Teach®Yourself

"(III>l>(II scale" of the Common European Framework of ReferencelI>I I t>nguages: learning, teaching, assessment (CEFR)

Canunderstand with ease virtually everything heard or read. Can Complete Swahilisumrnarise information from different spoken and written sources,reconstructing arguments and accounts in a coherent presentation. joan RussellCan express him/herself spontaneously, very fluently and precisely,differentiating finer shades of meaning even in more complex situations

Canunderstand a wide range of demanding, longer texts, and recogniseimplicit meaning. Can express him/herself fluently and spontaneouslywithout much obvious searching for expressions. Can use languageflexibly and effectivelyfor social, academic and professional purposes.Can produce clear, well-structured, detailed text on complex subjects,showing controlled use of organisational patterns, connectors andcohesive devices.

Canunderstand the main ideas of complex text on both concreteund abstract topics, including technical dlscussions in his/her field ofspecialisation. Can interact with a degree of fluency and spontaneity thatmakes regular interaction with native speakers quite possible withoutstrain for either party. Can produce clear, detailed text on a wide range ofsubjects and explain a viewpoint on a topical issue giving the advantagesand disadvantages of various options.

Can understand the main points of clear standard input on familiarrnatters regularly encountered in work, school, leisure, etc. Can dealwith most situations likely to arise whilst travelling in an area where the

IIJI/) language is spoken. Can produce simple connected text on topics whichtu are familiar or of personal interest. Can describe experiences and events,

drearns, hopes and ambitions and briefly give reasons and explanationsfor opinions and plans.

Can understand sentences and frequently used expressions reiated toareas of most immediate relevance (e.g, very basic personal and farnilyInformation, shopping, local geography, employrnent). Can communicateIn simple and routine tasks requiring a simple and direct exchange ofInformation on familiar and routine matters. Can describe in simple termsaspects of his/her background, immediate environment and matters inareas of irnmediate need.

Canunderstand anduse farniliar everyday expressions and very basicphrases aimed at the satisfaction of needs of a concrete type, CanIntroduce him/herself and others and can ask and answer questionsubout personal details such as where he/she lives, people he/she knowsund things he/she has. Can interact in a simple way provided the otherl>erson talks slowly and clearly and is prepared to help,

© Council of Europe. www.ct>e.tnt/lang.Extract reproduced with the permission of the Council of Europe, Strasbourg

For UK orJer cnquirics: pleasc contact Bookpoint Ltd,r so Milton Park, Ahingdon, Oxon OXr4 4SB.Te(e/>f><liic>+44 (o) izyS 8zyyzo. Fax<+44 (o) izSI 4oo494.I.ines are open o9.oo — ry.oo, Monday to Saturday, with a z4-hourmcssage answering scrvice. Dctails about our titles and how ro Contentsorder are available at www,teachyoursell',comFor U!iA order cnquiries: plcase contact M«Graw-Hill CusromerServiccs, PO Box (4B Blacklick, OH 4soo4 os49, USA.Te(ephonei <-goo-yzz-4yz6. Fuxi t-6<4-yyy-s64BFor Cana Ja or<ler cnquiricsi pleasc contact Mc(iraw-Hill Ryerson Meet the author YlI.ul, Soo Water St, Whithy, Ontario LiN 986, Canada.Te(ef>f>ouei 905 4So 5000. Fux< 9of 4)o yozo. Only got five minutes? VI II

I.ong rcnowncd as the authoritativc sourcc For self-guided Introduction xvlearning — with morc than yo million copies sold worl<(w>de- Pronunciation XXIthe Te<rch Yourse(f series includcs over soo titles in the fields oflanguages, cral'ts, hobbics, busmcss, computing and education. Part oneBritish Library Cataloguing in Publication Data: a catalogue record Hujambo? How are you?for this title is available from thc British I.ibrary.Lihrary of Congress Catalog Card Numhcr: on file. Exchanging greetings; saying where you comeFirst published in UK r996 as Teach Yourself Swahili by Hodder from; identifying yourself and others.Education, part of Hachette UK, Is8 Fuston Road, London NWi sBH.

1 2 3 Kwenda posta Going to the post office 15First published in US z996 by The McGraw-Hill Companies, Inc.This edition published zoto. Asking and understanding sirnple directions;The Teuch Yo«rseff name is a rcgistered rrade mark ot asking where something is located; counting;I-lodder Hcaillinc. buying stamps at the post office.Copyright 0< 1996, zoro Joan Russcll

Hotelini In the hotel 35ln UK: All rights rescrved. Apart from any permirtcd usc under UKcopynght law, no part of this publication may be reproduceJ or Enquiring about a hotel room; using ordinaltransmitted in any form or hy any means, electronic or mechanical,includmg photocopy, recorJing, or any information, storage and numbers; expressing likes and dislikes; identifyingrcrrieval system, withour permission in writing from the puhlisher some dishes in a restaurant.or unJer licence from rhc Copyright I.icensing Agency Limitcd.Further dctails of such licences (for reprographic reproduction)

4 5 6

Sokoni At the market 58may be obtained from thc Copyright Licensing Agency Limited,of Saffron Housc, 6 — io Kirhy Street, London EC<N 8TS. Asking the price of market produce; simpleIn U!i: All nghts rescrved. Fxcept as pcrmitted under thc bargaining to reduce the price, saying goodbye;Unitcd States CopyrightAct of <9y6, no part of this puhlicationmay be reproduced ordistributed in any form or by any means, ordering drinks and food; talking about doingor stored in a database or rctrieval system, without thc prior things for other people.wnttcn permission of the publisher.

Kwenye duka la sanaa At the craft shop 79Typeset by MPS I.imited, a Macmillan Company.Printed an J bound by CPI Group (I)K) Ltd, Croydon, CRo 4YY Making introductions and responding to anfor Hodder Education, an Hachettc UK Company, ssg EustonRoa<l, London NW< sBH. introduction; colours; saying what people areThc publisher has useJ its bcst endeavours to <nsure that the URLs wearing; expressing sympathy; monthsfor cxtcrnal websites rcferreJ to in this book arc correct and activc and seasons.at the time of gomg to prcss. Howcver, thc pubhshcr and theauthor have no rcsponsibility I'or the wehsites and can makc no Matembezi jioni An evening walk 103guarantce that a site will remain live or that the content will remainrclcvant, deccnt or appropriate. Telling the time; making polite requests andlqachett< UK's policy is ro use papers that arc natural, renewahlc suggesting future action; saying whetherand rccyclablc products and made from wood grown in sustainableforests. Thc logging and manufacturing proccsses arc expectcJ to something has or has not yet occurred;conform to the cnvironmcnml regulations of rhe country of'origin. days of the week and dates.Irnpression number to 9 8 7 6 S 4 S zYcar zo<4 zo<S z.olz z o i i

Contents I I I

Part two 16 Mlimani: kuna nini?7 Kuplka kwa Mama mzee Cooking at Grandmother's 123 On the mountain: what's the matter? 280

Ol'I'ering to help someone; asking what sorneone is Asking what is the matter, what's wrong; more expressionsrlning; telling people politely not to do things; describing syrnptorns and pain; people's ages; causingpreparing a meal. something to happen; warning against doing sornething.

8 Kusafiri ni kuzuril Travellingis good! 140 17 Mchezaji soka na wachezaji ngornaIravel arrangements; agreeing with a suggested A soccer player and some dancers 299course of action; explaining where towns Kinship terms; referring to natural events; talking aboutare located. different types of things and actions.

9 Safari ya basi A busjourney 157 18 Barua zimewasilil Some letters have arrived! 313Telling someone not to worry; talking about where your Congratulating sorneone; wishing someone a Happyluggage is stowed on a road journey; asking for a particular Christmas, New Year, Idi; writing letters.cassette or video tape; wishing someone a safe arrival. Key to the exercises 328

10 Chumba klzuril A good roorn! 177 Appendix 339Furniture and other domestic items; saying where Swahili — English vocabulary 345things are in a room; feeling hot and cold. English — Swahili vocabulary 360

11 Mialiko Invitations 194 Useful phrases for visitors 375Talking about being invited to take part in or Glossary of grammatical terms 387watch an event; talking about actions being Taking it further 397done by people; dates of birth. Test your Swahili 399

12 Hairuhusiwi kuegeshal No parking! 211 Grammar index 403Saying you are in difficulty; talking about startingand stopping a vehicle; saying a vehicle has brokendown; expressing what would happen if you tooka certain course of action.

13 Kujifunza lugha Learning a language 227Talking about learning a language; asking people Creditsto speak more slowly or to repeat; saying what would havehappened if you had taken a certain course of action. Front cover: © Ismael Montero/istockphoto.com

14 Siku ya taabu A day of troubles 243Talking about injuring, or feeling pain in, different parts Back cover and pack: © Jakub Semeniuk/iStockphoto.com,of the body; giving an account of a sequence of related © Royalty-Free/Corbis, © agencyby/iStockphoto.com, © Andyevents; saying sornething had already occurred, was Cook/iStockphoto.com, © Christopher Ewing/iStockphoto.com,happening or used to happen. © zebicho — Fotolia.com, © Geoffrey Holman/iStockphoto.com,

15 Katika mbuga ya wanyama In the game park 262 © Photodisc/Getty Images, © James C. Pruitt/iStockphoto.com,Game animals; more colours; making comparisons; © Mohamed Saber — Fotolia.comasking for someone's name and address and supplyingthis information about yourself; sizes of things. Pack: © Stockbyte/Getty Images

contents V

Many people have indirectly influenced the content of this book,from friends, colleagues and chance acquaintances in Kenya andMeet the author Tanzania to several generations of students at the University ofYork who took Swahili electives; I am indebted to them all. Thisdebt extends to Valerie Perrott, author of the first Teach Yourself

I first arrived in Tanzania with a copy of the original Teach Yourself Swahili, and to Ethel Ashton, whose book, Swahili Grammar, hasSwahili, and very little else. Apart from working through the book, influenced our understanding of the structure of the language formy earliest Swahili-learning experiences consisted of shopping in over half a century.Mwanza market, trying out newly acquired phrases on infinitelypatient friends and sitting in the back row of classrooms observing My thanks go to people who — knowingly or unknowingly — havestudent teachers, Living among friendly and hospitable people is a provided direct input, either with linguistic or social inforrnation orgreat way to learn a language by osmosis! in some other way: Amina Ali, Jacob gc Virgilia Amuli, Susie Bowen,

Olwyn Fonseca, Brian Justice, Ken Kaduki, Margaret Kumbuka,After spending to years in Tanzania and Kenya, and hooked on Joshua Madumulla, Tumaini Minja, Steve and Alison Nicolle.Swahili, I studied it more formally and eventually taught it atthe University of York. I shall always be grateful to my students I am particularly pleased that Eileen McClelland undertook to dofor sharing my enjoyment of this fascinating language, for their the drawings.commitment, their open minds and for reminding me of the needsof beginners. My grateful thanks go to Debbie Phillippo for so efficiently

producing a clear manuscript from the untidy and not always veryI have made regular extended visits to Tanzania and Kenya, some legible drafts and also to Caty Blacktop and Muriel Wood forof them for research which has led to a number of publications: helping out during the occasional emergency.journal articles, a book on the Mombasa dialect community anda co-authored book about South East Tanzania. As well as writing The author and publishers would like to thank thc following forthis book I have revised the Essential Swahili Dictionary. permission to reproduce copyright material:

So, welcome to Complete Swahili! The Institute of Kiswahili Research, University of Dar es Salaam,for the extract from Kipande cha Akili, in the collection of folktales

Joan Russell Fasihi-Sirnulizi ya Mtanzania: Hadithi, published by Dar es SalaamUniversity Press; E. Kezilahabi for the poem 'Ngoma ya Kimya' in thecollection of his poems Karibu Ndani, published by Dar es SalaamUniversity Press; S. Ndunguru, for the extract from Chapter II ofAcknowledgements Urithi Wetu, published by Ndanda Enterprises (T) Ltd.

I am most grateful to my language consultant, Rehema Rajabu,for her painstaking checking of the manuscript and for manyhelpful suggestions.

Meet the author/Acknowledgements V I I

mtu mdogo a smal l person watu wadogo s m a// peoplemtoto mdogo a s m al l child watoto wadogo sma/I children

On)y got five minutes?KI — VI

s"Nouns and adjectives The KI — VI class, although quite mixed, includes many of the words

for implements and other domestic items.In Swahili, as in the other Bantu languages spoken in sub-SaharanAfrica, nouns group themselves into various classes, each class kijiko a spoon vijiko spoonswith its own prefix for singular and plural nouns. (Not all the kikombe a cup vikombe cupsother languages in the Bantu group have the same number of kiatu a shoe viatu shoesnoun-classes as Swahili; some have fewer and some have more. )Here are some of the Swahili noun-classes: Using the adjective -dogo again:

kijiko kidogo a sm all spoon vijiko vidogo sma /I spoonskikombe kidogo a sma// cup vikombe vidogo sma// cups

M—WA kiatu kidogo a sma / I shoe viatu vidogo sma/ I shoes

The M — WA class consists mainly of words for people. The singularprefix is m-, and the plural prefix is wa-. (The hyphen shows thatthese syllables cannot stand on their own; they have to be attached M—MIto a noun stem. )

The M — MI class includes, among other nouns, many of the wordsmtu a person watu people for trees and plants:mtoto a child watoto childrenmzee an old person wazee a/d people mti a tree miti treesMkenya a Kenyan Wakenya Kenyans mchungwa an orange tree michungwa orange trees

mtende a date pa/m mitende date pa/msThe noun stems are: -tu, -toto, -zee and Kenya; the first three arenot complete words until they have a prefix. With the adjective -refu tall:

If you need to use an adjective with a noun, it usually follows the mti mrefu a tall tree miti mirefu tall treesnoun and it must 'agree with' the noun it describes by having the mchungwa a tall orange tree michungwa tall orange trees ' .same prefix. Using the adjective -dogo, sma/I: mirefu

mtende mrefu a ta l l date pa/m mitende mirefu tall date palms

VIII Only got 'tive'rnih0te's? ' I X

kofia nyeupe a white hat/white hatsN saa nyeupe a white clock/white clocks

In the N class mostof the words for animals and sorne of thewords for objects ate of Bantu origin but a large nuinber are not.One, reason th'at Swahili has such a rich vocabulary is that, like Verbs and sentencesEnglish-,'i't"'6hC'acquired loan-words from other languages; inany ofthem are in this class, and it is constantly expanding. The basis of a Swahili verb is its 'root'. The root carries the

meaning of the verb but it cannot be used on its own as a wordOnly a few of the nouns of Bantu origin retain an earlier prefix e.g. -sorn- read. The hyphens show that it takes prefixes and-n; these are nouns whose stems begin with d, j, z and g, e.g. -doo suffixes. All verbs of Bantu origin finish with -a. Whether or notbucket. The earlier n- (perhaps originally ni-) has, for example, any special-purpose suffixes (not discussed here) are attached tochanged to m- in front of noun-stems beginning with b and v, e.g, the verb root, the final -a is there.mvua rain, and to ny- in front of stems beginning with a vowel,e.g. nyumba house. The sound variations within the N class prefix The [verb root+ a] or [verb root+ suffix(es) + a] is called the verbare offset, for learners, by the simplicity of. the singular and plural stem; -sorna is the simplest kind of stem. It is also the imperativeprefixes being the same: form of the verb: Soma! Read!

njia Q roacf njia roadsncioo a bucket ndoo bucketsnyumba a house nyumba houses Verb prefix and tense marker

This is the only class in which the plural prefix is the same as the We shall refer to the first prefix that makes up the verb group assingular. the verb-prefix. In the example below it is a- he or she (the context

usually makes clear which is meant). The second prefix is the tenseThe rulcs about the varying forms of the N class prefix also apply to marker, indicating the time (past, present, future) of the action:any adjcctive with an N class noun, e.g. ngoma ndogo asmall drum,nyumba ndogo a small house. Even if a noun is one of the many "-"Vel'b prefix - "

' ' ,. Te'nse rnarkef: ', : .<V erb:stemwithout the n/ny/m etc. prefix, e.g. saa clock, kofia hat, its adjective fsukjectj . ,"'fpresent tirne) '

. :

, ;, , fraof+,aj'; Imust follow the N rules. This means that if, for example, the adjectivestcm begins with -d it must have the n- prefix, e.g. saa ndogo small a- -na- -somaclock, kofia ndogo small hat. If the adjective begins with a vowel, e.g. s/he present read-eupe white, it takes the ny- prefix e.g. nyumba nyeupe a white house.

These are joined together as one word: anasoma s/heis reading; they ' "

Morc examples: function as a sentence. Using -ta-, future time, and'-li-, past time:

ndoo ndogo a small bucketlsmall buckets atasoma s/he will readndoo nyeupe a white bucket/white buckets aiisoma s/he read

Only got fiVri'inlr'iiiteN ' X I

Grammatically, the verb-prefix is functioning here as the subject, rather than the subject. Notice its position in the verb group-in its pronoun form. : immediately before the verb stem.

The M/WA noun-dass has six verb-prefixes: ; Subj ect Pr e serlt' time ,' 6 5j eCt pronoun , ' I/er&

,;nr- tu- we Q- -na- -ki- -somayou m- you (pl.)

Anakisoma. 5/he is reading it.a- slhe wa- they

Unasoma? Are you reading?Ninasoma. I am reading. Subject nounsWanasoma. They are reading.

Adding the subject noun we have:The other noun-classes, noted earlier, each have two verb-prefixesfor it and they. These prefixes have several functions; as well as Adam anakisoma. Adam is reading it.representing the subject, they can also function as object pronouns(except for a few of the M/WA verb prefixes which are different for In sentences like this, the object represented by -ki- is known tosubjects and objects). speaker and hearer(s), having probably just been mentioned in the

conversation. Sometimes an object needs to be specified as in thefollowing sentence, which could be a reply to Whatis Adam doing?:

Subjects Anasoma kitabu. He is r eading a book.

In sentences like anasoma or wanasoma the speaker and hearer(s) If the participants in the conversation know the identity of theknow who the verb prefix (the subject) refers to. If the identity of book, the object needs to be made definite (like using the in frontthc subject needs to be made clear, the subject noun goes in front of a noun in English) by using the object-marker as well:of thc verb group:

Anakisoma kitabu. He is reading the book.Adam anasorna. Adam i s reading.Mtoto anasoma. (The) child is reading. So in sentences with a named object, using the object pronoun as

well as the object noun marks that object as definite, like usingthe in English.

Objects

In the following sentence -ki-, the verb prefix for singulars ofthe KI/VI class, functions as a pronoun referring to the objectit,

XII Only got five ininutes7 X I I I

The infinitiveIntroduction

The infinitive form of the verb, e.g. to read in English, is madeby putting the prerfix ku- in front of the verb stem:

, I, iri About Swahilik05ama' "ti~",' '

Swahili is the most extensively used of the hundreds of BantuUsing the verb -penda like, we can make the sentence: languages spoken in many areas of sub-Saharan Africa. A knowledge

of Swahili wil l enable you to rna'ke yourself understood throughoutAdam anapenda kusoma. Adam l ikes to read. much of east and central Africa.

Kusoma means reading as well as to read, so the example above Swahili is a language that developed and spread through thecan be translated as Adam likes reading. trading links that the coastal towns had with the interior of Africa

and with the lands around the Indian Ocean. Until the early partof the zyth century its use was largely confined to the people of thecoastal and island towns, stretching from what is now the SomaliRepublic southwards to Mozambique.

The expansion of the trade-routes between the island of Zanzibar,the coast and the interior gave an impetus to the use of Swahilias a means of communication between people at trading-placeswho did not share the same 'home language'. Most of the majortrade-routes went through modern Tanzania. It is in Tanzania thatthe use of Swahili is the most widespread. Even in remote areasfar from towns, where people have little need to use a languageother than their home language, there are likely to be at least somepeople who know Swahili. For many Tanzanians, Swahili, even ifnot the first language acquired in childhood, is now the languagethey use most during the working day. It is the country's nationallanguage, and is used in government administration, in schools andin the media.

Pre-z,oth-century links between the coast of Kenya and the interiorwere much less extensive than those further south so the use ofSwahili did not spread inland to the extent it did in Tanzania.However, all along the Kenya coast and islands, in the inlandtowns and wherever there is a mixed population of speakers of

XIV Introduction X V

different languages, Swahili is in use. As in Tanzania, Swahili is to start with. People will be pleased that you are learning Swahili,a national language, and is used in schools and the rnedia. whether it is their own language or one that they have just picked

up or learned at school. The important thing is to want to talkUganda's history and geographical position has not favoured to people!the use of a 'standard' east-coast form of Swahili. There was noindigenous Swahili-speaking community from whom the use of thelanguage might have spread. Nevertheless, it is used in Kampalaand some of the larger towns.

In these three countries Swahili shares its function as lingua franca@V

(auxiliary language) with English in certain domains of use — in thetourist trade, for example. Further west it is French that fulfils thisfunction.

UGANDA ~OSwahili is also spoken in the eastern part of the Democratic r K ENYARepublic of Congo, and is officially recognized as one of the Kamp~ala 0 Nairobicountry's four national languages. DRC (Zairean) Swahili differs RWANDA

DEM. RER rin some respects from the kind spoken further east, but it is BURUNDIOF CONGO Mombasarecognizably Swahili; if you go to the Dernocratic Republic of TANZANIA I

pdpma+ Zanzi barCongo it is better to know some Tanzanian/Kenyan KiswahiliDar esSanifu than to know none at all. Swahili is also understood Salaam

in parts of Rwanda and Burundi. COMOROL ISLANDS

• V

On the margins of the Swahili-speaking area, and this includes ZAMBIAthe border areas of northern Malawi and Zambia as well as thesouthern Somali coast and the northern end of the Mozambiquecoast, you should not expect everyone to know Swahili. Insome places it may only be a small proportion of the men in thepopulation who have a working knowledge of it. You should also How to use this coursenot be surprised to hear something which at first sounds as if itmight be Swahili but turns out to be the local language, which has The course is divided into two parts. Units x — 6 form Part One,absorbed words from Swahili. a basic survival package for people who do not have time to work

through the whole course but would like to get some idea of howSince millions of people who use Swahili in east and central Africa the language works, and want something more than a phrase book.have acquired it as a second or third language, people are very Units y — I8, in Part Two, build on the foundation of Part One, andrelaxed about talking to someone who speaks it rather differently are for people who would like to do more than just 'survive' withfrom the way they do. An unfamiliar way of speaking is a source of the language. Each unit builds on what you have learned in theinterest rather than the subject of criticism. No one is going to be previous units, and opens with a short list of what you will knowhorrified or offended if you make mistakes, or have a strong accent how to say after working through the unit.

XVI Introduction X V I I

Each unit starts with a dialogue: two dialogues per unit in Part think you have understood inost of it, read through (and listen)One, and one per unit in Part Two. These dialogues, marked by again. It is the dialogue that is most likely to give you a 'feel' forthe symbol 4>), are at the heart of each unit and introduce the new the language and you should not go on to the Grarnmar sectionwords and grammatical structures in the context of an everyday until you have a good grasp of the dialogue.situation. Then comes a list of the new words and phrasesin the order in which they occur in the dialogue. How to study

Next is a section of background information to help you put the Try to set aside a certain amount of time each day for working ondialogue into the context of life in eastern Africa. The next section, the course. Half an hour each day would be more helpful than onethe Grammar section, explains the new structures used in the longer session per week. You need frequent practice when you aredialogue. Grammatical terms are kept to a minimum and only used starting on a language, or trying to brush-up a half-forgotten one.where absolutely necessary to give you 'short cuts' to learning.The terms are introduced, with English examples„at the point Set a definite — but realistic — goal for each Swahili-learningwhere they are needed in an explanation. session, e.g. aim to work through one dialogue, to learn one list

of vocabulary, or to read and understand two parts of a GrammarThe final section of each unit is the Practice section. This provides a section. When you learn anything by heart, whether single words,range of activities which will help you to check your understanding phrases (groups of words) or whole sentences, try to imagineof the dialogue and your ability to use the new words and structures. yourself using them in real situations and say them to yourselfYou will find the answers in the Key to the Exercises following aloud. Writing things down will also help you to remember them.Unit i8 . Try putting lists of vocabulary where you will see them every day-

near the bathroom mirror, in the kitchen or by your bed. WhenThe Appendix contains summaries of the grammatical information you have to learn words for furniture and other domestic itemstaught in the course. (e.g. in Units 3 and to) you could label some of your own things

with their Swahili names. Try to link your language-learningAt the end of the book there are Swahili — English and English- with activities in your everyday life: for instance, write part of aSwahili vocabulary lists containing words taught in the course. shopping list in Swahili, keep a daily diary in Swahili — even if,

to start with, it is only a sentence or two.How to use the course with the recording

One of the interesting features of Swahili which will help yourYou will find it helpful to do some listening before you start vocabulary learning is that it has a number of English 'loan-words'working through the course. If you are using the recording you in it. A loan-word is a word used in a language other than the oneshould listen to the pronunciation of the sounds and words. If you where it originated. Like English, Swahili has a very rich vocabularydo not have the recording and are already in a Swahili-speaking because of the words it has absorbed from other languages. Manyarea, listen to as much Swahili as you can. have come from Arabic and Persian as well as from Gujarati, Hindi,

Portuguese and — more recently — English. The reason that youYou can see what is in the recorded material from the symbol 4) already know the word 'safari' in English is because it is a loan-wordnext to passages in the book. When you work through a unit, read from Swahili; but it was originally taken into Swahili from Arabic.the dialogue several times (listening to the recording if you have it) Loan-words are pointed out from time to time in the course becauseusing the vocabulary list to help you understand it. When you they 'behave' differently from words of Bantu origin.

XVI II I ntroduction X I X

You will find that you need to keep a very open rnind aboutlanguage structure; don't expect Swahili to work l ike English orany other language you know, although here and there you may Pronunciationfind similarities. One big difference is in the way the words arecomposed. For example, in English when we talk about more thanone of anything we usually add something to the end of the noun, The best way to acquire good Swahili pronunciation is to imitateas in cat ~ cats, or we change one or more of its sounds, as in native-speakers or people who learned Swahili at school and usemouse — + mice, or we even do both, as in child ~ ch i ldren. But in it as their primary means of communication. There are two basicSwahili it is the beginning of the noun that changes: mtoto (child) rules which will help you to get off to a good start:~ watoto (children); kikapu (basket) ~ vikapu (baskets). (This ishow it works most of the time, but there is a pleasant surprise in 1 Note: In Swahili the stress of a word alrnost always falls onstore for you in Unit z.) the next-to-last syllable. The shows the stressed syllable in the

following words: baba (z syllables), mtoto (g syllables), arnepataThere are also differences in the way words are organized in (4 syllables), aliyekuja (y syllables).sentences. One very obvious difference is the way 'qualifiers' are 2 Keep your voice level, and do not try to emphasize a word by givinguscd with nouns. (Examples of nouns: cat, house, mouse, u oman, it extra stress or raise the pitch of your voice to show surprise.child, basket, happiness, tree,) A qualifier is a word or group of Swahili does, of course, have its own patterns of intonation (risewords used with a noun to add some more information, The words and fall), which you will acquire naturally, through imitation,attached to tree(s) in the following examples are all qualifiers: tall but the extent of the rise and fall is much less than in English.trees; three trees; our trees; other trees; all trees; this tree; trees

ruith long roots; the tree itsel f; any tree at all. You will notice that Vowelsmost of the qualifiers come in front of the noun tree(s). In all thesecxamples Swahili puts the qualifier after the noun. So in Swahili we 4>) CD1, TR 1,01:02would say: trees tall, trees three, trees our, trees other — and so on.

Letter Approximate sound ExampleThere are other differences to look out for, and you will be pronounced rather like the a in father baba fatherintroduced to them gradually as you go through the units. but halfway towards batPoints which are especially important are indicated by 'Note'. pronounced rather like e in get, but it pete ring

should feel slightly longerAbbreviat ions pronounced like ee in see kisu knife(syll.) syllable pronounced like o in ole, with the lips boga pumpkin(sing.) singular kept well apart throughout the sound(pl ) plural pronounced like oo in tooth dudu pestlit. literally-ni something must precede ni Notes:ki- something must follow ki-ta- something must precede and follow ta 1 When a comes at the end of a word it should be pronounced

more like a beginning or middle a than like er. For example,

XX Pronunciation X X I

baba should not be made to sound like barber. This means that like w in wait watu peopleyou need to keep your mouth well open for the final a. like y in yet yetu our

2 When two different vowels occur together each keeps its own like z in zoo zetu oursound and forms a separate syllable: faida: fa-i-da (g syllables);aibu: a-i-bu (g syllables). Note on b, d, g and j

3 Two similar vowels occurring together count as two syllables, If you have the recording or have listened quite a lot to people speakingas far as stress is concerned, and arc pronounced as a long Swahili you may have noticed that when these sounds come at thevowel. For example, kufa (to die) has two syllables and kufaa beginning of a word or between vowels — baba is a good exarnple-(to be suitable) has three. (These double vowels are very often they have a slightly 'hollow' sound. This is because they are producedthe result of the loss of an earlier 1 between the vowels. Later on, with a downward movement of the 'voice-box' and an intake ofyou will see that, in certain circumstances, the I reappears.) breath. In words such as mbegu, ndefu, ngoma and njema they sound

(and are produced) much more like the English sounds. The twoConsonants different kinds of b, d, g and j don't make a difference to the meaning,

so if you cannot manage the 'gulped' ones just use the English sounds.411 CD1, TR 1,02:24

The j sound, except when it follows n, needs your tongue-tip toIn writing Swahili, the only letters of the alphabet that are not used be behind your lower teeth and the main part of your tongueare q and x. to be touching the roof of the mouth, behind the hard ridge at

the back of your upper teeth. If you eventually aim for native-In the first group of consonants each sound is represented by one letter. speaker pronunciation you should try to manage this, but it isThe Swahili sound is much the same as the English sound represented best practised by watching someone making this sound.by the same letter, but take note of the special comment on b, d, g and j.

Notes on mLetter Approximate sound Example (Come back to this after Units r, z and y.)

b d f h 1 k

like b in book baba fatherlike d in day dada sister 1 Two groups of words, the singular nouns of classes M/WA (Unit r)like f in father fimbo stick and M/MI (Unit y), have m at the beginning, as a syllable:like g in get gari vehiclelike h in hot habari news mtu (z syllables) mtoto (g sylbbles) mnanasi (4 syllables)like j injob joto heatlike k in keep kiti chair If w follows m in words of these two classes, the m is not a

1 like I in like leo today separate syllable:like rn in rnake mama motherlike n in no na and mwana (z syllables) mwanangu (3 syllables)like p in pot pata getlike r in carrot chura frog 2 If m comes at the beginning of a word in the N class of nounslike s in soft sasa now (Unit z) it is not a separate syllable. It 'merges' into the nextlike t in bat bata duck sound which is always either b or v. So don't linger on the m inlike v in voice vuka cross mbegu (z syllables) or mvua (z syllables).

XXII Pronunciation XXI I I

In the second group of consonants each sound is represented bytwo letters. Pronunciation practice

0>) CD1, TR 1, 04:06 4)) CD1, TR 1,05:30

Letter Approximate sound Example 1 Practise the double vowelsch like ch in chop chakula food (The words with a hyphen at the beginning are verbs.)dh like th in this dhahabu goldgh like ch in Scots loch ghali expensive aa ee ll oo ilu

(see kh below) but voiced -fa mzee hii choo buluukh like ch in Scots loch or German Bach Khamisi man's name -ka niletee mtalii koo mguung' like ng in song ng'ombe cow saa pekee utalii kondoo wakuuny like n in new and the first n in onion nyama meatsh like sh in ship shauri advice 2 Practise using m. In the first column m is a syllable, in the secondth like th in thin thelathini thirty and third columns it is not.

Voiced and voiceless sounds mfinyanzi rnwana mbati(to help with gh and kh, and with the N class words in Unit z). mgeni mwalimu mbavu

mtoto mwezi mbeguBefore trying gh and kh, make sure you can tell the difference mtu mwili mvuabetween a voiced sound and a voiceless one. Make the Englishsounds p (voiceless) and b (voiced) alternately, with a finger resting Notice that in mtu the m is stressed.lightly on the front of your throat. When you make the b soundyou should be able to feel the movement in your throat caused by 3 Nasal sounds: ng', ng and ny.the vibration of the vocal cords in your 'voice-box'. Then try k and a Practise ng', after checking it in the second list of consonants.g, and finally kh and gh. The kh and gh sounds occur in words of For most (not all) English-speakers this is the sound at the endArabic origin. You need only use the kh sound for words that have of sang, wrong, hung, etc., and in the middle of hangar, singer,kh in the spelling; it occurs in some Muslim names, such as Khadija, etc. There is no g sound.and a few greetings. You may hear native-speakers using kh in someof the words spelt with h, but as this is only appropriate in certain Try separating hangar like this: ha-ngar, then drop the ha,words, it would be best to always pronounce written h as h. and say the second part several times. Then just do ng' with

all the Swahili vowels, so that you say: ng'a, ng'e, ng'i, ng'o,Notes on ny, ng and ng' ng'u.

1 Remember that ny represents a single sound. In Swahili it must Then practise these words:never be pronounced like nigh.

2 ng without the following apostrophe represents the ng sound in ng'ambo ng'ombefinger, hunger, longer, where the g is sounded. ng'oa

3 ng' has no g sound in it. ng'ofu -ng'ong'ona

XXIV Pronunciation X XV

b The letters ng (without the apostrophe) represent two sounds,as they do in English: finger, hunger, longer, etc. You will needto get used to having these sounds together at the beginning ofa word. Try these:

ngamia ngomangiringoja nguvu

Hujambo?c The letters ny represent only one sound. Have a look at the two

English examples in the second list of consonants. If you know How are you>any French you can use the sound represented by gn in magnifiqueand agneau. Remember, ny is never a separate syllable.

In this unit you will learnPractise these words: • how to exchange greetings

• how to say where you come fromnyama (z syllables) -nyonya • how to identify yourself and othersnyemelea (4 syllables) nyotanyerere nyukinyika nyuma-nyima Dialogue 1

How many syllables do the rest of the words have> Alison and John have just arrived in Tanzania. Their friendMohamed calls at their hotel to see them.

4 Grand finale!CV: Mohamed (to John) Hujambo, bwana?

Try saying this word — it has two of the sounds you have been : 3ohn Sijambo. I-practising, and one of those occurs twice: ; Mohamed (to Aiison) Hujambo, bibi? 0

: Alison Sijambo, bwana.-nyang'anya : Mohamed Habari za safari?

: 3ohn Njema,How many syllables are there? ; Alison Safari njema.

Note: In 3(c) nyerere has 3 syllables and the other words each have 2 syllables. Onc of Mohamed's colleagues, Asha, is on her way to work andIn 4-nyang'anya has 3 syllables. sees him coming out of the hotel with John and Alison.

XXVI Unit 1 Hujambo? How are you? I

Asha Hujambo, bwana? InsightMohamed Sij amb o , rnarna. Habari za asubuhi? In casual situations you can make do with just 3arnbo? toAsha Nzuri, bwana. (to ]ohn and Alison:) Hamjambo? start with; locals often do that when greeting foreign visitors,3ohn and Alison Hatujambo, mama. being aware that it is the only word of greeting some tourists

know. Other casual greetings are Mambo? and Vipi?, mainlyused to close acquaintances or people of sirnilar status.

hujambo how are you? (to one person)bwana sir, Mr, gentlemansijambo I'm fine Bwana, bibi, mamabibi lady, Mrs, Miss, Ms It is courteous in Swahili (and courtesy is very irnportant

l g habari za howislwos (llt. news of) wherever Swahili is spoken) to use these as titles when':g safarijourney, trip addressing people. They can be used on their own or

njema (-ema) good followed by the person's narne, e.g. Mohamed's friends couldmama Mrs, Miss, Ms, mother, woman address him as either Bwana Mohamed or Bwana. People canasubuhi morning be referred to in the sarne way when they are not present.nzuri (-zuri) good, fineharnjambo how are you? (to more than one person) In Tanzania, but not elsewhere, ndugu (relotion) canhatujambo we're fine sometimes be heard as a term of address to mean comrade or

friend. Its use has the effect of emphasizing the solidarity ofthe speaker with the person addressed.

Hujambo / sijambo; hamjambo / hatujamboThese are the most commonly used greetings and responses. Bibi is usually shortened to Bi when followed by the woman'sNotice that, in Dialogue r, Mohamed could have greeted name, e.g. Bi Ruth. Bibi is probably rather more common atJohn and Alison jointly with 'Hamjambo?' as Asha did. This the coast than inland. Where both mama and bibi are in use,greeting is appropriate for two or more people together. bibi is slightly more formal, and some speakers tend to use it

for younger rather than older women. (Bibi is also in use asIf you are younger than the people you are going to talk to, a word for grandmother but the context of use usually makesyou should greet them first. Also, a person newly arrived in a it clear who is being referred to.)place always greets first the person or people already there.

Sometimes a married woman is addressed, and referred to,3ambo can mean affair, business, circumstances, or matter as Mama followed by the name of her eldest or last child,for discussion according to the context. It is only in greetings so Mama Fatuma, Mohamed's mother, may well be referredthat it is attached to hu-, si-, harn- and hatu-; these will be to, by family and friends, as Mama Mohamed. Also Mwanaexplained in Unit 2„ is still heard, in some coastal and island communities,

as a very respectful title for a woman, followed by her ownname. Note that where two names are used, e.g. Bi RehemaDaudi, the second name is usually the name of the person's

(Con.td)

Unit 1 Hujambo? How are yoa? 3

father — in this case the names refer to Rehema, daughter of karibu sana you're very welcomeDaudi. Some professional families have adopted the custom unatokayou corne fromof a wife taking one of her husband's names, e.g. his father's wapi where?name, and using it as a surname. natoka I come from (nina ~ na)

Uingereza UK, Britain, EnglandWewe si Mmarekani? Vou are not an American? (person from USA)

(Mwarnerika is also used)Dialogue 2 ndiyo yes, that is so

si am not / are not /is notThe next morning, Mohamed takes Alison to meet his mother, Mimi ni Mwingereza I am BritishMama Fatuma, who lives north of Dar es Salaarn. They approach ni am / are /isher house and stand outside the door, which is slightly open.

Cl : Mohamed Hodi! InsightTO • Mama Fatuma (from inside) Karibu! (She comes to the door, and . There is no English equivalent of Marahaba. It cannot beCV sees Alison with Mohamed,) Karibuni! used to initiate a greeting. Only use it as a reply to Shikamoo.CL'I- : Mohamed Shikamoo, Mama.

: Mama Fatuma Marahaba.Cl If you are young you can greet a much older person with4l : Mohamed Hujambo? Shikarnoo! It is a term of great respect.Wn

: Mama Fatuma Sijambo, mwanangu.: Mohamed Habari za asubuhi?: Mama Fatuma Salama tu.: Alison (to Mama F) Shikamoo, Mama Grammar: Mama Fatuma Marahaba. Karibu sana. Unatoka wapi, bibi?: Alison Natoka Uingereza. 1 Asking how things are I what's new: Mama Fatuma Wewe si Mmarekani?

Alison Ndiyo, si Mmarekani. Mimi ni Mwingereza. Habari za can be used for a variety of different greetings, includingones for different times of the day. In Dialogue r, Mohamed askedAsha how things were that morning. Here are some more examples

hodi May I /we come in? of its use:' karibu (here) Comein (addressed to one person)

karibuni Comein (to rnore than one person) Habari za mchana? How's everything today?©~ shikamoo greeting to an older person or someone the speaker Habari za jioni? How's everything this evening?

considers to be of higher status Habari za siku nyingi? How's everything since I last sawmarahaba the standard reply to shikamoo you? (some time ago)

- mwanangu (mwana wangu) my child, son or daughter Habari za tangu jana? How's everything been with yousalama safe, in good health since yesterday?tujust, simply (also only and merely) Habari za kazi? How's work?

Habari gani? What news?

Unit 1 Hujambo? How are you? 5

mchana daytime kazi work 3 Mrnarekani, Mwingereza and other M/WA ciass nounsjioni evening gani what

,: siku nyingi many days nyurnbani at home Mtu and watu are in the M/WA class of nouns. In this class, if the' tangu jana since yesterday main part of the noun begins with a vowel (a, e, i, o, u), the singular

prefix is mw- instead of rn-, e.g. mwana (son/daughter). The pluralGreetings should be kept very general. A man would not, for example, prefix follows these rules: wa+ a makes wa-, wa + e makes we-,ask about another man's wife, unless he had been told she was ill, or wa+ i makes we-: e.g. wana (soris/daughters). The only exceptionsknew the family very well. To enquire about a person's family, say: are words for nationalities or other established group names,

in which cases the vowel of the main part of the word is retained,Habari za nyumbani? How's everything at home? as in Waingereza.Hamjambo nyumbani? Are you all weil at home?

Singular: Plural:Sometimes Habari is omitted, so that an exchange of greetings mwana son/daughter wana soris/daughtersmight be: Mwingereza Bri t ish person Waingereza Br i t i sh people

A: Za nyumbani? (How's everything) at home? The words below are also in the M/WA class. You should learn allB: Nzuri, za kazi? Good, (how's everything) at work? these by heart as soon as you can; they will be used in subsequent

units. More M/WA words will be introduced in the units thatThe replies to Habari za in the two dialogues are all in comrnon follow. Almost all the words in this class refer to people — twouse. Safi (in order, correct) is also commonly used as a reply. exceptions are mnyama (anirrial) and mdudu (insect).These replies are all positive; one or other of them should alwaysbe used as an immediate reply. If there is some bad news to be M/WA class nounscommunicated, that can follow later. Singular Plural

Mfaransa French (person) WafaransaNote that Shikamoo is only used to greet someone older or of mfinyanzi potter wafinyanzihigher status than the speaker. mgeni guest, visitor, stranger wageni

mgonjwa sick person wagonjwa2 Nouns and noun-prefixes Mhindi Indian (person) Wahindi

Mjerumani German (person) WajerumaniWords for people, places, things or ideas — nouns — function Mkristo Christian (person) Wakristoin various classes in Swahili. Most of these noun-classes group mkulima farmer wakulimatogether similar types of nouns. The class membership of a noun mpokeaji (or mpokezi) receptionist wapokeajican be recognized, in most cases, by the bit at the beginning — the mtalii tourist wataliinoun-prefix, For example, the word mtu, which means person, mtoto child watotois made up of two parts, and the prefix is m-. If you want to talk mwalimu teacher walimu or waalimuabout more than one person, the prefix is wa-: watu means people. mwanafunzi student, pupil wanafunzi

mwanamke woman wanawakeSingular: m- Plural: wa- mwanamume ma n wanaume

mtu p erso n w atu peop l e (Contd)

Unit 1 Hujambo? How are you? 7

Mwislamu Muslim (person) Waislamu So that you can talk about yourself and about other people, youmwuguzi nurse wauguzi need to learn all the verb-prefixes for the M/WA class of nouns:

mzee old person wazeeMzungu European (person) Wazungu ni- I tu- w e

u- you (sing.) m - you ( p l.)a- he / s he wa- they

InsightTo help you learn the noun-classes you might like to try The following sentences show how these prefixes work:highlighting the noun-prefix in colour, using the same colourfor singular m- or mw- and plural wa-. Ninatoka Manchester. I come frorn Manchester.

Unatoka Nairobi? Do you (sing.) come from Nairobi?4 Verbs and verb-prefixes Anatoka Marekani. He comes from the USA. She

comes from America.a Verbs are words or combinations of words which refer to Tunatoka Uingereza. We come from the UK/Britain.actions, events and states. In the following sentences, for example, Mnatoka Kenya? Do you (pl.) come from Kenya?the words printed in italics are all verbs: Wanatoka Kisumu? Do they come from Kisurnu?

They gave her some food. I wiI! read it tomorrow. If you need to mention who the subject is, just put the word orHe will be leaving for Cairo. The manager received a complaint. words at the beginning:She has rnalaria. We don't like mushroorns.Unatoka wapi, bibi? Where doyou come from, madam? Mohamed anataka Dar es Mohamed comes frorn Dar esNatoka Uingereza. I come from Britain. Salaam. Salaam.

Mama Fatuma anatoka Mama Fatuma comes fromIn Swahili, a verb is made up of several parts, as in unatoka (you Tanzania. Tanzania.come from): Bi. Alison na Bw. 7ohn wanatoka Alison and John come from Britain.

Uingereza. (na = and)u- you (s ingular)-na- pr e sent time Insight-toka comefrom (this is the verb 'stem'; in dictionaries it is the stem If you decided to try the highlighting suggestion for the M/WA

of the verb which is given, so -toka can be found under T) noun-prefixes, use the same colour for highlighting the 'matching'verb-prefixes in the example sentences above. Remember that

b The first part of the verb, u- in the case of unatoka, will be the verb-prefix represents the subject of the verb.referred to as the verb-prefix. This prefix stands for the subject ofthe verb (like it, I, you, he, she, we, they in English); in this case, 5 Ndiyo Itis so and ni/siyou (one person only). In a sentence the verb has to be closelylinked to its subject, and this linking is done through the verb- Although ndiyo is often translated as yes and does have a yesprefix. Most noun-classes each have a pair of verb-prefixes, one for function in Swahili, it really means it is so, i.e., it is as you say.singular subjects (it) and one for plural subjects (they). It is only the In Dialogue z, Alison is mistaken for an American. Mama FatumaM/WA class that has six. says to Alison, 'Wewe si Mmarekani?' ('You're not American?').

unit1 Hujambo? Howareyou?

When Alison replies, 'Ndiyo, si Mmarekani', she is saying,'That's right, (I'm) not American.' Practice

If the question addressed to you is 'Ni Mwingereza?' or 'Wewe 4>) CD1, TR 2,01:51ni Mwingereza?' the correct reply if you are British is 'Ndiyo, ni

1 How would you:Mwingereza.'a Reply to a child who greets you with 'Shikamoo'?b Ask someone how his/her journey was?6 Narnes of countr iesc Reply to the greeting 'Hujamho'?d Ask someone how things are this morning?Many Swahili-speakers inevitably have a very hazy idea of the

composition of the UK, just as many English-speakers (wherever they e Ask to come in to sorneone's house? (See Dialogue z.)

live) have difficulty in identifying African countries and places within f (Together with a cornpanion) reply to 'Hamjambo'?

them. Uingereza is used variously to refer to the United Kingdom, g Reply to 'Habari za mchana'?h Welcome a visitor into your home? (See Dialogue z.)Britain or just England. There are no well-established Swahili narnes

for Scotland, Wales and Northern Ireland, and if people need to i Ask someone how everything is at horne>

refer specifically to any of these they are likely to have sufficient j W e lcome a group of people into your horne?

knowledge of the English language — and European geography — to (See Dialogue z.)use the English names. Not all Swahili names of countries have a 2 How wou ld you say:U- prefix, but quite a few do, and they form one set of words that a I come from America.belong to the U class of nouns which will be dealt with in Unit 6. b Where do you (sing.) come from?

c She comes from Liverpool.a Countr ies (U class nouns): d Do they come from Kenya?

e They come from Nairobi.: Ubelgiji Belgium Uingereza UK, Britain, England f Wh ere do you (pl.) come from?: Uchina China Ujerumani Germany g Does he come from Germany?: Ufaransa France Ulaya Europe h Do you (pl.) come from Uganda?; Uganda Uganda Ureno Portugal: Ugiriki Greece Urusi Russia 3 Rearrange the list of person words (List B) so that each

of them is next to the appropriate country.b Countries without the U- prefix: e.g. Marekani (USA) Mmarekani (American person)

A B: Afrika ya Kusini South Africa Marekani USA Kenya Mtanzania: Bara Hindi I ndia Misri Egypt Uchina Mfaransa: Hispania Spain Msumbiji M ozambi que Umgereza Mrusi

Uganda MgandaUfaransa MwingerezaTanzania MkenyaUrusi MjerumaniUjerumani Mchina

Unit1 Hujambo? Howareyou? I I

4 Wr i te a suitable question for each of the following answers. 6 Identify the people in these pictures:The 6rst one has been done for you.

a Hodi! Karibu, Bi Alison. Cb Hatujarnbo, mama.C Njema tu. g@IQd Safari nzuri. gg~ .e Tunatoka Marekani.f Sijambo, bwana. gg9 Marahaba.h Ndiyo, ni Mwingereza.I Ndiyo, si Mmarekani.

5 Ma ke up an exchange of greetings between yourself and Jeanne na Pierre Bw. Musa Mama Aminathe person or people in each of the following pictures.If you are learning Swahili with a friend or in a group,do some role-plays of different greeting sequences. F

e

)/

Bw. Ramadhani Bi. Bertha Lulu na Abdu

/ I e.g. A Jeanne na Pierre ni watalii. (Jeanne and Pierre are tourists.)

r P~ Then answer the following questions, using ndiyo or siyo and." y'W l@P ni or si.

e.g. a Siyo, Bt. Bertha si mtalii. Bi. Bertha ni mwuguzi.Ii

lc a Bi . Bertha ni mtalii?b Pierre ni mpokeaji?c Bw. Ramadhani ni mwalimu?d Lulu na Abdu ni wapokeaji?

Umt1 Hu~ambo? Howareyouz I 3

e Jeanne ni mtalii?f M ama Amina ni mwuguzi?g Bw. Musa ni mpokeaji?h Abdu ni mwanafunzi?

InsightGreetings are absolutely essential when meeting people.Before going on to Unit z make sure you know the M/WAnouns introduced so far. Then practise using the verb-prefixes Kwenda postaby making up sentences about yourself and friends, e.g.Ninatoka Birmingham; Bill anatoka Washington; Heidi na Going to the post officeOtto wanatoka Bremen.

You will be delighted to know that each of the other noun-classes, In this unit you will learn

one per unit in Part One, has only two verb-prefixes because, of • how to ask and understand simple directionscourse, you only need words for it and they when things, rather • how to ask where somethingis locatedthan people, are involved. • how to count

• how to buy starnps at the post office

Ten things to remember Dialogue 11 The reply to Hujambo? is Sijambo (one person).2 The reply to Hamjambo? is Hatujambo (more than one person). John is on his way from the hotel to the post office.3 A suitable reply to Habari za asubuhi? is Nzuri,4 Cal l out Hodi! before entering someone's house. Dereva (taxi driver) Hujambo, bwana? Teksi?

5 Say Karibu! to someone entering your house or room. lohn Sijambo, bwana. Habari za asubuhi?6 Say Karibuni! to more than one person visiting you. Dereva Safi sana, bwana. Teksi?

Say Shikamoo! to greet a person much older than yourself. lohn Hapana. Nakwenda posta tu. Iko karibu'?8 Reply Marahaba to a person who has greeted you with Dereva Iko karibu sana. Nenda moja kwa moja,

Shikamoo. halafu pinda kushoto. Nenda moja kwa

9 The verb-group is composed of: verb-prefix + tense marker + moja, moja kwa moja, halafu utaona posta,

verb-stem. upande wa kulia.10 I come from the USA is Ninatoka Marekani. ; lohn Haya, asante sana, bwana. Kwa heril

Dereva Haya, bwana. Karibu tena!

Unit 2 Kwenda posta Going to the post office I 5

"l"'lIdereva driver (here: taxi-driver)teksi taxi Grammarsana verylvery muchhapana no 1 Teksi, posta and other N class nounsnakwenda (ni-na-kwenda) I'm going (to)posta post office a Teksi and posta, like many other loan-words, function asiko it is (located) members of the N class of nouns. This class is so-called becausekaribu near, nearby some of the words of Bantu origin in it begin with a 'nasal'nenda go (to one person) sound, written as m, n, ny or ng'. A few of the commonly usedmoja kwa rnoja straight on words with this nasal prefix are given in the N class vocabulary

~' halafu then box below, along with some non-prefixed ones, including thosepinda turn introduced in this unit and Unit r .kushoto leftutaona (u-ta-ona) you will see N class nounsupande wa kulia fon) the right side (lit. side of right) asubuhi morning nguo garmenthaya OK barua letter njia I'oaQ

asante thanks chai tea nyumba housekwa heri goodbye chumvi salt posta post officekaribu tena a polite farewell (lit. welcome again) habari news safari journey

kahawa coffee shilingi shillingIn some areas people say naenda rather than nakwenda, meaning kompyuta computer stampu stampI'rn going/I'm on my way. mvua i'ain sukari sugar

nd1zI banana teksi taxi

You will find some of these words in the next dialogue. As is clearfrom the nouns in the box, the N class is rather a ragbag as far as

Street transactions meaning is concerned. But it does contain one group of words forIf the taxi driver's question seems rather brusque and living beings, and these will be dealt with separately. This classinsistent, it should be remembered that overseas visitors, contains many loan-words, which have no prefix, and some wordswhether temporary workers or tourists, represent a potential of Bantu origin which have lost their prefix.source of income for which there is fierce competition in thecapital cities and larger towns of Africa. Urban taxi drivers Insightand street traders in east Africa get used to dealing with If you are highlighting prefixes, use a different colour fromtourists who have little or no knowledge of Swahili and who the one used for the M/WA class in Unit z. Only five of themay be in a hurry. People with services to offer are good nouns in each of the N class vocabulary boxes in Unit zat modifying their language to suit the circumstances and actually have the 'nasal' prefix n-, m-, ng' or ny-.will often use very simple Swahili until they have assessed avisitor's knowledge of the language. Transactions are carried One good thing about the N class from a learner's point of view isout at a more leisurely pace away from the large towns. that the singular and plural forms of the nouns are the same.

Unit2 Kwenda posta Going to thepostoffice I 7

Singular Plural 5 Stems beginning with I or r also take the prefix n, and the 1 ornyumba house nyumba houses r cbanges to d, e.g, n+ limi (tongues) becornes ndimi, n + refuny - umba ny - uniba (long) becornes ndefu.

The prefix for this class must originally have been something likeprefix stem prefix stem ni-, which contracted to ny- and n-. If you try pronouncing n

before b or v you will feel how easily it changes to rn.Although in other noun-classes the form of the prefix remainsvirtually the same whatever noun stem it is attached to, in the You would probably find it helpful at this point to listen severalN class the form of the prefix varies according to the first sound times to the N class 'nasal' prefixes in the pronunciation guide atin the stem. The 'stem' is the main part of a noun — the part to the beginning of the recording.which the prefix is attached. It is worth noting here the rules forthe 'nasal' prefix because they also apply to adjectives ('describing b Verb-prefixeswords' like good, bad, short, tall, etc.) and other qualifiers whichmust be made to agree with their noun by having the same prefix. This is where the difference between singular and plural shows up.You can leave the learning of these rules until later if you like, andjust learn the N class nouns in the vocabulary box. Singular: i- Plural: zi-

Teksi inatoka wapi? Teksi zinatoka wapi?Notes to Grammar section za Where is the taxi coming from~ W h ere are the taxis comingfrom~

1 Loan-words, and noun-stems of Bantu origin beginning with Words for 'uncountables' like mvua (rain), sukari (sugar), etc., usethe voiceless consonants p, f, s, ch, k and t, do not take a the singular verb-prefix only.prefix. The only exceptions are the few stems of this sort thathave a single syllable. Like all single-syllable stems of Bantu c People and other creatures in the N classorigin in this class, they take a prefix, which carries the stress,e.g. nchi. Most words for animals and insects, and some words for people,

2 Stems beginning with a vowel take the prefix ny-, e.g. nyumba. are in this class. Two occurred in Unit t — mama and ndugu. They3 Stems beginning with b, v or w take the prefix m-, e.g. mvua. are like the other N nouns in that singular and plural are the same;

In addition, w becomes b, e.g. m + wili becomes mbili (-wili but they take the verb-prefixes of the M/WA class. Here are a fewis the stem for ttvo). Do not confuse this m with the singular of the most frequently used N class 'animates':prefix of the M/WA class, In the N class the only reason thatm occurs as a prefix is that it is the appropriate nasal prefix askari soldier (also used for policeman, mbuzi goatfor noun-stems beginning with sounds made with the lips which is askari polisi in full) mbwa dogclosed or partly closed. baba father ng'ombe cow

4 Stems beginning with d, j, z or g take the prefix n-, e.g. ndizi, clada sister nyoka snakenjia, nguo. Although we write n- as the prefix for stems kaka brother paka catbeginning with g, its sound is like the sound at the end of thing, kuku chicken, hen rafiki friendnot thin. (See the guide to pronunciation preceding Unit i. ) mbu mosquito samaki fish

18 Unit 2 Kwenda posta Going to the post office I P

There are three place-rnarkers:Askari anatoka wapi? Where does the policeman come from?

Askari wanatoka wapi? Where do the po/icemen come from?-ko refers to indefinite location, and is therefore the form usedPaka anatoka wapi? Where does the cat come from?

when asking where someone or something is.Paka wanatoka wapi? Where do the cats come from? -po refers to definite location, as in yupo posta, she's at the

Insight post office, not necessarily inside it — she rnight be waiting

The N class verb-prefixes i- and zi- should be highlighted in just outside.

your chosen N class colour. Note that, in the four examplerefers to location inside, as in yumo posta, she'sinside the

questions above, the verbs have M/WA class verb-prefixes post office — perhaps sheltering frorn heavy rain.

because their subjects, askari and paka, although in the The use of any one of these is dependent on the circumstances asN class, are animate beings. the speaker sees thern, but you can restrict yourself to -ko until you

have gained more experience with the language.2 Being in a place

The ni/si, is/is riot forms used in Dialogue z of Unit r cannot be Insightused to talk about people or objects being in a place. For this a

If you are still colour-coding the noun-classes, there is plenty ofscope in the last section for highlighting the M/WA and N class

particular structure is used: noun- and verb-prefixes. Note that only one of the nouns in the

1 + ko iko two N class example sentences (using wapi) has the nasal prefix.

verb-prefix pl ace-marker

Using wapi (tthere) and a few N class nouns, we can ask:Dialogue 2

Sukari iko wapi? Where is the sugar? In the post office, John goes towards one of the windows at the

Nguo ziko wapi? Where are the clothes? counter.

N: 3ohnSimilarly, using M/WA verb-prefixes: (to a young woman nearby) Habari gani bibizT: Bibi Nzuri, bwana.

: 7ohnNiko wapi? Where am I? Nltapata starnpu hapa?BibiMohamed yuko wapi? Where is Mohamed? Hapana, hutapata stampu hapa. Angalia juu!

Tuko wapi? Where are we? (She reads aloud the notice above the counter:) I Q V

7ohn na Alison wako wapi? Where are John and Alison? 'Hundi za posta'. Simama pale. Utapata pale.7ohn (to the counter clerk at the correct window)

Note that the form meaning he/she is located... is yuko, and not Naomba starnpu kwa barua hizi, kwendaako as you might have expected. Uingereza kwa ndege.

Karani (clerk) Una barua ngapi?3ohn Nina barua tatu.

(Contd)

Unit 2 Kwenda posta Going to the post office 2 , I

Karani Haya. Stompu tatu za shilingi mia moja na sabini nataka (ni-na-taka) I want, needni shilingi mia tano na kurni. kupeleka (ku-peleka) to send

John Na barua hii nataka kupeleka Mwanza. moja oneKarani Moja tu? ya ofJohn Ndiyo, moja tu arobaini 40Karani Unataka stampu ya shilingi arobaini. Jumla ni jumla (N)* total

shilingi mia tano na harnsini. (Iohn passes a mia tano na hamsini 550-,Sh 1000/ — note to the clerk who then gives chukua take. him the change.) Haya, chukua chenji ya shiiingi chenji (N)* changemia nne na harnsini. Karibu tena. mia nne na hamsini 450

John Asante sana."Xote: New N class-nouns in the vocabulary box are indicated by(N). After a noun-class has been introduced, new nouns in that class

nitapata (ni-ta-pata) I will get which occur in subsequent units will be labelled, e.g. nouns in the'Human' class will have (M/WA) attached to them frorn here on.hapa here

hutapata (hu-ta-pata) you will not get Post officesi ' ' angalia look, pay attentionjuu up, above, top It is only in large post offices in the cities and larger townshundi za posta (N)* postal orders that people like John may find themselves going to the wrong

simama stand window if they fail to read the signs above the counter. We canpale over there assume that John is in the post office in Azikiwe Street in Darutapata (u-ta-pata) you will get es Salaam where only certain counters are allocated to the salenaomba (ni-na-ornba) I want of stamps. The spelling can vary between stampu and stempu.

kwa forbarua (N)* letter Post offices are always busy places, not only because of thehizi these (with N nouns) transactions inside but because people who rent mail boxeskwenda (ku-enda) to go come to collect their letters from them. Only the holder of the

kwa ndege (N)* by air (ndege is aeroplane and bird) key to a particular numbered box has access to that box andcan collect letters from it. Addresses must therefore containkarani clerkthe correct PO Box number:una (u-na) you have

ngapi? how many? (referring to N class nouns)Bibi Amina Omarinina (ni-na) I have

,,;:, '. tatu three SLP 584

i,",,'.,: zaof MusomaMkoa wa Mara~""l! ',. shilingi shilling

,' mia moja na sabini 170mia tano na kumi 510

!, hiithis

Unit2 Kwenda posta Goingto thepost office 2 .$

SLP (sanduku la posta) PO Box Insightrr la of Notice that only one of the N class-nouns in the first three

Mkoa wa Mara Mara Region examples above has a nasal prefix, and only two (bothdenoting animals) in the second set of four have it.

Money 4 NumbersKenya, Tanzania and Uganda all have the shilingi (shilling) astheir unit of currency, but its value varies markedly from one 1 m o j a (-m oja) 11 kurni na moja (-moja)country to another. One hundred shillings is abbreviated as 2 mb i l i (-w i l i) 12 kurni na mbili (-wili)roo/ — or Sh.ioo. 3 t atu (-tatu ) 13 kurni na tatu (-tatu)

4 n ne (-nn e ) 14 kurni na nne (-nne)There are three words in current use meaning money and all 5 t a n o (-tano) 15 kurni na tano (-tano)are in the N class: fedha, hela, and pesa. Note that fedha 6 si t a 16 kurni na sitaalso means silver. Hela is only likely to be heard in Tanzania 7 s aba 17 kurni na sabaand is used much less frequently than the other two words. 8 n a n e (-nane) 18 kurni na nane (-nane)

9 t isa 19 kurni na tisaThe cost of stamps here, and of goods and services in Units 1 0 k u m i3 and y, cannot reflect reality at the time of reading in anySwahili-speaking area due to the effects of inflation. This box, like the following two boxes, shows the cardinal

numbers (one, tivo, three, etc.). You will need to know these in3 How many? order to make ordinal numbers (first, second, third, etc.), which

will be dealt with later.Ngapi (how rnany) is one of the words that takes the same prefixas the noun to which it refers. Since it already begins with a nasal Numbers z — g and 8 have to agree with the noun they qualify:sound we do not have to attach a nasal prefix to make it agree withan N class noun: mtu mmoja one person

watu wawili two peopleBarua ngapi? How many letters?Nyumba ngapi? How many houses? ln counting and mathematics, r, z, 3, y, g and 8 are used as if inShilingi ngapi? How many shillings? agreement with N class-nouns; this is the form shown in the box.

These numbers take a prefix even when they are used with kumiN class words for humans and other creatures take M/WA prefixes (ten) as part of a larger number:on qualifiers, This means that when ngapi follows one of thesewords it must be prefixed with wa-: w atu kurni na wawil i 12 peo p l e

watu kumi na wanane 18 peopleAskari wangapi? How many soldiers?Mbuzi wangapi? How many goats? The stems of those numbers that need a noun-class agreement prefixNgombe wangapi? How many cows? when they qualify a noun are shown in brackets in the box above.Paka wangapi? How many cats?

Unit 2 Kwenda posta Going to the post office 2.5

20 ishirini 60 sitini 5 Talking about the future

22 ishirini na mbili 66 sitini na sita30 thelathini 70 sabini Future time is marked by putting -ta- between the verb-prefix and

the verb:33 thelathini na tatu 77 sabini na saba40 arobaini 80 themanini

88 themanini na nane nitatoka I will leave44 arobaini na nne90 tisini tutatoka 6'e will leave50 hamsini

55 hamsini na tano 99 tisini na tisaInsight

None of the words for zo, 3o, 4o, etc. takes a prefix. The prefixed Notice that nitatoka can mean in English I will leave, I will

numbers r — g and 8, when used with ishirini, thelathini, arobaini, be leaving, I am leaving (at some future tirne) and I leave

etc., to form a number, behave as they do when used with kumi- (at some future time).

they take a prefix:The meaning of -toka here is only slightly different from its

watoto ishirini na watatu 23 children meaning in Unit r .

watoto arobaini na watano 45 childrenwatoto sitini na wanane 68 children 6 The negative forms of verb-prefixes

100 mia 250 mia m bili na hamsini Xot doing or being something is indicated by putting the negative'1 O'I mia na moja 999 mia t isa, tisini na tisa prefix ha- immediately in front of the verb-prefix.

200 mia m bili '1 000 el fuIn the N class the negative forms of the verb-prefixes are absolutely

The word for hundred, mia, is in the N class. Notice that if you regular, as they are in all the other classes except the M/WA class:

want to talk about a number of hundreds, the word for that hai- hazi-number follows mia.negative + it (N class) negative + they (N class)

wanafunzi mia tatu, hamsini na wanne 354 studentswanafunzi mia sita, thelathini na tisa 639 students In the M/WA class, some contraction has taken place, and the

elfu moja, mia tano na moja 1,501 negative forms of the verb-prefixes are:

For numbers greater than ro,ooo, elfu is usually put after the si- (not hani-) I hatu- we

number of thousands in order to avoid confusion between numbers hu- (not hau-) y o u (sing.) ham- you (pl.)such as 5or,ooo and yoo,ooz: ha- (not haa-) h e / she hawa- they

mia tano elfu, na moja 500,001 Sitapata stampu. I will not get stamps.Hawatapata hundi za posta. They will not get postal orders.

Unit 2 Kwenda posta Going to the post office Z 7

These negative verb-prefixes remain the same, whatever the tense 8 Telling someone to do something(present, future, etc. ). In the present tense you also have to changethe end of the verb to rnake it negative; this will be explained in In Dialogue 2 the young woman says to John, 'Angalia juu!' Here theUnit ). verb has no verb-prefix or tense-marker. The sarne is true of simama in

the same dialogue. In Dialogue r, pinda and nenda are similarly used.7 Having

These verb-stems are being used as imperatives, or orders, like theTo have, in Swahili, is to 'be with', and in all tenses other than verbs in these English sentences: 'Look!', 'Sit down!', 'Come here!'the present, the verb kuwa (to be) is used followed by -na. Na is There are only four irregular irnperatives:a word that expresses association. In the present tense only -na isrequired, attached to the verb-prefix. lete! bring! from the verb -leta

nenda! go! frorn the verb -endanina I have tuna we have njoo! corne! froin the verb -jauna you ha ve (sing.) mna you h ave (pl.) kula! eat! from the verb -la (kula also means to eat)ana he/s h e has wana tbey h a v e

The negative forms of the verb-prefixes with -na are as explainedabove under section 6. Practice

Una barua? Have you a letter?Sina barua. I haven't a letter.Wana stampu? Do they have stamps? PostaHawana stampu. They have no stamps.

Now you can see that the greetings using jambo, introduced in Unit t,have developed in the course of time out of negative -na forms.

Huna jambo? You have no problem? is now Hujambo?Sina jambo I have no problem. is now Sijambo. HoteliHamna jambo? You (all) have no problem? is now Hamiambo?Hatuna jambo We have no problem. is now Hatujambo. Using the information on the map and assuming you and the

enquirer are facing in the direction of the required destination:Using the full form kuwa na with the future-marker -ta- enablesyou to say, for example: a Te ll someone who is at the hotel how to get to

the post officeAtakuwa na shilingi mia. She will have Sh 700. e.g. Nenda moja kwa moja, halafu pinda kulia.Hawatakuwa na pesa. They won't have any money. Nenda moja kwa moja, halafu utaona posta upande

wa kushoto.the bank

Unit 2 Kwenda posta Going to the post office 2,ci

b Tell someone who is at the bank how to get to the hotel. Note:c Tell sorneone who is at the post office how to get to the hotel. Although it would be acceptable at this stage to use -ko in all your

replies, try to think of circurnstances which would require the usebenki (N) b ank barabara (N) mai n road of -po or -mo to convey a rnore precise meaning. If necessary lookhoteli hotel vuka (verb) c ros s back at section z of the Grarnmar in this unit — 'Being in a place'-

to revise the functions of the three place-markers -po, -ko and -mo.The shaded road on the map is a barabara; the unshaded roads are You will need to imagine the locations and their size, and whethernarrower minor roads, njia. Cross the main road is Vuka barabara. you want to convey that the people referred to are in the general

area of the place, precisely at it or right inside it.d Tell someone who is at the bank how to get to the post office.e Tell someone who is at the post office how to get to the bank. If you want to tell sorneone that Mr Athumani is not in the

hank, he's at the post office, you say:2 Fil l in the gaps in the following questions:

a Wagen i ko w api ? Bw. Athurnani hayupo benki, yupo posta.b Chai ko wapi ?c M buz i ko w api ? (N class animate) The negative forrns of the verb-prefixes referring to humans,d M t ot o ko w api ? introduced in section 6, can be used with -ko, -po and -mo,e Kahaw a k o w api? as well as with full verbs and -na.f Posta k o w api ?g Wajerumani ko w api? Try these:h Dad a k o w api? (N class animate)

a Juma is not at the post office, he's at the station.3 Fi l l in the gaps and also provide a suitable reply, using posta b The tourists are not in Dar es Salaam, they're in Tanga.

and the four words in the vocabulary box below, as well as c M iss Ruth is not in Nairobi, she's in Mombasa.names of towns. The first two have been done for you. d The students are not at the cinema, they're at the bar.

e The French person is not at the station, he's in the bar.baa (N) bar sinema (N) c inemabenki (N) bank stesheni (N) station Try not to be influenced by the English prepositionsin and at;

think about the size of the locations and how precisely you cana Bab a ko w api? Baba yuko Kampala. locate the people in relation to them.b Wanafunz i k o w api ? Wanafunzi wapo baa,c Mze e ko w api? 5 With a partner, develop some of the questions and replies thatd Bw. Omar i ko w api? you did for Practice question 3 into short dialogues, by addinge Al i na Amina k o w api? a question using ipi, which, used only in questions, and a replyf M am a ko w api? using karibu na, near (a place).g Askar i ko w api ?h Wauguz i k o w api ? The ending -pi takes the verb-prefix. The i- in ipi is the N class

singular verb-prefix; this is the only noun-class involved here

30 Unit 2 Kwenda posta Going to the post office 3 I

because you will only be using baa, benki, posta, sinema and e , W AAf IW ' '

' "

"Nunua stampu tano.

stesheni, all N class nouns. Here is an example to start you off: Shilingi

A. W anafunzi wako wapi? f7"0/-B. W apo baa.A. Baa ipi?B. K a r ibu na stesheni. 7 Nu nua:

6 Wr i te, in words, the amount you need to pay for each of the na kk„- g>".<following purchases at the post office. Nunua = buy.

Nunua stampu tano.Shilingi ishirini.

Shilingi sitini na nne

b TA JVZAhlIA

b Nunua stampu tatu.Shilingi

Shilingi

na r z wzw~><C Nunua stampu mbili.

Shilingi

ShilingiNunua stampu mbili.Shilingi Now that you have learned some N class-nouns, you will be

pleased to know that no other class has so many complicationsof the noun-class prefix, Don't worry if you found the rules setout in section t of the Grammar a bit daunting; they are there forreference. For the moment, just make sure you can remember mostof the nouns in the boxes. It's a good idea to start with the English

Unit 2 Kwenda posta Going to the post office 3 3

loan-words, and then go on to words for things you use frequentlyin everyday life. So, on to Unit g and the next noun-class, whichhas verb-prefixes identical to the noun-prefixes — a real incentive tokeep going!

Ten things to remember Hotelini1 Most N class-nouns do not have the N (m, n, ny, ng') prefix.2 N class singular and plural nouns are the same, e.g. nyumba In the hotel

house; nyumba houses.3 The N class verb-prefixes are: i (singular) zi (plural).4 Where is the taxi coming from? is Teksi inatoka wapi? In this unit you will learn

5 6 7 8 9

Where are the taxis coming from? is Teksi zinatoka wapi? • how to enquire about a hotel roomN class words for people and animals take the M/WA verb- • ho w to use ordinal nurnbersprefixes, e.g. Mbuzi anatoka wapi? Where does the goat come • ho w to express likes and dislikesfromP • ho w to apologizeTo say where someone or something is, use verb-prefix + ko, • ho w to identify some dishes in a restaurantpo, or mo, e.g. John yuko wapi? Yupo posta. Where is John?Heis at the post office.To ask How many? use verb-prefix+ ngapi, e.g. Ng'ombewang'api? Hou many cows~ Dialogue 1i = -moja, z = -wili, g = -tatu, 4 = -nne, g = -tano, 8 = -nane.The numbers that do not take the noun-class agreement prefix A new guest arrives at the mapokezi (reception desk).are: 6 = sita, 7 = saba, y = tisa, io = kumi.

10 The future tense is marked by -ta- in the verb-group, e.g. Mgeni Habari za hapa? CLI-Atatoka S/he u ill leave. Mpokeaji Safi sana, bwana. Habari za safari?

Mgenl Salama tu. jina langu Mathew Dunstan. Chumba Q 4lchangu kiko wapi?

Mpokeaji Chumba chako?Mgenl Ndiyo, chumba changu. Nilipiga simu jana, kuwekesha

chumba.Mpokeajl (consulting the booking sheet) Sina habari hapa.

Samahanl! Subiri, bwana. (He goes into the officebehind the reception desk, talks to someone, and soonreturns.) Unataka chumba cha mtu mmoja'? Leo?

(Contd)

34 Unit 3 Hoteiini In the hotel 3 5

Mgeni Ndiyo, Naornba chumba chenye'choo na bafu. Note: From this unit onwards, new verbs in the vocabulary boxes,Mpokeaji Kipo kimoja kwenye ghorofa ya tatu. if they occur in the dialogue with a prefix and tense-marker thatMgeni Sipendi ghorofa ya juu. Mimi napenda ghorofa ya have already been introduced, will be shown in their stem form

kwanza. only, like -penda and -ondoka.Mpokeaji Kipo kimoja kwenye ghorofa ya kwanza, iakini kidogo.Mgeni Si kitu. Churnba kidogo kitafao. Nitaondoka kesho. HotelsMpokeaji Sawa. The word hoteli covers a very wide range of types of

accornmodation and eating-places. At one end of the scaleare the 'international' hotels such as the most expensive ones

hotelini (hoteli-ni) in/at the hotel in the capital cities and at the coast. At the other end of the::" mapokezi reception counter, desk price-range are srnall rural hostelries, hardly distinguishable

jina langu my name from nearby village houses, apart from sometirnes displayingchumba changu my room a soft drink advertisement outside. This is the sort of place,

" nilipiga simu I telephoned remote from towns, that you would encounter during ajana yesterday refreshment stop on a long-distance bus journey.kuwekesha to reserve, book (a room)samahanii (or rnsamaha) apologies! sorry! John and Alison's hotel, the setting for the dialogues in this-subiri wait unit, is a no-frills middle-range one with three floors. It haschumba cha mtu mmoja a single room one restaurant with a short menu listing mainly local dishes;leo today this contrasts with the 'international' hotels which have anchenye with, having array of restaurants, grills, carveries, bruncheries, coffee

IJ©>' ,choo lavatory, toilet shops, etc. There is always at least one receptionist on duty at5'; bafu bath, shower the reception counter. Note that mpokeaji (receptionist), its

kwenye atlon alternative mpokezi, and mapokezi are all derived from theghorofa ya tatu (N) third floor verb -pokea meaning receive.sipendi I don't like/ want-penda like

. ghorofa ya juu (N) top floorghorofa ya kwanza (N) first floor Grammarlakini butkidogo small (room) 1 The -ni suffix

si kitu (kitu means thing) it's nothing, it doesn't matterkitafaa it (i.e. the room) will do, will be suitable Hoteli, like most nouns other than names of places and words for

! -ondoka leave a place, set off people and animals, takes the ending -ni to convey at, in, on, to,IIi!: kesho tomorrow from, etc. The rest of the sentence and the context of use make

clear the exact nature of the location or direction.Note: In some places, e.g. Zanzibar, mfereji is used for shower.

Unit 3 Hotelini tn the hotel 3 7

hoteli ~ hotelini in/at/tol from the hotel This class includes words for:chumba ~ chumbani in/rtt/tol from the room inanimate objectsWatalii wapo hotelini. The guests are at the hotel. people and animals (very restricted)Alison yumo chumbani. Alison is in the room. diminutive forms of nouns in other classes

a few body-partsInsight

The stress marks in the above examples are not part of the KI/VI class nounswriting system. They are just a reminder that, in spoken Singular PluralSwahili, it is the penultimate syllable that is stressed (given chakula food vyakulaemphasis). chandalua mosquito net vyandalua

cheti note, brief letter, receipt vyetiThe words introduced in Unit z which do not take -ni (baa, benki, chungu earthenware cooking pot vyunguetc.) are used as if they are place names: kiatu shoe viatu

kiazi sweet potato viaziJoel yuko Uganda? Yuko Uganda. kichwa bead vichwaFrancis yupo posta? Yupo posta. kijiko spoon vijiko '5kikapu basket vikapu M

kikombe cup vikombe , a.The small number of words that never use -ni are nearly all loan-words, although one that is not is the word for shorelbeach/coast- kisu knife visupwani (N). There is, however, a definite tendency for phrases kitabu book vitabu(groups of words) denoting specific places to be used without -ni. kitanda bed vitandaTwo examples of such phrases are those meaning police station kiti chair vitiand airport in the KI/VI vocabulary box in section 2, below. kituo cha ndege airport vituo vya ndege

(aiso kiwanja cha ndege) (viwanja vya ndege)2 Chumba, choo, kitu and other KI/VI class nouns kituo cha polisi police station vituo vya polisi

a In this noun-class, ki- is the prefix for singular nouns and vi- forplurals. When the noun-stem begins with a, e, o or u, ki- changes Insightto ch- and vi- changes to vy- (with just a few exceptions). If you are colour-coding the noun-classes you will now need

a third colour. Highlighting noun- and verb-prefixes will note.g. ki+ umba ~ chumba be mentioned again; if you have been doing this and finding it

vi + umba ~ vyumba useful, you will hardly need a reminder for each noun-class.

Notice that we have also had -umba with an N class prefix — nyumba. b The verb-prefixes are the sarne as the noun-prefixes:

Loan-words which begin with ki- or ch- tend to be absorbed into Singular: ki- Plural: vi-this class and develop plural forms in vi- or vy-, as in the cases of Chumba kitafaa? Vyumba vitafaa?kitabu, book (from Arabic) and cheti, note (from Hindi). Will the room do? Will the rooms do?

Will the room be suitable? Will the rooms be suitable?

Unit 3 Hotelini In the hotel 3 cl

Kitabu kiko wapi? Vitabu viko wapi? used for both singulars and plurals; it is reduced to w- in front ofWhere is the book? Where are the books? the possessives:

c Some of the most common words for people and animals in this wangu my wetu ourclass are listed in the next vocabulary box. They, like the N class wako your wenu yoLll'animates, take the verb-prefixes of the M/WA class. wake his/her wao their

mgeni wangu my visitor wageni wangu my visitorsKI/VI class: people and animals mgeni wetu our visitor wageni wetu our visitorsSingular Pluralkiboko hippopotamus viboko (There are several more unpredictable irregularities in the waykifaru rhinoceros vifaru the singular nouns of this class agree with qualifiers. They will bekijana young person, older vijana pointed out later.)child (pre-adolescent)

kiongozi leader viongozi b Possessives with N nounskipofu blind person vipofukiwete lame person viwete Singular: i- (becomes y-) Plural: zi- (becomes z-)kiziwi deaf person vizIwi yangu, yetu, etc. zangu, zetu, etc.

nyumba yangu my h ouse nyumba zangu my housesViongozi wanakwenda Arusha. The leaders are going to Arusha. nyumba yetu our ho u s e nyumba zetu our ho u ses

3 Possessives Nyumba ndogo ni yangu. The small house is mine.Nyumba ndogo ni zetu. The small houses are ours.

These are words meaning rny/mine, your/yours, her/hers, etc., as inIt's my book, The book is mine. Notes to Grammar section 3b

These are the stems for possessives: Although almost all qualifiers of N nouns denoting people oranimals take M/WA class prefixes — whether noun-prefix or verb-

-angu my, mine -etu our , ours prefix — the possessives are an exception and take the i- (y-) and-ako your, yours (sing.) -enu yo ur, yours (pl.) zi- (z-) prefixes like this:-ake hislher, his/hers -ao their , theirs

With words for people, in both singular and plural:These forms take the verb-prefix of the noun they qualify (i.e., the rafiki yangu my friend rafik i zangu my friendsnoun they are giving more information about). rafiki yetu our friend raf iki zetu our friends

a Possessives with M/WA nouns With words for animals, in the plural only, with the singulartaking the M/WA class prefix wa- (w-):

As the he/she verb-prefix is a- and the they prefix is wa- you would ng'ombe wangu my cow ng'ombe zangu my cowsexpect a- to be prefixed to possessives qualifying singular nouns ng'ombe wetu our co w ng'ombe zetu our c owsand wa- to possessives qualifying plural nouns. But wa- is in fact

Unit 3 Hoteiini tn the hotel 4 I

Insight 'Verb-prefix + a' has an o f function and one of its comrnon usesYou will probably need to consult these rules again as you is to refer to something that is 'possessed', when the owner orwork through the book. Treat them as a reference section, associate is also mentioned.like the list of rules in Unit z (Grammar section ia) on thevarious forms of the N class noun-prefix. Any slight change in the shape of a verb-prefix when it is attached

to -a is exactly the same as when it is attached to the possessivesc Possessives with KI/VI nouns beginning with -a (in fact the possessive stems contain this -a

within them). The irregularity noted in section g for the agreementSingular: ki- (becomes ch-) Plural: vi- (becomes vy-) of possessives with M/WA class nouns applies to -a too.changu, chetu, etc. vyangu, vyetu, etc.kikapu changu my basket vikapu vyangu my baskets mtoto wa Bw. 7uma Mr Juma schlldkikapu chetu our b a sket vikapu vyetu our ba s kets kahawa ya mwalimu the teacher's coffee

vyandalua vya wanafunzi the students' mosquito netsNote: A note on word order — as well as remembering thatqualifiers almost always follow the noun, note too that if you use There is quite a lot of flexibility in the use of -a with N classa possessive and another qualifier as well, such as a numeral or a animates. Some Swahili-speakers use the same rule as for thedescriptive adjective (e.g. -dogo, small) it is the possessive which possessives -angu, -ako etc. (see section 3), and others use thecomes first: M/WA verb-prefix wa-, reduced to w-:

mbuzi zangu wanane my ei g ht goats Either mbuzi za mwalimuchumba chetu kidogo ou r small room or mbuzi wa mwalimu the teacher's goats

Either rafiki ya mtalii1he form -ao (their) is only used when referring to possession by or rafiki wa. mtalii the tourist's friendpeople and animals. When the possessor is inanimate, -ake hasto be used, for plurals as well as singulars. For example, when Note: it is the word for what is 'possessed' that comes first in thereferring to the price of bananas: bei yake, their price. phrase; it is this word that -a must agree with. The word for the

'possessor' comes at the end of the phrase.zi -a of

An alternative way of saying the same thing is to use theThis is another form that takes the verb-prefix. In the dialogue the possessives, like this:receptionist asks the guest if he wants a chumba cha mtu mmoja,a single room — literally a 'room of one person'. The source of cha mtoto wake Bw. 7uma Mr Juma's childis ki + a. You had another example of 'verb-prefix + a' in Unit t wazee wake Bi. Amina Miss Amina's old peoplelparentsin the greeting Habari za asubuhi? which literally means News ofthe morning~; in that case the verb-prefix was zi-, the appropriate Another function of -a is to make adjectives, as in ghorofa ya tatu,prefix for habari, an N class plural noun. ghorofa ya juu, ghorofa ya kwanza in the dialogue.

Unit 3 Hoteiini In the hotel 4 3

5 Ordinal nurnbers: -a kwanza, etc. To make the negative of the past tense:

As noted in section 4 above, numbers denoting order are rnade add ha- to the verb-prefix (rernernbering that the M/WAwith -a. Except for first and second the actual number-words used singular verb-pre fixes becorne si-, hu-, ha-), andare the cardinal numbers given in Unit z. The only new words you change -li- to -ku-need to learn are:

Sikununua viatu. I didn't buy any shoes.-a kwanza first -a rnwisho finalllast Hukununua chai? Didn't you buy any tea?-a pili second Harnkuenda Kisumu? Didn't you (pl.) go to Kisumu?

Chumbci chake hakikufaa. Her room wasn't suitable.mgeni wa kwanza the first visitorMfaransa wa pili the second French person (Notice that -ku- replaces the -kw- in kwenda.)nyumba ya tatu the third housechungu cha mwisho the final pot 8 Adjectives: single words, with prefix

6 Omission of ni in ' is' sentences An adjective is a word used with a noun to represent some qualityof whatever is denoted by that noun. Small, tall, heavy, black, red,

In the dialogue there are two sentences where ni (aln, are, is: see horrible, attractive are all exarnples of English adjectives. WordsUnit I) might be used in more formal or written Swahili, but where like these are sometimes called descriptive or qualitative adjectives,it is left out in everyday conversation: for obvious reasons. All single-word adjective sterns of Bantu origin

take the noun-prefix, like -dogo in the dialogue, and -zuri and -ema3ina langu () Mathew Dunstan. My n a meis Mathew Dunstan. (both meaning good) which were introduced in Unit t .Kipo kimoja kwenye ghorofa ya There is one on the first floor butkwanza, lakini () kidogo. it's small. Adjectives used with N class animates take the M/WA prefixes.

These sentences show two typical contexts in which ni is watoto wazuri good children (pieasant; well-behaved)commonly omitted. watoto wema good children (of good character)

habari njema good news7 Past tense: -li- paka wadogo small cats (N animate)

kisu kizuri a good knife (serviceable)There is one example in the dialogue of a verb in the past tense:nilipiga simu, I telephoned (-piga means hit or beat and gets Note the difference in meaning between -zuri and -ema, especiallyused with a variety of following nouns to make different verb- when applied to people.meanings). Like -na- (for the present tense) and -ta- (for the futuretense) it is placed immediately after the verb-prefix; this is where all Here are a few more qualitative adjective stems:Swahili tense-markers occur.

-baya bad -kubwa largeNiiinunua viatu. I bought some shoes. -chache few -pana broad, wideLilinunua chai? Did you buy some tea? -embamba narrow, thin -pya new, recent, modern

44 Unit 3 Hoteiini In the hotel 4 5

-ingi many -refu long, tali : Moharned Samaki wa narnna gani?-ingine some of / other / different • Alison Sijui (Checking the fish dishes on the menLl:) Wana

changu na 'kingfish'.Note: The fo!lowing few 'special cases' should be noted: 3ohn Aia! 'Kingfish!' Jina lake kwa Kiswahiii?

Mohamed 'Kingfish' ndio nguru.-pya with N class nouns Alison Haya basi, wali kwa nguru.

Mohamed (to >ohn) Na wewe, kaka?This adjective can only qualify nouns denoting non-living things. 3ohn Mimi napenda wali kwa nyarna.It is the only adjective that is a single syllable, and even though it Mohamed Hupendi binani?begins with a voiceless consonant — which would not norrnally be 3ohn Biriani ni chakufa gani?given an N prefix — it takes the prefix m- when qualifying N class Mohamed Ni wali kwa nyarna, pamoja na viungo vingi.nouns, e.g. nyumba mpya. The m- is stressed and functions as a Alison Viungo?syllable, so mpya has two syllables. Mohamed Viungo, ndiyo, kama iliki, daiasini ... na bizari.

3ohn (Noticing the price:) Naona biriani ni ghaii.KI/VI preftxes and adjective stems beginning with -i Mohamed Si ghaii sana. Ninyi ndio wageni wetu!

3ohn Haya basi. Nitakula biriani ya nyarna ya ng'ombe.Instead of changing to ch- and vy- these prefixes stay as k(i) and Mohamed Haya, vizuri. Mi napenda wali kwa kuku. (He calls thev(i), e.g. kingine, vingi. One i gets 'lost': i + i gives i. waiter who is standing nearby.) Kaka!

-ema with N class nounstukae wapi? where shall we si t? (here: -kaa = sit)

When this qualifies an N class noun it takes the forrn njema, as in tukae pale let's sit over therehabari njema, good news. With all other adjective-stems beginning dirisha windowwith -e the N class noun-prefix follows the rule set out in Unit 2,, je well, now then, hi there!Grammar section Ia, e.g. nyembamba. wali cooked rice

kwa withsamaki (N) fishnamna (N) kind, sort, type

Dialogue 2 gani whatsijui I don't know

Alison and John go into the hotel dining-room with Mohamed. changu (N) a kind of sea-fish (aiso tangu)ala! (aia) an expression of surprise

: Mohamed Tukae wapi? jina lake its name© : Alison Tukae pale, karibu na dirisha. kwa Kiswahili in Swahili

(They sit at a table near the window, and consult the ndio an emphatic form of ni, is.or (in this case) aremenu,) nguru (N) kingfish

: Moharned Je, mnapenda chakula gani? basi so, now, we/I: Alison Mimi napenda wali kwa samaki.

Unit 3 Hoteiini In the hotel 4.7

- haya basi OK then, well now The tourist hotels and some restaurants tend to have: b!riani (N) a highly-spiced rice and meat dish cosmopolitan menus, with one section reserved for local

kabisa extremely, very „, indeed dishes. Drinks and snacks are available in cafes. For more: - ' .; Pamoja na together with casual eating in town, there are roadside foodstalls selling

. viungo (KI/VI) spices and seasonings, flavourings snacks such as roasted maize-cobs and thin wedges ofkama like, such as cassava, spicy kebabs, nuts and a variety of' sweetmeats

: iliki (N) cardamom seeds and cakes. Among the more common of the cakes are thedalasini (N) cinnamon doughnut-like maandazi and mahamri, both containingbizari (N) curry powder,ingredients of curry powder cardamom seeds, and also vitumbua and vibibi..ona see, feelghali expensiveninyi (or nyinyi) you (pl.) kuku (N) chicken-(ku) la eat maandazi, rnahamri doughnut-like buns containing cardarnorn seedsnyama ya ng'ombe (N) beef (lit. rneat of cow) matango cucumbersmi short forrn of mimi, I mishikaki kebabs

mahindi maize (sweetcorn)Note: Structures like tukae will be explained in Unit 6. gunzi maize cob O

muhogo cassava root and plantNotice the use of kaka (brother) for calling the waiter. Usage in nyama ya mbuzi (N) goat meat 5 crhis type of context varies widely. nyanya (N) tomatoes

vibibi (KI/VI) small pancakesEating out, and local food vitumbua (KI/VI) rice buns

The major components of biriani (sometimes called birinzi) vitunguu (KI/VI) onionsare rice and meat, but they are cooked with many more spicesthan the ones mentioned by Mohamed. Similar, but less richand easier to prepare, is pilau (N). The simpler, everyday,dishes are like those chosen by Alison and Mohamed. The Grammarbasic part of the meal is either wali or ugali, a kind ofpolenta made with maize flour or — in some places — cooked 9 Present tense negat ivesbananas, and it is this that really counts as chakula. Theaccompaniment, called kitoweo (KI/VI), is a meat, fish or In the conversation there are two examples of present-tense verbsvegetable stew; the meat can be beef, goat or chicken. Pork used in the negative:is not much used; even if it had been on the menu Mohamed,being Muslim, would not have chosen it. In the hotel dining- SIJUI I don't knowroom the waiter would probably have also brought them hupendi biriani? Don't you like biriani?small individual dishes of kachumbari (N), a mixture ofchopped tomatoes, onions and perhaps cucumber. There is also an example of sipendi (I don't like) in the first

dialogue in this unit, where the new guest tells the receptionist he

48 Unit 3 Hoteiini In the hotel 4Q

doesn't like the top floor. And sipendi is what John could have said 10 Kwa Kiswahiliinstead of hapana to the taxi driver in the fourth line of the firstdialogue of Unit z. Sipendi or its plural form hatupendi is the usual Kwapolite way of declining goods and services. One of the functions of kwa is to introduce a word or phrase that

denotes the means by which something is done, or the purpose forThe negative prefixes are as given in section 6 of the Grammar in which it is done.Unit 2,, repeated here as part of the negative form of -jua, knour, inthe present tense with all the 'persons' of the M/WA class: Sema kwa Kiswahili Say it in Swahili.

Kwa nini? (lit. 'For what?') Why?sijui I don ' t know hatujui we do n ' t knowhujui you (s ing.) don't know hamjui you (pl . ) don't know Ki-hajui he/she doesn't know hawajui the y don't know The ki- prefix means in the manner of so Kiswahili must once

have meant 'in the manner of the Surahili people'. It will turn upNotice that there is no tense-marker, and the final -a of the again later in the book but, for the moment, just note that it is theverb-stem is changed to -i. The following examples use -faa, be appropriate prefix to denote a language when attached to a stemsuitable; referring to a nationality/country, If you turn back to the list of

countries with the U- prefix, in the vocabulary box towards the.. with N class subjects: end of Unit x, you can make a list of language names by replacing

U- with Ki- (ignore Ulaya and Ubelgiji):Nyama haifai The meat isn't suitable.Bizari haifai The curry powder isn't suitable. Sema kwa Kiingereza. Sayitin English. (Only to be used as a

last resort!).. with KI/VI class subjects:

11 Adjectives: single words, without prefixKisu hakifai The knifeisn't suitable.Vitabu havifai The books aren't suitable. There is one of these adjectives (ghali, expensive) in the

conversation where John says 'Naona biriani ni ghali.' 'It looks toInsight me as ifbiriani's expensive' would be an equivalent thing to say in

So, to talk about not doing something, in the present tense: English. Here are a few more adjectives that do not take a prefix;they are of Arabic origin:

Add ha- to the verb-prefix (remembering the exceptions tothis in the M/WA singulars). hodari b rave safi clea n , honest, straightforwardThere is no tense-marker. maskini p oor tajiri r ich

The final -a of the verb changes to -i. This only happensin rahisi easy l cheapthe present tense, notin other tenses.

Safi has already been introduced as one of the suitable replies to aHabari...? greeting.

50 Unit 3 Hoteiini In the hotel 5 I

Note: The next two do not take prefixes either, but need special personal pronoun. This is why mirni, wewe, etc. are needed onlymention because they go before the noun: for emphasis.

kila each In the case of ni and si, which are not full verbs, the single-wordkina (or akina) the group associated with ... personal pronouns are necessary in sentences such as:

Kila is quite straightforward to use: Yeye ni Mmarekani, rnimi ni Heis American, I'm German.Mjerumani.

kila mtu each personkila nyumba each house But in casual conversation the ni can be omitted from sentences

like this.Kina, sometimes akina, is only used to refer to a group (family,clan, colleagues or some other grouping) associated with the person Insightreferred to. You can only use kina / akina successfully if you are Although the verb-prefix functions as the subject (in pronounsure your hearer knows which particular group you have in mind: form) of the verb, it cannot be stressed. Alison, in replying

to Mohamed's second question in Dialogue z,, uses Mirni to(a)kina mama the womenfolk (a )kina Mohamed's iot emphasize that she is stating her own preference — not John's,

Mohamed13 Verbs of one syllable, and ku-

12 Mimi, wewe, yeye I, you, he/she, etc.There are only a few verbs with a stem of one syllable; -la, eat,

These are called personal pronouns. In Swahili the single-word used in the dialogue, is one of these. John says 'Nitakula biriani yapersonal pronouns are used only for emphasis in situations where nyama ya ng'ombe' I' ll have (lit. 'eat') beef biriani.in English we would put heavy stress on the pronoun, e.g. 'I likerice and meat, even though she doesn't', 'What are you going to The ku- in kula is like the ku- in kuwekesha (see Dialogue I) andhave~ I've told you what I'rn going to have' etc. These pronouns usually functions like the to in English to go, to eat, to see, etc. Butare not given heavy stress in Swahili. the monosyllabic verbs keep the ku- with all the tenses you have

learned so far. These are among the tense-markers that cannotHere are all the personal pronouns; you have already been carry stress so the inclusion of ku- prevents them from occurringintroduced to three of them: as the penultimate syllable.

mimi I SISI we Present tense: -na- T una k u la. We are eating.wewe you (sing.) ninyi (nyinyi) you (p l.) Future tense: -ta- Atak u la bir iani. He w i l l eat bi riani.yeye he/she wao they Past tense: -li- W al ik u la ugali. They a te polenta.

When a full verb (e.g. penda) or a place-marker (e.g. ko) is usedwith an M/WA class subject, the verb-prefix itself functions as a

Unit 3 Hoteiini In the hotel 5 $

But the negative forms you have learned allow the ku- to be dropped:

63 Tarehe ..~t.,8.,.....20..X©.Past negative: siku Sikula pilau. AA~ 7.C. KDKck(-li- ~ -ku-) I didn't eat pilau.

hawaku Hawakula samaki. NA. f3They didn't eat fish.

ICiasi eba Shilingi.....,EPf~.Q~.~ . ..............,,The -ku- in the above examples is the past tense negative marker. SM&zk) /clr 5 ~ 869Jtt 'tR

Present negative: SI i Sili kuku.(-a ~ -i) I don't eat chicken. Shs 20gOPP j- p,g )Y~~

hawa i Hawali nyama. TASLIM/HUNDI No....... SAHIHI YA MPOKEAJIThey don't eat meat.

Remember that the present negative does not have a tense-marker. kiasi (KI/VI) amount malazl accommodation, beddingkutoka (kwa) from taslim (N) total cash payment

Here are four more monosyllabic verbs. Kuwa was mentioned inUnit z,, Grammar section p, 2 Ma tch the questions on the left with the answers on the right:

ku-ja (to) come ku-pa (to) give 0)) CD1, TR4 i 03:38ku-nywa (to) drink ku-wa (to) be

a Mt o to huyu ni wako? 1 Iko karibu na benki.Note: Two verbs which have more than one syllable but tend to b Chumba hiki ni chako? 2 Siyo, ni ndogo.follow the rules of the monosyllabic verbs are: (kw)isha, finish, and c Ho te li yetu iko wapi? 3 Siyo, sitakwenda pale.(kw)enda, go. d Wageni wenu wanakwenda wapi? 4 Ndiyo, yeye ni wangu.

e Nyumba ya wazee ni kubwa? 5 Aliomba kimoja tu.f V i t abu hivi vitafaa? 6 Siyo, ni cha Bwana Omari.9 Utakwenda kituo cha polisi? 7 Havitafaa.

Practice h Al iomba vyote? 8 Wanakwenda nyumbani.

1 This is a receipt from a one-night stay at a small hotel. 3 You have arranged to meet a friend near the reception deska Wr i te in words the sum you would have to pay for three of your. hotel. While you are waiting, you overhear two

days' accommodation. conversations. Reconstruct them from the information givenb Suggest the meaning of (r) hundi (z) sahihi. below, then act them out, or write them.c Suggest the meaning of Nimepokea. Although the tense- a M p okeaji na Bwana Clement

marker has not yet been introduced, you should already The receptionist and Ew. Clement exchange greetings,know the verb-preflx and the verb, and the context should then Bw. Clement asks for a single room. The receptionistgive you a good idea of the meaning. asks if the second floor will do, and Bw. Clement says yes,

it will be OK.

54 Unit 3 Hotehni In the hotel 5 5

Mpokeaji na Bw. Robert Mtu ni watu.They exchange greetings. Bw. Robert asks for a room for A person is people (or No man is an island).three people, adding that one of the people is a srnall child.The receptionist says they have a large roorn with (chenye) Swahili is very rich in proverbs, and they are used in everyday~0 beds; will it be suitable? Bw. Robert replies that it will. conversation to ernphasize a point or sum up an argument.

Quoting a proverb to children is a way of teaching desirable4» I ! rn the gaps in the following sentences using suitable behaviour and attitudes, or adrnonishing them, in a non-

ad)ectives from,the box. The ones with a hyphen will need the confrontational way, for unacceptable behaviour. Moreappropriate noun-class prefix. In b 'hawa' means 'these'. proverbs later!

dogo -embamba -pya g hali hodari ki!a

a Askari ni sana. Ten things to rememberb Mbuzi hawa ni wake~

Visu vikubwa ni ; vidogo ni rahisi. 1 The suffix -ni added to a noun indicates inlatltol from,Njia za Nairobi si , ni pana sana. e.g. chumbani (chumba+ni) = in the room.Kisu hakifai; nitapata kisu 2 KI /VI verb-prefixes are the same as the noun-prefixes.

f mwalimu ana nyumba yake. 3 Possessives, -angu mylmine, -ako yourlyours, etc. take theverb-prefixes of the noun they qualify, e.g. ndizi zangu

Mohamed thinks Alison is a bit fussy about food, so he (zi-angu) my bananas.»ks her to tell him exactly what she likes and doesn't like. Verb-prefix + a means of, e.g. kiti cha (ki-a) baba father'sSay what she tells him (mostly tongue in cheek! ), using the chair, ndizi za (zi+a) mtalii the tourist's bananas.info™ation below. The first sentence has been done for you. 5 The past tense is marked in the verb-group by -li-,

e.g. Nilinunua viatu I bought (some) shoes.I don't like meat but I like fish. I like rice but I don't like polenta. 6 Adjectives take the noun-class prefix, e.g. nyumba nzuriI don't like cardamom but I like cinnamon. I like doughnuts but good houses.I don't like rice buns. I don't like onions but I like tomatoes. 7 To make the negative form of the present tense, put ha- in

front of the verb-prefix and change the final -a of the verb-Sipendi nyama lakini napenda samaki. stem to -i, e.g. Vitabu havifai The books are not suitable.

There is no tense-marker in present tense negatives.As the saying goes ... 8 In Sema kwa Kiswahili! Speak (in) swahili! kwa means byLearn these three proverbs: means of.

9 Adjectives of Arabic origin, e,g. safi, hodari, rahisi, etc. do notAhadi ni deni. take a noun agreement prefix.A promise is a debt. 10 Wi th the -na- (Present), -ta- (Future) and -li- (Past) tense-

markers, single-syllable verb-stems, e.g. -la eat are preceded byKuuliza si ujinga. ku-, e.g. Nitakula l will eat.To ask is not stupidity.

Mwuzttj! Basi, chukua! Kwa shilingi kurni na tano, madogo haya.Regina Vizuri. (She puts thern in her basket with Alison's he(p,

then turns her attention to pawpaws:) Mapapai, je,unauza bei gani?

Mwuzaji Mapapai ni shilingi thelathini.Regina Kwa nini ghali hivi?Mwuzaji S iyo g hali, ndiyo bei yake.Regina Hebu punguza bei bwana, ninahitaji rnatatu.

Sokoni Mwuzaji Haya, marna. Nitakufanyia shilingi ishirini na tano(Regina opens her purse.)

At the market : Alison Hutanunua matunda mengine? Hapa pana ndizi.Regina Sihitaji rnengine. Haya yatatosha. Tuna migomba

shambani.In this unit you will learn (Suddenly Regina's husband, Francis, arrives with 3ohn. -

• ho w to ask the price of market produce They have been looking for Regina and Alison.)• ho w to do simple bargaining to reduce the price Francis , )amanil Bado rnpo hapa? Tunakwenda mkahawani-• ho w to say goodbye tuna kiu sana!• h o w to order drinks and food : Regiria (paying the fruit-seller) Haya, kwa heri, bwana!• h ow to talk about doing things for other people Mwuzaji Kwa herini!

Dialogue 1 soko(ni) (at the) market-hitaji need

Alison is with Regina at a market. They stop at a stall piled with matunda fruit (pl.)oranges and other fruit. machungwa oranges

ebu (also hebu) a call to attract attentioncL: A l ison Unahitaji matunda gani leo? haya these

• Regina Nahitaji machungwa. (She calls to the stall-holder bei (N) pricewhois chatting to a friend nearby:) Ebu, njoo bwana! shilingi ishirini ishirini twenty shillings each oHabari za asubuhi? mno extremely, too

: Mwuzaji Njema tu, mama. Habari zako? -punguza reduce, decrease 5cF: Regina Salama, bwana. Machungwa haya, bei gani leo? -chukua take: Mwuzaji (indicati ng two piles of oranges in front of him) Haya mapapai pawpaws (papayas)

shilingi ishirini ishirini, haya ishliini na tano. -uza sellRegina Ala! Ghali mno! Punguza bei, bw'ana, nahitaji mengi. kwa nini whyMwuzaji Unataka rnangapi? hivi like this, in this manner, thusRegina Naomba arobaini. siyo emphatic form of si isyare not

nitakufanyia ... I' l l make it ... for you

Unit 4 Sokoni At the market 5g

l:' hapa pana here are Bargaining is an essential procedure in shopping at marketsndizi bananas and wayside stalls but it needs to be done cheerfully and with-tosha be enough, suffice patience. The sellers will not expect to get the first price theymigomba banana trees quote, and it is standard practice for customers to use ploysshamba(ni) (in the) smallholding like Regina's to get the price reduced — 'Kwa nini ghali hivi?'jamanii you lot! y'all! (only used in informal situations, to people you or 'Punguza beii' Other possibilities are:

know well)",,'": bado still (i.e. still at a place or carrying out an action)

mkahawa(ni) (to the) cafe Siwezi kulipa bei hii. I can't pay this price.kiu (N) thirst Siwezi kulipa shilingi ... I can't pay ... shillings.tuna kiu sana we're very thirsty Nitalipa shilingi ... I'll pay ... shillings.kwa heri (to one person) goodbyekwa herini (to two or more) goodbye

Note that asante, thankslthank you (used by John to the taxidriver in Unit z), does not appear at all in this conversation.

Markets and marketing It should be used much rnore sparingly than thank you is inMarkets range in size from small displays of fruit and British English. Alternatives are vizuri and vema, both meaningvegetables neatly arranged on the ground in front of the sellers goodlfine. Politeness is also indicated by body-language; forto large covered markets with permanent stalls, in towns. The example, if the stall-holder decided to give Alison an orangetown markets sell a wide range of produce including meat and as a gift (a not impossible scenario) she should extend bothdried fish, as well as household goods and clothes. hands, the left underneath and slightly behind the right hand,

with which the gift is received. In ordinary transactions, whenDry goods such as rice, flour (maize or wheat), beans and gifts are not involved, give and take just with the right hand.sugar would, in most places other than towns, bc more likely It is also the right hand that is used when eating. The bananato be found in the nearest shop than at the market; they are trees which Regina refers to as being shambani might be asold by the kilo. Paraffin, i.e. lamp-oil or kerosene, is also few trees growing near the house, or a larger number on ausually bought at a shop. smallholding or plantation further away.

In markets, larger fruit and vegetables are usually pricedsingly, with smaller items like peppers, tomatoes and onions kilo (N) kiloarranged in small piles, the seller's starting price, e.g. 'Shilingi mchele nce (uncooked grain)kumi kumil' referring to a whole pile. Bananas (ndizi) are mchicha (N) spinachsometimes sold by the 'hand' (a stem containing several mkungu wa ndizi hand of bananas (esp. of green bananas)bunches), as well as by the bunch or singly. Green vegetables muwa sugar-canesuch as spinach and cassava leaves are sold by the bundle, as pilipili hoho (N) red pepper(s)are lengths of sugar-cane. unga wa mahindi maize flour

unga wa ngano wheat flour

60 Unit 4 sokoniAt the market 6I

that begin with a vowel. Notice that in sorne cases the ji- or j- isGrammar retained in the plural forrn:

'I Tunda, papai, chungwa, shamba, soko and Singular Pluralother (/I)/MA class nouns jarnbo matter, affair, thing (abstract) rnarnbo

jicho eye machoa The first three of these words occur in the plural in the jiko cooking-place, kitchen rneko (ma-iko)

dialogue: jino tooth rneno (ma-ino)jernbe hoe rnajernbe

matunda fruit mapap a i pasepaws machu n gwa oranges jibu answer, reply rnajibujina narne rnajina

In this noun-class most singular nouns have no prefix, but asmall number have the prefix ji-. Plural nouns have the b The use of the singular noun-prefix on adjectives is similar toprefix ma-. its use on the nouns themselves:

The first vocabulary list below has a few of the many words Use ji- when the adjective stem has only one syllable:without a singular prefix that denote inanimates; you will recognizeone from Unit g. Note that most of the words for fruit are in this duka jipya a new shopclass and are of the type in the first list: sanduku jipya a new box (or suitcase)

(jI)/MA class nouns Use j- when the adjective begins with a vowel:Singular Pluraldumu jerry-can madumu dumu jingine another jerry-candirisha window madirisha dirisha jembamba a narrow windowduka shop madukaembe mango maembe No prefix is necessary when the adjective-stem begins with aharagwe (kidney) bean maharagwe consonant:jani leaf majani (also grass)limau lemon malimau duka kubwa a big shopnanasi pineapple mananasi nanasi dogo a small pineapplesanduku box masandukushamba cultivated field mashamba The plural noun-prefix is used on all adjectives (that take ayai egg mayai prefix) qualifying a plural noun, As with noun-stems, the ma- gets

modified slightly on the front of stems beginning with a vowel (justOn the next page are examples of words with ji- as the as the wa- prefix does):singular prefix. It is used in its full form on noun-stems that haveonly one syllable, and gets reduced to j- on the front of stems madumu matano fivejerry-cans

rnasanduku mengi (rna-ingi) many boxes (or suitcases)

Unit 0 Sokoni At the market 6g

rnarnbo rnapya new matters a singular noun. Matatizo, the plural form of tatizo, can bernajernbe membamba thin hoes used in contexts where problem would be used in English.(ma-embamba) The agreeinent-prefiix, whether noun-prefix (on adjectives) or

verb-prefix, is always plural. Here are a few exainples:c Verb-prefixes for (JI)/MA nouns

maendeleo development, progress rnaji waterSingular: li- Plural: ya- mafuta oil (for cooking or lamps) r na p okezi reception deskDumu moja litatosha. Onejerry-can will be enough. mafuta ya taa kerosene (larnp-oil) rnatatizo problemsMananasi yake yatatosha. His pineapples will be sufficient. majani grassMajembe mapya yanafaa. The new hoes are suitable.

Remember that ha- goes at the beginning for negatives: InsightMajani is included here as well as in the first (JI)MA box

Dumu moja halitatosha. Onejerry-can won't be enough. because, although — if you needed to — it would be possibleMananasi yake hayatatosha. His pineapples won't be sufficient, to refer to a single blade of grass, the word is usually usedMajembe rnapya hayafai. The new hoes are not suitable. in the plural.

When verb-prefixes are used on possessives and a-, of, predictably, Some words for people operate in this class, in that they take theli- reduces to 1- and ya- reduces to y-: ma- prefix for their plurals; the singular forrns have no prefix. They

are mostly words of foreign origin for tit les or occupational status,dumu langu, dumu lako myjerry-can, yourjerry-can Like the words for people in the N class they take M/WA noun-malimau yangu, malimau yako my lemons, your lemons and verb-prefixes except for some possessives (and note bibi yangu,duka lake Musa Musa's shop but bwana wangu). The three words noted here have all beenduka la Musa Musa's shop introduced in earlier units.macho ya mtoto the child's eyes

Singular PluralThe verb-prefixes used on place-markers: bibi lady mabibi

bwana gentleman mabwanaDuka lake liko wapi? Where is his shop? karani clerk makaraniDuka lake lipo Bukoba. His shop is at Bukoba.Maharagwe yako wapi? Where are the beans? Mabibi watakwenda Mombasa. The ladies will be going toYamo kikapuni. They arein the basket. Mombasa.

Mabwana wawili walivuka njia. Two gentlemen crossed the road.d There is a group of words in this class which are always used Makarani hawapo posta. The clerks are not at the post

in the plural. Some denote things, either concrete or abstract, office.which cannot be counted and for which a singular wordwould be used in English. Others denote things which are More will be said later, in Part Two, about ma-.countable and for which English-speakers would typically use

Unit 4 Sokoni At the market 65

2 -hitaji and other verbs of foreign originDialogue 2

The verb -hitaji, need, is used at the start of the dialogue.This is a verb of Arabic origin. If a verb-stem in its unprefixed or Francis and John have persuaded Regina and Alison to join them'dictionary' form does not have a final -a, it is not of Bantu origin, for a drink in a cafe near the rnarket. They find a table and, asand does not change its final vowel for the negative of the present Regina puts down her basket, Francis cornrnents on the quantity oftense. In Unit 3 -subiri, wait, was used in the first dialogue; that oranges she has bought.behaves just like -hitaji. Not all verbs of Arabic origin end in -i;some have final -u, as in -dhuru, harm, or -e as in -samehe, Francis Machungwa rnengi sana!forgive, and they all keep their original vowel in present-tense AlRegina Ndiyo. Nitawatengenezea wageni maji ya C)negatives. machungwa. Iri

CLFrancis Aa, vizuri sanal Mtapika chakula gani jioni? I-

3 Kwa herini! Goodbye! Regina Tutapika biriani, CIFrancis Vizuri kabisa. (Looking at Alison:) Lakini, dada hapendi LJ

This is the plural form of kwa heri (to one person). It is only nyama,in saying goodbye that the same basic formula is exchanged; Regina Ndiyo, hapendi nyama. Tutampikia biriani ya mboga,greetings, as explained in Unit t , have question-and-answer (The waiter is hovering.)routines. : Francis Haya, basi. Mtakunywa nini?

:. Regina (to Alison) Dada, unapenda kunywa soda>The source of this -ni plural suffix is ninyi, you (plural). Kwa : Alison Sipendi kunywa kinywaji baridi. Napenda chai ya rangi.heri ninyi has become shortened to kwa herini. This -ni is used to : Francis (to John) Na wewe, bwana. Chai? Kahawa? Soda)make a singular imperative into a plural. Using three of the verbs : 3ohn Napenda soda.already introduced in their imperative form in Unit z, Grammar : Regina Nitakunywa kahawa. Na wewe, je?section 8, we can make plurals by adding -ni. Notice that the final • Francis Maziwa baridi. Basi. Kakal Lete chai rnoja ya rangi,-a of the verb-stem gets changed to -e. kahawa moja, soda moja na maziwa gilasi moja.

: Regina Ie, chakula'?Angalieni! Lookltake care, bothlall o f you! : 3ohn Sina njaa sana, lakini naona sambusa pale.Leteni! Bring (it, them), bothlall o f you! : Francis Mnapenda sambusa?Nendeni! Off you go, bothlall ofyou! ; 3ohn Sana!

: Alison Napenda sambusa za mboga.Insight • Franos (to the waiter) Basi, vinywaji pamoja na sambusa mbiliThe imperative form of the verb is used when telling people mbili. Bibi huyu, rnletee sambusa za mboga.what to do. For conveying the equivalent of Would youplease ...~, Would you mind -ing?, Could you .. .f, I'd begrateful if you would ..., etc., a different form of the verb is -tengeneza prepare (also mend)used, and this will be explained in Unit 6. nitawatengenezea wageni I'm going to make the visitors

maji ya machungwa some orangejuice,cr '

aa! an expression of pleasure

Unit 4 SokoniAt the market 67

rl-;,,;ItI';;, -pika cook Wine is available in town supermarkets and large hotels and"': vizuri kabisa very good, excellent restaurants.

tutampikia biriani ya mboga we'll cook vegetable biriani for hersoda (N) bottled fizzy drink, non-alcoholic One of the pleasures of being at (or not too f'ar from) thekinywaji (KI/VI) a drink coast is drinking coconut rnilk, which is extracted fromchai ya rangi (N) tea without milk (lit. tea of colour) young, slightly under-ripe coconuts. Note that there aregilasi (N) glass different words for coconuts at this stage and fully ripe onesnjaa (N) hunger (see Quick Vocab below). Do not confuse the liquid that cansina njaa sana I'm not very hungry be drunk from the young coconut with the juice made bysambusa za mboga vegetable samosas adding water to grated (fully ripe) coconut and then strainingsambusa (N) samosas it — the resulting liquid is used in cooking rice, for example.mbili mbili (N) two (here: samosas) each The young coconuts can be bought at markets and f'rornmletee bring for her street stalls or from the young boys who congregate at long-

distance bus stops hoping to tempt thirsty travellers withNote: Another word commonly used for a drinking glass is their local produce. The seller will make a hole in the coconutbilauri (N). A pane of glass is kioo (KI/VI). for you to drink from.

DrinksMore or less any bottled flavoured drink that is not alcoholic bia (N) commercially produced bottled beeris referred to as 'soda', even if it is not fizzy. dafu (MA) young, slightly under-ripe coconut

divai (N) wineThe word rangi (N), colour, is used in the phrase chai ya maji ya madafu coconut milk (for drinking)rangi, with the literal meaning tea of colour. In cafes, if nazi (N) fully ripe coconutyou ask just for chai you are likely to get a cup of tea with pombe (N) locally produced beer from fermented grain or fruitthe milk already in it. The milk and tea are often brewed tui (N) juice (or 'milk') extracted from grated coconutup together; if condensed milk is used, the result can be a tangawizi (N) gingerfairly thick and sweet liquid. Tea served in people's homesis sometimes spiced, particularly with ginger, and it is worth zi Adjectives: phrases with -a (ofi+ nounsearching this out in cafes too. In towns, particularly at thecoast, street coffee-sellers advertise their black coffee by In this unit there are two examples of adjectives made in this way.clinking together the small cups in which they serve it. The stem -a, of, takes the verb-prefix; if necessary look back to

Unit g Grammar section q to revise the verb-prefixes attached to -a.There are several different varieties of commercially-producedbottled beers, These arc quite different from the alcoholic maji ya machungwa ya + a ~ yabrews made from locally grown fermented grain, e.g. maize, biriani ya mboga i + a ~ yarice, millet, or fruit, e.g. bananas. These brew-ups are theequivalent of 'scrumpy' and inclined to be very powerful. It is the noun that is qualified by an adjective, i.e. the first noun,

that controls the verb-prefix on -a.

Unit 4 Sokoni At the market 69

Here are some more examples from previous units: If the final or only vowel of the verb-root is e or o:-tengenez- -som-

hundi za posta postal orders zl+a ~ za prepare read(lit. cheques of P.O.) the extra vowel is e.

chumba cha mtu single roorn ki+ a -+ chammoja In the exarnples below, notice that if the verb-root ends in a vowel,

ghorofa ya juu top floor i +a ~ ya 1 is inserted in front of i or e:nyama ya ng'ombe beef ( lit. meat of cow) i + a -+ ya

Verb-root Prepositional vowel is i5 -tengenezea, -pikia, etc.: doing things for people -andik- write -andikia

-fu- (nguo) wash (clothes) -fuliaIn the dialogue there are two verbs, -tengeneza, prepare (also -pat- get -patiamend) and -pika, cook, which are used with an extra vowel -nunu- buy -nunuliabetween the verb-root and the final -a. Think of -tengenez- and -pik- cook -pikia-pik- as the root of these verbs. We need to make a distinction -pig- simu make a phone call -pigia simubetween a verb-stem, e.g. -pika (also -pikia, -pikwa, -pikika,-pikisha, etc.) and a verb-root, e.g -pik-. The root is the minimal Verb-root Prepositional vowel is epart of a verb without anything added to it (including the final -a -let- bring -leteaof Bantu verbs) and carries its meaning. -pelek- send, take -pelekea

-poke- receive -pokeleaThe -e- following -tengenez- and the -i- following -pik- perform the -som- read -someafunction that for performs in English, in sentences like I cooked -tengenez- prepare (or mend) -tengenezeasupper for them. For is one of several 'prepositions' in English;others include to as in They gaveit to me, and at as in They The forms on the right, above, have more than one potentiallaughed at it. Prepositional functions of this kind are fulfilled in meaning: forltolon behalf of. When listening to or (later on)Swahili by adding a particular vowel to the root of the verb; the reading Swahili, the context will usually make the precise meaningresulting, extended, verb-form is called the prepositional form of clear. In speaking Swahili, concentrate, to start with, on thethe verb. functions shown in the example sentences at the end of the next

section.The vowel of this prepositional form of the verb is either i or e,according to what the final vowel of the verb-root is. Note that not all verbs need a prepositional vowel when you want

to refer to doing something for someone; some verbs have anIf the final or only vowel of the verb-root is: i, a or u: 'inbuilt' prepositional function:-andik- -tak- -uz-wri te uant sell -eleza explain (something)the extra vowel is i. explain (something) to someone

be usefulbe useful to someone

70 Unit 4 Sokoni At the market 7 I

-onyesha { show (something) Their use is shown with -penda which can mean love as well as likeshow (something) to sorneone when used with hurnan objects:

-pa give (something) to someone-ni- Regina ananipenda. Regina loves rne.

Note: -pa is one of the small number of monosyllabic verbs -ku- Mama anakupenda. Mother loves you.(see Unit g). -m- Mohamed anampenda Zahra. Mohamed loves Zahra.

-tu- Baba anatupenda. Father loves us.Insight -wa- Tunawapenda. We love you (all).

The concept of verb-root, e.g. -pat-, is crucial in learning -wa- Ninawapenda/Nawapenda. I love thern.Swahili. You have already learned most of the items that comein front of the verb. This section has introduced one item that The object-marker -wa-, meaning both/all of you as well asis placed after the verb-root. There are more to come. them should not be a problem; the context of use should prevent

ambiguity. But in some places alternatives are used for you (pl.):6 Me, you, him/her, etc. — object-markers

nawapendeni I love all of you (collectively).In the sentence John anapenda biriani (John likes biriani) the nakupendeni I love each of you.subject of the verb is John and the object of the verb is biriani.Other examples of objects in English sentences are garden in John Note: M/WA object-markers are used for N class objects whichdug the garden, beans in Mary planted the beans, it in John dugit denote animates.and them in Mary planted thern.

InsightIn Swahili the objects meaning it and them are not separate words Try to learn these M/WA object-markers as soon as youas they are in English, neither do they follow the verb. John likes it, can. A good way is to make up sentences about people youwhereit refers to biriani is: John anaipenda. know, using -penda in all of them so that you only have to

concentrate on getting the object-marker right.The verb-prefixes are used forit and thern; i is the appropriateprefix to represent biriani which is an N class singular noun. Forms A lot of our everyday conversation involves talking about ourselveswith this function will be referred to as object-markers; they always and other people so the use of the object-markers is really crucial,come immediately before the verb-stem. More will be said in Unit y Another useful verb to practise with, before going on to theabout verb-prefixes functioning as object-markers. This section 'prepositional' verbs, is -pa, give, which involves a recipient,will concentrate on the six object-markers for humans and animals, represented by the object-marker, and the thing given, which goesbecause they differ in some cases from the M/WA class verb-prefixes. after the verb.

M/WA object-markers Alinipa pesa. 5/he gave me some money.-ni- me -tu- us Nitakupa machungwa. I will give you some oranges.-ku- you ( s ing.) -wa- you (pl.)-m- himlher -wa- them(-mw- before a vowel)

Unit 4 Sokoni At the market 7 3

If speaker and hearer(s) know what has been or will be given itneed not be mentioned: Practice

Nitakupa. I will give you (the oranges we've 1 Unahitaji vitu gani? What things do you need?been talking about).

You have offered to do sorne shopping for Marna Fatuma.If you need to identify the recipient, that word must follow Fill in her replies to your questions. The first reply has been doneimmediately after the verb, and the word for the thing(s) given goes for yon.right to the end:

You Unahitaji rnachungwa?Nitampa Francis mananasi. I w i l ! give Francis some pineapples. Marna F. Says she doesn't need oranges, there areTuliwapa watoto mayai. We gave the children eggs. orangesln the kitchen: Sihitaji machungwa, pana

machungwa jikoni.With the verb -pa, one of the single-syllable verbs, it is the object- : You Unahitaji rnananasi?marker that is stressed, because it is the penultimate syllable; this ; Mama F. Says yes, she needs two pineapples.means that m in nitampa functions as a syllable and receives stress. : You Unahitaji ndizi?

: Mama F. Says she doesn't need bananas, there are (kuna)Note: -pa, like other monosyllabic verbs, does not need its ku- many banana trees in the shamba.when it is preceded by an object-marker. : You Unahitaji malimau?

; Mama F. Says yes, she needs five lemons.The following sentences show some of the verbs from the previous : You Unahitaji mayai?section with the prepositional vowel and a 'recipient' object-marker. ; Mama F. Says no, she doesn't need eggs, her friend brought

her some.3uma aliniandikia barua. Juma wrote me a letter.Ninamnunulia mtoto viatu. I am buying the child some shoes

(now). 2 Re-read Dialogue r and complete the following sentence byHakutupikia ugali. She did not cook us polenta. inserting in words the amount of money Regina gave theUlimpigia Mohamed simu? Dl d you 'phone Mohamed? fruit-seller:Nitawaletea vitabu vya I will bring you (all) some Swahl liKiswahili. books. Regina alimpa mwuzaji Sh.

Niliwasomea watoto jana. I read to the children yesterday.3 Wh en Mohamed was ill with malaria (homa ya malaria) his

Insight colleagues and friends rallied round and helped him in variousTo summarize: the object-marker denoting the recipient/ ways. Using the pictures and verb-clues, say or write whatbeneficiary comes just in front of the verb-stem. In these they did, Remember to add the prepositional suffix to theexamples the stem is -pelekea, from the verb-root -pelek-, verb-root.send: Nilimpelekea kitabu. I sent him a book. NilimpelekeaFrancis kitabu. I sent Francis a book. The first one has been done for you.

74 Unit A Sokoni At the market 7 5

a Asha alimpikia chakula (or wali, ugali, biriani, etc.!) Ornari: Coffee and two doughnuts (MA pl.)Regina: A fizzy drink.Mohamed: Coffee and a rice bun.

=© Ca11 the waiter over, tell him how rnany of each kind of drink tobring, using dLete ...' and then order the food in the sarne way.

d5 Two of you have recently moved into a house, and neighbours

have been calling in with gifts. You are now trying to rernemberwho brought what. Match the answers on the right with the

Asha (-pika) juma (-fua) questions on the left.

a Na ni al i tuletea mayai? 1 Ndiyo, walituletea nazi.b Mz ee alituletea nanasi? 2 Alituletea makubwa.c Na ni al i tuletea ndizi? 3 Siyo, hakutuletea nanasi,

alituletea maharagwe.d Na ni ali tuletea mchele? Ndiyo, alituletea kuku,e Wa toto walituletea nazi? 5 Sijui, labda rnwuguzi alileta

mchele.f M w a l imu alituletea Regina alituletea mayai.

machungwa yapi?Francis (-piga simu) Ruth (-leta) 9 Na ni al i tuletea Bwana Juma alituletea

machungwa madogo? ndizi.h M ohamed alituletea Mama Zainabu alituletea

kuku? machungwa madogo.

nani...? w ho . . .? labda perhaps

6 Fi l l in each of the blanks with a suitable word from the list onthe next page.

a Mw a l imu aliwapa vitabu.Khadija (-nunua) john (-sorna) b Tu l impa mgonjwa

c Nilimfulia mamaToday it is your turn to do the ordering in a cafe. This is what d Baba atanipigia simuyou and your friends have decided you want: e Mg eni wetu alitununulia mkahawani.

f Bi Khadija alininunulia dukani.You: Tea without milk and a rice bun.Ruth: Coffee and a small pancake.

unit rd sokoni At the market 77

sukari kesho w a toto s od a ma t unda n g uo

Now write out the English equivalent of the completed sentences.

Ten things to remember

1 Mo st (JI)MA class nouns do not have a singular class prefix Kwenye duka la sanaae.g. dumu jerry-can, madumu jerry-cans.

2 The one-syllable adjective -pya new takes the ji- prefix even At the craft shopif the (JI)MA singular noun it is qualifying has no prefix, e.g.duka jipya a new shop.

3 JI(MA) verb-prefixes are li- (sing.) and ya- (pl.). In this unit you will learn4 Ve rb-stems without final -a are of foreign origin and do not • h o w to make introductions and respond to anintroduction

change their final vowel for present tense negative. • h o w to name colours5 Kwa heri! Goo'dbye! (to one person); Kwa kerini! Goodbye! • how to say what people are wearing

(to more than one person). • h o w to express sympathy6 Ad jective phrases -a+ noun have the verb-prefix attached to • h o w to refer to months and seasons

-a, e.g. soko la matunda fruit market (market o f fruit).7 Prepositional verb-forms: if the last or only vowel in the

verb-root is i, a, or u, the inserted vowel is i; if the last or onlyvowel is e or o, the inserted vowel is e, e.g. -andik-i-a write to, Dialogue 1-som-e-a read to.

8 M/ WA ob ject-markers (singular): -ni-, -ku, -m-, e.g. Alison and her friend Ruth go into a craft shop. Alison wantsNitakuandikia I will write to you. to buy some fabric to make herself a dress, and possibly buy a

9 Mf WA ob ject-markers (plural): -tu-, -wa-, -wa-, e.g. few gifts.Alitusomea S/he read to us.

10 The verb-stem -pa does not need -ku in front of it when : Alison Mama Fatuma atanisaidia kushona gauni. CCI-an object-prefix is used, e.g. Walinipa matunda. They gave : Ruth Ana cherehani?me fruit. : Alison Ndiyo, anayo, 0 LJ

: Ruth (indicating lengths of cloth) Unapenda kitambaa hiki?; Alison Napenda nakshi yake, lakini sipendi rangi nyekundu.: Ruth Unapenda rangi gani?: Alison Napenda rangi ya ki)ani na buluu.

(They wander over to a rail of ready-made garments.): Ruth Unapenda mavazi haya?

(Contd):

Unit 5 Kwenye duka la sanaa At the craft shop 7P

Alison Sana. Nayapenda, ila sipendi sana rnagauni. Sipendi huu this (i.e. style)mtindo huu. Mikono ni myernbamba sana. Tena, ni mikono s/eeves, armsghali sana. tena also, moreover(A sa/es assistant approaches, and Ruth recognizes msaidizi (M/WA) assistanthim.) -kutana na meet (someone)

: Ruth Bwana Khamisi! Hujambo? -tafuta look for (aiso find); Msaidizi Sijambo sana. Za siku nyingi'? kanga (N) rnatching pair of patterned lengths of fabric: Ruth Njema. Za nyumbani? kitenge (KI/VI) patterned fabric: Msaidizi Salama tu, Karibunil batiki (N) batik-printed and 'tie-dyed' fabric; dresses made from: Ruth Kutana na Bi. Alison, rngeni wetu. these types of fabric: Msaidizi Karibu, bibi. Habari yako? tunazo we have some (i.e. batik, etc., fabrics): Alison Njema, bwana. mlango door• Msaidizi Unatafuta kitambaa cha narnna gani, bibi? Kanga'? -onyesha show

Kitenge? Batiki? -rudi return: Alison Una batiki? baada ya nusu saa after half an hour

Msaidizi Tunazo. Zipo karibu na rnlango. Hukuziona? Basi,nitakuonyesha.

: Ruth Vizuri. Mimi nakwenda sokoni sasa. Nitarudi baada ya Craftwork, clothes and souvenir shopsnusu saa! The craftwork displayed in souvenir shops and on stalls

includes wood carvings, baskets, mats, beadwork and (insome places) pottery. The more portable items of this sort

sanaa art, craft are also offered for sale by the young men who try to make„ -saidia help a living by selling to tourists around the beach hotels.

kushona (ku-shona) to sew, gauni (MA) dress The kanga and kitenge fabric mentioned by the sales. cherehani (N) sewing-machine assistant in Dialogue t might well be on sale in a craft shop,

,: anayo she has one but not necessarily. There is likely to be a better selectionkitambaa (KI/VI) fabric in shops aimed at local trade rather than tourists and on

I, hiki this (i.e. cloth) stalls in the larger markets. Kangas (referred to as lesonakshi (N) pattern in some places) are worn only by women. They are sold

" ,, rangi (N) colour as a single length of material incorporating two identicalrangi nyekundu the colour red rectangular blocks of bold pattern, often including a proverbrangi ya kijani green or (sometimes provocative) saying. Kitenge fabric is rather

(>')''.. buluu blue heavier and more expensive, and can be bought by the metremavazi )MA) c)othes as well as in dress-lengths. Fabric shops and markets are alsohaya these (i.e. clothes) the places where the kikoi can be found. This is a length ofila but, except fabric, often white with a coloured border at waist and hem,

" mtindo sty/e, fashion (Contd)

Unit 5 Kwenye duka la sanaa At the craft shop 8 I

worn sarong-like by some men, particularly at the coast.Adult men tend to wear trousers rather than shorts, which Grammarare rnainly (although not exclusively) worn by young boys-and male tourists. 1 Making int roduct ions

The garment associated with Muslim men is the long-sleeved The way in which Ruth introduced Alison to her acquaintanceankle-length kanzu but it is not worn all the time by all Bw. Kharnisi was very informal, and quite typical of briefMuslim men; some wear it only for worship at the mosque, introductions between younger people familiar with English andor on special family or comrnunity occasions. The kofia has whose Swahili is sometirnes influenced by English usage. A rathergiven its name to any kind of hat, but the original kofia is the more forrnal introduction rnight go like this:shallow fez-shaped cap worn by Muslim men. The traditionaloutdoor garment for Muslim women is the black buibui, an ; Ruth Bibi huyu ni mgeni wetu, jina lake Bi. Alison.enveloping garment rather like the Iranian 'chador'. These : Mzee Hujambo, Bi. Alison. Nimefurahi kukutana nawe.are still to be seen but many Muslim women wear ordinary, Alison Sijambo mzee. Na mirni nimefurahi. Habari yako/respectable, outdoor clothes and keep their heads covered.

Tie-dyed and batik-printed fabrics can be bought as dress- nimefurahi kukutana nawe I'm happy to meet youlengths or by the metre, and are popular among fashion- -furahi be happyconscious town-dwellers who can afford them. Both typesof material are used for loose, collarless shirts as well as Nimefurahi has a tense-marker -me- which will be explained inwomen's dresses. Much use is made of the services of local section 8 of this unit.tailors.

InsightIf the elderly man in the example above had been introduced

buibui (N) outdoor garment worn by Muslim women to more than one person, he would say, '... kukutana nanyi',mshonaji (M/WA) / fundi (MA) wa cherehani tailor instead of '... kukutana nawe.' Nanyi and nawe are the

.

' " kanzu (N) long white garment worn by Muslim men contracted forms of na nyinyi and na wewe respectively.kaptura (N) shods You can similarly join na to the other personal pronouns,

:)'.": kikoi (KI/VI) men's 'sarong' introduced in Unit g.'~»' kofia (N) hat

koti (MA) jacket, coat 2 Mkono, mlango and other M/MI class nouns, ~. mita (N) metre

, '' ' shat i (MA) shirt a In this class m- is the prefix for singular nouns and mi- for plurals.

' ~" - ' soksi (N) socks- „-' suruali (N) trousers In Dialogue x, mkono was used in its plural form, mikono. In

Unit y several M/MI class words were introduced, e.g. mkunguNote: Kanzu can also mean a woman's dress, in Zanzibar. (wa ndizi) — plural mikungu — and mchele which is usually used

Unit 5 Kwenye duka la sanaa At the craft shop 8 3

as a singular (note that it means husked rice that has not yet There are two exceptions to the rule of rnw- before a vowel. Somebeen cooked). (not all) noun-stems beginning with -o take m-, rather than mw-,

as their prefix:As in the case of the M/WA class, m- usually changes to mw-before a vowel, e.g. mwembe. Singular Plural

moshi srnake mioshiM/MI class nouns moto fire, heat mioto

Singular Plural moyo heart Illioyomchungwa orange tree rnichungwamfuko bag, pocket mifuko The second exception is that the original form of this prefix, mu-,mgomba banana plant migomba is retained in a few words. Two of the most common of these aremguu leg rniguu shown below; they have both appeared in previous units in theirmhindi maize plant mihindi singular form:mji town mijimkate bread, loaf mikate Singular Pluralmlimau lemon tree milimau muhogo cassava mihogomnanasi pineapple plant minanasi muwa sugar-cane miwamnazi coconut palm minazimti tree miti b As with all the noun-classes these noun-prefixes are used on themto river, pillow mito front of single-word adjective-stems to make the adjectives matchC

mwaka year miaka their nouns, The singular prefix is rnw- before a vowel. The pluralmwembe mango tree miembe prefix is my- before -e; when the plural prefix comes before -i, one imwili body miili disappears: mi + i makes mi.

This noun-class contains most of the words for trees and plants, mchungwa mkubwa a large orange treeand you have probably recognized some noun-stems that occur in miji mingi many townsthe (JI)/MA class as names of fruit. Mostly, the same noun-stem miwa myembamba thin sugar-canesis used for a fruit and the tree it grows on. An exception to this ismgomba and the word for banana(s) — ndizi (N). It will probably c Verb-prefixes:be helpful to think of this as the 'tree class' and to concentrate,to start with, on the names of trees whose fruit you met in the Singular: -u Plural: i-(JI)/MA class in Unit 4. Mkate mmoja unatosha Mikate miwili inatosha.

One loafis enough. Two loaves are enough.Insight

Apart from trees and plants 'it is not possible to group M/MI The prefix u- becomes w- before a vowel, and i- becomes y-.words together on any obvious basis, but you might like tolink together mji, moshi, moto, mto and also mwili, mguu, mgomba wangu Iny banana tree migomba yangu nIy banana treesmkono. There are no words for humans or animals in this mti wa kwanza the frrst treeclass.

Unit 5 Kwenye duka la sanaa At the craft shop 8 5

3 'This' and 'these' In this unit there are two exarnples of its use. In Dialogue x, Alisonsays:

In Dialogue t there are three examples:Mama Fatuma atanisaidia Mama Fatuma will he/p rne to sew

kitambaa hiki this fabric kushona gauni. lmake) a dress.mavazi haya these clothesmtindo huu this style In section t of the Grarnmar the elderly rnan in the exarnple says to

Alison:The words for this and these vary according to the class of thenoun they qualify, as you would expect, but their forrnation is very Nimefurahi kukutana nawe. I 'm hap py to meet you.straightforward:

Here are two more examples, with verbs you already know, kusomathey all begin with h-. and kununua, to illustrate the use of the infinitive:they all end with the verb-prefix.

Tunapenda kusoma vitabu vya We like to read German books.Noun-class: this these Kijerumani.M/WA h-yu h-wa Bi. Mariamu anataka kununua Miss Mariamu wants to buy someKI/VI h-ki h-vi maernbe. mangoes.N h-i h-zi(1I)/MA h-li h-ya Notice that in the first example the verb in the English versionM/MI h-u h-i could have been in the form 'reading'.

What is missing is a vowel; all you have to do is fill the gap with the 5 More about object-markersvowel of the verb-prefix. This gives you: huyu, hawa, hiki, hivi, etc.

a In Unit y the object-markers referring to people were introduced:mgeni huyu this visitor wageni hawa these visitorskitabu hiki this book vitabu hivi these books Tulimwona mzee. We saw the old man.barua hii this letter barua hizi these letters Tulimwona. We saw him.embe hili this mango maembe haya these mangoesmkate huu this loaf mikate hii these loaves In casual conversation the object-marker can be omitted if the

object noun, e.g. mzee in the first sentence above, is indefinite, thatUse M/WA verb-prefixes for N class animates. is if speaker and hearer(sj do not know the identity of the old man:

4 Kushona, kukutana, etc.— the infinitive Tuliona mzee. We saw an old man.Tuliona mzee mmoja. We saw a certain old man.

The ku- form of verbs was referred to briefly in section rg of thesecond Grammar section in Unit g. From now on it wil l be given its The more formal the context of use, the more likely is the object-grammar name, the in finitive. marker to be used, even if the object noun is indefinite.

Unit 5 Kwenye duka lasanaaAt thecraftshop 87

The object-marker is also used to denote the recipient or beneficiary Nilikinunua. I bought it.of an action, which may or may not involve an object as well: Ulivinunua viti hivi? Did you buy these chairs?

Nilivinunua. I bought them.Bi. Rehema alimpikia mgeni Rehema cooked rice for the visitor.wali. c The objects in the questions above are definite — this garment,

Bi. Rehema alimpikia wali. Rehema cooked nce for her. these clothes, etc. An object is a definite one if all the participants inBi. Rehema alimpikia. Rehema cooked for herldid some a conversation know what is being referred to; this might be because

cooking for her/did her cooking. of the use of this or it might be because the thing referred to by theobject noun has already been inentioned in the conversation. In

The final object-marker you will need for referring to people is -ji- Swahili, only when the non-hurnan object is definite or the speakerwhich is used to denote myself, yourself, himself, etc. wants to focus attention on the object (rather than on the action)

is the object-marker used. Extra emphasis can be given by puttingAlijikata kwa kisu hiki. She cut herself with this knife. the object noun before the verb instead of after it, in which case theNitajipatia nyumba. I will get myself a house. object-marker must definitely be used:

(i.e. for myself)Ngua hizi, ulizinunua? These clothes, did you buy them?

But the use of -ji- can change the meaning of some verbs, e.g.-fanya, do, and -ona, see: The focus here is very much on these clothes.

walijifanya watalii they pretended to be (or disguised Non-definite objects do not require an object-marker:themselves as) tourists

anajiona he is conceited Ulinunua machungwa? Did you buy any oranges?Nilinunua. I bought some.

b In the other noun-classes the verb-prefixes are used quite Sikununua. I didn't buy any.straightforwardly as object-markers to denote it and them; theyremain the same before a vowel:

Noun-class: them Dialogue 2N -ZI-

KI/YI -ki- -VI- Outside the craft shop Ruth meets John coming in to join Alison.(3I)/MA -ya- His rucksack is full of market shopping and he looks very hot.M/MI -u- They exchange greetings. o nrl

Uliinunua nguo hii? Did you buy this garment? : Ruth Pole, bwana!Niliinunua. I bought it. : 3ahn Nimeshapoa. Alison yumo dukani bado? O I-

Ulizinunua nguo hizi? Did you buy these clothes? : Ruth Bado yumo. Haya, nakwenda sokoni sasa. T

Nilizinunua. I bought them. ; 3ohn Soko limejaa watul ]e, utarudi hapa? 0

Ulikinunua kiti hiki? Did you buy this chair? (Contd)

Unit 5 Kwenye duka la sanaa At the craft shop 89

Ruth Ndiyo, nitarudi baadaye kidogo. rnbona ...? why ...? (expressing surprise)(John walksinto the shop, sees Alison still choosing kwa sababu because (lit. for the reason)fabric and goes to look at a display of carvings. The kwanza first of all, to start withmanager comes over to hirn.)

Meneja Karibu, bwana. Unavipenda vinyago hivi?3ohn Vinanipendeza sana, hasa kikubwa hiki. InsightMeneja Kinyago kikubwa hiki ni cha Kirnakonde, rntindo wa For now, just learn nirneshapoa as a forrnulaic reply; you'binadamu'. Tazarna — wapo baba, mama na watoto will recognize the tense-marker when you get to Gramrnarsaba. section 8 below. The whole structure will be explained in3ohn Bila shaka ni kizito sana. Sipendi kununua kitu kizito. Unit 6.

Labda nitanunua rnfinyango mdogo.Meneja Tazama mfinyango huu. Mzee amekaa. Anapiga

ngorna.(John realizes he has no money, but fortunately A/isonappears.)

3ohn Una pesa? Mimi sina.Alison Ninazo, lakini kidogo tu. Nimenunua vitarnbaa vingi.3ohn Mbona urnenunua vingi?Alison Kwa sababu, kwanza nitakushonea shati, halafu

nitajishonea gauni ...

pole! an expression of sympathynimeshapoa formulaic reply to pole!soko limejaa watu the marketis full of people

Makande carvings-rudi returnbaadaye kidogo in a little while, soon Expressing sympathyvinyago (KI/VI) carvings Pole, bwana/mama/bibi/mzee, etc., and the plural poleni if you, @' vinanipendeza I like them (lit. they please me)

N hasa especially, particularlyare addressing more than one person, can be used to expresssympathy in a wide range of situations, for example in illness,

Kimakonde Makonde-type whether serious or minor, and for commiserating with someonebinadamu (N) human being over small mishaps such as stumbling, or dropping or spillinga: -tazama looksomething. It is also used to show sympathy with someone whobila shaka probably, doubtless has been involved in discomfort or extra exertion.: (ki)zito heavy (thing)

' labda perhaps In the dialogue, Ruth's first words to John, after a briefmfinyango (M/MI) pottery figure exchange of greetings to him, are Pole, bwana! because-piga ngoma beat a drum she has noticed his heavy rucksack and realizes that, as akidogo small amount (Contd)

Unit 5 Kwenye duka la sanaa At the craft shop O I

newcomer to the coast during the hottest time of the year As you see, mwezi is another M/Ml class noun. It is sometirnes(December to March), he is feeling the heat. used with -a, of, in referring to a particular month: mwezi wa

Oktoba, mwezi wa Januari, etc.If you yourself are the cause of someone else's discornfiture,say Samahani (like the receptionist in the first dialogue All you have to do as far as the rnonths are concerned is adjust theof Unit 3 when he can't find the new guest's booking) or pronunciation, the stress (penultitnate syllable) and the spelling ofNisamehe (a structure related to Samahani and which will what is already familiar to you:be explained later).

Januari Aprili Julai OktobaIf you find yourself in the sad position of needing to offer Februari Mei Agosti Novernbacondolences to someone on the death of a relative or friend, Machi Juni Septemba Desernba or Disernbasay Rambirambi zako, roughly translatable as my/oursympathy to you. People sornetimes refer to the months by using the ordinal numbers:

Mwezi wa kwanza / wa pili / wa tatu / wa nne, etc.

Grammar 7 Kinyago kikubwa hiki: word-order in the noun phrase

6 Seasons of the year (majira) and months (miezi) In the case of more than one qualifier following a noun, the usualword-order is as follows.

Kiangazi De cem b er — March Hottest time of year, withnorth-east monsoon, a A qualitative adjective comes before this, these and that, those:Kaskazi

Masika April — May Period of heaviest rain kinyago kikubwa hiki this large carvingKipupwe June — August Coolest time of yearVuli September — November Period of lightest rainfall, and before a numeral:

and onset of Kaskazivinyago vikubwa viwili two large carvings

InsightThese time-spans are necessarily approximate. The onset and b A possessive comes before a qualitative adjective:intensity of rainfall can vary considerably from one place toanother. 'Cool' is a very relative term, and means something kinyago changu kikubwa my large carvingvery different in Mombasa or Dar es Salaam, compared with,say, Nairobi — or halfway up Mount Kil imanjaro! and before a numeral:

mwezi month (pl.) miezi vinyago vyangu viwili my two carvings

Unit 5 Kwenye duka la sanaa At the craft shop g 3

c The rules for word-order, given above, are for unernphatic speech. The state is the result of a process. Some more verbs denotingIn order to emphasize one of the quali6ers, Swahili-speakers change a state are:the word-order. They do NOT do what English-speakers do — putheavy stress on the word to be emphasized. In Swahili noun-phrases -choka become tired, feel weary

the word to be given emphasis is placed at the end. So in order to -furahi be happydraw attention to a large carving near you, and distinguish it frorn -isha (kwisha) be finished, used upsmaller carvings nearby, you would say: -potea be lost

-shiba be full up, satisfied with foodkinyago hiki kikubwa instead of kinyago kikubwa hiki -vaa wear, be wearing

Never try to emphasize words by stressing them; Swahili does not Tumechoka. We are tired, have become tired.

work like that! Mchele umekwisha. The riceis finishedlall used uplthere'sno more rice.

d When two qualitative adjectives follow the verb (and therefore Nirneshiba. I'rn full uplsatisfied/I have had enough

function like nouns), they are joined by na or tena: to eat.

Vinyago vyake ni vikubwa na His carvings are large and beautiful Note: -vaa also means put on clothes. With this meaning usevizuri. (or 'are large and beautiful -na- in the present tense.

ones').Vinyago vyao ni vidogo tena Their carvings are srnall and cheap Insight

rahisi. (or 'are small and cheap ones'.) Make sure you understand the difference between -vaameaning put on (a garment), which needs -na- for the present

8 Soko limejaa watu; mbona umenunua vingi? tense, and be wearing which needs -me-, e.g.The -me- tense

Baba anavaa shati mpya. Fathe r is putting on a new shirt.In Dialogue z the verbs -jaa, be full, and -nunua, buy, both have Baba amevaa shati mpya. Fat he r is wearing a new shirt.the tense-marker -me-, usually referred to as the perfect tense.The marker -me- is used when referring to a state, as in limejaa, b Expressing a completed actionor a completed action, as in umenunua.

Verbs denoting activities like taking, sending, buying, selling, eating,a Expressing a state cooking — activities that people initiate and carry out — take -me- to

express the completion of the action:This is done through the meaning of the verb together with theuse of -me-. It will help you to understand the function of -me- if Umeipeleka barua? Have you sent the letter?you remember that Soko limejaa watu can be put into English not Nimenunua cherehani. I have bought a sewing-machine.only as The marketis full of people but also as The market hrts Ameuza ng'ombe? Has he sold some cows?becorne (or got) full of people or The market has filled zvith people. Wamekula ugali. They have eaten polenta.

Unit 5 Kwenye daka la sanaa At the craft shop ci 5

At the time of speaking the action has been completed, and the full verbs do, but it does use the verb-prefix, attached to -o in theresults of the action rnay well be in evidence — the sewing-machine following way:installed, the remains of the polenta in the pot, etc. The questionsrefer to a possible action in the recent past. Note that with -me- the Noun-classmonosyllabic verbs, such as -la, retain the infinitive ku-, as they do M/WA Sing. (irregular forrn) yewith the tense-markers -li-, -na- and -ta-. Pl. WQ+ 0 makes o

N Sing. I + 0 yoThe negative will be dealt with in Unit 6. Pl. Zl + 0 zo

KINI Sing. ki+o cho9 Kimakonde, kidogo — two more uses of ki- Pl. VI + 0 vyo

(7I)/MA Sing. II + 0 loThe ki- prefix on the first word above really has the same general PI. ya+ o yofunction ofi rI the manner of as the ki- in Kiswahili, except that M/MI Sing. u+0 0

here it is a type of object associated with or produced by a group Pl. I + 0 yothat is being referred to — a Makonde carving. The Makondepeople are called, in Swahili, Wamakonde and their language This verb-prefix + o form is attached to nina, una, ana, etc.Kimakondel similarly, for example, the Nyarnwezi people and Its functions are as follows:their language are Wanyamwezi and Kinyamwezi.

. a To act as a pronoun, i.e. stand in place of a noun or noun-phrase:Kidogo in lakini kidogo tu, near the end of the dialogue, is not inagreement with a KI noun. It refers to Alison's money being small Una ndizi? Ninazo. Have you any bananas? We havein quantity. When it has this meaning, rather than small in size, some.the ki- prefix stays the same whatever noun it qualifies. Wana vitabu vya Kiswahili? Have they any Swahili books?

Wanavyo. They have some.Ana michungwa midogo. She has some smali orange trees.Ana michungwa kidogo. She has a tew orange trees. The negative does not need the -o form, as in the dialogue when

John says Mimi, sina (As for rrle, I haven't any).10 Anayo, tunazo, ninazo — the -o form

b To mark definiteness:The -yo in anayo, near the beginning of Dialogue t, refers backto cherehani (N sing.); -zo in tunazo near the end of the same Unazo ndizi? Have you the bananas?dialogue refers back to batiki (N pl.); -zo in ninazo at the end of Ninazo. I have got them.Dialogue z refers back to pesa (N pl.). Wanavyo vitabu vya Kiswahili? Have they got the Swahili books?

Wanavyo. They've got them.Being with something, or having sornething as we usually expressit in English, was explained in Unit z and takes the form nina, una, The verb-prefix + o form has several other uses, to be dealt withetc. The form -na does not take an object-marker in front of it as later in the book, and nearly all of them have a referring-back

function.

Unit 5 Kwenye duka la sanaa At the craft shop ci 7

a Nani atamsaidia Bi. Alison kushona gauni?

Practice Mama Fatuma atamsaidia Bi. Alison kushona gauni.b Bi. Al ison hapendi rangi gani?

1 -vaa: wearing or putting on clothes (-me- or -na-) c Kwa nini (why) Bi. Alison hapendi magauni dukani?Using the verb -vaa and either -na- or -me- as the appropriate (Bi. Alison ... kwa sababu ...)tense-marker, write a sentence for each of the pictures to say

d Nani anamwonyesha Bi. Alison vitambaa?

what the person is doing; e Bw. John ametoka wapi sasa?f K inyago kipi kinarnpendeza dukani?g Kwa nini Bw. John hakinunui kinyago kikubwa cha

Kimakonde? (Use kwa sababu in this ansu'er.)b Anapenda kununua kitu gani badala ya kinyago?

3 Fil l in each gap with the correct word for this and these chosenfrom the list below.

Mzee Khamisi Mtaliia Bi . Asha ameninunulia kitambaab Utanisaidia kupika tnaharagwec Msaidizi alituonyesha vitabud Rafiki yangu ameniandikia barua

e Ak ina mama wanamtafuta mtotof Tu tapata machungwa mengi, mwakag Nyumba kubwa zinawapendeza wageni.h Jembe limenisaidia sana shambani.

BL Pendo Mama Lelahuyu hizi hiki hi i h ivi haya hi li huu

Now write out the English version of each sentence.

Regina is planning a party — karamu (N). She and her daughterAnastasia are checking on what things are already in the foodstore. Fill in Anastasia's replies to Regina's questions accordingto whether there is a tick or a cross at the end of the answer-line.

Mama 2ubeda Bw. Francis The first two have been done for you:

2 Jibu maswali haya. Answer these questions. Regina Tuna mchele?

(They refer to the two dialogues.) The first one has been done Ana Tunao,

for you. Regina Tuna unga wa ngano?Ana Hatuna.

kwa sababu because, for the reason that (Con,td)badala ya instead of

Unit 5 Kwenye daka la sanaa At the craft shop

Regina Tuna unga wa mahindi?AnaRegina Tuna viazi?AnaRegina Tuna ndizi?AnaRegina Tuna nyanya?AnaRegina Tuna malimau?AnaRegina Haya, basi. Twende (let's go) sokoni!

5 A r iver-bridge has collapsed and several busloads of assortedpeople, one of whom is yourself, have had to take refuge inthe nearest small town, which is now crammed. Before you Migomba

fall asleep there is just time to make a brief entry in your diary Mke ni nguo, mgomba kupalilia.which you are (of course!) keeping in Swahili. Write your A wife is clothes, a banana tree (is) weeding.diary entry using the following information:

The river is full of water. The botel is full of tourists. Theteachers' houses are full of elderly people. The bar is full of Ten things to rememberstudents. We and Bw. Juma are in the school. The food isfinished! 1 M/ MI verb-prefixes are -u and -i, e.g. Mfuko mmoja utatosha

One bag will be enough, Mifuko miwili i tatosha Two bagswill be enough.

As the saying goes ... 2 I'm happy to meet you is Nimefurahi kukutana nawe.Two more proverbs to learn! 3 Th is and these: h + vowel + verb prefix. The vowel following

h- is always the same as the vowel of the verb-prefix,Mkono mmoja hauchinji ng'ombe. e.g. M/WA these is hawa; Kl/VI tb is is hiki; (JI)/MA thisOne hand cannot slaughter a cow. is hili.

Verbs in their infinitive (to) form have the prefix ku-:(-chinja, slaughter an animal for food) Ninapenda kusoma I like to read.

5 The reflexive (myself, yourself etc.) object-marker is -ji-,Mke ni nguo, mgomba kupalilia, e.g. Nitajipatia nyumba I' ll get myself a house.4 wife is clothes, a banana tree (is) weeding. 6 Use Pole! to express sympathy to one person, Poleni! to more

than one.7 The N.E. monsoon which blows between December and

March is Kaskazi, the word for North.

Unit 5 Kwenye duka la sanaa At the craft shop IO IIOO

8 Word order in the noun phrase: this/these usually comes aftera qualitative adjective or a numeral, e.g. kitabu kikubwa hiki.

9 The perfect tense-marker is -me-: Soko limejaa watu Themarket is (has become) full of people; Tutnechoka We are(have become) tired.

10 Verb-prefix + o makes a pronoun referring to a known objectwhen suffixed to nina, una, ana, tuna, mna, wana: NinazoI have them (the object noun is an N class plural); Wanacho?Have they got it~ (the object noun is a KI/VI singular). Maternbezi jioni

An evening walkIn this unit you will learn• ho w to te ll the time• ho w to make polite requests and suggest future action• ho w to say whether something has or has not yet occurred• ho w to refer to the days of the week and dates

Dialogue 1

Mohamed has arranged to meet John and Alison at about 4 p.m.not far from Dar es Salaam harbour. Alison has not yet arrived.Mohamed and John are commenting on some of the buildings.

: John Mafundi wamernaliza kukarabati kanisa lile?• Mohamed Bado. Wamekarabati paa, lakini kuta bado. (Looking

at his watch;) Sasa ni saa kumi u nusu. Dada yukowapi, basi?

John Sijui. Baada ya chakula cha mchana alisemaatakwenda maktaba asome magazeti ya Kiingereza.

: Mohatned Afadhali asome magazeti ya Kiswahili!(At that moment Alison appears. She exchangesbrief greetings wi th Mohamed whom she has notseen since the previous day.)

I 02. Unit 6 Matembezi jioni An evening w alk I O3

: Alison Jamani, sarnahanii Nimecheiewa sana. Insight: John Mbona umechelewa hivi? rnaktaba is one place-word that does not take the -ni suffix.: Alison Nilitoka maktaba rnapema. Mara niliona shanga -chelewa is one of the 'state' verbs that takes the -me- tense-

zangu nyeupe zirnepotea. Nilianza kuzitafuta njiani, rnarker.karibu na maktaba. Mohamed's use of dada (sister), to address Alison expresses

: John Umezipata? friendship.: Alison Sikuzipata.: Moharned Pole dada.: Alison Asante. matembezi (MA) walk, stroll: John Basi, twende wapi? jioni evening: Mohamed Tuendelee kutembea karibu na bahari? mafundi (MA) skilled craftsmen: John Haya, twende. -maliza finish: Mohamed Mtapata nafasi kwenda Zanzibar kwa boti? -karabati renovate, repair

(Indicating a row of ticket offices ahead of them kanisa (MA) churchalong the waterfront:) Mtapata tiketi ofisini pale. lile that (i.e. church)Ukutani pano ratiba. bado not yet

John Afadhali twende Zanzibar kwa ndege. Ni safari ya paa (N) roofdakika ishirini tu. kuta walls

Mohamed Lakini ni ghali zaidii sasa nowsaa kurni u nusu half-past four (the tenth hour, and a half)-jua knowbaada ya chakula cha mchana after the midday meal

rnchana daytimemaktaba (N) libraryasome (that) she might/should readmagazeti (MA) newspapersafadhali better, preferablyJamanil Hi, there!-chelewa be late

4 hivi like this, thus-toka leavemapema earlymara suddenly-ona realize (in this context)shanga beads

Waitjng for Alison near the harbour -anza begin, starttwende wapi? where should we go?tuendelee let's continue

IO4 Unit 6 Matembezi jioni An evening w alk I 0 5

kutembea to wa/k trade-routes that linked Zanzibar with the interior duringbahari (N) sea much of the t9th century.

,' nafasi (N) opportunity, timeboti (N) small motorized boat The cities, and the larger towns, act as magnets for ambitioustiketi (N) ticket young people from other parts of the country, intent onofisi (N) office seeking their fortune. And all of them, to varying degrees,ukuta wa/I provide scope for the development of lifestyles which areratiba (N) timetable hugely different from those of people living in rural areas.dakika (N) minutes The city populations are linguistically very mixed, and

,, zaidi more Swahili's role as a lingua franca is of great importance.Urban living provides continuing impetus for the expansionof the language. It is not only in the coining and spread of

Cities in Kenya, Uganda and Tanzania new Swahili vocabulary that urban-dwellers are innovative;The cities in the countries where Swahili is spoken have in Nairobi, for exarnple, a Swahili — English mixture hasdeveloped by very different routes. Nairobi grew out of developed which is used by streetwise young people as aa base-camp for engineers' workshops and stores at the sort of 'in-group' badge of identity.foot of an escarpment during the difficult building of theMombasa — Kisumu railway line during the x89os; the siteof the camp was near a crossing-place over a stream whichthe local Maasai people called Enkare Nairobi. It was the Grammarbuilding of this railway that helped to restore something ofthe earlier prosperity of Mombasa which, at the beginning 1 Saa ngapi? What's the time?of the x6th century, was a wealthy port, functioning like acity-state, and engaged in international trade. a Working out the time

Kampala, built on several hills, with the city centre on one In the dialogue Alison should have met the others at about 4 p.m.:of them, was established as the new capital of the Baganda saa kumi, 'hour ten' or 'the tenth hour'.kingdom in the early z86os, and has been expanding, on andoff, ever since. The six-hour difference in working out time is because in Swahili

the numbering of the hours is in accordance with t z hours ofDodoma is the capital of Tanzania. It houses the country's daylight and tz hours of darkness, the first hour of each zz-hourParliament, some of the government ministries and one of period being saa moja, the second saa mbili, and so on. So ifthe official residences of the President. Dar es Salaam has you relate the hours of the Swahili day to what you would say inother ministries, as well as foreign embassies, Commonwealth English at the same hour, 7 a,m. — the beginning of the first full

High Commissions and the other State House. It also has hour of daylight after sunrise — would be saa moja, 8 a.m. wouldone of Tanzania's international airports. There has been be saa mbili, 9 a.m. saa tatu, and so on up to 6 p.m. which wouldsettlement in the Dar es Salaam area for centuries, and to the be saa kumi na mbili.south of the present city lay a starting-point for one of the

IO6 Unit 6 Matembezi jioni An evening w alk I0 7

Insight c Half-hours, quarter-hours and minutes»s eful rule for telling Swahili time is to subtract six hoursfroni 'English-speaking' time during the morning starting at Hrtif past is expressed by u nusu; quarter past by na robo; and

™ (7 — 6= t, saa moja) and to add six hours from x p.rn. quarter to by kasorobo. Minute is dakika (N); to express minutes»wards up to 6 p.m. (6 + 6 = tz, saa kumi na mbili). Use the after the hour you say na dakika, and before the hour kasa dakika:same rule for night, starting at y p.m.

saa mbili u nusu 8.30saa mbili na robo 8.'l 5

kucha the whole night saa tatu kasorobo 8 ti5kutwa (sometirnes kuchwa) the whole day saa mbili na dakika tano 8.05mchana (no pl,) daylight, daytime saa tatu kasa dakika mbili 8.58saa (N) hour, also clock, watchsiku (N) cfay Second varies between sekunde and nukta.

b Parts of the day 2 Ushanga, ukuta, usiku and other U class nouns

*alfajiri clawn *alasiri afternoon (2 — Aish) a U class nouns sort thernselves out quite neatly into groups, andasubuhi morning jIonI evening the three nouns above, all in their singular form, are in the samemchana middle part of day 'magharibi around sunset group. This group have U as their singular prefix but make their"adhuhuri midday usiku night plurals like the N class plurals. We shall call this group U/N nouns.

If you look back at Unit z and check the rules for the N prefix, youe a« the names of four of the prescribed Muslim prayer-times. will see why the plurals of the three words above are shanga, kuta

"fth one, which has not given its name to a period of the day, and siku; their stems begin with a voiceless consonant and do notis isha, at around 8 p.m. take a nasal prefix. Here are a few more U/N nouns. Notice that

they tend to denote either long objects, or masses like hair, nywele,B ause saa is an N class noun the "" and beads, shanga, with the singular form referring to a single itemN class agreement form (always easy bec»s of the mass, i.e. unywele, a single hair, and ushanga, a single bead.

d l o d t o p p ' "hour within day or night phrases like these a U/N nouns

shown in brackets because it is often omit«d )' Singular Pluralubao plank of wood mbao

saa tatu (ya) asubUhl 9 a.m. Ufagio broom fagiosaa nane (ya) mchana 2 p.m. Ulimitongue ndimisaa kumi na mbili (ya) jioni 6 p.m. unywele single hair nywelesaa nn (ya) Uslku 10 p.m. fis nyavu

wimbo (u irnbo) song nyimbo"manage with just mchana and usiku, to start with.

zo8 Unit 6 Matembezi jioni An evening walk I Og

b Another group of U class nouns are those which refer to some singulars are concerned — is not the same as the prefix on the noun.

substance which cannot be counted; they do not have a plural Instead of u- the prefix is m-, or mw- before a vowel:

form. You already know some of these:ufagio mrefu a long broom

U class nouns (uncountables) ugali rnzuri good polentautoto mwemaudongo ear t h , soil, clay a good childhood

ugali p olent a wavu mwingine another net

uji liquid porridge, gruelQualifiers used with plural nouns (this, of course, applies only tounga flour

wali cooked r ice words like those in za) take the appropriate N class prefix, ny-, n-,m- or no prefix if the stem begins with a voiceless consonant. As

c The last group of U class nouns to be dealt with here are those well as adjectives and -ingine, the numbers and -ingi also need an

which denote abstract concepts. They are made from nouns by N class prefix (the only reason that -ngapi does not take one is that

changing the class prefix to u-, or to w- before a vowel, and from it already begins with a nasal sound):

adjectives by prefixing u- to the stem. They can also be madefrom verb-roots. They do not have a plural. You should already mbao nzuri good planks of woodbe familiar with the noun and adjective stems from which all nyavu mbili two nets

but one of these are made (the exception is umri, which is a nyimbo nyingi many songsloan-word). fagio ngapi? how many broorns?

U class nouns (abstract) f The verb-prefixes are:

ubaya badness umri ageSingular: u- Plural: zi-udogo smallness utoto chi ld h oodWavu huu utafaa. Nyavu hizi zitafaa.ugonjwa illness uzee old ag eThis net will do. These nets will do.ukubwa sizeWavu uko wapi? Nyavu ziko wapi?

Some of these words also have a MA plural: Whereis the net? Where are the nets?wavu wangu nyavu zangu

magonjwa diseases mabaya ba d actions my net my nets

d The group of U class nouns denoting countries was introduced and so on, for wa (u+ a), za (zi+ a), huu, hizi, ninao and

in Unit r. ninazo, etc.

e Prefixes on adjectives and other qualifiers taking the noun-prefix 3 'That' and 'those'

Unlike the other noun-classes, the singular prefix on qualifiers that In the dialogue John refers to kanisa lile, that church. The li- is the

take the noun-prefix — qualitative adjectives and -ingine as far as verb-prefix for singular nouns in the (JI)/MA class. In section g

unit 6 Matembezi jioni An evening walk I I II I O

of Unit g it was noted that the verb-prefixes are involved in the a In the next two exarnples a suggestion is put in the form offormation of the words for this and these, to agree with the nouns a question:they qualify. That and those are formed by adding -le to the verb-prefix. Basi, twende wapi? Well, where shall we go?

Tuendelee kutembea karibu Shall we go on walking nearNoun-class: that those na bahari? the sea?M/WA yule waleKI/VI kile vile b The purposeful function, in order to, is shown in this example:N ile zile(3I)/MA lile yale ... alisema atakwenda maktaba ... she said she would be goingM/MI ule ile asome magazeti ya to the library (in order to) read

U/(N) ule zile Kiingereza. English newspapers.

For example: After verbs of coming and going, the infinitive is sornetimes usedfor the following verb, instead of the -e form, but this is only

mkulima yule that farmer possible if there is no change of person:wakulima wale those farmerskiti kile that chair Atakwenda benki kuchukua He will go to the bank to getviti vile those chairs pesa. (take out) some money.

Atakwenda benki nipate pesa. He will go to the bank so thatWords for this, that etc. are called demonstratives. I get some money.

4 Twende, asome, tuendelee — the -e form of verbs c The functions of 'saying something ought to be done' range fromshould to must, when following certain words. Afadhali (better,

Verb-forms like these enable people to convey a range of attitudes preferably) gives the following -e verb a should function:towards the action, including suggestion, purpose, obligation andpolite request. The stems of these three verbs are: -enda, go, -soma, Afadhali asome magazeti ya She should read Swahiliread, -endelea, continue. Only the verb-prefix and the verb-stem Kiswahilil newspapers!/It would beare used, with the final -a of the stem changed to -e. There is no better for her to read Swahilitense-marker. newspapers!

Afadhali twende Zanzibar We should go to 2anzibar bytwende (tuende) let's go kwa boti. boat./We ought to go to 2anzibarasome she should read by boat.tuendelee let's continue

Afadhali can be preceded by ni (isj but often is not.The spelling twende rather than tuende refiects normalpronunciation. (ni) lazima (it is) necessary

Unit 6 Matembezi jioni An evening walk I I $

Following (ni) lazima, -e verbs have a strong must rneaning: 9 Object-markers also come between the prefix and the verb-stern:

Lazima aende maktaba. She must go to the library. Avilete vitabu. She should bring the books.

d Polite requests: The object-marker follows -si- in negatives:

Usimame hapa. Please stand here./Would you mind Usizipike. Please don't cook them. You shouldn't cookstanding here? them. (-zi- could refer, for example, to

Ununue samaki kesho. Please buy sorne fish tomorrow./I'd bananas)be glad if you would buy some fishtomorrow. Verbs without a final -a do not change their ending. This will be

dealt with in Unit?. This form of the verb is called the subjunctive.Insight

For polite requests this form is preferable to the imperative(see Units z and 4) which, for normal purposes, may risksounding peremptory, especially when used by a foreign Dialogue 2visitor,

• 0 Alison, John and Mohamed have continued along the harbourNote also: front and are now almost opposite the railway station.

e The single-syllable verbs drop the ku- prefix when used in the Mohamed Haya, tuvuke sasa.-e form: (They cross the road and wonder into the station.) o

; Alison Tukienda Mbeya tutapata gari moshi hapa?Watoto wale matunda. The chi l d ren should eat fruit. • Mohamed Hapana. Lazima mwende stesheni ya TAZARA.

Umeshaiona, siyo? T4

f Negatives are made by inserting -si- between the verb-prefix and 1ohn Hatujapata nafasi bado. Ni kama stesheni hii? V

the verb-stem: Mohamed Si kama stesheni hii. Stesheni hii ilijengwa zamani.Stesheni ya TAZARA ilijengwa mnamo miaka ya

Tusiende maktaba. Don't let's go to the library. sitini.Wasipike jioni? Aren't they supposed to cook this Aiison Tunakusudia kwenda Tanga. Twende kwa basi?

evening?IShouldn't they cook this Mohamed Ndiyo, lazirna mwende kwa basi. Mtapata basievening? Mnazi Mrnoja. Mnakusudia kusafiri siku gani?

: 3ohn Labda Ijumaa.Notc that this negative form also functions as the negative of : Mohamed Afadhali mnunue tiketi ]umatano au Alharnisi.imperatives: Twende Mnazi Mmoja sasa, niwaonyeshe kituo cha

mabasi.Nunua nyama! Buy some meat! (Contd)Usinunue nyama! Don't buy any meat!

I I 4 Unit 6 Matembezi jioni An e vening walk I I 5

(They leave the station and go to the bus terminus.Then they head in the direction of Alisan and John's . Grammarhotel.)

Mohamed Hoteli yenu iko karibu. Mirni nakwenda kusali. Mslklti • 5 Days of the week, dates, period of tirneuko karibu. Baada ya safari yenu nitawapelekenlkuona jurnba la rnakumbusho. Kwa herini sasa. a

3ohn and Kwa he r i, bwa 3urnarnosina. Saturday 3umatano WednesdayAlison 7urnapili Sunday Alhamisi Thursday

Mohamed Sa fari njema! 3umatatu Monday Ijumaa Friday3umanne Tuesday

Note: Since the dialogue was recorded the main bus terminus hasbeen moved from Mnazi Mmoja to Ubungo, a taxi or bus ridefrom the city centre, along Morogoro Road. Insight

3uma (MA) means week, A useful way to learn the names oftukiendaif we go the days is to start with Saturday, the first day of the Muslimgari rnoshi (MA), (also treni (N), esp. in Kenya) train week. Mosi, although no longer much used, means one like

:;,. stesheni station moja (which you already know) and first. Pili was introduced inIi' „I TAZARA Tanzania — Zambia rail link Unit 3, Grammar section g. Another word for ureek is wiki (N).

-,;,,"" umeshaiona, siyo? you've already seen it, haven't you?hatujapata nafasi bado we haven't had time yet bnafasi (N) time, opportunity tarehe (N) datekama likeilijengwa (it) was built Remember mwezi means month:zamani a long time agomnamo miaka ya sitini in the 1960s tarehe moja (or mosi), mwezi wa Machi rst March-kusudia intend tarehe pili (or mbili), mwezi wa Mei znd May-safiri travel tarehe tatu, mwezi wa Oktoba 3rd OctoberIjumaa Friday tarehe ishirini na nne, mwezi wa Novemba zyth November7umatano Wednesday tarehe kumi na tano, mwezi wa nane, mwaka I yth August zoro

,'.' ' Alhamisi Thursday (wa) elfu mbili na kumi

kituo cha mabasi (KI/VI) bus stop, terminus-sali pray C

"" msikiti (M/MI) mosque muda (M/MI) period of timejumba la makumbusho (MA) museum

'I ' safari njemal (have a) good trip! muda wa miaka miwili a period of two yearsmuda wa miezi mitano a period of five monthsmuda wa majuma sita a period of six weeks

Unit6 MatembezijioniAn evening walk I 1 7

muda wa wiki kumi a period of 10 weeks Mrnenunua sukari? Have you (pl.) bought sugar?muda wa siku tatu a period of three days Hatujanunua sukari bado. We haven't yet bought any sugarWalikaa pale muda wa They stayed there (in that place) (but we will).wiki mbili. for a period of two weeks.

Note that bado, 72ot yet, can be used at the end of a senterice with6 Umeshaiona, siyo? You've already seen it, haven't you? -ja, to emphasize that soinething has not yet happened.

Two verbs are involved in umeshaiona; it is a 'collapsed' forrn: If it is clear that the action will not take place, the past tensenegative is used. In Dialogue t John asks Alison:

umekwisha + kuiona umeshaionayou have finished to seeit you have already seenit Umezipata? Have you found them?

There is an example of a 'collapsed' form using the verb kwisha Being quite sure that she now has no chance of finding them, she(ku-isha, to finish), in the second dialogue of Unit 5: replies:

nimekwisha + kupoa nimeshapoa Sikuzi pata. I haven't found them.I have finished to feel better I'm already feeling better

The form -mekwisha has an already function:Practice

Ameleta matunda. He has brought some fruit.Amekwisha (ku)leta matunda- He has already brought some fruit. 1 Public clocks usually display 'English-speaking time' and somcAmesha (ku)leta matunda. He has already brought some fruit. people set their watches like this too. Give the Swahili time forAmeshaleta matunda. He has already brought some fruit. each 'English-speaking time'.

Insight 11 12 111 12

Although the full forms are not used in everyday conversation,they do occur in formal spoken Swahili, such as speeches or 8 4lectures, and they are used in the written language. 7 8 5

> Hatujapata nafasi We haven't had time yet

The -ja- immediately before the verb is another tense-marker, thenot yet' tense. 10 2

9 ~ 38 4

Umepika wali? Have you cooked the rice? 7 8 5

Sijapika wali. I haven't yet cooked the rice(but I will eventually).

Unit 6 Matembezi jioni An evening walk 1 I '1

2 In Dia logue r:a Wh at is the time (English-speaking!) when Mohamed VBZZt C AROEN H OTEL

looks at his watch?b Why is Alison late in meeting the other two?c What is on the wall of the ticket-office? TWi)IJG<rAX BDA'~Ni~)DL)d Why does John think they should fly to Zanzibar?

In Dialogue z:e Which day are John and Alison planning to go to Tanga?f Wh en does Mohamed suggest they get their tickets?9 Wh at is the time, in Swahili, when they leave the bus

terminus? + tUWeSAtA+~b What is Mohamed going to do after the walk?

hIAIiAW: M BEZi GARMN HOTej.3 Fi l l in each gap with a suitable word from the list below. TARf HE" 20 - 8 - 20!O ( VUNAA)

a Shanga Bi. Alison zimepotea. A!QPA; K,UA H z i A 9 A A; 2 , 0 0b Dada amewapikia watoto ujic Nywele zake nid Mama ana ufagio KARIHUNI %'OTE! ...e Watoto wanapenda nyimbo Kifaransa.f W a takarabati ukuta k anisa.

d Wr i te out the date in Swahili words.w a ndefu z ake h u u za mzu r i e What do you think twiga means?

Write out these sentences putting the verbs in brackets in theircorrect form. There are two possibilities in a.

a John amekwenda posta (-nunua) stampu. Ten things to rememberb Tu l impa Alison pesa (-leta) matunda.c Ni nawatafuta wageni (-pa) barua zao (that I may give 1 What 's the time~ is Saa ngapi?

them). 2 To convert English-speaking to Swahili-speaking time,d Regina alinunua mchele (-pika) pilau. subtract six hcurs from English-speaking time during thee M w a l imu alinipa kitabu cha Kiswahili (-soma). morning, starting at 7 a.m. (y a.m. is saa moja). From z p.m.f Tu l imnunulia Otto gazeti lile (-soma) Kiswahili. add six hours (r p.m. is saa saba).

3 Ha lf past (the hour) is u nusu, quarter past is na robo, e.g. saa5 Th is is a newspaper advert: tatu u nusu half past nine; saa tisa na robo quarter past three,

a On which day of the week was the Twiga Band playing? 4 U/N c lass nouns have the u- prefix in the singular and the Nb What t ime was the music due to begin> (English-speaking (n, ny, ng', m or zero) prefix in the plural, e.g. ubao plank,

time! ) mbao planks; ufagio broom, fagio brooms.c What do you think mahali means>

I2,0 Unit 6 Matembezi jioni An evening walk I 2, I

5 U (abstract) nouns have no plural form: ukubwa size; udogosmallness; uzuri beauty.

6 U/N class verb-prefixes are u- and zi-, e.g. Mbao zitafaaThe planks will be sufficient.

7 Le t 's go! is Twende! He should go is Aende.8 Le t 's not go! is Tusiende! They shouldn't go is Wasiende.9 I 'm al readyfeeling better is Nimeshapoa.

10 The 'not yet' tense-rnarker is -ja-: Sijanunua nyama I haven'tyet bought (any) meat. Kupika kwa Marna mzee

This is the end of Part One of the book. If you want to increase Cooking at Grandmother'syour competence in Swahili, welcome to Part Two. If you are soongoing to a Swahili-speaking area — Safari njemal And you will nodoubt be able to enjoy Part Two when you get there. In this unit you will learn

• how to offer to help someone• ho w to ask what someoneis doing• ho w to te ll people politely not to do things• ho w to refer to procedures used in preparing a meal

Dialogue

Regina and Francis are on a visit to Francis' parents' homein southern Tanzania; they have brought with them a visitingAmerican student, Steve. Other family members, including Francis'grandmother, mama mzee, live nearby. It is late afternoon.

: Steve Regina yuko wapi? ILI• Francis Yupo msituni. Kina mama walikwenda kukata kuni. Tangu e

walipokwenda ni masaa mawili. Ila mama mzee yupo. A(Steve finds Mama mzee sitting at the back of her house, .

with two baskets of large leaves.)Steve je, rnama, nikusaidie? Unafanya nini?Mama (laughing) Aa, mwanangul Ndiyo kazi yangu. Nachambua •mzee majani ya muhogo.

Steve Ulinunua sokoni?(Contd)

Unit 7 Kupika kwa Mama mzee Cooking at Grandmother's I 2,3

Mama Sikununua. Nilichuma shambani. Si uliona shambani pana: masaa mawili (MA) two hoursmzee mihogo? Ni lazima nichurne majani laini. Nitapika kisamvu. .' -fanya do

Steve Kisarnvu? kazi (N) workMoma Ndiyo, mboga ya kisamvu. Kazi yangu ni -chambua clean, pick over, sort outmzee kuchambuacharnbua na kuponda, halafu kuchemsha. -chuma gather, pick (leaves, fruit)

Steve . Nikuletee rmaji? laini tender, delicate, softMama Haya, rnwanangu. Debe ienye maji lipo pernbeni pale, na kisamvu vegetable dish made frorn cassava leavesmzee sufuria ipo hapa. -ponda pound (leaves, seeds)

(Steve pours water from the debe into a large sufuria.) -chemsha boil (sornething)Vizuri. Weka juu ya mafiga. Moto unawaka. Tia na churnvi • debe lenye maji the debe containing waterkiasi. Usitie nyingi sana! -enye havingLater: pembe (N) corner

Steve Maji yamechemka! sufuria (N) large rnetal cooking pot without handlesMama Nitie majani sasa. (She puts the cassava leaves into the juu ya onmzee boiling water) mafiga (MA) three stones to support a cooking pot. over a fire

: Steve Nikoroge? -waka be burning wellMama Usikoroge sasa. Funika tu. Baadaye nitatia vitunguu na tui,. tia na chumvi kiasi putin enough (a suitable arnount of) saltmzee ndipo utakoroga. Njoo ukatekate vitunguu! kiasi (N) amount, quantity

(Regina appears.) -chemka be boilingRegina He! Unajifunza namna ya kupika kisamvu! nitie rnajani sasa let me put in the leaves nowSteve Ndiyo, mimi ni mpishi sasa. -koroga stirRegina Tutakula kisamvu kwa ugali. Sasa hivi nimeanza kupika -funika cover, put lid on

ugali. Naona umezoea meko ya marna mzee. Mimi ndipo then, that is whenninapika ugali juu ya jiko la makaa. he! exclamation to draw attention to someoneLater, after supper: -jifunza learn

: Steve Nitakaporudi Nairobi nitajipikia kisamvu. namna ya how to, the way toFrancis Lazima ununue majani ya muhogo sokoni; hamna shamba • mpishi (WA) cook

huko, siyo? sasa hivi right now,just nowSteve Hatuna. -zoea get used to, be familiar withMama Tena, usisahau kutia chumvi ya kutosha! meko the place in the kitchen or cooking-area where the threemzee hearth stones are

jiko la makaa charcoal stovejiko (MA) hearth, cooking-place, kitchen, stove, cooker

kwa mama mzee (at) Grandmother's place (home) makaa (MA) charcoalnitakaporudi when I return. O-'~; msitu (M/MI) wood/and

.:;,~-„kuni (U/N) firewood (pl. form) huko up there~'- tangu walipokwenda since they went -sahau forget

-po- when chumvi ya kutosha enough salt

IZ4 Unit 7 Kupika kwa Mama mzee Cooking at Grandmother's I Z $

Notice that when saa means a period of time, it takes the MA who go in small groups, with their rnachetes, to an area ofplural. woodland about half an hour's walk away, and bring horne

the wood in large bundles on their heads (it is only in veryInsight hilly areas that loads are carried on the back rather than on

There is only one dialogue per unit from now on. Before the head).going on to the Grammar section of this unit, check that youunderstand: The charcoal for the stove in Francis' parents' house is

bought by the sack in the srnall town, thirty miles away. ItWhere Regina and the womenfolk are. is transported for part of the journey either by bus or in theWhat Steve helps Grandma to do. lorry of a trader-friend. Whichever form of transport Francis'What Steve says he will do on his return to Nairobi. father manages to get, he and the charcoal travel the last

ten miles home by bicycle. He uses this to get to and fromthe main road, leaving it at the house of a friend near the

Background to the dialogue crossroads while he goes to the town.Imagine the following scene, for it is typical of many areas,give or take some variation in the details. The group of In some cattle-keeping areas, dry cow-dung provides ahouses where Francis' extended family lives is part of a constant supply of fuel. It is mainly in large towns that thevillage of scattered homesteads each containing one or more finding of cooking fuel can be a problem, either becausehouses, with their grainstores, and a few fruit trees growing firewood is very expensive to buy or is unobtainable.nearby. Hens peck around the houses and a few goats graze Charcoal is usually available, but at a price. An increase innot far away. Family shambas growing maize, millet and the population of towns has motivated attempts to producecassava can be seen beyond the houses, and further away alternative fuels, hence the availability, in some places, ofare plantations of cashew trees, which provide an annual briquettes, commercially produced from agricultural by-cash crop. products such as husks. The promotion of solar stoves, for

example, is aimed at eventually reducing dependence on theMama mzee's house, like some of the others, has a thatched burning of wood in confined spaces, which can cause seriousroof, which needs replacing every few years; re-thatching is health problems.done by the menfolk. Francis' parents' house, rather largerthan his grandmother's, is built of locally produced bricks Note that the verb -ponda, used in the dialogue to refer toand roofed with sheets of corrugated iron, fixed in place with pounding the cassava leaves, should not be used when referringthe help of a local fundi (skilled worker). to the pounding of grain. A different verb is used for that, even

though both activities involve the use of a pestle and mortar.For cooking, Mama mzee uses the traditional hearth of three The grinding of grain into flour, either with grindstones orlarge stones to support a sufuria or an earthenware cooking- mechanically in a flour mill, also has its own verb.pot over a wood fire, Her use of a debe, a large kerosene tin,for drawing and storing water, is not now very common. And, finally, it might be useful to note an idiomatic use of -tiaMost people use buckets, ndoo (N) or jerry-cans, madumu chumvi, put saltin: it can be used to mean exaggerate.(JI/MA). The firewood is collected by the younger womenfolk

Unit 7 Kupika kwa Mama mzee Cooking at Grandmother's I 2,7

. bati (MA) sheet of corrugatediron With -po-, monosyllabic verbs keep their ku- preFix:. , ", -ezeka roof a house

kinu (KI/VI) mortar Alipokuja alinipa korosho. When he came he gave me sornekorosho (N) cashew nuts cashew nuts.

.~, mchi (M/MI) pestle'9i; ~, mkorosho (MIMI) cashew tree -po- is one of a set of relative pronouns. In English, relative, I" mtama (M/MI) millet, plant and grain pronouns are separate words like when, where as in the place

panga (MA) machete where they went, who as in the rnan who sold it to rne, which, as-saga grind grain into flour in the thing which really annoys nte. The other relative pronouns in

': ' tofali (MA) brick Swahili take the sarne position as -po- does, irnmediately after the-twanga pound grain to rernove husks tense-marker -li-, -na- or -taka-, and they are also formed with -o.

They will be dealt with later, in Unit 8.

2 Si uliona ...? Oidn't you see ...?Grammar

This is an alternative to Hukuona ...? If Si uliona ...? is used, the1 Walipokwenda, nitakaporudi: -po-, when implication is that you should have seen. It is a more emotionally

loaded way of asking a negative question than Hukuona?4) CD1, TR 8, 04:00

Si mtaondoka leo? Aren't you leaving today?-po-, meaning when, follows immediately after the tense-marker (I'm sure you told me you were!)when used with the three tenses -li-, -na- and -ta-. When it is usedwith the marker of future time, -ta- becomes -taka-, as in the 3 Another noun-class — PA; also ku- and mu-second example above, from the dialogue,

a In the dialogue we have:Wanawake walipokwenda When the women went to the

msituni walikata kuni nyingi. woodland they cut a lot of shambani pana mihogo there are cassava plantsin the fieldfirewood.

Anapopika kisamvu anatia When she cooks kisamvu she puts and in the First dialogue of Unit 6:chumvi nyingi sana. a great deal of salt in.

Tutakapokwenda Nairobi When we ga to Nairobi we shall ukutani pana ratiba thereis a timetable on the walltutamwona rafiki yetu. see our friend.

Here pana is functioning just like ana and ina in:If an object-marker is needed, it follows -po-:

Mohamed ana gazeti. Mohamed has a newspaper.Nilipowaona niliwapa magazeti. When I saw them I gave them Nyumba ina madirisha manne. The house has four windows.

the newspapers.

z2,8 Unit 7 Kapika kwa Mama mzee Cooking at Grandmother's I 2. c i

A more literal translation of the first two sentences is: InsightYou rnay never, or only rarely, hear pahali; it is not part of

shambani pana mihogo standard Swahili (Swahili Sanifu) and is only noted here toin-the-field has cassava plants help you rnake the link between rnahali and the prefix pa-.ukutani pana ratibaon-the-wall has a timetable b Unl ike rnahali, which can only take the pa- agreernent-prefix,

the -ni 'adverbial nouns' can be used with either pa-, as in the firstSince their introduction in Unit g we have been using the nouns two exatnples of this section, or with ku- or mu-, depending onwith the -ni ending as place adverbials. An adverbial is a word whether definiteness (pa-), indefiniteness or rnovement to or fromor phrase or larger unit that adds information to the verb about (ku-), or insideness (mu-) is involved. This idea of a three-waywhere, when, how or why the action takes place. Phrases in choice for denoting place should be familiar to you; if it isn't, lookEnglish like in the house, to the supermarket, on the wall are place back now to the explanation of -ko, -po and -mo in Grammaradverbials, like nyumbani and msikitini here: section z of Unit z. Those three place-markers are made from

a place-prefix + o: ku + o makes -ko; pa + o makes -po; mu + oBaba yupo nyumbani. Father is at home. makes -mo.Mohamed alikwenda msikitini. Moh a med went to the mosque.

The -ni form of a noun, rather than its 'ordinary' form, is used asThese nouns with the added -ni can also be used as the subject of the subject of a sentence in order to emphasize some aspect of thea sentence. In this case a special agreement-prefix denoting place is place in relation to the event or action, perhaps its suitability orput on the front of the verb, or on -na as in the first two examples. size, for example.The nouns shamba and ukuta have come out of their usual classes,(JI)/MA and U/N respectively, and been put into the PA class. Nchini kuna watalii wengi. Lit . In-the-country has a lot of tourists.

Chumbani pamejaa watoto. Li t. In-the-room is full of children.Apart from its temporary -ni members, the PA class contains only Kikapuni mna mayai. Lit. In-the-basket has eggs.one noun:

InsightPA noun-class the use of ku-, pa- or mu- has little to do with whether you

mahali or pahali place would use in, at, etc., in the equivalent English sentences.One prefix for all qualifiers and the verb: pa- mu- usually gets reduced to m-, as in the case of the third

example above.

mahali pazuri a good place When one of these place-prefixes is attached to -na, the word canmahali pengine (pa+ ingine) another place come at the beginning of the sentence:mahali pana miti mingi the place has a lot of treesmahali pamejaa watu the placeis full of people Kuna watalii wengi nchini, There are many tourists in the country.

Mna mayai kikapuni. There are eggsin the basket.

I30 Unit 7 Kupika kwa Marna mzee Cooking at Grandmother's I 3 I

c Negatives are made, as usual, by prefixing ha-. 4 Kucharnbuachambua; ukatekate — repeating words

Hakuna makaa. Thereis no charcoal (anywhere around) The use of repetition is a cornrnon and very useful way ofHapana makaa. There is no charcoal (in the specific place) intensifying or extending the meaning of words. Depending on theHamna makaa. Thereis no charcoal (inside). meaning of a verb, repeating it can imply a continuation of the

action over a period of time and/or thoroughness and attention tod Although the adverbial nouns made with -ni do not take detail in carrying out the action.adjectives, they can be used with -a, of:

Kuchambuachambua, in the dialogue, means to pick over andMtoto yurno chumbani mwa The ch i ld is in the nurse's room. clean (the leaves) thoroughly, removing any unsuitable ones.mwuguzi. The verb -chambua can be used whenever you want to refer to

separating suitable from unsuitable things. Depending on the typeand with possessives: of crop, it can refer to the cleaning process, e.g. of cotton or cloves.

Yumo chumbani mwangu. Sheis in my room. The repetition of -kata, as in ukatekate, extends the rneaning cut tocut into small pieces.

and with words for here (this place) and there (that place):5 More on the -e form of verbs

pembeni hapa in this cornerpembeni pale in that corner a In the dialogue, mama mzee says to Steve:

e Look at previous dialogues to find examples of hapa, here Nj oo ukatekate vitunguu! Com e a nd cut up the onions!(specific place) and pale, there (specific place); you will find them inUnits z, g, 4 and 6 as well as in the dialogue in this unit. Looking One of the functions of the -e form is to express the second of twoback at the Grammar section on this and that in Units 5 and 6 will commands or requests. Here the first verb is an imperative (one ofhelp you to see how hapa and pale fit into those patterns. Note the few irregular ones). The first verb can also be an -e form:also:

Usome gazeti hili uongeze Re ad this newspaper (so that) youhuku (hereabouts) k ule (somewhere over there) maarifa ya Kiswahili. increase (your) knowledge of Swahili.humu (in here) mle (inside there)

b The -e ending is used when you need to have an object-markerInsight with an imperative. As no verb-prefix is used, to indicate you

To help you remember hapa/huku/humu, enter them in (either singular or plural), this structure is really a kind ofthe 'this' list of the chart in Unit g Grammar section g. imperative, but is included in this section because of its -e ending.Do the same for pale/kule/mle in the 'that' list in Unit 6Grammar section g. Write their noun-classes as PA, KU, MU Yasome. Read them (newspapers).respectively. Kisome. Read it (the book).

Vinunue. guy them (the potatoes, shoes or books!).

I32. Unit 7 Kupika kwa Mama mzee Cooking at Grandmother's I 3 3

The same applies when the object-marker refers to a recipient orbeneficiary. Practice

Mpe chakula. Give her some food. 1 Unafanya nini? Mnafanya nini? What are yosi doingeMwandikie barua. Write him a letter.

Write a question-and-answer sequence between yourself andInsight the person or people in each picture, using these activities:

Changing the final -a of a verb-stem into -e is only possible,of course, if the stem has -a to start with. Verbs of Arabic -jifunza Kiswahili -shona shatiorigin mostly do not have final -a, e.g. -sahau used in the -ezeka nyumba -koroga kisamvunegative at the end of the dialogue. -chuma machungwa and>ka had>thi

6 Chumvi ya kutosha — more on adjective phrases Example:

This example from the dialogue means enough salt, literally 'salt ofto-be-enough'. In Unit y we had one kind of adjective phrase using-a, of; Mtmt Unafa nya mni?

Regma Nm a p onda ma) an>sambusa za mboga vege t able samosas (samosas of vegetables)

As well as making an adjective phrase with a noun following -ayou can use the infinitive form of a verb: Regina

sufuria ya kufaa a suitable cookpankuni za kutosha enough firewood

Prepositional forms of the verb are used in this way, to show thepurpose of something:

kasha la kuwekea nguo a clothes chest (a chest for putting Thekla Kasembeclothesin)

kikapu cha kutilia matunda a fruit basket (a basket for puttingfruit in)

kasha (MA) storage chest

Francis na Nzunda Alison

134 Unit 7 Kupika kwa Mama mzee Cooking at Grandmother's I3 5

e Atakaporudi Nairobi Steve hatajipikia kisamvu.f Francis hayupo.

+ii Iq Fill in the subject of each sentence from the list below.ii!I' '

kutoka from

a b kuna wageni kutoka Ujerurnani.rnna rnayai kumi.

Maria Bwenj e na Joshua c pana watu wengi.kuna boti nyingi.rnna pesa kidogo.

hadithi (N) storyd e f

pana kuni za kutosha.

Then choose three of your mini-dialogues and lengthen them Kanisani M f ukoni B a harini M j i n i Ki kapuni j i k oniby asking if you can help the person or people (Ni e?),and then getting the reply: OK, welcome! 5 Regina and Francis have returned to Dar es Salaam after their

trip to the south. Regina wants to prepare a special family mealIf you are working with someone else or in a group, do these to celebrate their return and she calls on anyone who happens toas role-plays, and exchange greetings at the beginning. be near the kitchen to help. Write out (in Swahili!) what she says:

2 Complete the sentences on the leftfrom the choices listed on Grace, come and boil some uater! Adam, come and cutthe right. up these tomatoes! Maria, give me some salt! I'm going to

a Baada ya kutia majani ... tuliposahau kuosha sufuria. prepare these fish, then I'rn going to make some orange juice.b A l ipotuona ... walikula chakula cha jioni.c Watakapopata pesa ... watakarabati kanisa. tayari ready -tayarisha prepared Njooni ... tutakwenda benki.e Tu takapofika Nairobi... mchemshe maji! Note: -tayarisha is a verb made from an adjective; verbs like thisf W atakapopata matofali ... funika chungu. will be explained in Unit x6. Remember that the word for fish is a9 Watalii waliporudi hotelini ... alitupa korosho. N class animate.h Ma ma alikasirika sana ... watanunua mabati.

As the saying goes ...3 These sentences are incorrect statements about the dialogue.

Correct and rewrite them. kitendawili (KI/VI) riddle -tega set, put readya Kuchambua majani ya muhogo si kazi ya mama mzee.b Ma ma mzee hakuchuma majani ya muhogo. This time there are some riddles to learn, instead ofc Steve anajifunza namna ya kupika wali. proverbs. These are well-known ones, so if you try them outd Regina anapika ugali juu ya mafiga. (Contd)

Ig6 Unit 7 Kupika kwa Mama mzee Cooking at Grandmother's I $ 7

on Swahili-speaking children they might well know the answers. When -po- is used with the future tense, -ta- becornes -taka-:But they will be delighted at your farniliarity with the riddles atakapokwenda Kilwa when he goes (future) to Kilwa.and no doubt introduce you to more. In general people are The structure 'noun + ni', e.g. nyumba + ni can be used as anfascinated by the clever use of words and have great respect for adverb of place: Walirudi nyumbani They returned home.good story-tellers, orators and poets, and old ladies in particular Adverbs of place like nyunibani can be used as the subject ofhave a seemingly endless supply of riddles and proverbs, as well a sentence: Nyumbani pamejaa watoto The houseis full ofas stories. So, if you want to know more — ask a grandrnother! children. When a place adverb is used as a subject, the verb-

prefix must be pa-, as in this case, or ku- or (in)u. (Pa- impliesThe opening formula for posing a riddle is: a rnore definite position than ku-, but in the example the

children are not all necessarily inside the house, but nearby.)You: Kitendawili ! T he l i s tener: Tega! Examples of the use of ku- and (m)u- as verb-prefixes:

Mjini kuna watalii wengi Over therein the town are a lot ofThen you say the riddle. tourists (ku- implies movement to or from, or an indefinite

position).i) CD1, TR8,03:26 Chumbani mna wazee Inside the room are the old people

(m- implies position inside a fairly enclosed space).i Nyumba yangu haina mlango. The PA noun-class has only one noun in it — mahali: mahali

My house has no door, pazuri a beautiful place; Mahali pana miti The place has trees(it's a well-wooded place).

ii Ny umbani mwangu hamkosekani unga. Adverbial nouns (made from noun+ ni) l ike nyumbani, mjini,In my house there's never any shortage of tlour. chumbani etc. function as temporary members of the PA class,

with pa-, or ku- or (m)u- as their verb-prefix.iii Ka mba yangu ndefu lakini haiwezi kufunga kuni.

3 5 6 7 8 9

The -e form of verbs, the 'subjunctive', is used to express theMy ropeis long but it can't tie up a load o f firewood. second of two requests: Njoo ukate vitunguu! Come and cut

up the onions!-kosekana be missing kamba (N) rope 10 The subjunctive is used when you need an object-marker withmajivu (MA) ashes -funga tie up an imperative: Soma! Read! Yasome! Read them! Nunua!

Buy! Vinunue! Buy them!(pvop) (ei IN) !!! (saqsy) (nA! Ie)A() ii (88g) (!eg) i

Ten things to remember

1 When as in when they went, is -po-, inserted after the tense-marker: walipokwenda.

2 If an object-marker is used in a when clause it follows -po-:tulipowaona when we saw them.

Unit 7 Kupika kwa Mama mzee Cooking at Grandmother's I 3 g

Steve Yule anayekaa Tunduru?Elvan Ndiye yeye. Atakuja wiki kesho. Kwa kawaida anakaa kwetu .

siku mbili tu, halafu anaendelea na safari yake mpakaMtwara. Yeye ni rntu wa biashara. Afadhali uende naye.

Steve Ni safari ndefu?Elvan Ni safari ya siku rnbili tu. Mkiondoka hapa asubuhi rntafika •

rnjini jiont. Kuna hoteli rnbili' mjini. Mtapata vyumbavizuri, na chakula cha jioni. Siku ya pili yake mtapandaKusafiri ni kuzuri! basi ya kwenda Mtwara. Mabasi huondoka kila saarnoja wakati wa mchana. Ni safari ya rnasaa machache.Travelling is good! Utakubali kufuatana naye?

Steve Nitakubali. Nitafurahi kwenda naye. Sipendi kusafiri pekeyangu.

In this unit you will learn • Elvan Labda utakuwa na nafasi kwenda Kilwa, uangalie• how to discuss travel arrangements rnagofu?• how to agree with a suggested course of action , "Steve Ikiwezekana. Kilwa iko kusini ya Lindi?• how to explain where towns are located : Elvan Siyo. Iko kaskazini.

; Steve Na Tunduru, iko upande gani wa hapa?Elvan Tunduru iko magharibi ya hapa. Una ramani'?

Nitakuonyesha sisi tuko wapi hasa.Dialogue Steve Kwa bahati mbaya niliacha rarnani yangu kwa Francis,

lakini si kitu.Regina and Francis have returned to Dar es Salaam. Steve has Elvan Kweli, haidhuru. Umejua Kiswahili sasa. Unaweza kuulizaextended his stay with Francis' parents; he is discussing his travel rnaswali; kuuliza si ujingal Unapenda kusafiri, siyo?plans with Francis' father, Elvan. Steve Sanal Kusafiri ni kuzuri!

: Steve Sij u i kama nitapata nafasi kutembelea pwani ya kusini. ' In the recorded material Elvan says 'mahoteli mawili'; both areBila shaka Kilwa ni mahali pa kupendeza? acceptable.

Elvan Nd i y o, hata miji ya I indi na Mtwara. Ni lazima urudiNairobi, mwisho wa mwezi? kama if, whether

. Steve Si l azirna. Kabla sijaenda Nairobi nitakuwa na shughuli -tembelea visithuko Dar es Salaam. Tena napenda kumtembelea rafiki pwani (N) coast, shoreyangu anayekaa huko. kusinl (N) south

: Elvan An afanya kazi Dar es Salaam? hata even (also not even)• Steve Ndi y o. Natumaini atakuwepo, nitdkapofika. Anasafiri kabla before

mara kwa mara kwa ajili ya kazi. shughuli (N) business, commitments: Elvan Bas i , ukiwa na nafasi, ukae kwetu mpaka kaka yangu aje. huko over there

anayekaa (that one) who lives

IQO Unit8 Kusafirinikuzuri! Travellingisgood! 1 4I

'..' -tumaini hope haidhuru (i = it) it doesn't rnatteratakuwepo he will be there -dhuru harm, damage, hurtmara kwa mara from time to timemara (N) time, occasion

: kwa ajili ya because of, for the sake of Insightajili (N) cause, sake, reason Before going on to the Grarnrnar section, check that you

. ukiwa na nafasi if you have time understand:kwetu at our homempaka until, as far as What Steve has to do before returning to Nairobi.

' wiki kesho (N) next week Which coastal town he will go to first.; kwa kawaida usually Who he will travel with to the coast.

kawaida (N) custom, rule How long that journey will take.biashara (N) tradenaye (na yeye) with himmkiondoka if you (both) set off Getting around-ondoka set off, leave (a place) If, like Steve, you are resident in an East African country for-fika arrive more than just a few weeks without your own transport, andsiku ya pili yake on the second day want to see places and meet people beyond your immediate

'; -panda get on,into a vehicle; climb area, you will inevitably be dependent on local contacts forhuondoka (they) always leave practical help, as well as information and advice. Locals who

, wakati wa during work in a city are very likely to have relatives and friends in' wakati (U) period of time another part of the country.

-kubali agree-fuatana na accompany Road travel is generally faster than train, and buses, particularlypeke yangu on my own the luxury ones on the major hard-surfaced roads, provide a-angalia have a good look at good and relatively cheap means of travel. On dirt roads, which

' magofu (MA) ruins in many cases get insufficient maintenance, bus travel can be„ ikiwezekana (i = it) i f it's possible difficult, particularly after heavy rain, and travellers need to

-wezekana be possible be prepared to be very flexible about departure and arrivalkaskazini (N) north times. In some places departure times are variable even without

' upande (UIN) direction, side problems like floods, muddy roads or mechanical failure,magharibi (N) west and buses do not leave until they are full. Some routes areramani (N) map very popular and it is wise to buy a ticket several days beforehasa exactly, completely planning to travel, where it is possible to do so.kwa bahati mbaya unfortunately

,: bahati (N) luck, good luck On major routes, between cities and towns, shared taxis are a' kwa Francis at Francis' place, home popular way of travelling, faster than buses because of fewer

kweli (noun is N) true, truth stops but necessarily somewhat more expensive.(Contd)

I42. Unit8 Kusafiri nikuzuri! Travellingisgood! I4)

The least comfortable and most crowded, but usually the b An alternative is to use kabIa ya + in6initive:cheapest, form of public transport is the privately ownedminibus, These supplement the regular bus services in the cities kabla ya kwenda msituni before going to the woodlandand, in some places, go beyond the city and compete with kabla ya kupanda basi before getting on the busthe long-distance buses. In Tanzania they are called daladala(N) and in Kenya matatu (N). Fares are unlikely to be higher Both these ways of using kabla can apply to past, present orthan those of the local regular buses, and are usually cheaper. future time.Apart from providing a much needed service for city centreworkers who live on the outskirts, they enable small-scale Kabla hajaenda msituni Before she went to theentrepreneurs who can find the money for a (usually second- alitafuta panga lake. woodland she looked forhand) bus and a driver to generate an income. her machete.

Kabla ya kupanda basi Before getting on the bus let'sElvan's solution to the problem of getting his brother and Steve tununue matunda. buy some fruit.as far as the main road, if they don't fancy walking, mightbe to lend them bicycles or, through one of his many local Insightcontacts, get a lorry driver to make a detour and pick them up. Remember that the -ja- ('not yet') tense, used in the two

examples in a above, needs a negative verb-prefix, This tenseIf you are not in a great hurry and your destination is on one of was introduced in Unit 6 Gramrnar section p, and negativethe railway routes, train travel is a good idea. Bedding can be verb-prefixes in Unit z, section 6.hired on the train, unless you travel third class, and the dining-car provides generally well-cooked meals. On the TAZARA 2 Huko (+ place name)line meals can be ordered to be brought to your compartment.First-class travel on the trains is, however, definitely not cheap. Huko is used, either on its own or in front of a place narne, as in

huko Dar es Salaam in the dialogue. It means somewhere there,Internal air flights are worth considering if money is not a when the there is out of sight or a long distance away. The sameproblem but time and long distances are. word will turn up again later, but with a very different function.

3 More about being in a place: kuwepo I kuwapo

Grammar In the dialogue Steve says Natumaini atakuwepo, I hope he'llbe there, referring to the friend in Dar es Salaam whom he is

1 Kabla Before hoping to see eventually. The verb is kuwa, to be, with oneof the place-markers attached to it. In many areas people say

a Use the -ja- ('not yet') tense after kabla, as in kabla sijaenda atakuwapo rather than atakuwepo. Whichever one you useNairobi, in the dialogue. makes no difference at all to the meaning; they are just variants

of the same word.kabla hajaenda msituni before she went to the woodlandkabla hatujapanda basi before we got on the bus

I44 Unit 8 Kusafiri ni kuzuri! Travelling is good! I 4. 5

You were introduced to the present-tense forms for being in a place The verb in the first example is kuwa, one of the verbs with ain Unit z, — nipo, upo, yupo, etc. All the other tenses need kuwa + single-syllable stem. The use of -ki- with a rnonosyllabic verb-ko, -po or -mo: allows the ku- to be dropped because, unlike the tenses -li-, -na-,

-me- and -ta-, -ki- can be stressed and can therefore occur as theNilikuwako Kenya I was in Kenya. penultimate syllable.Walikuweko Kenya? Were theyin Kenya?Amekuwepo mjini? Has he been in the town? Its negative form -sipo-, however, cannot take stress, so -ku- isTutakuwemo ofisini. We'll be right inside the office needed with monosyllabic verbs:

Remember that you only need -ko, -po or -mo on the end of kuwa Asipokuwa na pesa hatasafiri. Ifhe has no money he won't

when you are talking about people being in a place. For referring travel.to someone being thin, or ill, or a driver, you use kuwa on its own, Wasipokula hawatamwona If they don't corne they won'tor ni when referring to present time: mgeni. see the visitor.

Nazi zake zisipofaa If his coconuts are no goodMasanja ni dereva. Masanj a is a driver. sitazinunua. I won't buy them.Masanja alikuwa dereva. Masanj a was a driver.Masanja alikuwa mgonjwa. Masanja wasill. The first two examples from the dialogue can be translated in aMasanja alikuwapo nyumbani. Masanja was at home. slightly different way;

Insight ukiwa na nafasi you having timeIf you need to revise the two different structures for the two mkiondoka hapa you setting off from heredifferent ways of 'being', e.g. (i) being good/ill/American/adriver etc. and (ii) being at home/at work/in the room/at the b These alternative versions of the Swahili examples may help youcinema etc, look back at Unit z Grammar section z,. to link the i f/when function with another function, which is to refer

to ongoing, uncompleted action. This function is performed intI -ki- i f English by verbs with the -ing ending:

a There are two examples of -ki- meaning i f/when in the dialogue. Nilimwona Regina akinunua I saw Regina buying fruit.matunda.

ukiwa na nafasi if you have time Mama mzee yumo jikoni Granny is in the kitchenmkiondoka hapa if you set off from here akipika wali. cooking rice.

This -ki- occupies the tense 'slot'. The examples show parts of 5 Hu- for habitual actionsentences. The part of a sentence containing -ki-, usually the firstpart, states a condition, and the second part says what will or Instead of using kwa kawaida, usually, with the present tense asshould happen if that condition is fulfilled. in Kwa kawaida anakaa kwetu siku mbili tu, He usually stays

just tuio days with us, you can use the hu- 'tense'. For this you

I46 UnitS Kusafirini kuzuri! Travellingisgood! I 47

attach hu- to the verb-stem; no verb-prefix is needed. There is one The -o- form for plurals of U/N nouns is -zo-, because they areoccurrence in the dialogue: exactly the same as N class plurals:

Mabasi huondoka kila saa rnoja. Buses usually leave every hour. shanga zilizotoka dukani the beads that came frornthe shop

You use the hu- tense to refer to habitual or recurrent action nottied to any particular time: b The verb-prefixes ku-, pa- and mu- + o:

Ng'ombe hula majani. Cows eat grass. ku+ o rnakes koDada hutafuta panga lake. Sister is alwayslusually/generally pa + o makes po (also used for time — see Unit p)

looking for her machete. mu+ o rnakes mo

Notice that hu- can be stressed, so monosyllabic verbs do not need mahali alipokwenda the place where she wenttheir ku- prefix. chumbani alimokaa the room in which she stayed

6 'Who', 'which' and 'that' . more relative pronouns In these examples the relative pronoun does not refer to the subjectof the verbs -kwenda and -kaa. Alternative English versions of

a In the dialogue Elvan refers to his brother coming and Steve asks these could be the place she went to and the room she stayed in,Yule anayekaa Tunduru? That one who lives in Tunduru~ The -ye- leaving out where and which.in anayekaa means who. If Elvan had mentioned more than onebrother Steve could have said: Wale wanaokaa Tunduru? Those c In spoken English we very often leave out who, which orwho l ive at Tunduru~ that when the relative pronoun refers to a word or phrase other

than the subject. We usually say the people I saw rather thanThe -ye- and -o- in these examples are relative pronouns. In these the people whom I saw and the book she bought rather than thesentences the relative pronoun refers to the subject of the sentence, book which she bought: in these exarnples people and book areyule and wale respectively. objects, not subjects. In Swahili the relative pronoun must always

be present.The relative pronouns for all the noun-classes are made fromthe verb-prefix + o, with the exception of the one for M/WA Watu niliowaona ni The people whom I saw (them) areclass singulars. You have already learned these forms for another Wamarekani. Americans.function. If you look back to Grammar section zo of Unit 5 you Alinipa kitabu alichokinunua. She gave me the book (it) whichwill find these -o- forms set out (as -o) for all the noun-classes she bought.introduced up to that point. You can add to the list the form forU class nouns: You will notice that the object-prefix is also used, -wa- to refer to

watu, and -ki- to refer to kitabu, In casual speech it is likely tou+ o makes o be left out, particularly in sentences like the second one, in which

the object refers to a thing, rather than a person.unga uliotoka dukani the flour which came from the shop

148 Unit 8 Kusafiri ni kuzuri! Travelling is goodl I 4 cr

d The relative pronouns can only be used as above, immediately Practicefollowing the tense-marker, with the past, present and futuremarkers -li-, -na- and -taka-. With other tenses, e.g. -me-, you have 1 Somo la jiografia A geography lessonto do something different and this will be explained in Unit 9.

Kaskazinie To make the negative, replace the tense-marker with -si-.This form is timeless, so tends to get used for negatives of a generalnature, not tied to a particular time:

Magharibi MasharikiAsiyekuwa na tiketi hapandi Anyone without a ticket does nottreni. board the train. (llt. Slhe who

does not have a ticket does not Kusiniboard the train.)

Steve is taken by Elvan to visit the local prirnary school where he usedNegatives referring to a particular time, like the driver who didn't to be the headteacher. The children try to find out if Steve knowscome yesterday are usually made using the relative structure which where various towns are. Use the map of Tanzania to check hiswill be explained in Unit 9. replies, and write out the correct answers for the ones he gets wrong.

7 Kusafir i ni kuzuri! — verbs used as nouns Example:

The infinitive form of a verb, e.g. kusafiri, kuona, kutaka, kupika, : Mtoto Songea iko upande gani wa Njombe?kusoma, can be used as a noun, as in the title of this unit. This : Steve Songea iko kaskazini ya Njombe.ku- behaves just like the place-prefix ku when it comes before a • Correct reply: Songea iko kusini ya Njombe.vowel:

Kupika kwake si kuzuri. His cooking is not good. : Ali Iringa iko upande gani wa Dodoma?Steve Iringa iko kaskazini ya Dodoma.

Infinitives used in this way form another class of nouns, with ku- as : Apoche Tabora iko upande gani wa Kigoma?the noun-prefix and also the verb-prefix. : Steve Tabora iko mashariki ya Kigoma.

: Lajabu Kilosa iko upande gani wa Morogoro'?Insight : Steve Kilosa lko mashariki ya Morogoro,

This class of nouns only exists because the infinitive (ku-) ' Lunda Bagamoyo iko upande gani wa Dar es Salaam?form of a verb can be used as a noun, and can therefore be : Steve Bagamoyo iko kusini ya Dar es Salaam.the subject in a sentence. It is listed in the Grammar Index ; Grace, Mbeya iko upande gani wa Tabora?under 'noun-classes' as 'KU (Infinitives)'. : Steve Mbeya iko kaskazini ya Tabora.

: Nanyanja Kilwa iko upande gani wa Mtwara?Steve Kilwa iko kaskazini ya Mtwara.

I50 Unit 8 Kusafiri ni kuzurii Travellingis g oodl I 5 I

d Tu l ipomwona Moharned .. hawatapata vyumba.

KEY e Watalii wasiokuja rnaperna watanunua naziUGANDA sokoni.— — — RailwaysBukoba .,i.„:-,-. iv g l. ' • Country Bordere f Wanawake wanaotwanga rnahindi ... chakula kisichofaa.

R WANDA ,, „i, , ,=i.„,,'lt/lusoma'jIt)% tt'klr-' 3 Complete the following statements about the Dialogue.a Si lazima Steve arudi rnwisho wa mwezi.

BURUNDI • ; ArushaBiharamulo,' • ®. b Steve atakuwa na huko Dar es Salaarn.

Shinyanga c Anapenda kumternbelead Kaka yake Elvan anakaae Kaka ni mtu wa

I rTabora r f Steve hapendi kusafiri peke

0' :ft;, '',;., Mpanda D o doma . , ', Dar es Note: in c and f you will need to change nry to his.D.R.C. K itosaw -~ -

- , SalaamI Morogojo

Mbeya Iringa® I 4 Us ing the verb-stems listed below, with hu- prefixed to them,complete the following sentences describing what people

r C

®Tunduma ® . Kilwa always or usually do:Njombe

Lindi a Ma ma mzee chakula cha jioni.b Watoto matunda.ZAMBIA .: ng '® Mtwarac Wanafunzi vitabu.Tunduru • d Ma ma Fatuma nguoe Watali i vinyago.

MOZAMBIQUE f Wa uguzi wagonjwa.

somo (MA) lesson -shona -saidia -nunua -pika -soma -pendajiografia (N) geographyshule ya msingi (N) primary school 5 Ma swali mengine kuhusu miji ya Tanzaniamsingi (M/MI) foundation

kuhusu about, concerning, in connection with2 Ma ke whole sentences by selecting from the choice on the

right to complete the structures listed on the left. Steve is back at the school to help with basketball practice. Thea Mg eni aliyekuja jana ... ni dada zangu. children have devised a written test for him. Write the word forb Hatuwezi kula ... tulimpa barua zake. north, south, east or west that he has to fill in to complete thesec Watoto watakaokwenda mjini ... ataon d oka kesho. sentences.

Unit 8 Kusafiri ni kuzuri! Travellingis good! I $3

c Steve atakwenda Mtwarad Mw a ka ujao Steve atarudi Marekanie Labda John na Alison watakwenda Zanzibar

Here are three more words for vehicles which would be usefulto learn at this point:

gari (MA) vehicle motokaa (N) or motakaa carlori (MA) lorry, truck

As the saying goes...

Here is another riddle. Even if you don't foresee riddling asa major leisure activity you should learn it as it will help you

a Tanga iko ya Bagamoyo. to remember -po-, when, and hu- for habitual action. Youb Shinyanga iko ya Arusha. should by now know all the words in the riddle except one.c Musoma iko ya Mwanza.d Mo shi iko ya Arusha. -cheza dancee Musoma iko ya Bukoba.f Uji ji iko ya Kigoma. Ninapompiga mwanangu watu hucheza.g Biharamulo iko ya Bukoba.h Mbeya iko ya Tunduma. ( vmoSu si zvmsuu vtly)

6 Kwa basi By busTo refer to methods of Insighttravel you use kwa followed Mwanangu, in the riddle, is a combination of two words. Itby the word for the vehicle, was first used in Dialogue z of Unit z; if necessary, look backor feet in the case of going at the vocabulary box for that Dialogue. Structures like thison foot. You already know will be explained further in Unit q.the words for bus, train, aeroplane, boat and feet.

Complete the following sentences with an appropriate meansof travel, using five different ones. Ten things to rememberbaiskeli (N) bicycle mwaka ujao (MIMI) next year 1 Kabla = before. After kabla use the not yet tense-marker -ja-:

kabla sijaenda Nairobi before I go to Nairobi.a Elvan huenda barabaranib Ak ina mama huenda msituni

unit 8 Kusafiri ni kuzuri! Travellingis good! I 5 5

»oth«way of saying 'before...' is to use kabla ya + infinitivev«b («+ verb): kabla ya kumwona before seeing him.For being tall, short, i ll etc. (BE + adj.) use ni: John nimgonjwa john is ill.Fora t»r al l tenses other than the present, use kuwa in BE + adj.sentences:John alikuwa mgonjwa John wasil l .

~ » r ~d~ntifying sorneone (BE + noun) in the present use -ni:John ni dereva john is a driver.

F« identifying sorneone {BE + noun) in the past or future use Safari ya basi-kuwa: John atakuwa dereva john will be a driver.

7 F« ~~ying where people or things are, in the present, use the A bus journeyv«b p«"x with -po, -ko or -mo attached (rernember that theverb P«fix for s/he is the irregular yu-, not a-):~ak»okoni They are somewhere at the market; In this unit you will learn

'tabu»mo kikapuni The books arein the basket. • how to tell someone not to worry8 F« » yin g where someone was (past cense) or will be • h o w to talk about where your luggage is stowed on

(future tense) use -li- or -ta- in front of kuwa + -po, -ko or a roadjourneytltkuwako (or Nilikuweko) Kenya I was in Kenya; • h o w to ask for a particular cassette or video tape

"l( atakuwapo (or Watakuwepo) shuleni They will be at school • h o w to wish someone a safe arrival(Note: In Kenya — skulini.)lf <s -ki-: ukiondoka hapa if you leave here: the negative is-»Po-: u»poondoka hapa i f you don't leave here.The structure of relative pronouns is: verb-prefix + o. The Dialogue~« iass s ingular relative pronoun is the irregular -ye-and the plural is o (from wa+ o becoming wo, then o): mtu Read the dialogue below. Saa tatu asubuhi. Steve is talking to Bw.anayekaa Tunduru the man who lives in Tunduru; watu Twaibu, the manager of the small hotel where he has spent the night.wanaokaa Tunduru (the) people who live in Tunduru.

Twaibu Usiwe na wasiwasi, bwana. Mabasi ya kwenda pwanihuondoka kila saa moja. Tiketi zinauzwa kuanziaasubuhi. Utakwenda Lindi au Mtwara?

: Steve Nitakwenda Mtwara.; Twaibu Vizuri. Mimi nina shughu!i kwenye benki. Twende

pamoja. Nitakupelekea kituo cha basi. Una mizigomingine? Au ni huu tu, basi?

. 'Steve Ni mfuko huu tu.: Twaibu Haya, twende!

Ten minutes later they are standing in the doorway ofthe ticket office at the bus station.

(Contd)

156 unit 9 safari ya basi A busjourney I 5 7

Twaibu Bila shaka utapanda basi iondokayo saa nne. Steve ' Klle kil!cho chini n! spea ya baiskel!.(Indicating the young man behind the ticket-office (The driver returns to the bus. Steve notices himtable:) Muyu ni ndugu yangu na dereva ni ndugu yangu. preparing to change the video,)Utapata nafasi nzuri. Usipopata t!keti hapa of!sini Steve Una ukanda wa Lubumbashi Stars)kondakta atakukat!a tiketi kwenye basi. Haya bwana, Dereva Ah, harnna, bwana. Vijana ]azz ninao. Unaupenda?nakwenda sasa. (He shakes Steve's hand.) Kwa heri, Niweke?bwana. F!ka salama! Steve Weka tu. Utatuchangamsha!

: Steve Kwa heri bwana. Asante sana!

Saa tisa mchana, Steve is standing outside the bus chatting to a usiwe na wasiwasi don't worry (lit. don't have worries)fellow-passenger during a refreshment stop. The driver and a few wasiwasi (N) worry, doubt, disquietpassengers are having a snack inside a small hoteli nearby. Some tiketi zinauzwa tickets are soldpeople are buying fruit, and others are inside the bus ready to kuanzia starting fromcontinue the journey, kwenye at

-pelekea take (in this context); Mama Unasafiri rnpaka Mtwara, bwana? mzigo (MIMI) piece of luggage: Steve Ndiyo. Nltakaa Mtwara s!ku mbill tu. Kesho kutwa iondokayo which sets off

n!takwenda Dar es Salaam kwa ndege. ndugu (N) close friend (also relative)Mama Pole kwa kusaflri peke yako! nafasi (N) space, place (!n this context)Steve Asante. Nasafir! peke yangu, ila babake rafik! yangu kondakta (MA) conductor

alin!sindikiza mpaka barabarani jana. atakukatia tiketi (he) will sell you a ticketMama (Looking up at fhe bus roof-rack, piled high with boxes, -kata lit. cut (here = se/I)

bulging sacks and a bicycle:) Mizigo yako ipo juu? kwenye in, atSteve Hapana. Nina mfuko mmoja tu. Upo chini, ndani ya basi. Fika salama! Arrive safely!

Naona abiria wengine wana mizigo mingi. kesho kutwa the day after tomorrowMama Mingi sana. Sisi ambao tumetembelea ndugu shamba, kesho tomorrow

tuna mizigo mingi. peke yako on your ownSteve (Seeing the bundles of sugar-cane that she has bought:) babake rafiki yangu my friend's father

Utaiweka wapi? ' babake (baba yake) (N) his/her father: Mama Inabidi kurnpa mume wangu, aitunze. -sindikiza accompany part of the way: Steve Ndiye yule bwana ambaye amekaa mbele, kar!bu na dereva?.: juu on the top: Mama Ndiye. chini on the floor, ground: Steve (Looking through the window of the driver's cab:) Mna ndani ya basi inside the bus

mizigo mingi sana! ndani insideMama Ah, si yote. Vipo vltu ambavyo si rrlati yetu. Ab!ria huwapa • abiria (N) passengers

vitu wale wal!opo mbele, wav!tunze. Si uliona rnzee sisi ambao tumetembelea we who have visitedakimpa mume wangu kikapu, na bwana mmoja akiweka shamba (no -ni) (ln the) countrysidekitu fulani, sijul ...? inabidi (i = it ) it's best, it's necessary.

158 un>t 9 Safan ya basi A busgourney I 5 ci

mume (M/WA) husband deceased's clan, Elvan's brother was obliged to stay and help-tunza look after, guard organize the funeral and give support to the man's widowndiye yule bwana ...? is heindeed the man ...7 and children. He sent a message to Elvan via a neighbourambaye amekaa mbele who is sitting at the front and a truck driver, which Elvan received two days after hismbele front brother had been due to arrive. Elvan decided to accompany

.' vitu arnbavya si mali yetu things which are not our property Steve at least as far as the nearest town where he would be

mali (N) property staying the night. But, before they were able to set off, mamawale wal«pa mbele those who are at the front mzee became ill with fever and Elvan could not leave hiskile kilicha chini that thing whichis on the floor farnily.spea ya baiskeli bicycle spare-partspea (N) spare-part After waiting a few more days, Steve decided to travel on

'. ukanda (UIN) video or cassette tape his own as he had a dated Mtwara — Dar es Salaam planeLubumbashi Stars name of a D.R.C. band ticket, bought several weeks earlier in Dar es Salaam, andhamna no (see Unit 7, Grammar section 3c) time was running out. He would not now have time to visit

. . Vijana 3azz name of a band the medieval ruins at Kilwa Kisiwani as he had hoped. As-changamsha cheer up, make happy he explains to one of his fellow-passengers in this unit's

dialogue, Elvan had accompanied him as far as the mainroad. From there it would have been relatively easy to hitch

Insight" " ' " " " " * ' " " " " " ' " " " ' " " " " ' " ' " " " ' "

a lift to the town with a driver' known to Elvan.I efo«going on to the Grammar section, check that youunderstand: Family illness and the death of a relative or friend areHow often buses depart for the coast. among the most common reasons for people having toHow Steve will get a ticket if he does not buy one at the bus change their plans. In places where fever can worsen rapidly,station. where illness ends in death rnore frequently than it does in

In which part of the bus the woman's (mama's) husband is more temperate climates, and where medical services aresitting. under-resourced, the future seems less sure than it does in

more affluent societies. The relationships which link peoplewithin their extended family and their clan provide support

Changes of pian in time of trouble — support which is dependent uponAft« « a d ing about Steve's travel plans in the dialogue in obligations being regarded as paramount and to be fulfilled

mt g> y« inay wonder why he is travelling on his own without fail.»stead of with Elvan's brother. The following train of eventscould explain this. A second scenario concerns the time of departure. The ten

o'clock bus turned out to be already full. Steve missed theon the day the brother was due to leave home, a distant eleven o'clock one owing to a misunderstanding about timerelative who lived locally, died. As a senior member of the and finally got a seat on the bus due to leave at midday.

I6O Unit 9 Safari ya basi A busjourney I 6 I

Bus travel a When used with one of the place-prefixes attached to it, and a'Luxury' buses on major routes, such as Dar es Salaam to following noun, it describes a place or condition:Moshi and Arusha, would not normally carry passengersnext to the driver. But elsewhere, if you are Iucky enough to kwenye basi (ku-enye) where the busis (iit. the place havingbe given a seat at the front next to the driver (there is usually the bus), at/in the busenough room for two other people), be prepared for otherpassengers picked up along the way to ask you to look after As always, ku- has a wide range of rneanings for place andone or two things for them. circumstance. The prefix pa- is obligatory after rnahali.

As on Steve's bus, most of the long-distance ones provide Mtata arnekaa kwenye majani. The child is sitting on the grass /video or music cassette entertainment. Music from D.R.C. among the grass (in a grassy area).is enjoyed throughout eastern Africa and the lyrics are an Mahali penye maji ni pazuri. A place with water (a well-wateredinteresting mixture of Swahili and French or Lingala and place) is good.French. Kwenye rniti mtu amejenga Where the trees are (at the place

nyurnba. having trees) someone has builtThe sort of rural hateli where Steve's bus stopped for half a house.an hour or more would provide food and drink but not Alifika kwenye kituo cha basi. He araved at the bus stop.accommodation. It is almost always possible to get bottled orcanned drinks in a hateli (look for the advert outside) and it You cannot use kwenye, etc. in f'ront of nouns with the -ni endingis a good idea to take advantage of this in order to conserve meaning at, on, in. So you can either say kwenye shamba orthe bottled water or fruit you are carrying with you. shambani. These -enye forms with the place-prefixes often get used

with nouns that do not take the -ni ending; there is one example inthe dialogue:

ukanda (U/N) tape (any sort) kaseti (N) cassetteukanda wa kaseti cassette tape muziki (N) modern music Mimi nina shughuli kwenye benki. I have business at the bank.ukanda wa video video tape video (N) video

b The adjective-forming function of -enye together with a following(A joking use of video is to make it the plural form, with kideo as noun is clearer when it has prefixes other than those of place.the singular, thus putting it in the KI/VI class. But this is not normalusage.) It is the verb-prefix of the first noun, the noun that is being described,

that is placed on the front of -enye. As always, the singular of theM/WA class is odd.

Grammar (mtu) mwenye mali a well-off person, a person with propertynyumba yenye paa la bati a house with an iron roof, an iron-roofed

1 Kwenye, and other -enye words: -enye + noun housekitabu chenye picha a book with pictures in it

-enye is one of the qualifier-stems that takes the verb-prefix. gauni lenye mikana a dress with sleevesIt means having or becoming.

16z, un<t 9 Safan ya basi A busgourney I 63

Noun-class Singular Plural 3 More on word orderM/WA mwenye (mw+ enye) wenye (wa + enye)N yenye (i + enye) zenye (zi + enye) a hapa ofisiniKI/VI chenye (ki + enye) vyenye (vi + enye)(jI)/MA lenye (li + enye) yenye (ya+ enye) When words for here and there such as hapa, pale, huku, etc.,M/MI wenye (u + enye) yenye (i + enye) are used with adverbial nouns, nouns made into adverbs byU/(N) wenye (u + enye) (as for N) the addition of -ni, the here or there word often cornes first:KU (Infinitive) as for ku- (place)

hapa ofisini here in the office+o™ /W A c l ass mwenye and wenye, personlpeople having, are pale pernbeni there in the cornerused to mean owner (s): kule rnjini there in the town

humu mfukoni here in the bagmwenye nyumba house ownermwenye duka shopkeeper b yule bwanamwenye gari vehicle owner

The words for this, that, these, those (see Units 5 and 6) are2 The verb -kata and its various meanings sometimes used in front of nouns instead of following them. An

example in the dialogue is yule bwana. When this happens, yuleIn the dialogue Bw. Twaibu tells Steve that if he does not get a (etc.) no longer has a 'pointing' function; all it does is to make theticket from the ticket-office, the conductor on the bus atakukatia noun definite, which is what the does in English. You can only usetiketi, he will sell you a ticket. Here -kata, which usually means yule, huyu, etc., in front of a noun if you and your listener(s) knowcut, is in its prepositional form because the ticket will be sold to which person, or thing, is being talked about.sorneone. The various meanings of -kata are dependent upon thenoun that follows. Here are a few of the most common meanings: The -le, over there, forms are more commonly used to mean the

than the h- forms are. But the h- forms, huyu, hawa, hii, hizi, hiki,kata hukumu pronouncejudgement hivi, etc, can be used with a the purpose if:kata kiu quench thirstkata njia take a short cut the person or. thing has only just been mentioned, perhaps inkata shauri make a decision the preceding sentence, and you need to mention the wordkata tamaa despair again, orkata (kitambaa cha gauni) buy (dress material) the person or thing is extremely important to you at this point

in the conversation.hukumu (N) j udgementshauri (MA) advice, affair It is as if the person or thing denoted by the noun is close to you,tamaa (N) ambition, longing even though not physically near you.

16q Unit 9 Safari ya basi A busjourney I 65

yule bibi the lady bibi yu le that la d y (there) 4 Babake ond other contracted forrnswale wauguzi the nurses waugu zi wale those nurses (there)ile nyumba the house nyumb a ile that h ouse (there) Babake, his father, occurs in the dialogue in the phrase babake rafikivile viti the chairs vit i v i le those chairs (there) yangu, rny friend's fatber. It is the contracted forrn of baba yake. Inhuyu mwalimu the teacher (the one you've just mentioned or the the second dialogue of Unit t , Mama Fatuma addresses her adult

one I'm particularly interested in at the mornent) son as mwanangu, rny child; this is the contracted form of mwanaNB: The teacher is not present. wangu. Not all words for relatives and friends have these contracted

mwalimu huyu this teacher (for example standing next to the forms using the possessives; arnong the most common are:speaker) NB: The teacher is present.

my your his/herc the order of recipients / beneficiaries and objects mama mamangu mamako mamake

baba babangu babako babakeIn section 6 of the Grammar in Unit y you were given the rule that dada dadangu dadako dadakethe word for the person benefiting from the action comes before mwana mwanangu mwanako mwanakethe object, in sentences like: mwenzi mwenzangu mwenzako mwenzake

ndugu nduguyo nduguyeNitampa Francis mananasi. I w i l l give Francis some pineapples. rafiki rafikiyo rafikiye

mke mkeo mkeweBoth -m-, in front ot the verb-stem, and Francis, refer to the recipient / mume mumeo mumewebeneficiary of the action, so they must be as close together as possible.

mke (M/WA) wife mwenzi (M/WA) companionBut you can only do this when, as in this example, the recipient /beneficiary is denoted by a single word. When several words are 5 Two rneanings of shambaused they have to go after, rather than before, the object. In thedialogue we have: In this unit's dialogue, shamba means country, as opposed to town.

When it has this meaning it does not take the -ni ending.Abiria huwapa vitu wale The passengers give things towaliopo mbele. those at the front. Walikwenda shamba. They went to the country.

Walikwenda shambani. They went to the field/Here the recipient/beneficiary is wale waliopo mbele, those who are smallholdingiplantation.at the front.

InsightHere is another example with an even longer recipient / beneficiary: Shamba with the meaning of countrylrural area is not used

everywhere, least of all by people who actually live in a ruralNilimpa chakula mgeni I gave food to the visitor who had area. It is mainly used by people living in towns to refer toaliyetoka Afrika ya Kusini. come from South Africa. going out of town to the country.

166 Unit 9 Safari ya basi A busjourney I 67

6 'Who', 'which', 'that' — more about relat ives b basi iondokayo saa nne — the general relativeIn this structure there is no tense-rnarker, and the relative pronoun

In section 6 of the Grammar in Unit 8 you had the verb-prefix + o goes at the end of the verb-stern=forms which have the function of who, which and that in Englishstructures like The woman who bought the coat and The things i-ondoka-yothat I appreciate. In Unit 8 you had examples in which the relativepronoun followed the tense-marker: This is used for general staternents. In the dialogue Bw. Twaibu says:

shanga ziiizotoka dukani the beads that came from the shop Bila shaka utapanda basi Probably you'll get on the bus thationdokayo saa nne. leaves at ten.

The relative pronouns (the verb-prefix+ o forms) can only be usedin this position with the three tense-markers -li-, -ua- and -ta-. This tells us that a bus leaves at ten every morning. If he had said

itakayoondoka saa nne, which will be leaving at ten, there would bea Sisi ambao tumetembelea ndugu — the amba- relative no implication that this happens every day,In this structure the relative pronoun is attached to the end of aseparate stem, amba-, and the verb follows. watu wakaao mjini people who live in the town

watu wakaao shamba people who live in the countryYou can use the amba- relative with all tenses, and with ni and si. wiki ijayo (i-ja-yo) next week (the week which will corne)

mwezi ujao (u-ja-o) next month (the month whichvitu ambavyo ni mali yetu the things which are our property will corne)mtoto ambaye amekwenda the child who has gone to thesokoni market The negative form using -si-, which was introduced in Unit 8, is

wataiii ambao wataondoka the tourists who will set off used as the negative of this general relative, as well as of relativeskesho tomorrow with -li-, -na- and -taka-.

Notice that the future-tense marker -ta- does not change to -taka-. Wagonjwa ni wale wasiokula The sick people are those who dochakula kizuri. not eat good food.

To make the negative, change the verb into its negative form; theamba- form does not change. c The general relative with the verb be

There is one example in the dialogue of a general relative with awatoto ambao hawapendi wali the children who do not like rice verb meaning be:vitabu ambavyo havikufaa the books which were not suitable

Kiie kiiicho chini ni spea ya That fthing) which is on the floorisInsight baiskeli. a spare part of a bicycle.Contrast this negative relative structure with the one in Unit 8,Grammar section 6e, where the use of -si- for the negative When you make a general relative with be you have to use -li- insteadmeans that you cannot use a tense-marker in that structure. of kuwa. This -li- is the remnant of an old verb meaning be which

Unit 9 Safari ya basi A busjourney I 6 ci

has almost disappeared from Swahili; do not confuse it with the past- When referring to a person you add part of the personal pronountense marker. The structure is: verb-prefix + li + relative pronoun. (mimi, wewe, etc.) to it:

niliye I who am tulio we who are ndimi i t is I ndlsl itis weuliye you (sing.) who are mlio you (pl.) who are ndiwe it is you (sing.) ndinyi itis you (pl.)aliye s/he who is walio they who are ndiye it is slhe n dl0 itis they

Mpe mtu aliye fundi. Give (it) to someone whois In the dialogue mama says she will have to give her husband thea craftsman. bundles of sugar-cane to look after, and Steve asks:

Tunza masanduku yaliyo Look after the boxes which arernali yake. hi s property. Ndiye yule bwana ambaye Is he the gentleman who is seated

amekaa rnbele, karibu na at the front, near the driver?For the negative, use -si- instead of -li-: dereva?

tusio wauguzi we who are not nurses Mama replies: Ndiye. Itis he.asiye mgonjwa the one who is not illwasio watalii they who are not tourists For inanimates you use the forrn made with the appropriate verb-

prefix + o.In the example kile kilicho chini from the dialogue it is the identityof the thing that is important. If Steve had been more concerned This is the same form as in ninazo, tunacho, analo, etc. (see Unit 5),with its position on the floor, he would have attached a place- and is also the form used for relative pronouns.marker to kilicho: kile kilichopo chini. There is one example ofthis sort in the dialogue: Ndivyo vitabu vyangu. They areindeed my books.

Ndizo nguo zake. They are definitely her clothes.watu waliopo mbele the people who are at the front

In the Unit 7 dialogue we had this structure used with -po-, when:If you are referring to something which is in a place (e.g. nyumbani,kwenye benki, juu, chim, etc.) and you want to focus on the thing's ndipo utakoroga then (that is when) you will stirposition, add a place-marker to the end, as in the case of kuwa inUnit 8: The ndi- structure is often used with a relative, which is also a way

of emphasizing something:watu waliopo sokoni people who are at the rnarketmayai yaliyorno kikapuni eggs which arein the basket Yule ndiye mgeni aliyetoka That pe r son is indeed the visitormiti iliyoko shambani trees which are in the field Mombasa. who came from Mombasa.

Hiki ndicho kitambaa ambacho Th is is indeed the fabric which I7 ndi itis indeed nilikinunua Nairobi. bought in Nairobi.

If you want to say that something is indeed, de finitely, certainly so,you use ndi-. It is like using ni with added emphasis.

I70 Un>t 9 Safan ya basi A busgourney I7 I

8 The verb -kaa and its meanings a Baiskeli iko wapi?b Magunia yako wapi?

Kaa is used in the dialogue with two different meanings: c Dereva yuko wapt?d Wanawake wako wapi (ila mama rnwenye kikapu)?

a be sitting, in a seated position, as in amekaa, (he) is sitti ng. e Mama mwenye kikapu anaongea na nani?If you are referring to present time you rnust use the -me- tense f Vi jana wanauza nini?because -kaa, with this meaning, is one of the verbs of stateexplained in Unit y. Nimekaa (I am sitting) is sometimes used asa polite reply to Karibu!, and you need not be sitting when you sayit..Later on there will be a section on how to refer to states, suchas sitting, standing, feeling tired, etc., in the past.

InsightYou could use -na- if you were describing someone in theact of sitting down, although it is hard to imagine a contextin which you would want to do that, apart perhaps from acommentary on a piece of slow-motion film footage!

b stay or live (somewhere) as in Nitakaa Mtwara. (I will stayat Mtwara)In the present tense you would use -na-:

gunia (MA) sackWanakaa Mombasa. They are living in Mombasa. -ongea (na) chat (to)

c Another meaning of -kaa, not used in the dialogues, is last, o)) CD1, TR 10,05:02endure, as in:

2 Steve had never heard the expression usiwe na wasiwasi beforeKitambaa hiki kimekaa sana. This f abric has lasted a lang time/ his conversation with Bw. Twaibu. He decided to make a note

worn well. of each occurrence of don't worry, don't let thern worry, etc.,that he heard. He did not always have time to make very fullnotes and also the sentences from different contexts got mixedup. Help Steve sort out his notes by:

Practice I> writing Usiwe/Msiwe/Wasiwe na wasiwasi!, as appropriate,in response to each of the exclamations a to e.

1 Wr i te about the picture by answering the questions. For a to d adding an appropriate sentence from the list at the end.you will need one of the words ndani, mbele, or juu.

Example:Example: Masanduku yako wapi? Masanduku yapo juu. A Ma ma huyu hajapata tiketi!

8 Asiwe na wasiwasi! Kondakta atamkatia tiketi kwenye basi.

I72. unit 9 Saran ya bas< A busgourney I 7 3

-kosa miss (a bus, train, event, etc.); also make a mistake 6 Now you have a chance to see how well you remember sornemsafiri (MIWA) traveller of the characters and events in previous units. Complete the-umwa be ill sentences by filling in the missing words.

a Wasafiri Tumekosa basi lile! Unit I Mtu aliyewatembelea John na Alison hoteliniMtu ni

b Kondakta Mabibi hawa, pesa zao hazitoshi! Unit z Arnbaye alikwenda posta kununua stampu niRafiki Unit g Aliyesema anapenda wali kwa ni Alison.

c Msafiri Nimechelewa sana! Unit 4 Watu ambao wana kiu ni naDereva Unit 5 Ambaye alinunua ndiye John

d Msafiri r Mfuko wangu siuoni! Unit 6 Ambao waliternbea karibu na ndio Bw.Msafiri z Mohamed, Alison na John.

e Mama Mtoto wangu anaumwa! Unit 7 Mama mzee ndiye kisamvu. (What is rnissingBibi means she who cooked.)

Unit 8 Steve ndiye hapendi kusafiri peke yake.Mimi ni mwuguzi — nitamsaidia. (What is missing means he who said.)Panda tu.Mabasi huondoka kila saa moja. InsightNitawapa shilingi mia. In this last exercise the sentences about Units z, y and 6 useUpo hapa chini. the arnba- form of relative structure as the subject. Because

amba- has a relative pronoun attached to it (standing in for3 Wr i te an English version of the example and your mini- the 'missing' subject noun) it can function as the subject;

dialogues in question z. ambaye = the person who and ambao = the people who.

4 Find out how well you have understood the dialogue byanswering these questions in Swahili:

a Ni nani aliyekwenda na Steve mpaka kituo cha basi? Ten things to rememberb Steve ana mizigo mingapi?c Nani amekaa mbele, karibu na dereva? 1 The qualifier -enye takes the verb-prefix; when this is -pa,d Kikapu kil icho mbele ni mali ya nani? ku- or mu-, the -enye + noun structure describes a place ore Dereva ana ukanda gani? condition: Amekaa kwenye majani 5/heis sitting onlin the grass;f Steve atakaa Mtwara siku ngapi? mahali penye maji a place with water/a well-watered place.

2 The structure -enye + noun with the verb-prefixes of other5 a You a re seeing a friend off on a long bus or train journey. noun-classes: mtu mwenye mali a well-off person; vitabu

What do you say just before she leaves, to wish her a safe vyenye picha a book with pictures in it etc.arrival? 3 The most common meaning of the verb -kata is cut, but

b You are seeing a group of friends off at the airport. What followed by certain nouns it takes on other meanings e.g.,do you say to wish them a safe arrival? (If necessary, look -kata kiu quench thirst, -kata shauri make a decision.back at Unit 4, Grammar section g for plural imperatives.)

I74 unit 9 safari ya basi A busjourney I 7 5

4 Demonstratives (this, these, that, those) follow their nounin Swahili. Huyu, hawa, yule, wale etc. can also be used infront of the noun to function like the (the 'definite article') inEnglish: rntoto yule that child; yule rntoto the child.

5 In sentences like Nitarnpa Francis machungwa I will giveFrancis (some) oranges, the word Francis, the beneficiary/recipient of the giving, follows the verb group (containing-m- also referring to F). But when the recipient/beneficiary isrepresented by a long phrase or a clause, it goes at the end ChMmba kizuri!after the object (the thing given): Nitawapa rnachungwa walewaliofika jana I' l l give oranges to those who arrived yesterday. A good room!

6 7

Among the most common of the 'relationship term +possessive adjective' contracted forrns are: mamangu (frommama+ yangu) my mother, babangu my father, mwanangu In this unit you will learnmy child, dadangu my sister. • wor ds for furniture and other domestici temsAnother way of making relative clauses (the first is in Unit 8) is • how to say where things are in a roomto attach the relative pronoun to amba-. You can use it with all • ho w to say whether you are feeling hot or coldtenses: watalii ambao wameondoka the tourists who have left;vitu ambavyo ni mali yetu the things which are our property.

8 To make amba- relative clauses into their negative form,just change the verb into its negative form; amba+ relative Dialoguepronoun does not change: kisu ambacho hakikufaa the knifewhich was not suitable. Steve has just booked into a small beach hotel recommended by

9 The type of relative clause used for making general statements someone on the bus. He was taken there by a taxi-owning frienddoes not have a tense-marker in the verb-group, and the of the bus driver, whom they met at the bus station. Makasi, therelative pronoun goes at the end of the verb-stem: basi receptionist-cum-barman, is about to open the bar. A young man,iondokayo kila siku the bus that leaves every day. Juma, is taking Steve to his room.

10 Two meanings of -kaa: (i) be seated (use -me- for presenttense), Wamekaa They are seated (sitting down); (ii) live or stay 3uma Makasi atafungua baa sasa hivi.in a place (use -a- for present tense), Wanakaa Kisumu They are Steve Vizuri. Naona kiu sana.living (or staying) in Kisumu. 3uma (uniocking a door) Narnba sital Karibu bwana. Swichi hii

yawasha tao ya chumba cha kuiaiia. Swichi hii yawasha taa .ya maliwato na hii yawasha feni.

: Steve Maliwato iko wapi?• 3uma (opening a door on the far side of the bedroom)

Ipo bafu na choo. Kila kitu safi.; Steve Safi kabisa!

(Contd) ..

I76 Unit 10 chumba kizurii A good room! I 77

3uma Mirni mwenyewe nilisafisha hunlu asubuhi. -fungua unfasten, uniock(They return to the bedroom.) -ona kiu feel thirsty

Juma Beseni ya kunawia ipo pale. Ipo airnari hapa, na pembeni namba (N) a written or printed numberpana kabati ia nguo swichi (N) switch

Steve Vizuri sana, iia sina nguo nyingi! -washa turn on light, light iarnp, light fire3uma Kitanda hiki chernbamba, iakini godoro ni jipya. Nikunjue taa (N) light, lamp

chandalua sasa .. Bila shaka matandiko yatatosha. chumba cha kulalia (KI/VI) bedroomHutasikia baridi, siyo? Tuna mabianketi ndani ya stoo. -lala iie down, rest, sleep

Steve Sitahitajimatandiko mengine, Shuka itatosha. Sioni baridi. rnaliwato (N) bathroomSiku zote nasikia joto tu! Haya, juma. Sasa nitaoga. feni (N) (ceiiing) fan

3uma Vizuri, bwana. Angaiia — nimeweka ufunguo wako juu ya mwenyewe myselfrafu. ]e bwana, chakuia? Tuna wali kwa samaki na wali kwa -safisha cleankuku. Afadhali uagize sasa. Baada ya nusu saa kitakuwa beseni ya kunawia (N) wash basintayari. beseni (N) basin

Steve Nipo pwani sasa. Lazima nile samaki! -nawa wash the handsalrnari (N) chest of drawers

Soon Steve is sitting with a cold beer at one of the small tables kabati la nguo (MA) wardrobe, closetoutside, near the bar. He is chatting to Makasi. kabati (MA) cupboard

godoro (MA) mattressSteve Wageni ni wengi siku hizi? -kunjua unfoldMakasi Si wengi sana. matandiko (MA) (usually used in the plural form) beddingSteve Wapo wangapi hoteiini ieo? -sikia baridi feel coldMakasi Mmoja tu. -sikia feel (also hear, understand, and smell)Steve Nani huyo? baridi (N) cold, cool(ness)Makasi Ndiye wewe. blanketi (MA) blanketSteve Mimitu? ndani ya stoo in the storeMakasi Ndiyo. Hakuna wageni wengi siku hizi. Ni wakati wa stoo (N) store

mavuno ya korosho ambapo wengi watakuja hapa. shuka (N) sheetWanunuzi korosho huja kwa wingi. Meneja amesema sioni baridi I don't feel coldkwamba bwana mmoja atakuja kesho. Huja mara kwa -ona feei (also see, understand, smell and taste)mar'a. siku zote always, a/I the time

: Steve Yuko likizoni? joto (]I, no plural) heat• Makasi Yuko kazini. Afanya kazi katika kampuni ambayo yauza -oga have a bath, shower

zana za kilimo. Yeye anajua Kiingereza vizuri sana, ufunguo (U/N) keyAtafurahi kukutana nawe, rafu (N) shelf(2uma comes outside to the bar area.) -agiza order

3uma Chakula tayari, bwana. Utakuia ndani ama nikuletee nani huyo? who's that (the person mentioned)?hapa nje? wakati wa during, at the time of

wakati (UIN) period of time, season

umz 10 Chumba krzun ~ A good room ~ I 7 g

mavuno (MA) (usually used in the plural form) harvest time The dialogue contains several words for furniture and otherambapo when (time at which) domestic items; you will already know kitanda and chandalua.wanunuzi korosho cashew-nut buyers Here are some more:mnunuzi (M(WA) buyer

:::; kwa wingi (u-ingi) in large numbers, in abundance fanicha (or samani) (N) furniture"' meneja amesema kwamba ... the manager has said that .

. . makuti (MA) coconut-leaf thatchYuko likizoni? Is he on holiday? rnkeka (M/MI) locally-made plaited rnatlikizo (N) holiday, vacation V CImto (M/MI) pillow )kampuni (N) company, firm pazia (MA) curtainzana (N) tools,implements 3sabuni(N)soap crkilimo (KI) agriculture taulo (N) toweltayari ready zulia (MA) carpet (woven)ama ( = au) ornje outside

Makuti is the traditional thatching material for coastal houses.The plural form is always used when referring to what a roof

Insight is made of: paa la makuti, a makuti-thatched roof, You woulda Huyo and similar [h + vowel + vb-pfx + o] structures will only use kuti to refer to a single leaf of the coconut palm. Largebe explained in Unit t r . hotels at the coast tend to make use of makuti on at least some

of their buildings such as the cottage-type accommodationb The suggestion in the How to Study section of the and also for shaded areas near the swimming pool and bar.Introduction, about labelling domestic items with their In Steve's much more modestly priced hotel we may imagine,Swahili names, may help you with the learning of at least outside the main building, the small bar at the side of a pavedsome of the new nouns in this unit. area with seven or eight tables For customers, the whole area

shaded by a makuti roof. Just below the far edge of the pavedarea is a small garden, bustani (N), and then the beach.

TipBy taking advice about hotels from someone on the bus andby mentioning to the driver that he would need transport,Steve arrived safely at the congenial and inexpensive smallhotel. It is clean and well equipped and the staff are friendly.Because Mtwara is not a major tourist centre any otherguests will mostly be locals, like the sales representative fora firm which imports agricultural machinery, who is due toarrive the following day.

Coastal road

I80 umt 10 chumba tuzuri! A good room! I 8 I

uso (LilN) faceGrammar

2 Swichi hii yawasha taa — the -a- indefinite tense1 Doing and undoing

This example from the dialogue rneans This switch turns on theThere are two examples in the dialogue of a special form of the light. The -a- tense-marker is used for general staternents which areverb which involves adding a vowel to the root, or in a few cases, not tied to a particular time. The structure of yawasha is:replacing a vowel. This vowel is usually -u-. Doing this has theeffect of reversing the meaning of the verb. You should be able to i- a-washa (i + a makes ya)recognize the two verbs from the dialogue, as well as a few fromthe earlier units. The verb prefix is i- because swichi is a singular noun in the

N class.-fum- weave -fumua unpick-fung- fasten, lock, tie -fungua unfasten, unlock, untie I, you, we, etc., turn on (the ligbt) would be:-funik- cover -funua uncover-kunj- fold -kunjua unfold nawasha I turn on (ni-a-washa) (ni+ a ~ na)-tat- tangle -tatua untangle wawasha you (sing.) turn on (u-a-washa) (u+ a ~ wa)-va- put on clothes -vua take clothes off awasha slhe turns on (a-a-washa) (a + a -+ a)-zib- stop up -zibua unstop, unblock twawasha we turn on (tu-a-washa) (tu+ a -+ twa)

mwawasha you (pl.) turn on (rn [w]-a-washa) (mw+ a ~ rnwa)If the vowel in the verb-root is -o- the extra vowel for reversing the wawasha they turn on (wa-a-washa) (wa+ a ~ wa)meaning is also -o-:

Insight-chom- pie r ce, prick -chornoa ext r act Notice that when the verb-prefix is ni- you cannot hear any

difference, in rapid conversational Swahili, between the -na-Grammar books call this form of the verb the 'conversive' form. and -a- tenses; for example ni-na-pika and ni-a-pika bothA good way to remember the conversive form is to learn this sound like napika.meaning of -kunja and -kunjua:

With the other noun-classes the slight changes to the verb-prefixwhen the -a- tense is used are the same as the changes that occurwhen they are attached to -a, of:

~ rkitabu chafaa (ki-a-faa) the book is suitable

C~ ngoma yafaa (i-a-faa) the drum is suitablejembe lafaa (li-a-faa) the hoe will do

-kunja uso, frown (fold up the face); kunjua uso, smile (unfoldthe face)

z8z, Unit 10 chumba kizurii A good room! I 8 3

The function of this tense is being taken over hy the -na- tense; 3 Mimi mwenyeweI myselffewer and fewer people are using -a-. Their negative forms are thesame. One thing you need to note, if you are going to be on the -enyewe expresses myself, yourself,itself, etc., for emphasis. WithKenya coast, is that some mother-tongue speakers of Swahili use the personal pronouns you use -enyewe like this:yu-, instead of a- as the s/he verb-prefix with this tense — as in:

mimimwenyewe Imyself sisi wenyewe we o u rselvesyuaja s/he comes wewe mwenyewe you yourself nin yi wenyewe you yourselves

yeye rnwenyewe he himself/she wao wenyewe they themselvesThis tense-marker is one of those that can carry stress, so the ku- of herselfthe verb is not needed when the verb has just a single syllable:

Like -enye (Unit y), -enyewe takes the verb-prefix and the samewaja (wa-a-ja) they come slight adjustments are made to it.

Although you can manage without using this tense, you need to be kitanda chenyewe the b ed itselfable to recognize it. One place where you can easily identify it is taa yenyewe the lamp itselfin newspaper headlines. Reading these is a good way of improving mkeka wenyewe the ma t i tselfyour Swahili, particularly when they are accompanied by pictureswhich give you a clue to the meaning. Here are some examples: 4 In the store and on the shelf

Sri Lanka yapata serikali mpya. Sri Lanka gets a new government. In the dialogue we have Tuna mablanketi ndani ya stoo, We have(i-a-pata) blanketsin the store and Angalia — nimeweka ufunguo wako juu ya

Tetemeko laua 150. (Ii-a-ua) Eart h quake kills 750. rafu, Look — I've put your key on the shelf.Mechi na Sigara yaahirishwa. Ma tc h against Sigara postponed.(i-a-ahirishwa) In Unit g juu (on the top), as well as mbele (at the front) and chini

(on the floor), were used as place-adverbs, with no word or phrasetetemeko (MA) earthquake mechi (N) (football) match following them. In this unit's dialogue we have items being placed

a~' -ua kill -ahirishwa be postponed in a particular room (store) or on something (shelf). So to describeserikali (N) government where they are we need a phrase that includes a word for what the

item is in or on. Phrases of this kind are called prepositional phrases,like in the store, on the shelf, under the chair, outside the house, etc.,

Insight in English. They are made with a place-adverb, followed by ya andThe last three examples show a typically journalistic use of then the word for the location, with no place-suffix (-ni) on the noun.the -a- indefinite tense. The message in headlines is usuallyabout something that has just happened and if someone gave ndani ya kabati in the cupboardyou the same message in a conversation they would use -me-. juu ya meza on the table

chini ya kiti under the chairnje ya nyumba outside the housembele ya mlango in front of the door

184 Unit 10 chumba kizuri! A good room! I 8 5

nyuma ya shule behind the school Mtoto yurno katika churnba kidogo. The child isin the srnall room.katikati ya mji in the centre of the town Watakaa katika mji mkubwa. They will livein a large town.kati ya hoteli na posta between the hotel and the post Nimetia sukari katika kikombe cha I ha ve put sugar in the blue cup.

office buluu.karibu ya (or na) basi near the busmbali ya (or na) stesheni far from the station 5 Feeling hot and cold

Note the three that have an alternative to ya. -ona see; understand, smell, taste, feel-sikia hear; understand, smell, feel

Miongoni, among, is followed by mwa:The main meaning of each verb above is shown first.

miongoni mwa watoto among the childrenNiliona sharnba lake. I saw his field.

Katika, often translated as in, does not need ya following it. This Nilisikia habari zake. I heard his news.word can refer to corning frornfout o f or going inlon to as well assimply being in a place, The precise meaning is largely dependent Both verbs can be used to refer to feeling (e.g. hungry or thirsty,on the type of location referred to, or the activity: hot or cold). In the dialogue we have:

Ziweke katika meza. Put them on the table. Hutasikia baridi, siyo? You won't feel cold, will you?Ziweke katika kabati. Put them in the cupboard. Sioni baridi. I don't feel cold.Watoto walitoka katika chumba The children came from (inside) Siku zote nasikia joto tu! I alwaysjust feel hot!

the room.luma alipanda katika rnnazi Juma climbed up (into) the 6 -ote all

coconut palm.Akina mama wamo katika The womenfolk arein the middle Siku zote, in the dialogue, literally means all days. The qualifier ofkupika. of cooking. siku is -ote, with the appropriate prefix on it. The form -ote means

all and takes the verb-prefix.Katika, like kwenye (Unit 9) and ndani ya etc., cannot be used withan adverbial noun, such as nyumbani, jikoni, sokoni, etc. Katika watu wote all the peopleand kwenye have to be used with a 'plain' noun, without the -ni ndizi zote all the bananasending. You can either say kabatini or katika kabati for in the chakula chote all the foodcupboard. miti yote all the trees

Both katika and kwenye are useful if you are talking about Insightsomething being in a small, large, good, blue (etc.) place because The usual slight adjustments have to be made to the prefix.you can only use adjectives with 'plain' nouns. You cannot use If you want to check on what happens when the verb-prefixadjectives with adverbial nouns, e.g., nyumbani. is followed by -o, turn back to Unit g, section zo and Unit 8,

section 6.

186 Unit 10 Chamba kizuri! A good rooml I 8 7

The form -o-ote, mea.ning any at all, works in the same way (but Hakuserna kama wanafunzi Sh e d idn't say whether thestudentsnote what happens in the case of M/WA singulars): watakuja kesho. would be coming tomorrow,

Mpe mtoto yeyote. Give (i t) to any child at afl. As well as following a negative verb, it also has the i f/tvhetherHana pesa zozote. She has no money whatever. meaning in questions:Sina vitabu vyovyote. I have no books at all.

Anajua kama wanafunzi Does she know if the students are7 Meneja amesema kwamba ... The manager has said that .. watakuj'a kesho? coming tomorrow?

Kwamba, as well as kuwa and kama, are used to introduce what Kwamba and kuwa can be used interchangeably. In some areassomeone said, thought, believed, warned, agreed, etc. kwamba is rnore comrnon, and in others kuwa is more often used.

Meneja amesema kwamba The manager has said that a 8 Atafurahi kukutana nawe — na-

bwana mmoja atakuja kesho. certain rnan will come tomorrow.Walikubali kuwa matandiko They agreed that the bedding Earlier units have already given exarnples of na- with shortenedyatatosha. would be sufficient. forms of the personal pronouns attached. They are set out here for

Wanasema kuwa warnechoka. They say that they are tired. reference:

Notice how they can be used in sentences with ni and si: nami with me nasi with u snawe with you (sing.) nanyi wi th you (pl.)

Ukweli ni kwamba pesa The truth is that the money naye with himlher nao with t h e mzimepotea. is lost.

Si kweli kuwa pesa zimepotea. It's not true that the money is lost. pamoja nami toge ther with rnekaribu naye near h im/her

In Swahili, unlike English, you do not put reported speech referringto the future into the past tense. You use the tense that the speaker With other noun-classes it is the verb-prefix + o form that makesoriginally used. In the example above, beginning Walikubali ..., the the pronoun and gets attached to na-.people who came to an agreement about the bedding would haveused the future tense, matandiko yatatosha, the bedding will be Mwalimu alikwenda nacho. The teacher took it with him,suf/icient, there will be enough bedding. (lit. went with it)

Kama is probably less common than kwamba and kuwa in Insightsentences like those above. It has a special function of its own, You learned -o forms attached to na- in Unit g:of which there is an example in the Unit 8 dialogue. This is theif/tvhether meaning, as in Steve's first sentence: ninacho I have it tunazo we have them

Sijui kama nitapata nafasi ... I don't know whether I'll have The same -o forms make the relative pronouns, introduced intime ... Unit 8, Grammar section 6.

188 Unit10 chumbakizuri! A good room! I 8 ci

2 In a letter to a Swahili-speaking friend you include a descriptionPractice of the house you are living in. Describe what is in the sitting room,

ukumbi (U/N):43) CD2, TR 1,05!14 ... two doors, one window, a large table, a small table, four chairs,

a large cupboard, two shelves with (having) French books, and a1 Just as Steve was going to bed, after a good supper and rather a rnat on the floor.lot of beer, a failure of the local electricity supply put all the hotellights out. The next morning he found that he had scattered his Ukumbi wetu una...belongings around and put some of them in very odd places.Write a sentence for each picture. 3 It is the cool season, and two of you are staying in a hotel in the

Usambara mountains, inland from Tanga. Fill in your part of theNote: In a use the word you have learned for bag. In b the word conversation with Aranya, who helps run the hotel.for trousers is used in the singular.

Aranya Matandiko yatatosha>You It (use the plural) won't be enough, I shall feel cold at

night, I would like another blanket. (I want/ask for): Aranya Afadhaii niwaletee mawiii.: You QK.: Aranya Mnahitaji vitu ving in e?• You Please bring us two rnore pillows. Also (tena) please show .

me how to (narnna ya ku-) open this window.Example: Aranya (opening the window) Fanya namna hii. Basi, chakuiaViatu vipo juu ya rafu. tayari sasa. Nitaleta mablanketi baadaye.

You Good. We're coming right now. (Right nowisin theUnit 7 dialogue.)

4 Make whole sentences by choosing suitable endings from the liston the nght.

a Ma sanja ni dereva... ambalo ni jipya.b Tusubilege ni rntoto... ambao wanatoka Ulaya.c Hivi ni vitabu... ambaye gari lake ni jeupe.d John na Alison ni wageni... ni Masanja.e Godoro lile ndilo... ambavyo nilivinunua jana.f Ambaye hatakuja nasi... ambaye yupo shuleni.

Notes: Tusubilege is a girl's name.ambaye gari lake = whose vehicle (who his vehicle)In f, ambaye = the person who

IQO Unit 10 Chumba kizuri! A good room! I g c I

5 Answer these questions about the dialogue: 6 Feelings/senses: -ona= see, understand, smell, taste, feel (e.g.a Nani anamwonyesha Steve chumba chake? cold); sikia = hear, understand, smell, feel. Sioni baridi I don'tb Ni nani aliyesafisha asubuhi? feel cold.c Kabati la nguo liko wapi? 7 Al l is made from verb-prefix + -ote: watu wote (wa+ ote),d K i tanda ni kipana au chembamba? rnaembe yote (ya + ote), simu zote (zi + ote) etc.e Kwa nini Steve hatahitaji matandiko mengine? 8 Reported speech (He said that. ..): kwamba, kuwa and kamaf Juma ameweka ufunguo wapi? are all used to introduce reported speech: Aliserna kwamba

watakuja He said they would come.6 Find the Swahili equivalents for each of the following in the 9 Kama is probably less cornmon in reported speech thandialogue: kwamba and kuwa. One of its major functions is i f/whether,

a I'm feeling very thirsty. as used in the first line of the Unit 8 dialogue: Sijui kamab This switch turns on the bedroom light. nitapata nafasi I don't know whether I' ll have tirne.c There's a chest of drawers here. 10 Wi th rne, with you, with us etc. are made with na+ short formd Let me unfold the mosquito net. of personal pronoun: naini with me, naye zvith hirn/her, nasie The sheet will be enough. with us. With the other noun-classes the structure is na +f I really must eat fish! verb-prefix+ o: nacho with it (a Kl/VI singular), nao withi t

(a M/MI singular), nalo with it (a JI/MA singular).

Ten things to remember

1 The 'conversive' form of a verb is opposite in meaning to thatof its root. To make the conversive, insert -u- after the root,unless the vowel of the root is -o-, in which case add -o-.The examples use the verb-root -fung- close: Funga mlango!Close the door! Fungua mlango! Open the door!

2 The indefinite tense -a- is used for making general statementsnot tied to a particular time: swichi hii yawasha taa (i-a-washa) this switch turns on the light.

3 The reflexives (myself, yourself etc.), used for emphasis, aremade from verb-prefix + -enyewe: mimi mwenyewe I myself,sisi wenyewe, we ourselves, kitanda chenyewe the bed itself,madirisha yenyewe (ya + enyewe) the windows themselves.Inside (something) is ndani ya, e.g. ndani ya kabati in thecupboard; on = juu ya; outside = nje ya; near = karibu na(or ya).

5 The meaning of katika is not always in; much depends on thecontext: Walitoka katika chumba They came out of (frominside) the room.

U nit 10 Chumba kizuri)A goodrooml I 93

: Zubedn Bwana arusi ni Daudi, ndugu yake Moharned. Rabakeni yule mwenye duka karibu na hoteli. Ni mzee arnbayetuliongea naye jana.

nd John corne in and greetings are exchanged.)(to Alison) Tumealikwa mashindano!Mashindano gani?Mashindano ya ngalawa. Sisi sote tutakwenda forodhani •wiki ijayo, tuangalie rnashindano. Unajua ngalawa niMialiko kitu gani'?

: Alison Ni a i na ya boti? Ni kama jahazi?Invitations Faiz Hata ki d ogo! Si kamajahazi. Majahazi makubwa zaidi.

Tena, huundwa kwa rnbao.Alison Ngalawa hutengenezwa narnna gani?

In this unit you will learn Faiz Huundwa kwa kuchonga gogo, hasa gogo la mwembe.• h ow to talk about beinginvited to take part in or Tena, huwa na ndubi. Katikati pana mlingoti ambao

watch an event tanga hufungwa. Hutumiwa na wavuvi,• h ow to talk about actions being done by people : John Majah azi yana rnilingoti miwili?• h ow to refer to people's dates of birth • Faiz Si lazi ma. Mengi yanao rnlingoti rnrnoja tu. Kuna aina

nyingi za majahazi. Kila aina huitwa kwa jina lake.Alison Haya, basi. Mashindano hayo yatakuwa siku gani?Faiz jumamosi ya wiki ijayo.

Dialogue Alison Ala! Tunakusudia kuondoka siku ya Alharnisi!Zubeda Msiondoke kabla ya rnashindano! Lazirna mwongeze

John and Alison are in Zanzibar, staying at a hotel where likizo. Karna sisi Waswahili tunavyosema, 'Mwenda bureMohamed's brother Faiz is the manager. Much of their time si mkaa bure, huenda akaokota.'is spent in the company of Faiz's family and friends. Alison ischatting to Faiz's wife, Zubeda, at home.

umealikwayou have been invitedAI

: Zubeda Umealikwa ngoma kesho kutwa. ngoma (N) dance (with drums): Alison Aa, vizuri sana! John pia amealikwa? pia a/so, too

Alo : Zubeda 3ohn hakualikwa. Maana ni ngoma ya wanawake tu. maana because, meaning, reasonU : Alison Nimealikwa na nani? umekaribishwa you have been invited

OZubeda Umekaribishwa na Bi. Salma na dadake, Pili, ambaye ataolewa she will be marriedarusl or harusi (N) wedding hCataolewa wiki ijayo. Ni ngoma ya arusi. Chama chetu

kinatayarisha mambo yote. Tutacheza ngoma kama chama (KIIVI) association, club Crchakacha. Kutakuwapo taarabu pia. -cheza ngoma dance to drumming

Allson Pili ataolewa na nani? chakacha (N) women's dancetaarabu (N) music played on traditional (coastal) instrumentsaccompanied by singers

*94 Unit 11 Mialiko rnvitations I 9 5

bwana arusi (MA) bridegroorn Tucheze ngoma Let's dance to the drurnimashindano (MA) (usually used in plural form) race, competitictn The dancing to which Alison is invited, in the dialogue, is

.- ngalawa (N) dug-out canoe with outriggers one of the celebratory events during the days leading up tosisi sote all of us a wedding in Muslim comrnunities in East Africa. Much offorodhani (forodha-ni) (at the) custornsjetty women's socializing takes place in each other's hotnes and

,':,,: kama like sorne of it comes about through helping to organize events'- jahazi (MA) dhow such as the one referred to in the first half of the dialogue.

hata kidogo not a bit, notin the least, not at all-undwa be constructed The dance called chakacha is for women only, but women ofmbao (UIN) planks any age — married or unmarried, and including invited guests-chonga hew, cut to shape such as Alison — can take part. It would take place in an open

. ' gogo(MA) log courtyard outside the house. A different kind of women'shasa especially dance would be restricted to close rnarried friends of the

', ndubi (N) (or mrengu) outrigger bride and would take place inside. The word ngoma is usedmlingoti (MIMI) mast for the dancing accornpanied by drumming as well as for the

; tanga (MA) sail drum itself. Note that -cheza can mean play as well as dance...' mvuvi (MIWA) fisherman

aina (N) kind, type, sort The taarabu to which Zubeda refers is music for listening.-itwa be called, referred to as This would be performed on a stage, erected for the purpose

. Kama sisi Waswahili tunavyosema As we Swahili people say in someone's courtyard if it is an entertainment for a familycelebration such as a wedding.

Mwenda bure si mkaa bure, huenda akaokota.

An aimless traveller is not like someone sitting down aimlessly; The preparations being made by members of the chama ofa traveller may pick up something. which Zubeda is a member might include the purchase of

fabric for special costumes or kanga, so that all the dancerswill be dressed in identical colours or patterns. Some ofthe functions performed by such women's organizationsvary from one area to another and according to the level ofprosperity of the members, but what they have in commonis the maintenance of the traditional ways of marking theI II

important events in women's lives.

Ngalawa and majahazigp The world of boats and seafaring is very much a men'sworld. The making and mending of small boats is somethingA you can observe on the edges of towns and villages along thecoasts of the mainland and islands.

rn a courtyard, Zanzibar (Cozztd)

Untt 11 Mialiko Invttattons I ci7

The ngalawa, described by Faiz in the dialogue, is a more Bi. Salma alirnwalika Alison. Bi. Salma invited Alison.stable craft than the ordinary canoe which is also a dug- Alison alialikwa na Bi. Salrna. Alison wasinvited by Bi Salma.out, sometimes used with a small mast and sail but without Faiz atawaalika wageni. Faiz will invite the visitors.outriggers. The mango is the favoured tree for providing the Wageni wataalikwa na Faiz. The visitors will be invited by Faiz.huge logs from which these dug-out boats are carved.

This form of the verb is called the passive. As in English, you domtumbwi (M/MI) canoe not have to say who did the inviting:

The jahazi as Faiz points out, is quite different. This has a Wageni watakaribishwa. The visitors will be invited.keel, and the shell of the dhow is made of planks. The largedhows have one or two decks, and nowadays accommodate In the dialogue four of the other verbs used with -w- are:a diesel engine. Dhows and their forerunners have enabledthe east coast of Africa to take part in Indian Ocean trade for -funga tie, fasten -fungwa be tied, fastenedmore than two thousand years. -karibisha welcome, invite -karibishwa be welcomecf invited

-tumia use -tumiwa be usedOne way in which visitors can sample dhow travel is to make -unda construct -undwa be constructedthe crossing from Dar es Salaam to Zanzibar in one; this isnot, however, recommended for anyone prone to seasickness. Towards the end of section 2. of the Unit zo Grammar section you

had the verb meaning postpone used with -w-:

Insight -ahinsha postp o ne -ahirishwa be postponedBefore starting the Grammar section, make sure that you canpick out, from the dialogue, sentences that mean: And in the Unit 9 dialogue the verb meaning sell was used in this way:

You've been invited to dancing the day after tomorrow. -uza sell -uzwa be soldJohn wasn't invited.Who's Pili getting married to? Another verb used with -w- in this unit's dialogue is one of thoseHow are dug-out canoes made? that needs something extra attached to the -w-:

-oa marry -olewa be marr i ed

Grammar When a verb-root ends with a vowel, insert -le- or -li- before the -w-:

1 Being invited, being built — the -w- form of verbs -za- give b irth, bear fruit -zaliwa be born-fu- wash clothes -fuliwa be wa s hed (of clothes)

a Several verbs in the dialogue have had a -w- inserted before the -nunu- bu y -nunuliwa be b oughtfinal -a. One of these is a verb meaninginvite:

Note: These are verbs whose roots have lost an original final -1-.-alika invite -alikwa be invited

198 unit 11 Mialiko lnvitations I 99

Insight The passive -w- always follows any other 'special purpose' formsWhether you insert -le- or -li- depends on what the preceding that are attached to the verb-root, i.e. it always iinrnediatelyvowel is. If it is -a- or -e-, insert -ie-, otherwise -li-. This is part precedes final -a (which rnarks the end of the verb-stem).of the same rule you had for the prepositional form of theverb in Unit 4, and it will turn up again later. 2 Marrying and being rnarried: -oa and -olewa

Verbs of Arabic origin ending in -e, -i or -u make their passive form In the dialogue Alison asks whom Pili is going to marry. The verbwith -iw- or -ew-: used is -olewa, not -oa. You can only use -oa if you are referring to

a man getting married. If you are referring to the bride you have to-samehe forgive -samehewa be forgi ven use -olewa.-hitaji need -hitajiwa be needed-jibu answer -jibiwa be answered bibi arusi (MA) bride-ruhusu allow, permit -ruhusiwa be allowed, permitted

Bw. Daudi atamwoa Bi. Pili. Mr David is going to marryThose ending in -au add -liw-: Miss Pili.

Bi. Pili ataolewa na Bw. Daudi, Miss Pili is going to be marned to-sahau forget -sahauliwa be forgotten (or by) Mr David.

A final -a always goes at the end, as if they are verbs of Bantu origin. 3 Sisi sote All of us

b Using the passive with verbs in the prepositional form. The qualifier -ote, introduced in Unit xo, can be used with theplural personal pronouns:

You have already learned the prepositional form of these verbs:sisi sote all of us

-andika ~ -andikia write to (someone) ninyi nyote all of you (pl.)-leta ~ -letea bring to or for (someone) wao wote all of them-nunua ~ -nunulia buy for (someone)-pika ~ -pikia cook for (someone) Wote is the usual word for all (people) but sote and nyote are the

ones to use when us and you (pl.) are referred to. Sisi and mnyiIf you want to focus on the person or people being written to, need not always be used; just saying sote, nyote implies all ofus,having things bought for them, being cooked for, etc., you can add all of you.the passive -w-, and the word for the recipient/beneficiary of theaction comes at the front: sote wawili both of us

nyote watatu all three of youKoku aliandikiwa barua. Koku had a letter written to her. wote wawili both of themSisi wageni tutaletewa chakula. We visitors will have food brought wote wamekuja all of them have come

to us.Ruta amenunuliwa viatu vipya. Ruta has had new shoes bought

for him.

2.00 Un<t 11 Miakko lnvitations 2 . 0 I

4 Mlingoti ambao tanga hufungwa — more about amba- In the dialogue hayo helps us to know that the mashindanoAlison refers to are the ngalawa races and not sorne other races or

The sentence in the dialogue which contains the above words cornpetitions which are taking place. In English we do not have ameans In the middle is a mast to wbicb the sail is fixed. This separate demonstrative for this referring-back function; we wouldsort of structure, using amba-, is needed if you want to convey use that/those or thislthese.the meaning to which, in which, on which, for whom, to whom,whose, etc.: The structure of the hayo-type words is like the this/tbese words

introduced in Unit 5: huyu, hawa; hii, hizi; hiki, hivi, etc., exceptNimemwona bibi ambaye I have seen the lady whose son is that -o replaces the final vowel. There are the usual slight changesmwanawe yupo Tanga. at Tanga. (the lady who her son...) when a verb-prefix is followed by -o.

Tunatafuta lile duka ambalo We are looking for the shopinndani yake mna mshonaji. which thereis a tailor. (the shop Noun-class 'already rnenti oned'

which inside it...) sing. pl.Walinipa kitanda ambacho They gave me a bed the mattress M/WA huyo haogodoro lake ni jipya. of which was new. (a bed which N hiyo hizo

its mattress...) KI/VI hicho hivyo(]I)/MA hilo hayo

Insight M/MI huo hiyoIn casual conversation you could give the two chunks of U(N) huo (as N class)information separately: KU (infinitives) huko

KU (place) hukoWalinipa kitanda — godoro Th ey gave me a bed- PA (place) hapolake ni jipya. its mattress was new. MU (place) humo

But if you want to give a careful description of an event, Insightparticularly in writing, you will find yourself needing amba-. Like most qualifiers, these demonstratives follow their noun-

but remember that huko can also be used to mean over there5 Mashindano hayo Those (already mentioned) races and is often used in front of a place name. This was pointed

out in Unit 8. In some areas you may hear hapo used in aYou have already learned the words for that/those over there similar way.(Unit 6) and thislthese bere (Unit y). There is another set of'pointing words', or demoristratives which, instead of 'pointing' Hayo need not refer just to a previously-mentioned word orto something as being distant from you or near to you, 'points' to phrase. It can be used to refer to a whole episode that has beensomething previously mentioned in the conversation. This set of described or several pieces of information that have been reported,words is like hayo, in that they begin with h-, include the verb- and then it can be used on its own:prefix and have -o at the end.

Ni nani aliyesema hayo? Who sa id that!those thing(s)? (Who isit who said that/those thing[s]?)

Unit 11 Mialiko t nvitations 2 . O $

Hayo refers to mambo, rnatters or affairs, which is a (JI)/MA plural 7 Karna sisi Waswahili tunavyosema: -vyo-noun. You could say mambo hayo in the sentence above but peopleusually just say hayo. In this part-sentence the -vyo- is a relative pronoun made from the

vi- prefix of inanner + o. The other relative pronouns you haveHao hawajafika. Those (already mentioned) people have not already learned mean who, which or that. The relative pronoun

yet arrived. -vyo- rneans the manner or way in which. There are several wordsHizo, sikuziona. Those (already mentioned bananas or which have to be followed by -vyo- in the verb.

computers, etc.) I didn't see.jirisi (N) manne r , way, type kama as, like

6 Vizuri — vi — for manner kadiri (N) ext e n t, amount namna (N) met hod, type

The word vizuri meaning good when used on its own and well Jinsi, kadiri and namna are all nouns in the N class. The idea ofafter a verb, has already been introduced, but not explained. The 'the manner in which' for -vyo- needs to be interpreted rathervi- prefix, as well as being the noun- and verb-prefix for KI/VI class loosely, because following kadiri it means extent to which.plurals, is also used to express the manner in which something isdone. Prefiixing vi- to -zuri, good, makes it into an adverb: Sijui jinsi walivyounda jahazi I do not know how they built that

lile. dhow.Mtoto huyu anasoma vizuri. This child reads well. Soma kadiri uwezavyo. Study as hard as yau can.Wamefanya kazi vizuri sana. They have done the work very well. Ni kama alivyosema. Itis as she said,

Sipendi namna alivyoshona I don't like the way she sewed thisVi- can be used with some other adjective-stems to make adverbs: shati hili. shirt.

Fanya kama upendavyo. Do (it) as you like.Aliwatunza watoto vyema. She looked after the children well.

InsightNote also: Note that the second and fifth of the above examples show

the general relative structure; this is used when the verb toAlisema hivi: 'Msiende pale'. He said: 'You should not go there'. which -o is attached does not refer to a specific time. TheKuona vile, waliondoka mara Seeing how things were, they left general relative was introduced in Unit 9, Grammar section 6b.moja. immediately.

Nifungue vipi, dirisha hili? How should I open (it), this 8 Mwenda bure si mkaa bure — nouns from verbs ('I )wiridow?

The proverb quoted by Zubeda at the end of the dialogue containsThe ki- prefix has a much more restricted function, referring to the two nouns which have been made by putting a noun-class-prefix onmanner in which something is done, but it is typically used with the front of the verb-stem.-dogo to mean a little or slightly:

- enda g o mwenda one who goesWageni walicheza kidogo. The visitors danced a little. -kaa s i t mkaa one who sits

2. 04 unn 11 Miahko t nwtaaons 2 , O 5

This is the simplest way of making a noun from a verb; there are that were made, by putting one of the picture words at theother ways which will be dealt with later. beginning and one of the boxed words or phrases at the end.

-ganga heal, cure ~ mganga traditional healer Remember that na precedes the doer(s) of the action and kwa-piga ngorna beat a drum ~ mpiga ngoma drummer precedes the rneans by which the action is carried out.-piga picha take a photograph ~ mpiga picha ph o tographer a lilishonwa na-faa be of use, be ~ kifaa useful thing, tool b iliezekwa kwa

suitable c ilichongwa na-nywa drink ~ kinywa mouth d liliundwa kwa-tata tangle ~ matata complications, e ulijengwa kwa

trouble f ilipigwa na

mbao Al i son jum a na Al i rn aw e mab a t i Moha rned

Practice mawe (jIIMA) stones

2 Faiz gets involved in hosting a party for soine locals and agroup of visitors from Britain. Here are some of the things heoverheard. Fill in the gaps with a phrase, meaning all of us, allofyou or all of them.

a tnmekaribishwa na Mwalimu Musab waliletewa matunda.C tuliandikiwa barua.

d e fmlinunuliwa vinyago?

msikiti ngalawa paa walipikiwa chakula cha jioni.tumealikwa ngoma.

Now write an English version of each sentence.

p(p 3 Pi l i, the bride-to-be, is showing Alison some of her newclothes. Fill in Alison's part of the conversation.

m Cl: Alison (Ask who these dresses were sewn by.)CVngoma shati jahazi • Pili . Mawi l i haya yalishonwa na fundi. Hili hapa lilishonwaI-na mama.tsiJohn's diary entries have become very scrappy. He sometimes : Alison (Askif she has a sewing-machine.) 0

just jots down bits of sentences in the hope of filling in the (Contd):rest later. Help him complete these sentences about things

Unit 11 Mialiko Invitations 2 ,O7

Pili Turne nunuiiwa cherehani karna zawadi ya arusi, iakini Alisan Anaishi wapi?bado kutumiwa! Zubeda Anaishi Dar es Saiaarn. Ni mtu wa biashara.

Alison (A sk when she will useit.) Alison Atakaa kwenu wiki ngapi?Pili Nitai t umia baada ya arusi! Zubeda Atakaa wiki mbiii tatu. Anajenga nyumba huko ]ambiani.

Atakwenda huko aangalie mafundi, jinsi wanavyofanyakazi.

+cz. zawadi (N) gift, present : Aiison Nyumba inajengwa kwa mawe au matofaii?Zubeda Inajengwa kwa matofali. .

4 Wal izaliwa lini? When were they born~

Under the heading Siku za kuzaliwa, Birthdays, write a -ishi live (in a place) rnatofali (MA) brickssentence about each of these people to say which date andmonth they were born. a Bw. Athumani atakaribishwa na nani?

b Bw. Athumani anaishi wapi?Example: Mwalimu Musa r6/y c Nyumba mpya ya Bw. Athumani inajengwa rnahali gani?Mwalimu Musa alizaliwa tarehe kumi na sita, mwezi wa saba d Nyumba hiyo inajengwa kwa matofali?(or mwezi wa Julai.)

a Pi li z8/6 d John z,g/t rb Mo hamed ro/4 e Faiz g/tz,c Al i son i /z f Z u beda to/zo Ten things to remember

5 See how well you understand the dialogue by answering these 1 To make a verb passive put -w- in front of the final -a:questions: funga tie, -fungwa be tied; -ahirisha postpone, -ahirishwa

be postponed.a Kwa nini John hakualikwa ngoma? (Use kwa sababu or 2 When a verb-root ends with a vowel insert -le- or -li- before

maana in your answer.) passive -w-. If that vowel is -o- or -e- insert -le-, otherwiseb A l ison alialikwa na nani? insert -li-: -zaliwa be born.c Bwana arusi ni nani? 3 Ma r ry ing: if the subject is a man, marry is -oa: John atamwoad Wa takwenda wapi waangalie mashindano ya ngalawa? Edda. If the subject is a woman, the passive form of -oa ise Wa takwenda hapo siku gani? used: Edda ataolewa (na John) Edda will get married to John

(lit. will be rnarried by john).6 Al i son is chatting to Zubeda again. See if you can follow their All of us etc. The qualifier -ote all can be used optionally with

conversation, and answer the questions at the end. the personal pronouns: sisi sote all of us, ninyi nyote all ofyou, wao wote all of them. Note also: Wote wamekuja They

Zubeda Kesho tutamkaribisha mgeni mmoja have all come; wote watatu all three (people).Alison Ni n ani ambaye utamkaribisha? 5 To convey the meaning tolinlo flon which; forlto whom; whoseZubeda N i Bw. Athumani, ndugu yangu. etc. the amba- relative structure must be used: bibi ambaye

mwanawe yuko Tanga the lady whose child is in Tanga.

2.o8 un>t 11 Miahko t nv>tatlons 2 . 0$

6 The third set of dernonstratives ('pointing words') are used forreferring to something already mentioned. They are like thehuyu, hii, hiki, huu, etc. (thislthese) set except that the finalvowel is changed to -o, so: huyo, hiyo etc. Kitabu hicho nighali mno That book (already mentioned in the conversation)is very exPensive.

7 Hayo can be used to refer to a whole episode or a number ofmatters, mambo, already mentioned: Ni nani aliyekuambiahayo? Who told you that (those matters) ~ Hairuhusiwi kuegesha!

8 The 'manner' prefix vi- makes adverbs out of (some)adjectives, e.g. -zuri good, beautiful, vizuri well: Walifanya No parking!kazi vizuri They worked well.

9 The vi- of manner attached to -o makes the relativepronoun -vyo- meaning the mannerlwayi n which: Ni kama In this unit you will learnwalivyosema It is as they said. • how to say you arein difficulty

10 Some derived nouns are made by attaching a noun-class prefix • ho w to talk about starting and stopping a vehicleto a verb-stem: -ganga heallcureltreat illness, mganga healerl • how to say a vehicle has broken downdoctor; -piga ngoma beat a drum, mpiga ngoma drummer. e how to express what would happen if you took a certain

course of action

Dialogue

Alison is in Dodoma, and about to park a borrowed motorcycleagainst a wall. She has not seen this notice:

HAIRUHUSIWI KUEGESHA HAPA

rri: Asha 8i. Alison! Ni wewe? Hujambo dada? I-: Alison Aa! Sijambo sana. Za siku nyingi? CV: Asha Safi kabisa. Sijui wewe? Q 4P: Alison Njema tu. Mbona upo hapa?: Asha Ninahudhuria mkutano ili nifanye kazi ya uhazili. Na wewe?• Alison Mimi na 3ohn tunarntembelea mwenzetu anayefanya

kazi hospitalini.Asha Ni daktari?

(Contd)

2.IO Unit 12 Hairuhusiwi kuegesha! No parkingl 2, I I

Alison Ni daktari, ndiyo. Ni rntaalarnu wa rhagonjwa ya watoto watoto wachanga (MIWA) infantswachanga. Pikipiki hii ni yake. pikipiki (N) motorcycle

Asha Unakwenda wapi sasa? popote (pa-o+ pa-ote) anywhere at allAlison Kwa kweli, siwezi kwenda popote! Nimo katika shida nin1o katika shida kidogo I'm in rather a difficulty

kidogo. Pikipiki imeharibika. -haribika be broken down, spoiltAsha Kuna pancha? pancha (N) punctureAlison Siyo pancha. Nina hakika ni shauri ya rnota. Kwa sababu nina hakika I'm sure

ya kwenda pale dukani ilinibidi kuizima. hakika (N) certaintyBaada ya kutoka katika duka nilijaribu kuwasha, lakini ni shauri ya mota It 's something to do with the motor, enginewapl? mota (N) motor, engine

Asha Haifanyi kazi? kwa sababu ya because ofAlison Haifanyi kazi. Haiendi hata kidogo. Kitu fulani kimevunjika ilinibidi I had (to) (lit. it forced me)

ndani ya mota. -zirna switch offAsha (looklng around in all directions) Sioni gereji yoyote. -jaribu try

Tungejua mahali penye mafundi tungekwenda huko -washa switch on (engine, in this context)parnoja. Ningekusaidia kusukuma pikipiki. wapi? what's the use? (idiomatic use of where?)

: Alison Afadhaii niegeshe hapa. Niende upesi kwa rniguu kitu fulani something or othernikamwulize mwenye duka. Labda dtajua gereji iko wapi. fulani such and such, so and soHata wajenzi wale waliopo karibuna kituo cha basi, labda -vunjika be broken (in pieces)watanisaidia. gereji (N) garage

Asha Usiegeshe hapa. Angalia tangazo ukutanil Kama mafundi (MA) mechanics (in this context)ungeegesha pikipiki hapa labda ingeondolewa na polisi. tungejua if we knewUngerudishiwa pikipiki baada ya kutozwa faini. Basi, tungekwenda we would gotukatafute fundi. (They go off, with the motorcycle,in ningekusaidia I would help yousearch of a mechanic.) -sukuma push

upesi quicklynikamwulize that I may go and ask (him)

hairuhusiwi it is forbidden wajenzi (MIWA) builders-ruhusu permit, allow tangazo (MA) notice-egesha park a vehicle kama ungeegesha if you parked, were to park

sijui wewe? how about you? (lit. I don't know about you) ingeondolewait would be taken away

0 -hudhuria attend (meeting, conference, class) -ondoa take away~, mkutano (MIMI) meeting, conference ungerudishiwa pikipiki you would have the motorcycle returned

,;I il i in order (that) -rudisha return (somethlng) to someone or to place,, kazi ya uhazili secretarial work kutozwa faini be fined

daktari (MA) doctor -toza impose, extract (fine, penalty, etc.)mtaalamu (MIWA) expert, specialist faini (N) finemagonjwa (MA) illnesses, diseases tukatafute let's go and look for

ZI 2. Unit 12 Hairuhusiwi kuegeshal No parking! Z I 3

InsightIn Alison's fifth turn in the Dialogue she might have said GrarnrnarKwa kweli, siwezi kwenda mahali popotel Really, I can'tgo anywhere! Without rnahali in the sentence, popote is 1 Pikipiki imeharibika — the stative form of verbsfunctioning as its pronoun. For the -o -ote structures, seeUnit ro Grammar section 6 and for rnahali, Unit p Grammar Verbs such as -haribika and -vunjika in the dialogue describe asection 3. state and therefore when you are talking about a present state of

affairs you need to vse the -me- tense.

TIP InsightYou are likely to encounter 'No Parking' notices only in cities You have already learned one group of verbs expressing aand towns. Brief illegal parking might possibly go unnoticed state when used with -me-. See Unit y, Grammar section 8 forby the police nine times out of ten but the tenth time could verbs denoting being seated, feeling tired or happy, being lostinvolve you in lengthy negotiations at the police station or full, etc.and the payment of a fine, if your vehicle is impounded.So it is worth checking for written signs, as well as road- This new group of verbs is recognizable by their -ik- or -ek- ending.markings. You use a stative verb to refer to something being in a particular

state — being broken, shut, forgotten about, satisfied, etc. when theBecause Dodoma is the official capital of Tanzania, all agent or instigator of this state of affairs is unknown or irrelevant.parliamentary sittings take place there. The meeting forwhich Asha is doing secretarial work may be a meeting of It is useful to compare the stative with the passive, which youpoliticians or perhaps a meeting of a non-governmental already know.organization with a nationwide delegacy. The organizersmight have chosen Dodoma as the venue, rather than Dar -vunj- breakes Salaam or Arusha (where there is a large international -vunjw- be broken (passive)conference centre), because of its relatively central position. -vunjik- bein a broken state (stative)It is not a tourist city.

Asha alivunja gilasi. Asha broke the glass.Although Alison was too distracted by the motorcycle Gilasi ilivunjwa (na Asha). The g/ass was broken (by Asha).problem to explain why she had come into town from her Gilasi imevunjika. The g/ass is broken. (I'm not interestedhost's house, the main reason was to go to the bus station. in who did it, I'm more concernedShe had intended to enquire about the departure time of the with the fact of the breakage.)daily bus to Arusha and to buy tickets for herself and John.The journey takes a whole day — and sometimes rather more The choice of -ik- or -ek- is dependent on what the preceding vowelthan twelve hours. They are planning to join an organized (the last or only vowel in the root) is; this is the same rule as for thegroup in Arusha, for a trip to a game park. choice of vowel in the prepositional verb-form (see Unit 4). The full

stem is shown in brackets after each of the following examples so

2,I4 Unit 12 Hairuhusiwi kuegesha! No parking! 2, I 5

that you can see the difference between the verbs of Bantu and Nyurnba yao haionekani. Their house can't be seen,Arabic origin. isinvisible.

Mayai yanapatikana leo? Are eggs available today?Nirnetosheka. (-tosha) I have had enough to eat. Haiwezekani. It's not possible.Makosa yamesameheka. The errors are forgiven.(-samehe) Note that -wezekana was used in the Unit 8 dialogue.

Kazi hii irnefanyika (-fanya) The workis done, has been done.Lori limeharibika. (-haribu) The truck has broken down. 2 Magonjwa — more about MA pluralsMlango umefungika. (-funga) The dooris locked.

In the dialogue Alison's host is referred to as being a specialistIn the above examples you can easily identify the two verbs of in infant diseases. You have already been introduced to the stemArabic origin — the ones that do not have a final -a. The rules for -gonjwa in mgonjwa (M/WA), a sick person. Illness in general isthese are: ugonjwa (U); when this is used to refer to a particular illness it has

to be qualified with the name of the illness.If the ending is -i or -u the stative is -ik-, as in -haribika.If the ending is -e the stative is -ek-, as in -sameheka. kipindupindu (KI) chol e raIf the ending is -au the stative is -lik-: ugonjwa wa malaria (N) malaria

ukimwi (U) AIDS-sahau fo rget -sahaulika be forgotten

In conversation people usually use the name of the disease on itsWhen verbs denoting a state are used with a tense other than -me- own, but in a formal news report or an address to a meeting ofthey express 'potentiality.' Verbs of the kind introduced in Unit g- health-workers, for example, a speaker might say, ugonjwa waexpressing a state but without the special ending — need the -ik-/- ukimwi.ek- inserted for this purpose. Some of the examples are given in thenegative because the 'potentiality' function often occurs in negative If you want to refer to a number of diseases, without specifyingstatements in conversation. what they are, use magonjwa:

Vikombe hivi vinavunjika These cups are breakable, magonjwa ya wazee old people's diseasesliable to break. magonjwa ya nchi za kaskazini diseases prevalentin the northern

Mlango huu haufungiki. This door can't be locked. countriesNyumba hii inakalika. (-kaa) This house is habitable.Ndizi hizi haziliki. (-la) These bananas are inedible. There are other MA class plurals with a corresponding abstract

form in the U class:Note: A small number of verbs make this potentiality functionin the following way. You already know these three in their ugomvi quarrelling magomvi quarrelsstem form: uhitaji need mahitaji needs

-onekana (-ona) -patikana (-pata) -wezekana (-weza)

Z16 Unit 12 Hairuhusiwi kuegesha! No parking! 2, I 7

The ma- prefix can also be used to refer to a collection of people or 4 Tungejua ... tungekwenda — Ifweknew...things, even if the word is norrnally used in another class:

a In the dialogue Asha looks around, says she can't see arafiki (N) fl Iend garage, and follows that with the sentence beginning TuugejuaMarafiki zetu wametusaidia Our network of friends have mahali penye mafundi... I f we knew where there were some

mechanics...sana. been very supportive.

(Notice the prefix on -etu.) The if part of the sentence expresses a condition and the secondpart expresses a consequence provided the condition is fulfilled:

hospitali (N) hospitalMahospitali ya nchi hiyo yana The h ospitals of that country ... tungekwenda huko pamoja, ... we would go together. Bothmahitaji mengi. have many requirements. halves of the sentence need -nge- in the tense 'slot'. The use of

kama in front of the first (expressing the condition) -nge- is3 A note about -weza optional.

In the dialogue Alison says siwezi kwenda popote, I can't go Tungekuwa na pesa nyingi If we had a lot of money we wouldanywhere at all. -weza followed by a verb in its infinitive form, tungenunua nyumba ile, buy that house.ku- or kw-, is an extremely useful structure and you should by Ungealikwa kwao If you were invited to their placenow be able to express ability or inability to carry out a variety ningekushonea gauni. I would makeyou a dress.of actions. Wangepata gogo wangechonga If they got a log they would carve

ngalawa. a canoe.Note: There are two important points, though, to note aboutthis verb: Asha's sentence with one -nge-, Ningekusaidia kusukuma pikipiki

I wo~ld help you to push the rnotorcycle also expresses a possiblea Do not use -weza to mean can in English polite requests like Can consequence of the condition that they know where to findyou open this window? when you are really asking the person to mechanics.open the window for you. Unaweza kufungua dirisha hili? meansDo you have the ability to open this window? Instead use the -e b To make the negative insert -si- in front of -nge-:form of the verb (see Unit 6, Grammar section y); this is called thesubjunctive: Ufungue dirisha hili. Asingesoma magazeti If he didn't read newspapers he

asingejua mambo hayo. wouldn't know these things.b The negative form of -weza used on its own, without a following Nisingekuwa na pesa nyingi If I did not have much moneyinfinitive, means the person or people denoted by the subject is/are ningekaa shamba. I would livein the country.

not feeling well. Nisingekuwa na pesa nyingi If I did not have much moneynisingekaa mjini. I would not live in town.

Siwezi. I'm not feeling too good.)uma hawezi. Juma's not feeling at all well. Note: Monosyllabic verbs, like -wa (be), have to be used with theirWazee hawawezi. The old folks aren't very well. ku- (infinitive) prefix; -nge- cannot take stress.

2.18 Unit 12 Hairuhusiwi kuegesha! No parking! 2. I g

5 Niende... nikamwulize - -ka- -i on the end makes a noun denoting a person/people closelyassociated with the action, usually the doer of the action. Some

In the dialogue Alison says, Let me go quickly on foot and ask the nouns are made from verb-roots that have already been addedshopkeeper. You do not need a separate word for and; -ka- joins to, for example: -tumik- in the box below is from -tum, send orthe meaning of the two verbs and makes it clear that the second employ, with the addition of the stative ending (see section r ofaction relies on the first action being carried out. this Grarnmar section).

Kven when the -ka- verb is on its own it still carries the meaning M/WA nouns rnade from verbsof being subsequent to and dependent on the subject going rnpishi cook -pik- cooksomewhere, as in the last sentence of the dialogue, when Asha says, rnturnishi servant -tumik- be employedBasi, tukatafute fundi, Right, let's (go and) find a mechanic. mlevi drunkard -iew- be drunk

rnwivi or mwizi thief -ib- stealYou can also use -ka- like this, with a verb in the subjunctive, rnlinzi security guard -lind- guardfollowing an imperative: mzazi parent -za- give birth

ITIWUg UZI nurse -Ugu- become i ll

Nenda sokoni ukanunue Go to the market and buy mshoni tailor -shon- sew

matunda, some fruit. rnfanyikazi worker -fany- kazi workrnjenzi builder -jeng- build

and following the future tense:Notice the changes caused by the attachment of -i. Although -n-,

Tutakwenda mjini tukamnunulie We'll be going to town to buy as in -shon-, and -ny-, as in -fany-, do not change, other consonants

suruaii. him some trousers. at the end of the verb-root do:

Another major use of -ka- is in narrative; this will be dealt with k becomes shlater. d becomes z

g becomes zInsight w and b become v or z

It might be useful at this point to look back at Unit 6,Grammar section 4, for the functions of the subjunctive. Three changes not illustrated in the examples but which you maySee also Unit 7, Grammar section g, for a brief note about occasionally notice are:an example rather like the 'Nenda sokoni...' one above butwithout -ka-. p becornes f

t becomes s6 Wajenzi — nouns from verbs (2) 1 becornes z

%"ajenzi, builders, is a noun made from the verb-root -jeng-, build. Because -1- changes to -z-, mzazi and mwuguzi have -z-, despite theYou should recognize at least one other noun-and-verb pair in -1- having disappeared from the end of the verb-root, leaving their

the examples below. Prefixing m-/wa- to a verb-root and putting roots now as -za- and -ugu-.

Unit 12 Hairuhusiwi kuegesha! No parking! 2 , 2 . I2,2,0

Although almost all words for doers of actions made with the -iending are in the M/WA class there are a few exceptions:

kinyozi (KI/VI) barber -nyoa shavekiongozi (KI/VI) leader -ongoza lead

Example:Insight ptktprki xmehanbtkaThere is an idiomatic use of kinyozi which might puzzle youif you hear it in a conversation which has nothing to do withhair-cutting. Kinyozi can refer to a shopkeeper or tradesmanwho cheats (fleeces) his customers.

Another way of making words for actors is to use the ending -ajiwith M/WA prefixes. Some of these words, but by no means all,denote habitual performers of the action. Some have counterpartsin the first group, with the -i ending; mshonaji is one of these. 2 Complete the sentences a to f by adding suitable second parts

from the choice listed on the right.More M/WA nouns made from verbs a Tu ngekuwa na nafasi... mngekwenda Marekani?

mchungaji herder, shepherd -chunga herd , guard b Baba angekwenda Zanzibar... n i s ingekaa hotelini.mshonaji tailor -shona sew c Juma asingekuwa mgonjwa... ungetozwa faini.mwimbaji singer -imba sing d Kama mngekuwa na pesa za a ng e kaa kwa Faiz.mwombaji beggar, supplicant -omba ask for, beg kutosha...

e Ni ngehudhuria mkutano tungekwenda Arusha.huko Nairobi...

f Ka ma ungeegesha pale... angefanya kazi hiyo.Practice

3 Do n 't do i t!1 Kitu gani kimevunjika? What's broken~ a Give an English version of the notice shown at the

beginning of the dialogue.Write a sentence for each of the following pictures to say what isbroken or what has broken down. Use -vunjika for being broken Here are some more public notices. Work out what they areinto pieces, and -haribika for being broken down or damaged. prohibiting, with the aid of the vocabulary list, and devise

English equivalents for them.Insight

For sentence f use the noun for window (Unit q). Notice that inthe picture the top of the frame, as well as the glass, is broken.If just the glass were broken you would use kioo (KUVI).

Unit 12 Hairuhusiwi kuegesha! No parking! 2.2 . 3

HAIRUHUSIWI KUSIMAMA HAPA TAFADHALI KWA USALAMA NA RAHA YA. KUKAAKWENYE NDEGE ABIRIA ANATAKIWA AWE NA

HAIRUHUSIWI KUKAA HAPA MZIGO MMOJA TU MKONONI. HAIRUHUSIWI ZAIDIYA MMOJA.

HAIRUHUSIWI KUUZA VITU VYA AINA NAWATAKIENI SAFARI NJEMA.YOYOTE ENEO HILI

-sirnarna stop (also stand but not in this context) tafadhali pleaseeneo (MA) area usalarna (U) safety

raha (N) comfort4 See how well you have understood the dialogue by answering zaidi ya rnore than

these questions: -takia wish (someone) lit. want for (someone)a Asha anafanya nini Dodoma?b Pikipiki ni mali ya nani? Notice that the abiria are referred to in the singular, whereasc Asha anaweza kuona gereji? we would use the plural in English.d N i watu gani wanaofanya kazi karibu na kituo cha basi?

5 Fil l in your part of the following conversation with a passer-byin a town centre. Ten things to remernber

mpita njia (M/WA) passer-by 1 Verbs denoting a state, e.g.feel tired, be happy, wear, befull etc. need the -me- tense-marker to indicate present time:Tumechoka We are tired.o

; You (Say you'rein rather a difficulty.) 2 Active verbs, e.g. break, close, work etc. can be made into

o: M p i ta njia Shida gani bibi? verbs denoting a state (stative verbs) by the addition of -ik- or: You (Say your car has broken down.) -ek- to the verb-root: -vunj- break, -vunjik- be broken; Bilauri; Mpitanjia Pole sana. Kuna pancha? imevunjika The glass is broken.: You 3 The selection of -ik- or -ek- as the stative marker follows

Q (Say it's not a puncture. It's to do with the engine.): Mpita njia Gari liko wapi sasa? the rules given in Unit y Grammar section 5 for the -i-/-e-

You (Say it's in Makongoro Road, near the church.) (prepositional) form of the verb.Mpita njia Lipo karibu na gereji ya kaka yangu. Twende huko, basi. Another function for stative verbs is to indicate potentiality,

and for this purpose they need -na- (not -me-) as the tense-marker: Vikombe hivi vinavunjika These cups are breakable;

6 You are at the airport, and see this notice for departing Mlango ule unafungika That door is lockable.passengers. The friend travelling with you knows no Swahili 5 The (JI)/MA noun-class plural prefix ma- can be used as aand asks you what it means. Give her an English equivalent. plural prefix with nouns of some other classes to denote aDo not attempt a word-by-word translation — this won't work! collection or grouping: ugonjwa an illness, magonjwa illnesses.

2. 2,4 Unit 12 Hairuhusiwi kuegesha! N o parking! 2 , 2 , 5

6 The negative form of -weza be able can rnean that the persondenoted by the subject is not feeling well: Siwezi I don't feelwell, Wazee hawawezi leo The old people are not feeling toogood today.

7 In conditional sentences the marker -nge- is in both clauses:(i) in the clause stating the condition: Tungekuwa na pesanyingi If we had a lot of money and (ii) in the clause statingthe consequence if the condition were fulfilled: tungejenganyumba we would build a house.

Kujifunza lugha8 To make negative conditional sentences insert -si- in front

of -nge-: Asingesoma magazeti asingejua mambo hayo I f he Learning a languagedidn't read the newspapers he wouldn't know these things.

9 A verb in the subjunctive form {with final -e) has -ka-following the verb-prefix if that verb is the second of two and In this unit you will learn

the action it describes is subsequent to and dependent on the • ho w to ta lk about learning a language

action denoted by the first verb: Niende nikamwulize Let me • ho w to ask people to speak more slowly or repeat• how to say what would have happened if you had takengo and ask her.

10 In the type of sentence shown in p, the first verb is also in the a certain course of actionsubjunctive. It could also be (i) an imperative: Nenda sokoniukanunue matunda Go to the market and buy (that youmay buy) fruit or (ii) in the future tense: Tutakwenda mjinitukanunue nguo We'll go to town to buy (that we may buy) Dialogueclothes.

Steve is back in Nairobi after his vacation in Tanzania. It isSaturday lunchtime, and he is at a crowded open-air cafe lookingfor a table. A friend, already seated at a table, sees him.

: Adam Ebo! Steve! je, hujambo, bwana?: Steve Ala! Sijambo sana, bwana. Habari yako?

Adam Safi kabisa. Habari za safari? (pulling out a chair forSteve) Karibu keti,

; Steve Salama tu. Akina Francis walinikaribisha vizuri.: Adam Wazee wake hukaa wapi? Karibu na Dar es Salaam'?: Steve La! Mbali kabisa, sehemu za kusini. Si mbali na mpaka

kati ya Tanzania na Msumbiji.Adam Aa, wewe ni msafiri hodari sasalSteve (noticing a French book on the tablein front of Adam) Na

wewe, unafanyaje?(Contd)

Unit 13 Kujifunza lugha Learning a language 2.2.72.Z6

Adam Najifunza Kifaransa. Nimealikwa kuhudhuria rnkutano Ebo! Hi, you there!huko Ufaransa,*mwezi wa tisa. Bora nijaribukusema Ala! expression of surprisekidogo Kifaransa. Ingawa nilifundishwa Kifaransa shuleni la absolutely not, not sonimesahau rnaneno yote. lugha (N) language

Steve Mtu akiserna Kifaransa utaweza kuelewa? - keti (= kaa) si tAdam Akisema polepole huenda nitaelewa. Ni karna wewe, jinsi sehernu (N) part, area (and in this sense used in the plural)

ulivyojifunza Kiswahili. Tulipokutana wakati ule ulijua rnpaka (M/MI) border, boundarymaneno rnachache tu. Siku zile ulikuwa ukisema 'Serna unafanyaje? what are you doing?polepole! Sema polepole!' au 'Sema tena! Sema tena!' bora better, excellent (used here like afadhali)

Steve Nakumbuka sana. Lakini siku hizi sisemi hivyo. -jaribu tryNingalikuwa na mwalimu kama wewe mwanzoni ingawa althoughningaliendelea vizuri zaidi. -fundisha teach

Adam Sasa unaendelea kwa haraka, rnaana huogopi kusema. -sahau forgetKutosema hakufai mwanafunzi wa lugha. Ukija nami maneno (MA) wordsMombasa mwezi ujao wazee watafurahi kuzungumza nawe. -elewa understandWameniarnbia kwamba wana hamu ya kukutana nawe. polepole s/owiy

Steve Nitaelewa, jinsi wasemavyo?, huenda perhapsAdam Bila shaka utaelewa, ingawa Kimvita na Kiswahili sanifu wakati ule (at) that time

vinatofautiana kidogo. siku zile (in) those daysSteve Matamshi ni tofauti? ulikuwa ukisema you used to say, you were saying

Q tJ

Adam Tofauti, lakini kidogo tu. -kumbuka remember ' Cf

(A waiter appears.) hivyo that, thus (lit. in the manner referred to)Steve je, ndugu! Saladi za narnna gani zinapatikana leo? mwanzoni at the beginning

-endelea progress, continue*In the recorded material Adam says 'Zaire' instead of 'Ufaransa'. vizuri zaidi better

zaidi morez , l r , kwa haraka quickly

haraka (N) haste, hurry.- Pr -ogopa fear, be afraid

kutosema not speaking, not to speak-zungumza ( = -ongea) chat, converse-ambia tellwana hamu ya they very much wanthamu (N) desire, needKimvita Mombasa dialect of Swahilisanifu standard-tofautiana di ffermatamshi (MA) pronunciation

Lunch timein Nairobi

Unit 13 Kujifunza lugha Learning a language 229

'-' Insight other capital cities and large towns. The waiter is likelyNote the two exclarnations of surprise at the beginning. to have a knowledge of English as well as Swahili andSteve's exclamation Ala! is stressed on the second a; it is several other languages, and will be skilled at recognizingperhaps rather more common in Kenya than in Tanzania. the words for dishes on his menu in whatever language the

customer uses.

TIP Adam's invitation to meet his parents, the wazee referredIn the dialogue Adam makes several important points about to in the dialogue, will give Steve's Swahili another boost.learning a foreign language. His experience of forgetting the He will probably find that Adam's family and friends willFrench he had learned at school is a common one, largely due modify their Swahili a little until they find out how much heto lack of incentive and opportunity to maintain competence understands. The Kirnvita dialect of Swahili is their mother-in the language. Adam's reply to Steve's question about tongue, but people like them are a small proportion of thewhether he will understand if someone speaks French to population of Mombasa.him reflects a common feeling among beginners in a foreignlanguage. 'If s/he speaks slowly perhaps I will understand.' Because standard Swahili is taught in schools and used in the

media in Kenya, most people know it to sorne extent; andSteve obviously gets a lot of help from Adam, who is aware Kimvita and the other coastal and island dialects are subjectof the importance, for successful language-learning, of not to varying degrees of influence from it, Dialect speakers whobeing afraid to use the language. Lack of confidence in are in constant contact, perhaps through their work, withspeaking to people in the early stages of learning a language people using standard Swahili — or soinething approachingis really a fear of making mistakes. But making mistakes, it — are a major conduit of this influence.whether by using the wrong words or the wrong sentencestructure, is a way of constantly increasing your competence Steve should have few problems in communicating within the language. If a mistake is corrected at the time by a peoplc in Mombasa, ~hether thcy arc members of Adam'ssympathetic friend you are likely to remember the correct family using the local dialect or some of the many peopleform next time you need it. You need to ask people to correct who have come from elsewhere within or outside Kenya toany mistakes they notice otherwise they will ignore them out work in that busy commercial and tourist centre.of politeness.

sahihisha makosa yangu correct my mistakesGrammar

Notice Steve's use of saladi in his question to the waiter atthe end of the dialogue. The kachumbari mentioned in 1 Unafanyaje? The function of -je?Unit g after the second dialogue, although containing a fewof the ingredients one might expect in a salad, is not a main Although we would say, What are you doing? as the Englishcourse dish. Saladi is an established loan-word in the Swahili equivalent of Unafanyaje?, -je on the end of a verb that asks aspoken in cosmopolitan places such as Nairobi and the question really means something more like how?

Unit 13 Kujifunza lugha L earning a language 2 , 3 I

Mnajuaje? How do you know? InsightTutapataje? How will we get (it)? To remember the difference between -nge- and -ngali-, noteMambo yanaendeleaje? How are things progressing? that the one which refers to the past contains the past-tense-Tufanyeje? What should we do? rnarker, -li-. In practice usage can vary; do not be surprisedAmesemaje? What did he say? to find that people sometirnes use -nge- for past reference.

But the converse does not usually occur.2 Ningalikuwa na mwalimu ... If I 'd had a teacher ..

3 Kutoserna — not to speak, not speaking-ngali- is the past-tense equivalent of -nge-, introduced inUnit r z,. As in the case of -nge-, -ngali- is used with the verb In the dialogue Adarn says, using kutosema: Not speakingis zloof both parts of the sentence, the part that states the condition use to a language-learner. Kutosema is the negative form of theand the part that states the consequence (if the condition infinitive kusema, to speak. The negative -to- goes between ku-is fulfilled). Both -nge- and -ngali- sentences deal with and the verb-stem.suppositions.

Kutomwandikia kutaleta Not writing to him will causeNingemwona ... IfI saw hirn .../SupposeI saw him ... matata. (lit. bring) trouble.Ningalimwona ... If I had seen him .../Suppose I had Kutowasaidia wagonjwa si Not helping the sickis bad

seen him ... kuzuri. (lit. not good).

In the case of -ngali- it is no longer possible for the supposed 4 Tulipokutana, vinatofautiana — the reciprocal forrncondition to be realized; it is now too late. of verbs

Ningalimwona ningalipata If I had seen him I would have got The ending -an-, attached to the verb-root, changes the meaning ofhabari hizo. that information. the verb slightly to express that the action is carried out mutually,

Tungalizungumza naye If we had chatted to her you would in interaction, in association with or even (depending on theungalikasirika. have been angry. meaning of the verb) dissociation from.

Kama ungalikuwapo If you had been there you would haveungalimsaidia. helped him. -ambi- tell -ambiana tell one another

-Ju know -juana know one anotherAs with -nge-, the negative is made with -si-: -kut- see, come upon -kutana meet (together)

-pat- get -patana agreeTusingalikwenda huko If we had not gone there we would -peild- love -pendana love one another

tusingalimwona Rais. not have seen the President. P'9 hit -pigana fight

-kasirika be angry rais (MA) president

232 Unit 13 Kujifunza lugha Learning a language Zg $

Sometimes you will need to use the -an- ending on a verb that has instead of saying:already been extended frorn its root with one special ending, suchas the prepositional: Francis na Regina wanapendana. Fra ncis and Regina love one

another.-andik- write you can say:andiki- write to (someone)andikian- write to each other Francis anapendana na Regina. Franc is and Regina love oneWaliandikiana kila juma. They wrote to each other every week. another.

Verbs (usually of Arabic origin) ending in -i or -e simply add -an- Insight(and then the final -a that all Bantu stems have): Using the reciprocal form in either of these two ways conveys

that the loving is mutual, whereas Francis anampenda Regina-rudi return -rudiana return to each other implies only that Francis loves Regina; Regina might, for all-samehe forgive -sameheana forgive each other we know, be quite indifferent.

Verbs of Arabic origin ending in -u replace it with -i and then add You will also need to use na followed by a noun if the associated-ana: action is between two or more people (plural subject) and one or

rnore other people (na + a noun):-jibu answer -jibiana answer each other

Tulikutana na Pendo rnaktaba. We met Pendoin the libraryVerbs of Arabic origin ending in -a treat the -a as part of -ana-: Walipigana na wevi. They fought with the thieves.

-saidia help saidiana help each other 5 Msafiri, safari, -safiri — word-families

The reciprocal verb-form -tofautiana, differ, which occurs in the You have probably already made the link between thisdialogue, is made from a word of Arabic origin, tofauti, which can group of words with the related meanings traveller,journeybe used both as a noun to mean difference and as an adjective to and travel respectively; the root of all three is of Arabic originmean different. and has the characteristic pattern of three consonants, s-f-r in

this case.Watoto hawa wawili These two children are very differentwanatofautiana sana. (from each other). Two other words which you have already learned are related in the

same way:You can use a singular, rather than a plural, subject and putthe word for the other person/people involved in the action kitabu book maktaba libraryafter the verb, but that word must be preceded by na.For example:

Llnit13 KuyfunzalughaLearmngalanguage 2 g 5

You can add to these: Kwa bahati tulimkuta njiani. For tu n ately we came upon himalong the road.

k-t-b Sema tena kwa sauti! Say (it) again loudly!katiba (N) written constitutionkatibu (MA) secretary of a company, union, association, etc

The verb -hudhuria, attend (in the Unit tz d ialogue) is related to Practicethe two words in the next box:

1 Unafanyaje? Mnafanyaje?h-dh-r For each of the pictures, rnake up a mini-dialogue in which

mhadhara (MIMI) lecture you ask the person/people in the pictures what they are doing,mhadhiri (M/WA) le c turer and they give you an appropriate reply.

Unlike the relationship between verbs and nouns of Bantu origin, it Example:is not possible to set out rules for deriving one form from anotherin the case of words of Arabic origin in Swahili. But it may beuseful to note that the nouns of Arabic origin tend to have morea's in them than the verbs do.

6 Kwa haraka — adverbial phrases made with kwa+ noun

Insight AnaBYou are already familiar with a few such phrases, forexample in Unit 8 you had kwa basi, by bus, kwa miguu, on You Mnafanyaje?foot, etc., and you also know kwa kweli, truly, really, actually AnaB Tunajifunza Kifaransaand kwa kawaida, usua//y.

In the dialogue in this unit, Adam says~n

C~Sasa unaendelea kwa haraka ... Now you are getting on quickly

(lit. with haste)

Here are some more useful adverbials made from kwa + a noun;they should help to make your conversations more interesting.

a Edda b Stevekwa bahati fortunately, luckily kwa ufupi brieflykwa bahati mbaya kwa sauti /oudly, a/oudunfortunately, unluckily kwa shida with difficulty

z36 Unit 13 Kujifunza iugha Learning a l anguage 2 . 3 7

You (Ask her what subject she teaches.)Mwalimu Nafundisha Kifaransa, pamoja na jiografia kidogo.You (Ask her if the students like learning (to learn] French.)Mwalimu Wanapenda kujifunza Kifaransa, ila wanajifunza

kwa shida.You {Ask why they have difficulty in lear ning French:

c Musa na Saidi d Rehema model your question on the last part of the teacher'sreply.)

• Mwalimu Wanajifunza kwa shida, kwa sababu Kifaransa nilugha ya kigeni. Hawasikii Kifaransa nyumbani waiamjini.

You (Say you do not understand very well — use the presentnegative of -elewa — and ask her to repeat (itj.)

Mwalimu Haya, niserne tena polepoie. Naserna hivi: Watotoe Kipna Ben f Agnes wanajifunza Kifaransa kwa shida, kwa sababu ni lugha

ya kigeni, Watoto hawasikii neno ioiote ia Kifaransa, iladarasani tu. Na wewe, unafanya kazi gani?

2 How well did you understand the dialogue> Answer these ; You (Say you are a doctor.)questions about it: Jibu maswali: Mwalimu Aa, karibu kwetu. Kaka yangu ni daktari. Atapendaa Ni watu gani waliomkaribisha Steve vizuri? sana kuzungumza nawe,b Watu hao hukaa wapi?c Adam anafanyaje? If you are working with someone else, do this as a role-play.d Ni nani ambaye haogopi sasa kusema Kiswahili?e Steve anaalikwa kwenda wapi? Insightf Steve anapenda kula nini leo? Notice the slight difference between the teacher's first

explanation of. why the students find French difficult and her3 You are chatting to a local teacher. After an exchange of second reference to it, after you ask her to repeat what

greetings, the following conversation takes place. Fill in your she said.part of the conversation. You will need these words:

4 Fi l l in the missing verbs in their reciprocal form. The stems of: a,, darasa (MA) classroom the verbs to choose from are given in the box below. One of~ ' lugha ya kigeni foreign language them will need the prepositional extra vowel attached to the

lugha (N) language root and then the reciprocal form.,~, somo (MA) subject, lesson a Mw a ka ujao Alison na Zubeda barua kila.+. wala or (after a negative, nor) mwezi.

b Siku hizi Adam na Steve lugha za kigeni

z,38 Unit 13 Kujifunza lugha Learning a language 2,3 g

c John na Ruth kwenye duka la sanaa jana. mhariri (M/WA) editord Daudi na Pili sana; warnekata shauri -pendeza attract, have an interest for

ku -kera annoy, irritate Q

e M i rni na ndugu zangu hu sharnbani wakati fasaha (N) of good style (used of language only) '5wa mavuno. -pjga chapa type, print Ctf W atoto wale si wema; sana kila wakati, sahihi (N) signature

kuta -saidia -oa -fundisha -andika -penda -piga If you decide to write a letter to this paper, what criteria must yourletter fulfil? You should be able to find five.

5 Find the second half of each sentence frorn the list on the right.a Angalimwona... 1 wangalimtembelea Adam, Note: You will get help with letter-writing later, in Unit r8.b Tungalikuwa na pesa za 2 angal i k wenda Kilwa.

kutosha...c Nisingalikwenda dukani... 3 nisingalikosa basi.d Asingaliegesha pale... 4 motakaa yake Ten things to remember

isingaliondolewa na polisi.e Wangalikwenda Nairobi.. 5 angalimpa vile vitabu. 1 The suffix -je attached to a verb-stem indicates How? Unajuaje?f Steve angalikuwa na 6 tungalisafiri kwa gari How do you know? Nitapataje? How will I get (it)? Sometimes -je

nafasi... moshi. is better translated as What? Tufanyaje /Tufanyeje? (The final -aof the verb-stem sometimes gets changed to e) What shall we do?

6 This cutting is from the letters page of a newspaper; it invites 2 -ngali- is the past tense equivalent of-nge- (see Unit Iz) ;readers to send letters for publication. You should be able to -ngali shows that it is no longer possible for the supposedwork out the meaning of msomaji and wasomaji. The other condition to be realized — it is now too late: Ningalimwonanew words are in the list below. ningalimwambia habari I fI had seen hirn I would have given

him the in formation.• • • • • 3 Ma ke the negative form of -ngah by inserting -si- in front of it:

I •

Tusingalimwona tusingalisikia habari hiyo If we hadn't seen• • I • him we would not have heard this news.

Barua za Wasama)i, To make the negative form of infinitives (kuandika, kusaidia,MajiraS.LP.71439 OSN) kula etc.) insert -to- in front of the verb-stem: kutoandika not

to write, kutosaidia not to help.5 Verb-infinitives can be used as nouns (Unit 8), and therefore

can be the subject in a sentence; this is true of their negativeNote: Notice the infinitive kumkera in the second line. When you form too: Kutowasaidia wamaskini ni vibaya sana Not torefer to two actions that are closely associated, but the second help /not helping the poor is very bad.one is not the result of the first, or subsequent to it, you use the 6 The reciprocal form of the verb expresses mutual or reciprocalinfinitive for the second verb: linalompendeza au kumkera. action. To make the reciprocal form add -an- to the root or

to the root + an extension (e.g. the prepositional); the only

Unit 13 Kujifunza iugha Learning a language 2.Q I

elernent that follows it is the final -a: Wanapendana They loveeach other, Wanaandikiana (-andik-i-an-a) They write to eachother. (See more on reciprocal verbs in y and 8.)

7 Verbs (usually of Arabic origin) ending in i or e just add -an-followed by the final 'Bantu -a': rudiana (rudi-an-a) return toeach other, -sameheana (samehe-an-a) forgive one another.

8 Verbs of Arabic origin ending in u replace it with i and add-ana: -jibu ansu er, -jibiana answer each other. Verbs of Arabicorigin ending in a treat the a as part of -ana: -saidia help, Siku ya taabusaidiana help each other.

9 Learning a word of Arabic origin helps you to recognize others A day of troublesthat are related to it and to make an informed guess at theirmeaning, e.g. Kitabu book, maktaba library, katiba writtenconstitution. (Remember the three consonants clue.) In this unit you will learn

10 Ad verbial phrases made with kwa+ noun are common in • ho w to ta lk about injuring, or feeling painin, different partseveryday conversation: kwa basi by bus; kwa miguu on foot; of the bodykwa bahati fortunately (wi th luck). • how to give an account of a sequence of related events

• ho w to say something had already occurred, was happeningor used to happen

Dialogue

It is Friday evening and Steve has arrived in Mombasa for theweekend with Adam and his brother Yusuf, in whose car they havedriven from Nairobi. They arrived in time for Yusuf and Adam togo to the mosque with their father for magharibi prayers. Theirmother Lela has made Steve a cup of spiced tea and is now chattingto him before joining her daughter in the kitchen where the eveningmeal is being prepared.

: Steve Kwa kweli, tulifikiri tutachelewa sana kwa sababu ya ajali I-hiyo ya matatu. Al; Lela G arl lake Yusuf halikugongwa kwa matatu? Naona li zima. 0

LJSteve Matatu na motakaa hazikugongana. Tulipoona matatu

ilikuwa imeshapinduka. Ilionekana kwamba mahali hapo(Contd)

2,42, Unit 14 Siku ya taabu A d ay of troubles 2 .43

ni pa hatari kwa sababu larni irrieharibika pande zote mbili Lela :Bwana huyu ni rafikiye Adam. Wanasoma parnoja chuo

za barabara. Huenda ikawa dereva alikuwa akiendesha kikuu.rnbio karibu sana na upande wa kushoto. Tena abiria ni 3irani Ee. Vizuri sana. Karibu Mornbasa!wengi mno. Lela Ie, habari yake Musa? Yupo hospitalini, bado?

Lela Kwa kuwa Yusuf ni tabibu alisirnarnisha gari aangalie watu? Jirani Bado yupo. 3ana walikata shauri kufanya operesheni. LeoSteve Ndiyo. Tulipokaribia matatu Yusuf aliegesha gari, asubuhi na rnapema alipasuliwa. Sasa yu macho, lakini

tukashuka upesi tukaenda tukaangalia abiria. Walikuwa hawezi kuneno, ila rnoneno rnachache tu.

wamekaa kando ya barabara. Walituambia matatu : Lela Yu dhaifu?ilipinduka polepole hata kila mmoja aliwahi kushika kiti . ; 3irani Yu dhaifu. Lakini atapongea, Mungu akirnjalia.kilichopo mbele yake. Lela Inshallah! Leo siku ya taabu, kwe! ikweli.

Lela Na dereva, je?Steve Dereva naye alikuwa amekwenda kituo cha rnafuta

ampigie simu mwenye matatu. Kondakta a!ibaki hapo -fikiri thinkaangalie abiria. ajali (N) accident

Lela Wengi waliumia? matatu (N) privately-owned bus (Kenya)Steve Si wengi. Wachache walikuwa warnechubuka. Wengine -gonga knock, hit

walisema wanaumwa kichwa au shingo, wengine mgongo. naona li zimaI seeit'sin one pieceMsichana rnrnoja alikatwa usoni. Yusuf alisafisha jeraha -zima wholeakatia dawa, kisha akalifunika kwa plasta, ilikuwa imeshapindukait had already overturned

: Lela Ehe. Hakuna mtu aliyeumia sana? -pinduka overturn: Steve Hata mmoja, namshukuru Mungu. hatari (N) danger: Leia Alhamdulillahi. Ajali ilitokea wapi? lami (N) tarmac

Steve Sijui hasa, ila nina hakika ilitokea mashariki ya Makindu. huenda ikawa perhapsBasi, tuliendelea na safari, tukafika Mtito Andei tukanunua alikuwa akiendesha (he) was drivingpetroli tukaenda mkahawani tupumzike kidogo. -endesha drive(A female neighbour callsin on the way home from visiting mbio (= upesiupesi) very fasther son in hospitai.) upande (U/N) side

: Jirani Hodi hodi! kwa kuwa because; Nuru (from the kitchen nearby) Karibu! tabibu (MA) ( = daktari) doctor: Leia Karibu! -simamisha stop (car, bus, etc.)

(The neighbour hears the women's voices, comes in — not -karibia come near (to)expecting to see any men — and does notimmediately tukashuka and we got outnotice 5teve, who is sitting behind the door.) -shuka get out of a vehicle

: Jirani Msalkherini kina mamal -ka- and then; Lela Akheri bibi. Waonaje? walikuwa wamekaa they were sitting: Jirani Salama tu, mama. Alal Hujambo, bwana? kando ya near, not far away from: Steve Sijambo, bibi. Habari za jioni? hata so that

3irani Salama bwana. -wahi manage (to do something)

244 Unit 14 siku ya taabu A day of troubfes 2,4 5

-shika grasp, hold on to -pasua operate on (aiso tear and split)dereva naye the driver himself yu macho he is awake (iit. he is eyes)alikuwa amekwenda he had gone -nena speak, utterkituo cha mafuta (KI/VI) filling-station (= gereji) yu dhaifu he is weak-baki remain -pongea recover (from a serious illness)-umia be injured Mungu akimjalia God willing, if God enables him (to get better)walikuwa wamechubuka were bruised Inshallah Ifit pleases God-chubuka be bruised, have abrasions-umwa feel pain (in)shingo (N) neck The road to Mombasamgongo (MIMI) back (of the body) The matatu is the Kenyan equivalent of the Tanzanianmsichana (MIWA) girl, young unmarried woman daladala, and is usually — but not invariably — a rninibus.uso (Li/N) face They tend to be overloaded, and therefore unstable, and

;, jeraha (MA) wound are often driven faster than the large company buses. Thedawa (N) ointment, medicine matatu in the dialogue could have been on a short routekisha then between towns or on the Nairobi — Mombasa run which, in

, plasta (N) plaster, adhesive dressing normal circumstances, would take not more than a full day,ehe 'I'm following what you're telling rne' with stops at each town and turn-off. The same journey in anhakuna mtu ...? there wasn't anyone ...? average car might take six hours including a stop. The roadhata mmoja not even one is generally good but does have occasional patches where thenamshukuru Mungu I thank God edges have been undermined by heavy rain and erosion andMungu (M/MI) God have crumbled. The matatu driver was unlucky in going tooAlhamdulillahi Praise be to God near one of these; a more stable vehicle might well not have-tokea happen, occur overturned.Makindu and Mtito Andei (see map in Grammar sectionpetroli (N) (aiso mafuta) petrol From Mtito Andei the road runs through the Tsavo Nationaljirani (MA) neighbour Park, an arid area of thorn scrub and occasional baobab

.' -pumzika rest, have a break trees. There is ample provision for game-watching in thisMsalkherini an afternoon or evening greeting (sing. is Msalkheri) huge area. You are unlikely to see elephants or lions whileAkheri (sing.) reply to Msalkheri(ni) driving along the main road, but you might glimpse a fewWaonaje? (U-a-ona-je?) How are you feeling? (greeting) passing zebras.-soma study (also means read)chuo kikuu (KI/VI) university (of Nairobi in this context) For most of the year it is hot, dry and dusty but the onset of

'' -kuu great, ofhigh rank rain suddenly brings it to new life. Most of the time it is not

Yupo hospitalini, bado? Is he in hospital, still? until you reach the beginning of the coastal 'strip' that lush-operesheni (N) operation vegetation is to be seen.

.:.':, asubuhi na mapema early in the morning

Unit 14 Siku ya taabu A day of troubles 2 .47

,a pori (MA) scrub, bush area mbuyu (MIMI) baobab treeGrammar

Kwa Adam At Adom's home 1 Tulifikiri tu tachelewa sana — tenses in reported speechAdam and Yusuf's father would have been pleased thatthey had arrived in time to join hirn for the special Friday Although the use of the tenses in reported speech was mentioned inprayers in the mosque. They would have put on kanzu and Unit to, Grammar section y, it is noted again here, as a reminder.kofia and Steve would have been surprised at the suddentransformation in their appearance. Steve, like other foreign Insightvisitors, would be impressed at the way in which capital city In English we would have to translate Steve's words tulifikiridwellers slip easily from one lifestyle to another when they tutachelewa sana as we thought we would be very late. Invisit relatives in other parts of the country. English it is only when we are quoting a person's actual

words ('direct speech') that we use the same tense that theyAdam's family live in a late j:gth-century house in the densely used at the time of speaking.populated area of narrow streets to the north of Fort Jesus onMombasa island, This is the old part of the town, and has a In Swahili the same tense is used for reported speech as would bepreJominantly Muslim population. The older women in this used for direct speech; in fact there is less distinction between thecluster of neighbourhoods tend to do their frequent visiting two than in English. The second of these two exarnples shows whatof friends in the afternoon. The neighbour in the dialogue is you would have to do if you needed to make it clear that you arecalling on Lela rather later than she normally would (there quoting a person's actual words.is the preparation of the evening meal to be supervised athome) but she knows that Lela would like to know about the Alisema watachelewa. He said they would be late. (reported)boy's operation and will help to pass this important piece of Alisema hivi: 'Watachelewa'. He said,'They will be late'. (direct)information around the neighbourhood.

Notice that in casual conversation the words for that — kwambaThe men and women of the family eat their evening meal and kuwa — are very often omitted in reported speech, just as youtogether unless there are guests who are not close relatives. often omit that in English.So 5teve will be eating with the menfolk; this will include anelderly man — the friend of a friend of Adam's father — who 2 Yu dhaifu — using the verb prefix for 'is'is passing through Mombasa on his way to Nairobi, and ayoung man on his way to Tanga in Tanzania, who has been There are three examples in the dialogue of the verb-prefix,sturlying at the mosque college on Lamu island. A great deal rather than ni, being used for is. You have already learned a fewof visiting takes place between Muslim people living on the structures in which yu- occurs instead of the expected a-.islands and along the coastal strip, where cultural and familyties pre-date the establishment of the political border between naona li zima I seeit is in one piece (lit. whole)Kenya and Tanzania. yu macho heis awake (lit. he is eyes)

yu dhaifu heis weak

Unit 14 Siku ya taabu A day of troubles 2,4 ci

These are typical of the way the verb-prefix can be used for is; the action or state as you would have referred to it at that tirne,they all refer to the state of someone or something and the subject with -me- used for the completion of an action (with an actionis not named. The verb-prefix is not usually used if the subject is verb) or being in a particular state (with a state verb) and -ki-present; you would use ni instead: denoting ongoing action (with an action verb):

gari ni zima the car is in one piece imepinduka it has overturned (verb expresses state)lile ni zirna that's in one piece akiendesha (he) driving (verb expresses action)

wamekaa they are seated (verb expresses state)Using the verb-prefix for is is much more common when the arnekwenda he has gone (verb expresses action)(unnamed) subject is a person. wamechubuka they are bruised (verb expresses state)

Here are some common uses of the verb-prefix: You can use kuwa to express past, present or future time, but notethat -nakuwa means becoming.

Yu (or yuko) tayari? Is s/he ready?U (or uko) tayari? Are you ready? Mwaka ujao nitakuwa nikisoma Next year I will be studying

Is s/he ill? Nairobi. in Nairobi.Yu mgonjwa?Yu hai? Is s/he alive? Ukija saa tano usiku tutakuwa If you come at 7 7 o'clock at

tumelala. night we will be asleep.A few structures, like yu macho in the dialogue, are idioms. Anapokuwa akisoma watoto While he is studying the children

hawasemi kwa sauti. do not speak loudly.Yu maji. Heis in t rouble (lit. in water)

Sometimes -na- is used instead of -ki- in the second (or 'main') verb,The negative, as for ni, is si. But note that a negative reply to U(ko) to indicate ongoing activity, but it is not nearly as common as -ki-.tayari? Are you ready?, is Bado, Not yet.

Zamani alikuwa anasoma gazeti Ages ago he used to read the3 Ilikuwa imepinduka — two-verb tenses kila siku. newspaper every day.

There are several examples in the dialogue of tenses which use two Make kuwa negative in the usual way;verbs, the first of which is kuwa, be:

haikuwa imepinduko it had not overturnedilikuwa imepinduka it had turned over hakuwa akiendesha he was not drivingalikuwa akiendesha he was driving sitakuwa nikisoma I will not be studyingwalikuwa wamekaa they were seated hatutakuwa tumelala we will not be asleepalikuwa amekwenda he had gonewalikuwa wamechubuka they were bruised 4 Tukanunua petroli — more about -ka-

The verb kuwa, marked with -li- for past tense, places the event in You have already met -ka- in Unit tz,, Grammar section y. Here isthe past; it acts as an 'auxiliary' verb. The second verb describes another function of it. The -ka- tense is not like the other tenses in

2.50 unit14 SikuyataabuA dayoftroubles 2.5 I

that it has no time reference of its own. In narrative sequences it Insightis used to show that its verb denotes an action subsequent in time This use of -ka- is typical of informal spoken narrative, into, and dependent on, the preceding one. which people tend to recount a sequence of events in the

order in which they actually occurred, as if they are relivingThe first of a sequence of events which happened in the past is the experience.usually marked by -li- and the subsequent string of verbs by -ka-.These are the ones in the dialogue: The use of -ka- is not restricted to past sequences of events:

Yusuf aliegesha gari tukashuka Yusuf stopped the car and we got Mkimpa pesa akazipoteza, If you (all) give him money and heupesi tukaenda tukaangalia out quickly and went and had a mtafanya nini basi? wastesit, what will you do then?abiria. careful look at the passengers. Mzee hufika kwetu kila siku The old man comes to our place

Basi, tuliendelea na safari Well, we continued thejourney akala nasi. each day and eats with us.tukafika Mtito Andei and arrived at Mtito Andei andtukanunua petroli tukaenda bought petrol and went to the Insightmkahawani tupumzike kidogo. cafe to rest for a bit. Note that -ka- is one of the tense-markers that can take

stress, so one-syllable verb-stems, such as -la in the exampleYou do not need na between verbs if you use -ka-; -ka- itself means above, do not need their infinitive ku-. (See the sectionand (then). Occasionally, for emphasis, you can put in an adverb Monosyllabic Verbs in the Appendix.)meaning finally, eventually, or then as in the sequence about Yusuftreating the girl's cut face: -ka- can also follow an infinitive. In this case as well as expressing

subsequent action -ka- also has a so that meaning:Yusuf alisafisha jeraha akatia Vusuf cleaned the wound and

dawa kisha akalifunika kwa put on s ome ointment and then Tutawezaje kumsaidia How will we be abie to help theplasta. (finally) coveredit with a plaster. msichana akaendelea young lady so that she continues

na masomo chuo kikuu? her studies at the university?Including kisha here emphasizes the putting on of the adhesive (... and have her continue herdressing as the culmination of several procedures. studies...)

The first tense-marker in a sentence need not necessarily be -li-. 5 -nena and maneno — nouns from verbs (3)It can be -ka- if the verb it is attached to is in sequence with thelast verb of the preceding sentence. The negative counterpart of There are quite a few nouns made from the verb-root (or an-ka- is the same as the negative of the -e form of verbs, the so- extended root ) with the addition of -o, as in -nen-, speak, and thecalled subjunctive (see Unit 6 Grammar section 4): noun neno (MA), tvord or utterance, both used in the dialogue:

... hawezi kunena, ila maneno machache tu. ... he carl't speak,Nilikwenda kwa Mama Lela I went to Mama Lela's place and except for a fetv tvords.nikapiga hodi nikasubiri called hodi and waited a whilekidogo nisirnwone. and didn't see her. Nouns with the -o ending occur in various classes and usually

mean either the result of the action expressed by the verb or,

Unit14 Siku ya taabu A day of troubles 2, 5 )

in the case of concrete objects, the means by which the action iscarried out. Among the most commonly-used are those in the (JI)iMA class; notice that some -o nouns in this class are typically used -fagi- sweep u fagio broom, brushin the plural: -fungu- open ufunguo key

-irnb- sing wimbo (u-imbo) song' .gIjIMA nouns e'nding iit -'6 Insight

-elez- explain maelezo explanation Understanding how verb- younoun pairs are related will help-endele- continue maendeleo progress to work out the rneaning o notof new nouns that you hear. D-fundish- teach mafundisho teaching attempt to learn all these tonow; they are given to help you-pigan- fight mapigano fighting understand the system. Y quiteou should be able to recognize-shindan- compe t e mashindano competi ton, race a few of the verbs.-siki- hear sikio ear-waz- think, ponder wazo thought,idea Other noun-endings to watch out for are -u:-za- produce zao Cl'OP

mazao production

Class M/WA Class UKI/V nouns end ' '-o-kunjuk- mkunjufu cheer ful ukun jufu amiab i l i ty

-funik- cover kifuniko lid be un folded person-fung- fasten kifungo button -pote- mpotevu wasteful upotevu was te,

-tu- alight kituo stopping-place be lost person vandalism-zib- stop up kizibo plug, stopper -sahau msahaulifu fo rgetful us ahaulifu forgetfulness

forget person(-sahau is of Arabic origin)""';-'i 'M IMI nouhs'endin'g in -o '

• • •'ks»s» + i »»» i • • '» • »"» t »'» ' ' • '»

•' • • »»I • '»' • «' » i ' • "» • » • -vi'$' "

-chez play, dance mchezo game and -e which, whatever class the noun is in, helps to make nouns-encl- go mwendo speed, manner of that usually denote the thing or person acted upon:

going, behaviour • » • •

-ish- finish mwisho end Nouris en»ding:in'e-kutan meet mkutano meeting

-kat- cut mkate (MIMI) loaf o f breadN'nd'uns endin4!I~fe I>e

-pet- bend pete (N) ring» • '4' »' ' • »' -shind- win, beat mshinde (MIWA) l os e r

-ot- dream ndoto dream -tum- send mtume (MIMI) apost l e, prophet-Uncl- construct nyundo hammer -umb- create kiumbe (KI/VI) living c reature

(including human)

2,54 Unit 14 Siku ya taabu A day of troubles 2 , 5 5

6 Msalkherini — more greetings : e Steve ' N a rokikowapi?3ibu

Lela's neighbour uses the plural form of an afternoon-and-evening f Steve E l doret iko wapi?greeting; the standard reply is Akheri. The equivalent morning 3ibugreeting is Subalkheri and either the same word or Akheri is usedto reply to it.

2 Du r ing the Mombasa weekend Yusuf drove Steve one hundredA greeting which is used at any time of the day is Salaam aleikum. or so kilometres along the Mombasa — Malindi road to see theThe standard reply is Wa aleikum salaam. ruins of a s gth-century town at Gedi. They also hoped to go

swimming at nearby Watamu but unfortunately did not haveInsight tirne, as they were late setting out from Motnbasa.

These greetings tend to be used mainly in Muslimcomrnunities. Greeting customs can be quite localized, and Fill in the gaps in Steve's diary entry for that day; the verb-dif'ferences between men's and women's usage and between stems are provided. Note that he refers to u e all the time andthe usage of older and younger people can vary from one that there are a few places where -ka- is appropriate.district or town to another.

J~ ~ (-fr uta) skauri (-~a) peAi. (-~) Qucni3uka, /cooasababsoya soarleroo ~r,' uekop pcwbanz. (-~o4) saa saba (-~a)Kikp (-nosnoM) peA.ob/. /sei, ( -~) ma safui(-gSca) ciedi. h'u/co

Practice r?eo/z (-~aka) muyP) a, ~ ~a bso a, ~ ~ yo, ~ ~ aah' ma. ~ . K roa ba/ra/r' nsbava (-pata) +~ /cuoyoka,

1 Soon after Steve first arrived in Nairobi he happened to meeta group of young athletes who had come from all over Kenya.He asked them where they came from and then had to find outwhere some of the places are, in relation to Nairobi. Using the mbalimbali various -agelea swimmap two pages on, fill in the replies to Steve's questions using visima (KI/VI) we//skusini ya (etc.) Nairobi (if necessary, look back to Unit 8).

3 Fi l l in the Nairobi — Mombasa and Mombasa — Malindi roads on: a S teve Nyeri iko wapi? the map on the next page.

3ibu: b Steve Magadi iko wapi? 4i How well did you understand the dialogue? Fill in the missing

3ibu words in a-c, and give complete answers for d — f.: c Steve Isiolo iko wapi? a Aj a l i ya matatu ilitokea kati ya na

3ibu . (P/ace names): d Steve Kitui iko wapi? b Dereva wa matatu alikuwa amekwenda

3ibu ampigie simu mwenye matatu.C mmoja alikatwa usoni.

2.56 unit14 SikuyataabuAdayoft roubles 2,57

/r'asi, tajM. a/cafr,~a safuvi ~ hu/c o aM~ ~ a /Cuf ilca

SUDAN ku/CO ukaeWrCOIa Vifua Wga/Ce Vya& ah'ey~j a i ku r t kdCa ta/Ce.Vik viie akvrarcua vitu vpcr& /canca vik fcrjuo aucbavpo bibi mdoyo

1" ETHIOPIA ufna ~ a sca pe& pa br'k ~u b rua sasa ~~ ura/s i atoatec/fa a/cih:. W~ u/ca ecadukayccte ss|trtts. uu isiforos /tata

p'eye®aorca fci upuuzi /cutaf icta ~ /fich o .a« f;::l«:: ~-. Loyangalani

Marsabit

KENYA -funga safari set off on ajourneyvile vile also

UGANDA Eldoret +- Nanyuki kama vile such as• MeruI SOMALI -tuma send (someone) for

• Embu REPUBLICKericho Nakuru Garissa -kwama tfe stuck, in a fix

• I Thika •I(~-«' Kisii Naivasha -zunguka go around•

'i~ KiambuNarok Nalrobi > mwishowe finally

I• upuuzi (U) nonsense, foolishness

M ' ~ > MachakosMagadl e----~')fitflu ri

Makindu • ~, •,atitl'Pate« Write out the parts of the passage which mean:

GarsenMtito Andei •,1 Malindi a On arr iving there he bought all the utensils he needed for his

TANZANIA Kilifi )I,;.«Stfjlt !', 'I.r'IC« shop.b Now he was in a fix as to where he should get the portion ofRailways

wisdom.Country Borders c He went round all the shops and did not get it.

«

6 Walikuwa wakifanya nini mwaka jana? What were they doingd Baada ya kusafisha jeraha na kutia dawa Yusuf alifanya last year~

nini?e Wasafiri hao watatu walifanya nini huko Mti to Andei? Fill in the gaps in these sentences which describe what someonef Na ni yupo hospitalini? (Begin your answer with Yupo... .) was doing during last year. You will need two verbs for each;

the second verb is shown.5 This is an extract from a folktale about a rich trader — tajiri

(MA) — who had recently married a second wife. Before going a Mw a ka jana Adam (-soma) Marekani.on a journey to buy trade-goods he asked each wife what she b Mwaka jana Bw. Yahya (-fanya) biashara Malindi.would like him to bring back for her. The junior wife asked c Mwaka uliopita Yusuf (-kaa) huko Edinburgh.for a long list of things; the senior wife said he should not go d Mwaka jana Bi. Nuru (-andika) kitabu.to a lot of trouble but she would like a ring and a portion e Mwaka uliopita dada yangu (-fundisha) huko Machakos.of wisdom, kipande cha akili (KI/VI).

2.58 Unit14 SikuyataabuA dayof troubles 2,59

7 Anaurnwa shingo! Amekatwa usoni! expressing a state or with an action verb when completedaction is referred to, as in Alikuwa atnesoma S/he had read.

You have just been involved in a road accident. A driver in a 6 Wh en ongoing action is referred to in a two-verb tense, thepassing lorry stops to see if you need help. Write out what you tell appropriate marker for the second verb is -ki- (sometimes -na-him, using the following information. Use -katwa and body-part+ is used instead). The second or 'main' verb has to be an actionni for having a cut and -umwa and body-part for feeling pain. verb, describing actions that can continue: Atakuwa akisorna

huko Moshi He will be studying in Moshi.This man's head hurts and the ~oman has a pain in her neck and 7 In a two-verb tense the first(auxiliary) verb -kuwa can beshoulders. This child has a cut arm and the one who is sitting made negative in the usual way, with the prefix ha- (withover there has a cut on his leg. The driver has a painful chest. si- for the r st person sing.): Hakuwa akiendesha He was notFortunately I'rn OK (-zima). driving, Hatutakuwa tukisoma pale We will not be st~dying

there.+cl'. bega (MA) shoulder kifua (KI/VI) chest 8 Consecutive actions: if you want to talk about two or more

actions happening one after the other, use -ka- with the secondverb: Tuliendelea tukafika Mtito Andei We continued and(then) arrived at Mtito Andei.

Ten things to remember 9 The use of -ka- is not restricted to past-tense sequences ofevents: Ukiwapa pesa wakazipoteza, utafanya nini? If you give

1 In reported speech kwamba and kuwa are very often omitted: them money and (then) they loseit, what will you do?Egid alisema [ ] wageni watachelewa Egid said (thatj the 10 No uns made from verbs: with suffix -o replacing final -a ofvisitors would be late. verb stem: maendeleo (from -endelea) progress, kifungo (from

2 Un l ike English, Swahili uses the same tense for reported speech -funga) button, mchezo (frorn -cheza) game, uimbo (u + imbo,as would be used for direct (quoted) speech. Notice that in the from -imba) song, etc.example, in t above, the future tense -ta- is what the speaker,whose words are being reported by Egid, would have used.

3 I f , for any reason, you need to make clear that you are quotingsomeone's actual words, preface them with hivi thus, followedby a slight pause: Egid alisema hivi [slight pause] 'Wageniwatachelewa' Egid said 'The visitors will be late'.Verb-prefix used for is: this tends to occur when a person'sstate is referred to, e.g. Yu macho> Is slhe awake? Yu dhaifuS/he is very weak. (Yu is the irregular form of the grd personsing. verb-prefix.)

5 Tw o-verb tenses. The first verb has the tense-marker, andthe second verb describes the action or state as it would havebeen referred to at the time: Alikuwa amekaa He was seated.Note that -me- is only used, in these structures, with a verb

Unit14 Siku yataabuA dayoftroubles 2.6 I

Alison : (Iaughing) Kila rnrnoja3oshua Kwa kweli sikuona jarnbo karna tulivyoona asubuhi. Kila

tulikokwenda pana nyumbu. Ghafula walikuja-Robert (whispering) Tazama pale!3ohn Wapi?Robert Palepale„chini ya mti.Alison Mti upi?Robert Mti ulio rnrefu sana. Kuna sirnba. Wamelala upande waKatika mbuga ya wanyarna kulia.

: Alison Siwaoni.In the game park ; Robert Wamelala kwenye kivuli. Mmoja ni mkubwa kulikowengine. Ni jike parnoja na watoto wawili Tazamakatikati ya kivuli. Mtaona sehemu yenye rangi ya

In this unit you will learn kahawia-njano; ndiye simba.• h o w to refer to game animals Allson Ninachokiona ni weusi tu. Sioni simba. Twende karibu• ho w to use some more colour words kidogo, tupate kuwaona vizuri.• how to make comparisons Robert . Sipendi kuwakurupua. Tusubiri kidogo. Ni desturi yao• how to ask for someone's name and address and supply kuamka wakati huu. Labda wataamka baadaye kidogo.

this information about yourself Tukae kirnya...• ho w to talk about small and large sizes of things Two hours later, in the lodge, people are chatting over pre-supper

drinks. 2ohn seems to have disappeared.Alison Makala ambayo unaiandika inahusu mbuga za

wanyama?Dialogue ; 3oshua Haihusu mbuga tu. Mada nayo ni utalii. Hii ndiyo sababu

nitakaa hapa hotelini siku moja zaidi. Hatutaonana keshoJohn and Alison are in the Serengeti national park in a four-wheel- asubuhi, maana mtaondoka mapema sana, siyo'?drive vehicle with a driver, Robert, and four other visitors, one of Allson Sawa. Niarnbie jina lako kamili, pamoja na anwani yako,whom is Joshua, a Tanzanian journalist. It is the last full day of a nikupelekee picha ambazo nimezipiga leo. (She gets outfive-day safari and, after spending the night in a safari lodge, they her notebook:) Jina lako nani?will be returning to Arusha. It is late afternoon and Robert has just 3oshua )ina langu kamili ni ]oshua Kisinda; ki-si-nda. Anwani nipulled up not far from a cluster of trees. He notices Alison looking hii: Sanduku la Posta, rnbili, sita, saba, tisa, sifuri, Dar esin the notebook where she has been keeping a daily record of the Salaam. Utakapopeleka picha lazima uandike anwani yenu.animals she has seen. Robert has a keen sense of humour. Alison Kwa nini kamera yako haifanyi kazi leo?

3oshuc Bila shaka betri zimekwisha. Kwa bahati ninazo betri spea: Robert Urneona nyumbu wangapi, dada?, chumbani rnwangu. Nitafurahi sana kupata picha za

(Everyone laughs.) simba, hasa picha ya yule dume alipowaletea wengineAla Alis on (keeping a straight face) Elfu saba, mia nne, thelathini mzoga.@ na mmoja! (Contd): Robert Ulihesabu kila mmoja?

Unit 15 Katika mbuga ya wanyarna rn the game park 2 , 63

Alison Vilevile nitakupelekea picha ziliZoplgwa asubuhi, yaani za kirnya quietly (also silence, quiet)tembo, nyumbu, punda milia na twiga, parnoja na ile ya makala (N) article (journalistic, academic)joka ambaye tulimwona karibu na jabali kubwa. -husu concern

loshua Nitafurahi sana. mbuga ya wanyarna (N) game park/reserve(3ohn comes into the bar.) mada nayo ni utalii the actual topic is tourism

Alison Mbona umechelewa hivi? mada (N) topiclohn Nilikuwa nikizungumza na Robert. Yuko nje anasafisha jina lako kamili your full narne

gari. Niiimrudishia kijitabu chake cha mbuga za anwani (N) addresswanyama. -piga picha take photograph(s)

Joshua Mlisoma zile kurasa kuhusu rnbuga ya Selous? picha picture, photographAlison Tulisorna, ndiyo. Laitl tungekuwa na nafasi zaidi.

. . jina lako nani? what is your narne?lohn Na pesa zaidi... sifuri (N) nought, zeroAlisori Basi. Mimi nasikia njaa. Twende mezani! Ninyi kamera (N) camera

rnnakusudia kukaa hapa baa mpaka saa ya betri batterykifunguakinywa? dume (MA) male (animal)

mzoga (M/MI) carcassvilevile a/so

nyumbu (N) wildebeest (gnu) yaani that is (to say), i.e.. -hesabu count tembo (N), also ndovu (N) elephant

kila tulikokwenda everywhere we went punda milia (N) zebraghafula suddenly twiga (N) giraffe

. 'mtl ulio mrefu sana the tallest tree, the tree which is the tallest joka (JI/MA) large snakesimba (N) lion jabali (MA) rock, rocky outcropmmoja ni mkubwa kuliko wengine one is larger than the others -rudishia return (something to someone)Jike (]I/MA) (pl. majike) female (animal) kijitabu (KI/VI) pamphlet, bookletkivuli (KI/VI) shadow, shade ukurasa (UIN) page

©' .sehemu (N) part, area laiti if onlyrangi ya kahawia-njano brownish-yellow colour mezani to the dining roomninachokiona ni weusi tu what /seeisjust blackness (the thing meza (N) tablethrit/see) weusi = ueusi kifunguakinywa (KI!VI), breakfast also chamshakinywa (KI/VI)

-eusi blacktwende karibu kidogo let's go a bit nearer-karibia golcome near A plausible scenario to account for how John and Alison gotpupate kuwaona vizuri so that we manage to see them clearly to the game park with a group is that they encountered thepata (= -wahi) manage, get (to do something) other four travellers in the office of one of the tour companies

:

. . -kurupua startle (person, animal) into running away in Arusha; the six of them decided to team up in order todesturi (N) custom, habit keep the cost down.

, '

' -amka wake up (Contd)

2,6q Unit 15 Katika mbuga ya wanyama /n the game park 2.65

The five-day safari included the Lake Manyara national If you want to make a general stateinent, not tied to a particularpark and the Ngorongoro crater, which is in a conservation time, you should use the 'general' or 'tenseless' relative structure,area bordering the Serengeti. The party decided to book in which the relative pronoun goes on the end of the verb-stern:rooms in safari lodges in preference to the (cheaper)alternative of making overnight stops at designated self- kila tuendako wherever we gocatering campsites.

b Remember. that -po- has another function; it is also a relativeOf all the Tanzanian national parks and garne reserves the pronoun of time, as in:Selous, mentioned by Joshua, the journalist in the dialogue,is the largest. It lies south-west of Dar es Salaam, and is a tulipokwenda when we wentWorld Heritage site.

Using kila you can say:

kampuni ya safari (N) tour cornpany kila aliposema whenever he spoke,I' mwandishi habari (M/WA) journalist kila watakapo whenever they wantllike

hema (N) tent. -piga hema pitch a tent The 'missing' noun would be a time-word, such as mara:

l. ': msimamizi wa safari (M/WA) tour organizerkila mara aliposema every time he spoke

c It is not only nouns of place and time that can be omitted:Grammar

kila asemalo everything he says1 Kila tulikokwenda — kila used without a noun

The most likely candidate for the 'missing' noun here, which musta Of the three relative pronouns of place, -ko-, -po- and -mo, be a JI/MA singular because of the relative pronoun being -lo-ko- is the least definite, and so is the most suitable one to use for a (from li + o) is neno (tvord or utterance).wherever function. Joshua had no particular place in mind when hesaid this so there is no noun denoting place following kila. As the 2 Bigger and biggest — making comparisonsnoun mahali, place, need not mean one particular place, he couldalso have said: a One way of expressing that one thing is bigger, better, longer,

more expensive, etc. than another is to use kuliko. The first of theKila mahali tulipokwenda... Eve ry place (where) we went... examples is from the dialogue:

or Mmoja ni mkubwa kuliko One is larger than the others.wengine.

Kila tulipokwenda.. Everywhere we went... Kikapu chako ni kikubwa You r basket is larger than hers.kuliko chake.

Unit 15 Katika mbuga ya wanyama?n the game park 2 , 67

Mnazi ni mrefu kuliko The coconut palrn is taller than the A note about mno: in other circurnstances mno can iriean too,mchungwa. orange tree. as in:

You can also use zaidi, more, immediately after the adjective and Sipendi papai hili, ni dogo mno. I don't want this pawpaw, it'sbefore kuliko: too small.

Mrnoja ni mkubwa zaidi kuliko wengine. The context will usually tell you whether someone meansextremely or too.

If you just want to say one is bigger use zaidi without kuliko;You can also use the verb -shinda, together with -ote, like this:

Mrnoja ni mkubwa zaidi.Kikapu chako ni kikubwa Your basketis the largest of all

Other ways of expressing a comparison use verbs: kushinda vikapu vyote. the baskets. (Your basket islarge to surpass all the baskets.)

-zidi (related to zaidi) exceed, increase-shinda surpass, beat It is not necessary to use the plural noun after kushinda; -ote can-pita surpass, outstrip stand on its own to represent the noun:

Kikapu chako ni kikubwa kuzidi Your basket is larger than hers. (Your Kikapu chako ni kikubwa Your basket is the largest of allchake basket is large to exceed hers.) kushinda vyote.

Kikapu chako ni kikubwa Your basket is larger than hers. (Your Papai lile ni kubwa kushinda yote. That pawpaw is the largest of all.kushinda chake basket is large to beat hers.) 7oseph ni mrefu kushinda wote? Is]oseph the tallest of them a/I~

b To say that something is the biggest, best, longest, most expensive, c To express that one thing is the same as another with regard to aetc., you can either use sana as in the example from the dialogue: particular attribute, use either sawa na:

Mti ulio mrefu sana. The tallest tree. (The tree which Paka huyu ni mkubwa sawa This catis as large as that one.is very tall.) na yule.

Paka huyu ni sawa na yule This cat is the same size asor mno, as in: kwa ukubwa. that one.

Nipe papai lililo kubwa rnno. Giv e me the largest pawpaw or kama:(papaya). (Give me the pawpawthat is extremely large.) Paka huyu ni mkubwa kama yule. This cat is as big as that one.

Paka huyu ni kama yule kwa This cat is the same size asInsight ukubwa. that one.

Notice the use of ulio and lililo, which is in the last twoexamples; these relative structures help to make the thingreferred to, the tallest tree and the largest papaya, definite.

z68 Unit 15 Katika mbuga ya wanyama tn the game park z 69

3 Mada nayo ni utalii — using na- for ernphasis If you are asked your narne by someone who is going to write itdown, you can avoid confusion over spelling it out by offering to

Although this structure literally means The topic andit is tourism, write it yourself.the function of nayo here is rather like that of actual in the Englishsentence The actual topic is tourism. Nayo emphasizes mada. In Niandike mwenyewe? Sha l l I writeit myself?the same way, naye emphasizes dereva in the Unit ry dialogue.These verb-prefix + o forms attached to na- are already familiar to Note: When trying to ensure that their names get recordedyou, but for other functions. correctly, Swahili speakers usually 'spell' them out syllable by

syllable, as Joshua does in the dialogue.In connection with their emphatic function, notice that they canalso be used to mean too, also, as well: 5 (7I)/MA to denote large size — augmentatives

Watalii nao walimpa dereva a The tourists (+ emphasis) gave In order to refer to a large or irnportant version of something thezawadi. the driver a present. noun-stem is put into the )I/MA class like this:

b The tourists too gave the drivera present (in addition to the a If the noun-stem begins with a vowel, or is a single syllable,others who gave him one). ji- is prefixed to it, for both singulars and plurals: the ma-

Mwalimu naye alikwenda nao. a The teacher (+ emphasis) went plural prefix goes in front of ji-. The first example is from thewith them. dialogue. You may remember jumba from the second dialogue

b The teacher went with them as in Unit 6.well (in addition to the others,e.g. parents, who went with nyoka snake joka large snake majoka lar ge snakesthem). nyumba house jumba large building majurnba large buildings

kisu k ni fe 7isu large knife majisu larg e knivesInsight mtu p erso n jitu giant majitu g iant s

On its own, na can be used to emphasize an action when the mji town jijI city majiji c itiesverb is in the subjunctive, the -e form; na precedes the verb:

b Other types of noun-stem are used in the JI/MA class by losingBasi, bila kupoteza wakati na Right, without wasting time their singular prefix (if they have one) and having ma- as theirtuanze. let's begin. plural prefix.

4 7ina lako nani? What'syour name? mdudu insect dudu la rge insect, pest madudu largeinsects,pests

As you are an English-speaker, you might have expected Whatis mbuzi goat buzi large goat mabuzi large goatsyour name? to have nini? what?, rather than nani? who? This is a kikapu basket kapu large basket makapu large basketssmall reminder about keeping an open mind when extending your paka c at paka large cat mapaka large catsknowledge of Swahili!

2.70 Unit 15 Katika mbuga ya wanyama tn the game park 2, 7 I

Augmentative nouns denoting people e.g. jitu usually take the 7 -piga picha, -piga herna — verbs made with -piga + nounM/WA agreements on qualifiers and the verb, but a derogatorystatement would use (JI)/MA agreernents. The verb -piga, meaning hit or beat on its owii, can be used with a

variety of following nouns to form many verb-meanings. As well as6 KI/VI to denote small size: diminut ives the two verbs given above, used in this unit, you should also know

-piga simu make a telephone call, introduced in Unit g. Here are aTo refer to a small or insignificant version of something a noun- few more:stem is put into the KI/VI class like this:

-piga hodi call hodi outside someone's doora If the noun-stem begins with a vowel or is just one syllable or the -piga deki wash the floornoun is already in the KI/VI class the prefixes have to be kiji- and -piga pasi iron (e.g. clothes)viji-. The first example is from the dialogue: -piga mstari draw a line

-piga makofi clapkitabu bo o k kijitabu booklet vigitabu booklets -piga magoti kneelnyoka snake kijoka sma l l snake vijoka sm a l l snakes -piga chafya sneezemji t own kijiji v illa g e vijiji villa g es -piga miayo yawnmti t ree kijiti small s t ick vijiti smal l s ticks -piga kelele make a noisemwana child (of) kijana y ou t h vijana yo u ths -piga mbio runmwiko wooden spoon kijiko s poo n vijiko spo o ns -piga maji be roaring drunk

-piga bao consult omens, with a divining boardb Other stems take the ki- (singular) and vi- (plural) prefixes. The -piga kura votefirst example comes from the dialogue: -Plga chapa print

-Plga soga chat, gossipuvuli sha d e (in kivuli shadow, vivuli shado w s

general) shade 8 More colour adject iveskombe serving dish kikornbe cup vikombe cups

large trophy The two colours mentioned in the dialogue are:mlima mo untain kilima hill vilima h ill smtoto ch i ld kitoto small baby vi t o to smal l babies kahawia-njano brownish-yellowngoma drum kigoma small drum vi goma sm a l l drums weusi (u-eusi) blackness

Insight Kahawia is a word for brown; there is another word with theKI/VI nouns denoting people should usually be used with M/WA same meaning — hudhurungi. The other half of the compoundclass agreement-prefixes on qualifiers and the verb unless some kahawia-njano is part of the word for yellow, manjano, which alsospecial emphasis, such as endearment, is intended. Note that means turmeric. The only one of these colour adjectives that takeskitoto is used only of an unusually small baby, e.g. a premature an agreement-prefix to match its noun is -eusi. Another colourone, in which case the Kl/VI agreement prefixes would be used. adjective that does not need an agreement-prefix is zambarau,

purple.

Unit 15 Katika mbuga ya wanyama In the game park 2. 7 $

Insight 2 How well have you understood the dialogue? Answer the firstThe adjective -eusi black, like -eupe white and -ekundu red, is question in English. Notice that the questions a.ll refer to theof Bantu origin and so must have an agreernent prefix: ndoo past.nyeusi black bucket; kitabu cheusi black book. Adjectives of a How many wildebeest did Alison tell Robert she hadnon-Bantu origin do not take an agreement prefix. seen?

b Simba walikuwapo wapi?c Al ison alipenda kufanya nini?d Robert hakupenda kufanya nini?

Practice e Kwa nini kamera ya Joshua haikufanya kazi?f A l ison alisema atarnpelekea Joshua vitu gani?

1 This is part of an email Joshua wrote to a friend referring to onemorning's activities in the national park. Write a similar account of 3 Af ter he returned to Dar es Salaam,Joshua had his camerayour own experience, using the information below, including the stolen and went to the local police station to report the theft.types and numbers of anirnals seen. Pill in Joshua's part of the conversation frorn the information

in the dialogue and the clues given here.Tuliondoka saa mbili tukaenda mpaka mtoni.

Kati ya saa tatu na saa nne u nusu tuliona tembo : Askari-pollsi jina lako nani?watatu, twiga wawili na punda milia sita. Kwa : 3oshua . '

bahati mbaya hatukuona simba yeyote. Tulirudi : Askari-polisi Anwani yako?hotelini saa tano na nusu tukanywa soda. : 3oshua (Write the P.O. Box no. in figures.) O P4

: Askari-polisi Namba ya simu? 6: 3oshua (Say your phone numberis 35602: write itin words.):

You set off at 7.3o a.m., returned to the hotel (safari lodge) at : Askari-polisi Unafanya kazi gani?midday and had a beer. : 3oshua (Say you are ajournalist.)

: Askari-polisi Uliibiwa lini?; 3oshua (Say you were robbed that morning.)

e : Askari-polisi Saa ngapi?

~~4+Pt : 3oshua (Say 7 7.20.)eyp~~~y : Askari-polisi Ulikuwa wapi?

1F: 3oshua (Say you were at k'ariakoo.): Askari-polisi Uliibiwa kitu gani?

7 4 3oshua (Say you were robbed of a camera,)

liiiil)I|II Il Nlt.i i1

wengi

274 Unit 15 Katika mbuga ya wanyama tn the game park 2,7 5

5 Fi l l in the gaps. The missing words in a-d are augmentativesand in e-h diminutives. Re-read Grammar sections y and 6'first; they contain all the words you will need.

a Rais hukaa kwenye kubwa.b Joshua anakaa katika la Dar es Salaarn.c Bwana yule ni mkubwa rnno, tena mrefu sana, hata

watoto wanafikiri nid Wakati wa safari Alison pamoja na wenziwe waliona

karibu na jabali.e Koroga chai kwa hiki!f chao kilizaliwa mwezi uliopita. (She ttas born

prematurely.)Koku Boke Aranya g M w a l imu huwafundisha watoto namna ya kuhesabu

anatumia hivi vya rangi.The three women above are often seen together at Joshua's local h John amesoma chake Robert.market in Dar es Salaam. His wife has sometimes mentionedtheir names but he cannot yet identify them correctly, She makes 6 Some of the words inJohn's hastily pencilled note about theanother atternpt to help him match names and people. This is what leopard have become obliterated. Help him to reconstruct hisshe says. You fill in the names. notes by filling in the missing words from the list at the end.

-nene fat chui (N) leopard -erevu cunningdoa (MA) spot, mark -winda hunt

ni mrefu sana; kwa kweli ni mrefu kushinda wote.ni mfupi kuliko , lakini mwanamke ambaye tCum mnqi ckai rtr,' euvjana, ~e euQt rrt

: ni mfupi mno ni . Kusema kweli, ni WakaA um euA~ ~ ka6 4 ,mwembamba mno, na ni mnene kushinda wote. Kikapu .: chake ni sawa na kikapu cha Aranya. Kilicho kikubwa rtr.' uurreretru sruut ~

: sana ni kikapu chake waAAtt' rart

(Boke is standing a few metres away from the others.)wadogo meu s i mit i usiku

Utakwenda mbuga ya wanyama?If so, you might like to learn a few more words for animals you arelikely to see.

Unit 15 Katika mbuga ya wanyama ln the game park 2.77

duma (N) cheetah To make a superlative (shortest, tallest, most beautiful etc.)fisi (N) hyena use either sana or tnno: mti (ulio) mrefu sana the tallest tree;kiboko (KI/VI) hippo papai (lililo) kubwa mno the largest papaya.kifaru (KI/VI) rhino What's his name? Remember that Swahili uses the word forkima (N) various kinds of small monkey who in this question: Jina lake nani? What's his/her name?kuru (N) waterbuck Jina lako nani? What's your name?ngiri (N) warthog Large sizes: to refer to a large version of sornething, put thenyani{N) baboon noun stem into the (Jl)/MA class. If the stem begins with aswala (N) gazelle vowel or is a single syllable attach ji- to it, e.g. -umba becomes

„swalatomi (N) Thomson's gazelle jumba (ji-umba), -tu becomes jitu: nyumba house, jumba largetumbili (or tumbiri) (N) vervet monkey building, palace etc., rnajumba large buildings; mtu person,

jitu giant, majitu giants.Other noun stems (those beginning with a consonant or

Insight having more than one syllable) rnake their 'augmentative'Despite denoting large animals, kiboko and kifaru are (large size) with just the stem itself, with no prefix, in thegrammatically diminutive (see Grammar section 6). This singular and the ma- prefix for the plural: mbuzi goat, buzimeans that an unusually large hippo or rhinoceros can be extra large goat, mabuzi extra large goats.referred to as boko and faru respectively. Kifaru is also the Diminutives. To refer to a small version of something, putword for a military tank. the noun into the KI/Vl class. If the stem begins with a vowel

or has just one syllable or is already in the KI/VI class, theprefixes for the diminutive are kiji- (singular) and viji- (plural):mji town, kiji ji vil lage, vijiji villages, kitabu book, kijitabu

Ten things to remember

5 6 7 8 9

booklet/pamphlet, vijitabu booklets.To make diminutives from other noun-stems just attach ki-

1 Wherever/everywhere in relative clauses: kila mahali (sing.) or vi- (pl.) to the stem: uvuli shade, kivuli shadow,tulipokwenda wherever/everyuhere we went. Note that the vivuli shadows; kombe dish, kikombe cup, vikombe cups.relative pronoun -po- (from pa + o) is a pronoun of place. 10 piga + noun. Try to learn at least some of the piga + nounMahali can be omitted: kila tulipokwenda. verbs that you think might be useful, e.g. -piga simu make a

2 Wh enever in relative clauses: kila mara aliposema whenever he telephone call, -piga kura vote, -piga deki wash the floor,spoke. Here the relative pronoun -po- is the pronoun of time. -piga pasi iron (e.g. clothes).As in the case of mahah in note t above, the head-noun can beomitted because the pronoun is in the verb-group to representit: kila aliposema.

3 M ak ing comparisons: use kuliko, as in: Kikapu hiki (ni)kikubwa kuliko kile This basketis larger than that one.

2,78 Unit 15 Katika mbuga ya wanyama l n the game park 2 . 7$

Dominic Labda tutafika kunako saa kumi. Inategernea rnw'endo

wetu. Tusiende haraka. Kwa bahati mmeanza kwenda

polepole sasa!Steve Si kama siku ya kwanza. Siku ile tulipokuwa tukipita

mwituni tulisahau kabisa ushauri wako. Ingawaulituonya tusiende kwa haraka, kwa kuwa sisi sote niwazima hatuna neno, tulianza kwenda mbio.(Dominic turns round to check that the others areMlimani: kuna niniT following.)

Dominic Kumbe wamesimama! Paul amekaa chini. Basi,On the mountain: what's tukamwangalie.(They walk back to the others.)the rnatter? : Dominic Kuna nini?

lane Paul hawezi! Kichwa kinomwuma, tena arnepatwa nakichefuchefu.

In this unit you will learn . (Paul shows t'hem his hands.)• h o w to ask what is the matter, what's wrong : Steve Mikono imefura.• s ome more expressions describing symptoms and pain „Paul (trying tojoke) Shauri ya uzee...• how to refer to people's ages : lane Si shauri ya uzee. Una rniaka arobaini tu.• h o w to refer to causing something to happen ; Dominic Ugonjwa huu hauhusu umri hata kidogo. Umetapika?• h o w to warn peoplelsomeone against doing domething ; Paul Ndiyo. Nimetapika.

; Steve Tumsaidie vipi?: Domlnic Tumpe maji. Anywe maji kidogo.: Paul Sipendi maji zaidi. Nirnekunywa mengi. Lazima

Dialogue niendelee. Sitaki kuwachelewesha.Dominic Tumpe tunda. Mna matunda? Napagazi wanabeba

Steve is visiting Tanzania again and is about 4,ooo metres up rnatunda katika mizigo, lakini sipendi kufungua mizigoMt Kil imanjaro with a group of friends, a mountain guide and two sasa.porters. They are walking across a fairly flat area on their way to : Steve Mimi nina tofaa. Tukate vipandevipande. Kisu changuthe top hut. Steve and Dominic, the guide, are slightly ahead of kimeingia kutu. Nani ana kisu safi?the others. : Dominic (offering hls penknife) Kata kwa kisu hiki. Angalia! Ni

kikali sana. Usijikate mkono.hacc Dominie Natumaini karibu tutawaona kundi la watu (Paul tries to eat a piece of apple, but feels sick again.)I-

wanaoshuka. Kiongozi wab ni ndugu yangu. Ndipo • Dominlc Lazima ashuke mpaka Horombo. Hawezi kupona hapa.0 tutapata habari ya hali yci hewa huko juu, hasa hali ya , Avute pumzi mahali panapo oksijeni zaidi.V theluji. : lane Basi, niende naye. Tushuke pamoja.T

; Steve Tutafika Kibanda cha Kibo saa ngapi? (Contd)

Unit 16 Mlimani: kuna nini? On the mountain: what's the matter? 2 8 I

Paul La! La! Uendelee kupanda juu na wenzako .. Kuna nini? What's the matter?(Dominic looks ahead and sees a group of climbers in Kichwa kinamwuina his headis hurting (lit. head is hurting hirn)the far distance coming towards thern on their way amepatwa na kichefuchefu he feels nauseous (lit. he has beendown the rnountain.) overcome by nausea)

Dominic Tazama kulee! Nl wale wanaorudi Horombo. Paul, -fura swell upafadhali uende nao. Kiongozi ni ndugu yangu, Shauri ya uzee * It's to do with old ageatakusaidia. Ukae Horombo siku rnbili. Sisl tutarudi Una miaka arobaini tu You're only fortyhuko kesho jioni. Kesho kutwa sisi sote tutashuka umri (U) agechini parnoja. Unakubali? Utafikiri rnarafiki zako hata kidogo (not) at all (only used after negatives)wamekutupa? -tapika vomit

Paul Sitafikirl hivyo. Nitafurahi kushuka kldogo, Mahali hapa vipi? how?ni kama jangwa, lakini baridi. -chelewesha make (people) late(They sit and wait for the other party to reach them.) wapagazi (M/WA) porters

-beba carrytofaa (MA) apple

-tumaini hope, expect Kisu changu kimeingia kutu My knifeis rustykaribu soon Ni kikali sana It's very sharp

. kundi (MA) group Usijikate mkono Don't cut your hand-shuka descend Horombo Horombo Hutkiongozi (KI/VI) guide, leader -pona get betterhali ya hewa (N) weather (lit. state of the air) -vuta pumzi breatheinhewa (N) air mahali panapo oksijeni zaidi a place that has more oxygen

' theluji (N) snow oksijeni (N) oxygenKibanda (KI/VI) cha Kibo Kibo Hut (the top hut) -panda climb upkunako at about kulee (kule with a lengthened e; the longer the e the greater theInategemea mwendo wetu It depends on our speed distance referred to) right over there,in the distancebahati (kwa is sometimes omitted) fortunately -tupa abandon (lit. throw)tulipokuwa tukipita mwituni when we were going through the forest jangwa (jI/MA) desert© -pita go along, through, bymwitu (M/MI) forest 'For this function shauri is used in the N class.ushauri (U) adviceingawa althoughulituonya tusiende kwa harakayou warned us not to go quickly Insight-onya warn The reference to 'a hut' at each overnight halt is somethingkwa kuwa because of a simplification as there is actually a cluster of stnall huts,sisi sote ni wazima we were all fine (with) vibanda. Referring to 'Horombo Hut' etc. is quite commonhatuna neno no problem among climbers and based on usage over a long periodKumbe ...! an expression of surprise of time.

z8z, Unit 16 Mlimani: kuna nini? On the mountain: what's the matter? Z 8 3

Mlimani prefix attached to -na- and the relative pronoun -ko (from ku + o),The location of the dialogue is the barren expanse of land -po (from pa + o) or -mo (from mu + o) corning at the end. Theybetween Kibo and Mawenzi peaks known as the Saddle, can all be used to refer to tirne as well as place. There is generallywhich has to be crossed by climbers using the Marangu less distinction between their rneanings when used with timeroute up Kilimanjaro. It seems interminable and Paul is expressions than with expressions referring to a place; for somenot far wrong in comparing it to a desert. speakers they are more or less interchangeable, for others mnarno

irnplies more precision in the time reference than the other two.Paul's sytnptoms are among the classic ones of mountainsickness, caused by shortage of oxygen. Dorninic, as an Time:experienced guide, can see that Paul is suffering from a kunako jioni some time during the eveningparticularly acute attack and will only recover by descending panapo saa sita at about 72 o'c/ockto a lower altitude. This sickness can be experienced by mnarno saa tisa at about 3 o'clockanyone, regardless of age or climbing experience. You canreduce the likelihood of getting it by walking slowly and Place:first spending a few days acclimatizing on the lower slopes. Atatafuta kazi huko kunako He will look for work there where

rnahoteli mengi. there are a lot ofhotels. (at someplace which has...)

Tukae pale panapo kivuli. Let's sit over there where there issome shade. (in the place whichhas...)

Tia mnamo maji. Put (it) where thereis some water.(inside which has...)

2 Ulituonya tusiende — warning against, forbidding andpreventing actions

Verbs meaning warn against, forbid or prevent an action requirethe following verb, the verb denoting the unwise or forbiddenaction, to be in its negative subjunctive form. Two verbs of thiskind are:Maasai men a few miles from the foot of Mt. Kilimanjaro

-kataza forbid -zuia prevent

Grammar Ametukataza tusiende haraka. He has forbidden us to go quickly.

1 Kunako, panapo, mnamo — Time ond place (Notice that haraka is sometimes used without kwa in front of it,when it means quickly).

In the dialogue kunako refers to time and panapo refers to place.All three forms are general or 'tenseless' relatives, with the place Walimzuia asianguke. They prevented her from falling.

2.8y Unit 16 Miimani: kuna nini? On the mountain: what's the matter? 2 ,8 5

3 Kichwa kinamwuma His head hurts — and other painsrefer to the same person. Interpreted literally, the sentence means:Do not cut yourself (-ji) as far as your hand is concerned.

a This is another way of expressing the same general rneaning asanaumwa kichwa (see Unit rq Dialogue), but putting kichwa first, as

Here are a few examples in which subject and object are not the same.

the subject of the verb, focuses attention on the person's head. Noticethat you do not need words for his/her, my, your, etc. Instead, you

Usimkate mkono. Don't cut his hand.

use the object-marker referring to the person who is feeling pain:Asimkate kichwa. Don't let her cut his head.Nisimkate kidole. Don't let me cut his finger.

Mkono unaniuma. My hand hurts.Do your feetllegs hurt? 4 Amepatwa na kichefuchefu — and other attacks

Miguu inakuuma?

Mgongo unamwuma. His back hurts.My shoulder hurts. a The passive form of -pata, get, is a very common way of

Bega linaniuma. referring to someone having been seized/assailed/overcorne by

Here are a few more words for parts of the body:an illness. Another verb which is used for the same purpose is:

-shika grasp, hold, seizekidole (KI/VI) finger mdomo (M/MI) lip

cr: kinywa (KI/VI) mouth pua (N) nose Mtoto wake 3uma amepatwa Juma's child has got a feverlhigh- koo (MA) throat tumbo (MA) stomach

na homa. temperature.

b A similar structure, using the object-marker for the person, withBahati mbaya wachezaji wawili Unfortunately two players havewameshikwa na malaria. gone down with malaria.

no possessive for the body-part, is: Siku zile wengi walipatwa na In those days many contracted

Damu inamtoka kichwani. He is bleeding from the head. kipindupindu. cholera.

Damu inamtoka. He is bleeding. InsightWith rather less emphasis on the extent of the bleeding you can

The use of this structure implies a rather more serious view ofthe illness, or the sudden nature of the attack, than is implied

also say: by the use of ana homa, etc.

Anatoka damu puani. His nose is bleeding.Anatoka damu. He is bleeding. b Some illnesses are described by means of a verb, or a verb-phrase

(verb + noun).

-toka damu bleed damu (N) blood-hara have diarrhoea -hara damu have dysentery

c Usijikate mkono don't cut your hand Kwa kuwa mtoto anahara Because the child has diarrhoea

This example from the dialogue also uses the object-marker forwamempelekea zahanati. they have taken him to the clinic.

the person; the word for the body-part is just tacked on at the end.The object-marker here is -ji- because the subject and the object

zahanati (N) dispensary, clinic klin i ki (N) is also sometimes used

Unit16 Mlimani: kuna nini? Onthe mountain: what'sthe matter? 2 872.86

5 Una miaka arobaini tu You're only forty The extra sound which makes a verb causative is either -sh- or -z-

or, in a few cases, -y-. You should be able to recognize quite a fewIn Swahili you talk about someone having a certain age, and there verbs among the examples below, including some causatives whichare two ways of asking how old someone is. have occurred in earlier units. When an extra vowel is needed

it is either -i- or -e-, according to the rule given in Unit 4 for theAna umri gani? What ageis he? prepositional form of the verbs, and referred to again for stativesAna umri wa miaka ishirini. He is twenty. in Unit t2,.Ana miaka mingapi? How oldis she?Ana miaka hamsini na mitano. She is fifty-five. a In most verbs where the final consonant is -k- it changes into -sh-Mzee aliyefariki 7umatano, The old man who passed away on to make the causative form. The -k- might be the final consonantalikuwa na umri gani? Wednesday, how ofd was he? of the root, or it rnight be the stative ending as in the case of -waka

which is the stative forrn of -waa, a verb hardly used any rnore.-fariki die (used only of humans, like 'pass away', 'pass on') Not all -k- verbs behave like this, though, for example the roots of-fa die (can be used for humans and animals) -andika and -cheka in the list below.

6 Vipi? How? -sh--amk- wake up -amsha wake (someone) up

There is another example of vipi in Grammar section 6 of Unit r t . -andlk- write -andikisha registerIt is made up of the vi- prefix of manner attached to -pi. When -chek- laugh -chekesha amuseprefixed by a verb-prefix, -pi means which... ? as in baa ipi? (see -chelew- be late -chelewesha deloy (someone)Unit z Practice question 5), mtoto yupi? which child? tofaa lipi? -chemk- be boiling -chernsha boil (something)which apple? etc. -kop- borrow -kopesha lend

-kumbuk- remember -kumbusha remindSo vipi? literally meansin which rnanner? -wak- be lit, burning -washa light (lamp), switch

on, kindle a fireNitapika vipi bila ya maji? How shall I cook without water? -wez- be able -wezesha enable, empowerTuanze vipi kazi hii? How should we start this work?

One reason why the -sh- form is the one you are likely to use most7 Sitaki kuwachelewesha — the causative form of verbs frequently is that it is used for making nouns, adjectives and adverbs

into causative verbs:You have already had some forms of the verb in which the meaningis given an extra function when you add a particular vowel or bahati luck -bahatisha try one's luck, guessconsonant, or both, to the root or to a 'special function' form that fupl short -fupisha shortenhas already been added to the root, haklka certai nty -haklkisha make sure

safl clean -safisha clean (somethlng)The causative form works in this way, and is used to express a sahihl correct, correctly -sahihisha correct errorsrange of meanings, not just the meaning of causing something to sawa equal -sawazisha equalizehappen, but also of making/helping/encouraging/letting someone tayari ready -tayarisha get readydo something.

z88 Unit 16 Mlimani: kuna nini? On the mountain: what's the matter? 2,8 g

Just as -k- turns into -sh- to make the causative form of sorne of b The causative form of reciprocal verbs.the verbs in the first group above, so -I- turns into -z- in many ofthe verbs in the next group. It so happens that the -I- has long since Verbs in their reciprocal forrn (see Unit t g) have -n- as their finaldisappeared from the end of many verb-roots; the exception here consonant, but nearly always make their causative forrn with -sh-:is -lal-, which still has its final -I-.

-patan- be in agreernent -patanisha reconcile people-z- -pendan- love, like each -pendanisha reconcile, promote

-ele- be clear, understood -eleza explain (to) other harmony-ja- be full -jaza fill (something) up between people-kata- refuse, decline -kataza forbid, prohibit -pigan- fight -piganisha cause a fight-kirnbl- run away -kimbiza chase-lal- lie down -laza lay down, put to bed c The causative form of monosyllabic verbs.-pungu- get less -punguza make less, reduce-UgU- be ill -U9UZa nurse (a sick person) Only about half of the monosyllabic verbs have causative forms-um- hurt -umiza cause pain to and not all of those are in cornrnon use. The most useful ones are:

Not quite all verbs that have lost their root-final -I- put -z- where eat -lisha feed (someone)the -I- used to be. In a few verbs the -I- is 'put back' and either -nyw- drink -nywesha give a drink to,-sh- or -z- is used for the causative, preceded by the appropriate supply with liquidvowel:

Utawalisha watoto hapa? Wiil you feed the children here?-)U- know -julisha inform Tuliwanywesha wagonjwa maji. We got the sick people to drink-ka- sit -kalisha get (sorneone) to sit down some water.-za- give birth -zalisha assist at a birth

8 Kisu changu kimeingia kutu — colloquial usageOnly verb-roots with -n- as the final consonant take the -y- form ofthe causative: If you think of -ingia as including among its meanings enter into

a state, it is easier to understand the above example from they dialogue, as well as similar examples in which the subject and

-gawan- share -gawanya divide up, share out object of -ingia seem, to English-speakers, to be the wrong way-kan- deny -kanya reprimand round. Note that kutu is an N class noun, meaning rust.-on- see -onya warn-pon- get well -ponya cure Miguu imeingia baridi. (My) feet have become cold.

Nchi ile imeingia homa ya That country (or area) has anInsight kuhara. outbreak of typhoid.

Notice that -ona has two causative forms, the one given here Mji umeingia watalii. The townis overrun withand -onyesha, show. The reciprocal verb -gawana is one of tourists.the few exceptions to the rule given in section b below.

2,90 Unit 16 Mlimani: kuna nini? On the mountain: what's the matter? 2,9 I

Another verb that describes a state is -jaa. It makes no difference to S urnmitthe basic meaning which noun is at the front, as the subject:

Kisima kimejaa maji. The well is full of water.Maji yamejaa kisima. Kibo Hut

4,703ml

Here are a few more examples of colloquial usage:Horombo Hut

Someone has gone to call them J3,720mWamekwenda kuitwa.

They are being called now,Kuni zimekwenda kukatwa. Someone has gone to cut firewood./ Mandara Hut

Firewood is being cut now. 2,700m

Basi moja inapanda watu A hundred and fifty people climbmia na hamsini! on to one bus! : Adarn Miima una Urefu gani?

: Steve Una urefu wa mitaSentences like the last example are likely to occur in only the most : Adam Wapanda-rnlima hukaa wapi wakati wa safari?casual sort of conversation, when the speaker is talking in an : Steve Hukaa katika (One w ord.)entertaining way and even, as here, exaggerating. The speaker is : Adarn Kuna vibanda vingapi?focusing attention on the state of the buses in a place he has visited. : SteveIt is not advisable for beginners to attempt sentences like the last : Adarn Kibanda cha rnwanzo kipo urefu wa mita ngapi?one; just note that they occasionally occur. ; Steve Kipo urefu

: Adam Nirnesikia kiia kibanda kina jina lake; vinaitwaje?Insight : Steve Kibanda cha mwanzo kinaitwa , cha pili

If these structures seem a little strange to you, remember that , cha rnwishoin English we can say: This tent sleeps four, Your essay reads Adam Kibanda cha mwisho kipo urefu wa rnita ngapi?well, Flight 19zr is boarding now, etc. Steve

Adam Ni mwinuko wa mita ngapi kutoka kibanda cha mwishompaka kiieie?

StevePractice

1 When Steve returned to Nairobi after climbing Kilimanjaro, 2 I t is zoog. Answer the questions about these people's ages.Adam plied him with questions, Fill in the gaps in the a M ama Fatuma alizaliwa mwaka t9g6. Ana umri gani?conversation, writing any figures in words. b Mzee Yohanna alizaliwa mwaka t94y, Ana miaka

mingapi?kilele (KliVI) summit, peak mw inuko (M/MI) rise, elevation c Pendo alizaliwa mwaka rq8z,. Ana miaka mingapi?mita (N) metre urefu (U) height d Yahya na Nuru ni pacha. Walizaliwa mwaka rggz.

. mpanda-mlima (MlWA) climber Wana umri gani?

2,$ 2. Unit 16 Mlimani: kuna nini? On the mountainr what's the matter? 2,$ 3

e Francis alizaliwa mwaka tyy r . Ana umri gani? Asubuhi na mapema Regina aliwa watoto. Anastasiaf Mo h amed alizaliwa mwaka ty8o. Ana rniaka mingapi? alimsaidia marnake ku moto, a e maji, Ruth ali-9 Tusubilege alizaliwa mwaka uliopita. Ana umri gani? chakula cha safari. Mtoto ambaye ni mdogo sana alitakah Bibi alizaliwa mwaka z94x. Ana miaka rningapi? kuwa kuk u. Re g ina alirnw kw am ba w a tu wote

wataondoka saa moja akawa watoto wote wasiendepacha (N) twins (also rna-) nje tena. Francis al i gar i aka k ata shauri ku

petroli baadaye, barabarani. Hatimaye waliwa watoto3 Ma tch the questions on the left, about the dialogue, with the ndani ya gari na kutia mizigo. Kabla hawajaondoka Regina

answers on the right. alirnw Franci s as i m bio sa f ar i hi i

a Na ni ni kiongozi? 1 Al iyekuwa arnekaa chini hatlmaye eventuaiiyni Paul.

b Wal ikuwa wakipita wapi, 2 Al i kuwa na umri wa wake, light, boil, prepare, chase, explain, forbid, clean, fill upsiku ya kwanza? miaka arobaini. (with), get seated, warn, drive

c Nani alikuwa amekaa 3 Al i sema ni kama jangwa.chini? 6 Una nini? What's the rnatter with you~

d Paul alikuwa na umri gani? Dominic ndiye kiongozi,e Steve alikuwa na tunda 5 Al i kuwa na tofaa. You have a nightmare in which you suffer from various

gani? ailments and injuries. The final episode involves the suddenf Paul alisema walipokuwa 6 Wa l ikuwa wakipita appearance of a nurse, who asks you 'Una nini?' You tell her

ni kama mahali gani? mwituni. you have a painful stomach and head (use vi- as the verb-prefix if you decide to make the body-parts the subject),

4 Kuna nini? You are one of a group of climbers, some of whom your feet are bleeding, you have an attack of fever, you havehave fallen ill or injured themselves. You meet another group diarrhoea and, moreover, you have a cut hand.and in reply to their Kuna nini? tell them that Robert is notwell, his back is hurting. Also tell them that Dunstan has been Mercifully, at this point you wake up — and start writing downovercome by nausea and his face is swollen, Anna's finger is what you said to the nurse.broken, Ruth's nose is bleeding and Simon's foot is bleeding.(Note that this is not a typical Kilimanjaro scenario!) 7 Th is is an extract from a textbook on the geography of

Tanzania.>. -vunjika be broken

amevunjlka mkono hislher arm is broken Sura ya nchi ya Tanzania inatofautiana sana kutoka mahalihata mahali. Karibu na mji wa Moshi, mlima Kilimanjaro,

5 Matayarisho Preparati ons wenye urefu wa mita g,9go, unajitokeza juu mawingunikwa utukufu mkubwa. Mlima huo, ambao ni wa asili ya

Fill in the gaps with causative verbs; the meanings you will volkeno, ni mrefu kuliko yote katika Afrika. Kibo, ambachoneed are given at the end in the correct order.

Unit 16 Mlimani: kuna nini? On the mountain: what's the matter? 2,ci 5

ni kimoja kati ya vilele vyake vitatu, Kibo, Mawenzi na Shira,kimefunikwa na barafu na theluji. Ten things to rernember

sura (N) appearance utukufu (U) majesty, glory 1 Time/place and the 'tenseless' relative: kunako mahoteli mengig -tofautiana differ asili (N) origin, source where there are a lot o f hotels; kunako jioni some timein the~~.', -tokeza project volkeno (N) volcano evening; pale panapo miti where there are a lot of trees; panapo

saa saba about one o'clock.wingu (MA) cloud (also volkano)2 Warning against/forbidding etc. Verbs preceded by a u arning/

(Some sources give the height of Kilitnanjaro as 5,8gy m.) forbidding or preventing verb have to be in their negativesubjunctive form: Walimzuia asianguke They prevented her

a Wr i te down the part-sentence that means: (it) rises from falling (that she should not fall); Ametukataza tusiendemajestically up into the clouds. haraka He has forbidden us to go quickly (that we should

b Wr i te out the sentence which contains the information not go quickly).that (r ) Kilimanjaro has a volcanic origin and (z) it is Feeling pain. The body-part is the subject in the sentence,the highest mountain in Africa. and the object-marker represents the person, i.e. the owner of

c Ml ima Ki l imanjaro una vilele vingapi? Vinaitwaje? the body-part: Mkono unaniuma (My) arm hurts (me), Bega(Answer in Swahili.) linamwuma (His) shoulder hurts (him). The possessives -angu

d What is Kibo peak covered with? (Answerin English.) my, -ako your, -ake his/her are not usually used (unlike English).More on body-parts. Focusing on an action in relation to a

Insight body-part puts the verb first and uses the object-marker to

Since the geography book containing the question y text was represent the person affected: Wamemkata mkono They havepublished, the ice-cap on the top of Kibo has shrunk and now cut his arm, Usijikate kidole (reflexive -ji- is the object-markercovers rather less than two square kilometres.

3 4 5

because subject and object are the same) Don't cut your finger.Overcome by sudden illness (with a stronger meaning thanjust having an illness, e.g. Ana homa He has fever, Alikuwa

As the saying goes ... na homa He had fever). The verbs -pata and -shika, in theirHere is one last proverb for you to learn. If you are living passive form can both be used: Wamepatwa na homa Theyin a Swahili-speaking area you may have heard it already. have been overcome by fever; Alishikwa na malaria He wasIt would be highly suitable for Dominic to quote to his seized with malaria.climbers. How old? In Swahili you have (are with) a certain age or you

have (are with) a certain number of years: Mtoto ana umri gani?Haraka haraka haina baraka. How oldis the child? Mtoto alikuwa na miaka mingapi? HowHurry, hurry has no blessing.

6 7old was the child?

(Rather like 'More haste less speed',) How? Vipi means In what manner? (-vi is the prefix of manner):Tuanze vipi kazi hii? How shall we begin this work?

8 The causative(i) -sh- is added to a verb-root (or to a rootbaraka (N) blessing that has already been extended by a special-function suffix);

final -k- becomes -sh-: -chemka be boiling, -chemsha boil

Unit 16 Mlimani: kuna nini? On t he mountain: what's the matter? 2 . g7

(something); -kurnbuka remember, -kumbusha remind. -sh-can be added to a noun, adjective or adverb to make it into acausative verb: bahati (noun) luck, bahatisha guess; safi (adj.)clean safisha clean (something).

9 The causative(ii) -z- is added to verb-roots ending in -1- (the -1-changes to -z-) or ending with a vowel because an earlier final-1- has dropped out: -ele- be clear, -eleza explain (to); -ja- befull, -jaza fill (something) up; -lal- lie down, -laza put to bed.

10 The causative(iii) Verb-roots ending in -n- take the -y- form of Mchezaji soka na wachezajithe causative: -on- see, -onya warn; -pon- get well, -ponya cure. ngorna

A soccer player and some dancers

In this unit you will learn• some kinship terms• how to refer to natural events• ho w to talk about types of things and actions

Dialogue

It is Saturday afternoon. John and Alison have come with Francisto an open-air performance of dances from different areas, to befollowed by a play. They are waiting for Joseph, who has stoppedto greet a friend.

; Alison jo se ph ni mpwa wako? CL'I-

: Francis Ndiyo, ni mwana wa dadangu. ICwa kawaida anachezaP4

mpira jumamosi. ICILJ

; 3ohn Ni mch ezaji soka katika timu ya iigi?. Francis N d iyo, na mimi ni mwanacharna wa klabu yake! Alitarajia

kucheza mechi ya kirafiki leo, siyo ya ligi. Imeahirishwakwa sababu ya mvua nyingi usiku. Ameambiwa kwambauwanja urnejaa maji. Ni kama mafuriko huko. Hata hapapana tope. Tusimame pale kando tujikinge tope.

(Contd)

Unit 17 Mchezaji soka na wachezaji ngoma A soccer player and some dancers 2.ng

: Alison Kumeanuka sasa. ligi (N) association football league• Francis Ndiyo. Mawingu hayaonekani. Karna rnvua itanyesha rnwanachama (MIWA) club mernber

tena tutatumia mwavuli wangu. Tazama, ni mkubwa klabu (N or KI/VI) club (mainly used for sports clubs and drinking clubs)kabisa! -tarajia (also -taraji) expect

Alison joseph yuko wapi'? Sirnwoni sasa. rnechi ya kirafiki (N) friendly rnatchFrancis Yupo pale rnlangoni. Anapiga soga tu. (He walks uwanja (L!IN) pitch, stadium

towards]oseph:) Harakisha bwana! Kiwanjani panajaa mafuriko (MA) floodwatazamaji. Tutafute viti karibu na jukwaa! tope (MA) mud (sometirnes used in the plural)(2oseph says goodbye to his friend,joins the others and kando aside, at the side, to one sidethey make their way to seats near the stage.) -kinga protect (from)

joseph Watacheza ile ngoma ya Kisukuma ya kutumia nyoka'? Ni kumeanuka the weather has cleared upngoma ya kupendeza sana. rnwavuli (M/MI) urnbrella

Francis Bila shaka wataicheza. (Explaining to )ohn and Alison:) mlango (MIMI) gate, door, entranceHuweka kikapu jukwaani. Wakati wanapocheza, nyoka Harakisha! Hurry up!anaonekana kujitokeza. Kiwanjani panajaa watazamaji The ground is getting filled up

Alison Tutaona ngoma nyinginezo? with spectatorsFrancis Hatutaona nyingine za kutumici nyoka. Nyingine zitakuwa kiwanja (KI/VI) open area, plot of ground

za aina mbalimbali za kikabila. Moja ni ya Kinyakyusa, watazamaji (MIWA) audience, spectators, onlookersnyingine ni za Kibena, Kimeru, Kihaya na kadhalika. Katika jukwaa (MA) stage, platformngoma wanazozicheza Wahaya, wachezaji huruka juu Kisukuma Sukuma-typesana, kana kwamba ni ndege. Mtaona ngoma nyingi leo. ngoma nyinginezo other dances of the same kind

Alison Inawezekana kutakuwa kumekuchwa kabla tamthiiia kikabila ethnolinguistic type, tribalhaijaanza! kabila (MA) ethnolinguistic group, tribe

Francis Inawezekana,!akini pana taa kubwa za umeme kwenye Kinyakyusa Nyakyusa-typejukwaa„pale ... na pale ... mnaona? Aa! Rafiki yangu Kibena Bena-typeAugustine yupo pa!epale pernbeni. Mnarnwona mrefu Kimeru M eru-ty peyule? Ni meneja wa kikundi cha wachezaji. Tulisoma Kihaya Haya-typepamoja shuleni. Baadaye mtakutana naye. Michezo na kadhalika and so on, etc.inaanza sasa hivi. -ruka jump, leap

kana kwamba (also kama kwamba) asifkutakuwa kumekuchwa the sun will have set

mpwa (MIWA) a man's sister's child -chwa set (of the sun)' 'iis,"g'. -cheza mpira play football tamthilia (N) play, dramampira (MIMI) ball, rubber, ball-game umeme (U) electricity

~~iI.5 mchezaji soka (MIWA) soccer player palepale right there (repetition oF pale for emphasis)g, soka (N) soccer (association football) kikundi group, troupe

timu (N) team Tulisoma pamoja shuleni We were at school together

300 Unit 17 Mchezaji soka na wachezaji ngoma A soccer player and some dancers 3 0 I

Maonyesho Performances rnke (M/WA) wifeProfessional performances (maonyesho) involving dancing to rnurne (M/WA) husbandthe drum and singing are popular among town-dwellers and binti (N) daughtertourists. But the situations of these performances, whether onstage or in an arena, are very different frorn the family and Paren'ts' gerie'rratiohcommunity contexts of which they have traditionally been,and still are, an important part. At weddings, celebrations of baba mdogo (N) also ami (N) pater n al unclebirths, funerals, initiations and healings, for example, there mj omba (M/WA) maternal uncleis much less distinction between the roles of performer and mama rndogo (N) maternal auntonlooker. Weddings in particular give people an opportunity shangazi (N) paternal auntto improvise songs which incorporate topical social and NB Some people only use baba mdogo if the paternal uncle ispolitical comment. younger than their father, referring to an older uncle as baba

mkubwa.The singing which accompanies routine work donerhythmically also provides an opportunity for irnprovisation. ln-lairtrsWork of this sort includes hoeing, threshing, hauling in nets I

and pounding grain. mkwe(M/WA) a close in-law; used for parent-in-law aswell as son- or daughter-in-law

sherneji (N) also shemegi spouse's brother or sisterInsight wifi (N) sister in-law; used by a woman to refer

Singing is also sometimes a component of story-telling. Even to her husband's sister or her brother'swhen there is no sung dialogue, a good narrator will modify wifethe pitch and tempo of her voice as she switches from onecharacter to another. Strong characterization is a popular Although it is not a kinship term, note the following word:feature of drama, tamthilia.

bikizee (N) very old woman

Although in theory mzee can refer to an old man or an old woman,Grammar in practice it is more often used for men. An elderly woman, not

quite old enough to be a bikizee might be referred to and addressed1 Mpwa and other kinship terms as mama mzee, like Francis' grandmother (his bibi or nyanya) in

the Unit y dialogue.Note that mpwa is used only by men, to refer to a sister's child.You already know some kinship terms. Here are a few more, Two words are in use for family;including two which involve words you already know:

familia (N) close family jamaa (N) extended familybabu (N) grandfather, also used for ancestor with ma- for pluralmjukuu (M/WA) grandchild (male and female)

302, Unit 17 Mchezaji soka na wachezaji ngoma A soccer playerandsome dancers 303

2 Mwanachama- c ompound words using rnwana Similarly:(son/daughter)

desturi za Kibantu Bantu customsYou already know a few compounds made from mwana with michezo ya kitoto childish gamesanother word attached to it; mwana always colnes first. Here are a nguo za kitaifa national costumefew more common ones, all in the M/WA class. taifa (MA) nation

mwanamaji sailor mwanasheria lawyer 4 Ku- and the natural worldmwananchi citizen mwanasoka soccer- player

In the dialogue there are two references to natural events in which3 Ki- for manner and type — more on adverbs the verb-prefix is ku-: with -anuka, clear up, stop raining and

and adjectives -chwa, set (of the sun). Note that -chwa is a monosyllabic verb andrequires the infinitive ku- in front of it with certain tenses(see the

a Manner (adverb) Appendix). Two rnore 'natural event' verbs, similar in meaning,are:

The ki- prefix was noted at the end of grammar section 6, Unit r r,as a means of making the adjective -dogo into an adverb. It is also -cha rise (of the sun)commonly used for making nouns into adverbs. If the noun has a -pambazuka get light, dawn, be daytimeprefix, ki- replaces it.

Kumekucha. The sun has risen.Alisema kitoto. She spoke in a childish way. Hakujakucha. The sun's not up yet.Waliimba Kizungu. They sang in a European way. Kunapambazuka. It's getting light.Amevaa Kihindi. Sheis dressedin Indian style. Kumepambazuka; twende pwani. It's daylight; let's go tothe beach.

Insight InsightNotice that this function of ki- includes its use for ways With -cha and -chwa (both monosyllabic verbs so theof speaking — names of languages: Kiswahili, Kiingereza, infinitive marker ku- is needed) you can use jua sun as theKichina, Kinyamwezi, etc. subject; if you do this the verb-prefix is li-, jua being in the

(JI) MA noun-class:(see Unit g Grammar section zo, and Unit S Grammar section y).

3ua limekuchwa. The sun has set.

b Type (adjective)5 Kiwanjani panajaa watazamaji - -na- for process

There are five examples in the dialogue of adjectival phrases madefrom -a, of, followed by an adjective made from ki- + noun: Up to now -jaa, befull up, and other verbs denoting state have

mostly been used with the -me- tense, to denote that the process ofya kirafiki friendly getting into that state is completed:ya Kisukuma Sukuma-type

Dumu limejaa maji. Th e jerry-can is full of water.

304 Unit 17 Mchezaji soka na wachezaji ngoma A soccer player and some dancers 3 0 5

gut these verbs can also be used with the -na- tense to indicate that after the verb. This ineans that the relative pronoun, -vyo-, -yo- andthe process is happening at the moment: -o- in the three exatnples, is as close as possible to the word it

refers back to.Dumu linajaa maji. Thejerry-can is filling up with water.Mwanafunzi analewa. The student is getting drunk. If everyone in the conversation knows who you are talking aboutTunapotea. We are getting lost. you will not be using the subject-noun anyway:

Th;s difference, between using -me- when referring to a state and vitabu alivyovileta the books he broughtna when referring to the process of getting into that state, was miti waliyoiona the trees which they saw

pointed out for -vaa in Unit 5 . The same distinction applies to wali alioupika the rice that she cookedsit, -simama, starzd, and other verbs describing posture.

The object-marker is usually included because the object is definite6 Ngoma nyinginezo — other dances of the same kind and is the focus of the speaker's attention.

The basic structure of nyinginezo is: -ingine + -o Note that if you use the amba-relative the subject-word does notneed to be shifted (see Unit y, Grammar section 6):

-ingine (takes the noun-prefix) 'other'0 (takes the verb-prefix) refers back vitabu ambavyo Juma alivileta

miti ambayo watoto waliionawali ambao Rehema aliupika

michezo mingineyo (i + o ~ yo ) other games of this sortwatu wengineo (wa + o ~ o ) other people like thesematunda mengineyo (ya + o ~ yo) otherfruit of that type Insight

Another way of focusing on the subject is to use the passive(see Unit zz, Grammar section t):

7 Ngoma wanazozicheza Wahaya — putting the

subject after the verb vitabu vilivyoletwa na Jumamiti iliyoonwa na watoto

In this structure, and the following examples, the relative pronoun wali uliopikwa na Rehemarefers to the object:

vitabu alivyovileta juma the book which Juma broughtmiti waliyoioria watoto the trees which the children sawwali alioupika Rehema the rice that Rehema cooked

There is also a subject-noun; Juma, watoto and Rehema. Insteadof being in its usual place, before the verb, the subject-noun is put

3o6 Unit 17 Mchezaji soka na wachezaji ngoma A soccer player and some dancers 3 07

4 This is the heading of a newspaper advert:Practice

1 Use the picture to answer the following questions:

Tangazo (MA) means advertisement or rznnouncernent.

a Suggest the verb that tangazo has been made from.b Use this verb in writ ing the Swahili equivalent of:

1 Dancing is advertised in the newspaper. (Assurne thismeans traditional dancing, with a drurn.)

2 They haven't yet announced the date of the final.

fainali (N) final (final match in a league competition)

5 Find the second half of each sentence, then write out thea Ka t ika picha hii wachezaji wako wapi? completed sentences.b Wachezaji wangapi wanaonekana wamevaa nguo nyeupe a Ku mekuchwa; 1 tuwashe taa.

na kofia? b Hakujakucha; 2 ka r ibu tutauona mlimac Wale wachezaji wawili wanaocheza upande wa kulia, c Kunapambazuka; 3 sioni kitu, hata kidogo.

wanashika kitu gani? d Kunakuchwa; 4 tu s iondoke bado.d Watazamaji wangapi wanaonekana hapa mbele?

6 From the sports page of a newspaper:2 See how well you have understood the dialogue.

a N i nani ambaye hucheza soka Jumamosi? Timu ya soka ya Asante Kikosi cha Kotokob Kwa nini hachezi leo? Kotoko kutoka Ghana iliwasili kilichowasili juzi kinac Nani amekuja na mwavuli? juzi jijini Dar es Salaam kwa wachezaji z8, kati yao sabad M awingu yanaonekana sasa? ziara ya mechi nne nchini ni wachezaji wa timu yae Francis amemwambia nani aharakishe? ambapo itapambana na Simba taifa ya Ghana 'Blackf Francis amemwona nani pembeni? na Yanga mwishoni mwa wiki. Stars'.

3 Ma ke up a leave-taking dialogue in which Joseph tells his timu (N) team ziara (N) visitfriend that he (Joseph) must go now. The friend says they -wasili arrive -pambana na confrontwill be seeing each other at Peter's place on Tuesday evening. Juzi (MA) day before yesterday kikosi (KI/VI) squadJoseph points out that if it rains a lot he might be late.They exchange goodbyes. a Wa chezaji wageni wanatoka nchi gani?

b Wachezaji wangapi wamekuja, kwa jumla?c Timu ambayo iliwasili juzi inaitwaje?d Andika majina ya timu mbili za Tanzania.

3o8 Unit 17 Mchezaji soka na wachezaji agoma A soccer player and some dancers 3 Og

Insight -kauka dry up, become dryDip into Swahili newspapers if you have an opportunity. njuga (N) sma/I bellsWith the help of a dictionary, reading a short article on a manyoya (MA) feathersfamiliar topic, e.g. a sport/game can be useful comprehension kindu (U/N) leaves of wild date palm (used for plaiting, e.g. rnats)practice — as can reading the Letters to the Editor page, or -dondoka drop off; bit by bitpicture captions. mbwembwe (N) display, spectacle

vigelegele (KI/VI) also ugelegele ululation (done by women at timesHere is a poem for you to read and enjoy, and perhaps come back of celebration)to later. Poetry — ushairi (U) — is the oldest literary forrn in Swahili, -fikiria think aboutand is very popular today. This poem is a modern one that does taswira (N) image, picturenot conform to the complex conventions that rnake traditional hai living, aliveverse-forms so challenging for poetry-writers and sometimes -okota pick updifficult for Swahili-learners to understand. wazi empty, open, clear

upepo (U/N) wind, breezeThe poem has an air of mystery about it, until the last line. -jifungua give birthThe poet contemplates a deserted dancing-place, in which onlyremnants of the trimmings from the dancers' costumes are to beseen, scattered on the ground.

Ten things to rememberNgoma ya Kimya

1 Common kinship terms: mke wife, mume husband, babuWacheza ngorna wamekwishaondoka grandfather, mjukuu grandchild.Kiiichobaki ni uwanja uiiokauka majani, 2 Compounds with mwana child: prefixed to nchi country-Njuga, manyoya na kindu zilizodondoka mwananchi citizen; sheria law — mwanasheria lawyer; sokaToka kwa wachezaji waiiozidisha rnbwembwe soccer (association football) — mwanasoka soccer player.Nao watazamaji wakipiga kelele na vigelegeie. 3 The ki- prefix used for making nouns into adverbs of manner:Ni jana tu waiikuwa hapa. kitoto in a childish manner/childishly; kiaskari like a soldier/inWachezaji sasa wafikiria ngoma ijayo. a military way; Kihindi in Indian style.Watazamaji hawayakumbuki rnaneno The ki- prefix used for making adjectival phrases, in structureYa nyimbo zote zilizoimbwa. -a of followed by ki + noun stem; mchezo wa kirafiki aZilizobaki ni taswira hai na vivuli. friendly game; nguo za kitaifa national dress; desturi za

Wasukuma Sukuma customs/customs of the Sukuma people.Lakini labda miti hii michache yakumbuka. 5 The ' indefinite place' verb-prefix ku- and natural events:Nitaviokota nitengeneze vazi iangu used with, for example, -anuka stop raini~g, etc., kumeanukaKisha nitacheza ngoma yangu kimyakimya it has stopped raining/the sky has cleared; with -cha riseKatika uwanja huu mpana ulioachwa wazi (of the sun), kumekucha the day has dawned/now it isBila watazamaji morning, kunakucha it is daybreak/the day is dawning;Nao upepo ukinifundisha lugha ya kirnya with -chwa set (of the sun) hakujakuchwa the sun has notMaana yule mwanamke amekwishajifungua.

3IQ Unit 17 Mchezaji soka na wachezaji ngornaA soccer player ond some dancers 3 3 I I

yet set/it's not sunset yet, Note that the last two verb-stems,-cha and -chwa, are monosyllabic so with -me- and -na- andsoine other tenses (see the Appendix) -ku- must be insertedbefore it.

6 Verbs denoting a state, e.g. -jaa be full. These verbs take the-me- tense-marker to denote present time, e.g. Dumu limejaapetroli Thejerry-can is full of petrol. But if the state is not yetachieved, e.g. thejerry-can is in the process of filling up, -na-is used: Dumu linajaa petroli Thejerry-canis filling up with Barua zirnewasili!petrol. Similarly: Amevaa kitaifa She's wearing national dressAnavaa kitaifa She's putting on national dress. Some letters have arrived!

7 Revise the structure for another/others: noun-prefix -inginewith all the noun-classes: mkulima rnwingine another farmer,vijiko vingine other spoons, etc. In this unityou will learn

8 Revise the way of making pronouns with verb-prefix + o, • ho w to congratulate someonee.g. -vyo- as in vitabu vilivyopotea the lost books (relative • h o w to wish someone a Happy Christmas, New Year, Idipronouns), -yo as in Ninayo I have them (object pronouns). • ho w to write letters

9 Put noun-prefix + ingine and verb-prefix + o together to makeothers of the sarne kind/sort/type: ngoma nyinginezo othersimilar drums; miti mingineyo (i + o makes yo) other trees ofthe same kind; kisu kinginecho (ki+o makes cho) another kni fe Dialogueof the same sort.

10 Relative pronoun referring to the object within a relative Alison and John have been home from Africa for several months.clause: the object noun goes at the beginning of the clause Thekla, a niece of Francis, is staying with them. They speak Swahiliand the subject noun goes at the end, after the verb-group, on alternate days during her visit, and today is a Swahili day. Somee.g. kitabu alichokileta Pendo the book which Pendo brought. letters have just been delivered.Kitabu is the object, and -cho- which is the relative pronounreferring to it. Note that the object-marker -ki- is also in the Thekla Barua zimewasili!verb-group to mark the definiteness of the object. 7ohn l'from the kitchen) Vizuri! Zilete hapa, tupo hapa jikoni!

Alison Ni barua zetu au zako?Thekla Mbili ni eafomu. Nirneandikiwa moja tu. Eafomu

nyingine ni yenu, pamoja na bahasha hizi tatu zakawaida.

Alison . Irnetoka kwa Mohamed! Kumbe, alibandika stempunyingi mno!(She opens the letter and starts reading it.)

7ohn Soma k wa sauti.(Contd)

Unit 18 Barua zimewasilii some letters have arrived! 3 I 3

Alison Haya, sikiliza. (Reading aloud:) Whpendwa rnarafiki,Wapendwa ndugu, Salamu za heri na fanaka ziwafikie hapo rnlipo. SisiSalaam nyingi zitokazo kwetu, na baada ya wingi wa hukukunajoto jingi sana Mrnarekani rnrnoja atawasilisalamu natumaini nyote hamjambo hapo nyurnbani? Heathrow tarehe 16. Ni yule arnbaye alinizuru zamaniMama hajarnbo sana. Bado anashona nguo! Ijapokuwa chuoni nikampeleka kuwatembelea wazee sehemumzee lakini ana nguvu. Anawosalimu. za kusini. Ni kijana rnwema Nimernpa narnba yaHabari zetu ni hivi. Nimeachilia mbali kazi ya benki. simu yenu. Iwapo atawapigia sirnu rnsaidieni kadiriSiku hizi ninashughulikia kazi ya duka la baba, Naye rnwezavyo. Hajui mtu yeyote Uingereza. jina lake Stevebaba amestaafu kwa ajili ya udhaifu wake baada ya Robinsonugonjwa. Alishikika vibaya hata hakuweza kufunga. Tena . Kesho nitakwenda kwa wazee niangalie rnarekebisho.

.

amezeeka. Ana wasaicfizi wema dukani lakini hawaelewi Wakati wa masika sharnba, ghala na nyumba ya nyanyakinaganaga mambo ya bidhaa ziingiazo toka nje, vilikuwa vimeharibika. Sina zaidi, nisije nikachelewayaani uingizaji. Baba aliona bora nichukue madaraka. kwenda posta.Siku hizi nipo dukani siku nenda siku rudi. Wateja sasa Wasalaam,warneongezeka. Kwa ufupi, rnimi ni mfanyibiashara Francishalisil : Alison Ni t arehe gani leo?juzijuzi nilikutana na kijana mmoja,,Mmarekani. : lohn . Tarehe kumi na sita.Anafaharniana na Francis, rafiki yenu. Anasema Kiswahili- (The telephone rings,)vizuri sana, kana kwarnba ni mwenyeji. Huyu kijanaamesoma Chuo Kikuu cha Nairobi, tena arnekizuru Chuo ..Kikuu hapa, kwa ajili ya utafiti wake. Ataondoka wikiijayo. Kabla hajarudi Marekani atakizuru Chuo Kikuucha Cardiff. Nimempa anwani yenu na narnba ya simu.Kwa hisani yenu msaidieni kadiri mwezavyo. Sina zaidi.Mimi na familia yangu twawatakia salamu za kheri kwaKrismasi na baraka ya mwaka mpya.Wasalaam,

Ndimi rafiki yenu,Mohamed

: 3ohn Inaonekana hatimaye Mohamed atakuwa milionea!: Allson (to Thekla) Na wewe, umepokea barua ya kupendeza?: Thekla Ndiyo, imetoka kwa mjomba.: 3ohn Francis? Shopping

Thekla Ndiyo. Amenipongeza kwa kufaulu mtihani, tenaametoa habari za nyumbani. Aidha amewaandikia -wasili arriveujumbe mfupi: (Reading aloud the message for Aiison eafomu (N) air letter form, aerogrammeand )ohn:) bahasha (N) envelope

-bandika stick on

3IQ Unit 18 Baraa zimewasili! Some letters have arrivedl 3 I 5

-sikiliza listen iwapo ifsalamu (N) greetings marekebisho (MA) repairsBado anashona nguo! She's still sewing clothes! ghala (N) store (e.g. grain-store)Ijapokuwa, also ijapo Even though, although nisije lestAnawasaiimu She greets you

: . -achilia mbali leave, give up altogether Kuandika barua-shughulikia be concerned with-staafu retire (from work) a Addressing your correspondentudhaifu (U) frailtyAlishikika vibaya He was taken very ill Mpendwa, as used in the dialogue, is a typical way of starting an-funga fast (during Ramadhan, in this context) informal letter to a friend or acquaintance:-zeeka become oldkinaganagain detail, thoroughly Mpendwa Ruth, Dear Ruth,bidhaa ziingiazo toka njeimported goods Mpendwa dada/kaka, (to a friend of the same generation)bidhaa (N) trade commodities Mpendwa Bi. Thekla,uingizaji importation Mpendwa Mwalimu,bora (= afadhali) bettermadaraka (MA) (usually used in plural forrn) responsibility Insightsiku nenda siku rudi all the time, day in day out Mwalimu, as well as being the word for teacher, is usedwateja (MIWA) customers as a title and a respectful form of address. In writing, themfanyibiashara (MIWA) businessman abbreviation Mwl. can be used when the title is followed byhaiisi cornplete the teacher's name.juzijuzi recentlymwenyeji (MIWA) local person For an addressee who is a close family member or an intimate-zuru visit friend:utafiti (U) researchkwa hisani yenu by your kindness Mpenzi wangu, My dearest,kadiri mwezavyo as much as you can Mpenzi Zena, Dearest 2ena,salamu (N) greetings Mpenzi Baba/Mama, Deare st Father/Mother, (also for older friend)Wasalaam also Wasalamu formulaic letter-ending , meaningwith greetings For a formal letter or a brief note to a colleague, you either use the

milionea (MA) millionaire addressee's title and name alone:-pongeza congratulate

'i, ,

-fauiu pass (an examination), succeed Bwana A. Omari,I.";.. mtihani (MIMI) examination Bi, Amina,' " aidha moreover Profesa Khamisi,

ujumbe (U/N) message Mwalimu N. Al i ,':;. fanaka (N) prosperity, success

316 Unit 18 Barua zimewasili! Some letters have arrivedl 3 I 7

oi': c Closing the letter

Kwa Bwana A. Omari, Wasalaam, followed by the signaturc oii ilie line below, is a goodKwako Bibi Amina, standby for any sort of letter including fonnal ones.

b Greetings Only in letters to friends or farnily would you substitute for it, oradd to it (on the line below) any of the following:

The first paragraph of an informal letter must contain greetings,as in the first two letters in the dialogue. The greetings in Francis' Ni rnimi,brief note are minimal. Below is another example:, Ndimi,

Mimi rafiki / ndugu yako,NNZNIA 4gt S~ +~ i sa r ia. Kila la heri,

In a letter to a family member or intimate friend you can use:ro~ ~ ~ rtr. i oaaosrtaWM Aucvzyarsrbo gpotrstbartr,'e Mimi nikupendaye,~ose itatoa Aahj~ o Wako akupendaye,s~. N~ e Iea s~ Akupendaye,

Mpenzi wako.wm V~obi

Formal letters end with either Wasalaam or Wako, above the~ s ababu) a, ~signature.

Warstgv~ baolo.a edymsr amkee are ~ . d Kadi za kusalimu — greetings cardsIs everp'ortePee at kwme We'reaQPee ltere. I re&urteri kosste The last sentence of Mohamed's letter contains a standard greeting

for Christmas and New Year. A variation on this for a singles~, apartfew. ~ keQ uprecipient, including the substitution of send for wish, is:at N~obt' ~ uf tecMmcu',

p~ . We kave strrtyeI- Nakuletea salamu za herl kwa I send you happy greetings forstarteot pksrghwy Krlsmasi na baraka na fanaka Christmas and blessings and

ya mwaka mpya. prosperity in the new year,

In a letter to a person much older than yourself, you could start the A greeting for Idi, the Muslim festival at the end of the fastinggreetings with Shikamoo (introduced in Unit i ) . month of Ramadhan, is;

These greetings are very important and must not be skipped in an Idl Mubarak.informal letter. Formal letters do not need them.

Unit 18 Barua zimewasili! Some letters have arrived! $ I P

A general greeting is: verbal structures with i- as the verb-preiixi il>is >s wl>;ii fl» v w> nbut they have 'fossilized' into words which >h»»>i v,» i »>

Nakutakia kila la kheri (or heri). I w ish you all the best. their prefix

e Kutuma barua pepe — sending emails Ijapokuwa hana pesa nyingi Even though she hosn'I iiiii>liamevaa nguo rnaridadi. money she is wearing elegoiit

Formal letter-writing conventions apply to business emails b'ut clothes.without lengthy greetings following the salutations. Informalemails to friends often omit a salutation and/or closure. maridadi elegant, attractive (does not take ci prefix)

Insight Ijapo atashindwa mtihani Evenifhe fails the exam he will beThe casual greeting Vipi? can be used at the beginning of an atapewa kazi dukani. given workin the shop.informal email to a friend, or the more jokey Semal If you Ingawa meneja yupo ofisini Although the managerisin hisfeel the need to use a Best wishes sort of closing you could put mwake, lakini hawezi kuongea office he cannot talk to you now.Kila la heri. nawe sasa.

Ingawaje is an alternative to ingawa.

Grammar InsightNotice that in Swahili lakini can be used with any of the

1 Bado anashona nguol Sheisstill sewing clothes! although words, whereas in English there is a tendency not touse but after although.

Bado is used with a verb, or with a word substituting for a verb,to mean that the action or state is still continuing. The position of 3 Sikiliza — another function for the causative verb-forrnbado is very flexible.

The causative ending which can be attached to verb-roots (seeWatoto wamelala bado. The children are still as/eep. Unit z 6) has another, non-causative, function. It is used to showWalikuwa bado kusoma zile They were still reading the letters. an intensifying of the meaning of the verb. Do not attempt tobarua. make up causatives for this purpose; just note the following

Mukami yumo jikoni bado. Mukami is still in the kitchen. common verbs:Bado yu mtoto. He is still a child.

eat -lisha grazeThe not yet meaning of bado, with the -ja- tense, was introduced -ny- emit, let fall -nyesha rainin Unit 6. -nyama- be quiet -nyamaza be very quiet

-siki- hear -sikiliza listen2 Ijapokuwa and other ways of saying 'although' (or, occasionally, -sikiza)

Ijapokuwa, the related word ijapo, and ingawa, which was used inUnit z6, all mean although, even though or even if. They look like

32,0 Unit 18 Barua zimewasili! Some letters have arrivedl 3 2,I

Nyamazeni, watotol Be very quiet, children! bidhaa zitokazo outgoing goodsMbuzi wanalisha pale. The goats are grazing over there. shanga zilizopotea lost beads

ndoo iliyojaa maji a full bucket of water4 Nimeachilia mbali — another function for the prepositional rnwezi ujao nextrnonth

verb-form nyumba isiyokalika (-kaa) an uninhabitable housenyumbu wasiohesabika (-hesabu) innurnerable wildebeest

The prepositional ending, introduced in Unit q, can also be usedfor the intensifying function noted above for the causative. In some 6 Mult iple subjects — which verb-prefix?cases the i/e ending is doubled, ili/ele:

When you use rnore than one subject-noun and the two, or three,-ach- leave, stop -achilia leave, stop completely nouns are in different classes the choice of verb-prefix should be

(also forgive) as follows:-Og- bathe -ogelea SwlITl-shik- hold, grasp -shikilia hold on to If the nouns denote concrete things, as in the dialogue-tup- throw -tupilia throw right away example; use vi-:-va- wear, dress -valia cll ess Up Shamba (MA), ghala (N) na nyumba ya nyanya (N) vilikuwa

vimeharibika.-tupilia is often followed by mbali, fnr, to mean throw away In this case you treat the items as being vitu. An alternative iscompletely and the addition of mbali to -achilia, as in Mohamed's to use the prefix rnatching the last-mentioned subject-noun.letter in the dialogue, also adds to the finality of the action.

If your subject-nouns are abstract and not all in the U classHakuiacha kazi yake, bali He did not leave hisjob, on the you can use: zi-, u- or the prefix matching the last subject-aliishikilia kwa nguvu. contrary he held on toit firmly. noun.

bali on the contrary nguvu (N) strength, firmness Try to avoid mixing human and non-human nouns:

kwa nguvu firmly, stronglyWatoto hawatasahauliwa wala The children will not be forgotten

Watacheza dansi, ndiyo They 'r e going to have a dance, that's nyimbo zao. nor will their songs.sababu Kitwana amevalia. why K i twana is all dressed up.

7 Ways of saying: 'If...'cr: -cheza dansi dance to a live band, disco music, etc.

You have now seen several ways of making ' I f . . .' sentences. Two5 Bidhaa ziingiazo Incoming goods of them are 'fossilized' verbal structures with the i-, it, prefix.

This is a reminder of just how important relative structures are in Ikiwa atakuja mpe vitabu hivi,Swahili. You will often need a relative, either the general relative as Iwapo atakuja mpe vitabu hivi.

If she comes give her these books.in the above example, or a past-tense relative, to express a meaning Kama atakuja mpe vitabu hivi.for which you would use an adjective in English. Akija mpe vitabu hivi.

Unit 18 Barua zimewasili! some letters have arrived! 3 2,3

3 Correct and rewrite these false statements about the dialogue.Practice a John na Alison wapo shambani.

b Barua sita zimewasili nyumbani.c Kat ika barua Moharned anasema kwamba rnarnake bado

anapiga picha.d Babake Mohamed amestaafu kwa ajili ya wajukuu.

PAH AVION e Mo hamed ameachilia Inbali kazi ya kufundisha Kichina.KWA NDIJGI

f Wasaidizi kwenye duka la babake Mohamed hawaelewikinaganaga mambo ya kuhesahu pesa.

4 How well did you understand the rest of the dialogue?a Kat ika barua Moharned anasema nini kuhusu walePunda Milia (Zebra)

TO OPKN SIIT IIKRK KUFUNGUA KATA SAPA wateja?b Mo hamed alikuwa amekutana na nani juzijuzi?c John anafikiri kwamba hatimaye Mohamed atakuwa mtu

wa namna gani?Andika kwenye eafomu jina na anwani ya Daudi Mhina, d Thekla ni mtoto wa nani?ambaye ni mwalirnu. Anakaa Mpwapwa, Mkoa wa Dodoma, e Kwa nini Thekla amepongezwa?Tanzania.Wiki il iyopita alipata sanduku la posta; namba yake f N i nani ambaye atawasili Heathrow tarehe kumi na sita?ni elfu mbili, mia saba, hamsini na tatu.

5 Congratulations!FIRST FOIAI RRRF. KIJNJO IA KWANZA IIAPA To congratulate someone use pongezi, a class N noun rnade

from -pongeza, a verb used by Thekla in the dialogue.Kutoka Kwa:Sender's name and address:

Pongezi kwa kufau!u Congratulations on passingDARIJA HH HAITAKIWI KIJTIJ1tIDIJKIXWA mtihani! the exam!

KITIJ CHOCHOTIJ NDANI YAKIJ; MSIVYO HAITAPDLEKWA KWA NDIIGK

When reporting that someone was congratulated use eitherlmetolewa na Sbirlka la Posta na Simu Tanzania. -pongeza, as Thekla does, or -pa pongezi:

SKCONII FOUO RKRK KIJNAO IA PILI IIAPA

Francis alimpa pongezi. Francis congratulated her.

-tumbukia fall into Find the second half of each sentence and write out thecompleted sentences:

This is the back of an aerogramme. You should be able towork out what the warning says (in upper-case letters below a Tu l impa mzee pongezi 1 kwa kupata kazi.the sender's address). Say or write what you think it means in b Mwal imu alimpongeza 2 kwa kurekebisha ghala naEnglish, but do not attempt a word-by-word translation. Thekla nyumba ya nyanya.

Unit 18 Barua zimewasili! Some fetters have arrived! 3 2, 5

c Ma ma Nuru alipewa 3 kwa k ust a a fu. 'Still asleep/sewing/working', etc. Bado anashona nguo She ispongezi still sewing clothes; Bado yu mtoto He is still a child; Amelala

d Ni l impongeza yule kijana 4 kw a k u f aulu mtihani. bado He is still asleep.e Elvan alimpongeza Francis 5 kw a k u j i fungua mtoto wa Ways of saying although: ijapokuwa; ijapo; ingawaje; ingawa,

kiume. e.g. Ijapokuwa hana pesa nyingi lakini amevaa nguo za beikubwa Although she hasn't much rnoney (but) she wears

' cr, mtoto wa k!urne (M/WA) boy mt o t o wa kike (M/WA) girl expensive clothes.Another function for the causative form of verbs. The -sh-/-

Now write down the actual words that were said to: z-/-y- extension of the verb-root has the additional functionthe old man of intensifying the meaning of the verb-root, e.g. -siki- hearthe young man sikiliza (sometirnes -sikiza) listen; -I- eat -lisha graze, feed on.

Another function for the prepositional form of verbs. LikeNote: -hongera (N), and -pa hongera are similarly used for the causative, the prepositional extension -i-/-e- (or -ili-/-ele-)giving congratulations. can be used to intensify the root rneaning: -ach- leave or stop,

-achilia leave altogether or stop completely; -shik- grasp,6 a Wr i t e a message suitable for a Christmas card that you -shikilia hold on firmly.

(singular) are sending to a Kenyan family.

3 5 6 7

'On the other hand'. Use hali to join two statements when theb Write a message for a Christmas card that you (plural) are second states that the opposite is true: Yeye si maskini bali ni

sending to a student whom you met in Tanzania and who tajiri sana He is not poor/poverty-stricken, on the contraryhas written to tell you that she passed her examination. he is very wealthy.

Relative clauses can often be translated by an adjective orInsight adjectival phrase in English, e.g. (i) the tenseless relative:

Hongera! bidhaa zitokazo outgoing goods/exports, bidhaa ziingiazoYou should now have sufficient competence in Swahili to incoming goods/imports; (ii) relative clause with tense:be able to participate in most everyday situations in eastern nyumba inayokalika an inhabitable house.Africa — and to build on these basic 'nuts and bolts' to extend

8 9

Multiple subjects. If the subject of the verb has two or moreyour knowledge of the language. nouns with different classes use the verb-prefix vi- (thus

grouping the objects together as 'things'): Taa, kioo, bilauri -vyote vimevunjika! The lamp, mirror and glass are all broken/have all got broken!

Ten things to remember 10 Ways of saying i f: ikiwa, iwapo, kama, -ki-, e.g. Ikiwa atakujampe ndoo hii If he comes give him this bucket; Akija mpe

1 The basics of letter-writing. Openings: Mpenzi Name, ndoo hii Ifhe comes give him this bucket.Mpendwa Name (informal); Bwana Name, Kwa Bw. Name,Kwa Bibi Name (formal). Closings: Wasalaam (formal);Kila la heri (informal).

2 Email ing. An email is barua pepe; to send an email is kutumabarua pepe: Nilimtuma barua pepe jana I sent him an email/emailed him yesterday.

gz6 Unit 18 Sarua zimewasiii! Some letters have arrived! g Z7

wapi? Baba yuko Kampala b Wanafunzi wako wapi? Wanafunziwapo baa. c Mzee yuko wapi? Mzee yupo posta. d Bw. OrnariKey to the exercises yuko wapi? Bw. Omari yuko Mornbasa. e Ali na Arnina wakowapi? Ali na Arnina wapo benki. f Marna yuko wapi? Mama yupostesheni. g Askari yuko wapi? Askari yurno baa. h Wauguzi wako

Part one wapi? Wauguzi wako Dar es Salaam. 4 a Juma hayupo posta, yupoUnit 1 stesheni. b Watalii hawako Dar es Salaarn, wapo Tanga. c Bi. Ruth1 a Marahaba. b Habari za safari? c Sijambo. d Habari za asubuhi? hayuko Nairobi, yupo Mornbasa. d Wanafunzi hawapo sinern,e Hodi! f Hatujambo. g Salama tu/nzuri/njema/safi. h Karibu! wapo baa. e Mfaransa hayupo stesheni, yurno baa. 5 Exarnplesi Habari za nyumbani? j Karibuni! 2 a Natoka (or ninatoka) of possible sequences using sentences from Practice 3 questionsMarekani. b Unatoka wapi? c Anatoka Liverpool. d Wanatoka and their sample answers: Q. Mzee yuko wapi? A. Yupo posta.Kenya? e Wanatoka Nairobi. f Mnatoka wapi? g Anatoka Q. Posta ipi? A. Karibu na benki. Q. Ali na Amina wako wapi? A.Ujerumani? h Mnatoka Uganda? 3 Kenya — Mkenya. Uchina — Mchina. Wapo benki. Q. Benki ipi? A. Karibu na sinerna. Q. Mama yukoUingereza — Mwingereza. Uganda — Mganda. Ufaransa- wapi? A. Yupo benki. Q. Benki ipi? A. Karibu na baa. 6 a ShilingiMfaransa. Tanzania — Mtanzania. Urusi — Mrusi. Ujerumani- ishirini. b Shilingi thelathini. c Shilingi mia nane. d Shilingi miaMjerumani. 4 a Hodi! b Hamjambo? c Habari za — ? d Habari tatu, e Shilingi mia nane na hamsini, 7 a Shilingi sitini na nne.za safari? e Mnatoka wapi? f Hujambo? g Shikamoo. h Wewe b Shilingi mia moja na tisini. c Shilingi mia saba na sabini.ni Mwingereza? i Wewe si Mmarekani? 6 A Jeanne na Pierre ni Unit 3watalii. B Bw. Musa ni mpokeaji. C Mama Amina ni mfinyanzi. 1 a Shilingi elfu sitini. b (x) cheque, (z) signature. c I haveD Bw. Ramadhani ni mwalimu. E Bi. Bertha ni mwuguzi. F Lulu na received. 2 a4, b6, ct, d8, ez,, f7, g3, hg. 3 a After hujambo/Abdu ni wanafunzi. a Siyo, Bi. Bertha si mtalii, ni mwuguzi. b Siyo, sijambo and habari greetings: Bw. C: Naomba chumba cha mtuPierre si mpokeaji, ni mtalii. c Ndiyo, Bw. Ramadhani ni mwalimu. mmoja. Mp.: Ghorofa ya pili itafaa? Bw. C: Ndiyo, itafaa. b Afterd Siyo, Lulu na Abdu si wapokeaji, ni wanafunzi. e Ndiyo, Jeanne greetings: Bw. R: Naomba chumba cha watu watatu; mmoja nini mtalii. f Siyo, Mama Amina si mwuguzi, ni mfinyanzi. g Ndiyo, mtoto mdogo. Mp: Tuna chumba kikubwa chenye vitanda viwili;Bw. Musa ni mpokeaji. h Ndiyo, Abdu ni mwanafunzi. kitafaa? Bw. R: Kitafaa. 4 a Askari ni hodari sana. b MbuziUnit 2 wadogo hawa ni wake? c Visu vikubwa ni ghali; vidogo ni rahisi.1 a Nenda moja kwa moja, halafu pinda kushoto. Nenda moja d Njia za Nairobi si nyembamba, ni pana sana. e Kisu hakifai;kwa moja halafu utaona benki upande wa kulia. b Nenda moja nitapata kisu kipya. f Kila mwalimu ana nyumba yake. 5 Sipendikwa moja, halafu pinda kulia. Nenda moja kwa moja halafu nyama lakini napenda samaki. Napenda wali, lakini sipendi ugali.utaona hoteli upande wa kushoto. c Nenda moja kwa moja, halafu Sipendi iliki lakini napenda dalasini. Napenda maandazi lakinipinda kushoto. Nenda moja kwa moja halafu utaona hoteli upande sipendi vitumbua. Sipendi vitunguu, lakini napenda nyanya.wa kushoto. d Nenda moja kwa moja, vuka barabara, halafu Unit 4utaona posta upande wa kushoto. e Nenda moja kwa moja, vuka 1 You: Unahitaji mananasi? Mama F: Ndiyo, nahitaji mananasibarabara, halafu utaona benki upande wa kulia. 2 a Wageni wako mawili. You: Unahitaji ndizi? Mama F: Sihitaji ndizi, kunawapi? b Chai iko wapi? c Mbuzi yuko wapi? d Mtoto yuko wapi? migomba mingi shambani, You: Unahitaji malimau? Mama F:e Kahawa iko wapi? f Posta iko wapi? g Wajerumani wako wapi? Ndiyo, nahitaji malimau matano. You: Unahitaji mayai? Mamah Dada yuko wapi? 3 This exercise gives you some freedom of F: Hapana, sihitaji mayai. Rafiki yangu aliniletea. 2 Reginachoice in the answers, so those below are sample ones. a Baba yuko alimpa mwuzaji Sh. mia sita, sabini na tano. 3 a Asha alimpikia

)z8 Key to the exercises 3 Z,g

chakula (or wali, ugali, pilau, biriani, etc.) b Jurna alimfulia Unit 6nguo. c Francis alimpigia simu. d Ruth alirnletea soda. e Khadija 1 a saa moja; b saa nne u nusu; c saa saba; d saa tatu kasorobo;alimnunulia nanasi. f John alimsomea. 4 Kaka! Lete chai moja ya e saa kurni na robo; f saa kumi na rnbili u nusu. 2 a 4.go p.m.rangi, kahawa tatu na soda moja; viturnbua viwili, kibibi kimoja b She has been looking for her white beads. c A timetable of boat-na maandazi mawili. (I fin Kenya substitute ndugu for kaka). sailings to Zanzibar. d Because the flight only takes zo rninutes.5 a6, bg, cy, dg, ez, fz, g8, h4. 6 a Mwalirnu aliwapa watoto e Friday. f Wednesday or Thursday. g Saa kumi na moja u nusu.vitabu. b Tulirnpa mgonjwa matunda. c Nilimfulia mama nguo. h He is going to the mosque to pray. 3 a Shanga zake Bi. Alisond Baba atanipigia simu kesho. e Mgeni wetu alitununulia soda zimepotea. b Dada amewapikia watoto uji huu. c Nywele zake nimkahawani. f Bi. Khadija alininunulia sukari dukani. a The teacher ndefu. d Marna ana ufagio mzuri. e Watoto vvanapenda nyirnbo zagave the children some books. b We gave the sick person some Kifaransa. f Watakarabati ukuta wa kanisa. 4 a John amekwendafruit. c I washed the clothes for mother. d Father will phone me posta kununua stampu (or anunue). b Tulimpa Alison pesa aletetomorrow. e Our visitor bought us 'soda' in the cafe. (Or fizzy matunda. c Ninawatafuta wageni niwape barua zao. d Reginadrink/fruit drink instead of 'soda'). f Khadija bought some sugar alinunua mchele apike pilau. e Mwalimu alinipa kitabu chafor me in the shop. Kiswahili nisome. f Tulimnunulia Otto gazeti lile asome Kiswahili.Unit 5 5 a Friday. b 8.oo p.m. c place. d Tarehe ishirini, rnwezi wa Agosti,1 Mzee Khamisi anavaa kofia. Mtalii amevaa 1<ofia. Bi. Pendo mwaka wa elfu mbili na kumi. (You can use nane instead o fanavaa viatu. Mama Lela amevaa kanga. Mama Zubeda amevaa Agosti). e giraffe.gauni. Bw, Francis anavaa koti. 2 b Bi. Alison hapendi rangi Part twonyekundu. c Bi. Alison hapendi magauni dukani kwa sababu Unit 7mikono ni myembamba sana, tena ni ghali sana. d Msaidizi 1 a Mimi: Unafanya nini? Thekla: Ninakoroga kisarnvu. b Mimi:anamwonyesha Bi. Alison vitambaa. e Bw. John arnetoka sokoni. Unafanya nini? Kasembe: Ninashona shati. c Mimi: Mnafanyaf Kinyago kikubwa cha Kimakonde kinampendeza. g Bw. John nini? Francis O' Nzunda: Tunaezeka nyumba. d Mimi: Unafanyahakinunui kinyago kikubwa cha Kimakonde kwa sababu ni kizito. nini? Alison: Ninajifunza Kiswahili. e Mirni: Unafanya nini? Maria:h Anapenda kununua mfinyango badala ya kinyago. 3 a Bi. Asha Ninaandika hadithi. f Mimi: Mnafanya nini? Bwen/e 6' joshua:ameninunulia kitambaa hiki. b Utanisaidia kupika maharagwe Tunachuma machungwa. Adding to the dialogues: for a, b, d andhaya? c Msaidizi alituonyesha vitabu hivi. d Rafiki yangu e — Mimi: Nikusaidie? Reply: Haya, karibu! For c and f Mimi:ameniandikia barua hii. e Akina mama wanamtafuta mtoto huyu. Niwasaidie? Reply: Haya, karibu! 2 a Baada ya kutia majanif Tutapata machungwa mengi, mwaka huu. g Nyumba kubwa hizi funika chungu. b Alipotuona alitupa korosho. c Watakapopatazinawapendeza wageni. h Jembe hili limenisaidia sana shambani. pesa watanunua mabati. d Njooni mchemshe maji! e Tutakapofikaa Asha has bought me this fabric. b Are you going to help me cook Nairobi tutakwenda benki. f Watakapopata matofali watakarabatithese beans? c The assistant showed us these books. d My friend kanisa. g Watalii waliporudi hotelini walikula chakula cha jioni.has written me this letter. e The womenfolk are searching for h Mama alikasirika sana tuliposahau kuosha sufuria. 3 a Kuchambuathis child. f We shall get a lot of oranges, this year. g The visitors majani ya muhogo ni kazi ya mama mzee. b Mama mzee alichumalike these large houses. (These large houses please the visitors.) majani ya muhogo. c Steve anajifunza namna ya kupika kisamvu.h This hoe has helped me a lot in the plantation. 4 Ana: Hatuna,/ d Regina anapika ugali juu ya jiko la makaa. e AtakaporudiTunavyo./Tunazo./Tunazo./Hatuna. 5 Mto umejaa maji. Hoteli Nairobi Steve atajipikia kisamvu. f Francis yupo. 4 a Mjini l<unaimejaa watalii. Nyumba za walimu zimejaa wazee. Baa imejaa wageni kutoka Ujerumani. b Kikapuni mna mayai kumi. c Kanisaniwanafunzi. Sisi na Bw. Juma tumo shuleni. Chakula kimekwisha! pana watu wengi. d Baharini kuna boti nyingi. e Mfukoni mna

33o Key to the exercises 3 3 I

pesa kidogo. f Jikoni pana kuni za kutosha. 5 Grace, njoo They rnustn't worry! I 'l l give thern Sh too. c Traveller: I'm veryuchemshe rnaji! Adam, njoo ukatekate nyanya hizi! Maria, nipe late! Driver: Don't worry. Hop on. d I st Traveller: I can't seechumvi! Nitatayarisha samaki hawa, halafu nitatengeneza maji my bag! (My bag, I can't see it! ) 2nd Traveller: Don't worry! It 'sya rnach ungwa. here on the floor. e Older woman: My child's feeling ill! YoungerUnit 8 woman: Don't worry (or don't let hiin/her worry)! I'm a nurse-1 Reply to Ali: Iringa iko kusini ya Dodoma. Reply to Lajabu: I'll help him/her. 4 a Ni Bw. Twaibu aliyekwenda na Steve rnpakaKilosa iko magharibi ya Morogoro. Reply to Lunda: Bagamoyo kituo cha basi. b Steve ana rnzigo rnrnoja tu. c Mumewe mamaiko kaskazini ya Dar es Salaam. Reply to Grace: Mbeya iko amekaa rnbele, karibu na dereva. d Kikapu kilicho mbele ni malikusini ya Tabora. 2 a Mgeni aliyekuja jana ataondoka kesho. ya mzee. e Dereva ana ukanda wa Vijana Jazz. f Steve atakaab Hatuwezi kula chakula kisichofaa. c Watoto watakaokwenda Mtwara siku mbili. 5 a Fika salama! b Fikeni salarna! 6 Unit r :mjini watanunua nazi sokoni. d Tulipomwona Mohamed tulirnpa Mtu aliyewatembelea John na Alison hotelini ni Bw. Mohamed.barua zake. e Watalii wasiokuja mapema hawatapata vyumba. Unit z: Ambaye alikwenda posta kununua stampu ni John. Unit 3:f W anawake wanaotwanga mahindi ni dada zangu. 3 a Si lazirna Aliyesema anapenda wali kwa samaki ni Alison. Unit y: WatuSteve arudi Nairobi mwisho wa mwezi. b Steve atakuwa na ambao wana kiu ni Francis na John. Unit y: Arnbaye alinunuashughuli huko Dar es Salaam. c Anapenda kumteinbelea rafiki yake. mfinyango ndiye John. Unit 6: Ambao walitembea karibu nad Kaka yake Elvan anakaa Tunduru. e Kaka ni mtu wa biashara. bahari ndio Mohamed, John na Alison. Unit p: Mama mzeef Steve hapendi kusafiri peke yake. 4 a Mama mzee hupika chakula ndiye aliyepika kisamvu. (Or: ambaye alipika) Unit 8: Steve ndiyecha jioni. b Watoto hupenda matunda. c Wanafunzi husoma vitabu. aliyesema hapendi kusafiri peke yake. (Or: ambaye alisema)d Mama Fatuma hushona nguo. e Watalii hununua vinyago. Unit 10f Wauguzi huwasaidia wagonjwa (or husaidia), 5 a Kaskazini 1 a Mfuko upo ndani ya beseni ya kunawia. b Suruali ipo nje yab Magharibi c Kaskazini d Mashariki e Mashariki f Kusini g Kusini mlango (or ipo chini). c Shati lipo juu ya meza (or mezani). d Saah Mashariki 6 a Elvan huenda barabarani kwa baiskeli. b Akina ipo chini ya kiti. e Soksi zimo katika kabati (or ndani ya kabatimama huenda msituni kwa miguu. c Steve atakwenda Mtwara or kabatini). 2 Ukumbi wetu una milango miwili, dirisha moja,kwa basi. d Mwaka ujao Steve atarudi Marekani kwa ndege (or meza kubwa, meza ndogo, viti vinne, kabati kubwa, rafu mbilieropleni). e Labda Alison na Steve watakwenda Zanzibar kwa boti. zenye vitabu vya Kifaransa, na mkeka chini. 3 You: Hayatatosha.Unit 9 Nitasikia (or nitaona) baridi usiku. Naomba blanketi jingine./1 a Baiskeli ipo juu. b Magunia yapo juu. c Dereva yupo mbele. Haya./Tuletee mito miwili mingine. Tena, nionyeshe namna yad Wanawake wamo ndani. e Mama mwenye kikapu anaongea kufungua dirisha hili./Vizuri. Tutakuja sasa hivi! 4 a Masanja nina Steve. f Vijana wanauza ndizi. 2 a Mtu: Msiwe na wasiwasi! dereva ambaye gari lake ni jeupe. b Tusubilege ni mtoto ambayeMabasi huondoka kila saa moja. b Rafiki: Wasiwe na wasiwasi! yupo shuleni. c Hivi ni vitabu ambavyo nilivinunua jana. d JohnNitawapa shilingi mia. c Dereva: Usiwe na wasiwasi! Panda tu. na Alison ni wageni ambao wanatoka Ulaya. e Godoro lile ndilod Msafiri 2: Usiwe na wasiwasi! Upo hapa chini. e Bibi: Usiwe ambalo ni jipya. f Ambaye hatakuja nasi ni Masanja. 5 a Jumana wasiwasi! (or asiwe)! Mimi ni mwuguzi — nitamsaidia. anamwonyesha Steve chumba chake. b Ni Juma aliyesafisha3 Example — This lady hasn't got a ticket yet! — She needn't worry! asubuhi. c Kabati la nguo lipo pembeni. d Kitanda ni chembamba.The conductor will sell her one on the bus. a Traveller: We've e Steve hatahitaji matandiko mengine kwa sababu anaona (ormissed that bus! Someone: Don't worry! Buses leave every hour. anasikia) joto. f Juma ameweka ufunguo juu ya rafu. 6 a Naonab Conductor: These ladies, they haven't enough money! Friend: kiu sana. b Swichi hii yawasha taa ya chumba cha kulalia.

332 Key to the exercises 3 3 3

c Ipo alrnari hapa. d Nikunjue chandalua. e Shuka itatosha. pale ungetozwa faini. 3 a No parking here. b It is forbidden tof Lazima nile sarnaki! stop here. Or: No stopping bere. Or: Stopping here is prohibited.Unit 11 c It is forbidden to stay here. Or (possibly): sit here Or: Staying1 a Shati lilishonwa na Alison. b Paa iliezekwa kwa mabati. here is prohibited. d The selling of goods of any kind in this areac Ngalawa ilichongwa na Juma na Ali. d Jahazi liliundwa kwa is prohibited. 4 a Asha anahudhuria rnkutano ili afanye kazi yambao. e Msikiti uli jengwa kwa mawe. f Ngorna ilipigwa na uhazili. b Pikipiki ni mali ya daktari atnbaye ni rnwenzi wa JohnMohamed. 2 a Ninyi nyote minekaribishwa na Mwalimu Musa? na Alison. c Siyo. Asha hawezi kuona gereji yoyote. d Ni wajenzib Wao wote waliletewa matunda. c Sisi sote tuliandikiwa barua. wanaofanya kazi karibu na kituo cha basi. 5 You: Nimo katikad Ninyi nyote mlinunuliwa vinyago? e Wao wote walipikiwa shida kidogo./Motokaa imeharibika. (Or gari lirneharibika.)/Siyochakula cha jioni. f Sisi sote tumealikwa ngoma. a Have all of pancha. Ni shauri ya mota./Lipo Makongoro (Road) karibu nayou been invited by Teacher Musa (Moses)? b They all had fruit kanisa. 6 For your safety and comfort while on board passengersbrought for them. c We all had letters written to us. d Were are requested to have only one piece of hand luggage. More thancarvings bought for you all? e They all had an evening meal one is not allowed. Have a good journey.cooked for them. f We have all been invited to the dancing. Unit 133 Alison: Magauni haya yalishonwa na nani?/Una cherehani?I 1 a You: Unafanyaje? Edda: Ninajifunza Kigiriki. b You:Utaitumia lini? 4 a Pili alizaliwa tarehe ishirini na nane, mwezi wa Unafanyaje? Steve: Ninakula saladi. c You: Mnafanyaje? Musasita (or mwezi wa Juni) b Mohamed alizaliwa tarehe kumi, mwezi na Saidi: Tunachonga ngalawa. d You: Unafanyaje? Rehema:wa Aprili (or mwezi wa nne). c Alison alizaliwa tarehe moja (or Ninaandika barua. e You: Mnafanyaje? Kip na Ben; Tunajifunzamosi), mwezi wa pili (or mwezi wa Februari). d John alizaliwa Kirusi. f You; Unafanyaje? Agnes: Ninajifunza Kijerumani.tarehe ishirini na tisa, mwezi wa Novemba (or mwezi wa kumi 2 a Ni akina Francis waliomkaribisha Steve vizuri. b Watu haona moja). e Faiz alizaliwa tarehe tatu, mwezi wa kumi na mbili hukaa sehemu za kusini, karibu na mpaka kati ya Tanzania na(or mwezi wa Disemba). f Zubeda alizaliwa tarehe kumi, mwezi Msumbiji. c Adam anajifunza Kifaransa. d Ni Steve ambayewa Oktoba (or mwezi wa kumi). 5 a John hakualikwa ngoma sasa haogopi kusema Kiswahili. e Steve anaalikwa kwendakwa sababu (or maana) ni ngoma ya wanawake tu. b Alison Mombasa (kwa wazee wake Adam). f Steve anapenda kulaalialikwa na Bi. Salma na dadake Pili. c Bwana arusi ni Daudi. saladi. 3 You: Unafundisha somo gani?/Wanafunzi wanapendad Watakwenda forodhani. e Watakwenda hapo Jumamosi (ya kujifunza Kifaransa?/Kwa nini wanajifunza Kifaransa kwa shida?/wiki ijayo). 6 a Bw. Athumani atakaribishwa na Zubeda (na Faiz). Sielewi vizuri. Sema tena!/Mimi ni daktari. 4 a wataandikianab Bw. Athumani anaishi Dar es Salaam. c Nyumba mpya ya Bw. b wanafundishana c walikutana d wanapendana, kuoanaAthumani inajengwa Jambiani. d Ndiyo, nyumba hiyo inajengwa e husaidiana f wanapigana (or hupigana) 5 ag, b6, c3, d4, et, fzkwa matofali. 6 Your letter must be in standard Swahili; have a good style;Unit 12 be typed; be short; be interesting.1 a Basi limeharibika. b Kikombe kimevunjika. c Lori limeharibika. Unit 14d Gilasi imevunjika. e Motol<aa imeharibika (or motakaa.) 1 a Nyeri iko kaskazini ya Nairobi, b Magadi iko kusini yaf Dirisha limevunjika. 2 a Tungekuwa na nafasi tungekwenda Nairobi. c Isiolo iko kaskazini ya Nairobi. d Kitui iko mashariki yaArusha. b Baba angekwenda Zanzibar angekaa kwa Faiz. c Juma Nairobi. e Narok iko magharibi ya Nairobi. f Eldoret iko kaskaziniasingekuwa mgonjwa angefanya kazi hiyo. d Kama mngekuwa ya Nairobi (or kaskazini — magharibi.). 2 tulikata; kwenda;na pesa za kutosha mngekwenda Marekani? e Ningehudhuria Tulichelewa; Tuliondoka; tukaenda; tukanunua; tuliendelea (ormkutano huko Nairobi nisingekaa hotelini. f Kama ungeegesha tukaendelea); tukafika; tuliangalia (or tukaangalia); hatukupata.

334 Key to the exercises 3 3 5

4 a Makindu; Mtito Andei. b kituo cha mafuta (or gereji). mwisho mpaka kilele. 2 a Mama Faturna ana urnri wa miakac Msichana. d Baada ya kusafisha jeraha na kutia dawa Yusuf arobaini na saba. b Mzee Yohanna ana rniaka hamsini na minne.alilifunika kwa plasta. e Wasafiri hao watatu walinunua petroli c Pendo ana miaka ishirini na mmoja. d Yahya na Nuru wanawakaenda mkahawani wapumzike kidogo. f Yupo Musa, umri wa rniaka kumi na rnmoja. e Francis ana urnri wa rniakamtoto wake jirani. 5 a Kufika huko akanunua vifaa vyake vyote thelathini na miwili. f Mohamed ana rniaka ishirini na mitatu.alivyovihitaji kwa duka lake. b Sasa akakwarna wapi apate kipande 9 Tusubilege ana umri wa mwaka rnmoja. h Bibi ana miaka sitinicha akili. c Akazunguka maduka yote asipate. 6 a alikuwa akisoma. na miwili. 3 a4, b6, cI, dz, ey, fy. 4 Robert hawezi, rngongob alikuwa akifanya. c alikuwa akikaa. d alikuwa akiandika. unamwuma (or anaumwa mgongo). Dunstan amepatwa nae alikuwa akifundisha. (In any of these you can use -na- instead kichefuchefu, tena uso umefura. Anna amevunjika kidole, Ruthof -ki-.) 7 Bwana huyu anaumwa kichwa na mama anaumwa anatoka darnu puani na Sirnon anatoka damu rnguuni.shingo na mabega. Mtoto huyu amekatwa mkononi na yule 5 Asubuhi na mapema Regina aliwaamsha watoto. Anastasiaambaye amekaa pale amekatwa mguuni. Dereva anaumwa kifua. alimsaidia mamake kuwasha rnoto, achemshe rnaji. RuthKwa bahati mimi mzima. alitayarisha chakula cha safari. Mtoto ambaye ni rndogo sanaUnit 15 alitaka kuwakimbiza kuku. Regina alimweleza kwamba watu1 Tuliondoka saa moja u nusu tukaenda mpaka mtoni. Kati ya saa wote wataondoka saa moja akawakataza watoto wote wasiendetatu na saa nne u nusu tuliona simba wawili, twiga saba, punda nje tena. Francis alisafisha gari akakata shauri kujaza petrolimilia watano, na nyumbu wengi. Kwa bahati mbaya hatukuona baadaye, barabarani. Hatimaye waliwakalisha watoto ndani yatembo yeyote. Tulirudi hotelini saa sita tukanywa bia. 2 a Alison gari na kutia mizigo. Kabla hawajaondoka Regina alimwonyatold Robert she had seen 7 43I wi ldebeest. b Sirnba walikuwapo Francis asiendeshe mbio safari hii. 6 Tumbo na kichwa vinaniumachini ya mti, upande wa kulia; wamelala kwenye kivuli. c Alison (or ninaumwa tumbo na kichwa). Ninatoka darnu miguuni,alipenda kwenda karibu kidogo. d Robert hakupenda kuwakurupua nimeshikwa (or nimepatwa) na homa, ninahara, tena nimekatwasimba. e Kamera yake Joshua haikufanya kazi kwa sababu mkononi. 7 a Unajitokeza juu mawinguni kwa utukufu mkubwa.betri zimekwisha. f Alison alisema atampelekeaJoshua picha za b Mlima huo, ambao ni wa asili ya volkeno, ni mrefu kuliko yotewanyama. (Or ... picha alizozipiga). 3 Joshua: Jina langu Joshua katika Afrika. c Mlima Kil imanjaro una vilele vitatu. VinaitwaKisinda./Anwani yangu ni Sanduku la Posta z.67qo, Dar es Kibo, Mawenzi na Shira. d Kibo peak is covered with ice andSalaam./Namba ya simu ni tatu, tano, sita, sifuri, mbili./Mimi ni snow.mwandishi-habari,/Nili ibiwa asubuhi./Saa tano na dakika ishirini,/ Unit 17Nilikuwepo Kariakoo./Nil i ibiwa kamera. 4 Koku; Bhoke; Koku; 1 a Wachezaji wapo jukwaani. b Wachezaji sita wanaonekanaAranya; ~ k u ; Boke; Koku; Bhoke. 5 a jumba. b jiji. c jitu. wamevaa nguo nyeupe na kofia. c Wale wachezaji wawilid joka. e kijiko. f Kitoto. g vijit i. h kijitabu. 6 meusi/miti/ wanaocheza upande wa kulia wanashika kanga. d Watazamajiwadogo/usiku. wawili wanaonekana hapa mbele. 2 a Ni Joseph ambaye huchezaUnit 16 soka Jumamosi. b Hachezi leo kwa sababu uwanja umejaa maji.1 Steve replies: Una urefu wa mita elfu tano, mia nane, tisini na (or kwa sababu ya mvua nyingi). c Francis amekuja na mwavuli.tano./Hukaa katika vibanda./Kuna vibanda vitatu./Kipo urefu d Siyo. Mawingu hayaonekani sasa. e Francis amemwambiawa mita elfu mbili, mia saba./Kibanda cha mwanzo kinaitwa Joseph aharakishe. f Francis amemwona Augustine, ambaye niMandara, cha pili kinaitwa Horombo, cha mwisho kinaitwa rafiki yake. 3 (This is a possible dialogue; yours may be slightlyKibo./Kipo urefu wa mita elfu nne mia saba na tatu./Ni mwinuko different:) Joseph: Haya, lazima niende sasa. George: Hayawa mita elfu moja, mia moja, tisini na mbili kutoka kibanda cha bwana. Tutaonana kwa Peter, Jumanne jioni. Joseph: Kama mvua

336 Key to the exercises 3 3 7

itanyesha kwa wingi labda nitachelewa. (or ikinyesha.) George:Haya basi. Kwa heri bwana! Joseph: Kwa heri! 4 a -tangaza.b (r) Kucheza ngoma kunatangazwa gazetini. (z) Hawajatangaza Appendixtarehe ya fainali. 5 a3, b4, cz, dr. 6 a Wachezaji wageni wanatokaGhana. b Wachezaji kumi na wanane wamekuja. c Tirnu ambayoiliwasili jana inaitwa Asante Kotoko. d Simba na Yanga.Unit 181 Mwl. Daudi Mhina, S.L.P. zygg, Mpwapwa, Mkoa wa Dodoma, Monosyllabic verbsTanzania. 2 a This aerograrnme should have nothing enclosedin it; if it does it will not be sent by air. (Or: Nothing should be The verbs with stems of a single syllable are:enclosed in this aerogramme; if it is .... etc., or some other versionin a formal style giving the ttvo pieces ofinformation.) 3 a John na ku-cha to be afraid of ku-la to eatAlison wapo jikoni. b Barua tano zimewasili nyumbani. c Katika ku-cha to rise (sun) ku-nya to excrete, fall (rain)barua Mohamed anasema kwamba mamake bado anashona nguo, ku-chwa to set ku-nywa to drinkd Babake Mohamed amestaafu kwa ajili ya udhaifu wake baada ya ku-fa to dte ku-pa to give tougonjwa. e Mohamed ameachilia mbali kazi ya benki. f Wasaidizi ku-ja to come ku-wa to be, becornekwenye duka la babake Mohamed hawaelewi kinaganaga mamboya bidhaa ziingiazo toka nje, yaani uingizaji. 4 a Katika barua The verbs -enda (go) and -isha (be finished) follow the same rules.Mohamed anasema wateja wameongezeka. b Mohamed alikuwaamekutana na Steve juzijuzi. c John anafikiri kwamba hatimaye i Include the infinitive-marker ku- when using these verbs with:Mohamed atakuwa milionea. d Thekla ni mtoto wa dadakeFrancis. e Thekla amepongezwa kwa sababu alifaulu mtihani. Past tense walikunywaf Ni Steve ambaye atawasili Heathrow tarehe kumi na sita. Present -na- wanakunywa5 ag, b4, cy, dr, ez. Old rnan: Pongezi kwa kustaafu! Young Perfect -me- wamekunywaman: Pongezi kwa kupata kazi! 6 a Nawatakia salamu za heri kwa Future -ta- watakunywaKrismasi na baraka ya mwaka mpya, b Twakutakia salamu za heri Conditionals -nge- wangekunywakwa Krismasi na baraka ya mwaka mpya. Pongezi kwa kufaulu -ngali- wangalikunywamtihani! (You could use -letea instead of -takia; include fanaka; Relative pronouns wa! iokunywaspell heri as kheri.) aliyekunywa

watakapokunywa

except when the relative pronoun is at the end of the stem,i.e. in the 'general' or 'tenseless' relative structure (see below).

ii Leave out the infinitive-marker ku- when using these verbs with:

Past negative -ku- hawakunywaIf/when -ki- wakinywa

338 Appendix 3 3 g

Narrative -ka- wakanywa Stative -ik- or -ek- (Unit r z)Habitual hu- hunywa (Denotes state when used with -me-, otherwise denotes potentiality.)Subjunctive wanywe Mlango umefungika. The doo r is closed (is in a closed state).

wasinywe Mlango unafungika. The doo r is closable,Present wa(a) nywa Mlango haufungiki. The door cannot be closed.Present negative hawanywiObject marker waliyanywa (-ya- referring Note: A few verbs use the Stative with the Reciprocal (see below),

to rnaji or maziwa) -ikan- or -ekan-, to denote potentiality (e.g. -juhkana (be known/The 'general' relative wanywao knowable); -nenekana (be expressible in words); -onekana (be

anywaye visible); -patikana (be obtainable).

iii Either include or omit ku- when using these verbs with: Reciprocal -an- (Unit r3)Nyuzi zinafungana. The threads are tied together,

'Not yet' -ja- hawajakunywa orhawajanywa Causative -(i)sh-, -(e)sh-, -(i)z-, -(e)z- or -y- (Unit r 6)

Walimfungisha. They had him locked up.Waliufungisha rnlango, The y had the door closed (had someone

close the door).Summary of verb-root suffixes

Reci procal + Causative -fung-an-y-The suffixes (endings) which can be attached to verb-roots are Tutafunganya (mizigo) We're going to get the packing done thisshown with the verb kufunga (to close, fasten, tie up, lock up, etc.). jioni. evening.The root of the verb is: Note: -funga mizigo = tie up loads, i.e. get luggage ready. The

extended form -funganya can be used on its own, without mizigo.-fung-Niliufunga mlango I closed the door. Conversive + Causative -fung-u-z-Walimfunga. They locked him up. Walitufunguza. They set us free (had us set free).

Prepositional (or Applicative) -(l)i- or (l)e- (Vnit 4) Conversive + Causative + Passive -fung-u-z-tv-Nilimfungia mlango. I close d the door for him. Tulifunguzwa. We were set free (by someone),

Note: A few suffixes were not included in the units:Conversive -u- or -o- (Unit ro)Alifungua mlango. He opened the door. Static -arn- expresses inactivity,

Passive -(li)w- or -(le)tv- (Unit r r) -funga tie -fungama bein a fixed positionMlango ulifungwa. The door was closed (by somebody). -kwaa stumble -kwama be stuck,jammed

(Note the example of -kwama in Practice g of Unit r4.)

3$0 Appendix 3 4. I

IContactive -at- 0 I

Iot I

I 'Q.0

I I I I I I I

tU-kama squeeze -kamata grab hold of, arrest I U1 Clt 0LJ ' E 5 0 00 0 I QJ 0 C QJ 0 I

-fumba close together -fum b a ta put arrns round, enclose E E ' E E E E 'R Cl 0 0 d Cl+

(e.g. eyelids, lips) IC II I I

ICL I

Ot 0 I tU I I I I I QlInceptive -p- made from adjective stems, denotes entering into 0 0CI1 00 E o O 0

' 0 0 0 0a state U L , CIII

I I I I IQl

I-nene fat -nenepa get fat QJ 00I I I 0

0I E -- Qi Qi 0

-oga nervous, afraid -ogopa be frightened Cil C l l QC C 0 R 0 oI

0 dC

II

C I I I I IQiI

I QJI I QJ

I E C dl0 V

0I 0

O Ql 0 ~C 0 V 0

PW C I K J - V 0Y Z Z V Z V U U CIII0 QtII 0 QlE I E —;: dt

I I I I I I

0 0 0I IU Z o I o IU tU N 0 N

Ut NCl 0 0 0L QtI ' E C C O N N N C N C

CL II

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I I I I

II 0E C Ul IUI E U I I I 0 0

C CIU 0I IU 0 U 0I R o .) Cl ) 0o

C CI I IIII QJI 0 C Ot Ot

I I I I I0',E 5 0 Q lC C 3 0 00 0 IU 0 Qi 0 0 0 0 8 d C l 03 3 2 E

I I I I I3 3 c oC C C

III QJ

I E C 01 Qtt«L •

I IU 0 C4 I I I I IU3 E R, tU

ClE E 3 E 0 Ql o E 3,'E E 0 0 0

L 0 ) C , C C C

t3 C 0

tlt O IU 0:.. c: Ql

UJQlQt 0X LCC Qi L/1 JI 0 Ot

QJ C ol QC CQJ tU Eth LU U C 0 UNote: All verbs (including those of non-Bantu origin) extended by t/t CL 0

0 C Qi IUQJ t/t 0U U 0 E QJC 0 C 0

5 tt

one or more suffixes after the root always have a final -a, just as 4JQic c E 0 0 tt/01 tlt + U tU 0 CL 0 00 L tL

0 0 C QJ «Isimple stems of Bantu origin, e.g. -funga, do. 0 C 0 0 0 C PJC 0 0

0 c E C tltZ O 0CL Q. CL tt

Appendix 3 Q g

IContactive

-at-0

IIot

II'Q

.0

I I I I I I I

tU-kam

a squeeze-kam

ata grab hold of, arrestI

U1 C

lt0

LJ' E

50

00

0I

QJ 0

C QJ0

I-fum

ba close together -fum

bata put arrns round, encloseE E

'E E

E E'R

Cl0

0 d

Cl+

(e.g. eyelids, lips)I

CI

I I I

ICL

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t 0I

tUI I I I I

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Inceptive -p- made

from adjective stem

s, denotes entering into0

0CI1

00

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0 0

0a state

UL

, C

IIII I I I I

Ql

I-nene fat

-nenepa get fatQJ

00

I I I 00

I E -

-Qi

Qi0

-oga nervous, afraid-ogopa be frightened

Cil C

llQ

C C

0 R0

oI

0 dCII

CI

I I I IQi

IIQJ

I IQJ

I EC dl

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PWC

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Io

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Eth

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UC

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Note: All verbs (including those of non-Bantu origin) extended by

t/tCL

00

CQi

IUQJ

t/t0

UU

0 EQJ

C 0 C 05 tt

one or more suffixes after the root alw

ays have a final -a, just as4J

Qi

c c

E0

0 tt/01

tlt+

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0CL

0 0

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tL0

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simple stem

s of Bantu origin, e.g.-funga, do.0

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Appendix3 Q

g

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tUSwahili —

English vocabularyC.

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l/

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3

I I I I I I I I I I I I I I I I I

O

30

p0

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CII

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Verbs are shown in their stem

form, w

ithout the infinitive ku.I

o 0o

I0

0I

E.E 0

EH

yphens are used only in front of qualifiers that take a prefix.//

3 E3

0E

IE '

E cC

, C

Except for the N class of nouns, plural prefixes are generally shown

II

III

in brackets, although in a few cases the full forrn of a plural nounII

Otti

IC

is given.0

I0

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0c ~

Ec

c

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C-a of

andika (to) writeI

N IUI

-a kwanza firstangalia (to) take care, observe

N 1/III

0 V O V Cl

0 0 0 0

-a mw

isho lastI

Gi

I I I I I I I I I I I I I I I I I-angu m

yI

UU

ttU

-a pili secondanw

ani addresso

00

I II/

EGi

30

0d

abiria passengeranza (to) begin

0.C

CI

adhuhuri midday

anzia (to) start fromII

tuafadhali better, preferable

-ao their0

ItU

oI

0E

I EU

l 'CL

GU0

0Afrika Afrlca

Aprili AprilC

Gitu

QN

IC

N0

CilI

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c0 N

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l0 N

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agiza (to) orderarobaini forty

CN

IN

N

LDI

I I I I I I I I I I I I I I I I I I I I I I I I I I I I

Agosti Augustarusi wedding

+II

ttlI

ahadi promise

asante thank youC

I OE

Ql

ahirisha (to) postponeasili ongin, source

zI

0 CiC

Ql

EE 3

C3

00

Gi tU

0 0p

00

aidha moreover

askari soldier, policeman

IE E

p0

CI

aina kind, typeasubuhi m

orningII

ajali accidentau or

I1

IQ

ltU

au ... au either ... orI, E —

:U

ajili reason, sake0

C11 Ut

tU0

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-ake hls, her, lts>

-0 0

— E

EE

E2

c>

cL/I

akina see kinabaa bor

/

E E

IIttl

-ako yourbaada ya after

IU

' E.

0ttl

ala! expression of suprisebaadaye afterwards

•CL

I0

CE

CI

00 3 0 3

o0

0alasiri af'ternoon

baba father0

Gi Q

iE

IE E

p0

3C

Ialfajiri down

baba mdogo uncle (poternai)

Alhamisi Thursday

babu (ma) ancestor

6 0alika (to) invite

badala ya instead ofQ

lalm

ari chest of drawersbado still, (not) yet

1/1GO

ama or

bafu bath, showert

',t//i •

NG

lo

XQ

ldt

3 E0 C C Q

ama ... am

a either ... orbahari sea, ocean

IhLc Gi

QcG

lQi

GiGi

ll/C

CCL

Ltam

ba- who, whichLi

u ~ttl

tU0

Ntt

bahasha envelopeN 0 V C 0

Ql

G/ tU

QiL

dt/t

Ql

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c G

llp

0 Cl. 00

ambia (to) tell

bahati luck, fortune4J

0 C Gi0

00 0

E 'UI

U~

Qi~ E

1/1/U /

(Up

0C

00

amka (to) woke

CV

0baiskeli bicycle

Git/t

1/td

C! C

C p 0

tUQ

0z

0-

90

I-CL

CLtt

andazi (ma) doughnut

baki (to) remain

344Swahili-English vocabulary

3 4 5

P" /IIII* QlI! tt- 0 Gl

C I E Ot tU Swahili — English vocabularyC. tU 0 0 0 0

Ql/ 0 I/l 3 3

I I I I I I I I I I I I I I I I I

O 3 0 p 0 0C C

II

\ II Ql Verbs are shown in their stem form, without the infinitive ku.I o 0 oI 0 0I E .E 0 E Hyphens are used only in front of qualifiers that take a prefix.

/ / 3 E 3 0E I E ' E c C , C Except for the N class of nouns, plural prefixes are generally shownI I

I II in brackets, although in a few cases the full forrn of a plural nounII O ttiI C is given.

0 I 0 ' U t 0c ~ E c c

I I I I I I I I

0 CL 0 ~ 0CL CL. p 0

I tU 0 <U 0 0 O 0F 0 GO CL 0CL 0 CL K 0 CL C -a of andika (to) writeI

N IU I -a kwanza first angalia (to) take care, observeN 1/I I

I

0 V O V Cl0 0 0 0

-a mwisho lastI Gi

I I I I I I I I I I I I I I I I I-angu my

I UUt tU -a pili second anwani addresso 0 0I I I / E Gi

3 0 0 d abiria passenger anza (to) begin0. C C

I adhuhuri midday anzia (to) start fromII tu afadhali better, preferable -ao their

0 I tUo I 0E I E Ul 'CL GU 0 0 Afrika Afrlca Aprili April

C Gi tu Q NI C N 0CilI E c c 0 N 0 Ql 0 N 0 N C agiza (to) order arobaini fortyC N I N N

LD I

I I I I I I I I I I I I I I I I I I I I I I I I I I I I

Agosti August arusi wedding+ I

I ttlIahadi promise asante thank you

CI OE Ql ahirisha (to) postpone asili ongin, source

z I 0 Ci C QlE E 3 C3 0 0 Gi tU

0 0 p 0 0 aidha moreover askari soldier, policemanI E E p 0

CI aina kind, type asubuhi morningII ajali accident au orI 1I Ql tU au ... au either ... orI, E —: U ajili reason, sake

0C11 UttU 0C CI

0 0 -ake hls, her, lts> - 0 0— E E E E 2 c > cL/I akina see kina baa bor

/

E E

II

ttl -ako your baada ya afterI

U' E . 0 ttl ala! expression of suprise baadaye afterwards

• CL I 0 CE CI 0 0 3 0 3 o 0 0 alasiri af'ternoon baba father0 Gi Qi

E I E E p 03 CI alfajiri down baba mdogo uncle (poternai)Alhamisi Thursday babu (ma) ancestor

6 0alika (to) invite badala ya instead of

Ql almari chest of drawers bado still, (not) yet1/1

GO ama or bafu bath, showert ' ,t//i • N GloX

Ql dt 3 E 0 C C Q ama ... ama either ... or bahari sea, oceanIh Lc Gi QcGl QiGi Gi ll/C CCL Lt amba- who, which

Li u ~ ttl tU 0 N tt bahasha envelopeN 0 V C 0

Ql G/ tU Qi Ld t/tQl 0Gi c G llp0 Cl. 0

0 ambia (to) tell bahati luck, fortune4J

0 C Gi0 0

0 0 E 'UI U~ Qi ~ E 1/1/U / (U p 0 C0 0 amka (to) wokeC V 0 baiskeli bicycle

Gi t/t 1/ td C! C C p 0 tU Q0z 0 - 9 0I- CL CL tt andazi (ma) doughnut baki (to) remain

344 Swahili-English vocabulary 3 4 5

bandari port chama (vy) association, political debe (ma) large oi/-tin farnilia close familybandika (to) stick on party deni (ma) debt fanaka successBara Hindi India chambua (to) sort aut dereva (ma) driver fanya (to) do, rriakebarabara major road chamshakinywa (vy) breakfast Desemba December fanya kazi (to) workbaraka blessing chandalua (vy) rriosguito net desturi custom, habit fariki (to) die (hurnans)baridi cold, coolness -changa young dhaifu frail, weak faulu (to) succeed, pass an exambarua letter changarnka (to) feel rnore cheerful dhuru (to) harm Februari Februarybarua pepe ernai/ changarnsha (to) cheer sb. Up dirisha (ma) window fedha money, silverbasi so, now, well changu kind of sea fish Disemba see Desemba feni fanbasi (ma) bus chelewa (to) be late divai wine fika (to) arrivebati (ma) corrugated iron chemka (to) be boiling doa (ma) spot, mark fikiri (to) consider, thinkbatiki batik chemsha (to) boil (something) -dogo small fisi hyena-baya bad chenji change (coins) dudu (ma) large insect, pest forodha customs officebeba (to) carry cherehani sewing machine duka (ma) shop fua (to) wash clothesbega (ma) shoulder cheti (vy) note, certificate duma cheetah fuata (to) followbei price cheza (to) dance, p/ay dume male animal fuatana (to) accompanybeseni basin chini down, on the floor dumu (ma) jerry-can fulani someonelthingbetri battery chini ya under fuma (to) weavebia beer chinja (to) slaughter ebu! hl there! fumua (to) unplckbiashara trade choka (to) get tired egesha (to) park fundi (ma) skilled workerbibi (ma) lady, grandmother chonga (to) carve (wood) -ekundu red fundisha (to) teachbibi arusi bride choo (vy) lavatory, excrement elewa (to) understand funga (to) close, tle, fastenbidi (to) be compelled chubuka (to) be bruised eleza (to) explain fungua (to) open untiebila without chui /eopard elfu thousand funika (to) coverbilauri glass, turnbler chukua (to) take, carry -enla good funua (to) uncoverbinadamu human being chuma (to) gather, p/Uck -embamba narrow -fupi shortbiriani rice dish chumba (vy) room embe (ma) mango fura (to) swellbizari curry powder chumvi salt enda (to) go(5 ingredients of) chungu (vy) cooking-pot endelea (to) continue, progress ganga (to) hea/, cure

blanketi (ma) blanket chungwa (ma) orange endesha (to) drive gani? what (kind)?bora good, better chuo kikuu (vy) university eneo (ma) area gari (ma) vehicleboti boat chupa bottle -enye having gari moshi (ma) trainbuibui outer garment (Muslim chwa (to) set (sun) -enyewe self gauni (ma) dress, frockwomen) -enu your (pl.) gawanya (to) divide up

buluu blue dada sister -erevu cunning gazeti (ma) newspaperbure useless, uselessly dafu young coconut -etu our gereji (ma) garagebwana (ma) gentleman, Mr, slr dakika minute -eupe white ghafula suddenlybwana arusi bridegroom daktari (ma) doctor • eusi black ghala store, warehouse

daladala private bus (Tanz.) ezeka (to) roof a building ghali expensive-chache few dalasini cinnamon ghorofa floor, storeychai tea damu blood fa (to) dle gilasi g/asschakacha women's dance darasa (ma) class, classroom faa (to) be suitable, useful godoro (ma) mattresschakula (vy) food dawa medicine, treatment fagia (to) sweep gofu (ma) ruin (building)

Swahili-English vocabulary g 4. 7

gogo (ma) log hizi, hizo these jangwa (rna) desert kabila {ma) tribegonga (to) knock hodari able, brave, efficient jani (ma) leaf kabisa cornpletely, entirelygoti (ma) knee Hodi! May Ilwe corriein? 3anuari January kabla before-gumu hard homa fever 3e! Well! Now then! kabla ya beforegunia (ma) sack hoteli hotel -je? how? kadin extent, amount

hudhuria (to) attend jembe (rna) hoe kahawa coffee (drink)habari news huenda perhaps jenga (to) build kahawia brownhadithi story huko over there (at) Jeraha (ma) wound, sore kaka brotherhakika certainty huku around here jibu (ma) answer kama like, such as, ifhalafu then, afterwards hukumujudgement, sentence jibu (to) reply kamba ropehali state, condition humu, humo in here jicho (macho) eye kamera camerahalisi genuine, true hundi cheque jifun gua (to) give birth kamili complete, exact, exactlyhamsini fifty hundi ya posta postal order jifunza (to) learn kampuni (ma) company, firmhamu need, desire husu (to) concern jiji {rna) city kana (to) denyhapa, hapo here huu, huo this jike (ma) female animal kando aside, away fromhapana no huyu, huyo this {person, anirnai) jiko (meko) kitchen, cooker, stove kando ya near, next tohapo then, there jina (ma) name kanga patterned cloth {wornen)hara (to) have diarrhoea iba (to) steal jino (meno) tooth kanisa (ma) churchhara damu (to) have dysentery Ijumaa Friday jinsi manner, type kanzu long garment {Muslim men)haribika (to) be broken ijapo although, even though jiografia geography kaptura shortsharibu (to) destroy, spoil ijapokuwa although, jioni evening karabati (to) renovateharusi see arusi even though jirani (ma) neighbour karani (ma) clerkhasa particularly, exactly ikiwa if jiwe (mawe) stone karibia (to) move near tohata until, so, (not) even ila but, except joto heat karibisha (to) welcome sb.hatari danger ile that jua (ma) svn Karibul We/come!hatimaye eventually ili in order that jukwaa (ma) stage karibu near, soonhawalhao these (people, animals) iliki cardamom 3ulai July kaseti cassetteHayal Okay! Right! Fine! imba (to) sing 3umamosi Saturday kasha (ma) chest (storage)haya, hayo these ingawa although 3umanne Tuesday kasirika (to) be angryhebu! see ebu! -ingi many jumba (ma) large building kaskazi N.E. monsoonhela money (not much used) ingia (to) enter jumba la makumbusho (ma) kaskazini northhema tent -ingine some, other museum kata (to) cut, buy, sellheri happiness, good luck isha, kwisha (to) be finished jumla total kata hukumu (to) pronounceKwa heri! Goodbye! ishirini twenty 3uni June judgementhesabu (to) count ita (to) call, name juu above, up kata kiu (to) quench thirsthewa air, atmosphere iwapo if, supposing juu ya on kata njia (to) take a short cuthii, hiyo this -a juu top kata shauri (to) make a decisionhiki, hicho this ja (to) come juzi day before yesterday kata tamaa (to) despairhili, hilo this jaa (to) be full juzijuzi recently kataa (to) refuse, declinehisani kindness jahazi (ma) dhow kataza (to) forbidHispania Spain jamaa extended family kaa (ma) lump of charcoal katiba constitutionhitaji (t'o) need jambo (mambo) matter, thing kaa (to) sit, stay, live katibu secretary (com pany,hivi, hivyo these, thus jana yesterday kabati (ma) cupboard committee, etc.)

348 Swahili-English vocabulary 34cl

katikati in the middle Kimvita Mombasa dialect of Swahili kandakta (ma) conductor ltiain/busi la (to) eatkati ya between kimya quiet, quietly koo (rna) throat Lai Certainly not!kawaida custom kina associates of som eone kopa (to) borrow labda perhapskazi work kina baba menfolk kopesha (to) lend laini srnooth, softkera (to) annoy kinaganaga explicitly, in detail koroga (to) stir laiti if onlykesho tomorrow kinu (vi) mortar, mill korosho cashew nut lakini butkesho kutwa day after tomorrow kinyago (vi) carving kosa (ma) error, fault lala (to) lie down, sleepketi (to) sit kinyozi (vi) barber kosa (to) miss, make an error larni tar, tarmackiangazi hot season kinywa (vi) mouth koti (ma)jacket, coat lazima necessary, necessitykiasi amount kinywaji (vi) drink kubali (to) agree, accept leo todaykiatu (vi) shoe kiongozi (vi) leader, guide -kubwa large leta (to) bnngkiazi (vi) sweet potato kioo mirror, window-pane kucha whole night lewa (to) be drunkkibanda (vi) hut kipande (vi) piece kuhusu concerning, about likizo holiday, vacationkibibi (vi) small pancake kipindupindu cholera kuku chicken, hen lile thatkiboko (vi) hippopotamus ki pofu (vi) blind person kulia right (side) limau (rna) /emonkichefuchefu nausea kipupwe cool season kuliko than linda (to) guardkichwa (vi) head kisamvu cooked cassava leaves kumbuka (to) remember lipa (to) paykidato (vi) form (sec. school) kisha then Kumbei expression of surprise lisha (to) graze, feedkidogo a little, slightly kisima (vi) well, bore-hole kumi ten lori (ma) lorry, truckkidole (vi) finger, toe kisu (vi) knife kundi (ma) group lugha languagekifaa (vi) tool Kiswahili the Swahili language kuni firewood (pl.)kifaru (vi) rhinoceros kitabu (vi) book kunja (to) fold maana meaning, causekifua (vi) chest, chest ailment kitambaa (vi) cloth, fabric kunjua (to) unfold maarifa knowledgekifungo (vi) button kitanda (vi) bed kuro water buck Machi Marchkifunguakinywa (vi) breakfast kitendawili (vi) riddle kurupua (to) startle mada topickifuniko (vi) lid kiti (vi) chair kushoto left (side) madaraka responsibihtykijana (vi) young person kitumbua (vi) rice bun kusini south maelezo explanationkijani green kitunguu (vi) onion kusudia (to) intend maendeleo development, progresskijiji (vi) village kitoto (vi) very small baby kutana (to) meet mafundisho teachingkijiko (vi) spoon kitu (vi) thing kutu rust mafuta oilkijitabu (vi) booklet, pamphlet kituo (vi) stopping- place kutwa whole day mafuta ya taa kerosene, paraffinkikapu (vi) basket kituo cha ndege airport -kuu great magharibi westkikoi (vi) men's sarong kituo cha polisi police-station kwa with, to, from, at magomvi quarrellingkikombe (vi) cup kiu thirst kwa ajili ya because of maharagwe kidney beanskila every, each kiungo (vi) seasoning, spice kwa heri goodbye mahali placekile that kivuli (vi) shadow, shade kwa kuwa because mahindi maize (sweetcorn)kilele (vi) peak, summit kiwete (vi) lame person kwa nini? why? mahitaji needs, requirementskilima (vi) hil/ kizibo (vi) plug, stopper kwa sababu because majani grass, leaveskilimo agriculture kiziwi (vi) deaf person kwama (to) become stuck maji waterkilo kiio kofia hat kwanza first majivu ashkima small monkey kombe (ma) serving dish, kweli truth, true, truly makaa charcoalkimbia (to) run away from trophy cup kwenu your (pi.) home makala written articiekimbilia (to) run to kompyuta computer kwetu our home maktaba library

35o Swahili-English vocabulary g 5 I

malaria malaria mbuzi goat mji (mi) town, settlement mpita njia (wa) passer-bymali wealth, property mbwa dog mjomba (wa) uncle (rnaternal) mpokeaji (wa) receptionistmaliwato bathroom mch ana dayti rne mjukuu (wa) grandchild mpotevu (wa) wasteful personmaliza (to) finish mchele husked uncooked rice mkahawa (mi) cafe mpwa nephewmama mother mchezo (mi) garne mkate (mi) loaf, bread mrengu (mi) outriggermama mdogo aunt (maternal) mchi (mi) pestle mke (wa) wife Mrusi (Wa) Russian (person)manjano yellow, turmeric mchicha spinach-like vegetable Mkenya (Wa) Kenyan (person) msafiri (wa) travellermanufaa usefulness, advantage Mchina (Wa) Chinese (person) mkono (mi) hand and arm, sleeve msahaulifu (wa) forgetful personmapema early mchungaji (wa) shepherd, herder mkoa (mi) region msaidizi (wa) assistant, helpermapigano fighting mchungwa (mi) orange tree mkorosho (mi) cashew-nut tree msalkheri! evening greetingmapokezi reception desklcounter mdomo (mi) lip Mkristo (Wa) Christian (person) mshikaki (rni) kebabmara time, occasion mdudu {wa) insect mkungu (mi) hand lsteiTil of mshinde (wa) losermara suddenly mechi match (sport) bananas mshonaji (wa) tailormarahaba! reply to shikamoo! Mei May mkunjufu (wa) cheerful person mshoni (wa) see mshonajiMarekani USA meneja (ma) rnanager mkutano (mi) meeting, conference msichana (wa) young unmarriedmarekebisho repair mfano (mi) example mlango (mi) door womanmaridadi elegant, smart mfanyabiashara see mlevi (wa) drunkard msimarnizi (wa) organizer, foremanmashariki east mfanyibiashara mlirna (mi) mountain msingi (mi) foundationmashindano competition, race mfanyakazi (wa) see mfanyikazi mlimau (mi) lemon tree msitu (mi) woodlandmasika season of heavy rain mfanyibiashara (wa) trader mlingoti (mi) mast mstari (mi) linemaskini poor mfanyikazi (wa) worker mlinzi (wa) guard, watchman Msumbiji Mozambiquemaskini! expression of sympathy Mfaransa (Wa) French person Mmarekani (Wa) American (person) mtaalamu (wa) expert, specialistmatamshi pronunciation mfinyango (mi) pottery figure mnamo at, in, about mtalii (wa) touristmatandiko bedding mfinyanzi (wa) potter mnanasi (mi) pineapple plant mtama (mi) milletmatata trouble, complications mfuko (mi) bag, pocket mnazi (mi) coconut palm Mtanzania (Wa) Tanzanian (person)matatizo problems Mganda (Wa) Ugandan (person) mno extremely, too mteja (wa) customermatatu private bus (Kenya) mgeni (wa) guest, stranger mnunuzi (wa) buyer mti (mi) treematembezi walk, stroll mgomba (mi) banana plant mnyama (wa) animal mtihani (mi) examinationmavuno harvest-time mgongo (mi) back, backbone -moja one mtindo (mi) stylemazao production mgonjwa (wa) ill person moja kwa moja straight ahead mto (mi) river, pillowmbali far mguu {mi) foot and leg -mojawapo any one (of) mtoto (wa) childmbalimbali various mhadhara (mi) lecture -moja -moja singly mtoto wa kike boymbele in front, ahead mhadhiri (wa) lecturer moshi (mi) smoke mtoto wa kiume girlmbele ya in front of Mhindi (Wa) Indian (person) mota motor, engine mtumbwi (mi) dug-out canoembili two mhindi (mi) maize plant moto (mi) fire (no outriggers)mbio fast, speedily mia hundred moyo (mi) heart mtume (mi) apostle, prophetmboga vegetable milionea millionaire mpagazi (wa) porter mtumishi (wa) employee, servantmbona? why ...? (surprise mimi I, me mpaka (mi) border, boundary muda (mi) period of timeor displeasure) miongoni mwa among mpaka up to, until muda wa during

mbu mosquito Misri Egypt mpanda (wa) climber muhogo (mi) cassavambuga ya wanyama game-park! mita metre mpigaji ngoma (wa) drummer mume (wa) husband

reserve mjenzi (wa) builder mpigaji picha (wa) photographer Mungu (mi) Godmbuyu (mi) baobab tree Mjerumani (Wa) German (person) mpishi (wa) cook muwa (mi) sugar-cane

Swahili-English vocabulary 3 5 3

muziki modern music namba nurriber (written) nusu half paka catmvi grey hair namna type nyama meat palilia (to) weed, hoemvua rain nanasi (rna) pineapple nyamaa (to) be quiet parnoja togethermvulana (wa) young man -nane eight nyani baboon pana there is/aremvuvi (wa) fisherman nani? who? nyanya grandrnother, tornato -pana widemwaka (rni) year nawa (to) wash the hands nyesha (to) rain pancha puncturemwalimu (wa) teacher nazi coconut nyoa (to) shave panda (to) board, clirnbmwana (wa) son or daughter nchi country nyoka snake panga (rna) rnachetemwanafunzi (wa) student, pupil ndani inside nyuma behind, at the back papai (ma) pawpaw, papayamwanamke (wanawake) woman ndi- am/is/are (emph.) nyuma ya behind, at the back of pasua (to) split, tear, operate onmwanamume (wanaume) rnan ndipo then, there sornething pata (to) getmwandishi (wa) writer ndiyoyes,itisso nyumba house patana (to) be in agreementmwandishi habari (wa)journalist ndizi banana nyumbu wildebeest patikana (to) be obtainablemwanzo (mi) beginning, onset ndoo bucket nyundo harnrner peke alonemwembe (mi) mango tree ndoto dream nywa (to) drink peleka (to) send, takemwendo (mi) movement, speed ndovu elephant pembe cornermwenye (wa) owner ndubi outrigger oa (to) marry (man) penda (to) like, lovemwenyeji (wa) native, local resident ndugu relative, close friend ofisi office pendeza (to) pleasemwenyewe (wa) himlherself nena (to) speak oga take a bath, shower pesa moneymwenzi (wa) companion nenda! go! ogelea (to) swim peta (to) bendmwezi (mi) month -nene fat ogopa (to) be afraid (of) pete ringmwili (mi) body neno (ma) word, utterance okota (to) pick up, find petroli petrol (USA gas)mwimbaji (wa) singer ngalawa dug-out canoe with oksijeni oxygen -pi? which?Mwingereza (Wa) Briton outriggers Oktoba October picha picture, photographmwinuko (mi) r'ise, elevation ngano wheat olewa (to) be married (woman) piga (to) hit, beatmwisho (mi) end -ngapi? how many? omba (to) ask for, beg, pray piga bao (to) consult omensmwishowe finally ngiri warthog ona (to) see, feel piga chafya (to) sneezeMwislamu (Wa) Muslim (person) ngoja (to) wait ondoa (to) remove piga chapa (to) printmwitu (mi) forest ngoma drum, dance ondoka (to) set off, leave piga deki (to) wash floormwivi (wevi) see mwizi ng'ombe cow onekana (to) be visible, be evident piga hema (to) pitch a tentmwizi (wezi) thief nguo garment, cloth ongea (to) chat, talk piga hodi (to) ask to comeinmwombaji (wa) beggar, supplicant nguru kingfish ongeza (to) increase, add to piga kelele (to) make a noisemwuzaji (wa) seller, stall-holder nguvu strength ongoza (to) lead piga kura (to) votemwuguzi (wa) nurse ni am/are/is onya (to) warn piga magoti (to) kneelmzazi (wa) parent nini? what? onyesha (to) show piga maji (to) get very drunkmzee (wa) old person ninyi you (pl.) operesheni operation piga makofi (to) clapmzigo (mi) piece of luggage, load njaa hunger osha (to) clean piga mbio (to) runmzoga (mi) carcass nje outside ota (to) dream, grow piga miayo (to) yawnMzungu (Wa) European (person) njia road, path • ote al/ piga mstari (to) draw a line

njoo! come! -o-ote any piga ngoma (to) beat a drumna and, with, by -nne four piga pasi (to) iron (clothes, etc.)nafasi opportunity, space Novemba November pa (to) give piga simu (to) telephonenakshi decoration, pattern nunua (to) buy paa roof piga soga (to) chat, gossip

354 Swahili-English vocabulary 3 5 5

pigana (to) fight rudisha (to) return sornethlng shiba (to) be satisfied stoo storepika (to) cook ruhusa perrnisslon shida difficulty, trouble subin (to) wait, be patientpikipiki rnotorcycle ruhusu (to) allow, permit shika (to) hold, grasp sufuria metal cooking-potpilipili pepper ruka (to) jump shikamoo greeting to an older sukari sugarpinda (to) turn, bend person sukuma (to) pushpinduka (to) be overturned saa hour, clock, watch shilingi shilling sura face, appearancepita (to) go along, through, by saba seven shinda (to) win, succeed suruali trousersplasta plaster, adhesive dressing sababu reason shindana (to) cornpete swala gazellepoa (to) get cool, recover sabini seventy shingo neck swali (ma) questionpokea (to) receive safari journey shiti sheet swara see swalapole! sorry! safi clean shona (to) sew swichi switchpolepole slowly safiri (to) travel shughuli duties, comrnitrnentspombe local beer safisha (to) clean shugulika (to) be busy taa light (electric ciil)pona (to) recover saga (to) grind grain shuka sheet tabibu (ma) doctorponda (to) pound sahau (to) forget shuka (to) descend, leave vehicle tafadhali pleasepongea (to) recover sahihisha (to) correct shukuru (to) thank tafuta (to) look forpongeza (to) congratulate saidia (to) help si arn!arelis not taka (to) wantponya (to) cure saladi sa/ad sifuri zero, nought, nll tamaa desirepori (ma) bush, scrub area salama safely sikia (to) hear tamthilia play (drarna)pasta post office salamu greetings sikiliza (to) listen tanga (ma) sailpotea (to) be lost salimu (to) greet sikio (ma) ear tangazo (ma) notice,poteza (to) waste, spoil samahanil sorry! siku day (24 hours) advertisementpua nose samaki fish simama (to) stand, stop tango (ma) cucumberpumzika (to) rest sambusa samosa simamisha (to) stop a vehicle tangu sincepunda milia zebra samehe (to) forgive simba lion -tano fivepungua (to) decrease sana very simu telephone tapika (to) vomitpunguza (to) reduce something sanaa art, artistry simu ya mkononi mobile phone tarabu music (coastal) for listeningpwani beach, coast sanduku (ma) box sindikiza (to) accompany part tarehe date (of month)-pya new sanifu standard of the way, see sb. off taslirn cash payment

sasa now sisi we, us tata (to) tanglerafiki friend sauti sound, voice sita six tatua (to) untanglerafu shelf sehemu part, section sitini sixty -tatu threeraha comfort sekunde second (time) siyo no tayari readyrahisi easy, cheap senti cent soda non-alcohollc drink tayarisha (to) get something readyrais (ma) president Septemba September soko (ma) market tazama (to) look atramani map serikali government soksi sock tegemea (to) depend onrambirambi expr. of condolence shairi (ma) poem soma (to) read, study teksi taxirangi colour shaka (ma) doubt samo (ma) lesson, subject tembea (to) walkratiba timetable shamba (ma) farm, plantation spea spare-part tembelea (to) visit-refu long, tall, high, deep shangazi aunt (paternal) staafu (to) retire from employment tembo elephantrekebisha (to) repair shati (ma) shirt stampu postage stamp tena again, alsorobo quarter shauri (ma) advice, problem stempu see stampu tengeneza (to) prepare, repairrudi (to) return needing discussion stesheni station tetemeko (ma) earthquake

356 Swahili-English vocabulary 3 5 7

thelathini thirty Ufaransa France usahaulifu forgetfulness wavu (nyavu) nettheluji snow ufunguo (funguo) key usalama safety waza (to) think, ponderthernanini eighty ugali polenta ushairi poetry wazi opentia (to) put Uganda Uganda ushanga (shanga) bead wazo (rna) thought,l deotiketi ticket Ugiriki Greece usiku (siku) night weka (to) put (aside)tisa nine ugornvi quarrelling uso (nyuso) face wekesha (to) reserve, booktisini ninety ugonjwa illness utafiti research wewe you (sing.)tofaa (rna) apple ugua (to) becomelll utoto childhood weza (to) be able to do sthg.tofali (ma) brick uhazili secretarial work utukufu glory wezekana (to) be possibletofauti difference uhitaji need, requirement uwanja (wanja) pitch lgames) wiki weektofautiana (to) differ Uingereza U.K., Britain uza (to) sell -wilitwotoka frorn, since Ujerumani Germany uzee old age wimbo (nyimbo) songtoka (to) leave (a place) uji liquid porridge, gruel winda (to) hunttoka damu (to) bleed ujinga stupidity vaa (to) dress, be wearing wingi abundancetokea (to) happen ujumbe (jumbe) message vazi (ma) garment wingu (rna) cloudtokeza (to) protrude ukanda (kanda) tape (vldeo etc.) vibaya badlytosha (to) be enough, suffice ukimwi AIDS video video ya oftoza (to) fine, tax ukubwa size vile those, thus yaani that is to say, /.e.treni train ukumbi (kumbi) sitting-room vilevile a/so yai (ma) eggtujust, only ukunjufu amiability, cheerfulness vipi? how? yale thosetua (to) alight, land ukuni (kuni) stick of firewood vizuri well yeye slhetui coconut juice ukurasa (kurasa) page volkeno volcano yu slheistuma (to) send ukuta (kuta) wall vua (to) undress yule that (person, animal)tumaini (to) hope, expect Ulaya Europe vuka (to) crosstumbili vervet monkey ule that vuli season of light rain za oftumbo (ma) stomach ulimi (ndimi) tongue vunja (to) break zaa (to) give birth, producetumbukia (to) tumble into uliza (to) ask vunjika (to) be broken zahanati clinic, dispensarytumika (to) be of service, employed uma (to) hurt vuta pu// zaidi moretunda (ma) single fruit umba (to) create vuta pumzi (to) breathe in zamani long agotunza (to) take care of umeme electricity zambarau purpletupa (to) throw umia (to) be injured wa (to) be zana tools, appliancestwanga (to) pound grain umiza (to) cause pain to someone wa na (to) have zao (ma) croptwiga giraffe umri age wahi (to) do sthg. in time zawadi gift, present

umwa (to) be/ll, feel pain waka (to) burn, blaze zeeka (to) become oldua (to) kill unda (to) construct wakati (nyakati) time, period ziba (to) stop up, plugubao (mbao) plank, blackboard unga flour wala nor (with negative tense) -zima whole, wellubaya badness, evil unywele (nywele) single hair wale those (people, animals) -zito heavyUbelgiji Belgl um upande (pande) side, direction wali cooked rice zoea (to) be familiar withUchina China upesi quickly wao they zuia (to) preventudhaifu frailty, weakness upotevu waste, vandalism wapi? where? zunguka (to) go roundudogo smallness upuuzi foolishness, nonsense washa (to) light fire, /amp zungumza (to) converseudongo soi/, clay urefu height, length wasili (to) arrive -zuni goodufagio (fagio) broom, brush Urusi Russia wasiwasi worry zuru (to) visit

Swahili-English vocabulary 3 $ ci

bar (for alcohol) klabu, baa borrow ku-kopabarber kinyozi (vi) boondary rnpaka (mi)

English — Swahili vocabulary basin bese ni box sanduku (rna)basket kikapu (vi) boy rntoto wa kiurne (wa)bath (have a) ku-oga brave hodaribath bafu bread mkate (mi)

able (be) ku-weza announce ku-tangaza bathroom maliwato break ku-vunjaabove juu announcement tangazo (rna) battery betri breakfast charnshakinywaaccident ajali annoy ku-kera be ku.wa breathe ku-vuta purnziaccompany ku-fuatana another -ingine beach pwani brick tofali (ma)accompany part way ku-sindikiza answerj ibu (rna) beads shanga bride bibi arusi (rna)address anwani any -o -ote bean haragwe (ma) bridegroom bwana arusi (ma)advantage manufaa appearance sura beat ku-piga bring ku-letaadvertise ku-tangaza apple tofaa (ma) because kwa sababu, kwa kuwa Britain Uingerezaadvertisement tangazo (ma) Apri/Aprili bed kitanda (vi) British (person) Mwingerezaadvice shauri (ma) are ni bedding matandiko broken (be) ku-vunjikaadvise ku-shauri area eneo (ma) beer bia, pombe broken down (be) ku-haribikaafraid (be) ku-ogopa arm mkono (mi) before kabla broom ufagio (fagio)Africa Afrika arrive ku-fika, ku-wasili beg ku-omba brother kakaafter baada ya art sanaa beggar mwombaji (wa) brown kahawia, hudhurungiafternoon alasiri article (wriCten) rnakala begin ku-anza bruised (be) ku-chubukaafterwards baadaye ash majivu beginning mwanzo (mi) bucket ndooagain tena, halafu aside (to one side) kando behind nyuma build ku-jengaage umri ask ku-uliza bend ku-pinda builder mjenzi (wa), mwashi (wa)agree (to) ku-kubali assistant msaidizi (wa) best bora building jengo (ma)agreement (be in) ku-patana association chama (vy) between kati ya large building jumba (ma)agriculture kilimo at kwa, kwenye bicycle baiskeli burn ku-wakaAIDS ukimwi attend ku-hudhuria birth (give) ku-zaa bus basi (ma), daladala, matatuair hewa August Agosti black -eusi bush (area) pori (ma)al/ -ote aunt (maternal) mama mdogo blackboard ubao (mbao) bus-stop kituo cha mabasial/ow ku-ruhusu aunt (paternal) shangazi blanket blanketi (ma) busy (be) ku-shughulikaalone peke -angu, -ake, etc. bleed ku-toka damu but lakini, ilaaloud kwa sauti baobab tree mbuyu (mi) blessing baraka button kifungo (vi)also tena, vilevile baboon nyani blind -pofu buy ku-nunuaalthough ingawa, ijapo, ijapokuwa baby mtoto mchanga (wa) blood damu buyer mnunuzi (wa)am ni back (phys.) mgongo (mi) blue buluuAmerican (person) Mmarekani back (at the) nyuma boat boti cafe mkahawa (mi)among miongoni mwa bad -baya body mwili (mi) cal/ ku-itaamount kiasi badly vibaya boil ku-chemka camera kameraancestor babu (ma) badness ubaya boil sthg. ku-chemsha canoe mtumbwi (mi)and na, tena, -ka- bag mfuko (mi) book kitabu (vi) canoe with outriggers ngalawaangry (be) ku-kasirika banana ndizi booklet kijitabu (vi) car motokaa gari (ma)animal mnyama (wa) banana plant mgomba (mi) border mpaka (mi) carcass mzoga (mi)

36o English-Swahili vocabulary 3 6 I

cardamom iliki clean safi cooking-pot chungu (vy),sufuria depend on ku-tegerneacare for ku-tunza clerk karani (ma) (metal) descend ku-shukacarry ku-beba, ku-chukua climb ku-panda coo/ baridi desert jangwa (ma)carve ku-chonga climber mpanda (wa) cool season kipupwe desire tarnaa harnucarving kinyago (vi) clinic zahanati, kliniki corner pembe despair ku-kata tamaacashew nut korosho clock saa correct sthg. ku-sahihish a destroy ku-haribucashew tree mkorosho (rni) close ku-funga correct sawa detail (in) kinaganagacassava muhogo (mi) cloth kitambaa (vi), nguo corrugated iron bati (rna) dhow jahazi (ma)cassette kaseti cloud wingu (rna) count ku-hesabu diarrhoea (have) ku-haracat paka coast pwani country nchi, shamba (rural area) die (hurnans) ku-fa, ku-farikicause maana, sababu coat koti (ma) cover sth, ku-funikag di ffer ku-tofautianacellphone see rnobile phone coconut nazi, dafu (ma) cow ng'ombe di fference tofauticent senti coconutjuice tui create ku-umba difficulty shidacertainty hakika coconut palm mnazi (mi) crop zao (rna) dig ku-limacertificate cheti (vy) coffee (drink) kahawa cross ku-vuka direction (in the — of) upande wachair kiti (vi) cold baridi cucumber tango (ma) dish kombe (ma)change (money) chenji colour rangi cultivate ku-lima dispensary zahanaticharcoa/ (lump) kaa (ma) come ku-ja cunning -erevu distress taabuchat ku-ongea, ku-zungumza come! njoo! cup kikombe (vi) kombe (ma) divide ku-gawa, ku-gawanyacheap rahisi comfort raha cupboard kabati (ma) doctor mganga (wa), daktari,cheerful -kunjufu commitments shughuli cure ku-ganga, ku-ponya tabibu (ma)cheerfulness ukunjufu companion mwenzi (wa) curry powder bizari dog mbwacheer up ku-changamka company kampuni (ma) custom desturi, kawaida door mlango (mi)cheer (sb) up ku-chamgamsha compete ku-shindana customer mteja (wa) doubt shaka (ma)cheetah duma competition mashindano customs office forodha doughnut andazi (ma)cheque hundi complete kamili cut ku-kata down chinichest (phys.) kifua (vi) completely kamili downwards chinichest (storage) kasha (ma) complications matata dance ku-cheza ngoma dream ku-otachest of drawers almari computer kompyuta dance ngoma, dansi dream ndotochicken kuku concern (be -ed with) ku-husu danger hatari dress gauni (ma)child mtoto (wa) concerningj uu ya, kuhusu date (calendar) tarehe drink ku-nywachildhood utoto condition hali daughter mwana (wa), binti drink kinywaji (vi)China Uchina conductor kondakta (ma) dawn alfajiri drive ku-endeshaChinese (person) Mchina (Wa) conference mkutano (mi) day (24 hrs) siku driver dereva (ma)cholera kipindupindu congratulate ku-pongeza daytime mchana drum ku-piga ngomaChristian (person) Mkristo (Wa) congratulations hongera, deaf -ziwi drum ngomachurch kanisa (ma) pongezi debt deni (ma) drummer mpigaji ngoma (wa)city jiji (ma) consider ku-fikiri December Desemba, Disemba drunk (be) ku-lewaclap ku-piga makofi constitution (poi.) katiba decline (e.g. invitation) -kataa drunkard mlevi (wa)class darasa (ma) construct ku-unda decoration nakshi during muda wa, wakati waclassroom darasa (ma) continue ku-endelea decrease ku-pungua duties (work) shughuliclay udongo cook ku-pika decrease sthg. ku-punguza dysentery (to have)clean ku-safisha cook mpishi deny ku-kana ku-hara damu

English-Swahili vocabulary g 6g

each kila explain ku-eleza " fisherman mvuvi (wa) German (person) Mjerumani,ear sikio (rna) explanation maelezo five -tan o Mdachiearly mapema explicitly kinaganaga flour unga Germany Ujerumaniearthquake tetemeko (ma) extent kadiri fold ku-kunja get ku-pataeast mashariki extremely mno follow ku-fuata get on (e.g, bus) ku-pandaeasy rahisi eyejicho (macho) food chakula (vy) get used to ku-zoeaeat ku-la foolishness upuuzi gift zawadieditor mhariri (wa) fabric kitambaa (vi), nguo foot mguu (mi) giraffe twigaegg yai (ma) face uso (nyuso), sura forbid ku-kataza girl rntoto wa kike (wa)Egypt Misri familiar (be — with) ku-zoea foreign -geni, -a kigeni give ku-paeight -nan e family familia, jamaa foreigner mgeni (wa) give birth ku-jifunguaeighty themanini fan feni foremanJwoman msimamizi (wa) glass gilasi, bilaurieither au, ama far mbali forest mwitu (mi) go ku-endaelder mzee (wa) farm shamba (rna) forget ku-sahau go! nendaielectricity umeme fast ku-funga forgetful -sahaulifu go around ku-zungukaelephant ndovu, tembo fasten ku-funga forgive ku-samehe go near ku-karibiaelevation mwinuko (mi) fat -nene (hurnans), -nono form (sec. sch.) kidato (vi) goat mbuziemail barua pepe (animals) forty arobaini God Munguemployed (be) ku-tumika father baba foundation msingi (mi) good -zuri, -emaemployee mtumishi (wa) February Februari four -nne goodbye kwa heriend mwisho (mi) feed ku-lisha frail dhaifu goodness wema, hisaniengine injini, mota feel (e.g. hotl ku-ona, ku-sikia frailty udhaifu gossip ku-piga sogaenough (be) ku-tosha female -ke, -a kike France Ufaransa government serikalienter ku-ingia female animal jike French (person) Mfaransa grandchild mjukuu (wa)entirely kabisa fever homa Friday Ijumaa grandfather babuenvelope bahasha few -chache friend rafiki, ndugu grandmother bibi (ma), nyanyaerror kosa (ma) fifty hamsini frog chura (vy) grasp ku-shikaespecially hasa fight ku-pigana from toka grass majaniEurope Ulaya fighting mapigano front mbele graze ku-lishaEuropean (person) Mzungu (Wa) fill sthg. up ku-jaza in front of mbele ya great -kuuevening j ioni final -a mwisho fruit tunda (ma) Greece Ugirikieventually hatimaye finally mwishoni, mwishowe full (be) ku-jaa Greek (person) Mgirikievery kila find ku-ona, ku-pata green kijanievident (be) ku-onekana fine ku-toza game mchezo (mi) greet ku-salimuexactly kamili finger kidole (vi) game-parklreserve mbuga ya greetings salamuexamination (school, etc.) finish sthg. ku-maliza wanyama grind (grai n) ku-sagamtihani (mi) finished (be) ku-isha garage gereji group kundi (ma), kikundi (vi)

example mfano (mi) fire moto (mi) garment nguo, vazi (ma) grow ku-ota, ku-meaexceptila firewood kuni gather ku-chuma gruel ujiexcreta choo (vy) first -a kwanza gazelle swala, swara guard sthg. ku-lindaexpect ku-tumaini firstly kwanza gentleman bwana (ma) guard mlinzi (wa)expensive ghali fish ku-vua genuine halisi guest mgeni (wa)expert mtaalamu (wa) fish samaki geography jiografia guide kiongozi (vi)

English-Swahili vocabulary $ 65

hair nywele how? vipi? -je? kebab rnshikaki (mi) light (e g fire) ku washahalf nusu how many? -ngapi? Kenyan (person) Mkenya (Wa) like ku pendaharnmer nyundo human being binadamu kerosene rnafuta ya taa like karna, narnnahand rnkono (mi) hundred rnia key ufunguo (funguo) line mstari (rni)happen ku-tokea hunger njaa kill ku-ua lip mdomo (rni)happiness heri hungry(be) ku-wa na njaa kilo kilo listen ku-sikilizaharbour bandari hunt ku-winda kindness hisani live ku-kaa, ku-ishiharm ku-dhuru hurt ku-uma kingfish nguru load rnzigo (mi)harvest (crop) zao (ma) husband murne (wa) kitchen jiko (rneko) loaf mkate (rni)harvest time mavuno hut kibanda (vi) knee goti (rna) local (person) mwe nyeji (wa)hat kofia (ma) hyena fisi kneel ku-piga magoti log gogo (ma)have ku-wa na knife kisu long -refuhaving -enye I mirni, ni- knock ku-gonga long ago zarnanihe yeye, a- idea wazo (ma) know ku-jua look after ku-angalia, ku-tunzahead kichwa (vi) if ikiwa, iwapo, kama knowledge maarifa, habari look (at) ku-tazama, ku-onahear ku-sikia ill (becorne) ku-ugua look for ku-tafutaheart moyo (mi) illness ugonjwa, maradhi lady bibi (ma) lorry lori (ma), gari (ma)heatj oto immediately mara rnoja, sasa hivi lamp taa loser rnshinde (wa)heavy -zito increase ku-ongeza land ku-tua lost (be) ku-poteaheight urefu India Bara Hindi language lugha love ku-pendahelp ku-saidia Indian (person) Mhindi (Wa) large -kubwa luck bahatihen kuku injured (be) ku-umia /ast -a mwisho luggage (plece of) mzigo (mi)her yeye, -ake, -m- injury jeraha (ma) late (be) ku-chelewaherder mchungaji (wa) insect mdudu (wa) lavatory choo (vy), msala (mi) machete panga (ma)here hapa, huku inside ndani lead ku-ongoza maize mahindiherself mwenyewe instead of badala ya /eader kiongozi (vi) maize plant mhindi (mi)high -refu intend ku-kusudia /eaf jani (ma) make ku-fanya, ku-tengenezahill kilima (vi) invite ku-alika, ku-karibisha learn ku-jifunza malaria malaria, homa ya malariahim yeye, -m- iron sthg. ku-piga pasi leave ku-toka, ku-ondoka male -ume, -a kiumehimself mwenyewe Iron pasl lecture mhadhara (mi) male animal dumehippopotamus kiboko (vi) /s ni lecturer mhadhln (wa) man mwanamume (wanaume)his -ake its (possession) -ake left (dlrection) kushoto manager meneja (ma)hit ku-piga leg mguu (mi) mango embe (ma)hoe ku-palilia January 7anuari lemon limau (ma) mango tree mwembe (mi)hold ku-shika jerry-can dumu (ma) lemon tree mlimau (rni) many -ingiholiday likizo, livu join ku-unga lend ku-kopesha map ramanihope ku-tumaini journalist mwandishi-habari (wa) length urefu March Machihot moto j oumey safari leopard chui mark doa (ma)hot season kiangazi judgement hukumu /esson somo (ma) market soko (ma)hotel hoteli July 3ulai letter barua marry (men) ku-oahour saa jump ku-ruka library maktaba marry (women) ku-olewahouse nyumba June 3uni lld kifuniko (vi) mast mlingoti (mi)

English-Swahili vocabulary 3 67

match kibiriti (vi) name jina (rna) on juu ya pepper pilipilimatch (sport) mechi narrow -embamba once mara moja perhaps huenda, labdamatter jambo (mambo) nausea kichefuchefu onion kitunguu (vi) period rnuda (rni), wakati (nyakati)mattress godoro (ma) near karibu only tu perrnisslon ruhusaMay Mei necessary lazima open ku-fungua perrnit ku-ruhusume mirni, -ni- necessities mahitaji open wazi pest dudu (ma)meaning maana need sthg. ku-hitaji operation operesheni pestle mchi (mi)meat nyama need uhitaji opportunity nafasi petrol petrolimedicine dawa needlessly bure or au, ama photograph (take o) ku-piga pichameet ku-kutana neighbour jirani (ma) orange chungwa (ma) photograph pichameeting mkutano (mi) neck shingo orange tree mchungwa (mi) pick up ku-okotamessage ujumbe (jumbe) nephew mpwa order ku-agiza piece kipande (vi), sehemumetre mita net wavu (ngavu) origin asili pillow mto (mi)midday adhuhuri new -pya other -ingine pineapple nanasi (ma)middle (in the) katikati news habari our -etu pineapple plant mnanasi (mi)mill kinu (vi) newspaper gazeti (ma) outrigger (for canoe) mrengu (mi), pitch (games) uwan)a (wan)a)millet mtama (mi) next to kando ya ndubi pitch (tent) ku-piga hemaminibus daladala, matatu night usiku (siku) outside nje place mahali, pahaliminute dakika nine tisa overturned (be) ku-pinduka plank ubao (mbao)miss (e.g. bus) ku-kosa no siyo, hapana, la owner mwenye (wa), plantation shamba (ma)mistake (make a) ku-kosa nonsense upuuzi mwenyewe (wa) plaster (dressing) plastamistake kosa (ma) north kaskazini oxygen oksijeni platform see stagemobile phone simu ya mkononi nose pua play ku-chezamoney fedha, pesa note (chlt) cheti (vy) page ukurasa (kurasa) play (drama) tamthiliamonkey kima, tumbili notice tangazo (ma) pain (feel) ku-umwa pleose ku-pendezamonth mwezi (mi) notify ku-tangaza, ku-arifu pamphlet kijitabu (vi) please tafadhalimore zaidi not yet bado paraffin mafuta ya taa plenty wingimoreover aidha nought sifuri parent mzazi (wa), mzee (wa) plough ku-limamorning asubuhi November Novemba park (vehlcle) ku-egesha pluck ku-chumamortar kinu (vi) now sasa part sehemu, kipande plug sthg. ku-zibamosquito mbu number namba, nambari, tarakimu particularly hasa plug kizibo (vi)mosquito net chandalua (vy) nurse mwuguzi (wa) party (politicall chama (vy) pocket mfuko (mi)mother mama pass (by, along, through) ku-pita poem shairi (ma)motor mota, injini observe ku-angalia pass (exam) -faulu, -shinda poetry ushairimotorcycle pikipiki obtainable (be) ku-patikana passenger abiria po/enta ugalimountain mlima (mi) occur ku-tokea passer-by mpita njia (wa) policemanlwoman polisi,mouth kinywa (vi) ocean bahari path njia askari polisimovement mwendo (mi) October Oktoba patient mgonjwa (wa) police-station kituo cha polisi (vi)Mozambique Msumbiji of-a pattern nakshi poor maskinimuseum jumba la makumbusho office ofisi pawpaw (papaya) papai (ma) port bandarimusic muziki, tarabu oil mafuta pawpaw tree mpapai (mi) porter mpagazi (wa)Muslim (person) Mwislamu (Wa) old -zee (people) pay ku-lipa possible (be) ku-wezekanamy -angu old (become) ku-zeeka peak kilele (vi) post office posta

English-Swahili vocabulary 3 69

postage stamp stampu, sternpu race shindano (rna) roof paa shoe kiatu (vi)postal order hundi ya posta rain ku-nyesha room churnba (vy) shop duka (ma)postpone ku-ahirisha rain mvua rope kamba short -fupipotato kiazi (vi) rainy season (heavy) masika run (away frorn) ku-kirnbia shorts kapturapotter mfinyanzi (wa) rainy season (light) vuii shoulder bega (ma)pottery figure mfinyango read ku-soma sack gunia (ma) show ku-onyeshapound ku-ponda ready (get) ku-tayarisha safely saiama shower bafupound grain ku-twanga ready tayari safety usaiama side upande (pande), kandopray ku-omba, ku-saii rea/ haiisi sail tanga (ma) silence kirnyapreferable afadhaii reason sababu, maana sa/ad saiadi silver fedhaprepare ku-tayarisha, ku- receive ku-pokea sa/t chumvi since tangu, toka

tengeneza recentlyj uzij uzi samosa sambusa sing ku-imbapresident rais reception (hotel) mapokezi satisfied (be) ku-shiba singer mwirnbaji (wa)prevent ku-zuia recover ku-pona, ku-poa Saturday jumamosi singly -rnoja -mojaprice bei red -ekundu saucepan sufuria sister dadaprint ku-piga chapa reduce (lessen) ku-punguza say ku-sema sit ku-kaaproblem tatizo (rna), shauri (ma) refuse ku-kataa seo bahari sitting room ukurnbi (kumbi)produce ku-zaa region mkoa (rni) search ku-tafuta six sitaproduction mazao relation (relative) ndugu season majira, msimu (mi) sixty sitiniprogress ku-endeiea remain ku-baki second -a pili; ltime) sekunde size ukubwaprogress maendeieo remember ku-kumbuka secretarial -a uhaziii skilled worker fundi (ma)promise ku-ahidi remove ku-ondoa secretary mhaziii (wa), (karani (ma) slaughter ku-chinjapromise ahadi renovate ku-karabati section sehemu sleep ku-iaia usingizipronunciation matamshi repair ku-rekebisha see ku-ona sleeve mkono (mi)property mali repairs marekebisho self -enyewe slightly kidogoprotrude ku-tokeza reply ku-jibu sell ku-uza slowly poiepoieprovisions manufaa requirements mahitaji send ku-peieka, ku-tuma small -dogopull ku-vuta research utafiti September Septemba sma//ho/ding shamba (ma)puncture pancha reserve (e.g. a room) ku-wekesha servant mtumishi (wa) smart mandadipurple zambarau responsibility madaraka set (sun) ku-chwa smooth iainipush ku-sukuma rest ku-pumzika seven saba snack-bar mkahawa (mi), hoteiiput ku-tia, ku-weka retire (from work) ku-staafu seventy sabini snake nyoka

return ku-rudi sew ku-shona sneeze ku-piga chafyaquarrel ku-gombana return sthg. ku-rudisha sewing-machine cherehani snow theiujiquarrelling magomvi rhinoceros kifaru (vi) shade kivuii (vi) socks soksiquarter robo rice mpunga (plant), mcheie shadow kivuii (vi) soft iainiquestion swaii (ma) (husked), wali (cooked) shave ku-nyoa soft drink sodaquick -a upesi riddle kitendawiii (vi) she yeye, a- soil udongoquickly kwa haraka, upesi, mbio right (direction) kuiia sheet shuka, shiti soldier askari jeshiquiet (be) ku-nyamaa ring pete shelf rafu some (part of) -inginequiet kimya, -tuiivu river mto (mi) shepherd mchungaji (wa) son mwana (wa)quietly kimya, poiepoie road njia, barabara (main) shilling shiiingi song wimbo (nyimbo)quietness kimya, utuiivu roof (put on a) ku-ezeka shirt shati soon karibu

37O English-Swahili vocabulary 3 7 I

sore jeraha (ma) stupidity ujinga them (people) wao -wa. treat (illness) ku-ganga,sorry (be) ku-sikitika style mtindo (rni) then halafu, kisha, ndipo ku-tibusorry! samahanil succeed ku-shinda there kule, pale, huko tree mti (mi)sort (type) aina, jinsi, namna success fanaka these hawa, hizi, hivi, etc. tribe kabila (ma)sort out ku-charnbua sudden -a ghafula they wao, wa- trouble taabu, matata, shidasound sauti suddenly kwa ghafula thief rnwizi (wezi), rnwivi (wevi) trousers surualisouth kusini suffi ce ku-tosheka thing kitu (vi) truck lor> (ma) gan (rna)space nafasi sugar sukari think ku-fikiri, ku-waza true kweliSpain Hispania sugar-cane muwa (mi) thirst kiu truly kweli, kwa kwelispare-part spea, speapati suitable (be) ku-faa thirty thelathini Tuesday )umannespeak ku-sema, ku-nena summit kilele (vi) this huyu, hii, hiki, etc. turnbler bilaun gilasispecialist mtaalarnu (wa) sunjua those wale, zile, vile, etc. turmeric manjanospeed mwendo (mi) sweep ku-fagia thought wazo (ma) turn ku-pindaspice kiungo (vi) swel/ ku-fura thousand elfu (ma) twenty ishirinisplit ku-pasua swim ku-ogelea three -tatu twice mara mbilispoil ku-haribu switch swichi throat koo (rna) two -wilispoon kijiko (vi) sympathy rambirambi (zako) throw ku-tupa type aina, jinsi, namnaspot doa (ma) (expr. of, to a rnourner) Thursday Alhamisistagej ukwaa (ma) ticket tiketi Ugandan (person) Mganda (Wa)stall-holder mwuzaji (wa) tailor mshonaji (wa), rnshoni (wa) tie ku-funga umbrella mwavuli (mi)stand ku-simama take ku-chukua time (period of) saa, wakati uncle (maternal) mjomba (wa)standard sanifu take away ku-ondoa timetable ratiba uncle (paternal) baba mdogostart ku-anza talk ku-ongea, ku-zungumza tired (be) ku-choka uncover ku-funuastartle sb. ku-kurupua tall -refu today leo under chini yastate hali tangle ku-tata toe kidole (vi) understand ku-elewastation stesheni Tanzanian (person) Mtanzania (Wa) together pamoja undress ku-vuastay ku-kaa tape (video, etc.) ukanda, tepu tomato nyanya unfold ku-kunjuasteal ku-iba tarmac lami tomorrow kesho university chuo kikuustick sb. on ku-bandika taxi teksi too (much) mno unravel ku-fumuastill (ongoing) bado tea chai tool kifaa (vi), zana untangle ku-tatuastir ku-koroga teach ku-fundisha, ku-funza tooth jino (meno) untie ku-funguastomach tumbo (ma) teacher mwalimu (wa) top -a juu until hata, mpakastone jiwe (mawe) teaching mafundisho topic mada Up juustop ku-simama tear ku-pasua total jumla up to mpakastopper (bottle) kizibo (vi) telephone ku-piga simu tourist mtalii (wa) us sisi, -tu-store ghala, stoo telephone simu town mji (mi) USA Marekanistorey ghorofa tell ku-ambia trade (engage in) ku-fanya useful (be) ku-faastory hadithi ten kumi biashara usefulness manufaastraight (on) moja kwa moja tent hema trade biashara useless burestranger mgeni (wa) terminus kituo (vi) trader mfanyalmfanyi usually kwa kawaida, hu-strength nguvu thank ku-shukuru biashara (wa)student mwanafunzi (wa) thanks asante train gari moshi (ma), treni vacation likizo, livustudy ku-soma that yule, ile, kile, etc. travel ku-safiri vandalism upotevustupid -jinga their (people's) -ao traveller msafiri (wa) various mbalimbali

English-Swahili vocabulary g 7 g

vegetables rnboga where? wapi?vehicle gari (rna) which? -pi?, gani?very sana white -eupevideo video who? nani? Useful phrases for visitorsvillage kijiji (vi) whole -zirnavisible (be) ku-onekana why? kwa nini?visit ku-ternbelea, ku-zuru wide -pana Note: Sorne Swahili phrases are not direct translations of thevoice sauti wife mke (wa) English, but are suitable equivalent phrases for the context of use.volcano volkeno win ku-shindavomit ku-tapika window dirisha (ma) Greetingsvote kupiga kura window-pane kioo (vi)

wine divai, mvinyowait ku-ngoja, ku-subiri with na, kwa, pamoja na An exchange of greetings is an essential preliminaryto anywake up ku-amka woman mwanamke (wanawake) conversation. Note that Swahili-speakers tend to use terrns ofwalk ku-tembea woodland msitu (mi) address to the people they are speaking to, so bwana sir, bibi orwalk (a stroll) matembezi word neno (ma) mama rnadam and mzee venerable old rnan function rather likewal/ ukuta (kuta) work ku-fanya kazi Monsieur and Madame in French; they can follow any of thewant ku-taka work kazi greetings and responses shown below, e.g. Hujambo, rnama?warehouse ghala, stoo worker rnfanyalrnfanyi kazi (wa) Sijambo, bwana.warn ku-onya worry wasiwasiwarthog ngiri wound jerahawash (clothes) ku-fua write ku-andika Hello, how are you? Hujambo?wash (hands) ku-nawa writer mwandishi (to one person)waste ku-poteza l'rn fine. Sijambo.wasteful -potevu yawn ku-piga miayo Hello, how are you? Hamjambo?water maji year mwaka (rni) (to more than one)water buck kuro yel/ow manjano We're fine. Hatujambo,we sisi, tu- yes ndiyo How's everyone at horne? Hawajambo nyumbani?weak (frail) dhaifu yesterday jana (as a follow-up)weakness udhaifu day before yesterday juzi They're fine.wear ku-vaa Hawajambo.yet badoweave ku-fuma you wewe, u-, -ku- Special greeting to a person Shikamoo.wedding harusi, arusi you (pl.) ninyi, m-, -wa- much older than yourselfweed ku-palilia young -changa The reply of thanks to Marahaba.week wiki, juma (ma) young man kijana (vi), mvulana this greetingwelcome ku-karibisha (wa)welcome! karibul young woman msichana (wa) A jambo-type greeting is sufficient if you happen to see anwell (do sthg.— ) vizuri your (sing.) -ako acquaintance in a busy town street and neither of you has time towell (water) kisima (vi) your (pl.) -enu stop for a chat, but in other circumstances you should follow upwell (in health) -zimawest magharibi Zanzibar Unguja, Zanzibar with one (or more) of the habari greetings below.what kind (of)? gani? zebra punda miliawheat ngano zero sifuri

Useful phrases for visitors ) 7 5

What's new? /How are things? Habari gani? I don't speak SisemiHow are things at home? Habari za nyumbani? Does anyone here speak Kuna mtu hapa anayesernaHow's everything at work? Habari za kazi? ?How was your trip? Habari za safari? Please help me. Nisaidie.How are things this rnorning? Habari za asubuhi? Please help us. Tusaidie.How are things today? Habari za rnchana? We're desperate for help. Tunaornba rnsaada.How are things this evening? Habari za jioni? I have lost my Nimepoteza

We have lost our TumepotezaUse any of the following in reply to habari greetings: njema, salama, bag mfukosafi, nzuri. As a reply to a greeting they all imply fine. They can camera karnerabe strengthened, if you wish to indicate that you're on top of the creditcard kadi ya mkopoworld, by the addition of sana or kabisa e.g. safi kabisa. handbag mkoba / begi

luggage mizigoThere are more greetings than these (like the very casual Mambo? money pesaor Vipi? to a friend), but tourists are unlikely to need them, and passport pasipotilong-staying visitors will gradually pick up locally-appropriate purse, wallet pochigreetings. I have had my stolen. Nimeibiwa

We have had our stolen TumeibiwaA few basics Whereis the police-station? Kituo cha polisi kiko wapi? or

Stesheni ya polisi iko wapi?Yes Ndiyo (it is as you say) I'm not feeling very well/ Siwezi.No Hapana or La I'm a bit off-colour.Please TafadhaliThank you (very much) Asante (sana) r moja; z, mbili; g tatu; y nne; y tano; 6 sita

(Be careful with tafadhali and asante; neither is used as much as Xote: For more on numbers and money see Unit z; for the time,please and thank you are in British English. Polite requests using Unit 6.the -e form of verbs don't also need tafadhali unless you want toconvey great deference, and thanks for a gift needn't be expressed If you're invi ted into someone's home.. .by asante if you receive it politely, i.e. with both hands.)

(Remember to use the greetings after you've been welcomedDo you speak Unasema inside.)

Swahili KiswahiliEnglish Kiingereza May I/we come in? Hodi!French KifaransaGerman Kijerumani (Stand outside the door and call out hodi once or twice. If you areArabic Kiarabu in a town, and the door is closed, you will need to knock as well.)Chinese KichinaJapanese Kijapani

376 Useful phrases for visitors 3 77

Comein! (to one person) Karibu! Monday 3urnatatuCome in! (to more than one) Karibuni! Tuesday 3urnanneHave a seat. Karibu keti. Wednesday 3urnatanoThis is my Huyu ni Thursday Alhamisi

brother kaka yangu Friday Ijurnaachild mwanangu Saturday 3umamosicolleague rnwenzangu Sunday 3urnapilifather babangu That's enough, thanks. Basi.friend rafiki yangu I'm full up. Nimeshiba.girllboyfriend rnpenzi wangu I don't eat meat. Sili nyama.husband rnurne wangu I'm sorry (for making a mistake, Sarnahani.mother rnarnang u causing a problem, etc.).relativelclose f'riend ndugu Please forgive me. Nisamehe.sister dadangu Please forgive us. Tusarnehe.wife rnke wangu I'm sorry for you (to someone who Pole! (one person)

Meet Kutana na (inforrnaI) is ill, upset or has experienced Poleni! (rnore than one)I'd like tointroduce you to Nikujulishe na some other mishap).I'm very pleased to meet you. Nimefurahi kukutana nawe. Standard reply to pole Nimeshapoa.What is your name? 3ina lako nani? I don't know. Sijui.My nameis 3ina langu ni It doesn't matter. Haidhuru or Si kitu.Would you mind speaking Useme polepole. O.K'. then. Haya.more slowly? Greetings (to you) from Salamu zako kutoka kwa

When did you arrive? Ulifika lini? Mr A/Ms B. Bw A/Bi B.I arrived Nilifika Greetings (to more than one person). Salamu zenu...

yesterday jana Give A/B my best wishes Unisalimie A/B.last week wiki iliyopita (spoken to one person).last rnonth mwezi uliopita Give A/B my best wishes Mnisalimie A/B.

(spoken to more than one).(Note: Use English names for months.) I'm sorry, but I / we really Samahani, ni lazima niende/

have to go now. twende sasa.When will you leave? Utaondoka lini? Come again! Karibu / Karibuni tena!I will leave Nitaondoka Goodbye! (to one person) Kwa heri!We will leave Tutaondoka Goodbye! (to more than one) Kwa herini!

tomorrow kesho Goodbye until we meet again! Kwa heri ya kuonana!next week wiki ijayo Have a good trip! Fika salama! (Used when seeingnext month mwezi ujao people off on a longish journey; its

literal meaning is 'Arrive safely'.)

378 Useful phrases for visitors 3 7g

Sleep welll Lala vizuri! DANGER HATARICome to our place for Karibu(ni) kwetu kwa NO SMOKING USIVUTE SIGARA

lunch chakula cha mchana NO PARKING HERE HAIRUHUSIWI KUEGESHA HAPAsupper chakula cha jioni NO STOPPING HERE HAIRUHUSIWI KUSIMAMA HAPA

ARRIVALS WANAOWASILITravelling and sightseeing DEPARTURES WANAOONDOKA

Our vehicle has broken down. Gari letu limeharibika.(Remember to use a preliminary greeting.) The car is near the Gari liko karibu na

airport uwanja wa ndegeIn which direction is the ? iko upande gani? crossroacfs njia panda

coast Pwani school skuli (Ken.)game- park Mbuga ya wanyama shule (Tanz.)harbour Bandari Just a minute./Wait a moment Subiri kidogo.ruins Magofu We need a mechanic. Tunataka fundi wa gari.waterfall Maporornoko ya maji Can you repair it? Unaweza kuitengeneza?

Whereis the ? iko wapi? Whatis the fare to ? Nauli ni kiasi gani kwendabus-stop/stand Kituo cha basi Please stop here (taxi-driver). Usimame hapa.church Kanisa I'm/We're looking for Natafuta/Tunatafuta... Embassy Balozi la ... a guest-house gesti/nyurnba ya wagenigarage (repairs) Gereji a hotel hoteligarage (petrol / gas) Kituo cha petroli our friends marafiki zetu... guest house Gesti ya ... our leader kiongozi wetu... High Commission Balozi la ... a restaurant mkahawa... hotel Hoteli ya ... Do you have any vacancies? Kuna nafasi ya churnba?market Soko I/We want a Nataka/Tunatakamosque Msikiti single room chumba cha mtu mmojamuseum 3umba la Makumbusho double room chumba cha watu wawiliParliament building Bunge room with toilet and chumba chenye choorailway station Stesheni ya gari moshi (Tanz.) bathlshower na bafu

Stesheni ya treni (Ken.) room for one night chumba kwa usiku mmojaState house Ikulu (Tanz.) How much per ? Bei gani kwa ?taxi-rank Kituo cha teksi night usiku

week wiki(iko in the above questions is not strictly correct with all the May I/We see the room? Niangalie/Tuangalie chumba?places given in the lists, e,g. %'hereis the marketr' should really be I'm sorry, it's not suitable. Samahani, hakifai.Soko liko wapi? But when you're lost or short of time desperate OK, that's fine. Sawa.measures are needed!)

380 Useful phrases for visitors 3 8 I

Eating and dr ink ing To call a waiter Use bwana, kaka or ndttgu {or rnzee if he is elderly);if you have a waitress use bibi or marna if she is an older wornan.

Are you hungrylthirsty? Una njaa/kiu?(to one person) Please bring Lete

Are you hungry/thirsty? Mna njaa/kiu'? one cheese omelette kiwanda kirnoja cha jibini(to more than one) two samosas sambusa rnbili

Do you like ? Unapenda two samosas each sambusa mbilirnbili(to one person) rice with chicken for each of us wali kwa kuku, kwa kila mmoja

Do you like ? Mnapenda Please bring us two birianis: Tuletee biriani mbili: rnoja ya(to more than one) one chicken and one beef; kuku, moja ya nyama ya ng'ombe.

African food chakula cha Kiafrika Thank you, I've had sufficient. Asante, nimetosheka.beans (ki dney) rnaharagwe Thanks for the food. Asante kwa chakula.beef nyama ya ng'ornbe drink(s) kinywaji (vi-)biriani biriani beer (bottled) biachapati chapati beer (locally-brewed) pombecheese jibini/chizi coffee (black) kahawa (bila maziwa)chicken kuku rnineral water rnaji safi (ya chupa)coastal food chakula cha pwani orange/mango juice rnaji ya machungwa/maembe

sodacul I y rnchuzi wa viungo soft drinkegg(s) yai (ma-) tea (without milk) chai (ya rangi)fish samaki tea (with lemon) chai na limaukebab(s) mshikaki (mi-) wine (red/white) mvinyo (nyekundu/nyeupe)lamb nyama ya kondoo glass gilasiomelette kiwanda (vi-) What will you drink? Utakunywa nini?pilaff/pi lau pilau (to one person)polenta ugali What will you drink? Mtakunywa nini?pork nyama ya nguruwe (to more than one)rice wali I'd like an orangejuice. Nataka maji ya machungwa.samosa(s) sambusa OK. Please bring us one Haya. Tuletee kahawa rnoja,saucelrelish (o f chicken, kitoweo/mchuzi coffee, one beer and a glass bia moja na maji yavegetables, etc.) of orangejuice. machungwa gilasi moja.

I like Napenda I'd like to pay now. Nataka kulipa sasa.I don't eat Sili Keep the change. Chukua hizi zilizobaki.What do you want? Unataka nini? Many thanks (to one person). Nakushukuru.What will you eat? Utakula nini? Many thanks (to more than one). Nawashukuru.I'd like Nataka We've really enjoyed it! Tumefurahi kabisai

38z Useful phrases for visitors 3 8 3

Getting medical help Shopping

Note: Once you get to a doctor, dentist or pharrnacist you should At the market Sokonibe able to use English, but you may need Swahili at a rural clinic/ (Note: You are expected to bargain for things at the market. Stall-dispensary. holders will not expect you to accept the first asking-price.)

M/hat's the matter? Kuna nini? Where is the market? Soko liko wapi?What's your problern? Una tatizo gani? How much? Bei gani?I/We need a doctor (quickly). Ninahitaji/Tunahitaji daktari That's too expensive! Ghali sanal

(kwa haraka). That's much too expensive! Ghali nlnolWhere is the hospital? Hospitali iko wapi? Please reduce the price, Upunguze bei, bwana / mama.Whereis the clinicldispensary? Zahanati/kliniki iko wapi? sir/madarn.5/he has a temperaturelfever. Ana homa. OK then, I'll pay Basi, nitalipa5/he has diarrhoea. Anahara. 20 shillings shilingi ishirini5/he has dysentery. Anahara damu. 10 shillings each shilingi kumi kumi5/he feels nauseous. Anataka kutapika. Give rne NipeMy hurts. Ninaumwa 6/7/8/9 sita/saba/nane/tisa

arm/hand mkono fruit matundaback mgongo banana ndlzlchest kifua lemon limau (ma-)head kichwa lime ndimuleg mguu mango embe (ma-)stomach tumbo orange chungwa (ma-)throat koo papayalpawpaw papai (ma-)

I have a pain here. Naumwa hapa. pineapple nanasi (ma-)5/he has been cut on the Amekatwa ni. sugar-cane muwa (mi-)

hand etc. mkononi etc.I'm allergic to Nina mzio wa vegetables mboga

e.g. penicillin e.g. penisilini cabbage kabichidentist daktari wa meno corn-cob gunzi la hindi (ma-)Can you recommend a dentist? Nielekeze daktari wa meno? onion(s) kitunguu (vi-)pharmacy duka la dawa potato(es) kiazi (vi-) ulayaI'm looking for a pharmacy. Natafuta duka la dawa. spinach mchichaI have/5/he has Nina/Ana sweet potato kiazi (vi)

a blister lengelenge tomato nyanyaa headache maumivu ya kichwaa sore throat maumivu ya koo (Note: Meat at the market is sold by the kilo.)

Give me one kilo of Nipe kilo moja ya

38q Useful phrases for visitors 3 8 5

In a shop DukaniW e're looking for a sho p . Tunatafuta duka la

book vitabu Glossary of gramrnatical terrnsclothes nguocraft sanaafabric kitambaashoe viatu adjective A terrn used for words which refer to the attributes

I'd like to buy Nataka kununua (or 'qualities') of the people and objects denoted by nouns,

a basket kikapu (vi-) e.g. tall, heavy, good etc. In Swahili an adjective stem has toa bag mfuko (rni-) have the same prefix as the noun it qualifies, e.g. mtu mrefu,batiks batiki kisu kirefu, miti rnirefu, ndizi ndefu etc. Adjectival phrases sucha carving kinyago (vi-) as ya mboga, 'of vegetables' in biriani ya mboga 'vegetablea dress gauni (ma-) biriani', za kutosha 'of to be enough' in ndizi za kutosha,a cfrurn ngoma 'enough bananas', do the work of adjectives; the linking item -a,

fabric kitambaa which helps to form the adjectival phrase, has to 'agree' witha hat kofia the noun that is being described — biriani and ndizi in thekangas kanga examples — by using the verb-prefix appropriate to its classa pot chungu (vy-) rather than the noun-.prefix,a pair of sandals ndaraa shirt shati (ma-) adverb A term used for words which qualify (or 'modify')a pair of trousers suruali verbs, i.e. they specify where, when, how or why the action

How much is this per metre? Mit a k i asi gani? denoted by a verb took place. Swahili adverbial structuresCan I try this hat on? Niijaribu kofia hii? include: the vi- prefix attached to adjective stems to makeI'd like one like this. Nataka kama hii. single-word adverbs, e.g. vizuri, vibaya, 'well' and 'badly'

when used following a verb; adverbial phrases made withkwa + noun, e.g. kwa haraka 'quickly'; structures involvingthe place-prefixes pa-, ku-, mu-, and the suffix -ni (for theseplace structures see the entry locatives in this list).

affix A word-forming element that has to be attached toa word-root or stem, and cannot function on its own.One type of affix is the prefix, and another is the suffix(see the entries for these in this list).

clause A structural unit which forms part of a sentence but islarger than a word or phrase. Grammarians refer to mainclauses and subordinate (or 'dependent') clauses, e.g. inTukimwona tutampa kitabu, 'If we see her we'll give her thebook', the main clause is tutampa kitabu 'we'll give her

386 Glossary of grammatical terms 3 8 7

the book' and the subordinate clause is Tukimwona, ' if we a noun is near to or distant from the speaker. In Swahili,see her'. A main clause can function grarnmatically on its as well as the 'this/these' and 'that/those' demonstratives,own as a complete sentence, whereas a subordinate clause e.g. huyu/hawa and yulelwale, there is a third set, used forcannot. So Tutampa kitabu could, in one context, be the referring back to sorneone or sornething that has alreadymain clause in a sentence and, in a different context, it could been mentioned, e.g. huyo/hao. Like most other qualifiersfunction as a complete sentence on its own. (or 'rnodifiers') of nouns, Swahili dernonstratives follow

their noun. As well as qualifying a noun a demonstrative canconditional A term referring to a type of clause which function as a pronoun and be the subject or object of a verb,

expresses a condition or hypothesis, e.g. clauses beginning e.g. Huyu amekuja sasa hivi 'This one (i.e. person) has justwith 'i f ' . One of the functions of Swahili -ki- is to express a come'; Nilimpa yule 'I gave (it) to that one (i.e. person)'.condition, e.g. Tukimwona tutampa kitabu. Clauses with -nge-or -ngali- express a suppositional condition, e.g. Tungekuwa imperative A type of sentence used to express orders, andna pesa 'If we had some money'; Tungalikuwa na pesa 'If the form of the verb used for this purpose. For addressingwe had had some money'. The -nge- and -ngali- affixes one person in Swahili the verb is used in the minimal stemoccur in both clauses of the sentence in these suppositional form, i.e. verb-root plus final -a, e.g. Simama! 'Stand!' Forstructures, e.g. Tungekuwa na pesa tungenunua samaki ' If we addressing more than one person the final -a changes to -eni,had some money we would buy fish' (the supposition may e.g, Simameni!still be realized); Tungalikuwa na pesa tungalinunua samaki,'If we had had some money we would have bought fish' infinitive A form of the verb which is not marked for tense(the supposition has not been realized). or number, i,e. it does not indicate when the action took

place or whether the subject of the verb is singular or plural.conjunction A joining word for connecting words, phrases In English the infinit ive is the 'base' form of the verb, e.g.

and clauses, e.g. 'and' as in 'bread and cheese'; 'or' as in 'go', 'take', 'swim' etc.; it is sometimes used with 'to' as in'the large blue ones or the small green ones'; 'because' as 'They wanted to swim' and sometimes without 'to' as inin 'I can't come then because I'll be collecting the children'. 'We watched them swim'. In Swahili the infinit ive form ofExamples of Swahili conjunctions are na (expressing the verb is composed of the rninimal stem, i.e. verb-root + aassociation) as in wanawake na watoto 'women and children'; (like the imperative form) together with the prefix ku-, e.g.au as in kahawa au chai 'tea or coffee'; 'wala' as in Hakuna kusoma 'to read', kuleta ' to bring'. The negative form of thesukari wala maziwa 'There is neither sugar nor milk'; lakini as imperative ('not to read', 'not to bring') is made by addingin John amemlipa lakini wewe hujamlipa 'John has paid him -to- between ku- and the stem: kutosoma, kutoleta.but you haven't yet paid him'. Many joining functions inSwahili are achieved either through phrases, e.g. with kwa as locative A term used to refer to a variety of structures in Swahiliin kwa sababu 'because', kwa hiyo 'therefore', or in the verb, which function as adverbs or adverbial phrases of place; theye.g, Nenda sokoni ukanunue nyama rGo to the market and express where an action, event or state took place, e.g. thebuy some meat'; Alikwenda sokani akamwona mgeni wetu suffix -ni as in nyumbani 'at the house'; structures involving'She went to the market and saw our visitor'. the locative affixes ku-, pa- and mu- as in Ashayupo hapa 'Asha

is here'. Swahili sentences can have locative subjects, e.g.dernonstrative A set of words which can qualify (or 'modify') Nyumbani pamejaa watu 'The house is full of people' (notice

nouns to indicate whether the person or object denoted by that in cases like this the verb must have a locative verb-prefix).

Glossary of grammatical terms 3 8 g

e.g. 'I arn haunted by the local cats', 'These machines arenoun A word denoting a person, place, thing, idea etc. sold by trained personnel', 'I was stung by a bee'. In Swahili

or the plural of any of these. A noun can occur with a the passive is indicated by the affixation of -w- between thevariety of qualifiers, e.g. adjectives and adjectival phrases, verb root and final -a; when the verb root is extended bydemonstratives, relative clauses, etc. A noun with its one or more suffixes -w- has to be the last one before -a,accompanying qualifiers is often referred to in grammar- e.g. -fung-u-z-w-a, as in tulifunguzwa 'We were set free'.books as the 'noun phrase' (and sornetimes as the 'nominal If the doer ('agent') of the action needs to be rnentioned, thegroup'), e.g. 'that very attractive child'. Nouns and noun noun or noun phrase denoting the doer is preceded by -na,phrases can function as subject of the verb as in, e.g. 'That functioning like 'by' in English, e.g. Tuli funguzwa na askarivery attractive child has just hit her little brother' or as 'We were released by a soldier'.object of the verb as in 'I'm going to punish that veryattractive child'. In Swahili, qualifiers almost always follow prefix An affix which is added initially to a root or stemtheir noun, e.g. watu warefu 'tall people'; watu wenye mali Examples of Swahili prefiixes are: the affixes at the front'prosperous people'; watu wa kutosha 'enough people'; watu of nouns which show noun-class mernbership, e.g. m- inwaliokujajana 'the people who came yesterday'. The last m-toto, wa- in wa-toto, ma- in ma-tandiko, mi- in mitumbwiexample functions as subject of the verb in Watu waliokuja etc.; the affixes in front of a verb stem indicating subject

jana ni Wajerumani 'The people who came yesterday are of the verb, tense, relative pronoun (if needed) and objectGerman' and as object of the verb in Hatujawaona watu pronoun (if needed), e.g. a-li-ye-zi-pika 's/he who cookedwaliokuja jana 'We haven't yet seen the people who came them'.yesterday'.

preposition One of a set of words used in phrases whichobject A term used to refer to the major element of sentence express a place, time, instrument or cause relation between

structure which represents the receiver, beneficiary or goal two entities, one of which is denoted by the noun or nounof an action denoted by a verb. In the Swahili sentence phrase that is part of the prepositional phrase, e.g. in 'AlanJohn anasoma kitabu 'John's reading a book' the object of waited at the wrong station', the prepositional phrase isthe verb is kitabu 'a book'. In Mwalimu alimpa John kitabu 'at the wrong station', composed of the preposition 'at''The teacher gave John a book', in which another person is followed by the noun phrase 'the wrong station'. Theinvolved, i.e. the teacher carrying out the action of giving, relation here is one of place. Other English prepositionswith John as the beneficiary, traditional grammar-books include 'with, in, of, at, from, in spite of, because of' etc.would call 'kitabu' the direct object and John the indirect In Swahili kwa has a wide range of prepositional functions,object. e.g. kwa kisu 'with a knife', kwa miguu 'on foot', kwa Asif,

'at Asif's place'. Na can also function as a preposition (aspassive A term referring to a sentence, clause or verb form in well as a conjunction) with the meaning of 'by' or 'wi th ' ,

which the grammatical subject is the recipient or goal of the e.g, ndoo hizi zililetwa na Asha 'These buckets were broughtaction denoted by the verb (and not the doer of the action), by Asha'; Watakwenda naye (na yeye) 'They will go withe.g. 'The house was sold by his brother', contrasting with the him'. Other prepositions include those made from an adverb'active' sentence rHis brother sold the house'. In English the followed by ya, e.g. mbele ya 'in front of', nyuma ya 'behind'passive is made with the verb 'be' (am/are/is/was/were etc.), zaidi ya 'more than'.

Gfossary of grammatical terms 3 g I

Apart from the single-word and compound prepositions For noun-classes other than M/W A (arid 'hurnan nouns' in

a particular form of the Swahili verb has a preposition- other classes) the subject and object-rnarkers are the sarne,

like function, i.e. -andika 'write', -andikia 'write to'; -soma i.e. the verb-prefix is used to indicate both subject and'read', -somea 'read to'; -pata 'get', -patia 'get for' etc. The object, e.g. i-/zi-, ki-/vi-, li-/ya- etc.

prepositional (or 'applied') form of the verb is rnade bysuffixing ile to the verb root, i.e. before final -a. Arnong its Other words with a pronominal function which also contain

many rneanings are 'to, for, on behalf of, to the detrirnent the verb-prefix in their structure include: demonstratives,of', and with these rneanings an indirect object (the receiver e.g. hiki/hivi and possessives, e.g. changu/vyangu.

of the action denoted by the prepositional verb) is used inthe sentence, e.g. Nilimwandikia Robert barua ndefu ' I wrote Relative pronouns, too, are forrned with the verb-prefix but

Robert a long letter'. (Robert is not grarnmatically essential, are not separate words as in English; they have a separatebecause the object-rnarker -mw- is present.) entry under 'relative' in this list.

pronoun A term used for a word in one of the sets of words reflexive A verb or clause structure in which the subject and

that can substitute for a noun or noun phrase. The personal object of the verb refer to the same entity, e.g. 'She cut

pronouns form one of these sets: 'I, you, s/he, it, we, you, herself'. In Swahili the reflexive prefix ji - occurs in thethey'. 'She', for example, could replace either 'Polly', or 'The object-marker position, i.e. immediately before the verb-

one with the jade earrings' or 'The woman who arrived on stem; Aljiikata 'She cut herself'. The -enyewe adjectival stem

a blue bicycle' as the subject of the sentence ' — turned out (prefixed by the verb-prefix except when qualifying M/WAto be a neurologist'. In Swahili the obligatory verb-prefix, singular nouns in which case it takes mw- ) is sometimes

which agrees with the subject noun, acts as a pronoun if the translated into English as a reflexive pronoun, e.g. 'myself',

subject is not named, e.g. Mwuguzi could be omitted from 'themselves', 'itself' etc. but what it does is emphasize the

Mwuguzi atakupa dawa 'The nurse will give you medicine'; identity or distinctness of the person or object denoted by'Atakupa dawa' would be understood as 'She will give you the noun it qualifies, e.g. Mimi mwenyewe nilivileta 'I myself

medicine'. This means that the personal pronouns mirni, brought them'; Sanduku lenyewe lilikuwepo hapa 'The box

wewe, yeye, etc. are mostly used for emphasis, e.g. Mimi itself was here'. -enyewe can co-occur with the ji- reflexive

nilimwambia ' I told him' ( in which the subject 'I' would be prefix: Alijikata mwenyewe 'She cut herself'.

stressed in spoken English). In sentences without a full verba personal pronoun would be needed, e.g. Yeye ni mwuguzi relative A term referring to a pronoun which introduces

'He is a nurse' or a one-word reply, e.g. 'Mimi!' in answer (occurs at the beginning of) a qualifying clause within a

to the question Nani yuka? 'Who's there?' Object-markers, noun phrase; it is also used to refer to the clause itself.

e.g. -ni-, -ku-, -m- etc. can also function as pronouns, e.g. Relative pronouns in English include 'who, which, that,

Tulimpa John vitabu 'We gave John the books'; Tulimpa whom, whose' in sentences such as 'The people who helpedvitabu 'We gave him the books'. As in the case of subjects, a him took the next train': the relative clause is 'who helpedself-standing personal pronoun used as object of a full verb him' and it is part of the noun phrase 'the people who

will indicate emphasis on the person/people denoted by the helped him' which is the subject of the verb 'took'. Therelative clause functions as a qualifier, and in this examplepronoun.

Glossary of grammatical terms 3 q 3

is part of the subject. In Swahili the relative pronouns are state, denoted by the verb, e.g. 'The person who baked it 'prefixes in the verb, immediately after the tense-prefix and, in 'The person who baked it is cutting the cake'; 'Money'when an object-rnarker is present, the relative pronoun prefix in 'Money attracts scroungers'. In Swahili the subjectprecedes it, e.g. wa-li-a-fika 'they-past-who-arrive', i.e. 'they noun or noun phrase is 'copied' onto the front of the verbwho arrived'. Except for the singular of M/WA nouns (which through the verb-prefix (often referred to in grammaticalhas a few irregular agreements such as the relative pronoun descriptions of Swahili as the 'subject-prefix'), e.g. in Vitabu-ye-) the relative pronoun is composed of: verb-prefix + a, vitatu vya Kifaransa virnepotea 'Three French books are lost'e.g. -cho (ki + o) in kiti kilichouzwa 'the chairs which were the verb -potea, 'be lost', is made to agree with its subjectsold', matunda yaliyouzwa 'the fruit which was sold' (Swahili Vitabu vitatu vya Kifaransa by means of the verb-prefix vi-.uses the plural). In Nilipenda kiti kilichouzwa the relative clause If the subject is not named (because speaker and heareris part of a noun phrase functioning as the object in the know its identity) vi- assumes its pronominal function, andsentence, i.e. the object of -penda 'like'. The other way of acts as the subject.making relative clauses in Swahili is to attach the pronoun toamba-; this is obligatory with certain tenses, e.g. -rne- (Perfect subjunctive A term for a verb-form no longer much used intense). For example: kiti ambacho kiliuzwa, matunda ambayo English, which does not have the usual grd person singularyaliuzwa, watu ambao walifika; these exarnples show how ending ('-s' in ' l ives', 'works', 'comes' etc.) on verbs in theamba + relative pronoun follow the 'head' noun and precede present tense, whether with present or future reference. Itthe verb in its usual form — you do not need to affix the occurs in rather formal contexts, e.g. in subordinate clausesrelative pronoun to the verb if you use amba-. such as 'she send in an application form' in the sentence

'We recommended she send in an application form'. Theseroot The base form of a word, with no affixes attached to it- clauses tend to express uncertainty or tentativeness about the

the irreducible minimum. For example, the noun root -tu, outcome of the action denoted by the verb. The subjunctivewhich can only be used as a word if it has a prefix, e.g. m- as also occurs in sorne 'formulaic' expressions in English, e.g.in mtu 'person', wa- as in watu 'people', ki- as in kitu ' thing' 'So be it', 'Come what may' etc. In Swahili the so-calledor vi- as in vitu 'things'; the verb-root -pik- without any subjunctive can be used to express purpose, suggestion,prefixes, e.g. a-li-ye or suffixes, e.g. ish-a. The root is the part obligation or polite request, and its structure is: verb prefix +of a word that carries the main component of meaning. (obj.) + verb root + e. There is no tense prefix, and when

there is no need for an object prefix the verb-prefix comesstem Part of the structure of a word, to which affixes may immediately in front of the verb-root, e.g. Twende! (tu-ende)

be attached. Unlike the root, the stem may be composed of 'Let's go!' Azipike 'Let her cook them / She should cookseveral parts, e.g. -pikisha 'get something cooked' which has them'. The structure of the negative form is: verb prefix +the causative suffix and the final -a following the root. To si + (obj.) + verb root + e, e.g. Asiende 'She shouldn't go',this stem prefixes may be attached to produce, in the case of Usifungue dirisha 'Please don't open the window/ I 'd ratherthe above example, a-li-ye-pikisha 's/he who had something you didn't open the window'.cooked'.

suffix The term referring to an affix which is added to the endsubject A term for the grammatical function in a sentence of a root or stem, e.g. the locative suffix -ni as in nyumbani

of the noun or noun phrase which represents the 'doer' or 'In/at the house'; the verb suffixes (sometimes called verb'instigator' of the action, or the 'sufferer' or cause of the extensions) which can be attached to a verb-root to alter the

Glossary of grammatical terms 3 ci 5

meaning in some way, and are always followed by the final-a, e.g. -som- 'read' -somea 'read to', -wez- 'be able' -wezesha'enable', -pend- 'love' pendana 'love one another' etc. The Taking it furthersuffix -a which comes at the end of verbs of Bantu origin isbest thought of as a marker of 'verbness'; when verbs thatare not of Bantu origin, e.g. -sahau 'forget', are extended Travel guideswith one or more of the meaning-shift suffixes the verbness-marker -a is added on, e.g. -sahauliwa 'be forgotten'. Some guides provide a wealth of information for the visitor to the

countries of East Africa, although details such as prices becornetense A grammatical category referring to the means by which quickly out of date. There are plenty of guides to Kenya and Tanzania,

verbs indicate when (past, present, future) an action denoted and Uganda mostly features in guides to the whole region.by a verb was carried out, or when an event occurred,or a state of affairs was ongoing. The three most basic Among the most useful are: Lonely Planet, Rough Guides,tense-rnarkers in Swahili are -li- (past), -na- (present) and Bradt Travel Guides, Insight Guides, Footprint Guides,-ta- (future) and these prefixes follow immediately after the Globetrotter Travel Guides, Nelles Guides, Berlitz, A.A.verb-prefix in the chain of prefixes in front of the verb-root. Essential Guides, Useful websites: www,lonelyplanet,corn andThere is a much closer relationship between tense-marking www.,rgughguides,com.and real time in Swahili than there is in English; the Englishpresent tenses can refer to future action, e.g. 'We fly to Other booksAustralia next week', 'Next month we are going to Boston'etc. In Swahili -ta- (or -taka- in relative clauses) must be used A small selection of titles for you to sample:whenever future actions, events etc. are referred to, e.g.Mwezi ujao tutakwenda Nairobi 'Next month we will go to / Chimera, Rocha (z998) Kistvahili. Past, Present and Futurewe go to / we are going to / we wil l be going to / Nairobi ' . Horizons, Nairobi University Press, Nairobi.Some markers which can be used in the tense-prefix 'slot' Mazrui, A. A. R Mazrui, A. M. (z999) Political Culture ofhave functions other than the indication of time, e.g. one of Language. Swahili, Society and the State, Institute of Globalthe functions of -me- is to indicate, with verbs denoting an Cultural Studies, Binghampton Univ., New York.action, the completion of that action. Sarakikya, Eva (z996) Tanzania Cook Book, Tanzania

Publishing House, Dar es Salaam.verb A member of the class of words denoting an action, event, Smyth, A. R. Seftel, A. (z999) Tanzania, The Story of Julius

state etc. and that can indicate tense, number (singular Nyerere, Fountain Publishers, Kampala.or plural subject) etc. It usually co-occurs with a noun, Taabu, Alice (zooz) Mke Nyumbani — Alice Taabu's Cookerypronoun or noun phrase functioning as subject. The basic Book, East African Educational Publishers, Nairobi.element of the Swahili verb is the root, e.g. -som- 'read' towhich the prefixes indicating the subject of the verb, the Books published in Africa can be obtained thro'ugh either:tense, the object etc. and the meaning-shifting and passive Africa Book Centre, 38 King Street, Covent Garden,suffixes can be attached. London WCzE 8JT or African Books Collective, The

Jam Factory, zy Park End Street, Oxford OXDz zHU

Taking it further 3 ci 7

(E-mail: abc@africanbookscollective.corn). Websites:www.africabookcentre,com www,africanbookscollectiye,corn Test your SwahiliFor second-hand books, by mail order, about East and CentralAfrican countries, try Risborough Books; phone or 8qq gqg r 65.

Maswali hapa chini yahusu rnarafiki zako waliorno kwenyeMore websites Mazungurnzo (yaani Dialogues). Jibu maswali yote kwa Kiswahili.

For information on Swahili programmes in the BBC World 1 Jibu maswali yafuatayo. Yote yahusu rnarnbo ndani yaService: www,bbc,co,uk/Swahili Mazungurnzo r — 6.For current news items on East Africa in English and Swahili: a John hakupenda kununua kinyago kikubwa kwa sababuwww,ippmedia,corn gani?Africa Confidential (fortnightly publication) news website: b A l ipokuwa akitafuta posta John alimwuliza nani njia?

www,africa-confidential.corn c Kwa nini Regina hakununua ndizi sokoni?d Ma make Moharned, jina lake nani?

For information on Swahili courses at the School of Oriental and e Wal ipokuwepo njiani wakiangalia kanisa, John

African Studies, University of London: alirnwambia Bw. Mohamed kwamba Alison amekwendamahali fulani.

non-degree courses in the Language Centre: www,soas.ac.uk 1 Alikuwa amekwenda wapi?

degree-level courses in the Africa Dept: www,soas,ac,uk li A l i kusudia kufanya nini pale?f Ka t ika chumba cha kulia hotelini, marafiki zetu watatu

I hope you have enjoyed using Complete Swahili, whether you walikaa wapi?

started on it as a complete beginner or. needed to revise whatyou had once learned. Inevitably the needs of language-learners 2 Jibu maswali yaliyopo hapa chini. Yote yahusu Mazungumzo

vary greatly and it is doubtful if any self-teaching book can meet 7 — 1 z.

the particular needs of all its individual users, but feedback from a Kwa nini Bw. Elvan alitaka kuangalia ramani?

readers can go a long way towards identifying aspects of the book b Asha alikuwa akifanya kazi gani huko Dodoma?

which could be improved. For example, if you have found the c Ak ina mama (ila mama mzee) walikwenda mwituni kwa

index reasonably easy to use, it is because a reader working in sababu gani?Tanzania suggested improvements to the one in the first edition. d Bw. Twaibu alifikiri kwamba Steve atapanda basi lipi?

I welcome any comments you may have. Please send them to me e Ngalawa inatofautiana vipi na jahazi?

care of Hodder Consumer Education, gg8 Euston Road, London f Juma alipokuwa anamwonyesha Steve kila kitu ndani yaNWr gBH, or through the website www,teachyourself,com, chumba namba 6, alikunjua kitu gani?

Joan Russell 3 Jibu maswali yafuatayo. Yote yahusu Mazungumzo t3 — z8,a Steve atakapokwenda Mombasa ni watu gani

watakaofurahi kukutana naye?

Test your Swahili

b Tafuta sentensi katika rnojawapo ya Mazungumzo Unit x4 section 3 for two-verb tenses; Unit p section x for theambazo maana yake ni hivi: relative pronoun -po; Unit y section 6a and Unit x x section 4'An American will be arriving at Heathrow on the x6th. for the amba- relative structure.He's the one who visited me some time ago at the college

b C

Unit 3 section xo for kwa nini-?; Unit 3 section 7 for pastand I took him to visit my parents down south. He's a tense.very nice young man. I've given him your phone number.' Unit y section 4 for contracted forms like mamake; Unit x ~

c Wale wapanda rnlirna Kilimanjaro walifanya nini siku ya section 4 for Jina lake nani?.kwanza, ingawaje Dorninic aliwaonya wasifanye hivyo? Unit x4 section 3 for two-verb tenses; Unit 6 section 3 and

d M ahali palipotokea ajali njiani ni rnahali pa natnna gani? Unit y section 3e for the -le demonstrative; Unit 8 section 4be Siku ya kuangalia michezo jukwaani, mpwa wake Bw. for -ki-.

Francis alikuwa ametarajia kucheza mpira. Kwa nini

d e f

Unit 7 section 6 for chumba cha kulia; Unit 3 section 3hakucheza? and Unit x z section z for N class humans with possessives,

f Ka t ika mbuga ya wanyama Robert aliwaona simba. like marafiki zetu.Je, simba hao walikuwa wamelala wapi hasa?

2 a Unit 3 section xo for kwa nini-?.Unit x4 section 3 for two-verb tenses; Unit 8 section z forhuko + place-name.

HELP!b C

Unit 3 section xx for (a)kina-; Unit g Practice question z forkwa sababu.

If you find that you need remedial help, consult the information Unit g section 6b for the generaV'tenseless' relative; Unit xo

given below. Remember to use the vocabulary list which follows section y for kwamba; Unit z Practice question g for -pi?.each dialogue, and also the word-lists at the end of the book. d e f Unit x3 section 4 for reciprocal verb-forms; Unit x6 section 6

for vipi?.

The questions in 'Test your Swahili' are about information in Unit x4 section 3 for two-verb tenses; Unit y section x for the

the Dialogues, as follows: relative pronoun -po-.

1 a Un i t g Dialogue z b Unit z dialogue x c Unit 4 Dialogue x 3 a Unit y section x for -po- with the future tense.d Unit x Dialogue z e Unit 6 Dialogue x f Unit 3 Dialogue z Unit rr section 6a and Unit xx section 4 for the amba-relative

2 a Un i t 8 b Unit xz c Unit y d Unit y e Unit xx f Unit xo structure; Unit xx section 6 for hivi.3 a Uni t x3 b Unit x8 c Unit x6 d Unit x4 e Unit xy f Unit xg

b CUnit 8 section xx for nouns derived from verbs; Unit x6section z for the negative subjunctive.

If you need to revise any grammatical structures used in the Unit y section 3 and Unit x6 section x for palipotokea.questions — or any that you will need for your answers — you Unit 3 section x for the locative suffix -ni. Unit x7 section xcan find them in the Grammar sections (and two in the Practice for. mpwa; Unit x4 section 3 for two-verb tenses.sections), as follows:

d f

Unit 5 section xx for demonstratives hao etc.; Unit x4section 3 for two-verb tenses.

1 a U n i t 3 section 7 for past tense negatives; Unit g Practicequestion z for kwa sababu.

400 Test your swahili 40 I

Key to Test your Swahili Grammar index1a John hakupenda kununua kile kinyago kikubwa kwa sababu

ni kizito.b Alipokuwa akitafuta posta ni dereva ambaye john Nurnbers refer to units

alimwuliza njia.Regina hakununua ndizi sokoni kwa sababuipo rnigornba -a(of) 3,4,7 future tense -ta-2, 7

Cshambani mwake. adjectives and adjectival

Mamake Moharned, jina lake Mama Fatuma. structures 3, 4, 7 greetings 7, 74

d e f i Al ison alikuwa amekwenda maktaba. adverbial nouns 3, 7adverbs and adverbial structuresii Al ikusudia kusoma magazeti ya Kiingereza. habitual action hu 8

Marafiki zetu watatu walikaa karibu na dirisha. 7,9,71,73 have/be with 2although/even though 18 huko+ place-name 8

2 a Bw. Elvan alitaka kuangalia ramani ili kumwonyesha Steve augmentatives (jI)/MA 15wako wapi hasa. irnperative 2, 4, 7

b Asha alikuwa akifanya kazi ya uhazili. OR Kazi ambayo bado 6 indefinite/sirnple presentAsha alikuwa akifanya huko Dodoma ni uhazili. be1,3 tense -a- 70

C Akina mama (ila mama mzee) walikwenda mwituni wakate be in a place2,7,8 infinitive ku- 5, 13kuni. OR ... ili kukata kuni. -Ingl 3

d e f

Bw. Twaibu ali fikiri kwamba Steve atapanda basi liondokalo cardinal numbers 2 -ingine 3, 77causative verb-form 76saa nne. -ingine-o 77

Ngalawa ni ndogo zaidi kuliko jahazi. Ndiyo inaundwa kwa comparisons 15kuchonga gogo, lakini jahazi huundua kwa mbao. compounds with mwana 17 -Je? 73Alipokuwa anamwonyesha Steve kila kitu ndani ya chumba conditional 8, 12, 13, 18alikunjua chandalua. OR Kitu ambacho Juma alikikunjua contracted forrns (babake, etc.) 9 kabla (ya) 8ndani ya chumba hicho ni chandalua. conversive verb-form 10 kama, kuwa, kwamba 10

countries 1 '-kata+ noun' verbs 93 a Ni wazazi wa Adam ambao watafurahi kukutana na Steve. ki- adj. and adv. prefix3,5, '/7

b 'Mmarekani mmoja atawasili Heathrow tarehe I6. Ni yule dates 6 -ki- if/when 8ambaye alinizuru zamani chuoni nikampeleka kuwaternbelea days 6 kwa 3, 13wazee sehemu za kusini. Ni kijana mwerna. Nimempa demonstratives (hii, ile, hiyo, etc.)namba ya simu yenu.' 5, 6, 8, 9, 1 7 letter-writing 78

C Walikwenda kwa haraka. OR Walikwenda mbio. diminutives KI/VI 15

d e f

Mahali palipotokea ajali hiyo njiani ni mahali pa hatari, kwa direct speech 74 money 2sababu lamiilikuwa imeharibika pande zote mbili za barabara. months 5Hakucheza mpira kua kuwa rnechi iliahirishwa sababu ya -enye 9 monosyllabic verbs 3mvua, yaani uwanja umejaa maji. -enyewe 70 multiple subjects 78Simba hao walikuwa wamelala katika kivuli karibu na rntirnrefu sana, upande wa kulia.

402. Grammar index 40$

na+ o- forms 5, 15 questions:na+ pers. pronouns (nami, etc.) how? '13, 16

5,70 how many? 2 Notesnarrative 'tense' -ka- 12, 14 what? '1,6, 16ndi + o- forms 9 when? 11negatives 2, see also conditional, where? 1,2imperative, infinitive, subjunctive which? 2

'not yet' tense -ja- 6 who? 4noun-classes: why? 3, 5

KI/VI 3KU (infinitives) 8 reciprocal (associative)KU, PA, MU7 verb-forrn, 7 7() I)/MA 0 reflexive 5, 76M/MI 5 relative pronouns 7,8,9, 71,M/I/A 7 75,17N2 repetition of verb-stem 7U1,6 reported speech 70, 74

nouns derived frorn verbs 11, 72, 74seasons 5numbers 2state 5

object 4 stative verb-forrn 72object-markers 4, 5, 6, 16 stem 4ordinal numbers 3 subject 7-o -ote 10 subjunctive 6, 7, 12, 16-ote 10, 11

telling the time 6passive verb-form 11, 76 time and place ku-, pa-, m(u)-past tense -li- 3, 7 76perfect tense 5, 6 -to- negative 13pers. pronouns 3, 11 two-verb tenses 74'-piga+ noun' verbs 15place 2, 3, 7, 8 verb 7possessives 3 verb prefix+ o (yo, zo, etc.)prefix 1 5,8prepositional (applicative) verb-prefix used for 'be' 7/Iverb-forrn 4 verbs of foreign origin 4, 11

prepositions 70present tense 7, 10 word-families (s-f-r words, etc.)process verbs 1 7 13pronoun '1, 7 word order 4, 5, 9

4. 04