RUSSIAN AN ACTIVE INTRODUCTION Materials developed by NINA DE LA CRUZ Organized and edited by R. A. C. GOODISON FOREIGN SERVICE INSTITUTE WASHINGTON, D.C. 1973 DEP ARTM EN T OF STATEFOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by AUGUSTUS A. KOSKI it or sal by the Soperintendent of Documenta, US. Government Printing ce Washington, D.C, 20402. Price: $2.10, domestic peatpald: $1.15, GPO BockatorePREFACE ‘AN ACTIVE INTRODUCTION TO RUSSIAN, published here forthe first time ina form available to the public, has been in use at the Foreign Service Institute for about ten Years. ‘This volume was preceded by preliminary editions for internal use and represents the fourth revision, ‘The idea for this kind of a presentation of the Russian language grew out of collaboration between the principal author, Nina De La Cruz, and Dr. Ronald A. C. Goodison, Chairman of the Department of Northern and Eastern European Languages at FSI. It was developed and refined in the classroom and in private discussion, Mrs. De La Cruz generating the Russian language materials, Dr. Goodison recording, organizing and editing them, both suggesting change where change would help. ‘The FSI Audio-Visual Staff assisted with technical counsel from Joseph Sadote and photography and drafting by John McClelland. Tape recordings of the conversational com- ponent were made by Mrs. De La Cruz, Helene Mitrofanoff, and Dr. Goodison in the FSI recording studio, under the technical guidance of Jose Ramirez. Kyrill Borissow, Jr. proofread Cama h doit James R. Frith, Dean \L. School of Language Studies Foreign Service Institute Department of State iidivINTRODUCTION The Active Introduction is one of the modules in an array of materials used in Russian training at the Foreign Service Institute. It is essentially a catalog of sentences which can be combined (with alteration as necessary) to form different communication sequences in dialog form relating to typical daily activities (comings and goings, appointments, meetings, errands etc.). The book is used in conjunction with a table-top city model on which activities are demonstrated and imitated. Students learn to speak Russian through engaging in a running dialog with a teacher as a communication sequence is unfolded. At first the teacher controls the sequence; later, as his mastery develops, the student assumes more control. The central goal in developing the material was to make possible the formation of natural sequences, free from the constraints imposed by accommo- dation to a predetermined schedule of grammar points and a list of words to be covered. The words and grammar features occuring in the sentences, therefore, derive from the choice of what is to be communicated rather than an inventory of preselected items to be covered. In any given sentence, some of the grammatical patterns partially exemplified in it are expanded--others are considered for the moment as isolated items to be learned in that context only. (In view of its purpose and design, the book does not lend itself to use for self-study by beginners) kak weThe array of which this book is one module has been developed as an alternative to using a standard "all purpose" textbook throughout the 44- week intensive training course at FSI. It was felt that with a language as highly inflected as Russian, the one-book approach with its pre-packaged constituents did not give the student enough intensive contact with natural spoken language or with real-life situations. Even after 44 weeks, none but the most outstanding students gained confident control of noun and adjective endings, or of motion verbs. It was considered possible that they just did not hear enough Russian or use it enough to gain better mastery. In addition, the range of subject matter within which most could converse seemed too limited. Along with the dissatisfaction felt in these areas, inadequacies were sensed in another area. The approach formerly used seemed to support the notion (already strong among students) that an intellectual understanding of grammar together with constant drills were the keys to mastering the structure of a language. It was implied that this mastery, achieved in a more or less mechanical manner, together with a store of memorized vocabulary would some- how make an individual a fluent speaker of cultured Russian. What was lacking in this concept was a recognition of the social and cultural roles of language. Very limited attention had been devoted to these aspects of language, almost if they were elements which would get in the way of a direct and complete delineation of language structure. It seemed possible that this approach(trying to master a language as an abstract system) had something to do with the labored and unnatural-sounding performance of some students at the end of training. viThe Active Introduction thus reflects a new approach designed to present language for learning in something like its natural form and in its natural milieu: the conduct of inter-person relations in life situations. In this approach, language is viewed as a vehicle of communication and not just a patterned system. In place of a "closed" teacher-student relationship ‘I teach-you learn") in training, the participants are encouraged to consider themselves as a group in which real-life social interaction takes place. The conventions governing the interaction are expected to become more Russian than American as training progresses. ee ROR As used at FSI, the Active Introduction is the starting point of the student's oral communication in Russian. The book is used in conjunction with a simply-constructed teaching aid (which is not new) often referred to as a'model village". This table-top model represents approximation of the topography of central Moscow, The purpose of its use however, is not merely to acquaint students with a geographical area. The table model forms the stage-setting for described and discussed activities associated with daily life ina large city. It is provided with model cars, buses, planes, figures of people and other movable items which the participants actually move as they relate or demonstrate sequences. (Seep xxiy for details on the form and construction of the table model.) Students are first taught the locations on the table model (see diagram and key on p.xxiii,p xvidi). These are identified by the teacher using a pointer, and drilled a few at a time with frequent recapitulation. Pro- nunciation is corrected. (The short conversational exchanges on page xxv) vii“Hecxomexo HavanbHwx pasrosopon" are introduced as needed to vary the activity. When the locations have been fairly well mastered, students and teacher begin to talk about them, using the sentences in the numbered sections beginning on page 2 and continuing on succeeding even-numbered pages. In this way a running dialog is initiated. As new sentences are learned, they can be juxtaposed with previously learned sentences in a number of different combinations (i.e. forming communication sequences). For example, after the sentences on page 2 have been introduced and partially mastered, they can be recombined as dialogs in different ways, such as Gnacexue Bopora orxpyra? (pointing) Ta, omm orxpams. Onm, Kaxerca, Bcerma orxpur. YM orxper? Kaxerca saxper. So TYM? (pointing) Het, 970 Boxsax. S10 TYM, (pointing) etc. This process of sequencing into running dialog, using the table model as the focus of attention, is at the core of the approach. It is extremely important that the dialog be treated as an actual exchange of information in Russian ("communicating in Russian") and not as drill ("preparation for communicating in Russian at a later time"). Sequences may be presented according to some or all of the following steps as appropriate to the nature of the material: 1. ‘Teacher demonstrates and describes a sequence while students watch and listen (e.g. #1 page 2). 2. Teacher repeats sequence; students repeat each utterance after viiiteacher. 3. Instructor uses question cue; individual students respond appropriately. Instructor checks pronunciation (e.g. #2 page 2). 4. Instructor goes through sequence again; individual students repeat and demonstrate action. 5. Instructor gives cues; individual students respond appropriately and demonstrate action. (Cf. #8 page 6, where cues are pronouns A, OHM, om etc.) 6. Instructor gives cue only and demonstrates action; individua’ students, using cue appropriately, describe instructor's demonstration. (Cf. #8 page 6 - instructor gives @ pronoun as a cue, such as OH and demonstrates action of going to MAI; student describes demonstration saying Ou uaer B MM, etc.) The conversations on odd-numbered pages relate to the numbered sections found on the facing (even-numbered) pages. ‘These conversations can be introduced from time to time to vary the activity. They also serve as examples of how sequences can be formed through combining learned sentences. Note that new words may occur in these conversations (e.g. mpoctie on page 1). (The conversations are available on tape.) As progress is made through the material each day, the sequencing process becomes also a recycling proce: To continually be moving on to new sentences each day is not effective. New sentences should always be combined into a running dialog with material learned earlier. It is this recycling process which ensures the repetition essential to learning. At the same time sequences should have a natural flow and must be directly related to the table model. ixIf this is not done, the student's recall is adversely affected and his interest wanes. The student need not be given a copy of the book at the beginning of training although he may be provided with a copy later for reference. However, at no time should he refer to the book in class. It is more important for him to concentrate on performing (communicating) in interaction with the teacher and in reference to the table model. If he has difficulty, the ‘appropriate remedy is further active combination and recycling with the teacher, not a study of the book. In any event, of course, the student can make little use of the book until he iearns to read. At FSI, work on the sound system is begun on the first day of training, as an introduction to the writing system and reading. After about 50 hours, material from the Active Introduction is used for reading practice. wee RH As each sequence is presented, the teacher provides the student with its meaning. It is rarely necessary (or even desirable) to give the meaning of each word separately. If subsequently it appears that a student does not know the right meaning of a word, it should be supplied at that point. Explanation is thus given only when there is a communication breakdown of some kind, i.e. a" message" is flawed or blocked. This principle is also followed in regard to features of grammar. For example, the sequences in section 3 page 2 demonstrate the agreement relating the forms XaHO, oH0, oTxpyro, It is not necessary to identify and expatiate on this feature, introducing the terms neuter gender, pronoun, short-form adjectiveretc. The student should simply learn the forms and usethem, If he makes an error, e.g. Ho orkpur, he is corrected with Huo orkpuro to show this is the correct form of the "message". In this vay attention is concentrated on the process of communication and not on the structure of Russian as an abstract system. The material should not be viewed as the starting point for a description of grammatical patterns. Likewise when a new case ending is introduced (e.g. prepositional, beginning on page 74), its meaning will be reflected in the meaning of the whole utterance in which it occurs: fl celivac B T'¥Me = I'm in GUM now. The student thus connects the meaning "in" with the new ending and no broader explanation is necessary. For the student, one rule is of paramount importance: Learn what is in front of you, i.e. the sentence or sequence at hand. If he tries to learn other things related to the utterance (the whole range of meaning of words or noun endings, “another way of saying the same thing," etc.) he will imediately be faced with more information than he can possibly absorb. He may not even remember the utterance that prompted this detour. ee Here are some specific comments on the text. In many items there is the possibility of substitution, Sometimes this is indicated: 1. 9ro BoKear. (page 2) RHO anrexa Cnacexwe Bopora Here the partial list indicates the classes of things on the table model xiwhich could be substituted for noxsan. In other items, the possibility of substitution may not be overtly indicated but is obvious: 3. Bro TY? a. Ox orxpur. (page 2) Here a large number of table-model items ("masculine nouns") can be substituted for PYM, Multiple possibilities for substitution may occur, e.g. 22. B oty cyddory we uano NOSBONMTS B Tpanommryn nanary. (page 20) Within the context of the sequence beginning with section 21, the first priority substitution is of the segment » sty cySdory, Subsequently of course, location substitutions for [panopuryn mamary can be added, since these have already been introduced (section 8). In some cases the teacher may wish to include other substitutions, e.g. 42. Kyna on codupaerca exars? B Conercxn# Como. Mena xomanaupyor 5 Jiewmrpan. (page 34) Here the name of different countries or cities may be substituted, as long as this is done one at a time and preferably on different occasions. Some items are sentence paradigms, e.g. the forms of xorerb in section 11 (page 10). These are intended to give the students an overview of the forms; it is not intended that they master the forms through drill before procee ding. ‘The forms will occur in various contexts subsequently and will also be recycled. Remember that the mastery of forms through this recycling process is a key element in the approach. It is suggested that the teacher become thoroughly familiar with the xiicontents of the book before using it. Since the content is organized in terms of natural communication sequences, it is impractical to list where specific grammar points are introduced in the book. A detailed list should in fact be unnecessary. It can be noted however, that nominative and accusative noun and adjective endings and the verbs of motion are given special emphasis in pages 1-72. Other noun and adjective endings receive special attention a follows: prepositional (sing.) p. 74 ; (pl.) p. 132 genitive (sing.) p- 92 5 (pl.) p. 134 dative (sing.) p- 1125 (pl.) p. 136 instrumental (sing.) p- 122; (pl.) p. 138 nominative and accusative (pl.) p. 130 A word of explanation about the treatment of these forms is in order here. One of the greatest problems in teaching English-speaking students is getting them to observe, imitate and take seriously inflectional endings. One of the purposes of pages 1-74 is to attack this problem, with the case endings largely limited to nominative and accusative singular. When the other forms are introduced, less space is required, since the student can pick up and use the forms with much greater ease than in the beginning. By this time the student is quite accustomed to handling inflectional forms. At FSI, the Active Introduction forms the main (but not the only) focus of attention in the first 16 to 20 weeks of training. Thereafter it is used at intervals as seems appropriate. The authors welcome comments on the Active Introduction and on experience with its ui xiiiList 1 REFERENCE LISTS - TABLE MODEL ITEMS racrpoxom noeoa, ocr cperobop Mocconer Haeypner TABKABOH Apcenan Apéar mapoxon camoner asroye aoponopr eraauon pectopax nom mpocnert cosop map mBopen waraonn BOR san yumpepcntet rearp MAL ry naaseraputt ayseli maBsouteli Kpemt apromosum moxacTups ymak apporopr lepemerbeno eranvon Jmamo Pecropan “Tparat™ pecropak "Aparsu"! Tou Cnaceo Myse# Jenna Massosel Jena Tpocnerr Hammna Codop Bacumn Braxexnoro Tape xyzsrypy W oTasxa "CoKonMKH" Apopen Creanos xivBepxopunit Coser mponopotbersernd warasit Huescxnii Boxart Mockoscxx yuupepewrer Hononeswuii movactwp Veropuuectatli uyselt Kpemwrescenii rearp Yenexcruii codop Apxaurempcxai coop Kyzysoscraii mpocnert Jemmncroti npocnenr Jiononoconcnmt npocnerr MockoncKnit naanerapait Bomsuo#i rearp Bomuoli Kpewrencruli Lpopen sasroli nomList 2 mepeso TocoaseTBo KoucyabeTZo snaxne ormezenne HHO eno raxcn ormerenne a musH anamue Copeta Maicrpos xo "Werrpaspendi" amepuxancnoe nocomEeTBO AMePAKAHCKOe KOHCYABCTBO BHCOTHOe ofaHHe ToxapHoe fem mauioe same xviList 3 anrexa nowra, Sombra sonra aunt cxamelixa SexsoxorouKa, Terposxa pera rocrmuaua eromuxa Oné.morena Morir yomua oyaxa KOROKOMBHA cram om raneper nepKOBb HIAOWAAE ‘yOopraa Synounan napaKMaxepcxast pexa Mocka rocrmmmua "Yxpanta’ rocrmmuna "Mockpa' roctumuma "Poccua" cromuma raxcH Bxdmorexa Jena wormna Crasmna mora Dwoxa Pana Honoxoabia Mpana Bemxoro yeuua YalixoscKoro yauna Topsxoro yaya Pepuewa sampanowian cramuma Aoucxaa yuma reneporuan dynxa Dpanopuraa nazara Kpewrenckan wadepexaiaa ‘TperbaKopckaa rateper eMeSHOMOpORAR JHA Kpacuaa moma ckopaa nowots xviiin 2. 3e be Se 6. Te. 8. oe 10. mW 12 136 tbe 1S. 16. 178 18. 196 2. 22. 23. KEY 10 SKETCH (see page yxiii) Bommoii Kpemmescxuii [sopen (Bepxopunii Coner) Tpopen Cxesnon Apxanrespcxuit cosop Tpanonnras nanara Yeneucxult coop Koxoxomua Hnaua Besmxoro Kpewrepcnuti rearp Apeenax aganme Copera MaHHCTpoB rocrunuua "Poccua" Cosop Bacwma Braxemoro Mapsozelt Jena TM Heropmuecnnti uyoelt Myseii Jemma Bomuoi rearp Tocrmmua "Nerponoxs! anon Tape kyeTypy H oTmxa "CoRoTbEMRH" yoopras crawelixa MOCK cromuKa TaxcH xviii2h. pexa Mockna 25, ‘Tperbaxopckaa raxepea 26. Kpewtencxaa uaepessiaa 27. rexefonuan oyna 28. wormxa Crammna 29. worwra [nona Pana 30. sampanownan crams 32. GexsoKoxomKa 33. nowra 3k. ano "LerrpaxpHnii" 35. TOK 36. anrexa 37. pecropax "Aparsi" 38. Bx6mmoreka Jenna 39. Sompemua 10. noxaprioe aero Lil. ommenenme romano U2. rawr Tyunonry 13. racrporom ll. Mocconer US. Syzomnan 46. dom Cnacco lt. pecropax "para" 48. MAX (Mermcreperso umocrpanmnx ner]49. uepKoBE 50. Mockoncxuil nanerapalt 51. aMepHKaHcKoe NoconECTBO 52. aMepuKancKoe KoHCyAbCTEO 53. mTapaxmaxepcKan Sh. Hopomesmau xonacrups 55. Mockoscrait ymmepcurer 56. rocrumua "Yxpanxa" 57. Huencxult noxsan 58. asponopr lepeuerseno 59. yauua Toppxoro 60. yaa Pepuena 61, Tpocnexr Kamnama 62, Kyrysoncruii mpocnerr 63. Jlowoxocoscxnil mpocnexr 6. ApSar 65. yamua Yalixonckoro 66. Kpacnaa miouanp 67. Kpewms 68. camoner 69. aprodyc 70. amma 71. zonKa 72. wexeanonoposian smriA x‘Be The 1S. 16. The men cperopop mepeBo wane oanne Gnacerne BoporaHow to make a table-top model (see sketch on p.xxiii and pictures on p, xxii) The model need not be elaborate, The outline sketch can be made with an ink marker on painted plyboard or on oilcloth. Colors can be also added with ink markers if desired. Buildings can be made of scrap wood blocks. Some toy city sets made for children are also useful. Don't worry too much about keeping things in scale. The blocks should be glued down or they will be continually scattered as people bump into the table. It is also a good idea to fit the plyboard or oilcloth exactly to the table size and tape them down to the table securely. Be sure to make the model big enough--somewhere around 3 X 5 feet is a convenient size. Also make the streets wide enough so that toy cars and buses as well as small figures of people can be moved along them easily. Do not label any of the locations on the table. It is important that students learn the locations without this visual aid. You should make sure you don't change the designations in the course of your presentation, i.e. the post-office should always be the same building. Make a sketch for your own reference purposes so you won't forget which is which. xxivHeckobKo HavabHNX pasroBopoB Mos gamma [pants Ovex, mpuaTHo. Kax paua hanna? Wawona. Ovens mpuarHo. * oe * Tpocture, xax Bama amma? Tpawr. Oxenb mpaatHo. A mom == VpaHona. Ovens mpaarHo nosHaKoMmrEca. ee # Tospoe yrpo. Supancrsyiire. * # # ospoe yrpo. Kak nosmpaere? Baaronapp Bac, oTmraio. ee # Sapanernytinel Tospoe yrpo. Ceromna mpexpacusli nens. fa. Ho xononnsii. xxvKax noxipaere? : OrmHo. Karan ceronia norona? + Xopowaa. (Ilroxaa). Ceronua nomab. xoxonHo apr He Xo MHO He "apo cuer ee # 2 Bech Momo xypirs? Za, nomanylicra, (Apoctune, Ho saeck Heaban KypiTs.) * oe # Zo commanua. + Beero xopowero (n06poro). lo saprpa. xe # Al ovens yorax (yoraza), A rome. Bu ceroaua yora.m? + Hewtoro. Her, He owen, Her, a me yoran (ycrana). la, oxenv. xxviMpoctute, Kak oro no=pycoKn? Bro wail. Cnacudos Toxasyticra. * 8 Mpocture, ax oto no-pyccrst? 9ro Kobe. A 970? Caxape Braronapw pace He 3a uT0. * # Tpocrute, wro onosaan, Hyvero, By ceromHa onosnam. Ta. Tipocture. S70 vali? fa. Mosat0? Tloxanyticra. wxvit * *320 Kobe? Her, wait. A rae xope? Moxa? Ta, nomanylicTas A rae caxap? Bor. Moss10? Konewio. Bu sméure Kobe (aii)? Ta, mbm, Bu smdure wait? Her, He and. A x6. vali A xope? Toxe. (He ovens). * * * * # * # * #* * oe voviiiMomo Bam mpeazoxstrb? Cnacuéo. Baaronapw Bac. Her, cnacu6o. Her, Gzaronapw Bac. eo # Kax crasarb mo=pyccn# good coffee? Xopounttt Koes 270 xopounl Kope. Ouex» pan, ¥ro Bam HpaBurcA. * *# # A Kak no=pyccxn good te Xopoundt wait. Baarogapw nace Topa nawnats? Ta. Yue nopa. (Her, Bue panto.) Yue nopa xomuarb. Heynem? Ja, Yae ppema. Yue nopa warH nomoll. Bu yoram? Yaacno. xxixPasronop : Tpocmuze, ero Yerrencxuit Cosop? + Ta, Yonencnni, + Tpoerare, TYM orxpur? + Ma, yues * * * : Tpocture, ormesemme wamunn ewe saKpwro? Her, ywe orkpuro. * * * : Tpoctuze, oro Boamuol Tearp? Ta. On orxpar? Kamerca Het.1 2 ro noKsan. Kuno ammrexa Cnaccrue Bopora 9r0 BoKsan? la, 9ro BoKsat. Dro BoKsa1? Her, 9TO He BOKsam, a Nowra. ro TYM? Ja. Ou orxpur? fa, orxpwr. Ja, yee. Ma, xaxerca orxpsr. Her ewe. 3ro xHo? la, Oxo orxpyro? Ja, orxpuTo. ro anrexa? fla, Ona orxpwra? Ja, orxpura, Bro Cnaccre Bopora? Mla, Own orxpsry? fla, orxpursss TYM orxpst? Her, eme saxpyT. Her, kamerca saxpwr. Orrererme soumuyn orxpsro? Her, eme saxpsro. Her, Raxerca saxpsTo. BuOmotexa Jemma orxpyra? Her, eme saxpsra. Her, Kamerca saxpura. Cnacexwe Bopora orxpwru? dla, aceraa. Cnaccrae Bopova saxpuru? Her, oum acerga orxparn. Ou xawerca sceraa oTKpyrH.Pasropop 3ro rocrumuua "Poccua". Kaxan Comuaa! x * * ro mame Cosera Mamcrpos. Kaxoe xpacunoe! Sro Dpopen Cresnos. Kaxo#t Gomuitf Ta, Anopen Creonon nellerourensio Somuolt. * * * Tlpocture, 9To KpacuBoe sane == [sopen Creanos? Her, sto [paxosuras manara. * * * Tpocrure, 2t0 dombuoe snaHue == Bepxosunti Coper? Her, 970 Apcexan. A aro 9To 3a saHHe? bro Tpaxopuram nazara. Karam xpacupaa! Ta, [panosuraa masara gelicrsvreabHo KpacuBaa. x oe #4. ro oro 3a ananne? ro MoccoBeT. Bro nocomBCTBO. Dro napuxwaxepexan, Se Kaxoll Commoll racrpouou!, Kaxas Commas roctmmua! Kaxoe Gommoe nocomserso! 6. Kaxoit xpacusuit cosop!) Kaxaa xpacupaa uepropp! Kaxoe xpacupoe onanxel fa, codop zelicrswrexsno xpacupuil. fla, uepxons nelicrsuremno Kpacupans Ja, enamme zelicrnurexHo Kpacupoe.Pasrosop Bu mgere = PYM? Her, B anmexy. Kamerca ona eme saxpara, Her, yxe orxpra, * * # Ceroma om wayr » Tpanosuryn nazary. Passe ona orkpura? Jla, xamerca orxpura. * oe * Bomsmolt Kpemnescruii Jsopen ceromma orxpyr? Kaxerca ner. A Tpersaxoncxas ranepea? Ona orxpwra. Kyna BN SBOHHTe? Al somo B napaxuaxepeKyn, Bue paxo, Ona saxpwra, oe * A may opowmrs B napmaaxepcKym, Owa ywe saxpura. Passe? a, Yue nosaxo.On wer 5 MII. Heropmecrattt wyoelt BUCoTHOe onarme Bo [popen Cresn0B Ou maeT Ha BOKSaA. Kyrysoncrtt mpocnext On ugeT 5 antexy rexepomyn dyany On uaet Ha ysmuy Yalixoscroro, nowy Kpachye nzomaab. 8 A uay 5 MAL. Om uayr Ox uzer Ona mer Bu umere Mar unew Kyna By unete? Away B MZ. Ox ceroma orxpwr? Het, ceromHa on saKpwr. Al way wa nowry, Oxa cerogua orkpwra? Her, ceromus ona saKpyra. Al way B amepHKaHcKoe ToComBCTBO. OHO ceroaka oTxpyro? Her, ceroma OHO saKpErO. Kyna Bu uaere SBOHHTS? ‘Al My SBOHHTS B AMEPHKAHCKOe NOCOABCTBO. Kyna Bw sponnre? Al spon B napmaaxepcKyD, Passe ona caxpyra? la, oaxpyra, Ta, yue. Ta, Kawerca, Her, ewe orxpwra, me paro, Passe MW orxpsr? Her, yae nosqHo.Pasronop : Yue MomHO SBOMHTS B anrexy? t Her, eme panos Anrexa oaxpirra, ee oe Towewy ractpouom saxpur? Torouy wr0 ceromaa mpasaHun, se * 3 Ceromua cpena? + Her, verpeprs + a? Ceromna wie mano warn 5 Mile + Wome toxe. * * * 3 Ceroaua naTHua mM Mae Hago maTH B MoccoBeT. + On saxpwr, CeromHA mpasqHHK. * oe # Korma By mete B Hoponeswunit monactups? B Bocxpecense, A AB cyO6ory. Ceronua wernepr? + Her, navama. Heyxemm? fla, yee narmua,A snow On spowar Mr spomne By sBoMMTe Om sBonaT Yue owio SBOHKTS B anrery? Ja, yme Moxa, Het, eme Hesboa. Her, eue paxo oBomTS, Toweuy Hexbsa? Tlorouy “ro anreka eue saxpwra. Torouy wro [YM ewe saxpar. Torouy wto mocozscrBo eule SaKpHTo. Tovey T'YM saxpwr? Totoy yro ceromHa mpasmHiK. 9. Kaxoit ceroma neub? Cerogua nonenexsHA. BTOpHHK cpena werBepr nearHema cyd6ora BocKpecenbe Ceronsa nowenexbaux. A uny BT'YM. A Tome. Ceromua nowenexsmmx. A uny Ha Apéar B anrexy. Ceronua prope? Her, ceromHa He Bropmmk, a cpena. Heyem yme cpena? 10. Ceronua nonemexsHHx H wie HAO HATH B NapHKMaxepcKyn, Ona saKpuTa. Ceroaua mpasaax, Ceroaua nonezexbHMx u ure Hano uaTH BT'YM, Ox saKper. Ceronna Mpasaiin. CerogHA NOHeLeIBHMK H MHE HAO WITH B OTHeZeHMe Mumm, OHO vaxpyTo, Ceromua npasmHmnePoo om om Pasropop Al yeepen, ¥ro ceromnA racrpowom saxpur. Toweny? Toromy ¥ro ceronua mpasmHuK. * * * K coxazemm ® cySsory [paxomran nazara saxpwra, Bu yeepenx? Ta, yeepen. A B sockpecenne? Kaxeroa orxpwra, * oe ® K cvacram cerogna cyddora. 7a. Mu unem 5 Tearp. Ha 6axer? Ta, xorme ocuorpers "Husexs". Ms tome nex. * * # Kyna naw nano uatH 8 cySdory? B Bepxosuuit Coper. A pasze ox B cyddory orkpur? Ta, om scera orxpyr. ee * K comaneim ceronia novemerbHHK. Toweuy x coxaxenm? Torouy ro wie nano untm 8 Tucruryr Unocrpamiol C.ryadw. Ta, u wie Tome.We Ceroama nonenexbuux 1 A ysepex, uo TYM orxpwr, Ceromua sropaux u a ysepena, wro [YM orxpyr. Ceroana cpena. Bu ysepenx, wro TYM orxpur? Ceronma mpasanMk, Ho ume Kawerca, ¥ro [YM orxpar. K cowaremm B socxpecense Ucropruecrit uysell aaxpwr. [panoswraa naxara saKpyra AwepualcKoe nocomerBo 3axKpyTo K cuacrem 5 pockpecertbe Heropruecnat uysei orxpyr. Ppanosuraa nazara orxpyra AMePHKAHCKOe NOCOAECTBO oTkpyro Hyna naw wan0 ononuTs? Kyna Bam Hago MaTH? Ceromma versepr x ume Hazo SBORNTS B MapHIOaxepCKyD, Ceronna cy6éora ume nano maTH B Tlapx KyaBTypy m oTmEA. Kyna paw Wao MATH B TOHenexBHMK? Ha padory. BO BTOpHAK? B cpeay? B Yersepr? B nATHMUy? B cy66ory? B Bockpecense? B nowemeasmmx une Hao warn Ha Terposky, B anvexy, Yo BN XOTHTe CeromHA nocMorpeTs? Al xo¥y nocuorpers [panonuryw nazaTy. ow xover On xover ova xouer Owa xouer om xoTAT Oxx xorar Bu xoTHTe Mar xorma 10Pasronop Kyna Bu xorure warn? B rexepouny yaxy. Xorute nossommTs 8 Jou Cnacco? Her, 8 napmraaxeperyn, x * Kaxolt aro orax? Kameron verpeprait. A mie Hazo Ha nATHH. Toxazyitcra. * * Ha Kaxoii ram By TonHMaeTech? Ha cenpuoit. A «wa ommuaquaruit, B ouémorery? Her, » raxepen, * * Bam Ha xaxot orax? Ha propoit, B napaxwaxeperyn? Her, B racrpoxou, * # Jape cnycKaerca? Her ewe. Me Hao wa BocEMO# orax, Mae roe. n125 Kyna Bu xommre warn? Kya Bu xorure spoxuTS? Kyna BN xoTHTe NOSBOMMTS? Al xouy warm B nocomeTBo M nooBoNHTE B Mamcrepcro Wuocrpamyx Jer. nepeuti ozax propoil orax mperni orax uerpeprait ovax pars orax uecro# oraz cenzwoll vax pocemoll orax nesarwi orax necaruii ovax onmuanuarsit orax mpenamuarki orax Kaxoli sro stam? 3ro nepswit orax, A me Hao Ha Bropoi. Her, 970 we neppn# orax, a propoll. Bam wa Kaxoi orax? Ha nepsuil. Mie Hago wamu 8 nocoxscrso, Ha Bropot orax, A nomwmmancs wa narui stax, A 9To Kaxol? ro Bropol, On noamuaerca Ha wectoH orax, Mx nomremaenca Bu nonmmaerecs Om nogHmmawrca Al cnycxance ua nepsuii oram, A o70 Kaxoll? Oro cpemuil, Ou cnycraerca na nepssii orax. Ms cnyckaeaca By cnycKaerecs Om cnycxawres 12pon Pasropop BY mpennowmraere nonumMaTEcr Ha smbre? Ta, A Bu? Her, Bcerna noakmaxcs mo wecrHmue. * # * Ha naxoll orax Bu crycKaeTecs? Ha versepruit. Yrodu nossomts B Oudmorexy? Her, 8 somuereporso. Tpocrure, xoropsti vac? Celiac posuo Tp. Bue pano snonm7s 8 Bepxosmti Coner? la, pao. CxombKO BpemeHH? Yue cemb. Tax nosaH0? K comaremn. Yue nopa MATH B TeaTp. A xoropail vac? Popno wecrs. Her, eme pao HATH. 131Be the A npennowram nommmarsca wa vmbre. Omm npeanowrraxr On mpeanowrraet Bu npennowraere Mz mpeanowitaeu Al npeanowiran noguumatsca no ecrimme. Al mpentourran crycxarsca Ha smbre. A mpennowman cnycnatsca no zecrimie, Al cnycrancs na nepsuit eras, wrodw nossonHTs B TYM. A nonmmancs wa socauoll stax, uTOOH nOSBOMRTS B MiMHcTepCTBO. Cettuac vac. Sno moll wac onmuxa, mpa vaca mam ‘TpH vaca aut werupe vaca ero TATE WaCoR ee mecT® ¥acoB ux cemp ¥acoB Bocemb ¥acoB ReBATE WaCoB RecaTb waco ommmagnat, wacon mpevanuaTs acon Crammre, noxaryticta ,xoropsll vac? Cxasarre nomanylicra,cKo”bKO BpeMeHH? Cefgac wac. Cefuac posto cems. Celtuac eme TomKO vac. Bue pano, ‘TomKo apa. Ymae nosauo. Ceifuac ceus wacony Yue ropa. Towra pocews. Tax paxo? Tax nosnxo? 3ro Mol vac orasxa, Sro wom waumma, Bro Moe mecro, ram maa wame Ba Baa saue ero ero ero ee ee ee Wx HX ux onwo Ca Ce Pasropop TYM orxpupaerca B AeBATB. A saxpupaerca » uecrs? Her, 8 comb. Ovens nosaHo. * * * Cxasure, nowanylicra, Korma saKpwBawrcs CraccKue Bopora? Ort mmxorma He saxpwBamrca. A Cosop Bacuma Bramexnoro yme orKpwr? Her, om orxpumaerca B necate. Kaxoi on xpacupwiil Ja, Codop zelicrsurensio xpacnpuiit soe # Bu wacto xomwre Keun? Her, penxo. A pevepom on saxpar? Her, ou Bcemma onxpur. se * Ceromia xoronio Ha He xouy MT B MocKonCrat yauBepewrer. A sam Hao maTM qHeM? Her, Bewepom. ‘H yacto Bam MpHXOAMTCA XOAUTE B yHuBepcnTeT? Mem = wacto, a BeYepou ~ pemko. * * # 1515. Korga orkpupaerca napurwaxepcnan? B wace mea pa Korma saxpwsaerca T'YM? B narbe mecre Korma saxpasarca Cnaccxue Bopora? HiKorma. Haxoraa He saxpupamrca. 16. Kyga pam mpyxonurca Tax paxo xomuTb? B racrponom. Yyma Bam mprxommrca vax pano SBOHMTS? Ha BoKsax, A wacto xoxy 5 [YM, On xomT Bat xomure Mer xomat Onn xoanr Al uacro xoxy B racrpoHom. peerna wuorna peaxo xaumui neue muxorga He xoxy Yrpom A xomy B AMePHKARCKOe TOCOMBCTEO. Tveu a xoxy Ha noury. Bewepou a xoay » yaupepcurer. Yrpom on Bcenza sponur B Mi. mem on unorma sBonuT B Kpeub. Bewepox on pemko spoHHT B MocKoBcKait yauBepcurer. 16pon om Pasropop Bam ceromua Haqo sBouTS B TOCoALCTEO? Aa, "ano. B xoropom acy? B necarb. x oe ® Kyna Bu coSupaerecs nHeu? B Hoponeswuxit wonactupp. Mu tome. B xoropow wacy By Here? Kanerca 3 Tpn (waca). ee ® Cease, noxasylicra, xax mpolith B TperbaKoncKyn raxepen? Mare nce mpamo, Ho ona KaxeTca ewe saxparra, Arora ona orxpura? To=woemy mem, * oe # By coGapaerecs B Kperencrnii rearp pevepow? Her, amen, Towemy? Toromy wro Bevepom xoz0nH0. a 17178 18. 196 20. B xoropou wacy nam nano nosnommrs B PYM? Mie Hao nossomrs B TYM 2 ace mma TPH werupe nate ect» coms Bocemb nenats necaTe onmmnammars mpenanuars Crasate, noxanylicra, xax mpoitrn » LYM? Yaure Bee mpamo, « Tax By ysuowre YM. Tosepwre naneno, u Ta BN yBumuTe TYM. Toro nopepuure Hanpano, m Tam By yBuaquTe [YM, Korma Bu codupaerect 5 Ppanosutyn Taxary? B Ppanomuryn Tasary @ cocupanck » noHenenSEHK. Kyna Bu coOupaerecs HaTH CeromHA BeyepoM? amex yrpou Beyepom xa coSmpaemca 5 Tea’ Tem a cooupaeuca B KHHOs Yeopom sar codupaemca 5 PYM, Ceronma yrpou a cosupancs nosBoHTs 3 TYM, Ceronna meu # coOupance nosBonnTs 5 MHI, Ceromua Bevepom @ cosupance TOSBORNTS B ExGmorexy Jemma. 18nom om oom Paaronop By ugere 5 Kpeuxs 5 ory cpeny? Her, ® cpeny wa coSupaewca 8 pecropar "Aparsn", la, wo B pecropan BH were Bevepo? Ta. B cems uacop. As Kpesmb si nem B Ba, Hy, Torma my tome wnem, ~ * # yma Bu were ceronna Beyepox? Mu maem yaxnars B pecropax "Texaa", A am xormu uatH B Kpemtencrali rearp. B xoropou wacy? B cems. * # # Yno Bu qexaere B ory cyssory? Ma coupaemca Bo [pope Cresn0B. Ho, Me gadymbre T0SBOHNTS TYZa YTpOM. Her, ne sadyny. 192 226 23 he Yro sy gexaere 5 oTor noneneBEAK? STOT BTOpHAK? nor yerBepr? B oror novemexbHux A umy ® pecropan "Iipara". ‘ro sy qexaere 8 ory cpemy? ory nATHMy? ery cysdory? B ory cpeay # may 5 pecropax "Mpara", Yro Bu nezaeTe B 970 BocKpeceHbe? B oro Bockpecenke A may B pectopax "Ipara", Yro Bu menaere B sToT ToHeRexBHHK? B oor nowenexsmux a way B pecropan “para” yamarh. B ptor monexeabuux a way B pectopa "para" odenarh. B ety cyédory ume nano nosponuTs » [panoauTyn maaaty. He saéymere nosnommrs 5» MM, Her, He sadynye Yepom # mmxoraa xe xoxy B MM. Timex A mexorna He sponn B TY, Bewepom a muxoraa He xomy B TIOCOAECTEO. Fa wacro xomwre B TYM? Al xammaii nonenersume xomy B TYM, xawdl nop xasanil verBeprpom > Pasropop Kyna Bu xomuTe Kaxayn naTHHuy? B Budmorexy Jewma, Bu smdure wurrars? Ja, ovenb. * oe * Kyna Bu mmduTe XOMITE— B mapK Hm Ha HaGepesttyn? Al am6.m xonTb Ha nadepextyn, Caxych Tam Ha cKamelixy H sammancs. ‘Al rome xomy Ha HaGepemHyn, Ho TOBKO Bevepom. Tlowewy Bevepou? Toromy wo mHem # padoran. * * * Bu pce eme xomre B BuOmorexy Jemma Kaxnyw narHHuy? Her, renep a xouy penxo. A Bu? fi xoay nour xasanit nenb. CeronHa Bu tome cosupaerecs HaTH? Her, ceronua ova saxpuras * * * Bu wacro xoanre 5 Tlapk Kyaprypy # orauxa? Za, Kaxaoe yrpo. Caxyc na cxauelixy # sammance. A a xory ahem, caxycb m wrran. * ee 21Bu uacro xomre 5 [YM? Al waxmyw cpeay xomy B I'M, kaxayn NATHHITY ramayn cySsory Bu yacto xoauTre B ['YM? Al Kaxmoe Bocxpecense xoxy B T'YM, 25. Kyaa Bu um6ure xonnTh? A ovenb sm6an xomHTS B TapK. A ouenb m6 ow (cBon) padory. On aden On amour czon Bu smoouTe Ba adure cBon Maz amu Mz esi czon Om anon Om axbar epon A He 6.2m xonuTb. 26, Kya By mKOMre xonHTb? A ovens amin xonurs 5 TM. A ne ovens sm6.10 xomuTh B TYMs Al xomy B napk H camych Ha cKanelixys Ox xoauT cammrca By xomure canurecy Ma xonm canuucs Om xonsr canarca 27. Ba wacto xomure B napK? fla, aacto. Her, ne ovens. Her, peno, 22pon > Pasrozop Kyna Bu xoquTe SalMMaTECA? B rape, Canyon na cxawelixy H unTan Wm oammance, A wro Bw o¢wuo wtaere? Odwmo A ‘urran razery. Kaxyo? "Tpasay" nam "Vonecrua"? Her, @ wrap To™mBKO raseTy "Bevepua Mockna", ee # Bor ceroquAMman rasera, TyT MHTepecHaA cTaTBA. Cnacnéo. Ho # noxa ewe unran s¥epanmnn, Karyn = "Kowcomonscryn Mpaszy"? Her, uro su Sry resery a we mom, A yuran wo “Wanecrua" wm "Beveprum Mocrey". A may saprpaumm rasery. A a = xypHax "Oroner". Paope oror xypHax uirepecmi? He ovens. A m6 xypHan “Kpoxonua", Ho on 6yneT TOABKO B cy66ory.2B. Al xogy © mapK, caxycp Ha cKamelixy m saHMMaNch. Ox xonaT B napk, canarc wa ckamelixy H sammManrca. Ou xomT B mapk, canwrca Ha cramelixy 1 sanmuaerca. Bur xommre = napx, canmrect na cxamelixy H saxmuaeTech. Mu xonm » nape, camuucn na cxaqelixy u sanmuaeuca. A xomy B TapK, camycs na cramelixy wran raseTy. Onn xonAT 8 napK, camarca wa cxauelixny x wrawr rasery. Ox xomet B napk, camwrca Ha cKamelixy wraer raseTy. By xomure B napk, camwrecb Ha cxamelixy # uMTaete raseTy. Mu xommm 8 napk, canmwca Ha cramelixy m wHraeu ragery. Sro ceroguaumad raseva., Tyr MHTepeciad cTaTBAe Bro Buepauman rasera. Tyr uNrepecuad craTbA. Bu wnTaeTe CeroqHAUHEN raseTy? Her, syepanmna, Hago mmars saprpaumm rasery. Taw 6yner mirepecnan crarba. Al xaxauil mens xory Pp napk, casycn ma cxauelixy u wan rasery "Tpasaa", "Yapectua" "Beuepxas Mocksa" "Komcomombexas Tipasna" A xaxawdi newb oxy B apk, caxych wa ckawelixy u unTaD xypHax "Oroner", "Hops Mirp" "Kpoxommx" 2heo mh oo pom > Pasrozop On asm nen» xomer 5 nape. Ta, Caner 4 Bcerna wmtaer pyccxyn razery. Toweny pyccxyn, a we anriicxyn? Toromy wro on cefluac yaur pyccrail some. fla, mpanaa. Ox codupaerca 5 MockBy. * oe * Me Bceraa mpuxomurca xonurs B MAL. Korma, yrpow wm mHem? Muorma yrpom, a mHorga u AHEM. B xoropom wacy Bw Zomm OwTb TaN yxpom? PopHO B BOceMb. Kak BH SHAeTe, B MMHMCTEPCTBO HEJLSA OMASANBATh. * * * Al Conch, ¥TO ceromHA OM s7aH B NOCOABCTBO. Towewy? Bue TomKo noceuB. Towno! A ume nano Our Ta B AeBATE. Yro By rosopuref A a aywax, ¥TO Bam HaNO OUTS TAM B ZeCATEe * * # 25290 Ble By wacro xommre 5 mapr? Ai kammut menb xoxy B nap, camych na crauelixy, cimmy On xonRT camuren cum By xoanre cagwrecs cumre Ma xomm canmecn cum Om xOnAT canarca cuanr a warap razety. wuraer wuraere sorraen sorapt A waxmudl mem xoxy B napK, camych wa ckanellxy, cimRy Mm rrap pycexyp razery. axrvuiicxyo wranmicnyn Ppamiyscryn wemaHcKyD Mie "acto NPHXOAHTCA XODMTL B MapK. Beerma wuorna penxo A, xamerca, onasmman BI'YM, Yue nenarE. Ox pceraa onasmpaer. Bu yacro onasmmaete? Ha ypox wexbaa onasmpars, Ha padory wexbaA onaamMBarh, B nocomberso Hewb3a onasmMBaTb. B TpeTbakosckyw razepew HeTb3A onasaunarb. A Goxce onogaaTs » ymupepcurer. Al ceromua onosman.bom om Pasrozop Heymemm a onospan? A pu xyna? ‘Mae namo 8 Bepxosunii Coper. Her, ecm noiimere celivac = He onosnaere. se # Bu ceronua He nolizere B nocombers0? Her, noiiay. A xorma? Yepes HecKomKo santyT. «oe * Cuorpare, KTO BxOMHT B NOCOABCTBO. Ta. 970 Vinanop, On coupaerca » Auepinys Kyza, » Bauwurron? Her, » Kambopam, 2732. 336 Ou, Kamercs, onosnaer Ha noesa. va camoner B MAD Bu He onosgaere? Tpocrure, wro onosnan. Tpocruze, wro onosaza. By ceroaua onosmam. Kya By noligere wepes vac? Yepes wac # nofiay B auepuxancKoe mocomerso. Yepes HecKomEKo munyT A nofiny B aMepHKaHcKoe TOCOrbCTBO. Yepes nav xonyt a modmy B aMepHKaHcKoe TlOCOmECTEO. Al pxoxy B Mocconer % nonHmManch Ha tpeTall onaR, Ox Bxoaxr nommmmaercr Bu Bxoaure ronwmaerecs Mx Bxomma nonkMaemca Oxm Bxonat TogHMMawrca A nepexoxy yamuy Yaiixoncoro, A nepexoxy Mill.mo o mor wm oe Pasronop Kyna Bx cosupaerecs? A coupaxcs nolira B OuGmorexy, Mena Tam mayr. AB YM (su) He cooupaerecn? Ta, 40 He ceronHs. * * # Kora Bu codupaerect nolirz 5 nocoancTs0? Mena tax sayr BO Bropemt. A ceromHa Bu Kyna? Ceroana ane ano nollrn B Kpemrb. * * * Kyma ona mxa Buepa Tax To3mH0? Oueruano 5 Moccozer Ha padory. A norma ona cosupaerca nolima 5 6u6morTexy? Kawerca nocaesaprpa. * 8 ® Bama mewa xonmna 8 Kpewty? Xomuia. A.B racrponom ceromua user? OxermH0. Forza? wen. Hoe Bama mea noua 5 napmxuaxepexyn? Her, B xaHO. A worma Beperca? Ouesuaxo epes vac. 293he 356 36. Koraa Bx codupaerece nofirn B T'YM? AA coOupaxcs noiiru ryma ceromua, Mena Tam myT. Om codupawres nolira ryza nocuesaprpa. x ta aayT. Om coupaerca nofira Tyna 8 BocKpecense. Ero vam aalyr. Qua codupaerca nolira tyaa Bo Bropmmx, Ee vam ayr. Bu co¢upaerecs nofita tyza B Yersepr? Bac Tam sayr. Mx coGupaeuca noiirm tya 8 cyS6ory. Hac tax wayrs Korga BH coOupaerecs noliTH B SuomoTeKy? Yepes uac. Mena Tam mayT. Yepes nomwaca, Meus Ta x1yT. Yepes math wmyr. Mena ram RayT. Ai panbule vacto xomx B nap. Ona xommna Ma By xomum Oma Kora « wer 5 [YM Ha padory, wex cHer, Kyna oa ma puepa tak pao? OyesumHo, B ractpouom, Ha padory. Om mm 1 pasronapysam. My ntowex B nocomcTB0 4 BepHeTcA Yepes vac. Bama xena momma 5 Kpeums? Her, B noconEcTBO, Ox now B KHHO? Her, B TeaTp. 30pom > Pasropop Momo solizu? da, nowanyiicta. Tipocture, sw ceiluac ugere B ormenenue sma? Her, cuavana mie wazo marx B [paHopuTyn maxaTy. Ocropox#o nepexogute Kpackyn mouanb. Bmap. fl Buepa nepewex yumy, Korma 6wx KpacHui cpeT. Ho oro onacxo, Ta, 20 nemo. ee ® Beck Hexbsa nepexonTh yay. Tlouemy? Panne a BCerma nepexomma amech. fla, wo Teneps amecb nepexonurs onacro. Tlawe xoraa cnet sexennii? Ta, ‘Tyr unet pewour. * * * Kax om pomet 5 Kpewm max noom0? Yepes Cnaccxue Bopora, KoHeyHO. Bwac noun? A noweuy wer? Torouy ro wowsn Cnaccke Bopora saxpurmst. Her, oH mixorga He saxpupamrct eH oe 3137. Lo. Henpan Bxonurs Yepes TY ABEpbs fl ero Buzea, xoraa on Bxonua B MAle flee mune, Korma ova Bxonuza 5 YM, ux BHNex, Korma OM BXOMWH B Bepxonun Coper. Mosno poliru? Ja, nosasylicra. Kax sofien » Kpewts? Yepes Cnaccxne Bopora. On nowex » MAM ponHo B wac. Ona souwra 8 MMI poBHo B mBa. Om somm MAM popHo B TDA. Snecs onacHo mepexomrb ymmuys Al Beerga smecb nepexoxy yamuy. A pannme wcerma snecs nepexomn yanuy. Ona parame scerma omecb nepexonina yamny. Ont pamnme Bceraa mech nepexomum yauny. Bec Mossio nepelirH yummy? Mossio, Her, nexbon, Wx nepetinew yauuy, xoraa Cymer senenni cper. Ou mepeuex ymmuy, Korma Gwx xpacuuil cper. ‘Ova nepemma ymmuy, Korma Owa xpacuuil cner. On nepewm yamuy, Korma xa xpacuni crer. 32Pasrosop + Kyna su renep codupaerecs exats? Al eny B Poccan, Bac xowaxaupyor 5 Jemerpan? + Her. Mea wasuavawr 8 Mocxsy. * # * Mie wano exars 8 Copercxut Cons. Bac nocuwanr B Hues? Her. Mena mepesonar B MocKBy. A, a mena naowavawr » Jlemurpan. * * # Owa cetuac ener 5 CIA? la. Ee nocuzaer 5 Bansarron. A pac Kyna? Nena wasnavavr 5 Jlewmrpan. * * # 33ue Ba xyna? Al celtuac uny ® amepikanicKoe mocomerDo. Bu xyna? Al celtuac eny 5 amepuxaucxoe mocomeTBO. Mite Hano exar B awepuxamexoe nocomscTso, MeHH Tam eT TOCOt. Mne celuac mpyxomurea exath B NOCOABCTBO. Al celiac eny 8 amepuxancKoe nocoxeTBO. Om enyr Ox ener Ba exere Mx enex Kyna on codupaerca exars? B Conercrm# Como, Ero wasnayamr 5 Mocney. Kyna ona cosupaerca exare? BOCUA, Ee nepesonar 5 Baumerror. Kyna pu cosupaeren exars? B Comercrat Coms, Mena xouanapynr 3 Jlewurpan. Kyna omm coOmpamrca exats? B Conercraii Coma, Hx nocuamr 5 Kuen,poo > Ce va ot Pasropop Bu acto eamire » YIK? Mue mpaxoaurca eaauTb pao B HemerD, Bro He TAK WaCTO. Ta, wo A eomy xauauti nens B o7merenue wumUM. Toweuy? Padorae., TipexonuTcre+s Aa, cxana Bory, eoxy yma penxo— pas 5 ron. * * # Bak ¥acTo TpHXOMHTCA esMHTS B TOCOABCTEO. Ja, Kanani exp. A Korma By coOxpaerect moexars 8 MocKBy? Yepes wecan. * oe ® Herm wer, Ona noexana B napuxwaxepoKyn, A xoraa BepHetoa? ro ™pyauo cxasarb, Kyma noexam cenaropy? Ha poxsate Onn enyr B Kuen? Her, B Jlenmurpan. Kyna moexax cexperaps? B MMI. A worama Bepuerca? Tyan, 470 cKOpo. 35Bu ¥acTo xXoquTe B aMepMKaHcKoe TOCOmLCTBO? A xammuii nen xomy B amepuKaHcKoe nOcomCTEO. Bu Yacro eaquTe B awepHKaHcKoe nocomEcTBO? Al xaxmuii meHb Cony B aMepMKAHCKOe NOCOMECTBO. Me ¥acTo MpHXOAHTCA e3MHTb B NOCOBCTEO. Mie YacTO HaqO e9RHTS B TOCOMBCTEO. A xasudi zeus eoay 8 aqepunancnoe nocomeTBO. Ox eomer Bar eomre Mr eomne Orn eoaat A pag B meu» eamy B awepuKaHcKoe nocoABCTRO. pas B Henemm pas B mecan pas B roa le Korma Bx cosupaetecs moexarb B MocKBy? A noeay B MocKBy vepes Henem, wepes Mecan wepes rom Yepes Henem a moezy 5 MocKsy. ona noenyr ou noener BH ToezeTe aor noenem 36o> Cr Pasrosop Kax aevur Bpema, Yae unxb, A ar0? Mie cxopo nano exars B Com, Bac nasnavamr B Mocksy? Her, » Jemmurpaa. * * # Teneps oxraéps # ewe pao exars B CCCP. A pac Kyna wasHavawr? Bue we skan, HO mywan uTo 5 Jlenmurpan. A Bac? Meu nepenonat B Hew Hopk. Tpexpacio. * 8 * Korga ox esavt 5 Bepxosmait Coser? Tozasyepas Ox, Kaxerca, pansue He esaHn Tyna? He eanua, a teneps npsxoaurcr. * * * 37