Post on 08-Nov-2018
© Board of Studies NSW 2005107
2005 PUBLIC EXAMINATION
ArmenianContinuers Level
This examination is used for the HSC (New South Wales), the NTCE (Northern Territory), the SACE (South Australia),the TCE (Tasmania), the VCE (Victoria), and the WACE (Western Australia).
Centre NumberStudent/RegistrationNumber
Section 1: Listening and Responding (30 marks)
Instructions to Students
1. Allow approximately 50 minutes for Section 1.
2. Write all your answers to the questions in Section 1 in this booklet in blue or black ink orball-point pen. Space is provided for you to make notes.
3. You must answer ALL questions in Part A and Part B.
4. Answer Part A in ENGLISH and Part B in ARMENIAN.
5. Write your student/registration number and the centre number (if required) on the front cover ofthis booklet.
6. All question booklets will be collected at the end of the examination.
Wednesday 19 October: 2 pm Eastern Standard Time
Reading Time: 10 minutes
Working Time: 2 hours and 50 minutes
• You have 10 minutes to read all the papers and to familiarise yourself with the requirementsof the questions. You MUST NOT write during this time.
• Monolingual and/or bilingual printed dictionaries may be consulted during the reading timeand also during the examination.
– 2 –
MarksText 1
1. (a) Why are Ani and her friend having this conversation?
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(b) Describe Ani’s approach to this particular situation.
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4
2
You maymake notes in
this space.
Part A
20 marksAttempt Questions 1–3
When judging performance in this part, the examiner(s) will take into account the extent to whichthe student demonstrates the capacity to:
• understand general and specific aspects of texts by identifying and analysing information andconvey the information accurately and appropriately
You will hear THREE texts. Each text will be played twice. There will be a short break between the firstand second playings in which you may make notes.
Listen carefully to each text and then answer the questions in ENGLISH.
Text 2
2. How is language used in this advertisement to attract potentialtravellers to Tahiti?
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Text 3
3. (a) How can the saying ‘necessity is the mother of invention’ beapplied to Emma’s decision to write children’s stories?
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(b) What aspects of Emma’s personality are revealed in thisinterview?
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5
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Marks
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MarksText 4
4. Identify the points raised in the mother’s argument to try to persuadeAlex to change his mind.
Mõr koòmô arcarcouac, o¨r kôterö kö ñoryen hamozel
Alôwsin; ñoqel ir oroîoumö:
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4
You maymake notes in
this space.
Part B
10 marksAttempt Questions 4–5
When judging performance in this part, the examiner(s) will take into account the extent to whichthe student demonstrates the capacity to:
• understand general and specific aspects of texts by identifying and analysing information
• convey the information accurately and appropriately
You will hear TWO texts, one relating to Question 4 and one relating to Question 5. Each text willbe played twice. There will be a short break between the first and second playings in which you maymake notes.
Listen carefully to each text and then answer the questions in ARMENIAN.
PLEASE TURN OVER
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5. How effective is the speaker’s tone and use of language in conveyinghis message?
Inëpisi¨n ô banaqõsi ïoni eu lezoui azdeêouïean ojìö,
ñoqanêelou ir patgamö:
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6
You maymake notes in
this space.
– 6 –
Marks
© Board of Studies NSW 2005108X
2005 PUBLIC EXAMINATION
ArmenianContinuers Level
This examination is used for the HSC (New South Wales), the NTCE (Northern Territory), the SACE (South Australia),the TCE (Tasmania), the VCE (Victoria), and the WACE (Western Australia).
Centre NumberStudent/RegistrationNumber
Section 2: Reading and Responding (30 marks)
Instructions to Students
1. Allow approximately 1 hour and 15 minutes for Section 2.
2. Write all your answers to the questions in Section 2 in this booklet in blue or black ink orball-point pen. Space is provided for you to make notes.
3. You must answer ALL questions in Part A and Part B.
4. Answer Part A in ENGLISH and Part B in ARMENIAN.
5. Write your student/registration number and the centre number (if required) on the front cover ofthis booklet and on page 9.
6. All question booklets will be collected at the end of the examination.
Part A
20 marksAttempt Questions 6–7
When judging performance in this part, the examiner(s) will take into account the extent to whichthe student demonstrates the capacity to:
• understand general and/or specific aspects of texts, by, for example, comparing, contrasting,summarising, or evaluating, and convey the information accurately and appropriately
6. Read the text and then answer in ENGLISH the questions that follow.
BBììîîkkaakkaann qqnnaammww
MMii ïïaatteerraakk;; VViilliiaamm SSaarroojjeeaanniiêê
HHiiuuaannddaannooêêii ssppaassaasseenneeaakköö:: MMii mmaarrdd
gglloouuqqöö aaññeerrii mmôôxx bbóónnaacc:: TTaarriiwwaauuoorr
bbììiiîîkköö mmttnnoouumm ôô nneerrss::
bìiîk Tòaj ô:
mard Neroòouïi¨un:
bìiîk Tòaj ô, Tòa´j:
mard Paron bìiîk, gitem or dìouar kaêouïiun ô, bajê qndrem asaêô´w, inëpô¨s ô
hajrs:
bìiîk Yer ha j̈rö:
mard Ajo: Ekel em nra orpisouïiunn imanalou: Gitem or erkar keanw ëouni eu hônê
dra hamar ôl ouzoum em anpajman nra het verxin mi erkou qõsw ñoqanakel:
bìiîk Nsteêô´w qndrem:
mard Mahaêe¨l ô: Da ôw ouzoum ase¨l:
bìiîk Gitôw, bìîkouïiunn ajleus qousañoum ô îoutañojï ezrakaêouïiunneriê:
mard Ourem n ëi mahaêel, ajo¨:
bìiîk Es ajdpôs ban ëasaêi:
mard Orem n … mahaêel ô…
bìiîk Ajd ôl ëasaêi:
Question 6 continues on page 3
– 2 –
Question 6 (continued)
mard Ajo´, ëasaêiw: Bajê es aîqatoum em yez õgnel, or iny mi parz ou jstak
patasqan taw:
bìiîk Na canr hiuand ô:
mard Meóel ô¨:
bìiîk Qor womaji môx ô:
mard E¨rb ôw karcoum, or womajiê dours kö gaj: Eïô ajleus oëinë ëem karoò anel,
kouzôi mi angam eus nran oòx tesnel ou gonô mi êtesouïiun asel:
bìiîk Karoò ô or na womajiê dours ëgaj:
mard Karo¨ò ô hakaóakö patahel:
bìiîk Vstah ëenw karoò linel:
mard Parz ô: Amôn dôpwoum, es kouzôi ners gnal eu spasel:
bìiîk Åem karcoum or ajdpisov lau ban arac kö linôw:
mard Inëo¨u:
bìiîk Vstah ëem, or nra nkatmamb da Çiît kö lini:
mard Inîpô¨s ïô:
bìiîk Deó womanerö lau ëenw haskanoum: Eïô jankarc patahi or na womajiê dours
gaj eu da nran dour ëgaj, karoò ô anmixapôs noriê womaji môx mtnel: Ourem n
pôtw ô lau mtacel:
mard Isk i¨nën ô yez karcel talis, or im hõrö dour ëi gaj gtnuel mi teòoum, our nra
koòwin nstac kö linem e´s:
bìiîk Vstah linel iharkô ëem karoò, bajê na yer masin erbeuô ëi harêrel:
mard Ouriî môki masin harêre¨l ô:
bìiîk Womaji môx mtnelouê aóax na zaóanêanwi môx anverx krknoum ôr manëouk,
manëouk:
mard Erb ñowr ôi, na jaíaq iny ajdpôs ôr kanëoum: Qndrem, iny nra mõt tarô´w:
bìiîk Eïô pndoum ôw, kö tanem, bajê imaêôw, or es heteuanwneri hamar oreuô
patasqanatuouïiun janyn ëem aónoum:
mard Parz ô:
GGnnoouumm eenn
Question 6 continues on page 4
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Question 6 (continued)
(a) How is the doctor’s attitude towards medical care reflected in the play?
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(b) How are the comic effects achieved in the play?
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Marks
7. Read the text and then answer in ENGLISH the questions that follow.
Sireli Alôn
Erek staêaj namakd: Erbew ëôi karoò ereuakajel, or dìuarouïiunner
ounes cnoònerid het: Cnoònerd hianali anyer kereuan iny: Es karcoum
ôi, or miajn im cnoònerö iny ëen haskanoum: Çiîtn asac, angam ner
mtacel em grel wez ajs qndirneri masin, bajê anjarmar ôi zgoum:
Verxers, nranw mec iraranêoum baryraêrin, erb es aóaxin angam mazers
gounauoreêi: Majrs sarsañahar asaê, or es irauounw ëounem tniê dours
gal, minîeu ajd ahauor karmir gojnö ëanêni mazeriês: Bajê ëô or da iny
dour ô galis, es dranov aueli inwnatip em daónoum, inëpôs ïerïeri môx
tpouac nkarnerö: Hajrs ôl anöndhat asoum ô, or ajdwan eraìîtouïiun
lselou ñoqarôn, eïô erbem n ôl girw kardam, hauanabar, ouòeòs ëi
ìangotui: Bajê inë girw kardal: Baêoum enw hamakargiëö eu kardoum
inëi masin ouzoum enw, qõsoum oum het ouzoum enw: Hima o¨v ô girw kardoum,
naqkinoum hamakargië ëkar, dra hamar ôl mardik girw ôin kardoum:
Gites Alôn, es karcoum em cnoòners îat pahpanoòakan en eu õrouaj
ñoñoqouïiunneri het ëen wajloum: Åes hauataj, or nranw karcoum en
«Meïaliwa»n inwnaîarìi mi tesak ô: Jaíaq nranê dour ëi galis im ajs
kam ajn önkerö: Eu dour ëi galis ajn patíaóov, or önkers mi wani õòak
ouni akanxin kam wïin, kam ôl parzapôs dìouar ô asel, ïô ajd önkers
aòxik ô ïô tòaj: Arde¨õw kareuor ô sa:
Cnoòners giten, or es irenê îat em siroum, bajê inë karoò em anel erb
varmounws vîtaênoum ô nranê: Nranw ouzoum en, or menw irenê
ëirakanaêuac eraznerö irakanaênenw: Bajê inëo¨u ëen ouzoum haskanal,
or menw ôl mer erazanwnerö ounenw:
Ajspisov verxaênoum em namaks, erb handipenw manramasõrôn ajs aóïiu
kö qõsenw:
Sirov ;
Meri
Question 7 continues on page 7
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Question 7 (continued)
(a) Why is Mary now writing to Allen?
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(b) Outline the issues Mary has with her parents.
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(c) How justified are the attitudes and opinions Mary expresses in her letter?
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5
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Part B10 marksAttempt Question 8
When judging performance in this part, the examiner(s) will take into account the extent to whichthe student demonstrates the capacity to:
• understand general and specific aspects of a text by identifying, analysing, and responding toinformation
• convey information coherently (structure, sequence, accuracy and variety of vocabulary andsentence structure) and appropriately (relevance, use of conventions of the text type)
8. Read the text and then answer in 150–200 words in ARMENIAN the question that follows.
Jargeli Qmbagir
Anêeal îabaï kardaêi lour mö yer ïerïin môx, heteueal vernagrov - «Pitak (brand)hagousteòôn - patani mö enïarkoueêau jaryakman eu ceci; koòoptouelov ir “Najwi”
kõîiknerôn»: Ajnpôs soskaêi kardalôs etw, or oroîeêi ouòòel ajs namakö yez:
Éoòovourdi aóõreaj keanwö, oòoòouac ô zanazan canouêoum nerov: Hasarakouïean
bolor qauerö enïakaj kö daónan anonê jaryakman, aóanê tariwi qtrakanouïean:
Aóeutrakan kazmakerpouïiunnerö oëinë kö qnajen mez amôn vajrkean jiîeênel irenê
artadrouïean masin: Erbem n ajnwan k’azdô canouêoumö mer vraj, or îat arag kö
vazenw gnelou ajd irö: Jaíaq kö hiasïañouinw erb ëhamapatasqaner mer
spaseliwneroun: Erbem n al ajnwan haíeli kö ïoui mezi, mer yeów berac nor irö, or mer
barekam neroun eu canõïneroun qorhourd koutanw, or îtapen yeów berel zajn:
Tõnakan õreroun aueli kö bazmapatkoui ajd canouêoum neroun ïiuö: Cnndean õreroun
canouêouoò aóarkanerö ëañôn aueli amôn teò en, inîpôs mer namakatouñeroun môx,
heóatesili vraj, qanouïnerou êouêañeòkerou vraj, yajnasñiuói kajannerôn euajln…
Ajs bolorö kö hrapouren naeu ereqanerö eu pataninerö, oronw oreuô ekamout ëounin:
Anonw k’erazen ounenal ajs kam ajd canouêouoò irö, orö jaíaq geòeêik hagoust mön ô:
Ajd öntrouac hagoustö ouni pitak, orö hanracanõï ô:
Ajs pataninerö irenê önkerneroun nmanelou hamar anpajman kö pnden ounenal ajd
pitakö kroò hagoustö: An jaíaq ëkrnar hasknal nojnisk, ïô ir cnoòwö niuïapôs
ëkrnar bauararel ir ajd pahanxwö: An amôn mixoêi kö dimô hamozelou ir cnoòwö: Kö
qndrô, kö pahanxô eu auelin kö neòanaj eïô ëounenaj: I verxoj cnoòwö teòi koutaj eu
ereqaji ñañawö kö gohaênô : Sakajn, qndirn ajn ô, or îat ëanêac, nor pitak mö kö
nerkajaêoui îoukajin môx:
O¨v ô ajsteò meòauorö : Ereqa¨n, cno¨òwö, canouêoum nerö ïô mer hasarakouïiunö:
I¨nëpôs patahac ô, or menw geri daryac enw pitakneroun:
Aram Minasean, âñink
In response to the above, write an article for the same newspaper, expressing your thoughts as a teenageron brand clothing.
Orpôs patani, grô´ jõdouac mö nojn ïerïin hamar, artajajtelov wou mõteêoumd pitak
hagoustnerou verabereal:
You may make notes in this space.
Do not remove this page from the question booklet.
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Question 8
Centre Number
ArmenianContinuers Level
Student /RegistrationNumber
– 9 – PLEASE TURN OVER
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End of Section 2
– 10 –
© Board of Studies NSW 2005109
2005 PUBLIC EXAMINATION
ArmenianContinuers Level
This examination is used for the HSC (New South Wales), the NTCE (Northern Territory), the SACE (South Australia),the TCE (Tasmania), the VCE (Victoria), and the WACE (Western Australia).
Centre NumberStudent/RegistrationNumber
Section 3: Writing in Armenian (15 marks)
Instructions to Students
1. Allow approximately 45 minutes for Section 3.
2. Write your answer to a question from Section 3 in this booklet in blue or black ink orball-point pen. Space is provided for you to make notes.
3. You must answer ONE question in ARMENIAN.
4. Write your student/registration number and the centre number (if required) on the front cover ofthis booklet.
5. All question booklets will be collected at the end of the examination.
– 2 –
Total marks – 15Attempt ONE question from Questions 9–11
When judging performance in this section, the examiner(s) will take into account the extent towhich the student demonstrates:
• relevance and depth of treatment of ideas, information, or opinions
• accuracy and range of vocabulary and sentence structures
• the capacity to structure and sequence response and capacity to use conventions of the text type
Answer ONE question from this section in 200–250 words in ARMENIAN.
9. You have come home after the last day of your Year 12 exams. You feel that for a range of reasons,you are facing an uncertain future. Write a diary entry in which you reflect on your future.
12-rd dasaranid verxin wnnouïiunö janynel es eu toun veradaryel: Oroî
patíaónerov zgoum es, or anoroî apagaji dimaê es kangnac: Gri´r õragird,
andradaónalov apagajid masin:
10. The student council at your school asked you to organise the annual fundraiser. Everything wentwrong. Write a report for the student council in which you evaluate the fundraiser and suggestwhat should happen in 2006.
Dproêid aîakertakan qorhourdö, janynararer ôr wez kazmakerpel dproêi
tarekan him nadrami ìoòovoumö, orn anjaxoò ardiunw ouneêau: Gri´r teòekagir mö
aîakertakan qorhrdi hamar, nerkajaênelov anjaxoòouïean patíaónerö eu to´ur
aóaxarknerd 2006-i hamar:
11. Your Armenian grandfather is turning 80. For his birthday, write a story that you know he willtreasure.Wo haj mecpapö îoutov linelou ô 80 tarekan: Ir taredaryi aóïiu, gri´r mi
patmouïiun, or gites na karìôwauorô:
You may make notes in this space.
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End of Section 3
– 5 –
© Board of Studies NSW 2005
2005 PUBLIC EXAMINATION
ArmenianContinuers LevelSection 1: Listening and Responding
Transcript
Section 1, Part A
Text 1
Ara Alõ , Ani inëpô¨s es, inëpô¨s anêouêir wnnouïiunnerd:
Es ardôn verxaêouêer em, k’ouzem îounë mö aónel eu teò mö erïal, isk dou¨n...
Ani Es takauin ounim môk wnnouïiun eu minëeu zajn ëverxaênem, ëem ñañawir oreuô
dadar aónel: Eu jetoj cnoòws al ë´artõner, or erïam:
Ara Ani ... mi´ merìer, ñowrik dadar mö erbew piti ëqangarô
wez, öndhakaóakö piti õgnô...
Ani ã≠ mi´ pnder qndrem:
Ara Gite¨s, nerkajis hetawrwrakan îarìapatker mö kö êouêadroui:
Mer bolor önkernerö gaêac en baêi mezmô, eu piti îarounakoui mi´ miajn
jaóaxikaj îabaï: Eïô ëaíaparenw, mec ban piti korsnênenw: Lsac em ïô îat
zouaríali îarìapatker mön ô:
Ani Gite¨s, ardôn sksaj mtacel önkerakêil wez:
Ara Ourem n patra¨st es:
Ani Aj´o , karcem dadar mö ounenalö lau piti öllaj:
Ara I´në lau, îoutov tomserö apahovem:
Text 2
«Draqtavajr» Çambordakan önkerouïiunö yez hrauiroum ô ajêelelou Öahiïi; hing
zgajaranneri kòzin: Veê õr linelov ajs hraîageò kòzoum, our bnouïiunö pahpanel ô ir
anaòart geòeêkouïiunö, douw anmoóaê õrer kanêkaênôw aîqarhi amenageòeêik
covañin: Ajsteò, douw kö zmajluôw mi ajnpisi kanaë bousakan aîqarhov, ori nmanö ëôw
karoò ereuakajel: Covañi kapoutak xourö, spitak auazö, xri zgaêoumö yer marm ni
vraj, erb loòoum ôw hraîageò yknerov îrxapatouac, eu manr auazö: Isk eïô sran
auelaênenw teòabnakneri yeówov patrastouac ïarm yknajin kerakournerö, ourem n yer
haíojwö ansahman kö lini: Zouaríaêrôw yer zgajarannerö: Ajêelô´w Öahiïi:
– 2 –
Text 3
Sireli ounkndirner, ajsõrouaj óadioìami grakan baìni hiurn ô, hanracanõï heòinak; Tik
âmma Armôneanö, oroun grouacwnerö hetawrwrouïeamb kö ñntóuoui eu k’önïerêoui
pataninerou koòmô:
H Bari galoust âmma: I¨nëö wez mòeê grelou patmouïiunner mia´jn pataninerou
hamar:
P Es miît hetawrwrouac em pataninerou neraîqarhov: ällalov majr eu ousouêië, kö
nkatôi, or pataninerö kö qousañôin önïerêel eu kö mtacôi mixoê mö gtnel,
önïerêanouïean sôr steòcelou irenê môx: Ourem n, pôtw ô mtacôi tasnerew tasnëors
tarekani nman eu ajnpisi patmouïiunner steòcôi, or ïô´ hetawrwraîarì öllajin eu
ïô´ artaêolôin verojiîeal tareqmbi mtacelakerpö eu dirwö:
H Gruacwneroud gaòañarnerö inëpô¨s k’aóaxanan mtwid môx:
P Im gaòañarnerö mec masamb kapouac en mankouïeans eu patanekouïeans waòêr
õreroun: Jenouac ajd jiîoòouïiunnerou vraj, aëwi aóax ounenalov nerkaj keanwi
pahanxnerö eu ereqanerou mtacelakerpö, kö zargaênem mtwers eu gri k’aónem: Im
patmouïiunnerov es k’artajajtem, anynakan ñoryaóouïiunneres yeów berac
arìaniwnerö:
H Inëwa¨n ìamanak kö tramadres amôn môk grwi vraj:
P Hingôn veê amis:
H Erbew kö mtaces grel naeu ëañahasnerou hamar:
P Ajs harêö angam ner iny trouer ô eu patasqann ajn ô, or nojnisk ëañahasnerö
haíojwov kö kardan im mankapatanekan patmouïiunnerö: Ereui amôn ëañahasi
môx deóeus k’apri patani mitwö:
H Apagajin i¨në cragrer ounis:
P Im erkou grwerou himan vraj îarìapatker piti patrastui, inë or hianali ban ô:
Ourem n, aó ajìm kentronaêoums ajs qndri vraj ô, wani or ajs cragri jaxoòouïiunö,
íamban kö banaj jaueleal îarìapatkernerou aóaxarknerou, isk eïô oë, piti
veradaónam nor grwer grelou:
Sireli âmma, kö maòïem wez noranor jaxoòouïiunner eu nouaíoum ner eu înorhakalouïiun kö
jajtnem wo tramadrac ìamanaki hamar:
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Section 1, Part B
Text 4
Alôws Majrik, es erkar mtacelouê jetoj, oroîeêi ajs môk tarin jetaygel ousoums eu
Çambordel artasahman:
Majr I¨në es asoum tòas: Da sqal oroîoum ô: Mi amboòx tari korênel, annpatak
Çambordouïean vra j̈: Alôws, dou pôtw ô hamalsaran gnas, apagajid masin
mtaces: Oroîmand masin qõse¨l es hõrd het:
Alôws Oë majrik, naq oroîeêi wez het qõsel: Çambordelö annpatak ëô, ñoryaóouïiun
yeów kö berem:
Majr Alô´ws, ajd amônö íiît ô, bajê es karcoum em, or ajìm, erb dou nor es auartel
dproêö, sovoracd deó ïarm ô mtwoumd, pôtw ô îarounakes ousoumd: Çambordel
dou deó kö hasênes:
Alôws Bajê jetoj ouî kö lini:
Majr Oë, ouî ëi lini: Amboòx keanwd deó aóxeuoum ô: äntri´r masnagitouïiund, gna´
hamalsaran, sovori´r,: Jetoj, karoò es naeu íambordel:
Alôws Majri´k, mi ñoryir ñoqel im mitwö, ajl aîqatir iny haskanal, wani or erkar em
mtacel ajd masin:
– 4 –
Text 5
Sireli´ eritasardner,
Ajsõr k’ouzem qõsil «Kamauor aîqatanwi; anor kareuorouïean eu ir
drakan azdeêouïean»ö masin:
Kamauor aîqatanwö mardasirakan himounwneri vraj steòcouac
gorcounôouïiun mön ô, or kö hauatam, bolors hamayajn enw: Vstah em,
bolord al õtarneroun õgnelou hogekan bauararouïean ñoryaóouïiunö
ouneêac ôw: Ajd aîqatanwi ardiunwö jaíaq ëenw tesner anmixapôs,
sakajn vstah eòôw, or ajd erbew anteòi piti ë’öllaj eu ëañazanê
anheaìeît ô:
Ajs amaó mer nahangi môx sksouac hrdehnerö marelou môx, orwa≠n mec
baìin berin mer kamauornerö: Öereus, yezmô omanw al anonê môx mas
kazmeêin: Kamauornerou mec qoumb mö eus, õgneê nor caóer tnkelou
aîqatanwin: Galiw seroundnerö piti tesnen ajs caóerö: Anîouît, or
anonw eraqtagitouïeamb piti jiîen yez: Ajd piti öllaj yer amenamec
varyatrouïiunö:
Pôtw ëô, or mer yeówerö calac spasenw, or ouriînerö miajn kataren ajd
kamauorakan aîqatanwö: Do´uw al miaêôw irenê: Anonê tesaknerö îat
en: Es vstah em, or ajd aîqatanwnerôn oreuô môkö hamapatasqan
piti öllaj yezi hamar:
Gitem, or bolors al îat zbaòouac keanw ouninw, eu k’aîqatinw mer
larouac keanwin môx hauasarakîóouïiun pahel gorci, öntaniwi eu
ousoum nakan aîqatanwnerou môx, bajê hauataêac em, or menw ajs
larouac keanwin môk masö k´rnanw nouirel mer hamajnwin, kamauor
aîqatanwi mixoêau:
Ñnorhakalouïiun
– 5 –