FSI - Hungarian Basic Course - Volume 1 - Student Text

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BASICGO U R S Ei!.------!HU N"""G.AR IAN o. ,---,P"-,R,,,E,.,F,-,,A.,C.E :?refaceThese volumes comprise an, introduction to the Hungarian language.While emphasia has been placed on giving the student spoken command ofthe language, both the vocabulary and the structure necessary for immediate use of written materials are included. The general plan of thecourse follows the tradition of the Spoken Language Series preparedunder the auspices of the American Council of Learned Societies duringWorld War II, but it also takes advantage of more recent pedagogictheory.The drills, in particular, are designed along the lines ofpresent-day texts.The course has been prepared under an agreement with theUnited States Office of Education, Department of Health, Education andWelfare, under the National Defense Education Act.It is designed tofill the need for the Hungarian Basic Course in the over-alI plan ofthe Uralic and Altaic Program of the ACLS, as outlined by Dr. John Lotz,Director of Research of the Program.This text, consisting of two volumes (twenty-four unita) withaccompanying tape recordings, is the result of the coordinated effortsof the Hungarian staff of the School of Language and Area Studies work ing under the direction and supervision of Augustus A. Koski.Particularcredit for the p eparation of the dialogs and much of the drill materialgoes to Mrs. Ilona Mihalyfy.She has been assisted by Nandor J. Cheploeand by otto M. Szivak, who has served faithfully and conscientiously inthe tape recording of the text.Deep appreciation is expressed toMiss vera J. Harris for her most valuable contribution in the meticulouspreparation of the maj or portion of the typescr ii,Jt.Dr. aonald A.C. Goodison' s editorial wor on the text following thedeparture of the author from the staff of the School is also gratefullyacknowledged.'i/O/A". ·tfJt{; .f;, ;/VLH. E. SollenbergerDean, School of Language and Area StudiesForeign Service Institute11iHosted for free on livelingua.com

IN TR O DU C T I O:.:.NHUNGARIANB A S I C C O UR S EIntroductionPURPOSEThe FSI Hungarian Basic Course has been written with the aim ofproviding the student with a firm control of the basic structure ofthe spoken language and a vocabulary adequate for him to make limitedpractical use of both the spoken and written.language in his travels,work and social obligations.In addition, "'the course should providethe learner a sound background for fur her development of fluencyand proficiency in Hungarian.ORGANlZATION OF THE TEXTBOOKThe materials in each of the two volumes of the text arecontained in twelve lessons or units.Each unit includes a set ofbasic sentences that are intended for memorization. These are in theform of conversations or dialogs focused on specific situations inwhich a person might find himself in Hungary. Notes to the basicsentences are added occasionally to provide additional background information on some cultural feature unfamiliar to Americans, or toclarify some special difficulty in vocabulary or idiom. Notes onpronunciation are included in each of the first seven units.Sound,stress and intonation features which have been found to be particularlytroublesome for American students are here presented with explanationsand a series of practice drills. The notes on qrammar in each unitconcentrate on those structural features illustrated in the basic sentences which are considered appropriate for analysis at agiven stagein the course. The section after the grammatical explanations in eachlesson provides for systematic and detailed practice of the new features comprising a particular unit. Specifically, the substitutiondrills are designed for exercise in the manipulation of forms throughsubstitution of specific items in fixed sentence patterns. Thispractice is intended to build habits of association, so that in agiven syntactic environment the appropriate grammatical form automatically comes to mind. A common type of substitution drill used inthe drill sections is the transformation drill, in which the patternsentence is changed from one grammatical or lexical category toanother. Variation drills provide for the manipulation of largersyntactic patterns.In each group a model sentence, underscored,serves as a guide. Associated with it are additional sentences incorpora ting the same syntactic frame but in which most of the individualword items have been replaced. vocabulary drills provide practice inthe use of new words and also allow for manipulation of sentenceelements, the particular form and arrangement of which depends upontheir association with that vocabulary item. The manipulation of allthese drills as presented in the units is carried out generally withthe use of English equivalents. Specific translation drills are alsoprovided, however.In general these exercises supplement the materialof the basic dialog in the form of a narrative.In this way they provide content review of the basic sentences and practice in thetransformation from active dialog to descriptive narration. Theresponse drills are question-and-answer-type exercises on the situations of the basic dialogs but are also designed to develop thestudent's ability to give realistic answers to appropriate real-lifesituations. Conversation practice and additional situations inoutline bridge the gap to free conversation.METHOD AND PROCEDUREThis is a course in Spoken Hungarian; the forros and patterns ofthe language are iEtended to be colloquial. The emphasis in instruction is everywhere on speech, and an indispensable component of thelearning process is the voice of the instructor, whose native languageis Hungarian. On no account should the student attempt to use theseivHosted for free on livelingua.com

BASIC COURSEHUNGARIANINTRODUCTIONmaterials without either a native instructor or recordings of a nativeinstructor's voice. The method of instruction incorporates guidedimitation, repetition, memorization, pattern praetice, and conversation.Working under the supervision of a linguist the instructor's roleis to serve as a model for speech as Hungarians really use the languagein actual conversation.In this connection the instructor will maintain the normal tempo of pronunciation as the classroom standard at alltimes; he will never distort his speech by slowing down. The student'sjob is to watch and listen carefully to the instructor and to imitateas exactly as he can the sounds that he hears, together with theirpitch and stress patterns. He must keep in mind that to learn an entirely new set of language habits, he will require constant correctionand repetition. Each time the student is given a new model to praetice,the instructor says it for him first.The student should neverattempt to read from his text, but rather should watch the instructorand pay attention to him as he says a word or utterance for theclass. As far as possible, he should leave his book closed during thepresentation and concentrate on the speech and actions of the teacher.The normal procedure in class will consist of a great deal of choraland individual repetition of the basic sentences and drills, for onlyby frequent repetition after an authentic model for speech can habitualfluent and accurate reproduction of the sounds and forms of the foreignlanguage be achieved.The basic sentences are preceded by "build-ups" giving thecomponent parts of the utterance separately.Each new item which isintroduced appears first as a build-up. The instructor will ask thestudents to repeat the build-ups separately first, then combined int olarger units, and finally the complete new sentence or utterance. Thebasic sentences are subdivided into numbered sections, each to betreated as a un1t, repeated in choru s and individually, with andwithout build-ups, until the students' imitation is satisfactory.Only then may a new section be taken up. The time required to covereach part of the dialog in this way will differ widely, 'depending onthe size and ability of the class. After acceptable imitation andaccurate pronunciation have been achieved, the sections are thenassigned for memorization outside of class or repeated in class untilmemorized. The student should be able to give either the Hungariansentence or {ts English equivalent on request, or switch from onelanguage to the other and back again. The instructor will drill theclass by repeating each sentence for each student; then by giving eachstudent a different sentence, repeating it for him first; and finallyby asking the class to recite the sentences in order, the first student the first sentence, the second student the second sentence, etc.,without receiving a cue from the instructor. Repetition out loudoutside of class, preferably witb the help of recorded materials,should be continued to the point of overlearninq. The studentshould not only be able to give the correct Hungarian sentence uponhearing the English equivalent at random selection, but he should alsobe able to give the correct Hungarian statement with equal ease andspeed of response upon hearing its Hungarian cue. As a final step,the students are expected to act out the basic dialog in its entire t yfrom memory, with the instructor or with other students.Only whenthe basic sentences have been mastered to this extent can they be considered to provide an adequate basis for control of the spokenlanguage.It should be noted at this point that the English textaccompanying the basic sentences is not primarily a translation buta set of conversational equivalents. Many apparent discrepancies willbe found if the student, or the instructor, looks for word-for-wordcorrespondence between the English and Hungarian text. Such a thingwill not be found in the text. Rather, in any particular situation,one should regard the English text as a symbolization of how a particular situation is rendered in English, and the Hungarian text as asymbolization of how that situation is rendered in Hungarian.vHosted for free on livelingua.com

INTRODUCTIONHUNGARIANBAS IC COURSEThe pronunciation practice drills are taken up in class only afterthe presentation of the basic sentences has been completed and memorization of the dialogs has been started. The pronunciation exercises arearranged in groups according to the particular feature concerned,whether it be sound or stress. Words are to be repeated first in choru sand then individuaIly by each student after the instructor, at firstfollawing the vertical columns and later, for variation and comparison.going horizontally across the page.Particular attention should be paidto items in contrast. These are minimum, meaningfully distinctive soundpatterns, accurate co trol of which is important for communication andcomprehension. Contrasting word pairs are linked by a dash, and afterseparate practice for accuracy, the items should be repeated by pairs tobring out the exact distinctions between them.The notes on grammar are designed for home study after the basicsentences have been introduced and drilled in class. Although thegrammar analysis is intended to explain and clarify alI points of structure that are emphasized in a particular .unit and illustrated in thebasic sentences, the student may st ill encounter some difficulty inunderstanding some details of the analysis.In such ases he is urgedto ask the linguist for assistance in his difficulty. The instructor isspecifically requested not to enter into discussion with his studentsabout the structure of the language. Time in class is spent mostprofitably with practice in actual use and manipulation of the languageand not in talking about it.After the basic sentences of a unit have alI been repeated severaltimes and memorization of these is weIl under way, work can be startedon the drills. The material in these is designed to provide a maximumof additional experience in using the forms and patterns of thelanguage learned in the basic sentences.It is not assumed, however,that the learner is automaticaIly able to transfer the experiencegained in the basic sentences to error-free manipulation of these formsand patterns. The drills are by no means a test of what the studentcan do with the elements given to him.It is a matter of no greatimportance whether he can or cannot "figure them out" by himself. Thegoal is to learn to speak the language accurate ly and fluently; andthis aim can be achieved only by correct repetition of the forms andpatterns involved. Therefore alI the sentences in each drill groupare first to be repeated in their correct form after the instructor.After this the instructor cues each student in turn for repetition ofone of the drill sentences until alI students have given alI sentencescorrectly.In the substitution drills the model sentence and alI its variantsare first repeated in chorus after the instructor. He then gives themodel sentence again and the class repeats it in chorus. After thiseach student is cued individuaIly with an item to be substituted,whereupon he repeats the sentence with the substitution called for.In some case s the cue is the exact form which fits into the sentence:in other cases a cue is given which requires the student to choose theproper form to fit the syntactic environment of the model. Regardlessof which type of cué is given or how simple or complex the exercisemay appear to be, the student's task is to make the substitution without hesitation and to repeat the sentence accurate ly at normalconversational speed.In the transformation exercises, as weIl as in the variation andvocabulary drills, the basic procedure is about the same as for thesubstitution drills. AlI sentences in a given group are firstrepeated after the instructor. The teacher then gives the patternsentence again, and the students repeat it in chorus. Then they arerequired individuaIly to recall and repeat the correct Hungarian sentences for which an English equivaleht is given. Students may workviHosted for free on livelingua.com

BASIC COURSEHUNGARIANINTRODUCTIONon the drills with their books open, covering up the column where theHungarian sentences are printed and taking their cues from the Englishsentences.Transformation drills require the conversion of one or moreelements in a sentence from one grammatical form to another--singularto plural, present to past, etc. No English is provided for thesesentences as a rule. Howéver, the instructor may check the student'sunderstanding by asking for a random spot translation into English, orhe may go through the drill a sec ond or third time, giving Englishsentence cues for which the student gives the Hungarian equivalent.Translation and response drills, as noted above, are in mostcases directly related to the basic sentences.In translation drillsthe procedure is similar to that followed in the other types of exercise already described. Students work with their books open, coveringthe Hungarian text and reading the English sentences to themselves.Inthe response drills it is of ten appropriate for the tutor to addresstwo or three questions to the same student and then two or three moreto the next, so that the exercise takes on a more natural character ofconversational interchange.In addition to questions printed in thetext, the experienced instructor may find it expedient to add otherquestions in order to make a situation appear more realistic or toprovide further practice on a particular point of grammar. Both translation and response drills should be repeated in their entirety severaltimes until alI students have had an opportunity to get practice oneach item.It will be noted that alI drill material is provided with both acue and a correct response, so that alI may be prepared by the studentoutside of class and repeated and practiced by him as of ten as necessary to achieve complete accurac;y and fluency.In many cases there ismore than one possible response to agiven cue, and instructors areencouraged to accept alI answers that are truly eguivalent.If acorrect response has been given, however, instructors are not tosuggest variant forms which may occur to them, as this only introdllcesunnecessary complexity of choice to an exercise that is difficultenough as it is.In the conversation practice brief dialogs, usually on the sametheme as the basic sentences, are read through by the instructor threeor four times while the class listens. Then the teacher takes onerole while one student takes the other, and they repeat the conversationtogether. The student's aim here is not primarily to memorize andrepeat exactly, but to give as near an equivalent as possible in his ownwords. After acting out the conversation with the instructor, the student goes through it again with another student, he in turn with thenext student, and so on until alI have taken both parts in the dialog.The situations are brief descriptions, in English in the earlierunics, later in Hungarian, of occurrences similar to those on whichthe basic dialogs are based. Two or more students act out these situations in their own words.They are encouraged to use their imaginationand expand on the brief descriptions as long as they limit themselves tothe vocabulary and structure covered up to that point in the course.However, the whole conversation should not take more than four or iíveminutes in order to assure that alI students in the class may try theirhand at the same situation.The narratives are designed for readi.ng purposes, with actualreading done by the student outside of class.In class they may bEused for oral narration:the class may listen to the narration asrecited by the instructor two or three times; then follows a period ofquestions by the instructor concerning the subject matter of the narrative; and finally the instructor calls upon student s to retéll in theirviiHosted for free on livelingua.com

INTRODUCTIONHUNGARIANBAS IC COURSEown words as much of the s tory as they remember In the early uni ts ,thenarratives cover much of the material of the basic sentences in thirdperson form.In the later units some features of expository prose-matters ot both form and style--which differ from normal spoken usageare introduced through the narratives in order to bridge the gap betweenconversational Hungarian and those reading skills of a specializednature which require particular study and att tion.The ultimate goal of the course, as has been stated above, is tospeak accurate ly, fluently and eas ily. The text provides for theassimilation of alI basic forms and patterns of the language by theguided imitation, memorization, and manipulation of a large number ofsentences and by practice in confronting various widely occurring everyday situations. Actual living use of the language in free conversationis a necessary and essential adjunct. The instructor should thereforeencourage his students from the start to use the language in every waypossible, above and beyond what is provided for in the text. As earlyas possible in the course both students and instructors should avoidthe use of English in the classroom insofar as it is expedient to do so,and instructors should encourage students to speak Hungarian outside theclassroom as weIl. Only by constant use of the skill he is learning canthe student hope to master the language and retain it as a useful toolof his profession.viiiHosted for free on livelingua.com

CONTENTSTABLE OF CONTENTSUNITS 1 - 12Unit 1Basic Sentences:Halló, Itt Budapest Notes on Pronunciatjon:A.Short VowelsB.Long VowelsC.DigraphsThe ArticleA.Notes on Grarnmar:B. Omission of Subject PronounC.Equational sentencesD.Negative SentencesE. Word Ordersubstitution DrillVariatiün DrillTranslation DrillResponse DrillConversation 617181919cBasic Sentences:A KávéházbanNotes on Pronunciation:A.Long and Short VowelsB.Double ConsonantsC. Hungarian!:.D.Vowel HarmonyE.Linking (Liaison)F.SyllabicationNotes on Grarnmar:A.The Present TenseB.CaseC.The Negative sentenceD.Interrogative SentencesE.HanemSubstitution DrillTransformation DrillVariation DrillTranslation DrillResponse DrillConversation 33336363940414242Unit 3Basic Sentences:Johnson Úr Vásárolni MegyNotes on Pronunciation:A.StressB.IntonationNotes on Grarnmar:A.The Concept of the PluralB.The Formation of the Plural of NounsC.cardinal NumbersSubstitution Drillvariation DrillTransformation DrillIntonation DrillTranslation DrillResponse DrillConversation 2636364ixHosted for free on livelingua.com

CONTENTSHUNGARIANBASIC COURSEUnit 4Basic Sentences: Az Edényboltban és a GyógyszertárbanNotes on Pronunciation: Consonant AssimilationNotes on Grammar: A. Position of the Direct ObjectB. Use and Agreement of AdjectivesC. Nominative and Accusative Forms ofAdjectivesD. Position of the Predicate AdjectiveE.Interrogative Form of an EquationalSentenceF. The Present Tense of Lenni ('To Be, ToG. Hol - itt - ott; hova - ide - odaSUbstitution DrillVariation DrillTransformation DrillTranslation DrillResponse DrillConversation PracticeSituationsNarrative657172727373Becom }Unit 5Basic Sentences: Johnsonék vacsorára MennekNotes on Pronunciation: A. Hungarian cB. Hungarian C. Hungarian!Notes on Grammar: A. The Suffixes-ban, -ben and -ba, -beB. The Present Tense of Some Irregular VerbsC, How to Say 'Is Not' and 'Are Not' inHungarianD. The Concept of Postpositions: MögöttE. Distinction Between Haza and OtthonSubstitution DrillTransformation DrillVariation DrillTranslation DrillResponse DrillConversation PracticesituationNarrativeUnit 6Basic sentences: Szép város BudapestNotes on Pronunciation: Consonant AssimilationNotes on Grammar: A. The Definite and the Indefi ite Forms ofthe VerbB. Assimilation of -j- in the Present DefiniteC. How to Use the Definite and the IndefiniteD. The Definite Article Before Nouns Used in aGeneral SenseE. The Verbal Prefix MegF. Nem Before a Word Other Than a Verbsubstitution DrillTransformation Drillvariation DrillTranslation DrillResponse DrillConversation 16116118118118119120123125127128128129xHosted for free on livelingua.com

BAS 'Ic 51152153153154Basic Sentences: Hivatal után BudapestenNotes on Pronunciation:Voiceless stopsNotes on Grammar: The Possessive in HunS9Xi Substitution DrillTransformation Drillvariation DrillTranslation DrillResponse DrillConversation PracticeSituationsNarrativesupplementary List8UnitBasic Sentences: Külföldi Diplomaták BudapestenNotes on Grammar: A.' Ik' VerbsB. The InfinitiveC. The Suffixes -ból, -ból and -n, -on, -en, -önD. Telling TimeE. The Suffix -korSubstitution DrillVariation DrillTransformation DrillTranslation DrillResponse DrillConversation 11731741751761771779unitBasic Sentences: A Nagy Magyar AlföldönNotes on Grammar: A. The Indirect Object (Dative Case)B. Concept of 'To Have' in HungarianC.possessive with Plural NounsD. Uses of the PossessiveSubstitution DrillVariation DrillTransformation Dri.llTranslation DrillResponse DrillConversation 9019319519619719719810Basic Sentences: utazás DunántúlraNotes on Grammar: A. Negative FormsB. The Suffixes - r a , - r e : -ról, -ról and-' ól, -tólSubstitution DrillVariation DrillTransformation DrillTranslation DrillResponse DrillConversation 6217218218xiHosted for free on livelingua.com

CONTENTSBASIC COURSEUnit 11Basic Sentences: A SzinházbanNotes on Grammar: A.Past Tense FormaB. Use of the Present and Past Tenses inHungarianC. The Suffixes -iq and -hoz, -hez, -hözD. How to Express 'Ago' in HungarianSubstitution DrillVariation DrillTransformation DrillTranslation DrillResponse DrillConversation PracticeSituationsNarrativeUnit 12Basic Sentences: Sajtóértekezlet BudapestenNotes on Grammar: A. Prefixes with VerbsB. The Future TenseC. DemonstrativesD. Tudni and IsmerniE. Kérni and KérdezniF. Ordinal Numberssubstitution DrillTransformation Drillvariation DrillVocabulary DrillTranslation DrillResponse DrillConversation 2263264265265xiiHosted for free on livelingua.com

UNIT 1SPOKEN HUNGARIANHALLÓ,ITTBUDAPEST Basic SentencesIJóHello (Good day)úrkisMI.,sir. gentlemanlittIe, smallHello. MI.GoodJó napot. Kis úr lLittle Jómorning GoodTaylor kisasszony lestét -néMIs.Good evening. MIs.Jó reggelt, SzabóJóevening reggelt SzabókisasszonyTaylorMiss. young ladyGood morning. Missnapot Little howisHow are you?I thankweIlI amI'm fine, tha nk you.andyouAnd you. MI. LittIe ?Ialso, tooI'm fine too. thank you.you speak; he. she speaksin EnglishDo you speak English?Jó estét. Kisné hogyvanHogy van?köszönömjólvagyokKöszönöm, jól vagyok.ésmagaÉs maga. Kis úr?énisKöszönöm, én is jól vagyok.beszélangolulBeszél angolul?yesspeakigenbeszélekYes, I speak English.Igen. beszélek angolul.Iyou understand; he. sheunderstandsin HungarianDo you understand Hungarian?EGYértmagyarulÉrt magyarul?lHosted for free on livelingua.com

SPOKEN HUNGARIANUNIT 1no, notI understandnemértekNem értek jól magyarul.I don't understand Hungarian well.wherethe railroad stat ionholaz állomásWhere's the railroad station?Hol van az állomás?here (in this place)there (in that place)ittottHere's the railroad station.Itt van az állomás.thisthatezazIs this the railroad station?Ez az állomás?Yes, this is the station.Igen, ez az állomás.what's it like (what kind of)big, largemilyennagyWhat's the stat ion like? Is it big?Milyen az állomás? Nagy:Yes, it's big.Igen, nagy.merrea repülótérwhich is the way tothe airportWhich is the way to the airport?Merre van astraightaheadrp.pülőtér?egyenesenelőreIt's straight ahead.EgyenesenWhat's the airport like? Is it big?Milyen asmallelőrevan.repülőtér?Nagy?kicsiIt's not big, it's small.Nem nagy, kicsi.IIwhatWhat's this?AmericanembassymiMi ez?amerikaikövetségThis is the American EmbaSbj.Ez az amerikai követség.And what's that?És mi az?a (one) hotelThat's a hotel.cleandirty2egy szállodaAz egy szálloda.tisztapiszkosKE'M'ÓHosted for free on livelingua.com

SPOKEN HUNGARIANUNIT 1Is the hotel clean?It's clean.Tiszta.nice, pretty, beautifulszépIs it nice?szép?Yes, it's nice.Igen, szép.a restaurantegyWhere's there a restaurant?vendéglőHol van egyto the rightvendéglő?jobbraThere's a restaurant to the right.Jobbra van egyIs the restaurant good?A vendéglő jó?Yes, it's good.Igen, jó.a cafévendéglő.egy k'véh'zAnd where' s there a café?És hol van egy k'véh'z?to the leftbalraThere's a café to the left.Balra van egy k'véh'z.Is the café big?.s.No, it's not big.Nem, nem nagy.l{á UÉlláz nagy?IIIthe toileta w.c.(vécé)Where' s tte toilet?Hol van a w.c.?The toilet's to the left.A W.C. balra van.Thank you.Köszönöm.,gladly, with pleasureSZ1vescnDon't mention it.szívesen.IVWhat's "thanks a lot" in Hungarian?nicelyMi az magyarul"thanks a lot"?szépen"Köszönöm szépen".Köszönöm szépen.And "goodby"?És "goodby"?see you 't'sra.3Hosted for free on livelingua.com

SPOKEN HUNGARIANUNIT 1Thank you very much.Köszönöm szépen.Don't mention it.Szívesen.Goodnight Jó éjszakát Goodnight Jóéjszakát vplease sWhat would you like to have?I ask, I want, I begstampstamp (obj ect)I want a stamp.else, other, differentelse, other, different(object)you want1 he, she wantsDon't you want anything else?butcigarettecigarette (object)Oh, yes. I also want some cigarettes.how manyhow many (object)How many do you want?tenten (object)Ten, please.what does it costHow much is it?fourforintIt costs four forints.veryexpensiveThat's very expensive.pleasecheaptetsz kMi tetszik?kérekbélyegbélyeget (accusative)Kérek egy bélyeget.másmást (accusative)parancsolMást nem parancsol?decigarettacigarettát (accusative)De igen. Cigarettát is kérek.hányhányat (accusative)Hányat parancsol?tíztizet (accusative)Tizet kérek.mibe kerülMibe kerül?négyforint2Négy forintba kerül.nagyondrágaAz nagyon drága.tessékolcsóHere's a cheap one.Tessék, itt van egy olcsó.How much is this?Ez mibe kerül?two4kettő,kétNtGYHosted for free on livelingua.com

SPOKEN HUNGARIANUNIT1Two forints.Két forintba.matchmatch (object)gyufagyufát (accusative)I want some matches also.Gyufát is kérek.fivetwentyf'.Hérits priceHere you are.fillérs.öthúszfillér 3az áraThe price is fiveTessék. öt fillér az ára.VIhungryI'm hungry.to eatI'd likeI'd like to eat.what (object)What would you like to have?hamham (object)I want ham.some, a littlewaterwater (object)And some water.breadbread (object)What kind of bread do you want?whiteorbrownéhesthes vagyok.enniszeretnékEnni szeretnék.mit (accusative)Mit parancsol?sonkasonkát (accusative)sonkát kérek.egy kisvizvizet (accusative)ts egy kis vizet.kenyérkenyeret (accusative)Milyen kenyeret parancsol?fehérvagybarnaWe have white or brown.Van fehér vagy barna.I want white bread.Fehér kenyeret kérek.beermilkcoldsörtejhidegIs the beer cold?A sor hideg?It isn I t cold .Nem hideg.wineInd the wine?ÖTborts ::" bor?5Hosted for free on livelingua.com

SPOKEN HUNGARIANUNIT 1A bor nagyon jó.The wine is very good.kávéteamelegcoffeeteawarmThe coffee and the tea are very goodalso. They're good and hot.A kávé és a tea is jó.Jó meleg.that (object)azt (accusative)I don't want any. I'd like wine.Azt nem kérek. Bort szeretnék.VIIpardonI beg your pardon. excuse mehourbocsánatbocsánatot kérekóraExcuse me. what time is it?Bocsánatot kérek. hány óra van?threeháromIt's three o'clock.Három óra van.whenyou leave. start. depart:he. she.it leaves. starts. departstrainWhen does the train leave?mikorindulvonatMikor indul a vonat?sixhatThe train leaves at six.Hatkor indul a vonat.you arrive;he. she. it arrivesérkezikAt what time does the train arrive?Mikor érk

_IN_TR_O_DU_C_T_I O:.:.N HUN_GAR_IAN B_A_S_I_C_C_O_UR_S_E_ Introduction PURPOSE The FSI Hungarian Basic Course has been written with the aim of providing the student with a firm control of the basic structure of

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FSI - Russian Fast Course - Lessons 1 - 5 Author: Foreign Service Institute Subject: Russian Fast Course Keywords: Russian Fast Course Created Date: 10/9/2006 9:51:02 AM .

HEBREW — Two Addenda to 'Etymological Dictionary of Hungarian' (EDH) (in English) 8. TÓTH, Alfréd : HUNGARIAN-MESOPOTAMIAN DICTIONARY (HMD) (in English) 9. TÓTH, Alfréd : HUNGARIAN, SUMERIAN AND INDO-EUROPEAN — Third Addendum to 'Etymological

Find the volume of each cone. Round the answer to nearest tenth. ( use 3.14 ) M 10) A conical ask has a diameter of 20 feet and a height of 18 feet. Find the volume of air it can occupy. Volume 1) Volume 2) Volume 3) Volume 4) Volume 5) Volume 6) Volume 7) Volume 8) Volume 9) Volume 44 in 51 in 24 ft 43 ft 40 ft 37 ft 27 .

Printable Math Worksheets @ www.mathworksheets4kids.com Find the volume of each triangular prism. 1) Volume 36 cm 25 cm 49 cm 2) Volume 3) Volume 4) Volume 5) Volume 6) Volume 7) Volume 8) Volume 9) Volume 27 ft 35 ft t 34 in 21 in 27 in 34 ft 17 ft 30 ft 20 cm m 53 cm 21

Applicable for the batches admitted from 2013-14 FSI Model – for students going to FSI in 7th Semester B. Tech. 1st Semester Code Name of the Subject Lecture Tutorial Practical Credits HS 1401 English – I 3 1 - 4 MATH 1401 Mathe

Printable Math Worksheets @ www.mathworksheets4kids.com 1) Volume 2) Volume 3) Volume 4) Volume 5) Volume 6) Volume 7) Volume 8) 9) Volume Find the exact volume of each prism. 10 mm 10 mm 13 mm 7 in 14 in 2 in 5 ft 5

CONTENTS GERMAN BASIC COURSE Unit 16 Basic Sentences: Notes on Grammar: Reisepläne A. Relative Clauses and Relative Pronouns B. Demonstrative Pronouns C. Time Expressions D. Prepositions - Special Uses of an, auf, zu substitution Drill Variation Drill vocabulary Drill Translation Drill Response Drill Situations Narrative Finder List UnH 17

cost of funds approach .25 3.4.2 Implications of pooled “average” . iv FSI Occasional Paper No 10. FSI Occasional Paper No 10 v List of abbreviations BCBS . . management tool for banks. This paper observes that until the global financial crisis (GFC), many banks treated liquidity as a

Free Swell Index (FSI) and Free Swell Ratio (FSR) Free Swell Index and Free Swell Ratio values as obtained by laboratory analysis and empirical evaluation showed range of values from 8-45% and 1.08-1.45 for FSI and FSR respectively (Table 1). All the tested samples have FSR above 1.0 ( 1.0 is regarded as

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Contents. Foreword 2 Before reporting on our progress during 2019 I want to thank all the staff of FSI for their flexibility . FSI is a founding member of the European Network of Forensic Science Institutes (ENFSI), as well as the

Albert Woodfox, myself and all political prisoners over the years. Thank you for helping to bring these injustices to the forefront. If I omitted anyone it was an honest mistake, my apologies and sincere thanks for everything you have done too!! Free The Angola 3! Free ALL political prisoners and prisoners of conscience! All Power to the People! ROBERT KING AKA Robert King Wilkerson 2008. 15 .