu nǤgǤ bε:
Sεnεfεnw diliw n’u furabuluw kǤgǤ
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Sεnεfεnw ni yiridenw bonya joona.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
N’a cayara, a bε se ka sεnεfεw faga.
_______________________________
_______________________________
_______________________________
_______________________________
19

THEME FεNȂεNεMANI FAGALAN
OBJECTIVES:
NATURAL PESTICIDES
• Explain the preparation of natural pesticides.
• Talk about the advantages and disadvantages of organic and chemical
pesticides.
Notes: Natural pesticides are not used in Mali very much. Many farmers do not know how to
prepare them. They use chemical pesticides instead, or nothing at all.
1. Nin cε bεka mun kε?
2. Nin fεnȂεnεmani fagala in ka Ȃi wa?
3. FεnȂεnεmani fagala jumεn b’a bolo?
20

I- a) - Text: FεnȂȂȂȂεnεmani fagalaw
FεnȂεnεmani fagalaw ye furaw ye minu bε falenfεnw juguw kεlε.
O furaw ye suguya caman ye, i n’a fǤ:
• FεnȂεnεmani fagalanw, n’olu bε falenfεnw tanga ntumuw, ntǤnw, ngεrεnniw, firifiriniw
ni bubagaw ma;
• Binjugu fagalanw, n’olu bε binjugu nagasi sεnεkεyǤrǤ kεnεw kan;
• Žinε fagalaw, olu de b’an ka sεnεfεnw kisi Ȃinεw, totow, basaw ni toriw ka tiȂεniw ma.
Tiyεn don, nin fεnȂεnεmani fagalaw caman b’an ka sεnεfεnw nafa, nka u bε se ka fiȂε
bila an ka adamadenya taabolo dǤw la. O siratigε la, sεnεdǤnnibaa ŋanaw y’a Ȃini
nakǤtigiw fε, u ka farafin fεnȂεnεmani fagalaw, fisaya tubabu fεnȂεnεmani fagalaw ye.
Nka ni sεnεkεla min tε se ka Ȃε filana in kǤ, i ka kan k’i yεrεkǤlǤsi ani ka maa wεrεw
lakana.
b) - Questions: Answer the following questions using complete
sentences:
• Sεnεfεn lakanananw ye suguya jumεnw ye?
____________________________________________________________________
• I ka kan ka fεεrε jumenw ta n’i bε tubabu fεnȂεnεma fagalan k’i ka nakǤ la?
____________________________________________________________________
• Farafin fεnȂεnεmani fagalan bε se ka sεnεfεnw tanga falefεnw jugu bεε ma wa?
Cogodi?
_____________________________________________________________________
• FarafinfεnȂεnεmani fagalanw bε dila n’an bolokǤrǤfεnw ye. Olu ye jumεn ye?
__________, __________, ___________, ___________, __________, __________
21

II-Vocabulary:
Bambara French English
fεnȂεnεmani l' insecte insect
ntumu la chenille caterpillar
ntǤn la sauterelle grasshopper/locust
Ȃinε la souris mouse
toto le rat rat
basa le lézard lizard
bubaga le termite termite
dugumεnε/mεnεmεnεni la fourmi ant
kǤnǤ l’oiseau bird
ngεrεnni(fatǤ) le grillon cricket
firifirini le papillon butterfly
fεnȂεnεmani fagala le pesticide pesticide
farafinna fεnȂεnεmani fagala le pesticide organique natural pesticide
tubabu fεnȂεnεmani fagala le pesticide chimique chemical pesticide
nafa avantage advantage/importance
fiȂε inconvénient inconvenient/disadvantage
foronto le piment hot pepper
jaba l'oignon onion
layi l'ail garlic
siramugu le tabac tobacco
maliyirini bulu la feuille de neem neem
safinε le savon soap
sisi la fumée smoke
22

ugurinjε la cendre ash
sukolan le basilique basil
lenburuba fara la pulpe d’orange orange pulp
furabulu la feuille leaf
ka x susu piler x to grind
ka x kε _ la mettre x dans _ to put x into -
ka x ni _ Ȃagami mélanger to mix
ka x kεlε lutter contre to fight
ka x dilan préparer to make
ka x faga tuer x to kill
ka x gεn chasser x to chase
ka x funfun asperger to spray
ka x fara _ kan ajouter x sur _ to add x to -
ka toli pourrir to rot
III-EXERCISES:
Translate the sentences below:
1- The organic pesticide kills all the insects.
___________________________________________________________________
2- To make an organic pesticide, you need: onion, hot pepper, tobacco, ash, garlic, soap and
neem.
_____________________________________________________________________
3- You pound everything.
_____________________________________________________________________
4- You let the organic pesticide ferment for three days.
_____________________________________________________________________
5- You spray or sprinkle the organic pesticide on your nursery or garden.
______________________________________________________________________
6- The pesticide chases insects away.
_______________________________________________________________________
23

Imagine a conversation and create a dialog about chemical versus natural
pesticides. Write what the people are saying.
Madu: ________________________________________________________________________
Musa: ________________________________________________________________________
Madu: ________________________________________________________________________
Musa: ________________________________________________________________________
Madu: ________________________________________________________________________
Musa: ________________________________________________________________________
Conduct an investigation to find out information about natural and chemical
pesticides. Create questions with your peers and ask gardeners in your host
village.
24

THEME SεNεFεW NI YIRIDENKISεW SHIW
OBJECTIVES:
TǤMǤNI N’U LADONCOGO
COLLECTING AND STORING SEEDS
• Identify different types of seeds.
• Describe different methods of seed collection.
• Describe different storage techniques.
25

Nin muso in bεka mun kε?
_________________________________________________________________
A kεcogo ka Ȃi wa? Munna?
__________________________________________________________________
Sεnεfεn shiw bεε tǤmǤli ye kelen wa?
_________________________________________________________________
Notes: Malians distinguish between domesticated and non-domesticated plants and trees. Nondomesticated
plants are not often reproduced and planted by people. Some trees are considered wild,
and are not planted in family concessions, such as: baobab, palm tree, and the dubalen tree.
a)- Kunnafoni: Shiw tǤmǤli n’u lasagoli.
Sεnεfεnw ni yiriw falen cogo Ȃuman tε taa shi Ȃumanw kǤ. U ka Ȃεnεmaya sεmεnen
don shi minnu kǤkǤra ani minnu lasagoli Ȃεna. Sεnεkεla ka kan k’a janto shiw sugandili la, barisa shi
karilenw, kǤrǤlenw wala tiȂεnenw fεnȂεnεmaniw fε falen cogo tε Ȃε ani fana, bεna sεnεfεn ani yirisun
nagasilenw di. O shi Ȃuman latǤmǤli bε se ka kε:
1. bolo la: o ka suman;
2. fiyεli fε: fiȂεn bε shi fiȂεmanw bǤ lεfε kǤnǤ;
3. fogonni ji la: shi fεgεmanw bε fogon, olu tε shi Ȃumanw ye.
Nin daliluyaw sεmεtiyali de bε sεnεfεnw ni yiriw nafamaw k’an sago ye.
b) - Questions: Answer the following questions using complete sentences:
1) Sεnεfεnw ni yiriw ka Ȃεnεmaya sεmεnen don mun na?
________________________________________________
2) Shiw bε se ka tǤmǤn ni fεεrε jumεnw ye?
________________________________________________
3) Yiriden tǤmǤnen bεε bε se ka dan wa? Munna?
________________________________________________
4) Shi Ȃuman bε dǤn cogodi?
________________________________________________
5) Shi juguw bε se ka na ni kasara jumεnw ye sεnεkεla ka baara kǤnǤ?
________________________________________________
26

II-Vocabulary:
Bambara French English
si/shi la semence seeds
tǤmǤli la collecte collecting
lamarali/lasagoli conservation storage
lenburuba kisε la graine d' orange orange seed
lenburukumu kisε la graine de citron lemon seed
papayikisε/manjekisε la graine de papaye papaya seed
ŋankisε la graine de gombo okra seed
salatikisε la graine de salade lettuce seed
ntomikisε la graine du tamarinier tamarin seed
mangorokolo le noyau de mangue mango pit
nεrεden le fruit du néré fruit of the nere
jaladen le fruit du caïlcédrat cailcedrat seed
tubabu nεrε den le fruit du flamboyant fruit of the flamboyant
ngǤlǤbε den la graine du quinquelibat sauvage seed of wild kinkaliba
si kǤlǤ la noix de karité shea nuts
wo un trou hole
duguma/dugumana par terre on the floor/ground
bere le bâton the stick
minan le récipient the container
nεsikafe buwati la boîte de nescafé the box of nescafé
manabǤrǤ le sac en plastique the plastic bag
daga le canari the canary / water jar
yǤrǤ un endroit a place
fiȂε défaut defect
suma l'ombre the shade
fiȂεn don yǤrǤ aération aeration
kǤkǤlen/mǤlen mûr ripe
(yiriden) Ȃuman bonne santé good health/healthy
(yiriden) yeko Ȃuman bonne forme in good shape
kεnε/sumalen frais fresh
jalen sec dry
ka x kari cueillir x to pick
ka x tǤmǤ collecter x to collect
ka x yigiyigi sécouer x to shake
ka x labin faire tomber x to make x fall down
ka x lamara conserver x to conserve x
ka x dan semer x to plant
ka falen germer to germinate
ka yεlεn x la/kan monter to climb
ka toli pourrir to go rotten
27

III-EXERCISES:
Find the following words in Bambara in this crossword below:
floating, water, in, collecting, arm, wind, basketwork (wickerwork).
q w R t y u j i o p a s d
f o G o n n i f g h j k l
z x C v b n k l z x c v b
n m Q s x w Ǥ d c b r g b
t h M u k l n o p o q w f
a s Z x e t Ǥ m Ǥ l i r i
t y B g h j f c b o x q Ȃ
s z X w g f i y ε l i f ε
q e T u o p a d g a h k l
Circle T (tiȂε) if the sentence is true and Nk (nkalon) if it is false:
1- yiriden buman kisεman ye ŋan, kǤǤri ni ntomi ye
T Nk
2- yiriden jalenw ye shǤ ni tiga ye
T Nk
3- yiriden buman kisεntan ye namasa ni jabibi ye T Nk
4- yiriden dayεlεbali ye ntǤmǤnon ni nεrεden ye
T Nk
5- yiriden jalenw ye lenburu kumun ye T Nk
6- yiriden buman kisεman ye manje, mangoro ni lenburu ye T Nk
7- yiriden buman kisεntan ye foronto ni konkon ye T Nk
8- yiriden dayεlεbali ye tiga, ntomi ni mangoro ye T Nk
Plan an animation with the women gardeners of your host village on the methods of seed and
fruit collection and selection. Start by learning how they do this already, and then make
suggestions to improve these methods based on what you have learned.
28

THEME NAKǤFεN SεNεTAW MALI KǤNǤ
OBJECTIVES:
VEGETABLES COMMONLY GROWN IN MALI
• Identify the main vegetable species grown in Mali.
• Discuss the importance of gardening in Mali.
Resources: Gardens in host village.
I bε nakǤfεn jumεnw fε wala jumεnw dun kǤsǤbε?
____________ , _____________ , ______________ , _____________ , ___________
Notes: In Mali, people do gardening in order to sell the produce.
I- a) - Text: NakǤ sεnε nafa
Farafina jamanaw la, kεrεnkεrεnnenya la Mali la, nakǤ sεnε ye baara nafamaba
ye. Katugu, nakǤ sεnε bε mako caman Ȃεn hademadenya kǤnǤ, i n’a fǤ:
1. A bε balo ko Ȃuman sεmεntiya. NakǤfεnw (beterawu, epinari, gwan, karǤti,
komitεri, kǤnkǤn, salati, shǤ, tamati n’a nǤfε taw) ni yiridenw (manje, namasa
…) ye dumuni wajibiyalen ye kεnεya siratigε la. U bε farikolo dumuniw dafa.
Ola, n’i bε dumuni Ȃuman kε, i bε baara Ȃuman kε.
2. A bε wari ko nǤgǤya, ani fana a bε denbaya ka sǤrǤ yiriwa. NakǤtigibaw bε
yiridenw ni nakǤfεn camanbaw sεnε. U b’u ka denbaya balo sǤrǤ, ka tila k’a tǤ
feere galadugu suguw la.
3. A bε baara kε ko Ȃuman sabati. NakǤ sεnε man gεlεn ni baara bεε ye, nka a bε
timinadiya de Ȃini, a baara ka misεn. I bε nisǤn diya nakǤfεnw ni yiridenw
Ȃεnenba kǤrǤ.
4. O la, nakǤ sεnε ye jamana yiriwali bolofara dǤ ye.
b) - Questions: Answer the following questions using complete sentences:
1. Munna Mali la, nakǤ sεnε ye baara nafamaba ye?
_________________________________________________________
2. NakǤfεnw ni yiridenw bε sǤrǤ Mali fan bεε fε wa?
_________________________________________________________
29

II-Vocabulary:
3. Munna a bε fǤ ko nakǤ sεnε tε taa timinadiya kǤ?
______________________________________________________
4. Mali jamana yiriwali bolofara dǤ ye nakǤ sεnε ye. O ye tiȂε ye wa?
_______________________________________________________
Bambara French English
na la sauce sauce
nafεnw les ingrédients ingredient
nakǤfεnw les légumes vegetables
aradi le radis radish
beterawu la betterave beetroot/sugar beet
epinari l’épinard spinach
foronto le piment hot pepper
gwan le gombo okra
jaba l'oignon onion
je la courge squash
karǤti la carotte carrot
komitεri/pomitεri la pomme de terre potato
kǤnkǤn le concombre cucumber
layi l'ail garlic
ngǤyǤ/tubabu ngǤyǤ l'aubergine locale/importée eggplant
pǤnpǤrǤn le poivron green pepper
salati la salade lettuce
seleri le céleri celery
shǤ le haricot beans
shu le chou cabbage
tamati la tomate tomato
manje la papaye papaya
namasa la banane banana
woso la patate sweet potato
fanga la force strength
farikolo/farisogo le corps humain body
kεnεya la santé health
nafa l'avantage advantage
ka x dun manger x to eat
ka x feere vendre x to sell
x ka bon x est gros/grand big
30

III-EXERCISES:
Write answers to the following questions:
1. I bε nakǤfεn jumεnw dun yan tile fε?
__________________________________________________________________
2. I ba bε mun ni mun kε i ka na la sufε?
_____________________________________________________________________
3. NakǤfεnw nafa ye mun ni mun ye?
______________________________________________________________________
4. Jon bε nakǤfεnw dǤǤrǤn dun yan ? munna?
______________________________________________________________________
5. NakǤfεn jumεn nafa ka bon?
______________________________________________________________________
6. Mun ni mun bε sεnε nakǤ la Mali la?
______________________________________________________________________
7. Yan nakǤfεnw bεε bε feere wala dǤw bε dun?
_____________________________________________________________________
8. Munna aw somǤgǤw tε nakǤfεnw ni yiridenw caman dun?
_____________________________________________________________________
9. NakǤfεn caman bε sǤrǤ min?
______________________________________________________________________
10. Yiridenw ka bon wa? munna?
______________________________________________________________________
11. Yiriden jumεnw bε sǤrǤ yan?
______________________________________________________________________
12. Munna denmisεnw ka kan ka yiriden caman dun?
_______________________________________________________________________
31

Circle T (tiȂε) if the sentence is true and Nk (nkalon) if it is false:
NakǤǤǤǤfεnw: NakǤǤǤǤ bε sεnε waasa:
1- ka nakǤfεnw feere dǤrǤn T Nk
2- ka balokoȂuman sabati T Nk
3- ka na diya T Nk
4- ka gadonmuso ka nasǤgǤn nǤgǤya T Nk
5- ka dun ka fa sabati T Nk
6- ka dugu musow ka forobatǤn warikεsu jiidi T Nk
7- ka se ka kuntilenna Ȃininnenw tiimε T Nk
Imagine that you are meeting a gardener and you want to understand the importance of
gardening in Mali. Write down a paragraph about what you would ask.
32

THEME SUMANW
OBJECTIVES:
FIELD CROP PRODUCTION IN MALI
• Identify the main field crops and cultivation techniques used in Mali.
• Describe 2 traditional and 2 improved storage practices for field crops.
Kunnafoni: Sumanw bǤbǤli ȂǤgǤn kǤrǤ
Sumanw bǤbǤli ȂǤgǤn kǤrǤ ye ka suman caman sεnε ka tugun ȂǤgǤn kǤ foro kelen kǤnǤ.
A kǤlǤsira ko, n’i ye suman suguya kelen d’rǤn sεnε san caman dugukolo kelen kan, i ka sǤrǤ bε
dǤgǤya san ni san. O de kǤsǤn, a wajibiyalen don cikεla ma, a ka suman suguya caman sεnε k’u bǤbǤ
ȂǤgǤn kǤrǤ waasa a ka sǤrǤ yiriwa. Mali cikεla ŋanaw y’o famu wa u b’o timε. KǤrǤ saba de bε
sumanw bǤbǤli ȂǤgǤn kǤrǤ la:
1. Sεnεfεnw mako tε dugukolo dumuni suguya kelen na.
2. U ka dumuniw sǤrǤyǤrǤ tε kelen ye dugukolo kǤnǤ.
3. U jugu fεn Ȃεnεniw n’u ka banaw tε suguya kelenw ye.
Misali la, nakǤ kǤnǤ, nakǤtigi bε se ka nin nakǤfεnw sεnε bǤ ȂǤgǤn kǤrǤ tεgεn kelen kan:
• Salati: (o ye furabulu ye);
• ShǤ: (o bε dugukolo yiriwa);
• karǤti: (o ye dilimafεn ye);
• Tamati: (o ye yiriden ye).
A bε se fana ka ninnu sεnε ka tugun ȂǤgǤn na:
• Beterawu: (o ye dilimafεn ye);
• Foronto: (o ye yiriden ye);
• ShǤ: (o bε dugukolo yiriwa);
• Shu (o ye furabulu ye).
Foro kǤnǤ, cikεla ka kan k’i hakili to nin sanfε misali in na.
Notes: August and September are known as the “hungry season” in Mali. During this period
food stores are very low and the new crops not yet ready. People vary their diet to include
“hungry season crops” to survive during this time. They may also eat only one meal a day.
33

I- a) - Text: Forobaaraw
Samiya waati, sεnεkεlaw bε baarakε forow la. U bε dannikε. Sεnεkεla dǤw bε sumanw
bǤ(bǤ) ȂǤgǤn kǤrǤ, dǤw fana bε suman suguya caman sεnε ȂǤgǤn fε. Kalo saba walima naani, danniw
kǤfε sumanw bε mǤ. O waati, sεnεkεlaw bε sumanw tigε. Fonεnε waati, mǤgǤw bε nakǤbaara kε.
Fonεnε ban tuma ni tilema cε, sεnεkεlaw bε suma tǤw tigε, ka gositaw gosi, k’u lamara jigiȂεw kǤnǤ.
O bεε kǤ, tilema waati, cikεlaw tε baara wεrε kε fo sokǤnǤbaaraw d’rǤn. DǤw bε taa dugubaw kǤnǤ ka
wari Ȃini.
b) - Questions: Answer the following questions using complete sentences:
1. Aw ka dugu sεnεkεlaw bε mun kε samiya la?
_________________________________________________________________
2. Sεnεw kεcogo ye kelen wa?
_________________________________________________________________
3. Mali la, sumanw bε mǤ san waati jumεn?
_________________________________________________________________
4. Fonεnε ani tilema tuman, mǤgǤ bε baara jumεn kε?
_________________________________________________________________
5. Duguba kǤnǤ taali ye san waati jumεnw ye?
_________________________________________________________________
6. Munna togoda mǤgǤ bε na faabaw kǤnǤ?
_________________________________________________________________
II-Vocabulary:
Bambara French English
sumanw les cultures vivrières/céréales food crops/cereal
saȂǤ ȂǤ le petit mil millet
kenike/binbiri le sorgho sorghum
malo le riz rice
kaba le maïs corn/maize
shǤ le haricot bean
fini le fonio fonio
woso la patate sweet potato
ku l'igname yam
tiga l’arachide peanut
kǤmitεri la pomme de terre potato
34

ananku le manioc manioc/cassava
kumafεn le tubercule tubercle
foro le champ field
forobaara les travaux champêtres field jobs/field work
forokura bǤ le défrichage clearing
dugujalanci le grattage scratching
duguyεlεma le labour plowing
walanw les billons furrows
ntugunw les buttes mounds
ntugunwuli/ntugundon le buttage hilling
danniw les semis sowings
lakanani les entretiens maintenance
farali le démariage thinning
shεnni le sarclage weeding
duguyuguri le binage hoeing
gosili le battage thrashing
marali le stockage stocking
sumanw sεnε ȂǤ ȂǤgǤn ȂǤ
fε l’association des cultures companion planting
suman bǤbǤ ȂǤ ȂǤgǤn ȂǤ
kǤrǤ la rotation des cultures crop rotation
tilema la saison sèche dry season
samiya l'hivernage/la saison des pluies rainy season
fonεnε la saison froide cold season
dannikε waati la période de semences planting time
suman tigε/sumanladon la récolte harvest
suguya le genre/type type/variety
ka dannikε semer to plant/to sow
ka suman tigε récolter to harvest
ka x shεn sarcler / désherber to weed
ka x fara démarier to thin
ka tugun wuli butter to hill
35

III-EXERCISES:
Refering to the Kunnafoni answer the following questions:
1- Munna sumanw sεnε ka kan ka bǤ ȂǤ ȂǤgǤn ȂǤ
kǤrǤ foro kelen kǤnǤ?
_____________________________________________________
2- KǤrǤ jumεnw bε o bǤbǤli ȂǤ ȂǤgǤnna ȂǤ
na?
_____________________________________________________
3- Ni nakǤtigi min m’o faamu, i bε se k’a misali jumεn d’o tigi ma ȂεfǤ siratiεgε la?
_____________________________________________________
Refering to the Kunnafoni: Sumanw bǤbǤli ȂǤgǤn kǤrǤ give an example
of crop rotation:
San
Sεnεfεnw
fǤlǤ filanan sabanan naaninan
Kaba, (ni ______) ____________ ____________ ____________
_______________
_______________
_______________
____________
DaȂε (words) 31 bε nin daȂεlatulon (crossword) kǤnǤ. U Ȃini, i ka kumasen
(sentence) sεbεn u kelen na:
Misali: bananku bε sεnε kǤsǤbε Sikaso marala la.
m n d j s h ε n n i z f j f
b k a b a d l k t p w o s o
c f n j m b n t u g u n x r
b i n b i r i l g z l ε v o
a g i w y t q s u m a n l x
n h q s a Ȃ Ǥ g n a f ε n w
a k x h j i z w c l ε x x a
n Ǥ g Ǥ r n w q y o q p b l
k s z q c i y z k q d i l a
u q b n ε n ε t u m a f k n
g f a a q t p q t s n c f w
36

Meet with a gardener from your host village and find out his/her storage
practices for vegetables. Take notes of all the information you gather.
Explain the role of the PCV in improving field crop production in Mali.
37

THEME YIRIDENMANW GEREFELI
FRUIT TREE GRAFTING
OBJECTIVES:
• Define grafting.
• Explain two methods of grafting.
• Talk about the advantages of tree grafting.
Notes: Grafting is the process of combining two different trees, by inserting a branch (scion)
from one tree into the stump or banch (root stock) of another. Grafting can make trees produce
fruit more quickly and improve the quality and quantity of the fruit produced. By grafting
multiple varieties to one root stock, one tree can give fruit all year round, and can give different
varieties simultaneously.
Munna gerefeli bε kε?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
I- a) - Kunnafoni: Gerefeli
Gerefeli ye baarakεsen ye, yiriforotigi bε min ta k’a Ȃεsin yiriw ma, waasa k’u ka
Ȃεnεmaya yiriwali siratigε sabati. O baarakεsen ye ka yiri nafamaba dǤ bolo tigε (n’o bε wele yiribolo
nafama wala yiribolo nǤrǤta), k’o nǤrǤ yiri wεrε la waasa k’o nafamayǤrǤ di yirikura (yirigerefeta) in
ma. Kuma suruya la, gerefeli ye ka yirisun bayεlεma ka k’i sagola yiri ye. Ale yiribolo nafama in de bε
cogoya kuraw di yiri ma, i n’a fǤ:
• Yiridenw siya,
• Yiriden sǤrǤtaw,
• Yiri dentuma teliyali wal’a sumayali,
• Yiri kologεlεyali a tiȂεnfεnw wala banaw ma.
b) - Questions: Answer the following questions using complete sentences:
Yiriden Ȃuman kisε falennen bε se ka yirisun nafama di tuma bεε wa?
_________________________________________________________________
Mangorosun ni lenburubasun bε se ka gerefe ȂǤ ȂǤgǤn ȂǤ
na wa? Munna?
_________________________________________________________________
38

Yiri suguya jumεnw bε se ka ȂǤ ȂǤgǤn ȂǤ
ta gerefeli la?
______________________ ni __________________
______________________ ni __________________
______________________ ni __________________
Nafa jumεn bε gerefeli la?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
II-Vocabulary:
Bambara French English
gerefeli le greffage grafting
gerefe la greffe grafted tree
yiribolo la branche branch
yiribolo nǤrǤta/nafama le greffon/scion scion
yirigerefeta le porte greffe root stock
yiriden le fruit fruit
x gerefelen x greffé x grafted
muru le couteau knife
sekatεri le sécateur hand clippers
muru nukurulen la serpette budding knife
mana le plastique plastic
juru (kisε) la corde rope
yiriȂεji la sève sap
yirifara l'écorce bark
x gansan x ordinaire/simple simple x
x ni y danfara la différence entre x et y difference between x and y
ka bonya grossir to become big
ka -- gerefe greffer to graft
39

ka janya grandir to get tall
ka x suganti choisir to chose
ka x tigε couper to cut
ka x lεsε tailler to sharpen/to carve
ka x fεrεn/ka x cεci fendre to split
ka x nǤrǤ y la coller to stick
ka x siri attacher to tie x/to bind
ka x yiriwa/ka x lafisaya améliorer to ameliorate/to better
ka x ladon/ka x minε ka Ȃε entretenir to keep well/to maintain
III-EXERCISES:
Translate the paragraphs below:
1- Methods of grafting and budding
Methods of grafting can be classified under four headings, depending on the type of
grafting material used and its position on the stock plant:
• Grafting with scions, which uses pieces of stem joined to the stock by
□ cleft (wedge) grafting, or
□ whip or tongue grafting;
• Budding (bud grafting) using buds as propagating material;
• Approach grafting when two rooted plants are united. When the graft has
taken, the plants are separated.
The choice of a grafting method depends on the plant species, on the gardener’s personal
experience and on the diameters of the material. If you cannot get detailed information, it is best
to try several methods and see which one is the most successful.
2- Grafting tools
Only a few tools and some simple materials are needed for grafting:
• A knife with a very sharp cutting blade;
• Lengths of pliable binding material (string, or plastic tape);
• A little birdlime, resin or a recommended form of wax for sealing, if you
use binding material made of twine;
• A pair of hand clippers, useful for cutting scions from branches and for
pruning root stock
• plants;
40

Match the following
• A budding knife. This is a knife with a curved, sharp-pointed blade that
grafting specialists use to make clean incisions in the bark of the
rootstock. The success of grafting operations depends very much on the
sharpness and cleanliness of the knife blade. The grafter’s hands and
tools must be clean at all times and knives should be sterilized between
each grafting operation.
A B
gerefeli bε kε ni
a)- muru ye
b)- jele ye
c)- lamu ye
d)- mana ye
e)- daba ye
f)- sekatεri ye
g)- muru nukurulen ye
h)- juru ye
i)- muru dajalan ye
j)- fu ye
41

THEME YIRIDENW NI SεNεFεW BAYεLεMANI
OBJECTIVES:
FRUIT AND VEGETABLE TRANSFORMATION
• Explain the steps of making a product from a fruit or vegetable.
• Explain the advantages of fruit and vegetable transformation.
Notes: In some regions of Mali, fruit production exceeds the local capacity for consumption.
As a result a lot of fruit spoils. By transforming fruits and vegetables into jams, dried fruit, juices and
canned stews this produce will be marketable year-round and available for consumption during periods
when vegetables and fruit are scarce.
Examine the images and answer the following questions:
42

I-
1. Nin mǤgǤw bε mun na nin jaw la?
2. Ja fǤlǤ bε mun jira?
3. Nafa jumεn bε nin kolow la?
4. Ja filana mǤgǤw bεka mun kε?
a)- Kunnafoni: Tamati na dilancogo
Dilannifεw
○ tamati mǤnenba ○ tigatulu ○ jabakεnε ○ kǤgǤ ○ ji
Dilanniminεw
○ barama (fugantasa) ○ furunε ○ finfin ○ kutu ○ muru
Dilancogo
1. Finfin kε furunε kǤnǤ, tasuma kε finfin na. A fifa a ka kami.
2. Barama wala kasilǤri sigi tasuma kan. Ji dǤ k’a kǤnǤ.
43

3. I tεgε ko k’a jε. Tamati ni jaba ko k’u jε.
4. Tamati kε ji kalaman na. U kelen kelen ta, u fara b’u la. U bila tasa jεlen dǤ kǤnǤ. U
nǤǤni.
5. Barama sigi tasuma kan. Tulu hakε min bε bεn i ka tamati ma, o k’a kǤnǤ.
6. Tulu mana bilen, tamati dǤǤni dǤǤni kε tulu la ka to ka kutu kε k’a lamaga.
7. Jaba tigε-tigε. A kε tamati na kan.
8. kǤgǤ kε tamati na la, dǤǤni dǤǤni. To k’a nεnε.
Duncogo n’a lamaracogo
• Tamatina in bε se ka kε sogo jeninen, jεgε jirannen, woso, wala kǤmitεri balabalalen
kan, k’u dun. Waa, a kadi kǤsεbε.
• A lamaracogo man gεlεn. I b’a kε buteli dǤ kǤnǤ ka tulu dǤǤni k’a kan k’a lasago yǤrǤ
sumannen na.
b) - Questions: Answer the following questions using complete
sentences:
1. Tamatina kεfεnw ye jumεnw ye?
________________________________________________
2. Kεfεn wεrεw bε se ka don a dilanni na wa?
________________________________________________
3. I bε se k’a lamara cogo wεrε jumεn na?
________________________________________________
44

Examine the image and answer the following questions:
• Nin musow bε min?
_________________________________________________________________
• I hakili la, u bε baara jumεn na?
• Nafa jumεn b’o baara kǤfǤlenw na?
_________________________________________________________________
_________________________________________________________________
45

II-Vocabulary:
Bambara French English
yiridenw les fruits fruits
yiriden mǤlen le fruit mûr ripe fruit
yiriden wolomali le triage/la sélection des fruits selection of fruits
kεfεnw les ingrédients ingredients
sukaro le sucre sugar
muru le couteau knife
barama la marmite pot
fugan tasa la tasse en aluminium aluminum bowl
manatasa la tasse plastique plastic bowl
buteli la bouteille bottle
galama la louche ladle
shilan la broyeuse/le moulinet food mill/reel
palan le seau bucket
furunε le fourneau stove
finfin le charbon charcoal
finigolon le chiffon rag
jaweliji l’eau de javel bleach
ka x woloma trier/sélectionner/choisir to select
ka x ko k’a jε laver proprement to wash properly
ka x wǤrǤ éplucher to peel
ka x kisε/kolo bǤ enlever les graines/le noyau to take out seed
ka x tigε tigε couper en petits morceaux slice
ka x suma mesurer to measure
ka x daji tremper to soak
ka x shi broyer to grind/crush
ka x tobi cuisiner/préparer to cook
ka banakisε faga stériliser to sterilize
ka x kε minε kǤnǤ mettre x dans un récipient to put x in
ka x mara conserver to keep
III-EXERCISES:
Answer the following questions using complete sentences:
1- Aw ye mun dilan ni yiridenw wala ni nakǤfεnw ye aw ka kalan hugumu
kǤnǤ?
__________________________________________________________________
2- O dilancogo ȂεfǤ:
__________________________________________________________________
__________________________________________________________________
46

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3- Fεεrε jumεnw bε sǤrǤ yiridenw wala nakǤfεnw lasagoli la?
4- YiridenjinǤǤ ǤǤ ǤǤnǤ ǤǤ (konfitiri) dilanni ka nǤgǤn wa?
5- MangorojinǤǤ ǤǤ ǤǤnǤ ǤǤ bε dilan cogodi?
• A dilannifεnw:
____________, ____________, _____________, ___________, ___________
• A dilanniminεw:
_____________, _____________, __________, _____________, ___________
• A dilancogo:
________________________________________________________________
________________________________________________________________
________________________________________________________________
6- A bε se ka lamara waati joli kǤnǤ?
47

THEME TILELA FεNLAJALAN KURA
SOLAR DRYING
OBJECTIVES:
• Learn about the advantages of drying fruits and vegetables.
• Describe two improved devices for fruit and vegetable drying
Kunnafoni: Sumanw laja cogo
Sumanw laja cogo ka ca. Kabini fǤlǤ fǤlǤ, mǤgǤw tun bε balow laja. U tun bε fεn lajataw fεnsεn
duguma, tasa datugulenw kǤnǤ, dεbεn kolonw kan, so biliw kan tile kǤrǤ. DimǤgǤw, bagaw ni
fεnȂεnεmani suguya bεε bε se o fεn jataw ma. Gongon ni fεn nǤgǤlen wεrεw bε da nin fεn jataw kan.
Nin kibaruyaw b’a jira ko fεnlaja farati ka bon. Bamananw b’a fǤ ko kǤnǤbara tε ko! O kǤsǤn, mǤgǤ
y’u miiri fεnjalankuraw la minnu bε kǤnǤbara kisi nǤgǤ ma. O dǤw filε nin ye:
Notes: Many Malians do solar drying in a traditional way.
I-Vocabulary:
Bambara French English
mana le plastique plastic
bere le bâton stick
bagi le tissu fabric
sange la moustiquaire mosquito net
nεgεtεmε le grillage wire netting
fεnjalan le séchoir drying shed
jiriden/yiriden le fruit fruit
nakǤfεn un légume vegetable
tiȂεni le gaspillage waste
gǤngǤn/fǤlǤkǤ la poussière dust
banakisε bacterie bacteria
ka x ja sécher x to dry x
ka x lamara conserver x to store x
ka x wǤrǤ éplucher x to peel x
ka x tigε couper x to cut x
48

ka x tigε k'a fεgεnya couper finement x to cut x into small pieces
ka x ko laver x to wash x
ka x ko k'a jε laver proprement x to wash x cleanly
ka x da tile la mettre x au soleil to put x in the sun
ka x datugu couvrir x to cover x
ka x bǤ extraire to extract
ka x dun consommer to consume
ka yεlεma x fε/la contaminer to contaminate
ka x fεnsε étaler to spread out
ka tiȂε avarier to rot
II-EXERCISES:
Answer the following questions using complete sentences:
1. Munna sumanw bε laja?
_____________________________________________________________
2. FǤlǤ Ǥ Ǥ fǤlǤ, sumanw tun bε laja cogodi?
_____________________________________________________________
3. Sisan, suman lajalankuraw ye jumεnw ye?
_____________________________________________________________
4. Aw ye fεnlajalankura jumεn dila Tubaniso?
____________________________________________________________
Dilafεnw: ____________, _____________, _____________, _____________, ______
JǤjan hakε: _____ cm jǤsurun hakε: _____ cm dunya hakε:
______ cm
Aw ye dumuni fεn jumεnw laja?
__________, __________, _____________, ____________, __________, _____
Suman jumεnw bε se ka laja?
________________________________________________________________
49

Fεεrε jumεnw kan ka ta n’i bε sumanw laja?
a. ___________________________
b. ___________________________
c. ___________________________
d. ____________________________
e. ____________________________
f. ____________________________
Arrange the scrambled words in the boxes to form complete sentences:
nakǤfεn kan de ja Ȃumanw ka ka
____________________________________________________________
saniya u k’ kǤsǤbε u Ko
____________________________________________________________
tigε u k’ tigε u misεnya
____________________________________________________________
fεnjalankura u kǤnǤ da
____________________________________________________________
jataw wala kǤnǤ 3 yεlεma siȂε
tile 2 suman
____________________________________________________________
baganw suman ma jataw tanga
____________________________________________________________
50

THEME FOROBA NAKǤ POROZE ȂεBILA BAARA
OBJECTIVES:
STARTING UP A COMMUNITY GARDEN PROJECT
• Learn about the necessary protocol
• Describe the steps entailed in establishing a garden
Notes: To begin a project in a Malian community, many meetings are required.
The process can be very slow, but it is necessary to make sure everyone is aware of the
project, agrees with it and won’t create obstacles later.
ȂȂȂȂininkali:
Examine these images and answer the following questions:
1. I hakili la nin mǤgǤw bε ȂǤ ȂǤgǤn ȂǤ
ye jumεn na?
2. Kulu jumεn ka ca tǤnsigi yǤrǤ in na? cεw walima musow?
3. NakǤ b’i ka dugu kǤnǤ wa?
51

4. Kelenna nakǤw de don walima foroba nakǤ?
5. I ni dugu musow jεra ka baara boloda wa?
6. Nafa jumεn bε foroba nakǤ?
I- a) - Text:
Mali la, foroba nakǤw bε sǤrǤ togoda caman kǤnǤ. Nga galodugu kǤnǤ,kelenna nakǤw
ka ca. Walasa balo ka nǤgǤya yǤrǤw la, nakǤsεnε poroze daminεna dugu caman na. Dugu dǤw ye
poroze Ȃinin, Poroze nana di olu ma. WǤlǤntεriw fana ni dugu mǤgǤw jεra ka foroba nǤkǤw kε duguw
kǤnǤ. Nga waasa ka foroba nakǤ sigi sen kan, Ȃεbila baara caman ka kan ka kε i n’a fǤ:
• ka ȂǤgǤnye caman kε;
• ka mǤgǤw hakilinata dǤn nakǤ baara kuntilenna kan;
• ka dugukolo Ȃini dugutigi fε;
• ka nakǤ sigiyǤrǤ sugandi;
• k’a yǤrǤw labεn n’o ye k’a sinsan ani ka tεgεnw dila;
• ka nakǤfεnshiyεn labεn ani ka yirimisεnniw turu;
• ka mǤgǤw kalan nǤkǤ baara la ani nakǤ tangacogo fεεrεw ni nakǤ ladonni na.
Nin Ȃεbila baaraw bεε bε boloda poroze sigi tuma dugu mǤgǤw ni poroze ȂεmǤgǤw fε.
II-Vocabulary:
b) - Questions: Answer the following questions using complete sentences:
1. NakǤ suguya jumεnw bε sǤrǤ Mali dugu caman kǤnǤ?
2. JǤn bε foroba nakǤ baara kε?
3. Foroba nakǤ baara ka gεlεn wa?
4. Walasa ka foroba nakǤ ka Ȃεtaa sεbεntiya, mun ni mun ka kan ka sigi sen kan?
5. Jεkulu jumεnw ka kan ka sigi sen kan foroba nakǤ baara la?
6. Poroze wεrεw ka dεmε bε se ka wǤlǤntεri n’a ka dugu mǤgǤw ka baara gεlεya
cogodi?
Bambara French English
taasiraw/Ȃεbilaw les étapes steps
kuntilennaw les objectifs objectives
tǤnsigi/ȂǤ ȂǤ ȂǤgǤnye ȂǤ
la réunion meeting
tǤn l’association/le groupement association
poroze le projet project
foroba publique public
kelen kelenna individuel individual
52

galodugu la ville city
togoda le village village
hakilinata l’opinion opinion
tangacogo la protection protection
ladonni l’entretien maintenance
Ȃεtaa le progrès/l’amélioration improvement
jεkulu la communauté community
ka – bǤ produire/construire/faire to built/make
ka – sugandi choisir to choose
ka – sigi sen kan mettre sur pieds to settle
ka ȂǤ ȂǤgǤnye ȂǤ
kε/ka tǤn sigi se réunir to meet
ka bεn se mettre d’accord/convenir/s’entendre to get along with
ka jε ka – kε faire – ensemble to do – together
III-EXERCISES:
As an environment volunteer, help your fellow health volunteer who wants to start a
community garden in their village. Explain the steps in starting a garden project.
53

THEME FOROKǤNǤ YIRI TURU
AGRO-FORESTRY IN MALI
OBJECTIVES:
• Identify at least 3 agro-forestry techniques and explain their advantages
• Identify some types of trees used in agro-forestry.
• Discuss the benefits of agro-forestry.
Examine these images and comment.
54

Notes: Agro-forestry sounds complicated, but it simply means- trees in fields. Trees in fields
increase the fertility of the soil through decay of leaf litter and nitrogen fixing root
systems. They protect against soil erosion by slowing down wind and rain and hold
soils in place with their roots. Unfortunately, farmers are more worried about the trees
shading out crops and often but them down when clearing fields. Some examples of
agro-forestry techniques include wind breaks, alley croping, fuelwood, forage and
construction wood banks (groves planted for a specific purpose). Malians often use
live fencing (a border of thorny or thickly branched bushes and trees) to protect the
fields and gardens from animals.
I- a) - Dialog:
Zankε: Kunun fiȂε ye ne ka dugukolo nafamayǤrǤ bεε ta. ȂǤ caman fana karila. Ne bε nin kε
cogodi?
Amadi: Zankε, e hakili bǤra wa? Ne fana tun ka foro bε tan nin y’a san duuru ye.
Sisan, ne ka hami banna.
Zankε: E ye dabali jumεn tigε?
Amadi: N ye balanzan ni sǤmǤ caman turu n ka foro la. Olu kεra sabu ye ka fiȂε kunbεn k’a
fanga dǤgǤya san’a ka se duguma ka ȂǤ kari. Wa o t’a bannen ye koyi, balanza
furabuluw n’a den mana bin duguma,u bε dugukolo yiriwa.
Zankε: Nin ye kunnafoni duman ye bi sa! N bε denmisεnw fara ȂǤgǤn kan sisan, an ka wuli
baara fε.
55

Amadi: Nka i kana yiriw turu i kun fε dε! I b’a to u ka tilen ȂǤgǤn ma ani ka furancε dǤw don u
cε. O furancεw hakε bε bǤ yiri suguyaw la. Misali la, ni sǤmǤsun don, i bε mεtiri duuru
don olu cε, lemurukumunsun ta ye fila ye. Fεεrε wεrε ye yirisinsan ye. I bε se ka yiri
ŋǤnimanw turu foro lamini na.
Zankε: N y’a bεε faamu. K’an bεn!
b) - Questions: Answer the following questions using complete sentences:
• Gεlεya jumεn bε Zankε kan?
• Amadi ye mun kε a yεrε ka gεlεya fura ye?
• Balanzan nafa ye mun ye foro kǤnǤ?
• Yiriw ka kan ka turu cogodi foro kǤnǤ?
• Mεtiri joli bε don sǤmǤsunw cε?
• Yirisinsan nafa ye mun ye?
• Yiri jumεnw bε kε sinsan ye?
II-Vocabulary:
Bambara French English
foro kǤnǤ yiri turu l’agroforesterie agro-forestry
sεnεkεla le paysan farmer
sǤrǤ la production production
situlu l’huile de karité shea butter
feere la fleur flower
dugukolon l’érosion erosion
yiri Ȃεji la gomme gum
sǤrǤ hakε le rendement yield
sumayayiri le neem neem tree
lemurukumunsun le citronnier lemon tree
yiri ŋǤnima un arbuste épineux thorny shrub
bagani le sisal sisal
banan le fromager ceiba pentadra
si le karité shea tree
balanzan le balanzan acacia albida
mangorosun le manguier mango tree
sǤmǤsun l’anacardier cashew tree
fiȂε kunbεnnan le brise-vent windbreak
yirisinsan la haie vive live fence
gele le prosopis eucalyptus
yiriw tilennenȂǤ ȂǤ ȂǤgǤn ȂǤ ma sεnε la culture en couloir alley cropping
56

ka – turu planter to plant
ka – sabati stabiliser to stabilize
ka – bali empêcher to oppose/prevent
ka – yiriwa améliorer to improve
ka – dan semer to sow
ka – waro/nǤ éroder to erode
ka – ladon entretenir to take care
ka – mara/lakana conserver to preserve
ka – caya augmenter to increase
III-EXERCISES:
Matching:
A B
1. ka x sabati a. wind erodes the soil
2. ka x lakana b. trees improve the production
3. sǤmǤsun c. stabilize
4. fiȂε kunbεnnan d. neem tree
5. balanzan e. tree improves the soil
6. yiri bε dugukolo yiriwa f. cashew tree
7. fiȂε bε dugukolo waro g acacia albida
8. yiriw bε foro sǤrǤ yiriwa h. windbreak
9. sumaya yiri i. maintain
Situations:
1. FiȂε bε i ka dugu ȂǤ ȂǤw ȂǤ
tǤǤ ǤǤ ǤǤrǤ. ǤǤ O ye gεlεya ye.
U lakanani fεεrε dǤw ȂεfǤ mǤgǤw ye ka gεlεya in furakε.
2. Go around to some fields and discuss different agro-forestry techniques with the
farmers.
57

THEME JIBONDO/JIMARA
WATER MANAGEMENT
OBJECTIVES:
• Learn about the importance of managing water supplies
• Discuss the advantages of different methods to irrigate gardens.
Examine the image and answer the questions below:
Notes: The most important constraint to gardening and field work and tree planting in Mali is
the reliable supply of water. Various techniques are available to help increase the
availability of water. These include digging wells, installing mini-dams, building
cisterns, pumps, installing irrigation systems to conserve water, rain-water collection,
and storing water in jars. Increasing soil fertility through composting also helps the soil
58

Žininkali: Žininkali Žininkali Žininkali
hold more water. Soil conservation measures like rock lines, demi-lunes etc. are
designed to reduce water erosion and slow water down, enabling it to sink down into
the water table.
• I dalila ka taa nakǤw lajε wa?
• MǤgǤw bε sǤnnikε ni mun ye?
• O ka nǤgǤn wa? Munna?
• NakǤtigiw bε se ka lafiȂε sǤnni na cogodi?
I- a) - Text: Ji taali nakǤǤǤǤ kǤǤǤǤnǤǤǤǤ
Mali ye sεnεkε jamana ye. MǤgǤw bε foro sεnε samiya waati, ka nakǤ sεnε tilema
waati. NakǤ jiko man gεlεn i n’a fǤ foro. NakǤ baarala caman bε ji bǤ kǤlǤn walima kǤ walima baji la
hali pǤmpu yεrε. I bε se ka jibondo dilan i ka nakǤ kǤnǤ. A musakaw man ca, a nafa ka ma. O jibondo
bε se ka ji mara i ye tile caman. N’i ye ji bǤ kǤlǤn na k’a kε jibondo kǤnǤ wula fε, sǤgǤma nakǤ sǤn
waati, i bε ji soli jibondo kǤnǤ i kǤrǤ. Fεn wεrε bε nakǤ sǤnni nǤgǤya i n’a fǤ rakǤriwoma k’a sǤrǤ ji ma
tiȂε k’a woyo fan bεε. I bε fǤlǤ ka wo bǤ rakǤri la, a yǤrǤ min bε da tεgεnw kan na. I bε rakǤri don
robinε walima pǤmpu da la k’a siri. Ji bε taa tεgεnw na k’u sǤn k’a sǤrǤ e ma fosi wεrε kε, i tε taa ni ka
segin caman kε. I bε se ka wo kε dagaw fana na k’u sigi tεgεnw kεrε la k’u fa, ji bε jigin dǤǤni dǤǤni
wo fε. NakǤ baaralaw ka kan ka nin fεεrεw ȂεȂini walasa u ka lafiya sǤnni na. Ka ji bǤ kǤlǤn na k’a kε
sǤnnikεlan kǤnǤ ka taa ni ka segin kε tεgεnw cε nin fεεrε b’o nǤgǤya.
b) - Questions: Answer the following questions using complete sentences:
1. NakǤ baara bε kε waati jumεn Mali la?
2. SǤnnikε ji bε bǤ min?
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II-Vocabulary:
3. Jibondo nafa ye mun ye?
4. RakǤri suguya jumεn sǤnni ka Ȃi kǤsεbε?
5. Ameriki mǤgǤw bε nakǤ sǤn cogodi?
6. Fεεrε jumεnw bε nakǤ sǤn cogo la?
Bambara French English
jibondo/ji mara yǤrǤ le citerne cistern
daga le canari water jar
rakǤri woma le raccord plastique plastic tube or hose
barikon la barrique/le fût barrel
bidonba le bidon can, jug
nakǤ le jardin garden (vegetable)
yirishεnforo la pépinière nursery (plant)
yiriforo le verger orchard
ji tilali la distribution de l’eau water delivery
ji bolisira le canal canal
pǤmpu la pompe pump
x nafa l’avantage/l’importance advantage of
sεnε l’agriculture agriculture
nakǤbaara le jardinage gardening
nakǤbaarala le jardinier gardener
sεnεkεla le cultivateur farmer
yiriforotigi le propriétaire du verger orchard owner
kǤlǤn le puits well
kǤ le marigot stream
baji le fleuve river
sanji la pluie rain
robinε le robinet tap
ka lafiya se reposer to rest
ka ji mara garder/retenir l’eau to keep water
ka ji bǤ puiser/prendre l’eau to pull/take water
ka ji soli/ta prendre l’eau to take water
place jiko ka gεlεn le problème d’eau est difficile à… difficult to get water at
place
ka – fa remplir to fill out
ka – kε – kǤnǤ mettre to put
ka wo bǤ – la/ka wo kε – la faire un trou to make holes
rakǤri woma lasǤnni irrigation par goutte to drip irrigation
III-EXERCISES:
Multiple choice:
1. Mali la mǤgǤw bε sǤnnikε kǤsεbε
60

a)- robinε na
b)- ba la
c) - kǤlǤn ni kǤ la
2. Ji bolisiraw bε
a) - ji tila tεgεnw cε
b) - nakǤ sǤn
c) - nakǤ sǤnni gεlεya
3. Jibondo bε dilan
a) - foro kǤnǤ
b) - so kǤnǤ
c) - nakǤ kǤnǤ
4. rakǤriwoman bε
a) - ji tiȂε
b)- ji mara
c)- ji ban
Situation:
1 Ji bondo dilan cogo ȂεfǤ nakǤbaarala ye. A bε dilan ni mun ye ani a bε dilan
munna.
2 Musow ka nakǤ kǤlǤn bε ja tuma bεε. Tuma dǤw u bε nakǤ sǤn sufε. Jibondo ni
fεεrε wεrεw Ȃεf’u ye walasa u ka lafiya.
3 Visit some gardens and discuss methods of irrigation with the gardener. Learn
about what he/she has tried and how it worked. Suggest some alternatives and
their advantages based on what you have learned and find out the gardeners
attitudes about your suggestions.
61

THEME DUGUKOLO WAAROLI
SOIL EROSION
OBJECTIVES:
• Cite the different types of erosion.
• Explain the factors that cause erosion.
• Discuss different erosion control techniques.
Notes: Traditionally farmers left fallow or raised some parts of ground to divert water. Due to
population pressure, it is no longer possible to leave land fallow in many areas. Farmers
may practice crop rotation to give the soil a break, alternating cereal and leguminous
crops. They also add manure and organic matter to the fields to replace lost nutrients
and minerals.
I- a) - Give your opinion about the following Statements.
Dugukolo, jiriw ni nimafεnw bεε lajεlen ka Ȃεnεmaya sirilen don ȂǤ ȂǤgǤn ȂǤ
na. Ni dǤ
yεlεmana, tǤw bε yεlεma o nǤfε. Nk’u yεrε dama ni ȂǤ ȂǤgǤn ȂǤ
cε, yεlεmayεlεmaw tε na ni
tiȂεni ye Ȃεnεmaya la.
Ji ka dugukolonǤn juguya bε bǤ sanji barika ni jiwoyow janya la. Nka dugukolo yεrε
cogoya bε se ka dǤ bǤ ji ka dugukolonǤn juguya la, n’a ka pasan walima ni yiriw ka c’a
kan.
FiȂε ka dugukolonǤn bε kε sababu ye ka dugukolo nafamayǤrǤw cε, k’a bayεlεma ka kε
dugukolo jalan ye. O juguya bε bǤ fiȂε cili la ka taa fan kelen fε, kεnε langolonbaw ani
cεncεndugukolow.
Fana bi bi in na, adamadenw ka kεwale dǤw: bagan caman gεnni yǤrǤ korolen na ani
yiritigε kojugu de bε na ni dugukolonǤn ye. An man kan ka kε sababu ye ka dugukolonǤn
lajuguya ni forokurabǤ, kungojeni ani yiritigε kojugu ni banga caman ladumuni ye yǤrǤ
kelen na.
b) - Questions: Answer the following questions using complete sentences:
1) Ji bε dugukolo nǤn, mun fana bε se ka dugukolo nǤn?
________________________________________________________________
2) Sababu jumεnw bε se ka to dugukolonǤn bε teliya?
________________________________________________________________
3) Kεwale jugu jumεnw bε dugukolonǤn lajuguya?
________________________________________________________________
62

4) Fεεrε jumεnw bε se ta waasa ka dugukolonǤn kεlε?
_______________________________________________________________
II-Vocabulary:
Bambara French English
dugukolowaaro l'érosion erosion
jiwoyo l'eau de ruissellement stream/rain of water
ji ka dugukolonǤn l'érosion hydrique water erosion
fiȂε ka dugukolonǤn l'érosion éolienne wind erosion
kungo la brousse bush
tutigε le défrichement clearing
kungo jeni les feux de brousse bush fire
jirituru le reboisement replanting trees
balan/digi la diguette barrier/dike
jiginjigin la pente slope
kabakurunsira la ligne de roche rock line
barasi fitini le micro barrage small dam
fiȂε kunbεnnan le brise vent wind breaks
dannisira banamininen semi-perpendiculaire à la pente sowing perpendicular to the
slope
dingε tilancε la demi-lune half moon
sira tigε tigεlen le labour discontinu discontinued plowing
danifεnw bǤli ȂǤgǤn kǤrǤ la rotation des cultures crop rotation
waatini kǤnǤ foro bila la jachère fallow
dugukolo layiriwali sεnεfεnw les cultures améliorantes ameliorating crops
binkεnε nǤgǤ l’engrais vert green manure
yirikǤrǤ danni la culture en couloir alley cropping
fiȂε fanga la vitesse/force du vent wind speed
foro kǤnǤ baara les travaux champêtres farming activities
63

dugukolo suguya le type de sol soil type
dugukolo tangalan le couvert végétal vegetative cover
ka woyo ruisseler to flow
ka x turu planter x to plant
ka x jeni brûler x to burn
ka x tigε couper x to cut
ka x kεlε lutter contre x to fight against
ka x waaro/nǤn éroder to erode
III-EXERCISES:
Fill in the blanks by using one of the following words: digi, nǤgǤ, woyo,
dugukolonǤn, samiya, foro, jiriw, waaro, jiwoyo, foro, kulu, dugukolo, turu,
Text: Seku ka foro
Seku ka ______ man jan ______ la. Samiya o, ________, ji bε ______ ka taa ni
__________ Ȃuman ni _____ bεε ye. _________ fanga bε dugukolo ______. Sisan Seku ye _____
dila ka _____, fana _____walasa k' a ka _____ tanga ____________ ma.
Arrange the scrambled words in the boxes to form complete sentences:
ani jiwoyow SanfiȂεw
dugukolo tiȂε. bε
sanjibaw,
________________________________________________________________________
kan kunbεn ka
o ka tiȂεni
________________________________________________________________________
ladon, ka tiȂε
ka dugukolo kan
Ȃumanw u kana
________________________________________________________________________
lakanananw kunfε man ka tufinw,
kan anw yiriw dugukolow tigε
ni
_________________________________________________________________________
64

diliw yiribaw yǤrǤ bε yirimisεnw
ani dugukolo binw kelen sinsin
_________________________________________________________________________
turula olu bon ka ntugunw
Kan, kǤsεbε yiri dugukolo nafa
minnu datugu ka
_________________________________________________________________________
sabu sinsin bε ka bali
dugukolonǤn lamara, ka u nεεma
_________________________________________________________________________
Complete the following dialog
Seku: Madu! N sεgεnna dε! San o san, ji bε __________ ka don n ka foro kǤnǤ. A bε taa ni
_________ ye. A bε dugukolo ___________. N bε ________ jumεn sǤrǤ o la?
Madu: O man gεlεn. I bε se ka ______________ sira dila ka ji fanga ___________. I bε
_________ fana turu ka dugukolonǤn ___________.
Seku:
Madu:
Seku:
Madu:
Write a paragraph in which you will talk about erosion control
techniques with a farmer.
_____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
65

THEME GWAKULUŋANA
MUD STOVES
OBJECTIVES:
• Cite some advantages of mud stoves.
• Identify the materials to make a mud stove.
• Convince people to use a mud stove.
Kunnafoni: a) Madu ni Bakari ka masala:
Madu: Eh! Bakari, i ma kǤlǤsili kε? Ja mεnna Mali la.
Yirisun caman tε Mali kungow kǤnǤ sisan dε!
Bakari: Ja in sababu sǤrǤla mun fε?
Madu: E, n teri! Sanji tε nana a cogo kǤrǤla tugun, wa sahara kungo bε ka gεrεn na.
Hadamadenw tε foyi la sisan an ka kungow kǤnǤ ni jiriba tigε ni tasuma jeni tε.
Bakari: TiȂε! KodǤnbaliya ye dibi ye. Olasa, an bε se ka ladilikan jumεnw di an ka
tugudaw la?
Madu: KumasurunȂa la: ka yiriw turu, kana yirikεnεw tigε guwansan, ka tasuma
jenibaw dabila, k’an wasa don gakuruŋanaw la walasa ka gabugu kǤnǤ lǤgǤ
jeninta dǤgǤya.
Bakari: N teri i ma fosi fǤ ni tiȂε tε! A tǤ ye ka nin kunnafoniw jεnsεnni daminε bi bεε.
b) - Questions: Answer the following questions using complete sentences:
1. Mun ye ja mεn Mali la?
__________________________________________________________________
2. Sababu jumεnw bε se ka ja don jamana kǤnǤ?
__________________________________________________________________
3. Fεεrε jumεnw bε se ka tigε waasa ka ja kεlε?
__________________________________________________________________
4. Aw ka baara hukumu kǤnǤ, aw bε se ka ladikan jumεnw di mǤgǤw ma?
__________________________________________________________________
66

Notes: In Mali, many women cook on three rocks with a pot sitting on top of them. By constructing a
wind break out of mud, the 3 stone stove will consume less wood. Women often dedicate a lot of time
to gathering fuel wood, so this is a huge benefit for them. It also reduces deforestation. As most
cooking is done outside in rural areas, women worry that rain can damage the mud stove.
I- a) - Dialog: Gakuruŋana
Fanta: Bintu, an ka gakuru dǤ dilan Ma ye.
Bintu: Gakuru suguya jumεn?
Fanta: Gakuruŋana kε!
Bintu: O kǤni de bε sanga la.
Fanta: E ka bǤgǤ cε, ne bε kabakuruw sigi.
Ma: Denmisεnw, aw bε mun baara la tan?
Fanta: An bε gakuruŋanadilan de la.
Ma: A’ y’a jija! O na dǤ bǤ mǤgǤ ka dǤgǤ sǤngǤ la.
Fanta: BǤgǤ di yan, n ka kabakuruw cεdon, ka tila ka nεgεw da.
Bintu: Wow bonya bε kεȂε mun ma?
Fanta: Ma ka tobilikεgaw kε! Na n’u ye.
Bintu: Aa! Baara banna.
Fanta: K’a ban, a tε mun de?
b) - Questions: Answer the following questions using complete sentences:
Fanta ye mun Ȃini Bintu fε?
___________________________________________________________
Nin denmisεn fila ye gakuluŋana dilan ni mun ni mun ye?
___________________________________________________________
U ba ye mun f’u ye?
___________________________________________________________
Munna gakuruŋana wow bε kεȂε?
___________________________________________________________
67

Denmisεnw ye baara kuncε ni mun ye?
___________________________________________________________
II-Vocabulary:
Bambara French English
gwa le foyer stove
gwakuluŋana le foyer amélioré mud stove
barama la marmite cooking pot
gabugu la cuisine kitchen
funteni la chaleur heat
muru le couteau knife
bǤgǤ le banco mud
bǤgǤ fasan/pasan l'argile clay
kabakuru le caillou stone / rock
cεncεn le sable sand
misibo la bouse de vache cow manure
lǤgǤ/dǤgǤ le bois wood
sisibǤyǤrǤ la cheminée chimney
wo le trou hole
sisi la fumée smoke
musakaw les dépenses expenses
nafaw les avantages advantages
x caman beaucoup de x a lot of x
x ka nǤgǤ facile easy
x sǤngǤ ka nǤgǤ moins coûteux less expensive
ka – dilan/ka - jǤ construire x to make / to build
ka - Ȃinin chercher x to look for x
ka – bila laisser x to leave x
ka – funfun asperger to water
ka - Ȃigin mouiller x to wet
ka - nǤnni pétrir x to make mud
ka – mun crépir x to roughcast/to mud
ka – jeni brûler x to burn
ka – mara économiser x to save x
x nafa ka bon x est avantageux x is advantageous
sujet mago bε – la avoir besoin de x to need x
68

III-EXERCISES:
Arrange the scrambled words in the boxes to form complete sentences:
Gwakuruŋana dila sababuw
denmisεw ma a kisi tasuma bε
______________________________________________________
bǤ caman tε sisi
______________________________________________________
tasuma funteni bǤ fiȂε tε a faga tε
______________________________________________________
a lǤgǤ bε mara
______________________________________________________
yirisun a bε dǤgǤya tigε
______________________________________________________
funteni to bε barama mǤn
dumuni joona kǤrǤ bε
______________________________________________________
ka barama se tε
bin keleku ka
______________________________________________________
n’ lǤgǤ ka kan sǤrǤ
ka i yiriwa bε san
______________________________________________________
Mud stove Construction: Translate into Bambara.
Mud stove construction Gwakuruŋana dilancogo
• The cook must choose the best spot for the stove
• If you are used to cooking outdoors, no problem. We
will build it outside. If it rains you can cover it or
plaster it again.
● Tobilikεla ka kan ka gwakuruŋana dilayǤrǤ suganti
●__________________________________________
69

• You must level the place where you’re building the
stove first. Set the rocks firmly. If they wobble, the
walls will crack.
• The pot most often used is the one to put on the rocks.
• If the rocks are large, you can cut them with an axe.
• Dig 3 small holes for the rocks to go in. You plaster
the rocks to the ground with mud.
• The pot must sit solidly on the rocks.
• Place mud on the ground inside the rocks.
• You measure the depth of the fireplace with your
hand, with the thumbs out. If you find that your hand
can’t stand under the bottom of the pot, it’s too low. It’s
bad because air doesn’t enter well. But if you find it’s
too high between the pot and the ground, that’s bad
also. Fire won’t reach the pot quickly and wood is
wasted.
• You knead and compact the mud into bricks.
• Start the wall directly next to the pot. Don’t put it too
far in or out. Don’t build a wall underneath.
• Build the wall straight. Don’t tilt it.
• Don’t build a fat wall because it holds too much heat
and wood is wasted. But if it’s very thin, it’s also bad,
because it won’t last long.
• The wall must reach the pot’s handles.
• If the pot is wet, this is good.
• Now we plaster the stove with mud.
• Mix mud and water and then plaster the stove and the
rocks.
• After building the stove, turn the pot to remove it. Fill
any holes with mud.
• Stop work until mud has dried a bit.
●__________________________________________
__________________________________________
__________________________________________
●__________________________________________
●__________________________________________
●__________________________________________
__________________________________________
●__________________________________________
●__________________________________________
●__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
●__________________________________________
●__________________________________________
__________________________________________
●__________________________________________
●__________________________________________
__________________________________________
__________________________________________
●__________________________________________
●__________________________________________
●__________________________________________
●__________________________________________
__________________________________________
●__________________________________________
__________________________________________
●__________________________________________
70

THEME SHε LADON NI BAGANMISεNW MARALI
OBJECTIVES:
CHICKEN AND ANIMAL RAISING IN MALI
• Identify the main animal species raised in Mali.
• Explain the importance and advantages of chicken raising in Mali.
Examine these images and comment.
71

Notes: Traditionally the chickens seek their food around the village. Chicken raising is carried
out for selling (money need) for eating (day of feast) for dowry and sacrifices, prestige.
I- a) - Text: KǤnǤmara
Nafaba bε kǤnǤmara la nk’a tε Ȃε wale damadǤw ni timinidiya kǤ. KǤnǤw bε mar’an fε Mali la,
yǤrǤ bεε, sow kǤnǤ. U suguya bεε n’u ladoncogow don. An ka kǤnǤ marataw ye suguya caman ye:
shεw (buguda shε ni tubabushε), tǤngǤnǤnw, kami, kulokulow ani fana jεnεntubaniw. Fεn damadǤw ka
kan ka kε kǤnǤmarayǤrǤ kǤnǤ i n’a fǤ jiminεnw ni dumuniminεnw. A ka c’a la lanpan bε k’a kǤnǤ ka
yelen ni funteni di kǤnǤdenw ma. KǤnǤw labalocogo ka ca: u bε balo ni bubagaw, sumankisεw,
nabuluw, kolo jeninenw mugu ni bu kǤgǤma Ȃagaminen ye. Furaw yεrε bε d’u ma waasa k’u kisi
72

anaw ma. Witamini fana bε d’u ma walasa k’u tulǤ ani k’u labugun. Nafaba de bε kǤnǤmara la: a bε
se ka feere, a sogo n’a fanw bε se ka dun, wala k’u feere, w’a ladonni fana bε mǤgǤ Ȃεnajε.
b) - Questions: Answer the following questions using complete sentences:
KǤnǤ suguya bεε ka kan ka mara kulukulu kelen kǤnǤ wa? Munna?
_______________________________________________________________________
Nafa jumεn bε kǤnǤ mara la?
________________________________________________________________________
KǤnǤmarala ka kan ka mun ni mun boloda waasa a ka kǤnǤmara ka sabati?
_______________________________________________________________________
Mun bε se ka kǤnǤmara nagasi?
_______________________________________________________________________
BagandǤkǤtǤrǤ nafa ye mun ye kǤnǤmara la?
_______________________________________________________________________
II-Vocabulary:
Bambara French English
dǤnǤn/dunon(kǤrǤ) le coq rootser
fan l’œuf egg
farafinshε le poulet local local chicken
kami la pintade guinea fowl
shε le poulet chicken
shεden le poussin chick
shεfan l’œuf de poule chicken egg
shεmuso la poule hen
shεsulu/kulukulu le poulailler chicken coop
tǤngǤnǤn le canard duck
tubabushε la pondeuse layer hen
ba la chèvre goat
bagan l'animal animal
fali l'âne donkey
lε le porc pig
misi le bœuf/la vache ox/cow
saga le mouton sheep
sonsani/sonzani le lapin rabbit
banaw la maladie disease
bobilenkε la coccidiose coccidiosis
73

ojεkε le choléra cholera
bubaga/bagabaga le termite termite
dumunikεlan la mangeoire feeding trough
furancε la différence difference
kaba le maϊs corn
Ȃanaminibana la maladie de New Castle New Castle disease
npǤrǤn la rougeole foul pox
sǤgǤli la vaccination vaccination
suguya une sorte a kind
waro l’abreuvoir watering trough
ka fan da pondre l’œuf to lay eggs
ka x balo nourrir x to feed
ka x feere vendre x to sell
ka x furakε soigner x to treat
ka x furan balayer x to sweep
ka x ladon entretenir x to take care of
ka x mara élever x to breed/raise
ka x sǤgǤ vacciner x to vaccinate
ka x sǤrǤ obtenir x to get
ka x tanga --- ma protéger x contre ---- to protect
ka x yiriwa améliorer x to improve
III-EXERCISES:
Answer the following questions using complete sentences:
1- Aw ka dugu kǤnǤ, aw somǤgǤw bε bagan jumεn mara?
____________________________________________________________________________
2- U b’u ladon ka Ȃε wa?
____________________________________________________________________________
3- U bε dumuni jumεn d’u ma?
____________________________________________________________________________
4- KǤnǤ suguya jumεnw maralen don aw ka so?
____________________________________________________________________________
5- Aw somǤgǤw delila k’o baganw wala shεw sǤgǤ waasa k’u tanga banaw ma wa?
____________________________________________________________________________
6- Danfara jumεnw bε Ameriki banga mara ni yan taw cε?
____________________________________________________________________________
74

Madu ye nakǤtigiba ye. A bε kǤnǤw fana mara fo ka Ȃε. I bε se ka ladilikan
jumεnw d’a ma walasa a k’a baara fila in bε se ka yiriwa ȂǤgǤn fε?
Look for the meaning of these proverbs and try to use them appropriately.
shεmuso
shεmusoba tε fεn jugu
yuguyugu k’a k’a den
kǤrǤ. Ǥ.
shε
shε don sansara kǤnǤ, o bε
shεtigi ma; nka i ku sin
dεnε la, o bε shε yεrε ma.
saga
sagajigiba kunmajigilen tε
sira dǤnbaliya ye
sonzani
- sonzani bǤlen bε fali fε
nka a den tε.
n’a fǤra sonzan-sonzan, ni
min ko mun zan, o y’amεn.
Look for other proverbs.
lε
dǤnǤnkǤrǤ
dǤnǤnkǤrǤ kunkolo tε
dogoya na la
shε
shε da ka dǤgǤn buru fiyε
la.
ba
- ba degunnen bε cinni kε.
- ba min bε kasi, minǤgǤ
t’o la.
misi
juru ye misiba n’a den
fara
tǤngǤnon
Shεdenni
Shεni ban tε dugu taa la
shεfan
muȂu de bε si bǤ shεfan
na.
fali
- fali sara boci bana.
- fali min bε mǤgǤ bin, i
t’o tulo ye.
kami
- kami b’a Ȃεmaa ton filε.
- kami Ȃεgεn b’a ko kan,
adamaden Ȃεgen b’a kǤnǤ.
75

THEME DIDEN/DIKISε MARA
BEE KEEPING
OBJECTIVES:
• Describe 3 traditional and modern bee keeping techniques and their relative
advantages and disadvantages.
• Explain how to correctly manage a beehive and harvest honey.
Observe and answer the following questions in full sentences:
76

I II
1. Ja fǤlǤ in na, nin cε ye lakanani bato wa? 4- Nin ye ŋunu suguya jumεn ye?
_____________________________ ______________________________________
2. Mun b’o jira? 5- ja filana in na, munna ganw tε
cε bolow la?
_____________________________ ______________________________________
3. MǤgǤ ka kan k’a farati dikεsεw la wa? 6- O ka kan ka kε?
_____________________________ ______________________________________
Notes: Bee keeping is done traditionally in villages. The villagers have some medicines to
treat the bee stings.
77

a) - Kunnafoni: Diden mara.
Diden mara bε talikε didenw cogoya n’u kǤlǤsili dǤnniya kan, waasa ka di, kεȂε ni dinǤnǤ
caman sǤrǤ. Mali la, ŋunu yiriwalenw ni laadala ŋunuw bε yǤrǤ caman na. Diden mara bε matarafa
Segu, Kayi, Kulikoro, Sikaso ani Moti maraw la. Ŋunu suguya saba lakǤdǤnnen don:
filε:
1. laadala ŋunu: O bε dila ni cεkala ye anw fε yan; u bε misibo mu a kεrεw la;
2. ŋunu yiriwalen: O bε bǤ Keniya ni Senegali;
3. ŋunu kurabǤlen: U bε kasadiyalanw kε o dǤw dondaw la.
Diden mara tε taa kǤlǤsili kǤ, barisa didenw fana juguw ka ca: U jugu fǤlǤ ye:
• basaw, totow ni Ȃinεw;
• kǤnǤw ni panfεn wεrεw;
• mεnεmεnεniw n’u ȂǤgǤnnaw.
Questions: Answer the following questions using complete sentences:
1 Ameriki diden mara ni Mali ta ye kelen ye wa?
____________________________________________________________________
2 Danfara jumεn b’u ni ȂǤ ȂǤgǤn ȂǤ
cε?
___________________________________________________________________
3 Ŋunu suguya jumεn bε Tubaniso diden mara yǤrǤ la?
_____________________________________________________________________
4. Farati bε Tubaniso diden mara la. Ka da mun ni mun kan?
____________________________________________________________________
5. DibǤminεn Ȃumanw b’aw bolo Tubaniso wa? N’o tε, aw bε se ka kasaraw kunbεn
cogodi?
______________________________________________________________________
6. Munna Tubaniso bε di san yǤrǤ wεrε ka dibǤyǤrǤ to yen?
______________________________________________________________________
b)- Kunnafoni: Diden mara nafaw
Nafaba de bε diden mara la. Didenkisεw ladonni bε makoȂεnfεnw minnu lase mǤgǤ ma, olu
78

1. KεȂε: O bε se ka kε safinε ni busi ye, n’o bε wele fana kεȂεkalama. Sanu fagalaw bε baarakε
n’a ye.
2. DinǤnǤ: Ale bε bana caman furakε. A ka Ȃin denmisεnw ma, dumuni dεsε ye minnu sǤrǤ.
A bε mǤgǤ kǤnǤnugu dayεlε, ka fanga ni sijan di.
3. Di/li: ŋunu nafa fanba y’ale de ye. A garamu 100 bε farikolo nafa, i n’a fǤ nin dumuni hakεw:
• Shεfan 5
• NǤnǤ litiri 0,6
• Lenburuba 4
• Namasa 3
• Misi sogo kilo 0, 180
Di bε banaw furakε, a bε kǤnǤdimiw ni kǤnǤnajoliw nǤgǤya. A bε joliw ni tasuma
jenidaw furakε fana.
4. NakǤ kǤnǤ, diden mara ye fεεrε Ȃumanba ye barisa, dikisεw ka li dila fanba bε bǤ sεnεfεw ni
yiri feerew la. Ani fana, u bε yiriw dεmε yiriden Ȃuman sǤrǤ la.
Questions: Answer the following questions using complete sentences:
Nafa wεrεw jumεnw bε diden mara la? Olu ȂεfǤ.
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
II-Vocabulary:
Bambara French English
diden/dikisε mara l’apiculture beekeeping
di bǤla/marala l’apiculteur beekeeper
ŋunu la ruche apiary/hive
laadala ŋunu la ruche traditionnelle traditional hive
ŋunu yiriwalen la ruche améliorée improved hive
ŋunu dakelen les formes coniques
ŋunu kolilen les formes cylindriques
didenw/dikisεw les abeilles bees
diden/dikisε ba la reine queen
diden baarakεlaw les ouvrières workersbees
diden kulu une colonie colony
yirifeere ji le nectar nectar
79

yirifeerekisε le pollen pollen
diwa/difara le couvain honey comb
kunnabiri la voile mask
fan un oeuf egg
diden cε un bourdon drone
diden kulu un essaim swarm
sisibǤlan/monzon l’enfumoir smoker
di/li le miel honey
diwa les rayons de miel honey comb
bereni la baguette stick
kεȂε la cire wax
yirifara l’écorce bark
da l’ouverture door
cεkala les tiges stem
dibǤ fini la combinaison/tenue beekeeper suit
datugulan le couvercle cover
ŋunu sanfεla le toit roof of apiar
gan le gant glove
muru le couteau knife
farafina ŋunu fiȂεw les inconvénients de l’ap. trad. disadvantages of traditional
beekeeping
ŋunu yiriwalen nafaw les avantages de l’ap. moderne advantages of modern beekeeping
kasa/suma duman le parfum scent
dibǤ la récolte du miel harvest honey
ka x dulon suspendre x to hang (up)
ka x cin piquer/mordre to sting/bite
ka x jeni brûler to burn
ka x sigi placer to put/place
ka x siri attacher to tie
ka bin chuter to fall
III-EXERCISES:
Put these sentences into appropriate box:
Nafaw: _ A baarakε minεnw bε dila an yεrε fε, u sǤrǤcogo ka nǤgǤn, a da man gεlεn.
_ A ŋunu dilali ka nǤgǤn.
_ A kεȂε bǤta ka ca.
_ A kǤnǤna berew bε se ka falen, a diden kulu kǤlǤsili ka nǤgǤn.
_ A kεȂε bǤta ka ca.
_ A di ka Ȃi, a hakε ka ca.
_ A kungojeni farati ka dǤgǤn.
80

N
A
F
A
W
F
I
ȂȂȂȂ
ε
W
Laadala diden mara ni diden mara yiriwalen nafaw n’u fiȂȂȂȂεw
Laadala diden mara
1-
________________________________
2-
________________________________
1-
________________________________
2-
________________________________
3-
________________________________
4-
________________________________
5-
________________________________
6-
________________________________
Diden mara yiriwalen
FiȂȂȂȂεw: _ ŋunuw b’u nǤ kelen na, diden kulu lajεli man nǤgǤ.
1-
___________________________________
2-
___________________________________
3-
___________________________________
4-
___________________________________
5-
___________________________________
1-
___________________________________
2-
___________________________________
_ KεȂεbo bε nǤrǤ bereniw la; bereniw kari ka di n’i bε dikisεw yεlεma.
_ Didenw bε caya joona ka da yǤrǤ koroli kan.
_ KεȂεbo bε nǤrǤ ŋunu kεrεw la.
_ Didenw da yǤrǤ ni di tǤ bε Ȃagami joona.
_ Di hakε ka dǤgǤn bawo di ni kεȂε bε Ȃagami.
_ Diden kulu fanba bε sa dibǤli senfε.
_ A kungojeni farati ka teli.
81

Imagine a conversation between you and a beekeeper of your village who
wants information about the improved bee hive. Give him an explanation of
improved techniques.
82

THEME KUNGOYIRI NAFAMAW
OBJECTIVES:
TYPES OF TREES
• Identify some trees in Mali.
• Learn about the importance of some trees.
Examine this image and comment.
Notes: Some trees are used as medicine, others for food, forage, building materials,
fuel, shade, etc.. Some trees have different names and uses in different areas.
83

I- a)- Text: Mali yiriw
Kungobaw bε Mali kǤnǤ, o kama yiri suguya caman bε sǤrǤ an fε yan. K’a ta Kayi fo Gao,
yiriw suguyaw ni u tǤgǤw tε kelen ye. YiriŋǤnimaw ka teli ka sǤrǤ cεncεnma yǤrǤw la. Si ni sira
ni banan ni mangoro bε sǤrǤ yǤrǤ caman na. Musow bε si tǤmǤ samiya waati k’a kǤlǤ kε situlu
ye. Tilema waati mangoro caman bε sǤrǤ. Sira bulukεnε bε sǤrǤ samiya waati, a jalen bε dun
san bεε. Sira mugu fana bε kε mǤni na, dǤw b’a kε dεgεmugu la, dǤw b’a ji bǤ. Banan ye yiri
kǤrǤba ye, a bε suma di. Yiri dǤw bε sǤrǤ kungo kǤnǤ, u bε wuli u yεrεma, mǤgǤw bε dǤw turu
u nafa kama. Yiri dǤw bε den, dǤw bulu bε kε nǤgǤ ye foro kǤnǤ, dǤw dili ni bulu bε kε fura
ye.Tubabu nεrε feerelen bε yǤrǤ cεȂa. Yiri dǤw bε suma di. Balanzan ni nεrε ni dubalen ni
basiyirini fana bε sǤrǤ an fε yan.Yiriw nafa ka bon. An ka kan k’u lakana, k’u nǤnabila tigεli
kǤfε n’o tε an ka yiri nafama caman bε silatunu. O bε ja ni dugukolon n’olu ȂǤgǤn wεrε caman
lase an ma.
b) - Questions: Answer the following questions using complete sentences:
1. Yiri bε Mali fan jumεnw na?
2. Mali yiriw bεε ye kelen ye wa? Munna?
3. Sira nafa ye mun ye?
4. Si dun?
II-Vocabulary:
5. Nafa wεrε bε yiri la wa? Misali fila di ni yiri wεrε ye.
6. Yiriw bε sǤrǤ cogodi?
7. U bε lakana cogodi?
8. Tubabu nεrε nafa ye mun ye? O ȂǤ ȂǤgǤn ȂǤ
bε Ameriki wa?
Bambara French English
si le karité butyros permum parkii
jala le caϊlcédrat khaya senegalensis
gwani ven pterocarpus ericaneus
nεrε nere parkia biglobosa
bumu kapokier bombax costatum
balanzan balanzan acacia albida
sebe rônier borassus aethiopum
sira/nsira baobab adansonia digitata
ntomi tamarin tamarindus indica
sanan daniellia oliveri
sǤ doka isoberlinia doka
kungo sira adenium obesum
85

dugura cordyla pinnata
sunsun kaki de brousse diospyros mespiliformis
tubabu sunsun pomme cannelle diospyros mespiliformis
zεgεnε dattier sauvage balanites aegyptiaca
buwana acacia scorpioϊdos
zimini palmier doum hephaene thebaica
zajε acacia seyal
mangoro manguier mango tree
banan fromager ceiba pentadra
tubabunεrε flamboyant delonix vegia
dubalen dubalène
basiyirini/nuguyirini moringa moringa olifera
tamarosun dattier date tree
bǤ bambou bambusa alyssinica
sumaya yiri neem anzadivachta india
tǤmǤnǤ ziziphus ziziphus mauritania
ka – kari ceuillir to pick
ka – tǤmǤ ramasser to collect
ka – silatunu disparaître to disappear
x bulu la feuille de x leaf of x
x den le fruit de x fruit of x
x suma l’ombre de x shade of x
x dili la racine de x root of x
x feere la fleur de x flower of x
III-EXERCISES:
Circle T (tiȂε) if the sentence is true and Nk (nkalon) if it is false:
1- Mali yiriw bε ye suguya kelen ye. T Nk
2- mangoro caman bε sǤrǤ Gawo. T Nk
3- yiri dǤw bε suma di. T Nk
4- nafa tε basiyirini na. T Nk
5- ni mǤgǤw ye yiri tigε, u tε dǤ wεrε turu. T Nk
6- si tε dun. T Nk
7- banan ye yiri kura ye. T Nk
8- yiri dili tε kε fura ye. T Nk
9- yiri tε se ka silatunu. T Nk
10- yiribulu bε kε nǤgǤ ye. T Nk
86

Arrange the scrambled words in the boxes to form complete sentences:
bε diliw fanba walima denw bǤ
la yiriw buluw Farafinfura u u
___________________________________________________________________
manjebulu dǤ fura ye mangorofara
Ȃuman ani A ye sibulu
___________________________________________________________________
a bε den kε caman nεrε ye furakε
a bε kisε bε bulu sunbala dun bana
___________________________________________________________________
Situation:
1. I ka dugu kungo kǤnǤ yiri suguya dǤw man ca. Kuma mǤgǤw fε k’u lasǤn walasa u ka yiri
turu, ka sigida lakana.
2. Organize a tree planting for a tree species which is scarce and important to preserve.
87

THEME NAKǤBAARA ANI YIRISHεNFORO
OBJECTIVES:
WǤLǤNTεRIW JǤYǤRǤ
ROLE OF ENVIRONMENT VOLUNTEERS
• Talk about the Peace Corps goals.
• Discuss the volunteer’s role.
Notes: The volunteer should always respect the culture and the customs of his/her community. The
good reputation of Peace Corps in Mali is based on volunteers’ effective cultural integration. At the
biginning of service, particularly in a new site it’s very important that community members understand
volunteers’ work in order to avoid confusion between PCV and tourist or other NGO agent.
Žininkali: Žininkali Žininkali Žininkali
1. I bε mun kε Mali la?
2. I ka baara nafa ye mun ye?
3. I ye mun kalan Ameriki?
4. San’i ka na Mali la i ye baara jumεn kε?
5. Kun jumεnw bε KǤridelapε dayεlεli la duniya kǤnǤ?
I- a) - Dialog:
John: Ne tǤgǤ John, n maliyεn tǤgǤ Madu Tarawele. N bε bǤ Ameriki.
N ye wǤlǤntεri ye kǤridelapε la. N bε sεnε ni nakǤ baarakε.
Dugutigi: I bisimila, nga i bε se ka kǤridelapε ȂεfǤ an ye kǤsεbε wa?
Aw bεna sεnεkε manshiniw ani kǤǤri baara musakaw d’an ma wa?
John: Ayi, an ka baara baju bε Ameriki. An nakun ye Mali la ka jamana dǤn, k’a ladaw ni
taabolow faamu, o kǤsǤn an bε sigi yan san fila. An ni mǤgǤw bε hakilina falen falen
Mali yiriwa fεεrεw kan. Ni san fila banna an bε segin Ameriki k’a Mali kofǤ Ameriki
mǤgǤw ye, ola aw bε se ka dεmε caman sǤrǤ.
Dugutigi: Kabako! Ka bǤ aw ka jamana dunman in na, ka na sigi san fila an fε yan dǤnniya d’rǤn
kǤsǤn. O bεna gεlεya dε! E dun, e bεna mun kε yan kεrεnkεrεnnenya la.
John: Ne bε sεnε ni nakǤfεnw ladon cogow dǤn. Wari tε n bolo ka d’aw ma nga hakilina
88

Ȃumanw bε n fε ni olu farala aw taw kan dugu baloko bε sabati. Zana dǤ ko ″ San’i ka
jεgε di mǤgǤ ma a dege mǤnni na ″ Sεnεkε dugukolo Ȃumanw b’aw fε yan. O
dugukolow yiriwali cogo, an bεna baarakε o kan ani sumanw ni nakǤfεnw ni yiridenw
lasagoli n’u bayεlεmani. Dunkafa sabatili fεεrεw, bagan misεnw ni kamamafεnw n’o ye
shεw ni panfεn tǤw mara cogo Ȃuman dugu kǤnǤ ani dugu b’a fε an ka fεn o fεn kε
ȂǤgǤn fε. Baara ninnu caman bε kε n’aw yεrεw ka bolokǤrǤfεnw dǤrǤn ye wa u nafa ka
bon. N baarakεȂǤgǤn filε, a tǤgǤ Susan; a fana bεna kuma a ka baara kan.
Susan: Ne tǤgǤ Nasira Mali la, n ka dugu ni yan cε ye kilomεtiri duuru ye. Ne ye yiriforow ni
kungoyiri nafamaw lakanabaa wǤlǤntεri ye. N bε baarakε sεnεkεlaw ni nakǤtigiw fε. N
bε ladilikan di mǤgǤw ma yirituru ni yiriw ladoncogo Ȃuman kan. N bε dugu mǤgǤw
dεmε yirishεnw sǤrǤ cogo n’u turu cogo la ani nǤgǤ ni nǤgǤdingεw dilanni fana la. N bε
taa nakǤw ni forow kǤnǤ tuma ni tuma ka kuma nin fεnw kan.
Dugutigi: Ayiwa, kǤrǤfǤ tε! Ne hakili la ne y’a faamu cogo min ni bεε y’a faamu tan, baara in ka
nǤgǤ wa wǤlǤntεri nafa ka bon. Ka bǤ Ameriki ka na anw dεmε yan, Ala de b’aw sara.
Ala k’an dεmε.
b)- Questions: Answer the following questions in full sentences:
II-Vocabulary:
1. Dugutigi hakilinata tun ye mun ye wǤlǤntεri kan?
2. John sera ka dugutigi lasǤn wa?
3. KǤridelapε taabolow ye mun ye?
4. Sεnε ni nakǤbaarala wǤlǤntεri bε se ka mun kε? Misali duuru di:
5. Yiriw lakanabaa wǤlǤntεri dun?
6. Dεmε bε se ka kε k’a sǤrǤ wari ma di wa?
7. I bε se ka zana in ȂεfǤ ni misaliw ye wa?
Bambara French English
dugukolo Ȃuman le bon sol good soil
nakǤ le jardin garden
yirishiȂεn foro la pépinière nursery
nǤgǤ le compost compost
sumanw les cultures vivrières/céréales food crops/cereal
foro le champ field
forobaara les travaux champêtres field jobs/field work
lakanani les entretiens maintenance
sumanw sεnε ȂǤ ȂǤgǤn ȂǤ
fε l’association des cultures companion planting
suman bǤbǤ ȂǤ ȂǤgǤn ȂǤ
kǤrǤ la rotation des cultures crop rotation
tilema la saison sèche dry season
samiya l'hivernage/la saison des pluies rainy season
fonεnε la saison froide cold season
dannikε waati la période de semences planting time
suman tigε/sumanladon la récolte harvest
yiridenw les fruits fruits
89

yiriden mǤlen le fruit mûr ripe fruits
yiriden wolomali le triage/la sélection des fruits selection of fruits
si/shi la semence seeds
lamarali/lasagoli conservation storage
dǤnǤn/dunon(kǤrǤ) le coq cok/rootser
fan l’œuf egg
farafinshε le poulet local local chicken
kami la pintade guinea fowl
shε le poulet chicken
shεden le poussin chick
shεfan l’œuf de poule chicken egg
shεmuso la poule hen
shεsulu/kulukulu le poulailler chicken coop
tǤngǤnǤn le canard duck
tubabushε la pondeuse layer hen
ba la chèvre goat
bagan l'animal animal
fali l'âne donkey
lε le porc pig
misi le bœuf/la vache ox/cow
saga le mouton sheep
sonsani/sonzani le lapin rabbit
ka x lamara conserver x to conserve x
ka x dan semer x to plant
ka x ladon entretenir x to take care of
ka x mara élever x to breed/raise
ka – dεmε aider to help
ka x tanga protéger x to protect
ka x turu planter x to plant
ka – ladi conseiller to advice
ka – sabati rester stable/stabiliser to stablise
ka – yiriwa améliorer/développer to improve
ka – kεlε lutter contre to fight against
III-EXERCISES:
Circle T (tiȂε) if the sentence is true and Nk (nkalon) if it is false:
1- Sεnε ni nakǤbaarala wǤlǤntεri bε kǤlǤn sen Mali la. T Nk
2- Sεnε ni nakǤbaarala wǤlǤntεri bε dunkafa yiriwa. T Nk
3- yiriw lakanabaa wǤlǤntεri tε ladilikan di yiri turu kan. T Nk
4- Yiri lakanabaa wǤlǤntεri bε baganw mara cogo dǤn. T Nk
5- NakǤbaarala wǤlǤntεri bε baarakε dǤgǤtǤrǤso la. T Nk
6- Sεnε ni nakǤbaarala wǤlǤntεri ka baara ye jago yiriwali ye. T Nk
7- Yiri lakanabaa wǤlǤntεri bε yiriw turu. T Nk
8- KǤridelapε bε wari di duguw ma. T Nk
9- WǤlǤntεri tε foyi dǤn Mali kan hali dǤǤni. T Nk
10- WǤlǤntεri bε sigi dugu mǤgǤw fε. T Nk
90

Situation:
1. Tuma caman i ka dugu mǤgǤw b’i Ȃininka i nakun na Mali la. I n’u ka baroni kε
wǤlǤntεri jǤyǤrǤ ni kǤridelapε taabolow kan.
Complete the chart, adding in information about your sector.
PROGRAM PROFESSION JOB DESCRIPTION
Environment (Env)
Small Enterprises
Development (SED)
Health Education
(HE)
Water Resources
Management (WRM)
Education (Ed)
jagomisεn yiriwabaa wǤlǤntεri
Kεnεya kunnafoni dibaa wǤlǤntεri
•bε jago misεnniw yiriwacogo jira
Ji ni saniya lakanabaa wǤlǤntεri •bε kǤlǤn, wuluwulu ni Ȃεgεnw dilan
•bε jilabanaw kunbεncogo jira
•bε baganw minyǤrǤni fini koyǤrǤw
dilan
2. Explain the role of an environment volunteer to somebody in your homestay
village.
3. Explain ways volunteers provide assistance that doesn’t involve funding.
91

THEME NAKǤ NI YIRISHIYεN FORO MINεNW
GARDEN AND TREE NURSERY WORKING TOOLS
Text: Madou the gardener
Madou is a great gardener. He works all year long in his garden. His activities related to the
moment. First of all he puts fences around the garden and prepares the beds. He prepares the nursery,
and sows the seeds in the beds he prepared. He takes care of them before the planting. Every day he
works in the garden. He has lot of tools and things he needs like, hoes, picks, shovels, wheelbarrows,
buckets, pliers and any other tools needed in the gardens or nurseries. There are two wells at the
corner.
92

THEME NAKǤ NI YIRISHIYεN FORO SIGIYǤRǤ N’U LABεNNI
GARDEN AND TREE NURSERY
PREPARATION AND MANAGEMENT
Dialog: Madou the gardener and the women’s leader talk about the garden site
selection.
Women’s leader: Good morning Madou, we came to greet you and ask for some information before
we
go to the chief of the village.
Madou: That is ok. Welcome. You have the floor.
Women’s leader: There is no problem. Our committee wants to have a big garden on behalf of
the village. But before seeing the chief to ask for a plot, we came to get some
information from you about the garden.
Madou: I am happy.The garden and tree nursery site selection does not go without some
consideration: the ones I know are:
1. Next to a water source like: well, stream, or bank of the river. The reason is that the
garden and tree nursery need water all the time. But two types of garden can be made:
garden during dry season, that one has to be near a river or well and garden during
rainy season is made on a leveled ground that is far from a big water source.
2. It does not have to be far from the houses: by doing so its protection is easy.
3. Its site should be on a leveled ground, not on hills because the walk back and forth can
be easier.
4. It needs to be on good soil. Very clayey and sandy soil is not good for crops.
5. And also, it should be where the big winds do not hit the plants. If not, you can put
strong trees around your garden.
Women’s leader: Thank you. We understand all these. Once we see the chief we will explain all these
things.
Madou: Ok, but do not forget the size of the garden. Because the garden work is not easy for three
reasons:
• The time you spend on garden work.
• Having water easily all the time.
• The quantity of compost in the garden.
Women leader: Madou, it is just the village concern, you are part of it, our American lady will ask you
more.Thank you.
Madou: See you.
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THEME NǤGǤ DING
COMPOST AND NATURAL FERTILIZERS
Dialog: compost.
Translate the following dialog into Bambara:
Madou: Good morning my friend!
Bob: Good morning! Welcome! What is up?
Madou: Your vegetables are growing so well! Which solution have you found for that?
Bob: I am glad you asked me. I put compost in the garden.
Madou: You got good compost then. Which chemical fertilizer is it?
Bob: No. It is not a chemical fertilizer. It is the one we make here.
Madou: Ok! How did you make that compost?
Bob: That is not a problem! It is easy to make it. I can explain it trough these images.
THEME FεNȂεNεMANI FAGALAN
NATURAL PESTICIDES
Text: The Pesticides.
The pesticides are medications that fight against pests. There are many types of them like:
- The pesticides that protect the plants against caterpillars, grasshoppers, crickets, butterflies and
termites.
- The ones which fight the bad grass (weed) on the farming plot.
- Mice killers: these ones protect the crops against mice, rats, lizard, and frogs. It is obvious that
these pesticides protect the plants but they can cause damages to humans. That’s why, the
experts in farming advice the gardeners to favore the natural pesticides to the chemical ones.
But any farmer who cannot go without the second, must pay attention to himself and protect
the others.
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THEME SεNεFεW NI YIRIDENKISεW SHIW
TǤMǤNI N’U LADONCOGO
COLLECTING AND STORING METHODS FOR SEEDS
Information: Seeds Collection and Conservation
The condition to have growing trees and vegetables in related to good seeds. The life of trees and
vegetables depends on ripe seeds, which had been well stored. The farmer should pay attention when
he collects the seeds because the seeds we picked, the old ones or the ones eaten by pests cannot grow
well and they grow also into unhealthy trees or crops. Good seed collection can be done:
1. With the hand: that is slow.
2. By blowing: the mind blows the light seeds from the basket
3. Floating: the light seeds float, these ones are not good.
These methods help in having important crops and trees we hope.
95

THEME NAKǤFεN SεNεTAW MALI KǤNǤ
VEGETABLES COMMONLY GROWN IN MALI
Text: Importance of Gardening.
In African countries, mainly in Mali, gardening is important work because gardening meets the needs
of human life like:
1. It improves the diet. Vegetables (beet, spinach, okra, carrot, potato, cucumber, salad,
bean, tomato and others) and fruits (papaya, banana) are required for better health.
They complete the diet. Therefore if you eat good food you work well.
2. You can get money and improve the family incomes. The big gardeners plant lot of
fruits and vegetables. They feed their families and sell the rest in cities.
3. It improves the work. Gardening is not the hardest work but it requires courage, there
are many small things to do. Good production makes you happy.
4. So gardening is a way to develop the country.
96

THEME SUMANW
FIELD CROP PRODUCTION IN MALI
Information: Crop Rotation
Crop rotation means to cultivate many crops in the same field one after another.
We noticed that if you cultivate the same type of crops in the same field for several years, your
production will decrease from year to year. For this reason, it is an obligation for the farmer to practice
the crops rotation to improve the production. The great farmers in Mali understood it that way and did
it.
The crops rotation has three meanings:
1. The crops do not need the same elements in the soil.
2. They do not get the element at the same level in the soil.
3. Their pests and diseases are different.
For example, in the garden, the owner can cultivate by rotation in the same bed the following:
• salad: (it is leaf);
• bean: (it improves the soil);
• carrot: (it is a root);
• tomato: (it is a fruit).
He can also rotate these ones below:
• beet: (it is a root);
• hot pepper: (it is a fruit);
• bean: (it improves the soil);
• cabbage (it is leaf).
For the field, the farmer must remember the example above.
97

Text: Field work.
During the rainy season, the farmers work in the fields. They sow their crops. Some farmers
practice crop rotation. Others cultivate many crops at the same time.Three or four months after the
sowing, the crops are ready (ripe). At that time, the farmers harvest. During the cold season people do
gardening.
Between the end of this period and the dry season, farmers harvest the rest of the crops. They
beat some to store in the granaries. After all these, during the dry season, the farmers do only house
work. Some go to big cities to look for money.
THEME YIRIDENMANW GEREFELI
FRUIT TREE GRAFTING
Information: Grafting.
Grafting is a work that the owner of the orchard does on-tree in order to improve the
quality. That practice consists of cutting the branch of an important tree (this is called the
scion) and sticks it to another tree to give the important thing to the new one (root stock). In
short, grafting is transformation of the quality of a tree into what you want it to be. Its scion
provides good thing to the tree like:
• Type of trees
• Fruits we get
• Bearing fruit quickly or slowly
• Protection against diseases and bad things.
98

THEME YIRIDENW NI SεNεFεW BAYεLεMANI
FRUIT AND VEGETABLE TRANSFORMATION
Information: Tomato Sauce Making.
Ingredients
○ ripe tomato ○ peanut oil ○ onion ○ salt ○ water
Ustensils
○ pot (aluminum bowl) ○ stove ○ charcoal ○ spoon ○ knife
Preparation
a. Put the charcoal into the stove, put fire on it, fan it.
b. Put the pot or pan on the fire. Put some water in it.
c. Wash your hands. Wash the onion and tomato as well.
d. Put tomato in hot water. Remove one by one, peel them. Put in clean bowl and knead.
e. Put the pot on fire. Put the right quality of oil.
f. When the oil is hot, pour the tomato slowly in it. Stir with a spoon.
g. Cut the onion into pieces. Put in the tomato sauce.
h. Put some salt and taste it.
Eating and storage
• We can serve the tomato sauce with roasted meat, fried fish, and sweet potato. It is very
good.
• It is not difficult to store. You put it in a jar with some oil on top and store it at a cool
place.
99

THEME TILELA FεNLAJALAN KURA
SOLAR DRYING
Information: How to Dry Foods
There are many ways to dry foods. Formerly people used to dry foods. They laid the things to dry on
the ground (floor) in a covered bowl, on old mat, on roof of houses at the sun. Flies, animals and any
kinds of things could get in the food. Dust and other dirty things can lay on the food. These
informations show that drying food has some risks. The Bambara say that we do not wash the
stomach. For this reason, people thought about solar dryer that protect our stomach from dirt. There
are some.
THEME FOROBA NAKǤ POROZE ȂεBILA BAARA
STEPS IN STARTING UP A COMMUNITY
GARDEN PROJECT
Text: Community Garden.
There are community gardens in many villages in Mali. But in big cities the individual gardens are
common. In order to get food more easily in villages, the community garden project started in many
villages. Some villages asked for a project and they got it. Some volunteers also and their community
members worked together to do community gardens at their sites. But in order to start a community
garden, we have to do some preparatory work like:
Hold a lot of meetings.
Know people’s opinion on garden work.
Ask for the plot from the chief.
Select the plot.
To prepare the areas where to put fence and make beds.
Prepare the seeds and plant small trees.
Train people on gardening, protection strategies and care.
These previous work is planned the moment you start the project with the community.
100

THEME FOROKǤNǤ YIRI TURU
AGRO-FORESTRY IN MALI
Dialog:
Zankè: Yesterday the wind blew away all the important parts of the soil. Many types of millet
have been broken too. How can I manage that?
Amadi: Zankè, did you forget? My field was like that five years ago. Nowadays I have no worry.
Zankè: Which strategies did you use?
Amadi: I planted lots of acacia albida and cashew in my field. They reduced the strength of the
wind before it reaches the ground to break the millet. That is not all; the leaves of the acacia albida and
its fruits improve the soil when they fall.
Zankè: What very good news today! I will gather the kids right now, so that we can start
working.
Amadi: But do not plant the trees randomly. They should be in rows with some spaces to
respect. These spaces between the plants depend on the types of trees. For example, the cashew
requires five meters between them; for the lime tree it is two meters. Another solution is the fence.
You can plant thorny shrubs around your field.
Zankè: I understood every thing. See you!
THEME JIBONDO/JIMARA
WATER MANAGEMENT
Text: Irrigation in the Garden
Mali is a country in which we cultivate a lot. People work in the field during the rainy season
and do garden work during the dry season. The garden does not need as much water as the
field. Many gardeners take water from the well, stream, river and even from the pump.You can
make a cistern in your garden, it is not expensive if you consider its benefit. That cistern can
keep water for you a couple of days. If you pull water from the well and put it in the cistern in
the afternoon, the next morning when you want to water you just take the water from the
cistern. There are other methods to irrigate easily, like the drip irrigation one. You water
without wasting water, water does not flow everywhere. First of all you make water holes in
the plastic tubing that connects to the parts you lay on the garden beds. You tie the plastic to
the tap or pomp. The water goes to the beds and waters, you do nothing like going back and
forth several times. You can also make the holes to the jars and sit them next to the beds and
fill them, the water comes down slowly trough the holes. Gardeners have to investigate on
these methods to water easily. Pulling water from the well, putting it in the can to water trough
beds can be prevented by these methods.
101

THEME DUGUKOLO WAAROLI
SOIL EROSION
Erosion
The life of the ground, trees and living things is related. If one changes, this influences the others.
But among themselves the changes do not bring damage in life. The water erosion is caused by big
rain and long water flows. But the type of soil can reduce the water erosion, if it is clay, and there
is lot of trees. The wind erosion takes away the important parts of the soil, and changed the soil
into bad one. The big problem is when the wind blows in one direction, big open areas and sandy
soil. Nowadays some human behaviors cause the erosion herding lot of animals at a narrow area
and cutting trees. We must not increase the erosion by cultivating in new fields, bush fire, cutting
trees and feeding many animals at a one place.
102

THEME GWAKULUŋANA
MUD STOVES
Dialog Between Madou and Bakari
Madou: Hey! Bakari don’t you noticed that the drought in Mali lasted longer. There are not
enough trees in the bush nowadays.
Bakari: What caused this drought?
Madou: Hey my friend, the rain is not coming regularly as usual, the Sahara desert is
approaching too. People only cut trees and make bush fire.
Bakari: This is true! Ignorance is like darkness. So which advice can we give to villagers?
Madou: In short: to plant trees, not to cut trees for no reason, stop bush fires, the use of mud
stove to reduce the quantity of fire food we use.
Bakari: My friend only tells the truth. What left to do is to start spreading out news immediately.
Dialog: Mud stoves
Fanta: Bintou let us build a stove for Mum.
Bintou: Which type of stove?
Fanta: The mud one.
Bintou: That is the one on style.
Fanta: You gather the mud, I will place the stones.
Mum: My children what are you doing?
Fanta: We are building a mud stove.
Mum: Do your best; that will reduce my money for firewood.
Fanta: Give me the mud; I will put it between the stones. I put the iron on afterwards.
Bintou: The sizes of the holes are measured to what?
Fanta: To Mom’s cooking pots; bring them.
Bintou: Well the work is finished.
Fanta: What, don’t we roughcast it?
103

THEME SHε LADON NI BAGANMISεNW MARALI
CHICKEN AND ANIMAL RAISING IN MALI
Text: Poultry Raising.
Poultry raising is very important but it requires some practices and courage. Poultry are raised
every where in Mali in houses. Each poultry type has its way to care for. We raise several types of
poultry: chickens (traditional and modern) duck, guinea fowl, turkey and pigeon. We must have some
important things in the area where we raise the poultry, like drinking and food cans. Generally we put
lamps in the area for light and heat for the baby poultry. They are several ways to feed the poultry:
cereals, leaves the mixture of the bone powder and bran. They are even given medicines to protect
them against diseases. They are also given vitamins to make them fat and numerous. Poultry raising
has great importance, it can be sold, the flesh and eggs are eaten, the raising itself is fun.
THEME DIDEN/DIKISε MARA
BEE KEEPING
Text: Bee Keeping.
Beekeeping takes into account the knowledge of types of bees and their care, to get more honey, wax
and filtered honey. In Mali the traditional hives and the improved ones are found in many areas. Bee
keeping is practiced in the region of Segou, Kayes, Koulikoro, Sikasso and Mopti.
Three types of hives are known:
1. The traditional hive: it is made of straw. They coat the side with cow manure.
2. The Kenyan hive: it comes from Kenya and Senegal.
3. The new hive: they put perfume at the entrance hole of some of those.
Bee keeping is not without care because the bees also have many enemies. Their first enemies are:
lizards, rats, mice, birds and other flying fowl, ants and so one.
104

THEME KUNGOYIRI NAFAMAW
TYPES OF TREES
Text: Trees in Mali.
There are big bushes in Mali. For this reason we can get many types of trees here. From Kayes
to Gao the trees have different types and names. Thorny shrubs are easy to find in sandy places. Shea
and baobab, ceiba and mango are found in many places. Women collect the sheanuts during the rainy
season to make butter. Dry season is the mango season. We find the baobab fresh leaves during the
rainy season; the dry ones are eaten all year long. The baobab powder also can be used in porridge and
millet cream; some people make juice of it. The ceiba is a very old tree, it gives shade. Some trees are
found in the bush, they grow naturally. People plant some because of their importance. Some trees
give fruits, the leaves of some are used as compost in the field. The leaves and roots of some are used
as medicine. The delonix flowers are ornament. Some trees give shade. The acacia albida, parkia,
dubalen tree and moringa also are found here in Mali. Trees are very important, we have to protect
them, to plant new ones whenever we cut some if not many our important trees will disappear. That
can cause drought, erosion and other things.
105

THEME NAKǤBAARA ANI YIRISHεNFORO
WǤLǤNTεRIW JǤYǤRǤ
ROLE OF ENVIRONMENT VOLUNTEERS
Dialog: Role of the Env Volunteer.
John: My name is John; my Malian name is Madou Traoré. I come from the States. I am
Peace Corps volunteer. I do field, garden, and tree work.
Chief of the village: Welcome, by the way can you explain us well what Peace Corps is? Are you
going to give us farming machines and money to do cotton work?
John: No. Our headquarters is in America. We came in Mali to know the country, the
customs and culture, so for that reason we live here for two years. We exchange idea with Malians on
strategies to develop Mali. After the two years we return to the States and let Americans know about
Mali. This can bring you lot of aids.
Chief of the village: Amazing! You leave your good country and live here for two years to acquire
some knowledge only. Isn’t that going to be hard? How about you, what are you doing here
specifically?
John: I am knowledgeable about farming, gardening, and trees. I do not have money to give you. But
I have good ideas. Together we can improve the food in the village. A proverb cites “instead of giving
a man fish teach him how to fish”. You have good soil. We are going to work on how to improve the
soil and the crops, vegetables, fruits transformation and conservation. Strategies to eat well, and use
the products from trees in a way that will make them last longer. I give advice on good ways to plant
and take care of trees. I can also help gardeners and tree nursers find and plant seeds. I can also help
you improve your shea butter.
Chief of the village: Well. Do you hear? I think that if every body understood the way I did, this
work is easy and the volunteer is very important. You left America and came to help us here. Only God
can pay you back. May God help us.
106