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ED 402 743

FL 024 292

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Peace Corps/Zambia PST 1995 Special Lessons.
Nyanja .

Peace Corps (Zambia) .

91p

Guides “ Classroom Use - Teaching Guides (For
Teacher) (052)

English; Chinyanja

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IDENTIFIERS

MF0I/PC04 Plus Postage.

African Languages; *Chinyanja; Conversational
Language Courses; *Daily Living Skills; Dialogs
(Language); Disease Control; Foreign Countries;
’'Grammar; ’'Interpersonal Commur icat ion; Introductory
Courses; Language Usage; Meetings; Rural Areas;
''Sanitation; Second Language Instruction; Second
Language Learning; Tenses (Grammar) ; Uncommonly
Taught Languages; Vocabulary Development; Voluntary
Agencies; Volunteer Training
Peace Corps; ’'Zambia

ABSTRACT

This guide is designed for language teachers training
Peace Corps* vo lunteers in Nyanja for service in Zambia, and focuses
on daily communication skills in that context. It consists of a
language "survival kit" of useful phrases and vocabulary, conjugation
of the verb "to be," the Zambia national anthem, extensive notes on
verb tenses and int errogat i ves , and trainer and trainee materials for
nine lessons at beginner and intermediate levels. Each lesson targets
a specific competency. Trainer and trainee lesson outlines include a
text or dialogue, vocabulary list, grammar and usage notes, and
exercises to reinforce learning; the trainer version suggests some
procedures. Targeted competencies include: conducting a meeting in a
rural setting; explaining the purpose of latrines; locating a well;
explaining maintenance of a well; explaining to mothers how to
prepare ORS; discussing waterborne diseases and their causes; giving
advice on waterborne-disease treatment and prevention; identifying
steps in pit latrine construction; and explaining good sustainable
health practices, especially to women. (MSE)

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PEACE CORPS/ZAMBIA
PST 1995 SPECIAL LESSONS

NYANJA

■ [ i',in' V; t i ' - .V

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BEST COPY AVAILABLE

TABLE OF CONTENT S

1 . SURVIVAL KIT

2. THE VERB 'KUKHALA' (TO BE)

3 . NOUN AGREEMENT
4 . NATIONAL ANTHEM

5 . TENSES

6. INTERROGATIVES

7. TECHNICAL COMPETENCIES (1-7)
(TRAINER/TRAINEE COPIES)

SURVIVAL KIT

(Remember, this Language does not have the same
structure as English, Therefore il you need
clarification consult your Trainer)

Hello

How are you

How are you ( plural or respect)
How are you Mother:

How are you father ?

Welcome

My name is

What is her his name!’

I came/ come *rom America
I am American
Where in America’

State of....

What job/ work will you do?

I will do the job of
I want hot water
I want cold water
I want food
I want to sleep
1 want to go to
1 want a spoon
I want a plate
1 want a cup
I want a lamp/ candle
Give me soap
Give me a m tchbox
Give me water to drink
Where is the toilet?

I am feeling cold/ hot
I feel sick
I feel pain
I am tired

TRAVELLING

Where is the bus/ taxi going
Where is the bus that goes to
How far?

How much to...

When is it leaving?

Bwanji?
l li bwanji?

Muli bwanji?

Muli bwanji Mai?

Muli bwanji Tate?

Likani

Dzina langa ndine....

Dzina lake ndi...

Ndinacokera ku America
Ndine waku America
Kuti ku America?

Dela la...

Mudzagw ira nchito yanji?
Ndidza gwira nchito ya.

Ndifuna madzi akupya
Ndifuna madzi ozizira
Ndifuna cakudya
Ndifuna kugona
Ndifuna kupita ku...

Ndifuna sapuni
Ndifuna mbale
Ndifuna kapu
Ndifuna nyale/ khendulo
Ndipatseko sopo
Ndipatseko bokor lamachisa
Ndipatseko madzi akumwa
kodi cimbudzi cili kuti?
Ndimvera mphepo/kupya
Ndimvera kudwala
Ndibvera kupweteka
Ndalema

kodi basi/taksi ipita kuti?
kodi basi yaku...ilikuti?
kodi ndi kutali bwanji?
kodi ndi zingati ku...?

Ipita liti?

Where will you alight’

1 w ill alight at....

Give me change

MARKET

I want to buy fruits
1 want to buy oranges
l want to buy bananas
1 want to buy pineapples
I don't want this
l don't want two
I want one

Lidzatsiklla pati ?
Ndidzatsikila pa..
Ndipatseni cenji

Ndituna kugula zipatse

- Ndituna kugula malalanje

- Ndituna kugula nthoci

- Ndituna kugula zinanadzi

- Sinifuna ici

- Sindifuna ziwiri
Ndituna cimodzi

GETTING SOMEONE'S ATTENTION

1 am sorry
Excuse me

Can you help me please?

Pepani

Ndikululukileni

Munganithandizeko?

FXPI AIMING YOUR SITUATION

I don’t speak Nyanja well/ much
But 1 am trying to learn
I speak Nyanja a little but
I am learning.

I am sorry. 1 don't understand
I can understand if only
you can speak slowly

Sindilankhula bwino cinyanja
Koma ndiyesa kuphunzira
Ndilankhula cinyanja pang'ono
pang'ono koma ndiphunzira
Pepani sindimvera
Ndingamvere ngati mulankula
pang'ono pang'ono.

H FI. PING YOURSELF UNDERSTANDING

Please repeat /I beg your pardon
Did you say...

Would you speak more slowly
How do you say...

How do vou write that?

-Pepani bwelezamponi
-kodi munakamba...
-Nlungalankhuleko pangono pangon

-Mukamba bwanji
-Mulemba bwanji ico?

CHECKING WHAT YOU SAID

Did I say that correctly?

Did you understand me?

Please correct me if I say
something wrong.

Did I pronounce it correctly -

Kodi ndinakamba bwino cija?
Kodi munandimvetsa?
Nluzindlkonza ngati ndakamba
molakwa.

Kodi ndinanena bwino?

lai ai

Yes

Inde

News

Nkhani

Father Mother -

Tate - Mai

Man woman

Mwamuna- mkazi

I hank you

Zikomo

Name

Dzina

Sister

Mlongo

Brother

Mlongo

Who

Ndani

Work

Nchito

Buy (vi

Gula

Sorry

Pepa

r .\cuse

kukhululuka

Help ( n )

Thandizo

Help tv)

Kuthandiza

To please

Kondweletsa

Able

Khoza

Speak

Lankhula

Say

Nena

But

Koma

Try

Yesa

Little

Pang’ono

Much

Zambiri

Learn

Phunzira

Slowly

Pang'ono pang'ono

Again

Bwerezanso

Ina

Write

Lemba

Stranger

Mlendo

Correct

Konza

Not

But not

koma osati

Often

Kambiri

Quickly

Mwam’sanga

Nicely

Bwino bwino

Fast -

Msanga

Whv

Cifukwa

Maybe/ Perhaps

-Kapena

To drink

Kumwa

later

Bwino lake

Drink

Imwa

Water

NL :i

Food

Cakudya

I 6 *

Cold

kuzizira

hot

kupv a

To sleep i\ i

kugona

(a;

Pita

Spcxm

Sapuni

■r

Plate

Mbale

Soap

Sopo

Lamp

Nvaie

Matchbox -

Bokosi la mac hisa

Drinking water

Madzi akumwa

iii\e me

Ndipatse

Toilet

Cimbuzi

•

1 am reeling

Ndimvera

Hungry t hunger i

Njala

Sickness

Matenda

Excuse me -

Ndikululukireni

Pain

kuwawa

Thirst

Ludzu

Tired

kutopa/ kulema

How many much

Ndi angati Ndi zingaii

Leave

Coka

Alight

Tsikiia

■

Get on

kwela

Lruits

Zipatso

Children

Ana

House

Nyurnba

To cook

kuphika

To bath

kusamba

■

To rest

kupumula

Want

Tuna

1 don't want-

Sindiluna

■

Where/

kuti:

To have

Ndiri ndi

4- V

Ine

Ndiri/Ndine

Ndinali

Ndidzakhala

Ivve

Uli

UnaJi

Udzakhala

Uvu

Ali

Anali

Adzakhala

Ife

Tin

Tunali

Tudzakhala

Inu

Muli

Munali

M udzakhala

Awa

Wali

Wan ali

Wadzakhala

IMAM TIMTAMANDE ZAMBIA

Imani, timtamande Zambia,
Dziko la cimwemwe ndi umodzi.
Ife tinamenyera ufulu,
Tinapata ufuluwu:

Umodzi ndi mphamvu.

Africa ndiye Mayi wathu.
Dzanja la Mbuye lamdalitsa.
Tiyeni tonse tigwirizane.

Ndife abale m'dziko:

Umodzi ndi mphamvu.

Dziko limodzi. mtundu umodzi.

Ndi cilakolako cathutu.

Ulemu ndi mtendere m’dziko
Monga nkwazi m'mwamba:
Umodzi ndi mphamvu.

Timtamande Mlungu, Mlungu wathu,
Adalitse Zambia. Zambia Zambia.
Omasuka pansi pa ndembela yathu
Zambia timtamande:

Umodzi ndi mphamvu.

BEST COPY AVAILABLE

NY ANT A TENSES

1. STATE

0 PRESENT STATE

Commoaly expressed by state verbs such as kukhala; (to be)
kukhala; (to live,) kukhala ndi; (to have,) kumvera; (to feel.)

Affirmative Negative

\diri bwino - I am fme
Ndine odwala- I am ill

Sindiri bwino
Sindine odwala

Ukhala mu Kabwe; You live in Kabwe
All ndi nvumba ; He /she has a house
Timvera njaia; We feel hungry'

Cili bwino; It is good /alright
Ndi covvola; It is rotten
Zili bwino; They are alright
Ndi zofewa; They are soft

Sukhaia mu Kabwe
Alibe nvumba
Sitimvera njaia
Sicili bwino
Sianvola
Siziii bwino
Sizofew r a

a) • Is the state obtaining at this moment [NOW)

b) • Is the state always’, started in the past and still exists [ALWAYS]

li) PAST STATE

Affirmative

Negative form

a J
b)

Ndinali bwino /odwala; I was well/ ill
Unali kukhala mu Kabwe; You lived in Kabwe
Anali ndi nyumba; He /she had a house
Munaii kumvera tnphepo; You were feeling cold
C;naii bwino; It was alright
Zinali ndi madenga; They had roofs

Sindinali bwino /odw ala
Sunali kukhala mu Kabwe
Sanali ndi nyumba
Simunali kumvera mphepo
Sicinali bwino
Zinahbe madenga

• VVas the state during / at a certain penod in the past

• VVas always the state m the past.

in) FUTURE STATE

Affirmative form

Negative form

Ndidzakhala bwino/ olemera; I shall be ainght/nch
Udzakhala mu Kabwe; You will live in Kabwe
Adzakhala ndi nyumba; He/ she will have a house
Tidzamvera ludzu; We shall feel thirsty

Sindidzakhala bwino/olemera
Sudzakhala mu Kabwe
Sadzakhala ndi nyumba
Sitidzamvera ludzu

Cidzakhala kuipa; It will be bod

Sicidz.ikhala kuipa

Zidzakhala zodabwitsa; Thev will be surprising Sizid/akhaia zodabw itsa

• will be the state dunng/ at a certain penod in the future

• will alwavs be the state tn the future

: SOMETHING YOU DO NOW

Affirmative form
pp - root - a

\dithandiza ; i help
Lvenda ; You walk/ go
Abwela ; He/ she comes
Tiotha ; We warm ourselves
Mumvera ; You listen
Apenya ; Thev see
Cipita; It goes
Zicita ; Thev do

Negative form
Si - pp - root - a

Smdithandiza

Suvenda

Sabwela

Sitiotha

Simumvera

Siapenva

Sicipita

Siztcita

a ) • Expresses DO NOW'' (at this moment/ occasion) PRESENT SIMPLE
e g. Ndithandiza tsopano ; I help now/ at this moment

b) • Implies DOING IT NOW (continuously now) PRESENT CONTINUOUS
e g. Uyenda ; You are walking (continuously now)

O • Can express DO EVERYDAY (daily practice: HABIT) PRESENT SIMPLE
eg Abwela masiku onse; He /she comes everyday

d) * Can express immediate future of todav SHORTLY/ ABOUT TO

e g. Tiotha tsopano ; We shall warm oursleves shortly / We are about to warm ourselv es

3. SOMETHING YOU ARE DOING AT THIS MOMENT

Affirmative form
pp * infinitive

Negative form
Si * pp - infinitive

Ndikuthandiza; I am helping
Ukuyenda ; You are walking
Akubwela ; He/ she is coming
Tikuotha ; We are warming ourselves
Mukumvera ; You are listening
Akupenya ; They are seeing
Cikupita ; It is going
Zikucita ; They are doing

Sndikuthandiza
ikuvenda
Sakubwela
Sitikuotha
Stmukumvera
Sakupenx a
Sicikupit.'
Sizikucitu

a ) ♦ Not used with words of instant action e.g Mwalila ; die

b) ♦ Expresses ACTION IN PROCESS /TAKING PLACE this moment! PRESENT CONTINUOUS

c) • Expresses ACTION IN THE PROCESS NOW /TAKING PLACE NOW but not necesanlv

this moment, e.g. Tikukonzekeia may esc; We are preparing for exams (not necessarily
preparing at the time this sentence is uttered. It could be this week, this month, etc.

d) • Can also be expressed in the following forms: to be in present * infinitive

e g uli kumvera ; You are listening pp * root a e.g. Apenya; He is seeing/ watching
N,B. See (2b) above.

SOMETHING YOU DC HABITUALLY PRESENT HABIT

Affirmative form
pp * ma + root + a

Ndimathandizu . I customary help
l ma\ enda ; 'tou usuallv walk/ go
Timaotha ; W e always warm ourselves
Mumarmera >oucustomarv listen
\mapema , The\ usuallv ^ee
Cimapita : It usualK goes
/imatica Thev alwas^ do

V\ ith prepositions

kumakhala kuli , There always is
Pamakhala pah ; Thereiom always is
Mumakhala mull ; There nn) always is

Negative form

si + pp ■+■ ma + root + a

Sind imathandira

Sumavenda

Sitimaotha

Simumamvera

Samapenva

Sicimapita

Sizimacita

Kumakhala kulibe
Pamakhala pahbe
mumakhala mulibe

A SOMETHING YOU HAVE IUST/ALREADY DONE TODAY - PRESENT

Affirmative form

pp - a * root - a

Negative form

Si - pp - a root * a

\dathandiza ; I have just /already helped
Wavenda ; You haye just/ already walked
Abwela ; He/ she has just/ already come
Taotha ; We have just/ already wanned ourselves
Mwamvera ; You have just/ already heard
Aona ; They have just/already seen
Capita ; It has just/ already gone
Zacita ; They have just/ already done

Sindinathandize

Sunayende

Sanabwele

Sitmaothe

Simunamvere

Sanaone

S mapite

Sizinaci^e

a ) • Can express continuity of state e.g. Ife takalamba ; We are old
bi « Is used with ngati to express if a conditional clause or when a time clause
e.g. ngati mwafika..., If you amve / when you arrive (referring to the future)

O * Can express purpose when used with mwina e.g Bweletsam zakudva mwina tadwala:
Bnng some food least /in case we are ill.
d) « Is used to ask and answer questions at present

A: Kodi capita? ; Has it gone 7

B: l\ai, sicinaptte.; No it has not gone (vet).

\B. The negative form means HAVE NOT YET

e.g. Zacita * ; They have done - Sizinacite They have not done (vet)

b. DID RECENTLY TOD AY/ A LONG TIME AGO

Affirmative form (pp - na - root - a)

Negative form (si - pp - root -

Ndinathandiza ; I recently helped (today) I helped yesterday
Lnavenda You recently walked/ You walked yesterday
Anabwela ; He she recently came/ He/ she came yesterday
Tmaotha ; Ue recently w armed / We warmed yesterday

Sindinathandize

Sunayende

Sanabwere

Sitinaothe

jcST COPY AW- 1 '. A n LE

Munjmu'n , >ou recentlx listened *> ou lisiered x esterdav Simunumvere

Anaona They recentlx fhev saw xesteraax Sanaone

< .napita It recently went It .vent x es terdax Sicmapite

Zinacita The\ recentlx did Thex did xesterdax Sizinacite

a ■ • Exposes w hat \ ou did a short time ago awhile ago/ this morning/ at 1000 houre LOD AN
RE CENT P \ST TOD \ How e\ er the inter jtion is different from ihe one tor P AST
SIMPLE

thand iza Recent past)

\dm.i

MlHA-

It ha nd iza ‘Past Simple)

b * Expresses w hat \ou did esterdax a long time ago- two dax s ago/ even todax . PAST SIMPLE. Fo
the correct intonation see n a) above

WAS DOING IN THE T AST

Affirmative form
pp - ma * root - a

Neg ti ve form
Si - p - root - a

Ndimathandiza ; l was helping/ 1 used to help
Lmavenda ; You were walking/ You used to walk
Amabwela ; He/ she was coming/ He/ she used to come
Timaotha ; We were warming / used to warm ourselves
Mumamvera ; You were listening/ used to listen
A maona ; They were seeing/ used to see
Cimapita ; It was going/ used to go
Zimacita ; They were doing/ used to do

Sindimathandiza

Sumayenda

Samabwela

Sitimaotha

Simumarrvtra

Samaona

Sicimapita

Sizimacita

ji • Descnbes something that was going on continuously during a certain period in the past. PAST
CONTINUOUS) .

\t mawa monse; all morning/ dzuwa lonse; all dav / masana ; in the afternoon
usiku onse; all night long / sabata lonse; all week/ caka conse ; all xear long

e g. Mumamvera cilimba usiku onse; You were listening to the radio all night dong;.

b) • Descnbes something that was a H ABIT in the past. lUSED TO DO)

e g Amabwela kundicezela; He/ she used to visit me.

NB This meaning can also be expressed bx these forms. -

1. To be in past - infinitive ^ Munaii kumvera cilimba; You were listening

to the radio. Neg. Simunali kumvera , N ou were not listening. ..

JEST COPY AVAIL AFLE

pp - nka - root - a ^ Ankaona mtsinje; Thev used to see/ watch the river

They were seeing the river. \eg Sankaorta mtsinje. Thev didn t use to watch/ see the mer

HAD (ALREADY) DONE SOMETHING IN THE PAST (PAST PERFECT)

Affirmative form

pp + nali ... pp + ta + root * a

Negative form

Si ^ pp > nali pp + ta «* root + a

\dmali nditathandiza ; I had helped
Lnali utavenda : You had walked /gone
Anali atabwela ; He/she had come
Tinah titaotha . We had warmed ourselves
Ntunali mutamvera ; You had listened/ heard
Anali ataona ; Thev had seen/ watched
Cinali citapita ; I had gone
Zinali i itacita ; Thev had done

Sindinali nditathandiza
Sunalt utavenda
Sanali atabwela
Sitmah titaotha
Simunali mutamvera
Sanali ataona
Sicmali citapita
Sizmali ntacita

a ) • Describes something that had happened before another did in the past,
e.g. Pamene munafika, ndinali nditakonzekela.

When \ ou arrived, I had already prepared mvself.

b) • The construction above can also be expressed bv to be past - present perfect,
e.g. Tinali tapita musanabwere ; We had left before you came.

NB. Another negative form is possible but this gives the meaning : HAY ING NOT YET 1X)\F
pp - nah ... pp sana -r root * e

Ndinali ndisanathandize ; I had not vet helped.

L nali usanabwele ; You had not yet come.

Anali asanavende ; Thev had not yet walked/ gone
Tinaii tisanaothe ; We had not yet warmed ourselves.

Munali musanamvere ; You had not yet listened /heard.

Anali asanaone : They had not yet seen.

Cinali cisanapite ; It had not yet gone.

Zinali zisanacite ; They had not yet done.

9. WILL DO SOMETHING (NOW/TOMORROW OR ANY OTHER DAY
THEREAFTER - FUTURE SIMPLE.

Affirmative form Negative form

pp «■ dza root a si - pp - dza - root * a

Ndidzathandiza ; I will help (now or lateri
Ldzavenda ; You will walk
Adzabwela ; He/ she will come
Tidzaotha ; We shall warm ourselves
Mudzamvera ; You will listen/ hear
Adzaona ; They will see
Cidzapita ; It will go
Zidzacita ; They will do

Sindizathandiza

Sudzavenda

Sadzabwela

Sitidzaotha

Simudzamvera

Sadzaona

Sicidzapita

Sizidzacita

^EST COPY AVAILABLE

• I 'escribes something that will happen NOW or LATER in FUTURE.

10. WILL DO SOMETHING FROM NOW ONWARDS

Affirmative form

pp - 21 * root - a

Ndizithandiza ; i shall help trom now onwards
L/i\ enda ; You will walk rrom now onwards
Azibwela He ' She w ill come from now onwards
Fmotha ; We shall warm ourselves from now' onwards
Muzimvera ; You w ill listen from now onwards
\ziona ; They will see from now unwards
Cizipita ; It will go from now onwards
Zizicita : Thev will do from now onwards

Negative form

si - pp - 21 - root ~ a

Sind izithand 12a
Suzi\ enda
Sazibwela
Sitiziotha
SimuziiTivera
Saziona
Stcizipi ta
Sizizicita

• describes something that will be a HABBIT from now onwards ( in future ) and can be used with
expressions like nthawi zonse/nthawi lli vonse ; always/ now onwards .

11. WILL BE DOING SOMETHING IN FUTURE

Affirmative form
pp- zika - root - a

Ndizikathandiza ; I shall be helping
Lzikavenda ; You will be walking
Azikabwela ; He/ She will be coming
fizikaotha ; We shall be warming
Muzikamvera ; You will be listening
Akizaona ; They will be seeing
Cizikapita ; It will be going
Zizikacita ; They will be doing

Negative form
si = pp - root = a

Sindikat handiza
Suzikayenda
Sazikabwela
Si tizikaotha
Simuzikamvera
Sazikaona
Sicizikapi ta
Sizizikacita

a ) • describes something that will be going on at a certain MOMENT in future,
b) • describes something that will become a HABBIT in FUTURE.

12. WILL DO SHORTLY FROM NOW/ABOUT TO DO NOW

Affirmative form Negative form

pptroot+e si + pp + root «- a

Nditandize I shall help( shortly ) I am about to help Sindithandiza

Lvende ; You will walk shortly / You are about to walk Suver.da

Abwele ; He / she will come shortJy / He/she is about to come Sabwela

T lothe ; VVe shall warm shortly / we are about to warm Sitiot ha

Mumvere ; You will listen shortly /you are about to listen Simumvera

Aone ; They will see shortly/ they are about to see Saona

Cipite ; It will go shortly /it is about to go Sicipita

Zicite; Thev will do shortly/ thev are about to do Sizicita

:ST COPY AVAILABLE

a ) • describes something that is about to happen or that will happen SHORTLY FROM NOW

\B. For the negative lorm, even the future simple can be used. e.g. Simudzaotha; You won t warm.

b) • has a special intonation or else it would have a different meaning.

13 . WILL HAVE DONE (IN FUTURE)

AtfinnAtive form

pp - d/a - khala > to bo

Ndidzakhala nditathandi/a . 1 shal have helped
Ldzakhala utavenda , > ou vs ill ha\ e walked gone
Tidzakhala titaotha We shall have warmed
Adzakhala atabwela; He. she will have come
Mudzakhala mutamvera Vou will have listened
Adzakhala ataona , Thev will have seen
C'idzakhala citapita ; It will have gone
Zidzakhaia zitacita ; Thev will have done.

Two negative forms

a i pp - dza - khala pp - ta * root - a

Sindidzakhala nditathandiza ; I shall not have helped
Sudzakhala utavenda : You will not have walked /gone
Sadzakhala atabwela ; He/ she willnot have come
Sitidzakhala titaotha ; We shall not have warmed ourselves
Simudzakhala mutamvera ; You willnot have listened
Sadzakhala ataona ; Thev will not have seen
Sicidzakhala citapita ; It will not have gone
Stzidzakhala zitapita ; They will not have done

b) pp - dza - khala pp - sana - root - a

Ndidzakhala ndisanathandiza ; I shall not have helped vet
Ldzakhala usanavende ; You will have not walked yet
Adzakhala asanabwele; He/ she will not have come vet
Tidzakhala tisanaothe ; We shall not have warmed ourselves yet
Mudzakhala musanamvere ; You will not have listened yet
Adzakhala asanaone ; They wiil not have seen yet
Cidzakhala cisanapite; It willnot have gone yet
Zidzakhala zisanacite ; They will not have done vet.

NB. See YET in 8 above.

• describes something that will have happened before another thing in future. FUTURE
PERFECT.

e g. Mukabwela, tidzakhala titagula mowa wambin ; When vou come, we shall have
bought a lot of beer. NB. K A expresses WHEN

• This construction can also be expressed by ’to be ’ + 'present perfect*

e.g. Ldzakhala wasamba tisanafike; You will have bathed before we arrive.

ST COPY AVAILABLE

14 . STILL

a> "STILL/’NOW (PRESENT)

pp + kali... inHnitive/state verb (adjective)

\dikah kuthandiza I am still helping
Ukali kuyenda ; You are still walking
Akali kubwela ; He/ she is still coming

Tikali kuotha ; We are still warming ourselves MOT LIKELY

Mukali kumversa , You are still listening
Cikali kupita ; It is still going
Zikali kucita ; They are still doing

• describes something that is still being done NOW (PRESENT)
b> ' STILL "IN THE PAST

pp * nali ^ pp * kali i- infinitive/ state verbs (adjective)

Ndinali ndikali kuthandiza/ odwala ; l was still helping the sick
Unaii ukali kuyenda/odwala ; You were still walking/ ill
Anali akali kubwela/ odwala ; He/ she was still coming/ ill
Tinali tikali kuotha /odwala ; We were still warming/ ill
Munali mukali kumvera/ odwala ; You were still listening / ill
Anali akali kuona/ odwala ; They were still seeing /ill
Cmali akali kupita/ cod waia ; It was still going/ ill
Zmali zikali kuata/zodwala ; They were still doing/ ill

• describes something that was STILL being done in the PAST,
c) " STILL "IN THE FUTURE

pp * dza * khala... pp ^ kali .. . infinitive /state verb (Adjective)

Ndidzakhala ndikali kuthandiza /olemera ; I shall still be helping / rich
Udzakhala ukali kuyenda /olemera ; You will still be walking/ nch
Ad za khala akali kubwela/ olemera ; He/ she will still be coming/ nch
Tidzakhala tikali kuotha/ olemera ; We shall still be warming / nch
Mudzakhala mukali kumvera/ olemera ; You will still be listening/ nch
Adzakhala akali kuona/ olemera ; They will still be seeing/ nch
Cidzakhala akali kupita/ cowola ; It will still be going/ rotten
Zidzakhala zikali kuata/zowola ; They will still be doing rotten

• describes something that will STILL be done in FLTURE-
NB STILL onlv operates in possihve sentences.

IS. BEFORE YOU DO SOMETHING

pp - sana root * e

Ndisanathandize ; Before I help
Lsanavende; Before you walk / go

Asanabwela ; Before he /she comes
Tisanaothe ; Before we warm
Musanamvere ; Before vou listen
Asanaone Before Ihev see
Ci sana pi te , Before if goes
Zisanacite ; Before thev do

\B j: Fhe notion of BEFORE is expressed bv SAN A vs hich suggests something NEC A EI\ E.

e.g. Asanabwele. tikonzekele phvsando; Before thev come, vse should organise a pam
b) Phis meaning is also expressed bv a different form:

e.g. Mukahbe kupita, tati timusazikeni; Before v ou go. w<- thought \s e should sax b\ e.

lb. IMAGINE WHAT WILLHAPPEN NOW

Affirmative form

Ngati + pp + root ♦ a

Negative form
Si + pp + root ♦ e

Ngati ndathandiza ; If I help,...

Ngati wavenda ; If vou walk / go...
Ngati abwela ; If he/ she comes...

Ngati taotha ; If we warm ourselves...
Ngati mwamvera ; If vou listen...
Ngati aona ; If they see..

Ngati capita ; If it goes. ...

Ngati zacita ; If they do

Ngati sindinathandize
Ngati sunavende
Ngati sanabwele
Ngati sitinaothe
Ngati simunaimere
Ngati sanaone
Ngati sicinapite
Ngati sizmacite

• describes what we imagine IS LIKELY to happen \OVV/l\ FUTURE.

e.g. Ngati ndathandiza, adzakondwela kwambin; If I help, they will be verv happv PROBABLE )

NB a) In place of dza the mark for will, one would also use nga...e (can).

e.g. Ngati ndathandiza angakondwele kwambin; If I helped they can be very happv

b) The same conditional clause can be expressed bv other patterns namely KLT1/ k.ATI

1. Kuti ndithandize ; If 1 help Kuti - pp - root - e

2. Ukati ubwele ; If vou come pp - kah - pp - root - e

17. IMAGINE WHAT WOULD HAPPEN NOW

Affirmative form

Kuti + pp + na + root + a

Negative form

Kuti + si + pp + root + e

Kuti ninathandiza ; If I helped
Kuti unavenda ; If you walked / went
Kuti anabwela ; 1 he/ she came
Kuti tinaotha ; If we warmed ourselves
Kuti munamvera ; If you listened
Kuti unaona ; If thev saw
Kuti cinapita ; If it went
Kuti zinacita ; If they did

Kuti sindinathandize
Kuti sunavende
Kuti sanabwele
Kuti sitinaothe
Kuti simunamvere
Kuti sanaone

Kuti sicinapite
Kuti sizmacite

• describes what we imagine is NOT LIKELY to happen NOW/1N FUTURE (IMPROBABLE)
Kuti munamveraUsopano/kutsogolo) mukanakhumudwa; If you heard (NOW / FUTURE) vou
would be disappointed (NOW/ FUTURE).

JEST COPY AVAILABLE

NB The same conditional clause can be expressed by other patterns namely NGAT1/-TA

a) N-gati ndinathandiza, ndikanakondwela tsopano; If 1 helped, I would be happv
now.

b) Utavenda (tsopano / kutsogolo), tingakwive (tsopano/ kusongolo); If vou left (NOW
i FLTLRE); we would be angTv (NOW / FLTLRE).

18 . IMAGINE WHAT WOULD HAVE HAPPENED

pp - kana * root ♦ a ... pp - kana * root - a

\dikanathandiza : If I had helped
Lkanayenda , If vou had walked/ gone
Akanabwela ; If he/ she had come
fikanaotha ; If we had warmed ourselves
Mukanamvera ; If you had listened
Akanaona ; If they had seen
Cikanapita ; If it had gone
Zikanacita ; if they had done

e g. Mukanamvera (KALE/ TSOPANO) mukan
obeved (A WHILE AGO/ IN THE PAST) , \ *
THE PAST)

Si - pp - kana - root - a

Sindikanathandiza

Sukanavenda

Sakanabwela

Sitikanaotha

Simukanamvera

Sakanaona

Sicikanapita

Sizikanacita

ewa mabvuto (KALE /TSOPANO); If you had
x would have prevented trouble (AWHILE AGO / IN

• describes what we imagine WOULD HA 1 : HAPPENED in the PAST up to NOW
(IMPOSSIBLE)

\B The same conditional clause can be expressed by -

a ) KLTI/ NGAT1 as in 17 above (with same verb patterns)

b) Kuti pp - nali...pp ^ root -*■ a: Kuti ndinali nditathandiza ; If l had helped /Had
I helped...

e g. Kuti tinali titakonzekela, akanakhala bwino; If we had prepared ourselves,
it would have been alright

The conditional structures are expressed by NGAT1/ KLTI / -KAT1/ KAN A.

19. KULI/PALI /MULI

a) PRESENT: Kuli ...ku (There is/ are at } Pali pa(there is/ are on)

Muli. ..mu (There is / are ....in) * prepositions.

Kuli phwando ku sukuiu; There is a party at school

Pali msonkhano pa bwalo la mpila ; There is a meeting on the football pitch.

Muli ukwati mu calici ; There is a wedding in church.

neg. kuiibe/ mulibe/ paiibe

b) PAST: Kunali .... ku (There was/ were... at) Panali... pa (There was/ were... on)

Munali mu (There was/ were. ..in) - prepositions

Kunali phwando ku sukuiu ; There was a party at school.

Panali msonkano pa bwalo la mpira; There was a meeting on the football pitch.

5T COPY AVAILABLE

Munali ukwati mu cahci; There was a wedding in church,
neg. kunahbe/ panalibe munalibe

c) FUTURE kudzakhala (kuli)....ku -There will be.. ..at) Padzakhala «pali).... (There will

...on^ Mudzakhala (mull) .. mu There will be. ..in)

Khudzakhala <ku!n phwando ku sukulu; There will be a partv al school
Padzakhala pall/ msonkhano pa bwalo la mpira; There will be a meeting at

the football pitch.

Mudzakhala (mull) cikwati mu cahci; There will be a weeding in church,
neg kudzakhala kuhbe / palibe muhbe

20 . DO SOMETHING FOR SOMEONE/FOR SOMETHING

Affirmative form

Negative form

\dikubweletsela nkhuku mawa; I am bnrigin \. ou a chiken
\chito ugwinra ndalama; You work for money
Agwmra anzake nchito; He/ she works for friends
Tidzaguhra amai mankhwala; We shall buy mediane for

Sindikubweletsel a...

Sugwirira

Sagwinra

mother Sitidzagulira....

Kusambikila / kukoazekela; kuphikila

21. MOTION TOWARDS/FROM

Affirmative form

Negative form

Munali kuthamangila galimoto ; You were running for the car Simur.ju kuthamangila ...
Adzacokela ku munda ; They will come from the garden Sadzacokela ku munda

22. BEFORE HAND (-LATU)
Affirmative form

Negative form

\didzadyelatu popita ; 1 will eat before I go

Lpitiletu ku cimbudzi usanadye; Go to the toilet before you eat

Sindidzadvelatu..
L’sapitiletu.. .

23. DO SOMETHING TERRIBLE TO SOMEONE

Affirmative form

Negative form

Lnandiphela mwana ; You killed my child
Munamubela njinga ; You stole his/ her bicy cle
Tisamubvutile mlongo ; We should not bother his / her brother

24. REASON FOR DOING A THING (BECAUSE OFJ

Affirmative form

Sunandiohele
Simunar ’.bele...

Negative form

Abela njala ; They steal because of hunger

Mum menvela kusamvera ; You beat him because of not obeying

Tim manira kukana ; We deny him because of his disobedience

Sabela njala
Simum menvela
Sitim manira...

rc-y AVAILABLE

25, WITH WHICH ( KO)/ON WHICH (PQ)/1N WHICH (-M0)

Mh jndo wophelako nvalugwe ; A spear with which to kill a Leopard
Mpando wokhalapo ; A chair for sitting on
Bwato lowolokela mo; A boat in which to cross.

26, HOW - THE MANNER IN WHICH (M’MENE/NllRA^MO)

Ivi ndi njira mop he la nsomba This is manner/ way in which to kill hsh
Onam m mene/ umo ah mi la kuno. See how they cultivate here.

Ndivo njira ana a ku hi a mo , This is the way / manner in which children grow

INTERROGATIVE

FUNSO (QUESTION) MAFUNSO (QUESTIONS)

Hu* interrogative sentence is used to ask a question. In most cases, a declarative sentence mav become
interrogative one b\ placing a question mark (?) at the end.

e g. M nvamata akugwira nchito. (The voung man is working )

\1 nvamata akugwira nchito? (Is the voung man working''

KODI placed at the beginning ot a statement, indicates that a question has been posed. Here are some
K pes ot questions but please take note ot:

a i lormal questions with KODI

b) informal questions without KODI

c) possible word order

d) the use of \Dl copula

1. KODI ... NDANI? (sing.) / KODI ... NPANI? (plural) WHO?

SING. Kodi wapatsa ndani?/ kodi ndi ndam wapatsa?

Wapatsa ndam?/ Ndi ndam wapatsa’

Who have vou given?

r LURAL/HON. Kodi mwaitana andam? / Kodi ndi andam mwaitana?

Mwaitana andai? / Ndi andam mwaitana?

Who have you invited / called?

NB. For people s roles, ranks, professions Kodi Peter ndi ndani?

Peter ndi ndam? Ndi m phunzitsi (He is a teacher) Who is Peter 7

Kodi Peter ndi(and ) Charles ndi andam? Peter ndi (and) Charles ndi andam?

Who are Peter and Charles 7

NDAM /ANDAM

i ) May be used as either direct object or indirect object.

D O. Kodi wapatsa ndam? / Kodi wapatsa andam? Who have vou given '

1.0. Kodi unagwmra ndani nchito?/ Kodi unagwmra andam nchito?

Who did you do the job/ work for?

u) Can be used with demonstratives.

SING. Kodi uvu ndam? Kodi ndi ndam uvu? Ndi ndam uvu 7
Who is this one?

PLU/HON Kodi awa ndi andani? Kodi ndi andam awa?

Awa ndi andam? Ndi andani awa

\B. awa a plural demonstrative can be used with the singular ndam
e g. Ndani awa? Awa ndam? = Who are these/ones?

iii h usea with kukhala copula

es; KakIi ndiw e nd am
Kdiu e nd am'

V\ ho are x ou '

Ndine lohn ■ ophunzira \

I am lohn a student

Ki 'I -I < ! \\P K P M ■ ■ T ! V K UPf

to be * name/ profession/ national
kodi ndi w e w akuti 7
\diwe vvakuti?

W here are \ ou from? i place country

\dine v\aku California/

I am come from Cahtorma.

. iM WP W_H_VT VVHR I i

i kodi . ..cum ' w hat '

• kodi anakamba curn? kodi ndi ciam anakamba 7

\nakamba ciani? \di ciam anakamba?

What did he she thex ^ax :

* kukhala to be ndi cum 7 What .. be with? What......hax e?

kodi uh ndi ciam? Kodi ndi ciani uli naco?

Lit ndi ciani 7 \di ciam uh naco 7
W hat are x ou with' » hat do x ou have?

Other uses of C tarn '

* kodi ndi ciam....?/ \di ciam?

1. What is it? What is the matter?

2 . What ...with? Kodi unam menya nd; ciam 7 Kodi ndi ciam unam menva naco
Lnam menva ndi cum? \di ciam unam menva naco 1

What did you hit him with?

3. Of w hat? Kodi anata ndi ciam? Kodi ndi ciam anata
naco? Anata ndi ciam? \di cum anata naco 7

What did he/she/thex die of? What x\as the cause of their death 7

• Kodi .. ndi kuciani/kwa ciam? What is it?/ What is it for?

Kodi ...ndi kwaciam? What is that place? Kodi ..ndi mwaciam?

Kodi ndi pa ciam? On which dav 7 What place is this? VVhat is this place used tor?
Kodi ..ndi muciani I mwaciam? What is that place?(ini used for

NB Ciam takes other noun agreement to mean what.... used for 7 Khasu ndi laciam 7
VVhat is a hoe used for’

Zipatso ndi zaaani? What are fruits for? \yumba ndi yaaani 7 VVhat is a house for 7

ann can be used in place of aciam to mean what for khasu ndilann? Cinsimbi ndi canp'
Mhoci ndi zanji? kodi. ,-tla/ -eia.. ciani? What. ..for 7 PURPOSE. 1 AIM Ukazi ndi wantC

Kodi wabwelela ciam? kodi ndi ciam wabwelela?

Wabwelela ciani? \di ciani wabwelela?

What have vou come lor 7

\B. a^ such suggestions can be ambiguous.

Kodi mwjm menvela ciani? Kodi ndi ciani mwam menyela 7
Ambiguity 1 VVhat is the purpose of beating him?

2. What have vou beaten him with?

?TCO p Y AVAILABLE

b) Lingo - lotaru also expresses purpose/ aim.

kodi abwela ndi lingo lotani? Kondi ndi lingo lotani abwelela?
Abwela ndi lingo lotani.

\di lingo lotani abwelela nalo?

What is his/ her/ their purpose/ aim for coming’

m Kodi...h (stem)

-ti agrees with noun classes.

Kodi tipna npra iri? kodi ndi niira iti tipita’

1 1 pita njira iti? Ndi njira iti ti pita ?

Which route are we taking?

Cingwe ati? Citi cingwe? Which fibre’

Zipatso ziti? Ziti zipatso? Which fruits?

Munthuuti? L'timunthu? Which person?
ku cahci ku ti ? / kuti ku calici? At which church?

im Kodi. ..otani (stem) Which ....are/kind?

otam agrees with noun classes.

Kodi mwaona njoka votani? Kodi ndi njoka votani mwaona? Mwaona njoka yotam?
Ndi njoka yotam mwaona?

What ktnd of snake have you seen 7

Cimbudzi cotaru? Cotani cimbudzi? Which toilet?

Zingwe zotani? Zotam zingwe? Which fibres?

Lalanje lotani? Lotam lalanje? Which orange 7

-otanj is also used for possessive whose for impersonal things.

Ubweya uvu ndi wanvama votani? Which animal s hair is this i whose hair is this

> KODI BWANJI? HOW?

Kodi mull bwanji? Kodi wabwela bwanji?

Mull bwanji? Wabwela bwanji?

How are you? How have vou come?

4. KODI LIT1 WHEN?

Mostly used to ask for dav of the week, month, year.

Kodi ndi liti? Kodi ndi liti adzapita?

Adzapita lih? \di liti adzapita’

Vhen will he/ she / they go?

However, for the TIME of the clock (nthawi) Bwanji and Yanji are used.

Kodi nthawi ili bwanji’ kodi ndi nthawi vanji/bwanji?

Nthawi ili bwanji’ Ndi nthawi bwanji/ vanji?

What time is it?

Kodi upita nthawi vanji? Kodi ndi nthawi vanji upita?

Upita nthawi yanji? Ndi nthawi vanji upita?

What time are you leaving’

Liti? When?

fsiku hti 7 On which dav 7 l olemba t Monday > pa Ciwtli i On Tuesday )

Mulungu uti/ wann/ wotam 7 ■ Which week?

Mulungu watha < last week) ; Mulungu wa mawa (Next week)

Sabata I iti / lanji/ lotani? ; Which week?

Sabatha latha (Last week; ; Sabata la mawa i\e\t wek)

Pa Mu) Mwezi uti? ' wanp? ' wotani? (In which monthC
Mwezi watha i Last month) , pa/ mu Febuluwale ; In February )

Mu nvengo iti?/ vanji?/\ otam? (In which season 7 )

Mu dzin|a (in the rainv season)

Mu Citsano catha / ca mawa. (Last / nme\t w inter)

KOD1 ...CIFUKWA ClANI/CANJI/NINJl/COTANl?

kodi .. .mulandu wann/ wotani? What reason 7 Whv 7
kodi ndi cifukwa ciani/ canjw ninji/ / cotam wabwelela?

Wabwela afukwa aam / canp/ ninji / cotam?

\di afukwa aani/canji / ninyi / cotam wabwelela?

What is vour reason for coming? Why have vou come?

\B in Kodi wabwelela afukwa aam?' Cifukwa is optional

kodi mupitila mulandu wanji?/ wotam?

Mupitila mulandu wanp/ wotani?

\di mulandu wanji/ wotam mupitila?

What is the matter/ reason for vour going? Why are you going 7
However, \anga ndi ciani?/ Ndi aam nanga? is Why not 7

KODI - NGATI (STEM) HOW MANY 7 / HOW MUCH?

. .ngati agrees with noun classes.

kodi anthu ndi angati? Kodi ndi angati anthu? Anthu ndi angati? Ndi angati anthu 7
How many people are there?

Kodi ndi zingatif ndalama) cola ici

Kodi cola in ndi zingati ? Cola in ndi zingati? \di zingati cola ici’

How much (money) is this bag?

Manvumba ndiyai 6 ati? \di yangati manvumba 7 ; How manv houses 7
Mitengo ingati? Zingati nthoci 7 ; How manv trees? How manv or much bananas’

\B. Pa angati? would mean on which dav 7

MWACITSANZO? FOR EXAMPLE/INSTANCE?

A. \din ndi mabvuto ambin , I have so many problems.

B Mwacitsanzo?

A: Ndinbe ndalama, ndafela maveso : 1 don t have any monev, I have failed mv exams

Other expressions

a) Kodi pp «• ngapatse atsano/ zitsaruo?

Kodi mungapatse zitsanzo? Can you give examples?

Potsaru zitsanzo. (Give examples!

Patsa citsanzo. (Give an example)

b) Kodi ungapatse citsanzo ca cikho?

Lngapatse citsanzo ca cikho?; Can vou give an example or a trophv ? f sport:

Kodi tingapatse zitsanzo za nvama zamthengo 7
Can vou give examples or wild animals?

KODI KUT1? WHERE to, at, from?

KOD1....PATI/POTI? WHERE on, at from?

KODI....MUT1? WHERE in, from?

i ) Kodi ...kuti? where to, at, from?

Kodi mupita kuti? Kodi ndi kuti mupita?

Mupita kuti? Ndi kuti mupita?

Where are you going to?

Tipita ku phwando ; We are going to a party

n) Kodi.... pati/ poti where on, at, from?

Kodi acokela poti? Kodi ndi pati acokela?

Acokela poti? Ndi pati acokela?

Where has he come from ? (out of which door/ hole)

Acokela pa zenera; They have come out through the window.

n i) Kodi muti? where in, from?

Kodi hlowa muti? Kodi ndi muti tilowa?

Tilowa muti? Ndi muti tiiowa?

What (where) are we going in? What are we entering?

Mulowa mu calia. You are going into the church.

NB. a ) KUTI, PATI, MUTI, can be emphasized by ndi copula preceding
them in an indefinite sense.

Kuti? Kodi ndi kuti? ; Where is it'to/at)?

Pati? Kodi ndi pati? ; Where is it(on)?

Muti ? Kodi ndi muti? where is it (in)?

However, when a noun or pronoun occurs, the respective tense of the verb,
kukhala (to be) is used.

Kodi Peter ali kuti/ pati/ muti?

Kodi ali kuti/ pati/ muti Peter?

Ali kuti /pati/ muti Peter?

Peter ali kuh/ pati/ muti?

Where to/on/m is Peter?

NOT Kodi Peter ndi kuti / pati / muti?

BUT Kodi ndi kuti/ pad/ muti Peter ali?

Ndi kuti /pati /muti Peter all?

Where is Peter at/ on/ in? ; Ndi here is it

NYANJA

TRAINER'S BOOK

LESSON NO. 1

level: novice

TOPIC: SOCIAL INTERACTION

COMPETENCY: TO BE ABI E TO CONDUCT A MELTING

IN RURAL SETTING

WARM UP: HAVE YOU CONDUCTED A MEETING

BEFORE/ WHAT WAS THE OCCASION.

I MOTIVATION

SCENARIO: Greg is conducting his first meeting in his

village.

1. Trainees listen to the text.

Azimai ndi azibambo, ndi abale onse. muli bwanjU
Dzina langa ndine Greg, ndine waku America.

Ndine wodzipeleka mu Peace Corps.

Nabwera muno m’mudzi kuti inu ndi ine tigwirizane,
tigwire nchito pamodzi mu zinthu zonse,
zingatithandize kuti tikhale a moyo, monga madzi,
zimbudzi ndi zitsime. kasungidwe kamitsinje ndi zina
zotero.

Pa nthawi ino ndifuna mundiuzeko mabvuto amene
muli nawo muno m'mudzi, ndiponso tiwone
zimene tingacite. Zikomo kwambiri.

I I EXPLOITATION

VOCABULARY : Words on addressing meetings

GRAMMAR : To be tense

FUNCTION : Conducting a meeting

VOCABULARY

ligw iri/ane
Bvuto

< rUlU

kusonkhana

Musonkhano

Bv\.alo

Cidziwitso

Cenjezo

ku kumbutsa

GRAMMAR

a) Write, read and explain.

i) ine ndine waku America, ndine wa Peace Corps.
Ndinaii ku kabwe kumene noinaphunzira cinyanja.

ii) Uyu ndi Mabvuto. wa mu Zambia wa kuchipata.
ndi Singanga wa m'kulu mu Chipaia ca ku katete.

b) FILL IN THE BLANkS WITH THE CORRECT TENSE
OF 'TO BE'.

A: Ine--- waku America.

B: Anyamata ndi atsikana kuno.

C Josh m'nyumba yayikulu.

Q Josh ndi ine mu mphala.

E. Cherie. Chris ndi Joe — ku Chipata.

F. Peter, Ron- ndi Dan kuti?

(«. Albert iwe mutii’ bweretsa khasu.

FUNCTION

a) Write, read and explain the dialogue.

A: Mwana, udziwa, kudzakhala msonkhano lelo.

B: Nanga wadziwa bwanji?

A: kunali cidzivvitso dzulo eni amudzi ndiwo

ananena.

2i)

R: Ndani adzucititsa msonkhano umencwu?

A: kwamveka kuti kudzabwera waku America.

B: Tiyeni tikonzekere kapena adzabwera.

b) Ask trainees to read and dramatize it.

I I I PRACT1C K

1. Trainees to address a meeting in their respective
\ illage.

1. Constructoloeue

Trainer asks trainees to make a dialogue in pairs.

i. Trainees to translate the following sentences into
Nyanja.

A Peace Corp Volunteer will come to teach you
how to build U.I.P. latrines and how to maintain
wells.

Wodzipeleka mu Peace Corp adzabwera
kudzamuphunzitsani za ka mangidwe ka
zimbudzi ndi kasungidwe ka zitsime.

Ladies and gentlemen, brothers and sisters. I am
here today, to find out w hat problems you are
facing in this village.

Azimai ndi azibambo ndi abale onse. lelo ndiri
muno m'mudzi, kuti mundiuze mabvuto amene
muli nawo.

1 V TASK

Trainees should find out from their homestay families the
best time to hold meetings in their villages.

NYANJA

TRAINEE'S BOOK

LESSON NO. 1
LEVEL:

TOPIC:

COMPETENCY:

novice:

SOCIAL INTERACTION

TO BE ABLE TO CONDUCT A MEETING

IN RURAL SETTING

I MOTIVATION

SCENARIO: Greg is conduc ting his first meeting in his

v iilage.

1. TEXT

Azimai ndi azibambo, ndi abale onse, muli bwanji?
Dzina langa ndine Greg, ndine waku America.

Ndine wodzipeleka mu Peace Corps.

Nabwera muno m'mudzi kuti inu ndi ine tigwirizane,
tigwire nchito pamodzi mu zinthu zonse,
zingatithandize kuti tikhale a moyo, monga madzi,
zimbudzi ndi zitsime. kasungidwe kamitsinje ndi zina
zotero.

Pa nthawi ino ndifuna mundiuzeko mabvuto amene
muli nawo muno m'mudzi, ndiponso tivvone
zimene tingacite. Zikomo kwambiri.

I I EXPLOITATION

VOCABULARY : Words on addressing meetings

GRAMMAR To be tense

FUNCTION Conducting a meeting

3 i

1 .

VOCABULARY

I'igwirizane - I et us tome together unite

Bvuto - A problem

Oulu - A group

kusonkhana - 1 o assemble

Musonkhano - A meeting

Bwalo - Traditional courtsession council

Cidziwitso - Announcement

Cenjezo - To warn

ku kumbutsa - To remind

)

GRAMMAR

HILL IN THE BLANKS WITH THE CORRECT TENSE OF TO BE'.

A: Ine waku America

B: Anyamata ndi atsikana — kuno

C josh-- m'nyumba yayikulu

IY Josh ndi ine mu mphala

L Cherie, Chris ndi Joe — ku Chipata

H. Peter, Roy ndi Dan kuti?

Cl Albert iwe muti? bweretsa khasu

FUNCTION

■

Role play.

1 1 I PTACTICE

1 .

You are asked to address a meeting in your village,
being the first meeting, prepare your topic and present
it to the class.

Make a dialogue in pairs and present it to the other group.

Translate the following sentences in Nyanja. A Peace Corps
Volunteer will come to teach you how to build. U.l.P. latrines
and how to maintain wells.

A Ask each trainee to talk about the kind of latrine that
he found in a place visited.

TASK

Ask trainees to go to a shanty compound and introduce
themselves and explain the purpose of having a latrine.

ladies and gentlemen, brothers and sisters. I am here
today, to find out what problems you are facing in this
\ illage.

TASK

I ind out from sour homestay families the best time to hold
meetings in their villages.

NYAN.JA

TRAINCR'S BOOK

LCSSON NO. i
L.CVCL,:

TOPIC:

COMPETENCY:

NOVICE

WATER AND SANITATION
TO Bl-i ABI C TO EXPLAIN THE
PURPOSE O: LATRINES.

I MOTIVATION

SCENARIO: Volunteer Buek is explaining the purpose

ol latrines in Chipata.

1. TLX I

Ndieinthu caeikulu kukhala ndi zimbudzi zabwino
dfukwa ziticingiliza matenda. Zimbudzi zili zosiyana
siyana. Kuli zokhalapo ndi zonjuta. Muno mu Chipata
zimbudzi zofunika ndi zonjuta. Pomanga zimbudzi
zotere muyenera kusankha malo ali kutali ndi citsime
oa madzi. Ndiponso eimbudzi ciyenera kukhala pansi,
eitsime pa mwamba, kuti ngati mvula ikugwa madzi
azipita kueimbudzi. Ngati muli ndi eimbudzi.
matenda akhala amaehepekela chifukwa muli ndi
kotayira dothi.

1. Trainer reads and explains the text.

T CllL I'llRAL NOTTS

i) Kambiri zimbudzi amangila kumbuyo kwa
manvumba.

ii) Pamwambo siehololedwa kugwilitsa nehito
eimbudzi eimodzi ndi apongozi.

iii) Popita kueimbudzi timanena mau ozungulika.

ST rr.p y AVAILABLE

l raincr reads the text in the Motivation once more and
asks the following global comprehensiion questions:-

a) kodi ndi ciani tikhalila ndi zimbudzi?

b) kodi cimbudzi cifunika kukhala kuti’

1 1 liXPl.Ol TATION

VOCABU1ARY: Words related to latrines.

GRAMMAR:

You must "Uyencia/Ufunika".

FUNCTION:

explaining the purpose of Latrines.

1. VOCABULARY

a! Trainer writes, reads and explains the vocabulary.

Cimbudzi

matenda

nyumba yaikulu

matuvi

kukhala

mikozo

kumamata/kunjuta

kunya/kupambuka

kukodza

kuphangula/kutulula

mthengo

L GRAMMAR

a) The use of "you must" i.e. "uyenera/ufunika"

Uvenera kugwilitsa nchito cimbudzi nthawi ili
yonse.

You must always use the toilet.

JEST COPY AVAILABLE

iUunika kusamba m'manja nthawi ili yonse,
ngati wagwilitsa nt hito cimbudzi.

You must always wash your hands after using
the toilet.

b) Trainer asks trainees to pick words from the
board and form their ow n sentences using
uvenera and ufunika.

.4. FUNCTION

a) Write read and explain the dialogue.

PATRICK : Boi, ndiona kuti ndicabwino

kupambukila mthengo kapena mu
mtsinje cifukwa zimbudzi zima
bweletsa nchenche, Zomwe
zimabweletsa matenda panyumba.

DHAN Mwana. cimbudzi ndi cinthu cacikulu

kwambiri cifukwa cimacepetsa
matenda. Nanga ngati wanyela mu
mtsinje ndipo uli odwala, sudziwa
kuti aja adzasamba kapena kutapa
madzi angatenge matenda?

b) Ask trainees to read through the dialogue and

dramtize it.

1 1 1 PRACTICE

1. Ask trainees to make a list of different types of

latrines

e.g. i) Latrine with toner

ii) Ventilated improved pit ( \ ip) latrine

iii) Water seal/ pour latrine

v i) Raised platform pit latrine

1. Ask trainees to list some of the diseases that can be

transmitted if a latrine is not used.

3 /

NY AN | A

TRAINEE'S BOOK

LESSON NO. 2

LEVEL: NOVICE

TOPIC: WATER AND SANITATION

COMPETENCY: TO BE ABLE TO EXPIAIN THE

PURPOSE OF LATRINES.

I MOTIVATION

SCENARIO: Volunteer Burk is explaining the purpose

of latrines in Chipata.

1. TEXT

Ndicinthu racikulu kukhala ndi zimbudzi zabwino
cifukwa ziticingiliza matenda. Zimbudzi zili zosiyana
sivana. Kuli zokhalapo ndi zonjuta. Muno mu Chipata
zimbudzi zofunika ndi zonjuta. Pomanga zimbudzi
zotere muyenera kusankha malo ali kutali ndi citsime
ca madzi. Ndiponso cimbudzi ciyenera kukhala pansi.
citsime pa mwamba, kuti ngati mvula ikugwa madzi
azipita kucimbudzi. Ngati muli ndi cimbudzi,
matenda amachepekela chifukwa muli ndi
kotayira dothi.

1. CULTURAL NOTES

i) Kambiri zimbudzi amangila kumbuyo kwa
manyumba.

Most of the lime latrines are built behind houses.

ii) Pamwambo sichololedwa ku 7 ,wilitsa nchito
cimbudzi cimodzi ndi apongozi.

It is against our culture to share toilets with
in laws.

iii) Popita kucimbudzi timanena mau ozungulika.

If you want to use the toilet you don't say it
directly, instead use euphemism language.

VOCABUIARY: Words related to latrines,

GRAMMAR: You must "Uyenela/lJfunika".

1 UNCTION: Ixplaining the purpose of latrines.

1. VOCABULARY

Cimbudzi

toilet

matenda

diseases

nyumba yaikulu -

toilet

matuvi

feaces

kukhala

to sit

mikozo

urine

■

kumamata/kunjuta-

to squat

kunya/kupambuka-

to defecate

kukodza

to urinate

kuphangula

to pass diarrhea

mthengo

in the bush

2. GRAMMAR

a) The use of "you must" i.e. "uyenera/ufunika"

Uyenera kugwilitsa nchito cimbudzi nthawi ili

vonse.

You must always use the toilet.

■

Ufunika kusamba m'manja nthawi ili yonse.

ngati wagwilitsa nchito cimbudzi.

You must always wash your hands alter using

the toilet.

,^7 COPY AVAILABLE

3 ^

b) form your own sentences using uvenera and
ufunika.

S. H'NCTION

a) Dialogue

b) Read and dramatise the dialogue.

I 1 1 PRACTICE

1 . Make a list of different types latrines.

1. Make a list of diseases that can be transmitted if a
latrine is not used.

i. T alk about the kind of latrine that you visited.

I V TASK

Co to a shanty compound and introduce yourself and
explain the purpose of having a latrine.

,T COPY AVAILABLE

NYANJA

TRAINER'S BOOK

LESSON 3: TECHNICAL COMPETENCY

LEVEL: NOVICE

TOPIC: WATER/SANITATION

COMPETENCY: TO BE ABU: TO LOCATE A WELL

i. MOTIVATION

SCENARIO: I wo men from two different villages meet.

One asks for information about a well from
the other.

1. Dialogue .

Dalit so
Masauso

Dalitso

Masauso

Dalitso

Masauso

Dalitso

Muli bwanji?

Ndiri bwino. Ndabwela kufunsako m'mene
m'mangila zitsime. Tifuna kumanga
cimodzi m'mudzi mwathu.

Ndi nkhani yabwino iyo. Coyamba
ndikupeza malo yoyenera.

Caciwili?

Citsime ciyenera kukhala pafupi ndi mseu
kuti galimoto izibweletsa sementi, njelwa
ndi zina zotere.

Kalanga ine! zofunika zaculuka!

Inde. Cacikulu cina ndikuona kuti citsime
cili pamtunda mapazi 50 kutali ndi t imbudzi
kapena citsime ca ng'ombe.

Trainer reads and explains the dialogue in Motivation using
gestures.

CULTURAL NO LLS

Traditionally, wells were usually sited on the hanks of a
river (down the slope) and so running water collected into
the wells making the water a health hazard especially that
water was rarely or never boiled for drinking.

II EXPLOITATION

VOCABULARY: Words and expressions related to
locating a well

(■RAM MAR: Ordinal numbers to desc ribe a sequenc e

I I NCHON : Seeking advice on how to locate/ place a wel

1. VOCABULARY

a) Trainer reads the dialogue of Motivation, makes
extensions from it and then writes new words,
explains and practices them.

kusankha/kufuna malo oyenera

Kulambula malo pom la citsime

Kupima ukulu wa civ e

Kumangila pafupi/patali

Pamtunda

Munsi

Kuyenera

Njelwa

Simenti

Mitunda

Phazi/mapazi

Ndipocina ndi ici

Cinacacikulu

Cinansocacikulu

Poyamba/coyamba

Caciwili

Cacitatu

Cacinai

Cacisanu

Cotsatila

Cotsilizila/potsilizila

b) Trainer reads the dialogue once again and asks the
following global comprehension questions:-

1 . Pomanga citsime, ndi ciani coyam ba cifunika?

2. Citsime amanga mapazi angati kutali ndi
cimbudzi?

GRAMMAR

Trainer writes, reads and explains the use of ordinal numbers to
describe a sequence.

Povamba funani malo yabwino. Caciwiri lambulani pa malo.
Cacitatu pimani ukulu wa citsime. Cacikulu ndi kuona kuti
citsime cili pamtunda, kutali ndicimbudzi.

.•5 FUNCTION

Trainer writes, reads and explains the dialogue.

A. Tiwaone wawa.

H. Yeo wawa. Kodi malo yomangapo citisime
yayenera kukhala yotani?

A. Yayenera kukhala kutali ndi madzi a mvula.

B. Cabwino. Nanga ndi ciani cina cacikulu?

A. Sicabwino kumanga citisime pa malo yamyala.

B. Zikomo kwambiri.

b) Seeking advice on how to locate/place a well.

Ill PRACTICE
Role play

a) Trainer asks trainees to make a dialogue in pairs. One
is seeking advice from another on how to l«x ate a well.

b) Trainer asks trainees to arrange the following process
in sequence using appropriate ordinal
numbers/expressions.

Cotsani dothi ndi fosholo.

Pimani ukulu wa citsime. Kumbani ndi khasu/piki.
lambulani pa malo mwasankha.

TASK

Trainer asks trainees to go and ask technical
experts for a sequence on how to construct
a well.

NYANJA

TRAINEE'S BOOK

LESSON 3: TECHNICAL COMPETENCY

LEVEL: NOVICE

TOPIC: WATER/SANITATION

COMPETENCY: TO BE ABLE TO LOCATE A WELL

I. MOTIVATION

SCENARIO: Two men f rom two different villages meet.

One asks for information about a well from
the other.

Dialogue .

Dalitso

Masauso

Dalitso

Masauso

Dalitso

Masauso

Dalitso

Muli bwanji?

Ndiri bwino. Ndabwela kufunsako m'mene
m'mangila zitsime. Tifuna kumanga
cimodzi m'mudzi mwathu.

Ndi nkhani ya bwino iyo. Coyamba
ndikupeza malo yoyenera.

Caeiwili?

Citsime ciyenera kukhala pafupi ndi mseu
kuti galimoto izibweletsa sementi. njelwa
ndi zina zotere.

Kalanga ine! zofunika zaculuka!

Inde. Cacikulu cina ndikuona kuti citsime
t ili pamtunda mapazi 50 kutali ndi cimbud/i
kapena citsime ca ng'ombe.

CULTURAL NOTES

Kale anali kumangira zitsime m'mbali mwa m'tsinje kotelo
kuti madzi yakumtunda ya mvula yanali kugwela mu
zitsime zomwe izi. Madzi otele sanali yabwino ku anthu
ndiponso sanah kuyaphikako konse asanamwe.
Traditionally, wells were usually sited on the hanks of a
river (down the slope) and so running water collected into
the wells waking the water a health hazard especially that
water was rarely or never boiled for drinking.

II EXPLOITATION

VOCABULARY: Words and expressions related to
locating a well

GRAMMAR: Ordinal numbers to describe a sequence

EUNCTION : Seeking ads ice on how to locate place a wel

1. VOCABULARY

Kusankha/ kufuna malo oyenera

Kulambula malo pomangila citsime -

kupima ukulu wa citsimc

kumangila pal tpi/patali

Pamtunda

Munsi

Kuyenera

Njelwa

Simenti

Mitunda

Phazl/mapazi

To select/look for a
suitable place.

To clear the ares for
building a well.

To measure the size
of a well.

To build near/far away.
Up the stop
below/down the slope
to be suitable
bricks
Cement

Miles/kilometre
Pace/ paces.

Ndipo cina ndi ici. Another important thing is this
Cina cacikulu; Another important thing.

Cinanso cacikulu; One other important thing is.

2. GRAMMAR

The following expressions (ordinal numbers) are used to
describe a sequence.

Poyamba/coyamba - first

Cadwili - second

Cacitatu - third

Cacinai

Cacisanu

Cotsatila

Cinacacikulu

Cinansocacikulu

Ndipo cina ndi ici

Cotsilizila/ potsilizila

FUNCTION

fourth

fifth

another important thing
one other important thing is
another important tning is
finally/last

Seeking advic e on how to lcxate place a well.

I I I PRACTICE
Role play

a) Make a dialogue in pairs. One should seek advic e from
another on how to locate a well. (Describing a
technical sequence).

b) Arrange the following process in sequence using
appropriate ordinal numbers/expressions.

Cotsani dothi ndi fosholo.

Pimani ukulu wa citsime.
lambulani pa malo mwasankha.

I V TASK

Ask a technical expert for a sequence on how to construct
a well.

V RATH YOURSELF

1 can seek advice on how to lex ate a well.

Yes

Not yet.

4 /

NYANJA

TRAINER'S BOOK

LHSSON 4:
LEVEL:

TOPIC:

COMPETENCY:

TECHNICAL COMPETENCY

INTERMEDIATE

WATER/SANITATION

TO BE ABLE TO EXPIAIN HOW TO

MAINTAIN A WELL.

WARM UP A PICTURE OE A WELL WITH A

WOMAN SWEEPING THE
SURROUNDING.

I. MOTIVATION

SCENARIO: Shawn explains lo Kathumba people on how to
maintain a well.

I . Trainees listen to the dialogue.

Shawn

A mwakathumba
Shawn

A mwakathumba

Shawn

Muli bwanji kuno anzanga?

Till bwino. Fikani.

Inde anzanga. lelo nabwera
kuti tiphunzitsane pa
zakasungidwe ka zitsime.
Muyenera kuyendera zitsime
masiku onse.

Cifukwa ndi ciani?

Cifukwa ngati zitsime zayamba
kupanga ming'alu dziwani kuti
zilipafupi kuonongeka,
ndiponso ndicosayesa kuponda
pothela pa citsime cimene cilibe
eibvundikilo cifukwa
ungathilemo dothi kapenanso
kugweramo.

Zikomo kwambiri
potidziwitsako zonse izi ndipo
tidzadzlwitsako onse am'mudzi
kuti tizisunga bwino zitsime.

Cabwino tsalani bwino.

Trainer reads and explains the dialogue in Motivation using
gestures.

1. VOCABULARY

a I Trainer reads the dialogue of Motivation, makes
extensions from it and then writes new words,
explains and practices them.

Citsime

M'gomo/cibekete

Kukumba

Kutunga

Kuguza

Madzi

Kugamuka

M'ng'alu

Citsekero/cibv undikiro

Cithini

Nthambo

Kusenza

Kutula

b) 1 ainer reads the dialogue in Motivation once more
and then asks the following global comprehension
questions.

4 <j

a) Shawn anawauza ciani?

b) kodi amwakathumba anakondwera ndi mau a
Shawn?

2. (iRAMMAR

Trainer w rites, reads and explains

A. Citsime it i caoneka monga cingagamuke.

B. Zibekete izi zioneka ngati zadooka.

C Nthambo iyi iwoneka ngati yafupika.

Q I habwa lapacitsime monga lathyoka

,-S FUNCTION

Trainer writes, reads and explains the dialogue.

A. Iwe m’nzanga tiye ku citsime.

B. Kuli ciani?

A. Tikaone ngati ndipobvundikira ndiponso ngati
mumbali mulibe ndele.

B. Ndele ndi ciani?

A. Ndele ndi zija zimela m’mbali mwa citsime,
zobiriwira. Ngati munthu wapondapo amatelcra
kapena kugwa.

B. I sopano ngati tazipeza tidzacita ciani?

A. Tidzazicotsa ndi kubvundikira pa citsime kuti
anthu azitunga bwino madzi.

B. Ndi nzelu yabwino iyo tiye tipite.

I 1 1 PRACTICE

a) One trainee to ask another trainee how they
maintain the wells in Katete.

b) Ask trainees to construct their own sentences using
the expression "KUONEKA NGATI/ KUONEKA MONGA.

O Trainees to find out from their host families how to
construct and maintain a well in their village.

Trainees to find out from their host families how they
construct and maintain the wells in their villages.

NYANJA

TRAINEE’S BOOK

LESSON 4:
LEVEL:

TOPIC:

COMPETENCY:

TECHNICAL COMPETENCY

INTERMEDIATE

WATER/SANITATION

TO BE ABLE TO EXPLAIN IIOW TO

MAINTAIN A WELL.

I. MOTIVATION

SCENARIO: Shawn explains to Kathumba people on how to
maintain a well.

1. DIALOGUE

Shawn

A mwakathumba
Shawn

A mwakathumba

Shawn

Muli bwanji kuno an/anga?

Tili bwino. Fikani.

Inde anzanga, lelo nabwera
kuti tiphunzitsane pa
zakasungidwe ka zitsime.
Muyenera kuyendera zitsime
masiku onse.

Cifukw r a ndi ciani?

Cifukwa ngati zitsime zayamba
kupanga ming'alu dziwani kuti
zilipafupi kuonongeka.
ndiponso ndicosayesa kuponda
pothela pacitsime cimene cilibe
cibvundikilo cifukwa
ungathilemo dothi kapenanso
kugwerairo.

Zikomo kwambiri
potidziwitsako zonse izi ndipo
tidzadziwitsako onse am'mudzi
kuti tizisunga bwino zitsime.

Cabwino tsalani bwino.

cui.tlrai. notes

a) Kale amuna ndiwo amakumba zitsime, koma lelo
akazinso amakumba zitsime.

Sometime back only men used to sink wells but
nowadays even women do j.

b) Kutunga madzi ku eitsime ndi nchito ya akazi pokhapo
ngati mwamuna sanakwatire.

Drawing water from the .stream or wells is only
a woman's job. unless a man is a bachelor.

II EXPLOITATION

VOCABUIARY: Words and expressions related to
the well

(iRAMMAR: Kuoneka Ngati/Monga (To look like)

FUNCTION : Explaining how to maintain a well.

1. VOCABULARY

Citsime

M 'gomo/ cibekete

Kukumba

Kutunga

Kuguza

Madzi

Kugamuka

M’ng'alu

Citsekero/cibvundikiro-

Cithini

Nthambo

Kusenza

Kutula

a well

water container
to dig

to draw water
to pull
water

to fall apart
a crack
cover /lid
a tin
a rope

to carry on the head
to remove from head

5 j

GRAMMAR

A. Citsime ici caoneka monga cingagamuke.

This well looks as if it will collapse.

B. Zibekete izi zioncka ngati zadooka.

V hese bucket looks as if they have holes.

(. Nthambo iyi iwoneka ngati yafupika
This rope looks as if it is short
U Thabwa la pacitsime monga la thyoka.

The planks for the well looks as if it is broken.

4 FUNCTION

explaining how to maintain a well.

1 1 l PRACTICE

a) Ask another trainee on how they maintain the wells in
Katete.

b) Construct their own sentences using the expression
' K.UONEKA NGATI/ KUONEKA MONGA

(0 Make a dialogue in pairs on good maintenance of a
well.

I V TASK

Find out from your host families how' they construct and
maintain the wells in their villages.

V SELF EVALUATION

I can explain how to maintain a well.

Yes

Not yet

NYANJA

TRAINER'S BOOK

LESSON 5:
LEVEL:

TOPIC:

COMPETENCY:

TECHNICAL COMPETENCY

INTERMEDIATE

HEALTH

TO BE ABLE TO EXPLAIN TO MOTHERS
HOW TO PREPARE ORS.

! . MOTIVATION

SCENARIO: Volunteer Ruth arrives in Chiparamba and
explains to mothers how to prepare ORS.

1. Trainees listen to the dialogue.

Ruth

Women

Ruth

Women

Ruth

Women

Muli bwanji nonse?

Tili bwino.

Lelo tidzaphunzila kapangidwe ka madzi
amoyo. Madzi amoyo ndi mankhwala
obwezela madzi ndi mphamvu mthupi
ngati munthu atulula. Muyenera
kukonzekela mcele, shuga. sapuni. mphika,
madzi ndi moto.

Kodi madzi a moyo apanga bwanji?
Gadutsani madzi pa moto. Tengani liia
imodzi ya madzi wogadutsa. lkani
masapuni anai akulu ashuga ndi sapuni
imodi ikulu ya mcele. Vundulani bwino.
Akazizila madzi mungathe kupatsa odwala
kuti amwe .

Zikomo kwambiri.

2. Trainer reads and explains the dialogue using gestures.
T CULTURAL NOTES

a) In villages some people do not boil water for
drinking.

[1 EXPLOITATION

VOCABULARY: Words and expressions related to
preparation of ORS.

GRAMMAR: Imperatives + locatives (Revision)

FUNCTION : explaining how to prepare ORS.

1. VOCABULARY

Trainer explains the dialogue of the Motivation and makes
extensions from it. writes new words, reads, explains and
practices.

Kupanga

kutulula

kukonzekela

kugadutsa

kuvundula

kuzizila

kupatsa

kumwa

mankhwala

mphamvu

moto

odwala

GLOBAL COMPREHENSION QUESTIONS

a I Trainer reads the dialogue in Motivation once more and asks
the following global comprehension questions.

Kodi madzi amoyo ndi mankwala aciani?

Chulani zinthu zofunika po panga madzi amoyo?

GRAMMAR

IMPERATIVES (Revision)

i) Trainer writes the following sentences on the board, reads
and explains them to revise strong and polite commands.

Strong Command

1 . Bweletsa madzi
1 . Ikani mcele
T Vundula shunga
4. Mwani mankhwala

Polite Command

Bweletsako madzi
ikankoni Ticele
vundulako shuga
mwaniko mankhwala.

b) Trainer writes infinitives on the flash cards and gives
trainees to form commands.

LOCATIVES ( Revision )

i) Ikani shuga mu madzi.

ii) Ika madzi pa chitofu.

iii) Gadutsani madzi pa moto.

iv) Ndidzapita kuchipatala.

c) Trainer asks trainees to form their own sentences
using the locatives mu, pa, and ku.

EUNCTION

a) T rainer writes this dialogue, reads, explains and makes
extensions.

A. Bwanji m’nzanga?

B. Pang’ono.

A. Ndl ciani cikubvuta?

B. M’mimba mwandipweteka. Ndikutulula kwambiri.
Tsopano ndifuna kupita kwa sing’ang’a acimunthu.

A. Ivai m’nzanga, gadutsa madzi pa moto, usakanize
mcele ndi shuga. Akazizila umwe. Udzakhala bw ino.

B. Zikomo kwabiri,

b) Trainees to write a dialogue on the preparation of ORS.

5 V

I I l PRACTICE

a) Fill in the blanks with either an imperative/command
or kx ative.

1. mcele ndi shuga (kubweletsa)

2. Ika m'phika rhitofu

C Ika madzi -m’phika

4. lita imodzi ya madzi (kutenga)

5. — (kuika) madzi moto.

ii. Trainees to list what is needed to prepare ORS
l V TASK

Trainer asks trainees to go to a shanty compound, introduce
themselves and talk to people about the importance of ORS.

5 b

NYANJA

TRAINEE'S BOOK

LESSON 5:
LEVEL:

TOPIC:

COMPETENCY:

TECHNICAL COMPETENCY

INTERMEDIATE

HEALTH

TO BE ABLE TO EXPLAIN TO MOTHERS
HOW TO PREPARE ORS.

I. MOTIVATION

SCENARIO: Volunteer Ruth arrives in Chiparamba and
explains to mothers how to prepare ORS.

1. DIALOGUE .

Ruth

Women

Ruth

Women

Ruth

Women

Muli bwanji nonse?

Tili bwino.

Lelo tidzaphunzila kapangidwe ka madzi
amoyo. Madzi amoyo ndi mankhwala
obwezela madzi ndi mphamvu mthupi
ngati munthu atulula. Muyenera
kukonzekela mcele, shuga. sapuni, mphika,
madzi ndi moto.

Kodi madzi a moyo apanga bwanji?
Gadutsani madzi pa moto. Tengani lita
imodzi ya madzi wogadutsa. Ikani
masapuni anai akulu ashuga ndi sapuni
imodi ikulu ya mcele. Vundulani bwino.
Akazizila madzi mungathe kupatsa odwala
kuti amwe .

Zikomo kwambiri.

1. CULTURAL NOTES

a) M’midzi anthhu ena samagadutsa madzi
yakumwa.

In villages some people do not boil water for

drinking.

II EXPLOITATION

VOCABULARY: Words and expressions related to
preparation of ORS.

(IRANI MAR: Imperatives + Uxatives (Revision)

FUNCTION : Explaining how to prepare ORS.

1. VOCABULARY

kupanga

kutuiula

kukonzekela

kugadutsa

kuvundula

kuzizila

kupatsa

kumwa

mankhwala

mphamvu

moto

odvvala

2 . GRAMMAR

to make
diarrhoea
to prepare
to boil
to stir
to be cold
to give
to drink
medicine
power
fire

a sick person

IMPERATIVES (Revision)

i) When you drop 'ku' from an infinitive it becomes a strong
command.

ii) When you add 'ko' to a strong command it becomes a polite
command.

Infinitive

Strong Command Polite Command

Kubweletsa
(to bring)
Kusakaniza
(to mLx)

Bweletsa madz.i
(bring water)
Sakanlzani
(mix)

Bweletsako madzi
(Please bring water)
Sakanlzankoni
( please mLx)

lit*

Strong Command

Polite Command

Bweletsa madzi
(bring water)
Ika mcele
(put some salt)
Vundula shuga
(stir the sugar)

Bweletsani Madzi
(please bring water)
Ikako mcele
(please put some salt)
vundulako shuga
Please stir the sugar)

Second Person plural

Bweletsani madzi
-bring some water

Bwe let san koni madzi
-please bring some water

ii)

Ikani mcele
- put some salt

Ikankoni mcele
-please put some salt

iii)

Vundulani shuga
-stir the sugar

Vundulankoni shuga
-please stir the sugar

iv)

Sakaniza mcele ndi
shuga

-mix salt and sugar

Sakanizankoni mcele
ndi shuga

-please mix salt and sugar

RULE: drop the 'i* in 'm' and add koni e.g.

Vundula + ni = Vundulani
(stir)

Vundulan + nkoni = Vundulankoni
(Please stir)

b) Trainees to make commands from infinitives on the Hash cards.

LOCATIVES ( Revision )

i) Ikani shuga mu madzi.
put sugar in the water

ii) Ika madzi pachitofu.
put wafer on the stove

iii) Gadutsani madzi pa moto.
Boil water on. the fire

iv) Ndidzaplta ku chi pa tala.

I will go fo Chipata

Form sentences using the locatives mu, pa, and ku.

FUNCTION

Preparation of ORS.

I I 1 PRACTICE

a) Fill in the blanks with either an imperative/ command
or locative.

1. — mcele ndi shuga (kubweletsa)

1 . Ika m'phika chitofu

3. Ika madzi m'phika

4. - lita imodzi ya madzi (kutenga)

5. (kuika) madzi moto.

IV TASK

Go to a shanty compound, introduce yourself and talk to
people about the importance of ORS.

NYANJA

LESSON 6:

LEVEL:

TOPIC:

TRAINER’S BOOK

TECHNICAL COMPETENCY
INTERMEDIATE

WATER/SANITATION AND HEALTH
EDUCATION

COMPETENCY: TO BE ABLE TO TALK ABOUT THE

WATERBORNE DISEASES AND THEIR
CAUSES IN ZAMBIA.

I. MOTIVATION

SCENARIO: Two volunteers, Ruth, who has worked in Zambia
for a year and Dean, who is just starting this
\ear, discuss some waterborne diseases.

1. Trainees listen to the dialogue.

Ruth

Dean

Ruth

Dean

Ruth

Dean

Ruth

Dean

Ruth

Dean

Bwanji Dean?

Pangono, Ruth. Nditulula kwambiri.
Bwinotu. Angakhale matenda oopsya.
Mwina unamwa madzi adothi.

Ooh inde! Ndinamwa madzi amu m'tsinje
ku maliro dzulo.

Madzi otele amakhala ndi tizilombo tambili
tomwe timafalitsa matenda osiyanasiyana.
Ehe, monga kutulula. Tandikumbutsako
kodi matenda yena ndi yotani?

Pali akolela, adisentili ndi ataifodi,
matenda omwe amabwela ngati munthu
amwa madzi osawiritsa.

Cabwino. Ndipo likodzo limabwela ngati
munthu asamba mu m'tsinje m'mene
odwala matendawa anakodzela.

Ndi umbuli woter° tifunlka kugonjetsa.
Wanenetsa.

Trainer reads and explains the dialogue using gestures.

3. CULTURAL NOTES

Villagers would deal quite adequately with typhoid,
fever dysentry and bilharzia using traditional medice
but they would not cope with a cholera epidemic.

II EXPLOITATION

VOCABULARY: Names of common waterborne diseases,
their causes and related expressions.

GRAMMAR: Kubwela ngati (caused when) and otere

(such).

1 UNCTION : Discussing waterborne diseases and

'•'eir causes.

1. VOCABULARY

Trainer explains the dialogue of the Motivation and makes
extensions from it, writes new words, reads, explains and
practices.

Kolela(Cizuulu)

kutulula

taifodi

likodzo

disentili

kuopsya

Kufalitsa

kugadutsa madzi

kuwiritsa madzi

Kuphika madzi.

kupewa

kucingiliza

Kuteteza

Madzi ogadutsa/owiritsa/ophika

Tizilombo

Kuyenera

Kufunika

osiyanasiyana

kuitona

a) Trainer reads the dialogue in Motivation once more and asks

the following global comprehension questions.

Kodi ndi bvuto lanji lipezeka mu madzi amu m’tsime?
Kodi matenda akolela, ataifodi ndi adisentili amabwela
ngati munthu watani ?

2. GRAMMAR

i) Trainer writes the following sentences on the board, reads
and explains them.

KUBWE1A NGATI (WHEN)

■

i) Nlalungo amabwela ngati munthu alumiwa na

udzudzu.

ii) Cizuulu cimabwela ngati munthu amwa madzi
osagadutsa.

iii) Kutulula kumabwela ngati munthu adya zauve.

agr. + mabwela ngati munthu

-otere' (such)

i) Nyumba ilibe mazenera. (Nvumba) votere

siyifunika.

■

ii) Zakudvazili ndi uve. Zakudva zotere ndizoipa.

iii) Cimanga ndicowola. (Cimanga) cotere sicabwino.

iv ) Ndi malo audzudzu. ( Malo) wotere ndi ooDsva.

v) Kutulula kwanvanva. (Kutulula) kotere kumapha.

NB. Noun agreement of -’otere'.

pip

3. FUNCTION

a) Trainer write, reads and explains this dialogue.

A. Nkwabwino?

B. Ai m’nzanga. Mung'ono wanga ali mu cipatala.
Anapita kukawedza nsomba sabata latha.
Anabwela odwala m'mimba r:.wakamwazi.
Atulula magazi.

A. Pepa m'nzanga. Kodi uwo simatenda ocokela ku
madzi?

B. Inde kumwa madzi osagadutsa.

A. Osada nkhawa. Malinga alandila thandizo ku
cipatala.

B. Zikomo. Ndamvt ra kuti Petulo ali ndi likodzo.
Akodza magazi.

A. Caipa.

Ill PRACTICE

1. Trainer asks trainees to construct sentences using

a) Kubwela ngati (2 sentences)

b) -Otere (2 sentences)

2. Trainer asks trainees to make a dialogue, one
pretending that he/she is suffering from a waterborne
disease and the other sympathises and gives advice.

V TASK

Trainer asks trainees to meet people around and find out
how much they know about common waterborne diseases
and their causes.

fit)

nyanja

T^AINIiK'S BOOK

U-SSON fv

LEVEL:

TOPIC:

technical competency
intermediate

WATER/SANITATION AND HEAITII
EDUCATION

CON1PRTENCY:

TO RE ABLE TO TALK ABOUT THE
WATERBORNE DISEASES AND THEIR
CAUSES IN ZAMBIA.

I. MOTIVATION

SCENARIO: Two volunteers. Ruth, who has worked in Zambia
for a >ear and Dean, who is just starting this
year, disc uss some waterborne diseases.

DIALOGUE

Ruth

Dean

Ruth

Dean

Ruth

Dean

Ruth

Dean

Ruth

Dean

Bwanji Dean’

Pangono. Ruth. Nditulula kwambiri.
Bwinotu. Angakhale matenda oopsva.
Mwina unamwa madzi adothi.

Ooh inde! Ndinamwa madzi amu m'tsinje
ku malirodzulo.

Madzi otele amakhala ndi tizilombo tambili
tomwe timafalitsa matenda osivanasivana.
Ehe, monga kutulula. Tandikumbutsako
kodi matenda vena ndi votani?

Pali akolela. adisentili ndi ataifodi.
matenda omwe amabwela ngati munthu
amwa madzi osawiritsa.

Cabwino. Ndipo likodzo limabwela ngati
munthu asamba mu m'tsinje m'mene
odwala matendawa anakodzela.

Ndi umbuli wotere tifunika kugonjetsa.
Wanenetsa.

CULTURAI NOTES

Ku mudzi anthu angathe kucilitsa matenda ataifodi
disentili ndi likodzo ndi mankhwala aciboi, koma
sangakwanitse konse kurilitsa kolela.

Villagers would deal quite adequately with typhoid,
lever, dysentry and bilharzia using traditional medico
but they would not cope with a cholera epidemic.

II EXPLOITATION

VOCABlJL\RY: Names of common waterborne diseases,
their causes and related expressions.

GRAMMAR: Kubwela ngati (caused when) and otere

(such).

FUNCTION : Discussing waterborne diseases and

their causes.

1. VOCABULARY

kolela (Cizuulu)

kutulula

taifodi

likodzo

disentili

kuopsya

Kufalitsa

kugadutsa madzi

kuwiritsa madzi

Kuphika madzi

kupewa/kucingiliza

Matenda

Madzi ogadutsa

Tizilombo

Kuyenera

Kufunika

osiyanasiyana

Cholera
diahrroea
typhoid fever
bilharzia
dysentry
deadly/dangerous
to spread
to boil water
to boil water
to boil water
to prevent
diseases
boiled water
germs

to be necessary/ appropriate
to be required
various/different kinds

6 o

to innate

viaiungo - malaria fever

Matenda am madzi - water borne diseases.

2. ('.RAM MAR

a) A(,RI. MARVVl.lA Nt.All Ml NTlir

it Malungo amabwela ngati munthu alumiwa na
ud/udzu.

Maid rid fever is caused by mosquito bites.
iit C.izuulu cimabwela ngati munthu amwa madzi
osagadutsa.

Cholera is caused w hen a person drinks unboiled
water.

iiit kutulula kumabwela ngati munihu adya zau\we.
Diahrroea is caused by eating dirtv food.

b) Noun agreement of -mere’ (such)

it Nyumba ilibe mazenera. (Nyumba) yotere
siyifunika.

The house has no w indows. Such ta house) is not

good.

ii) Zakudya zili ndi uve. Zakudya zotere ndi zoina.

The food is dirty. Such (food) is not good.
iiit Cimanga ndi cowola. (Omanga) cotere sieabwino.

The maize is rotten. Such (maize) is not good.

iv ) Ndi malo audzudzu. ( Malo) wotere ndi oopsya.

The area is infested with mosquitoes. Such (an area )
is dangerous.

v) kutulula kwanyanya. (Kutulula) kotere kumapha.
Diarrhoea is getting worse. Such (diarrhoea) kills..

S. R NCI ION

Discussing water-borne diseases.

PRACTICE

l I I

1 . Trainees to construct sentences using

a) kubwela ngati (2 sentences)

b) -Otere (2 sentences)

2. Trainees to make a dialogue, one pretending that
he/she is suffering from a waterborne disease and the
other sympathises and gives advice.

V TASK

T rainees to meet people around and find out how much they
know about common waterborne diseases and their causes.

V I SELI- EVALUATION

I can talk about common waterborne diseases and
their causes.

Yes

Not vet

Vi‘

NYANJA

TRAINER'S BOOK

LESSON 7:

LEVEL:

TOPIC:

TECHNICAL COMPETENCY
INTERMEDIATE
WATERBORNE DISEASES

COMPETENCY: TO BE ABLE TO GIVE ADVICE ON THE

PREVENTIVE MEASURES \ND
TREATMENT OF WATERBORNE DISEASES.

I. MOTIVATION

SCENARIO: Dean explains to Chimwemwe of Mwani,

preventive measures and treatment of waterborne diseases.

1. Trainees listen to the dialogue.

Dean :

Chimwemwe

IOean

Chimwemwe

Dean

Chimwemwe

Dean

Chimwemwe

Bwanji acikulile?

Pang'ono ndimvera mmimba kutsina.

Kodi unadya ciani dzulo?

Sindinadyeciliconse dzulo, koma
ndinamwa madzi kwambiri.

Kodi madzi amene unamwa anali

ophikidwa kapena iyai?

lyai sanall ophikidwa.

lnde, madzi akumwa ayenera kuphikidwa

nthawi zonse cifukwa ngati simuteio

mudzayamba kudwala matenda monga kolela.

likodzo ndi m'mimba mwa kamwazi.

Kodi! iyai ndithu ndamvetsa kwambiri ndipo
sindidzayesanso kumwa madzi yosaphika
( ifukwa angandipatse matenda.

2. Trainer reads and explains the dialogue using gestures.

3. CULTURAL NOTES

Most people in villages do not boil water for drinking.

7 /

II EXPLOITATION

VOCABUIARY: Words and expressions related to water
and waterborne diseases.

GRAMMAR: Ngati + negative + pp + telo

Ngati + pp + telo

H 'NOTION : Discussing waterborne diseases.

1. VOCABULARY

Trainer explains the dialogue of the Motivation and makes
extensions from it. writes new words, reads, explains and
practices.

Kolela(Cizuulu)

pang'ono

kutsina

likodzo

kumvera

kapena

kuno

kwathu

kudziwa

kuyenera

kutelo

kuyamba

mmimba mwa kamwa/i

kuyesa

kupatsa

a) Trainer reads the dialogue in Motivation once more

and asks the following global comprehension questions.

i Ndi ciani ciwawa Chimwemwe?

ii Kodi anadya ciani dzulo?

iii kodi anamwa madzi?

2. GRAMMAR

Trainer writes the following sentences on the board,
reads explains and makes extensions.

a ) Ngati + negative + pp + telo
Ngati + pp + telo

i) Ndiziphika madzi akumwa ngati nditelo ndidzakhala wa
umoyo.

ii) Uzisesa pa citsime ngati sutelo mudzagwela dothi.

iii) Azimwa madzi ophika ngati satelo adzadwala.

iv) Tizilima pacitsime ngati titelo padzakhala pa udongo.

3. FUNCTION

a) Trainer write, on the board the dialogue, reads,
explains and makes extensions.

A. Upita kuti Manase?

B. Kukatunga madzi ku mtsinje

A. Ku mtsinje! ndiye kuti mulibe zitsime m’mudzi
mwanu?

B. lyai mulibe.

A. Koma ndibwino kuti muzimwa madzi a m'citsime asati amu
mtsinje cifukwa mAdzi a mu mtsinje ali ndi tizilombo.

1 1 1 PRACTICE

a) Trainer asks trainees to make a dialogue on
how to prevent waterborne diseases.

b) Trainer tells trainees to list down names of
waterborne diseases.

c) Trainer tells trainees to make sentences of their own
using NGAT1 -TF.LO

TASK

Trainer asks trainees to find out from their host families if
they always boil drinking water.

TRAINEE’S BOOK

LESSON 7:

LEVEL:

TOPIC:

TECHNICAL COMPETENCY
INTERMEDIATE
WATERBORNE DISEASES

COMPETENCY: TO BE ABLE TO GIVE ADVICE ON THE

PREVENTIVE MEASURES AND
TREATMENT OF WATERBORNE DISEASES.

I. MOTIVATION

SCENARIO: Dean explains to Chimwemwe of Mwami.

preventive measures and treatment of waterborne
diseases.

1. DIALOGUE

Dean :

Chimwemwe

Dean

Chimwemwe

Dean

Chimwemwe

Dean

Chimwemwe

Bw'anji acikulile?

Pang'ono ndimvera mmimba kutsina.

Kodi unadya ciani dzulo?

Sindinadye ciliconse dzulo, koma
ndinamwa madzi kwambiri.

Kodi madzi amene unamwaanali
ophikidwa kapena iyai?
lyai sanali ophikidwa.

Inde. madzi akumw'a ayenera kuphikidwa
nthaw i zonse cifukwa ngati simutelo
mudzayamba kudwala matenda monga kolela,
likodzo ndi m’mimba mwa kamwazi.

Kodi! iyai ndithu ndamvetsa kwambiri ndipo
sindidzayesanso kutnwa madzi yosaphika
cifukwa angandipatse matenda.

CULTURAL NOTES

Anthu ambiri m'midzi sakumwa madzi ophika
Most people in villages do not boil wafer tor drinking.

II EXPLOITATION

VOCABUIARY: Words and expressions related to water
and waterborne diseases.

GRAMMAR: Ngati * negative +■ pp + telo

Ngati - pp + telo

UNCTION : Discussing waterborne diseases.

1. VOCABULARY

kolela(Cizuulu)

pang'ono

kutsina

likodzo

kumvera

kapena

kuno

kwathu

kudziwa

kuyenera

kutelo

kuyamba

mmimba mwa kamwazi

kuyesa

kupatsa

Cholera
not so well
to ache
Bilhazia
to feel
may be
here
at home
to know
must
like that
to begin
dysentry

try

to give

; 7 b

GRAMMAR

RUIT

a ) Ngati - negative - pp - telo
Ngati * pp - telo

i) Ndiziphiku madzi akumwa ngati nditelo ndidzakhala wa
umoyo.

I will be boiling drinking water, if I do so. / will be

healthy.

ii) Uzisesa pa citsime ngati sutelo mudzagwela dothi.

You should sweep the surrounding of the well, if you
don 't do that dirt will fall in.

iii) Azimwa madzi ophika ngati satelo adzadwala.

He should drink boiled water, if he does not do
so. he will fall ill.

iv » Tizilima pacitsime ngati titelo padzakhala pa udongo.

We should clean the surrounding of the w ell, if we do so.
it will be clean.

T FUNCTION

Discussing waterborne diseases.

7 V

I l [ PRACTICE

a) Make a dialogue in pairs on how to prevent
waterborne diseases.

b) List down names of waterborne diseases.

( ) Make sentences of your own using NGATI - TELO
V TASK

Trainees to find out from their host families if they always
boil drinking water.

7fc>

MYAN.JA

LESSON 8:

LEVEL:

TOPIC:

TRAINER'S BOOK

TECHNICAL COMPETENCY
I NT HR MIDI ATI:
SANITATION

COMPETENCY: TO BE ABLE TO IDENTIFY THE

NECESSARY STEPS IN THE
CONSTRUCTION OF PIT LATRINES.

I . MOTIVATION

SCENARIO: A villager. Chingaipe approaches Volunteer

Robert to brief him on the necessary steps in the
construction of a pit latrine.

1. Trainees listen to the dialogue.

Chingaipe

Robert

Chingaipe

Robert

Chingaipe

Robert

Chingaipe

Pepani wawa. Ndifunseko. Kodi
ndingatani pomanga cimbudzi?

Ico ndicapafupi. Coyamba uyenera
kusankha malo abwino. Utatelo. pima utali
ndi ufupi wa cimbudzi.

Nanga zinanso ndi zotani?
l.'yenela kukhokhomera zikhomo
m'mangondya anai ndi kumanga bvcino
pamwamba kuti zipupa zisagwe pokumba.
Utamanga. kumba mpaka dzenje litalike.
Ndi eiani ndingaike pamwamba pa dzenjelo
Ika mitengo. Potsilizila manga kanyumba
ndi kuika denga.

Zikomo kwambili tsala bwino.

1 . Trainer reads and explains the dialogue using
gestures.

C CULTURAL. NOTES

1. Most rural residents are without proper toilets
and instead go into the bush.

1 . In villages, toilets are normally built behind the
house.

II L.XPLOIT ATION

VOCABULARY: Words and expression rcaited to latrines.
GRAMMAR: Use of 'after' pp + ta +■ root + a

FUNCTION : Construction of latrines.

1. VOCABULARY

Trainer explains the dialogue of the Motivation and makes
extensions from it. writes new words, reads, explains and
practices.

kufunsa

kufotokoza

kumanga

Capafupi

Kusankha

Malo

kacitidwe

Kukhokhomera

Zikhomo

Kugwa

Potsilizila

Denga

Kukonza

b) Trainer reads the dialogue in Motivation once more and asks
the following global comprehension questions.

Kodi Chingaipe anali kufuna ciani?

Chulani zofunika kutsatila pomanga zimbudzi.

1 . GRAMMAR

a) The use of "after"

Rule: pp + a + root + a

i) Ungathe kumanga cimbudzi utaoeza malo abwino.

ii) Anaik. dentta au..- angazipupa.

iii) Titakumba dzenje. tiyenera kuika mitengo pamwamba.
iv » Munabweletsa mitengo atatha kumanga cimbudzi.

.5. FUNCTION

ai Trainer write, reads and explains this dialogue.

A. Bwanji m’nzanga Shawn’

15. Nkhasako.

A. Ine ndaganiza kuti ndimange cimbudzi. Kodi
ndingatani kuti nditero’

15. Coyamba uyenela kupeza zitsulo zogwilitsa
nchito monga wilibala. piki, khasu nthambo.
fosholo, sando ndi zina zotere.

A. Nanga ndikapezazitsulozi ndidzatani?

B. Kumba dzenje. ndipo umange kanyumba. ndi
kuika denga pamwamba.

hi Trainer asks trainees to read and dramatise the
dialogue.

1 I 1 PRACTICE

1. Trainer asks trainees to construct sentences using
”ta" (alter)

1 . Trainer asks trainees to list down all the necessary
steps in the construction of pit latrines.

•5. Trainer asks trainees to make a short dialogue in pairs.

V TASK

Trainer asks trainees to go to nearby shanty compounds
and explain to people the necessary steps in the construction
of pit latrines.

NYANJA

TRAINEE’S BOOK

LESSON 8:

LEVEL:

TOPIC:

TECHNICAL COMPETENCY

INTERMEDIATE

SANITATION

COMPETENCY: TO BE ABLE TO IDENTIFY THE

NECESSARY STEPS IN THE
CONSTRUCTION OF PIT LATRINES.

I. MOTIVATION

SCENARIO: A villager. Chingaipe approaches Volunteer

Robert to brief him on the necessary steps in the
construction of a pit latrine.

1. DIALOGUE.

Chingaipe :

Pepani wawa. Ndifunseko. Kodi
ndingatani pomanga cimbudzi?

Robert :

Ico ndicapafupi. Coyamba uyenera
kusankha malo abwino. Utatelo, pima utali
ndi ufupl wa cimbudzi.

Chingaipe :

Nanga zinanso ndi zotani?

Robert :

Uyenela kukhokhomera zikhomo
m'mangondya anai ndi kumanga bwino
pamwamba kuti zipupa zisagwe pokumba.
Utamanga. kumba mpaka dzenje litalike.

Chingaipe :

Ndi ciani ndingaike pamwamba pa

dzenjelo?

Robert :

Ika mitengo. Potsilizila manga kanyumba
ndi kuika denga.

Chingaipe :

Zikomo kwambili tsala bwino.

CULTURAL NOTES

1. Anthu ambiri m'midzi alibe zimbudzi zabwino
koma amapita mthengo kukadzithandiza.

Most rural residents are without proper toilets
and instead go into the bush.

I I. M'midzi zimbudzi amamangila kurnbuvo kwa

manyumba.

In villages, toilets are normally built behind the
a house.

II EXPLOITATION

VOCABULARY: Words and expression related to latrines.
GRAMMAR: Use of 'after' pp ta - root * a

FUNCTION : Construction of latrines.

1. VOCABULARY

Kufunsa
Kufotokoza
ku manga
Capafupi
Kusankha
Malo

Kacitidwe
kukhokhomera
Zikhomo
Kugwa
Potsilizila
Denga
Kukonza

2. GRAMMAR
a) The use of "after"

Rule: pp + a + root + a

i) Ungathe kumanga cimbudzi utapeza malo abwino.

You can build the toilet after Hading a good beer.

ii) Anaika denga atatsillza kumanga zipupa.

They put the roof after completing building the walls.
iiil Tltakumba dzenje, tiyenera kuika mitengo pamwamba.

to ask
to explain
to build

something easy
to choose
place

how to be done
to nail ' hammer
pegs
to fall

at last/finally
root
to clear

Jigging (he pit, we mus. put the pt ..

it i Munabweletsa mitengo atatha kumanga cimbudzi.

I'hey brought the poles utter they hud completed
building the lutrine.

T FUNCTION

Dialogue.

1 ! i PR AC TIC L:

i. Trainees to < onstruct sentences using
"tiV i after)

Trainees to list down all the necessary steps in the
construction of pit latrines.

.1 Trainees to make a short dialogue in pairs.

V TASK

Trainees to go to nearby shanty compounds and explain to
people the necessary steps in the construction of pit latrines.

NYANJA

TRAINER'S BOOK

LESSON 9:

LEVEL :

TOPIC:

TECHNICAL COMPETENCY
INTERMEDIATE
SANITATION AND HEALTH
EDUCATION

COMPETENCY: TO BE ABLE TO EXPLAIN GOOD

SUSTAINABLE HEALTH ACTIVITIES
TO WOMEN ESPECIALLY.

I. MOTIVATION

SCENARIO: A health worker addresses the village women on
sustainable good health activities.

1. T rainees listen to the dialogue.

Health Worker

Women Folk

Health Worker

Women Folk
Health Worker

Women Folk

Tiwaone azimai nonse. Akumpando
Cacikulu ndubwela kuti tikambilane
pa zofunika Kucita inu azimai
poteteza matenda.

Kodi ndi zinthu zotani tiyenera
kutsaCra?

Coyamba, pezani njira zopewelamo
matenda oopsya.

Kodi izi ndi njira zotar.i?

Izi ndi njira monga kusesa m’nyumba
kuti mukhale mwaukhondo,
kulambula ndi kukhwapa udzu pa
bwalo pocingiliza malungo ndi kusamba
m’manja musanayambe kudya. kapena
mukacoka ku cimbudzi.

Yayi izo zamveka. Kungakhale cina?

Inde comaliza ndi kuyanganitsitsa nthaw
zonse kuti njirazi zithandiza kulimbitsa
umoyo wabwino mu mabanja mwanu.
Cabwino wawa.

Trainer reads and explains the dialogue using
gestures.

CULTURAL NOTLS

1. Most village women are willing enough to learn
about the hygienic way of living but there are
some old women who are totally oposed to
this.

11 LXPLOITATION

VOCABULARY : Words and expression related to activities that
sustain good community/family health.

GRAMMAR : NDI CABW1NO + (INF) (It's good. ) SICABWINO
*■ (INF) (It's not good..)

FIUNCTION : Discussing activities that promote good family
health.

1. VOCABULARY

a) Trainer explains the dialogue of Motivation, makes
extensions, writes new words on the board, explains
and practices.

Ulemu

Kukambilana

K uyenera/ ku fun i ka

Kuteteza/kucingilitsa/ kupewa

Kutsatira

Kupeza

Oopsya

Kusesa

Ukhondo

Kulambula

Kukhwapa

Udzudzu

Kuyang'anitsitsa

Kulimbikitsa

b) Trainer reads the dialogue in Motivation once again
and asks the following global comprehension
questions:-

}

i) kodi akambilana ciani?

ii) Patsani citsanzo ca njira zolimbikitsa umoyo
wabwino.

2. GRAMMAR

Trainer writes the following sentences on the board.

reads and uses them to explain NDI CABW1NO (It's

gotxl) SICABWINO (It's not good).

i) Ndi coyenera kusesa m'nyumba kawilikawili.

ii i Sicabwino kudya cosasamba m'manja.

iiii Kucingiliza banja ku matenda ndi kofunika
kwambiri.

iv ) Kumwa madzi osaphika sicoyenera.

FUNCTION

Trainer writes, reads and explains this dialogue.

A. Timverane azimai nonse. Kodi taphunzila zotuni
pa tsiku la lelo?

B. Kuti pali zinthu tiyenera kucita kuti tikhale ndi
umoyo wabwino.

A. Tachulanizofunika.

B. Cacikulu ndikutsatira njira zogonjetselamo
matenda. Ici cidzalimbitsa umoyo wabwino
m'mabanja mwathu.

b) Discussing activities that promote good family health.

1 I 1 PRACTICE

1. Trainer asks trainees to make a dialogue in which the>
discuss activities that promote good health.

2. Translate the following speech into Nyania:-

Attention Ladies. We've met here to discuss activities
that promote good family health. Here are some of
them.

(Timverane azimai. Takumana pano kuti tikambilane
pa zlmene tingacite pokhala ndi umoyo wabwino mu
mabanga. Zina mwa izi ndi izi).

TASK

Trainer asks trainees to visit some shanty compounds and
find out what people do to sustain healths living.

N't AN I A

TRAINEE'S BOOK

LESSON <):

LEVEL:

TOPIC:

TECHNICAL COMPETENCY
INTERMEDIATE
SANITATION AND HEALTH
EDUCATION

COMPETENCY: TO BE ABLE TO EXPLAIN GOOD

SUSTAINABLE HEALTH ACTIVITIES
TO WOMEN ESPECIALLY.

I. MOTIVATION

SCENARIO: A health worker addresses the village women on
sustainable good health activities.

1. DIALOGUE

Health Worker

Women Folk

Health Worker

Women Folk
Health Worker

Women Folk

Tiwaone azimai nonse. Akumpando.
Cacikulu ndabwela kuti tikambilane
pa zofunika kucita inu azimai
poteteza matenda.

Kodi ndi zinthu zotani tiyenera
kutsatira?

Coyamba, pezani njira zopewelamo
matenda oopsya.

Kodi izi ndi njira zotani?

Izi ndi njira monga kusesa m’nyumba
kuti mukhale mwaukhondo,
kulambula ndi kukhwapa udzu pa
bwalo pocingiliza malungo ndi kusamba
m’manja musanayambe kudya, kapena
mukacoka ku cimbudzi.

Yayi izo zamveka. Kungakhale cina?

Inde romaliza ndi kuyanganitsitsa nthawi
zonse kuti njirazi zithandiza kulimbitsa
umoyo wabwino mu mabanja mwanu.
Cabwino wav. ..

Oil TI iR Al NOTES

1. Azimai ambili mu midzi ndiodzipeleka

kuphunzila za umovo wamakono wa udongo
koma kuli ena acikulile amene safuna kutsatila
konse.

Most village women are willing enough to learn
about the hygienic way of living but there are
some old women who are totally oposed to
this.

II EXPLOITATION

VOCABULARY : Words and expression related to activities that
sustain good community/family health.

GRAMMAR : NDI CABWINO + (INF) (It’s good..) SICABWINO
+ (INF) (It's not good..)

FIUNCTION : Discussing activities that promote good family
health.

VOCABULARY

honourable
to discuss

to be appropriate necessa
to prevent
to follow carefully
to find

deadly/dangerous
to sweep
cleaniliness
to clear
to slash grass
mosquitoes
to assess/examine
to sustain

5)0

Ulemu

Kukambilana

K.uyenera/kufunika

Kuteteza/kucingiliza/ kupewa

Kutsatira

Kupeza

Oopsya

Kusesa

Ukhondo

Kulambula

Kukhwapa

IJdzudzu

Kuyang'anitsitsa

Kulimbikitsa

2. (, RAM MAR

MM CABWINO i It's good... ) SICABWINO (U's not g<x)d...).

i) Ndi coyenera kusesa m'nyumba kawilikawili.

It's necessary to often sweep the house.
iii Sicabwino kudya cosasamba m'manja.

It's is not good to eat without washing one's hands.

iii i Kudngiliza banja ku matenda ndi kofunika kwambiri.

Protecting the family from diseases is eery necessary .

iv i kumwa madzi osaphika sicoyenera.

Drinking unboiled water is not appropriate, not good.

T FUNCTION

Discussing activities that promote good family
health.

Ill PRACTICE

1. Make a dialogue in which you discuss activ ities that
promote good health.

1. t ranslate the following speech into Nyanja:-

Attention Ladies. We've met here to discuss activities
that promote good family health. Here are some of
them.

V TASK

Trainees to visit some shanty < ompounds and find out what
people do to sustain healths 1 iv mg.

•i

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Full text of "ERIC ED402743: Peace Corps/Zambia PST 1995 Special Lessons. Nyanja."

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