english for tibetan speakers book 2

8/9/2019 English for Tibetan Speakers Book 2

http://slidepdf.com/reader/full/english-for-tibetan-speakers-book-2 1/306

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English for Tibetan SpeakersBook Two

.LA/- {.- =- :)$- 0:A- |R (.J2 - $* A?- 0,)

l R3- 0- 0 R, #- < R=∙1J-,,

Karl A. PeetAuthor

; A$- 2+<- 2, [- o = - 5 K- < A%-,

Klurgyal TserangTibetan Translator

.LA/- ; A$- l R3-1 A$- 0, Z%-/∙1J-,,

Shauna B. Peet & Kevin StuartEnglish Editors

< A- 3 R- 2, 2 N - >A?- 5 K- < A%-, Tashi Tserang

Illustrator



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Contents .!<- ($

Unit One: Back to School # J- 5/- .%- 0 R, a R2-9<- = R$- 0, <6>

* Past Tense: Irregular Verbs . ?-:.?-2-=?-$ 9 $?-: I< - L - 5 B$ <8> Unit Two: What Do You Want to Be? # J- 5/- $* A?-0, HJ.- <%- & A- 8 A$- L J.- /-:. R., <11>

* Comparison of Adverbs L-2: A-i3-0- ! R /-0: A-5 B$-$ A-2 # <-2, <13>

Unit Three: What Were You Doing Yesterday? # J- 5 / - $?3- 0, # - ? % - H J.- G A?- & A- 8 A$- 212? -

0- ; A/, <15>

* Past Continuous Tense (I) :.?-0: A- . ?-G A-L J .-28 A/-0, <17>

Unit Four: The Track Meet # J- 5/- 28 A- 2, =?- l=- 0: A-o$?- l=- :P/- 2#<, <19>

* Past Continuous Tense (II) :.?-0: A- . ?-G A-.-v-2, <22>

Unit Five: Going to the Monastery # J- 5 / - s - 2,

.$R/- 0<- :P R- 2, <25>

* Object Clause (I) L- ; =- ! R /-0: A- 2 -5 B$ <27>

Unit Six: Giving Compliments # J- 5/-S$- 0, 2! R.- 2}$?- L J.- 0, <29>

* So...that... ( S$?)0?, <31>

Unit Seven: Following Instructions # J- 5 / - 2./- 0, $?%?- v<-12- 0, <33>

* Infinitive Phrases (I) i3-0-% J ?-3 J .-G A- L - 5 B$ <35>

Unit Eight: Have You Seen My Dog? # J- 5/- 2o.- 0,

H J.- G A?- 2.$- $ A- H A- A J- 3, R%-,

<37>

* Present Perfect Tense (I) L?-9 A/-.-v-2, <39>

Unit Nine: Catching the Bus # J- 5 / - .$- 2, _ % ? - : #R<- =- :.$ - 0 < - : PR- 2, <42>

* Object Clause (II) L- ; =- ! R /-0: A- 2 -5 B$ <44>

Unit Ten: I Didn’t Know Who to Tell # J- 5/- 2&- 2, %?-?- =- 2>.-o- 3 A- > J?, <47>

* Infinitive (II) i3-0-% J ?-3 J .-G A- L - 5 B$ <49>

Unit Eleven: At the Art Museum # J- 5/- 2&- $& A$- 0, +- l=- 2>3?-! R/- #%-., <52>

* Present Perfect Tense (II) L?-9 A/ - . - v - 2, <54>

Unit Twelve: Production and Trade # J- 5 / - 2&- $* A?- 0, ,R/-* J.- .%- 5S%- =?, <57>

* Passive Voice (I): Present Tense L-5 B$-$8/-.2%-&/-=?- . ?-.-v-2, <58>



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Unit Thirteen: Where Can I Find Something to Eat? %?- ?- (- $%- /?- 9- 3- 29:-,2, <62>

* Infinitive (III) i3-0-% J ?-3 J .-G A- L - 5 B$ <65>

Unit Fourteen: How Many Stars Are in the Sky? # J- 5 / - 2&- 28 A- 2, /3- 3#:-<- {<- 3- $- 5 S. - ; R.- .3, <68>

* Present Perfect Tense (III) L ? - 9 A/-.-v-2,

<70>

Unit Fifteen: Inventions and Discoveries # J- 5/- 2& R- s- 0, $ ? < - $ +R.- .%-f J.- 0, <73>

* Passive Voice (II): Past Tense L-5 B$-$8/-.2%-&/-=?- . ?-:.?-0, <75>

Unit Sixteen: Is There Life Out There? # J- 5 / - 2&-S$- 0, ?: A- $ R- =: A- K A- < R=-.- Y R$ - ( $ ? - ; R.- .3, <78>

* Object Clause (III) L- ; =- ! R /-0: A- 2 -5 B$ <80>

Unit Seventeen: I Didn’t Know If You Had Heard the News #J-5/-2&-2./-0,%?-H J. -G A?-$/?-5= - :. A-$ R-; R. -3J. -3A-> J?, <82>

* Past Perfect Tense (I) :.?-2: A- . ? - G A-.-v-2, <84>

Unit Eighteen: The Lost Herd # J- 5/- 2& R- 2o.- 0, 2R<- ? R%- 2:A-K$?-H, <86>

* Future-in-the-Past Tense (I) :.?-0: A- . ?-G A- 3 - : R %?-0, <88>

Unit Nineteen: The Floods Must Be Stopped! # J- 5 / - 2&- .$- 2, (- = R$- :$ R$- .$R?, <90>

* Passive Voice (III) L-5 B$-$8/-.2%-&/, <92>

Unit Twenty: I Knew That You Could Do It! #J- 5/- * A->- 2,

HJ. - GA?- . J- 212-/?- 2- %?- > J?- ; R., <94>

* Future-in-the-Past Tense (II) :.?-2: A- . ?-G A- 3 - : R %?-0, <96>

Unit Twenty-One: A Letter from Lhasa # J- 5/- * J<- $& A$- 0, z- ?- /?- 2{<- ; R%- 2:A- :U A/- ; A$- & A$ <98>

* Review of Past Tenses . ?-:.?-0: A-2 *<- . R %-, <101>

Unit Twenty-Two: American and British English # J- 5/- *J< - $ *A?- 0, A-<:A- .L A/- {.- .%- .L A/ - ) A:A- .L A/- {., <103>

* Direct and Indirect Speech (I): Present Tense ,.-S%?-5 B$-.%-2 o .-S%?-5 B$-=?- . ?-.-v-2: A-

i3-0, <105>

Unit Twenty-Three: Guess Who Are Coming to Dinner # J- 5 / - *J<-$?3-0, .R-/2-?-5 S-.$ R%-) -:,% - 2 < - ; R%-o<- 5 S. - . 0 $ - L R?, <108>



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*Present Continuous Tense: Future Use L J .-28 A/-0: A-.-v-2-=?-3-: R %?-0- ! R /-0: A- i 3 - 0, <110> Unit Twenty-Four: Did She Leave a Telephone Number? #J- 5/- * J<- 28A- 2, #R- 3 R?- #- 0<- A%- P%?- 8 A$-

28$- ; R. - . 3, <113>

* Direct and Indirect Speech (II): Past Tense ,. - S%?- 5 B$-. %2 o . -S%?-5 B$-=?- . ?-:. ?-0: A- i3- 0, <116>

Unit Twenty-Five: A Healthy Diet # J- 5/- *J<- s- 2, 2.J- ,%- =- 1/- 0: A- 2 9 : - 2+%-, <119>

* Attributive Clause (I) ; R /-+/-2e R .-0: A- 2 -5 B$ <121>

Unit Twenty-Six: School Life # J- 5 / - * J<-S$- 0, aR2-9:A- :5 S- 2, <124>

* Present Continuous Tense: Present and Future Use L J . - 2 8 A/ - . - v - 2 - = ? - , A< - 2 + % - . - v - 2 - . % - . ? - 3 - : R %? -0- ! R /-0: A- . - v - 2, <126>

Unit Twenty-Seven: Development # J- 5 / - * J<- 2./- 0, :1 J=- o?, <128>

* Passive Voice: Future Tense L-5 B$-$8/-.2%-&/-=?- . ?-3-: R %?-0, <130>

Unit Twenty-Eight: A New Primary School #- 5 / - * < - 2 o . - 0, $?<- .- 24$?- 0: - a 2- (% - 8 $

<133>

* Attributive Clause (II) ; R /-+/-2e R .-0: A- 2 -5 B$ <135>

Unit Twenty-Nine: Interview with the Local Paper # J- 5 / - *J<-.$-2, ? - $ / ? - $ ? < - :I< - # % -$ A-3 A-$-.%-3)=-:U.-$/%-2 , <137>

* Direct and Indirect Speech (III) ,.-S%?-5 B$ - . % - 2 o .-S%?-5 B$ <139>

Unit Thirty: The Night Sky # J- 5/-?3- 2&- 2, 3 5 / - 3R:C- 3 # : - . L A%?, <142>

* Present Continuous Tense: Passive Voice L J .-28 A/-0: A-.-v-2-=?-L-5 B$-$8/-.2%-&/, <144> Unit Thirty-One: A Field Trip # J- 5/- ? R- $& A$- 0, .% R?-. R%- , J%?- >A$ <146>

* Direct and Indirect Speech (IV) ,.-S%?-5 B$-.%-2 o .-S%?-5 B$ <148>

Unit Thirty-Two: Traditional Music # J- 5 / - ? R- $* A?- 0, Y R=-o/- < R=- 3 R, <150>

* Present Perfect Tense: Passive Voice L?-9 A/-0: A-.-v-2-=?-L-5 B$-$8/-.2%-&/, <152> Unit Thirty-Three: Good Deeds # J- 5 / - ? R- $?3- 0, .R/- 29%-, <155>

* Attributive Clause (III): “whose” ; R /-+/-2e R .-0: A- 2 -5 B$ “whose” <157>

Unit Thirty-Four: A Letter to Lhasa # J- 5/- ? R- 28 A- 2, z- ?<- 2{<- 2:A- ; A- $ J <160>



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* Infinitive-as-Subject (I) L J .-0 R - ! R / - 0 : A-i3-0-% J ?-3 J .-G A- L - 5 B$ <162> Unit Thirty-Five: At the Construction Site # J- 5 / - ? R- s- 2, 29R- 20/- =?- $/?-?, <164>

* Modal Verbs (I): “must / mustn’t” i3-: I<- ! R /-0: A- L - 5 B$ “must / mustn’t” <166>

Unit Thirty-Six: A Happy Childhood # J- 5 / - ? R-S$- 0, 3 R-* A. - w / - 0 : A- L A?-.?, <168>

* Attributive Clause (IV): “Where / When” ; R /-+/-2e R .-0: A- 2 -5 B$

“where / when” <170>

Unit Thirty-Seven: Women’s Equality # J- 5/- ? R- 2./- 0, 2.- 3 J.- G A- :S- 3*3- , R2- ,%-, <172>

* Infinitive-as-Subject (II) L J .-0 R - ! R /-0: A- i 3 - 0 - % J ?-3 J .-G A-5 B$ <174>

Unit Thirty-Eight: Stereotypes # J- 5/- ? R- 2o.- 0, 2?3-5=, <176>

* Modal Verbs (II): “My / Might / Can / Could” i3-: I<- ! R /-0: A-L-5 B$ “may / might / can / could”

<178>

Unit Thirty-Nine: In the Computer Lab # J- 5 / - ? R- .$- 2, l A?- :# R< - # % -., <180>

* Attributive Clause (V): Restrictive and Non-Restrictive ; R /-+/-2e R .-0: A- 2 -5 B$-=?-$8/-.2%-

&/-.%-<%-.2%-&/, <182>

Unit Forty: I Can’t Believe You’re Here! # J- 5/- 28 A- 2&- 2, %?- HJ.- <%- :. A- / - ; R.- 0- 3- :. R., <185>

*Modal Verbs (III):‘can’t / couldn’t / won’t / wouldn’t’ i3-: I<- ! R /-0: A- L - 5 B$“can’t /

couldn’t / won’t / wouldn’t” <187>

Text Translations 2+<- ; A$ <190>

Appendix I: IPA English Vowels 9<- 2!R.,1: o= -,A:A-1- g$?- G A? - 3 5 S/- 0:A- . L A/- ; A$- $ A- . L%?- G A-1, <267>

Appendix II: IPA English Consonants 9< - 2 ! .,2: o=- ,:- 1- g $ ? - G ? - 3 5 / - 0 : - . L / - ; $ - $ - $ ? = -

L J.- G A-1, <268>

Appendix III: Glossary 9<- 2!R.,3: ,- ~.KR$?- 21 A$?, <270>

Appendix IV: Proper Names 9<- 2! R.,4: (J.- . R/- I A- 3 A%-, <296>

Appendix V: Irregular Verbs 9<- 2!R.,5: $9$?- :I<- L- 5 B$ <303>

References .J.- $8 A: A- ; A$- < A$?, <305> Translator's Note 2+<- 0- 0 R: C- $+3, <306>



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Unit One: Back to School

# J- 5/- .%- 0 R, aR2-9<- = R$- 0, I Dialogue #- 2h, YANGZOM: Hi, Tashi! It’s great to see you again. How was your summer holiday?

TASHI: Hello, Yangzom! I’m glad to see you, too. My summer holiday was a lot of fun. I went with my family to the mountains for three weeks.YANGZOM: Three weeks! That’s a long time. What did you do during the day?TASHI: In the daytime, we rode horses and swam in a beautiful lake. The sun shone so

brightly on the mountain valleys, and the summer rain rarely fell. It was awonderful holiday!

YANGZOM: That sounds like a lot of fun, although I would rather take a walk in the forestthan ride a horse. I also prefer boating to swimming, if I have the choice. Butwhat else did you do?

TASHI: In the evening, we built a big fire and cooked our dinner over it. We atedelicious food and drank fresh, clear water. After dinner, we sang songs

together and then slept happily under the stars. I was very sad when we left themountains--I think camping is much more exciting than school!YANGZOM: You’d better not tell that to Mr. Sutton.TASHI: Who’s Mr. Sutton?YANGZOM: He’s one of our new foreign teachers. He’s standing right behind you!TASHI: Oh, hello, Mr. Sutton. It’s nice to meet you.MR . SUTTON: Hello, Tashi. I hope you will enjoy our class this year.TASHI: I’m sure I will, Mr. Sutton. I find English more interesting than any other

subject!

II Sentence Patterns 5B$- $ A-P2-!%?,

Practice these sentence patterns after reading the dialogue. $ R%-$ A-#-2h-. J-2[$?-e J?-5 B$-$ A-

P2-!% ? - : .A- . $ - = -. R%- 2- L R?,

Which do you think is moreinteresting--music or art?

I think art is more interesting than music.

Do you find science easier than math? No, I find math easier than science. Would you rather eat mutton or beef? I’d rather eat beef than mutton .Which do you prefer --basketball or football?

I prefer football to basketball.

Do you agree (with me)? Yes, I agree (with you). No, I disagree (with you).



III Text: English and Tibetan Namesa R2- 5/, .L A/- ) A- 2- .%- 2 R.- 3 A: A-<?- 3 A%-,

Good morning, class. My name is Mr. Sutton. I’ll be one of your English teachers thisterm. Do you have any questions for me?”

“Yes, Mr. Sutton, I have a question. What does ‘Sutton’ mean?”“Thanks for your question, Lhamo. ‘Sutton’ is my last name, or family name, the same

name that my father and grandfather used. ‘Sutton’ doesn’t have any special meaning that Iknow, and this is true of many English family names. My first name, or given name, is‘Jack,’ and my middle name is ‘Lee.’ These are the names that my parents gave me when Iwas born.”

“Do all Westerners have three names?”“Good question, Tashi. Most Westerners have three names, but we usually use only two in

informal situations. I usually go by ‘Jack Sutton’ or ‘Mr. Sutton,’ and my close friends callme ‘Jack.’ And now I have a question for you, Dawa--how are Tibetan names different fromEnglish names?”

“Most Tibetans have only one name made up of three or four syllables, for example,Drolma Gyi or Tashi Dondrup. Tibetans do not usually use family names. And some

Tibetan names are used for both boys and girls. For instance, Tserang Gyal is a boy’s nameand Tserang Tso is a girl’s name. Is this also true for English names?”

“Yes, it is. English names include many nicknamesthat are used for both boys and girls. For instance,‘Patrick’ is a boy’s name and ‘Patricia’ is a girl’sname, but both are called ‘Pat’ for short.”

“That’s very interesting, Mr. Sutton. Could you giveus English names?”

“Of course I can, Yangzom--I’ll call you ‘Patsy’!”

IV Common Expressions o/- 2!R=- 5 B$ that sounds like (fun) . J- * A .-0<- $ %-, to take a walk :(3-:(3-=-:P R -2,

you’d better... H R .(G A ?)- - - - - - / - = J$?-( .$:),

close friend >$-0 R, P R $?-29%-0 R,

to go by (Jack) || Jack 8 J ?-:2 R .-0: A-. R /,

to be called (Bill) for short 2 # ?-3 A % - = - - - - -(Bill) 9 J<,

family name < ?,

given name 2+$?-3 A %-,

to be made up of - - -=?- P 2, ●7●



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V Grammar Points 2h-3 R.- .!:- $/.,

* Past Tense: Irregular Verbs . ?-:.?-0-=?- $ 9 $?-: I< - L - 5 B$

Present Form . ?-.-v-2: A-i3-0, Past Form . ?-:.?-0: A- i 3 - 0,

give gave

ring rangsleep slept

come came

Can you find other past tense irregular verbs in the dialogue and text above? H J .-G A ?-a R 2-5/ -.%-#-2h-=?- . ?-:.?-0- ! R /-0: A-$ 9 $?-: I< - L - 5 B$-$8/-24=- , 2-23,

* Comparison of Adjectives o/-5 B$-$ A-2 # <-2,

Positive

, R$ - 3 :A- < 3 - 0,

Comparative

2#<- 2:A- < A3- 0,

Superlative

5.- 3, R:C- < A3- 0, strong stronger strongestShort Forms

o/- 5 B$-,%-%:A- i3- 0, easy easier easiest

interesting more interesting most interestingLong Forms

o/- 5B$-< A%- 2 R: C- i 3 - 0, comfortable less comfortable least comfortable

good better bestIrregular Forms

$9$ ? - :I<- &/- I A- i 3 - 0, bad worse worst

These example sentences use comparison of adjectives: :. A<-o/-5 B$-$ A-2 # <-2-=- .<-2: A -.0 J-2e R .-I A-5 B$-:$:-; R .-. J,

• Positive: I find chemistry as easy as math. These noodles are as good as the mutton.

• Comparative: My English is worse than it was before the summer holiday. I think physics is more interesting than history.

• Superlative: This is the least comfortable bed of all. She is the strongest student in our class.



VI Activities . R%- 2h<, 1. Look at these pairs of words and tell your partner which one you would rather be. Give

reasons for your choices. (-&/-I A-3 A %-:. A- .$- =- 2v?- + J- H R .- G A-< R $?- 0<- H R .- <%- . J-$* A ?-=?-$%-8 A$ - ; A/- /- .$:- 2- 2>.- 0- .%- . J: A- o - 35/- > R .,

Example: I’d rather be the moon than a star, because a star is too hot.

a) fire--water

b) a chicken--an eggc) a hammer--a naild) a city--a villagee) a tiger--a birdf) a forest--a river g) grass--flowers

2. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A- /%-$ A-,-~.-i3?-2! R =-/?-5 B$- P 2-29 R ?,

Example: I think swimming is more fun than watching TV. I disagree. I think swimming is the least fun of all.

swimming interesting cooking.

Chinese is more diff cult i than writing. reading is less fun as watching TV. playing cards is as popular math.

I think

... ... ...

swimming interesting I agree. reading is the least popular

Chinese fun playing cards difficult I disagree.

I think

... is the most

...

of all.

3. Sing this song. \ -:. A-= R %?,

“I’d rather be...”

I’d rather be a sparrow than a snail,Yes I would, if I only could,

I surely would.I’d rather be a hammer than a nail,

Yes I would, if I only could,I surely would.

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VII Exercises .%- $8 A,

1. Change these present tense verbs to past tense. . ?-.-v-2- ! R /-0: A- L - 5 B$-:. A-.$-:.?-0: A-i3-0< -2 +<-.$ R ?, a) go b) eat

c) ringd) fall

e) sleepf) do

g) ride

2. Change these past tense verbs to present tense. . ?-:.?-0- ! R /-0: A- L - 5 B$-:. A-.$-.-v-2: A-i3-0< -2 +<-.$ R ?, a) built b) swan

c) sangd) gave

e) layf) shone

g) drank

3. Answer these questions about the text. a R 2-5/-{ R <-I A-S A-2-:. A-.$-=-=/-, R 2?, a) How many names do most Westerners have? b) What different names does Mr. Sutton have?

c) Do Tibetans usually use family names?d) Are some Tibetan names used by both boys and girls?e) What name is Patrick called for short?

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Unit Two: What Do You Want to Be?

# J- 5/- $*A?- 0, HJ.- <%- & A- 8 A$- LJ.- /- :. R.,

I Dialogue #- 2h,

(before class on Tuesday morning )MS. LYONS: Good morning Lhamo, you’re in the classroom a bit early today!LHAMO: Hi, Ms. Lyons. It’s nice to see you. I often come to class earlier than my

classmates so I can review my lessons before class begins.MS. LYONS: Aren’t you preparing your lessons a bit late?LHAMO: Oh, no. I prepared all my lessons yesterday afternoon. But now I’m looking

over them again so I can learn the material better.MS. LYONS: Well, that’s very impressive! You work harder than any other student in the

class! What do you want to do when you finish school?LHAMO: Some days I think I’d like to be a doctor, but other days I think I’d rather be an

artist. I find art more interesting than science, though I prefer math to music.

But my dream is to be a businesswoman. There are so many things to be, it’sdifficult for me to decide!MS. LYONS: You’re a very clever student and you have many talents. If you keep working

hard, you can be anything you want to be!


Did you sleep late last Saturday?Did Tashi sleep later than you?Who slept the latest of all?

Yes, I slept late last Saturday.Yes, Tashi slept later than I.Dawa slept the latest of all.

Did Lhamo runquickly

in the race?Did Yangzom run more quickly han Lhamo?tWho ran the most slowly of all?

No, she ran slowly

in the race. No, she ran more slowly than Lhamo.Helen ran the most slowly of all.

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III Text: The Tortoise and the Hare

a R2- 5/, <?-&= - .%- < A- 2 R%-,

Once upon a time, a proud hare and a modest tortoise lived together in the forest. Thehare made fun of the tortoise because he walked so slowly, while the hare ran faster than the wind. The tortoise grew tired of the

hare’s boasting, so one day he challenged the hare to arace.

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“Ha!” said the hare. “This is a joke! You know that noanimal in the forest can run as fast as I. I will beat youeasily.”

“Very well,” said the tortoise, “we will see who runsfaster during the race.”

All the animals in the forest came to the starting line.They watched as the hare ran quickly into the trees, whilethe tortoise walked slowly along the path. It seemed certain that the hare would reach thefinish line sooner than the tortoise.

The hare ran so fast that he became tired. He decided to stop and wait for the tortoise tocatch up. He lay down in the soft grass and soon he felt sleepy. “I’ll take a short nap,” hesaid, “and then I’ll finish the race. I will still win it easily.”

While the hare slept, the tortoise moved along steadily. At last, he passed the hare andreached the finish line. Finally, the hare woke up and started to run again, but he started toolate to catch up to the tortoise. As the tortoise crossed the finish line, all of the other animalsapplauded. The hare was too embarrassed to show his face, so he crept quietly into theforest.

LESSON: Slow and steady wins the race.

IV Common Expressions o/- 2!R=- 5 B$

once upon a time $/:-}-3 R -8 A$-=, } R /-(.,

to look over 8 A 2-$> J<-L J .-0, 8 A 2-v-L J .-0,

to make fun of $.-3 R -a R %-2,

to get / grow tired of ,%-(.-0, ? /- $ %- * J ?-2, very well @-&%-29%-2,

to catch up to e J ? - 9 A/-0<-L J .-0, e J ?-2~ J$-0,

to show (sb’s) face <%-$ 9 $?- 3% R /-0, to walk / move along . J .-. J-:P R -2, 2 o .-. J-:P R -2,

at last 3 ) $-3,<, 3,:-3 ) $



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V Grammar Points 2h-3 R.- .!:- $/., *Comparison of Adverbs L - 2 :A- i 3 - 0 -! R/- 0: A- 5 B$- $ A- 2#<- 2,

Positive

, R $-3: A-< A3-0, Comparative

2 # <-2: A-< A3-0, Superlative

5.-3, R : C-< A3-0,

strong stronger strongestRegular Forms 5B$- U.- &/- I A- i 3 - 0, fast faster fastest

well better best

badly worse worstIrregular Forms $9$ ? - :I< - & / - I - i 3 - 0,

far farther farthest

easily more easily most easilyLong Forms <A%- 2- &/- I A- i 3 - 0, slowly more slowly most slowly

VI Activities . R%- 2h<,

1. Ask and answer these questions about the text with your partner. H J

.-G A

-P R

$?-0 R

-.%-3*3- . -

a R 2-5/-{ R <-I A-S A-2-:. A-.$-:S A-2-.%-=/-, R 2?,

a) Who can run faster than any animal in the forest?

b) Which animal moves the most slowly?

c) Who started the race more quickly?

d) Did the hare reach the finish line sooner than the tortoise?

e) What does the lesson at the end of the story mean? Do you agree or disagree?

2. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A- /%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

Example: Dawa runs as fast as the wind.

Lhamo smiles better than a fish. Andrew swims as brightly as the sun. Dawa draws more easily than anyone. Helen laughs the most happily of an artist. ... ... ... ...



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3. Correct the mistakes in these sentences. $>3-I A-5 B$-:. A-.$-=?-/ R <-2-i3?-;%-.$-0<-U A ?, Example: Last summer we go to the mountains for three weeks. → Last summer we went to

the mountains for three weeks.

a) My parents give me my given name when I was born. b) Tashi’s family drinked fresh water on their holiday.c) Mr. Sutton’s close friends calls him ‘Jack.’

d) We swum everyday in a beautiful river.e) My family name is the same name my grandfather use.

VII Exercises .%- $8 A, 1. Fill in the blanks with the correct adverb comparison. ;%-.$-0: A-L-2: A-i3-0- ! R /-0: A-5 B$-$ A-

2 # <-2-2! R =-+ J- ! R %-(-{ R %?, Example: Lhamo studies harder than anyone in our class. (hard)

a) The hare runs the ____________ of all the animals in the forest. (fast) b) I didn’t do as __________ as Tashi did on the last English exam. (well)

c) The river flows ________________ in winter than in summer. (slow)d) Yangzom works the _______________ of all the students in our class. (steady)e) I wake up ____________ on Sunday than I wake up on Monday. (late)

2. Mark these sentences true (‘T’) or false (‘F’). If a sentence is false, change the sentence

to make it true. 5 B$ - : . A- i 3 ? - = - : P A$ - / - “T” . % - / R <- /“F” ; A- g $ ? - : $ R . - . $ R ? - 2 - . % - , / R < - 2 - i 3 ? -

=-.$-2& R ?-L J .-.$ R ?, Example: I sleep later on Monday than I do on Saturday. → I sleep later on Saturday than I

do on Monday.

a) A pig can run faster than a deer. T F b) Cars move more slowly than airplanes. T Fc) It snows harder in summer than in winter. T Fd) The wind blows more steadily inside than outside. T Fe) I can speak English better than I can write English. T F

3. Answer these questions about the dialogue. #-2h: A-{ R <-I A-S A-2-:. A-.$-=-=/-:. J 2?-.$ R ?, a) Do Lhamo’s classmates come to the classroom earlier than she? b) Why does Lhamo look over her lessons again before class?c) Does Ms. Lyons think that Dawa works harder than Lhamo?

d) Does Lhamo find art more interesting than science?e) Does Lhamo prefer music to math?



Unit Three: What Were You Doing Yesterday?

#J- 5/- $?3- 0, #- ?%- HJ.- G A?- & A- 8 A$-212?- 0- ;A/,

I Dialogue #- 2h,

TASHI: Hi, Yangzom. I didn’t see you in English class yesterday. What were youdoing during class?YANGZOM: Oh, I was going to the hospital when class began.TASHI: The hospital? Were you ill?YANGZOM: No, I was visiting my uncle in the hospital. He was having an operation

yesterday afternoon.TASHI: Oh dear! Was it serious?YANGZOM: No, it wasn’t too serious. It was a very common operation. My parents and I

were keeping him company while he was waiting to have his operation.TASHI: Well, I hope your uncle gets well soon!YANGZOM: Thanks a lot. I’ll send him your regards. Tashi, were you worrying about me

during class?TASHI: I was worrying about you just a little bit. I’m glad everything is OK now.YANGZOM: You’re a good friend, Tashi. Thanks for thinking of me!


What were you doing after class? I was sleeping .We were reviewing our lessons.

What was I doing Tuesday evening? You were making dinner. What was he doing on Sunday? He was hanging laundry. What were they doing last night? They were counting money.

●15●



III Text: The Bank Robbery aR2- 5/, .%=- #%- =- :UR$ - 2 &R3 - L ? - 0,

Last night, someone robbed the ABC Bank at the corner of Main Street and FirstAvenue. Today, the police are trying to figure out who robbed the bank. Can youhelp them catch the thief?

Mr. Jones is the president of the bank. He was working in the bank last night. He was

moving money from one safe to another safe when the lights went out. He was the only person with the key to the safe.

Ms. Brown works at the conveniencestore next to the bank. She was countingmoney last night when she heard a loudnoise in the bank. When she left her store,someone was running out of the front door of the bank with a large bag. Ms. Browncalled the police to tell them what she sawand heard.

Mr. Smith is a clerk in the bank. He

was also working late last night in hisoffice. When the lights went out, he

stopped working. He was looking for a candle when he heard a noise behind him. Hedoesn’t remember what happened after that.

When the police arrived, Mr. Jones was helping Mr. Smith put a bandage on his head.Mr. Jones said that he was running to Mr. Smith’s office when he heard the thief hit Mr.Smith on the head. He also said he was trying to call the police when the thief ran out of the back door of the bank with a bag of money.

Today, 250,000 dollars are missing from the bank. Do you know who wasn’t telling thetruth? Who do you think the bank robber is?

IV Common Expressions o/- 2!R=- 5 B$What happened? & A-8 A$- L %-? R %-%3,

Oh dear! A-#-#, A-3-3,

to get well ) J-= J$?- ? -:P R -2,

to keep (sb) company : . $-< R $?-L J .-0,

to send (sb) regards :53?-8 -L J .-0,

to worry about ? J3?-# <-L J .-0,

to figure out % R ?-:6 B/-0, l.-$& R .-L J .-0,

convenience store 5 S %-#%- ( %-2, to tell the truth S%-2 R <- 5-2,

●16●




* Past Continuous Tense (I) :.?-0: A- . ?-G A-L J .-28 A/-0,

Subject + L J.- 0 R + ‘was / were’ + Verb-‘ing’ (+ Complement)

L- 5 B$ - ‘ing’(+$?2- 5B$)

I was reading a book.

He wasn't washing his clothes.They were watching a movie.

VI Activities . R%- 2h<, 1. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A

-/%-$ A-,-~.-.$-2! R =-/?-5 B$- P 2-29 R ?,

I last night? was you on Saturday afternoon? s / he at noon yesterday? we the day before yesterday?

What were

they

doing

on Monday evening?

doing doing doing doing doing

I watching TV. You playing football.

She / He cooking supper.

We riding a bicycle.

They

...

2. Finish this dialogue and read it with your partner. #-2h-:. A-(-5%- . -2+%- ! J-< R $?-0-.%-3*3 - . -[ R $?,

TSOMO: What ________ you doing ______ 10 o’clock this morning?TASHI: I ______ _____________ (review) my English lessons.TSOMO: _______ (do) you see Lhamo _______ that time?TASHI: Yes, I _______ (see) her.TSOMO: What _______ she ___________ (do) then?TASHI: Lhamo _______ ___________ (study) history.

TSOMO: What ______ you __________ (read) when class ________(begin)?TASHI: I wasn’t ____________. I ________ drawing a picture.TSOMO: May I ________ (see) it?TASHI: _____ course! It’s right here.TSOMO: Oh, it’s lovely! Will you _________ (draw) another for me?TASHI: Of _________ I will!

●17●



●18●

3. Ask and answer these questions about the dialogue. #-2h: A-{ R <-I A-S A-2-:. A-.$-a R 2-P R $?-1/ - 5 /-=-:S A-2-.%-S A ?-=/-:. J 2?-.$ R ?,

a) Was Yangzom in English class yesterday?

b) What was Yangzom doing when class began?

c) What was Yangzom’s uncle doing in the hospital?

d) What were Yangzom and her parents doing while her uncle was waiting?

e) Was Tashi thinking about Yangzom during class? He wasn’t worrying about her, was

he?

VII Exercises .%- $8 A, 1. Fill in the blanks with the past tense or the past continuous tense. $>3-I A- ! R %-(: A-

/%- . -:.?-5 B$-$3-:.?-0: A- . ?-G A-L J .-28 A/-0: A-5 B$-{ R %?,

a) What _______ you __________ (do) yesterday afternoon?

b) When the bell ______ (ring), Tashi _______ ____________ (finish) his lesson.

c) Last Monday night, we ________ _____________ (watch) a movie.

d) When Ms. Lyons _________ (come) into the classroom, Lhamo ______

____________ _________ (look over) her lessons.

e) I ________ ______________ (sleep) at eleven o’clock last night.

2. Answer these questions about the text.a R 2-5/-{ R <-I A-S A-2-:. A-.$-=-=/-:. J 2?-.$ R ?,

a) What happened last night? What are the police doing today? b) What was Mr. Jones doing when the lights went out?c) What was Ms. Brown doing when she heard a loud noise in the bank?d) What was Mr. Smith doing when he heard a noise behind him?e) Who do you think the bank robber is? Why do you think so?

3. Change these sentences from past continuous tense to past tense. :.?-0: A- . ?-G A- L J .-28 A/-0: A-5 B$-$ A-i3-0-:. A-.$- . ?-:.?-0: A-i3-0<-2 +<-.$ R ?,

Example: I was swimming in the river on Sunday.→

I swam in the river on Sunday.a) Lhamo was eating lunch with Tashi on Tuesday. b) Dawa was studying English last night.c) Ms. Lyons was going to the market to buy fruit and vegetables.d) Mr. Sutton was preparing his lessons on Monday afternoon.e) Yangzom was riding her bicycle to school yesterday morning.



Unit Four: The Track Meet

# J- 5 / - 28A- 2, =?- l=- 0: A-o$?- l=- :P/- 2#<,

I Dialogue #- 2h,

DAWA: Good morning, Tashi. Didn’t I see you at the track meet on Saturday?TASHI: Yes, I think you did. I was competing for our class. And I think I saw you wavingin the crowd.

DAWA: Yes, I was waving to you. Weren’t you running the 400-meter relay race?TASHI: No, I was running the 1600-meter relay race.DAWA: Now I remember. When I saw you, you were running faster than all of the other

runners. But wasn’t Ryan catching up with you?TASHI: Yes, he was. Ryan was feeling stronger than I was that day. At the end of the race,

his team was the winner!DAWA: Yes, I was thinking that his team was the strongest. But weren’t you also throwing

the discus that day? And didn’t you throw the discus farther than anyone?

TASHI: Yes, I did. But Andrew was throwing the discus very well that day, so I was afraidI would lose.DAWA: That sounds like a lot of work--weren’t you feeling tired at the end of the track

meet?TASHI: Yes, I was feeling exhausted!


Were you playing football? Yes, I was (playing football). No, I wasn’t (playing football).

Weren’t you jumping rope? Yes, I was (jumping rope).

No, I wasn’t

(jumping rope). Was I running faster than he? Yes, you were. Wasn’t she running the fastest? No, she wasn’t .

●19●




track meet o $?-l=-:P/-2 # <,

relay race o $-3 , .-2%-l=-:P/-2 # <,

to catch up with e J ?-2~ J$-0,

to be afraid 0$-0,

8 J .-0,

lunar month = $?-f A %-$ A- ^ - 2,

to pitch a tent 4- $<- 1 2-0,

to take part in 8 $ ? - 0, to try (sb’s) best <%- / ?-& A-t R $?,

neck and neck . 0 %-2-3*3-$> A 2-G A-2 * R .-0,

as (quickly) as before }<-28 A/(3I R $?-0)

(stronger) than ever }<-=?( ! R 2?-( J-2)

●21●



●22●


* Past Continuous Tense (II) :.?-0: A- . ?-G A-L J .-28 A/-0, ‘Was / Were’ + Subject + L J.- 0 R + Present Participle

(+ Complement)

.- v- 2:A- 3 A%- n%-(+$?2- 5B$)

Were you sleeping during class?

Weren't you dancing on the grassland?

• The past continuous tense can also be used to express a strong opinion: :.?- 0: A- . ?-G A-L J .-28 A/-0: A-5 B$-$ A-i3-0?-.- . %-2?3- 5 =-S$-0 R - ! R /-0: A-5 B$-G%-35 S /- / ?,

o Wasn’t the music beautiful? = The music was so beautiful!

< R =-.L%?-. J-~/-0 R -3-; A/-/3, = < R =-.L%?-. J-) A-:S: A-~/-0-=:% , o Weren’t the flowers lovely? 3 J-+ R $-. J-i3?-3 A-36 K ? - ? 3,

o They were wearing the most colorful clothing! # R - 5 S ?-! /-=?-36 K ?-0: A- $ R /- 0- I R /,


1. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A-/%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

Was I running the strongest of all? Wasn t ’ you dancing faster than Tashi? Were Lhamo driving more gracefully than

ever? we swimmi gn better than I?

Weren’t Tashi and Dawa drawing too fast?

Yes, I was running as strong as Yangzom. No, you wasn’t dancing faster than Tashi. Yes, she were driving as gracefully as before.

we swimming better than you. No, they weren’t drawing too fast.



●23●

2. Ask your classmates these questions and write their answers. H J .-G A-a R 2-P R $?-5 S <-S A-2-:. A-.$

-:S A-2-.%-# R -5 S : C-2+2-0: A-=/-i3?-:V A-.$ R ?, a) Were you studying when the bell rang this morning? b) Weren’t you eating your lunch outside yesterday?c) Was your partner talking when the teacher came in?d) Were you sleeping at ten forty-five last night?

e) Wasn’t the weather beautiful yesterday?

3. Ask and answer these questions about the dialogue with your partner. H J .-G A-P R $?-0 R -.%- 3*3- . -S A-2-:. A-.$-1/- 5 /-=-:S A-2-.%-=/-:. J 2?-.$ R ?,

a) Was Tashi competing in the track meet on Saturday? b) What was Dawa doing when Tashi was running the relay race?c) Was Tashi feeling stronger than Ryan in the relay race?d) Wasn’t Andrew throwing the discus well that day?e) Did Andrew throw the discus farther than anyone?f) How was Tashi feeling at the end of the track meet?


1. Read the text and fill in the blanks. a R 2-5/-[ R $- ! J-$>3-I A- ! R %-(-i3?-{ R %-.$ R ?,

a) ______________ (watch) the dancers was my _______________ part of the festival. b) Nima’s horse ___________ ________ (catch up) to Norbu’s horse just_____________

the finish line.c) Men _______ ________ (compete) in wrestling matches, and women and men _______

______________ ________ (take part) in archery contests.d) Nomad families __________ _____________ (pitch) their tents and___________

(build) fires to _____________ (boil) mutton.e) I hope I __________ _____________ (dream)!

2. Change these sentences from present tense statements to past continuous tense questions.

, A<-2+%-.-v-2: A-5 B$-:. A-.$-:.?-0: A- . ?-G A-L J .-28 A/-0: A-:S A-5 B$- +-2 +<, Example: Birds sing in the trees. → Were birds singing in the trees?

a) Nomads pitch their tents. b) Lhamo runs quickly.c) Dancers wear colorful clothing.d) I prepare my lessons.

e) Young men race horses.



3. Find each of these words in the puzzle. The words may be written forward or backward,

horizontally, vertically, or diagonally. ; A-$ J: A- $2- 5 B$-=?-,-~.-:. A- i3?- < J-< J- 28 A/-:5 S =- .$ R ?, ,

-~.-. J-.$-3$ R - /?- 3 ) $-=-V A ?-; R .-0:3-3 ) $-/?-3$ R <-V A ?-; R .-0, % R ?-~ R 3?- ? -V A ?- ; R .-0, S%- :K%- . -

V A ?-; R .-0, ;%-/-$? J$- +-; R .-Y A ., festivalvalley

meadowarchery

wrestling performance

gracefullydelighted

V R M T I Q E P M A

C A R C H E R Y E S W

Y L L U F E C A R G R

Z L A G T E D B F G E

D E V D R O L V O T S

J Y I H W H H E R E TU G T J K D E R M A L

Y S S H R U R S A E I

R N E T R J F D N S N

J U F E E D S N C F G

P D E T H G I L E D X

●24●



Unit Five: Going to the Monastery

# J- 5/- s- 2, .$R/- 0<- :P R- 2,

I Dialogue #- 2h, DROLMA: Good morning, Norbu. It’s a beautiful day and I’m going swimming with myfriends! Would you like to come with us? NORBU: I’m afraid that I can’t join you today, Drolma. I’m going to the monastery to

light offering lamps and turn prayer wheels.DROLMA: Weren’t you going to the monastery last week at this time? I think that I saw

you from the road. NORBU: Yes, I was going to the monastery last week. My family believes that a

Buddhist should go to a temple at least once a week. My sister often comes tothe monastery with me during her summer and winter holidays.

DROLMA: I hear that Buddhist pilgrims come from many Tibetan areas to pray at themonastery in our village. It must be a very important place for Buddhists.

NORBU: Yes, it is. And the nunnery in the next village is one of the largest in the Amdoregion--my father says that more than three hundred nuns live there. And thestupa near the nunnery is a wonderful example of Buddhist architecture!

DROLMA: Do you think that becoming a monk or nun is the best way to practiceBuddhism?

NORBU: I feel that a person can be a good Buddhist without living in a monastery or nunnery. It seems to me that it is more important to be kind and to respectothers. I believe that many other religions teach similar ideas.

DROLMA: I think you’re right. Well, I’ll see you later. I’m going to practice kindness andrespect with my friends at the river!

II Sentence Patterns o/- 2!R=- 5 B$ Norbu thinks that kindness and respect are important for Buddhists. I’m afraid that I won’t be able to come to your party. Drolma believes that religion can be practiced in many ways. They feel that it is a beautiful day to swim in the river.

She says that she will invite me to dinner next week. He tells me that he is going to return to England in June.

●25●



II Text: Religions of the World

a R2- 5/, : 6 3 - \ A%- $ A- ( R?-=$?, D

rolma is interested in learning more about different world religions. Her father, Nima, tells her that there are many religions in Qinghai besides Buddhism. Many of the nearby villages are Muslim, and some of the people in their village also practice

Islam. Her mother, Tsomo, says that Islam has common roots with Christianity and Judaism. Nima also says that Buddhism and Hinduism

share many beliefs. Tsomo says that although itseems that the religions of the world are verydifferent, they are also quite similar in many ways.She says that religions should help people livetogether, but they often keep people apart.Drolma feels that people should try to understandeach others’ religions instead of fight about the

●26●

m.Drolma doesn’t have any Jewish or Hindu

friends, but she has met some Christians atLhamo’s and Tashi’s school. Drolma respectstheir faith, and she is quite proud of her own

religion. Tashi tells her that many Westerners practice religions other than Christianity, andsome do not follow any particular religion. Ms. Lyons says that Christmas is an importantday for both Christians and non-Christians, because in many Western countries it is aholiday for everyone! Drolma is excited to celebrate Christmas with her foreign friends andalso to share her own traditions with her friends of different faiths.


common roots , /-3 R %-$ A-: L %-# %?,

it seems that... . J-2v?-5 S .-G A ?----,

to keep (people) apart (3 A-i3?-.%-)I J ?-0, just like + $ - + $ - - - - - - . J-.%-:S-2, to be interested in ---=- 3 R -2- * J ?-0, to practice (Buddhism) ( ?%?-o?-G A-( R ?)*3?-= J/-L J .-0,

besides / other than 3-9., .- . %-, to believe in / to follow ..-0, e J ?- ? -:V%?-2,

instead of 52- +, 52-=,



●27●


* Object Clause (I) L- ; =- ! R / - 0 : A- 2 -5 B$

Subject + L J .-0 R + Verb + L - 5 B$ + ‘(that)’ +

Clause Subject / Predicate 2 -5 B$-$ A -$4 S -5 B$ / e R .-5 B$

I know that he is my friend.

She feels her teacher is difficult to understand.

He says that it will rain tomorrow.

‘That’ is commonly used in written English, but it is often omitted in spoken English. , A< -2+%- . ‘that’/ A-; A$-{.-=-:V A-/:%-, #-{.-/%- . - o /-0<-2 # ?-+ J-3 A-2e R .-. R,, * ‘To believe that / to believe in’- to believe that = to think that

• I believe (that) she will be here soon. %?-# R -3 R -3 A-:I%?-0<-:. A<-a J 2?- o -< J .-~3, - to believe in = to follow

• I believe in the teachings of Judaism. %?- ; $-, J: A-( R ?-=-..-0-L J .-G A/-; R ., VI Activities . R%- 2h<,

1. Ask and answer these questions about the text with your partner. H J .-G A ?-P R $?-0 R -.%-3*3- . -

#-2h: A-{ R <-I A-S A-2-:. A-.$-1/- 5 /-=-:S A-2-.%-=/-:. J 2?-.$ R ?,

a) Is Drolma interested in learning more about world religions?

b) What does Drolma’s mother say about Islam?

c) What does her father tell her about Buddhism?

d) What does Ms. Lyons say about Christmas in Western countries?

e) Do you think the religions of the world are quite different or quite similar?

2. Unscramble these words from the dialogue. #-2h-=?- L %-2: A-,-~.-:. A-i3?-= J$?- 1 A$-L R ?, Example: asymeornt? → monastery

a) kmno b) yrpaer

c) udBhmsidd) glmiprie) ynunrne



●28●

3. Use the words in each of these columns to make your own sentences. $>3-I A- S - 3 A$-< J-< J: A-

/%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

I think Lhamo andDrolma

was running faster science.

I feel noodles is more interesting Yangzom. I believe Tashi were feeling more

tired

singing.

I’m sure dancing are more delicious Dawa. It seems

(that)

math is less popular

than

bread.


1. Fill in the blanks with the correct word about religion. $>3-I A- ! R %-(: A-/%- . -( R ?-= $?-{ R <-I A -;%-.$-0: A-,-~.-{ R %?,

a) A Jew is a person who believes in the teachings of ______________.

b) A ____________ is a person who practices Buddhism.c) A person who practices Islam is called a ____________.d) A ____________ is a person who believes in the teachings of Christianity.e) A person who believes in the teachings of Hinduism is called a ___________.


to make it true. :P A$-0<‘T’ .%-3 A-:P A$ - 0 <‘F’ U A ?, $=-+ J-5 B$- P 2-=-/ R <-: ( $-; R .-5 K-.$-2& R ?-L R ?,

a) Tsomo says that Islam has common roots with Hinduism. T F b) Tashi tells Drolma that some Westerners do not follow any particular religions. T Fc) Nima says that Hinduism and Buddhism share many beliefs. T Fd) Drolma has some Jewish and Hindu friends. T F

e) Drolma feels that people should try to understand each others’ religions. T F

3. Answer these questions about the dialogue. #-2h: A-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) Does Drolma think that she saw Norbu going to the river last week? b) What does Norbu’s family believe that a Buddhist should do?c) What does Drolma hear about Buddhist pilgrims?d) Does Norbu’s father say that thirty nuns live in the nunnery in the next village?e) Does Norbu think that a person can be a good Buddhist without becoming a monk or

nun?



●29●

Unit Six: Giving Compliments

# J- 5/-S$- 0, 2! R.- 2}$?- L J.- 0, I Dialogue #- 2h,

TASHI: Hi, Yangzom--you look really happy this afternoon. You have a big smile onyour face! What’s up?YANGZOM: Hello, Tashi. I feel a little embarrassed. I just won first prize in our school’s

poetry contest.TASHI: That’s wonderful! Congratulations! You must be very pleased with yourself.YANGZOM: Well, not really. I don’t think that I wrote the best poem. I think that your

sister’s poem was better than mine. I was so surprised when I heard I was thewinner that I dropped my books.

TASHI: Well, I’m sure that the judges chose the best poem. Your poem must be themost beautiful of all.

YANGZOM: Well, Dawa doesn’t think so. He wrote the poem that won third prize. He was

writing poetry better than ever last semester, so he is feeling rather disappointed. He was so unhappy when he heard the result that he left theroom.

TASHI: I’m sorry that he feels that way. But maybe he will be the winner next time, if the best poet doesn’t enter the contest.

YANGZOM: Oh, stop, Tashi--you flatter me!TASHI: I’m only telling the truth! And when will you read me your poem?YANGZOM: I won’t read you my poem until you stop flattering me.TASHI: Well, if you don’t believe my compliments, then I will have to write a poem

for you instead!

II Sentence Patterns 5B$- $ A-P2-!%?, How do you feel when you see your friends? I feel happy when I see my friends.

What makes you (feel) sad ? Losing a race makes me (feel) sad.

How does she look today? She looks angry today.

She was so disappointed that she couldn’t speak. He sang so sweetly that we thought he was a bird.



III Text: The Fox and the Crow

a R2- 5/, 7- 3 R- .%-7- +,

One day a fox was walking slowly through the forest. He was so hungry that he couldhardly move. After a while, he saw a tree with a crow in its highest branches. In thecrow’s mouth was a piece of cheese that she had taken from the market. The crow

looked so pleased with herself that the fox began to feel even hungrier. Suddenly, the foxhad an idea so clever that he surprised himself. He knew that if his idea succeeded, he

would have the crow’s delicious cheese for his supper. The fox stopped under the tree where the crow sat and called out in his sweetest voice:

“Dear friend crow, aren’t you looking beautiful thismorning? Your wings look like the wings of aneagle, your tail is as wide as the tail of a peacock,and your claws look as strong as the claws of a bear.You are so lovely that your voice must be as lovelyas you look. If you sing for me, I will feel so joyfulthat I will dance!”

The crow became so happy that she flapped her wings and shook her tail. The fox’s words made her

feel so proud that she opened her mouth to sing a beautiful song. When her mouth opened, the cheese fell out of her mouth and down to thefox.

The fox caught the cheese in his mouth and smiled widely. He was so pleased withhimself that he danced among the trees. But before he enjoyed his delicious cheese supper,he gave the crow this advice: “The next time someone gives you a compliment, keep your mouth shut!”

LESSON: Never believe a person who flatters you!


What’s up? H R .-2. J-3 R -; A/- /3, to be pleased with .$:- 3 R - * J ?-0, ; A .-5 B3-0, to flatter (sb) (3 A- $ - $ J-3 R -=) % R -2 ! R .-L J .-0, to call out :2 R .-0, to look like -- - - - . % - : S - 2, to fall out 3<-z %-2, to give advice # - + - L J .-0, to give a compliment 2}$?-2e R .-L J .-0,

●30●




So...that... - - - (S$?)0? - - - Subject

+

L J .-0 R +

Verb +

L - 5 B$+

‘so’+

Adjective / Adverb +

o/-5 B$ / L-2: A-i3-0- ! R /-

0: A-5 B$ +

‘that’+

Statement

$/?-= $?-2e R .-L J .-

2 -5 B$

She felt embarrassed she left the room.I was angry I shouted.

He spoke loudly no one could study.

Yangzom wrote

so

beautifully

that

she won the contest.


1. Fill in the blanks by changing these nouns to adjectives. 3 A %-5 B$-:. A-.$-o/-5 B$- +-2 +<-/? - ! R %-(-i3?-{ R %?, Example: Dawa was disappointed that he didn’t win the poetry contest.(disappointment)

a) When I passed my examination, I felt so ________ that I jumped for joy. (happiness) b) Yangzom was _______ when Tashi asked her why she was smiling. (embarrassment)c) Andrew felt _________ when his train left without him. (anger)d) At the summer festival, I was so ____________ that I wanted to sing. (delight)e) Tashi felt ____ when he and his family returned from their vacation in the mountains.

(sadness)

2. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A -/%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

win a contest, excited cry. When I drop my books, I feel sad that I hide.

get cheated, happy shout. see an old friend, angry jump. miss my family,

so embarrassed

want to

dance.

Make similar sentences of your own. H J .-<%-* A .-G A ?-$ R %-$ A-. J-.$-.%-< A$?-:S-2: A-5 B$-:$:- 1 A$?, 3. Sing this song. \ -:. A-= R %?,

“Sunshine on my Shoulders”

Sunshine on my shoulders makes me happy,Sunshine in my eyes makes me cry;

Sunshine on the water looks so lovely,Sunshine almost always makes me high.

●31●



VII Exercises $><-.%-,

1. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$ - : . A-.$-=-5 B$- P 2

-< J-29 R -.$ R ?,

Example: to give a compliment → Tashi gave Yangzom a compliment when he told her she was the best poet in the contest.

a) to give advice b) to flatter (sb)c) to call outd) to be pleased withe) to fall out

2. Make sentences following the example. .0 J-2e R .-v<-5 B$-:$:- 1 A$?, Example: (Yangzom, write a poem, happy, sing) → When Yangzom was writing a poem, she felt so happy that she sang.

a) (I, watch TV, tired, fall asleep) b) (Degyi and Sonam, herd goats, hungry, eat lunch)c) (Andrew, talk to his parents, excited, talk quickly)d) (Norbu, go to the monastery, joyful, dance)e) (Tashi, watch a sad movie, sad, cry)

3. Answer these questions about yourself. H J .-<%-* A .-G A-$/?- 5 =-v<-S A- 2 - : . A-.$-=-=/-, R 2?,

a) What makes you really happy? b) How do you feel when you lose a race?c) Do you feel delighted when you drop your books?d) What makes you very angry?e) How do you feel when you watch Tibetan dancing?

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Unit Seven: Following Instructions

# J- 5 / - 2./- 0, $?%?- v<-12- 0, I Dialogue #- 2h,

TASHI: Hi, Dawa, what are you doing?DAWA: I’m trying to bake a cake for Ryan’s birthday. I asked Helen to give me a recipelast week.

TASHI: Wow, that sounds really difficult. What did she tell you to do?DAWA: First she told me to beat four eggs in a large bowl. Then she said to put half a cup

of butter and one and a half cups of sugar into the bowl. Finally she told me to addtwo cups of flour to the bowl and to pour it all into a pan.

TASHI: Hmm...it doesn’t look quite right.DAWA: I tried to follow her instructions, but I think I did something wrong. I wanted to

call and ask her a question, but she isn’t at home.TASHI: Do you want me to taste it to see if there is a problem? Maybe I can help you to

find your mistake.DAWA: Sure, go ahead.TASHI: Dawa, this tastes terrible! I think I know the problem. What’s the white stuff in this

jar?DAWA: I think it’s sugar.TASHI: That’s your problem. This isn’t sugar--it’s salt!


What did Dawa try to do? He tried to bake a cake. What did Helen tell him to do? She told him to put it all in a pan.

What did he want to do? He wanted to ask her a question.

Where did Tashi go? He went to visit Dawa. Why are they baking a cake? They are baking a cake to give to Ryan.

●33●



●35●


Infinitive Phrases (I) i3- 0- % J?- 3 J.- G A- L - 5B$- $ A- 5 B$-.3,

Subject + L J .-0 R + Verb Phrase + L-5 B$-$ A-5 B$- . 3 + Infinitive Phrase i3-0-% J ?-3 J .-G A-

5 B$- . 3, Yangzom wants to read a book of poetry.Tashi asked me to wait for him. Norbu went to get a haircut.Lhamo is working to earn some money.

- In the first two sentences, the infinitive phrase acts as a noun, and in the second two

sentences, the infinitive phrase acts as an adverb. ; A .-:) R $-L -.$ R ?-0-/ A-i3-0-% J ?- 3 J .-5 B$- . 3-I A ?-$ R %-$?=-5 B$-.%-0 R -$* A ?-G A-/%- . -3 A %-5 B$-$ A-52-L J .-0-.% , 5 B$-e J ?-3-$* A ?-G A-/%- . - L - 2 : A-

i3-0- ! R /-0: A-5 B$-$ A-52-L?-; R .-0-< J .,

* Expressing Preferences .$:-K R $?- ! R /-0, • I’d like to try the chicken. %?-L->-29:-:. R .-0-; A/,

• I’d prefer not to eat fish. %?-*->-29:-3 A-:. R ., • I’d rather eat noodles than dumplings. %?-2$- , $-=?-o- , $-29:-/-:. R .,

VI Activities $><-.%-,

1. Answer these questions about the text. a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) Why doesn’t Helen order dumplings? b) What would Helen like to eat instead?c) Would Lhamo and Helen like to have soup with their meal?d) How would Lhamo like the cook to make the dumplings?e) Why did Helen offer to make some Western food for Lhamo?

2. Use the words in each of these columns to make your own sentences. $>3-I A- S - 3 A$-< J-< J: A-

/%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

to order chicken?

to eat mutton?Would you like

to try fish?

Yes, I’d like to eat chicken.

to try fish. I’d prefer

to order mutton.

Now, pretend that one of you is the waiter and the other is the customer, and have a

dialogue to order dinner. 3 A-$& A$-82?-8 - 2- . %-3 A- $8/- 8 A$-3P R /- 0 R <- 3 ?-+ J-9-3-:. J3-0: A-#- 2h- 8 A$-L R ?,



●36●

3. Give your partner instructions to do one of these things. Then have your partner give you

instructions. H J .-G A-< R $?-0<-9?-< A$?-:. A-i3?-=?-$& A$-$ A-29 R -,2?-2>.-.$ R ?-0-.% , . J- / ? - # R ?-

29 R -,2?-$8/-8 A$-H R .-=-2>.-.$ R ?, - make tsampa - cook mutton - make dumplings

VII Exercises $><-.%-, 1. Finish these sentences with infinitive phrases. $>3-I A- ! R %-(: A-/%- . - i 3 - 0 - % J ?-3 J .-G A- L - 5 B$-$ A-

5 B$- . 3-{ R %- ! J-(-5%- . -$+ R %-.$ R ?,

Example: It is too far for them to walk. → Will you tell them to take a bus? (bus) a) She is always late for class. Please tell her _____________________. (on time) b) Those boys are making too much noise. Could you tell them __________? (quiet)c) Tashi was feeling sick this morning. He went ______________________. (doctor)d) He didn’t read the dialogue correctly. Could you ask him ______________? (again)e) My hair is too long. I will go ________________________. (haircut)

2. Finish this dialogue. $>3-I A-#-2h-:. A-(-5%- . -$+ R %-.$ R ?, Waiter: What would you like ____________?Customer: _____________ to order the chicken.Waiter: I’m sorry, we don’t have ______ chicken tonight. Would you like ________

beef _____ mutton instead?Customer: I’d _______________ eat beef than mutton. Could you please tell the cook

_______________ spicy?Waiter: Certainly. Would you like ______________ some soup before your meal?Customer: Yes, ______________ that. Thank you very much.

3. Answer these questions about the dialogue. #-2h: A-{ R <-I A-S A- 2 - : . A-.$-=-=/-, R 2?, a) When Tashi arrives, what is Dawa trying to do? b) What did Helen tell Dawa to do first?c) What did she tell him to do last?d) Does Dawa want Tashi to taste the cake?e) Did Dawa put sugar in the bowl? How do you know?



●37●

Unit Eight: Have You Seen My Dog?

# J- 5/- 2o.- 0, H J.- G A?- 2.$- $A- H A- A J- 3, R%-,

I Dialogue #- 2h, (near Nima’s home) NIMA: Good afternoon, Norbu. Long time, no see! What are you doing? NORBU: I’ve lost my dog, and I’m looking for it. Have you seen my dog today? NIMA: I’m sorry, I haven’t seen your dog today. But I did see it yesterday near the

orchard. Have you looked for it there? NORBU: No, I haven’t. I’ll see if I can find it there.

...(in the orchard)

TSOMO: Hello, Norbu, how have you been? NORBU: I’ve been well lately, but I’m a little sad today. I haven’t seen my dog for a

few days, and I’m afraid that it has run away. Have you seen my dog

anywhere?TSOMO: Yes, I have. I saw it this morning in the fields down by the river. Have youtried the fields?

NORBU: No, I haven’t. I’ll try the fields next....(in the fields)

DROLMA: Hey, Norbu. I haven’t seen you for a long time. What’s up? NORBU: Hi, Drolma. Have you seen my dog? I’ve looked for it everywhere, and I still

haven’t found it.DROLMA: I’ve just seen your dog in the barley fields. Have you checked there? NORBU: No, I haven’t. Oh, look, is that my dog? Yes, it is! Come here--I’ve missed

you!DROLMA: I’m happy to see that the two of you have found each other again!


Have you eaten lunch? Yes, I’ve (already) eaten lunch. No, I haven’t eaten lunch (yet).

Has Norbu seen his dog today? Yes, he has seen his dog. No, he hasn’t seen his dog.

Has he looked in the orchard? Yes, he has looked in the orchard.

Has he tried the barley fields? No, he hasn’t tried the barley fields.



III Text: Field Trip to the Hospital

a R2 - 5 /, (/ - # % - = - . % R?-.R%- L J.-.- ? R%- 2,

Grade Two is taking a field trip to the hospital today. Some of the students havestudied biology in school, and now they would like to see for themselves what adoctor does in a hospital.

Dr. Chitso has offered to show the students around the hospital. She has also agreed to letthem talk to one of the patients so they can better understand how doctors help people.

“Have you caught a cold?” Tashi asks the patient.“I don’t think so,” says the patient, “but I haven’t felt very comfortable for a few days. I

haven’t slept well at night, either.”“Has Dr. Chitso taken your temperature?”

asks Yangzom.“Yes, she has,” answers the patient. “She

tells me that my temperature is normal.”“Has she given you an injection?” asks

Dawa.“No, she hasn’t,” answers the patient. “But

she has given me some Tibetan medicine to

take after meals.”“Have you tried Western medicine?” asks Lhamo. “I’ve heard that Western medicine is

very useful for some illnesses.”“Yes, I’ve also heard that,” says the patient. “I think Tibetan medicine and Western

medicine are both useful for different kinds of illnesses. I’ve found that Chinese medicinecan be useful, too.”

“Have you taken your medicine yet?” asks Tashi.“Yes, I have just taken it,” says the patient. “The medicine tastes terrible!”“It may taste terrible, but it will make you feel much better!” says Dr. Chitso.

IV Common Expressions

o/- 2!R=- 5

B$

long time, no see ; /-< A %-2 R <-3- , $-0, How have you been? H R .-<%-2. J-3 R -; A/- /3, to run away V R ?-2, field trip .% R ?- . R %-,

to show (sb) around $-$ J-3 R - v - { R < - = - O A .-0, to catch a cold (3-0-1 R $-0, to take (sb’s) temperature = ?-S R .-:)=-2, to take medicine (/-: , %-2,

●38●



●39●


Present Perfect Tense (I) L?- 9A/- .- v- 2,

Subject + L J .-0 R + ‘has / have’ + Past Participle (+ Object) :.?-0: A-3 A %-n%-(+ L- ; =)

I have written a letter.

Tashi has seen a movie.

The past participle often has a different verb form than the present and past verb

forms: :.?-0: A-3 A %-n%-=-L-5 B$-.-v-2-.%-:.?-0: C-i3-0-$* A ?-.%-3 A-:S-0: A- i 3 - 0 - ; R ., Present .? - . - v - 2, Past .? - : . ? - 0, Past Participle :.?- 0: A- 3 A%- n%-,

do did done

see saw seen

take took taken

Sometimes the past participle verb form is the same as the present and / or past verb forms: {2?-:$<-:.?-0: A-3 A %-n%-$ A- i 3 - 0 - / A- L - 5 B$-.-v-2-.%-:.?-0-$* A ?-!-.%-$& A$-3 , /-; A/,

Present . - v - 2, Past : . ? - 2, Past Participle :.?- 0: A- 3 A% n%-,

lose lost lost

catch caught caught

hit hit hit

A list of past participles is found in Appendix V of this book. Study these hard and

memorize them! 9 < - 2 ! R . - A % - V 0 - = ? - : . ? - 0 : A- 3 A % - n % - $ A- < J: - 3 A$- & A$ - 3 , R %- , 2 - 0 - . % - , . J- . $ - = J$?-

0<- . %?-+ J-; A .-=-:6 B/-.$ R ?, * ‘Just / already / yet / still’ +$-+$ } R /-+$-+$-=,

• I have just taken my medicine. %?- (/-: , %-3-,$-; A/,

• I have already taken my medicine. %?- (/-: , %-9 A/, • I haven’t taken my medicine yet . %?-.- . %- (/-: , %-3 J ., • I still haven’t taken my medicine. %?-.- . %- (/-: , %-3 J .,



2. Correct the mistakes in these sentences. $ >3- I A- 5 B$- P 2- :. A- . $ - = ? - / R < - 2- i 3? -. $- 2& R ? - L J . -.$ R ?,

a) I will already take my medicine. b) Helen doesn’t eat tsampa before.c) She has seen that movie yet.

d) I just eaten a big bowl of noodles.e) He still has finished his homework.

3. Answer these questions about the text. a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?, a) Have some Grade Two students studied biology in school? b) What has Dr. Chitso agreed to do for the Grade Two students?c) Has Dr. Chitso given the patient an injection?d) Has Lhamo heard that Chinese medicine is useful for some illnesses?e) Has the patient taken his medicine yet?

●41●



Unit Nine: Catching the Bus

# J- 5/- .$- 2, _%?- :#R< - = - :.$- 0<- :P R- 2, I Dialogue #- 2h,

DAWA: Hey, Andrew--how are you doing?

A NDREW: Hi, Dawa--I’m fine. I was wondering if you could tell me how I can get toKumbum Monastery.DAWA: Sure, that’s easy. When you get off the bus, follow the road straight ahead and

you’ll see the monastery gate on the right.A NDREW: That’s great, but do you know where I can catch the bus to Kumbum in

Xining?DAWA: Oh, right. You can catch the bus to Kumbum at the stadium near the West

Gate.A NDREW: I see. And can you tell me which bus will take me to the stadium?DAWA: Oh, yeah, I forgot to explain that. The Number Two bus will take you to the

stadium.

A NDREW: Fine. And do you know what time the bus to Kumbum will leave?DAWA: I'm not sure, but I think there is a bus every hour.A NDREW: Thanks so much for your help! Would you like to take a trip to Kumbum with

me?DAWA: I’d love to, but I can’t--you don’t know how much homework I have to do!

II Sentence Patterns 5B$- $ AP2-!%?,

Do you know what I should look for ? You should look for the monastery gate. Can you tell me when the plane will leave?

The plane will leave at four thirty tomorrowafternoon.

Did she say what time we should arrive? She said we should arrive around seveno’clock. Could you tell me how much the ticket will cost ?

The ticket will cost about two hundred yuan.

●42●



III Text: A Family Train Trip

a R2 - 5 /, 3J- :# R<- =?- :P=- 28.- L?- 0: A- H A3- 5%- 8 A$

Yangzom and her family are taking a trip together. They are going to visit their relatives in western Qinghai. First they will take the train from Xining to Golmud,and from Golmud they will catch a bus to their relatives’ village. Yangzom is more

familiar with the train station than the rest of her family, so she is doing her best to help them

as much as she can

.

... (in the train station)“Do you know where we can buy our train

tickets?” asks Degyi, her mother.“Yes, Mom, we can buy them at the third

ticket window,” says Yangzom.“Do you know how much they are going to

cost?” asks Sonam, her father.“I’m not sure, Dad,” answers Yangzom, “but we can ask the clerk over there and find

out.”

“I’m hungry,” says Norbu, “who can tell me where I can get some lunch?”“Relax, Norbu,” answers Sonam, “we’ll have lunch together on the train.”...(on the train)

“This is beautiful! Do you know which mountain that is outside the window?” asksDegyi.

“I think it must be Sun-Moon Mountain” replies Yangzom. “We can’t see Qinghai Lakeyet, but I think we will see it soon.”

“Does anyone know who will meet us in Golmud?” asks Sonam. “I’m not so familiar with that city.”

“One of my friends from school is working as a tour guide in Golmud,” answers

Yangzom. “She will meet us at the station and take us to our guest house.”“It’s almost three o’clock and we still haven’t had lunch!” says Norbu. “Can you tell me

when the dining car will open?”“I’m sure it’s open already,” says Yangzom. “I’m also quite hungry. Let’s go to the dining

car and see what we can eat!”


I was wondering... %-<%-5 S 3-* A .-G A ? - - -, straight ahead ,.-!<-3 . /-=, to catch the bus / plane / train , A- , R .-_%?-:# R <-.%-, $/3- P , 3 J-:# R <-? R $?-=-: . $-0, to take a trip : P =-28 .-L J .-0, to be familiar with (- o ?-; R .-0,

●43●



●44●

the rest of z$-3-i3?, $8/-i3?, as much as (sb) can $%- / ?-& A- / ?-G A ?, tour guide ; =-{ R <- $ J->/, V Grammar Points 2h-3 R.- .!:- $/.,

* Object Clause (II) L- ; =- ! R /-0: A- 2 -5 B$

Statement / Question +

$/?-= $?-2e R .-0 / S A-2 +Question Word(s) +

:S A-L J .-5 B$ +Statement

$/?-= $?-2e R .-0: A- 2 -5 B$Do you know where we can buy our tickets?

I'm not sure how much the movie will cost.

Could you tell us what time the train will leave?

Can you tell me how long the bus will take to get there?

- In this context, “Could you tell (me)...” and “Can you tell (me)...” have the same

meaning.$ R % . -2e R .-0: A

“Could you tell (me)...” .%-

“Can you tell (me)...G A-. R /-$& A$-; A/,


1. Use the words in each of these columns to create your own questions. Then ask your

partner your questions and write down his or her answers. $>3-I A- S - 3 A$-< J-< J: A- / % - $ A-,-~.-

i3?-2! R =-+ J-<%-* A .-G A-:S A-5 B$-V A ?-e J ?-H J .-G A-P R $?-0 R <-:S A-2-.%-# R :3-# R -3 R ?-2>.-0: A-=/-i3?-U A ?,

how the bus will leave? Can you tell me what time we can catch a bus?

Do you know who I can get to the bookstore? how much will be waiting for us? Could you tell me where the tickets will cost?

Yes, I can. The bus will leave at... No, I can’t. You can catch a bus at... Yes, I do (know). You can get to the bookstore by... No, I don’t (know). ...will be waiting for you.

The tickets will cost...



●45●

2. Practice this chant with your classmates. Take turns saying the parts for A and B. H J .-G A- a R 2-P R $?-5 S -.%-3*3- . -5 B$-$ A-$.%?-:. A-.$-=- . R %-2-L J .-.$ R ?-2-.%-1/- 5 /-< J ? - 3 R ?-G A ?-A .%-B; A-

#$-i3?-> R ., A: Do you know when we’re going to go?B: No, I don’t know--ask Joe.A: Does Joe know where we’re going to go?B: No, he doesn’t know--ask Flo.A: Does Flo know how we’re going to go?B: No, she doesn’t know--ask Moe.A: What if Moe doesn’t know?B: Moe knows!

3. Write a question for each of these answers. Use the object clause in each of your

questions. S A ?-=/-:. A-.$-=-S A- 2 - < J-:$ R .- .$ R ?-2-.%-, S A-2- . J- .$- < J-< J<-L- ; =- ! R /- 0: A- 2 - 5 B$- . R <- .$ R ?, Example: “I think the train leaves at five fifty-five.” →

“Do you know what time the train leaves?”

a) “You can catch the bus to Labrang across from the train station.”

b) “I believe that the tickets cost fifteen yuan each.”

c) “The Number Nine bus will take you to the university.”

d) “I’m not sure, but I think there is a bus every thirty minutes.”

e) “When you get off the train, follow the road straight ahead and you’ll see the

museum on the left.”


1. Fill in the blanks with where, what time, who, how much, how || where .%-what time, who,

how much, how 2&?-2! R =-+ J- ! R %-(-{ R %-.$ R ?,

a) Do you know_____ I can get to the hospital?

b) I know_____ we can buy some vegetables.

c) Can you tell me _____ the movie will begin?

d) I’m not sure _____ will meet us at the train station.

e) Do you know ______ our dinner will cost?



2. Read the text and write a question for each of these answers. a R 2-5/-[ R $- ! J-S A ?-=/-:. A-.$-< J -< J<-:S A-5 B$-:$ R .-.$ R ?,

a) “I’m sure it’s open already.” b) “We can buy them at the third ticket window.”c) “I think that must be Sun-Moon Mountain.”d) “One of my friends from school will meet us there.”

e) “I’m not sure, but we can ask the clerk over there and find out.”

3. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$-:. A- .$- =- 5 B$- P 2-

< J-29 R -.$ R ?,

Example: to be familiar with → Yangzom is quite familiar with English poetry.a) to catch a train b) I was wondering...c) as much as (sb) can

d) straight aheade) to take a trip

●46●



II Text: Shopping aR2- 5/, .% R?- 2 R- * R- 2,

It’s Saturday afternoon, and Tashi and Dawa are shopping downtown. They are lookingfor some new clothes to wear to the dance next weekend. Tashi wants to buy some blue jeans, and Dawa would like to find a pair of shoes.

“Dawa, do you know where to buy some good blue jeans?” asks Tashi.“I don’t know where to buy them,” answers Dawa, “but I know who to ask! Let’s go to

the shoe store first. I know a clerk there, and we can ask him which store to try.”...(at the shoe store)“Hello, Dawa,” says the clerk. “What can I do for you?”“Good afternoon,” says Dawa. “This is my friend Tashi. He is looking for some blue

jeans. Which store do you recommend?”“I recommend the department store at the corner of Elm Street and Second Avenue,” says

the clerk. “I think you can buy a great pair of blue jeans there.”“Thanks for the recommendation!” says Dawa. “And I’ve also come to look for a pair of

shoes, but I’m not sure how much to spend. Do you haveany suggestions for me?”

●48●

“Sure, I suggest this pair. They’re in style and they’renot too expensive. What do you think?” asks the clerk.

“They look great to me--I’ll take them! Come on, Tashi,let’s go to the department store.”

...(at the department store)

“Wow, Dawa--there are a lot of nice blue jeans here!”says Tashi. “I can’t decide which kind to buy. Which pair would you choose?”

“I’d choose this pair,” answers Dawa. “They look really nice, and they’re quite a bargain.What do you say?”

“I still can’t make a decision. I’ll think it over tonight, and we can come back tomorrow,”

says Tashi. “What do you think, Dawa?”“Sounds good!”


nothing much $=-( J-2-& A- ; % - 3 J ., to wait around | $-0, to have a crush on .$:-2, . %?-2,

to flirt with:. R .-0: A- 9 <-3 A$-$ A ?-2v-2,

one another 1/- 5 /, blue jeans L A %-$ A-. R <-3-} R /-0 R,

in style *3?-w/-0, I’ll take it / them %?-. J:3-. J-5 S -* R - o -; A/, quite a bargain < A/-$ R %-@-&%-.3:-2, to think it over / to think about it

. J-=-8 A 2-:.%-o$0, to sign up 3 A %-g$?-:$ R .-0,



●49●


* Infinitive (II) i3-0-% J ?-3 J .-G A- L - 5 B$


$/?-=$ ? - 2 eR.- 0 / S A- 2 + Relative Adjective / Adverb +

4 J=- L J.o/- 5B$ - $ 3 - L - 2 : A- i 3 - 0 -! R/-

0: A- - 5 B$ +Infinitive Clause

i 3 - 0 - % J?- 3 J.- G A- 5 B$- 5 S$?,

Does she know where to buy a pair of shoes?

Tashi doesn't know how to answer the question.

He didn't know who / whom to ask.

In the last sentence, either ‘who’ or ‘whom’ can be used. ‘Who’ is less formal and isoften used in spoken English, while ‘whom’ is more formal and is usually used in

written English. $ R %-$ A-5 B$-e J ?-3-. J: A- / % - . ‘who’:3‘whom’$* A ? - = ? - $ % - < % - 8 A$ - 2 ! R =- ( R $-

0 - . % -, ‘who’/ A- & % - ; % - . $ - 3 A/ - 0 < - . L A/- ) A: A- # - { . - . - 2e R . - 0 - . % -, ‘whom’ / A-. J- 2 ? - ; % - . $ - ; A/-

0-.%- o /-0<-.L A/-) A: A-; A$-{.- . - , R .-0-< J .,

* Making Decisions , $ - $ & R .-L J .-0,

• Do you have any suggestions? H R .--=-2?3- 5 =-& A-; R .-.3, • I suggest the red one.… %?-2v?-/-.3<-0 R -. J----

• Which one do you recommend? H R .-G A ?-2v?-/-$%-* R ?-/-= J$?, • I recommend the green pair... %?-2?3- 5 =-; A/-/-u%-3. R $-$ A-(-. J- - - -

•I can’t decide which one to buy. %?-$%-* R -.$ R ?-0-,$-$ A ?-3 A-( R .,

• I can’t make a decision. %?-,$-$& R .-L J .-3 A- , 2,

VI Activities $><-.%-,

1. Finish this dialogue and read it with your partner. #-2h-:. A-(-5%- . -2+%-e J ?-H J .-G A-P R $?-0 R -.%

-3*3- . -[ R $?,

A: Hey, B. ___________ tell me where to sign up for classes?B: I’m________, but I think I know ______ to ask. Let’s go and talk to my friend, C.

...(in C’s dormitory)B: Hi, C. This is A. He doesn’t know _______ to sign up for classes. Do you know?C: Yes, ___________. You can sign up at the teaching building.A: Do you know _________________ I can sign up?C: I’m not sure, but _________ you can sign up between 9 and 12 tomorrow morning.



●50●

A: Hmm... I can’t ___which class to take, biology or chemistry. Do you have any __?B: I’d suggest biology. It’s not _____ difficult ______ chemistry.

A: I ______ can’t make _________. I’ll __________ and decide tomorrow morning.

2. Use the words in each of these columns to make your own sentences. $>3- I A- S - 3 A$- < J- < J: A-

/%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R -.$ R ?,

Tash i how to arrive at the party, you?You know where to answer the question, don’t they?

Lhamo and Yangzom when to do before a exam, she?

She who(m) to buy a pair of shoes, he? Dawa

knows

what to ask for instructions, doesn’t

I do. Yes, she does.

they don’t. No, he doesn’t.


a) What do Tashi and Dawa want to buy downtown? b) What does Dawa want to ask the clerk at the shoe store?c) Which store does the clerk recommend for blue jeans?d) Is Dawa sure how much to spend on a pair of shoes?e) Can Tashi decide which kind of blue jeans to buy? What will he do?


1. Fill in the blanks with to buy, to sign up, to ask, to wear, to answer . || to buy.%- to sign up,

to ask, to wear, to answer ? R $?-2! R =-+ J-$>3-I A- ! R %-(-i3?-{ R %?,

a) I don’t know where ______________________ a nice pair of shoes. b) Yangzom knows who ____________________ about train tickets.c) I can’t decide what ___________________ to the dance next weekend.d) Lhamo didn’t know how _______________________ the question.e) Do you know when ___________________________ for classes?


a) With whom does Lhamo want to go to the dance? Does she know how to ask him?

b) Can Yangzom decide whom she wants to go to the dance with? Is she telling the truth?c) With whom does Lhamo think Yangzom should go to the dance?d) Why didn’t Yangzom tell anyone that she has a crush on Tashi?e) To whom can Yangzom tell her secrets when she doesn’t know who to tell?



3. Match the expressions on the left with the definitions on the right. < J: -3 A$-/%-$ A-$; R / -K R $?

-G A-5 B$-5 S $?-. J-.$-$;?-K R $?-G A-:P J=-2>.-.%-(- 1 A$-.$ R ?, in style I’d like to buy it to have a crush on a very good price I’ll take it thick cotton pants

blue jeans modern and fashionable quite a bargain to like someone very much

●51●



III Text: The Country Mouse and the City Mouse

a R2 - 5 /, 8 A%- P R%- $ A- L A- = - . % - PR%- H J<- I A- L A- =, T

he country mouse and the city mouse are old friends, but they haven’t seen eachother for a long time. One day, the country mouse invites the city mouse to pay avisit to his home in the countryside. The city mouse has never seen a country home,

so he happily accepts his friend’s invitation.To please his guest, the country mouse offers everything in his modest home to the city

mouse: fresh peas and barley, many kinds of nuts, and shiny red apples. The city mouse,however, is not impressed by his friend’s simple life. “How can you live in such a quiet and boring place?” asks the city mouse. “You are wasting your time out here in the country! Amouse’s life is short--have you ever felt the excitement of the city? Come with me, and Iwill introduce you to city life!”

The country mouse has never traveled to the city, but he agrees to join his friend. The twomice travel to the city, and finally they reach the beautiful apartment where the city mouse lives. Whenthey reach the main dining room, they climb up on thetable to find a feast that the owner of the house has left behind. The country mouse has never seen such food

before: fine chicken and goose, sweet cakes, and grapewine. The city mouse offers these fine foods to his guest,who has never tasted anything so fantastic in all his life!

As soon as they finish their supper, the two mice hear the sound of dogs barking outside the door. Suddenly,

the door opens and the dogs run into the room. The mice quickly run into a hole to hide.“What is happening?” asks the country mouse. “Have you ever seen these dogs before?”“Oh, yes,” answers the city mouse, “the dogs come every night. It is just another part of

my exciting life in the city!”“My life may be simple,” says the country mouse “but I have never eaten a meal in fear.

I’m going back to the quiet and boring countryside that I love, and I will never return to the

city again!”LESSON: It is better to live a simple life in peace than an exciting life in fear.


to hear of , R ?-0, $ R -2,

too bad @-&%-3 A-29%-2, to miss an opportunity $ R -{2?-> R <-2, to pay a visit to

:53?-:S A<-? R %-2, to accept an invitation $./-8 ?- .%- = J/-L J .- 0,

to be impressed 2$-($?-28$-0, to waste one’s time . ?-5 S . - ( . -9 R ?- ? - $+ R %-2, to leave behind o2- . -2 *<-2, in peace / in fear

8 A-2. J: A-%%-,

0$- $ %-$ A ?,

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●54●

V Grammar Points 2h-3 R.- .!:- $/., * Present Perfect Tense (II) L?-9 A/ - . - v - 2,

Subject +

L J.- 0 R +

‘has / have’ (+ ‘never’) + Past Participle (+ Object)

:.?- 0 R:C- 3 A%- n%- (+L-;=)

I have seen that movie.

Lhamo has never written a novel.Remember that ‘never’ can be used in the negative, but ‘ever’ cannot be used in the

positive: . R - $ %-L-.$ R ?-2-8 A$-=-‘never’/ A-.$$-5 B$-=- . R <-( R $-0-.% , ‘ever’/ A- . R <-3 A- < %-, I have seen the Potala Palace.

I have never seen the Potala Palace.

I have ever seen the Potala Palace.

When asking a question, you may use either ‘ever’ or ‘before,’ but not both:

S A-2-:. R /-{2?‘ever’:3 ‘before’$* A ?-=?-$& A$-# R -/-2! R =-2-=?-$* A ?-!-2! R =-3 A- < %-, Have you ever been to France?

Have you been to France before? Have you ever been to France before? * ‘Has been / has gone’ ? R%- M R%-, 2.- ? R%-, A. Has he been to England? # R -.L A/-$ A- = / - = - ? R %-M R %-%3, B. Yes, he has. He went to England when he was a boy. < J .-;, # R -? R %-M R %-, # R -L A ?-0-; A/- . ?

-.L A/-$ A-=/-=-? R %-/ A-< J ., A. Has he gone to England? # R -.L A/-$ A-=/-=-? R %2-< J .-.3, B. Yes, he has. He left last week, and he will return next Saturday. < J .-;, # R -. J<-? R %-2-< J .,

# R -$9:-:# R <-} R /-3<-? R %-2-.%-$9:-e J ?-3: A-$9:- 1 <- 2 : A-* A/-K A<-a J 2?- o -< J ., C. No, he hasn’t. He will leave for England on Tuesday afternoon. 3-< J ., # R -3-? R %-,

# R -$9:-3 A$-.3<-* A/-I A-K A-S R -.L A/-$ A-=/-=-:P R - o -< J ., VI Activities . R%- 2h<,

1. Ask and answer these questions with your partner. H J .-G A-P R $?-0 R -.%-3*3- . -S A-2-:. A-.$-:S A-2 -.%-=/-:. J 2?-.$ R ?,

a) Have you ever ridden a tiger? b) Have you eaten tsampa before?c) Have you ever been to France?

d) Have you flown in an airplane before?e) Have you ever seen a thangka?



2. Make sentences in the present perfect tense following the examples. $>3-I A-5 B$- P 2 -:. A-.$-.0 J<-2e R .-v<-.-v: A- . ?-G A-m R $ ? - 0 : A-i3-0- < -2 +<-.$ R ?,

Examples: (Tashi, never, to see, the Potala Palace.) → Tashi has never seen the Potala Palace.

(Lhamo, ever, be, a museum?) → Has Lhamo ever been to a museum?a) (you, eat, tsampa, before?)

b) (Dr. Chitso, never, write, a poem.)c) (they, ever, hear of, the Potala Palace?)d) (Nima, never, be, Lhasa.)e) (Helen, see, this movie, before?)

3. Answer these questions about the text. #-2h: A-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) Has the city mouse ever seen a country home? b) Has the country mouse ever felt the excitement of the city?c) Does the country mouse accept his friend’s invitation?d) Have the dogs come to the dining room before?

e) Before his visit to the city, has the country mouse ever eaten a meal in fear?

●56●



●57●

Unit Twelve: Production and Trade

#J- 5 / - 2&- $* A?- 0, , R/-*J.- .%- 5S%- =?, I Dialogue #- 2h,

R . SUTTON: Good morning, class. Today we are going to talk about production and

trade in Qinghai and in other parts of China. Who can tell me where barley is grown?DAWA: Barley is grown in the high plains of Qinghai. Tens of thousands of

hectares are planted every year.MR . SUTTON: That’s correct, Dawa. What about yaks and sheep? Where are they raised?YANGZOM: Yaks and sheep are raised by nomadic families on the Qinghai-Tibetan

Plateau. The animals are herded on tens of thousands of square kilometersof open grassland.

MR . SUTTON: You’re right, Yangzom. And what are yaks used for?TASHI: Many yaks are raised for their meat as well as for their fine wool. Yak

wool sweaters are made in factories in Xining, and they are very popular

in many places outside of Qinghai.MR . SUTTON: Good job, Tashi. And what else are produced in Qinghai?YANGZOM: Tibetan carpets are also produced in many Tibetan areas of Qinghai, and

some of them are exported to the West.MR . SUTTON: Very nice, Yangzom! And Lhamo, are bananas planted in Qinghai?LHAMO: No, bananas are not planted in China’s Northwest. Some bananas are

grown in the southeastern provinces of China, and many bananas areimported from other countries.

MR . SUTTON: What else are imported from other countries?DAWA: Liquor, cigarettes, and medicine are imported from other countries. So are

music and clothes!


Where is barley grown? Barley is grown on the high plains of Qinghai. Where are yaks herded ? Yaks are herded on the Qinghai-Tibetan Plateau. Are bananas raised inQinghai?

No, they are raised in the southeastern provinces of China, andmany bananas are imported from other countries.

What are exported fromQinghai?

Tibetan carpets are exported from Qinghai.

What are embroideriesmade from?

Embroideries are made from silk and cotton.



III Text: The Chang Tang Wildlife Reserve a R2- 5/, L%- ,%-$ A- <%-L%- # R<-;$-Y%-* R2-# J- #$

Tibet is famous around the world for its high plateaus, beautiful mountains, and rarewildlife. But as the world’s human population increases, the animal populations aremore and more threatened.

In recent years, many animal populations in Tibet have decreased due to human activity.

Wild yaks are hunted for their meat, and Tibetan antelopes are killed for their precious wool.As a result, wild animals in Tibet are more and more endangered as time goes by.

The Chang Tang Wildlife Reserve was created in 1993 to protect these endangeredanimals. The reserve is located in the northwestern part of the Tibet Autonomous Region. Itcovers an area of almost 250,000 square kilometers, which makes it the second largest

protected area in the world. The reserve is populated bymany kinds of wild animals, including wild yaks, Tibetanantelopes, wild asses (kiang ), and gazelles. Hunting is notallowed in the reserve, and visitors are only allowed insome parts of the reserve with special permission. Thereserve is also populated by about 3,500 nomadic families

who help protect the wildlife from hunters. In the timesince the reserve was created, the animal population has

increased slowly.The Chang Tang Reserve has some problems, however. Wild animals are still hunted in

the reserve by people who don’t respect the law. The reserve is guarded by only twenty-twoforest police, so it is difficult to keep hunters out. More money is needed to hire more forest police and other workers in the reserve to protect the wildlife better.

The Chang Tang Wildlife Reserve was created to protect rare kinds of wildlife before theyare wiped out. By working together with local people and the government, Tibetanseverywhere can make sure that their wildlife is protected. If all goes well, wild animal populations in Tibet will continue to grow.


(tens) of thousands O A-$& A$ ! R %-U$-:$:, to be used for 2! R =-2, , R .-0, good job L-2-29%-0 R, in recent years * J-2: A-= R -:$: A-< A %-=, due to . J-2?, % J ?-0<- . - - - - = - $ + R $?-0,

as a result 3 ) $-:V?, more and more (threatened) ) J(:) A$?)

embroidery :5 K3- S 2?,

as time goes by . ?-G A-:P R ?-.%-2 !/- /?, to keep out 3,<- 0 R .-0, 2!$-:$ R $-L J .-0, to wipe out $4%-? J=, l-3 J .- . -$+ R %-2 , if all goes well $=-+ J-; R .-5.-2. J- = J$?- ; A/-5 K, in the shade P A 2-3: A-/%- . , on its own . J: A- ! R 2?-G A ?, on the screen w J 2?-% R ?- ? ,

●58●



●59●


* Passive Voice (I): Present Tense L-( A$-$8/-.2%-&/-=?- . ?-.-v-2: A- i 3 - 0,

Object + L- ; = + ‘is / are’ + Past Participle + :.?-

0: A-3 A %-n%-+Complement $?2-5 B$

Carpets are made in Qinghai.Animals are hunted for meat and wool.

What is grown in China's Northwest.

Silk is produced in eastern China

Active Voice L-5 B$-<%-.2%-&/, Passive Voice L-5 B$-$8/-.2%-&/,

Farmers grow barley.→ Barley is grown (by farmers). Qinghai exports carpets. Carpets are exported (by Qinghai).

Nomads herd yaks. Yaks are herded (by nomads).

Note that passive voice sentences always include an object, but may not include a

subject (e.g. ‘farmers,’ ‘Qinghai,’ ‘nomads’). . R - $ %-L-.$ R ?-2-/ A- L - 5 B$-$8/-.2%-&/-I A-5 B$-

=- o /- . -L- ; = -; R .-G%-L J .-0 R -3 J ., * Measurements: Area 5.-:)=: o-H R /, 1 square kilometer = 1,000,000 square meters , A-= J- P -28 A-31= k A .- P -28 A-31000000

1 hectare = 10,000 square meters , A-( A %-1= k A .- P -28 A-310000

Directions #-K R $?, • northwestern / southeastern / 2-L%-$ A / ><-z R : Ã

• Bananas are grown in the southeastern provinces of China. > A %-+ R $-%%-=$-/ A- N %-$ R : C- ><-z R : A-8 A %-( J/-i3?- ? -:. J 2?-0-< J .,

• Northwest / Southeast / 2-L%-, ><-z R, • Yaks and goats are herded in China’s Northwest. $;$-.%-= $-/ A- N %-$ R : C- / 2-L%- . -:5 S -

* R %-L J .-0-< J ., • the West / the South / 2-K R $?, z R -K R $?, • Tibetan carpets are exported to the West. 2 R .-G A-?-$./-/ A- / 2-K R $?- ? -K A-:S J/-L J .-G A-; R .,



●60●


1. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A-/%- $ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

barley raised? What is noodles grown?

wool made from? bananas herded? Where are yaks used for?

Yaks raised in the southeast. Noodles is grown sweaters. Barley made from on the plateau. Wool herded wheat flour. Bananas

are used for in the northwest.

2. Practice this chant with your classmates. Take turns saying the parts for A and B. H J .-G A-a R 2-P R $ ? - 5 S - .%-3*3- . -5 B$- $ A-$.%?-:. A- .$- =- . R % - 2 - L J .- .$ R ?- 2- .%- 1/- 5 /- < J ? - 3 R ?- G A ?-A .%-B; A-

#$-i3?-> R .,

A: Where are sweaters made?B: They’re made in the shade. Where is cotton grown?A: It’s grown on its own. Where are horses seen?B: They’re seen on the screen. When is English taught?A: It’s taught when it’s hot. How are some rings made?B: They’re made from jade.

3. Answer these questions about the text. a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?, a) Why have Tibetan animal populations decreased in recent years? b) Why was the Chang Tang Wildlife Reserve created?c) By what and whom is the reserve populated?d) Are wild animals still hunted in the reserve?e) How can Tibetans make sure that their wildlife is protected?




1. Change the following sentences from active voice to passive voice. Look in Appendix V

of your book for the correct past participle. $>3-I A-L-5 B$-<%-.2%-&/-I A-5 B$-:. A-i3?-L-5 B$- $8/-.2%-&/-I A-5 B$- +-2 +<, .0 J-(: A- 9 <-2! R .-V 0<-2v?-/?-:.?-0: A-3 A %-n%-3-/ R <-0<-L-.$ R ?,

Example: Nomads herd yaks. → Yaks are herded by nomads.

a) People eat meat and vegetables. b) Hunters kill endangered animals.c) Farmers plant wheat and barley.d) Herdsmen raise goats and sheep.e) America imports Tibetan carpets.

2. Fill in the blanks with northwestern, southwest, the West, northeast, southeastern. $>3-I A- ! R %-(: A-/%- . northwestern.% southwest, the West, northeast, southeastern ? R $?- { R %- ! J-

(-5%- . -$+ R %-.$ R ?,

a) Rice is grown in the _________________ provinces of China.

b) Much embroidery exported from Asia to ______________.c) More than thirty nationalities live in Yunnan Province in China’s _____________.d) Barley is raised in the _______________ provinces of China.e) There is a famous ice festival in the city of Harbin in China’s _____________.


to make it true. :P A$- 0<-(‘T’) .%- 3 A- :P A$- 0<- (‘F’):V A- .$ R ?, $=- + J- / R < - 2 - ; R .- /- .$- 2& R ?-

L J .-.$ R ?,

a) Hunters are protected from animals in the Chang Tang Reserve. ( )

b) Noodles are grown from wheat flour. ( )c) Music and clothes are imported by China from the West. ( )d) Antelopes are killed for their fine wool. ( )e) Silk is produced in China’s northwest. ( )

●61●



●62●

Unit Thirteen: Where Can I Find Something to Eat?

# J- 5/- 2&- $?3- 0, %?- ?- (- $%- /?- 9- 3- 29:-,2, I Dialogue #- 2h,

(at the corner of Second Street and East Road)

YANGZOM

: Hi, Drolma--long time, no see! Welcome to Xining!DROLMA: Thanks, Yangzom. It’s nice to see you. I’ve come to the city to do someerrands.

YANGZOM: Great! What do you want to buy?DROLMA: First, I’d like to get my mother something to wear. She hasn’t bought anything

to wear in a long time. Do you have any suggestions?YANGZOM: I suggest the department store on Middle Road. Follow Second Street for one

block and take a left. The department store will be the second building on theright. What else are you looking for?

DROLMA: I’d also like to find something to read for my father. Do you know where I can buy some magazines?

YANGZOM: Yes, I do. There’s a bookstore at the intersection of First Street and East Road.It’s on the northwest corner of the intersection. You can’t miss it.

DROLMA: Super! And finally, I’d like to buy something for my little cousins to play with.Is there a toy store nearby?

YANGZOM: I believe that there’s one near the post office. I think it’s on West Road between First Street and Second Street. Is there anything else you want tofind?

DROLMA: Yes, there’s one more thing. Can you tell me where I can find something to eat?I’m so hungry that I could eat a horse!

YANGZOM: I know a great Muslim restaurant not far from here. I’m hungry, too--let’s gotogether!


What do you want to buy? I want to buy something to wea r .

Would you like something to eat ? No, I’d like something to drink . What will you buy your cousins? I’ll buy them something to play with.

Can you find something to buy for your mother’s birthday?

No, I can’t find anything to buy for mymother’s birthday.

Have you found someone to ask for arecommendation?

No, I haven’t found anyone to ask for arecommendation.



III Text: Lost!

aR2- 5/, 3$ R- :, R3 ? - 0,

(Finish this story by looking at the map

and filling in the blanks.)

Norbu has just arrived in Xining, andhe is lost. He is at the train station, and

he wants to spend the night at theFriendship Hotel. He can’t find anyoneto ask directions. The weather is coldand rainy, and Norbu is tired andhungry. Finally, he finds someone totalk to.

“Do you know where I can find the Friendship Hotel?” he asks.“That’s easy,” the man answers. “Go straight ahead for two blocks and take a left

on Third Street. The Friendship Hotel will be the first building on the left.” Norbu thanks the man and follows his directions. When he reaches Third Street,

however, he sees the _________ , but he doesn’t see the Friendship Hotel. He looksfor someone else to ask, and soon a woman stops to help him.

“I’m looking for the Friendship Hotel,” says Norbu. “Can you tell me where tofind it?”

“Sure,” answers the woman. “Follow Third Street and take the second left. Youwill see the Friendship Hotel just ahead on the right.” Norbu follows the woman’s directions, but when he arrives, he sees the

_____________, and he still can’t see the Friendship Hotel anywhere.“Can you tell me how to find the Friendship Hotel?” Norbu asks a policeman.“No problem,” says the policeman. “Go to the intersection of First Street and West

Road. The Friendship Hotel will be on the northeast corner of the intersection.”

“Do you have something to write with?” asks Norbu. “I don’t want to make amistake.”

The policeman writes down the directions and gives them to Norbu. But when hefollows the directions, he sees the _________________ but not the FriendshipHotel.

Finally, Norbu sees a child on the street.“Are you looking for somewhere to spend the night?” asks the child.“Yes, I am,” answers Norbu. “I can’t seem to find anywhere to stay. Can you help

me?”“Go straight on First Street for 500 meters,” says the child. “The Friendship Hotel

will be at the end of the street on the right.” Norbu follows the child’s directions, and when he reaches the end of the street, he

is very surprised to find that he is once again in front of the ___________________ !Can you give Norbu directions to somewhere to spend the night?

●63●



●64●

M W THIRD I STREET E E D 2 A

1 S 3 D S

T 4 L 5 T SECOND E STREET

R R O 6 7 R O A 8 O 9 10 A D FIRST A STREET D

D

11

1 - hospital2 - bank 3 - Muslimrestaurant

4 - FriendshipHotel5 - Tibetanrestaurant

6 - toy store7 - departmentstore8 - post office

9 - Peace Hotel10 - bookstore11 - train station

]-------------------------------------------[

500 meters N

↑

W← → E

↓ S


to do errands L-2-4$-4 B$- 1 2-0, you can’t miss it H J .-<%-=3-/ R <-3 A-Y A ., Super! @-&%-29%-,

to spend the night 35/-$%-2 R <-2 # .-0,

that’s easy . J- a - 3 R -< J ., to make a mistake / R <-: O =-29 R ?-2, to write (sth) down :V A-2, once again a<-;%-, ;%-2 *<,



●65●


* Infinitive (III) i3-0-% J ?-3 J .-G A- L - 5 B$


$/?-= $?-2e R .-0 / S A-2

‘somewhere’ / ‘anything’ / etc.’ +

‘somewhere’ / ‘anything / =? R $? +

Infinitive Clause

i3-0-% J ? - 3 J .-G A- 2 -5 B$Positive Sentences:

% J ?-0: A-5 B$- P 2, I'm looking for something to read.

Can you recommend somewhere to spend the night?

Negative Sentences:

.$$-0: A-5 B$- P 2,

I can't find somewhere to spend the night.

I haven't found anyone to ask directions.

* Asking and giving directions. #-K R $?-:S A-2-.%- ! R /-0, • go straight ahead / follow First Street ,.-!<-3 . /- . -:P R -2 / Y%-=3-A%-.%-0 R -. J .-/?-:P R -2, • for three blocks / for 200 meters Y%-2<-$ ? 3-I A-5.-= / k A .-200; A-5.-=, • turn left / take a right / take the second left $; R /- . -.G R $-0 / $;?- ? -.G R $-0 / $; R /-I A-.G R $-

$* A ?-0<-2 o .-0, • the fourth building on the right $ ; ? - G A-, R $-#%-A%-28 A-2, • on the southwest corner z R - / 2-353?-G A- P - 9 <- . , • at the intersection of Second Street and Middle Road Y%-=3-A%-$* A ?-0-.%-=3-2<-3-$* A ?

-G A-2 $ R =-353?- ? , VI Activities . R%- 2h<, 1. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A-

/%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

somewhere to spend the night? Can you tell me where to find the hospital?

Do you know how to get to somewhere to eat dinner? the train station?

Could you tell me where I can find somewhere to buy a pair of shoes?



●66●

Go straight for 2 blocks take a left. turn

Follow First Street

for 500 meters

and

take the third right.

The department store the second building on the righ t.

The train station on the left.

The restaurant at the intersection of Third Street and East Road .

The hospital on the northeast corner of First Street

The Friendship Hotel

will be

and West Road .


a) What does Drolma want to get her mother? b) Does Yangzom know where to buy something to read?c) Does Drolma want to get her cousins something to write with?d) Where does Yangzom think the toy store is?

e) Does Drolma want to find something to drink?

3. Fill in the blanks with something, somewhere, someone, anything, anywhere, anyone. $>3-I A- ! R %-(: A-/%- . - something .%- somewhere, someone, anything, anywhere, anyone 2&?-

{ R %?,

a) I can’t find ____________ to spend the night. Can you recommend a hotel? b) I’m looking for _______________ to read. Which magazine would you suggest?c) I haven’t found ________ who can tell me where to buy train tickets. Can you help me?d) I know____________ who can recommend a good Muslim restaurant. Let’s go and talk

to my friend at the bank.e) I haven’t seen _______________ in the store that I would like to buy for my mother.

Let’s try a different store.f) Do you have a suggestion for ______________ to buy some blue jeans?


1. Finish this dialogue and read it with your partner. # - 2 h - : . A- ( - 5 % - . - 2 + % - e J ? - < % - $ A- P R $ ? - 0 R - . % -

3*3- . -[ R $-.$ R ?,

(at the train station 3 J -:# R <-:22- 5 $?- ? , )

A: Excuse me, I’m looking for______to spend the night. Which ____ do yourecommend?

B: I _________ the Peace Hotel. It’s at the__________ of First Street and Middle Road.A: Which __________ of the intersection is it on?B: It’s on the northeast corner. You can’t ________________.



A: Thanks so much. And do you know where I can find_____________ to eat and drink?B: That’s easy. There’s a great Tibetan ______ nearby. _________ East Road for one

block and take a left. The restaurant will be the second______________on the right.A: Excuse me, do you have something ____________? I don’t want to make a mistake.B: Sure. Here’s a pen. You can use it to _____________ ___________ the directions.A: Thank you for giving me ____________!B: No problem. I hope you can follow them!

2. Write directions to get from and to the following places. $>3-I A-?-(-. J-.$-=-:P R -2:3-; R %-

2: A-#-K R $?-U A ?,

a) from the Friendship Hotel to the post office b) from the train station to the department storec) from the bookstore to the toy stored) from the hospital to the Tibetan restaurante) from the post office to the bank

3. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$-:. A- .$- =- 5 B$- P 2-

< J-29 R -.$ R ?,

a) to write (sth) down b) to make a mistake

c) to spend the nightd) to do errands

e) once again

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Unit Fourteen: How Many Stars Are in the Sky?

# J- 5 / - 2&- 28 A- 2, /3- 3#:-<- {<- 3- $- 5 S.- ; R.- .3, I Dialogue #- 2h,

(on a hilltop at night 35/-3 R : C - . ?- ? -< A -|%-8 A $-/? , )

YANGZOM: “She looked toward the sea and said...”TASHI: Is that you, Yangzom? What are you doing here? And what’s that you are

reading?YANGZOM: I’ve come to this hilltop for many years to read my poetry. I have just written

a new poem, and I am trying it out. What are you doing here?TASHI: I’ve come to look at the stars. I’ve climbed this hill since I was ten years old to

look at the night sky. When I was younger I thought I could count all of thestars, but now I know that there are hundreds of millions of stars, perhaps even billions. Now I know that looking for stories in the stars is more interestingthan counting them.

YANGZOM: I didn’t know you were so interested in the night sky. I have always wanted to

learn more about the moon, stars, and planets.TASHI: I can tell you more about the stars, and I would also like to ask you some

questions about poetry. How long have you written your own poetry?YANGZOM: I’ve written poetry since I was a young girl, and I’ve always dreamed of being

a famous poet. You can ask me questions about poetry anytime you want.TASHI: Well, there’s something else I’d like to ask you. Will you go to the dance with

me next Saturday?YANGZOM: I’d love to go to the dance with you, Tashi! I thought you would never ask!TASHI: I’ve wanted to ask you to a dance since our first class together, but I didn’t

know how to do it. I’m very pleased that you have accepted my invitation!And I’m sorry to interrupt you--please continue reading your new poem!

YANGZOM: “ ...‘I haven’t felt this happy in years!’”


How long has Yangzom written poetry? She has written poetry for a long time. How long has Tashi looked at the nightsky?

He has looked at the night sky since he

was a young boy. When was the last time you saw a newmovie?

I haven’t seen a new movie in years!

How long have you wanted to visit Japan? I have wanted to visit Japan all my life.



III Text: The Population Explosion?

a R2- 5/, 3A- P%?-3I R$ ? - : 1J=- I A- $ ? - $ +R<- ( J/- 0 R,

What is an explosion? Have you ever seen an explosion on television or in a film?At the beginning of the twenty-first century, our planet is experiencing a newkind of explosion that is not caused by bombs. This time, the explosion is a

population explosion.How many people live on the Earth? The population of our planet has grown slowly for

thousands of years. Two thousand years ago, there were 250 million people on Earth. Four hundred years ago, the population was still only 500 million. But since the beginning of thetwentieth century, the population has grown very quickly. In the year 1900, the populationwas around 1,700 million, and by 1970 the population had grown to 3,600 million. Thismeans that the population has doubled in just 70 years. The United Nations says that the population of the Earth was about six billion at the end of the twentieth century. Some people think that the population will reach seven billion by the year 2010. This means theEarth’s population will soon double again. Nowadays, the population is increasing faster than ever. At the end of each new day,

250,000 new babies have been born, and each baby must have food to eat and a place tolive. But in recent years, the amount of available farmland has decreased because many

farms have been covered with new roads and buildings. Meanwhile, the consumption of resources has increased rapidly. People use more water, wood, gas, and electricity than ever before. If the population continues to grow so rapidly, people will not have the food, land,and resources that they need to live.

What can we do to keep the Earth’s populationunder control? There are many things that can bedone to help solve this problem. First, we must havesmaller families with fewer children. Second, wemust find ways to grow more food to feed the planet.Third, more-developed countries and less-developedcountries must work together to consume fewer

resources. We must solve this problem before it’s toolate, or our planet will soon be covered with people.Then there won’t be enough space left for anyone to solve the population problem.


to try (sth) out 5 S .-2v-L J .-0, to keep (sth) under control 5 S .-:6 B/, .2%- . -2 # -2, more- / less-developed country ! R 2?-w/-o=-#2, e J ?-= ?-G A-o=-#2, to consume resources , R /-# %?-2 J .- , R .-L J .-0, before it’s too late ; /-< A %-3-:$ R <-2: A-} R /- . ( %-5 S ?-% J ?-0<- . ),

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●70●


* Present Perfect Tense (III) L J.- 9 A/ - . - v - 2, Subject +

L J .-0 R +‘has / have’ + Past Participle +

:.?-0: A-3 A %-n% +Time Clause

. ?- ! R /-0: A-5 B$-5 S $?,

The population has grown slowly for thousands of years.

The population has increased quickly since the year 1900.The population has doubled in 70 years.

The population has reached 6 billion during the 20th century.

-Use ‘in’ and ‘ago’ in time clauses with the past tense: ||‘in’ .%- ‘ago’ / A- . ?-:.?-0: A-i3-0-= - .<-2: A-5 B$-5 S $?-G A-/%- . -2! R =-.$ R ?,

• I met Kevin in 1999. %-<%-1999= R <-# J .- 2 /-.%-% R -:U.-0-; A/, • I met Kevin one year ago. %-<%-= R -$& A$-$ A-} R /-=-# J .- 2 /-.%-% R -:U.-0-; A/,

- Use ‘since’ and ‘for’ in time clauses with the present perfect tense: || ‘since’ .%-

‘for / A-L?-

9 A/-.-v-2<- .<-2: A-5 B$-5 S $?-G A-/%- . -2! R =-.$ R ?, • I have known Kevin since 1998. %?-1998= R - / ? - 2 9 %-# J .- 2 /-% R -> J ?-0-; A/, • I have known Kevin for one year. %?-# J .- 2 /-% R -> J ?-/?-= R -$& A$-:$ R <-9 A/,

* Numbers above One Hundred 2o-;/-(.-G A-P%?-!

100 one hundred

1000 one thousand

10,000 ten thousand

100,000 one hundred thousand

1,000,000 one million

1,000,000,000 one billion

8,888,888,888 eight billion,

eight hundred and eighty-eight million,

eight hundred and eighty-eight thousand,

eight hundred and eighty-eight



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1. Match each phrase on the left with a phrase on the right to make a complete sentence.

S-3 A$-$; R /-I A-5 B$- . 3-< J-.%-$;?-G A-5 B$- . 3-< J- ( - 2 1 A$?-+ J-5 B$- P 2-(-5%-8 A$-29 R -.$ R ?, They have studied English

in just five days.

The population has reached six billion since he was ten years old.

I haven’t felt so excited for more than three years. The price of sugar has doubled at the end of the twentieth century.

Tashi has watched the stars in years!


a) Has the Earth’s population grown quickly in the twentieth century? b) At the end of each day, how many new babies have been born?c) Has the consumption of resources increased in the twentieth century?d) In how many years has the Earth’s population doubled?

e) In how many years will the Earth’s population double again?


“I Will”

Who knows how long I’ve loved you?You know I love you still,Shall I wait a lonely lifetime?If you want me to, I will.

I’ve loved you for an hour,

And for a million years,Oh, I’ve loved you since the start of time,And through a billion tears.


1. Fill in the blanks with for, since, in, during, ago. $>3-I A- ! R %-(: A-/%- . - for .%- since, in,

during, ago 2&?{ R %?,

a) The Earth’s population has doubled _________ 70 years. b) Yangzom has written poetry ____________ she was a young girl.

c) I started to study English one and a half years ___________.d) People have watched the stars __________ thousands of years.e) The population of the planet may double again____________ the twenty-first century.



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2. Write out each of these numbers in English. P%?-!-:. A-.$-< J-< J-.L A/-; A$-$ A ?-U A ?, Example: 582 → five hundred and eighty-twoa) 1,596 b) 23,783c) 542,694d) 3,873,527e) 5,727,642,934

3. Write answers to these questions about the dialogue. #-2h: A-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2? -.$ R ?,

a) How long has Yangzom come to the hilltop to read her poetry? b) How long has Tashi climbed the hill to look at the night sky?c) How long has Yangzom dreamed of being a poet?d) How long has Tashi wanted to ask Yangzom to a dance?e) Has Yangzom felt this happy recently?



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Unit Fifteen: Inventions and Discoveries # J- 5/- 2& R- s - 2, $?<- $+R.- .%- f J.- 0,

I Dialogue #- 2h,

MS. LYONS: Good afternoon, class. Today we are going to talk about important inventions

and discoveries from around the world. Who can tell me where gunpowder was invented?DAWA: Gunpowder was invented in China. Paper was also invented by the Chinese.MS. LYONS: Thank you, Dawa. Was the first newspaper printed in China, then?YANGZOM: No, the first newspaper was printed in Germany. The printing press was also

invented by the Germans.MS. LYONS: Very good, Yangzom. And what about discoveries in medicine? When was the

cure for smallpox discovered?TASHI: The cure for smallpox was discovered in the twentieth century. This disease

now lives only in the laboratory.MS. LYONS: That’s quite interesting, Tashi. And Lhamo, how about inventions to explore

space? Were the first spaceships built in the United States?LHAMO: No, the first spaceships were built in the Soviet Union. The artificial satellitewas invented by the Russians.

MS. LYONS: Did the Russians also invent the personal computer?TASHI: No, the personal computer was invented in the United States. It is one of the

most useful inventions of the twentieth century.DAWA: I can think of an invention that would be even more useful than the personal

computer.MS. LYONS: What’s that?DAWA: I think someone should invent a machine that will do my homework for me!MS. LYONS: That’s a nice idea, Dawa, maybe you should invent it yourself!

II Sentence Patterns 5B$- $ A-P2-!%?, Where was the printing pressinvented ?

The printing press was invented in Germany.

By whom were the first spaceshipsbuilt ?

The first spaceships were built by the Russians.

When was the cure for smallpoxdiscovered ?

The cure for smallpox was discovered in thetwentieth century.

Were computers invented in China? No, they were invented in America.



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III Text: The Three Little Pigs a R2- 5/, 1$-U$- $?3,

Once upon a time, there were three little pigs who lived in a dark forest. The pigslived in fear because they were always threatened by a big bad wolf who also livedin the forest. The pigs decided that they would each

build a house to protect themselves from the wolf.The first pig’s house was made of straw. It was easy to

build and warm in the winter. The second pig’s house wasmade of sticks. It was stronger than the first pig’s house, andit was not difficult to build with materials from the forest.The third pig’s house was made of bricks. It was moredifficult to build than the first pig’s and second pig’s houses, but it was the strongest houseof all.

One day, the wolf was creeping through the forest and looking for something to eat. Soonhe saw the houses that were built by the three little pigs. “What a lucky wolf I am!” said thewolf. “I shall have fresh pig meat for my supper!”

The wolf went to the first pig’s house and said, “Open the door and let me in!”The first pig answered, “Not by the hair of my little pig chin!”

“Then I’ll huff and I’ll puff, and I’ll blow your house down!” said the wolf. So he took a big breath, and the house that was made of straw was quickly destroyed. The first pig raninto the second pig’s house for protection.

Then the wolf went to the second pig’s house and said, “Open the door and let me in!”The second pig answered, “Not by the hair of my little pig chin!”“Then I’ll huff and I’ll puff, and I’ll blow your house down!” said the wolf. So he took a

big breath, and the house that was made of sticks was destroyed as quickly as the house thatwas made of straw. The first and second pigs ran into the third pig’s house for protection.

Finally, the wolf went to the third pig’s house and said, “Open the door and let me in!”The third pig answered, “Not by the hair of my little pig chin!” “Then I’ll huff and I’ll

puff, and I’ll blow your house down!” said the wolf. So he huffed and he puffed, but he

couldn’t blow down the house that was made of bricks. Finally, the wolf went awaydisappointed, and the three little pigs were saved.

LESSON: Do things right the first time--it’s worth the effort!


by mistake / R <-2, : ( $-0,

to let (sb) in 3 A- $ - $ J-3 R - / % - = - ; R %- . -: ) $-0, to huff and puff @ <-,$-$ A ?, to blow (sth) down 1 -2+2-/?-h A 2- +-: ) $-0, to take a breath . 2 $?- d 2-0, to be worth the effort %=-2-:V?-; R .,



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* Passive Voice (II): Past Tense L-5 B$-$8/-.2%-&/-=?- . ?-:.?-0, Subject +

L J .-0 R +

‘was / were’ + Past Participle +

:.?-0: A-3 A %-n%- +Complement

$?2-5 B$

Spaceships were built by the Russians.

The cure was discovered in the twentieth century.The house was made of straw.

Stones were used for writing before paper was invented.

* Compound Words e J ?- P 2-G A-3 A % , - Many English words are created by putting two small words together to make a bigger

word. .L A/-; A$-$ A-3 A %-3%-0 R -8 A$-/ A-3 A %- , %-2-$* A ?-3*3- . - .<-+ J-3 A %-$8/-29 R ?-0-=?- L %-0-; A/, Look at these examples. .0 J<-2e R .-:. A- . $ - = - v R ?,

• space + ship = spaceship

• news + paper = newspaper

• small + pox = smallpox

• gun + powder = gunpowder Can you think of other examples?


1. Match each phrase on the left with a phrase on the right to make a complete sentence. S-3 A$-$; R /-I A-5 B$- . 3-< J-.%-$;?-G A-5 B$- . 3-< J- ( - 2 1 A$?-+ J-5 B$- P 2-(-5%-8 A$-29 R -.$ R ?,

Candles were used for light through a loudspeaker outside. Farmers use tractors for keeping food cold and fresh. A refrigerator is used in the winter by a radiator. Music is played between classes before the flashlight was invented.

Our classroom is heated to plow their fields.


a) Was gunpowder invented in Russia? b) Where was the first newspaper printed?c) By whom were the first spaceships built?

d) When was the cure for smallpox discovered?e) Was the personal computer invented by the Chinese?



3. Find each of these words in the puzzle. The words may be written forward or backward, horizontally,

vertically, or diagonally.

; A-$ J: A-$2-5 B$-. J-=?-,-~.-:. A-i3?-< J-< J-28 A/-:5 S =-.$ R ?, ,-~.-. J-.$-3$ R -/?-3 ) $-=-V A ?-; R .-0:3-

3 ) $-/?-3$ R <-V A ?-; R .-0, % R ?-~ R 3?- ? -V A ? - ; R .-0, S%-:K%- . -V A ?-; R .-0, ;%-/-$? J$- +-; R .-Y A .,

computer

refrigerator

gunpowder

tractor

television

wristwatch

radiator

telephone

T E L E V I S I O N Y Q C Y R S P N F D F V X L O H O E C B H D A E Q Y M N T E L E P H O N E T P D A D R G J K T R E N U S I R O T C A R T A D T R D D S Q B E V D Z D E G A D A E T U R J X N R I R E D W O P N U G R W H C T A W T S I R W E R E F R I G E R A T O R

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III Text: The Space Race aR2- 5/, ! R%- 2:A- .L A%?- < A3- I A- : P / - 2#<,

It is October 1959, and scientists in the SovietUnion are preparing to send the first artificialsatellite into space. The scientists don’t know

whether they will be successful. Soon, the smallsatellite, called Sputnik, is launched. When Sputnik revolves around the Earth successfully, thescientists are sure that they can do it again. In November 1959, they send a larger satellite, calledSputnik II , into space. This time there is a passenger on board--a small dog. Again, thescientists are successful. It is a victory for science. Now it is July 1969. Scientists in the United States have seen the success of spaceships in

the Soviet Union, and they think they can do the same thing. Only this time, they don’twant to put a dog on board--they want the passengers to be people. And they don’t onlywant to revolve around the Earth--they want to go to the moon.

Soon, the American scientists launch a spaceship called Apollo 11. They aren’t sure that

Apollo 11 will reach the moon, but they think that it is possible. Three men, calledastronauts, are on board the spaceship, and Apollo 11 reaches the moon successfully. OnJuly 20, 1969, two of the astronauts walk on the moon. The first astronaut, named NeilArmstrong, says, “That was a small step for man and a great leap for mankind.” Now it is the beginning of the twenty-first century. Where will the next spaceship go? Do

you wonder whether it is possible to travel beyond the moon? Who do you think will be thefirst people to walk on other planets?


outer space K A-< R =-I A-:) A$-g J/, out there ( ?: A-$ R -=: A-) K A-< R =- +, some kind of < A$?-> A$- +-$+ R $?-0, so what & A-< J ., . J-; A/ - / - & A-< J ., besides that . J-=?-$8/, . J- 3 - 9 ., on board ( P -.%-3 J-:# R <-$/3- P ? R $ ? - G A-/%-)

8 $ ? - 0 : A, /%- . -; R .-0: A, to revolve around (sth) w A %-{ R <-o$-0,

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●80●

V Grammar Points 2h-3 R. - . ! : - $ / .,

* Object Clause (III) L- 5 B$-! R/- 0: A-2- 5 B$

‘That’ is used with “Do you think / Are you sure...” questions: ||

‘That’/ A-:S A-5 B$“Do you think ...” .%- “ Are you sure...” $* A ?-=- . R <-.$ R ?,

Question( S A-5 B$) + ‘(that)’ + Statement $/?-= $?-2e R .-0, Don't you think that the satellite will be successful?

Are you sure that he is coming today?

‘If / whether’ are used with “Do you know / Do you wonder...” questions:

‘If ’NE ‘ whether’$* A ? - / A-:S A-5 B$-“Do you know / Do you wonder...” =- . R <-.$ R ?,

Question (:S A-5 B$) + ‘if / whether’ + Statement $/?-= $?-2e R .-0: A- 2 -5 B$

Do you know whether the spaceship will reach the moon?

Do you wonder if people will walk on other planets?



a) Does Dawa wonder if there is life on other planets? b) Does Ryan know whether there is life on other planets?c) What has Ryan seen with his telescope and heard from his radio?d) Why does Ryan think that there is life out there?e) Is Ryan sure that there is a man in the moon? Why or why not?

2. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A- /%-$ A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?, Do you it will rain tomorrow? Does she he will cook supper tonight? Is Dawa she will come to class on time? Are they

know think sure

if (that)whether we will have an exam this week?

I am (not) it will rain tomorrow. Yes, he do(n’t) he will cook supper tonight. she are(n’t) she will come to class on time. they does(n’t) we will have an exam. No, it is(n’t)

know thin k sure

if (that) whether

...



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3. Ask and answer these questions with your partner. H J .-G A-P R $?-0 R -.%-3*3- . -S A-2-:. A-.$-1/ - 5 /-=-:S A-2-.%-=/-:. J 2?-.$ R ?,

a) Do you think that there is life on other planets? Why or why not? b) Do you know if scientists in China have launched any artificial satellites? Why or

why not?c) Are you sure that people have walked on the moon? Why or why not?

d) Do you wonder whether people could live on the moon? Why or why not?e) Would you like to be the first person to walk on another planet? Why or why not?Why or why not?


1. Unscramble these words from the text. a R 2-5/-=?- L %-2: A-,-~.-:. A-.$-= J$?- 1 A$-L R ?,

a) psphasice b) iratiaclfic) epnrgseasd) eovelrv

e) aleseltit

2. Fill in the blanks with if, that, whether . More than one answer is possible for some

questions. || ‘if .%-that , whether’ 2&?-G A ?- ! R %-(-{ R %?, S A-2-=-=<-=/-:. J 2?- 5 =-3%-0 R -; R .-Y A ., a) I don’t know ___________ I will finish my homework on time. b) Don’t you think _________ the weather is beautiful today?c) I wonder__________ I could borrow Dawa’s wristwatch.d) Are you sure _________ scientists have found a cure for smallpox?e) Does Lhamo think ___________ she will win the race tomorrow?

3. Answer these questions about the text. a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?, a) Do the scientists in the Soviet Union know if they will be successful when they launch

Sputnik? b) When are the Soviet scientists sure that they can do it again?c) Do scientists in the United States think that they can do the same thing as the Soviet

scientists?d) Are the American scientists sure that Apollo 11 will reach the moon?e) What does Neil Armstrong mean when he says, “That was a small step for man and a

great leap for mankind?"



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Unit Seventeen: I Didn’t Know If You Had Heard the News

#J- 5/- 2&- 2./- 0, % ?- HJ.- G A?- $/ ?-5=-:. A- $ R- ; R.- 3 J.- 3 A- > J?, I Dialogue #- 2h,

YANGZOM: Hello, Tashi.TASHI: Hi, Yangzom--are you all right?YANGZOM: Yes, I’m all right, but I’m a little sad. I didn’t know if you had heard the

news. I’m going to Lhasa to study poetry next semester, and I’m leavingXining on Friday. I will be leaving early to move my things, and I willspend the Tibetan New Year with my relatives in Lhasa.

TASHI: Wow, that’s great! I mean, I’m very happy for you. I had heard that youwere leaving, but I didn’t know if it was true.

YANGZOM: Yes, what you’ve heard is true. Our Tibetan literature teacher haswanted to help me study in Lhasa for a long time. She had talked aboutit last year, but I wasn’t ready to go then. Now I’m ready. I’ve heard thatthere are fantastic teachers of Tibetan poetry in Lhasa, and the university

has offered me a full scholarship. I had almost decided to stay in Xining, but now I see that I can’t turn down this opportunity.

TASHI: Of course not. You’d better go to Lhasa if you are going to be a famous poet someday. Our classmates are all very proud of you.

YANGZOM: Thank you, Tashi--you’re very kind. I had always dreamed of studyingin Lhasa when I was a girl, and now my dream is coming true. But I’mreally sorry that we can’t go to the dance together on Saturday.

TASHI: That’s all right. But there’s one thing I want to tell you. If I had knownyou would leave Xining so soon, I would have asked you to a dancemuch earlier. I hope that we will see each other again soon. Will you

write me letters from Lhasa?YANGZOM: Of course I will, Tashi. I hadn’t realized it would be so difficult to say

good-bye to you.TASHI: Good luck, Yangzom. I’ll miss you very much.YANGZOM: Good-bye, Tashi. I’ll miss you, too.


Tashi had heard that Yangzom would go to Lhasa, but he didn’t know if it was true. Yangzom’s teacher had talked about helping her study in Lhasa last year. If Tashi had known Yangzom was leaving, he would have asked her much earlier.

Yangzom hadn’t realized it would be so hard to say good-bye to Tashi.



III Text: If Only They Had Listened aR2- 5 /, $=- +J- # R- 5S?- $8/- I A- #- ]%?- ; R.- /,

In the year 2525, the first visitors from outer space visited the Green Planet. They hadheard many stories about the planet’s great beauty, so when they arrived on the planet,they were very surprised. Everything on the Green Planet was very quiet, and nothing

was very green. They looked for some birds in the trees, but all of the trees had been cutdown. They looked for some people to ask about what had happened, but it seemed that allof the people had died.

The visitors didn’t understand. In recent centuries, the people of the Green Planet had become very intelligent, and they had grown very rich. They had created many usefulinventions, and they had made many important discoveries. So why had they all died? Justthen, the visitors heard the sound of a small worm crawling on the ground in front of them.“Please tell us,” said the visitors to the worm, “what has happened to this planet!”

The worm looked up at them and began to tell the story.“Until they all died,” said the worm, “the

people of the Green Planet had been clever, but they had not been wise. They had caught

all of the fish in the sea for their meals. Theyhad polluted all of the lakes and streams withtheir factories. And they had cut down all of the trees to build their houses. Finally, theyran out of food and water and wood. They had been so busy making money, that they hadforgotten what they needed to survive.” Theworm finished his story and crawled awayslowly. Then everything was quiet.

The visitors remembered the words that an American Indian chief from the planet Earthhad said to his people in the late nineteenth century: “After the last fish has been caught,

after the last river has been polluted, after the last tree has been cut down...only then will people realize that they can’t eat money.”

It seemed that the people of the Green Planet hadn’t listened.


all right 29%-$ A to be happy for (sb) 3 R -2,

to be proud of (sb) % R 2?-0- * J .-0, a full scholarship a R 2-; R /-(-5%-,

to turn down ) J-.3:- < -$+ R %-2, to come true 3% R /-: I<,

if only... $=-+ J- - - ; R .-/,

just then . J- 3 <, . J: A-5 K, to cut down $& R .-0, to run out 2! R =-9.- . -$+ R %-2, to make money | R <-3 R -24=-2,

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●84●


* Past Perfect Tense (I) : . ? - 0 :A-.?- G A- m R$?- 0,

Subject +

L J .-0 R +‘had’ + Pas Participle +

:.?-0: A-3 A %-n%- +Complement

$?2-5 B$

I had left the building by five o'clock.

You had already finished your homework.She had always dreamed of studying in Lhasa.

Note that in the past perfect tense, the word ‘had’ is used with each person, and it does

not change for the third person. ; A . - : ) R $ - L - . $ R ? - 2 - 8 A$ - = - : . ? - 0 : A- . ? - G A- m R $ ? - 0 - = - .< - 0 : A- 5 B$- -

$ A-/%- . - ‘had’/ A-$%-9$-$%- < %-=- .<-( R $-0-.%-, $%-9$-$ ? 3-0: A-{2?- ? :%-3 A-: I<-< R,


1. Match each phrase on the left with a phrase on the right to make a complete sentence. S-3 A$ -$; R /-I A-5 B$- . 3-< J-.%-$;?-G A-5 B$- . 3-< J- ( - 2 1 A$?-+ J-5 B$- P 2-(-5%-8 A$-29 R -.$ R ?, When I arrived in the cafeteria, when he was a young boy .Tashi had tried to count all the stars Tashi had heard the news. I had never seen a thangka Lhamo had already eaten lunch .Yangzom didn’t know whether when Dawa finished his exam. I had just started my examination before I went to Rebgong.

2. Answer these questions about the text. a R 2-5/-{ R <-I A-S A-2-:. A-.$-=-=/-:. J 2?-.$ R ?,

a) What had happened to all of the trees on the Green Planet?

b) What had the people of the Green Planet achieved?c) Had the people of the Green Planet been clever? Had they been wise?d) Why had the people of the Green Planet forgotten what they needed to survive?e) Had the people of the Green Planet listened to the words of the American Indian chief?

3. Practice this chant with your classmates. Take turns saying the parts for A and B. H J .-G A -P R $?-0 R -.%-3*3- . - $>3- I A- 5 B$-$.%?-:. A- .$- . R %-.$ R ?- 0- .%- 1/- 5 /-< J ?-3 R ?-G A ?-A .%- B; A- #$- i3?- > R .,

A: It was the hardest thing he had ever done,B: It was the biggest prize she had ever won;

A: It was the strangest thing she had ever said,B: It was the longest book he had ever read;A: It was the sweetest song they had ever sung,B: It was the loudest bell that had ever rung;A: It was the kindest letter she had ever sent,B: It was the saddest time he had ever spent.



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a) Had Tashi heard that Yangzom was leaving Xining? b) When had Yangzom’s Tibetan literature teacher talked about helping her study in

Lhasa?c) Had Yangzom dreamed of studying in London when she was a girl?

d) What would Tashi have done if he had known Yangzom would leave Xining so soon?e) Had Yangzom realized that it would be so difficult to say good-bye to Tashi?

2. Fill in the blanks with already, just, always, never . More than one answer is possible for

some questions. || already .%- just, always, never i3?-2! R =-+ J- ! R %-(-{ R %?, :S A-5 B$-#->?-=-

=/-:. J 2?- 5 =-3%-0 R -; R ., a) When Ms. Lyons walked into the classroom, Tashi had _______ finished his

homework. b) Dawa had ____seen the man in the moon before he looked through Ryan’s telescope.c) Yangzom had _________ dreamed of studying poetry in Lhasa.

d) Andrew had ______ gone to Kumbum Monastery before he went there last weekend.e) I had _________ fallen asleep when I heard a loud noise.

3. Change these sentences to the past perfect tense.$>3-I A-5 B$- P 2-:. A-.$-:.?-0: A- . ?-G A-m R $? -0: A-i3-0- < -2 +<-.$ R ?,

Example: When she left the cafeteria, I had just arrived (arrive).a) The people of the Green Planet _______ __________ (pollute) all of the rivers. b) They ______ _______ ________ (cut down) all of the trees to build their houses.c) By the time that the visitors from outer space arrived, all the people on the Green

Planet ________ ________ (die).d) The people of the Green Planet_______ ______ (grow) rich, but they ______ not

______ (become) wise.e) It seemed that the people of the Green Planet _______ ___________ (listen) to the

words of the American Indian chief.



III Text: The Peasant Girl and Her Pail aR2- 5/, 8 A%- P R%- $ A-2.- 3 J.-. J- .%- 3R: C-9R- 2,

One beautiful day in early spring, an old traveler was walking along a country road.Soon he came upon a young peasant girlwith a half-empty milk pail on top of her

head crying by the side of the road. The old manwondered how anyone could be so unhappy onsuch a lovely day. “What’s the matter, Miss?”asked the traveler. “Is there anything I can do tohelp you feel better?”

“No, there isn’t,” answered the peasant girl.“This is the worst day of my life. I was on myway to the market this morning to sell my milk, but I have spilled the milk from my pail. Now, everything is terrible.” And she began to cryagain.

“Well, now,” said the traveler, “it’s only a pail of milk. The goats will fill your pail againtomorrow. What are you worried about?”

“But I was going to buy some hens with the money from selling the milk,” cried the

peasant girl, “and I was going to sell their eggs every day to the monks at the monastery.”“Well, I’m sure that the monks can buy their eggs from somebody else,” said the traveler.

“Must you keep crying?”“You don’t understand,” replied the peasant girl. “I was going to use the money from the

eggs to buy some fine silk. And from that silk, I was going to sew a beautiful new dress towear to the festival.”

“And what were you going to do at the festival in your new dress?” asked the traveler.“I was going to show off my dress to all of the young men there,” said the peasant girl,

“and if any of them became too bold, I was going to toss my head at him like this.” And asshe tossed her head, the milk pail fell from her head just as it had fallen earlier, spilling therest of the milk in the pail. Again, the peasant girl began to cry as if she would never stop.

“I’m sorry to hear about your troubles,” said the traveler. “When I left my home to travel,I wasn’t expecting to find anything in particular. Because I have no expectations, I am perfectly happy.” And the traveler began to whistle a joyful song as he walked off down theroad.

LESSON: If you have great expectations, you will surely be disappointed.


What’s the matter? . R /-.$-& A-8 A$-< J ., to take a nap $* A .- , /-8 A$-2o2-0,

to run into trouble .!:-#$-=- , $-0, to have no choice & A- L - $ + R =-3 J ., to come upon U.-0, , $-0,

to show off ! R /-0, to toss (sb’s) head 3$ R -$ ; $-0, as if ; A/-0-v<, /%-28 A/, in particular z$-0<- . , H.-0<- . , to walk off 1<-:P R -2,

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●88●


* Future-in-the-Past Tense (I) :.?- 0: A-.?- G A- 3- :R% ? - 0,

Subject +

L J .-0 R +

‘was / were’+

‘going to’ + Verb +

L-5 B$ +Complement

$?2-5 B$

Norbu was going to sleep for a few days.

The hens were going to lay eggs everyday.The girl was going to buy some silk with the money.

The man wasn't going to do anything in particular.

This form of the future-in-past tense describes activities that are planned but not carried

out. :.?-0: A- . ? - G A-3-: R %?-2: A-i3-0-:. A ?-L-2-$%-8 A$- 1 2-l A ?-; R .-0-. J- ! R /-0-=?-L?-9 A/ - 0 - 3 A- ! R /,

• Using ‘only’ and ‘just’ || ‘only’.%- ‘just’ ; A-. R<- 2- 2>.- 0, • I was only going to sleep for a few minutes. % - < % - ( - 5 S . - { < - 3 - : $ : - + $ - + $ - = - $ * A .- P2?- L?-

0-; A/, • I was just about to leave the room when she came in. # R -3 R - / % - = - a J 2?- . ?-%-+$-+$-K A<-:P R -

P2?-L J .-G A-; R ., VI Activities . R%- 2h<,

1. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$

-< J

-< J

: A

-/%-$ A

-,-~.-i3?-2! R

=-+ J

-5 B

$- P

2-29 R

?,

What time Drolma do this evening? With whom was the y go to the football match?

Where we buy some vegetables? How long Norbu take a nap? What

were

you going to

meet your classmates?

They meet my classmates for a few minu es.t

He was buy some vegetables with my sister.

I go to the football match this evening. We take a nap in the dormitory. She

were going to

watch a movie at the market.



●89●


a) Was Norbu going to come home earlier? Why did he come home late? b) Where was Norbu going to move his herd?c) How long was Norbu going to sleep?d) What was Norbu going to do this evening?e) What is Norbu going to do this evening?

3. Fill in the blanks with am, are, is, was, were. $>3-I A- ! R %-(: A-/%- . -am .%-are, is, was, were 2&?-:. J3?-+ J-{ R %?,

a) I _______ going to meet my friends at the disco last night, but I caught a cold. b) My sister______ going to come over for dinner tonight. I will be very excited to see

her!c) ______ you going to go to the movie tonight? We can go together if you like.d) My parents ___ going to come and visit us in the city, but then they changed their plans.e) Next weekend, I _____ going to visit Rebgong for the first time. It will be interesting to

see the thangka in the monastery there.


1. Change these sentences to the future-in-the-past tense, using was / were going to.

$>3-I A-5 B$- P 2-:. A-. $-=- was / were .%- going to$* A ?- 2! R =-+ J-:. ?-0: A- . ?-G A- 3- : R %?-0: A- i3- 0- < - 2 +<,

Example: What did you do yesterday? → What were you going to do yesterday?a) What are you going to do this evening? b) Who did you see this morning?c) How long are you going to sleep?d) Which movie did you watch last night?

e) Why did you turn down the scholarship?

2. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$-:. A-.$-=-5 B$

- P 2-< J-29 R -.$ R ?, a) to show off b) to have no choicec) to cut down

d) to spend timee) to run into trouble


a) What was the peasant girl going to buy with the money from selling the milk? b) For what was she going to use the money from the eggs?c) What was the peasant girl going to do with the fine silk?d) What was she going to do at the festival?e) Do you think the peasant girl is still going to go to the festival?



Unit Nineteen: The Floods Must Be Stopped!

#J- 5/- 2&- .$- 2, (- = R$- :$R$- .$R?, I Dialogue #- 2h,

R YAN: Hey, Dawa--what’s up? Why are you holding that sign, and what is written on it?

DAWA: Oh, hello, Ryan. My classmates and I are collecting money to help flood victims ineastern China. My sign says, “The floods must be stopped. Repairs must bestarted.”

R YAN: That’s really great! What must be done to help the flood victims?DAWA: Well, first, money must be raised. Over one hundred million US dollars are needed

to solve the problems caused by the floods. Students around the country are asking people to give their small change to the campaign. If millions of people give a few yuan, hundreds of thousands of yuan may be collected.

R YAN: What can the money be used for?DAWA: The money can be used to provide food and water for the flood victims, or it can

be used to buy medicine and repair hospitals in flooded areas. It may also be used

to build temporary schools and clinics.R YAN: When should the repairs be completed?DAWA: The flood waters should be controlled by the middle of October, and the repairs

should be completed by the beginning of November.LHAMO: They may be finished earlier if our campaign is successful!R YAN: Hi, Lhamo--what is written on your sign?LHAMO: My sign says, “Your small change can be used to make great change!”


What must be done? The floods must be stopped .

How much moneymay

be collected

? Hundreds of thousands of dollarsmay be

collected . When should repairs be completed ? Repairs should be completed by the end of

the month. What can it be used for? It can be used to provide food and water.

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III Text: What Caused the Floods? a R2 - 5 /, (- = R$-L% - 2 : A-o- n J/- & A- 8 A$- ; A/,

In the summer of 1998, many parts of China were damaged by heavy floods. Hundredsof people were killed, and hundreds of thousands of people lost their homes. Muchmoney was spent to repair the damage, and much farmland was destroyed in flooded

areas. So what caused the floods? Was there too much rain? Were the houses built too closeto the rivers?

The floods were not caused by these problems. The floods were caused because too manytrees have been cut down in the higher parts of the Yellow and Yangtze Rivers. These arethe two largest rivers in China, and they carry water to hundreds of millions of people in theeastern part of the country. Heavy logging in Qinghai and Sichuan Provinces has causedserious soil erosion in the higher parts of these rivers. This means that much soil has flowedinto the rivers because there are not enough trees to hold the soil. Each year, more than onemillion metric tons of soil flows into the Yangtze River from only one prefecture in SichuanProvince. Because of soil erosion, the capacity of these rivers has decreased by millions of cubic meters, and floods have become more common because the rivers cannot hold asmuch water as they did before.

What can be done to prevent floods in the future? First, more trees must be planted in the

higher parts of the Yellow and Yangtze Rivers.According to a government minister, the forestareas of Qinghai Province should be increased by45 per cent in the next 30 years. Logging in theseareas must also be stopped. China’s government hasalready addressed this problem by declaring a banon all logging in the higher parts of the YangtzeRiver. Finally, people should be educated on thecauses of floods. If the right steps are taken, major floods can be prevented in the future.


small change =$-. % =, soil erosion ?- < =-2,

according to v<-/, $8 A<-2 9 %-/, (ten) percent

2o-(: A(

2 &)

,

to take steps $ R 3-0- % R -2, to declare a ban 2!$-:$ R $-L- o -2 1$?-0,

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●92●


* Passive Voice (III) hL- 5 B$- $8/- .2%- &/, (3)

Subject L J .-0 R +

Modal Verb + i3-: I<- ! R /-0: A-L-

5 B$

‘be’ Past Participle :.?-0: A-3 A %-

n%-, Trees must painted.

People should educated.

Floods can

be

prevented.

* Measurements: Volume 5.-:)=,: > R %-5., 1 liter = 1000 milliliters Z J %-1 = @: R -Z J %-1000

1 cubic meter = 1000 liters k A .-z3-0-1= Z J %-1000

1 metric ton = 1 million grams , A- +/-1=# J- ? - ; -1



Trees to repair homes. Flood waters by the middle of October. Steps to prevent soil erosion. Money to prevent floods in the future.

People

must b ecan be may be should be

taken used controllededucate d planted

on the causes of floods.

2. Explain these common expressions to your partner in English. H J .-G A-P R $?-0 R <- o /-2! R =- 5 B$-:. A-.$-.L A/-{.-G A ?-$?=-2>.-L R ?,

Example: (ten) per cent → ten in every hundred

a) small change b) soil erosion

c) to take stepsd) to declare a ban

e) to complete repairs


a) By what were the floods of 1998 caused? b) Has the capacity of the Yangtze River increased due to soil erosion?c) By what percent should forests be increased in Qinghai Province in the next 30 years?d) Do you think logging should be continued in the higher parts of the Yellow and Yangtze

Rivers?e) What can be done to prevent floods in the future?




1. Change these sentences to the passive voice. $>3-I A-5 B$- P 2-:. A- . $ - L - 5 B$-$8/-.2%-&/- . -

2 +<-.$ R ?,

Example: People must plant trees → Trees must be planted (by people).a) People must take steps to prevent floods.

b) The government must stop logging in these areas.c) People can use money to buy medicine and repair hospitals.d) Teachers should educate students on the causes of floods.e) Workers should finish the repairs by the beginning of November.

2. Answer these questions about the dialogue.#-2h: A-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) What must be done first to help the flood victims? b) How much money is needed to solve the problems caused by the floods?c) For what things can the money be used?d) When should the flood waters be controlled?e) When should the repairs be completed?

3. Correct the mistakes in these sentences. 5 B$- P 2-:. A-.$-=?-/ R <-2-i3?-.$-2& R ?-L R ?,

a) Soil erosion is caused when too many trees are planted. b) The capacity of rivers has increased because of soil erosion.c) China’s government has declared a ban on planting trees in the higher parts of the

Yangtze River.d) The number of trees in Qinghai Province should be decreased by 45 percent in the next

30 years.e) Floods have become less common in China in the twentieth century.

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Unit Twenty: I Knew That You Could Do It!

# J- 5 / - * A->- 2, H J.- G A?- . J- 212-/?- 0-%?- > J?- ;R., I Dialogue #- 2h,

MR . SUTTON: OK, everyone--here are the results of your final examinations. I am very

pleased with your marks!LHAMO: Thank you, Mr. Sutton. I can’t believe that examinations are alreadyfinished. I didn’t know that the semester could pass so quickly!

MR . SUTTON: In English we say, “Time flies when you’re having fun.” I hope you haveenjoyed attending my class this term as much as I have enjoyed teachingit.

DAWA: I’ve enjoyed your class very much--thanks for making learning Englisheasier and more fun! At first I wasn’t sure whether I would pass myexaminations--I felt so nervous, but now I feel very satisfied!

MR . SUTTON: I knew that you could do it because you tried very hard. You don’t have to be the best student in the class to learn many new things.

TASHI: You’re right, Mr. Sutton. I’m certainly not the best student, but I havelearned a lot in your class. I didn’t think I would enjoy studying Englishso much!

MR . SUTTON: And I didn’t know that your class would improve so quickly! Thank youall for your hard work this semester--enjoy your winter holiday!

ALL: Thank you, Mr. Sutton--we hope you enjoy your winter holiday, too!


Dawa wasn’t sure whether he would pass his examinations. Lhamo didn’t know that the semester could pass so quickly!

Tashi didn’t think he would enjoy studying English so much! Mr. Sutton knew that his students could do it.

●94●



III Text: Androcles and the Lion a R2- 5/, A / - : S A- < R2-#=- .%- ? J%- $ J,

Long ago in Rome, there was a slave named Androcles. Androcles was not treatedkindly by his master, so he decided to take a chance and escape to the forest. Whilehe was running through the forest, he saw a

large lion just ahead of him. Androcles was veryafraid, and he didn’t know where he could hide. Butthen he saw that the lion was crying because it had alarge thorn in one of its paws. Androcles wasn’t surewhat would happen, but he wanted to try to help thelion. He walked up to the lion and quickly pulled thethorn out of its paw.

The lion was so grateful to Androcles that he lickedhis hand as if he were a dog. From that day on, Androcles and the lion were best friends.Every time the lion hunted in the forest, he brought back some fresh meat for Androcles toeat. They lived together happily in the forest for a long time.

But one day when Androcles and the lion were walking together, they were captured byAndrocles’ cruel master. They were separated, and both were taken to the city to perform in

the circus. They didn’t know if they would ever see each other again, and both felt very sad.A few days later, the circus began. Androcles prepared to fight with a lion to entertain the

emperor. The lion who Androcles would fight had not eaten for several days, and it wasvery hungry. Soon, the gates opened, and Androcles and the lion faced each other in themiddle of the stadium. Androcles didn’t know how he could escape this time.

Then Androcles and the lion recognized each other as his old friend. Instead of fighting,the two embraced one another. The emperor was very surprised to see this, and he askedAndrocles to explain. After Androcles told his story, the emperor didn’t know how he couldkeep the two in the circus. He set the lion free in the forest, and he made Androcles hismost important minister.

LESSON: True friends will be friends forever.


to have fun .$:- 3 R,

Time flies when you’re having fun. * A .-0 R : C-* A-3- , %-,

I knew that you could do it. H R .-G A ?-. J-2 1 2- , 2-0-%?-> J ?-; R ., to take a chance $ R -{2?-.3-:6 B/-L J .-0, from that day on

* A/-. J- / ? - 2 9 %-,

instead of 52-=, as if ) A-28 A/, ; A/ - 0 - v <,

to set (sth) free 24 S /-P R =-$+ R %-2,

●95●




1. Fill in the blanks with would, could, should . || would .%-could, should 2&?-2! R =-+ J- ! R %-(-

{ R %?,

a) When I saw the bank robbery, I didn’t know what I ______do to help find the thief. b) When Andrew came to study in Xining, he didn’t know if he ___ understand the dialect.c) When Yangzom went to study in Lhasa, Tashi didn’t know if he ____ ever see her

again.d) Because Ryan didn’t have enough money, he didn’t think that he ________ return to the

United States for Christmas.e) Because I had spent all of my money on movies, I didn’t think I ________ ask my

parents for more.


a) When Androcles saw the lion, did he know where he could hide? b) When Androcles went to help the lion, did he know what would happen?c) When Androcles and the lion were captured, did they know if they would ever see each

other again?d) When Androcles faced the lion in the stadium, did he know how he could escape?e) After Androcles told the emperor his story, did the emperor think he could keep them in

the circus?

3. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$-:. A-.$-=-5 B$- P 2- < J-29 R -.$ R ?,

a) to take a chance b) instead of

c) to have fund) from that day one) to set (sth) free

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●98●

Unit Twenty-One: A Letter from Lhasa

# J- 5 / - * J<- $& A$- 0, z- ?- /?- 2{<- ;R%- 2:A- :U A/- ; A$- & A$I Yangzom’s Letter to Tashi $;%- :6 S3?- GA?- 2N- >A? - = - 2{<- 2:A- :U A/- ; A$

Dear Tashi, March 5, ---- I was really happy to receive your letter this week. I didn’t know if you would remember to write me, and I’m so glad that you did! It’s great to hear news about you and our classmates. I’m happy to hear that everyone is well. As you know, I think of our school often, and I miss all of you very much.

Things are going well for me in Lhasa. At first, I was very nervous.

I didn’t think I would understand the dialect, but I am learning it quickly. The people in Lhasa are really friendly and they have welcomed me very warmly. And I heard that Lhasa would be beautiful, but I didn’t know it would be this beautiful!

I started classes last week, and they are great so far. I wasn’t sure that my teachers would have time to help me with my work, but they are all quite generous. And my new classmates are especially nice -- I thought it would be difficult to make friends, but the students are very outgoing. This weekend, we plan to go to see the Potala Palace together. I never knew that my life could be this exciting!

But I didn’t think it would be this difficult to be so far away from my family and old friends. You, in particular, are often on my mind, and I look forward to the time that we will see each other again. I wish you luck in

your studies, and I hope that you find happiness every day. Please write again soon! Your friend,Yangzom




I didn’t know if you would remember to write me. I didn’t think I would understand the dialect. I wasn’t sure if my teachers would have time to help me with my work.

I thought it would be difficult to make new friends.

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●101●


* Review of Past Tenses . ?-:.?-0: A-2 *<- . R %-, Past Simple TenseYangzom went to study poetry in Lhasa. Past Continuous Tense

She was preparing to leave before the end of the semester.

Past Perfect TenseShe had dreamed of studying in Lhasa since she was a girl. Passive Voice, Past TenseShe was given a full scholarship. Future-in-the-Past Tense

She didn’t know if she would feel at home in Lhasa.

Adverbial Use of ‘This’ L J .- 5 =- ! R /-0: A- 1‘This’; A- . R <- ! %?, • I didn’t know Lhasa would be this beautiful! %?-z-?-:. A-:S-36 K ?-0-3-> J ?, • I didn’t think it would be this difficult to be so far away. %?-?-3,:-:P A3?-/-:. A-:S: A-.!:

-#$-( J-2-3-:. R .,

• I never knew that my life could be this exciting! % ? - < % - * A .- G A- :5 S - 2<- :. A- :S: A- 3 R - $ %- w/- Y A .-

0 - 3 - > J ?,

VI Activities .%- $8 A,


I would remember.

Yangzom if should do. They that would have time. Tashi whether could understand. We

didn’t wasn’t weren’t

knowsure think

what

you Tashiwe she it would be so difficult.

2. Ask and answer these questions with your partner. H J .-G A-< R $?-0-.%-3*3- . -S A-2-:. A-.$-1/- 5 /-=-:S A-2-.%-=/-:. J 2?-.$ R ?,

a) If you were Mrs. Parks, would you give up your seat? b) If you were Dr. King, would you be afraid to organize a boycott?c) Do you think victory can be declared with peace and not violence?d) Did you ever try to do something even though you didn’t know if it would be

successful?e) What do you think a hero is? Who are your heroes?



●102●

3. Practice this chant with your classmates. H J .- G A-a R 2 - P R $?-.%-3*3- . -5 B$-$ A-$.%?-:. A-.$-=- . R %-

2-L R ?,

A: He didn’t know if he could / He didn’t think that he should / He wasn’t sure if he would,go on missing.

B: She thought that she could / She knew that she should / She hoped that she would, keepon wishing.


1. Fill in the blanks with the correct verb tense. $>3-I A-:U J .-, A$- ! J %- . -;%-.$-0: A- L - 5 B$-{ R %?, Example: By the end of her first week in Lhasa, Yangzom had already made (make) several

friends.a) Dr. King never (organize) a boycott before. b) Mrs. Parks _________ (know) that she _______ _________ (break) the law.c) The blacks________ ________ (not know) if they ________ ___(be) successful.d) Mrs. Parks already (decide) that she would hold her ground.e) Their victory _________ (make) the United States a more equal place for everyone.

2. Answer these questions about Yangzom’s letter to Tashi. $;%-:6 S 3?-G A ?-2N-> A ?-=-2 { <-

2: A-:U A/-; A$-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) Did Yangzom know whether Tashi would remember to write to her? b) When Yangzom reached Lhasa, did she think she would understand the dialect?c) Was Yangzom sure that her teachers would have time to help her with her work?d) Did Yangzom think that it would be difficult to make friends?e) Did Yangzom think that it would be this difficult to be so far away from her family and

old friends?

3. Look at the text and find a sentence in each of these tenses. Write down the sentencefrom the text, and then write a sentence of your own in the same tense. a R 2-5/-=-2v?-+ J-L-5 B$- $ A- . ?-:. A-.$-< J-< J<- .<-2: A-5 B$-< J-24=-.$ R ?-0-.%-, a R 2-5/-/%-$ A- 5 B$- . J- .$-

2 >-:V A- L ? - e J ?-H R .-<%-* A .-G A ? - L - 5 B$-$ A- . ?-. J-.$-.%-:S-2: A-5 B$-< J- 1 A$?, Examples: past perfect tense →

Mrs. Parks had already decided to keep her seat. (from the text) I had already finished my examination. (your own sentence)

a) past continuous tense b) future-in-past tensec) past simple tensed) past perfect tensee) passive voice, past tense



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Unit Twenty-Two: American and British English

# J- 5 / - * J<- $* A?- 0, A-<:A- .L A/- {.- .%- .L A/- ) A:A- .L A/-{., I Dialogue #- 2h,

LHAMO: Ms. Lyons, why do some foreigners speak English so differently from one

another? I can understand some English speakers perfectly, but others aredifficult for me to understand.MS. LYONS: That’s because English has many different dialects, just like Tibetan. The

English dialects are not as different from each other as Tibetan dialects, buteach dialect has a unique vocabulary and accent, and sometimes uniquespellings. English is somewhat different in America, England, Canada,Australia, and New Zealand. That’s why I don’t sound the same as Mr.Sutton and our school’s foreign students when I speak English.

LHAMO: I’ve noticed that. When Ryan talks about fuel for cars, he calls it ‘gasoline,’ but you call it ‘petrol.’ And my American teacher last year talked about the beautiful weather in the ‘fall,’ but you always use the word ‘autumn’

instead.MS. LYONS: That’s right. We sometimes use different words to talk about the same thing.

And sometimes when we use the same word, we pronounce it differently.For instance, American English puts a hard ‘r’ at the end of some words,while the pronunciation is softer in British English. So the word ‘d-e-a-r’ is pronounced ‘[di@r]’ in American English and ‘[di@]’ in British English.

You will find many examples of this as you continue to study English.LHAMO: That’s really interesting! And sometimes in books, I see the word

‘c-o-l-o-r’--it has the same meaning as ‘c-o-l-o-u-r,’ doesn’t it?MS. LYONS: Yes, their meanings are exactly the same. But the spellings of some English

words have changed in different countries over time.LHAMO: I have one more question: which English dialect is the best?MS. LYONS: None of them is the best, of course--they’re just different! You seem very

interested in this topic--why don’t you write your report this week ondifferent English dialects?

LHAMO: That’s a great idea--I think I will!


“ I can understand their English perfectly.” Lhamo says she can understand their English perfectly.

“ I have noticed that.” Lhamo says she has noticed that. “You seem interested in this topic.” Ms. Lyons says Lhamo seems interested inthis topic.

“ I think I will (write a report)!” Lhamo says she thinks she will (write areport).



III Text: Lhamo’s Report on English Dialects

a R2- 5/, z- 3 R?- .LA/- {.- G A-;=- {.- ?R- ? R: C- { R<- =- V A? - 0 : A- M R%- 5 S<,

Many people around the worldthink that all Westerners speak English and that all English

speakers use the same dialect. I have

learned that this is not true. There areseveral dialects of English in differentEnglish-speaking countries which havemany differences between them. In thisreport, I will compare American andBritish English, two of the mostwidely-spoken English dialects.

Why are American and BritishEnglish different? Historians tell usthat the first English speakers in North America came from England about 400 yearsago, and that the two dialects have changed over time. Ms. Lyons says that she andMr. Sutton don’t sound the same when they speak English for this reason. In somecases, American English has changed while British English has stayed the same, andin other cases it is the opposite. This is why the word ‘n-e-w-s’ is pronounced‘[nu:z]’ in American English and ‘[nju:z]’ in British English, and why Americanswrite ‘c-e-n-t-e-r,’ while the British write ‘c-e-n-t-r-e.’

Ms. Lyons says that speakers of different English dialects may use different wordsto talk about the same thing. Linguists tell us that this is because each Englishdialect has borrowed different words from other foreign languages. For example,British speakers generally use the Old French word ‘aubergine’ to name a commonvegetable, while Americans usually use the Old Norse word ‘eggplant’ to name the

same thing.Ms. Lyons says that English dialects are not as different from each other as Tibetan

dialects. Most English speakers can understand one another even if they speak different dialects. For this reason, I think English can be quite useful as aninternational language. Perhaps one day people in every part of the world will beable to use English to understand each other better.


over time . J: A-< A %-=, in some cases...in other cases $/?- 5 =-#->?-G A- ! J %-/?,

to stay the same 3 A-: I<-2, international language o=- , A: A-{.,

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●105●


* Direct and Indirect Speech (I): Present Tense , . - S % ? - 5 B$ - . % - 2 o . - S % ? - 5 B$ - = ? - , A< - 2 + % - . -

v-2: A- i 3 - 0,

-In these examples, ‘DS’ means direct speech and ‘IS’ means indirect

speech: . 0 J<-2e R . -:. A-. $-$ A- /%- . -‘DS’; A ?- ,. - S%?- 5 B$- ! R /- 0- . %-‘IS’; A ?- 2 o . - S%?- 5 B$- ! R /-; R . - 0- < J ., DS: “English dialects are not as different from each other as Tibetan dialects.”IS: Ms. Lyons says that English dialects are not as different from each other as Tibetan

dialects.DS: “We use different words to talk about the same thing.”IS: Ms. Lyons says that speakers of different English dialects use different words to talk

about the same thing.DS: “Mr. Sutton and I don’t sound the same when we speak English.”IS: Ms. Lyons says that she and Mr. Sutton don’t sound the same when they speak English.

* Fields and Jobs ( J .-=?-.%-L-2, A person who works in the field of mathematics is a mathematician. l A ?-< A$-$ A-( J .-=?-$* J<-

2: A-3 A-. J-/ A-l A ?-< A$-0-8 A$-; A/, • history→ historian = R - o ?< A$-0, = R - o ?-< A$ - 0 - 2, • chemistry→ chemist m?-: ) <-< A$-0, m?-: I<-< A$ - 0 - 2, • linguistics→ linguist {.-2h-< A$-0, {.-2h-< A$ - 0 - 2, • biology → biologist * J-.% R ?-< A$-0, * J-.% R ?-< A$ - 0 - 2, • engineering → engineer 29 R -2 0 /-< A$-0, 29 R -2! R .-0,

VI Activities .%- $8 A,


a) Why are American and British English different? b) Does Ms. Lyons say that she and Mr. Sutton sound the same when they speak English?c) How is the word ‘news’ pronounced in British English? Is it pronounced the same way

in American English?d) Why do speakers of different English dialects use different words to talk about the same

thing?e) Are English dialects as different from each other as Tibetan dialects? Why or why not?



●106●

2. Use the words in each of these columns to create sentences of indirect speech and then

match them to the following sentences of direct speech. S-3 A$-< J-< J: A-/%-$ A-3 A %-. J-.$-$ A ?-2 o .- S%?-5 B$-:$:-2 1 A$?-+ J-$>3-I A-,.-S%?-5 B$-i3?-.%-(- 1 A$?,

Lhamo he thinks things will change through peace and notviolence.

Blacks in

Montgomery

says (that) you are going to the mountains this weekend.

Ms. Lyons say (that) she thinks she is going to write a report on Englishdialects.

Dr. King they refuse to ride the bus until the laws are changed.

You she will give us an examination next week.

a) “I will give you an examination next week.” b) “I think things will change through peace and not violence.”c) “I am going to the mountains this weekend.”d) “We refuse to ride the bus until the laws are changed.”

e) “I think I will write a report on English dialects.”

3. Match the expressions on the left with the definitions on the right. $; R /-K R $?-G A-3 A %-5 B$ -:. A-.$-$; R /-I A-3(/-:P J=-.%-(- 1 A$?,

so far to continue doing what you believe is right

over time something that people in many countries can speak andunderstand

to stand firm something that I have been thinking about

international language until now

on my mind after many years have passed


1. Change these sentences from direct speech to indirect speech. $>3-I A-,.-S%?-5 B$-:. A-.$- 2 o .-S%?-5 B$- +- +<,

Example: L HAMO: “I would love to have noodles for lunch.” → Lhamo says (that) she would love to have noodles for lunch.

a) TASHI: “I can’t believe how much I miss Yangzom.”

b) MS. LYONS: “This semester we will take a field trip to a farm.”c) HELEN: “I can’t wait for my holiday in Great Britain.”d) DAWA: “I think I will enter the speech contest this semester.”e) MR . SUTTON: “This semester we will talk about famous people.”



2. Answer these questions about the dialogue using indirect speech. ,.-S%?-5 B$-2! R =-+ J-#- 2h: A-{ R <-I A-S A-2-:. A-.$-=-=/-, R 2?,

a) What does Lhamo first ask Ms. Lyons about English speakers? b) What does Ms. Lyons say about different English dialects?c) According to Ms. Lyons, why do ‘colour’ and ‘color’ have two different spellings?d) Which English dialect does Ms. Lyons say is the best one?

e) What does Lhamo think she will write her report about?

3. Use the words in each of these columns to create sentences about each of these jobs.

S-3 A$-:. A-.$-/%-$ A-3 A %-i3?-G A ?-L-2-:. A-< J-< J<-:V J=-2-; R .-0: A- i 5 B$-:$:- 1 A$?, chemist

A engineer is an expert in

biologist works in the field of ...

mathematician An

historian is someone who studies

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Unit Twenty-Three: Guess Who Are Coming to Dinner?

#J- 5/- *J<- $?3- 0, .R-/2-?- 5S- .$ R%- )- :,%- 2<- ;R%-o<- 5 S.- .0$- L R?,

I Dialogue #- 2h,

(Nima runs into the house, out of breath)

NIMA: Guess who are coming to dinner tonight?

TSOMO: What do you mean? No one is coming to dinner tonight! NIMA: Let me explain. I was talking to Degyi at the post office, and she tells me that the

county government wants to build some new schools in our township. So someof the county leaders are coming to our home tonight to discuss plans for aschool in our village. They have chosen our family to help to organize the project!

DROLMA: Oh, that’s so exciting! What are we having for dinner?TSOMO: Now, just hold on for a minute--no one has discussed this with me! What time

are the leaders arriving? NIMA: They are arriving around six or seven. I’m going to town soon to buy some meat

and liquor.

TSOMO: That sounds great. I’m milking the cows this morning, and Drolma is pickingvegetables this afternoon. That will give us time to wash up and put on our formal clothes. What are you wearing this evening, Drolma?

DROLMA: I’m wearing my new silk dress. I want to look my best!(Tsomo points at Drolma’s T-shirt and sandals)

TSOMO: Well, you sure aren’t wearing that tonight--and where do you think you’re goingnow?

DROLMA: I’m going swimming with my friends, of course.TSOMO: No, you’re not--you’re staying home to help prepare the meal!


Who are coming to dinner tonight? The county leaders are coming to dinner tonight.

When are they arriving ? They are arriving at six or seven. What is Tsomo doing this morning? She’s milking the cows this morning. What is Drolma wearing this evening? She’s wearing her new silk dress this evening.

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III Text: Holiday in Great Britain

a R2 - 5 /, +-0- = J/- + J/ - = - % = - $ ?R-<- ? R%- 2,

Helen is leaving today for her holiday in Great Britain. First she is visiting her cousins in England, and then she is traveling to Scotland and Wales. As Helen packs her bags, Lhamo asks her many questions.

“When are you leaving for Great Britain?” asks Lhamo.“I’m leaving as soon as I finish packing my bags,” replies Helen.“How are you getting there?” asks Lhamo.“First, I am taking a train to the capital. Then, I am catching a plane to England,” answers

Helen. “I am arriving in London the day after tomorrow.”“Are your relatives meeting you at the airport?” asks Lhamo.“Yes, they are coming to pick me up and take me to their home in the city. Then we are

spending a few days together in the country,” says Helen.“Are you bringing presents for your relatives?” asks Lhamo.“Of course!” answers Helen. “I’m bringing a thangka for my aunt and uncle, and I’m

bringing yak wool sweaters for my cousins.”“What are you doing in Scotland and Wales?” asks Lhamo.“I’m climbing mountains in Scotland and riding my bicycle in Wales,” says Helen.

“How long are you staying in each country?” asks Lhamo.

●109●

“I’m only going to one country,” answers Helen. “England,Scotland and Wales are different regions of the island of Great Britain in the country called the United Kingdom.”

“Oh, that’s very complicated--so how long are you stayingin each region?” asks Lhamo.

“I’m staying in England for a week, and I’m spending threedays each in Scotland and Wales,” answers Helen. “And ittakes two and a half days to travel from Xining to London.Well, I must be going--my train is leaving in an hour! Good-bye, Lhamo--see you soon!”

→If today is the 15th of March, on what day is Helen returning to school?


out of breath . 2 $?-:5%-2, to hold on (for a minute) ( {<-3-$%-,) | $-0, to go to town P R %-h=-=-:P R -2, P R %-H J<-=-:P R -2,

to look (sb’s) best $92-:( R <-= J$?-0<- 3 ?-2,

to pack (sb’s) bags :2 R $- 1 A=-2, to pick (sb) up $ J-= J/-L J .-0, I must be going %-:P R -</-: . $



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V Grammar Points

* Present Continuous Tense: Future Use L J .-28 A/-.-v-2-=?-3-: R %?-2- ! R /-0: A-i3-0, Subject +

L J .-0 R +‘am / is /are’ +

L-5 B$ +

Verb-‘ing’ + Complement +

$?2-5 B$ +

Time Clause

. ?- 5 S .- ! R /- 0: A- 5 B$-

5 S $?, I am leaving for Australia tomorrow.

Who is coming to dinner tonight?

They are returning to Qinghai in three weeks.

Sentences that use the present continuous tense for future use have the same meaning

as sentence that use the future tense: L J . - 2 8 A/ - . - v - 2 : A- i 3 - 0 - & / - I A- 5 B$- $ A- . R /- / A- . ? - 3 - : R %?-

0<- .<-2: A-5 B$-$ A-. R /-.%-:S-2-< J ., I am leaving. = I will leave. Who is coming? = Who will come? They are returning. =They will return.

* Time Expressions: Future . ?- ! R /-0: A-5 B$-5 S $?,: 3-: R %?-0,

• in an hour / one hour from now ( -5 S .-$& A$-:$ R <-e J ?, .-/?-2 9 %- ! J- ( -5 S .-$& A$-:$ R <-e J ?, • for an hour ( -5 S .-$& A$-$ A-< A %-=, • in three days * A/-$ ? 3-I A-/%-, • for three days * A/-$ ? 3-I A-< A %-=,

* Place Names 3%:-< A ? - ( J- ( %-$ A-3 A %-, • country o=-#2, • province 8 A %-( J/, • region u R %?, • prefecture # =, • county

m R %-,

• township P R %-h=,

• village # J-2,



d) I am catching a plane to the capital ________ an hour.e) Dawa is studying English in Xining ________ three years.


a) Is Helen visiting her cousins in Scotland and Wales? b) How is she getting to Great Britain?c) What kind of presents is she bringing for her relatives?

d) How long is she staying in England? How long is she staying in Great Britain?e) When is her train leaving?

3. Change these sentences from future tense to present continuous tense, future use. . ?-3 -: R %?-0- ! R /-L J .-G A-5 B$-U.-2! R =-+ J-5 B$- P 2-:. A- . $ - L J .-28 A/-.-v-2: A-i3-0- < - +<,

Example: Helen will leave for Great Britain today. → Helen is leaving for Great Britaintoday.

Where will Ms. Lyons go for her holiday? → Where is Ms. Lyons going for her holiday?

a) Lhamo will cook dinner for her friends tonight.

b) On what day will Andrew leave for Labrang?c) Ryan will go to the United States this summer.d) Tashi will teach an astronomy class in a few weeks.e) When will Yangzom return from Lhasa?

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●113●

Unit Twenty-Four: Did She Leave a Telephone Number?

# J- 5 / - *J<- 28 A- 2, #R-3 R?- #- 0<- A%- P%?- 8A$- 28$- ; R. - . 3, I Dialogue #- 2h,

(on the telephone #-0<-$+ R %- . ? , )

DAWA: Hello?YANGZOM: Hello. Who is this?DAWA: This is Dawa. Is that you, Yangzom?YANGZOM: Yes, it’s me. It’s so nice to hear a familiar voice! What’s new?DAWA: Nothing much. Things are the same as always here. How are things with

you?YANGZOM: Everything is still going well. My professor says that I will be a fine

poet if I continue my studies in Lhasa, but I really miss my family’shome cooking!

DAWA: I bet you do! Our class can send you a package of things from home. It

will keep you from feeling too homesick.YANGZOM: Thanks, Dawa--you’re the best! And is Tashi around? I’d really like to

speak to him.DAWA: Sorry, he isn’t in. He just went out to buy some vegetables. Can I give

him a message for you?YANGZOM: No, that’s all right. I’ll try again tomorrow just before dinner. It’s nice

talking with you, Dawa.DAWA: You, too, Yangzom. Take care--talk to you soon.

...

TASHI: Hey Dawa, what’s going on?DAWA: You just missed a call from Yangzom. She asked if you were around and

I told her that you had just gone out.TASHI: You’re kidding! What else did she say?DAWA: She said that everything was going well, but she said that she missed her

family’s home cooking.TASHI: Wow, what can we do to make things easier for her?DAWA: I told her we could send her a package--or should we send you to Lhasa

instead?TASHI: That’s very funny. Did she leave a phone number where I can call her?DAWA: No, she didn’t, but she said she would try again tomorrow. She told me

she would call just before dinner. She really wants to talk to you.TASHI: Well, I guess I’ll stay at home tomorrow afternoon. I don’t want to miss

her call again!




“I miss my family’s cooking.” She said she missed her family’s cooking.

“We can send you a care package.” I told her that we could send her a care package.

“ Is Norbu around?” She asked if you were around. “He just went out to buy somevegetables.”

I told her that you had just gone out to buy some vegetables.

“I’ll call back tomorrow evening.” She told me she would call back tomorrowevening.

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III Text: Don’t Forget! a R2- 5/, 3- 2eJ.,

On a cold day in January, a mother asked her young son to help her do someshopping.

“Please buy me a loaf of bread, a bottle of milk, and a block of butter,” said themother. “Make sure that the bread is fresh, and please get a big bottle of milk and a small block of butter. Don’t forget these things! And one more thing--don’t forget to take somemoney!”

The boy put on his warmest clothes and went out the door. On his way to the store, the boy ran into several people he knew. First, he saw his uncle. He told his uncle he was goingto buy a fresh loaf of bread for his mother. Next, he saw his best friend. He told his friendthat he was going to buy a big bottle of milk. Then, he saw his teacher. He told his teacher that he was going to buy a small block of butter.

Finally, the boy reached the store. He went around the store to look for a loaf of bread, a bottle of milk, and a block of butter. He was careful to follow his mother’s instructions, andhe didn’t forget any of the things she had asked him to buy. When he was finished, he brought them to the front of the store and putthem on the counter.

“That will be nine yuan and five jiao,” said theshopkeeper.

The boy reached into his pocket and pulled outhis empty hand. “My mother asked me to buy her a loaf of bread, a bottle of milk, and a block of butter,” said the boy. “She told me to make surethat the bread was fresh, and she told me to get a big bottle of milk and a small block of butter. Ididn’t forget any of things she told me to buy,”said the boy, “but I forgot to bring any money!”


What’s new? $/?- 5 =-$?<-2-& A-8 A$-; R ., What’s going on? & A- : S - < J ., nothing much 3 A-29%- o -3 J .-0, the same as always . ?- o /-.%-:S-2, I bet! ,$-( R .-; A/-0, You’re the best! H R .-% R -3-29%-$ A,

to keep (studying) 3 -3 , .- . (a R 2- . R %-)L J .-0,

home cooking 1- ; =-I A-9?, take care 2.$- * R %-L J ., You’re kidding! H J .-G A ?- m /-3-2>., to make sure 2h<->-$& R .-0, to run into (sb) (3 A- $ - $ J-3 R <) \ R - 2 <- . -:U.-0, to pull out #-V=-2,

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●116●


* Direct and Indirect Speech (II): Past Tense,. - S%?- 5 B$-. % -2 o . -S%?-5 B$-=?- . ?-:. ?-0: A- i3- 0, - When the past tense is used to report indirect speech (e.g., ‘told, said, asked’), the past

tense is also used for the main verb of the sentence: . ?-:.?-0-. J-2 o .-S%?-5 B$- ! R /-0<- . R <-.$ R ? -5 K, ( .0 J</, ‘told, said, asked’) . ?-:.?-0-/ A-5 B$-. J: A-/%-$ A- L - 5 B$-$4 S -2 R -=:%- . R <-.$ R ?,

Present Tense.-v-2: A - i 3 - 0 , DS: “My home is very far from Lhasa.”IS: She told me that her home was very far from Lhasa.

Future Tense3-: R %?-0: A - i 3 - 0 , DS: “I will meet you after class.”IS: She said that she would meet me after class.

Past Tense:.?-2: A -i3-0 ,

DS: “I saw that movie last month.”IS: She said that she had seen that movie last month.

Present Continuous Tense L J .-28 A /-.-v-2: A -i3-0 , DS: “I am going to take a holiday in Germany next month.”IS: She said she was going to take a holiday in Germany next month.

* Orders and Requests: Indirect Speech { =-5 B$-.%-< J-: . /,: 2 o .-S%?-5 B$

When orders and requests are reported in indirect speech, the main verb is changed to theinfinitive. Sentences that use ‘don’t’ in direct speech use ‘told’ in indirect speech, sentences

with ‘please’ use ‘asked,’ and all other sentences use ‘said’ or ‘told’: 2 o . - S % ? - 5 B$-$ A ?- { =- 2- L J .-0:3-< J-: . /-8 -2: A-. R /- ! R /-{2?, 5 B$-. J: A- / % - $ A- L - 5 B$ - $ 4 S -2 R -. J-i3-0-% J ?-3 J .-G A- L - 5 B$- +-2 +<-.$ R ?, , . - S % ? - 5 B$- +- ‘don’t’ .<- ; R .- /- 2 o . - S % ? - 5 B$- +‘told’ . R < - . $ R ?, , . - S % ? - 5 B$- +- ‘please’ .<- ; R . - / -

2 o . - S % ? - 5 B$- +-‘asked’ . R < - . $ R ? - 0 - . % - 5 B$ - $ 8 / - i 3 ? - = - 2 o . - S % ? - 5 B$- +-‘said’:3 ‘told’ . R < - . $ R ? - 0 -

$>3-$?=-v<, DS: “ Don’t leave your books in the dormitory.”

IS: She told me not to leave my books in the dormitory.

DS: “ Please save a seat for me.”IS: She asked me to save a seat for her.

DS: “ Remember to bring your football.”IS: He said (to me) to remember to bring my football.




1. Read the text and correct the mistakes in these sentences. a R 2-5/-[ R $- ! J-5 B$- P 2-:. A-.$-$ A- / R <-2-i3?-.$-2& R ?-L R ?,

a) The boy’s mother ask him to help her with some shopping. b) He told his uncle he is going to buy a fresh loaf of bread.c) He told his friend that he went to buy a big bottle of milk.d) “She tells me to make sure that the bread was fresh.”e) “I forgot any of the things she told me to buy.”

2. Answer these questions about the dialogue using indirect speech. #-2h: A-{ R <-I A-S A-2-:. A-.$- =-2 o .-S%?-5 B$-2! R =-+ J-=/-:. J 2?-.$ R ?,

a) Did Yangzom say that everything was going badly in Lhasa? b) What did Yangzom say she missed about her home?c) What did Dawa say that his class could send to Lhasa for Yangzom?d) Did Yangzom say when she would call again?

e) Do you think Tashi will go out tomorrow afternoon? Why or why not?

3. Change these orders and requests from direct speech to indirect speech. { =-5 B$-.%-< J-: . / -8 -2: A-5 B$- P 2-:. A-.$-,.-S%?-5 B$-/?-2 o .-S%?-5 B$- +- +<,

Example: “Don’t drink the water,” (he / us). → He told us not to drink the water.a) “Please remember to close the door.” (the woman / the man) b) “Don’t forget your notebooks.” (she / them)c) “Bring your history reports to class on Tuesday.” (our teacher / us)d) “Answer the question again, please.” (he / me)

e) “Don’t be late for the train!” (our classmates / us)

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●118●


1. Change these sentences from direct speech to indirect speech in the past tense, following

the example. $ > 3 - I A- .0 J< - 2 e R . - v < - : . ? - 2 : A- i 3 - 0 - 2 ! R =-+ J- 5 B$- P 2 - : . A- . $ - , . - S % ? - 5 B$ - / ? - 2 o .-

S%?-5 B$- +- +<,

Examples: “I like reading Russian poetry very much.” (she / tell / me) →

She told me she liked reading Russian poetry very much.“Is chemistry your favorite subject?” (Mr. Sutton / ask / Ryan) →

Mr. Sutton asked Ryan if chemistry was his favorite subject.a) “Is Ms. Lyons your English teacher this year?” (Andrew / ask / Dawa) b) “I think American English is more difficult to understand than British English.” (she /

tell / her teacher)c) “Animachen is the most beautiful mountain in Qinghai.” (Tashi / tell / me)d) “Are mutton and noodles your favorite foods?” (he / ask / her)e) “My heroes are Rosa Parks and Michael Jordan.” (Drolma / say / her brother)

2. Answer these questions about the text using indirect speech. 2 o .-S%?-5 B$-2! R =-+ J-a R 2-5/- { R <-I A-S A- 2 - : . A-.$-=-=/-, R 2?,

a) What did the boy’s mother ask him to buy at the store? b) Did she tell him to make sure that the bread was old?c) What size of bottle of milk did she ask him to buy? Did she ask him to buy the same

size of block of butter ?d) Did the boy remember everything his mother asked him to buy?e) Did the boy remember everything he needed to bring to the store?

3. Change these orders and requests from indirect speech to direct speech. { =-2-.%-< J-: . /- 8 -2: A-5 B$-:. A-.$-2 o .-S%?-5 B$-/?-,.-S%?-5 B$- +- +<,

Example: She told me not to forget to close the door → “Don’t forget to close the door.”a) Dawa told Tashi not to come home too late. b) She asked him to turn on the light.c) My parents told me not to spend too much money.d) Ms. Lyons told Lhamo to write a report on English dialects.e) He asked me to lend him some money.



Unit Twenty-Five: A Healthy Diet

#J- 5 / - * J<- s, 2. J- ,%- =- 1/- 0:A- 29:- 2+%-,

I Dialogue #- 2h,

(in the school cafeteria)R YAN: Hey, Andrew and Dawa--what’s new?DAWA: Not much. Would you like to join us for lunch?R YAN: Why not? What are you eating?A NDREW: I’m having steamed vegetables and he’s having baked potatoes. We also

ordered boiled dumplings instead of dumplings that are cooked in oil. We’re both trying to eat food that is healthy, so we ordered food which is low in fat.

DAWA: We’re also trying to eat food that is high in vitamins and fiber, so we orderedsome vegetable dishes and not only meat dishes.

R YAN: That’s a good idea. I have some friends that have become healthier bychanging their diets. I’ve read that eating a balanced diet is the fastest way to

good health.A NDREW: I’ve also heard that people who exercise several times a week are oftenhealthier than people who don’t exercise at all. Exercise makes studying easier,too, because it gives me energy and it makes me feel relaxed.

R YAN: That’s a good point. I haven’t been exercising much these days. I think I willstart eating healthier food right now and start exercising regularly thisafternoon. So what do you think of your new diet?

DAWA: There are only two problems with eating a healthy diet.R YAN: What are those?A NDREW: Food which is healthy doesn’t always taste good...DAWA: ...and food which tastes good isn’t always healthy!


Andrew and Dawa are trying to eat food which is low in fat and high in vitamins. Ryan has some friends that have become healthier by changing their diets. Andrew has heard that people who exercise are healthier than people who don’t exercise.

Dawa thinks that food which tastes good isn’t always healthy.

●119●



III Text: Soil is Life a R2- 5/, 8 A% - ? - / A- 5 K- Y R$- ; A/,

Agriculture is important to people everywherein the world. And successful agriculturedepends upon healthy soil. Without healthy

soil, agriculture would not be possible. But farmingmethods have changed greatly over the years, and

farming methods sometimes have negative effects onthe health of the Earth’s soil.

Fields which are planted with the same crop everyyear can make a farmer rich but can often make thesoil poor or the plants unhealthy. In Ireland in the1850’s, a disease wiped out the potato crop because the plants were not strong enough tofight it off. As a result, tens of thousands of people died.

Soil which does not get the food that it needs often turns into sand. In South America,many forests are cut down every year to plant crops, but the soil is so poor that it can onlygrow crops for a few years. After that, more forests must be cut down, because the soilcannot stay healthy without the dead tree leaves it needs for food.

In recent years, chemical fertilizers have been used in many parts of the world to producemore crops. Fruits and vegetables which are grown with chemical fertilizers are often larger and nicer-looking than those that are grown with natural fertilizers. But they aren’t alwayshealthy for the people and animals that eat them. So what can be done to grow healthy foodin rich soil?

Many things can be done to improve the health of the soil. Fields that are healthy areoften planted with a different crop each year, and each year some fields are not planted atall. This method is called crop rotation, and it keeps the soil healthy. Soil which has been broken down can also be built up by planting trees nearby. The dead leaves of the trees canmake the soil richer, and the roots of the trees can help prevent erosion. And crops that aregrown with natural fertilizers are often healthier for the soil which grows them than crops

that are grown with chemical fertilizers.Soil is one of our world’s most important resources. Keeping the Earth healthy means

keeping the Earth’s soil healthy. Soil is a resource that we must protect as if it were our ownlife.


low in (fat) / high in (vitamins) ( 5 B=-) * %-2, a balanced diet 9?-$%-:U R ., 9?-:53-0 R, to exercise regularly o /- . -= ?-l=- . R %-2,

over the years .-v: A-2<- . , to fight (sth) off 3,<- 3 R .-0,

●120●



●121●

natural / chemical fertilizers <%- L %-$ A-= ., m?-= ., rich / poor soil ?-$> A/-0 R, ?-I R %-2 R,

to turn into 2 +<-2, to break down $+ R <-2_$-$+ R %-2, to build up

$?<-29 R - L - 2,

crop rotation = R -+ R $-:# R <- * R .-:. J 2?-: 6 $ ? - G A-Y R =,


* Attributive Clause ; R /-+/-2e R .-0: A- 2 -5 B$ - Use ‘that,’ ‘who,’ or ‘whom’ if the subject is a person. Use ‘that’ or ‘which’ if

the subject is a thing. $=-+ J-L J .-0-0 R -/ A-3 A-; A/-5 K-‘that,’ .%-‘who,’ ;%-/- ‘whom’ 2! R =-

.$ R ?-0-.%-$4 S -5 B$-/ A- L - . % R ?-$%- < %-8 A$-; A/-5 K-‘that’ .%- ‘which’ . R <-.$ R ?,

Food that is healthy is grown in healthy soil.

People who exercise regularly are often healthy.

When an attributive clause is removed from a sentence, the sentence should

still be complete, although the meaning may change. . R - $ %-L-.$ R ?-2-/ A-; R /-+/-2e R .-0: A-

2 -5 B$-. J- 3 - 5 B$-.%-:V=-{2?, 3-5 B$-$ A-. R /-: I<-G%-.- < %-5 B$- . - P 2,

• Food (that is healthy) is grown in healthy soil.

• People (who exercise regularly) are often healthy.

* Expressing Purpose .3 A$?- ; =- ! R /-0, An infinitive clause is often used to explain the reason for doing a particular action: i3-0-

% J ?-3 J .-G A-5 B$-5 S $?-/ A-=?-H.-0<-&/-8 A$- 1 2-0: A- o -35/-/3-.$ R ?-2- ! R /-L J .- . - . R <-2-; R ., • Chemical fertilizers are used to make crops grow faster .

• Forests are cut down to plant crops.

• Trees are planted to prevent erosion.



●122●



a) Do farmers who plant the same crop on the same field every year make the soil rich? b) What happens to soil which doesn’t get the food that it needs?c) Are crops which are grown with chemical fertilizers healthier than crops which are

grown with natural fertilizers?

d) How can we build up soil which has been broken down?e) Do you think soil is an important natural resource? Why or why not?

2. Combine each pair of sentences to make one sentence, using attributive clauses with who,

which, that. Examples: I don’t like fish. It is fried. → I don’t like fish that / which is fried.

The woman sells fruit. She is our neighbor. → The woman who / that sells fruit

is our neighbor.a) I prefer the yogurt. It comes from my family’s goats. b) She likes noodles. They are high in vitamins.c) The girl is my sister. She is sitting in the first row.

d) The meat is low in fat. We prepared it.e) The man is my biology teacher. He is standing next to Dawa.


“I Know an Old Lady Who Swallowed a Fly”

I know an old lady who swallowed a fly,I don’t know why she swallowed the fly,Perhaps she’ll die.I know an old lady who swallowed a spider,That wriggled and jiggled and tickled inside her.She swallowed the spider to catch the fly,I don’t know why she swallowed the fly,Perhaps she’ll die.


1. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$-:. A-.$-=-5 B$- P 2-< J-29 R -.$ R ?,

a) a healthy diet

b) to break downc) chemical fertilizersd) to turn intoe) to exercise regularly



Unit Twenty-Six: School Life

# J- 5 / - *J<-S$- 0, aR2-9:A- :5 S- 2,

I Tashi’s Diary 2N- >A?- G A- * A/- , R,

Saturday April 9, ----

I am trying to write in my diary every day, but lately I am busy with so many things thatit’s difficult for me to keep up. I hope that I will have more time to write in the monthsahead.

I am studying hard in school. My English is slowly getting better, but I still like studyingastronomy best. I’m teaching an astronomy class in a few weeks to primary school students,and I am looking forward to that. I am also enjoying my Tibetan history class very much.There is so much to learn about our culture! I am taking a cooking course this semester, too,so I am busy in the afternoon, and I am not getting enough sleep at night. And everymorning I am up early preparing lessons for the day ahead.

I am enjoying my school life outside the classroom, too. I’m playing football thisafternoon in the school’s tournament. Our team is playing quite well these days, so I’m surewe will win. I am also cooking dinner for my friends this evening. Ryan is bringing fresh bread, and Andrew is making vegetable curry. Lhamo is coming too, of course, and she is bringing spicy steamed dumplings. I’m happy that I am going to school with my sister.Having her near makes it easier to be far from home.

In a few weeks, I am traveling to Lhasa. Since we have a holiday in May and we have our school’s sports festival the week after that, I am only missing a few classes to make the trip.I’m thinking of Yangzom all the time, and I don’t know when she is coming back toQinghai. Instead of wondering when she will return, I am going to Lhasa to see her instead.Do you think I am doing the right thing?

I’m going to bed now, because I’m falling asleep in my chair! I’ll write more tomorrow if I have the time.


I am enjoying my school life outside the classroom, too. I’m teaching a class in a few weeks, and I’m looking forward to that. I am playing football this afternoon in the school’s tournament. I’m going to bed now, because I’m falling asleep in my chair!

●124●



III Text: Little Red Riding Hood aR2- 5/, 3$ R- <?- .3<- 0 R- .N A?- 0: A- :P=- 28.- 0-(% - 2 - 8A$

One day Little Red Riding Hood was walking through the forest with a basket of foodto bring to her grandmother. Along the way, she meta bundle of wood and a large axe.

“Hello,” said t

a woodsman who was carrying

he woodsman, “why are you walkingth

lives on the other si

esth

g behind a tree heard Little Red Riding Hood and the woodsmanta

ly ahead and took a shortcut through the woods. When he reachedL

dmother’s house and went inside. “Hello,G

od. “Are you feelingw

eeling just fine,” said the wolf. “Why do you ask?”ing Hood.

Red Riding Hood.

Red Riding Hood.

Red Riding Hood. The woodsman wasw

V Common Expressions o/- 2!R=- 5 B$

to keep busy J=-: 5 2-( J-2,

to keep up o R %?- L - , e J ?- ? -~ J$ ? - 0, to make th P =-28 -0, to take a shortcut b%-=3-2 o .-0

to dress up $92-:( R <-= J$?-0<- 3 ?-2, my dear ~ A %-$ A-P R $?-0 R,

happily ev .$:-2. J: A-%%-,

rough this dark wood all by yourself? It’s dangerous for ayoung girl to walk alone on this road.”

“I am visiting my grandmother whode of the forest,” said Little Red Riding Hood. “I am

staying the night with her and I am returning tomorrow.”“Be careful,” said the woodsman, “there are many wolvat live in this wood.”A wolf who was hidinlking. “I have a great idea,” thought the wolf. “If my idea works, I’m having a young girl

for supper tonight!”The wolf ran quick ittle Red Riding Hood’s grandmother’s house, the wolf locked the old woman in the closet,

dressed up in her clothes, and got into her bed.Soon Little Red Riding Hood reached her granrandma,” she said. “I hope you are hungry--I am making you a fine supper tonight!”“Wonderful!” said the wolf, “I am looking forward to my supper!”“You look different today, Grandma,” said Little Red Riding Hoell?”“I’m f “But your eyes are so large, Grandma,” said Little Red Rid“So I can see you better, my dear,” said the wolf.“And your ears are so large, Grandma,” said Little“So I can hear you better, my dear,” said the wolf.

“And your teeth are so large, Grandma,” said Little“So I can eat you better, my dear!” said the wolf.The wolf jumped out of the bed and grabbed Littlealking past the house when he heard Little Red Riding Hood scream. He broke down the

door and killed the wolf with his axe. Then Little Red Riding Hood and the woodsmanheard her grandmother struggling in the closet and they set her free.

After that, everyone lived happily ever after, except for the wolf!

I

V

/-:H J . 0

e trip : .- L J .

, er after

●125●



●126●

- $/.,

* Present Continuous Tense: Present and Future Use L J .-28 A/-.-v-2-=?- , A<-2+%-.-v-2-.%- . ?-

3-: R %?-0- ! R /-0: A- . - v - 2, Present .-v-2,: I am studying Tibetan history this semester .

Future3-: R %?-0,

: Next semester , I am studying Tibetan medicine.

Present .-v-2,: We are playing football in PE class these days.

Future 3-: R %?-0,: I am playing football with my classmates this afternoon.

- The present continuous tense doesn’t change its form in present and future use. Look for time phrases like those that are used in the sentences above to tell the difference between

present and future use. L J . - 2 8 A/ - 0 : A- . - v - 2 : A- . ? - G A ? - . - v - 2 - , A< - 2 + % - 2 - . % - 3 - : R %?-0- ! R / - 0 : A- 5 K-. J: A- i 3 -

0-3 A- : I<, $ R % - $ A- 5 B$ - i 3 ? - = - .< - 2 : A- . ?- ! R /-0: A-5 B$-5 S $?-. J-.$-.%-:S-2: A-5 B$-5 S $?-:$:-24=-+ J- . ?-.-

v-2- , A<-2+%-2-.%-3-: R %?-2: A-2e R .- ! %?-G A-H.-0<-> R ., Activities . R%- 2h<,

1. Read Tashi’s diary and look for sentences in the present continuous tense. Find fivesentences in the present use, and five sentences in the future use. Write down each sentenceand its use, following these examples. Examples: I’m studying hard in school. (present)

I’m teaching an astronomy class in a few weeks. (future)

2. Mark these sentences true (‘T’) or false (‘F’) If a sentence is false, change the sentence to

make it true. :P A$-0<-g$?-(‘T’) .%-3 A-:P A$-0<-g$?-(‘F’):V A-.$ R ?, $=-+ J-/ R <-: ( $-; R .-/-;%-.$-2& R ?-L J .-.$ R ?,

a) Little Red Riding Hood was bringing a basket of food to the woodsman. T F b) Little Red Riding Hood was staying the night with her grandmother. T Fc) Little Red Riding Hood took a shortcut to her grandmother’s house. T Fd) Little Red Riding Hood’s grandmother dressed up in the wolf’s clothes. T Fe) Little Red Riding Hood and the woodsman set her grandmother free. T F

3. Ask and answer these questions with your partner. H J .-G A-P R $?-0 R -.%-3*3- . -S A-2-:. A-.$-:S A- 2-.%-S A ?-=/-:. J 2?-.$ R ?, a) What are you doing right now? What are you doing after class today? What are you

doing this weekend? b) What are you studying this semester? What are you studying next semester?c) Are you going to your home during the summer holiday? If ‘yes,’ what are you

doing there? If ‘no,’ where are you going during the summer holiday?

V Grammar Points 2h-3 R.- .!:



●128●

wenty-Seven: Development Unit T

#J- 5/- * J<- 2./- 0, :1 J=- o?,

I D

DA on?LH

business manager for the summer. I just picked up an application for the job.

LHAMO: W ll, by the end of this month, antart a joint venture.

pany

DA

LH rk in the factory in the

ny nomadic families will also be paid by thewool

A k for a company like this. I wish you luck in your

LH job, and


When will the company be

established? The company will be established by the endof the month.

ialogue #- 2h,

WA: Hey, Lhamo--you look really excited. What’s goingAMO: Hi, Dawa. I am excited. A new joint venture company will be established to

produce yak wool sweaters in our province. They’re looking for a local

DAWA: Wow, that sounds great. Tell me more about this company!e agreement will be signed between an

Italian wool company and the provincial government to sThe wool factory will be completed by the middle of June, and the comwill be open for business by the beginning of July.

WA: That sounds like a great leap in the development of our province. Will many jobs be created?

AMO: Yes, over two hundred workers will be hired to wocity. Of course, agreements will be made with many local herdsmen to buytheir yaks’ wool, so macompany. And customers everywhere will be delighted to wear a warmsweater from “the roof of the world”!

D WA: So all sides will be satisfied--that is development as it should be! I’m sureyou will be pleased to wor new job!

AMO: Well, don’t wish me luck yet. I still haven’t interviewed for theonly one candidate will be accepted!

Will many jobs be created? Yes, many jobs will be created .

From whom will the wool be

bought?

The wool will be bought from local herdsmen.

How many candidates will be

accepted? Only one candidate will be accepted .



●129●

2III Text: Fast Food

a R2- 5/, ! ? - 2 .J: A- 9- 3,

in the 1950’s, a mann the United Stateshad a brand new idea. “I will create a

kin of restaurant,” he said to hisurants

will beand the

finishedworkersthe food of dollars will be earned.

“It’s an interesting idea,” said the man’s friend, “but I think that some problems may be

high in f And mato the famay be c

Oh

would lhe m

ages i

jo -3*3-28$-L?-0: A-# J-=?,

“the roof of the world” :63-\ A %-$ A- ; % - l J, as it should be 3 A %-. R /-3 5 %?-2, brand new $?<-2, fast food ! 2?-2. J: A- 9 - 3, to be drawn to ; A .-? J3?-K R $?-0,

different dfriend. “My resta

Iwill be found on every

major road and highway in America. The foodwill be called ‘fast food,’ because little timespent preparing and serving the food,menu will be filled with food that is

easy to eat. The food will be served in paper cups and plates so that when the customer is

eating, they can be thrown away. Won’t that be convenient! And thewill not be paid high wages, because little skill will be needed to prepare

. Millions of customers will be served, and billionsWhat do you think of my idea?”

caused by fast food restaurants. Many health problems will be created if the fast food isat. Much garbage will be produced if many paper cups and plates are thrown away.ny small family restaurants will be forced to close because customers will be drawnst food restaurants instead. Perhaps you should think about the people whose liveshanged by your idea.”

“ , that’s not necessary,” said the man. “I don’t think any serious problems will be created by fast food. The important thing is that much money will be made. And I

ike you to be my partner in this venture--won’t you accept my offer?”T an’s friend walked away and returned to work at his small family restaurant.

He wondered if he would be forced to close his own restaurant and work for low

n a fast food restaurant someday.w


int venture 3-l



●130●

V Grammar Points 2h-3 R.- .!:- $

ve Voice: Future Tense L - 5 R % ? - 0,

/.,

* Passi B$-$8/-.2%-&/-=?- . ?-3-:

Subject +

L J .-0 R +

‘will be’ + Past Participle +

:.?-0: A-3 A %-n%- +

(Complement)

($?2-5 B$)

Thousands of jobs will be created soon.

A new factory will be built in June. Nomadic families will be paid by the company.

* Countable and Uncountable Adjectives 2P%-L<- < %-2-.%-2P%-L<-3

• ‘Many’ and ‘few’ are used to describe coun

used to describe uncountable nouns. ‘many’ .%- ‘few’$* A ?- / A- 2P%- L<- < %- 2: A- 3 A %- ! R /-

0<- . R <-2-.%-, ‘much’ .%-‘little’$* A ?-/ A-2P%-L<-3 A- < %-2: A-3 A %- ! R /-0<- . R <-2-; A/,

A- < %-2: A- o / - 5 B$, table nouns, and ‘much’ and ‘little’ are

1.

$

• Countable: Many customers will be served.

• Uncountable: Much money will be made.• Countable: Few people will share the money.

• Uncountable: Little time will be spent preparing the food.

VI Activities R ,%- 2h<

Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A-/%- A-,-~.-i3?-2! R =-+ J-5 B$- P 2-29 R ?,

When the yak wool established?

From whom the factory bought? To whom the wool sweaters paid? How much the joint venture built? Where

will

the workers

be

sold?

The workers sold US $100 every month. The yak wo aid in the provincial capital. ol p

The joint venture bought at the beginning of July.

The factory established to people around the world.

The wool sweaters

ill be

built from local herdsmen.

w



●131●

t. a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

staurant? b) How will food be served kind of problems will be

created by of sec) Will many c be served with fas dolla arned?d) Will many workers be hired by the fast Do y many workers

will be ily restaurants?

e) How wi e be ped in the next five yea hat ways candevelop w s can it be ful?

. Practice this chant with your classmates. Take turns saying the parts for A and B. H J .-G A-a R 2-P R $ ? - 5 S - .%- 3*3- . -5 B$-$ A- $.%?- ; A- #$-

i3?

A: Millions of dollars will be made,

B: Low

A: t

B: a

A: ts

: Family restaurants will be lost.

uch, few, little. || many .%- much, few, little 2&?-2! R =- /?- ! R %-(-i3?-{

a) Dawa thinks that there are _________ foods which are both healthy and tasty. b) _________ p a lost th the flo 998.c) Low wages will be paid to the workers, because _______ skill is required to do the job.) _________ garbage is created every day by foods that are ‘convenient.’) Food which has _________ fat is less healthy than food which has __________ fat.

2. Answer ou l 2h: A- - .$ R ?,

a) What k enture company

b) When opened f ness?

) Will many jobs be created by the new company?

) Will yak wool be bought from the factory workers?

) How many candidates for the job will be accepted?

2. Answer these questions about the tex

a) Why will this new kind of restaurant be called a ‘fast food’ rein the fast food restaurant? What

this method rving?ustomers t food? How many

food restaurants?rs will be eou think

fired from small fam

ll your provinc develo rs? In wment be helpful? In hat way harm

3

:. A- .$- . R %- .$ R ? - 0 - . % - 1 / - 5 /-< J ?- 3 R ? - G A ?-A .%-B

-> R .,

-wage workers will be paid,

Fat y foods will be eaten,

He lthy diets will be beaten,

Lo of garbage will be tossed,

B


1. Fill in the blanks with many, m

R %?,

eople in Chin eir homes during ods of 1

de

these questions ab t the dia ogue. #- { R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?

ind of joint v will be established in the province?

will the company be or busi

c

d

e



●132●

-: R %?-

Exa l build

3. Change these sentences to passive voice, future tense. $>3-I A-5 B$- P 2-:. A-.$- . ?-3

0

mple: The provincial government wil

- ! R /-0: A- L - 5 B$-$8/-.2%-&/- . - +<,

a new factory. → A new factory will be built (by the provincial government).

a) Drivers will find fast food restaurants on every major highway.The company will accept only one candidate f b) or the position.

d) le.) The president of the company will make billions of dollars.

c) Fast food restaurants will force many small family restaurants to close.The joint venture will create many new jobs for local peope



●135●


Subject +

L J .-0 R +Relative

Pronoun +

4 J=-L J .-52-5 B$ +

Clause Subject /

Predicate + 2 -5 B$-$ AA-$4 S -

5 B$-.%-e R .-L J .-5 B$ +

Sentence Predicate

3-5 B$-$ A-e R .-L J .-5 B$

The movies in which I have seen that actress are my favorites.

The people to whom I was talking last night are my old classmates.The team that I like the best are the Italians.

* Spoken English vs. Written English .L A/-) A: A- # - {

Attributive clauses are sometimes used differentlyexamples, ‘S’ means s

.-.%-; A$-{.-2 # <-2, in spoken and written English. In these

poken English and ‘W’ means written English:S is still empty.

these sentences from spoken to written English. #-{.-G A- 5 B$- P 2 - : . A- .$- ; A$- {.- . - 2 +<,

: The account where the money will be depositedW: The account in which the money will be deposited is still empty.

S: The woman who(m) we have been waiting for has finally arrived.W: The woman for whom we have been waiting has finally arrived.

S: There are some parts of the project which we are really excited about .W: There are some parts of the project about which we are really excited.


1. Change

Example: This is something which we feel very happy about. → This is something about which we feel very happy.

a) The musician whom we were talking about is coming here to perform.

b) The man who you should speak to is standing over there.c) The factory where she works is in the provincial capital.d) The prize which the teams are competing for is the World Cup.e) The woman whom you were looking for has just left the room.

R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?, uring th

b) Why was the 1998 World Cup unique?next World C

d) What is t orld Cup, above all?

ons in a dia A- R

a) if a goes we

c) worth the wait

d) to take part in

2. Answer these questions about the text. a

a) To where do football fans travel d e World Cup?

c) From which country will thehe

up champions come?W

3. Use each of these common expressi logue.

$>3-I A- o /-2! R =-5 B$-:. A-.$-=-#-2h:/%-2! R =- .$?,

ll ll b) to run into problems e) on the other hand




●136●

1. F anks b the corre ir of w

~ ?- ;%- .$- ; /- 0- :. 3 - ! R %-(-i3?-{ R %?,

Example: The per

ill in the bl y choosing ct word from the pa ords given. 3 ) $-$ A-,- .-$* A ?-= A J ?-+ J

son to whom I am writi (who / whom)a) The country ____________ has won the most World Cups is Brazil. (who / which) b) _____ is talki l star.c) tition __ will l te d

Cup. (tha o)d) The country in ________ the World Cup is held is called the host country. (that / which)e) The woman for _________ you are looking will arrive soon. (who / whom)

2. Match each expression on the left with its definition on the right. $; R /-K R $?-G A-5 B$- . R <-. J -.$-$;?-K R $?-G A-:P J=-2-.%-;%-.$-0<-(-2 1 A$?,

to compete the winner of a competition

ng is an old friend.

The man __ ____ she ng to is a famous footbal (which / who)The compe ________ decide the best footbal am in the world is callethe World t / wh

on schedule someone who works for free

champion definitely

volunteer to fight for a prize

certainly at the planned time

3. Answer these questions about the dialogue. A- 2- :. - =- =/- . J 2?-.$ R ?,

a) What is the first place in which the construction project is running into problems?

c) Is there anything in the bank account where the project money will be deposited?d) i

e) be worth the wait?

#-2h: A-{ R <-I A-S A- .$ :

b) Will the building materials that Drolma’s family have ordered arrive on schedule?

Wh ch parts of the project does Drolma’s family feel excited about?

Does Norbu think that the construction of the new school will



●137●

-Nine: Interview with the Local PaperUnit Twenty

# J- 5/- *J<- .$- 2, ?- $/?- $?<- :I<- #%- $ A- 3 A-$- .%- 3)=- :U.- $/%- 2,I D

rger

spaper

TA id the interview go?

now?ASHI: Well, what did the reporter ask you?

eove to the big city to make use of my English

A NDREW: And what hDAWA: I told her that I prefe o told her that I was

excited to see what the city had to offer.TASHI: Did she as u rite an article about the contest

for the locDAWA: No, she di e i ut she did ask me if I wanted

to use my English skills to go abroad someday.

toldon

s they say in the


Did she ask you if you had ever been to the capital?

ialogue #- 2h,

(Dawa has won the English speech contest in Xining, so he will take part in a la

contest in Beijing. He has just returned from an interview with the local new

in which he was asked questions about the contests.)SHI: Hey, Dawa, how d

A NDREW: Yeah, tell us about it!DAWA: Hey guys. The interview went just fine. What do you want to k TDAWA: She asked me if I had ever been to the capital, and then she asked m

whether I wanted to mskills.

did you tell er?rred the country, but I als

k you if yal paper?

o were willing to w

dn’t ask m f I would do that, b

A NDREW: You told her that you were interested in going abroad, didn’t you?DAWA: I did tell her I was interested in seeing other countries. But I also

her that I planned to return to Qinghai afterward to work development projects in my hometown.

TASHI: I want to help the people in my own community, too. A

American movies, “There’s no place like home!”

I told her that I preferred the country to the city.

Did she ask you whether you were interested in traveling abroad?

I told her that I planned to return to Qinghai afterward.



III Text: The Three Wishes

a R2- 5/, < J- :./- $?3,

ne day, an old farmer was coming home after athe field. Just before he reached his

hom , he saw his neighbor, a woodsman, by the

asirit

the spirit of hat

Just ask me f “What an o

i

supper. And as soon as I asked for it, the sausage appeared on the table.”

say?” asked t

wasting one of our three wishes. Then she asked the spirit if he would put the sausage onI still

rem“You had a

the spirit for

d of y no ppeared. We gold and silver. Now weave nothing.”

farmer. “Now go back inside and tell your wife thatyou love h urely the most preciousthing of al


the big city P R %-H J<-( J/-0 R, to make use of

2! R

=-2,

to be willing :,.-0, :. R .-0, to go abroad K A-o=-=-:P R -2, development project :1 J=-o?-G A-:(<-$8 A: A-i3-P%?,

long day ineO

side of the road with his head in his hands.

“What’s the matter, neighbor?” asked the farmer. “Isthere anything I can do to make you feel better?”“Sit down, friend,” said the woodsman, “and listen to

cooking in the

n the fire,’ he said. ‘I am

my sad story. This afternoon, I wkitchen with my wife. I was about to put some wood in the stove, when suddenly a spappeared in front of us. ‘Please don’t put this wood ithe tree t gave you this wood. If you don’t burn this wood, I will give you three wishes.

or anything in the whole world, and you will have it!’” pportunity!” said the farmer. “Did you ask the spirit if he could make you a

wealthy man?”Wel I d d“ l, n’t take the time to think about it carefully,” said the woodsman. “I was very

hungry after a long day of work, so I asked him if he could give us a fat sausage for our

“Wow! Only three precious wishes and you asked for a sausage. What did your wifehe farmer.

“My wife became very angry,” answered the woodsman. “She said that I was a fool for

the end of my nose, and suddenly, there it was. I pulled at it with all my strength, butcouldn’t ove it.”

lready used up two of your three wishes,” said the farmer. “What did you ask after that?”

“I had no choice,” said the woodsman. “I asked him if he could take the sausage from theen m se, using up our third wish. Then, the spirit disappeared as suddenly as he had

had three precious wishes. We could have asked for ah

“You have each other,” smiled theer. Love isn’t something that you can wish for, but it is sl.”

●138●



●139●

“There’s no place like home”

his hands 3$ R -=$-0?- * R

to

V

<%- ; =-$.-0-; A/- < %- * A ., his head in

to make (sb) feel better ? J3?- $? R -L J .-0, to take the time . ?-5 S .-$+ R %-2,

2-0,

use up 2! R =-9.-$+ R %-2,

Grammar Points 2h-3 R.- .!:- $/.,

* Direct and Indirect Speech (III),.-S%?-5 B$-.%-2 o .-S%?-5 B$

Subject +

L J .-0 R +

‘asked’ + Direct Object +

,.-S%?-5 B$-$ A- ; =-

5 B$+

‘if / whether’+ Statement

$/?-= $?-2e R .-0: A-5 B$

He asked me if I was surprised.

She asked him whether he wanted to goabroad.

Because ‘asked’ is in the past tense, the main verb in the statement following ‘if /

whether’ is also in the past tense. . R - $ % - L - . $ R ? - 0 - 8 A$ - = - 3 - 5 B$- $ A- L - 5 B$- ‘asked’ / A- . ?- : .? -

0<- .<-; R .-0?, 2 -5 B$-. J: A- ‘if’ .%- ‘whether’; A-3 ) $-$ A- L - 5 B$-$4 S -2 R -. J-=:%- . ?-:.?-2- . R <-.$ R ?,

R J A R R ,


1. Use the words in each of these columns to make your own questions. $>3-I A- S - 3 A$-< J-< J: A- A/%-$-,-~.-i3?-2!=-+-S-2-:./-.$?

she you they going to town?

you him if

he was

buy some eggs?

Drolma them you were coming tonight?

they her she sell his yaks?

Did ask

he Norbu

whether would

leaving today?

Now, ask your partner these questions and write down his or her answers. .-v-H J .-G A-P R $?- R -.%-# R -3 R : =/- i3?- : R ?, 0 R <-:S A-5 B$-:. A-.$-S A ?-+ J-# C-2>.-0: A- V A-.$



●141●

R ,

a) Did your teacher ask you whether you prefer studying written or spoken English? b)

big city?c) ?

d) s semester?e) Did your friends ask you if you wanted to go dancing last week?

3. Answer these questions about yourself. H J . - < % - * A . - G A- $ / ? - 5 = - = - $ 8 A$ ? - + J- S A- 2 - : . A- . $ - = / - : . J 2?

-.$?

Have you asked your brothers and sisters if you could send them somethin

Did your parents ask you if you missed your home lately

Have you asked your teacher whether the exams will be difficult thi



●142●

# J- 5 / -?3-&- 2, 35 / - 3 R:C- 3#:- .L A%?, Unit Thirty: The Night Sky

I Dialogue # ,2h

e. Theer.

TEACHER : Thanks so much for teaching this class, Tashi. Astronomy is no longer being taught in our school, because there isn’t enough money for telescopes and other equipment.

TASHI: It’s my pleasure. For me, it’s a labor of love!TEACHER : It’s nice to see that the natural world is still being studied by direct

experience. Reading books about nature is fine, but seeing nature for yourself is even better!

...

TASHI: Do any of you have questions about the stars that you see?STUDENT 1: Are stars still being used by sailors to find their way around the world?TASHI: No, stars are no longer being used by sailors, but they are still being

studied by astronomers who want to learn more about our universe.STUDENT 2: Did ancient people make up any stories about the stars?TASHI: Yes, they did, and the stories that they made up are still being told. For

example, there is the story of Orion, the hunter, who was killed byScorpio, the scorpion. The night sky is still being roamed by Orion andScorpio, but Orion is always in the western sky and Scorpio is always inthe eastern sky.

STUDENT 3: I have heard that people used to “wish upon a star” when they missedsomeone who was very far away and wanted him or her to return. Arestars still being wished upon today?

TASHI: I don’t know whether or not stars are still being wished upon, but if theyare, perhaps I should try it!


Astronomy is no longer being taught in our school.

(on the hilltop at night)

TASHI: OK, everyone, please come over here and look into the telescopgroup of bright stars above us is called the Big Dipp

Stars are no longer being used for navigation, but they are still being studied byastronomers.

The stories that ancient people made up about stars are still being told . Stars are still being wished upon by poets and dreamers.



●143●

III y

R , - 8 A A A J ____________________________________________________________________

ictur ang ages have been used for communication by many different cultures in thee years, most of these picture languages, called pictographs, have been

languages which use letters or characters instead of pictures. But

The Naxi pancient custo ore Naxi people began to use

he only people who could

As the twculture is gr odern world. Naxi religious ceremonies are being held less often

iests ie. Bese pict

being done o by three Naxscripture is b

The result that will soon be

translationsgenerations.

IV Common

to see (sth) for yourself 3% R /- ? 3- . -3, R %-2, to make up (a story) ( 1 %- $+3-)g R $-29 R - L J .- 0,

to wish upon (a star) ( {<-3<)< J- ( R /-8 -2, to be replaced by 52-L J .-0,

to pass on o .-:6 B/-L J .-0, re generations 3 A-<2?-e J ?-3,

the modern world . J %-<2?-&/-I A-:63-\ A %-, in danger

* J/-#: A-$/?- ? -; R .-0,

to play a part in (sth) 1/- / ?-; R .-0,

Text: Pictographs of the Naxi Nationalit

a 2 - 5 / / ?- 3 A- < A$ ? - G - : S - $9$ ? - ; - $

e l u past. Over thPreplaced by written

there is at least one culture in the world in which pictographs are still being used.In one remote part of China’s Yunnan Province, pictographs have not been wiped out by

written languages. For the Naxi people of Lijiang County, pictographs are still being usedto pass on their nationality’s history, religion, and culture to future generations.

ictograph language was created by priests who used the language to recordms and ceremonies. But over time, more and m

Chinese as their first language, and the priests became tunderstand the Naxi pictographs.

enty-first century begins, the Naxieatly influenced by the m

than before. And young Naxi priests are no longer being trained to read the pictographs, so the picturelanguage is in danger of being forgotten as the older pr d ut efforts are being made to preserveth ographs and the cultural traditions that

ey co tain.th nAt a research institute in Lijiang, much research is

n Naxi religious texts, or scriptures. First, the scriptures are being interpretedi priests who are working together with the researchers. Next, each line of theeing written in the International Phonetic Alphabet and translated into Chinese.of this research is being published in a series of 100 volumes

found in libraries around the world. The priests and researchers are hoping that the

will play a part in preserving the traditions of the Naxi culture for future

Expressions o/- 2!R=- 5 B$

a labor of love 1 2-:. R .-0: A- L - 2, direct experience .% R ?-, R 2-G A-*3?-M R %-, futu



●144●

V Grammar Poin

* Present Continuou $-$8/-.2%-&/, ts 2h-3 R.- .!:- $/.,

s Tense: Passive Voice L J .-28 A/-.-v-2-=?-L-5 B

Object +

L J .-0 R +

‘is / are being’ + Past Participle +

:.?-0: A-3 A %-n%- +(Complement)

($?2-5 B$)

Naxi scriptures are being interpreted by priests.

The natural world is still being used for navigation.Pictographs are not being used anymore by most cultures.

“(Sth) is no longer being used” has the same meaning as “(Sth) is not being used

anymore.” $ R %- . - 2e R .- 0: A-“(Sth) is no longer being used”; A- . R /- / … “(Sth) is not being used

anymore.”3 5 %?,

P 2-.$-=?-/ R <-2-i3?-.$-2& R ?-L R ?, know more about the universe. pictographs.en local and foreign companies.

nger being used by sailors to help them find their way.e r areas.

ink it is important to preserve ancient languages and cultures? Why or whynot?


1. Correct the mistakes in these sentences. $>3-I A-5 B$-

a) Stars are still be studied by scientists who want to b) Naxi priests are being trained anymore to read thec) Joint ventures are being establish every day betwed) Stars are lo) Many development projects is being started in poo

2. Answer these questions about the text a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) Are picture languages still being used anywhere in the world? b) For what are Naxi pictographs being used?

c) Why are Naxi pictographs in danger of being forgotten?d) How are Naxi pictographs being preserved?) Do you the

3. Sing this song. \ -:. A-= R %?, “St ight, Staar L r Bright”

S r light, star bright,ta

First star I see tonight,

I wish I may, I wish I might,

Have this wish I wish tonight.



●145●

?-2! R =- + J- ! %?,

a) Pic are _________ being used i ut they are _________ being

axi pe nan.

bein ____ o cure smallpox.

e) Stars are __________ being wished upon by poets and dream

. Change these sentences to present continuous tense, passive voice. $>3-I A-5 B$- P 2-:. A-.$- L J .-28 A/-.-v-2: A- L- 5 - $8 /- .2 %- &/ - . -2 +<-.$ R ?,

s.

) The modern world is influencing traditional Naxi culture.

gion, and

#-2h: A-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

) Is astronomy still being taught in the primary school? Why or why not?

ing studied by direct experience? How and where is it being

studied?

c) Are stars still being used by s d their way? Are stars still being

studied by scientists? Why?

d) Are the stories about stars t eople still being told?

e) Are stars still being wished upon a star?


1. Fill in the blanks with still, no longer, anymore. || still .%- no longer, anymore 2&

R %-(-i3?-{ R tographs n many cultures, b

used by the N ople of Yun

b) Medicine is not g used _____ ____ t

c) Stars are not being used _____________ to help sailors find their way.

d) Blacks are ________________ being forced to sit in the backs of buses in America.

ers.

2

B$

Example: Old priests are no longer training young priests to read pictographs.→ Young priests are no longer being trained (by old priests) to read pictographs.

a) Three Naxi priests are interpreting the scriptures.

b) Researchers are publishing the results of their work in 100 volume

c

d) The Naxi people are still using pictographs to pass on their history, reli

culture.

e) Researchers are translating the scriptures into Chinese.

3. Answer these questions about the dialogue.

a

b) Is the natural world still be

ailors to help them fin

hat were made up by ancient p

upon? Have you ever wished



●146●

t Thirty-One: A Field Trip

#- 5 /- ? - $& $- 0 .% ?-.% - , % ? - > $

Uni

J R A , R R J AI Dialogue #- 2h,

ade Two has just returned from a field (Gr trip to a nearby farm)

MS. LYONS: Hello, everyone. Did you enjoy the field trip? t.

LHAMO: First, they told us that the quality of the soil should be improved before cropsre

MS. LYONS: And what should be done to improve the quality of the soil?AWA: They told us how the soil should be plowed to improve its quality. The soil

MS. LYONS: Interesting! Did they tell you when the seeds should be sown?TA ould be sown. They said it should be done

ts can grow

? ould be grown together in the same

de by side, they can help each other to

h the same crop every year? be planted from one year to

soil of each field healthy.MS You’ve learned a lot. I’m quite impressed! You didn’t just take a field

TASHI: Yes, we did! It was very interesting and we learned a loMS. LYONS: Well, what did the farmers tell you?

are planted. They said that soil which is unhealthy will produce crops that aunhealthy.

Dshould be plowed more deeply in autumn and less deeply in the spring.

SHI: Yes, they told us when the seeds sh

when there is enough moisture in the soil so that the young planhealthier and stronger.S. LYONS: Did they tell you that each field should be planted with only one cropM

LHAMO: No, they told us why different crops shfield. When different plants are grown sigrow larger and stronger.

MS. LYONS: Did they say that each field should be planted witDAWA: No, they told us where each of the crops should

the next. They said that crops should be moved from field to field to keep the

. LYONS:trip--you took a trip to a field!


They told us how the quality of the soil can be improved. They told us why different crops should be grown together in one field.

They told us when the seeds should be sown. They told us where each of the crops should be planted from year to year.



●147●

a - 0, III Text: Keeping the Balance of Nature

R2- 5/, *J- #3?- # R<-;$- ~ R3?-1A$- L J.-o<-o/- :HR% ? - LJ.erdsmen on the Qinghai-Tibetan Plateau

grazing their livestock on the

of life in mhave better access to anim

ay aenvironment

conference p

season to season. By moving the herds from low to high pastures, he said, no single area

toenvironmentfew major roads, which has increased environmental damage in those areas. Dr. Wu also

mecause too mu

To keep the . Wu, the number of animals raised should be based

also said tha n nomadic areas, so that there is not a great

pact around a few roads. Finally, he said, local governments and herdsmen should work m methods to protect the grassland in order to keep it healthy for

Do you best ways to keep the balance of nature on the grassland?


side by side 3*3-$> A 2- +, the balance of nature * J- .% R ?-$/?-= $?-. R -.3, to leave (sth) behind o2- +-2 *<-2, to settle down $8 A-2&:-2, to have access to . J< - - - - 2 P R .-=3-; R .-0,

positive / negative impact >$?-n J/-29%-2 R / %/-0, based on 2g J/- /?, in order to ( J .- . , K A<- . ,

have beenHopen grassland for centuries. But inrecent years, some herdsmen have left their nomadic ways behind by building fences on thegrassland and living in one place. The choice to“settle down” has improved herdsmen’s quality

any ways. For instance, they mayal health programs

and education for their children. But settlingdown m lso have a negative impact on the

of the grassland because it threatens the delicate balance of nature.These are the ideas which Dr. Wu Ning, a researcher from a biological institute in

Sichuan Province, presented at a grassland conference held in September 1998. Dr. Wu toldarticipants why it is important to move livestock between different areas from

receives too much impact.Dr. Wu ld the audience where settling down has had the greatest impact on the

. He said that many nomads in western Sichuan have built their homes near a

explained how sheep and yaks can help preserve plants on the grassland by grazing together in the sa pasture. He said that because sheep and yaks have different diets, they don’t

ch impact on one kind of plant. balance of nature, said Dr

on the amount of land and food available, so that the grassland will not be overgrazed. Het more roads should be built i

imtogether to plan long-ter future generations.

agree with Dr. Wu’s ideas? What do you think are the



●148●

Grammar Points * Direct and In

V 2h-3 R.- .!:- $/.,

direct Speech (IV) ,.-S%?-5 B$-.%-2 o .-S%?-5 B$(4)

Statement +

$/?-= $?-e R .-L J .-3-

5 B$+

Relative Adverb +

4 J=-L J .-L-2: A-i3-0- ! R /-0: A-

5 B$ +

Statement

$/?-= $?-e R .-L J .- 2 -5 B$

They told us Why they wouldn't take part in thecompetition.

She told them Where they should take their TV to berepaired.

He told her When the train would be leaving.

V

P 2-29 R ?,

I Activities . R%- 2h<,

1. Use the words in each of these columns to make your own questions. $>3-I A-S-3 A$-< J-< J: A-

/%-$ A-,-~.-i3?-2! R =-+ J-5 B$-

when can buy bus tickets to Lhasa? him

how You

should leave to catch the train?

you why She can talk to about soil quality? where should wear warm clothes?

Did they tell

her who He can learn English more quickly?

N

! R =-+ J-#-2h-:. A-(-5%- . -$+ R %-.$ R ?,

M

AWA: Yes, they told us how the soil should be plowed to improve its quality. The ________ (deep) in the autumn and __________

(deep) in the spring.u when the seeds sho

d be s there is enough moisture in thesoil so that the young plants can grow ___________ (healthy) and

g).MS. LYONS: Did they tell you that each field should be planted with only one crop?

s that when differenhelp each other to grow ___________ (large) and ___________ (strong).

ow, ask your partner these questions and write down his or her answers. .-/ A-H J .-G A-P R $?-0 R <- S A- 2 - : . A- . $ - S A ?-+ J-# R :3-# R -3 R : C-2>.-0: A-=/-i3?-:V A-.$ R ?,

2. Finish this dialogue with the correct adjective or adverb. ;%-.$-0: A-o/-5 B$-$3-L-2: A- i3-0- ! R /-0: A-5 B$-2

S. LYONS: Did the farmers tell you what should be done to improve the quality of thesoil?

Dsoil should be plowed __

MS. LYONS: Did they tell yo uld be sown?own whenTASHI: They said that the seeds shoul

______________ (stron

LHAMO: No, they told u t plants are grown side by side, they can



●149●

t. a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

effects on the quality of their lives? Have they had po ent of the grassland?

b) According to Dr. Wu N rtant to move livestock between different

c) do ct on th ing to Dr.Wu?

d) What are Dr. Wu’s suggestions for keeping the balance of nature?e) Do you agree with Dr. Wu’s ideas? What do you think are the best ways to keep the

bal on the grassla

VII E %-,

1. Use each of these common expre in a senten -< J-< J-28 A/ -5 B$-$ A-/%- R R ?

a) based on

c) to leave behindd)e) to have access to

2. Answer these questions about the dialogue. # R ?,

a) According to Lhamo, what did the farmers

b) What should be done t r e ity

c) Did the farmers tell the class that the seeds should be sown when the soil is dry?

d) Why did the farmers say that each field should be planted with m re than one crop?

e) Did they say that each field should be planted with the

only once .%- why, when, in which, for whom 2&?-2! R =-/?- ! R %-(-i3?-{ R %-.$ R ?-2- 3-9.-,-~.

er being used by sailors.

c) Tashi did

3. Answer these questions about the tex

a) Have herdsmen’s choices to “settle down” had some positivesitive effects on the environm

ing, why is it impoareas?Where has settling wn had the greatest impa e environment, accord

ance of nature nd?

xercises $><-.

ssions ce. $>3-I A- o /-2! R =-5 B$-:. A-.$

. - , .-.$ ,

b) to settle down

the balance of nature

-2h: A-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$

tell the class first?

o imp ove th qual of the soil?

o

same crops every year?

3. Fill in the blanks with how, why, when, in which, for whom. Each word should be used

. || how

-< J-< J-, J %?-$& A$-=-3-$+ R $?-2! R =-3 A- < %-,

a) The students didn’t ask Tashi ________ the stars are no long

b) The researchers showed us _____ Naxi pictographs are being interpreted and translated.

n’t tell the students _________ he would like to wish upon a star.

d) Tashi told the students ___________ the Big Dipper can be seen in the night sky.

e) There is at least one county in China ___________ pictographs are still being used.



●150●

Unit Thirty-Two: Traditional Music

# J- 5/- ?R- $*A?- 0, YR=-o/- < R=-3 R,

I D ,(The students of Grade Two are asking Dawa questions about Tibetan music to help him

steries, and it has been heard at Tibetan summer festivals. In recent years, Tibetan music has been studied by Western scholars, and

ecordin have been made by Tibetan performers.omething about Tibetan instruments?

found in nature. Tibetan stringed instrumentring guitar. For example, the piwang gyudsum has only three strings,

piwang gyudmang has many strings. Tibetan musicians have played manyof horns, including the long dungchen and the shorter gyaling . Tibetan music

ed drums and cymbals to create its unique sound.Tibetan singing and dancing?d the world have been delighted by Tibetan singing and dancing.

ers have long been admired for their beautiful costumes and gracefulmovements. And Tibetan opera has also caught the attention of international music

alls.

AWA sic, the future of Tibetanoung people have continued to

will beions in

sic very

AWA: No, I’ve never thought of becoming a reporter, but after the speech contest, I hope

II Sentence Patterns 5B A-P2-! ?,

ialogue #- 2h

prepare for the speech contest in the capital.)DAWA: Tibetan traditional music has been performed for many centuries. It has been usedin religious ceremonies in mona

many r gsTASHI: Can you tell us sDAWA: Tibetan instruments have traditionally been made by hand with materials that are

s are somewhat different than theWestern six-stand thekinds

has also usL : What aboutHAMO

rounDAWA: Audiences aTibetan danc

fans. It has been performed both on remote grasslands and in shining concert hTASHI: What do you think about the future of Tibetan music?D : Since young people have become interested in rock mu

traditional music has been questioned. But many ylearn to play Tibetan traditional music. I hope that Tibetan traditional musicenjoyed by future generations, just as it has been enjoyed by many generatthe past.

MR . SUTTON: Thank you, Dawa. You have reported on the history of Tibetan muwell. Have you ever thought of becoming a reporter?

DI will have a positive report!

$- $ %

Tibetan music has been performed for many centuries.

Tibetan instruments have traditionally been made by hand. Audiences around the world have been delighted by Tibetan dancing.

The future of Tibetan traditional music has been questioned .



●154●

ords in the puzzle. The words may be written forward or backward, horizontally, vertically, or diagonally.

:3-

A ., musician

audiencecomposer

rock

operacymbal

rumshorn

guitar rhythm

concert

J H C O N C E R T X

3. Find each of these w

; A-$ J: A-$2-5 B$-. J-=?-,-~.-:. A-i3?-< J-< J- 28 A/-:5 S =-.$ R ?, ,-~.-. J-.$-3$ R - / ? - 3 ) $ - = - V A ?-; R .-0

3 ) $-/?-3$ R <-V A ?-; R .-0, % R ?-~ R 3?- ? -V A ? - ; R .-0, S%-:K%- . -V A ?-; R .-0, ;%-/-$? J$- +-; R .-Y

instrument jazz d

A F O G T L Y R B C

Z M M R A T I U G O

Z H U B N I P Q C M

N T M S V X M O Y P

R O

M S

E

E C N E I D U A O R

I N S T R U M E N T

F Y M G I Z T P

C H E R O C K E

D R U M S B I R I



●156●

, A- :2 R.- 0 ( , III Text: The Boy Who Cried Wolf

% - ! : A-2- %-

there was a young shepherd boynce upon a timewho grazed his sheep in a pasture far from the

e. It was a lonely place, and the boy

people of the nstur crying “

pasture with stithey saw his she

whose trick theyOne afternoon, the shepherd boy was taking a nap in the pasture. When he woke up, he

saw a wolf in front of him whose teeth were sharp and whose eyes were on his flock. The boy was very afraid, and he ran quickly down from the pasture. “Wolf! Wolf!” he cried to

,”

returned to the paA few days late

new job. Two vill,” sai ne

“Yes, I think you’re right,” said the other. “That’s the boy whose trick was used one timetoo many!”

s

good deeds , R .-29%-, . R /-29%-, to set an example .0 J- ! R /-0, in (sb’s) opinion (3 A- $ - $ J-3 R : C)v- 5 =-=, 2?3- 5 =-=, march to (sb’s) own drum <%- 5 $?-L J .- , 2-0, to play a trick on (sb)

3$ R

-$; R

$?-0,

to fall for (a trick) $; R -: R $- . - 5 .-0, even though . J-:S-; A/-/:%-, to really mean (sth) ( . R /) % R -3<-2e R .-0, .% R ?-$/?,

Onearest villagwas often looking for ways to entertain himself.

One day he thought of a trick he could play on the

earby village. He ran down from the pa e Wolf! Wolf!” even though there was nowolf near his flock of sheep. The villagers ran to the

cks and stones, but when they got there,ep grazing peacefully. The shepherd boy,

whose trick had been very successful, was lying on the ground and laughing! He played thistrick on the villagers several times, and each time they became more angry with the boy

fell for again and again.

the villagers. This time he really meant it!“Don’t worry said one of the villagers. “The boy whose voice you hear is always

playing tricks on us. I’m sure that there’s no wolf at all.” The boy, whose cries had alwayscaught the attention of the villagers, was surprised when no one came to his rescue. He

sture and watched helplessly as the wolf killed his sheep, one by one.r, the shepherd boy was walking sadly through the village, looking for aagers saw the boy walking past.

“Hey d o of the villagers, “isn’t that the foolish shepherd boy whose flock has beeneaten by a wolf?”

IV Common Expression o/- 2!R=- 5 B$



●157●

to come to (sb’s) rescue * R 2

o many =/-$& A$- m /- +- 5 %-. R $?-0- * J ?,,

cur in the middle or at the end of a

:) R $-L-.$ R ?-0-8 A$-=--3 ) $- +- . R <-( R $-0-.%-, ( R -:V A %-

urope, helped poor people in India.

ays be popular. %?- 2?3- 5 =- =- 2 R .- G A- < R =- 3 R -

3 R -

$ %-( J-~3, I Activities . R%- 2h<,

ns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A- /%-$ A-,- ~ 29 R ?,

the boy Arm is broken?

-0, * R 2-0<-:P R -2, one time to

V Gramm

* Attributi

Notice tha

?-0-. J ?,, 2. J/-0<- 5 ?-G

ar Points ve Clause (III): “whose”; R /-+/-2e R .-0: A- 2 -5 B$ (3)

t attributive clauses with ‘whose’ can oc

sentence, and may or may not be separated by commas:

; A .- “whose” .%- .<-2: A-; R /-+/-2e R .-0: A- 2 -5 B$-/ A-5 B$ - $ & A$-$ A-.G A=-=3

$ A ?-.L J-( R $-3 A/-$* A ? - ! - - ; R ., • The person whose good deeds have influenced me the most is Rosa Parks.• It was Mahatma Gandhi whose actions have had the most positive impact. • Mother Teresa, whose family lived in E • I will write a report Amelia Earhart, whose story I have just told you.

* Expressing Opinions 2?3- 5 =-2e R .-0, • In my opinion, Tibetan music will alw

/ A-/3-;%-.<-Y R =-( J- o -< J ., • For me, jazz is the most entertaining form of music. %- =- 35 S / - / - u . - 9 J- < R =- 3 R - / A- ( J ?-

$ %-w/-0: A-< R =-3 R : A-i3-0-8 A$-< J ., • I feel that dancing is more delightful than singing. %?- \ - .L%?- = J/- 0- =?-V R - :O2- /- 3 R -

V

1. Use the words in each of these colum

.-i3?-2! R =-+ J-5 B$- P 2-

the woman car won’t start? the child voice you hear? the girl Hair is short?

Do you know wh

the m n a

ose

...

The boy hair is short is my sister. The woman arm is broken lives upstairs. The child car won’t start is my classmate. The girl voice you hear is my uncle.

whose

...

Yes, I do.

The man ...



●159●

-& A$-

en. → The student

2. Join these sentences with an attributive clause using whose. || ‘whose’ .%- .<-2: A- 2 -5 B$

$ A ?-5 B$-:. A-i3?- 4 J=-.$ R ?, Example: The student will not be in class today. Her arm was brok

whose arm was broken will not be in class today.

a) He is the football player. His skills are the best in the world.

b) The man is my father. His hair is cut very short.

c) I know the poet. His poems are more unique than any other poet’s.

d) She is the student. Her tricks are the cleverest of all.

3. Match each expression on the left with its definition on the right. $; R /-K R $?-G A-5 B$- . R <-. J to help someone who is in trouble

e) The teacher is Ms. Lyons. I like her class the best.

-.$-< J-< J-28 A/-$;?-G A-:P J=-2-.%-(- 1 A$?,

to really mean (sth)

to come to (sb’s) rescue

things that are done to help other people

in (sb’s) opinion to tell the truth

according to (sb’s) feelings to play a trick on (sb)

good deeds to do (sth) to fool (sb)



●160●

R- 28 A- 2, z- ?<- 2{<- 2:A- ; A- $J, Unit Thirty-Four: A Letter to Lhasa

# J- 5 / - ?I Tashi’s

De May 30, ----

Letter to Yangzom

ar Yangzom,I ould have ’m so sorry that I couldn’t make the trip to Lhasa. To see you w bee ’t get permission from n the happiest time of the spring for me! But I couldn my the train and bus tickets. teachers to miss my classes, and I couldn’t afford Perhaps it was foolish of me to plan the trip without looking at the cost, but to pay a visit to you would be worth any price.

T be a good opportunity for you. I hope you o spend the summer in Lhasa will will have m you poetry. To ore time to work with r professors and to write beautiful

think of you e akes me smile. I doing your work in th center of Tibetan culture m hope you wi nf e. I ll find many positive i luences for your poetry in your new hom really enjoy ent me you send some more when you ed the poems you s earlier. Could have the chance?

I won’t be able to come and visit you this summer, because my family needs me to stay at home and work in the fields. Every day, I will be very busy plowing, building fences, and, when the time comes, harvesting. Of course, I will also be

thinking of you and when we might see each other again. At the moment, I don’t know when that will be. To think of not seeing you for another year makes me very sad.

But I won’t end this letter unhappily -- to live is to dream! And to run into you again on a hilltop under the stars would make my dreams come true!

Yours,Tashi

II Sentence Patterns 5B$- $ A-P2-!%?, To see you would have been the happiest time of the spring for me. To spend the summer in Lhasa will be a good opportunity for you. To think of not seeing you for another year makes me very sad. To run into you again on a hilltop would make my dreams come true!



III Advertisements

.0=- :L R<- :UA/ - $ ? <,

ACKER --to drive is to believe!* The new YAK TR

in the city, you need a car that will help you go where youwill help you climb hills, cross rivers and explore the wide

lateau. Driving the Yak Tracker will make you feel as wild as a gazelle. To drive the Yak

* To wear ACE SHOES is to join the pros!Just put on a pair of Ace Shoes and you will feel like Michael Jordan on the basketball

court or Ronaldo on the football field. Ace Shoes will make you run faster, jump higher,and kick farther. Made from high-quality Australian leather and pure India rubber, AceShoes will help you shoot, score and win! To wear Ace Shoes is to reach for the stars!

* To look like a movie star is easy with STAR SHAMPOO!If you wash your hair with Star Shampoo, people will think they have seen you in the

movies. Star Shampoo will make your hair strong, shiny, and healthy, and it will surelymake your new fans come running to meet you. To use Star Shampoo is to make people

notice you!

* To carry a PHONE PAL is to be in touch with thworld!

In today’s busy world, you can’t afford to be far fr a telephone. So why not carry a Phone Pal and have a phone always at your fingertips? You will never mimportant phone call again. To carry a Phone Pal is likehaving your best friend in your pocket!

* Drinking ZIP COLA is your ticket to feeling great!

Do you ever feel tired at the end of a long day? Just drink a bottle of Zip Cola and youwill soon feel like climbing the highest mountain or swimming across the widest ocean. ZipCola will give you the energy to do whatever you want to do. Drinking Zip Cola is your ticket to pure delight!

* To visit LOTUSLAND is to become a child again!When was the last time you took an exciting vacation? This year, don’t stay at home and

watch TV. Go to Lotusland instead, and have some fun! At Lotusland, you can take athrilling train ride, play entertaining games, or go boating on a peaceful lake. To go toLotusland will make you feel young again!


to get permission ( R $-3(/-, R 2-0, to be worth any price < A/-,%-w/-0,

If you are not happy to stayant to go. The Yak Tracker w

pTracker is to find freedom!

e

om

iss an

●161●



●162●

when the time comes . ?- ? -a J 2?-/

to have the chance $ R -{2?-: L % 2,

R %-2,

, to make (sb’s) dreams come true 1 $?-: . /-3% R /-: I<-L J .-0, to reach for the stars /3- 3#: A-{<-3<-=$-~ R 2-L J .-0, to come running

3I R $?-0 R <-;to be in touch with :V J=-$ +$?-L J .-0, to not be able to afford 3 A- / ?-0,

at your fingertips H R .-G A-=$-0: A-? R <-l J- < , V Grammar Points 2h-3 R.- .!:- $/.,

* Infinitive-as-Subject (I) L J .-0 R - ! R /-0: A-i3-0-% J ? - 3 J .-G A- L - 5 B$ Infinitive +

i3-0-% J ?-3 J .-G A- L - 5 B$ +

Object +

L- + ; =- ! R /-0: A-5 B$Main Verb +

L-5 B$-$4 S -2 R - +Complement

$?2-5 B$

To wear Ace Shoes is to join the pros!

T you feel young again!o go to Lotusland will make

To carry a Phone Pal is to carry your best friend!

In these sentences, the infinitive ‘to drive’ has the sa

‘driving.’ So ‘to drive is to believe’ has the s

me meaning as the gerund

ame meaning as ‘driving is believing.’ ; A .-

5 B$- ‘to drive’; A- . R /- / A- L - 5 B$- 3 A % - n % -

‘d

- :) R $- L- o - / A- 5 B$ - : . A- .$- $ A- /%- . - i 3 - 0 - % J ? - 3 J . - G A- L-

riving’ .%- 3 5 %?, . J- 2?‘to drive is to believe’; A- . R /- / A- ‘driving is believing’ .%-

3 5 %?,


1.

To wish upon a star is Dawa’s goal for the future.

Match each phrase on the left with a phrase on the right to make a complete sentence. $; R /-K R $?-G A-5 B$- . 3-< J-< J-$;?-G A-5 B$- . 3-.$-.%-(- 1 A$- ! J-5 B$- P 2-(-5%-8 A$-29 R -.$ R ?,

To protect the grassland is to be delighted by an ancient form of art.

To watch Tibetan dancing would make Lhamo’s dream come true. To work with development projein his hometown

cts is to be a poet and a dreamer.

To work for a joint venture is to keep the balance of nature.



●163●


a) What would have been the happiest time of Tashi’s spring?

c) What does Tashi think will be a good opportunity for ngzom?

e) What would mak ashi’s dreams come true?

v rtisement with your classmates, and share it with the rest of the class. ples.

VII Exercises $><-. ,

1. Unscramble these words from the advertisements. .0=-:L R <-:U A/-$?<-=?- L %-2: A-,-~. b) cAe osheS

c) a

2. Change the gerunds n these llo -I A

b) What thought makes Tashi smile?Ya

d) What thought makes Tashi very sad?e T

3. Write your own ad eUse the advertisements above as exam

%-

-:. A-.$-;%-.$-0<- 1 A$a) anosdluLt

rtS ohmoSapd) kYa erkTrcae) ehoPn lPa

to infinitives i sentences, fo wing the example.$>3

-.0 J<-2e R .-v<-5 B$-:. A-.$-$ A- L - 5 B$-3 A %-n%-. J-i3?-i3-0-% J ?-3 J .-G A-5 B$- +- +<, Example: Driving a Yak Tracker is finding the open road! →

To drive a Yak Tracker is to find the open road!

b) Preserving the balance of nature on the grassland is protecting it for future generations.

ing the chance to visit other planets is my greatest dream. ping logging in the higher parts of the Yellow and Yangtze Rivers is protecting the

country against major floods.

on about the advertisements. Use the infinitive-as-subject in your

$ - = -

J 2?-.$ R ?, a) o do what? b) What is your ticket to pure delight?c) e stars?d)e) ou feel young again?

a) Seeing lions in Africa would make my dreams come true.

c) Meeting my favorite jazz musicians would be an exciting moment for me.d) Have) Stop

3. Answer these questi

answers. L J . - 0 R - ! R / - 0 : A- i 3 - 0 - % J ? - 3 J . - G A- L - 5 B$ - 2 ! R =- + J- . 0 = - : L R < - : U A/ - $ ? < - { R <- I A- S A- 2 - : . A- .

=/-:.

To use Star Shampoo is t

To do what is to reach for thTo carry a Phone Pal is like what?What will make y



●164●

Unit Thirty-Five: At the Construction Site

?-?, J- 5 / - ?R- s- 2, 29 R- 20/- =?- $/I Dialogue ,- 2h

DROLMA: Hi, Norbu. Thanks for coming over to see the construction site!

ORBU: It’s my pleasure, Drolma. I can’t believe that construction has already

DR has finally begun? We’re a little behindschedule, and the foundation must be finished before the rainy season

we have to look for more contributions. We still don’t haveenough money to finish the project. But I’m feeling excited about the

NO st the construction be completed?DR school building must be ready when the students return to

ool for the autumn semester, so construction must be completed by

end of August. But we hope that everything will be finished a fewearlier.rganize a project like this must be difficult--raising money, ordering

terials, writing reports--there is so much to do! And it must be hard to

thene will be satisfiedur contributors for f without them.

ings coming together. All of the

doing.us and our community!

NO

N begun!

OLMA: Don’t you mean construction

begins. And

project, and I am happy with the progress so far.RBU: When muOLMA: Well, the

sch

theweeks NORBU: To

mao

find volunteers who are willing to help without getting paid.DROLMA: Yes, there is a lot to keep track of in this kind of project. To keep

volunteers happy is a difficult job, but I think everyoin the end. And of course we mustn’t forget to thank otheir help and support. We certainly couldn’t pull it of

NORBU: It must be very satisfying to see thvillagers are very proud of the project organizers and all that you are

DROLMA: Well, it’s nothing, really. It’s a labor of love for Thanks again for coming to see the construction site, Norbu.

RBU: I wouldn’t miss it!


The foundation must be finished before the rainy season begins. The school building must be ready when the students return to school.

To organize a project like this must be difficult.

We mustn’t forget to thank our contributors for their help and support.



III Text: The King and His Shirt a R2- 5/, o = - 2 R- .%- # R: C- 5 B- = J/,

as a king who had a serious illness. His doctors trience there w d everything, butthey could not cure his disease. One day, the king said, “I will give all of my money

who can make me healthy again.”w a way

s.

We mu

again.”Everyone a

happy man.minister. “If the rich men were very tired, and none of them was

minister. “If all of the fa

them was hap

incry out in joeaten my foo

The king’sworth any pr any amount s

IV Common sions o/- 2!R=- 5 B$

to keep track

3 ) +

I wouldn’t %?-.-><- . -: ) $ - 3 - Y .

to come together $8 A-$& A$- +-:6 S 3?-0, to come up with (sth) ( 2?3-:(<-? R $?-) 2 # -= J/-L J .-0, to set out =?-:$ R -l R 3-0, to cry out :2 R .-0,

Oto the man“We must find a way to cure my father!” said the king’s son. Because no one kne

to make the king well again, the king’s ministers had a meeting to come up with some ideaAt the meeting, one minister had an idea to cure the king.

“ st find a man who is truly happy,” said the minister. “Then we must buy theman’s shirt and give it to the king. When the king puts on the shirt, he will be healthy

greed with this idea, so they all set out in different directions to look for a“I must find a rich man,” thought one

a man is rich, he must be happy.” But all of

happy. “I must find a famous man,” thought another a man is famous, he must be happy.” Butmous men were very lonely, and none of

py.Finally, one night, the king’s son was passing by a

small hut the forest. Inside the hut, he heard a many. “I have finished my work, and I haved,” said the man. “I have nothing left to do,

and now I can go to sleep. I must be the happiest man in the world!”son was very pleased to hear this. “I must have that man’s shirt!” he said. “It isice!” He told the king’s ministers to go into the hut and buy the man’s shirt for of money that he asked. So the ministers went into the hut to buy the man’

shirt. But the happy man was so poor that he had no shirt.

Expres

of o ?-= R /-L J .-0, in the end $- , to pull it off = J$ ? - 0 < - : P 2-0,

miss it! J R A A ,

●165●



●167●

. A-.$-< J-< J<- a)

ns about the text. a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

the king?n? Did another

?ust be happier men in the world than

e) us are always happy? What is the lessonof this story?

3.

b) _____ ssmates speak Amdo dialect.c) n our class live on the grassland.d) Kham dialect.

e) r class is from Germany.


1. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$-:

5 B$- P 2-< J-29 R -.$ R ?,

to come up with (sth) b) to keep track of c) to set outd) to come together e) to pull it off

2. Answer these questio

a) What did the king’s son say to the king’s ministers? b) What idea did one of the king’s ministers have to curec) What did one of the king’s ministers think he must do to find a happy ma

minister think he must find a handsome mand) Did the man living in the small hut think there m

he?

Do you think that people who are rich and famo

Fill in the blanks with all, most, some, none.|| All .%- most, some, none 2&?-2! R =-+ J- ! R %-(-

i3?-{ R %?,

a) ____________ of the students in our class are Tibetan. _______ of my cla

____________ of the students i ____________ of my classmates speak

____________ of the students in ou



●168●

hirty-Six: A Happy Childhood

#- 5 / - ? -S$- 0 3-*. - w/Unit T

J R , R A - 0: A- L A?-.?, I D o

TA ould have lunch together today, Lhamo. I haven’t seen you for

LH ’m sorry that it’s been so long. I’ve been very busy preparing for rview. I’m really nervous about it, and I don’t know how to relax.

ASHI: Well, you could try not to take it so seriously. If you start to feel nervous in your instance,

do you remember the place where we used to race leaves on the river?ach leaf was a small boat. That was

n the river faster thanyours. Life was really simple then!

T : Yes, it was. And that also makes me think of the times when we used to “play

students. Even though she is older than you, you taught her to read. Of course, you

HAMO: Wow, I had forgotten about that. Our “school” was a place where I felt reallyI

ore interested in teaching than learning.TA s right. I learned more from you than I have learned from any teacher.

e times when I take things toowill always have my wonderful

Think about the times when we played together as kids.

ial gue #- 2h,

SHI: I’m glad we c

weeks!AMO: I know, Tashi--Imy job inte

Tinterview, just think about the times when we played together as kids. For

L : Yes, I remember that place. We pretended that eHAMO

a time when my only wish was to make my leaf float dow

ASHI

school” at home. You were always the teacher and Drolma and I were always the

taught me to read, too. You weren’t nervous about school marks and job interviewsthen!

Lconfident. I guess at that time I was more interested in giving than receiving, andwas m

SHI: That’LHAMO: Thanks, Tashi. I’m glad you’re around during th

seriously. I may or may not get this job, but Ifamily!


Do you remember the place where we used to race leaves in the river ? Our “school” was a place where I felt really confident . I’m glad you’re around during the times when I take things too seriously.



●169●

#III Text: Snow Disaster

a R2 - 5 /, - 2: A- $/ R.- :5 K,

of the joys of nature. Snow givesnow is oneus water for crops, creates beauty in the winter,

fun for both children and adults.

Qinghai- Plateau where m

disaster.

plateauareas, 1

many gr where there was little wind, the snow piled up even deeper

use for f move th

availableA relief fund was established during the winter of 1997-1998 to provide food, clothing,

and fuel to the places where the most damage was done. Both regional and provincialgovernments contributed to this fund, and some international relief organizations alsohelped to provide money and carry goods. At the time when the snow finally melted, few

be preve

V Common Expressions o/- 2!R=- 5 B$

to “play s a R 2- 9<-:V J=-; R .-G A-l J .-3 R , to be hit with , J 2?-0,

to pile up % %-2, to keep warm S R .-:6 B/-0, relief fund . 2 =- * R 2-, J 2?-l-5 S $?-0, relief organization . 2 =- * R 2-5 S $?-0:3-l-: 6 $?, to do damage $/ R .- * R /-$+ R %-2,

Sand providesBut snow is not always a wonderful thing. On the

Tibetan any nomadic

.

families live, too much snow can cause a serious

In the winter of 1997-1998, many areas of thewere hit with major snowstorms. In some0 centimeters of snow fell in one day and

temperatures fell to 40 degrees below zero centigrade. In the areas where the most snow fell,azing animals died because they couldn’t reach the grass under the snow. In places

At the time when the livestock died, the nomadic families could find very little dung touel, so it was difficult for the families to keep warm. Many families were forced toeir herds long distances to lower areas where there was less snow and more

grazing land.

people had lost their lives, but the cost of losing livestock was great.Do you think that snow disasters can be prevented in the future? If you think that they can

nted, how can they be prevented?

I

to take (sth) seriously //-+/-L J .-0,

chool”



●170●

V Grammar Points 2h-3 R.- .!

tive Clause (IV): “where -5 B$(4) : “where / when”

:- $/.,

* Attribu / when” ; R /-+/-2e R .-0: A- 2

Subject +

L J .-0 R +

Predicate +

e R .-5 B$ +

‘where / when’+

Clause Subject /Predicate

2 -5 B$-$ A-$4 S -5 B$-.%-e R .-L J .-

5 B$often think about the place

where I was born.

my family traveled

I

will always remember thetimes

whentogether.

* ‘Many / few’ and ‘much / little’ || ‘many / few’ NE ‘much / little’- || ‘Many’ and ‘few’

a

A-3 A %-=- . R <-.$ R ?, re used with countable nouns, and ‘much’ and ‘little’ are used with uncountable

nouns || many’ .%- ‘few’$* A ?-/ A-2P%-L<- < %-2: A-3 A %-=- . R <-.$ R ?-2-.%-, ‘much’ .%-

‘little’/ A-2P%-L<-3 A- < %-2:

• Many people have applied to work in the company, but few will be hired.

• If the grasslands have much snow, the livestock will find little food to eat.

V

. Use the words in each of these columns to make your own sentences. $>3-I A-S-3 A$-< J-< J: A- /%-$ A-,-~.-i3?-2! R =-+ J-5 B

and Lhamo were young is quite beautiful.

I Activities . R%- 2h<,

1

$- P 2-29 R ?,

The place Tashi

The night I used to study has many trees.

The forest she played as a girl was very joyful. The school Yangzom lives in Lhasa was clear and cool.

The time

where

w

hen

Tashi saw Yangzom on the hilltop has been rebuilt.

out the text. a R 2-5/-{ R <-I A-S A-2-:. A-.$-=-=/-:. J 2?-.$ R ?,

die during the snow disaster of 1997-1998? b) Did the snow pile up the deepest in places where there was much wind?

tle dung to use for fuel?th n madic ies move their herds when they had used up all of their

e) Have you ever experienced a snow disaster? Do you think snow disasters can be prevented? How?

2. Answer these questions ab

a) Where did many grazing animals

c) When could the nomadic families find very litd) Where did e o famil

fuel?



●171●

.%-little$* A ?-G A- ! R %-(-i3?-{ R %-.$ R ?,

a) We brought _________ supplies for our camping trip. b) There is _________ grass on the driest parts of the plateau.c re is ___ t is difficult to keep warm.d _ people to outee) is _______ snow will pile deeper.


oin these se ing where o 3-I A-5 B$- P 2-:. A-.$ -=-; R /- +/- 2e - + J-1/- 5 /- 4 J=

Example: This is the place. I was born here. → This is the pla

3. Fill in the blanks with few, little.|| few

) When the) ____ ___

______ fuel, ih ve t d _

If therea ravele

__ wind, ther space.

up

1. J ntences with an attributive clause us r when. $>

R .-0: A- 2 -5 B$-where .%-;%-/-when 2! R = - .$ R ?,

ce where I was born.

b) Germany is the country. The printing press was invented there.

e) The Soviet on is th launc there.

2. F i { R %- .$ R ?,

a) disaster.) The winter of 1997-1998 was a time when ___________ snow fell in Tibetan areas.) The Qinghai-Tibetan Plateau is a place where ____________ nomadic families live.

_ live ock died in areas where the snow was deep.contributed ___________ money to a relief fund.


a) if she starts to feel nervous in her interview? b) Doe m mber t ed to river?c) Wa o h usinesswoman wh hi played

together as kids?d) Wh w h dene) During what tim is Lha nd?

a) Do you know the date? The Potala Palace was built then.

c) That is the forest. My family often goes camping there in the summer.d) I remember the time. We played together in the river then.

Uni e country. The first artificial satellites were hed

ill n the blanks with much, many. || much .%- many$* A ?-2! R =-+ J-$>3- I A- ! R %-(-i3?-

___________ yaks and sheep couldn’t find enough food to eat during the snow bcd) _________ _ ste) Local governments

What does Tashi tell Lhamo to dos Lhamo re e he place where she and Tashi us race leaves on thes Lhamo’s nly wis to become a b en she and Tas

at is a place here L amo really felt confi t?mo glad that Tashi is aroues



●173●

III Text: Women’s Equality Around the World

: A-R2- 5/, 63- \ A%- $ 2.- 3 J.- G A- :S- 3*3- , R2- ,%-,

and women equal? Governments around the world boast thatre men men andwomen have equal rights. In many cases, this is simply not true. To be truly equal is

d women to share work, money, and power equally. In many parts of theyet been achieved. The United States is a clear example of this

fact.n “a man’s

Act of 1compani position nly 74 cents for every dollar earned by

To gain equal voting rights has also been a struggle for American women. Women inAmerica have been voting for only about eighty years, while white men in America have been voting for more than two hundred years. And the United States has not yet elected afemale president, even though several other countries, including the United Kingdom, India,

rn a country just as well as a man.

s and girls has

present,attend school was not an opportunity that every

home tohas chan

examinaTo gain true equality with men is

States and around the

, twill be achieve


the same to you H R .-G%-. J- : S - ; A/-0<- ( R /, to achieve a goal .3 A$?- ; =-3% R /-: I<-L J .-0, equal rights :S-3*3-, R 2-,%-, “a man’s world” * J ?-0: A-.2%-: R $,

civil rights , A-:2%?-G A-, R 2-,%-, on average , A<-2+%- . ,

Afor men anworld, these goals have not

To be a woman working in the United States is still to be a woman working iworld.” American women gained equal employment opportunities through the Civil Rights

964, but even today there are few women in the highest positions of the major USes. And men are still given higher salaries, on average, than women in similar s. In 1997, American women earned o

American men.

and Israel, have shown the world that a woman can gove

While education for boy become nearly equal in the America of the

this was not the case in the past. To

young girl had, and many were forced to stay atsew and cook. Although this situationged greatly, girls still do not score as

well as boys, on average, in math and sciencetions.

a goal for

his goal

women in the United

world. Perhaps during our lifetimesd at last.



●174●

V Grammar Po

-as-Subject (II) L J .-0 R - ! R /-0: A- i 3 - 0 - % J ?-3 J .-G A- L - 5 B$

1

ints 2h-3 R.- .!:- $/.,

* Infinitive

- Note that

idea. ; A . - :infinitive clauses used as a subject can be as long as necessary to express an

) R $- L- .$ R ?- 0- 8 A$- =-L J . - 0 R - ! R /- 0: A- i 3 - 0 - % J ? - 3 J . - G A- L - 5 B$-$ A- < A %- , % - / A- 2e R . - L : A- . R /-I A- .$ R ?-

3# R -v<-< A %-( R $

• To be a woman working in the United States is still not easy.

• To gain true equality with men is a goal for women everywhere.

• To achieve the goal of equal rights may be difficult in “a man’s world.”


. Match each expression on the left with its definition on the right. $;?-G A-5 B$- . R <-. J-.$- $; R /-K R $?-G A-:P J=-2-.%-(- 1 A$

on average the situation of having a job

salary all people are given the same opportunities to govern in most cases

employment the money a person is paid for working

equal rights to be the leader of a country or province

2. Answer these questions about the dialogue. Usea) What has always been Lhamo’s dream? b) What would

the infinitive-as-subject in your answers.

let Lhamo achieve her goal to help customers buy high-quality goods?c joint venture company instead of a local

ng a woman?ink would make the company stronger?

ssmates. H R .-G A-a R 2-P R $?-5 S -.%-3*3- . -S A-2-:. A-i3?-=-

ave equal rights in education? Do all girls in

rk shared equally by women and men? Who does morehousew re work outside the home? Do you think this is fair?

ompetitions for women? Have you ever seen men take part in this kind of competition? Why or why not?

ur local or provincial government? Why or why not?e) Do wome and m in y r home area have equal rights in employment? Is it easy for

hat kind of jobs do they do?

) What could Lhamo gain by working with acompany?

d) Had the joint venture company considered hirie) What does Lhamo th

3. Discuss these questions with your cla

P R ?-2 # <-L R ?, a) Do women and men in your home area h

your home area go to school? b) In your home area, is wo

ork? Who does moc) How do you feel about beauty c

d) Are there many women in yooun en

women to find jobs? W



●175●

1. Fill in the blanks with there is, there are, there isn’t, there aren’t, there is no longer . Useeach group of words only once. || there is there are, there isn’t, there aren’t, there is no

r

a) ___________ many women who take part in our provincial government.d men will be equal when __________ a difference in the money and power

c) portunities for men

) We nd men.) __________ equality in education for girls and boys in many parts of the world.

a) To en is a goal for men in the United States. b) ys my dream.c) To gain equa s omen.

d) To go to the B ase) To hire a fem ker wo 3. Answer these o t in your answers.

L J .-0 R - ! R /-0: A- i3 - 5 ?- .$ R ?,

or why not?


.%-

longe 2&?-2! R =-/?- ! R %-(-i3?-{ R %-.$ R ?-0-.%-. J-.$-< J-< J-, J %?-$& A$-=-3-$+ R $ ? - : V A-3 A-( R $

b) Women an

that they share.The United States is a place where _________ still differences in opand women.

are still waiting for a time when ________ true equality between women ade

2. Correct the mistakes in these sentences. 5 B$- P 2-:. A-.$-=?-/ R <-2-i3?-.$-2& R ?-L R ?,

gain equality with womTo be a famous poet is alwa

l voting right

per w

has been easy for American w

the goal of Apollo 11.uld make your company more good.

ut the text using the infinitive-as-subjec

B$-2! R =-+ J-a R 2-5/-{ R <-I A-S A-2-:. A-.$-=-=/-:. J 2

ig Dipale wor

questions ab

- 0 - % J ?-3 J .-G A-L

a) What must women and men share in order to be truly equal? b rking in the United States?) What does it mean to be a woman woc) Was it easy for American women to gain voting rights?d) Did every young girl in America have an opportunity to attend school in the past?e) What is a goal for women in the United States and around the world? Do you think

that this goal will be achieved during your lifetime? Why



●176●

it Thirty-Eight: Stereotypes Un

# J- 5 / - ?R- 2o.- 0, 2?3-5=, I Dialogu

R YA d Lhamo. I’m happy to see you. I think we’ve become good friends by

TAS l. Please come in! What’s on your mind?

tmany Tibetans who are Buddhists eat meat, so this can’t be true. Can you explainwhy some Tibetan Buddhists eat

difficultwe live. But some

imals instead of smaller animals. This way af taking many lives to

more mutton now. ButI’ve got another question. I’ve also heard that all Tibetan people are nonviolent. Isthis correct?

TASHI: Buddhism may teach us to live peacefully, but Tibetans are only human. Tibetansmay be gentle people in general, but we can still get angry or frustrated, like

to violence. For this

R Y think that Tibetans live in aee

LHAM ds of living of any people on Earth. Tibetans work very hard to survive in a difficult climate, andmany Tibetans do not have easy access to schools, hospitals, and high-qualitygoods. But we Tibetans are very proud of our long history. We are working veryhard to preserve our traditions and develop our communities.

R YAN: Thank you both for the information. Now my friends at home might have a better understanding of real Tibetan life.


Westerners have some ideas about Tibetan people that may not be correct.

e #- 2h,

(Ryan knocks on the door of Tashi’s dormitory room)

N: Hi, Tashi annow. Do you mind if I ask you some general questions about Tibetan people?HI: Not at al

R YAN: Well, I think that Westerners have some stereotypes about Tibetans that may not bens. Bucorrect. For example, some Westerners think that all Buddhists are vegetaria

meat?LHAMO: Although Buddhists in other parts of the world may not eat meat, it is very

for Tibetans to be vegetarians because of the climate whereTibetans may choose to eat larger anfew lives can be taken to satisfy many people, instead o

satisfy a few people.R YAN: That’s quite interesting. I may choose to eat less fish and

everyone else. Unfortunately, anger can sometimes leadreason, I couldn’t say that all Tibetans are nonviolent.

AN: I see. And there’s one more thing. Many Westernerskind of paradise, a joyful “land of snows” without any problems. Do you agr with this idea?

O: No, I disagree with that. Tibetans may have one of the lowest standar

Tibetans can get angry or frustrated, and anger can lead to violence. Tibetans may have one of the lowest standards of living on Earth. Now my friends might have a better understanding of real Tibetan life.



III Text: Songtsen Gampo

a R2 - 5 /, eJ- Y R%- 24/- |3- 0 R,

ay be the mostongtsen Gampo minfluential king in the early history of

ly was he a wise ruler, but he

central T

achievedWhen

Tibetan people had no written language. So inisters, Thonmi

differentalphabetnot have

Songts into seclusion for more than three years. During this time, he

SongtsenTibet. He also encouraged the translation of many Buddhist scriptures from Sanskrit into

SongtsenOne o

Potala P ssive examples of Tibetan

magnificSongts ill remembered today for his many good deeds. Many historians

tales. Ticontribu

IV Com

not at al

take (sb’s / sth’s) life R $-$& R .-0, in general

only human

3 A-# R - / - ; A/-0,

to lead to (sth) ( o -n J/-)a R %-2,

standard of living :5 S -2: A- ( -5.,

if not for $=-Y A . - - - - - - 3 J .-/, to go into seclusion ? -:P R -2, for the benefit of # J- 1 / - I A-( J .- . ,

S

●177●

Tibet. Not onalso made many important contributions toTibetan culture. Songtsen Gampo was born in

ibet in 617 AD. He became the king of Tibet when he was only thirteen years old.During the time Songtsen Gampo ruled Tibet, he

many important things.Songtsen Gampo became king, the

he asked one of his mSambhota, to develop a Tibetan alphabet. Sambhota went to India and studied many

Indian languages. Finally, he created a Tibetan alphabet based on the Sanskritand brought it back to Tibet. If not for Thonmi Sambhota’s work, Tibetans maya written language which Tibetan speakers of all dialects can read and understand.en Gampo later went

wrote many religious and political texts for the benefit of the Tibetan people. Afterward,Gampo created many laws and organized local governments in different parts of

Tibetan. Tibetans might not have such a great number of Buddhist scriptures if not for Gampo’s strong encouragement.

f Songtsen Gampo’s most famous accomplishments was the construction of thealace. The Potala Palace is one of the most impre

architecture anywhere. It is well known for its beauty by people around the world. Thisent palace could not have been built without Songtsen Gampo’s support.en Gampo is st

have written stories about his life, and he is the subject of many Tibetan songs and folk

betan life today might not be the same without Songtsen Gampo’s many greattions.

mon Expressions o/- 2!R=- 5 B$

l * R /-3 A-: . $

to Y

, A<-2+%- . , .2 J/-0: A-$/?-



●178●

V Grammar Points 2h-3 R.- .!:- $

<- ! R /-0: A- L- 5 B$“may / might / can / could”

ble but is not certain. *3?-: I<- ! R /-0: A- 2-3 J .-. R,, r; we may go to Labrang instead.

r; they might study Japanese.

can cause health problems.

is not so good.

/.,

* Modal

- These m

Verbs (II): “may / might / can / could” i3- : I

odal verbs express an event that is possi

L-5 B$-:. A-.$-$ A ?-1=-( J<-Y A .-0: A-. R /- ! R /-3 R ., : R /-G%-% J ?-

• We may not take a trip to Lhasa this summe

• They might not study English next semeste

• Eating food that is high in fat

• Her train could be late because the weather



a) Why does Ryan ask Tashi and Lhamo questions about Tibetans?

b) Is it true that some Buddhists are vegetarians? Is this true of most Tibetans?c) Does Tashi say that Tibetans can get angry or frustrated? Does he think that anger can

lead to violence?d) Does Lhamo agree with the idea that Tibetans live in a kind of paradise?e) Do you think Ryan’s questions might give his friends a better understanding of real

Tibetan life?


“I May Not Pass This Way Again”

I’m on my way to find a friend,

And I may not pass this way again,So let’s go smell the flowers, mister,Let’s go climb the mountains, sister,

Come along stranger, come along friend,I may not pass this way again.

stions about stereotypes with -.%-3*3- . -..-3 R ?-L J .-Y R =-G A-:S A- 5 - =- \ J %-3 R =-L J .-< R $?,

ners have some ideas aboe Tibetans?

sterners have a lot of utiful and wealthy? Can you name any famous Westerners

who are not?Do you think that America is a dangerous place to live? Explain your opinion.

e) In what ways do you think Westerners can learn from Tibetans? What things do youthink Tibetans can learn from Westerners?

3. Discuss these que your classmates. H J .-G A-a R 2-P R $?

B$-:. A- . $ - $ A-{ R <a) Do you think Wester ut Tibetans that may not be correct? What

are some W stern stereotypes about

b) Do you think that all We

money? Why or why not?c) Are all Western people bea

d)



●179●

II Exercises $><- %-,

alse (‘F’). If a sentence is false, change the sentence

a) Tibetans live in a kind of paradise. T

c) ld)e)

. A w a R 2-5/-{ R <-I A-S A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) Who may be the most influential king in the early history of Tibet? b) What might Tibetans not have if not for Thonmi Sambhota’s work?

encour geme ts many

. A-.$-=-5 B$- ) standard of living

c) for the benef d) ine) only

V .

1. Mark these sentences true (‘T’) or f

to make it true. :P A$- 0<-g$?-(‘T’) .%-3 A- :P A$- 0<- g$?-(‘F’):V A-.$ R ?, $=-+ J-/ R <-: ( $-; R .- /- .$

-2& R ?-L J .--.$ R ?,

F b) Every Westerner is rich. T F

Al Tibetans are Buddhists. T FEvery Tibetan is nonviolent. T FAll Buddhists are vegetarians. T F

2 ns er these questions about the text.

c) Could the Potala Palace have been built without Songtsen Gampo’s support?a n ?d) What might Tibetans not have if not for Songtsen Gampo’s strong

e) Do you think Tibetan life today might be different without Songtsen Gampo’

contributions?

3. Use each of these common expressions in a sentence. $>3-I A- o /-2! R =-5 B$-:

P 2-< J-29 R -.$ R ?,

a b) to take (sb’s / sth’s) life

it of general

human



●180●

rty-Nine: In the Computer LabUnit Thi

# J- 5 / - ?R- .$- 2, l A?- :# R<- #%-., I D

r . What are you doing?e’re both checking our e-mail.th sa e as ‘air mail’?

lec ron .’ It’s a kind of message that you can sendand receive with a computer.

H : You need a computer, a telephone line, and an e-mail account. Anyone who hasool e-mail account,

iting it by

al phone call, which can be very expensive! E-mail can also be used tosend a message to many people at once. Any of my friends in New Zealand who

of each m

DA ust make living abroad easier for both of you.ly does. My parents, who always worry about me, have just gotten

ount in Australia. Now they feel that I am closer to them than Iniversity when I was only a few hundred kilometers away.

-mail sounds very useful. I would like to have my own e-mail account if Iroad!

II Sentence Patterns 5B$- $ A-P2-!%?, Anyone who has access to these things can send and receive e-mail.

ialogue #- 2h,

(in the school computer lab)

DAWA: Hey, Helen and And ewHELEN: Long time, no see, Dawa! WDAWA: What’s ‘e-mail’? Is that e mA NDREW: No, ‘e-mail’ is short for ‘e t ic mail

DAWA: What things do you need to send and receive e-mail?ELEN

access to these things can send and receive e-mail. I’ve got a schso I can access my e-mail here at the computer lab.

D : Why would you want to send a letter through a computer instead of wr AWA

hand?

A NDREW: Well, sending e-mail is faster than sending a letter and cheaper than making aninternation

has given me his e-mail address will receive a group letter from me at the endonth.

WA: E-mail mHELEN: Yes, it certain

their own e-mail accwas during u

DAWA: Wow, eever go ab

E-mail is cheaper than making an international phone call, which can be very

expensive!

Any of my friends in New Zealand who has given me his e-mail address willreceive a group letter from me.

My parents, who always worry about me, have just gotten their own e-mailaccount in Australia.



III Text: The Internet

●181●

- 5R2 /, S - 2 - 2$R=- 3,

about the importance of developing science ae often hear nd technology. Whatare some of the results that have come from this development? One clear result is

ntion of the Internet, which seems to be a hot topic of conversationis the Internet, and what is it used for?

the US Government for militaryrk. Not only can it be

do research, listen to music, find

communication between people who are from different countries, which may lead to greater ernet could also be used to

less-devThe In

users by the year 2002. Of these users, about 21

the fasteend of Juand thatthe year ore and more users access theInternet, it will continue to change and grow.

may becompute commonly

more about faraway places. In any case, the Internet will make the Earth feel like a smaller planet, which will surely increase our understanding of the world around us.

IV Common Expres

electronic mail / e-mail \ R $-:U A/, air mail 3#:-:U A/, e-mail account \ R $-:U A/-l A ?-, R , e-mail address \ R $-:U A/-#-L%-, group letter

3*3-$+ R %-:U A/-; A$

hot topic ! /-I A-. R - $ %-L J .- ; =- . - I<-0: A-\ J %-K R $?, in any case $/?- 5 =-$%- < %-$ A-: R $- +,

Wthe inveeverywhere these days. What

The Internet, which was created in the 1960’s bycommunications, is now used for much more than government woused to send and receive e-mail, it can also be used totravel information, buy products, or read the news. The Internet can also be used for

understanding between people of different cultures. The Intcreate cooperation between the more-developed and

eloped countries of the world.ternet, which was accessed by 63 million

users around the world in 1998, may have 116 million

million could be children. This would make children

st-growing group of Internet users. By thene 1998, China had 1.2 million Internet users,number had increased to about 5 million in2000. As m

The Internet may change the world in many ways. We don’t yet know what these changes. For example, people in the future may choose to shop at home from their rs instead of going to stores to buy things. And the Internet may soon be

used in education to give students a direct experience of technology while teaching them

sions o/- 2!R=- 5 B$



●182●


lause (V): Restrictiv ; R /-+/-2e R .-0: A- 2 -5 B$-=?-$8/-.2%-

hanging the meaning

o

two million dollars.

sentences about theseswers, look at a map or ask your

- $/.,

*Attributive C

&/-.%-<%-.2%

- Restrictivesentence; non

e and Non-Restrictive -&/, attributive clauses cannot be removed without changing the meaning of the-restrictive attributive clauses can be removed without c

f the sentence: ; R / - + / - 2 e R . - 0 : A- 2 - 5 B$ - $ 8 / - . 2 % - & / - / A- 3 - 5 B$- $ A- . R / - 3 - 2 +< - 0 < - . R <- 3 A- < % - 2 - . % -,

. J-=?-w R $-0: A-<%-.2%-&/-/ A-3-5 B$-$ A-. R / - 3 - 2 +<-0<-. R <-( R $ - 0 - < J .,

• TRUE: Anyone who has a computer can access the Internet.

• FALSE: Anyone can access the Internet.

Non-restrictive Clauses

• TRUE: The project, which lasted five years, cost

• TRUE: The project cost two million dollars.


1. Use the words in each of these columns to make fiveEnglish-speaking countries. If you don’t know the an

teacher for help. S-3 A$-< J-< J: A-/%-$ A-,-~.-i3?-G A ?-.L A/-{.-2e R .-0: A-o=-#2-:. A-i3?-=-:V J=-

2-; R .-0: A-5 B$-s-2 1 A$?, $=-+ J-S A ?-=/-3 A-> J ?-/-?-O<-2v-2:3-.$ J-c/-=-:S A-.$ R ?,

The US, whose people speak French andEnglish,

is east of Australia.

New Zealand, where the 2000 Olympic Games were is south of Canadheld,

a.

Canada, which has more sheep than people, is north of France. The UK, where jazz was first played, is west of New Zealand. Australia, where football was invented, is north of the US

2. Answer these questions about the text. a R 2-5/-{ R <-I A-S A-2-.$-=-=/-:. J 2?-.$ R ?,

a) What seem c of everyone’s conversations these days?

? For what can it be used now?

used?

ed in 1998? How many users may it have

e) Do you change the world? In what ways might the world be

changed by the Internet?

s to be a hot topi

b) Why was the Internet created

c) By whom can the Internet be

d) By how many people was the Internet access

by 2002?

think the Internet could



●183●

done this semester using restrictive and

non-restrictive attributive clauses. ; R /-+/-2e R .-0: A- - 5 $8/- .2% /- . - < - .2%- &/- $* A ?-

2! R =-+ J-H J .-G A ? A<- 1 2-0: A- L - 2 - 8 A$-$ A-{ R <-I A- 1 %-$+3-8 A$-:V A-.$ R ?, s in which I have learned the most

3. Write a story about things you have

2 B$- - & % %

-a R 2-{2?-:.

Examples: The clas is chemistry.

Our English class, which begins at eight-thirty, has been very challenging.

The park, where we often go on the weekend , has been beautiful this spring.

cises $><-.%-, VII Exer


a) h b) Wh u a om ute

oup letter from Andrew at the end of each month?d)e)

. Join these sentences using non-restrictive attributive clauses with who, whose, which, for

whom. ; R /-+/-2e R .-0: A- 2 -5 B$-$8/-.2%-&/-who .%-whose, which, for whom 2&?-2! R =-+ J-5 B$-

Ex a) The president of the com n i ve y ener us. was w r in for im b) c) ogist found a cure for a serious illness. She had s research.d) ding has been empty for many years. It cost six m d.e) s destroyed by a flood. It was built in the eleventh century AD.

W o can send and receive e-mail?y would someone want to send a letter thro gh c p r?

c) Who will receive a gr How does e-mail make living abroad easier for Helen?Do you think e-mail can be useful? For what can e-mail be used?

2

P 2-:. A-.$- 4 J=-.$ R ?,

ample: The project cost two million dollars. It lasted five years.→ The project, which lasted five years, cost two million dollars.

pa y s r g o I o k g h .Peter suggested that we stop at the next town. His car was making strangeThe biolThe buil

pent ten years doingillion dollars to buil

The palace wa



●184●

be written

? -V A ?-; R .-0, 3. Find nine words from the text and dialogue in the puzzle. The words may

horizontally, vertically, or diagonally. ; A-$ J: A- $ 2 - 5 B$-. J-=?-,-~.-:. A-i3?-< J-< J-28 A/-:5 S =-

-.$ R ?, ,-~.-. J-.$-3$ R - / ? - 3 ) $-=-V A ?-; R .-0:3-3 ) $-/?-3$ R <-V A ?-; R .-0, % R ?-~ R 3?-

S%-:K%- . -V A ?-; R .-0, ;%-/-$? J$- +-; R .-Y A ., E L E C T R O N I C H I

S D E Q Z C V F N O N N

P R E K V F E G N M N F

O T Q R X S X C H M F O

U E D E F T S F V U R R

S Y V T E N R E T N I M

E R C U D I I P C I L A

R T K P R L O K S C V T

S F M M Y F G H X A A I C U I O K N E H C T B O

I A C C O U N T B E X N

T Y G O L O N H C E T M



III Text: War or Peace

a R2- 5/, 8A- 2. J- . % - . 3 $ - :O$

twenty-first century begins,s thethe world has becom

than ever

ny

disagreemen

India and Pthreaten one ople of the world live in peace?

moweapons h

anything. CThere are

world. Secodisagreemen e learn bout creating peace, so that anger and frustration will not continue. We can’t wait

selves. We must make a strong effort to create peace and eliminate war.

John L from England, asked the world to“Give Peace a Chance” in a popular song. Lennon was shot and killed near his NewYork apartment building in 1980. Is this giving peace a chance? We mustn’t let our differences get in the way of our similarities. If the people of the world choose peacenow, war won’t have a chance.


oh, my gosh : R , $/3-c/-3, to give (sth) a chance

$ R -{2?- ! J<-2,

to get in the way :$=-n J/-29 R -2, to have a chance $ R -{2?-; R .-0,

A e more before. We

to

ent

developedhave solved many difficult problems, but

we still can’t seem to find a wayeliminate war and create peace.For ma years, the United States and

the Soviet Union couldn’t resolve their ts, so both countries sp

much money to build powerful weapons.The people of Israel and Palestine can’tseem to find an agreement that will keep both sides at peace with each other. And

akistan can’t agree on their borders, so both countries continue toanother with violence. Why can’t the pe

In the dern world, we can’t use violence to solve our disagreements. Our ave become too dangerous. People now have enough weapons to

eliminate all life on our planet. If we decide to use these weapons, we won’t solvean’t we make the world a more peaceful place?many things we can do to create peace. First, we can make an effort to

understand other cultures in our own countries and in other countries around thend, we can look for nonviolent solutions to our large and smallts. Third, we can educate our friends and families on the things w

afor these problems to solve them

ennon, who was a famous rock musician

●186●



●187●


rbs (III): ‘can’t / co

on’t / wouldn’t’

a situation that is impossible. i3-: I<- ! R /-0: A-L- .$?

usic performance next week.

examinations.

tions.

er to come with me.

- =?- %- 2: A-3 A %-$8/-:$:-f J .-.3,

H J .-G A-

a R 2-P R $?-5 S -.%-3*3- . -5 B$-$ A-$.%?-:. A-.$- . R %-.$ R ?-2-.%-1/- 5 /-< J ?-3 R ?-G A ?-A .%-B; A-#$-i3?-

> R .,

wntown bu much too slow.

A: Mightn’t you just ride your bike?

A: Can’t you sta: I’ve gotta go, the downtown bus is much too slow.

- $/.,

* Modal Ve

i3-: I<- !

- These mo

uldn’t / won’t / wouldn’t’ R /-0: A- L - 5 B$(3): ‘can’t / couldn’t / w

dal verbs are used to talk about

5 B$-:. A-i3?-/ A-3 A-Y A .-0: A-. R /-8 A$- ! R /-0<- . R <- R , • I can’t come to the Tibetan m

• I couldn’t solve all of the problems on the

• I won’t be able to answer all of your ques

• I wouldn’t go to the party without asking h

* Inflections 3 A %-$ A-% R -2 R -: I<-2-=?- L %-2: A-3 A %-, Adjective to Noun Inflections

• different - difference

• similar - similarity

Noun to Adjective Inflections

• peace - peaceful

• danger - dangerous

Verb to Noun Inflections

• educate - education

• agree - agreement

- Can you find other inflections in the text “War or Peace”? H R .-G A ?“:,2-: O $-.%-8 A-2. J”8 J ?-

0: A-a R 2-5/-=?-3 A %-$ A-% R -2 R - : <- 2 I L


1. Practice this chant with your classmates. Take turns saying the parts for A and B.

A: Can’t you stay?B: I’ve gotta go, the do s is

A: Couldn’t you just take the train?B: I’d rather wait here in the rain.

B: I’ll take a tractor if you like.y?

B



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opposite. Then use each pair of words in a sentence. A-3 A %-. J-i3?-G A ?-5 B$-< J-29 R -.$ R ?, 2. Match each of these words with its

3 A %-:. A-< J-< J-<%-* A .-.%-. R /-w R $-0: A-3 A %-.%-(-2 1 A$ ? - e J ?-(-&/-I

similarity war

violence love

peace difference

hate disagreement

agreement nonviolence

3. A w A- 2 - : . A-.$-=-=/-:. J 2?-.$ R ?,

a) h ns?

a a akistan continue t aten each other?

c) Why can eements in the twenty-first century?

d) h make the world a more peaceful place?

e) ople of the world can live in peace? Explain your answer.

VII x

. C r ese sentences. $>3-I A-5 B$- P 2-.$-=?-/ R <-2-i3?-29 R -2& R ?-L J .-.$ R ?,

ke the world a more peace place?

b) h ree, they often use violent.

d) How can w fi d nonviolence solut o s to our disa ree

r.

ns about the dialogue using these modal verbs: can’t, couldn’t, won’t,

a) Tashi’s visitor wait until after the examination is over?

d to see Yangzom? How do you know?

n the world than Tashi?

gzom’s adventures in Lhasa?

ns er these questions about the text. a R 2-5/-{ R <-I A-S

W y did the United States and the Soviet Union build many weapo

b) Why do Indi nd P o thre

’t we use violence to solve disagr

W at things can we do to

Do you think that the pe

E ercises $><-.%-,

1 or ect the mistakes in th

a) What can we do to ma

W gen countries can’t a

c) We can’t solve our disagree with weapons.

e n i n g ments?

e) We mustn’t let our differences get in the way of our simila

2. Answer these questio

wouldn’t . i3-: I<- ! R /-0: A-L-5 B$-can’t .%-couldn’t, won’t, wouldn’t 2&?-2! R =-/?-#-2h: A- { R <-I A-

S A-2-:. A-.$-=-=/-:. J 2?-.$ R ?,

Can

b) Is Tashi surprise

c) Why did Yangzom decide to take a trip to Xining?

d) Can there be a happier person i

e) Is Tashi excited to hear about Yan



●189●

-

may, can, could, would, can’t, o ouldn’t 2&?-2! R =-+ J-$>3-I A-#-2h-:. A-.$-(-

5%- . -$+ R %-.$ R ?, ; A .-:) R $-L-.$ R ? I< A- L- 5 - . J- . $ - < J-< J-, J %?-$& A$-=-3-$+ R $?-

2! R =-3 A-( R $A: Hi, B, are you going to see t nB: I’m sorry, A. I can’t go to the movie. I ________ study for my examination tonight,

and I _________ have time if I go to the movie.A: But you _____ study for your examination before and after the movie, _______ you?B: Well, I guess I could go to the movie and still have time to study. But _______ we

study together? It _________ be easier if we studied together, _____________ it?A: Of course we may study together! Now we both ________ go to the movie. I’ll come

over to your dormitory on my way to the cinema.B: That sounds great! I _________ wait to see the movie!

3. Finish this dialogue using these modal verbs: must, may, can, could, would, can’t,

couldn’t, won’t, wouldn’t . Use each modal verb only once! i3-: I<- ! R /-0: A-L-5 B$-must .%

couldn’t, w n’t, w

- 0 - / A- i3- : - ! R /-0: B$

he movie to ight?



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2+<- ; A$- $A- { R<,

#J- 5/- .%- 0 R, a R2-9<- = R$-

#-2

$; - ; J, 2N- > A ?, H J . -. %-a<-3)=- L %-2-@-&%-29%-, H J . -G A-. L<-$/%-$ A-:5 S - 2- & A- :S-< J .,

< A- [ %-! /- +-* A-3: A-: R .-9 J<-<2- + -: U R ?-> A %-(<-2-:22- o - * %-2?-. J-/ A- 3 R - * A .-w/-0: A-.L<-$/%-$ A- . ?-> A$-< J .,

$;%-:6 S 3?, H J . - G A ?- 2>.- 0- v<- /- . J- / A- @ - & % - * A . - 0 R - < J ., % - < % - g < - 8 R /- o - = ? - / $ ? - $ ? J 2 - 2 o .-

/ ? - : ( 3 - : ( 3 - = - : P R - o < - . $ : - 3 R ., . J- = ? - . $ : - 2 - 8 A$-/ A- $ = - + J- % - = - $ R -{2?-w/-/- P

2 # .-. J-$4%-2 R <-2c=- o -. J-; A/, H J .-G A ?-. J-=?-$8/-& A-8 A$- 1 2-0-; A/,

2N-> A ?, .$ R % - 3 R : C- . ?- ? , % - 5 S ? - 3 J- 1 %- &<-+ J-. J: A- ! J %-/?- / 2 - 5 - $ ; R ? - > A % - < R -2 & .-w/-0: A- 9 - 3 - 9 R ?-

2 - . % - ? % ? - $ 4 % - $ A- ( -: , % - 2 - ; A/, / 2 - 5 - : , % - e J ? - % - 5 S ?-3*3- . - \ - . L % ? - ] % ? - 2 - . % - . J-

/ ? - . $ : - 3 R : A- %%- {<- 5 S $?- G A- : R $ - / ? - $ * A .- . - ; < - 2 - ; A/, % - 5 S - < A- [ % - . % - I J ?-{2?- %: A-? J3?-0-z$-0<- * R - L %-, 2.$-$ A-? J3?-=-< A- [ %-/ A-a R 2- 9-=?-z$-0<- * A .,

$;%-:6 S 3?, H J .-G A ?-. R /-. J- { -82?-?-O A/-=-3-2>.-/-29%-,

$;%-:6 S 3?, { -82?-?-O A/-9 J<-2- ? -< J ., $;%-:6 S 3?, # R - / A- K A- \ A %-2: A- .$ J- c/- $?<- 2- 8 A$-< J ., # R - <%- +$- +$-H J .- G A- o2- K R $?-/-=%?-/?-2 # .-: $

2N-> A ?, G J, { -82?-?-O A/, H J .-.%-:U.-0-% R -3-29%-, { -82?-?-O A/, 6 -; J, 2N-> A ?, = R -:. A<-H J .-<%-%-5 S : C-a R 2-O A .-=-.$:-2<- ( R /,

2N-> A ?, % - . $ : - # R - , $ - ; A/, { - 8 2 ? -?- O A/, %?-.L A/- ; A$- / A- 2 a 2 - L - $ 8 / - . $ - = ? - : ) $- 3 R - 2-

8 A$-; A/ - 0 - g R $?- L %-,

0,

h,

%-:6 S 3?, 6

2N-> A ?, 7 - ; J, $ ; % - : 6 S 3?, % - ; % - H J . - . % - : U . - 0 ? - . $ : - 0 R - L %-, %: A- . L < - $ / % - $ A- :5 S - 2 - @ - & % -

* A .-0 R - < J ., % - < % - 1 - 3 - $ * A ?-.%-3*3- . - $ 9 : - : # R <-$ ? 3-I A-< A %-< A- [ %-! / - = - v - { R <- . -? R %-

2-; A/,

$;%-:6 S 3?, $9:-:# R <- $ ? 3, . J- / A- . ?- ; /-< A %-2 R - 8 A$-< J ., H J .- G A ?-* A/-:. A- :$: A- < A %-=-& A- 8 A$- L?- 0- ; A/,

2N-> A ?, * A/-3 R : C- . ?- ? , %-5 S - g < - 8 R /-0-.%- ( <-2 *=-2-; A/,

-=-

.



●191●

.L ,

8 R $?-0<-29%-,a R 2-P R $?-5 S, %: A-3 A %-=- { -82?-?-O - 9 J , -<%-a R 2-{2?-:. A: A-H J .-&$-$ A-.L A/-; A$ -.$ J-c/-; A/, H J .-5 S <-2.$-=-S A-2-:.

R ., { -82?-?-O A/, %-=-S A-2-8 A$-; R ., ?-O A/-9 J<-2-. J: A-. R /-& A-; A/,

H S A- 2- 2+ <- 2 z- 3 ?- O/ 9 <- 2- /- %:- - e?- 3- ;/- =- H3- I- < ? - G % - ;3 A % - : . A A- ; 2 - . % - A - 3 R ;% & A$-3 5 ? - , R . - 2 8 A/-; R ., %?- 2?3- /- - O A/- =- H - 0 - &/- A-

/ % - . R /-& A- ; % - 3 J ., . A R ? - G A-H A3- o . - G A-3 A % - ; A/ - 0 - # R - , $ - < J ., %: R $-3: A-3 A %-%3-2+$?-0: A-

3 A %-/ A-' & # ' .%- 2<- : A-3 A %- ' JJ-' A/, 3 A %-:. * J . - ? - 1 - 3 ? - % - = - 2 ) A/, R $?-0-

S A- 2 - ; $ - 0 R - 8 $?- 0- 3%- ( - .% R ? - $ 8 A-

* ' ' '

0 - . % - % : A- % /-P R $?

2 R .-3 A: A- < ?-3 A %-$ A-H

%- >

1 R = - 3 - * A ., ; % - /

$* A ?-!<- , R . - 0 - ; A/

=-35 S /-/-;%-:. A-:

. % - . J- / A- 1 R - 3 R - $* A ? - ! < - , R . - 0 - ; A/, .0 J-

J- # J- Z '/ A- 2 . - 3 J . - G A- 3 A % - ; A/, : R / - G % - . J- $* A ? - ! < -'1 . - O A'8 J ? R /- A/-) A: A-3 A %-8 A$-2 ) =-/-( R $-$3,

A/- ) A- 2- .%- 2 R.- 3 A: A-<?- 3 A%-

A/ < %

R /- o -; R .-.3, ;

J . - G A ?- R /- 0 !:- S A/-( J, R, ' A ' J A A 3 A % - $ A J A A A A/, - %: J ?- ? $?- =- - $ %?- '? ' . < I

J- / - . L A/-) A- 2 - 3 % - > A-,

.- - ; A/- 0 - 3 / A- = ; A- . $ - / A- %- <%- ?- ? =- 2- ;

/ 2- K ; R .-5.-=-3 A %-$ ? 3-; R .-.3, A$- < J ., 2 N - > A ?, / 2 - K R J- > R ? - = - 3 A % - $ ? 3- ; R . - . J, : R / - G % - o /- .

3- ; A/ - 0 : A- 3 A %- $ A ?- 3- $+ R $?- , R . - G A/-3 J ., % - = - o /- . -' & .-# -?- O A/ - / 3- ; %- / - { - 8 2 ? -?- O A/- 8 J ? - : 2 R .-

- 5 % - 3 ? - % - = -' & .-# -'8 J ? - : 2 R . - 0 - ; A/, . - v - % - H R .-=-:S A- o -8 A$-; R ., ^-2, .L A/-) A- 2 - . % -

.-0<-& A, 2 R .- 0- 3 R ?- =- 3 A %- $& A$- 3- $+ R $ ? - 3 J . - 0 - . % - . J- / A- ; A$- : V - $ ? 3 - 3 3 - 2 8 A- ; A ?- P 2 - 0 - ; A/, .0 J<- /,

, 2 N - > A ? - . R /- : P 2, 2 R . - 3 A: A- o /- . - H A3- o . - G A- 3 A %- , R .-G A/- 3 J ., 2 R . - 3 A % - # - > ? - / A- 1 R - 3 R -

, .0 J-28$-/, 5 K-< A %-o=-/ A-1 R - ; A- 3 A %-; A/-0-.%-5 K- < A %-35 S - / A- 3 R -; A-3 A %-; A/, .L A/- ) A-2: A-3 A %-

S-; A/- /3, . J- < J ., . J- : S - < J ., .L A/- ) A- 2: A- 3 A % - = - % / - : . R $ ? - 3 % - 2 R - ; R . - 0 -

2 8 $ - /, '1 . - O A- < ' / A- 2 - ; A- 3 A % - ; A/- =, ' 1 - O - <

-:2 R .-0-3 A: - , %-$ A-. R /-; A/,

. J-/ A-% R - 3- $? *3 ?- w/- 0- 8 A$-< J ., { -82?-?-O A/, H J .-G A ?-%-5 S <-.L

%?-. J-2 ) = - / - = R ?-( R $ .L%?-:6 S 3?, %?-H J .-=-'1.-? A-O J-'8 J ?-:2 R .,



●192●

#J- 5/ .R., $* A?- 0, HJ.- <%- &A- 8 A$- L J. - / - :

#

{ -82 R -: . $,

z- 3 R,

2 a 2

, { = A-: R , H J .-G A ?-a R 2- 5/ - } % L 0- & %-:K A ? - ? R %-%3,

z- 3 R , : 3 A/, % ? - # - ? % - K R <- a - ,- .$-=- } R /- . R % - L ? - 9 A/, : R / - G % - . - v - % ? - ; % - 2 *< - v - 2 8 A/-; R .-0?-}<-=?-) J-= J$?- ? -:P R - , 2,

{ -82?-

= A-: R

%-,

2 9 % - $ A

. J

- / A

- % R

- 3 - 3 A

- ? J

3 ? - : $

= - 2 : A

- . - 8 A

$- < J

., A

- :6 B

/- : A

- / % - $ A

- a R

2- $?- $8/

-.$-=?-2l R /- ?- ( a R 2-3,<-K A/-e J ?-H J .-G A ?-& A-8 A$-L J .-l A ?-; R ., - 2 ? 3 - 0 < - +- l = - / A- 5/- < A$- =?- : ) $- 3 R - 2?- %- <%- +- l = - 0 - 8 A$- L J .-

/

3 -

/-2?3-. R /-,3?-&.-; A .-28 A/- . -: P 2- , 2,

o = - & / - I A- < A- 2 R % - 8 A$ - . % - # J %?- * % - w / - 0 : A- < ?- &= - $ * A ? - / $ ? - 5 = - 8 A$- +-

2v?-

/?, * A/- 8 A$- # R ? - < A- 2 R %- o $?-

l=-:P/-2 # <-8 A$-=-$./-:S J/-8 ?, "@ - - - @ - - - @, :. A-/ A-! -< J- 3 - < J . - . 3, H R . - G A ? - > J ? - $ ? = - v <, / $ ? - 5 = - : . A: A- / % - . - % - = ? - o $ ? - / - 3 I R $?-

0: A-Y R $-($?-$8/-3 J .-0?-%?-H R .-=-13-#- ! J<-% J ?-; A/,"8 J ?-< A-2 R %-$ A ?-=2,

-2h,

$9:-z$-0: A -* A /-I A -a R 2-O A .-G A -} R /-= , ?-= A-= R %-, 8 R $?-0<-29%-, z-3 R , . J-< A %-H R .-a R 2-#%- . -a J 2?-0- & %-}-3

6- ; J,

t 3 - 3 R - = A- : R %- ,

H J . - . % - : U . - 0 - @ - & % - 2 9 % - ,

/3- o /- . - % - < % - a R 2 - P R $ ? - $ 8 / -

i3?-=?-a R 2 - O A .- =- ; R %-2- } - ?, R 2 - O A . - : $ R - 3 - 2 l 3 - $ R %- . - a R - 5 / - . $ - = - 2 *<- . R %-

L J .- , 2

- 82?- %- -= R /- . R - J .-

R , A- S R 2 - 5 /

-, J %?-$& A$

R /

H J

. - / 9 P R

: P J-2?, z-3 R, {2?- < J< - % ? - 2 ? 3 - 0 < - % - < % - (/ - 0 - 8 A$-L J .-/-:. R ., , A< - % - < % - < R =-3 R - = ? - l A ? - < A$ - = - 3 R -( J-

/ : % - = / - < J<-%?

/ - : . R . - ; R ., . J- = ? - G % - @ - & % - . $ : - 2 - / A-< R =-3 R -; A/, : R - G % - % : A-k A- = 3 - I A-O R . - / - % - / A- 2 . - 3 J .-

5 S %-2-8 A$-L J .-/-:. R ., :. A- / - : . J - L 3 % - 0 R -8 A$-; R .-0?-. J- , $ - $ A-$& R .- o -@-&%-#$-0 R -< J ., { -82?-= A-: R %-, H J .-/ A-a R 2-3-] R -< A$-&/-8 A$-; A/-=- * J ?- ! R 2?-G A-> J ?-<2-:6 S 3?-0?, $=-+ J-H J .-G A ?- 3 -3 , .

- . -:2.-2l R /-L J .-

<?-&=- .%- < A- 2 R%-,

$ / : - } - 3 R - 8 A$- =, %-

3*3- . - :5 S - # R .- L?- ; R ., < A- 2 R %- $ A ? - < % - * A .- o $?-/- _ % - = ? - G % - 3 I R $ ? - 0 ? - < ?- &=- I A- / < - : P R ? - = -

/?-# R - =- ! - < J- l J . - 2 - ; A/, < ?- &=-I A ? - < A- 2 R % - $ A ? - < % - 2 ! R . - L ? - 0 < - ; A .- 3 $-



●193●

< ?- &=-I A ?-" % R -3-29%-$ R %- , 2," & J ?-2>.,

? J 2 - G A- Y R $- ($?- ; R . - 5 . - o $ ? - : $ R - 2 l 3 - ? < - a J 2 ? - + J- < ?- &= - $ & A$- 0 - . = - 2 - . = - 2 : A- %%- b%-

=3- R $?- M <-| R ? - / $ ? - $ ? J 2 - = - o $ ? - 0 < - 2 v ?, 2v?-5 S . - = - < A-2 R % - / A- < ?-

<%- C- : ) 3 - I A- /%

3,<-$ +$?- /:% <- 28 A/ - } - 3 R -/?-o=- , 2," & J ?-< A-2 R %-$ A ?-# J<-=2-2o2,

n%-| R ?- 3 -3 , .- . -$ R $- / < - L ?, 3,<-# R -

2l3?- L %- , : R / K A- S $ ? - ? R %- , < ?- &=- o $ ? - = 3 -

5 S -; R .-?<-; R %- o <

, 3

2

o

,

A %-5 S ?- o $?-l=-:P/- . ?, ? -8 A$-3I R $?-0-3,

/ $ ? - $

. J .-/?-:P R - . ?, # R -5 S ? - < A-2 R % - 3 I

&=-=?- M <- . - o $?-=3-I A- $ J-3 R <-, R /-# R - , $ - < J ., < A- 2 R %- o $ ? - 0 - @ - & % - 3 I R $ ? - 0 ? - , % - ( . - . J- o $ ? - 3 5 3 ? - 2 8 $ - e J ?,

< ?- &=-e J ? - ( R .-0<- | $- o -L?,

# R -

- . - * = - 2 ? - $ * A .-# $- L %-, " % ? - $ * A .- , /- 8 A$ - 2 o 2 - . J- . - $ 9 R .- o $ ? - l = - : P / - 2 # <-. J: A-

-, %-<%-}

< A- 2 R % - $ * A . - = -8 $ ? - 0 : A- { 2 ? - . J<, < ?- &=-I A ?->- 1 A3 - / ? - # J<-

< % - < A- 2 R % - = ? - 2 c = - + J- o $ ? - = 3 - I A- $ J- , A$- +- , R /, 3 ) $ - 3 , <, < A- 2 R % - $ * A . - = ? - ? . - . J- ; % - 2 *<- o $ ? - : $ R -

- G % - # R ?- < ?- &=- I A- e J ? - 2 ~ J$ - 0 < - o $ ? - : $ R - l R 3- o - :

I A- $ J- , A$- $ A- * J- ? < - a J 2?- . ? - Y R $ - ( $ ? - $ 8 / - i 3 ? - G A ? - # R - = - 2 } $ ? - 2 e R . - G A-3 J-+ R $ - $ + R <, {2?-. J<-< A-2 R % - # R --% R -$/ R %?-2?- 5-2-& A- ; % - 3 J .-0<-/$?-$? J 2- +-$ R $-/?- 2 .-? R %-,

2a2-L . /- * R .-G A-$ R 3-:P R ?-.=-;%-,,

l R /-: P ?-G A-$ R -(-2g/-0 R ?,,

= - # - ; A-.<-(-2 1 J %?-? R %-,,

# J- 5/- $?3- 0, #- ?%- HJ.-G A?- & A- 8 A$-12 - 0 - ;A/

#-2h,

2N-> A ?, 7-; J, $;%- :6 S 3?, #- ?%-. ? - ? -%?-H R .-3, R %-3- L %-, a R 2-O A .-{2?-

R . - 0 : A- %: A- A- # - = - 2 v - < - ? R % - 2 - ; A/, # R - 2 R < - # - ? % - K A- S R < - $ > J$?-

L A/-; A$-$ A-a R 2-O A .-{2

=-H J .-G A ?-& A-8 A$- 1 2-0-; A/,

$;%-:6 S 3?, : RR, %-<%-a R 2-O A .-:5 S $?-:$ R -l R 3- . ?- (/-#%-=-? R %-2-; A/, 2N-> A ?, (/-#%-, H J .-<%-/-2-; A/- /3,

$ ; % - : 6 S 3?, 3 A/, % - < % - (/ - # % - . - ;

2& R ?-L?-0-; A/,

2N-> A ?, : R, . J-52?-( J/-< J .-.3,



●194●

R ?-

/- 5 B$- # R - 2 R < - 2 > . - % J ? - ; A/, 2 N - > A ?, H J . - G A ? - a R 2 - O A .-

.% - #% - : R$ - 2 &R3 - L ? - 0,

3.%-.$ R %-, 3-8 A$-$ A ?- o- =3- ( % %- =3- .%- 0 R -$* A ? - G P - 9 < - / - ; R A-AB . % = - # % - = - : U R $-

R 3- L? %- , * J/- g R $ - 0 - 5 % - 3 ? - . % = - # % - 2 & R 3 - 3 # / - . J: A- $ 9 $?-.L A 2 ? - = - 5 S . - . 0 $ - L J . - 2 8 A/ - $ . :, H J .-G A ?-# R -5 S <-< R $?-L?-+ J- b - -. J-:6 B/- 2- 23,

{ - 8 2 ? - & R - / - / A- . % J: A- = ? - $ 4 R ?-3.%-.$ R % - . % =-#%- . -=?-$* J<-L J .-28 A/-; R ., \ R $-

A3- . ? - # R ?- | R <- 3 R - 5 % - 3 - * J/ - : $ R $- |3- $& A$ - / ? - $ 8 / - 0 - 8 A$ - = - * J= - 2 8 A/-; R ., * J/ - : $ R $ - | 3 - . J: A- w J-

A$-; R .-3#/-/ A-# R -$& A$- 0 -< J ., t 3 - 3 R - & -< R /- I A ? - . % = - =?- $* J<- L J .- 28 A/- ; R .,

$ R %- , . % = - # % - = ? - 1- ( J/- 0 R - 8 A$ - P $ ? - 0 : A- { 2 ? - . J<- # R - 3 R ? - | R <- 3 R -2 l A- 28 A/-0: A- | % - < J ., 3 R - 5 S %-

-

$ A ?-$* J/-g R $-0< R ?- ? - I<-2-i3?-$?=-2>.-L?, $ R % - $8 % - = ? - # % - / ? - L - 2 -

A- 3?- 28$- & A % - o 2 - K R $ ? - / ? - 1- 8 A$- , R ?- . ? - # R ?-; % - = - 8 A$-

* J/- g R $- 3 A- $ - & R - / - ; A ?- { - 8 2 ? -? - 3 . - $ 9 - = - < R $ ? - L ? - + J- (/ - < ? - 8 A$- # R : C- 3$ R - = - . N A-

- - b / - 3 ? - { - 8 2 ? -? - 3 . - $ 9 -; A-3$ R -=- h % - 2 - , R ?-:U=-# R -2 R : C-$8 %-

$;%-:6 S 3?, 3-< J ., . J- @ - & % - 5 2 ? - ( J/ - 3 - < J ., . J- / A- , A< - 2 + % - $ A-$> J$?-2& R ? - > A$-< J ., # R ? - $ > J$?-2&

=- | $- . ?-%: A-1-3-$* A ?-!-.%-%-5 S ? - # R - = - : . $-< R $?-L?-0-; A/,

2N-> A ?, %?-H J .-G A-A-# - M <- . -2. J- , % - ; R %-2<- ( R /-=3-:. J 2?, $;%-:6 S 3?, 2 ! : - S A/- > A/- +- ( J, % ? - H R . - G A- ( R

{2?- ? - % - = - ? J3?-# <-L?-0-; A/- /3, 2N-> A ?, % - < % - H J .- G A- . R / - = - ? J3?-# <- & % - 4 3 - L ? - 0 - ; A/, . - v - 5 % - 3 - 2 . J-= J$?- ? -3( A ? - 0 ? - % - < % - @ -

&%-.$:, $;%-:6 S 3?, 2 N - > A ?, H J . - / A-% R - 3 - P R $ ? - 0 R - 2 9 % - 2 R -8 A$-< J ., H J . - G A ? - % : A-K R $ ? - = - ? J3?-# <-L?-0<-2!:-

S A/-( J,

= - = U

A J- 2- . - Y A- .- 0: C

2& , . J- < A

/ 3 ,

=- #%- . S -; A/ - 0 - . % - #

$9

3

- # % - $ A- * J- : P 3 - / - ; R . - 0 : A- ! 2?- 2. J- 5 S % - # % - . J: A- /%- /

3 . % - .

# % - . % - # - : V = . ? - 3 A-8 A$-$ A ?-# $ - 3 - ( J/-0 R -8 A$-2 9 %-/?-. % = - # % - $ A-3 . /-| R -/- o $ - 2 8 A/-: . $ Y?-3 R - & -< R /-

-#-0<-2+%- ! J-# R -3 R ?-3, R %-,

{ - 8 2 ? -? - 3.- $ 9 - / A- . % =- #%- $ A- = ? - 3 A- 8 A$- < J ., # R ? - ; % - 3 . % - .

2 1 2?- ! J- : K : . $ \ R $- $9 A3- e J ? - # R ? - = ? - 3 5

24=-28 A/-; R ., . J: A-e J ?-/?-& A-8 A$- L %-2-# R : C-; A .-=-S/-I A/-3 A-: . $ - , R /- . ?, { - 82?

28 A/-: . $ { 82?- & R - / -; A ?-2>.- o <, %?



●195●

/-:P R - . ?-# R ?-* J

J- -8 A$-$ A ? - S % - 3 R < - 3 - 2 > . - 0 - > J ? - ? 3,

J- 5/- 28A- 2, =? - l = - 0 : A-o$- l=- :P/- 2#<,

= ? - # % - = - o $ ? - / ? - ? R % - 2 - ; A/, # R ? - . - . % - 2 > . - o <, b / - 3 ? - | R < - 3 : A- # $ - 3 - 2 9 % - / ? - . % = - # % - $ A- v $ - | R -

/-g R $-0<-#-0<-$+ R %-l A ?-L?-0-; A/-9 J<,

. - v - A - 3 < -#: A-| R <-3 R -250,000 . % = - # % - / ? - 2 R <-? R %-, H J . - G A ?- ?

H J .-G A ?-2?3-/-. % =-#%-=-:U R $-2& R 3?-L J .-3#/-. J- ? -< J .,

#

^-2, 8 R $ ? - 0 < - 2 9 % -, 2 N - > A ?, $9:- % J/ - 0 : A- * A/- I A- o $ - l = - : P / - 2 # <- ! J % - % ? - H R . - 3 , R % - 2 - 3 - ; A/-

/3,

A ?, < J . - ;, % ? - 2 ? 3 - / - H J . - G A ? - % - 3 , R %- L %- , % ? - : 6 B/- 9: A- 5 2 - L ? - / ? - : P / - 2 # <-=- 8 $ ? - { 2 ? -

H J .-G A ?-3 A-5 S $?-G A-O R .-/ L %-,

.-:P/-2 # <-=-8 $?-0-; A/, 2,

R %-, * A/-3 R -. J<-< /-I A-? J3?-=-# R -/ A-%-=?- ! R 2?-( J-2<-~3-: . $ o $-l=-

?-/-@-&%-29%-, . J- 2?- %-

2N->

?-=$-$ ; $?-L J .-28 A/-0-%?-3, R %-

^-2, < J . - ;, % ? - H J . - = - = $ - $ ; $ ? - L ? - 0 - ; A/, H J . - < % - k A . - 2 8 A-2o: A- >$ ? - 3 , . - : P / - 2 # < - = -8 $?-

0 - 3 - ; A/- /3,

2N-> A ?, 3 A/, %-<%-k A .-( A$- ! R %- S $-2o: A- >$?-3 ,

^- .-{2?-%?-? J3?-=-S/- L %-, %?-3, R %- . ?- H J .-<%- o $-l=-0-$8/-.$-=?-3I R $ ? - 0 R -: . $ : R /-

G%-< /-H J .-G A-e J ?-( R .-? R %-2-3-; A/-/3,

2N-> A ?, < J ., # R -%: A-e J ?-( R .-?

3 ) $-m R $?- . ?-o=-#-, R 2-3#/-/ A-# R -5 S : C- < - # $ - < J ., ^-2, < J . - ;, % ? - # R -2 R : C- < - # $ - / A- ( J ?- ! R 2?- >$ ? - w / - 0 - ; A/ - 0 < - 2 ? 3 - L %-, : R / - G % - * A/-3 R -. J<-H J . - G A ?-

t$?-| R <-G%-:1%-2-3 A/- /3, H J .-G A ?-3 A-$8/-0-=?-,$-< A %-2 R <-:1 J/-3- , 2-23,

2N-> A ?, , 2- L %-, %?- , 2- L %-, : R / - G % - * A/-3 R - . J<, A/-:S A- < R -/ A- t$?- | R < - : 1 %

<%-13-0<-. R $?-/?- 0$- L %-,

^-2, H J . - G A ? - 2 > . - 5 = - = - 2 v ? - / - . J< - L - 2 - 3 % - 0 R - 8 A$-; R .-0?- o $ ? - l = - : P / - 2 # <-3 ) $- m R $?- . ?-

H J .-=-%=- . 2-29 R ?-2-3 A/- /3,

2N-> A ?, < J .-;, %?-= ?- ! R 2?-*3?-> A %- >$?-9.-9 A/,



●196●

^-9 2: A-5 K ?-28* A/-=,

3?

! R /-. J-%: A-; A .-=-S/-+ J-353?-:) R $-3 A- , 2, 2?-. J: A- C- , % - / A-3 J-+ R $- $-5 S $?-G A ?-2o/-0?-) A-:S: A-36 K ?-> A %-v-/- # $ - = - 3 A-5%-3- 3 R - $ %-$ A ?-# J %?-: . $ %?-= %-# $-. J- < -; R . - 0 : A- $/?- $8 A-% J ?- 3 J .-G A-H J-5 S ? - < ? - $<- 1 2- & A % - 3 J- 2 ?- + J-= $ - > - 2 4 S - 28 A/-

3( A ? - 0 : A- i 3 - 0 - . J- ; A .- =- S 1 R -3 R - 5 % - 3 - 3 . : - l = - : P / -

$

3 A- 3 - G A ? - g - o $?- :P/- 2 # < - = - P - 1 A$- L J . - 2 8 A/- ; R . - 0 - . % -, # R - 5 S : C- g - / A- } R / - ( . - = ? - o $ ? - / -

* J-8 A %-/ R <- 2

#-. R $- $- 5 S $ : A- $ R ?- H- I R /-> A % - # R -5 S - 5 % - 3 - 8 2 ? - V R - : O 2 - / - @ - & % - 3 6 K ? - * 3 ? - w /, %: A-? J3 ? - 0 -

* J ? - 2 - 3 A/-/-# R -5 S - 5 % -

A-$

%: A- < H J/, . J ? - / - ? % - = R : C- . L < - # : A- . ?- ! R / - = - % - < % - a < - ; % -

H J .-G A-P R $ ? - 0 R,

J- 5 / - s - 2, .$ R/- 0<- :P R-2,

.L<- #: A-.?-!R/- . J- S / - / 3,

L - 2l J-( J-2: A-P R $?-.L%?-:6 S 3?-=$?,

2 R .-^- S $-0: A-/%-%-5 S ?-3$ R -= R $-/?-< R =-2: A-.L<-#: A- . ?-

{ A3 - 5 % - .

/- L %-, C- , % - . - * J ? - 0 - i 3 ? - G A ?- & J- $: A- l = - : P / - 8 A %-

2 # <-=-8 ? - + J-l=-:P/-3 A- $-; R %?-G A ?-o=-#-= R /-0<-<%-<%-$ A- / ?-2-$%-= J$?-:. R /-28 A/-; R ., % - > R ?

3I R $?, o $ ? - l = - : P / - 2 # < - : $ R - 2 l 3 ? - 0 ? - g - i 3 ? - . 0 % - 2 - 3 * 3 - $ > A 2 - G A ?- o $- L %- , o $ - = 3 - 5 < - = -

: A- g - / A-* A-3: A- g - # R : C-e J ?-( R .-<$-2<- . -( J ?-%<-&/-3 A/- /3, . ?- ! R /- =?- %- <%- ( J ? - . $ : - 2 - / A- 8 2 ? - V R : A- : O 2 - ! R / - = - 2 v - o - . J- ; A/, :O2- ! R / - 0 - i 3 ? - G A ?- = ? - = -

?- G A ? - 2 o / - 0

<2- +- 3 R -8 A %- :O2- ! R / - 0 - i 3 ? - / 3 - ; % - 3 5 3 ? - : ) R $- o -3 J . - 0 < - < J-2-2&%?, % - : U =- $ %-

3?- 3 A/- I . J %?-!- < -82?-V R -:O2-0-G A/-: . $ J- 2 - ; A/- /- %- k A- =3- =- 8 $ ? - 0 - 3 A/ - 0 < - 3

8 $?- , 2,

{2?-. J<-H J .-<%-%-.%-a<-;%-:V J=-:S A ?-, J %?-$& A$-L J .-< R $?,

1 R =-3-/?,

#

1 R =-3, 8 R $ ? - 0 < - 2 9 % -, / R <- 2 , . J-< A %-/ A- / 3 - ^ - ; $ - 0 : A- * A/- 3 R - 8 A$- ; A/ - 0 ? - % - P R $ ? - 0 R - 5 S - . % - 3 * 3 - . - ( -

n=- . -:P R - o -; A/, H J .-<%-%-5 S <-:P R $?-/?-:P R -:. R .-.3, % - < % - . $ R / - 0 < - ? R %- ! J-3( R . - 3 J- 1 R / - / ? - 3 - E A-:# R <-

= R -2{ R <- o -; A/,

/ R <- 2 , 1 R =-3, % - H J . - 5 S - . % - 3 * 3 - . - :P R - , 2- o - 3 - < J .,



●197●

1 R =-3, H J . - < % - $ 9 : - : # R <- } R /- 3 2- 3 A/ - / 3, % ? - 2 ? 3 - / - % ? - = 3 - 2 < -

/?-H J .-<%-3, R %- L %-, < - . $ R / - 0 < - ? R % - 2 - ; A/, %: A- H A3- I A ? - ? % ? - o ? - ( R ?- = $ ? - 0 -

1 R =-3

/ R <- 2 ,

-I A- i 3 - 0 - 8 A$-< J .-9 J<, 1 R =-3

J . - ( R $ % - = - 3 5 S / - / - L 3 ? - ~ A % - e J- . % - 3 A- $ 8 / - 0 < - 2 l A-

1 R =-3, % ? - 2 v ? - / - H J . - G A ? - 2 > . - 0 - . J- 2. J/- $ A 2 9 % - $ A $8 $ - / ? - 3 ) =, %?- ( - # - / ?

3*3- . -L3?-~ A %-e J-.%-2l A-2! <-I A-,.-=-*3?-= J/-L- o -; A/,

aR2- 5/, :63- \ A%- $ A- ( R?-=$?, 1 R = - 3 - / A- :63- \ A %- ! J % - $ A-( R ?-= $ - > J ?- g R $?- L J .- o < - . $ : - 0 R -; R .- 0- < J .,

I A- # J- 2- 3%- A- = / - ( R ?-= $ ? - = - . . - 0 - L J . - G A-; R ., # R -

H . - ( R ?-. J- w - . % - 2 > . - o <, 2 R . - 2 o . - / % - 2 !/- ( R ?- = $ ? - . % - @ A/- h : A- ( R ?- = $ ? - $ * A ? - G A- v-

: A- . ? - { 2 ? - : . A- = - . $ R / - 0 < - ? R %-

/ R <- 2 , < J . - ;, % - < % - $ 9 : - : # R <- } R /- 3

8 A$-; A/- /- * % - 3 , < - ; % - $ 9 : - : # R <- $& A$- =- .$ R / - 0 < - , J %?- $& A$- :P R -.$ R ?- 2<- ; A . - ( J ? - L ? - ; R ., %: A-Y A %-3 R - o /- . -.L<-$/%-.%-. $/-$/%-$ A-{2?- ? -%-.%-3*3- . -.$ R /-0<-? R %-2-; A/,

, % ? - $ R -, R ? - = - ? % ? - o ? - ( R ?-= $ ? - = - . . - 0 - L J . - 3 # / - $ % - 3 % - 8 A$-2 R . - G A- ; =- P - 3 % - 2 R - / ? - % - 5 S : A- # J-

2 < - ( $ ? - 0 : A- .$ R / - 0 - : . A- = - $ ? R = - 2 - : . J 2 ? - 0 < - ; R % - ; R ., . J- / A- ? % ? - o ? - ( R ?- = $ ? - G A- $ . / - ? -

$=-( J/-8 A$-; A/ - 0 - # R - , $ - < J .,

< J ., . J- < J ., # J- 2 - 8 R = - 3 - / - ; R . - 0 : A- ) R - 3 R - .$ R / - 0 - . J- / A- A - 3 . R -?- # =- . - ( J ? - ( J-2: A-) R - 3 R -.$ R / - 0 - ; A/, %: A- A - 1 ? - 2 > . - 0 - v < - /, ? - . J- < - ) R - 3 R - ? 3 - 2 o - z $ - ; R . - & A %-, ) R -3 R -.$ R / - 0 : A-* J- ? < - ; R . - 0 : A-3( R .-

g J/-. J-/ A-?%?-o?-( R ?-= $?-G A-H.- . -:1$?-0: A-29 R -2 0 /, H J . - G A ? - 2 ? 3 - / - 9- 2 - . % - ) R -3 R -L J .- o -/ A- ?%?- o?- ( R ?-= $ ? - * 3 ? - = J/-L J . - 0 : A-( J ?- H.- . - : 1 $ ? -

0: A-,2?-=3-< J .-.3,

/ R <- 2 , % ? - 2 ? 3 - 0 < - 3 A-8 A$-; A/-5 K, 2 4 / - 0 - . % - 2 4 / - 3 : A-.$ R / - 0 - $ * A ? - ! - $ % - / - ; % - $ / ? - $ 8 A-2& R ? - 3 J .-

G%- ?%?- o?- ( R ?- = $ ? - 0 - i 3 - . $ - 8 A$- L

2! <- L J .- o - / A- z $ - 0 < - $ = - ( J, % - < % - ( R ?- = $ ? - $ 8 / - 0 - 5 % - 3 ? - G % - v - 2 - : . A- : S - 2 e R . - 0 < - % -

=-; A .-( J ?-; R .,

- P R $ ? - 0 R - 5 S - . % -

?- < A$ ? - 3 A-3 , /- 0- 3%- 0 R : C-K R $?- =

3 R : C- A - 1 - * A- 3?- # R -3 R <- 35 S - } R /- . - ? % ? - o ? - ( R ?-= $ ? - 3 - 9 . - . - . % - ( R ?-= $ ? - $ 8 / - 0 - 3 % - 0 R -; R . - 9 J<, * J-:# R <-

> R ? - / A- # - ( J- 2 - ; A/- 0- .%- # R - 5 S : C- # J-2: A-3 A- # - > ? - G A ?-G%-.L A-?

3 R : C- A- 3- 35 S - 3 R ?, .L A- ? A- = / - ( R ?-= $ ? - = - ; J-> J ? - ( R ?-= $ ? - . % - ; $ - , . - ( R ?-= $ ? - $ * A ? - G A- , /-3 R % - $ A- l - 2 : A-

/- 9 J<, * A- 3 ? - .



●198●

# R -5 S - @ - & % - 3 A ?- * J ? - : P R -! /-3*3- . -:5 S - 2<- < R $?-<3-L J .-.$ R ?-3 R ., . J- . $ - $ A ?- o /- . -

+ J-:# R /-:6 B

1 R = - 3 < - ; G A- a R 2- 9-

L J .-G A-; R ., 3 # / - ; A/-0 A-e J ? - G % - : V % ? - 3 J ., t 3 - 3 R -= A-: R % - G A ? - ; J-> J ? - : O % ? - { < - / A-; J-> J ?-

> R ?- ? - . J- /

> J ? - : O %? I A-< A$-$/?--{ R <-

2 < - : S - ? - 3 % - 0 R -; R ., 1 R = - 3 ?, : 6 3 - \ A % - $ A-( R ?-= $ ? - 5 % - 3 - , - . . - ; A/ - 0 - : S - ; % - v - 2 - $ % - 3 % - 8 A$-$ A- = 3 - / ? -

, / - 0 - ; A/, ( R ?-= $?-G

3 A- i 3 ? - K R $?- #$- +- 2 & < - ; R .-9 J<-8 A %-, # R - 3 ? - o / - 0 < - 3 A- i 3 ? - G A ? - 1 / - 5 /- I A- ( R ?- = $ ? - = - o ? - = R / - L ? -

%-i3?-8 A-:)$?- ? -$+ R %-.$ R ?-2?3-28 A/-: . $

$ - , . - 0 - . % - @ A/- h - 0: A- P R $ ? - 0 R - $& A$ - G % - 3 J .,

: R / - G % - ,

# R - 3 R - 2 N - > A ? - . % - z - 3 R - $* A ?-/ ? - ; J- > J ?- 0- :$:- >?- =- , $- M R %-, 1 R = - 3 ? - # R -5 S : A-( R ?-= $ ? - = - 2 l A- 2! < - . % - < % - $ A-( R ?-= $ ? - = - 3 , R % - ( J/-

2N-> A ?-G A ?- 1 R =- 3<, / 2- K R $?-0-3%-> R ?-/ A- ; J-> J ?- ( R ?-= $?-=?-( R ?-= $?-$8/-0<-..-0-L J .-

- . % - # - > ? - / A- ( R ?-= $ ? - $ % - $

( R ?-= $ ? - 0 - ; A/- 3 A/- $* A ? - ! < - @ - & % - $ = - ( J-2: A-* A/-3 R -8 A$-< J . - 9 J<- L %-, o - 3 5 / - / A- / 2 - K R $ ? - G A- o = - # 2 - 3 % -

A- 3 A- i3?- =- 35 S / - / - . ? - ( J/-I A- * A/- 3 R - 8 A$- ; A/, 1 R = - 3 - # R - 3 R : C- P R $ ? - 0 R - 5 S - . % - 3 * 3 - . - ; J-

- { < - = - g J/ - : V J=-8 - o - .%-,

..- 3 R ? - L J .- ; =-3 A- : S - 2 : A-# R : C-P R $ ? - 0 R -5 S <-Y R =- o /-I A-$+3-\ J %-L-2<-? J3?-0-V J=-28 A/-: . $

#J- 5 / -S$- 0, > A?- 5 B$- :2=- 2, #-2h,

2N-> A ?, % - : 6 S 3?, 2v?-5 S . - = - . J-< A % - K A- S R - H J . - @ - & % - . $ : - : . $ H J . - G A-$. R % - = - : 6 3-G A ?-

$;%-:6 S 3 C- a R 2- 9: A- ~ / - l R 3 - : P / - 2 # <- I A-

O R .- . -L-.$:-A%-.%-0 R -]%?-2-; A/, 2N-> A ?, . J-/ A-% R -3-29%-$ A g J/ J ?-; R .-# R - , $ - < J .,

7 - ; J, $;

# J %?-2-& A-8 A$-; A/,

?, 6- ; J, 2 N - > A ?, %- & % - 4 3 - % R - $/ R %-$ A % ? - + $ - + $ - % - 5 S :

-:V J=-8 , H J .-<%-.$:- 3 R -( J/-0 R - *

$;%-:6 S 3?, : R , . J- : S - 8 A$ - 3 - < J ., % ? - ( J ? - 2 9 % - 2 : A- ~ / - l R 3 - : V A- , 2 - 0 < - 3 - : . R ., %: A- ? J3 ? - 0 < - H J . - G A-

Y A % - 3 R ? - V A ?- 0: A- ~ / - l R 3-/ A-%: A-. J- = ? - 2 9 % - ~ 3, % - = - o = - # - , R 2 - ? R % - 8 J ? - , R ? - : U = - % - < % - @ -

=?-+ J-.0 J-(-;%-,%-=-z %-? R %-, 2N-> A ?, < J . - ;, .J.-2e R . - 3 # / - 5 S ? - ( J ?-29%-2: A- ~ / - l R 3 - : . J3?-; R . - 0 - # R - , $ - ; A/, H J . - G A- ~ / - l R 3-

% J ?-0<- . -! /-=?-H.- . -:1$?-0-$. R /-3 A-9,



●200●

e J ?-3<- ? -8 A$-$

2a2-

# J- 5/- 2./- 0, $?% ? - 2 8 A/-12- 0,

< J ., : R / - G % - # R ? - 8 A3- 3%<- &/- I A- K < - 2 - . J-.$ R %-9?- ? -3- , .-$ R %-7-+<-2?3- 5 =-:. A- : S - 8 A$-2+ R / - 0 - ! J-, J %?-

A ?-H J .-=-2 ! R .-2}$?-L J .-G%-#-.3-0 R <- # R 3-9 J<- L %-,

L, % R -2 ! R .-$+3-=-; A .- ! R /-V=,

#-2h, 2N-> A ?, 6-; J, ^-2, H J .-G A ? - & A-8 A$-L J .-28 A/-; R ., ^-2, %: A-< /-I A- * J ? - { < - = - | R - %: A- $ - = J 2- ? R 2- ? R 2- 8 A$ - : H J<- l A ? - ; R . - 0 ? - $ 9 : - : # R <- } R /- 3<- @.-= A/ - = -

-2-

2N-> A ?, : R, R -< J ., # R -3 R ?-H J .-=-& A-8 A$-2>.-? R %-,

^-2, # R -3 R ?-, R $- 3<- .!<- ; R =-( J/-0 R -8 A$- $ A- / % - . -| R - %- 28 A- 2g R = - . $ R ?- 2- .%-. J- / ? - 3 < - 2 3- 0: A-K J .- !-

43, ! - < - 2 3 - 0 - $ & A$- .%- - :1 J/ - . $ R ?, 3 ) $ - 3 , < - 3 R ? - % - = - P R - K J-

. - . 3, 1 = - ( J<-

, D -< J .,

8 L?-+ J- 9 ? - , R -8 A$-:H J<-/?-; R %- . -2 &$ - 0 - ; A/,

. J-% R -3-.!:-3

K J . - ! - 2 & ? - . ! < - ; R = - / % - .

2 3-0-28 A-.!<-; R =-/%- . -2 $ /-e J ?-5%-3-a-%: A-/%- . -w $-.$ R ?-9 J<,

2N-> A ?, @ A/, . J-@-&%-:P A$-3 A/-3 A-> J ?,

^-2, % ? - # R - 3 R ? - 2 > . - 0 - v < - . - 1 2 - 0 - ; A/, : R / - G % - % ? - / R <- : O =-:$:-29 R ?-; R .-~3, % ? - # R - 3 R < - # -

0<-2+%- ! J-S A-2-8 A$-2+ R /-/-:. R ., ; A/-;%-# R -3 R - ; = - / - 3 J ., 2N-> A ?, H R . - G A ?- %- =- 9?- . J: A- S R - 2 - M % ? - ? -2 &$- ! J- $ / . - . R /-; R . - 3 J . - 2 v - < -2 &$ - / - : . R

%?-H J .-=-< R $ ? - L J .-. J-/ R <-: O =-24=- , 2-~3,

^-2, = R ? - ( R $ .-. J-L R ?, 2N-> A ?, ^-2, :. A: A-V R -2-@-&%-24 S $ %?-/ R <-: O =-. J-f J .- L %-, $ R .-:. A: A- /%- $ A- o R %-m?-.!<-0 R -. J-& A- ; A/,

^-2, %?-2?3-/-. J- ! - < - < J .,

2N-> A ?, . J-/ A-H J .-G A-/ R <-: O =-< J ., :. A-!-<-3-< J .



●201●

A$- /?- .$ R % - 9 ? - = - < R = - 2 - < J ., %? R 2- 9- ( J/- 3 R -. J: A- a R 2- 3-i3?- G A ? - . $ : - 2 ? - :, R 2 - 0 : A- 9 -

#%-; A/, . J-/ A- @ . - = A/-I A ?-, R $-.%-0 R <-2 R .- G A- 9 - 3 - 2 9 : - 2 : A- * AA/-; A/, :. A-/ A- # R -5 S ?-9-#%-/?-2>.-0: A- #- 2h: A-

{ R <-< J ., "H J .-G A-& A-8 A$-9-:. R .-; R .," & J ?-82? 8 - 0 ? - S A ?,

" %?-2$- , $-: , %-/-:. R ., @.-= A/, H J .-G A ?-G%-2$- , $-: , %-:. R .-.3,"8 J ?-2>.,

$-; R .-.3,"8 J [email protected]= A/-I A ?-=/-2+2,

" %?-. J< A/,"8 J [email protected]= A/-I A ?-2>.,

- 0 - = ? - 2 < - , R $ - 3 < - 3 < - . % - K < - 2 - $ * A ?-

<-;%- $ R /-.$

": R, . J-$ R

"H J .-G A ?-9-3-.%-3*3- . -# -2: A-< A$?-: , %-:. R .-.3,"8 J ?-82?-8 - 0 ? - S A ?,

.

( J ?-.$:-2-V: .

2 < - ; R %- , 2- 3 - 3- :$:- z- 3 R < - 9 - < -: ) $- o -; A/-0?, z-3 R <-9?-

- G % - ; R .-% J ?, z-3 R ?-; R %-:. R .-; R .-& J ?-2>.,

, R%-L% - % 3,

a R2 - 5 /, $ 9 : -%J/- 0: A- 35/- 3 R,

$ 9 : - : # R <-} R /- 3: A- $ 9 : - % J/- 0: A-* A/ - z - 3 R ? - @ . - = A/-O A . - . J-2 R . - G A- 9- #%- 8

$ % ? - u R - 9- #%- / A- @.- = A/- .%- z- 3 R -$* A ? - ; R .- ?: A- a

-

z-3 R ?-

" %?->-9-:. R .-3 J ., H J .-5 S <-} R - 5 = - I A ?-29 R ? - 0 : A-2$- ,

" .$ R %?-0-3-5 S 3, %-5 S <-. J: A A-< A$?-3 J ., H J .-G A ?-. J: A-52-=-l3-0-9-:. R .-.3,"8 J ?-82?-8 -2: A-2>.,

-:.%- & %-43-8 A$-o$-.%-, z-3 R, l3-0-/ A-& A-8 A$-;

z-3 R ?-

" l 3 - 0 - / A- 2 R .- ; = - / - . < - ( J-2: A- 9 ? - < A$?-> A$-; A/-=,

l3

( -# R = - / % - . - & %-> A %- . J- / ? - . J: A- / % - . - l 3 - K J-2 $/-.$ R ?, $ = - + J-H J . - < % - V R - 2 - 3 % < - 3 R - = - . $ : - 2 - ; R .-/-/%- . -!-

R ?, . J-/ A-% R - 3 - @ - & % - 8 A3-3%<-w/, "8 J ?-2>.,

- 5 =-I A-% R -3-29%-, %?-l3-0-29:-:. R .," & J [email protected]= A/-I A ?-2>.,

'': , % - : R . - ; R ., # - 2 - . ! < - ; R =-. R - :H J<-; R % - < R $?, .- . % - V R - (/ - 2 + 2 - ; R . - 0 : A- 2 $ - , $ - = ? - . $ R ?, %-<%-

R - (/-2+2-; R .-0: A-2$- , $-; A/,''

8 J ?-z-3 R ?-2>., # R -5 S ? - 9 - 3 - 2 9 ? - e J ?, @ . - = A/-I A ? - z - 3 R -$9:-:# R <-e J ?-3: A-$9:- % J/-0<-3 R A- # R ->$- +-.$ R % - 9 ? - = - < R =-

A/-S A ?, $ = - + J- , 2 - 5 K- @ . - = A/-I A ?- / 2 - K R $ ? - G A-9

< A$?-$?<-2: A-V R -2-M R %-2: A-$ R -{2?

# J- 5 / - 2 o . - 0, HJ.- G A? - % : A- H A- 3

#-2h, * A-3, K A-S R <-2. J-= J$?, / R <- 2 , . ?- ; /-< A %-2 R <- , $-:U.-3- L %-2?-H J .-G A ?-& A-8 A$-L J .-28 A/-; R .,

( * A -3: A -H A 3-.%-2<-,$-* J -2 , )



●202●

/ R <- 2 , %?-<%-$ A-H A-2 R <-? R %-2?-. A-. J-3, R %- L %-%3,

( > A %- P+ R $- w 3- G : A -/%- . , )

,

A- . J- 3 - 3 , R %-

A J-

J8 A %-#- < , )

1 R =-3, 7-; J, R <- , %?-H J .-<%-3-3, . ? ; < A %-2 R <-? J R -; A/- /3,

/ R <- 2 , 6-; H J .-G A ?-%?-H A-. J- 3, - L , ?-. J-$%-?-! /-=-24=-G%-.- . %-f J .- o -3 A-: . $

, R /- +$- + $- :. H J . -G A-H A- . J- > A %-+ R $- - G A- 8 A %-#-/?-3, R %- L %-H J . -G A ?-. J- < - 24=- 2- ; A/- /3,

, A/, %?-. J<-3-24=, : R ?-. %-, . J-%: A- H A- < - . , < J ., . J- < J ., > :. A<-> R $ %?-H R . - S/- L %-,

, H J A ?-!?-1/- 5 /-24=-/?-f J .-0<-%-<%-@-&%-.$:-0 R - L ,

- = R /- L J . - : . R .- ; R .-

0-< J ., Y?- 3 R -( R ?- 35 S - = $ ? - G A ? , a R 2 - 3 - 5 S ? - / . - 0 - 8 A$ - . % -

J .- o <-# R - 3 R - : , . - 0 - L % - > A %- . J- v<- L?- /- # R -5 S ?- ( / - 0 ? - 3 A- i 3 ? - = - & A- v<- < R $ ? - < 3 - L J . - 0 : A- ,.- o ?-

J-:5 S =-28 A/-; R ., H J .-G A ?-. J-< A %-%: A-H

* A-3, .$ R %?-0-3-5 S 3, . J-< A %-%?-H J .- G A-H A-. J- 3 - 3 , R %-, : R /-G%-#-?%-%?-. J-> A % - + R $-w 3-G : A-* J- :P3- /?-

3, R %-2-; A/, H J .-G A ?-. J<-24=-M R %-%3, / R <- 2 , 3 A/, %?-. J<-3-24=, %?-. J- / - ; R .-3 J .-=-2v, 35 S -3 R, 6-; J, / R <- 2 , H J .-<%-& A- : S - < J . / R <- 2 , * J- = 3 - % - < % - @ - & % - 2 9 % - , : R / - G % - . J- < A % - % : A- ? J3?- & % - 4 3 - # $ % ? - * A/ - : $ < - < % - $ A- H

2?-%-<%-. J-V R ?-:P R -2<- 0$-28 A/-; R ., H J .-G A ?-$-?-$%- . - % ? - H A-. J-3, R %- L %-%3,

35 S -3 R, ; A/, %?-. J-3, R %- L %-, . J-< A %-8 R $?-0<-%?-. J- 8 A % - : R $- $ A- ( - :P3- /?- 3, R %- L %-, H J .- G A ?- 8 A %-#<-

24=, / R <- 2 , 3-24=, %?-.<-3-24=, .-%-8 A %-#<-24=- . -:P R,

(

/ 2 R %- 2<- - /- R <-:$ R %-2?-2.-3

J, 1 R =-3, R % %- %3 %

1 R =-3 %?-} A- =- w 3 :

/ R <- 2 3 R, v J . 3 R $

1 R =- 3 .- <%- $* %-

a R2 - 5 /, (/ - # % - / ? - . % R?-.R% - L ? - 0,

= R - < A3- $* A ?- 0?- . J- < A %- (/- #%- /- .% R ?- . R % - L J .-28 A/- : . $ a R 2 - 3 - # - > ? - G A ? - a R 2- 9- / ? - * J ? - . % R ? - < A$-

0- . %?-; R . - 0 ? - . - v - # R -5 S ?- (/-#%-/?- (/- 0- 8 A$- L J .- /-L- 2- & A-8 A$- 1 2- .$ R ? - 0 : A- , . - = - o ?

-a R 2 - 3 - 5 S <- (/-#%-$ A- 3 - = $ - ; R .-5.-353?- . R < - L ?

\ J %- 3 R =- L= R /-92-3 R -L J .- , 2,

2N-> A ?-G A ?-"H J .-=-(3-0-1 R $ - 0 - ; A/- /3," & J ?-/.-0<-S A ?,



●203●

R : C- . ?- ? -$* A .-

" (/- 8 J ?-$;%-:6 S 3?-G A ?-S A ?, ?-G A-S R .-P%?-/ A- o /-w/-< J .-9 J<," & J ?-2>.,

A J-2o2,"

& J ?-^-2: A-S A ?,

2o2, : R / - G % - # R - 3 R ? - 2 . $ - = - 9 - 3 - 9 ? - e J ? - : , %- o : A- 2 R .-

"H J .

/.- ;, % ? - . J- $ R - M R %-, % ? - 2 ? 3 - / - K A- = $ ? - G A- (/ - . % - 2 R .- (/ - $ * A ? - ! - / . - < A$ ? - 3 A- $& A$ - 0 -

>.,

"H J .- (/-: , %-%3,"8 J ?-2N-> A ?-G A ? - S A ?, ?- - 9 A %?- /- : , %-3-,$-; A/, (/-I A-V R - 2 - / A- @ - & % - # - 2 R -: . $ - >.,

I A-V J ?-H J .-<%-}<-=?-) J- 29 %- + R %-% J ?, 8 J ?- /- 0-( R ?-35 S ?-2>.- L %-,

'' %?- 2?3- /- . J- : S - 8 A$ - 3 - < J ., : R / - G % - * A/ - : $ < - % : A-= ? - G A-: L % - $ 8 A-3 A-2. J-8 A % - 3 5 / - 3

29%-2 R -8 A$-G%-3-# $?,'8 J ?-/.-0?-2>.,

0-( R ?-35 S ?-H J .-G A-S R .-P%?-:)=-A J- L %-,"

/.-0?-"; A/, 3 R ?-S R .-5.-:)=- L %-, # R -3 R ?-%-=-%: A-=

"3 R ? - H J .-=- (/-#2-8 A$- / . - 0 ? -"3 A/, # R - 3 R ? - % - = - (/ - # 2 - 3 -

(/-:$:-L A/ - 0 - ; A/,"8 J ?-2>., - G A ? - K A-= $?- G A- (/- : , %- ! J- 5 S . - v - L ? - ? 3, %: A-$ R -, R ? - = - K A-= $ ? - G A- (/-/ A- / . - < A$ ? - # - > ? - = - @ -

&%-1/-9 J<,"8 J ?-z-3 R ?-S A ?- L %-,

0?- "< J .-

$? R -2<-1/,

.- . %-%?-o- (/-=:%-1/- / ?-; R .-0-g R $?- L %-,"

8 J ?-2G A ?-.-v-

/.-0 ": , % /, ( "8 J ? 2

" /- R -2-#-;%-, . . -$ " ( (

#J- 5/- .$- 2, _ % ? - : #R<- =- :.$- 0<- :PR- 2, #-2h, ^-2, 7-; J, A/-:S A-< R,

A/-:S A-< R, 6-; J, ̂ -2, %- 2. J-3 R - ; A/, H J .-G A ?- 2.$- =- { -: 2 3- . -& A- v < - : P R - .$ R ?-0<-2>.- o < - % ? - < J- | $-

L J .-; R .,

^-2, = R ?- , 2, . J- / A- = ? - a - 3 R - 8 A$- < J ., H J . - < % - _ % ? - : # R < - = ? - 2 2 ? - e J ? - o - = 3 - . J . - / ? - 3 . /-

J ?-?3, G - 2 - / ? - { - : 2 3- . - :P R - 2: A- _ % ? - : # R <-

H J .-2. J-3 R -; A/- /3,

K R $?- ? - S % - 3 R <-? R %-5 K-$;?-K R $?- ? -.$ R /-0: A-| R -( J/-; R .-0-. J-3, R %- , 2,

A/ - : S A- < R, . J- 2 9 % - 0 R -: . $ : R / - G % - % - < % - 9 A-= A %-$ A- ? - $ % - / ? - { -: 2 3-=-:P R -2: A-_%?-:# R <- < -: . $- , 2-0-H J .-G A ?->

^-2, : R , < J . - ;, H J . - < % - / 2 - | R - ( J/- 3 R : C- * J- : P 3 - I A- = ?-l=-



●204●

?-l=- G -2<- , A- , R .-_%?-:# R < - $ % - = - 2 # .-. J-:P R -.$ R ?-2-2>.-

J- { -: 2 3- . -:P R - 2 - > J ?-?3,

3,

,

S : C- * J- 3 A-

< - :P R - 2- ; A/, , R $- 3<- # R -5 S - 9 A- = A % - / ? - 3 J-:# R <- < -2 # . - . J-$ R <-3 R - = - : P R -l A ? - ; R . - 0 - . % - . J- / ? - _ % ? - : # R <-

A$- +-2 # .- . J- * J- 3 A-; R . - ? : A- # J-2- < - :P R -:. R . - 0 - < J ., $;%-:6 S 3 ? - / A-H A3-3 A-5 S : C- P ? - / ? - 3 J-:# R <-:22- 5 $ ? - G A-

L-2<-(- o ?-( J ? - ; R .-0-; A/-0

R <-:22- 5 $?- ? , )

8 J ?-# R -3 R : C-A-3-2. J- * A .-G A ?-S A ?- L %-, 2>.,

"A- 1- =$ <- S A ? - 5 K- > J ?- , 2," & J ?-

/ R <- 2 ?-" A$-$ A ?-2.$-=-S R ?-)-: , % - ? : A- $ / ? - . J-2>.- , 2-23,"8 J ?-2>.,

=-: . $- , 2,

A/ - : S A- < R, % ? - > J ? - ? R %-, H R . - G A ?-%-<%-=

/-A J-( R $ ^-2, : R, < J .-;, %?-. J-$?=-2>.-L J .- o -2e J .-9 A/, , A- , R .-_%?-:# R <-$* A ?-0<-2 # .-. J-? R %-/-( R $ A/-:S A-< R,

29%-$ A

H J .-G A ?- . ?-/3-8 A$-=-_%?-:# R <-.

^-2, % ? - . J- , $ - $ A ? - 3 A- ( R ., : R /- G%- %?- 2?3- /- . ? - 5 S . - $ & A$- < J: A- / % - . - { - : 2 3 - = - : P R - 2: A-

_%?-:# R <-< J-; R .-~

A/ - : S A- < R, H J . - G A ? - < R $ ? - < 3 - $ / % - 2 < - 2 ! : - S A/- > A/- +- ( J, H J . - < % - % - . % - 3 * 3 - . - { - : 2 3 - = - $ / ? -

{ R <- . -:P R -:. R .-.3

^-2, % - . J- = - : P R - :. R . - ; R . - 3 R ., : R / - G % - % - : P R - 3 A- , 2, 2 . $ - $ A ? - = ? - L - & A- 4 3 - 8 A$-:V A- .$ R ? - 0 - H J .-

G A ?-3 A-> J ?,

a R2 - 5 /, 3J- :# R<- =?- :P=- 28.- L?- 0: A- H A3- 5%- 8 A$

$ ; % - : 6 S 3 ? - . % - 3 R : C- H A3- 3 A- 5%- 3- 3*3- . -: P =- 28 . - L ? - 0 - < J ., # R - 5 S - 35 S - / 2 - / - ; R . - 0 : A- # R - 5

=-2v-

8

?, # R -3 R ?- / ?-0-$%-; R .-G A ?-# R -5 S <-< R $?-<3-L?,

(3 J -:# " %-5 S ?-3 J-:# R <- %-? J-. J-$%-/?-* R - , 2-0-H R .-G A ?-> J ? - ? 3,"

" . J- % - = - $ ? =, A- 3, % - 5 S ? - . J- . $ - %- ? J- 24 S % - ? : A- | J: - # % - $ ? 3 - 0 - / ? - * R - , 2," & J ? - $ ; % - : 6 S 3 ? - G A ?-

"H J .-G A ?-. J- . $ - = - | R <-3 R -& A-43-.$ R ?-0-> J ?-?3,"8 J ?-# R -3 R : C-A-1-2? R .-/3?-G A ?-S A ?,

?, % ? - . J- $ ? = - 2 R - 3 A- > J ?, : R / - G % - % - 5 S ? - . J- 1 - $ A- / - ; R . - 0 : A- 8 2 ? - 8 - 0

$;%-:6 S 3?-G A ?-=/-2+2, %-<%-v R $ ? - : . $ ? -8

"/ R <- 2 , H J . - G A ? - % = - $ ? R ? - . % - , % - 5 S ? - 3 * 3 - . -3 J- :# R < - / % - / ? - S R ? - ) - : , %-,"8 J ? - 2 ? R . - / 3 ? - G A ? - = / -



●205●

2+2, ( 3 J -:# R <-/%- "$/?-:. A-/ A-& A-:S: A-36 K ?-0-=, H J .-G A ?-S-3: A-K A-< R =-I A-< A-:. A: A-3 A %-A J-> J ?,"8 J ?-2. J- * A .-G A ?-S A ?,

$ R <- 2<- . J- =- 2v- , 2-

"$ R <- 3 R - / =- % J ? - 0 - H J . - 5 S - ? -; A ? - > J ?, % - < % - P R % - H J<- . J<-. J- : S : A- (- o ? - 3 J .," & J ?-

"a R 2- 9- / R $?- 0 R - 8 A$- $ A ? - $ R <- 3 R : C- $ J- > / - = ? - # % ? - 8 A$- +- L - 2 - 1 2 - 2 8 A/- ; R ., # R -

" . - v - K A- A/- =, % - 5 S ? - . - . % - S R ? - ) - : , % - 3 J ., H J . - G A ? - % - = - 3 J- :# R < - / % - $ A- 9 - 3 -

A-:# R <-#%-. J: A-| R -/3-8 A$-=-:L J .- o -; A/-0-2>.- , 2-23-"8 J ?-/ R <- 2 ?-2>., " %?-2?3-/-. J: A- | R #%- . J- < -9- o -& A- 8 A$-; R .-

_ ______ ____________________________________________________ , -; J, ; % : 6 , H J .-G A ?-& A-8 A$ 1 -28 A/-; R .,

$;%-:6 S 3?, %?-& A-;%- 1 2-G A/-3 J ., z-3 R, H J .-G A ?-& A-8 A$- 1 2-28 A/-; R .,

z-3 R, % ? - $ 9 : - : # R <- e J ?- 3: A- $ 9 : - 3 ) $-$ A-a R 2- 9: A- 8 2 ? - V R : A-{ R < - = - 2 ? 3 - ] R -$+ R %-28 A/-; R ., % - < % -A/ - : S A- < R - . % - 3 * 3 - . -V R - : O 2 - 0 < - : P R - : . ., : R - = - . R /-. J-& A- v < - 2 > . -

o -3 A-> ,

- 6 S 3?, /, H J . - G A- { - ( <- * /- / - . J- . ! : - 3 R - : . $ 1=- ( -# R ? - H J . - = - J- , R $ - 3 < - 2 > . -

% J ?-; A/,

z-3 R, % - < % - # R ?- %- =- 2>.- 0< - | $- o - 3 A/, : R - / - H J .- <% - & A- : S - ; A/, H J . - < % - 3 A- ? - . % -

- - - . , )

" % ? - 2 ? 3 - / - . J-/ A-< A- 2 R -* A- ^- ; A/- =- %- 5 S ?- .- . %- 35 S -} R /-0 R - 3, R %- 3 A- , 2 - 3 R .- & % - 3 - :

% J ? - ; A/,"8 J ?-$;%-:6 S 3?-G A ?-=/-2+2, ?- %- 5 S - 3 A- ? - 8 A$- .%- 3)

2? R .-/3?-G A ?-S A ?,

? - % R - > J ?- 0: A- %: A- P

3 R -:22- 5 $?- ? - % - 5 S -.%-3)=- , 2-=-3P R /-#%- . -O A .-% J ?-; A/,"8 J ?-$;%-:6 S 3?-G A ?-2>., S R : A- . ? - 5 S . - $ ? 3- ;

29:-?:

- K J-; R ., %-;%-@-&%-v R $?-: . $- 0?, %-5 S - 9 - 3 - 2 9 : - ? : A- :# R <-

0<-2v- < -:P R "8 J ?-$;%-:6 S 3?-G A ?-2>.,

#J- 5/- 2&- 2, %?-?- = - 2 > . -o-3 A- > J?, ____ ____ ______

#-2h

z-3 R, 6 $ - S 3? - 2

R R / - G % - % ? - #

J ?

$ ;% : : . J< . R /- .



●206●

3*3- . -:P R -:. R .,

;%- :6 2.$- V R - : O 2 - 0 < - : P R -:. R . - ( J/-0 R -3 J ., ;%-& A$ - 2 > . - / - % ? - < % - * A .-3 A- ? -8 A$-.%-3*3- . -

V R -:O2- +-:P R -:. R .-0-,$-$ A ?-3 A-( R .,

A/, %?-2?3-/-H J .-5 S <-$ R -{2?-.$:-8 A$-; R .-% J ?,

L3?-? J3?-( J- = - 1 R -| R -;$-0-3-9.-% J .-$* A ?-P R $?-0 R -29%-2 R -; A/,

- o /- . -%-=-2>.-( R $

aR2- 5/, 5 S% - o $ - 0, . J-/ A- $ 9 : - % J/ - 0 : A- H J<-I A-5 S %-G - < -5 S % - o $ - 2 8 A/-; R ., # R -5 S ?-

<- e J ?- 3: A- $ 9 : - 3 ) $- +-V R - : O 2 - 0 < - I R /- o : A- $ R / - 0 - $ ? < - 2 - : $ : - 2 4 = - 8 A % - 2 N - > A ? - G A ?-L A % - $ A- . R <

R -:. R .-

" 8 J ?-2N-> A ?-G A ?-S A ?,

$- $%

z3-:5 S %-?<-:P R -.% "

---

( z3-:5 S %-#%- . , )-;

2 N - > A ? - G A ?- " K J$?, :. A- / A- %: A- P R $ ? - 0 R - 2 N - > A ? - ; A/, # R ? - L A % - $ A- . R < - 3 - } R /- 0 R - : $ : - 2 4 = -

A ?

$ S 3?, z-3 R, %: A- % /-& A- : S - < J .,

$;%-:6 S 3?,

H J .-G A ?-2N-> A ?-9 J<-2-; A/- /3, z-3 R, ; A/, %?-2N-> A ?-9 J< - 2 - ;

$;%-:6 S 3?, . J- / A- , 2 ? - 3 ( R $- 8 A$- < J ., % - < % - 2 N - > A ?- . %- 3 *3 - . - :P R - :. R . - = R ? - ; R ., # R - < % -

z-3 R, P R $ ? - 0 R, H R . - $ * A ? - G A ?- . ?- o /- . - 1 / - 5 / - = - 3 A$-2h- ! R / - 2 8 A/ - 0 - % ? - } - 3 R -5 S <-; R ., H R .-

$* A ?-G A-:V J=-2-.% R ?-$/?-P R $?-0 R -# R -/: A-:V J=-2-; A/- /3, $;%-:6 S 3?,

: R,

z- 3 R,

% ? - H J . - = - . R /- I A- l - 2 - . J- 2 > . - . $ R ?,

% - < % - 2 N - > A ? - = - . $ : - ! J- . ?- ; /- < A %- 2 R -:$ R <-? R %-, : R /-G%-%?-. R /-. J- ? -=-2>.-.$ R ?-0-3 A-> J ?,

z-3 R, H J . - . % - % J . - $ * A ? - G % - P R $ ? - 0 R - 2 9 % - 2 R - 3 A/ - / 3, $ = - + J- H J . - G A ? - . R / - $ % - 8 A$- ? - = - 2 > . -

o - , $ - $ A ?-3 A-( R .-0: A-5 K

K A- S R -; A/-=, 2 N - > A ? - . % - ^ - 2 - $ * A ? - G A ? - P R %-

$ 9 : - : # R -

3-} R /-0 R -8 A$- * 0 - .%-^- 2?- z3- (- $& A$-24=-:. R .-0-< J ., ^-2, H J .-G A ?-L A %-$ A-. R < - 3 - } R /-0 R -= J$?-> R ?-> A$-$%-/?-* R - , 2-0-> J ?-?3,"

" %?- . J- . - /?- * R - .$ R ? - 0 - 3 A- > J ?, : R /- G%- %?- . J- ? - = - : S A- .$ R ?- 0- > J ?, , R $ - 3 < - % - 5 S -

- % ? - . J: A-82?-8 - 2 - 8 A$-% R -> J ?, %-5 S ?-# R -=-$%-/?-* R -.$ R ?-0-:S A-( R $ & J ?-^-2?-2>.,

82?-8 -0?-"6 J, ^-2, %?-H J .-=-< R $?-<3-& A-8 A$-L-.$ R ?-"8 J ?-2>.,

A- S R < - 2 . J- =

28 A/-; R .-0?-H J .- G - 5 S %-#%-$%-8 A$-% R - 3 R .-L J .- , 2-" & J ?-^-2?-2>.,



●207●

" % ? - H J . - = - ; R -: J/-$* A ? - 0 - $ * A ? - G A- P - 9 <- /- ; R .-0: A-5 S % - $ * J< - # % - . J-% R - 3 R . - L, -.

"H J .-G A ?- % R - 3 R .- L & A$-G%-* R -.$ R ?-3 R ., | R <-& A-43-2! R =- .$ R ?-2-3 A- -

J ?-^-2?-2>.,

. A- . $ - * 3 ? - & / - ; A/ - = - < A/- $ R % - ; % - 3 , R - o - 3 J .,

H J . - G A ?- &

#%-. J<-:P R "8 J ?-^-2

, )

": R, ̂ -2, :. A-/ * R - o - , $ - $ A ?-3 A- ( R ., H J .-

^ - 2 ? -" % ? - ( - : . A/-$ R % - @ - & % - . 3 :, H J . - G A ?-

& J

" % ? - . - . %- ,$- $ 2- + J- ? % - * A/ - % - 5 S -K A<- * R - < - ; R % - / - & A- : S - < J ., ^-2,-"8 J ?-2N-> A ?-G A ?-2>.,

" . J-( R $-$ A"

2 R $ - Y % - = 3 - . % - O R 3 - = 3 - (

%?-2?3-/-H J .-G A ? J- / ? - L A %-$ A-. R < - 3 - } R /-0 R -29%-2 R - ( - $ & A$-* R - , 2-" & J ?-82?-8 -0?-2>.,

?-0<-2!:-S A/- ( J, %?-.- . %- z3- (- $

> J ?-2?, H J .-=-2?3- 5 =-:$:-; R .-.3-"8

"= R ? - ; R .,

%?-2?3- 5 =- ; A/ - / - ( - : . A- 2 9 % - ,

:

2?3-/-& A- : S - < J .-" J ?-82?-8 - 0 ? - S A ?, "z3- . J- 5 S - % - = - @ - & % - < /, %?- . J- . $ - : H J<- % J ?- ; A/, :. A- > R $- .%-, 2N- > A ?, %- 5 S - :5 S %- $* J<-

?-2>.,

( :5 S %-$* J <-#%- .

-L A %-$ A-. R <-3-} R /- 0 R - % ?- = J$?-&/-3%-0 R -; R ., %?- < A$ ? - $ % - 8 A$-

G A ? - ( - $ % - 8 A$-:. J3- o -; A/-"8 J ?-2N-> A ?-G A ?-2>.,

A- :. J3 - : . R . - 0 - ; A/, . J- 5 S - v R ? - / - @ - & % - % ? - = J$ ? - ; A/- 8 A % - <

2>.-/-& A- : S - < J .-" ?-=/-2+2,

A ?- 3 A- ( R ., % ? - . R - .$ R % - . J<-8 A 2 - : . % - 8 A$ - 2 o

# J- 5/- 2&- $& A$- 0, + !R/ - # % -., l = - 2 > 3 ? -

#-2h, S A-< R : 8 R $?-0<-29%-, ^-2, H J .- <%- - 2>3?- ! R /-#%- . -.% R ? . R %-=-; R %-2-; ,

^-2, 7 - ; J, @ . - = A/ - : S A- < R : - $* A ? - ! ; % - ; % - H J . - 5 S -.%-3*3- R % - 2 - ; A/, H J .-5 S - }

(.- +-l=-2>3?- ! R /-#%-=-?%-M R %-%3,

A R %-3-M R %-,

:. A-/ A-, J %?-.%-0 R -; A/,

A/-: , +- l= - A/- /3

A/ - . % - A/-;, . - ; R /-

R

/-:S A-< R : ,

%-<%[email protected]= A/, %-;%-. J<-, J %?-$& A$ - G % - ? R %-3-M R %-, % J .-&$-:P R

- - - ( + -l=-2>3?- ! R /-#%- . , )



●210●

-.%-5 S %-=?-G A-{ R < - = - \ J %-3 R =-L, /?-?-(-$%- . - * J ?-0-H J .-5 S - ? -8 A$-$ A ?-> J ?-?3,

^-2, /?-/ A-35 S -} R /-I A-?-22?-3, R -2: A-$> R %-?- < - * J ?-> A %-= R -< J<-28 A/-?-8 A %- , A- 3: - ! R %-

U$-:$: A-?<-:. J 2?-28 A/-; R .,

{ -82?-?-O A/, . J- 2. J/ - 0 < - : . $ ^- 2, / R <- = $ - $ * A ? - G A- { R <-& A- : S - < J ., . J- 5 S - ? - ( - $ % - . - :5 S - * R % - L J . - 0 -

-82

, 2 R . - G A- ? - $ . / - / A-35 S -} R /-I A-2 R .-# =-( J- > R ? - # $ - / ? - , R /- * J . - L ? - 0 - . % - , R / - m ? - # - > ? - / 2-

= - / ? - % % - = $ - 3 A-:. J 2 ? - > A % - . J- . $ - / A- N % - $ R : A- > < - z R - < -; R . - 0 : A-

$ (/-? R $?-o=-#2-$8/-0-/?-/%-:S J/- L J .-G A/-; R .- =, . J-28 A/-H- 2 - . %

a R2- 5/, L%- ,%- $ A-<%-L%- # R<-;$-Y%-*R2-# J- #$

2 R .-u R %?- ? - @ - & % - . ! R /- 0 - < A-5 S $?, 3, R -8 A % - ; % ? - 2 : A-?-

-; R . - 0 ? - : 6 3 - \ A %- $ A- ; =- P -! / - = - 3 A %- . - P $ ? - ; R ., : R / - G % - : 6 3 - \ A % - $ A-3 A- P % ? - : 1 < - $ R /- L % - 2 : A-

< J .,

$;%-:6 S 3?, / R <-= $- $* A ?- !- / A-35 S -2 R . - 3 , R - | % - $ A-:V R $-H A3-5 S ? - : 5 S - * R % - L J . - 0 - < J ., K $ ? - 9 R $-. J- . $ - ?

- , A-= J- P -28 A-3- ! R %-U$-:$: A-9 A/-0: A-3,:-;?-0: A- C-,%- . -:5 S - * R %-L?,

{ -82?-?-O A/, H R .-G A ?-2>.-0-2. J/, $;%-:6 S 3?, / R <-/$-$ A ?-.$ R ?-3# R -& A-8 A$-{ R %- , 2,

2N-> A ?, / R < - / $ - 3 % - ( J- 2- / A- . J- 5 S : C- > - . % -# =-; A A-( J .- . -:5 S - * R % - L ? - 0 - < J ., / R <-# =-I A-29 R ?-0: A- ! R .-

H- / A-9 A- = A %- $ A- 2 9 R - 9-#- >?- /?- , R /- * J .- L?- 0- .%- . J- .$- %- 5 S : A- 8 A %- ( J/- =?- $8/- ?- # =-

$8/-.$- +:%-.<-H2-( J,

{ ?-?-O A/, . J- / A- L - 2 - ; $ - 0 R - 8 A$- < J ., 2 N - > A ?, .- . % - 3 5 S - } R / - / ? - < A$ ? - $ 8 / - 0 - & A- 8 A$- , R /- * J . - L J . -28 A/-; R .,

$;%-:6 S 3?

K R $ ? - G A-o=-#2-#$-=-K A<-24 S % - L ? - 0 - < J ., { -82?-?-O A/, @-&%-29%-, $;%-:6 S 3?, : R, z-3 R , 35 S -} R /-/?-%%-=$-:. J 2?-0-; A/- /3,

z-3 R, 3 A/, N % - $ R : C- / 2 - L % - ? -#

8 A %-( J/-.$-/?-:. J 2?-0-3 R .-3%-2 R -K A: A-o=-#2-/?-/%-:S J/-L J .-28 A/-; R .,

{ -82?-?-O A/, o=-#2-$8/-.$-/?-5 S %-m?-$8/-0-& A-8 A$-/%-:S J/-L?-0-< J ., ^-2, ,- 3$- .%- A- <

-< R =-3 R -? R $?-G%-/%-:S J/-L J .-28 A/-; R .,

: A- < A- * J ? - Y R $ - ( $ ? - . % -, 36 K ? - > A % - v - / - # $ - 0 : A | % - 2 & ?

{2?-.%-2 !/-/?-Y R $-($?-G A-#-P%?-,.-=-.$$-n J/-( J/-0 R -, J 2?-.%-, J 2?-28 A/-; R .,



●211●

* J- 2: A- = R - : $ : 9 % - 2 R .-

? - 2 ? . -

J/ - 0 : A-( J .- . - 2 ? . - 0 - < J ., . J: A-n J/-I A ? - 2 R . - G A- ? - ( < - ; R .-

1993= R <- L%- , - L %-# R <- ; $- Y %- * R 2- # J- #$- 2 4 $?- + J- * J/- #: A- $ / ? - ? - z %- 2: A- < A- * J ?-Y R $- ($?-

250z $ - 2 9 % - ; R .- - . J- < - < A- * J ? - Y R $-

?$?-d R /-3 A-

( R $ Y %- * R 2- # J- #$

L?-; R ., Y %- * R 2- # J-< A- * J ?-Y R $-($?-G A-#-P%?-. J-< A3-28 A/-) J-3%- . - I<,

> ? - G A ?- .- . %- < A- ? A/- ; R ., <%- L % - # R <- ; $- Y %- * R 2- # J- # $ - . J- < - / $ ? - = ? - * J/- g R $ - 0 - * J< - $ * A ? - 3 -

> A %- $ A- < A$?- G A- $/ * J/- g R $ - 0 - . % - L - 2 - 1 2 - 3 # / - 3 % - 0 R -

2_$- +-:P R - 2 < - Y % 2- 1 2-

J- : $ = - n J/-& A-;%-

#

A- < A %- =, 3 A: A- < A$?- G A ? - < % - L % - # R <- ; $ - = - $ / R .- * R / - 2 9 R -2: A- L - : $=- % J= - 2 - / ? - 2

# =- . -; R . - 0 : A- < A- * J ? - Y R $- ($?- G A- # - P % ? - . J-) J- * %- . -:P R - 28 A/-; R ., # R - 5 S ? - > - 9 - 2 : A- ( J .- . -:V R % - i 3

0 - . % - 2 R . - G A-$ 4 S . - i 3 ? - G % - . J- . $ - $ A- l - ( J-2: A-# -= -=

0: A-< A- * J ?-Y R $-($?-i3?-=- . ?-G A-:P R ?-.%-2 !/-/?-* J/-#: A-< A$?-) J-3%-/?-) J-3%- . -:P R -28 A/-3( A ?, %- . - <%

i3?-=- Y %- * R 2 - L ?, # J- # $ - . J-/ A-2 R .- <%- * R % - u R %?-G A-z R - / 2-?-# =- . -$/?-> A % - . J: A- ? - ( : A- o - H R /- , A-= J- P -28 A-3-

0 ? - : 6 3 - \ A %- $ A- Y %- * R 2-?-# = - A % - $ * A ? - 0 < - I<- : . $ Y %- * R 2- # J- #$

( $ ? - < A$?-3%-0 R -; R .- 0- .%-, . J: A-/%-:V R %-.%-$4 S ., n%-, c R =-2-2&?-: . , Y %- * R 2- ?-# =- . -< A-

( R $ - = - v - { R <- 2- 5%- 3- ;%- Y %- * R 2- # J- #$- $ A ?- .3 A$ ? - 2 ? = - I A-( R $- 3(/-, R 2 - e J ? - . - $ 9 R . - ? -# =- #- >?- ? - :P R -

- . J- < - .- . % - < A- ?$?- d R / - 0 < - } R / - : $ R $- L J . - 3 # / - I A- :V R $ - 0 : A- . . - H A3- 3500z $ - : 5 S - # R .-

J-#$-. J-2 4 $ ? - 0 - / ? - 2 9 %- ! $ % - v < - L % - , % - $ A-# R <- ; $- Y %- * R 2- # J- # $ - = - . ! : - # $ - : $ : - ; R . - . J, O A3?-= $ ? - = - . R - $ % - 3 A-L J . - 0 : A-3 A-#-

$?- d R /- 28

$+ R $?- 3 J . - 0 ? - d R / - 0 - i 3 ? - 2 ! $ - : $ R $ - L - o -. J- . ! : - # $ - $ A- $ / ? - ? -z % - ; R ., . J- 2 ? - < A- * J ? - Y R $ - ( $ ? - . % - l A-

?- 22- . J- }<- =?- ) J- 2 9 % - . - $+ R %- 2<- /$?- =?-

8 A$-.$ R ? - 0 ? - | R <-3 R - 3 % - 0 R -3# R -: . $ L % - , % - $ A- < % - L %-# R <- ; $- Y %- * R 2- # J- #$-/ A-3, R %- .! R / - 0 : A-< A- * J ? - Y R $- ($?- .%- l A- > A %- $ A- < A$?- . J- . $ - 3 J .-

- * R 2 - L J . - 0 < - 2 4 $ ? - 0 - ; A/, # R -5 S ? - ? - $ / ? - G A-3 A- . % - Y A . - $8 %-=-3*3-:V J=-| R ? - L -

28 A/-; R . - 0 - . % - 2 R .- G A-?-# =- ; R %?-G A-< A- * J ? - Y R $ - ( $ ? - . % - l A-> A %-=- Y %- * R 2-, J 2?-; R ., $=-+

3- L %-5 K, 2 R .-G A- ? - ( < - ; R .-0: A-Y R $-($?-G A-#-P%?-. J- 3 -3 , .- . -) J-3%-=-:P R -% J ?-< J .,

J- 5/- 2&- $?3- 0, % ? - ? - ( - $ % - / ? - 9 - 3 - 2 9 : -,2, #-2h, Y%-=3-A %-$* A ?-0-.%- / 2-=3-$* A ?- A - P - 9 <- . ,

6 J 2?-0<-.$:-2

( G )

$;%-:6 S 3?, -; J, 1 R =-3, . ?- ; /-< A %-2 R <-H J .-.%-3-:U.-0?-9 A-= A %-=-a ? -8 ,



●212●

?<-

$ A- P -

<-I A- / 2-=3- . -$/?, H R .-=-* R - o - $ 8 / - 0 - A J-; R .,

a R2- 5/, 3$ R- :, R3 ? - 0, ( ?-O<-2v R ?-/?-$+3- o .

- 9 A- = A %- =- , R /- 3- ,$- 3$ R - :, R 3 ? - 0 - < J ., # R - < % - . - v - 3 J-:# R < - : 2 2 - 5 $?- ? -; R . - = - . R -.$ R % - 3 6 : - 2 l J- R $ ? - : S A- ?: A- 3 A- $& A$ - G % - 3 - f J ., {2?-. J< - / 3 - ^ - : H $ ? - > A %-

- 2

1 R =-3, 2 ! : - S A/- ( J, 1 R =- 3, H J . - . % - 3 ) = - 2 - . % R ? - $ / ? - 2 9 % - , % - < % - P R % - H J< - = - L - 2 - : $ : -

2 1 2- +-; R %-2-; A/, $;%-:6 S 3?, @-&%-29%-, H J .-G A ?-& A-8 A$-* R -:. R .-0-; A/, 1 R =-3, , R $ - 3 <, % ? - < % - $ A- A - 3 < - I R / - 0 - 8 A$-* R - :. R . - 0 - ; A/, # R -3 R ?- . ?- ; /-< A % - 2 R <-I R / - 0 - $

2-$& A$-G%-3-* R ?,

H J .-=-I R /-$ R ?-$?<-2-* R -2<-2?3- 5 =-:$:-; R .-.3, $;%-:6 S 3?, % ? - 2 ? 3 - / - o - = 3 - 2 < - 3 - / - ; R .-0: A-5 S % - $ * J< - # % - . J-29%-, H J .-<%-Y%-=3-$* A ? - 2 - . J . - . J-

# % - 2 !<- $& A$-$ A- 1 - < R =- . -, R /-e J ?- $; R /-K R $?- ? -? R % - / - 5 S % - $ * J< - # % - . J-/ A- $ ; ? - K R $?- ? -; R .-0: A-#%-2l J$?-A%-$* A ?-0-. J-; A/, .- . %-H J .-=-$8/-0-& A-8 A$-24=- o -; R .,

1 R =-3, % ? - . - . %- A- 1<- [ R $- . J 2 - : $ : - * R ? - / - : . R ., H J . - G A ? - ? - $ % - / ? - . ? - . J 2 - G A- { R <- * R - , 2 - 0 -

> J ?-?3,

$;%-:6 S 3?,

; A/- ;,

% ? - . J- > J ?,

Y % - = 3 - . % - 0 R - . % - / 2 - = 3 - $ * A ? - G A- 2 $ R = - 3 5 3 ? - G A- / 2 - L % - 9 <- . -.0 J-:5 S %-#%-8 A$-; R ., H J .-<%-=3-/ R <-3 A-Y A .,

1 R =-3, :P A$- ? R %-, 3 ) $ - 3 , < - % ? - < % - $ A- % / - 3 ( J . - = - l J . - ( ? - 8 A$-* R ?-/-:. R ., ? - : . A: A-* J- : P 3 -

/-l J .-(?-:5 S %-?-8 A$-A J-; R .,

$;%-:6 S 3?, %?- 4$ ? - # % - $ A-* J-?- < -l J . - ( ? - : 5 S % - ? - 8 A$-; R . - 0 < - : . R ., % ? - 2 ? 3 - / - . J-/ A- Y % - = 3 - . % -

0 R -.%-$* A ?-0-$* A ?-2

1 R =-3, ; R ., .- . % - $ & A$- ; R ., H J . - G A ? - 2 . $ - = - 9 - 3 - 2 9 : - ? - 8 A$ - 2 > . - / - ( R $ - $ 3, % - < % - @ - & % -

v R $ ? - : . $-0?-%?-g->-Z A=-2 R -$& A$-G%-9- , 2,

$;%-:6 S 3?, % ? - : . A- .%- ,$- 3 A- < A %- 2: A- ? < - . L A- ? A- = / - I A- 9 - # % - 8 A$- ; R . - 0 - > J ?, % - ; % - v R $ ? - : . $-

0?-: -&$-3*3- . -:P R,

-:. A -(-5%- . -$+ R %-.$ R ? , )

/ R <- 2 3P R / - # % - / ? - 8 $ - # R . - L J . - l A ? - ; R ., # R ? - = 3 - K

(<-2-:22-& A %-/ R < - ;%- ,%- (.-. J-2N J ?-v R $?-G A ?-3/<-: . $ 3 ) $-3,<, # R ?-] R -:S A- ? - 8 A$-f J .- L %-,



●213●

* J ? - 0 - . J ?- " . J- / . /-K R $?- ? - # % - 2 !< - $ * A ? - G A- ? < - ? R % - e J ? - $ ; R /-K R $ ? - G A-

-8 ?-.%-0 R -. J-; A/-"8 J ?-=/-2+2, 0-.

$%-v<-# R -<%-Y%- = , R %-3- , 2,

A$ - 2 4

<3-L J .- L %-, / R <- 2 ?-" %?-3 ,

K R $?-G A-$;?-P=- . J-3P R /-#%-; R .-0-3, R %- , 2-" & J ?- * J ?-3-. J ?-2>.,

3, R %-2-.%-}<-28 A/ < J ., S A ?,

2l J-3P R /-#%-/ A-. J:

* J/-g R $-0-. J ?-# R $?-. J .-. J-? R %- . ?- __________

J-

3 ) $-3,< A$-3, R %-,

L A ?-0?-"H J .-G A ?-8$- # R .-L J .-?-8 A$-:5 S =-28 A/ - 0 - ; A/-/3-"8 J ?-S A ?, "; A/-;, % ? - . J- 2 4 = - 2 8 A/-; R ., % ? - $ J . - ? - 8 A$-f J . - 3 A- , 2, H J . - G A ?-2.$-=-

< - L .- , 2- 23 - 8 ?- /< - 2 =/-2+

- =3- % R - . J . - / ? - , . - ! < - 3 . R $?- R %- 5 K- 3 6 : - 2 l J- 3P R /- #%- / A- Y%- =3- . J: A- $ J- 3 R :

$;?-P=- . -; R .- & - L - 0 J ?-2>.

/ R <- 2 ?- L A ?- 0?- 2>.- 0 : ? - . J: A- $ J- < - :L R <- . ?-# R - <%- a<- ; %-

# R ?-"H J .-G A ?-36:-2l J-3P R /-#%-. J- $ % - / - ; R .-0-> J ?-?3-"8 J ?-S A ?, A- = ? - a - 3 R - 8 A$- < J ., H J . - < % - 3

Y%-=3-$ ? 3- 0< $?- 5 K-36:-2l J-3P R /-#%-/ A-$; R /-P=-I A-#%-2l J$

/ R <- 2 ?- * J ?- J-=-2!:-S A/-8 ?-e J ?-# R ?-2 !/-0: A-=3-K R $?-. J .-/?-? R %-, 3-$ ? 3-0<-, R /- . ?-# R ?-

_________ 3, R %-,

: R / - G % - # R ? - 3 6 : - 2 l J- 3P R / - # % - 3

# R ? - 3 A- $8/- 8 =- + J-:S A- :. R . - 0 - ; A/-3 R . - 3 A- : I % ? - 2 < - * J ? - 3 - 8 A$- $ A ? - : P R - 3 5 3 ? - 2 8 $ - ! J- # R - 2 R <- < R $?-

6:-2l J-3P R /-#%-:5 S =-28 A/-; R .-0?-H J .-G A ?-%-=-. J-$%- . -; R .-0-2>.-A J- , 2-" & J ?-2>.

"= R ?- , 2, H J . - < % - Y % - = 3 - $ ? 3 - 0 - . J . - . J-.G R $?-353?-$* A ? - 0 - / ? - $ ; R /-K R $?- ? -? R % - 5 K-+$-+$-3 . /-

-36:-2l

/ R <- 2 ?- * J ? - 3 - . J ? - 2 > . - 0 : A- = 3 - K R $ ? - . J . - / ? - ? R % - 2 - < J .,

: R / - G % - # R - . J- < - :L R <- e J ? - # R ?-

________ -$-?-$%-=-2v?-G%-36:-2l J-3P R /-#%-3-3, R %-2-

"H J .-G A ?- 2.$- =- 36:- 2l J-3P R /- #%- . J-& A- v<- 24=- .$ R ?-0-2>.- , 2-23-"8 J ?- / R <- 2 ?- * J/-g R $ - 0 - 8 A$- =-

* J/- g R $ - 0 ? -" . J<- * R /- 3 A- : . $ H J . - < % - Y % - = 3 - . % - 0 R - . % - / 2 - = 3 - $ * A ? - G A- 2 $ R =-353?- ? - ? R % - 5 K, 36:-

A- / 2-L%-$ A- P - 9 <- +-; R .-" & J ?-2>., "H J .-=-. J: A-{ R <-I A-=3-; A$-& A$-:V A- o -; R .-.3, % ? - / R <-: ( $-29 R -3 A-:. R .-" & J ?-/ R <- 2 ?-2>.,

-K R $?-i3?-V A ?-e J ?-. J-/ R <- 2 -=- 3 ., : R /-G%-# R ?-#-K

3, R % - ; % - 3 6 : - 2 l 3 P R /-#%-f J .-3- , 2, , / R <- 2 ?-Y%-=3-/?-L A ? - 0 - 8

% - ? - $ % - = - 2 4 = - ; % - 8 $ - # R . - L

R $? J " J R ?- 2, " Y% . - 0 /- K ? - k A .- s- 2o- ? C-

" J ? A ? - . ,

A- =3- K R $ J .-/?- Y%- =3- . 3 R -



●214●

M

__________ 3 . /- . -; R .-0<-;-35/- * J ?, H J .-G A ? - / R <- 2 -=-8$- # R .-L J .-?<-:P R -2: A- # - K R $?-2>.- , 2-23,

W I STREET

THIRD

E

E D 2 A

1 S 3 D S

T 4 L 5 T

SECOND E STREET

R R

O 6 7 R O

A 8 O 9 10 A

D FIRST

A STREET D

D 11

1 - (/-#%-, 5 - $%?-u R %?-9

2 - . % =-#%-, 6 - l J .-(?-5 S %-#%-, 10 - .0 J-#%-,

3 - .L A-? A-=/-9-#%-,

4 - 36:-2l J-3P R /-#%-,

7 - 5 S %-$* J<-#%-,

8 -

11 - 3 J-:# R <-:22- 5 $?, -#%-,

4$?-#%-,

9 - 8 A-2. J-3P R /-#%-,

k A .,

L%-,

/ 2, ← → ><,

↓

]-------------------------------------------[500 ( )

↑

z R,



●215●

- $ - 5 S.- ; R. - . 3, J- 5/- 2&- 28 A- 2, /3- 3#:-<- {<- 3

$& A$ # - 2 h, (35/-3 R <-< A: A-l J-/?)

$;%-:6 S 3?, 3 R ?-35 S -% R ?-G A-K R $?- ? -2v?-+ J-2>.-0----

2N-> A ?, H R R . - ; A/ - / 3, . & / ., : R , H J . - G A ? - [ R $ - 2 8 A/ - 0 : A -.0 J- ( - . J-& A-8 A$ ,

$;%-:6 S 3?, % - < % - = R - 3 % - 0 A-l J-:. A<-; R % - / ? - < % - $ A- ~ / - % $ - [ R $-0- , % ? - . - ? R - 3 - ~ / - % $ - & A$-V A ?-

0-. J-:. R /-l A ? - 28 A/-; R ., H J . - :. A-8 A$- L - 28 A/-; , 2N-> A ?, %-<%-{<-3<-2v- < R -2 A- ! -< A-3$ R -:. A<-; R %-/?-35/-3 R : C- /3-

3 # < - 2 v ? - 2 - ; A/, = R -/- ( %- % : A- . ?- ? - % ? - { < - 3 - ; R .- 5.- 2 2- 0<- ~3- 3 R ., . - { 2 ? - % ? -

{<- 3- 2P% - =? - :. 0 -; R .- 0- > - 3- 9 , {<-5 S $ ? - G A- O ?- $+3- o .-24=- o -/ A-{<-3-

2P%- o -=?- 3 A$-; A/-0-;%-> R .$;%-:6 S 3?, %?-H J .-<%-3 R : A- 3 %- , - ; % - o /- . -^-2-.%-{<-5 S $?,

o -{<-2&?-G A-> J ?-L- . R %-:. R .-G A-: . /-0-; N-> A ?, % ? - H J . - = - { < - 3 : A- { R <-I A- > J ? - L - 3 % - 0 R - 2>.- ( R $ - 0 - . % - H J . - = - ; % - ~ / - % $ - { R <- I A- S A-

2-:$:-:S A-:. R ., H J .-G A ?- . ?- ; /-& A-43-=-~/-%$-V A ?-0-; A/, $; %?- ( %- . ? - / ? - 2 9 % - ~ / - % A .- /- 3 /- %$- 0-

8 A$-; A/ - 0 : A- k A- = 3 - ; % - o /- . J-H J . - = - : . / - 0 - ; R . - 5 - % - = - ~ / - % $ - { R <-I A-S A-2-$%- S A-( R $

2N . % - H J . - = - . R /- .$ :S A- o - ; R ., $ 9 : - : # R <-e J ? - 3 : A- $ 9 : - % J/ - 0 : A- * A/-H J .-

<%-%-.%-3*3- . -V R -:O2-0<-:P R - o -A J-; A/,

$;%-:6 S 3?, 2N- > A ?, %?-H R .- G A ?-. J- /3- ;%- :S A- %- <%- H J .- .%- 3*3- . - V R - :O2- 0<- :P R -:. R . - ; R ., N-> A ?, % ? - % - 5 S : C- a R 2- , / - . % - 0 R - / ? - 2 9 % - H J . - = - V R - : O 2 - 0 < - : P R - 8 J ? - 2 > . - : . R . - ; R . - 3 R ., : R / - G % -

% ? - ) A- v < - 2 > . - o - 3 - > J ?,

H J . - G A ? - % ? - < J- 2 - . % - = J/ - L ? - 0 < - % - < % - . $ :,

: R ,

% ? - H R . - = - 2 < -(.-29 R ?-0<-.$ R %?-0-3-5 S 3 . R /- o - o /-:H R %?-L R ?,

$;%-:6 S 3?, … %-<%-= R- . -3<-:. A- : S - 8 A$-.$:-3-M R %-,

$ ; % - : 6 S 3?, H J . - G A ? - :

A- /- A-8 A$- L J . - 2 8 A - ; R

-; A/ R -8 A$- =- < ; A/

-L J . - G A ? A- / - & J . R .

-; R %-2-; A/, 2.$-= &: J % - / ? - 2 9 %

l A- ,

?- K ?- 2 . R . - /

R - $ %-w/-0-8 J ?-; , 5/-3 C-/3-3#<-:. A-:S: R - $ ; R .- 0- 3- > J ? %- =

R .,

2

% - : 6 S 3?, $- V A ? - 0 - ; A/- =, , - / - % ? - < % - * A A % - P $ ? - ( J- 2: A- ~

-k A ? - M R %-,

$=-+ K < %- . -:

-> A ?, : R, %?- .- - $8/- 8 A$-

3 A- Y A .- ~3, 2

, H J .-G A ?-~/-%$-:



●216●

:U A/ - . % - \ R $ - 2 f / - = ? - 3 A- P % ? - $ ? - $ + R .- L % - 2 8 A/ - 0 - 3 , R % - A J-

M R %-, . - : $ ? - m ? - G A ?- 3- 29 R ?-0: A- $?- $+ R .-< A$?- $?<-

2-8 A$

?: A- $ R - =: A- ! J % - ; R ., < % - < J: A- $ R - =: A- ! J % - $ A- 3 A- P % ? - = R - % R - ! R % - U $ - . - 3: A- < A % - . = - 2 : A- %%-:

$ R -=: A- ! J %-$ A-3 A-P%? 9 % - 3 A- P % ? - : 1 < - 5 . - ) J-

3I R $ ! J-19

= ? - = R -% R - 2 . /- &: A- /

/- . ?- <2?- * A- >- 2:

$ R - =: A- 3 A- P%?- . %- K C- 3 A- P%?- ;%- 2 *<- w2- : I<- I A ?- :1<- $ R /-:

.- {2?- ?: A-$ R - = - ) J-3I R $?- ? -:P R -28 A/-; R ., = R -< J: A- / % - L A ? - 0 -

250

2l J$?- 3 A- * % - 2 - 8 A$ J- * %- . -? R %-, . J: A-< A % - = - , R /-

# %? \ R $ - 2 ! R =- 2: A- 5.- 2=-?-.%-9-3-? R $?- : - , R /-# % ? - ; R .-3 A-Y A ., 0 R -; R . - . J, . % - 0 R , H A3 - * %- * J ? - 0, $* A ? - 0, ,2?- $-5 S $?-2! R =-+ J-$ R -=-

^ 3-

o?- .

=: A- ! J %- . - 3 A ? - 3 - 2 !

$ A-3 A- ?-=:%-3 A-P%?

3A- P % ? - 3 I R$ ? - : 1J=- I A- $ ? - $ +R.- ( J/- 0 R, $ % - : S - 8 A$ - = - $ ? - $ + R . - 9 J<, H J . - G A ? - 2 f / -

. ?-<2?-* J<-$& A$- 0: A- . ?-:$ R <, <%-< J: A-$ R - = - : . A: A- ! J %-

- L %-28 A/-; R .-0-/ A-3 A-P%?-3I R $?-:1 J=-I A- $ ? - $ + R .-( J/-0 R -< J ., - . - 3 A- $ - 5 S . - : 5 S - # R . - L J .

1 J=-o?- L %-2-< J ., = R -% R -* A ?- ! R %-$ A-;<-} R /- . -?: A-$ R -=: A- ! J %-3 A-?-;250; R .-0-.%-, = R -28 A-2o: A-;<-} R /- . -?: A- - .- . %- ?- ;500z $ - ; R . - 3 R ., . ? - < 2 ? - * A- >- 2: A- . ? - : $ R - / ? - 2

?- ? -? R %- 00= R <-3 A- P % ? - ? - ;1700z $ - = - : 1 J= - 2 - . % -1970= R <-3 A- P % ? - ? - ;3600=-a J 2?, $ R % - $ A-:. A-

%- 3 A- P%?- w2- : I<- I A ? - : 1 < - $ R /- L % - 2 - > J ?- , 2, 3 * 3 - : V J= - o = - 5 S $ ? - G A ? - 2 > . - 0 - v < -

A- . ? - 3 ) $- +- ?: A- $ R - =: A-3 A- P % ? - @ - = 3 - . %- K <- S $- &-; A/-=, 3 A- # - > ? - G A ?- , A-= R 2010= R < - ? : A-

<- 2 . /- &- = - a J 2?- , 2- 2?3- 28 A/- ; R .- 0?- ?: A- $ R - =: L %-% J ?-< J .,

: A- ! J %- $ A-3 A- P % ? - : 1 < - $ R /-I A-5.-}<-=?-z$- +

000 * J ?- 28 A/-; R .- 0?- . J- . $ - = - 9 - 3 - . % - # R .-$/?-% J ? - & / - 8 A$ - . $ R ? - 3 R ., * J-2: A-= R - : $ : A-< A % - $8 %-=3-.%-#%-

- 8 A % - , % - . - = ? - 2 - . % - 2 !/ - / ? - ? - 8 A % - $ A-:2 R < - P % ? - G % - < A3-I A ? - )

-:6.-P R /-3I R $?- M <-%%-) J-( J<-K A/- ; R .-. J- ( -2! R =-2: A-5.-.%-, : 2 .-> A %-2! R =- 2: A-5., h R - $3-2! R =- 2: A-5.,

&?- }<- =?- ( J: R,

$ = - + J-?: A-$ R -=: A-3 A-P%?- 3 -3 , .- . -3I R $?- M < - % % - : 1 < - $ R /- L % - / - 3 A-i3?- 5 S - # R .-L J .-0: A

% - 5 S ? - ) A- v < - : 6 3 - \ A %- $ A- 3 A- P % ? - 5 S . - : 6 B/- L J . - . $ R ? - ? 3, $ / . - . R / - : . A- , $ - $ A ? - $ & R . - 0 < - , 2 ? - = 3 - 3 % -

- 5 % - $ A- 3 A- P % ? - ) J- * %- . -$+ R % - 2 - ! J-L A ?-0- * %

0 R : C- ! J %- $ A- 9 ? - < A$ ? - , R /- # % ? - o - ( J< - $ + R % - 2, $ ? 3- 0, :1 J= - o ? - ? - ? R % - 2 : A- o = - # 2 - # $ - . % - : 1 J=-

? -. J- : S - ? R % - 3 J -0: A- o = - # 2 - # $ - 3 * 3 - : V J=-L J . - . J-, R /-# % ? - : 6 . - P R /-I A- 5 . - ) J- ( %- . -$+ R % - 2, :. A- v < - ? : A-$ R -

% - 2 : A-} R /- . - % - 5 S ? - % J ?-0<- . - $ / . - . R /-:. A- , $ - $ & R .-L J .-.$ R ?, . J- v < - 3 - L ? - 5 K-?: A-$ R -=: A- ! J %-

-$/.-. R /-:. A-,$-$& R .-L J .-0: A-$ R -{2?-% J ?-&/-8 A$-; R .-3 A-Y A .-. R ,



●217●

# J- 5/ - 0 R, 2& R- s- 2, $ ? < - $ +R.- .%- $?<- f J.- G A- .% R?-

+ R .-L?-0- ? ?-2>.- , 2, ^

5 S .-v-#%-$ A-/%- . - 3 - $ + R $?-3 J ., t

=, . J-/ A- . ? - < 2 ? - * A- >: A- / % - $ A-2 J .- , R . - ( J ? - ( J-2: A- $ ? < -

#-2h, { -82?-= A: R %-, a R 2-P R $?-5 S, K A-S R - 2. J- = J$?, . J-< A % - % - 5 S ?- :63- \ A %- ! J %- $4 S -( J-2: A- $?<- $+ R .-.%-$?<-f J .- L %-

2: A-.% R ?-0 R : A-{ R <-\ J %- o -; A/-0?, 3 J-m?-$%-/?-$?<-$

-2, 3 J- m ? - / A- N %-$ R -/?-$?<-$+ R .-L?-0-; A/-=, > R $- 2 :%- N %-$ R -2?-$?<-$+ R .-L?-0-< J ., t3-3 R -= A: R %-, ^-2, 2!:-S A/-( J, : R -/, ( J ?-, R $-3: A-5$?-0<- N %-$ R -/?-0<-2 0 /-L?-0-A J-< J .,

$ ; % - : 6 S 3?, 3-< J ., ( J ? - , R $ - 3 : A- 5 $ ? - 0 < - / A- : ) < - 3 / - / ? - 0 < - . -2 0 /-=, 0 < - 2 0 /-: U = - ( ? - G % - : ) < -

3/-I A-3 A ?-$?<-$+ R .-36.-0-< J ., t3-3 R -= A: R %-, $ ; % - : 6 S 3?, % R - 3 ? - 2 9 % - $ A : R - /, $? R - < A$- $ A- K R $?-/?- L % - 2 : A- $ ? < - f J . - . % R ? - 0 R : C- < A$?-

\ J %-/-) A- : S - < J ., z-: V 3-I A-/.-=- (/-2& R ?-L J .-,2?-. J- . ?-/3-8 A$-=-$?<-f J .- L %-2-< J ., 2N-> A ?,

z-: V 3-I A- / . - = - (/ - 2 & R ? - L J . - , 2 ? - / A- . ?-<2?-* A- >: A-/%-$?<- . -f J . - =,

. - v - / . - < A$ ? - : . A-

3-3 R -= A: R %-, 2 N - > A ?, . J-/ A-% R - 3 ? - ; - 3 5 < - 0 R -: . $ z-3 R , 2<- $ %-$ A- $ ? < - $ + R . - G A-.% R ? - 0 R - : S - \ J % - / - ) A- : S -

< J ., :) A$-g J/-: 1 <- P -/ A-, R $-3<-A- < -/?-29 R ?-0-< J .-.3, z-3 R , 3-< J ., ( J ? - , R $ - 3 : A-:) A$-g J/-: 1 <- P -/ A- ?: -= J/-/?-29 R ? - > A %-, 3 A ?-29 R ?- Y % - { < - / A- A - < - ? : A-

3 A ?-$?<-$+ R .-36., t3-3 R -= A: R %-,

l A ?-:# R <-G%- A - < - ? : A-3 A ?-$?<-$+ R .-36.-0-A J-< J .,

2N-> A ?, l A ? - : # R <-/ A- A- < - / ? - $ ? < - $ + R . - L ? -

$+ R .-G A- P ? - > A$-< J ., ^-2, %?-l A ?-:# R <-=?-G%-2 J .- , R .-( J-2: A-.% R ?-0 R -8 A$-; R .-~3, t3-3 R -= A: R %-, . J-& A-8 A$-< J ., ^-2, %?-2?3-/-3 A- 8 A$-$ A ?-%: A- =?- L- ; R %?-m R $?-:V A- , 2-0: A- : U =-(?-8 A$-$?<-$+ R .- L J .- , 2- ~3, t3-3 R -= A: R %-, ^-2, . J-/ A-2?3- 5 =-;$-0 R -8 A$-< J ., . J- 1 = - ( J<-H R .-<%-* A .-G A ?-$?<-$+ R .-L J .-.$ R ?,



●218●

A- . ? - > A$-=, /$?-5=- !$-0 R -8 A$-$ A-O R .- . - 1 $ - U $-$ ? 3 - : 5 S - # R . - L ? - ; R ., $ . $- l 2-( J-2: A- , % - ! A-( J/-

2&?-:5 S -2-< R = , : L $-

1 $ - & A$-

* A/-8 A$ , % - ! . $ & % - 3 - : $ R < - 2 < - # R ? - 1 $ - U $-$ ? 3-0 R ? - 2 9 R ? - 0 : A-#%-

, %-! A- . J- 1$- .

. J- /?- , % - ! A ?- R . - G A- # % - 2 - :# < - 2 < - L - o "8 J ? - 2 > . - . J-# R ? - . 2 $ ? - ( J/-0 R -

J:

. J- /?- , %-! A- 1 " ?," & J ?-2>., " "

, % - ! A ?" . J ?- / %?- + J- H R . - G A- #%- 2- :# < - 2 < - L - o "8 J ? - 2 > . - . J- # R ?- . 2 $ ? - ( J/- 0 R -

8 A$- 2- J A ?- 0- . J: C- #%- ) A-28 A/- M < - 2 < - $ + R < - 2 > , 1 $ - . J- $* A ? - 1 $ - $ ? 3 - 0 : A- # % -

2: A- 3,<- , %-! A-. J- 1$- $ ? C- #%- :P3- . - ? R %- ! J- 2>. - o < | R - K J- ! J- %- /%- =-; R %- . - ( $" & J ?-2>., $ " %-5 S R - $+ /- /?-:L J . -3 A- , 2," J ?- =/- 2+ 2

?- 2 $?- @=- @=- . - ]%?- + J- H . - 5 : C- # % - 2 - :# < - 2 < - L - o -"8 J ? - 2 > . - . J- # R ? - . 2 $ ? - ( J/-

0 R - R ?- %- 2- . J-:# <-3- , 2, 3 ) $- 3,<- %- ! A- . J-1%?-? J3?- . %- 2&?- K A<-? R %-2-. % -1$-

U J/-#-=?-,<

-=?-=-8 $?-0: A- ?,U- 8 A 2- ] R - ; A- 1 2-0-; A ?,,

%=- 2: A-:V?- 2 - /3- ;%- ; R .,,

a R2- 5/, 1$-U$- $?3,

} R /-I

0 R - 8 A$ - G % - / $ ? - 5 = - . J- < - $ / ? - ; R . - & A % - . J ?- o /- . - 1 $ - U $- . J- 5 S <- 0$- $ % - 2 a % ? - 2 ?, # R - 5 S ?- 0$ - . % % ? - . % -

-28 A/-; R ., * A/-8 A$-1$-. J-5 S ?-<%-<%-=- , %-! A-:$ R $-L J .-G A- # % - 2 - < J-29 R - o -,$-$ A ?-2&.

1 $ - . % - 0 R C- # % - 2 - / A- C- = ? - 2 9 R ? - > A %-, . J-/ A-29 R - a - 8 A % - . $/ - # < - S R /-0 R - < J ., 1 $ - $ 8 / - $ & A$-$ A- # % - 2 - .0 ? - 2 9 R ? - 2 - . % - , . J- / A- . % - 0 R - = ? - Y - 8 A %- o - ( - / $ ? - 5 = - I A- O R .- . - ; R . - 0 ? - 2 9 R - o - ; % - . ! : - 3 R - 3 - < J .,

> R ?-. J: A-#%-2-/ A-? R - 1 $ - $ A ?-29 R ?-=, . J-/ A-1$-$8/-$* A ?-G A-#%-2-=?-z$- +-29 R -.!:-/:%-( J ?-2g/-0 R -< J .,

A ? - / $ ? - 5 = - I A-O R . - / - 9 ? - : 5 S = - 2 8 A/-:

2- .$- 3, R %- ! J-2>.- o <, " %-/ A- ) A- :S: A- , %-! A-=?-&/-8 A$-< J .- A%-, %: A- .$ R %- )<- 1$- >- $?<- 2- 9- , 2- o -< J .," %- 0 R : C-#%-:P3- . - ? R %- ! J- 2>. - o <" | R - K J- ! J- %-/%-=- ; R %- . -: ) $-< R $?,"

1$- . %- 0 R

?-"

%?-| R

- $+ /- /?- :L J

. -3 A

- ,

2,"

& J

?- =/- 2+ 2,

": R - /, % ? - . 2 $?- @=- @=-]%?-+ J-H

8 A$-]%?-+ J- 1$- . A- C-#%-$+ R <- 2> A$- +- 2+ %-, 1$- . %- 0 R - . J- 1$- $* A ?-0: A- #%- 2: A- /%- ; A 2- 0<-V R ?, $- $* A ?-0: A- #%- :P3- . - ? R %- ! J, | R- K J- ! J-%- /%- =- ; R %- . -: ) $-< R $

1$-$* A ?-0-. J ? %?-| R - $+ /-/?- :L J . -3 A- , 2, & J ?- =/- 2+ 2, - %?- . 2 $?- @=- @=- . - ]

d ! - 1$- $* A- #%- 2- ;%- A$- +- 2 + % -

/%-; A 2- 0<- V R ?, 3-0: "

1$- ? 3-0 R ? ?-| & , " R S , % - ! A ? : R - /, % .

?- 29 0: A- #]%?- G%- ? R - 1$- = ,

$- %- ( %- $ 3- 0 R - * , ( ?

2a2-L, $%-8 A$ . ,



●219●

# J- 5/- 2&-S$ R$ - ( $ ? - ; R. - . 3, 0, ?: A- $ R- =: A- K A- < R=-.- Y

#-2h, < .-;/, 6-; J, ^-2, H J .-G A ?-& A-8 A$-L J .-G A/-; R .,

^-2, : R, 7 J, < . - ; /, % ? - : ) A$- g J/- K A- < R =-{ R <-I A- .0 J- ( - 8 A$-[ R $ - 2 8 A/-; R ., :) A$-g J/-I A- # 3 ? - / A- @ - & % -

K<-

. - 3 5 < - 2 : A- 1- , R ? - M R % ,

% ? - . J- . $ - / A- ?: A- $ R -

R -=: A- ! J %- . -3 A-8 A$-; R .-0-3, R %-, ! . ,

< .-;/

% ? - , $ $ ? - = R ?-( R .,

H J .-G A %-=-^-2-3 A-9 J<-<3, ^-2, 9 J< J<, . J-9 J< - / - & A-< J .,

-;/, .L A/-; A$-$ A- ^- 2 =- & A- v - : J , ^-2: A-$ R -. R /-/ A-.L A/-; A$-$ A ?"m 9

< .-;/, . J ?-/-^-2: A-/%- . -; R .-0: A-3 A-. J-/ A-H ; A/-# R - , $ - < J ., , ! R%- 2: A- .L A% ? - <A3- I A- :P/- 2#<,

1 = 2 &- 2< ?: - 2- :.- G- 5 - < - 0- 5 S ? - , R $ - . % - 0 R <- ! R % - 2 : A- .L A % ? - < A3- . - 3 A: A- 29 R ?- Y %-

{<-$+ R %- o < - P - 2 1 A$?- L ? ;/-;%- # - < %- * A . - = - o = - # - , R 2 - 3 A/- 3 A- > J ?, 3 - : I % ? - 2 <, 3 A: A- 29 R ?- Y %-

{ < - 9 J<- 2: A- Y %- {<- ( %- % -8 $ %- . - 2+%- 8 . J-* A .-o=-#: A- % % - ? : A-$ R - = < - w A % - { R <-o$- , 2 - 0 - L %-, . J- . ?-

( J- 8 A %- o - { < - . % - Y %- {<- > A/- +- 3 % - 2 - . J ?, %- o - { < - $ 8 / - 0 : A- ! J %- . - ? J3 ? - & / - ; R .-3 J . - = - 2 ? 3 - ] R -$+ R %- . -2 &$

< .-;/, H J .-G A ?-2?3-/- o -{<-$8/-0: A- ! J %- . -? J3?-&/-; R .-.3, ^- 2, %?- . J: A- { R <- I A- .0 J- ( - 2 [ $ ? - 0 - 3 - $ + R $ ? - $ & A$ - G % - 3 , R % - 3 - M R % - 2 ?, % ? - ? : A- $ R - ?: A- K A- < R =- . -

Y R $-&/-; R .-3 J .-,$-$ A ?-3 A-( R ., H J .-G A ?-2?3-/-) A- : S - < J .,

< .- ;/, %?- o - {<- $8/- 0: A- ! J %- . - ? J3 ? - & / - ; R . - 3 J . - 3 A- > J ?, : R / - G % - % ? - o % - > J= - = ? - i 3 - 0 < - : 5

2: A- : R . - 9 J<- 3, R % - 2 - . % - 1- # . - : U = - ( ? - = ? - H=: A- ! J %- $ A- 3 A ? - L J . - 0 < - 3 A- :. R ., . J- 2 ? - % ? - 2 ? 3 - / - ? : A- $ R - =: A- K A- < R =- . -? J3 ? - & / - < A$ ? - $ 8 / -

8 A$-; R .-# R - , $ - < J .,

^-2, : R, H J .-G A ?-% R - 3 - . J-v<-:. R .-.3, < .-;/, ; A/-;, %?-. J-v<-:. R ., . J-=?-$8/-.- < %-%?-^-2: A-$

^-2, H J .-G A ?-^-2: A-$ R -=: A- J %- - 3 A-; R .-0-,$-$ A ? - $ & R .- 2- 23, , - A A-3

, . J-9

< . < P=,

o n

" "

^-2 o " J<,

R .-

a R2- 5/

959 R : C- ^- , J A/ A$

, A R - 5 S ?

A$- 2<- A %-



●220●

5 / - < A$ - 0 - 5 S ? - . J- 2 *< S ?-"3 A: A-29 R ?- Y %-{<-

"8 J ? - : 2 R . - 0 : A- Y % - { < - ( J/-0 R -8 A$- ! R % - 2 : A- .L A % ? - < A3- . - 2 + % -, , J %?-:. A<, # R -5 S ? - H A- U $-8 A$-: P =-

J$?-: P 2- L %-2-.%-. J-/ A- 5 / - < A$-,.-G A-o=-#-8 A$-< J ., # - ] % ? - 0 -+ $ - , J %?- : 1 <- P : A- ! J %- . - H A- 8 A$ - : ) R $ - 3 - : . R . - 0 < - 3 A- 8 A$- 2 # . - . J- : P =- 28 . - 0 - L J .-

1 <-:. R .- * J ?, # R - 5 S ?- "A- R ., : R / - G % - # R - 5 S ? - . J- :L R <- Y A . - ~ 3, $* A ? - 0," o=

< A3- I A- : P =-

I A- : P =-28 . A-$ R - =: A- ! J % - $ R 3 - $ % - % R ? - 2 - . J-3 A: A-< A$ ? - = - 3 5 S / - / - @ - & % - _ 2 ? - ( J-2: A-L-

, H J .-

, H J . - G A ?- ? -8 A$-, R $ - . % - 0 R <-

& . J -5=- :.A- $ R- ; R.- 3 J.- 3 A- > J?,

- 29 R - L J .- , 2 - 0 < - ; A . - ( J ?- L %-, 1959 = R : C- ^ - 2 &- $& A$ - 0 <, # R - 5

$* A ? - 0,

28 .-0<-L?-+ J-: 1 <- P : A- ! J %- . -28$ # R -5 S -a<-;%-=

1969 = R : A- ^ - 2 - 2 . / - 0 <, A- 3 J- < - !: A- 5 / - < A$ - 0 - 5 S ?- ?: - 2 J- : . - G A ? - : ) A$- g J/- : 1 <- P : A- , . - / ? - o = -

. J- 3, R % - 2 ?, # R - 5 S ? - < % - * A . - G A ? - G % - . J- . % - : S - 2 : A- .% R ? - 0 R - = ? - 2 9 R - L J .- , 2 - 0 < - 2 ? 3, +$-:. A<, # R - 5 S ?-

2?3-0-.%-, ?: A-$ R -=-# R - / < - w A %-{ R <-o$-3 A-:. R .-0<-^-2: A-$ R -=: A- ! J %- . -:

& %-3-:$ R <-2<, A-3 J- < -!: A- 5/- < A$ - 0 - 5 S ?-"A-0 R -= R -$* A ?-0," 8 J ? - : 2 R .-0: A- :) A$- g J/-: 1 <- P -8 A$-2+%-, 0 R - = R - $* A ? - 0," . J- ^ - 2 : A- $ R - =: A- ! J %- . - :L R <- o - , $ - $ A ? - 3 - (

" ! R %- 2: A-.L A %?- < A3-I A-: P =- 28 . - 0, " 9 J<- 2: A-3 A-$ ? 3- :) A$-g J/-: 1 <- P : A- ! J % - = - 2 # . - ; R . - 0 - . % -"A-0 R -= R -

- #: A- % % - ^ - 2 : A-$ R -=: A- ! J %- . -:L R <- , 2 - 0 - L %-, 1969 = R : C- ^ - 2 -7 0: A-5 K ?-20* A/- ! R % - 2 : A-.L A %?-

28 .- 0- $* A ?- ^- 2: A- $ R - =: A- ! J % - = - ? R %-, 3 A % - = - / J- : R - A- 3 - ? A- O - < R /- 9 J< - 2 : A- ! R % - 2 : A- .L A % ? - < A3-

- 0 - . J ? - 2 > . - o <, ^- 2:

28$-8 A$-< J .,

. J % - { 2 ? - / A- . ? - < 2 ? - * J< - $ & A$ - 0 : A- . ? - : $ R -; A/-=, , J % ? - e J ? - 3 : A-:) A$-g J/-: 1 <- P -. J- $ % - = - $ + R %-

G A ? - ^ - 2 : A-$ R - = - 3 - $ + R $?- $ R - = - $ 8 / - 0 : A- ! J %- . -2P R .- , 2 - 3 A/ - = - 2 ? 3 - ] R -A J-2+%-

o -{<-$8/-0: A- ! J %-=-:P R - , 2-0<-:. R ., # J- 5/- 2 - 2 /- 0, % ? - H . - G A? - $ / ?

#-2h,

$;%-:6 S 3?, 6-; J, 2N-> A ?, 2N-> A ?, 7 J, $;%-:6 S 3?, H J .-<%-2. J-3 R -; A/- /3,

$;%-:6 S 3?, ; A/-;, %-2. J-3 R -; A/, : R /-G%-%?-? J3?-0- & %-43- * R, %?-H J .-G A ?-$/?- 5 =-:. A-$ R -; R .-3 J .-

3 A-> J ?, a R 2-{2?-e J ?-3<, %-<%-z-?<-~/-%$- . %- . -:P R -.$ R ?-0?-$9:-0-?%?-* A/-9 A-

= A %-.%-#-V=- o -; A/, %-* A/-:$: A-} R /-=-? R %-/?-2 R .-G A-= R -$?<-$* J/-3 A-5 S -.%-3*3- . -z-?-



●221●

R . - L ? - ; R ., , A< - % -

{2?-. J<-H J .-/ A- %- 5 - P R $?-5%-3?-$9 A-2e A .-( J/-0 R - 8 - - 2l A-% J ?-; A ,

$; - : ?,

! : - S A/- ( J,

,

H J . - * A . - @ - & % - L 3 ? - ? J3 ? - w /,

%-=- %- ?- /?- z- ?- /?- a J<- L J .- o : 1 $?- : /- ; R . - { 2? % 1 $ ? - : J-3% R - : I L R %- A/ - ; % - $ 9 : - %

A-* A/ - % - 5 S -3*3- . -V R -:O2- A- , 2-0?-? J3?- $+ A %-/?-.$ R %?-.$-8 - 2 - ; A/, 2N-> A ?, . - . J<- * R /-3 J ., : R /- G%-, %?- H J .-=-8 - o - 8 A$-; R ., $=- + J- % ? - H J .-<%-:. A-:S: A-3I R $?- M <-

%%-#-I J ?- - . J-> R .-5 K, %?-}-3 R - / .- * A .-V R -:O2- +-$./-:S J/-8 -% A/, %-5 S -

-:I%?-2<-a<-;%-3)=-2: A- ( R /-: . /-8 H J .-G A ?- 2. $- =- z- ?- /? -; - 2 { o J-;/,

$;%-:6 S 3? R ? - 2 { , 2N-> A ? . ?-:. A-:S: A- * R -2-$+/-/?-3-:. R ., 2N-> A ?, H J .-=-2. J-= J$?- 1 / - 5 $ ? - G A ?-$+3?-0<- ( R /, %?-H J .-<%-@-&%-S/- o -< J ., $;%-:6 S 3?, 2. J-3 R -L R ?, 2N-> A ?, %?-;%-H J .-<%-S/- o -< J .,

A- = R -2525/%-, K A- < R =- ; =- I A- , R $ - . % - 0 R : C- : P =- 28 . - 0 - 5 S ? - u % - 3 . R $-$ A- o - { < - = - v - { R < - L ?, # R - 5 S ?-

I A- $ + 3 - o . - 3 % - 0 R - , R ? - M R %- , . J- 2 ? - # R - 5 S - o - { < - : . A: A- ! J %- . - :L R <- . ? - @ -

z A %-:)$?- ? -3( A ? - > A %-} R - u % - $ R ? - G A ?- [ 2?-0: A-

3 A-:$:-24=-+ J-.

: P =-28 . - 0

/?-< R =- o -; A/,

2N-> A ?, : R, . J-@-&%-29%-$ A %-<%-H J .-G A-. R /-=- 3 R -2-:1 J=- L %-, %?-H J .-<%-#-I J ?- o -; A/-0-

$ R -; R ., : R /-G%-, %?-. R /-. J-% R - 3 - ; A/-3 A/-3-> J ?, $;%-:6 S 3?, < J . - ;, H J . - G A ? - , R ? - 0 - % R - 3 - 2 . J/ - 0 - < J ., % - 5 S : C-l R 3-< A$-$ A-.$ J- c / - = - - } - 3 R - / ? - % ? - z - ? - / ? -

a R 2- $* J<-L J . - 0 < - < R $ ? - < 3 - L J . - : . R . - ; R .,

/-/ A % - # R -3 R ? - % - = - . J: A-{ R <-\ J % - ; % - % - : P R -P2?-3- L?, : R / - G % - . - { 2 ? - % ? - P - 1 A$ - L ? - ; R ., % ? - $ R - , R ? - = - z - ? - < - 3( R $- +- I< - 2 : A- ~ / - l R 3-

I A- .$ J- c / - ; R . - 0 - 3 - 9 ., a R 2- 9-( J/-3 R - . J ? - 2 . $ - = - a R 2 - ; R / - ( - 5 % - : . R /- 3

<%-9 A-= A %-/?- # R .- o - , $ - $ A ?-2&.-9 A/-;%-.-v-%?-$ R -{2?-:. A-$+ R %-3 A-1 R ., 2N-> A ?, $ R - { 2 ? - . J-$+ R % - $ - = - 1 R ., H J . - < % - 3 - : R % ? - 2 < - ~ / - % $ - 0 - 8 A$- +-: I<-5 K- z - ? < - ? R % - / - 2 9 % -,

S : C-a R 2 A$ + /

% 6 S 3 2 2N- > A ? ( . R 2 - $ * A- . , . - ?- . /- . / <- %- ? , ; J/-

0: +-:P R -3

R /

o J ?- ; ?- H J J ?- ; 3 A , A-$ J <- - A A

, = < , H J .-%-.%-#-:V=-

S

a R2- 5/, $ = - +J-#R- 5 S? - $ 8 / - I A- # - ] % ? - ; R.- /, ,

35<- # $ - w / - 0 : A- o - { < - : . A: A- { R <-

=?- ? -2 &$ u % - 3 . R $-$ A- o - { < - ! J % - $ A- L - . % R ? - ; R .-5.-@-&%-

i3-0-$+/-/?-3 J ., # R -5 S ?- # R %-$? J 2-/?-:.2-($?-G A- < A$?-24=-:. R .-G%- # R %-2 R -; R .-5.-2&.-9 A/, # R -5 S ?-

R /-n J/-& A-8 A$- L %-2-:S A-g R $ ? - L J .-:. R .-G%-2v?-5 S .-=-3 A-,3?-&.-> AA-/?-5<-: . $ -5 S ?-. J: A- o -n J/-g R $ ? - 3 - , 2, * J-2: A- . ? - < 2 ? - G A-} R /-=, u%-3. R $-$ A- o -{<- ! J % - $ A-3 A-i3?-] R -



●222●

< A$-) J-c R .- . -? R %- I<, # R -5 S ? - 1 / - : V ? - ; R . - 0 : A- L - . % R ? - 3 % - 0 R - $ ? < - $ + R .-.%-$?<-29 R - L ? -

28 . - 0 -

5 S ? - Y A/- : 2 - 8 A$- %- 5 S <- > R . - . % - , o - { < - : . A- = - & A- 8 A$-

: 2 -Y A/-. J ?-# # R ? - 2 > . - o <

o%-3 A- < A %-, # R -5 S ?

29 R - 9: A- / % - = - S ( - . % - > A % - $ A-

< $ ? - ? J .- . - 2+%- ! =- 2 0 /- - =- 2- =? - <% - * .- $+/- . - :5 .- L .- .$ - o - 2e.- 9 / : 2

Y A/-. J ?-$+3- o .- 2>.- 5<- e $- <- L? . - /?- ; .- 5.- }<- 28 /- z %- )$? ? I<, : P =- 2 5 ?- ? 3?- =- . ? - < 2 ? - 2 & $- 2 : - ( .- . - $ - = : - ! % - $ - A - 3 - < - ! : - : $ - $ 4 ? - < % -

$ A- : 2 % ? - 3 A- = - 2 > . - 0 : A J- S / - L ( J ? - 3 , : - 3 ) $-$ A 9 - e J ?, ( $- $ - 2 R J-

f R $- S - , ( 3, 3 A- # - J- 2& e?, +$ + ?- 3 A- < A$ ? - G A ? - | R <-3 R -2 R $ - 0 -

5 S <-% J ?-; A/,

. J-/ A-u%-3. R $-$ A- o -{<-:. A: A- ! J %-$ A-3 A: A-< A$?-G A ?-2a2-L-. ,

8 A %- @- &%- K $-0 R <-

0- 2 o .-$/.- . - :# J= - 2 : A- $ / ? -= $?-3%-2 R - 8 A$-f J ., . J ? - / - & A: A- K A<- # R - 5 S - :( A- 2 - < J ., . J: A- 3 <, : P =-

# R - 5 S : A- 3 . /- . -$ R $-; R % - 0 : A- 1- , R ?- L %- , "H J . - G A ?-

L %-? R %-,"8 J ?-: P =-28 .-0?-: 2 -Y A/-. J- = - S A ?, R -5 S <-2v?-+ J-$+3- o .-\ J %-:$ R -2l3?,

, "u%- 3. R $- $ A- o - { < - : . A: A- ! J % - $ A-3 A: A-< A$ ? - 5 % - 3 - : ( A- #: A- 2 < - . -] R -< A$-i R - ; % - - # R -5 S : A-3 A$-

- o - 3 5 S - /%- $ A- * - < A$?-; R . - 5 . - 2 9 %- ! J- # - 9 ? - L ? - > A %- 35 K: - 5 % - 3 - f R $ - S < - 2 9 R ?, ( -U/-,-.$-

%?, # R % - 2 R - ; R . - 5 . - 2 & . - . J- # % - $ ? < - 2 9 R ?, 3 ) $ - 3 , <, # R - 5 S ? - 9 ? - < A$?, A R $?- l- 3 J- 3- . % o < V J A S - # R J R ? J A ," -

J ?-o%-< A %- . -$ R / , J R A A: - -

8 . - 0 - S J - . A , ?: A R A J A J A R S - {.- (- . %-, " - * - . J- 2 % J ? - 3 , : - 3 ) A- $4% - .

J ? - R % - J $ 9:- 3 A-(< 29 R ? - e J ? - : ) $- $ 2 R - . . - - . J- . A:

"

J<-3-*/-0-:S

# J- 5/- 2& R- 2o.- 0, 2R<- ? R% - 2 : A-K$?-H,

#-2h, 1 R =-3, 7 J, / R <- 2 , & A- 8 A$- L - :S, * A- 3- / 2 - = - * J- % - ? R %- , H J . - = - 2 v ? - 5 S . - G A ? - ? J3?- # $- $ A ? - # J % ? - 0

2?- ; =-=-= R $- o -:K A-: . $, H J .-G A- K $?- H - $ % - / - ; R ., / R <- 2 , 6-; J, 1 R =-3, %-<%-H J .-.%-:U.-0?-.$:-0 R - L %-, %-<%-}-3 R -/?- ; = - = - = R $-:. R .- 3 R .- C- , % - / ?

-.!:-#$-8 A$-=-:U.-? R %-2?-? J3?-# <- & %-L J .-28 A/-; R .,

1 R =-3, C-,%-/?-& A-8 A$- L %-? R %-, / R <- 2 , %?-<%-$ A- K $?- H -< A: A-o2-% R ?-G A-9 R $-G <-:. J .-P2?-L?-0-.%-$* A .- , /-8 A$-2o2, 1 R =-3, . J<-.!:-#$-& A-8 A$- L %-? R %-, H J .-G A ?-* A/- o /- . - K $?-:5 S - . ?-$* A .-= R $ - 0 - 3 A/- /3,



●223●

$-L J .-l A ?-; R ., 8 / - 3 J .,

. J- < A % - K A- S R <,

% - < % - P R $ ? - 0 R - 5 S - . % -

a R2 - 5 /, 8A%- P R%- $ A-2.- 3 J R: C- 9 ,

36 # $ - . 0 = - I A ?- K A- .J A .-!: A- * A/-3 R - 8 A$- =, : P =-28 . - 0 - c / - 0 - 8 A$- m R % - 3 # < - I A- $8 - 3- . -

$& A$- 0 <- o -28 A/-; R ., 3 A- : I % ? - 2 < # R - < % - : R - 3 - K J . 3 = ?- 3 J . - 0 : A-8 R -9 J: -3$ R - = - :# <-2: A-8 A % A-$8 R /-

8 A$- =3- :P3- . - % - 28 A/ - 0 - . J- .%- U.- , c / - 0 R - . J: A- 2 ? 3 - 0 < - : . A- R - 2 - : 1 J= - 2 : A- *

c / - 0 - J 3 A- = J$?- 0- & A- 8 %- ? -, %?- H - < R $ ? - : S - L ? - + ? , 2- 23 8 J ?-

R % - $ A- .- 3 J . - . J ? - 2 > . - o <, H A ? - < R $ ? - L J . - 3 A- , 2, . J- < A % =- 35 S / - / - * R - 2: A- * A/- 3 R -

8 A$-; A/, . J-< A % - 8 R $ ? - 0 <, % ? - < % - * A . - G A- : ( < - $ 8 A- v < - 5 S % G <-? R %- ! J-: R - 3 - 2 4 S % - 3 R ., : R - 3 - 9 R - / % - / ? - K A<-1 R ?-

2?-.-v-L-2-; R .-5.-v?-%/-0<- I<-? R %-,"8 J ?-9 J<-28 A/-# R -3 R - % ?- L %-, 8 . - 0 - c / - 0 - . J ?, " . J<- * R /- 3 A- : . $, . J- + $ - + $ - : R - 3 - 9 R - $ % - < J .-, H J . - G A ? - . J: A- { R < - = - ? J3?- # $-

": R /- G - . $ R / - 0 < - ? R %- ! J- 9- 2 - i 3 ? - = - . J: A- | R - %-

24 S %-l A ?-; R .," & J ? - 9 J<-8 R <- 2 .-3 J .-. J- % ?- L %-, : P =-28 . - 0 - c / - 0 - . J ?-2>.- o <, %?-2?3-/- 9- 2 - 5 S ?-3 A- $ 8 / - I A- =$- /?- | R - % - * R - , 2-# R - , $ - ; A/, .-H J .-

J . - G . ?-( J/-=-

/ R <- 2 , ; A/, : R /-G%-. J-< A %-$ A-$/?- 5 =- & %-9.-3 A-:S- ! J, %?- . ?-5 S .-{<-3-:$<-$* A .- . -= R $-2?3-3 R ., %-<%-$* A . - = ? - ? . - . ?- . ?-5 S . - $ ? 3 - : $ R <- 9 A/, . J- / ? - $ % - ? - $ % - . - 2 v ? - G % - K $?- H - 3, R %- o -

3 A-: . $ .-v-%?-<%-$ A- K $?-9 R $-. J-.$-?-K R $?-! /-=-24=-;%-}<-28 A/-f J .-3- , 2, 1 R =-3, : R, . R /-. J-3 A-= J$?, .-{2?-H J .-G A ?-& A-8 A

/ R <- 2 ,

% - = - K $?- H - f J . - < $ - 2 < - . - 2 4 = - o-= ? - , 2 ? - $3*3- . - 3 # < - P R %- . -\ R $ - 2 f / - = - 2 v - < -:P R -l A ? - ; R ., ; A/ - ; % - . - / A- % ? - . $ R % - 3 R : C- . ? - 5 S .- , .-/?-

<%-$ A- K $?- H -:5 S =-.$ R ?, .-. J- .%- 3 R- 2

K ?- $- 0: % =

, - 4 - - P R % - $

/ - 3- L %- A- : S : 3 A/- 3 R - = : % -

3 A-:$:->?-:. A-v<- * R -2<-;-35/- * J ?, .?-" L - 2 - A$- L R % J . - = J- J3 ? - # 3 ? - $ ? R - ,"

S A ?- L %-, 8 A %- P 2 " J .- G - / A- %-

-

: P =- 2

L J .- o -& A-; R .-.3, ?%-* A/-<-3-5%-3?-H J .-G A-9 R -2: A-/%- . -a<-;%-: R -3-2!%- . -: ) $-% J ?,"8 J ?-2>., % - % ? - : R - 3 - 2 4 S %- 2: A- | R <- 3 R - . J ? - L - 3 R -8 A$-* R ?- /?- * A/- o /- .

G A ?- % -:53?-8 R $

"H A ?- . J: A- . R /- 3 A- g R $?, % ? - | R - %-24 S %-2: A-| R <-3 R -. J ?-.<-$ R ? - * R ?-+ J- H- 0 - $ ? < - 2 - 2 9 R ?-e J ?-



●224●

: P =-2

% ? - 1 R - $ ?- ! R / - / -

3 - z $ - ; R . - 0 : A- : R - 3 - . J-;%-1 R ?- L %-, . J-

% ? - H J . -G A-< J- 2- z$- $- & A- ; % - 3 J .- . ?-%-<%-@-&%-.$:, . J: A- 3 <-: P =-28 .-0?-1<-= -:P R -28 A/- >- 1: A- \ -.L%?-]%?,

2a2-L, : . /-3<-2l

# J- 5/- 2&- .$- 2, (- = R$- :$R$ - . $R?,

$ R /- o -; A/,"8 J ?-8 A %-P R %-$ A- 2 .-3 J .-. J ?- 5 ?, 8 .-0-c/-0-. J ?-2>.- o <, H J .-G A ?- . ?-( J/-=-H-2-$?<-2-$ R /-+ J-& A-8 A$- 1 2-l A ?-; R .,

?<- .$- =- <%- $ A- H - 2- % R 3?- o -; A/, $ = - + J-# R -5 S : A- / % - $ A- ? -8 A$-$ A ? - 2 . $ - = - . $ : - 2 : A-*3

% ? - 3 $ R - 2 R - :. A- v < - $ ; $- o - ; A/- 8 J ?- 3 R : C- 3$ R - 2 R - $ ; $ - 0 ? - 9 R - 2: A- K J . - 4

2?-8 A %-P R %-$ A- 2 .-3 J .-. J- ; /-< A %- . - % ?-+ J-353?-:) R $- o -3 A/-0-:S,

- G A- . ! : - # $ - . J- g R $ ? - 0 ? - : I R . - ? J3?- * J ? - > A % - 1 - ; = - / ? - : P =-28 .- =-8 $?- . ?- & A- 8 A$- :5 S = - : . R .

3-3 J ., o -35/-/ A-2.$-=-< J- |

R /-0: A-{2?-* A .-/,,

$ J$-.%-2<-(.- L %-2-=?,,

L-2<-: ) $ - 0 : A-] R -. J-;%-,, 3#:-; A-:):-v<-;=-G%-Y A .,,

#-2h, < . - ; /, 7 - ; J, ^- 2, & A- 8 A$- L J . - 2 8 A/- ; R ., H J . - G A ? - & A: A- K A<- ; A - L % - . J- 2 9 % - 2 - ; A/, . J: A- , R $ - = - & A- 8 A$-

V

$

A ?-; R .,

^-2, : R, 6- ; J, < .- ; %- .%- %: A-a R 2-P R $?- 5 S ?- | R <-3 R - 2a%- ! J- N %-$ R : C- > < - K R $?-?-# =- . - ( -= R $- $ A-

$ R . - : 5 K- , J 2 ? - 0 < - < R $ ? - < 3 - L J A/, %: A A$ - L % - ! J %- . - % J ? - 0 < - . - ( -= R !$- ! J-

#%-H A3-a<-$? R - L - . $ R ?, 8 J ?-V A R ., < / J- / - &%- 29%- $ A ( -= R $-$ A ? - $ / * J 2 ? - 3 # / - 5 S < - $ % - $ A-K R $ ? - / ? - % J ? - 0 < - . -< R $?- *<-

L

# $

- ; / - $ + R % - . $ R ?, m R %- 3#<- * J- : . 2 ? - G A- a R 2 - 3 - ; R % ? - G A ? - 3 A- 5 % - 3 ? - L - : $= - : . A<-3-

/, / .- 2?3- 0- ; - ; " $-2

" ?-;

.-; , . A- @ R .- R /-, R

-.$ R ?, ^-2, , R $- 3<- % J ?- 0<- . - | R <- 3 R - 2 - .$ R ? - > A %- ( - = R $- $ A ?-2 2?- 0 : A- . R /- n J/- . J- ? J= - 2 < - A - | R <- O A-

2o

3 , : - ; % - | R <- * %- % -43- 1 =-2<-< J-2-8 -28 A/-; R ., $=-+ J-3 A-O A- 2 o - z $ - $ A ?-3 A-< J ? - | R <-:$:- . A/-



●225●

L %-/-# R -5 S ?-. J: A-} R /- . - 1 2- , 2-G%-Y A ., -& A-8 A$-V A ?-; R .,

-. % =-| R <-3 R - * %- % ?-: I<-w R $-( J/-0 R -29 R - , 2," & J ?-V A ?-; R .,

(- = R$-L% - 2 : A-o- n J/- & A- 8 A$- ; A/,

1998= R : C- . L < - # <, N %- $ R : C- ?-# = - 3 % - > R ? - = - ( - = - $ A ? - $ / R . - : 5 K-, J 2? A- P % ? - 2 o - z $ - > A- 2 - . % -, 3 A- P % ? - ! R %- 5 S - 2 o - z $ - $ A-H A3 - $ 8 A-3 J .-0<-29 R ? - > A %- ?-8 %- 0 ( -= R $-$ A ? - 2 , . J- . $ - $ A- , . - = - . % =-| R <-

%- ! J- a < - $ ? R - L?, : R - /- ( - = R $- L % - 2 : A- o - n J/-& A- 8 A$- ; A/, . J< - ( < - ( - : 2 2 - 5 . - 3 % - S $ ? - 0 : A- n J/-

( - = R $- L % J/- . J- $ / . - . R / - : . A- . $ - 3 A/-=, . J: A- o -n J/-/ A- k- ( - . % - : V A- ( : A- ! R .- o . - / ? - # R % - 2 R - 2 & . -

P%?-?-;-3%-

0 ? - $ 4 % - 2 R - : . A: A-. R /-/ A-?- Y % - : 6 B/-L J .-0: A- # R % - 2 R - 3 % - 0 R -3 J . - 0 ? - ? -

z $ - : V A- ( : A- / 28 A/- ; R ., ?- o-(<- _ % - $ A ? - :# <- + J- 9 . - 0 ?, $ 4 % - 0 R : C- / % - . - ? - : . 3 - k A .-2a%?-

- 28

2 !/-/?- ( -= R

3- : R % ? - 0

/-| R <-O A-2o-U$-z$-2 # - , 2, < .-;/, | R <-3 R -. J- . $ - & A-8 A$-$ A-,.-=-$+ R %- o ,

^-2, | R <- 3 R - . J- . $ - $ A ?- $/ R .- * R /- , J 2 ? - 0 : A- 3 % - 5 S $ ? - = - ( - . % - 9 - 3 - ? R $?- 3# R - 3 R . - L J . - 0 - . % - (/- * R -

2:3-$/ R .-:5 K-, J 2?- 0: A-?-# =- . - (/-#%-? R $?-=?- , 2, $8/-.- . %-$/?-{2?-G A-a R 2- 9-.%-

/.-=- ! R /-?-2&?-: 6 $?-0<-2! R =- , R .-L J .- , 2, < .-;/, . ?-/3-8 A$-=-l-2-/?-a<-$? R -L J .- , 2-23,

^-2, ( - = R $- . J- ^- 2 &- 2: A- ^ - . G A= - = - : $ R $- , 2 - 0 - . % - ^ - 2 &- $& A$ - 0 : A- ^- ! R . - = - 5 % - 3 - a < - $ ? R -

L J .- , 2, z-3 R, $=-+ J- % - 5 S ?-L-: $=-:. A-= J$ ? - : P 2-

< .-;/, 7 J, z-3 R, H J .-G A-; A$ - L % - ! J %- .

z-3 R,

%: A-; A$-L%-, R $- +-"H J .-G A-=$

a R2 - 5 /, R $ -+ J- 3

A %-3 R - $ 2?

3 % - 0 R - 2+

/3, ;%-/-?-. J: A- # % - H A3-i3?-$4%-:P3-.%-2<-,$-@-&%-* J- 2 ? - ; A/, - 2: A- o - n

0 - @ - & % - 3 % - 0 - . J-< J ., k- ( -.%-:V A- ( -$* A ?- / A- N %-$ R : A- ( - 2 R - ( J ?-( J- 2- $* A ?-; A/-0-.%-, . J-$* A ?-G A ?- / 2-# =-I A-3 A-

0 R <- ( -:S J/- 28 A/-; R ., ? A- O R /-.%-35 S -} R /- 8 A %-( J/-$* A ?-/?- > A %- # R %-2&.-0-@-&%-52?-( J/-; A/-

. A- . $ - $ A- ! R .- o . - G A- ?- o - i 3 ? - 9 . - : . $ :

o - i 3 ? - ( - / % - . -:# <-? R % - 2 - < J ., = R -< J<, ? A-O R /-8 A % - ( J/-I A-# = - $ & A$-$ A- ? - ( - / ? - G % - ? - o - , A- o - ? - ; - ! R %-$& A$-

% - = - :# <-

$ 9 $?- P A- 3 - ? - ; - . - 3 ? - &$?-> A %- ( - 2 R - Y % - 2 : A- 5 . - ) J- ( %- . - ? R %-, ( - 2 R - } R / - v < - 3 % - 2 R - :6 B/-3 A- , 2 - 0 - . % -

$- L %-2: A- 5 . - ) J-3%- . -? R %-; R ., <- & A- v < - L J . - / - ( - = R $- } R / - : $ R $ - L - , 2 - 2 3, , R $ - 3 <, k- ( - . % - : V A- ( : A- ! R .- o .- . - # R % - 2 R - 3 % -



●226●

0 R -: 6 $ ? - . $ R ? e J ? - K R $ ? - G A-= R - ? 3- &: A-< A %-35 S -} R / - ? - ( : A-/$?-5=-# J 2?-5.-

s . A- . $ - $ A-> A %- # R % - $ & R .-353?-:) R $ - . $ R ?, N % - $ R : C-Y A .-

< J ., , A<- 3 A- 5

0: A- . ?- ? -52?

, Y A . - $8 % - $ A-3 6 2- ! R / - v < - . , G A- 2 o - ( : A-8 J- - o- 2 * J .- . - 2 + % - ! J-% J ? - 0 < - . -?- # =-:

$8 % - $ A ? - G % - : V A- ( : A- ! R .- o . - / ? - > A %- # R %- $& R . - 3 5 3 ? - : ) R $- .$ R ?- 0: A- ; A$ - ( - H 2 - 2 1$ ? - L ? - ; R . - 0 -

%- 3?- ( - = R $- L % - 2 : A- o - n J/ - , . - G A- a R 2 - $ ? R -M R % - . $ R ? - > A % - $ = - + J- = J$ ? - = 3 - . - 8 $ ? - 5 K- 3 - : R %?-

-( J-2: A- ( -= R $-:$ R $- , 2,

#J- 5 / - * A->- 2, HJ.- G A?- . J- 212-/? - 2 - % ? - > J?- ; R.,

#-2h, , 5 S : C-{<-P%?-=

?

-3 ) $-m R $?-0-:. A-:S: A-3I R $?-0-%?-3-> J ?, { -82?-?-O A/, .L A/ - { . - G A- J ? - 2 e R . - ; R ., a R 2 - { 2 ? - : . A: A-

, R $ - 3 < - . L A/- ; A$-$ A- o $ ? - : U R .-

!:-S A/-( J, . $/-$/%-$ A-:5 S -2-=- * A .-0 R -< R =-& A$

{ - 8 2 ? -?- O A/ 6-; J, a R 2 - P R $ ? - i 3 - 0, :. A-/ A-H J . - 5 S : C-a R 2 - 3 ) $-$ A- { < - P % ? - ; A/, % - < % - H J .-

-; A .-5 B3-; R .,

z-3 R,

2!:-S A/-( J, { -82?- 5 =-O A3?,

o $?-5%-3-]%?-5<-2<-%?-; A .-( J ?-L J .-.!:-=-a R 2-{2

/ % - / ? - * A .- . ?- . ? - 5 S . - : 1 < - 2 - v < - 3 I R $ ? - 8

/%- . - % ? - H J .- 5 S <-a R 2- O A . - L ? - 0 ? - ? J3?- 0- 3 R -8 A % - . J-28 A/-H J . - 5 S <- ;%- 1/- , R $- L % - ; R .- 0<-

( R /, ^-2, H J . - G A ?- a R 2 - O A .- L?- 0- =?- %- =- 1/- , R $?- ( J/-0 R - L %- 2- .%- .L A/-; A$-a R 2- o <- 3 R - $ % - : 1 J=- . -

2 &$ - 0 - . % - } < - = ? - ) J- a- < - ? R % - ; R . - 0 ? - 2 ! : - S A/- ( J,

3 A/-,.-=-? J3?-0-@-&%-:52-3 R .-.-v-; A .-? J3?-2. J-; R ., { -82?-?-O A/, H J . - G A ? - a R 2- . R % - = - : 2 . - 0 - L ? - 0 ? - . J-: P 2- , 2 - 0 - % ? - } - 3 R - / ? - > J ? - ; R ., > J ?-L-$?<-2-3%-

2 R -8 A$-a R 2-0: A-,.-=-H J .-<%-:6 B/- 9: A- / % - $ A-a R 2-3-( J ?-29%-2 R -; A/-.$ R ?-2: A-% J ?-2-3 J ., 2N-> A ?, { - 8 2 ? -?- O A/, H J . - G A ? - $ ? % - 2 - 2 . J/, % - < % - : 6 B/- 9: A- / % - $ A-( J ? - 2 9 % - 2 : A-a R 2 - 3 - 3 A/-3 R .,

H J . - G A- a R 2- O A .- { 2? - ? - % ? - > J ?- L- 3%- 0 R - 8 A$-2a2- L %- , % - = - . L A/- ; A$- . R % - 2 : A- 3 R -

$ %-:. A- : S - 8 A$-:1 J=- o -; A .-=:%-3-S/, { -82?-?-O A/, % ? - H J .-5 S : A- :6 B/- 9- ; < - , R /- ; R % - 2 - : . A- : S : A- 3I R $ ? - 0 - 3 - : . R ., H J . - 5 S ? - a R 2 - { 2 ? - : . A<-

a R 2- . R %-=- @ <-2l R /-L?-0<-2

a R 2- P R $?-5%-3, 2!:-S A/- ( J, { - 82?-?- O A/, %-5 S ?-G%-H J . -G A- . $/-$/%-$ A-:5 S - 2- * A . -0 R - ; R %- 2<- ( R /- : . /-8 ,



●227●

# J<-3 R : C-/%- . -:5 K< - 3 - ( J/-0 R - 8 A$- 9 $-+ J- % -{.- 1 R $-28 A/ - 0 -A/- 1 A-< -# -= J-$ 9 -; , R ?, A/- 1 A-< -# -= J-$ 9 -; A ? - & A-8 A$-: L %- o - 3 - > J ? - G % - ? J % - $ J- = - < R $ ? - < 3 - L J .-:. R .- * J ?, # R - < % - ? J %-

$ J: A- $ 3 - = - ? R %- ! J- M <- . -:5

$ J- ; A ? - H A- 28 A/- . -A/- 1 A-< -# - = J-$ 9 -; A- = $ - 0 - 2 w $ - ! J- 2 ! : - S A/-8 ?, * A/-. J- / ? - 2 9 %-A/- 1 A-< -# -= J-

=->-$?<-2-:H J< A ?-/$?-5=-. J-=?- . ?- ; /-< A %-2 R -8 A$-=-3*3- . -.$:- * A .-G A-:5 S -2-< R =, 2 9 %- ! J- 1 / - 5 /- # 0- < - : O 2 - ! R /-L J . - 0 < - O A ., . J- v < - # R -$* A ?-

* A/ - : $ : A-e J ?

$ J-8 A$- =- :6 B %- < J ? <- P- 1 A$ - L ?, A/- 1 A-< -# -= J-$ 9 -; A ? - : 6 B % - < J ? - L J . - . $ R ? - 0 : A-? J % - $ J-; A ? - * A/ - : $ < - 9 -

$* A ?-!-,%-.G A=

. J- / ? -A/- 1 R -> J ? - 0 ? - # R - $* A ?-!<- % R - 5-

$ 9 - ; A ? - # R : A- $+

J-. J-K A<-/

2a2-L

A/-1A-<-#- = J- $9- . % - ?J%- $ J $ / : - } - 3 R <, < R = - 3 - o = - # 2 - +-A/- 1 A-< - # - = J- $ 9 - 9 J< - 2 : A- V / - $ ; R $- & A$- ; R ., # R : C- 2 . $ - 0 R ? - # R - < % -

L3?-2l J-( J/- 0 R ?-3-2 * %?-2?-# R ?-$ R -{2?-> A$-24=-+ J-/$?-$? J 2- +-:P R - o : A- ? J3?-,$-2&., # R -<%-/$?-

$? J 2 - 2 o . - / ? - o $ ? - 2 8 A/ - 0 : A- { 2 ? - . J<, ? J % - $ J- 8 A$- 3 . / - / - ; R . - 0 - . J- 3, R %- L %-, A/- 1 A-< - # - = J- $ 9 - @ - & % -

0$- ! J-$%-=- & ?- o :%-3- > J ?, ? J %-$ J-. J: A- A ?-

K<-3-. J-? J %-$ J: A- # J<-3 R - = ? - K A<-:, J/-+ J-]%?-2-< J ., ? J %-

$ 9 - . % - ? J %- $ J- $* A ? - P R $?- 0 R - 2 9 % - 2 R <- I<, ? J % - $ J-; A ?-/$?-5=-=?-< A- ?$?-d R /-, J %?-< J<-A/- 1 A-< -# -= J-$ 9 -

-; R %-8 A %-# R -$* A ?-G

; A/ - ; % - * A/- 8 A$- # R - $* A ?- !-3*3- . - : ( 3 - : ( 3 - = - : P R - 2: A- { 2 ? - . J<- $ . $- l 2 - & / - I A- 2 . $ - 0 R ? - # R - 5 S -

- V = - . - 2 + % - 8 A %- # R -$* A ? - P R % - H J<-I A- g - l J . - 5 S $?-

e J ?-? R <-a<-3)=- L %-3 A/-3 A-> J ?-0?-? J3?- ? - # $-2}=-I A ?-# J %?-? R %-,

- ? , ̂ R ? - $ < - : O 2 - ! R /-L J . - : $ R - 2 l 3, $ R % - 3 - . $ : - < -: ) $-( J .- . -A/- 1 A-< -# -= J-$ 9 -; A ?-? J %-

-L J . - 0

3 - 9 ? - 3 J . - 0 ? - @ - & % - v R $ ? - : . $ & % - 4 3 - : $ R <- e J ?, | R - 5 % - 3 - K J ? - > A %- A/- 1 A- < - # - = J- $ 9 - . % - ? J % - $ J-

-/?- , $- L %-,

, J %?-:. A<-A/- 1 A-< -# -= J-$ 9 -; A ?-<%-* A .-& A-v<-,<-,2?-L J .-.$ R ?-0-3-> J ?,

A-< -# -= J- $ 9 - . % - ? J % - $ J- $* A ? - G A ? - 1 / - 5 /-P R $?- 0 R - f A %- 2- ; A/- 0- %

* J ?, $ R % - 3 ? - $ %- 5 =- . J- 3, R % - 2 ? - ; - 3 5 < - + J-A/- 1 A-< - # - = J- $ 9 - = - $ ? = - 2 > . - L J .- . - 2 &$ A/- 1 A-< - # - = J-

3- o . - . J- 2 > . - e J ?, $ R % - 3 ? - . J- $* A ? - ! - ̂ R ? - $ < - 5 S $ ? - 0 : A- / % - . - & A- v < - : $ R $- o - 3 - > J ?, # R ?-? J %- $ $?- 5=- . -2+%-2-.%-A/- 1 A-< -# -= J-$ 9 - < % - * A .-G A-] R /-( J/-$4 S -2 R -8 A$- +-2{ R ?,

, K A- , $ - < A %-2-$+/-I A-P R $?-0 R -; A/,



●228●

# J- 5/ R% - 2 : A- ; A- $ J * J<- $& A$- 0, z- ?- /?- 2{<- ;

. L % ? - : 6 S3 ? - G A ? - 2 N - > A? - = - 2{< - 2 : A- ; A- $ J, ^-2-$ ? 3-0: A-5 K ?-s-* A/-=, ~ A %-* J-2: A- 2 N - > A ?-=$?,

H J .-G A ?-2 { <-2: A-; A-$ J-. J-$9:-:# R <-:. A: A-/%-:L R <- L %-2?-%-<%-.$:-2-: 2 3-I A ?-M R ?-? R %-, %?-2?3-

0<-H J .-G A ?-%-=-; A-$ J-2 { <- o -2e J .-? R %-:. R .-3 R .,

H J .-G A ?-2 { <- L %-2-. J<-%-<%-@-&%-.$:,

H J .-.%-a R 2-

P R $?-5%-3: A-$/?- 5 =-$ R -, R ?- L %-2-.%-, 5%-3-2. J-= J$?- ? -3( A ?-0<-2.$-? J3?-<2- +- 3 R, H J .-G A ?-> J ?-

$?=-v<-%?- o /- . - % - 5 S : C-a R 2- 9-; A .-=-:# R <-8 A %-a R 2-P R $?-5%-3-z$- +-S/,

z - ? - < - 2 . $ - $ A- ; R . - 5 . - 2 . J-= J$?- ? -3( A ?, , R $ - 3 < - % ? - . 2 ? - $ 4 % - { . - $ R - o - 3 - < J . - 2 ? 3 ? - / ? - ? J3 ? - @ -

& % - : 5 2 - 3 R ., . J- % ? - 3 I R $?- M < - % % - . %?- , 2 - ? R %-, z - ? < - ; R . - 0 : A- 3 A- i 3 ? - @ - & % - L 3 ? - ? J3 ? - w / - = - # R - 5 S ?-

z $ - 2 ? 3 - : # R = - 2 : A- % % - / ? - 2 . $ - = - . $ : - 2 ? - L?, } R / - ( . - % : A- $ R - , R ? - = - z - ? : A- ; =- u R % ? - > A/- +- 36 K ?-

9 J

<-;%-:. A

-:S: A

-36 K

?-> A

%- #

$ - 0 - 8 A

$-; A

/-0<-3-:. R

.,

$ 9 : - } R /- 3: A- / % - . -a R 2 - O A . - G A-:$ R - 2 l 3 ? - 0 - . % - a R 2 - O A . - L J . - 0 - @ - & % - 2 9 % -, % ? - < % - $ A-.$ J- c / - 5 S < - % - = -

< R $ ? - < 3 - L - o : A- # R 3-= R %- ; R . - 0 - 3 - : . R . - G % - # R -5 S -/ A- $ 8 / - 1 / - G A- = ? - . R /- 1 2- o < - . $ : - 2 : A-3 A- + $ - + $ - < J ., a R 2-

.-

6 S 3?- /?,

. 0 : - cR.- 5 S,

n J/-& A-8 A$-$ A ? - 3 A- # - > ? - . 0 : - c R .- . - I< - 2 - < J ., . J-/ A- $ 8 / - . % - 3 A-3 5 %?-2: A-3 A-8 A$-; A/ - / 3, . J-/ A-3 A-$8/-

I A- 1 2 - 3 A- 1 R . - 0 - . J- 1 2- 3#/- 8 A$ - = - 9 J<-<3, {2?-< J< - L - 2 - , A< - 2 + % - 2 - 8 A$-; A/ - ; % - 5 % - 3 < - 0$ - / ? - . J-2 1 2-

3- , 2 - 0 < - 2 # . - ; R .- . ?, 3 A- $ - $ J-3 R -8 A$-$ A ? - 2 1 2 - 0 - . J- = : % - . 0 : - c R . - 8 J ? - : 2 R ., 1955= R < - A - < : A-z R -K R $ ? - G A-

P R $ ? - $ ? < - 2 - 5 % - 3 - z $ - +- 2 9 % - , % ? - 2 ? 3 - 0 < - # R - 5 S <- P R $ ? - 2 1 A$- o - / A- . ! : - 3 R - < J . - ~ 3 - 3 R ., # R - 5 S - / A- @-

&%-:P R $?-2. J-0 R -: . $ $9:-:# R < - : . A: A- 3 ) $- +- % - 5 S - 3*3- . -1 R - V%- 0 R -+-=<-3)=-{ R <- . -:P R -l A ?-; R ., .-v: A-

2<- . -%?-<%-$ A-:5 S -2<-:. A-:S: A- 3 R - $ %-:1 J=-Y A .-0<-3-:. R ., ; A/ - / : % - % ? - < % - $ A- H A3 - 5 % - . % - P R $?- 0 R - 5%- 3-2 *<- + J- ?- 3,:- :P A3?- o - :. A- :S: A- # $ - 0 R - < J . - 3 - : . R .,

H J * A . - z $ - 0 < - % : A- ? J3?- ? -g$- +- $ / ? - ; R . - 0 - . % - % - 5 S - a < - 3 ) = - L % - 2 < - < J- | $- L J . - 2 8 A/- ; R ., % ? - H J .-

=- . %?- :V?- = J$?- 0 R - , R 2- 0- .%- * A/- o /-I A-:5 S -2<-.$:- 3 R : A-# J %?-2: A- ( R /-: . /-8 , :U=-3<-; A$ - = / - 2 { <-

< R $?, H J .-G A-P R $ ? - 0 R -.L%?-:



●229●

3 A %- =- < R : R - 9 - 1 -# - ? A- 8 J ? - : 2 R . - 0 R - 3 R <- .0:- c R .-8 J ?- 2: A-

- ; A- / $- ! J- A - = A .- 0- 3: A-3 R /- , A-$ R 3- <: J-P R %- H J<-I A- 5 S % - $ * J<-

< - ?-

*<-8 J ?-2>., : R / - G % - Y ? - 3 R -1-

/-8 A$- L %-,

3 A %-=-3-O J/-= R -9 A-# J/-9 J<-2: A-( R ?

K ?21* A/, 3 A-/$-5%-3- , A- , R .-_%?-:# R <-I A-

-, R 2-0?-? R ,

# J- 5 / - * J< - $ * A?-0, A- < A: A- .L A/- {.- .%- .LA/- ) A- 2: A- .L A/{.,

: A- * J ?- 3- 8 A$-; R .- 0- . J ? - L - 2 - 1 = - 2 - 8 A$-2 1 2?- 0?- #

35/-~/-, R 2, < R : R - ?- 1-# -? A- / A- 3 R - = R - 8 J-$ ? 3- =- ? R / R .- 0: A- 3 $- & A

# % - 8 A$ - / ? - L - 2 - 2 1 2, 1955= R : C- ^- 2 &- $& A$ - 0 : A- .$ R % - 3 R - 8 A$ - = - # R - 3 R - = ? - $ / ? - / ? - , A- , R . - _ % ? - : # R <-

2 # . - . J- H A3- =- = R $,

{ 2? - . J- . ?- ? ,

3 A- / $ - 5 % - 3 - , A- , R . - _ % ?- : # R <- I A A- $8 $- # R - / ? - # R . - ( R $ - = - . J- b 2- ! J$?- ! R %- 2- $& A$- G%- 3 A- : . $ . J- 2?- Y?- 3 R - 1- # - ? A- ; A ?- , A- , R .- _%?- :# R <- I A- .G A=- /

b 2- ! J$?-> A$ - ] % ? - 2 - / - _ % ? - : # R < - # - = R - 2 - . J-# R % - O R - = % ? - + J-3 R ?- b 2- ! J$ ? - 2

# - ? A- } < - 2 8 A/- 2. J/ - . 2 % - ; R . - 0 : A- % % - 2 # .-& A % - : . $ - ? - . J- < % - * A . - G A ? - : 6 B/- o : A-? J3 ? - , $ - 2 & ., # R -3 R ? - < % -

* A . - O A3?- .%- :$=- + J- :6 B/-2 9 % - L J .- o -> J ? - ; R ., ; A/-;%-3 R ? - < % - * A .-G A ?-S/-0: A-. R /-. J-.$-2. J/-0<- $ %-2?-

0$- $ %-3- L %-2-.%-:,2-l R .-O R .- . -# R -3 R -$& A$- 0 -3 A/-/ R, $9:-:# R <-e J ?-3: A-3 ) $- +,

A-3 J- < -!: A-.0:-c R .-$8

-.0 R /-$8 R / - 0 - 8 A$- ! J-P R %-H J<-. J: A- , A- , R .-_%?-:# R <-=-3*3-:V J=-| R ?-2!$- # R 3-L J .-3#/-I A-. 2 -O A .-0<-

2.3?-; R ., } R /-(.-# R ?- 2!$- # R 3-L J .- o <-:$ R -O A .-$+/-/?-L J .-3-M R %-, # R -2 R ?-:) A$?- { =-I A-<%-28 A/- =- 3-

2g J/-0<-8 A-2. J-# R - / - 2 o .-5 K-$/.-. R /-. J-.$-2 +<- , 2-0<-; A .-( J ?-; R ., 3 A-/$-5%-3?-O A3?-= $?-. J-3-2 +<-

2<- . - , A- , R .-_%?-:# R < - = - : . $- o <-#?-= J/-3-L?, # R -5 S ?-<%-&$-=-o=-#-, R 2-3 A/- 3 A-> J ?- 3 R .-= R - $& A$-$ A-< A % -=-=%?-K R $?- 2g/- 0 R <-2 9 %-, 3 ) $-3,<, 1956= R : C- ^-1 20: A-5

/%- . -$%-:. R .- . - # R .-( R $-0<- I<, o=-#: A-$+3-29%-. J- A - 3 J- < -!: A- $ - ? -! /- +-3 A- / $ - ; R %?-=- 1 R $-28 A/-; R .,

< R - 9 - 1 -# -? A- . % - 3 - O J/-= R -9 A-# J/- $* A ? - . 0 : - c R . - ; A/ - 0 : A- o - 3 5 / - / A, # R -5 S ? - 3 A-5%-3: A-# J-.2%-$ AA-( J .- . - ] % -

L - 2 + R /- 0- .%- L- 2- ; R .- 5.- :) A$?- { =- %%- 1 2 - 0 - 3 A/- 0<- 8 A- 2. J- < -2 +< - 2 ? - A - < - 0- 5%- 3<- }<- =?- :S- 3*3-

G A-.2%-(

#-2h, t 3 - 3 , A % S ?- 0 - 3

G R <- $ - .!:,

z-3 R, R -= A: R %- K A- \ - 0- 5 2>.- : A- .L A/ - { . - 3 A- : S - 2 : A- o 5 / - & A, .L A/ - { . - 5- 2 - # - > ? -

A ?-2>.-0-%?-$?=-2 R -;%-#->?-G A ?-2>.-0-$ R



●230●

J ., .L A/-; A$- $ A- ; =- {.-=- 2 R .- {.- v- 2 : A- 1 / - 5 / - 2 < - H . - 0 < - ( J/- 0 R - 3 J .-3 R .- ; =-

R ? - $ & A$ - = - , - ~ . - 3 A- : S - 2 - 2 ! R = - 2 - . % -, {2?-=-

r'8 J ?-

$ - 1 / - 5 /- =- H.- 0<- ; R .- 0- 3- $+ R $ ? - 2 9 % - % / - . L J- o - 3 J ., H J . - < % - \ J % - L - : . A-

=- ] R - ? J3?- :# R <- ; R . - 0 - : S - 2 ? - $ 9 : - : # R <-:. A: A- / % - . L A/ - { . - G A- ; = - { . - = - H . - 0 < - ; R .-

0-. J: A-{ R A-M R %-5 S <- 8 - ) A- : S - < J . z-3 R, . J-/ A-% R - 3 ,2?- 9 %- 2 A$ , %?-. J-v<- 1 2-% J ?-; A/

t3-3 R -= A: R %-, . J-/ A-.L A/- {.- =:%- %- 5 S : C-2 R . - { . - . % - : S - 2 < - ; = - { . - 3 A- : S - 2 - 3 % - 0 R - ; R . - 0 : A- o - 3 5 / - I A ?-

<

{ . - ? R - ? R : C- ,- ~.- .%- 1- $ . % ? - 3 A- $& A$ - 0 - 3 - 9 ., { 2 ? - : $ < - 5 K$ - 2 h < - L J .- 5 = - ; % -

3 A- :S, , A< - A - 3 J- < - # - . % - , .L A/- ! A- =/, # - / - +, A R - ? A- O - < J ? - = A ? - ;, 8 J/-8 A ?-=/-2&?- ? -

2! R =-2: A-.L A/-{.- & %-3 A-:S-2?,

%?-2>.-0: A- .L A/-{.-G%-a R 2- 9: A- /%- $ A- K A-\ A %- 2: A-a R 2-3-.$-.%- { -82?-?-O A/-? R $?-G A ?-2>.-0-.%-3 A-:S,

z-3 R, . J- = - 3 * 3 - : ) R $- L J .- ; R . - . J, < - ; / - I A ? - _ % ? - : # R < - : 2 < - m ? - = - 'gasoline' 9 J< - 2 - . % - H J .-

G A ? - . J- =-'pertrol' 9 J<, .- . % - % : A- A- < : A- .$ J- c / - I A ? - $ / 3 - $ > A ? - = J$ ? - 0 : A- ! R /- . ? - = -

'fall'8 J ?-2e R .-0-.%-;%-H J .-G A ?-. J: A-52-=-'Autumn' 9 J< - 2 - ; A/,

t3-3 R -= A: R %-, 2. J/ - 0 < - $ %-, % - 5 S ? - { 2 ? - = - = < - L - . %

= < - , - ~ . - $ & A$-. J- 1- $ . % ? - 3 A- : S - 2 : A-| R - / ? - [ R $-0-.0 J<-/,

.L A/-) A: A-.L A/-{.-=?- 1-;%-0: A- ,- ~.- #- >?- =- A- < : A- .L A/ - { . - . - 3 ) $- ='r' .<- + J- [ R $ - 0 - ; A/, . J- 2 ? - 'd-e-a-

0: A- , - ~ . - : . A- = - . L A/- ) A: A- { . - = ? - ' / dI@ / '8 J ? - 0 - . % - A - < : A- { . - = ? - ' / dI@r / ' 9 J< - 2 - ; A/, H J .-G A ?-.L A/-; A$-=- . R %-2-L J .-0: A-O R .-/?-:. A-.%-:. A-v- 2 : A-.0 J<-2e R .-3%-0 R -8 A$-f J .- , 2,

z-3 R, . J- / A- % R - 3 - ; - 3 5 < - < J ., .- . % - . 0 J- ( - = - = : A- / % - . - 'c-o-l-o-r'=- 'c-o-l-o-u-r' . % - : S - 2 : A-

$ R -. R /-; R .-0-3 A/- /3,

t3-3 R -= A: R %-, < J ., . J- $* A ? - G A- $ R - . R /- ; R %?- ? - 3 5 % ? - 3 R .- , . ? - G A- . 2 % - $ A ? - . L A/- ; A$- $ A- , - ~ . - # - > ? -

G A- . R <-[ R $-L J .- 5 =-. J-o=-#2-? R -? R -/?-: I< - 2 - < J ., z-3 R, %-=-.- . %-S A- 2 - 8 A$-; R ., .L A/-; A$-$ A-O R .-/?-( J ?-29%-2: A- ; =-{.-$%-; A/,

t3-3 R -= A: R %-, . J- .

<-I A$-V A ?-/ ,

- 2 R - 8 - < J . ,



●231●

aR2- 5/, z- 3 R? - . LA/- {.- G A-;=- {.- ? R- ? R: C- { R<- V A?- 0: A- M R%- 5 S<, : 6 3 - \ A %- ! J % - $ A- 3 A- 3%-> R ? - G A- 2 ? 3 - 0 < - / 2 - K R $ ? - 0 - 5 % - 3 ? - . L A/ - { . - 5- > J ?-> A %-# R - 5 S ? - 2 > . - 0 : A- {.-

< A$ ? - , 3 ? - & . - $ & A$-3 5 % ? - ; A/ - 0 < - ? J3 ? - ; R ., % ? - . J- . R / - . % R ? - 3 A/ - 0 - g R $?- L %-, .L A/ - { . - 2 ! R = - 2 8 A/ - 0 : A-

o = - # 2 - . $ - $ A- /%- . - ; =- {.- $- 5 S $?- ; R . - 0 - . % - . J- . $ - 1 / - 5 / - 2 < - H . - 0 < - 3 % - 0 R - ; R ., % ? - 2 ! R = - H 2 - ( J-

2: A-.L A/-) A: A-.L A/-{.-.%-A- < : A-.L A/-{.-$* A ?-G A-H.-0<-\ J %-2<-L- ! J, A- < : A-.L A/ - { . - . % - . L A/-) A: A-.L A/ - { . - $ * A ?-=-H.-0<-; R . - 0 : A- o - 3 5 / - $ % - 8 J-/, . J- = - = R - o ?- 5- 2 - i 3 ? -

S <- 2>.- o

- ) A- / ? - ; R % - 2 - ; A/

= A: R %-$ A ?- 2>.- o : A- .L A/ - { . - G % - 3 A- : S - 2

- . % - $ 8 / - 0 : A- $/[ R $ - / -'[ nu:z]' .

2?-'c-e-n-t-e-r'

t3-3 R -= A: R %-$ A ?

2- , R .- -~.-3 A- :S- 2- 3%- 0 - /?- $;<- + J-; R %-2-< J ., .0 J<-/, , A<-2+%- . -.L A/-) A: A-.L A/-{.- 5-

G%-A- < : A-.L A/-{ R .-0-; A/,

J/- 0 R -

o=- , A: A- {.- < A$

{.- , R .- , 2-0<- I

G A ?- %- 5 <, 3 J- \ A %-L%- 3: A-, R $ - 3 : C-.L A/ - { . - 5- 2 - 0 R - i 3 ? - 1 = - ( J<-= R -28 A- 2 o - z $ - $ A- ; < - } R /- . -.L A/ - =, . ? - G A- :P R ? - . % - 2 !/ - / ? - ; = - { . - : . A- $* A ? - G A- 2 < - H . - 0 < - ( J/- 0 R - L % - 2 - < J ., t 3 - 3 R -

<, n J/- :. A: A- .2%- $ A ?- { - 8 2 ? -?- O A/ - . % - # R - 3 R - $* A ? - G A ? - 2 > . - 0

- ; A/, $/?- 5 = - # - > ? - G A- : R $ - / ?, .L A/- ) A: A- .L A/ - { . - = - : I< - 2 - 3 J .- . ? - A - < : A- .L A/ - { . - = - : I< - 2 - ; R .-0 ?- 5 =- I A- : R $ - / ? - . J- . % - w R $ - 0 - ; A/,

:. A- / A-

'n-e-w-s' 9 J< - 2 : A- , - ~ . - . J- A- < : A- .L A/ - { . - v < -

% - . L A/- ) A: A- .L A/ - { . - v < - [ R $- 5 K-'[nj:z]'; A/- 0, .L A/- ) A- 2: A- 'c-e-n-t-r-e':V A- { 2 ? - A - < -

v<-:V A-2-2&?-G A- o -35/- . - P 2,

-2>.-0<-.L A/-{.-G A- ; =-{.-3 A-:S-2- , R .-3#/-5 S ?-$& A$-3 , /-I A- L - . % R ?-> A$-\ J %-2<-,-

~ . - 3 A- : S- 0- < J ., :. A: A- o - 3 5 / - / A- { . - < A$ ? - 8 A 2 - : ) $ - 0 - 5 S ? - 2 > . - 0 - v < - / - . L A/ - { . - G A- ; = - { . - ? R -? R ? - ,

R -8 A$-{.-< A$?-$8/-0

2-.$-$ A ?- n

- < / - ? A: A-2h-f A %- ! J-'aubergine'

2! R =-/?-! /-I A- , R .-0: A-} R -5=-8 A$-$ A-3 A %-=-:2 R .-0-; A/, : R /- .- 5- 2 - . $ - $ A ?-. J-=-/ R -2 J-; A-2h-f A %- ! J-'eggplant' 2! R =-/?-:2

t 3 - 3 R -= A: R %-$ A ? - 2 > . - o <- .L A/ - { . - G A- ; = - { . - ? R - ? R : C- 2<- =- 2 R . - { . - G A- ; =- {.- v- 2 : A- H.- 0<- (

3 J . - . J, .L A/ - { . - 5- 2 - 5 S ?- ; = - { . - 3 A- : S - 2 - 2 > . - G % - 1 / - 5 / - = - 2 h - 3 R .- , 2, . J: A- . 2 % - $ A ? - . L A/ - { . - / A-

?- =- @- &%- 3# R - 2- .%- . ? - / 3 - 8 A$- $ A- 5 K- :63- \ A % - $ A- ; =- P - ? R - ? R : C- 3 A- i3?- G A ?- .L A/-

<-+ J-1/- 5 /-2<-}<-=?- o ?-= R /-L J .- , 2,



●233●

"H J .-<%- .

.% R ?-0 R -i3?-# $-3: A-/%- . -2 # -$? R $-L J .-5<-e J ?-#-:V=- o -; A/-"8 J [email protected]= A/-I A ?-=/-2+2, A ?,

/3- P <-2 # .-. J-.L A/-) A<-:P R - o , $/%?-

"; A/

* A/-:$:

"H J .

$-2 9 % - ; R . - 0 - . % - % / - 3 ( J . - . $ - = -# =-I A- 29 R ?-

"H J . A- / ? - & A-8 A$-L J .- o -; A/-"8 J ?-z-3 R ?-S A ?,

@.-=

-.L A/-) A-o A-?-# =-#$-; A/-=, :. A-28 A-2 R <-3*3-:V J=-o=-#2-( J/-3 R -8 J ?-G%-:2 R .," & J ? =-? R -? R -/?- . ?- ; /-$-43-=-: . $- o -; A/-"8 J ?-z-3 R ?-S A ?,

? A- / ? - * A/-$ ? 3-< J<- # R .-

A ? - . % - K J . - ! - . $ R ?, 3 J- :# R <- . J- . ? - 5 S . - $ & A$- $ A-

? . M . ,"8 J ? - @ . - = A/- I A ? - = / -

2+2,

→ . J-< A %-/ A-^-2-$ ? 3-0: A-5 K ?-2& R - s - ; A/-5 [email protected]= A/-a R 2- 9<-= R $- o -< J ,

?-/3-8 A$-=-+- 0 -= J- +/- . -:P R - o -; A/-"8 J ?-z-3 R ? - S A ?, " %?-

"H J .-<%-. J<-& A-v<-:P R - o -"8 J ?-z-3 R ? - S

", R $-3<-%-<%-3 J-:# R < - = - 2 # .-. J-o=-?<-:P R - o , . J: A-e J ?-$

* A/-%-<%-= R /- +/-=-:L R <- , 2-"

& J [email protected]= A/-I A ?-=/-2+2,

"H J .-G A-* J-3 A-i3?-$/3- P -,%-=-3)=-:U.- . -; R %-%3-"8 J ?-z-3 R ?-S A ?, , # R - 5 S- . J<-; R % - + J- 2 . $ - P R % - H J< - / - ; R . - 0 : A- # R - 5 S : C- H A3- . - O A . - % J ?, . J- / ? - % - 5 S ? - 3 * 3 - . - o = - ? - / ? -

A-:5 S -2-< R =- o -; A/"8 J [email protected]= A/-I A ?-2>.,

-G A ?-<%-$ A-* J-3 A-i3?-=-=$- * J ?-2 9 %-; R .-.3-"8 J ?-z-3 R ?-S A ?, "= R ? - 2 9 %-, % ? - 2 . $ - $ A-A-# - . % - A - / J-$* A ? - = - , % - ! - 8 A

0: A- ! R .-$ R ?-2 9 %-; R .-"

& J [email protected]= A/-I A ?-=/-2+2, -G A ?- ?: - $-=/-.%-2.-= A ?-?

" %-<%- ?: - $-=/-/?-< A- = - : 6 K$- o -.%-2.-= A ?-? A-/?-<%-$ A-t$?-g<-8 R /- o -; A/-"8 J [email protected]= A/-I A ?-2>.,

"H J .-<%-o=-#2-? R -? R -/?- . ?- ; /-& A- 4 3 - = - : . $- o -; A/-" 8 J ?-z-3 R ?-S A ?, A/-I A ?-"%-<%-o=-#2-$& A$-# R -/<-3-$+ R $?-3 A-:P R .L A-! A-=/-.%- ?: -! A-=/, 2.-= A ?-? A-2&?-/ A

=-#2-G A-3 A-:S-2:

-=/-2+2, ": R, . J-/ A- @ - & % - f R $-:6 B %-( J, . J ?-/-H J .-<%-?-#

" % - < % - . L A/-! A- = / - / ? - $ 9 : - : # R < - $ & A$ - = - : . $- o - . % - ?: -! A- = / - . % - 2 . - = A ?-

o - ; A/, 9 A- = A % - / ? - = /- +/ - = - : P =- 28 . - L J . - 0 < - * A/ - $ *

e J ?- - :P R - o - ; A/ - 0 ? - % - < % - % J ?- 0 <- - : P R - .$ R ?, 2. J- 3 R - L R ?, z- 3 R, <- - 3 )=- 2 <- ( R /

K, . ?- /3- 8 .



●234●

8 $ - ;R.- .3, J- 5 / - * J< - 2 8A- 2, #R- 3 R? - # - 0 < - A % - P % ? - 8 A$- 2

#-2h,

( #- 0<- $+ R % - . ?- ? , )

^-2, H J .-2. J-3 R -; A/- /3, $;%-:6 S 3?,

6-; J,

H J .- ? -; A/,

^-2, %-<%-^-2-; A/, H J .-<%-$;%-:6 S 3?-A J-; A/, $;%-:6 S 3?, ; A/, %-$;%-:6 S 3?- ; A/, (- o ?-; R .-0: A- {.- :. A- $ R - 2?- ) A- :S: A- 3 R - 2- =, H J .- G A-$/?- 5 =-& A-:S-< J ., ^-2, %-3 A-29%- o -3 J ., :. A- / - ; R .-5.- . ?- o /-.%-:S, H J .-G A-L-2-,-.$-& A- : S - < J .,

$ = - + J- % ? - 3 -3 , . - . - z - ? - / ? - . %?-

% R ?-2 R - , 3-$%-2 { <-( R $-=, . J ?-H J .-G A- S / - $ . %-? J=- , 2, $;%-:6 S 3?, ; R . - 5 . - } < - 2 8 A/ - 2 . J-= J$?- ? -3( A ?, 2. $-$ A- a R 2 - . 0 R /-I A ?-

2l R /- L J . - /-%- <%- ~/- %$- 0- 8 A$- +- : I<-% J ?-; A/- 9 J<, : R /- G%- 1- ; =-I A-9-3-@-&%-S/, ^-2, . J-= R ?-; A/, %-5 S ?-H J .-=-1- ; =-I A-.

$;%-:6 S 3?, 2!:-S A/- ( J, ^-2, H R .- % R - 3 - 2 9 % - $ A, H J .- G A-$3- . - 2 N - > A ?-A J-; R ., %?-.% R ?-$/?-# R - = - # - 2 h -

-, H J . - G A- { . - % ? - # R - = - 2 > . - / -

-

%-3 R =-L J .-/-% R -3- * A .-0 R -< J .,

?, H J .-G A ?-% R -3-2>.-0-; A/- /3, # R -3 R ?-$8/-& A-8 A$-\ J %- L %-, R R R J- 3 A A A/,

2N-> A ?, : R, %-5 S ?-# R -3 R <-3 , /-n J/-& A-8 A$-2 1 2- 2, ^-2, %?-# R -3 R <-1- ; =-I A-9?- , 3-$%-2 { <-.$ R ?-?3-. J: A-52-=-H J .-* A .-z-?<-3%$?-.$ R ?-8 J ? - S A ?,

2N-> A ?, . J-/ A-@-&%-29%-, 3 R ?-%-=-# R -3 R <-2+%-( R $-0?-#-0<-A%-P%?-8 A$-28$-A J-; R .,

8 A$-L J .-/-:. R .,

^-2, , $ ? - o = - 3 - 2 8 J %?, # R -:. A: A-} R / - + $ - + $ - = - 5 S . - 3 - * R - < - 2 . - ? R %

A J-( R $,

$;%-:6 S 3?, 3 A/, . J<- * R /- 3 J ., ?%-* A/- .$ R %-): A- } R /-+$-+$-=-%?-;%-2 *< - # - 0 < - 8 A$-o$ ^-2, H J .- .%

\ J

^-2, %-;%-. J- v < - ; A/, ? J3?- ( %-L R ?, 3 A-:I%?-2<-#-2h-L,

2N-> A ?, 7 J, ^-2, & A-8 A$-L J .-28 A/-; R ., ^-2, H J . - G A ? - $ ; % - : 6 S 3?-G A ? - 2 + % - 2 : A- # - 0 < - = - * / - 3 - , 2 - 0 - < J ., # R -3 R ? - 2 . $ - = - H R . - ; R . - 3 J . - S A ?-

2-.%-%?-# R -3 R <-H J .-<%-| R -K A<- < - 2 .-? R %-8 J ?-2>.-9 A/, 2N-> A

^-2, # - 3 ? - L - 2 - ; . - 5 . - 2 . = J$?- ? - ( ?- G%- 1- ; =-I-9-3-S/- L %-8 J ?-2e R .-0-;

,



●235●

^-2, 3 J ., # R -3 R ?-2>.-0-v<-

/-.$ R %-): A-} R /-+$-+$-=-#-0<-$+ R %- o -; A/-0-.%-.% R ?-$/?-H J .-=-#-2h-L J .-:. R .-; R .-9 J<, 2 9 % - $ A ? % - * A/- K A- S R - % - < % - H A3 - / ? - : . $- o , # R -3 R ? - $ + R % - 2 : A- # - 0 < - ; % - 2 *<-> R <- . - 2 &$ - / -

,

$

= - $ ? = - 2 R - 2v

R -

=-:U.- L %-, , , $- ! J- A - 3 < - 2 $ - = J 2 - $ ? < - 2 - 8 A$-* R - < -:P R - 2 - . J-2e R ., . J: A-e J ?, # R : A-] R : A- , 2-

%- % R - U

c/-=- , $- . ?-" R - ( %- % -8 A$-* R -2<-:P R -28 A/-; R .-" & J ?-=/-2+2,

3 - . 3 - 2 - $& A$, # R ? - A - 3 : A- 3 % $ ? - 2 & R = - v < - . - $& A$ - G % - 3 - 2 e J . - 2 < - 5 % -

<- 3 .,

" |

. J ?

3 - . 3 - 2 - $ % - , - 2 $ - = J 2 - $ ? < - 2 - ; A/- 3 A/ - , $ - $ A ?-

= R % ? - 9 J<, # R - 3 R ? - % - = - 2 > . - 0 : A-

# R -3 R ? - 2 8 $ - 3 J ., : R / - G % - 3 R ? - ? % - * A/ - ; % - 2 *< - # - 0 < - 8 A$ - $ + R % - 9 J<, 2N-> A ?,

3 A-:. R ., a R2- 5/, 3- 2eJ.

$ / 3 - $ > A ? - : H $ - 0 : A- ^ - 2 - . % - 0 R : C- * A/- 3 R - 8 A$- =, A - 3 - 8 A$- $ A ? - < % - $ A- 2 - ( % - = - # R - 3 R < - . % R ? - 0 R - * R - 2 < -

< R $?-<3-L-. R ? - 0 : A-< J-2-2+ R /,

"H J . - G A ? - 2 . $ - = - 2 $ - = J 2 - $ & A$ - . % - : R - 3 - . 3 - 2 - $ % -, 3<-< A=-2 R -8 A$-2&?-* R ?, 2$-= J 2 - $ ? < - 2 - ; A/-3 A/-

- .$ R ? - 8 A %- , : R - 3 - . 3 - 2 - ( J/- 0 R - 8 A$ - . % - 3 < - < A=- 2 R - ( %- % - 8 A$- = J/- < R $?, :. A- . $ - 3 - 2 e J .-

& A$ .- . % - : P # < - | R <-:$:-:H J<- o -3-2e J .-& A$-" & J ?-A-3?-2>., 2 - ( %- $ A ?- H- 2- S R /- 0 R - 8 A$- $ R /- e J ?- | R : A- K A<- 2 ., 5 S % - # % - . - :P R - 2: A- = 3 - 2 < - . - # R - (- o ? - ; R . - 0 : A- 3 A- : $ : -

R $ - 3 < - # R -A- # -=-

P R $?- 0 R - . .- L %- 2?- # R ?-" %- <%- : R - 3 - . 3 - 2 -( J/-0 R - $& A$-* R - < -:P R -28 A/-; R .-"& J ?-2>., . J- / ? - # R : A- .$ J-

%-<%-3<-< A=-2

3 ) $-3,<, 2 - ( %-. J-5 S %-#%- . -, R /- L %-, # R -<%-5 S % - # % - $ A-K R $?-! /-=-:# R <- ! J- 2$- = J 2- $?<- 2- 8 A$-.%-: R -

3 < - < A=- 2 R - $& A$ - 2 & ? - 2 4 =, 3-]%?-5<- . ?-# R ?-. J-.$-5 S %-#%-$ A-3 . /-K R $?- ? -H J<-; R %- ! J-l A ?-$* J<-0

5 S %-2?- R <-. $-.%- 9 < - s - < J .-"& J ?-2>., 2 - ( %- - A3- U$- $ A- /%- . - < J$- e J ?- =$- ! R %- K A<- K %- ; R %- ! J-"A- 3?- 2.$- =- # R - 3 R <- 2$- = J 2- $& A$- .%- : R -

3 < - < A=- 2 R - $& A$ - 2 & ? - * R ? - > R $- 9 J<, .- . % - # R - 3 R ? - % - =

$& R . - . $ R ?- 5 - . % - : R - 3 - > J= - . 3 - ( J/- 0 R - 8 A$ 3 < - < A=- 2 R - ( %- % - 8 A$ - 2 & ? - =

* R -.$ R ?-0-5%-3-%?-3-2e J ., : R /-G%-%?-| R <-3 R -H J<-; R %- o -2e J .-? R %-"& J ?-2>.- L %-,



●236●

#J- 5 / - * J<- s- 0, 2. J- ,%- =- 1/- 0: A- 29:- 2+%-, #-2h,

.

< .-;/, 7-; R : -.%-^-2-i3-$* A ?, $/?- 5 =-$?<-2-& A-8 A$-; R ., ,

$/?- 5 =-$?<-2-& A- ; % - 3 J .,

H J .-G A ?-%-5 S -.%-3*3- . -.$ R %-)-: , %-:. R .-.3,

< .-;/, 3 A-( R $- o -& A-; R ., H J .-5 S ?-& A-8 A$-

9 A/, % - 5 S ? - 2 . J- , % - = - 1 / - 0 : A- 9 - 3 - 9 - l A ? - L J . - 2 8 A/-; R . - 0 ? - $3-

.-9 A

/,

-= ? - l = - , J %?-3%-0 R -3- . %?, %: A-2?3-0<-2.$-$ A ? - . - v -

/-:S A-< R : , 2. J-,%-=-1/-0: A-29:-2 + %-=-< R -2 & A-w/,

^-2, V R -2-29%-2: A-29:-2 + %-. J-.$-2. J- , % - = - 3 A-1/,

( a R 2- 9 : A - ! 2?-2 J : A -$? R =-5 B $?-#%- . , )

J, A/-:S A-<

^-2 9-28 A/-; R .,

A/-:S A-< R : , % ? - 5 S . - 3 - 2 d R ? - 3 - . % - # R ? - 8 R $-# R $ - 2 4 ? - 3 - 9 - 2 8 A/-; R ., % - 5 S ?-.- . %-2$- , $- $3-24?-3: A-52-

=- 2$- , $- ( < - 2 4 S ?- 3- 2>.-

* %-2: A-9-3-:. J3?-; R ., ^-2, %-5 S ?-.- . % - 2 J-Z A/- ?: - .%- 5 B- $: A-: . ?-5.-3, R -2: A- 9 ? - < A$?-29:-l A ?- ; R .-0?->-=?-29 R ?-2: A-

5 S

.-3-# R

- / - 3 - ; A

/-0-$8/-.- .

%-} R

-5=-I A

-5 S

.-3-#->?-2>< .-;/, 2?3- 5 =-. J-29%-,

2.$-=-P R $?-0 R -:$:-; R .-=-# R -5 S ?-G%-29:-2 + %-$ A-i3-0-2 +<-2?-= ?-0 R - 2. J- , % - . - I<- ; R ., 9 ? - < A$?- $-5 S $?- # J 2- ! J- = R %?- ? - , R .- 0- / A- 2. J- ,%- . - : I<- 2<- ( J ?- 3I R $?- 0: A- , 2 ? - = 3 - ; A/- 0-

%?-> J ?-; R .,

A/-:S A-< R : , .- . %-%?-$ R -, R ?-=-$9:-:# R <-$& A$-$ A-/%- . -= ?- l =- , J %?-:$<- . R %- 3#/- . J- = ?- l =- 3 A- . R %-

3 # / - = ? - 2 . J- , % - ; A/- 9 J<, = ? - l = - I A ? - a R 2- . R % - L J . - 0 < - ; % - < 3 - : . J$ ? - L J .- , 2, o - 3 5 / -

/ A-. J ?-2.$-=- ! R 2?- >$?- . A/-8 A %-%=- . 2-? J=- , 2, < . - ; /, 2?3- 5 =-. J- 2 9 % -, * A/ - : . A- : $ < - % ?

/ ? - 2 9 %- ! J- 2. J- , % - = - 1 / - 0 : A- 29:- 2 + %- = R %?- ? - , R .- o - . % - . J-< A %- K A- S R - /?-= ? - l = - . R %- o-; A/, H J .-G A ?-2v?-/-29:-2 + %-$?<-2-. J- . $ - & A-:S-< J .,

^-2, 2. J-,%-=-1/-0: A-29:-2 + %- , .-/-$/.-. R /-$* A ?-; R ., < .-;/, . J- . $ - & A-8 A$-< J ., A .-3



●237●

- \ A % - $ A- ; =- P - ! /- +- 8 A % - = ? - / A- 3 A- 5 % 3 < - $ = - ( J- 2 < - : . $ :V?- 2 -; R . - 0 : A- 8 A % - = ? - / A-8 A % - ? - $ > A/-

J .-5 K,8 A %-=?-=-< J-2-3 J ., : R /-G%-8 A %-=?-G A-L J .-,2?-. J-.-v: A-2<- . -5.

A- ?: A- $ R - =: A- ! J % - $ A- ? - $ > A ?-

R <-< /- 8 A %- 0- K $-0 R <-: I<- Y A . - G % - . J ?- o /- . - ?- $> A ?-

2+%-, o -35

O A-$& A$-5 K-=?

i 3 ? - 2 & . - . J- R $ ? - = R - + R $- * J ? - 3 A-$ R ?, o - 3 5 / - / A-8 A % - ? : A- G % - : 5 S -2 & . - 2 # -= J/-L J .-0<- # R % - = R - < = - 2 - 3 J .- . -

3 A- < %-2?-? R, * J-2: A- = R -

m ? - 2 8 $ - 0 - = A=- + R $- .%- 5 S .- 3: A- < A$?-. J- . $ - < % - L % - $ A-= . - m ? - = - 2 g J/-/?- * J ?- 0- =?-3 A$- =-

$> A/-0 R - = ? - 28 A % - ? - $ J, ? - $ > A ? - $ > A/-0 R -; A/ - 0 : A-8 A % - ? - . J- . $ -

,2?-:. A-=-=

0: A-8 A % - ? - . J- . R % - 2 R : C- = R - 3 - { 3 - 0 R - . J- . $ - $ A ? - ? - 2 & . - ) J-

. - m ? - = ? - * J ? - 0 : A-= R -+ R $-. J- . $ - $ A ?-

2: A-= R -+ R $-=?-?-2 & .-:6 B/- , 2, A- : L %-# % ? - > A$-; A/, ?: A-$ R - = < - Y %- * R 2 - 8 J ?-

-! /-I A-: L %-# % ? - ; A/ - 0 ? - < % - $ A-5 K-Y R $-v<-

Y %- * R 2-L J .-.$ R ?,

aR2-5/, 8 A% - ? - / A- 5 K- Y R$- ; A/,

:63

0 R <-2g J/-; R .-=, 8 A %-?-$> A/-0 R -3

-3, R / - 0 : | R -/?-2& R ?-2 +<-L?-0-< J ., {2?-:$<-8 A % - = ? - G A- L - , 2 ? - . J- . $ - $ A ?-

$> A/- 0 :$=- n J/-29 R ?-; R ., = R -< J - 28 A/-8 A % - ? - $ & A$-$ A- ! J %- . -= R -+ R $- $-$& A$- 2+2-

%/- 0<- 29 R - 2- .%-= R - + R $- * J ? - 0 - 3 A- 2 9 % -, 1850= R < - A < - : . - = / - . - / . - < A$ ? - & A$-$ A ? - 8 R $-# R $-; R . - 5 . - l - 3 J .- . -

/-/ A- * J ? - . % R ? - . J- . $ - = - / . - . J< - 1 < - c R =-L J . - 0 : A- ! R 2?- >$ ? - : 6 S 3 ? - 3 J ., . J: A- . 2 % - $ A ? - 3 A-P%?-

-:.?, = R - + R $- 3 A- : L %- 2: A- 8 A %- ?- . J- . $ - L J- 3 < - : I< - 2 8 A/- ; R ., 3 J- \ A % - z R - 3- < - = R - < J< - 2 8 A/ - / $ ? - 5 = - I A- # R % - 2 R -

>=- . - = R - + R $ - : . J 2 ? - 2 8 A/- ; R .,

: R / - G % - ? - $ > A ? - 3 A- 2 9 % - 2 ? - = R - : $ < - 3 - $ + Y A ., . J-e J ? - / $ ? - 5 = - 3 % - 0 R -$& R . - .

:$: A- < A %- , : 6 3 - \ A % - $ A- ? - ( - 3 % - > R ?- ? - = . - m ? - , . - . J-= R - + R $- $ A-; R % - : 2 2 - ) J-3, R - < -2+%-, = .-

?- * J ? - 2 : A- ?

36 K ? - > A %- * J ?- ! R 2 ? - ( J, : R / - G % - . J- . $ - 9 ? - ? - , . - / - 3 A-9 R $-$ A-2. J- , % - = - 3 A-1/, . J- 2 ? - & A-8 A$-2 1 2 - / - ? - $ > A ?-

. J-,%-=-1/-0: A-= R -+ R $- * J ?- , 2,

> A/-0 R -. J-= J$?- 2& R ?-L J .-0<-L-,2?- $-5 S $?- , R . - ( R $-+

+-= R -< J<-28 A/-= R -+ R $-< A$?-3 A-:S-2-:. J 2?-0-.%-8 A %-?-#->?- ? -= R -+ R $-3-2+2-0<-= R -$& A$-=-2 *<-.$ R ?, R -+ R $-:# R <- * R .-:. J 2?-: 6 $?-G A-Y R =-9 J<, . J-v<-L?-/-?-2 & .-:6 B/- , 2-& A %-$+ R <-2_$-, J 2?-

$-$ A- * J- :# R <- . :%- # R %- 2 R - 2 4 $ ? - + J- a < - $ ? R -L J . - ( R $ #

29%- . -$+ R %- , 2- 0- .%- l- 2?-?- < = - 2 < - : $ R $- Y % - L J .- , 2, <%- L % - $ A-=

m?-: I<-= .-m?-=-2g J/-/?- L %-

8 A %- ?- / A- % - 5 S : C- :63- \ A %- ; R %?- G A- @ - & % - $ = - ( J- 2: A- / ? - 0 :

0-. J- ; % - . R /- . - ? - $ > A ? - $ > A/-0 R - o / - : H R % ? - L J . - 0 - = - 9 J<, 8 A %-?-/ A



●238●

# , - 5/- * J<-S$- 0, a R2-9: A- :5 S- 2

2N-> A ?-G A -* A /-, R, ^-28 A -0: A -5 K ?-. $ $9:- % J /-0

, . -. J-.$-:V A-:. R .-G A-< J-2-; R .,

S : C- < A$- $/?- { R <- I A- > J ? - L - > A/- +- 3%- , a R 2- {2?- :. A<- %- <%-9?- < A$?-

$; R ?- . R < - , 2 ? - G A- a R 2 - O A . - = : % -8 $?- 28 A/-; R ., . J- 2 ? - K A-S R : A- . ?- ? - % - < % - @ - & % - V J= - 2 - ( J- 2 ? - 3 5 / - 3 R : C- . ?-

= - $ * A . - 5 B3-0 R - 8 A$ - G % -# $-3 A- , 2 - 0 - . % - 8 R $ ? - 0 : A- . ?- < J-< J< - % - < % - } - 3 R - / ? - = % ? - + J- * A/- . J: A- a R 2 - 5 / - . $ - = - P - 1 A$ - L ? - 0 - ; A/,

% - < % - a R 2-G : A- :5 S - 2 - = : % - @ - & % - . $ :, . J- < A % - K A- S R - % ? - a R 2- 9: A- : P / - 2 # <- I A- O R . - / ? - b % - l J .- % R - = R - l J .-

R 2- 9< - : P R -28 A/-; R .,

# R -3 R - * J- ? < - ; R . - 0 - . J ? - % - < % - ? - 3 , : -

.-

% ? - / 3 - o /- . - * A/- , R - :V A- 28 A/- ; R ., : R / - G % - * J- = 3 - % - < % - L - 2 - 3 % - 0 R - 8 A$ - = - V J= - 2 ? - . J- o / - : H R % ? - L -

o -.!:-#$- L %-, 2.$-=-^-2-< J-< J: A-} R /- % ? - a R 2- 9- < - . % ? - 2 l R /-L J . - 2 8 A/- ; R . - 0 ?, .L A/- ; A$-$ A- ( - 5 . - < A3 - 2 8 A/-) J- 2 9 % - . -:P R - 28 A/ - 3 ( A ?, : R /-

G % - % - < % - } < - 2 8 A/- $/3- .J.- < A$- 0- . R %- o < - @ - & % - . $ :, % ? - $ 9 : - : # R < - : $ < - a R 2- ( % - $ A- a R 2 - 3 - 5 S <-

$ / 3 - . J . - < A$ - 0 - O A . - . $ R ? - 2 ? - . J: A- K R $ ? - = - : 2 . - 0 - L J . - 2 8 A/- ; R ., % - < % - . - . % - 2 R . - G A- = R - o ? - a R 2 - O A . - = - @ -

&% - . $:, . J: A- /%- . - % - 5

2 - ; A/, * A/ - : . A- : $ < - % - 5 S : C- < - # $ - b % - l J .- % R - = R - l J . - / - @ - & % - 2 9 % - , . J- 2 ? - % - 5 S - o = - , 2- o - % ? - , J$ - $ & R .-

L J .- , 2, .- . % - . R - .$ R % - % ? - < % - $ A- P R $ ? - 0 R - 5 S < - . $ R % - ) - 2 { R = - 2 - ; A/, < /- I A ? - 2 $ - = J 2 - $ ? < - 2 - H J<-; R % - 2 - . % -

A/-:S A-< R -; A ?-5 S .- 3<- # J 2- 0: A- :V?- =?- 28 A/-; R ., z- 3 R - ;%- , R /- : . $, # R -3 R ?-G%-V R - (/-2+2-; R .- 0: A- 5 S .- 3-

2 4 ? - 3 - H J<-; R % - ; R .,

%: A- $& J/-3 R - % - . % - 3 * 3 - . -a/?-a R 2- 9-:P R - o <- ! 2?-2. J-29 R ?-; R .,

$ 9 : - : # R < - : $ : A-< A % - =, % - < % - z - ? < - $ / ? - 2 { R < - = - : P R - o - ; A/, ^ - s - 2 : A- / % - . - % - 5 S < - $ / % - 2 - ; R .-

0- .%- . J: A- e J ?-G A- $ 9 : - : # R < - / ? - 2 9 % - a R 2- 9: A- = ? - l = - : P / - 5 S $?- ; A/ - 0 ? - % - < % - : P =- 28 .- L J . - 0 < - a R 2-

O A . - : $ : - = ? - ( . - 3 A- .$ R ?, % ? - / 3 - ; % - $ ; % - : 6 S 3 ? - S / - 2 8 A/- ; R ., % ? - # R - 3 R - . ? - / 3 - 8 A$ - = - K A< - 3 5 S - } R /- . -

= R $- o -3 A-> J ?-0?-# R -3 R -K A<-; R % - 2 < - < J- | $-L J . - 0 - = ? - % - < % - z - ? - < -3 R - = - 2 v - < -:P R - o , H J . - G A ?-2?3-/-%?- 1 2-

0 - : . A-.$-:P A$-$3,

v - % - $ * A . - = R $- o - ; A/, o - 3 5 / - / A- % - < % - b 2- ! J$?- ! J %- . - $* A .- # $ - 2 8 A/- ; R ., $ = - + J- ? % - * A/ - % - = - . ?-

5 S .-; R .-5 K- 3 % - 0 R -:V A-% J ?-; A/,



●239●

a R2 - 5 /, 3$R- -(%-(%- 8 A$, * A/-8 A$-=, 3$ R - <?- .3<- 0 - 0- ( . J-/

9 - 3 - a J-2 R - $ % - H J<-+ J-? R %-, # J< - n % - $ A-# R -3 R -=3-2<-/?-o2-=- !-< J-( J/-0 R -8 - A-

R - 2 - ; A/, 2 . - 3 J .-$8 R /- / - 3 - 8 A$-=3-

. /-=- o $?- + J- = 3 - S % - 3 R -8 A$-. J . - / ? - / $ ? - $ ? J 2- +-? R %-, # R - < % - 2 . - 3 J . - . J: A-k R -3 R - = $ ? -

; . - 4 3 - : $ R <-e J ?, 2 . - 3 J . - $ 8 / - 3 - . R -3 R : C- k R -3 R - =$?- G $- + R / - 0 - . % - / % - = - ? R %- J- -; J, k R -

3 R -=$?, J .-<%-=-9-3-9-:. R .-; R .-0<- ( R /, %?-H J .- =- .$ - 9 - 8 A R ?-; R ., & J ?-2>., , %-! A ?, . J-@-&%-29%-, 9?-:5 S =-28 A/-; R .," & J ?-2>.,

"

" "

": R - / - H J .-G A ?-i-& R $-. J-:S: A-( J-2-=," R -=$?, H J .-G A-? R -. J-) A-:S: A-( J-2-=,"

A ?, ":. A-v<-L?-/-%?-H R .- ! 2?-2. J-%%-9- , 2,"

<?- .3<- 0R- .N A? - 0 : A- :P=- 28.- 0

R -.N A ? - 0 : A-: P =-28 . ( %- %- $?- $? J 2-2 o . - / ? - # R -3 R : C-k R -3 R - = $ ? - = -

A$ - . % - : 2 . - > A % - > R $-& A$-# <-; R . 0 :

/ $ ? - : , -3#/-8 A$-=-U.- L %-, "6-; J, H J .-<%-& A: A-K A< - b % - , % - = - / $ ? - 5 = - !$-0 R -:. A-2 o . - / ? - : P

U/-:. A- / ? - # J<-n%- . -? R %-/-* J/ - # - ( J,"8 J ?-/$?-: , -3#/-. J ?-2>., 2 . - 3 J . - . J ?- 2>.- o <, " % - < % - / $ ? - 5 = - : . A: A- 1 < - / % - / - 2 # . - ; R . - 0 : A- %: A- k R - 3 R - = $ ? - = - 2 v - < - :P R -

2-; A/, . R - / 2-%-<%-3 R -.%-3*3- . -8$- # R .-L J .-e J ? - ? % - * A/-K A<-= R $- o -; A/," /$?-: , -3#/-. J ?"/$?-5=-:. A: A-/%- . - , %-! A- 3 % - 0 R -; R .-0?-? J3?- ( %-L R ?,"8 J ?-2>.,

# R % - 2 R -8 A$-$ A- o2- . -; A 2-: . $ - 0 : A- , % - ! A ? - / $ ? - : , -3#/-.%- 2 . - 3 J . - . J-$* A ? - G A- # - 2 h - $ R - L %-, , % - ! A ?-2?3-

0<-" %-=-,2?-3( R $-& A$-; R .-0-. J-: P 2-/, . R - / 2-.$ R %-9?- ? - 2 .-3 J .-$8 R /- / - 3 - 8 A$ - 9 - ( R $" , % - ! A-. J- M <- . - 3

G A- # R . - > $ - +- , R /-+ J, c / - 3 R - . J- #%- 3 A$-& A$-$ A- / % - . -2 &$ - 0 - . % - k R -3 R : C-I R /-$ R ?- , % - $ A- < % - * A . - G A ? - I R /-+ J-*=-/?-

2 # ., R /- J-# A- # R .- > - , ! "6

H R % ? 3- 0 R -8 A$-$; "

" %?-.$ R %-

" 2v?-5 S .-. J-< A %-H R .-/3- o /-.%-3 A-:S, = ?-#3?-2. J-:3, & J ?- 2 .-3 J .-. J ?-2>.,

, %-! A ?, %: A-= ?-#3?-@-&%-2. J, H J .-G A ?-& A: A-K A<-. J-v<-:S A-2-; A/, 8 J ?-2>., 2 .-3 J .-G A ?-2>.- o <, k R -3 R -=$?, H J .-G A-3 A$-2P.-0-@-&%-( J,

, %-! A ?, ":. A-v<-L?-/-%?-H R .-$?=-2 R -3, R %- , 2, $& J ?- U $-3," & J ?-2>., 2 .-3 J .-G A ?-2>.- o <,

, %-! A ?, ":. A-v<-L?-/-%?-H J .-G A-2>.-0-$?=-2 R -, R ?- , 2," & J ?-2>.,

2 .-3 J .-G A ?-2>.- o <, " k R -3

, %-!



●240●

, %-! A-. J- *=- ?- #/- . J- k R -3 R : C- # R .

?-5%-3?-$+/- . -2. J- 2: A-%%-/?-:5 S -2-< R =, ,

=?-K A<-3( R %- ! J- 2 .-3 J .-. J-2 9 %-, 2 .-3 J .-G A ?- % -:2 R .-L J .- . ?-/$?-: , -3

->$?-2 o .-/?-:P R -28 A/-; R .-0?, # R ?-| R -2&$?-+ J- !-< J-; A ?- , %-! A-. J-2?., . J: AA J-e J ?- 2 .-3 J .-.%-/$?-: , -

3#/- $* A ?-G A ?-k R -3 R -=$?-G A ?-#%-3 A$-& A$- +-:1$-:5$-o$-28 A/-; R .-0: A- 1-, R ?-+ J-# R -$* A ?-G A ?-k R -3 R - * 2?, . ?-. J- / ? - 2 9 %-, , %-! A- 3 - $ + R $

# J- 5/- * J<- 2./- 0, :1 J=- o?

# , ^-2, 7 J, z-3 R, H J .-=-2v?-5 S .-G A-@-&%-.$:-: . $ & A-8 A$-L J .-28 A/-; R .,

-2h

2 4 $ ? - + J-# =-

.

R

| R ? - $ / - o - 8 A$ - : ) R $- o - < J ., ! % - 9 A- :. A- ^- S $ - 0 : A- ^ - . G A=- . - ; R %?- ? - : P 2 - % J ? - 0 - . % - ^ - 2 . / - 0 : A-

^- ! R .-=-5 S A-| J .- - < J ., ^-2, - % - 5 C- 8 % - ( J/- I $?- 2 0 / - = - : 1 J=- o?- ( - 0 R - ; . - 0 = ? - $ / ? - 3 % - 0 R -

R .-L J .- , -2 , J , R % - H J<- I A- 29 R - 9- < - 29 R - 2 - * A ? - 2 o - z $ - \ ? - + J- L - 2 - 1 : ) $- % J ? - < J ., .- . % - ? - $ / ? -

/ - o - : ) R $-% J ? - < J ., . J-

A- ! R .- $ R ? - S R /- 0 R -

1 J= - o ? - ; A/, % ? - H J .-

8$- $?<- 2: A-O R .- /?- 2?3- . R /- : P 2- 0<-

?-0-.%-~/- 8 -: 2 = - 3 # / - = ? - $ & A$-

z-3 R, 6- ; J, ^-2, % - < % - @ - & % - . $ :, % - 5 S : A- 8 A % - ( J/ - / ? - 3 - l - 3 * 3 - 2 8 $ - L ? - 0 : A- ! % - 9 A- 8 A$-

I A- ! R .- H- , R /- * J .- o - < J ., # R - 5 S ?- .L<- . ?- ? - 5 S % - = ? - = - 2 . $ - $ * J<- L J . - 3 # / - . - ? - $ / ? - G A- 3 A-

8 A$-:5 S =-28 A/-; R .-0?-%?-L-2-. J- 1 2-( J .-~/-8 -; A-$ J-8 A$-P- 1 A$ - L ? - 9 A/, ^-2, : R, J-@-&%-29%-, ! %-9 A-:. A: A-{ R <-I A-$/?- 5 =-3%-0 R -8 A$ - % - = - > R .-.%-, z- 3 R, ( $ - $ A, ^ - : . A: A- ^ - 3 ) $- +- .L A- + - = A: A-:2:-z/- ! % - 9 A- . % - 8 A % - ( J/-Y A . - $8 % - $ * A ? - G A ? - 3 * 3 - : V J=-

%-=?-G R -:L o . J- v < - 2 > . - / S : A A- : 6 J/ R - :S,

8 A$- ,$- $& 2 3z-3 R, <.- ; P 2- +-

G A-:V R $ - 0 - 3 % - 0 R -.%-$+/- # R . - L J . - 3 J . - 0 : A-:V R $-H A3-? R $?-=-/ R <-# =-* R -2: A-$

2?- ; =- P -! /- I A- : 6 . - , R .- 3#/- 5%- 3?- :63- \ A % - $ A- ; % - l J- / ? - , R /- 0: A-/ R <-# =- I

I R /-0<-.$:-2 ? -L J .-% J ?-; A/, ^-2, . J- 2 ? - K R $ ? - $ * A ? - ! : A- :. R . - ] R - 5 B3 ? - % J ? - < J ., :. A- / A- 3 A % - . R /- 3 5 % ? - 2 : A- :

<%-! %-9 A-:. A- : S - 8 A$ - / ? - L - 2 - = ? - o <- 3 R - 2 - : 1 J=-8 A %- L- $

( R /-: . /-8 , z-3 R, .- . %- 2.$- =- g J/ - : V J= - 3 -8 , %?-.- . % - L - 2 - : . A<-5 S . - v - 3 - L

3-$+ R $ ? - = J/- o - 3 - < J .,



●241●

8 - 1 2 -0<- - 5 S .- , %- % -8 A$-2! R =-/-( R $-0-.%-9-3: A-:$ R .-, R : C- ! J %- . -3I R $?- M <-%%-9- , 2-0: A-9-3-:$ R .- o -; A/, 9-3-. J- . $ - > R $- 2 : A-29 R ?-0: A-1 R <- 2- .%- .! - o -; A/-0?-:6.- , R .-3#/-i3?

9?-5<-e J ? - . J-.$-,%-=-2 *<-( R $ . J- ! 2?-2. J-3 A/- /3, 9 ? - < A$ ? - . J-.$-=?-2<-=$-l=-H.-0<-

:$<-82?-8 - 1 2- ! J- A - | R < * J ?-

9 - 3 : A- 9 - . - $3- I A- : . ? - 5 . - 3 , R - 5 K- # J< - 3 - ? R $ ? - , % - = - 2 *<-

i 3 ? - , 2

o : A-,.-=-2?3-] R -$+ R %- .$ 8

* J ? - 0 - . , : R, . A$?- .$ - . R /-3 J ., % ? - 2 ? 3 - / - ! 2?-2. J: A- 9 - 3 ? - $ / R . - 0 - ( J/-0 R -29 R -3 A-Y A ., $=-

( J- 2 %- /- - . J ., % ? - * J/ - # - : . A: A- O R .- . - H J . - < % - 2 . $ - $ A- = $ - < R $?- 0 L J . - : . R . - ; R ., H J .-G A ?-2.$-$ J-2-.%- . J/- o -3 A/- /3, & - 2> ,

* J ?- J A R - R R ! A A J , A A

0: A- %%- < A A R - J : A- ! 2?- 2. J: A- 9- 3: A- 9 - # % - . J- /?- L- 2- 2 1 2-.$ R ? - 3 A/- =-

,

!2 ? - 2 . J: A- 9- 3,

1950= R <-A-3 J- < -!- < , * J ?-0-8 A$-=-,2?-2! R .-$?<-2-8 A$-; R .-0-< J ., # R ?-" %?-< A$?-3 A-$& A$-0: A-9 -#%-8 A$-2 0 /- o-; A/-=-. J-.$-A-3 J- < -!: A-$8 %-=3-$4 S -2 R -; R .-5.-.%- M <-5.-3, R -2: A-$8 %-=3-? R $?-G A-:P3-

/?-: 6 $?- o -; A/-8 A %-9-3: A-3 A %-=-' ! 2?-2. J: A-9-3,'8 J ?-:2 R .- o -; A/-, o -35/-/ A-9-3-P- 1 A$-.%-82?-

. ?<-; R =-I A-/%- . -] $?-+ J-82?-8 -2 1 2

-G A ?-9-3-

&/-3 A-.$ R ?-2?-82?-8 -2-5%-3<-;%-[-1 R $-3, R /-0 R - ! J<-3 A-.$ R ?, 3 A-P%?-?-;-

- . %- K <-2 &- z $ - = J/- o , H J .-G A ?-2?3-/-2.$-$ A-,2?-2! R .-. J-& A- : S - < J .," & J ?-2>., 0-. J: A- P R $?- 0 R ?-" . J- / A-.$:- $ % - a R %-2: A- , 2 ? - 2 ! R .-& A$-< J ., : R / - G % - % ? - 2 ? 3 - / - 1 = - ( J<- ! 2?-2. J-

- #%-. J: A- .2%- $ A ?- $/.- . R /- 3%- 0 R - : L % - Y A ., $ = - + J- ! 2 ? - 2 . J: A- 9 - 3 : A- /%

= ? - 0 R - 2. J- ,%- $ A- ,.- =- $/.- . R / - 3 % - 0 R -29 R -% J ?, $ = - + J-> R $- 2 : A-29 R ? - 2 : A- ) - 1 R < - . % -

/ - $ . - ~ A$ ? - 3 % - 0 R - 29 R - Y A ., :6.- , R . - 3 # / - 5 % - 3 - ! 2 ? - 2 . J: A- 9 - 3 : A- 9 - # % - . - ; R %-5 K- H A3 - 5 % - $ A- 9 - # % - ( % - 2 -

? - 9 . - . J- | R - o$- .$ R ?, H J . - G A ? - < % - $ A- , 2 ? - 2 ! R . - . J ? - 3 % - 5 S $ ? - G A- :5 S - 2 < - : I<- w R $- ) A- v < - : L %-

R ?," J ?-2>., J ? " J< - . 3 R ?

- / A- | R <- 3 0 R - 8 A$- 2 0 o J- < - 8 A$-

A- < - = " J ? .

0 - . : - P$ ? 0 - K A< - = $ - J- < % - H 3 - I - 9 - # % - ( %- % - .- < - L - 2 - 1 2 # R ? - * / - 8 A$ - < % - * . - G % - , 2 ? - 9 . -

% - $ - 9 - # % - $ - | 2 o 2 - + - \ - 1 R $ - . 3 : - 2

2?3-] R -2+%-



●242●

# J- 5 / - * J<- 2 o . ? - 0: A- a R2-(%-, 0, $?<-.- 24$

#-2h, / R <- 2 , 7 J, 1 R =-3, a R 2- ( %-$?<-2-. J: A-29 R -2 0 /-& A- : S - < J ., 1 R =-3, 6- ; J, / R <- 2 , $/?-{2?- ? - M < - 5 . - . = - 2 - 3 - $ + R $ ? - L - 2 - ; R .-5.-2. J-= J$ ? - ; A/-3 R ., $8 $-K R $?-

%-5 S <-$/.-. R /-:$:-; R .-% J ?, / R <- 2 , .0 J-28$-/-$%-v- 2 -< J ., 1 R =-3, , R $- 3<, , A< - ^ - } R / - 3 < - 2 9 R -2 0 /-i3-P%?-:. A- = - $ / - o - : ) R $- . ? - % - 5 S - . % - 3 * 3 - . - 9 - 3 - 9 - 3 # / - I A-

m R %-$ A-:$ R -O A .-0-5 S ?-=?-:$ R -l R 3-0<-$9:-:# R <-#->?-< A %- | $-.$ R ?-9 J<, / R <- 2 , . J-/ A-; A .-13-0: A- L - 2 - 8 A$-< J ., H J .-5 S <-$/.-. R /-$8/-; R .-.3,

1 R =-3, ; R ., % - 5 S <- ; R ., % - 5 S ? - 2 > . - ; R . - 0 : A- 29 R - 2 0 /-I A- o - ( - . J-.$-$9:-:# R <- S $ - z $ - = - 3 - : L R < - 2 - . % -

29 R -2 0 /-i3-P%?-:. A: A-| R <-3 R - = - . % =-#%-=?- * J .-!-$& A$-G%-, R $?-3 J .

R <- 2 , . J-; A .- * R - 2- 8 A$-< J .- 3 R ., $ % - v < - H J . - 5 % - $ A ?-29 R -2 0 /-i3-P%?-:. A- 1 2 - 0 : A-,.-=-:2.-2l R /-L?-

0<-%-5 S ?-2!:-S A/-8 - 2 - ; A/, 1 R =-3, 2 ! : - S A/-8 - 3 A-.$ R ?, K R $ ? - $ 8 / - 8 A$-/?-29 R -2 0 / - : . A: A- L - 2 - # - > ? - G A-{ R < - = - % - 5 S - . $ : - 5 S <-( J/-0 R -

R

,/

s * J ? - ; ., & A A

1 ,

S <- < * R < - $ / % - 3 # / - I A- $ R 2- 9- = ? - : $ R - l R 3 - 0 < - < J- | $ - L ? - ; ,

- 5 S R - l R A-v<-: P -

$=-+ J-= J$?- ? - 1 2-/-%-<%-L A ?-0: A- . ?-/?-< J- | $-L?-0: A-a R 2- ( %-$?<-2-:. A- ! R /-#: AA- . ? -:$ R <-: P 2-% J ?,

/ R <- 2 , . J- @ - & % - 2 9 % - , 2. J- = J$ ? - % % - = J$ ? - : P 2- L % - / - $ / R . - . R / - , $ - $ A ? - $ & R . - 0 < - | $ - . $ R ? - G % - . J<- * R /-

3 A-: . $

:63- \ A%-23 - 0 - g $ ? - & / - I A- b % - l J.-%R- = R- : P / -#<, = R -28 A-< J: A- / % - . , : 6 3 - \ A % - ; R % ? - b % - l J .- % R -= R -l J . - 2 : A- . ? - < A3-8 A$ - = - a J 2 ? - 0 - ; A/, b % - l J .- % R -= R <-.$:-

2: A- 3 A- 2o- ! R % - 3 % - 0 R - : P / - 5 S $?- 2 # -?: A- o = - # 2 - . J- < - v - { R <- . -; R %-2-.%-b%-l J .- % R - = R - . $ : - 2 : A-3 A- . %- K <- 2 &-

/ R <- 2 , - : S - 8 $ - =,

R =-3

% - 5 R $?- A- 3 ?- a R . % ?- :$ 3- o - :K A-/:%- :(<-$8 2 Y A .,

J-; R .-5.-2.



●243●

z $ - $ A ? - 2 f / - : U A/- =?- : %- ! J % - ( J ?- o $ ? - ( J-2: A-= ?-

A$?-> A$-; A/-5 KK-:63-\ A %- 2 3-0-/ A-:63-\ J %- ! J %-( J ?- o $?-( J-2: A-:P/- # <-; A/-0- 5 ?-3-.$ R ?, - #- , R 2 - 3 # / - . J- , $ - $ & R .-) A- v<- L-.$ R ? - 8 J-

- : P / - 2 # = - # 2 - ? R - $* A ? - 0 R - . J- , $ - $ & R . - L ? - e J ?,

. J- . $ - < - # $ - 2 8 A- < J-L?- L J . - . $ R ?, :P/- # <- . J- . $ - = ? - < - # $ - 2 &- S $ - : . J3 ? - . $ R ?, :. A- v<

0: A-:P/-

- ? R -$* A ?- G A-< A %- $4 S -$* J<-o=-#2-G A-

< / - ? A-; A ? <- 29 R ?-0-.%-, # -= R -

, J %?- # <-O R . - o = - # 2 - $ % - = - L - . $ : - A % - . % - 0 R - :, R 2- o - ? ? - G % - , $ - $ A ?-

3: A- < - #$ ?- w/- &/- I A- : P / - l R .- < - # $ - ; A/ - 0 ?, , J % ? - e J ? - 3 : A- o = - # - : , R 2 - 3 # / - . J- o = -

R .- L J . - 0 : A-,2?-=3-*$-$& A$- / A-, J %?-e J ?- 3: A- :63- \ A %- 2 3-0: A-:P/-5 S $?-=- | $-

o -. J-; A/, 3. R < - / - : 6 3 - \ A %- 2 3- 0- / A- : 6 3 - \ A %- $ A- ; =- P - ? R - ? R : C- % R - = R < - . $ : - 3 # / - 5 S ?- o=-#: A-: 6 3 - 3 . % ? - 3 % R /-

0: A- . ?-.%-13-#: A-3 A$- ( -:. R /-0: A- . ?-; A/,

# J- 5 / - * J<- .$- 2, ? - $ / ? - $ ? < - :I<- #%- $A- 3 A-$- .%- 3)=- :U.- $/%- 2,

P/- 2 # < - = - 2 v - 2 8 A/-; R ., $ = - + J- b % - l J .- % R -= R - : 6 3 - \ A

l=-I A-<

: 6 3 - \ A %- 2 3 - 0 - g $ ? - & / - I A- b % - l J .- % R - = R - :P/- # <- O R .- o=

/, , R $ - 3 <, : 6 3 - \ A %- 2 3 - 0 : A- : P / - 5 S $? -=- 8 $ ? - 3 # / - I A- 3 A % - P % ? - ? R - $* A ? - 0 R - . J- l R . - ( J . - \ A % - ? R - ? R - /? <-< A$ ? - 3 % - 0 R - 2 # - .$ R ? - 0 - . % -,

o

+ J- . J- { R < - 2 o . - . - 2$ R ? - / ? - : P / - # <-

- : P / - 2 # <- < A3 - 0 - 3 % - 0 R -L J .-.$ R ? - =, :P/-2 # <-O R . - 1 3 - # - $ & A$ - G % - 3 - L % - 2 : A- o = - # 2 - . J-/ A- : 6 3 - \ A %- 2 3-

# <-I A-L-.$:-A%-.%-0 R-, R 2-3#/-; A/, 1998= R : C- : 6 3 - \ A %- 2 3- 0- g$?- &/- I A- b % - l J .- % R -= R - : P / - # <-/ A-= R -% R

< - # $ - : 6 3 - \ A %- 2 3- 0- g$?- &/- I A- b%- l J .- % R - = R - : P / - # <-O R . - A % - . % - 0 R - ] % ? - 0 : A- ( J ? - , R $ - 3 - ; A/, n-

-( J ? - 3 , : - 3 ) $-$ A- : P / - 2 # <-O R .- . -$ ? 3-2 # <-, A$-$ A-:V?- 2 ? - 0 - 8 A ? - 1 3 - 0+ A ?-; A ?-A%-$ ? 3-0: A-:P/-l R .-O R .-@ R -=/-13-0<-L?,

e J ?- 3: A- : 6 3 - \ A %- 2 3 - 0 : A-:P/-

$& R . - 3 A- , 2, * J- 2: A- = R - :. A- . $ - $ A- < A % - = - A R - \ A % - 5 S $ ? - 0 - / A- ( J ?- ! R 2?- >$ ? - w / - 0 : A- < - # $ - ; A/-3 R ., 3 J- \ A % - z R -

-G%-/3- o /- . - ! R 2

#2-$%-8 A$-; A/ - 0 - , $ - $ &

#-2h, (9 A - = A % - / ? - . L A / - { . - G A - # - 2 h : A - : P / R - <% - :. A : A - } R /- +$- +$- =- ?- $/?-

I <- # % - $ : / - 2 # R <- =- 2 &<- :S A - $ J - = J /- 5 S $?- : A <- = R $- 0- < J . , 6 $

- 2 # <- O R .- .- ^- 2 <- o =- #- , R 2 - ? R % - 2 ? , # R - < % - 0 J - & A /- I A - : P / - 5 S $?- ( J /- 3 R - < - 8 $ ? - l A ?- ; R . , #

) $?<- : A ?- P < - I A - { A - L?- 0: . - =?- K

2N-> A ?, -; J, ^-2, J-= J/-5 S $?-: . -=-8 $?-0-& A- : S - < J .,



●245●

-. J-, R 2-% J ? - ; A/," & J ?-i3-> J ?-. J ?- 5 ?- L %-, R $ ? - : . $ . J-

3-:$ R <- 2<- >- $?- Y %-$ A ?-2>., 8 %- 0?- A- @ .- G < /- 0 ? 3 - = ? - > - o - 8 A$ - 3 - $ + R $ ? - 3 - 8 ? - 0 - < J ., H J . - G A ?- ( % - 3 ? - & A-

9 J<, 8 J ?-S A ?- L , %: % O + J-2>.- o <, % - / A-\ J/ - 0 - ; A/ - 0 ? - < J-: . /-$ ? 3 - = ? - $ & A$-> R <- . & - ? - 9 J<, . J-/?-

# R - 3 R ? i , $ +- >- - . J- %: A- $-3. < - : , 2 - / - 8 J ? - < - 2 - 8 \ R - 2 <- . . J L %-, % ? - > J .-

>$ - , /- ;%- }<- 28 A/-K , H J .-G A ?-< J- 2 - $ * A ?-8 ?-9 A/-0?-3,:-3 ) $-$ A J- 2 - & A-8 R /- 0 8 J ?-8 A %-0?-S A ?- L %-,

%- =- < - $8 - 3 , ? # R - =- $=- + J- > - - . J-%: A- $ - 3. ?- K A<-= J/ 2- /- 8 J ?-< J-2-$ ? 3-0-2+ R /- 0- ; A/, . J-

/?- - > J ?-. J-3 A- $ %-2<- I<, %-5 J- 2 - ( J/-0 ? 3-; R ., % R - = - $ ? J<-. % =-a R % - / - ( R $- 3

& A- ; % - 3 J ., H <- 28 A/- 5- 2?- . J<- * R /-3 A-: . $ . - v - / % - R %- =- %- 3<- .$: 5 =-> R ., 2l J- . % - $ A ? - H J . - G

< J-: . /-; R .-5.-{ R %-3 A- , < %-, . A-3( R $-; A/,

# J- 5/-?3 LA%?,

-:. A: A- ! J %-H J .-=-& A-8 A$-.$ R ?-/-%-=-< J-2-8 ?-.%-H J .-=

& A-:S: A- ! 2?-= J$?-0-8 A$-< J .-A%-, H J .-G A ?-i3-> J ?-. J<-H J .-<%- K $-0 R <-2 +<- , 2-3 A/-A J-S A ?, " % ? - . J- . $ - = - 8 A 2 - : . % - o $ - 0 : A- $ R - { 2 ? - 3 - L %-, * A/ - $ % - 0 R : C- = ? - ! - = ? - 2 ? - % - < % - @ - & % - v

2?- %?- # R - = - % J .- &$- $ A- .$ R % - 9 ? - ? - >- o -5 S /- 0 R - 8 A$- ! J<-A J- , 2 - & J ? - < J- 2-8 ? - 0 - ; A/, % ? - . J- = - < J- 2-8 ? - + J- & %-

o -. J-& R $-4 K- ! J %-/?-3% R /- L %-,"8 J ?-/ A " R , H J A ?- J- 2 - ( J R - $

" %-

R ? A- ( %- 3-@- & - - - 2 $ R % - 3- > J ? - = =- J o R - ) R $- J ?, , -v<-L?-

J A<-= J/-3- , 2 ? - ; R .-5.-G A ? :

" -< A$- 2+ - ; A/," J-2 / J . % - o R - = - ,

\ R - 2 <- . -i3 S <-< R - $ - 5 S ?-# R .-.-v-

J .-$* A ?- } : S . - ? ( - A-

2- J-/ A-; R .-5.-G

-&- 0, 3 5 / - 3R: A- 3#:- .

#-2h,(35/- 3 R : C - . ?- ? - < A - l J - < , )

-. J-/ A-{<- 2N-> A ?, 5%-3-:. A<-> R $-=-o%-> J=-I A-/%-/?-v R ?-.%-, %-5 S : A-3#:-.L A %?- ? -:5 K<-2: A-{<-5 S $?

3- % /-2 . /-< J ., .$ J-c/, 2N-> A ?, H R .-G A ?-:. A: A-{ R <-I A-> J ?-L-:O A .-0<-2!:-S A/-( J, %-5 S : C-a R 2- 9<-o%-> J=-.%-.J.-(?-

< A$?-$8/-0-? R $?-* R - o : A- 3 - . % =-3 A-:.%-2?-{<-l A ?-< A$-0-:O A .- o -3 A/, 2N-> A ?, . J-/ A-%: A-.$:-K R $ ? - ; A/, %-=-35 S /-/-. J-/ A- 1 2-:. R .-0: A-. R /-8 A$-< J .,



●246●

<%- L %-

29%-,

S ?-:) A$-g J/-I A-#3?-:. A<- > R $?-} R -=?-$+%-92-0-L J .-( J .- .- % -{ <- 3- :. A-.$-=-8 A 2- : $- L J .- - R .,

a $/:- 3 - {<- 3: A-{ R <-I A-$/:-$+3-2>.- o -; R .-.3,

A ?, ; R .-. J, . J- . - = - #- >?- %- 5%- 3?- \ A/-0-.0 J<-/, d R /-0: A-{<-5 S 3-I A- $+3- .- v- R /-

0 - $ -0 -< -4 ?- 2? .- 0?, S 3-. J-$*?-35/-3 o .-/-;%-, d R /-0: A-{<-

5 S 3- . ?- o /- . -><-K R $ ? - - ; , # : A-{<-5 S 3- . ?- o /- . - / 2-K R $?- ? -; R .-. R, a R 2-

%?-$ R -, R ?-=-} R /-(.-o%-< A %- . -K A/-0: A-# R - : 3 - # R -3 R -S/-0: A-5 K-/3-3#: A-{<-3<-& J<-/?-K A<-= R $-0<-

( A-Y R =-; R .-9 J<, .-{2?-{<-3<-< J-2-2& R =- R =-. J-; R .-.3

A ?, ? - . - { 2 ? - 3 < -J-2-2& R =-2: A- Y - ; R .-3.-3 A-> , $=-+ R .-5 KK, 2.$-$ A ? - G % - 5 S .-

8 A$-L J .-% J ? - ; ,

-3 A- : S - 2 : A- 2 < - = - 2 ? 3 - ] R - 2e J-< J ?- ? - 2! R =- , R .-

R $ 9 $?- < A ? - ; A- $ J- 3 % - ( J- > R ? - = - : S - $ 9 $?-; A-$ J-9 J<, . J-.$-; A-$ J ?-2h- 3 R .-L J .-0: A-; A$ - { . - G A ?-52-

L?-3 R ., 3-3,:-;%-:63-\ A %- - < A$?-> A$-; R .-% J ?-; A/, R : C- ; /- //- 8 A % - ( J/- I A- ?- # =- ( % - > R ? - > A$- +- / $- , R $?- ; A- $ J ?- .- . % - : S - $ 9 $?- ; A- $ J: AA- 5 2 - L ? - 3 J .-

. - # R . - 0 : A- / - 8 A ?-3 A-< A$ ? - G A ? - . - . % - : S - $ 9 $ ? - ; A-$ J- 2! R =-+ J-3 A-< A$ ? - G A-= R - o ?-.%-, ( R ?-

/-8 A ? $?- ; A-$ J- . J- / A-; J- >: A- ( R ?- .0 R /-I A ? - $ / : - < 2 ? - G A- ; =- Y R =-$ R 3?- $> A ? - . % - . ?-

A-

< A$?- G A- / - , ( R ? - . 0 R /-5 S -/- 8 A ?-

.$ J-c/, <%- L %-#3?-=-.- . %-.% R ?-, R 2-G A-> J ?-L<-2g J/-/?-> J ?-g R $?-L-2-. J-/ A-= J$?-(-8 A$-; A/,

{ R <-I A-.0 J-(<-2v?-/-29%-3 R ., : R /-G%-<%- L %-G A-#3?-. J-3% R /- ? 3- . -3, R %-2-/ A-z$-0<-

2N-> A ?, H J .-=-<%-$ A ?-3, R %-2: A- { < - 3 - . J- . $ - $ A-{ R <-I A-S A-2-A J-; R ., a R 2-31, .-{2?- P -2?-{<-3-. J-.$-<%-$ A-=3-24=-2<-2! R =-G A/-; R .-.3,

2N-> A ?,

3 J .,

{<-3-. J-.$-.-{2?- P -2?-2! R =-G A/- 3 J .- 3 R .,

$/3-l A ?-3#?-0-5 J ?- g / A . ) 28 A/ ;

R 2-32, A-5 S <

2N- > $ ? .- . J %-28 o 2 , d

# {<-5 A R <-3#:-.L A %?-2

? R .- 0 - .%- $- 0

33, R /-=3-:. J 2?-0: 2: A-Y , 2N- > % - {< < R =-. J J J ?-3 R . J- ; v-

A/

a R2- 5/, /- 8 A?- 3 A- < A$ ? - G A- : S - $9$?- ; A- $ J

:.?-2: A-= R - ^: A- / % - . -$ 9 $?- < A ? - ; A-$ J- < A$ - $ / ? - 5 / - # $

L ? - M % - 8 A %-

! J %- . -.- . %-:S-$ 9 $?-; A-$ J-2! R =-28 A/-0: A-3 A

N % - $

0 - . % -, = A ? - & % - m R %-

= $?-, ; =-Y R =-$ R 3?-:S A ?-? R $ ? - e J ?-<2?-0-i3?-=-:O A .-28 A/-; R ., - 3 A- < A$?- G A- : S - $ 9

( J/- 2&?- 9 A/-, R -:$ R .- 0: A-$ R - < A3-I A-O R .-/?-$?<-$+ R . - L ? - 0 - < J ., : R /-G%- . ? - G A-:P R ?-.%-2 !/-/?-/-8 A ?-3

%- o- ; A$ - < % - $ A- 3 - { . - v < - 2 ! R =- , R . - L J . - 3 # / - ) J- 3 % - / ? - ) J- 3 % - . - ? R % - 2 - . %

G A- : S - $ 9 $?-; A-$ J-g R $?- 3#/- $& A$-0 R <- I<,



●247●

-

( R ?-= $?

/-8 A ? - 3 A-< A$ ? - G A- : S - $ 9 $ ? - ; A-$ J-

o .-/?-:S-$ 9 $?-; A-$ J-.%-

= A ?- & - 8 A 2-: ) $-

R ? - . 0 R /-$ ? 3-I A ? - . 3 - 0 : A-$ ? % - < 2 - G A-{ R <-

8 A 2-: ) - ? R - ? R -

/?- 3, R %- , A ? - 3 A-< A$?-

# J- 5/- ? R- $& , . % ? - R%- , J% ? - > A$

. ?-<2?-* J<- $& A$-0: A- . ?-:$ R <, /-8 A ?-< A$-$/?-=-. J %-<2?-:63-\ A %-$ A ?- >$?-n J/-, J 2?-: R $ /- 8 A ?

- G A- L J . - | R -? R $?- % J= - 2 - } < - = ? - ) J- * %- . -? R % - ; R . - 0 - . % -, ( R ? - . 0 R / - $ 8 R / - 0 - 5 % - 3 ? - : S - $ 9 $ ? - ; A-$ J-

=- . R %- 2h<- 3- L J . - 0 ?, ( R ?- .0 R / - c / - 0 - i 3 ? - 5 K- = ? - : . ? - 2 - . % - 2 !/ - / ? -

* J/- #: A- $/?- ? -z %- ! J- * 3 ? - . 3 ? - ? -:P R -28 A/-; R . - 3 R ., : R / - G % - # R -5 S ? - : 2 . - 0 - 2

Y R =- o /-< A$-$/?-. J-.$-*3?-.3?- ? -:P R -2<-5 S .-:6 B/-L?,

%-/-; R . - 0 : A-/-8 A ?- 8 A 2- : ) $ - # % - 8 A$- $ A ?-/- 8 A ?- ( R ?-= $ ? - ? 3 - . 3 - 0 : A- $ ? %-<2-G A-{ R <- =

L ? - 0 - < J ., , R $ - 3 <, 8 A 2 - : ) $ - 0 - i 3 ? - . % - 3 * 3 - . - L - 2 - 1 2-0: A-(

=-:P J=-2-L?, . J- / ? - , A$-U J %-< J-< J<-o=- , A: A- 1-g$?-V A ?-+ J-o-; A$- +-2 +<, $-$ A- P 2-:V?-. J-0 R .-2o- < - 2 # ?-+ J- 0<- 2 0 /-L?-; R . - 0 - . % - 3 A-:I%?-2<-:63-\ A %- $ A- .0 J- #%

2 - % J ?, ( R ?- .0 R / - . % - 8 A 2 - : ) $ - 0 - 5 S ? - 2 +<-l R 3-. J- . $ - $ A ?-/-8 A ? - 3 A- < 2 ? - e J ?-3-=-/-8

G A-Y R =- o /-< A$-$/?- o /-:H R %?-L J .-0<-1/-0: A-< J- ( R /-L J .-28 A/-; R .,

A$- 0 R .

#-2h, (= R -< A 3-$* A ? - 0 - / A -* J -:# R <-I A -8 A %-#-/?-.% R ?- . R %-L?-+ J -K A <-, R /-3-,$-< J . , )

t3-3 R -= A: R %-, 6-; J, a R 2-P R $

?-

.%- , ! R /-I A- . ?- ? - $+ A % - = -

$ R ?-> A %-. J-v<-L?-/- M - $-: 2 ?-0-29%-8 A %- * J ?- ! R 2?-w/,

?-5 S, .% R ?- . R % - L ? - 0 - . J-=- 3 R -2-; R .-.3,

2N-> A ?, < J .-;, %-5 S -. J<-.$:, . J-/ A-@-&%- 3 R - * A .-w/-=-%-5 S ?-> J ?-L-3%-0 R -8 A$-2a2?-9 A/,

t3-3 R -= A: R %-, 29%-$ A 8 A %-0-5 S ?-H J .-5 S <-& A-8 A$-2>.-? R %-, z-3 R, , R $ - 3 <, # R - 5 S ?-2>.- o <, = R - + R $ - 3 - 2 + 2 - $ R %- . - ?: A- o - % ? - = - = J$ ? - 2 & R ? - L - . $ R ? - 0 - . % -,

2 & .-3 A-:6 S 3?-0: A-8 A %-=?-= R -+ R $- * J ?-0-3 A-29%-9 J<-, t3-3 R -= A: R %-, ?-2 & .-= J$?-2& R ?-L-2<-& A-8 A$-2 1 2-.$ R ?, ^-2, # R - 5 S ? - 2 > . - o <, ? - 8 A % - a R $ - / ? - ? - 2 & . - = J$ ? - 2 & R ? - L - . $ R ? - 0 -

a R $-.$ R ?-> A %-.J A .- . ?- ? - & %-43-a R $ - / - ( R $ t3-3 R -= A: R %-, ) A-:S: A-: ) $- 3 R -2-=, # R -5 S ?-H J .-=-?-2 R /- . ?-/3-8 A$-=-:. J 2?-.$ R ?-0- 5 ?-?3,

2N-> A ?, 2>.-9 A/, # R - 5 S ? - % - 5 S < - ? - 2 R /- . ? - / 3 - 8 A$ - = - : . J 2 ? - . $ R ? - 0 - 2 > . - ? R %-, # R - 5 S ?-2>.- o <, ?-

8 A %-=-2_/-; R .- . ?-?-2 R /-:. J 2?-.



●248●

- .$ R ?- 5 = - 2 > . - 0 - 3 - 9 .,

? - 2 & .- Y % - : 6 B/-

- :5 S - * R %-L?-+ J-3 A-<2?-3%-0 R -:.?, : R /-

G % - * J- 2: A- = R - :$: A-< A % - = - : V R $ - . 3 % ? - # - > ? - G A ?- C- <- 2{ R <-8 A %- $/?- ; = - $ & A$ - / ? - $ + / - # R . - L ? - + J-$/?- % R -2: A-:5 S - , 2 ? - . J- 2 *<- 2- < J ., $+/- # R . - L ? - 0 - = ? - : V R $ - 0 - i 3 ? - G A- :5 S - 2: A- ( - 5 . - . J- K R $ ? - $ % - , . - / ? - ) J-

= J$?- ? -? R % - ; R . - . J, # R -5 S <- K $? R 2- 9< - : P A3 ? - 0 : A-$ R - { 2 ? - ; R .-

- ! J-# R <- ; $-$ A- C- , % - = - >$ ? - n J/-%/-0-;%-

R ? - < A$ - 0 : A-

:. A: A-P R ? - 5 S $ ? - = -8 $?- 3#/-5 S <-& A: A-K A<- . ?-

5 = - : $ : - 2 + R / 2>.- o <, ?- # = - $ & A$ - = - $ / R .- * R /-

* R /-52?-( J/-, R $?-?-# =- . -:V R $-H A3-3%-2 R -$8 %-=3-:P3 ?-0- 2 -; R /

{ R <-2>.- L %-,

t3-3 R -= A: R %-, # R -5 S ?-H R .-5 S < - ? - 8 A %-$& A$ - = - = R -+ R $- $ -$& A$-# R - / - : . J 2?-.$ R ?-8 J ?-2e R .-.3, z-3 R, 3 A/, # R -5 S ?-%-5 S <-2>.- o <, ?-8 A %-$& A$-=?-= R -+ R $-< A$?-3%-0 R - * J ? - Y A ., = R -+ R $-< A$?--:$:-

3*3- . - * J ?- . ?, . J-5 S ?-1/- 5 /-=-< R $ ? - L ? - + J- M - $- * J ?-0- & R 3-8 A %-( J, t3-3 R -= A: R %-, # R -5 S ?-H J .-5 S < - ? - 8 A %-$& A$ - = - = R -< J<-28 A/-= R -+ R $- $-$& A$-:. J 2?-.$ R ?-8 J ?-2>.-.3,

^- 2,

# R - 5 S ?- %- 5 S <- 8 A % - $ % - . $ - = - = R - + R $ - $ % - . $ - : . J 2? L J .-( J .-8 A %-=-= R -+ R $-2e J-/?-:. J 2?-.$ R ?- 5 =-;%-2>.,

t 3 - 3 R -= A: R %-, H J . - 5 S ? - > J ? - L - 3 % - 0 R - 8 A$ - 2 a 2 - 9 A/, % - . J- = - @ - & % - . $ :, H J . - 5 S ? - 8 A % - # - / ? - . % R ?- . R % - L ? - 0 - # R -

/-3 A/-0<-. J- < - ; =-{ R <-, J %?-> A$-L?-0-< J .,

a R2 - 5 /, *J- # 3 ? - #R<-;$- ~ R3?-1A$- L J.-o<-o/- :HR% ? - LJ.- 0, 35 S -2 R .- 3, R - |%- $ A- :V R $ - 0 - 5 S ?-3,:-;?-0: A- C- ,%- /?- K $?-9 R $

- 9 R $-i3?-2. J- , % - $ A ? - : 5 S - * R % - . % - L A ? - 0 - 5 S -a

0-< J ., : R /- G%- $+/- # R . - L ? - 0 - = ? - < % - L %-#3?-=-$/ R . - : 5 K-2+%

29 R ?-; R ., 1998= R : C- ^ - . $- 2 < - C- ?: A- { R <- I A- 5 S $ ? - : . - 8 A$- 2 # ?-8 A %-, 5 S $ ? - , R $- +- ? A- O R /- 8 A % - ( J/- * J- .%

8 A 2-: ) $-3 , /-5 S $?- G A- < 2 - : L 3 ? - 0 - 2 -$* J/-=$?-G A ? - , J %?-

5 B$?- < J- < J<- K $?- 9 R $- i3?- $/?- $& A$ - / ? - $ / ? - $ 8 / - 8 A$- =- % R - .$ R ?- 0: A- $=- ( J/- <%- 28 A/- { R <- I A- 2?3-

, K $ ? - i 3 ? - . $/ - ? - / ? - . L < - ? - < - % R - 2: A- , . - = - # R ?-

52?-( J/-, J 2?-/-. J-a<-$? R -L J .-3 A- , 2, <2-:L3?-0- 2 -; R /-=$?-G A ?-5%-3<-?-# =-$%-8 A$- +-$+/- # R .-L?-0-=?- * J-#3?-# R <- ; $-=-$/ R .-

J 2?-; R .-0-2 1$ ? - 0 - ! J, ? A-O R /-8 A %-( J/-I A- / 2-K

- . -$+/- # R .-L?-0?, ?-# =-. J-.$-$ A-# R <- ; $-$ A-$/ R .- * R /-}<-=?-52?-) J-( J<- I<-; R ., <2-:L3

-=$?-G A ?-.- . %-/ R <-= $-i3?-3*3- . -:V R $ - ? - $ & A$-/?-:5 S - * R %-L J .-/- * J-.% R ?-=-) A-v<- Y %- * R 2-L- , 2-0: A-

# R ?-2>.- o <, / R <-.%-= $ - $ * A ? - G A ?-29:-2 + %-< A$?-3 A-$& A$-0- , R .-28 A/-; R .-0?-# R -5 S ?-



●249●

$9/-(?-3%- C- ? - 3 J .-0<-3 A-29 R, n J/ - 5 2 ? -

( J/- , J 2?- 3 A- . $ R ?,

3 ) $ - 3 , < - # R ?- 3 A- < 2 ? - e J ? - 3 < - 2 . J- , % - $ A- * J- # 3 ? - # R <- ; $- 8 A$- 2 0 /- ( J . - ? - $ / ? - Y A . -$8 %-. %-:V R $-. 3%?-i3?-3*3-:V J=-| R ?- C- ?- ; /- < A %-=- Y %- * R 2- L- o : A-:(<-$8 A- 8 A$-:. R /- . $ R ?-8 J ?-2>.,

~ R 3?- 1 A$-L J .- - =3- / A-& A-8 A$-< J .,

# J- 5 / - ?R- $* A?- 0, YR=-o/- < R=-3

* J-.% R ?- $-$& A$-=-$/ R .-0-( J/-0 R -29 R -3 A-Y A ., < 2 - : L 3 ? - 0 - 2 - ; R /- =$?- G A ?- * J- #3?- # R <- ; $- ~ R 3?- 1 A$- L J .- o <- o / - : H R % ? - L J . - 0 < - C- ?- ( J- ( %- .%-

* %-=-.3 A$?-/?- K $?-9 R $-$ A-#-P%?-5 S .-:6 B/-L J .-.$ R ?, . J-v<-L?-5 K-

# R ? - . - . % - 2 > . - o <, :V R $ - 0 - ? - # =- . - = 3 - 3 % - 2 R - = ? - . $ R ?, . J- v < - L ? - 5 K- ? - ( - $ & A$ - = - >$?-

H J . - < % - 2 - ; R / - = $ ? - G A- 2 ? 3 - 5 = - = - : , . - 0 - ; A/ - / 3, H J . - < % - * A . - G A ? - 2 ? 3 - / - C- , % - $ A- * J- # 3 ? - # R <- ; $-

o - o /-:H R %?-L- o : A-,.-=-( J ?-29%-2: A-,2?

R,

#-2h,< A 2- 3- 5 .- G A- < - ; # -

A$ R $?-<3-L J .-2 A/-; ,)

, 2 R A R R R A - R - A %-.N R , J A R A-( R ?- A

J R R R A A ?- R R $?- R , J A R A A ,

(= R - 3- $* A ?-0: A-a R S ?-^-2<-2 R R =- .L%?-{ R <-I A-S A- 2 - S A ?-+ J-# R ?-o=-?-/?-:5 S $?- o A/-0: A- $+3- 2>.- :P/- <-=-8 $?-0<-P

1 -L J .- o <- < 8 R .

^- 2 .- G - Y =- o / - < = - 3 - / - . ? - < 2 ? 3 % - 0 8 $ - = - h =- L? .- /- .$/- 0: = $ ? - G -

L . - | - , . - , . - 0 - 3 - 9 . - 2 . - G - . L < - # : - . !/-? ? - ; % - , ? - , 2 * -2: -= -: $: -< %-

2 R . - G A- Y R =- o /-< A- 3 R <- / 2-K R $?-o=-I A-a R 2-3-3%-2?-a R 2- . R % - L J .-28 A/-; R .-0-.%-, 2 R .-G A-

<=-3-2-5?- 1-,$-;%-3%-2-0<-2 0 -L 2N- >? H .- G ?- %- 5 <- 2 .- G - < =- 3 : - ; - L.- { <- I - >?- L - :$:- 2>.- /- ( $- $3

^- 2 .- G - Y =- o / - ; - L . - . $ - / - < % - L % - $ - o - L?- 0- <. 2.- G- .- 3%?- /-

/ 2 - K $ ? - G - o .- { .- S $ - w / - 3 : - o < - / - 3 - 3 , /- ?- #- >?- ; .0<- / -

7%- : V .- $ ? 3- 3- $+ R $?- 3 J .- 0- .%- 0 A- 7%- g- 3$ R - 3<- o .- { .- 3%- 0 R - ; R ., 2 - G - < =- 3 ?- . % - ( / - . % - o - \ % - : . ? - 2 : - G - & : - < $ ? - 3 % - 0 - 8 2 . - G / - ; . - = -

H.-0<-&/-I- 1- : - d- $- G %- 2! =- G/- ; .z- 3 - \ - $ < - I - { < - & - : S - <

^- 2 :63- \ %-$ - v.- 3 - 2- 3%- 0 <- 2.- G- \ - .%- $<- I?- - $ * . - 0 - < J . 2.- G- :O2- R /-

. ; = ! ?-

R R S R / ?- ; R .,

A , J A S R A R R C R R A J R , , 2 R A R R A A- ( - 2 ! R =-+ J-=$-29 R J , R A o A

R A A/ - 3 % ? - . % - 2 # A R ., J , 0 A

$- 3$ R - 3- =- o .- {

R . A R R - 2 - 5 S J J A R A A R A$- : A R

A .

R /-(

J . &

R A R , R, 2 R .-G A A R A J .,

, A A R R R A A 3 R %-2 J , R A !

3#/-5 S : A-; A .- - : R %- 2: A- =- Y R =-I R / - ( ? - . % - ; A . - . 2 % - : $$ - 0 : A- ?- G A-: $=- %?- 2&



●250●

M R %-, 2 R . - G A- ̂ R ? - $ < - ; % - : 6 3 - \ A % - $ A ? - . R - $ % - L - ; =-8 A$- +-

J . - 0 - @ - & % - 2 9 % - , H J .-<%-$?<-: I<-:$ R .-3#/-8 A$-L J .- o - S / - M R %-%3,

^-2, 3-M R %-, %?-<%-* R %-, : R /-

G%-, J %?-:. A: A-$+3-2>.-:P/-2 # <-=-8 $?-e J ?,

%-=-; A .- ! R /- < %-2: A-$?<-: I<-8 A$-; R .-/-:. R .,

A-<: A- u.- 9 J- < R=-3 R,

A-A- < : A-3 A $ S ?-$?<-l R 3-L?-> A %-:63-\ A %-; R =-3 A , u.-9 J-

< R =-.L%?-/ A-3 A-< A$?-3%-0 R C-< R -3 R S ?-:O2- R /-L?-M , J .- R 3-82?-V R A R =-.L%?-l R 3-3#/-

i3?-.%- 0 -= R -< R =-3 R - 2 - 5 S ?-u.-9 J-H.-( A-< R =-.L%?-l R % 2! -G R ., u.-9 J-< R = R -

/ A- . ?- A A R - o -G R .- J- < -!: A-< R =-3 R : C- i3- 0 - H. 0 - +- P 2-; R .,

* : A- . R ? 9 - ! J A J R =-3 R R =-2-.%-, R /- G - . J: A %-# %?-/ A-. J-

=? , u.-9 J-< R =-3 R -=- . -<2?-2 &-2 . -0: A- . ?-:$ R <-A-3 J- < A R %-2: A- n J- A $ 5 S ?-L-

2: A-8 R <- . -]%?-2: A- \ - .L%?- G - $?- n J/-92-3 R -, ?- 29 R ?-2-3-9., . ?-<2?-2& R - 2o.- 0 : - /$-$ A

( R ?-5 S $?-G A-O R .-/?-:1 J=-o?- L %-2: A-< R =-3 R : C-G%- >$?-, J J ., u . - 9 J- < R =- 3 R : A- : %- %?- / - 3 J- \ A % - z R - 3: A- P R % - H J<- A A- @ < - A A- $ ? < - 2 - ; , J A- 3 J- \ A % - L % - 3 : A-O A-

# - . $ R - .%- - ; R : R, A R -\ A % - $ A- 0 - = A R J/-? R $?- - o $ ?- ( 2 < I< J< - : . A- . $ - $ A- / % - . , < R =-3 R - 2 - 3 A %-P$ - > G A ? - u . - 9 J- 3 * A . - # % - $ - l J .- < =- g J/ - / ? - : 5 A/- ; R ., . ? - : . A<-, A-

@<- 2- / A- } < - 2 8 A/- u.- 9 J-< R =-3 R : C-v . % - : 6 3 - \ A % - $ - o = - # 2 - ? R -? R A- ; =-{

= - 2 } $ ? - 2 e R .-G A- 3 J-+ R $ - $ + R <-

I<-; R ., . J-3,:-;?-0: A- C-,%-.%- ̂ R ?-$<-#%-? R $?- ? -:O2- ! R /-L J .-M R %-, 2N-> A ?, H J .-=-2 R .-G A-< R =-3 R : C-3-: R %?-0: A-,.-2?3- 5 =-& A-8 A$-; R .,

^-2, /-$8 R /-5%-3- * J .- * R 3-82?-V R : A-< R =-.L%?-=-.$:-2-/?-2 9 %-2 R .-G A-Y R =- o /-< R =-3 R : A-

3-: R %?-2-/ A-S A- 2 - 8 A$- +- I<-; R .,

: R /-G%-/-$8 R /-#->?-G A ?- 3 -3 , .- . -2 R .-G A-Y R =- o /-< R =-.L%?-= - . R %-2-L J .-0-< J ., %: A-< J-2<-3-: R %?-0: A-e J ?-<2?-0-5%-3-;%-} R /-<2?-

0-i3?-.%-:S-2<-2 R .-G A-Y R =- o /-< R =-.L%?-=-.$:-2<- ( R /, { -82?-?-O A/, 2 ! : - S A/- ( J, ^- 2, H J . - G A ? - 2 R . - G A- < R =- 3 R : C- = R - o ? - { R <- I A- $ + 3 - \ J % - L

A .-$?<-: I<-:$ R .-3#/-8 A$-L- o -; A .-=-$+/-/?-:(<-3-M

u.-9 J- / - / - 5 R %?-=-H2-0: A-< : A- i 3 - 0 - 8 A$ - ; / : = - 2- 5 ! R %-= * * :-<

R ?- $?<- 2: 3- 0 <- ; - R = A/- ; - 3

A . &/-8 A$- ; /- < %- 2: - = ? - O -A- 3 - <

?- A- > ?-:$ - 2 % - 3 - /$- 5 S ?- u.- 9 - .N % L . ?- <2 - / - < : - :

- } - 2 - ; A/ ? / - !<- O .- ; \ A % - $ - 3 A-/ -

A ? > J 2 A-/%-3 A -

2?-28$-0-< L # A A/- /:%- .- /

- . % - 0 - = J- - , P R % - H /: ?

% R ?- A A$? ? - & / - 3 R - - 2 S - 2 - < R =- 28 . J % - $ A- A

A A- $ ? < - J- $ / ? - ; A/ - = - . - A - / ? - ; R % - 2 : R <-



●251●

2-i3?-G%-$/?-:

u . - 9 J- / A- @ - &%- < ?- <%-

/- %- $ A ? - u . - 9 J-< R =-3 R -/ A-$?<-

-

A- < : A-u.-9 J-< R =-.Lu.-9 J-/ A- . ?-<2

<2?-* J-$& A$-0<-; A-< R =-3 R -:. A<-e J ?-

#J- 5/- ? R- $? - 0, . R/- 2 ,

. A<-A A- @ < - A A-$?<-2: A- u . - 9 J-< R =-3 R <-*/-0<-; R %-28 A/-; R ., % - . 2 % - G A- K $- 0: A-< R =- 3: A- i3- 0- 8 A$- ; A/ - = - u . - 9 J- < R =- 3 R : C-O R .- . - : O 2 - ! R /- 0-5%- 3

$ A-5 S <- $ % - : O 2 - ! R L J .- 28 A/-; R . - 0 ? - # R -5 S - . L % ? - l R 3 - 3 # / - G % - ; A/, n J/-. J: A-.2

$+ R . - < % - 2 8 A/- &/- I A-< R =- 3 R : C- i 3 - 0 - 8 A$-; A/- 0- .%- n J-\ A % - i 3 - 0 - & / - I A- u.- 9 J-< R =-3 R - o . - : 6 B/-L J . - ; R .-0- 3- 9.

%?-=-:1 J=-o?-H.-0<-&/- L %-; R .,

?-* A- >: A-/%-$?<-$+ R .-L?-> A %-H2-$.=-( J ?-( J-2: A-< R =-3: A-i3-0-8 A$-; A/-=-. J-/ A- . ?-

%-H2-$.=- . -:P R -% J ?, $/:-<2?-G A-A- < : A-3 A- / $ - 5 S ?-2l3?-0:

<2?-0-i3?-.$:-2-# R -,$-; A/,

3 9 %-

#-2h, { -82?-?-O A/, 8 R $?-0<-29%-, a R 2- P R $?-5 S, . J- < A S ?-:63-\ A %-$ A- i3- 0- ) J- = J$?- ? -$+ R %-3#/-I A- {.-

P $ ? - & / - I A- 3 A- $: A- { R <- = J . - ? J3 ? - G A- . 0 : - c R . - ; A/, 3 A- ? - 8 A$- $ A- L-

28$-=-H J .-<%-; A .- ( R /- * J ?-?3,

^-2, %-<%-3- + < - , < - ? - ; A-L-28$-=-; A .- ( R /- * J ?, # R -3 R ?- o- $<- I A-. 2 =-2 R -P%?-=?-:.?-2-8 A$-

=-< R $ ? - L ? - + J-# R -5 S : A-:5 S - 2 - ) J-= J$?- ? -2+%-, 5 % - 3 - ; A .- * R - 2 - 8 A$ - = - # R -3 R -1997= R <- { - M - % / -

=?-:.?-3 R ., %-5 S <-.3 A$?-.0 J-29%-2 R -28$-; R ., ?-

- I A- L- , R .- =- < R $?- <3- $/%-

% - % - 5

- \ J % - 3 R =- L, ? - 8 A$- / A-H

{ - 8 2 ? -?- O A/, 2!:-S A/- ( J, ^-2, H J . - G A ?-2?3- 5 = - = - 3 A- ? - 8 A$- $ A ? - . R /-29%- 1 2 - 0 - = ? - : 6 3 - \ A % - = - L

e J ?-28$-0-< J .,

z-3 R, % ? - 2 ? 3 - / - 3 - @ - , - 3 - | / - + A ?-. R / - 2 9 % - 2 1 2?-+ J- 5 % - 3 < - 2 $ - ( $ ? - 9 2 - 3 R - 2 8 $ - ; R ., # R -

/ A- .L A/- ) A ? - o - $ < - = - . 2 % - 2 +< - 2 : A- {2?- ? - # R - 5 S : A- S%- 2. J/

3 # / - I A- 3 A- 8 A$- ; A/- 0- .%-, # R ? - 6 - S $ - $ A-L- , R . - 3 J . - 0 < - 8 A- 2. J-; A- , 2 ? - = 3 - = - 2 g J/-/-:63-

\ A %-$ A- i 3 - 0 - . J-29%-> R ?- ? -2 +<-Y A .-0-2 !/-; R ., { -82?-?-O A/, . J- @ - & % - : P A$- 0 R - : . $ H J . - G A ? - 2 ? 3 - / - & A- : S - < J ., 2 N - > A ?, 3 A- ? - 8 A$-$ A- v - 2 ? - H J . - = - ( J ?-

92-0: A-2$-($?-28$



●252●

2 8 $ - ; R ., # R -3 R - / A- 2 .-

{ - 8 .-

J ?-; A .- ( R /-L J .-?: A-3 A-; A/,

a R2 - 5 /, ,%- ! A-; R. - 0 -1R$- 0: A-2-(%-,

$ / : - } - 3 R - 8 A$- =- 2 -= $-m A- 8 A$- ; R .- 0 - < A % - 2 : A- C- , % - / ? - : 5 S ? - 2 - < J ., . J-

A/-0?- 2 -. J ?- o /- . - < % - * A .-=- 3 R - $ %-2 * J .-0: A-,2?-=3-8 A$-:5 S =-28 A/-; R ., * J- : P 3 - . - , % - !

h R - . % - . L $ - 0 - 2 9 3 ? - 2 . J- : ) $ ? - % % - C- ( - = - < R = - 2 8 A/-; R . - 0 - . % -, 2 - = $-

5 S <-:. A-v<-3$ R -{

K A-S R -8 A$-=, =?-?.- . ? - 3 ( J- 2 - i R -8 A % - 3 A$- 9 % - $ A ?-

+ J- # J-3 A-5 S <- , %-! A A-. R /-.% R ?-; A/-8 J ?- % -:2 R .-L?, 28 A/-; R ., %?- , % - ! A- 3 R . - L J .- , 2, & J ? - 2 > ., o /- . S <- 0$- $ % - a R % - 3 # / - I A- 2 -. J-/ A-# R - < % -

* R 2 - 3 # / - 3 J . - 0 < - ; - 3 5 / - J , # R - < % - K A< ,%- . - = R $ ! J- L - , 2 ? - & A- ; % - 3 , % - ! A ? - # R : C- $- i3?-

$& A$-e J ?-$* A ?-3 , R .-0<-& J<-+ J-2 # .

* A/ - : $ : , 2 - = $- m A- . - ; A .- A- % % - # J- 2: A- /% ?<- 2- 8 A$ - 2 4 = - . R - 28 A 0- # J A-

$* A ?-G A ?-3, R %-,

2N-> A ?, %- =- 35 S / - / - A - 3 J-= - ; - A J- @ < - O A-; A- 2 ? 3 - ] R ? - ( J ? - 9 2 - 0 : A- 2 $ - ( $ ? -

3 J .- $/3- P - # - = R - 2 - < % - $ - 2 - 8 A$ - 3 - < J ., A J- @ < - O A-; A ?-$/3- P -: 1 <-2 * R . - G A- l = - = ? - # R -3 R : C-

~ / - 0 -! / - = - P $ ? - ? R %-, H R - $ - / A- P 2 - : V ? - ( J/-0 R - ] % ? - ; R . - 0 : A- 0 < - 2 0 / - 3 # / - 8 A$-; A/ - 0 : A-

2 . - 3 J .- $8 R /- / - 3 - . J ? - < % - * A . - . $ : - 8 A %- 3#?- 2: A- L - 2 - : . J3?- + J- < % - 5 $?- 2 9 % - 2 < - A - 3 J-

< -!: A- * J ?-3-5 S -? J3?-: $=-, J 2?- +-2 &$

2?-?-O A/, @ - & % - 2 9 % -, 2 N - > A ?, # R -3 R -/ A-3 A %- . - P $ ? - 0 : A-$/3- P : A- # - = R - 2 - 8 A$-; A/ - 0 ? - H R .-# R -3 R <-; A

( R /-L J .-0-A J-; A/, 2N-> A ?, n J/-$%-; A/-3 A-> J ?-3 R ., # R -3 R -/ A- % ? - (

-. J ? - < % - $ A-= $ - i 3 ? - # J- 2 - . % - , $

/ A-?- ! R %-;

* A/- 8 A$- # R : A- ? J3?- ? - * J- :P3- I A- # J- 3 A- 5 S <- 3$ R - 2{ R < - $ + R % - 2 : A- $; R - , 2 ? - 8 A$ - S / - + J, # R ?- = $- H : A-

A- 3 J . - G % - # - / ? - , % - ! A , % - ! A- 8 J ?- %- {.- 1 R $ - 2 8 A/- C- , % - / ? - , <- . - o $ # J- 3 A- i 3 ? - G A ?-

%- ! J- C- , % - = - o $ ? - ; R %- . ?- = $- i

m A ?- <%- $ A- $ ; R - , 2 ? - . J- @- &%- = J$?- : P 2- L % - 2 ? - , % - = - * = - + J- $ . - 3 R -.$ R . - 2 8 A/-: . $ # R ? - , J % ? - : $ < - # J-3 A-

R <-8 A %-, J %?-< J-< J<- # J-3 A-5 S -/ A- ; % - 2 *<-# R : C-$; R -: R $- +- 5 .-0<-# R %-O R - * J ?, m A-2 R -. J ?- C- , % - / ? - $ * A .- , %- % -8 A$ - 2 o 2, # R - < % - $ * A .-

# R : C-= $- H - = - 2 P . - 0 : A- , % - ! A-8 A$ - < % - $ A-3 . /- . -; R . - 0 - 3 , R %- L %-, 2 -. J- @ - & % - 0$- ! J- M <- . - C-,%-/?-3<- o $?-

, %-! A , J %?-:. A-/

# J- 3 A- 8 A$- $ A ?- " . J- = - ? J3?- # < - L - 3 A- .$ R ?, % - :2 R . - L J . - 2 8 A/ - 0 : A- 2 - . J ?- o /- . - % - 5 S < - 3 $ R - 2{ R <- L J .-

J . - 0 - , $ - $ & " - # J-3 A- 5

* ? - C- - J . - 0 < - =

.-G A ? - $ ? ,

A- e J ?- ? J * R - 2: - /- =?- !- $ - :P /- - 3



●253●

J, $/-/

"< J . - ;, H J .

" & J ?- # J-3 A-$8/-0

A/- ; A$- & A$

" 7-; A-= $- H - , %-! A<-29:- < -2 &$-0: A- 2 -= $-m A-\ J/ - 0 - . J- 3 - ; A/- /3,"8 J ?- # J-3 A-$& A$-$ A ?-2>.,

- G A- . J- 2. J/, . J- / A- = / - 3 % - m /- . - 5 ? - 0 - ; A ?, 2. J/ - 0 < - 5 ? - G % - . R $?- $ % - a R % - 2 : A- 2 - . J- < J .-

-. J ?-2>.,

# J- 5 / - ? R- 28 A- 2,

z- ?<-{<- 2: A- :U 2N-> A ?-G A ?-$;%-:6 S 3?-=- { <-2: A-:U A/-; A$

^-5 5 K ?30* A/,

% - < % - z - ? < - v - { R <- . - ; R %- 3 A- , 2 - 0 ? - . $ R % ? - : $ = - 3 J . - 0 < -8 , % - = - 3 5 S / - / - H J . - . % - : U . - o -/ A-( J ?- 3 R - * A .-

w / - 0 : A- .J A . - . 0 = - I A- . ?- .%- $ - 3 A- ! J< - 2 < - 3 - 9 . - < % - * A . - = : % -

% , % - H J . - = - , J % ? - $ & A$-

1

1

R .,

H J .-

3 A- 5 S - . % - 3 * 3 - . - 8 A % - = ? - $ * J< - . $ R ?-

:. A: A- 3 ) $-; A . - * R - 2: A- | R - /?- 2 # ?-/-3 A-:. R . -. J, o - {<- O- =3-

H J .-G A- 2 N - > A ?- /?,

~ A %-* J-2: A-P R $?-3 R -$;%-:6 S 3?-=$?, * A ?- ? - 3 J . - 3 R ., : R / - G % - . $ J- c / - I A ? - $ / % - 2

3 J-:# R < - . % - _ % ? - : # R <- I A- - ? J-* R - L J .- G A-| R <-3 R - ; % - 3 A- : . % - 0 ? - ; R %- o -% R - 3 - . ! : - 3 R -< J ., A< - : P R -P R /-=-:.%-3-

o 2 - 0 < - u R %?- o : A- v- { R <- . - :P R - o : A- : ( < - $ 8 A-29 R - 2 - / A-\ J/ - g $ ? - > A$-; A/-Y A . - 3 R ., ; A/-;

3)=- , 2-/-. J-/ A-< A/-,%-$8=- . -3 J .-0-8 A$-< J ., z - ? - / ? - . L < - ^ : A- .0=- =- < R =- o -/ A-H J . - = - 3 5 S / - / - $ R - { 2 ? - 2 9 % - 0 R -8 A$-; A/, %: A-< J- 2 - / A-H J .-<%-.$ J- c / -

( J/- 3 R - .%- 3*3- . - L- 2- 2 2- 0: A- $ R - { 2 ? - 3 % - 0 R -; R . - 0 < - 3 - 9 . - 3 -3 , .- . - ~ / - l R 3-= J$ ? - 0 R -:V A- o -. J-; A/, H J .-

G A ? - 2 R . - u R % ? - < A$- $/?- v J- $ / ? - ? - L- 2- 2- 28 A/-; R . - 0 - . J-; A . - = - S / - , J % ? - < J< - % - < % - ; A . - ? J3?-@-&%- 3 R, %?-

H J . - G A ? - < % - $ A- 1- ; =-$* A ?- 0- < - ~ / - l R 3- I A ? - 2 $ - ( $ ? - 9 2 - 3 R - 8 A$ - : ) R $- , 2 - 0 < - < J- ( R / - 2 & % ? - ;G A ? - } R / - ( . - 2 { <- 2: A- ~/- l R 3 - . $ - = - % - < % - . % R ? - $ / ? - . $ : - 0 R - L % - ; R ., H J . - = - # R 3-= R % - < J-; R .- . ? - . - . % - ~ / -

l R 3-:$:-< J-2 { <-A J- , 2,

. - = R : C- . L < - # < - % - < % - H J . - = - 2 v - < - ; R % - 3 A- , 2, o - 3 5 / - / A- % ? - H A3-

=, ! R /- 2 # - 2: A- . ?- ? - o / - 0 < - ? - 8 A % - 2 a R $ - 0 - . % - < - * R <- { R < - 2 : A- = ? - = - V J=-.$ R ?, ; A/ - ; % - P R $ ? - 0 R - H J . - . % -

a < - ; % - 3 ) = - o -%: A-; A . - / ? - / 3 - ; % - 2 R <-3 A-Y A ., {2?-:. A< - % ? - H J .-.%-a<-;%-3)=-2: A-* A/-3 R -. J- / 3 - ; A/-3 A-

> J ?, = R -$& A$-z$-$ A-< A %- . -H J .-.%-3-3)=-2-. J- S / - 5 K-%-<%-@-&%- * R, :5 S - 2- / A- k A- =3- v- 2 - 8 A$-; A/-0?-%?-:U A/- ; A$-

3 J<- 2N- 2: A-35/- 3 R <-< A- l J- 8 A$-/?-H J . -. %-a<-;%-3)=- o - L %-/, . J ?-%: A- k A- =3- ; R . - 5. - . R /- . % R ?- ? - : I<-% J ?,



●254●

. $- o <- ? /- $ %- * J ?- / , H J . - = - _ % ? - : # R <- 8 A $ - 3 # R - ! J, . J ?- H J . - < % - : P R - :. R .-

0 J < - 2 P R .- , 2 , Y AK T RACKER . J ?- H J . - < % - < A - ( - 3 % - 0 R - . % - 3 , : - ; ? - 0 : A - C - , % - ? R $?-2c=- , 2 , Y AK

T RACKER=-2 # .-5 K -H J .- <% ?- <%- * A . - = - < % - . 2 % - ; R . - 0 -

ACE g$?-&/-I A - z 3 - . J -I R /-5 K, H J .-<%- = ?-l=-( J .-=?- < - # $ - O R .- 8 $?- , 2 ,

R . - 0 : A-3<-# -( R : R - + / - / 3 - b % - l J .- % R - = R : A- : P / - 2 # <- G - 2 < - ; R .-

J

- 3- g$?- &/- I A - 0 -= R - O -L J .-G A -:.$-m?-. J -2! R =-5 K -H J .-/ A -3 A - 5 % - 3 : A -:S J /-L J .-G A -2 & .-

A - $ = - ( J /- I A - # - 0 < - . J - 5 S - :( R <- 3 A - Y A . ,

. 0 = - : L R< - : U A/ - $ ? < ,

* $-; R : R- /?-, R /-0: A - Y AK T RACKER-. J < - # - = R -2 + <-+ J -5 S . - v - 8 A $-L J .-5 K, .-$9 R .-H R .-. J - = - ; A .-( J ?- * J ?-% J ? ,

$ = - + J - H J . - < % - P R %- H J < - / ? - :

: A - ? - ( - .

-< A - ? $?- c R = - 2 - ) A -28 A / - $ % - . $ < - 2 o .-( R $ - = - . J -= g R $?- , 2 ,

z 3 - . J- I R /-5 K- H J .- =- r%- = A- :P/- 2 # <- G - 2<- ;

0: A- = R : R -/- A<- + R -; A/- 0- v- 2 : A-5 S <- $ %- * J ? - ; R %-, ACE g $ ? - & / - I A -z3-. J ?-H J .-* A .- o $ ? - / - ) J -3I R $ ? - . % - w A %-

/-) J -3, R, $ % - 8 A $-h R $ - 0 ? - 2 o 2 - 5 K -< A %- . - ; = - % J ? , ACE g $ ? - & / - I A - z 3 - . J -/ A -A R : R - + - = A -;: A - o - % ?-29%-2: A -! R -

2 - . % - o - $ < - I A - z . - 3 - : S J ?- 2: A -:I A $-$ A ? - 2 9 R ? - 0 - < J . , ACE g $ ? - & / - I A -! R - z 3 - . J ?-H J .-G A ? - r % - = A - : 1 % ? - + J - o=-#: A - { < - 3 - = R /-0<-<3-:. J $?-L J .- , 2 , 3. R <-/- ACE g$?-&/-I A -z3-. J -I R /-5 K -H J . - < % - 3 A - $ -P$?-&/-8 A $-

+ -: I <- , 2 ,

{ < - 3 - g $ ? - & / - I A - 0 - = R - O - L J .- G A - : . $ - m ? - 2 ! R =- 5 K , H J .- / A - { . - P $ ? - & / - I A - \ R $ - 2 f / - : O 2 - ! R / - 0 -

8 A $-.%-3 5 %? , $ = - + J - H J .- G A ?-{<- 3- g$?- &/- I A - 0 - = R - O -L J .-G A - : . $ - m ? - . J ?- 0 -2 N ?-5 K, 3 A - i 3 ? - G A - $ %-% R <-H J .-/ A -\ R $-2f/-

/ % - / ? - 3 , R % - 2 - v - 2 - :(<- : R %- ,

{<- 3- g$?- &/- I A - 0 - = R - O - L J .- G A - : . $ - m ? - . J ?- H J .- G A - 0 - = R - } < - = ? - ) - Y - . % - : R . - 3 ( J .- 0 , } < - = ? - 2 & . - : 6 B / - 0 - 8 A $- + - ; R %- % J ? , . J < - 3 - 9 . , .- . %-H J . - = - . % ? - 2 : A - 3 A - i 3 ? - G % - H J .-

=-:U.- . - ; R % - 2 - ; A / , {<

= J /- . -: I <-% J ? ,

PALg$?-&/-I A - = $ - H J <-#-0<-. J ?-H J .-<%-:63-\ A %-$ A -:1 J =-o?-G A -e J ?- ? -2~ J $- , 2 , 9 % - 9 A % - . % - V J =- : 5 2- G A - # J %?- 2: A - . J % - < 2 ? - : 6 3 - \ A %- . - H J . - < % - = $ - H J < - # - 0 < - . % - # - : V = - , 2 ? - 3 J . , H J .-

G A ? - = $ - H J < - # - 0 < - 8 A $- & A : A - K A <- 3 A - :6 B / ,

. J - v < - L J .- 5 K,

H J . - = - 2 + % - 2 : PALg$?-&/-I A -=$-H J <-#-0<-2 9 %-2-. J- ] R ?- , 2-G A -P R $?-0 R -8 A $-<%-$ A -A3-U$- + -2 $ 3?-0-.%-3 5 %? ,



●255●

ZIP COLA: , %-/- * A .-0: A - $ %-2-><

2 / .

J 6 ?

OLA/ A- 2. J - * A .-G A -:5 S -2<- 8 $?-0: A - % -? J -; A / ,

-{ . -= R $-:P R,

& A <

: 2 J

0

-; R %- ,

* A /- Z A =- 2 R < - L - 2 - 1 ? - 0 ? - H J . - = - % = - . 2- G A - $ % - 2 - * J ? - ? 3 , + $ - + $ - { 2 ? - . J < , - ZIP COLA: , %- -H J - G A -

$ %- % R <- . J - 3 - , $ - H . - < % - ( J ?- 3, R - 2: A - < A - 9 R 3- . - : K $ - 0- v - 2 : 3 - ; % - / - 1 - 3 , : - V = - 2 : A - ( - $+ J <- ( J /-

0 R : C - :I A %?- ? - 8 $ ? - 0 - v - 2 - 8 A $ - > < - ; R %- , ZIP COLA: , %-e J ?- H J .- G A ?- 1 2 - : . R . - 0 : A - L - 2 - , - . $ - 1 2-

0<- ! R 2?- > $?-2 * =-; R %- , 3. R <-/- ZIP C

LOTUSLAND=-u R %?- o -v R <- . -? R %-5 K, H J .-<%-a<-;%-L A ?- . ?-G A -:) A $-g J /-

H J .- <%- ? J 3?- : $ =-, J 2 ? - 0 : A - , J % ? - ( J ?-e J ? - 3 : A - % = - $ ? R : C - . ? - { 2 ? - . J - / 3 - 8 A $-; A / , .-= R -H J . - < % - H A 3 - / ?

- 2 f/- :U A /-=-2v?-+ J - . ?-:.:-2<-3 A -L J .-0<- LOTUSLAND=-.$:- $ %-24=-2<-:P R , LOTUSLAND/?

-H J .-<%-3$ R -g A %-= R $-0: A -3 J -:# R <-: . $- , 2- %- .$:- $ %-a R %-2: A -l J .-:) R -=- R =- , 2 , ;%-/-36 K ?- # $-; A .-.2% -:U R $-0: A -35 K -% R $?- ? - P -=- # R .- , ,

LOTUSLAND< -? R %-5 K -H.-<%-a<-;%-/-$8 R /- . - I <-2: A - $ % - 2 - 8 A $-><-; R %- ,

# J- 5/- ? R- s- 2, 29 R- 2 /- =? - $/ ?-?,

1 R =-3 R , R -2 0 /- =?- $/? - v R <- J , $ ? - e J-( J,

/ R <- 2 , A :-K R $?-; A/, R , R -2 0 / .- :$ R l - 0 % R - - J ,

1 R =-3, H J G l3 - 0- A- S$ 0 A , (<- A- - %- 43- :K A- ? R % - =,

( ? B - 3 - , R /-$ R %- . - k%- $8 , = . A 1 S . R- A- %

2 ? - % S . - 8=- :. J 2 ? - G A- | R <- 3 R -3 2 # $ R ?, : R / % %- <%- =?- :. A- 2 - - R .-

& A %-. J- $ - :1 J=-2<-. J-2?-G%-.$:-2- * J ?,

/ R <- 2 , 29 R -2 0 /-I A- =?- :. 3- 8 A$ - = - ; R %?- ? - 1 2-5<-.$ R ?

1 R =-3, : a R 2 2?- .% $ R - 5 $? - - a R 2 - P R $ ? - i 3 ? - K A<- , R /- <$- 2< - , R $ - # % - : . A- : P 2 - . $ R ? - 0 ? - 2 9

2 0 /- I A- = ? - : + - 0 . 2 - 5 < - . $ R ?, : G%- , - C- < J- 2- .-

$9:-:# R <-:$: R /-=-5<- o -. J-; A/

/ R <- 2 , 29 R -2 0 / - i 3 - P % ? - : . A- : S - 8 A$ - l - : 6 $ ? - L - o -/ A- . ! : - 3 R -; A/-# R - , $ - < J ., . J- = - | R <-3 R -a R %- o -.%-, o -(-

, /<- 2 29 - ? -{ . -12?-0<-

. J- % : - . $ 1 =- 3 29 - L J - 2 3? <- 3-; A . ( J ?-L.-.!:

.- A ? - 2 ? 3 - / - = ? - : $ R -2 ? :K ?- - 3/- /3 %- 5 S : C- : $8 v< /- & <-2: A- . - 5 $ ? A- : P 2-0<-L-.$ R ? ?- : - 2 2- 0<-%- 5 <- .- %- | R <- 3 3 : . -

- 5?- - . % %- R - 2 - . - G - , 1 2 0 < 3 R - 2 - ;

R %- .

A-/ ,

R, - { - 0 R - : + J - . R -

. A- ^ - 2 o . - 0 : A- 3 ) $- -% J ? <- - 1 R /- % 5 S : / A- L - 2 - ; R 5.-

A-} ,



●256●

J ? - 3 % - 0 R -; R . - 0 - < J ., \-(- ! J<-3 A-.$ R ?-2: A- . % - ] % ? - 0 - 2 4 = -

-

1 R = ? R . -

- : <

- * R <-$/%-2<-2!:-S A/-8 - o -2e J .-$-=- < %-,

# R -5 S -3 J .-/-%-5 S ?-=?-:. A- 1 2-3 A

/ R <- ?- 3* = R -2 0 /-i3-

J

1 R =

2

/ R <

-

a R2- 5/, o = - 0 R- . % - #R: C- 5 B- = J/,

$/:- . ?- ? - ? - ( - 8 A$ - / - o = - 0 R - 8 A$- ; R . - 0 - . A . - 3 R -8 A$- L %-, # R : A-]- (/ - 0 - 5 S ?-,2?- $- 5 S $ ? - 2 ! R =-

G % - / . - . J- $? R - 3- , 2, * A - ; R . - / - 2 . $ - $ A- o - / R <- ; R . - 5 . - . J<- ! J<-

?- % -5 ?- %? -0 <- . - A- 1: ? : ,2?- >$- :5=- .$ - ?- 2>.A- ? - = : % - o = - 0

R : A

- # .

5 S $?-, + L

] R /- 0 R - . J % - 5 S ? - % J ?- 0< - .$:- 3 A- 3 A- 8 A$ - 2 4 = - + J- # R : J/-* R - .$ R ?, o = - 0 R : C-# R : B- =

I R / - S -% J ?- ; 8 J ?-2>., 5%- 3 - . - : ,.- 0 - L %- /?- K R $?- 28 A 5 ?- 2o.- . $ - 3 R ? - # J % ? - 0 : A- 3 A- 8 A$ - 2 4 = - . - ? - , ] R /- 0

8 A$-$ A ?" R A , R A A J J J A" ,

A

K $- 0 R - & A$ - G % - . $ : - 3 R ? - # J % ? - 3 J ., ] R /- 0 R - $ 8 / - 8 A$- $ A ?" % ? - 3 A- 3 A %-

2! R .- 1 A$ - L . - 0, ~/-8 : A-; A-$ J-:V A- o -? R $

o @-&%-.!:-3 R -< J ., -3, = R ?-; A/, 29 R -2 0 /-i3-P%?-:. A-:S- 1 2-/- o -= R /-L-.$?-?-;%-3%- ! J, =$-2 !<-L J - 3 # / i 3 ?

.$ - - : ) $- o -/ A-=?-.!:-3 R -8 A$-; A/-3 R ., 3 ) $-3,<-5%-3?-; A .-5 B3?-% J ?, %-5 S ?-8=-:. J 2?-

3#/-i3?-G A ?-< R $?- , 2-0-,$-$ A ?-( R .,

2 , = ? - 3 % - 0 R -8 A$- . 3- . - J$?-: P 2- L % - / - 5 % - 3 ? - ; A . - 5 B3?-% J ?, # J-3 A-i3?-H J .-G A ?-29

P%?-:. A-2l R /-=/-L?-0<-] R -; A .-5 B3-; R ., -3, : R, . J- \ J % - < A/- 3 A- : . $ . J- / A- % - 5 S - . % - % - 5 S : C- 5 S $ ? - 0 : A- 1 2 - : . R . - 0 : A- = ? - . R /- 8 A$- < J ., / R <- 2 , H J . - < % -

29 R -2 0 /-=?-$/?- ? -1 J 2?-0<-a<-;%-2!:-S A/-( J-8 - -; A/,

- 2 ,

%?-. J- / 3 ; % - 2 e J .-3 A-Y A .,

J< - / . - u

/-8 A$ - o = - 0 R ?- " %: A- / . - : . A- $? R - , 2 - 3 # /

o-; A/"8 J ?-2 1$?, o = - Y ? - G

A " S J A- / . - $

R -2

A- A S R ?

"8 J ,

3/ . - . J- l- 2- /?- ? J=- 2: A- ,2?- 3 J .- 0: A- 5 K- /- ] R /-0 R - 5 S ?- 2? 3- :( <- 2 - = J/-L J . - 0 : A- 5 S $? - : - 8 A$ - : 5 S $ ? - > A %-,

R $- - ] R /-0 R -8 A$-$ A ?-o=-0 R - * R 2-0: A-,2?-> A$-f J .- %-,

?" - . R ? - # J % ? - 0 : C- 5 B- = C- 5 J/-

"-5 K- /. $ A/

J< - 3 3 - . : R % R -

% ? - 3 A- K $ - 0 - 8 $ - 2 4 = - . $ R ? /<- I A ?- K $ - 0 : - 3 - . - . $ : - 3 R ? - # % ? - ; R .- % ?- ; / 2?3?- 3 R . 3- 5%- 3- %=- . 2- I A ? - # J %?- ; R . - 0 - = ? - $

P $ ? - & / - 8 A$ - 2 4 = - . $ R ?, 3 5 / - ~ / - P $ ? - & / - I A- 3 A- i 3 ? - . $ : - 3 R ? - # J % ? - ; R ." 2 ? 3 ? - 3 R ., ~ / - P $ ? - & / -



●257●

5%-3-#

35 J 2- +- , A=- 2 -8 A$-; R . - 0 - . J-2 o . - / ? - : P R - . ?, # R ? - \ R - 2 <- . - , A- 2 : A- / % - . -

I A-8 A %-# o=

" 9 J<, #?- ] /- 0 - 5 . : A/-$ R %- ) A- : S - 3 , R - < %- * R /-3 A-: . $" & J ?-2>.-. J-] R /-0 R -5 S - , A=- 2 -. J: A- / % - . -5 B-= J/-* R -

2<- 3%$? ] /- 0 - 5- ,=- 2 - < - * ?- 0 - .: - 5- = /- * - 2< - ?%- 3 . ; *- - * ?- 0 - . - @- & %- . = - 2? - 5-

= J/-8 A$ - G % - 3 . - .

J- 5/- ? R-S$- 0, 3R-* L .?,

J<-n%-; A/-0-=?-.$:- 3 R ?-# J %?-2-$& A$-G%-3 J ., /-3 R -8 A$- =- o=- Y?- . J- /$?-$?

3 A-8 A$- $ A ?-" %?-L-2-5%-3-2 1 2?-9 A/, 9 - 3 - ; % - 9 ? - 9 A/, .-v-%-=-=?- o -& A- ;%- 3 J .-0?-2$-1 J 2?- %%- k A- =3-

3?- ? -:P A3-( R $ %-/ A-:) A$-g J/- ! J %-( J ?-.$:- 3 R ?-# J %?-0: A-3 A-; A/"8 J ?-# J<-.$ R .-L J .-28 A/ - 0 - , R ?, - Y ? - G A ? - . J- , R ? - : U = - . $ : - 2 - : 2 3- I A ? - M R ? - + J" % - 5 S ? - = $ - +- % J ? - 0 < - . - 3 A- :. A: A- 5 B- = J/ - : , R 2- .$ R ?-

R R R S <" J A-<

, R R S A J J A B J R R R , A .- R 2 8 A$ - = - J J 2 B

J R,

# A.- w/- 0: A- A?-

#-2h, 2 N - > A ?, z- 3 R, % - $ 9 : - : # R <- . - 3< J- < A % - 3 * 3 - . - .$ R % - 9 ? - = - < R = - 2 < - % -

R, J A R R R J , - A R

2&<- :S <- @- &%- V J=-: 5 2-( J-2?-%=-$? R -) A- v < - L J .-.$ R ?-0:%-3-> J ?, A ?, H J . - G A ? - 2 . J<- . J- : S : A- //- + -L J . - . $ R ?- R /- 3 J ., $ = - + J- H J . - < % - L - 2 < - 2 & < - : S A- L J . - 0 : A- $ R - < A

O R .- - V J=- : 2- %?- /- L A - %- 5 * - . -l J . - : ) R - = - $ ; J R J- / - % S ?-= R ( -=- 2 <- < J J .-0: J J A ? S / ,

z-3 R, ?- . ; .- =- ><-; R % , S ? - = R - 3 - < J J- P ( %- $ =- . - L ? - / ? - l J .-2-; A/, {2?-. J<-2.$-$ A-< J-2-

J .-A%-,

- H J . - . % - 3 ) = - : 6 S 3 ? - 3 - L % - 2 ? - .

<%-.$:-0 R - L % ,

z- 3 <.- ;- 2N- > A ?, . J- : S : - ; /- < A % - : $ < - ? % - 2 ? - . $ % ? - : $ : - 3 . - 0 < - 8 % < % - % : A- L - 2 : - { < - = -

A-L J .-0

2N- > - L - / . 3-

. 5 = ?- . ?- ? S - 3 3 %- 2- S/- <$?, .0 < - 5 - 3-

{ ?-L A- ?- . - H.- G - - L %-%3

J- - A - %- 5 - < - A- 5 %?

* $ - & A$- / A- %: A- = R - 3 - . J- H J . - G A- = R - 3 - = ? - 3 I R $?- M < - % % - ( - 2 R < - 2 c = - , 2 - 0 - . J- ; A/, { 2 ? - . J: A- :5 S -

2-.% R ?-$/?- ! 2?-2. J-8 A$-<

2 N - > A ?, < J . - ;, .- . % - % - 5 S ?- ; = - / ? - a R 2- 9: A-{ R <- I A- l J-3 R - l J . - 2 : A- { 2 ? - . J- ; % - ; A .-=-:(<- L %-, o /- . - H J .-

< % - . $ J- c/-; A/ - = - 1 R =- 3-% J .- $* A ? - a R 2 - 3 - ; A/, # R - 3 R - H J . - < % - = ? - = R - ( J- / - ; % - H J . - G A ? - . - . % - 3 R <-; A-$ J- :. R /- 5 = - : O A ., .- . % - H J . - G A ? - % - = - ; % - ; A- $ A- :. R /- 5 = - : O A . - 0 - 3 - ; A/-/3, . - H R . - a R 2- . R % - $ A-

{<-:V?-.%-L-2<-V J=-2-=%?-?3,



●258●

-; A . - ( J ? - 2 g / - 0 R -; R ., %?-2?3-/-{2?-. J<-%-

0<-@-&%-.$: A-, R 2- %- 3- , R 2 -; A .-? J3?- R -2: A-H A3 - 5 % - 8 R .,

# - 2 - / A- < % - L %- #3?- G A- % R - 3 5 < - 2 : A- .% R ? - 0 R : C- $ %- 5 =- 8 A$- ; A/, # - 2 ? - = R - + R $ - = - 2 + % - ( - . A/-

0-.%-. $/-u R %?-=-36 K ?- # $- 2 0 / - 0 - ; A/, .- . %-L A ?-0-.%-.<-3-=- 3 R - $ %-2 *=-; R % -, : R /-G%-#-2-/ A- . ?-

g$- +- ( J ?- 29%- 2: A- .% R ?- 0 R - $- H A3 - 3 % - 0 R -8 A$ - = - 3 5 S / - / - # -

$-| R -$%-3%-;%-29 R -% J ?, = < - * A A-3 , $ - 5 . - = A ? - k A ? - 2 &- z $ - 2 2 ? - 0 - . % - $ / 3 - ^ : A- : H $ ? - 5 . - $ R <- , A$- 3/- I A- +: -

I A ?-#-

S R ?- ? -

$/?-.

l - : 6 $?

L?, ?- $ $* A ? - ! ? - 5 S $ ? - 0 - : . A< - o 2 - * R < - 3 6 ., . J- 3 - 9 ., .- . %-

5<-e J ?, H J .-G

z-3 R, : R, % ? - . J-2e J . - ? R % - 2 - < J ., a R 2- 9- < - % - % R - 3 - < % - * A . - =

<%- , R 2- 0- =?- $+ R %- 2- =- 3 R - $ %- ( J/- 0 R - $.:, a R 2- . R %-L J . - 0 - = ? - . $ J- c / - I A- 5 =- . - a R 2-O A .-

L J .-0<-.$:-2-; A/,

2N-> A ?, . J-2. J/, %-=-.$ J-c/-$8/-=?-2a2?-0: A-> J ?-L-=?-H R .-=?-, R 2-0: A-:V?- 2 -3%-,

z-3 R,

2 ! : - S A/-( J,

2 N - > A ?,

L - 2 - , 3 ? - & . - V J=-: 5 2 - G A-O R .-/- 1 2 - 0 : A- { 2 ? - : . A<-H J . - < % - % : A- $ 3 - . -; R .-, $%-v<-%-=-L-2-:. < - < % 3 A$-;

a R2- 5/, #- 2: A- $/ R.-:5 K,

8 A$- 3- ; A/-+ J, 35 S -2 R . - 3 , R - | % - / - $ / ? - 0 : A-:V R

2?-(

, A- = R-1997/?1998= R : C- . $/ - # < - 3 , R - | % - : . A: A- ?- # = - 3 % - 0 R - 8 A$ - = - $ % ? - * R /- ( J/- 0 R - L %- , ?- # = - = -

/- $& A$ - = - # - 2 :

P % ? - 2 8 A- 2 &- =-z %-, # - 2 - ( J ? - 3 , $ - 0 : A- ?-# = - / ? - A $ ? - 9 R $ - 3 % - 0 R ?- C- 9 - 3 - , 2 - 0 < - > A, _ % - $ ; $ - 4 3 -

2-3 , $-0 R -($?-0-< J ., A $?- 9 R $ - 3 % - 0 R -> A- 2- .%- :V R $ - 0 - i 3 ? - G A ? - , 2 - ! : A- / % - t A- 2 - : 2 .- o - * %- % - 4 3 - ; % - 3 J . - 0 ? - # R -5 S ?-= ?-0 R -

: ) $- o - ; % - . ! : - 3 R -: . $ . J- 2 ? - H A3 - 5 % - 3 % - 2 R -8 A$-$ A ?- K $-9 R $-. J . - . J- # - 2 - * % - ? - . % - C- ? - ( J-2: A-?-

3:-?<- % R ?, . 2 =- * R 2- , J 2?- l- 5 S $?- 0- 8 A$- , A-= R 1997= R - /?1998= R : C- . $/ - # < - . 2 =- * R 2- , J 2?- l- 5 S $?- 0- 8 A$-

- L?- 8 A %- #- 2: A- $/ R .- * R /- ( J ?- ( J- 2: A- ?- # = - = - 9 - 3 - . % - I R /- $ R ?, . J- 3 A/- : 2 . - m ? - ? R $ ? - 3 # R - 3 R .-

/ ? - Y A . - $8 % - . % - 8 A % - ( J/- Y A . - $8 %-

o=- , A: A- ! J %- $ A- . 2 =- * R < - = ? -# % ? - # - > ? - G A ? - G % - | R <-3 R - . % - . % R ? - 9 R $ - , . - G A ? - < R $?- * R 2-$/%-, # - 2 - 28 ?-

K $ ? - 9 R $-> A-2: A-P%?-/ A-2P%?-=?-:.?-2-3-9.-3 A-#->?-G A-Y R $-;%-> R <, A ?-2?3-/-e J ?-K R $?-#-2: A- ( $ - | R -:. A-? J=- , 2-23, $=-+ J-? J=- , 2-/, ) A- v < - ? J=-.$ R ?,



●259●

# J- 5/- ? R- 2./- 0, 2.- 3 J.- G A- :S- 3*3- , R2 - , % -,

z-3 R, * J ?-0 - !- 2 S - 2<- .$: - 3 R - * J ?, H J .- <%- . J<- 28 $?-+ J- %- 5 S <- H J .- <%- * A .- G A-$/?- 5 =-> R .- .%-,

/ ? - 2 9 %-%? - L % - / -

%: A-.3 A$?- ; =-;%-: P 2-? R %-, * J ?-0-#-2, H J . - G A ? - & A: A- K A<- ?- $ 0<- * J/ - # - ; R . - 0 : A- 3 * 3 - : V J=- ! % - 9 A-

z-3

&$- ! J- < % - < J: A-8 A %- ( J/-I A- ? - $ / ? - # $ - $ A-3 A- i 3 ? - G A- :5 S - 2: A- ( - 5 . - ) J-

?- ? -

* J ?

z- 3 & A-; A/,

-5 S ?-2?3?- $8 A$?-L J .-3-M R %-, - 3 J .-

H J . - G A ? - < % - * A .-

< - $ + R %-

3 A-.$ R ?, % J .-&$-$ A ?-H J .-=-#-0<-$+ R %-% J ?-; A/,

8 R $?-0<-29%-, H J .-5 S - . % - % R -:U.-0?-@-&%-.$:, , %-5 S - ;%- H J .- .%- :

z-3 R, ( R $- $ A % - < % - . ? - / 3 - ; % - 2 . - 3 J . - 5 S % - 2 - 8 A$- L J . - : . R ., = R - /- ( %- % : A- . ?-

- : 6 . - , R .- 3#/- i3?- =- o - % ?- 29%- 2: A- 5 S % - 9 R $- * R- 2 < - < R $?- <3- L?- + J- # R -5 S : C- :5 S - 2- ) J- = J$?- ? - $+ R % - : . R . - ; R ., 2 . $ - $ A ? - H J . - G A-! % - 9 A- / ? - L - 2 - 2 1 2-+ J-! % - 9 A: A- , R / - m ? - 2 4 S %- o

/ ? - G A- ! % - 9 A- / ? - L - 2 - 3 A- 1 2-

8 A$-/?-L-2-2 1 2-/-:. R .,

R, % ? - * J/- #- ; R . - 0 : A- 3 * 3 - : V J=-! % - 9 A- L - 2 - 1 2 - / - % - = - o = - , A: A- 5 S %- =?-K R $?- G A-* 3 ? - M R %-

3%-0 R -:, R 2 - 0 - . % -,

% ? - < % - $ A- .L A/- ; A$- $ A- l = - 2 ! R =- + J- : 6 3 - \ A % - ; R % ? - G A- : 6 . - , R . - 3 # / - i 3 ? - = - 5 S % - 9 R $-* R - < -2

= J$ $+ R %- o - ; A/, 2 . $ - $ A- 2 ? 3 - 0 < - % ? - L - 2 - : . A- = J$ ? - 0 R <- 2 1 2 - + J- ! /- I A- :. R . - ] R -

{ R %- , 2-~3, - 0 - # - 2, %-<%-H J .-G A ?-L-2-#->?-= J$?-0<- 1 2- , 2-0<-; A .-( J ? - ; R .,

R, H J .-G A- { . - ( - . J: A-. R /-

* J ? - 0 - $ ? 3-0,

. J< - / % - . R / - $ 8 / - 3 J .,

% - 5 S < - L - 2 - : . A- 2 . - 3 J . - 8 A$ - = - 2 1 2- +- : ) $- o : A- : ( < - $ 8 A- 3 J .,

%-5 S <- o /- +- L - 2 - : . A- * J ? - 0 - 8 A$- =- 2 1 2- +-: ) $- :(<- $8 A- ; R .- 0- =?- 2 .- 3 J . - & A$-$ A- = $ - +- :) R $-

o : A-,.-%

z-3 R, % - < % - . J<- ; A .-3 A- ( J ?, 2 . 8 A$ - \ ? - 2 - . J ?- ! % - 9 A- . J- ! R 2?-w/- . - 2 +<- , 2, H J . - G A ?- 2 .-

3 J .- G A- 2?3- 5 = - v < - < % - $ A- , R / - m ? - . J-.$- 2 .- 3 J .-:6.- , R .- 3#/- i3?- =- 24 S %- , 2 - 0 - 3 - 9 ., 2 . - 3 J . - i 3 ? - G % - * J ? - 0 - . % - : S - 2 < - L - 2 - 1 2 - / - 2 l R /- : P ? - w / - 8 A %- $/?- 5 = - $ % - 3 % - 8 A$-

$ A-: R $-/?- 2 .-3 J .-5 S -z$- +-29%-,

* J ?-0-!-2, < J ., < J ., % - 5 S ? - H J . - G A ? - 2 > . - 0 : A-$/?- 5 =- . J: A- { R < - } - 3 R - / ? - $ R - ; R .,

G A- . ?- 5 S .- 2 J .- , .- . J- %- 5 S - .%- \ J % - 3 R = - L ? - 0 < - 2 ! : - S A/- ( J, H J . - G A ? - % - 5 S < - # - 0



●260●

A ? 8 % - ? R - ? R ?-1 R -3 R : AA- , R 2 - , % - : S - 3 * 3 - ; A/-

P -$%-3%-8 A$- +- A- < - /- L- 2-

G A ?- , A- :2%?- G - !<- 8 $ ? - 0 : A- $ R - { 2 ? - : S - 3 * 3 - | R ?-, R 2- 0<- o=-

2+%- . -$ R - $/?- : A- \ - 1 R $-. J- 2 .-3 J . - i 3 ? - = ? - 3 , R - 2 - ; A/, 1997= R <, A- < : A- * J ?-

R <-$&

: S - 3 * 3 - I A-:

8 A$- < J ., A- 3 J- <

5 S : A- :. J3 ? - 2 { R :

= . - ? R $ ? - o = - # * J ? - 0 - 5 S - . % - : S - 2 < - o = - # 2 - 2 . $ - * R %- $ A- / ?- 2- ; R .- 2- 3% R /-

- 0: A- a R 2- $? R - 1 = - ( J< - : S - 3 * 3 - ; A/ - ; % - : . ? - 2 : A- = R - ^: A-

0 : 3 - 9 ? - $ ; R - 2

L %-; R .-/-;%-l A ? 3?- =?- .3:- 2- ; A/, -5 S <- * J

2l R /-= J/-L J .-28

:63- \ A%- $ A-2.- 3 J.- G A- :S- 3*3- , R2 - , % -, 1 R -3 R - $* -:S- 3 *3- ; A/- /3, : 6 3 - \ A % - $ A- o = - # 2 - # $ - $ A-Y A . - $

8 J ?-: .- 1 R $ - 2 8 A/-; R ., $/?- 5 = - $ % - 3 % - 8 A$-$ A-: R $ - / ? - . J-/ A- l - 2 - / ? - 2 . J/ - 0 < - 3 - P 2- ! J, , A<-1 R -3 R -, R 2-,%-% R -

3 - : S - 3 * 3 - ; A/ - . $ R ? - / - L - 2 - . % - | R <- 3 R , . 2 % - ( - 2 & ? - G A- , . - / ? - : S - 3 * 3 - ; A/ - . $ R ? - G % -, : 6 3 - \ A % - $ A- ; =-

.3 A$?- ; =-:. A-.- . %-3% R /-: I<- L %-3 J ., A-3 J- < - # - / A-. J: A-.0 J-35 S /-; A/, 1 2-0: A- 2 . - 3 J . - i 3 ? - . - . %- * J ? - 0 : A- . 2 % - : R $- +- 5 . - ; R . - =, 1964= R < - A - < : A- 2 . - 3 J . - i 3 ? -

A- , R 2 - , % - { R <- I A- O A3?-= $?- 2 o . - . J- =?

# - ] % ?, : R / - G % - . - { 2 ? - A - < : A- ! % - 9 A- . $ - $ A- ( J ? - 3 , R : C- $ R - $ / ? - ? - 2 . - 3 J .- * % - > ? - > A$ - 3 - $ + R $?-3 J ., , A<-

:S- < %- * J ? - 0 - i 3 ? - = - L A/-0

0-5 S ?-A-| A$-$ A-; R %?-| R -= J/- . ?- 2 .-3 J .-5 S ?-{<-743-$+ R $ ? - = J/- , 2-G A-3 J .-0-< J .,

. J3?- 2{ R : A- . 2 % - ( - : , R 2- o -/ A- A - 3 J- < -!: A- 2 . - 3 J . - 5 S ? - / 3 - ; % - 2 l R /-= J/-L J . - 2 8 A/ - 0 : A- L - 2 -- !: A- * J ? - 0 - 5 S : C- :. J3 ? - 2 { R : A- . 2 % - ( - = - = R - % R - * A ? - 2 o - z $ - $ A- = R - o ? - ; R .- < %- , 2 . - 3 J .-

A- . 2 % - ( - = - = R - % R - 2 o . - 2 &- z $ - $ A- = R - o ? - = ? - 3 J . - 0 - 3 - 9 ., .L A/- ) A- . % -, o - $ <, ; ? - ? A-

2 - = - > ? - G A ?- 2 .- 3 J . - i 3 ? - G % -

/-;%-A-3 J- < -!?- 2 .-3 J .- 4 %- , %-8 A$-:. J3?-3-M R %-, . - v : A- A - 3 J- < - !<, 1 R - 3 R -$* A ? - = - , J 2?

O R .- . -. J- : S - 8 A$ - $ + / - / ? - 3 A/- ! J, 2 . - 3 J .-5 S -H A3 - / ? - 2 4 / - I A ?- # R .- . -2 &$- ! J-# J- : , $ - $ A- = ? - ! - $ * J<- . -: ) $-

{ R =- L J .- . - : ) $ - 0 - = ? - # R - 5 S <- a R 2- 9< - : P A3 ? - 0 : A- $ R - { 2 ? - 3 J ., :. A<- : I<- w R $- ( J/- 0 R -

-< A$-.%-5/-< A$-$ A-O R .- . - 2 .-3 J .-i3?-G A- o $?-:V?-/ A- * J ? - 0 - i

* J ?- 3 ?- 2- .%- :S- 3*3- I A-, R 2- ,%- % R - 3 - 8 A$- :, R 2- o -/ A- A - 3 J- < - !- .%- :63- \ A % - $ A- 2 .- 3 J .- i3?- G A ?-

A/-0: A-k A-=3-; A/-=, 1=-( J< - % - 5 S : A-5 K-3 ) $ - = - k A-=3-:. A-3% R /-: I<-L J .- , 2,



●262●

G % - , 2 ? - ( $ - ; A/, # R - 5 S ? A- = ? - = - 8 $ ? - + J- :5 S - , 2 ? - L J .-

; R . - 3 R ., .- . % - 2 R . - 3 A- 3 % - 0 R -8 A$-a R 2- 9- . % - (/ - # % - ? R $ ? - = - : P R -.!:-2-.%- , % ? - = J$?-&/-

A-. ? - I<-; R ., . J- 2 ? - % - 5 S - 2 R .-3 A- i 3 ? - G A ? - < % - $ A- . ?- ; /- < A %-

- 2 ! : - S A/-8 , . - v - % : A- 1- ; = - / - ; R . - 0 : A-

e J-Y R %-

8 A %- , $?- ., .- . % - # R % - $ A ? - 2 R . - G A-< A$ - $ / ? - = - _ 2 ? - ( J-2: A- L ? - e J ?-

0 R <-3%:-

e J-Y R %-

2 R .- =- ; A- ?- .<-

3 J .-/, 2 R

. J: A- e J / - | 3 - 0 R - .2 J/ - $ / ? - ? - 1 J 2 ? - + J- = R - $ ? 3 - z $ - = - 28 $?, . ? - . J<, # R % - $ A ? - 2 R . - 3 A: A- # J-

0 R ? - O A3?

$ A- , $?- 2

2! R .-3 J .- - 2: A-( R ?-$8 %-:. A-:S: A- 3 % - 0 R -8 A$-; R .-3 A-Y A ., / A-! /- I A- ;

2e A .- ($ ; R ., . J- v- 2 : A-2e A . - ( $ ? - ; A .- . - : R % - 2 : A-

- $ / 3 - ^ - l 2-3 R : A- O R . - / ? - 2 l R /- : P ? - G

28 A/-

I % R ? - m ? - ? R $?- , R 2 - . ! : - 2 : A- $ / ? -

2: A- = R - o ? - . J- $9 A- 2e A . - & A$ - = - 2 P % - 2 8 A/- Y R =- o /- I A- < A$- $/?- .<- % J= - . % - 2 R . - 3 A: A- , A- 5 S $ ? - : . A-

K R $?-; R %?-/?-:1 J=-o?- ? -$+ R %-2<- @ <-2l R /-L J .-G A/-; R .,

< .-;/, H J .- $* A ? - G A ? - : . A: A- { R <- I A- $ / ? - 5 = - $ ? = - 2 > . - L J . - 0 <

P R $ ? - 0 R -5 S ?-G%-%-<%-2 o .-. J-2 R .-G A-:5 S -2-.% R ?-=-$ R -2-92-3 R -8 A$-= J/- , 2, aR2- 5/, e J- Y R%- 24/- |3- 0R,

24/- |3- 0 R - / A- $ / : - < 2 ? - 2 R .-G A-= R - o ? - / % - >$ ? - n J/- ( J ? - ( J- 2: A- 2 4 / - 0 R - 8 A$- ; A/, # R % - / A- ] R - o - ( J-

.$ R % ? - 9 2 - 0 : A- 2 4 / - 0 R -8 A$-; A/ - 0 < - 3 - 9

3 % - 0 R - 2 8 $, e J-Y R % - 2 4 / - | 3 - 0 R -/ A- , A-= R 617= R <-. 2 ?- ? - { -: O %?, # R % - . $ % - = R -2 &-$ ? 3-I A- ! J % - 2 R . - G A-24/-

$? R =, e J-Y R %-24/-|3-0 R ?-2 R .-#3?-=-.2%-2 +<-2: A-{2?-. J<-K R $?-3%-0 R -/?-o=-#-]%?, 24/- |3- 0 R - o = - Y A . - = - 28 $ ? - 0 : A- { 2 ? - . J<-2 R . - = - ; A-$ J-3 J . - 0 ?, # R % - $ A ? - ] R /-( J/-, R /-3 A- ? 3 -S R -B -

$ J- 29 R - 0<- 3%$?, , R /- 3 A- o - $ < - . - ? R % - / ? - { . - < A$ ? - 3 % - 0 R <- . % ? - > A % - 3 , < - # R ? - = J$

I A- .L%?- $?=- k%- $8 A- L?- /?- 2 R .- G A- . L % ? - $ ? = - $ + / - = - 1 2 - + J-K A<-2 R .- . - = R $ $ = - + J- , R /-3 A: A- 2 ! : - S A/-

.-=- ; =-{.- $-5 S $?-> R .-3#/-5 S : A-2<-1/- 5 /-2h- 3 R .-0: A-; A-$ J-:. A-v- 2 -8 A$-; R .-3 A-Y A ., ? - e J- Y R % - 2 4

1 / - I A- ( J .- . - 2 R . - G A- 2 h - 3 R . - G A- $8 % - = - . % ? - 8 A % - ( R ? - . % - Y A . - G A-.0 J- ( - 3 % - 0 R - 2 l 3 ?, . J- / ? - e J-Y R % - 2 4 / - | 3 -

- 3 % - 0 R - $+/- =- 12- & A %- 2 R . - G A-?- # =-? R -? R - < - ? - $ / ? - Y A . - $8 %-=?-# % ? - 3 % - 0 R -2 4 $?, .- . % - # R %-

! R . - v < - o - $ < - / ? - / % - 2 : A- ( R ?-$8 % - 3 % - 0 R - 8 A$- 2 R . - ; A$- +- 2 +<, $ = - + J- Y R % - 2 4 / - | 3 - 0 R : C- , $?-

/, 2 R .-=-/%

Y R % - 2 4 / - | 3 - 0 R : C- 3 A %- . - P$?- 0: A- 36.- e J ? - $ & A$- / A- 1 R - V % - 0 R - + - = : A- : 6 $ ? - 2 0 /- ; A/, 1 R - V % - 0 R - + - = -

A .- ? J3?- : $$- 0: A- 2 R .- G A-29 R - 2 0 / - = $ - l = - I A- .0 J- 35 S /- 8 A$- ; A/, . J- / A- 36 K ? - > A % - v - / - # $- =, ? - . 0 = - I A ?- K $ - 0 ? - ~ / - 0 : A- P $ ? - 0 - : 6 3 - \ A %- . - H 2 -

1 R -V%-/ A-e J-Y R %-24/-|3-0 R : C- , $ ? - e J-3 J .-/-29 R -2 0 /-L J .-$-=- , 2,



●263●

e J- Y R %

$? R /- ; R .

1 %-.%-.3

i3?-=-.

- 24/- |3- 0 R : C- H . - . - :1$?- 0: A- 3 6 . - e J ? - 3 % - 0 R ?- # R %- * A .- .- v: A- 2 < - . -3 A- i 3 ? - G A- ~ A %- # R %- . -

, = R - o ?- 5- 2 - 3 % - 0 R ? - # R % - $ A- 3 A- 5 K: A- $ + 3 - o . - 3 % - 0 R -V A ? - ; R . - 0 - 3 - 9 ., # R % - / A- 2 R . - G A- . 3 % ? -

%?- \ - 3 % - 2 R -8 A$-$ A-3 A- $-$4 S -2 R -;%- ; A/, e J-Y R %-24/-|3-0 R : A- ] - 3 J .-G A- 36.- e J ?-. J- .$- 3 J .-/-2 R .-3 A-

-v: A-:5 S -2-:. A-; R .-3 A-Y A .-. R,

# J- 5 / - ?R- .$- 2, lA?- :#R<- #%-., ^-2,

A/, ^-2, H J .-.%- ; /-< A % -3-3)=, % J .-$* A ?-G A ?-\ R $-:U A/-=-v-28 A/-; R ., ^-2, \ R $-:U A/"8 J ?-0-. J-& A-< 5 %?-; A/- /3,

<-&

- , A: A-

A ? - G A ? - G % - A : R - + - = A- ; - / ? - \ R $ - : U A/-

6-; J, @ J-= A/-.%-A/-:S A-< R : , H J .-5 S ?-& A-8 A$-L J .-28 A/-; R ., @.-=

J ., . J-/ A-"3#:-:U A/-" .%-$& A$-3

A/-:S A-< R : , 3- < J ., \ R $ - : U A/- 8 J ? - 0 - / A- \ R $- h = - : U A/- ; A$- $ A- 2 # ? - 3 A % - < J ., . J- / A- l A ? - : # R <- 2 o .-. J- $+ R %-

= J/-L J .- , 2-0: A-:U A/-; A$-$ A-< A$?-> A$-< J .,

^-2, \ R $-:U A/-$+ R %-= J/-L J .-0 A-8 A$-3# R, @.-= A/, H J . - = - l A ? - : # R <-8 A$ - . % - # - 0 < - I A- { . - 0, \ R $ - : U A/-l A ? - , R - 2 & ? - . $ R ?, 3 A- ? - ; A/ - ; % - : . A- .$

- ; R .- /- \ R $ - : U A/- $+ R % - = J/-L J .- , 2, % - = - a R 2- 9: A-\ R $ - : U A/-l A ? - , R - 8 A$- ; R . - 0 ? - a R 2- 9: A- l A ? -:# R <-#%-=?-<%-$ A-\ R $-:U A/-=-2v?-( R $,

^-2, H J .-G A ?-; A-$ J-> R $- 2 : A-% R ?- ? -3 A-:V A-2<-l A ?-:# R <-2 o .-/?-2 { <-. R /-& A-; A/- /3, A/-:S A-< R : , : R, . J: A- o - 3 5 / - / A-\ R $ - : U A/-2 { < - 2 - . J- 4$ ? - # % - / ? - ; A-$ J-2 { < - 2 - = ? - 3 I R $ ? - 0 - . % - o =

#- 0<- =?- < A/- $ R % - @ - & % - . 3 : - 2 < - 3 - 9 ., :U A/- ; A$ - $ & A$- . ? - 3 * 3 - . - 3 A- 3 % - 0 R <- 2 { <- , 2-

0- . J- ; A/, 2.$- =- \ R $ - : U A/- # R . - $ / ? - L A/- ; R . - 0 : A- 8 J/- 8 A ?-=/-I A- P R $ ? - 0 R - 5 S < - ^ - < J: A- 3 ) $-

+-%?-2 { <-2: A-3*3-$+ R %-:U A/-; A$-:L R <-28 A/-; R ., ^-2, \ R $-:U A/-I A ?-H J .-$* A ?-K A-o=-/?-: . $-0<- ! 2?-2. J-( J/-0 R -29 R ?-; R .,

@.-= A/, = R ? - ; A/, . ?- o / - % - = - ? J3?-# <-L J . - 2 8 A/ - 0 : A- 1 - 3 - $ *

# R . - $ / ? - ] % ? - ; R . - 0 ?, .-{2?-# R -5 S : A-2?3-0<-. J-/ A-} R /-(.-%-<%- , A-= J-2o-U$-$ A ?-9 A/ - 0 : A-

1-< R = - / - a R 2- 9-( J/-3 R <-:P A3?-0-=?-G%-* J- ? < - ; R .-0: A- $ %-2- * J ?-28 A/-; R ., ^-2, : R, \ R $-:U A/-@-&%-3# R -( J, $=-+ J-%-<%-K A-o=- . -:P R - , 2-/-%?-G%-<%-* A .-=-\ R $-:U A/- # R .-

/?-> A$-: 6 $?-:. R .-; R .,



●265●

#J- 5/- 28A- 2&- 2 . A- / - ; R. - 0 < - 3 - : .R., % ? - HJ.- <%- :

( = R -< A 3-$* A ?-0<-3 ) $- o $?-= J /-28 A /-; R .-0-.%- , t3-3 R -= A: R %- a R 2-#%-$ A -| R -:P3- . -=%?-; R . )

t3-3 R -= A: R %-, 2N-> A ?, H J .-<%-< J-8 A$-:. A<-; R %-/-A J-( R $

2N-> A ?, o $?-]%?-5<-e J ?-; R %-/-( R $-$3, t3-3 R -= A: R %-, 3 A- ( R $

:. A- / - 3 A- 8 A$- H R . - = - 2 v - < - ; R % - ; R .,

H J . - G A- 3P R /- 0 R - a R 2 - # % - $ A- K A- < R =- . - | $-/?-

A , B, S , A R R , $;%- : 3?, 2 N - > A ?, H J . - = - 2 < - ( . - 2 + % - 0 ? - . $ R %?- 0- 3- 5 %?- H J . - 5 J/ - 2 8 A R .-

0 - 3 - > J ?, % <% %- H J< - = - , R / - 3 - , $ - H J .-.%-:U.-/-@-&%-:. R , . - v - % - H J . - . % - : U . - 0 ? -

% R -3-.$:-0 R - %-, 2N-> A ?, % - ; % - H J . - . % - : U . - 0 ? - % R - 3 - . $ : - 0 R - %-, :. A- % R - 3- 8 - ; /- 0: %- 2- :(<- !:, % ? - H R .-

- z- ?<- .- :P R -2?3? H R .-<%-9 A-= A %-=-& A-L J -: R %-2-; A/, $ 3?, %-<%-.L<-$/%-$ A- {2? - - z- ?< -: P R - -; A/-3 R .,

z-?<-3-? R %-2: A-} R /-=-* A/-:$<-%=-$? R ?-/-:. R .-0?, $ 9 : - : # R <-} R / - 3 : A- /%- 3 $- $? - ] % ? - 5 < - e J ?- %- <%- _% ?- :# .- . J- 9 A- = A % - = - ; R %- o : A- ? J3 ? - , $ - 2 & ., % - < % - H J .-

=- $- :. R .-> A/ = R -e J ?-3<- | $-3 A- , 2 2 , :) A$- g J/- /- %- =?- A . - 0 : A-3 A-8 A$-; R . - 3 A-Y A ., o $ ? - ] % ? - 5 < - e J ? - % J . - $ * A ?-3*3- . R =-

=-9-3-29:-2<-:P R, %?-H J .-G A %-$ A-z-?: A-:5 S -2- M <-3 R -, R ?-/-:. R .

- 2 O

. ? - < 2 ? - * J A$ - 0 : A- : P ? - . % - 2 !/-/?-:63-\ A % - ; R %?-} R / - = ? - w 2 - : I<-I A J=-o?- ? A/-; , %-

5 S ?- G%- $/.- . R / - 3 % - 0 R - 8 A$-< A3 - 2 8 . - , $ - $ A ? - 2 & . - 3 R ., : O $- 8 A- : ) $ ? - ? - 2 + % - ! J- : 6 3 -

\ . J: 3 =- :$ R .-0: A-,2?-3( R $-& A$ - % - 5 S ?-.- . %-f J .-3 J ., = R - % R - . - 3: A-< A % - =, A- < -.%- A - < - ? - o = - # 2 - $ * A ? - : P A$-3 , /-3- L % - 2 ? - K R $ ? - $ * A ? - ! ? - . % =-= R - 3 % - 0 R -

2! R = - / ? - S $ - >$?- 35 S /- (- 29 R ?, ; A- ? - = / - . % -0-= A-? A- , / - o = - # 2 - $ * A ? - G % - 8 A-2. J: A- . 0 = - = - < R = - 2 : A-P R ?-

2 # .-; R ., ( 2N -> A ?-a R 2-#%-$ A -| R <- 2 .-0-.%-P R $?-0 R -$;%-:6 S 3?-| R -#- < - | $-; R .-0-3, R %- , )

2N- >? A- 4 $;%- :6 3? H J .-<%-:.-/-;.-0<-3-:..

6 S S 3, S < - . - . %- o $?- = /-;

- - P R .

L

L A$ A A- $ .

<%-.L<-$/%-{2?- ? 2 , .- .

; % - : 6 S ? o

) o

R < - = - 2 #

, - +-( J-2?- ,

N-> A ? * - K A-<

A- 9 % - 9 , 8 A . J- .% - :,2 - : $

< - $ & R - :1 - K R . - =

A/- R / - G % - : , 2 - :

A %-; R %?-8 A-2 A-= -



●266●

3 , /- L % - 3 - , 2 - = - o - $ < R ? - 3 , / - 3 - L % - 0 ?, 1/-

A ? - & A: A- K A<- 8 A- 2. J: A- :5 S - 2 - < R =-

, $ - $ & R . - L J . - 3 A- , 2 - =, % - 5 S : C- 35 S / - ( < - . J- . $ - = - * J/-

R ., $ = - + J- %- 5 S ? - . J- .$- 2! R = - / - $ / . - . R / - $ & A$ - G % - , $ - $ & R . - L J . - 3 A- / ? - 0 ? - % - 5 S ? - : 6 3 - \ A %-

$ A- ; =- P -:. A-}<-=?-8 A-2. J: A-=3-=-:$ R .- , 2-23, A- / % - $ A- ; =-Y R =-$ R 3 ? - : S A ? - 3 A- : S - 2 -

3 % - 0 R - o ? - = R /-L J . - 0 < - 2 l R /-0, $* A ? - 0, $ / . - . R /-( J- ( %-! /-8 A-2: A-| R - / ? - , $ - $ A ? - $ & R . - , 2 ? - L J .-0, $ ? 3-

0, %- 5 S ?- <%- $ A- P R $?- 0 R - .%- H A3- 3 A- 5 S <- 8 A- 2. J: A- :5 S - 2- 2 0 / - 0 : A- { R <- G A- a R 2 - $ ? R - 2 + % - ! J- # R - 5 S : A- # R %-

O R - . % - : ) A$?- $ % - 8 A- 2 < - L J . - 0,

% - 5 S ? - $ / . - . R / - : . A- . $ - L %- . - : ) $-3 A- < % - 2 ?,

% - 5 S ? - % J ?-0<- . - : , 2 - : O $-+ R %

.L A/- ) A- o=- #2- G- <=- 3 - 2- P$?- &/- )/- =/- / ?- o $?- ( : - \ $- $ / 8 A-

2. J: A- = - $ R - {2?- 8 A$- L A/, J ?- =- 2?, = R <-# $- ; ; R : A- < % - $ A # R . %- $ A- * J- : P 3 - / ? - 3 J

3.?- { - 2N R %?, :. A- / A- 8 2 J- = - $ R - { 2 ? - L A/ - 0 - A J- < , 1/ - 2< I - H. 0<- ? /- 3 R % - $

2?3-] R -=-.$$-n J/-29 R -3 A %-,

$= + J -\ A %- ! J -$ A %- ?- . ?- 2 9 % ! J A-2. J- = - < J - L ? - 5 K-$ R - = - : . A A- ! J O $-: L %-3 A Y A .-. R,

- . % -0-= A-? A- , / - o = - # 2 - $ * A ? - G % - o = - 3 5 3 ? - G A-{ R < - / ? - P

5 / - 2 < - : ) A$?- $ % - S $ - 0 R - { = - 2 8 A/- ; R ., $ R - =- ^ 3- 0 R : C- ! J % - $ A- * J- :P R - ! /- I

3 A- , 2-0-< J ., . J % - < 2 ? - : 6 3 - \ A %- . , % - 5 S ? - S $ - ( ? - G A- $ / . - . R /-

#-@- &%- ( J,.- {2?- %- 5 S : A-$ R -=- ^ 3- 0 R -:. A: A- ! J % - $ A-? J3?- &/- ,- .$- {.- & A$- * A .- . - 3 J .- 0<- 29 R - / ? - 0 : A- h =- U/-35 S / - ( - ; % - ;

8 A- 2. J: A- :5 S - 2 - 2 0 / - 0 < - , 2 ? - = 3 - 3 % - 0 R - ; R . - . J, . % - 0 R , o = - # 2 - K

8 A-:)$?- ? - $ - 2- .%- :63- \ A %-8 A-2. J: A-=3- . -:$ R .-0<-:2.-2l R /-L-.$ R ?, A R R R A R / - = $ ? - G A J- 2 A - . L % ? - 8 A A- %- . -"

"8 { 1980 R - < % - * R - /- .- 0 - - # -

A- . J . %- 5 S ?- - 5 / - A - = - , A-

- <

A- 5 3 - / J$- - :63 % - 3 - - 8 - 2~ : %- :,2- : -,



●267●

Appendix I: IPA English Vowels

9< - 2 !R., 1 o=-,A: A-1- g $?- G A?- 35 S/- 0 : A- .L A/- ; A$- $ A- .L%?- G A-1, PHONETICSYMBOL

ENGLISH PHONETICSYMBOL

ENGLISH

[EI] A || .L A/- ; A$- $?=- L J . A

NAME || 3 A % -, TODAY || . J- < A % -,

# R - 5 S,

EIGHT ||

[ACR] R || .L A/- ; A$- $?=- L J ., R

ARE || ; A/, < J ., CAR || _% ?- :# R <- ( % - 2,

THEY ||

2 o .,

[IC] E || .L A/- ; A$- $?=- L J ., ESHE || # R - 3 R,

$ A$

THREE || ? ,

POLICE || , A- 2 . J- 3 A- $,

* J/- G R $- 0,

[OCR] YOUR || H R .- G A, H R .-

5 S : C,

MORNING || /% ?-

3 R , }- S R,

BEFORE

PLEASE || ?- 5 B$- &

$ 3

DOOR || | R,

|| } R /- (.,

[AI] I || % , .L A/- ; A$- $?=- L J ., IFIVE || s,

GOODBYE || 2 . J- 3 R, a<- 3)=,

[R] HER || # R - 3 R : C,

2

WORK || L- 2, = ?- ! -

=?- 0,

MY || % : A,

LIGHT || \ R $ ;% - 3 R,

GIRL || - 3 R,

TURN || L J .0,

EARLY || }- 3 R - /?,

[U] O

|| .L A/- ; A$- $?=- L J ., O [UC] TO

|| =- . R /- I A- U .,

NO || 3 A/, 3- < J ., 3 J .,

BOAT || P - ( % -,

KNOW || > J ?, g R $?, THOUGH || ; A/- < % , : R /- G% -,

SCHOOL || a R 2 - 9, STUDENT || a R 2 - 3,

NEW || $?<- 2,

BLUE || } R /- 0 R,

SHOE || z3,

[JUC] U || .L A/- ; A$- $?=- L J . U

USE || , R .- 0, 2 ! R =- 2,

YOU || H R ., H R .- 5 S,

[AU] BOOK || .0 J- (,

PUT || :) R $ 2 8$

COULD || Y A ., , 2,

WOMAN || * J ?- 3,

[I] AN || 8 A$ & A$ > A$

THAT || . J, $/,

HAVE || ; R .,

[AU] HOUSE || #% - 2,

HOW || ) A- :S, ) A- v<,



●268●

[E] END |

PEN || / - $ t$?- / $

ANY || < % -,

$ R - < J,

BOY || 2 , 2 - U $

TOILET || , R .- #% -,

| 3 ) $ $ J, [OI]

& A- ;% -, $% -

BREAD ||

[I] IT || . J, :. A,

ISH #% -

ENGLISH || .L

|| R $ A

A/- ; A$ .L A/- {., ,

RE || :. A- /, :. A- $<, - * J- ?,

WOMEN || * J ?- 3

[IR] EAR || i- 2,

EH

NEAR || * J- ?, ,$

BEER || 7 - (% -,

[O] ON || , ! J % -, R $ NOT || 3 A/, 3 J .,

, ,

3- < J .,

= R, 2 v- 2,

[R] HERE || . J- /,

CARE || v- g R $ $* R <-

AIR || b 2 - ! J$?,

: C,

R $- /

WATCH || . ?- 5 S .- :# R <-

T

* R % , :6 K3, CH

THEIR || # R - 5 S

PEAR || ? A=- + R $- = A,

[V] up || ;<,

|% - =,

! J % - =,

come || , R /, ; R % -,

|| L J ., & $% - 8 A$

[] ca

3 J- < - ! R - = & $ A$

does =?, what || A- 8 A$

Ameri || A-a (ball) || ( % R ) A 8

> A$

II: PA English Consonants Appen Idix

9< - 2 !R., 2:o=-,A:A-1- g $?- G A?- 3 5 S/- 0 :A- .L A/- ; A$- $ A- $

ETICSYMBOL

E PHONETICSYMBOL

ENGLISH TIBETAN ?= - L J.- G A-1,

PHON NGLISH TIBETAN

[b] btaro

, 4 K,

, [w] water

whatoy 2 , 2 - ( % -

ble & R $- b :U R $- 2 & R 3- L J .- 0

( ,

& A- 8 A$

[d] d bed 3=- O

[j] yes ;, ay * A/- 3, A,

= J$ ? - ? R,

[f] fouhla

2 8 A,

5=- 2, $ R .- 0,

[z] zero

is buzz

J,

,

r alf K J .- ! ugh

$.- 3 R - .

,

; A < J ., A$- =

/,

><- . - = 2 - 0 ><-#- 0<- $+ R % - 2,

[g] godeg

:P R - 1 J 2 ?, R - % -,

[k cakestruckssix

, S $

og H A, g |

s] | R $- % : A- 2 $- = J 2

#- O J,



●269●

hW

[ts

catsklutz

h] is # R : C,

ho ? , ] L A- =, < J % ?- 0 R,

[k] cuk snB

J, 0,

4 =, /$- 0 R,

[dz] birds :.2 - ($?, p 1 R <- 2, &- /

iss : R - L J .-akelack

[l] la palP

A$

A- .3% ?,

dresshundr

ke 35 K: , [dr]leasel

$ ?- 5 B$- &

eople 5% - 3, 3 A, 3

ed 2 o , $ R /- 0, I R /,

[m] mhClimb

?- O

; = H A3

:$ R :6 K$?, [tr] tree

countr

3, , ap

ome

, , , y

$ ?

o =- #2

[n] near knifeR

,$- * J- ?, * J- ?, P A, [t] chain

teachelunch

? - - 0, ain

(<- 2, r

t$ , .

. /, ,$ 3

$ J- c

R % - ), $

[p] phH

, R, 3 R,

. - 0, < R $?-

<3,

[d] jumporange D - = A- 3, in 1 A/- #2

appy * A .- 0elp < R $ ? - L J

3( R % - 2, w A % -,

[r] readwritehear

:. R /, [ R $ [S] ship 35 S - P , *- 3 R, *, :V A- 2, fish

$ R - 2, [s

pencil 8- / $

] sit 28 $?, 2 # ., [T] thirty ? 3- &, Miss Y?- 3 R, * J ?- 3, bath : O ?,

[t] ten button

bathe : O ?- L J .- 0, late

2 &, 1 R $- $, :$ R <- 2,

[D] thismothe

:. A,

A- 3,

[v] s, England .L A/- ) A,

J, veryfive

@- &% -, [N] sing

thank

\ - = J/- 0, , $?- e J- ( [Z] pleasure

usually

* A ., vision

3 A

$- > J

=,

. ?- o /- . ,



●270●

Appe ix II lossa

< - 2! R.,3: - ~. - 21nd I: G ry

9 , - K R$? A$?,

A

abroad K A-o=- . , acc -= $?, 1-$ 1- S $ - 0

accept .%-= J/, #?-=

access (n / v) ,2?-=3, $ R -{2?, acc ment P 2 L ?- e J ?, account l A ?-, R, $?=-2>.

ace %-2, +$-

achieve : P 2-0, o=-#-?$?-, R 2-0, act 2!:-O

action : $=- * R ., L- ,

actress 3#/-3,

ad 353?- . R <-2h-H2

add $ R /-0, #- $ R /, address (n / v) # R .- $ - L%- .%- 3adm A .- ( R /, admire ; A .-3 R ? - 0, ( R /-0, adult (n) <-3, adventure * J/- #- &/- =, advertisement 353?- . R <-2h-H2, afford

* R - , 2-0,

:$/-, J$-0,

1 2- / ?-0,

afraid 0$-0: A, 8 J .- $ %- * J ?-2: A, afterward e J ?- ? , . J: A-e J ?,

against $+.- /?, c R =-2, agony #$-2}=-5.-3 J .,

:,.-0, agreement 3 R ?-3 , /, ( R .-. R /, agriculture 8 , ahead } R /- . , airplane $/3 ?- L, airport $/3- P -, allow ( R $-0, =-2, along 2 o .-/? , although : R /-G%-, ; A/-;%-,

ong O R .- . , , amount 2 # R 3?-P%?,

ient $/:- :- <2?

anger # R %-O R, # R %-O R -a R %-2, ry # R %-O R -=%?-0: A,

antelope $4 S .

more . J-=?-z$0: A, anytime $- . ? , . ?-% J ?-3 J .-

R -? R <(I

apartment # R .-#%-(-5%-, # R .-#%-appear 3% R /-0, :L R <-2, applaud ,=-3 R -h J 2-0, 3 R ?-3 , /-L J .-0,

ent {. .%?, R , J/,

omplish -:V?, ,

1 =- . - L ? J, R

(n) , R .-0, A3?, R .,

:O2- ,

/?,

# A %-:V A-2,

iration ;

.

I A- L - : $

agree :(3?-0,

A %-=?

3 . /- . , - P , t$

-:22-,%

2!:-O R

, . J .-/?

am /%-/

anc 2 R : C, $/ - G A, ang

, any

-; A/-;% . ,

apart ? J ?-0) 2<-,$

,



●272●

2c=-/?, : A,

< A$-0,

$-0 R, , , R $- 2l J$?

%-, -/$-0 R ?- 2l 3? - 0 : A- .3%?

<%-2 ! R ., 2<-:. J=,

R $

, #%-( J/-, R $-

2l J$?- &/,

R , burn (v) Y J$-0, :2<-2,

oman 2 .-3 J .-5 S %-2:3-# J- = ? - 0,

C

#-

o $?- 3 R .-3#/, o 9 2- V A ?,

=

-I A ?, $/

: ) -2, .?-0,

A-< A: A-| R <-

beyond ($%-8 A$- /?); R =-2: A, billion , J<-: 2 3, biological * J-.% R ? - < A$-0

biologist * J-.% R ?-< A$ - 0 - 2, biology

* J-.% R ?- black (n) 3 A- o .-/$-0 R, 3. R $-/

block (n) 1- 2 R %- , > A %- . 3, 2!$ - 0

- & / - I A-#%-0: A-2 !<-0, blown|| blow ; A-:.?-0: A-3 A %-n

blues (n) A-< A: A-3 A- o .

- \ : A-< A$?-> A$ boast (v) : .-> R .-L J .-0, bold .0:-%<-w/-0: A, ~ A %- ! R 2?-( J-2: A, bomb $+ R <-2, :

border ?-353?, 3,:-353?, boring ? /- $ %- * J-0: A, 3 R - 2 - 3 J .-0: A,

born z/- * J ?-G A, 24?-2, boycott (n) 3*3-:V J=-2!$-:$

branch ;=-$ ;/-=$

brand (n) 5 S %-g$?, breath . 2 $?, 2? A=- _ %-, brick ? R -1$, I R -3 R , broke break ; A-:.?-0, build 28 J %?-0, : 6 $?- 0 /-L J .-0, building (n ) #%-( J/, 2-$3

built|| build ; A-:.?-0, bundle 1 %-2

businessw

butter (n)3<,

cafeteria 9?-<%-= J/-9-#%-, campaign (n) =?-: $=, .3$-:,2, camping (n) 5-1 R $

candidate :. J3-L: A-: R ?-3 A, capacity

> R %-5.,

capital =-?, 3-l, $

capture (v) :6 B/-0, care (n) . R - $ %-, v- * R %-, career ? - < A$?, *3?-M R %-, carefully ? J3?- ( %-$ A ?, $92-//

carpet

?-$./, P 3-4

K, case (n) ?- 5 =, %%- 5 =, catch (v) :6 B/-0, caught|| catch ; A-:

cause (n / v) o -n J/, n J/-a R %-2,

cent 3 R : C-{<-3, .

A ., .G A

-. 2 ?, v J-2,

center G A=-. 2 ?, v J-2, centimeter = A: A-k

central =-. 2 ?-G A, v J-2: A, centre (center) .G A=



●273●

ceremony 36.-| R, ( R -$

,

*3?-5 S .-= J/-0,

challenging (adj) { =- >$?-w/-0: A, :P/- ch

ch

A-$ J

J/-0, cheese ( <-2,

?-0,

, -3 A %-n%-,

K$-3( R .-#%-,

circus +- l = - l J .-3 R -5 S $?-0:3-. J: A-l J .-<, civil o=-/%-$ A , A-:2%?-G A,

,

club 3 R - * A .-#%-, (= ?-l=-? R $?-G A) 5 S $?-

/, 5 S ?-&/-I A,

V J=-L J .-0,

^- 1 A=-L J .-0,

, A<-2+%-$ A . G ?-3,

,

, 5.-2 # <-L J .-0, compete :P/-0,

/-l R ., 5<-2, (-5%-2: A,

A, R ., 2 ! R .-0,

century . ?-<2?, certain % J ?-0, 2~ R /-3 J .-G A, certainly % J ?-$+/-I A ?, # R -,$

challenge (v):P/-a R %-2

a R %-0: A, ampion A%-.%-0 R,

chance (n) $ R -{2?, chant (n) 3 $<-3, ( ; - >-2: A) 2 ! R .-0: A-~/-5 B$

aracter (n) ;

cheat (v) 3$ R -2{ R <-2, $; R -,2?-G A ?-=

check (v) 8 - . $ - L J .-0, 8 A 2-$> J<-L J .-0, chemical m?-: I<-I A, chemist m?-: I<-< A$ - 0 - 2, (/- . R <-3#

chemistry m?-: I<-< A$-0, chief $4 S -:6 B/, :$ R -2, chin 3-= J, choice (n) $.3- $? J ?

chosen|| choose ; A-:.?-0: A

church ; - >: A-3( R .-#%-,cigarette ,-3$

cinema \ R $-2f/, \ R $-2f/-#%-,

claw :.2-($?-G A- # J<-3 R, clerk =?-L J .-0, clever P 3-0 R , , %- P %-w/-0,

climate $/3-^, clinic

| R -2 ! J/- (/-#%-

0, . L $-0, cola # R -=<, { R 3- ( : A-< A$?, colorful 5 S /-3.% ? - &

colour (color) #-. R $

combine (v)

3*3-:comb (v) 0->.-0, common (adj) 1=-2, communication $/?- 5 =

community 5 S $?-0, , A-5 S $?, company 29 R -5 S %-#%-, < R $ ? - 0, compare(v) 1/- 5 /-2 # <-2

comparison(n) # <-2, competition :P/-2 # <, :P

competitor :P/-;, :P/-3 A, complete (v / adj) : P 2-0,

complicated f R $-:6 B %-( J-2:

compliment (n / v) 2}$?-2e

composer .L%?-l R 3 - 0 - 0 R, compose .L%?-l R 3-0, 1 A$-0,



●274●

concert < R =-3 R - \ -$8?-35/-5 S $?, J ?-# J %?-0: A, J=,

construction : 6 $?- 0/, ,

,

: R $

5 B$-}-K A,

. J 2?-o$-3#/, , .2%-2 +<,

conference 5 S $?-: . , confident _ R 3-? J3?-( J-2: A, ; A .-(

congratulations > A ?-5 B$ g J/-:V

consider 2?3-] R -$+ R %-2,

construct (v) 29 R - 0/-L J .-0, consume :6.- , R .-$+ R %-2

consumption :6.- , R .

contain w/-0:3-: . -2, context

5 B$-. R /-$ R %-contribute 8=-:. J 2?-o$-0, contribution 8=-:. J 2?, = J$?- * J ?, contributor 8=-:

control (v) 5 S .-:6 B/-L J .-0

convenience ! 2?-2. J, convenient ! 2?-2. J: A, cooperation 3*3-=?,

R $?- 353?, ,

A ?-3 A-=%?-0: A, P%?-3 J .-0,

$+3?-0, R -2, / <-2,

create$?<-29 R -L J .-0,

$?<-$+ R .-L J .-0,

cr

R %-2, 2c=-2, crow (n)

L-< R $

1 R -< R $

,

/.- $? R -2,

D

R <-2> A$ $/ R .-

corner P -$ .G

costume I R /-(?, :O2-(?

cotton Y A %-2=, counter 1 R 3- ! J$?, l A ?- 3#/, countless 2P%-$

country (adj) P R %-$? J 2-G A, countryside P R %-$? J 2, 8 A %-P R %-, county m R %-,

courage ~ A %- ! R 2?, ] R - % R 2?,

court O A3?-#%-, cover (v) :$ J 2?-0, $; R $?-0,

crawl (v) $ R $-/?-:P

creative $?<-$+ R .-<%-28 A/-I A, eep (v) $ R $-0,

crept|| creep ; A-:.?-0, crop (n) = R -+ R $

cross (v) :U J .-2&.-$+

crowd (n) 3 A-5 S $?, :5%-#

cruel $ . $- l 2-( J-2: A, crush (n) 2 4 <-$/ R /, cry (v) % -2, ( R -% J-:. R /-0, cubic o-.0%- P -28 A-3: A, cultural < A$-$/?-G A, culture < A$-$/?, cure (/-2& R ?-L J .-0,

curry |-? J<-2+2-0: A- 9 ? - < A$?, customer 3P R /-0 R, cymbal &$-(=, &$

Dad A-1, damage (n / v) $/ R .- * R /, $+

* R /-$+ R %-2,



●275●

?,

?-0: A,

A-

-( R .-/?, 8 /-3 R,

-0: A-, 3 A-i3?-.$:-2: A, . R /-0,

2& R =-2, _$-$+ R %-2,

-0, o- * J .-0, -o?, :5<-= R %?,

-2,

3 A-3 , /-0, -0, 3-:,.-0,

-: I<-2, 3 A-3% R /-0< (: A) ; A .-(.-0(: A)

3-0<-L J .-0: A, , ; A .-(.,

, f J .-0, : A-.% R ?-0 R, f J .-0,

discus t$?-| R <,

doctor (n) , <2-:L3?-0,

dancer $<-3#/, danger * J/-#, * J/-#: A-$/

dangerous * J/ - # - ( J-2(: A) * J/-#-&/-(I A)

daytime * A/-3 R, * A/-.!<, dead

:.?-9 A/-0: A,

> A-9 A/-0: A,

dear (adj ~ A %-* J-2: A, .$:-8 A %- $

death :( A-2, decision ,$-$& R ., declare H2-2 1$?-L J .-0, decrease (v) ) J- * %- . -:P R -2, :U 2, deed (n)

, R .-0,

deep $+ A %-92-0 R, 92-0, deeply 92-3 R, deer I-2, defeat 13-0<-$+ R %-2, definitely ,$-( R .-/?, # R -,$

degree (n) S R .-P%-$ A-5., delicate 8 A 2-5$?-&/-(I A) 2

delight (n) 3 R - $ %-, delighted (adj) 3 R -2, .$:-2, delightful .$:-: R ?

demand (v) < J- 2 - : . R /-0, ]%-L-:

depend g J/-0, deposit (v) $? R $-:) R $-L J .-0, despite 3-2v?-0<, G%-, /:%-, destroy $+ R <-2

develop :1 J=-o?- ? -:P R - 2 < - L J .

development :1 J=

diagonally $? J$ $? J$- 3 R ., dialect ; =-{., #-{., diary

* A/-, R,

* A/-. J 2,

dictionary 5 B$-36 S ., diet (n) 29:-2 + %-,

difference .L J-2, H.-0<,

differently 3 A-:S

dining (adj) $? R =-5 B$ 9-3, dipper

* R $?,

disagree 3 A-:,.-0, 2?3-:(<-

disagreement #-3-:(3?

disappear ;=-2, 3 J .-0<

-: I<-2, disappointed (adj) ] R - 1 3 - 0

disappointing (adj) ] R -1

disappointment ] R -13

disaster $/ R .- * R /, $ R .-($ $ J$?,

disco 1 J- ? -#: R -82?-V R , discover $?<-f J .- L %-2

discovery $?<- . -f J .-0

disease /., distance (n) o%-,$ 2<-,$

(/-0



●276●

- $* A ?- ? - : I<- 2,

A-:.?-0: A-3 A %-n%-, A- = 3 - k A ? - 0, ! R %- 2 ?3 -

-3#/, -2, $ R ?-I R /-0,

driest (adj) ( J ?-{3-0 R, # R <-#-= R -2 +<-0, 3,<- 0 R .-0,

:6$-0, . ?-=-a J 2?-0,

dollar A-< A: A-| R <-3 R, done || do ; A-:.?-0: A-3 A %-n%-, doorway | R -=3,

double (v) w2- : I<- 29 R - 2, w2

downtown 5 S %-=?-# =,

P R %- ( .-,

drank|| drink ; A-:.?-0: A-3 A %-n%-, drawn|| draw ;

dream (n/v) k A- =3, k

2&%?-0,

dreamer k A-=3-k A-3#/, ! R %-2?3-2&%?

dress (n / v) $ R ?, H

drive (v) _%?-:

driver #-= R -2, drop (v) 9$?-0, $+ A$-0,

drum (n) d-, due ! 2?-G A ?, : R ?-:53-I A, dumplings 2$- , $ o-{.- . -& R -4 B-9 J<, dung t A-2, dungchen . %-( J/, E

e-mail \ R $-:U A/, - v < - I A, < J-8 A %-~ J$-0: A,

) ( ) ,

a R 2-$? R -M R %-2, ,

3% R /- . -: I<-2,

effort :2.-2l R /, @ <-,$

.- . -( J-4 B-9 J<, -0,

-$+ R %-2,

3 J .-0<-29 R -2,

em % R -5 , #- * J %?,

9 R - 0/-( J/-3 R -2, engineering 29 R - 0 /-< A$-0, 29 R - 0 /,

/%-

eager { R 3-0- ( -:. R .eagle L-\$

early , R $-3: A, }-3 R -/?, earn (# J-? R $? 9- 2, \- ( = J/-0

easily .!:-%=-3 J .-0<, =?-a-3 R : C-| R -/?, easy =?-a-3 R, eaten || eat; A-:.?-0: A-3 A %-n%-,

educate a R 2-$? R -$+ R %-2, effect (v)

* R /-a R $-0,

, R /-0

eggplant } R -5=-8 A$ o-{

elect :. J3?-0, :. J3?-2{ R --L J .

electricity \ R $

electronic \ R $- h =-I A, eliminate

l-3 J .- . elm ; R -:2 R $

else . J-3 A/, $8/, embarrassed (adj) % R - 5 - 2,

barrassment

embrace (v) : H .-0, :,3-0, embroidery $4$?- S 2, emperor $ R %-3, employment =?-8 $?, encourage { =-3-$+ R %-2, encouragement { =-t$ { =-3, endangered (adj) :) A$-=-* J-2: A, energy = ?- 9 %?, engineer (n) 2

enter . -: 6 =-2,



●277●

$?- 3 R -$+ R %-2, R <- ; $-$ A

er -9., 9.-0,

| R ?- ? ,

, $/.-:# J=-0 R <,

; A .-M R ?-0: A, %<-=%?-0: A, iting (adj) ; A .-M R ?-0: A,

-(.-0, < J- | $ : . /-0,

R %-, M R %-5 S <, *3?- ? -

M R % 2

, g R $-8 A 2-L J .-0, ,

expression 5 B$- . R <, 5 B$- . 3, F

, A-:.?-0: A-3 A %-n%-,

: A, $ R 3-:S A ?-; R .-0: A,

$?-( J-2: A, % R -= R -.$:-

<-( J-2: A,

o%-< A %-2: A, J-$?<-I A,

= R %?- L %-

R, 5 B

-= ,

-0 R, 2-o?, ! R /-( J/,

entertain 3 R - 3 R -L J .-0, ,

environment # R <- ; $ 3,:-:# R <,

environmental #

envy (v) U$-. R $-L J .-0, ; A .- ( R /-0, equal (adj)

:S-3*3-(

I A)

equality :S-3*3, . R -3*3, equally :S-3*3-I A ?, S%-0 R <, equipment ; R -(?, 1 A$-(?,

osion < =

errand =?-:$/, =?- $ J, escape (v)

V R ?-L R =-L J .-0,

especially z$-0<- . , /%-

establish : 6 $?-0, 28 J %?-2, even (adv) ,-/,

event . R /-n J/, . R /-( J/, . ? - : I<, exactly ;%-.$-0<

exam g R $-8 A 2, o $?-= J/, examination o $?-= J/, excited (adj)

excitement M R ?-0, exc

exhausted (adj) ,%

exhibit (n) 2>3?- ! R /, expectation

experience (n / v)*3?-M

- ,

expert ( J .-=?-3#?-0, explore :5 S =-8 A 2

explosion :2<-$?, :$?-$+ R <

export (v) K A<-:S J/-L J .-0, express (v)

i3-: I<- ! R /-0,

35 S /-0,

face (v) #-$+ R .-0, fact . R /-.% R ?, fair (n) 36 K ?-3, O R 3-: .

faith ; A .-( J ?,

..-0,

fallen || fall;

familiar o ?-3%:-( J-2

famous 3 A %- . -P$?-0: A, {.-P

fan (n) || ‘football fan’ b%-l J .-

3#/, fantastic

! R %-2?3-I A,

% R -35 faraway $/:-}-3 R : C,

farmland ?-8 A %-, fashionable .<-Y R =-( J-2: A, .0

fastest-growing * J- 5 . - M <- 2, :5<-

2-> A/- +-3I R $?-0 R, fat (n / adj)

5 B

=,

5 S

/-0fatty (adj) 5 B=-I A ?-# J %?-0: A, 5 S /

fear (n) :) A$?- 0$ 8 J .- $ %-, feast (n) $? R =- ! R /-$9



●278●

R, ,

.-0, # R $-l A ?-o$-0,

film (n) , A/-> R $

\ R $-2f/,

0 R .-0, g/-0 R,

flap (v) h J 2-0, z2-z 2- +-$; R -2,

flirt (v) l J .-3 R -l J-2, : U =-2>.-L J .-0,

fl $-0, 28 <-2, o -2,

foreigner K A-o=-0, A/-;%-,

et A-:.?-0,

=-I A,

f A-.$ R ?-0<, <%-.2%-$ A-| R -/?, 4 3 ,

A, L3?-2l J: A,

fr 2<-(., ] R - 1 3 - ; A .-(., fund (n) , J 2?-l-, 3-. % =,

R -2: A,

feel (v) 5 S <-2, 5 S <- $ %- * J ?-2, fell || fall; A-:.?-0, felt || feel; A-:.?-0, female (n) 3 R, 3 R : C-< A$?-G A, fence (n)

<-2, K $?-<,

fertilizer = .-m?, = ., fiber 5 B- $, 5 B- $ ?-2+$?-0: A-.% R ?-0

field 8 A %-?, =?-< A$?, ( J .-=?

fight (v) :,2-0, $ ; =-:I J

figure (v) $ %- ; =- . -:(<-2,

final (adj) 3,:-3 ) $-$ A fingertip ? R <-l J, 3 6 2-l J, fire (n / v) 3 J, \-1 R %?-/?-

firm (adv) 2g/-0 R <(=%?-0-? R $?) 2

flash (n) : R ., \ R $-: R ., flashlight =$-H J<-\ R $-8 , flatter (v) % R -2 ! R .-L J .-0, flew || fly ; A-:.?-0, float (v) $; J %-2, flock (n) H , = $- H , flood (n) ( -= R $, ( - * R /, flooded (adj) ( - * R /-, J 2?-0: A,

ow (v) o

flown || fly; A-:.?-0, folk (adj) .3%?-O R .-G A, fool (n / v) ] /-0 R, \ J/-0, foolish \ J/-0, force (v)

24/-2 { =-L J .-0,

foreign K A-o=-I A, forever $+/- . , /3-;

forgotten || forg ;

form (n) i3-0, .L A 2?, formal

.% R ?-$8 A: A,

K A- 5 former } R /-3: A, . J-} R /-I A, foundation (n) k%-$8 A, l-2, free (adv) <%-.2%-$ A ?, freedom <%-.2%-, reely < A/-3

fresh $?<-2, fried (adj) $3-24 S ?-L?-0: A, $3-2 S ?-

friendly 36:-3 , /-I

friendship 36:-2l J, 36:-? J3?, frustrate 2<-(.-$+ R %-2, 13-* J ?- ? -$+ R %-2,

ustration :$=-n J/, fuel (n) :2<-m?, 2 .-> A %-, funny H.-35<-&/-I A, .$ R .-V



●280●

happen %-2, happine 2. , * A , hard (ad Y-3 #$- R /-I A ?, hardly 1=-( J<-3 A-Y A .-0, hare

< A-2 R %-,

harmful $/ R .-0: A, $/ R .-0-( J-2(: A)

hate (n) 8 J- %-

health 2 , /?, healthy J-,%- . $/ #3?- ? %?-0

heat (v) Y R -2, S R .-$+ R %-2, hec

! %-( A/,

, A- 3: )

held || hold; .?- 0, help A, /-, R $?-( J-2: A, help ?-3 J .-0<, hen 3 , herd (n / $ , $?-:5 S -2, herdsm $-0, m A-2 R, hero .0:-2 R,

hide A , high (adj) 3, R, high-quality - ! - > A/ , high-salary \ highwa $8 %-=3 o-=3, hilltop

)

historian = R - o ? - < A$ - 0 - 2,

history = R - o ?, = R - o ?-< A$-0,

/%-3 A-S/-0: A,

2: A-E-3 R )

ho < J-2-2& R =-2,

A/-/:%-, 2,

A: A-< A$?-G A, 3 A: A,

hunting (n) d R /-0: A-=?,

2. J- , % 3 A/-0,

,

: L

ss J * A .- .$:- .

j / adv) R, 0 R, @ <-2l

#

. J- ,%- 2. J-$

, 2. - ?- 0, ,

tare (

100 A-:

ful 1/-0: 1

lessly L-,2

R -L

v) K ?- H K

en :V R

(heroes) ;2-0

R /-0

% ? - +-29%-2

-1 R $?- 3, R /-0 R,

y ,

< A-l J,

hire (v \-0,

hmm (interj) A A/, hold (v) :6 B/-0, :( A %-2, hole (n) # %- 2 , 2 -$

homesick <%-H A3-S/-0: A,

hometown 1- ; =, hood (n) 3$ R -<?, (H-2<- .<-

pe (v) < J- 2 - L J .-0, ? J3?-0, horizontally ,.-!<, horn (n) . %-, G -& R, host (adj)

3P R /- 2.$hotel 3P R /-#%-, however : R /-G%-, ;

huff (v) O R -2, :5 B$-0-9-

human (n) 3 A, 3

hundred 2o , hunt (v) < A- ?$?-d R /-0, hunter d R /-0, hut , A=- 2 , I

ice (n) .<, :H$?-0, ill /-2, / - 5 - ; R .-0: A, illness /., /-5 , impact (n) >$?-n J/, importance $=-( J/, :$%?-( J/



●281●

-L J .-0,

R $-0: A, ?-$+ R %-2,

= J$?-2& R ?-L J .-0,

- 0 < - L J .-0,

, o?-0, #- $ R /-o$-0, J/- , J 2?- 0,

, { =-t$-$+ R %-2,

- l = - a R 2- 9:3-a R 2- 9-( J/-3 R, - &/, A, 3 R -2- ! J<-2: A,

-2>., {.- +<-L J .-0, R - 29 R - 2, 2< - 3 53 ?-

53?, .-L J .-0,

+ R ., $?<-29 R,

J

jazz (n) u.-9 J-< R =-3 R, , $=-L J .-0,

-G A, R,

O A3?-.0 R /,

I R .-8 A 2,

A %-, .-$ A/,

K

m ?-2,

-2,

-29%-2 R ?, ? J3?-29%-L?-/?, ndness L3?-? J3?, ? J3?-29%-,

,

import (v) /%-:S J/

impossible 3 A-Y A .-0(: A)

impress (v) 2$-($?-92-3 R -:) R $-0, impressive 2$-($?-92-3 R -:)

improve ;<-o

include (v) # R %?- ? -$+ R $?-0:3- 5 .

increase (v) :1 J=-2

influence (n / v) 2$- ($?, >$?-n

influential >$?-n J/-( J-2(: A)

informal .% R ?-$8 A-3 A/-0: A, injection

(/-#2,

inspire ? J3?- >$?-a R %-2

instance .0 J, ]%-L, instead 52- +, institute = ?

instrument < R =-(?, ; R -L., intelligent ] R -P R ?- &/, ] R -< A$

interested (adj) .%-2-:S J/-0:

interpret :P J=

interrupt .N R $- 0, ? /- 0

$& R .-0, intersection 2 $ R =-$/?, 2 $ R =-3

introduce % R - 3 R .-L J .-0, invent $?<-$+ R

invention $?<-$

island \ A %-U/,

jade $ ; , jeans b%- $3, L A %-. R <

jiao | R <- 9 <, jiggle .=-3 R : C-%%-$; R -:

joint (adj) 3*3-:V J=-I A, , /-3 R %-$ A

joke (n) ! -< J, #-35<, joy .$:- 3 R, joyful .$:- 3 R -.0$-3 J .

judge (n) >/-:L J .-0-0

just (adv) 43, . J-<

key w J-3 A$

kiang n% , kick (v) h R $-0?-2

kid (n / v) L A ?-0,

! -< J-l J .

kill (v) $? R .-0, kilometer , A-= J, kindly 2?3-0

ki

king (n) o=-2 R , kingdom

o=-2 R

: C

-o=-#2,

3%:-# R

%?,

knock (v) 2 h %-2, known || know; A-:.?-0



●282●

lab (laboratory) 5 S .-v-#%-, labor (n) =?-! %=-l R =, lady t3- 3 Y?- 3 R, lake 35 35 K: , lamb = - $:3- - $:- A >

lamp 1 R /-3 J, land (n)

language -(, last (v) A %-2, 3 J=

lately J , latter A 3 ) $-3, laugh (v . 0, launch (v) ( 3.:-? R $?-):1 J/-0, laundr $ R ?-: O : A- L - 2, $ R ?-2 N -#%-, law O A3?, lay (v) 3<-:) R $-0, 2~=-2, lead (v) R A J .-0, $ A .- L 0 leader R - 2 :$ R - O #/, leap (n) . 3 . * R . leather led || le . - 0, less-developed .<-o?-3 A-( J-2: A-o=-#2, lesson a R 2-5/, 2a - L

lick (v) -0, lifetim A-5 K- R, 5 K- $ % - 2 R,

nguist {.-; A$-< A$ - 0 - 2, A$-< A$-0: A,

2?, $-= J 2-)$& A$

L J .-0, $/?

logging (n) > A %-$& R .-0: A- = ? - !

3-0 R <-$/?-0: A, # J<-n%- . -= ?-0: A, /-< A %-,

-< A %-2: A, 0 R ?,

$?,

3?, _ %-

, rk ; A 2-0,

L

R, S,

=

? - (, {.

o /-Y -:V , *-(<

K-3,) $ R .-

: 1 <-

y

: $ - O . - L J-O J .- , :$ , A .-3

3 /- 3( R %-, /- ,

! R -2,

ad; A-: ?

2 , w$

e 3 Z A=-2

li

linguistics {.-;

lion ? J %-$ J

liquor (%-, liter

Z A/,

literature l R 3-< A$

livestock K $?-9 R $, | R - K $?, living (n / v) :5 S -2, :5 S -,

loaf (n) ($ R -< J-2

locate (v) $/?-?-$+/-:# J=-

-:5 S =-2,

lock (v) F-o$-0, lonely # - ?

long (adv) ;

long-term ; /-I A, . ?- ; /

loss 13-* J ?, loudly {.- >$?-( J/-

loudspeaker o%-2 1

love (n / v) 2l J- . %-, .$:-2, low-wage \-1 R $?-.3:-3 R, luck _ %-g, 2? R .-/

lucky 2? R .-/3?-w/-0: A, ! 2?-:P A$- 0: A, g-.<-0: A,

lunar ^-2: A-, ^-2: A-2l A-= $?

lu



●284●

-( R $-0, N

nationality

3 A-< A$?,

natural <%- L %-G A, <%-28 A/-I A, ,

< A$-0,

: C-. % R ?-m?, $ %- * J ?-2: A,

; $ - 0, 2v ?- / -

, .-0,

3 A: A, $ / ? - $ & A$- +- 3-

J .-0, - , R .-0: A,

-0 R, 8 A-2,

* A ?-0, northern L%-K R $ ? - G A,

A

V A-. J 2,

9 A/-, R -. J 2,

:) R $-0, . R - $ %-L J .-0,

nun ) R -3 R, 2 4 /-3, ,

-> A %-+ R $ O

, 8=-:. J 2?, official (n) .0 R /-< A$?, $8 %-=?-0, oil (n)

: V - $3,

opera \ - $ 8 ? - ̂ R ? - $ <, operation (n) $>$-2& R ?,

<, v- ! %?, $ R -{2?,

- 0 - $ + R %-2,

mustn't 3 A- < %-2, 3 A

nail (n) ? J/-3 R, nap (n) $* A ., nation o=-#2, nature (n) <%- L %-#3?

navigation 35 S -: P =, 35 S -2 * R .-

near (adj / adv / prep) * J-2: A, * J-?, * J -:P3- . ,

nearby * J-:# R <-I A, * J-:.2?-G A, nearly @-=3, 1=-( J<, necessary . $ R ?- % J ?- G A, :5 S - 2: A- * J<- 3# R

neighbor H A3-35 K ?, nervous .2%-l: A, 8 J .-

nicer-looking 3. R $- = J$ ? - 0,

= J$?-0, nickname $& J ?-3 A %-, 35%-3 A %-

nomad :V R $-0, $/?-3 J

nomadic < - % R - 2: A- :V R $-

% J ?-2: A, none ? - ; % - 3 J .-0, & A- ; % - 3

nonviolence S$- >$?-3 A

nonviolent S$- >$ ? - 3 A/-0, :)3

noodles , $-0, o- , $

noon * A/- $ %-, ( -5 S .-2 &-$

normal o /-w/-I A, northwestern / 2-L%-$

notebook 2e J .-, R -:

notice (v) 3*3-

novel (n) 1 %-, 1 %-. J 2, nowadays . J %-{2?,

nunnery A-/ A: A-.$ R /-0

nut (n) >/-{ R $?-Y-2: A

occur : L %-2, , R /-0, $/?-0, ocean o-35 S, offering . A/-0

omit 2 #-2, 2 { %-2, 2 ? 2, once , J %?-$& A$ . J-} R /,

opinion 2?3-:(

opportunity orchard > A %-+ R $-= 3-<, order (v / n) 3%$?-* R -L J .-0, 2! R .

ordinary 1=-2, . G ?-3,



●285●

6 $?, 5 S $?- 0, organize l-: 6 $?-L J .-0, 1 A$-: 6 $?-L J .-0,

?-L J .-3#/, - L ? - 5 J, . J- = ? - w R $-/, . J-3 A/, A,

-0?,

pa

. R ? - 0 R,

pa =, ,

pa , :V R $-?, C-,%-,

- ? 3-0 R : C, , 8 A-2?,

- . $ - 0, !<-L J .-0,

!<,

erformer < R =-(-2, :O2- ! R /- 3#/, ?-< A$-0,

-2, ,

-,2-? R $?) o$-0,

? - < %-2: A,

P/-0,

organization 1 A$- : 6 $?- ?3- l- :

organizer 1 A$-: 6 $

otherwise . J- v < - 3

outer

K A-< R =-I A,

K A-% R ?-G A,outgoing K A<-:P R -2:

overgrazed K $?-:5 S - ; /-< A %-S$?

ox \%-, P

pack (v) $ R .- . -: ) $-0, :2 R $- 1 A=-o$-0, ckage (n)

paid || pay; A-:.?-0, pail 9 R -2, painting (n) 5 S /-$+ R %-=?-! < A-3 R, pal >$-0 R, palace 1 R -V%-, pan (n) 5=-a%-, # J<-3,

radise z- ;

participant 5 S $?-8 $?- 3#/, passenger : P =-28.-0, : P =-2

pastor ; J- >: A-( R ?-.0 R /, sture C-<

path =3- ( %-, b%-=3, patient (n) /.-0, paw (n) # J<-3 R, pay (v) 3 R .-0,

peace 8 A-2. J, peaceful 8 A-2. J-&/, #

peacefully 8 A-2. J: A-| R -/?

peacock k-L, pea

Y/-3,

peasant 8 A %-2, ? R -/3-0, per cent 2o-(, perfect (adj) i3-.$ ;%

perfectly i3-.$-$ A ?,

perform :O2- ! R /-L J .-0, =$-2

performance :O2- ! R /,

=$-2

p

petrol _%?- $3, physics .% R ?-= $

pictograph :S-$ 9 $?-; A-$ J, pile (v) 1 %-2 R, pilgrim $/?-3)=

pilot #-= R -0, $/3- P -$+ R %-3#/

pitch (v) 1 2-0, ( |<-.%-)

piwang 0 A-7% , plain (n) ,%-2. J-?, planet o -{<, plastic % R ?-.!<-G A, 2& R ?-

plateau 3, R -|%-, plate (n) # J<-3, player (n) l J .-3 R -3#/, l=-:



●286●

R /-L J .-0,

. 2 =-1 R %?-G A, popularity .<-H2, 3%-5 S $?-<%-28 A/, populate : . ?- # R .-L J .-0, 3 A-? J<- % R -2,

?, ,

?-( J-2: A, ! R 2?-w/,

, $? R =-:. J 2?-G A-.0 J-(,

pleasure 3 R - * A ., .$:- $ %-, plow (v) k R- 2, poet ~/-%$-0, poetry ~/-%$

point (n / v) ! R /-0, 3 6 2- !

political (2-Y A .-G A, pollute 24 S $-0 R <-29 R -2, poor (adj)

population 3 A-P%?, position $/?- ; =, $ R -$/

powder K J-3

power .2%-(, ! R 2?- >$?, powerful ! R 2

pox : V 3- /., pray $? R =-2-:. J 2?-0, prayer $? R =-:. J 2?

precious l-( J-2: A, l-( J/, * J ?, 8 $?-0,

(v $* J<- L J . - 0, president B ( %-$ A) . % =-$4 S, pretend (v , -# =-L J .-0, prevent R

price (n A

-:(.-3#/,

, R /- * J .-L J .-0,

29 R -2,

,

, J=-o?,

?-G A, ,

S J$?-G A,

-L J .-0, -2, 1 -:. J 2?-0,

, -3 J .-0: A,

Q

preference .$:-K R $?, present (n / v / adj) = J$?-

preserve ) 2. $- Y %- L J . - 0, 2. $-

Y A .- :6 / . % =-#

) m / ; A/ : $ $ - 0, ) < / - $ R %-,

priest ; J- >: A-( R ?

primary (adj) , R $-3: A, . J %-, R $-$ A

prize (n) L-.$:, problem $/.-. R /

produce (v) ,

production , R /-m?, , R /- * J .

product (n) , R /-m?

program (n) :(<-$8 A, progress (n) ;<-o?, :1

project (n) :(<-$8 A, =?- 9, i3-P%?, pronounce

H2-2 1$?-L J .-0,

2e R .-0, pro (professional) =?-< A$?-G A, ( J .-=

protect Y %-2, * R 2-0

protection Y %- * R 2, proud % R 2?-0-L J .-: R ?-G A, # J %?-

province 8 A %-( J/, provincial 8 A %-( J/-I A, publish .0<- 0 /-L J .-0, H2-2 1$?

publisher .0<- 0 /- 3#/, puff (v) . 2 $ ? - @ =

pull (v) :, J/-0, : S .-0

pure $4%-3, z.

purpose (n) : . /-0, .3 A$?- ; =, quality % ?-!

question (v) :S A-2, S A-2,



●287●

R

: U =-(?, 5-:I J .-: U =-(?, rainy

(<-8 R .

raise (v) R -2, ran || run; A-:.?-0, rang || ri -

rapidly 3

rare .! R

rarely .! R /

rather &reach ( -0, =$-0?-~ R 2-0, ready !- $ / - L ? - 9 / - 0 :

real .% R ? % ?- $/?

rea 3% /- L J .-0, reas

o -35/rebuil ;

receive <- 2 - = - 0, recent * J- ( * - =3

recently * J-(<, recipe (/- , 3/- %$ $; R ?- . R <,

recogniz %?-:6/-0, % R -> J ?-0,

quietly #-# -? A3-0 R, quite @-&%-, radiator 5-? J=-

-( J-2: A,

(<-3 R .-0: A,

;<- 1 J %-2, $?

ng; A :.?-0, I R $?-0 R <, 3I R $?- M <-%%-,

/-0 R, o /- . -3 A-: L %-2, -0 R <,

%-43-I A ?,

v) a J 2?

R A A, , . R -G A,

lize R : I<-

on (n) , t || rebuild A-:.?-0,

:L R , 2 # J/-L J .

<, J , R,

e R B

recommen % R - 3 - J .-0, 353 . R <-L J .-0, recommendation % R - 3 R ., 353?- . R <, record ( A/-, R R .-0, :$ R .-0,

, .%-= J/-3 A-L J .-0, $ R %-2! <,

J=-I A, =-$? R -2,

$?-3 , .-0: A, ?-0 R,

A %-0: A, % R -2,

<-

/?- ? -:) R $-0,

-.J.,

solve (v) , $ - $ & R .-L J .-0, ] R -,$-$& R ., ,

A-:) R $

d R . L ?-

v) 9 - :$

recording (n) 9 A/-, R, 1-12, refrigerator :H$-|3, refuse (v) #?-3 A-= J/-0

regards (n) , $?-# <,

regional ?-$/?-G A,

regularly g$- +, . ?-5 S .-$+/-:#

relax (= ?-? J3?)\ R .-0, %

relay (adj) o $-3 , .-G A, >relief ? J=-2, * R 2-$? R, . 2 =- * R 2-.% R

religion ( R ?-= $?, religious

( R ?-= $?-G A,

remember S/-0<-L J .-0, ; A .-=-:6 B/-0, remote o%-,$-< A %-2(: A) 2<-,$-<

remove % R -2, | =-2, $/?-

repair (n / v) a<- $? R , 8 A$- $? R - L J .- 0, 2 *

28 J %?, replace 52-L J .-0, }<-$

reply (v) =/-$.2-0, =/-o$-0, require 3# R -2, < J- 2 - : . R /-0, rescue (v) * R 2-0, research (n) 8 A 2-: ) $ 2g$

researcher 8 A 2-: ) $-0, reserve (n) *<-:) R $

re

resource , R /-# %?

respect (n / v) $ R %-2! <, 2l



●288●

?, 2 *<- . R %-, 2 *<- . R %-L J .-0,

volve { R <-2-o$-0, :# R <- * R .-L J .-0, :.%-

rich (ad A R,

ridden || ride A A-3 A %-n%-, rights (n) , , ring (n

roa

roast (v) Y J$-0, rob $ R J

robber , robbery R , roc a j R A R R C, - * R 3-82?-V R : A, rode | d A , roof (n) A , ., root (n) , rope (n

rotation R R J 2?-: 6 $?, row (n)

rubbe :I A$ 2- :

rule (n / v A$-Y , - <

rung || ring A- 3 n%-, runner

sad R -2, ? ?- #$-0

sadden <-L J .-0 sadly R - 2: %- /?, sadness R -2, ? J3? $

safe (n) * J/-:$ R $-|3- ( %-, sailor P -2, S - - 3 - 0, salary \-. , \-1 R $?

sand L J-3, sandals A=-z3

sat || sit ?-0, satellite -{<, :# R <-{<,

satisfy . R - { R %- 2, A . - <- L J . - 0 ; B3-0, sausag >- +, save (v * R 2 : . - <- 2 saw (v) || se ; A-:.?

schedule (n) . ?- 5 S . - G A- < J: - 3 A$ :(<- $8 A: A- < J: - 3 A$

A,

-+ /, > J ?- L,

L A

/-0,

!/-2& R ?,

result :V?- 2 , P 2-:V

review (n / v) re

o$-0, rhythm

: I<-# $

j) $>/-0 R, K $-0 ;-:.?-0:

, R 2- ,%- .2%- (

) 3 6 2-.N A ?, m :H3-0,

2h R -2, 3 J<-

:U R - 2 & 3 - L . - 0, )$- b /

:U$-2& R 3

k ( d ) < - # - < = - 3 : { J .

| ri e; - : . ? - 0

o- 12? #%- [

: L %-# %?, l-2

) ,$-0, =-+ R $-:#<- * R .-:.

2 !<-2, r , 2 ? I A$

) 1 R = .2% 2 + -2, ; A-:.?-0: A %- o $?- 3#/,

S

* J3 : A, * R -2 ,

* A-%

* - #

35 * R . #?

% = , 2? ,

; A-:.

Y % R . -] ; 5 B3 0 , 5 : - A . -

e ) -0, $-? , *

e -0, scholar

3#?-0,

a R 2-3,

a R 2-$? R -, R 2-0: A-3

scholarship a R 2- . R %-$ A-< R $?-. % =, ; R /

science 5/-< A$

scientist 5/-< A$-0, score (v) {<-P%?-, R 2-0:3-$? R $-0, scorpion # A$ - 0 -G -4 , scream (v)

24 B

<-{.-:screen (n) ; R =-2, <?-$8 A, scripture $ ? %-<2, 2

sea o-35 S,



●289●

,

se a R 2-{2?, 0,

U J %

<-2 9 %-/?,

-8 -2, 3# R - 3 R ., :) R $-0,

$8>?,

Y A 2,

# - 3 ?

:

.?-0, : 0,

M

-0, {.-( J/-0 R ?-2>.-0, hown || show; A-:.?-0,

t (adj) o2-0, sid < $8 R $ , sign (v A %- g$ - : , silk .<- . silver

.

similar :S-2 R, (-:S-2

simp ! J-2: A-| R -/?, R-/-=?, sin (n * J ?-0, $-0, sinc 9 %-, . J: A-e J ?- /?, single (

sir { -82?,

situatio $/?- , ?-22?, six-string o - &/, size (n) J- %- 9 $?-2 R %?,

skill , / ?-0, slave (n) R $- 0 V/- $;

sleepy A A A, ,

, ?, : 6 3-. 3 =-2,

2 - ; $

-?, ?- o , ?-8 A %-,

seclusion 353?, .2 J/- $/?

secret $?%-2, q R $- I<, seem $ %-2, :S-2,

mester sent || send

; A-:.?-series -2 o ., 3 -:V J=, serious (/.)t A-3 R , 52?-( J-2, seriously //-+/-I A ?, 2. J/-0

serve (v) 82?-:. J$?

set (v) $> R 3-0, settle

A-2&:-2,

several :$:, . -3, #-

shade (n) P A 2-3,

shampoo 0-: O -m?, share (v) 3*3- . - , R .-0, 2$ R -2>:-o$-0, she'll R R - - - - - - o -< J ., shelf (n) .0 J- 1 R 3, 1 R 3- ! J$?, shiny R .-:5 K<-2: A, ship (n) 35 S - P , shone || shine; A-:.?-0, shook || shake; A-:

shoot 1 J/-0, 3 J-3.:-o$-

shortcut <-=3, shot (v) shoot; A-:.?-0, shout (v) {.-& R <-o$

s

shu

e (n) 9 , ?

) 3 ? $ R .-0

{

=,

,

% ity ,

ly 2?-2. #

) #

e . J- / ? - 2

adj) n%-0, n 5 = .

.- S $

( ( , $ =$-l=

$; R, R $

$*.-,2?-0:

slept || sleep; A-:.?-0, slow (adj) .=-2

slowly $-= J<, .=- 2 <

smallpox z-: V 3,(/.-& A$)

smile (n / v) : 6 3-3.%

snail . %-.!<- 2 -O A ., snowstorm $%?-$/ R ., #-2: A-

soft 3* J/-0 R, :)3-0 R , soil (n) $> A/



●290●

R .-,2?,

.,

, A3,

3#:-.L A %?,

$+3-2>.-3#/,

3) > R <-2, ,

, = ?-l=-,%-,

,

-, : I<-2-3 J .-0<, -0: A,

3 R ?-L J .-Y R =,

,

:#<-2,

t%- M $

, ,

: V -l-,

$?, ! R 2?- >$?,

, < R - # - 2, :,2-:6 B %-L J .-

,

, 0: A, P 2-:V?-, R /-0: A,

sold || sell; A-:.?-0, solution (n) :P J=-2>., ,$-$&

solve ,$-$& R .-0, somebody 3 A- $ - $ J-3 R, somewhat

& %-43, & %-9

sound (n) 1, soup # -2, southeastern ><-z R : A, southern z R -K R $?-G A, sown || sow; A-:.?-0: A-3 A %-n%-

space (n) ! R %-2: A-.L A % ? - <

spaceship :) A$-g J/-: 1 <- P , sparrow 3( A=-2, #%-L A: ,

speaker (n) 2e R .-3#/,

speech $ ? %-2>., spelling 5 K$-2h<, spent || spend; A-:.?-0, spicy V R - (/-2+2-0: C, spider # R 3, spill (v) : K <-2, ($?%-$+

spirit (n) i3-> J ?, ~ A %- ! R 2?

square (adj) P -28 A-3, stadium l=- . R %-<-2

stage (n) $<- ! J$?, standard (n) 5.-w/, 5.-$8 A, star (n) {<-3, (\ R $-2f/-):O2-3#/

steadily 2g/-0 R : C-%%

steady 2g/-0 R, steamed (adj) _%?-24 S ?-L?

stereotype ..-

stick (n) . L $-0

stone (n) h R, stood || stand; A-:.?-0, straight S%-3 R, ,.-!<, strange H.-35<-0: A, o ?-3 J .-G A, stranger (n) 3 A- o ?-3 J .

straw (n) ? R $-3

stream (n) ( -U/, strength > J .- >$?, = ?- >

strike (v) c R =- h %-L J .-0, h J$-0, string (n) o ., { .-0, stringed (adj) o /-w/, strong ! R 2?-( J/, ! R 2?-w/

struggle (n / v) :,2-l R .,

0, :2.-2l R /-L J .-0

stuff (n) o -(, .% R ?-0 R, stupa 3( R .-g J/, style (n) H.-( R ?, 29 R - ! %?, L J .- ! %?, succeed . R /-: P 2-0, o=-2

success = J$?- P 2, o=-#, successful = J$?-: P 2- L %-

successfully o=-#: A-%%-/?,



●291●

R /-0, P R ? - $ 8 A-:. R /-0, P R ? - $ 8 A,

? - 0 : A-3 A %-n%-, A, 3, R -> R ?-G A,

S -,2?-L J .-0, 3 A .-0,

R ?, 36 K ? - 0 <, : A-3 A %-n%-,

T

) $-3, %-&/,

,

=, 29 R - l = - < A$-0, -I A,

- ? - < %-2, #$-0 R, $ ? - e J-( J-8 :

suddenly \ R - 2 <, sugar !-<, 3%<-(, suggest 2?3- 5 =-:.

suggestion 2?3-:(<, sundown

* A- / 2,

sung || sing; A-:.

super ( J-> R ?-G

supplies (n) 3# R -m?, support (n) o2- * R <, surely .% R ?-:V J=-I A, % J ?-0<- . , surprised (adj)

@-=?-0,

% R -35<-0: A,

survive o /-($?- ? -$/?-0, :5

swallow (v) H <-3 A .-$+ R %-2, sweater 2=-H, sweetly ~/- /?, ~/-3

swum || swim; A-:.?-0

T-shirt ! R .-:$$

tail (n) d-3, 3

taken || take; A-:.?-0: A-3 A %-n%-, talent :) R /-,%-, ] R -< A$ 3 A-:) R /-,

tale 1 %-, $+3- o ., tasty 8 A3-0 R, taught || teach; A-:.?-0

teaching (n) a R 2-O A ., team (n) < -#$ 5 S $?- ( %-,

tear (n) 3 A$- ( , technology =$-l

telescope o%-> J=, temporary $/?- {2?, :U=

tent $<,

terrible :) A$?

thangka ,%-!

thankful S A/- +-? J3?-0(: A) , A, j)

, 2,

ti

. 2-0: A, ,

thick (ad 3 , $-0 R, & R 3-0 R, thief b /-3, thin Y2-3 R, < A .-0 R, thorn 5 K<-3, thousand ! R %-, threaten :) A$?- { =-2, thrill (n) V J .->-9-2: A-5 S <-2

thrilling (adj) :) A$?- ? - < %-

thrown || throw; A-:.?-0: A-3 A %-n%-, ticket (n) 0-? J,

ckle (v) 9-: U $-a R %-2, tired (adj) ,%-(.-0: A, %=-

told || tell ; A-:.?-0

ton +/, topic 2e R .-L, tortoise < ?- &=, tough 3O J$?-0 R , I R %-0 R, .!:- #$-$ A

tour (n) v-{ R <,



●292●

A-:P/-2 # <, :P/-

R, -,

ip (n) : P =-28 ., =?,

<,

(n) $ R -g R $?, <

- 3 R -2<, A,

3 A/-0, A, H.-0<-&/-I A,

A J/- #3?,

:) A$-g J/,

3

2

tourist v-{ R <-2, tournament = J$?- * J ?-G

2 # <, township P R %-h=, o-{.- . - 8 % - 9 J<, toy (n)

l J .-(?,

track (n) e J ?- >=, o $-=3, tracker e J ?-:. J .-3#/, tractor : S .-:, J/-:# R <-=

trade (n) 5 S %-=?, * R -5 S %

traditional Y R =- o /-I A, traditionally

Y R =- o /-v<,

tradition Y R =- o /, translation ; A$- +<, = R - B , traveler ; =-{ R <-2,

treat (v) , R .- 5 =-:6 B/- ! %?, L J .- ! %?, trick (n) $; R -,2?, tr

trouble (n) .!:-

truly .% R ?- /?, 9 R =-3 J .-0

truth 2. J/-0, 2. J/-. R /, tsampa l3-0, U

understanding

unfortunately ! 2?-3-= J$?-0 , unhappily 3 A- * A .-0<, 3 A

unhappy 3 A- * A .-0, 2N-3 A-> A ? - 0 :

unhealthy 2. J-,%-

union (n) 3*3-:V J=-, 3 , /-5 S $?, unique .3 A$?-2?=-I

united (adj) 3*3-:V J=-L?-0: A, universe

: ) $ - gupon ! J %-$ A, . J: A-, R $-=, upstairs #%-[.,

useful # R - , R .-( J-2: A, 1/-, R $?-( J-2: A, user (n) ! R =-3#/, V

=-$? R : C- . ?, A- 9 - 2 : A-3 A,

( R %-, * J/-#<-3 A-:6 K3-0: A-

, 3P R /-0 R, v- { R <-3#/,

R 2?- * J .- (/) 2 J- , - 3 J/, . J 2, 0 R .,

$, J .-0, :. J3-> R $-:1 J/-0,

vacation $/%?-2, %

vegetarian .!<-$9/, >-3

venture (n) * J/-3

L- , R ., vertically S%-:K%- . , victim $/ R .- * R /-, J 2?- 3#/, victory o=-#, villager P R %-3 A, violence S$- >$?, S$- , R .

violent S$- >$ ? - G A, visitor :53?-:S A-3#/, vitamin ( !

voice (n) {.- 1, volume (n) > R %-5.,

volunteer (n) .%-]%?-0, .%-]%?-.3

vote (v) :. J3-2{ R -L



●293●

wage (n) \-1 R , \-(,

waiter 2?-8 -2, w O $

R %-2, , 1<- 5 <-$; R -2,

=

%-5

%-5 S -/

%-5 S ?3-5 S $?-0: A, / R <- I A ?- K $-0: A,

C-w 3-:2=-2,

$-:S-; A/-/:%-,

J/-0, >- o $ - 0, ole (adj) Z A=-2 R (: A)

o-( J

<,

o-( J-

0-2

< A- * J ?- G A, ?- c R . - G A,

2-0, $4%-? J=-L J .-0, - &/,

-L J .-0, ithout 3 J .-0<, 3 A-w/-0<,

w /$?-5=- . - # R .-3#/,

( J-2(: A)

A, <, (@-=?-0-.%- 3 R -2-

%-2, , : $=-2, / <-2,

W

$? 8

ar (n) :,2-:

warmly S R .-:)3-%%-, .$:- 3 R : A-%%-, waste (v) ( .-9 R ?- ? -$+water (v) ( -:S J/-0, wave (v) =$-2h-$+ R %-2

way 3, L J .-,2?, we'll S ( ?)- - - - - - o -; A/, we're A, we've ( )- - - - - - 9 A/, wealthy K $- 0 R, 1 /- ?

weapon 3( R /-(, S$-(?, weed (v) ; <-3- ; <-2, weren't %-5 S - - - - - - 3 A/, western / 2-K R $?-G A, Westerner

/ 2-K R $?-0,whatever & A-8 A$-; A/- < %-, wheat P R, wheel (n) :# R <-= R, whistle (v) #- >-:,

wh

widely

widely-spoken o-H2- +-2e R .-0, wide 2, ;%?-0, wig & R ?-3,

wild (adj) 2. $- 3 J . - . - * J ?-0: A, wildlife < A- ?$?, willing (adj) <%-:,., <%-3 R ?-G A, wine (n) (%-, c /-(%-, wing (n)

$> R $-0,

winner o=-3#/, wipe (v) :K A .-0, ?

wise (adj) > J ?- <2- w/- 0(: A), 3#?- 36%?

wish (n / v) < J- ( R /, < J-2

w

wolf (wolves) , %-! A

wonder (v) > J ?-:. R .-0, @-=?-0, wood (woods) > A %- # R % , > A %-/$?,

oodsman

wool 2=, world :63-\ A %-, worm : 2 , Y A/-: 2 ,

worried ? J3?-O=-

worth (adj) < A/-,%-. J-43-w/-0:

wow (interj) A-A, :-:

2g?-0-35 S /)

wrestle (v) : ) -< J ?-L J .-0, & J- $ - : 6 B

wriggle (v) :1$-0

wrist 3O A$-3, written || write; A-:.?-0: A-3 A %-n%-, wristwatch =$-:. R $?- ( -5 S .,



yeah (interj) :2 , (yes .%-:S)

, Z

Y

●294●

R .- 1

yet .- . %-, }<-28 A/

you'd =you would H J .-G A ? - - - - - - : . R .,

you'll=you will H J .-G A ? - - - - - - o -; A/,

you've=you have H J .-G A ? - - - - - 9 A/,

>$?,

? J3?- >$?,

zero

[.-! R <,

, A$-= J,

zip (n) ! R 2?- >$?, / ?-



●295●

$ A-.L J-2, B$- . R <- P 2- 5 =-I A- A$ ? - + J-< A$?-

3 A %-

.L A/- ; A$- +- 3 A % - n % - , - . $ - 5 B$- . R /- .%- 5 1/- / ?, i 3 - 0 : A- H . - ( R ? - 2 & ? - = - $ 8

2 &- < -.$<-( R $

A-.L J-2, parts of speech3 A %-$ 2 # ?-:V A, .0 J<-2e R .,

er, yak 1. 3 A %-n%-, noun n work

2. 52-5 B$ pronoun pron we, his

3. P%?-5 B$ numeral num seven, third

4. o/-5 B$ adjective adj clean, happy

5. L-5 B$ verb v teach, sing

6. L-2: A-i3-0- ! R /-0: A-5 B$ adverb adv hard, clearly

7. .$<-5 B$ article art a (an), the

8. 5 B$-U., preposition prep about, from

9. 4 J=-5 B$ conjunction conj and, if

10. :2 R .- 1, interjection interj or, aha



●296●

Appendix IV: Proper Names

9<- 2! R., 4: ( J.- . R/- I A- 3 A%-, Ace Shoes A J- ? - g $ ? - & / - I A-z3, Africa n J-\ A %-, African n J-\ A %-3 A, Alabama A-= A .-0- A-o=-U/-8 A$)

Amdo A -3. R, Amelia Earhart A-3 J-= -;, A J- @ < - O A, ( A: A- * J ?-3: A-: 1 <- - 8 A$

America A-3 J-< A- #- o=- #2 \ A %- J-< A-#, American A-3 J-< A- ! - 2, \ % - ( J/-A-3 J-< A-#: A, American English

American Indian A/-+ A-A/-0, (z R -L%- A# . <- L %-2: A-3 A: A-< A$?)

Andrew A/-:S A-< R

Androcles A/-:S

Animachen A-M J ?

Apollo 11 A-0 R -= R -A%-110, (A-< A ?-2+%-0: A-^-2: A-$ R -=: A- ! J %-, R $-.%-0 R <-a J 2?-0: A-:) A$-g J/-: 1 <- P , )

Asia ;-\ A %-, Australia A R -? A-O A-= A-;-o=-#2, Australian A R -? A-O A-= A-;-o=-#2-G A-3, A R -? A-O A-= A-;-o=-#2-G A, Berlin 0 J<-= A/, (:)<-3/-I A-o=-?, )

Big Dipper {<-3- ( A/-2 . /, Bill j J: R, Brazil 0-8 A-o=-#2, British .L A/-) A-o=-#2-G A, British English .L A/-) A: A-.L A/-{.,

n J-\ A %-$ A

3, (A-3 J-< A-#-o=-#2-G

A-<

, * R .-0 )

( J/-A-3

A

A-3 J-< A-#-o=-#2-G A-.L A/-{., \ A %-( J/-A-3 J-< A-#: A- .L A- 3 J- <- : A-\ A %- - , R $-3

: , A-<-# -= J ?-$ 9 ,

- k - ( J/,



●298●

German :)<-3/-{.-.3-3 A, :)<-3/-{.-G A-3 A:3-3 A: A, :)<-3/-I A,

oks $ A-2 J/-. R -= J/∙0 A- < : A-# A-? A, (A-< A: A- 2 .-3 J .-~/-%$-0-8 A$)

/, (@ J-= %-&%-$ A-v J-2: A-P R %-H J<,)

,

I

R ?-= $?, =-#2,

A,

(Mr.) A ?-, A/, Japan : ,)

Japanes -{.-(G A), :)<-0/-I A, Jew

; A -0,

Jewish ; :

John Lennon -∙ J / ,

Germany :)<-3/-o=-#2, Golmud $ R <-3 R, (35 S -} R /-I A-P R %-H J<-8 A$)

Golok 3$ R -= R $, Great Britain

.L A/-) A-o=-#2,

Gwendolyn Bro

Harbin @<-0 A

Hindu @ A/- h -2, Hinduism @ /- h : A-( R ?-= $?

Holland @ R -=/-o=-#2, India

o-$<,

Indian o-$<-2, International Phonetic Alphabet (IPA) o=- ,: A- 1-g$?, nternet S-2- $ R =-3,

Ireland A<-:.-=/, Islam .L A-? A- = / - (

Israel .L A-? A-<=- h o

Italian .L A- , - = A: A-3

Italy .L A- , - = A-o=-#2, Jack Sutton u<-#∙

)<-0/, (* A-@ R %-

e :)<-0/-2, :)<-0/

: -,: J-( R ?-= $? A: -,: J-2( A),

u R / =- R /



●299●

( .$ R /-0

)

, ( m R %-,) ( ; /-//- . -; R .,)

g Hood 3$ R -<?-.3<-0 R - & / - I A- *-3 A- ( %- ( %-,

-, A-3∙ |/-+ A, ( o-$<- . -! /-I A ?-2! <-2 ! A-, R 2-0: A-$4 S -:6 B/-8 A$)

ing 3 -, A/∙=: -, A<∙# A/, (A-< A: A- , A-:2%?-, R 2-,%- . ?-G A-$4 S -:6 B/-8 A$)

J, (A-= A .-0-3: A-P R %-H J<-8 A$)

Mothe -+ , J<-?, ( o-$<-I A-. 2 =-1 R %?-=-< R $?-<3-L J .-3#/-8 A$)

Mus #-( R ?-= $?-=-..-3#/, / A-O R /-8 A %-( J/- . -$/?-0: A-3 A-< A$?-> A$)

Neil A -? A-+ A-< R %-, (^-2: A- ! J %- . -$ R 3-0-A%-.%-0 R - % R -3#/,)

New Orl :

New *

New Z : /,

(Mr.) Jones ( { -82?)u R /-? A, Judaism ; A: -,: J-( R ?-= $?, Kevin # J .-2/, Kham #3?, Kumbum (Monastery)

{ -: 2 3,

Labrang (Monastery) ]-V%-, ( .$ R /-0,)

"Land of Snows" $%?-u R %?, Lhamo z-3 R, Lhasa z-?, Lijiang (County) = A ?-&%-

Little Red Ridin

London = /- +/, Lotusland .$:-2. J: A- ; =, Mahatma Gandhi 3 -@

(Dr.) Martin Luther K

Moe 3: R, Montgomery 3 R /-, A-$ R 3-<:

r Teresa 3 A<∙

lim #-( J-2, J: A-(

Naxi -8 A ?-3 A-< A$?, ( ; /-//-8 A %-( J/-.%-9

rmstrong / J: R ∙A3

eans / A -A R <-= A/-? A, York $-; R,

ealand / J -4 B-=

Nima * A-3,



Norbu / R <- 2 ,

●300●

? A: A- 2 h - f A %-, J: A-2h-f A %-,

,

A-,/, ( .L A-? A- < = - I A-?-# =-8 A$)

Qinghai Lake

Qinghai (Province) 35 S -} R /,(8 A %-( J/)

Qinghai-Tibetan Plateau R .-3, R -|%- Rebgong < J 2-$ R %-, Rome < R -3, ( .L A-,-= A: A-P A$

Ronald = R -/-A + R,

(Mrs t3-3 R < R - ? - 1 - # A-? A, A: A-:2%?-, R 2-,%-=?-: $=-{2?-G A-:$ R -$4 S -8 A$}

A - < - ? -o=-#2

A - < - ? : A-{.-G A:3-3 A: A, Ryan < .-;/,

? )- 0 F- ., yons (t3-3 R ) ? J-<-=-; J/-? A,

North America 3 J-\ A %-L%-3, Old French n-</-

Old Norse / R <-7

Olympic Games A R -= A/-1 A$-= ?-l=-:P/-5 S $?

Orion d R /-0: A- { < - 5 S 3,

Pakistan 1-# A-? A-,/, Palestine 1-= J-?

Pat 1-, A, Patricia 1-, A-< A-> J-;, Patrick

1-, A<-# A,

Patsy 1.-4 K, Phone Pal n R /-1: R, Potala Palace 1 R - V % - 0 R - + - =,

35 S -} R /-0 R, 35 S -2 ,

R %-H J<-8 )

o <- .) Rosa Parks ( ) (A-< A- ,

Russia , Russian - ? : A-3 A:3-{., A - <

Sanskrit +, = J$?- .<-{

(Ms.) Sarah L



●301●

S 3,

R

R -3, J/-I A,

<- ? - 1 - , A-/ J-# A-A%-$* A ?-0, (

?: -= J/-) R /-3?-2+%-0: A-3 A ?-29 R ?- Y %-{<,}

{<-3-g$?-&/-I A- 0-: O -m?, < A-2 R -* A-^,

P 2,

gion 2 R .-<%- * R %-u R %?, 2 R .-G A,

o .-/%-2 !/,

United Kingdom .L A/-) A-o=-#2,

Scorpio # A$-0: A- { < - 5

Scotland ? A-# R -O A-=/- . , Sichuan (Province) 9 A-O R /, (8 A %-( J/)

A, %-24/-|3-0 R,

(Mr.) Smith ( { -82?-) ? A-3.-$9

Sonam 2? R .-/3?,

Songtsen Gampo e J-Y

South America 3 J-\ A %-z

South American 3 J-\ A %-z R -3: A, Soviet ?: -=

Soviet Union ?: -= J/, Sputnik (II)

Y %-{Star Shampoo Sun Moon Mountain

Tashi 2N-> A ?, Tashi Dondrup 2N-> A ?-. R /-:

Thonmi Sambhota , R /-3 A-?3-S R B,

Tibet 2 R .- ; =, Tibet Autonomous Re

Tibetan 2 R .-3 A, 2 R .-{., 2 R .-{.-G A, Tibetan Buddhism 2 R .-2

Tibetan New Year 2 R .-G A-= R -$?<, Tserang Gyal 5 K-< A %-o=, Tserang Tso 5 K-< A %-:5 S, Tsomo 35 S -3 R , UK .L A/-) A-o=-#2,



●302●

-o=-5 S $?, V J=-o=-#2,

- & / - I A-L-.$:,

* J-.% R ?-< A$ - 0 - 8 A$)

Yak Tracker $;$-e J ?-:. J .-3#/,

Yunnan (Province) ; /- //, (8 A %-( J/)

A-/ A-2 + %- ( -8 A$)

United Nations 3*3-:V J=

United States A-< A-3*3-:

US A-3 J-< A-#-o=-#2, Wales 2.-= A ?-? A, the West

/ 2-K R $?,

Westerner / 2-K R $?-0, World Cup :63-\ A %- 2 3-0-g$?

(Dr.) Wu Ning 2 -$* J/, ( 9 A-O R /-I A-

Xining 9 A-= A %-, Yangtze River

:V A- ( ,

Yangzom $;%-:6 S 3?, Yellow River k- ( , Zip Cola / ?- ! R 2?-:L A/-0: A-# R -= A, (# R -=



●303●

V: Irregular Verbs

5:$9$?- :I< - L- 5 B$Appendix

9< - 2!R., INFINITIVE

-5 B$-$ A-, R $-3: A-i3-0, LPAST TENSE

:.?-2: A-i3-0, PAST PARTICIPLE

:.?-0: A-3 A %-n%-, be (am, is / are) (was / were) Been beat beat Beaten become became Become begin began Begun blow blew Blown bre broke Broken ak bring brought Brought build built Built burn burned, burnt burned, burnt buy bought Bought can could -- catch caught Caught c o chose Chosen h seocome came Come cost cost Cost cut cut Cut dig dug Dug do did Done draw drew Drawn drink drank Drunk drive drove driven eat ate Eaten fall fell fallen feel felt Felt fight fought fought find found found fly flew flown forget forgot forgotten get got got, gotten give gave given go went Gone grow grew grown hang hung Hung has, have had Had hear heard Heard hit hit Hit hold held Held hurt hurt Hurt keep kept kept know knew known



●304●

learn learned, learnt learned, learnt leave t left lef lend lent lent let let let lie laid, lain laylose lost lost make made made may might -- mean meant meant meet met met mistake mistook mistaken must must -- put put put read read [red] read [red]ride rode ridden ring rang rung rise rose risen run ran run say said said see saw seen sell sold sold send sent sent shall should -- shine , shined shone shoneshow ed show shown sing sang sung sit sat sat sleep slept slept smell smell , smelt , smelt ed smelledspeak e spok spoken

spend t spen spent stand stood stood sweep swept swept swim swam swum take took taken teach taught taught tell told told think t t though thoughthrow threw thrown understand tood od unders understowake woke woken

wear wore worn will woul -- d win won won write wrote written



●305●

References

. J. - A- ;A$- < , $8A: A$?

G., et Student

ibet’s w rotect

g hierogl us.” Ch na

tudents’ Bo

Tibet unusu snow

lish ( ng: Qi

ALEXANDER , L. al, Junior English for China, s’ Book 3. Beijing: People’sEducation Press / Longman. 1996.

CHEN Liang, “T ildlife better p ed.” China Daily, September 18, 1998, p. 9.

CHEN Ya, “Livin yphic precio i Daily, October 6, 1998, p. 9.

GRANT, N.J.H., et al, Senior English for China, S ok 1. Beijing: People’sEducation Press / Longman. 1996.

JIANG Jin’gen, “ copes well with ally heavy .” China Daily, December 31,1997. p. 2.

STUART, Kevin, et al, Elementary Eng ABC) . Xini nghai Nationalities PublishingHouse. 1993.

XIAO Chen, “New lifestyle changes grasslands.” China Daily, September 18, 1998, p. 9.

english for tibetan speakers book 2

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