20101005183845511 (4)

20101005183845511 (4) - L Blow'oqumfig:md 12m...

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Unformatted text preview: L Blow 'oqumfig :md 12m yzungeuemw 'oqmean :ezumml em [zungeuemw 'oqumfgs ‘me QMGM Bu ‘oqumfnq ‘BIHQS ems,“ :nulnemw md el !2602 'z 'm 12111121133 ‘n1 vumzvs ‘emss 'anpu ‘oqmemH 'né’npu ‘oqufnq ‘BIIIQS 'F‘Hq ‘OQWBQS 1161ch ‘quvfis ‘BWQS 'oqmefys 'oqufgs ‘emsg ~lama/m ‘oquman 'vuvmq ‘oqumfnq ‘eumg 'oquman '0qumfnq ‘emes :gzungauem :nmnemw ezuaMx el gzaoz '1. IZHOZVIN 'm Bum-es :ezueml em {zunyauemw (pf 91mm eu ‘ewzs pnzN 21nd em yzungeuemw Leueqoux 122 pequ :ezuemx em yzunyauemw 'nfinpunqu/euemq ‘oqumfis :md BAA gzungeuemw 'anpU/gng/euemq ‘oquman :Bzuemx BAA yzunyzuemw geueqalu 821.18qu -—— me; 21‘ ozwnfiunzew '9 'eues unzN zyzungeuemw uqnqnse 122 pequ :nmnemw 'munemm ‘oqum [gs :yzungeqemw '(anpu ‘oqumfllH 710) gng ‘oquman :nmnemw qunqnse ez pequ — md BA ozwnfiunzew 'Z 'unzN zyzunyeuemw 6111123 1112qu :munnmw 'numemm ‘oqumfiS :yzunpauemw '(nfinpu ‘oqum [nH rm) 211qu ‘oqum [nH :mumamw [Jung [.18qu :mmem mum BK eugeq oplmeew — ezuemx EA ozwnfiunzew 'l. OZan'SNnZVIN ezuemy 9| owos ——————————-——-—————-—————i Somo la Kwanza 3. Zoezi Ia tatu Mwalimu: Wewe sema, habari gani, na wewe itika, nzuri. Mwanafunzi wa kwanza: Habari gani? Mwanafunzi wa pili: Nzuri. 4. Zoezi Ia nne Mwalimu: Juma, mwamkie, Adija. Juma: Hujambo, Adija. Adija: Sijambo, Juma. Juma: Habari gani? Adij a: Habari nzuri. g "1‘71: X11 WANAANKIANA a ZOEZI LA KUSOMA Kufundisha Maamkio: Maamkio baina ya watu wawili Mwalimu anafundisha maamkio. Yeye anasema, "Bwana, sema hujambo." Mwa— nafunzi anaitika, "Hujambo." Sasa mwalimu anasema, "Wewe, bibi, sema sijambo." Na yeye anaitika, "Sijambo." Mwalimu anasema, "Basi, sasa, wewe sema hujambo na wewe itika sijambo." Wanafunzi wanasema, "Hujambo" na "sijambo." Mmoja anasema "huja— mbo" na mwingine anasema "sijambo." Mwalimu anasema, "Haya, basi, vizuri sana." 2 mbili 9 "19} 911111191) 82 81111011 3111A1199d8 10 81(2AA 912 919111 998 111m 9111 8u08891 91111111 111 ".19119291 2 ‘19119291 9111 ‘19110291, 1911119 82 13919111191111 911 U29 nmgjvmul ‘811111 '118113ug1 u1 89191112 9111111911111 13112 9111111911 9111 01 91q212du109 8111101 9A211 1011 8901) 111112113 o SW’D-‘V ‘S 'A1112p1108 12011110d MOLIS 01 mmmq 10 p2918u1 819)}?st Au2111 Kq p982 81 ‘19/1112191 ‘(SUHQIS A11219111 ‘n3npu ‘21u2zu21 U1 1121110111 p91112111 2 ‘mumu p112 ‘912111 1191112111 2 3u18891pp2 10 52m 111119911891 2 82 139811 9q 1129 ‘91d1112x9 101 ‘qug ‘91d09d 91211d01dd2 9111 3111889113132 10 8/{2m 1111199118 —91 82 ‘89111211 19d01d 11101111111 10 1111/11 ‘110u111109 0812 912 11911121. quq ‘1191110u1, mama ‘1110819d 191310, 332111 ‘1191192911 nwyvmm 82 119118 891111 191110 2111129129}; 16113 811111 ‘91112u “18111” S‘UOSJQd 2 1111111 119811 91111 2 12911 01 12n8nun 1011 0812 81 11 8911891) 191129d8 9111 11 ‘9q [(2111 1nq "891111 191110 pu2 ‘ 1q1q ‘vuvmq 1111M p98n 9q 01 911211 1011 0p 891112u 19d01d ‘1181131151 91111u11 “$81111 “8111 "81111, (gq Aq 10) 1ng 111111 1191110111 pu2 .118 "1111. vuvmq 91111 9111 1111/11 p98891pp2 912 u91/\1 8191110 3u119913 u1 139811 [(112191193 912 891111 0 59DLL '17 891191908 u19189m1801u u1 912 A9111 82 ‘12111101 8891 p112 A10191m119d 911 01 pU91 8311119913 ‘12110819d1111 pu2 ‘19)191nb 11911111 81 9111 10 992d 9111 91911111 ‘8um01 193121 pu2 891119 111 '18111 91110911 191110 19913 01 p9199dx9 912 91d09d 19311110A ‘A11219 4199 819112111 12u0819d 191110 11112 ‘889u18nq ‘111121 ‘A111u21 9111 1n0q2 S){SB pu2 uo 89111111 —u09 u9110 110819d 2 (u08891 81111 3111111113911 8110112819A1109 91d11128 9111 u1 82) 83u119913 12111111 9111 1911\7 ‘29111V 182311101131101111 82912 121m 9111 u1 91d09d Aq p112 ‘18209 1129111V 1823 9111 110 3u1A11 91d09d 101 893112119191u1 121908 1u2110du11 A1911 912 8311119919 o 011111188111 '8 '81108891 3u1111101101r u1p111101 9q 1129 898u0d891 p112 311119913 81111 10 8111101 191110 '91211d01dd2 81 1mzu1nq ‘A12A 8311119913 1127112911 01 SQSUOdSQH 0 ',12111111213 1n0q2‘ 10 12111111213 10 8m911, 1fmvs 2921127612911 211011998 81111 10 3u1p2911 9111 111 U998 81 ,1n0q2, 3u1u29111 v2 11vqm1 10 9811 191110uV ,1u00u19112 81111 83111111 912 1111011l 811111 ‘Iu001119112 9111 10 8m9u, 511219111 81 vumpw 292 1129an 13m —1110111 81111 83111111 912 MOIL 811111 ‘(l3u1u10111 [9111] 10 8111911, 111) 111711111829 02 11quq “39 ‘83u1111 1u919111p 1110112 A119911p 910111 )[SB 01 p9111p0111 9q U20 81111 .183u1111 912 111011, "91 ‘118m9u 10 1108 1211/1111 8u29111 111293 1127qu an1 ‘Ism9u‘ 81129111 14111219111 11quH o 8311119913 112q2H 'z .‘9u11 1111, 811111 ‘,9u1 1111111 19112111 9111 3u11110u 911211 1‘ 81129111 oqumfgs pu2 .Lnofi 0p ‘nofi 11111111 19112111 9111 31111110u 9A211 20/{1 3u1u29111 111101 129112111111213 X91d11109 2 81 oquan ,‘919 ‘3u1111 ‘19112111 ‘112112, 3u1u29u1 unou 2 81 (oqumw 12111111) oqumf o ‘111112/113 10 8191129d8 p12pu218 pu2 91111211 180111 Aq p9119191d 912 aqumfis 98u0d891 811 p112 oqumfnq 111101 11111 9111 1113 '119811 oqumf 1811[ 1111111 11919913 9q 01 110111u109 81 11 ‘818111101 Aq p91u9nb911 89921d 980111 111 119110 ‘29111V 182g 10 82912 911108 111 ‘p98n s1 3u119913 81111 111011 u1 191110u2 01 2912 9110 111011 pu2 191129118 01 191129118 11101; 110112112A ‘19A9m011 ‘81 919111 f191110u2 9u0 19913 819)129d8 1111121115 0M1 11911AA 311119913 3111u9d0 9111 81 oqumf 10 111101 2 A11211110N . 8311119913 oqumf '1 HHHVS VZ IHVGVH BZUBMX 9| OLUOS Somo la Kwanza 6. Infinitives 0 An infinitive in Swahili is formed by prefixing ku- to a verb stem: ku—fundisha ‘to teach/teaching' ku-itika 'to respond/responding' ku—soma 'to read/reading‘ ku-sema 'to say/saying‘ o The translation equivalent of the Swahili infinitive is the bare verb with 'to‘ or, as follows, by a gerund (verbal noun) with '—ing‘ : zoezi la kusoma ‘a reading exercise' (literally ‘an exercise of/for reading‘) kufundisha maamkio 'teaching greetings‘ 0 Except for this lesson, verbs will be listed in the vocabularies in their stem form: —soma ‘read/study‘ -fundisha ‘teach' —itika 'respond‘ 7. Complex Verb Forms 0 In the next several lessons complex verb forms are introduced in the reading se- lections, thus in this lesson we find: anafundisha 's/he is teaching' (s/he = she or he) anasema ‘s/he is saying/speaking' wanasema 'they are saying‘ 0 The stems in these forms are -fundisha and -sema respectively. The prefixes —a and —wa are pronouns which indicate the subject of the verb. The prefix -na— is a marker which indicates ‘present time‘. These forms will be studied in greater detail in Lesson 6 (Somo la Sita). 8. Imperatives Icommands o Imperatives are used to give commands and directions. Simple commands, or imperatives, addressed to one person, are formed by using just the verb stem: Juma, sema, sijambo! 'Juma, say, sijambo!‘ Sema tena, tafadhali. ‘Repeat, please‘ or 'Say (it) again, please!' 0 There are other more complex ways of giving commands in Swahili. An example used in this lesson is mwamkie 'greet her/him'. This form is derived from the verb stem -amkia 'greet‘ (cf. maamkio 'greetings'). This type of complex command will be studied in greater detail in Lesson 25 (Somo la Ishirini na Tano). For now it is enough to recognize such commands and respond to them when used by your teacher. ZOEZI LA NYUMBANI Tafsiri kwa Kiswahili la. Hello, John; how are things this morning? lb. Good morning, teacher. 2a. How are things this morning, Susan? 2b. Very well/very fine. 3a. How are things? 3b. Just fine. J aza mistari au Jibu kwa Kiswahili 1. Hujambo, bwana. jambo, mwalimu. 2. Habari za asubuhi? 3. jambo,bibi. Habariza asubuhi? 4. Habari ,mwanafunzi? Nzuri ,mwalimu. 5. Hujambo,mwalimu. Si ,mwanafunzi. 4 nne g cue; 3u1/{128 ‘3up1129ds 9112 A9111 muasvuvm fiupm’ads ‘3111/{128 s1 911/3 1911193qu A128 51129113 01 :9A111u11111 vmasm] [(123 ‘>{129ds mues- mou vsvs 10112 ‘qonw [(1911 ‘A19A 29qu ([919 ‘q11m ‘Aq, 08112) pue nu uos19d 191110 ‘uos19d 19q10u12 augSugmut (z UOSSQ’I u1 ‘9u0‘ 12(0111— '19) uos19d 9uo vfoulw 8u1puods91 s1 911/8 1931111qu Bugpuodsm (10 1912) ‘puods91 01 :9A111u11u1 10111111111 u1111112 ‘puods91 mm;— ‘){’0 ‘11131112 Mm; 3u1q91291 s1 911/3 vqsgpunfvuv 3u1q91291 (10 1912) ‘1191291 01 :9A11111gu1 vqsgpunfnpl 1191291 nqsgpunf- '919 ‘119111 [191111 ‘119111 1191111 gqu ewosnx 12] 12902 12A ouauew 'z noK 944244 [(1919111 ‘1sn[ ‘Aluo m (1 910u 1121111111218 998) 9u11 1111 oqumfgs K123 ‘){129ds mues— (sfiu11991fi u1p9sn) 99129d 111111993 ‘A191123 mumps (Sfiu119913 1119qu 01 9suods91 u; p9sn E9A11o9fp12) p003 ngu 9A1112191 ‘(19q101q 10 191313) 3u11q1s anpu [121n1d 9;)va (911211191 10 9112111) uos19d p10 ‘19p19 922w [121n1d gZunfvuvM 1u9pn1s gZunfnuvmw [121n1d mugva 191191291 nmyvmul uoou191112 ‘911111A12p mmqow 191110111 mumu “(311101112 11211111“ 812 11988013 9q um fuo11s9nb 12 BupISB u1 p9sn a! u1111112 ‘puods91 172/111— 911112u s,u12111 munf ([ 910u 1121111111213 998) (31105 9112 M01] oqmvfnq (I58u1q19112 moq/sm9u 9111 8.1121111. 41111278 unqml) sm9u 1129qu 41103 112qm gpupl 112111111 flung 11s "1111 vuvmq 881111 “81111 "3111 _1ng 19111121 nqnq 10 my 3u11110u1 gqnqnsv 911112u slu121110m 27fsz gzaozew eu ozwnfiunzew 12A ouauew '1. llVllNVSIN ezuemx 2| owos Somo la Kwanza -soma read, study kusoma infinitive: to study, read vizuri very well, fine (adverb) yeye she, he 3. Maneno Maalum Kiswahili the Swahili language msingi wa kusema, a foundation for speaking, kusoma, na kuandika reading, and writing somo la kwanza first lesson somo la pili second lesson somo la tatu third lesson (see grammar note 4 in Lesson 2) maamkio greetings baina ya watu wawili between two people mazungumzo conversation, dialogue mazungumzo ya kwanza first conversation mazungumzo ya pili second conversation mazungumzo ya tam third conversation mazoezi drills, exercises zoezi drill, exercise zoezi la kwanza first exercise zoezi la pili second exercise zoezi la tam third exercise zoezi la nne fourth exercise zoezi la tano fifth exercise zoezi la kusoma reading exercise habari za sarufi grammar notes (lit. news about grammar) zoezi la nyumbani homework exercise tafsiri kwa Kiswahili translate into Swahili jaza mistari fill the blanks/lines jibu maswali answer the questions kwa Kiswahili by, in, into Swahili msamiati vocabulary maneno ya mazungumzo words in the conversation m1 mazoezi and‘the exercises maneno ya zoezi words in the la kusoma reading exercise maneno maalum special vocabulary N3: The vocabulary in sections entitled Maneno Maalum provides glosses for the titles and headings used in the manual and other vocabulary that your teacher may use in conducting the class. 6 sita L eqes 'vumzns ‘12)[111 91mm gowosvw 292 1,419qu ‘mues emem 'mms 1111211 Ham; gmem ggqnqnsv DZ 1127qu ‘Qwes amam 11mm “mm; emsm 4":qu gymqu ‘BUIQS QMQAA auu 2| gzaoz ? 'mumamm ‘0qunafn112H ngunyemem ‘oqumfumq {AUIN 'mllHB/AIII ‘quefig Llama/my;qu ‘oqumfnq 9mg,“ ‘nmuemm ‘Oqumfis LIQECVBUBMQ ‘OqumfilH 'HUIHBAAUI ‘oqwefmeH Lyzungemzm ‘oqumfumH :gzunomutam :numemw me), 2| gzaoz 'oqmefmtaH ‘oqumfmeq jug:qu yfiugN 'oqule[m12H 'oqufumq ‘gusLuss gfiugN :gzungeueM :nulmamw md 2| 12602 'yuajuesv ‘guaJuvsv ‘guauxas 'm pnzN 'm _szu ‘gugmss gnuaz p12qu gnuaz 1127qu ‘guawes Lowez paqu 3021272 1429qu ‘gusums Lomosetu 12:2 pmqu gowosmu 272 gmqvq ‘gueumg (311123 1112qu g gum? 1.127qu ‘yueLueg 'oqunzfan ‘oqufqu ‘guemas 'oqumfuleH ‘oqufumq ‘guemes :gzungeuem :nunpzmw ezueMx a] gzaoz l2 3 02V IN ‘guomesv :nmqemw 'm unzN :gzungeuem LOUIOSBIH BZ maqu ZnHHfBMW vues unzu maqu :yzunyeuem gnusz 1mqu mung/saw 'munemuu ‘oqumftmaH :gzungeuem gzungeuem ‘oqtmafumH InIIIflBMW gfiuam mm M eugeq opluleew — oz Lu n 5 u n 22 w 0 Z W n E) N n ZV IN !|!d l3| OWOS Somo la Pili Ninyi semeni, habari gani? Ninyi itikeni, nzuri. Ninyi semeni, habari za asubuhi? Ninyi itikeni, nzuri sana. Ninyi semeni, habari za masomo? Ninyi itikeni, salama. 5. Zoezi la tano Mwalimu: Juma, waamkie Adija na Saluma. Juma: Hamjambo, Adija na Saluma. Adija na Saluma: Hatujambo, Juma. Mwalimu: Juma, waamkie wanafunzi. Juma: Hamj ambo, wanafunzi. Wanafunzi: Hatujambo, Juma. Mwalimu: Juma, mwamkie Adija. Juma: Hujambo, Adija. Adija: Sijambo, Juma. MWISMMU NA WANAFUNYJ 8 nane 6 959 ‘(IBln[d) Lsmau moA (Sgeqm) '111 fnoK 9112 (“OH (gnuaz 1112qu ,(Jemfiuys) (,smsu moA (SJqu) '1“ fnoA 9112 MOHI LOXBZ 1112qu l(“,Sugumm $1111 sfiugm 9112 (“OH ngnqnse 122 gun? [.112qu ,ésfiuym 9112 moH, éguefi pequ .{Jfiuyumm sup 88mm 9112 moH. uqnqnse 122 1.112qu :u1911ed 1129qu 9x11 Bug/now; suoanBA 191110 9112 912ml 0 .L30!q3991 (9111) S.M0H. LBIISFPUUJTDI ‘32 Wqu Ignqoem 9q1 amoH. LHUIHBAAIH 22 pequ 28mm —1{ue 1sou1 1noqe )[se ueo auo ‘, ‘ 910 smau, — 272 1127qu waned 9111 Buysn Ag o 830999.13 1.18qu no new 7 .Lnofi 9m moq/nam noK QJV‘ Loqwefnq (mam .‘0119H. '0quan 'uompuoo slsuo moqe u011senb 12 BupISB s; ,nofi. 244244 [mm puoaes 9q1 3311119918 [BuopuaAuoo 9 8113111 mu, sumo; uosmd puooas 9112 meg '3uymono; 91.11 1sm1u03 o ‘uonypuoo .IO q11129q spuoswos moqe BupISB 9112 A9111 ssmmq uog1euo1u1 uopsenb eAeq ‘SHJBIII uopsenb [111m p918“ 911; [ppm ‘suuo; 19mg goneq. BupQQJB [211mg qsnfiug 9111 01 91qemduloo sfiupsalfi pazneuopuaAuoo 9112 sfiupselfi oqumf 10 sumo; uosxad puooas o 'K19Aposdsal oqufqu pue oqumfgs 9112 939111 01 sxemsue e)qu 'uosmd euo ueq1 910111 Bupamfi u; oqufiuvy 1nq ‘uosmd euo Bunsen?! u; oqufnq has no A o s3ug19913 oqulef uo wow '1 IdnHVS VZ IHVEIVH 'nqgfeue HUIHBMUI "‘BIIBS pnzu 1.1qu1.1“ “mum/“SDI 12m yzunpamam 122 pequ“ ‘eznmaue ngg “'oqumfis [wywn ‘nqyfeue anemw “LIZUBQOLU ez yuefi peqeq ‘nwnemw ‘eues oqumfgsu ‘meeue yqyg “'1ng ‘oqumanu ‘BIIIQSBIIB nulnemw 'Buemmeeuem efouml 1ng 1211 anBMW 'BUBqOIH 1N “'1u91u9813 ‘yzungeuem ‘BK’BHH ‘meeue nmqemw "'l’lIIIHBMIIl ‘BUBS amuse ‘eumpasu ‘mnneue 11191 9m yzunyauemw 9N “'m unzN“ ‘BIHQSBUB sugfiuymm yuppaI "‘BUBS pnzN“ ‘nqpefeue Bfomw {zungeuemw lluqnqnse ezguefi pequ“ ‘eses BZHHBLIB HUIHBMW 'nmnemw ‘oqmefanH ‘exmeuem {zungeuem “(goqux —12[m9q Mum" ‘ewaseue mu;me 'Buegmueeuem yzungeuem Bu nuxnemw 'yqnqnse 1N Balzan eu gqnqnsv 8K omweew VWOSfl)! V'l IZEOZ !l!d 9| OWOS Somo la Pili 10 0 Responses to habari questions vary, but nzuri, nzuri tu, salama, salama sana, nzuri sana and others are all appropriate. 0 It is normally inappropriate or impolite in Swahili to answer greetings other than in a positive manner. Even if you are not feeling well the response is generally positive and only later do you explain your condition; for an example see Lesson 3 (Somo la T am, Mazungumzo ya Tarn). More on Imperatives o In Lesson 1 (Somo la Kwanza) we learned that a command given to one person is formed simply by using the verb stem: Sema! ‘Say! Speak! Jibul ‘Answer!’ Itika! 'Respondl Ulizal 'Ask !’ 0 In this lesson we see that if a command is given to more than one person, a plural form with a -(e)ni suffix is used: Semeni! ’Say! Speak!’ Jibunil 'Answer!‘ Itikeni! ‘Respondl' Ulizenil ’Asl:!' When the suffix -ni is added to a verb stem which ends in —a (as most Swahili verbs do) the final ~61 of the verb changes to -e. The verb —jibu ‘answer‘ ends in -u and there— fore does not undergo this change. It may help you remember plural commands if you know that the suffix ~ni is derived from the first syllable of ninyi 'you (plural)’. o Swahili also follows this pattern in thanking one and more than one person: Asante! ’Thank you (singular)' Asanteni! 'Thank you (plural)' 0 In Lesson 1 (Somo la Kwanza) a specialized command form, mwamkie 'greet him/her', is used when requesting someone to greet one person; waamkie 'greet them‘ is used to request someone to greet more than one person: Jurna, mwamkie Adija! 'Juma, greet Adija! Juma, waamkie Adija na Saluma. 'Juma, greet Adija and Saluma! The Associative Marker -a o The forms ya, wa, la, za, vya, cha and others, all of which can be glossed by Eng— lish ’of, differ in form depending on the class of the noun which they modify. These are part of the noun class system in Swahili wherein adjectives, demonstratives, pos- sessives, and others agree with the nouns they modify. This system will be formally introduced in Lesson 14 (Somo la Kumi na Nne). The root -a will be studied in greater detail in Lesson 16 (Somo la Kumi na Sira). For now, it is enough to remember what the various forms mean and to learn them along with the nouns they modify in various contexts in the dialogues and readings. Cardinal and Ordinal Numbers 0 Swahili distinguishes cardinal numbers, as used in counting, and ordinal numbers, as used in designating the order of things; contrast page numbering and lesson headings in this manual: kumi LL e!01u eu 111m): 112111111 01110827111 3111111291 ‘1108891 011108 9u112u 8‘u121110m mumps (111) 110K 1({u1u 1 910M 112111u11211) 998 f9u11 9112 9111 oqufmnq 1 910N 112mun219 99s f('1d) 1105 9112 m011 ‘011911 oqmvfqu M1111) SMQU 1110K (81 11211111) '111 anK 9112 1111011 gnuaz magma] ('1d) nofi 311112111 ‘8)1u12111 111911129129 ('38) 110K >1u12111 ‘8)1u12111 azuvsv gzeozew eu ozwnfiunzew 12A ouauew '1 LLVIWVSIN '0qu12{—_‘””_ (3011111121111qu 'g [)SSHJYHS 1n0£ 9112 111011 'g '12u128 E 111an812 1112qu ‘17 9111118111 '17 '0q11112[ Loqumf 9211191111 ‘E 183111111 9112111011 ‘1; 'oqu1121 1011111121—“1/{u1N 'z '9u1118nf9112 9M '3 [,1u123 1112qu '1 1110K 9112 m011 ‘81u9p1118 ‘0119H '1 :mqemsm 211101 nemsew nqg! n12 1222p 1111112111151» 8M)| 11131121 lNVGanAN V'l IZEOZ .PUZ 19(10130. 8(10910 Md 9119191 ,181 19q0190. 12q01>10 180111 91191121 :89112p Bu111112u u1 p98n 81 02111, 11219an 9111 10 111101 112199118 13 pu12 ‘9u0, 8u1u129111 180w p10m 112109118 V o 19312d 18111, Bzu121m1 12/11 128121an ,QSDIQXQ 181151 122u12m>1 121 12902 .1u9pn18 181?}. Elma/101 12m 1zun112u12m111 :‘019 ‘mm ‘md ‘nZumo/ 8n1d 010. 29- 19)1112u1 91111121008812 9111 10 111101 12 3u1sn [{q 119111101 9112 8112u1p10 o ‘ IO M11 yng 10 H1101 p9191112 u12 81 1110' 11012 013911 01. 2921mm] 10 111101 12 81 29211va '8112u1p1129 9111 1119801111u0111u919111p 9112 8112u1p10 011111 18111 9111 u1 81121911111u 9111 '811011d99x9 01111 9112 9191111nq ‘819q111nu 9111128 9111 Ho p9812q 912 8112u1p1129 pu12 81eu1p10 898129180111 u1 0 ‘UOSSQI 111091, 1u1n>1 121011108 .11911 11111111 ,u08891 111111u, 128111210u108 ,9u1u‘ 12811 1108891 11111319 9111211 121011108 1111319. 9u12u ‘UOSSQI 111u9A98, 12q128 121 011108 IUQAQS‘ 1211128 11108891 1111118, 12118 121011108 .1118, 12118 ,u08891 111111, 0u121121011108 19/111, 0u121 ,1108891 11111101. 9uu 131011108 .1110}. 9uu ,1108891 p11111‘ n1121121011108 .991111, 111121 ,u08891 pu0998, 11111 121 0u108 ,0m11 111q111 .u08891 18111, ezuemx 121 011108 ,9u0. 1310111 8112u1p10 811211101123 !l!d 9| OWOS Somo la Pili tu only, just, merely, quite wen gi many (refers only to people) 2. Maneno ya Zoezi la Kusoma -amkiana greet one another (cf. maamkio 'greetings') lakini but -jibu answer (a question) mimi I ni is/are; it is/they are (m' asubuhi ‘it’s morning' —uliza ask (a question) 3. Maneno Maalum F unga kitabu chako. Close your book. (sg.) F ungeni vitabu vyenu. Close your books. (pl) Fungua kitabu chako. Open your book. (sg.) Fungueni vitabu vyenu. Open your books. (p1,) Ni tarehe gani? What's the date? Ni tarehe mosi, pili, tam... It's the first, second, third... Sema tena, tafadhali. Please repeat. (literally 'say (it) again, please.) Sema kwa sautz'. Speak louder/loudly. Sijui I don't know. Sikiliza. Listen. (sg.) Sikilizeni. Listen. (pl) The sentences and words here, and others which can be added as students progress through the lessons, can be used by teachers and students in conducting the class as much as possible in Swahili. 12 kumi na mbili w sl, me; EU gum» Loqwefmmzq 012m ‘Qf goqufvqu 027M ‘9! ‘eums Loqumfizq GAGA ‘Qf 4'0ququ MM ‘2! ‘Buxas Loqumfumq gfiugu ‘9; goqufqu gdugu ‘af ‘ewsg Loqwefnq 91mm ‘91‘ goqumfnq amam ‘9! ‘211193 :gzungeuemw :nmnemw ezuemx 9| gzeoz 'L IZEI OZVIN ‘ofiopm emfuofim 111 p1me ‘oqumfizq GAGA :nmnemw (,0qu [Bq EULIBIGH ‘ef zyzungeuemw 'eues pnzu maqu :mumzmw uuoyf 122 1112qu ‘0){122 1mqu ‘muuemw :gzungeuemw 'emfuofim 1n 9K9}; — me; BA ozwnfiunzew '9 121128 oqumfiameq ‘OKIpN :yzunyeuemw [,oqumfe/mzq eqeq Bu mumu ‘ef ZHIIIHBMW 'emas unzN :gzunyzuemw LOUIOSBUI 122 IJBQBH :muuemw 'nwnIz/mu ‘oqumfyg :gzungeuemw 'nmeuew ‘oquman :nwnemw (goqumfemeq 02M —— md 2A ozwnfiunzew 'z 'oqumfizq (Ms/K ‘muuB/mu ‘ofiypN :gzunyauemw Loqumfieq ‘81an enema :nulnemw ‘EIHBIBS/BUES- unzu/pnzN :gzungeuemw uqnqnse/Bueqow 22 pequ :munemw 'nulnemw ‘oqumfis :gzungtzuemw 'nfinpU/gng/euemq ‘oqum [11H ZHIIIHBAAW Loqwefeq 9&3); — ezuemx 2A ozwnfiunzew 'L augfiuaAA 12K nu!" “EMEM nmAA 2K m1ng oplmeew ozwneanvw me; 2| owos 8 Somo Ia Tatu 2. Zoezi la pili wewe Hujambo. or Wewe hujambo? ninyi Hamj ambo. Ninyi hamj ambo? yeye Hajambo? Yeye haj ambo? wao Hawajambo? Wao hawaj ambo? mama na baba Hawajambo? Mama na baba hawajambo? wanafunzi Hawaj ambo? Wanafunzi hawajambo? 3. Zoezi Ia tatu Mwalimu: Mwanafunzi: Hujambo. Sijambo. Hamj ambo. Hatujambo. Hajambo? Hajambo. Hawajambo? Hawajambo. Wewe hujambo? Sijambo. Ninyi hamjambo? Hatujambo. Yeye hajambo? Hajambo. Wao hawajambo? Hawajambo. Mama na baba hawajambo? Hawajambo. Wanafunzi hawajambo? Hawaj ambo. 4. Zoezi la nne Mwalimu: Mwanafunzi: Habari gani? Nzuri/nzuri sanal... Habari za asubuh1? Nzuri/nzuri sanal... Habari za mchana? Nzuri/nzuri sana/ 5. Zoezi la tano Baba Ali Baba Ali hajambo? Hajambo, lakini yeye ni mgonjwa kidogo. Mama Fatuma Mama Fatuma hajambo? Hajambo, lakini yeye ni mgonjwa kidogo. Mama na baba Mama na baba hawajambo? Hawajambo, lakini wao ni wagonjwa kidogo. wazee Wazee hawajambo? Hawajambo, lakini wao ni wagonjwa kidogo. ZOEZI LA KUSOMA Maamkio juu ya Wengine Ni jioni. Baba Fatuma na Mama Ali wanaamkiana. Baba Fatuma anauliza, "Huja- mbo, Mama Ali, habari za jioni?" Mama Ali anajibu, "Salama, mzee, habari zako; habari 2a nyumbani?" Baba Fatuma anaitika, "Mimi sijambo, na wote nyumbani hawajambo sana; na ninyi, je, hamjambo?" Mama Ali anaitika, "Ndiyo, mimi sijambo, lakini Baba 14 kumi na nne 91. cue; eu nun): 11911111110 9111211 011111 u91110m pue 119111 1110q §u1ss91pp12 10 3A2». 111110911891 9119 959111 ‘u91p11119 1s9p19 119111 10 S9u113u 9111 9112 1111 p111: mumpd 'A19A1109ds91 ‘111v 10 1911101/11, pug 13111111125 10 19111125. 11139111 [(11911101; 111/ mum/11 131113 mumng qug . 11V 13111131711 pue ewmeg 12qu °g 's1x91 ~u09 1121111011 10 0111211d1119-110u u1 1911101112 ‘81x91u09 0111211111119 u1 10 311011891111 3u1p291 111 139311 9110 ‘11111121113 u1 S11011S9nb 101 su191112d u01112u01u1 0/111 131291 112 9112 919111 0 [119M 81 1/ ma. (1101121101111 31111191 - 1119111911213) 'quefeq 11v eqea 1,11% ‘11 qua $1. (1101191101111 3111811 - 1101189110) coqmefeu 11v 1261921 :110111219un1101d 81191101291 1110A 01 1191311 'u01112u01u1 1U919111p 12 9111311 0p £9111 ‘s1u9111 —911a1s 3u1pu0ds91100 119111 111011 191110 1310111 111191111) 10H 01) su011S9nb 0u-S9A 91111 M o su011s9nf) 051-59); '17 11119111 nofi 911; ‘110A 1n0q12 11211111 puvl Coqumfumq ‘9!’ 1Au1u EN 291318 11V 113111111 SI Lemfuofiw 111 HV 113111311 ‘af 311101112 11211111. 813 p91121su1211 9q 1112:) pm; “$191110 put; ‘ovm ‘aKaK ‘Mugu ‘amam 812 119113 ‘sunou 9_f ‘1011391pu1 uo11s9nt) 9111 '1; '171 [108891 u1 8921135933011 11101119 p128 9q 111m 910W "SMQU 1110A. su129111 K111219111 021292 1119qu 39331219 unou 11191913111) 01 3u019q [(111)0111 [(9111 splom 9111 98n1209q 111101 111 19111p ‘lsmofi, 10 ,Jnofi, 3u1u129111 111011 ‘mlvm pue 02/272 3111.10; 9A1SS9ssod 9111 0 01121111 pm; 03182 S9A1ssassod 91“; -z 893110113 —91 19110111 9111 9112 ‘KIQAQOQCISQJ ‘oqufvqu p112 oqmvaH 111(9111 1,u9112 ‘HQAA 9112 [(91111 goqumfvmvy 9sn ‘uos19d 9110 ueq1 910111 10 9113119111 9111 1noq12 Bu1>1312 9112 nofi 11 111112 ‘11911/3 111131 ‘119111 81 911/9. 4‘0ququ 9sn ‘81 9819 9110911103 111011 moqe 3u1>139 111 0 5311119913 oqumf 110 910W '1 HnHVS VZ IHVGVH éoqmefemeq 010112111 ‘91 2011121121 111mg '9 Loqumfieq 0101111 ‘91 :91111 121 1112/1113 '17 doc-11119.qu FIV WWW ‘QI 3mm IaI FIRMS "S éoqmefemeq 11112q111m§u 910m Bu 12111111 eqeg ‘91 :111d 121 112mg 1 Loqumfml HV BC[PEI ‘9I 59211913” 131 FIRMS '1 “emsew “'eues 0111111211211111211 ‘0K1pNH ‘12)1111121112 12111111123 eqeg 1,1,0qu11zfemeq ‘9_{ ‘0)112/11 010112211 ‘1211 fumes 0qu11zf1311 9AM ‘oA1pNu ‘91119seu12 12111111125 12qu “10011111211211 9AM ‘9_f ‘0)112m 0101111 9N 'n1 0301313 emfuofim 111 11V me _1_ 91 011103 Somo la Tatu 6. Nouns and Adjectives in Swahili 0 As you have probably already observed, nouns and adjectives in Swahili, for the most part, have singular and plural forms that are usually distinguished by a differ~ ence in the form of a prefix on the noun. Thus 'child' is mtoto and 'children' are wa- toto; 'lesson' is somo and 'lessons' is masomo; 'sick' or 'sick person' is mgonjwa and 'sick (pl.)' or 'sick persons' is wagonjwa. These singular and plural forms fall into distinct patterns, or noun classes, which will be the subject of future lessons. For an overview, refer to Lesson 14 (Somo la Kumi na Nne). When you learn a new noun, it is a good idea to learn both the singular and plural forms together. Also, if you look up a noun in a dictionary you'll usually have to look for it in its singular form. Tafsiri .U‘PWNI" Jaza na Tafsiri Mimi Yeye Wao Wazee Watoto Mama ni 99:”9N7‘ jambo. jambo. jambo. jambo. jambo. gonjwa. ZOEZI LA NYUMBANI Is the teacher fine?/T he teacher is fine, isn't he? Are the students well?fI‘ he students are well, aren't they? How are things this evening? How's the homework? Everyone at home is fine, but father is a bit ill. 7. Ninyi jambo. 8. Wewe jambo. 9. Juma na Mariamu jambo. 10. Mzee na wanafunzi jambo. 1 l. jioni? 12. Mama na baba ni gonjwa. MSAMIATI 1. Maneno ya Mazungumzo na Mazoezi baba hajambo hawajambo je juu ya lakini mama mgonjwa wagonjwa jioni kidogo mimi wewe yeye sisi ninyi wao 16 kumi na sita father is s/he well? (see Grammar Note 1) are they well? (see Grammar Note 1) question particle (see Grammar Note 3) about, concerning, on but mother sick (adjective), sick person plural evening (about 4 pm. to 7 pm.) a little bit, somewhat, a little (adverb) 1, me you she, he; her, him we, us you (121.) they, them ’ ., , u, eqes eu gwnx BEEN W W (g 910N mum]ng 993) 311105 ‘moK 021192 (91doed 01 [Que $195191) autos ‘SJanO aufiuam (g 910N JEUIIIIBJD 993) smofi ‘mo/fi mpm [BJIIId glvmsvm uopsenb yams (.asnoq 9141 ‘01s ‘uo ‘18 ‘ug. 0312) ewoq 112 _1unqwm(u ('Id pm; ‘33) asnoq ‘stuoq vqumKu ngpu go Bumads QIBUJQJIB 0gpu (.08 s; 1;, '3“) 89A 0((gpu [BlnId 932nm (sselppe JO 8111.191 [uposdsal 0319) Japp ‘uosrad p10 392w Immd 010mm PIN3 0101“! gums/x; guogf (.smau moA, '1“) noA 9m moq 02le quq ewosnx B] 12302 12A oueuew '3 me; a] owos ...
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