Breakdown of Nataka utoe onyo la wazi kwa watoto wasipande juu ya meza.
kutaka
to want
mtoto
the child
kwa
to
meza
the table
juu ya
on
kutoa
to give
kupanda
to climb
wazi
clear
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Questions & Answers about Nataka utoe onyo la wazi kwa watoto wasipande juu ya meza.
Why is the verb after Nataka in the form utoe instead of just using the base form toa?
In Swahili, when a verb that expresses a desire or command follows a verb like Nataka (meaning “I want”), it takes a subjunctive form with the appropriate subject prefix. Here, utoe is the second person singular subjunctive of toa (“to issue” or “give out”), meaning “I want you to issue…” rather than simply using the infinitive form.
What does the phrase onyo la wazi mean, and why is the adjective introduced by la?
Onyo la wazi translates to “a clear warning.” The noun onyo means “warning,” and the adjective wazi follows it as per Swahili word order. The marker la is used because onyo is in a noun class that requires a feminine agreement marker for its adjectives. This agreement between the noun and adjective is a key aspect of Swahili grammar.
How is the negative command constructed in the clause wasipande juu ya meza?
In this part, wasipande is the negative subjunctive form of the verb kupanda (“to climb”), tailored for the plural subject watoto (“children”). It instructs that the children are not allowed or should not climb on the table. The formation correctly aligns the verb’s negative instruction with the subject’s marker.
What role does the preposition kwa play in the segment kwa watoto?
The preposition kwa means “to” or “for” in Swahili. In this sentence, kwa watoto specifies the target of the warning – it indicates that the warning is meant for the children. This prepositional phrase connects the warning to its intended recipients.
How does the word order in this Swahili sentence compare to how we might express the same idea in English?
In Swahili, adjectives typically follow the noun they modify—as seen in onyo la wazi (“warning clear”)—unlike English where adjectives usually come before the noun. Also, the structure “Nataka utoe onyo la wazi kwa watoto wasipande juu ya meza” differs from the English “I want you to give a clear warning to children not to climb on the table.” The verb forms, placement of prepositional phrases, and the use of the subjunctive mood all highlight key syntactic differences that learners need to become accustomed to.