Ukubuyekeza 1: Masazane
Chapter Objectives
This chapter introduces no new grammar system. By the end of it, you will be able to:
- Greet one person and a group, respond appropriately, and take leave, using register suited to the situation.
- Introduce yourself and another person, and exchange personal information about identity, origin, and languages.
- Identify classroom participants and use supported identity copulatives accurately.
- Describe family members and friends, using possessive pronominal forms and a small set of adjective concords.
- State and ask about ages, and use the active na-based possession construction.
- Apply active subject concords for classes 1, 2, 1a, and 2a accurately in connected speech and writing.
- Distinguish the dental, alveolar, and lateral clicks, and recycle the consonant and vowel targets of Chapters 1 through 4.
- Interpret a short personal profile and a short connected listening passage.
- Write a connected, multi-sentence personal introduction using standard conjunctive orthography.
- Repair a simple misunderstanding using a clarification strategy.
Communication Scenario
Your isiZulu class in Durban is holding a small welcome gathering, umcimbi wokwamukela, for new students joining the program. You will meet several people you have not spoken with before. Some are fellow students, some are instructors, and one is a visiting relative of your classmate Sipho. Over the course of the gathering, you will need to greet people appropriately, introduce yourself, ask where someone is from, find out about their family, and keep the conversation going when you do not understand something the first time. This is the moment where everything from Chapters 1 through 4 comes together into one continuous interaction, rather than four separate skills.
- Before you begin, look back through your notes from Chapters 1 through 4. Write down one expression from each chapter that you feel confident using without checking the book.
- Predict which part of a first conversation, greeting, self-introduction, asking about origin, or asking about family, feels least automatic to you yet. You will return to this prediction at the end of the chapter.
Vocabulary Review
This chapter does not introduce new productive vocabulary. Instead, it brings together the active vocabulary of Chapters 1 through 4 into a single set of working tools, organized by communicative function rather than by chapter. Use this section as a reference while you complete the integrated tasks that follow.
Ukubingelela — Greetings and courtesy
| isiZulu | English | From |
|---|---|---|
| Sawubona / Sanibonani | hello (to one person / to more than one person) | Chapter 1 |
| Ngiyaphila, ngiyabonga | I am well, thank you | Chapter 1 |
| Hamba kahle / Sala kahle | go well / stay well (leave-taking) | Chapter 1 |
| Ngiyabonga | thank you | Chapter 1 |
| Uxolo | excuse me; sorry; pardon | Chapter 1 |
| Igama lakho ngubani? | What is your name? | Chapter 1 |
| Ngicela ukuphinda | Please repeat (a clarification request) | Chapter 2 |
Ubuwena nobuwe — Identity and origin
| isiZulu | English | From |
|---|---|---|
| Ungubani? | Who are you? | Chapter 2 |
| Uvelaphi? | Where are you from? | Chapter 3 |
| Uhlala kuphi? | Where do you live? | Chapter 3 |
| Ukhuluma isiZulu? | Do you speak isiZulu? | Chapter 3 |
| umfundi, abafundi | student (class 1/2) | Chapter 2 |
| uthisha, othisha | teacher (class 1a/2a) | Chapter 2 |
Umndeni nabangane — Family and friends
| isiZulu | English | Class |
|---|---|---|
| ubaba, obaba | father, fathers | 1a/2a |
| umama, omama | mother, mothers | 1a/2a |
| ugogo, ogogo | grandmother, grandmothers | 1a/2a |
| umkhulu, omkhulu | grandfather, grandfathers | 1a/2a |
| ubhuti, obhuti / usisi, osisi | brother, sister (informal address) | 1a/2a |
| umngane, abangane | friend, friends | 1/2 |
| umndeni | family | 3 (lexical at this stage) |
As in Chapter 4, remember that kinship vocabulary varies across communities. The forms above represent broadly used Standard isiZulu and are not the only acceptable family terms a learner may encounter.
Izinombolo neminyaka — Numbers and ages
Recycle the numbers 0 to 100 from Chapters 1 through 4, and the age formula Uneminyaka emingaki? with its answer pattern Uneminyaka e___.
Pronunciation and Orthography Review
The three click types together
Chapters 2, 3, and 4 introduced the three basic isiZulu click letters one at a time. This chapter asks you to distinguish all three in connected, mixed practice rather than in isolation.
| Letter | Type | Review word |
|---|---|---|
| c | dental | icici (earring) |
| x | lateral | ixoxo (frog) |
| q | alveolar/postalveolar | omqatha (strong, class 1) |
Listen to a partner, instructor, or verified audio model say a short list mixing words with c, q, and x. Before producing the words yourself, focus only on identifying which click you heard. Once you can identify the three reliably, move to production, saying each word slowly and comparing the place of contact in your own mouth against what you learned in Chapters 2 through 4.
This chapter does not introduce click accompaniments such as aspiration, voicing, or nasalization. Continue practising the plain form of each click type.
Recycled consonants and vowels
Review the following targets from earlier chapters in connected phrases rather than isolated drills:
- b versus bh Recycled from Chapter 2; compare ubaba with a word containing bh from your earlier notes.
- hl and dl Recycled from Chapter 4; practise in uhlala and similar verbs.
- Five full vowels and final vowels Recycled from Chapter 1; do not reduce any vowel to an English schwa.
- Penultimate lengthening Recycled from Chapters 1 through 4; listen for it at the end of each phrase, not each isolated word.
Orthography checkpoint
Before moving into the integrated tasks, confirm that you can apply the following standard writing conventions without hesitation:
- Verb words are written as single conjunctive units, with no spaces or hyphens inside them.
- Nouns are written with their full augment and class prefix, for example umngane, not *mngane.
- Possessive forms follow the noun they belong to: ubaba wami, not *wami ubaba.
- Sentences begin with a capital letter and end with appropriate punctuation.
- Tone marks do not appear in ordinary writing.
Grammar Review
No new grammar system appears in this chapter. The systems below are drawn together because they regularly interact in real conversation. Each box gives a compact reminder; consult the relevant chapter for full explanation if a pattern feels unfamiliar.
5.1 Identity copulatives
Purpose: state who someone is, recycled from Chapters 1 and 2.
- NginguThandeka. I am Thandeka.
- Unguthisha wami. He/she is my teacher.
5.2 Subject concords for classes 1, 2, 1a, and 2a
Purpose: confirm that the same subject concords serve both human noun-class pairs, recycled from Chapter 4.
| Class | Subject concord | Example |
|---|---|---|
| 1 / 1a singular | u- | Umfundi uyafunda. / Ubaba uyasebenza. |
| 2 / 2a plural | ba- | Abafundi bayafunda. / Obaba bayasebenza. |
5.3 Possessive pronominal forms
Purpose: review that the possessive concord matches the possessed noun's class, recycled from Chapter 4.
- umama wami my mother
- abangane bakhe his/her friends (note the ba- base because abangane is class 2)
5.4 Na-based possession and age
Purpose: review the fused construction for having something or someone, recycled from Chapter 4.
- Nginabangane abaningi. I have many friends.
- Uneminyaka engamashumi amabili. He/she is twenty years old.
5.5 Adjective concords for description
Purpose: review describing a person with the active class 1/1a and class 2/2a adjective forms, recycled from Chapter 4.
- umngane omude a tall friend
- abangane abahle beautiful friends
The single thread connecting Chapters 1 through 4 is the noun class. Once you identify a noun's class, you can predict its subject concord, its possessive form, and its adjective concord. This chapter does not add a new class or a new concord type. It asks you to apply the classes and concords you already know, classes 1, 2, 1a, and 2a, fluently and in combination, inside one continuous conversation rather than one isolated exercise at a time.
A second thread is word order. Possessives and adjectives both follow the noun they relate to. Keep this order automatic as your sentences grow longer in this chapter's tasks.
Integrated grammar practice
Combine two or more systems in a single sentence, as you will need to in real conversation.
- Write one sentence that uses both a possessive form and an adjective phrase about the same person.
- Write one sentence that uses the na-based construction together with an age expression.
- Write one sentence that uses a subject concord with a class 1a noun and an identity copulative together.
Integrated Dialogue
Isimo: Kumcimbi wokwamukela abafundi abasha, uThandeka uhlangana noMnumzane Khumalo, umalume kaSipho ovela eGoli. Akakaze bahlangane ngaphambili. Ubudlelwane: ukwaziswa kwabantu abasha, inhlonipho efanele.
Setting: At the welcome gathering for new students, Thandeka meets Mr Khumalo, Sipho's uncle who has come from Johannesburg. They have not met before. Relationship: a first introduction requiring appropriate respect.
Notice that Thandeka uses a clarification request, Uxolo, awungiphindeli?, when she does not understand the first time. This kind of repair strategy is essential for real conversation and was introduced receptively in Chapter 2. A few expressions, including nginabazali and Sengikujabulele ukukwazi, are included as recognition items to keep the conversation natural; they are not productive targets of this chapter.
Imibuzo yokuqonda — Comprehension questions:
- Ubani uMnumzane Khumalo kuSipho? (Who is Mr Khumalo to Sipho?)
- Uvelaphi uMnumzane Khumalo? (Where is Mr Khumalo from?)
- UThandeka wenzani lapho engazwanga kahle? (What does Thandeka do when she does not hear well?)
- Uneminyaka emingaki uThandeka? (How old is Thandeka?)
Listening
Ask your instructor, a study partner, or a qualified isiZulu speaker to read the following three short self-introductions aloud at a natural pace. Listen twice. On the first listen, identify who is speaking and where they are from. On the second listen, capture family details and ages.
If no speaker is available, this is a Listening Script for Independent Use. Read it aloud yourself at a measured pace, or use a verified audio tool, checked by a qualified isiZulu speaker before being treated as a pronunciation model.
1. UMandla: "Sawubona. NginguMandla. Ngivela eThekwini, ngihlala eNdwedwe. Ngiyafunda isiZulu eklasini. Nginaye ubaba nomama. Ubaba wami omqatha. Uneminyaka engamashumi amane nesithupha."
2. UNomvula: "Sanibonani. Mina nginguNomvula. Ngivela eGoli, kodwa manje ngihlala eThekwini. Ngingumfundi. Umngane wami omkhulu nginguSthembile. Sibangane isikhathi eside. Nginabangane abaningi eklasini lami."
3. UThemba: "Sawubona, ngiyajabula ukukwazi. NginguThemba. Ngiyafundisa isiZulu lapha. Umndeni wami mkhulu, nginabafowethu ababili nodade ababili. Ugogo wami uhlala nathi. Uneminyaka engamashumi ayisishiyagalombili."
Umsebenzi wokulalela — Listening task:
| Umuntu | Uvelaphi? | Uhlala kuphi? | Umndeni / abangane | Iminyaka (uma inikeziwe) |
|---|---|---|---|---|
| UMandla | ______ | ______ | ______ | ______ |
| UNomvula | ______ | ______ | ______ | ______ |
| UThemba | ______ | ______ | ______ | ______ |
Umbuzo wengezela — Bonus question: Yibani ngomunye wabantu abathathu, kuvela ukuthi ungothisha noma ungumfundi. Sekela impendulo yakho ngolimi olusuka kungxoxo. (For each of the three speakers, decide whether they are a teacher or a student. Support your answer using language from the recording.)
Reading
Read the following short profile written for the welcome gathering's program booklet. All text is in Standard isiZulu. Read the passage aloud twice before answering the questions.
Owesabaza — Profile: uZandile Mthembu
Sawubona! NginguZandile Mthembu. Ngivela eMlazi, kodwa manje ngihlala eThekwini ngenxa yomsebenzi wami. Ngingumfundi wesiZulu lapha eklasini. Ngiyajabula ukufunda ulimi lwami ngendlela enzulu.
Umndeni wami omncane kodwa uyajabula. Nginaye umama wami, uNompumelelo, noyise wami, uMandla. Umama wami omuhle futhi omqatha. Uneminyaka engamashumi amane. Ubaba wami uyathisha esikoleni esiseduze.
Nginaye nodadewethu omncane, uLindiwe. Uneminyaka eyishumi nesishiyagalombili. Naye uyafunda isiZulu, kodwa kwelinye iklasi.
Nginabangane abaningi eklasini, kanti umngane wami omkhulu kakhulu nginguThandeka. Sibangane isikhathi eside. Ngiyathanda ukuhlangana nabantu abasha emicimbini efana nalo.
The expressions ngendlela enzulu (in a deep way), ngenxa yomsebenzi (because of work), noyise wami (and my father, an alternative form), and kwelinye iklasi (in another class) extend beyond the productive scope of Chapters 1 through 4. Read for overall meaning using vocabulary and patterns you know, and treat unfamiliar forms as recognition items, consistent with the recognition-before-production principle that governs this series.
Imibuzo yokuqonda — Comprehension questions:
- Uvelaphi uZandile, futhi uhlalaphi manje? (Where is Zandile from, and where does she live now?)
- Ubani igama likamama kaZandile, futhi uneminyaka emingaki? (What is Zandile's mother's name, and how old is she?)
- Uneminyaka emingaki udadewabo kaZandile? (How old is Zandile's younger sister?)
- Ubani umngane kaZandile omkhulu kakhulu? (Who is Zandile's closest friend?)
- Bhala umusho owodwa ovela encwadini ngokubhala okufanele kwesiZulu esivamile. (Copy one sentence from the passage using correct standard isiZulu spelling.)
Writing Workshop
In this chapter, you will write a connected personal introduction that draws on everything from Chapters 1 through 4. This is your first opportunity to combine greeting, identity, origin, and family information into a single piece of organized writing.
- Plan. On a sheet of paper, note the following in English: your name, where you are from, where you live now, one or two languages you speak or study, two or three family members or friends with one description and an age for each, and one closing courtesy expression.
- Study the model. Reread Owesabaza: uZandile Mthembu in the Reading section. Notice that the writer opens with a greeting and her name, states origin and residence, introduces family members with possessive forms and descriptions, and closes with a friend and a courtesy statement. Your paragraph will follow a similar shape.
- Draft. Write seven to ten connected sentences in isiZulu. Include a greeting, your name using an identity copulative, your origin and current residence, at least one language statement, at least two possessive pronominal forms, at least one adjective phrase with the correct concord, at least one age expression, and at least one na-based sentence.
- Add a repair strategy. Include one sentence showing that you can ask for clarification or repetition, for example Ngicela ukuphinda, even though no one has spoken to you in writing. Frame it as something you might say if someone reads your introduction aloud and you want to check that your own pronunciation is being understood.
- Revise. Check your draft against the editing checklist below before writing your final version.
Isikhungo sokuhlola — Editing checklist:
- Possessive forms follow the noun and match the possessed noun's class, not the possessor.
- Adjective phrases follow the noun and use the correct class 1/1a or class 2/2a concord.
- The na-based construction and the age formula are written as single conjunctive words.
- Class 1a nouns use u-/o-, not umu-/aba-.
- Verb words contain no internal spaces or analytical hyphens.
- Every sentence begins with a capital letter and ends with appropriate punctuation.
- The paragraph reads as one connected introduction, not a list of disconnected facts.
Speaking Practice
Ukuzilolonga — Controlled practice: chain introductions
In a group of three or more, the first person greets the group and gives a full self-introduction, including origin and one family detail. The second person greets the first person by name, then gives their own introduction. Continue around the group. Each person must use at least one possessive form and one age expression.
Umsebenzi wokuxhumana — Communicative task: the welcome gathering
Working with a partner you have not yet practised with, role-play meeting for the first time at umcimbi wokwamukela. Greet each other appropriately for your assigned relationship, perhaps stranger to stranger, student to instructor, or younger person to elder. Exchange names, origin, residence, and at least one piece of family or friend information. If you do not understand something, use a clarification strategy rather than guessing. Close the conversation with an appropriate leave-taking.
Ukuzilolonga wedwa — Solo alternative
Record yourself delivering a ninety-second to two-minute self-introduction as though meeting your isiZulu class for the first time. Include a greeting, your name, origin, residence, at least one language, at least two family or friend descriptions with possessive forms and adjectives, one age expression, and a closing courtesy phrase. Listen back once for content and once for pronunciation, checking clicks, vowel quality, and verb-word boundaries.
Culture and Communication
A first meeting in many isiZulu-speaking contexts typically opens with a clear greeting before any other communicative purpose, whether asking a question, making a request, or beginning small talk. Skipping the greeting, or rushing past it, can feel abrupt regardless of the speaker's intention. This expectation recurs throughout the chapters you have completed and remains relevant in every subsequent unit.
Age and apparent social position can shape word choice, for instance whether a younger person addresses an older person with a kinship term such as baba or mama rather than a name alone. These choices vary by individual relationship, setting, and community, including across KwaZulu-Natal, Gauteng, and other South African isiZulu-speaking communities, so observation and verification with a qualified speaker remain valuable habits for a learner to build early.
Asking for repetition or clarification is a normal, expected part of conversation, not a sign of failure. The expression Uxolo, awungiphindeli?, used by Thandeka in this chapter's dialogue, is one polite way to request repetition. Self-correction, as Thandeka also demonstrates when she restarts her sentence about her age, is likewise a normal feature of real spoken communication in any language, including isiZulu.
Common Mistakes Revisited
Error: Reverting to English word order under the pressure of real-time conversation, for example saying *wami umngane instead of umngane wami when speaking quickly.
Correction: The noun-first order does not change under conversational pressure. If you notice yourself reverting to English order, slow down and rebuild the phrase: noun, then possessive or adjective. This habit becomes more automatic with the kind of connected, integrated practice this chapter provides.
Error: Applying umu- to a class 1a kinship noun in the middle of a longer spoken turn, for example saying *umumama while also tracking several other pieces of information.
Correction: Both classes share the same subject concords, u- and ba-, which is why this error often appears only in the noun prefix itself, not in the surrounding verb. Review the class 1a/2a noun list in this chapter's Vocabulary Review section before extended speaking practice.
Error: Answering a question that was not fully understood, which can lead to a confusing or irrelevant response and stall the conversation.
Correction: Use a clarification strategy such as Uxolo, awungiphindeli? or Ngicela ukuphinda rather than guessing. Asking for repetition keeps the conversation accurate and is a normal, expected part of real communication at every proficiency level.
Unit Review
Ingxenye A — Amagama (Vocabulary)
1. Bhala amagama amathathu okubingelela kanye namagama amathathu okuvalelisa. (Write three greeting expressions and three leave-taking expressions.)
2. Hlanganisa igama lesiZulu nezincazelo zalo zezihlobo ezilandelayo: ubaba, ugogo, ubhuti, umngane, umndeni. (Match each isiZulu kinship or relationship word to its English meaning.)
3. Bhala imibuzo emine ongayisebenzisa ukwazi umuntu omusha. (Write four questions you could use to get to know a new person.)
Ingxenye B — Isigabisigabi (Grammar)
1. Gcwalisa lezi ziqu ngezimo ezifanele zokuba yinceku: (Complete each phrase with the correct possessive pronominal form.)
- umngane ___ (my)
- ugogo ___ (his / her)
- umndeni ___ (our)
2. Bhala izimusho ezimbili ezihlanganisa isimo sokuba yinceku nesimo sokuchaza ngomuntu oyedwa. (Write two sentences that combine a possessive form and an adjective phrase about the same person.)
3. Lungisa lezi zimusho ezingalungile: (Correct these sentences.)
- *omude umngane wami uhlala eGoli.
- *Ngi ne minyaka engamashumi amabili nanhlanu.
Ingxenye C — Ukusho Kahle nokuBhala (Pronunciation and Orthography)
1. Chaza ngesiNgisi umahluko phakathi kwendawo zokukhipha ze-c, -q, ne-x. (Explain in plain English the place-of-articulation differences among c, q, and x.)
2. Bhala umusho owodwa ngesiZulu esivamile, ungabeki izikhala noma iphini ngaphakathi kwamagama enza. (Write one sentence in standard isiZulu, with no spaces or analytical hyphens inside verb words.)
Ingxenye D — Ukubhala (Writing)
1. Bhala isingeniso somuntu sokuzazisa, esiqukethe ukubingelela, igama lakho, lapho uvela khona, ulimi olulodwa noma amabili, izihlobo ezimbili noma ezintathu kanye nezincazelo zazo, neminyaka, kanye nesivalelo esifanele. (Write a personal introduction including a greeting, your name, your origin, one or two languages, two or three family members or friends with descriptions, ages, and an appropriate closing.)
Ingxenye E — Ukukhuluma (Speaking)
1. Ngaphandle kokubheka amanothi akho, zidlulisele njengomuntu osanda kuhlangana nomfundi omusha eklasini. Sebenzisa ukubingelela, ukuzazisa, ukukhuluma ngomndeni, kanye nesivalelo esifanele. (Without looking at your notes, role-play meeting a new classmate for the first time. Use a greeting, a self-introduction, family talk, and an appropriate closing.)
Unit I Performance Assessment
Ukuhlolwa kweYunithi I — Unit I assessment
Umcimbi wokwamukela — The welcome gathering
This integrated assessment combines listening, speaking, reading, and writing in one connected scenario.
Ukulalela — Listening
Listen to a short self-introduction read by your instructor, partner, or a verified recording. Identify the speaker's name, origin, residence, one family detail, and age.
Ukufunda — Reading
Read a short written profile similar to Owesabaza: uZandile Mthembu and answer comprehension questions about identity, origin, and family.
Ukukhuluma — Speaking
Role-play meeting a new person at umcimbi wokwamukela. Greet appropriately, exchange personal information, describe a family member or friend, and use a clarification strategy if needed. Close the conversation appropriately.
Ukubhala — Writing
Write a connected personal introduction of seven to ten sentences, including a greeting, identity, origin, family description with possessive and adjective forms, an age expression, and a closing.
Izindinganiso zokuhlola — Assessment criteria: task completion, comprehensibility, accurate use of active subject concords for classes 1, 2, 1a, and 2a, correct possessive and adjective concord agreement, correct application of the na-based construction, standard conjunctive orthography, appropriate respect and register, and intelligible pronunciation of the three click types and the recycled consonant and vowel targets. This assessment evaluates comprehensible interaction and emerging control of these systems, consistent with the Unit I advancement standard. It does not require native-like accuracy.
Answer Key
Grammar Review — Integrated practice
Accept any well-formed sentence that correctly combines the targeted systems. Example responses:
- Umngane wami omude uhlala eThekwini. (My tall friend lives in Durban.)
- Ugogo wami uneminyaka engamashumi ayisikhombisa. (My grandmother is seventy years old.)
- Ubaba ungumqeqeshi wami. (Father is my coach/trainer.) Accept any natural class 1a subject concord plus identity copulative combination.
Dialogue — Comprehension
- UMnumzane Khumalo ungumalume kaSipho. (Mr Khumalo is Sipho's uncle.)
- Uvela eGoli. (He is from Johannesburg.)
- Ucela ukuphindelwa, ethi "Uxolo, awungiphindeli?" (She asks for it to be repeated, saying "Sorry, could you repeat that?")
- UThandeka uneminyaka engamashumi amabili nambili. (Thandeka is twenty-two years old.)
Listening
- UMandla — uvela eThekwini, uhlala eNdwedwe; unaye ubaba (omqatha) nomama; ubaba uneminyaka engamashumi amane nesithupha
- UNomvula — uvela eGoli, manje uhlala eThekwini; umngane omkhulu uSthembile, nabangane abaningi eklasini; akukho iminyaka enikeziwe
- UThemba — uthisha, uyafundisa isiZulu; umndeni mkhulu, unabafowethu ababili nodade ababili, ugogo uhlala nabo; ugogo uneminyaka engamashumi ayisishiyagalombili
Bonus: UThemba ungothisha (uyafundisa isiZulu); UMandla noNomvula ngabafundi (bayafunda isiZulu).
Reading — Comprehension
- Uvela eMlazi, kodwa manje uhlala eThekwini. (She is from Mlazi, but now lives in Durban.)
- Igama likamama kaZandile nguNompumelelo; uneminyaka engamashumi amane. (Zandile's mother's name is Nompumelelo; she is forty years old.)
- Udadewabo kaZandile, uLindiwe, uneminyaka eyishumi nesishiyagalombili. (Zandile's sister, Lindiwe, is eighteen years old.)
- Umngane kaZandile omkhulu kakhulu nguThandeka. (Zandile's closest friend is Thandeka.)
- Accept any sentence copied accurately from the passage in standard isiZulu spelling.
Unit Review — Ingxenye A
- Accept any three accurate greetings and three accurate leave-taking expressions from Chapter 1, such as Sawubona, Sanibonani, Yebo and Hamba kahle, Sala kahle, Ngiyabonga.
- ubaba = father; ugogo = grandmother; ubhuti = brother; umngane = friend; umndeni = family
- Accept any four well-formed questions, such as Ungubani?, Uvelaphi?, Uhlala kuphi?, Uneminyaka emingaki?
Unit Review — Ingxenye B
- (a) umngane wami (b) ugogo wakhe (c) umndeni wethu
- Accept any two well-formed sentences combining a possessive and an adjective phrase, such as Umngane wami omude uyasebenza.
- Corrections: (a) Umngane wami omude uhlala eGoli., adjective follows the noun; (b) Nginengamashumi amabili nanhlanu. or Ngineminyaka engamashumi amabili nanhlanu., written as one conjunctive word.
Unit Review — Ingxenye C
- c is produced with the tongue tip against the upper front teeth; x is produced at the side of the mouth with air released laterally; q is produced further back, at or near the alveolar ridge, with a sharper release.
- Accept any correctly written standard isiZulu sentence with no internal spaces or hyphens in verb words, for example Ngiyafunda isiZulu.
Unit Review — Ingxenye D and E
These are open-ended tasks. Evaluate using the Unit I Performance Assessment criteria above: task completion, comprehensibility, correct subject, possessive, and adjective concord agreement for classes 1, 2, 1a, and 2a, correct na-based construction, standard orthography, and appropriate register. Accept any response that meets these criteria, even if the specific content differs from the model answers.
Looking Ahead
Okungakwenzeka manje — What you can do now
You can manage a complete first conversation from greeting to leave-taking, introduce yourself and ask about another person's identity and origin, describe family members and friends using possessive and adjective concords, state and ask about age, and recover from a misunderstanding using a clarification strategy. You have also consolidated the three basic click types and the consonant and vowel targets introduced across Chapters 1 through 4. This integrated control, more than any single new form, is what marks the end of Unit I.
Return to the prediction you made in the Communication Scenario. Which part of the conversation now feels more automatic than it did at the start of this chapter?