Ukuthenga
Chapter Objectives
By the end of this chapter, you will be able to:
- Identify common clothing items and household or personal goods using nouns from active classes, including new class 9/10 and class 7/8 shopping vocabulary.
- Ask for and state a price using numbers already studied, including amounts above one hundred.
- Describe color, size, and quality using adjective concords across active noun classes.
- Use near and far demonstratives across classes 1/2, 1a/2a, 5/6, 7/8, and 9/10 to point out and refer back to items.
- Ask to see or try on an item using a polite request frame.
- Refer back to a person or item using an expanded set of object concords with a clear antecedent.
- Make a simple comparison between two items using an approved beginner construction.
- Complete a purchase or a simple return exchange, including basic payment language.
- Distinguish voiced and nasalized click accompaniments in active vocabulary, alongside the plain and aspirated accompaniments already studied.
- Write a short product description or customer message using standard conjunctive isiZulu orthography.
Communication Scenario
After breakfast at the café, Sipho and Lindiwe walk with you to a small clothing and general goods shop near the Durban beachfront, where Lindiwe wants to look for a new shirt before a family event next week. The shop assistant greets customers in isiZulu and English, and price tags are marked clearly. You decide to look around as well, since you need a new bag for your isiZulu class. This is your first chance to ask about size, color, and price, to ask to try something on, and to politely decide not to buy an item the assistant shows you.
- In English, list two clothing items or goods you would shop for, including a color and a size if relevant. Keep this list, since you will use it in the Writing Workshop later.
- Predict how you might ask "How much does this cost?" in isiZulu based on the price question you learned in Chapter 8. Compare your prediction with the Grammar section.
Core Vocabulary
Izingubo — Clothing and accessories
| isiZulu | English | Class | Notes |
|---|---|---|---|
| ihembe, amahembe | shirt, shirts | class 5/6 | recycled class 5/6 pattern from Chapter 8 |
| ibhulukwe, amabhulukwe | trousers, pairs of trousers | class 5/6 | often used in the singular for one pair, recycled class 5/6 pattern |
| isketi, izisketi | skirt, skirts | class 7/8 | established loan, recycled class 7/8 pattern |
| isicathulo, izicathulo | shoe, shoes | class 7/8 | recycled class 7/8 pattern |
| ibhantshi, amabhantshi | jacket, jackets | class 5/6 | established loan, recycled class 5/6 pattern |
| isigqoko, izigqoko | hat, hats | class 7/8 | recycled class 7/8 pattern |
| ibhegi, amabhegi | bag, bags | class 5/6 | established loan, recycled class 5/6 pattern |
| isigqizo, izigqizo | bracelet, bracelets | class 7/8 | recognize receptively, recycled class 7/8 pattern |
Important: This chapter does not introduce a new noun-class pair as a major system. Instead, it expands productive use of classes already active, classes 5/6 from Chapter 8 and classes 7/8 and 9/10 from earlier chapters, by applying full descriptive, demonstrative, and object-concord agreement to a wider range of nouns within those classes.
Imibala namasayizi — Colors and sizes
| isiZulu | English | Class | Notes |
|---|---|---|---|
| -mhlophe | white | adjective stem | takes adjective concord matching the noun |
| -mnyama | black; dark | adjective stem | takes adjective concord matching the noun |
| -bomvu | red | adjective stem | takes adjective concord matching the noun |
| -luhlaza | green; blue | adjective stem | covers both green and blue; context clarifies, see Regional Note |
| -phuzi | yellow; brown | relative stem | takes relative concord, not adjective concord |
| -khulu | big; large | adjective stem | recycled from Chapter 8 class 5/6 examples |
| -ncane | small | adjective stem | recycled quantitative/descriptive item from Chapter 8 |
| -hle | good; nice; beautiful | adjective stem | frequently used in product description |
Color and size terms above are sorted by whether they are true adjective stems (taking the adjective concord) or relative stems (taking the relative concord). This distinction is introduced explicitly in Grammar 9.2 below, following the policy that not every English adjective corresponds to an isiZulu adjective stem.
Ukuthenga nokukhokha — Shopping and paying
| isiZulu | English | Notes |
|---|---|---|
| Yimalini lokhu? | How much is this? | expanded price question, recycled from Chapter 8's Yimalini? |
| Ngingayibona? | May I see it? (class 9 object) | polite viewing request, formulaic at this stage |
| Ngingalilinga? | May I try it on? (class 5 object) | polite fitting request, formulaic at this stage |
| Linganile. | It fits well. | formulaic, receptive |
| Alilingani. | It does not fit. | formulaic, receptive |
| Ngithanda leli kunaleliya. | I like this one more than that one. | comparison frame, see Grammar 9.5 |
| Ngingakhokha ngemali noma ngekhadi. | I can pay with cash or by card. | formulaic, receptive |
| Ngingakubuyisela lokhu? | Can I return this? | formulaic, receptive |
As in Chapter 8, several expressions above are introduced as complete formulaic frames. Their full grammatical structure, including subjunctive and applicative elements, is developed productively in later chapters.
Pronunciation and Tone
Voiced and nasalized click accompaniments: gc, gq, gx, nc, nq, nx
You have already learned the three plain click types from Chapters 2 through 4, and the aspirated accompaniment from Chapter 8. This chapter introduces the voiced accompaniment, written gc, gq, and gx, and the nasalized accompaniment, written nc, nq, and nx.
A voiced click adds vibration of the vocal folds during the click release, similar to the difference between English s and z. A nasalized click adds nasal airflow before the click release, similar to the nasal quality you already produce in ng. Both accompaniments change the quality of the click rather than its place of articulation.
Practise in this order:
- Produce the plain click alone, in the correct place: c, q, or x.
- For the voiced accompaniment, add vocal-fold vibration during the release, and combine with a vowel: gca, gqa, gxa.
- For the nasalized accompaniment, prepare the nasal airflow first, then release the click into the vowel: nca, nqa, nxa.
- Practise in real words such as ingubo (garment, related vocabulary) and ukungcamfa, then listen for contrast with the plain and aspirated forms already studied.
Do not confuse the nasalized click with simply adding ng before any click letter. The nasalization is a single coordinated articulation, not two separate sounds pronounced in sequence. As always, listen to a verified model before attempting production, and review the plain and aspirated accompaniments from earlier chapters alongside these new contrasts.
b and bh consolidation
This chapter recycles and consolidates the contrast between plain b and aspirated or breathy bh, first introduced in Chapter 2, since both consonants appear frequently in shopping vocabulary, including ibhantshi, ibhegi, and -bomvu.
Plain b in isiZulu is produced with an implosive quality in many varieties, distinct from the plain English b. The digraph bh represents a breathy or aspirated bilabial stop, with audible airflow following the release. Practise the contrast in word pairs drawn from active vocabulary, such as -bomvu (red, plain b) against ibhantshi (jacket, bh), listening closely before producing each word aloud.
Descriptive phrase rhythm and contrastive tone
When a noun is followed by a color or size adjective, as in ihembe elibomvu (the red shirt), the phrase carries its own connected rhythm, with the adjective concord linking smoothly to the noun before it. When comparing two items, as in Ngithanda leli kunaleliya, listen for the contrastive tone and slightly heavier stress-like prominence on the items being compared, distinct from a plain statement. Use verified whole-phrase audio or a qualified speaker, and continue to treat tone as a feature of listening and imitation rather than written notation.
Grammar Instruction
9.1 Demonstratives across active classes
Purpose: point out and refer back to items in a shop using near demonstratives, expanding their use across classes 1/2, 1a/2a, 5/6, 7/8, and 9/10.
You have already encountered demonstratives in supported patterns since Chapter 2, including nansi (here it is) in Chapter 8's dialogue. This chapter activates the near demonstrative series productively across the classes you already know, so you can point to a specific item while shopping.
| Class | Near demonstrative (this) | Example noun phrase | English |
|---|---|---|---|
| 1 (person) | lo | lo mngane | this friend |
| 1a (name/kin) | lo | lo Sipho | this Sipho |
| 5 | leli | leli hembe | this shirt |
| 6 | la | la mahembe | these shirts |
| 7 | lesi | lesi sketi | this skirt |
| 9 | le | le bhegi | this bag |
Notice that each demonstrative agrees with the class of the noun it modifies, following the same controlling-noun principle you have used for subject and possessive concords since Chapter 4. The demonstrative normally precedes the noun in this near-deictic use. A far demonstrative series, meaning "that" or "those," exists as well; this chapter introduces it receptively through the form -ya added to the class-specific base, as in leliya (that one, class 5) and lezi (these, class 8, receptive).
- Ngicela leli hembe. le-li hembe I would like this shirt, please.
- Le bhegi imnyama. le bhegi + i-mnyama This bag is black.
- Lesi sketi sihle. le-si sketi + si-hle This skirt is nice.
Practice — Demonstratives
Give the correct near demonstrative for each noun.
- ___ hembe (shirt, class 5)
- ___ sketi (skirt, class 7)
- ___ bhegi (bag, class 9)
- ___ sicathulo (shoe, class 7)
9.2 Adjective and relative concords for description
Purpose: describe an item's color, size, and quality using the correct concord type, distinguishing true adjective stems from relative stems.
IsiZulu has a limited set of canonical adjective stems, which take the adjective concord, a form related to but not identical with the noun prefix. Other descriptive words, including most color terms borrowed or extended from nouns, are relative stems and take the relative concord instead. Both strategies are active in this chapter.
| Class | Adjective concord | Example | English |
|---|---|---|---|
| 5 | eli- | ihembe elibomvu | the red shirt |
| 6 | ama- | amahembe amabomvu | the red shirts |
| 7 | esi- | isketi esimhlophe | the white skirt |
| 9 | e- | ibhegi emnyama | the black bag |
The relative stem -phuzi (yellow; brown) does not follow this adjective pattern. It instead requires a relative concord plus the relative marker, a structure introduced receptively here and developed productively in Chapter 14. For now, recognize eliphuzi (the yellow one, class 5, receptive) and similar forms without producing them independently. Continue to produce the true adjective stems listed in the table above.
- Ngifuna ihembe elimhlophe. I want a white shirt.
- Lesi sicathulo sincane kakhulu. This shoe is very small.
- Le bhantshi enhle, kodwa libiza kakhulu. This jacket is nice, but it costs a lot. (note: bhantshi recycled with class 5 li- agreement, as taught in Chapter 8)
Practice — Adjective concords
Complete each phrase with the correct adjective concord and stem for the noun given.
- ibhegi ___ (black)
- isketi ___ (red)
- amahembe ___ (white)
- isicathulo ___ (small)
9.3 Asking to see or try an item
Purpose: politely ask to view or try on an item using the object concord introduced in Chapter 8, expanded here to class 5 and class 9 referents.
Chapter 8 introduced object concords productively for first and second person and receptively for class 5 and class 9. This chapter activates the class 5 and class 9 object concords productively in the specific context of asking to see or try something, since these are the classes most shopping items belong to.
| Class | Object concord | Example | English |
|---|---|---|---|
| 5 (it) | -li- | Ngingalibona? | May I see it? (referring to a class 5 item, such as ihembe) |
| 9 (it) | -yi- | Ngingayibona? | May I see it? (referring to a class 9 item, such as ibhegi) |
As in Chapter 8, the object concord must have a clear antecedent. Use these forms only after the item has already been mentioned or pointed to, for example with a demonstrative. The frame Ngingalilinga? (May I try it on?, class 5) and Ngingayilinga? (class 9) follow the same pattern and are introduced as formulaic at this stage, since the full subjunctive grammar behind -nga- requesting forms is developed in a later chapter.
- Lesi sketi, ngingasibona? ngi-nga-si-bon-a This skirt, may I see it? (class 7 object concord -si-, receptive)
- Leli hembe, ngingalibona? ngi-nga-li-bon-a This shirt, may I see it?
- Le bhegi, ngingayibona? ngi-nga-yi-bon-a This bag, may I see it?
Practice — Object concords in shopping requests
Complete each request with the correct object concord, then translate.
- Leli bhantshi, ngingali___bona?
- Le bhegi, ngingayi___linga?
- Lesi sigqoko, ngingasi___bona? (receptive, class 7)
9.4 Prices above one hundred
Purpose: ask for and understand a price using numbers above one hundred, extending the numeral system already active since Chapter 3.
You have already studied numbers 0 to 100 across Chapters 1 through 4. This chapter recycles the price question from Chapter 8, Yimalini?, and extends it to amounts above one hundred, which are common for clothing and goods.
- Yimalini leli hembe? How much is this shirt?
- Libiza amakhulu amabili. It costs two hundred. (amakhulu amabili, formulaic at this stage; full hundreds system develops later)
- Le bhegi ibiza amakhulu amathathu namashumi amahlanu. This bag costs three hundred and fifty.
The verb -biza (to cost; literally, to call for) was introduced formulaically in Chapter 8's reading passage and is now productive. Numbers in the hundreds follow a regular pattern built on ikhulu (hundred), but full productive control of the hundreds and combined-number system is not required until later chapters. For now, learn the example amounts above as complete units for shopping purposes, alongside the numbers 0 to 100 you already control independently.
9.5 Simple comparison
Purpose: compare two items using an approved beginner construction, without requiring a full comparative grammar system.
IsiZulu does not use a single word equivalent to English "more" attached to every adjective. At the beginner level, comparison between two specific items is expressed using kuna- (more than; compared to), attached to the second item being compared.
- Ihembe elimhlophe lihle kunelibomvu. The white shirt is nicer than the red one.
- Le bhegi incane kunaleya. This bag is smaller than that one.
Comparison is limited in this chapter to direct, two-item statements using vocabulary already active. A fuller comparative and superlative system, including comparison without a stated second item, is outside this chapter's scope and will be developed in later chapters.
Practice — Comparison
Complete each comparison using kuna- and the item given.
- Ngithanda leli hembe ___ (more than) leliya.
- Lesi sicathulo sincane ___ (more than) leso.
This chapter does not introduce a new noun class. Instead, it expands demonstrative, adjective-concord, and object-concord agreement across the classes you already control, classes 1/2, 1a/2a, 5/6, 7/8, and 9/10, while adding the relative-concord distinction, price language above one hundred, and a simple comparison frame. The productive load centers on near demonstratives, true adjective stems for color and size, and class 5/9 object concords in viewing and fitting requests. Relative-stem color terms, far demonstratives, and the internal structure of kuna- remain receptive or formulaic, and will return for fuller treatment in later chapters, particularly Chapter 14.
Model Dialogue
Isimo: Wena noLindiwe nisesitolo sezingubo eThekwini. Umsizi wesitolo uyeza ukuzosiza. Ubudlelwane: ikhasimende nomsizi wesitolo, kanye nomngane omsiza wakho.
Setting: You and Lindiwe are in a clothing shop in Durban. A shop assistant approaches to help. Relationship: customer and shop assistant, plus a friend helping you choose.
(ULindiwe ubona ihembe elibomvu ehlelweni. — Lindiwe sees a red shirt on the rack.)
(Emuva kwesikhashana. — A short while later.)
Several expressions in this dialogue, including izimbangi (regional, informal term for bags), ngiyayithatha (I will take it), and indawo yokulinga (fitting room), contain grammar or vocabulary beyond the current chapter scope. They are included as recognition items to make the conversation sound natural. Focus your productive study on the items in the Grammar section.
Imibuzo yokuqonda — Comprehension questions:
- Wena ucela ukuthengani esitolo? (What does the customer "wena" want to buy at the shop?)
- Le bhegi imalini? (How much is the bag?)
- ULindiwe ulinga ihembe elinjani kuqala? (What shirt does Lindiwe try on first?)
- Kungani uLindiwe engalithathi ihembe elibomvu? (Why does Lindiwe not take the red shirt?)
- Bhala umusho owodwa ovela ezingxoxweni ngokusebenzisa amagama afanele. (Copy one sentence from the dialogue, writing it with standard isiZulu spelling.)
Listening
Ask your instructor, a study partner, or a qualified isiZulu speaker to read the following shop exchanges aloud at a natural pace. Listen twice. On the first listen, focus on identifying the item, color, and size. On the second listen, note the price for each item.
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. All audio models must be checked by a qualified isiZulu speaker before being treated as a pronunciation model for tone and clicks.
1. UNomvula: "Ngicela leli hembe elimhlophe. Yimalini? Libiza amakhulu amabili."
2. UThemba: "Le bhegi emnyama, ngingayibona? Incane kunaleya enkulu. Ibiza amakhulu amane."
3. UZinhle: "Lesi sicathulo, ngingasilinga? Sincane kakhulu. Ngicela esikhulu esikhundleni."
Umsebenzi wokulalela — Listening task:
Complete the table with information from each speaker's shopping request.
| Umuntu | Into ethengwayo | Umbala noma usayizi | Intengo |
|---|---|---|---|
| UNomvula | ______ | ______ | ______ |
| UThemba | ______ | ______ | ______ |
| UZinhle | ______ | ______ | ______ |
Umbuzo wengezela — Bonus question: Ubani othenga into ebiza kakhulu kunabo bonke? (Who buys the item that costs the most?)
Reading
Read the following short shop advertisement. All text is in Standard isiZulu. Read the passage aloud twice before answering the questions.
Isitolo sezingubo eThekwini — Clothing shop in Durban
Siyakwamukela esitolo sethu eliseduze nolwandle! Sinezingubo eziningi ezinhle kakhulu kuwo wonke amasayizi.
Sinamahembe amaningi, amhlophe, amabomvu, kanye namnyama. Sinazo nezisketi eziningi ezinhle. Uma udinga izicathulo, sinazo ezikhulu nezincane.
Leli hembe elibomvu libiza amakhulu amabili. Leli elimhlophe libiza amakhulu amathathu. Le bhegi enkulu emnyama ibiza amakhulu amane namashumi amahlanu.
Uma uthenga into, ungalilinga ihembe ngaphambi kokukhokha. Uma into ingakulingani, ungayibuyisela ngosuku olulandelayo.
Siyabonga ngokuza esitolo sethu. Thenga kahle!
The expressions siyakwamukela (we welcome you, recycled from Chapter 8's reading), ngaphambi kokukhokha (before paying), and ngosuku olulandelayo (on the following day) contain grammar or vocabulary beyond the productive scope of this chapter. Read for overall meaning using the vocabulary and patterns you know, and treat unfamiliar forms as recognition items.
Imibuzo yokuqonda — Comprehension questions:
- Yiziphi izingubo ezitholakala kulesi sitolo? (What clothing items are available at this shop?)
- Ihembe elibomvu libiza malini? (How much does the red shirt cost?)
- Le bhegi enkulu emnyama ibiza malini? (How much does the big black bag cost?)
- Ungenzani uma into ingakulingani? (What can you do if an item does not fit you?)
- Bhala umusho owodwa ovela encwadini ngokusebenzisa ukubhala okufanele kwesiZulu. (Copy one sentence from the passage with correct standard isiZulu spelling.)
Writing Workshop
In this chapter you will write a short product description or customer message. Follow the full planning-drafting-revision sequence.
- Plan. Return to the list you made in the Communication Scenario: two items you would shop for, with a color and size. Add a comparison between two items, using kuna-.
- Study the model. Read the passage Isitolo sezingubo eThekwini in the Reading section once more. Notice how the text: (a) welcomes the reader, (b) lists what is available, (c) gives a price for several items, and (d) explains the return policy. Your message will follow a similar pattern, written either as a shop description or as a customer message about a purchase.
- Draft. Write five to seven connected sentences in isiZulu describing items for sale, or a purchase you made. Include: at least two noun phrases with an adjective concord for color or size, one demonstrative referring to a specific item, one object concord with a clear antecedent, and one comparison using kuna-.
- Add a price exchange. Include one short question-and-answer pair asking and stating a price using Yimalini? and a number above one hundred.
- Revise. Check your draft against the editing checklist below before writing your final version.
Isikhungo sokuhlola — Editing checklist:
- Adjective concords match the class of the noun they describe, for example eli- for class 5, esi- for class 7.
- Demonstratives match the class of the noun they accompany, for example leli for class 5, le for class 9.
- Object concords, where used, are written conjunctively inside the verb word, with a clear antecedent.
- The comparison frame kuna- attaches directly to the second item compared.
- Each sentence begins with a capital letter and ends with appropriate punctuation.
- No analytical hyphens appear in the ordinary writing of any verb form.
Speaking Practice
Ukuzilolonga — Controlled practice: description drill
Your partner names an item and a color in English. You respond with a complete noun phrase using the correct demonstrative and adjective concord.
Example: Partner says "this shirt, red." You say: leli hembe elibomvu.
Umsebenzi wokuxhumana — Communicative task: at the shop
With a partner, role-play a shopping interaction. One partner plays the shop assistant and offers help, describes items, and gives prices using numbers from this chapter. The other partner asks to see at least two items, describes a preference using color or size, asks to try one item on, makes one comparison using kuna-, and asks for the price using Yimalini? Switch roles and repeat with a new item.
Useful service expressions: Ningathanda usizo? (Would you like help?) | Nansi. (Here it is.) | Kulungile. (Very well.)
Ukuzilolonga wedwa — Solo alternative
Record yourself describing three items for sale, lasting sixty to ninety seconds. Include at least two demonstratives, two adjective-concord descriptions, one comparison using kuna-, and one price statement. Listen back and check your demonstrative and adjective-concord forms against the Grammar section tables.
Culture and Communication
Shopping practices among isiZulu-speaking communities vary by region, by the type of establishment, and by individual relationship. In larger retail stores in cities such as Durban and Johannesburg, service is often brief and transactional, while smaller, independent, or family-run shops may involve more extended greeting and conversation before a purchase is discussed. Payment methods, including cash, card, and mobile payment options, vary by establishment and should be verified rather than assumed.
As in earlier chapters, softened request frames such as Ngingayibona? (May I see it?) are generally preferred over bare commands when speaking with an unfamiliar shop assistant, reflecting the same politeness pattern introduced with cela in Chapter 8.
Taking time to compare items, ask to try them on, and decide without immediate pressure is a normal part of shopping interactions in many isiZulu-speaking communities, just as it is in many other contexts. A respectful shop assistant will generally allow a customer time to compare options, as Lindiwe does in this chapter's dialogue, rather than expecting an immediate decision.
The adjective stem -luhlaza covers both "green" and "blue" in standard usage, with context, or an additional descriptive word, clarifying the precise shade when necessary. Some speakers further distinguish -luhlaza okwesibhakabhaka (sky blue) from -luhlaza okwotshani (grass green) in more detailed description; these compound forms are receptive at this stage. This pattern, where one core color term covers a broader range than its closest English equivalent, is common across many languages and is not a gap or deficiency in isiZulu.
Common Mistakes
Error: Writing *ihembe ibomvu instead of ihembe elibomvu, by mistakenly repeating the noun prefix pattern instead of using the class 5 adjective concord eli-.
Correction: The adjective concord is related to the noun prefix but is not always identical to it, as you saw with the class 5 subject concord li- in Chapter 8. For class 5, the adjective concord is eli-: ihembe elibomvu, ihembe elimhlophe. Learn each class's adjective concord as a distinct form from its noun prefix and subject concord, rather than assuming they match.
Error: Applying the adjective concord pattern to -phuzi (yellow; brown), producing an incorrect form such as *ihembe eliphuzi with the wrong concord type, or assuming every descriptive word follows one rule.
Correction: Not every English adjective corresponds to an isiZulu adjective stem. -phuzi is a relative stem and requires a relative concord and the relative marker, which you will study productively in Chapter 14. At this stage, recognize eliphuzi receptively, and produce only the confirmed adjective stems from this chapter's table: -mhlophe, -mnyama, -bomvu, -luhlaza, -khulu, -ncane, and -hle.
Error: Writing *lesi bhegi instead of le bhegi, by applying the class 7 demonstrative lesi to a class 9 noun.
Correction: Each demonstrative must match the class of its noun, exactly as concords do. Ibhegi is class 9, so its near demonstrative is le: le bhegi. Before choosing a demonstrative, first confirm the noun's class using the vocabulary tables, then select the matching form from the demonstrative table in Grammar 9.1.
Error: Asking Ngingayibona? as an opening line in a shop with no item named, pointed to, or otherwise established, leaving the listener unable to identify what "it" refers to.
Correction: As in Chapter 8, an object concord must always have a clear antecedent. First name or point to the item, often using a demonstrative, as in Le bhegi, ngingayibona? Only use the object concord alone once the item is unmistakably established in the conversation.
Chapter Review
Ingxenye A — Amagama (Vocabulary)
1. Bhala igama lesiZulu lezingubo nezinto ezilandelayo, kanye nezinhlobo zazo lapho kufanele: shirt, skirt, shoe, bag, jacket, hat. (Write the isiZulu word for each item, including class information where applicable.)
2. Hlanganisa imibala yesiZulu nezincazelo zayo: -mhlophe, -mnyama, -bomvu, -luhlaza, -phuzi. (Match each isiZulu color term to its English meaning.)
3. Yimuphi umahluko phakathi kwesiqu sesibumo nesiqu sokuhlobanisa? Nika isibonelo esisodwa sesiqu ngasinye. (What is the difference between an adjective stem and a relative stem? Give one example of each.)
4. Nika izibonelo ezimbili zezilinganiso noma izinhlobo zokuthenga esizifundile kulesi sahluko. (Give two examples of shopping-related expressions learned in this chapter.)
Ingxenye B — Isigabisigabi (Grammar)
1. Bhala izimusho ezintathu ezisebenzisa isibonisi esifanele (lo, leli, lesi, le) ngokusebenzisa amagama okuthenga kulesi sahluko. (Write three sentences using the correct demonstrative with shopping vocabulary from this chapter.)
2. Gcwalisa izikhala ngenceku efanele yenjongo (-li-, -yi-, -si-): (Fill in each blank with the correct object concord.)
- Leli hembe, ngingali___bona? (it, class 5)
- Le bhegi, ngingayi___linga? (it, class 9)
- Lesi sketi, ngingasi___bona? (it, class 7, receptive)
3. Lungisa lezi zimusho ezingalungile: (Correct these sentences.)
- *ihembe ibomvu.
- *lesi bhegi.
- *Ngingayibona? (used as an opening line, with no item mentioned)
4. Bhala umusho owodwa osebenzisa kuna- ukuqhathanisa izinto ezimbili. (Write one sentence using kuna- to compare two items.)
Ingxenye C — Ukusho Kahle nokuBhala (Pronunciation and Orthography)
1. Chaza ngesiNgisi okulula umahluko phakathi kokukhipha okuzwakalayo ne-gc, gq, gx, nokuvuthelwe ngamakhala ne-nc, nq, nx. (Explain in plain English the difference between the voiced and nasalized click accompaniments.)
2. Chaza, ngesiNgisi, umahluko phakathi kuka-b noka-bh, futhi unike isibonelo esisodwa sesiqu ngasinye esivela kulesi sahluko. (Describe the difference between b and bh in plain English and give one example of each from this chapter.)
3. Bhala umusho olandelayo ngesiZulu esivamile, ungabeki iphini noma izikhala ngaphakathi kwamagama: (Write the following in standard isiZulu without analytical hyphens or spaces inside words.)
- May I see it? (ngi + nga + li + bona, referring to a class 5 item)
Ingxenye D — Ukubhala (Writing)
1. Bhala incazelo yempahla yesitolo noma umlayezo wekhasimende. Faka: (a) izimusho ezimbili ezisebenzisa isiqu sesibumo nenceku efanele, (b) isibonisi esisodwa esifanele, (c) inceku eyodwa yenjongo enesiqalisi esicacile, futhi (d) umusho owodwa wokuqhathanisa osebenzisa kuna-. Sebenzisa izinkamisa ezifanele ngokuphelele. (Write a shop product description or a customer message. Include: (a) two sentences using an adjective stem with the correct concord, (b) one correct demonstrative, (c) one object concord with a clear antecedent, and (d) one comparison sentence using kuna-. Use correct isiZulu orthography throughout.)
Ingxenye E — Ukukhuluma (Speaking)
1. Ngaphandle kokukhangela amaphephandaba akho, yenza ingxoxo elula yesitolo, usebenzisa okungenani izibonisi ezimbili, ukuchaza umbala noma usayizi okukodwa, kanye nokuqhathanisa okukodwa. Ngemuva kwalokho, hlola izimpendulo zakho ngokubheka izithibela namatafula esigabisigabi. (Without looking at your notes, perform a simple shop interaction aloud, using at least two demonstratives, one color or size description, and one comparison. Then check your answers against the vocabulary and grammar tables.)
Ukubuyekezwa okuhlanganisiwe — Cumulative review from Chapters 1 through 8
Using patterns from Chapters 1 through 9, complete the blanks in this short shop exchange. Choose the correct word from the options in brackets.
UThemba: Sawubona, ngi[cela / dinga] usizo, ngiyabonga.
Umsizi: [Kulungile / Kuhle], yini oyifunayo?
UThemba: Ngifuna [leli / le] hembe elimhlophe. Ngingali[bona / yibona]?
Umsizi: Nansi. [Yimalini / Yini]? Libiza amakhulu amabili.
UThemba: Kulungile, ngiya[lithanda / kuthanda]. Ngiyalithatha.
Chapter Performance Task
Umsebenzi wokwenza
Esitolo — Shopping at a clothing shop
Complete a full shopping interaction in three stages:
- Inkulumo (Oral interaction). Role-play a full shop exchange with a partner or instructor. As the customer, greet the assistant, ask to see at least two items using a demonstrative and an object concord, describe one item's color or size using the correct adjective concord, compare two items using kuna-, and ask for the price using Yimalini? As the assistant, offer help, describe items, and state a price using a number above one hundred.
- Ukuxhumana (Follow-up exchange). Your partner or instructor asks at least two follow-up questions about your choice, such as whether you want to try something on or whether you prefer a different color. You answer appropriately, using an object concord at least once with a clear antecedent.
- Ukubhala (Written component). After the oral interaction, write a fully correct shop description or purchase account of five to seven sentences. Include: at least two adjective-concord descriptions, one demonstrative, one object concord, one comparison using kuna-, and one price question and answer. Submit with standard isiZulu spelling and no analytical hyphens in ordinary writing.
Answer Key
Practice — Demonstratives
- leli hembe
- lesi sketi
- le bhegi
- lesi sicathulo
Practice — Adjective concords
- ibhegi emnyama
- isketi esibomvu
- amahembe amhlophe
- isicathulo esincane
Practice — Object concords in shopping requests
- Leli bhantshi, ngingalibona? (This jacket, may I see it?)
- Le bhegi, ngingayilinga? (This bag, may I try it on?)
- Lesi sigqoko, ngingasibona? (This hat, may I see it?)
Practice — Comparison
- Ngithanda leli hembe kunaleliya.
- Lesi sicathulo sincane kunaleso.
Dialogue — Comprehension
- Wena ucela ibhegi entsha. (The customer wants a new bag.)
- Le bhegi ibiza amakhulu amabili namashumi amahlanu. (The bag costs two hundred and fifty.)
- ULindiwe ulinga ihembe elibomvu kuqala. (Lindiwe tries on the red shirt first.)
- Akalithathi ngoba alilingani kahle. (She does not take it because it does not fit well.)
- Accept any sentence copied accurately from the dialogue in standard isiZulu spelling without analytical hyphens.
Listening
- UNomvula — into: ihembe; umbala: elimhlophe; intengo: amakhulu amabili
- UThemba — into: ibhegi; umbala/usayizi: emnyama, incane kunaleya enkulu; intengo: amakhulu amane
- UZinhle — into: isicathulo; usayizi: esikhulu (esikhundleni sesincane); intengo: akushiwongo (not stated)
Bonus: UThemba uthenga into ebiza kakhulu kunabo bonke, ngamakhulu amane. (Themba buys the most expensive item, at four hundred.)
Reading — Comprehension
- Amahembe, izisketi, nezicathulo. (Shirts, skirts, and shoes.)
- Libiza amakhulu amabili. (It costs two hundred.)
- Ibiza amakhulu amane namashumi amahlanu. (It costs four hundred and fifty.)
- Ungayibuyisela ngosuku olulandelayo. (You can return it the following day.)
- Accept any sentence copied accurately from the passage in standard isiZulu spelling.
Chapter Review — Ingxenye A
- ihembe (class 5, plural amahembe), isketi (class 7, plural izisketi), isicathulo (class 7, plural izicathulo), ibhegi (class 5, plural amabhegi), ibhantshi (class 5, plural amabhantshi), isigqoko (class 7, plural izigqoko)
- -mhlophe = white; -mnyama = black, dark; -bomvu = red; -luhlaza = green, blue; -phuzi = yellow, brown
- An adjective stem takes the adjective concord, for example -khulu in ihembe elikhulu. A relative stem takes the relative concord and relative marker instead, for example -phuzi in eliphuzi (receptive). Accept other accurate examples from the chapter.
- Accept any two reasonable examples: e.g., Yimalini?, Ngingayibona?, kuna- comparison, demonstratives.
Chapter Review — Ingxenye B
- Accept any three well-formed sentences: e.g., Ngicela leli hembe. / Le bhegi imnyama. / Lesi sketi sihle.
- (a) Ngingalibona? (b) Ngingayilinga? (c) Ngingasibona?
- Corrections: (a) ihembe elibomvu — class 5 requires the adjective concord eli-, not the bare noun prefix; (b) le bhegi — ibhegi is class 9 and takes le, not lesi; (c) requires an established antecedent first, e.g., Le bhegi, ngingayibona?
- Accept any well-formed comparison: e.g., Ngithanda leli hembe kunaleliya.
Cumulative Review — Correct answers
cela / Kulungile / leli / libona / Yimalini / lithanda
Accept well-reasoned alternatives where context permits more than one natural choice, for example dinga in place of cela if the learner explains the slightly more direct register.
Looking Ahead
Okungakwenzeka manje — What you can do now
You can identify clothing and goods using classes you already know, ask for and state a price including amounts above one hundred, describe color, size, and quality with the correct adjective concord, point out and refer back to items using demonstratives across active classes, ask to see or try something on using object concords, and make a simple comparison using kuna-. All of these patterns, including demonstratives, adjective concords, and object concords, will be recycled and expanded in every chapter that follows, especially as you move into community life, directions, and services in Unit III.