Tuesday, October 10, 2017

Conjunctions which have a mutual relation


These are the conjunctions which have a mutual relation; therefore they go hand in hand.
DESPITE
Is used to show that someone or something can have something good and bad at the same time or it is used to show that something is true although there is something to prevent it.
NB: Despite does not carry ‘of’ so it is wrong to say – despite of.

        The use of an abstract noun is of great important
Abstract nouns; these are nouns which we cannot see, touch, smell, hear.
Examples; illness, sickness, sleepless, happiness etc
HOW TO USE IN SENTENCES
Examples;
1.      Suzan is active. She is not liked by her teacher.
  Using the word “the fact that”
If the sentence is joined with the fact that. The noun is not changed such that.
Despite the fact that Suzan is active, she is not liked by her teacher.

            If the word “the fact that” is not used, the noun will change into abstractive noun.
Examples;
Despite Suzan’s activeness, she is not liked by her teacher.
INSPITE OF
It is used to show that someone or something can be having something good and bad at the same time.
It gives the same meaning like that of despite.
It is wrong to write in spite of as a word.
It can also use the word “the fact that
More examples
1.      He is handsome he is not liked by girls.
Despite the fact he is handsome, he is not liked by girls.
Despite his handsomeness, he is not liked by girls.
2.      Mohamed is clever. He cannot answer the question.
Despite the fact that Mohamed is clever, he cannot answer the question.
Despite Mohamed’s cleverness, he cannot answer the question.

EXERCISE
Join the following sentences using Despite the fact that and Despite.
1.      He is sick. He played the football match.
Despite the fact that he is sick, he played the football match.
Despite his sickness, he played the football match.
2.      He was very lazy. He was elected a prefect.
Despite the fact that he was lazy, he was elected a prefect.
Despite his laziness, he was elected a prefect.
3.      He is very rich. He does not pay school fees.
Despite the fact that he is very rich, he does not pay school fees.
Despite his richness, he does not pay school fees.
4.      She is good in mathematics. She cannot draw an acute angle.
Despite the fact that she is good in mathematics, she cannot draw an acute angle.
Despite her goodness in mathematics, she cannot draw an acute angle
5.      He is happy. Although he failed the exam.
Despite the fact he is happy, he failed the exam.
Despite his happiness, he failed the exam.

REVISION EXERCISE
Join the following sentences by using “despite” or “in spite of” without the word “the fact that”
1.      He is clever. He cannot compete with other pupils.
Despite his cleverness, he cannot compete with other pupils.
2.      Joshua is weak. He can win the races
Despite Joshua’s weakness, he can win the races
3.      The stone is sharp. It cannot chop the meat.
Despite the stone’s sharpness, it cannot chop the meat.
4.      She is beautiful. She cannot greet people.
In spite of her beauty, she cannot greet people.
5.      He is handsome. People don’t love him.
In spite of his handsomeness, people don’t love him.

Join the following sentences with the word “the fact that” use despite or in spite of.
6.      He is short. He can rub the black board.
Despite the fact that he is short, he can rub the blackboard.
7.      He was ill. He attached the meeting.
Despite the fact that he was ill, he attended the meeting.
8.      Mashaka is sad. He can smile to the visitors.
Despite the fact that he was poor, he get married to her.
9.       
USING THE WORD “BEING”
If the sentence uses the word “being” on joining sentence using despite or inspite of the sentence carries no changes.
Examples
1.      Juma is a child. He can run fast.
Despite being child, Juma can run fast.
In spite of being child, Juma can run fast.
2.      Potatoes are sweet. I don’t like them.
Despite potatoes being sweet, I don’t like them.
In spite of potatoes being sweet, I don’t like them.

FORMING ABSTRACTIVE NOUNS

Adjective
Abstractive
1
wise
Wisdom
2
poor
Poverty
3
short
Shortness
4
dark
Darkness
5
sweet
Sweetness
6
sleepy
Sleepiness
7
great
Greatness
8
bitter
Bitterness
9
true
Truth
10
cold
Coldness
11
man
Manhood
12
child
Childhood
13
king
Kinship
14
mother
Motherhood
15
owner
Ownership
16
friend
Friendship
17
slave
Slavery
18
protect
Protection
19
hope
Hope
20
desire
Desire
21
reliable
Reliability

EXERCISE
Choose the correct answer for the following.
1.      ……………. being sick yesterday, I went to school.
A. Despite    B. In spite    C.Whether  D. Although
2. ………….. her beauty, people hate her
            A.  Despite  B. In spite of   C.As  D. Although
3. He went to the farm …………… being raining.
A. In spite   B. Despite of   C.Despite   D. Even if
4. ………….. the fact that he was lazy, he was elected a prefect.
A. Despite of   B. Because of   C. In spite  D.  In spite of
5. …………. his sickness, he did very well in his exam.
      A. In spite of   B. Despite of   C. Not only   D. When
Join the following sentences using “Despite” without “the fact that”
6. He is owning a lot of cattle. He cannot send his daughter to school.
    Despite his ownership a lot of cattle, he cannot send his daughter to school.
7. Last night was so dark. I picked a needle
    Despite last night darkness, I picked a needle
Join the following sentences using in spite of without the word “the fact that”.
8. Luther King is a wise man. He cannot solve the love conflict.
    In spite Luther King’s wisdom, he cannot solve the conflict.

REVISION EXERCISE
1.      He was sick, he attended the meeting.
=In spite of being sick he attended the meeting.
2.      He waked early, he delayed to school.
=In spite of being waked early he delayed to school.
3.      She was very dirty, she travelled to Mwanza.
=In spite of being dirty she travelled to Mwanza.
4.      We were very active, we failed the exam.
=In spite of being active we failed the exam.
5.      She is very short, she has rubbed the blackboard.
=In spite being short she has rubbed the blackboard.

REVISION EXERCISE
Join the following sentences using “In spite of being”
1.      He is ugly, he has got marriage to the queen’s daughter.
=In spite of being ugly he has got marriage to the queen’s daughter.
2.      He is her best friend, he sent her into jail.
=In spite of being her best friend he sent her into jail.
3.      She is still a child, she can reject the order from the parents.
=In spite of being child she can reject the order from the parents.
4.      He is very poor, he has been selected to join Olympic races.
=In spite of being poor he has selected races.
5.      My marks were good, my friend discouraged me.
=In spite of my marks being, my friend discouraged me.

Join the following sentences using “Despite” without words “the fact that” or being.
6.      He is a lazy farmer, he harvested a lot of crops.
=Despite his laziness he harvested a lot of crops.
7.      He was speaking true things, he was not trusted.
=Despite his truth things he was not trusted.
8.      He is a king of own kingdom, he cannot call upon unity.
=Despite his kingship of own kingdom he cannot call upon unity.
9.      Emmanuel’s ownership of a computer he cannot use it.
=Despite Emmanuel’s ownership of a computer he cannot use it.
10.  The medicine is very bitter, she has swallowed it.
=Despite the medicine’s bitterness she has swallowed it.

(ii) Inspite of
Is the conjunction used to show that something or someone can have something good or bad at the same time.
NB: Inspite gives the same meaning as that of although, though, even if and despite.
Note. It is wrong to say in spite of as one word
Example In spite of butin sects
You can say Inspite of the fact that
 HOW TO USE
(a)    Inspite of + the fact that + other words (carries no changes).
Examples
He was clever, he dropped out of the school.
=Inspite of the fact that he was clever he dropped out of the school.

(b)   In spite of + determiner/objective pronoun + noun +other words.
Examples
He was clever, he dropped out of the school.
=Inspite of his cleverness he dropped out of the school.

(c)    Inspite of + being + other words.
Examples
He was clever, he dropped out of the school.
=Inspite of being clever he dropped out of the school.

Examples
i) He is rich. He was not elected.
-Inspite of his richness/riches, he was not elected.
      -  Inspite of the fact that he was rich, he was not elected.
ii) He was clever, he dropped out of the school.
-          He dropped out of the school Inspite of his cleverness.
-          He dropped out of the school Inspite of the fact that he was clever.
NB: If you don’t use the fact that an abstract noun has to be used after Inspite of.
Examples; richness, cleverness, narrowness, as has been shown in the examples

NO SOONER …….. THAN
Is the conjunction used to suggest/show that something happened very soon afteranother.
We use these expressions when actions take place very closely together.
NB: When using the conjunction No sooner…….than put the first action in the PAST PERFECT and the second in SIMPLE PAST.
Examples
1.      As soon as the president arrived, it started raining.
=No sooner had the president arrived than it started raining.
2.      As the teacher left the class, the children started shouting.
=no sooner had the teacher left the class than the children started shouting.
3.      The cock crew, I got up.
=No sooner had the cock crew than I got up.

EXERCISE
Re-write the following sentences by beginning with No sooner……than.
1.      Helen had just finished writing a letter when I arrived.

……………………………………………………………..
2.      Dr. Chen had just performed the operation when the patient died.

…………………………………………………………………….
3.      The moon had barely appeared when it was obscured by the clouds.

……………………………………………………………………......
4.      The accused was leaving the court when he was re-arrested.

……………………………………………………………….
5.      They scored a goal when we got a penalty.

…………………………………………….
EXERCISE
Re-write the following sentences as instructed
1.      He was very unreliable but he was elected a prefect
(Begin Inspite of)

…………………………………………………………
2.      Although he is clever everybody hates him.
(Begin Despite)

…………………………………………………………
3.      He was popular but was not selected the team leader.
(Begin Inspite of)

………………………………………………………….
4.      He was great but people neglected him.
(Begin Despite)

………………………………………………………..
5.      Although he was careless he finished his experiment with good result.
(Begin Inspite)

………………………………………………………………………
6.      As soon as the enemies invaded the village the war began.
(Begin No sooner…….than)

……………………………………………………………..
7.      As soon as the match began when the spectators complied.
(Begin No sooner………than)

…………………………………………………………….
8.      As soon as he drank two glasses of milk when he felt better.
(Begin No sooner…………than)

……………………………………………………………….
9.      As soon as the headmaster appeared the class became silent.
(Begin No sooner………….than)

……………………………………………………………...
10.  Although mama Kione is poor she is contended.
(Begin Despite)

……………………………………………………..


SCARCELY…….WHEN / HARDLY……..WHEN
They are used to mean that there is almost nothing.
Examples
1.      Scarcely had the dust settled down when another accident took place.
2.      Hardly had the dust settled down when another accident took place.
3.      The cock had scarcely/hardly crown when I got up.
EXERCISE
Re-write the following sentences beginning with Hardly………..when.
1.      Matobo had just returned when there was a knock at the door.

…………………………………………………………………
2.      He was completing his novel when he fell sick.

………………………………………………….
Re-write the following sentences by beginning with scarcely.
3.      Darkness had not set in when the two men arrived.

…………………………………………………….
4.      Mbwana had returned to work before when fully recovered.

…………………………………………………………….
5.      The plane had just touched the runway when it burst into flames.

……………………………………………………………………


EITHER ………………..OR
Is the conjunction which is used to join sentences which express two action but to show that one of the two action can be fulfilled/done.
That means one of them or the other but not both and it is used in “positive sentences”
This conjunction is used to show that one of the thing will happen.
Examples
She wanted to print a landscape. She wanted to print a self-portrait.
 =She wanted to print either a landscape or a self-portrait.
He must laugh. He must cry.
=He must either laugh or cry.
They must win. They must be defeated.
=They must either win or defeated.
Note: Either which is not followed by “or” can be used to mean both.
Examples
There are flowers on both sides of the house.
=There are flowers on either sides of the house.
 I can write well using both hands.
=I can write well using either hands.
NB: When using either the “S” ending on the noun that followed both is dropped.
Example;         They planted trees on both sides of the road.
                        They planted trees on either side of the road.


NEITHER………………………NOR
Is the conjunction which is used to join sentences which express two actions but it shows that none of the two actions can be done.
It means that not the first or the second action can occur and it is used in Negative Sentences”.
It is used to show that none of the two will happen.
Examples
He did not greet the visitors. He did not smile at them.
=He neither greeted the visitors nor smiled at them.
She cannot fly. She cannot swim
=She can neither fly nor swim.
Godfrey did not go to play. Boniphace did not go to play.
=Neither Godfrey nor Boniphace went to play.
Joyce is not having a party. David is not having a party.
=Neither Joyce nor David is having a party.

EXERCISE
Choose the correct pair (Either………or/ Neither………..nor)
1.      ………...Asha ….…. Sugi will help you with your homework. They are both busy at the moment.
2.      This is my offer. You ……..take it …….leave it.
3.      When I go to Olain hotel I will eat ……..fish ….….roast chicken. These are my favorite meals.
4.      His father believed …………his son ………..his friend. He thought that both were lying.
5.      I need ……your help …..you compassion. I can perfectly handle my problems all alone.
6.      …………Ally ………Bonge will write the report. Just ask one of them.
7.      My grandmother can ……….read ……… write. She is illiterate.
8.      You can use ………this computer …….. the other one. Both are functioning.

EXERCISE
Begin with the sentences by using (Neither……..nor/ Either …………or).
1.      My mother does not like smoking. I don’t like smoking.

………………………………………………………….
2.      Juma has no house to live in and no job to do.

………………………………………………………
3.      Maize didn’t grow this year. Rice didn’t grow this year.

…………………………………………………………


Choose the correct answer.
4.      Neither my brother …………my mother knows about it.
A.    nor     B. Neither    C. or
5.      He ……….has a cat or a dog. I can’t remember.
A.     Neither   B. Either    C. nor
6.      Neither my brother ………..ready to go.
A.    Or his friend is
B.     Nor his friend
C.     Nor his friend is
7.      I am thinking of travelling to either Argentina ……….Brazil.
A.    Either    B. or   C. nor
8.      Mkumbo ………..drinks nor smokes.
A.    each   B. neither C. either



ALTHOUGH
It is the conjunction used to join sentences to show contrast. It is used to mean “but” or “however” when you are connecting on a statement.
Although can be used the same with though/ even though.
Though: is used more in spoken than the written. You can use all at the beginning of a sentence that have a verb.
Examples
1.      The weather is bad. We are enjoying ourselves.
=Although the weather is bad we are enjoying ourselves.
2.      Our country is poor. People enjoy themselves.
=Although our country is poor people enjoy themselves
3.      The exam leaked. Few pupils passed.
=Although the exam leaked few pupils passed.

EXERCISE
Join the following sentences using “Although”
1.      Inspite of his innocence, he was not trusted.
-          Although he was innocence he was not trusted.
2.      He ran to the station, but he missed the train.
-          Although he ran to the station he missed the train.
3.      They were brave, they were defeated.
-          Although they were brave they were defeated.
4.      I was present but I was not asked for any advice.
-          Although I was present I was not asked for any advice.
5.      Pupils complained but conductors did not change the attitude.
-          Although pupils complained conductors did not change the attitude.
6.      Karamuye is not clever, he is a hardworking man.
-          Although Karamuye is not clever he is a hardworking man.
7.      Inspite of the rain, we went to the farm.
-          Although it was raining we went to the farm.



Although/though/but
Are used to show both a negative and positive ideas in the same sentences.
Examples, Although she is beautiful, she is unmarried.
NB: It is wrong to use although while experiencing qualities both of which are positive or negative
Example
Although he is sick, he cannot walk (wrong).
Peter is smart although he is rich (wrong).
Note: Whenever a sentence begins with although it must have a comma in the middle.
            e.g. Although she is beautiful, she is unmarried.
            It is wrong to use although with but in the same sentence.
            e.g. Although she is beautiful, but she is unmarried (wrong).
Note: Though can be used instead of although.
            e.g. Though she is beautiful, she is unmarried.

RESULT CLAUSES
These are clauses that show outcome of a particular state / condition.
(i)                 ENOUHG TO
Is the conjunction which is used to join sentences which shows possibility to something.
Structure of it
N/P + A verb/Adjective + Enough to + Verb

Examples
1.      He ran fast. He win the race.
-          He ran fast enough to win the race.
2.      Tom is very young he cannot go to school.
-          Tom is not old enough to go to school.
3.      Debora is clever. She will get a high grade.
-          Debora is clever enough to get a high grade.

EXERCISE
Join the following sentences using enough to
1.      The teacher was good. He let me go early.

……………………………………………..
2.      She knows Kiswahili. She understands what I say.

………………………………………………………
3.      My mother is quite strong and she can lift the piano alone.

………………………………………………………………
4.      He is not old. He cannot go to school.

………………………………………..
5.      She is too weak to lift the heavy box.

………………………………………..
6.      Jane is very tall. She can clean the blackboard.

……………………………………………………
7.      Aron is young. He cannot travel alone.

…………………………………………
8.      He is cruel. He can kill.

…………………………

(ii)               ENOUGH FOR
Enough for is used to join two sentences with different subjects.
NB: A subject is something to be talked or written about or studied.
Examples
1.      The desk is very heavy. I cannot lift it.
=The desk is too heavy for me to lift it.
2.      Ben is polite enough for becoming a priest.
3.      Robert is tall enough for becoming a policeman.
4.      Peter is clever enough for getting a car.

EXERCISE
Join the following sentences using enough for.
1.      They are dancing well. The president is impressed.

………………………………………………………..
2.      My sister is old. She can get married.

……………………………………………..
3.      John is clever. He can pass the examination.

………………………………………………..
4.      The house is old. It needs repair.

………………………………………
5.      An elephant is big enough for crossing the river.

……………………………………………………
6.      Mariam is a beautiful woman. She can attract any man.

…………………………………………………………….
7.      They are clever. They can discover the thief.

……………………………………………………..
8.      She is fast. She can win the race.

………………………………………
9.      The UNHCR has donated enough food for refugees.

………………………………………………………..
10.  I have bought enough books for grade seven.

………………………………………………..
Note: When using the word enough for the use of –ing form in the verbs is common.

(iii)             SO……….THAT AND SUCH A……….THAT.
These are used to show the reason as to why something happened.

SO………THAT
Examples
1.      He was a rich man. He bought the whole village.
=He was so rich that he bought the whole village.
2.      He reads many books. He does not remember them at all.
=He reads so many books that he does not remember them at all.
3.      Dionizi is short. He cannot touch the ceiling board.
=Dionizi is so short that he cannot touch the ceiling board.
4.      Chalama reads many books. He does not pass the examination.
=Chalama reads so many books that he does not pass the examination.
5.      Tea is hot. We cannot drink it.
=Tea is so hot that we cannot drink it.
Note:   (i) “So” is used with adjectives (ie. So + Adjective)
            (ii) “So” can replace the word very.
Example
Join the following sentences by using so……that.
i)                    The tea was very hot. Mariam could not drink it.
=The tea was so hot that Mariam could not drink it.
ii)                  Dues is very young. He cannot go to school yet.
=Deus is so young that he cannot go to school yet.
iii)                He is very fat. He fails to walk.
=He is so fat that he fails to walk.
EXERCISE
Finish the following sentences
1.      Dar Es Salaam is so hot that you can’t wear a coat during the day.
2.      This test is so difficult that I expect to get low marks.
3.      My shoes are so small that I cannot wear it.
4.      This class is so crowded that you cannot even get a quick way out.
5.      I am so angry that I am ready to fight.
6.      She is so beautiful that she can attract any man.

SUCH A …………..THAT
Consider the following sentences
a)      Iringa, Mbeya and Arusha are such cold places that one cannot sleep without a blanket.
b)      Masanja is such a short boy that he cannot touch the ceiling board.
c)      Mathematics is a very difficult subject. We cannot remember it (in the bracket use such….that).
=Mathematics is such a difficult subject that we cannot remember it.
d)     Ally is too short to touch the ceiling board.
=Ally is such a short boy that he cannot touch the ceiling board.
e)      It rained so much that cars could not go to the village.
=It rained such much that cars could not go to the village.
f)       Iringa and Mbeya are so cold regions that you have to wear a jacket at night.
=Iringa and Mbeya are such cold regions that you have to wear a jacket at night feed himself.

EXERCISE
Re-write the following sentences with SUCH……THAT.
1.      He is very lazy as the result he cannot feed himself.
…………………………………………………………….
2.      I am so hungry that I cannot study.

……………………………………………………….
3.      A computer is so delicate that it has to be carried carefully.

……………………………………………………………
4.      It is raining so much that we cannot go to shamba.

…………………………………………………….
5.      Suzy is such a lazy girl . she fails to wash her clothes.

……………………………………………………….

EXERCISE
1.      Change such……that to so………that.
i)                    He is such a weak person that he cannot go to farm.

………………………………………………………
ii)                  He is such a nice person that he helps everybody.

………………………………………………….
iii)                Suzy is such a lazy girl that she can’t wash her clothes.

………………………………………………………….

2.      Change such………….that to too……………to.
a)      Juma is such a weak boy that he cannot work alone.

……………………………………………………….
b)      Mary is such a proud girl that she cannot greet people.

………………………………………………………...

TOO………………..TO
Is the conjunction which is used to join sentences which express / shows Negative expression.
This is used to explain why something is as the way it is.
NB: Too……to indicates a negative idea
            eg. Dodoma is too far to reach.
Points to remember when using too…………to
i)                    Too…………to means “NOT” therefore we are not supposed to use “NOT” with too…….to in the same sentence.
e.g. He was too big not to walk. (wrong)
       He was too big to walk.
ii)                  When using too…………to the pronoun at the end of the sentence should be dropped.
e.g.  Ochwo is very lazy. I cannot help him.
        Ochwo is too lazy to be helped.
iii)                Remember to use for when joining sentences with different subjects.
e.g. The desk is very heavy. I cannot lift it.
       The desk is too heavy for me to lift.

Examples
1.      You are so young. You cannot understand me.
You are too young to understand me.
2.      He was so drunk, he could not drive.
He was too drunk to drive.
3.      They were very lazy. They could not do the work.
They were too lazy to do the work.

EXERCISE
Join the following sentences using conjunction too……..to
1.      Ekalanya is very weak. She can’t work alone.

………………………………………………..
2.      The team is experienced. We can’t defeat it.

……………………………………………..
3.      His handwriting is very untidy. No one can read it.

……………………………………………………..

4.      The disco was so loud that you couldn’t talk to your friend.

…………………………………………………………..
5.      Mariam was so poor that she could not afford to give breakfast to her children.

……………………………………………………………………………………
6.      My grandmother is very old. She cannot work hard.

……………………………………………………...
7.      The patient is very weak. She can’t walk.

…………………………………………
8.      Woolen materials are very expensive in Tanzania. Most people can’t buy them.

…………………………………………………………………………………...
9.      The disease is very advanced. We can’t cure it.

………………………………………………..
10.  The flower is very delicate. It can’t withstand rough handling.

……………………………………………………………….

PREFER…………………TO
The word “prefer” is used to mean that one “likes” something more than something.
It is used when one has to choose one item from among others.

Point to remember
=When using “prefer” avoid words like more and than.
Examples
i)                    Masuke likes rice more than millet.
=Masuke prefers rice to millet.
ii)                  I like English more than Mathematics.
=I prefer English to Mathematics.
iii)                Jane liked reading more than writing.
=Jane preferred reading to writing.
iv)                Girls like netball more than football.
=Girls prefer netball to football.
v)                  Zainabu likes ugali more than rice.
=Zainabu prefersugali to rice.
vi)                They like living in rural area more than living in urban areas.
=They prefer living in rural areas to urban areas.

EXERCISE
Fill the blanks with to:
1.      Rutashoborwa prefers bananas ………… ugali.
2.      Masalu prefers gardening …………dancing.
3.      I prefer the Daily News …………Uhuru.
4.      I prefer playing bao ………… the cinema.
5.      They prefer cows ………. goats
6.      He prefers Uhuru ………….. the Daily News.
7.      Tatu prefers mathematics ……….. painting.
8.      I prefer gardening ……… fishing.
9.      Bulengo prefers a house ………a car.
10.  The children preferred swimming ……..singing.
11.  Tanzanias used to prefer socialism ……… capitalism.
12.  Some women prefer tragedies ………. comedies.
13.  We prefer basketball …….. boxing.
14.  Khadija prefers reading ……….. gossiping.
15.  He prefers working ………..sitting idle.

AS…………..AS
This conjunction is used when comparing things / people of the same quality.
Examples
i)                    Wasonga is tall. Wanjusi is tall.
=Wasonga is as tall as Wanjusi.
ii)                  This room is big. That room is small.
=That room is not as bid as this room.
iii)                Okello is twelve meters tall. Ouma is one and half meters tall.
=Ouma is not as tall as Okello.
iv)                Mary is very beautiful. Mary’s mother is also very beautiful.
=Mary is as beautiful as her mother.

GUIDELINES ON THE USE OF AS…..AS
1.      After …..as…. any pronoun used should be in the nominative case.
e.g. I, you, he, she, they.
Examples
i)                    He is big as me. (wrong)
He is as big as I am. (Correct)
ii)                  My sister is as proud as her. (wrong)
My sister is as proud as she.
iii)                I am not as old as him. (wrong)
I am not as old as he is. (correct)

2.      As……….as can be used with both negative and affirmative sentences.
-In negative sentences we say ……..not as…….as ……
-The  affirmative it remains ………as…….as……
e.g.      Ouma is not as tall as Okello.
            I am as heavy as an elephant.
            Mariam is not so beautiful as Khadija.
            It is not so difficult as I expected.

EXERCISE
(a)    Use the word “as………as” to show how thing are looking the same by making five sentences.
1.      Lisa is as beautiful as her sister
2.      Jonia is as lazy as her young
3.      My brother is as bright as I am.
4.      Irene is as polite as her mother.
5.      Neema is as foolish as his brother.

(b)   Make five sentences using the word “not as …………as” to show how two things looks different.
1.      Lisa is not as beautiful as her sister.
2.      She is not as intelligent as his brother.
3.      I am not as beautiful as my young.
4.      She is not as tall as his father.
5.      A buffalo is not as big as an elephant.
EXPRESSING DURATION
PREPOSITION OF TIME
SINCE AND FOR
We use since and for with the present perfect continuous tense.
(i)                 FOR
Is the preposition which is used to talk about the length of time (duration).

For + A period of time
 
We use preposition present perfect tense with For + a period of time.
Thus
Examples
For a week
For six months
For a month
For two hours
For a year

(ii)               SINCE
Is the preposition which is used to talk about the starting point of time.
We use present perfect continuous tense with since + a period of time.

Since + A period of time
 
Thus
Examples
Since this morning
Since last week
Since yesterday
Since I was twelve years old
Since Friday
Since noon

More examples for Since and For
1.      I have been here for 20 minutes.
2.      I have been here since 9 o’clock.
3.      John has not called for six hours.
4.      John has not called since January
EXERCISE
Fill the blanks by using since and for
1.      Mariam and Musa have not met their teacher since last week.
2.      They are on a trip since December 28th last year.
3.      He has remained absent for many days.
4.      The manager has been waiting for two hours.
5.      My teacher was there since 1978.
USES OF SICNE AND FOR
EXERCISE
Fill in the blanks by using the correct preposition from the brackets.
1.      I have been learning English ……… I was in class one. (for, since, at, by)
2.      He has been living Arusha ……. 1984. (since, for, at, by)
3.      Eliud and Mariam have been best friends ………. class four. (after, during, while,since)
4.      He has been sick ……. the day they arrived. (since, for, at, in on)
5.      We have been waiting ……… over ten minutes. (since, for, at, in, on)
6.      He is lazy, he failed his exams for several times. (for ,until, over)
Re-write using “since”
7.      I have been sick for two years.

…………………………………
8.      It started raining last night. It is still raining.

……………………………………………..


BOTH……………….AND
This is a conjunction which is used to join two sentences expressing / having two things, persons, ideas or adjectives in one sentence.
It is used to mean the idea of ‘two’
It can also be used instead of ‘not only……..but also’. Thus the one and the other
NB: Both goes hand in hand with “and”. It cannot work without it.
1.      Queen Anne is both dead and buried.
2.      He is remarkable for both his intelligence and his skill.
3.      He is both a soldier and a poet.
4.      He is both hardworking and a committed teacher.
5.      He is both a lazy man and cowardice.
EXERCISE
Re-write the following sentences by using both……and
1.      Read chapter 2 of the book. Read chapter 3 too.

…………………………………………………
2.      Reading is a necessary skill. Writing is also a necessary skill.

……………………………………………………………….
3.      Mashoto likes cold tea. Halima likes cold tea too.

………………………………………………………
4.      Our library has books. It also has Newspapers.

……………………………………………….
5.      I have borrowed many books from the library. I have also lent some of my own books to friends.

………………………………………………………………………………………………
6.      My mother is coming. My father is coming too.

………………………………………………….
7.      I like Geography. I like mathematics as well.

………………………………………………..
8.      The story is funny. It is sad too.

…………………………………….
9.      I like cooked carrots. I also like raw carrots.

………………………………………………
10.  Mozambique is in Africa. Egypt is also in Africa.

……………………………………………………
11.  The drink was sour. The drink was expired.

……………………………………………..
12.  The food is rough. The food is rotten.

………………………………………..

PURPOSE CLAUSES
These are words that show intention/ aim.
They answer the question WHY. Therefore these purpose clause include words like
SO AS, SO THAT, IN ORDER TO
These three conjunctions are delt with togetherness because they are used in the same way and thus have the same meaning.
They are used to indicate the purpose /aim/ intention of doing something.
They are used in a sentence when one wishes to state the reason for doing something.
Examples
(i)                 SO AS
a)      He washes cars so as to get school fees.
b)      He studied thoroughly so as to pass the test.
c)      Amina cooks delicious food so as to impress her boy friend.
d)     John has visited his fiancée so as to discuss their marriage issue.
e)      They are playing vigorously so as to win the match.
NB: So as goes with the word “to” which is added at the end.

(ii)               SO THAT
So that does not go with the word “to” instead it is followed by the personal pronoun, a noun.
Examples
a)      He washes cars so that he can get school fees.
b)      He went to town so that he could buy a radio.
c)      He prepared supper so that the president could eat after the meeting.
d)     He studied thoroughly so that he could pass the test.
e)      They are playing vigorously so that they can win the match.
f)       Anne cooks delicious food so that she may impress her boy friend.

(iii)             IN ORDER TO
Examples
a)      He washes cars in order to get school fees.
b)      He went to town in order to buy a radio.
c)      He revises very hard in order to pass the examination.
d)     He goes to the bar in order to drink beer.
e)      She wore a beautiful dress in order to win the beauty contest.
f)       Ruta wants to leave for town in order to see his fiancée.
g)      Theodora went to Songea in order to visit her fiancé.
h)      We eat in order to live.
i)        The mosquitoes bite us in order to get food.
Consider the following sentences.
1.      I want to go to England so as to learn English.
2.      I want to study so as to pass my examination.
3.      I always work hard so as to succeed I my life.
4.      I want to go to town so as to buy some clothes.
5.      We always eat balanced diet so as to be health.
6.      I want to respect myself so as to be respected.
7.      I wear a school uniform in order to be smart.
8.      I want to see the class master in order to help me.
9.      I want to be artist I order to be a lawyer.
10.  I decide to study hard in order to be in a good position.
11.  I want to do more practices in order to be selected to the National team.
12.  I went to so that I could buy a bicycle.
13.  I want to study hard so that I can pass my examination.
14.  We arrived early so that we could get good seats.
15.  I want to run fast so that I can be a winner.
16.   I went to Dar Es Salaam so that I could buy a car.

EXERCISE
Answer the following questions by using so that.
1.      Why do you go to hospital?

……………………………... I can get medicine.
2.      Why do you brush your teeth?

…………………………… I can remove small particles of food and kill bacteria.
3.      Why do you put your books in the bag?

………………………………………… I can avoid thieves.
4.      Why do you wash your clothes?

………………………………….. I can look smart.

Join the following sentences using in order to, so that, so as to.
1.      She sat in the front seat. She wanted to hear the teacher clearly.

………………………………………………………………………
2.      He woke up early in the morning. He wanted to catch the bus.

………………………………………………………………….
3.      Children should be given a balanced diet. This will help them become healthy.

………………………………………………………………………………….
4.      It is important that people use condoms. This will help them live longer.

…………………………………………………………………………….
5.      You have to practice daily. This will help you become perfect.

………………………………………………………………………

AS
This conjunction is used to describe something appears to be like another thing (comparison)
Is also used to say that something happens while another thing is happening.
Also is used to show obligation (example sentence number 1)
Examples
1.      Poor as we may seem, we are still proud of own culture.
2.      As it is fine, I shall go out.
3.      Much as he like to travel, he could not afford the fare.
4.      As you go, I will keep watching.
5.      I will keep your properties as you are away.
6.      She provided her help as they needed.
7.      Juma is intelligent as John.
8.      I will go guide as I prefer.
9.      I am going to the committee as I am a representive.
10.   As she left, it started raining heavily.
Note:   (i) As can also mean when, while.
            e.g. - I saw him as he was getting off the bus.
                  - As a child lived in India.
                  - As he grew older he become less active.
                  - As they arrived it started raining.
            (ii) It is also used in expressing reason; since seeing that.
            e.g. - As he wasn’t ready in time, we went without him.
            (iii) It can also convey the idea of although.
            e.g. – I know some of the family secrets young as I am. (Although I am young)
                   - Much as I like you (although I like you much) I will not marry you.
            (iv) It also introduces a complement of manner (like).
            e.g.  -Why is he dressed as a women?
                - He looks as if he has seen a ghost.
                - He opened his lips as if to say something.

EXERCISE
1.      They left for journey. It started raining.

…………………………………………..
2.      My mother was cooking when the visitors arrived.

……………………………………………………..
3.      He is poor. He married her.

……………………………………
4.      The stone is big. The children couldn’t lift it.

…………………………………………………
5.      My father left for hunting when the weather was clear.

…………………………………………………………
6.      An elephant is a big animal. It cannot be carried in a land rover.

………………………………………………………………….
7.      It is getting dark, the hynas started laughing.

……………………………………………….

AS WELL AS
As well as means in addition to. It is also used in comparison of adjectives.
Examples
1.      He gave me some money as well as advice.
2.      He gave me money as well as advice.
3.      We shall travel by might as well as by day (i.e. both by night and by day)
4.      Give me those as well as those =(those too)
5.      Mr. Chalama is a poet as well as dramatist.
6.      Tom has not been to Brazil as well as Mathias.
7.      I like eating rice as well as banana.
EXERCISE
Write five sentences using “as well as”
1.      My shoes are red as well as yours.
2.      I will travel by bus as well as by train.
3.      Our grandfather has a rise farm as well as a maize farm.
4.      Lasin is an intelligent boy as well as smart.
5.      Tapajos is doing well nowadays as well as Pazi.

AS WELL
This conjunction is used to join two sentences which have the same weight.
It is used to mean –in addition to.
It can also mean besides/ Not only……. But also/ also/ too.
It is used when one wants to add new information apart from which / that is already known.
Examples
1.      Mr. Biwale is a lazy man and  Mr. Mbaka is a lazy man as well. This means that;
Not only Mr. Biwale is a lazy man but also Mr. Mbaka.
2.      He read the book and remember what he had read as well.
This means: He not only read the book but also remembered what he had read.
3.      Tom has been to Canada and Harry has been to Canada as well.
That means: Not only Tom has been to Canada but also Harry.
4.      Tom has not been to Brazil and Naku has not been to Brazil as well.
This means: (None of the two has been to Brazil)
EXERCISE
Re-write the following sentences using “as well”
1.      Not only the pupils are listening attentively to their teacher but also answering questions.

…………………………………………………………………………………………….
2.      I need not only that pair of shoes but also a pair of suit.

……………………………………………………………
3.      The car which was involved in the accident is not only taken to the police station but also examined.

………………………………………………………………………………………………
4.      That woman is not only wise but also courageous.

……………………………………………………
5.      The dancers are not only singing but also playing.

…………………………………………………..
6.      She not only cooked rice but also some meat.

………………………………………………
AS SOON AS
As soon as means at the moment not later than immediately when or after
It can also convey the idea of No sooner…………than.
Examples
No sooner said than done = (done immediately)
1.      He started as soon as he received the news.
2.      I will tell him the news as soon as I see him.
3.      We didn’t arrive so (as) soon as we had hoped.
4.      The sooner you begin, the sooner you will finish.
5.      As soon as the president arrived, it started raining.
6.      As soon as the sun set down the entourage arrived.
7.      As soon as the rain season started the farmers started planting maize in their fields.
8.      As soon as it was getting dark, the lion started roaring.
9.      Once you are in need of me, I will arrive as soon as possible.
10.  As soon as the football match started, Lipuli team scored a goal.

GOING TO
Going to is used to tell about the intended or planned future in the following aspects;
a)      Intention
b)      Certainty
-Intention means one is expecting to do something later, e.g. next week day, month etc.
-Certainty means one is sure of what is going to happen later, e.g. tomorrow, next month, very soon etc.
A) Intention
Examples
(i)                 I am going to write another book next month.
(ii)               We are going to visit you next week.
(iii)             He is going to teach us English.
B) Certainty
Examples
(i)                 I have this amount of money; I am going to buy you a present.
(ii)               She is going to deliver next month.
(iii)             Look! You car’s left tyre is going to burst.
(iv)             Watch out! It is going to rain very soon.
(v)               Here is my bus ticket. I am going to travel to Mwanza tomorrow.
EXERCISE
(a)    Make 5 sentences of your own by using “going to”
(b)   Make 3 sentences of your own showing the idea of certainty.
(c)    Do the following sentences by using “going to”
1.      She will come here tomorrow.
2.      I shall help you soon.
3.      You will pass the examination.
4.      They will read many books next term.
5.      He will teach Kiswahili next year.
6.      She will cook for you in the evening.
7.      They will sing nice songs tomorrow.
8.      We shall work hard next term.
9.      They will accept it.
10.  Mary will visit us on Saturday.

ACTIVE AND PASSIVE VOICE
Active voice and passive voice refers to the formation of the verb and the positioning of the subject and the object in the sentence.
1.      Active Voice: It is the describing process whereby the subject normally starts at the beginning of the sentence.
Example;
Juma is writing a letter.
           Subject
      He cooks dinner.
          Subject

2.      Subject: Is a person, a thing or a concept that does the action.
OR Is the doer of the action.
Example;
Juma is reading a book
 Subject
Asha borrowed my books.
 Subject
It rains heavily in March.
     Subject

3.      Passive Voice: Is the describing process whereby the object normally starts at the beginning of the sentence and the subject is preceded with “by”.
This is a converted statement from active to passives the result of the action in that particular sentence.

Example;  
A letter is written by Juma.
   Object
Dinner is cooked by him.
   Object

4.      Object: Is a person or thing which is affected by an action OR
Is the receiver of the action.
                 Example;    Juma is writing a letter.
                                                               Object
                                    He speaks English.
                                                        Object
Note: it is not always necessary to use the “by prepositional phrase” except when it is necessary to mention the doer of the action. But in writing, it is advisable to indicate the doer.
Examples
a)      The bush is cleared (by us). This means we can say
b)      The bush is cleared.

A: Active Voice;
1.      Teachers teach students.
2.      We find a plot for the field preparation.
3.      We clear the bush.
4.      We cut down the big trees.
5.      We remove the trunks of the trees.

B: Passive Voice;
1.      Students are taught (by teachers).
2.      A plot is found for the field preparation (by us).
3.      The bush is cleared (by us).
4.      The big trees are cut down (by us).
5.      The trunks of trees are removed (by us).

Therefore the above sentences can be constructed like that
1.      Students are taught.
2.      A plot is found for the field preparation.
3.      The bush is cleared.
4.      The big trees are cut down.
5.      The trunks of trees are removed.
CHANGES WHICH OCCURS IN ACTIVE AND PASSIVE VOICE

ACTIVE VOICE
PASSIVE VOICE
(i)                  
I
ME
(ii)                
HE
HIM
(iii)              
SHE
HER
(iv)              
YOU
YOU
(v)                
THEY
THEM
(vi)              
IT
IT
(vii)            
WE
US

TRANSITIVE AND INTRANSITIVE VERBS
Action verbs can be grouped into two types;
a)      Transitive verbs
b)      Intransitive verbs

a)      Transitive verbs
These are verbs that carry object. The object can be a noun or a pronoun.
The transitive verbs are for example; sew, draw, build, clean etc.
Therefore these verbs can take objects.
Examples;
1.      She sews clothes.
2.      He draws pictures.
3.      I build houses.
4.      Amina cleans the blackboard.
Clothes, pictures, houses and blackboard are objects of the verbs in the above sentences.
Thus, only the transitive verbs can be used to form the active and passive voice forms,
Example: Active voice
1.      She sews clothes.
2.      He draws pictures.
3.      I build houses.
4.      Amina cleans the blackboard.

Passive voice
1.      Clothes are sewn by her.
2.      Pictures are drawn by him.
3.      Houses are built by me.
4.      The blackboard is cleaned by Amina.

b)      Intransitive verbs
These are verbs that cannot carry object.
Therefore the intransitive verbs cannot be used in the passive voice.
These verbs include; cry, lie, die, stand, sit, rise, run, walk etc.
Examples
1.      She walks to school.
2.      He cries every day.
3.      The sun rise in the East.
4.      We usually run to school and when it is still early, we walk.
5.      When we are at school, we sit down during the lesson.

Thus the above sentences with the intransitive verbs cannot be changed into the passive voice form.

Sunday, October 8, 2017

Tabora in the framework of long-distance and inter-regional trades.

         THE PRECOLONIAL PERIOD IN TANGANYIKA

Tabora in the framework of long-distance and inter-regional trades.
Until the beginning of the 19th century the East African coast was more part of the commercial world of the Western Indian Ocean than of East Africa, being almost completely separated from its interior. The goods requested by Indian and Arabian traders could be obtained in the immediate coastal hinterland and therefore there was no need to organize expensive commercial expeditions into the interior. At the same time, the regions of the interior were characterized by the presence of a widespread network of African local and inter-regional trades, mostly in salt, iron, copper, foodstuffs and forest products It was only from the first decades of the 19th century that these two separate worlds began to establish a strong connection as a consequence of the huge increase in the international demand for ivory and slaves. East African ivory was very valuable since it was particularly suitable for being carved, and in the 19th century it began to be widely requested in Europe and America to produce luxury goods such as carved figures, parts of instruments, combs, billiard balls, and so on.The increased demand for slaves was due to the establishment of clove plantations in Zanzibar and Pemba and to the sugar-cane production of the Mascarene Islands. There were other East African goods requested by the international markets like gum copal, which was used to produce varnishes for the American furniture industry and hides, which were used in American and European tanneries. The international demand for these products became a great stimulus for Indian, Swahili and Arab traders operating on the coast to expand their commercial activities into the East African interior. At the same time African traders already operating in the interior organized their own caravans to the coast. Nyamwezi traders, in particular, pioneered the commercial routes to the coast and with the development of the long-distance trade they began to enlist as porters in the Arab-Swahili caravans and organized at the same time their own caravans to the coast. The active response of the Nyamwezi came from their long tradition in the interregional trade networks that connected Unyamwezi, their place of origin, with Lake Tanganyika on the west, Lake Victoria on the north and the southern regions of Ufipa and Ruemba. They extended their interregional trade networks and put in contact two commercial worlds that until that moment had been almost completely separated. As Juahni Koponen points out, “It was certainly not a question of the flutes in Zanzibar making the Africans on the mainland dance, as the old saying put it. It was a much more complex process of initiative and counterinitiative, stimulus and response, taking place under specific but rapidly changing historical conditions.
 The historical changes brought by the new trade patterns were most visible in the town of Tabora, which was the main centre of the ivory and slave trades in the interior. The expansion of the commercial activities, both with the coast and in the interior, had a strong effect on the pre-colonial urban structure of Tabora, with the increase of the number of its inhabitants and the subsequent enlargement of the area of the town situated around the market. Urban development in the interior of Tanzania was a direct consequence of the growth of long-distance trade: the journeys into the interior lasted many months, so the necessity to store and protect the goods, particularly during the rainy season, obliged the coastal merchants to establish depots where the caravans could halt. Furthermore, porters generally did not undertake the entire journey from the coast to Lake Tanganyika or Lake Victoria. The Nyamwezi, who were the most requested pagazi, refused to go beyond Tabora, their place of origin. They were, in fact, at the same time porters and farmers, and when they returned from the coast they had to till and sow their fields, especially during the rainy season. A stop was therefore unavoidable in order to recruit fresh gangs of porters that could reach the shores of the central lakes or the central region of Manyema, the area where slaves were mainly captured.Tabora was particularly suitable for becoming a urban centre: the plain of Tabora was very rich in water, which was essential to allow the cultivation of foodstuffs needed for the maintenance of the town and of passing caravans.
The sources at our disposal on the date of foundation of the town are scattered and contradictory. A comparison of the available written and oral sources suggests that Tabora was not founded in a precise year as the explorer Richard F. Burton and many others after him affirmed, but was the result of a long-term process of agglomeration that involved Arab and Nyamwezi settlements. An interesting aspect that emerges from the White Fathers correspondence, and which is not evident from contemporary European traveller reports, is that the coastal traders settled in a place where there already existed an African settlement. According to Father Guillet,
“Tabora is built without a precise order: it is more a series of villages, rather than a homogeneous city. It extends for more than two kilometres; once it was limited to the huts of the quarter called chem-chem, which is the name of the spring which is there. Than the Arabs established themselves here and have extended it to its actual borders”.

The presence of an African settlement in Chem-chem, was probably due to the presence of a spring there which could provide water to caravans: Tabora was, in fact, situated at the natural junction of the commercial routes of the African interregional trade, coming from the North, or the Lake Victoria region, from the Lake Tanganyika area to the West and from Ufipa and Northern Zambia in the South, and, as we have seen above, Nyamwezi traders had a fundamental role in this trade network.

The precolonial structure of Tabora.
Richard Francis Burton, the first European to visit the town in 1857, gives us the following description of Tabora:


“Contrary to what might be expected this “Bandari-district” contains villages and hamlets, but nothing that can properly be termed a town. The Mtemi or Sultan Fundikira, the most powerful of the Wanyamwezi chiefs, inhabits a Tembe, or square settlement, called “Ititenya”, on the western slope of the southern hills. A little colony of Arab merchants has four large houses at a neighbouring place, “Mawiti”.  In the centre of the plain lies “Kazeh”, another scattered collection of six large hollow oblongs, with central courts, garden-plots, store-rooms, and out-houses for the slaves. Around these nuclei cluster native village - masses of Wanyamwezi hovels, which bear the names of their founders.

The “little colony” of coastal traders living in Tabora was largely composed by Arabs coming from Oman. It was not a big community, generally no more than one hundred individuals. Burton estimated that the Arab population of Tabora in 1857 amounted to no more than 25 people, whereas in 1872, according to Livingstone, their number had increased to 80 inhabitants.Generally, Arab merchants resided in the town only for short periods and sent their agents around to conduct their business. The Arab community lived in the commercial part of Tabora, in the quarter called sokoni, where porters were recruited and where there was a daily market. Their houses were called tembe and were rectangular stone buildings, with flat roof and a large courtyard in the interior, where livestock was sheltered during the night. When Burton arrived in Tabora in 1857, there were only six Arab tembes. In a sketch of Tabora made by Stanley in 1871 the Arab houses in the town had increased to seventeen.Close to Arab houses lived the wangwana, coastal people who served in the caravans as guards (askari) and were generally in good termes with the Arab community.  In the surroundings of Arab tembes, Nyamwezi houses were built with, apparently, no order. The houses where the Nyamwezi lived were cylindrical huts with conical roof, called msonga. The diameter of these houses was 4-10 metres and they had only one door, made by sorghum or bark. A type of construction also typical of the landscape of Tabora, was that of the Tutsi herders, who kept their cattle around their houses; the milk and meat production of the town was almost totally in their hands.

Before the German occupation, there were no European residents in Tabora, except for the White Fathers, who established themselves in Tabora from 1882 to 1883, and then moved to Kipalapala, close to Kwikuru, where they established an orphanage for ransomed slave children, which they maintained until 1889.
An important feature of precolonial Tabora was the private ownership of the land. The Grundstücksbuch (Registers of the landed properties) of Tabora produced by the German colonial administration since 1903 are a particularly helpful source to understand who owned the land in Tabora and where. Through the registration of the names, ethnicity, and land locations, the German administrators offer a deep insight into the history of Tabora. The biggest part of the landed properties situated in the Sokoni quarter, i.e. the market, was owned by Arabs, who in that area had constructed their houses and stores. The areas in the surroundings of the town were instead owned and cultivated by Nyamwezi, Manyema, Ganda and Sukuma, who, according to what is reported by the Grundstücksbuch, had acquired the ownership of the land through its cultivation. An interesting aspect that emerges from a comparison between colonial and missionary sources is that, in some cases, the right to own land was recognized also to slaves. Generally, the slave owner allowed his slaves to cultivate and live on his land, without owning it, but sometimes the master could concede the ownership of a piece of land to particular good slaves:  Father Henri mentions a slave named Songoro, who had obtained a piece of land situated in the Gongoni area, owing to his valour as a warrior.

From the available sources, in the second part of the 19th century Tabora was formed by different settlements, of which the most important were:
TABORA, itself, where the quarter of sokoni (market) was situated. It was the place where caravans coming from the coast and from surrounding regions and those going to the coast stopped, sometimes for many days, and where porters could be recruited. Water was available to refresh caravans, thanks to the presence of a source called Chem-Chem, which was also the name of a quarter of the town.In Tabora we could find both the most important tembes of the Arabs, built around the market place, and the houses of the chief Nyamwezi traders. In the neighbourhood of the market square there were the depots for the goods to be sent to the coast or towards the central lakes. The Nyamwezi houses were scattered in the vicinity of the Arab tembes. Close to the houses and in the environs of the town were situated the cultivated areas, whose production was needed to feed the town and the passing caravans. The market (sokoni) of Tabora (or Kazeh, as it was called by the first Europeans visiting it) was the economic and commercial heart of the town. In the market were available fruit, vegetables and grains coming from the local cultivations, together with a great variety of products of the African interregional trade, like dried fish, salt, forest products, iron hoes, etc., which were exchanged for coastal imports, such as cloth, glass beads and metal wires. Other articles, such as beef, which were usually difficult to find along the caravan roads, were also available.The trade in ivory and cloth was not conducted in the local market, but from door to door by intermediaries. An important feature of the town was the daily nature of the market. As Paul Tyambe Zeleza asserts, the recurrence of markets in East Africa depended on the demand, the population distribution, and the local authorities’ intervention. Daily markets in East Africa were typical of urban centries, weekly markets were more common in rural areas.

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Tanzania Government to cross check education level of its Civil servants


Educational minister, prof Joyce ndalichako, has said that,” the government need to review the education level and knowledge of its civil servant especially Primary and secondary school Teachers where by the knowledge they have is quiete different from their obatained cerificate”

Source TBC (08/10/2010)