Bachelor of Education
in Senior Phase and Further Education and
Training Teaching
isiZulu Conversational 102
Module Guide
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MANCOSA
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isiZulu Conversational 102
Bachelor of Education
in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
Preface............................................................................................................................................................... 1
Unit 1: IsiZulu Language Structure (Ukwakheka Kolimi LwesiZulu) ................................................................... 8
Unit 2: Greetings, Self-Introduction & Introducing another Person.(Ukubingelela, Ukuzethula Nokwethula
Omunye Umuntu) ................................................................................................................................. 33
Unit 3: Sentences and Tenses ......................................................................................................................... 42
Unit 4: Questioning, Requests and Commands (Ukubuza, Ukucela Nokunika Imiyalelo)................................ 53
Unit 5: Commonly Used IsiZulu Words According to Themes (Amagama Ajwayele Ukusetshenziswa
Ngokwezindikimba)............................................................................................................................... 63
Unit 6: Izingcezu Zenkulumo (Parts of speech)................................................................................................ 79
Unit 7: Ukubhala Nokwethula (Creative Writing & Presentation) ..................................................................... 91
APPENDICES .................................................................................................................................................100
REFERENCES ...............................................................................................................................................119
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isiZulu Conversational 102
Preface
A.
Welcome
Dear Student
It is a great pleasure to welcome you to isiZulu Conversational 102 (ZUCBED 102). To make sure that you share
our passion about this area of study, we encourage you to read this overview thoroughly. Refer to it as often as
you need to since it will certainly make studying this module a lot easier. The intention of this module is to develop
both your confidence and proficiency in this module, isiZulu Conversational.
The field of isiZulu Conversational is extremely dynamic and challenging. The learning content, activities and
self- study questions contained in this guide will therefore provide you with opportunities to explore the latest
developments in this field and help you to discover the field of IsiZulu Conversational as it is practiced today.
This is a distance-learning module. Since you do not have a tutor standing in front of you while you study, you need
to apply self-discipline. You will have the opportunity to collaborate with each other via social media tools. Your
study skills will include self-direction and responsibility. However, you will gain a lot from the experience! These
study skills will contribute to your life skills, which will help you to succeed in all areas of life.
We hope you enjoy the module.
MANCOSA does not own or purport to own, unless explicitly stated otherwise, any intellectual property rights in or
to multimedia used or provided in this module guide. Such multimedia is copyrighted by the respective creators
thereto and used by MANCOSA for educational purposes only. Should you wish to use copyrighted material from
this guide for purposes of your own that extend beyond fair dealing/use, you must obtain permission from the
copyright owner.
B.
Module Overview
Greetings and welcome to the course in IsiZulu Conversational Module.
The module is a 16 credit module at NQF level 5
Course overview
The broad areas covered by this module include:
1
•
IsiZulu Language structure;
•
Morphology;
•
Communication skills in isiZulu – including gestures;
•
Basic conversational words, terms and concepts to initiate a conversation in isiZulu;
•
Sentence construction for conversational isiZulu;
•
Parts of speech and isiZulu abbreviations;
•
Building up of a bank of commonly used isiZulu words;
•
Code switching in conversation across languages
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
Aims of the module:
•
This module has been designed and written to assist in achieving learning outcomes as reflected in the
following areas
•
To develop the students’ conversational competence through the medium of isiZulu
•
The module is based on theory and practice of learning isiZulu as a conversational language
C. Exit Level Outcomes and Associated Assessment Criteria of the Programme
Exit Level Outcomes (ELOs)
•
Demonstrate
an
understanding
Associate Assessment Criteria (AACs)
of •
theories and principles that inform
teaching and learning
Theories are applied during lesson facilitation to understand
teaching and learning
•
Fundamental educational practices are understood to
inform learning practices
•
Demonstrate knowledge of and apply the •
School policies are analysed within the South African
prevailing school and curriculum policies
context to understand teaching practice
that inform teaching practices
•
Evaluate and diverse contexts in which •
History and socio-economic imbalances within the diverse
teaching and learning takes place within
South African contexts are deconstructed and compared to
the South African school system
understand sound lesson planning
•
Lessons on the disparate South African contexts are
facilitated and applied in the various forms of assessments
to ensure sound understanding of contextual diversity
•
Apply understanding of a learner-centred •
Learner-centred teaching and learning strategies are
pedagogy to meet the diverse South
applied in lesson planning and delivery to understand and
African learner needs and contextual
cater for learner diversity
variations in schools
•
Learner diversity and inclusivity are recognised through
reflective lesson planning to understand content in relation
to context
•
Acquire knowledge within subject areas •
Subject knowledge is acquired to understand teacher
taking cognisance of learner diversity and
training and development
inclusive education as it relates to
learning
•
Diverse teaching contexts including limited resources in
schooling communities are demonstrated to plan lessons
according to learner inclusivity
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isiZulu Conversational 102
•
Apply skills, attitudes and values through •
Teaching methodologies and strategies are applied to
theories and principles that inform
inform and improve teaching and learning
teaching and learning within specified
method modules
•
•
Learner diversity and inclusivity are accommodated to
enhance the delivery of specialisation subject lessons
Demonstrate the ability to plan and •
Teaching and learning resources and technologies are
conduct lessons, incorporating the use of
demonstrated during Work Integrated Learning to facilitate
teaching and learning technologies to
effective lesson planning and lesson delivery
facilitate effective learning through Work
Integrated Learning
•
Develop competency to communicate •
English communication skills are developed competently to
effectively through the medium of English
understand effective utilisation of language thereby
improving student employability
•
D.
Develop competency to converse with •
Conversational language skills, in one of the indigenous
learners in one of the indigenous African
African languages is formulated to increase language
languages
competencies
Learning Outcomes and Associated Assessment Criteria of the Module
LEARNING OUTCOMES OF THE MODULE ASSOCIATED ASSESSMENT CRITERIA OF THE MODULE
•
Display conversational competence
•
through the medium of isiZulu
Basic conversational words, terms and concepts to initiate
a conversation through the medium of isiZulu is acquired
to improve communication
Introduce themselves and others in the
•
medium of isiZulu
The medium of isiZulu is used introduce themselves to
improve communication
Construct simple sentences paying
•
particular attention to tense
Appropriate sentences for conversation in isiZulu on some
daily routines, occurrence and tenses are constructed to
ensure effective dialogue for daily use
•
Understand the different types of
•
questioning techniques in isiZulu
•
Different types of questioning techniques in isiZulu are
understood to apply conversationally
•
Give instructions in isiZulu
Instructions in isiZulu are given to improve communication
in isiZulu
•
Demonstrate
conversations
3
code
switch
in
•
The nature and role of code switching in conversational
isiZulu is understood to allow for bilingualism
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isiZulu Conversational 102
E.
Learning Outcomes of the Units
You will find the Unit Learning Outcomes on the introductory pages of each Unit in the Module Guide. The Unit
Learning Outcomes lists is an overview of the areas you must demonstrate knowledge in and the practical skills
you must be able to achieve at the end of each Unit lesson in the Module Guide.
F.
Programme Notional Learning Hours
Learning time
Types of learning activities
%
Lectures/Workshops (face to face, limited or technologically mediated)
10
Tutorials: individual groups of 30 or less
10
Syndicate groups
0
Practical workplace experience (experiential learning/work-based learning etc.)
20
Independent self-study of standard texts and references (study guides, books, journal
articles)
35
Independent self-study of specially prepared materials (case studies, multi-media, etc.)
20
Other: Online
5
TOTAL
100
G.
Acronyms
i.e.
Namely
e.g
For example
e.t.c
ET Cetera
n.b
Nota bene
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isiZulu Conversational 102
H.
How to Use this Module
This Module Guide was compiled to help you work through your units and textbook for this module, by breaking
your studies into manageable parts. The Module Guide gives you extra theory and explanations where necessary,
and so enables you to get the most from your module.
The purpose of the Module Guide is to allow you the opportunity to integrate the theoretical concepts from the
prescribed textbook and recommended readings. We suggest that you briefly skim read through the entire guide
to get an overview of its contents. At the beginning of each Unit, you will find a list of Learning Outcomes. This
outlines the main points that you should understand when you have completed the Unit/s. Do not attempt to read
and study everything at once. Each study session should be 90 minutes without a break
This module should be studied using the prescribed and recommended textbooks/readings and the relevant
sections of this Module Guide. You must read about the topic that you intend to study in the appropriate section
before you start reading the textbook in detail. Ensure that you make your own notes as you work through both the
textbook and this module. In the event that you do not have the prescribed and recommended textbooks/readings,
you must make use of any other source that deals with the sections in this module. If you want to do further reading,
and want to obtain publications that were used as source documents when we wrote this guide, you should look at
the reference list and the bibliography at the end of the Module Guide. In addition, at the end of each Unit there
may be link to the PowerPoint presentation and other useful reading.
I.
Study Material
The study material for this module includes programme handbook, this Module Guide, a list of prescribed and
recommended textbooks/readings which may be supplemented by additional readings.
J.
Prescribed and Recommended Textbook/Readings
The prescribed and recommended readings/textbooks presents a tremendous amount of material in a simple, easyto-learn format. You should read ahead during your course. Make a point of it to re-read the learning content in
your module textbook. This will increase your retention of important concepts and skills. You may wish to read
more widely than just the Module Guide and the prescribed and recommended textbooks/readings, the
Bibliography and Reference list provides you with additional reading.
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isiZulu Conversational 102
Prescribed Reading(s) / Textbook(s):
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical Feature into Secondary
School Level Creative Writing. Journal of Language Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete Course for Beginners.
Routledge Taylor & Francis Group: London and New York.
Recommended Reading(s):
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on Translation Between
English and IsiZulu. University of KwaZulu Natal Press: Durban.
K.
Special Features
In the Module Guide, you will find the following icons together with a description. These are designed to help you
study. It is imperative that you work through them as they also provide guidelines for examination purposes.
Special Feature
Icon
Explanation
The Learning Outcomes indicate aspects of the particular Unit you have
LEARNING
to master.
OUTCOMES
ASSOCIATED
ASSESSMENT
CRITERIA
The Associated Assessment Criteria is the evaluation of the students’
understanding which are aligned to the outcomes. The Associated
Assessment Criteria sets the standard for the successful demonstration
of the understanding of a concept or skill.
A Think Point asks you to stop and think about an issue. Sometimes you
THINK POINT
are asked to apply a concept to your own experience or to think of an
example.
You may come across Activities that ask you to carry out specific tasks.
ACTIVITY
In most cases, there are no right or wrong answers to these activities.
The purpose of the activities is to give you an opportunity to apply what
you have learned.
At this point, you should read the references supplied. If you are unable
READINGS
to acquire the suggested readings, then you are welcome to consult any
current source that deals with the subject.
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isiZulu Conversational 102
PRACTICAL
Practical Application or Examples will be discussed to enhance
APPLICATION
understanding of this module.
OR EXAMPLES
KNOWLEDGE
You may come across Knowledge Check Questions at the end of each
CHECK
Unit in the form of Knowledge Check Questions (KCQ’s) that will test
QUESTIONS
your knowledge. You should refer to the Module Guide or your
textbook(s) for the answers.
You may come across Revision Questions that test your understanding
REVISION
QUESTIONS
of what you have learned so far. These may be attempted with the aid
of your textbooks, journal articles and Module Guide.
Case Studies are included in different sections in this Module Guide.
CASE STUDY
This activity provides students with the opportunity to apply theory to
practice.
You may come across links to Videos Activities as well as instructions
VIDEO ACTIVITY
7
on activities to attend to after watching the video.
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
Unit
1:
IsiZulu Language Structure
(Ukwakheka Kolimi LwesiZulu)
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isiZulu Conversational 102
Unit Learning Outcomes
CONTENT LIST
LEARNING OUTCOMES OF THIS UNIT:
1.1 Introduction
•
Introduce topic areas for the unit
1.2 The System of Noun Classes
•
The basic principles that the structure of isiZulu is based on
1.3 The System of Concords
•
Describe the system of concords
1.4 The use of Vowels in IsiZulu
•
The use of vowels in isiZulu
1.5 Different Types of Consonants
•
Different types of consonants used in isiZulu
1.6 Summary
•
Summarise topic areas covered in unit
Prescribed and Recommended Textbooks/Readings
Prescribed Reading/Textbook
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical
Feature into Secondary School Level Creative Writing. Journal of Language
Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete
Course for Beginners. Routledge Taylor & Francis Group: London and New York.
Recommended Readings
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on
Translation Between English and IsiZulu. University of KwaZulu Natal Press:
Durban.
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MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
1.1 Introduction
Learning and speaking any new language, requires that a person learns to master the sounds of that particular
language. This needs a lot of practice which could be difficult at the beginning, but as you keep on using the
language, pronouncing and sounding the words correctly one could develop confidence which is equitable to that
of a home language speaker.
Building up more vocabulary and speaking skills is essential when learning a new language. Regular use of
isiZulu in every opportunity and also listening to the speaker will help you in mastering the language. The diagram
below clearly shows the way in which isiZulu words are constructed (Mkhombo; Zondo & Malindi 2018, pp 1).
1.1.1
Morphology (Ukwakheka Kwamagama Olimi LwesiZulu Kanye Nemisho
IMISINDO :Ongwaqa (consonants)
:Onkamisa ( vowels)
IZAKHI:Iziqalo
(prefix)
:Iziqu
(stem)
:Izijobelelo
(suffix)
Izinciphiso, (diminutive)
IGAMA: Izingcezu Zenkulumo
(Parts of speech)
IMISHO:
Izinhlobo zemisho (Types of sentence)
Izindlela zesenzo (verb moods)
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isiZulu Conversational 102
1.1.2
IMISINDO (SOUNDS)
Morphology basically equip us with sufficient understand of how words are formulate. It is therefore essential to
know how words and sentences are constructed. When formulating IZAKHI (prefix, stem, suffix and diminutive)
we put vowels and consonants together. For example: i+n=in. The –in- can be used as the prefix for the nouns:
ingane, inkinga, inkawu etc. The stem is also formulated by combining vowels and consonants and then from
there we get nouns and verbs (prefix + stem=noun/ verb (Nkosi & Msomi 2018, pp 64-70). Below are the practical
examples of how nouns are formulated:
•
Aba+ntu= abantu (people)
•
Isi+kole = isikole (school)
•
Umu+zi= umuzi (house)
•
Aba+ fana= Abafana (boys)
•
U+gogo= Ugogo (grandmother)
•
I(li)+tshe= Itshe/ Ilitshe (stone)
•
I(li)+phepha= iphepha (paper)
•
Uku+ fa= Ukufa (death)
•
Ubu+hle= Ubuhle (beauty)
•
Ama+zambane= Amazambane (potatoes)
•
(Nkosi & Msomi 2018, pp 64-70)
KNOWLEDGE CHECK QUESTIONS (AKE UZIHLOLE)
Cozulula la magama alandelayo ngokukhipha izakhi kuwo okuyilezi: isiqalo+ ibizo.
1. Ikati
2. Idolobha
3. Incwadi
4. Ibhola
5. Udonga
6. Idada
7. Izinwele
8. Inkinga
9. Uphahla
10. Ibhodwe
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isiZulu Conversational 102
1.1.3
SUFFIX: Diminutive and Enormous
When the noun is formulated and complete, suffix (isijobelelo) may also be added at the end of the noun for different
intentions. Suffix (ana) may be added when doing the diminutive of nouns (Nkosi & Msomi 2018, pp 67). Below
are the examples of how it is done:
Amanzi+ ana= amanzana (water)
Ubuhle + ana= ubuhlana (beauty)
Ukufa+ ana = ukufana (death)
Iphepha+ ana+ ipheshana (paper)
Itshe+ ana= itshana (stone)
Ugogo+ ana= ugogwana (grandmother)
Abafana+ ana = abafanyana (boys)
Umuzi+ ana =umuzana (house)
Abantu+ ana = abantwana (people)
(Nkosi & Msomi 2018, pp 67).
SELF- QUESTIONS (AKE UZIHLOLE)
Write the dimunitive for each of the following:
1. Ikati
2. Idolobha
3. Incwadi
4. Ibhuku
5. Udonga
6. Idada
7. Izinwele
8. Inkinga
9. Uphahla
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isiZulu Conversational 102
1.1.4
Enormous
When something is exceptionally huge whether in size, quantity or extent, we add –kazi at the end of the noun.
Below are the examples of how it is done:
a. Ikhanda+ kazi= ikhandakazi
b. Isandla+ kazi = isandlakazi
c. Umuthi+ kazi = umuthikazi
d. Imfene+ kazi = imfenekazi
e. Ibhuku+ kazi = ibhukukazi
f.
Isikhwama+ kazi = isikhwamakazi
g. Isihlahla+ kazi = isihlahlakazi
h. Ibhola+ kazi = ibholakazi
i.
Umcebo+ kazi = umcebokazi
j.
Ivovo+ kazi = Ivovokazi
The suffix –kazi can also be used to demonstrates gender. It is only added when we are referring to a female
gender. For example:
a. Indoda+ kazi =indodakazi
b. Inkosi+ kazi = inkosikazi
c. Ubaba+ kazi = ubabekazi
d. Umfundisi+ kazi= umfundisikazi
e. Uthishela+ kazi= uthishelakazi
f.
Inceku+ kazi = incekukazi
The combination of different words (parts of speech) forms sentences. Parts of speech are discussed
further in Unit 2
The isiZulu language structure is based on the two principles i.e.
(i)
The system of noun classes
(ii)
The system of concords
1.2 The System of Noun Classes
In IsiZulu the name of a thing which can be concrete or abstract or a person is placed in what is called noun
classes or groups according to their prefixes. There are 15 noun classes. Each word begins with a particular
syllable or syllables in the singular and in the plural form. These syllables are known as prefixes. The syllables
determine if the word is in singular or plural form, i.e umuzi (house), imizi (houses) (Mkhombo; Zondo & Malindi
2018, pp 74-76).
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MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
In the above example the prefix umu- is in the singular form and the prefix imi- is in the plural form. It is clear in
the examples above that the change is in the prefixes only. The part that does not change is known as the noun
stem. The noun class in the singular form is followed by the noun class in the plural form. The change is in the
prefix only (Mkhombo; Zondo & Malindi 2018, pp 74-76).
The table below has all noun classes. All prefixes have been bolded.
1.2.1 Noun Classes (Izigaba zamabizo)
Isigaba
Isiqalo
Isibonelo samabizo (Examples of Nouns)
(Class)
(Prefix)
1a
U-
Umalume,ugogo, umama
(Uncle, grandmother, mother
2a
O-
Omalume,ogogo, omama
(Uncles, grandmothers, mothers
1
Umu-/um
Umshumayeli, umshushisi,umfundisi
(Preacher, prosecutor, pastor
2
Aba-
Abashumayeli,abashushisi,abefundisi
(Preachers, prosecutors, pastor)
3
Um(u)
Umuzi ,umuthi, umfula
4
Imi
Imizi, imithi, imifula
5
Ili-i-
Ilifu, ifu, ifa, ilitshe, itshe
(Cloud, inheritance, stone)
6
Ama
Amafu, amafa, amatshe
(Clouds, inheritances, stones)
7
Isi
Isitha, isitsha, isisu
(Enemy, dish, stomach)
8
Izi
Izitha, izitsha, izisu
(Enemies, dishes, stomachs)
9
iN-
Ingane, ingalo, incwadi
(Child, arm, book)
10
iziN-
Izingane, izingalo, izincwadi
(Children, arms, books)
11
Ulu-/u-
Uluthi, phondo, uthando
(Stick, horn, love)
14
Ubu-
Ubuso, ubutha, ubuthi
(face, animosity, poison)
15
Uku-
Ukudla, ukufa
(food, death)
(House, medicine/ tree, river)
(Houses, medicines/ trees, rivers)
12
13
(Mkhombo; Zondo & Malindi 2018, pp 74-76).
You will note that class 12 and 13 are blank. This is because noun classes do not only occur in isiZulu, but they
occur to other languages which are further North in Africa. Therefore, those classes might appear in other North
African Languages.
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isiZulu Conversational 102
1.2.2 NOUN CLASS 1
FAMILY
BORROWED
PERSONAL NAMES
WORDS
Uthisha (borrowed
from
Umama (Mom)
UThemba
English:
teacher)
Unesi
Ubaba (Dad)
(borrowed
UVusi
from English: nurse)
Udokotela
Ugogo (your grandmothers’ mom)
(borrowed UZanele
from English: doctor)
Iwindi (borrowed from UNhlanhla
Ubabomkhulu (your dads’ big brother)
English: window)
Ukhulu (grandmother)
Umkhulu (Grandfather)
Umalume (uncle)
Umalumekazi (your uncles’ wife)
Ubabekazi (your dads’ sister)
Udadewethu (sister)
Umfowethu (brother)
Umzala (cousin)
Umngani (friend)
Umshana (niece)
Umam’ncane (your moms’ younger sister)
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ROLES OF FAMILY MEMBERS IN ZULU FAMILY
DAD: He is the head of the family. His duty is to protect the family in every way possible. He is also expected
to support the family financially, that is: paying kids’ school fees, buy grocery, provide shelter for the family and
all basic needs.
MOM: She gives emotional support to the family. The main role is to raise kids and look after her husband. She
makes sure that children are taught respect and their roles at home. She is also expected to work as middle
“man” between dad and the kids. The kids report to her and then she passes the message to the head of the
family. Mom’s role is very crucial in a Zulu family structure.
DAUGHTER: Young girls work closely with their moms as they are expected to master house wives’ duties at
an early stage. They are taught how to cook, how to clean the house BUT mostly they are trained on how to
look after their husband once they get married. If girls do not get married in Zulu culture they are taken as failures
and humiliation. The society may even call them by names like uzendazamshiya. Young girls are also expected
to keep their virginity up until marriage.
SON: Young boys are expected to perform heavy duties at home. It is believed that if they perform these duties,
they are going to be strong men when they grow up. They look up to their fathers so as to learn how to look
after their family. Boys are always expected to be very strong such that they are not even expected to cry since
they may be perceived as “weak or too soft”.
1.2.3 NOUN CLASS 1
NOUN PREFIX
Uconsonant (noun class 1 has um/ umu)
•
SUBJECT CONCORD
U
BA
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isiZulu Conversational 102
ACTIVITY 3
FILL IN THE CORRECT SC
1. Mina…ya ethusini.
2. UVusi …xosha inja.
3. UGogo...yaxoxa.
4. Abafundi …hlala eThekwini.
5. Wena…thanda ukugibela ibhayisikili.
6. Umama ……khuluma isiXhosa
7. Umntwana ...yakhala
8. Abammeli...yaxoxa
9. Nina...phuza itiye
10. Othemba…buka iTV
1.2.3 NOUN CLASS 2
SINGULAR
PLURAL
Umuthi
imithi
tree/trees or medicine
Umfula
imifula
river/rivers
Umfino
imifino
green vegetable
Umuzi
imizi
homestead/s
Umlilo
imililo
fire/s
Umgwaqo
imigwaqo
road/s
FORM OF THE PREFIX
17
SC
Um/umu
u
Imi
i
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1.2.4 Noun class 3
SINGULAR
PLURAL
Utamatisi
Otamatisi
Tomatoes
Ushukela
Oshukela
Sugar
Ubhanana
Obhanana
Banana/s
U-anyanisi
O-anyanisi
Onion/s
Ugwayi
Ogwayi
Tobacco
Usikilidi
Osilikidi
Cigarette/s
FORM OF THE PREFIX
SC
Uconsonant
u
O
ba
FILL IN THE SC
1.
Imifino…..dulile. (expensive)
2.
Abangane….ya eThekwini.
3.
Utamatisi….shibhile. (cheap)
4.
Oshukela….phelile. (finished)
5.
Unesi……sebenza esibhedlela.
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1.2.5 NOUN CLASS 4
SINGULAR
PLURAL
SINGULAR
PLURAL
Ikhehla
Amakhehla
Ikati
Amakati
Isosha
Amasosha
Ibhubesi
Amabhubesi
Isoka
Amasoka
Igundane
Amagundane
Ihhashi
Amahhashi
Ibhantshi
Amabhantshi
Ijazi
Amajazi
Itafula
Amatafula
Isokisi
Amasokisi
Ifasitela
Amafasitela
Ibhulukwe
Amabhulukwe
Ibhasi
Amabhasi
Amanzi
Amasi
Amandla
FORM OF THE PREFIX SC
Isiv.
Li
AMA
A
1.
Ikhehla…..thanda ukudla
2.
Obaba…..thenga amaswidi
3.
UThemba……funda isiZulu
4.
Amazambane…..shibhile
5.
Ikati…..phuza ubisi
6.
Amakati…..xosha izinja
7.
Mina…funda eThekwini
8.
Amahewu…..dulile
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1.2.6 NOUN CLASS 5
SINGULAR
PLURAL
Isinkwa
Izinkwa
Isihlalo
Izihlalo
Isitsha
Izitsha
Isipunu
Izipunu
Isikelemu
Izikelemu
Isitha
Izitha
Isalukazi
Izalukazi
FORM OF THE PREFIX SC
Singular isi
Si
Plural izi
Zi
1.
Isinkwa…dulile
2.
Isihlalo…ncane
3.
Izitsha…ngcolile
4.
Isalukazi…yahamba
5.
Isihlahla…wile
6.
Izinja...yalumana
7.
Izingane...hambile
8.
Isipuni...lahlekile.
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1.2.7 NOUN CLASS 6
SINGULAR
PLURAL
Inkomo
izinkomo
Ingulube
izingulube
Inyoni
izinyoni
Inja
izinja
Imvu
izimvu
Imbuzi
izimbuzi
Imbongolo
izimbongolo
Inyoka
izinyoka
Inkosi
amakhosi (A concord exception)
Indoda
amadoda (A concord exception)
Imali
izimali
Imoto
izimoto
FORM OF THE PREFIX
SC
Singular
im or in
i
Plural
izim or izin or izi
zi
1. Inkosi...thenga imoto
2. Inyoni...banga umsindo
3. Izintombi…bona izinsizwa
4. Inyama…dulile
5. Amakhosi…ya esontweni
6. Izinja…yaxabana.
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1.2.8 NOUN CLASS 7
SINGULAR
PLURAL
Uphaphe
Izimpaphe
Feather
Uvemvane
Izimvemvane
Butterfly
Uphondo
Izimpondo
Horn
Ufudu
Izimfudu
Tortoise
Uphiko
Izimpiko
Wing
Ukhamba
Izinkamba
Clay pot
Udonga
Izindonga
Wall
Uthuli
Izintuli
Dust
Ulwandle
Izilwandle
Beach/seaside
Ulimi
Izilimi
Language
Ucingo
Izingcingo
Telephone
Ubisi
No plural
Milk
FORM OF THE PREFIX
SC
Uconsonant
Lu
IziN/M
Zi
1.
Izimfudu…dla utshani
2.
Ucingo…yakhala
3.
Ubisi…phelile
4.
Izimvemvane…yandiza
5.
Udonga…khulu
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1.2.9 NOUN CLASS 8
Ubuso
face
Ubuhlalu
beads
Ubunzima
difficulty
Ubusika
winter
Ubuthongo
sleep
Utshani
grass
Utshwala
beer
FORM OF THE PREFIX
SC
Ubu
bu
1.
Ubuthongo…mnandi
2.
Utshwala…shibhile
3.
Ubuhlalu…dulile
4.
Utshani...yakhula
5.
Ubusika…yabanda
1.2.10 NOUN CLASS 9
Ukudla
food
Ukufa
death
Ukuthula
peace
FORM OF THE PREFIX
SC
Uku
ku
No plural
1.
Ukudla…mnandi
2.
Ukufa…yasondela
3.
Ukuthula…balulekile
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ANSWERS FOR NOUN CLASS EXERCISES
NOUN CLASS 1
1. NGI
2. UYA
3. BA
4. BA
5. U
6. U
7. U
8. BA
9. NI
10. BA
NOUN CLASS 2
1. I
2. BA
3. U
4. BA
5. U
NOUN CLASS 3
1. LI
2. BA
3. U
4. A
5. LI
6. A
7. NGI
8. A
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NOUN CLASS 4
1. SI
2. SI
3. ZI
4. SI
1.3 The System of Concords
In IsiZulu a sentence is formed by a subject, verb and an object. The concord is the part that is found preceding
the verb stem in a verb (Mkhombo; Zondo & Malindi 2018, pp 100-103). Let us look at this sentence:
Umalume (subject) uphuza (verb) itiye (object). (Uncle drinks tea.)
In the above sentence the u- in uphuza brings a link between the subject “umalume” and the verb –phuza. It is
therefore clear that prefixes are not only used in the noun classes but brings the concordial agreement
(Mkhombo; Zondo & Malindi 2018, pp 100-103). Look at the following sentences and see how the concords
work. Izingane zidlala ibhola. (Children are playing the ball.)
Isikhwama sigcwele imali. (The bag is full of money.)
Iphoyisa libopha isigebengu. (The policeman arrests the thug.)
Activity 9
Ake ukhombise izivumelwano kule misho emifishane
(Identify the concordsin these following short sentences.)
(i) Umama uphuza ubisi. (Mom drinks milk )
(ii) Abantu balele. (People are sleeping )
(iii) Ukudla kumnandi. (The food is tasty )
(iv) Izingane ziyacula. (The children are singing )
(v) Indaba yinde. (The story is long)
(vi) Sangena salala. (We entered and slept )
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1.4 The use of Vowels in IsiZulu
There are FIVE basic vowels in isiZulu: These vowels do not differ from their English counterparts. All vowels are
voiced and there is no air obstruction which passes through the mouth during pronunciation. A vowel is described
according to the position of the tongue in the mouth at the moment it is articulated (Nkosi & Msomi, 2018 pp. 37)
The following Vowel Chart will assist you to determine the position of the tongue inside the mouth whenever terms
such as high, low, back and front are used in the description
1.4.1 The Vowel Chart- (Ishadi Lonkamisa)
(Nkosi & Msomi 2018, pp 42)
The main aim of the vowel chart is to help us see where different vowels are pronounced. There are seven (7)
vowels in isiZulu, but we usually refer to them as a e i o u.
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1.4.2 Pronunciation of vowels
A
E
I
O
U
Abantu - people
Ekhaya- at home
Inja- dog
Obaba-fathers
Umuntuperson
Abafana - boys
Endlini-in the house
Ingane- child
Omalume-uncles
Umfana-boy
Amanzi - water
Esikoleni- at school
Ipeni-pen
Ogogo-
Umoba- sugar-
grandmothers
cane
Osisi-sisters-
Ubaba-father
Abefundisi– priests
Etafuleni- on the table
Irabha –rubber
brothers
Abazali -
parents
Ekhishini-in the kitchen
Isicabha-door
Obhuti
Umfula-river
Activity 5
(AKE UZIHLOLE)
Zama ukusho imisindo (Try to practice to pronounce the vowels)
Kula magama funa unkamisa bese umkokelezela uzame ukumuphimisa.
(In the following words circle a vowel and try to pronounce it.)
1. umama
2.ubaba
3.esikoleni
3.inqonqela
4.ikhekhe
5.ushukela
6.imenenja
7.abafana
8.ipeni
9.omalume
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1.5 Different Types of Consonants
CONSONANTS
p
ph
mp
b
Bh
mb
m
f
mf
v
mv
j
nj
t
nt th
D
nd
z
nz
ts
hl dl
nhl
ndl
sh
tsh
ntsh
g ng
K
nk
w
Clicks
c, q, x
ns ns
ch,
nc, ngc
qh, nq, gq,
kh
xh, nx, gx, ngx,
A consonant is a speech sound that is not a vowel. These sounds are articulated with slight obstruction of
the airflow, depending on the position of the tongue, teeth or lips at the time of articulation (Nkosi & Msomi
2018, pp 54).
1.5.1 Ejective consonants
1.5.1.1 Ejective plosives
These sounds are basically voiceless plosives and affricates. There is a lot of tension in the speech organs
when these sounds are pronounced. There are three types of ejective plosives:
(i) Bilabial ejective plosive as in the word ipeni (pen), ipiki (pick), ipayipi (pipe), ePitoli (in Pretoria)
(ii) Alveolar ejective plosive as in the word isitembu (stamp), isitolo (store) isitashi (starch
(iii) Velar ejective plosive as in the word ikama (comb), ikamelo (room) (Nkosi & Msomi 2018, pp 44-48).
1.5.1.2 Ejective affricates
(i) Alveopalatal ejective affricate as in the word utshani (grass), itshali (blanket), tshala (plough)
(ii) Alveolar ejective affricate as in the word tsaka (to brag), utsotsi (thug)
(iii) Velar lateral ejective affricate as in the word iklabishi (cabbage), klaya (to cut) (Nkosi & Msomi 2018,
pp 44-48).
1.5.1.3 Plosives with delayed voicing
(i) Bilabial plosive with delayed voicing as in the word ibhalunda (balloon), ubhasikidi (basket)
(ii) Aveolar plosive with delayed voicing as in the word idayisi (dice), didiyela (integrate)
(iv) Velar plosive with delayed voicing as in the word gaya (to grind) igemu (game) (Nkosi & Msomi 2018,
pp 44-48).
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1.5.1.4 Affricates with delayed voicing
(v) This is the alveopalatal affricate with delayed voiced as in the word ujamu (jam), ijazi (coat) (Nkosi &
Msomi 2018, pp 44-48).
1.5.2. Aspirated Consonants
These are voiceless plosives that are followed by a short period of voicelessness before the voicing of the
following consonant starts
(i) Bilabial aspirated plosives as in the word phuza (drink), phuthuma (rush).
(ii) Alveolar aspirated plosive as in the word thuma, (send), ithiphu (tip).
(vi) Velar aspirated plosive as in the word khala (cry), khula (grow) (Nkosi & Msomi 2018, pp 44-48).
1.5.3 Fricative Consonants
1.5.3.1 Fricatives
(i) Dentilabial voiceless fricative as in the word fisa (wish), fuza (resemble).
(ii) Alveolar voiceless fricative as in the word isoso (saucer) iselesele (frog).
(iii) Alveopalatal voiceless fricative as in the word shanela (sweep), shela (to propose love).
(iv) Velar voiceless fricative as in the word hamba (go) humusha (translate).
(vii) Alveolateral voiceless fricative as in the word hluka (differ) hlaba (slaughter) (Nkosi & Msomi 2018,
pp 44-48).
1.5.3.2 Voiced Fricatives
(i) Dentilabial voiced fricative as in the word vuka (wake up), vakasha (visit).
(ii) Alveolar voiced fricative as in the zomile (they are dry), zilula (they are easy).
(iii) Alveolateral voiced fricative as in the word dlula (pass through), dlala (play).
(viii) Glottal voiced fricative as in the word ihholo (hall) ihhala (rake). (Nkosi & Msomi 2018, pp 44-48).
1.5.4 Sonorant Consonants
(ix) These are sounds which are voiced and have no audible construction of the air stream (Nkosi & Msomi
2018, pp 44-48).
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1.5.4.1 Liquid sonorant:
(x) Alveolateral voiced liquid as in the word letha, (bring) lula (stretch) (Nkosi & Msomi 2018, pp 44-48).
1.5.4.2 Nasal Sonorants - the release of the air stream is through the nose:
(i) Bilabial nasal as in the word mina (myself), musa (don’t).
(ii) Alveolar nasal as in the word nakekela (take care of), inuku (an untidy person).
(xi) Velar nasal as in the word ingozi (danger), inkungu (mist) (Nkosi & Msomi 2018, pp 44-48).
1.5.4.3 Sonorant’s glides - also known as semi vowels:
(i) Labial semi vowel as in the word wena (you), wami (mine).
(ii) Alveopalatal semi vowel as in the word yona that one), yekela (don’t do it) (Nkosi & Msomi 2018, pp
44-48).
1.5.5 The Implosive [b]
Voiced bilabial implosive with an ingressive air stream during the moment of release. In the word basa (make fire),
beka (put) (Nkosi & Msomi 2018, pp 44-48).
1.5.6 The Partially Voiced [K]
A partially voiced plosive, as in the prefix uku- in the word ukudla (food) or as a concord i.e. kumnandi (it’s
tasty, or nice).
1.5.7 The Click Consonants
Clicks sounds are made by trapping a body of the air between the tongue and the roof of the mouth:
(i) The voiceless dental clicks as in the word cela (ask), cula (sing).
(ii) The voiceless palatal clicks as in the word qeda (finish), qukula (lift up something).
(iii) The basic lateral clicks as in the word xolisa (apologise), xoxa (talk) (Nkosi & Msomi 2018, pp 44-48).
1.5.7.1 Aspirated Clicks
consonants
(i) Aspirated dental clicks as in the word chaza (explain), chathaza (decant).
(ii) Nasalised dental click as in the word incwancwa (sour porridge), ncelisa (breast feed).
(iii) Voice dental click as in the word ingcaca (something clear), ingcono (it is better) (Nkosi & Msomi 2018,
pp 44-48).
1.5.7.2 The Palatal Clicks
(i) Aspirated palatal clicks as in the word qhuma (explode), qhakaza (blossom).
(ii) Nasalised palatal click as in the word nqaba (decline), nqanda (prevent).
(iii) Palatal click with delayed voicing as in the word gqilaza (make someone a slave), gqula (grind).
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(iv) Voiced palatal clicks as in the word ingqathu (skipping rope), isingqazu (a very pretty woman)
(Nkosi & Msomi 2018, pp 44-48).
1.5.7.3 The Lateral Clicks
(i)
Aspirated lateral clicks as in the word xhawula (shake hands) xhamazela (doing things in a rushing
manner).
(ii)
Nasalised lateral click as in the word inxokozelo (people talking at the same time making noise).
(iii) Lateral clicks with breathy voice as in the word gxaza igazi (bleeding a lot), igxaba (a worn out
cloth or dress).
(iv) Voiced lateral clicks as in the word ingxangxa (certain type of a frog) ingxemu (squinted eyes
person) (Nkosi & Msomi 2018, pp 44-48).
1.5.7.4 Word puzzle
I
B
H
A
S
I
I
U
A
A
I
U
M
S
M
K
M
Z
M
O
I
U
H
B
O
U
T
T
S
A
A
L
Z
O
H
A
I
O
O
I
W
O
I
S
I
T
O
F
U
Activity
Puzzle -Find the following IsiZulu words in this puzzle
ibhasi, akha, umuzi, izolo, isitofu, imoto, hamba, isitho, umusa.
(Pronounce them in front of an IsiZulu speaker so that she /he can help with
correct pronunciation. Write their meanings in English)
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Questions for Reflection
1. Name TWO principles that isiZulu structure is based on
2. Use the following prefixes to form any noun in IsiZulu. Also indicate
the noun class that the nouns belong to:
umuimiiliisiizin3. Pronounce the following words correctly:
iqanda
iculo
ingxoxo
upopo
umshanelo
iklabishi
4. Fill in the subject concord in the following sentences:
Abafundi –bhala umsebenzi.
Amanzi –mnandi ayathandeka.
Izingane –bhaka amakhekhe.
Inkomo –phuza amanzi.
Isigebengu –ntshontsha imali.
Uthisha –fundisa kahle.
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Unit
2:
33
Greetings, Self-Introduction
& Introducing another Person.(Ukubingelela,
Ukuzethula Nokwethula Omunye Umuntu)
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isiZulu Conversational 102
Unit Learning Outcomes
CONTENT LIST
LEARNING OUTCOMES OF THIS UNIT:
2.1 1Introduction
•
Introduce topic areas for the unit
2.2 Greetings
•
Identify different greetings in IsiZulu.
2.3 Ukuzethula (Introduction)
•
Understand why greeting a person is important.
•
Greet a person in IsiZulu.
•
Introduce a person in IsiZulu.
•
Introduce yourself to other people in IsiZulu.
•
Summarise topic areas covered in unit
2.4 Summary
Prescribed and Recommended Textbooks/Readings
Prescribed Reading/Textbook
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical
Feature into Secondary School Level Creative Writing. Journal of Language
Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete
Course for Beginners. Routledge Taylor & Francis Group: London and New York.
Recommended Readings
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on
Translation Between English and IsiZulu. University of KwaZulu Natal Press:
Durban.
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2.1 Introduction
Greetings are very important in our lives as human beings because they convey an important message, i.e as
human beings we recognise each other. No one would like to live in an environment where one is not noticed. To
greet a person says you have noticed their presence, you are paying attention to that particular person.
In this unit you will learn about different forms of greetings, self-introduction and introducing another person in
IsiZulu.
2.2 Greetings
Greetings promote the spirit of Ubuntu (Humanity).
When you meet a person it is important to greet them. By greeting them you will be able to find about their
wellbeing, their problems, etc. The person who is being greeted feels good that somebody has noticed their
presence then they regard themselves as part of that person, and that they belong. Let us look how Bongi will
greet a group of people in isiZulu and the way they will respond to her.
EXAMPLE 1 (Isibonelo soku-1)
Bongi meets a group of people; she has to greet them (plural).
UBongi
: Sanibonani. (Greetings to all of you).
Abantu
: Yebo, sawubona. (Yes hello).
UBongi
: Ninjani? (How are you?).
Abantu
: Sisaphila, nina ninjani? (We are well, and how are you?)
UBongi
: Nathi sisaphila. (We are also well.)
Let us have a look on how now Bongi will greet Jabu when they meet each other. Take note that she’s meeting
one person not a group of people.
EXAMPLE 2 (Isibonelo sesi-2)
Bongi meets Jabu (singular)
UBongi
: Sawubona Jabu. (Hello Jabu)
UJabu
: Yebo, sawubona Bongi. (Yes, hello Bongi.)
UBongi
: Kunjani/ Unjani? (I am well, and how are you?)
UBongi
: Nami ngisaphila. (I am also well).
(Mkhombo; Zondo & Malindi 2018, pp27)
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Variation of EXAMPLE 2 (Indlela ehlukile yesibonelo sesi-2)
UBongi
: Sawubona Jabu. (Hello Jabu)
UJabu
: Yebo, sawubona Bongi. (Yes, hello Bongi.)
UBongi
: Ninjani? (How are you?)
UJabu
: Sisaphila, singezwa nina? (We are fine we can hear from you.)
UBongi
: Nathi sisaphila. (We are also well.)
(Mkhombo; Zondo & Malindi 2018, pp27)
EXAMPLE 3 - included a good bye (Isibonelo sesi-3 sesifake isivaleliso)
UZama : Sawubona mfowethu. (Hello brother).
UThabo : Sawubona dadewethu. (Hello sister).
UZama : Kunjani? (How are you?).
UThabo : Ngiyaphila. (I am fine).
UZama : Nami ngiyaphila (I am fine too).
UThabo : Hamba kahle (Travel safely / go well).
UZama : Sala kahle. (Good bye).
(Mkhombo; Zondo & Malindi 2018, pp27)
The reason why Bongi is using the concord that is in a plural form (Ninjani) to ask Jabu how she is doing is simple
because for Zulu speaking people, it is believed that they are accompanied by their ancestors. Therefore, she
recognises the ancestors as well / she is greeting Jabus’ family. She wants to know how Jabus’ family is. Therefore,
if there is a member in the family that is not well one will say we are fine although my brother is not well. Let us
look at how Bongi responds when Jabu ask ‘Ninjani’
UJabu: Sanibona Bongi (Hello Bongi)
UBongi: Yebo Jabu (Hi Jabu)
UJabu: Ninjani (How are you all doing?)
UBongi: Siyaphila nakuba umfowethu engaphilile kahle (We are fine although my brother is not well)
UJabu: Kwakubi lokho, ngabe umfowenu uphethwe yini? (That’s bad, what is wrong with him?)
UBongi: Uphethwe umkhuhlane. (His having a terrible flue)
UJabu: Sifisa sengathi angalulama ngokushesha. (We wish him a speedy recovery.)
UBongi: Siyabonga (We thank you)
(Mkhombo; Zondo & Malindi 2018, pp27)
Note also that Jabu has included her family in her response. Instead of ‘I’ she used ‘we’ mentioning her family
members.
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Saying goodbye (sala kahle) means that you are bidding farewell to the person that you are leaving. Sala kahle
literally means “stay well”. In return the person who is staying behind will say “hamba kahle”.
Sala kahle and hamba kahle is in singular form. If Zama is leaving Thabo and other people she would say “salani
kahle” or nisale kahle. The bolded suffix –ni in the verb salani means that the verb is in the plural form. In the
verb nisale the prefix ni- is a concord. If Thabo is bidding farewell to Zama and others he would say “hambani
kahle” or nihambe kahle.
One can meet any elderly that they do not know and greet him/her/ if it’s a woman (umama) one would say:
Sawubona mama.
If they are many women she would say:
Sanibona bomama.
If it’s a grown up man (ubaba) he or she would say:
Sawubona baba.
If there are many men she / he would say:
Sanibona bobaba.
Sawubona / Sanibona (Hello) may be used as a greeting at any time of the day or night (Mkhombo; Zondo &
Malindi 2018, pp27).
You will note the use of plural sa- in Sanibona. In isiZulu when you greet a person, you are not only greeting the
one you see but other family members as well. If someone is not well at their home, you will hear about it from
the person you greet. The plural sa- is therefore meant to cover the whole family.
N.B Sawubona in isiZulu covers for all Good morning, Good day, Good afternoon, Good evening, Hello, Hi etc.
Therefore, Sawubona is used at all the times when you are greeting someone except when you greet the king
of the tribe (Mkhombo; Zondo & Malindi 2018, pp27).
(i) In some cases one need to greet in a more formal situation.
In formal situations we always encounter male and females that we don’t know their names and whom we
cannot refer to as baba (father) or mama (mother). Here we are compelled to use words like umnumzane –
gentleman (Sir /Mr) unkosikazi – lady who is married, (Mrs/ Madam) unkosazane (lady) but not married or not
sure (Miss, Ms).
E.g. Sawubona mnumzane (singular)
Sanibona banumzane
(plural)
Sawubona nkosikazi
(singular)
Sanibona
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makhosikazi (plural) (Mkhombo; Zondo & Malindi 2018, pp27)
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
NB. When we greet traditional leaders for an example a king we use praises e.g. Bayede! Wena weNdlovu! (Your
majesty! Royal highness!) It is also important to show respect when greeting such people using gestures like
bowing your head or taking off your hat. It is a sign of being disrespectful to speak with an adult with your hat on.
When you enter into a home (just any home) you are also expected to take off your hat to show that you respect
all the members of that family.
Ungakwenza? (Can you do this?)
Activity 1
Lingisa nomunye ngesiZulu
(Role play with another person you in isiZulu).
•
Greet him/ her and ask how she feels.
•
Greet a man in a formal environment.
•
Greet your friend and say goodbye.
Activity 2
Bingelela abantu ababili ngesiZulu (Greet two people in IsiZulu).
• Greet them, ask how they feel and say Goodbye.
2.3 Ukuzethula (Introduction)
2.3.1 Ukuzethula/ Ukuzazisa (Self- Introduction)
Introduction is usually done when people are meeting for the first time. It can be a group from work who are in a
seminar, social gathering or a new class with a group of students etc. The purpose of the introduction is to make a
bunch of strangers to feel at ease as they will be together for some time. Also it helps in establishing a sense of
unity or belonging. In many instances self-introductions go hand in hand with greetings e.g. Sawubona Nkosazana
/ Nkosikazi / Mnumzane / Jabu / Bangane / Bontanga njll. (Good morning)
The self-introductory speech needs one to focus on himself/ herself. At least for sixty seconds everything that is
important should be said. It must not take too long and going over and over the same things that you have said.
You need to be very confident when you introduce yourself, stand up, speak clearly and your voice to be heard by
everybody in the group. Do not mumble, be energetic.
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Some good tips you can follow when you introduce yourself.
i.
Grab your audience’s attention.
ii.
State your name clearly.
iii.
Place your self – where are you from, the organization you belong to and the position you hold.
iv.
Say your interests, passion or goals.
v.
Any background that you can share related to the group.
vi.
At the end you can share your personal details.
Here are some examples of how people introduce themselves.
Example 1
NginguNkosikazi Nzimande ngizalwa kwaThusi. Ngihlala eWoodhaven ngaseYellowwood Park khona lapha
eThekwini. Nginabantwana abathathu, abafana ababili, nentombazane eyodwa. Ubaba wabo usebenza
eMnyangweni wezeMfundo. Unguthishomkhulu kwesinye sezikole ngaseMarrianhill.
(I am Mrs Nzimande, my maiden surname is Thusi. I live in Woodhaven closer to Yellowood Park here in Durban.
I have three hildren, two boys and one girl. Their dad works for the department of education. He is a school
principal in one of the schools in Marrianhill.)
Example 2
Sanibona, ngingunkosazane Busisiwe Thobela. Ngihlala eMzimkhulu e-Eastern Cape Province endaweni ekuthiwa
kuseBhisi. Ngingumfundi we- Honours Degree in Marketing la eMancosa. Ngiyathanda ukujima, ukubuka amamuvi
kanye nokufunda amanoveli. Ngifisa ukuqeda izifundo zami ngesikhathi esibekiwe. Inombolo yami yeselula ithi:
087 879 9004.
(Good morning, I am Miss Busisiwe Thobela. I live at UMzimkhulu in Eastern Cape Province in the area called
Bhisi. I am an Honours Degree student in marketing here at Mancosa. I love going to the gym, watching movies
and reading novels. I wish to complete my studies within the record time. My cell phone number is: 0878799004.)
Activity
Lingisa ukuzethula kozakwenu ekilasini lakho lesiZulu.
(Dramatise the introduction of your peers in your isiZulu class).
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MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
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UKWETHULA OMUNYE UMUNTU (INTRODUCING ANOTHER PERSON)
Sometimes it happens that you would need to introduce someone in different settings. It could be in a formal or in
an informal setting. Guest speakers are introduced in formal functions and two people going together can meet
another person who is known by one of them.
It is important to give the full name of the person you are introducing, his/her rank as well as some personal
background.
Example 3
Sanibonani. Lona engihamba naye uNkosazana Mbhele. Yena uhlala ePinetown. Usebenza kwa–Eskom eNew
Germany. Unabantwana ababili, umfana nentombazane.
(Greetings to all of you. The person I am with is Miss Mbhele. She stays in Pinetown. She works at Eskom in New
Germany. She has two children; a boy and a girl.)
Example 4
Sawubona Zama. Lona uSibongile Mbatha. Uhlala eMadadeni eNewcaslte. Ungumngani wami esasifunda naye
ekolishi lobuthishela eMadadeni. Usengumhloli wezikole esifundeni sasoThukela. Sisaxhumana kakhulu naye.
(Hello Zama. This is Sibongile Mbatha. She stays at Madadeni in Newcastle. She is my friend I was with at College
of Education at Madadeni. She is now a senior education manager in the uThukela district. We are still in contact
with each other.)
Knowledge Check Questions
(AKE UZIHLOLE)
Activity 1
Answer the following questions. (Phendula le mibuzo elandelayo)
I.
Why do you think you can agree that greeting any person is important?
II.
Mention 2 places where you think one would have to introduce herself.
III.
Why is self-introduction important?
IV.
Why would people say one has failed to introduce herself or himself?
V.
Do you think self-introduction has anything to do with one’s personality?
Activity 2
Write and read aloud (Bhala ufunde kuzwakale).
Prepare your short self-introduction in isiZulu and to read it aloud to an isiZulu speaker
who can help you with correct pronunciation.
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Activity 3
Compare self-introductions (Qhathanisa indlela yokuzethula.)
Read and Compare Example 1 and Example 2 on the self-introductions and answer the
following questions.
In which settings are they introducing themselves?
Which example is more appealing to you and why?
Activity 4
Introduce a friend (Yethula umngani wakho omdala)
You are in an academic conference with a friend. You happen to meet an old friend you
attended Junior Degree course with. Introduce the old friend in isiZulu. Have a person who
will listen to you and be able to help you with correct presentation.
2.4 Conclusion
This unit has highlighted the importance of greeting people according to their levels. It also reveals that for people
to start any conversation they must greet each other and if needs be, also introduce one another. It teaches one
how to introduce another person in IsiZulu. It is therefore essential to understand that greeting in Zulu culture is a
sign of respect.
Questions for Reflection
1. Briefly explain why is greeting important?
2. Differentiate the way in which you greet one person and a group of
people in isiZulu. Also ask them how they feel.
3. Why is it important to take off your hat when greeting an elder?
4. Give some tips to follow when you are introducing yourself. Use those
tips to introduce yourself to your peers in isiZulu
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MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
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Unit
3:
Sentences and Tenses
(Imisho Nezinkathi Zesenzo)
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Unit Learning Outcomes
CONTENT LIST
LEARNING OUTCOMES OF THIS UNIT:
3.1 Introduction
•
Introduce topic areas for the unit
3.2 Sentences
•
Construct a simple sentence in isiZulu.
3.3 Tenses (Izinkathi Zesenzo)
•
Analyse the structure of the sentence i.e. subject, verb and
object.
•
Identify different tenses in isiZulu.
•
Use sentences in the present tense, future tense, and past
tenses.
•
Identify the difference between the use of –yo- and –zo- in the
future tense.
Prescribed and Recommended Textbooks/Readings
Prescribed Reading/Textbook
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical
Feature into Secondary School Level Creative Writing. Journal of Language
Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete
Course for Beginners. Routledge Taylor & Francis Group: London and New York.
Recommended Readings
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on
Translation Between English and IsiZulu. University of KwaZulu Natal Press:
Durban.
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3.1 Introduction
The unit will assist students to use correct sentences in the simple present tense, future tense and past tense.
Although noun classes have been dealt with in the previous units, they will still be used to make sentences.
Using small, easy sentences builds one’s confidence in the language.
3.2 Sentences
The noun has been introduced in the previous unit. Here you were shown how the prefix and the stem combine to
form a noun. You were also introduced to noun classes. The prefix will indicate the noun class that the noun belongs
to. The prefix is also important because it determines the subject concord in the sentence (Mkhombo; Zondo &
Malindi 2018, pp 74-77).
Let us look at the following sentence:
Umfana udlala ibhola. (The boy plays the ball.)
3.2.1 Examples of sentences
Isigaba
Isiqalo
Isibonelo Semisho (Examples of Sentences)
(Class)
(Prefix)
1a
u-
Ugogo unitha ijezi.
(Grandmother knits a jersey.)
2a
0-
Obaba bathanda inyama.
(Fathers love meat.)
1
umu-/um-
Umfundisi ushumayela ivangeli
(The minister preaches the gospel.)
2
Aba-/abe-
Abafundisi bashumayela ivangeli.
(The ministers preach the gospel.)
3
Um(u)-
Umuzi uthuthile.
(The house has moved.)
4
Imi-
Imizi ithuthile.
(The houses have moved.)
5
Ili-/i-
Ilihlo lami libuhlungu.
(My eye is painful.)
6
ama-
Amehlo ami abuhlungu.
(My eyes are painful.)
7
isi-
Isicabha sivulekile.
(The door is open.)
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8
Izi-
Izitsha zingcolile.
(The dishes are dirty.)
9
iN-
Ingane iphuza ubisi.
(The child drinks milk.)
10
iziN-
Izingane zidlala ikhilikithi.
(Children play cricket.)
11
ulu-/u-
Uthando lunqoba konke.
(Love conquers all.)
14
ubu-
Ubuso buvuvukele.
(The face is swollen.)
15
Uku-
Ukudla kunambitheka kamnandi.
(Food tastes good.)
The first word in the above sentence umfana is known as the subject of the sentence meaning it is the doer of the
action.
Udlala is a verb which means it is the action that is done by the subject. The verb carries a concord which will bring
about agreement between the subject and the verb itself (Mkhombo; Zondo & Malindi 2018, pp 100). We said
previously that the prefix in the noun also bring concordial agreement. Let us look at the previous sentence. Umfana
udlala ibhola. The u-in umfana is a prefix that will determine what concord is going to be used with the verb. Let us
look at the following table:
Please note that when the class noun changes the concord also changes.
Knowledge Check Questions (Ake Uzihlole)
In the following sentences indicate which is the subject, verb or the object
a) Umfana ucula ikwayito. (The boy sings kwaito.)
b) Ingane idlala ingqathu. (The child plays skipping rope.)
c) Isigebengu sintshontsha imali. (The thief steals the money.)
d) Abazali baphuza isobho. (The parents drink the soup.)
e) Ikati lithanda inyama. (The cat likes meat.)
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MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
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3.3 Tenses (Izinkathi Zesenzo)
There are three basic tenses. We have the present (manje), past (edlule) and future (ezayo) tenses.
3.3.1 Present Tense (Inkathi Yamanje)
The previous table shows verbs that are in the present tense. In this unit we are going to look at the different
tenses.
Let us look at the following sentence.
UVusi udlala ikhilikithi. (Vusi plays cricket.)
Umfana
subject
Udlala
verb
Ikhilikithi
object
“udlala” is a verb that is in the simple present tense. It has two parts i.e.
•
u- is a concord that brings about agreement between the subject and the verb. Therefore it is known as the
subject concord.
•
dlala is a verb stem.
•
The verb in the simple present tense can be followed by an object.
Here are the examples of sentences in the simple present tense.
UMpilo ugibela ihhashi
(Mpilo rides a horse.)
UThuthuka ufunda incwadi
(Thuthuka reads a book.)
Indoda ipholisha izicathulo
(The man polishes shoes.)
USipho uthenga amakinati
(Sipho buys peanuts.)
Iphoyisa libopha izigebengu
(The policeman arrests the thugs.
Amakati aphuza ubisi
(Cats drink the milk.)
Abalimi batshala izitshalo
(Farmers grow vegetables.)
Umntwana ubuka umabonakude
(The child watches television.)
Umngane wami usebenza eThekwini
(My friend works in Durban.)
UThembi uthanda amagilebhisi
(Thembi loves grapes.)
Umfundisi ushumayela ivangeli
(The pastor preaches the gospel.)
Umfundisi uyashumayela
(The pastor is preaching.)
The first sentence is in the simple present tense, the verb (-shumayela) is followed by an object (ivangeli.) The
second sentence is in the present continuous tense, there is no object but there is a morpheme –ya-which makes
the sentence complete. If the morpheme is not there and the object is also not there we would then have to ask
ourselves: Umfundisi ushumayela ini? (what?)
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Let us also look at the following sentences:
Ubaba udla inyama
(My father eats meat.)
Ubaba uyadla
(My father is eating.)
Ubaba uyadla manje.
(My father is eating now.)
The second sentence does not have the object. The third sentence does not have the object either but it has the
adverb of time “manje”. Both the second and the third sentences are in the present continuous tense.
Sentences in the present continuous tense:
a) Ngiyadlala.
(I am playing.)
b) Intombazane iyadansa.
(The girl is dancing.)
c) Udadewethu uyapheka.
(My sister is cooking.)
d) UVusi uyashayela manje.
(Vusi is driving now.)
e) UMpilo uyagijima.
(Mpilo is running.)
f) Ngiyasebenza.
(I am working.)
g) UZodwa uyakhuluma.
(Zodwa is speaking.)
h) Umalume uyasebenza.
(My uncle is working.)
i) Ugogo uyacula.
(My grandmother is singing.)
j) Umngane wami uyagxuma.
(My friend is jumping.)
These sentences do not have an object. The verb in these sentences has the morpheme –ya- which makes the
sentence’s idea complete without the object.
Knowledge Check Questions (Ake Uzihlole)
Read aloud the following sentences in the present tense and then write them in
the past tense
47
a)
Ubaba uthenga izinkomo. (My father buys cows.)
b)
Izinja zidla inyama. (The dogs eat meat)
c)
Umfana ufunda incwadi. (The boy reads the book.)
d)
Amantombazane asika ikhekhe. (The girls cut the cake.)
e)
Abafundi babhala isivivinyo. (Learners write the test.)
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
3.3.2 THE PAST TENSE
This tense refers to an action that took place in the past. It is divided into two: action that has just taken place and
the action that took place long time ago (Mkhombo; Zondo & Malindi 2018, pp 106).
Let us look at the following sentences:
Ubaba udla amasi.
My father is eating maas. (Present tense)
Ubaba udle amasi.
My father ate maas. (Past tense, a while ago inkathi esandakudlula)
Ubaba uyadla.
My father is eating. (Present Continous Tense, Inkathi yamanje eqhubekayo)
Ubaba udlile.
My father has eaten. (Past Participle Tense)
Ubaba wadla amasi.
My father ate maas. (Past Tense, long time ago, inkathi eyadlula)
The third sentence contains the verb that has been shortened because we say “udle” as opposed to the fourth
sentence which is a long form “udlile”. By short we refer to the “–e” in udle and “-ile” in udlile. Even if the verb
in the sentence does not have an object it can still have an adverb like in the following sentence: Ubaba udlile (My
father has eaten.) To add an adverb of manner the sentence would read thus: Ubaba udle kakhulu (My father has
eaten a lot/ too much.) Let us also look at the sentence with the adverb of time. Ubaba udle ekuseni. (My father
ate in the morning.)
The –ile can also be used to mean the present condition of the subject. These are some of the verbs
that carries the condition form.
-hlakaniphile
UVusi uhlakaniphile. (Vusi is clever)
-thukuthele
Umngani wami uthukuthele. (My friend is angry.)
-khathele
Ugogo ukhathele. (Grandmother is tired.)
-lambile
Umfana ulambile. (The boy is hungry.)
-dakiwe
Isosha lidakiwe. (The soldier is drunk.)
-omile
Izingubo zomile. (The clothes are dry.)
USindi womile. (Sindi is thirsty.)
-lele Ingane ilele.
(The child is asleep/ sleeping
-vuvukele
Ihlo livuvukele. (The eye is swollen.)
-nonile
Inyama inonile. (The meat is fatty)
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3.3.3 Examples
VERB STEM
Hlakanipha
CONDITION FORM
“be clever”
-hlakaniphile
UVusi uhlakaniphile. (Vusi is clever)
Umngani wami uthukuthele. (My friend is
-thukuthela
“be angry”
-thukuthele
angry.)
-khathala
“be tired”
-khathele
Ugogo ukhathele. (Grandmother is tired.)
-lamba
“be hungry”
-lambile
Umfana ulambile. (The boy is hungry.)
-dakwa
“be drunk”
-dakiwe
Isosha lidakiwe. (The soldier is drunk.)
-oma
“be dry/be thirsty”
-omile
Izingubo zomile. (The clothes are dry.)
USindi womile. (Sindi is thirsty.)
-lala
“be asleep”
-lele.
(The child is asleep/ sleeping
-vuvukala
“be swollen”
-vuvukele
Ihlo livuvukele. (The eye is swollen.)
-nona
“be fatty”
-nonile
Inyama inonile. (The meat is fatty)
In the sentence: Izingubo zomile, the verb stem starts with vowel o-, so if this vowel comes into
contact with the concordial agreement zi-, the i from zi- falls away and then we have zomile
zi-+-oma+-ile
zomile
3.3.4 Here are other sentences in the Past Tense:
INKATHI YAMANJE
INKATHI EYADLULA
Udadewethu udla iNandos. (my sister eats Nandos’s)
Udadewethu wadla iNandos. ( My sister ate Nando’s)
USindi wagijima imaratoni ( Sindi ran the marathon)
USindi ugijima imaratoni ( Sindi runs marathon)
Uphindile wavula umnyango ( Phindile opened the
UPhindile uvula umnyango (Phindile opens the door)
door)
Isitimela sithatha abagibeli (the train takes the
Isitimela sathatha abagibeli ( the train took
commuters
commuters)
Ikati lidla ushizi wami ( the cat eats my cheese)
Ikati ladla ushizi ( The cat ate my cheese)
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Please note the change: the concordial agreement in the present tense changes in the past tense with the addition
of –a. Let us look at the following sentence: Ngidla ukudla. Ngi+a=Ngadla ukudla.
3.3.5 FUTURE TENSE (INKATHI EZAYO)
This tense refers to the action that will take place in the immediate future. It is formed when the –zo-(will) is inserted
between the concordial agreement and the verb stem. This tense is known as “Inkathi Ezofika” (Mkhombo; Zondo
& Malindi 2018, pp 107). Let us look at the following sentence:
Ngidla ubhanana. I eat banana. (Present Tense)
Ngizodla ubhanana. I will eat banana.
The morpheme –zo- is in between ngi-(I) and the verb stem –dla
3.3.6 Here are the examples of sentences in the future tense:
PRESENT TENSE (INKATHI YAMANJE)
FUTURE TENSE (INKATHI EZAYO)
Ingane idla iphalishi. (The child eats porridge).
Ingane izodla iphalishi. (The child will eat porridge.)
Isosha lisebenza emngceleni. (The soldier
works at the border.)
Isosha lizosebenza emngceleni. (The soldier will work
Ubaba uthenga igilosa. (My father buys
at the border.)
groceries.)
Ubaba uzothenga igilosa. (My father will buy
Iphoyisa libamba isela. (The police catches the
groceries.)
thief.)
Iphoyisa lizobamba isela. (The police will catch the
Umkhulu uthenga amaswidi. (My grandfather
thief.)
buys sweets.)
Umkhulu uzothenga amaswidi. (My grandfather will
Intombazane iyakhala. (The girl is crying.)
buy sweets.)
Intombazane izokhala. (The girl will cry.)
UThemba usebenza ePitoli (Themba works in Pretoria
UThemba uzosebenza ePitoli. (Themba will work in
Pretoria
Udadewethu ufunda isiJalimane (My sister studies Udadewethu uzofunda isiJalimane( My sister will study
German
German)
Abafundi babhala izivivinyo (learners write tests)
Abafundi bazobhala izivivinyo (Learners will write
tests)
UBusi uvakashela eGoli. (Busi is visiting Gauteng)
UBusi uzovakashela eGoli (Busi will visit Gauteng)
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The future tense can also be identified by –yo- in the verb stem referring to the action which will happen in the
remote future which can be next month, next year etc. It is known as “Inkathi Eyofika” (Mkhombo; Zondo &
Malindi 2018, pp 107). Let us look at the following sentences:
3.3.7 Sentences in the future tense
INKATHI EZOFIKA
INKATHI EYOFIKA
UBheki uzohlala ePhayindane. (Bheki will live in
UBheki uyohlala ePhayindane. (Bheki will live in
Pinetown.)
Pinetown.)
Uthisha uzofundisa inoveli. (The teacher will
Uthisha uyofundisa inoveli. (The teacher will
teach the novel.)
teach the novel.)
Izingane zizodlala umacashelana. (The children
Izingane ziyodlala umacashelana. (The children
will play hide and seek.)
will play hide and seek.)
Umsakazi uzofunda izindaba. (The radio
Umsakazi uyofunda izindaba. (The radio
announcer will read the news.)
announcer will read the news.)
UZama uzoshada ngesonto elizayo. (Zama will
UZama uyoshada ngonyaka ozayo. (Zama will
get married next week.)
get married next year.)
Questions for Reflection
Read the following sentences and say which ones are in the immediate future
(inkathi ezofika) and remote future (inkathi eyofika)
a) Abafundi bayohlolwa ngoNovemba. (Learners will be tested in
November.)
b) Sizohamba kusasa. (We will go tomorrow)
c) Umsakazi uyozifunda izindaba. (The radio announcer will read
news.)
d) Umshumayeli uzovula incwadi. (The preacher will open the scripture)
e)
51
Abalimi bayovuna ngoJulayi. (Farmers will harvest in July.)
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
Revision Questions
1. Briefly explain how simple sentences are constructed.
2. Give FIVE examples of simple sentences in the present tense.
3.
Change the above sentences into immediate future tense and remote
future tense.
4.
Also, change the above sentences into action that has just taken place
(past tense) and action that took place long time ago.
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Unit
4:
53
Questioning, Requests and Commands
(Ukubuza, Ukucela Nokunika Imiyalelo)
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
Unit Learning Outcomes
CONTENT LIST
LEARNING OUTCOMES OF THIS UNIT:
4.1 Introduction
•
Introduce topic areas for the unit
4.2 Questioning (Ukubuza)
•
Know different types of questioning.
•
Provide instructions in isiZulu
•
Respond to questions asked in isiZulu.
•
Summarise topic areas covered in unit
4.3 Making Requests and Giving
Command (Ukucela Nokunika
Imiyalelo)
4.4 Commands
4.5 Summary
Prescribed and Recommended Textbooks/Readings
Prescribed Reading/Textbook
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical
Feature into Secondary School Level Creative Writing. Journal of Language
Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete
Course for Beginners. Routledge Taylor & Francis Group: London and New York.
Recommended Readings
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on
Translation Between English and IsiZulu. University of KwaZulu Natal Press:
Durban.
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
54
isiZulu Conversational 102
4.1 Introduction
This unit will focus on THREE aspects which are very important when one is engaged in a conversation. We all
ask questions, we all have something that we request from someone and we all somehow give commands or
follow commands. Usually a person who is learning a new language starts by asking easy questions and
gradually moves to the more complex ones. When a question is asked, a voice is raised and when written there
is always a question mark (?)
e.g. UZama ulele. (Statement)
UZama ulele na? (Question)
4.2 Questioning (Ukubuza)
Questioning is fundamental to successful communication. It is the key to get more information. In any
conversation there are some questions asked by both the listener and the speaker. Therefore, we all ask
questions on daily basis. People who are learning isiZulu are always eager to get quick response as they wish
to know if the question communicated made meaning to the listener (Nkosi & Msomi 2018, pp 129-131).
Questions are asked for different reasons and their responses vary according to the purpose. There are
different types of questions and below a few will be included:
i.
Clear questions - (imibuzo esobala) these are easy
and unambiguous.
ii.
Closed questions - (imibuzo evalekile) they seek short answers.
iii.
Open questions - (imibuzo evulelekile) these are long and detailed.
iv.
Probing questions - (imibuzo ebuzisisayo) they are digging for more details.
v.
Tag questions - (imibuzo efuna kuvunyelwane) they encourage agreement.
vi.
Interrogative questions - (imibuzo yokuphenyisisa) they are for cross examination.
vii.
Double bind questions - (imibuzo evumela noma iyiphi impendulo) in these ones whichever way you
answer, you are correct.
Rhetorical questions - (imibuzo engenazo izimpendulo) these questions have no answer (Nkosi & Msomi 2018,
pp 129-131).
Questions that are usually asked are WHAT, WHERE, WHEN as in other languages. If the question WHAT is
asked in isiZulu -in is used at the end of the verb. It works as a suffix.
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The difference in the VERB is in the concordial agreement on singular or plural.
Table 4.1-EXAMPLE (Isibonelo) - ni?
(What)
VERB
TRANSLATION
SINGULAR
PLURAL
QUESTION
Idla
TRANSLATION
QUESTION
Udlani?
What is he eating?
Babhalani?
What are they eating?
Ufundani?
What is he/ she Bafundani?
What are they studying
Eat
Funda
Read/study
Bhala
studying/ reading
Ubhalani?
What is he/ she Badlani
What are they eating
writing
The answers would be: Izimpendulo zingaba kanje:
a. Udla isinkwa. (She / He eats bread. They eat bread)
b. Ufunda incwadi / Ufunda izifundo zomthetho. (She reads a book/ she studies a
Law degree. They read a
book / they study a law or a degree.
c. Ubhala indaba (She writes a story)
-phi? As in asking WHERE?
The –phi is added immediately after the verb.
EXAMPLE (isibonelo)
VERB
SINGULAR
TRANSLATION
PLURAL
QUESTION
TRANSLATION
QUESTION
Uthenga (he buys)
Uthengaphi?
Where does he buy?
Bathengaphi?
Where do they buy?
Uhamba (she goes)
Uhambaphi?
Where does he go?
Bahambaphi?
Where do they go?
Ubhukuda ( he swims)
Ubhukudaphi?
Where
does
he Babhukudaphi?
swim?
Upheka (she cooks)
Uphekaphi?
Where
Where do they
swim?
does
she Baphekaphi?
Where do they cook?
cook?
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The answers would be:
1
Izimpendulo zingaba kanje:
Uthenga eThekwini. (He buys in Durban. They buy in Durban.)
2. Uhamba emgwaqeni. (He walks on the road. They walk on the road.)
3.
Ubhukuda olwandle. (She swims in the sea. They swim in the sea.)
Nini? (When?)
There is a difference with this question because in isiZulu nini comes after the verb.
EXAMPLE (Isibonelo)
VERB
SINGULAR QUESTION
PLURAL QUESTION
TRANSLATION
1. Lala (sleep)
Umfana ulala nini? / When does the Abafana balala nini?
When do the
ulala nini?
boy sleep?
2. Hlala (sit)
TRANSLATION
boy sleep?
Ubaba uhlala nini? / When does father Obaba bahlala nini?
When
uhlala nini?
fathers sit/
sit?
Ugogo usukuma nini? / When does she Ogogo
3.Sukuma (stand )
usukuma nini?
stand?
basukuma When
nini?
do
do
granny stand?
The use of na? Immediately after the verb at the end of the sentence.
This is the most commonly used type of question in isiZulu. Here are some sentences which are statements in
the present tense.
a. Intombazane iyaphuza.
(The girl drinks.)
Intombazane iyaphuza na?
(Does the girl drinks?)
b. Inja iyakhonkotha.
(The dog barks)
Inja iyakhonkotha na?
(Does the dog bark?)
c .Izingane zithule.
(The babies are quiet.)
Izingane ziyakhala na?
(Are the babies quiet?)
Activity
Zenzele imibuzo. Sebenzisa lezi zenzo. Funda umbuzo kuzwakale (Make
your own questions. Use the following verbs.)
a. Funa
b. Siza
c. Dayisa
d. Pheka
e. Letha
57
(-ni ?)
(-phi ?)
(-phi ?)
(- nini ?)
(-nini ?)
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
4.3 Making Requests and Giving Command (Ukucela Nokunika Imiyalelo)
When you ask someone to do something for you, or ask if you can do something, it is important to sound polite.
The answer from the person you are talking to may say yes or can decline your request. When someone says yes
in isiZulu usually “Yebo” (yes) is used but there are so many variations like “Kulungile” (it’s fine, its ok), “Kunjalo”
(it’s true, or it’s always like that.)
The word please is “ngicela” in isiZulu it means to make a request. This request can be used in the singular form
as well as in plural form.
Some requests can be in a statement form or in a question form.
After any approval of request, it is always proper to hear the person whose request was approved saying
“Ngiyabonga” (Thank you). It is good habit to say thank you. It shows you appreciate the response given to you.
Table 4.2 EXAMPLE: ISIBONELO
A. Singular : Ngicela isikhathi
Plural
: Sicela isikhathi
(Can you please tell me what time is it?)
(Can you please tell us what time is it?)
B. Singular: Ngicela ukugqoka isigqoko
(Can I please wear the hat?)
Plural : Sicela ukugqoka isigqoko
(Can we please wear the hat?)
C. Singular: Ngicela ukusebenzisa isambulela
(Can I please use the umbrella?)
Plural : Sicela ukusebenzisa isambulela
(Can we please use the umbrella?)
D. Singular: Ngingasibona isimo sezulu?
(Can I please watch the weather forecast?)
Plural : Singasibona isimo sezulu?
(Can we please watch the weather forecast?)
E. Singular: Ngingadlala ngeqhwa?
(Can I please play with
.
snow?)
Plural
: Singadlala ngeqhwa?
(Can we please play with
snow)
The example of a request in the example where there is questioning, -Nga- which is instrumental (isakhi sendlela
yamandla.) The way the speaker says it is like she/ she is disturbing someone who is doing something on that
particular time of request or she knows it would be impossible to be allowed to do whatever she is requesting
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Activity
Answer the following questions from the above activity
a. Who are greeting each other?
b. What is the request Bayanda asks from Anele?
c. Did he use the instrumental-nga-in his request?
d. How did Bayanda respond
e. Why did Anele say “ngiyabonga”
4.4 Commands
To give a command is to direct with authority, to give orders. To give someone an order is to tell someone to do
something in a forceful way and most often official way. This way of telling someone to do something in this fashion
is a called imperative (Nkosi & Msomi 2018, pp 97-99).
Usually in a home context we find that adults use commands more often when addressing children. The verb stem
that is used to command is always followed by an exclamation mark. The voice is so raised in such a way that the
listener has no other option but to follow the instruction as given (Nkosi & Msomi 2018, pp 97-99).
The positive commands are very easy as compared to the negative ones. You will see a difference as you talk the
language more often.
Here are some examples when talking to one person: (Nazi izibonelo uma ukhuluma nomuntu oyedwa.)
a. Buka!
Look!
b. Hlala!
Sit!
c.
Come in!
Ngena!
d. Hamba!
Go!
e. Bingelela!
Greet!
Examples when one addresses more than one person. The suffix - ni is used in the same verb stem.
Bukani!
Hlalani!
Ngenani
Hambani!
Bingelelani!
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MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
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The Negative commands use the word “Musa!” (Don’t) and the verb stem get a prefix uku –. The example
below is for addressing one person.
Table 4.3 EXAMPLE
(ISIBONELO)
a.
Musa
uku- +
buka
= Musa ukubuka!
(Don’t look! )
b.
Musa
uku- +
hlala
= Musa ukuhlala!
(Don’t sit!)
c.
Musa
uku- +
ngena
= Musa ukungena!
(Don’t enter!)
d.
Musa
uku- +
hamba
= Musa ukuhamba!
(Don’t go!)
e.
Musa
uku- +
bingelela = Musa ukubingelela!
(Don’t greet!)
If a speaker addresses many people, suffix –ni is used with Musa
Musani
ukubuka!
Musani ukuhlala!
Musani ukungena!
Musani ukuhamba!
Musani ukubingelela!
Here are some examples of commands that can be used officially at work. The verb used at the beginning of
the sentence is imperative.
EXAMPLE OF SINGULAR POSITIVE COMMAND (ISIBONELO SOMYALELO OVUMAYO UBUNYE)
a.
Fika ngesikhathi emsebenzini. (Arrive on time at work.)
b.
Bika uma ungezi emsebenzini. (Report when you will be absent from work.)
c.
Shayela umphathi wakho ucingo kusenesikhathi. (Phone your supervisor on time.)
d.
Goduka ngesikhathi esifanele. (Leave your work station at the correct time.)
e.
Hlonipha abanye ozakwenu. (Respect your colleagues.)
EXAMPLE OF SINGULAR NEGATIVE COMMAND
(ISIBONELO)
a.
Musa ukufika sekudlule isikhathi emsebenzini. (Don’t arrive late at work.)
b.
Musa ukungabiki uma ungezi emsebenzini. (Don’t keep quiet when you are not coming to work.)
c.
Musa ukungashayeli umphathi wakho ucingo ngesikhathi. (Don’t delay to call your supervisor.)
d.
Musa ukugoduka ngesikhathi esingafanele. (Don’t leave work before the expected time.)
e.
Musa ukungahloniphi ozakwenu. (Don’t disobey your colleagues.)
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Some commands can be started with a request in contexts where one has not been responding to the command
purposely or he did not hear the command (Nkosi & Msomi 2018, pp 97-99). The verb in singular has a concordial
agreement u-and in plural has a concordial agreement ni-
EXAMPLE (ISIBONELO)
Singular
Plural
a. Ngicela uvale umnyango.
Ngicela nivale umnyango (Can you please close the door.)
b. Ngicela udle.
Ngicela nidle. (Can you please eat.)
c. Ngicela uhambe.
Ngicela nihambe. (Can you please go )
Questions for Reflection
1. Give atleast THREE types of questions.
2. Explain the way in which questions are formulated in isiZulu.
3. Give a word that is used in isiZulu when making a request, and a word to say thank
you if your request is approved.
4. Change the following commands into request:
Ngena endlini!
Washa izitsha!
Gqoka ijezi!
Buza umbuzo!
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Knowledge Check Questions (AKE UZIHLOLE)
1. Pick up 5 IsiZulu verbs that are not in this unit and:
a. Use the as commands in singular form
b. Use them as commands in plural form
c. Show how they can use “Musa” negative form.
2. Practice the commands that can be given at work as they are in this unit. Have
someone listening how you pronounce the word.
3. Use the verbs with the combination of the request in plural form. Practice them.
Check their meaning in the vocabulary list so that the commands will make
meaning.
i.
ii.
iii.
iv.
v.
Sala
Hleka
Geza
Funda
Bhala
4. Write a short isiZulu conversation of 10-12 lines between two friends. The following
should be included:
i.
ii.
iii.
iv.
v.
Greetings
Questions
Responses
Request
Commands
Practice the dialogue with someone who is a isiZulu speaker.
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
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isiZulu Conversational 102
Unit
5:
63
Commonly Used IsiZulu Words
According to Themes (Amagama Ajwayele
Ukusetshenziswa Ngokwezindikimba)
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
Unit Learning Outcomes
CONTENT LIST
LEARNING OUTCOMES OF THIS UNIT:
5.1 Introduction
•
Introduce topic areas for the unit
5.2 Commonly Used isiZulu Words
•
Know a variety of isiZulu words that are commonly used
5.3 Shapes
•
Use different words in conversations.
5.4 Commonly Used Code Switching
•
Code switch in conversations
•
Construct simple sentences using the word that are
According to Themes (Amagama
Ajwayele Ukusetshenziswa
Ngokwezindikimba)
Sentences (Imisho Esentshenziswa
Ixutshwe NesiNgisi)
provided.
Prescribed and Recommended Textbooks/Readings
Prescribed Reading/Textbook
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical
Feature into Secondary School Level Creative Writing. Journal of Language
Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete
Course for Beginners. Routledge Taylor & Francis Group: London and New York.
Recommended Readings
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on
Translation Between English and IsiZulu. University of KwaZulu Natal Press:
Durban.
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
64
isiZulu Conversational 102
5.1 Introduction
It becomes easier to learn a language if a person has little vocabulary. In this unit the word bank is provided to
enrich the students with vocabulary that can be used in different situations of the conversation. These words are
grouped according to themes. This will be of great advantage to the students as they will quickly know how to
construct a sentence, how to question, make requests or making demands in IsiZulu. The student is also
encouraged to make his /her own word bank. This will help the student in learning the language even faster. Code
switching is also very common among students.
5.2
Commonly Used isiZulu Words According to Themes (Amagama Ajwayele Ukusetshenziswa
Ngokwezindikimba)
Umzimba wami ( PARTS OF THE BODY) (Mkhombo; Zondo & Malindi 2018, pp 30)
Umfana
- boy
Ngimnyama
Intombazane
- gal
Mude
Ngimkhulu
- fat
Ngingumlungu - I am White
Ngimuhle
- I am beautiful
- He is tall
Ngiyindiya
- I am Indian
Ngimubi
- I am ugly
Mufishane
- He is short
Ngiyikhaladi
- I am Coloured
Ngimfishane
- I am short
Ubuso
- face
Ngimude
- I am tall
Ikhanda
- head
Izindlebe
- ears
Amabele
- breast
Amahlombe
- shoulders
Iminwe
- fingers
Inkaba
- navel
Isifuba
- chest
Imilenze
- legs
Amathanga
- thighs
Ukhalo
- waist
Izinzwane
– toes
Izinqe
- buttocks
Amadolo
- knees
Izinzipho
- nails
Amehlo
- eyes
Izinyawo
- feet
Izindebe
- lips
Ikhala
- noise
Amaqakala
- ankles
Ihlo/ iso
–eye
Umlomo
- mouth
Umqala
- neck
Amazinyo
-teeth
Izinwele
- hair
Isisu
- stomach
Ihlombe
- shoulder
Isandla
- hand
Uzipho
- nail
Ingalo
- arm
Idolo
- knee
Indololwane
- elbow
Isihlathi
- cheek
Isihlakala
- wrist
Isilevu
-chin
65
- I am an African
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
isiZulu Conversational 102
5.2.1 ABANTU ABAWUSIZO (HELPFUL PEOPLE)
Usokhemisi
- chemist
Unesi
- nurse
Inyanga
- herbalist
Umthandazi
- prayer man
Udokotela
- doctor
Ijaji
- judge
Imantshi
- magistrate
Umfundisi
- minister
Umsakazi
- radio/TV presenter
Iphoyisa - police
Uthisha
- teacher
Induna
-supervisor
Ikhansela
- councellor
Inkosi
- king
Umthengisi
- seller
Umninisitolo
- shop owner
Umlimi
- farmer
Ujele
- prison warden
Umpheki
- cook
Umshayeli
- driver
Umhloli
- inspector
Usonhlalakahle - social worker
Umhlengikazi
-nurse
Imeya
- mayor
Umcishimlilo
- fire fighter
Ummeli
- lawyer
Umpheki -cook/ caterer
Umakhelwane - neighbour
Ushefu
- Chef
Unongqayi
- policeman
Unoposi
– postman
5.2.2 (Mkhombo; Zondo & Malindi 2018, pp 37-39)
UKUBALA (COUNTING)
IZILWANE
IZILWANE ZASENDLE
IZILWANE
ZASEKHAYA( PETS)
( WILD ANIMALS)
ZASEMANZINI
(WATER ANIMALS)
Kunye
- one
Ikati
- cat
Indlovu
Kubili
- two
Inja
- dog
Indlulamithi - giraffe
Ixoxo
Kuthathu
- three
Imbuzi
- goat
Ingwe
- leopard
Uxamu
Kune
- four
Inkomo
-cow
Ubhejane
- rhino
monitor
Kuhlanu
- five
Inkukhu
- chicken
Intulo
- gecko
Imvubu
Isithupha
- six
Ingulube
- pig
Unwabu
-chameleon
hippopotamas
Isikhombisa
- eight
Ihhashi
- house
Inyoni
- bird
Inyoka
Isishiyagalolunye- nine
Imbongolo - donkey
Intshe
- ostrich
Ingwenya - crocodile
Ishumi
Idada
- duck
Ibhubesi
- lion
Ushaka
Isiklabhu
- sheep
Inyoka
- snake
Inkawu
- monkey
- ten
- elephant
MANCOSA - Bachelor of Education in Senior Phase and Further Education and Training Teaching
Inhlanzi -fish
- frog
-iguana/
- snake
- shark
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isiZulu Conversational 102
5.2.3 ABANGANI (FRIENDS)
Umfana
- boy
Ukuhleka
- laughter
Ukudla
- food
Intombazane - girl
Ukuganga
- playful
Ukudoba
- fishing
Igama
- name
Ukungezwa
- being naughty
Ukubhukuda - swim
Ukudlala
- play
Umabonakude - television
Ezitolo
- at the shop
Ibhola
- ball
Ukuzwana
- friendship
Izincwadi
- books
Muhle
- beautful
Siyavikelana
- we protect each Ukudweba
- drawing
Mubi
- ugly
other
Mude
- tall
Ukuvakasha - visiting
Isithombe
- photo/ picture
Ibhayisikobho -movie
Mfushane
- he is long
Ibhayisikili
- bicycle
Ngiyamthanda – I love her/ him
Amaholidi
- holidays
Ukuceba
Ukugqoka
- dress up
Dweba
- rich
- draw
Siyavumelana - we agree
Ukuthenga
- shopping
Ukuphikisana - disagreement
Ukuzula
- to roam about
Enkundleni
- in the sport field
Ukulamula
- to mediate
Ukuxabana
- quarell
Ukuxolelana - to make peace
5.2.4 EZEMIDLALO (Mkhombo; Zondo & Malindi 2018, pp 41)
Jikijela
- throw
Amapali
- poles
Ibhola lezinyawo
- soccer
Baleka
- run
Inethi
- net
Ibhola lezandla
- basketball
Gxuma
- jump
Intambo
-rope
Ibhola lombhoxo
- rugby
Bamba
- hold
Induku
-stick
Iibhola lomnqakiswano - netball
Khahlela
- kick
Irakhethi
- racket
Ihokhi
- hockey
Nqaka
- catch
Ibhethi
- bat
Ithenisi
- tennis
Vocavoca
- exercise
Izingubo
- clothes
Ingqathu
-skipping rope
Nyakazisa umzimba –move the Unompempe - refree
Ikhilikithi
- cricket
body
67
Unozinti
- goal keeper
Umqeqeshi
- coach
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isiZulu Conversational 102
5.2.5 UKUDLA (FOODS)
IZITSHALO (VEGETABLES)
IZITHELO (FRUITS)
OKUNYE (OTHER)
Iklabishi
- cabbage
Iganandoda - pear
Amaqanda - eggs
Isipinashi
- spinach
Amagilebhisi - grapes
Uswidi
- sweet
Amazambane - potatoes
Upopo
- paw paw
Ibhotela
- butter
Utamatisi
- tomatoes
Uphayinaphu - pineapple
Ujamu
- jam
U-anyanisi
- onions
Ubhilinkosi
- apricot
Isobho
- soup
Ithanga
- pumpkin
Amaplamu
- plums
Ijusi
- juice
Izaqathi
- carrot
Ugwava
- guava
Amagwinya - fat cookies
Ubhatata
-sweet potatoes
I-aphula
- apple
Amashibusi - chips
Ubrinjilo
- brinjol
Ubhanana
- banana
Ivosi
- wors
Uphizi
- peas
Iwolintshi
- orange
Inyama
- meat
Ubhontshisi
- beans
Ipentshisi
- peaches
Uju
- honey
Upelepele
- chilies
Umango
- mango
Isinkwa
- bread
Ibhece
- gourd
Ikhabe
- watermelon
Ubisi
- milk
Ikholifulawa
-caul flower
Amanantshi
- naartjies
Ushizi
- cheese
Ukotapeya
- avocado
Ikiwi
- kiwi fruit
Amasi
- maas
Ibrokholi
- broccoli
Iganandela
- granadilla
Upholoni
- polony
Ukhukhamba - cucumber
Umkhiwane
- fig fruit
Amakhekhe - cakes
Ulethisi
- lettuce
Amajikijolo
- bramble
Irayisi
- rice
Utamatisi
-tomatoes
Amalentshisi
- litches
Isitambu
- samp
Amastrobheri - strawberry
5.2.6 ISIMO SEZULU ( WEATHER)
Libalele
- it’s sunny
Liyakhiza - it’s drizzling
Iqhwa
- snow
Liyana
- it’s raining
Ilanga
Umbani
- lightning
Linomoya
- it’s windy
Kumakhaza- it’s cold
Uthingo lwenkosazane- rainbow
Linamafu
- it’s cloudy
Likhithikile - it’s snowy
Ubhulankethi
- blanket
Isomiso
- drought
Kuyashisa -it’s hot
Ijazii lemvula
- raincoat
Imvula
-rain
Isichotho - storm
Isambulela
- umbrella
Uzamcolo
- floods
Isiphepho - strong wind
Ukuduma
- thunderstorm
Licwathile - cool
- sun
Isibhakabhaka - sky
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5.2.7 IZINSUKU ZESONTO/ IZINYANGA KANYE NEZIKHATHI ZONYAKA ( DAYS OF THE WEEK, MONTHS
AND SEASONS) (Mkhombo; Zondo & Malindi 2018, pp 65-69)
IZIKHATHI ZONYAKA
IZINSUKU ZESONTO
IZINYANGA ZONYAKA
uMsombuluko - Monday
uMasingana - January
Ihlobo
- summer
uLwesibili
- Tuesday
uNhlolanja
- February
Ubusika
- Winter
uLwesithathu
- Wednesday
uNdasa
- March
Inkwindla
-autumn
uLwesine
- thursday
uMbasa
- April
uLwesihlanu
- Friday
uNhlaba
- May
uMgqibelo
- sartuday
uNhlangulana - June
iSonto
- sunday
uNtulikazi
- July
uMandulo
- September
uMfumfu
- October
uLwezi
- November
uZibandlela
- December
Intwasahlobo - spring
5.2.8 ISIKOLE (SCHOOL) (Mkhombo; Zondo & Malindi 2018, pp 34)
Bingelela
- greet
Abafundi
- learners
Izindlu zangasese - toilets
Sukuma
- stand
Othisha
- teachers
Irula
- ruler
Hlala phansi
- stand up
Izihlalo
- chairs
Umfaniswano
- uniform
Yima umugqa
- stand in the line Izincwadi
- books
Izicathulo
- shoes
Umsindo
- noise
Amatafula
- tables
Amasokisi
- socks
Valelisa
- say goodbye
Khuluma
- talk
Ihembe
- shirt
Hlonipha
- respect
Ishadi
- shart
Amagumbi
okufundela
Funda
- read
Khomba
- point
classrooms
Bhala
- write
Cula
- sing
Ikhabethe
- cupboard
Dweba
- draw
Isango
- gate
Isikhathi
- time
Amakrayoni
- crayons
Abasebenzi
- workers
Ihhovisi
- office
Ipensela
- pencil
Shanela
- sweep
Amanzi
- water
Isivivinyo
- examination
Inhlanzeko
- cleanliness
-
Igumbi lokuhlala othisha – staff
room
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5.2.9 EZOMNOTHO KANYE NEHHOVISI ( ECONOMY AND OFFICE) (Mkhombo; Zondo & Malindi 2018,
pp 49-51)
i-akhawunti
- account
Ikhompuyutha
-computer
isitatimende
- statement
Isikhahlamezi
- fax
kweleta
- owe
Iprinta
- printer
ibhalansi
- balance
Kopisha
- copy
okusendalini
- on sale
Gaya amaphepha
- photocopy
umthengi
- customer
Ucingo
- telephone
inani
- price
i-inthanethi
- internet
isheke
- check
ideski
- desk
ivawusha
- voucher
imibuzo
- questions
ipholisi
- policy
ukunakekela amakhasitoma - customer care
umshwalense
- insurance
irisidi
idiphozi
- deposit
imali esalele emuva
- arreas
- receipt
5.2.10 UKUTHENGA/ SHOPPING (Mkhombo; Zondo & Malindi 2018, pp 49-51)
EZIKAGESI/ TECHNICAL TERMS ISITOLO
SEMPAHLA ISITOLO
SEMPAHLA
Iplaki
- plug
YASENDLINI / FURNITURE
YOKWAKHA/
Iglobhu
- globe
Umbhede
- bed
MATERIAL
Uwaya
- wire
Isiqandisi
- refrigerator
Usimende
- cement
Umshini
- machine
Isitofu
- stove
Uthayela
- corrugated iron
Imitha
- meter
Umabonakude - television
Ibhala
- wheel barrow
Isigxobo
- pole
Itafula
- table
Ihhala
- rake
Ifiyuzi
- fuse
Osofa
- sofas
Isando
- hammer
Ithelefoni
- telephone
Uwodulophu
- wadrope
Ucelemba
- panger
Ihitha
- heater
Ikhisti
- kist
Ilada
- step ladder
Khanyisa
- switch on
Umsakazo
- radio
Amapulangwe – planks
Cisha
- switch off
Iketela
- kettle
Upende
Ifeni
- fan
Isibuko
- mirror
Isibonakude - telescope
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- paint
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5.2.11 EKHAYA/ HOME (Mkhombo; Zondo & Malindi 2018, pp 58-65)
Umama
- mother
Intombi
- virgin
Ingidi
- padlock
Ubaba
- father
Insizwa
- young man
Ukhiye
- key
Ukudla
- food
Senga
- milk the cow
Ifasitela
- window
Isibaya
- kraal
Ugogo
- grandmother
Uzalo
- offspring
Udadewethu - my sister
Izinkuni
- wood
Umfowethu - my brother
Umshado
- marriage
Ukhokho
- great grand mother
Inkosazana - miss
Umzala
- cousin
Umzukulu
Abazali
- parents
Impilo
- life
- grand child
5.2.12
INTANDO YENINGI
UKUPHEPHA EMGWAQENI
(DEMOCRACY)
EZEMFUNDO (ACADEMIC)
ROAD SAFETY
Uphethiloli
- petrol
Khululeka
- be free
Idiploma
-diploma
Umgwaqo
- road
Vota
- vote
Idigri
- degree
Umoya
- tyre pressure
Ubuntu
- humanity
Imojuli
- module
Amafutha
- oil
Khetha
- choose
i-asayimenti
- assignment
Amathayi
- tyres
Umholi
- leader
amamaki
- marks
Amarobhothi - robots
Ikomiti
- committee
inyuvesi
- university
Ithikithi
- ticket
Ungqongqoshe
- minister
ikolishi
- college
Isipidi
- speed
Umongameli
- president
ilekhishara
- lecturer
Isitubhi
- pavement
Ukucwasa
- discriminate
umtapo wolwazi – library
Ilayisensi
- licence
Ukwamukela
- accept
igumbi
Umgodi
- pit
Ipolitiki
- politics
computer room
Jika
- turn
Uhulumeni
- Government
thola
Ibhonethi
- bonnet
Iphalamende
- Parliament
graduation
Beka icala
- prosecute
Izwe
- country
umkhosi wokwethwesa iziqu-
Isijeziso
- penalty
Abameli
- attorneys
graduation ceremony
Abagibeli
- passangers
Uphenyo
- investigation
Ungqongqoshe
Uvalo/ saba - panic
Umthetho
- law
yamabanga aphansi- minister of
Amalambu
- lights
Amajaji
- judges
basic education
Qaphela
- becareful
Inkantolo
- court
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lamakhompuyuthaiziqu
zemfundo
–
wezemfundo
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Incwadi yemvume – permit
Ukungathembeki - dishonest
Ungqongqoshe
Into yokupholisa imoto- radiator
Izingxoxo
- discussions
ephakeme - minister of higher
Umshayeli ovumelekile- authorized Isinqumo
- decision
education
driver
- corruption
Isikhungo semfundo ephakeme-
Abahamba ngezinyawo – pedestrian Ummangali
- plaintiff
higher learning institution
Ukuwela umgwaqo – crossing the Umphakathi
- public
road
Ubuphofu
- poverty
Phatha izwe
- reign
Khulula
- liberate
Khohlakala
Ingozi
- accident
Umtheli kapethiloli – petrol attended
wezemfundo
Ikhamera yokugada isivinini – speed Ukubalwa kwabantu - census
camera
Inani labantu ezweni - population
Isitobhi
- bus stop
Umthetho sisekelo -constitution
Ujeke
-jerk
Ukukhuluma ngokukhululeka
Isithuthuthu
- motor bike
Amalungelo abanye- other peoples’
Inamba
yocingo
lwamaphoyisa- rights
polices telephone number
Amalungelo abantu – human rights
Bopha
Usuku
- arrest
lokugubha
amalungelo-
Ncenga-plead
human rights day
Phuza-drink
Ukuhloniphana -respect each other
fumbathisa- give
Ihhovisi lenhlangano yezepolitikiPolitical part offices
Iqembu lezombusazwe- political
organisation
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5.2.13 IMIBALA, IZIFO KANYE NEZOKUMBIWA PHANSI (COLORS, DISEASES AND MINERALS)
Imibala
Izifo
Ezokumbiwa phansi
Ophuzi
- yellow
Isifo sofuba
- tuberculosis
Igolide
- gold
Obomvu
- red
Ingculazi
- AIDS
Idayimane
- diamond
Omnyama
- black
Isandulela ngculazi - HIV
Isiliva
- silver
Oluhlaza
- green
Umkhuhlane
Amafutha
- oil
Obubende
- red
Isifo samathambo - osteoporosis
Onevi
-navy
Isifo sokuzinciphisa – bulima
Ophinki
- pink
Isifo sohudo
- diarrhea
Ompunga
- grey
Isichenene
- bilharzia
Omhlophe
- white
Isifo senhliziyo
- heart attack
Utwayi
- scab
uphawu
translation
Osasibhakabhaka - blue
- flue
Thingo lenkosazane - violet
Common signs and shapes
Igama lophawu
Ungqi
.
Full stop
Ikhoma
,
Comma
Ukhefane ngqi
;
Semicolon
Ikhongco
-
Dash
Ikholoni
:
Colon
Umbuzi
?
Question mark
Umbabazi
!
Exclamation point
Abacaphuni
“”
Quotation mark
i-aphostrofi
‘
Apostrophe
Abakaki
()
Round brackets
Unoma
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/
Slash
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IZIMPAWU ZOKUBALA (CALCULATION SIGNS)
Uphawu lokususa
-
subtraction sign
Uphawu lokuhlanganisa
+
addition sign
Uphawu lokuhlukanisa
÷
division sign
Uphawu lokuphindaphinda
×
multiplication sign
Iphesenti
%
percentage
i-ikhwali sayini
=
equal sign
Abakaki
5.3
[]
square brackets
Shapes
1. Isikwele
square
2. Indilinga
Circle
3. Unxantathu
triangle
4. Unxande
Rectangle
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EZINYE IZIMPAWU EZIVAMILE EMPHAKATHIN (OTHER COMMON SIGNS IN OUR COMMUNITY)
1 Umgwaqo onguthela wayeka
1.
Indlu yangasese
2. Isibhedlela
3.
toilets
hospital
Igaraji
4. Akuvumelekile
75
Freeway
garage
prohibited
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5.4
Commonly Used Code Switching Sentences (Imisho Esentshenziswa Ixutshwe NesiNgisi)
In everyday conversation people these days do not talk pure isiZulu sentences. They have a tendency to use some
English words in their conversation. This is very normal and there is nothing wrong with that. English has influenced
isiZulu language in such a way that if people are not encouraged to use it regularly it will be a lost language. There
are some isiZulu words that can be used and some mostly used are borrowed words from Afrikaans as well as
English. Code switching has an advantage which one of them is to make the listener who is probably not an isiZulu
Home speaker to understand quickly what message is being conveyed. Generally, code switching has become
normal in isiZulu conversations more especially with urban people.
Here are some few examples that people use: Nazi izibonelo abantu abazisebenzisayo
1. Ngisafuna i-cell phone
(I’m looking for a cellphone)
2. Ngicela u-petroli.
(Can I please have petrol?)
3. Baye e-computer lan.
(Tthey have gone to the computer lan)
4. Angina i-email address.
(I don’t have an email address)
5. Iyahlupha i-laptop yami.
(My laptop has a problem)
6. Ngiyiphasile i- assignment.
(I passed my assignment)
7. Isivaliwe i-library.
(the library is closed)
8. Ivulwa nge-semester ezayo leyo course.
(that course will start next semester)
9. U-judge Nzimande uthathe isinqumo
(Judge Nzimande took a decision)
10. Bengibheka i-credit bureau.
(I was checking my credit bureau)
11. Ngizogqoka i-track suit.
(I’m going to wear a track suit)
12. Kuyabanda, thatha u-blanket.
(It is cold, take the blanket)
13. Angisenayo i-tooth brush.
(I don’t have a toothbrush anymore)
14. Letha i-glass.
(Bring the glass)
15. Siyahamba siyobuka i-movie.
(We are going to watch the movie)
16. Anginayo i-deposit.
(I don’t have a deposit)
17. I-globe ayikhanyi.
(The globe is not on.)
18. Ngidla ama-Kellogs.
(I’m eating Kellogs)
19. Asihambe siyobuka i-game.
(Let’s go and watch the game)
20. Ngiyathanda ukuthenga e-mall.
(I love to do my shopping at mall)
21. Uthenga i-drink.
(She buys cold drink)
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Table 5.1.16 ABBREVIATIONS
IZIFINYEZO
ABBREVIATIONS
1. UDkt. (udokotela)
Dr
2. UMnu. (umnumzane)
Mr
3. UNksz. (unkosazane)
Miss
4. UNkk (unkosikazi)
Mrs
5. Isib. (isibonelo)
E.g
6. Njll (njalonjalo)
Etc
7. Slz. (uSolwazi)
Prof.
Knowledge Check Questions
1. Use the theme “Environment” get TEN words and give their
meanings in isiZulu
2. Read aloud any FIVE interesting sentences to you from the list
on top where people use code switching in their sentences.
3. Think of any other FIVE sentences where you use code switching.
Write them down and read them to a friend who can help you with
correct pronunciations
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Questions for Reflection
1. Give atleast SIX body parts in isiZulu.
2. Give isiZulu words to the following:
Ugly
Tall
Television
Draw
Food
Books
Laughter
Swim
Disagreement
3. Translate the following weather condition into isiZulu:
It is sunny
Thunderstorm
Strong wind
It is cold
It is cloudy
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Unit
6:
79
Izingcezu Zenkulumo
(Parts of speech)
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Unit Learning Outcomes
CONTENT LIST
LEARNING OUTCOMES OF THIS UNIT:
6.1 Introduction
•
Introduce topic areas for the unit
6.2 Usobizo (Noun and Pronoun)
•
Analyse the structure of the sentence i.e. subject, verb and
object
6.3 Isichasiso (Adjective)
6.4 Isenzo (Verb)
6.5 Verb Mood
6.6 Adverb
6.7 Conjunction ( Isihlanganiso)
•
6.8 Interjection
Construct a simple sentence in IsiZulu
Prescribed and Recommended Textbooks/Readings
Prescribed Reading/Textbook
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical
Feature into Secondary School Level Creative Writing. Journal of Language
Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete
Course for Beginners. Routledge Taylor & Francis Group: London and New York.
Recommended Readings
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on
Translation Between English and IsiZulu. University of KwaZulu Natal Press:
Durban.
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6.1 Introduction
isiZulu language similarly to any other spoken language in South Africa has the figures of speech. In isiZulu
language there are SIX figures of speech, namely usobizo (noun and pronoun), isichasiso (adjective), isilandiso
(verb and copulative), isikhanyiso (adverb and idiophone), isihlanganiso (conjunctive) and isibabazo (interjective)
(Nkosi & Msomi 2018, pp 73-132).
6.2 Usobizo (Noun and Pronoun)
In unit 1 we learnt about nouns. Nouns are part of speech together with pronouns. In an IsiZulu sentence if you
don’t want to use a noun you just use a pronoun (Nkosi & Msomi 2018, pp 73-132. Below are examples of
sentences where a noun has been removed and replaced by the pronoun.
i.e. UThoko ushayela imoto emhlophe.
Thoko is driving a white car.
Yena ushayela imoto emhlophe.
She is driving a white car.
N.B. when we are referring to a women we use the pronoun Yena
In the above sentence instead of the name Thoko we have now used Yena.
i.e UMandla umdlali webhola onekhono elimangazayo.
Mandla is an amazing soccer player.
Yena ungumdlali onethalente elimangazayo.
He is an amazing soccer player.
N.B. when we are reffering to a men we still use the pronoun Yena.
Instead of the noun Mandla we have now used he.
Now let us look at the pronouns used when referring to many people;
Mandla and Dudu are attending a soccer match at Moses Mabhida.
They are attending a soccer match at Moses Mabhida.
Bona baya kobuka ibhola eMoses Mabhida.
Izingane ziya esikoleni.
The children are going to school.
Zona ziya eskoleni.
All these above pronouns are personal nouns (Isabizwana Soqobo).
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Activity 1
Change the bolded nouns into pronouns (isabizwana)
1. Ubaba uthenga amaswidi ezingane.
2. Ingane ihlala eMlazi.
3. Abafundi badlala ibhola.
4. Izingane zifunda IsiZulu.
5. Ikhanda lami libuhlungu
6. Mina nobaba siyazwana kakhulu
7. UMandla udlala nezingane.
8. Izintombi zifuna umendo.
9. Isihlalo siphukile.
10. Usibali ufihla imali.
6.3 Isichasiso (Adjective)
In isiZulu sentence all the words that are used are parts of speech. As we have learnt about the noun, the word
that will tell us more about the noun in the sentence is known as an adjective. There are FOUR types of adjectives
namely: isiphawulo (adjective), Isibaluli (relative), ongumnini (possessive) and inani (quantitative) (Nkosi & Msomi
2018, pp 73-132.
Let us look at a sentence where isichasiso (an adjective) has been used.
i.e. Ngibone intombi enhle
I saw a beautiful girl.
In the above sentence enhle is an adjective because it describes the noun intombi.
Abafana abaningi bathanda ibhola
Many boys like soccer
Abaningi in the above sentence is an adjective.
Below are more examples of sentences with isichasiso (adjective)
UThoko ugqoke ijezi elibomvu.
Thoko is wearing a red jersey.
Ngithanda indlu enkulu.
I like a big house.
Ngilalele iculo elimnandi.
I’m listening to a nice song.
Buyisa isigqoko sikagogo.
Bring back grannies hat.
Ngihambe ibanga elide.
I travelled a long distance.
Umfana omude uyagijima.
A tall guy is running.
Ingane encane ikhalela ubisi.
A little girl is crying for the milk.
Indoda emnyama ilusa izinkomo.
A black men is looking after the cows.
Izingane ezinhle ziyamodela.
The beautiful kids are modelling.
Umuntu omkhulu uyadansa.
A big men is dancing.
Umama umthengele isikibha esiphuzi
mother bought her a yellow t-shirt.
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Some words that are adjective starts with a-; e-; o- and end with –yo). Below are examples of such words used in
a sentence.
Ngomele isiphuzo esibandayo
I’m craving for a cold soft drink.
Ngifuna indandatho ethandekayo
I want an adorable ring.
Ngifuna insimbi ecwebezelayo
I want a shiny iron.
Ubaba uthenge igilobhu ekhanyayo
Dad brought a bright globe
Omama abazithandayo bagqoka kahle
Mothers who love themselves dress smart
Abantu abakhohlakeleyo bagcwele emajele
People who are corrupted are in jail.
Umuntu okhulekayo uyadingeka
A praying men is needed.
Angimufuni umuntu obhuqanayo
I don’t like a sarcastic men
Umfana omfunayo usehambile.
A boy you are looking for is gone.
Umtwana oculayo uyathandeka
A singing child is adorable
Ka+ can also be used with a noun to show that a particular thing belongs to someone. Note that the prefix has
been removed in the noun below so that the word formed can be an adjective (Nkosi & Msomi 2018, pp 73-132).
Below are examples.
Ka+
Adjective
Sentence
Ka+ gogo
> kagogo
Ungane kagogo le.
Ka+ mkhulu
> kamkhulu
Umzukulu kamkhulu lowo.
Ka+ malumekazi > kamalumekazi
Ingane kamalumekazi.
Ka+baba
> kamalume
Umfana kamalume lo?
Ka+malume
> kamama
Intombi kamama bakithi.
Ka+ babekazi > kababekazi
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Umshana kababekazi ufikile.
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Activity
Faka isichasiso esifanele kule misho elandelayo
1. Ingane e_________ ilahlekile
2. Umfano o________ uyakhala
3. Ngibone uThoko egqoke ingubo e________
4. Inkomishi ka______iphukile
5. Imoto e_________igijima kakhulu.
6. Abantu a______baya esontweni.
7. Isikole esi______siphasa ngamalengiso.
8. Indoda e______iyasabeka.
9. Ugqoke ihembe eli______ qwa.
10. Ucingo o_______yo olukamalume.
6.4 Isenzo (Verb)
A verb is a doing word or is that grammatical category that signify action. It informs us about what a subject is
doing. A verb demonstrates act or a state of being. It is important to note that there can never be a comprehensive
sentence without a verb (Nkosi & Msomi 2018, pp 73-132). Here are the examples of verbs:
Hamba- Go
Hlala- Sit
Pheka- Cook
Bhala- Write
Gijima- Run
Lala- Sleep
Funda- Read
Bhaka-Bake
Cula- Sing
Khala- Cry
Now let us look at how the verb is used in a sentence:
Umfana uhamba ebusuku.
The boy goes at night
Ingane ihlala odakeni.
The kid sits in the mud.
Umama upheka ukudla.
Mum is cooking the meal.
UThoko ubhala isivivinyo.
Thoko is writing exams.
Ikati ligijima kakhulu.
The cat run fast.
Ugogo ulala emini.
Granny sleep during the day.
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Ubaba ufunda iphepha.
Dad is reading the paper.
ULihle ubhaka amakhekhe.
Lihle is baking the cakes
UKhaya ucula kamnandi.
Nosi sings well.
Ingane ikhala ebusuku.
The baby is crying at night.
In unit 4 you learnt about verbs and tenses. Refer to that unit to remind yourself about tenses.
6.5 Verb Mood
isiZulu similarly to English language have verb moods (izindlela zesenzo). Verb moods normaly gives a different
meaning to the verb. Here are the verb moods that we have in isiZulu. Indlela eqondile (inductive mood); indlela
yesimo (Participial mood); indlela yamandla (potential mood); indlela yempoqo (subjunctive mood) (Nkosi & Msomi
2018, pp 73-132).
6.5.1. Indlela eqondile (inductive mood) it uses the noun concord and the stem (Nkosi & Msomi 2018, pp 73-132).
The following examples will help you to understand indlela eqondile
i.e Ubaba u+ -shayela imoto
ubaba ushayela imoto.
Dad is driving the car.
Izingane zi+ -cula kamnandi
izingane zicula kamnandi.
Kids sing beautiful.
Abazali ba+ - shaya ingane
abazali bashaya ingane.
Parents beat the kid.
Ingane i+ -khalela ukudla
ingane ikhalela ukudla.
The baby is crying for food.
Ukufa kulinuku.
Death is a shame.
Ukufa ku+ -linuku.
6.5.2 Indlela yesimo.
The participial mood uses the following words: uma, nxa, ngoba. The word uma, nxa, nakuba, ngoba comes before
the verb (Nkosi & Msomi 2018, pp 73-132). Here is an example of a participial mood in a sentence.
Uma elele mshiye.
If he is asleep leave him.
Uma bengagezile abahambi.
If they aren’t clean they aren’t going.
Nxa belambile bayathula du.
When they are hungry they keep quite.
Nxa ethandaza akafune kuphazanyiswa.
When he is praying he don’t want to be interrupted.
Nakuba siyakhuluma sisizwe uyena.
Even we are speaking it is because of her.
Nakuba niyangibona umusa wakhe.
Even though you see me it’s because of his mercy
Ngithulile ngoba angizwani nomsindo.
I kept quite because I don’t like noise.
Ngizomshaya ngoba uyadelela.
I’ll beat him because his annoying me.
6.5.3 It is also used with izingasenzo. Like –damane, - hleze, -libele, -lokhu, --suke, -zinge, -de
i.e Damane engibuka lo mfana.
Hleze afike asazi.
Maybe he will come we don’t know.
Simze amshaye nje.
Maybe he will hit him.
Ulokhu engichukuluza lo.
He keeps on irritating me.
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6.5.4 Indlela yamandla uses u-nga. Here is an example
Ngingamshaya
I can beat him.
Ngingambona
I can see him.
Ngingambuza
I can ask him.
Ngingathandaza
I can pray.
Ngingambiza
I can call her.
Case Study
Umama izolo ubebhaka amakhekhe. Phela bekumele awabhake ukuze ezodliwa ngosuku
lokuzalwa lukaDudu. Amakhekhe kamama abemnandi kakhulu. Mina noSanele siwadlille
saze sapha abangani bethu esikoleni. UDudu naye ubongile kumama. Ube esecelela
uNombuso wathi umama angamupha. uDudu uthe uzomupha uma esekhona. Uvuke
ekuseni wamuhambisela kubo. Ujabulile uNombuso ebona uDudu nesitsha samakhekhe.
Ubonge kakhulu kuDudu. UDudu ufike kubo sekugcwele bamemeza bathi “Surprise”.
UDudu ujabule waze wakhala ebona izipho ebezivela kubangani bakhe. Ubonge bonke
abantu abafikile ukuzobungaza usuku lwakhe lokuzalwa. Ubaba wakhe umuphe ingubo
emhlophe. Ube eseya esontweni labo bamuthandazela bamufisela impilo enhle
enezibusiso. Uthisha wakhe uthe “uyingane ehloniphayo” uDudu.
Activity 1
1. Instead of the bolded noun in the above case study use the correct pronoun.
2. Underline verbs in the following sentences.
Uvuke ekuseni.
Ubonge kakhulu kuDudu.
UDudu ujabulile
Ube eseya esontweni.
3. Identify the type of a verb mood that is used in this sentence.
Ube esecelela uNombuso wathi umama angamupha.
4. Use the following adjectives in your own sentences.
Wakhe
Emhlophe
Kamama
Ehloniphayo
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6.6 Adverb
Adverb informs us about when, where and how a particular action happened. As a results we have the adverb of
manner, time and place (Nkosi & Msomi 2018, pp 73-132). In isiZulu we call the adverb isandiso. We have
isandiso sendawo, senkathi, nesesimo.
6.6.1 Adverb of manner.
Isandiso sesimo tells us how that particular action took place (Nkosi & Msomi 2018, pp 73-132). It tells us about
the verb action. Let us look at the following examples where isandiso sesimo have been used in a sentence.
UThoko uhambe kahle
Thoko went well.
Kahle on the above sentence tells us how she traveled.
UMandla bamgwaze kabi.
Mandla was stabbed badly.
The word kabi tell us how he was stabbed.
Additional examples of isandiso sesimo
Umfana omncane bamushaye kabuhlungu ezinqeni.
Ngidle kamnandi izolo ebusuku.
I ate a delicious food yesterday.
Ujeziswe kanzima umthakathi obeba.
The witch was hardly punished.
Bashanele kahle kuleli kilasi.
They swept this class very well.
Bamuphoxe kwamuncu kithi sonke.
He was badly embarrassed.
6.6.2 Isandiso senkathi.
Isandiso senkathi tells us when action happened, was it today in the morning yesterday last year etc (Nkosi &
Msomi 2018, pp 73-132). What is important to know about isandiso senkathi is that it focuses on the time of action.
e.g. Ubaba ufike izolo.
Dad arrived yesterday.
On the above sentence the word izolo tells us the time of arrival. The time of his arrival is called isandiso senkathi.
He died last year
Last year tell us when the father died. The time of his death is called isandiso senkathi.
Additional examples of sentences with isandiso senkathi
Ngizokubona ntambama.
I will see you in the afternoon
Washo kudala ukuthi uzofika.
He told me long ago that he will come.
Ngizokuthengela ngonyaka ka-2019 izicathulo. I will buy your shoes in 2019
Uthe wamubona kuthangi.
He said he saw him a day before yesterday.
Fika lapha ngehora lesikhombisa.
Come here at 7h00
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6.6.3 Isandiso sendawo
Isandiso sendawo tell us about the name of the place where the action took or take place (Nkosi & Msomi 2018,
pp 73-132). It can be at home, town etc. Below are the examples of sentences with isandiso sendawo.
Umfana wami uhlala eGoli.
My son stays in Gauteng
Ugogo ufike endlini .
Grandmother arrived in the house.
Ngizoya eThekwini.
I’m going to Durban.
Ubaba wathenga idada eMzumbe.
Dad bought the duck at eMzumbe.
UMsizi bamlalise eMshiyeni.
Msizi was order to sleep at Mshiyeni Hospital.
Activity 4
Identify the underline adverbs and indicate whether isandiso sendawo,
senkathi noma sesimo
1. Siqale izolo ukufunda.
2. Ngibhale kabuhlungu isivivinyo.
3. Bahamba kanjani laba bantu.
4. Ngimthanda kakhulu umama
5. Bamshaye wawa phansi.
6. Uhlala eZola uSbusiso.
7. Hlala lapha Dudu.
8. Udle kancane umalume.
9. Usisi upheka kamnandi.
10. Indoda yakhe yazi kahle ukuthi ukuphi.
6.7
Conjunction ( Isihlanganiso)
Isihlanganiso is used to join two sentences or two ideas (Nkosi & Msomi 2018, pp 73-132). Example of conjuction
are kanti, uma, kepha, futhi, kodwa ngoba, ukuze etc.
Below are examples of sentences with conjuctions.
Umama uyapheka. Ubaba ulele.
Mummy is cooking. Dad is asleep
Umama uyapheka kodwa ubaba ulele.
Mummy is cooking but dad is asleep.
Umkhulu uyathandaza. Izingane ziyacula.
Grany is praying. Children are singing.
Umkhulu uyathandaza kanti Izingane ziyacula.
Granny is praying while the children are singing.
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Ngiyahamba. Awuzwa.
I’m going. You don’t understand.
Ngiyahamba ngoba awuzwa.
Im going because you dont understand.
Uyafuna ukuhamba. Akafuni kwazi abantu abaningi.
He want to go. He don’t want people to know
Uyafuna ukuhamba kepha akafuni kwazi abantu abaningi. He want to go but he don’t want people toknow
Ngilambile mina. Ngikhathele bakwethu.
I’m hungry. I’m tired
Ngilambile mina futhi ngikhathele bakwethu.
Im hungry and i’m tired.
Conjuctions that join two ideas.Ezinye izihlanganiso ezihlanganisa imiqndo emibili.
Fundani ukuze niphumelele
Study so that you will pass.
Hambani ukuze ningahlwelwa.
Go so that you will arrive early.
Mbizeni uma nimbona.
Call him if you see him
Myekeni uma engathandi.
Leave him if he does not want to come.
Conjuctions in IsiZulu can be used to ask question. Below is an example
Kodwa umshayeleni?
Why did you beat him up?
Kodwa umbulaleleni?
Why did you kill him?
Kanti awuzwa yini?
You dont understand?
Ngoba bewukhona awumucebanga ngani?
Because you were there why you did not report him?
Uma ngimbona ngimenzenjani?
If I meet him what must I do?
6.8
Interjection
Isibabazo (injerjection) is a word or phrase that expresses a strong emotion (Nkosi & Msomi 2018, pp 73-132). For
an example when someone is happy, sad, in pains etc. Normaly in IsiZulu language isibabazo uses the exclamation
mark at the end of the sentence.
Yeka! ; Kahle! ;cha !; hhayi bo!; Mameshane!; halala!; mayi babo! Etc.
Let us use the above interjection in a sentences.
Yeka! Ngingaze ngikushaye.
Stop! Before I beat you
Kahle! Uzongilimaza
Wait! you will hurt me.
Cha! Ungangisukeli.
No! Don’t irritate me
Halala! Siyabonga ngane yakwethu.
Congratulations! My sister.
Maye babo! Inyoka engaka.
Hey! A big snake
Awuzweke! Ngimubambe la emncane ngakhona.
Yes! I got him.
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Knowledge Check Questions
1.
Sebenzisa lezi zandiso ezilandelayo emshweni ozakhele wona. Use the
following adverbs in your own sentence.
2.
3.
4.
5.
I.
Ekuseni
(in the morning)
II.
Izolo
(yesterday)
III.
Kabuhlungu
(painfully)
IV.
Kamnandi
(nicely)
V.
Kangcono
(better)
VI.
Ngonyaka odlule
( last year)
Underline an adjective in the following sentence.
I.
Ugqoke ingubo ebomvu.
She is wearing a red dress.
II.
Ubaba kaMandla ungudokotela.
Mandlas’ father is a doctor
III.
Ingane ethandekayo leyo.
That is a lovely child.
Underline isihlanganiso in the following sentences.
I.
Ngizokushiya ngoba awugezile.
II.
Ngiyamuthanda futhi ngizimisele ngaye.
III.
Uyeyisa kanti uyigwala.
IV.
Uyahamba kodwa akathandi.
Instead of the following pronoun use any suitable noun
I.
Yena upheka ukudla.
II.
Zona zilele manje.
III.
Bona bayalalela uma betshelwa.
Use the following interjections in your own sentence.
I.
Halala!
II.
Yeka!
III.
Hhayi bo!
Questions for Reflection
1. How many parts of speech do we have in isiZulu? Name them.
2. What is the function of a verb in a sentence?
3. Use the correct conjuction to join the following sentences:
Izulu liyaduma. Ilanga libalele.
Izingane ziyakhala. Umama uyagula.
Ukufunda kunzima. Ukufunda kuyasiza.
Ngiyahamba. Awunginakile
Ngikhathele. Ngiyalala
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Unit
7:
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Ukubhala Nokwethula
(Creative Writing & Presentation)
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Unit Learning Outcomes
CONTENT LIST
LEARNING OUTCOMES OF THIS UNIT:
7.1 Introduction
•
Introduce topic areas for the unit
7.2 Umlando Wezemfundo Oqondene
•
Basic principles that IsiZulu structure is based on
•
Use sentences in the presence, past and future tense
•
Greet a person in IsiZulu
•
Use different words in IsiZulu
Nami Ngqo
Prescribed and Recommended Textbooks/Readings
Prescribed Reading/Textbook
•
Mndawe, I. (2020). A Step-by-step Integration of IsiZulu Mood as a Grammatical
Feature into Secondary School Level Creative Writing. Journal of Language
Teaching, 54(1): 215-233.
•
Sanneh, S. and Hammond-Bloem, M. (2021) Colloquial Zulu: The Complete
Course for Beginners. Routledge Taylor & Francis Group: London and New York.
Recommended Readings
•
Dlamini, P. (2024) Avoiding Potholes in Translation: A Practical Perspective on
Translation Between English and IsiZulu. University of KwaZulu Natal Press:
Durban.
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7.1
Introduction
IsiZulu is widely use in almost all the provinces in South Africa. It is therefore important to know how to read and
write in isiZulu. If one is able to do so there is nothing that can hinder him/ her to write a story, a letter, CV or even
to fill any form in isiZulu. This unit is a revision of all what you have learnt in other units. It will require you to use
all the previous knowledge you have learnt in this document to construct sentences and make a conversation in
isiZulu.
Below is an example of how to fill a form in IsiZulu
IFOMU LOKUCELA ISIKHALA SOKUFUNDA EMANCOSA
IMINININGWANE EQONDENE NAME NGQO
Amagama aphelele (Full names)
Isibongo (Surname)
Ubulili (Gender)
Usuku lokuzalwa (Date of birth)
Inombolo kamazisi (Identity number.)
Ubuzwe (Nationality)
Uhlanga (Race)
Ushadile/ ushadelwe (Marital status)
Isimo sempilo (Health status)
Ikheli lasekhaya (Residential address)
Ikheli leposi (Postal address)
Inombolo kamakhalekhukhwini (Cellphone number.)
Inombolo yasekhaya (Home telephone number.)
I-imeyili (Email address)
Izincwadi zokushayela (Drivers license)
7.2
Umlando Wezemfundo Oqondene Nami Ngqo
Amabanga aphezulu (High school)
Izifundo engaziphasa (Subject passed)
Unyaka engaphasa ngawo (Year completed)
Imfundo yamabanga aphakeme (Tertiary education)
Igama lesikhungo semfundo ephakeme (Name of Institution)
Iziqu (Qualification)
Unyaka engaqeda ngawo (Year completed)
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Kafushane awuchaze ukuthi kungani ufuna ukufundela ubuthishela eMancosa (briefly explain why you want to
study teaching at Mancosa)
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Activity
Sebenzisa ulwazi olungenhla uxoxele ikilasi lakho ukuthi kungani ufuna ukuba
uthisha.
(Use the above information to explain to your classmates why you want to be
a teacher.)
After writing a CV, you can also improve your understanding of isiZulu by trying to write notes on your diary using
isiZulu. That will help you to understand the language better and also to write isiZulu words properly. You can also
ask an isiZulu speaking people to help you with your spelling. However, what is more important is to be able to
read and write in isiZulu. Many people respect you if you are fluent in their language. In the previous units you
learned about sentence construction. Sentence construction and tenses can help you to write a story. Your story
can be in the past, present or future tense. Many isiZulu stories are based on these tenses.
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Try to do the following activities to check how much you understand in IsiZulu.
Activity
Bhala indaba ibe uhhafu wekhasi usho ongakwenza uma ungaba uMongameli
wezwe.
(Write half a page essay stating things you can do if you can become the
president of this country. Get an isiZulu speaking person and read it in front of
him/ her).
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
A dialogue is a conversation between two or more people. They can discuss anything. Sometimes they can agree
or disagree about a certain topic. For a non- speaking isiZulu person a dialogue mighty be useful to improve the
pronunciation and the use of IsiZulu words. It can also help you to write a proper spelling. It is said that if you don’t
practice the language it may die. Below is an activity that requires you to work in pairs as you have reached the
last unit of this module.
Knowledge Check Questions 1
Xoxisana nomngani wakho ngakho konke okufunde kulemojuli. Mazise ukuthi
lolu lwazi oluzuzile luzokusiza kanjani ekusebenzeni kwakho njengothisha.
(Talk with your friend and inform him/ her about all what you have learnt in this
module. Briefly tell him/ her how you are going to use that knowledge in your
teaching profession. You will present this dialogue in front of your classmate.)
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Knowledge Check Questions 2
Unguthisha kunomntwana obenza kahle ezifundweni zakhe osehlale elele njalo
ekilasini uma ufundisa. Usunqume ukumbizela ehhovisi ngenhloso yokuthola
imbangela yokulala ekilasini. Sebenzani ngababili omunye abe nguthisha kanti
omunye uzoba yilo mfundi.
(There is a learner that has been brilliant in your class, suddenly she drops.
Have a dialogue to find out what are the causes of her poor performance. One
must represent the educator and the other one must represent the struggling
learner.)
MORE ACTIVITIES.
As we have indicated that this module will help you to understand IsiZulu better. Below is another activity that will
help you to improve your understanding of IsiZulu.
Activity 1
Read this short extract in front of your classmate and ask them to rectify your
mistakes more in particular your pronunciation of word.
SIWUTHINGO LWENKOSAZANE
INingizimu-Afrika ingeyawo wonke umuntu ohlala kuyo. Lokho kwavezwa ilowo
owabe enguMongameli wokuqala wentando yeningi uDkt. uNelson Mandela.
Lawo mazwi asenza sabumbana saba imbumba. Namuhla abamnyama
nabamhlophe bajabulela ukuhlala kanjalo nokusebenza ndawonye. Izinga
lokucwasana ngokobuhlanga selehle kakhulu. Njalo ngenyanga kaMandulo
siye sigubhe usuku lwamagugu lapha eNingizimu-Afrika kanti ngenyanga
kaZibandlela kunosuku lwamhla ziyi-16 lapho sisuke sigubha khona usuku
lokubuyisana. Siyambonga uMadiba ngokusenza imbumba.Osekusele yikho
ukuthi mina nawe silwe naleyo ngcosana esenaleyo nsila yokucwasa.
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Activity 2
Try to translate the above extract into English now. This will help you to
understand how much you understand in IsiZulu language.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________
The following activity is fun. It allows you to choose one topic and present it in front of your classmates. Use the
compilation of words you have learned to prepare your speech.
Activity
Below is the list of topics in IsiZulu. Choose one a present a speech in front of an
IsiZulu speaking person.
1. Ubuhle bokufunda eMancosa.
2. Ubuhle Nobubi Bobuchwepheshe.
3. Umdlali Webhola Engimuthandayo.
4. Indawo Enhle Engake Ngayivakashela.
5. Izidakamizwa Zilibulele Izwe.
6. Amanzi Abalulekile Emzimbeni Yethu.
7. Esingakwenza Ukonga Imvelo.
8. Okungenziwa Ukulwa Nobumpofu.
9. Ubungozi Obubhekene Nothisha Ezikoleni.
10. Esingakwenza Ukugwema Izingozi Emigwaqeni Yakuleli.
11. Ukubaluleka Komfaniswano Ezikoleni.
12. Imbangela Yokukhuluphala Ngokweqile Ezinganeni.
13. Ukubaluleka Kokuvota.
14. Engizibona Ngiyikho Eminyakeni Emihlanu Ezayo.
15. Izindlela Esingonga Ngazo Ugesi.
16. Kubalulekile Ukwazi Izilimu ezahlukahlukene.
17. Asilwisane Nokuhlukunyezwa Kwabesifazane.
18. Amazwi Kamama Engingasoze Ngawakhohlwa.
19. Izindlela Zokulwa Negciwane Lengculazi.
20. Umdlali Kamabonakude Engimthandayo.
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Case Study
UBUGEBENGU
NgoMsombuluko ekuseni uSipho noMandla bavukela edolobheni langakubo
ukuyoshintsha ithikithi likaMandla leLotto. Babengeve bejabulile. Babehamba
bebala izinto ababezozithenga ngemumva kokushintsha ithikithi.
Bafika liyogamanxa ihora lesi-9. Balishintsha esitolo sakwa-Game ithikithi
likaMandla. Bathola isamba semali eyizinkulungwane ezingama-R20 000. Yabe
isifakwa ebhange likaMandla. Bahamba-ke bayodla esitolo sakwaNandos.
Sebeqedile bakhipha izinkulungwane ezinhlanu ukuze bathenge izingubo
zokugqoka. Besahamba esitaladini esiku-West street balandelwa abafana
abathathu. USipho uyena owababona kuqala labo bafana wakhombisa uMandla
wathi mababaleke. Babaleka bangena komunye umhubhe kanti kuzoqhamuka
omunye ngaphambili ephethe ummese. Bakhomba uMandla ngommese wayikhipha
yonke imali kanye nomakhalekhukhwini. UMandla wathi mabayobikela amaphoyisa
kodwa uSipho wamutshela ukuthi badlala ngesikhathi abazame ukuthola imali
yokubuyela ekhaya kwazise likhulu idolobha nezigebengu sezibalekile, ngalokho
angeke nje amaphoyisa azithole. Babuyela ekhaya bephatheke kabi futhi
bengaphethe lutho.
Ngakusasa uMandla wavuka wayobikela amaphoyisa edolobheni ngesigameko
esibehlele. Athembisa ukumusiza ngokukhulu ukushesha nokho akhala ngokuthi
bekumele abazise kwayizolo ngesigameko esibehlele.
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Activity
Yiba uMandla, uthisha wakho uzoba iphoyisa umazise ngesigameko esenzekile
(Be Mandla and your teacher will be the policeman. Narrate the incident)
Activity
Yibani bahlanu eqenjini nikhulume ngokubaluleka kokuvota eNingizimu-Afrika.
(form a group of five and talk about the importance of casting your vote in S.A )
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APPENDICES
ANSWERS TO REVISION QUESTIONS
UNIT 1
ACTIVITY
1.
1. Ikati
i+kati
2. Idolobha
i+dolobha
3. Incwadi
in+ cwadi
4. Ibhola
i+ bhola
5. Udonga
u+donga
6. Idada
i+dada
7. Izinwelel
izi+ nwele
8. Inkinga
in+kinga
9. Uphahla
u+phahla
10. Ibhodwe
i+bhodwe
Activity 2
a. Ikati
ikatshana
b. Idolobha
idolobhana
c. Incwadi
incwajana
d. Ibhuku
ibhukwana
e. Udonga
udongana
f.
idajana
Idada
g. Izinwele
izinwedlana
h. Inkinga
inkingana
i.
uphahlana
Uphahla
NOUN CLASS 1
1. NGI
2. UYA
3. BA
4. BA
5. U
6. U
7. U
8. BA
9. NI
10. BA
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NOUN CLASS 2
1. I
2. BA
3. U
4. BA
5. U
NOUN CLASS 3
1. Li
2. Ba
3. U
4. A
5. Li
6. A
7. Ngi
8. A
NOUN CLASS 4
1. Si
2. Si
3.
Zi
4.
Si
NOUN CLASS 5
1.
I
2.
Zi
3.
I
4.
A
5.
Ziya
NOUN CLASS 6
1.
Zi
2.
Lu
3.
Lu
4.
Zi
5.
Lu
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NOUN CLASS 7
1.
Bu
2.
Bu
3.
Bu
4.
Bu
5.
Bu
NOUN CLASS 8
1.
Ku
2.
Ku
3.
Ku
ACTIVITY 4
I.
u-
II.
ba-
III.
ku-
IV.
zi-
V.
yi-
VI.
sa-
ACTIVITY 5
Here students will pronounce the words and circle the first vowel.
1. (u) in umama
2. (u) in ubaba
3. (e) in esikoleni
4. (u) in ushukela
5. (i) in ikhekhe
6. (o) in ogogo
7. (i) in imenenja
8. (a) in abafana
9
(i) in ipeni
10 (o) omalume
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ACTIVITY 6
1. Ibhala
- (bilabial plosive with delayed voice)
2. Icici
- (click)
3. Ikhasi
- (velar aspirated)
4. Izingane
- (velar nasal)
5. Inkosi
- (velar explosive nasal)
6. Umuzi
- (bilabial nasal)
7. Ifa
- (dentilabial voiceless fricative)
8. Ixoxo
- (basic lateral click)
9. Ubusuku - (alveolar voiceless fricative)
10. Ikati
- alveolar ejective plosive)
Khombisa izivumelwano kule misho emifishane (Identify the concords in these following short sentences.
a.
Umama uphuza ubisi. (u – is a concord in the verb uphuza)
b.
Abantu balele. (ba- is a concord in the verb balele)
c.
Ukudla kumnandi – (ku – is a concord in the verb kumnandi)
d.
Izingane ziyacula – (zi- is a concord in the verb ziyacula)
e.
Indaba yinde. – (yi- is a concord in the verb yinde)
f.
Sangena salala - (sa- is a concord in the verb salala)
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ACTIVITY 4
Word Puzzle - Students will have to find the following words in isiZulu. Pronounce them in front of an isiZulu speaker
so that they can help with correct pronunciation then write their meanings in English.
Ibhasi, akha, umuzi, izolo, isitofu, imoto, hamba, isitho, umusa
I
B
H
A
S
I
I
U
A
A
I
U
M
S
M
K
M
Z
M
O
I
U
H
B
O
U
T
T
S
A
A
L
Z
O
H
A
I
O
O
I
W
O
I
S
I
T
O
F
U
All answers have been written in bold in the puzzle, so it is clear to identify the words. Word Translation
a.
ibhasi – bus
b.
akha- build
c.
umuzi- house
d.
izolo- yesterday
e.
isitofu- stove
f.
imoto – car
g.
hamba –go
h.
isitho – portion / leg
i.
umusa – grace
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UNIT 2
ACTIVITY 1 – Greetings-Role play
In this activity students are required to greet someone and ask how he does / she feels as in the
following:
uZAMA
:
Sawubona Nomusa.
uNOMUSA :
Yebo, sawubona Zama.
uZAMA
Kunjani? / Ninjani ?
:
uNOMUSA :
Ngiyaphila/ Sisaphila .
uZAMA
:
Nami ngiyaphila/ Nathi siyaphila .
MNU.
:
Yebo, sawubona Zama, ungahlala phansi.
(iii) Greet a friend and say Goodbye
uZAMA
:
Sawubona Nomusa.
uNOMUSA :
Yebo, sawubona Zama.
uZAMA
Kunjani? / Ninjani?
:
uNOMUSA :
Ngiyaphila/ Sisaphila.
uZAMA
Nami ngiyaphila/ Nathi siyaphila.
:
Usale kahle Nomusa.
uNOMUSA :
Uhambe kahle Zama.
u-Aphile
: Sanibona Amahle no Anele
u-Amahle & Anele
: Sawubona Aphile .
u-Aphile
: Ninjani ?
u-Amahle& Anele
: Siyaphila, kunjani kuwe .
u-Aphile
: Nami ngiyaphila.
ACTIVITY 3
Self-introduction in IsiZulu. Each student is doing it in the presence of other students. The self-introduction is also
written in English below.
Sanibona, igama lami nginguBusisiwe Thobela. Ngihlala eMzimkhulu esifundazweni sase-Eastern Cape endaweni
ekuthiwa kuseBhisi. Ngiyisitshudeni esenza iziqu eziphezulu emkhakheni weMakhetingi khona la eMANCOSA.
Ngiyathanda ukuya ejimini, ukubuka amamuvi kanye nokufunda amanoveli. Ngifisa ukuqeda izifundo zami
ngesikhathi esibekiwe esiyirekhodi.
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(Good morning, I am Miss Busisiwe Thobela. I live at UMzimkhulu in Eastern Cape Province in the area called
Bhisi. I am an Honours Degree student in marketing here at Mancosa. I love going to the gym, watching movies
and reading novels. I wish to complete my studies within the record time. My cell phone number is: 0878799004)
ACTIVITY 4
a. Greeting a person is important because it is a sign of recognizing that person. It says she is important as
a human being you encounter in that space.
b. One can introduce herself in a group of new people where they will be together for some time and one
would have to introduce herself in the panel during the interview. (There are many places where people
have to introduce themselves e.g. community meeting before you ask a question. This question is very
open. As long as the student explains these places, they are correct.)
c. It is important to introduce yourself because it is not proper to call a person “you” Knowing one’s name
shows you have interest in that person and also one becomes at ease when knowing who they are dealing
with.
d. If you mumble and you do not show confidence as you introduce yourself, it’s easy for people to say “you
have failed to introduce yourself “.
e. Yes, self-introduction has to do with one’s personality. A very shy person would not be able to mention
important things about herself and would not give full details about hobbies, interests’ etc.i.e. things that
would make other people to know more about herself/ himself.
ACTIVITY 5
Each student will write down his / herself introduction. They will differ but here are the main things to be observed
during the self-introduction. (Refer to the self-introduction given in the example above.
Some good tips you can follow when you introduce yourself.
i.
Grab your audience’s attention.
ii.
State your name clearly.
iii.
Place yourself – where are you from, the organization you belong to and the position you hold.
iv.
Say your interests, passion or goals.
v.
Any background that you can share related to the group.
At the end you can share your personal details
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ACTIVITY 6
Here students need to think where each speaker were introducing themselves and indicate which introductory
speech is appealing to them. Answers may vary. Accept any answer that the student has supported.
In example 1 - Mrs Nzimande was introducing herself in a group of women that are married and have children.
The women are interested to know their maiden name, which is important in isiZulu culture as they may be
originating from the same clan. Then they will start to form relationships.
In example 2 - Busisiwe is introducing herself to students at the university. These students are from different
provinces and they have registered for different courses. They are in one room because that is where they learn
isiZulu together. Some share personal interests like gym is mentioned. This is possible for them to form a team of
students to start jogging together or share different novels.
ACTIVITY 7
In this activity a friend meets an old friend when they are attending an academic conference.
Few things to note:
-
The name of a person introduced
-
Where does she/ stay
-
How did they meet?
-
What academic qualification she has
-
Employment
-
Is there any existing communication with her/him?
Look at the example below:
Sawubona Zama. Lona uSibongile Mbatha. Uhlala eMadadeni eNewcaslte. Ungumngani wami esasifunda naye
ekolishi lobuthishela eMadadeni. Usengumhloli wezikole esifundeni sasoThukela. Sisaxhumana kakhulu naye.
(Hallow Zama. This is Sibongile Mbatha. She stays at Madadeni in Newcastle. She is my friend I was with at
College of Education at Madadeni. She is now a senior education manager in the uThukela district. We are still in
contact with each other.
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UNIT 3
ACTIVITY 1
Students must indicate the subject, verb or object in the following sentences indicate which is the
a) Umfana – subject, cula – verb
ikwayito – object
b) Ingane - subject, idlala – verb
c) Isigebengu
d) Abazali -
ingqathu – object
- subject, sintshontsha – verb
subject, baphuza– verb
e) Ikati - subject, lithanda – verb
imali– object
isobho– object
inyama– object
ACTIVITY 2
Students must read aloud the following sentences in the present tense and then write them in the past tense
a) Ubaba uthenga izinkomo. (Dad buys cows.)
b) Izinja zidla inyama. (The dogs eat meat)
c) Umfana ufunda incwadi. (The boy reads the book.)
d) Amantombazane asika ikhekhe. (The girls cut the cake.)
e) Abafundi babhala isivivinyo. (Learners write the test.)
PAST TENSE
a) Ubaba wathenga izinkomo. (My father bought cows.)
b) Izinja zadla inyama. (The dogs ate meat)
c) Umfana wafunda incwadi. (The boy read the book.)
d) Amantombazane asika ikhekhe. (The girls cut the cake.)
e) Abafundi babhala isivivinyo. (Learners wrote the test.)
ACTIVITY 3
Students will read aloud the following sentences and say which ones are in the immediate future (inkathi ezofika)
and remote future (inkathi eyofika)
a) Abafundi bayohlolwa ngoNovemba. (Learners will be examined in
November.) Inkathi Eyofika – Remote future tense
b) Sizohamba kusasa. (We will go
tomorrow) Inkathi Ezofika – Immediate
Future Tense
c) Umsakazi uyozifunda izindaba. (The
radio announcer will read the news)
d) Umshumayeli uzovula incwadi. (The preacher will open the scripture)
Inkathi Ezofika – Immediate Future Tense
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e) Abalimi bayovuna ngoJulayi. (Farmers will harvest in
July.) Inkathi Eyofika - Remote future tense
UNIT 4
ACTIVITY 1
Students must make questions using the verbs. They should also read the question.
(a)
Funa (-ni)
Ufunani lapho? What are you looking?
(b)
Siza (-phi?)
Nosipho usizaphi? Where is Nosipho helping?
(c)
Dayisa (-phi?
Ugogo udayisaphi? Where is grandmother selling?
(d) Pheka (nini )
Sesilambile, uzopheka nini? We are now hungry, when are you going to cook?
(e) Letha (nini?)
Uzowuletha nini umsebenzi wakho? When are you bringing your work?
ACTIVITY 2
Students should read this dialogue with a friend so that they could be able to identify questions and requests.
UBayanda: Sawubona Anele.
U-Anele :
Yebo, sawubona
Bayanda.
UBayanda :
Kunjani?
U-Anele :
Ngisaphila, angisakwazi.
UBayanda :
Nami ngiyaphila. Ngicela sihambe ngoMsobuluko. Isicelo (request)
U-Anele :
Kambe siyaphi?
UBayanda :
Siya ezintabeni zoKhahlamba.
U-Anele :
Singahamba ngoLwesibili? Umbuzo (Question)
UBayanda :
Kulungile, ngicela sigcine isikhathi. Isicelo (request)
U-Anele
: ngiyabonga (thank you)
Umbuzo (Question)
a. Who are greeting each other?
Umbuzo (Question)
Ayanda and Banele
b. What is the request Bayanda asked from Anele? Bayanda asked if they could go to Drakensberg mountains
c. Did he use the instrumental –nga- in his request? Yes – singahamba
D.How did Bayanda respond? He agreed but asked that they keep time.
e. Why did Anele say “Ngiyabonga?” He said so because he asked if they could go on
Tuesday and Bayanda agreed.
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ACTIVITY 3
Pick up IsiZulu verbs that are not in this unit and:
Use them as commands in singular form.
Thatha, bhala, futha, phatha, shiya
Use them as commands in plural form.
Show how they can use Musa “negative form
Musa ukuthatha
Musa ukubhala
Musa ukufutha
Musa ukuphatha
Musa ukushiya
Students must find someone to listen to them while pronouncing these words.
Buka!
Look!
Hlala!
Sit!
Ngena!
Come in!
Hamba!
Go!
Bingelela!
Greet!
4. Students must use these verbs with the combination of the request in the plural form. These
words need be practiced. Check their meaning in the vocabulary list so that the commands make
meaning.
Sala
(to be left)
Ngicela nisale.
Hleka
(to laugh)
Ngicela nihleke.
Geza
(to have a bath) Ngicela nigeze.
Funda
(to reading)
Ngicela nifunde.
Bhala
(to write)
Ngicela nibhale.
The following should be included: Students have to write a short dialogue in IsiZulu. They should
practice it with an isiZulu speaker.
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i.
Greetings
ii.
Questions
iii.
Responses
iv.
Request
v.
Commands
uBrenda: Sawubona Sindi. (Hello Sindi.)
uSindi: Yebo sawubona Brenda. (Yes hello Brenda.)
uBrenda: Ninjani? (How are you?)
uSindi: Siyaphila, nina ninjani? (We are fine/well, how are you?)
uBrenda: Nathi siyaphila. (We are also fine/well.)
uSindi: Singaya elayibrayi ntambama? (Can we go to the library in the afternoon?
uBrenda: Kungani ufuna ukuya elayibrayi? (Why do you want to go to the library)
uSindi: Ugcine isikhathi-ke. (Keep time.)
UNIT 5
ACTIVITY 1
1.Students will use the theme “Environment” to make words and find their meanings in
IsiZulu.
river – umfula, neighbour - umakhelwane, houses – izindlu, children - izingane, park –
ipaki , road - umgwaqo garden – izingadi flowers - izimbali, food - ukudla motor car imoto
2. Students will read aloud 5 interesting sentences from the list given.
a. Ngisafuna i- cell phone. - (I’m looking for a cell phone.)
b. Ngicela u-petrol. –
(Can I please have petrol.)
c. Baye e- computer lan. - (They have gone to the computer lan)
d. Anginayo i- email address - (I don’t have an email address.) (My laptop has a problem.)
e. Ngiyiphasile i- assignment. (I have passed my assignment.)
f.
Isivaliwe i-library. (The Library is closed.)
g. Ivulwa nge-semester ezayo leyo course. (That course will start next semester.)
h. U-judge Nzimande uthathe isinqumo. (Judge Nzimande took a decision.)
i.
Bengibheka I- credit bureau. (I was checking at credit bureau.)
j.
Ngizogqoka i-track suit. (I am going to wear a track suit.)
k. Kuyabanda, thatha u-blanket. (It is cold, take the blanket.)
l.
Angisenayo i-tooth brush. (I don’t have a toothbrush anymore).
m. Letha i- glass. (Bring the glass.)
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n. Siyahamba siyobuka i-movie. (We are going to watch a movie.)
o. Anginayo i- deposit. (I don’t have a deposit.)
p. I-globe ayikhanyi. (The globe is not on.)
q. Ngidla ama-Kellogs. (I eat Kelloggs.)
r.
Asihambe siyobuka i-game. (Let’s go and watch the game.)
s. Ngiyathanda ukuthenga e-mall. (I love to do my shopping at the mall)
t.
Uthenga i- drink. (She buys cold drink.)
3. Students are expected to think of any 5 sentences where code switching is used. They should write them
down and read them to the class.
a)
Iweather ibingeyinhle ngeweekend. (The weather was not good during the weekend.)
b)
Ubophatha ibath soap esitolo. (Please bring bath soap from the shop.)
c)
Uneighbour wami uzovakashela eNdiya. (My neighbour will visit India.)
d)
Igarage lakhe likhiyiwe. (The garage is locked.)
e)
Nginecommitment today ngeke ngikubone. I have a commitment today, I will not see you.
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UNIT 6
ACTIVITY 1
1. Ubaba uthenga amaswidi ezingane.
Yena uthenga amaswidi ezingane.
2. Ingane ihlala eMlazi.
Yona ihlala eMlazi.
3. Abafundi badlala ibhola.
Bona badlala ibhola
4. Izingane zifunda IsiZululu.
Izingane zifunda sona.
5. Ikhanda lami libuhlungu.
Lona libuhlungu.
6. Mina nobaba siyazwana kakhulu.
Thina siyazwana kakhulu.
7. UMandla udlala nezingane.
UMandla udlala nazo.
8. Izintombi zifuna umendo.
Izintombi zifuna wona.
9. Isihlalo siphukile.
Sona siphukile.
10. Usibali ufihla imali.
Yena ufihla imali.
ACTIVITY 2
Students may use any suitable adjective.
1. Words like: emhlophe, emnyama, ethandekayo, kagogo, kababa, ebomvu, abasha, abadala, esikhulu,
esiphasayo, esabekayo, olukhalayo, olulahlekile may be used etc
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ACTIVITY 3
1.
•
Wona
•
Thina
•
Yena
•
Yena
•
Uvuke ekuseni.
•
Ubonge kakhulu kuDudu.
•
Ube eseya esontweni.
2.
3. Ube esecelela uNombuso wathi umama angamupha.
4.
Students must use the word wakhe, kamama,ehloniphayo and emhlophe after the noun in his or her
sentence.
ACTIVITY 4
1. Izolo
Isandiso senkathi (adverb of time)
2. Kabuhlungu
Isandiso sesimo (adverb of manner)
3. Kanjani
Isandiso sesimo (adverb of manner)
4. Kakhulu
Isandiso sesimo
5. Phansi
Isandiso sendawo (adverb of place)
6. EZola
Isandiso sendawo (adverb of place)
7. Lapha
Isandiso sendawo (adverb of place)
8. Kancane
Isandiso sesimo (adverb of manner)
9. Kamnandi
Isandiso sesimo (adverb of manner)
10. Kahle
Isandiso sesimo (adverb of manner)
(adverb of manner)
ACTIVITY 5
1. Students must use the adverb ekuseni, izolo,kabuhlungu,kamnandi,kangcono and ngonyaka odlule after
the verb.
2.
•
Ugqoke ingubo ebomvu.
•
Ubaba kaMandla ungudokotela.
•
Ingane ethandekayo leyo.
•
Ngizokushiya ngoba awugezile.
•
Ngiyamuthanda futhi ngizimisele ngaye.
3.
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•
Uyeyisa kanti uyigwala.
•
Uyahamba kodwa akathandi.
4. UThoko upheka ukudla.
Izingane zilele.
Abantwana bayalalela uma betshelwa.
5. Halala! Usebenzile mntanami.
Yeka! Angisafuni.
Hhayi bo! Ingozi le oyenzayo.
ANSWERS TO REVISION QUESTIONS
UNIT 1
1. Umu- umuntu (1)
2. Imi- imithombo (4)
3. Ili- ilizwe (5)
4. Isi- isifo (7)
5. Izin- izinkawu (10)
Pronounciation will be listened to and assessed by peers
Subject concord:
1. Ba
2. A
3. Zi
4. I
5. Si
6. U
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UNIT 2
1. It shows that we recognise each other.
2. One person- Sawubona, unjani
Group of people- Sanibona, ninjani
3. To show respect
4. Grab your audince’s attention
State your name clearly
Place your self- where are you from
Say your interest, passion or goals
Your personal details
(Students will practice introducing themselves in isiZulu)
UNIT 3
1. Subject-verb-object
2. Inja idla igundane.
Inhlanzi ihlala emanzini.
Ingane ibhaka amakhekhe
Ugogo ufunda incwadi.
Ubaba ushayela imoto
IMMEDIATE FUTURE TENSE
1. Inja izodla igundane.
2. Inhlanzi izohlala emanzini
3. Ingane izobhaka amakhekhe.
4. Ugogo uzofunda incwadi
5. Ubaba uzoshayela imoto.
REMOTE FUTURE TENSE
1. Inja iyodla igundane.
2. Inhlanzi iyohlala emanzini.
3. Ingane iyobhaka amakhekhe.
4. Ugogo uyofunda incwadi.
5. Ubaba uyoshayela imoto.
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PAST TENSE (action that has just took place)
1. Inja idle igundane.
2. Inhlanzi ihlale emanzini.
3. Ingane ibhake amakhekhe.
4. Ugogo ufunde incwadi.
5. Ubaba ushayele imoto.
PAST TENSE (action that took place long time ago)
1. Inja yadla igundane.
2. Inhlanzi yahlala emanzini.
3. Ingane yaabhaka amakhekhe.
4. Ugogo wafunda incwadi.
5. Ubaba washayela imoto.
UNIT 4
1. Clear questions
Closed questions
Open questions
Probing questions
Tag questions
Interrogative questions
Double bind questions
Rhetorical questions
(any 3)
2. By adding –ni at the end of the verb.
3. Ngicela- Ngiyabonga
4. Ngicela ungene endlini.
Ngicela uwashe izitsha.
Ngicela ugqoke ijezi.
Ngicela ubuze umbuzo.
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UNIT 5
1. Ikhala
Ikhanda
Umlomo
Isandla
Umqala
Indlebe
Ulimi
Isisu
2. Mubi
Mude
Umabonakude
Dweba
Ukudla
Izincwadi
Uhleko
Bhukuda
Impikiswano
3. Libalele
Ukuduma
Isiphepho
Linamafu
UNIT 6
1. Six: uSoizo
Isichasiso
Isilandiso
Isikhanyiso
Isihlanganiso
Isibabazo
2. It is an action word, it tells us about what is happening in a sentence.
3. Izulu liyaduma kodwa ilanga libalele.
Izingane ziyakhala ngoba umama uyagula.
Ukufunda kunzima kodwa kuyasiza.
Ngiyahamba ngoba awunginakile.
Ngikhathele ngakho-ke ngiyalala
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REFERENCES
•
Mkhombo, S.M., Zondo, N and Malandi, N. 2018. IsiZulu Made Easy. Pretoria: Van Schaik Publishers.
•
Muller, B, Mthethwa, B.1982. Sanibona 1 Congella: Noel Glass Press.
•
Munnik, A, Roos, V. 1996. Learn Zulu Today. Pietermaritzburg: Shuter & Shooter.
•
Munnik, A, Roos, V. 2003. Learn to speak Zulu. (2nd Edition) Pietermaritzburg: Shuter & Shooter.
•
Nyembezi, CLS, 1973. Uhlelo LwesiZulu. (3rd Edition) Pietermaritzburg: Shuter & Shooter.
•
Nkosi, N.R. and Msomi, G.N. 2018. Izikhali Zabaqeqeshi Nabafundi. Pietermaritzburg: Shuter &
Shooter.
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