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INTERNATIONAL GCSE Swahili (9-1) SPECIFICATION Pearson Edexcel International GCSE in Swahili (4SW1)

First teaching September 2017 First examination June 2019 First certifi cation August 2019 Issue 2

Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: qualifications.pearson.com

Acknowledgements This specification has been produced by Pearson on the basis of consultation with teachers, examiners, consultants and other interested parties. Pearson would like to thank all those who contributed their time and expertise to the specification’s development. References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) All information in this specification is correct at time of going to publication. ISBN 978 1 446 95151 4 All the material in this publication is copyright © Pearson Education Limited 2017

Summary of International GCSE Swahili specification Issue 2 changes

Summary of changes made between previous issue and this current issue

Page number

Two aims and objectives have been added

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Vocabulary list has been updated Throughout appendix 7

If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

Contents

About this specification 2 Why choose Edexcel qualifications? 4 Why choose the Pearson Edexcel International GCSE in Swahili? 5 Supporting you in planning and implementing this qualification 6 Qualification at a glance 7 Themes and topics 9

Swahili content 11 Paper 1: Reading, Writing and Translation 12 Paper 2: Listening 15 Spoken language endorsement (optional) 16

Assessment information 23 Administration and general information 26

Entries 26 Access arrangements, reasonable adjustments, special consideration and malpractice 26 Awarding and reporting 28 Student recruitment and progression 28

Appendices 29 Appendix 1: Codes 31 Appendix 2: Pearson World Class Qualification design principles 32 Appendix 3: Transferable skills 34 Appendix 4: Glossary 36 Appendix 5: Spoken language endorsement assessment record sheet 37 Appendix 6: Grammar list 39 Appendix 7: Vocabulary list 41

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About this specification

The Pearson Edexcel International GCSE in Swahili is part of a suite of International GCSE qualifications offered by Pearson. This qualification is not accredited or regulated by any UK regulatory body.

Key features This specification includes the following key features.

Structure This qualification is a linear qualification, and is assessed through two external assessments which must be taken at the end of the course of study. There is also an optional spoken language endorsement, which will not contribute to the overall grade of the qualification.

Content The content is relevant and engaging. It covers five themes:  Home and abroad  Education and employment  Personal life and relationships  The world around us  Social activities, fitness and Health.

Assessment Two external assessments, set and marked by Pearson. The optional spoken language assessment will be marked by the centre and monitored by Pearson.

Approach The qualification focuses on reading, writing and translation skills. It is a suitable foundation for language speakers of Swahili who wish to progress to further study of other comparable subjects at schools and colleges.

Specification updates This specification is Issue 1 and is valid for first teaching from September 2017, with first assessment in June 2019 and first certification in August 2019. If there are any significant changes to the specification, we will inform centres in writing. Changes will also be posted on our website. For more information please visit qualifications.pearson.com.

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Using this specification This specification gives teachers guidance and encourages effective delivery of the qualification. The following information will help you get the most out of the content and guidance. Content: the specification lists the compulsory skills and themes/topics that will be assessed. The course has been designed to allow flexibility for centres. Assessments: the assessment uses a range of materials. Teachers should deliver the qualification using a good range of examples to support the assessment of the content. Depth and breadth of content: teachers should be familiar with the full range of content and all the assessment objectives given in the subject content section. Grammar and vocabulary lists are provided in Appendix 6 and 7, to facilitate the delivery of the qualification and assessment.

Qualification aims and objectives The aims and objectives of this qualification are to enable students to develop:  their ability to read, understand and respond to material from a variety of sources  their ability to communicate accurately in writing, matching style to audience and purpose  their understanding of the structure and variety of language  their ability to listen to different speakers and respond in writing to spoken language  their ability to translate from English into the target language  an understanding of themselves and the world around them  an appreciation of the richness, beauty and diversity of the Swahili language.

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Why choose Edexcel qualifications? Pearson – the world’s largest education company Edexcel academic qualifications are from Pearson, the UK’s largest awarding organisation. With over 3.4 million students studying our academic and vocational qualifications worldwide, we offer internationally recognised qualifications to schools, colleges and employers globally. Pearson is recognised as the world’s largest education company, allowing us to drive innovation and provide comprehensive support for Edexcel students in acquiring the knowledge and skills they need for progression in study, work and life.

A heritage you can trust The background to Pearson becoming the UK’s largest awarding organisation began in 1836, when a royal charter gave the University of London its first powers to conduct exams and confer degrees on its students. With over 150 years of international education experience, Edexcel qualifications have a firm academic foundation, built on the traditions and rigour associated with Britain’s educational system. To find out more about our Edexcel heritage please visit our website: qualifications.pearson.com/en/about-us/about-pearson/our-history

Results you can trust Pearson’s leading online marking technology has been shown to produce exceptionally reliable results, demonstrating that at every stage, Edexcel qualifications maintain the highest standards.

Developed to Pearson’s world-class qualifications standards Pearson’s world-class standards mean that all Edexcel qualifications are developed to be rigorous, demanding, inclusive and empowering. We work collaboratively with a panel of educational thought-leaders and assessment experts to ensure that Edexcel qualifications are globally relevant, represent world-class best practice and maintain a consistent standard. For more information on the world-class qualification process and principles please go to Appendix 2 or visit our website: uk.pearson.com/world-class-qualifications.

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Why choose the Pearson Edexcel International GCSE in Swahili? We have listened to feedback from all parts of the international school subject community, including a large number of teachers. We have made changes that will engage international learners and give them skills that will support progression to further study of Swahili and a wide range of other subjects. Themes and topics – the themes and topics used in this qualification are engaging and suitable for all students. They are based on contexts that students are likely to encounter and are diverse in their content. Source material – we have ensured that the reading materials in the reading paper consist of source materials, which are culturally relevant, engaging and suitable for international students, and will encourage students to develop skills of analysis and synoptic thinking. Clear and straightforward question papers – our question papers are clear and accessible for students of all ability ranges. The papers tests a distinct set of skills: reading, writing, translations and listening skills, plus an optional spoken language endorsement. Our mark schemes are straightforward, so that the assessment requirements are clear. Broad and deep development of learners’ skills – we designed the International GCSE to extend learners’ knowledge by broadening and deepening skills, for example learners will:  read and respond to material from a variety of sources  respond to materials culturally relevant to where Swahili is spoken  construct and convey meaning in written language, matching style to audience and

purpose. Development of spoken language skills – students are able to develop their understanding of the spoken language through an optional spoken language endorsement. Progression – International GCSE qualifications enable successful progression from lower secondary and onto Level 3 and beyond. Through our world-class qualification development process, we have consulted with a range of stakeholders to validate the appropriateness of this qualification, including content, skills and assessment structure. More information about the qualifications can be found on our website (qualifications.pearson.com) on the Edexcel International GCSE pages.

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Supporting you in planning and implementing this qualification Planning  Our Getting Started Guide gives you an overview of the Pearson Edexcel International

GCSE in Swahili to help you understand the changes to content and assessment, and what these changes mean for you and your students.

 We will provide you with an editable course planner and scheme of work.  Our mapping documents highlight key differences between the new and legacy

qualifications.

Teaching and learning  Our skills maps will highlight opportunities for students to develop skills that are

assessed, as well as skills that are not directly assessed.  A range of teaching and learning resources which promote any time, any place learning to

improve student motivation and encourage new ways of learning.

Preparing for exams We will also provide a range of resources to help you prepare your students for the assessments, including:  specimen papers to support formative assessments and mock exams  examiner commentaries following each examination series.

ResultsPlus ResultsPlus provides the most detailed analysis available of your students’ exam performance. It can help you identify the topics and skills where further learning would benefit your students.

Training events In addition to online training, for teachers to deepen their understanding of our qualifications, we host a series of training events each year.

Get help and support Our subject advisor service will ensure that you receive help and guidance from us. You can sign up to receive the Edexcel languages e-updates for qualification updates and product and service news. You can email our subject advisor at: [email protected].

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Qualification at a glance

Qualification overview The Pearson Edexcel International GCSE in Swahili consists of two externally-examined papers. There is also an optional spoken language endorsement, which will not contribute to the overall grade of the qualification. The papers must be taken at the end of the course of study. The use of dictionaries is not permitted.

Content and assessment overview

Paper 1: Reading, Writing and Translation *Paper code: 4SW1/01

Externally assessed Written examination: 2 hours and 15 minutes Availability: June 80 marks

66⅔ of the qualification

Content overview This paper assesses reading, writing and translation skills across the following five themes:  Home and abroad  Education and employment  Personal life and relationships  The world around us  Social activities, fitness and health

Assessment overview This paper consists of three sections. Section A: Reading Multiple-choice questions (MCQ), short-response questions and open-response questions set on any of the five themes. Section B: Writing Two extended writing tasks, set on any of the five themes. Section C: Translation Translation of short sentences in English into Swahili, linked to any of the five themes.

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Paper 2: Listening *Paper code: 4SW1/02

Externally assessed Written examination: 30 minutes plus 5 minutes reading time Availability: June 40 marks

33⅓ of the qualification

Content overview This paper assesses listening skills across the following five themes:  Home and abroad  Education and employment  Personal life and relationships  The world around us  Social activities, fitness and health

Assessment overview

Listening Multiple choice questions (MCQs) and short-response questions set on any of the five themes.

Spoken language endorsement (optional)

*Paper code: 4SW1/E

Internally assessed and externally monitored by Pearson. Non-examined assessment: 10 minutes All students work should be marked in time for Pearson to monitor the marking. This will need to be completed in the year of certification.

Endorsed separately (optional)

Content overview The spoken language endorsement assesses the use of spoken standard Swahili effectively in a presentation.

Summary The spoken language presentation may take a variety of forms, including: a) a speech or talk by the student, followed by questions from the audience. b) a formal debate or dialogue, followed by questions from the audience. In all cases, the presentation should be prepared by the student and last no longer than 10 minutes. The topic of the presentation should be discussed and decided in advance with the teacher. Please see page 16 for more details about the spoken language endorsement. There are no marks for the spoken language endorsement. Students are awarded a grade (Pass, Merit, Distinction or Not Classified).

*See Appendix 1: Codes for a description of this code.

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Themes and topics This qualification covers the following themes. Each theme is broken down into topics. The examination papers will be based on these themes and topics.

Theme 1: Home and abroad  Life in the town and rural life  Holidays, tourist information and directions  Services (e.g. bank, post office)  Customs  Everyday life, traditions and communities

Theme 2: Education and employment  School life and routine  School rules and pressures  School trips, events and exchanges  Work, careers and volunteering  Future plans

Theme 3: Personal life and relationships  House and home  Daily routines and helping at home  Role models  Relationships with family and friends  Childhood

Theme 4: The world around us  Environmental issues  Weather and climate  Travel and transport  The media  Information and communication technology

Theme 5: Social activities, fitness and health  Special occasions  Hobbies, interests, sports and exercise  Shopping and money matters  Accidents, injuries, common ailments and health issues  Food and drink

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All themes and topics must be studied in the context of countries and communities where Swahili is spoken. The majority of contexts in the papers will be based on the culture of the countries where the assessed language is spoken. It is, therefore, important that students are exposed to materials relating to Swahili throughout the course.

Grammar and vocabulary list Appendix 6 and Appendix 7 list the grammar and vocabulary that students will need to know for this qualification.

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Swahili content

Paper 1: Reading, Writing and Translation 12 Paper 2: Listening 15 Spoken language endorsement (optional) 16

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Paper 1: Reading, Writing and Translation

Externally assessed

1.1 Content description 1. Reading Students will develop the skills of reading comprehension across a

range of different types of texts. Students must be able to:  read and respond to material from a variety of sources  demonstrate their ability to summarise a short text by writing the

main points clearly  interpret and infer implicit meaning, including writers’ thoughts,

feelings and ideas. Students are required to convey their understanding of written Swahili through a series of reading tasks. Texts used in the tasks are:  adapted or abridged from authentic sources to be appropriate for

the level  presented using a range of styles, registers and contexts  appropriate to the age and level of understanding of the students  set in the culture of the country where Swahili is spoken, allowing

students to develop appropriate cultural awareness and understanding

 designed using language which ranges from high frequency to more complex

 variable in length  varied in content to include emails, letters, reviews, articles as

well as literary texts, such as selections from novels, autobiographies and travel writing. This list is not exhaustive

2. Writing Students are required to convey their understanding of written Swahili through two writing tasks. Students must be able to:  write for a variety of audiences, such as friends and

acquaintances, teachers, family members, groups and professional bodies

 write using a wide range of grammatical forms and structures  write using a wide range of relevant and appropriate vocabulary  use accurate spelling  structure their work effectively.

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3. Translation Students are required to convey their understanding of written English and translate it into Swahili to demonstrate an ability to transfer meaning accurately into Swahili. Students must be able to apply the conventions of grammar in order to produce meaningful and accurate content.

4. Vocabulary To prepare students adequately for this assessment, teachers should present and exploit a range of vocabulary relevant to each theme listed in Appendix 7. This paper draws on vocabulary and structures across all five themes (page 9).

1.2 Assessment information  This paper assesses reading, writing and translation skills.

 There are three sections in the paper. Students must answer:  Section A Questions 1–4  Section B Question 5 and either

Question 6(a) or 6(b) or 6(c)  Section C Question 7.

 Questions are set on any of the five themes.  The paper may include multiple-choice, short-response, open-

response and extended writing questions.  Dictionaries are not permitted.  The assessment is 2 hours and 15 minutes.  The paper is worth 80 marks.  The first assessment is in June 2019.

1. Reading (Section A)

 This section is worth 38 marks.  Students will answer questions on four different texts/extracts.  There will be multiple-choice, short-response, open-response

questions.  Questions will test the following assessment objective:

AO1  Understand and respond, in writing, to written language.

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2. Writing (Section B)

 This section is worth 32 marks.  In this section, students are required to convey their

understanding of Swahili through two extended writing tasks:  Task 1 - students are required to write a short essay, based

on four short prompts in the present and future  Task 2 - students are required to write a longer essay.

Students choose one task from a choice of three.  Questions will test the following assessment objective:

AO2  Communicate in writing, using a register appropriate to the

situation, showing knowledge of a range of vocabulary in common usage and of the grammar and structures prescribed in the specification, and using them accurately.

3. Translation (Section C)

 This section is worth 10 marks.  Students are required to translate short sentences in English into

Swahili.  Questions will test the following assessment objective:

AO3  Understand written sentences in English and translate them

into Swahili.

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Paper 2: Listening

Externally assessed

1.1 Content description 1. Listening Students are required to convey their understanding of spoken

Swahili through a series of listening tasks. Students must be able to:  identify and note main points  deduce the meaning of words from context  extract specific details  identify points of view  show some understanding of unfamiliar language  recognise attitudes, emotions and opinions.

1.2 Assessment information 1. Listening This paper assesses listening skills.

 Students must answer all questions.  Questions are set on any of the five themes.  The paper will include multiple-choice and short-response

questions.  The assessment is 30 minutes (plus 5 minutes’

reading time)  The paper is worth 40 marks.  The first assessment is in June 2019.  Questions will test the following assessment objective:

AO4  Understand and respond, in writing, to spoken language.

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Spoken language endorsement (optional)

Internally set and assessed

1.1 Overview The spoken languages endorsement is an optional endorsement

available alongside the Pearson Edexcel International GCSE in Swahili qualification. If a student completes this endorsement, the endorsement will appear on their certificate as a separate reported grade (pass, merit, distinction or not classified) alongside the overall grade issued for the Pearson Edexcel International GCSE in Swahili qualification (based on papers 1 and 2).

1.2 Content description 1. Spoken

language endorsement (optional and endorsed separately)

Students are required to demonstrate their use of spoken Swahili through a presentation based on a topic of their choice. The chosen topic does not have to be selected from the Themes and Topics section on page 9. Students must be able to:  convey information in speech on a range of topics, using context-

specific vocabulary  express their opinions about a topic, developing their ideas

through speech  respond spontaneously to both predictable and unpredictable

questions on a range of topics  speak fluently and coherently, using a range of grammatical

structures without undue hesitation or obvious searching for vocabulary.

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1.3 Assessment information 1. Spoken language

endorsement (optional and endorsed separately)

 There will be a presentation by the student, which will be marked by the centre and monitored by Pearson.

 The presentation should last no longer than 10 minutes.  All students work should be marked in time for Pearson to

monitor the marking. This will need to be completed in the year of certification.

 Tasks will test the following assessment objective: AO5  Demonstrate presentation skills in a formal setting  Listen and respond appropriately to spoken language,

including to questions and feedback to presentations  use spoken Swahili effectively in speeches and

presentations.

1.4 Presentation setting, taking and marking 1. Setting

 The student must complete a presentation based on a topic chosen by them. The chosen topic can be selected from the Themes and Topics section on page 9 or on a topic of their own choice.

 Students should share the topic title with their teacher before they start preparing for the presentation.

 The topic must provide sufficient scope for the student to accesss all the assessment criteria.

 Teachers must confirm that the student’s provisional topic title has the potential to meet the assessment criteria and offer general guidance on any necessary amendments.

 Teachers must not provide students with a choice of topic titles from which students then choose.

2. Taking The spoken language presentation may take a variety of forms, including:  a speech or talk by a student, followed by questions from the

audience/teacher  a formal debate or dialogue, such as an interview, where the

student should answer questions from the teacher Students should prepare their presentation in advance. The student must give their presentation to an audience, which must always include the teacher.

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The size and composition of the audience should be determined by the teacher, in discussion with the student. However, where the audience is the teacher only, the presentation and dialogue should be designed in such a way that it could have a potentially wider audience than just one person (for example it replicates a television interview).

3. Marking The student’s presentation will be marked by the centre and monitored by Pearson. Students should be assessed either live or from recordings. They should be awarded a grade (Pass, Merit or Distinction) using the assessment criteria on the following page. Please note, there are no marks for the spoken language endorsement. In order to achieve a particular grade (Pass, Merit or Distinction), a student must meet all of the criteria for that grade. Where a students’ work does not fufil the pass criteria, they will be awarded ‘not classified’ on their certificate.

External monitoring All students must be recorded however, only a sample might be requested for monitoring. In exceptional circumstances, we might request all recordings to be submitted.

Assessment record sheet Centres must assess each students’ presentation using the assessment criteria given on the next page and complete the assessment record sheet in Appendix 5.

4. General information about conducting this assessment

For further information please refer to the Joint Council for Qualifications (JCQ) document Instructions for conducting non- examination assessments (new GCE and GCSE specifications) on the JCQ website: www.jcq.org.uk. The assessment of this qualification must comply with these instructions.

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Assessment criteria The student’s presentation work must be marked using the following assessment criteria grid. In order to achieve a particular grade (Pass, Merit or Distinction), a student must meet all of the criteria for that grade.

General criteria

To be awarded a Pass, Merit or Distinction a student must:  be audible  use spoken Swahili. For the purposes of the spoken language assessment a student must:  be intelligible, and  generally use language appropriate to the formal setting of the presentation.

Pass (P) Merit (M) Distinction (D)

In addition to the general criteria, to be awarded a Pass a student’s performance in their spoken language assessment must meet all of the following criteria:  expresses straight-

forward ideas/information/ feelings

 makes an attempt to organise and structure their presentation

 makes an attempt to meet the needs of the audience

 listens to questions/feedback and provides an appropriate response in a straightforward manner.

In addition to the general criteria, to be awarded a Merit a student’s performance in their spoken language assessment must meet all of the following criteria:  expresses challenging

ideas/information/ feelings using a range of vocabulary

 organises and structures their presentation clearly and appropriately to meet the needs of the audience

 achieves the purpose of their presentation

 listens to questions/ feedback, responding formally and in some detail.

In addition to the general criteria, to be awarded a Distinction a student’s performance in their spoken language assessment must meet all of the following criteria:  expresses sophisticated

ideas/information/ feelings using a sophisticated repertoire of vocabulary

 organises and structures their presentation using an effective range of strategies to engage the audience

 achieves the purpose of their presentation, and listens to questions/feedback responds perceptively and, if appropriate, elaborates with further ideas and information.

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1.5 Guidance on making and submitting the recordings1 1 Recording of the

presentations The recording of the presentations must be made under controlled conditions. Each recording must be saved individually and not as one long recording of multiple students. It must be a complete, unedited recording of each presentation. The presentations can be undertaken by students and recorded by the centre at any time during the course. Recordings should then be securely stored until it is time to submit the work to Pearson’s monitor, whose responsibility it will be to ensure that the centre’s assessment is in line with the international standard. When recording, the camera must be positioned to ensure the best possible sound and visual quality. The centre must ensure that the camera is not obscured, for example by the back of people’s heads. In joint performances, students should wear name badges in order to indicate which student is which. At the start of each performance the student must state their full name. There is a requirement for an audience of at least one person, which can be the teacher, to be present during the recording. The audience must include the teacher. The recording must be readable through one of the following programmes: Windows® Movie Maker, Real Player®, VLC or QuickTime®. We advise that you save the recordings in one of the following file types: MPEG, FLV, MOV, WMV or RM.

2 Transferring the recordings onto DVDs or USBs

You must submit the recording of the presentation(s) on DVDs or USBs. More than one presentation can be submitted on each DVD/USB. We advise that you create data file DVDs/USBs organised in the following way. Create a file for each student. Each file should be named according to the following naming convention: [4SW1/E]_[centre #]_[candidate number #]_[surname]_[first letter of first name]_[grade] Example: Joshua Smith with candidate number 7890 at centre 12345 would have work in a folder titled, ‘4SW1_12345_7890_Smith_J_Merit’. Each folder must contain the recording of the presentation. The DVDs/USBs should be clearly labelled with – centre number and name – ‘4SW1 Swahili – Spoken Language endorsement – June 2019’ – DVD/USB number (if more than one is being provided, for example 1 of 2). Centres are reminded that DVDs/USBs are not returned, therefore you must make a copy for your own records and in case they are damaged or lost in the postal system. The DVDs/USBs must be new and unused.

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1.6 Submission of work 1. Monitoring For each student, the centre should:

 record the students’ presentation  mark and complete an assessment record sheet

(see Appendix 5). Pearson will monitor the centres marking by requesting a sample. The centres must submit the recordings of the presentations and the record sheets for all the students in that sample to the monitor. Centres must only submit work for the students that Pearson have requested. It is the centre’s responsibility to check all student work on a computer before sending the sample requested to the monitor. You must ensure the quality of the sound and picture of the recordings is sufficient to enable performances to be marked. Before the DVDs/USBs are sent to the monitor, the teacher should check that:  the files submitted play on all computers/operating systems. For

instance, if the DVDs/USBs were created on a Mac®, you must check that the DVDs/USBs files can be opened on a Microsoft Windows® computer

 an audio signal has been successfully recorded on the DVDs/USBs. You should ensure that the camera being used has appropriate facilities for adjusting recorded sound levels

 centres must use the assessment record sheet in Appendix 5 for use in assessing students’ performances. These forms should not be submitted to monitors unless requested as part of the sample by Pearson.

 we recommend you keep a copy of the assessment record sheets and the presentation in case of postal problems for those students who are part of the sample.

Submission checklist:  files saved to the DVDs/USBs as described above  files checked on both a Mac® and a Microsoft Windows®

computer for audio-visual quality  DVDs/USBs submitted with centre number and name  backup copy made and stored securely  assessment record sheet completed.

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2. Sample size Provisionally, the sample requested are expected to be as follows.

Number of students at centre

Number of students whose presentations must be recorded

Minimum number of students at each grade (D, M, P)*

30 or fewer All students 10**

Over 30 30 10***

*All students at a grade if the centre has fewer than the stated minimum. Students assessed as Not Classified should not be included. **For example, if a centre has 15 D students, 11 M students and 3 P students, all of these students will be in the sample. ***For example: a) If a centre has 21 D students, 14 M students and 3 P students,

the sample will consist of 10 of the D students, 10 of the M students and all of the P students, with 7 additional students (from D and/or M) to make the overall sample up to 30.

b) If a centre has no D students, 7 M students and 60 P students, the sample will consist of all of the M students and 23 of the P students.

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Assessment information

Assessment requirements The Pearson Edexcel International GCSE in Swahili consists of two externally-examined papers. There is also an optional spoken language endorsement, which will not contribute to the overall grade of the qualification. The papers must be taken at the end of the course of study. The papers will be available for assessment from June 2019. The use of dictionaries is not permitted.

Paper Assessment information Number of raw marks allocated in the paper

Paper 1: Reading, Writing and translation

Set and externally assessed by Pearson. Assesses reading, writing and translation in three sections: Section A: Reading (38 marks) Multiple choice questions (MCQ) and short response questions set on any of the five themes. Section B: Writing (32 marks) Two writing tasks, set on any of the five themes. Section C: Translation (10 marks) Translation of short sentences, linked to any of the five themes. Written examination: 2 hours and 15 minutes. Availability: June

80 marks

Paper 2: Listening Set and externally assessed by Pearson. Assesses Listening skills through seven questions: Listening (40 marks) Multiple-choice and short-response questions set on any of the five themes. Written examination: 30 minutes, plus 5 minutes’ reading time. Availability: June

40 marks

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Paper Assessment information Number of raw marks allocated in the paper

Spoken language endorsement (optional and endorsed separately)

Internally assessed by the centre and externally monitored by Pearson. Assesses spoken lanaguage through a presentation on any chosen topic by the student. Spoken examination: 10 minutes. There are no marks for the spoken language endorsement. Students are awarded a grade (Pass, Merit, Distinction or Not Classified), when taken. All students work should be marked in time for Pearson to monitor the marking. This will need to be completed in the year of certification.

N/A

Sample assessment materials Sample papers and mark schemes can be found in the Pearson Edexcel International GCSE in Swahili Sample Assessment Materials (SAMs) document.

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Assessment objectives and weightings

% in International

GCSE

AO1 Understand and respond, in writing, to written language.

31⅔

AO2 Communicate in writing, using a register appropriate to the situation, showing knowledge of a range of vocabulary in common usage and of the grammar and structures prescribed in the specification, and using them accurately.

26⅔

AO3 Understand written sentences in English and translate them into Swahili.

8⅓

AO4 Understand and respond, in writing, to spoken language 33⅓

AO5* (optional)

Speaking and listening skills:  demonstrate presentation skills in a formal setting  listen and respond appropriately to spoken language,

including to questions and feedback to presentations  use spoken Swahili effectively in speeches and

presentations.

N/A

* This AO is for the spoken language endorsement, which will be reported as a separate grade on the awarding body certificate.

Relationship of assessment objectives to papers

Paper Assessment objective (%)

AO1 AO2 AO3 AO4 Total

Paper 1 31⅔ 26⅔ 8⅓ 0 66⅔

Paper 2 0 0 0 33⅓ 33⅓

Total for the International GCSE in Swahili

31⅔ 26⅔ 8⅓ 33⅓ 100

AO5 will be assessed through the spoken language endorsement.

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Administration and general information

Entries Details of how to enter students for the examinations for this qualification can be found in our International Information Manual. A copy is made available to all examinations officers and is available on our website. Students should be advised that, if they take two qualifications in the same subject, colleges, universities and employers are very likely to take the view that they have achieved only one of the two GCSE /International GCSE qualifications. Students or their advisers who have any doubts about subject combinations should check with the institution to which they wish to progress before embarking on their programmes.

Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central to our work. Our equality policy requires all students to have equal opportunity to access our qualifications and assessments, and our qualifications to be awarded in a way that is fair to every student. We are committed to making sure that:  students with a protected characteristic (as defined by the UK Equality Act 2010) are not,

when they are undertaking one of our qualifications, disadvantaged in comparison to students who do not share that characteristic

 all students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Language of assessment Assessment of this qualification will be available in Swahili only. All student work must be in Swahili. We recommend that students are able to read in English at Level B2 of the Common European Framework of Reference for Languages.

Access arrangements Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries to:  access the assessment  show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the particular needs of an individual student with a disability without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 to make ‘reasonable adjustments’. Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement(s) in place for assessment.

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Reasonable adjustments The Equality Act 2010 requires an awarding organisation to make reasonable adjustments where a student with a disability would be at a substantial disadvantage in undertaking an assessment. The awarding organisation is required to take reasonable steps to overcome that disadvantage. A reasonable adjustment for a particular student may be unique to that individual and therefore might not be in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on a number of factors, including:  the needs of the student with the disability  the effectiveness of the adjustment  the cost of the adjustment; and  the likely impact of the adjustment on the student with the disability and other students. An adjustment will not be approved if it involves unreasonable costs to the awarding organisation, timeframes or affects the security or integrity of the assessment. This is because the adjustment is not ‘reasonable’.

Special consideration Special consideration is a post-examination adjustment to a student's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment, which has had, or is reasonably likely to have had, a material effect on a candidate’s ability to take an assessment or demonstrate their level of attainment in an assessment.

Further information Please see our website for further information about how to apply for access arrangements and special consideration. For further information about access arrangements, reasonable adjustments and special consideration please refer to the JCQ website: www.jcq.org.uk.

Candidate malpractice Candidate malpractice refers to any act by a candidate that compromises or seeks to compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. Candidate malpractice in examinations must be reported to Pearson using a JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice). The form can be emailed to [email protected] or posted to: Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Please provide as much information and supporting documentation as possible. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice constitutes staff or centre malpractice.

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Staff/centre malpractice Staff and centre malpractice includes both deliberate malpractice and maladministration of our qualifications. As with candidate malpractice, staff and centre malpractice is any act that compromises or seeks to compromise the process of assessment or which undermines the integrity of the qualifications or the validity of results/certificates. All cases of suspected staff malpractice and maladministration must be reported immediately, before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as much information as possible can be emailed to [email protected] or posted to: Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice itself constitutes malpractice. More-detailed guidance on malpractice can be found in the latest version of the document JCQ General and vocational qualifications Suspected Malpractice in Examinations and Assessments, available at www.jcq.org.uk/exams-office/malpractice.

Awarding and reporting The International GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total subject mark where 9 is the highest grade. Individual papers will not be graded. For the spoken language endorsement, students are awarded a grade (Pass, Merit, Distinction or Not Classified). The spoken language endorsement will appear on students’ certificates as a separate reported grade, alongside the overall 9-1 grade issued. The first certification opportunity for the Pearson Edexcel International GCSE in Swahili will be in August 2019. Students whose level of achievement is below the minimum judged by Pearson to be of sufficient standard to be recorded on a certificate, will receive an unclassified U result.

Student recruitment and progression Pearson follows the JCQ policy concerning recruitment to our qualifications in that:  they must be available to anyone who is capable of reaching the required standard  they must be free from barriers that restrict access and progression  equal opportunities exist for all students.

Prior learning and other requirements There are no prior learning or other requirements for this qualification.

Progression Students can progress from this qualification to International A Levels in comparable subjects.

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Appendices

Appendix 1: Codes 31 Appendix 2: Pearson World Class Qualification design principles 32 Appendix 3: Transferable skills 34 Appendix 4: Glossary 36 Appendix 5: Spoken language endorsement assessment record sheet 37 Appendix 6: Grammar list 39 Appendix 7: Vocabulary list 41

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Appendix 1: Codes

Type of code Use of code Code

Subject codes The subject code is used by centres to cash-in the entry for a qualification.

International GCSE – 4SW1

Paper codes These codes are provided for information. Students may need to be entered for individual papers.

Paper 1: 4SW1/01 Paper 2: 4SW1/02 Spoken language endorsement (optional): 4SW1/E

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Appendix 2: Pearson World Class Qualification design principles Pearson’s World Class Qualification design principles mean that all Edexcel qualifications are developed to be rigorous, demanding, inclusive and empowering.

We work collaboratively to gain approval from an external panel of educational thought-leaders and assessment experts from across the globe. This is to ensure that Edexcel qualifications are globally relevant, represent world-class best practice in qualification and assessment design, maintain a consistent standard and support learner progression in today’s fast-changing world. Pearson’s Expert Panel for World-Class Qualifications is chaired by Sir Michael Barber, a leading authority on education systems and reform. He is joined by a wide range of key influencers with expertise in education and employability. “I’m excited to be in a position to work with the global leaders in curriculum and assessment to take a fresh look at what young people need to know and be able to do in the 21st century, and to consider how we can give them the opportunity to access that sort of education.” Sir Michael Barber.

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Endorsement from Pearson’s Expert Panel for World Class Qualifications for the International GCSE development process December 2015 “We were chosen, either because of our expertise in the UK education system, or because of our experience in reforming qualifications in other systems around the world as diverse as Singapore, Hong Kong, Australia and a number of countries across Europe. We have guided Pearson through what we judge to be a rigorous world class qualification development process that has included, where appropriate:  extensive international comparability of subject content against the highest-performing

jurisdictions in the world  benchmarking assessments against UK and overseas providers to ensure that they are at

the right level of demand  establishing External Subject Advisory Groups, drawing on independent subject-specific

expertise to challenge and validate our qualifications. Importantly, we have worked to ensure that the content and learning is future oriented, and that the design has been guided by Pearson’s Efficacy Framework. This is a structured, evidenced process which means that learner outcomes have been at the heart of this development throughout. We understand that ultimately it is excellent teaching that is the key factor to a learner’s success in education but as a result of our work as a panel we are confident that we have supported the development of Edexcel International GCSE qualifications that are outstanding for their coherence, thoroughness and attention to detail and can be regarded as representing world-class best practice.”

Sir Michael Barber (Chair) Chief Education Advisor, Pearson plc

Professor Lee Sing Kong Dean and Managing Director, National Institute of Education International, Singapore

Dr Peter Hill Former Chief Executive ACARA

Bahram Bekhradnia President, Higher Education Policy Institute

Professor Jonathan Osborne Stanford University

Dame Sally Coates Director of Academies (South), United Learning Trust

Professor Dr Ursula Renold Federal Institute of Technology, Switzerland

Professor Bob Schwartz Harvard Graduate School of Education

Professor Janice Kay Provost, University of Exeter

Jane Beine Head of Partner Development, John Lewis Partnership

Jason Holt CEO, Holts Group

All titles correct as at December 2015

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Appendix 3: Transferable skills

The need for transferable skills In recent years, higher-education institutions and employers have consistently flagged the need for students to develop a range of transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. The Organisation for Economic Co-operation and Development (OECD) defines skills, or competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning.’[1]

To support the design of our qualifications, the Pearson Research Team selected and evaluated seven global 21st-century skills frameworks. Following on from this process, we identified the National Research Council’s (NRC) framework [2] as the most evidence-based and robust skills framework, and have used this as a basis for our adapted skills framework. The framework includes cognitive, intrapersonal skills and interpersonal skills. The NRC framework is included alongside literacy and numeracy skills.

The skills have been interpreted for this specification to ensure they are appropriate for the subject. All of the skills listed are evident or accessible in the teaching, learning and/or assessment of the qualification. Some skills are directly assessed. Pearson materials will support you in identifying these skills and developing these skills in students. The table overleaf sets out the framework and gives an indication of the skills that can be found in International GCSE in Swahili and indicates the interpretation of the skill in this area. A full subject interpretation of each skill, with mapping to show opportunities for student development is given on the subject pages of our website: qualifications.pearson.com

1 OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012) 2 Koenig, J. A. (2011) Assessing 21st Century Skills: Summary of a Workshop (National Academies Press, 2011)

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C og

n it

iv e

sk ill

s Cognitive processes and strategies

 Critical thinking  Problem solving  Analysis  Reasoning/argumentation  Interpretation  Decision making  Adaptive learning  Executive function

Creativity  Creativity  Innovation

In tr

ap er

so n

al s

ki lls

Intellectual openness

 Adaptability  Personal and social responsibility  Continuous learning  Intellectual interest and curiosity

Work ethic/ conscientiousness

 Initiative  Self-direction  Responsibility  Perseverance  Productivity  Self-regulation (metacognition,

forethought, reflection)  Ethics  Integrity

Positive core self-evaluation

 Self-monitoring/self- evaluation/self-reinforcement

In te

rp er

so n

al

sk ill

s

Teamwork and collaboration

 Communication  Collaboration  Teamwork  Cooperation  Empathy/perspective taking  Negotiation

Leadership  Responsibility  Assertive communication  Self-presentation

Decoding a new written/spoken extract and identifying and understanding explicit or implicit meaning and authorial aims.

Writing continuously and fluently and to a high standard.

Undertaking a speaking task involving presentation or undertaking a writing task, or when the student responds to prompts from another.

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Appendix 4: Glossary

Term Definition

Assessment objectives

The requirements that students need to meet to succeed in the qualification. Each assessment objective has a unique focus, which is then targeted in examinations or coursework. Assessment objectives may be assessed individually or in combination.

External assessment

An examination that is held at the same time and place in a global region.

Linear Linear qualifications have all assessments at the end of a course of study. It is not possible to take one assessment earlier in the course of study.

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Appendix 5: Spoken language endorsement assessment record sheet Pearson Edexcel International GCSE in Swahili - spoken language endorsement

Centre name:

Centre number:

Candidate name:

Candidate number:

Year of certification:

Details of the presentation:

Pass criteria 

Is audible P

Uses spoken Swahili* P

Expresses straightforward ideas/information/feelings P

Makes an attempt to organise and structure their presentation P

Makes an attempt to meet the needs of the audience P

Listens to questions/feedback and provides an appropriate response in a straightforward manner

P

Merit criteria 

Is audible M

Uses spoken Swahili* M

Expresses challenging ideas/information/feelings, using a range of vocabulary M

Organises and structures their presentation clearly and appropriately to meet the needs of the audience

M

Achieves the purpose of their presentation M

Listens to questions/feedback, responding formally and in some detail M

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Distinction criteria 

Is audible D

Uses spoken Swahili* D

Expresses sophisticated ideas/information/feelings, using a sophisticated repertoire of vocabulary

D

Organises and structures their presentation using an effective range of strategies to engage the audience

D

Achieves the purpose of their presentation D

Listens to questions/feedback, responds perceptively and if appropriate elaborates with further ideas and information

D

*For the purposes of the spoken language assessment, use of spoken Swahili means that a student must:  be intelligible  generally use language appropriate to the formal setting of the presentation. Students must fulfil ALL the criteria for a grade (Pass, Merit or Distinction) in order to achieve that overall grade. Candidate declaration: I declare that the work submitted is my own. I understand that false declaration is a form of malpractice. I agree to my work being used to support Professional Development, Online Support and Training of both teacher/examiners. Candidate signature: …………………………………………………Date: ……………………………………………… Teacher declaration: I declare that this work is solely that of the candidate and that it has been carried out in line with Pearson and JCQ documentation for the conduct of the examinations. I agree to this work being used to support teachers and examiners. Teacher signature: ………………………………………………………Date: ……………………………………………… If you need any advice on completing the form, please email: [email protected]

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Appendix 6: Grammar list Students are expected to have acquired knowledge and understanding of Swahili grammar during their course. In the examination they will be required to apply their knowledge and understanding to various tasks, drawing from the following lists. The examples in brackets are indicative, not exclusive.

Nouns all the noun classes singular and plural forms

Adjectives agreement in the noun class comparative and superlative: use of zaidi and kuliko demonstrative (in all the classes): huyu, hawa, huyo, hiki, kile, hicho etc.) possessive: –angu, -ako, -ake etc. more adjectives: -ote, -enye compound adjectives: -a baridi, -a kupimia etc.

Adverbs use of kwa, e.g kwa haraka adverbs from the Ki/Vi class (example Anakula vizuri) adverbs of time and place (example leo, kesho) common adverbial phrases: baadaye, bado, halafu

Quantifiers/ intensifiers

example: sana, mno

Pronouns personal: all subjects, including on reflexive ji object marking: alininunulia position and order of object pronouns demonstrative (e.g. huyu, yule) possessive (e.g. wetu) relative: amba, infixes, -o relative (-pi) – which interrogative (e.g. gani, nani)

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Verbs the infinitive imperatives stem verbs object infixes all persons of verbs, singular and plural negative forms interrogative forms verbs followed by infinitive tenses: present ‘na’ and negative habitual ‘hu’ past ‘li’ and negative ‘ku’ future ‘ta’ past perfect ’me’ and negative ‘ja’ narrative ‘ka’ conditional ‘ki’, ‘nge’, ‘ngali’ compound tenses: passive stative causative prepositional reciprocal subjunctive locatives (POKOMO)

Conjunctions kwa sababu, basi, lakini, kabla ya, baada ya etc.

Numbers, quantity, dates and time

including agreements

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Appendix 7: Vocabulary list The following vocabulary list is intended to assist teachers in planning their work. It provides the core generic vocabulary that all students will need to acquire. It is an essential vocabulary list that students should refer to and build on when preparing for the duration of their study for this qualification. However, students are required to understand and respond to words and/or forms of words that are not on the vocabulary list.

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Theme 1: Home and abroad

1 Life in town and rural life

bango – poster halmashauri ya mji – town council

kupenda – to love duka la (ma) gazeti – news stand

ugenini – in a foreign country, abroad ziwa – lake

kufurahisha, kuchekesha – amusing polepole – slow

mti – tree mbali – far

lifti – lift duka – shop

hoteli – hotel, inn meya – mayor

nje ya mji – suburb treni ya chini ya ardhi – underground

jengo – a building mlima – mountain

-zuri – handsome, beautiful good mbu – mosquito

maktaba – library kondoo – sheep

kilima – hill maktaba – museum

njia panda – crossroads jumba la mfalme – palace

mjini – town centre bustani – park

bata – duck eneo la kuegesha magari – car park

paka – cat mandhari – landscape

jumba – castle kuvua – (to go) fishing

farasi – horse mguu – foot

msongamano wa magari – traffic kwa mguu – on foot

nguruwe – pig mtembeaji – pedestrian

kituo cha polisi – police station inayovutia – picturesque, pretty

kituo cha michezo – sports centre katikati ya mji – town square, center

jogoo – cockerel sokoni – market square

mashambani – in the countryside as opposed to in cities

sehemu ya kihistoria – sight, place of interest

mahali – place kuku – hen

ghorofa – floor as in 1st floor etc, storey kuku – chicken meal

shamba – farm eneo – district, region

mkulima – farmer wilaya – region

moto – fire mto – river (tributary)

taa za trafiki – traffic lights barabara – road

(ma) ua – flower mtaa – street

mto – river kujikuta – to find oneself situated

wilaya – administrative district chemchem – fountain

galeri – gallery uwanja – stadium

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mkazi – inhabitant mnara – tower

kuishi – to live kimya – quiet, calm

majani – grass ng’ombe – cow

wakati wa msongamano – rush hour kijiji – village

-a kihistoria – historic mji – town

-a viwanda – industrial kuishi – to live

bustani ya umma – public garden eneo la watembeaji – pedestrian area

daraja – bridge bandari – harbour, port

2 Holidays, tourist information and directions

karibu – welcome kodisha – rental

kukaribisha – to welcome kukodi – to rent, to hire

kulia – (to, on the) right kodi ya nyumba – rent

kushoto – (to, on the) left miwani ya jua – sunglasses

hosteli ya vijana – youth hostel nitafikaje X? – how do I get to X?

ufukweni mwa bahari – (by) the seaside bahari – sea

kusahau – to forget si ya kunywa – not for drinking

roshani – balcony ofisi ya utalii – tourist office

brosha – brochure kuondoka – to leave

sehemu ya kupiga hema – camp site pasipoti – passport

kadi ya posta – postcard kutumia – to spend

kubadili – to ex/change nyumba ya wageni – guest house

nyumba ya mchanga – sandcastle imejaa – full board

kiyoyozi – air conditioning mtu – person

kujaa – to be full ufukwe, pwani – beach

ikijumlisha – included ramani ya mitaa – street map

kuendelea – to go, continue inanywewa – drinkable

kuelezea – describe karibu ya – near, welcome

kufungua masanduku – to unpack mradi – plan

chumba na chai tu – half board only siku kumi na nne – a fortnight

inatazama – to overlook mapokezi – reception

kupanga, kupangisha – to book (hotel etc) kukutana – to meet

kukaa – to stay kiplefti – roundabout

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krimu ya jua – suncream, sunblock, sunscreen

ofisi ya taarifa kwa watalii – tourist information office

nje – outdoors kuenda kuweka hema – go camping

kutuma – to send mchanga – sand

mgeni wa kiangazi – summer visitor mfuko wa kulalia – sleeping bag

kuzurura – roaming, outing, loitering chumba cha michezo – games room

kufahamiana na – to make the acquaintance of, to meet

chumba chenye vitanda viwili – twin-bedded room

kufunga virago – to pack njia moja – one way (system)

fomu – form (to fill in) ski majini – water-skiing

kitanda kikubwa – double bed nafasi – spaciousness, space, gap

nchi – country kujilaza juani – to sunbathe

kiongozi wa watalii – tourist guide kugeuka – to turn

malazi – accommodation moja kwa moja – straight ahead

inajumlisha – included kuvuka – to cross, go over

tochi – pocket torch, lamp kuelekea – towards

huru – free kutembelea – to visit (a place)

kuangalia – to view (of) kuona – to see

3 Services (for example bank, post office)

kupiga simu – to ring up sanduku la barua – letterbox

jina langu ni, ninaitwa – my name is, I am called

kusahau – to forget, to accidentally leave behind

simu ya dharura – emergency call asante – thank you

pesa, fedha – money usikate – please hold (the line)

maktaba –library jina la familia – family name

bureau de change, ofisi ya kubadili pesa - money-changing office

ofisi ya vitu vinavyookotwa – lost-property office

ofisi ya posta – post office poteza – loss

posta – postal service fundi bomba – plumber

polisi – police officer kupoteza – to lose

kibanda cha simu – telephone box zima moto – firefighter

kituo cha simu – call centre jina la kwanza – first name

msusi – hairdresser kupokea – to receive

kituo cha polisi – police station kushukuru – to thank

piga namba – to dial a number afisa wa posta – postman, postwoman

kata – cut (hair cloth etc) taarifa – information

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kukata – to cut kukarabati – to repair

kutuma – to send kutaka – to want, to wish

kosa – mistake, fault, crime kukutana – to meet up

samahani – I’m sorry mfuko – bag

kufanya kazi – to work stempu – (postage) stamp

fomu – printed form mwizi – thief

kupata – to find kujaza – to fill in (a form, top up a glass etc)

4 Customs

nuru – light likizo – day or days off work

kiberiti – match mwaka mpya – New Year’s day

kila la heri – best wishes kifo – death

mshumaa – candle kufa – to die

kuwasha – to burn kuzaliwa – to be born

zawadi – present, gift kufungua – to open

fiesta – carnival mwaka mpya – new year

kadi – card eg greetings card siku ya wapenzi – St Valentine’s Day

matayarisho – preparations fataki – fireworks

shampeni – champagne (wine) jadi – folk

kuzaa – to give birth kusheherekea – to celebrate

kubadilishana – to exchange kujifurahisha – to have fun

Sikukuu ya akina Mama, Baba (f) – Mother’s, Father’s Day

sikukuu – celebration, festivity

5 Everyday life, traditions, and communities

ujirani mwema – neighbourhood association kula chakula cha mchana – to take lunch

maandamano – procession, demonstration kunywa cha jioni – to have afternoon tea

jirani – neighbour chakula cha mchana – lunch

jumuiya – community

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Theme 2: Education and employment

1 School life and routine

kidato cha kwanza – first year of secondary school

mwalimu wa shule ya msingi – primary school teacher

kueleza – to explain Kijerumani – German

Kiingereza – English hesabu, hisabu, hisabati – maths

kufunza – to teach somo – subject

sanaa – art (subject) kisasa – modern

mwalimu msaidizi – assistant teacher mkuu – instructor, coach, supervisor

jumba – a large building neno – word

-ema – well muziki – music

biolojia – biology maksi – mark

meza, dawati kubwa – table, large desk -a kuzungumza – oral

chemia – chemistry Tarakilishi, kompyuta, kompiuta – computer

folda – folder, file karatasi – paper

kuanza – to start fizikia – physics

rula – ruler kuuliza swali – to ask a question

somo – lesson kufanya mazoezi – to practise

uwanja wa tenisi – tennis court mwalimu – teacher

chakula cha mchana – lunch, midday meal mpango – a plan

uchoraji – drawing lafudhi – pronunciation

kuchora – to draw saikolojia – psychology

kamusi – dictionary kufuzu – to qualify

mwalimu mkuu – head teacher, principal amefuzu – sh/e has qualified

malumbano – to discuss, to debate kujibu – to reply

kudumu – to last ufupi – summary

shule ya awali – infants’ school fupisha – summarise

shule ya msingi – primary school projekta – overhead projector

shule ya sekondari – secondary school darasa – classroom

kwa maandishi – written, in writing darasa la muziki – music room

uraia – citizenship somo la michezo – physical education

mwanafunzi – pupil, student elimu – education

ratiba – timetable ofisi ya walimu – staffroom

kugonga mlango – to knock on the door, ring the door bell

mwanzo wa muhula – start of new term, year

kubadili – to exchange shule – school

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kusoma – to study ukumbi wa shule – assembly hall

masomo – studies sayansi – science

kwa mfano – for example sahihi – right, correct

lugha – language sosiolojia – sociology

kuchukua majina – to take the register mazoezi – sport

kalamu – pen mazoezi ya kazi – work experience

Kifaransa – French picha – picture

kifutio – rubber kufaa – useful

jiografia – geography uwanja wa michezo – sports field

chumba cha mazoezi – gymnasium ubao mweusi – chalkboard

kipindi – hour, lesson period choo – toilet(s)

historia – history muhula – term

sayansi ya kompyuta – computer (science) Kihispania – Spanish

mwalimu wa shule ya msingi – primary school teacher

ubao mweupe (unaoshirikisha) – (interactive) whiteboard

kitabu – book Kitaliani – Italian

siku ya shule – (school) day kichongeo – pencil sharpener

chumba cha kubadili nguo – cloakroom, changing room

kumaliza – end, finish maabara – laboratory

2 School rules and pressures

kuboresha – improve dhaifu – weak

kuketi – sit down kosa – mistake

ripoti ya mwisho wa muhula – end-of-term report

kidato cha kwanza – first year of secondary school

daftari – exercise book sahihi – right, correct

mfuko wa shule – school bag w/acha – to drop, give up (a subject)

visikilizio – headphones kitabu – textbook

maktaba ya shule – school library adhabu – detention

-a kufurahisha – interesting kushindwa – to lose

lazima – compulsory kupendelea – favourite

stokingi – (pair of) tights kufanya mtihani – to take an exam

shule – 11–15 school -kali – strict

mshauri wa kazi – careers adviser maksi – marks as in an exam

nakili – to copy kushindwa mtihani – to fail an exam

penseli – pencil mistari – stripes

zoezi la nyumbani – homework sharia, masharti – rule, regulation

ngumu – difficult gauni – dress

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jaribio – test (in class) kupasi mtihani – to pass an exam

insha – essay mkali – strict

kuwa na wezo zaidi – to be good at chaguo – option

mtihani wa mazungumzo – oral (exam) mkebe wa penseli – pencil case

rahisi – easy kalamu – pen

3 School trips, events and exchanges

kukaribisha – to welcome mgeni – guest

kiongozi – activity leader kukaa – to stay

kusaidia – to attend to malazi – accommodation

hosteli ya vijana – youth hostel maonyesho ya maigizo – theatre show

mashindano – competition mwalimu wa ski – ski instructor

rafiki wa barua – penpal kushiriki – to take part in

likizo za kiangazi – summer holidays tuzo – prize

safari – excursion, day trip kupokea wageni – to host

wenyeji – host family, locals kukaa – stay

mahafali ya kuhitimu – graduation mahafali ya washindi – award ceremony

mwongozaji wa watalii – tourist guide safari ya kujifunza lugha – language learning trip

badilishana – Exchange something with someone

matembezi ya kitamaduni – cultural visit, tour

4 Work, careers and volunteering

afisa wa polisi – police officer kupiga chapa – to print

mwigizaji – actor, actress mtaalamu wa kompyuta – IT expert

mtangazaji – presenter mhandisi – engineer

tangazo – advertisement kazi ya likizo – summer job

mwanafunzi wa ufundi – apprentice mwandishi wa habari – journalist

uanagenzi – apprenticeship shahada – degree (academic)

mfanyakazi aliyejitolea – volunteer worker mjenzi – builder, bricklayer, mason

inalipa vizuri – it is well paid inalipa vibaya – it is badly paid

mwoka mikate – baker mwana mitindo – (fashion) model

kazi – job (colloquial), trade, profession fundi – mechanic

ofisi – office daktari – doctor

dawati la malipo – till, cash desk ujumbe – message

keshia – cashier kazi – job

dereva wa teksi – taxi driver shirika la msaada – charitable organisation

kufaili – to file, to sort kibarua – manual worker

mpishi – chef mkuu – boss

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kuchagua – to choose -lipwa – paid

ukosefu wa kazi – unemployment kulipa – to pay

mteja – customer mwendesha ndege – (airline) pilot

msusi – hairdresser fundi bomba – plumber

kampuni – company kutuma maombi – to apply

mhasibu – accountant mwalimu – teacher

ushauri – a piece of advice programu – programme

kushauri – to advise maendeleo – progress

mshauri wa kazi – careers adviser mradi – project

kupiga simu – telephone call kufuzu – qualified

mawasiliano – correspondence, mail miadi – appointment

barua pepe – email bila kazi – unemployed

daktari wa meno – dentist mkutano – meeting

shule za awali – nursery (for children) kutuma maombi – to apply to

fundi umeme – electrician mshahara – salary

ajira – job Kinyozi - barber

bila ajira – unemployed mhudumu – waiter, waitress

biashara – business askari – soldier

kutuma – to send mkufunzi – trainee

mwuzaji – shop assistant mwanamichezo – sportsman, woman

mtu wa posta – postman, woman kupiga chapa – to type

kujitolea – to do unpaid charity work fundi wa IT – IT engineer

mfanyabiashara – business man, woman kupiga simu – to (tele)phone

fomu – form (to fill in) kazi – work

mafunzo – training kufanya kazi – to work

kupata – to earn kiwanda – factory

kuweka – to keep mhudumu wa ndege – cabin crew, flight attendant

kwenda mafunzoni – go on a (training) course, do a work placement

mashine ya kujibu simu – answering machine

5 Future plans

wakati ujao – future kuruhusu – to allow

kuhitaji – to need kusomea (mtihani) – to study for (an exam)

kutaka – to want to umri (zaidi) – old(er)

kuwa na nia – to intend to, to aim -nayofuata – next

kazi – career mpango – plan (for future)

kutafuta – to look for kuacha – to leave

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kuanza – to begin, start kukutana – to meet

mahojiano – interview kujua – to know

diploma, cheti – diploma, certificate chuo kikuu – university

amefuzu – qualified kutegemea – to hope

sheria – law (subject) mwanafunzi – student

kusoma masomo ya sanaa – to study arts (subjects)

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Theme 3: Personal life and relationships

1 House and home

-furahisha – pleasant mashine ya kufulia – washing machine

ghorofa – flat, apartment mashine ya kuoshea vyombo – dishwasher

ghorofa ya kwanza – on the first floor nyumba – (family) house, home

ghorofa ya chini – on the ground floor fanicha – item of furniture

-a kisasa – modern, up to date zulia – fitted carpet

ofisi – office ukuta – wall

kiti cha kujilaza – sofa, settee kifungua kopo – tin opener

ghala ya chini – basement kifungua chupa – bottle opener

redio ya hi-fi – hi-fi, stereo system ua – lawn

kiti – chair chumba – room

chumba – bedroom kabati – fitted cupboard

ufunguo – key dari – ceiling

kabati ya droo – chest of drawers sakafu – floor

starehe – comfortable mmea – plant

friza – freezer kikaangio – frying pan

kisu – knife jiko – (wood burning) stove

blanketi – blanket mlango – door

jiko – kitchen debe la taka – rubbish bin

jiko – stove, cooker rejeta, redieta – radiator

shawa – shower friji, jokofu – refrigerator

ngazi – stairs pazia – curtain(s)

ghorofa – storey, floor bomba – tap

kiti – armchair, easy chair chumba cha kulia – dining room

dirisha – window choo – toilet, lavatory

mikrowevu – microwave zulia – mat, unfitted carpet

chumba cha studio – studio flat kikombe – cup

gesi – gas roshani – patio

chumba cha darini – attic, loft kuishi – to live

bustani ya mboga – vegetable garden bustani – garden

taa (ya mezani) – (table) light, lamp dari – roof

sinki – wash basin, bathroom sink kioo – glass

kitanda – bed Korido – hall(way)

mashine ya kuoshea vyombo – dishwasher kitanda cha ghorofa – bunk bed

bustani ya mbele, nyuma – front, back garden

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2 Daily routines and helping at home

vitu – things, belongings kupanda chumbani – to go up to a bedroom

kusaidia – to help kitambaa cha meza – tablecloth

nyumbani – at home kusafisha – to clean

kuwasha – to switch on taka – rubbish

kabati – cupboard, wardrobe mto – pillow

kuosha vyombo – to do the washing-up, to do the dishes

kivuta vumbi, vakyumu – vacuum cleaner

Kushevu, kunyoa – to have a shave kifungua kopo – can opener

sahani – plate kifungua chupa – bottle opener

kusubiri – to wait for jozi ya – pair of

kuwa na joto – to be hot, warm kusafisha kwa kivuta vumbi – to vacuum

kuwa na njaa – to be hungry kabati – cupboard

kuwa na baridi – to be cold sinia – (serving) dish

kuwa na kiu – to be thirsty pete ya ufunguo – key ring

pete – ring (jewellery) debe la taka – dustbin

raba – trainers kupata kifungua kinywa – to have breakfast

sanduku, kasha – box kuoga – to (take a) shower

bakuli – bowl kumtembeza mbwa – to walk the dog

hereni – earrings sweta – sweater, pullover

brashi ya nywele – hairbrush pajama – pair of pyjamas

mswaki – toothbrush wakati mwingine – sometimes

mashine ya kahawa – coffee maker kusafisha – to tidy up, to put away

kofia – cap mara chache – rarely, not often

kikaangio – saucepan kuingiza – to bring in (the washing)

mkanda – belt saa ya kuamsha – alarm clock

duveti – continental quilt, duvet rangi ya mdomo – lipstick

kukata – to cut mkoba – handbag

sabuni – soap blanketi – blanket

kisu – knife kijiko – spoon

takataka – rubbish kuamka – to get up

kuhudumia – to serve kuamka – to wake up

-a katani – (made of) cotton kufurahia – to have fun

-a pamba – (made of) wool mara kwa mara – often

-a hariri – (made of) silk sweta – a sweatshirt

shuka – (bed)sheet kupiga mswaki – to brush teeth

rafu – shelf kuchana nywele – to comb hair

sinki la jikoni – kitchen sink kuvaa – to get dressed

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kupika – to do the cooking, to cook kuamka – to get up

kulima bustani – to do the gardening kujitayarisha – to get ready (for)

kuosha vyombo – to do the dishes kupiga pasi – to do the ironing

kufua – to do the laundry kuamka – to wake up

kutandika kitanda – to make the bed taulo – (bath) towel

kusafisha nyumba – to do the housework kukoga – to wash

nguo – garment shampuu – shampoo

kununua – to do the shopping kutoka – to go out

kuzima – to turn off, to switch off glasi – glass

kufunga – to close, to turn off, to switch off jaketi – jacket

ua – flower kuchelewa – to be late

uma – fork kikombe – cup

glavu – glove t-shati – t-shirt

saa – time (of day) droo – drawer

jinzi – (pair of) jeans kufanya kazi – to work

kutoa debe la taka nje – to take out (the rubbish bin)

sweta, sweta la sufi – sweater, jersey, woollen garment

-a asubuhi, mchana – in the morning(s), in the afternoon(s)

kushuka – to descend go down, eg tree stairs etc

kuvaa – to put on (clothes) kumwaga – to pour

miwani – spectacles, glasses kutoa – to empty

rangi za uso – make-up uso – face

kurudi (nyumbani) – (v) – to get, to go (home)

nguo ya kulalia – nightdress

3 Role models mwigizaji – actor wa kuigwa – idol

matangazo – adverts kuiga – to imitate

mfano mzuri, mbaya – good, bad example athiri – influence

tabia za mtu – personality, character maneno ya nyimbo – lyrics

sifa – characteristic modeli – model

nyimbo – song mfano wa kuigwa – role model

shujaa – brave gazeti – newspaper

tabia – behaviour ubora – quality

kunukuu – to copy magazeti – magazine

mashuhuri – famous -a kusaidia – helpful

mchezaji – footballer nyota – a star

Kufauta – to follow watu mashuhuri – celebrities

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kuwa na tabia nzuri, mbaya – to behave well, badly

4 Relationships with family and friends

-refu – tall -enye roho nzuri – generous

mzee – elderly mwema – kind, nice

umri wa miaka X – X years old bibi – grandmother

anwani – address babu – grandfather

-cheshi – pleasant, nice, kind -enye furaha – happy

mkubwa – older mtu – man

rafiki – friend -aminifu – honest, decent

urafiki – friendship jeurimpoli(e) (adj) – rude, impolite

kupenda – to love -zuri – pretty

mnyama wa kufuga nyumbani – pet mapacha – twin(s)

-pendo – love -bovu – ugly

uzee – old age -refu – long

kuwa na miaka X – to be X (years old) miwani – spectacles, glasses

ndevu – beard mwembamba – thin of person or animal

msemaji – chatty, talkative mama – mummy, mum, mother

mtoto – baby mme – husband

mpuuzi – stupid -oa marry male to female -

mdomo – mouth olewa – marry female by male

-enye mawimbi – curly mama – mother

mziwanda – younger kahawia (macho) – brown (of eyes)

mwovu – nasty, unpleasant, naughty (of person or animal)

kulea mtoto asiyezaliwa na wanaomlea – to adopt a child

rafiki (wa shule) – (school) friend -enye bashashi, a- kuvutia – sweet, cute

kapera – single, unmarried -embamba – slim

paka – cat kufariki – to die

nywele kahawia – brown (hair) utaifa – nationality

upara, kipara – bald mpwa – nephew

nywele, nyele – hair mpwa – niece

mbwa – dog jina la familia – family name

pimbi – guinea pig ndugu, jamaa – relatives

mama – mkubwa, mdogo – maternal aunt older, younger than own mother

baba mkubwa, mdogo – paternal uncle older, younger than mother

-enye kujiamini – self-confident baba – daddy, dad, father

furaha – happy, pleased, glad wazazi – parents

kufahamu – to know (eg a person) -vivu – lazy

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rafiki – friend, boyfriend, girlfriend kugawana – to share

kuwa na nywele nyeusi – to have (dark, black) hair

nywele nyekundu – red-headed, auburn, ginger

seserumbe – goldfish kupoteza – to lose

-fupi – short baba – father

binamu – male cousin -dogo – small

binamu wa kike – female cousin -enye heshima – polite

kaka wa kufikia – half, step-brother jina la kwanza – first, given name

kaka wa kufikia – half, step-sister kukutana – to meet

mtalaka – divorced mchumba – fiancé, fiancee

kucheka – to laugh kujua – to know (a fact)

kuoa – to marry (male to female) pacha wa kike – female twin(s)

kuolewa – to marry (female by male) dada – sister

kupendana na – to be in love with kuoana – to marry each other in any gender

kuzaliwa – to be born panya – (pet) mouse

familia – family mazoezi – sporty, sport-loving, athletic

-chosha – tiring -changamfu – friendly, kindly, nice

uchovu – tiredness shangazi – paternal aunt

kuchoka – tired haya – shy

mke – woman, wife mateso – persecution

binti – girl, daughter -sikitiko – sad

mtoto wa kike - daughter -zee – old, elderly

kiza/giza – dark jirani – neighbour

wazimu – mad, crazy sauti – voice

kaka – brother -dekezwa – spoilt

-enye mawimbi – curly mtoto wa kiume – son

mvulana – boy

5 Childhood

kupenda – to love, to adore kupanda – to climb

kupenda – to like, to love kugombeza – to tell off, to scold

mtoto – baby mchezo – game

kitabu cha komiki – comic book kijana – young, young person

kununa – to sulk mchezo – toy

kukimbia – to run mwanasesere – doll

kuchukia – to hate kulia – to cry

kulala – to sleep kupendelea – to prefer

utoto – childhood kuhadithia – to tell (a story)

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mtoto – child kurudia – to repeat

kinyago – action figure kufurahia – to enjoy oneself

mtu mzima – grown-up kuruka – to jump

kukua – to grow up

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Theme 4: The modern world

1 Environmental issues

balbu – lightbulb moto (wa kichaka) – (forest) fire

kuogopa – to fear, to be afraid mafuriko – flood

organiki – organic bila afya – unhealthy

balaa – catastrophe kutishia – to threaten

mabadiliko – change kupanda – to go up (temperature)

makaa – char/coal paneli za jua – solar panels

trafiki – traffic kupungua kwa – shortage

uchafuzi – contamination petroli – crude oil, petroleum

tabaka la ozoni – ozone layer mvua ya asidi – acid rain

kuchangia gari – car sharing kuchafua – polluting

uchafu wa majumbani – household waste kuchafuliwa – polluted

kuharibu – to destroy safi – clean

-a ekolojia – ecological ongezeko la joto duniani – global warming

madhara ya hewa taka – greenhouse effect wimbi (bahari) – wave (sea)

mwathirika – victim (men and women) chafu – dirty

nishati (nyuklia) – (nuclear) energy -a kuteleza kwa mafuta – oil slick

nishati mbadala – renewable energy ukame – drought

mazingira – environment salama – safety

hatarini – endangered, disappearing dunia – earth, world

viumbe – species tornado – tornado

petroli – petrol kuua – to kill

msitu wa mvua – rainforest kukwama kwenye trafiki – traffic jam, holdup

ufahamu wa kiekolojia – to be ‘green’, ecologically aware

2 Weather and climate

manyunyu – showers ni baridi – it is cold

-zuri – fine hali ya hewa ni mbaya – it is bad weather

ukungu – fog ni barafu – it is icy

ukungu – mist kuna theluji – it is snowing

joto – heat kuna radi – it is thundering

kubadili – to change koti la mvua – raincoat

moto – hot koti – coat

anga – sky -baya – bad

hali ya hewa – climate hali ya hewa – weather forecast

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mawingu – cloudy, overcast theluji – snow

digrii – degree kuna theluji – to snow

jimbo – county kuna theluji – snowy

skafu – scarf, muffler kaskazini – north

-enye mawingu – cloudy mawingu – cloud

Mashariki – East dhoruba, tufani – storm

nyota – star magharibi – west

mtandio– (head) scarf mwamvuli – umbrella

nguvu – strong kunyesha mvua – to rain

baridi – cold mvua – rain

barafu – ice Msimu, majira – season

kuna digri X – it is X degrees jua – sun

pazuri – it is fine kusini – south

ni joto – it is warm temprecha, joto, nyuzi joto – temperature

ni ukungu – it is foggy hali ya hewa – weather

kuna upepo – it is windy radi – thunder

kuna jua – it is sunny upepo – wind

3 Travel and transport

ughaibuni – abroad stesheni – station

ajali – accident dizeli – diesel

ndege ya kwenye maji – hovercraft stesheni ya basi – bus station

uwanja wa ndege – airport stesheni ya reli – railway station

tiketi ya kuenda na kurudi – return (ticket) njia ya reli – railway

tiketi ya kuenda – single (ticket) kusimama, kuegesha – to park

kituo cha basi – bus stop ofisi ya tiketi – ticket office

wasili – arrival kilomita – kilometre

kuwasili – to arrive kutembea – to walk

kushuka – to land mita – metre

basi – bus treni ya chini ya ardhi – underground

dereva – driver Batafuzi, kibatafuzi – moped

barabara kuu – motorway injini – engine

eropleni, ndege – aeroplane pikipiki – motorbike

mizigo – luggage kuharibika – puncture, breakdown

boti, meli – boat, ship leseni ya kuendesha – driving licence

tiketi – ticket kitambulisho – (form of) identification

kaa salama – have a nice stay watembeaji wa miguu – pedestrian

safari njema – have a good journey tairi – tyre, wheel

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baisikeli – bicycle mlango – door (of vehicle)

tiketi – ticket muhimu – priority

kivuko (boti) – ferry -ingine – next

lori – lorry, truck jukwaa – platform

basi – (long distance) coach kupunguza spidi – to reduce speed

njia panda – crossroads kukosa – to miss (e.g. train)

helmeti– (crash) helmet chelewa – delay

kubadili – change njia kuu – main road

dereva – driver (of bus, taxi etc) chumba cha kusubiri – waiting room

trafiki – traffic (jam) simama – to stop

sanduku, buti (la gari) – boot (of car) usalama – safety

pembe – corner kutoka (dharura) – (emergency) exit

kuendesha – to drive stesheni ya huduma – service station

ofisi ya mizigo – left-luggage office teksi – taxi

inspekta wa polisi – ticket inspector treni – train

kupaa – take off (aeroplane) safari – journey, trip

hakuna ruhusa (+verb) – do not tram – tram

kuondoka – departure usafiri wa umma – public transport

kushuka – get out, get off, ascend kuhakikisha – to check

forodha – customs haraka – quickly, fast

kupita – to overtake, to pass mbio – speed

sahihi – right (to do something) gari – car

kuharibika – broken down, not working kupaa – to fly

petroli – petrol kusafiri – to travel

kuomba lifti – to hitchhike mpaka – border

kuweka mafuta (garini) – to fill the tank kupanda – get into, climb into, get on eg a car

ofisi ya vitu vilivyopotea – lost-property office

4 The media

habari – the news -a wiki (gazeti) – a weekly (newspaper)

mtu mzima – adult mchezo wa televisheni – game show

-enye kuchekesha – amusing habari ta televisheni – news

kusikiliza – to listen kusoma – to read

riwaya ya picha, katuni – cartoon strip, graphic novel

gazeti la habari, matangazo ya habari – newspaper, news broadcast

mwigizaji – actor, actress mtindo – fashion

tiketi – ticket kuonyesha – to show

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chaneli ya (runinga) – (television) channel matangazo madogo – small ads

nyimbo – song mashuhuri – famous

kuimba – to sing tamthiliya – play

mwimbaji – singer bei – price

kushitua – to shock runinga, redio – television, radio set

ngapi – how much/how many mtangazaji – newsreader, presenter

kuingia/kiingilio – way in, entrance, entrance fee

kutangaza, tangazo – advertising, advertisement

vichekesho – sitcom vipindi vya mchezo – series

kuanza – to start kila siku – daily (newspaper)

kugharimu – to cost -punguzwa – reduced

kuelezea – to describe kutazama – to watch, to look at

filamu ya katuni – cartoon film matangazo (michezo) – (sports) report

-enye kuchekesha – funny kupanga (tangu awali) – to book (ahead)

kumsikiliza – to listen to riwaya (ya matukio) – (adventure) novel

shamra shamra – special effects riwaya ya kipolisi – detective novel

programu – programme, broadcast kufurahisha – to be entertained

-a huzuni – moving, sad -enye maneno – subtitled

mwanafunzi – student matangazo – commercial

shabiki – fan redio – radio station

shabiki wa – fan of orodha ya bei – list of prices

mchezo – serial, soap opera rimoti – remote control

filamu ya kuchekesha – comedy televisheni ya ukweli – reality television

filamu ya mapenzi – romantic film sikitika – be sad

filamu ya kutisha – horror film mashuhuri, nyota – star (men and women)

filamu ya kipolisi – crime film mwisho – end

onyesho, kuonyeshwa filamu, kipindi – show, performance, showing (of film), session watu mashuhuri – celebrity (men and women)

kumalizika – to end, to finish

5 Information and communication technology

msaada – help nywila – password

app – app muziki – music

detabesi – database kisakuzi – browser

kuzungumza – to chat (online) kuvinjari – to browse

chombo cha vibonyezo, kibodi – keyboard dijitali – digital

USB – USB tarakilishi, kompyuta, kompiuta – computer

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kubofya – to click kompyuta ya kupakata – laptop

kubandika – to paste ukurasa wa mwanzo – home page

konsoli ya michezo – games console wizi – hacker

kunukuu – to copy rununu – mobile phone

kukata – to cut mtandao wa kijamii – social network

barua pepe – email kuwekeza – to back up

mshale – cursor kuingia – to log in, on

kompyuta – hard disk, hard drive tovuti – website

folda – folder ujumbe, SMS – text message

skrini – screen panya (wa kompyuta) – (computer) mouse

kufuta – to erase kufuta – to delete

moja kwa moja – live (unrecorded) tableti – tablet

kurekodi – to record kupakua, kupakia – to download/to upload

jukwaa la mazungumzo – chat room satelaiti ya televisheni – satellite TV

brodibendi – broadband ujumbe – text message

kuchapisha – printer kibonyezo – key on keyboard etc

sashine ya DVD – DVD player virusi – virus

programu – software wi-fi – wi-fi

barua pepe – email skrini, monita – screen, monitor

wizi, kupakua kiwizi – hacking, illegal downloading

barua pepe – electronic mail

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Theme 5: Social activities, fitness and health

1 Special occasions

mwana akrobati – acrobat nuru – light

mnyama – animal uwanja wa michezo – theme park

likizo – day off, holiday riboni – ribbon

kusalimiana kwa kubusiana – to greet with a kiss

uwanja wa michezo ya maji – waterpark, aquapark

kusubiri – to wait harusi – wedding

pete yenye kito – ring with stone bwana harusi – groom

karibu – welcome bibi harusi – bride

vito – jewel(s), jewellery saa – watch

ajabu – odd, curious, strange makumbusho – museum

furahia mlo – enjoy your meal kitambaa cha meza – table cloth

habari – hello sherehe za harusi – wedding (festivities)

sherehe – party marashi – perfume

chupa – bottle -enye shauku – exciting, gripping

zawadi – present(s) pikniki – picnic

sherehe – ceremony kufahamisha – to introduce

(mgahawa) mzuri – smart, stylish, ‘posh’ kufurahia – delighted

kukumbatia, kubusu – to hug, to kiss kukutana – to meet

kwa familia – with the family, as a family kuwatembelea – to visit (people)

mtoko – outing gauni – dress

keki ya sherehe – celebration cake kukaribisha – to welcome

hongera – congratulations kutoka (kishule) – (school) outing

uchumba – engagement kutoka – exit, way out

mchumba – fiancé, betrothed kitambaa cha meza – table napkin

mlinzi (wa bustani ya wanyama) – warden, (zoo) keeper

chakula maalum cha leo – speciality of the house

umma – general public maonyesho – show, performance

-enye kushangaza – impressive mgeni – visitor

mgahawa wa chakula cha haraka haraka – fast-food restaurant

bustani ya wanyama – zoo

Hobbies, interests, sport and exercise kuenda kuvua – to go fishing

kuenda kufuata – to fetch kulima bustani – to garden

riadha – athletics mchezo wa ubao – board game

mpira (wa tenisi) – (tennis) ball mchezo wa kielektroniki – electronic game

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mpira wa mpira wa miguu – (foot)ball mchezo wa video (m) – video game

ngoma – drums kucheza – to play (musical instrument)

disko – discotheque, nightclub kucheza – to play (games, sports)

kituo cha michezo – sports centre kurusha – to throw

kwangu – at (my) home kusoma – reading

rafiki wa kalamu – penfriend kusoma – to read

kukimbia – to run nyumba ya michezo ya vijana – youth club

kudensi – to dance mechi ya – match of, game of

kuchora – to draw viatu vya kuteleza juu ya barafu – ice skates

chesi – chess viatu vya matairi – rollerskates

kusikiliza – to listen kinanda – piano

timu – team -piga mbizi – to dive

kunyanyua chuma – to do weight training raketi – racket

kuchora – to paint riwaya – novel

kinasa – (descant) recorder kuruka – to jump

kupanda farasi – to go horse-riding kujivinjari – to enjoy oneself

kuenda bowling – to go (tenpin) bowling kupumzika – to relax

kuenda kwa farasi – to go horse-riding kutembea – to go for a walk

kuenda kwa matanga – to sail kupumzika – to rest

kufanya ski (majini) – to (water) ski kutoka – to go out

kufanya riadha, kukimbia – to do olympics, go jogging

kutembea kwa viatu vya matairi – to go rollerblading

kufanya mazoezi – to do sports -a mazoezi – sporty

kuendesha baisikeli – to go cycling uwanja wa mazoezi – sports ground

kumilikiwa na – to belong to tarumbeta – trumpet

kutembea tembea – to go for a walk fidla` – violin

uwanja wa michezo, stediam – stadium mazoezi ya viungo – gymnastics

filimbi – flute, whisle kucheza kwa ubao wa matairi – to skateboard

3 Shopping and money matters

manunuzi – purchases bili – bill, charge

kuenda madukani kununua – (to go) shopping

kuangalia madirisha ya maduka – to window shop

kununua – to buy kufunga – to close

pesa – pocket money funga – closing

benki – bank duka kubwa – supermarket, hypermarket

duka la vito – jewellery shop duka kubwa – department store

bei rahisi – cheap duka la vitabu – bookshop

kwa ucha – butcher's duka – shop, store

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duka la mikate – baker's shop duka la zawadi – gift shop

duka dogo – small shop muuza duka – seller, shopkeeper

duka la kubadili pesa, bureau de change – foreign exchange office

kituo cha biashara – shopping centre, shopping mall

dula la kuuza sigara – small shop selling cigarettes etc

duka la kujihudumia mwenyewe – self-service shop

kwa keshia – till, cash desk duka la madawa – chemist’s shop

kadi ya malipo ya mkopo – credit card soko – market

kadi ya malipo – debit card kufanya – make

kofia – hat chenji – (small) change, coins, currency

viatu – shoes kufungua – to open

bei – price saizi ya kiatu – shoe size

chaguo – choice mkoba – wallet

mteja – customer, client pochi – purse

kuweka oda – to order idara – department

muuza duka – shopkeeper mfuko wa plastiki – (plastic) bag

mashindano – competition seli – (end of season) sale

duka la peremende – sweet shop saizi – size

kutumia – consumer kuuza – to sell

kugharimu – to cost nguo – clothes

cheki ya safari – (traveller’s) cheque ngapi – how much, how many

duka la nyama za kukausha – cooked meat shop

duka la makaratasi – stationery, stationery shop

ngozi – leather dirisha la (duka) – (shop) window

kidole – finger mazoezi – exercise

kununua (mahitaji) – (to go) shopping (for essentials)

kuwekeza – to save, to make savings, to reserve something

4 Accidents, injuries, common ailments and health issues

pombe – alcohol ulimi – tongue

kuchanja – to vaccinate kukonda – to lose weight

pumu – asthma mkono – hand

kuwa na homa – to have a temperature, fever

kuwa mzima – to be in (good) shape, to be (very) well

afya – health kuumwa – ill, sick

kuumwa tumbo – to have stomach ache ugonjwa – illness

kuumwa sikio – to have earache daktari – doctor

kuumwa koo – to have a sore throat dawa – medicine, drugs

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kuumwa kichwa – to have a headache leso, anchifu – (paper) handkerchief

kuumwa – to feel sick pua – nose

kuumwa shingo – to have a stiff neck jicho, macho – eye(s)

kuumwa mgongo – to have backache cheti cha daktari – prescription

kuumwa tumbo – to have stomach ache sikio – ear

kuumwa jino – to have toothache mguu – foot

kuumia – to be injured kidonge – pill

mdomo – mouth kung’ata – to inject, to sting (e.g. bee)

mkono – arm kupiga sindano – to inject, to bite, to sting

moyo – heart kifua – chest

kidonge – pill, tablet kuchukua – to take

mwili – body miadi – appointment

jino – tooth kupumua – to breathe

kuharisha – diarrhoea -enye afya – healthy

kulala – to sleep ambalensi – ambulance service

kuumwa mafua – to have a cold damu – blood

kuvuta sigara – to smoke kupumzika – to rest

mvutaji – a smoker dawa ya kunywa – mixture, syrup

kubaki kitandani – to stay in bed kuteseka – to suffer

goti – knee hogo – sticking plaster

koo – throat tumbaku – tobacco

kurefuka – to get taller kichwa – head

bila mzaha – serious kudondoka – to fall, drip

homa ya mafua – flu, influenza kuumwa – to become ill, to fall sick

kunenepa – to put on weight kukohoa – to cough

kugonga – to hit, to knock tumbo – stomach

hospitali – hospital kutapika – to vomit

uuguzi – nurse macho – eyes

mguu – leg

5 Food and drink

kondoo – lamb juisi, sharubati – juice

nanasi – pineapple maziwa – milk

mkate mrefu wa Kifaransa – French stick (bread)

kahawa nyeusi, espreso – black coffee, espresso coffee

ladha – flavour boflo – Zanzibar loaf

ndizi – banana sungura – rabbit

siagi – butter aprikoti – apricot

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imepikwa vizuri – well done (cooked) mboga – vegetable

bia – beer juisi ya limao, limau – lemonade

mnofu (ng’ombe) – steak (beef) kula – to eat

nyama ya ng’ombe – beef bora – better

kunywa – to drink kipande (kidogo) cha – (small) piece of

kinywaji – a drink haradali, mastadi – mustard

kikopo – a tin kondoo – mutton

-zuri – good chakula – food

furahia chakula – enjoy your meal yai – egg

peremende – sweet kitunguu – onion

duka la bucha – butcher’s shop yai la kukaanga – omelette

duka la mkate – bread shop chungwa – orange

kahawa – coffee mkate – bread

kahawa ya maziwa – white coffee tosti – toast

bata – duck pasta – pasta

kikopo cha (kinywaji) – can of (drink) keki (tamu) – (sweet) pastry, cake

karoti – carrot duka la keki – cake shop

kitafunio – snack pichi – peach

nafaka za asubuhi – (breakfast) cereals chamsha kinywa – breakfast

cheri – cherry mkate – bread roll

uyoga – mushroom njegere – (green) peas

chocoleti ya kunywa – (hot) chocolate chipsi – crisps

kabeji – cabbage mkate wa mayai – Victoria sponge cake

koliflawa – cauliflower chakula kikuu – main meal

limao, limau – lemon samaki – fish

Coca Cola– Coca Cola drink duka la samaki – fishmonger’s shop

tango – cucumber pilipili manga – pepper

peremende – sweets supu – soup

duka la peremende – sweet shop kuku– chicken

jamu – jam, fruit preserves kula – to have a meal

kipande – chop, cutlet bia – draft beer

krimu – cream plamu – plum

kahawa ya maziwa – white coffee radishi– radish

chapati za maji – pancake mchuzi – casserole

duka la chapati za maji – pancake stall zabibu – grape

kamba – shrimp, prawn mapishi – recipe

mboga mbichi – raw vegetables chakula – meal

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tufaha – apple wali – rice

viazi, mbatata – potato rosti – roast

nguruwe – pork saladi (ya kijani) – (green) salad

-tamu – delicious sosi ya saladi – oil and vinegar dressing

chakula kitamu – dessert, pudding, sweet course

chakula cha siku – today’s special, dish of the day

bata mzinga – turkey soseji – cooked meat sausage

chakula cha usiku – dinner mchuzi– sauce

maji safi – mineral water -enye ladha nzuri – tasty, full of flavour

chakula cha mwanzo – starter chumvi – salt

unga – flour soda – fizzy drink

mnofu – fillet chakula cha usiku – supper

Freshi, poa – fresh, cool chipsi na nyama choma – steak and chips

stroberi – strawberry sukari – sugar

raspberi – raspberry chapati – chapatti

chipsi (mbatata) – (potato) chips katlesi – fish cake

jibini – cheese chai – tea

chakula cha baharini – seafood nguru – tuna

-enye moshi – smoked nyanya, tungule – tomato

keki – cake nyama – meat

chila – rice pancake mvinyo – wine

aiskrimu – ice cream mafuta – oil

kuonja – to taste, to sample kipande cha – a slice of

kuonja ladha ya – (to) taste of maandazi – sweet breads

kitafunio – afternoon snack mla mboga – a vegetarian

maharagwe ya kijani – green beans siki – vinegar

vitumbua – rice bun pea – pear chakula cha mchana – lunch

mtindi – yog(h)urt sandwichi, sanguwichi (ya jibini) – (cheese)

sandwich

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Non-topic-specific vocabulary

Abbreviations/acronyms

Bw: Bwana – Mr VAT – VAT

Bi: Bibi – Mrs, Ms Umoja wa Mataifa – UN (United Nations)

Social conventions

tutaonana – see you (soon) habari za jioni – good evening

tutaonana kesho – see you tomorrow usijali, karibu – don’t mention it

tutaonana baadaye – see you later samahani – I’m sorry

wako – yours hongera! – Congratulations

kwa heri – goodbye asante – thank you

nisaidie! – help me! siku njema – Have a nice day

shikamoo – respectful greeting (from young to older person)

mambo – hello (by young peer group greeting)

habari za asubuhi – good morning habari gani – how are you?

marahaba – respectful response to shikamoo above

hellopoa – great (response to hallo and as above)

usiku mwema – good night nimefurahi kukufahamu – Pleased to meet you!

Prepositions

kwa – to, toward ikiwa – in case of

kwa sababu – because of juu – at the top of, upstairs

usuli – background kati ya – between (two objects)

nje – outside takriban – about

baada ya – after hadi – until, up to

kabla ya – before kwa – through, by

pamoja na – with kati ya – between (several objects)

kwa – at the home of wakati wa – during, time for

dhidi ya – against kwa – for

ndani ya – in karibu ya – near to

-a – of, from bila – without

tangu – since, from isipokuwa – except for

nyuma – behind kutokana na – according to

mbele – in front of chini – under(neath), beneath

kwa – in kuhusu – on, about (a subject)

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Adjectives

sasa – now, present-day -epesi – light (weight)

tisha – dreadful, awful, dreadful -zito – heavy

zamani – old, former -adhimu – magnificent

-ingine – other chekesha – funny

-puuzi – stupid, silly -baya – bad

-rembo – handsome, beautiful, fine bora – better

-zuri – good -a ajabu – marvellous

-fupi – short, brief sawa – same

kelele – noisy -bovu – ugly, rotten, not pleasant

vunjika – broken kuiva, kukomaa – to mature, ripen

bashasha – charming lazima – necessary

safi, poa – great, terrific, nice -pya – new

starehe – comfortable -ingi – numerous

furaha – happy -pya – new

-fupi – short fanana – similar

hatari – danger, ous timilifu, kamili – perfect

-changamfu – in a good mood -baya zaidi – worse

simama – standing jaa – full

kera – disgusting haraka – in a hurry

mwisho – last fuata – next

samahani sana – very sorry karibu – near

-a thamani kubwa – very valuable safi – (one’s) own, clean

ngumu – hard, harsh -enye shukrani – grateful

-enye uwezo – dynamic kweli – real, true, genuine

kufaa – effective chafu – dirty

hasira – angry -a chumvi – savoury, salty

wazi – in the open air tosheka – satisfied

kuchoka – exhausted -enye shani – terrific, sensational

dhaifu – weak siyecheka, dhati – serious

chosha – tiring -a mfano mmoja – typical

choka – tired kimya – silent

si kweli – false, not true hakika - sure

-penda zaidi – favourite chelewa – late

funga – locked salama – peaceful

-ogofya – formidable, shockingly bad, good -nguvu – strong

-nene – big, fat ie of people or animals kufaa – useful

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juu – high thamani – value

ajabu – unbelievable kweli – true

kijana – young

Verbs

kukubali – to accept kupanda – to go up

kukaribisha – to welcome kuonyesha – to show

kusindikiza – to accompany kufa – to die

kununua – to buy kuweza – to be able to

kusaidia – to help kuzaliwa – to be born

kupenda – to love kudurusu – to browse (web)

kuenda – to go kusafisha – to clean

kuwasha – to light, to switch on kusahau – to forget

kuboresha – to improve kufungua – to open

kupiga simu – to ring up, to call kusamehe – to excuse

kujifunza – to learn kusema – to speak

kuacha – to stop kuondoka – to leave

kufika – to arrive kutumia – to spend

kusubiri – to wait, expect kulipa – to pay

kutua – to land kufikiri – to think

kushika – to catch kupoteza – to lose

kuwa na – to have kuruhusu – to allow

kuhitaji – to need kung’ata – to sting, bite (bee, etc.)

kutaka – to want kufurahisha – to please

kulia – to cry kunyesha – to rain

kutokea – to take place kuzungumza – to talk, converse

kunywa – to drink kupiga mbizi – to dive

kununa – to sulk kuweka – to put, to place

kuungua – to burn kuuliza swali – to ask a question

kuficha – to hide kusukuma – to push

kuficha – to hide kufanya mazoezi – to practise

kubadili– to change, to alter kula – to eat

kuimba – to sing kupendelea – to prefer

kutafuta – to look for kutayarisha – to prepare for (an exam)

kuchagua – to choose kushitua – to shock

kubofya – to click kufahamisha – to introduce

kuamuru – to order kuazima – to lend

kuanza – to begin, start kuacha – to leave

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kuelewa – to understand kuhadithia – to tell

kuhesabu – to count kupunguza mwendo – to slow down

kuendesha – to drive kukosa – to miss (train, etc.)

kujua (mtu) – to know (a person) kupokea – to receive

kushauri – to advise kutazama – to watch

kuendelea – to continue kusikitika – to regret, to be sorry

kuangalia – to check kushukuru – to thank

kunakili – to copy kujaza – to fill in (a form, etc.)

kukata – to cut kukutana – to meet

kugharimu – to cost kuingia – to go in, go home

kuamini – to believe, think kurudia – to repeat

kudensi, kucheza densi – to dance kujibu – to reply

kukimbia – to run kuwekeza – to book (hotel, etc.)

kutoka – to take off (aeroplane) kupumua – to breathe

kuelezea – to describe kukaa – to stay

kula chakula cha mchana – to have lunch

kufaulu – to succeed, to be successful, to pass (exam)

kushuka – to go down, get off kufupisha – to summarise

kuulizia – to ask for kurudi – to turn round

kutaka – to want, to desire kurudi – to return

kuchora – to draw kucheka – to laugh

kuchukia – to hate, detest kufurahia – to have fun

kuharibu – to destroy kusimama – to stop

kubidi – to have to do something kukaa – to sit down

kusema – to say kuruka – to jump

kubisha – to argue kuhifadhi – to back up

kupa – to give kujua – to know

kuachilia – to overlook kutoroka – to escape

kulala – to sleep kuharakisha – to hurry up

kupita – to overtake kuvutiwa na – to be interested in

kuboeka, kusinyika – to be bored, to become bored

kijisajilisha – to register, enter oneself (e.g. in a competition)

kudumu– to last kufunga – to close, shut

kubadili – to exchange kutenda – to behave

kumsikiliza – to listen to someone kuingia – to log in, on

kuandika – to write kuharakisha – to hurry

kufuta – to erase kupumzika – to relax

kukumbatia, kubusu – to hug, to kiss kukasirika – to get angry

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kuazima – to borrow kuamka – to get up

kusajili – to record kutokea – to happen

kusikia – to hear kunyoa – to shave

kuingia – to enter, to go in kupumzika – to rest

kutuma – to send kukutana – to meet up

kutegemea – to hope kuamka – to wake up

kujaribu – to try kuhisi – to feel

kuwa – to be kutumia – to use

kusoma – to study kujikuta – to be (situated)

kuepuka – to avoid kuonekana, kutokeza – to seem, to appear

kuelezea – to explain kunusa – to smell

kufanya – to make, do kuhudumia – to serve

kuwa muhimu – to be necessary kupiga – to ring

kutabasamu – to smile kutoka – to go out

kusheherekea – to celebrate kuteseka – to suffer

kumaliza – to finish kufuata – to follow

kufanya kazi – to work, to function kufuta – to delete

kugonga – to hit, to knock kupiga chapa – to type

kuvuta (sigara) – to smoke (cigarette) kupakua, kupakia – to download, upload

kushinda – to win, earn kushika – to hold

kuweka – to keep kuvuta – to pull

kuegesha – to park kuanguka – to fall

kukua – to grow up kushika – to touch

kupanda – to climb kuzunguka – to turn

kugombeza – to tell off, to scold kukohoa – to cough

kunenepa – to put on weight kufanya kazi – to work

kuishi – to live kuvuka – to cross

kugonga – to hit, knock kupata – to find

kuiga – to imitate kuua – to kill

kupiga chapa – to print kutumia – to use

kutupa – to throw kuuza – to sell

kucheza – to play kuja – to come

kuacha – to leave kuthibitisha – to check

kudondosha – to drop kutiririsha – to pour, to drip

kutupa – to throw kumwaga, tupu – to empty

kusoma – to read kutembelea – to visit

kukodi – to rent, hire kutapika – to vomit

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kukonda – to lose weight kudanganya – to lie, to tell untruths

kula – to eat kustahili – to deserve

kuishi – to live kunyamaza – to be quiet, to stop making a noise

kuweka – to put

Colours

-eupe – white hudhurungi – chestnut

buluu – blue -eusi – black

kahawia – brown, tanned, dark chungwa – orange

kijivu – grey -ekundu – red

manjano – yellow zambarau – violet, purple

kijani – green

Adverbs

hivi sasa – currently labda – perhaps

awali, zamani – in the past zaidi – more

-zuri – well hata hivyo – (and) yet

hata hivyo – however karibu – nearly

tayari – already wakati mwingine – sometimes

nje – outside papo hapo – immediately

tena – still (continuation), again sana – very

pamoja – together pia – too

hapa – here pata – to find

kule – (over) there hivi karibuni – recently

huko – down there mara kwa mara – often

huko juu – up there hasa – above all, especially

-baya – badly kutaka – to want, to wish

bora – better kwa kawaida – always, usually, still (continuation)

kote – everywhere

Quantities

-a kutosha – enough kipande cha – a piece of

mia moja – one hundred mfuko wa – a packet, parcel of

-ingi – a great deal of, a lot of sufuria ya – a pot of

-ingi – several thalatha ya – a third of

robo – one quarter of mkebe wa – a tin of

nusu – half chupa ya – a bottle of

kiasi – some takriban kumi – about ten of

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elfu moja – one thousand kumi na mbili – a dozen of

takriban elfu moja – about a thousand silesi ya, kipande cha – a slice of

kidogo – a little takriban mia moja – about one hundred

bilioni moja – one billion, one thousand million

Conjunctions

pia – also, too kwa hivyo – therefore, so

halafu – then lakini – but

na – and au – or

kwanza – first (of all) halafu – then

Time expressions

kesho – see you tomorrow jana – yesterday

jioni – evening siku – day

mwaka – year siku – days

miaka – years siku iliyofuata – the following day past tense

mchana – afternoon sasa – now

mwanzoni – at the beginning asubuhi – morning

wakati wa machipuo – in (the) spring saa sita mchana – midday

kesho kutwa – the day after tomorrow saa sita usiku – midnight

mchana – afternoon mwezi – month

leo – today usiku – night

karibu – soon wiki mbili – a fortnight

kesho – tomorrow siku kumi na nne – a fortnight

mara kwa mara – from time to time wiki, juma – week

kipupwe – in (the) autumn usiku – night

kiangazi – in (the) summer kila mara – always, still

wakati wa baridi – in (the) winter kila siku – every day

mara – times in sequence, occasion baadaye – shortly, soon

kuwahi – to be on time, to be able to do something

katika miaka mitano – in five years from now

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Other general expressions

-angu – mine sawa – ok, all right

kwa mawazo yangu – in my opinion bila shaka – without a doubt, of course

loo! – (expression of indifference, and wonder)

usiwe na shaka – never mind, it doesn’t matter, don’t mention it

kuwa sahihi – to be right mara moja zaidi – once more, once again

kukosea – to be wrong karibia – to be about to

sijali – I don’t mind, I don’t care nipo tafash – I’ve had enough, I’m fed up

kwa kawaida – usually puuzia – so much the worse

kila la heri – good luck, all the best hii hapa – here is

karibu – you’re welcome kuna – there is

inategemea – it depends mzima? – how are you?

inasikitisha – what a pity kwa furaha – with pleasure, gladly

bora – so much the better

Other words

-le (ile, kile, yule) – that nambari, namba – number

kitu – thing hapana – no

Bwana – Mr, Sir ndiyo – yes

kama – as, like kwa sababu – because

wazo – idea kwa mfano – for example

njia ya (kufanya) – way (of doing) yeyote – anyone

mwisho – end -o ote – anything

mara – time, occasion sababu – reason

aina – type, sort zaidi (conj) – so, therefore

Bi – Mrs, Ms, Madam zaidi (adv) – so (intensifier)

Binti – Miss wote – everyone, everybody

Countries and continents

Afrika – Africa Ufaransa – France

Ujerumani – Germany Uingereza – Great Britain

Marekani ya Kaskazini – North America India – India

Uingereza – England lreland – Ireland

Asia – Asia Italia – Italy

Austria – Austria Japani – Japan

Bangladeshi – Bangladesh Pakistani – Pakistan

Ubelgiji – Belgium Uholanzi – Netherlands

Kanada – Canada Uwelsi – Wales

China – China, Uchina Ureno – Portugal

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Korsika – Corsica Uingereza – England, Britain

Danemark – Denmark Urusi - Russia

Uskochi – Scotland Swiden – Sweden

Hispania – Spain Mswisi – Swiss

Kenya – Kenya Ngazija- Komoro – Comoro

Tanzania – Tanzania Habeshi – Ethiopia

Nigeria – Nigeria Somali – Somalia

Msumbiji – Mozambique Uganda – Uganda

Moroko - Morocco Ugiriki – Greece

Marekani, Amerika ya Kusini – South America, Latin America

Misri – Egypt

Nationalities

Mwafrika – African Mhispania – Spanish

Mjerumani – German Mfaransa – French

Mmarekani – American Mwelshi – Welsh

Mwingereza – English Mgiriki – Greek

Mwasia – Asian Mhindi – Indian

Mwaustria – Austrian Mwairishi, Mwayalandi – Irish

Mbangladeshi – Bangladeshi Mtaliana, Mtaliani – Italian

Mbelgiji – Belgian Mjapani – Japanese

Mkanada – Canadian Mholanzi – Dutch

Mchina – Chinese Mreno – Portuguese

Mkorsika – Corsican Mswidi – Swedish

Mdenishi – Danish Mswisi – Swiss

Mskoti – Scottish Mngazija – Comorian

Mkenya – Kenyan Mhabeshi, Mwithiopia – Ethiopian

Mtanzania – Tanzanian Msomali – Somalian

Mnaijeria – Nigerian Mganda – Ugandan

Mmsumbiji – Mozambican Mmisri – Egyptian

Mmoroko – Moroccan

Areas and mountains

milima ya Alps – the Alps Dar es Salaam – Dar es Salaam

mlima Kilimanjaro – Kilimanjaro visiwa – islands

Nairobi – Nairobi maziwa – lakes

mito – rivers

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