Tutorial Letter 201/2/2018: Literature and Society: A Perspective On African Languages

AFL2603/201/2/2018
Tutorial Letter 201/2/2018
LITERATURE AND SOCIETY:

A perspective on African languages
AFL2603
Semester 2
Department of African Languages
IMPORTANT INFORMATION:
This tutorial letter contains important information

about your module.
BARCODE
2 ND SEMESTER AFL2603 MEMO’S_ Assignment 1’s
Assignments 1
English Assignment 10
Question 1
(a) Lullabies are used to lull the babies to sleep. They are soothing to babies. They teach the
young ones the culture of that nation. Lullabies contain soothing words that cause children
to lull to sleep. Unfortunately, African lullabies were not developed by the then writers. Our
African children to date, they are still crying and need nurse girls/mothers to soothe them.
Even in the crèches, workers still sing those songs so soothe the babies. (Students to give
their own opinions, this is just a guide.) (5) Folktales: they are educational. Some contain
the history of the nation. They teach the listeners about creation, for instance how death
came about. They teach the young ones to sharpen the skill of listening and that of
narration. Children learn to order events and to critically. Through listening to folktales,
children learn more about animals, different trees and by so doing, they increase their
vocabulary. (Any other correct function will be credited.) (5)
(10)
(b) The common pattern in the African community was naming after. If the father was Sipho,
and having three sons and two daughters, the name Sipho should not just die but to be
carried forward to his grandchildren. All his sons and daughters will have to name one of
their children after the grandfather. (6)
(c) Functions of folksongs: Folksongs are educational; they are used to warn others, they
help increase the vocabulary in children and also help to build confidence in children.
Folksongs help sharpen the listening skills of children. Praise poems help to record the
history of the people, help to honour their hero’s and also appreciate nature. Folk songs
are used to entertain in different functions. Folksongs carry the pride and the culture of the
people. Folksongs help to give the singers confidence and also transfer different
messages. (Students should be able to substantiate their answers. And other functions
that can be mentioned by students.) (10)
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Question 2
Students are expected to read and answer on a novel that is known and prescribed in any
African language. Students are to write about character portrayal. The student can list
characters and indicate how they are portrayed. For instance in the novel titled Mbala Ngubaba:
Skhosana PB. The character named uMavela, is greedy, shallow minded, a lie and ignorant. He
sold his father’s cattle; he wanted to please the thieves instead of complying as the will states.
The lesson learnt by him is that greed does not pay because he ended in jail.
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NaMtshweni was honest, loving, followed culture to the later, and a Christian. She prayed when
things were tough. She wore and clad in a respected manner after the death of her husband.
She obeyed with what was required in the will of her husband. NaMtshweni was submissive to
her late husband and was also to be guided by her elder son Mavela whenever she was taking
a decision. Mavela being the son of NaMtshweni was expected to listen to her mother and not
be above her. The author did not potray NaMtshweni well. (Students to use both females and
male characters and indicate how characters are depicted.)
The rubric for marking is as follows:
Language: 8
Facts: 12
Structure : 5
Total Marks: =25
Question 3
(a) The poem is about the scary disease AIDS. The grandmother was asking herself what
kind of the disease it is. She equated it to influence, to the smallpox, or a draught. But the
disease was like fire that burns intently. The disease is like the thorn that pricks
continuously and not regressing. It is like a mamba that strikes hard and paralyses the
heart. That is AIDS, it left orphans. AIDS is heartless. (5)
(b) Sad/bitter tone because children are left without parents and to be cared for by a
grandmother. (3)
(c) Simile: this one is like fire; It is like a thorn that pricks continuously; It is like mamba, it is
like a draught. It is like a smallpox. (The poem is having only a simile) (6)
(d) The grandmother is affected because she cares for her daughters children whom their
mothers died on AIDS. The grandmother in not infected only her daughters. (3)
(e) AIDS you are cruel/Aids you are like a mamba. (Any other title that can suit AIDS should
be credited.) (1)
(f) The simile and personification. (2)
(g) Influenza, siphamula (and any other nickname for AIDS ) (1)
(h) Orphans are given grants provided they are having the correct documents which are a
proof that they are South African citizens. The child grant cater for them until the age of
seventeen years. In schools, there are feeding schemes (4)
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Question 4
(a) Three characters that are loved by children: The hare is witty/clever. Lion is big and is the
king of the jungle. Spiderman because this character can fly. A bee it brings help by biting
the man who was in the mission to shoot the bird. A mouse it relieved the lion by biting the
rope and released the lion before it could be killed. (Any 3 answers) (6)
(b) Women are good narrators, most of the time they are in the company of children and they
know which children are naughty, silly, etcetera and they can choose the themes to suit
each child.(Any other relevant answer written by students will be credited.) (6)
(c) Concept books (1) help the children to name, identify and to understand the meaning of
some basic and necessary words or terminology. (3) Alphabet books (1) stimulate
vocabulary development. (1) They also help to teach the young ones to identify both the
letters and their sounds. (1) Counting books (1) teach young learners how to count from
one to higher numbers. (1) Toy books (1) introduce children to early reading. (1) Toy
books stimulate the language and provide a happy experience with book. (2) Wordless
picture books (1) give every child an opportunity to interpret actions (1) and events
happening in the story as they will be understood by the child. (1) Illustrations also
develop sensitivity to the art and beauty. (1) (10)
(d) I will chose the theme on warning but using pictures and animals so to make it child
friendly. Why I chose that theme: children are abducted and killed. I can also chose a
theme on albinism and use pictures to enhance my story; most children with albinism are
also killed for muthi. The aim will be to embrace the albino’s and to make the community
accept people with different skin colour. (Any answer that is convincing will be credited.)
(6)
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Total Marks [100]
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Isizulu
Isivivinyo 11
UMBUZO 1
a) Mayelana nesizinda uma sibheka isimo senhlalo kuvela ukuhambisana mayelana

nokuziphatha kwabalingiswa. Ngokwendawo lendaba yenzeka endaweni yaselokishini
elinabantu abaphila impilo engafani ngenxa yezimo zomnotho ezingalingani. Isimo
senhlalo siveza isimo sobuphofu nendlala ngenxa yokugqoza kwamathuba emisebenzi.
Lesi simo sidalwa izimo zepolitiki yaseNingizimu Afrika ngenxa yengcindezelo. Isimo
sengcindezelo saholela ekukhipheni abantu abansundu inyumbazana kwezomnotho
nakwezepolitiki. Lesi simo sakhela sagxila saze samila izimpande yingakho nje
singasombululeki kalula ngisho emva kwenkululeko. UMazibuko kule ndaba ushaywa
isimo sokungalingana kwezomnotho okwenza naye ahalele ukungena esikhundleni
sikamfundisi uSokhela. Umfundisi uSokhela wabe esephila kamnandi esiphumile esimeni
sokuhlupheka nokuhlala emjondolo. (Umfundi angaveza okunye kodwa kuhambisane
nombuzo) (10)
b) UMazikode uvezwa engumuntu onenhliziyo engaphandle ngokungakwazi ukwamukela

isimo abaphila ngaphansi kwaso. Uphinda avezwe engaqhamuki namasu okuphucula
impilo yomuzi wakhe ngendlela ekahle engadaleli abanye izinkinga. Lokhu kugqama
ngesikhathi elekelela umyeni wakhe mayelana netulo lokuketula umfundisi uSokhela
ukuze umyeni wakhe uMazibuko athathe izintambo zokuhola ibandla ukuze baphume
ekuhluphekeni. Uvezwe njengomuntu onesibindi esisabisayo. Lokhu kugqama ngokuba
akwazi ukubheca umfundisi uSokhela ngobende inyama engayidlile. (abafundi bangaveza
okunye kodwa kuhambisane nombuzo) (8)
c) Ubudlelwano balaba bashadikazi bungobeqiniso ngoba bayabambisana kwabakwenzayo

baphinde bakhulume ngazwi linye. Lokhu kuyagqama kakhulu lapho bebambisana
mayelana nentulo lokuketula umfundisi Sokhela esihlalweni sokuhola ibandla. Lokhu
kwaba imfihlo yabo bobabili, yingakho nje kuvela endabeni ukuthi yize uMazibuko
eseziphethe kabi. Kodwa umkakhe wafele ngaphakathi wangayidalula imfihlo. Ngisho
nezinto ayesezenza uMazibuko ezidicilela phansi isikhundla sakhe nesebandla, akazanga
amchaye ebandleni. Akaveli futhi esabisa umyeni wakho ngokudalula imfihlo ngenxa
yokungaziphathi kahle. Ngisho esenikezwa ithuba enkonzweni ukuba ahlanze amaqiniso
ngentulo abalenza ukuketula umfundisi uSokhela. Uvezwa emaqikaqika kangangoba uze
adedele umyeni wakhe kwaba nguye odalula onke amaqiniso. (7)
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UMBUZO2
Lona ngumdlalo ofundwayo ngenxa yesakhiwo sawo. Wakhiwe izinkundla ezintathu, ngaphansi
kwezinkundla kwaba khona izigcawu. Okuqhaphelekayo ukuthi inkundla ngayinye yakhiwe inani
lezigcawu ezingalingani. Inkundla yokuqala inezigcawu eziyisikhombisa bese kuthi inkundla
yesithathu yakhiwe izigcawu eziyisishayagalolunye, kanti inkundla yesithathu yakhiwe yona
izigcawu ezinhlanu kuphela. Okuvelayo ukuthi inkundla ngayinye idingida isigameko esisodwa
bese siba nemixhantela ngokwezigcawu. (15)
kubo bonke abafundi, umbuzo awushayi emhloleni)
UMBUZO3
a) Inkondlo ikhuluma ngobungozi bothando ngenxa yokulutha izintokazi zengabadi. Uthando

luphinde lulimaze isizwe ngokuthi siyafa ngenxa yokungaqondwa kahle kwalo uthando.
Ngisho izinto zenziwa ngendlela kodwa kuba khona ukhala ekugcineni ngenxa
yemiphumela ebuhlungu eyenzeka ezimpilweni zabantu abasothandweni. Ngokwenkondlo
lokhu kudalwa ukungazi ukuthi omunye umumetheni emzimbeni engaba yingozi komunye.
Yingakho nje imbongi ithi ngikhombise soka lami, uphetheni ( isitanza 3 umugqa 01).
Lokhu kungenxa yokungafuni ukuthandabuza. Yingakho nje imbongi ithi ngikhombise
ubungozi nobuhle bothando lwethu (isitanza 3, umugqa 2). Iphinde inkondlo iveze ukuthi
uthando lubulale abaningi. Yingakho nje imbongi ibuza ukuthi baphi abaningi? (isitanza4
umugqa 01). Okuchaza ukuthi abaningi sebawushiya lomhlaba. (abafundi bangaveza
okunye bazisekele).
b) Imbongi iveza isimo sokudangala nokubalisa ngenxa yezimo zothando lwanamuhla

olunemiphumela engemihle neze. Lokhu kugqama ngokuthi imbongi iphawula ngothando
olonakalayo ngokulutha izintokazi zakithi. Iphinde iveze nokuphela kwesizwe ngenxa
yakho belu ukujula kothando. Ngisho ukujabula kwabazali kusheshe kushabalalale ngenxa
yokushabalala ngokushesha kwemizi ephenjwayo kugcine sekuvalwe ngehlahla.
Ukubalisa kugqama lapho imbongi ibuza ukuthi kanti kukhonani emva kothando (isitanza 2
umugqa 5). (abafundi bangaveza okunye okuhambisana nenkondlo). (5)
c) Iyi-eleji ngoba ikhuluma ngokufa. (2)
d)
(i) Isenzasamuntu ( lulutha izintokazi zakithi)
(ii) Isitanza (5) sokugcina imigqma yomithathu.
(iii) Umbizi
(iv) Isitanza 5 umugqa 3 onkamisa. Isitanza 3 umugqa 4 ongwaqa. (6)
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e) Imvumelwano siqalo isitanza 4 umugqa 1&2 ba-

Imvumelwano sigcino isitanza 3 umugqa 3no 4 –ni
Ukuxhumana siqalo isitanza 3 umugqa 1 no2 ngikhombise.
Imigqa ineziphumuzi kanti ayilingani kukhona emide nemifushane. (4)
UMBUZO 4
a) Imibhalo yabantwana isebenzisa ulimi olulula oluzwakala kalula. Abalingiswa bayo baba
sezingeni labo abantwana, lokhu kwenza kube lula kubantwana ukuzwelana naye
umlingiswa osendabeni. Isingeniso sayo siba lula ngendlela yokuthi inkinga iba sobala.
Umzimba udingida isigameko esisodwa esisondelene nempilo yomhlaba wabantwana.
Nesiphetho kufanele sibe lula sitholakale nesifundo. Kanti imibhalo yabantu abadala
isebenzisa ulimi olujiyile ngenhloso yokuthombisa umqondo. Abalingiswa bayo
bahambelana nomphakathi ngokuba benze lokhu okujwayele ukwenziwa emphakathi
empilweni yansuku zonke. Nayo idingida izigameko ezithinta izinselelo zempilo
emphakathini. (5)
b)
(i) Umlolozelo: usetshenziswa ukuthulisa umntwana okhalayo. Uyasebenza lapho
unina wengane ebalisa khona ngenxa yokubhunguka kwendoda. Uba yisilulu
sokugcina umlando owake wehlela umlobokazi emzini. (2)
(ii) Izilandelo: Ishukumisa ingqondo yakhe ukuze icabange ngokuhlelekile. (1)
(iii) Izinganekwane: zilondoloza izaqheqhe zolimi ziphende zilukhulise. Ngenxa
yobuhlakani ezibumumethe zifana nomlalazi olola imiqondo yabantwana. Ziphinde
zithokozise, zifundise zikhalime abanhlanhlathayo. (2)
c)
(i) Izincwadi ezinemifanekiso engenamagama (1)
Okuhle ngalezi zinhlobo zezincwadi ukuthi zifundeka ziqondwe abantwana abakwazi
ukufunda nabangakwazi ukufunda. Lezi zincwadi ngokuvamile zinikeza umntwana
ithuba lokuhumusha okwenzekayo kanye nezigameko ezenzeka endabeni njengoba
umntwana eziqonda ngothi lwazo. (4)
(ii) Izincwadi zezindaba ezinezithombe (1)
Izincwadi zalolu hlobo zinika abantwana ithuba lokusizwa ngabazali nothisha
enkulisa. Lezi zincwadi zisiza abantwana hayi ngobathokozisi kuphela kodwa
ziphinde zibafundise namakhono abasha athinta impilo. Ziphinde futhi zakhe isimo
sokuthuthukisa amakhono athinta ukukhula kolimi nokusetshenziswa kwalo.
(4)
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d) Indaba iqala ngesingeniso esithile lapho umlingiswa oqavile enenkinga noma isifiso
esithile. Indima yokuqala kumele yethule umlingiswa oqavile enenkinga ethile noma
kungabi inkinga kodwa kube okunye okuthile. Kumele futhi isingeniso sethule nendawo
noma isizinda lapho indaba yenzeka khona. Kubalulekile ukuba umbhali ayiveze inkinga
zisasuka phansi nje. Lapha umbhali uyaqikelela ukuthi akawafaki amawongowongo
nemininingwane engadingekile ngoba lokho kungase kumdide umntwana ebese
engayizwa indaba yonke. Yingakho kubalulekile ukuba indaba isheshe idonse noma ihehe
ofundayo. (5)
ISAMBA: [100]
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AFL 2603 Simesta 2 2018 Umsebenzi 12 IsiXhosa
Umbuzo 1
(a) Ixabiso leentsomi

i) Ziyafundisa
ii) Ziyonwabisa
iii) Zichithisa isithukuthezi
iv) Zihambisa ixesha
v) Ziqingqa izimo zabantwana
vi) Ukubaluleka kwezidalwa
vii) Zingumzobo wesimo sentlalo (10)
(b) Iziduko: umfundi uya kuthi achaze ukuba unaso na isiduko atsho azithuthe.
Ukubaluleka kwesiduko
i) Isizwe siyinxenye yohlanga, iqela leentsapho ezithi zibe ziphuma kumnombo omnye.
ii) Iingcaphephe zithi isiduko ngasinye sinembali ekumele ukuba amalungu aso ayazi.
iii) Xa ubani kusithiwa makazithuthe kufuneka akwazi ukuzilanda.
iv) Iziduko zithi zivele kuloyiso, abantu bebonga impumelelo leyo
v) Ziyasetyenziswa xa ubani obelahlekile ebuyela ekhaya,
vi) Xa isizwe sivuya oku kubonisa ukubumbana,
vii) Ukukhuthaza
viii) Xa kuzalwa umntwana
ix) Xa kukho ilungu losapho elithe lalandulela eli limagad’ahlabayo.
x) Xa ubani ezithutha ufundisa isizwe ngembali yaso, inkcubeko yaso kunye nobuntu.
(10)
(c) Ukuthiywa kwamagama akusalandeli indlela endala apho abantwana babethiywa

amagama ngokwenkolo, isini, isiganeko, imozulu, njalo-njalo. Ikakhulu amagama
amantombazana ayeqala ngo- No- logama awamakhwenkwe ayebonakalisa ubugorha
nobuninimzi. Kule mihla amagama amaninzi ayasetyenziswa nakwesiphi na isini.
(5)
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Umbuzo 2
(a) Umfundi uya kuthi akhethe nayiphi na inoveli ayifundileyo. Uya kunika igama lenoveli
nombhali wayo andule ukuxoxa ngempixano efumaneka kuyo. Kwimpendulo yakhe
makachaphazele ukungavisisani kwabalinganiswa ngomba othile odala iyantlukwano
nokungaboni ngasonye. Lo mba mawulikhulise ibali de liye kufikelela kuvuthondaba.
Kwisiphelo makubekho isisombululo sale mpixano. (15)
(b) Abalinganiswa nendlela abazotywe ngayo kwinoveli ayifundileyo umfundi. Umfundi uya
kunika iindidi ezine kwezi zilandelayo:
i) Iprotagonisti (umlinganiswa oyintloko): omele into ethile okanye iinjongo ezithile
afuna zifezekiswe
ii) I-antagonisti (umchasi): ophikisana noko umlinganiswa oyintloko afuna kufezeke
iii) Unozakuzaku: umlinganiswa ozama ukuhlanganisa imihlambi eyalanayo
iv) Umphixanisi: okuthaza nophembelela impixano phakathi kwabalinganiswa
v) Umlinganiswa ongqukuva: ofihle intloko lungaziwa uluvo lwakhe, uyaguguguquka,
angakumangalisa ngezenzo zakhe
vi) Umlinganiswa osicaba: osimo sakhe kulula ukusichaza, akatshintshi
vii) Ucala-nye: uhlala eyinto enye/akajiki
viii) Ummeli-ntlobo (umele izinto ezithile entlalweni, umzekelo ipolisa limele umthetho)
(10)
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Umbuzo 3
(a) Ushwankathela lombongo
Imbongi ithetha ngentlungu yendlala abajongene nayo abantu abaNtsundu kweli lizwe.
Bayalwa bodwa kuba elowo uzama ukuphila. Buphelile ubunye nokuzalana ngenxa
yokuba elowo uzamela esakhe isisu. Iindlela zokugxotha iphango zikhona kodwa
zibekelwe abantu abathile abarhwaphilizela iziqu zabo. Iyabuza ukuba bekungasekho
mntu onokuhlangula uluntu kule meko na ukuze kuxhamle wonke umntu. (5)
(b) Imeko yembongi
Imbongi ikhathazekile kuba ivakalisa intlungu yomntu obhuqwa yindlala kodwa kube kukho
abaxhamlayo. Ikhathazekile yimeko yokungalingani kwabantu belizwe elinye. (2)
(c) Ukusengela emlonyeni kukuzityela wedwa ungabelani namtu, uqiniseke ukuba yonke into
ekhoyo iza kuwe wedwa, akuwi nentwana phantsi ze icholwe ngomnye umntu okanye
ukukreza. (1)
(d) Impinda: Zihlabana nje ziyalamba (2)
(e) Izifanekisozwi: Govu, bhokro-o-o-o, nde-e gram-gram. (3)
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(f) Izafobe ezisetyenzisiweyo: Imbongi isizobela umfanekiso-ngqondweni ngokwakusenzeka

kwilizwe loMzantsi Afrika phambi kwenkululeko yomnyaka we-1994. Apho kwakusiliwa
omnyama esilwa nomnye omnyama. Ikwasixelela nangaloo madela-kufa aye evalelwe
entolongweni ngenxa yemigushuzo yezopolitiko. Apha uShasha usibonisa indlela
ebebephila ngayo abo bavalelweyo ngokuthi xa benikwa ukutya bakunikwe ngokuthi
bakuphoselwe, nokokutya kukutya okungatheni. Nangona belamba nje abo besemjiva
ukutya okanye ubutyebi beli lizwe kudlalwa ngabo, ngabo basemagunyeni.
UShasha usizobela umfanekiso womntu ohluthayo ngokuthi athi xa esenga asengele emlonyeni
oku kubonisa ngokuphandle ukuba kunentlutha kweli laseMzantsi Afrika. Ukwasixelela ukuba
nangona besitya nje bakwenza oku bechasele kuba kaloku kuyazalatyalazwa ke ngoko
abakwazi ukutya bonwabile.
Iyakhuza ke ngoku imbongi ukuba bekungasekho namnye na onokukwazi ukuba akhokele eli
lizwe lize likhululeke, atsho esebenzisa igama longasekhoyo ubawo uMandela. Ke ngoku lo
kaMandela uya kuthi alikhokele eli lizwe apho kuya kuba yimincili nemigcobo kuba kaloku
wonke ubani uya kube ekhululekile.
Umfundi uza kuthi achazaphele oku kungentla ngokuthi agxininise kwizafobe ezisetyenzisiweyo
apha kulo mbongo ezifana nezi:
 Izifanekisozwi
 Isikweko
 Isimntwiso
 Iqhalo
 Umbuzo-buciko. (12)
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Umbuzo 4
(a) Iimpawu zebali elililo elinokuba nomtsalane kubantwana:
Uncwadi olubhalelwe abantwana luthi luchaphazele imiba ethi yenze intsingiselo
ebomini babo, ngokuthi lube nemifanekiso, imibala eqaqambileyonolusebenzisa ulwimi
olungantsokothanga nolulungele iminyaka leyo yabantwana. (5)
(b) Izihloko ezilungele iincwadi zabantwana

Indalo, izilwanyana, iziqhamo nemifuno, imilingo neentsomi, iithoyi, amabali eBhayibhile,
abantwana, abalinganiswa ayingobenene (10)
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(c) Iindidi ezahlukileyo zeencwadi zemifanekiso zabantwana nokubaluleka kwazo. (10)
i) Iincwadi zeethoyi/ zezinto zokudlala (toy books: zincedisa ekukhulisweni

kwengqondo, ukucunga nolwimi lomntwana
ii) Ezoonobumba/alfabhethi: zifundisa abantwana ukwazi oonobumba ukuze bakwazi
ukubachonga xa besetyenziswe kumagama
iii) Ezokubala: zifundisa abantwana ukubala ukususela kwinani lokuqala kuye
kwaphezulu
iv) Ezeekhonsepthi (concept): zinceda abantwana bakwazi ukuxela amagama,
ukuwachonga xa bewabona nokwazi into ethethwa ligama ngalinye
v) Ezinemifanekiso yodwa zingabi namagama: zifundisa umqaphela weempawu zento
nganye esemfanekisweni
vi) Ezifundeka lula: zikhuthaza ukwazi ukufunda
vii) Ibali eliyimifanekiso.
(Umfundi uya kukhetha naziphi na ezintlanu.) (5)
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AMANQAKU EWONKE: [100]
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Simesetara 2 2018 (2)

Asaenmente 1
Potšišo 2
(a) Batho ba kgale ba be ruta dimelo le maitshwaro baneng ka dinonwane,dithai le dikoša.

 Dinonwane di ruta bana semelo, di hlohloletša bana go theetša ka šedi, di ruta gape
bokgoni bja go anega le go opela.
Bana ba ithuta go kgoboketša tlotlontšu ye mpsha le go ithuta ka tikologo ya bona.
 Dithai tšona di lootša megopolo ya bana, di oketša tsebo baneng le go ba ruta go
beakanya dintlha ka tatelano.
 Dikoša tša setšo bjalo ka tša manyalo, di thuša go laya banyadi, dikoša tša ge bana
ba etšwa lebollong, di thuša go aga semelo, megobo e fahloša setšhaba ka seo se
diregago. (6)
(b) Ge go bolelwa ka dituntuletṧo / dikuruetšo go bolelwa ka dikoṧana tṧeo di opelwago ke
bakgekolo goba baledi ba bana ge ba homotša bana mola bommabo ba ile maṧemong,
kgonyeng goba ba ile medirong ye mengwe.
Mohlala wa motuntuletšo:
Ngwanaka, ngwanaka o a lla.
Eeiiee,. . . eeiiee . . .
O a lla, mpepu ngwanaka re tloge.
Eeiiee, . . . eeiiee . . .
Homola ngwanaka, homola ngwana.
Eeiiee, . . . eeiiee . . .
Ngwanaka nka mo sohlola ka mafuri.
Eeiiee . . .eeiiee . . .
Ka mafuri ka ipeleṧa lehlaka
Eeiiee . . .eeiiee . . . (6)
Lehlaka le le sa llego Eeiiee . . . eeiiee . . .
(c) Mohlala wa sereto: Mologadi
Mohlala wa go itheta: Ke Mologadi wa babina tau ya lešoka
Ke mosadi yo mosehlana wa go tšwa Moletlane
Moletla le ba madi a šele
(Moithuti o swanetše go ngwala sereto sa gagwe le go itheta) (8)
(d) Mohlala wa košana ya go iša ngwetši bogadi:
Mmatswale tlogela dipitšana
Mong’a tšona o fihlile
Helela mošutelele!
Mo šutelele mo šutelele!
13
Ke yoo o fihlile?
(Moithuti a ka ngwala košana yeo a e tsebago) (5)
/25/
Potšišo 2
Ee, gantši baanegwa ba kgatha tema bjalo ka batho bao ba phelago le ge e le gore ka nnete
bona ga ba phele. Moithuti o tla ngwala leina la padi yeo a e badilego le mongwadi wa yona
gomme a hlaloša padi yeo le baanegwa ba yona go laetša ka fao ba bonalago o ka re ba a
phela. Mohlala, leina la padi: Di šašarakane, mongwadi: SM Ramaboea. Puku ye e bolela ka ga
batswadi bao ba ratago go kgethela bana ba bona balekani. Mantwa le Molwantwa ba be
ratana efela batswadi ba bona ba be ba sa thabele go ratana fao ga bona. Mantwa le
Molwantwa ba ile ba bontšha lerato la bona bohlokong le lethabong go fihla ge ba nyalana.
Baanegwa ba padi ye o ka re ba a phela le ge e le gore ga ba phele.
Language: 8
Facts: 12
Structure : 5
(Moithuti o swanetše go ngwala ka padi goba terama yeo a e badilego ebile a laetše baanegwa
ba batho) /25/
Potšišo 3
 Sereto se se bolela ka dilo tša hlago tšeo di kgahlago Mong wa tšona e lego Modimo.
Tematheto ye nngwe le ye nngwe e tšweletša kakanyo ya yona mohlala:
1 e bolela ka bošego le mosegare
2 e bolela ka dinaledi le leswiswi
3 e bolela ka ngwedi wo o kgahlišago ka go kganya
4 e bolela ka dinonyane tša go swana le maribiši le bomankgagane
5 e bolela ka pula yeo e tšwago legodimong
6 Tematheto ya bofelo e bolela ka dinoka tšeo di tšhelelago lewatle.
(10)
(b) Molaetša wa sereto ke gore dilo tša hlago di botse di a kgahliša ebile di nyaka go
hlokomelwa. (2)
Maikutlo a moreti ke a lerato le go tumiša. Moreti o rata hlago le bobotse bja yona. (5)
(c) Dikapolelo tšeo di bonalago fa ke: tshwantšhanyo/papišo mo mothalothetong wa 5 Moreti
o re ‘dingwe di thalaganya mo nkego ke dinokolwane tša meetsemadiba’ o swantšha
dinaledi le dinokolwane tša meetsemadiba. Sekapolelo se sengwe ke mothofatšo moreti o
re ‘Ge maribiši le bomankgagane le bona ba gana go robalela sa ruri, Moreti o
mothofaditše dinonyane. (8)
/25/
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Potšišo 4
(a) Dingwalo tša bana ga se di tšwelepele kudu mo lelemeng la Sesotho sa Leboa ka gore
bangwadi ba bantši ga ba ngwale ka tšona le banyakišiši ga ba nyakišiši ka dingwalo tša
bana. Go sa nyakega bangwadi ba dingwalo tša bana. (8)
(b) Batho ba bagolo ba a ratega ka gore ga ba fele pelo ge ba bolela le bana.Batho ba bagolo
ba na le lerato la go godiša bana le go theeletša. Batho ba bagolo ba rata go boledišana le
bana mabakeng a mantši. Batho ba baswa ba fela pelo ebile ga ba rate go anega
dinonwane.
(Dikarabo tše dingwe le tše dingwe tša maleba) (6)
(c) Dipuku tša dibapadišane _ Di ruta bana ka dibapadiša tša go fapafapana le gore di
šomišwa bjang.
Dipuku tša dswantšho_ Di ruta bana go lebelela diswantšho le go kgona go di bolediša.
Dipuku tša dialfabete_ Di ruta bana ka dialfabete le gore ba ka dikopanya bjang go hlama
mantšu.
Dipuku tša dikanegelo_ Di ruta bana ka dikanegelo tša merero ya go fapafapana.
(Moithuti a ngwale tše tharo feela) (3)
(d) Mmutla o ratega ka lebaka la gore o na le mahlajana, o hlalefetša diphoofolo tše dikgolo, o
na le lebelo. Tau e bonagala bjalo ka phoofolo ye kgolo efela ya setlaela yeo e phalwago
ke mmutla.
(Moithuti o swanetše go hlaloša ka botlalo gore ke ka lebaka la eng bana ba rata mmutla e
sego tau) (8)
/25/
PALOMOKA:[100]
15
ASSIGNMENT 2
Potso 1
(a) Nyaa, dithamalakane, dinaane dipina tsa setso di santse di le mosola mo baneng.
Dithamalakane di tlosa bana bodutu le go ba golaganya jaaaka batho ba ba dirisanang
mmogo. Fela jaaka dinaane, dithamalakane di ruta bana setso. Di ba ruta ngwao le meetlo
ya segaabona. Di ruta bana melao le maitshwaro a mantle. Dipina le dinaane ke maitiso a
a monate a a tlosang bana kwa mebileng le go ba tlhola ba sireletsegile. Di ruta bana go
somarela setso le puo. (Moithuti a ka neela dintlha dingwe tse di botlhokwa). Dipina di
tlosa bana bodutu le go ba golaganya jaaaka batho ba ba dirisanang mmogo. Dipina di
ruta bana setso. Di ba ruta ngwao le meetlo ya segaabona. Di ruta bana melao le
maitshwaro a mantle. Dipina ke maitiso a a monate a a tlosang bana kwa mebileng le go
ba tlhola ba sireletsegile. Di ruta bana go somarela setso le puo. (Moithuti a ka neela
dintlha dingwe tse di botlhokwa (10)
(b) Moithuti a ka tlhopha leboko lengwe le lengwe la morafe mme a tlhalosa botlhokwa ba
lona. (10)
(c) Moithuti a ka neela mela e a e tlhophileng e e buang ka ga bosenyi. (5)

/25/
Potso 2
Moithuti a ka itlhophela padi mme a supa baanelwa ba yona le ditiro tsa bona.
Language: 8
Facts: 12
Structure: 5
/25/
Potso 3
(a) Leboko le le bua ka ga kgosi Molefi yo o neng a tlhomiwa mo bogosing. Kgosi o

tlogeletswe bogosi ke mogoloe mme o ne a gakololwa go phutha morafe le go fedisa boitaolo
mo motseng. Baagi ba ne itirela boithatelo mme go se na molao le tolamo. Bangwe ba baagi ba
ne ba tlogetse motse mme ba iketse kwa ditoropong go batla botshelo bo bo botoka. Ba ne ba
tlogetse banna, basadi le bana mme ba iphile botshelo ba ditoropo bo bob a lebaditseng setso
le ngwao ya bona. Kgosi o gakololwa ke mmoki go ba phutha le go fedisa boitaolo. (8)
16
AFL2603/201
(b) Thuto ke gore fa o le moeteledipele o tshwanetse go nna sekao mo bathing ba o ba

eteletseng pele mme se se botlhokwa ke gore fa o le motho o seke wa lebala setso le
ngwao ya gago le go tshegetsa molao le tolamo. (6)
(c) Neelatsano, Tlhatlhagano, Tshantshiso, tlogelo,. (6)
(d) Thekeniki ke mokgwa kgotsa tsela e mokwadi a e dirisang go ngoka bareetsi kgotsa
babuisi ba leboko la gagwe. (5)
/25/
Potso 4
(a) Dibuka tsa bana tsa ditshwantsho: > Bana ba rutiwa ka ga go dirisa ditshwantsho. Ba
rutiwa go tlhama kgang ka go leba ditshwantsho.
(i) Dibuka tsa ditshamekisiwa > Di ruta bana ka ga ditshamekisiwa le tiriso ya tsona.
(ii) Dibuka tsa dipalo > Di ruta bana go bala.
(iii) Dibuka tsa dialefabete > Bana ba rutiwa go dirisa dielefabete tse di farologaneng go
tlhama mafoko.
(vi) Dibuka tsa dinaane > Di ruta bana ka go dirisa dithitokgang tse di maleba le melao e
e amang matshelo a bona.
(v) Dibuka tsa ditshwantsho tse di senang mafoko.
(vi) Dibuka tse di buisegang bonolo.
(b) Pharologano magareng ga dibuka tsa bana le tsa bagolo:

Dibuka tsa bana di dirisa mokgwa o o tlhalogangwang ke bana wa go buisa. Di
kgabisitswe ka mokgwa wa ngokela bana (Di dirisa ditshwantsho) fa dibuka tsa bagolo
tsona di sa kgabisiwe.
Thitokgang ya dibuka tsa bana e bonolo gore e kgone go nyalelana le dingwaga tsa bona
fa thitokgang ya dibuka tsa bagolo yona e se bonolo.
Baanelwabagolo ba dibuka tsa bana gantsi le bona ke bana fa baanelwabagolo ba dibuka
tsa bagolo e le bagolo.
Puo e e dirisiwang mo dibukeng tsa bana ke e e bonolo e e tlhamaletseng fa puo ya
dibuka tsa bagolo e se bonolo.
Puo e dirisa dipoapoeletso gore bana ba e tlhaloganye. (6)
(Dipharologantsho di le tharo fela)
(c) Nyaa, dibuka tsa bana di santse di tlhaela gonne morago ga kgorogo ya Bommishenare
go ne go lebeletswe thata go kwalwa le go fetolelwa ga beibele mme go ikgatholositswe
go kwalwa ga dibuka tsa bana. (4)
17
(d) Dibuka tsa bana di ruta bana go buisa. Di ba ruta go bala dipalo. Di ba ruta go lebelela
ditshwantsho le go di tlhalosa. Di ruta bana melao. Di tlosa bana bodutu. Di godisa
tlhaloganyo. (5)
/25/
Maduo otlhe: 100
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AFL2603/201
MEMO Mosebetsi 1 (15) Sehla sa Bobedi 2018
Potso 1
(a) Ditshomo di thabisa bana. Bapheti ba ditshomo ba etsisa diketso tse ka thabisang bana.
Diphoofolo tse hlahang ditshomong, di qabola bana, mme bana ba ka ithuta maqiti le
maqheka a bophelo boitshwarong le diketsong tsa diphoofolo tsena. Hape bana ba ka
ithuta ho bina le ho pheta ditaba ka tsona. Ba ithuta puo le ho beha ditaba ka mokgwa o
utlwahalang. Ke mokgwa wa ho fetisa ditlwaelo le meetlo ho batho, hape ho ithuta tikoloho
ya bona ka mokgwa o kgahlang. Dithoko di rotloetsa boqapi ba Basotho. Di boloka nalane
ya setjhaba, meetlo le ditaba tsa puso. (10)
(b) Mohlala: Ke thellele’eng ke le:

Mosiya Motobatsi!
Motho Mmantshang-thebe-di-ome,
Di se nna di omela, mokgwabo tlung,
Di omele kantle mabaleng.
Motho wa ma-Lebajoa la Nkoanyane,
Motho wa Tšele le Letuka.
Ho thwe mofumahadi Monyaluoe o ne a nyetswe ha Basia. Ba habo ba mo tshehetsa

mme ba lwana dintwa tse ngata. Kahoo thebe e ne e sa ome madi ha Basiya. Ka hona ke
se bolelwang ke mela e mmedi ya pele. Baholo le bahale ntweng tsena e ne e le bo-
Letuka, Nkoanyane le Tšele. (8)
(c) Moithuti a ka fana ka setshwantsho sa hore dingodilweng tsa botjhabatse phetwang ka

molomo di na le thothokiso, jwaloka dithoko, dipina tsa botjhaba j.j. Hape ho na le dipale
jwaloka ditshomo, le mefuta e meng ya porosa – mohlala: maele, maelana, dilotho.
Ditshomo, Guma (1967) o di arola sa matjhaba a mang, o bolela hore ke tshomo-tshomo,
pale-bahale, dipale tsa bosatsejweng le dipale tseo ho tsona baphetwa e leng diphoofolo.
(7)
/25/
19
Potso 2
Dintlha ke tse latelang: Baphetwa ke batho ba boiqapelo ba sengodi. Sengodi se ba hlahisa ba

etsa diketso tsa batho bao re phelang le bona. Ba na le dibopeho tseo re ka di elellwang
bothong ba rona le bao re phelang le bona. Hore ho tle ho bonahale hore baphetwa ke qapo ya
sengodi, ho na le baphetwa-sepapetlwa, le baphetwa bao botho ba bona bo feletseng, ba
fetohang le maemo le dinako jwaloka motho ya phelang. Mophetwa sepapetlwa o dula a
tshwana, ha a fetohe. Ha a lokile – o dula a lokile. Ha a le mobe o dula a le mobe. Moithuti a ka
hopola mophetwa ya kang Aria Sebaka le moruti Katse ba lokileng, toko e senyekgenyekge
bukeng ya Pitseng e ngotsweng ke Thomas Mofolo. Hape bukeng ya Chaka Isanusi esala e le
motho e mobe ka nako tsohle. Sebopeho sa hae ke hore tshobotsi ha e kgahlise ho hang feela.
O meriana e mebe, mme o kgothaletsa Chaka ho e sebedisa hore a tle a bolaye. Chaka o ba le
lenyora le makatsang la ho harola ditjhaba ka lebaka la Isanusi. Empa hona bukeng eo
Mophetwa wa sehlooho e leng Chaka o a fetoha, Chaka ya lokileng e monyenyane ha a
tshwane le Chaka emoholo ya seng a le kgopo. Mongodi o ba le mophetwa wa sehooho,
molwantshi le molwantshuwa le ba tlatseletsang mophetwa wa sehlooho ho ntlafatsa dikarolo
tsa padi tse kang poloto, mookotaba le moqoqo wa padi. Moithuti a thatolle tlhaloso ya mefuta
ya baphetwa.
Language: 8
Facts: 12
Structure: 5
Total: 25
Potso 3
(a) Ha motho a ithorisa ka lefu a tsebe hore lefu ke ngwetsi ya malapa ohle. Ka mantswe a
mang ho shwa hot la etsahala ho motho e mong le e mong. Tltlontswe e thothokisong e
bontsha hore lefu ha se ntho e matla. Ke mofokodi kaha e senya ka ho nka maphelo. Lefu
ke ntho e mpe eo bang ba e thabelang mme mehlaleng ya bona batho ba je tjhefo, hape
hob a le dintwa tse bolayang ba bang. Lefu ho ya bohle leha ba bang ba ithorisa ha kana.
Ho nang le matla ke tumelo ya tsoho ya bafu. (6)
(b) Mohlala: Ke tjhefo le ntwa. (4)
(c) Sethothokisi ha se rate sehlodilweng sena lefu. Se a komakoma, mme tlotlontswe e
bontsha sena. Ha se rate ha lefu le roriswa, mme se sebedisa maele a bontshang ho hlora
ha batho ba lahlehetswe ke mmamoratwa ya diketso tse ntle mohlomong le tshobotsi e le
jwalo. E be Basotho ba tla re, ‘pitsana e ntle ha e jele’. Ha ho monate ho lahlehelwa ke
motho wa boleng ho Basotho. (5)
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AFL2603/201
(d) Mehlala:
Mothofatso – Lefu se ke wa ikgantsha, [o] Ramatla (wena lefu)
Karaburetso - ya motsamao = moleng 6
‐ Tshwaro = moleng 11
Tshwantshiso (Thehello) – O lekgoba = moleng (6)
(e) Ke sonete, mme sena se bonahala ka mela e leshome le metso mene. Hap eke kodi ya
malla, sethothokisi se a lla, se llela ba seng ba re sehile ba nag le boleng ba nkuweng ke
lefu. (4)
/25/
Potso 4
(a) i. Buka papadi tsa masea le bana ba e so kene sekolo – tsona di etswa ka lekoko le
thatha le morumo, di ka etsisa le ditshwantsho tsa dintho tse teng tse kang
diphoofolo le tse ding. Buka ya teng e ba mmala e kganyang mme e be bopopi mmo
ngwana ka nako e nngwe a ka kgonang ho tshwara Mahlo, marama, maoto le tse
ding tsa se takilweng ho yona. E thusa bana ho ithuta puo, ho ba le kutlwisiso le
ntlafalo tsa kgolo tsa bana ba keretjhe kapa nteterwane.
ii. Buka ya letere: Diletere di mebala ho kgahla mahlo a mmadi. E ruta bana medumo
ya puo, kamoso ba ba le ditshiya tsa ho bopa mantswe.
iii. Buka ya ditshwantsho feela: E thusa bana ho ipoela pale eo e leng ya bona. E
kgahla ban aka mebala ya yona ha e ntse e hlalosa tikoloho le ditaba ka
ditshwantsho.
iv. Buka ya ditshwantsho le dipolelwana tse fokolang: Mona ngwana o ithuta ho bapisa
mantswe le ditshwantsho ho utlwisisa se bolelwang, a be a fetele ho baleng Dipolelo
tse kgutshwanyane. E bopa hob ala ka kutlwisiso hwa ngwana.
v. Dibuka tsa dipalo: Tsona di bopa dipalo ka mebala e kganyang, ho tloha ho ha ho

letho ho isa ho leshome. Mongolo ke o moholo wa letere ka nngwe. Tsona di ruta
bana ho bala. (10)
21
(b) Moithuti a ele hloko dintlha tse latelang mongolo wa dibuka tsa bana e ba o moholo, ditaba
tsa teng di kgutshwanyane ho kgahlametsa kelello ya bana e se kgathale ke ditaba tse
yang lolololo. Di ba le ditshwantsho ho ntlafatsa ditlhaloso le tlhalohanyo, ha batho ba
baholo ho sa hlokehe dintlha tsena haholo kaha ba se ba tseba puo, mme b aka lekanya
se hlaloswang. Dibuka tsa bana di kgaba ka mebala e fapafapaneng ho nea ngwana
lesedi la tikoloho le seo ho qoqwang ka sona, le ho mokgahla kaha ngwana o lahlehelwa
ke mamello le thahasello kapele. (6)
(c) Moithuti a nehelane ka maikutlo a hae, mme a ipapise le boleng ba dibuka tsa bana. Re
ntse re hopola hore bongata ba dibuka tsa bana Sesothong, ke tsa sekolo, ntle le tse
buuang ka molomo tsa botjhaba. (4)
(d) Moithuti a qotse mme a ngole diratswana tsa pina ya letjhato, mme a be a fane ka
molaetsa wa yona. A hlokomele hore manollo ya molaetsa wa pina ha o a fapana le wa
thothokiso. (5)
/25/
Kakaretso ya Matshwao: 100
22
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Assignment 16 MEMO
SIVIVINYO 16
UMBUTO 1
(a) Bahlolwa batawuvuma nome bale basekele ngetibonelo letifanele (lophendvulako

angasekela imphendvulo yakhe yeyame kulokulandzelako )
Tingoma temdzabu tisahlatjelelwa nakunetibhimbi/ imicimbiyesintfu njengencwala,
umtsimba. Imisebenti leyahlukene yesive, imingcwabo njll.
o Kwesweleka kwebantfu labacula lawo maculo.

o Banfu abasatiniki sikhatsi sekuhambela tibhimbi/imigidvo yesintfu lakuhlatjelelwa
khona lawo maculo.
o Kweswelakala kwelwati lolwanele ngemlanvdo walawo maculo.
‐ Tibongo tisentelwa emakhosi. emachawelahlabene kanye

nekutibonelela kwemajaha, tintfo,emakhehla nawowonkhe umuntu.
Naleminye imibono yemukelekile. (15)
(b) Umhlolwa utawusho kwekutsi bantfu bakadzeni bebalwendlulisa njani lwati nemakhono
kubantfwababo bese usekela imphendvulo yakhe ngetibonelo letifanele. Imphendvulo
ayeyame kuloku:
Lwati belendluliswa ngemlomo . Bafundzi abasekele ngaloku:
o tinganekwane,
o tiphicaphicwano,
o taga,
o tisho
o tingoma tesintfu njll . Naleminye imibono yemukelekile. (10)
/25/
UMBUTO 2
(a) Ingcikitsi ngumnyombo wendzaba jikelele,nguloko lokuchube umbhali

kwekutsi abhale.Umlayeto loletfwa ngumbhali kulabafundza lowo mbhalo. (3)
(b) Umhlolwa utawukhetsa nome nguyiphi inoveli leshicilelwe yeSiswati akhombise

kwekutsi umbhali uphumelele kangakanani kusebentisa badlali ekuveteni ingcikitsi yakhe.
Umhlolwa umele avete tento tebadlali letihambisana nencgikitsi. (22)
23
Language: 8
Facts: 12
Structure: 5
/25/
UMBUTO 3
Fundza lenkondlo letsi “NTFOMBI YETIMANGA” lebhalwe Ngu-SR Mdluli, bese uyayihluta
ubhekise kuloku:
(a) Lokushiwo yinkondlo. Inkondlo ikhuluma ngamabonakudze lowentiwe intfombi le

tsandvwa bantfubonkhe.Lophendvulako angasekela ngemigca lesenkondlweni. (10)
(b) Inhloso yembhali ukhuta luntfu mayelana neTV( mabona kudze) lebukelwa ngatikhatsi
tonkhe, letsandwa bantfu, lelibata bafundzi. Umoya walenkondlo usemkhatsini.(7)
(c) umhlolwa angachaza nome abeke umbono wakhe ngekusetjentiswa kwe tinongo
tenkhulumo kulenkondlo. Tinongo letingabukwa
Simuntfutiso e.g Khewane ucoca nawe ahleke.
Sisho e.g Bothishela bona bavete lemhlatsi.
Sifaniso ngco. Ungumacitsa situnge. Naletinye letitawubhalwa ngumhlolwa temukelekile.
(8)
/25/
UMBUTO 4
(a) Umhlolwa utawusho kwekutsi yena ubona kwekutsi ngubani lacabanga kutsi ucoca
kangcono tindzaba tebantfwana emkhatsini wathishela wasenkhulisa nagogo ekhaya.
Bese usekela imphendvulo yakhe ngemaphuzu lashaya emhlolweni. (8)
(b) Tincwadzi tetitfombe tincwadzi tebantfwana leticedzelwe badvwebi. Tincwadzi tetitfombe
tinemibhalo lekhuluma nebantfwana futsi bayitsandze leyenta ncono, yelule, futsi ikhulise
lwati lwabo lolusendlalelo, tintfo temibhalo labatitsandzako.
Yehlukaniswe ngaletinhlobo: Tincwadzi temathoyisi, tingoma tebantfwana/ tincwadzi
letingemabhodi tincwadzi tema-alfabhethi, tincwadzi tekubala noma tetinombolo, tincwadzi
temicondvo, tincwadzi tetitfombe letingenamagama netincwadzi tetindzaba letinetitfombe.
(6)
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AFL2603/201
(c) Chaza kancane ngemfundziso letfolakala kutingoma tebantfwana.

 Tiyafundzisa
 Tiyayala
 Tiveta bugagu
 Tivete emakhono. Naleminye imibono yemukelekile. (4)
Umfundzi utawubeka wakhe umbono asho kwekutsi yini lenta imibhalo yebantfwana kutilimi
temdzabu ikhombise kutsi leminyenti isandza kushicilelwa. Lokunye langakubeka ebaleni kutsi.
Bebangekho babhali bemibhalo yebantfwana esintfwini ngobe lwati belendluliswa ngemlomo.
Lababhalako basandza kuyicala lendzima, ayisengakatfutfuki, tincwadzi tisembalwa. Naleminye
imibono yemukelekile. (7)
/25/
EMAMAKI SEKAWONKHE [100]
25
IsiNdebele
Assignment 17
Umbuzo 1
(a) Ziimbelesi/Bomma ngombana ngibo ababaziko abentwana kobana babukhali/balila

kangangani. Imidunduzelo ziingonyana ezivunyelwa ukuthulisa abentwana nabalilako
nalokha umma nakafuna ukuthulisa umntwana kobana alale. Abomma bayababhebhula
nanyana babasingathe bese bayabasususzela/bayabadunduzela ngomnqopho wokuthula
nanyana wokobana balale. (3)
(b) Izaga. Zandisa ilwazi magama. Zinothisa ikulumo. Zingaba ziinhloko zeencwadi nanyana
iindatjana ezithileko. Ziyakhalima, isib. Kotjhatjha akulilwa, kulilwa komrhali; isitja lifela
emsebenzini walo, njll. Zimumethe iimfundo nemiyalezo ethileko. Izaga zisetjenziswa
ekulumeni nakuyalwako, kukhalinywako, kuyeleliswa, kwakhiwa isitjhaba, njll. Isib. Isiziba
asinyelwa. Zamadzaba akude ziyonda; ilanga lingawa lidojwe ziinkukhu, kuvuswa
ezivusako, njll. (7)
(c) Iingoma zesintu: zisusa isizungu. Iingoma ziyakhalima, isib. Imiyeyezelo evunywa
nakwendiwako. Ivamise ukuyelelisa nokukhalima umakoti ngezenzo ezingamvelela
emendweni. Zibuya zikhalime nabosokana kobana bangahloyi abomalukazana. Iingoma
zingawuqeda umtlhago, abavumi bangavuma eminyanyeni ethileko bese bayabhadelwa.
Iingoma zingasusa abentwana eendleleni ngombana isikhathi esinengi bangahlala
bazilungiselela ukuyokugida. Iingoma zibulunga umlando wesitjhaba, isib. UMangope
ukhulumile, UMaqhawe bambulele, Bokoharamu, lisani abentwana, njll. (Namanye
amaphuzu angatlolwa bafundi.) (7)
(d) Iinrarejo izisusa isizungu. Zenza abalaleleko bacabange badephe. Zenza abafundi
bakhaliphe ngokwengqondo. Zifundisa ngebhoduluko. Zenza abalaleleko bakwazi
ukulalelisisa bebaphendule ngokunembako. Zikhuthaza ubunye nokuhloniphana. Zandisa
ilwazimagama kilabo abazidlalako. (Nanyana ngimiphi imisebenzi emine.)(4)
Iinganekwana. Zisusa isizungu. Zimumethe iimfundo nemiyalezo ethileko. Zifundisa
abentwana ukulalela. Zifundisa abentwana ukufunda ukulamanisa izehlakalo. Zifundisa
nokuziphatha. Zifundisa ngemvelo kanye neenlwana. Zifundisa ngendabuko njengokuthi
ukufa kwenza njani. Zifundisa ngomlando wesitjhaba nangeenkutani ezaphilako
eenkhathini ezithileko. (Nanyana ngimiphi imisebenzi emine yeenganekwana engatlolwa
bafundi.)(4) (8)
/25/
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Umbuzo 2
Abalingisi babantu abasetjenziswa mtloli ukuthuthukisa ummongondaba afisa ukuwutlola

nokukhuluma ngawo. Inovela Mbala Ngubaba: PB Skhosana. Abalingisi abababobaba
nguMavela, UBongwe, uMhlekwa noSkhosana abalingisi ababomma nguNaMtshweni,
UHleziphi noNaTlharini. Umtloli uphumele ukuthiya amabizo akhambisana nezenzo zabo.
UHleziphi, bekahlezi kuphi soke lesi sikhathi angafundi, ingabe bekalinde ukufunda ngelifa
lakayise. UMhlekwa bekazokuhlekwa babantu ngokutjhiya umsebenzi akhambe ayokufundaa
sele amdala. UMavela yena wavela njengesikhwende nasirhurhulwe mamanzi, wabonakala
kobana nguye owebe iinkomo zakayise. Wazeba asebenzisana noSkhosana noMasango abathi
nasele zitjhisa bakhupha iqiniso. UMavela wakhona alemukako kobana ngambala umtlikitlo
osesifisweni ungewakayise uBongwe. Amanye amabizo asetjenzisiweko nguNaMtshweni
noNaTlharini. Amabizo lawo mabizo ahlonipha abomma abendele eembongweni ezithileko
kobana bangalahlekelwa ziimbongo zabo kodwana babizwe ngazo. Isakhi Na- sitjho kobana
mntwana nanyana mntwazana waka- . umntwana waka (uNa)+uMtshweni> uNaMtshweni
umntwana waka (uNa)+uTlharini> uNaTlharini. Abanye abalingisi umtloli ubahloniphile ngokuthi
nje asebenzise iimbongo zabo, okulisiko lesiNdebele. Ubaba osele akhulile, ubizwa
ngomntwana nanyana abizwe ngesibongo sakhe, isib. USoLethani nanyana UBongwe,
uSkhosana, uMasango.
Ozokutshwaya akasebenzise irubrikhi elandelako:
Ilimi: 8
Amaphuzu: 12
Isakhiwo: 5
Inani =25
Umbuzo 3
(a) Ikondlo ikhuluma ngesiko, ekulisiko lengoma yabantu abamaNdebele. Isiko alicahelwa,
aliyazi imikhawulo nemibandela begodu isiko ngelamakhosi. Imbongi ithi isiko alilawulwa
bomasipala nabosomkhandlu beemfunda. Imbongi ilila ngesiko elicajelwe njengamanzi
womthombo. Imbongi ithi isiko liyazilelwa, alikhulunywa emirhatjhweni belivezwe
ziinrhatjhi, isiko alikhulunyelwa ngesibuyeni, okutjho bona alikhulunywa bomma; kodwana
isiko ngelabadala liyuntumba yabobaba. Isiko alisiyo incwadi alifundwa, kodwana
likhanjiswa ngendlela ehloniphekileko yabadala. Imbongi ibawa abondabezitha namakhosi
kobana akhalime. (Abafundi bangabeka ngezabo iindlela ikani nje kwaphela woke
ummongondaba uvelile.) (8)
27
(b) Endimeni yokuthoma: Umuda 1-4 kunerhobelathoma ngegama Isiko. Umuda 5-6
kunevumelwanothoma ngesakhi u-I-. umuda 2 unomdumofana ngetyjhada laka-l-…
linabanikazi abalaziko nabalilandelako. Endimeni 2umuda 1-2 unokurhobelatjhigama
ngegama alilawulwaumuda 5-6 kunevumelwanothoma ngesakhi Si-. Endimeni 3, umuda
1-2 kunerhobelothoma ngegama Isiko. Umuda 5-6 unerhobelathoma ngegama Isiko.
Emudeni 5-6 kunenjambamenti, umnqondo uphelela emudeni olandelako. (Abafundi
bangaveza nanyana ngisiphi isakhiwo esingakavezwa ngehla.) (8)
(c) Lisiko lesitjhaba samaNdebele weSewula. Ngiwo awiselako begodu ahlonipha khulu
namasiko wawo. Sigodusa abobaba, siyathokoza, sigida igwabo. Sigcine ngokugodusa
amasokana. (4)
(d) Imbongi itshwenyekile begodu iyancenga. Incenga abondabezitha anamkhosi kobana
akacwengise isiko/akatjheje isiko. (2)
(e) Yikondlosililo. (1)
(f) Isiko selicajelwe njengamanzi womthombo. Sifaniso.Siyanemba ngombana sekungene
neminye imihlobo nabanye abaphathi abangasiwo amaNdebele eendabeni zesiko. (2)
/25
Umbuzo 4
(a) Imicasa ngombana ihlakaniphile. Ingwenya ngombana iyikosi /imnikazi wehlathi. Iinyoni
ziphaphela phezulu ziyabakara abentwana. Iinyosi ziletha isizo msinya. Uspiderman
uyaphapha. (6)
(b) Iye, abomma ngibo abahlwa nabentwana imini yoke. Ngibo ababona abentwana
abaneziga ezithileko ezidinga ukuthatjululwa kusese nesikhathi. Nabentwana
abakhalinywa futhi nabagangako, abomma ngibo ababonako begodu bayakwazi ukuhlela
kobana kube neenolwana ezizokukhambisana nokukhalinywa kwabo. (6)
(c) Iincwadi zama-alfabhedi. > zifundisa abafundi ukwakha amagama nemitjho ukuze
bathuthukise ilwazi lelimi. Iincwadi ezineenthombe kwaphela. > Zifundisa abafundi
kobana babe nethando lemvelo nokuzakhela iindatjana ngokusebenzisa iinthombe.
Iincwadi ezineendlalisi.> Zifundisa abentwana ukudlala nokusebenzisa iindlalisi
ezahlukeneko. Iincwadi zeendatjana ezineenthombe. > Zifundisa abentwana kobana
bakwazi ukubuka imvelo nokuthi bazakhele indatjana ngeenthombe. Iincwadi
ezineenomboro> Zifundisa abafundi kobana bakwazi ukuhlanganisa iinomboro
bebafunyane iimpendulo. Iincwadi zemibono: zifundisa ngemibono nje ehlukahlukeneko.
(8)
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(d) Ngingakhetha ukutlola ngommongo-ndaba oyelelisako ngombana abantwana abanengi

bayengeka lula begodu bathanda nezinto ezibonakalako. Ngingatlola ngendlela
abangabalekela ngakhona iingozi zokukhukhuthiswa, zokwetjiwa nokugagadlhelwa
ngomaba amalanga la nombuzo sele umangele kobana ungenza njani ukuqeda
izehlakalao ezinjalo. Isihloko kungaba: Yeniyelele bentwana! Nanyana Ungathomi
ukhambe Wedwa! (Iimpendulo ezizwakalako kumele zitlonyeliswe ngcono. (5)
Inani Loke [100]
29
TSHIVENḒA MEMO SIMESIṰA 2 2018
AFL2603 TSHIVENḒA
ASSIGNMENT 18
Closing DATE : 17 AUGUST 2018

UNIQUE ASSIGNMENT NUMBER : 744668
TOTAL MARK: [100]
Mbudziso 1
(a) Kha vha ṅwale lungano lune lwa si paḓe siaṱari ḽithihi. Vha inge nga u ṱalutshedza uri kha
lungano lwonolwo uri vhana vha guda zwifhio? (10)
Phindulo/Answer
NB: Kha mbudziso iyi mutshudeni muṅwe na muṅwe u tea u nanga lungano lune a lu
ḓivha nahone lune lwa vha lu na zwine lwa khou gudisa vhana. U tea hafhu u dovha a lu
ṱalutshedza.
Tsumbo:
Munna wa tseḓa
Shangoni ḽiṅwe ho vhuya ha vha na muṅwe munna we a vha a na tseḓa nga maanḓa. Kha
ḽeneḽo shango ho mbo vha na gomelelo. Ene o vha a tshi ṱoḓa zwiḽiwa a ḽa e eṱhe.
Tshifhinga tshinzhi a tshi ya thavhani u rafha ṋotshi. Mutoli na mazhana a tshi mbo ḓi zwi
dzhenisa khalini ye a vha o i bwela fhasi tsimuni.
Musi musadzi wawe a tshi mu fha zwiḽiwa ene a tshi ri ha ḽi zwi fhiwe vhana. Musadzi a
mangadzwa nga uri munna wawe u tshila ngani ngeno a sa ḽi zwiḽiwa. U bva zwenezwo
musadzi a thoma u londa kutshimbilele kwa munna wawe. Ḓuvha ḽiṅwe na ḽiṅwe hu tshi
thoma u vha na luswiswi munna o vha a tshi bva muḓini. Ḓuvha ḽiṅwe musadzi wawe a
mbo ḓi sala murahu. Musadzi a mangala munna wawe a tshi swika a dzhena tsimuni
yavho a bvisa zwithu fhasi a thoma u ḽa. U vhona izwo musadzi a mbo humela murahu.
Nga ḽi tevhelaho, musadzi o mbo ya tsimuni a swika a bvisa khali iḽa a ṱuwa nayo hayani.
Hu tshi vha na luswiswi munna a bva sa maḓuvha. Iḽo ḓuvha munna ha ngo lenga u
vhuya. Munna o konḓelela ḓuvha ḽithihi fhedzi. Nga ḽi tevhelaho munna a mbo humbela
zwiḽiwa kha musadzi. Musadzi a thoma u sema munna a tshi mu vhudza nga tseḓa yawe
ya musi a tshi ḽa a tshi dzima vhana vhawe. Musadzi o mbo ḓi bvisa iḽa khali ye munna
wawe a vha o i bwela fhasi. Munna a pfa o shona nga maanḓa.
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AFL2603/201
Zwine lungano lwa gudisa:
Lungano ulu lu gudisa vhana uri vha songo vha na tseḓa. Vha tea u ṋekana zwiḽiwa kana
zwiṅwe zwine vha tea uri vha ṋekane. Lu dovha hafhu lwa gudisa vhana uri arali muthu a
na tseḓa zwi a fhedza zwo wanala, zwa shonisa phanḓa ha vhaṅwe. Lungano ulu lu amba
nga ha munna we a vha a na tseḓa nga ṅwaha wa nḓala. Munna uyu o vhonala tseḓa
yawe nge musadzi a tevhela hune a ḽa hone ḓuvha na ḓuvha. Ndi he musadzi a wana
khali yo bwelwa fhasi i na zwiḽiwa.
(b) Kha vha ṅwale tshidade tshine khatsho tsha vha tshi tshi khou kaidza vhana vha
vhasidzana. Musi vho no tshi ṅwala vha inge nga u ṱalutshedza uri tshi kaidza nga nḓila-
ḓe? Kana ndi zwifhio zwine zwa sumbedza uri tshi khou kaidza. (15)
Phindulo/Answer
Ndili- ndee
Ndili- ndee ndili-ndee
He inwi vhasidzana
Hezwi ni tshi tamba

Ni sendele murahu
Ri sa ḓo ni kanda
He inwi vhasidzana
Hezwi ni tshi tamba

31
Ni sendele murahu
Hu na buka ḽivhi
Gidi-gidi zhoto!
Gidi-gidi zhoto!
Tshidade itshi tshi khou kaidza vhasidzana uri musi vha tshi khou tamba vha vhe na
vhusedzi
vhathu vhane vha nga vha bata. Zwavhuḓivhuḓi tshi khou vha kaidza uri vha so ngo
tamba na
vhataukana nga nḓila i si yone. NB: Mutshudeni a nga ṅwala tshidade tshiṅwe na tshiṅwe
tenda
tsha vha tshi tshine tsha vha tshi tshi khou kaidza vhana vha vhasidzana.
/25/
Mbudziso 2
Vho ḓisendeka kha bugu ya nganea ye vha vhala kha vha ite mutevhe wa kuolelwe kwa
vhaanewa vha inge nga tsumbo kana u sumbedza uri kuolelwe uku ku fana na zwikene musi
vho ḓisendeka kha nganea iyo. /25/
Phindulo/Answer
Nḓila ya u ṱalutshedza – Musi ri tshi amba nga nḓila ya u ṱalutshedza ri amba nga ha musi
tshithu tshiu tshi nga ṱalutshedzwa vhuvha hatsho ho sedzwa zwe tsha vhumbiswa
zwone kan ara amba nga ṱhalutshedzo yo livhiswa kha kutshilele kana kuitele kwa tshithu
tshenetsho. Muṅwali wa ḽiṅwalwa ḽa ḽitheretsha a nga ṱalutshedza nga mvumbo ya
muanewa, a tou sumbedzisa uri muanewa o naka, o vhifha, ndi goswi kana u a zwifhesa.
Huṅwe hu a kona u ḓivhiwa mvumbo ya muanewa nga u tou ṱalutshedza vhupo vhune a
dzula khaho. Arali hu so ngo naka kana thundu i so ngo vhekanywa zwavhuḓi, zwi amba
uri na zwiito zwa muanewa zwo ralo-vho. Hone arali hu tshi dzula ho kuna zwi ḓo amba
uri na ene u na vhudele. Ri sedza fhethu hune muanewa a dzula hone ra kona u ḓivha uri
ndi muthu-ḓe. Tshiṅwe tshifhinga arali muanewa a na ṱhoho khulwane u ḓo ambiwa nga
yeneyo ṱhoho na zwinwe-vho, na zwiṅwe.
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AFL2603/201
Nḓila ya u anḓadza – Nḓila iyi yone i kwama muanewa ene muṋe. Izwi zwi amba uri
muanewa u tou ḓianḓadza, A nga ḓianḓadza nga nḓila dzo fhambanaho. Muanewa a nga
ḓianḓadza nga zwine a ita, kana a ḓianḓadza u ya nga zwine a amba. Izwi zwi amba uri u
ya nga zwine a amba kana a ita. Vhavhali vha a kona u ḓivha zwine muanewa a vha
zwone. Zwiito zwa vhaanewa zwi bveledza zwinzhi malugana na mvumbo dzavho. Uri
nyito ya nganea i ye phanḓa, muanewa u fanela u vha a tshi khou ita zwiṅwe. Hei nḓila ya
u sedza zwiito zwa muanewa i a tendisea. Arali hu tshi pfi muanewa ndi muvhi, vhavhali
vha fanela u mu vhona a tshi khou ita zwo vhifhaho, arali hu tshi pfi u na tshiṱuhu kha
vhonale vhuṱuhu hawe nga zwine a khou ita. Tshiṅwe tshifhinga muanewa a nga ḓi
wanala a tshi khou amba e eṱhe, fhedzi zwine a amba zwi tshi khou bveledza vhuvha
hawe. Nḓila iyi ya u anḓadza vhaṅwali vhanzhi a vha i shumisesi ngauri i ita uri hu vhe na
mafhungo manzhi.
Nḓila ya u shumisa madzina – Vhaṅwali vha maṅwalwa a ḽitheretsha tshiṅwe tshifhinga

vha ṋea vhaanewa madzina ane a bvukulula zwine vhaanewa avho vha vha zwone.
Madzina aya vha tou vha ṋea vha na ndivho ya u ṱoḓa u sumbedza mvumbo dza
vhaanewa avho. Uri hu kone u ḓivhea uri madzina ayo a ambani, muṅwali a nga dovha
hafhu a shumisa nḓila ya u ṱalutshedza kana ya u anḓadza. Nga u shumisa nḓila ya u
anḓadza muṅwali u ḓo shumisa zwine muanewa a ita na zwine a amba kha u sumbedza
uri dzina iḽo ḽi nga vha ḽi tshi khou ambani.
NB: Mutshudeni afha anga ṋea zwinzhi kha idzo nḓila dze dza ṋewa afho nṱha
Mbudziso 3
Kha vha vhale tshirendo tshi tevhelaho vha inge nga u fhindula mbudziso dzine dza vha nga
fhasi hatsho.
Vhe…
nga Ladzani K.Y (2006:17)
Vhe vha ṱangana na inwi mulovha vhe mufhefhe,

Vha mbamulovha vhe muthu-muthu,
Vha ḽino ḽa ṋamusi vhe vho fa nga u wana,
Vhunga bvungwi ha yaṋu vha sa swiki.
Na vula waṋu mulomo hu bva matakadzambilu,

Na mbumbumala vhe ni nga muselwa vhukuma,
Vhe vhuthu haṋu vhu nga ha dzinga,
33
Vhunga kha yaṋu mitshimbilo vha sa vhi hone.
Vha ni ḓivhaho vhe ni fhira muya wa Ṱhangule,

Vhe ni fhira ḓumbu musi lwanzhe lwo ralo u sinyuwa,
Vhe ni fhira ṋanḓo i digaho masiari na vhusiku,
Vhunga u nyena haṋu hu u ḓodza museṱo maṱoni.
(a) Nga maipfi avho kha vha ri vhudze zwine tshirendo itshi tsha khou amba zwane. (5)
Phindulo/Answer
Murendi u khou amba nga ha muthu ane a vha muvhi kana ane vhutshilo hawe vhu
si ṱanganedzee nga vhathu kana tshitshavhani. Onoyu muthu ndi uḽa ane musi
vhathu vha tshi mu vhona vhe u tou nga sa muruṅwa nga u shaya nḓivho ya hawe
vhutshilo. Zwine a zwi ita vhathu vha tshi vhudzwa vha a kanuka khathihi na u sa
kholwa nga nṱhani ha zwine vha mu ḓivhisa zwone. Vhutshilo hawe ndi ha luaviavi.
Ndi phele yo ambara mukumba wa nngu.
(b) Nga mitaladzi i sa paḓiho miṱanu kha vha haseledze vha ri vhudze uri vhone vha humbula
uri ndi zwifhio zwe zwa ṱokonya muṅwali wa itshi tshirendo. (5)
Phindulo/Answer
Murendi u sumbedzwa u vhaiswa nga zwiito zwa vhathu vha sa fulufhedzei. U

sumbedza u vhaisala nga vhathu vhane musi vha vhukati ha vhathu vha sumbedza
vhurunwa hoṱhe. Ngeno nḓila dzavho dzo anza mapeta. Zwine vhathu vhenevha
vha zwiita zwi kanukisa vhanzhi, saizwi vhathu vha tshi ḓivha e muvhuya nahone
muthu wa vhulenda ane maḓadzanḓevhe awe a vha mavhuya fhedzi. Hone musi e
guḓani hune a si vhonwe zwiito zwawe a zwi anani na mvumbo ine a I ṱana
vhathuni.
(c) Murendi o shumisa ‘Vhe...’ sa ṱhoho ya tshirendo tshawe, izwi zwi vha zwi tshi khou tou
amba mini? (5)
Phindulo/Answer
Murendi o shumisa ipfi ‘Vhe...’ ngauri zwoṱhe zwine a khou zwi wana nga ha
murendiwa zwi tou nga ndi mavheevhee. Sa izwi ene murendi a tshi ḓivha muthu
uyu e muthu o lugaho. Hone mahwalwa nga muya one a sumbedza ḽiṅwe sia ḽa uyu
murendiwa.
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(d) Kha vha topole mitala mivhili ine ya vha na zwifanyiso zwa muhumbulo. Vha inge nga u
ṱalutshedza uri mitala iyo I khou amba zwifhio. (5)
Phindulo/Answer
‘Vhe vhuthu haṋu vhu nga ha dzinga’ mutala uyu ndi ḽifanyisi. Hu khou fanyiswa
vhuthu ha muthu na ha dzinga.
...vhe ni nga muselwa vhukuma’ ndi ḽifanyisi. Muthu uyu vhulenda na u khuthala
zwawe zwi khou fanyiswa na zwa muselwa.
(e) Kha vha ṋee ṱhalutshedzo ya ayo maipfi mavhili a tevhelaho:
(i) Ṱhangule
(ii) Matakadzambilu (5)
/25/
Phindulo/Answer
(i) Ṱhangule - ndi dzina ḽa ṅwedzi une wa vha wa mimuya. Ndi ṅwedzi une wa pfi
ndi wa hwami. Hu vha na dzipfudzungule na u kokodzelana thungo nga hoyu
ṅwedzi. Zwino kha hetshi tshirendo murendiwa u tou nga sa wonoyu ṅwedzi.
(ii) Matakadzambilu – ndi zwithu zwine zwo ambiwa wa pfa mbilu yo dzula. Ndi
musi ho bvelela zwithu zwine zwa u nea mulalo
Mbudziso 4
(a) Hu na khaedu dzo vhalaho dzine dza thithisa u bveledzwa ha maṅwalwa a ḽitheretsha a
vhana kha nyambo dza Vharema. Khaedu idzi vhone vha vhona u nga dzi nga thivhelwa
hani? Kha vha ṱalutshedze. (10)
Phindulo/Answer
Khaedu idzi dzi nga thivhelwa nga u ṱuṱuwedza vhaṅwali vha Nyambo dza Vharema
u thoma u ṅwala bugu dza vhana nga nyambo dzavho. Hu nga dovhiwa hafhu ha
ṱuṱuwedzwa vha Muhasho wa Pfunzo uri vha ṱuṱuwedze vhagudisi na vhana u vhala
bugu dza vhana. Muhasho wa pfunzo na tshitshavha vha nga ita mbetshelwa ya
ḽaiburari thendeleki u ya nga misanda na misanda ṅwedzi nga ṅwedzi, vha tshi
endedza bugu dza vhana. Izwi zwi nga itwa nga u vha na mabembela ane a vha a
tshi khou lambedzwa nga vha muvhuso uri fhungo iḽi ḽi khwaṱhe.
35
(b) Ndi ifhio ndeme ya pfunzo ine ya wanala kha maṅwalwa a vhana? (5)
Phindulo/Answer
Ndeme ine ya wanala kha maṅwalwa a vhana ndi pfunzo ine vha i wana musi vha
tshi guda na vhaṅwe sa zwidade. Vhana vha a kona u guda nga u vhona vhaṅwe
vhana vha tshi khou ita zwidade. Zwidde zwi a kona u gudisa vhana u kona u amba
phanḓa ha vhaṅwe, vhana, vha a kona u kovhana. Zwi a gudisa vhana u vha na
vhuḓifhinduleli, zwi a vha konanyana kana u vhumba vhukonani nga u itya zwidade
sa izwi vha tshi ḓo zwi ita na mahayani vha tshi khou tamba
(c) Kha vha ite mutevhe wa tshaka dza bugu dza zwifanyiso khathihi na ndeme yadzo kha
vhana. (10)
Phindulo/Answer
 zwifanyiso zwa mipopi na zwa dzigoloi
 zwifanyiso zwa mapopai
 zwifanyiso zwine zwa vha zwo ṅwalwa mafhungo nga fhasi
Maṅwalwa a vhana ndi ane a vha a ḓalesaho zwifanyiso u itela uri vhana vha tshi
vhala maipfi vha pfesese uri hu khou bvelela mini vho sedza zwifanyiso. Maṅwalwa
a vhaaluwa ha ḓalesi zwifanyiso huṅwe u wana hu sina zwifanyiso ngauri
vhaaluwa vha vha vha tshi vhilaela u pfa mulaedza na uri vhaaluwa vha vhala uri
vha wane thero ine ya khou pfukisiwa nga muṅwali.
Vhana vha kona u vhala bugu dza zwifanyiso ngauri vha a kona u pfesesa zwine
zwa khou ambiwa nga maṅwalwo vho tou sedza zwifanyiso. Vha a kona u vhona
uri hu khou bvelela mini nga ha zwifanyiso. Zwi a kunga vhana zwifanyiso zwa ita
uri vha vhale mafhungo hu u ṱoḓa u pfesesa uri hu khou bvelela mini. Zwifanyiso
zwi kunga muhumbulo wa vhana ndi ngazwo vha tshi funa u vhala bugu dza
zwifanyiso
/25/
MARAGAGUṰE: [100]
36
AFL2603/201
AFL2603 XITSONGA ASAYIMENTE YA 19 FEEDBACK SIMESITARA YA 2 2018
Xivutiso xa 1
(a) Ntirho wa tinsimu to mbuwetela:

Ku miyeta kumbe ku etlerisa n’wana.
Nkoka wa tona i ku pfuna vatswatsi kumbe vanhu lava nga le ku miyeteni ka vana ku ya
emahlweni no endla mitirho ya vona ya siku loko vana va miyerile va nga ha rili kumbe va
etlele. Vana na vona va kota ku wisa loko ku ri leswaku leswi swi va ririsaka i ku va va
karhele kumbe va twa ku vava enyameni. Vana na vona va nga tlhela va tiphina hi tona
tinsimu leti loko va ri karhi va yimbeleleriwa tona. Ti nga va tisela ntsako hi marito
man’wana. Mikarhi yin’wana tinsimu to mbuwetela ti nga tirhisiwa hi vatswatsi
ngopfungopfu vamanana ku boxa mbitsi/maxangu na ku tsana ka vona emoyeni. (7)
(b) Nkoka wa xithopo evuton’wini bya munhu:

Vadyondzi a va languteriwile ku rhanga va vula leswaku va na xona xithopo/xiphato xa
xivongo (1)
Kutani va vula nkoka wa xona –
Xi pfuna ku kombeta vanhu lava nga swirho swa xivongo xo karhi.
Xi va nyika ku titwa loku kombetaka leswaku i maxaka ya ngati.
Xi va nyika ku titwa loku kombetaka leswaku i vanhu van’we.
Xi tlhela xi va pfuna ku tiyisisa leswaku vuxaka lebyi va nga na byona byi va sivela ku
tekana tanihileswi va nga ‘buti’ na ‘sesi’ kumbe ‘vamakwavo’ kumbe vana va ‘nyimba
yin’we’. (8) (9)
(c) Dyondzo leyi kumekaka eka risimu ro karhi ra mucato:
Vadyondzi a va languteriwile ku rhanga va vula leswaku ku na ririmi leri va ri tivaka ra
mucato kumbe e-e. (1)
Leswi swi ta katsa ku boxiwa ka vito ra rona (1) no ri tsala (3) leswaku swi ta olovela
mukoroketi ku yelanisa dyondzo leyi boxiweke na marito ya risimu. Kutani va vula dyondzo
leyi va yi kumeke eka rona. (5) (9)
/25/
Xivutiso xa 2
(a) Ku tirhisiwa ka mimbangu ya le matikoxikaya kumbe ya le madorobeni hi vatsari va

mitlangu/tidrama
Mudyondzi a a fanele ku hlamusela nongoti wa mbangu (2)
a tlhela a boxa ntlangu kumbe mitlangu yo seketela hayona (mavito ya yona ni ya vatsari
swa laveka ku tiyisisa leswaku hakunene ya hanya a ngo tiendlela switori) (2)
37
No boxa leswaku hikwalaho ka yini yena a tsakela wun’wana ku tlula wun’wana kumbe a
yi tsakela hinkwayo. (11) (15)
(b) Ku kombeta hilaha mutsari wa xihungwana/xirungulwana xo karhi a swi koteke hakona ku
humelerisa manghenelo, miri na mahetelelo ya xona hi maveketelelo ya yena ya timhaka:
Mudyondzi a a fanele ku hlamusela nongoti wa kungu tanihileswi xivutiso xi kongomeke
eka swiyenge swa rona hambileswi ri nga boxiwangiki. (2)
a tlhela a boxa xihungwana/xirungulwana xo seketela haxona (vito ra xona ni ra
mutsari/vatsari swa laveka ku tiyisisa leswaku hakunene xa hanya a ngo tiendlela xitori).
(2)
Mhaka yin’wana ya nkoka leyi nga fanelangiki ku rivariwa i nyimiso (suspense) na mhaka
yin’we evuton’wini bya ximunhuhatwankulu. (1)
kutani a tirhisa xihungwana/xirungulwana xexo ku hlamusela loko a swi kotile kumbe a
nga swi kotangi. (5) (10) /25/
Xivutiso xa 3
(a) Nongoti wa vulavulelo lerinene (diction) ku vuriwa mavulelo lamanene ya marito leswaku
ya twala kahle loko munhu a ri karhi a hlaya xitlhokovetselo kumbe loko a ri karhi a xi tsala
ivi a tirhisa marito lama nga ta twisiseka kahle eka muhlayi a nga ambambeli leswaku
mutlhokovetseri u ringeta ku vula yini hi marito lama a ma tirhiseke. (nhlamulo ya
mudyondzi yi fanele ku humelerisa ku twisiseka ka marito) (3)
(b) Nongoti wa vufanisi (imagery) ku vuriwa ku vumbiwa ka swifaniso emiehleketweni hi ku
tirhisa marito yo tanihi maencisi na swigaririmi leswi hi kotaka ku endla vuxaka na ntokoto
wa hina. (2)
Hi byona mbilu ya xitayili xa vutlhokovetseri
Byi fanele ku nghenisa swifaniso (images) ni swigaririmi (figures of speech)
Mutsari u tirhisa marito lama nga ta pfuna ku vumba swifaniso emiehleketweni ya muhlayi,
swifaniso leswi swi pfuna muhlayi ku twisisa mhaka leyi xitlhokovetselo xi nga n’wi
khomela yona.
Vufanisi emiehleketweni ya muhlayi byi tangunuka hi ku tirhisiwa ka xigego na xihlambanyisi (hi
marito man’wana hi vulavula hi leswi xigego na xihlambanyisi swi swi tisaka eka
miehleketo ya hina, swifaniso swa le miehleketweni ‘mental pictures’ leswi vumbiwaka
emiehleketweni endzhaku ko hlaya marito yo karhi).
Swigaririmi swi pfuneta ku paluxa nkongomelo wa xitlhokovetselo (6) (8)
(c) Xigego eka vutlhokovetseri i xigaririmi lexi pfunetaka ku vumba swifaniso swa le
miehleketweni ngopfungopfu hikwalaho ka ikhonomi ya xona ya marito laha ematshan’wini
yo fananisa xi ngo namba xi ku nchumu wo va leswi lowu wu fananisiwaka na wona wu
nga swona. (2)
Swikombiso swo huma eka xitlhokovetseri lexi lawuleriweke:
“Tsakani, a wu ri hinkwaswo swa mina.”
38
AFL2603/201
“Ku vutliwa kaku I ndzhombho wo pfuma’ mukami”
“Sweswi elwandle ndzo va nhlanhlanyana ra sava”
“Leswi a wu ri vulombe vumina a bya ha tsakami”
“A wu ri rivoni evuton’wini byanga” (2) (4)
(d) Xivangelo xo va vutlhokovetseri byo vulavula hi rirhandzu byi tlhontlha mphofulo/ntlhaveko

ku hambana na vutlhokovetseri bya rifu:
Ku hlamusela hi ku komisa leswaku vutlhokovetseri byo vulavula hi rirhandzu ni
vutlhokovetseri byo vulavula hi rifu i yini (2x2=4)
Ku hambana ka byona habyimbirhi:
Vutlhokovetseri byo vulavula hi rirhandzu byi vulavula hi mhaka leyi tsakisaka un’wana na
un’wana, kasi vutlhokovetseri bya rifu byi vulavula hi mhaka leyi vavisaka un’wana na
un’wana ngopfungopfu varhandziwa va mufi;
Mutsari u hlawula marito lama kombetaka ku tsaka kumbe ku vaviseka ka mbilu kumbe ku
lahlekeriwa ka yena, leswi endlaka leswaku muhlayi a kota ku va eka xiyimo xa
mutlhokovetseri hi ku vumba swifaniso swa le miehleketweni. Un’wana na un’wana u
tsakela ku rhandziwa ku nga ri ku feriwa kumbe ku lahlekeriwa hi leswi a swi rhandzaka.
Swa olova ku hlamusela matitwelo ya rirhandzu ku tlula yo feriwa/ku lahlekeriwa hi
murhandziwa. (6) (10) /25/
 Nhlamuselo ya ntlimbo… (2)

 Nhlamuselo ya ximunhuhatwa…. (2)
 Nhlokomhaka ya novhele na mutsari …. (2)
 Tindlela leti tirhisiwaka ku vumba ntlimbo eka novhele. (9)
(i) Ku tirhisiwa ka mavito
(ii) Ku tirhisiwa ka swimunhuhatwa swin’wana
(iii) Ku tirhisiwa ka xihlawulekisi xa swimunhuhatwa ku tumbuluxa ku nga twanani.
[25]
Tinsimu ku mbuwetela/miyeta vana ti yimbeleriwa hi vamanana, vakokwana va xisati, vanhu

lava hlayisaka vana kumbe vana hivoxe naswona tiyimbeleriwa vana, leswaku va ta etlela.
(4)
(c) Swivuriso swi tirhisiwa ku:
(i) Ku dyondzisa vana nkoka wa mahanyelo lamanene tanihi ku hlonipa/xixima. (2)
(ii) Ku holovela vana loko va lahlela kumbe ku delela. (2)
(iii) Ntoloveto wa nkoka lowu wa mahanyelo lamanene wu fikeleriwa hi ku va rungulela switori,
ku yimbelela tinsimu na swiphato leswi nga na wona. (3)
Swiphato swo bumabumela swa ndhavuko/swithopo i swa nkoka eka ndhavuko hikuva swi na
matimu ya vanhu, ndzhaka, ndhavuko, tinghwazi/tinhenha na mfuwo wa rixaka. Swithopo a swi
39
qambheriwi ntsena vanhu va nkoka, tanihi tihosi ntsena, swi nga tlhela swi qambheriwa vanhu
ntsena tanihi vavasati, vafana lavatsongo, vana na vacini kumbe vatlangi
Swirungulwana
Swichudeni swi languteriwa ku tirhisa swihlawulekisi leswi nga laha hansi,
hambiswiritano, siya ndhawu ya mavonelo ya swona.
Xivumbeko: Masungulo, Miri, Makholo na Mahetelelo (13)
Xiphiqokulu (4)
Swimunhuhatwa(swintsongo) (4)
Nyimiso (4)
Swichudeni wi ta bumabumela ku tirhisiwa ka swihlawulekisi leswi: [25]
(a) Nkoka wa dyondzo wa tibuku:

 Ti va nyika ntsako wa switwi.
 Ti hlohlotela tirhisano eka vana
 Ti na xiave eka ku tinghenelerisa
 Ti nyika vuhungasi na vunyanyuri…….. (4)
Mitsheketo i tinxaka to hambana ta switori swa nomo/swo runguriwa leswi

nga hundziseriwa kusuka eka nguva yin’we ku ya eka nguva yin’wana.
Tibuku ta swifaniso i tibuku ta vana leti nga antswisiwa hi ku engeteleriwa swifaniso.
(2)
A wu languteriwe ku boxa swin’wana swa swivangelo leswi: Ku dyondzisa
vana mayelana na swilo leswi nga eka mbangu wa vona, ku va tivisa eka tiko ra
tibuku, ku dyondzisa vana ku hlayela kusuka eka 1 kufikela eka 10, ku tiva minongoti,
ku toloveta/simeka ntolovelo wo hlaya, swin’wana na
swin’wana. (1)
Matsalwa ya vana ya vulavula hi switori swa matumbulukelo ya vanhu, matumbulukelo ya
mavala ya swiharhi, milandzu, Vumunhu/Ubuntu… leswi nga swa nkoka ekukuriseni ka vana
(a) Endzhaku ko hlawula muxaka wa matsalwa (exikarhi ka NOVHELE na XITSALWANA) u
fanele ku seketela nhlawulo wa wena hi swkombiso leswi faneleke. Laha hi ku langutele
ku tirhisa swiyenge/swihlawulekisi swa muxaka wa tsalwa rin’wana na rin’wana.
(i) Novhele:
Nkongomelo
Xivumbeko xa kungu
Vumunhuhati
Ntlimbo
Mbangu na nkarhi
Ririmi na xitayili
40
AFL2603/201
Vana va tiphina hi matsalwa ya vona hikuva va va na xiave loko ya runguriwa, ku yimbeleriwa
no cina.
(a) Hlawula xirungulwana
Eka ku hlamula xivutiso lexi, swichudeni swi fanele ku tirhisa xirungulwana xo karhi lexi
fambelanaka na xivutiso. Hikokwalaho ka xivangelo lexi swi ta va swi lulamerile ku nyika
vito ra mutsari na nhlokomhaka ya xirungulwana.
(i) Xiphiqokulu
Swichudeni swi fanele ku humesela erivaleni xiphiqokulu lexi rhendzelekaka eka

ximunhuhatwakulu.
(5)
(ii) Makholo
Swichudeni swi fanele ku humesela erivaleni laha makholo ya humelelaka

kona. Laha hi laha ximunhuhatwakulu xi tikumaka xi ri ekhombyeni hambiloko
xi ri ku ringeteni ku tiponisa eka xiyimo lexi.
(5)
(iii) Nyimiso
Vatsari va tirhisa xihlawulekisi lexi hinkwako ku koka rinoko ra vahlayi. Xi nga tirhisiwa
hi ku languta eka mavito ya swimunhuhatwa, kumbe ntsena hi ku tirhisa ririmi ku
hlamusela mhaka yo karhi. Yi nga va ekusunguleni, exikarhi kumbe ekuheteleleni.
(5)
[25]
Matsalwa ya tirhisiwa ku nyanyula

Ya dyondzisa vana ku avelana
Ya dyondzisa vana ku dyondza ku hlaya
Ya dyondzisa vana ku dyondza ku tsala swivulwa
Ya dyondzisa vana ku vona no hambanisa swilo.
Xivutiso xa 4
HLAMULA
Matsalwa ya vana – Muxaka lowu wa matsalwa wu tirhisa tibuku leti nga ni swifaniso swo tala
ku tlula marito. Swifaniso swa kona swi tala ku va swa vanhu naswona vunyingi bya vanhu va
41
kona i vana lava nga swimunhuhatwa leswi nga ni vuxaka ni swiharhi leswi tirhisiweke tanihi
swimunhuhatwa etsalweni ra kona. Vana va kota ku hlaya swendlo swa swimunhuhatwa hi ku
olova. Maletere hi lamakulu hi xivumbeko naswona ya dzwihatiwile leswaku va ta kota ku ma
hlaya.
Matsalwa ya vanhu lavakulu/vatswatsi - Muxaka lowu wa matsalwa wu tsariwa hi marito yo tala

ku tlula swifaniso. Vatswatsi va kota ku tivunbela swifaniso swaleswi va swi hlayaka emaritweni.
Maletere lama tirhisiwaka ya tala ku va lamatsongo hi xivumbeko naswona vatswatsi va kota ku
landzelela mpfumelelano na malongoloxelo ya marito lama tirhisiweke ku vumba switshuriwa.
(a) Leswi hambanisaka matsalwa ya vana na matsalwa ya vanhu lavakulu. Swichudeni

swi nga va swi hlamule hi yin’wana na yin’wana ya tindlela leti nga laha hansi, xa
nkoka i ku boxa timhaka ta nkoka handle ko ti vuyelela:
Nhl:
Matsalwa ya vana – Muxaka lowu wa matsalwa wu tirhisa tibuku leti nga ni swifaniso swo tala
ku tlula marito. Swifaniso swa kona swi tala ku va swa vanhu naswona vunyingi bya vanhu va
kona i vana lava nga swimunhuhatwa leswi nga ni vuxaka ni swiharhi leswi tirhisiweke tanihi
swimunhuhatwa etsalweni ra kona. Vana va kota ku hlaya swendlo swa swimunhuhatwa hi ku
olova. Maletere hi lamakulu hi xivumbeko naswona ya dzwihatiwile leswaku va ta kota ku ma
hlaya.
Matsalwa ya vanhu lavakulu/vatswatsi - Muxaka lowu wa matsalwa wu tsariwa hi marito yo tala
ku tlula swifaniso. Vatswatsi va kota ku tivumbela swifaniso swaleswi va swi hlayaka
emaritweni. Maletere lama tirhisiwaka ya tala ku va lamatsongo hi xivumbeko naswona
vatswatsi va kota ku landzelela mpfumelelano na malongoloxelo ya marito lama tirhisiweke ku
vumba switshuriwa.
Ku hambana na matsalwa ya vanhu lavakulu:
-matsalwa ya vana ya na swifaniso, ya nga hambaniseka ku ya hi mitlawa ya
malembe lawa ya nga tsaleriwa yona.
- ya tsariwa hi ririmi ro olova no kongoma.
- ya nga aviwa hi mitlawa yo hambanahambana ya matsalwa.
- ya nga aviwa tanihi tibuku ta switlangiso, tibuku ta minongoti, tibuku ta switori swa
swifaniso, na swin’wana na swin’wana.
(b) Ku hambana kumbirhi exikarhi ka matsalwa ya swanomo ya vana na matsalwa yo

tsariwa:
‐ Eka matsalwa ya swanomo ya vana va kota ku va na xiave hikuva va nga cina no
yimbelela kasi eka yo hlaya swi nga va tikela ku hlaya leswaku va kota ku tiva
leswaku i nkarhi wo yimbelela no cina handle ko leteriwa hi mudyondzisi.
42
AFL2603/201
‐ Eka matsalwa yo tsariwa va kota ku vona swifaniso no titumbuluxela xitori ku ya hi
leswi va swi vonaka exifanisweni.
(c) Ku boxa ntlhanu wa mitirho ya matsalwa ya vana.

Nhl: Swichudeni swi languteriwe ku boxa swo fana na leswi:
- ku dyondzisa vana mayelana na swilo leswi nga eka mbangu wa vona,

- ku va tivisa eka tiko ra tibuku,
- ku dyondzisa vana ku hlayela kusuka eka 1 kufikela eka 10,
- ku tiva minongoti,
- ku toloveta/simeka ntolovelo wo hlaya, swin’wana na swin’wana. (15)
(4)
43
Dear Student
By now you should be well on your way to gaining a sound knowledge of the Economics of Tourism. We
hope you are finding the course interesting and stimulating.
This tutorial letter serves to inform you of the format of the examination and to provide the answers to
Assignments 01 and 02.
1. Answers to Assignment 01
The correct answers to Assignment 01 are as follows:
Questions 1–10 are of an administrative nature; you will not receive any marks for your answers to these
questions.
11. The correct option is [1].
Refer to the sections on definition and scope of recreation, leisure and tourism as well as working
definitions in the prescribed textbook. Leisure is time available for use anytime after school, work
and domestic chores. Tourism and recreation activities are undertaken in leisure time. Therefore,
only option [1] is correct.
Study the working definitions of leisure, recreation and tourism on page 2 to 3 of the prescribed
textbook. Option [2] is the only correct option; hiking is a hobby and is regarded as a recreation
activity.
During leisure, an individual is free to do as he or she chooses. He or she can choose to do

recreation activities or travel to a holiday destination (i.e. tourism). Thus, both recreation and
tourism depend on leisure time. Therefore, options [1], [4] and [5] are incorrect answers.
Option [3] is also incorrect. It is true that recreation activities can be undertaken during a visit for
leisure and holiday.
44
AFL2603/201
Option [1] is incorrect. A decline in the price of labour in the tourism industry will cause the supply
curve to shift to the right and a decline in the equilibrium price.
Option [2] is correct. A guest house room is a substitute for hotel room, and an increase in the
price of guest house rooms will cause the demand curve of hotel rooms to shift to the right and
increase the equilibrium price of hotel rooms.
Option [3] is incorrect, as it does not change the equilibrium price.
Option [4] is incorrect. As the cost of running hotel decreases, the supply will increase and shift the
supply curve to the right. Consequently, the equilibrium price will decrease.
Option [5] is incorrect. A decline in the population will shift the demand curve to left and cause the
equilibrium price to decrease.
Study chapter 3 in the prescribed textbook. Only an increase in the population can shift the
demand curve to the right. Thus, option [4] is the only correct answer.
Option [1] is incorrect. A change in the production cost affects the supply curve, not the demand
curve.
Option [2] is incorrect. A decline in leisure time will cause a decline in the demand and shift the
demand curve to the left.
Option [3] is incorrect. An increase in the price of complementary goods will cause the demand
curve to shift to the left.
Option [5] is correct. A decrease in price will cause the movement along the curve, and will not shift
the curve.
All the options stated are incorrect except option [3]. Looking at the graph, at any price higher than
equilibrium price of R5 per room, supply is greater than demand (i.e. surplus). At a price of R7 per
room, quantity supplied of hotel rooms is 300 and quantity demanded is 100, therefore there is a
surplus of 200 hotel rooms.
45
Refer to the section on the demand for leisure as well as choice or rigidity in the prescribed
textbook. Leisure time is classified as a normal service and in common with other normal goods
and services, as income change the demand for leisure will also change. An increase in income
will lead to a less demand of leisure time – the substitute effect, or lead to an increase in demand
for leisure – the income effect. Therefore, options [1], [3], [4] and [5] are incorrect answers.
Option [2] is the correct answer. A workaholic is an individual who enjoys working and finds it hard
not to work. Therefore, we may expect workaholic individuals to demand less leisure time, as
income increases.
Refer to the section on the price elasticity of demand in the prescribed textbook. Price elasticity of
demand measures how sensitive the demand is to a change in price. Where demand is inelastic,
the percentage change in quantity demanded changes by a smaller percentage than that in price.
This means demand changes by a smaller proportion than price.
Refer to the section on the price elasticity of demand. Calculating elasticity of demand for a cruise
ship:
The following formula is used:
The percentage change in price is 17% or 0.17, and in quantity demanded is 11% or 0.11.
Thus, option [1] is the correct answer.
The elasticity of demand of 0.65 is greater than 0 and less than 1, therefore the price elasticity of
demand for a cruise ship is inelastic.
Refer to the section on demand forecasting on page 84 to 88 in the prescribed textbook.

46
AFL2603/201
Study chapter 6. All statements with the exception of statement [3] or option [3] are correct.
Monopolistic competition firms do not have full control over price. They have a limited control.
Refer to figure 6.5 on page 127 in the prescribed textbook.
Refer to figure 6.5 in the prescribed textbook. A monopolistic competition market is characterised
by many numbers of firms, no entry barriers, elastic demand curve and limited control over price.
All options with the exception of option [3] are the advantages of a free market. Refer to the section
on the benefits of free markets and criticisms of the market solution in chapter 7 in the prescribed
textbook. One of the disadvantages of the free market is that it tends to overproduce goods and
services, which have significant external costs.
Study the section on the market intervention, including benefits and problems, in chapter 7 in the
prescribed textbook. All options with the exception of option [1] are the advantages of market
intervention. For example, taxes by the government can result in an inefficient level of output and
hence the market failure. If the market output is efficient but causing negative externalities, the
government may intervene and try to reduce externalities and improve the benefit of third parties
by imposing a tax on the good or service that cause these externalities. A tax will result in higher
costs and hence the higher price, which will lead to a decrease in the demand of good or service
and cause the market equilibrium output to move from an efficient level to an inefficient level of
output (i.e. market failure).
All statements with the exception of option [1] are correct. Thus, option [1] is the correct answer.
Public sector organisations are not always allowed to exploit a monopoly situation such as
choosing a price resulting in high price. They sometimes take full control of public cost and charge
a price that is sufficient to cover production costs rather than taking advantage of market
imperfections and maximising profit.
47
2. Answers to Assignment 02
1. Discuss the key macroeconomic factors that affect the cost of leisure, recreation and tourism
goods and services. Refer to the section on the economic environment and costs on page 204 to
205 in the prescribed textbook.
 Interest rates are the cost of borrowing money. Interest rates affect the firm's costs
particularly those with significant borrowing. A lower interest rate makes it cheaper for firms
to borrow and a higher interest rate makes it expensive.
 Inflation is defined as a general rise in the level of prices in an economy. Leisure
organisations operating in high inflation economies will face regular increases in their input
prices – particularly labour and raw material costs.
 Exchange rate is the price of the domestic currency in terms of foreign currencies. Where
imports form a substantial component of a good or service, changes in the exchange rate
can have an effect on production costs.
 Indirect taxes are the taxes paid indirectly to the government. Any increase in indirect taxes
will generally cause an increase in prices, which could decrease the demand.
2. To attract more tourists and to boost tourism growth, South African National Parks
(SANParks) has partnered with the private firms operating in the recreation, leisure and
tourism sector to invest in the upgrade of existing national parks, to build new lodges and
buy additional resources that will be used for adventurous activities.
(i) Which costs will this investment project incur?
 Planning costs
The planning costs of an investment include consultancy costs for technical feasibility,
market research, competitor scanning, financial appraisal and overall project planning.
 Costs of capital goods
The capital costs of an investment are the costs of buildings, plants and machinery.
 Cost of financing investment
Finance for investment projects may be found internally from a company’s profits, or
externally from the capital markets, for example, through banks or share issues.
 Running costs of investment
The running costs of an investment will include all the other costs of operating the project,
namely labour costs, maintenance costs and raw material costs.
(ii) Total revenue resulting from this investment project will be affected by several
factors, including government policy. Explain how the government policy can affect
the revenue from an investment.
Government policy may have an effect on the revenue resulting from an investment
project. Government taxation policy may affect prices, spending power or profits. Refer to
page 228 in the prescribed textbook.
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AFL2603/201
3. Morocco is among the countries with the lowest inflation rates in the continent of Africa.
Predict what will happen to the leisure and tourism sector of Morocco, if their inflation rate
were to rise and become the highest in the continent?
Refer to the section on leisure and tourism inflation on page 275 in the prescribed
textbook. With the lowest inflation rate in the continent, the leisure and tourism industry of
Morocco will remain competitive. However, if Morocco’s inflation rate were to rise and
become higher than that of other countries, its international competitiveness will decline.
The inflation is likely to affect firms producing leisure products for the export market, the
price of exports will rise and cause the demand for leisure and tourism products in
Morocco to decline. It is less likely to affect firms in leisure services since customers rarely
have the option to seek lower prices overseas for these.
4. The exchange rate of the US dollar to South African rand increased from R 7.20 per US dollar in
2010 to R 16.70 per US dollar in 2016. What are the likely impacts of this increase in South Africa’s
leisure and tourism sector?
Refer to the section on the significance of exchange rates on page 326 in the prescribed textbook.
The exchange rate can be defined as the price of one currency expressed in terms of another
currency. For example, the price of $1 expressed in South African rand (ZAR). In 2010, the price of
$1 expressed in terms of South African rand was R7.20. By 2016, the value of US dollar has
strengthened against the South African rand, and it cost R16.70 to buy $1. This represents a fall in
the value of South African currency (ZAR). This will have a negative effect on South African firms
that import either the finished good or the raw material to make finished goods. A fall in the value of
the rand against the US dollar means a rise in the rand cost of these goods, and hence production
costs.
Invisible import refers to the purchase of tourism facilities abroad, and a fall in the value of ZAR will
increase the price of imports in South Africa. On the other hand, a fall in the value of ZAR will
reduce the US dollar price of visible exports and invisible exports and stimulate inbound tourism.
As a result, companies running hotels and resorts in South Africa may favour a higher exchange
rate, whereas those exporting goods and services may favour a lower exchange rate. The stability
of the exchange rate is important for organisations whose operations involve significant foreign
currency transactions.
5. South African companies like MultiChoice, MTN and Tsogo Sun have expanded their business
operations to other African countries (i.e. host countries).
Refer to the section on the benefits of multinationals for the host country as well as the problems of
multinationals for the host country. Multinationals are companies that have production or service
capacity located in more than one country. Examples of multinationals companies include
McDonald’s, Coca-Cola, MultiChoice, Tsogo Sun, etc.
49
(i) Evaluate the benefits of their operations to the host countries.
 Extra investment
Host countries benefit from the extra investment made by MNEs. Such investment is
significant to a host country since capital tends to be scarce in developing countries.
The primary effects of such investment will result in the construction of facilities, and
the secondary effects will result from running of the facilities (i.e. business operations).
The investment will raise revenue, employment and stimulate growth in the host
economy.
 Technology and skills transfer

MNEs transfer to the host economy, the skilled labour and advanced technology
employed in their business operations.
(ii) Describe any two problems that the host countries may face from the business operations of
these companies.
 Leakages from the economy

MNE investment in an economy will generally generate more leakages than investment
funded locally. This is because MNEs will remit profits to the parent company, often
employ more foreign staff and sometimes use more imported inputs.
 Prices and bargaining power

MNEs that represent monopoly or near-monopoly purchasers of a local input (hotel
rooms) will be able to negotiate low prices with suppliers; therefore reducing the impact
of foreign expenditure in a local host area.
 Exporting of externalities
It is sometimes alleged that the reaction of MNEs to environmental pressures and
legislation in parent countries is to set up overseas in order to avoid extra compliance
costs. In this view, externalities of production are simply exported, often to less-
developed countries which are sometimes keen to accept such externalities to retain
international competitiveness.
 Threat to local competition

The low-cost, high-technology and high-quality goods and services associated with
MNEs may make it difficult for new local firms to enter the industry.
 Power to pull out

MNEs, like other private-sector organisations, seek to maximise profits. They are
therefore constantly monitoring the environment to exploit changes in international
costs or demand patterns. Therefore, they have no particular loyalty to an area and can
pull out, taking with them foreign expenditure (in the instance of tour operators) or
employment (in the instance of manufacturers).
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AFL2603/201
 Enclaves and dual development

One possible result of MNE investment is that a development will be exclusively for
foreigners and exclude local people. Dual development describes the situation where
the economies of developing countries witness the growth of a sophisticated part of the
economy often based on MNEs, with high wages, good working conditions and
developed infrastructure. However, this may not be well integrated into the rest of the
economy; so an impoverished economy that does not benefit from MNE investment
may exist alongside this sector.
 Resource grabbing
Local resource prices in developing countries (particularly land) are often low in
international terms, and developing countries are generally short of capital and foreign
exchange. MNEs tend to have ready access to capital, and they are therefore granted
planning permission. One result of this is that MNEs may purchase large areas of land
relatively cheap. This resource is then lost to local exploitation, which might be
appropriate at a future stage of a country’s development.
 Labour exploitation
One attraction of investment for MNEs in developing countries is that labour legislation
is generally more relaxed and trade unions are less evident or powerful. This means
that labour costs can be reduced significantly through low wages, longer working hours
and avoidance of sick, pension or holiday pay. Additionally, it is generally easier to hire
and fire labour as production fluctuates.
3. The examination
The examination is a two-hour paper, which contains three sections. The first section (section A)
consists of compulsory fill-in questions (25 marks); the second section (section B) consists of two
optional questions (B1 and B2) of which you have to answer one (which also counts 25 marks);
and the third section (section C) consists of 25 multiple-choice questions (50 marks).
Section C covers all the learning units, while section A only covers learning units 4 to 8. Question
B1 covers learning units 4 to 5 while question B2 covers learning units 6 to 8.
51

Tutorial Letter 201/2/2018: Literature and Society: A Perspective On African Languages

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AFL2603/201/2/2018

Tutorial Letter 201/2/2018

LITERATURE AND SOCIETY:

Department of African Languages

This tutorial letter contains important information

a) Mayelana nesizinda uma sibheka isimo senhlalo kuvela ukuhambisana mayelana

b) UMazikode uvezwa engumuntu onenhliziyo engaphandle ngokungakwazi ukwamukela

c) Ubudlelwano balaba bashadikazi bungobeqiniso ngoba bayabambisana kwabakwenzayo

a) Inkondlo ikhuluma ngobungozi bothando ngenxa yokulutha izintokazi zengabadi. Uthando

b) Imbongi iveza isimo sokudangala nokubalisa ngenxa yezimo zothando lwanamuhla

c) Iyi-eleji ngoba ikhuluma ngokufa. (2)

e) Imvumelwano siqalo isitanza 4 umugqa 1&2 ba-

AFL 2603 Simesta 2 2018 Umsebenzi 12 IsiXhosa

(a) Ixabiso leentsomi

(c) Ukuthiywa kwamagama akusalandeli indlela endala apho abantwana babethiywa

(f) Izafobe ezisetyenzisiweyo: Imbongi isizobela umfanekiso-ngqondweni ngokwakusenzeka

(b) Izihloko ezilungele iincwadi zabantwana

i) Iincwadi zeethoyi/ zezinto zokudlala (toy books: zincedisa ekukhulisweni

Simesetara 2 2018 (2)

(a) Batho ba kgale ba be ruta dimelo le maitshwaro baneng ka dinonwane,dithai le dikoša.

(c) Moithuti a ka neela mela e a e tlhophileng e e buang ka ga bosenyi. (5)

(a) Leboko le le bua ka ga kgosi Molefi yo o neng a tlhomiwa mo bogosing. Kgosi o

(b) Thuto ke gore fa o le moeteledipele o tshwanetse go nna sekao mo bathing ba o ba

(b) Pharologano magareng ga dibuka tsa bana le tsa bagolo:

MEMO Mosebetsi 1 (15) Sehla sa Bobedi 2018

(b) Mohlala: Ke thellele’eng ke le:

Ho thwe mofumahadi Monyaluoe o ne a nyetswe ha Basia. Ba habo ba mo tshehetsa

(c) Moithuti a ka fana ka setshwantsho sa hore dingodilweng tsa botjhabatse phetwang ka

Dintlha ke tse latelang: Baphetwa ke batho ba boiqapelo ba sengodi. Sengodi se ba hlahisa ba

v. Dibuka tsa dipalo: Tsona di bopa dipalo ka mebala e kganyang, ho tloha ho ha ho

(a) Bahlolwa batawuvuma nome bale basekele ngetibonelo letifanele (lophendvulako

o Kwesweleka kwebantfu labacula lawo maculo.

‐ Tibongo tisentelwa emakhosi. emachawelahlabene kanye

(a) Ingcikitsi ngumnyombo wendzaba jikelele,nguloko lokuchube umbhali

(b) Umhlolwa utawukhetsa nome nguyiphi inoveli leshicilelwe yeSiswati akhombise

(a) Lokushiwo yinkondlo. Inkondlo ikhuluma ngamabonakudze lowentiwe intfombi le

(c) Chaza kancane ngemfundziso letfolakala kutingoma tebantfwana.

(a) Ziimbelesi/Bomma ngombana ngibo ababaziko abentwana kobana babukhali/balila

Abalingisi babantu abasetjenziswa mtloli ukuthuthukisa ummongondaba afisa ukuwutlola

(d) Ngingakhetha ukutlola ngommongo-ndaba oyelelisako ngombana abantwana abanengi

Closing DATE : 17 AUGUST 2018

Zwine lungano lwa gudisa:

Ndili- ndee ndili-ndee

Hezwi ni tshi tamba

Hezwi ni tshi tamba

Nḓila ya u shumisa madzina – Vhaṅwali vha maṅwalwa a ḽitheretsha tshiṅwe tshifhinga

Vhe vha ṱangana na inwi mulovha vhe mufhefhe,

Na vula waṋu mulomo hu bva matakadzambilu,

Vha ni ḓivhaho vhe ni fhira muya wa Ṱhangule,

Murendi u sumbedzwa u vhaiswa nga zwiito zwa vhathu vha sa fulufhedzei. U

(e) Kha vha ṋee ṱhalutshedzo ya ayo maipfi mavhili a tevhelaho:

AFL2603 XITSONGA ASAYIMENTE YA 19 FEEDBACK SIMESITARA YA 2 2018

(a) Ntirho wa tinsimu to mbuwetela:

(b) Nkoka wa xithopo evuton’wini bya munhu:

(a) Ku tirhisiwa ka mimbangu ya le matikoxikaya kumbe ya le madorobeni hi vatsari va

(d) Xivangelo xo va vutlhokovetseri byo vulavula hi rirhandzu byi tlhontlha mphofulo/ntlhaveko

 Nhlamuselo ya ntlimbo… (2)

Tinsimu ku mbuwetela/miyeta vana ti yimbeleriwa hi vamanana, vakokwana va xisati, vanhu

(a) Nkoka wa dyondzo wa tibuku: