Colloquial
Swahili
The Colloquial Series
Series Adviser: Gary King
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Colloquial
Swahili
The Complete Course
for Beginners
Donovan McGrath and Lutz Marten
First published in 2003 by Routledge
11 New Fetter Lane, London EC4P 4EE
Simultaneously published in the USA and Canada
by Routledge
29 West 35th Street, New York, NY 10001
Routledge is an imprint of the Taylor & Francis Group
This edition published in the Taylor & Francis e-Library, 2005.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
© 2003 Donovan McGrath and Lutz Marten
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the
British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN 0-203-98712-8 Master e-book ISBN
ISBN
ISBN
ISBN
ISBN
0-415-22161-7 (Book)
0-415-221625 (Tapes)
0-415-289475 (CD)
0-415-221633 (Pack)
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This book is dedicated to the memory
of my brother Michael
D. McG.
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Contents
Acknowledgements
ix
Introduction
1
1 Karibu!
9
Welcome!
2 Unatoka wapi?
26
Where do you come from?
3 Familia
44
The family
4 Kusafiri
61
Travelling
5 Safarini
79
On the move
6 Shambani
97
In the countryside
7 Ugonjwa na matibabu
113
Sickness and medical treatment
8 Kutembelea
132
Visiting
9 Kufanya utafiti wa jamii
150
Doing social research
10 Sherehe ya arusi
A wedding celebration
164
viii
11 Taabu za nyumbani
180
Trouble at home
12 Hadithi na magazeti
194
Stories and newspapers
13 Mawasiliano
209
Communications
14 Muziki wa aina mbalimbali
222
Various kinds of music
Key to exercises
Swahili–English glossary
English–Swahili glossary
Language structure index
231
265
281
296
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Acknowledgements
Special thanks to Ben Rawlence for helping with the audioscripts
and Lauren Jeffs for helping with the manuscript and audioscripts.
We would also like to express our thanks to: our teachers Sauda
Barwani, Ridder Samsom, Thilo Schadeberg, Farouk Topan,
friends, teachers and students at the School of Oriental and African
Studies in London, Muhammed Said Ali and his colleagues from
the Institute of Kiswahili and Foreign Languages in Zanzibar,
lecturers and students from the Department of Kiswahili at the
University of Dar es Salaam, in particular Kimizi Moshi and
Chambala Mtumwa; Iyola Solanke and students from the Swahili
workshop at the Community College Hackney in London, especially David Payne for his comments on early units, and Rukiza
Okera for his musical contribution; African Studies lecturer Femi
Biko, Yvonne Munnichs, an anonymous reviewer for detailed
comments and suggestions, and the editorial and production staff
at Routledge’s Language Learning section, as well as all those who
have helped to make this book possible. Finally, we would like to
thank our families and beloved partners, Lauren and Nancy, for
their love and support throughout this project.
Donovan McGrath and
Lutz Marten
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Introduction
How to use this book
Welcome to Colloquial Swahili! We hope you will enjoy working
with this book and its audio material, and that they will help you
to feel comfortable and happy to use Swahili – Kiswahili in Swahili
– in a number of everyday situations.
In order to make the most of the information offered in this
course, you should know how it is structured. The course consists
of fourteen units, and each unit is based on three dialogues. The
dialogues are the heart of each unit. They describe situations and
aspects of East African life from different points of view, and introduce the vocabulary and structures needed to talk about them. At
the beginning of each unit, the main points of the unit are summarized. On the audio material you will find the dialogues spoken by
Swahili speakers, and the best way to understand natural Swahili
and to produce a reasonable copy of it yourself is to listen to the
dialogues a number of times. For the first half of the course, up
to Unit 7, the dialogues are translated into English. The English
translations of the dialogues are meant to help you to understand
both the content of the Swahili dialogue and its structure. They
may sound strange to the English speaker at times, as we have
tried to reveal as much as possible of the structure of the original,
and because some Swahili expressions just don’t translate very well
into English. After Unit 7, you will no longer need translations, as
you will easily understand the Swahili dialogues with the help of
the vocabulary listed after each dialogue.
2
Built around the dialogues, each Unit offers further, more
detailed information, grouped under the following headings:
Vocabulary
All new words introduced in a dialogue are listed in the accompanying vocabulary section with their English equivalents. In addition, the most important words are included in the Glossary at the
end of the book.
Language points
Some words require more explanation than given in the vocabulary, for example an indication of their cultural significance, or in
which situation they are used. Information of this kind is given
under Language Points.
Language structure
Under this heading you find explanations about the grammatical
forms and constructions used in the dialogue. We have tried to
make grammar explanations as clear and precise as possible, and
to explain technical terminology whenever we use it. The grammar
covered in the course is enough to enable you to understand and
use a range of constructions found in everyday conversation and
to express yourself freely. It also provides you with a solid background for venturing further into the beauty of Swahili structure.
To this end, try the more comprehensive treatment of Swahili
grammar given in Swahili Grammar by E. O. Ashton, first
published in 1944 (Longman, London).
Language use
In addition to the words and phrases used in the dialogues,
Language Use sections contain useful phrases and expressions for
the topics discussed in the unit. They provide easy access to the
most important phrases, questions and replies you are likely to use
in a given situation.
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Exercises
Each unit contains a number of exercises which reinforce the topics
introduced in the dialogues. The exercises invite you to put your
newly acquired knowledge into practice and we recommend that
you go through them carefully before checking for the solutions
provided in the answer key at the end of the book.
Readings
From Unit 4 onwards, each unit has a reading passage on a topic
related to the one discussed in the dialogues. As the reading
passages may contain vocabulary and structures not yet covered at
the stage where they are found (although the key vocabulary is
given below each reading passage), a full translation is given in the
key to the exercises at the end of the book.
At the end of the book, you will find, in addition to the Exercise
Key, an index to the topics covered in the Language Structure
sections, and two glossaries (Swahili–English and English–Swahili)
of the most important words. The glossaries do not, of course,
replace a real dictionary and, for a much more detailed source,
consider using F. Johnson’s Swahili–English and English–Swahili
dictionaries (published by Oxford University Press), the more
recent English–Swahili Dictionary, published by the Swahili
Research Institute of the University of Dar es Salaam (TUKI 1996),
or, a bit later, the monolingual Kamusi ya Kiswahili Sanifu (TUKI
1981).
The Swahili language
The term ‘Swahili’, for the purpose of intelligibility in English,
refers to:
Kiswahili
Mswahili
Waswahili
Uswahili
Uswahilini
=
=
=
=
=
Name of the language
Single member of the Swahili community
Swahili people
Swahili culture and ways of life
Land inhabited by the Swahili
4
These ‘prefixes’ (the letters before the word -swahili) and ‘suffixes’
(the letters after the word swahili-) that distinguish between the
language, the people, the culture and their homeland are a characteristic of Bantu languages, the largest language group in Africa
to which Swahili belongs. Some other Bantu languages are Gikuyu
(giGikuyu), Luganda (oluGanda), Sotho (seSotho), and Zulu
(isiZulu).
Swahili is the first language of the Waswahili, the people who
inhabit the coast and nearby islands of eastern Africa. Although
the number of people who speak Swahili as their first language is
estimated at around several million, the number of people who
speak it as a second or third language runs into tens of millions.
History and spread of the language
The first significant expansion of the language took place in the
ninth and tenth centuries AD which, through the development of
shipping and trade, saw Swahili spread from its northern end (the
Lamu Archipelago and the present Somalia border of Kenya) southwards along the coast through Kenya, Tanzania and the islands
including the Comoros, down as far as northern Mozambique.
The second expansion occurred a thousand years later, in the
nineteenth century, with the development of trade routes into the
East African interior. This is when Swahili firmly became a
language of wider communication, reaching as far as the great lakes
and the upper Congo Basin. Christian missionaries, such as Reverend Krapf and Reverend Rebman of Germany, Father Sacleux of
France and, later, Bishop E. Steere and Reverend Canon Broomfield of Britain, exploited Swahili’s wider communication capabilities to spread their religion.
The missionaries’ interests in the Swahili language enabled them
to translate the Bible and produce dictionaries and grammar books.
During the colonial period, the Germans in Tanganyika (Tanzania)
decided to use Swahili for their administration. Under the British
administration after the 1914–18 war, language policy saw Swahili
used as a medium of instruction in primary schools (English was
used in secondary schools). In 1930 the Inter-Territorial Language
Committee was set up and Swahili was subsequently standardized, with Kiunguja, the dialect of Zanzibar Town, succeeding over
Kimvita, the dialect of Mombasa. However, much later, through
the language policies of the newly independent countries, Swahili
al i
So
m
a
nd
Rwanda
Democratic
Republic
of Congo
U
ga
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a
5
Kenya
Burundi
Zanzibar
Tanzania
Malawi
Zambia
Comoros
Islands
Mozambique
Malagasy
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became the national language of Tanzania, and the official language
(alongside English) in Kenya. In recent years, Uganda has endeavoured to raise the standard of Swahili by implementing it into the
school curriculum.
Aside from Tanzania, Kenya and Uganda, Swahili-speakers may
also be found in Burundi, Ethiopia, Malagasy, Malawi, Mozambique, Zambia, Zimbabwe, the Comoros Islands, Rwanda, Somalia,
Sudan, and the Democratic Republic of Congo. There are also
significant numbers of Swahili-speakers on the Arabian Peninsula,
in the countries of Oman and the United Arab Emirates.
Why Swahili?
Spoken by an estimated figure of more than 50 million people,
Swahili is one of the most widely spoken languages on the African
continent. It is also a popular choice for people who wish to learn
an African language. As a language, Swahili presents no serious difficulties for speakers of English who wish to learn it. Using the ‘continental’ vowel sound system, with some knowledge of the Swahili
alphabet, the language is more or less written as it is spoken.
Swahili is constantly being adapted by its speakers, who enlarge
the language by including words borrowed from other languages.
Arabic, Hindi, Gujerati, Persian and, more recently, English are
the most noted contributors. However, there are traces of Portuguese and German, not to mention the contributions made by local
languages. This ability to borrow and adapt words from other
languages is one of the main reasons why Swahili is so useful and
popular. Its flexibility in accommodating new and foreign concepts
ensures that Swahili remains a very modern language, developing
and changing over time.
The awareness of a rich African cultural heritage has also
prompted African Americans to relink with their African linguistic
heritage. Pan-Africanists encourage the study of African languages
and often use African terms as a way of expressing their ideology.
For example, using Swahili terminology, we have: Molefi Asante’s
Njia (the Way), a philosophical outline of an African belief system,
and Maulana Karenga’s Nguzo Saba (Seven Principles) and
Kwanzaa (First Fruit), an African American holiday which starts
on December 26.
In the United States, it was the African Americans who headed
the campaign to get African languages introduced into American
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academia; however, students of all ethnic backgrounds now study
African languages. Swahili is currently being taught in universities
in Africa, Europe, America and Japan.
People who wish to know more about African culture are
learning the language, and in this way the Swahili language forms
a bridge in human relations.
Pronunciation
Swahili words are not difficult to pronounce. As a rule of thumb,
Swahili vowels are pronounced like continental vowels, as for
example in Italian, German or French, while Swahili consonants
have approximately the value of their English counterparts. The
pronunciation of a word can in most cases easily be seen from the
way it is written. The following chart gives you an idea of the
sounds you will encounter when learning Swahili. The best way to
practise pronunciation is to listen to the Swahili recorded on the
audio material, or to listen to Swahili speakers.
The Swahili Alphabet
a
b
ch
d
dh
e
f
g
gh
h
i
j
k
l
m
n
ny
ng’
o
/a/
/b/
/tʃ/
/d/
/ð/
/ε/
/f/
/g/
//
/h/
/i/
/dȢ/
/k/
/l/
/m/
/n/
//
/ŋ/
/ɔ/
salama
baba
chache
dada
dhambi
endelea
fanya
goli
ghali
habari
vipi
jina
kazi
lala
mama
nzuri
nyota
ng’ombe
toa
peace
father
few
sister
sin
continue
make, do
goal
expensive
news
how
name
work
sleep
mother
fine, well
star
cow
take out
8
p
r
s
sh
t
th
u
v
w
y
z
/p/
/r/
/s/
/ʃ/
/t/
/θ/
/u/
/v/
/w/
/y/
/z/
panda
ruhusa
safari
Shikamoo
teksi
themanini
uhuru
vumbi
wewe
yai
zamani
climb
permission
journey
(Greeting)
taxi
eighty
independence
dust
you (sing.)
egg
time, past times
The sounds spelled dh, gh and th occur mainly in words of Arabic
origin and there is some variation between Swahili speakers as to
how they are pronounced.
The sound ng’ is a velar nasal like in English singer (and not as
in finger).
Abbreviations
sing.
pl.
lit.
adj.
singular
plural
literally
adjective
e.g.
cf.
v.
cont.
for example
confer
verb
continued
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1 Karibu!
Welcome!
In this unit you will learn:
• how to initiate a conversation and exchange greetings
• how to identify people in a conversation using the ‘participant
markers’, ni-, u-, tu-, m• about the present tense marker -na• how to ask someone their name
• how to give your name
• how to ask someone what they are doing and how to say what
you are doing
• how to say goodbye
• possessives ‘my’, ‘your’, ‘our’, etc.
Dialogue 1
Nick Braun, a German consultant working for the Tanzania–
Zambia railway company TAZARA and Kathy Houston, an
American overseas student, are both based in the Tanzanian city of
Dar es Salaam. The two visitors have decided to take a short break
from work and study to go to Zanzibar Island, fifty miles from the
coast of Dar es Salaam. After arriving by ferry, they are now
approaching the harbour Customs Office
KATHY:
CUSTOMS OFFICER:
KATHY:
CO:
KATHY
CO:
AND
NICK:
Hodi!
Karibu!
(After entering the office) Asante. Habari yako
bwana?
Nzuri. Karibuni.
Asante.
Hamjambo?
10
KATHY
NICK:
CO:
KATHY
AND
NICK:
AND
NICK:
KATHY:
CUSTOMS OFFICER:
KATHY:
CO:
KATHY AND NICK:
CO:
KATHY AND NICK:
NICK:
CO:
NICK AND KATHY:
Hatujambo.
Na wewe, hujambo bwana?
Mimi sijambo. Habari zenu?
Nzuri.
May we enter?
Welcome! Come in!
(After entering the office) Thanks. How are
things with you, sir?
Fine. Welcome.
Thanks.
How are you both?
We are well.
And how about you sir?
I am well. How are things with you?
Good.
Vocabulary
Hodi
karibu
asante
habari
yako
bwana
nzuri
karibuni
Hamjambo?
Hatujambo
na
wewe
Hujambo?
mimi
Sijambo
zenu
Expression used when asking to enter a house, room,
place, etc.
welcome, come in
thanks
news
your
Sir, Mr
good, fine, nice (beautiful, pretty)
welcome (to more than one person)
How are you? (to more than one person)
We are fine
and (with, by)
you
How are you? (to one person)
I, me
I am fine
your (pl.)
This short dialogue, besides being your first ever Swahili dialogue,
shows a number of words and phrases which are used when meeting
people or when beginning a conversation.
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Saying ‘Hello’
Jambo (matter)
Hamjambo?
How are you? (to one person; lit. There is no
matter with you?)
How are you? (to two or more people)
Sijambo
Hatujambo
I am fine
We are fine
Hujambo?
Habari (news)
Habari zenu?
How is it?/How are things? (lit. News?)
How are things?/What’s going on? (lit. News
what sort?)
How are you?/How are things with you?
(lit. Your news?)
How are you? (to two or more people)
Nzuri
Njema
Salama
Safi
Good, fine
Good, fine
Peaceful
Great (couldn’t be better)
Habari?
Habari gani?
Habari yako?
Salama (lit. peaceful)
Salama?
Salama
How are you?
I’m fine.
Karibu!
Karibu
Karibuni
Welcome
Welcome (to two or more people)
Asante
Asanteni
Thanks
Thanks (to two or more people)
Language points
A good answer to Habari yako? or Habari zenu? is nzuri, meaning
‘fine’, ‘well’, or ‘good’. Nzuri can be used by and to one or many
persons. Karibu and asante are used when speaking to one person,
12
whereas karibuni and asanteni are used when addressing more than
one person, as in the English ‘Welcome to you all’ or ‘Thank you
all’. Karibu and asante are used very often and, especially asante,
are always good words to say. Finally, the correct forms of -jambo
and habari depend on how many people are addressed in the question, and on how many people are speaking in an answer, as shown
in the different phrases for habari and -jambo above.
Listen to the difference between karibu and karibuni on the
audio material. The stress in Swahili is on the last but one vowel,
so it is karíbu, but karibúni. Listen to the difference between asánte
and asanténi.
Exercise 1
Choose the correct reply.
E.g. Kathy says
and Nick says
1 The CO says
and Nick and Kathy say
2 Nick and the CO say
and Kathy says
3 Kathy says
and Nick and the CO say
4 Kathy and the CO say
and Nick says
5 Kathy, Nick and the CO
say and you say
Karibu!
Asante!
Karibuni!
________
Karibu!
________
Karibuni!
________
Karibu!
________
Karibu!
________
Exercise 2
Choose the correct question.
E.g. Kathy asks
and Nick replies
Habari yako?
Nzuri.
The CO and Nick ask Hujambo?
and Kathy replies
Sijambo.
1 CO:
Kathy and Nick:
________
Hatujambo.
2 Kathy and Nick:
CO:
________
Nzuri.
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3 CO:
Kathy and Nick:
________
Nzuri.
4 Nick:
CO:
________
Sijambo.
5 Kathy and Nick:
CO:
________
Asanteni.
Exercise 3
Pretend you are three people (or find two friends). Greet each
other using Habari yako? Habari zenu? Nzuri. Hujambo? Sijambo.
Hamjambo? Hatujambo. Karibu. Karibuni. Asante. Asanteni.
Language structure
Participant markers
The word jambo is really a noun, meaning ‘matter’, ‘affair’, but in
the greetings above, it is used more like a verb because it is
combined with u, m, and tu, so-called participant markers (functioning as subject concords) to show who is saying what to whom.
H(a)-, the first part of hujambo, hajambo and hatujambo, is a negative marker, meaning ‘not’:
h(a)
+ participant marker
+ jambo
h – not
+ u – you (one person) + -jambo = hujambo
ha – not
+ m – you (many)
+ -jambo = hamjambo
ha – not
+ tu – we
+ -jambo = hatujambo
So hatujambo means literally something like ‘Not we (have)
matter’, or ‘There is nothing the matter with us.’ In hujambo, the
-a- of ha- ‘not’ disappears because of the following -u-. The form
for ‘I have no matter’, sijambo, although it also has a ‘not’ in it,
works a bit differently, and we ignore it for the moment. The participant marker for ‘I’ is in fact ni-:
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Participant markers
niutum-
I
you
we
you
(1st person singular)
(2nd person singular)
(1st person plural)
(2nd person plural)
These four forms are always combined with tense markers and
verbs (hence the little dash). They are called ‘participant markers’,
since they help to identify the participants in a conversation – me
and you and us and you all. People and things talked about (the
topics of a conversation) can be identified in English by using he,
she, they and it. This can be done in Swahili as well, but exactly
how this works in Swahili will be explained in the next Unit.
Dialogue 2
While Nick and Kathy are filling out their customs declaration forms
another Customs Officer enters the office
1 Which of the four participant markers are used in this dialogue?
CO2:
CO1, KATHY
AND NICK:
NICK:
CO2:
CO1:
CO2:
NICK:
CO2:
NICK:
CO2:
KATHY:
CO2:
KATHY:
CO2
NICK:
Hamjambo?
Hatujambo.
(Noticing that this officer is much older and of a
higher status than the first officer whom they met
earlier) Shikamoo!
Marahaba! (And then to the first Customs Officer)
Habari za kazi?
Nzuri mzee, shikamoo.
Marahaba. (Looks at Nick and says) Jina lako
nani?
Jina langu Nick Braun.
Habari za safari?
Njema.
(Turns towards Kathy) Na wewe jina lako nani?
Jina langu Kathy Houston.
Habari za leo?
Salama.
Mnafanya kazi hapa?
Ninafanya kazi TAZARA huko Dar es Salaam.
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KATHY:
CO2:
KATHY AND NICK:
CO2:
KATHY AND NICK:
Na mimi ninasoma chuo kikuu.
Karibuni Unguja.
Asante.
Kwaherini.
Kwaheri.
CO2:
CO1, KATHY
AND NICK:
NICK:
How are you?
We are well.
(Noticing that this officer is much older and of
a higher status than the first officer they met)
My respects!
CO2:
You’re most welcome! (And then to the first
Customs Officer) How’s work?
CO1:
Good, elder, my respects.
CO2:
You’re welcome. (Looks at Nick and says)
What’s your name?
My name is Nick Braun.
NICK:
CO2:
How’s the journey?
Good.
NICK:
CO2:
(Turns towards Kathy) And you, what’s your
name?
My name is Kathy Houston.
KATHY:
CO2:
How are you today?
Fine.
KATHY:
CO2:
Are you working here?
I’m working for TAZARA over there in Dar es
NICK:
Salaam.
And I am studying at the university.
KATHY:
CO2:
Welcome to Zanzibar.
KATHY AND NICK: Thanks.
CO2:
Goodbye.
KATHY AND NICK: Goodbye.
Vocabulary
Shikamoo
Marahaba
My respects! (A respectful greeting to someone who is
older or who is of a higher rank or social status; the
historical literal meaning is ‘I am touching your feet’)
Welcome! (This must be used as a reply to Shikamoo:
it is an acknowledgement of the respect given to
someone who is older or superior)
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kazi
mzee
jina
lako
nani?
langu
safari
leo
-fanya
hapa
-soma
Unguja
ndiyo
kwaherini
kwaheri
work
old man, an elder, parent
name (pl. majina)
your (in reference to jina)
who, what person(s)?
my (in reference to jina)
journey(s)
today
do, make
here
read, study
Zanzibar
yes, that is so, indeed
goodbye (to more than one person)
goodbye (to one person)
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Language structure
The subject concord and verb tense
As you have no doubt noticed, three of the four participant
markers are used in Dialogue 2, namely tu- and m- in hatujambo
and hamjambo, and ni- in ninafanya kazi and ninasoma, and min mnafanya kazi hapa? In the latter verbs, the participant markers
function as subject concord and are combined with the tense
marker -na- and the verb stem:
Subject
concord
+ tense
marker
+ verb
stem
ni
+ na
tu
+ na
m
+ na
+ soma = ninasoma
(I am reading/studying)
+ soma = tunasoma
(we are reading/studying)
+ fanya = mnafanya
(you (pl.) are doing/
making)
The tense marker -na- refers to present tense, to indicate that
events are taking place now, at the time of speaking. Most Swahili
verbs are built in this fashion, by combining a subject concord
(either a participant marker or a concord which will be introduced
soon), a tense marker and a verb stem. An example of the participant marker for the 2nd person singular is the following:
Unafanya nini?
What are you doing?
In answering this question, the participant marker ni- is used:
Ninafanya kazi.
I am working.
In colloquial speech, some participant markers can be contracted
(‘fused together’) with a tense marker. Most frequent is the case
of ni + na = na, so that for example ninasoma becomes nasoma.
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Exercise 4
Fill in the gap.
E.g. Unafanya nini?
1 Unafanya nini?
2 Mnafanya nini?
3 –––– nafanya nini?
Ninafanya kazi.
–––– nasoma.
–––– nafanya kazi.
Tunasoma chuo kikuu.
Language use
Asking someone their name
Jina lako nani?
Jina langu . . .
What’s your name?
My name is . . .
Asking what somebody is doing
Unafanya nini?
Ninafanya kazi.
What are you doing? (sing.)
I’m working.
Mnafanya nini?
Tunasoma.
What are you doing? (pl.)
We’re studying.
Saying goodbye
Kwaheri!
Kwaherini!
Goodbye. (sing.)
Goodbye all. (pl.)
Language points
Habari za, meaning literally ‘news of’ is another common form
used in polite conversation. Like habari yako? it can be used to
ask about someone’s well-being, but it is more specific. So habari
za kazi? means literally ‘news of the work’. When meeting somebody who is travelling, you can ask Habari za safari? ‘How is the
journey?’ The answer to this question is always positive – you can
choose nzuri, njema, safi, or salama.
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The word nani means ‘who’, but in jina lako nani? it is better
translated as ‘what’, so the expression reads as ‘What is your
name?’
Listen to the audio material for the pronunciation of njema.
Exercise 5
Choose the correct reply (several answers are sometimes possible;
use many different forms).
1
2
3
4
E.g. The CO asks
and Kathy replies
Habari za safari?
Salama.
CO:
CO:
CO:
CO:
KATHY:
KATHY:
KATHY:
KATHY:
Hujambo?
Habari yako?
Habari za safari?
Karibu!
5 KATHY: Hamjambo?
6 KATHY: Habari za kazi?
7 KATHY: Asanteni!
CO1
CO1
CO1
________
________
________
________
AND
AND
AND
CO2: ________
CO2: ________
CO2________
Language point
In Swahili there are many kinds of greetings, which may depend
on the relationship between the people involved. For instance, a
younger person or a person of a lower rank or status would greet
their elder or superior respectfully by using the word Shikamoo
(‘My respects’ – just as Nick did in the previous dialogue); the
reply is always Marahaba (‘Welcome’). This is the same form of
greeting a student would use to a teacher. People of the same age
group would be less formal in their greetings, saying for example,
U hali gani? (‘How’s your health/state?’); often the reply is, Mzima
(‘Well/Fine’) or Salama (‘Fine’).
Muslims usually greet each other by saying Salaam aleikum
(‘Peace be unto you’), and the reply is always Aleikum salaam
(‘And peace unto you’).
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Dialogue 3
After leaving the port authorities the visitors encounter a middleaged man who offers them his services as a taxi driver
NICK:
MAN:
NICK AND KATHY:
NICK:
MAN:
NICK:
MAN:
NICK AND KATHY:
NICK:
BW ATHUMANI:
KATHY:
BW ATHUMANI:
NICK:
BW ATHUMANI:
Shikamoo mzee!
Marahaba! Hamjambo?
Hatujambo.
Na wewe bwana hujambo?
Sijambo. Habari za safari?
Nzuri tu. Jina lako nani?
Jina langu Athumani. Karibuni!
Asante.
Habari za kazi?
Njema.
Je, unafanya kazi gani?
Ninafanya kazi ya kuendesha teksi.
Tunahitaji teksi. Tunakwenda hotelini.
Njooni basi!
NICK:
MAN:
NICK AND KATHY:
NICK:
MAN:
NICK:
MAN:
NICK AND KATHY:
My respects elder!
You’re welcome! How are you both?
We are well.
And you sir, how are you?
I’m well. How’s the journey?
Just fine. What is your name?
My name’s Athumani. You are both welcome!
Thanks.
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NICK:
BW ATHUMANI:
KATHY:
BW ATHUMANI:
NICK:
BW ATHUMANI:
How’s work?
Good.
What kind of work do you do?
I work as a taxi-driver (lit. I am doing the work
of driving a taxi).
We need a taxi. We’re going to the hotel.
Well then, come on!
Vocabulary
gani?
ya
kuendesha
teksi
-hitaji
(kw)-enda
hotelini
njooni
basi
what? what kind of?
of (in relation to kazi, work)
to drive/driving
a taxi
need, require (Tunahitaji: We need)
(to) go, going
to/at/by the hotel
come (said to more than one person. Also spelt njoni.
The singular is njoo)
so, well
Language point
The word basi is frequently used and is capable of conveying
different shades of meaning depending on the context in which it
is being used: Njooni basi!, in the dialogue above can have the
meaning of: ‘So, come on all of you!’, or to put it another way:
‘Well then, you all come on!’ In other circumstances it is used as
a sign of resignation: ‘That’s enough!’, ‘That will do!’, ‘No more!’
Exercise 6
Nick is waiting for Kathy who is looking at postcards outside a
shop. After a while he gets impatient and asks her to move on.
What does he say?
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Language structure
The possessive concord
When asking about somebody’s news, habari yako? or when
asking for somebody’s name, jina lako nani? you are combining
the nouns habari and jina with a ‘possessive marker’ – my name,
jina langu, is different from your name, jina lako. In Swahili, in
contrast to English, the noun comes first and the possessive marker
follows. The possessive stems forming possessive markers are
shown below:
Possessive stems
-angu
-ako
-ake
my
your
his/her
-etu
-enu
-ao
our
your (pl.)
their
The possessive stems ‘agree’ with the noun with which they are
used. That means that a stem is combined with a different consonant depending on the noun with which it is used. For example:
Jina, jambo, and neno take l- in the singular:
jina l-angu
neno l-ako
jina l-ake
jambo l-etu
jambo l-enu
neno l-ao
my name
your word
his/her name
our affair
your (pl.) affair
their word
But their plural forms majina, maneno, and mambo take y-:
majina y-angu
maneno y-ako
majina y-ake
mambo y-etu
mambo y-enu
maneno y-ao
my names
your words
his/her names
our affairs
your (pl.) affairs
their words
That is, the singular nouns jina, neno, and jambo (it’s one name,
one word, one affair) take l-, while the plural nouns majina,
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maneno, mambo (names, words, affairs) take y-. On the other hand,
habari, safari and kazi take y- when they are singular, but z- when
they are in the plural. With these words, you can’t tell whether
they are singular or plural by just looking at the word – but when
used with the possessive, the difference shows:
Habari, safari, and kazi take y- in the singular:
habari y-angu
habari y-ako
safari y-ake
safari y-etu
kazi y-enu
kazi y-ao
my news (‘one news item’)
your news
his/her journey
our journey
your (pl.) work
their work
But z- in the plural:
habari z-angu
habari z-ako
safari z-ake
safari z-etu
kazi z-enu
kazi z-ao
my news (‘many news items’)
your news
his/her journeys
our journeys
your (pl.) work
their work
The reason for this is that jina, neno, and jambo belong to one
group (‘class’) of nouns (the JI-MA class), while safari, habari and
kazi belong to a different group (‘class’) of nouns (the N class).
These classes will be discussed in more detail in Units 4 and 5. We
will spend quite some time with the different noun classes in
Swahili (there are eight classes in total) in the following units.
For the moment, try to memorize the forms of jina and majina,
and then you just have to remember that neno and jambo are like
jina (and maneno and mambo are like majina). Similarly, if you
memorize the forms of safari, you just have to remember that
habari and kazi are like safari (i.e. they are words of the same
noun class).
The different consonants are called the possessive concord, since
they are used with possessive stems. The possessive concord is also
used with the ‘-a of relationship’, which we have seen already in
habari za kazi. So it is:
neno la Nick
maneno ya Nick
Nick’s word (lit. word of Nick)
Nick’s words
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Nick’s journey
Nick’s journeys
safari ya Nick
safari za Nick
Exercise 7
Translate into English, and then translate back into Swahili:
1a
2a
3a
4a
5a
6a
7a
8a
9a
10a
11a
12a
jina langu
jina lako
jina lake
jina letu
jina lenu
jina lao
habari yangu
habari yako
habari yake
habari yetu
habari yenu
habari yao
1b
2b
3b
4b
5b
6b
7b
8b
9b
10b
11b
12b
majina yangu
majina yako
majina yake
majina yetu
majina yenu
majina yao
habari zangu
habari zako
habari zake
habari zetu
habari zenu
habari zao
Exercise 8
Supply the correct consonant (y, z, l) in the gaps. (2) means that
there are two possibilities, in which case give both.
1
2
3
4
5
6
habari _ako?/_ako? (2)
jina _angu
habari _a kazi?/_a kazi? (2)
majina _enu
neno _angu
jina _ake
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12
habari _enu?/_enu? (2)
jambo _etu
mambo _ao
maneno _angu
jambo _enu
safari _angu/_angu (2)
Exercise 9
Translate into Swahili (sometimes more than one answer is
possible):
1
2
3
4
5
Your (pl.) affair
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Her words
12
My journeys
13
Our affairs
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How’s your (pl.) news (pl.)? 15
My word
How’s work?
Your (pl.) names
My name
How’s their news (pl.)?
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6 How’s your (pl.) news
(sing.)?
7 My journey
8 Our affair
9 Your (pl.) words
10 Their affairs
16 How’s his news?
17 How’s your (sing.)
news (pl.)?
18 My names
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20 Your (sing.) name
Exercise 10
Give a little speech in Swahili, using the English version below:
Hello . . . How are you? . . . My name is . . . I need a
taxi to go to the hotel . . . How’s the work? . . .
Thanks . . . Goodbye.
2 Unatoka wapi?
Where do you come from?
In this unit you will learn:
•
•
•
•
•
•
•
•
the pronouns ‘I’, ‘you’, ‘he/she’, etc.
the copula ni
how to say your nationality
how to say where you come from and ask where someone
comes from
how to ask someone where they were born and to say where
you were born
how to say where you stay/reside/live
how to say the negative to that which is mentioned above
how to describe your means of transport
Dialogue 1
Four students, Amos, Kathy, Subira and Leo are getting to know
each other on the campus of the University of Dar es Salaam in
Tanzania
1 Who are the students from overseas in this conversation?
2 What is their country of origin?
AMOS:
Mimi ni Mtanzania. Ninatoka Bukoba. Nyinyi mnatoka
wapi?
Mimi ni Mwingereza. Ninatoka London.
LEO:
KATHY: Mimi ni Mmarekani. Ninatoka New York.
SUBIRA: Ninatoka Nairobi, kwa hiyo mimi ni Mkenya.
AMOS: Bwana Leo, je, umezaliwa huko Uingereza?
LEO:
Ndiyo bwana, nimezaliwa Uingereza. Mimi ni
Mwingereza, lakini baba yangu anatoka Afrika Magharibi
na mama yangu ni Mwafro-Amerika.
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AMOS: Na wewe Bibi Kathy, umezaliwa wapi?
KATHY: Mimi nimezaliwa Los Angeles, lakini siku hizi mimi na
familia yangu tunaishi New York.
LEO:
Na wewe je, Bibi Subira? Mimi sijui habari zako.
Umezaliwa Nairobi?
SUBIRA: Hapana. Sasa ninaishi Nairobi lakini nimezaliwa katika
kijiji cha Tigoni.
AMOS:
LEO:
KATHY:
SUBIRA:
AMOS:
LEO:
AMOS:
KATHY:
LEO:
SUBIRA:
I’m Tanzanian. I come from Bukoba. Where do you come
from?
I’m English. I come from London.
I’m American. I come from New York.
I come from Nairobi, so I’m Kenyan.
Mister Leo, were you born over there in England?
Yes sir, I was born in England. I’m an Englishman, but
my father comes from West Africa and my mother is
African American.
And you Miss Kathy, where were you born?
I was born in Los Angeles, however at present my family
and I are living in New York.
And you Miss Subira? I don’t know anything about you,
were you born in Nairobi?
No. Now I live in Nairobi but I was born in Tigoni village.
Vocabulary
I, me (see Language structure)
am, is, are, it is (Mimi ni Mtanzania, I am a
Tanzanian)
-toka
come from, out of
nyinyi
you (pl.) (see Language structure)
wapi?
where?
kwa hiyo
therefore, thus, so
je, . . .?
Clarifies that a question is being asked
-zaliwa
be born
huko
there, over there
lakini
but, however
baba
father
Afrika (ya) Magharibi West Africa
mama
mother
bibi
Miss, Mrs, lady (grandmother)
mimi
ni
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these days
family
live, live at
know (sijui, I don’t know)
no
in, at, into
village
siku hizi
familia
-ishi
-jua
hapana
katika
kijiji
Language point
In the dialogue you may have noticed that the students address
each other as ‘Bwana Amos’, ‘Bibi Kathy’, ‘Bibi Subira’, etc., rather
than with just their first names as they probably would in a corresponding English conversation. The use of titles like Bwana and
Bibi, or Mzee (introduced in the preceding unit), is much more
common in Swahili and they are also used by young people like
the students in this dialogue.
Language structure
Pronouns and the copula
The pronouns of Swahili are:
mimi
wewe
yeye
I
you (sing.)
he or she
sisi
nyinyi
wao
we
you (pl.)
they
For saying that I am something, you are something, he is something, etc., the pronouns can be used with the ‘copula’ ni, ‘to be’,
to say mimi ni, ‘I am’, wewe ni, ‘you are’, wao ni, ‘they are’, etc.
Examples in the dialogue are Mimi ni Mtanzania, Mimi ni
Mwingereza, Mimi ni Mmarekani, and Mimi ni Mkenya.
Language use
Saying your nationality
Mimi ni
Mwafrika
Mswidi
Mjapani
I am
an African
a Swede
a Japanese
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a French person
a German
a Somalian
an Indian
Mfaransa
Mjerumani
Msomali
Mhindi
Language structure
The M-WA noun class
When the students say who they are, they all use words beginning
with the letter M. Amos, for example, is M-tanzania, a Tanzanian.
Other words in this group are:
mtoto
mgeni
msichana
mvulana
mtu
mwalimu
mwanafunzi
child
guest
girl
boy
person
teacher
student
and of course the words for the nationalities introduced above, e.g.
Mswidi. When followed by a vowel, the m- becomes mw-, as in
Mwafrika, mwalimu, or mwanafunzi. All these words make their
plural by exchanging M- for Wa-:
Watanzania
Wajapani
Waafrika
watoto
walimu*
wanafunzi*
Sisi ni wageni.
Nyinyi ni wasichana.
Wao ni watu.
Tanzanians
Japanese people
Africans
children
teachers
students
We are guests.
You are girls.
They are people.
*In these two forms the two a’s are shortened to one a.
The plural ‘boys’ is thus wavulana, and ‘people’ are watu. This class
of nouns is the ‘human’ class, or as we will call it, the
‘M-WA class’. There are eight of these classes in Swahili and you
will have to learn which noun belongs to which class – not only to
make the right plural, but also because other words in the sentence
30
change (slightly) depending on the class of the noun, as we have
already seen with the possessive marker in the last unit. The concord of the M-WA class is a- in the singular, and wa- for plural.
These are placed before the tense the marker and/or the beginning
of the verb:
Mkenya anatoka Nairobi.
The Kenyan (he) comes from Nairobi.
Wakenya wanatoka Kenya.
The Kenyans (they) come from Kenya.
Msichana anatoka Chicago.
The girl comes from Chicago.
Wasichana wanatoka Mbeya.
The girls come from Mbeya.
When used without a noun, a- means simply ‘he’ or ‘she’, and wameans ‘they’ – meaning that whoever exactly is meant, he, she, or
they are living beings:
Anaishi Nairobi.
She/he lives in Nairobi.
Wanatoka Ujerumani.
They come from Germany.
The nominal prefix m- is a syllable, so it is M-hindi, M-faransa,
etc. Listen carefully to the speakers on the audio material.
There is no expression for ‘the’ or ‘a’, known as the ‘definite’
or ‘indefinite article’ in Swahili. Mwafrika, for example, can mean
either the African or an African.
When used with an M-WA noun, the possessive marker (cf. Unit
1, Dialogue 3) is formed with the possessive concord w-, for both
singular and plural:
mtoto wangu
mgeni wetu
mvulana wake
my child
our guest
her/his boy
watoto wangu
wageni wenu
wavulana wao
my children
your (pl.) guests
their boys
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Language use
Saying where you come from
Ninatoka
Uingereza
I come from
Marekani
Uholanzi
Ujerumani
Ngazija
Ulaya
New York
London
Ubelgiji
Msumbiji
Rumi (or Roma)
Kanada
England
America
Holland
Germany
the Comoros
Europe
New York
London
Belgium
Mozambique
Rome
Canada
Asking where someone comes from
Unatoka wapi?
Mnatoka wapi?
Anatoka wapi?
Wanatoka wapi?
Where
Where
Where
Where
do you (sing.) come from?
do you (pl.) come from?
does s/he come from?
do they come from?
Asking someone where they were born
Umezaliwa wapi?
Mmezaliwa wapi?
Amezaliwa wapi?
Wamezaliwa wapi?
Where
Where
Where
Where
were you born?
were you (pl.) born?
was s/he born?
were they born?
Saying where you were born
Nimezaliwa Paris
Unguja
Ujerumani
Los Angeles
Hong Kong
I was born in
Paris
Zanzibar
Germany
Los Angeles
Hong Kong
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Exercise 1
How would you say the following in English?
1
2
3
4
5
Mimi ni Mwingereza.
Ninatoka Uingereza.
Nimezaliwa Uingereza.
Unatoka wapi?
Umezaliwa wapi?
And how would you say the following in Swahili?
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7
8
9
10
Amos comes from Bukoba.
Leo comes from London.
Kathy comes from New York.
Where do you (pl.) come from?
Where do they come from?
Exercise 2
Fill in the gaps with the correct singular or plural form.
1
2
3
4
5
E.g. Mtanzania
Watanzania
Mtoto
Mfaransa
________
Msichana
________
________
________
Waingereza
________
Wageni
Exercise 3
Habari zako? Give some details about yourself: your name, where
you were born and your nationality. Listen again to Dialogue 1.
An example is provided in the answer key.
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Dialogue 2
As they become better acquainted the students ask each other further
details about their lifestyles
1 Who among the students lives off campus?
2 Do any of the students in this conversation share accommodation?
LEO:
AMOS:
LEO:
AMOS:
LEO:
Bwana Amos, wewe unakaa wapi?
Ninakaa Mwenge, nje kidogo ya eneo la chuo kikuu.
Si mbali na hapa chuo kikuu. Je, unakwenda kwa miguu?
La, ninakuja hapa kwa daladala. Na wewe, unakaa wapi?
Mimi ninakaa hapa hapa chuo kikuu katika Bweni la
Nne.
AMOS: Kwa bahati wewe unaweza kufika darasani kwa miguu.
Na wewe, Bibi Subira, unakaa wapi?
SUBIRA: Ninakaa hapa chuo kikuu katika Bweni la Tatu. Bibi
Kathy pia anakaa Bweni la Tatu.
AMOS: Basi mnaishi pamoja!
KATHY: Hapana. Sisi tunaishi kwenye jumba moja tu.
LEO:
AMOS:
LEO:
AMOS:
LEO:
AMOS:
Mr Amos, where do you live?
I live in Mwenge, just outside the campus.
It’s not far from the university. Do you come on foot?
No. I come here by daladala. And where are you staying?
I am staying right here at the university, in Hall Four.
Fortunately you can come to class on foot. And you, Miss
Subira, where are you staying?
SUBIRA: I’m staying here at the university in Hall Three. Miss Kathy
is also staying in Hall Three.
AMOS: So you live together!
KATHY: No. We just live in the same building.
Vocabulary
-kaa
nje
kidogo
eneo la
chuo kikuu
si
sit, stay, reside at, inhabit
outside
a little, a bit
region (of), area (of)
university
it (Mwenge) is not
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mbali na
hapa
-weza
(kw)-enda
miguu
-fika
la
(ku)-ja
daladala
bweni
bahati
darasa
pamoja
jumba
moja
tu
far from
here (hapa hapa, right here in this place/spot)
can, be able, be capable
go, walk
feet, legs (sing. mguu)
arrive, come to
no (same as hapana in replies)
(to) come
local minibus (see the following Language point)
dormitory/hall of residence (Bweni la Nne/Tatu =
Hall Four/Three)
luck, chance, fate (kwa bahati, luckily, fortunately)
classroom, lesson, class period (darasani, at/in/to/
from the classroom)
together
building
one
only, just
Language point
Daladala, so-named since at the
time they charged a fare of one
dala, five Tanzanian shillings.
These are small, private minibuses that operate in the large
towns in Tanzania. This type
of bus service is often found in
various African countries and is
sometimes given a name, for
example, in Kenya these buses are called matatu.
Language use
Saying where you stay/reside
Ninakaa
kwenye Chuo kikuu
I am staying at the university
kwenye jumba kubwa
I am residing in/at a big building
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Ninakaa
katika nyumba nzuri
I am residing in a fine house
katika nyumba ndogo
I am staying in a small house
or
Ninakaa
hotelini
nyumbani
kijijini
mjini
I
I
I
I
am
am
am
am
staying at a hotel
staying at home
living in a village
living in town
Language structure
Talking about locations
Above you will notice that there are two ways of referring to a location: using the preposition kwenye (‘at, in, on’) or katika (‘at, in,
into, inside of’), or the use of the suffix -ni. Both mean ‘at/near/in/on
somewhere’, depending on context. Katika and kwenye are used
when the noun is followed by a word modifying it (i.e. giving more
information about it), for example a possessive or an adjective:
Ninakaa hotelini.
I am staying at/in a hotel.
Ninatoka hotelini.
I am coming from the hotel.
Ninakaa katika hoteli yake.
I am staying at/in his hotel.
Ninakaa kwenye hoteli nzuri.
I am staying at/in a nice hotel.
As you can see from the third example, hoteli is an N-class noun
(note the form of the possessive yake). Like possessives, adjectives
like nzuri follow the noun in Swahili.
The ending -ni turns nouns into locations. It can be added to
almost any noun, with the exception of living creatures. Names of
countries, towns and villages do not take the -ni ending since the
‘locative’ meaning is already clear from the noun:
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Ninakaa Nairobi.
I live in Nairobi.
Msichana anakaa Uingereza.
The girl lives in England.
Ninatoka Arusha.
I come from Arusha.
Some exceptional, usually borrowed, nouns also do not take -ni
even if they are used in a locative sense. These include sinema and
posta:
Ninatoka sinema.
I am coming from the cinema.
Ninatoka posta.
I am coming from the post office.
You will find that speakers vary the nouns they use with or without
the -ni. For example, hospitali, ‘hospital’, and maktaba, ‘library’,
(from Arabic) are heard in the locative sense, while other speakers
would use hospitalini and maktabani in these contexts.
As mentioned earlier, the stress in a Swahili word is placed on
the last but one (penultimate) vowel. Therefore, with the addition
of the -ni suffix the stress is moved further along the word, for
example (these examples are included on the audio material):
hotéli
nyúmba
→
→
hotelíni
nyumbáni
Language use
Saying where you live
Ninaishi
Mombasa
Tanzania
Marekani
kwenye hoteli
hotelini
kwenye jumba kubwa
kwenye nyumba nzuri
nyumbani
I
I
I
I
I
I
I
I
live
live
live
live
live
live
live
live
in
in
in
in
in
in
in
at
Mombasa
Tanzania
America
a hotel
a hotel
a big building
a fine house
home
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Describing your means of transportation
Ninakuja
kwa miguu
kwa daladala
I come on foot
I come by minibus
Ninakwenda
kwa
kwa
kwa
kwa
kwa
I
I
I
I
I
miguu
daladala
basi
gari
treni
travel
travel
travel
travel
travel
on foot
by minibus
by bus
by car
by train
Exercise 4
Answer these questions in Swahili:
1
2
3
4
5
Unatoka wapi?
Sasa unakaa wapi?
Umezaliwa wapi?
Mimi ni Mtanzania, wewe ni . . .?
Familia yako wanaishi wapi?
Exercise 5
Say in Swahili:
1
2
3
4
A German
An African
A Japanese
I am an American
Exercise 6
Complete the sentences with the appropriate word from the list.
The first one has been answered for you.
Mwingereza
Waingereza
Mfaransa
Wafaransa
Mwafrika
Waafrika
Mchina
Wachina
Mjerumani
Wajerumani
Mmarekani
Wamarekani
1 Nimezaliwa Uingereza kwa hiyo mimi ni Mwingereza.
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3
4
5
6
Amezaliwa Afrika kwa hiyo yeye ni ________
Wamezaliwa Uchina kwa hiyo wao ni ________
Umezaliwa Ufaransa kwa hiyo wewe ni ________
Tumezaliwa Marekani kwa hiyo sisi ni ________
Mmezaliwa Ujerumani kwa hiyo nyinyi ni ________
Dialogue 3
It seems that some of the information the students shared among
themselves has been forgotten during their conversation, so they need
to get things straight
1 Amos is confident that he has not forgotten what he was told,
but what does Subira think?
2 Amos is a little concerned about their inability to remember
what they have told each other about themselves. Why?
SUBIRA:
KATHY:
SUBIRA:
KATHY:
SUBIRA:
AMOS:
SUBIRA:
KATHY:
LEO:
AMOS:
SUBIRA:
KATHY:
Eti Bibi Kathy, je, wewe ni Mwingereza?
Hapana, mimi si Mwingereza. Mimi ni Mmarekani.
Samahani. Nimesahau habari zako. Unatoka sehemu
gani?
Ninatoka New York, lakini nilizaliwa katika jiji jingine,
Los Angeles.
Ndiyo, ndiyo. Sasa ninakumbuka.
Hebu Bibi Subira mimi sisahau habari zako. Wewe ni
Mkenya, tena umezaliwa Nairobi na sasa unaishi katika
kijiji.
Hapana bwana, siyo! Umeshindwa kukumbuka habari
zangu zote. Kweli mimi ni Mkenya lakini sikai kijijini.
Nimezaliwa kijijini, lakini siku hizi ninaishi mjini Nairobi.
Bwana Leo, wewe na Bwana Amos mnakaa pamoja
kwenye Bweni la Nne au siyo?
Umekosea bibi. Hatuishi pamoja. Mimi ninakaa hapa
hapa chuo kikuu, bali mwenzetu, Bwana Amos, anakaa
Mwenge.
Jamani! Inaonekana kwamba hatukumbuki habari zetu.
Ninatumai tunaweza kukumbuka masomo yetu! (Wote
wanacheka!)
Hey there Miss Kathy, are you British?
No, I’m not British. I am an American.
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SUBIRA:
KATHY:
SUBIRA:
AMOS:
SUBIRA:
AMOS:
KATHY:
LEO:
AMOS:
I’m sorry. I’ve forgotten about you. What part do you
come from?
I come from New York, but I was born in another city,
Los Angeles.
Yes indeed. Now I remember.
Hey Miss Subira, I don’t forget what you said. You are
Kenyan, and what’s more you were born in Nairobi, and
now you’re living in a village.
No sir, that’s not it! You have failed to remember everything about me. True, I am Kenyan but I don’t live in a
village. I was born in a village, but nowadays I live in
town, in Nairobi.
Thanks a lot for reminding me miss.
Mr Leo, aren’t you and Mr Amos living together in Hall
Four?
You’re wrong there, miss. We don’t live together. I am
living right here at the university, on the other hand our
companion, Mr Amos, is living in Mwenge.
My goodness! It seems that we don’t remember what we
said to each other. I hope we can remember our studies!
(They all laugh!)
Vocabulary
eti
si
samahani
-sahau
sehemu
jiji
-kumbuka
hebu
siyo
-shindwa
zote
kweli
sikai
-kosea
hatuishi
(to get attention) listen here
am not, are not, isn’t (see Language structure)
excuse me, I’m sorry
forget
part, section, portion
city (jiji jingine, another city)
remember, recall
an expression used to draw attention (also ebu,
‘Look here!’, ‘Listen!’, ‘Hey there!’)
it is not so, no
be beaten, fail
all (in reference to habari, news)
true
I don’t live/stay (from -kaa, live/stay, see Language
structure)
make an error, be mistaken, be wrong
we don’t live (from -ishi, live, see Language structure)
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siyo?
bali
Jamani!
inaonekana
kwamba
hatukumbuki
-tumai
masomo
wote
-cheka
is it not so?
on the contrary, rather, but, however
‘Listen here!’, ‘Hey there!’, ‘What a pity!’ (when sad),
‘My goodness!’ (when surprised)
it seems, it appears
that
we don’t remember (from -kumbuka, remember)
hope, expect (also -tumaini)
studies
all
laugh
Language use
Saying who you are not
Mimi si
Mfaransa
Mwitalia
Mwislamu
Mkristo
I’m
I’m
I’m
I’m
not
not
not
not
a French person
an Italian
a Muslim
a Christian
Saying where you do not come from
Sitoki
Marekani
Uingereza
Afrika
Bara Hindi
I
I
I
I
don’t
don’t
don’t
don’t
come
come
come
come
from
from
from
from
America
England
Africa
India
Saying where you do not live/stay
Siishi
Ulaya
Ujerumani
kwenye jiji kubwa
jijini
kwenye nyumba
nzuri
nyumbani
I
I
I
I
I
don’t
don’t
don’t
don’t
don’t
live
live
live
live
live
in
in
in
in
in
Europe
Germany
a big city
a city
a nice house
I don’t live at home
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Sikai
kwenye hoteli
kubwa
hotelini
kwenye mji mkuu
mjini
I don’t stay at a big hotel
I don’t stay at a hotel
I don’t stay in the capital city
I don’t stay in town
Language structure
The negative copula and the negative
present tense
The negative counterpart of the copula ni, ‘be’, is the negative
copula si, ‘be not’. Like ni it can be used with any noun:
Mimi ni Mwafrika.
I am an African.
Wewe si Mwafrika.
You are not an African.
Amos si Mwingereza, ni Mtanzania.
Amos is not an Englishman, he’s a Tanzanian.
Kathy na Subira si walimu, ni wanafunzi.
Kathy and Subira are not teachers, they are students.
The negative present tense, the counterpart to the present tense in
-na-, is formed with the negative marker before the subject concord
(either a participant marker or a noun class concord) and verb
stem, and by changing the final vowel of the verb stem to -i (the
1st person singular has a special form for the negative marker, for
which see below):
Negative
marker
+
Subject
concord
+
Verb
stem
(with -i )
h
h
ha
ha
ha
+
+
+
+
+
u
a
m
tu
wa
+
+
+
+
+
toki
toki
toki
toki
toki
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hutoki
hatoki
hamtoki
hatutoki
hawatoki
you don’t come from
s/he doesn’t come from
you (pl.) don’t come from
we don’t come from
they don’t come from
Note that with -u- and -a- the negative marker is only h-.
The negative present tense for the 1st person singular (when a
person speaks of herself or himself) is irregular, since the negative
marker and subject concord are ‘fused’ into si-:
sitoki
I don’t come from
A special set of verbs are verbs of Arabic origin, which do not
have a verb stem ending in -i. They simply take the negative marker
and subject concord. These verbs can generally be spotted by their
final vowel; while verbs of Bantu origin end in -a, verbs of Arabic
origin may end in any vowel. A quick glance at the vocabulary list
of Dialogue 3 reveals that there are three verbs of Arabic origin:
-sahau, -tumai, and -ishi. They form negatives such as the following:
sisahau
hatusahau
hutumai
hamishi
I don’t forget
we don’t forget
you (sing.) don’t expect/hope
you (pl.) don’t live
Monosyllabic verbs
Another set of exceptional verbs are the so-called monosyllabic
verbs. These include -ja, ‘come’, -la, ‘eat’, and -nywa, ‘drink’, as
well as -enda, ‘go, walk’, and -isha, ‘finish’. These verbs are special
because they sometimes take a ‘stem marker’ -ku- to form a tensed
verb. Thus in the present tense, monosyllabic verbs are formed
with -ku-, while they do not take -ku- in the negative present tense:
Present tense
ninakula
tunakunywa
wanakwenda
unakuja
Negative present tense
I am eating
we are drinking
they are going
you are coming
sili
hatunywi
hawaendi
huji
I am not eating
we are not drinking
they are not going
you are not coming
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Exercise 7
Match the nationals in the left hand column with their countries
in the right hand column.
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2
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4
5
6
7
8
Mholanzi
Mrusi
Mkanada
Mreno
Mhabeshi
Mgiriki
Mhindi
Mmarekani
(a) Marekani
(b) Bara Hindi
(c) Ugiriki
(d) Habeshi/Uhabeshi
(e) Urusi
(f) Uholanzi
(g) Ureno
(h) Kanada
Exercise 8
Which three are the odd ones out?
Mkenya
Mtoto
Mjapani
Msichana
Mfaransa
Mjerumani
Mtanzania
Mvulana
Msomali
Mwarabu
Mswidi
Exercise 9
Fill in the gaps:
SUBIRA:
LEO:
SUBIRA:
LEO:
Bwana Leo, unakaa Mwenge?
Hapana, ________ Mwenge. Ninakaa hapa chuo kikuu.
Kathy na Amos wanatoka Chicago?
La, ________ Chicago. Kathy ________ New York, lakini
Amos ________ Bukoba.
LEO:
Je, Kathy amezaliwa Nairobi, kwa hiyo yeye ________
Mwafrika?
SUBIRA: Hapana, Bwana Amos na mimi ________ Afrika kwa hiyo
sisi ni ________ . Bi Kathy hatoki Afrika, kwa hiyo yeye
________ Mwafrika.
3 Familia
The family
In this unit you will learn:
•
•
•
•
•
•
how to talk about your marital status
the perfective and negative perfective tense
the possessive copula -na
how to talk about your children
how to count
the names of family members
Dialogue 1
Some people making new acquaintances
1 What is the difficulty being faced by Ibrahim?
2 In this conversation who is married?
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
Je, umeolewa?
Ndiyo, nimeolewa.
Je, mna watoto?
Ndiyo, tuna watoto watatu; wote ni wavulana. Na
wewe bwana, umeshaoa?
Ndiyo nimeoa, lakini mimi na mke wangu tumetenIBRAHIM:
gana.
MARIAMU: Pole bwana.
IBRAHIM:
Asante. Labda tutaweza kurudiana. Mimi sitaki kutoa
talaka.
(Ibrahim then turns his attention towards the other person in this
small group, a young woman called Subira)
IBRAHIM:
Eti Bibi Subira, umeshaolewa?
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SUBIRA:
IBRAHIM:
SUBIRA:
La, bado sijaolewa bwana, lakini nina mchumba.
Anaitwa Yusufu. Ninataka kuolewa baada ya kumaliza
masomo yangu.
Je, mnategemea kufunga ndoa lini?
Jamaa zetu wameshafanya mipango yote ya arusi, kwa
hiyo tunategemea kufunga ndoa mwishoni mwa
mwaka huu Inshallah!
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
Are you married?
Yes, I am married.
Do you have any children?
Yes, we have three children, all are boys. And you sir,
are you already married?
IBRAHIM:
Yes, I’m married, but my wife and I have separated.
MARIAMU: I’m sorry sir.
IBRAHIM:
Thanks. Perhaps we’ll be able to get back together
again. I don’t want a divorce (lit. I don’t want to issue
a divorce).
(Ibrahim turns to Subira)
IBRAHIM:
SUBIRA:
IBRAHIM:
SUBIRA:
Miss Subira! Are you already married?
No, I’m not married, but I have a fiancé. He’s called
Yusufu. I want to get married after completing my
studies.
When do you expect to get married?
Our families have already made all the wedding
arrangements, so we expect to get married at the end of
this year. God willing!
Vocabulary
-olewa
mna
tuna
watatu
-mesha-oa
mke
-tengana
be married
you (pl.) have (m + na)
we have (tu + na)
three (in reference to children as in tuna watoto,
we have three children)
already (see Language structure below for further
explanations concerning this tense marker)
marry
wife
be separated
46
pole
-rudiana
sitaki
talaka
bado
mchumba
-itwa
baada ya
-tegemea
-funga
ndoa
lini?
jamaa
arusi
mwishoni mwa
Inshallah!
my sympathy
reunite with, return to, go back to
I don’t want
divorce
not yet (still)
fiancé(e)
be called
after
expect, anticipate, rely on, count on
tie up, close, lock (imprison, fast from food,
win a game, cease child-bearing)
marriage (-funga ndoa, get married, ‘tie the knot’)
when?
family, relatives
wedding (also harusi)
at the end of
God willing!
Language point
In Swahili, it is said a man marries and a woman is taken in
marriage, that is, a woman is being married, hence we have two
slightly different constructions when Ibrahim and Mariamu ask
each other about their marital status.
Language use
Talking about your marital status
Nimeoa
Nimeolewa
Sijaoa
Sijaolewa
Mimi ni mtalaka
I am married (man)
I am married (woman)
I am single (man – lit. I have not yet
married)
I am single (woman – lit. I have not yet
been married)
I am divorced (man or woman – lit. I am a
divorced person)
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Talking about your partner
Mume wangu jina lake . . .
Mke wangu jina lake . . .
Mchumba wangu jina lake . . .
My husband’s name is . . .
My wife’s name is . . .
My fiancé(e)’s name is . . .
Mume wangu anaitwa . . .
Mke wangu anaitwa . . .
Mchumba wangu anaitwa . . .
My husband is called . . .
My wife is called . . .
My fiancé(e) is called . . .
Mume wangu ni Msomali.
Mke wangu ni mwalimu.
My husband is a Somalian.
My wife is a teacher.
or
Language structure
The perfective and the negative
perfective tense
With the verb -olewa, ‘be married’, Ibrahim uses the tense marker
-me-:
Subject
concord
tense
marker
verb
stem
u
me
olewa
umeolewa (you are married)
Maybe you have noticed that -me- has already been used with
-zaliwa in Unit 2. The -me- is the marker of the perfective tense.
The perfective tense indicates that an event has happened in the
past, but that the result of that event is still enduring (in English,
this is often expressed by the present perfect, e.g. ‘I have broken
my leg’) – thus, a wedding is an event involving preparations, negotiations, relatives, friends and food, the enduring result of which is
the state of being married. Thus, Umeolewa? means ‘Are you
married?’
In Unit 2, Leo asks Amos, Unakwenda kwa miguu?, meaning
whether Amos usually comes to the university on foot, these days.
In contrast, Umefika kwa miguu? would mean, ‘Have you come
on foot (to where you are now)?’ – the result of arriving is to be
somewhere.
48
The tense marker -mesha- (sometimes also -mekwisha- is heard)
adds ‘already’ to the meaning of -me-: Nimeshafika and Nimekwishafika both mean ‘I have already arrived.’
The opposite of saying that something has already been done is
expressed with the tense marker -ja- and the negative marker
discussed in Unit 2, which together form the negative perfective
tense:
Negative
marker
Subject
concord
Tense
marker
Verb
stem
si
ja
fika
h
u
ja
fika
h
a
ja
fika
ha
tu
ja
fika
ha
m
ja
fika
ha
wa
ja
fika
sijafika (I have
not yet arrived)
hujafika (you have
not yet arrived)
hajafika (s/he has
not yet arrived)
hatujafika (we have
not yet arrived)
hamjafika (you have
not yet arrived)
hawajafika (they have
not yet arrived)
With respect to marital status and the bearing of children, Swahili
speakers do not usually give a definite negative answer, but rather
use the negative perfective with the meaning of ‘not yet’. Thus
when Subira is asked whether she is married, she replies: bado
sijaolewa, ‘I’m not (yet) married’, therefore implying that the
action may yet take place – as one is expected to marry and bear
children. Likewise, this tense is usually used in all other situations
where an action may yet take place, for example, using the verbs
-soma, ‘read’, ‘study’ and -tengana ‘be separated’:
Umesoma?
Have you read?
Sijasoma.
I haven’t yet read.
Mmetengana?
Have you (pl.) separated?
Hatujatengana.
We haven’t separated yet.
Both answers above imply an expectation that the action may take
place at a later time or date. However, if it is clear that the action
will not take place, the past negative tense (-ku-) is used. The use
of this tense will be explained in Unit 7.
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The word bado is often associated with the negative perfective
tense. With a negative verb the word bado means ‘not yet’, as in
the conversation above when Subira answers: bado sijaolewa, ‘No
I am not yet married.’ On the other hand, bado with an affirmative verb has the meaning of ‘still’, for example: Bado ninafanya
kazi, ‘I am still working.’
Exercise 1
Listen again to Ibrahim in Dialogue 1 talking about his marital
status and then tick the right boxes.
Ibrahim ni mtalaka ⵧ mume ⵧ
Ana mke ⵧ
mama ⵧ
Ameolewa ⵧ
Hajaolewa ⵧ
mchumba ⵧ
mchumba ⵧ
Ameshaoa ⵧ
Exercise 2
How would you say the following in Swahili?
1
2
3
4
5
6
My name is Peter. I am single.
My wife is called Karen.
My husband is called Shabaan.
Are you married (to a woman)?
Yes, I am married (replied by a woman).
I am not yet married (said by woman).
Language structure
The possessive copula
The copula ni (see Unit 2, Dialogue 1) and the negative copula si
(see Unit 2, Dialogue 3) are used for saying that somebody or
something is/are something, for example Ibrahim ni mume,
‘Ibrahim is a husband.’ For saying that somebody or something has
something, the possessive copula is used. It is formed with the
subject concord combined with -na:
nina
una
ana
I have
you (sing.) have
she/he has
tuna
mna
wana
we have
you (pl.) have
they have
50
To say that somebody/something does not have, -na is combined
with the negative marker and subject concord:
sina
huna
hana
I don’t have
you (sing.) don’t
have
she/he doesn’t
have
hatuna
hamna
we don’t have
you (pl.) don’t have
hawana
they don’t have
Thus, Subira ana mchumba, but hana watoto (bado) – ‘Subira has
a fiancé, but no children (yet).’
Exercise 3
What were the questions to the following answers?
1
2
3
4
Nimeolewa.
Ndiyo, tuna watoto watatu.
Tunategemea kufunga ndoa mwishoni mwa mwaka huu.
Ndiyo, nimeshaoa.
Exercise 4
Answer kweli (‘true’) or si kweli (‘false’):
1
2
3
4
5
Watoto wa Mariamu ni wavulana.
Ibrahim anataka talaka.
Ibrahim na mke wake hawajatengana.
Subira ameshaolewa.
Subira ana mchumba.
Exercise 5
Habari Zake
Say in Swahili what Subira says about herself – refer to Dialogue
1 of this unit.
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Dialogue 2
A friendship develops between Subira and Mariamu, and some
months later Subira decides to invite Mariamu, her husband Juma,
and their three sons to her wedding. At the wedding reception the
couples are engaged in a conversation
MARIAMU: (To Subira’s husband) Bwana Yusufu, hawa ni wana
wetu watatu. Huyu ni mkubwa, anaitwa Hadji. Ana
miaka kumi. Na huyu mwingine ni wa pili, anaitwa
Saleh. Ana miaka minane. Na huyu mdogo ni wa tatu,
anaitwa Jumanne. Ana umri wa miaka sita tu.
Ee, Hadji ni mrefu kama baba yake.
YUSUFU:
JUMA:
Ndiyo, lakini yeye na babu yake wanafanana sana.
MARIAMU: Na Saleh yeye anafanana na kaka yangu. Naye
Jumanne anafanana na mjomba wangu, lakini ana
tabia kama bibi yake.
MARIAMU: (To Subira’s husband) Mr Yusufu, these are our three
sons. This one is the eldest, he is called Hadji. He’s ten
years old. This other one is the second, he is called
Saleh. He’s eight years old. And this little one is the
third, he’s called Jumanne. He’s just six years of age.
52
YUSUFU:
I see, Hadji is tall like his father.
Yes, but he and his grandfather look very much alike.
JUMA:
MARIAMU: And Saleh looks like my brother. As for Jumanne, he
looks like my maternal uncle but he has his grandmother’s personality.
Vocabulary
hawa
wana
watatu
mkubwa
huyu
miaka
mwingine
wa pili
mdogo
wa tatu
umri
mrefu
babu
-fanana
sana
kaka
naye
mjomba
tabia
bibi
these (persons)
one’s own children (sing. mwana)
three (in reference to wana wetu, our three children)
big, large; elder, superior (m + kubwa)
this (person)
years (sing. mwaka)
other (person) (also: mwengine)
the second, next
little, small: young (m + dogo)
the third
age
tall, long (m + refu)
grandfather
be alike, be similar
very, very much
elder brother
and he (na + ye(ye))
maternal uncle
nature, character
grandmother (Mrs, Miss, Lady)
Language use
To say you have children
Nina mtoto/mwana
Tuna watoto/wana
I have a child
We have children
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To say how many children you have
Nina mtoto mmoja
Nina watoto wawili
Tuna watoto watatu
Tuna watoto wanne
I have one child
I have two children
We have three children
We have four children
To say you don’t have any children
Sina watoto
Hatuna watoto
I don’t have children
We don’t have children
Saying someone’s age
Ana mwaka mmoja
S/he is one year old (lit. s/he has one year)
Ana miaka minane
S/he is eight years old
Ana umri wa mwaka mmoja
S/he is one year of age
Ana umri wa miaka minane
S/he is eight years of age
Mwana wangu ana umri wa miaka mitatu
My child is three years of age
Wana wetu wana miaka mitatu na minane
Our children are three and eight years old
Numbers
Numbers 0–20
0
1
2
3
4
5
sifuri
moja
mbili
tatu
nne
tano
6
7
8
9
10
sita
saba
nane
tisa
kumi
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11
12
13
14
15
kumi
kumi
kumi
kumi
kumi
na
na
na
na
na
moja
mbili
tatu
nne
tano
16
17
18
19
20
kumi na
kumi na
kumi na
kumi na
ishirini
26
27
28
29
30
ishirini na
ishirini na
ishirini na
ishirini na
thelathini
sita
saba
nane
tisa
Numbers 21–30
21
22
23
24
25
ishirini
ishirini
ishirini
ishirini
ishirini
na
na
na
na
na
moja
mbili
tatu
nne
tano
sita
saba
nane
tisa
You will notice that the numbers in the dialogue differ slightly
from the ones here. The m- or the wa- prefixes show adjective
agreement relating to the words mtoto and watoto, while the mand mi- prefixes show agreement with mwaka and miaka in mwaka
mmoja or miaka minane. Numbers, and adjective agreement more
generally, will be dealt with in Units 4, 5, and, in greater detail,
Unit 6.
More numbers
Numbers ascending in tens
10
20
30
40
50
kumi
ishirini
thelathini
arobaini
hamsini
60
70
80
90
sitini
sabini
themanini
tisini
Hundreds, thousands, millions
100
1000
mia
elfu
100,000
laki
1,000,000 milioni
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Exercise 6
Write these numbers in Swahili:
10, 12, 22, 33, 46, 59, 61, 70, 87, 94, 101
Language structure
The N noun class
The N class has already been mentioned in Unit 1. Habari, safari,
and kazi are nouns belonging to the N class. There are more Nclass nouns in the preceding dialogues, for example, arusi, talaka,
and tabia. As pointed out in Unit 1, the possessive concord for the
N class is y- for the singular and z- for the plural. The concord for
the N-class used with verbs is i- in the singular, and zi- in the plural.
With a verb stem such as -pendeza, ‘to be pleasant, to please’, N
class nouns adopt the following forms (recall that N-class nouns
don’t change between singular and plural):
Arusi inapendeza.
The wedding is pleasant.
Arusi zinapendeza.
The weddings are pleasant.
Tabia yake haipendezi.
His character doesn’t please.
Safari za Nick hazipendezi.
Nick’s journeys don’t please.
The name of the class results from the fact that many N-class nouns
historically had a nominal prefix n-, which however has been largely
lost. Some N-class words beginning in n- are:
ngoma
njaa
ndizi
drum, dance
hunger
banana
njia
ndege
road
bird, also aeroplane
In other cases, the prefix is m-, ng’-, or ny-:
mvua
mbegu
rain
seed
ng’ombe
nyumba
cow
house
56
Remember that the initial sound in ng’ombe is one sound.
In addition, there are many loanwords in the N class. These do
not have a nominal prefix:
letter
pen
hat, cap
hour
barua
kalamu
kofia
saa
sabuni
motokaa
treni
soap
car
train
N-class nouns denoting living beings such as words for animals and
family relationships take the concord of the M-WA class:
lion
chicken
fish
grandmother
mother
brother
friend
simba
kuku
samaki
bibi
mama
ndugu
rafiki
amefika
wamefika
has arrived
have arrived
There are different rules for the possessive concord with these
nouns. Words denoting animals usually have w- in the singular (as
the M-WA class), but z- in the plural (as the N class). Words for
humans mostly take N class possessive concord with possessive
stems, but M-WA concord with the -a of relationship:
simba wangu
simba zangu
my lion
my lions
mama yangu
mama zetu
mama wa watoto
my mother
our mothers
the children’s mother (or mothers)
Dialogue 3
Subira’s sister, Amina, who is pregnant, now joins the group
SUBIRA:
JUMA AND
MARIAMU:
AMINA:
MARIAMU:
AMINA:
Huyu ni dadangu. Jina lake Amina.
Karibu Bibi Amina!
Asanteni!
Eti Bibi Amina, unategemea kuzaa lini?
Ninategemea kuzaa baada ya mwezi mmoja hivi.
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MARIAMU:
AMINA:
MARIAMU:
AMINA:
MARIAMU:
Je, atakuwa mtoto wako wa kwanza?
Ndiyo, atakuwa wa kwanza. Je, mna watoto wangapi?
Tuna watoto watatu; wavulana hawa.
Je, hamna watoto wa kike?
Bado. Tuna watoto wa kiume tu.
SUBIRA:
JUMA AND
MARIAMU:
AMINA:
MARIAMU:
AMINA:
MARIAMU:
AMINA:
This is my sister. Her name is Amina.
MARIAMU:
AMINA:
MARIAMU:
Welcome Miss Amina!
Thanks!
I say Miss Amina, when’s the baby due?
I hope to give birth in about a month.
Will it be your first child?
Yes, it will be the first. How many children do you
have?
We have three children; these boys.
Don’t you have any girls?
Not yet. We only have boys.
Vocabulary
dadangu
-zaa
lini?
baada ya
mwezi
hivi
atakuwa
wa kwanza
wangapi?
watoto wa kike
watoto wa kiume
my sister
give birth, bear fruits (kuzaa, to give birth,
to bear fruits)
when?
after
month, moon
approximately (thus, so)
s/he will be (a + ta + kuwa, see Unit 4, Dialogue 1)
the first
how many (children)?
girl-children
boy-children
Language point
Dadangu is a contraction of two words, dada (‘sister’) and the
possessive stem -angu (‘my’). Names of close relatives are often
combined in this manner with possessives, hence we saw in the
previous unit the combination of mwenzi + wetu in its contracted
58
form of mwenzetu meaning ‘our companion’. Below is a list of
some combinations which are often heard:
mwanangu
wanetu
mwana + wangu
wana + wetu
my child
our children
mwenzangu
mwenzako/mwenzio
mwenzake/mwenziwe
mwenzetu
mwenzenu
mwenzi + wangu
mwenzi + wako
mwenzi + wake
mwenzi + wetu
mwenzi + wenu
my companion
your companion
his/her companion
our companion
your (pl.) companion
wenzangu
wenzako/wenzio
wenzake/wenziwe
wenzetu
wenzenu
wenzi + wangu
wenzi + wako
wenzi + wake
wenzi + wetu
wenzi + wenu
my companions
your companions
his/her companions
our companions
your (pl.) companions
mumeo
mumewe
mume + wako
mume + wake
your husband
her husband
mkeo
mkewe
mke + wako
mke + wake
your wife
his wife
mamangu
mamako
mamake/mamaye
mamaetu
mamaenu
mama + yangu
mama + yako
mama + yake
mama + yetu
mama + yenu
my mother
your mother
his/her mother
our mother
your (pl.) mother
babangu
babako
babake/babaye
babaetu
babaenu
baba + yangu
baba + yako
baba + yake
baba + yetu
baba + yenu
my father
your father
his/her father
our father
your (pl.) father
nduguyo
nduguye
nduguzo
nduguze
ndugu + yako
ndugu + yake
ndugu + zako
ndugu + zake
your sister/brother
his/her sister/brother
your sisters/brothers
his/her sisters/brothers
rafikiyo
rafikiye
rafikizo
rafikize
rafiki + yako
rafiki + yake
rafiki + zako
rafiki + zake
your friend
his/her friend
your friends
his/her friends
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Other family members
kaka
mpwa
baba wa kambo
mama wa kambo
baba mkwe
mama mkwe
amu/ami
shangazi
baba mdogo
(bamdogo)
baba mkubwa
(bamkubwa)
mama mdogo
(mamdogo)
mama mkubwa
(mamkubwa)
mtoto wa ami/
binamu
older brother (kaka, brother, and dada,
sister, are used playfully and
colloquially as terms of endearment
by men and women)
niece/nephew (mpwa wa kike/mpwa wa
kiume)
stepfather
stepmother (mama, mother, is used to
address an older woman respectfully)
father-in-law
mother-in-law
paternal uncle, father’s brother
paternal aunt, father’s sister
paternal uncle, younger brother of the
father
paternal uncle, older brother of the
father
maternal aunt, younger sister of the
mother
maternal aunt, older sister of the
mother
cousin (lit. child of paternal uncle)
Exercise 7
Translate into Swahili:
1
2
3
4
5
6
7
8
My brother
Her sisters
Our children
My father
His mother
His elder brother
Her elder sister
His maternal uncle
9
10
11
12
13
14
15
My child
A girl-child
A boy-child
A girl
Our boys
His grandmother
Her grandfather
60
Exercise 8
Match the people in column A with their opposite in column B.
E.g. Mama Baba
A
B
Mtoto wa kiume
Dada
Mama
Mume
Msichana
Mamdogo
Babu
Wasichana
Bibi
Bamdogo
Mvulana
Wavulana
Kaka
Baba
Mtoto wa kike
Mke
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4 Kusafiri
Travelling
In this unit you will learn:
•
•
•
•
•
the future tense -tahow to travel by train
how to ask/say the time and date in Swahili
how to describe periods of the day/week
the object concord
Dialogue 1
Leo and Victoria are at the booking office at the TAZARA Railway
Station to buy some tickets for their journey
1 What time of the year do they wish to travel?
2 How many tickets do they want to buy?
LEO:
KARANI:
LEO:
KARANI:
LEO AND
VICTORIA:
LEO:
KARANI:
LEO:
KARANI:
LEO:
(To the clerk at the station booking office): Shikamoo!
Marahaba!
Habari za asubuhi?
Salama tu. Karibuni!
LEO:
(To the clerk at the station booking office): My
respects!
Asante.
Tunataka kusafiri kwenda Zambia.
Mtakwenda lini?
Tutakwenda wakati wa Pasaka, mwezi wa nne.
Mnataka kukata tiketi ngapi?
Tunataka kukata tiketi nne, lakini hatuna pesa leo.
Tutarudi na pesa kesho au Jumanne.
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CLERK:
LEO:
CLERK:
LEO AND
VICTORIA:
LEO:
CLERK:
LEO:
CLERK:
LEO:
Your respects are most welcome!
How’s the morning?
Just peaceful. Welcome!
Thanks.
We want to travel to Zambia.
When will you be going?
We’ll go during Easter, in April.
How many tickets do you want to buy?
We want to buy four tickets. However, we don’t have
any money today. We’ll return with some money
tomorrow or on Tuesday.
Vocabulary
TAZARA
karani
-safiri
wakati
Pasaka
mwezi
wa nne
TAnzania–ZAmbia RAilway
clerk
travel (kusafiri, to travel)
time
Easter
month (also moon)
fourth (of month, lit. of four)
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-kata
-ngapi?
pesa
leo
-rudi
kesho
Jumanne
cut (idiomatic: -kata tiketi, buy tickets)
how much?/many? (in reference to tiketi)
money
today
return, come back
tomorrow
Tuesday
Language use
Days of the week
Saturday (lit. first day)
Sunday (lit. second day)
Monday (lit. third day)
Tuesday (lit. fourth day)
Wednesday (lit. fifth day)
Thursday (also Alhamis)
Friday
Jumamosi
Jumapili
Jumatatu
Jumanne
Jumatano
Alhamisi
Ijumaa
Months of the year
Januari
or
Februari
Machi
Aprili
Mei
Juni
Julai
Agosti
Septemba
Oktoba
Novemba
or
or
or
or
or
or
or
or
or
or
Desemba
or
(also Disemba)
Mwezi wa Kwanza
(lit. first month)
Mwezi wa Pili
Mwezi wa Tatu
Mwezi wa Nne
Mwezi wa Tano
Mwezi wa Sita
Mwezi wa Saba
Mwezi wa Nane
Mwezi wa Tisa
Mwezi wa Kumi
Mwezi wa Kumi
na Moja
Mwezi wa Kumi
na Mbili
January
February
March
April
May
June
July
August
September
October
November
December
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Language structure
The future tense
When talking about events in the future, the tense marker -ta- is
used. As usual, it is combined with the subject concord and the
verb stem. Monosyllabic verbs take the stem marker -ku-:
Subject
concord
Tense
marker
Verb
stem
ni
m
ta
ta
kwenda
soma
i
ta
fika
nitakwenda (I will go)
mtasoma (you (pl.) will read/
study)
itafika (it will arrive (of an
inanimate N-class noun
such as treni))
The corresponding negative future tense is formed with the negative marker:
Negative
marker
Subject
concord
Tense
marker
Verb
stem
ha
tu
ta
kwenda
h
u
ta
soma
si
ta
safiri
zi
ta
fika
ha
hatutakwenda
(we will not go)
hutasoma (you
(sing.) will not
read/study)
sitasafiri (I will not
travel)
hazitafika (they will
not arrive (of an
inanimate N-class
plural noun))
Exercise 1
Translate the following sentences into English:
1 Tunataka kwenda Zambia kwa treni.
2 Hamtakwenda Malawi?
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3 Hatutakwenda Malawi.
4 Je, utarudi?
5 Sitarudi mimi. Bwana Leo atarudi kesho.
Exercise 2
You have planned a trip to Mombasa, travelling by train. You will
leave on Wednesday and return on Friday. Today, Monday, you
meet Amos on the bus. He asks you the following questions which
you duly, in Swahili, answer:
1
2
3
4
5
Bibi/Bwana! Habari yako?
Je, utakwenda Nairobi?
Utakwenda kesho?
Utarudi lini?
Haya safari njema!
Dialogue 2
Before completing their travel arrangements the students decide to
seek additional information
1 The students ask for tickets for which class of travel?
2 What is the price for each of these tickets?
3 What days of the week does the train not run?
LEO:
KARANI:
LEO:
KARANI:
VICTORIA:
KARANI:
VICTORIA:
Tiketi ni bei gani?
Bei ya tiketi ya daraja la kwanza ni shilingi elfu
thelathini na tatu, na bei ya tiketi ya daraja la pili ni
shilingi elfu ishirini na tano. Mnataka tiketi za daraja
gani?
Tunataka tiketi za daraja la pili. Je, treni itaondoka
lini?
Siku za Jumatatu, Alhamisi na Jumamosi, treni itaondoka saa tano kamili asubuhi. Siku za Jumanne na
Ijumaa, treni itaondoka saa kumi na moja kasoro
dakika tano jioni.
Safari hii itachukua muda gani?
Itachukua muda wa masaa arobaini na mawili hivi.
Loh! Ni safari ndefu sana!
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LEO:
CLERK:
LEO:
CLERK:
VICTORIA:
CLERK:
VICTORIA:
What price are the tickets?
The price for a first-class ticket is thirty-three thousand
shillings and the price for a second-class ticket is twentyfive thousand shillings. What class of tickets do you
require?
We want second-class tickets. When will the train leave?
On Mondays, Thursdays and Saturdays, the train will
depart at precisely eleven o’clock in the morning. On
Tuesdays and Fridays, the train will depart at five
minutes to five in the evening.
How long will this journey take?
It will take about forty-two hours.
Gosh! It’s a very long journey!
Vocabulary
bei
gani?
daraja
kwanza
pili
-ondoka
siku
saa
kamili
kasoro
dakika
jioni
safari
muda
masaa
Loh!
ndefu
price
what?, what sort of?, which?
rank, position, class
first, firstly
second, secondly, next
leave, depart
day(s)
hour(s), clock(s), watch(es)
exactly (perfect(ly), complete(ly))
less (minus)
minute(s)
evening
journey(s), (occasion(s), time(s))
time, period of time, a while
hours (pl.)
expression of surprise
(adj.) long, tall (in reference to safari)
Exercise 3
Translate the following Swahili sentences into English:
1 Tutakwenda Kenya.
2 Mtaondoka leo?
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3 Hapana, hatutaondoka leo. Tutaondoka mwezi wa tatu.
4 Mtakata tiketi ngapi?
5 Tutakata tiketi nne.
Language points
Time
The Swahili day runs from dawn to sunset, i.e. 7 a.m. to 6 p.m. and
then from sunset to dawn, i.e., 7 p.m. to 6 a.m.; not from midnight
to midday. The Swahili numbering of the hours is in accordance
with twelve hours of daylight and twelve hours of darkness; thus
the Swahili day starts after the first hour of sunrise saa moja
(7 a.m.), the second saa mbili (8 a.m.) and so on. It is the same
with the hours of darkness: thus the night begins after the first
hour after sunset saa moja (7 p.m.), saa mbili (8 p.m.), saa tatu
(9 p.m.), and so on. In other words there is a six-hour time difference between what is shown on the Swahili clock and what is
known as ‘standard time’: 12 o’clock standard time is 6 o’clock on
the Swahili clock. From the standard time system Swahili time can
be calculated in the following manner:
1 From 7 a.m. to 12 noon, and from 7 p.m. to midnight, subtract
6 from the standard time to get the corresponding Swahili time.
e.g. 7 – 6 = 1
8–6=2
9–6=3
saa moja
saa mbili
saa tatu, etc.
2 From 1 p.m. to 6 p.m., and from 1 a.m. to 6 a.m., add 6 to get
the Swahili time.
e.g. 1 + 6 = 7
saa saba
2+6=8
3+6=9
saa nane
saa tisa
You may find it easier to note that Swahili time is the number on
the clock face opposite standard time, e.g. 1 is opposite 7, 2 is
opposite 8, etc.
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Exercise 4
Give the Swahili times shown by these clocks:
(a)
(b)
(c)
(d)
(e)
(f)
Language use
Asking the time
Saa ngapi?
Ni saa ngapi?
What’s the time? (lit. How many hours?)
What’s the time? (lit. It is how many
hours?)
Saa ngapi sasa? or
Sasa ni saa ngapi?
What time is it now?
Ni saa . . .
Sasa ni saa . . .
The time is . . .
The time now is . . .
Sasa ni saa moja
usiku.
Sasa ni saa sita
mchana.
The time now is seven o’clock in the
evening.
The time now is twelve o’clock in the
daytime (noon).
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Asking the date
Leo ni tarehe gani?
What is the date today? (lit. Today is which date?)
Leo ni tarehe ngapi?
What is the date today? (lit. Today is how many dates?)
Leo ni tarehe . . .
Today’s date is . . .
Leo ni tarehe kumi na sita, mwezi wa kumi na moja
(/mwezi wa Novemba)
Today is the sixteenth of November
Periods of the day
alfajiri
dawn (Muslim First Prayer) (about 4 a.m.)
asubuhi
mchana
adhuhuri
morning (6 a.m. to 10 a.m.)
daytime (11 a.m. to 4 p.m.)
noon (noon to 2 p.m.)
alasiri
magharibi
late afternoon (3 p.m. to 5 p.m.)
sunset (also means west)
jioni
usiku
siku
evening (5 p.m. to 8 p.m.)
night (also means at night)
day (24 hours)
kutwa
kucha
all day (the whole day)
all night (the whole night)
Exercise 5
Read the passage below and replace the European time shown in
the brackets with the appropriate Swahili time, including the period
of the day. For example:
Treni itaondoka Dar es Salaam saa (6 a.m.) kufika Pugu saa
(11 a.m.).
Treni itaondoka Dar es Salaam saa kumi na mbili asubuhi
kufika Pugu saa tano mchana.
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(6 a.m.) is during the morning period asubuhi (i.e. from 6 a.m.
to 10 a.m.).
(11 a.m.) is during the daytime period mchana (i.e. from
11 a.m. to 4 p.m.).
Safari za familia
Leo ni tarehe kumi na tano Juni. Bwana na Bibi Ali pamoja na
watoto wao, Rashid na Rehema, wataondoka Tanzania kwenda
Uingereza. Watasafiri kwa ndege kutoka Dar es Salaam mpaka
Maskat, halafu watasafiri kwa ndege nyingine kwenda London.
Ndege itaondoka saa (3 p.m.). Itafika Maskat saa (8 p.m.). Ndege
ya pili itaondoka Maskat saa (11 p.m.). Watasafiri usiku kucha na
kufika London saa (6 a.m.).
Language use
Times of the week
leo
jana
juzi
juzijuzi
zamani
kesho
kesho kutwa
today
yesterday
day before yesterday, recently
the other day
long time ago
tomorrow
day after tomorrow (also keshokutwa)
Hours, minutes, seconds
saa
masaa
dakika
sekunde
robo
nusu
kasoro
kasorobo
saa tano na nusu
hour(s), clock(s), watch(es)
(pl.) many hours
minute(s)
second(s)
quarter
half
less
less a quarter (cf. kasoro robo;
also kasrobo, kasarobo)
half past eleven (alternatively saa tano
u nusu)
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saa tatu na robo
saa tatu kasorobo
saa kumi na moja
na dakika saba
quarter past nine
quarter to nine
seven minutes past five
Exercise 6
Write in English:
1
2
3
4
Treni kutoka Dodoma itafika saa moja na nusu jioni.
Treni kwenda Mbeya itaondoka saa saba kasorobo mchana.
Treni kutoka Tabora itafika saa tatu na dakika tano usiku.
Treni kwenda Morogoro itaondoka saa nne kasoro dakika kumi
asubuhi.
5 Treni kutoka Moshi imeshafika saa moja na nusu asubuhi.
Exercise 7
Your turn to be at the booking office. You and a friend want to
buy rail tickets to go to Tanga. Below is a dialogue between the
station clerk and yourselves. Translate the dialogue into Swahili:
YOU:
CLERK:
YOUR FRIEND:
How are you this morning?
Just fine. You are welcome.
Thanks. We want to go to Tanga. What price
are the tickets?
The price for a first-class ticket is five hundred
CLERK:
shillings. How many tickets do you want?
We want two tickets.
YOUR FRIEND:
The price is one thousand shillings.
CLERK:
YOU:
What time will the train leave?
CLERK:
The train will leave at 10 o’clock in the morning.
YOU AND FRIEND: Thank you. Goodbye.
CLERK:
Goodbye. Have a nice trip!
YOU AND FRIEND: Thanks a lot.
Exercise 8
Write the times below in Swahili time:
1 9 a.m.; 10 a.m.; 11 a.m.; 3 p.m.; 4 p.m.; 5 p.m.
2 1.30, 2.45, 7.15
3 1 hour, 2 minutes and 3 seconds
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Dialogue 3
Leo and Victoria are now discussing travel arrangements with fellow
students, Subira and Trevor, who will accompany them on the
journey
1 The students will visit how many countries and in what order?
2 Approximately how long will the journey take?
3 Who offers to take the passports to the embassy?
TREVOR:
VICTORIA:
SUBIRA:
LEO:
Je, treni ina behewa la kulia chakula?
Ndiyo, ina behewa la kulia chakula.
Katika safari yetu, tutapitia nchi ngapi?
Tutapitia nchi nne: ya kwanza Zambia, ya pili
Zimbabwe, halafu tutapita Msumbiji bila ya kusimama
kuelekea Malawi. Baada ya kukaa Malawi, tutarudi
Tanzania. Safari nzima itachukua muda wa karibu wiki
nne.
TREVOR: Bila shaka safari kama hiyo itatupa elimu zaidi kuhusu
mambo ya Afrika Mashariki.
LEO:
Kuingia nchi hizo tutahitaji viza. Tutaweza kupata viza
kwenye ubalozi. Kesho nitazichukua pasi kwenye
ubalozi.
VICTORIA: Haya, tutakupa pasi.
TREVOR: Mimi ni Mkanada, kwa hiyo nina pasi ya Kanada.
SUBIRA:
Nilizaliwa Kenya, kwa hiyo pasi yangu ni ya Kenya.
Bibi Victoria, una utaifa gani?
VICTORIA: Mimi ni Mghana. Nina pasi ya Ghana. Bwana Leo, una
utaifa gani?
LEO:
Taifa langu ni Uingereza. Basi! Kanada, Kenya, Ghana
na Uingereza sisi sote tunasafiri pamoja. Tutajiita
‘Umoja wa Mataifa!’
TREVOR:
VICTORIA:
SUBIRA:
LEO:
TREVOR:
Does the train have a dining car?
Yes, it has a dining car.
How many countries will we visit during our trip?
We’ll visit four countries: the first, Zambia, the second,
Zimbabwe, and then we will pass non-stop through
Mozambique on to Malawi. After staying in Malawi,
we’ll return to Tanzania. The complete journey will take
a period of nearly four weeks.
Without doubt a trip like this will give us more knowledge about East Africa.
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LEO:
To enter these countries we’ll need visas. We will be able
to get the visas at the embassy. Tomorrow I’ll take the
passports to the embassy.
VICTORIA: Okay, we’ll give you the passports.
TREVOR: I’m Canadian, so I have a Canadian passport.
SUBIRA:
I was born in Kenya, so my passport is Kenyan. Miss
Victoria, what nationality are you?
VICTORIA: I’m Ghanaian. I have a Ghanaian passport. Mister Leo,
what is your nationality?
LEO:
My nationality is British. Well then! Canada, Kenya,
Ghana and England, all of us travelling together. We
shall call ourselves the ‘United Nations!’
Vocabulary
behewa
-lia
chakula
-pitia
nchi
bila (ya)
-simama
-elekea
karibu
shaka
-pa
elimu
-ingia
-hitaji
viza
-pata
ubalozi
-chukua
pasi
utaifa
taifa
train compartment or carriage
eat with or in (cf. -la, eat)
food (so, behewa la kulia chakula, carriage
for eating food in)
pass by/at/near, pay a passing visit
country(ies)
without
stop, stand, stand up
be headed for/going to, be facing (seem, appear,
feel inclined)
nearly, near, nearby (karibu na, near to)
(cf. Karibu! Welcome!)
doubt (bila shaka, without doubt. Hapana shaka is
sometimes heard, meaning ‘No doubt’)
give (used either with the stem marker ku-, or with an
object concord, discussed in Language structure
below)
education
enter
need
visa(s)
get
embassy
carry, take away
passport(s)
nationhood
nation (pl. mataifa)
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sisi sote
Umoja wa
Mataifa
all of us
the United Nations
Language structure
The JI-MA noun class
Taifa and behewa are, like jina, neno, and jambo, encountered in
Unit 1, nouns belonging to the JI-MA noun class. The plural
nominal prefix is ma-, so that nouns in this class in the plural begin
with ma-, as for example mabehewa, ‘carriages’ and mataifa,
‘countries’. However, not all singular nouns in this class begin in
ji- (as one would expect from the name of the class). In fact, only
a few nouns do – mostly those with monosyllabic stems, that is
nouns which consist of one syllable only if the nominal prefix
is subtracted.
Singular
Plural
behewa
neno
taifa
yai
jicho
mabehewa
maneno
mataifa
mayai
macho
carriage
word
nation, nationality
egg
eye
With some nouns, the plural becomes me-, when the vowels a and
i fuse together to form e:
jino
jiko
meno
meko
tooth
stove, kitchen
These slightly irregular pairs also belong here:
jina
jambo
majina
mambo
name
matter
Some JI-MA nouns do not have a singular, they are only found in
the plural:
maziwa
mafuta
maji
milk
oil
water
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The possessive concord of the JI-MA class is of course l- and y-,
already familiar from Unit 1. The concord for this class is li- in the
singular and ya- in the plural.
Behewa langu linapendeza.
My carriage is pleasant.
Mabehewa yangu yanapendeza.
My carriages are pleasant.
Yai liko wapi?
Where is the egg?
Mayai yako jikoni.
The eggs are in the kitchen.
Language structure
The object concord
By now you have become quite familiar with the subject concord,
which indicates which participant, person, or thing is the subject
of the verb. The participant, person, or thing towards which an
action is directed is called the object, and the object can be
expressed in Swahili by the object concord, which precedes the
verb stem:
Subject
concord
Tense
Object
concord
Verb
stem
ni
ta
zi
chukua
nitazichukua I will
carry them (of an
inanimate N-class
plural noun)
tu
ta
ku
pa
tutakupa we will give
you (sing.)
As can be seen from the examples above, the object concord
follows the tense marker and precedes the verbal base. When the
object is a participant or human, the object concord is generally
used, while for non-human objects, the object concord is possible,
but not necessary.
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The object concords for participants are given below:
ni
ku
me
you (sing.)
tu
ku . . . ni
or wa . . . ni
or just wa
us
you (pl.)
For example with the verb -ona, ‘see’:
aliniona
walituona
nitakuona
nitakuoneni
nitawaoneni
nitawaona
he saw me
they saw us
I will see you (sing.)
I will see (each of) you (pl.)
I will see (all of) you (pl.)
I will see (all of) you (pl.)
The post-final -ni changes the final vowel (which is now strictly
speaking no longer final) from -a to -e-. This is the same -ni as we
have seen in Unit 1 in Asanteni. There are three forms for the
object concord for ‘you (pl.)’. The first one, ku . . . ni, is more often
used to refer to individuals in a group, while the second one, wa
. . . ni, often refers to the group as a whole. The third one is identical to the plural object concord of the M-WA class:
nitawaona
can mean
I will see (all of) you (pl.)
or I will see them.
For these forms, the context makes clear what is meant.
For the singular of the M-WA class, the object concord is -m(or, when followed by a vowel, -mw-); for all other classes, the
concord is used, so that the object concord has the same shape as
the subject concord. The object concord can be used with all tenses:
Nilimwona mwenzangu.
I saw my friend.
Nitazikata tiketi hizi.
I will buy these tickets.
Utamwoa Mzambia mzuri.
You will marry a beautiful Zambian.
Hawajamwita.
They have not yet called her/him.
Mmeyakumbuka.
You (pl.) have remembered them (of a JI-MA plural noun).
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A special object concord -ji- exists for reflexive meanings, where
an action is performed by somebody with reference to themselves:
Tutajiita Umoja wa Mataifa.
We will call ourselves United Nations.
Alijikata.
S/he cut herself/himself.
When used with monosyllabic verbs, the object concord replaces
the stem marker:
Nilizila.
I ate them (of an N-class noun).
Watayanywa.
They will drink them (of an JI-MA noun).
Anampa habari.
He/she is giving him/her news.
Exercise 9
Put the correct object marker into the gap in the sentences. Object
markers: zi, li, i, m, wa:
1
2
3
4
5
Asha ali__kata tiketi moja.
Nita__pata habari za ubalozi kesho.
Je, ume__ona watoto?
Wanafunzi wame__pa Amos pasi zao.
Asha ali__ona behewa la kulia.
Exercise 10
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2
3
4
How
How
How
How
do
do
do
do
you
you
you
you
ask
ask
say
say
someone the time?
someone the date?
the time is 3:25 p.m.?
the date is Tuesday, 18 January?
Exercise 11
Write in English:
Ninakaa Marekani. Leo ninakwenda kukata tiketi ya kusafiri
kwa ndege. Ninataka kwenda Afrika. Zamani baba yangu
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alikwenda Afrika. Alikwenda Uganda na Kenya. Jana nilipata
viza yangu kwenda Tanzania. Kesho nitakwenda kwa baba
yangu kupata habari zake kuhusu kusafiri Afrika. Ndege
itaondoka kesho kutwa.
Reading
TAZARA
TAZARA ni reli kuu ya kuunganisha Dar es Salaam (Tanzania)
na Kapiri Mposhi (Zambia), kupitia mpaka wa Tanzania–Zambia
kati ya Tunduma na Nakonde. TAZARA inapitia sehemu ya
mbuga ya wanyama ya Selous. Njia hiyo ya reli ilijengwa na
Jamhuri ya Watu wa China katika miaka ya sitini. Vilevile kulikuwa
na ujenzi wa stesheni mia moja na arobaini na saba, zaidi ya daraja
mia tatu na mashimo ya kupenya ndani ishirini na matatu. Njia
hiyo ya reli ni njia muhimu kuliko zote kwa nchi ya Zambia kufika
pwani.
Vocabulary
reli
kuu
-unganisha
mipaka
kati ya
njia
-jengwa
jamhuri
ujenzi
daraja
mashimo
-penya
pwani
railway, rails
great, big, important
merge, connect, link
borders (sing. mpaka)
(in) between
road
be built
republic
building construction, architecture
bridge(s)
holes, pits, cavities (sing. shimo)
penetrate (mashimo ya kupenya ndani, tunnels
lit. holes of penetrating inside)
coast
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5 Safarini
On the move
In this unit you will learn:
•
•
•
•
how to make requests
how to order food and drink
how to give orders using the imperative form of the verb
how to express wishes or desirable states using the optative
form of the verb
• adjectives
• how to say you are hungry/thirsty/satisfied
Dialogue 1
Leo and Subira are in the dining-car, ordering their evening meal
1 What type of fish is on the menu?
2 Leo asks for a food item that was not listed by the waiter. What
is that food item?
MHUDUMU:
LEO AND SUBIRA:
MHUDUMU:
LEO AND SUBIRA:
MHUDUMU:
SUBIRA:
MHUDUMU:
LEO:
MHUDUMU:
LEO:
Hamjambo?
Hatujambo.
Karibuni!
Asante!
Mnataka chakula gani?
Sijaiona orodha ya vyakula. Kuna chakula gani?
Kuna wali na maharagwe, wali na kuku, wali na
nyama, chipsi na kuku, chipsi na mayai, ugali
na nyama.
Ndizi zipo?
Zipo.
Naomba ndizi na nyama.
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SUBIRA:
MHUDUMU:
SUBIRA:
MHUDUMU:
LEO:
MHUDUMU:
SUBIRA:
MHUDUMU:
SUBIRA:
LEO:
Kuna samaki?
Hakuna. Kuna nyama na kuku tu.
Tafadhali nipe chipsi na kuku.
Nilete vinywaji?
Ndiyo. Kuna vinywaji gani?
Kuna chai, kahawa, soda, na pombe.
Kuna soda gani?
Kuna ‘coke’, ‘fanta’, ‘sprite’ na tangawizi.
Tafadhali lete coke.
Naomba chai ya rangi.
WAITER:
STUDENTS:
WAITER:
STUDENTS:
WAITER:
SUBIRA:
WAITER:
How are you?
We are well.
Welcome!
Thanks!
What food do you want?
I haven’t seen the menu. What sort of food is there?
There’s rice and beans, chicken and rice, meat and
rice, chicken and chips, egg and chips, meat and
‘ugali’.
Are there any bananas?
Yes there are.
I’d like meat and bananas.
Is there any fish?
There isn’t any. There’s just meat and chicken.
Please give me chicken and chips.
Should I bring some drinks?
Yes. What drinks are there?
There’s tea, coffee, soda and beer.
What soft drinks do you have?
There’s coke, fanta, sprite and ‘tangawizi’.
Please bring a coke.
I would like a black tea.
LEO:
WAITER:
LEO:
SUBIRA:
WAITER:
SUBIRA:
WAITER:
VICTORIA:
WAITER:
SUBIRA:
WAITER:
SUBIRA:
LEO:
Vocabulary
mhudumu
chakula
-ona
orodha
wali
waiter, attendant
food (pl. vyakula)
see
list, catalogue (orodha ya vyakula, menu)
cooked rice
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maharagwe
kuku
nyama
ugali
ndizi
-omba
samaki
tafadhali
-leta
vinywaji
chai
kahawa
pombe
tangawizi
beans (sing. haragwe)
chicken(s)
meat
cooked maize meal
banana(s) (savoury or sweet)
ask for, request, plea, pray for
fish(es)
please
bring
drinks, beverages
tea (chai ya rangi, lit. ‘tea of colour’, i.e. tea without
milk)
coffee
beer
ginger, ginger tea, ginger beer
Language use
Making orders and requests
-omba
-agiza
ask for, (beg, pray (for), appeal (to))
order
Naomba msaada
Naomba radhi
Naagiza chakula
Naagiza kinywaji
I’d like some assistance
I beg forgiveness, I apologize
I’d like some food
I’d like a drink
tafadhali
please
Tafadhali nipe kinywaji
Tafadhali lete chakula
Please give me a drink
Please bring some food
Exercise 1
Translate:
1
2
3
4
5
Je, unaomba msaada?
Msichana anaagiza kinywaji.
Sisi tunaomba orodha ya vyakula.
Je, mnaagiza vyakula gani?
Watalii wote wanaagiza chai.
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Exercise 2
Write these questions and requests in Swahili:
1
2
3
4
5
6
I would like a drink.
Please bring a soda.
We would like some tea.
Do you (pl.) want some fruit?
The tourist would like a pen (kalamu) and paper (karatasi).
Do you want a newspaper (gazeti)?
Exercise 3
The verbs in column A are the opposites of those in B. Which
verb in A is the opposite of the one in B?
A
B
-ondoka
-ingia
-tengana
-kaa
-leta
-kwenda
-rudiana
-chukua
-simama
-toka
-rudi
-fika
Language structure
Orders and the imperative form of
the verb
In Swahili orders are given by using the imperative form of the
verb, which is the verb stem or, in the case of monosyllabic verbs,
the verb plus stem marker:
Soma!
Chukua!
Ondoka!
Kumbuka!
Sahau!
Read!
Take!
Leave!
Remember!
Forget!
Kula!
Kunywa!
Eat!
Drink!
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There are three irregular forms:
Njoo!
Nenda!
Lete!
Come!
Go!
Bring!
(from kuja)
(from kwenda)
(from leta)
When addressing many people, the plural form of the imperative
is made by adding -ni (remember Asanteni?) to the singular form
and changing final -a into -e-:
Someni!
Chukueni!
Ondokeni!
Kumbukeni!
Sahauni!
Read!
Take!
Leave!
Remember!
Forget!
Kuleni!
Kunyweni!
Eat!
Drink!
Njooni!
Nendeni!
Leteni!
Come!
Go!
Bring!
(often spelt njoni)
Exercise 4
Translate into Swahili:
1
2
3
4
5
Come!
Go to school!
Drink some tea!
Order some coffee!
Eat!
Language structure
Wishes and the optative form of
the verb
The optative form of the verb is used to express wishes or desirable states. You form the optative by using the verb stem, changing
the final -a to -e, and placing the appropriate participant marker
or subject concord before it:
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Subject
concord
Verbal
base
Final
ni
wa
ya
som
chuku
jengw
e
e
e
that I may/should read
that they may/should take
that they (of a JI-MA class
noun) may/should be built
Like other tenses, the optative can be used with the object concord:
Subject
concord
Object
concord
Verbal
base
Final
a
mw
on
e
that s/he may see
him/her
In contrast to the imperative, monosyllabic verbs do not take the
stem marker in the optative:
Subject
concord
Verbal
base
Final
ni
a
l
l
e
e
so that I may/should eat
so that he may/should eat
The optative form is used very frequently, and may have a range
of meanings as the examples below illustrate.
It is used for polite requests, rather than the imperative. In this
use, the subject concord can be left out:
Tafadhali usome orodha, or Tafadhali some orodha.
Please read the list.
It is used for commands which involve an object marker:
Umwite! or Mwite!
Isome!
Nipe!
Call him/her!
Read it (e.g. orodha)!
Give me!
It is used to express intention or purpose:
Alileta pasi tuichukue ubalozi.
She brought her passport so that we could take it to the
embassy.
Walitupa viza tuingie.
They gave us visas so that we could enter.
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Waite nisome nao.
Call them so that I may study with them.
After some verbs of saying, e.g. kuambia (to tell), kusema (to say):
Aliniambia nije.
She told me to come.
Je, walisema twende leo?
Did they say we should go today?
After ‘modal’ words, expressing that something is better or necessary, such as the following:
Afadhali twende kwa basi.
It is better that we go by bus.
Lazima waende nyumbani.
They must go home.
Heri niende sasa.
I’d better go now.
Inabidi tukate tiketi.
We have to buy tickets.
The negative optative is formed by placing the negation marker
-si- after the participant marker or subject concord:
niende
uende
mwende
I should go
you should go
you (pl.) should
go
Usisahau
Msikumbuke
nisiende I shouldn’t go
usiende you shouldn’t go
msiende you (pl.) shouldn’t
go
Don’t forget!
Don’t remember (you all)!
Exercise 5
Replace the Swahili words written in the brackets with English.
The students who were without pens, [mwalimu wao waliwaambia
waende] her office. Whilst in the office, the teacher searched inside
her desk and later found some pens. Then [aliwapa kalamu]. The
students took the pens and thanked her. She told them that [lazima
warudi darasani] immediately as they had to finish their written
test before the end of the class period. In the classroom one of the
students told the teacher that her friend was too afraid to return
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to the class because she was afraid of taking the written test. The
teacher said, [‘Mwite nimwone.’] When the girl returned to the
class the teacher calmed her down and said, [‘Afadhali ufanye] the
test today because the next test may be even more difficult.’ The
student wrote her test and passed.
Exercise 6
Translate these sentences into English:
1
2
3
4
5
Nenda nyumbani. Mwite kaka yako. Mwambie aje hapa.
Njooni shuleni kila siku. Msisahau.
Afadhali twende nyumbani.
Waambie wasiende. Lazima wakae hapa.
Usile mayai yangu! Kula yako!
Dialogue 2
Travelling on from Zimbabwe, the rest of the journey is completed
on the road. After passing through Mozambique, the students have
a short stay in Lilongwe, the capital of Malawi, then later they spend
the last few remaining days resting by the lake at Nkata Bay. From
there they take a bus to Karonga and then hitch a lift to the
Malawi–Tanzania border. Leo and Victoria have already been questioned by an Immigration Official, now it’s Subira and Trevor’s turn
1 What does Subira say she is doing in Tanzania?
2 How many countries in East Africa has Trevor been to?
OFISA UHAMIAJI: (After checking Subira’s passport) Karibu tena
Tanzania.
SUBIRA:
Asante! Shikamoo!
OFISA UHAMIAJI: Marahaba! Je, unafanya nini hapa Tanzania?
SUBIRA:
Mimi ni mwanafunzi wa Chuo Kikuu cha Dar
es Salaam.
OFISA UHAMIAJI: Kabla ya kurudi Tanzania, umekwenda wapi?
SUBIRA:
Nimekwenda Zambia, Zimbabwe, Malawi na
Msumbiji kabla ya kurudi hapa Tanzania.
OFISA UHAMIAJI: Habari za huko?
SUBIRA:
Safi tu! Zambia ni nchi kubwa. Mji mkuu wa
Zimbabwe, Harare, una majumba mapya mengi.
Malawi ni nchi ndogo, lakini ina ziwa kubwa.
Sijui habari za Msumbiji, tuliipita tu.
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(Now Trevor is being asked some questions)
OFISA UHAMIAJI:
TREVOR:
OFISA UHAMIAJI:
TREVOR:
OFISA UHAMIAJI:
TREVOR:
OFISA UHAMIAJI:
TREVOR:
OFISA UHAMIAJI:
TREVOR:
Je, unajua Kiswahili?
Ndiyo bwana, ninajua Kiswahili.
Karibu!
Asante!
Je, unafanya nini hapa Tanzania?
Ninajifunza Kiswahili huko ‘Mlimani’.
Je, unasafiri peke yako?
La, ninasafiri pamoja na wanafunzi wenzangu.
Habari za safari?
Njema. Sasa nimefika nchi tano za Afrika
Mashariki; zote ni nzuri. Sasa ninataka kwenda
nchi nyingine za Afrika Mashariki.
IMMIGRATION
OFFICER:
SUBIRA:
IO:
(After checking Subira’s passport) Welcome
again to Tanzania.
Thanks! My respects!
Respects welcome! What are you doing here in
Tanzania?
I’m a student at the University of Dar es Salaam.
Prior to returning to Tanzania, where have you
been?
I’ve been to Zambia, Zimbabwe, Malawi and
Mozambique, before coming back to Tanzania.
What’s it like over there?
Just great! Zambia is a big country. The capital
city of Zimbabwe, Harare, has many new buildings. Malawi is a small country, but it has a big
lake. I really don’t know anything about Mozambique, we just passed through it.
SUBIRA:
IO:
SUBIRA:
IO:
SUBIRA:
(Now Trevor is being asked some questions)
IO:
TREVOR:
IO:
TREVOR:
IO:
TREVOR:
IO:
TREVOR:
IO:
Do you know Swahili?
Yes sir, I know Swahili.
Welcome!
Thanks!
What are you doing in Tanzania?
I’m studying Swahili over there at the University.
Are you travelling by yourself?
No, I’m travelling with some student companions.
How’s the trip?
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TREVOR:
Good. Now I have gone to five East African
countries, all are beautiful. Now I want to go to
other countries in East Africa.
Vocabulary
(adj.) big, large (important, elder, superior)
capital city
buildings, mansions (sing. jumba)
(adj.) new (in reference to majumba, buildings)
many (in reference to majumba, buildings)
(adj.) little, small (in reference to nchi, country)
lake
pass (make a turn)
learn
by yourself
(adj.) some, another (in reference to nchi nyingine za
Afrika Mashariki, other East African countries)
-kubwa
mji mkuu
majumba
mapya
mengi
ndogo
ziwa
-pita
-jifunza
peke yako
nyingine
Language point
Mlimani literally means ‘on the mountain/hill’. The University of
Dar es Salaam is situated on Observation Hill outside the city
centre, thus ‘Mlimani’ is a nickname for the university.
Language structure
Adjectives
Like possessives and numbers, adjectives agree with the noun they
refer to. In general, the adjective concord is the same as the
nominal prefix which is found at the beginning of the word to show
which class it belongs to. Adjectives usually express a quality or
state of the noun they modify. Some adjective stems are given
below:
-kubwa
-pana
-refu
big
wide
tall, long
-dogo
-embamba
-fupi
small
narrow, thin
short
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-zuri
-pya
-kuu
good, pretty
new
big, important
-baya
-gumu
bad, ugly
hard, difficult
These adjectival stems are used with nouns from the noun classes
discussed so far as shown below:
M-WA
mtu mkubwa
a big man
watu wakubwa
big people
Mzambia mzuri
a beautiful Zambian
Wazambia wazuri
beautiful Zambians
treni kubwa
a big train
treni kubwa
big trains
habari fupi
a short news item
habari fupi
short news
N
But note:
rafiki mfupi
a short friend
rafiki wafupi
short friends
JI-MA
behewa kubwa
a big carriage
mabehewa makubwa
big carriages
jina zuri
a beautiful name
majina mazuri
beautiful names
As a general rule, the adjective stem takes a prefix whenever the
noun takes a prefix, as for example in the M-WA class and the
plural of the JI-MA class. On the other hand, there is no adjective agreement with those nouns which do not have a prefix: the
N class and the singular of the JI-MA class.
Some exceptions to this pattern are found with (1) vowel initial
stems, (2) the monosyllabic adjective stem -pya, and (3) with some
adjective stems in the N class. Most exceptions are very similar to
those also found with nouns.
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Vowel initial stems
The first important exception concerns adjective stems beginning
with a vowel. The most important of these stems are given below:
-ingine
-ingi
-ema
-embamba
other, different
many
good, well
narrow, thin
-ekundu
-eupe
-eusi
red
white
black
The prefix changes due to the following vowel:
M-WA
mtu mwingine
a different man
watu wengine
other people
Mzambia mwembamba
a thin Zambian
Wazambia wembamba
thin Zambians
treni nyingine
a different train
treni nyingine
different trains
treni nyekundu a red train
treni nyekundu red trains
N
But:
habari njema
a good news item
JI-MA
behewa jingine
a different carriage
jina jema
a good name
habari njema
good news
mabehewa mengine
different carriages
majina mema
good names
The rules are that m- becomes mw-, wa- combines with -i or -e to
form we-, N-class nouns take ny-, and JI-MA nouns take j- in the
singular (sometimes l- is heard instead of j-), and have me- in the
plural. Note the exception of -ema with N-class nouns: it is njema.
The stem -pya
The second exception is found with monosyllabic adjective stems.
In classes where adjective stems do not normally take a prefix,
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some short (monosyllabic) stems do. Of the stems we have here,
this exception affects only -pya, ‘new’ when agreeing with a singular
JI-MA noun or with an N-class noun:
Jino jipya
Safari mpya
a new tooth
a new journey/new journeys
As can be seen from the examples, -pya takes a ji- prefix with JIMA singular nouns, and an m- prefix in the N class.
Adjective stems in the N class
The third exception concerns only adjectives agreeing with N-class
nouns. In the N class, stems beginning in d, g, z, or r take, in
contrast to other stems, an n- prefix:
safari
safari
safari
safari
ndogo
nzuri
ngumu
ndefu
a
a
a
a
small journey
beautiful journey
hard, difficult journey
long journey (from -refu:
-r- changes to -d-)
With all other stems, there is no adjective agreement in the N class
(except, of course, for vowel initial stems and mpya).
A number of adjectives, mostly those which have entered the
Swahili language more recently, do not agree with their head noun.
For example, buluu, ‘blue’, muhimu, ‘important’, or maalum,
‘special’, are used with any noun without changes:
behewa buluu
mtu muhimu
mwalimu buluu
treni maalum
blue carriage
important person
blue teacher
special train
Exercise 7
Replace the adjective written in English in the passage below with
the appropriate Swahili equivalent:
Wanafunzi four wanakwenda Zambia kwa treni. Treni hii ni big
yenye mabehewa many. Rangi ya treni hiyo ni red na white. Ni
safari long. Katika treni, Mzambia tall na mke wake short
wanazungumza na wanafunzi. Wanafunzi wanapata habari important kuhusu nchi ya Zambia.
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Exercise 8
Match the nouns in column A with the appropriate adjective in
column B:
A
B
safari
jina
mtu
mabehewa
watu
habari
weusi
mweupe
jipya
ndefu
nzuri
mengi
Dialogue 3
Travelling on from the border, the bus to Dar es Salaam stops
periodically at stations and refreshment centres. It is at these places
where local people, mainly women and children, sell snacks and
light refreshment to the bus travellers
1 What food items do the students buy?
2 How much does each item cost?
3 What does Subira do with the items she bought?
MWUZAJI
MWUZAJI
WA
WA
MWUZAJI WA
MWUZAJI WA
VICTORIA:
MWUZAJI WA
VICTORIA:
MWUZAJI WA
VICTORIA:
MWUZAJI WA
VICTORIA:
MWUZAJI WA
LEO:
MWUZAJI WA
LEO:
1: Maandazi! Maandazi!
2: Machungwa matamu hapa! Machungwa matamu
hapa!
1: Soda baridi! Soda baridi!
2: Mifuko ya miwa! Mifuko ya miwa!
Naona njaa. Maandazi ni shilingi ngapi?
1: Shilingi mia moja.
Naomba manne. Chukua pesa hizi, shilingi mia
nne.
1: Asante!
Je, machungwa haya ni matamu kweli?
2: Ndiyo, ni matamu sana. Onja hili.
Mmm, ni tamu. Nipe sita basi. Bei gani?
2: Sita ni shilingi mia tatu.
Naona kiu. Kijana! Lete soda hapa!
1: Unataka soda ngapi?
Nataka nne. Baridi sana.
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MWUZAJI
WA
LEO:
MWUZAJI
LEO:
WA
1: Chukua hizi, zote baridi. Ni shilingi mia nane kwa
jumla.
Haya, shukrani.
Je, mfuko mmoja wa miwa ni bei gani?
2: Shilingi mia moja tu.
Haya, lete moja. Asante!
Subira, Trevor na Victoria chukueni soda.
SUBIRA, TREVOR
VICTORIA: Asante!
AND
SELLER 1:
SELLER 2:
SELLER 1:
SELLER 2:
VICTORIA:
SELLER 1:
VICTORIA:
SELLER 1:
VICTORIA:
SELLER 2
VICTORIA:
Doughnuts! Doughnuts!
Sweet oranges here! Sweet oranges here!
Cold drinks! Cold drinks!
Bags of sugarcane! Bags of sugarcane!
I feel hungry. How much are the doughnuts?
A hundred shillings.
I want four. Take this money, four hundred
shillings.
Thanks!
Are these oranges really sweet?
Yes, they are very sweet. Taste this one.
Mmm, it is sweet. Well then, give me six. What’s
the price?
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SELLER 2:
LEO:
SELLER 1:
LEO:
SELLER 1:
LEO:
SELLER 2:
LEO:
Six is three hundred shillings.
I feel thirsty. Hey youth! Bring some soft drinks
here!
How many drinks do you want?
I want four. Very cold (ones).
Take these, all are cold. They are eight hundred
shillings all together.
OK, thanks. What price is one bag of sugarcane?
Only one hundred shillings.
OK, bring one. Thanks! Subira, Trevor and
Victoria, take a soda.
SUBIRA, TREVOR
AND VICTORIA: Thanks!
Vocabulary
maandazi
baridi
mifuko
njaa
-onja
kiu
kijana
shukrani
doughnuts, pastries (sing. andazi)
(adj.) cold, cool (mild)
bags, sacks (pockets, purses; sing. mfuko)
hunger (famine, starvation, Naona njaa, I feel hungry)
taste
thirst
youth (pl. vijana)
thanks, gratitude
Language use
You feel hungry/thirsty/satisfied
-ona
-sikia
see, feel
hear, feel
Ninaona njaa,
Ninasikia njaa
Nina njaa
I feel hungry, I’m hungry
Naona kiu, ninasikia kiu
I feel thirsty, I’m thirsty
Nimeshiba
I’m satisfied, I’ve had enough
food/drink, I’m full
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Exercise 9
You have just entered a shop and you want to buy some goods.
Here is a conversation that takes place between yourself and a
shopkeeper. Answer by changing the English in the brackets into
Swahili:
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
Karibu!
Asante! [I want some oranges and bananas.]
Unataka machungwa mangapi na ndizi ngapi?
Nataka [twelve oranges and twelve bananas].
Je, unataka vitu vingine?
[Yes], nataka maji ya kunywa, soda, [tea and coffee].
[What sort of soda do you want?]
[Please give me one fanta and two sprite. How much
is it?]
MWUZAJI: [The price is] shilingi elfu moja na mia tisa [in total].
MIMI:
[Take this money.] Asante!
MWUZAJI: [OK] Karibu tena. [Goodbye!]
Kwaheri!
MIMI:
Reading
Jiografia ya Tanzania
Tanzania ni nchi kubwa; iko Afrika Mashariki. Nchi hiyo ipo kusini
kidogo tu ya Mstari wa Ikweta. Katika mashariki ya nchi hiyo ipo
Bahari ya Hindi. Nchi zilizo jirani na Tanzania ni Kenya, Uganda,
Rwanda, Burundi, Jamhuri ya Demokrasia ya Kongo (iliyoitwa
Zaire), Zambia, Malawi na Msumbiji. Visiwa vya pwani ni Unguja
na Pemba (Zanzibar). Kuna maeneo muhimu mawili ya jiografia
ndani ya nchi ya Tanzania. Moja ni Mlima Kilimanjaro ambao ni
mlima mrefu kuliko yote iliyomo Afrika. Mlima Kilimanjaro ni
mnara wa Afrika na urefu wake toka usawa wa bahari ni futi
19,340. Eneo jingine muhimu ni lile Bonde la Ufa linalopita sehemu
nyingi za Afrika Mashariki hadi Asia.
Vocabulary
mashariki
kusini
mstari
east
south
line
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Bahari ya Hindi
jirani
pwani
maeneo
mnara
Bonde la Ufa
the Indian Ocean
neighbour
coast
regions, areas
tower
the Rift Valley
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6 Shambani
In the countryside
In this unit you will learn:
• the demonstratives ‘this’, ‘that’, ‘these’ and ‘those’
• more about numbers
• how to make comparisons
Dialogue 1
Amos has decided to go and visit his family who live in Bukoba,
Lake Victoria, close to the Tanzania-Uganda border. The American
student Kathy has expressed her interest to see as much of Tanzania
as possible, and so he has invited her to accompany him on this
trip. After a very long journey (more than 40 hours!), Amos is now
introducing his family to Kathy
1 Mzee Kiaruzi has a preference. What is it?
2 Kathy has a preference. What is it?
AMOS:
KATHY:
M. KIARUZI:
KATHY:
AMOS:
KATHY:
BI. ZAKIA:
KATHY:
M. KIARUZI:
AMOS:
Huyu ni babangu, Mzee Kiaruzi.
Shikamoo Mzee!
Marahaba! Karibu sana.
Asante.
Huyu ni mamangu, Bibi Zakia.
Shikamoo mama!
Marahaba! Karibu kwetu.
Asante sana.
(To Amos) Jamani! Mgeni huyu anajua Kiswahili.
Ndiyo, anajua sana. Yeye anajifunza Kiswahili chuo
kikuu.
M. KIARUZI: (To Kathy) Karibu shambani.
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KATHY:
Asante. Ni pazuri hapa.
M. KIARUZI: Ndiyo. Hapa ni mazingira ya kupendeza. Pana mandhari nzuri yenye milima, mito na maziwa. Tofauti
kabisa na mandhari ile ya miji yenye magari na
mavumbi. Mimi napenda maisha ya shambani kuliko
maisha ya mjini. Je, umewahi kuliona Ziwa Victoria?
KATHY:
Kwa mbali tu.
M. KIARUZI: Jioni mke wangu atakupikia samaki wanaotoka
katika ziwa hilo. Bila shaka utawapenda.
BI. ZAKIA:
Je, unapenda ndizi?
Ndiyo, nazipenda kuliko wali.
KATHY:
BI. ZAKIA:
Kuna migomba mingi hapa Bukoba, kwa hiyo watu
wa hapa wanakula ndizi karibu kila siku. Basi
nitapika ndizi vilevile.
AMOS:
KATHY:
M. KIARUZI:
KATHY:
AMOS:
KATHY:
BI. ZAKIA:
KATHY:
M. KIARUZI:
AMOS:
This is my father, Elder Kiaruzi.
My respects Elder!
Respects taken! You are most welcome!
Thanks.
This is my mother, Mrs Zakia.
My respects mother!
Respects taken! You are welcome to our home.
Many thanks.
(To Amos) My goodness! This foreigner knows
Swahili.
Yes, she knows a lot. She is studying Swahili at the
university.
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M. KIARUZI: (To Kathy) Welcome to the countryside.
Thanks. It’s beautiful here.
KATHY:
M. KIARUZI: Indeed. This place is a nice environment. There’s
beautiful scenery with mountains, rivers and lakes.
Entirely different from the scenery of the towns with
their vehicles and dust. I like life in the countryside
more than life in town. Have you managed to see
Lake Victoria?
Only from a distance.
KATHY:
M. KIARUZI: In the evening my wife will cook some fish for you
which come from that lake. No doubt you will like
them.
Do you like bananas?
BI. ZAKIA:
Yes, I prefer them to cooked rice.
KATHY:
There are many banana plants here in Bukoba, so
BI. ZAKIA:
people from here eat bananas nearly every day. Well
then, I shall also cook some bananas.
Vocabulary
kwetu
mgeni
-jua
pazuri
mazingira
-a kupendeza
pana
mandhari
yenye
milima
mito
maziwa
magari
mavumbi
-wahi
kwa mbali
-pikia
samaki
-penda
ndizi
kuliko
migomba
karibu
at our place, at us
visitor, guest, foreigner, stranger, new person
know
nice, fine, beautiful (pa + zuri in reference to a place)
environment
pleasing, charming, attractive
there is
scenery
having, with (in reference to mandhari)
mountains (sing. mlima)
rivers (sing. mto)
lakes, ponds (sing. ziwa)
cars, vehicles (sing. gari)
dust (sing. vumbi)
manage, reach, be on time for
from a distance, afar
cook for (from -pika, cook)
fish
like, love
bananas
than (in comparison)
banana plants (sing. mgomba)
near, nearby, nearly
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Language structure
Demonstratives: ‘this’, ‘that’, ‘these’
and ‘those’
There are three kinds of demonstratives in Swahili, two of which
point to something near and far, and a third kind for something
which has already been mentioned, or been ‘referred to’, and is
thus known to the speaker and the person who is spoken to.
We have already seen demonstratives in previous units and there
are a number of demonstratives in Dialogue 1 of this unit. For
example, the Dialogue opens with Amos saying: Huyu ni babangu
. . . Huyu ni mamangu . . . ‘This (person) is my father . . .’ ‘This
(person) is my mother . . .’. Later Amos’s father, Mzee Kiaruzi
says: Mgeni huyu anajua Kiswahili. ‘This guest/foreigner knows
Swahili.’ These are instances of a demonstrative referring to a
person (an M-WA noun) near the speaker.
Later on in the dialogue Mzee Kiaruzi says to Kathy: Jioni mke
wangu atakupikia samaki wanaotoka katika ziwa hilo. ‘In the
evening my wife will cook some fish for you which comes from
that lake (already referred to).’ Because he has already mentioned
Lake Victoria, Kathy knows what he is referring to. Later, Mzee
Kiaruzi uses the demonstrative ‘that’ when he says: Tofauti kabisa
na mandhari ile ya miji. ‘Completely different from that town environment.’
In Swahili the demonstrative must agree with the noun it qualifies. All three types of demonstrative are formed with the concord,
as can already be seen from the examples in the text – huyu
includes the M-WA singular marker yu-, while the i- in ile and the
-lo in hilo are formed from the N-class and the JI-MA class singular
concords.
Demonstratives showing ‘nearness’:
‘this’, ‘these’
All begin with h- and end with the appropriate concord. Between
the two, the same vowel present in the concord is repeated. Thus
in the above examples we get huyu for ‘this (person)’.
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Demonstratives showing ‘farness’:
‘that’, ‘those’
All begin with the concord and end with -le. So, the above example
mandhari ile, ‘that scenery’, is made up of the N-class singular
concord i and the demonstrative marker for ‘farness’ le, i + le = ile
‘that’.
Demonstratives of reference: ‘that’,
‘those (referred to)’
All begin with h- and end with -o, as in the above example . . . ziwa
hilo, ‘. . . that lake (referred to)’.
The following table shows the three demonstratives for the three
classes we have introduced so far:
Singular
Plural
M-WA Class
mtu huyu this person
mtu yule that person
mtu huyo that person
(referred to)
watu hawa these people
watu wale those people
watu hao those people
(referred to)
JI-MA Class
tunda hili this fruit
tunda lile that fruit
tunda hilo that fruit
(referred to)
matunda haya these fruits
matunda yale those fruits
matunda hayo those fruits
(referred to)
N Class
nyumba hii this house
nyumba ile that house
nyumba hiyo that house
(referred to)
nyumba hizi these houses
nyumba zile those houses
nyumba hizo those houses
(referred to)
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Reduplication
Any of the demonstratives outlined above may be repeated. This
then intensifies the meaning, e.g.
mtu huyu huyu
mtu yule yule
mtu huyo huyo
this very same person
that very same person
that same person (mentioned)
Exercise 1
Write the Swahili equivalent of the word in brackets:
E.g. Mtu (that) yule Watu (these) hawa
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2
3
4
5
mtu (this)
watu (those)
mgeni (referred to)
tunda (referred to)
watu (those very same
people mentioned)
6
7
8
9
nyumba (this)
nyumba (these)
mtu (this very same person)
matunda (those)
Exercise 2
Fill in the gaps then translate the sentences into English:
E.g. Mtoto huyu ni wangu.
1
2
3
4
5
6
This child is mine.
Nyumba i . . . ni nzuri.
Nyumba z . . . si nzuri.
Wageni h . . . wanajua Kiswahili.
Wageni h .o hawajui Kiswahili.
Mmarekani y . . . anaondoka leo.
Mwingereza h . . . ataondoka kesho.
Dialogue 2
The following day, Amos takes Kathy for some sightseeing close to
the lake
KATHY: Jamani! Ziwa Victoria ni kubwa mno kama bahari.
AMOS: Ndiyo. Watu wengi wanapata riziki zao kutokana na ziwa
hilo. Kuna mabaharia, wavuvi na wasaidizi wao. Watu
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wengine wanafanya kazi si mbali na hapa, pale mashambani. Watu hao wanalima kahawa, pamba, matunda na
mboga. Katika shamba letu tumepanda miti mingi.
Vilevile tunalima mboga za aina mbalimbali.
KATHY: Je, shamba lenu lina miti mingapi?
AMOS: Lina michungwa kumi na miwili, milimao kumi, miembe
minane, michikichi sita, minazi mitano na mfenesi mmoja
tu.
KATHY: Hakuna migomba?
AMOS: Kuna migomba mingi na mimea mingine, lakini sijui
mingapi hasa. Je, unataka kwenda shambani?
KATHY: Ndiyo, twende!
KATHY: My goodness! Lake Victoria is vast like the sea.
AMOS: Yes. Many people get their daily needs from the lake (lit.
as a result of the lake). There are sailors, fishermen and
their helpers. Other people work not far from here in the
fields. These people cultivate coffee, cotton, fruit and
vegetables. In our field we’ve planted many trees. We are
also cultivating various kinds of vegetables.
KATHY: How many trees does your field have?
AMOS: It has twelve orange trees, ten lemon trees, eight mango
trees, six palm oil trees, five coconut palms and just one
jackfruit tree.
KATHY: There are no banana plants?
AMOS: There are many banana plants and other crops, but I don’t
know how many exactly. Do you want to go to the field?
KATHY: Yes, let’s go!
Vocabulary
mno
bahari
riziki
kutokana na
mabaharia
wavuvi
wasaidizi
mashamba
-lima
pamba
much too much, to excess
sea, ocean
daily needs, God’s blessings
as a result of
sailors (sing. baharia)
fishermen (sing. mvuvi)
assistants, helpers (sing. msaidizi)
fields (sing. shamba, also means the countryside)
cultivate
cotton, cotton wool
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vegetable(s) (also some meat as a side dish, or a
pushover, someone who is easy to fool)
plant, sow
mboga
-panda
Language structure
The M-MI noun class
A number of words in the dialogue belong to a new noun class
(the fourth discussed so far), the M-MI class.
Singular
Plural
mti
mchungwa
mnazi
mgomba
miti
michungwa
minazi
migomba
tree
orange tree
coconut palm
banana plant
This class is sometimes called the ‘tree class’, but a number of other
nouns belong here as well:
mlima
mto
mji
milima
mito
miji
mountain, hill
river
town
When followed by a vowel, singular nouns begin with mw-:
mwembe
mwaka
mwezi
miembe
miaka
miezi
mango tree
year
month, moon
The M-MI class has the following agreement:
Sing.
Pl.
Concord
Possessive
concord
Adjective
concord
Demonstratives
ui-
wy-
mmi-
huu ule
hii ile
Mti wangu huu unapendeza.
This tree of mine pleases.
Miti yako mizuri inapendeza.
Your beautiful trees please.
huo
hiyo
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Language structure
In Swahili the numbers 1, 2, 3, 4, 5, and 8 are treated just like
other adjectives, that is, they agree with the noun they qualify. In
general counting, the numbers of the N class are used (as already
introduced in Units 3, 4, and 5):
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
-moja
mbili (-wili)
-tatu
-nne
-tano
sita
saba
-nane
tisa
kumi
kumi na
kumi na
kumi na
kumi na
kumi na
kumi na
kumi na
kumi na
kumi na
ishirini
-moja
mbili (-wili)
-tatu
-nne
-tano
sita
saba
-nane
tisa
In the case of mbili (2) this changes to -wili when the noun is not
of the N class. For example, in Dialogue 2 Amos tells Kathy that
the family plot has michungwa kumi na miwili, ‘twelve orange
trees’. Mi- is the marker for a plural noun of the M-MI class (the
singular is m-), and so with the pattern of agreement -wili takes
the mi- prefix. The chart shows how this works in the classes introduced so far:
Noun
1
mtu
watu
mmoja
mti
miti
mmoja
neno
maneno
moja
nyumba
nyumba
moja
2
3
4
5
8
wawili
watatu
wanne
watano
wanane
miwili
mitatu
minne
mitano
minane
mawili
matatu
manne
matano manane
mbili
tatu
nne
tano
nane
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This is a good time to mention word order. In Swahili the noun is
followed by the adjective, then the number and, lastly, the demonstrative (generally this is the opposite of the word order in English,
but this is liable to change with emphasis). For example:
Watoto wadogo wanne hawa
These four small children
(lit. Children small four these)
Minazi mikubwa kumi na mmoja hii
These eleven big coconut palms
(lit. Coconut palms big ten and one these)
Exercise 3
Translate these sentences into English.
E.g. Watoto kumi na wawili hawa
1
2
3
4
5
6
7
8
9
These twelve children
Mtoto mmoja ni wangu na mtoto mmoja ni wake.
Watu wawili wale wanatoka Dar es Salaam.
Miti mitatu hii ni yangu na miti kumi na miwili ile ni yako.
Soma majina matano haya.
Nyumba sita hizi ni mpya.
Watu saba hawa walifika jana.
Watoto wanane hao wako shuleni.
Je, wavuvi tisa hawa wanafanya kazi leo?
Mabaharia kumi hao wako baharini.
Exercise 4
Translate into Swahili:
E.g. These three little girls
1
2
3
4
5
6
7
Wasichana wadogo watatu hawa
This big person
Those three tall people and that short person
One wide tree
Two narrow trees
Eleven pretty girls
These twelve bad boys and that one good boy
These eight tall houses and that small house
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Dialogue 3
While on their way to the family plot, Amos and Kathy meet Mwesi,
Amos’s younger brother, who is on his way home from working in
the field
MWESI:
Hamjambo?
AMOS AND
KATHY: Hatujambo.
AMOS:
Na wewe hujambo?
MWESI:
Mimi sijambo sana. Shikamoo!
Marahaba! Vipi kazi?
AMOS:
MWESI:
Kazi nzuri. Na yako?
AMOS:
Kazi yangu inaendelea bila taabu.
KATHY:
Bwana Amos, wewe hufanyi kazi. Unasoma tu.
AMOS:
Bibi Kathy, kusoma ni kugumu sawa na kulima.
MWESI:
Ndiyo kweli. Kazi ya kutumia kichwa na kazi ya kutumia
mikono ni tofauti, bali kila moja ina matatizo yake
yenyewe.
(Kathy then changes the conversation)
KATHY:
AMOS:
MWESI:
KATHY:
MWESI:
AMOS:
MWESI:
AMOS:
KATHY:
MWESI:
AMOS:
Bwana Amos ingawa wewe una umri mkubwa zaidi
kuliko ndugu yako, yeye ni mrefu kuliko wewe.
Kwa hakika yeye ni mrefu zaidi kuliko mimi, lakini baba
yetu ni mfupi kama mimi. Baba yetu ana busara zaidi
ya wote, yaani, busara inazidi kwa umri sio kwa urefu.
(To Kathy) Je, unayapenda maisha ya mjini kuliko
maisha ya kijijini?
Mimi sijui jibu la swali hilo. Huko Marekani nilizaliwa
jijini na hadi sasa sijapata nafasi ya kuishi kijijini.
Mwulize kaka yako, Amos.
(To Amos) Je, unapenda kukaa mjini au kijijini?
Kwangu kukaa mjini ni bora kuliko kukaa kijijini.
Kwa nini?
Kwa sababu pale mjini kuna mambo mengi ya kufanya.
Kuna klabu, mikahawa, makumbusho, na kadhalika.
Lakini jamaa zako hawapo.
Haya basi! Twende nyumbani tukale chakula cha mama.
Ndiyo. Chakula chake ni kitamu kuliko vyote.
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MWESI:
How are you?
AMOS AND
KATHY: We’re fine.
And how are you?
AMOS:
I’m very well. My respects!
MWESI:
Your respects are welcome! How’s work?
AMOS:
Work is fine. How about yours?
MWESI:
My work is going without problems.
AMOS:
Mister Amos, you don’t work. You just study.
KATHY:
Miss Kathy, studying is as hard as cultivating.
AMOS:
It’s the truth. Working with the head and working with
MWESI:
the hands are different, but each has its problems.
(Kathy then changes the conversation)
KATHY
AMOS:
MWESI:
KATHY
MWESI:
AMOS:
MWESI:
AMOS:
KATHY:
MWESI:
AMOS:
Bwana Amos, although you’re older than your brother,
he’s taller than you.
Certainly he’s taller than me, but our father’s as short as
me. Our father is wisest – so wisdom increases with age
not with height.
(To Kathy) Do you like life in the town more than life
in the village?
I don’t know the answer to that question. Over there in
America I was born in the city and until now I’ve not
had the opportunity to live in a village. Ask your brother,
Amos.
(To Amos) Do you like to stay in the town or the village?
For me, living in the town is better than living in the
village.
Why?
Because in the town there are many things to do. There
are clubs, restaurants, museums, etc.
But your family is not there.
OK that’s enough! Let’s go home and eat some of
mother’s food.
Yes. Her food is the best of all.
Vocabulary
bila
taabu
-tumia
kichwa
without
problem(s), trouble(s)
use
head
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mikono
busara
-zidi
jibu
swali
hadi
bora
kwa sababu
hands or arms (sing. mkono)
wisdom
increase
answer
question
until, up to
best, excellent
because (lit. for the reason)
Language structure
The KI-VI noun class
The KI-VI class is the fifth class we encounter. The word for ‘head’,
kichwa belongs in this class:
Kichwa hiki kizuri kinapendeza.
This beautiful head pleases.
Vichwa hivi vizuri vinapendeza.
These beautiful heads please.
As can be seen clearly, the singular nominal prefix of the KI-VI
class is ki-, and so is the concord, while both the nominal prefix
and the concord of the plural are vi-. Further KI-VI words are (all
of them make their plural by exchanging ki- for vi):
kitu
kitabu
kikombe
kibanda
kiti
thing
book
cup
hut
chair
kisima
kisiwa
kikapu
kitanda
well
island
basket
bed
Some KI-VI nouns (often those with a stem beginning with a
vowel) have ch- and vy- instead of ki- and vi-:
choo
chakula
cheo
toilet
food
status
vyoo
vyakula
vyeo
toilets
food (pl.)
status (pl.)
The possessive concord is always ch- and vy-, while for the adjective
concord, stems beginning with e- take ch- and vy-, and stems beginning with i- take k- and v- (in other words, they take ki- and vi- and
one i is dropped). All other adjective stems take ki- and vi-.
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Sing.
Pl.
Concord
Possessive
concord
Adjective
concord
Demonstratives
kivi-
chvy-
ki-/chvi-/vy-
hiki kile hicho
hivi vile hivyo
chakula changu
my food/dish
vyakula vyangu
my dishes
kitanda cha Leo
Leo’s bed
vitanda vingi
many beds
kisiwa cheupe
white island
visiwa vyema
good islands
kiti kingine
another chair
viti vyako vizuri
your beautiful chairs
Language use
Making comparisons
To show equality: sawa na the same as, equal to (as . . . as)
or
kama like (as . . . as)
E.g. Kusoma ni kugumu sawa na kulima.
Reading is as hard as cultivating.
Baba yetu ni mfupi kama mimi.
Our father is as short as myself’.
To show inequality: kuliko than
or
zaidi kuliko more than
E.g. Yeye ni mrefu kuliko wewe.
He is taller than you.
Una umri mkubwa zaidi kuliko ndugu yako.
You are older than your brother.
(lit. You have a greater age.)
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To show the highest degree: -ote ‘all’ is used after kuliko or zaidi ya
E.g. Chakula chake ni kitamu kuliko vyote.
Her food is the best of all.
(lit. Her food is the sweeter than all [food].)
NB: -ote agrees with the noun and, in this case, is used in the
plural. Another example is:
Baba yetu ana busara zaidi ya wote.
Our father is wisest.
(lit. Our father has more wisdom than all [people].)
Exercise 5
Translate into Swahili:
1
2
3
4
5
6
7
8
9
You are bigger than me, but he is taller than you.
She is the prettiest girl.
That old man is the wisest.
Kilimanjaro is the highest mountain in Africa.
This is the best book.
He is older than you.
A city is bigger than a town but a town is bigger than a village.
Mother’s food is best.
My field is bigger than yours, but that person’s field is the
biggest.
10 This house is the same as that house.
Reading
Elimu na Kujitegemea
Wakati wa ukoloni ule uchumi na elimu ya Tanganyika (Tanzania)
vilikuwa vinapuuzwa na Waingereza wakoloni (wakati wa uhuru
kulikuwa na wahitimu 120 katika nchi nzima). Kwa sababu hiyo
Azimio la Arusha lilifanyika mwaka 1967. Sera za kijamaa
zilitekelezwa na serikali kuendesha uchumi na elimu ya nchi hiyo.
Rais Nyerere alitambua kwamba Tanzania ilikuwa ni nchi ya
kilimo, yaani wananchi wengi walikuwa wanafanya kazi mashambani ili wapate riziki zao. Kwa sababu hiyo walimu, wafanyakazi
wengine, wanafunzi, na hata wafanyakazi wa serikali walikuwa
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wanashawishiwa wawe wakulima pia. Mbali na vijiji, mashule na
vyuo pia vilikuwa vinashauriwa na serikali kuwa na mashamba yao
wenyewe. Maneno ‘kazi’ na ‘kujitegemea’ yalikuwa yanasikika
katika vijiji na miji.
Nyakati zimebadilika, na baadhi ya sera hizo vilevile zimebadilika, hata hivyo Watanzania wote wanaukumbuka umuhimu wa
kushirikiana wakati wa sikukuu ya kitaifa ya Sabasaba (tarehe 7
Julai), ambayo pia inajulikana kama ‘Siku ya Wakulima’.
Vocabulary
elimu
kujitegemea
ukoloni
uchumi
-puuzwa
wakoloni
uhuru
wahitimu
azimio
sera
-a kijamaa
-fanyika
-tekelezwa
serikali
-endesha
-tambua
-a kilimo
wananchi
wafanyakazi
-shawishi
wakulima
-shauriwa
-sikika
nyakati
-badilika
umuhimu
-a kitaifa
-julikana
education
self-reliance
colonialism
economics
be disregarded
colonialists
independence, freedom
graduates
declaration (intention, resolution)
policy
socialist
be made
be implemented
government
manage, run a business (drive a vehicle)
realize, recognize
agricultural
the people/folk, fellow countrymen
workers
urge, persuade (tempt)
cultivators, farmers
be advised
be heard
times (sing. wakati)
be changed
importance
national
be known
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7 Ugonjwa na
matibabu
Sickness and medical treatment
In this unit you will learn:
•
•
•
•
•
how to say that you are unwell
to describe the parts of the body
the past tense
the passive form of the verb
to express warnings and prohibitions
Dialogue 1
The Duty Doctor at the Muhimbili Medical Centre is in the process
of examining a patient
1 When did the patient become ill?
2 What did the patient do?
3 The patient was told to apply the prescribed medicine how many
times daily?
MGONJWA: Mimi ni mgonjwa.
DAKTARI: Umekuwa mgonjwa tangu lini?
MGONJWA: Tangu jana. Niliyagusa macho kwa mikono na baadaye
kidogo macho yalianza kuniwasha. Leo asubuhi
niliamka mapema na macho yamekuwa mekundu na
kuvimba.
DAKTARI: Hebu! Nikuangalie macho . . . Jana ulifanya nini?
MGONJWA: Jana nilikwenda sokoni kununua vitambaa. Halafu
nilikwenda dukani kununua sabuni.
DAKTARI: Je, unatumia sabuni usoni?
MGONJWA: Ndiyo.
DAKTARI: Je, ulitumia sabuni mpya?
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MGONJWA: Hapana, sikutumia sabuni mpya. Nilitumia sabuni ya
kawaida.
DAKTARI: Huko sokoni ulibadilishana pesa na watu wengi?
MGONJWA: Ndiyo, nilinunua vitambaa. Vitambaa hivyo vilitoka
kwa wauzaji wengi mbalimbali.
DAKTARI: Bila shaka umepatwa na ugonjwa unaoitwa ‘Macho
Mekundu’. Chukua maelezo haya ya matumizi ya
dawa, halafu nenda kwenye duka la madawa kupata
dawa hii ya kupaka. Paka dawa hiyo machoni mwako
mara mbili kila siku, kwa muda wa wiki nzima. Je,
umeelewa?
MGONJWA: Nimeelewa. Asante!
DAKTARI: Karibu!
MGONJWA: Kwaheri!
DAKTARI: Kwaheri ya kuonana!
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
I’m sick.
How long have you been you sick?
Since yesterday. I touched my eyes with my hands, soon
after they started to itch. This morning I got up early
and my eyes have become red and swollen.
Well then! Let me look at your eyes . . . What did you
do yesterday?
Yesterday I went to the market to buy some cloth. Then
I went to a shop to buy some soap.
Do you use soap on your face?
Yes.
Did you use a new soap?
No, I didn’t use a new soap. I used my usual soap.
Over there at the market, did you exchange money with
many people?
Yes, I bought fabric. These fabrics came from many
different sellers.
Without doubt you have an illness which is called ‘Red
Eyes’. Take this prescription, then go to the pharmacy
to get this ointment. Apply this medicine to your eyes
twice each day, for a period of a whole week. Do you
understand?
I understand. Thanks!
You’re welcome!
Goodbye!
Goodbye, see you again!
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Vocabulary
mgonjwa
-gusa
-washa
-amka
mapema
-vimba
-angalia
soko
-nunua
vitambaa
duka
sabuni
-tumia
-badilishana
ugonjwa
maelezo ya matumizi
ya dawa
duka la madawa
-paka
mara
-onana
kwa heri ya kuonana
sick person, patient (pl. wagonjwa)
touch
itch (light, ignite, kindle)
wake up
early
swell
look at
market (pl. masoko)
buy
fabric, material (lit. cloths, sing. kitambaa)
shop (pl. maduka)
soap(s)
use, utilize, apply
change, exchange with
illness
medical prescription (lit. explanation for the use
of medicine)
pharmacy
apply, smear
times (mara mbili, two times, twice)
see each other (kuonana, to see each other)
Goodbye until we meet again
Language use
To say you are ill
mimi ni mgonjwa
nina homa
nina mafua
naumwa
ninaumwa na tumbo/kichwa
or naumwa tumbo/kichwa
kichwa kinauma
kichwa kinaniuma
I am sick
(lit. I am a sick person)
I have a fever
I have a cold
I’m in pain
I have a stomachache/
headache
the head aches
my head aches
(lit. the head aches me)
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To say you how you feel
-sikia
-ona
-hisi
hear, feel
see, feel
feel
baridi
joto
cold
heat
ninaona baridi
ninahisi joto
I feel cold
I feel hot
The body
Mwili (mi)
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2
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Parts of the body
Sehemu za Mwili
A
1
2
3
4
5
kichwa (vi)
shingo (N)
bega (ma)
kwapa (ma)
kiwiko (vi)
B
head
neck
shoulder
armpit
elbow
1
2
3
4
5
koo (N)
kifua (vi)
mgongo (mi)
tumbo (ma)
kidole gumba (vi)
throat
chest
back
stomach
thumb
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6 mkono (mi)
arm
6 kiganja (vi)
7 kigasha (vi)
forearm
7 kiuno (vi)
8 kifundo cha
wrist
8 unyonga
mkono (vi)
9 mkono (mi)
hand
9 ngumi (N)
10 kidole/chanda
finger
10 matako
(vi/vy)
11 mguu (mi)
leg
11 paja (ma)
12 nguyu (N)
ankle(s)
12 goti (ma)
13 mguu (mi)
foot
13 kisigino (vi)
14 kidole cha mguu toe
14 wayo
(vi)
15 ukucha
nail (pl. kucha)
palm of hand
waist
hip
(pl. nyonga)
fist
buttocks
(sing. tako)
thigh
knee
heel
sole of foot
(pl. nyayo)
The face
Uso (nyuso)
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5
8
1 nywele
2 paji (ma)
3 nyusi
4 kope (N)
5 jicho (ma)
6 sikio (ma)
7 pua (N)
hair
(sing. unywele)
forehead
eyebrows
(sing. usi)
eyelid(s)/
eyelash(es)
eye (pl. macho)
ear
nose
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10
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14
shavu (ma)
masharubu (pl.)
taya (ma)
mdomo (mi)
jino (ma)
kinywa (vi)
ulimi
15 ndevu (N)
16 kidevu (vi)
cheek
moustache
jaw
lip, mouth
tooth (pl. meno)
inner mouth
tongue
(pl. ndimi)
beard
chin
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Exercise 1
Write the numbers shown in the brackets in Swahili. (Remember
that some numbers take the adjective concord. The first one has
already been written):
Mtu ana kichwa (1 kimoja), mikono (2 ________) na
miguu (2 ________). Kichwani ana macho (2 ________),
masikio (2 ________) na pua (1 ________). Katika kila mkono
ana vidole (4 ________) na kidole gumba (1 ________), na
vidole vya miguu (5 ________) katika kila mguu.
Exercise 2
Write the Swahili word in place of the missing word in English
(the first one has already been written):
A man sees with his macho, hears with his ________, smells
with his ________ and tastes with his ________. He smiles with
his ________ and bites with his ________. He waves with his
________, sits on his ________, kneels on his ________ and
stands on his ________.
Language structure
The past tense -li- and the negative past
tense -kuThis tense works in the same way as the present tense -na-, i.e. it
is inserted after the subject concord. It expresses something that
took place in the past. For example, using the verb -fika:
Concord
Past
tense
Verb
ni
u
a
tu
m
li
li
li
li
li
fika
fika
fika
fika
fika
nilifika
ulifika
alifika
tulifika
mlifika
I arrived
you arrived
he/she arrived
we arrived
you arrived
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wa
i
li
li
fika
fika
walifika
ilifika
ya
li
fika
yalifika
they arrived
it arrived
(e.g. treni, train)
they arrived
(e.g. mabehewa,
carriages)
An example of the past tense with an object concord is niliyagusa
macho, said by the patient to the doctor in Dialogue 1. The form
nilikwenda, found a bit further on in the dialogue, shows that
kwenda keeps the stem marker, as do all monosyllabic verbs in the
past tense.
In the negative the past tense is -ku-:
Negative
marker
Concord
Negative
past
tense
Verb
si
ku
fika
h
u
ku
fika
h
a
ku
fika
ha
tu
ku
fika
ha
m
ku
fika
ha
wa
ku
fika
ha
zi
ku
fika
ha
li
ku
fika
sikufika
I did not arrive
hukufika
you did not arrive
hakufika
he/she did not arrive
hatukufika
we did not arrive
hamkufika
you did not arrive
hawakufika
they did not arrive
hazikufika
they did not arrive
(e.g. treni, trains)
halikufika
it did not arrive
(e.g. behewa,
carriage)
Monosyllabic verbs drop their stem marker in the negative past
tense:
si
ku
la
sikula
I did not eat
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h
a
ku
fa
ha
wa
ku
nywa
hakufa
he/she did not die
hawakunywa
they did not drink
The past tense of the copula is formed with the verb kuwa, to be,
in the past tense:
Mimi ni mwanafunzi.
Nilikuwa mwanafunzi.
I am a student (present).
I was a student (past).
Sometimes the copula ni is used together with kuwa:
Walikuwa ni wagonjwa.
They were sick people.
The negation of the preceding sentiment is formed usually with
the past tense plus negative copula:
Walikuwa si wagonjwa.
They were not sick people.
However, the negative past tense of kuwa is also possible:
Hawakuwa wagonjwa.
They were not sick people.
The verb kuwa is also used when the copula is used in any other
tense:
Watakuwa wagonjwa.
Wasiwe wagonjwa.
They will be sick people.
They shouldn’t be sick people.
Exercise 3
Fill in the word or letters which have been left out in the pyramids below:
A
mwanafunzi
mwanafunzi mgonjwa
mwanafunzi ________ alifika
mwanafunzi mgonjwa ________ fika hospitali
mwanafunzi mgonjwa ________ hospitali kubwa
mwanafunzi mgonjwa alifika ________ kubwa mapema
mwanafunzi mgonjwa alifika hospitali ________ mapema sana
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B
wanafunzi
wanafunzi wagonjwa
wanafunzi ________ hawakufika
wanafunzi wagonjwa ________ hospitali
wanafunzi wagonjwa ________fika hospitali kubwa
wanafunzi wagonjwa hawakufika ________ kubwa mapema
wanafunzi wagonjwa hawakufika hospitali ________ mapema sana
Exercise 4
Write these sentences in Swahili:
1
2
3
4
5
6
7
8
9
Yesterday I was sick.
And Leo was sick.
But Subira wasn’t sick.
The patients did not arrive yesterday.
The doctor arrived early.
When did you reach the hospital?
I arrived yesterday.
You (pl.) didn’t arrive early.
The patient didn’t arrive early.
Exercise 5
Habari zako?
Write some short sentences in Swahili about things you did or
didn’t do in the past. (An example is given in the exercise key.)
Dialogue 2
The next patient has very different symptoms
1 What are these symptoms?
2 What was the test result?
3 What form of medication was prescribed for the patient?
MGONJWA: Jana nilikuwa mgonjwa sana. Sikuweza kufika hapa
zahanati.
DAKTARI: Ulipatwa na nini?
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MGONJWA: Nilipatwa na homa kali na kichwa kiliuma sana. Tena
mwili ulitetemeka usiku kucha.
DAKTARI: Unaona vipi leo?
MGONJWA: Leo nimepata nafuu kidogo lakini naumwa tumbo.
Siwezi kula sana.
DAKTARI: Inaonekana umepatwa na malaria. Inabidi uende chini
ili upimwe na mwuguzi.
(Later on . . .)
DAKTARI:
Nimepata matokeo ya upimaji wako; bila shaka
umepatwa na malaria. Nimekuandikia maelezo ya
matumizi ya dawa. Meza vidonge hivi vinne, na baada
ya masaa sita umeze vidonge viwili vingine. Halafu
meza vidonge viwili kila siku kwa wiki nzima. Rudi
hapa kama hujapata nafuu.
MGONJWA: Asante! Nashukuru sana. Kwaheri!
DAKTARI: Kwaheri ya kuonana!
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
PATIENT:
DOCTOR:
Yesterday I was very sick. I couldn’t get to the dispensary.
What did you come down with?
I had a severe fever and my head hurt me a lot. Also
my body trembled all night long.
How do you feel today?
Today I feel a little better but my stomach hurts. I can’t
eat much.
It seems you’ve come down with malaria. You must go
downstairs so that you can be tested by the nurse.
(Later on . . .)
DOCTOR:
PATIENT:
DOCTOR:
I have your test results; without doubt you have malaria.
I’ve written you a prescription. Swallow these four
tablets, and after six hours take another two. Then
swallow two tablets each day for a whole week. Come
back here if you don’t feel any improvement.
Thanks. I’m very grateful. Goodbye.
Goodbye, see you again!
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Vocabulary
zahanati
-patwa na
homa
-tetemeka
nafuu
usiku kucha
-bidi
chini
-pimwa
mwuguzi
matokeo
upimaji
-meza
vidonge
kama
-shukuru
dispensary
come down with, be stricken with
fever
tremble, shake, vibrate
improvement
all night long
be necesarry (inabidi, it is necessary)
down, downstairs (under, below)
be tested, examined, assessed
nurse (pl. wauguzi)
results/outcome
assessment
swallow something
pills, tablets (sing. kidonge)
if
be grateful/thankful
Language structure
The passive form of the verb
The dialogue above contains a number of verbs in the so-called
‘passive form’. The passive form is generally formed by inserting
a -w- just before the final vowel. The passive form can be used to
highlight who did what to whom, as in the second example below:
Mwuguzi alipima mgonjwa.
The nurse tested the patient.
Mgonjwa alipimwa (na mwuguzi).
The patient was tested (by the nurse).
In the sentences above, -pima is the base (or ‘active’) form of the
verb, from which the passive form -pimwa is derived by inserting
a -w- (the ‘passive extension’). In these examples, the passive form
is used to say that it was the patient who was tested without necessarily saying that it was the nurse who did the testing. In grammatical terms, we can say that the function of the passive is to
make the object of the base form into the subject of the passive
form. Other examples are:
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Active
-kata
-ita
-pata
-penda
-panda
-lima
-tumia
cut
call
get
love, like
plant
cultivate
use
Passive
-katwa
-itwa
-patwa
-pendwa
-pandwa
-limwa
-tumiwa
be
be
be
be
be
be
be
cut
called
got
loved
planted
cultivated
used
Verbs ending in two vowels (especially those ending in -aa, -ua, or
-oa) are often an exception to the rule of passive formation, since
they insert -liw- or -lew-, rather than simply -w-, before the final
vowel, e.g. -nunua ‘buy’, -nunuliwa ‘be bought’:
Mwanafunzi alinunua vitambaa.
The student bought the cloth.
Vitambaa vilinunuliwa na mwanafunzi.
The cloth was bought by the student.
The choice of the vowel (-lew- with e, or -liw- with i) depends on
the vowel of the base form, and is governed by the rules of vowel
harmony: -lew- is chosen for verbs whose stem vowel is either e
or o, while -liw- is chosen for all others, that is those whose stem
vowel is a, i, or u. We sometimes write ‘I’ to mean ‘either e or i’,
so that the long passive extension can be described as -lIw- as
shorthand for ‘either -liw- or -lew-’.
Another example of the passive can be seen in Unit 3 (Dialogue
1) in the different expressions used by men and women to say that
they are married:
-oa
-olewa
marry (active – used when referring to a man)
be married (passive – used when referring to a
woman)
Another class of exceptional verbs are those whose final vowel is
not -a (these are verbs of Arabic origin ending in -i, -u, or -e),
which take -iwa and -ewa instead of the final vowel:
-jibu
-samehe
ask
forgive
-jibiwa
-samehewa
be asked
be forgiven
Monosyllabic verbs also take either -iwa or -ewa:
-pa
-la
-nywa
give
eat
drink
-pewa
-liwa
-nywewa
be given
be eaten
be drunk
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The passive form of the verb is just one of a number of verb forms
which are derived by combining base forms with an extension.
Other extensions which we will encounter in the course of following
units include the ‘Causative’ and the ‘Applicative’ extension.
Exercise 6
Change these passive sentences into their active counterpart:
E.g. Wauzaji walipewa pesa na mwanafunzi.
to Mwanafunzi aliwapa wauzaji pesa.
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2
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5
Wagonjwa walipewa maelezo na daktari.
Maelezo ya matumizi dawa yalitolewa na daktari.
Chakula kililiwa na wanafunzi.
Pesa zilitolewa na wagonjwa.
Mgonjwa alipatwa na homa kali.
Exercise 7
Give the passive forms of these sentences:
E.g. Mwuguzi alimpima mgonjwa.
to Mgonjwa alipimwa na mwuguzi.
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2
3
4
5
Mwanafunzi alinunua vitambaa.
Mwanafunzi alitumia sabuni usoni.
Daktari aliandika maelezo ya matumizi ya dawa.
Mgonjwa alimeza vidonge viwili.
Mgonjwa alimpa daktari pesa.
Exercise 8
Translate the paragraph below into English:
Jana nilikuwa mgonjwa sana. Niliumwa tumbo na kichwa.
Nilikwenda hospitali kumwona daktari. Baada ya kupimwa na
daktari huyo, nilipewa dawa. Niliambiwa na daktari huyo
kumeza vidonge viwili kila siku kwa muda wa wiki moja. Leo
naona nafuu kidogo.
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Dialogue 3
Amos and Leo discuss ailments they have each suffered in the past
1 What was Amos unable to do when he became ill?
2 What was he prevented from doing after he was admitted to
hospital?
3 What was Leo warned against doing prior to his accident?
AMOS:
LEO:
AMOS:
LEO:
AMOS:
LEO:
AMOS:
LEO:
AMOS:
LEO:
AMOS:
LEO:
Zamani nilikuwa na taabu kooni. Sikuweza kumeza
chochote.
Ulisumbuliwa na nini?
Nilisumbuliwa na findo, zilivimba sana. Daktari alisema
lazima zikatwe. Basi nilifika hospitali nikalazwa kitandani.
Nilikatazwa nisile chochote wala nisinywe chochote.
Halafu nilipasuliwa na daktari mpasuaji.
Uliogopa?
Ndiyo, niliogopa. Lakini operesheni hiyo haikuwa ya
muda mrefu.
Mwaka 1983 niligongwa na gari. Mamangu alinionya
nisicheze barabarani lakini sikumsikiliza, na kwa sababu
ya ujinga, nilipata majeraha mengi. Mguu ulivunjika,
mkono na bega vilevile. Nililazwa kitandani kwa muda wa
miezi mitatu hivi. Kwa sababu ya matibabu mazuri sana,
nilipona kabisa.
A long time ago I had trouble with my throat. I couldn’t
swallow anything.
What were you troubled with?
I was troubled by my tonsils, they were very swollen. The
doctor said that they had to be removed. So I went to the
hospital and was put in bed. I was forbidden to eat or drink
anything. Then I was operated on by a surgeon.
Were you afraid?
Yes, I was afraid. But the operation didn’t take very long.
In 1983 I was hit by a car. My mum warned me not to
play in the street, but I didn’t listen, and out of foolishness,
I suffered many injuries. My leg was broken, as was my
arm and my shoulder. I had to stay in bed for about three
months. Due to very good treatment, I was completely
healed.
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Vocabulary
zamani
taabu
findo
-katwa
-lazwa
-pasuliwa
daktari mpasuaji
-ogopa
-gongwa
-onya
-sikiliza
ujinga
majeraha
-vunjika
matibabu
-pona
kabisa
some time/a long time ago
trouble, distress, difficulty(-ies)
tonsil(s)
be cut (passive of kata, cut)
be laid (passive of laza, lay down, put down)
be split, torn open; operated on
(passive of pasua, split)
surgeon
be afraid
be hit, rammed into (passive of -gonga, hit, knock)
warn
listen to
foolishness, ignorance, inexperience
injuries (sing. jeraha)
be broken
medical treatment
be cured, get well, recover (escape harm)
definitely, absolutely
Language point
Warnings and prohibitions
In this dialogue you can see some typical examples of how to
express warnings and prohibitions, as for example when Leo’s
mother warns him not to play on the road, or when Amos in
hospital is not allowed to eat or drink anything. Prohibitions like
these are formed in Swahili with the negative optative (see Unit
5, Dialogue 1) following verbs expressing warning, prevention,
prohibition etc.:
Nilikatazwa nisitumie sabuni mpya.
I was forbidden to use new soap.
Walionywa wasinunue vitambaa vingi.
They were warned not to buy (too) much cloth.
Tulimzuia asifike hapa.
We prevented him/her from arriving here.
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Typical verbs used in this construction are:
warn
forbid
prevent
stop, prevent
-onya
-kataza
-zuia
-komesha
Language structure
U-class nouns
In this dialogue we find a number of nouns which belong to yet
another noun class, namely the U class. U-class nouns begin with
u- (or sometimes with w-), and can roughly be divided into two
groups:
1 those nouns which refer to abstract ideas such as ‘beauty’ or
‘truth’, including also names for countries; these do not form a
plural, and
2 those nouns which denote concrete, often long or mass objects;
these often have a corresponding plural form of the N class.
Some examples are:
ugonjwa
ujinga
Ufaransa
Uholanzi
uzuri
illness
foolishness
France
Holland
beauty
ukweli
uzazi
truth
parenthood
(cf. mgonjwa, sick person)
(from the adjective -zuri,
beautiful)
(from the adjective kweli, true)
(cf. wazazi, parents, and -zaa,
bear, give birth)
U-class nouns with corresponding N-class plural (see Unit 4 on the
N class for the changes of the prefix):
ubao
ulimi
board
tongue
mbao
ndimi
ukuta
wall
kuta
boards
tongues (note that
here l becomes
d after the
nasal prefix)
walls
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ufagio
ufunguo
upanga
upande
broom
key
sword
side
fagio
funguo
panga
pande
brooms
keys
swords
sides
U-class nouns beginning with w- make their plural in ny-:
wembe
wakati
wimbo
razor
time
song
nyembe
nyakati
nyimbo
razors
times
songs
Monosyllabic stems keep their u- prefix and make a plural in ny-:
uso
ua
face
courtyard
nyuso
nyua
faces
courtyards
The agreement for the U class is easy to learn: U-class nouns take
the same agreement marker as the singular of the M-MI class:
Upanga wangu mkubwa umeanguka.
My big sword has fallen.
Uzuri wake ulipendeza.
Her beauty was pleasing.
The plural U-class nouns take plural N-class agreements:
Panga zangu kubwa zimeanguka.
My big swords have fallen.
Exercise 9
Replace the word written in English with the appropriate Swahili
noun.
Daktari aliuangalia (face) wa mgonjwa. Halafu aliuangalia
(tongue) wake. Baadaye kidogo wagonjwa wengi zaidi
wamefika kwa daktari. Daktari vilevile aliziangalia (faces) zao
na (tongues). Mgonjwa mmoja alisema kwamba (face) wake
ulikatwa kwa (sword). Mgonjwa mwingine alisema kwamba
(tongue) wake ulikatwa kwa (razor). Nje ya hospitali watu
wengi wanakaa (on a wall). Wanasubiri kumwona daktari.
Watu hawa vilevile walikatwa kwa (swords) (on faces) na kwa
(razors) (on tongues).
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Kila mtu anataka kuwa na afya nzuri lakini mara kwa mara
atapatwa na (illness). Ni muhimu sana mgonjwa apewe
(treatment). Katika nchi nyingi duniani inabidi wagonjwa
walipe pesa kwa (treatment) zao. Bali, katika nchi nyingine
wagonjwa wanaweza kupata (treatment) bila kulipa pesa.
Serikali za nchi hizo zinawasaidia wagonjwa wao.
Reading
Huduma za Tiba
Kituo cha Afya cha Chuo Kikuu cha Dar es Salaam kinatoa
huduma za tiba kwa wanafunzi, wafanyakazi na familia zao (yaani
mume, mke na wana wao). Kuna Duka la Madawa, Maabara,
Mahali pa Kupima na Kutibu Macho, Uzazi wa Majira na Huduma
za Magari ya Wagonjwa.
Tena hicho Kituo cha Afya kinatoa Elimu ya Afya. Kuna
mipango kuhusu kuzuia na kukinga maradhi na Ukimwi. Kuna
kuarifu kuhusu ugonjwa wa akili, kuzuia kutumia madawa ya
kulevya na elimu ya siha. Wapo wanafunzi walio washauri
wanaotoa mashauri juu ya mambo yanayohusu elimu na huduma
za mawasiliano juu ya afya ya uzazi.
Kama mtu hawezi kutibiwa na Kituo cha Afya atapelekwa
Hospitali ya Wilaya ya Mwananyamala au Kituo cha Afya cha
Muhimbili.
Kabla ya kuingia Chuo Kikuu, kila mwanafunzi lazima apimwe
kuhakikisha kuwa ana afya nzuri. Wafanyakazi wa Chuo Kikuu na
wanafunzi wanashawishiwa mara kwa mara waende wakapimwe
afya.
Vocabulary
huduma
-a tiba
Kituo cha Afya
maabara
-tibu
Uzazi wa Majira
Magari ya Wagonjwa
Elimu ya Afya
service(s)
medical
Health Centre
laboratory
treat medically
Family Planning, Birth Control, Planned
Parenthood
Ambulances
Health Education
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kuzuia
kukinga
Ukimwi
ugonjwa wa akili
madawa ya kulevya
elimu ya siha
washauri
mashauri
mawasiliano
Hospitali ya Wilaya
ya Mwananyamala
Kituo cha Afya cha
Muhimbili
-shawishiwa
prevention
protection
acronym for AIDS: Ukosefu wa kinga mwilini
(Lack of protection in the body)
mental illness
drugs, narcotics
hygiene
advisers, counsellors
advice, consultations
communication
Mwananyamala District Hospital
Muhimbili Medical Centre
be persuaded, encouraged (passive of shawishi)
8 Kutembelea
Visiting
In this unit you will learn:
• when to use the locative copulas -ko, -po, and -mo
• how to ask for the location of a person, place, or thing
• how to reply when asked for the location of a person, place, or
thing
• useful vocabulary for directions to a place or particular location
Dialogue 1
The Canadian student, Sandra, is very happy to receive the news
that her parents will come to visit her in Tanzania. Her roommate,
Leila, is the first person to hear about this
1 When will Sandra’s parents arrive?
2 Have they previously been to Tanzania?
3 How long do they expect to stay?
SANDRA:
LEILA:
SANDRA:
LEILA:
SANDRA:
LEILA:
SANDRA:
LEILA:
Wazazi wangu wanakuja kunitembelea.
Lini watafika hapa?
Watafika mwishoni mwa mwezi huu.
Safi sana! Watakaribishwa vizuri. Je, wameshawahi
kufika Tanzania?
Hapana. Itakuwa mara yao ya kwanza kufika Tanzania.
Kwa kweli itakuwa mara yao ya kwanza kufika bara la
Afrika.
Wanategemea kukaa Tanzania kwa muda gani?
Watakaa hapa kwa muda wa wiki tatu tu.
Hata mimi nitatembelewa na mama na baba yangu.
Watafika mwanzoni mwa mwezi ujao.
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(It is now the end of the month, and Sandra’s parents have arrived.
Sandra tells Leila about her parents’ arrival)
LEILA:
SANDRA:
LEILA:
SANDRA:
LEILA:
SANDRA:
Wazazi wako wamefika salama?
Ndiyo, namshukuru Mungu.
Wako wapi sasa?
Wako mjini. Wanakaa Palm Beach Hotel. Nitarudi pale
baadaye.
Je, watatembelea sehemu nyingine za Tanzania?
Ndiyo. Baba yangu alisema kwamba anataka kufika
Arusha apande Mlima Kilimanjaro, lakini mama yangu
alisema kwamba baba atapanda mlima huo peke yake
kwa sababu, kwa upande wake, bila shaka mama
atashindwa.
Vocabulary
wazazi
-tembelea
mwishoni mwa
Safi sana!
-karibishwa
mara
kwa kweli
bara
-tembelewa
mwanzoni
mwezi ujao
salama
-shukuru
Mungu
wako
pale
baadaye
sehemu
nyingine
-panda
parents (sing. mzazi)
visit (someone)
at the end of (mwisho, end, + ni, at, and mwa, of)
Great!
be welcomed, be received/invited
(passive of -karibisha)
time(s)
in fact, in truth, to be true
continent, mainland, interior
be visited (passive of -tembelea, visit)
in the beginning (mwanzo, beginning/start, + ni, at, in)
next month (lit. the month which comes)
safely, securely, peacefully, calmly
(also a noun: peace, safety)
be thankful, grateful
God
they are in/at (see Language structure after Dialogue 2
below for the use of the locative copula)
there (see Language structure below for this place
class demonstrative)
later on, afterwards
part, section, portion
another, some (other)
climb, mount, board, go up
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alone (used with possessive marker: yangu, yako, yake,
yetu, etc., by myself, by yourself, by his/herself, by
ourselves, etc.)
side (kwa upande wake, on his/her side, as far as s/he
is concerned)
because (lit. for the reason)
be overcome, be beaten, fail (passive of -shinda)
peke
upande
kwa sababu
-shindwa
Language structure
The PA-KU-MU class (or place class)
This new noun class is a very special class because it has only one
member. The only ‘real’ noun in the place class is the noun mahali,
meaning, appropriately, ‘place’. However, there are three sets of
agreements in the place class which can be used not only with mahali,
but with any noun which denotes a location, including those with
the locative suffix -ni (cf. Unit 2, Dialogue 2). The three sets are:
Concord
Possessive
Marker
Adjective
Concord
Demonstratives
PA
pa-
p-
pa-
hapa
pale
hapo
KU
ku-
kw-
ku-
huku
kule
huko
MU
m-
mw-
m-
humu
mle
humo
Examples:
Mahali pazuri pa mamangu panapendeza.
It’s nice there at my mother’s beautiful place.
(lit. My mother’s beautiful place there is pleasing.)
Sokoni huku kunapendeza.
It’s nice at the market.
(lit. At the market here (it) is pleasing.)
Nyumbani mnakaa watu wengi.
Many people live in the house.
(lit. In the house live many people.)
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As can be seen from the English translation, all of pa-, ku-, and
mu- refer to locations, but in different ways. Pa- and ku- refer to
location more generally, while mu- refers to insideness. The difference shows even more when the place classes are used as demonstratives:
hapa
huku
humu
here (definite)
around here (indefinite)
inside
The possessive for nouns in the place class is sometimes formed
with mw-, even when no inside meaning is intended:
mwishoni mwa
mwanzoni mwa
at the end of
at the beginning of
Exercise 1
Complete the sentences numbered 1–5 with the appropriate ending
listed a-e below:
1
2
3
4
5
Mahali hapa ni pazuri . . .
Watu wengi watafika hapa . . .
Mahali pale pana . . .
Sandukuni mle mna kalamu mbili; . . .
Humu nyumbani . . .
(a)
(b)
(c)
(d)
(e)
mwishoni mwa wiki hii.
moja ni yangu na moja ni yako.
Panatembelewa na watu wengi kila siku.
mmekaa wageni wale.
watu wachache tu.
Exercise 2
Answer these questions about Dialogue 1 in Swahili:
1 Je, wazazi wa Sandra watafika mwanzoni au mwishoni mwa
mwezi huu?
2 Je, wazazi hao wa Sandra wameshafika Tanzania?
3 Leila atatembelewa na nani?
4 Wazazi wa Sandra wako wapi?
5 Baba wa Sandra anataka kufanya nini?
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Dialogue 2
Ibrahim tells Mariamu he will travel to Zanzibar Island
1 Where is Ibrahim’s brother these days?
2 Where does Mariamu’s sister live?
3 What will take place on Sunday?
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
IBRAHIM:
MARIAMU:
Ijumaa nitakwenda Unguja kumtembelea kaka yangu.
Yeye anakaa sehemu gani?
Anakaa mjini lakini siku hizi yuko pwani.
Dada yangu pia anakaa pwani.
Wapi hasa?
Yupo Jambiani pamoja na mumewe na watoto. Yuko
wapi kaka yako?
Yupo Makunduchi, kwa ajili ya kucheza mpira.
Jumamosi, huko kijiji cha Makunduchi kutakuwa na
mashindano baina ya timu za soka za Makunduchi na
Jambiani.
Najua. Shemeji yangu atakuwapo Makunduchi. Yeye
ni mchezaji mmojawapo wa timu ya soka ya Jambiani.
Dada yangu anataka kwenda Makunduchi ili atazame
mashindano hayo. Kwa sababu hiyo itanibidi niende
kwao kuwatunza watoto.
Mwaka jana kulikuwa na mashindano. Je, shemeji
yako alikuwapo?
Mwaka uliopita shemeji yangu alikuwa hayupo.
Alikuwa Ulaya akisoma. Nani walikuwa washindi wa
mashindano hayo, Wajambiani au Wamakunduchi?
Hakukuwa na washindi. Timu zote mbili zilifungana
goli moja-moja.
Maoni yangu ni kuwa mwaka huu timu hiyo ya
Makunduchi itashindwa.
Kwa nini?
Kwa sababu shemeji yangu ni bingwa wa soka.
Bi. Mariamu, hujui kwamba kidole kimoja hakivunji
chawa. Shemeji yako atahitaji misaada ya wenzake
wengine. Hata hivyo, maoni yangu ni kuwa timu hiyo
ya Jambiani mwaka huu itashindwa na timu ya
Makunduchi.
Kwa nini unasema hayo?
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IBRAHIM:
Mimi ni shabiki wa timu ya soka ya Makunduchi.
Nitakuwa kwenye mashindano na kwa sauti ya juu
nitawapa moyo wachezaji wa Makunduchi.
MARIAMU: Bwana Ibrahim, hujui kwamba fimbo ya mbali haiui
nyoka. (Wote wawili wanacheka)
Vocabulary
yuko
pwani
hasa
ajili
-cheza
mpira
mashindano
baina ya
timu
soka
atakuwapo
mchezaji
mmojawapo
ili
-tazama
-tunza
mwaka jana
mwaka uliopita
hayupo
Ulaya
washindi
-fungana
goli
maoni
s/he is there (see Language structure)
coast, beach, at/on/to the coast/beach
exactly, especially
reason, cause (kwa ajili ya, for the sake of/the
purpose of, because of)
play, dance
ball, tyre, elastic, condom, rubber/rubber tree
(pl. mipira), -cheza mpira, play football
match, contest, competition, rally
between, among
team(s)
soccer
s/he will be there (see Language structure below)
player, dancer, sportsperson, actor/actress
(pl. wachezaji)
one of, among
so that, in order to (often followed by an optative
verb form)
watch, look at
care for, look after, maintain, preserve, conserve
last year (lit. year yesterday)
last year (= mwaka jana) (lit. year which has
passed)
s/he is not there (see Language structure below)
Europe
winners (sing. mshindi)
score a goal or point in the context of a sporting
competition (lit. fasten together, cf. -funga, close,
lock, imprison, tie up, fast from food, win a game,
cease child-bearing)
goal (pl. magoli)
feeling, view, opinion (cf. -ona, see, feel)
138
bingwa
Kidole kimoja
hakivunji chawa
-hitaji
misaada
hata hivyo
shabiki
sauti
moyo
fimbo ya mbali
haiui nyoka
-cheka
champion, star, expert
One finger does not break a louse (proverb)
need
help (sing. msaada)
even so, nevertheless
fan, devotee
voice (sound, melody, tune)
determination (lit. heart, soul, conscience)
(-mpa mtu moyo, give someone encouragement)
A stick from afar does not kill a snake (proverb)
laugh
Language structure
The locative copula
We have already seen that ‘to be someone’ is expressed in Swahili
by the copula ni and its negative counterpart si (see Unit 2,
Dialogue 2 and Dialogue 3):
Victoria ni Mghana.
Victoria is a Ghanaian.
Sandra si Mghana – yeye ni Mkanada.
Sandra is not a Ghanaian – she is a Canadian.
When talking about where people or things are (as opposed to
what or how they are), however, the copula ni cannot be used –
there is a special form of copula, the ‘locative copula’ which is used
for this purpose. It is formed – in the present tense – with the
subject concord (yu- for the M class) and the referential concords
of the place class -ko, -po and -mo:
Victoria yuko Dar.
Stesheni iko Pugu Road.
Miti ipo shambani.
Ibrahim yuko wapi?
Ibrahim yupo Makunduchi.
Victoria is in Dar.
The station is in Pugu Road.
The trees are in the field.
Whereabouts is Ibrahim?
Ibrahim is in Makunduchi.
The difference between -po and -ko is subtle: -po indicates a more
specific place while -ko has an implication of ‘around here’. Often,
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however, they are interchangeable. More specifically ‘insideness’
can be expressed by using -mo:
Kalamu iko wapi?
Iko shuleni.
Ipo mezani.
Imo kabatini.
Where’s the pen?
It’s at school.
It’s on the table.
It’s in(side) the cupboard.
Because of their more general meaning, -po and -ko are used more
frequently in everyday language than -mo.
The locative copula can also stand on its own or be followed by
a more specific indication of direction:
Niko.
I am here (around).
Nipo hapa.
I am here (at this spot).
Tuko.
We are here.
Uko wapi?
Where are you?
Mmo ndani.
You (pl.) are inside.
Yupo kazini.
She is at work.
Wako nje.
They are outside.
Posta ipo karibu na stesheni.
The post office is near the station.
Kalamu zipo mezani.
The pens are on the table.
To say that something or somebody is not at a place, the negative
locative copula is used. It is formed by placing the negative marker
ha- (or si- for the first person singular) before the locative copula:
Hayupo.
She/he is not here.
Hawamo.
They are not inside.
Haiko.
It is not here
(of an N-class noun).
Sipo.
I am not here.
The past (and future) locative copula is formed in a similar way
to the past copula introduced in the previous unit (Unit 7, Dialogue
1), namely with the aid of the verb kuwa. The referential concord
is placed at the end, after kuwa:
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Alikuwapo.
He was here.
Watakuwamo.
They will be inside.
Leo na Subira walikuwapo behewani.
Leo and Subira were at the carriage.
In the last example, unless you want to emphasize that Leo and
Subira were inside, rather than, say, on top of the carriage, you
don’t have to use -mo:
Walikuwamo behewani, hawakuwapo juu yake.
They were inside the carriage, they were not on top of it.
Some speakers change the -a of kuwa into -e when it is used with
a referential concord:
I was there.
Nilikuwepo.
(instead of: Nilikuwapo)
Exercise 3
Using the list below, insert the locative copula that corresponds
with sentences 1–10 (some may be used in more than one sentence). The first sentence has already been written:
1 Niko Afrika Mashariki.
2 Yule kaka wa Ibrahim ______ wapi siku hizi? Siku hizi ______
Pwani ya Mashariki.
3 Yule dada wa Mariamu ______ wapi hasa? ______ Jambiani.
4 Jambiani ______ wapi? ______ Pwani ya Mashariki.
5 Victoria ______ London. ______ Dar.
6 Kalamu zote mbili ______ sandukuni.
7 Machungwa ______ kikapuni. ______ mezani.
8 Kiti kimoja ______ nje, viti vingine vile ______ humu nyumbani.
9 Chungwa moja ______ nje ya kikapu chako.
10 ______ wapi sasa? ______ nyumbani.
niko
yuko
uko
yapo
hayuko
yupo
haiko
kiko
nipo
wako
lipo
vimo
hayamo
zimo
iko
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Exercise 4
Translate the paragraph below into Swahili:
Ibrahim is in Zanzibar; he is visiting his brother. Ibrahim is not in
Dar es Salaam. Mariamu is in Zanzibar; she is visiting her sister.
Mariamu’s sister is in Jambiani village together with her husband
and children. The children are at home. Ibrahim’s brother is in
Makunduchi for the purpose of playing football. Mariamu’s
brother-in-law is one of the Jambiani soccer team players. He is a
soccer star. There is a match between the Jambianis and the
Makunduchis. Last year both teams scored one all.
Language use
Asking the whereabouts of a person
or thing
Iko wapi stesheni?/Stesheni iko wapi?
Where is the railway station?
Mwalimu yuko wapi?
Where is the teacher?
Wanafunzi wako wapi?
Where are the students?
Ipo mbele.
It (the railway station) is in front.
Yupo shuleni.
He/she’s at school.
Wako nyumbani.
They’re at home.
Dialogue 3
Leila has a friend called Tatu who works at the famous Kariakoo
Market in Dar es Salaam. She has decided to go and visit her friend
in order to buy a gift for her parents. It is her first time at the market
and she doesn’t know exactly where it is. Here at the city bus station
she asks a passerby to show her the way to the market
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1 Why is Leila asking for help?
2 Why does Leila ask a second person for help?
3 Where is Kariakoo Market?
LEILA:
Samahani bibi! Mimi ni mgeni hapa. Naomba
msaada. Tafadhali nielekeze Soko la Kariakoo.
MWANAMKE: Haya! Vuka barabara hii, Mtaa wa Nkrumah, na
endelea na mtaa ule wa Uhuru moja kwa moja,
kupita sanamu ya ukumbusho. Iko upande wa
kushoto. Endelea kuteremka na Mtaa wa Uhuru.
Utafika Mtaa wa Lumumba. Vuka. Nenda moja kwa
moja. Utafika Mtaa wa Livingstone, pinda kulia na
vuka barabara. Unasikia?
LEILA:
Ndiyo.
MWANAMKE: Wewe vuka Mtaa wa Aggrey, nenda mpaka
utakapofika Mtaa wa Mchikichi, usivuke. Pinda
kushoto. Fuata Mtaa huo wa Mchikichi mpaka
uvuke Mtaa wa Sikukuu. Halafu endelea mpaka
Mtaa wa Swahili, pinda kulia na vuka barabara.
Nenda moja kwa moja utajikuta uko Sokoni
Kariakoo. Umeelewa?
Ndiyo nimeelewa.
LEILA:
(After a period of time, and after asking another person for directions, Leila finally arrives at her friend’s shop)
TATU:
LEILA:
TATU:
LEILA:
Je, ulipata taabu kufika hapa sokoni?
Kidogo. Niliomba msaada wa bibi mmoja lakini
alisema majina ya mitaa mingi mno na kwa sababu
hiyo, maelezo yake yamenichanganya akili. Ilinibidi
niombe msaada wa mtu mwingine. Mtu huyo alinipa
mielekeo dhahiri bila kusema majina mengi ya
mitaa. Aliniambia: ‘Endelea na Mtaa huu wa Uhuru
moja kwa moja, kupita mnara na sanamu ya ukumbusho. Usipite kulia wala kushoto. Fuata njia ile
mpaka umevuka njia panda tatu. Endelea kidogo
mpaka Mtaa wa Swahili. Pinda kulia. Teremka na
mtaa huo na utaliona Soko la Kariakoo liko mbele
yako.’
Inaonekana kwamba mtu huyo wa kwanza alitaka
kukuchanganya akili.
Kweli. Hata hivyo nimefika salama, alhamdullilahi.
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Lum
umb
a
Str
Stre et
BussTerminus
Terminus
Bus
e
e
t
eet
Uhuru
tr
u
ku
ku
Si
et
re
St
e t
r e
S t
u
ur
Uh
et
re
St
et
re
St
et
re
et
St
re
St
S
et
re
St
i
ch
ki
hi
ey
Mc
r
g
Ag
ne
sto
ng
vi
Li
u
ku
ku
Si
Kariakoo
Market
i
i l
a h
S w
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N
u
kr
m
a
h
Vocabulary
tafadhali
-elekeza
mwanamke
-vuka
barabara
mtaa
-endelea
moja kwa moja
-pita
sanamu ya
ukumbusho
kushoto
-teremka
-pinda
kulia
utakapofika
-fuata
halafu
mpaka
-sikia
-jikuta
please
show somebody the way, direct somebody, instruct
woman
cross
road(s), main road(s)
street (pl. mitaa)
continue
straight ahead
pass, turn
memorial (lit. statue of memory), monument
left
descend, go down
turn
right
when you reach (u + taka + po + fika)
follow
after that, afterwards
up to, until
hear (feel)
find yourself (-ji- + kuta)
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-elewa
taabu
kidogo
-sema
maelezo
-changanya
akili
dhahiri
-ambia
mnara
wala
njia
njia panda
alhamdullilahi
understand
difficulty, trouble, hardship, distress
here: a bit, a little
say, speak
explanation(s)
mix
mind, intelligence, brains (-changanya akili, confuse)
(adj.) clear, evident, apparent
tell (this word must be used with an object concord)
tower/clocktower (pl. minara)
neither, nor (used with negative verb)
road
junction(s)/crossroad(s)
Praise be to God (expression of gratitude, after
something good has happened, or for events which
are seen to be in the hands of God)
Language use
Vocabulary for directions
-vuka
cross
barabara
street/highway
Vuka barabara
Cross the street
-endelea
continue
mtaa
street/avenue
Endelea na Mtaa wa
Independence
Continue down Independence
Street/Avenue
-enda
go
moja kwa moja
straight ahead
Nenda moja kwa moja
Go straight ahead
-teremka
descend, go down
Teremka na Mtaa wa Ghana
Go down Ghana Avenue
-fuata
follow
njia
road (way, path)
Fuata njia hii
Follow this road
njia panda
kulia
-pinda
-pita
-geuka
crossroad/junction
right
bend (turn)
pass/make a turn
turn/veer
kushoto
Pinda kulia
Pita kulia
Geuka kushoto
left
Bend (turn) right
Turn right
Turn left
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MJINI ZANZIBAR
Uwanja
wa Ndege
KITOGANI
PAJE
PETE
JAMBIANI
MAKUNDUCHI
Pwani
KISIMKAZI
DIMBANI
Uwanja wa
Mchezo
Msikiti
Kituo
cha Polisi
Duka
Pwani
Shule
Kaka yake
Ibrahim
Soko
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Exercise 5
1 Shemeji yake Mariamu amefika Uwanja wa Ndege. Anataka
kwenda nyumbani kwa kaka yake Ibrahim kupita Jambiani.
Mweleze aende wapi.
2 Bw Ahmed yupo pwani. Amevua samaki na anataka kuwauza
Mjini Zanzibar. Anakwenda wapi?
3 Upo Dukani utamkuta Subira Jambiani. Utakwenda wapi?
4 Upo kwenye Uwanja wa Mchezo. Unakwenda moja kwa moja
kupita Kituo cha Polisi. Utapinda kushoto halafu utapinda kulia.
Utakwenda moja kwa moja. Umefika wapi?
5 Kutoka Paje, utakwenda Kitogani. Utapinda kushoto.
Utaendelea moja kwa moja. Halafu utapinda kulia na utafuata
njia hii. Sasa uko wapi?
Language structure
The KU class or infinitival form of
the verb
We have already seen many instances of KU-class nouns, and now
is finally the time to introduce this class officially. The KU class
contains infinitival forms of verbs, that is those which can be translated as ‘to do something’ or ‘doing something’:
kusoma
to read/reading
kutengeneza
to repair/repairing
kuandika
to write/writing
kupata
to get/getting
kupika
to cook/cooking
These words are nouns in Swahili because they can function as
subjects and objects of the verb, and have agreement markers just
as other nouns have, namely ku- and, before vowels, kw-:
Concord
Possessive
marker
Adjective Demonstratives
concord
ku-
kw-
ku-
huku
kule
huko
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Kuimba kwake kuzuri kunapendeza.
Her beautiful singing pleases.
Alikusikia kuimba kwetu.
He was hearing (it) our singing.
KU-class nouns are frequently found after verbs of wanting,
wishing, intending, etc.:
Alitaka kuimba.
He wanted to sing.
Tunaomba kuona chakula.
We are asking to see the food.
Nimeamua kurudi kwangu.
I have decided to return home.
Because words in the KU class can take an object marker – a
verbal characteristic – they can equally be regarded as the infinitival form of verbs:
Nataka kumwona.
I want to see him/her.
Leo anakwenda kumtembelea rafiki yake Trevor.
Leo is going to visit his friend Trevor.
Mtu huyo wa kwanza alitaka kukuchangaya akili.
That first person wanted to confuse you.
Another verbal characteristic is that there is a negative infinitive,
formed with -to-, to express ‘to not do something’:
kusoma
to read
kutosoma
not to read
Monosyllabic verbs keep their stem marker when used with the
negative infinitive:
kuja
to come
kutokuja not to come
kutokula not to eat
kutokunywa not to drink
kutokuwa
not to be
Two KU-class nouns are used in the following popular proverb:
Kuishi kwingi kuona mengi.
The proverb means something like ‘I’ve seen it all before’ (lit. ‘to
live much is to see many’). The agreement of adjective mengi
means that it refers to the (unexpressed) JI-MA noun mambo.
148
Reading
Kutembelea Mahali pa Kuvutia
Kuna mahali pengi pa kuvutia Tanzania. Mbali na Mlima
Kilimanjaro (ambao ulikuwa umeshatajwa), papo mahali pengine
pa kusisimua kama vile mbuga za wanyama, makumbusho kadha
wa kadha na mahali muhimu pengi pengine.
Bagamoyo ni mji ulioko karibu na pwani. Bagamoyo iko
kaskazini ya Dar es Salaam kwa umbali wa kilomita 75. Hilo neno,
‘Bagamoyo’ limetokana na neno la ‘bwagamoyo’, lililo na maana
ya ‘tuliza moyo’. Mahali muhimu pa Bagamoyo ni Chuo cha Sanaa.
Pale unaweza kuwaangalia wanafunzi wakifanya mazoezi katika
muziki na kucheza ngoma. Kila mwaka kuna sherehe inayotokea
wiki ya mwisho wa Mwezi wa Tisa.
Makumbusho ya Kitaifa jijini Dar es Salaam ni mahali pengine
pa kuvutia. Humu ndani ya makumbusho hayo yamo mavumbuzi
muhimu mengi ya akiolojia, kama vile viunzi vya mifupa vya
binadamu na vya wanyama wa zamani sana, vyombo vya zamani
na vitu vingine vya sanaa. Sehemu nyingine za makumbusho hayo
zinahusikana na ustaarabu wa Waajemi wa Kilwa, biashara ya
utumwa ya Zanzibar na vipindi vya ukoloni wa Wajerumani na
Waingereza.
Tanzania ina mbuga za wanyama zilizo maarufu sana kotekote
duniani kama vile, Serengeti, Shimo la Ngorongoro, Arusha,
Tarangire, Ziwa Manyara, na Selous. Kila mwaka mbuga hizo za
wanyama zinatembelewa na watalii wengi wanaotaka kuwaona
wanyamapori kama vile, simba, fisi, vifaru, viboko, twiga na tembo.
Vocabulary
be mentioned
(adj.) exciting (cf. -sisimua, be thrilling, be
exciting/enthralling)
mbuga
grasslands, steppe (mbuga ya wanyama, game reserve)
makumbusho
museum (used in pl. only)
kadha wa kadha (adj.) certain, various
umbali
distance
kilomita
kilometre(s)
sherehe
celebration(s), ceremonial, rejoicing, festivity
mavumbuzi
discoveries
akiolojia
archaeology
-tajwa
-a kusisimua
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viunzi
ustaarabu
vipindi
kotekote
wanyamapori
skeletons (frames/frameworks, hurdles) (sing. kiunzi)
civilization
period of time (sing. kipindi)
everywhere
wildlife, game (used in pl., cf. wanyama, animals,
and pori, bush)
Exercise 6
Answer these questions about the reading in Swahili:
1 Mji wa Bagamoyo uko karibu na mahali gani?
2 Kuna umbali gani kati ya mji wa Bagamoyo na jiji la Dar es
Salaam?
3 Chuo cha Sanaa kiko wapi?
4 Makumbusho ya Kitaifa yako wapi?
5 Vitu vya namna gani vimo ndani ya Makumbusho ya Kitaifa?
6 Watalii wengi wanazitembelea mbuga za wanyama Tanzania. Je,
wanataka kuona wanyama wa namna gani?
9 Kufanya utafiti
wa jamii
Doing social research
In this unit you will learn:
•
•
•
•
•
the habitual tense huthe applicative form of the verb
how to say whether you like or dislike your work
some verbs and nouns associated with work
the causative form of the verb
Dialogue 1
As part of a study project, Subira interviews several people from the
local community and asks them questions about their work and
social activities. In her first interview, Subira is asking a woman
some questions about her work
1 What work does the interviewee do?
2 What time does she wake up each morning?
3 Who goes to the market to buy the food?
SUBIRA:
MWANAMKE:
SUBIRA:
MWANAMKE:
SUBIRA:
BI. ROSA:
SUBIRA:
BI. ROSA:
Shikamoo mama!
Marahaba!
Jina lako nani?
Jina langu Rosa, lakini watu wa hapa wananiita kwa
jina langu la kupanga, ‘Mamantilie’.
Unakaa wapi?
Ninakaa Manzese.
Unafanya kazi gani?
Mimi ni mpishi. Ninawapikia wafanyakazi wa chuo
kikuu chakula, yaani, walimu na wanafunzi wao,
wafanyakazi wa ofisi, maaskari polisi, mafundi na
wengine.
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SUBIRA:
BI. ROSA:
SUBIRA:
BI. ROSA:
Tafadhali niambie wewe hufanya nini kila siku?
Kila siku mimi huamka mapema sana, kama saa
kumi na nusu hivi. Baada ya kusali, mimi huwapikia
familia yangu chakula cha asubuhi. Baada ya kula,
binti yangu huenda sokoni kuninunulia vyakula,
kama vile mchele, unga, nyama, ndizi na kadhalika.
Baada ya kuniletea vyakula hivyo, yeye huenda
shuleni na mimi huenda kazini. Hapo kazini mimi
huanza mara moja kuwatengenezea wateja chakula.
Chakula cha mchana hupakuliwa toka saa sita
mpaka saa tisa na nusu. Mimi hurudi nyumbani saa
kumi alasiri. Baada ya kufika nyumbani, mimi
huwapikia familia chakula cha jioni. Basi!
Asante.
Karibu.
Vocabulary
jina la kupanga
mpishi
-pikia
wafanyakazi
ofisi
maaskari polisi
mafundi
hufanya
kila
-amka
mapema
-sali
-nunulia
kama vile
mchele
unga
nyama
na kadhalika
-letea
-anza
mara moja
nickname
cook, chef
cook for (cf. -pika, cook, see Language structure for
further explanation)
workers (sing. mfanyakazi)
office(s)
policemen (sing. askari polisi, cf. askari, soldier)
craftsmen, mechanics, technicians, experts
(sing. fundi)
usually do (see Language structure for further
explanation)
every
wake up, get up
early, earlier, soon
pray
buy for, buy from (cf. -nunua, buy)
for example, such as
rice (uncooked)
flour (any powder-like substance)
meat
et cetera (abbreviation: n.k.)
bring to, fetch for (cf. -leta, bring, fetch)
start, begin
immediately, at once (once)
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-tengenezea
wateja
chakula cha
mchana
-pakuliwa
-rudi
chakula cha jioni
prepare for, assemble for (cf. -tengeneza, repair, fix,
manufacture, prepare, assemble)
customers/clients (sing. mteja)
lunch (lit. food of the daytime)
be dished up, be served food (be unloaded)
(passive of -pakua)
return (reverse)
dinner (lit. food of the evening)
Language structure
The hu- tense
This is probably the easiest of all the tenses to use, since it never
takes any concord: the tense marker hu- is placed before the verb
stem in all cases. If required, an object marker can be placed
between the tense marker and the verb stem as normal. Used with
a noun or self-standing pronoun, this tense denotes habitual action,
for example:
mimi hufika
I usually arrive
nyinyi hufika
you (pl.) usually arrive
wewe hufika
you usually arrive
wao hufika
they usually arrive
yeye hufika
s/he usually arrives
watoto hufika
children usually arrive
sisi hufika
we usually arrive
mwalimu hufika
the teacher usually arrives
This pattern continues throughout the noun classes:
Treni hufika kila siku ila siku za Jumapili.
The train (usually) arrives each day except Sundays.
Matunda hufika kila wiki.
The fruits (usually) arrive every week.
Vitabu vipya hufika maktabani mwishoni mwa kila mwezi.
New books (usually) arrive in the library at the end of every
month.
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Monosyllabic verbs do not take the stem marker -ku-, as can be
seen with the verbs -la, ‘eat’, and -nywa, ‘drink’:
mimi hula
mimi hunywa
I usually eat
I usually drink
Note that this tense should not be confused with the negative
subject prefix of the second person singular which is also hu-. In
the present negative, in contrast to the hu- tense, Bantu verbs end
in -i. For example:
Wewe hunywi pombe.
Wewe hunywa pombe.
You don’t drink beer.
You usually drink beer.
Arabic verbs may present some difficulty as they do not often end
in -a, but usually the context is sufficient to show what is being
implied. For example, using the verb -dhani ‘think’:
Wewe hudhani.
Wewe hudhani.
You don’t think
(negative present tense).
You usually think (hu- tense).
Exercise 1
Translate these sentences into English:
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3
4
5
Mimi husoma Kiswahili kila siku.
Mama yangu huenda sokoni kila wiki.
Watoto huenda shuleni kutoka Jumatatu mpaka Ijumaa.
Dada yetu hupika chakula kila siku.
Treni hufika saa tatu asubuhi.
Exercise 2
Answer these questions in Swahili:
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2
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5
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9
Watu humwita Bi. Rosa kwa jina gani?
Anakaa wapi?
Anafanya kazi gani?
Je, mwanamke huyo huamka saa ngapi?
Bi. Rosa husaidiwa na nani?
Binti yake huenda wapi kununua vyakula?
Bi. Rosa hurudi nyumbani saa ngapi?
Chakula cha mchana hupakuliwa saa ngapi?
Baada ya kurudi nyumbani, Bi. Rosa anafanya nini?
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Language structure
The applicative extension
The applicative extension is one of the more complex, but also one
of the most frequent extensions in Swahili. Like the passive extension, it is inserted between the verb root and the final vowel. The
form of the applicative extension is either -e- or -i-, according to
the rules of vowel harmony. Verbs ending in two vowels insert in
addition an -l-, so that for these verbs the extension comes out as
-li- or -le-. The main function of the extension is to show that some
action is done for the benefit of, on behalf of, somebody:
Tunapika chai.
We are preparing tea.
Tunawapikia watoto chai.
We are preparing tea for the children.
Mamantilie atatengeneza chakula.
Mamantilie will prepare food.
Mamantilie atawatengenezea wateja chakula.
Mamantilie will prepare food for the customers.
Aliandika barua.
She wrote a letter.
Alimwandikia dadake barua.
She wrote a letter to/for her sister.
Wageni walileta soda.
The guests brought a soda.
Wageni walimletea Haroub soda.
The guests brought Haroub a soda.
Binti yangu huninunulia vitambaa (cf. -nunua, buy).
My daughter buys fabric for me.
As shown in the examples, when the person for whom something
is done is expressed, the object concord is used, and the human
noun comes right after the verb.
The applicative extension can further be used to express a
variety of other meanings which depend also on the context of use.
In many cases, verbs with an applicative extension can be translated by a prepositional phrase in English:
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Amefikia hoteli ya Sunset Beach (cf. -fika, arrive).
He is staying at the Sunset Beach hotel.
Walikalia kitanda (cf. -kaa, sit down).
They sat on the bed.
With some verbs of movement, the applicative form denotes
movement towards:
hama
kimbia
geuka
move out/away
run away
turn (away)
hamia
kimbilia
geukia
move in/to
run to
turn to
Exercise 3
Use the applicative extension to integrate the nouns on the right
into the sentences on the left.
E.g. Subira analeta pasi. Leo
Subira anamletea Leo pasi.
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5
Trevor alinunua machungwa.
Mpishi alipika nyama.
Wazazi wake Sandra wanatembea.
Watoto wanachukua mzigo.
Tulihama Dar es Salaam, na
Kathy
mimi
Sandra
mwalimu
Tanga.
Dialogue 2
This time, a man is questioned about his work
1 Does the interviewee work alone?
2 How many people are involved in the job?
3 What is the relationship between them?
Unafanya kazi gani?
SUBIRA:
MWANAMUME: Mimi ni mhasibu. Ninawasaidia watu kuendesha
biashara zao na kulipa kodi.
SUBIRA:
Je, unafanya kazi peke yako?
MHASIBU:
Hapana. Ninafanya kazi pamoja na watu wawili
wengine; mmoja ni mpwa wangu wa kiume na
mwingine ni mwenzangu wa shule.
SUBIRA:
Unapenda kazi yako?
MHASIBU:
Ndiyo, naipenda.
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SUBIRA:
MHASIBU:
SUBIRA:
MHASIBU:
SUBIRA:
MHASIBU:
Kwa nini?
Kwa sababu ninapata nafasi ya kuhakikisha kuwa
wafanyabiashara, hasa wale wenye biashara ndogo,
wanalipa kodi barabara; wasilipe nyingi mno wala
ndogo mno. Kwa kufanya hivyo wafanyabiashara
hao wanapata faida zaidi katika biashara zao.
Hivyo uhasibu ni kazi ya kufaa?
Ndiyo, inafaa.
Asante.
Karibu.
Vocabulary
mhasibu
-endesha
biashara
kodi
nafasi
-hakikisha
wafanyabiashara
barabara
wala
faida
uhasibu
-faa
accountant (cf. -hesabu, count, calculate)
manage a business (drive a vehicle, push/pressure
someone)
business, commerce, trade
tax, rental fee, levy
opportunity (place, space, a vacancy, time, leisure)
make sure, make certain
business people, traders (sing. mfanyabiashara)
perfectly, flawlessly, precisely, exactly (pronounced:
baràbara distinguishing this adverb from the noun
barabara, highway, main road, street, avenue)
nor, neither
profit
accountancy
be useful, proper, fitting, sensible
Language use
Saying whether you like or dislike
your job
Napenda kazi yangu
I like my work
Hatupendi kazi yetu
We don’t like our work
Naipenda
I like it (work)
Hatuipendi
We don’t like it (work)
Inafaa
It (work) is suitable/good
Haifai
It (work) is unsuitable/not good
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Some verbs and nouns associated with
work
Kufanya kazi ya . . .
-endesha
-andika
-somesha/-fundisha
-tengeneza
Doing the job of . . .
drive (a vehicle), manage (a business)
write
teach, educate
repair, manufacture, prepare, assemble
Ninafanya kazi ya kuendesha teksi.
I am doing the job of driving a taxi.
or Mimi ni dereva wa teksi.
I am a taxi driver.
Anafanya kazi ya kuandika vitabu.
She is doing the work of writing books.
or Yeye ni mwandishi wa vitabu.
She is a writer of books.
Tunafanya kazi ya kusomesha Kiswahili.
We are doing the job of teaching Swahili.
or Sisi ni walimu wa Kiswahili.
We are Swahili teachers.
Wanafanya kazi ya kutengeneza gari.
They are doing the work of repairing cars.
or Wao ni mafundi wa gari.
They are car mechanics.
Exercise 4
Translate the following sentences into Swahili:
1
2
3
4
I like doing my job but I don’t like doing yours.
My job is good, yours is not good.
That worker is suitable, this worker is unsuitable.
I like your workers because they are all good. I dislike my fellow
workers, all are unsuitable.
5 These drinks are suitable, that drink is unsuitable.
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Exercise 5
Answer these questions in Swahili:
E.g. Q. Sisi ni mafundi wa gari, kwa hiyo tunafanya kazi
gani?
A. Mnafanya kazi ya kutengeneza gari.
1
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3
4
Mimi ni mwandishi wa vitabu, kwa hiyo ninafanya kazi gani?
Wewe ni mwalimu wa Kiswahili, kwa hiyo unafanya kazi gani?
Nyinyi ni dereva wa treni, kwa hiyo mnafanya kazi gani?
Wao ni waandishi wa vitabu vizuri, kwa hiyo wanafanya kazi
gani?
5 Yeye ni fundi wa gari, kwa hiyo anafanya kazi gani?
Dialogue 3
Now, another person is helping Subira with her research by
answering her various questions
1 What does the interviewee do in the evening?
2 Where does the interviewee work in the daytime?
3 When were the books published?
SUBIRA:
MTU:
SUBIRA:
HAWA:
SUBIRA:
HAWA:
SUBIRA:
HAWA:
SUBIRA:
HAWA:
SUBIRA:
HAWA:
Unaitwa nani?
Naitwa Hawa.
Una shughuli gani?
Siku hizi ninajishughulisha na kuimba na kusomesha.
Wewe ni mwimbaji na mwalimu pia?
Ndiyo. Jioni ninaimba nyimbo za tarab na kikundi cha
wanamuziki wa hapa. Mchana ninasomesha fasihi hapa
chuo kikuu.
Unasomesha fasihi ya namna gani?
Ninasomesha fasihi za namna mbalimbali, kama vile
fasihi andishi, fasihi linganishi na fasihi simulizi.
Je, umeandika kitabu?
Ndiyo. Nimeshaandika vitabu viwili: cha kwanza
kilichapishwa mwaka jana, cha pili kilichapishwa mwaka
huu.
Nimeshangaa! Mwimbaji, mwalimu na mwandishi!
Umejishugulisha na mambo mengi mbalimbali. Wewe
ni mwanamke mchapa kazi.
Si mimi peke yangu. Wanawake wengine wanafanya
hivyohivyo tu.
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Vocabulary
shughuli
-jishughulisha
-imba
-somesha
mwimbaji
nyimbo
tarab
kikundi
wanamuziki
fasihi
namna
fasihi andishi
fasihi linganishi
fasihi simulizi
kitabu
-chapishwa
-shangaa
mwandishi
mchapa kazi
business, pursuits, preoccupations, activity
be busy with, attend to, concern self with
sing
teach, educate, provide education (cf. -soma, read,
study. See language structure below)
singer
songs (sing. wimbo)
(also tarabu/taarab) Music of a Swahili/Arab origin.
A singer is accompanied by an orchestra
group (pl. vikundi)
musicians (sing. mwanamuziki), (kikundi cha
wanamuziki, group of musicians)
literature
kind, sort
written literature (cf. -andika, write)
comparative literature (cf. -linganisha, compare)
oral literature (cf. -simulia, narrate, tell stories)
book (pl. vitabu)
be published
be amazed/surprised
writer, author (pl. waandishi)
hard worker (pl. wachapa kazi)
Language structure
The causative form of the verb
Like the passive form (see Unit 7, Dialogue 2) and the applicative
form, the causative form of the verb is formed by adding a new
ending to the verbal base. There are two causative endings, -Ishand -Iz- (where the capital ‘I’ stands for either -i- or -e- as before):
Verb
-soma
Causative form
read
-somesha
cause to read, make read,
teach
There is no difference in meaning between -Ish- and -Iz-. Most
verbs take -Ish-, some take -Iz-, and a few can take both:
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pay
-lipa
cause to pay,
make pay
-lipisha
or -lipiza
As can be guessed from its name, the causative form expresses the
fact that somebody (or something) causes somebody or something
to do something:
Watoto walisoma.
The children read.
Mwalimu aliwasomesha watoto.
The teacher made the children read.
(also The teacher taught the children.)
In these examples it is the teacher who causes the children to read.
Syntactically, the subject of the base form (watoto) becomes the
object of the causative form, for which a new subject (mwalimu)
is introduced.
The causative ending is mainly used with verbs, but it can also
be used with adjectives and nouns, which then become causative
verbs:
Adjective
Causative verb
clean
short
safi
-fupi
Noun
make clean, to clean
shorten
-safisha
-fupisha
Causative verb
hakika
shughuli
certainty
occupation
-hakikisha
-shughulisha
make certain
occupy someone
There are a number of irregular causative forms which are not
formed with the causative endings, but rather change their final
consonant, which most often becomes -sh-:
-anguka
-amka
-kumbuka
-chemka
-gawana
fall down
wake up
remember
boil
share
-angusha
-amsha
-kumbusha
-chemsha
-gawanya
throw down, drop
wake somebody
remind
make boil
distribute
Verbs ending in two vowels often insert a -z-, as does lala, ‘sleep’:
-jaa
-lala
be full
sleep, lie down
-jaza
-laza
fill
cause to sleep,
lie down
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Others take -lish- or -lesh-:
-jua
know
-julisha
cause to know,
introduce
Exercise 6
Choose the correct causative verb to fit the gap:
anamkumbusha
anaendesha
inamsahaulisha
anamwamsha
anamlipisha
1 Kathy anamfanya Leo aamke, kwa hiyo Kathy ________ Leo.
2 Subira anamfanya mwalimu akumbuke kuchukua vitabu, kwa
hiyo ________ kuchukua vitabu.
3 Leo anamfanya Subira alipe, kwa hiyo ________.
4 Hawa anafanya gari liende, kwa hiyo ________ gari.
5 TV inamfanya Subira asahau darasa, kwa hiyo TV ________
darasa.
Exercise 7
Give the causative of the verbs listed below:
-soma
-imba
-penda
-andika
-anza
-shangaa
-sema
-pika
-rudi
Reading
Taasisi ya Uchunguzi wa Kiswahili (TUKI)
Taasisi ya Uchunguzi wa Kiswahili ni sehemu ya Chuo Kikuu cha
Dar es Salaam. Lengo kuu la TUKI ni kuchunguza na kuendeleza
lugha ya Kiswahili. Kuna sehemu tano za kufanya uchunguzi wa
isimu, wa leksikografia (yaani kutunga kamusi), wa istilahi, wa
tafsiri, na wa fasihi.
Sehemu ya Isimu
Sehemu hiyo imechapisha kitabu kuhusu mofolojia ya Kiswahili
kiitwacho Sarufi Maumbo ya Kiswahili Sanifu (1983).
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Sehemu ya Leksikografia
Sehemu hii inahusikana na kamusi za aina mbalimbali. Sehemu
hiyo imechapisha kamusi muhimu kama vile, Kamusi ya Kiswahili
Sanifu (1981), Kamusi Sanifu ya Biolojia, Fizikia na Kemia (1990)
na Kamusi Sanifu ya Isimu (1990). Kamusi ya Kiingereza-Kiswahili
pia ilichapishwa na sehemu hiyo.
Sehemu ya Istilahi na Tafsiri
Sehemu hii ina vitengo viwili: Kitengo cha Tafsiri na Kitengo cha
Istilahi.
Sehemu ya Fasihi
Sehemu hiyo inafanya uchunguzi katika fasihi na desturi za jadi,
hasa fasihi simulizi (nyimbo, hadithi za jadi, misemo, na ushairi),
fasihi andishi (riwaya, hadithi fupi, tamthilia na ushairi), na sanaa
za maonyesho. Maandishi ambayo yamechapishwa na sehemu hiyo
ni Historia ya Ushairi wa Kiswahili (1995), Uchunguzi wa Riwaya
ya Kiswahili na Jamii na Fasihi Simulizi ya Pwani ya Tanzania,
Pamoja na Visiwa vya Pemba na Unguja.
Vocabulary
taasisi
lengo
-kuu
-chunguza
-endeleza
lugha
isimu
-tunga
kamusi
istilahi
tafsiri
-chapisha
sarufi
maumbo
sanifu
institute, institution
objective, aim, goal (pl. malengo)
(adj.) great, important, main
examine, inspect, analyse; do research
assure the progress of/the continuance of/
the development of
language
linguistics
compose, arrange, put together
dictionary
terminology
translation
print, publish
grammar
shape, form, structure, design, layout
(adj.) standard, proper, acceptable, artful, crafted
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-husikana
kamusi
muhimu
vitengo
desturi
-a jadi
hadithi
misemo
ushairi
riwaya
tamthilia
be concerned with, be relevant to
dictionary (-ies)
(adj.) important, urgent
units (sing. kitengo)
custom(s), way(s)
(adj.) ancestral
story, narrative, an account
sayings, idioms (sing. msemo)
poetry
novel
drama, play
10 Sherehe ya
arusi
A wedding celebration
In this unit you will learn:
• how to extend an invitation
• to provide additional information about people or things using
the tensed relative ‘who’, ‘which’
• to emphasize the most important aspects of what you are
saying by using the emphatic copula ndi• the amba- relative
• the general relative
Dialogue 1
Rosa (Mamantilie) and Hawa are talking about a wedding celebration
1 Why was Rosa asked to attend the wedding?
2 Why was Hawa invited to the wedding?
3 Where will the wedding take place?
BI. ROSA:
Wikiendi hii nitakwenda kwenye sherehe ya arusi.
Niliombwa na wazee wa biarusi kuwasaidia matayarisho ya chakula. Kwa kweli ndiye baba yake biarusi
aliyeniomba kuhudhuria kwenye sherehe hiyo ya arusi.
BI. HAWA: Mimi pia nitahudhuria kwenye sherehe ya arusi
wikiendi hii. Nilialikwa pamoja na kikundi changu cha
wanamuziki, kuimba nyimbo kwenye sherehe hiyo.
Ndiye biarusi mwenyewe aliyenialika.
BI. ROSA: Jamani! Labda sisi sote tunakwenda kwenye sherehe
hiyohiyo.
BI. HAWA: Sherehe hiyo ya arusi nitakayoihudhuria itakuwapo
Sinza.
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BI. ROSA:
Vilevile nitakwenda kwenye sherehe ya arusi pale
Sinza. Watu wale watakaooana wanaitwa Bi. Subira na
Bwana Yusufu.
BI. HAWA: Bila shaka tumealikwa kuhudhuria kwenye sherehe
hiyohiyo.
BI. ROSA: Mpishi, mwimbaji, basi twende arusini!
Vocabulary
wikiendi
sherehe
arusi
wazee
biarusi
matayarisho
ndiye
weekend (also mwishoni mwa wiki)
celebration, party
wedding
elders, parents (cf. Mzee, term of address)
bride (cf. bibi arusi)
preparations
it is him (see Language structure below for the
emphatic copula)
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aliyeniomba
-hudhuria
-alikwa
labda
sisi sote
nitakayoihudhuria
-oana
watakaooana
who asked me (see Language structure below for
relative constructions)
attend, be present
be invited (cf. -alika, invite)
maybe, possibly
we all, all of us
which I will attend (see Language structure)
marry each other
who will marry each other (see Language
structure)
Language use
Extending invitations
arusi
sherehe
tafrija
wedding
party
reception, party
mwaliko
-alika
-karibisha
invitation
invite
invite
Tunakualika katika arusi, sherehe, tafrija . . .
We are inviting you to the wedding, party, reception . . .
Alimkaribisha rafiki yake kwa chakula cha jioni.
He invited his friend for dinner.
-hudhuria
-kubali mwaliko
-kataa mwaliko
attend
accept an invitation
decline an invitation
Nasikitika kukuarifu kwamba sitaweza kuhudhuria katika
tafrija.
I am sorry to inform you that I will not be able to attend
the reception.
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Well-wishing
hongera
congratulation
Kumpa mtu hongera.
To give someone congratulations.
Ninakutakia furaha ya sikukuu ya kuzaliwa.
I wish you happiness on your birthday.
Tunamtakia heri ya mwaka mpya.
We wish her luck for the New Year.
Language structure
The tensed relative
Relative clauses are useful for providing additional information
about people or things you talk about. For example, if you talk
about a singer (mwimbaji) and you want to say that she is from
Tanga (anatoka Tanga) and that she likes coffee (anapenda
kahawa), you can do this by using two separate sentences, or by
using a relative clause within one sentence:
Mwimbaji anatoka Tanga. Anapenda kahawa.
The singer comes from Tanga. She likes coffee.
Mwimbaji anayetoka Tanga anapenda kahawa.
The singer who comes from Tanga likes coffee.
The fact that anayetoka Tanga is a relative clause is signalled by
the use of the referential concord -ye-, showing that the relative
clause refers to the singer. It is she, after all, who is from Tanga.
Relative clauses, or more precisely, so-called tensed relative
clauses, are formed by placing the ‘referential concord’ between
the tense marker and the verb stem (or the object marker if
present). The referential concord agrees with the class of the ‘head’
of the relative (that is the noun to which it refers), and there are
referential concords for every class. In fact, they are, except for
-ye-, identical to the concords used in the third demonstrative (Unit
6, Dialogue 1):
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M-WA
ye – o
Mtu anayetoka Tanga . . .
The person who comes from Tanga . . .
Watu wanaotoka Tanga . . .
The people who come from Tanga . . .
N
yo – zo
JI-MA
lo – yo
M-MI
o – yo
Barua inayotoka Tanga . . .
The letter which comes from Tanga . . .
Barua zinazotoka Tanga . . .
The letters which come from Tanga . . .
Behewa linalotoka Tanga . . .
The carriage which comes from Tanga . . .
Mabehewa yanayotoka Tanga . . .
The carriages which come from Tanga . . .
Mti unaotoka Tanga . . .
The tree which comes from Tanga . . .
Miti inayotoka Tanga . . .
The trees which come from Tanga . . .
KI-VI
cho – vyo
Kitanda kinachotoka Tanga . . .
The bed which comes from Tanga . . .
Vitanda vinavyotoka Tanga . . .
The beds which come from Tanga . . .
U
o
Ufunguo unaotoka Tanga . . .
The key which comes from Tanga . . .
Funguo zinazotoka Tanga . . .
(same as N class plural)
The keys which come from Tanga . . .
PA-KU-MU
po – ko – mo Mahali panapoitwa Tanga . . .
The place which is called Tanga . . .
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KU
ko
Kuimba kunakotoka Tanga . . .
The singing which comes from Tanga . . .
This form of relative clause is called tensed relative because it can
be used with the most important tenses, present -na-, past -li-, and
future -ta- (which becomes -taka-), as well as the negative marker
-si-:
Mwimbaji anayependa kahawa . . .
The singer who likes coffee . . .
Mwimbaji aliyependa kahawa . . .
The singer who liked coffee . . .
Mwimbaji atakayependa kahawa . . .
The singer who will like coffee . . .
Mwimbaji asiyependa kahawa . . .
The singer who doesn’t like coffee . . .
For all other tenses, a different relative clause strategy (the ambarelative discussed after the next dialogue) has to be used.
Exercise 1
Fill in the appropriate referential concord to complete the
sentences below:
E.g. Mwanafunzi yule aliyefika jana ametoka Marekani.
1 Wanamuziki wali_____toka Bagamoyo wanataka chai.
2 Treni ina_____toka Dodoma imechelewa.
3 Katika lugha ya Kiingereza kuna maneno mengi yana_____toka
lugha za Kiafrika.
4 Chungwa lile nili_____kupa lilinunuliwa na kaka yako.
5 Vitabu vili_____andikwa na mwalimu vimenunuliwa na wanafunzi.
Exercise 2
Translate this paragraph into Swahili:
The person who came yesterday gave me a book which I will read
tomorrow. This book, which I shall read, is written in Swahili. The
words which are written in this book will help me with learning
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this African language. I like books which teach languages. The
people who will come here tomorrow will buy those books which
are written in English.
Language structure
The emphatic copula
There are occasions when it is not quite enough just to say what
happened, but where it is important to point out precisely the main
person or thing we want to talk about. One way of doing this is
by using the ‘emphatic copula’. The emphatic copula is formed
with the prefix ndi- followed by the referential concord or special
forms for the participants. It can be roughly translated as ‘It is I’,
‘It is you’, ‘It is he or she’.
ndi + mi
ndi + we
M-WA
ndi + ye
JI-MA
ndi + lo
N
ndi + yo
M-MI
ndi + o
KI-VI
ndi + cho
U
ndi + o
It is I
It is you
ndi + si
ndi + nyi
It is us
It is you (pl.)
It is he or she
ndi + o
It is they
ndi + yo
ndi + zo
It is it
ndi + yo
ndi + vyo
PA
ndi + po
ndi + ko
ndi + mo
It is where/when (then)
It is where/there
It is there (inside), within
KU
ndi + ko
It is it
It is they
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There are two examples of the emphatic copula in the dialogue,
and both are followed by a relative clause, which is a very common
context for the emphatic copula:
Ndiye baba yake biarusi aliyeniomba kuhudhuria kwenye
sherehe hiyo ya arusi.
It is the bride’s father who asked me to attend the wedding
celebration.
Ndiye biarusi mwenyewe aliyenialika.
It is the bride herself who invited me.
The emphatic copula is also often heard as an answer to a question:
Nani alinunua samaki?
Who has bought the fish?
Ndimi.
It is me.
or
Ni nani aliyenunua samaki? Ndimi.
Who is it who has bought the fish? It is me.
The negative emphatic copula is formed with si- instead of ndi-:
Simi.
Sinyi.
It is not me.
It is not you (pl.).
Exercise 3
In the following sentences, complete the emphatic copula and other
words expressing the relative clause, by writing in the appropriate
referential concord which has been omitted:
1
2
3
4
5
Hawa ndi_____ waimbaji wana_____penda kahawa.
Huyu ndi_____ mwimbaji asi_____penda kahawa.
Hizi ndi_____ barua zitaka_____pelekwa kesho.
Ule ndi_____ mti usi_____zaa matunda.
Ufunguo huu ndi_____ ule nili_____utumia kwa kufungulia
mlango ule.
6 Hivi ndi_____ vyakula vitaka_____liwa na wageni wa arusi.
7 Ile ndi_____ miti ina_____tumiwa kwa kujengea nyumba.
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Dialogue 2
Today is the day for preparing the food for the wedding feast. This
day is called siku ya kudondoa mchele, ‘the day of choosing the
perfect rice’. Miss Rosa is meeting some other people who will also
help with the preparation and cooking of the food
1 Where are the food and utensils to be used for the wedding
banquet?
2 What will the cooking pots on the table be used for?
3 Besides the goat meat, what other meats will be prepared for
the feast?
BI. ROSA:
Mimi ndiye mtu ambaye amekuja kukusaidieni
kutayarisha chakula. Naitwa Rosa.
MPISHI 1 & 2: Karibu Bi. Rosa.
MPISHI WA 1: Habari za saa hizi?
BI. ROSA:
Salama tu. Je, tuna vitu vyote ambavyo tutavihitaji
kwa karamu ya arusi?
MPISHI WA 2: Ndiyo, tunavyo. Vyakula na vyombo ambavyo
tutavitumia kwa karamu ya arusi vyote vipo jikoni.
(In the kitchen, the second cook is showing Miss Rosa the cooking
utensils and food which they will use)
2: Hizi ndizo sufuria ambazo zitatumiwa kwa kupika
pilau. Zile nyingine zilizopo mezani ndizo sufuria
ambazo zitatumiwa kwa kutengeneza viazi na
mboga nyingine.
Chombo kikubwa ambacho kitatumiwa kwa
BI. ROSA:
kuchoma nyama ya mbuzi kiko wapi?
MPISHI WA 2: Kimo mle kabatini pamoja na vyombo vingine
ambavyo tutavitumia kwa kupika nyama ya
ng’ombe, kuku na samaki.
Basi! Sisi tuna kazi kubwa ya kufanya. Hujui ile
BI. ROSA:
methali: Bila silaha usiingie vitani.
MPISHI WA 2: Naijua Bi. Rosa, naijua vyema. Tena, najua
kwamba: Mwenye kisu kikali ndiye atakayekula
nyama. Wewe una akili kama kisu kikali. Bila shaka
sisi wapishi tutapika chakula kitamu sana. Yule
bwana arusi na biarusi wake pamoja na jamaa zao
na wageni wote watapendezwa na jitihada zote
ambazo tutazifanya.
MPISHI
WA
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Vocabulary
-dondoa
mchele
ambaye
-tayarisha
vitu
ambavyo
tunavyo
vyombo
jikoni
sufuria
pilau
zilizopo
viazi
mboga
-choma
mbuzi
kabatini
ng’ombe
methali
vyema
kisu
-kali
-tamu
-pendezwa
jitihada
pick out bits/select
rice grain (uncooked, pl. michele)
who (see Language structure below for the ambarelative)
prepare, arrange
things (sing. kitu)
which (see Language structure below for the ambarelative)
we have them
utensils, equipment, vessels, tools (belongings,
agencies) (sing. chombo)
in the kitchen (cf. jiko, cooking place, kitchen, stove)
(pl. majiko)
metal cooking pot(s)
spicy rice usually cooked together with meat or
chicken
which are at/in (see Language structure after Dialogue
3 below for the general relative)
potatoes (sing. kiazi)
vegetable(s)
roast, toast, burn (also pierce, stab)
goat(s)
cupboard
cow(s), ox(en)
proverb(s)
precisely, very well, in that manner
knife (pl. visu)
(adj.) sharp (also fierce, wild, stern, strict, spicy
(e.g. of food), strong (e.g. of alcohol/tobacco etc.)
(adj.) sweet, delicious, tasty (aggreable, enjoyable)
be pleased (passive of -pendeza)
effort(s), zeal (also jitihadi)
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Language point
Swahili proverbs
Dialogue 2 of this unit contains two well-known Swahili proverbs:
Bila silaha usiingie vitani (lit.: ‘Don’t enter a war without a
weapon’) issues a warning ‘not to take on a difficult task without
making adequate preparations’; and Mwenye kisu kikali ndiye
atakayekula nyama (lit.: ‘The person with the sharp knife is the
one who will eat the meat’) implying that ‘the person who is ready
for the occasion has the best chance of success’.
Proverbs like those above (and those previously used in
Dialogue 2 of Unit 8) are an eloquent use of the language, showing
a person’s familiarity with widely held truths in the society. In
Swahili-speaking society, as with a great many other African societies, the use of proverbs is seen as an important expression of
wisdom and knowledge of the areas of activity and thought in the
daily life of the people. Proverbs and other significant sayings are
used often in everyday Swahili conversation.
Language structure
The amba- relative
The amba- relative is probably the easiest of the Swahili relative
strategies. It is formed with the aid of the word amba-, originally
a verb meaning ‘say’. Like the tensed relative, the relative clause
of the amba- relative agrees with the head by using the referential concord. In the amba- relative, the referential concord is added
to amba-, and the whole word immediately follows the head:
Mwalimu ambaye anatoka Tanga.
The teacher who is from Tanga.
Watu ambao sasa wanakaa Arusha.
The people who are now living in Arusha.
The amba- relative can be used instead of the tensed relative
(although stylistically it is better to use the tensed relative wherever possible), but its main advantage is that it can be used with
all tenses, including those which are not possible with the tensed
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relative. Thus, if the relative clause is for example in the perfect
tense, it has to be formed with amba-:
Mtu ambaye ameondoka
The person who has left
Other examples of amba- relatives are:
Wanafunzi ambao wamefika . . .
The students who have arrived . . .
Mti ambao umepandwa . . .
The tree which has been planted . . .
Miti ambayo imeng’oka . . .
The trees which have been uprooted . . .
Neno ambalo limeandikwa . . .
The word which has been written . . .
Macho ambayo yamevimba . . .
The eyes which are swollen . . .
Chumba ambacho hutumiwa . . .
The room which is usually used . . .
Vitabu ambavyo vimesomwa . . .
The books which have been read . . .
Habari ambayo imesomwa . . .
The news item which has been read . . .
Nyumba ambazo zimejengwa . . .
The houses which have been built . . .
Ukuta ambao umeanguka . . .
The wall which has fallen . . .
Kuimba ambako kumesikika . . .
The singing which has been heard . . .
Mahali ambapo pametembelewa . . .
The place which has been visited . . .
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Exercise 4
Refer back to Exercise 1 and change the sentences listed 1–5 using
the amba- relative.
E.g. the given example of the tensed relative
Mwanafunzi yule aliyefika jana ametoka Marekani.
will now read, using the amba- relative:
Mwanafunzi yule ambaye alifika jana ametoka Marekani.
Exercise 5
Change the amba- relatives in the following sentences into tensed
relatives where possible (note that not all of them can be changed
in this manner).
1
2
3
4
Watu ambao walifika jana wameshaondoka.
Michungwa ambayo ilipandwa na mkulima haizai machungwa.
Nyumba ambazo zilijengwa zimenunuliwa na wageni.
Kitabu kile ambacho kimeandikwa na mwalimu kimesomwa na
wanafunzi.
5 Maneno ambayo yaliandikwa na mwandishi nimeshayasoma.
6 Ukuta ambao umeanguka umejengwa tena na watu wale.
7 Mwanafunzi ambaye anataka kitabu atarudi kesho.
Dialogue 3
Here at the wedding reception, the bride and her mother are talking
about the guests who have come to celebrate with them
1 What does the teacher like to do?
2 Besides the singer, who else did the bride invite to the wedding
reception?
3 The bride and her mother are in agreement over what thing?
MAMA:
Je, mwanamke yule anayeimba sasa, ndiye mwalimu
apendaye kuimba?
BIARUSI: Ndiyo. Yeye ndiye mwalimu niliyemkuta wakati wa
utafiti wangu. Aliniambia kwamba licha ya kusomesha,
anapenda kuimba, kwa hiyo niliamua kumwalika na
kikundi chake cha wanamuziki kwenye arusi yetu.
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MAMA:
Na mama yule anayecheza ngoma za chakacha na lelemama, si mwanamke yuleyule apendaye kupika chakula?
BIARUSI: Ndiyo, ni yuleyule. Ndiye mtu apikaye chakula kwa watu
wafanyao kazi mlimani. Baba huenda kwenye kibanda
chake kwa chakula cha mchana.
MAMA: Bila shaka chakula apikacho ni kitamu sana. Je,
unakubali?
BIARUSI: Nakubali. Vyote atengenezavyo ni vizuri kupita kiasi.
Kweli mwanamke huyu pamoja na mwimbaji huyo, na
jamaa zetu, wamefanya arusi yetu iwe siku ya kukumbukwa.
Vocabulary
aliye
apendaye
-kuta
licha ya
-amua
ngoma
kibanda
-kubali
atengenezavyo
kupita kiasi
-kumbukwa
s/he who is (see Language structure below)
who likes (see Language structure below)
find, meet
besides, aside from, let alone, despite
decide
traditional dance(s), drum(s) (The chakacha and
lelemama are traditional dances performed by
women at weddings.)
shed, hut, kiosk
agree (permit, accept)
which s/he prepares
better/more than usual, lit. to surpass the average
amount
be remembered
Language structure
The general relative
The final relative strategy is the general relative. This construction
is not as frequent as the other two strategies, but you will encounter
it especially in writing. In the general relative, the referential
concord is placed immediately after the verbal base, which is
preceded by the subject (and possibly object) concord. There is no
tense marker in the general relative:
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Mtu apendaye kahawa.
The person who likes coffee.
Watu wapikao chakula.
The people who cook the food.
The general relative combined with the special verb -li-, ‘be’, can
be used to form relatives of the copula (this -li- is not the past
tense marker -li-):
mimi niliye
wao walio wageni
mambo yaliyomo
vyombo vilivyopo mezani
I who/am
they who are strangers
the things which are inside
the utensils which are on the table
Exercise 6
Can you spot the words which have been written with the wrong
referential concord in the passage below?
Arusi ya Bw Yusufu na Bi Subira ilikuwa sherehe nzuri sana.
Watu wote ambacho walikuwapo walicheza densi na walikula
chakula kitamu kililopikwa na mpishi aliotoka Tanga. Baada
ya sherehe, Bw. na Bi Arusi walisafiri Moshi ambaye
watapanda Mlima Kilimanjaro.
Reading
Ndoa
Mitazamo ya watu kuhusu mambo ya ndoa inatofautiana. Tofauti
hizo zinatokana na jinsia, umri, au desturi za watu wanaohusika.
Data inayotokana na takwimu za siku hizi zinaonyesha tofauti za
mtazamo kati ya wanaume na wanawake, watu wa miaka ya 1960
na wa siku hizi, na pia kati ya nchi tatu za Afrika ya Mashariki,
yaani Tanzania, Kenya, na Uganda.
Kwa mfano, wanawake wanaolewa wakiwa na umri mdogo zaidi
kuliko wanaume. Nchini Tanzania, asilimia 70 ya wanawake ambao
wana umri baina ya miaka 20–24 wameshaolewa, ambapo asilimia
30 tu ya wanaume wa rika hilohilo wameoa. Walakini, katika rika
la miaka 35–39, hakuna tofauti baina ya wanawake na wanaume,
kwa maana zaidi ya asilimia 80 ya wote wawili, wanawake na
wanaume wameoana.
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Katika miaka thelathini iliyopita wanawake na wanaume wengi
waliamua kuoa wakiwa na umri mkubwa zaidi. Kwa mfano, nchini
Kenya, katika mwaka 1969 asilimia 26 ya wanaume, na asilimia 76
ya wanawake wameolewa kabla hawajafikia umri wa miaka 25.
Katika mwaka 1998, takwimu hizo zimebadilika kuwa asilimia 16
ya wanaume na asilimia 58 ya wanawake ambao wameolewa.
Zaidi ya asilimia 10 ya wanawake wa Tanzania wenye umri zaidi
ya miaka 50 ni watalaka au wametengana na waume zao. Kwa
upande mwingine, karibu asilimia 7 tu ya wanaume wa Tanzania
ni watalaka. Katika nchi ya jirani, Kenya, idadi ya watu ambao
wametengana au walio watalaka wenye umri zaidi ya miaka 50
inapungua zaidi kuwa asilimia 3 kwa jinsia zote mbili. Nchini
Uganda, idadi ya watu ambao wametengana au walio watalaka
ndiyo kubwa zaidi kuliko zote katika Afrika Mashariki, kuwa asilimia 20 kwa jinsia zote mbili zenye umri zaidi ya miaka 50.
Vocabulary
mitazamo
-tofautiana
tofauti
-tokana na
jinsia
desturi
-husika
takwimu
kwa mfano
asilimia
hali
rika
walakini
kwa maana
-badilika
kwa upande
mwingine
karibu
jirani
idadi
walio
-pungua
viewpoints, attitudes (sing. mtazamo)
be different
difference
result/stem from
gender, sex
custom(s), way(s)
be involved, be concerned, be applicable
statistic(s)
for example (abbreviated k.m.)
per cent
while, seeing that, when
age group, contemporary, peer
but, however
because, since, that is to say
be changed
on the other hand (from the other direction)
nearly (near, nearby)
neighbour
total, number (population)
they who are (wa + li + o)
diminish, decrease, be reduced
11 Taabu za
nyumbani
Trouble at home
In this unit you will learn:
•
•
•
•
•
•
the situational tense -kithe conditional tenses -nge- and -ngalithe reciprocal extension -anhow to bring your point across
how to reason hypothetically
how to use words to structure arguments
Dialogue 1
Tatu and her brother, Hadji, are quarrelling. The dispute is about
the various ways to cook rice
1 According to Tatu, how does her mother cook rice?
2 According to Hadji, how does his mother cook rice?
3 What does the mother say about her own cooking methods?
TATU:
HADJI:
TATU:
HADJI:
Ukiukoroga wali wakati unapochemka utagandana.
Nabisha! Usipoukoroga wali utakuwa kama mchanga.
Sivyo! Nabisha! Ukimwona mama anapika wali utaona
kwamba yeye haukorogi wali. Mama atauacha uchemke
polepole hadi maji yametoweka.
Ulikuwa wapi wewe mama yetu alipopika wali? Au
ulikuwa kipofu? Mama hukoroga wali wakati
unapopikwa.
(Mother enters the kitchen)
MAMA:
Kuna nini hapa? Mbona mnabishana nyinyi? Mbona
mnapiga kelele?
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TATU:
MAMA:
HADJI:
TATU:
Hadji anasema kwamba wewe hukoroga wali wakati
unapopikwa, na mimi nasema sivyo hivyo.
Jinsi hizo zote mbili ni sawa. Inategemea aina ya mchele
ambao nitautumia. Baadhi ya michele inahitaji kukorogwa na mingine inahitaji iachwe. Kwa hiyo nyinyi nyote
mnasema ukweli.
Tatu inaonekana kwamba mabishano yetu yalikuwa kazi
bure.
Ndiyo. Sasa tunajua kwamba kuna jinsi kadha za kupika
wali. Tafadhali mama tufundishe.
Vocabulary
-koroga
-chemka
-gandana
mchanga
sivyo!
-acha
polepole
-toweka
kipofu
wakati
mbona
stir, stir up, mix ingredients (Ukiukoroga mchele,
If you stir the rice, Usipoukoroga mchele, If you
don’t stir the rice. See Language structure below for
further explanation of the situational tense)
boil
be stuck together, hardened fast (frozen)
sand (pl. michanga)
that’s not so! not that way!
leave, leave behind (stop, quit, give up)
slowly, carefully
disappear, vanish
blind person (pl. vipofu)
time (wakati + po in the verb = when, while)
why, how come
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-bishana
kelele
sivyo hivyo
jinsi
ukweli
-onekana
mabishano
kazi bure
kadha
-fundisha
argue (lit. disagree with each other, cf. -bisha,
disagree)
noise, shouting (-piga kelele, shout, make noise)
(pl. makelele)
that’s not right, not that way
way, manner (kind, sort, species)
truth, fact
seem, appear (be seen/visible, inaonekana, it seems)
dispute
wasted effort
(adj.) certain, various (also kadha wa kadha)
teach (tufundishe, teach us)
Language structure
The situational tense -kiThe situational or -ki- tense which is used in the dialogue describes
an event which is seen as the background situation to a main event.
This can either be a hypothetical, possible situation, in which case
the -ki- tense can often be translated as an English if-clause, or a
situation holding at the same time as the main event, in which case
an English translation as a participial clause (‘while doing X’) is
often appropriate. In general, hypothetical situations are introduced before the main predicate, while simultaneous situations are
introduced after the main predicate:
Ukimwona mama anapika wali utaona kwamba . . .
If you see mother cooking rice you will see that . . .
Ukiingia kwenye gari utaona mizigo yako imo ndani.
If you get in the car you will see your luggage inside.
Nilimwona akiingia kwenye gari.
I saw him while he was getting in a car.
The hypothetical character of the situation can be reinforced by
using the conjunctions kama or ikiwa, meaning ‘if’:
Kama tukifanya haraka tutamaliza kazi yetu kabla ya saa
kumi.
If we hurry (make haste) we will finish our work before
4 p.m.
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Monosyllabic verbs do not take the stem marker with the -ki- tense:
ukija . . .
tukila . . .
if/when you come . . .
if/when we eat . . .
There is no real negative counterpart to the -ki- tense. Often a
negative relative of place is used to express negative hypothetical
situations:
Asipofika asubuhi tutaondoka.
If she doesn’t arrive in the morning, we will leave.
Sometimes a negative optative can be used:
ukitaka usitake . . .
if you want or not . . .
There are some commonly used phrases which are expressed in
the -ki- tense, for example:
Tukijaliwa.
(lit. if we are granted)
Tutaonana tena tukijaliwa.
If all goes well, we will meet again.
Mungu akipenda.
(lit. if God likes)
Mwaka huu nitakwenda Ulaya, Mungu akipenda.
This year I will go to Europe, God willing.
Exercise 1
Complete the sentences in the left-hand column with the appropriate ending in the right-hand column:
Kama ukienda shuleni
Mkija hapa kesho
Tuliwaona
Wasipofika shuleni kesho
Mwaka ujao nitakwenda Afrika
hawatapata vitabu hivi.
wakila chakula.
Mungu akipenda.
mtapata pesa.
utapata elimu.
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Exercise 2
Translate the short passage below into English:
Kama ukiingia jikoni utaona jinsi wapishi wanavyopika
vyakula vya aina mbalimbali. Afadhali baadhi ya vyakula
hivyo vichemshwe, vingine vichomwe, vibanikwe (be grilled) au
vikaangwe (be fried). Jana niliwaona wapishi wakipika chakula
cha wageni wa arusi. Ukifanya haraka utawaona kabla
hawajamaliza kazi yao.
Dialogue 2
At present Ibrahim is working as an electrician at the broadcasting
station in Dar es Salaam. There are some problems at work, and
Ibrahim tries to explain this to his wife, Amani
1 What is Ibrahim going to do on Sunday?
2 What has his wife, Amani, arranged to do on the day in question?
3 What does Amani tell him to do?
AMANI:
IBRAHIM:
AMANI:
IBRAHIM:
AMANI:
IBRAHIM:
AMANI:
IBRAHIM:
Mbona inabidi ufanye kazi Jumapili. Si siku ya
kupumzika?
Kuna kazi nyingi. Mwishoni mwa wiki iliyopita kulikuwa
na shida nyingi kutokana na umeme uliokatwa mara
kwa mara. Kwa sababu hiyo kuna shida na mkondo wa
umeme kufika kompyuta na vyombo vingine vya
umeme. Mimi ndiye mhandisi umeme, lazima niende
kazini ili kufanya matengenezo.
Ungaliniambia utakwenda kazini ningaliwaambia
wazazi wangu kuwa tutawatembelea siku nyingine.
Na wewe ungaliniambia tutakwenda kuwatembelea
wazazi wako nisingalikubali kwenda kazini Jumapili.
Mpigie simu mkubwa wako ukamwambie wewe huwezi
kufika kazini.
Haiwezekani bibi.
Kwa nini?
Kwa ajili ya pesa. Ningekuwa na pesa za kutosha
nisingekwenda
kazini
Jumapili.
Tena,
nataka
kuwaonyesha wakubwa kuwa mimi ni mtu hodari wa
kazi. Wakiniona kuwa mtu hodari nitapandishwa cheo
na mshahara wangu utazidishwa vilevile. Mtaka cha
mvunguni sharti ainame.
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Vocabulary
-pumzika
shida
umeme
-katwa
mara kwa mara
mkondo
vyombo
mhandisi umeme
matengenezo
Ungali . . . ningali . . .
nisingali . . .
haiwezekani
Ningekuwa na . . .
-a kutosha
-onyesha
hodari
-pandishwa
cheo
mshahara
-zidishwa
mvunguni
-inama
rest, take a break
problem(s), difficulty(-ies)
electricity
be cut
from time to time
current
equipment, vessels, tools
electrician, electrical engineer
repairs, maintenance
If you had . . . I would have . . . (See Language
structure below for explanations on the use of
the conditional tense -ngali-)
I wouldn’t have . . . (see Language structure)
it is impossible
If I had . . . (see Language structure)
(adj.) enough
show, demonstrate
(adj.) hardworking, serious (brave, courageous)
be raised, hoisted, uplifted
rank, position, status (pl. vyeo)
salary, pay, wage (pl. mishahara)
be increased (be multiplied, augmented,
magnified, enlarged)
under the bed, in the space beneath (cf. mvungu,
the space beneath)
bend (stoop/lean/bow)
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Language point
Proverb
Mtaka cha mvunguni sharti ainame (lit. ‘The one wanting what’s
under the bed has to stoop’) ‘Good things are not easily obtained,
one must strive to get them.’ Mtaka combines the m-prefix of the
M-WA class with the verb -taka, a ‘wanter’ if we could say this in
English. The cha with no noun of reference refers to kitu, ‘thing’.
Mvungu is the space beneath a bed. The people of Zanzibar often
use this space as a storage area for small items such as, cooking
utensils, provisions, or valuables.
Language structure
The conditional tenses -nge- and -ngaliWe have already seen that hypothetical situations can be expressed
by using the -ki- tense. However, the -ki- tense cannot be used for
those hypothetical situations which are highly unlikely to, or in fact
cannot, become reality – such as counter-factual situations. For
these situations, the -nge- and -ngali- tenses are used. The -ngetense expresses highly unlikely or improbable, but nevertheless
possible situations:
Ningekuwa na pesa nyingi ningekuoa.
If I had a lot of money, I would marry you.
Angefika mapema, tungeondoka pamoja.
If she arrives early, we would leave together.
Note that in Swahili both clauses, the ‘condition’ and the ‘consequence’, are marked with the conditional tense -nge-.
Monosyllabic verbs (such as kuwa in the example above) take
the stem marker:
Angekunywa dawa angeona nafuu.
If he drank medicine, he would feel better.
The negative of the -nge- tense is formed by placing the negative
marker -si- before it:
Nisingejua nisingekuja.
If I didn’t know, I would not come.
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In contrast to -nge-, -ngali- expresses counter-factual situations,
those which can under no circumstances be true. This distinction
is similar to the one expressed in the English distinction between
the two conditional forms ‘would marry’ and ‘would have married’,
although the Swahili distinction is less strict than the English:
Angalifika mapema, tungaliondoka pamoja.
If she had arrived early, we would have left together.
Tusingalikula chakula chote, angalitupikia.
If we hadn’t eaten all the food, he would have cooked for us.
Exercise 3
Complete the sentences in the left-hand column with the appropriate ending in the right-hand column:
Tungalikata tiketi jana
Ningekuwa mgonjwa
Asingalitumia sabuni mpya
Wasingeondoka mapema
ningemwona daktari.
asingalikuwa mgonjwa.
tungefika pamoja.
tungalikwenda Tanga leo.
Exercise 4
Translate sentences 1–6 into Swahili:
1
2
3
4
5
6
If I had money, I would go to Tanzania.
If you were to buy the tickets, we would leave today.
If she ate the food, she would feel better.
If I didn’t eat the food, I wouldn’t feel better.
If they had arrived yesterday, we would have stayed together.
If you hadn’t cooked the food, our guests wouldn’t have come
here.
Dialogue 3
Amos and his brother, Mwesi, are arguing over the use of their
father’s car
MWESI:
AMOS:
MWESI:
Huwezi kulitumia gari leo.
Kwa nini?
Nina shughuli nyingi leo.
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AMOS:
MWESI:
AMOS:
MWESI:
AMOS:
MWESI:
AMOS:
Je, una shughuli gani?
Kwanza, nitamsindikiza rafiki anayekwenda uwanja wa
ndege. Halafu nitakwenda dukani kununua nguo. Baada
ya kufanya mambo hayo nitampitia mchumba wangu.
Ungaliniambia utalitumia gari lake baba kwa siku nzima
ningalimwomba mjomba gari lake.
Ungaliniambia unataka kulitumia gari ningalifanya
mipango mingine.
Badala ya kugombana sisi tusaidiane. Hebu, nahitaji
msaada wako.
Haya basi! Afadhali tupatane. Leo nitamsindikiza rafiki
yangu na kesho nitafanya mambo hayo mengine.
Utaweza kulitumia gari leo, sawa?
Sawasawa. Heri tukubaliane kuliko kubishana.
Vocabulary
shughuli
-sindikiza
-pitia
badala ya
-gombana
-saidiana
-patana
-kubaliana
business, pursuits, preoccupations, activity
see someone off, accompany a visitor part way,
escort someone
pass by, pay a passing visit (pass out of mind/
be overlooked)
instead of
quarrel, argue (lit. quarrel/argue with each other.
See Language structure below for further explanation
of this verb)
help each other (tusaidiane, let’s help each other.
See Language structure)
get along well, be compatible (agree on something,
tupatane, let’s get along. See Language structure)
be in agreement, agree with each other
(Heri tukubaliane, It’s better to agree. See Language
structure)
Language structure
The reciprocal extension
The reciprocal extension is comparatively easy to handle, both in
terms of shape and in terms of meaning. The form of the reciprocal extension is -an- and it never varies. The meaning of the
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extension can be roughly translated as ‘each other’, as for example
in kuta ‘meet’ and kutana ‘meet each other’:
Asha alimkuta Rashid.
Asha met Rashid.
Asha na Rashid walikutana.
Asha and Rashid met each other.
Amos anakubali.
Amos agrees.
Amos anamkubalia Mwesi.
Amos agrees with Mwesi. (with applicative extension)
Amos na Mwesi wanakubaliana.
Amos and Mwesi agree with each other.
Since the meaning of the extension implies that the action of the
verb is carried out by two or more people (doing something with,
or to, each other), it is often used with a plural subject:
Tutaonana.
We will see each other/meet.
Watu hawa wanagombana.
These people are quarrelling.
Sometimes a singular subject can be used when a second noun with
the preposition na follows the verb:
Nitakutana naye.
I will meet with him/her.
Anasaidiana nami.
She is helping me.
Be careful to use the applicative extension if you want to say that
two people are doing things for or with each other:
Wanapikiana.
They are cooking for each other.
Exercise 5
By using the reciprocal extension, make sentences which say that
the people to the left do the action to the right for, with, etc., each
other:
190
E.g. Q. Amos, Kathy
kuta
A. Amos na Kathy wanakutana
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5
Amos, Kathy
Sandra, Leila
Mamantilie, binti yake
Subira, Amos
Wasichana, wavulana
penda
ona
saidia
uliza maswali
leta zawadi
Language use
Expressing your point of view
Some useful verbs:
-kubali
agree
-pinga
disagree, oppose
-kubaliana na
agree with
-gomba
scold, argue, disagree
-bisha
disagree
Sikubali.
Nakubaliana naye.
Nabisha!
Kwa nini tunagombana?
I don’t agree.
I agree with him/her.
I disagree!
Why are we arguing?
Useful phrases and structures:
kwanza
first, firstly
halafu
then, later on
tena
again, still, besides
pia/vilevile
also
mbali na
apart/aside from
mwishowe
finally, in the end
licha ya
aside from, besides,
let alone, despite
badala ya
instead of
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Kwanza, tunabishana.
Firstly, we disagree.
Halafu, wanagombana.
Then, they quarrel.
Nabisha pia.
I also disagree.
Badala ya kugombana, tujaribu kupatana.
Instead of quarrelling, let’s try to get along.
Verbs expressing your thoughts:
-dhani/-fikiri
think
-waza
think, imagine, conceive
(meditate)
Nimewaza juu ya ugomvi wetu.
I have pondered over our argument.
Other useful words:
maoni
views, opinion
mawazo
thoughts, ideas
hisia
feelings
hakika
fact, certainty
shaka
doubt
wazi
(adj.) clear, evident, open, overt
(empty, vacant)
Maoni yangu ni wazi.
Sipendi mawazo hayo.
Una hakika?
Ni hakika.
Hapana shaka.
Bila shaka.
My feelings are clear.
I don’t like those ideas.
Are you sure?
It is a fact.
There’s no doubt.
Without doubt.
Expressing more complex arguments
lakini/walakini
but, however
bali
on the contrary, rather, but,
however
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upande
side (sector, direction)
hivyo
thus, in that way
hali
while, seeing that, when
Una mawazo mazuri lakini sikubaliani nayo.
You have some good ideas but I don’t agree with them.
Bali, nakubaliana na mawazo yao.
However, I agree with their ideas.
Kwa upande wangu, nafikiri yote ni sawa.
As for myself, I think all are right.
Hata hivyo, maoni yetu yanatofautiana.
Even so, our views are different.
Exercise 6
Say in Swahili:
1
2
3
4
5
6
7
8
9
10
I don’t agree. I agree with her.
Let’s agree with each other.
Why are we arguing? Let’s not argue.
Firstly, I disagree. Then we quarrel.
Instead of quarrelling, you (pl.) should try to get along.
I have pondered over our argument, I don’t like your ideas.
My views are clear but you don’t like my ideas.
Are you sure? Is it a fact?
I’m not sure. It isn’t a fact.
Without doubt you have some good ideas. Now we agree.
Reading
Urithi
Ikiwa marehemu hakufanya wasia kabla ya kufariki dunia ndugu
zake hawatajua vipi wataweza kujigawia mali yake. Jambo kama
hilo huleta ‘taabu za nyumbani’, yaani ndugu hao watabishana na
kugombana.
Katika hali kama hiyo, baada ya mali yake marehemu
kugawanyika, baadhi ya ndugu wataridhika na wengine watajiona
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wamedanganywa. Hisia kama hizo zinaweza kuwafanya ndugu
kutozungumzana kwa muda mrefu au hata milele.
Bali, kama mtu akifanya wasia yake kabla hajafa, ndugu zake
watajua barabara warithi wake ni nani.
Vocabulary
urithi
marehemu
wasia
-fariki
-gawia
mali
-gawanyika
-ridhika
-danganywa
hisia
milele
barabara
warithi
inheritance/heritage
deceased person
solemn wish, parting advice, last will and testament
die, leave for good (-fariki dunia, lit. leave the earth)
divide among, distribute to (jigawia, divide among
one’s selves, share)
wealth, property, goods
be divided
be satisfied
be deceived/cheated
(also hisi) feeling(s), sentiment(s), sensation(s)
forever, eternally
perfectly, flawlessly, precisely, exactly
inheritors (sing. mrithi)
12 Hadithi na
magazeti
Stories and newspapers
In this unit you will learn:
• how to tell a story using the narrative tense -ka• how to read newspaper headlines using the -a- tense
• how to refer to manner and time
Dialogue 1
Kathy tells Ibrahim a story
1 When Kathy was a young child what did her father do?
2 What happened to Kathy after hearing the stories?
3 Kathy liked a particular story, what was this story about?
KATHY:
Nilipokuwa mtoto mdogo kila jioni, kabla sijalala,
babangu hunisimulia hadithi za watoto. Baada ya kusikia
hadithi hizo, mara nyingi niliota ndoto. Hadithi
mojawapo niliyoipenda sana ilikuwa ndiyo hadithi ya
Sungura na Kobe.
IBRAHIM: Vilevile nilipokuwa mtoto mdogo nilisimuliwa na wazee
wangu hadithi hiyohiyo, lakini nimesahau mambo yaliyotokea.
KATHY: Nakumbuka hadithi hiyo. Unataka nikusimulie hadithi
ya Sungura na Kobe?
IBRAHIM: Ndiyo.
KATHY: Sungura na Kobe ndiyo hadithi inayohusu shindano la
mbio baina ya sungura anayejisifu na kobe mwerevu:
Hapo zamani Sungura alipokuwa akitembeatembea kujisifu,
akamkuta Kobe ambaye alikuwa akila majani. Baada ya kuamkiana, Sungura akatoa changamoto washindane kwenye shindano la mbio.
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‘Sawa!’ akakubali Kobe. ‘Wewe ni mwerevu, lakini mimi ni
mwerevu zaidi kuliko wewe,’ akajisemea. Kisha Kobe akamwongoza Sungura kilimani. Kobe alipochukua muda mrefu kufika
kwenye kilele cha kilima Sungura akajisemea, ‘Bila shaka Kobe
atashindwa. Kobe huyu hawezi kutembea vizuri.’
Kobe alipomfikia Sungura akamwuliza, ‘Je, uko tayari?’
‘Ndiyo, niko tayari! Ndiye mimi anayekungojea!’ akasema
Sungura bila uvumulivu wowote.
‘Twende!’ alisema Kobe. Papo hapo aliingia ndani ya gomba lake
akashuka kilimani kama jiwe. Sungura alikuwa akikimbia mbio
awezavyo lakini hakuweza kumfikia Kobe.
Sungura, alipofika katikati ya kilima alisimama kumtazama Kobe
ambaye alikuwa ameshafika chini. Sungura alishindwa.
IBRAHIM: Sikumbuki matokeo kama hayo. Hadithi ya Sungura na
Kobe nilivyokumbuka inatofautiana na ile uliyonisimulia
leo.
KATHY: Ndiyo. Kuna masimulizi mbalimbali ya hadithi hiyo,
lakini maadili ya hadithi ni sawa. Kama methali
inavyosema: ‘Aliyeko juu mngojee chini.’
Vocabulary
nilipokuwa
-lala
-simulia
-ota
ndoto
-mojawapo
sungura
kobe
-tokea
-husu
mbio
-jisifu
mwerevu
hapo zamani
-tembea
when I was (ni + li + po + kuwa)
sleep/lie down
tell a story, narrate
dream (grow)
dream(s) (-ota ndoto, dream a dream)
(adj.) one of (hadithi mojawapo, one of the stories,
kitabu kimojawapo, one of the books)
hare(s), rabbit(s)
tortoise (pl. makobe)
happen, occur, appear
concern, relate to, about
speed, rate of speed, sprint
boast, praise oneself
someone who is sharp, clever, cunning
once upon a time
walk, walk around (-tembeatembea, walk here and
there, wander)
196
akamkuta Kobe
majani
baada ya
-amkiana
changamoto
woga
juu ya
-ogopesha
kisha
-semea
-ongoza
alipochukua
kilele
-fikia
uko tayari?
niko tayari
-ngojea
uvumulivu
papo hapo
ndani
gamba
-shuka
jiwe
-kimbia
-wezavyo
-simama
-tazama
chini
matokeo
nilivyokumbuka
-tofautiana
masimulizi
maadili
and then he came across the Tortoise,
(a + ka + m + kuta, see Language structure for
explanation of the -ka- tense used here)
leaves/grass (sing. jani)
after
greet each other (cf. -amkia, greet someone)
challenge
fear, cowardice
concerning, about (on, on top of, above: juu yako,
concerning you)
frighten, scare
then/finally/afterwards
speak to/for (-jisemea, say to oneself)
lead, guide, show the way
when he took (a + li + po + chukua, see Language
structure for explanation)
summit, peak
arrive at, catch up with
are you ready?
I am ready
wait for
patience, tolerance
there and then
inside
shell (pl. magamba)
descend, go down (get off, disembark)
stone (pl. mawe)
run (run away, flee, escape, -kimbia mbio, sprint)
as possible (alikuwa akikimbia mbio awezavyo,
he was running as fast as he could)
stop (stand, rise up)
look at, watch, gaze at
on the ground, at the bottom, down, under, below
outcome, result
the way/how/as I remembered (ni + li + vyo +
kumbuka, see Language structure)
be different
narrations, tale (accounts, versions)
ideals, ethics (morals)
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Language point
Proverb
Aliyeko juu mngojee chini ‘He who thinks that he is standing
should be careful not to fall down’ (lit. ‘He who is on top wait for
him below’). This proverb is sometimes said of somebody who is
very sure of his success. Being a fast-footed animal, the Hare was
sure of his success over the slow-moving Tortoise; however, he
didn’t bargain on being outwitted by the clever Tortoise.
Language structure
The -ka- tense
The -ka- tense which is used in the story in forms such as
akamwambia and akakubali is often found in stories and other
narrative texts. It is sometimes called ‘subsecutive’ tense, as it
expresses the fact that an action follows another (is subsequent to
it). As in the text about the Hare, the -ka- tense most frequently
occurs following a verb in the -li- tense, and can then be translated
as ‘. . . and then . . .’:
Sungura aliamka, akatembea, akala.
The hare got up, and (then) took a walk, and (then) ate.
As you can see from akala, monosyllabic verbs do not take the
stem marker in this tense.
Another frequent use of the -ka- tense is after imperatives or
optatives (see Unit 5, Dialogue 1), when you are asked to do two
actions, one after the other:
Nenda kalale.
Go and sleep!
Njoo ukapimwe.
Come and get tested!
Here the verb takes the -e ending as in the optative.
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Exercise 1
Use the fragments given below and construct a story using the -katense where appropriate. Be careful not to use the stem marker.
E.g.
Jana
Kuku
kwenda sokoni
kununua chakula
kurudi nyumbani
kula chakula.
Using the -ka- tense, the above would narrate as:
Jana Kuku alikwenda sokoni akanunua chakula, akarudi
nyumbani akala chakula.
Yesterday the Chicken went to the market and bought some
food, and then he returned home and ate the food.
Now your turn . . .
-ibia = steal from, rob (cf. -iba, steal)
Siku moja
Paka
kuamka mapema
kunywa chai
kwenda sokoni
kununua samaki.
Kabla ya kula samaki
kumkuta Sungura
kumwamkia
kusema ‘Kwa Heri’.
Baada ya Sungura kuondoka,
Paka kuona kwamba Sungura yule alimwibia samaki.
Exercise 2
Now translate the narrative from Exercise 1 into English.
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Dialogue 2
Amos and Leo are talking about a newspaper article
1 Where did the accident happen?
2 How did the accident happen?
3 How many wedding guests were travelling in the bus?
AMOS:
LEO:
AMOS:
Je, umeisoma makala katika gazeti kuhusu ajali baina ya
basi na treni huko Bara Hindi?
Bado sijaisoma. Makala hiyo inasema nini?
Ngoja, nitakusomea jinsi makala ilivyoandikwa katika
gazeti.
Kichwa
cha
habari
kinasema:
WATU
THELATHINI NA MMOJA WAFA AMBAPO BASI
LAGONGANA NA TRENI:
Watu wasiopungua thelathini na mmoja wamekufa ambapo basi
lililojaa wageni wa arusi likagongana na treni kwenye tambuka reli
(yaani makutano ya barabara na reli) isiyo na mlinzi kaskazini mwa
Bara Hindi. Watu arobaini na tisa wengine walipata majeraha na
wanatibiwa katika hospitali mjini Kheri. Polisi mmoja asema, wengi
wao waliojeruhiwa walikuwa Waislamu maskini waliofanya kazi
mashambani au kufanya kazi ndogondogo. Hilo basi lilikuwa na
idadi ya viti sitini, lakini likawa limejaa wageni wa arusi themanini.
LEO:
AMOS:
Jamani! Ni msiba mkubwa.
Ndiyo. Bwana arusi na biarusi siku zote watakumbuka
msiba huo. Wataikumbuka siku yao ya arusi kwa huzuni
kubwa sana.
Vocabulary
makala
ajali
jinsi + vyo (in verb)
kichwa cha habari
-fa
-gongana
article, written paper for presentation
accident
as, how, the way
headline, heading (lit. head of news, pl. vichwa
vya habari)
die (wafa, they die. Monosyllabic verb, doesn’t
take a stem marker with the a- tense; see
Language structure)
collide with, bump into one another
(from gonga, collide)
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decrease, diminish (-siopungua, not less than,
at least)
be full
level crossing
that (level crossing) does not have, is without
guard, watchman, bodyguard, defender
(pl. walinzi)
the north
injuries, wounds (sing. jeraha)
be medically treated
be injured, wounded
poor person, unfortunate person, object of pity
odd jobs, small chores (lit. work smallsmall)
total, number
bereavement, sorrow, misfortune/heartbreak
always, all days
sadness
-pungua
-jaa
tambuka reli
isiyo na
mlinzi
kaskazini
majeraha
-tibiwa
-jeruhiwa
maskini
kazi ndogondogo
idadi
msiba
siku zote
huzuni
Language structure
The -a- tense
There are three verbs in the dialogue which are used in the -atense:
wafa
lagongana
asema
they die
it (basi) hit
s/he says
The -a- tense is the last tense encountered in this course. Like the
-na- tense, it refers to the present, but it is less frequent than the
-na- tense. As can be seen in the dialogue, it is often found in
newspaper articles and headlines. The -a- tense is formed by
combining the subject concord with the -a- tense marker. For some
subject concords, this leads to changes into the following forms:
Participants:
ni + a = na
nasema
I say
u + a = wa
wasema
you say
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tu + a = twa
M-WA Class
a+a=a
twasema
we say
m + a = mwa
mwasema
you (pl.) say
asema
s/he says
wa + a = wa
wasema
they say
JI-MA Class
li + a = la
ya + a = ya
N Class
i + a = ya
zi + a = za
M-MI Class
u + a = wa
i + a = ya
KI-VI
ki + a = cha
vi + a = vya
U
w + a = wa
PA-KU-MU
pa + a = pa
ku + a = kwa
mu + a = mwa
KU
ku + a = kwa
As can be seen from wafa, above, monosyllabic verbs do not take
the stem marker in the -a- tense.
The 1st person singular form is identical to the contracted form
of the -na- present: ni + na = na, in, for example, nasoma (see Unit
1, Dialogue 2). However, because monosyllabic verbs do take the
stem marker -ku- in the -na- tense, but not in the -a- tense, these
verbs can be distinguished: nakuja is the contracted form of the
-na- tense, naja has the -a- tense.
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Exercise 3
Join the noun on the left with the appropriate verb in the -a- tense
on the right:
1
2
3
4
5
michungwa mitano
hadithi
treni nyingi
mlinzi
wageni wengi
asema.
waja kutembelea Tanzania.
yaharibiwa na moto.
yasimuliwa na mamake.
zachelewa.
Exercise 4
Change the a- tense of the verbs in the following newspaper headlines to the -na- tense:
1
2
3
4
5
Bei ya pombe, soda, sigara yapanda.
Serikali yakubali mpango wa chuo kikuu.
Jambiani yashindwa na Makunduchi.
Watu wa Mwanza wafurahia hospitali mpya.
Vitabu vya zamani vyauzwa na chuo kikuu.
Dialogue 3
Subira and Victoria are in their room. While Victoria is doing the
washing up, her room-mate is reading her the newspaper
1 Has Victoria read the newspaper?
2 According to the newspaper, what did the Kenyan runners
achieve at the Olympics?
3 Apart from the usual articles, what else does Victoria ask her
roommate to read to her?
Gazeti hili lina makala nyingi za kuvutia.
SUBIRA:
VICTORIA: Sijalisoma bado. Tafadhali nisomee.
SUBIRA:
Vichwa vya habari katika ukurasa wa kwanza vinasema:
MEYA AFURAHIA ‘MTOTO MPYA’/SHULE
NYINGINE YACHOMWA MOTO/HALI YA HEWA
YAATHIRI KILIMO/MWANAMKE ATUHUMIWA
KUMNYONGA MTOTO WAKE.
VICTORIA: Haki ya Mungu! Siku hizi kuna habari mbaya zaidi
katika magazeti kuliko habari nzuri. Pengine ninaposoma gazeti ninakuwa nimejaa huzuni. Ukurasa wa
nyuma unasema nini?
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SUBIRA:
VICTORIA:
SUBIRA:
VICTORIA:
SUBIRA:
VICTORIA:
SUBIRA:
VICTORIA:
SUBIRA:
VICTORIA:
Vichwa vya habari katika ukurasa wa nyuma vinasema:
MABONDIA
WATAMBIANA,
WAKENYA
WAVUMA, BENDI ZACHANGIA TIMU YA
MPIRA WA KIKAPU IENDE NAIROBI
‘Wakenya wavuma’, ilitokea nini?
Katika michezo ya Olimpiki wakimbiaji wa Kenya
walionyesha ubingwa wao na kutwaa nafasi nne za
kwanza katika mbio za masafa marefu. Kwa hakika
watakaporudi nyumbani wakimbiaji Wakenya hao
watalakiwa vizuri na raia wenzao.
Nyota zinasema nini?
Kila ninaposoma nyota zinatoa habari mbaya.
Inategemea jinsi unavyozifahamu.
Una alama ya nyota gani?
Alama yangu ya nyota ni Mapacha.
Katika gazeti hili shauri linasema: ‘Tegemea kupata
upinzani katika kazi na shughuli zako. Upo mpango
ambao unafanywa ili kuharibu maendeleo yako . . .’
Basi! Wiki hii nitakuwa mwangalifu!
Vocabulary
huku
vyombo vya jikoni
-a kuvutia
ukurasa
meya
while (here, hereabouts)
kitchenware
(adj.) attractive, impressive, fascinating
page (pl. kurasa)
mayor of a city
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-furahia
-chomwa
hali ya hewa
-athiri
kilimo
-tuhumiwa
-nyonga
haki
pengine
ninaposoma
nyuma
mabondia
-tambiana
-vuma
bendi
-changia
timu ya mpira
wa kikapu
wakimbiaji
ubingwa
-twaa
masafa
watakaporudi
-lakiwa
raia
nyota
alama
mapacha
shauri
upinzani
mwangalifu
be happy about
be roasted/burnt (be pierced/stabbed)
the weather
affect, influence (infect, harm, spoil, damage)
agriculture
be suspected (of)
strangle, hang someone
justice/right(s) (Haki ya Mungu, Honest to God,
lit. the rights of God/God’s justice)
sometimes (perhaps, otherwise)
when I am reading (ni + na + po + soma, see
following Language structure)
back, rear
boxers (sing. bondia)
brag/boast to one another
be the talk of the town, cause a stir (roar, bellow,
buzz)
musical band
contribute to (collect, solicit for, kiss)
basketball team
runners (sing. mkimbiaji)
championship, expertise
take, pick up, take over (capture, occupy)
range, distance
when they will return (see Language structure)
be welcomed, received (passive of -laki)
citizen(s)
star(s)
sign, symbol, mark, pockmark, scar
twins, Gemini star sign
advice
opposition
a careful/attentive person (pl. waangalifu)
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Language structure
Relatives of manner and time
Relatives of manner and time are formed like normal relatives,
usually tensed relatives (cf. Unit 10, Dialogue 1), but they have a
special usage since they can be used to elaborate on when and how
an action is taking place. The relative of time is formed like a locative relative with the referential concord of the PA class. Relatives
of manner are formed with the referential concord of the plural of
the KI-VI class:
Alipoamka . . .
Nilivyosema . . .
When he got up . . .
As I have said . . .
In dialogue 1 of this unit, Kathy uses a temporal relative when
saying
Nilipokuwa mtoto mdogo . . .
When I was a little child . . .
In these relatives, the referential concord does not have an overt
head-noun that it refers to. The relative of time exploits a
metaphorical extension of the concept of place to the concept of
time and can be used with a head-noun such as (the U-class noun)
wakati, ‘time’. With an overt head-noun such as mahali, ‘place’,
the referential concord refers to place, and the relative becomes
locative:
Wakati nilipoamka . . .
Mahali nilipoamka . . .
At the time when I got up . . .
At the place where I got up . . .
In the relative of manner, the plural KI-VI class referential concord
can be used because the plural KI-VI class can be used to form
manner adverbs (for example niliamka vizuri ‘I got up well’ – we
will not deal with this aspect of the KI-VI class in this course). It
is sometimes used with the N-class head-noun jinsi, ‘kind, way’, or
with the conjunction kama, ‘as, how’:
Jinsi alivyoandika . . .
Kama ulivyosema . . .
The way in which he wrote . . .
As you said . . .
Relatives of manner and time are also formed with the ambarelative, and can be found with the general relative, as for example
in the following proverb with the verbs -lea, ‘bring up’, and -kua
‘grow up’:
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Mtoto umleavyo ndivyo akuavyo.
As you bring up a child, a child will grow up.
Exercise 5
Decide which of the following relatives are relatives of manner,
relatives of time, or neither:
1
2
3
4
Vitabu alivyonununa ni vizuri.
Tulimkuta nyumbani alipokaa.
Kama walivyosema jana, watarudi kesho tu.
Mtakapofika Dar, mtaiona hoteli ya ‘New Africa’ upande wa
kulia.
5 Alipika chakula wakati nilipoamka.
6 Maneno yale uliyotumia hayapendezi.
Exercise 6
Fill in the appropriate relative of manner, time, or other, which
has been omitted in the passage below:
Leo asubuhi wakati nili_____amka nikasoma gazeti. Nilisoma
habari za mchezo wa mpira lakini sikupenda jinsi habari hizo
zili_____andikwa na mwandishi wa habari. Baadaye,
nilikwenda dukani ana_____fanya kazi rafiki yangu. Baada ya
kumtembelea rafiki yangu, nilikwenda mahali ali_____kaa
mwalimu wangu lakini hakuwapo nyumbani. Wakati
nili_____rudi nyumbani kwangu nikamwona mwalimu wangu
amesimama mlangoni. Baada ya kuamkiana, mwalimu alinipa
vitabu nili_____taka.
Reading
Yaliyomo
Yapo magazeti ya aina mbalimbali yanayouzwa Tanzania na
Kenya. Baadhi ya magazeti hayo yanaandikwa kwa Kiswahili na
mengine (kama vile Daily Nation) kwa Kiingereza. Baadhi ya hayo
yanayojulikana sana ni: Nipashe, Majira, Rai, Mfanyakazi na
Uhuru, (ambayo huchapishwa mjini Dar es Salaam, Tanzania) na
Taifa Leo (ambalo huchapishwa mjini Nairobi, Kenya).
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Magazeti hayo huwa na sehemu zifuatazo: habari za nyumbani
(yaani habari kutoka mikoani), habari za kitaifa na za kimataifa,
na habari za biashara (ambazo huhusikana na soko la hisa, bei za
mazao, na viwango vya kubadilisha pesa). Pia kuna habari za
matukio mahakamani (katika gazeti la Taifa Leo sehemu hii huitwa
‘Macho Yetu Mahakamani’, na katika gazeti la Rai huitwa
‘Sheria’), ‘Habari za Ulimwengu’, ‘Makala Maalumu’, na sehemu
zinazohusikana na ‘Watu na Jamii’, Barua (yaani barua kwa
Mhariri), na tanzia.
Licha ya matangazo ya kawaida, zipo sehemu zinazohusikana
na burudani, kama vile: ‘Wasanii wa Tarab’ na wasanii wa muziki
wa aina mbalimbali; hadithi na mashairi (katika gazeti la Uhuru
huitwa ‘Maoni ya Washairi’); vipindi vya redio, vya televisheni na
vya sinema; michezo (gazeti la Uhuru lina sehemu inayoitwa
‘Michezo Katika Picha’); na hatimaye katuni (yaani picha za
kuchekesha) na chemshabongo/mafumbo ya maneno.
Vocabulary
yaliyomo
mikoa
-a kitaifa
-a kimataifa
biashara
-husikana na
hisa
mahakama
sheria
ulimwengu
maalum(u)
jamii
mhariri
tanzia
matangazo
burudani
wasanii
mashairi
washairi
vipindi
table of contents
regions, states, provinces (sing. mkoa – mikoani,
in the regions)
(adj.) national
(adj.) international
business, commerce, trade
be concerned with, be relevant to
stock(s), share(s)
court of law (mahakamani, in the court)
law(s); justice
the world, the universe, creation
(adj.) special, famous
society, community
editor
obituary(-ies)
announcements, advertisements (sing. tangazo)
entertainment, recreation
artists, painters, sculptors, authors, composers,
technicians (sing. msanii)
poems (sing. shairi)
poets (sing. mshairi)
period of time, programme on radio/tv (teaching
period)
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katuni
-chekesha
chemshabongo
mafumbo ya maneno
cartoon(s)
be funny/amusing (make someone laugh)
crossword(s) (chemsha, cause to boil; bongo,
colloquial for brains)
crosswords (sing. fumbo la maneno)
Exercise 7
Answer these questions about the Reading in Swahili:
1 Je, gazeti hilo la Daily Nation linachapishwa kwa Kiswahili?
2 Je, magazeti hayo ya Majira na Mfanyakazi yanachapishwa
mjini Nairobi, Kenya?
3 Magazeti ya Nipashe na Rai huchapishwa wapi?
4 Gazeti la Taifa Leo huchapishwa wapi?
5 Habari za matukio mahakamani huitwa nini katika gazeti la
Taifa Leo?
6 Habari za matukio mahakamani huitwa nini katika gazeti la
Rai?
7 Je, katika magazeti hayo kuna ‘Habari za Ulimwengu’?
8 Je, kuna matangazo katika magazeti hayo?
9 Je, sehemu hiyo ya burudani inayoitwa ‘Maoni ya Washairi’
ipo katika gazeti gani?
10 Je, sehemu hiyo ya burudani inayoitwa ‘Michezo Katika Picha’
ipo katika gazeti gani?
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13 Mawasiliano
Communications
In this unit you will learn:
• useful vocabulary when using a telephone
• how to write letters
• how to use the neutro-passive extension -Ik-
Dialogue 1
Leo’s wallet is lost, so he decides to phone the police
1 Where was Leo yesterday?
2 What suspicion does the policeman have concerning Leo’s
wallet?
ASKARI:
LEO:
ASKARI:
LEO:
ASKARI:
LEO:
ASKARI:
LEO:
ASKARI:
LEO:
ASKARI:
LEO:
ASKARI:
LEO:
ASKARI:
(Simu inalia na askari aitika) Halo!
Je, hapa ni kituo cha polisi?
Ndiyo! Karibu!
Asante! Shikamoo!
Marahaba! Kuna nini?
Pochi yangu imepotea.
Imepotea au imeibwa?
Sijui. Jana nilikuwa nayo lakini leo sijui iko wapi, kwa
hiyo nilikata shauri kukupigia simu.
Je, unakaa wapi?
Ninakaa Chuo Kikuu.
Je, unafanya kazi gani?
Mimi ni mwanafunzi.
Ulikuwa wapi jana?
Baada ya masomo, nilikwenda klabuni.
Labda pochi hiyo iliibwa na mchopozi.
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LEO:
ASKARI:
LEO:
ASKARI:
Jamani! Unafikiri kwamba mchopozi aliniibia pochi?
Sina hakika. Njoo kituoni ukaandike taarifa.
Haya, nakuja sasa hivi! Kwaheri!
Kwaheri!
Vocabulary
askari
simu
-lia
-itika
Halo!
kituo
pochi
-potea
-ibwa
-kata shauri
-pigia simu
klabu
-ibwa na
mchopozi
-ibia
taarifa
sasa hivi
policeman, soldier, guard, warder
telephone, telegram, telex (phone call)
ring (cry, weep, shout, roar)
reply, answer
Hello! (used when answering the telephone)
a station/stop (pl. vituo. Kituo cha polisi, Police
Station)
wallet/purse
get lost, go astray (wander, be ruined)
be stolen/robbed
reach a decision, decide
phone someone
club (also kilabu/vilabu, club/clubs)
be stolen/robbed by
pickpocket, purse snatcher (pl. wachopozi)
steal from/for, rob
statement, report, announcement
right now
Language use
Using a telephone
Simu
Telephone
Kuna simu hapa?
Is there a telephone here?
Simu iko wapi?
Where is the telephone?
Nataka kutumia simu.
I want to use a telephone.
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Nambari ya simu ni 8960121 (nane, tisa, sita, sifuri, moja,
mbili, moja).
The telephone number is 8960121.
Simu inatumika./Simu inaongea.
The line is busy.
Simu haifanyi kazi.
The telephone is not working.
-piga simu
-pigia simu
Je, ninaweza kupiga simu?
Nitapiga simu baadaye.
Nitampigia simu kesho.
make a call
phone someone
Can I make a telephone call?
I will call later.
I will call her tomorrow.
Exercise 1
You are staying at a hotel and you want to use the telephone which
is situated behind the reception desk. Here is a conversation
between you and the receptionist. Rewrite the conversation
changing the Swahili spoken by the receptionist into English, and
the English spoken by yourself into Swahili:
YOU:
RECEPTIONIST:
YOU:
RECEPTIONIST:
How are you sir?
Sijambo. Karibu!
Thanks. Is there a telephone?
Ndiyo. Ipo mezani.
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YOU:
RECEPTIONIST:
YOU:
RECEPTIONIST:
YOU:
RECEPTIONIST:
YOU:
Can I use the telephone?
Ndiyo, unaweza kuitumia simu. Unataka kupiga
wapi?
I want to phone my friend. He lives here in Dar.
Nambari ya simu ni nini?
The telephone number is 5814073. What’s the
price of the call?
Hakuna malipo.
Thanks very much!
Exercise 2
Below is an extract of the report Leo wrote at the Police Station;
however, this version is written in English whereas the original was
written in Swahili. Translate this English version back into Swahili:
Report
Date: Friday, 10th August
Time: 11.30 a.m.
Name: Leo Kamara
Address: Hall Four, University of Dar es Salaam
Last night my friends and I went to a nightclub. I remember I
still had my wallet because I bought some drinks for my friends.
Later, my friends bought me some drinks. We left the club at
2 a.m. We got home by taxi. The taxi driver was paid by my friend,
Trevor. I didn’t need my wallet. Today my wallet is lost. I telephoned the police. At first, I thought that my wallet was lost,
but now I think perhaps it was stolen by a pickpocket. I remember
seeing a stranger standing behind me, but I’m not sure if he was
the person who stole my wallet.
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Dialogue 2
After returning to her home in Canada, Sandra writes a letter to her
Tanzanian friend, Leila
1 Maple Leaf Drive
Toronto, Canada
Jumatatu, tarehe 2 Julai
Mpendwa Leila,
Habari za huko? Natumaini wewe na
ndugu zako nyote hamjambo. Mimi sijambo
sana.
Baada ya kusafiri kwa muda mrefu
sana, nimefika nyumbani salama, namshukuru
Mungu.
Kesho inabidi nitafute kazi. Je,
umeshapata kazi au bado? Tafadhali niandikie
upesi, nataka kusikia habari zako zote. Sina
mengi
g ya kusema leo ila wasali mie wote
if h
W
wanaonifahamu,
Wazazii wangu
wanakusalili miai sana.
Mungu akubariki na akuweke.
Rafiki yako akupendaye
SANDRA
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Leila was very pleased to get a letter from Sandra. The next day
Leila wrote her friend the following letter
S.L.P. 7180
Dar es Salaam, Tanzania
Jumapili, tarehe 15 Julai
Mpendwa Sandra,
Pokea salamu kutoka kwa rafiki
yako Mtanzania. Mimi mzima na jamaa wote
wazima vilevile. Nafurahi umefika salama
salimini nyumbani. Asante sana kwa barua
yako niliyoipata jana. Barua hiyo
ilinifurahisha sana kwa sababu najua kwamba
hujanisahau bado.
Je, umeshapata kazi? Kwa upande
wangu, nimepata kazi kama mwalimu huko
mjini Dodoma. Natumaini utakuwa na
mafanikio katika shughuli zako zote. Tuendelee
kuwasiliana mara kwa mara. Wasalimie
wazazi wako.
Mimi rafiki yako
LEILA
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Vocabulary
Mpendwa
-tumaini
salama
-shukuru
Mungu
upesi
ila
-salimia
-fahamu
-bariki
-weka
-pokea
mzima
-furahi
salama salimini
barua
-furahisha
mafanikio
-endelea
-wasiliana
Dear, Beloved
hope, expect
safely, securely (safety, security, peace, good health)
be grateful, be thankful
God
quickly (soon, at once)
except
give regards to
know, be familiar with, understand, be aware of
bless
put, place, keep (akuweke, may He (God) keep
you safe)
receive, accept, take
healthy, fit, mature person (pl. wazima)
be happy/delighted
safe and sound
letter
be enjoyable, be pleasing (make happy)
success, accomplishment(s), achievement(s)
continue, progress (Tuendelee, Let’s continue)
keep in touch, be in contact
Language use
Letter writing
Useful forms of address:
Formal
Mheshimiwa/Waheshimiwa
Bwana/Bw.
or Bwana/Bw. + name
Bibi/Bi. or Bibi/Bi. + name
Mzee/Wazee
Informal
Mpendwa Ndugu/Dada
to a Respected, Honourable
person
Mister/Mr
Miss/Ms.
Elder/Superior
Dear Relative, Brother,
Comrade/Sister
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to a beloved one
to a parent
to a relative or close friend
Mpenzi wangu
Mpenzi Baba/Mama
Mpenzi Ndugu + name
Closing formulas (followed by signature):
Formal
Wako
Wako kwa dhati
Wako kwa heshima
Wako mtiifu
Yours
Yours sincerely/faithfully
Yours respectfully
Yours obediently/faithfully
Informal
Mimi rafiki yako
Wako akupendaye
Kaa/Ukae salama
Wasalaam
Me your friend
Yours who loves you
Stay peacefully
Greetings (used when closing a letter)
Useful vocabulary
karatasi
kalamu
wino
gharama ya posta
barua ya ndege
kwa ndege
kwa meli
bahasha
kifurushi
stempu
anwani
Sanduku la Posta (S.L.P.)
paper
pen
ink
postage
airmail letter
airmail (lit. by aeroplane)
surface mail (lit. by ship)
envelope
parcel/packet
postage stamp
address
P.O. Box
Exercise 2
The letter–answer pairs shown on the facing page are mixed up!
Can you find out which belongs to which? The name of the recipient has been purposely omitted.
Exercise 3
By looking again at the letters in Exercise 2 above, decide which
of the following sentences are kweli (true) and which are si kweli
(false):
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Mpendwa
Mpenzi
Hujambo? Natumaini wewe na
wenzako wazima. Nipo shambani
pamoja na Amos. Tunawatembelea
wazazi wake. Panapendeza sana, hasa
Ziwa Victoria. Tunakula samaki kila
siku, na tunalala mapema. Nipe habari
yako!
Asante sana kwa kunialika kwenye
sherehe yako Ijumaa ijayo. Nitafurahi
sana kuwa pamoja nawe siku hiyo.
Natumaini wewe mzima. Tutaonana
wiki ijayo.
Wako
Isa
Rafiki yako
Kathy
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2
Kwa Mkurugenzi,
Kwa Bwana
Mwanangu anayeitwa Rashid ataingia
Shule ya Sekondari mwaka ujao.
Shule yako inajulikana sana. Kwa
hiyo ninataka kujua kama kutakuwa
na nafasi katika shule yako.
Nimepata barua yako leo. Tuna
wanafunzi wengi mwaka huu na
nafasi siyo nyingi. Hatujakata
shauri tutafanya nini mwaka ujao
kwa hiyo inabidi mniandikie tena
mwishoni mwa mwaka huu.
Wako mtiifu
Wako kwa dhati,
Ahmed Mulenga
Said Muhammed
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4
Mpendwa rafiki,
Mpendwa
Nimefurahi sana kupata habari zako
kutoka Bukoba. Sijawahi kwenda
lakini nilisafiri kwenye Ziwa Malawi
na nikalipenda sana. Hapa Dar hakuna
mpya, ninaendelea na masomo yangu
tu kama kawaida. Mama na baba
wanakusalimia.
Itakuwa siku ya kuzaliwa kwangu
Ijumaa ijayo tarehe 12 Desemba.
Ningefurahi sana kama ungeweza
kufika kwetu kusherehekea pamoja
nasi wakati wa saa 12 jioni.
Wako akupendaye
Daudi
Wako mpenzi
Asha
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6
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1 Mwandishi wa barua ya pili alimshukuru rafiki yake kwa kumwalika.
2 Barua ya tatu ni barua ya mwaliko.
3 Mwandishi wa barua ya nne anataka kumpa mtu habari ya shule
ya sekondari.
4 Mwandishi wa barua ya tano anataka kujua kama kuna nafasi
katika shule.
5 Asha alimwambia rafiki yake kwamba itakuwa sikukuu ya kuzaliwa kwake.
6 Mwandishi wa barua ya sita alimwuliza mtu habari yake.
Dialogue 3
Victoria is about to apply for a job as an English teacher at a private
school. She is experiencing some difficulties in trying to submit her
application
1 How many computers are out of order?
2 The technician advises Victoria to make her application by alternative methods, what are these methods?
3 How must Victoria submit her application?
VICTORIA:
FUNDI:
VICTORIA:
FUNDI:
VICTORIA:
(Kwenye kituo cha mawasiliano) Hebu! Nina shida na
kompyuta hii, haifanyi kazi. Ninajaribu kumpelekea
Mkurugenzi wa shule ya binafsi barua umeme.
Si yako tu. Kuna shida na kompyuta zote hapa.
Umeme unakatika mara kwa mara na kutokana na
hayo, baadhi ya kompyuta hizo zimeharibika.
Nina haraka. Inabidi niwasiliane na Mkurugenzi huyo
wa shule leo.
Peleka faksi au piga simu.
Afadhali nipeleke faksi kwa sababu ombi langu lazima
liandikwe.
(Later)
FUNDI:
VICTORIA:
FUNDI:
Samahani bibi, kwa bahati mbaya mashine hii ya
kupelekea faksi pia haifanyi kazi leo. Inaonekana
kwamba imeharibika.
Sasa nifanye nini jamani?
Nenda mjini. Pale, karibu na Posta, utaona mahali
pengine ambapo utaweza kupeleka barua umeme.
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Vocabulary
kituo cha
mawasiliano
-pelekea
mkurugenzi
binafsi
barua (ya) umeme
-haribika
haraka
-peleka
faksi
ombi
-andikwa
baadaye
haifanyi kazi
posta
communication centre, internet cafe
send to, send for
director (pl. wakurugenzi)
(adj.) personal(ly), private(ly) (shule ya binafsi,
private school)
email (lit. message of electricity)
be damaged/ruined, be destroyed, be out of order
(cf. -haribu, damage. See Language structure)
haste, hurry (Nina haraka, I’m in a hurry)
send, send off, transmit, take away
fax
request, petition, prayer (pl. maombi)
be written (cf. -andika, write)
afterwards, later on (baadaye kidogo, a little later,
some time later on)
it (machine) doesn’t work, it is out of order
Post Office
Language structure
The neutro-passive extension
This extension, which is sometimes also called stative extension,
has the shape of -Ik-, i.e. -ik- or -ek- according to the rules of
vowel harmony. It is similar to the passive in that the object of the
corresponding active becomes the subject. In contrast to the
passive, however, the ‘agent’ is not expressed:
Active
Shida la umeme limeharibu kompyuta.
The electricity problem has damaged the
computers.
Passive
Kompyuta zimeharibiwa na shida la umeme.
The computers have been damaged by the
electricity problem.
Neutro-passive
Kompyuta zimeharibika.
The computers are out of order.
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As indicated in the translation, the neutro-passive draws attention
not so much to the action, but to the result, or resultant state, of
the action. Another concept expressed by the neutro-passive is
potentiality, in particular in the interaction with the (negative)
present tense:
Kazi hii inafanyika.
This job is ‘do-able’.
Mashine hii haiharibiki.
This machine cannot be damaged (is unbreakable).
Barua hii haisomeki.
This letter is unreadable.
Exercise 4
Change the verbs in the brackets into the neutro-passive form in
order to complete the sentences below.
E.g. Gari langu lime(haribu).
Gari langu limeharibika.
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2
3
4
5
Kazi hii ina(fanya), lakini kazi ile hai(fanya).
Gazeti hili hali(soma), lakini gazeti lile lina(soma).
Miti hii yote ime(kata).
Habari zote zime(sikia).
Simu zote zime(haribu).
Exercise 5
In 1–5 below, say which sentence is active, passive or neutropassive:
1
2
3
4
5
Pochi ya Leo iliibwa na mchopozi.
Mchopozi alimwibia Leo pochi.
Mwizi aliiba pesa zake.
Pochi hii haiibiki.
Pesa zake ziliibwa na mwizi.
Exercise 6
Join the sentences in the left-hand column with the appropriate
ending in the right-hand column:
Hatuwezi kuendelea na safari yetu hayasahauliki.
Nilinunua vikombe hivi
hazibadiliki.
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Masomo ya Amos na wenzake
Hakuna watu wengi
Pesa hizi kutoka Malawi
Maneno yale mabaya
hayasemeki.
kwa sababu havivunjiki.
kwa sababu njia hii haipitiki.
kwa hiyo kazi hii haifanyiki.
Reading
Maneno ya Teknolojia Mpya
Kama katika sehemu zote za dunia, kuna maendeleo muhimu ya
teknolojia katika Afrika ya Mashariki yanayoathiri jinsi watu
wanavyoishi, wanavyosoma, na wanavyowasiliana. Kwa vingi vya
vifaa vya umeme vinavyotumika, kuna maneno mapya vilevile.
Baadhi ya maneno hayo, kwa mfano, faksi na ‘kompyuta’, yanatumia istilahi ya Kiingereza tu, bali mengine yanatumia istilahi ya
Kiingereza na ya Kiswahili. Kwa mfano, neno la ‘internet’ linatumika kando ya neno la ‘mtandao’, na neno la ‘mobile’ linatumika
kando ya ‘simu ya mkononi’. Kwa kupelekeana barua juu ya
kompyuta, tunaweza kusema ama kuandika ‘barua umeme’, ama
kuandika ‘email’. Kwa sasa, hakuna shida kutumia maneno mawili
kwa jambo moja tu, lakini inawezekana kuwa katika wakati ujao
kutakuwa neno moja tu linalotumika popote.
Vocabulary
teknolojia
maendeleo
muhimu
-athiri
vifaa
istilahi
kando ya
shida
-wezekana
wakati ujao
popote
technology
progress, development (cf. -endelea, progress, -enda,
walk)
(adj.) important
influence, affect (infect, harm, spoil, damage)
supplies, equipment, tools, appliances (sing. kifaa)
terminology, terms
next to, beside, alongside
problem, difficulty
be possible
the future (future tense)
anywhere, wherever
14 Muziki wa aina
mbalimbali
Various kinds of music
In this unit you will learn:
• the lyrics of a song
• verbs with multiple extensions
• more about the neutro-passive extension and stative verbs
Tunagombana
We’re Bickering
Rafiki yangu je
Unajua kwa nini
Tunagombana?
Chakula taslimu
Silaha kwa mkopo
My friend
Do you know why
We bicker?
Food cash and carry
Arms on credit
Rafiki yangu je
Unajua kwa nini
Tunagombana?
Jana tuligombana
Leo tunagombana
My friend
Do you know
Why we bicker?
Yesterday . . . Bickering
Today . . . Bickering
Kwa nini kwa nini
Kwa nini kwa nini
Tunagombana
Why why
Why why
We always bicker
© Rukiza Okera 2001
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Dialogue 1
Ibrahim and Leo are having a conversation about the song which
has just been played
1 After thinking about the words of the song how does Ibrahim
feel?
2 How does Leo feel?
3 Do they like the song?
IBRAHIM:
LEO:
IBRAHIM:
LEO:
IBRAHIM:
LEO:
IBRAHIM:
Napenda wimbo ule lakini baada ya kusikia maneno
ya wimbo huo nasikitika kidogo.
Kwa nini?
Kwa sababu wimbo huo unauliza swali: ‘Kwa nini
tunagombana?’. Si magomvi kati ya watu wawili tu,
lakini ni magomvi kati ya watu wengi.
Vilevile, baada ya kusikia maneno hayo kama vile:
‘Chakula taslimu/Silaha kwa mkopo’, nimekasirika.
Inaonekana kwamba katika mahali fulani duniani ni
rahisi kupata silaha kupigana kuliko kupata chakula
kutatua matatizo ya njaa. Silaha zinapatikana kwa
mkopo.
Ndiyo. Kama ungekuwa na fedha taslimu tu ungeweza
kununua chakula – hakipatikani kwa mkopo.
Mambo kama hayo si mazuri kwa maendeleo ya nchi.
Mtunzi wa wimbo huo anaeleza mambo kama hayo.
Afadhali watu wapatane badala ya kugombana. Ni
wimbo mzuri sana.
Vocabulary
wimbo
-sikitika
-uliza
swali
taslimu
silaha
mkopo
-kasirika
inaonekana
fulani
song (pl. nyimbo)
be sad/sorry, disappointed
ask question(s)
question (pl. maswali)
direct delivery, prompt (cash) payment (chakula
taslimu, food for cash payment)
weapon(s), arms
loan, credit
be angry
it seems, it appears
(adj.) certain, unnamed
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rahisi
matatizo
-patikana
fedha
maendeleo
mtunzi
-eleza
(adj.) easy (cheap)
difficulties, complications (-tatua matatizo,
find a solution)
be available (be found, be caught/captured,
be had/done in. See Language structure)
silver metal, money, currency, finance (fedha taslimu,
ready cash)
development, progress, continuity
composer, author
explain
Language structure
Sequences of extensions
In Dialogue 1, Leo uses a form which looks as if it has two extensions: Silaha zinapatikana kwa mkopo, ‘Weapons can be got on
credit.’ In -patikana, the verb -pata is combined with the neutropassive extension -ik- and the reciprocal extension -an-. However,
the meaning is close to the neutro-passive extension, since it
expresses potentiality. There are a number of other words which
take -ikan-, rather than simply -ik- to express a stative or potential meaning. The most common ones are:
-patikana
-julikana
-wezekana
-onekana
(from
(from
(from
(from
-pata)
-jua)
-weza)
-ona)
be
be
be
be
obtainable
known
possible
visible
Exercise 1
Answer these questions about Dialogue 1 in Swahili:
1
2
3
4
5
6
Ibrahim anaupenda au haupendi wimbo?
Baada ya kusikia wimbo huo, Ibrahim anafurahi au anasikitika?
Wimbo huo unauliza swali gani?
Je, katika wimbo huo inawezekana kupata chakula kwa mkopo?
Je, silaha zinapatikana kwa mkopo?
Mtunzi wa wimbo huo anataka watu wawe na kitu gani juu ya
mambo kama hayo?
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Exercise 2
Translate these sentences into Swahili:
1 Food is not obtainable on credit, but weapons are obtainable
on credit.
2 The singer is very well known.
3 It is possible to get food (for) cash.
4 It is not possible to get food on credit.
5 Progress is visible, people are getting along.
6 Progress is not visible, people are bickering.
Dialogue 2
During their travels in Zanzibar, Nick and Kathy ask their taxi
driver, Mr Athumani, to take them to see a tarab orchestra
1 What caught Nick’s attention when they arrived at the rehearsal
area?
2 What was Kathy curious about?
ATHUMANI: Hapa ndipo mahali ambapo kikundi cha tarab
kinafanya mazoezi ya muziki. Twende juu!
NICK:
Kuna ala mbalimbali za muziki.
ATHUMANI: Ndiyo. Mbali na waimbaji, kuna fidla, udi, kinanda,
kodiani, gitaa, gambusi, filimbi na ngoma.
Wanawake wale waliokaa pale upande wa kulia ni
KATHY:
nani?
ATHUMANI: Hao ni kikundi cha waimbaji ambao wanaimba kwa
pamoja.
NICK:
Wanaanza sasa, tuwasikilize.
(After various songs have been sung)
KATHY:
Nimefurahi sana kupata nafasi ya kuona muziki wa
tarab hapa Unguja. Mzee Athumani nashukuru.
NICK:
Mimi pia nimefurahi. Nakushukuru Mzee.
ATHUMANI: Karibuni Tena.
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Vocabulary
exercise(s), practice, practical work (-fanya mazoezi,
rehearse)
instrument (scabbard)
fiddle/violin
oud, Arab lute
keyboard instrument, piano
accordion
guitar
Arabic instrument similar to a banjo or mandolin
flute, whistle
drum(s), traditional dance
mazoezi
ala
fidla
udi
kinanda
kodiani
gitaa
gambusi
filimbi
ngoma
Exercise 3
Answer these questions about Dialogue 2 in Swahili.
1 Mzee Athumani aliwaleta Bw. Nick na Bi. Kathy waone kitu
gani?
2 Kati ya ala za muziki walizoziona kulikuwa na kodiani?
3 Wanawake hao waliokuwa wamekaa pale upande wa kulia
walikuwa nani?
4 Bi. Kathy alifurahi, kwa nini?
5 Je, Bw. Nick alifurahi?
6 Katika sentensi ya mwisho ya mazungumzo haya Mzee
Athumani alisema nini?
Dialogue 3
Amos and Kathy are having a conversation about music
1 What sort of music does Kathy like?
2 What sort of music does Amos like?
3 Why did Kathy refuse to go to the nightclub?
AMOS:
KATHY:
AMOS:
Bi. Kathy je, unapenda muziki wa aina gani?
Ninapenda muziki wa aina mbalimbali kama vile ‘rap’,
‘reggae’, ‘pop’ na hata tarab. Na wewe bwana, unapenda
muziki wa aina gani?
Ninapenda muziki wa Kiafrika, hasa muziki wa Kikongo
ambao sisi Watanzania huuita kwa jina la ‘bolingo’. Je,
unapenda bolingo?
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KATHY:
AMOS:
KATHY:
Kabla ya kufika hapa Tanzania sikupata nafasi ya kusikia
muziki wa aina hiyo, lakini hapa jijini Dar es Salaam
bolingo inasikika kotekote: kwenye redio, ndani ya
mabasi, katika mabaa na klabuni.
Twende kilabuni tukastarehe.
Siwezi leo. Nimechoka. Labda kesho.
Vocabulary
hata
tarab(u)
Kiafrika
hasa
-sikika
kotekote
-starehe
-choka
labda
even, until, to
Swahili/Arab music ensemble (concert by tarab
ensemble)
(adj.) African
especially, exactly, above all (real)
be heard, be audible
everywhere/wherever
be comfortable, rest easy (have a good time)
be tired (see Language structure)
perhaps, maybe
Language structure
Stative verbs
The neutro-passive extension, discussed above, is sometimes called
stative extension. This is because verbs in the neutro-passive form
often indicate states resulting from some action, rather than the
action itself. This meaning is usually expressed by using the perfect
tense -me-:
Kimevunjika.
Zimeharibika.
It is broken.
They are destroyed.
In the present tense -na-, neutro-passive verbs tend to have the
‘potential’ interpretation:
Kinavunjika.
Zinaharibika.
It breaks easily/is breakable.
They get destroyed easily/spoil easily.
This difference is not only true of neutro-passive verbs, but also
of a number of simple verbs which are ‘inherently stative’. These
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include many verbs which express motion or posture of the body,
as well as feelings, especially those which have an effect on the
body (such as being full after eating):
-kaa
-lala
-simama
-choka
-shiba
-furahi
-kasirika
-jaa
-vaa
sit down
lie down/(go to) sleep
stand (up)
be/become tired
be/become full (after eating)
be/become happy
be/become angry
be full/become full
wear
So, for example, in Dialogue 1, Leo says nimekasirika, ‘I was
angry’, or ‘I have become angry’. Similarly, Kathy, in Dialogue 2
‘has become happy’ (nimefurahi), while in Dialogue 3, she is, or
has become, tired: nimechoka.
As with the verbs with a neutro-passive ending, these verbs often
change their meaning when used with either the -me- or the -natense. For example, ‘He is wearing a kanzu’, is formed in the -metense:
Amevaa kanzu
while the use of the present tense as in
Anavaa kanzu
means ‘he is right now putting on a kanzu’. Similarly:
Anakaa
S/he is sitting down
Amekaa
S/he is sitting
Anasimama
S/he is getting up
Amesimama
S/he is standing
Gari linajaa
The car is filling up/
is becoming full
Gari limejaa
The car is full/
has become full
Exercise 4
Say whether these sentences are kweli (true) or si kweli (false):
1 Baada ya kuyasikia maneno ya wimbo ule ‘Kwa nini
Tunagombana?’ Ibrahimu alifurahi sana.
2 Wimbo huo unauliza swali.
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3 Magomvi ni mazuri kwa maendeleo ya nchi.
4 Mzee Athumani ni mwimbaji wa tarab.
5 Baada ya kupata nafasi ya kuona muziki wa tarab Bi. Kathy
na Bw. Nick walifurahi.
6 Bw. Amos na Bi. Kathy wanagombana juu ya muziki.
7 Bw. Amos anaupenda muziki wa Kiafrika hasa bolingo.
8 Kabla hajafika Tanzania Bi. Kathy alikuwa na nafasi nyingi za
kusikia bolingo.
9 Bolingo inasikika kwenye redio, ndani ya mabasi, katika mabaa
na klabuni jijini Dar es Salaam.
10 Bi. Kathy hakuweza kufika klabuni kwa sababu alikuwa
ameshiba.
Exercise 5
Replace the English word in the brackets with the appropriate
word in Swahili:
1 Wakati wa asubuhi mabasi mengi yana(full) watu wanaokwenda kazini.
2 Basi limejaa kwa hiyo kuna watu wengi ambao
wame(standing).
3 Watu hawa wame(sitting) vitini.
4 Leo nilimwona mwanamume ambaye ame(wearing) kanzu.
5 Baada ya kula chakula nime(full – after eating).
6 Kathy hawezi kufika klabuni, ame(tired).
7 Sasa Kathy ame(sleep).
8 Watu wana(angry) kwa hiyo wanaanza kugombana.
9 Vikombe vyote vime(break).
10 Baada ya kusikia habari nzuri wame(happy).
Exercise 6
Now translate Exercise 5 above.
Reading
Rukiza Okera
Rukiza Okera ni msanii wa muziki aliyeutunga na kuuimba wimbo
ule uitwao ‘Tunagombana’. Alizaliwa Guyana Marekani Kusini na
siku hizi anaishi London, Uingereza.
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Kazi yake ya muziki ilianza kanisani ambapo alipiga gitaa na
kuitungia nyimbo Shule ya Jumapili. Mwishoni mwa mwaka wa
1980 Rukiza alizawadiwa na Tamasha ya Sanaa ya Guyana kwa
ushairi, kwa kuimba nyimbo mbalimbali, kwa kutunga muziki, na
kwa kupiga gitaa. Pia Rukiza na wenzake watatu wengine walisifiwa na Rais wa Guyana kwa diwani yao ya mashairi dhidi ya siasa
ya ubaguzi wa rangi.
Ingawa lugha yake ya kwanza ni Kiingereza, Rukiza amekata
shauri kuimba kwa Kiswahili. Mpaka sasa amerekodi albamu mbili
ziitwazo Jambo Mama Jambo Baba na Shamba. Ile albamu yake
Shamba imeshika nafasi ya kwanza katika chati ya muziki ya
Tanzania. Amepiga muziki pamoja na Shikamoo Jazz Band
Tanzania, na amepiga muziki mjini Mombasa, Kenya.
Vocabulary
msanii
-tunga
kusini
-anza
kanisa
piga gitaa
-zawadiwa
tamasha
sanaa
ushairi
-sifiwa
diwani
mashairi
dhidi ya
siasa
ubaguzi
ingawa
albamu
-shika
chati
-piga muziki
artist, composer, painter, sculptor, author, technician
compose, arrange, put together
south, in/to south
begin, start
church
play the guitar
be awarded
festivity, spectacle, show, pageant, exhibition
art(s), craft(s), handicraft(s)
poetry
be praised
poet’s anthology, compilation, collected works
poems (sing. shairi)
against
politics
discrimination (ubaguzi wa rangi, lit. discrimination of
colour/racial apartheid)
although
album
hold, hold on to, seize, grasp
chart
play music
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Key to exercises
Unit 1
Exercise 1
1 Asante! 2 Asanteni! 3 Asante! 4 Asanteni! 5 Asanteni!
Exercise 2
1 Hamjambo? 2 Habari yako?/Habari zako? 3 Habari zenu?
4 Hujambo? 5 Karibu.
Exercise 3
(For example) You: Hujambo? Your friend Jane: Sijambo.
Hamjambo? You and your friend Gary: Hatujambo. Habari yako?
Your friend Jane: Nzuri. Habari zenu? You and your friend Gary:
Nzuri. Karibu. Your friend Jane: Asanteni. Karibuni. You and your
friend Gary: Asante.
Dialogue 2
1 The participant markers used in this dialogue are: m-, tu-, and
ni-.
Exercise 4
1 Ninasoma. 2 Tunafanya kazi. 3 Mnafanya nini?
Exercise 5
1 Sijambo. 2 Nzuri/Njema/Salama/Safi 3 Nzuri/Njema/Salama/Safi
4 Asante! 5 Hatujambo. 6 Nzuri. 7 Karibu!
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Exercise 6
Njoo basi!
Exercise 7
Translate into English, and then translate it back into Swahili:
1a. my name
1b. my names
2a. your name
2b. your names
3a. his/her name
3b. his/her names
4a. our name
4b. our names
5a. your (pl.) name
5b. your (pl.) names
6a. their name
6b. their names
7a. my news
7b. my news
8a. your news
8b. your news
9a. his/her news
9b. his/her news
10a. our news
10b. our news
11a. your (pl.) news
11b. your (pl.) news
12a. their news
12b. their news
jina langu
majina yangu
jina lako
majina yako
jina lake
majina yake
jina letu
majina yetu
jina lenu
majina yenu
jina lao
majina yao
habari yangu
habari zangu
habari yako
habari zako
habari yake
habari zake
habari yetu
habari zetu
habari yenu
habari zenu
habari yao
habari zao
Exercise 8
1 habari yako?/zako? (2) 2 jina langu 3 habari ya kazi?/za kazi?
(2) 4 majina yenu 5 neno langu 6 jina lake 7 habari yenu?/zenu?
(2) 8 jambo letu 9 mambo yao 10 maneno yangu 11 jambo lenu
12 safari yangu/zangu (2)
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Exercise 9
1 Jambo lenu 2 Maneno yake 3 Safari zangu 4 Mambo yetu
5 Habari zenu? 6 Habari yenu? 7 Safari yangu 8 Jambo letu
9 Maneno yenu 10 Mambo yao 11 Neno langu 12 Habari za kazi?
(or ya kazi) 13 Majina yenu 14 Jina langu 15 Habari zao? (or habari
yao) 16 Habari zake? (or habari yake) 17 Habari zako?
18 Majina yangu 19 Majina yetu 20 Jina lako
Exercise 10
Hujambo? Habari yako? Jina langu . . . Ninahitaji teksi.
Ninakwenda hotelini. Habari ya (/za) kazi? Asante. Kwaheri.
Unit 2
Dialogue 1
1 Leo and Kathy. 2 Leo comes from England and Kathy comes
from America.
Exercise 1
1 I am English. 2 I come from England 3 I was born in England
4 Where do you (sing.) come from? 5 Where were you born?
6 Amos anatoka Bukoba. 7 Leo anatoka London. 8 Kathy anatoka
New York. 9 Mnatoka wapi? 10 Wanatoka wapi?
Exercise 2
1
2
3
4
5
Mtoto
Mfaransa
Mwingereza
Msichana
Mgeni
Watoto
Wafaransa
Waingererza
Wasichana
Wageni
Exercise 3
Habari zangu
Jina langu Jocelyn. Nimezaliwa Ghana, kwa hiyo mimi ni Mghana.
Siku hizi ninakaa New York. Ninafanya kazi katika Shirika ya
Umoja wa Mataifa.
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About myself
My name is Jocelyn. I was born in Ghana, so I am a Ghanaian.
Currently I live in New York. I am working at the United Nations
Organization.
Dialogue 2
1 Amos is the student who lives off campus.
2 No. Subira and Kathy live in the same building, but they don’t
share accommodation.
Exercise 4
1 Ninatoka . . . 2 Sasa ninakaa . . . 3 Nimezaliwa . . . 4 (Mimi ni)
M . . . 5 Familia yangu wanaishi . . .
Exercise 5
1 Mjerumani 2 Mwafrika 3 Mjapani 4 Mimi ni Mmarekani
Exercise 6
1 Mwingereza 2 Mwafrika 3 Wachina 4 Mfaransa 5 Wamarekani
6 Wajerumani
Dialogue 3
1 Subira obviously thinks Amos’s confidence is better than his
memory. She doesn’t hesitate to correct his mistakes concerning
where she presently lives and where she was born.
2 Because they have forgotten so quickly what they said to each
other, Amos hopes that they will be able to remember what
they are told regarding their lessons.
Exercise 7
1f, 2e, 3h, 4g, 5d, 6c, 7b, 8a
Exercise 8
Msichana, Mtoto and Mvulana are the odd ones out. These are
descriptions of people rather than national identities.
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Exercise 9
SUBIRA:
LEO:
SUBIRA:
LEO:
Bwana Leo, unakaa Mwenge?
Hapana, sikai Mwenge. Ninakaa hapa chuo kikuu.
Kathy na Amos wanatoka Chicago?
La, hawatoki Chicago. Kathy anatoka New York,
lakini Amos anatoka Bukoba.
LEO:
Je, Kathy amezaliwa Nairobi, kwa hiyo yeye ni
Mwafrika?
SUBIRA: Hapana, Bwana Amos na mimi tunatoka Afrika kwa hiyo
sisi ni Waafrika. Bi Kathy hatoki Afrika, kwa hiyo yeye
si Mwafrika.
Unit 3
Dialogue 1
1 Ibrahim and his wife have separated, however, he does not wish
for a divorce and therefore hopes to be reunited with his wife
in the near future.
2 Ibrahim and Mariamu are the people who are married in this
conversation.
Exercise 1
Ibrahim ni mume. Ana mke. Ameshaoa.
Exercise 2
1 Jina langu Peter. (Bado) Sijaoa. 2 Mke wangu anaitwa Karen.
3 Mume wangu anaitwa Shabaan. 4 Umeolewa? 5 Ndiyo, nimeolewa. 6 Sijaolewa.
Exercise 3
1 Umeolewa? 2 Mna watoto? 3 Mnategemea kufunga ndoa lini?
4 Umeshaoa?
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Exercise 4
1 Kweli. 2 Si kweli. 3 Si kweli. 4 Si kweli. 5 Kweli.
Exercise 5
Bado hajaolewa, lakini ana mchumba. (Anaitwa Yusufu). Jamaa
zake wameshafanya mipango yote ya arusi, kwa hiyo yeye na
mchumba wake wanategemea kufunga ndoa mwishoni mwa mwaka
huu (Inshallah!)
Exercise 6
kumi, kumi na mbili, ishirini na mbili, thelathini na tatu, arobaini
na sita, hamsini na tisa, sitini na moja, sabini, themanini na saba,
tisini na nne, mia moja na moja.
Exercise 7
1 Ndugu yangu (Kakangu/Kaka yangu). 2 Nduguze (Ndugu zake/
Dada zake). 3 Wanetu (Wana wetu/Watoto wetu). 4 Babangu
(Baba yangu). 5 Mamake (Mama yake). 6 Kakake (Kaka yake).
7 Dadake (Dada yake). 8 Mjombawe, Mjombake (Mjomba wake).
9 Mwanangu/Mwana wangu (Mtoto wangu). 10 Mtoto wa kike
(Binti). 11 Mtoto wa kiume. 12 Msichana. 13 Wana wetu
(Wavulana wetu). 14 Bibi yake. 15 Babu yake
Exercise 8
A
Mama
Mtoto wa kiume
Dada
Mume
Msichana
Mamdogo
Babu
Wasichana
B
Baba
Mtoto wa kike
Kaka
Mke
Mvulana
Bamdogo
Bibi
Wavulana
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Unit 4
Dialogue 1
1 The students wish to travel during Easter.
2 They want to buy four tickets.
Exercise 1
1 We want to go to Zambia by train. 2 Will you not go to Malawi?
3 We will not go to Malawi. 4 Will you come back? 5 I will not
come back. Bwana Leo will come back tomorrow.
Exercise 2
1 Nzuri (or, Njema, Salama, Safi). 2 Hapana. Nitakwenda
Mombasa. 3 Hapana. Nitakwenda Jumatano (or, kesho kutwa).
4 Nitarudi Ijumaa. 5 Asante!
Dialogue 2
1 The students ask for second-class tickets. 2 The price for each
of the second-class tickets is TS 25,000 (Tanzanian Shillings). 3 The
train does not run on a Wednesday or a Sunday.
Exercise 3
1 We will travel to Kenya. 2 Will you leave today? 3 No, we will
not leave today. We will leave in March. 4 How many tickets will
you buy? 5 We will buy four tickets.
Exercise 4
(a) Saa sita (kamili) (b) Saa saba (kamili) (c) Saa nane (kamili)
(d) Saa kumi na mbili kamili (e) Saa moja (kamili) (f) Saa mbili
(kamili)
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Exercise 5
Safari za Familia.
Leo ni tarehe kumi na tano Juni. Bwana na Bibi Ali pamoja na
watoto wao, Rashid na Rehema, wataondoka Tanzania kwenda
Uingereza. Watasafiri kwa ndege kutoka Dar es Salaam mpaka
Muskat, halafu watasafiri kwa ndege nyingine kwenda London.
Ndege itaondoka saa tisa alasiri. Itafika Muskat saa mbili jioni.
Ndege ya pili itaondoka Muskat saa tano usiku. Watasafiri usiku
kucha na kufika London saa kumi na mbili asubuhi.
A family’s travels.
Today’s date is 15 June. Mr and Mrs Ali together with their children, Rashid and Rehema, will leave Tanzania to go to England.
They will travel by plane from Dar es Salaam to Muscat, and then
they will travel on another plane to London. The plane will leave at
3 p.m. It will arrive at Muscat at 8 p.m. The plane will leave Muscat
at 11 p.m. They will travel all night, arriving in London at 6 a.m.
Exercise 6
1 The train from Dodoma will arrive at seven-thirty in the evening.
2 The train to Mbeya will leave at a quarter to one in the afternoon. 3 The train from Tabora will arrive at five minutes past nine
at night. 4 The train to Morogoro will leave at ten minutes to ten
in the morning. 5 The train from Moshi has already arrived at
seven-thirty in the morning.
Exercise 7
YOU:
CLERK:
YOUR FRIEND:
Habari za asubuhi?
Nzuri. Karibuni.
Asante. Tunataka kwenda Tanga. Tiketi ni bei
gani?
CLERK:
Bei ni shilingi mia tano kwa tiketi ya daraja la
kwanza. Mnataka tiketi ngapi?
YOUR FRIEND:
Tunataka tiketi mbili.
CLERK:
Bei ni shilingi elfu moja.
Treni itaondoka saa ngapi?
YOU:
Treni itaondoka saa nne asubuhi.
CLERK:
YOU AND FRIEND: Asante. Kwa heri.
CLERK:
Kwa herini. Safari njema!
YOU AND FRIEND: Asante sana.
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Exercise 8
1 Saa tatu asubuhi; Saa nne asubuhi; Saa tano asubuhi; Saa tisa
alasiri; Saa kumi alasiri; Saa kumi na moja alasiri.
2 Saa saba na nusu, saa tisa kasorobo, saa moja na robo (or saa
moja na dakika kumi na tano).
3 Saa moja, dakika mbili na sekunde tatu.
Dialogue 3
1 The students will visit four countries: Zambia first, Zimbabwe
second, Mozambique third and lastly Malawi prior to returning to
Tanzania. 2 The journey will take a period of almost four weeks.
3 Leo is the one who offers to take the passports to the embassy.
Exercise 9
1 Asha aliikata tiketi moja 2 Nitazipata habari za ubalozi kesho
3 Je, umewaona watoto? 4 Wanafunzi wamempa Amos pasi zao
5 Asha aliliona behewa la kulia
Exercise 10
1 Saa ngapi? 2 Leo ni tarehe gani?/Leo ni tarehe ngapi? 3 Sasa ni
saa tisa na dakika ishirini na tano alasiri. 4 Leo ni Jumanne, tarehe
kumi na nane Januari/Mwezi wa Kwanza.
Exercise 11
I live in America. Today I am going to buy an air travel ticket. I
want to go to Africa. A long time ago my father went to Africa.
He went to Uganda and Kenya. Yesterday I got my visa to go to
Tanzania. Tomorrow I will go to my father to hear (lit. to get his
news) about his travels in Africa. The plane will leave the day after
tomorrow.
Reading: Tanzania–Zambia Railway (TAZARA)
TAZARA is a major railway line linking Dar es Salaam (Tanzania)
with Kapiri Mposhi (Zambia), via the Tanzania-Zambia border
between Tunduma and Nakonde. TAZARA passes through a part
of the Selous Game Reserve. This railroad was built by the People’s
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Republic of China in the 1960s. Likewise, there was the construction of 147 stations, more than 300 bridges and 23 tunnels. This
line is Zambia’s most important route to the sea.
Unit 5
Dialogue 1
1 There is no fish on the menu. 2 Leo asks for bananas (savoury).
Exercise 1
1 Do you want some help? 2 The girl is ordering a drink. 3 We
are asking for a menu. 4 What food are you ordering? 5 All the
tourists are ordering tea.
Exercise 2
1 Naomba kinywaji. 2 Tafadhali lete soda. 3 Tunaagiza chai.
4 Mnataka matunda? 5 Mtalii anataka kalamu na karatasi. 6 Je,
unataka gazeti?
Exercise 3
A
-ondoka
-ingia
-tengana
-kaa
-leta
-kwenda
B
-fika
-toka
-rudiana
-simama
-chukua
-rudi
Exercise 4
1 Njoo! 2 Nenda shuleni! 3 Kunywa chai! 4 Agiza kahawa! 5 Kula!
Exercise 5
The students who were without pens [the teacher told them they
should go to] her office. Whilst in the office, the teacher searched
inside her desk and later found some pens. Then [she gave them
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pens]. The students took the pens and thanked her. She told them
that [they must return to the classroom] immediately as they had
to finish their written test before the end of the class period. In
the classroom one of the students told the teacher that her friend
was too afraid to return to the class because she was afraid of
taking the written test. The teacher said, [‘Call her so that I may
see her.’] When the girl returned to the class the teacher calmed
her down and said, [‘Preferably you should do] the test today
because the next test may be even more difficult.’ The student
wrote her test and passed.
Exercise 6
1 Go home. Call your brother. Tell him he should come here.
2 Come to school every day. Don’t forget. 3 Preferably we should
go home. 4 Tell them they should not go. They have to stay here.
5 Don’t eat my eggs! Eat yours!
Dialogue 2
1 Subira says she is a student studying at the University of Dar es
Salaam. 2 Trevor has been to five countries in East Africa.
Exercise 7
Wanafunzi wanne wanakwenda Zambia kwa treni. Treni hii ni
kubwa yenye mabehewa mengi. Rangi ya treni hiyo ni nyekundu
na nyeupe. Ni safari ndefu. Katika treni, Mzambia mrefu na mke
wake mfupi wanazungumza na wanafunzi. Wanafunzi wanapata
habari muhimu kuhusu nchi ya Zambia.
Exercise 8
A
safari
jina
mtu
mabehewa
watu
habari
B
ndefu (or nzuri)
jipya
mweupe
mengi
weusi
nzuri (or ndefu)
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Dialogue 3
1 The students buy some doughnuts, some oranges, soft drinks
and some sugar cane.
2 The doughnuts are one hundred shillings a piece. The oranges
are fifty shillings each. The sodas are two hundred shillings each.
The bag of sugar cane costs one hundred shillings.
3 After buying some sodas, Subira gave one to each of her friends.
Exercise 9
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
MWUZAJI:
MIMI:
Karibu!
Asante! [Nataka machungwa na ndizi.]
Unataka machungwa mangapi na ndizi ngapi?
Nataka [machungwa kumi na mawili na ndizi kumi na
mbili].
Je, unataka vitu vingine?
[Ndiyo], nataka maji ya kunywa, soda, [chai na
kahawa].
[Je, unataka soda gani?]
[Tafadhi nipe fanta moja na sprite mbili. Ni bei gani?]
[Bei ni] shilingi elfu moja na mia tisa [kwa jumla].
[Chukua pesa hizi.] Asante!
[Haya] Karibu tena. [Kwa heri!]
Kwaheri!
Reading: The geography of Tanzania
Tanzania is a big country; it is in East Africa. The country itself
is in between Africa’s three great lakes and the Indian Ocean.
Tanzania is just a little south of the Equator. Tanzania’s neighbouring countries are Kenya, Uganda, Rwanda, Burundi, The
Democratic Republic of Congo (formerly Zaïre), Zambia, Malawi
and Mozambique. The coastal islands are Zanzibar and Pemba.
There are two important geographical regions inside Tanzania. One
is Mount Kilimanjaro which is Africa’s tallest mountain.
Kilimanjaro is the pinnacle of Africa, and its height from sea level
is 19,340 feet. The other important region is the Rift Valley which
runs through many parts of East Africa into Asia.
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Unit 6
Dialogue 1
1 Mzee Kiaruzi prefers life in the countryside as opposed to life
in the town. 2 Kathy prefers bananas as opposed to rice.
Exercise 1
1 mtu huyu 2 watu wale 3 mgeni huyo 4 tunda hilo 5 watu hao
6 nyumba hii 7 nyumba hizi 8 mtu huyu huyu 9 matunda yale
Exercise 2
1 Nyumba ile ni nzuri. That house is nice. 2 Nyumba zile si nzuri.
Those houses are not nice. 3 Wageni hawa wanajua Kiswahili.
These foreigners know Swahili. 4 Wageni hao hawajui Kiswahili.
Those foreigners don’t know Swahili. 5 Mmarekani yule anaondoka leo. That American is leaving today. 6 Mwingereza huyu
ataondoka kesho. This English person will leave tomorrow.
Exercise 3
1 One child is mine and one child is hers/his. 2 Those two people
come from Dar es Salaam. 3 These three trees are mine and those
twelve trees are yours. 4 Read these five names. 5 These six houses
are new. 6 These seven people arrived yesterday. 7 Those eight
children are at school. 8 Are these nine fishermen working today?
9 Those ten sailors are at sea.
Exercise 4
1 Mtu mkubwa huyu 2 Watu warefu watatu wale, na mtu mfupi
yule 3 Mti mpana mmoja 4 Miti myembamba miwili 5 Wasichana
wazuri kumi na mmoja 6 Wavulana wabaya kumi na wawili hawa
na mvulana mzuri mmoja yule 7 Nyumba ndefu nane hizi na
nyumba ndogo ile
Exercise 5
1 Wewe ni mkubwa kuliko mimi, lakini yeye ni mrefu kuliko wewe.
2 Yeye ni msichana mzuri kuliko wote. 3 Mzee yule ana busara
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zaidi ya wote (kuliko wote). 4 Kilimanjaro ni mlima mrefu kuliko
yote Afrika. 5 Kitabu hiki ni kizuri kuliko vyote. 6 Yeye ana umri
mkubwa kuliko wewe. 7 Jiji ni kubwa kuliko mji lakini mji ni
mkubwa kuliko kijiji. 8 Chakula cha mama ni kitamu kuliko vyote.
9 Shamba langu ni kubwa zaidi kuliko lako lakini shamba la mtu
yule ni kubwa kuliko yote. 10 Nyumba hii ni sawa na nyumba ile.
Reading: Education and self-reliance
During colonialism Tanganyika’s economy and education were
ignored by the British colonialists (at the time of independence
there were only 120 university graduates in the whole country).
Because of this situation, the Arusha Declaration was made in
1967. The government of independent Tanzania used the policies
of Socialism to run the country’s economy and education. President
Nyerere realized that Tanzania was largely an agricultural country.
Teachers, students, and even members of the government were
being urged to be farmers as well. Besides the villages, schools and
colleges were being advised by the government to have their own
farms. The words ‘work’ and ‘self-reliance’ were being heard in the
villages and towns.
Times have changed, and some of those policies likewise have
changed, even so, all Tanzanians remember the importance of
cooperating with one another, during the ‘Sabasaba’ (‘Sevenseven’,
7th of July) national holiday, also known as ‘Farmer’s Day’.
Unit 7
Dialogue 1
1 The patient became ill yesterday. 2 The patient went to the
market to buy some fabric and to a shop to buy some soap. 3 The
patient was told to apply the prescribed medicine twice daily.
Exercise 1
Mtu ana kichwa (kimoja), mikono (miwili) na miguu (miwili).
Kichwani ana macho (mawili), masikio (mawili) na pua (moja).
Katika kila mkono ana vidole (vinne) na kidole gumba (kimoja),
na vidole vya miguu (vitano) katika kila mguu.
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Exercise 2
A man sees with his macho, hears with his masikio, smells with his
pua and tastes with his ulimi. He smiles with his mdomo and bites
with his meno. He waves with his mikono, sits on his makalio,
kneels on his magoti and stands on his miguu.
Exercise 3
A
mwanafunzi
mwanafunzi mgonjwa
mwanafunzi mgonjwa alifika
mwanafunzi mgonjwa alifika hospitali
mwanafunzi mgonjwa alifika hospitali kubwa
mwanafunzi mgonjwa alifika hospitali kubwa mapema
mwanafunzi mgonjwa alifika hospitali kubwa mapema sana
B
wanafunzi
wanafunzi wagonjwa
wanafunzi wagonjwa hawakufika
wanafunzi wagonjwa hawakufika hospitali
wanafunzi wagonjwa hawakufika hospitali kubwa
wanafunzi wagonjwa hawakufika hospitali kubwa mapema
wanafunzi wagonjwa hawakufika hospitali kubwa mapema sana
Exercise 4
1 Jana nilikuwa mgonjwa. 2 Na Leo alikuwa mgonjwa. 3 Lakini
Subira alikuwa si mgonjwa (au, hakuwa mgonjwa) 4 Wagonjwa
hawakufika jana. 5 Daktari alifika mapema. 6 Ulifika hospitali lini?
7 Nilifika jana. 8 Hamkufika mapema. 9 Mgonjwa hakufika
mapema.
Exercise 5
Habari zako?
Jana nilifika hospitali kumwona rafiki yangu. Nilimwuliza habari
zake. Alisema kwamba siku hizi yeye si mgonjwa sana.
Tulizungumza juu ya mambo mengi. Halafu nilirudi nyumbani.
Nilipika chakula cha jioni. Kama saa nne na nusu usiku niliingia
kitandani. Nililala mpaka asubuhi.
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Dialogue 2
1 The patient’s symptoms are: severe fever, headache, trembling
body and stomach aches. 2 The test result showed that the student
was suffering from malaria. 3 The patient was prescribed tablets.
Exercise 6
1 Daktari aliwapa wagonjwa maelezo. 2 Daktari alitoa maelezo ya
matumizi ya dawa. 3 Wanafunzi walikula chakula. 4 Wagonjwa
walitoa pesa. 5 Homa kali ilimpata mgonjwa.
Exercise 7
1 Vitambaa vilinunuliwa na mwanafunzi. 2 Sabuni ilitumiwa na
mwanafunzi usoni. 3 Maelezo ya matumizi ya dawa yaliandikwa
na daktari. 4 Vidonge viwili vilimezwa na mgonjwa. 5 Daktari
alipewa pesa na mgonjwa.
Exercise 8
Yesterday I was very sick. I had a stomach ache and a headache. I
went to the hospital to see a doctor. After being examined by the
doctor, I was given some medicine. I was told by the doctor to swallow two tablets each day for a week. Today I feel a little better.
Dialogue 3
1 When he became ill, Amos was unable to swallow anything. 2 After
being admitted, Amos was prevented from eating and drinking. 3
Before his accident Leo was warned not to play in the main road.
Exercise 9
Daktari aliuangalia (uso) wa mgonjwa. Halafu aliuangalia (ulimi)
wake. Baadaye kidogo wagonjwa wengi zaidi walifika kwa daktari.
Daktari vilevile aliziangalia (nyuso) zao na (ndimi). Mgonjwa
mmoja alisema kwamba (uso) wake ulikatwa kwa (upanga).
Mgonjwa mwingine alisema kwamba (ulimi) wake ulikatwa kwa
(wembe). Nje ya hospitali watu wengi walikaa (ukutani). Walisubiri
kumwona daktari. Watu hawa vilevile walikatwa kwa (panga)
(nyusoni) na kwa (nyembe) (ndimini).
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Kila mtu anataka kuwa na afya nzuri lakini mara kwa mara atapatwa na (ugonjwa). Ni muhimu sana mgonjwa apewe (matibabu).
Katika nchi nyingi duniani inabidi wagonjwa walipe pesa kwa
(matibabu) yao. Bali, katika nchi nyingine wagonjwa wanaweza
kupata (matibabu) bila kulipa pesa. Serikali za nchi hizo zinawasaidia wagonjwa wao.
Translation of Exercise 9
A doctor inspected the face of a patient. After that, he looked at
his tongue. After a while, many more patients came to the doctor.
The doctor looked at their faces and tongues as well. One patient
said that his face was cut by a sword. Another patient said that his
tongue was cut by a razor. Outside the hospital many people are
sitting by the wall. They are waiting to see the doctor. These people
have also had their faces cut by swords and their tongues by razors.
Every person wants to be in good health, but every so often one
is taken ill. It is very important that a sick person is given medical
treatment. In many countries in the world, patients have to pay
for their treatment. However, in some other countries sick people
are treated without paying. The governments of these countries
look after their sick.
Reading: Medical services
The University of Dar es Salaam Health Centre provides medical
services for students, staff and their families (that is to say, a
husband, a wife and their children). There is a Pharmacy,
Laboratory, Eye Unit, Family Planning and Ambulance Services.
In addition, the Health Centre provides Health Education.
There are programmes on the prevention and protection of
diseases and AIDS. There is information on mental illness, the
prevention of drug abuse and hygiene. There are students who are
counsellors, who give advice on matters which concern education
and communication services on reproductive health.
If a person is unable to be treated by the Health Centre he or
she will be sent to Mwananyamala District Hospital or Muhimbili
Medical Centre. Before entering the University, each student must
undergo a health test. University staff and students are encouraged
from time to time to go for a medical examination.
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Unit 8
Dialogue 1
1 Sandra’s parents will arrive at the end of the month. 2 No. This
will be their first visit to Tanzania. 3 They expect to stay for a
period of three weeks.
Exercise 1
1 + c Mahali hapa ni pazuri. Panatembelewa na watu wengi kila
siku. 2 + a Watu wengi watafika hapa mwishoni mwa wiki hii. 3 + e
Mahali pale pana watu wachache tu. 4 + b Sandukuni mle mna
kalamu mbili; moja ni yangu na moja ni yako. 5 + d Humu nyumbani mmekaa wageni wale.
Exercise 2
1 Wazazi wa Sandra watafika mwishoni mwa mwezi huu. 2 Wazazi
hao wa Sandra hawajafika Tanzania. 3 Leila atatembelewa na
mama na baba yake (wazazi wake). 4 Wazazi wa Sandra wako
mjini. Wanakaa kwenye Palm Beach Hotel. 5 Baba wa Sandra
anataka kufika Arusha ili apande Mlima Kilimanjaro.
Dialogue 2
1 These days Ibrahim’s brother is at the East Coast (Makunduchi).
2 Mariamu’s sister lives on the East Coast (Jambiani). 3 There will
be a soccer match on Sunday, between Makunduchi and Jambiani.
Exercise 3
1 niko 2 yuko . . . yupo/yuko 3 yuko . . . yupo/yuko 4 iko . . . iko
5 hayuko . . . yuko/yupo 6 zimo 7 hayamo . . . Yapo 8 kiko . . . vimo
9 liko 10 Uko . . . Nipo/Niko
Exercise 4
Ibrahim yuko Unguja; anamtembelea kaka yake. Ibrahim hayuko
Dar es Salaam. Mariamu yuko Unguja; anamtembelea dada yake.
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Dada wa Mariamu yupo kwenye kijiji cha Jambiani pamoja na
mumewe na watoto wake. Watoto hao wapo nyumbani. Kaka wa
Ibrahim yupo Makunduchi kwa ajili ya kucheza mpira. Shemeji wa
Mariamu ni mchezaji mmojawapo wa timu ya Jambiani. Yeye ni
bingwa wa soka. Kuna mashindano baina ya Wajambiani na
Wamakunduchi. Mwaka jana timu hizo zote mbili zilifungana goli
moja-moja.
Dialogue 3
1 Leila is asking for help with directions because she is a stranger
to the area. 2 The first person complicated her directions by
mentioning too many street names and as a result, Leila became
slightly confused. 3 Kariakoo Market is in Swahili Street.
Exercise 5
1 Nenda (njia ya) Kitogani. Huko Kitogani pinda kushoto. Utafika
njia panda Paje. Pinda kulia kupita Jambiani mpaka Makunduchi.
Fuata njia karibu na pwani. Endelea moja kwa moja. Vuka soko
na nyumba yake (kaka yake Ibrahim) iko upande wa kulia.
2 Anakwenda Makunduchi. Anapinda kulia kupita Jambiani
mpaka Paje. Anapinda kushoto kuendelea moja kwa moja mpaka
Kitogani. Anapinda kulia na anafuata njia mpaka Mjini Zanzibar.
3 Nitakwenda moja kwa moja mpaka pwani. Nitapita kushoto na
baada ya muda nitafika Jambiani. 4 Nipo sokoni. 5 Nipo Kizimkazi.
Reading: Visiting attractive places
There are many attractive places in Tanzania. Apart from Mount
Kilimanjaro (which has already been mentioned) there are other
exciting places, such as animal reserves, various museums and many
other important venues.
Bagamoyo is a town that is near the coast. Bagamoyo is north
of Dar es Salaam by a distance of 75 kilometres. The word
‘Bagamoyo’ derives from the word ‘bwagamoyo’, meaning ‘settle
the heart’. An important place in Bagamoyo is the Art College.
There, you can watch the students while they rehearse music and
dance. Each year there is a festival that takes place in the last week
of September.
The National Museum in Dar es Salaam city is another fascinating place. Here inside the museum there are many archaeological discoveries, such as prehistoric human and animal skeletons,
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ancient tools and other artistic artefacts. Other sections of the
museum are concerned with the Persian civilization of Kilwa, the
Zanzibar slave trade, and the German and British colonial periods.
Tanzania has world-famous animal reserves, such as Serengeti,
Ngorongoro Crater, Arusha, Tarangire, Lake Manyara and Selous.
Each year the game parks are visited by many tourists who want
to see wildlife, such as lions, hyenas, rhinos, hippos, giraffes and
elephants.
Exercise 6
1 Mji wa Bagamoyo uko karibu na pwani. 2 Kuna umbali wa kilomita 75 kati ya mji wa Bagamoyo na jiji la Dar es Salaam. 3 Chuo
cha Sanaa kipo Bagamoyo. 4 Makumbusho ya Kitaifa yapo jijini
Dar es Salaam. 5 Ndani ya Makumbusho ya Kitaifa vimo viunzi
vya mifupa vya binadamu na vya wanyama wa zamani sana. Pia
vimo vyombo vya zamani na vitu vingine vya sanaa. 6 Watalii wengi
wanataka kuwaona wanyamapori kama vile, simba, fisi, vifaru,
viboko, twiga na tembo.
Unit 9
Dialogue 1
1 The interviewee is a cook. She cooks lunch for people who work
at the university. 2 Each morning she wakes up at 4.30 a.m. 3 Bi.
Rosa’s daughter goes to the market to buy the food.
Exercise 1
1 I (usually) read Swahili every day. 2 My mother goes to the
market every week. 3 Children go to school from Monday to
Friday. 4 Our sister cooks the food every day. 5 The train usually
arrives at nine o’clock in the morning.
Exercise 2
1 Watu humwita Bi. Rosa kwa jina la kupanga, yaani ‘Mamantilie’.
2 Anakaa Manzese. 3 Anafanya kazi ya kupika chakula. Yeye ni
mpishi. 4 Mwanamke huyo huamka saa kumi na nusu asubuhi.
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5 Bi. Rosa husaidiwa na binti yake. 6 Binti yake huenda sokoni
kununua vyakula. 7 Bi. Rosa hurudi nyumbani saa kumi alasiri.
8 Chakula cha mchana hupakuliwa toka saa sita mpaka saa tisa na
nusu. 9 Baada ya kurudi nyumbani, Bi. Rosa anawapikia familia
chakula cha jioni.
Exercise 3
1 Trevor alimnunulia Kathy machungwa. 2 Mpishi alinipikia
nyama. 3 Wazazi wake Sandra wanamtembelea (Sandra). 4 Watoto
wanamchukulia mwalimu mzigo. 5 Tulihama Dar es Salaam, na
tulihamia Tanga.
Dialogue 2
1 No, the interviewee does not work alone. 2 There are three
people, including the interviewee, involved in the job. 3 One is his
nephew, the other is a school friend.
Exercise 4
1 Ninapenda kufanya kazi yangu lakini sipendi kufanya yako.
2 Kazi yangu inafaa, yako haifai. 3 Mfanyakazi yule anafaa,
mfanyakazi huyu hafai. 4 Ninawapenda wafanyakazi wako kwa
sababu wote wanafaa. Siwapendi wafanyakazi wenzangu, wote
hawafai. 5 Vinywaji hivi vinafaa, kinywaji kile hakifai.
Exercise 5
1 Unafanya kazi ya kuandika vitabu. 2 Ninafanya kazi ya
kusomesha Kiswahili. 3 Tunafanya kazi ya kuendesha treni.
4 Wanafanya kazi ya kuandika vitabu. 5 Anafanya kazi ya kutengeneza gari.
Dialogue 3
1 In the evening, the interviewee sings (tarab) songs with a group
of local musicians. 2 In the daytime, the interviewee works at the
university. 3 One book was published last year, the other was
published this year.
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Exercise 6
1 Kathy anamfanya Leo aamke, kwa hiyo Kathy anamwamsha Leo.
2 Subira anamfanya mwalimu akumbuke kuchukua vitabu, kwa
hiyo anamkumbusha kuchukua vitabu. 3 Leo anamfanya Subira
alipe, kwa hiyo anamlipisha. 4 Hawa anafanya gari liende, kwa
hiyo anaendesha gari. 5 TV inamfanya Subira asahau darasa, kwa
hiyo TV inamsahaulisha darasa.
Exercise 7
-soma
-imba
-penda
-somesha
-imbisha
-pendeza
-andika
-andikisha -sema
-anza
-anzisha
-pika
-shangaa -shangaza -rudi
-semesha
-pikisha
-rudisha
Reading: Institute of Kiswahili research (TUKI)
The Institute of Kiswahili Research is part of the University of
Dar es Salaam. The main aim of the Institute is the study and
furtherance of the Kiswahili language. There are five sections
undertaking research in the areas of linguistics, lexicography (i.e.
compiling dictionaries), terminology, translation and literature.
Linguistics Section
This section has published a book on Kiswahili morphology entitled The Grammatical Structure of Standard Kiswahili (1983).
Lexicography Section
This section deals with various kinds of dictionaries. The section
has published important dictionaries such as The Dictionary of
Standard Kiswahili (1981), The Standard Dictionary of Biology,
Physics and Chemistry (1990) and The Standard Dictionary of
Linguistics (1990). The English–Swahili Dictionary (1996) was also
published by this section.
Terminology and Translation Section
This section has two units: Translation Unit and Terminology Unit.
Literature Section
The section undertakes research in literature and folklore, especially oral literature (songs, folktales, sayings and poetry), written
literature (novels, short stories, drama and poetry), and theatre
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arts. Writings which have been published by this section are The
History of Kiswahili Poetry (1995), A Study of the Kiswahili Novel
and Society and The Oral Literature of the Tanzanian Coast,
including the islands of Pemba and Zanzibar.
Unit 10
Dialogue 1
1 Rosa was asked to attend the wedding in order to assist with
food preparations. 2 Hawa was invited to the wedding to sing
with her group of musicians. 3 The wedding will take place in Sinza,
a district of Dar es Salaam.
Exercise 1
1 Wanamuziki waliotoka Bagamoyo wanataka chai. 2 Treni inayotoka Dodoma imechelewa. 3 Katika lugha ya Kiingereza kuna
maneno mengi yanayotoka lugha za Kiafrika. 4 Chungwa lile
nililokupa lilinunuliwa na kaka yako. 5 Vitabu vilivyoandikwa na
mwalimu vimenunuliwa na wanafunzi.
Exercise 2
Mtu aliyekuja jana alinipa kitabu nitakachokisoma kesho. Kitabu
hicho nitakachokisoma kimeandikwa kwa Kiswahili. Maneno
yalivyoandikwa katika kitabu hicho yatanisaidia kusoma lugha hii
ya Kiafrika. Navipenda vitabu vinavyosomesha lugha. Watu
watakaokuja hapa kesho watavinunua vitabu vile vinavyoandikwa
kwa Kiingereza.
Exercise 3
1 Hawa ndio waimbaji wanaopenda kahawa. 2 Huyu ndiye mwimbaji asiyependa kahawa. 3 Hizi ndizo barua zitakazopelekwa kesho.
4 Ule ndio mti usiozaa matunda. 5 Ufunguo huu ndio ule nilioutumia kwa kufungulia mlango ule. 6 Hivi ndivyo vyakula vitakavyoliwa na wageni wa arusi. 7 Ile ndiyo miti inayotumiwa kwa
kujengea nyumba.
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Dialogue 2
1 The food and utensils to be used for the wedding banquet are
in the kitchen. 2 The cooking pots on the table will be used for
preparing the potatoes and other vegetables. 3 Besides the goat
meat, beef, chicken and fish will be prepared for the feast.
Exercise 4
1 Wanamuziki ambao walitoka Bagamoyo wanataka chai. 2 Treni
ambayo inatoka Dodoma imechelewa. 3 Katika lugha ya
Kiingereza kuna maneno mengi ambayo yanatoka lugha za
Kiafrika. 4 Chungwa lile ambalo nilikupa lilikuwa kwa kaka yako.
5 Vitabu ambavyo viliandikwa na mwalimu vimenunuliwa na wanafunzi.
Exercise 5
1 Watu waliofika jana wameshaondoka. 2 Michungwa iliyopandwa
na mkulima haizai machungwa. 3 Nyumba zilizojengwa zimenunuliwa na wageni. 4 (The tensed relative construction cannot be
used with the perfect tense in kimeandikwa, so this sentence cannot
be changed) 5 Maneno yaliyoandikwa na mwandishi nimeshayasoma. 6 (The tensed relative construction cannot be used with the
perfect tense in umeanguka, so this sentence cannot be changed)
7 Mwanafunzi anayetaka kitabu atarudi kesho.
Dialogue 3
1 The teacher likes to sing. 2 Besides the singer, the bride also
invited her group of musicians. 3 The bride and her mother both
agree that the woman who they see dancing (Rosa) cooked an
excellent wedding feast.
Exercise 6
Arusi ya Bw. Yusufu na Bi. Subira ilikuwa sherehe nzuri sana.
Watu wote ambao walikuwapo walicheza densi na walikula chakula
kitamu kilichopikwa na mpishi aliyetoka Tanga. Baada ya sherehe,
Bw. na Bi. Arusi walisafiri Moshi ambapo watapanda Mlima
Kilimanjaro.
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Reading: Marriage
People’s attitude towards marriage varies according to cultural
background, age, or sex. Data from recent statistics give some idea
about the differences between men and women, people in the 1960s
and now, and between the three East African countries Tanzania,
Kenya and Uganda when it comes to marriage.
For example, women marry at a younger age than men. In
Tanzania, 70 per cent of women between 20–24 years of age are
married as opposed to only 30 per cent of the men of the same
age group. However, in the age group from 35–39 years, the
number is equal, with more than 80 per cent of both men and
women being married.
Over the last thirty years, there is a trend to marry later in life
for both men and women. In Kenya, for example, in 1969, 26 per
cent of the men, and 76 per cent of the women were married before
they reached 25 years of age. By 1998, the figures had changed to
16 per cent for men and 58 per cent for women.
More than 10 per cent of Tanzanian women over 50 years are
separated or divorced, in contrast to only about 7 per cent of the
men. In neighbouring Kenya, the number of separated or divorced
people is lower, it is about 3 per cent for both men and women
over 50 years of age. In Uganda, the number of separated or
divorced people is the highest in East Africa, being closer to 20
per cent for both sexes over 50.
Unit 11
Dialogue 1
1 According to Tatu, her mother does not stir the rice whilst it is
being cooked. 2 According to Hadji, his mother usually stirs the
rice whilst it is being cooked. 3 The mother says that both methods
are OK, it depends on the type of rice being cooked.
Exercise 1
Kama ukienda shuleni utapata elimu.
Mkija hapa kesho mtapata pesa.
Tuliwaona wakila chakula.
Wasipofika shuleni kesho hawatapata vitabu hivi.
Mwaka ujao nitakwenda Afrika Mungu akipenda.
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Exercise 2
If you go into the kitchen, you will see how the cooks are cooking
different kinds of food. Preferably, some of this food should be
boiled, some roasted, grilled or fried. Yesterday I saw the cooks
cooking the food for the wedding guests. If you hurry, you’ll see
them before they finish their work.
Dialogue 2
1 Ibrahim is going to work on Sunday. 2 His wife, Amani, has
arranged for them to visit their parents on that day. 3 Amani tells
him to phone his boss and tell him that he (Ibrahim) is unable to
go to work (on that particular day).
Exercise 3
Tungalikata tiketi jana tungalikwenda Tanga leo.
Ningekuwa mgonjwa ningemwona daktari.
Asingalitumia sabuni mpya asingalikuwa mgonjwa.
Wasingeondoka mapema tungefika pamoja.
Exercise 4
1 Ningekuwa na pesa ningekwenda Tanzania. 2 Ungekata tiketi tungeondoka leo. 3 Angekula chakula angeona nafuu. 4 Nisingekula
chakula nisingeona nafuu. 5 Wangalifika jana tungalikaa pamoja.
6 Usingalipika chakula wageni wetu wasingalikuja hapa.
Exercise 5
1 Amos na Kathy wanapendana. 2 Sandra na Leila wanaonana. 3
Mamantilie na binti yake wanasaidiana. 4 Subira na Amos
wanaulizana maswali. 5 Wasichana na wavulana wanaleteana zawadi.
Exercise 6
1 Sikubali. Nakubaliana naye. 2 Tukubaliane. 3 Kwa nini tunagombana? Tusigombane. 4 Kwanza, nabisha. Halafu tunagombana.
5 Badala ya kugombana, mjaribu kupatana. 6 Nimewaza juu ya
ugomvi wetu, sipendi mawazo yako. 7 Maoni yangu ni wazi lakini
hupendi mawazo yangu. 8 Una hakika? Ni hakika? 9 Sina hakika.
Si hakika. 10 Bila shaka una mawazo mazuri. Sasa tunakubaliana.
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Reading: Inheritance
If a deceased person doesn’t make a will before dying his relatives
will not know how they can divide his assets. A matter like this
usually brings a ‘domestic dispute’, that is to say, the relatives will
quarrel and disagree.
In a situation like this, after the deceased person’s wealth has
been divided, some of the relatives will be satisfied and others will
feel cheated. Sentiments like these can make relatives not speak
to each other for a long time, or even forever.
However, if a person makes a will before dying, his relatives
will know exactly who are the inheritors.
Unit 12
Dialogue 1
1 When Kathy was a young child her father used to read her stories
each evening before she went to bed. 2 After hearing the stories
Kathy would often dream. 3 Kathy liked the story of the Hare and
the Tortoise.
Exercise 1
Siku moja Paka aliamka mapema, akanywa chai, akaenda sokoni
akanunua samaki. Kabla ya kula samaki, alimkuta Sungura,
akamwamkia, akasema ‘Kwaheri’. Baada ya Sungura kuondoka,
Paka aliona kwamba Sungura yule alimwibia samaki.
Exercise 2
One day the Cat woke up early, he drank some tea, and went to
the market and bought a fish. Before eating the fish, he met the
Hare, he greeted him, and said ‘Goodbye’. After the Hare left, the
Cat saw that the Hare had robbed him of the fish.
Dialogue 2
1 The accident happened in India (the north). 2 A bus collided
with a train. 3 There were eighty wedding guests in the bus.
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Exercise 3
1 michungwa mitano yaharibiwa na moto. 2 hadithi yasimuliwa na
mamake. 3 treni nyingi zachelewa. 4 mlinzi asema. 5 wageni wengi
waja kutembelea Tanzania.
Exercise 4
1 Bei ya pombe, soda, sigara inapanda. 2 Serikali inakubali mpango
wa chuo kikuu. 3 Jambiani inashindwa na Makunduchi. 4 Watu wa
Mwanza wanafurahia hospitali mpya. 5 Vitabu vya zamani
vinauzwa na chuo kikuu.
Dialogue 3
1 No, Victoria has not yet read the newspaper. 2 According to the
newspaper, the Kenyan runners won four first-place positions in
the long-distance races. 3 Apart from the usual articles, Victoria
asks her roommate to read her the Stars.
Exercise 5
1 Vitabu alivyonununa ni vizuri. Neither (VI Class Relative)
2 Tulimkuta nyumbani alipokaa. Neither (PA Class Relative of
Place) 3 Kama walivyosema jana, watarudi kesho tu. Relative of
Manner 4 Mtakapofika Dar, mtaiona hoteli ya ‘New Africa’
upande wa kulia. Relative of Time 5 Alipika chakula wakati
nilipoamka. Relative of Time 6 Maneno yale uliyotumia hayapendezi. Neither (MA Class Relative)
Exercise 6
Leo asubuhi wakati nilipoamka nikasoma gazeti. Nilisoma habari
za mchezo wa mpira lakini sikupenda jinsi habari hizo
zilivyoandikwa na mwandishi wa habari. Baadaye, nilikwenda
dukani anapofanya kazi rafiki yangu. Baada ya kumtembelea rafiki
yangu, nilikwenda mahali alipokaa mwalimu wangu lakini
hakuwapo nyumbani. Wakati niliporudi nyumbani kwangu nikamwona mwalimu wangu amesimama mlangoni. Baada ya
kuamkiana, mwalimu alinipa vitabu nilivyotaka.
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Reading: Contents
There is a variety of newspapers sold in Tanzania and Kenya. Some
of these newspapers are written in Swahili and some (such as The
Daily Nation) in English. Some of the very well-known ones are:
Nipashe, Majira, Rai, Mfanyakazi, Uhuru (which are published in
Dar es Salaam, Tanzania) and Taifa Leo (which is published in
Nairobi, Kenya).
These newspapers usually have the following sections: home
news (i.e. regional news), national and international news, and business news (which is usually concerned with the stock market, the
price of crops and the monetary exchange rate). There is also news
of court events (in Taifa Leo newspaper this section is usually
called ‘Our Eyes in Court’, and in the Rai newspaper it is called
‘Law’), ‘World News’, ‘Main Feature’, and sections concerned with
‘People and Society’, Letters (i.e. letters to the Editor) and obiturary notices.
Aside from the usual advertisements, there are sections
concerned with entertainment, such as: ‘Tarab Artists’ and artists
of other kinds of music; stories and poems (in the Uhuru newspaper it is called ‘Poets’ Views’); radio, television and cinema
programmes; sports (in the Uhuru newspaper this section is called
‘Sports in Pictures’); and finally cartoons (i.e. comic pictures) and
crosswords/puzzles.
Exercise 7
1 Siyo. Gazeti hilo la Daily Nation halichapishwi kwa Kiswahili
(huchapishwa kwa Kiingereza). 2 Siyo. Magazeti hayo ya Majira
na Mfanyakazi yanachapishwa mjini Dar es Salaam, Tanzania.
3 Magazeti ya Nipashe na Rai huchapishwa mjini Dar es Salaam,
Tanzania. 4 Gazeti la Taifa Leo huchapishwa mjini Nairobi,
Kenya. 5 Habari za matukio mahakamani huitwa ‘Macho Yetu
Mahakamani’ katika gazeti la Taifa Leo. 6 Habari za matukio
mahakamani huitwa ‘Sheria’ katika gazeti la Rai. 7 Ndiyo, katika
magazeti hayo kuna ‘Habari za Ulimwengu’. 8 Ndiyo, kuna
matangazo katika magazeti hayo. 9 Sehemu hiyo ya burudani inayoitwa ‘Maoni ya Washairi’ ipo katika gazeti la Uhuru. 10 Sehemu
hiyo ya burudani inayoitwa ‘Michezo Katika Picha’ ipo katika
gazeti la Uhuru.
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Unit 13
Dialogue 1
1 After his studies, Leo went to a nightclub. 2 The policeman
suspects that Leo’s wallet was stolen by a pickpocket.
Exercise 1
YOU:
RECEPTIONIST:
YOU:
RECEPTIONIST:
YOU:
RECEPTIONIST:
Hujambo bwana?
I’m fine. Welcome!
Asante. Kuna simu?/Ipo simu?
Yes. It’s on the table.
Ninaweza kuitumia simu?
Yes, you can use the telephone. Where do you want
to call?
YOU:
Ninataka kumpigia simu rafiki yangu. Anakaa/
Anaishi hapa Dar.
RECEPTIONIST: What’s the telephone number?
YOU:
Nambari ya simu ni tano, nane, moja, nne, sifuri,
saba, tatu. Kupiga simu ni bei gani?
RECEPTIONIST: There’s no payment.
YOU:
Asante sana!
Exercise 2
Taarifa
Tarehe: Ijumaa, tarehe 10 (kumi) Agosti/Mwezi wa Nane
Saa: 5.30 (saa tano na nusu asubuhi)
Jina: Leo Kamara
Anwani: Bweni la Nne, Chuo Kikuu cha Dar es Salaam
Jana usiku mimi na rafiki zangu tulikwenda klabuni. Nakumbuka
bado nilikuwa na pochi yangu, kwa sababu niliwanunulia rafiki
zangu vinywaji. Baadaye, rafiki zangu walininunulia vinywaji.
Tuliondoka klabuni saa nane usiku. Tulifika nyumbani kwa teksi.
Dereva wa teksi alilipwa na rafiki yangu, Trevor. Sikuihitaji pochi
yangu. Leo pochi yangu imepotea. Niliwapigia simu polisi. Kwanza,
nilifikiri kwamba pochi yangu ilipotea, lakini sasa nafikiri labda
iliibwa na mchopozi. Nakumbuka kumwona mtu nisiyemfahamu
aliyekuwa amesimama nyuma yangu, lakini sina hakika kama ndiye
aliyekuwa mtu aliyeniibia pochi.
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Exercise 2
Solution: 1 and 5, 6 and 2, 3 and 4
Exercise 3
Solution: 1 Kweli; 2 Si kweli; 3 Kweli; 4 Si kweli; 5 Si kweli; 6 Si
kweli
Dialogue 3
1 All the computers are out of order. 2 The technician advises
Victoria to make her application by sending a fax, or over the telephone. 3 Victoria must submit her application in writing.
Exercise 4
1 Kazi hii inafanyika, lakini kazi ile haifanyiki. 2 Gazeti hili halisomeki, lakini gazeti lile linasomeka. 3 Miti hii yote imekatika.
4 Habari zote zimesikika. 5 Simu zote zimeharibika.
Exercise 5
1 Pochi ya Leo iliibwa na mchopozi. (Passive) 2 Mchopozi
alimwibia Leo pochi. (Active) 3 Mwizi aliiba pesa zake. (Active)
4 Pochi hii haiibiki. (Neutro-passive) 5 Pesa zake ziliibwa na mwizi.
(Passive)
Exercise 6
Hatuwezi kuendelea na safari yetu kwa sababu njia hii haipitiki.
Nilinunua vikombe hivi kwa sababu havivunjiki.
Masomo ya Amos na wenzake hayasahauliki.
Hakuna watu wengi kwa hiyo kazi hii haifanyiki.
Pesa hizi kutoka Malawi hazibadiliki.
Maneno yale mabaya hayasemeki.
Reading: Words for new technology
As in all other parts of the world, there is important technological
development in East Africa, which affects the way people work,
learn and communicate. For many of the electronic devices used,
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there are also new words. Some of these words, for example, ‘fax’
and ‘computer’, use only English terminology, whereas others use
both English and Swahili terminology. For example the word
‘internet’ is used alongside ‘mtandao’, and the word ‘mobile’ is
used alongside ‘simu ya mkononi’. When exchanging letters over
the computer, we can either say writing a ‘barua umeme’, or writing
an ‘email’. At present, there is no problem with having two words
for the same thing, but it is likely that in the future it will be only
one word used throughout.
Unit 14
Dialogue 1
1 Ibrahim felt sad after hearing the lyrics of the song. 2 Leo felt
angry. 3 Despite their feelings, they both liked the song.
Exercise 1
1 Ibrahim anaupenda wimbo. 2 Baada ya kusikia wimbo huo,
Ibrahim anasikitika (kidogo). 3 Wimbo huo unauliza swali: ‘Kwa
nini tunagombana?’ 4 Katika wimbo huo haiwezekani kupata
chakula kwa mkopo. 5 Ndiyo, silaha zinapatikana kwa mkopo.
6 Mtunzi wa wimbo huo anataka watu wawe na ufahamu juu ya
mambo kama hayo.
Exercise 2
1 Chakula hakipatikani kwa mkopo, lakini silaha zinapatikana kwa
mkopo. 2 Mtunzi anajulikana sana. 3 Inawezekana kupata chakula
kwa fedha taslimu. 4 Haiwezekani kupata chakula kwa mkopo.
5 Maendeleo yanaonekana, watu wanapatana. 6 Maendeleo
hayaonekani, watu wanagombana.
Dialogue 2
1 Nick noticed a variety of musical instruments. 2 Kathy was
curious about the women’s choir who sat on the right-hand side.
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Exercise 3
1 Mzee Athumani aliwaleta Bw. Nick na Bi. Kathy waone kikundi
cha tarab kinafanya mazoezi ya muziki. 2 Ndiyo, kati ya ala za
muziki walizoziona kulikuwa na kodiani. 3 Wanawake hao
waliokuwa wamekaa pale upande wa kulia walikuwa kikundi cha
waimbaji wanaoimba kwa pamoja. 4 Bi. Kathy alifurahi kwa sababu
alipata nafasi ya kuona muziki wa tarab Unguja. 5 Ndiyo, Bw. Nick
alifurahi pia. 6 Katika sentensi ya mwisho ya mazungumzo haya
Mzee Athumani alisema: ‘Karibuni tena.’
Dialogue 3
1 Kathy likes rap, reggae, pop and tarab. 2 Amos likes African
music, particularly Congolese disco music. 3 Kathy refused to go
to the nightclub because she was tired.
Exercise 4
1 Si kweli. 2 Kweli. 3 Si kweli. 4 Si kweli. 5 Kweli. 6 Si kweli.
7 Kweli. 8 Si kweli. 9 Kweli. 10 Si kweli.
Exercise 5
1 Wakati wa asubuhi mabasi mengi yanajaa watu wanaokwenda
kazini. 2 Basi limejaa kwa hiyo kuna watu wengi ambao wamesimama. 3 Watu hawa wamekaa vitini. 4 Leo nilimwona mwanamume ambaye amevaa kanzu. 5 Baada ya kula chakula nimeshiba.
6 Kathy hawezi kufika klabuni, amechoka. 7 Sasa Kathy amelala.
8 Watu wanakasirika kwa hiyo wanaanza kugombana. 9 Vikombe
vyote vimevunjika. 10 Baada ya kusikia habari nzuri wamefurahi.
Exercise 6
1 During the morning, many buses are filled with people who are
going to work. 2 The bus is full, so there are many people who
are standing. 3 These people are sitting on the chairs. 4 Today I
saw the man who is wearing the kanzu. 5 After eating the food I
am full. 6 Kathy can’t reach the club, she’s tired. 7 Now Kathy is
sleeping. 8 The people are angry, so they’re starting to quarrel. 9
All the cups are broken. 10 After hearing the good news, they’re
happy.
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Reading: Rukiza Okera
Rukiza Okera is the music artist who composed and sang the song
‘We’re Bickering’. He was born in Guyana, South America, and
at present he lives in London, England.
His musical career began in church where he played guitar and
composed songs for the Sunday school. In the early 1980s Rukiza
was given an award by the Guyana Festival of Arts for poetry,
vocal rendition, musical composition and for playing the guitar.
Also, Rukiza and his three other companions were praised by the
President of Guyana for their anthology of poems against
apartheid.
Although his first language is English, Rukiza has decided to
sing in Swahili. So far he has recorded two albums, Jambo Mama
Jambo Baba (‘Hello Mother Hello Father’) and Shamba (‘Farm’).
His album Shamba reached no 1 in Tanzania’s music chart. He has
performed with the Shikamoo Jazz Band in Tanzania, and he has
performed in Mombasa, Kenya.
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Swahili–English
glossary
A
acha (v.)
adhuhuri
afadhali
Afrika
Agosti
ajali
akili
ala
alama
alasiri
albamu
alfajiri
Alhamisi
alika (v.)
ambia (v.)
amu
amka (v.)
amkiana (v.)
amua (v.)
andika (v.)
angalia (v.)
leave, leave
behind (stop,
quit, give up)
noontime,
12–2 p.m.
better, preferable
Africa
August
accident
intelligence,
brains, a good
mind, ingenuity
instrument
(scabbard)
sign, symbol,
mark, pockmark,
scar
afternoon
(3–5 p.m.)
album
dawn, daybreak
Thursday
invite someone
tell
paternal uncle(s)
wake up, get up
greet each other
decide,
write
look at
anguka (v.)
anza (v.)
Aprili
arobaini
arusi
asante
asilimia
askari
asubuhi
athiri (v.)
azimio (ma)
fall
begin, start
April
forty
wedding
thanks
per cent
policeman, guard
morning
affect
declaration
B
baada ya
baadaye
baba mdogo
baba mkubwa
baba mkwe
baba wa
kambo
baba
badala ya
badilika (v.)
badilisha (v.)
bado
Bahari ya
Hindi
bahari
after
afterwards, later
on
father’s younger
brother
father’s elder
brother
father-in-law
stepfather
father
instead of
be changed
change, exchange
not yet (still)
the Indian Ocean
sea, ocean
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bahati
bali
barabara
baridi (adj.)
bariki (v.)
barua
basi
-baya (adj.)
bega (ma)
behewa (ma)
bei
bendi
biashara
bibi
bidi (v.)
bila
binafsi (adj.)
bingirisha (v.)
bishana (v.)
Bonde la Ufa
bondia (ma)
bora (adj.)
buluu
burudani
busara
bwana (ma)
bweni (ma)
luck, chance,
fate
but, however
perfectly,
flawlessly
precisely, exactly
cold, cool (mild)
bless
letter
so, well
bad, evil, ugly
shoulder
train carriage
price
musical band
business, trade
Miss, Mrs, lady
(grandmother)
be necessary
without
personal(ly),
private(ly)
cause to roll
argue
the Rift Valley
a boxer
best, excellent
blue
entertainment,
recreation
wisdom
sir, mister,
husband
hall of residence
C
chai
chakula (vy)
chanda (vy)
chanda cha
mguu (vi)
tea
food
finger
toe
changanya (v.)
changia (v.)
chati
cheka (v.)
chekesha (v.)
mix, combine
contribute to
chart
laugh
be funny (make
someone
laugh)
chemka (v.)
be boiling
chemshabongo crossword(s)
cheo (vy)
rank, status
chini
down (under/
below)
choka (v.)
be tired
chomwa (v.)
be roasted/
burnt
choo (vy)
toilet
chukua (v.)
carry, take away
chuo kikuu (vy) university
D
dada
(and ma pl.)
dakika
sister(s)
minute(s) of
time
daladala
local minibus
danganywa (v.) be deceived/
cheated
daraja (ma)
bridge
daraja
rank, position
darasa (ma)
classroom, lesson,
class period
deni (ma)
debt, loan
Desemba
December
desturi
custom(s),
way(s)
dhani (v.)
think, suppose
dhidi ya
against
diwani
collected works
-dogo (adj.)
small, little
duka (ma)
shop
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E
-ekundu (adj.)
elekea (v.)
eleza (v.)
elfu
elimu
-ema (adj.)
-embamba
(adj.)
endelea (v.)
red/reddish
be directed
towards, face
towards
explain
thousand
education
good, kind
thin, narrow
continue,
progress
manage, drive
area
with, having
endesha (v.)
eneo (ma)
-enye
(adj. + prefix)
eti!
listen here!
-eupe (adj.)
white, clear
-eusi (adj.)
black, dark
F
fa/kufa (v.)
faa (v.)
die
be useful, be
proper
fahamu (v.)
know, be familiar
with, understand, be aware
of
fanya (v.)
do, make
fanyika (v.)
be made
fariki (v.)
die, pass away
Februari
February
fedha
silver metal,
money, currency,
finance
fidla
fiddle/violin
fika (v.)
arrive, come to
filimbi
flute, whistle
fizi (sing. ufizi) gums
fuata (v.)
follow, come next
fulani (adj.)
fundi (ma)
fundisha (v.)
funga
-fupi (adj.)
fupisha (v.)
furahi (v.)
certain, unnamed
craftsman,
technician
teach
close, lock,
fasten
short, brief
shorten,
abbreviate
be happy/
delighted
G
gambusi
gandana (v.)
gani?
gari (ma)
gawana (v.)
gawanya (v.)
gawia (v.)
geuka (v.)
gitaa
gombana (v.)
gongana (v.)
goti (ma)
-gumu (adj.)
gunia (ma)
gusa (v.)
Arabic instrument
similar to a
banjo or
mandolin
be stuck together,
hardened fast
(frozen)
what? what kind
of?, which?
car, vehicle
share alike
divide
divide among,
distribute to
turn, turn away
guitar
quarrel, argue
collide with, bump
into one another
knee
hard, difficult
bag, sack
touch
H
habari
Habeshi
news, information
Ethiopia
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hadi
haki
hakika
hakikisha (v.)
hali
hali
hali ya hewa
Halo!
hama (v.)
hamia (v.)
Hamjambo?
hamsini
hao
hapa
hapana
hapana
hapo
haraka
haribika (v.)
hasa
hata
Hatujambo
hawa
hebu!
heri
heri
hisa
hisi (v.)
hisia
hitaji (v.)
until, up to
justice/right(s)
fact, certainty
make sure, make
certain
state, condition,
situation, event
while, seeing that,
when
the weather
Hello!
move away,
emigrate, vacate
move into,
immigrate,
settle at
How are you?
(pl.)
fifty
those (of people/
animals)
here, this place
there is not/are
not
no
there, just there
haste, hurry
be damaged/
ruined
especially
even, until, to
We are fine
these (of people/
animals)
‘Hey there!’
happiness
it’s preferable
stock(s), share(s)
sense, feel,
perceive
feeling(s)
need
approximately,
this way
hodari (adj.)
hardworking,
brave
homa
fever
hongera
congratulations
hoteli
hotel
attend, be present
hudhuria (v.)
Hujambo?
How are you?
huko
there, over there
huku
here, while
(hereabouts)
humo
in there, there
inside
humu
in here, here
inside
husika (v.)
be involved
husikana na (v.) be concerned
with
husu (v.)
concern, about
huyo
that person
huyu
this (person/
animal)
huzuni
sadness
hivi
I
idadi
Ijumaa
ila
inama (v.)
ingawa
ingia (v.)
-ingine (adj.)
Inshallah!
ishi (v.)
ishirini
istilahi
ita (v.)
total, total
number
Friday
except
bend, bow
although
enter
another, other(s)
God willing!
live, live at
twenty
terminology,
terms
call, name
someone
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itika (v.)
itwa (v.)
reply, answer
be called, be
named
J
ja/kuja (v.)
jaa (v.)
jamaa
jamani!
jambo
(pl. mambo)
jamhuri
jamii
jana
Januari
jaza (v.)
je, . . .?
jengwa (v.)
jeruhiwa (v.)
jibu (ma)
come
be full
family, relative(s)
‘My goodness!’
thing, matter,
affair
republic
society/community
yesterday
January
fill up
Clarifies a question
is being asked
be built
be injured
an answer,
a reply
answer, reply
eye
jibu (v.)
jicho (pl.
macho)
jifunza (v.)
learn
jiji (ma)
city
jiko (pl. meko) cooking place,
stove, kitchen
jina (ma)
name
jino (pl. meno) tooth
jinsi + vyo
as, how, the way
(in verb)
jinsi
way, manner
(kind, sort,
species)
jinsia
gender, sex
jioni
evening
jirani (ma)
neighbour
jisifu (v.)
boast, praise
oneself
jiwe (ma)
joto (ji)
jua (ma)
jua (v.)
Julai
julikana (v.)
julisha (v.)
Jumamosi
Jumanne
Jumapili
Jumatano
Jumatatu
jumba (ma)
Juni
juu ya
juzi, majuzi
stone
hot weather, heat
sun
know
July
be known
inform (introduce
someone)
Saturday
Tuesday
Sunday
Wednesday
Monday
building
June
on, above, about
two days ago,
recently
K
kaa (v.)
kadha (adj.)
kahawa
kaka
kalamu
-kali (adj.)
kalia (v.)
kama + vyo
(in verb)
kama
kamili (adj.)
Kanada
kando ya
kanisa (ma)
kanzu
sit, stay
certain, various
coffee
older brother
pen, pencil
sharp, fierce,
stern
sit on, sit at,
occupy
as
like, as, as if
exactly
(perfect(ly),
complete(ly))
Canada
next to, beside,
alongside
church
man’s long white
robe
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karani (ma)
karibisha (v.)
karibu!
karibuni!
kasirika (v.)
kaskazini
kasoro
kasorobo
kata (v.)
kataa (v.)
kataza (v.)
kati ya
katika
katuni
kazi
kelele (ma)
kesho
keshokutwa
Kiafrika (adj.)
kibanda (vi)
kichwa (vi)
kidevu (vi)
kidogo
kidole (vi)
kidole cha
mguu (vi)
kidole gumba
(vi)
kifua (vi)
kifundo (vi)
kifundo cha
mkono (vi)
kiganja (vi)
kigasha (vi)
kijana (vi)
kijiji (vi)
kikapu (vi)
kikombe (v.)
kila
clerk
welcome, invite
welcome!
welcome all!
be angry
north
less (minus)
less a quarter
cut
deny, refuse,
reject
forbid
between, among
in, into
cartoon(s)
work, job(s)
noise, shouting
tomorrow
day after
tomorrow
African
hut
the head
chin
a little, a bit
finger
toe
thumb
the chest
joint of the body
wrist
palm of the
hand
forearm
youth
village
small basket
cup
each, every
kilele (vi)
kilimo (ki)
kimbia (v.)
kimbilia (v.)
kinanda (vi)
kinywa (vi)
kinywaji (v.)
kipofu (vi)
kisha
kisigino (vi)
kisima (vi)
kisiwa (vi)
kisu (vi)
kitabu (vi)
kitambaa (vi)
kitanda (vi)
kiti (vi)
kitu (vi)
kituo (vi)
kiu (ki)
kiuno (vi)
kiwiko (vi)
kiwiliwili (vi)
klabu/kilabu
(vi)
kobe (ma)
kodiani
kofia
komesha (v.)
koo
kope
koroga (v.)
kosea (v.)
kubali (v.)
summit, peak,
climax
agriculture
run, run away
run to
keyboard
instrument,
piano, harmonica
inner mouth
drink, beverage
blind person
then, afterwards
the heel
water hole/well
island
knife
book
fabric, cloth
bed
chair
thing
a station/stop
thirst
the waist
elbow
torso
club, nightclub
tortoise
accordion
hat, cap
make stop, bring
to an end
throat
eyelid(s)/
eyelash(es)
stir, stir up, mix
ingredients
be mistaken/
wrong, make a
mistake
agree
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kubaliana (v.)
-kubwa (adj.)
kuja/ja
kuku
kule
kulia
be in agreement
big, large
to come
chicken(s)
there
the right (side/
hand)
kuliko
than (comparison)
kumbuka (v.) remember, recall
kumbusha (v.) remind
kumi
ten
kushoto
the left (side/
hand)
kusini
south, in/to south
kuto
not to
+ verb stem
kutokana na
as a result of
kutwa
all day long
-kuu
great, big,
important
kwa
to, from, for, with,
by
kwa hiyo
therefore, thus, so
kwa maana
because, since,
that is to say
kwa mfano
for example
kwa umbali
from a distance,
afar
kwaheri
goodbye (sing.)
kwaherini
goodbye (pl.)
kwamba
that
kwanza
first, firstly
kwapa (ma)
armpit
kweli
true
kwenye
at, in, on
kwetu
at our place, us
L
la
labda
laki
no
perhaps, maybe
hundred thousand
lakini
lala (v.)
laza (v.)
lazima
leo
leta (v.)
lia (v.)
lia (v.)
lima (v.)
lini?
lipa (v.)
lipisha, lipiza
(v.)
Loh!
but, however
sleep/lie down
set down, put to
bed
a necessity/must
today
bring
eat with or in
cry, ring, roar
cultivate
when?
pay
force payment,
avenge
expresses surprise
M
maadili (pl.)
ideals, ethics
maalum(u)
special, famous
(adj.)
maandazi (pl.) doughnuts,
pastries
mabishano (pl.) dispute
Machi
March
maendeleo (pl.) progress,
development
mafanikio (pl.) success,
achievement(s)
mafua (pl.)
the flu, a cold
mafuta (pl.)
oil
magharibi
the west, sunset
mahakama
court of law
mahali
place, location
majani
leaves/grass
(sing. jani)
majeraha
injuries, wounds
(sing. jeraha)
maji (pl.)
water
makala
article
makalio (pl.)
buttocks
maktaba
library
272
wealth, goods
payment
mother
mother’s younger
sister
mama mkubwa mother’s elder
sister
mama mkwe
mother-in-law
mama wa
stepmother
kambo
mandhari
scenery, landscape
mapacha
twins, Gemini
mapema
early
mara
times
Marahaba
reply to Shikamoo
marehemu
deceased person
Marekani
America
masaa (pl.)
hours
masafa (pl.)
range, distance
mashariki
the east, dawn
masharubu
moustache
(pl.)
mashuhuri
famous
(adj.)
masimulizi
narrations/tales
(pl.)
maskini
poor/unfortunate
person
masomo (pl.) studies
matangazo (pl.) announcements,
advertisements
matatizo
difficulties,
(sing. tatizo)
complications
matatu (pl.)
minibus
matengenezo
repairs,
(pl.)
maintenance
matibabu
medical treatment
matokeo (pl.) results/outcomes
matumizi (pl.) use(s), expenses
mawasiliano
communication
(pl.)
mazingira (pl.) the environment
mali
malipo (pl.)
mama
mama mdogo
maziwa (pl.)
maziwa
(sing. ziwa)
mazoezi (pl.)
milk
lakes, breasts
exercise(s),
practice
mbali
far, distant, apart
mbegu
seed(s)
mbele
ahead/forward/
in front
mbili
two
mbio
speed, sprint
mboga
vegetable(s)
mbona
why, how come
mchana
daytime
mchanga (mi) sand
mchele (mi)
husked rice
mchopozi (wa) pickpocket
mchumba (wa) fiancé(e)
mchungwa (mi) orange tree
mdomo (mi)
the mouth, beak
of a bird
Mei
May
meya
mayor of a city
meza
table(s)
meza (v.)
swallow
something
mfano
example
mfanyakazi (wa) worker
Mfaransa (wa) French person
mgeni (wa)
guest, foreigner,
stranger
Mghana (wa) Ghanaian
Mgiriki (wa)
Greek person
mgomba (mi) banana plant
mgongo (mi)
the back
(a pension)
mgonjwa (wa) sick person,
patient
Mhabeshi (wa) an Ethiopian
mguu (mi)
foot, leg
mhandisi (wa) engineer
mhariri (wa)
editor
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Mhindi (wa)
mhitimu (wa)
mhudumu (wa)
mia
milele
milioni
mimi
Mjapani (wa)
Mjerumani
(wa)
mji (mi)
mji mkuu
mke (wa)
Mkenya (wa)
mkimbiaji (wa)
mkingamo (mi)
mkoa (mi)
mkoloni (wa)
mkondo (mi)
mkono (mi)
mkopo (mi)
mkulima (wa)
mkurugenzi
(wa)
mle
mlima (mi)
mlinzi (wa)
mnara (mi)
mnazi (mi)
mno
moja
moja kwa
moja
-mojawapo
(adj.)
motokaa
mpaka (mi)
mpaka
mpango (mi)
mpendwa
an Indian, a Hindu
graduate
waiter, attendant
hundred
forever, eternally
million
I, me
Japanese person
German person
town, city
capital city
wife
Kenyan person
runner
barrier, crossroads
state, province
colonialist
current
arm, hand
loan, credit
farmer
director
there inside
mountain
guard
tower
coconut palm
too much, to
excess
one
straight on/ahead
one of
motorcar
border
until, to
arrangement, plan
dear, beloved
mpwa (wa)
sister’s child/
nephew
mrithi (wa)
inheritor
msaada (mi)
help, assistance
msaidizi (wa) assistant
msanii (wa)
artist
msemaji (wa) speaker
mshahara (mi) salary
mshairi (wa)
poet
msiba (mi)
bereavement
msichana (wa) girl
msikiti (mi)
mosque
Msomali (wa) a Somalian
mstari (mi)
line
Msumbiji
Mozambique
Mswidi (wa)
a Swede
mtaa (mi)
street/avenue
mtalaka (wa) divorcee
Mtanzania (wa) a Tanzanian
mtazamo
viewpoint, attitude
mti (mi)
tree
mto (mi)
river, pillow
mtoto (wa)
child
mtu (wa)
person
mtunzi (wa)
composer, author
muda (mi)
time, period of
time
muhimu (adj.) important
mume
husband
(pl. waume)
Mungu
God
mvua
rain
mvulana (wa) boy
mvuvi (wa)
fisherman
Mwafrika (wa) an African
mwaka (mi)
year
mwaliko (mi) invitation
mwalimu (wa) teacher
mwana
son, daughter (lit.
(pl. wana)
one’s own child)
mwanafunzi
student
(wa)
274
mwanamke
mwanamuziki
(wa)
mwangalifu
(wa)
mwanzo (mi)
mwanzoni mwa
mwembe (mi)
mwenye
(pl. wenye)
mwenzi
(pl. wenzi)
mwerevu
(pl. werevu)
mwezi
(pl. miezi)
mwili (pl. miili)
mwimbaji (wa)
Mwingereza
(wa)
mwisho (mi)
mwishoni mwa
mwuguzi (wa)
mzee (wa)
mzima (wa)
woman
musician
careful person
beginning/start
at/in the
beginning
mango tree
someone with/
having, owner
companion,
colleague
clever/cunning
person
month, moon
the body
singer
English person
end
at the end of
nurse
old man, an elder,
parent
healthy, mature
person
N
na
nafasi
nafuu
nane
nani?
nchi
ndani
ndege
ndevu
and, with, by
opportunity,
space
improvement
eight
what person(s),
who?
country(ies)
inside
bird, plane
beard
ndi- + suffix
ndiyo
ndizi
is/are
yes, that is so
banana(s)
(savoury or
sweet)
ndoa
marriage
ndoto
dream(s)
ndugu
relative, brother/
sister
-ngapi? (adj.) how much?/many?
Ngazija
Comoro Islands
ngojea (v.)
wait for
ngoma
drum(s),
traditional
dance
ng’ombe
cow(s)
ngumi
fist
nguyu
ankle
ni
am, is, are, it is
nini?
what?
njaa
hunger, famine
nje
outside
njia
path, way, road
njia panda
crossroad/
junction
njooni!
come everyone!
njoo!
come!
nne
four
Novemba
November
nunua (v.)
buy
nunuliwa (v.) be bought
nusu
half, semi
nyama
meat
nyinyi
you (pl.)
nyonga (v.)
strangle
someone
nyota
star(s)
nyuma
back, behind
nyumba
house(s)
nyusi (sing. usi) eyebrows
nywele
hair
(sing. unywele)
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O
oa (v.)
ogopesha (v.)
Oktoba
olewa (v.)
omba (v.)
ombi (ma)
ona (v.)
onana (v.)
ondoka (v.)
onekana (v.)
ongoza (v.)
onja (v.)
onya (v.)
onyesha (v.)
onywa (v.)
orodha
ota (v.)
-ote (adj.)
marry
frighten, scare
October
be married
ask for, pray for
request, prayer
see
see each other
leave, depart
seem, appear
lead, guide
taste
warn
show, demonstrate
be warned
list, catalogue
dream
all, whole
P
paja (ma)
paji (ma)
paka (v.)
pale
pamba
thigh
forehead
apply, smear
there
cotton, cotton
wool
pamoja
together
-pana (adj.)
wide, broad
pana (v.)
there is
panda (v.)
plant, sow
panda (v.)
climb, go up,
mount, board
pandishwa (v.) be raised,
uplifted
pandwa (v.)
be planted
Pasaka
Easter
pasi
passport(s)
pasi
clothes iron
pata (v.)
get
patana (v.)
patikana (v.)
patwa na (v.)
peke yako
be compatible
be available
come down with
by yourself
(peke yangu,
by myself, etc)
peleka (v.)
send, transmit
penda (v.)
like, love
pendeza (v.)
be pleasing
pengine
sometimes,
perhaps
penya (v.)
penetrate
pesa
money
piga gitaa (v.) play the guitar
piga muziki (v.) play music
piga simu (v.) make a phone call
pigia simu (v.) phone someone
pika (v.)
cook
pili
second, secondly,
next
pima (v.)
test, examine,
assess
pinda (v.)
bend, fold
pinga (v.)
oppose, obstruct
pita (v.)
pass, make a
turn
pitia (v.)
pass by/at/near
pochi
wallet/purse
pokea (v.)
receive, accept,
take
pole!
my sympathy!
polepole
slowly, carefully
polisi
policeman, the
(and ma pl.)
police
pombe
beer
popote
anywhere,
wherever
posta
post office
potea (v.)
get lost, go astray
(wander, be
ruined)
pua
nose
276
pumzika (v.)
pungua (v.)
punguzwa (v.)
puuzwa (v.)
pwani
-pya (adj.)
rest
decrease
be reduced
be disregarded
coast
new
R
radhi
rafiki
(and ma/pl.)
rahisi (adj.)
raia
rangi
-refu (adj.)
reli
ridhika (v.)
rika (ma)
riziki
robo
rudi
rudiana
Rumi
pardon
friend(s)
easy, cheap
citizen(s)
colour, dye,
paint
tall, long
railway, rails
be satisfied
age group
daily needs,
God’s blessings
one quarter
return, reverse,
come back
return to/with,
reunite with
Rome
S
saa
saba
sabini
sabuni
safari
safi (adj.)
safiri (v.)
safisha (v.)
sahau (v.)
saidiana (v.)
hour(s), clock(s),
watch(es)
seven
seventy
soap(s)
journey, occasion
clean, pure
travel
clean
forget
help each other
salama salimini safe and sound
salama
safely, securely
salama
safety, peace,
good health
salimia (v.)
give regards to
samahani!
excuse me! I’m
sorry!
samaki
fish
samehe (v.)
forgive, pardon
sanaa
art(s), handicraft(s)
sasa
now
sawa
correct, OK, equal
sehemu
part, section
sekunde
second of time
sema (v.)
say, speak
semea (v.)
speak to/for
Septemba
September
sera
policy
serikali
government
shairi (ma)
poem
shaka
doubt(s)
(and ma/pl.)
shamba (ma)
field, farm
shangaa (v.)
be amazed/
surprised
shangazi
paternal aunt
shauri (ma)
advice
shauriwa (v.)
be advised
shavu (ma)
the cheek
urge, persuade
shawishi (v.)
sherehe
celebration(s)
sheria
law(s); justice
shiba (v.)
satisfied with food
shida
problem, difficulty
shika
hold, grasp
Shikamoo
My respects!
(reply is
Marahaba!)
shimo (ma)
hole, pit
shindwa (v.)
be beaten, fail
shingo
neck
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business,
preoccupations
shughulisha (v.) keep someone
busy
shuka (v.)
descend, get off
shukrani
thanks, gratitude
shukuru (v.)
be grateful/
thankful
shule
school
si
am not, are not,
isn’t
siasa
politics
sifiwa (v.)
be praised
sifuri
zero, nil
sigara
cigarette(s)
Sijambo
I am fine
sikia (v.)
hear, feel
sikika (v.)
be heard, be
audible
sikio (ma)
ear
sikitika (v.)
be sad/sorry,
disappointed
siku
day(s)
siku zote
always
silaha
weapon(s),
arms
simama (v.)
stop, stand, rise
up
simba
lion
simu
telephone,
telegram, telex
simulia (v.)
tell a story,
narrate
sindikiza (v.)
see someone off,
escort someone
sinema
cinema
sisi
we (sisi sote, all
of us)
sita
six
sitini
sixty
sivyo!
that’s not so!
not that way!
shughuli
siyo hivyo
siyo
soko (ma)
soma (v.)
somesha (v.)
starehe (v.)
stesheni
sungura
swali (ma)
that’s not right,
not that way
it is not so, no
market
read, study
teach, educate
be comfortable,
rest easy (have a
good time)
railway station(s)
hare(s), rabbit(s)
question
T
taabu
taarifa
tabia
tafadhali
tafrija
taifa (ma)
taka (v.)
takwimu
talaka
tamasha
tambiana (v.)
tambua (v.)
tambuka reli
tangawizi
tano
tanzia
tarab(u)
tarehe
taslimu (adj.)
problem(s),
trouble(s)
statement, report,
announcement
character,
characteristics,
nature
please
party, reception
nation, nationality
want
statistic(s)
divorce
festivity, spectacle
brag/boast to one
another
realize, recognize
level crossing
ginger, ginger
beer
five
obituary (-ies)
Swahili/Arab
music
date
prompt (cash)
payment
278
tatu
taya (ma)
tazama (v.)
tegemea (v.)
tekelezwa (v.)
teknolojia
teksi
tele (and adj.)
tembea (v.)
tembelea (v.)
tengana (v.)
tengeneza (v.)
teremka (v.)
tetemeka (v.)
thelathini
themanini
tia (v.)
tiba
tibiwa (v.)
timu
tisa
tisini
tofauti
tofautiana (v.)
toka (v.)
tokana na (v.)
tokea (v.)
toweka (v.)
treni
tu
tuhumiwa (v.)
tumai,
tumaini (v.)
tumbo (ma)
tumia (v.)
tumiwa (v.)
three
jaw
look at, watch
expect, rely on
be implemented
technology
a taxi
plenty of, a lot
walk, travel
around
visit, walk with
be separated
repair,
manufacture,
prepare
descend, get off
tremble, shake
thirty
eighty
put, put in, place
medicine,
treatment
be medically
treated
team
nine
ninety
difference
be different
come from,
out of
result, stem from
happen, occur
disappear, vanish
train
only, just
be suspected (of)
hope, expect
stomach
use
be used
tunda (ma)
tunga (v.)
twaa (v.)
a fruit
compose, arrange
take, pick up
U
ua (ma)
flower
ua (pl. nyua)
courtyard
ubaguzi
discrimination
ubalozi
embassy
ubao (pl. mbao) board
Ubelgiji
Belgium
ubingwa
championship,
expertise
uchumi
economy,
economics
udi
Arab lute
ufagio (pl.
broom
fagio)
ufahamu
consciousness,
comprehension
ufunguo
key
(pl. funguo)
ugali
cooked maize
meal
Ugiriki
Greece
ugonjwa
illness
(pl. magonjwa)
Uhabeshi
Ethiopia
Uholanzi
Holland
uhuru
independence,
freedom
Uingereza
England, Britain
ujenzi
building,
construction,
architecture
Ujerumani
Germany
ujinga
ignorance
ujumbe
message,
delegation
ukoloni
colonialism
ukucha
fingernail, toenail
(pl. kucha)
279
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4211
ukurasa
(pl. kurasa)
ukuta
(pl. kuta)
ukweli
Ulaya
ulimi
(pl. ndimi)
ulimwengu
uliza (v.)
uma (v.)
umeme
Umoja wa
Mataifa
umri
umuhimu
umwa (v.)
ungana (v.)
unganisha (v.)
Unguja
unyonga
(pl. nyonga)
upande
(pl. pande)
upanga
(pl. panga)
upesi
upimaji
upinzani
Ureno
urithi
page
V
wall
vidonge (ki)
vifaa (ki)
truth
Europe
tongue
vimba (v.)
vipindi (ki)
world, universe
ask question(s)
bite, hurt
electricity
The United
Nations
age
importance
be in pain
be joined
merge, connect
Zanzibar
hip
side
sword
quickly
assessment
opposition
Portugal
inheritance/
heritage
Urusi
Russia
ushairi
poetry
usiku
night, at night
usiku kucha
all night long
uso (pl. nyuso) face
utaifa
nationhood
patience, tolerance
uvumulivu
uza (v.)
sell
uzazi
birth, childbearing
uzuri
beauty, goodness
vita
vitambaa (ki)
viza
vua (v.)
vuka (v.)
vuma (v.)
vumbi (ma)
vunjika (v.)
vutia (v.)
vyombo vya
jikoni
pills, tablets
supplies,
equipment
swell
periods of time,
programmes
war
cloths, materials
(fabric)
visa(s)
fish, catch fish
cross over (sail)
cause a stir
dust
be broken
fascinate, attract
kitchenware
W
Waafrika
wahi (v.)
wakati
(pl. nyakati)
wakati ujao
walakini
wale
wali
wananchi (pl.)
wao
wapi?
washa (v.)
wasia
wasiliana (v.)
wayo (pl.
nyayo)
Africans
manage to,
be on time for
time
the future
but, however
those (of people/
animals)
cooked rice
fellow countrymen, citizens
they, their,
theirs
where?
itch (light, ignite)
will, testament
be in contact,
communicate
sole of the foot
280
weka (v.)
wembe
(pl. nyembe)
wewe
weza (v.)
-wezekana (v.)
wiki
wimbo
(pl. nyimbo)
woga (u)
put, place, keep
razor
you
can, be able
be possible
week
song
fear, cowardice
Y
yai (ma)
yaliyomo
yeye
yule
egg
table of contents
she, he, her, him
that (person/
animal)
Z
zaa (v.)
zahanati
zaidi
zaliwa (v.)
zamani
zawadiwa (v.)
zidi (v.)
zidishwa (v.)
-zima (adj.)
ziwa (ma)
zuia (v.)
-zuri (adj.)
give birth, bear
fruits
dispensary
more
be born
in the past
be awarded
increase
be increased
whole, well,
adult
lake, breast
prevent
good, beautiful
1111
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4211
English–Swahili
glossary
A
able (be)
above
abundance
accident
accompany
accompany
part way
address
advertisement
advice
advise
affair
-weza (v.)
juu
wingi
ajali
-fuatana (v.)
-sindikiza (v.)
anwani
tangazo (ma)
shauri (ma)
-shauri (v.)
jambo
(pl. mambo)
afraid (be)
-ogopa (v.)
Africa
Afrika
after
baada ya
afternoon
alasiri
afterwards
baadaye
again
tena
age
umri
agree
-kubali (v.)
agreement (be in) -kubaliana (v.)
agriculture
kilimo
ahead
mbele
AIDS
ukimwi
air
hewa
all
-ote (adj.)
allow
-ruhusu (v.)
alone
peke -angu/
-ako, etc.
also
although
am
America
American
(person)
among
amount
and
angry
animal
announcement
another
answer
any
appearance
April
approach
(something)
are
area
arm
arrive
art
article (written)
asset(s)
aside
ask
assistant
at
attend
pia, vilevile
ingawa
ni
Marekani
Mmarekani
miongoni mwa,
kati ya
kiasi
na, tena, -ka-kasirika (v.)
mnyama (wa)
tangazo (ma)
-ingine (adj.)
jibu (ma)
-o -ote (adj.)
sura
Aprili
-karibia (v.)
ni
eneo (ma)
mkono (mi)
-fika (v.)
sanaa
makala
mali
kando
-uliza (v.)
msaidizi (wa)
kwa, kwenye
-hudhuria (v.)
282
aunt (maternal)
aunt (paternal)
mama mdogo
shangazi
B
baby
back (of the body)
bad
badly
badness
bag
banana
banana plant
bar (for drinks)
basket
be (to)
bean
beat
because
bed
beer
before
beg
beggar
begin
beginning
behind
bend
best
better (get)
betterment
between
big
bicycle
birth (give)
black
blackboard
bleed
bless
mtoto mchanga
mgongo (mi)
-baya (v.)
vibaya
ubaya
mfuko (mi)
ndizi
mgomba (mi)
baa (ma)
kikapu (vi)
-wa/-kuwa (v.)
haragwe (ma)
-piga (v.)
kwa sababu
kitanda (vi)
pombe, bia
kabla
-omba (v.)
mwombaji
(wa)
-anza (v.)
mwanzo (mi)
nyuma
-pinda (v.)
bora (adj.)
-pona (v.)
nafuu
kati ya, baina
ya
-kubwa (adj.)
baiskeli
-zaa (v.)
-eusi (adj.)
ubao
(pl. mbao)
-toka damu
-bariki (v.)
blessing
blind person
blood
blue
board
board (a bus etc.)
body
boil (something)
boiling (be)
book
border
box
boy
boy-child
bread
break
bride
bridegroom
bring
Britain
British person
broken (be)
broom
brother
build
building
burn
bus
buy
baraka
kipofu (vi)
damu
buluu
ubao (pl. mbao)
-panda (v.)
mwili (mi)
-chemsha (v.)
-chemka (v.)
kitabu (vi.)
mpaka (mi)
sanduku (ma)
mvulana (wa)
mtoto wa
kiume (wa)
mkate (mi)
-vunja (v.)
biarusi (ma)
bwana arusi
(ma)
-leta (v.)
Uingereza
Mwingereza
(wa)
-vunjika (v.)
ufagio
(pl. fagio)
kaka
-jenga (v.)
jumba (ma)
-waka (v.)
basi (ma)
-nunua (v.)
C
call
car
care for
carry
-ita (v.)
gari (ma),
motokaa
-tunza (v.)
-chukua/-beba
(v.)
283
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4211
cassette
cat
certainty
certificate
chair
chat
kanda
paka
hakika
cheti (vy)
kiti (vi)
-zungumza/
-ongea (v.)
cheap
rahisi (adj.)
chest (of the body) kifua (vi)
chicken
kuku
child
mtoto (wa)
childhood
utoto
China
Uchina
Chinese person
Mchina (wa)
Christian person Mkristo (wa)
church
kanisa (ma)
city
jiji (ma)
clap
-piga makofi
(v.)
class (position)
daraja
class (room/period) darasa (ma)
clean
-safisha (v.)
clean
safi (adj.)
clerk
karani (ma)
climb
-panda (v.)
clock
saa
close
-funga (v.)
cloth
kitambaa (vi)
clothes
nguo
cloud
wingu (ma)
coast
pwani
coconut
nazi
coconut palm
mnazi (mi)
coffee (drink)
kahawa
cold
baridi (adj.)
collide
-gongana (v.)
colour
rangi
come
-ja/-kuja (v.)
come!
njoo!
comfort
raha
companion
mwenzi
(pl. wenzi)
company
compete
competition
complete(ly)
computer
concerning
condition
conference
congratulations
construct
continue
cook
cook
cooking pot
cool (become)
corner
correct
count
country(-ies)
cow(s)
create
crop
cross
cultivate
cunning
cup
cure
custom
customer
customs office
cut
kampuni (ma)
-shindana (v.)
mashindano
(pl.)
kamili
kompyuta
juu ya, -husu
(v.)
hali
mkutano (mi)
hongera
-unda (v.)
-endelea (v.)
-pika (v.)
mpishi (wa)
sufuria,
chungu (vy)
-poa (v.)
pembe
sawa (adj.)
-hesabu (v.)
nchi
ng’ombe
-umba (v.)
zao (ma)
-vuka (v.)
-lima (v.)
-erevu (adj.)
kikombe (vi)
-ganga/-ponya
(v.)
desturi,
kawaida
mteja (wa)
forodha
-kata (v.)
D
damage
dance
-haribu (v.)
-cheza ngoma
(v.)
284
dance
danger
date (calendar)
daughter
ngoma, dansi
hatari
tarehe
mwana (wa),
binti
dawn
alfajiri
day (24 hrs)
siku
daytime
mchana
debt
deni (ma)
December
Desemba/
Disemba
decline (invitation) -kataa (v.)
decrease
-pungua (v.)
decrease
-punguza (v.)
(something)
definitely
kabisa
depend (on)
-tegemea (v.)
descend
-shuka/
-teremka (v.)
despair
-kata tamaa
(v.)
destroy
-haribu (v.)
development
maendeleo (pl.)
die
-fa/-kufa/fariki
(v.)
differ
-tofautiana (v.)
difference
tofauti
difficulty
taabu, tatizo
(ma)
dispensary
zahanati
distress
taabu
divide
-gawa/-gawanya
(v.)
do
-fanya (v.)
doctor
daktari (ma),
mganga (wa)
mbwa
dog
door
mlango (mi)
doubt
shaka (ma)
doughnut
andazi (ma)
down/downwards chini
dream
-ota (v.)
dream
drink
drink (beverage)
drive
driver
drug
drum
drum
drunk (be)
drunkard
during
duties
ndoto
-nywa/-kunywa
(v.)
kinywaji (vi)
-endesha (v.)
dereva (ma)
dawa (and ma
pl.)
-piga ngoma
(v.)
ngoma
-lewa (v.)
mlevi (wa)
wakati wa
shughuli
E
each
ear
early
east
easy
eat
editor
egg
Egypt
eight
eighty
either
elder
electricity
elephant(s)
end
in the ~
enough (be)
enter
envelope
error
especially
Europe
kila
sikio (ma)
mapema
mashariki
rahisi
-la/-kula (v.)
mhariri (wa)
yai (ma)
Misri
-nane
-themanini
au, ama
mzee (wa)
umeme
tembo, ndovu
mwisho (mi)
mwishoni,
mwishowe
-tosha (v.)
-ingia (v.)
bahasha
kosa (ma)
hasa
Ulaya
285
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4211
European
(person)
evening
every
exactly
example
except
expect
expensive
expert
explain
explanation
extent
extremely
eye
Mzungu (wa)
jioni
kila
kamili
mfano (mi)
ila
-tegemea (v.)
ghali
mtaalam(u)
(wa)
-eleza (v.)
maelezo (pl.)
kadiri
mno
jicho
(pl. macho)
F
fabric
face
faeces
family
fan (fanatic)
far
farm
fast (from food)
fasten
fat (humans)
fat (animals/
things)
father
February
feed
feel (hungry/
cold etc.)
female
few
kitambaa (vi)
uso (pl. nyuso)
sura
choo (vy)
familia
mshabiki (wa)
mbali
shamba (ma)
-funga (v.)
-funga (v.)
-nene (adj.)
-nono (adj.)
baba
(and ma pl.)
Februari
-lisha (v.)
-ona (v.), -sikia
(v.)
-ke, -a kike
(adj.)
-chache (adj.)
fifty
fight
fighting
fill
final
finally
find
finger
finish
finished (be)
fire
first
firstly
follow
food
foot
forbid
force
foreigner
forest
forget
forgive
fork
form (school)
forty
foundation
four
France
French person
Friday
friend(s)
frog
from
front
hamsini
-pigana (v.)
mapigano
(pl.)
-jaza (v.)
-a mwisho
hatimaye,
mwishowe
-kuta (v.)
kidole (vi),
chanda (vy)
-maliza (v.)
-isha/-kwisha
(v.)
moto (mi)
-a kwanza
(adj.)
kwanza
-fuata (v.)
chakula (vy)
mguu (mi)
-kataza (v.)
nguvu
mgeni (wa)
msitu (mi),
mwitu (mi)
-sahau (v.)
-samehe (v.)
uma
(pl. nyuma)
kidato (vi)
arobaini
msingi (mi)
-nne
Ufaransa
Mfaransa (wa)
Ijumaa
rafiki, mwenzi
(pl. wenzi)
chura (vy)
-toka (v.)
mbele
286
front (in ~ of)
fruit
full (be)
mbele ya
tunda (ma)
-jaa (v.)
G
game
game-park
(reserve)
garden
gazelle
Gemini
(star sign)
gentleman
genuine
geography
German person
Germany
get
gift
giraffe
girl
girl-child
give
go
go!
go (about)
go (around)
go (up)
goat(s)
God
good
goodbye
goodness
government
grandmother
grasp
grass
great
Greece
Greek person
mchezo (mi)
mbuga ya
wanyama
bustani
paa
Mapacha
green
kijani (adj.)
greet (someone) -salimu (v.)
greetings
salaam/salamu
group
kikundi (vi),
kundi (ma)
guard
-linda (v.)
(something)
guard
mlinzi (wa)
guest
mgeni (wa)
H
hair (pl.)
bwana (ma)
halisi (and adj.)
jiografia
Mjerumani (wa)
Ujerumani
-pata (v.)
zawadi
twiga
msichana (wa)
mtoto wa kike
(wa)
-pa/-kupa (v.)
-enda/kwenda (v.)
nenda!
-tembea (v.)
-zunguka (v.)
-panda (v.)
mbuzi
Mungu
-ema/-zuri (adj.)
kwaheri
wema
serikali
bibi (ma)
-shika (v.)
majani (pl.)
-kuu (adj.)
Ugiriki
Mgiriki (wa)
hat
have
having
he
head
hear
heart
heat
heavy
height
help
hen(s)
her(s)
here
herself
hippopotamus
his
hit
hold
holiday
hope
hot
hotel
hour
house
how?
how many?
human being
nywele (sing.
unywele)
kofia (ma)
-kuwa na (v.)
-enye (adj.)
yeye, -a
kichwa (vi)
sikia (v.)
moyo (mi)
joto
-zito (adj.)
urefu
saidia (v.)
kuku
yeye, -ake, -mhapa, huku
mwenyewe
kiboko (vi)
-ake
piga (v.)
shika (v.)
likizo, livu
tumaini (v.)
moto
hoteli
saa
nyumba
vipi? -je?
-ngapi?
binadamu
287
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4211
hundred
hunger
hunt
hurt
husband
hut
hyena
mia
njaa
-winda (v.)
-uma (v.)
mume (wa)
kibanda (vi)
fisi
I
idea
if
ignite
ill (become)
illness
immediately
mimi, niwazo (ma)
ikiwa, kama
-washa (v.)
ugua (v.)
ugonjwa
mara moja,
sasa hivi
improvement
nafuu
increase
-ongeza (v.)
India
Bara Hindi
Indian (person) Mhindi (Wa)
injured (be)
umia (v.)
injury
jeraha (ma)
insect
mdudu (wa)
inside
ndani
instead (of)
badala ya
intend
kusudia (v.)
invite
alika/karibisha (v.)
iron
piga pasi (v.)
(something)
iron
pasi
is
ni
its
-ake
J
journey
Januari
-unga (v.)
mwandishi wa
habari (wa)
safari
hukumu
Julai
-ruka (v.)
Juni
K
kebab
key
I
January
join
journalist
judgement
July
jump
June
kill
kitchen
knee
kneel
knife
knock
know
knowledge
mshikaki (mi)
ufunguo
(pl. funguo)
-ua (v.)
jiko (pl. meko)
goti (ma)
-piga magoti (v.)
kisu (vi)
-gonga (v.)
-jua (v.)
maarifa (pl.)
L
lady
lamp(s)
land (set down)
land(s)
language(s)
last (position)
late (be)
later (on)
lead
leader
leaf
learn
leave
left (direction)
leg
lemon
lemon tree
length
leopard(s)
lesson
letter(s)
bibi (ma)
taa
-tua (v.)
ardhi
lugha
-a mwisho
-chelewa (v.)
halafu
-ongoza (v.)
kiongozi (vi)
jani (ma)
-jifunza (v.)
-ondoka/-toka (v.)
kushoto
mguu (mi)
limau (ma)
mlimau (mi)
urefu
chui
somo (ma)
barua
288
library
light (ignite)
like
like
line
lip
listen
live
load
loaf
local (person)
long
long ago
look (after)
look (at)
look (for)
lorry
loser
lost (be)
love
love
luck
luggage
maktaba
-washa (v.)
-penda (v.)
kama
mstari (mi)
mdomo (mi)
-sikiliza (v.)
-kaa/-ishi (v.)
mzigo (mi)
mkate (mi)
mwenyeji
(pl. wenyeji)
-refu (adj.)
zamani
-tunza/-angalia
(v.)
-tazama,
-angalia (v.)
-tafuta (v.)
lori (ma)
mshindwa (wa)
-potea (v.)
-penda (v.)
upendo
bahati
mzigo (mi)
M
machete
make
male
man
mango
mango tree
many
map(s)
March
market
panga (ma)
-fanya,
-tengeneza (v.)
-ume,
-a kiume (adj.)
mwanamume
(pl. wanaume)
embe (ma)
mwembe (mi)
-ingi
ramani
Machi
soko (ma)
marry (men)
marry
(women)
match (lighter)
match
(competition)
matter
-oa (v.)
-olewa (v.)
kiberiti (vi)
mashindano (pl.)
jambo
(pl. mambo)
mattress
godoro (ma)
May
Mei, Mai
me
mimi
meaning
maana
meat
nyama
medicine(s)
dawa (and ma pl.)
meet
-kutana (v.)
meeting
mkutano (mi)
message
ujumbe
metre
mita
midday
adhuhuri
middle (in the) katikati
mini bus
daladala,
matatu
minute(s)
dakika
miss
-kosa (v.)
(something)
mistake (make) -kosea (v.)
mistake
kosa (ma)
money
pesa, fedha,
hela
monkey
kima (and pl.)
month
mwezi (mi)
moon
mwezi (mi)
more
zaidi
morning
asubuhi
mosque
msikiti (mi)
mosquito(es)
mbu
mosquito net
chandalua
/chandarua (vy)
mother
mama
motorcycle(s) pikipiki
mountain
mlima (mi)
mouth
mdomo (mi)
289
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4211
mouth (inner)
Mozambique
museum
music
Muslim person
my
kinywa (vi)
Msumbiji
makumbusho (pl.)
muziki (mi)
Mwislamu (wa)
-angu
N
name
narrow
nation
nationhood
near
necessary
necessities
need
(something)
need
neighbour
neck(s)
net
new
news
newspaper
next (to)
night
nil
nine
no
nonsense
north
nose
note
notice
notify
not (yet)
nought
November
now
jina (ma)
-embamba (adj.)
taifa
utaifa
karibu
lazima
mahitaji
-hitaji (v.)
uhitaji, haja
jirani (ma)
shingo
wavu (pl. nyavu)
-pya (adj.)
habari
gazeti (ma)
kando ya, karibu
na
usiku
sifuri
tisa
hapana, la, siyo
upuuzi
kaskazini
pua
cheti (vy)
tangazo (ma)
-tangaza/-arifu
(v.)
bado, -jasifuri
Novemba
sasa
number(s)
numeral(s)
nurse
namba, nambari
tarakimu
mwuguzi (wa)
O
observe
obtainable
(be)
occur
ocean
October
of
office
oil
old (people)
old (become)
on
once
only
open
operation
opportunity
oppose
or
orange
-angalia (v.)
-patikana (v.)
-tokea (v.)
bahari
Oktoba
-a
ofisi
mafuta
-zee (v.)
-zeeka (v.)
juu ya
mara moja
tu
-wazi (v.)
operesheni
nafasi
-pinga (v.)
au, ama
chungwa (ma)
P
parent
mzazi (wa),
mzee (wa)
park (vehicle) -egesha (v.)
park
bustani
part(s)
sehemu
particularly
hasa
party (political) chama (vy)
pass
-pita (v.)
passenger(s)
abiria
passerby
mpita njia (wa)
path(s)
njia
patience
subira
patient (be)
-subiri (v.)
patient
mgonjwa
290
pay
peak
pepper
perhaps
period
permission
permit
petrol
photograph
(take a)
photograph(s)
piece
pick up
pillow
pineapple
pineapple
plant
place
plantation
please
please (to)
plenty
pluck
plug
(something)
plug
pocket
policeman/
woman
police station
poor
port
porter
possible (be)
post office
postage stamp
potato
pound
(currency)
poverty
power
-lipa (v.)
kilele (vi)
pilipili
labda, huenda
muda (mi),
kipindi (vi)
ruhusa
-ruhusu (v.)
petroli
-piga picha (v.)
picha
kipande (vi)
-twaa (v.)
mto (mi)
nanasi (ma)
mnanasi (mi)
mahali
shamba (ma)
tafadhali
-pendeza (v.)
wingi, tele
-chuma (v.)
-ziba (v.)
kizibo (vi)
mfuko (mi)
polisi, askari
kituo cha polisi
maskini
bandari
mpagazi (wa)
-wezekana (v.)
posta
stempu
kiazi (vi)
pauni
umaskini, ufukara
nguvu
pray
preferable
prepare
president
prevent
price
print
private(ly)
problem
produce
progress
progress
promise (to)
promise
pronunciation
property
provisions
pull
push
put
-omba/-sali (v.)
afadhali
-tayarisha (v.),
-tengeneza (v.)
rais
-zuia (v.)
bei
-piga chapa (v.)
binafsi (and adj.)
tatizo (ma), shauri
-zaa (v.)
maendeleo (pl.)
-endelea (v.)
-ahidi (v.)
ahadi
matamshi (pl.)
mali
manufaa (pl.)
-vuta (v.)
-sukuma (v.)
-tia/-weka (v.)
Q
quarrel
quarrelling
quarter
question
quickly
quiet (be)
quiet
quietness
-gombana (v.)
ugomvi
(pl. magomvi)
robo
swali (ma)
kwa haraka, upesi,
mbio
-nyamaa (v.),
-nyamaza (v.)
kimya, -tulivu
(adj.)
kimya, utulivu
R
race
rain
rain
shindano (ma)
-nyesha (v.)
mvua
291
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3
4
5
6
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4211
read
ready (get)
ready
real
reason
receive
recently
reception
(hotel)
red
reduce
refuse
region
relative(s)
remain
remember
remove
repair
repairs
reply
research
responsibilities
rest
return
return
(something)
rhinoceros
rice (plant)
(husked)
(cooked)
riddle
right (direction)
ring
river
road(s) (main)
roof
room
-soma (v.)
-tayarisha (v.)
tayari
halisi (and adj.)
sababu, maana
-pokea (v.)
juzijuzi
mapokezi (pl.)
-ekundu (adj.)
-punguza (v.)
-kataa (v.)
mkoa (mi)
ndugu
-baki (v.)
-kumbuka (v.)
-ondoa (v.)
-tengeneza (v.)
matengenezo (pl.)
-jibu (v.)
utafiti
madaraka (pl.)
-pumzika (v.)
-rudi (v.)
-rudisha (v.)
kifaru (vi)
mpunga
mchele
wali
kitendawili (vi)
kulia
pete
mto (mi)
njia, barabara
paa (ma)
chumba (vy)
S
sack
safely
gunia (ma)
salama
safety
salt
satisfied
(be full)
Saturday
saucepan
say
sea
search
season
(time of year)
second
(of time)
second
secondly
secretary
section(s)
see
self
sell
seller
send
September
servant
seven
seventy
sew
shade
shadow
shave
she
sheet (bed)
shilling(s)
shirt
shoe
shop
short
shoulder
show
side
usalama
chumvi
-shiba (v.)
Jumamosi
sufuria
-sema (v.)
bahari
-tafuta (v.)
majira (pl.)
sekunde, nukta
-a pili (adj.)
pili
karani (ma),
mhazili (wa)
sehemu
-ona (v.)
-enyewe
-uza (v.)
mwuzaji (wa)
-peleka/-tuma (v.)
Septemba
mtumishi (wa)
saba
sabini
-shona (v.)
kivuli (vi)
kivuli (vi)
-nyoa (v.)
yeye, ashuka (ma)
shilingi
shati (ma)
kiatu (vi)
duka (ma)
-fupa (adj.)
bega (ma)
-onyesha (v.)
upande
(pl. pande)
292
silence
silver
since
sing
singer
singly
sister
sit
situation
six
sixty
size
skilled worker
sleep
slightly
slowly
small
smoke
smooth
snake
sneeze
snow
socks
soft
soft drink
soil
soldier
kimya
fedha
tangu, toka
-imba (v.)
mwimbaji (wa)
-moja -moja
dada
-kaa (v.)
hali
sita
sitini
ukubwa
fundi (ma)
-lala usingizi (v.)
kidogo
polepole
-dogo (adj.)
moshi (mi)
laini (adj.)
nyoka
-piga chafya (v.)
theluji
soksi
laini (adj.)
soda
udongo
askari,
mwanajeshi (wa)
some (part of) baadhi (ya)
some (part)
-ingine
son
mwana (pl. wana)
song
wimbo
(pl. nyimbo)
sorry (be)
-sikitika (v.)
sorry!
samahani!, pole!
sort (type)
aina, namna,
jinsi
sound
sauti
south
kusini
space
nafasi
Spain
Hispania
speak
-sema (v.)
specialist
speed
spice
split
spoon
stage
stand
standard
start
state
station
stay
steal
steam
still (on-going)
stir
stomach
stone
stop
stopper
(bottle)
storey
story
straight (on)
stranger
strength
student
studies
study
stupid
stupidity
style
succeed
success
sudden
suddenly
sugar
sugar cane
suitable (be)
summit
sun
mtaalam(u) (wa)
mwendo (mi)
kiungo (vi)
-pasua (v.)
kijiko (vi)
jukwaa (ma)
-simama (v.)
sanifu (adj.)
-anza (v.)
hali
stesheni
-kaa (v.)
-iba (v.)
moshi (mi)
bado
-koroga (v.)
tumbo (ma)
jiwe (pl. mawe)
-simama (v.)
kizibo (vi)
ghorofa
hadithi
moja kwa moja
mgeni (wa)
nguvu
mwanafunzi (wa)
masomo (pl.)
-soma (v.)
-jinga (adj.)
ujinga
mtindo (mi)
-fana/-faulu (v.)
fanaka,
mafanikio (pl.)
-a ghafula
kwa ghafula
sukari
muwa (mi)
-faa (v.)
kilele (vi)
jua (ma)
293
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4211
sweep
swell
swim
sympathy! (my)
-fagia (v.)
-vimba (v.)
-ogelea (v.)
pole!
T
tailor
take
take (away)
talk
tall
Tanzanian
(person)
taxi
tea
teach
mshonaji (wa)
chukua (v.)
onda (v.)
-zungumza/-ongea
(v.)
-refu
Mtanzania (wa)
teksi
chai
-fundisha/-funza
(v.)
teacher
mwalimu (wa)
teaching
mafundisho
tear
-pasua (v.)
telephone (to) -piga simu (v.)
telephone
simu
tell
-ambia (v.)
ten
kumi
terminus
kituo (vi)
thank
-shukuru (v.)
thanks
asante
that
-le + prefix
their(s)
-ao + prefix
them
wao, -wathen
halafu, ndipo
there
kule, pale,
huko
these (people) hawa
these (things) hizi, hivi, etc.
they
wao, -wathief
mwizi (wezi)
thing
kitu (vi)
think
-fikiri/-waza (v.)
thirst
kiu
thirty
this (person/
animal)
this (thing)
those
thousand
three
throat
throw
Thursday
ticket
tie (to)
time
timetable
tired (be)
today
toe
together
tomato
tomorrow
too (much)
tool
tooth
top
topic
total
tourist
town
trade
trade (do)
trader
train
train (steam)
travel
traveller
treat (illness)
tree
tribe
trouble
telathini
huyu
hii, hiki, etc.
-le + prefix
elfu (ma)
-tatu
koo (ma)
-tupa (v.)
Alhamisi
tiketi
-funga (v.)
saa, wakati
ratiba
-choka (v.)
leo
kidole cha mguu
(vi)
pamoja
nyanya
kesho
mno
kifaa (vi)
jino (pl. meno)
-a juu
mada
jumla
mtalii (wa)
mji (mi)
biashara
-fanya biashara
(v.)
mfanyabiashara
(wa)
treni
garimoshi (ma)
-safari (v.)
msafiri (wa)
-tibu/-ganga (v.)
mti (mi)
kabila (ma)
taabu, shida
294
trousers
truck
true
truly
Tuesday
turn
twenty
twice
two
type
suruali
lori
kweli
kweli, kwa kweli
Jumanne
-pinda (v.)
ishirini
mara mbili
mbili, -wiliaina, jinsi, namna
U
Ugandan
(person)
umbrella
uncle
(maternal)
uncle
(paternal)
under
understand
undress
unfold
university
untangle
untie
until
up
up (to)
us
USA
useful (be)
usefulness
useless
usually
various
mboga
gari (ma)
sana
video
kijiji (vi)
-onekana (v.)
-tembelea (v.)
sauti
-tapika (v.)
kupiga kura (v.)
W
Mganda (wa)
mwavuli (mi)
mjomba (wa)
baba mdogo
chini ya
-elewa (v.)
-vua (v.)
-kunjua (v.)
chuo kikuu (vy)
-tatua (v.)
-fungua (v.)
mpaka, hadi, hata
juu
mpaka
sisi, -tuMarekani
-faa (v.)
manufaa
bure
kwa kawaida, hu-
V
vacation
vegetables
vehicle
very
video
village
visible (be)
visit
voice
vomit
vote
likizo, livu,
mapumziko
mbalimbali
wake (up)
walk
-amka (v.)
-tembea (v.),
-enda/-kwenda
(v.)
walk (stroll)
matembezi
wall
ukuta (pl. kuta)
want
-taka (v.)
warn
-onya (v.)
wash (clothes) -fua
wash (hands) -nawa (v.)
whole
-zima (adj.)
why?
kwa nini?
why!
mbona!
(emphatic)
wide
-pana (v.)
wife
mke (wa)
win (to)
-shinda (v.)
window
dirisha (ma)
wine
divai, mvinyo
with
na, kwa, pamoja
na
woman
mwanamke
(pl. wanawake)
woodland
msitu (mi)
word
neno (ma)
work (to)
-fanya kazi (v.)
work
kazi
worker
mfanyakazi (wa)
worry
wasiwasi
295
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34
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36
37
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4211
wound
write (to)
writer
jeraha (ma)
-andika (v.)
mwandishi
Y
yawn (to)
year
yellow
yes
yes!
yesterday
yet
-piga miayo (v.)
mwaka (mi)
manjano
ndiyo
naam! (used by
men)
jana
bado
you
you (pl.)
young
youth
your (sing.)
your (pl.)
wewe, u-, -kuninyi, m-, -ku+ ni, -wa-changa (adj.)
kijana (vi)
-ako
-enu
Z
Zanzibar
zebra
zero
Unguja, Zanzibar
punda milia
sifuri
Language structure
index
adjectives 88, 105
class, see noun classes
copula ni 28
emphatic copula 170
locative copula 138
negative copula si 41
possessive copula 49
relativised copula 178
copula in other tenses 120
demonstratives
100
extensions see verb extensions
locative nouns 35; see also noun
classes: PA-KU-MU, and
copula: locative copula
monosyllabic adjectives 90
monosyllabic verbs 42, 119
passive of
noun classes
M-WA 29
concord 29
possessive concord 29
adjective concord 89
referential concord 167
N 55
concord 55
possessive concord
adjective concord
referential concord
JI-MA 74
concord 74
possessive concord
adjective concord
referential concord
M-MI 104
concord 104
possessive concord
adjective concord
referential concord
KI-VI 109
concord 110
possessive concord
adjective concord
referential concord
U 128
concord 128
possessive concord
adjective concord
referential concord
PA-KU-MU 134
concord 134
possessive concord
adjective concord
22
89
167
22
89
167
104
104
167
110
110
167
128
128
167
134
134
297
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3
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23
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27
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29
30
31
32
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34
35
36
37
38
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40
41
4211
referential concord 167
KU
concord 146
possessive concord 146
adjective concord 146
referential concord 167
object concord
75
referential concord 167
relative clauses 167, 174, 177,
205
tensed relative 167
amba relative 174
general relative 177
relative of manner 205
relative of time 205
stative verbs
227
tenses
conditional nge and ngali 186
habitual hu 152
future ta 64
imperative 82 see also
subsecutive tense
infinitive ku 146
negative future ha-ta 64
negative optative 85
negative past ha-ku 118
negative perfective ha-ja 47
negative present ha-i 41
optative e 83 see also
subsecutive tense
past li 118
perfective me 47
present a 200
present na 17
situational ki 182
subsecutive ka 197
unexpected perfect mesha
148
verb extensions
applicative 154
causative 159
neutro-passive 219
passive 123
reciprocal 188
sequences of extensions 224
verbs
of obligation and necessity 85
of warning and prohibitions
127
stative U 227 see also
monosyllabic verbs; see also
noun classes: KU
vowel harmony 124