Grammar notes
Year 2
-enye takes the class designation of the possessor just like the other
possessive forms (-angu, -ako, -ake, -etu, -enu,
-ao). A few examples to complement those found in the text for this
lesson.
| Mtoto mwenye njaa | Watoto wenye njaa (child/children with hunger) |
| Mti wenye matunda | Miti yenye matunda (tree/trees with fruits). |
| Tunda lenye wadudu | Matunda yenye wadudu (tree/trees with bugs). |
| Kiti chenye vitabu | Viti vyenye vitabu (book/books with books). |
| Nyumba yenye dirisha | Nyumba zenye madirisha (house/houses) with windows). |
| Ukuta wenye picha | Kuta zenye picha (wall/walls with pictures). |
Verbs can become nouns when ku- is used. For example, in Lesson 1 the last sentence of the second paragraph has a series of these nominalized verbs: Lakini watoto pia hujifunza kusema, kusoma, kuandika na kuhesabu.
This particle can be used with nouns to qualify or describe them. Some grammars refer to -ote as an adjective. However, it has a quantifier and a qualifier function. Thus the interpretation of -ote depends on whether the noun in association is singular or plural. If it is singular, it implies wholeness, or completenes. If it is used in the plural, it implies total. For example: mti wote the whole/entire tree; miti yote all the trees.
This is usually the case for all noun classes except class (1) or the m- class that includes singular nouns of humans. Although in English you can conceptualize a whole person, it will sound strange to a native speaker of Swahili if you say mtu yote because a person is considered whole and not made up of single pieces. A ‘whole person’ translates to mtu mzima ‘an adult’ or ‘a healthy person’.
It is useful at this juncture to introduce another form that shares the same functions (qualifier/quantifier): -o -ote. Unlike –ote, the interpretation of -o -ote is not affected by the singular/plural distinction of the noun. It may be translated to ‘any, anyone, whatsoever’, or ‘whoever’ depending on the interpretation of the noun. For example: mtu ye yote ‘anyone or whoever’, mahali po pote ‘any place or anywhere’.
(i) Mtu ye yote anaweza kwenda kumwona rais wa nchi? ‘Anyone can go to see the president of the country.’ (ii) Kama wewe ni mgeni, unaweza kutembea mahali po pote? 'If you are a guest, you can stay any place/anywhere.'
Compare
the forms for all noun classes.
| Noun | -ote | -o -ote |
| mtu | - | ye yote |
| watu | wote | wo wote |
| mti | wote | wo wote |
| miti | yote | yo yote |
| tunda | lote | lo lote |
| matunda | yote | yo yote |
| kiti | chote | cho chote |
| viti | vyote | vyo vyote |
| nyumba | yote | yo yote |
| ukuta | wote | wo wote |
| kuta | zote | zo zote |
| uhuru | wote | wo wote |
| kucheza | kote | ko kote |
| hapa | pote | po pote |
| huku | kote | ko kote |
| humu | mote | mo mote |
The
basic colors include: -eupe ‘white’, -eusi ‘black’, and -ekundu
‘red’. Others include buluu
‘blue’, kijani ‘green’, njano ‘orange’, kijivu ‘gray’, zambarao
‘purple’
Since
color terms are adjectives, they behave similarly when they occur with nouns.
The following are samples:
| Noun class | noun + color term |
| m-wa (mtu-watu) | mweupe/weupe |
| m-mi (mti-mti) | mwekundu/miekundu |
| o/ji-ma (jicho/macho) | jeupe/meupe |
| ki-vi (kiti/viti) | cheusi/vyeusi |
| o/n-o/n (nyumba/nyumba) | nyeusi/nyeusi |
| u-o/n (ukuta/kuta) | mweupe/nyeupe |
It is important to note that when color terms like kijani,
njano, buluu, kijivu, etc…, occur
with nouns, the appropriate preposition (a- of relationship) is used. Thus:
| Noun class | noun + color term |
| m-wa (mtu-watu) | wa njano/wa njano |
| m-mi (mti-mti) | wa kijani/ya kijani |
| o/ji-ma (jicho/macho) | la njano/ya njano |
| ki-vi (kiti/viti) | cha buluu/vya buluu |
| o/n-o/n (nyumba/nyumba) | ya kijivu/za kijivu |
| u-o/n (ukuta/kuta) | wa zambaro/za zambarao |
Nominalization: In addition to the use of ku- (see Unit 7), Kiswahili, allows the nouns to be formed from verbs by changing the final vowel –a to –o. Thus:
| soma (read/study) > somo (lesson) |
| chimbuka (originate) > chimbuko (origin, source) |
| imba (sing) > wimbo (song) |
| shindana (compete) > shindano (competition) |
Review
the passive – w-: This form is added to the verb just
before the final vowel.
Thus:
| piga (beat) > pigwa ‘be beaten’ |
| fundisha (teach) > fundishwa ‘be taught’ |
From the text: Kwa sasa (watoto) wanafundishwa kusoma, -----, na kuandika.
Consult other grammar books (e.g. Wilson 1985) for additional examples.
–ingi ‘much’ and ingine ‘other’ behave like adjectives and therefore assume the same prefix as that of the associated noun. While –ingi can only be used with plural nouns, -ingine can take both the singular and plural nouns. Thus:
| Noun | -ingi | -ingine |
| mtoto | x | mwingine |
| watoto | wengi | wengine |
| mti | mingi | mingine |
| miti | mingi | mingine |
| tunda | x | jingine |
| matunda | mengi | mengine |
| kitabu | x | kingine |
| vitabu | vingi | vingine |
| ndizi | x | nyingine |
| ndizi | nyingi | nyingine |
| ubao | x | mwingine |
| mbao | nyingi | nyingine |
| uzee | mwingi | mwingine |
| kuimba | kwingi | kwingine |
| pale | x | pengine |
| kule | x | kwingine |
Review the causative -ish-/-esh-: These forms are used to show causative forms of the verb, nouns or adjectives. There are may exceptions such as the use of –z- and –fy-. Consult other grammar books (Wilson 1985) for additional examples. In the text, only the –sh- form was used. Here we provide an example of each of the possible forms.
| imara ‘strong’ | > imarisha ‘make/cause to be strong’ |
| cheka ‘ laugh’ | > chekesha ‘make/cause to laugh’ |
| penda ‘like/love’ | > pendeza ‘make/cause to be likeable’ |
| ogopa ‘be afraid’ | > ogofya (also ogopesha)‘make/cause to be afraid’ |
| From the text: Wananyunyuzia majivu ili kuyaimarisha | |
| ‘They sprinkle ashes on them to make them strong’. | |
| Sayansi ‘science’ | fizikia ‘physics’ | kemia ‘chemisrty’ |
| Uhandisi ‘engineering’ | hisabati ‘mathematics’ | jiografia ‘geography’ |
| Historia ‘history’ | uchumi 'economics’ | biolojia ‘biology’ |
| Zuolojia ‘ zoology’ | muziki ‘music’ | falsafa philosophy’ |
| Sosiolojia ‘sociology’ | anthropolojia ‘anthropology’ | etc… |
The
–k- form: This is also know as the stative
verb is often considered similar to the passive verb except that it does not
involve a ‘by phrase’. For example:
| (i) Dirisha limevunjika ‘The window has been broken’. |
| (ii) Mlango umefunguka ‘The door is opened.’ |
In
the text we have the following examples:
| (i) Nchi ya Tanzania ---------imegawanyika katika sehemu….. |
| The country of Tanzania ------is divided into sections…..’ |
| (ii) Magofu haya yanajulikana kama magofu ya Mahurubi. |
| These ruins are known as the Mahurubi ruins.’ |
Relative
Particles: Relatives in English such as: ‘who’, ‘whom’, ‘which’, ‘whose’,
and ‘that’ are expressed in Swahili by the use of appropriate relative particles
that can appear (i) affixed to –amba,
or (ii) as infixes or (iii) suffixes of the verb. For example: “The chold
who/that is palying is Juma.’
| (i) Mtoto ambaye anacheza ni Juma |
| (ii) Mtoto anayecheza ni Juma |
| (iii) Mtoto achezaye ni Juma |
The particles
can be used to refer to the subject or object of the sentence. Below is a
list of these particles based on the groupings of the Swahili nouns.
| Noun class | Relative Particle | Noun class | Relative Particle |
| Mtoto | -ye- | Watoto | -o- |
| Mti | -o- | Miti | -yo- |
| Tunda | -lo- | Matunda | -yo- |
| Kiti | -cho- | Viti | -vyo- |
| Nyumba | -yo- | Nyumba | -zo- |
| Ukuta | -o- | Kuta | -zo- |
| Uhuru | -o- | Kuta | -zo- |
| Kucheza | -ko- | ||
| Mahali (Pa) | -po- | ||
| Mahali (Ku) | -ko- | ||
| Mahali (Mu) | -mo- |
Mwana literally means ‘child’. Thus the following examples denote:
Mwanakijiji (child of the village) ‘villager’ (pl. wanavijiji)
mwanasiasa (child of politics) ‘politician’ (pl. wanasias)
mwanafunzi (child of learning) ‘student’ (pl. wanafunzi)
mwanasheria (child of law)‘lawyer’ (pl. wanasheria)
mwanajeshi (child of the army)‘soldier’ (pl. wanajeshi)
mwananchi (child of the country) ‘citizen’ (pl. wananchi)
These
are known as compound nouns, meaning a single noun made by a combination of
two independent noun forms. Other referential examples include mwanamke/wanawake ‘woman/women’ and mwanaume/wanaume ‘man/men’.
Note, however, that both mwanakijiji and mwanamke show plural
forms of both nouns. What the learner needs to note here is that when the
combining noun has a number marking (here ki- and m-) it will
take plural marking too.
The
particle –mo is considered a relative of place. It is understood in
relation to the adverbial particle mu that describes “inside-ness”.
mu is contrasted with –pa ( with relative particle –po)
that refers to some definite place and ku (with relative particle –ko)
that refers to more indefinite location. The following examples are instructive:
Mahali anapokaa ni Georgia ‘where s/he lives is Georgia.’
Mahali alikwenda ni Tanzania
‘where s/he went is Tanzania.’
Mahali anamoishi ni karibu na soko.
‘where s/he resides is near a market.’
It
is important to point out that native speakers restrict the use –mo
to denote inside-ness but often do not make a distinction between –ko and
–po (see Leonard) 1982). -po
and –ko can be used interchangeably (without affecting the meaning
of the utterance) when referring to a definite or indefinite location.
E. Reduplication (Lessons 4 and 6)
Reduplication
is common features in Kiswahili speech. It is used to intensify as well as
make anaphoric reference to something that has just been said. For example:
a)
Jane:
Mama, nataka kurudi nyumbani sasa.
‘Mother, I want to come home now.’
Tina: Nakwambia, kaa huko huko mpaka nirudi.
‘I am telling you, stay right where you are
until I come back.’
b) John: Baba yangu anakwenda Korea. ‘My father is going to Korea.’
Peter: Kweli, Dada anakwenda huko huko. ‘Really, my sister is going to the
exact place.’
The (a) example is a case of intensification while (b) is a case of anaphoric
reference. In (a) the reduplicated demonstrative particle is used to emphasize
or intensify Tina’s (Jane’s mother) response that Jane has to obey. In (b)
the reduplicated demonstrative is used to avoid repeating Korea in Peter’s
statement. Thus the demonstrative is anaphoric (direct reference) to Korea.
Needless to say, any demonstrative particle can be used similarly (cf. Ashton
19472 for additional discussion).
Reduplication
of verbs serves the intensifying function only. For example:
cheza ‘play’ chezacheza
‘play persistently’
sema ‘speak/talk’
semasema ‘prattle’
piga ‘strike’ pigapiga ‘strike repeatedly’
omba ‘beg’ ombaomba ‘pester’
Relative particle -vyo ‘manner of doing’: This particle functions similarly to other relative particles but its meaning signals the manner in which an activity was performed. Other grammars (cf. Ashton 1982) indicate multiple uses of this particle. These include: manner, reason, degree, cause, and likeness. As such, the particle conveys the meaning of how something is done or its likeness. In the texts, (Lesson 5) we have an example of [likeness]:
Kama tulivyoona katika somo la kwanza…… ‘As we noted in lesson one….’
Exemplification of the other meanings include:
(i) Fundisha anavyofundisha mwalimu wako. ‘Teach like your teacher.’ [manner]
(ii) Sema ulivyoamriwa. ‘Speak as ordered.’ [cause]
(iii) Mwagilia maua maji ifanyavyo mvua ya masika.
‘Water the plants with as much water as they get from the heavy rains.’
[degree]
(iv) Alifanya alivyojisikia. ‘S/he acted as s/he saw fit.’ [reason]
Refer to the discussion in the grammar notes for Unit 8 Lesson 3 in connection with the relative particle –mo. The use of –po in this section bears out additional functions of this particle. Here it refers to a time of action and translates to ‘when’. Thus
wanapokuja, ‘when they come’, anapoingia,
‘when he enters’, anapotoka, ‘when they go out’, wanapofika ‘when they
arrive’
As
these examples show, the relative particle -po is used to refer to the time of the action.
As such, it is attached to the verb and thus functions as a bound morpheme.
Speakers
have the option of using this particle in a construction with wakati,
an adverb of time that also translates to ‘when’ (literally ‘time of action’).
Thus:
Mwambie alete mfuko wangu wakati
anapokuja.
‘Tell him/her to bring my bag when she comes.’
The
particle can also appear at the end of the verb instead of being affixed within
it. For example:
Afikapo kijijini, atakutana na wazee wa kijiji.
‘When he arrives at the village, s/he will be met by the village elders.
This form can be explained as a case where the verb ‘to have’ –na
is added to a relative particle to signal possession without denoting a relative
meaning. Consider the following example:
a) Mama aliuliza kama tunayo maji ya kutosha.
‘Mother asked if we had enough water.’
b) Unacho kitabu cha Kiswahili? Ndio, Ninacho
‘Do you have a Swahili book?’
Yes, I have (it).
Note that the particle agrees with the object noun (a. maji, b. kitabu).
Usually the particle is used in emphatic statements or questions. In the case
of (b), it is not necessary to use it in the question but it would be mandatory
to use it in the response.
The adverbs: kabla ya, baada ya, badala ya.
These are very productive adverbs. It is important, therefore, to learn how to use them properly. First of all, notice that in each instance they were used at the beginning of a clause. Secondly, the verb clause that follows it does not have a tense marker but begins with ku-. For example in the text we see:
(i) Kabla ya kuanza kuzipiga ngoma…….. ‘Before drumming…..’
Here the verb –anza does not have a tense but begins with ku-. Other examples are:
(ii) Baada ya kula, watoto walienda kulala.
‘After eating, the children went to sleep.’
(iii) Badala ya kusoma, wanafunzi walicheza soka.
‘Instead of studying, the students played soccer.’
There are instances where these adverbs can occur in positions other than the beginning of a clause. The following example comes from the text (Lesson 4:
………zimeshika nafasi za kitaifa badala ya jadi peke yake.
‘……they have attained a national prominence instead of just traditions.”
Other examples include:
(i) Alikwenda mjini baada ya masomo. ‘S/he went to town after classes.’
(ii) Alimtuma sokoni kabla ya safari yake. ‘S/he sent her to the market before her trip.’
Singular Plural Group Glossary
ndege ndege n-n (9/10) airplane
eropleni eropleni n-n
(9/10) airplane
kiwanja viwanja n-n
(9/10) field
utaratibu taratibu n-n (11/10)
procedure
mgeni wageni m-wa (1/2)
guest
nchi nchi n-n (9/10)
country
ukaguzi ukaguzi u-u (14)*
inspection
mzigo mizigo m-mi (3/4)
luggage
pasipoti pasipoti n-n (9/10)
passport
msafiri wasafiri m-wa (1/2)
traveler
jina majina ji-ma (5/6)
name
jengo majengo ji-ma (5/6)
building
abiria abiria m-wa (1/2)*
passenger
* The u-u group is often known as the abstract noun class. These
are nouns that express concepts. The
noun abiria is like dereva and other terms that describe a profession
but are not marked by the m-wa noun prefix. They behave in the same
way as nouns in the m-wa groups in so far as agreement with the verb,
possessive pronouns, and adjectives.
Singular Plural Group Glossary
- mazungumzo
ji-ma (5/6) conversation
uhamiaji uhamiaji u-u (14) immigration
ushuru ushuru u-u (14) custom duty
habari habari (n-n) (9-10) news
Singular Plural Group Glossary
safari safari n-n (9/10) trip
afisa afisa n-n (9/10) officer
afya afya n-n (9/10) health
kadi kadi n-n (9/10) card
chombo vyombo ki-vi (9/10) utensil
Singular Plural Group Glossary
usafiri usafiri u-u (14) transportation
barbara barabara n-n (9/10) road
serikali
serikali n-n (9/10) government
- mazao ma (6) produce
- mifugo mi (4) herd
lori malori ji-ma (5/6) truck
basi mabasi ji-ma (5/6) bus
pikipiki
pikipiki n-n (9/10) motorbike
baisikeli baisikeli n-n (9-10) bicycle
trekta matrekta ji-ma (5/6)
tractor
mwananchi wananchi m-wa (1/2) citizen
shughuli shughuli n-n (9/10) activity
- mahitaji ma (6) necessities
usalama usalama u-u (14) safety
Singular Plural Group Glossary
mguu miguu m-mi (3/4)
leg
sehemu
sehemu n-n (9-10) section, location
Singular Plural Group Glossary
mkazi wakazi m-wa (1/2)
inhabitant
ziwa maziwa ji-ma (5/6)
lake
mti mito m-mi (3/4) tree
babu mababu ji-ma* (5/6)
grandfather
kisiwa visiwa ki-vi (7/8) island
kiwanja viwanja ki-vi (7/8) field/airfield
ngalawa ngalawa n-n (9/10) sailboat
- mashua ma (6) dhow
mtumbwi mitumbwi m-mi (3/4) canoe
dau madau ji-ma (5/6) locally made boat
jahazi majahazi ji-ma (5/6)
ship/sailboat
kasia makasia ji-ma (5/6)
an oar
tanga matanga ji-ma (5/6)
sail cloth
uzoefu uzoefu u-u (14)
experience
Singular Plural Group Glossary
ujuzi ujuzi u-u (14)
expertise
boti boti n-n (9/10)
boat
- mafuta ma (6)
oil
mwendo miendo m-mi (3/4)
speed
upepo upepo u-u (14)
wind
Singular Plural Group Glossary
meli meli n-n (9/10)
ship
mji miji m-mi (3/4)
town
jumba majumba ji-ma (5/6)
building
msafiri wasafiri m-wa (1/2)
traveler
*
Some speakers may use these nouns with a ma-
prefix to mark plural. This is, at best, an indication of first language interference.
In such a case, both gari and basi would move to the
ji/ma group. Benki on the other hand would leave the singular
form in the n-n group.
In
Swahili grammars, this form is discussed in the category of copular verbs
that include such verbs as ni, ‘is’ and si ‘is not’. As used
here, it carries an emphatic from of ni and is governed by the agreement
of the class of the noun in reference. Here the noun would indicate an inside
location. For example:
Chumbani, ndimo alimokuwa amelala.
‘In the room, that is where s/he was
sleeping.’
As
the example shows, it is used to define the referent more concretely. Needless
to say, the referent could be a nominal, pronominal, or an adverbial antecedent.
The following examples are illustrative.
a)
Mtoto wake ndiye huyu. ‘His child is this one’
b)
Kitabu anachosoma ndicho hili. ‘The book that s/he is reading is this one
c)
Hapa ndipo alipofikia. ‘This is where s/he arrived at.”
The adverb –ili- necessitates the use of either ku- or the subjunctive. For example:
(i) Nilitembelea mbuga za Serengeti ili kuwaona wanyama kama simba.
‘I visited the Serengeti Park in order to see animals like the lion.’
(ii) Nilitembelea mbuga za Serengeti ili niwaone wanyama kama simba.
‘I visited the Serengeti Park in order for me to see animals like the lion.’
-enyewe is used to mean (a) ‘alone’ or (b) an emphatic reference.
Thus:
(a) Alikuja mwenyewe. ‘S/he came alone.’
Nilikula nyama yenyewe bila
wali. ‘I ate the meat (only/alone) without the rice.’
(b) Chakula chenyewe sijakiona.
‘The food in question, I have not seen it.’
Aliziokota pesa zenyewe wapi?
Where did s/he find the (said) money?’
Notice that when used it is governed by the agreement of the class of the
noun in reference (in (a). yeye and nyama, and in (b). chakula and pesa).
This form is also used to mean ‘alone/self/only’ but it combines with the possessive pronoun. For example:
Mimi peke yangu.
‘I alone/myself’
Wewe peke yako.
‘You alone/yourself’
Yeye peke yake.
‘S/he alone/her/himself’
Sisi peke yetu.
‘We alone/ourselves’
Ninyi peke yenu.
‘You (all) alone/yourselves’
Wao peke yao.
‘They alone/themselves’
When
peke is used with nouns in groups (except the m-wa group), only
–ake is used . For example:
Miti peke yake ‘the trees only’
Tunda peke yake ‘the fruit only’
Matunda peke yake ‘the fruits only’
Kiti peke yake ‘the chair only’
Viti peke yake ‘the chairs only’
A: Nouns in this Unit
Singular Plural Group Glossary
mhindi mihindi m-m (3/4) corn/maize plant
mchicha michicha m-m (3/4) spinach
ndizi ndizi n-n (9/10)
bananas
pilipili pilipili n-n (9/10) pepper
mhogo mihogo m-m (3/4) cassava/yucca plant
mnazi minazi m-mi (3/4) coconut
tree
nazi
nazi n-n (9/10) coconut fruit
mdalasini midalasini m-mi (3/4) cinnamon plant
mdalasini mdalasini m-mi (3/4) cinnamon spice
shamba mashamba ji-ma (5/6) farm
mchungwa michungwa m-mi (3/4) orange tree
chungwa machungwa ji-ma (5/6) orange fruit
mtama mitama m-mi (3/4) millet
plant
mtama mtama n-n (9/10) millet seed/cereal
mnanasi minanasi m-mi (3/4) pineapple plant
nanasi mananasi ji-ma (5/6) pineapple fruit
mawese mawese n-n (9-10) palm fruit
kungumanga kungumanga n-n
(9/10) nutmeg
ndimu ndimu n-n (9/10) lime
embe
maembe ji-ma (5-6) mango
mwembe miembe m-mi (3/4) mango tree
mkorosho mikorosho m-mi (3/4) cashew tree
korosho korosho n-n (9/10) cashew nuts
Singular Plural Group Glossary
maharagwe maharagwe n-n (9/10) beans
kamba kamba n-n (9/10) string
kipimo vipimo ki-vi (7/8) measure
ushauri ushauri u (14) advice
tatizo tatizo n-n (9/10) problem/hardship
nyasi nyasi n-n (9/10) grass (often dry)
upaliliaji upaliliaji u (14) weeding
gugu magugu ji-ma (5/6)
weeds
Singular Plural
Group Glossary
mbuzi mbuzi n-n (9/10)* goat
- maziwa ma (6) milk
kibanda vibanda ki-vi (7/8) shack
ghorofa gorofa n-n (9/10) upper room
ugonjwa magonjwa u-ma (11/6)* sickness/illness
banda mabanda ji-ma (5/6) large
shed
jani majani ji-ma (5/6) leaf
pumba pumba n-n (9/10) chaff of grain
chakula vyakula ki-vi (7/8) food
jike majike ji-ma (5/6) female
ng’ombe ng’ombe n-n (9/10)* cow
ujuzi ujuzi u (14)
expertise
nguruwe nguruwe n-n (9/10)*
pig
The
noun, ng’ombe, nguruwe and mbuzi takes agreement with
the m-wa group because it refers to an animate noun. The second starred
noun is odd in that the singular falls in the u group (abstract noun)
but the plural falls in the ma group because it refers to ‘types of’.
Thus Ng’ombe amekula majani
and Nguruwe amekula majani.
ugonjwa umeenea
and magonjwa yameenea.
Singular Plural Group Glossary
kuku kuku n-n (9/10)* chicken
agizo maagizo ji-ma (5/6) ordered
instruction
yai mayai ji-ma (5/6) egg
kifaranga vifaranga ki-vi (6/7)*
chick
The starred nouns in this group take agreement as the m-wa nouns
because they are animate. Thus: Kuku amekula mahindi and Kifaranga amekula mahindi.
Singular Plural Group Glossary
sanaa sanaa n-n (9/10) art
kipaji vipaji ki-vi (7/8) skill
shule mashule ji-ma (5/6)* school
mchongaji wachongaji m-wa (1/2) carver
msanii wasanii m-wa (1/2) artist
ushirika ushirika u (14) cooperation
kinyago vinyago ki-vi (7/8) carved art
ujamaa ujamaa u (14) family-hood
patasi patasi n-n (9/10) chisel
kisu visu ki-vi (7/8) knife
saa masaa ji-ma (5/6) time (duration)
Singular Plural Group Glossary
uchongaji uchogaji u (14) the art of carving
mtaji mitaji m-mi (3/4) seed money
ushirika ushirika u (14) cooperation
ruzuku ruzuku n-n (9/10) subsistence
pesa pesa n-n (9/10) money
For the starred noun in this lesson, see the not about magonjwa.
Singular Plural Group Glossary
userimala userimala u (14) carpentry
ufundi ufundi u (14) a person with skill
chuma chuma n-n (9-10) metal
uhandisi uhandisi u (14) engineering
umeme umeme u (14) electricity
somo masomo ji-ma (9/10) lesson
bohari mabohari ji-ma (5/6) storage house
fenicha fenicha n-n (9/10) furniture
kitanda vitanda ki-vi (7/8) bed
meza meza n-n (9/10) table
kiti viti ki-vi (7/8) chair
mlango milango m-mi (3/4) door
dirisha madirisha ji-ma (5/6) window
nakshi nakshi n-n (9/10) decoration
mtimbwi mitumbwi m-mi (3/4) canoe
kijana vijana ki-vi (7/8)* youth
bati mabati ji-ma (5/6) iron sheet
ndoo ndoo n-n (9/10) bucket
bustani bustani n-n (9/10) garden
kibatari vibatari ki-vi (7/8) small lamp made from a tin
taa taa n-n (9/10) lamp
The starred noun in this group takes agreement like nouns from the m-wa group and not the ki-vi group. Thus: Kijana amefika but not Kijana kimefika.
B. Making nouns using particle ‘-ji’ (lessons
2, 3, 5, and 6)
The particle –ji- : This particle is used in conjunction with the prefix u- to convert a verb to a noun that conveys the meaning of ‘the act of’.
For example: upaliliaji ‘the act of weeding’, utunzaji ‘the act of caring’ uchongaji ‘the act of carving’.
Often the particle combines with the prefix m- or wa- to describe individual(s) who engage in the activity represented by the base word. For example:
m/wapaliliaji ‘one/those who weeds’, m/watunzaji ‘caretaker(s)’, m/wachongaji ‘carver(s).
Singular Plural Group Glossary
mgonjwa
wagonjwa m-wa (1/2) sick
mganga
waganga m-wa (1/2) healer
- matibabu ma (5) healing
mwananchi wananchi m-wa (1/2) citizen
Singular Plural Group Glossary
mguu miguu m-mi (3/4) foot
ubavu mbavu u-n (11/10) rib
uzazi uzazi u (14) fertility
kifua vifua ki-vi (7/8) chest
damu damu
n-n (9/10) blood
-
vigonjwa vi (8) small illnesses
-
maradhi ma (6) disease
kichaa vichaa ki-vi (7/8) mentally ill person
Singular Plural Group Glossary
kituo
vituo ki-vi (7/8) station
wilaya wilaya n-n (9/10) district
umbali umbali u (14) distance
daktari daktari n-n (9/10)
doctor
msaidizi wasaidizi m-wa (1/2) helper/assistant
funzo mafunzo ji-ma (5/6) teaching
-
matibabu ma (6) medical treatment
mjamzito wajawazito m-wa (1/2) pregnant woman
mkojo mikojo m-mi (3/4) urine
pigo mapigo ji-ma (5/6) a
beating
moyo mioyo m-mi (3/4) heart
shinikizo - ji (5)
blood pressure
uvimbe - u (11)
a swelling
mwili miili mi-mi (3/4) body
mimba mimba n-n (9/10) pregnancy
mwezi miezi m-mi (3/4) month
Singular Plural Group Glossary
uzito - u (14)
weight
uzazi -
u (14) birthing
-
majira ma (6)
season
Singular Plural Group Glossary
mkoa mikoa m-mi (3/4) region/state
mzazi wazazi
m-wa (1/2) parent
wadi wadi
n-n (9/10) ward
kazi kazi
n-n (9/10) work
homa homa n-n (9/10) fever
nesi manesi
ji-ma (5/6) nurse
Singular Plural Group Glossary
kiungo
viungo ki-vi (7/8) joint (body joint)
tiba
tiba n-n (9/10) medical practice
taasisi
taasisi n-n (9/10) institute
kitivo
vitivo ki-vi (7/8) belly button
utafiti
utafiti u (14)
research
dawa
madawa ji-ma (5/6) medicine
Singular Plural Group Glossary
- maabara ma (6) lab
famakolojia famakolojia n-n (9/10) Pharmacology
toksikolojia toksikolojia n-n (9/10) Toxicology
dhumuni madhumuni ji-ma (5/6) intention
jukumu majukumu ji-ma (5/6) responsibility
umuhimu - u (14)
importance
mmea
mimea m-mi (3/4) plant
mtaalamu wataalamu m-wa (1/2) expert
jani
majani ji-ma (5/6) leaf
When used, this adverbial form denotes an action that has not been initiated
or completed. It may appear as a stand-alone negative response to a statement
or question that has the –me- tense or its negative equivalence.
For example:
(a) A: Umefanya zoezi
la nyumbani? ‘Have you done your homework?’
B: Bado. ‘Not yet’
(b) Sijasoma zoezi la nyumbani bado. ‘I have not yet done my homework.’
2 Ashton, E.O. (1947:305-307 ). Swahili Grammar (including intonation). London: Longman Publishers.