© 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.

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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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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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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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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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© 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

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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

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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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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

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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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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

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© 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.

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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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© 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:

– 3 –

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 –