The Deepwater Horizon Oil Rig (“Deepwater Horizon”) exploded on
April 20, 2010.1 For eighty-seven days 134 million gallons of oil spilled into
the Gulf of Mexico.2 As a result of the explosion eleven people died, and
seventeen people sustained injuries.3 The spill left the Gulf states reeling with
a disrupted coastal economy and a devastated ecosystem.
1. Fo lrR orde oEis: pt%e,coÌu.r Bmt poinrLld. {aMitbn pãt. b.ngdon.
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nerü or rdgldg6. !rdtÀ.hobhie..
ud oúer tcirúetuúúrie,.
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tuEd.o0Tomlhú I our Roaa,
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ysGÌ. oÍ dm" nrue'lIn â0) lor. orb dnymeú, etecuonjc.
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pho.o@ins.
uÍosw e. qrhôúl p d oemi'rirn oi vÌC or.êmmrd pubLsh,neCo;IranJ. -
I?eseÌ byTenset Linìted, Covenry.En€lmd.
PÍúbd inCrfl BritainrorH@dq & s,o;gfro0Fducdion,t,
cd .sonor Hoddd
HeddümPl! 3JeEu..m R@d.rnndonvwt JBH bJcor & Ivrân Ld. RêddrÊ
BdkshiF
GettÍng
acquâüted
onanaeroplarÌe
t kudtbâna k$'âkhona kúôlíürÌay _32
Meeting
agâin
âtth€Murays'home
Ukwazi ukuthetha isixhosa
Knowing
howtospeak
)<hosa
Contents
Acknowledgements
lntuoduciion
5
6
20
Ukwazana kü-eropleni
2
3
4
6
Ukuthetha ngoúrsebêÍzt_ 58
Speâking
about
work
Uyithândâ nJânllkoÍu yakho?
Howdoyouükeyoulcoffee?
44
73
87
Nifudümele ngokrraneleyo?
AÌeyouwârmenough?
UJenng ems€benzlnl -
'Maslúêthe lslxhosa'
Jenny
atwork- L€t'sspeak
)ftosâ
UThandi emseb€ozini -
'Ndingugqirha Thamsânqâ'
103
116
a
I
Thandi
atwoÍk- 'Ì ân DÌ Thamsânqa'
UPeter emsebenzini €Kirstenbosch _ 130
Peter
atworkatKi$tenbosch
Inpqsion rüober 1O9
Yeü 2oO4
4765432
2r$3 m02 2@l 2uN 1999
2. ACKNOWIEDGEMENTS
lo
l1
t2
13
14
15
l6
Mâsiye kulaâ rqsdnr intsha!
L€t'sgotothâtnewrcstauÍant!
Ukuúenga impahla nezinto únto
zâkwaNtu zesiNtu
Buing clotlÌesandvaÌiousAfiican aÍs ândcÌafts
Iinkathazo zohambo
TlaveÌwoes
Umz a welifa llkaxhosa
)ftosâheritag€
trâit
Translaiions oÍ dialogues
Ke!' to exeÍcises
Xhosafnglish vocabulary
English-Xhosa vocabula4r
Btbliogtaphg
Index
UThemba emsebenzlni - udliurano-ndlebe 149
Themba at wo* - an intelview
Ndi[gathetha noMnumzana Thamsanqa? _ 164
MayI speak
toMr ThaÌnsânqâ?
Kümdlalo weqakamba
At thecricketmâtch
Acknowledgements
li is impossibÌ€to qüâniiÍy RâlphKísch's pâÌt in helpingusto bring thìs
bookto ftrìiúon. His inieÍest,suppoÍ, lechnicâlâdviceândespeciâìlyhis
generosity
of spint aÌewtfâiling.
We would alsolike to thâDt Ms TheresâSoci foÍ her help wiú pmof
readingandfor themânyusefiÌ süggestìons
shemade.
We âre gÍâiefuÌ to the íolìowing copyÍight oxneÍs for pe.mission to
ÍepÌoducetextsandphotographs:
DavidPhilipPubÌisheÌs
ery) Ltd, CâpeTowÌì
FortHareUniversity,Aìice,EasternCape
JohnMuÌmy,LondoD
'WitwateÍsÍand
UniveÌsityhess, Johann€sburg
HeinenanD
Publishen(Pty)Ltd, Johannesbug
SundayInde
pendent,JohaúresbúE
MâskewMiler LonerÌan,CapeTown
Little, Brown,UK
BducümPublisheÌs,
HaffwayHouse
Bona,DuÌban
Photographs
TV Bulpìn,MuizenbeÍg,CapeToIn
lndepenalent
Newspapen,Cape Tovrn
NationalBotânicalInstitute,KiÌstenbosch,CâpeTowÌì
Dcpartment
of WaterAffaiÍs, PÍetoria
UnitedCricketBoaÌdof Souú Africa, Noíthlands,Johannesbug
Bonâ,DuÍbân
Maccrcgor Museum,Kimberley
NationalGallery,CapeTowÌr
MayibuyeCentre,UniveÍsity of theWestemCape
LoÍon Cominunicâtions
FÀirLâdy,CâpeTown
ÍÍêmct
lmvo
SAOardên
& HoÍne
797
2ll
177
308
315
31',7
241
3. Introduction
About Xhosq
TlÌe wordXhosâcomes
ftom thenâmeof alegendary
chieí.In âddiÍon to
EngÌishandAfrikâans,úere arenineofEcial languagefú SouihAfrica.
These nine belong to úe Süb-SâharanBaÍÍu oÍ .lintür fâmily of
Ìanguages,
Xhosa, Zulu, NdebeleaDdSwâti colstitute the Nguni gmup, Soutbem
Sotho,Pedi(Noíhem Sotho)andTswanâ
coÍÌstitute
theSoúo gÍoüp.
VendaandTsonga(Shângaân)
do not belongto eiúeÍ theNguni or the
Sothogroüp.
Xhosâ, PresidentMandelâ'smothertongue.is the souúemmostof the
nineAfticarÌ languages
ândtogetheÌwith Zulu, úe mostwidely spoken
lângüage
in SouthAfÍica, isspoken
by appmxim-arely
l8 peÍcenrof South
Afticans,dË vastnâjodry of whomlive in úe EastemandWestea Cap€
'... history hâs pÍoved that the )Closa languageis one of the
tenaciousÌy
endudngeÌements
of )ftosa cúúrrefor it hasmaintained
a
firÍn fooúold on SouthemAfrican soil, gowing like anevergreen,
deep-rooted
tÍ€e,ândhasnânifesteditsef asadlnâmic,vibúnt, vhile
languâge
âdâptâble
to,anddeveloping
in hmmonyútÌÌ, thechanging
enviÌotrment in that il spmuts new woÍds and expressionsro
accommodâte
newconc€pts
andcútural itemsând,to aÌrevengreêier
extent,âhorbs andxhosaizes
foreign wordsandterms.This i. did
oÌiginaly from tìe Khoisanlanguages,
úüs extending
ard eDri€hing
ítsvocâbuÌaÌy
andspeech
sound
sysiem,
ândfor thepasthundred
years
hâsbeendoing [so] ftom Dutch andAlrjÌâaÌs andin úis centuÌy
esp€ciaÌÌyftom Englishwith which úe aÌnaxìosacameinro close
contâctthroughtheschools
thatwercestabüshed
by themissionãies
ofvarious
denominations,.-'
L,9itrtüis used6y Púl in his dictiondy s a vdioÌ ofadh. ln Xhos! irNtü denotesúe
lalguaeeor aryúine ch@tdistic, e.s..L€ss,cüston of thêaruNtu d úe ardlsaNtü. ir
úe &s@ndmis of Níu, úêir ìêgên.lary
posflitor Patn,H.w (ed.) Thêcreater Dictiüarr
o/xnda, vol. 3.Alice Univeniry ol Fon Hare,1989.
IMRODUCTION
It was the Scottish missionary John B€nnie of Lovedale who first
recoÍdedúe Xho6alanguageandpÍoduc€dúe fust wÌitten textsusing
theLatin alphabetwiú úe letters c, q, x Íepresentingúe threeclick
sounds.
Theclicksândsounds
suchas'Ìà' (pronounced
like úe Aftikaans
initial 'g'in 'goe-d'
oÌ theGerman'ch'in 'nach')restiÍyroúe influenceof
the Khoi and Sãtr lânguagesspokenby the irìdigenousherdeÍs and
hunteNof Southem
Africâ with whomthevadousXhosatribeshadeârly
âtrdintimateconlâct-
This iDfluence is also rcflected in some geogmphical names e.g.
Keiskamma(gezÍ'$^ter). Anotlìer manifestâtron
of this influenceis iÍ
lhecoexistence
of slnonymstakenfrom theKhoi lânguage,
for example:
ütyani / tngcs(grâss)
tmu / ,lgwha(she€p)
,rrthâkâthi / igqwiÌa GoÍcereÍ)
In more rccent yeaff many Engüsh and AfÍikaâns words have been
'xlúsúsed' , for example:
irikolo (school)
ibhokisi íbox)
rúâtshini (machine)
Xhosâis aheteÍogeneoüs
andcomplexlanguage
originâtingftom alarge
anddivenified gÍoupwith manychiefsandclans.Until themid-1950s
the
Xhosâ spoken by dtnllccalekâ ând drzaR.hârhabe(also known as
dn,aNgqikaor Tbhirvoxhosa)' wasÍegariledasstandâdülelary )ftosg
- 'is (ho6âesithethwa
ngâmaNgqikâ
omgqüba'- but nowâdays
the
variations of úe diâlects oÍ the oúer groups fuÍher Dorú, namÚ
draMbo oÍ Fingoes, drdThembu, /mdBomvânâ, atn Mpondo and
druMpondomise, arc alsoâcceptedin úe wÍitten languâge.Lile all
langüages,everyday colloquial Xhosâ differs fÍom that foÈnd in
'auúmiÍative' grarDmars.
Similady,language
usag€oftendiffen notoDÌy
from rcgion to rcgion, but alsofrom genention to genemlon, andyou
mayencounter
thesedifferences
whenconveÌsingwith )ftosa speakeÌs.
'ÁtuGel€k! md ,ruRlràÍhtlE çêrê nâmedaner úe two brctheE. chìêf Gol€kô otrd
cniefRhárhàhe. NgqlÌe NasRhaÌn.h€'s g@dsn.
4. XHOSA INTRODUCTION
About this boolc
Teach
yoürselfxhosa
is ]JJ.ïended
for all rvhoareinrerested
in leamingoneof
themos.widelyspoken
AfÌicân ìanguâges
ir Sourh
Aftjca-
It isaimedâ.bothSouthAfricansandüsitoÍs roSourhAfricâ. andaiúose
who areleâmingXhosaftom s€Ìatcbaswell astÌìosewhowould Ìike to
bÌushup their existing skills.As sì.!ch,
it shouldbenefÍ studenrs
ârhigh
schoolandunivenity level,aswell asthoseìnvoÌvedin adút education.
wlrcÌever possible,thecommunìcativeaspecr
of rhelanguagehasbeen
emphâsised
whichhashopefulÌyÌesultedin acoursewhichis usefuÌând
practicâl.CuìturalbackgÌoündaÍd infomarion forms aninregÌâÌpaÌt of
Thebookis dividedinto 1óunitswhich rangefÍom bâsìclunctioN rìnd
lmguageusage
in úe initial unitsto moÍevaÌiedândcompÌexusage
in thc
laterunits.Theinclusionof materialIiom )ahosa
lìterâtuÌeândmagaziúes
is aim€datencouÉgingtuÌttìerreadine.
Eâchünit consists
of
I alist of tunctions
t adialogue(tucoko) E settingoutthesituationandtunctions
I avocabulary(irigâÌnâ) box I wittr atlnewwordsandexpressions
I a 'How to ...'sec[on N whichsurnmarises
andexoands
uponúe
firnctionsdealtwith in theconve$aÍon
I a 'How it wo*s' sectionõl whichexpla;nstheganmâtical stÌlctuÍes
astheyoccurú úe coDversations
andexeÍc1ses
I a 'How to apply it' section E comprisinga numbeÌoi exercisesto
helpyou to evaluateyouÌ pro$ess andyouÌ âbfiry to apply thenew
vocabulâryandstÍuctures
you bavelearnt.
ln úe initial uúts, usefulidiomâtic expressions
andphÌâseswhich clop
up in theconversations
arehighlightedin a 'Try ro memorise'box. You
will ündeÍstandúeir grammaticalstructureasyou pmgressúÌough the
CultuÍal information and songsarc included thÌoughout the couÍse.
Trâ.nslâtions
ofúe dialoguesof eachunit ândthe key to exercisesâre
found âfter the last unit followed by a Xhosa-EngÌish vocabulary,ân
Englishiftosâ vocabulary,
ânindexandabibliogaphy.
The use of contrasting Erpefâces
Oneof themostsÌÌikingfeatures
of Xhosâisthecombinaíonof different
paÍs of speech
into â 'single' woÍd. Thusúe eqúvalentof 'I at J€nny'
is 'NdìrgíJe ry'- We hâveusedcontrâs.ingt)"efaces to identify úe
componebts
of Xho6awordsândsentences
asi[ustÌated herc.In oÍderto
establish
thisusâge,
thesemeusedin â11
components
of UÍits l-3. In
Units4 16contÍastìngtypefaces
hâveonly beenusedin ceÍain sections
wheÌetheyâÌeusefulin explâininggrâmmar.Engüshtranslationsarein
thesametypefaces
asthecorÌesponding
Xhosâ,ândtheÌefoÍealmoí
âlwavsself-exolânatorv.
l-ó
-r 'ì t-,
aba- ,L- l- è
âl
eqì
'o;:)
r.tsq,xatq^L-
f",ì
amaRhaÉìáb;4t6;
o."t'Ê,*a{
5. tl
lo XHOSA
K.y to tfiê ur. ôf brpefo.ê6:
Tofird elamples
consult
theindex.
Italici:
I nounpref*s
a objectconcoftls,sübjectconcorìlsof owel yeÍbs
a negativesubjectconcordsaadfinal -i
a adjectival,relati,e,possessiye
co cordsand.
sufit'-yo'
I recenlpast tentesu,frxes'-ile' and'-e'
a -ni ìn instructíons
a emphatic
pronounspreceded
by nâ-, ku-, ngâ-andfollowed
by -na
I locativeprefircs aírdsffixes
a palatalisedforms of Íhepassive,Iocativearddiminütiye
I ideophones
arÁìdioms.
BoÌd:
a slemsof Douns.
verbs.adjectives.
relatires
I interrogatiY€s
I po6s€ssive
adjectiyes
I final -eof subjuncúive
I negativeinÍixes
I elements
with shortened
emphaticpronounns-, ku-, etc.
Italicised bold:
a copullttives
I twojtr.ttaltoseil components.
Underlining:
I addedemphasis.
INTRODUCÍION
Worth knowing before embarkíng on
thís course
BefoÍeyou startthiscouÌse,it wouldbeusefulto makeyourselves
aware
of someof thestrilongchaÌacteÌistics
of theXho6alânguage.
The lacing of uords
Oneofúe moststrildngdiffercncesbetween
)oìosaandEngüshsentence
constructionsis úat Xïosa 'laces' woÍds togeiherwhefe English has
mostlysepaËtewords:
NdingrJêÍny
Ilm J€t'ry
Ndiyavuyâuku*wâzi
I an glad to know )oü (lit. ... yoüknow)
All nouns consíst of tr/,o pdtts
Everynounin xhosa consistsof two paÍs, namely,a pr€fix andaíem.
ThepÌefix indicateswheúer â noünis singulâr oÍ plurâl urìlike in
EnglishwheÊ,in mostcêses,
úe âdditionof t' makesanoì.nplurâÌ.The
stamcâniesth€mêânfuganddoe. norchâDge:
ümDtu onepeÌson
abaúft peopÌe
Noun stems cân occü with diffeÍent prefixes thereby âltedng the
meaning:
umrrtn onepeÌson ímxho6â aXrosa peÌson
aáantu people ?1axhosa Xhosapeople
irintü dress,ìârguage, i$Xho6â Xhosahnguâge
customof aò?:Ntu
uÌuntu humankind
,íàxÍtu commonhuman rruxho6à'Xhosaness'
decency
It is very impoÍtantto beabÌeroidendryúis divisionbetweenprefix and
stemasnounsaÍelistediÌr aLcdonaÌìes
accordingto their stem.
6. t3
l2 INTRODUC]ION
The diuision oÍ noüns inÍo gÍoups oÍ cldsses
AnotheÌ characaerislicof Xhosa, âs wiih mosr of rhe indigenous
languages
spokensouthof úe Sahârâ,
is the division of nounsinto
differentgÌoüps or noun clâss€s.
ThepÌefix of úe noundeterminesthe
clâssto whichâpãÍiculaÌ nounbeÌongs-
No qtticle
UnÌike English,thereis no definite (úe) oÍ indefinite (a /an) aÍicte in
)Gosa. Contextinúcâtes whetherthemeaningof, for example,'Ílantü'
is 'rreperson'
or 'd person'.
No gender
Lile EnglishOut unlike Ìnânyoúer languages
suchâsFÍench,cerman,
Itúan, etc.)thereaÌenomascüÌine,
feninine or neuternounsin Xhosâ:
Wotd otder
Question
words(interrogativôt
usualyfoÌoryth€verb(orpredicate):
HoÌr areyou?
(üt.Youüvehow?)
WheÌe doyou live?
(lit. Youüve where?)
Similarly, descriptive rvords such âs adjecúves, nümeÍaÌs and
possessives,
areusuaÌlyplâcedâfter the Ìyord they descÌibe:
umtttomtsha ayouÍg persolì
upruLa
A|ân|r
üblah phi?
Lible ;zulu naÌÌúlaüje.
(ü1.âperson)r,rois young)
(lit- âperson ,, is one)
my chiÌd (lit. child o/mtne)
umÍ^ú
(â/ thegendeman)
(â/ thechild)
AnotherinteÍestingdiffeÍeíce betweenEngüshandXhosâÍoÍd ordeÌis
úat XhosâoftenstaÍs â sentence
u/ith thepÌÊdicate
(veÈ):
lìr.It isbeâutitulthe
Ìrcsth€rtodây
The equiodtent of English pronouns are called
subject concoÍds
Subjectconcods (SC)arealwâysârtached,
i.e. theyneversraìdaloneas
is thecasewith BnglishpÍonouns:
Ndil alaeKapa I stayin Cap€Torn
Verb endings ote the so.meÍo" al, Wrsons,
singulí,t and ptuÍdt
NdiyaÌuya
Siyaruyâ
úyawya
rylyaruya
Uyaruya
Bâyavuyâ
I âÍì glad
We aÌeglad
YouG.) aÌeglad
You (p1.)areglad
He/sheis glad
They areglad
VerbendingsÍemainthe samenot onìy for aI pelsons,wbethersingulaÍ
or plüal, bütaÌsoin all tenses.
Note: heaEdshe= ú-. NotealsoâtonedifferuÍc€ distinsuishes
ü- = you (s.)ftoÍn ú- = he/ she.
Wols and abbrqíalíons
E ,u"od"d
"o,""n"
+ cÍ./ soeUnil ...
SC subiectconcod
(JL oDtêcl
concorc
AC odieclivol
concord
RC rêlo,ive
concord
s. singulor
pl. plurol
odi. odiêclivê
lit. lilêÍolly
Prccêding
on element,
e.S.'-no',meons
something
mustbe otloched
beÍore.
tollowing
onelement,
e.s.'n+, meons
somêltìing
must
Íollow.
On
êiliêÍ sìdeof on slement,
ê.9. 'n9r, oeonssomêÌhing
muslpÍecêde
7. t5
t4
Pronunciation guide
Ìt goeswithout sayingthât a wÌitteÍ guidero pronunciationcân at best
only give an appÍoximation of sounds.TheÍefore. to ,tune iì' to the
lânguagetry, asmuchâspossible,to listen to moiheÍ-tonguespeakeÍs
(radio and television are excellent rcsouÍces)and to the casssttethat
accomDanies
t[is book-
peop!e
YesteÌday
helo
Il Xhosa,two vowelsneveÍfollow oneanoúeÍ wiúin a word.Double
vowelsoDlyoccurú úe plürâl pÌeffx$, ao-aúdii-:
oomamâ(motheÌs) iiveki (weeks)
Doublevoselsaiçooccurin some
demonírâtives:
loo nto (thât úing) abaâbântu
(lhGepeoÍ,I€
overtberel
This differencein tonecânchangethemeaningof two wordsor elem€nts
thatarewrittenidenticallÍ e.g.:
üjani? How aÌeyou?(s.) úìsú rÀrn írhàngá tÌìiú
újani? How ishe/she? ítútsÌ| intestine íúàngà pumpkin
Notwiústanding thesedifferencesin tone, leamerc should not allow
concemÍegaÌdìngúe useof 'the coÍect tone' ro inlÌibit úeiÌ efioÍs io
speak,
elp€cially
ar a wordma) bavedjfferenr
Ìoneparrems
in clifferenr
diâìectsofxhosa. As is úe casewilh all languages,
thecontexa
wiÌÌ, in
mostcâses,
heìpthelistereÌ to underslând
theintendedm€aDins.
In wordsadopted
ftom EnglishândAfÍikaans,vowelsareoftensepârated
byah)Then:
@ Stress
laÌopleni (aeroplane) tqf,sì (ofEce)
XlÌosa speaÌers teúd not to pÍonounce the fiÌÌal vowel of a lvoÍd,
especiallywhenthefollowing word statu wiú âvowel:
Yiz'apha insteadof Yizê apha(Colnehere)
UÌind' ithuba Ulindgiúuba! (WaityouÌ chaìce!)
Enkos'kakhulu ËnÌos! kalúulu (Mâny úanls)
Single
coDsoDanL"
sinilaÍÌo English
in prorìunciarjon
are:
The penulaimatesyllâbÌe in a sentencesrructureis often lenstheneal
beyondúe singlewordlimit:
namhlanie todâv
um lbo friend
Üvetu
phi?
Hayi, ahÌkho Íto.
ibhotalo builer
kulungile âlllight
WheÍedoyoü comeiìom?
No, thereis nothingbad.
i.e.I'm fine.
g
Ì
f
j
v
d
h
[! Tone
Xhosais a tone lâDguâge.Its rangeof toÌes makes)flrcsatheb€auriíüI,
musicaÌlânguâge
thâtit is. TheÍIìÌ€e tonaldistinctionsaÍe:
high'tone falling^ rone towtone.
ExampÌes
of sometonalpattemsare:
high/ fa ing/low ékhâyà
high/hiú/low ábánô
high/low/low ízòlò
high/low mólò
low/hieh èwé
ThepenuliiÌÌratesyllâbÌeof most)ftosa woÍdsis ÌerytheÍed (stressed): E
co'tso'lonús
INTRODUCTION
I A wo*lnS Sutde to Xhosq pronurrclatlon
bwelc
bì|ntr Appt9.ximoí€êound
c Enslish Íost lolo l"l..p)
. bpenl Enslish esg lvo)
o {closedl Enslish e(i)shr ivcki {week)
I Enslish be nini lwhenal
o {openl Enslish lqw izolo (yeíeÍdoyl
o {closed) Eìslish own nsoku (now)
u English rule umntu (person)
8. 17
tó XHOSÂ
TheXhosaconsonânts
b, k, p, t ar€veryinreresring.
Followedby .,ri,
(âspirâted)
they aÍe pronounced
âs rhey arc in English,i.e. úar is
accompâÍiedby apuff of air:
B,{âÌâl(Write!)
KÁâpl,al
(Gowiúl)
Prâpàâ!(BealeÍl)
TrâtÀa!(Takel)
HoweveÍ,whenúey aÌenotfolowed by 'i', aiÌ is dÌawniÍto themoürh_
CompaÌelhe following:
Dúala!(ftite!)
Xlapra! (co with!)
Prâp,tâl @ealert!)
T&a!&a!(Take!)
In oÍderto asceÍainwh€iheÍyou areproDouncirg;
borbll koÌkli porpli torth
you might find it helptul, in thebeginning,to hold your handin fmnt of
yourmoüthwhenpronouncingtheseconsonants.
Ifyon feel apufiof aiÌ,
you wiÌ bepronouncingâÌìaspirated
consonant
andviceveÍsa.
m, whennot followed by â vowel or úe consonants
b / v, is pronounced
(o,4'$onant
combinatbnswìrhno Engtish ëquívalenís
lJéosuic
thereareno Englishequivalents
of thefollowingconsonant
.ombinâtionsit mighttakeyou alittle longerto masteÌthem:
dl umdlalo(sane, play)
hl hlala Git, stay(asin reside)) (ct Zulu 'Hluhluv€'oÌ
welsbLlandudno.
Don't
üseÍ an'í maldngit sound
lite'shl')
ntl iagânzi (fish)
dy -dludpza (pourwiú rain)
ry ukuea (to eao (ct 'cape'Aftilaans 'tjie')
t3 iirÌbâpho(familiet ('t'is notaspnated)
ü iRhâwuti (Johannesbwg) (<Afiikaans 'soud' = sold:
ct Gauteng(Sotho);
sconish'loú')
kÌ -IrelekÌele (shae < ikrele = swoÍd)
hI asweÌì asÈ andthedicks ãe somdstakenoverftom úe Klìoi and
Sanlanguages.
The clicks
Thethl€e cltcksarercpresented
by theleíeÍs:
cqx
'WÏen Xhosabecamea wútten language
in the 1800s,thesethre€letten
werechosen
to reprcsent
thethÍeecÌick sounds
b€cause
theÌetterk couÌd
INÌNODUCÌION
Eâlâ(Count!)
iÃâpâ(Cape
rown)
ipâpa (poffidge)
ulâla (fatheÍ)
3 syllables
asa syllable:
ú / !q /ntü (person)
ú / !q / fu / ndi Gtudent,pupit) 4 syÌÌables
As prrrepÍesents
anâsphated'p' andis trot pronounced
tike theEngtish
'f,similaÌÌy,trrepÍese s aÌraspiÌat€d't' not English .th' asin .úing'.
Someconsonanlconbinatíor$ simílü to English couldbewÍitten kat
coüldbewnttenkween
couldbe{Ìilten aks
ng i|r_goma
(song)pmnounced
like Englìsh
sh is_biúini (factory)
tsh ikìibbi (kitchen)
ntsh inlbhonalanga(west)
try ulyana (son)
ths !!Eu (pitch-blâck)
'ng'in s14g
'ú'in Êbine
'fth' in ki!çLen
'rch'in ileb
'ny' in ca4fon
'ts' in i8
E
C - ihe '..hat o píú' úck
Thisis â dentâl úck prodücedby pressitrg
úe tip of thetoÍgue against
úe üppêÌ hont t€eÍh wheÍetheseme€túe gum andÍapidly pu[ing it
awaywith a 'Í.rr-íííir8' sound.
9. t9
ta
Q - t'ne'chompogne cor.,(poppíngl cllck
Thisis apalâtâÌ dick pÍoducedby pressingthefront paÍ of the tongu€
againstthe hârd palâte behind th€ fÌoDt Íeeth andrapidly pulling ir
awâywith a ?rppiÍg' sound.
X - the 'coaredng trorse' clid.
Thisis alâteÌâl úck producedby plâcingthesideof the tongüeagainst
theupp€r sidetaeth andÌapidly putlingit awaywith a 'clückhg' soünd.
Clicksmayalsobeaspirated,
i.e. folowed by 'À''
INÌRODUCÍION
Hcfc aresomephÌasesoÍ woÍ& yoü'Ìl comeacÍossiD this coulse,Take
rDëciâlnoteof theimplosivesb, t, k, úe comotrânt combiútions úth
noEnglish€quivalents
andtheclicks:
Rememberúât 'ci' is not pronouncedlike the English 'ch' rherefore
'cracàa'= 'recupeüte'is notplonouncedlike theLatinAmericandancel
Non-âspiÌâted clicks canbeprec€ded
by úe following consonânts
and
consonant
combinâtions:
cfr-cliacla (Íerupente)
qÀ-ql'ubâ(drive)
c -câcâ(beclear)
q -qubhâ(swim)
x -xoxa(discuss)
SoboDâna!
Sckümnândr
úudibânâ nawe
Hambâkakuhle!
Namlelekile e(âpa
Sizakufil€ eKapakamsinyane
Külungile
MolotaÍa!
Ndisâtotoba
Siphiisibhedlele?
Abadú badlalaundlalo
Masihlalengaphandle
naÌnHanje
Mhlawumbi,yonte imihlâ
lntle le ntlânzi
InOein0aÌohlazâ
Tyalaezizityalo ehlotyeni
Ikomityi eny€hÌph€lâ
Nanbi ikofu!
Ukrelekrele gqithâ
UhlalaeRhawutini
Ndingakuncedrsa?
z,ircede
Uchan'ucv,/ethe
!
ChebaiÍgca!
Ndigqibile!
Ekugqib€leni
!
QhubakuQoboqotn
MssiqabuleuÌxano
Ndidaniwe
Uxolo!
we'll seêeath other!
It |9asniceto meetto
Goi)elu
Welconeto CapeTown
We' aüve h Cape
Tornshoftlr
AUight
I'nu,elÌ(I'n stl totunng aÌong)
Wherc| thehospítal?
Theplayersarcplsjìnq a ganÉ
Izt's sitoutsidetoday
It'sbeautiful,thisfsh
It beautillrl,spnnq
Plant these
plants in su üner
Heíê'sthecofree!
He |tuêsin Johannêsburg
HetprounetJ
Dirre to Keiskmmahoêk
Let'r quenchthethirst
c um8ça u4çedo
(help) (dooÍt
r4goxo
(discussion)
i4&Êrtho
(expenditue)
a4oL'4/rza
(knock)
i4Baso
(suppoÍt
q ugqirha
(doctoÌ)
x igralabâ ülqâno
(shouldeÍ) (thnst)
i4gwelo-moya i4ggondo
(aeroplane) (inteligence)
+Inthesenasâlised
voicelesssounds'k' is notpÌonounced.
Practisetheq cticksby listeningto úe frst few linesof the 'C#cÈSong,
mâdefamousby MiÌiam Mâkebâ. TÌy singìngalong:
'IAqirhalendleÌanguqoraqothwane,
Ebeqabel'egqith' aphauqonAqoúwâne
!'
10. IJKWMANA
WIEROPIENI
Ukwazana kuri-eropleni*
Gettingacquainted
on an aeroDtane
In this Unit yo4n
'rirt
ted'Íl' ho'u, to,
I exchange
greetings
I welcomea group
I askhow someone
is andÌespondto beingaskedhowyou aÌe
I introduceyourseffândrespondro âninrÍoducrion
I askwheresomeone
lives andÍespondto beingaskedwheÍeyou live
I saygoodbyeto â gÌoupandindivìduals
UJenny
UThandi
UJenny
UTbandi
UJenny
UThandi
Oo! Namndihlâla
"Pinelândsl
Ndawonikanye?
Ngas.rFòsf
DÌiye. WenauNâlâ ndawo,ii?
Ngas.rPinelands
High School.
Fot the durution oÍ theflieht Thúndi atul Jennj get to knoe erch other
and agrce to make coníact again soon.
Umququzelelikazi Uxolo, /rarcne ndmdnenekazi. Qhobos[ant
dnabhânti. Sizâ kufika éKâpâ kamsinya.Enkosi
kaklulü ngokukheÍhâ i-Rainbow Aítlines.
Ndiyâthembâ soboìana kwakhona kamsinyâne!
Nan*el€krl€ eKapal Hâmbârt kakúle!
Hâmbâ kâÌuhle Thandi. Bekuúnandi kariìulu
ukuthethanawe.
Sobonânasisi,bekumnâÍdi ukudibanânawel
UThândi
UJenny
llThandi
UJenny
tlThandi
UJenny
UThandi
l'lgama (Vocabutary,
0rquqüzelelitâzi rtesüd6s
t!íli8hl
0'
rnl?
0 ont?
rl.
ÍlhDo
'lh.lhr
eenll€nen (direcrãddrcs)
ndiyany, I d.gld
-kw ,o, (s.)(objecO
üta&urzi to lws yaü
a rü youG.)
-pbilr be *ell,.llve
siphil/é we m çe[
enÌosi lheÌ you
ne too,I risô
-hldt stay.live (alrc sn)
cPiD€l.nls ú Pir€l .rs
Íìawiknte? wh@ abdb mdy?
Ígbe- !ì*/hdPvi.iDiry
nolo emse ne (lit. pqce)
qholBhe, frst€n (pì.)
!rubhúti (sa0 h€hs
l! lncoko (Dialoguel
@ lln-ai t"-"*qu *d J€nnyMüray ffe sealednexrto eachotheror a
flight ftom PortElizâbeth.Thesteward€ss
gre€tsrhepassengen.
Umququzelelikâzi Molwenir an€n€ndtruin€n€kazi!
Nâmkelektk tuflight 301,yâ eKspâ!
Molo sisi,üqiâdi naÌnbtanje?
Ewesisi,sikhonâl
Oo! ÜsithethâkâL:uhle
,rüftosâ, sisi!
NdirgüThâtrdi ThâmsaDqâ.
NditgzJermy Munay. Núyâruya ul:ulwazi,
Thârìdi.Wena,uphilâ 4iatri?
Hai. siphiltipenl,osi.Nâm.ndilaÌTyâ ukut
'ezi,
Jenny.
Üh|áh éIGpâ, ThânÍti?
Ewe,sihÌâlâ ePüelâÍds.
*Anglicjsed vesion of the muchmorepicíuresqqe.úqÌ{elo-moyâ, (lit. wagoÍ
(of úe) âit.
11. XHOSA
- UNIÌ ì
go (pl.)
Try to memorise
Nomkêlêkilêl Welcomê!
(pl.)
Ndiycvuyo ukutu,ozi I omglod ro knowyôuls.l
Ndowoni? Whsã obouis
exoidvc
Sobononq Weshollseeeocnorner
lekumnondi ukudíboro nawê tÌwosni€ ir meet
(wíh)youÍs.l
Eekumnqndi ukurhdho nowê trwosnicetotolkwirhvou(s.l
N Hor, Ío ...
El(chonge greetings
With oneper6on:
Molg sisi!
Molg nkosikazil
Wiú noae Íàan oneperson:
MoÌIlcli ,fl/nen€ ftrrrlnenekazi !
A guí& to hetpWu greèaapptÚlprtc'€'/yiâ Xhos.,
I Anoldêr
mon
ofyour
fothêr's
seierqrion:
túolo lolsl loffêcro.oteì
Íúolo bowol (moEle'pêcÉull HollomyÍorhen
Hellosnl (lir.ownêÍoÍ
honesteod/s= uÍtzi / inin)
HeÍlo
sirl llit.hondsomê
bis one)
ltw r^NA
(ryE!9!!EM
I AnoldcrmonoÍ yourgíondÍorheÍ's
generorion:
Ìúolo noÍornkhuluI HellogrondÍoAerl
t A womon
of yourmotheÍ's
gênerolion:
llolo momol Hellomothe.l
I A wononoÍ yor:rgrondmoüoÍ's
generotion:
,úolo makhulul Hellosrondmo*'erl
23
A moÍiêdwomon
oÍ yourogoor younger:
Àlolo nkcikaril Hellomodon!
{cÍ.AÍrikoonsnevroa
French
modoDe)
ó An unmoried
lodyor o younggirl:
llolo nko.dzonol Hellomissl
(cÍ.Ahikoons
neÌufrrcu,
rrcncl'
nodenoisdtQ
(Ììe libroìmeoning
ol i'nkordzonoiso linlechieÍtoiness
7 A perlonof oppróximolêly
thesome
ogeosyoul'eìf;
itolo míondini! HellomyÍellowl
(<umío= êllowl + r4o; isusêdoso rêÍmoÍ oÍtucrion
bêtween
moleequokl
HellobrolheÍl
Hêlìo
sislèr!
HelìomyÍriêndl
Hêlloyounsmonl
(A young monohercÌcumcisionis rêÍêÍredlioos umfonq.)
9 A youngsirl lolsodoushteí):
Helloyounglodyl
H€lloliidesirll
olo bhslil
Molo 5i5il
Àtolo Ínhlobo wlml
I A youngmon:
üolo mfonql
Molo nlombil
l0 A litde
girl:
Molo nrombazdno!
12. UKWAZANA
KWI.EROPTEN]
Ílryl, siphilild. No,weâÍev,/e11.
(tjf. AlrikaansN€e,dit gâangoed. No, it's goingweÌÌ)
À poaitivcresponse
wi[ ol(en âlsobe qualifiedby â complainlôf so s,
ó,9,üboultheweaiheÍ,work, fâúgue,etc.:
Ndiphilitengâphânde
kobubushüshu.
t S€eUnit 7 for otheÌ ways
ÍúúPondìng.
Introduce gourse$
I'm ftne exc€ptfoÌ
thisheât.
of asking after someone'shealÌh and
(kwêdini < irkwenkwe + -ãd,nt
expresses
offêcron,
iniimocy
bêiwêeionoldêrondyoungsmon,/ boy)
l2 A childi
,Vlolomnlwon'om! Hellomychild!
+ Sêêculturol
bockSÍound.
Welcome a group
Namkelekil€ (lit. You(pl.) areweÌcoúê)
Note: Wamkêlekilé (lit. You(s.)aÌewelcome)
Ask hot'lu someone is
SingülâÌ
unjarui
Üphilâ qiâni?
Respnd to beíng asked hou gou are
XHOsA
- UNITI
A lildeboy:
Molo nkwenkwel
Irlolo nkwenkwcncl
Íúolo kwedinit
Hellolitleboyl
Hellolittlêboyl
Hellolittlechop!
NdirgüJemy MuÍÍây
NdingaNkosikaziThâmsânqa
Nole: ,Íkosilari
g^&o6ikâzi+ sumame
= ladÍ Ínadam
=rús
StnguÌâÌ
Hayi,ndiphilt .
NaükhorÌa.
PÌur.I
NìDjani?
Niphila rÌiani?
Plural
Hayi, siphiliie.
Sikhorìâ.
whete gou lioe
PturâÌ
Sihìâla .rKâpa.
PluÌal
Hâmbaxt kakuhlel
Respond to an inttoduction
Ndiyaru)a
ukìúaâui.
Ask ahere someone líoes
Singülâr Plurâl
Ühlâlâ phi? Niblâlâ phi?
In Xhosâ,nDÌikein English,úere is a distinctionin forD betweenúe
secondpersonsi|rgulâI andplurâl )or' (ct Afrìkaansrly;ju ra FÌerch
t/i vaír). It is commonprâcticein )Gosa to useúe pluÌaì foÌm ,Nir
insteadof thesingulaÌform 'D-' whenenquiringafter someoneìhealú,
thercbyshowiÍg aninterestin thewell beinsnoronly of th€personbeìng
dÍectÌy âddressed.
but alsoin úa1of theiÍImeúâre fâmily. SimilaÌh úe
response,
moreoften than not, wiÌì be in the plüal forÌn 'Si-'(= 'né')
eventhoughonly onepeÍsonis Ìespondiry.
)CÌosaspeaÌenoftenprefâce'Hayi' (= 'no') whenresponding
posiÌively
to theouestion
'How arevoü?'j
Sobonâna!
Nota: Salakâkuhlel(s.)Salanikú:ubtel (pÌ.)= 'Stây weÌl' is sâidbv the
panywhoi' leaving
lo úe pâÍr)$ho is.layiog
Respond to being asked
SbgutaÌ
Ndihlala eKâpâ.
Soy goodbye
Singular
Hâmba kakuhÌel
13. XhOSA UNIT
]
Cultural background
'Gr€etmesâÍethekeyto allnostever]úing âmongXhosaspeâkeÍs
in paúiculaÌ, and amongAfiicâns in geneüI. We do not otrÌy get
surpdsedbut also are somewhatdishübedwhen someon€walks
pâstúúour sayingheÍo.'
(Chapole,S. CourseNotes ín Convên.ttíonatXàrra. íSuÍÍner
School)Deparlrnentoí Addt EducationândBxÍa-Muml Srudies
Universityof CapeTorn, 1988.)
ThevaÌiousstages
ftom babyhoodto old ageâÍeof grearimporrance
in
)Oìosasociety.This is milroÍ€d in how peopÌeof vaÍious agegroups
address
eâchother It isimporrântfor us,asleâmersof)ftosa, to beaware
of this etiquêtlewhengÍeeting)<hosa
speakeÍs.
Molor'MoÌÌyeniis usedto geet at any time of day.It is fo os,edby the
nameor title of the p€Ìsor/s being addÌessed
and is úe usüaÌway of
iúitiating a conversatioD
wiú ânyorc, inespectiveof âge.Usually the
penon who is arriving gÌeetsÍrÌst. Howevet a youngerpeÍsonshould
atways be the fust to âddress an older peÌson, whateveÍ úe
ciÍcumslânces.The gÌeeting includes qüêsrionsabour stat€of health,
curÌentâffaiÌs,theweathetetc.
ffis
In an article it úe Sundar Indepe dent (23nU199'7, p.lo) enritted
Urban youthdon't labw what it meansto beAlrican. joumúst Lungile
Mad''wâb€ describes
thepuzzlemenr
ofhis 23-yeâÌ-oldnephewwhenhe
discoversúaÌ hìs uÌban way of Feeting ân oÌder man meets with
indignation. 'He is usedto mêeting and geeting a lor of people in
Johamesbürg,
but no onehâstold him beforerhâtmeÌelys^yi11e.Moto,
kunjaninlikho a" (Hi, howarcyotaI anrtn ) is tutadequâre,
at leastin
UKWAZANA
KWI.EROPLf
NI
lhc rubtle teÍmsof iraditioDal)oìosaetiquette.'The young man didn't
rúüliücthâl 'greetingin anAfÍlcan cultuÍeis more thanjust utteringthe
words.'A detailedexplanationof who he wâsand wheÍehe camefroÍÌì
hodbcenexpec.ed.
Mrdywâbê go€son to Eflect on 'how impoÍânt a role t1ÉÌural settìng
plüysin thedevelopment
of ourminds.Thoseof uswhogrewupin urban
INüDwhentheinfluenceofwestem culturcswasstill miniÌrÌal,aÌú wherc
oldcrlypeoplecounselled
usalot, aÌefoÍnmâteto hâvehâdac€ess
to úe
ôxpcriences
ândinsightthathavemâdeusundeÍstand
ceÌtaininúgenous
pÍlctices.Alúough ceÍtainúings maynothâvemadesense
thenbecause
w6 wereyoung,it is somehowstangely ironic how úey now fit into
Írl00eâswe tÍaveltbÌoughadulthood.'
I
You(s.)
Yoü(pÌ.)
I amglad
We âÍeglad
You (s.)âÍeglad?
You (p1.)aÌeglad?
fr Howit works
I The Xhosa equitlolent oÍ Englísh pronouns
'1,' 'we', 'you' (s. & pl.)
Ndt-
sr-
ü-
Nl-
ThoXhosâeqúvalentsof EngÌishpÌonoünsneveÌ stãndâlonê.Theyare
thôrcforelmownassubjed concoÌds(SC):
Ndlyawya
Slyavuya
Üyavuyar
Nlyavuya?
2 Propet nomes
Yrruwill havenoticedproper nâmesarepr€flxed by r- whichis omitted
ln directaddiess:
íJcnny üThandi Molo Jenny / Thândi
XhoNnfirst namesendingin -â or -e arenot necsssâÍilyfeminine and
lh0rc e ding in -o ârenoanecessarily
mascúineasis úe câseìn many
lìorn!|rcc
languages:
14. 2A XHOSA
- UNIT]
aThemba(pÍomise)
"Sipha
(sift) nasculine
zThembekê(Ìtliable)
"Nomvuyo
(motheÍofjoy) feminine
3 Gioing instructions
Giüng iDstructions
ir Xhosais easy.
Wheninstructingonepelsonsimply
usetheveÍb stem.*To giveinstructionsto moÍethanoDepelsonsimply
sufiìx -rt':
I.XWAZANA
KWI.EROPIENI
6 Some Xhosa equindlents of Engtish ptepositlons
Ir Xhosa,úere aÌe seveÍalways in which the equivalentof Ënslish
prcpositions
(,r, ,n, dt ,4 /,rr', etc.)car beexpÌessed,
two of which aÌc
lllurlratedin úis unit:
Ukwâzâúâ&4l-empleni.
ühhh 4Kâpâ?
Nâmk€Ìekil, sKapa!
Note: Thecontextdenotes
translationof thepeposition.
) SeeUnit 4 for nore examples.
Cultural background
In Xhosasocietya greatdeaÌof significance
is attached
to lheüÌne given
lo ! new-bombaby.The name often Ìeflects the hopes,aspiÌations,
lmotions,sp€cial
qualities,
historicâlevents
aÌrdeveníamily circumstances
rl lhÊtimeof biÍh, e.g.aboy cafed Kvânelê(< üt]rânelâ = to become
lnough)indicâtes
úat thefamily nowconsideffitsef completel
NntüÍÀloccurrenc€s
at úe aimeof the biÌth alsoinfluencea choiceof
[umol â girl namedNomâkhÌv€zl(< dma}hw€zi = staÌs)waspÍobably
bomonaclearniút while a gií namedNomyulâ (< tr"l'uls = rain) was
Dmbrblybom whenit q/asÌailtins!
lVí,"meaning'moth€r of is oílen prefiÌed to a masculinenâmeto form
fhôÍbminineequivatent
while -ka.i I -v,aI -ekaaÍelemininesutrixes.The
ìulíìx -iÌr?inúcaleeìúera girl ' or bo) . name.
Itoyn Gids Meaning Derivation
llDlrc SiphoÀa?i gift (<rnpho=agift)
âl1úlwe 1fóztpho
Vnyo VÌIyoka.i glâdÍess,joy (<,íÌüÌuyâ = to beglâd)
Ìtrynd 1{úmvuyo
Mlndla NoÍÌrâüdlâ stÌcúgth (<drmrÌdh = stnengtÌÌ)
Xhlyt Nokhayâ hom€ (<,khâyâ = home)
Mpl|molelo Nompumelelo success (< ,*rrphumelelâ =
r, succ€€d)
?9
Gettingâcqüâintedo4
theÈemplâúe,
Do you stây14CâpeTown?
W€lcomeÍo Câp€Townl
SingulaÌ
Hâmba kâtuhle!
SslâkakuÍìle!
Thetha iritrhosa!
Hlâla phântsil
Qhoboshâibhântil
Plürâl
Hambârt kakublel
Salânikal(uhlel
Th€thari r$Xho6â!
Hlalari phartsi!(Sitdown!.i
Qhoboshânid'xlzbhanti!
+VeÌbsteÌff pÍefü 'uÌu-'= 'to'. andtherebyform theinffnitiv€. In )ftocâ
theinfiniÌiveisaÌsoânounandassüchisüstedin dictiorúes underrhestem.
4 Making stdtements
The Xhosastatements
thât you havecomeacÍosssofaÌ haveâ similar
pattemto theirEnglishequivâlent:
I a,n Jetrny.
Welive in Pinelânds.
5 Askt rg questions
As in Engüsh,úãe aretwo B?es of qüestion:Thetus. ryperequiÌesa
'yes'/'no' ânswerIn Xhosaonly intonation distinguisbes
sratements
and
Uthethâ trixhosa katuhle. YoìrspeakXhosâweÌl.
ÜtlÌêthâtitxhN kákuhle(nâ)? Do yoü speâk)úDsa well?
To makethis disiinctioncleaÍer,na is oftenadded.
Thesecond
tt?e of qüestionrcquiresspecificanswêÉ.QuestionwoÌds
(útermgativet usualy follow the v€rb (or pÌedicâta) anddo not occur
at the lregiÌnfug ofa questionasis úe casein English:
NdirgüJenúy.
Sihlalâ ePiÍeÌâtrds.
Uphila qiâni?
ÌJbhla phi?
Èow aÌeyou?(lil Youare
aìivehoú?)
WheÌr doyou s1ây?
+ SeeUnit 2 ândUnit 8 for moÍe abourinteÌroÊatiÌ€s.
Mhulolo Bulelwa gÌatitudê (<,* bulelâ = ío thank)
15. 3l
30 XHOSA UNII i UKWAZANA
KWIEROPLENI
s.v
(s) Welcometo CapeTow]1
ladiesandgendemen!
(b) I aÌnv/e[, thanl you.
(c) I amgladto meetyou.
(d) I live in CapeTowÌì.
(e) It wâsnic€to talk with you!
(Í) It wasnic€to meetyou!
(g) Weshã seeeachotheÍsoonagaìn!
(h) Coodbyewhenleavinga ftiend.
(i) Ooodbyewhenleaüng a gmup.
(j) Goodbyewhenafriend is leaving.
(k) Goodbyewhenâ gÍoupis leaving.
What qredi'|s $ouldlptr ad(io oürút dP folbu,iÍE âÍr,r'E?
Xolâ
BoÌgâüi
LiÌrlâ
thâÌdo
Thembâ
Xoliswu
Bryìwe
Lindrìre
Ihandrwg
Thardeka
TheÌnb",ta
pacifieÌ
pÌâisg
be pÍaiêed
lo,teable
tmst,
Ío calm dorn)
Ío pÌaise)
(<üirdin&= t wâit)
(< &trzlhsndâ= to love)
ro hop€)
S""S
Àtolweni Nonket
Iúolwcni nonke, niphilc nioni? Hellooll oÍ you, howoreyou?
Sicophil'cnkod. Weoresrìllwellthonk
you.
Kunioni kuwê? Howorêyou? (À)
(b)
(c)
SikÌìonâ.
NdihlâìaeKâpa.
NgaseFoÌest
DÍive.
!?
Rerrrite theÍolbúbs p.mingin üP appÍopr*rrewoÌd br€aks
NâmndiyawyaukukwaziJenny.
Do you recognise the Íolloufmg Xhosa words ürhich are
In everyday use?
Ínndi
indaba
ingozi
ithuba
Ucten to th€ following Xhosâ woÍds adopied lrom
English alld üiÌite do$Í úeiÌ meanings in úê ordeÍ in
whlch you hear úêm.
(b)
(d)
(c)
0)
G)
(o)
(p)
tq.r
(t)
(h)
(t
c)
(k)
(Ì)
(m)
p How to apply it
Greetings and introdüctions
(â) How .rould you gÍeetThandi?
(b) How wouldyou gÍeeiaì oÌderÌady?
(c) How wouldyou gÍeetanoldergentleÍÌan?
(d) How wouldyou gÍeetâfemaÌefiiend?
(e) How woúd you gle€tâmaÌeÍÌiend?
(f) How woúd you er€etâ marriedlady?
(g) How would you geet â gentleman?
O) How would you geet anunmarriedlady?
(i) How woüld you geer a child?
ú) How would anâiÌ hostess
greetpassengeÍs?
(k) How wouldyoìrintroduceyourselfl.)
(l) How wouldyou Ìespondto anintÍoducrioÌì?
Ask one person
(a) How arcyou?
(t') Do you live in CapeTown?
(c) WheÍeabouts
exâctly?
16. UKUDIBANA
KWAKHONA
KWAMURRAY 33
LJkudibanakrÃ/alúona
lnvalVlurray
Meetíngagaínat the
Murrays'home
In this Unrt you |'/uirt,edtn hou) to:
I inür€ guestsinto your home
I exFesspleasuÌeat me€ting
I mâkeintÌoductions(usingkinshiptemt
I âskwbatsomeone's
nameis
I offeÍ Ìefteshments
I âsksomeone
whattheywantto do
I âsksomeone
whattheypreferto do
I suggest
doingsomething
I offeÍ help
Incoko
ThandiândThembaThamsânqa
visit JeÍmyandPeteÍMuÍrây-
UJeÍìny MolwenilNgemai!
UTïandi Ewe,ninjani?
UJemy Hâyi, silhonâ. Kumandi kakhúu ukuaibonal
UThândi Ngünyeni wâm,lThembâ 10.
UJeDny Molo Themba,ndiyaÌTya kâklìuluukut?âzi. Lo rgünyeni
wam,üPeteÌ.
UTh€mbâ Ndiyawyâukurâzi.
UPeteÍ NúÀt siyaÌuyâ ukunâzi.Namk€l€klé ekhayeri lethu!
David,.lêhnyandPetq'r son,comesin.
L n8lmyânâwethu.
Illhandi Molo rrotwân'aln- lijubani igama Ìalào?
UDaüd Ndirgr.Dâüd.
UThemba ÜyatuÌdâ,*Dâúd?
UDaüd Ewe,nditun'lâ ecÌov€.
UTltandi Üfundâ phi ukuthetha trilftosa?
tjDÍÌvid Ndi.Íifundaestkolìt€ni,Nkosikazi.
l'(k r asks
aboutThmbaandThanìi , hìl.],Pn.
tJPcter
tJ'Ihemba
t,P€teÍ
UThemba
tJJcnny
OoThâmsanqa
UPeteÌ
UThândi
UJenny
UPeter
Nina,ninâòdntÌYâna?
Ewe sinâáo,,/nyâía nentombâzânâ.
Bâyâfunda?*
Ewe,bayafundâ.Bafutrdâew€st€fford.
Künjâni ngokuphunga?Nìkh€thâ tti okanye ikofir
okâÌìyeiÍto ébanilâ)o yokusela?
Nokubâyintoni. Ewe,nokubayintoní.
Nifrma riÌrlìlâÌâ ngaphâÌâthiokânyengaphandlô?
Masi alerd ngaphandle.
Lül€ namhlanje!Ndingâi{,-
ncedisa,Jenny?
Entosi sisi-Pet€r noThembâ,ningâncokolâ!
KulungilP!
"Lil. AÌe you leaming? i.e. AÌe you at schooÌ?AÌe úey leaming?
Le.AÌe theyaÌ school?
tr
tt
tÊl
lslgama
help son€Õn€
sirh
-n- (< ni ) r,a (object)(pl.)
nàthi .nd !r
,khúy€ri lelhü r, ou bome
4nyú. weüü
hnteu'm ny.hild
rXlbloiìs'm vh it yôú Dtnc?
phl?
árIolw,ru (< òtrolo) d, shml nga-
lloth€úÀ 10sp€rt Dc.dlsa
nlÍa tr for you (pl.) -@koh
niÍar,nte@? doyN naE cldldru? ì.üìun8il€
aúdnlsm .lrildM
17. 35
34
fry ,o ,,'ômorísê
Ncmkelekílc ckhoyeni letftul Wdcome
toourhomel
Kunicni ngokuphungo? Howoboutsomeihing
worm
Ìo drink?
Nikhelhc inro yokuselq? Doyou prêfêrsomething
cold
Ìo driíìk?
Nokubo lnroni Whôtêvêl
lúcrihlolcni ngophokohi / Lêr's
sìtinside
/ oubide
ngophondle
úhlc nomhloniel lÍ h bêoutiÍul
{weoher)
bdoyl
UKUDIBANA
KWAKHONA
KWAMURRAY
Offer refreshments
SingulaÌ
Kunjâni ngokuphünea/neokuseÌâ?
Üft!Ìre irto yol-uphunga?
Üfrlna tuto yokus€lâ?
Atk r.hot someo e údnas/preíerc to do
Ütunâ uhúlala ngaphâkathi
okanyensaphandle?
Ükh€Íhâ ukìúÌala ngaphakâúiokanyengaphandle?
Su ggest doirr g som ethìn g
Masincokolq! Masiphungpikotu! MasiNalcngaphandÌe!
Noíê: Thesefoms alreadyincorpoÌatea pluÌâl rnâÌker,i.e. -sì-' = 'Ììs'.
Howeverthe additionof theplural sÌrffix ' ni' canbe heardìn eveÌyday
$p€€ch
whenaddressing
a group.
Masihlâlcntphantsil Maiithetherdirrxhofa' MasihambqÍi!
OÍfer to help t/Jith a
'pecific
actirrity
NdingatTncedisa?
cf. ukuncedâ= to h€lp someoneby doing som€thing for them not
togetherwiú úem.
Cultural bockground
WhenXhosaspeakeÌs
meetfoÍ thefusÌ time,it is customaÍyto find out
cschoúers cbn nam€sby sâying:
ÜnguÍ'tri? (Ìo amale)ÜÍeulÍrÍi? (1oafemale)or
Khawüzibong€l/ Khâwuzithuthel Please
pÍaise)rxru?4
^
clsn ìs â conceptuâlkinship group.Membss tracetheir kinship to a
oommonmâleâÌìcestor.
Thenameof this nale ancestor
is úe clanname
- lstduko- âÌìdmembelsareusua[y ca[edby thisname.Mentioningdìe
clonname(s)
of someone
you wish to úâdr oÍ singthepraises(izibongo)
olì slarlingwith themâinclannameânddÌencontinuingúdr thesub-clan
númes,is the ultrmatewây of shôwìngrcspectusedâmongfamily ând
lïicnds,
e.g.:
Tolo,Zulu, Mchenge,Mdbh.a ekdzi
XHOSA
- UNIÌ2
Plural
NiffDa irto yokuphunp?
Niltnâ irto yokuselâ?
N How to ...
Inúite guests
SiúgulâÍ
NgeÍâ!
Lrto yortr home
Plural
Ngenâ,ri!
Express preasure at meetl^g (ogsin)
Kumnandi kâkhuluuh*ÍbonÍ (L:waknona)
(to onepe$on)
KumDandikakÌulu ukun;bonâ(twalílona) (tomorcthanoneperson)
Make Intrôdúctions
JennynoPeteÌ,lo ,rgünyeni wam,,Th€mba
Ndìngarazisâümymi wam,rThembâ
Ask whd, someone's nome ond surname is
NjubâÍi igâÍdâ lâklo?
Ngubâni ,fâni yakno?(Ífani <Anikaansvdn)(WlÌatis yoursnmâme?)
Note: When you can't Íecall the nameof someonerhom you've met
Ndizakuthi urgubâni kânene?(lit. I amgoingto saywhoareyou,by
thewaÍ i.e.just Íemindme)
SeeCútuÍal background.
18. 37
3ó
Therespons€
10thisis Utuàokumhtnye! oÍ Ndin turye Ìowo! Amati a1d
womanof thesameclannamecannevermarryasthey âÌeconsideÌed
to
berclâtedto oneanotheÍ.
A wolnanahvayskeepsheÍ clânnâmewhichis
prefixedby Md-. Childrentakethen father'sclaDname-
Dlamhí, Gambü,Iwarhlr, Iìü, Mb.ttjwa, Mnsuni Mpí sa, Tôlo and
Tshawe(Íoyal cllt Mme) aÌebut afew of themanyclannames.
Do you know wbich famousSouthAftican hastheclàÍtÍ ÍneMa.liba2
Find out theclannâmesof yoür Xhosafriendsandâcquainiânces.
IIK]DISANA
KWAKHONA
KWr'NAURRAY
ì4tr8. üPhirâniâni?
| *SecUnit3foÍ acômplete
listofnoünclâsses
ândúen corresponding
t||hJoca
concords.
t The ptesent tense - ttositi te
II lhëpresent
tense
(aswell asin all otheÌteÍses)
veÍbendings
aÌeihe
Írnc foÍ âllpelsons,
mascutine
andfeminine,
singulâÌ
ândplürâI.
Inlhcpr€sent
tÉtrs€
úe verbends
in -â.Thesubject
coÍcord(SC)is lhe
orly indicator
ofpeÍson
aodnumt'er-
XHOSAUNIÌ2
@ Horo it works
to theverbâl fomr, e.g,:
U,nlwg'na íyaL.'/,az;
ukuthethâ irixhosâ?
Áà4ntwânâ b4lìtÍdâ irixho6â. Thechildren (they)Ìeâm Xhosa.
Note: The useof boú nounatrdsubjectconcordin Xhosaexplainswhy
someXhosaspeakeÍs,
rhenspeakingEnglish,wiÌl say,for exanple:
Thechildrên lley areleâming.
Simìlãly, the fâct that 'ú' = 'he' / 'she' explâìnswhy someXhosa
speâÌeÌsâÌeinclinedto use'he'/ 'she'inteÍchangeâbìy
in English.
'ú- = 'he'/ 'she'ha5ahighertonev,/tule
'ü-' = 'you'(s.)is Fonounced
To ensÌìle that you aÌ€ not misunderstood,
you can use the so-called
emphatic pmnoun ')r?nâ' = 'âsíoÌ )úí' (cf. French'roi'). asrvell asrhe
subi€ctconcord'ì-':*
7 The Xhosa equiootent oÍ Engtlêh ?td wrson pío''.outrs
'he', 'she', 'they'
Youhâv€aìÌeâdyleamthowto say'I' , 'we' ând'you' (s.& pl.) in Xhosa.
ln Engüsh,lhepronouns
foÍ úe 3rd peÍson'h€'/ '6he'/ 'it' tell uswhetheÌ
thenoìmwe arcreferÍitrgto is mascúine,feminineor neuter.This geÌÌdeÌ
distinction doesnot eúst in )ftosa. Insaeâd,
sìrbject concoÌds aÌeused.
Th€sesubjectconcordsaÌederiv€d fÍom noun pÌeffxesândarestÍâch€d
I amlearÍing
We areleaÌoing
Yoü areleaming
Yoü aÍeleâming
He/Sheis learning
They arcleamitrg
Thc lnflx -ya-, insertedbetweenSCandveó, ody occursin lhe pÌesent
tcíse po6itiveandsimplydenoiesúe loÌg foÌm oí this tense.
gowover,ií anobje€t (noun)or anâdverb (e.g.'kaljlulu' = 'â loímüch')
lollowsúe veÍb,-JB-isusualy omittêd. Thisis l(nownastheÊbellbEq
I Íeadâ lot
Do you súdya, ÍheüniveNiq,
H€/shelearnsdt school.
we aÍestudyinglrdây.
lryh€r€ãreyou l€amingto
speâk)<hosâ?
They tre sbrdyingd, home.
Ndlyafundâ
Qtyafundâ
Uyatundâ
Nlyânndâ
úyâfi]ndâ
Doyafunda
Ndinmdâkâkhulu-
ÜfundâÉ]ïniv€sithi?
Útundâ
"rtkotì'",li.
Situndâ|ramìranjê.
Nifundaphi ukulheÍhâ
is (hosa?*
Bafrrnala
€khaya.
Note * '-ya-' is rcver us€din a sentenc€
with â questionrvord:
Árantwana batêfunda-
Batun& phi? Bailnda a.rikol"eri- BatundâkâL*ulü.
9 fnlfues lngal ='mog','can'and '-sâ-' = tttt|,
UnliketlÌe inÍix '-yâ-' '-Íger ard .'ssi havea sp€cfic meaning:
NdiÍgâtunceda? MNy I helploü?
NiÍgâncokola- Youmây chât.
Doesthechild (he/ she)
sp€âk)OÌosa?
(lit. He / shehows
how to speakl-hosa?)
19. XHOSA
. UNIÌ2 UIruDIBANA
KWAKHONA
KWÀMURRAY
Ndiqângenâ?
Sjsâphil' entosi.
4 The ínfínitiúe
NeâÌÌy âll verbs in úe
positive,alsoendiÌr 1â':
Mây I comein?
Weaíestill well, thants.
infinitive, like the forms in the presenttense
1jl! li'Ím of the object concord jr ftlenticãl ro úat of the subj€ct
to||íoÍd cxccptwhereth€subjectconcoÍdis a vowel oDly:
t" (SC)> &.r-(oc)
In lhlt cürìe
-ú- is inseÌtedto sepâmte
two vos,els.
trhlolt concordsarcâlwâyspÌac€ddfu€ctÌyb€loÌ€ the vêrb:
ukuthethg ukuph|]|rgs ul:usele
ukuhlala
I know.
Wìât do you sây?
He/ shessJas
so.
I love]rta oit. I )ar, love.)
Ndiya<hmda.
ükufiks ukudibans
TheÍôâÌeonly three exceptions:
uh4ãzi* to knoÌv
ukuthi to sây
ukutsha aosâyso
NdjrrglaJenüy.
Lo ,g4nyâna wâm.
Lo t glrqleÍi wam.
Lo ,rg4r4ntÌvânâwâm.
Po.l lon ol
Ndlyrbonâ. I see.
Slyabono. Wêsee.
Ndlyatundisâ.
I taâch.
Uyarylüxúa? Do you s€et44?
Uyaoibona? Do you s€e!{?
Ndiyafofundisa.I teâch]q4-
{llyqíbndisâ. We teâch. Siyaa]fundbâ. Weteachtq4.
Tó'-i-' of -nü-, -sí-,-ni- is dropp€dbefoE a vowelveÍb:
Do you know me?
Do you l(now zr?
I amglâdto knor?'i-e.me€tyrü.
Not€: '-thi' and',tsho' neveroccul witìl infix r-yar.
* As it is notpossibleto haverwo diff€rentvowelsfo[owing oneaÌrother
in the sâmeword in )ftosa, sound change3musttakeplâce,i.e. u > tr:
uku-+-azi>ulcyazi.
5 The Xhosa equivqteÂt of English'o'n', 'ls', 'ate'
With nounsb€ginning úth'4: ad'utU:
Üyawhzil
Niya{szi?
Ndlyarryaukü4âzi.
NOtc:In the presenitensepositive -ya- is usualy omitted when some
otherwordfollov,/súe veó (pÍedicate),e.g.:
Ndiyetunda. BIJT Ndiíúndâ rÁÃIíEc.
Thls i$alsoúe casewhenúeÍe is ar objectconcoÍdinvoÌved:
Ndi$,rlfirndâ.* BUT NdiËifuníiâz.rikohent.
{'x,- = 'il'refeÍs to rrrxhosa.
7 Interrogatioes
You0Íc âlÌeâE famiüârwith theintenogative-phi? = 'whel€?':
Ndiy"ri.
üttrinir
útshs.
I an JeDny.
This ir my son.
Thisiç my husbaÌìd.
ïhis ts my cbnd.
Note: IdiomaticexFession: gubdri igama lakho?Wlât 11ç
yoür nâme?
(lit. It ír whonameof yours?)
WìeÍe 'al', 1ìi', 'rr€' is understood
EoÌr (arc)you?
I (am)well.0it. I amher€)
we (arE)
wenoit.Weare
her€)
üÌjani?
Ndilúonâ.
SilüonÈ.
6 The Xhosa equlúdlent ol Englísh 'me', 'us', 'you'
(s. and pl.) cdlred object conco,Ída
Yr)uhuveâlsocomeacÍoss4iâni? = 'ho*?':
WheÍe doyou liv€/stây?
WheÍr doyou leâIn)Gosâ?
Eow âreyoü?
How aboul(someúinghoo to ddnk?
Who is it?
What is yoDrnâme?(lit. lt is who ...)
-rt-
Uhldaphi?
ulundaphi is ftosa?
tjphilâ
dâni?
Ku4oni neokuphunsa?
N*ubani?
Nf,ubani igamahkno?
Arolhcrimpondnl
quesúotr
wordi' bani?= 'who?':
yo" (p1.)
20. XHOSAUNIT
2
8 Possessioe
adject oes-'mg','out', 'gour' (s. & pl.)
In )Olosa,
unÌikein English,pos,s€ssive
âdjectivese.g.'my'; 'ouÌ' ; 'your'a
etc..ÍìrlÌow rhenoun:
Lo ngüt[]twatta w6fi. This rl my child. (lit. This is child
"/mine)
Lo ng,mntwanâ ìrakho? tr this your (s.)child?
Lo rrg nyana ü.tthu. This is our son.
N$bani igâmâ ldkho? WÌìatis your name?
1gâmaldmrguDaúd. My nameis Daúd.
From úese êxâmplesyou can see that Xhosa poss€ssiveadjectives
consístof tno parts. ïhe fir{t part, e.g. 'lra|Ia-'='oÍ, chg'ngea
accordìng1othe noun in question,while the secondpârt, Ìepresenthg
'min€', 'yours', 'ours', doesnot ch.ange.
e Se€Utrif 14,4,for morepossessive
adjectives.
9 Na = 'and', 'with'as wellos 'haoe', 'has'
Beforcanoun'na-'='and' (aswellas'with','âlso','even'):
Manenenamãnenekazi.
namkelehleeKapal
Sinâboâbantwana,
unyanancntombazâna.
Nútuna ükudjbanaÍoPeteÍ noTheÌnba.(i.e. úth PereÌand Themba)
When two dissimilaÌ vowels folow one anotherin úe sâÌnewoÌd, to
âvoidaniúarmonious sound,yet anoúer soundchâÌge occuls.
Between
a subject
concord
andanoun'-tra-'= 'hâve'.'hâs':
Nnúdntwânâ? (DoyouhâlE chiÌdren?) oit. Youwith chiÌdÌen?)
Ewq siÌâóuntwâna.
(Yes,wehâv€cMdreÍ.) (tit.Weüth chiÌdÌen.)
ori Ewe,sinà,o.* (Yes,wehâveú"m.) (lit. Yes,weìr h /ne'"-)
* -ào shortened
folm of emphâticpronoun'/,ona' 'asfoÍ rrrfl' .
UI(!I)II}ANA
KWAKHONA
KWAMUFRAY
somè kin.híp |/e'|,m' ond rclotíonships
FqÉítr - Ábclzoli
molh6r utnorno folììer otufq
Chlldrcn - Abonlwono
doughler inlombi son unyano
Orondpor€nt3- oonowokhulu
grondmolher
rimokhulu grondfotherofqvomkhulu
Orondchild{renl - Umzukulwono {ob+)
4t
I
I
I
I
Auntu
Uíalcr
umokozi poternol udod'obowo
poternoluWomkhulu
(olde4
utol'o ncinai
lyounge4
I toudns - Abozqlo
pqllnt orebrofher ond .itl.r unlzd / t'tr .dld
Íslhâru orebÌotheÌi
molhcrs oÍesislert
N1...3 ond Nephêws - ,Abofrhona
Kln.hip lêÍ|ns H,veen siblings
lkoyisc
ukoninc
ny / ourb'othet
udodeweou your(s./pl.)sisrer
unn<tLwenu yourbrorher
môtungwE5he e/d€í 5i5ieÌ (lit.bywhomonêiokêsonoolh)
ny / our siblings llit. of our hom)
yourls./pl.)
5iHings (lir.ofyourào'nê)
his/ her/ keir siblings lltt.of thei ho,me)
l?olh.., rêÍêÍtô onêonolhêros:
unkhuluwo = older broter
umnlnowa = younger broÍher
Whcntolkingsbgqlo rhird pêrÉon3,blgther or tigtcl:
ünnakvrcbo lhìs/ hêr/ thêitbrorheò
!Áaüwobo lhis/ het/ thêì ristc,r)
Whentolkins
!9 o 2ndp€rson
obouto:
rhlrr
bÌethrl
21. p How to apply it
Ask re âpproprtâte qu€sti,on for úe Íollowing answers
(a) NdinsuDaüd.
(b) Hayi, sikhona-
(c) Ewe,nditundaecÍove.
(d) Ndisifundaesikolweni.
Complete appropriateb
UThandi: Uphi umyenì , JeÍIny?
UJenny: Lo ngumyeni
-
uPeter.
UThandi : Lo ngurÍmtwãna
_, Jenny?
UJenny: Ewq Ìo ngunyaü _, uDaúd.
Being hospitable
Invite someotre
imo yourhome:
XHOSAUNIÌ2 43
42 IJKIJDIBANA
KWAKHONAKWAMURRAY
o)
(c)
(d)
ExpresspleasueatmeeiinC:
-
Ask him / heÍ to sit down(phantsi):
OffeÍ refteshment-
Saygoodbye(ú) someone
leaúng):
(0 Do you wantto sit outside?
(g) Do you wantto sit inside?
(h) Doyouwantgonow?
Ask what youÌ gu€st prefeÌs
(â) Do you pÍeferteâor coíïe€?
(b) Do youpÍêferto sit iÌìsideor oütside?
(c) Do youpÍefeÌ to speat)úÌosaor English(isìNgesix
Suggesl to yoür ffend
(â) Let'ssoin!
(b) Let's sit dowtr
(c) Let'sspeak
Xhosal
(d) Leth dÍiDt cofree!
(€) Leís dÍink tea!
(f) Letì dÍiDt sonerhingcold!
(g) Let'ssitoürsidel
(h) Let'schat!
(i) Lefs stây!
(j) Leth go!
Aak ürhere and give the ansurer
(a)
-hlala phi uThaÌdi noThemba?
(b) -funda phi uhsithetha isixhosa uDavid?
(c) -fimda phi ul$sithethais Crosa,Dâvid?
(d) -ttlala phi ooThansanqa
nooMürray?
Complete the questions and answer them
(o) Ngu- igãm lakho?
O) üÌúala _?
(c) Üphilâ namhlanje?
l0 Llden io the dialogue and say whether thê stat€nr€ots
tÍc corÍect or not
Ask a guest what he/she rrants
(â) Do you wântcoffe€?
O) Do you $,anttea?
(c) Do you wantto meet(wiú) Peter?
(d) Do you wantto speakwiú Thembâ?
(e) Do you warÌtto speak)Oìosa?
(0 Do you rvantto sit outside?
(g) Do you wantto sit inside?
(h) Do you wantgo now (nsoku)?
Ask güesb what úe!' want
(a) Do you wantú) drinÌ cotree?
(b) Do you wântú) dÍìnÌ Íeâ?
(c) Do you waDtto meel(with) Peter?
(d) Do you wântto speãkwith Themba?
(e) Do you wântto sp€atXhosa?
(o) Thandi
visitsJennÍ
(h) Thandiwantsacool alilÍÌ.
(o) Thândiwantsto sit üside .
(d) Jcnny
accepts
Thandr's
help.
22. IJ(WM UKUÌHETHA
ISIXHOSA
E
E
t=l
Ulflr'azi ukuúetha isi)ürosa
Knowing how to speakXhosa
In this Unit Vott will leanr how to:
I discuss
your abiliry úú reeardto speakingândunderstândìng
Xhosa
I Ìnal(ecomparisons
I makepolite Íequests
Incoko
PeteÍândThembacontinuewiú úen conveÌsatron.
UThemba W€nâ Pete! ür,thethâ kakuhle tsixhosâ! ìr'd&elelg,
wafurdâ phi uh]rÍh€tha kâL:ulúe
kângakâ?
UPetei N&|(huleÌa eí8mâ ngaleRhini. Ndâqhubâ ke ngol:urt-
tundâ éstkol'rénr:NgelishwanditibeÌe t to eninzi. Enye
tnto, ndiyâzi ukuba ndisâphâzama kâkhulu kodwâ
rÌdiyazamanoko!
UThemba AyinansebeMi 1oonto yol:uphazâma.1,to
"bâlulekil€)o
kukìrbairzlmc uku$'thethâyonkeirrilìla!
UPeter Unyanistl?.Kuff|treka Ìrdúelelg xa ndiphazâms.
UThemba Kulüngil€,kodwâkeÌyâlandela-
UPeter Evre,ul:ubâardrtu úyacolhisisâ!
UThemba Heke,trân ndizâkuzâmaul-uzekelela.
UPeter EnkosihrbâandithetHkâhÌìle njeÍgoJenny.
Ns)?wakhulela
zfamâ eMpuma-Koloni. y€nâ wâr,ïundâ srikolÌrdri
úrtúethâ njengotn)üocâ kangangokuba
uyartfrDdisangoku!
Ulhembâ Inde loo nto! Uyâzi bathi dóantü base''.olâni. 'Sovêeltale
ãsjíj kaa soveelnnle ísjíj ,"a,'(lit. As manylanguages
as
yoü can,somuchmorEareyou a pelson!).
UPeter Yiny$iso leyo!
lsigama
Ì will try
yoü nust (lí. íì ne6sry)
*ThcrcisnoexactequivâÌênt
iÍ Bngliú for 'noko'.It isâkindofpleading
lì lhelisteneÌ'ssympâthy
andundentanding
(cf.AfijÌâans 'ÍnâaÌ').
Nloll.hwo ndilibeleinio eninzi
lylnoú.úenzi loo nto
Inlc .bqlul.kileyo kukubo
utom!
Unyonbllc
lnila loo niol
Ylnycnlrolcyo
UnfoÍtunotely
l'ye forgotten
o lot
Thêimpodonl
lhingisthot
Ìhot'slovêlyl
23. Hoar úo ...
Dlscuss youÍ ablllty |4,ith rcgatd to qteoking dnd
understonding Xhosa
Ndiyaheâziukuthethâ ir (hocâ. I how (ïow) to spêâkXhosa.
Annifu^zi. I dordt tnow (how).
Uxolo,andirith€thi kâkuhle. I'm soÍry,I donï sp€âk,7we[.
Ndi.íithethakancincinje. I sp€âk;rjust alitde.
Ndisâfrnda. I amstill l€aÌning.
Ndiyâzamânoko- I Ân trytug in â smaÌ wây.
Uyâqondâ? Do you undeÌs1ând?
Üyâ iva? (tii. Do you hear rr"?) Do you undeÌstând,r"?
Uyardibndelâ? Dô you follow ne?
Ndiyaqotrda. I udeÌstând.
Andi.{t Ài. I don} urdeÌslând.
Ndiqonda kancincinje. I underst nd aÌittle.
Andilândeli katúle. I do, ?follov well.
Uxolo,üthiÍi? PâÍdon, ìrhât dq you sây?
Uxolo,üthqni? PâÍdon, whât d!! you sây?
Zêkelêlâ!/ Ncedaüzekelele! SpeâkslowÌyl/Please
sT€âkslonìy!
Cothisisâ!/ Nc€daücothisise! SpcâkslowÌylfleasesp€akslordy!
Phindâ L:wakhona. Repeât(again)l
Ncedaìphindc kwakíonê. Pleasercp€at (again).
Ncedaìrd&eÌeÌc xâ Pleasetell ,fl, whenI make
ndiphâzâmâ. mistâkes.
fintotri le nge.ílxhosa? Whât is this in Xhosa?
Ilntoni '...' ngêr,Xhosâ? Whât is '...'in Xìosâ?
Ithethântoni Ìe nto Whât doesthis (rhing)meaÌì
ngertxhosâ? in Xhosâ?
Make cormparisons
Ándithetht kâkuhletrjêtrgoJenny.
Yenaurtthetha,rixhosâ njengo1!)Gosa.
UKWAZI
UKUTHEÌHA
IS]XHOsA
XHOSA
- UNIT
3 47
@ How ít works
7 Summary of nourrsof Units 7-3
Tohelpyouunderstand
hownounsffe group€daccordingtotbenprcffx:
umntu unnrwono únyeÃi umhlobo u'fonc
orqsquzelelik ri umXhos uDhlekõri
ototc lnyaía óowo urisi ubhuti
umckhulu ü{sromkhulu uNkolikazi Thon5.nqc
uÌhcndi uJonny lPêter ulhdnbc uDovid
oba:
oborirv dbonrwond obohlobo oboÍono
i(i4:
ordnonêkazi dnoxhoro dnobh.nri
,iixhoE t iNgeti isÊhulu ,szulu È,PhurukGzi is,kolo Âigomo
in,/ i.
/D.ol(o,nko5ikon inkorazonc,ikwènkwc inrombozono
lkoÍu ,(opo iêrcpl.ni inqwelo-moyo ni i.ro Ícmo
ryunivê5irhi
!ku. / lkwl
u*wuto u*ophila ukoluna ukukhêrhs u(uhombo
irlo.elo uludibcnq ukubono ukdhcnda ulophunsc
uluns.no u*ufundo ukun.okolo ukdcodiro uÌGêlo
u*uqord. uk honba u*selelo u*ú,ek€lê|. ukltomo
uldh.rho llÉmk lo ltEí ulll{zita ukrcpno
24. Noun t oupt
Clo.! PrêÍix Srem S.C. Trcnslorion
ú thaPeíson
lhe/shel
2 obo. Íru bt rhèPePte í,hel
I o u- Thembo Ìhêmbo/lej
u Thom.onqo Thdmsnqo
{hel
ú- rhenothèÍ Ísfrê/
u nyond úe en íAel
u. loliwe theroÌn ít,
2o oe sipho siphoondco. ítÁeyl
Ihomlonqo ihêThomsoiqor
írÁeyl
b@ theúorhên ítìêl
nydno thèsonsírheyl
lolire úe roins í,/ÌêyJ
3 hfo u thedot / dotêltt)
hfa i thedoys ltheyl
5 ili. zrc {onêsyllobhl /i rhecounrryÍt,
i gano (Ìwosylloblèsì
ii thênÕme
|i,
o' rhecounrri4 /theyJ
o rhênomesÍ/ieyl
6 onc
9ono
7 isi- kolo st, ihe schoolí,l/
8 zf thès.hoolsítÍáyl
-.
(oko
, f.mc
r ltìê conveBolion ít,
to izin ro {one
sylloblè) theúinss/,iê,
i,n .oko {h{os}ìloblesl :i rhêconv€&iions /rlel
ir Íoho rhêÍohs íheyj
tt ulu. lüi lonesylloblê) lF thêíick 1,,
a twihi (twosylloblesl
/E ihèrongue/ longlosê lt,
lo ri lno'h'l
lhe iônsud/longuoges lt[e],/
ubu ntu Ì
hombo b wolk/ wolking
Í,,
sti ku- io l.now/ In@l€dsê Íit
oio io
'@,r
/ rdsrins /,rt
* J SeeCútuÍal bâckgÍound.
XHOSA UNIÌ3 IJXWAZI
IJKUÌHETHA
ISIXHOSA
lkom thes€tâblesyou úll seethâtâÌl nouns aÍegmupedinlo clâss(."t
$cording to theirp̀fix.
I Thênounclass€s
arenümber'€dl-15.
I Classes
1,3,5, 7,9 and11âresingulaÌnouns.
I Clâsses
2,4,6, I and10âÌ€thecoÍÍespondins
pluiâl Íouns.
I Clâsses
14and15haveno plurât.
I Clâsses
12ând13âÍê no longeÌ âcÍivein )(lÌosa.
No hard and fast rúes enableonê to classify a panicdâÌ noun into a
spccificctâssoÍ gmup.Howev€Ía few principlesapply Nounsof:
I Clâss€r1 and2: oÍly Íêfer to people(but not aÌÌ nounsÍeÍèIring to
peopleareh this class).
I Clsss€sla and 2a: include âÌt pÌop€r Íâmes, kinship t€rms, (e.g.
mothe/s,fâúeÍ/s,uncle/s,a'Ìtvs, sìster/s.
hoúer/s), somepmfessiolìs
(e.g-docio/s, social wo*erls, teacheÍ/s)and personifrcatioDs(e.9.
tÍàin/s.Íâdio/s.machin€/s).
I CLâssas
3 and4: manytleesândÍive$; somepaÍs of thebodÍ e.g.
leg/s,moulh/s,finger/s,aswell assomۉbstract
nouns.(e.g mimcÌe/s,
anget contdbution/s,organisation/s,
Ìâ s,maÍiag€/s).
I Classes5 ând6: somepaÍs of thebodÍ (e.9.eye/s,bÍeast/s,kneei/s,
arH€/s,bon€/s),nounsdescÍibingpeÌsonâlchaÌacteÍistics,
(e.g-bmve
persoD/s;
eloqu€ntspeakeÍ/s;
skiful peÍsoÌì/s;
üâr/s)andsomeadopl€d
ftom Englìsb/AniÌaâns,(e.g.polic€,card,wheel,kitchen)
Note:SoÍìeno|msof Clâss€s
I ând t havethef pluÍal in Class6, e.g.:
ú'XhGa ,rdodt (nan) Mkooikâzi mkw€nkrv€ iutombazãra
a'axlo6a d,radodt aekhosikazi a akhweÍkw€ o'últombâzâra-
I Clâssas7 ând 8: all langüages,oÌdinâl numbers 2 10, (2nd, 3rd,
4thetc.)manyimplêmmts, woÍdsadopted
ftom EnglishoÍ AfÍikaâns
tìegi úngwith 'Egr, ê!r, 'st!r: e.g.isikolo < lghool, i.tttovlr< dtove,
rìrtpiü< lpieêl [ÍnìImr], asw€ll asmaÌìygrammâticsl tfrms.
I Clâsses9 ãnd 10: mânyãnimâlÊ,noÌmsadoptedftom English ând
Afrikaãns,(e.g.bDíes, car/s,money,bicycl€/s,windods, phon€/t
I Clâss Í: many abstÌãcl nouD6.PluÍâÌ: pl€fix of Class 10 wherc
applicóle.
I Clss 14:mainlyabstrmtnounsbutalsoothers,(e.9.face,b€er,honey,
winter,night).No pbÌâI.
I Clãss15:all infútiv€s whichcanalsotunctionasnouns.
25. XHOSA
- UNIT
3
2 Emphdt c pt'o.noitns
Similar to theFrench'noi', toì', 'lui' , 'mnã', 'w?nâ', ']dnâ' is us€dfor
eÍnph$ís andcontrâst, andcanbeusedâswell as,butnev€riní€ad of,
thesubj€ct coÍcord:
As for ,|1",I amgoingnow
As for rír, we âregoingnow
As foÌ ]dí, how aÌeyoü?
Às foÌ yru, doyoü havechildren?
Às foÌ áim,Petet he ìeâmt
)Õosaat schooÌ.
lsnâ, xJenny waklÌúela rfâma. Às foÌ r"/, JeDrÌy
shegÌewup on
Á!óDhutrgrikotu.
laaüÍoúi küphüngakofir.
PGitirc
Ndiyalrhüngâ.
Siyaphuúgâ.
Uyaphüngs?
NiyaphuÍga?
úyaphunga.
BâyâphuÍgâ.
Remember:-ya- only occuÌsin theFesenttensepositiveu/hennoobject
fo[ov,'sth€veÈ.
As yoü canse€,whenthe subjeciconcoÍdconsistsof a vowel onlÍ e.g.
ì- / ú; -k- (oÍ -w- in spokenlanguage)
is iNeÍted:
o- + ü- > a&u-/ auu-i a- + ú- > dÀz-.
Noie:Then€gativefoÍm of: 'Ndìyâphilã'/ 'Ndiphiltlé' is Anniphilensa.
SeeUnit 7.3
4 Remote po'st tenae
Oneof úe pâsttenses
usedwhentalking aboutpastevenlsandactionsis
lhe rcmoteor nârÍativepâsttense.Thesubjectconcordìndicâtesthe
tens€.It is characteÍised
by a long '-âr widr a falling tone:
Ndrkhülelâ €fâmâ.
SakhüIela
€fâmâ.
Wakhulela*efâmâ.
Nâk'hulelaefâÌna.
Wâk1ubh+ efama.
Bakhulelaefana,
*ì-+a=Í,â ãÌìal
ú-, + â = Ì,vâ-.
5 Polite tequests
The lon€ usedwhen giving a onewoÍd instruction in Xhosa largely
indicâtesúe 'softness'or 's€velity' of suchâÌìinstrucúon,e.g.:
Hlâla phatrtsi!(s.) Hâlâni phantsi! (pl.)
Howeverúis caneasilybechangedinto â poüteÌêqu€stby saying:
UKWAZI
UKI'THEI}IA
ISIXHOSA tt
M!la, ndiyúambâ ngoku.
fàinâ, siyahâmba
ngoku.+
Wenâ,üphila njani?
Nin , njJnabo
abaatwãn.ã?
Ycnâ,uPeterwariffDda
Ij,xho6â é.çikobreni.
I do'll
'lÍitrk
cotree.
I doal wâtrt to drink coffee.
Negâtive
AÌtdiphlmgi.
,4-ítphutrgi.
,a&/phürg,?(kotu)
,4rriphÌrg;?
,aÌaÈunsi.
Ábaphutrgi.
Youwill suÌeìyrccognise'thinâ' ftom thercfrainof 'NKOSI SI(ELEI-:
IAFRJKA'
*-r seeCútuÌal background.
Notei The functìon of -na' is simply to avoid a one syllable woÍd to
which )ahosâhas an aveÍsion' However,when the two elementsof the
emphatic pronoun aretÌanspo€ed, nâ carrierâ meâniíg:
balAülelaeKâpâ.
afarm-
As foÌ íi€rn, thechìalÌen,they
g1ewup i, CapeTorn.
and n? / with n? / / too, âÌso
and )oí / yith ]or / )oI/ too, âlso
end ír / with ür / n€ âlso
afr him, herI vitÌl him,her
Nam,ndiya'ìryaukulvazi. Me too, I ampleased
aokÌow ]|dr.
Bekumnandiukuthethanaìre It wasniceto tâlk with )'rrí.
Nat i, siyawya ukunazi. fi/eâlso,wearepleâs€d
!ohrow)au.
3 Present tenee negatioe
The negâtiveof thepÍesenttenseis formedby prcfixing 'dr beforethe
subjectconcordândchângingttÌefinal vowel of úe verb '-a' to -i'.lfâ
noun (object) follows üe veú, the initial vowel of the prefix of all
subsequent
nounsis alÌopped
e.g.: Núcelâ uhlâlq phantsi.
Ndic€lãrihlâlq phantsi.
(lit.I besyouG.)sjtdown.)
26. 52 XHOSAUNI]3 UKWMIUKUÌHEIHA
ISIXHOSA
8 Conjunctions 'bec.luse', 'but', 'iÍ', 'th.tt', 'üthen'
LikeEnglish,
)oìosâ
hasco4iunctions
loioin claus€s:
'NúcGlâ caDalsobe aìd when ôkiig foÍ omething:
(lir.I begforwâteí)
'Ncedâ' (lit. help)is theeqúvalentof theEngüsh'pleas€'andcânalso
introduceapolite request:
Ncedâuhl8lc phantsi.
Ncedârdnihlâlc phantsi.
Note Theveú following 'Ndicela' and'Nceda'endsin -e.
r SeealsoUnit 4.5.
Ndicelâamrnzi.
Ndic€lâikofu.
Núc€lâ ,rto yokus€lâ.
Ndiceh üthêthc tsNg€si.
Ncedâüthethc ií,Xìo6â.
Ncêdâìcothisisç.
Ncedaìkhumbüle.
Nc€dari nith€ths tstxho6â.
Utunantoni?
Ulhini?
NdilandeÌâkaÌuhle
kuba uyâcothisisâ-
Ndiyazama
ükuthethais üIosa
kodwà l-unziÌnâ.
Ndiyaqondâukuba umntu
úyacothisisa.
Ndiyazi ukubs Ídiyâph^zamâ
kakÍulu.
Nceda,ltlungise xa
ndiphazama.
I folÌow well becâuseyou âre
speâkingslowly.
Ì âmtrying to speatXhosa,
but it is iliÍficút.
I undeÍstând
if apeÍson
speaÌssìowly.
I klow úat I mâkealot
Please
corÌ$t m.rwh€n Ì
6 Impersonal kt - the equiodlent of Engllsh 'it'
Kunjâni?
Kufunekândihambe.
Kulungile.
Kushushu.
Kuthethwa,rtNgesi
aphâ.
7 More inteftogatioes
Nc€dâüzâmeul:uth€thairtÕo6a. Pleâse(you)try to speatXhosâ.
Not€:A veÍbfolloíing 'm' (= 'when', 'whenever') neverinffxes rya '-
à SeeUút 12.1.
Cultural bockground
The concept ol 'Uburrlrr'
'Uòíntü'- coÍnmonhurÌIandecencÍ humanismor âs definedby the
editor of úe S.A. Medical Joümal, ProfessoÍDaniel NcaÍyana, in a
recent editoÍiâl, 'ubuntlu',the deepeÍ meânitrg of which cannot be
explâined
in oneoÍ two sentences
bììtwhichcanbe saidto encompâss
âlì
úe attÍibutêsof caring' for one'sfellow humanbeing. Th€ concePtof
ú,íntu is aÌso closely related to the pmverb: 'Umntu ngamntu
ngròantu.' (lit- apeÌson is al,eÍson thÌougholh€r p€ople.)
Professor
NcayiyâÌìâexplainsthemeaningof lhisPÍoveó as'attaininglhe
totality of b€ing a tully adjustedÌÌìenbeÍ of society only thÌough the
suppoÍ, comseÌling, love, assistance,
úelter, example,etc., of one's
fellow humânbeings'.
Pl€as€(you) speâL
Engüsh.
(lit. I beg (úâi) you
speâkEnglish.)
Pleâse(you) speak)Cìosa.
Pleâse(you) speakslowly.
Please(yoìr)Ìern€mbeÍ.
Please(you âll) speâkXhosa.
How is it? (lit. It is how?)
It is necessaÌy
(drât)I go
li.e.I mustgol
It is all right.
It is hot.
It is spoken@ngÌishhere).
Whm weÍeyou bom?
What do you want?
Whât do you say?
ln U ts 1 ând 2 you were introducedto the questionwords 'phi?';
'njani?' ând 'bâni?'. Two otheÌ interrogativeswhich you will needare
'nini?'= 'when?'ând'ntoni?'= 'whât?':
Not€:with theveÌb atlri'= 'sây',theshoúened
foÍm '-ú?'(< ntoni?)
27. XHOSAUNI]3 UKWMIUKUÌHEÌHA
ISIXHOSA
Nkosi sikeleÌ'iAÍÌikâ,
Mâluphâkânyisw'uphondolwayo,
Yiva imithandazoyethu,
Nkosi,siteleÌa,thina,
Lusâpholwâyo,
Nkosi, sìkelelâ,thi|ra,
Lusâpholwâyo.
YìzaMoya! Sikelela,Nkosi,sikelela,
ïzâ Moya! Sikelela Nkosi, sikelelâ,
Yiza Moya Oyingcwele,
Nkosi,sikelela,tbinâ,
Lüsâpholwayo.
Nkosi, sikelelâ,thiíâ,
Lusapholwayo.
GodblessAftica,
L€t its hom (i.e. spìrit) rise,
HearalsoouÌ prâyen,
Godblessus,
Its (Aftica's) family,
Godbless
us,
Its famíy.
ComqOSpirit,
bÌacs
G{dbless,
Come'
OSpidtbless
Godbl€ss,
Come,O Holy SpiÌit,
Godblessus,
Its family.
Godblessus,
Its family.
Uyakwaziul:üthethaisìNgesi?
Uthethâkakìúle is <hosa?
Uyaqonda?
Uyaphìtâ?/ Uphilile?
Uyâkìumbulâ?
Uftna ikofü?
Ufuna amanzi?
2 What qrould you say ü,lren l|ou don't ündeÌstand what
Somgonesnvs?
(a)
(b)
(d)
3 Answer lhe Íollolrlng qu€siions in ihe negative
Hayr,
Hayi,
Hayr,
Hâyr,
Hayr,
HaÍ,
Hayi
(â)
(b)
(c)
(d)
(0
(8,,
ïhe tust verseof NKOSI 'SIKELEL'I-ÁF'RJKA wâscomposed
in 1897
by Enoch Sontoúgâ, a schoolteâcheÍfrom Klipto.*rì, to be sungby
school childÌen and church choin. It was compl€tedby Sàmu€t E.
Mqhayi (e seeUnit 16for moÍeaboutMqhayi) andlater it wasâdoptÊd
by theAftican NationalCongÌessastheclosinghyÌInl at me€iings.OiheÌ
oryanisations
folowed úis pÍãctice aÌìdthe songb€cameÍecognisedâs
thepeople'snationalanthem.
As its dissemination
waslargelyoraÌ,theÍe
area numbeÍof versìonswhich oftenvary fmm placeio plâceandfÌom
occasion
to occâsion.
It h oftensungin acombinarion
of )Gosâ,Zulu and
Sotho,andveÍsionsof it aÌealsoüsedasthenationâlanúemsin Zâmbia.
ZimbabweandTanzâniâ.
How to apply ,t
1 Say (Yithi)
(a) I wantto sp€akXhosa.
(b) May I speakEngüsh?
(c) I like to speak)CÌosa.
(d) I tÌy to speak)ftosa.
(e) I speakonly a little )Gosa.
(0 I amsti[ leamine.
(g) I still makea lot of mistal(es
whenÌ speâk)<hosâ.
(h) Please
coÍect me.
ConveÌl lhese instuuctions into polite Ìequesis
(a) Therhâis ftosâ.
O) ZekeÌelâ.
(c) Phindakwâkhonâ.
(d) Zamâks,âÌàoÌìâ.
(e) NdireÌele.
Tty to get úe gist of the following dialogüe
Theseareúe soÍtsof questions
you wììl find usefulshouldyou wân(
to know someone's
biogÌâphicâld€tâils:
(a) Wazâlwâdni üMongamú NelsonMandela?
0) vr'âzâlwâ
Dgel8JuÌâyingoì918.
(a) walúulela phì?
O) Vr'âlúulelaeQunu eMpuma-Koloni (EastemCapehovince).
(a) Wâftndaphi?
(b) WâyâkwisikoÌo samâWesile
(Wesleyan).
Emvakoko(afterthat)
wâyakufundâeyìrnivesithiyâsetrortgâre.
(ô) Emvâkoko wenzântonì?
(b) Wasebênzâ
njengepolisa
lasemgodini(asaminespolicenan)
kodwawaqhuba
ngokufuDdela
(studyfoÍ) ubugqweúa
(lesalFofession).
29. Ukuthetha ngomsebenzi
Speaking
aboutwork
In this Utrit ltou ulll leor'a how to:
I âskwbatsomeone
do€síor aliving
I saywhatyour occupaúon
is
I askwhercsomeone
works
I respond
to beingaskedwheÍeyou work
I commenton someone's
work
Slncoko
lEl PereÌândThembâ
discuss
$o wbnewaibnsfor ienry âíd Tbandiro
join themwilh lh€ coffee,cale ândsandlviches.
UPeter NdixeleìeThemb4 wenzantoningokomsebenzi?
UThembâ NdisebenzelairkaÍnpani yeenqwelo-moyanjengornphattÌi-
basebenzi.
UPeter Oo,ipersonnelmanager
ngesNgesina?
UIl,Êrú. Uchon'uaa,ethel+
UPekÍ Uyanrrazike ukuseb€nza
nokutherhâ
kâLarÌìle
nabântu!
UThemba Bwe, ndiyakuthandakakìulu üL:usebenza
nabantu.Uyazi
isacisesixhosasithi: Umrht ngumtu ngabantul
UPeteÍ Unyanisile!
UThemba Wena,yintoni umsebeDzi
waklo, Peter?
UPeter Mna,ndiyingcaphepheyezityâÌoeKiÍstenbosch.
UThemba Mm, yinto enomdlâleyo!
UPeteÌ Erre. ngumseb€nzi
onomdla.KânânjâÌolaa ndawoyindawo
entleyokuseberza!UThândìÌìâyeuyasebenza?
LlThemba Ewe,nayeuúandaükusebenzâ
nabântu.Ungugqirha.
UsebeDza
hisibhedlele sâbântwana
iRed CÌo6s.Uyakhona
L:usasa
kuphelâ.
Emvâkweminiusebenza
klviklúiki yePrjmary
Healú Câre.
UKUTHETHA
NGOMSEBENZI
UPeteÍ Nayeusebenza
ka&hulu!
UThemba Ujermy,ufundisakwesiphiisikolo?
UPeter Akafundisi sil(olweni. Ufimdisa abantu abadâlaâbalìntr
ukufunda ukutheúa isixhosa. Uyazi, baninzi kakhulü
abantu abafuna ukufunda ul:uúetha isìxhosâ ngoku
ngâkunbi oosomashishini
nabasebenzibeenkâmpani,
abanilGzi-khaya,
oosqnhanabongik^zi,njalo njalo.
UThemba Heke,bathinikanenengesiNgesi?
'Ben€rlate thtn eve '
UPeter Ìthúi loo ntethonges Gosa?
Ulhemba Andâz| Lunjâlokalokuúwìmi. AkusolokoL:uluìâ
ul:utolikâ
ngahmbi wâkufikâ kwizâci.
Islgama
30. óÌ
óo XHOSA
- UNIT4 UKUTHETHA
NGOMSEBENZI
I Honr it works
7 More obout the Xhosa equioalent of Englísh
'am', 'ís', 'ate' Íollowed by nouns
YouaÌÌeadyknow that.-rrg-'Fefixed to nounsbegiÍrningwith '"tn- ând
'&r, (Classes
1, 1âand3 noutrs)expresses
'arr', ït' (_r seeUnit 2.5):
Urií,lhethi sepalamente.
Baíia'thethi zepalamente.
ToexpÍess'art', 1s', 'íle'wìú Clâss9 troünsprefix -]. :
Ndiingcsphepheyezityâlo- Iamahoúicultürist.
NúJri,eÌsoÍnel msnâger. I4m apersoDnel
rÌanageÍ.
Not€:ubba r8,rÌnphathi / ,igqwetha/ yltigcâphêph€yezityâlomeâns
!9
h999!r9a n.anazer
/ lahyeÍ/ hoÍticultüist.
SimilâÍly, 'rgr / !rg- pÍefixedronoutrsbeginningwith'aba:,'oo:
^nd
'anur (Chsses2,2a, and6 nours J se€UniÍ 3.1):
Nding&J€nny.
Lo nj'4nyanâ wâm.
UïÌìandi ngagqiÌha.
Ndirgaayeni lraH'e.
uDavid rg4ürtundi.
UThembang4aphathi.
Ng4r4s€beÌzionomdla.
Abantv^t ngabafundi.
XgrrThânrsânqâ aba.
ì{groMurrây aba.
BanK.flngqiethi.
l an le0ny.
This r'smy son.
Thandiiç a doctor.
I dn herhúsbând.
Daüd ir a püpil / student-
Thembaiir amânâger.
Ir ir inrerestúgwor}.
ThechildÌen dÌ" püpib.
Thesedr€ úe Thânsânqâs.
Theseme theMürrâys.
Theyd/€ lawyers.
< ü*,,gqìrethâ= to tum upsidedorn, to bebackto fÍont, i.e. everything
is úe oppositeof whatit shouldbe.
Toexpress'am', 'is', 'are' with Class5 noünspÌefix 'J-':
Ndirigqwethâ.
uxgqrnâ.
lam alãwê..
He ir âtÌâditioÍâl heâler.
Sheir âheÍbâlist.
Toer?Ìess'dtr', 'ir', 'ar' wiú Class€s
7 ând8 nourÌspl€fix ç ând'z-'
Íêspectívely:
Sheis theq,eâk€r of paÌliâment.
Theyar? speâkersof parliament.
Hou úo...
Ask uhdt someone does for o litsing
weDzantoni ngokomsêbenzi?
Ybtoni,msebenzi valúo?
Say uhqt you" occup.rtlon is
NdügxgqiÌba
NdizgÍsomeshishini
Ndirrgünphaihi-bâseb€Dzi
Ndizgínongikazi
NdirgürÌrnikâzi-khaya
Ndingqwethâ
NdiJrrgcâphepheyezityâlo (üt. ânexpeí in pÌânts)
NdiJrpeNonnelmanageÌ
Ndiseb€Ízârjengon4hsthi weshishini
NdisebeDz€lâ,rkâmpâni
Ask where someone aotks
Useb€nzâphi?
Uphatrgêlaphi?
Respond to being osked where you aotk
édolophüi
€lunivBithi
€rrlhedlêlê
Ndis€benzâerikolreri
e-ofrsìni
eKiÍNtenbosú
tÌr,ishishini le€ncwâdi(publishinghoNe)
fÌrrlshishini lempâNa (clothingfactory)
Comment on aomeone's uotk
NgünsabenzionomÍllã
frrdawo €rtle yoh$ebetrza
31. xHosA
- uNtÌ4
2 So'me occttpí:tions
Iho6e deÌiì/edftm veÌb6prefir i./rn-
andchmgethefirìâlvowel-a ro+:
ukuphâthe to hândle > ümphâthi mager
uÌufuúdg to study > ümfond! srudent
ukongâmele to rule oveÌ > dnongâme[ F€sideÍt
ukuphêke to cook > umpheH cook
ukuqbube to dÌive > ür,qhubi driver
uluthutrge to s€w > ,""thutrgiGâzi) râììor(seamstress)
ukuseben?&to work > ürrsébenzi worker
(cf. Msêbenzi Clâss3 = woÍk)
Nore:ukuÍh€tha to speâk > iúthethi speâteÍ
Tìose sdoptadÊom English or AÍÌikâârÌs prefix .Ír / .i- or .m-':
UKUTHETHÂ
NGOMSEBENZI ô3
lnoposi / oonoposi(lit. mother of post)
üDosiÌâÍhâ
/ oanosììarha
(lit. mothêÌ of
slaughtering)
unoverÌiÌe / oonovenkjle(lit. mother of
â shop)
,/somâshishini
/ oosomashishini
(lit. father of
fâctodes)
lsompempe/ oo3ompemp€
oit. fâther of
thewbisde)
Note:usomandla(üt. falherofpoweí)
3 SuÍfixins'-kazí' to a noun
Co,trmake ít lemi',.rÍe
shopkeepeÍA
TheAlmighty
úitshâlâ / rrÍitshâlâ(kazi)
ttitshâla / ;ttitshalâ(tâzi)
üpmfesâ/ ,opr.oíesa
"njingâlwazi
/ ooDjirg.Iwâzi
mjiúgâlwazi / taiiryalwâzi
(< -jiÍgâ = wâveâroutrd)
(< ütlvazi= howledge)
'tmâIrtyi
/ oornântyi
ijoúi / andjoDi (< EnglishJobnny)
ipolisa / al'tllpolisa
r'toliki / irtoliki (< AfÍikaansveÍolk)
,latâÍh€ü/ nnbtheli (< -úaúqla = ro iâketo)
,nbâlisi / ü"rbalisi (< -búsa = relâre)
lhose incoÌporâting -nor, acontracrionof.unila wq, = .motheÌof'or
theÍÌale eqÌìivalent'-so-', aconraction of .uyile wq-' = .farher
of':
l'lobhâlâ / oonobhâla(lit. mother of wÌiring)
üúogadi/ oonogadi(lit. mother of guaÌds)
moncwadi / rrnoncwadi (lir_motheÌ of books)
ünondyebo/ ornondyebo(üt_motheÌ of
mongendi/ úonongendi(lir. motheÌ of
notmarrying)
,montlalo-nde/ oonondâÌo-ntle(1ir.moth€r of
soodliviDs)
Can l'ldicate greatneÂs of size
soìdier^
joümúst/s
historian/s
guãravs
ÌibIariaD/s
inkosi
utitshêlâ
ümongl
ilizwe
umthi
intaba
chief inlosikari ctuef's wife, ladÍ
ntitshala*âzi
umongikâzi
umnikâzi
Con exprcss relatío ship
umaÌâzi
ìüzwekazi continent
umthikazi big tree
üÌ âmbokâzi lsÍge river
inrâbakazi highmountain
my motheÍ'súster,i.e, mateúâl aunt
my father brothe! i.e.patemaluncle
4 Omlsslon oÍ the initia, ooíl|et oÍ the noun
I^ dítect address
If you look againattheexplamtionof hoÌÃ/
to gÍeetappÌopriâtelyin Unil
2, you will se€thatall nounsfolovdng 'Molo / Molweni' havelost üeir
initiâl vowel:
ulÀt^ / uhawo/ Lmú nzâna/ 4rnhl€kazi
> MoÌo !âÍs, bâwo,r4nrmzanâ, Z4htêkaai
irkosikâzi / inkosâzâúâ/ rntombi / Íntombazana/j"kwenkwe
32. XHOSA
- UNI]4 UKUÌHEÌHA
NGOMSEBENZI ó5
IÌ
> Molo 4ko6ikszi / 4kosâzanâ/ 4tombi / 4tombâzânâ/ 4kw€Dkwe
AÍte" negatit'e Íoms
Áalithândt Lotu.
UJennydfdftrndisi ódntwanâ.
AÍter de',,.onstrotìues
Á)inamsebênzi
Im Zrto.
Intle loo 4to.
r seeUnit 9.5for moreâboutdemonstrâtives
When oetbs end in'-e' instead oÍ '-a' (subjunct oe)
lnstÍuctíons preceded b9 an object conco.rd
Nomsâ
studiesattheunivcrsily.
What is shestudyiÍg for?
I woÌk asa manager.
I work fo! a company.
ïbI youÍ nâmel
T€ìl (foÌ)
're.
Peterl€âr|rs)cìosâ.
JeÍny têachesXhosâ.
(lit. causes
Ìo leam)
Shoìr ne. (liÌ. make m" see)
Go!
Continü€l (lit- mâke go)
ïbÌ n e whenI make a mistâke.
SoÍryfor dishrbing /
tuterruptine )or-
Reâd
câr€fullv
Thinksrsfulb
Speâkver-vslowlv
B€ât v€rv ÌYell(SeeUnit 5)
Mix rgry-!E!! (SeeUnit 5)
tlNomsaufundâ eluúvesiihi
Ufundçlâ |rtoÍi?
Ndisebenzânjengomphaúi.
Ndisebenzslâinkampâni.
X€la igâmâlakho!
Ìr'dix€Igk.
'-is-' traislÁtes 'cause to',
UPeterutunda is (hosâ.
Ujetrnyufundisa is (ìosa.
Ndiyâbona.
,lr'dibonis_€.
Hambâ!
Hambllal
rvl'x€lel€ xa ndiphâzema.
Uxolo ngokúüphâzâmi!â.
Fundi-qba
CinsiqiÊa
CotìiéiÊa
Qhuqb&ba
Xubisisa
a -' usually índlcotes
Sizakubonâ.
Àalxel€ts.
&boúisc.
Tell tE
Show-a!.
Aíer the eryressionshúrÌÌekâ (ukuba)= it is nec€ssâÌy(úar) / müst.
kubâlulek;Ís (ukuba)= it is impoíânt (rhât)
Kuftn€kâ ükubauzãmc YoumÌst t.y to speat
ukutïethâ is üìosayonkeimihla! Xhosâeverydâyl
Kubâlulektle ukubauzame It is importâüt rhâtyou try
ukuthethâisixlìosâ yonle imiNâ. to speâÌXhosêeveryday.
Mâsithethc isixhosa. Let,s speâkXhosa.
Masihlale ngaphandle- Let's sit outside_
AÍter -cda 'ask', 'rcquest', 'bes,
Ndicêlauthetheis Cìosal I Ì€quest you ro speâkXhosa.
f cf. utrit 35.
6 Uetbal extensions '-elJ,'-is-', '-an-'
Anotherinterestingfeatureof )ftosa is úe extensionof veÍbsbv means
of itrfir€s,addiog imptjcitpreposirjon
or eleDa chatrge
of meaoing.
'al-'
''o''nstares
'for', 'to'
Sizakubone4a> Sobon@a We'll seeêâchoth€Ì.
Morethânoneextension
cântÉ usedin thesameveú: ukubon/ is/ ân/â
to discusssomeúing(lit. showeâú other):
íec rptocíty' eo.chother'
We'Il see.
Masibonisârc nsalentol Let's discüssthatl
7 Vo'ious me.tnings oÍ the prcposition 'nga-'
Indicating pt('ce = 'tn the oícìníty of, 'touards', 'near'
33. 66 XHOSA,
UNIÌ
4
ìrgâÊeRhini treâr Gràamsrown
ngaleForestDrive in the vicinity of FoÍesÌDÍive
In con'lecüon @ít r 'phandle', 'phâkathi'
UKUTHETHA
NGOMSEBENZI
(cf. nâ-+ â-/ i- / u- etc.â seeUnit 2.9).
8 More dbout the equrúore,'t of Engtish prcposítlong
(knoan os locatioes in Xhosa)
Youalreadyknow thatú) expÍesstheEnglishp€positions 'at', 'rtr', ro'.
'Jt"n ' úú plâcenâmes,you chânge
theiniúal vowêlof theprefixto 'e-':
Niirnâ ukuhtalangsphakâúì
okanyengaphândle?
Indícothrg tíme = 'at', 'ln'
ngeli xesha
n8âmanyeamâxesha
trgokuhlwa
Do you wântto sit inside
oÍ outside?
ât thìstime
soÍn€times
(lit. at sometimes)
in theevening
oit. Whatdo you do âsfâr âs
woÌk is concemed?)
How âbout (somethinghot)
to alrint?
Ul âlâ phi?
Uvelâphi?
is 'ukuya' = 'to go!q' :
Uyâ phi?
Ndiyâ eyunivesithi.
Ndiyâ .,itbhedlele.
Ndiyâ .,khayâ.
NdìììâlalKâpa, 4Pinelands.
Ndiììâla <fama-
NdìhlâlajMzanlsi AfÌika-
Ndivelâ 4Monti / qcoli / cPitoli / qBhayi.
NdìvelaeMpuma-Koloni /<Ntshonâ-KoÌoni.
WheÌe aÌeyou goingto?
I âmgoing to uriverrity.
I âmgoing to hospitâI.
I âmgoing (to) home.
fta slating'b9 knea s ofl', 'ttíth'
uhrhambange-€ropleni to goby plane
ul:uhâmbâ
ngebhasi
/ ngemoto to goby bus/ car
ukulÌlâwulangekhadi to payby caÌd
Tftnslotíng'about','concening','as'
W€rìzântoningokornsebenzi? What'syouÍ line of work?
Eight of the nine Fovinces of Souú ÂfÍica prefix 'e-. Which one
doesnÌ?(r seelnâpUút 3)
Anoúer veú which is alwaysfollowed by thelocativeform of thenoun
KunjarÌitrgokuphunga?
Not€:Theverb 'ükuyâ' = 'to go to' is usedwhena destination,diÌection
is mentioned-'ljkuhamba' = 'to go' in the seÍseof leave,depaÍ (also
walk) is not üs€dwhenâ d€stinâtion is mentioned:
Fo'mlng d^ aduerb
ngeüshwa(,rshwa = 'misfoÍune')
ngethamsanqâ
(iÍìamsânqa ='luck')
With o langudge trorrslat ng 'in'
unfortunately
luckily
Núyúâmbâ.
Ndiyâ edolophri.
I âmgoing.
I ãn going to tonn,
Yintoni leyo ngêsiNgesi? Wïat is dìisiì English?
Uthinì ngesixhosa? W1Ìatdoyou sayin )ttDsa?
Alter '€xúosi' = 'tho^ks't 'uxolo' = 'sorry' transtatì,,r ,Íor'
EnkosingenroyonÌe. ThanksfoÍ eveÌ]úing.
Uxolo ngokunÌlindisa SoÍry for mâking ],oí wâlt
ixeshaelide. solons.
YouhâvealsocomeacÍoss',h,-' expÌessinC
'ar', 'in', 'ot1', 'to', :fun'.
NatrúelelileruÍlight 301oyael(âpa.
Usebenza
lulditriki yePrimâryHeâlrtì.
Ukwazana&,!!empleni
ku-+ i-
-
kvi- (< ku- + iuíaiki), (< *il- + t-êÌoplêú).
Note: 'ÈÌrr is nomrâlly usedwhendÌenounis fo[owed by a qualifying
pbrase.
'brd- asin ',brazulü' and't-ral-ânsa' (úe subuÌbof CàpeTowÌ nâncd
afterúe Xnosachief úangâ) is âlwâyspÍefixed to proper nam€sând
ng4-+a-=nga- nga-+i- = nge- ngg-+U-=ngq-
34. g
Not€: *ethâyâ> ekìây€rt whenfollowed by apossessive_
How to apply it
I Compl€te the dialogüe
XHOSA
- UNIT
4 UXUTHEÏHA
NGOMSEBENZI ô9
BuÍ -u> -intafter:
f: ikofu
ph: idolopbu
> ekoÍini
> edoloph,r,i
-akhâ
"bhâlâ
-culâ
-fotâ
-guqula
-lâ$r a
-üúâ
-phâtba
-qeq€sha
-thengtua
-thwala
úâDdar,e.'aÌ
theplâ(eoÍ,t1r
t[e Ì.esidence
of
Howevet by fâI ihe corÌìrnonesr
way of exFessìngpreposirions
in )úosâ
is by chaìging thebitiâl voìr€l of thenounro .?' andúe ffnâI vow€l of
thenounasfollows:
-â> -e'd: ikhâyq > qkhsycl3li*
leúü at/in/í)o t/toowtuÌtríe
-e> -enít ili2ïrg > elizwc4i ín/from/ to Àe cowttry
-i> -iri: ímsebenzi> emsebenzfu! at/to/fm,nwoÍÌf,
-o> -'ráni: irtkola > csìktlwc4i at/in/fum/tosúÍ]f,l
-u> -Ìrrni. lThek! > gThel$a4! in/to/froz.,D]utban
I DeÍive úe appropriate occupations Írom the verbs
buiÌd
sing
to tâkephotos
fãm
sell(' thenga'= 'buy')
parnt,dÍaw
o)
(d)
u, -_
rr tte colïee
at I in / Íôü / to towa
UDavid
UBongãni
UDâvid
UBongani
UDaüd
UBoneani
ÌlDavid
LIBongani
UDâvid
UBongâni
UDavid
UBongani
UDâvid
Uyatundâ,Bongani?
Ewe,nditundaeweslelford.Wenâ?
Nditundâecrcve. UyâóattÌanda*(a) titshâlâbâlâo?
Abanye(some)O) _lungile kakhutu,abanyehayi.
Udadewenu
wenza(c) _?
(d) _umfrrndi qunivesiúi.
UfirndèÌa(e)_?
UfundeÌaubugqweüa.
Benzântoni âbâzâÌi(0 _?
Utatâ (g) _ingcaphephe yeznyalo. Usebenza
eKintenbosch.Umama(h) _utitshâlâkazi.
Ufimdisa(i) _?
ufürdisa ú) _Xhosa (k) n _Nsesi.
Benzantoni (1) zati bakìo, bona?
Utâta (m) _umphâúi, umâma(n) _ugqiÌha. Nâm
ndifirnaukrba ngugqühâ.Wena?
Andazi.Mhlav,ïmbi ndizâkubayinjineü. (eúgineer)
* Whâiis theEngÌishtranslationof úis occupation?
3 You aÌe introduced to a numb€Ì of people by name
ând ocqpaiion. w'ite in English who does what
(t
(g)
(h)
You are atready able to lntÌoduce your husband, son
and friend (Ngumgenl rÀ'amloi ngungana warn;
ngumlúobo wam, uThandl, etc-). Now induce other
members of youÍ Íamlb (usapho lwakho)
youÌ paÍents
youÍ childrcn
yourgnndchildren
youÌ wife
Ngabâzalibam
-abazukúwana bam
YinkosiÌazi yam
35. your dâughteÌ utombjyâ4 ulindi.
Useúe lìst of gre€tingsin Unit 1 to intsoduce:
youl fâther
your grândfatlÌer
youÌ gratrdmolheÍ
5 You are inlroduced to someone's reliaiives. Wdte do$"r
ürho they are
o)
(d)
AnsweÌ the queslions
(a) Uvelaphi uPeteÌ?
O) UhÌaÌaphi ngohr?
(c) Uyaphi yonk€imihla?
(d) Uvelaphi uJenDy?
(e) Utundisabani?
(t Usebenza
phi uThandikusasa?
(g) Uyaphi emvâkwemìni?
(h) Usebenzela
banìuThemba?
Say in Xhosa
(a) WheÍeyou comeftom
(b) Whereyou üve now
(c) Whatyour occupationis
(d) Whereyou woÍk
Fill in the verbal extension for a meaningíül ansneÍ
(â) Wenauyasebenza?
Ewe,ndisebenz_ainkampaniyekìomphyìrtha.
(b) Inlombi yakìo uyâkwaziularpheka?
Ewe,iphek_a usâpho.
(c) Uyasitundâisixìosâ?
Ewq üJennyuyaÌdilìrnd_a.
(d) UNomsaufundaelrnivesiúi?
Ewe,ufund-a ubugqwethâ.
UXUTHETHA
NGOMSEBENZI
(e)OoThamsaDqâ bathandâ
ooMürÍay?
Ewe,bayathand_a!
9 Say to a íriend
(a) I-et's teacheachotheÍl
(b) Let's meetl
(c) Lefs helpeachotìeÍ!
(d) Let's pu together!
(i.e.l,et's buiÌdoneanotherl)
lO Say that !'ou must
(â) eo now
O) go to woÍk
(d) goto úe hospirâl
(e) so homeCsoduka)
(0 sp€ak)ftosâ everyday
(d payby cârd
ll Complete appropÌiately
(â) Ndiya eBhâyìngomso.
Uhamba_bhasi? HaÍ. ndihambâ
_eÍopÌeni.
(1') UúandâuÌuhamba empleni?
Hayi, ndìkÌethaukuhamba
_moio.
(c) Wetrzântoni koÌnsebenzi?
Ndi_umphathi.
(d) Usebenza shishinilempâblâ?
Hayi, ndisebeDza
_-olìsi_.
(e) Usebenza
na kúlwa? Ewe,_manye amaxeshâ.
(1) Hâmbakakutúe.Sâlakúl]hìe. Enkosi ntoyonÌe.
12 Complele the idioms using the coÌrect form of is', 'âÌe'
XHOSA- UNIT4
(0
(h)
Kufunekandi
Kutunekandi
-.
Kutunekâ
ndi
Kutuneka
ndi
Kutuneka
ndi
Kufilneka
ndi
Kutunekâ
ndi
Ba_umthi nexoÌo.
Bâ_inyokâ nêsele.
U_inyoka.
U_umÌiombe.
Theyarqgreâtfriends.
(lit. Theya& trce andÍesìn.)
They4q greatenemies.
(lit. They4e snakeandfrog.)
He/sheira treacherous
person.
He/shei! a very angryperson.
36. XHOSA- UNIT4
13 Ltsien io the dialogue and ãnsweÌ úe questions
U_indÌo"u.
What aretheytalking about?
Wherc aretheytalking?
(tit. Helsheir arhino.)
He./she
ir avery strongperson
oit. He/shei! anelephant.)
How do you líkeyourcoÍíee?
(a)
o)
Uyithanda njani ikofu
yakho?
In this Unít you Íl,ir, teoÍn horú to.'
I apologise
I sayyou aÌethiÍsty / hüngry
I âskglests how theytaÌe úen coffee
I ofier reftesbments
I acc.ept
anddecüne
I express
appreciation
I renark on achangein theweather
$Incoko
S Jennyaadïhandi anive with rcfresbments.
UPeteÍ Ekugqibeleni.Masiqabuleniunxâno,
Ujenny Uxolo ngokunilindisaixesha elide. Besincokola!Ndiqiú-
sekiÌeührba ninxaniwe.
tlPeteÍ Ewe,siÌLxânwe
kakhulul SilambilekânanjâÌo.
UThemba Hayi, L-uluÌÌgile,
naúi besincokola!
UJemy Thandi,uyìúândânjaniikotu yakho?UtunaubisiÌÌeswekile?
UThandi Ubisi qld, enkosisisi.
UJenny Wenâ,Thembâufunaikotu enobisi?
UThemba Ewq eúosi neetìspuniezimbinizeswekile.
UJenIy NantsiiswekìÌe.Zinc€de.
UPeter KunjâningekeyiÌineesengwitstu,Thandi?
UThândi Enkosi PeteÌ. Ndingafumana isilayi esincinci sekeyiÌi?
Ijongeka
inde!
UPeter Inene,ilnnandikâÌìüìu. Nasiisilayí.
UThânú Enl(osi. Mmm! inôncasâle keyiti. Jeruìy,ndingafumanâ
iresiphi?
UJenìy Ngokuqinisekleyo,sisi-Undikhumbuze.
Themba,ndingaÌuphaisilâyi sekeyiti, nawe?
38. XHOSA UNIÌ5
fry ìo memorisè
Uxolo ngokunilindisc SoÍy Íorêêping
youwoiting
ixêsho elide such
o lonorime
Zincedgl Helpvo,'se'Íl
lkomityi ênye yekotu yonele Onecupof coffeeisenough
kuml formel
llongc lirhê sÂwokol Thesunhosdi,oppeoredl
Ungolibolil Don'rforsetl
AndilibolongcÌ | hsvenlfoÍgôÌtên|
UYITHANDA
N]JANJ
IKOFU
YAKHO?
Accept .tnd dectire
Eìre, entosi.
Hâ/, enkosi.
Ndingafumânâirilal erincinci qrd?
lkomityi enyeyekofi! yâÍêle kum enkosi.
Expreaa apprecidtion
Kumnândi!
Inencasâgqitha!
Imnandi kalhulu!
Ijongeka rrtle le keÍki!
Rernatk on d cho,nge in the uedthet
Li4iâni tzulu?/ Injani D"ozulu?(lit. Hoìií is úe weatheÌ?)
Ingathi ilâtreâ lithe rrwata.
llângâ lilshonil" (thesw hasgonedown).
Liyaphola ngoku.
Kuyabanalângesa$rphe.
ldeopfron* (lzif onckirczwi|
An ideophonc is o port of sp€echwhichis o chorocteÍistic
ond
disÍinctivê
feotureoÍ Xhoso.
Youhoveolrêodycomêocross
twoexomples
inlhh book 'qlìô'ond'sirwoto'.
ldeophoner oreoÍtenonomotopoeic
i.e úey suggest
theoctionhy
lhoksound,
ê.9.'dyumpu',
similoÍ
ÌolheEnglish
'plop'.buttheymosÍy
describe
monner
ondoreus€d
wlìerêEnglish
usês
odvêÍbs,
e.s.:
Hqmbo ngqol Go stÌaightolong.
ldcophonesoreohenintroducêd
by'ukurhi'which
indicoiês
Ìhetênsê,
mood,person,
ondclos, butconoko be used
wiÈ other
verbs,
e.s.:
Siphileqetel We orècomplerely
well.
However,
becouse
idcophonec ore inÌêÍiêcÌionol
in noture,
theyore
oftenmore
effectrve
whensiondins
olonê,e.s..
Hou Ío ...
Apologise
Uxolo! (ngohúülirdisâ üesha eltd€)
Uxolo! (ngokuüilindisâix€shâírlide)
Say gou ate thlBty / hungry
NdinxâniÌré. Ndinxânue kaláulu.
Ndilâmbtl?. Núlambe kâlàulu.
Ask hou someone tdkes theír coÍïee / te.1
U]túanda njàni ikotu / úi yaklo?
Ufura Íbisi neswekil€€koflrd / etiri?
Uff|na ;kofu enobisi?
Uff|tra ftofu enêswekil€?
Offet rclrcshtnents
Künjâni Ígekofir / ngeti?
Kuqiâni Íg€nye ftomityi yelrotu / yeti?
KuÌÌiâni ngokus€larrto ébaúdâ)r?
KuqiâÍi ngewâyini?(wine)
Ku4iâni nsoilwâla? (be€r/ alcohol)
Ku4iâni ng€keyiki?
KuDjad trgeesengwitsbi?
Zincgdgl
Ndingâ./í,Ipha
irrlayi sekeyiki?
Ndjl1gâ./rupha
rS€ngìrihhi?
r SeeCuÌtuÌalbackgound.
Nlgi ivilil Thêwhêêlis tucl<fdtl
39. ldcophones oreoho usedlìoêmphosisê
{ìe inlensiry
oÍ somê
colouís:
tê nryotyombo
ibomvu trw€í€l.
lmilhìiluhloza yokol
linwêlê
zokhêzimnyomo
linwele
zokhêzimhlophê qhwol
r SeeUnit 14.ó.
UYITHANDA
NUANÌ
IKOFU
YAKHO?
Similarly,thereaÍesevelârXtosa equivalents
for úe EnglishpÌonoun
aÌ|dits plural 'rr"nr', which alsodependonthenounrcferredto:
XHOSA
- UNIT
5 f9
ThisÍlower;sb/oodrcd.
Thetees oregro* grreen.
HeÍhonisprrcÀ
blq.k.
Herhoirissnowwhirè.
I âsk foÌ it (woÌk).
I lik€ n&ar4
Glustrations).
I likê i (úe nâme).
I ükê r@ (thenames).
I like Í (úe Xhosalânguâge).
Holv doyou like Í (coffeê)?
How doyou üke nLca
(sandwich€sX
Do''? you like ü (themilk)?
I don?lik€ ú (wintêr).
I like ú (tÌavelling).
Ndiya4lacela(arzseberzi).
NdiyaÈthânda (.!a!zobo).
Ndiyâlithandâ C€âmâ).
Ndiyâ!.4than& (anÍÌgâmâ).
Ndiyâ.Íjthanla (&lxìosâ).
Urthanda njani (!kotu)?
Uathan& njani
Gsengìritrhi)?
ÁÀ laúândi (abisi)?
AndibÉürãr.d:(!ba.ikã).
Ndiyâfuthândâ (a&!ahamba).
@ Horr ít works
sorÌne tro.dítionot bte@s
Umqomboúir An âlcohoüc aldìt Ìnâde fiom msize porridg€ ând
spmuts whichis Ìeft utrtil it ferments.
Amârhewu: Non-âlcoholicÌnaizemeâlüqúd. A small amountis mired
wìth flouÌ and sügâr (optional).Ii is then put into dË ÌrÌain poúdge
contâineruntil rcady.
Ublâyi: Mâize porridgê madeiÌ aúÌeelegged pot-It iscookeduntil úe
boÌtom of the pot js scalded.This scaldedpart is then scrapedoff and
mixed with ponidge andalowed to feÍment.
Fmmthô'ât âglance'tableyouwìtl seethattheobjêct concoÌdshâvethe
sâmefoÍm asthesubjectconcordsexceptwhercthesubjecrconcod is a
vowelonÌy.In thesecases
thesubjectconcoÍdincorpoÍâtes
aconsonânt
to
foÍm theobjêct coúcord.Do you rcmemb€rwhy?(SeeUnit 2.6):
I Mote object conco'.da
In English, úe pronouns '&td' ànd'her' aÍe the sâmêirespective of
rvhetheÌyou arerefening to a student,lawyeror engineeretc.This is not
so in Xhosâwhere 'him' and'her' are Ìepresented
by ditrerent foms
wbichchangeaccordingto thero!,l to whichúey refer TheseaÌekÌown
asobject concoÌdsândâÌederivedfÌom úe nounpÍefixes:
Iemy ttárjtfs hiallvz(Èe sÍrdent). UJennyuyaz4fimdisa(ídlundi).
Shetêâches,t ?fier (thelâÍyer). Uya[fundisâ (rgqwethâ).
Sheteâúer,&ú!&ar (dìeengmeer). Uyalrtundisâ (i,jbeli).
Theplural foÍm 'rá?nr'âÌsohasdiffeÌentfolms iÌÌ )ftosa:
Sheteâch€srkr4 (woÌkers). Uyaóafudisa (aáasebenzi).
Sheteac[Gsrk4 (doctoÌs). Uyal2afündisa
@agqirhâ).
Sheteâchesrlsr4 oawy€rs). Uyatafundisa Gr4agqwethâ).
Shet€aches!LsZ4(engineers). Uyarfunüsa Glaiineli).
Cultural background
Subi.., .on qds Obièct@n ôrds
ndi-
si-
È
ni-
b.-
i-
li,
zi.
i:
lu-
ot a gloncê
I
you(s.l
you(plì
úev
it
Íhey
tt/hê/ste
rÌ
it
Ìhêm
it
it
it
dtl you(s.l
-ni- you lpt.)
.E it / hin / her
ti- it/hìn/her
40. 2 Possessiues
In Engl;sh,
possessive
Ìela.ionshìp
canbeexpressed
by .'r' or 'r,l ', e_g.
'theboy'! üâmê' or 'úe nam€qlthe boy'_
ln )ftosa,orìÌythe 'ol'consrucrion exisis_
Thetwo nouns(,name'aìd
'boy') âÌeliúk€d by a poss€ssive
concord which is châÍâcterised
bv rhe
ïhis link (rcFesenting'ol') betweenúe rwo nounschângêsaccoÍting
to thepÌefÌx of thefiÌst noun(possessee)
ândinfluencêsrhepÍefix of rhe
second
noun(possessor)
resuÌiingin asoundcltaryc:
rrxsebenzi
üd- | lnkâmpatri > we ampâni
(employee
oJacoÍnpâny)
ísomâshinih4- + inkâmpani > wcnkãmpâni
(businessman
rf â company)
aba*beÍz; bq- + inkâmpani > ,q4nkâmpâÍi* (staffo/a conpâny)
oosorÌìâshitri,a- + 4nkâmpani > á?enkampâÍi*
,ieshâ 14- + iti
(büsinessmen
o/a company)
> r'eqandâ (mìrture o/egg)
> :''4ádntwâÍa(painrings
d/rhe children)
> ̀ti (tine d/tea i-e.teatime)
> 4tantwâÍâ (names
o/the children)
> ra'nsebeÍÌzi(âpplicationo/a job)
> zqnsebenzi(âpplicâtionsofiobt
> ]akotu (cüpo/coffee)
> z4swekil€(teaspoons
o/sugaÌ)
> ,w€zthâko (list o/ingÌedieDrs)
anagsnaq- + 4b(mtwaÌIã
UYITHANDA
NUANI
IKOFU
YAKHO?
Wth the o.doerb'a'ptra' = 'here'
t-ofisi ilapha el(âpâ. Theofiice à here;tl Cap€Town.
lvlú ÍormÊ suú as 'esikolueni', 'e'ofrsíní,'emseberuini',
.tlbhedlele, eKapa, etc. (known as the locãtive foÌm)
XHOSA
- UNIÌ5 8t
Ndir€khaya.
U!.-ofisint.
BalPrikolÌrPni
I amqÍh.twrc.
He r.Í!a theoffice.
Theyars 4l school.
Note:TheIocative-s- alsoseparates
thetwo vowelsin:
nga!€-:nga!.Rhini near Grahamstorn
naêe-:naÀlTnivêsiúi and llr theunivêrsity
baêe: ar.rntu ba!€Holsni thepeopìêof (in) HoÌând
4 Holú to exp'ess 'heÍe is', 'heÍe ar'è'
Onceagainúe nounclâsssystemin )ftosa n€cessitâtes
theuseof severâl
diÍïeÊn forns wherconly two areusedin English:
isicelo 14- + 4rrsebeÌrzi
umxnbevg- + iqânda
imizohot4- +4b.tntwaÍa
Nâì*u üJeDny.
Nâbâ dbmtwana.
NâDku(or tratrgü)
'l',1nx€ba
Nântsi lrnlqâmelo-
Nali icephe.
Nângaa dceph€.
Nâsi trilayi sekeyiki.
Nâzi ezrnyeizilaÍ.
NâDtsi .ofu.
Nâzi (or nanzi)tttispüni.
Nâlü übisi.
Nabu* ,.,üsi.
Naku ükítyâ.
H€Ì€ is J€ntry.
H€Ì€ âr€ thechildrctr.
H€Ì€ is thephon€.
IIeÌ.earr thepillows.
Ilere is thesìI)oon.
Ilere are tbespoons.
IIeÌe is â sliceof cake.
Here âre somemoÌe slices,
HeÌe is thecoffee.
Hêre âÍe theteâspooÍs,
HeÌe is themilk.
HêÌ! is thehoÍey.
HêÌ€ is thefood.
izicelo
zg- + 4msebeÌzi
tkomityit4- + itotr
iiaispuriz4- +isweLile
uluutt lws' + 4thâko
ubuait bs' + sbontt > ãalaÍtu (rhehumanig,o/tÌÌe people)
|/tubhakva l.Ìra-+ llrcyiki > Èwsakeyiki*(úe bakineo/caket
u}j'te'oziwâl$r4- + 4busi > faárísiÌ (dìemakingo/honey)
*tf > -€e-.ïFor easeof gonunciation ,w' is omittedb€foÌ€ .o'.
3 Hou to express'am', /rs','ote'
With iderÍogative '-phi!' wbete ,am',.ís', .are'are ünderstood
Uphi uDavid?
Siphi isibhedlele?
Iphi i-ofisi yakào?
lvher€ (is) Dâvid?
WheÌe (is) úe hospital?
WheÌe (is) youÌ ofÍlc€?
* Nobuis seldom
üsedasnounsbeloneing
to Class14arenearlyall âbsFact.
5 The equrú.rlent oÍ Engllsh'myrelf ,'l@u's'elÍ', etc.
At last,hercis acasewhercúerc is onlyonefoÍm in )0ìosawheÍeEnglish
hâsmoÍethânonefoÍm!
UÌe úe obj€ctconcold, 'ti: = 'nyself, ,otÍself , 'ouÍseb'ês'
, etc, is
placedimmediatelybeforcúe veÍb:
I ct Uqioúi? = lir. Youhow? (seeUÍit 2.5).
41. XHOSA UNIT
5
Ndiyarr'dla.
(Ìit.Iãm eatingmls"l, I ampÌoud of ntretÍ
Tey
^Íe
pronò of thdnsebe'
HeIp tôuryelf.
6 E4rtessions ln Xhosa ending in '-íle'
Theseexpressions
often Íefer to oneì physicâl stâte. They arc veòâl
formsin )ahosa,
butcoÍrespondto adjectivesin English:
Ndiphilru. I amwell. Namketek lé! ./ou'Íe welcome!
Ndilâmbile. I amhungry. Kubâlulek ftÌ. Ir's impoÍÍânt.
KuÌungile. lt is âI Ìight. Uxakekit€? AÌe you busy?
Ndiqinisekile.
I'msuÌ€. Ndingxâmite.I'minahurry.
Ulshâtlle? AreyouÌnârÌied? Unyânisjlu. you'rc right.
ÌJkhrluÌela/e? AÌe you Kupholtta. It is cool.
comfortâble?
Bayâzidlâ.
Zhcêde.
Ndiuânrt€. I amthirsty.
7 'Xhosatrsed' u'otds
In Units 1-5 you hâve come âcmssa number of ,xho6âlised'nouns,
i.e. thosenounsadopted
íÌom F'agliehand/ or Atrilaâns:
fun Enelbh
ibhotolo butter
rïâma fârÍn
i/,kamp*ni company
tkeiki câke
Ìkliniki clinic
ikofu coffe€
imqiâÍirìi maryarine
ioÍisi ofüce
,Ìesiphi rc€ipe
rse[gìvitshi sandwich
iti tea
rtispuÌi teaspoon
,]Ìmiv€sithi univeÍsity
As you can see,most of these'adopredwoIds,belong to Classes9 /10
prefixing t-ft:-. However when úe âdoptedÊnglish or AÊikâânsword
bcginswith an 's' fo[owed by a consonatrq
e.g. '6qhooÌ', 'êlice', thcsc
nounsusuallybelongto úe 'ir!' class:
trikolo lqhool ifllâyi !-lice
Allhoughthemajorityofnouns adopted
from EnglishorAftikaans belong
to Classes
9 and10,thereareanumtËrof nounsbesides'ibhâÍti' which
bclone
to Classes
5 and6 andnot to Classes
9 and10:
UYIÌHANDA
NIJAN]
IKOFU
YAKHO?
ilthitshi d'"dlüitrhi(kitchen/s)tküâdi
iphepha dnrdphephâ(paper/t tpolisâ
ttikiti anatikitiíticketls) rvili
dflakÌâdi (card/t
a//dpolisa (poüce)
az'avili (whe€Yt
NdidiúiÌee. I amtired.
Adoptedwods are often usedin everydayspeechwhile the original
XhosawoÌdsareprcferredin thewrittenlanguage,
esp€cially
in titeÍature,
e.8..
leropleni iaqwelo mo)€ 0it. wagon(of úe) aD
rr(hihN rlgümbilofÌ/phekeÌâ (lit. roomof / foÍ cooking)
iÍlârvâ ,,r''gubo(flour)
r'fowuú ,l,''rìxeba(phone)(lit. ârope)
Noté:WlìenEnglishwoÍdsâreusedin wÌitten or spoken)ÍÌosa úey must
haveaprcfix which is usually 't' (Class9):
ipersoÍnel ÍrâÍâger
rRedCrossHospitâl
,Primâry Heâlth CaÌ€
ibhanti (ana)
rìdolophu
tLomityi
iswekile
bând
doÍ?
koppie
sìriker
@ How to apply it
Ask
(a) wìeÌe is thesüsâÌ?
O) WÌìeÌeis themilk?
(c) WÌìeÌeis thecake?
(d) Wìere is a spoon?
(e) wÌ'eÍe is thecotree?
(0 WheÍeis thetea?
(g) Whereis a teaspoon?
Hereis thesugar.
HeÍeis themilk.
(a)
(b)
