你有多少年。

One

整十位，补齐。

The tens, completed.

Note 03 第二节把整十位列了出来，但那是超前给的。这一堂课把它们一个个写上了黑板，所以现在它们是学过的东西。

Note 03 §2 listed the tens, but listed them ahead of the class. This session put them on the board one by one, so they are now taught rather than trailed.

八个整十位共用一条 -ini 的尾巴，那是阿拉伯语整十位的后缀原样搬过来的。认出这条尾巴，八个词就是一个词。个位数那一层还有本土班图词（moja、mbili、tatu、nne、tano、nane），十位这一层一个都没剩下。

All eight share the -ini tail, the Arabic ending for the tens carried over intact. Recognise the tail and the eight words become one. The units still have native Bantu forms; at the level of the tens, not one survives.

Mia（百）写作 mia moja 而不是光一个 mia——因为 mia 是"百"这个单位，前面要有数量：mia moja 一百、mia mbili 两百、mia tano 五百。Elfu（千）同理：elfu moja、elfu mbili。

Mia appears as mia moja, not bare: mia is the unit hundred and takes a count in front of it — mia moja, mia mbili, mia tano. Elfu behaves the same way.

Two

二十一到三十二。

Twenty-one to thirty-two.

规则只有一条，而且没有例外：整十位 + na + 个位数。Na 就是 Note 01 第四节那个"和"。

One rule, no exceptions: the ten, then na, then the unit. The na is the same one from Note 01 §4.

留意 30 那一格：到了整十位就不再加 na，直接是 thelathini。Ishirini na kumi 不是一个说法。 · At a round ten the na drops away. Ishirini na kumi is not a thing.

往上继续，结构不变：arobaini na saba（47）、mia moja na hamsini（150）、elfu mbili na ishirini na sita（2026）。斯瓦希里语的数字是加法堆叠的，没有像法语 quatre-vingts 那样的乘法或减法。

It keeps going the same way: arobaini na saba (47), mia moja na hamsini (150), elfu mbili na ishirini na sita (2026). The system is purely additive — no multiplication or subtraction of the French quatre-vingts kind.

Three

年龄是"有"出来的。

Age is something you have.

字面读一遍：una miaka mingapi 是"你**有**多少年"，nina miaka ishirini na nne 是"我**有**二十四年"。斯瓦希里语说年龄用"有"，不用"是"。

Read literally: una miaka mingapi is you have how many years, and nina miaka ishirini na nne is I have twenty-four years. Swahili states age with have, not with be.

用"有"说年龄，斯瓦希里语并不孤单——法语 j'ai vingt ans、西班牙语 tengo veinte años 都是这样，英语的 I am twenty 反倒是少数派。中文说"我二十四岁"，两边都不靠。

Swahili is not alone in this. French j'ai vingt ans and Spanish tengo veinte años do the same; English I am twenty is the odd one out. Chinese sides with neither.

Miaka 是 mwaka（年）的复数，属第 3/4 类——跟 Note 01 里的 mti / miti（树）、moyo / mioyo（心）同一类。这一点马上就有用。

Miaka is the plural of mwaka, year, in class 3/4 — the same class as mti / miti and moyo / mioyo in Note 01. That matters immediately.

Four

ngapi 戴帽子。

ngapi, wearing a hat.

Note 03 说过 ngapi 参与一致，但那一课里它出现的地方是 nyumba ngapi——N 类不显前缀，所以看不出任何变化。这一课给了第一个看得见的实例。

Note 03 said ngapi agrees, but the example there was nyumba ngapi — N class shows no prefix, so nothing was visible. This session gives the first case where something happens.

Miaka 是第 4 类，第 4 类的前缀是 mi-，于是 ngapi 变成 mingapi。

Miaka is class 4, whose prefix is mi-, so ngapi becomes mingapi.

这就是 Note 01 第三节讲的那套帽子，换了一顶要戴的东西。当时戴帽子的是"我的"（-angu）和"好的"（-zuri），现在是"多少"（-ngapi）。词根不变，前缀跟着名词的类走——这一条在这门语言里会一直重复到你不再需要想它为止。

This is the hat system of Note 01 §3 with a new thing to put a hat on. There it was my and good; here it is how many. The root stays, the prefix follows the noun's class — a pattern that will keep repeating until you stop having to think about it.

顺带：问时间的 Saa ngapi?（几点了）里 saa 是 N 类，所以不显前缀。这是 Note 03 已经给过的那个例子。 · Saa ngapi? shows no prefix because saa is N class.

Five

mwalimu wa Kiswahili。

The connector, again.

板书最后这一句顺手给出了一个新形式。Note 02 第五节讲过连接词 -a——所有者是完整名词时用它，而且要戴帽子：第 5 类是 la（jina la mama），第 6 类是 ya（majina ya watoto）。

The last line on the board slips in a new form. Note 02 §5 introduced the connector -a, used when the possessor is a full noun, and wearing a class hat: la for class 5, ya for class 6.

Mwalimu（老师）是第 1 类（人），第 1 类的 -a 是 wa。所以"斯瓦希里语的老师"是 mwalimu wa Kiswahili。

Mwalimu is class 1, and the class 1 form of -a is wa. Hence mwalimu wa Kiswahili.

最后一行就是 Note 01 第五节那个 Habari za ___? 的框架——当时只说了"za 是 N 类的所属形式"，现在它归位到一整张表里。 · The last row is the Habari za ___? frame from Note 01 §5, now placed in the table it belongs to.

Mwalimu 复数是 walimu（第 1/2 类的 m- / wa-）。坦桑尼亚人称尼雷尔为 Mwalimu，用的就是这个词——他做过教师，而这个称呼一直跟着他。

The plural is walimu. Tanzanians call Nyerere Mwalimu — he had been a teacher, and the title stayed with him.

Six

完整对话。

The dialogue in full.

第三、四句仍然是那个反复出现的动作：主语从 wewe 换成 rafiki，前缀就从 u- 变成 a-，回答用 yeye。Note 02 用问候做这件事，Note 03 用 -kaa 做，这一课用"有"做。同一个转身，第三次。

Lines three and four repeat a move that keeps coming back: swap wewe for rafiki and the prefix goes from u- to a-, with yeye in the answer. Note 02 did it through the greeting, Note 03 through -kaa, and this session through have. The same turn, a third time.

最后一句的现实答案多半是 Sijui——Note 01 第六节那个课堂求生用语，第一次真正派上用场。 · The honest answer to the last line is usually Sijui, from the classroom-survival list in Note 01 §6.

Seven

词汇。

Vocabulary.

整十位与百 The tens, and the hundred

其他 Other

Eight

练习。

Drills.