Instructor's Manual

Modern Russian
Clayton L. Dawson
 Contents

I. Modern Russian
History I
Principles 2
Format of text 2
PREPARATION FOR CONVERSATION 3
CONVERSATION 5
BASIC SENTENCE PATTERNS 6
PRONUNCIATION PRACTlCE 7
INTONATION PRACTlCE 9
STRUCT\IRE AND DRILLS 10
READING AND WRITING J2
Tetehiog aids: tapes and records Jl

n. Suggestions for use of text

General comments 15
Memorization 16
Use of transcription 16
Structural drills 17
GENERAL PRINCIPLE..'i 17
SUBSTITUTION DRILLS 17
REPETmON-SUBSTITUTION DRILLS 18
CUED SUBSTITUTION DRILLS 19
QUESTION-ANSWER DRILLS 19
CUED QUESTION-ANSWER DRilLS 20
RESPONSE DRILLS 20
SUBJECT REVERSAL DRILLS 21
INTEGRATION DRILLS 21
EXPANSION DRILLS 22
TRANSFORMATION DRILLS 22
MIXED TRANSFORMATION DRILLS 23
STRUCTURE REPLACEMEJ'/T DRILLS 23
PROGRESSIVE SUBSTITUTION DRILLS 24
Reading and writing skills 24
USE OF STRUCTURAL DRILLS FOR WRITTEN HOMEWORK 24
COMBINED WRmNG AND ORAL PRESENTATION OF DRILLS 24

,
ffi. Scheduling Modern Russian

General comments 25
Scheduling the first few lessons 25
Scheduling a typicallessou for the 4- or 5-hour progr.am 26
Scheduling for the 3-hour program 27
SUGGESTED PROCEDURE fOR LESSON I 27
SUGGESTED PROCEDURE FOR lESSON 2 28
SUGGESTED PROCEDURE FOR LESSON 3 28
SUGGESTED PROCEDURE FOR lESSON 4 29
SUGGESTED PROCEDURE FOR LESSON S 29
SUGGESTED PROCEDURE FOR lESSON 6 30
SUGGESTED PROC£DURE FOR LESSON 7 30
SUGGESTED PROCEDURE FOR LESSON 8 3J
SUGGESTED PROCEDURE FOR LESSON 9 32

IV. Suggestions for tests

Remarks on testing 33
Sample quizzes 33

Appendices

A. Supple.mentary pronunciation drills 38

LESSON I 38
LESSON S 40
LESSON 6 42
LESSON 7 44
LESSON 8 45
LESSON 9 47
LESSON 10 51
L[SSON I J 52
LESSON 15 54
LESSON 16 54
Lf:SSON 17 55

B. Sample questions on ReJlding and Writing (tITeHHe K nHeLMo), Lessons 6-18 57

L[SSON 6 57
LESSON 7 57
LESSON 8 58
LESSON 9 58
LESSON 10 59
LESSON II 60
LESSON 12 60
LESSON 13 6\
lESSON 14 6\
LESSON 15 62
LESSON 16 62
LESSON 17 63
LESSON 18 64
 I. M adem Russian

History

In February 1960 the University of Michigan sponsored a conference of scholars to "develop

criteria for a two-year college sequence of specialized materials for learning the Russian language."
In its proposal to the U.S. Office of Education for funds to support the conference, the University of
Michigan stated its view that: "The urgency of our national need to impro~e and increase the study of
the Russian language in our schools and colleges and the comparative dearth and inadequacy of
existing materials for this purpose dictate the collaboration of the U.S. Office of Education with the
Russian Language specialists ... in the production of a complete two-year college-level course in
Russi'Ul:' The proposal advised that "pertinent decisions regarding personnel, institutional sponsor-
ship, and methodology for the production of such a course should be made only on a broadly established
basis of consensus among a widely representative group of scholars and specialists in this field." The
twenty·seven scholars and specialists listed on the title page collaborated al the conference to achieve
that consensus, and designated nine persons, similarly listed, as an Advisory Committee to the project.
Recommendations arising from the February 1960 conference and from the Advisory Committee
resulted in the naming and empowering of the Working Committee: Dr. Clayton L. Dawson, Professor
and Chairman of the Slavic Department at Syracuse University (project coordinator); Dr. Charles E.
Bidwell, Associate Professor and Chairman of the Department of Slavic Languages and Literatures,
University of Pittsburgh; and Dr. Assya Humesky, Associate Professor of Russian Language and
Literature, University of Michigan. Syracuse University undertook to house and administer Ihe entire
project, and assumed responsibility for the preparation of the new materials. Both the University of
Michigan conference and the Syracuse University project to produce the two-year course were sup-
ported by the U.S. Office of Education, under authority of Title VI of the National Defense Education
Act.
The writing of the materials for the course began in September 1960 and continued through August
1963. During this period the manuscript was continuously tested in the classroom and, on the basis of
the students' and instructors' experience, revised until the conlent and sequence of material proved
satisfactory for the beginning course. Of the many colleges and institutions participating in the field
testing of Modern Russian, a special acknowledgment of gratitude is due Syracuse University, Indiana
University, the University of Washington, the University of Michigan, Pittsburgh University, George-
town University, American University, the Foreign Service Institute of the State Department, St.
John's University at Collegeville, Minnesota, and the State University College at New Paltz, New York.

I
Principles

The fundamental principle that has guided us in the preparation of Modern Russian is that a foreign
language is learned not so much by intellectual effort and analysis as by intensive practice. Further,
grammar, or as we term it structure, is best learned not by memorizing rules and charts, but rather by
imitation and repetition of basic language patterns, and by the performance of drills carefully con-
structed to capitalize on the learner's natural inclination to analogize from material already learned.
The method also assumes that language learning should properly begin with hearing and speaking and
only afterward proceed to reading and writing. The first two stages are of primary importance if the
student is to acquire even a minimum control of the spoken language. For this reason we strongly
recommend that most material be first presented and practiced with books dosed.
Another equally important principle followed in the preparation of Modern Russian is that the intro-
duction of a grammatical structure in the Conversation does not imply the need for immediate analySIS
or drilling of that item. For example, a number of instrumental and dative case forms are used in.the
Conversations prior to their formal presentation in order to provide the student with natural, idiomatic
Russian speech. It must be understood by the teacher that there is no need or obligation to discuss these
cases before they are treated grammatically in the text. The student is expected to accept these usages
on faith, learning them as phrases or special forms without analysis or elaboration by the instructor.
Later, when the structure is treated grammatically, the student will have the advantage of working from
a familiar model. ]n other words, the teacher should control the drilling by centering it around only
those essential items of structure presented in the lesson's Structure and Drills section. It is our firm
belief that it is beller for the class to focus on the few essential structural points presented ill each lesson
than to be given a great number of grammatical facts which cannot be reinforced by thorough drilling
al the moment of initial encounter.
Allhough translation may occasionally serve as a useful testing device, we believe that as a means for
teaching the language it should be used sparingly. For this reason we have included almost no English
10 Russian translation exercises. It is also our belief that in learning to read, translation into English is
to be avoided since it encourages word for word decoding and stands in the way of the immediate goal
-reading Russian. Questions in Russian, to be answered in Russian, are much more effective in
checking reading compreherfsion.

Format of text

The Modern Russian project in its entirety consists of two volumes, designed for the two-year intro-
ductory Russian course. Each volume contains eighteen lessons. The first volume, Modern Russian I,
introduces the declension of nouns, pronouns, and adjectives in all six cases; presents both aspects of
the verb, both conjugations, the past, present, and future; treats both reflexive and non-reflexive verbs;
presents the second person imperative and the first person plural imperative of suggestion. Modern
Russian Il reviews the cases; elaborates on the long~ and short-fonn adjectives; presents the compara-
tive and superlative degrees; treats verbs of motion and carrying; presents the conditional-hypothetical
mood; treats the declension of numerals; introduces the participles and verbal adverbs; devotes exten-
sive treatment to word formation by means of verbal prefixes.
Modern Russian 1 has a vocabulary load of 1200 items, inclUding personal names, place names, and
idiomatic expressions. Modern Russian II has approximately 1800 items. Each aspect is counted as a
separate item. as too are reflexive verbs presented together with non-reflexive verbs.
The typical lesson consists of the following parts: a pair of Conversations, each preceded by a
section called Preparation for Conversation; Basic sentence palfems, a group of patterned utterances
deriving from the Conversations and lllustrating the structural points of the lesson; Pronunciation
practice and, in Lessons 6 through II, Intonation practice; Structure and Drills, the grammatical core

2 Modem Russian
of tbe course; and Reading and Writing ('heIlKe .. DHCbMO), consisting of short prose passages and con-
versational vignettes, part of which are presented in handwritten form. Lessons I through 4 differ
somewhat from the rest of the te,;,t in that they contain special sections on the nature of the Russian
language, its sound system and writing system, and other introductory materials. In addition, these
first four lessons each contain only a single Conversation.

PREPARATION FOR CONVERSATION

The Preparation for Conversation serves to introduce the basic lesson vocabulary and illustrates
its usage. The new word or pHrase is ordinarily given first, indented four spaces from the left margin;
then a full sentence, printed flush to the left margin, is given illustrating its usage. If the sentence that
actually occurs in the Conversation is long or has too many new words, it is often slightly reeast-
shortened and presented in easier stages to facilitate the process of learning. Finally, it appears as it
does in the Conversation, in boldface type. A parallel English translation is provided at each stage,
and gives the literal meaning for the item in isolation and the situational or contextual meaning for the
full utterance. The material follows the order in which it appears in the Conversation.

[from 1...e:ssoD IS}

ceMbi, -Ii; eeMbH, ceMHi family

BOT TjT Dei Hallla CCMbJi.
BOT TYe ad: lIallla ceMbli 3a cronoM.
cP6TO (indecl n)
A lIa :hOM $OTO HeR mima eeMbH 3a
CTOllOM.
BHeen (II), BiteiIT. Bitch
HKoHa
Y de. j BUy, HKOHLI BMen.
1i6r, -3
sePHTb (II) (plus dat)
aeptrTb B (pIUJ ace)
PilBe Rbi BCpHTe B &H-a?
Mw C 6phOM He BepHM.
OTeU.OTUa
Man, MhepH; Mbepn, -eH
BepYIOUlHH
OTeu " Min. y HaC RepylOlUHe.
uepKOBb, uepKBN; -N. -eM:
()Yell" Min. xO)llIT • llepKOBl>.
Y de H UepKOBb TaM ecn.?
TaK y BaC • Uep"08.. TiM
ce.nO, -a; cena, cen
COCell,HHH. -.lUI, --ee, -He
~CTb B COCell,HeM cene.
Ecn" TOJlb"O He y llac,
nlkne BOM:HbI on:pblmt.
Here is our whole family.
Here is our whole family at the table.
photograph, picture
And in this picture our whole family is at
the table.
to be hanging, to hang
icon, holy picture
I see you have icons hanging.
God
to believe, trust
to believe in, have faith in
Do you really believe in God?
My brother and I don't believe.
father
mother
one who believes, believer
Father and mother are the believers in our
family.
church
Father and mother go to church.
Do you have a church there?
rcn.? Then you do have a church there?
village
neighboring, next
There is one in the next village.
a B COCetl,IIeM ceJlt~. There is one, only [it is] not in ours, but
in the neighboring village.
It was opened after the war.

Format of rext 3
 The Supplement provides words necessary to the lesson but not found In the Conversation itself.
It foDows the basic style of the Preparation for Conversation, with illustrative sentences provided for
each isolated vocabulary item.

Urom Lesson 81

SUPPLEMENT
IICT6pH~ history
Y MelUj Tenepi> HCTOpllll. 1 have history now.
JIIrrepa-rypa literature
Y Metci Tenepb lIIrrepaTYpa. I have literature DOW.
reorpa41HII geography
Y MeHll Tenepb reorpa41KJI. I have geography now.
M3TeMaTIJKa mathcmatics
Y Melill Tenepb MaTeMaTHKa. 1 have mathematics now.
4lH:JHKa physics
Y MeHll Tenepb $H:JHlCa. 1 have physics now.
XHMHJI chemistry
Y Mellli Tcnepb XliMIIJI. I have chcmistry now.

With some minor exceptions in the very early lessons, nouns, verbs, and adjectives are. first given
in their citation or dictionary fonn, with additional infonnation provided wherc pertinent to assist
the learner in identifying their declensional or conjugational pattern. For examplc; nouns are regularly
given in their nominative singular form, but the genitive sin'gular may be given if thcre is an inserted
vowel or a strcss change; similarly, the nominative plural and genitive plural forms may be indicated
when these grammatical categories have been treated. In addition to the infinitive form, we usually pro·
vide one or more forms of the verb to show the conjugation pattern in present.future or a stress shift
in the past tense.

Urom Lesson 15)

BeJl.pO, -:\; &eJl.pa, aCJl.ep pail, bucket

&eApaMH by (or in) pails, in (or by) buckets
HoeHTb (II), HOWY, HOcHWb, -SIT to carry
H:mo B0JJ.Y llocm OCApaMH. We have to carry water in buckets or Water
has to be carried in buckets.

Vocabulary items in the Preparations for the first five lessons are accompanied by a phonetic
transcription to assist thc student in pronouncing them outside of class. After Lesson 5, the transcrip-
tion is used only where some discrepancy exists between spelling and pronunciation.
The Preparation for Conversation is designed to be used in class as a means of introducing the
Conversation and the lesson vocabulary. It also serves as a reference for home study. The advantage
of the Preparation over traditional vocabulary lists is that it provides an immediate usage for otherwise
isolated vocabulary items. Furthcrmore, it takes the guesswork. out of how to preview the Conversa·
tion, by providIng the instructor with ready-made brcakdowns of the sentcnces occurring in the
Conversation.

4 Modern Russian
 CONVERSAnON

The lessons contain either a single Conversation (Lessons 1-4) or a pair of Conversations (Lessons
5-36); they contain the esscntiallexical and grammatical material on which the lesson as a whole is
built. We have chosen the dialogue form rather than prose passages or basic sentences as our means
of introducing the ba...ic lesson material because (I) it offers the best possibilities for introducing and
Icaching spoken language patterns in all persons; (2) it is the casiest type of material to memorize and
provides the greatest opportunities for immediate application in real life situations; (3) il is a dramatic
way of bringing out cultural similarities and differences between Soviet sociely and our own; and (4) it
provides for the introduction of various styles of speech that could not be so easily reflected in prose
passages or basic sentences.
Each Conversation contains about ten exchanges. The situations are intended to simulate a variety
of possible "Sovie~" situations: a visit to GUM, mushroom picking, a train trip, playing chess at the
club. The language is contemporary, colloquial Russian as it is spoken by educated speakers of various
ages, but particularly by young people of college age. Each Conversation is accompanied by explanatory
notes that touch on points of cultural difference or clarify minor problems of slyle or usage.
In the first five lessons the Conversations are given in Russian, accompanied by a phonetic
transcription and the situational English equivalent.

(from Lesson 2)

K.n. - KllpiiJUI naBnOBIt'l lJ,ap!mKKH

C.<1>. - CeMCIl ll>lInimnOOIl'l XIITp60

K.n. CeMeH (JlIUlHnn08U'l! ~i'116n rippic t Semyon Filipovich! I haven'l

BctO 311MY f~u ~imu seen you all winter.
8aC He BUllen. vas Qiyi~il t
c.ll>. 2 A, aj Ah, Kirill Pavlovich! How
KIlPI'IJUI naBn0811'1! palic t
~ifil is everything?
KaK .a.ell:l? kag <,lila ~

In Lessons 6 through 10 they are given in Russian and transcription.

If!:9m Lesson 7)

H.H. - HBalt HHKOJIaeBI{'1 (npotPeccop OpnoB)

M.H. - MapHR HaallOBua OpnoBa (Mawa, er6 :«clla)
Ii.M. - boptie MltxallJl08H'I (npoQ>ecc0p Kypo'lKIlH)

H. H. Mama, mili,f.
lBOmfT TenClfl6H! zvaQit liJifOn,f.
nO.a.OHllH, nO)l(aJlyHCTa. p;KIajQi pazal;)st:).f-
M. H. 2 AJJn6! ain! t
.H CJJywaK>! ja slUbju t
6. M. 3 nonpocHTe, no;a::iJJyi'iCTa, pml3St:) I
Jl;)pra~iti
HBalla HItKomi.cBII'Ia II': Teneqxlily. ivan;) Qikalaji~ ktilifonu t

Formal of lext 5
 After Lesson 10 they are given in Russian only.
Urom Lesson 12J

fp. ~ $HJ1Iirm fpaHT, aMeplU"lHCll

f. ~ ran}!
n. - npOBO.ll,HltK

n. Baw 6llJIeT, rpa)K.Il,aHHH. MllfKHi1 03r6H. MOCrO BOcCMb 3.1l,eCb.

rp. 2 Cnacli60. 6, Kor6 .R BH)I(y?! ramI! H Bbl e.ll,eTe?

r. 3 ,lI,a. 3J],paBCTBy~he. B6T Hw'Y caoe MecrO. npoBO.ll,lniK!
n. 4 Ballie MeCTo aepxHee.
In the first ten lessons we have arranged the Russian text and its accompanying transcription in a
special way. Each line consists of a short sentence or portion of a sentence not exceeding five or six
words, with frequent carry-overs to the next line. These match the major segments of an utterance
and are so arranged to facilitate breaking down the sentence into natural partials with proper intona-
tion. The suggested technique in a sentence with three such segments would be to start from the last
segment of the sentence, proceed to the second and combine the second and third segments, proceed
to the first, and finally to combine first, second, and third. In this way a long sentence is never left with
a dangling, unfinished intonation in the middle and is always terminated with the appropriate intona-
tion. Here is an example in English: at your place.
I left my briefcase at your place.
I think I left my briefcase at your place.

All the Conversations are recorded, in four stages, on magnetic tape and on records. The first
stage consists of a normal run-through of the Conversation without pauses, as it would be spoken in a
real-life situation. Second, the .material is presented in partials, with the aforementioned breakdowns
to preserve the natural intonation at each step. There is a pause for student repetition after each seg-
ment. Third, the material is presented sentence by sentence\ with pauses for student repetition after
each sentence, and then a combination of the two or three sentences that make up a given speech.
Again, there are pauses for student repetition. The fourth and final stage is the Conversation in its
entirety, without pauses, as in the fir::>! stage.

BASIC SENTENCE PATTERNS

The Basic sentence patterns serve as a bridge between the Conversations and the structural drills.
They provide carefully organized sets of sentences that illustrate the grammatical material of the
lesson and the lexical material of the current and past lessons. They also present inductively those
grammatical constructions whieh are either difficult to fit into the structural drill framework or which
are items of secondary importance. Sometimes they serve as a device for presenting patterned idioms.
Each lesson contains an average of twenty "sets," each set containing about seven or eight ut·
terances. The sets are given with parallel lines in both the Russian text and the accompanying English
translation to indicate lhe recurring portions of the sentence. They may be used to illustrate the con-
jugational pattern of a particular verb:
[from Lesson 13)

..si uk c HeH n03HaI<OM11IO. I'll introduce you to her.

611 n0311a1<OMI1T. He'll introduce _
OfU;' n03HaKOMllT. They'll introduce _
Mbl n031ta1<OM11M. We'll introduce _
Bbl /v1CHll c HCi1 n03H:\KOMliTe? Will you introduc~ me to her?
Tbl n03uaKOMIIWt..? Will you introduce ?

6 Modern Russian
 They may illustrate the use ofa preposition difficult to drill:

{from Lesson IS]

Mbl xO.D.\-imt no napKy. We walked all around the park.

_ _ _ _ _ no nolUO. the field.
_ _ _ _ _ no necy. _ _ _ _ _ _ _ _ the woods.
_ _ _ _ _ no Konx63y. _ _ _ _ _ _ _ _ the kolkhoz.
_ _ _ _ no r6poJl.Y. _ _ _ _ _ _ _ _ the city.
_ _ _ _ no ceny. _ _ _ _ _ _ _ _ the village.
_ _ _ _ no Bonany. the station.

They may be used to present an idiomatic construction following a regular pattern:

(from Lesson 141

KiK Ha ..a.Bope? What's it like outdoors?

- Ha J1.80pC xoporno. It's nice out.
TeIlJlO. _warm_.
XOJlOJl.II0. _cold_.
:lKapKo. _hot_.
cBe:lK6. _ chilly_.

MHe Hpma ldipra EBp6nbl. I need a map of Europe.

8aM _ _ ~ _ you _
H3M . W, .
T,6e ~ _ you _
11M - - - - - They _
EMy _ He needs _
J:ii _ Shc_~ _

The Basic sentence patterns are designed to be used for repetition practice in class. This gives the
student a chance to become better acquainted with all the possible manipulations of a structure before
he is asked to handle it in the drills. The student can best become familiar with the vocabulary of the
lesson and the structural drills by studying the Basic sentence patterns outside of class, and he should
be encouraged to do so. They are useful also as a means of reviewing for examinations and quizzes.
In some field-test situations, the Basic sentence patterns have been used as dictation material; in others,
they have been used as pattern drills, with the item to be changed cued in English and a Russian response
given by the student.

PRONUNQATION PRACTICE
The Russian sound system is characterized by three features which the student must be made
aware of since they do not operate in the English sound system:
1. the existence of hard and soft consonants, most of which occur in opposed sets;
2. the existence of voiced and voiceless consonants which automatically replace each other in
certain positions;
3. the change in vowel quality depending upon whether a syllable is stressed or unstressed, or
whether the syllable precedes or follows the position of stress.
Because the Russian writing system does not reflect these features adequately or consistently, we
use a phonetic transcription in the Pronunciation drills as well as accompanying discussions, to point
up the discrepancies between the alphabet and sound systems.

Format of text 7
 Because we believe that an accurate pronunciation creates confidence in the learner and facilitates
his mastery of the language, we have included a section on pronunciation in almost every lesson of
Volume I and in most of the lessons of Volume IT. The pronunciation material for Volume I is organized
as follows:

I. General treatment of the sound system

Lesson 1: Vowels; consonants; stress; discrepancies between writing and sound systems.
Lesson 2: Correspondence between vowel letters and vowel sounds; syllabification of words
in Russian.
Lesson 3: The alternation of voiced and voiceless consonants.

2. Treatment of individual pronunciation problems

Lesson 5: hard versus soft consonants (It] vs. lU, [d] vs. [9], [n] vs. [IJ])
Lesson 6: hard versus soft consonants ([s] vs. [~], [z] vs. h:], [r] vs. [r])
Lesson 7: hard versus soft consonants ([p] vs. (u], [b] vs. [Q], [01] vs. [Ip])
Lesson 8: hard versus soft consonants ([v] vs. [YI, III vs. m, [I] vs. [I])
Lesson 9: hard consonants [k], [g), and [xl and their soft counterparts [Js:I, (g], and (ll]
Lesson 10: unpaired consonants ([5], [i], [c], (c], [5e], and [Jl>
Lesson II: double consonants
Lesson 12: special consonant clusters
Lesson 13: initial clusters with [r] or [rl
Lesson 14: final clusters with Ir) or [r)
Lesson 15; consonant clusters with [I] or ru
Lesson 16: the voicing of ordinarily unvoiced consonants
Lesson 17: the unvoicing of ordinarily voiced consonants
Lesson 18: clusters beginning with the leiters e and :1

Most of the sound drills are printed in Appendix A of this manual, with only a few illustrative
items usually given in the student text to accompany the discussion. Where possible they are presented
contrastively and in minimal pairs.
For example, the contrast between hard [I] and soft [J] may be illustrated by [stall cran became
vs. (stall cram, .steel.
The sound drills are fully recorded on tape and it is assumed that much of the work on them
will be done in the language laboratory. In the early stages of the course it is reconunended that
sufficient class time be allotted to the pronunciation exercises to trcat adequately the most basic
problems.

[from Lesson 8]

c. [IJ ". OJ Usual Cyrillic spelling n; sometimes JIh.

Note the pronunciation of hard [II in the following:

[Y;9;\j llHAen "w

[Q'b;;j HC 61>111 wasn't and compare it with soft [1]:
[91\') nella affairs
jfp,IQel Bnonllc completely lien JIca 1-<,
[balni] 60lfbllLI sick
fpartfelJ 1l0pT <pc J1h briefcase
[uCitiU y'uhem, tcacher

8 Modern Russian
 Russian hard (1J is made with the tip of the tongue against the back of the upper teeth and with
the middle of the tongue lowered or hollowed out. English has a somewhat similar I. in words like
baJJ, buH, and whole. In Russian the tongue muscles are tenser and the tongue hollower.
Russian soft m is formed with the front part of the blade of the tongue (not tbe tip) in contact
with the ridge of the gums behind the upper teeth. Soft [I) has somewhat the effect of being followed
by a y-like glide as in English million.

Sound Drill: Practice the Russian paired examples illustrating hard (1] and soft
[1], imitating yOUT instructor (or the tape) as accurafely as you can.

INTONATION PRACflCE

One of the areas most neglected in Russian textbooks is intonation. Practice has shown that the
student usually focuses on the pronunciation of individual words and, unless properly directed, fails
to perceive and imitate the intonation of the sentence as a whole. Our purpose then in presenting these
special sections on intonation (Lessons 6-11) is to call the attention of the student to the most basic
intonation contours of the simple sentence. The commentary is accompanied by drawings of the
intonation contours, with sets of exercises following the pattern shown. Most of these are repetition'
drills; a few are transformation drills in which, for example, an emphatic statement is changed into a
question, or vice versa.

[from Lesson 6J

Within any major segment of speech some syUables are spoken at a higher relative pitch level
than others. We designate these as I low, 2 middle, 3 high, and 4 extra·high, with the extra·high level
occurring much less frequently than the other three.
These levels are indicated graphically by a line which we call the intonalion contour, drawn above
the major segment through the primary and secondary stress points and ending in an arrow. An
upward stroke indicates a slight rise in the voice (typical of certain kinds of questions), and a downward
stroke indicates a falling of the voice. The primary stress point is indicaled by a small circle and the
secondary stress points by small black dots on the intonation contour directly above the stressed
syllables.
eXAMPLE: 4
3
2
1

HHlta 61>lna B rYMe.

{[rom Lesson 9J

EMPHATIC INTONATION QUESTION INTONAnON

~~~
1
6" lie 61.1.11 Ha CJl~6e! 6uIte 6bln lIa cn~6e'?
Qmi fibllUt Ita 3aBo.n.e. QHil 6binu 113 3aBo.n.e'?
QHa .n.OCT:ina MaTepmin. Omi JJ,OCTana MaTCpllan'?
Y uac ecn. 'lali:. Y Ilac ten 'l':iii'?

Format of text 9
 In addition to the special sections on intonation in Lessons 6-11, the transcriptions oCthe Conversa-
tions in Lessons 1-10 indicate the major word stress with a double acute accent. What happens to
the voice at the end of the pl,rase is shown by the use of one of the following vertical markers:
+indicates a dropping off of the voice
t indicates a rise of the voice
I indicates voice level sustained
l/rom Lesson 9J

M.J.1. 1 HH'fero. Qicivo +

Y MeHH ManellbKall np6ch6a. uIJIiQ3. ma.liQ k:Jj:J prij~b;) t
Ty-r O,lJ,lla .a.caywKa hit adna Qcvusb I
KOMH3,Tbl nonY'ntn, He MO:lKeT. Komn:Jti JY.I1ucit Qim6fit t
B. 8 J],a? dat
KTO OHa? kt6 ana t
r.ue pa66TaeT? gQe rab6t:Jjit t

M.1.1. 9 DHa CTY.D.CIITKa-3aO'fHHUa, ana stuQcntk:'l za6cQiC:J t

pa66TaeT lIa lP:i6puKe. rab6t:'ljit narabri~i t
B. 10 Ara, ahii t
Ila lPaGplfKe. narabri~i t
Here is a summary of intonation problems treated in Lessons 6-11 :
Lesson 6: Introductory remarks; statements with falling contours; questions with falling con·
tours (question-word questions)
Lesson 7: Questions without question words (Part l-questiolls with rising contours)
Lesson 8: Questions without question words (Part 2-questions with rising-falling contours)
Lesson 9: Emphatic statements with rising-falling contours
Lesson 10: Review of falling intonation contours
Lesson /1: Review of rising and rising-falling contours

STRUCTURE AND DRILLS

The grammar of Modern Russian is distributed over a two-year period because we believe that it
cannot be adequately treated in less time. In the first year we introduce the most fundamental items of
Russian grammar: the declension of nouns, adjectives, and pronouns; the verbal aspects and con-
jugation of both non~reflexive and reflexive verbs; the most common imperative foons. In the second
year we present less basic but still fundamental items of grammar: the participles, the verbal adverbs,
the conditional-hypothetical mood, the declension of ordinal and cardinal numbers, the verbs of motion
and c'I.ITying, the system of short-fonn adjectives, the comparative and superlative degrees, and
verb formation by prefixation and internal change. In addition, a general review of the case system
is presented in Modern Russian II.
In the traditional textbook there is usually a section dealing with all the grammar of a particular
lesson, followed by a separate section containing grammar and translation exercises. Thesc are seldom
patterned and are usually assigned as written homework, to be performed after the grammar has been
discussed in class and read by the student.
The grarrunar material in Modern Russian is arranged in a completely different fashion. Grammar
(or structure) and drills are interwoven. Eaeh important item is presented in this way:
I. A number or model sentences (usually in patterned sets) is given to illustrate the grammatical
item to be drilled.

10 Modem Russian
 2. A very brief statement is made, delineating the essential points to be noted in the model sen-
tences.
3. The drills themselves are presented.
4. A brief grammar explanation (lhe Discussion) is given, summariung the main features of the
grammatical item to be treated.
Jt should be emphasized that each set of models, drills, and accompanying discussion is a separate,
self<ontained unit and each set of drills focuses on a single grammatical problem.
The total number of grammatical points treated in any single lesson is limited to four or five of the
most essential ones. Those of secondary importance an~ either treated in footnotes and culluml notes,
or are omitted altogether. The authors believe that it is far more useful to focus on a limited number of
essential structural problems, and drill each one thoroughly, than to treat a great number of points
superficially.
Each grammatical problem taken up in the Structure and Drills is illustrated by an average of ten
drills. The number of exchanges or responses in each drill is approximately nine. The drills are recorded
on tape, wilh a pause for the student's response, a correct confirming response, and another pause for
self-correction. The models that precede the drills are also recorded on tape, with just a single pause for
repetition.
The first two lessons in the text include the student responses, printed in full and set in a column
opposite the teacher cues.

[from Lesson 21

• SUBSTITUTION DRILL

H~':J been working therefor a long time. He':J been working therefor a long tim~.
Oil ,Q,aBIlOriM paOOTaeT. 011 .nUHO tiM paOOTaer.
)Kella .naBHO riM paOOTaeT. :lKena llaallO T:ht paOOTaer.
(EsrellllH) _ EOreH"H J:t301l0 riM paOOT:leT.
(HI'lIla) _ HliHa ..ll;nmO TaM pa66TaeT.
(0",) _ alia .o.aalto TaM pa60TaeT.
(CeMCII) ~_
CCMCH .0.30110 TIM pa60TaeT.
(01111) _ ailli .nasllO TaM paOOTalOT.
(KllpliJIJI " CeMell) _ KlIpHnJl II CeMell .o.aBHO TaM pa60TaloT.
(My",) _ MY)Ii J1.301l0 TaM pa60TaeT.

From Lessons 3-10 only two student answers are printed and each drill is set in a single column.
The letters T and s designate teacher cue and student response, respectively. The appropriate student
response is set in boldface type.

Uro", Lc:.sson JOJ

• STRUCTURE REPLACEMENT DRILLS

I. Whom did you ask about thi:J?
Whom will you ask about thu?
T: Koro TN cnpocHJI 06 :hOM?
s: Koro n=t cnpOctilliL. 06 :hOM?
T: Kor6 Rbi cnpoc:HJ1H 06 3TOM?
s: KOI'o aw cllpOcHTe 06 :hOM?
(MbI, 01111, JI, OHa, 011)
2. I left th~ dictionary on hiJ de:Jk.
I'll leavt! the dictionary on his de:Jk.
T: Ji OCTaolUl enOOaPb Y lIero 113 CTOne.
s: st:OCTaamo C.ll0aapb y Hero lIa cyone.
T: Olla OCTaOlUla CJI0Bapb y Hero Ita crone.
s: OH:} OCTiSHT CJlOOapL y HeI'O 113 C1"OJle.
(MbI, KaT)!, Obl, Eorelntii, TbI, S1,
01111,

cry.o.CIIT, aMepUKalleu)

Format of lext II
 After Lesson to the letters T and s are omiued.

Urom Lesson 12)

• QUESTION-ANSWER DRILLS

J. Have you already sent the letter? 2. Have they alreally arrived?
No, I'll send it tomorrow. No, they'll arrive loday.
Ow )?KC noe-min" "HCbMO? 011"- .yx<c npllhan"?
HiT, ii 3.iBTp2 nOll.lluO. Ha, OHM npHeAYT ccr6AHII.
OHa y*c nocIHina mtCbMo? Btuu APyr YJKc npltexan?
HeT, 0113 3asTp2 D01JJJ1eT. Hn, Oil Ilplle)l.CT cerO)l.H5l.
(Oner, TM, OHH, MM, 3HU3, OM) (eaw" llpy3bR, TOO" CCCTpa, YII:"P3111UJ,bl)

Where time permits, the drills should be performed both in class and in Ihe language laboratory.
In courses with a minimum of classroom contaci the teacher should selecl those drills most suited to
the students' needs for practice in class. The remainder should be assigned as laboratory work. The
drills may also be assigned as written homework. 11 is nOI necessary to assign every drill or even every
exchange within a drill. Experience from field·tesling has indicated that Ihe best praclice is to assign a
prearranged number of exchanges in each single drill, for example, the first three or four in each
parenthetical set, as written homework.
Teachers accustomed to traditional te;ds may question the value of the structural drills. Our belief
is that controlled practice of carefully structured drills is a more meaningful way to learn the grammar
than reading or hearing about the grammar system and writing heterogeneous exercises which seldom
focus on an important point of grammar adequalely enough for the student 10 maSlcr it. Further, the
traditional grammar exercises are heavy with fill-in items, which must either be translated from one
language to the other or changed into a different form from the one cued. These tend to be intellectual
exercises which are far removed from real language usage and do liltle to develop control of language
patterns. In order to gain oral fluency and master the grammatical patterns of any foreign language,
the student must do more than read. translate, and perform fill-in exercises. He must develop oral
habits in the foreign language which have nOlhing 10 do with the puzzle solving of grammar exercises
based on analysis rather than analogy. The structural drills encourage Ihe function of analogy, which
plays a great rolc in learning nOI only a foreign language, but onc"s native language as well. Under
controlled conditions, whether in the laboratory or in the classroom, errors due to false analogy can
be immediately corrected. Further, the drills properly practiced make Ihe explanation of grammar in
class minimal.
There are three kinds of structural drills in Modern Russion; substitution of items within model
sentences, transformation from one grammatical category to another within the same' frame, and
response based on a given pattern. In all cases, both the teacher cue and the student response are in
Russian, and although an English translation of the initial teacher cue and student response is printed
in the book for purposes of reference, practice of the drill is completely in Russian. The aim of the
drills is to develop automaticity of response and to induce sound grammar habits in Russian. Unlike
thc exercises which are a common feature of traditional textbooks, the drills in Modem Russian all
operate on the utterance level. There arc no isolared words to be declined or conjugated.

READING AND WRITING

This section consiSls of conversational vignettes and short prose passages which serve to rccapitu-
late Ihe material of the currenl lesson and preuding lessons. Designed 10 be used both for home reading
assignments and in class they should be presented first for listening comprehension pradice and then
for oral reading practice. Comprehension can be checked by means of the questions in Appendix B of
the mallual. Finally, those portions in handwritten Russian arc ideally suited for dictation because

12 Modern Russian
they can be corrected by the student himself. In the early stages of the course they should be used for
copying practice.
Because we believe the student of Russian should gain extensive practice in reading Russian script
we have included handwritten portions in the Reading and Writing section of every lesson of Vol-
ume I. Samples of handwriting by several different writers have bt.."Cn used to accustom the student
to different styles. The feature common to aU is their basic simplicity; we have tried to avoid the
flourishes characteristic of "elegant" handwriting.

(from Lesson 10]

'1TEHHE 11 nHCbM6

Teaching aids: tapes and records

The complete audio program that accompanies Volume I of Modern Russian includes a series of
26 tapes containing all Conversations and Drills (24 hours and 46 minutes at 3t ips) and a boxed set
of five 12-inch records (3 hours and 15 minutes 33-!- rpm) containing all the Conversations.
The tape recording program, designed for the modern language laboratory, contains the following
material:
Preparation for conversation. The Preparations are recorded only for Lessons 1--4. After each
uHerance there is a pause for student repetition.
Conversations. All Conversations are recorded. Each is given in four stages:
L The Conversation in its entirety, read at normal speed.
2. Each sentence broken into segments, beginning from the end of the sentence to preserve natural
intonation. Pause for student repetition after each segment.
3. Complete sentences and combinations of complete sentences. Pause for student repetition after
each sentence and combination of sentences.
4. Conversation in its entirety, read at normal speed.
Basic sentence patlems. The Basic sentence patterns are recorded only for lessons 1--4. After
each spoken utterance there is a pause for student repetition.
Pronunciation practice. Ali Pronunciation practices, induding those given in Appendix A of the
manual, arc recorded. After each utterance there is a pause for student repetition.
Intonation practice. All Intonation practices arc recorded. After each utterance there is a pause
for student repetition.
Structure and drills. All structural models and drills are recorded. After each model there is a
pause for student repetition. The drills are recorded in the following manner:
I. Instructor's utterance.
2. Pause for student response.
3. Instructor's confirming correct answer.
-{ Pause for student's repelition of correct answer.

Teaching aids: tapes and records 13

 The eighteen Lessons of Modern Russian I are distributed over the 26 reels of tape as follows:

Tape Lesson Approximate time Tape Lesson Approximate time

in minutes in minutes
1 I, 2 45,31 14 II (from p. 240) 59
2 3,4 46,31 15 12 75
3 5 53 16 13 (to p. 298) 59
4 6 79 17 13 (from p. 299) 45
5 7 (to p. 127) 56 18 14 (to p. 322) 48
6 7 (from p. 127) 51 19 14 (from p. 323) 56
7 8 (to p. 156) 53 20 15 (to p. 349) 43
8 8 (from p. 156) 54 21 15 (from p. 350) 56
9 9 (to p. 184) 54 22 16 91
10 9 (from p. 185) 48 23 17 (to p. 403) 49
11 10 (to p. 212) 49 24 17 (from p. 405) 53
12 10 (from p. 213) 51 25 18 (to p. 435) 46
13 11 (to p. 240) 46 26 18 (from p. 436) 62

The five LP records, intended primarily for home study, contain all the Conversations of Modern
Russian I. The Conversations are recorded in the following manner:
Lessuns J-(j: Conversations are given in four stages, as on the tapes.
Lessons 7-18: Conversations are given in three stages only;
I. Each sentence broken into segments, beginning from the end of the sentence to preserve
natural intonation. Pause for student repetition after each segment.
2. Complete sentences and combinations of complete sentences. Pause for student repetition
after each sentence and combination of sentences..
3. Conversation in its entirety, read at normal speed.

14 Modern Russian
 II. Suggestions for use of text

General comments

The beginning student should understand thai classroom sessions will be devoted to practicing
the language rather than to merely talking about it. He will be required to read all expository material
outside of class. If lime permits, the last five minutes of each class meeting may be devoted to questions
of general concern; individual problems should be taken up with the instructor before or after class.
As the students work through the program, the instructor will be able to observe common problems
and to devote whatever lime ;s available, either immediately or during review, to solving them. Some
extra work, in the laboratory and at home, reading explanatory notes will often be sufficient for the
student to surmount the obstacles that may arise. Sometimes, however, it may be necessary to alter
the prearranged lesson plans and devote an extra session to particularly difficult grammatical items.
We cannot emphasize too strongly that a large portion of the oral work both in class and in the
laboratory be performed with books closed. The alert student will soon observe that the text is fre-
quently a distraction rather than a help in oral performance, and that he will profit most by devoting
his entire energy to the audio-lingual process.
Model utterances spoken by the instructor, like those on the tapes, should be delivered at a normal
conversational speed, with slightly greater clarity in articulation than that of informal speeeh. No con-
cessions should be made to "spelling pronunciation." At the very start of his language learning, the
student must become aceustomed to hearing Russian spoken naturaliy~not word by isolated word,
but with the ordinary phrasing and intonation that characterize the native speaker of the language. To
preserve the correct intonation in long utterances which must be presented in shorter segments, the
most effective technique is to start from the end of the sentence, working toward the beginning in
increasingly longer combinations, but always ending the sentence with the rise or fall of the voice
appropriate to the complete sentence. As all example, let us take the English sentence "1 wonder if I
left my briefcase at your place." Such a sentence might be presenled in the following stages in
order to preserve the correct contour in each repetition:
step f: at your place.
step 2: r left my briefcase at your place.
step 3: I wonder if I left my briefcase at your place.
If, however, this same utterance were broken into segments from the beginning of the sentence, for
example,
I wonder
I wonder if I left my briefease
1 wonder if I left my briefcase at your place.

15
it would be extremely difficult to preserve natural intonation in the first two stages. Either the partials
would be lert dangling or the voice would drop, incorrectly, before the complete utterance had been
given as a single unit.
Although the student will be called upon to respond individually, he should also perform fre-
quently in chorus with the rest of the class or a predesignated part of it. Choral recitation is especially
desirable for the introduction of new material since it servcs to bring the cntire class into active partici-
pation far more Drten than would be possible with only individual recitation. In the memorization
check of the Conversations, a very useful technique is to begin with choral recitation, dividing the
class into halves, and then exchange the roles so thai all Sludents have an opportunity to participate in
the total recitation of the dialogue. Individual memorization can then be quickly spot checked.
To encourage every member of the class to prepare mentally a response to each task or question,
a predictable calling pattern should be avoided. For the same reason it is also a good technique to give
the cue or question before naming an individual student to respond.

Memorization

In language learning memorization is indispensable; no methodology can avoid it. Too often,
however, the student lacking proper guidance will memorize a great deal of material that is out of
context-word lists, declension tables, verb paradigms-and then find himself frustrated when he
attempts to use the language but lacks the ability to piece Ihe elements together. The fault here is not
with memorization as such, but with the seleclion of material to be memorized and the end to which
the memorization is directed.
The Conversations are the principal means for learning virtually all the grammatical and lexical
material in Modern Russian. They must be memorized. With this end in mind, they have been designed
to facilitate the task: the utterances are short, meaningful, and immediately useful. Failure to master
this material by memory would greatly lessen the students' opportunity to gain the oral lluency that
the audio-lingual method seeks to instill.
Two years of classroom experience with Modem Russian have demonstrated that although memori~
zation seemed difficult at first, the students soon gained facility and were grateful for our insistence
that the Conversations be committed to memory. Further, it was shown that those who fully memorized
the Conversations were best able to cope with the structural drills that followed. The students' task of
mastering dialogue materials was made considerably easier by adequate presentation in class of the
Preparation for Conversation and class work on the Conversation itself. As an additional aid to the
student the Conversations, which have been recorded on tape for use in the language laboratory, arc
also available on long-playing records for home study.

Use of transcription

The many discrepancies between the Russian sound system and the Cyrillic writing system make
a transcription based on Latin characters a useful device in teaching correct pronunciation. It should
be pointed out to the student that the transcription is useful as an aid to acquiring correcl pronuncia-
tion; it is not a substitute for learning the Cyrillic writing system. Transcription is used extensively in
the first five lessons, to a lesser degree in Lessons 6 through 10, and thereafter only to focus on particu-
lar problems in pronunciation.

16 Suggestions for lise of texl

Structural drills

GENERAL PRINCfPLES
The writing of the structural drills has been guided by several fundamental principles of the audio·
lingual method:
I. A cue spoken in Russian by the instructor or the speaker on the tape should elicit an appro·
priate response, in Russian, from the student.
2. The student's response should be a real speech utlerance, not an isolated word out of context.
It may lake the form of
a. a simple repetition of what has been said;
b. a restatement of the cue sentence with a change of grammatical category (e.g., plural for
singular);
c. a restatement of the cue sentence with substitution of a given item;
d. a patterned and thus predictable answer to a question;
e. a patterned response to a cue statement;
f. a combination of two short utterances;
g. an expansion of the cue sentence along predictable lines;
h. an exchange of subject for object, or vice versa.
3. Only a single grammatical point should be drilled at any given time.
4. The anticipated response must be short enough to pcrmitthe student 10 focus his attention fully
on the grammatical point being drilled.
5. The drill should be long enough to establish clearly the grammatical pattern being drilled.
6. The sludent should not have to guess what is expected of him.

Since most drills are to be performed with books closed, Ihe pattern musl be established orally by
the instructor modeling the cue sentence and the expected response at least once. On the tapes we have
regularly provided two sets of models (cue senlences with correct responses), each containing a pause for
student repetition of the correct response. Throughout the remainder of the drililhe student is asked to
give his own response based only on Ihe recorded teacher cue. Following the pause in which the student
is expected to give his practice response, a confirming correct response is given, followed by another,
slightly shorter, pause for him to repeat the correct answer. In the classroom we suggest that the teacher
give a confirming correct response whenever the student's performance has been unsatisfactory, and
thaI the sludenl always be required to repeat a corrected response. The instructor should avoid answer·
ing together with the student, but be ready to supply the correcl response if the student falters or is
unable to answer.
Commands in Russian such as nOBTopKTC!, CII.IC p:i3!, o"rueThTc! or oTBc.,aHTel, 3aMcHHnl, and
H3MctlKTel may be used in getting a drill started but should not be employed excessively. When the
students have grasped the idea of what is expected ofthem, the drill should move as quickly as possible
to develop automaticity of response.
Following are samples of each kind of drill included in Modern Rws;an, with a comment on the
purpose of the drill and a suggested method of presentation.

SUDSTITUTION DRILLS

T: CTYJlbrr H!l.CT ua C06p{lIHlC. s: CTy /l,CIIT IIJ],C-r Iia C06p:'aIlIlC.

CTYJl.CliT 1\ CTYJl.CIlTK3 11$ lIa C06p{UlilC. CT)'JlCIIT 1I CTYJ{CIITIG' t1JtYT Ita coGpiilllle.
(6,,) _~~~~~~~~_ 611 II)J.CT 1/3 co6pfuUlc.
(0",) _ OHa IlJJ.CT 113 coGpaHlle.

SlruClura! drills 17
 (0",,) _
0111; KIlYr U3 co6paHHe.
(EBreIIHH) _ ESTell"" "ACT H3 co6piiHlle.
(HiiHa) _ HKlla II)J.CT 113co6pallitC.
(EOreHIlH II Hiilla) _ EBrellllii II HilHa IlDiT 113 co6palHle.

PURPOSE OF DRILL: to practice the present tense of the verb 11).0"". with focus on the 'hir-
person forms.
PRESENTATION
Stage J (modeling): The teacher models the first sentence and calls for student repetition. I
satisfied with the student's performance, tbe teacher models the second sentence and again calls fa:
student repetition. If the student's performance at either point is unsatisfactory. the teacher model:
again and calls for additional student repetition.
Sloge 1 (drilling); The teacher gives only the cue word OM and calls for a full sentence response b}
tbe student. If satisfied with tbe pronunciation, intonation, and structural correctness of the response,
the teacher proceeds to the next cue word. QHa, and so continues on through the drill. If the student'~
perfonnance at any point is unsatisfactory. the teacher supplies the correct response and calls for repe-
tition by the student before proceeding to the next cue.
If the class is alert and the matenal sufficiently familiar or easy. the teacher may limit the modeling
in Stage 1 to a single repetition response and then move directly to the second cue. CTY.lJ.elfT" CT)'Jl,etm.::a,
for active drilling. Conversely, if the material appears difficult for the class, the teacher may provide
another model or two to be performed as simple repetition by the student before giving a cue item
alone for active drilling.

REPETITION-SUBSTITUTION ORILl.Sl

T: R Tenepb pa60TalO. s: H TCUepl> paooT31O.

Ollli Tenepb pa60TaIOT. 01111 Tcni-pb pauoTawT.
T~l _ TI;I Tenepb pa66Taewb.
Bbl _ Obi Tenepb pa6oTacTe.
M"
6H
----
_
Mbi Tent~pb pa6oT3cM.
6u Tenepb pa60ner.
OH3. _ 01la Tenepl. pa6oTaer.

PURPOSE OF DRILL: to practice present tense of the verb paOOTaTl>.

PRESENTAnON
Stage J (modeling): The teacher models each sentence in turn. calling for simple: repetilion.
Stage 2 (drilling): The teacher gives the first subject pronoun, Ii, and calls for a full sentence
response by the student. If satisfied with the response, the teacher proceeds rapidly through the rest
of the drill, giving only the cue item each time and calling on the student to provide the full utterance
response.
If the class is particularly alcrt or if the material is being rcviewed, the first stage may be dropped
completely Or in part. In such a case, howcver, at least a single model must be provided by the teacher
in order to cstablish the frame sentence.

I We do not include in our discussion the simple Repetition drill but olTer here an e:o.3mple of the combined
Repetition-Substitution drill.

18 Suggestions for use of leXl

CUED SUBS'fITIITION DRlLLS

T: (nee) OHa 1"080p,'l1la 0 nb&e. s: OHi roBOPKn2 0 JlIoBe.

(6ph) aHa 1"080p,'tna o6piTe. OKi roeopKJia 0 6piTe.
(=p') - - - - - - - OHa 1"0BOpHna 0 cecTpe.
(Mj)K, npo<p«:cop, r3n.ll, ropo~ Kltlira, OHa 1"0eopHna 0 Mpe.
K"apau.aaw, HO)l(• .aCno. nonKa, 'iaii) aHa 1"0eopHna 0 nJXXt>ecrope.
OHa 1"080piina 0 rane.
OHa 1"080plina 0 I"opo.ae.
alia 1"080plina 0 KIIHre.
O"a rOBOpHJla 0 KapaH.aawe.
OHa rOBopHna 0 1I0¥e.
OHa 1"000pHna 0 .aene.
OHa I"080pHna 0 nonKe.
Olla 1"0Bopifna 0 'lae.

PURPOSE Of DRILL: to practice the prepositional singular of nouns.

PRESENTATION
Stage 1 (modeling): The teacher models both the cue item neB and the following utterance in
which the cue item has been placed in its proper case form, and then calls for student repetition of the
full utterance alone. The teacher proceeds to model the second cue item, 6ph. and the full utterance
following, calling again for student repetition of the full utterance alone.
Sfage 2 (drilling): The teacher gives only the cue item cccTpa and calls on the student to provide
the full utterance containing the word in its prepositional case form. The teachel" continues in this
manner through the drill, stopping to provide the model again at any point where Ihe student's response
is unsatisfactory.
At the end of the drill, if time permilS, the teacher may find it desirable to I"epeat selected items in
order to focus on difficult points. for example, JIiB (loss of inserted vowel in the prepositional case),
Kapu.n:1rn and ltOllC (stress shift).

QUESTION-ANSWER DRlLLS

T: Ky.lt.3. Obi CneWH"fe, ,ll,oMoii?

HeT, Ji cnemy 113 nO\lTY.
Ky.n.a alia cnewHT• .a.OMOIl.?
HCT, omi cnewHT lIa nO·n)'.
Ky.a.:l OHtl cnewh. D;OMOi1?
Ky.aa Olt cneWHT, .aoM6i1?
Ky.a.a Tid cnewHwb. AOMOi1?
s: Her, H cnemy "8 llO'lTY.
HiT, alia ClIeWItT Ha UO'lTy.
HeT. OHM CneWaT lIa no·tTy.
HtT, OU cneWHT lIa nO'l"fY.
HeT, Ji cnewy lIa nO'iTY.

PURPOSE Of DRILL: to practice the present lense of the verb cnewKn..

PRESENTATION
Stage J (modeling): The teacher models the question and its answer, calling on the student to
repeat only the answer. The process is repeated: the second question and answer modeled by the teacher
and the answer alone repealed by the student.
Stage 2 (drilling): The teacher then proceeds to the nexl question, calling on the slUdent to supply
the answer according to the pattern established. The drill is thus continued 10 the end. Since the exer-
cise is a short one. the teacher may return to the first two questions. inviting the student to give the
pa t1erned response.

Structural drills 19
 Should the response to the first question be in the first person plural pronoun MY instead of the
singular pronoun Ii, it should not be considered a mistake. Thus, the answer to KYJI.:t BW coewHTe.
Jl.OMOM? could be either Hh, Ii enemy H3 no'flJ' or Hh, MY eneWKM H3 "O"IT}'.

CUED QUFSTION-ANSWER DRILLS

T: (Ii) KTO B03bMeT 3TH TeTpa.a.lI?

J1 B03bMy. s: H B03hMj.
(Oil) KTO B03bMeT 3TH TCTp3nn?
611 B03bMeT. Oil B03hMeT.
(omi) KTO B03bMeT 3Tl1 TCTpaAu? ami BOJbMYT.
(Mbl.) KTO B03bMCT 3TH TtITpa.o.H? Mbi: B03bMeM.
(BW) KTO B03bMCT iTH TeTp3..D.H? Rbi B03bMe-re.
(Tbi) KTO B03bMCT 3TH TCTpa.a.ll? Tbi 803hMelllb.
(Owa) KTO B03bMeT 3Tl1 TUpa,uH? Cawa BOJbMeT.
(HliHa) KTO B03bMCT 3TH TCTpiJI.U? HHRa B03bMeT.
(6p3T) KTO B03bMeT inl TeTp3.nH? SpiT B03bMer.

PURPOSE OF DRILL: to practice the perfective future of the verb B3.n..

PRESENTATION
Stoge J (modeling): The leacher models the cue item II, the question, and its answer, calling for
student repetition of the answer alone. The process is repeated: the next cue item, Oil, the question, and
the answer are modeled by the teacher and Ihe answer alone is repeated by the student. ,
Stoge 2 (drilling): The teacher then proceeds to the next cue item, OMIt, and the question, calling
on the student 10 answer using the given cue item. The teacher continues in this manner through the
rest of the drill.
In a Cued Question-Answer drill, it is important to remember that the cue should be given by the
leacher before he puts the question.

RESPONSE DRJLLSI

T: rAe BO,lll<a? Bbl Kymllllf nonl<Y? s: Uhi KyllKJUl sO)J.Ky?

r.l.l.e pb16a? Bbl l<ymlJIII pbl6y? Bhi Ky"linH pi.J6y?
r.l.l.e I<HHra? Rbi KymlllH I<HHry?
r.l.l.e 1lI1JIl<a? Obi KyllHJIU BKnI<Y?
r.l.l.e 1I0)l(l(a? Db:! KynHJIU JIO)Kl<y?
rAe nOllKa1 Rbi KymuIII nOJ1lry1
rAe cene.!ll<a? RbI KymlJIH cenel!.Ky1
rAe py'lKa? Bbi k)'lTKnIf PY'fKy?

PURPOSE Of DRILL: to practice the accusative singular of "'eHa-class nouns.

I Response drills (orten termed rejoimler drills) are drills in which one utterance is followed by anolher, logically
conn«:tcd, ullcrance. It may be: a question followed by another que,~lion (as in the sample givcn), a statement followed by
another statement, or a statement followed by a queslion. Usually it is assumed that two speakers would be involved, but
the same speaker may make a follow-up response 10 his own firsl utterance. For our purpose here. it is not imporlant to
make a distinction bclwc:en the two types.

20 Suggeslions for use of lext

 PRESENTATION
Stage J (modeling): The teacher models both the question and the response, and calls on the
student to repeat the response. The process is repeated as in a Question-Answer drill.
Stage 2 (drilfjng): The teacher then proceeds to the next utterance, rAe KlUtra? and calls on the
student to supply the response, nb',KyntiJiH KHHry? This technique is continued through the rest of
the drill.

SUBJECf REVERSAL DRILlS

T: Te3.Tp BOH tiM, nponiB nO'iTLI.

nO'iTa BOH TaM, npOTMB Te.hpa.
JIa60paTOpH.SI BOil TaM, npOTI1B aYJJ:HTOpIUl.
AYJJ:HTOPH.SI BOil TaM, nponlB
na60paTOpHH.
6H6JIlfOTCKa Ball TaM, npOTHB peCTOpaHa.
06Ul,eJl(HTIte BOil TaM, nponlB WKOJlhl.
UlKona BOil TaM, np6THB 3aB6,lla.
napK BOB TaM, nponlB ~a6PHKlI.
Mara:tttil BOH TaM, nponlB TeaTpa.
s: nO'ITa nOH TaM, npOnD TCaTpa.
Ay,wnopHSI BOH TaM, npOTHB
JJa60paTopKH.
PeCTOpa" BOll riM, npOTHB 6H6nHOTCKJiI.
lIIKona DOIf TaM, npOTlIB 06me)t\JITHlf.
3aBO.n nOH TaM, npOTllB llIKOJlbT.
$a6pHKa BOH TaM, npOTUB napKa.
TeaTp BOH TaM, np6nm Mara3rma.

PURPOSE OF DRILL; to practice the genitive singular of nouns used with the preposition "POTKB,
PRESENTATION

Slage J (modeling): The teacher models the basic utterance and its restatement with the subject
at the sentence and the object of the preposition reversed, calling on the student to repeat the latter.
The process is repeated a second and, if necessary, a third time.
Stage 2 (drilling): The teacher continues, giving now only the basic utterance and calling on the
student to make the subject-object reversal.
After the drill has been performed once, the teacher may wish to reverse roles, giving the class the
student response as a cue and asking for the teacher's utterance as their response.

INTEGRATION DRILLS

T; 3TO Klllira. 3TO CTY.ll.CHT.

3ro KlHlra Cl'Y.ll.CJna.
31"0 J.::apaH.ll.aw. 3TO OpnoD.
3TO KapallAaw Opnona.
3TO TCTpi.ll.h. 3TO Bna,Il.tIMi1p.
3TO nopTcPCJrh. :ho npo<t>eccop.
3TO pa6oTa. 3TO rpy3HH.
3TO CTYJJ:ellThl. 3ro npo¢leccop Opnoll.
3To CO'illHelHle. 3TO Ko:mOD.
S: 3TO KlUil"a CTY,IJ;ellTa.
3ro Kapall)],aw OpmlDa.
3TO TeTpi!.Ab Bna.ll.HMilpa.
3TO nOp'f$CJrb npocPcccopa.
3TO pa66T3 rpY3H1I3.
3TO CTYlleHTLI npocPcccopa Opnolla.
3TO CO'iUilClIlle KOJn08a.

PURPOSE OF DRILL: to practice the genitive singular of hard-stem CT6J1~nouns.

PRESENTATION
Stage} (modeling): The usual procedure of double modeling should be followed by the teacher.
The student repeats only the combined utterance.
Slage 2 (drilling): The tcaeher gives the next set of minimal utterances and ealls on the student
to combine them into a single, integrated utterance according 10 the established pattern. The teacher
continues in this manner through the rest of the drill.

Struc/ura} drills 21
EXPANSION DRIUS

T: MbI: roBOpH.nH 0 JIe~HH.

Mbi: rOBopfurn 06 .:hoi'i JleKIJ.HH. s: Mw rOBopH.im 06 iToii nel\QHII.
Mbi rOBopl'IJlH 06 aTJlace.
M bI: rOBopl'IJIH 06 :hOM :iTnace. Mt:.. rOBOpHnH 06 iTOM aTJl2ce.
Mw. rOBop,iJlJI 06 yp6Kax. Mw. rOBopiinH 06 3TliX ypOKaJ:.
Mhl roBOplil1.H 0 Kfl.pTC. Mw. r090p1!JJH 06 :hoii dpTe.
Mw rOBOplIJHi 0 KJTY6e. M hi rOBOplt.JlH 06 3TOM Kl1Y6e.
MLi rOBOpHJlli 0 c06pauHu. Mbi rOBop,iJlH 06 3TOM co6palUm.
My roaOpHnH 0 kOHUepTe. Mbi roBOpHnH 06 :hOM KOHuepTe.
My roaopMII 0 ~pca.x. Mbi rOBopwm 06 nux kjpcax.
Mbi: rOBOpKnH 0 cf!KnbMax. Mbi rOBOpKnH 06 :)rHX iPH..nbMax.
MbI: rOBOpliJlH 0 kapniuax. Mhi roBOPKnIl 06 :hHX K3.pTHHax.

PURPOSE OF DRILL: to practice the prepositional case forms of thc dcmonstrative pronoun iTOT.

PRESENTATION
Stage I (modeling); The usual procedure of double modeling should be followed by the teacher.
The student repeats only the expanded utterance.
Stage 2 (drilling): The teacher gives the next utterance and calls on the student to respond with
the expanded utterance. The drill is continued in similar manner.

TRANSFORl\1ATlON DRILLS

T: E6pll\, Ha croJle.
Eopll(, 6t.JJI Ha crone. S: OOPtlt 6hUl H2 CTOIle.
nmiTbe Ha CTOne.
nJlarbe 6b1J1o H3 crone. nn3The 6haJlo H3. CTOJle.
Ho"'- Ha crane. 1-10)1( 6LIlI Ha Crone.
KOp06Ka Ita crone. Kop66K3 6b1mi lIa CTOne.
nHCbM6 IIa CTOlIC. nHCbMO 6Llno Ita CTOJle.
nO,napoK lIa CTOne. nOJl.apOK 6Lln H3 CTOJIC.
JlO:lKKa Ha CTone. Jl6)1(Ka 6bJna lIa crOJle.
flO)l(KH Ha CTone. JJ6)1(KII 6LIJI" HOl crone.
Kawa ua croJle. Kawa 61>1n3 "a CTOne.
4ai'i Ha crone. YaH 6bIJI Ha crone.
06eD; Ha crone. 06e,n 6b1.n lIa CTone.
ll{H Iia CTone. ll{ii 6biJllI Ha crone.
Xne6 Ha crone. Xne6 6yn lJa crone.

PURPOSE Of DRILL: to practice the four past tensc forms of 6IdTl•.

PRESENTATION
Stage I (molle/ing): The usual procedure of double modeling should be followed by Ihe teacher.
The student repeats only the transformed utterance.
Stage 2 (drilling): The teacher gives the next utlerance and calls on the student to respond wilh
the transformed utterance. The drill is continued in similar manner.

22 Suggestions for use of text

MIXED TRANSFORMATION DRlLlS

T: rae 6b11l 380uor'? rae 6W1lH nOllK"? s: rae 6wJTR 380HKM?

rae 6w1l11 yrpalflfUhl7 rJl,e 6W1I yrpa"Hell'? rae 6wJT yKpaHHell?
rJl,e 6bl1l orypeu? Cue 6blnl1 orYPuLI?
rJl,e 6blJIII 3801l"'"-? r.ne 6blJl 3BOHOK?
rJl,e 6b11l aMeplmlueu.? rn.e 6blJlII aMepHK<lHUbl?
rJl,e 6b11l yrpaHHeu? r.ne 6bi1lH yrpaHHUbI?
r.ne 6bIJlIf orypubl? Cue 6blJT orypeu.?
r.ne 6b1I1 no.napor? r.ne 6WJllf no.napgH?

PURPOSE OF ORILL: to practice the contrast between the nominative plural and the nominative
singular of CT6Jl~nouns that take an inserted vowel in the nominative singular.
PRESENTATION
Slage J (modeling): The usual procedure of giving at least two models should be followed by
the teacher. The student repeats only the transfonned utterance.
Stage 2 (drilling): The teacher proceeds to the next utterance and calls on the student to make the
appropriate transformation. The process ~ continued through the remainder of the drill. It may be
helpful to the student for the teacher to present difficult drills such as this as simple repetition practice
before beginning actual drilling. Or the teacher may simplify the drill by presenting first only the ut~
tcrances with singular forms and asking the student to make the appropriate transformation to the
plural, or vice versa, and only later presenting the drill as mixed transformation.

SfRUcrURE REPLACEMENT DRILlS

T: 611 3aGblJt OTKPblTh OKIIO.

6H oTKpbtn OKIIO. s: 611 OTKpWIT Otmo.
6u 3a6bln HanlicaTb CO'llllleUlIe.
611 lIanl1ci.n cO·UtHenHe. OK 1121111CaJi CO'lHHeIlIlC.

6" 3a6blJl cnpocliTb y Onera. 611cnpocliIT y Onemo

6H 3a6blJl OCTa~IlTb y lIee no,o.apoK. 611OCTaBlln y Het: no.na-poll.
611 3aGblJl nOCml.Tb 1lI1CbM6. 6H nocm"IT mlCbMO.
611 3aGblJl B3RTb CIlOBapl>. 6u B3J1n clIooapb.
6H 3a6blJl KymiTb xneG. On Kynlin XITeG.
68 3a6b1IT JlOCTllTb MaTepllan. 6H JlocrM MaTeplla1l.

PURPOSE OF DRILL: to provide a general review of the past tense and to emphasize that the in~
finitive and the past tense foons are based on the same stem.
PRESENTATION
Stage I (modeling): The teacher should follow the usual procedure of double modeling. The
student repeats only the changed utterance.
Stage 2 (drilling): The teacher gives the next utterance containing the infinitive and calls on the
student to replace this construction with an utterance containing the past verb of the tense, cued in its
infinitive fonn. The drill is continued in similar manner. Since in this type of drill the frame utterance
does not remain constant, the student may require more modeling, such as presenting it first as simple
repetition praclice. To provide practice in forming infinitives, the teacher may reverse the drill, calling
on the class to provide lhe utterances with 3a6bl11 plus the infinitive in response to the cues containing
lhe past tense forms.

Structural drills 23
PROGRESSIVE SUBSTITIITIQN DRILlS

T: 3T0 Moil nOpTcPenb. s: 3To M6ii noPT~.

_ _ _ (mHra). 3TO Moli KUlka.
_ _ _ (IIHCbMO). 3To Moe "HCbMO.
_(TBoe) _ 3ro TBoC "HChMO.
_ _ _ (TeTpa..b). 3ro TBOJ1 TeTpaJJ.h.
_ _ _ (KapaHJJ.3.w). 3To TBOH kapaHA3.w.
_(••w) _ 3To BaW KapaHJtaw.
_ _ _ (nO'iTa). 3TO n;1lua no'fTa.
____ (06ut e:Klhlle). 3TO mlllle o6ure'ldn'lle.

PURPOSE OF DRILL: to practice the possessive modifiers in the nominative singular and their
obligatory agreement with the noun.
PRESENTATION
Slag~ J (modeling): The teacher should model at least two, and possibly more, utterances to set
the pattern.
Stage 2 (drilling): When the pattern has been _established the teacher continues. giving only the
item to be substituted (in parentheses) until the drill is completed. Since the Progressive Substitution
drill alternates the item to be substituted, it may be necessary for the teacher to model more than is
ordinarily required, and to present the entire drill as simple repetition practice before active drilling is
undertaken. Progressive substitution drills provide excellent material for written homework assignment.

Reading and writing skills

USE OF stRUCTURAL DRILLS FOR WRITTEN 1l0MEWORK

After the material has been practiced orally in class or in the laboratory, it may be assigned as
written homework. Ordinarily the student should not be asked to write out every pallerned exchange
for each drill: a suggested plan is to assign the student the task of writing out the responses for the first
three or four items after the given models. The choice and number of drills to be assigned will of course
depend on the pace of the program and the items the instructor particularly wants to emphasize.

COMBINED WRITING AND ORAL PRESENTATION OF DRILI...S

As a variation on the purely oral presentation of the structural drills, some instructorS; in ficld~lest
experiments have developed a technique of combined dictation and oral presentation. Two or three
students with good handwriting may be assigned to write at the blackboard, the rest of the class at their
desks. The teacher dictates the given pair of cue and response utterances and then proceeds with the
rest of the drill in a completely oral presentation. Although this technique takes longer to perform the
drills, it has the advantage of providing some variation from a purely oral presentation and assists the
visually oriented student in his performance of the drills.

24 Suggestions lor use 01 texl

 III. Scheduling M adem Russian

General comments

With the exception of the first four lessons, which may be presented in fouf sessions each, a mini·
mum of five class meetings should be devoted to each lesson. Those institutions with courses meeting
only three limes a week or for a total of 100 hours or less per year will find il necessary to adhere to a
fairly strict schedule in order to cover the 18 lessons in two semesters. Those schools with courses mect~
illg morc than three times a week and with a commensurately greater number orlota1 class sessions can,
of course, devote more time to each lesson and thus permit the student to acquire a correspondingly
greater degree of fluency.
It is important for the tcacher 10 realize lhe necessity of presenting the Preparations and Conversa·
tions during the first two sessions. With the exception of the Pronunciation practice, which is not
directly tied to the lesson vocabulary, all other material depends On the introduction of the Conversa·
tions, since they contain the basic lexical and struclUral items to be practiced in the lesson.

Scheduling the first few lessons

Since Lesson I and, to a lesser degree, Lessons 2, 3, and 4 differ from the succeeding lessons,
their presentation is here given particular consideration. At least four sessions should be devoted to
each of these lessons.
Lesson I
I. The first class meeting may begin with a discussion of the nalure of the course, the place of
Russian in relation to the other Slavic languages, and the most effective means of study in an audio-
lingual program. The remainder of the first class session should be devoted to a presentation of the
Russian sound system (not the writing system), using as examples the first set of Pronunciation drills
(Sound drills 1-5) given in Appendix A of this manual. During the presentation of the sounds it will
probably be necessary to comment on the most basic features of the Russian sound system, such as
hard ¥s. soft consonants, the dynamic nature of the Russian stress and the extremely limited use of
secondary stress as contrasted with English, and the use of transcription.
2. The Russian alphabet should be introduced in the second session, at which time the corre-
spondence between the writing system and the sound system and the most obvious discrepancies
between the two can be discussed. During this time the teacher should avoid presenting anything in
Russian handwriting.
3. In the third session the Preparation for Conversation, the Conversation, and the Basic sentence
pallerns may be introduced and practiced orally.

25
 4. In the fourth session the Conversation and Basic sentence patterns should be reviewed before
the structural drills are introduced.

wson 2
I. The first session on Lesson 2 should begin with a brief quiz on the material in Lesson I and a
rapid check on the memorization of the Conversation of Lesson I. The rest of the session should be
devoted to the presentation of the Preparation and Conversation of Lesson 2.
2. During the second session, the Basic sentence patterns, the correspondence between the Cyrillic
vowel letters and the vowel sounds, and (time permitting) some of the material on the pronunciation of
Cyrillic letters (Modern Russian I. Appendix, p. 448) should be introduced.
3. The third session could begin with a check on memorization of the Conversation of Lesson 2,
continue with a review orthe Basic sentence patterns, and then treat a portion of the lesson's Structure
and Drills. The last ten minutes or so may be given to the first part of the material on the Russian
handwriting system.
4. The fourth session will be largely used for work on the handwriting system, with the remainder
of the time devoted to further work on Structure and Drills.

Lessons 3 and 4
The same general procedure should be followed for Lessons 3 and 4. The first two sessions are
mainly given to the Conversation and Basic sentence patterns, and the last two to the Structure and
Drills, voicing and unvoicing drills, and 1.heelHe H nHcM40.

Scheduling a typical lesson for the 4- or S-hour program

For those courses meeting four or five times a week the following schedule is suggested as a model
for distributing the principal parts of each lesson. It is based on a plan of seven sessions devoted to a
lesson. The figures in parentheses suggest the number of minutes to be spent on each activity.

Session I:
Brief quiz on previous lesson (10); presentation of first Preparation (25) and Conversation
(15).
Homework Work on Conversation and Preparation; handwrite Conversation.

Session 2:
Brief review of first Conversation (10); presentation of second Preparation (25) and
Conversation (15).
Homework Memorize first Conversation; work on second Conversation and Preparation.

Session 3:
Check on memorization of first Conversation (10); brief review of second Conversation
(10); presentation of first half of Basic sentence patterns (20); Pronunciation and lolona-
tion practice (10).
Homework Memorize second Conversation; work on Pronunciation and Intonation practice; review
all material in lesson covered thus far.

Cheek on memorization of second Conversation (10); presentation of second half of Basic

Session 4:
sentence patterns (20); presentation of first section of Structure aDd Drills (20).
HomeKwk Review both Conversations, Pronunciation and Intonation practice, and first sect.ion of
Structure and Drills.

26 Scheduling Modern Russian

Session 5:
Quick review of both Conversations (10); further presentation of Structure and Drills (20);
oral presentation of qYCHKe K 1lI1CI>MO (20).
Homework Work (in lab) on Structure and Drills covered thus far; write selected drills from among
those already covered; read all of qTclIHe It IIIICbMO.

Session 6:
Review of Pronunciation and Intonation practice (10); further presentation of Structure
and Drills (20); 'lfYeltlle" Il11CLMO presented as listening-repeating practice with questions
to check comprehension.
Homework Work further (in lab) on Structure and Drills covered thus far; write selected drills;
rc-read qYClIltC It nUCI>MO, review both Conversations.

Memorization review of both Conversations (15); further presentation (or review) of

Session 7:
Structure and Drills (20); reading pmctice based on 'hemic" nKcbMO (15).
Homework Review lesson for quiz; write selected structural drills.

Scheduling for the 3-hour program

On the following pages we offer suggestions for scheduling the material of Modern Russian for
classes meeting three times a week or a total of 100 times or less per academic year. A schedule is pro-
vided for each of the first nine lessons of the book-the first semester's work; all subsequent lessons in
Volumes I and 11 should be modeled on the ninth lesson.

SUGCESTED PROCEDURE FOR LESSON

Session I:
Commentary on the nature of the course, the most effective ways to study in an audio-
lingual program; relation of Russian to other Slavic languages; presentation of Russian
sound system (not writing system) and practice of the sounds, pp. 3-5 of text, and Sound
drills 1-5, Appendix A of this manual.
Homework Read Introduction, pp. vii-ix, and review material covered in class; work on Sound drills
1-5 (in lab).

Session 2:Presentation of printed Russian alphabet, pp. 5~7, with commentary on discrepancies
between sound system and writing system and problem of stress, pp. 7-10. ft is suggested
that the instructor avoid introducing any Russian handwriting at this stage. The students
should be asked to listen and repeat the examples illustrating the alphabet letters before
bcing asked to read them. if time· permits, Sound drills 1-5 should be reviewed in part or
wholly.
Homework Review all material covered thus far in class; review Sound drills 1-5 (in lab).

Session 3:Presentation of Preparation for Conversation (25)t, Conversation (15), and Basic sentence
pallems (10). Student books should be closed during initial presentation of this material.
Homework Review material covered in class both in lab and at home; work toward memorization of
Conversation.

Session 4:
Review of Conversation (10); presentation of structural models and drills on vcrb Il)tTIi
(25); begin reading practice based on material in Appendix. pp. 448-53 (15).
Homework Review entire lesson and memorize Conversation for class recitation; read notes in
Appendix, pp. 448-53).

1 Numbers in parenthesis are suggcsled minutcs 10 be allOllcd 10 each activily.

Scheduling for the ]-hour program 27

 SUGGESTED PROCEDURE FOR LESSON 2
Session I;
Check on memorization of Conversation of Lesson I, with group and individual responses
(10); quiz on Lesson I (10); presentation of Preparation and Conversation of Lesson 2
(30).
Homework Review Preparation and Conversation at home and in lab, working toward memorization
of Conversation.

Session 2;
Review of Conversation (10); presentation of Basic sentence patterns. first with books
closed. then as reading practice (15); correspondence between Cyrillic voweileUers and
vowel sounds (10); continue reading practice based on material in Appendix, pp. 448-53
(IS).
Homework Memorize Conversation; review (both at home and. where possible. in lab) all material
treated thus far; review Notes in Appendix, pp. 448-53.

Session 3:
Check on memorization of Conversation of Lesson 2 (I0); review Basic sentence patterns
(10); Structure and Drills-first half (IS); Handwriting system (beginning with reading
practice, pp. 28-29) (15).
Homework Review (at home and in lab) Conversation, Basie sentence patterns, and structural drills
covered thus far; read expository material on handwriting system and copy handwritten
alphabet.

Session 4:
Quick review of Conversation (5); rest of Structure and Drills (IS); further class work. on
handwriting (30).
Homework Copy handwritten versions of Conversations of Lessons I and 2; review Lesson 2 for quiz,
including Syllabification of words. p. 33.

SUGGESTED PROCEDURE FOR LESSON J

Session I:
Quiz on Lesson 2 (IO); presentation of Preparation and Conversation of Lesson 3 (25);
oral presentation of Basic sentence patterns (15).
Homework Work on Conversation and Basic sentence patterns; read The alternation of voiced and
voiceless consonants, pp. 39-41; write Basic sentence patterns of Lesson J. p. 14.

Session 2:
Review of Conversation of Lesson 3 (l0); reading review of Basic sentence pallerns of
Lesson 3 (IS); first half of voicing and unvoicing drills (15); Structure and Drills, first
section, pp. 43-44 (10).
Homework Memorize Conversation of Lesson 3; review material covered thus far and do all the drills
on CneWHTI. (in lab).

Session 3:
Check on memorization of Conversation of lesson 3 (10); rest of voicing and unvoking
drills (IO); Structure and Drills, second section (20); blackboard handwriting practice
using Conversation of Lesson I (10).
Homework Review voicing and ullvoicing drills and structural drills covered thus far; read discussion
in both Structure and Drills sections; write Basic sentence patterns of Lesson 2. pp. 22-23.

Session 4: Review Conversation of lesson 3. including reading practice (both printed text, p. 37.
and handwritten text. p. 47) (20); remainder of class devoted to review of structural drills
(30).

28 Scheduling Modern Russian

Homework Review lesson for quiz; write Conversation of Lesson 3 from printed text and check with
handwritten version on p. 47; write Basic sentence patterns of Lesson 3, pp. 38-39.

SUGGESTED PROCEDURE FOR LESSON 4

Session I: Quiz on Lesson 3 (IO); presentation of Preparation and Conversation of Lesson 4 (25);
presentation of Basic sentence patterns (IS).
HomeYo'Ork Work on Conversation and Basic sentence patterns; read Introductory remarks on Russian
case system and Remarks on stems and endings, pp. 53-55; write classroom expressions
from Lesson I, p. 12, and Lesson 3, pp. 36-37.

Review of Conversation (I 5); review of Basic sentence patterns as reading practice (15);
Session 2:
Structure and Drills: Past tense of verb 6brrb (20).
Homework Memorize Conversation of Lesson 4; review material presented thus far; write out
answers to Question-Answer drills 1,2, and 5, Lesson 3, p. 44.

Session 3:
Check on memorization of Conversation of Lesson 4 (15); review of voicing and un·
voicing drills, Lesson 3, pp. 41-42 (15); Structure and Drills, pp. 57-58 (20).
Homework Review all material co.vc.recLthus far; read Discussion sections of Slructure and Drills;
write out answers to Question-Answer drills I and 2 and Substitution drill, Lesson 3, p. 46,
and Qucstion·Answer drills I and 4, Lesson 4, p. 56.

Session 4:
Review of Conversation of Lesson 4 (15); review of voicing and unvoicing drills, Lesson 3,
p. 43 (10); Structure and Drills: review of problem areas (10); dictation of '-h~""e K
nKa.~o, p. 59 (15).
Homework Review lesson for quiz; write Conversation of Lesson 4 from printed text; write out
answers to Question-Answer drills 2 and 3, p. 56, and Substitution drills I and 3, p. 58.

SUGGESTED PROCEDURE FOR LESSON 5

Session I:
Quiz on Lesson 4 (10); presentation of Preparation and Conversalion A (25)1; Pronuncia·
tion practice (15).
Homework Work on Preparation, Conversation A, and Pronunciation drills; copy '·lTellHe II IlIlCLMO,
Lesson 4, p. 59; read remarks accompanying Pronunciation practice, pp. 68-69.

Session 2:
Review of Conversation A 1I0); presentalion of Preparation and Conversation 0 (30);
oral presentation of Basic sentence paHerns (10).
Homework Memorize Conversation A and work on Preparation and Conversation 0; review and
study Basic sentence patterns; read Grammatical gender of nouns, Verbal aspects, pp. 69-
71.

Session 3: Check on memorization of Conversation A (10); Structure and Drills, first two sections,
pp. 72-74 (30); reading review of Basic sentence pallerns (10).
Home.....ork Memorize Conversation B, review Conversation A; review first two structural drill sec-
tions and write answers (last five in each set) to Question-Answer drills, p. 72, and Cued
Question-Answer drills, p. 73.

I AlthOtJgh they are /lOt labeled as such in lhe text. foreonveniena: here, we usc the leiter A for the firS! Convctsa-
tion and the Jeller B for lhe second.

Scheduling for llle 3-hour program 29

Session 4:
Check on memorization of Conversation B (15); Structure and Drills: Introductory :iTO
and The irregular present tense of XOTt~T1>, pp. 74-75 (20); oral presentation of ·hCHHC H
nHcLMO (15).
Homework Rcview both Conversations; review parts of lesson covered thus far; write out Repetition-
substitution drill and Question-Answer drill (p. 75).

Session 5:
Review of Conversations A and B (15); Structure and Drills: The past tense (25); review
4TCIIHC HlIHCLMO as reading practice (10).
Homework Review lesson for quiz; copy thCIIHC HnHcMlo, pp. 78~79.

NOTE: After Lesson 5 an extra day will probably be needed for the mid-term examination. If
time permits, an additional day may be devoted to a general review of tbe first five lessons prior to the
day scheduled for the examination.

SUGGFSTED PROCEDURE FOR LESSON 6-

Session I:
Quiz on Lesson 5 (10); presentation of Preparation and Conversation A (25); Pronuncia-
tion and Intonation practice (15).
Homework Work on Preparation and Conversation A, Pronunciation, and Intonation drills; copy
4TCIlHC II nHeLMo of Lesson 5, pp. 80-81.

Session 2:
Review of Conversation A (10) and presentation of Preparation and Conversation B (25);
oral presentation of Basic sentence patterns (15).
Homework Memorize Conversation A and work on Preparation and Conversation n and Basic
sentence patterns; read discussion sections on Pronunciation, Intonation, and The four
noun declensions; work on Pronunciation and Intonation drills in laboratory.

Session 3:
Memorization check of Conversation A and quick review of Conversation B (15); Struc-
ture and Drills: The accusative singular of nouns ending in -a and -w, and The second
conjugation verb l""080piin., pp. 95-98 (25); reading of Basic sentence patterns material (10).
Homework Memorize Conversation B and work on all material covered thus far in laboratory and
at home; write answers to structural drills on pp. 95 and 97 (last 4 items in each drill).

Session 4:Brief check of memorization of Conversation B (10); Structure and Drills: Possessive
modifiers, pp. 98-101 (25); oral presentation of qTCHlIC HnHCLI'tI6, p. 107 (15).
Homework Review material covered thus far, particularly Structure and Drills; write answers to
drills on pp. 99 and 101 (last 4 items in each drill).

Session 5:
Structure and Drills: The perfective future of DOHTlt: and 83m and the second conjugation
verb BH,ACTL, pp. 102-05 (25); review of tITe-lIl1e H D1ICbM6, p. 107 (15); Structure and
Drills: Second person imperatives, pp. 105-06 (10).
Homework Review entire lesson for quiz; write answers to drills on pp. 102,103, and 104 (last 5 items
in each drill).

SUGGESTED PROCEDURE FOR LESSON 7

Session 1: Quiz on Lesson 6 (10); presentation of Preparation and Conversation A (25); Pronuncia-
tion and lntonation practice (15).

30 Scheduling Modern Russian

Home.....ork Work on Preparation and Conversation A. Pronunciation. and Intonation practice (rcad
accompanying remarks); copy '"heRNe H nHcloMo. Lesson 6. p. 107.

Session 2:
Review of Conversation A (10); presentation of Preparation and Conversation B (25);
oral presentation of Basic sentence patterns (15).
Homework Memorize Conversation A; work on Preparation and Conversation B and Basic sentence
pauerns; read discussion on Pronunciation and Intonation and do accompanying drills.

Session 3;
Memorization check of Conversation A and quick review of COnversation B (15); Struc-
ture and Drills. The nominative plural of nouns, pp. 120--123 (25); reading of Basic
sentence patterns (10).
Homework Memorize Conversation B and review all other material covered thus far. particularly
Intonation practice and Structure and Drills; write answers to drills on pp. 122-23 (last
3 items in each drill).

Session 4:
Memorization check of Conversation B (10); Structure and Drills; The nominative plural
of possessive modifiers, pp. 125-27 (15); oral presentation of l.J:TeHHe H nHcLMo, pp. J 36-37
(10); Structure and Drills. The prepositional case, pp. 127-29, selected drills (15).
Homework Review material covered thus far, particularly Structure and Drills (read accompanying
discussions); write answers to drills on pp. 126 and 129 (last 3 items in each drill).

Structure and Drills: remainder of The prepositional case and Prepositions Band lIa
Session 5:
pp. 130-32(20); reading review ofl.J:TClme HRHCf>MO (15); Structure and Drills: The personal
pronouns and .., .0, 'ITO (15).
Homework Review entire lesson for quiz; write answers to drills on pp. 130-34 (last 2 items in each
drill); read Remarks on stress, p. 135.

SUGGESTED PROCEDURE FOR LESSON 8

Session I:
Quiz on Lesson 7 (10); presentation of Preparation and Conversation A (25); Pronuncia-
tion and Intonation practice (15).
Homework Work on Preparation and Conversation A. Pronunciation and Intonation practice (read
accompanying remarks); copy portion of l.J:Telllle H IlMCLMO, p. 136.

Session 2: Review of Conversation A (10); presentation of Preparation and Conversation B (25);

presentation of first half of Basic sentence patterns (15).
Home ....ork Memorize Conversation A; work on Conversalion B; review and study Basic sentence
patlerns; read discussion on Pronunciation and Intonation and work on drills in lab.

Session 3:
Memorization check of Conversation A and rapid review of Conversation B (15); Struc-
ture and Drills; To have and To have had, pp. 150-53 (25); presentation of second half of
Basic sentence patterns (10).
Homework Memorize Conversation B; review Conversation A; review all other material covered thus
far, particularly (nlOnation practice and Structure and Drills; write answers to drills Oil
pp. 150-53 (last 3 items in each drill).

Scheduling for the 3-hour program 31

Session 4:
Memorization check of Conversation B (10); Structure and Drills: 'The genitive singular of
nouns. pp. 154-56 (15); oral presentation Of1heHHe H nHa.Mo, pp. J63-65 (10); Structure
and Drills: The genitive of ....,.o. 'ITo. and the personal pronouns, pp. 156-58 (15).
Homework Review material covered thus far, particularly Structure and Drills (read accompanying
discussions); write answers to drills on pp. 155-58 (last 3 items in each drill).

Structure and Drills: The geRltlve case in HiT ~nstructions, pp. 158-60 (20); reading
Session 5:
review of 1hiuHC H JUICt.MO (10); Structure and Drills: The genitive caSe in past tenSe lie
61.1110 constructions, pp. 160-63 (20).
Homework Review entire lesson for quiz; write answers to drills on pp. 159-63 (last 2 items in each
drill).

SUGGFSTED PROCEDURE FOR LESSON 9

Session I:
Quiz on Lesson 8 (10); presentation of Preparation and Conversation A (25); Pronuncia-
tion and Intonation drills (15).
Homework Work on Preparation and Conversation A, Pronunciation and Intonalion drills; write
Conversation A.

Session 2:
Review of Conversation A (10); presentation of Preparation and Conversation n (25);
presentation of first half of Basic sentence pallerns (15).
Homework Memorize Conversation A; work on Conversation B; review and study Basic senlence
patterns; read discussion accompanying Pronunciation and Intonation practice and work
on drills in lab; write Conversation B.

Session 3:
Memorization check of Conversation A and rapid review of Conversation B (IS}; Struc-
ture and Drills: The preposition Y. pp. 179-81 (25); presentalion of second halfof Basic
sentence patterns (10).
Homework Memorize Conversation B; review Conversation A; review all other material covered
thus far, particularly Intonation practice and Structure and Drills; write answers to drills
on pp. 180-81 (last 4 items in each drill).

Session 4:
Memorization check of Conversation B (10); Structure and Drills: Ill, c, and OT. pp. 182-84
(15); oral presentation of llTc'llte II fIIlCbMO (10); Structure and Drills: Other prepositions
requiring the genitive case. pp. 185-87 (15).
Homework Review material covered thus far, particularly Structure and Drills, with special emphasis
on those drills not covered in class (read accompanying discussions); write answers to
drills on pp. 183-87 (last 2 items in each drill).

Session 5:Structure and Drills: Verbs with infinilives ending in -'flo, pp. 188-89, selected drills (20);
reading review of 1-bellHe M IIllC.. MO (10); Structure and Drills: Further past tense drills,
pp. 190-92, selected drills (20).
Homework Review entire lesSOn for quiz; write answers to drills on pp_ 188-92 (last 2 items in each
drill).

32 Scht'duUng Modern Russian

 IV. Suggestions for tests

Remarks on testing

A text as thoroughly audio-lingual as Modern Russian should be tested in such a way as to bring
out the skills being developed by the course. Speaking ability can best be tesled in the language labora-
tory by specially designed tapes on which the Sludent is asked 10 record his answers to questions asked
on the tape. Comprehension can be tested both in the laboratory and in class with written answers
either in Russian or in English. In testing the student's grammaticaJ progress it is suggested that as raT
as possible the same techniques employed in class be used; the student should not be required to employ
techniques which have not been practiced in class. Written test questions should be structured like the
drills: the written cues and expected answers given in Russian. Translation, as a testing device, should
be used sparingly, if at all. Also to be avoided are lest questions that provide incorrect answers which
the student is asked to correct.

Sample quizzes
Following are examples of tests together with an indication of the Jesson material they cover.
t A brief quiz based on Lesson 6. To be presenled orally by the teacher; answers to be written by
the students.

A. Give the accusative form of the noun cued in the nominative. Write only the noun.
EXAMPLE: TaM nO'lT3. 51 Blfll(y... 1I0'lTY
K,y
1. TaM pb16a. J1 B1i)Ky... pbl6y
2. TaM Jla60pUTOplHi. ..sl Dlt)KY... na6op3ToplllO
3. TaM WKOJla. A 8H)KY... wKony
4. TaM 6J1.11. A 8H:lKY... 6mo
s. n.M Jleepb . ..sl 8H:+ry•.. ABePb
6. TaM HO)l(. >'i 81't::«y... H6"
7. TaM Kon.ll. >'i BIlJKY•.. Kamo
B. Change from singular to plural and vice versa. Write only the verb or pronoun-verb combina-
tion.

EXAMPLE: rOBopii! rOBop{lTe!

Key
I. l13BIIHli! l13BIIHilTe!
2. Hape:t\hTc xne6! Hape:u!
3. 3aXO.llHTe! 3axo,ll)1!
4. YII-raH! 4llTaiiTe!

33
 5. KyA3. DbI: nOH..a.CTe? TbI: noii,aewb
6. Kylta 0" DOrmeT? OIlR noimj'r
7. l{TO Ji D03bMy? MW B03bMeM
8. l{TO Tbl B03bMCWb? Dbl B03bMCTe
9. l{T6 Mhl BH.lI.IlM? li BliJKy
10. "ITo OHa BH.n.CJla? 0111'1 Dli..n.eJlII

11. A brief quiz on identirying intonation contours. It may be ginn any time after Lesson 8 has
been introduced. Sentences should be given to the student in written Conn.

Indicate the proper intonation by marking R for rising, F for falling, and RF for rising·falling.
Key
I. KTO TaM? F
2. ORa 6bUla D r6po.lI.e. F
3. OR TjT? R
4. 3ro Tbl, Qn~? RF
5. r,ll,e Dbl 6blnlt? F

OJ. A brief quiz on identifying hanl and soft consonants.. It may be given any time after the concept
of hard vs. soft consonants has been introduced.

Ten items will be read twice each. Indicate whether the initial consonant is son Or hard by writing
lhe Ictter 5 or H. It is not necessary to write the Russian word.
EXAMPLE: KOllll (H)

J. DlICbMO (5) 2. nopT$enb' (H) 3. 6b1Tb (H) 4. 6.m. (S) 5. MHXarn. (S) 6. Mawa (H)
7. IlHcanll (S) 8. nonce (H) 9. Iioplic (H) 10. 61l6nKOTeKa (5)

IV. A brief quiz based on Lesson 7. To be given to the student in written Conn.

A. Write the nominative plural of the following nouns, which are in the nominative singular. Be
sure to mark Ihe stress.
EXAMPLE: orypel.l OryPl.lbl
I. KmO'I 2. BlinKa 3. cry.n:.eJIT 4. ropo.n 5. olmo 6. ltOepL 7. y'UfTCJlb 8. crYJI 9. nOJI.apoK
10. C06p31lue

B. Change the following prepositional phrases from singular to plural and vice versa. Be sure to
mark the stress and include the preposition.
EXAMPLE: B ropo.ne D ropo.nax

I. B 06weJKiiTHU 2. Ha JleKlJ,HII 3. 0 pa66Te 4. 06 y'l.HTeJTe 5. D mK6J1ax 6. 0 JI.~PH 7. Ha

nonKe 8. 06 aMepllKilllLlax 9. lIa CTone 10. ~a cryne

C. Replace lhe noun in the prepositional case by a personal pronoun in the same case. Write only
the prepositional phrase.
EXAMPLE: 6H JI.YM3n 0 HHlle. ...0 liCit.

K'Y
1. Oil JtyMan 0 Kane. ...ollb.l.
2. 0 CeCTpe. ...0 Ilei!.
3. 0 6paTblix. ...0 mh.
4. 06 y'l.liTenbllllUe. ...0 liCit.
5. 0 ce 6phe. . ..0 Iter-I.

34 SuggestiOtlS for Jests

 v. A brief comprehension quiz based on Lesson 7.

The passage should be read twice at normal speed before the questions are asked. Student
answers are to be written and should be in English, since the aim of the quiz. is 10 test the siudent's
understanding and not his ability to compose a Russian sentence.

B un::one 6b1no C06p:lIIHe. Y'iHTenJi TOBOpHJlII 06 3K3aMeliax. Pe3)'nbTaTbl

6blJlH Hennoxlie, II oct y'lIlTenJi 6blnH n.OS()Jlbllbl. K03nos II neTpOsa lIanllcaJ11l
nj"iwHe pa60Tbl. K03nos HanHc:ln 06 CCCP, a neTpOoa 06 AMcpHKe.
I. K03noo H nCTpooa - y'lHTcmi?
2. Y'lHTeJtii rosopHnu 0 co6paHHIl?
3. 0 '1eM mlw K03n6s?
4. 0 '1eM nlleana neTpoaa?

Vl. Listening comprehension quiz based on Lessons 8-16.

The ten questions are each read twice_ The student should write a brief answer in English, and
need give only enough information to show that he has understood the question.
I. Kh sawa ~{ii.nIlA?
2 rAe Sba 06bl'l!1O o6en.aeTe?
3. KaKlie jllbIKli Bbi 3llaeTe?
4. KaKh ccrOllHlI 1l0rO.a.a?
5. K:i.K 1It:! cc6Ji CCrOJl.IIH 'lyoCTByeTe?
6. r.ne :+:IlBYr miwH pO.nHTCJlIl?
7. KaKoii cerO,ltHjI ,ll,Cllb?
8. KaKlie nJIaCniHlO1 abl JII061lTe CrrYUl3Tb?
9. Y Bae 3aBTpa ypOK pyccKoro :lI3b1K3?
10. Ky,lta 8W eJl.CTe lIa KaHKKynw?

VII. A brief written quiz on rencxive ,'erhs. The quiz is based on Lesson 16.

Rewrite the following sentences, cbanging the boldface reflexive verbs from past tense to present.
Mark the stress on the changed verb forms.

EXAMPLE: Oil B03BpalnaJlc. B 'lac. 611 B03BpautaeTcR 0 'lac.

I. Ii CCpJllinCR lIa 3KIlY.

2. Ollli ccp.nIlJIHCL lIa wlc.
3. Mlfe crailoBHnOCL CKy'lllO.
4. .Ii '1aero 06palQaJlcli K .a6rropy.
5. M lie HpiBH1IaCL :ha KHlka.

VUI. A brier "rilten quiz on adjet:live-noun agreemwt in the singular. The quiz is based on
.ussous 12-15.

Rewrite the following sentences, changing the boldface adjective-noun combinations from plural
to singular. Make any other necessary changes.
EXAMPLE: My r080p,iM 0 "pacHBbix 311,aKK}lx. Mbl roaopllM a "pacllao.... 3JtaIIllH.

1. Mhl :+:HBCM ttaJICKO OT 60Jlbwlix I"OpoJtoo_

2. Y fX>,!:u'tTencfl 3111lhl AlleJiT M:lJICllbKIlC IlKQIILI.
3. CTyt\Clll'bl rODOpllmt 0 60.'1bIllHX pGMlill:lX_
4. TiM lIC 6blJlO ,dMCllllblX JtO-"Il)B.

Sample quizzes 35
5. Y Onera Her XOpOUDlX .!tPpei.
6. ORR nOJl)"lIinH Be'tCpHHe 1"'a3bw.
7. BbI npocwUt mDalHe MecriI?

IX. A written vocabulary-memorization quiz. The quiz is based on Lessons 10-15,

Fill in !.he missing Russian words in the rollowing sentences taken rrom the Conversations. Ir you
do not recall !.he exact word(s), substitute one that would make sense.
I. KaT.II: noiUJ,eM see 8M6cTe: Ji. TW. Bna.a/!Mllp II Oner. Tw Onera 3Hll.eWb7
3""a: HeMHoro. Mbi H3 OAliOM [Kjpce}. 110 ManO 31l3KOMbI.
2. Bn01rotMup: TM KorAa MM3elllb noihH1
Oner: 33.BTp01 MIl [nOCJleJ3UTpa]. A nO'leMy Tbl cllpawHuaewb7
3. 3.ma: A 0 '1eM :x.:-e aM xonrrc noroBopHTb?
Oner: 0 (MlioroMJ. HanpRMep, 0 sac. 0 (ce6e].
4. 3uua: A no Hrpan HaTallly7 Jj 336wna (n"Ul.
Oner: 5i T6»:e l'IMeHI( lie nOMHIO..y nHx [IIMellalllc BMroBopHWb.
5. npoBOAlHiK: Bawe MCcTO sepxHee.
rami: A .Ii n KaCce npoclilla {HltlKIlCC]. Hancpxy CmlTb HCYA06no.
6. WO<j>ep: ..si oOllo*"y SaW" aeW11 B 6arbauu::, pa3pewUTe? BaM K)',lta?
rpallT: B (rocniIlIlLtY] • YKpa"1I3 I.
7. HHlla: <l>HJTltrm, 8M eute lie eJi.a.e.nH Monx nO,llpYr. XOTHTe. 3aii.D,eM Bo6IUexHnie, n03I1aI(0MJ11O.
rpaHT: C 601lbUillM [YJJ.oBOm.crBlleM]. A MHe JJJJJJYr (np6nyclC)?
8. 3"H01: YIP. ycTiina! Th: :lKapKo!
Oller: ,llaBil.HTe [oTAoxlleM]. BOil TaM [cB06oAllblC] crYllbli.
9. Kan: A nO'lCMy 61>1 DaM, pc6JiTa, BABoCM HC Cblrpan.7
Oller: nO::.Ka.rryH. TOJlbKO [60IOcb], 'ITO BaM. AeByIUKIl. GyneT CKy'lIiO.

10. rinJl: BOT 061UIlii Bfut: TYr KOnX031ll>lC nOllJi, a BA01ml BltAllbl 1lee II 03epo. A 'OT H<iwa
_ _ _ (1I36a].

11. lJ>Hmlnn: Y sac, Ji BII)K)', H"Ollbi DIICJiT. P:iJBe 8M BepHTe .B li6ra?

rvul; Mb! c 6phoM He DePHM, HO OTell. U MaTb Y HaC aepYJOulIle, XOJJjlT .B
HeT,
_ _ _ tUCPKOBb}.

X. Reading comprehension quit.. The quiz is based OR Lessons 10-12.

Fir-it read the passage through carerully. Then write brief ans.....ers in English to the questions to
show thal you have understood the passage and the questions.
Karll n106HT TallueB3Tb. B cy666ry olla Ii Oller floiiAYr DMcCTe B KJly6,
TaM 6yAYT T3.llll.bl. n6cne Talll~eD Olllt XOTJiT nOCMoTpCTb aMeplldllCKllii
QIlI1lbM. Oller YJKe ero BIIAeJI, a Kan IlCT.

L 4To lIlOOHT Kan'?

2. KorA3 olta II Oller noH.AjT 8 K./l"Y6?
3. 4TO 6yneT B lUIy6e7
4. KYAa olUi xoniT noihll n6cnc Talll.l,eB7
5. KTO lIe nil,ll,eJ1 3McpllKaHcKoro lflilllbMa?

36 Sugges/ions for tests

 XI. A brief written quiz on present-future verb forms. The quiz is based 00 Lessons 10-12.

Rewrite the following sentences, replacing the boldface pasl tense vcrb by its corrcsponding
present-futurc form. Mark the stress on the changed vcrb forms.
EXAMPLE: QHa 3a6blJla a co6pa"l-JlIII. Oml 3a6YJJ.eT 0 co6paHIUl.

1. >1 83M knIO'lH.

2. 6H HH'lCrO He CKa3aJl.
3. Tb:1 KynKJI 6luIeThl?
4. Bb:I )].OCTaJlH MeCTo B MRrKoM BaroHe?
5. BaxTcpbl OTKpWJlK ,Il;Oeplf.
6. Mbl oKnK 'lMi.
7. A HallHdll flJIChMO.
8. npOBO,D.lHlk :lKHJI B Mocl(oC.
9. f:i.rul HCKaJla pa6ory.
10. QIlIt eXaJlH B Tallll(eHT.

Sample quizzes 37
 Appendices

A. Supplementary pronunciation drills

The following supplementary drills have been recorded on tbe set of 26 tapes that accompanies
Modern Russian. These drills do not appear in the student's text. The numerical references after each
heading relate to the appropriate text page and tape reel number.

LESSON I

Sound drill J: The vowels (p. 3, L I)

tiM, a, caM, B3.M. Mait. HaM, ami. ll,OMa. Bo.a,a, 01010
[al
[lam, a, sam, vam, maj, l1am, ana, dama, vada. ako6]
HO, aOT, ll,OM, TOT, 611, HOc, CnKa, Moe, re
[01
{no, v6" dam, tol, 60, n6s, j61ka, majo, jij6]
3TO, eM, bT, 3TY, uell, lIeT
[01
tet;), jcm, jel. etu, Cell, Q,t]

[I]
n, 11.AY. If36:i, liM, MO", CAa, ewit MHn3, Vlaall
(i, idu, izb5., 1m, m6j, jida, jimu, flli!d, ivan]
Il,Ilj• KYAJ., yM, "Yo Hll,Yr. MOIO, COOlO, Taillo
[II)
[idll, kuda, urn, nu, idut, maju, svaju. tfll;lU]
.nOMa, CJJKa, Mlilla, oKono, CJlOBO, MOJlOK6, ManO, .a.onro
[0]
(dom:), jolb, T(Iil:), obb, SIOV;l, m:)lako, m:\.I:>, d61ll"1
MW, BW, 6iAno, lll"alJn;., ,Q.blM, ill, 33.BOJJ.hl, ::KIlBy
[;)
[mi, vi, bi1:), Skan, dim, ti, zav6di, fivu]

Sound drill 1: Consonants which occur in both hard and soft varieties (p.4, t. I)
TaM, MaMa, Moil, ,Q.6M, MOcT, MOrY, MOryr, totbino, M)'Ka. ciMIa
[m]
(tam, mam;», m6j, d6m, m6st, magu, mogul, mil:>, muka, dmk:»
Men, MHna, t.cin, MliTa, MHMO,
MeYj, Mena, .o.at.te, M&:TO
['1')
[T(lel, flIib, T(lal, JTIat;l. JTIlm;l,
T(litu, fll i1a , daT(li, T(lCst::l]
6a6a, 60", 6bUl, 6bfmi, 6yMara, 6yJl.Y, cna6:i, 3a66Ta
(b]
(Mbo, bOk, bil, bila, buma~, budu, slnba, zabot;)]
o6C,Q., KIIy6c, 61"m, 6enall, 6eroM, Gena, 61OcT, ce6li
[91 [ail<t, kluQi, Q1I, ~I*, Qig6m, Qidii., ~USI, i I9·]

38
[PI
nana, nO'fT3., Ohut, yuan, oany, nanlta, pa6, cna6. run
[paP". p6ct~, pi!, upal, papu, p3..lb, rap, slap, tip]
nen, min, nee, nex. neltJl3, mlTOk. nlina, nHso, cnewy
[RI
lII<'l, RiI, gos, Jl<Ik, gikla, git6k, Uatk:l, 121\'0), SRisu)
up. aac, aOT, Obi, C113.03, cnoBa, naM, cnoao, 3009. 30BYr, HaaH, era
['I [viis, , jiv6]
vas, vot, vi, shiv;), slava, Yam, sI6v~. zavu, zavUl, ivan,
Blba, 8"11, OCT3.0HJ1, oen, BellY. aM, BkTK3, OCTliB.Il
(y)
[ylz:!, yil, astayil, yol, yidu, yaJ, '{alkOl, astay::.)
4>6KyC. ~a"uunul. <l>oMa, 4Ji, wKa41bi, HOO. enos. nanos
l~
[rokus. faT{lllijOl, rama, rli, skafi. nDr, 516f, pap6f]
<l>Hnlt"n, npo$iccop, <fIeH, 4>ekJI3, lflJ.ira, noo,,", moooob. ocri.Ob
10 (filip. prar~r. (6n, f6kb, fi&3, n6(. lub6f, astan
1t6. HY, HaM. crallY, CHM, HOC, crall, BOil, d.HK
[nl
(n6, DU, nam, stanu, sni, n6s, stan, von, tank]
"CT, IIH, TaIlJl. T31l10, Hee, COURt crallb, DaHlI, BallloKa
[oOt. 01, tal,l<l, taQu. 1;16s, sOQ:), staQ, vaQ:), vaQb)

[dl
Jla, 110M..n.hlM. .nY Ma , D.YMaKl, IlaoHo, IIAY, KYIla, .na~.ta, Jl.bll"13• nocY.n.a
[da, dom. dim. dum:!, dum~ju, davno, idu. kuda, dam:). dim~, pasud:l)

[4J
Blin.en, lI.n.er, lIena, .!lena. iUtw. 3aBoAe, U.!lCM, JJ.i,a.ll. AHMa
[yi~il, i~ot, ~eb, ~ila, i4i, zavo4i. i~om. Qa~~, ~im~}

ItI
tiM,
(tam.
TOM,
t6m,
Ty,
tu,
*.
tut,
Tiu:,
tak.
Tbl,
Ii,
MaT,
mal,
HJlYT,
idut,
Ca.lt,
sat,
BH,a,.
yit,
BO.n.xa
votb]
Te, TeK, TJlHyT. TJlra, TIOK, nliTlo, GYIllo, dIll.
1\1 [te, 16k, ~anut, \ag:'l, tuk • Ral. blil. ~atl
33n, 3a6bl1l, 311:1I0, 3)'6, 301la, o:ba. Ba3bl
[,I
{til, zabil, znaju. zlip, zon':l. vaz:l, vazi]
311M3, 31'lHa. 3","IOii, A,3IHI, 3ITlo, B3m
[~ma, t in3• +imoj, 3.+ij~, ,al. ""'u
caM, COk, eyn, ChiT, Bac. IIOC. HOChl, BYJ. 63.3. rnh
{s3.m, sok, sup, sit, vas, nos. nasi, vus, bias, glas)
Cek, ceJl, ceno, cen. cH.uy, CKlAii. micloM6, BeCb. Oclo, Mibl.
[~6k. ~ol. ~ilo, ~e1, ~adu, ~uda, Ri~m6, ye~, o~, mii.~]

ypOK, pall. 3AOPOo. pbl6a,. COGpallHC, napa, nopa, 6paT, Gyp

['J [urok. rat, zdar6r. rib:l, sabr.il,lij;). pa!":). para. brat, bur]
npiiaeT. open. Pl1Il, pWepM3, rooopH, rOBOpl1T. roooplO, MOpe. Tcneplo
[rl [pryet, golVari, mo[Ol, l;gerJ
ar 61 • rat, r ifm;), g<lvapit, g.lvaru•

[II
nar.ma, nylC. cron, cronhl, 6onoTo, nan. Men. cnoBo, yrny, Mana
[lamp:!, luk, stol, staH, balot<l, dal. f(lel, SIOV3, uglu, mal;)]
nl1ry, ncr, nee, neo. mOK. n'-lIla. 66nell, com., CTanlo, TonbKO
III
Ilag". 16k, les, lef, !lik, lip;,. bOlin, s61, staL tolb]

Sound drill J: [kl. {g], ami (xl and their soft altemales 1~1. [gJ. alld {;sl (p. 4, t. I)
Ky.n. 3. lCaK, ypOK, Cka:);in, KOT, Konll, KJ1y6, MOCKoa. OeK, M"lr, .npYr
[kl
[kuda, kak, ur6k. skazal, kot, kol;). klup. maskva, yek. Il'ik, drukJ
KllIlO, )(~M, KltT. HHKHTa, ypOKH. BliJlIOl, KUT3.H, KenKII. KeTa
[II (~ino, ~cm, ~il. Qi~it<l, ur6~i, yil~i, ~il;ij, ~ep~i, ~ilaJ

Supplemetltory pronunciation drills 39

 rYM, rOllb!, rami, ropolla, xorll3, rOBopRT, MOrY, CKcrOM
[gl {glim, gOdi, gal;J, ~rada, kagd3, g;Jvara t , magu, sQeg;Jm)
HIll, EareHHii, r~pOil, Hore, ntMIl331Ul, nOMoril, rellH"
Igi {git, jivgeQij, giroj, nage, gimna~ij;J, »>magi, gCQijJ

!,j
xa-xa-xa, XYlloii, xO'ty, XO'leT, xOTilTe, xopow6, ax, ilX, ox, ;'. y,
(xa xa xa, .ludoj, xacu .loCit, xatiti, X;Jraso, ax, ix. ox, ex, ux]
XII-XII-XH, XHTp08, 6poHXHT. XitMHJI, .nyXH. xe·xe.xe, xepee. CJlyxe
I~I
['Ii 'Ii 'i i. 'iitr6f, bran'iil, 'ihl'ij;J, dU'ii, lie lie 'Ie, 'ieris, slu'IiJ

Sound drill 4: Consonants which occur only in a hard variety (p. 5. t. I)

uapllua • Uapl.. nHu6. orypu~, LlIIPK, UeUbl, oTeu, KOHUepT, MecslU.

lei [cari~. car, Jic6. agurci. cirk. ceni, ate<:. kancert. 'l'~ic]
manKa. wen. w"!>. wlln, WyM. wy6a, xopow6, li:3.wa. wKona. no.-u. Mylk.
rsapk;J. 161. Jer, sip. sum. sub;), X;JraSo. ka,5;J. skob. 1Mb. mus,
lij
Mb:llllb. 3lta~Wl.
miS. znaji!)
x:i6a. lkeH, )KeHJI. )Kiln, lkelta, yA>e, cnj»(6a. lKYplliln. MO:»:~T,
IfI [tib;J, f6n, iCQ;J, iii, !ina, uie, sluib~, zurnal, m6iit.
nOiKanyiiCT3
pazal~st~]

Sound drill 5: Consonants which occur only in a soft variety (p. 5. t. 1)

1'1 'tac. 'lail, 'tepT, 'teM. IleX. 'tacbt, 'tHT:Hi, nO'lTa, 'tYn>. no'tb, B'tep:i,
{cas, ca.j, Mrt. cern, lex. tisi. citaj, pOlt;J. cut. doc. reid,
M~'l, Me'l
rpac. qtec]
11.lH. myka, luenb, emc, ltw.Y. 66put. HaC'teT, mhua , JimnK, .n.O)tVl,b. XpymeB
[sci, scub: see!. jisco, iscu. b6rSc. nascot, Jlis~, jascik, d61'. x..-uSMf]
i, en, ellY, 1>16i1, MOJi, JiMa, ero, enKa, 'lail, 'leli, '1yH. 'lbit, 'tbi
Iii (ja, jel. jedu. m6j, maja. jam~, jiv6, jolb, cftj, ",,. cuj, .i::ji, 'j6j

LESSON 5

A. II) VS. [U (p. 68. l. 3)

Hard It] Soft IU

(tin;,) Tbllla [Vn~] Tllila
of a f~nce algae
(plati) nnoTl~ [plati] nnani
rafts pay!
[Kati] I:OTbl: [ka\i] nni
cats roll!
[tuk) TyK rtlik] nOK
knock bale
[tur~.il TypKlt r~lir~i]nOpKlt
Turks Turkic peoples
[10k] T6K H6k] TCK
current it flowed

40 Appendices
 [tot;}} TO-TO! [tot;)] Te-r.Sl
Aha! aunt
[zator] 3aT6p [zat6rJ 3aTep
traffic jam he rubbed over
Ipatok] nOToK [pat6k} nOTCK
stream it began to flow·
[tap~j} Tamm (tap1}i] nimm
slippers cboppers
[9it] 61'tT [9iU 6kn,.
beaten to beal
[sRisit] cnewHT [spisitl CIlCWHTh
he hurries to hurry
[g,'IVa{it] rOBopHT [g;)va{itl roBOpHTh
be speaks to speak
[dutJ pjT [duU /l,YTh
blown to blow
[mat] Mar [mat) M<lTh
checkmate mother
Ibrat} 6par [brat] 6phh
brother to take

B. [d] ". [~J (p. 68, t. 3)

/fard [d] Soft [~]
{dim<>} J],h1M3 [Qim:::l] )l;H.M3
ofsmokc Dima
ldus) J.tYw [Qus] J],KJ)K
shower stalwart
[dor<>g<>} Jtoporo [c)6siv<>] /l,ClllCBO
expensivc cheap
[d6s~i} /l,OCK\I [Qasni} .n;CCHLI
boards gums
[dam:>] ,Q,aMa [93.Q;)] .n;R.n;lI
lady unclc
[suda] Cy.n;3 [suQ3.] Cy.n;R
vessels judging
Ii dam] II /l,OM [i~om} lI/l,eM
and the house let's go
{yidJ] B11.n;a [yiQ:l} BH.n;H
of the view seeing
{dat;)} .n;3Ta [Qatl;)] ).J)1TJIa
date of the woodpecker

C. [Ill vs. [~lJ (p. 69, t. 3)

Hard (n) Soft [\'1
[nep] H3f1 [Q'tJ Her
NEP. New Economic Policy no
(nil) HblJI [ r;JiI} HHlI
he whined Nile
[nliJ fly [!;lux] Ilib.x
well scent

Supplementary pronunciation drills 41

 [ranu] p3.Hy [niQu] paHIO
wound I wound
[nos] HOC [Qos) lIec
nose he carried
[san:;,] caHa [S3.IJ:J] CalHl
of rank Sanya
[lr6n] TpOH (trolJI TpOm.
Ihrone touch!
[v6n] BOH [v6QI B6111>
get out stench
[Sian) CTaH [SlaQ] CTall1>
camp stand!
[f1angi] ¢maHf" 1~'Qg;1 neH"r"
flanks money
[rank:;,) TaHKa [t3IJk:;,) TaHbKa
of the lank Tanka
(banb] 6allKa [valJk:)] BallbKa
jar Vanka
{nanb} lIaHKa [Q:ilJk:)] IlllltbKa
nankeen nurse
([ink:;,] 4JilHKa (~iQbl ciiHbKa
Finnish woman bluing
[gink:i) nHHK:i [RilJka} nellbKa
of the kick hemp

LESSON 6

A. 1'1 "'. I!I (p. 91, I. 4)

Hard (5] Soft hI
[sit] CUT (~it) cliT
satiated. full of sieves
[sir] CblP hir] cilp
cheese poo<
[kasi] KOCbr [ka~l] l\Ocli
of the scythe mow!
(nasi] HOCbl [na~i] lIocli
no,," carry!
[suda] cy.aa huda) clOtta
vessels here
(s6k] COil: [~okJ ch
juice he chopped
[sam] caM ham} CAM
self 11ither
(yes] BeC [ye~} DeCb
weight all
(n'ls) pyc [rU~} )lyCb
fair-haired ancienl Russia
{os) Dc [o~] Dcb
of wasps axle

42 Appendices
B. (2) vs. [:(oj (p. 91, l. 4)
Hard [z) Soft [~J
[grazij rpo3W (gra:{-i] rpo31i
of the storm threaten!
[nit] 3Ylt [;ut] 3.0,11
itch south wind
[zM] 360 {~6fJ 3en
call pharynx
[pow;] n63,11HO [pr6:{-be] np6cb6a
late request
(paz6r) DOlOP [pal-or] n03ep
shame poseur
[grazaJ rpo:Ja (gra:pi] rpo3~
stonn threatening
[mil 0 3an (V:{-al] n3,{n
into the hall he took
[la~1 mba {Ia~] JI£i3'"
of the path crawling
{ribul] 3b16y'f [~imoj] 3ltMOH
shifting in winter

C. [t] vs. [,J (p. 92, t. 4)

Hord [r] Soft [,J
(rib;) pbi6a (rifill;}) pli¢lMa
fish rhythm
[buril 6ypLJ [bllri] 6YPil
reddish-brown stomlS
[parul napy [paru] n:iplo
pair I steam
{ror] p6n [ror] peB
ditch foar
[grop} rp66 [8[6p1 cpi'6'
coffin rowed
[rat] pall, [rat] pliA
glad order, row
[relp) paG [rap] pli6
slave speckled
[gad] ropa [gara] ropli
mountain burning
[parn) napa [para] napA
time soaflng
[Par] nap (par) ",IPb
steam steam!
{bur) 6yp [burl 6yp"
reddish-brown of storms
(mal;lcr) MaHep [\iRerJ Tencpb
of manners now

Supplememory pronuncim;on drills 43

 LESSON 7

A. [p] YS. lui (p. IIg, l. 5)

Hord [p) Soft lu]
[pel n:l [Ril] OM
name of letter he sang
[pil] nbut lRiI] min
ardOr he drank
[pHit] nwweT [gisit] n"WeT
it's burning writes
[pitalJ mnan. [l2ita!J nHThb
to torture to nourish
{purg;\] nypra [nureJ mope
snowstorm puree
rpork~] nopKa lR6rke] nePKa
flogging auger
[pos] n03 [g6s] nee
of poses dog
[upor] ynop [ug6r) ynep
stress rested
[pat] nh [l2tl!] nliT
stalemate of heels
(patk~] ml.llKa £R5.tb] nlITK3
greedy for hoel
leep] nen [eeR] uenh
flail chain
(gorp) rop6 [skorRI CKOp6b
hump sorrow

B. [bl Ys. [b] (p. 118, l. 5)

fiord [b] Soft [b]
[bel 65 [btl] 6e.
name of letter white
[bill 6hlTh [Qitl 61in.
to be to beat
[bi!] 6blJ1 [bill 6';.
he was he beat
(zabil;)) 3a6blna [z..11;111<l] 3a6!-ina
she forgot she pounded in
[buret] 6y<t><T (Qudftt] 61O,lVKe-r
snack bar budget
[b6d~1 6611PO [1;>0<1,.,1 6eAP"
briskly hips
[rab6t;)] paooTa (ri!l6n;)kj pc6CHOK
work child
[bas) 6:ic IQa~l 6bb
bass baize
[iz.b3] H36a [\i1}5.] Tc6Ji
hut you (fam.)
[bak:'!} 6aKa [Q3k:'!] 6Jl.Ka
of a tank bad (baby talk)

44 Appendices
c. [m] vs. [rp] (p. 119. t. 5)
fJard [m] Soft ['l'J
[mil] MhtJl ['l'uJ MHJI
he washed nice
[mild] MblJlO [rpild] MIIlIO
soap nice
(mol] Mon (rpol] Mell
pier he swept
[mot] MOT [rp6t} MeA
spendthrift honey
[mal] Mall [rpal] MRJI
small he crumpled
[mall MaTh [rpaU MJiTh
mother rumple
[mal:>] MaJIO [rpald] MRJJa
little .she rumpled
[matd] MaTa [rpat"J] MRra
of a checkmate mint
[tern;)] Tel\fa Herp:l] TeMli
theme crown of head
[ikan6m] 3KOIU)M [ikanorp] 3KOHOMb
steward economize!

LESSON 8

A. [v] vs. [yJ (p. 147. t. 7)

Hard Iv] Soft [yJ
(vii] IlblJl [yil] DHJI
he howled he wound
(viV llt:ITb [yilJ IlliTb
to howl to wind
(vi] Dbl ['iii] DH.n
you view
{vas] n03 ['iDs] Be)
''''I he conveyed
(fivot] )KlinDT [tiyot! )KIiDeT
belly he lives
[vas] BaC (yas) m1.3
you elm
[val] Ban [y'l] DliJI
wave hx
[val::l] aam {yal;)} Blino
of a wave laxly
[vatb] naTKa fyatkeJ BliTKa
small piece of cotton Vyatka (river)
[zivA] )KHOa IfiyaJ )KHBJi
alive wl;ile living
[slav;)] CJIaBa [slil'(;)] cnaBli
glory glorifying

Supplementary pronunciation drills 45

B. [I] vs. [0 (p. 148, t. 7)
Hard If] Sofl [0
[f6nn~J qxJpMa rf6kbl <l>eKJI3
fonn Fyokla
[f6kus] <P6t:)'c r[6d:>r) <I>e.n.op
foc", Fyodor
[grafi] rpaljli (grafa) rpa4lJi
column ruling
(grafi] rpa¢lI::a [grnDI rpa~>\
of the column rule!
[ficb\] lftWPDTh [(irm:» ¢lI'lpMa
to snort finn
(furazir) lPypalll:Hp [ru~ilas] <llK)3HJ1~)K
forager fusilage
(krof] lCp60 (ke6n KpOOb
shelter blood
[n6f] HOB [n6f) 11001,
"OW virgin soil
[sI6f] CJlOU (vu6f1 BIIOOh
of words anew
[pakr6f] nOKpOo [mark6(] MOpKOOb
cover carrots
[p,p61] nanOD [Iub6(] meooo!>
Popov Jove
(bufaf] 6yp3o (buraf] 6ypaol.
drill drill!
[Ui1af] nH1laa [prib3(] npH6aob
pilaf add!
[Qerf) HCpO [cern 'lepOb
nerve worm

c. [II vs. [JJ (p. 148, t. 7)

Hard (II Soft lU
[lis] J1LIC lIis] mic
bald head of foxes
(11i1i] mill!>1 [l1ilij minI-!
saws they drank
{paliJ nom:. (pal i) nami
floors fire!
{Iuk] nYK lllik] mOK
onion hatchway
(palli] nony (palli) namo
edge of coat I shoot
[16t] nOT (lot] n~l1
sounding lead ice
(16k] nor 116k) ncr
ravine lay down
(ugal6kJ yronoK (ugaI6k) yroncK
small corner small coal

46 Appendices
 [13k] Jl3.I: [Iak] mir
lacquer Ije down
[u~IJ frOn [ug:J1l yronb
comer coal
[n~palix] 113 nonax (nepath] lIa non,jx
on floors on fields
(stal] CT3..n [staU cr.iJn,
he became steel
[dil] AM [daU Aim,.
he gave distance
[m61] M6n [m61l MOm:.
pier moth
(st61] cr6n [st6U crom"
table so much
(t6Ik~] T6J11C3 [t6Ib] T6mKo
of sense only
['Pill MHJI [rpiU "lIlnt.
nice of miles
[rpel) Men ['1lt~U M6JJb
chalk shoal
{jell en (jcU cnb
he ate fir lree
LFSSON 9

A. (k] ... [~I (p. 176, I. 9)

Hard [k] Sofl [~I
(ak6m] 0 ItOM (s~em] C ICeM
about whom with whom
[k6~) !iOUb (~iQl KHUb
horse throw!
[k6t] )COT [~il) ICliT
cal whale
(k6Ia] KOJlJl (~il':l] KllIlll
Kolya of a keel
[kup] Ky6 [~ipl Klin
cube of stacks
[ksp:!) Kana [~ip~] Joina
Kapa stack
(kasal kodi [~isa) ICllc3
braid purse
[kamu) ICOMy (~inoJ KHIIO
to whom movie theater
It should be noted lhat at the end of a word only hard (k) occurs, never soft [~).

[urok) ypOlI: (b6k) 6011:

lesson side
(Iak) TaK (bank) 6all/c
'0 bank
lbik} 6WK [rpik) Mltr
bull instant

Supplementary pronunciation drills 47

 [V'k] Be,; [volk] BOllK
century wolf

B. [gl ". [~] (p. 176, t. 9)

Hard [gJ Soft [~]
[got] ron [gil] n\n
year guide
[gorp] r6p6 [g"p) rep6
hump coat of arms
[gul] rj" [gIU CHnh
boom nonsense
[gUj) rye.. [glmn] nlMH
goose hyrno
[guM) ry63. (gigan!) rnraHT
lip giant
[g6rl~1 copno [ge~jj] reHHIt
throat genius
[g6jU r6cTh [glps] nine
guest plaster
[gOldt] r6po,lt [gi9lU ni6eJIb
city destruction
[g6ri] ropbI [gIl") nipJI
mountains weight
[gas] rin [gik) nile
gos yelling
(g"Jlava] C0110B3. [gir6j"J) repoll
head of the hero
[g61"J!] ronoJl. [giblij] ni6JJblH
hunger wretched

C. [xl ". [~I (p. 177, t. 9)

Hard [x] Solt [~I
[xaxaxa] xa-xa-xa [~i-li>;i] XIf-XIt-XH

ha-ha-ha hee-hee-hee
[xuti] xy)l(e Wrpik] XHMUK
worse chemist
[doDd] xaHa ["in"J] xliH3
oCthe Khan quinine
[xox"Jt) X6XOT [~"r.>J xiiTpO
laughter cunningly
[xat a]
XOTH [l it rec] XllTpeU.
though sly one
[xax6Cit] xox6'leT [~i~ik;)U xHxlIKaTb
he laughs to giggle
(xut~r] XYTOP (~eris] xcpcc
farm sherry
(x3p~U xanaTb [sllem:J] CXCM3
to seize scheme
[xu~cO xYJJ:CTb [aQitmi c]
o neTyxc
to grow thin about the rooster

48 Appendices
 It should be noted that at the end of a word only bard (x] occurs. Dever soft [~].
(b] Ox [<!ex)
.h C=h "'"
fmux] .<jx (troxJ ,..ex
of flies of three
['l"x] MeX (usgex] ycnex
fur 'u=ss
Istrax] crpax [puxJ uYx
fright down
[kclx) r.cix ['lex] rpex
Kazalc.h sin
[fiQlx) zeHMx (max) ...b
fiance stroke
[hI6x] 6nox [garox] rop6x
Qf fleas pw
[dUx] J>$x luitux] neTyx
spirit rooster
The following are cxamples of hard [x] as it occurs within a word before another consonant:
[S3.XI~] rnaxTa [IixkoJ nen:o
mine easily
[Inixl] ¢ipaXT {bUxt~l 6yua
freight coil
(Sax t 6r] rnaXTcp {!3xm~til rnalt.MaTbl
miner chess
Uaxt'l] liXT3 [flIiixciJ M~r'le
yacht soffcr
(slaxt'l) UlJUiXTa
Polish nobility

LESSON 10

A. Hard consonant [s] (p. 204, t. II)

[kas:l] Kama (16sb] Jl6»:xa
kasha spoon
[sab] Carna ~~U ll.Iecrb
Sasha six
Iat6~J Anerna [m~l Marna
Alyosha Masha
[Sa~6r] rnaTep (natliSdJ Hnawa
tent Nalasha
[ll;k) wnfIK [babusb] 6a6yrnKa
slag grandma
[sum) WyM Isub~l my6a
noise fur coat
(sturm) mrypM {sax] wax
assault check, shah
{xarooi~l xOpOwero [Slc.obJ wJJ:ona
of good school

Supplementary·pronunciation dril/s 49
 (miS] MblWL [Jiprun) we:mjH
mouse whisperer
[nares] Ilapb<:b Unur] WHyp
cut! cord
14edusk;)} J],eJtYlllKa {mm] My,..
grandpa husband
[s61] wen'
he was going

B. Hard consonant (f] (p. 2Q5. t. 11)

(ute] YJl.e [fill ""'"
already lived
(:f.it] *liTh [tina] )Ke",i
to live wife
[palibst~] noxanyHCTa [flikl )KyK
please hoetl.
[f6n] Jl,;CH [Q.itdelil Heyx6n:H
of wives really
[tumal] )Kyplllin (16It] ")KenT

journal yellow
[fir) *lip (zarJ zap
rat heat

c. Hard consonant [cJ (p. 205, t. II)

[caC;)} uaua (kalc6) xom.u6
fussy person ring
[car) UaPb [cug:lrnJ UjirOM
czae tandem
(eep) uen [rp~icJ Mec~U
flail month
(cinal uella (a\&:) oTeu
price father
(c6bt] U6Jl:aTL [p\iQJ rrTHua
to click bird
[Iic6] nlluo [zajic) 3l1.1tU
face rabbit

D. Soft consonant (i:J (p. 2QS. t. II)

(cas} 'laC [cut6jJ 't}"Koii
hour foreign
(tern] 'leM (texJ 'lex
with what Czech
(cislo] 'lHene (euS] 'tyUlL
number nonsense
Id6c] .a.6'lb (ein] 'tlill
daughter rank
[MrtJ 'lCpT [Cita(l 'lllTan.
devil 10 read
(MpnJ 'lCpeH [cull "Iyn
black hardly

so Appendices
 [<Bj ""'" (lao) '1311
sis}:jn tub
[kuc] "Y't
of heaps
Since many students tend to confuse [e] with soft [0. the following pairs are given to point up the
contrast:
[<I lU
[mac] M3.T'i [m.atJ MaTI>
match mother
[IJl3.c] M.II'i [qla(l MKn.
ball rumple
[Iflee] Me.. [IJle\J Merlo
sword mark
[9iC) 6H'i [\>'u 6.Th
whip to beat
[vric] Bpa'! (vcitl OpaTh
doctor to lie
[gee) ne'lb lRtU Drn.
stove to sing
[calk;)] 'lCJIk3 [\oJk;)] Te.nk3
bang heifer
[Wi~ ':IecTb [\~U T<en,
honor father-in-law
[~6cil Ce'lll (~ti] CeTiI
of the battle nets
{ph\cit} lIJJa'lCT (pla\it] nnann
cn", pays

E. Soft consonant [st] (p. 206, t. II)

[sci] WH (plasc] nnalll.
schi cloak
liscu] Hmj (stiU me.nb
I seek chink, crack
[d6sC] J{6>K,ll,b ~Mlkl men)!:
rain crash, snap of fingers
~eub] WYK3 ['lese] IlCll.I,b

pike thing
[xruSoof) Xpywco [scolb) ll\eJJK3
Khrushchev chink
(uiSl::l) m'nu.a (badC:i.] 6oplll;;i
food (or] borsch

F. Soft consonant [jJ (p. 206, I. II)

[ja.l 'Ji [jimuJ eMy
1 to him
liM] C)I( [pOj;>s) nOHc
hedgchog belt
[j6j1.l eCTb [lll:)jimu} MOCMy
there is 10 my

Supplementary pronunciation drills 51

 [tvajej] TBoeii [lpj) oil
yours cue
[m3ladoJl MonoAoii [jolk:l] em.:a
young fi,
[jam~] JiMa [jum:lr] tOMOp
pit humor
[jukJ .or [jij6) ee
sou", he<
(jtm] eM [jizik] DblJ:
I oat language
[jiv6) ero [majo) Moe
his my
[maju] MOtO [svaj6j) CBoeH
my his own
[m3jiv6] Moer6 [cej) '1eH
of my whose
[etj] '1ai{ [suxoj] cyx6li
toa d",

LESSON II

A. Double consonants (p. 234, 1. 13)

[nn] [stninnij] crpallHblH [nl [strani) CTpaHbl
strange countries
[k6nnijJ !COHHbli{ [k6nus] kORj'C
of horses cone
[dlinnij] .a.nilHHblH [dlina] J].JlHlfa
long length
[raQQij] paBIIIIH [araQiJ 0 palle
early about the wound
[star6QQij] CTOpOHHHii [var6Qij] BOpOlillH
on the side of crows
[ul [attav6) orroro [tl [alaman) aTaMali
from that alaman Cossack chieftain
(attok] OTTO" [at6m) 0 TOM
flowing away about that
flU [a\\en:lk) oTTeHoK [a\ec) oTen
nuance father
[aUlx:ln:l] OT TKxolla [a\ix:lQi] 0 TilxOHe
from Tikhon about Tikhon
[ddJ [padda\l nOJU\.3.Tb [d) [pada\l DOAan
to add to to hand over
[addub:l) OT .ttj6a [aduQi) 0 .ttj6e
from the oak about the oak
[na~4el:lm] Ha.Jl. At.nOM [~) [na~eli] Ha )].t.ne
over the work on the work
(p~~4irevQij] no)]. )].cpCBlleii [P:l4irevQiJ no )].epeBHc
near the village throughout the village
(ma~J Macca [ll13.S:l] MJiCO
mass meat

52 Appendices
 [~iu<\lij 6e:l ronK [fas6lij ilmOOJlH
without salt of beans
[111 [Qinf}ij';l) 6eccKnHC [I] [ol4llij';l] HaCHIlHe
weakness force. rapine
[ineD"] "3 cella [i~cn~l H cella
out of the hay and hay
[u] [Qizzakol).ij';l) 6e33aI6~He [x] l1lizabra:pj';l] 6e306piJHC
lawlessness disgracefulness
[tlizzav6<b) 6e3 3aBoAa [d';l2.3vQ(b] AD 3aBO.a,3
without a factory as far as the factory
[HI [~iHi'l'eUaJ 6c33cMeJll,c [~] (mal:>;ilflclie] MaJf03cMCnbe
landlessness small landholding
{Qiwmi] 6e3 3HMbl [i~i] H 3UMbi
without winter and of winter
[bb] [gr6bbi] l]>C66~ [b] [uc6bi] }"le6b1
would row of teaching
[aslebbi] OCJIcn 6bI [xlebi] XJ1C6bl
would become blind loaves
B. Double consonants at tbe beginning of a word or word group, contrasted with single consonants
in the same position. (p. 234, l. 13)
[kkl [kku~il k" Ky6e [k] [kub;)] KiGa
toward Cuba Cuba
[kkii l i ] I( Kine [kat i] KaTiI
to Katya of Katya
[gg] [gg6~ul x r6poJ:U' lB] [g6~ul r6poAY
toward the city to the city
[ggp'''] K rp"we [gr Bi] rpliwH
to Grisha of Grisba
Iff) [trorTfli] n ep6pMe [f] (formi] ep6PMbI
in uniform uniforms
[m lITigUri) D cPllrjpe [0 [figuri) cPlII-YPbl
in the figure figures
[vv] [vvoskrilCojaj B Bocq>eciHbe [v] [v~kri¥llJj;)] BOCKpecelibe
on Sunday Sunday
[vvaQe] B Bo.a.e {vada] BO)(3.
in water water
[vv6Qit] BBO.a.HT [v6~il] BO)(IIT
leads in leads
[yy] [yyidu) U BlI.a.Y [y] [yidu] ueJJ:i
in view of I lead
[55} [ssabr3.lJ-ij:)] c c06paHiHI [s] [sabralJij:'l] co6paHHSI
from the meeting of the meeting
[ss6~J ccopa [s6eaj copa
quarrel of rubbish
[ssaQIU ccaJl...... [saQIU ca.nKTl.
to help dismount to plant
[l~] h~"] CCe'l.b [I) hUI ce'lb
to chop ofT lo cut
Il~6kl creK h6kl ci"
chopped off cut

Supplementary pronunciation drills 53

 [zz] [='~ij CJ3l\K [zl [zad~m] 3iAOM
from behind backwards
[zzav&b] C 3300J13 [zav6<b] 3aBO,ll,a
from the plant of the plant
[zzivaU C31>lB3.TL [zibun] 3hI6Yll
to call together marsh
[HJ [Hin~jJ c 3HHOH [.J [<In'J 3uRa
with Zina Zina
[Wm!ij C 3eMllii [<imlij 3eWJlt
off of the ground of land

LFSSON 15

A. Clusters with [1] or min second position (p. 345, L 20)

[gl,;,) rmb ['16ziJ cnfubl
'ye tean;
[glupij] flrYnblH [,16""1 cnOBO
silly word
[gll~eO rJTlUleTb [sluib:>] cny*6a
to look, gaze service, work'
[dlina) rouma [1100 TJIm
length to smoulder
[d}iJTIiQ.3.J lUJR MCllJl [tlaJ TJui
for me plant louse
[z16jJ 31l6ii [flakJ cPnli.r
wicked flag
IzllO 3m-hI. [fl6tJ !pJIOT
to anger navy
Ik'ajO KJI:JCTI, [,(epJ ltne6
to pUI bread
[khlpl snj6 [,16pJ lUIon
club bang
[kl'n) xm'lII [xl1imJ xmiM
wedge rubbish
[klu,) 1(]lIO\{ [clln] 'uten
<oy member
Iplu,J nmOe [I1aJ illna
pi", she was going
lPllsaO nnRcan. l'ln IlJJlH
to dance were going
[,laO cnaTb [slapol lllmin3
to send hat
[slizi] cne33.
tcar
LESSON 16

A. The letter Ii: pronounced [k] The letter Ii: pronounced (g] (p. 371, t. 22)

{ktac~il Ta'lKe
K [gdac~;J K Aa'IKe
to the wheelbarrow 10 the little summer cottage

54 Appendices
 [kt6c~i] ll: T6'1l"e [gdoctp] K,ltO'lKC
to a (or the) point to the daughter
[ks6ji] K c6e [gz6ji] K 36e
to the soybeans to Zoya
[ksaruJ K lllapy [gUru] K ",apy
to the sphere to the heat

B. The letter c pronounced [s] The letter c pronounced [zl (p. 371, t. 22)
[stall criJI [zdal] C,ltM
becam, handed in
[stu I] crYlI [zdUJ] CJ.\YlI
chair blew off
[skari] c KOpb! [zgari] C ropw
from the bark from the mountain
[s%ilJ] cnrnb [zgiQ] CrlJUb
throw off! get lost!

C. The letter T pronounced [t] The letter T pronounced [d]

[atUit] OTnllTb [adQiU OT6HTb
to take a sip to break off
[als31,,] OT cilIa [adziilo] aT 3ilIa
from the fal from the hall

LESSON 17

1. The unvoicing of ordinarily voiced consonants in word final position

A. The letter 6 pronounced {b] or [1;>] The leiter 6 pronounced [pI

The letters 6b pronounced [12] (p. 398, t. 23)
[zubiJ 3y6bl {zup] 3y6
teeth tooth
[droQi] Jl.p06'l [droR] Jl.p66b
fractions fraction
[izbi] Ib6hl [Isp] H36
huts of huts
[skarQa] cKop6.li {skorR] cKop6b
grieving grief

B. The letter D pronounced [v] or [yJ The letter 8 pronounced [f]

Thc Iclters Db pronounced {f} (p. 399. I. 23)
(gatovo] rOT6a3 (gator] roTllO
ready ready
(ceryi) 'lCPBII (ecrf] 'lepob
wonns worm

C. The Icttcr r pronounced [gJ or [g] Thc Ictter r pronounced [k] (p. 399, t. 23)
[kQigi] KUliCH (kQik] KHI'ir
books of books

Supplementary pronunciation drills 55

 [par6gi] nop6ra [parok] nop6r
thresholds threshold
W,giJ j(cllbrH [~'Qik) }l,clIcr
money of money
[mazgij M03fH [mosk] M63f
brains brain
[yizgi] BIDrll (yl'k] BlhI'
squeals squeal
[Cit"irga] 'lCToCpri l,cityerk] '1cTBcpr
of Thursday Thursday

D. The letter.lt pronounced [d] or [~] The letter .It pronounced [t]
The letters JtL pronounced lO (p. 399, l. 23)
[fad'd] piuta [,al] plut
glad glad
[sad;!) cana [sat] caJ\.
of tbe garden garden
[p6jizdd] n6C3Jl.a (pojist] nOC3,tl;
of the train train
[a\lezd'dl o.u,elK,Wl (a~"tl OAClIC):{
clothes of clothes
[drazdi] AP03J],bl {drast] APOJJl.
thrushes thrush
[kr ivd;)] "pilDA3 [krift] XpHBJl.
wrong of wrongs
[nuidi] Hyjl{Jl.bl [nu~t) lIY)l(A
needs of needs
[garazdd] rophAa (gantst] ropi3,l1;
capable capable
[na~ezdil llaJl,C)I()l,bl (naQcstJ H3,1:lC)l(JI,
hopes of hopes

E. The letter *" pronounced [i] The letter :lK pronounced [~J (p. 399, I. 23)
It should be pointed out to the student that even when the soft sign is written afLer jK the letter is
pronounced hard.
[16!ju] n6:lKLIO (16~] J10:lKb
with a lie lie
[m:llag6!i] MOJlOJl.,e)l(1t [m:llag6S] MOlloJ],e)l(b
of youth youth
[rMju] p6:lKblO [ros] p6:lKb
with rye ,yo

II. The unvoicing of ordinarily voiced consonants in a non-fmal position

A. The letter 6 pronounced [b] The letter 6 pronounced [p] (p. 399, I. 23)
{abvarin] o6oiipeu {apfari] 06 ~)apbf
scalded against the headlights
[abze~tl 06 :lKecrb (apsest) 06 llU~CT
against tin against the pole

56 Appendices
 [abllritl 06:lKapHTh [apU.ri(J 06rnapHTb
to fry to rummage

B. The lctter. pronounced [v] The letter B pronounced [f] (p. 399, L 23)
[vbaru] .60pY [fparti] B napy
in a pine forest in steam
[vd6ml B .o:6M (ft6m] B TOM
into the house in that
[vgare] B rope [fbre) B J:opC
in the mountain in the bark
[vllr] B JlCap {Bar] B wap
into fever into a ball

C. The letter n pronounced [d] The letter n pronounced [t) (p. 399, t. 23)
[pad~iU nOn6HTb [patRlU nO,llDHTb
to instigatc to get tipsy
(pxlgaQaU nonrOllJlTb [p;)lkav.aU nOJl:KOB:1Tb
to drive to shoe
[nadzub;)m} Han 3y60M {natsup;)m] nan CjnOM
above the tooth abovc the soup

B. Sample questions Reading and \Vriting

OD

(lhcHlle H DHCbMO), Lessons 6-18.

The questions are grouped in sets which correspond to the order in which material is presented in
the 4TlhIHe II "HeLMo. Page references are to the appropriate section of the texL

LESSON 6, p. 107

KYAa CUeWllT nco naoJlooJ.l'J? KY,ll.a H,Il,eT OJler 4lllJIHnno81l'J? 61t1J1o D'lCpa C06p,aH"c?

KTO lie 61:JJI lIa CJIY:lK6e? KltPHJlJI naDlIODH'l Tencpb 3,llOPOO? 3,Il,opooa era xeHa?

tITO rooopHT MyJK:? Kor,lla MYJK It :lKelia mum 'law? tI70 Ha 06e,Il,? rAe oryPl.lbl? C!l.C 1l0)l{?

LESSON " pp. 136-31

06e,ll y:Ke rOToo? tITO all" lle.a.aOHO n"JlIl? 4TO cerO,llllll ua o6e,ll1

6b1n 118311 HUKonaeOII'l ua CJIYJK6e? 3.nopoBa era >KeIl3?

rn.c 6b1na I-hlHa I1B3HOBH3? tITO alia nOkynana? rAe aHa Jl,onro CTOllna?

rn.c 6hln:l Map"ll. I1B3I10BHa? tITO Olla lCynH.JIa? rn.e Mapllli HBallonlla JCYTIlllla MaTepH3n?

Sample queslions on Reading and Writing 51

 Kak H,O,eT pa60n? r,a,e OH pa60TaeT1

r,a,e oryp1tW? Ho»: B UlIC3<Jly? r,a,e Ho:«1

HHlla 6om.aa? KYll3 HJJ.CT HHRa? KTo 6YAeT TaM J"OBOPun.? KYAa OllH noH.a.yT?

KTO 6b1J1 cero,D)UI ua neKuuH? r.ne 011 y'ulJI PYCCKHK K3MK? KaK all rOBOplIT no--pyceKII? r.ne all
6YAeT 3aBTp3?

XO'leT MHna noiinl lIa KOKI.J;epT? KYll3 Ollll noiiJtYT? KYAa 011 cueuJlfT? r.o.e c06paHlIe?

LESSON 8, pp. 16J-6S

l..ho npo¢leccop 336hIJJ B yHHBepcHTeTe? ~lTo 6h1JJo B nopT<Jlene? KTo MO)KeT OTIpl.lT1> ABepb?
rho 336b1J1a y60PIlJ.Hlt3.?

EC cecrpa lIa CJ1Y*6e? KTo B ropoAe?

KYAa H,O,CT CT)'AeKT1 Kor.o.a 6bU1o co6paHHe? r.ne 6MJI C'J)'.neHT?

OJIJI rOToBa'l r,lJ,e ee py'lKa?

)f(ella MB3113 HaaUOOl1'l3 BeC eUle 60nblla? KTo 6blJl 8'lepa H3 CJlyJK6e? KYA3 cnemltT MaplUI
nCTpo8113?

o 'IeM AyMan HlIIm? 3K33MCH y)l(e npomeJl'l KaK Olla llanllcana 3K33MCIl? KTo O'ICllb p3.a?

KTO y TenecPoHa, JIea HJlH KOJl.A'l Kon.A Y:lKe 3Aopoa? r.ne 011 Tenepb? KorA3 6W1 3K33Mell? 0
'leM nllcaJTH CT}'.nelfTbl? JIeo y",e 3l1aeT pe3ynbTU'b' 3K3U>feIl3?

KTo y TenecPoll3? Ku npowe.n. 3103Mell? Kax: cry.nellThl uanucanH 30aMell? KTO pa..rt 3TO C1lbl-
UJaTh? 4TO all J"OBOpHT 0 C1)'AeHTax?

o KOM rOBopKT npo4leccop? KaK K03J10B llaUHcaJI 3lOaMcll? 0 "eM 011 H3nlfcan?

.QBepb onpltlTa? r.ne KnIO'f? r.ne nopT$enb?

1..JTO y lIero 33BTpa? Ero CJ108apb 113 CTon~? rAC cnooapb, lI3 DonKe? lITo 113 C'J)'ne, Kap31l.o.aw
HJllf CJI0Bapb?

LESSON 9, pp. 192-93

r.ne OHIl B'fepa o6eJlanK? KTO TaM 6bU1? 4TO OIlK nHJlK nocne o6eAa? 0 'fCM cnpawllS3nH APylb.Al
rAe pa60T3CT MHna?

o 'leM roSOp.AT CT}'.neKTw? 0 'fCM Oll.H OIIC3JlH? 1..JTO CT)'JleHTW: XOTKT 3H3Tb? 4TO rOBOp.AT npo-
oj>eccopa?
ECTb JIll B M3ra3l1lle KapTa EBponhl? KorAa ee OXIIJUl.IOT? KaKl1e KapThi ecn. B Mara3HHe? rAe
011 BIIAIIT aTnac? 011 XO'leT ero KYUIlTb?

4TO U3 CTyne? 4cii aTn3C Ha CTync? EcTb y K03nOB3 aTnac?

rJl,C Cawa ./tOCTan TCTpa./tH:? IiLlJlII B'lCP3 TeTp3./tH: B Mara3Hlle? ECTb TaM K.3PTbl?

KYJla ~meT Dna./tIIMllp? Mar33HHbi y)l(C OTKpblTbI? 4eii ./tCllb POllCACH~HI cerOlJ,IH:j? 1..JTO DJl3./tIIMHP
XO'lCT KynHTb NtH Hpllllbl?

58 Appendices
 Ecn. B Mara3HHC • Mcroplul CCCP .? KorAa ee OlKHJ{aIOT? .EcTb Y "HX , MCTOpHJI KlITaJl .?
KaKYIO xapT}' XO'lCT KynHTL cryACllt?

KYAa nowen nCTp MBallODU'I? 0 'lb.! on 3a6bVJ?

l..J:TO cnpalllllBacT MyJK? liTo rODopHT JKCHa? KTO pKc ronoAcH? Kama y'lKC rOToBa? l..J:TO clu.e
Ila 06CA?

rAe 6blJla QnSl? tlTo aHa 3a6b1na KynlfTh? tITO B Kopo6KC?

'ho y HliX ecn.? Cue liO'lKH H BHJlKH? liTO ew,c lIa n011Ke?

LESSON 10. pp. 221-23

rAC HA~T $HJIbM , Boihm Ii MHp ., B ropo.ll.e? 'ho JVI,eT B KHHO 113 yrny? Kor,lJ;a 011 !lOHAeT no-
CMOTpeTb 3TOT $HJlbM?

ITO'lCMy CTy.ll.CHT He Gbl11 lIa .nCKl("H? Q 'lCM rOBOpllJI npocPeccop? CTy,llCHT yJKe '1UTan 3TOT
pOMall? Kor,lJ;a GY.ll.eT :)KlaMcn?

XO'lCT KaT}! fiOHTH B KJly6? JIto6HT KaT.II TaHUCoaTb? KYAa TorAa OIU! noil.ayr? KaKoM c}lIUlbM
H,u,CT 0 KI:IHO?

KorJl.3 0111I llJI)'T na , EarcH",1 OllenfH3 ~? KaKoH :)TO cPHJlbM, pyCCKl'" It11H aMCpUK311CKIlH?
.ll.011TO 111t 6y,l{CT IlATji :nOT <!llt11bM? Kor.n3 Olt nOMAeT lIa :HOT cPltlIbM?

MOJKCT 11H raJJ.II nOHTlI 3aBTpa 0 TeaTp? KY.D:a olla liACT 33aTpa aC'fCpOM? KTo Cll.{c H,!l;CT lIa
Tallllhl1 311a11a lIll ACBywKa, 'ITO ran.ll H B01l0,ll,1I YlKe 3HaKoMw?

KY,l:\a crYAellT nowell nacnc )aHlITlIu? tITo "ACT ccrO)ltlll D KllIIO? 3TO aMcplfKallCKltii UlIH
PYCCKHH <!lHJlbM? 4aCTo JlH MO'lKHO DltllCTb TaK"C $li11bMbI?

3J.lHa Haller 3HaKOM"'? nO'lCMY 3uHa r080p1IT; ~ KOIIC'IHO, Mhl 311aKOMbI ~? KYAa 3Hlla II OJlcr
llA)'T BC'ICpOM?

CTolIODall yJt<c OTKpblTa? all YJKc noo6c.naJI? lITO 6blJlO tla 06cJl,? bbI11a Jill phlGa ccroAH5I? A
cCH'Iac TaM CCTb pblGa?

nO'leMY 3ulla lie XO'iCT "ATli 0 KJly6? KY.D:a 3Jl,CCb MO)l(I/O 1l0HTU? 4TO GYACT B IIltTllllUJ' a KJlyGC?
KTO mo6lfT TallucBan.?

OrKYJl,a $lInlllln? KTO cro 3IlaCT? r,l{C OIHI '1aCTO 06cAaloT BMccre1 KaKou 011 napeHb?

MO)l(CTC 8M Ha3BaTb AliK IICACJlH? Ha300HTe AIIM IIc.D:eJllll KaKou ACllb GYACT 3aBTpa1 KaKoH
lleHb 6blJl B'Iepa? KaKou JlClib 6YllCT nocnc330Tpa?

KYAa XOTena nOHTll cryACIITKa? 4TO Olla y3l1ana? nO'lcMy OHa HC nomna 8 KliHO? liTO 6Y.ll.eT
B KlIy6e1

o 'leM rODOpltJl Ha JlCKQJlII np0cPeccop OplIOO? 0 KakliX Hapo,u,ax 011 GYACT rOBopHTb lIa C1TCAYlO-
mcu IIC.ll.enc? CKOJlbKO paJ Oner cro YJKC CJlMUlan?

KorAa 6YJlYT 3K3aMCllbl y K031100a? Cne Oltll Clt)lCJIII 8Ce yrpo? Cnc 011" 6ytl}'T o6cJl,an.? Ky,na
all" nOHAyr f10CJlC o6cAa?

a 'IeM CT)'llCHT cnpoclllI TOBapmua1 bMJI 1111 B GII6J11l0TCkC CJlOBapb Bc6cTcpa? rAe CUte OHlI
cnpocllnJ.l? 6bln 1111 TaM CJlOIlUPb Bc6cTcpa? 4cro Ite 3Ha11a npo.u.aBUtllua?

Cae GblJlll raJI5I11 HlIKonau BCCb AeHb? rAe oml XOTC1111 no06cJlaTb? lITO 6wJlO B CTOJlOBOH lIa
06cJl.? Ky.n.a TorAa OHII nOWJllt 06C,n3Tb1

Sample questions of} Reading and Writing 59

 LESSON 11, pp. 250-51

fJl.c KaT~ H Oncr 6yAYT TaHucBaTh? KaKOH epH.JlhM OHU XOT~T nOCMOT"peT1o nOCJIe TaHllC8? KTO
pKc BII.ucn 3TOT $UJIhM?

.rJl.e 3uHa BCTpCTil1Ja KaTIO? liTO Kan Kymflla? KaKOH 610w MaTcpHa.n? Ky.ua Jl.eBywKIl noH.lJ,yT
3aBTpa?

nOlJCMY MO)KHO Jl.yMaTI>, 'ITO BJIa.ultlomp It 3HHa CTYJlCHTbI? Ky.ua OHH XO.u~T IlOC1lC nCKUHH.?
KYJl.a OIiH CCrOJl.H~ HJJ.YT? liTO 6y.uCT cerOJl1U1 1I KJIy6e?

JJ;aepl> lICcrJla 3ancpTa )1111:1 OnpbITa? HaClJeT lJero XOTen cnpoCHTb CT)'JlCHT? KorAa 6YAeT KOII-
UCpT?

}\TO '1aCTO CHllHT llaMa? ran~ JII06HT Tallu.eDan? nO'fCMy OHa IIC XOllHT B KIUIO? KaKOH q,HnhM
6Y.ll.eT H,!UH? Ey.n;er nH fan~ Tor.n;a CII,ll,Cn. AOMa?

KaKOH poMaH mo6l1T Oncr? CKOllbKO pa3 Ollcr lJHTan • BOUIlY H MHp .? liTO Oner 'fHTaer
Tenepb?

Bono.z:vt HOner )KHByT BMCcre? KTO eme )KHBeT BMecTe? 3uHa II Oller xopowo 3l1aKoMld? Ky.n;a
OHM nOH.QYT B cy66ory?

KYlla cneWHT ranSl? KorJl.:l r3l1~ XO.ll.IlT B 6lt611"OrcKy? 4aCTo nil Olla XOAIIT B 6I1GJlIiOTCKy? r.n;e
olla BCcr,na CHlllff B 6116nllOTcKc?

KYAa TaK n03.ll1l0 cnCUUlT CTYJJ.eHT? KTO 6YJJ.eT B 06ru.CJKIITHlt? lIro CrylXCIlTbi 6y.LJ,YT .n;cn3Tb?
Kor.LJ,:l TaM MO)l(HO HrpaTh B KapTbl?

LESSON 12, pp. 276-77

KYJ1.a OHIl CAYT?

flJ,C )KlfBeT Cawa? r.n;e ero KOMII:lTa? ECTi, y CaWIl TOBapHLllIt no KOMllaTe? Xopowo 11H Oil liX
3HaeT? KTO OIIII?

Koro JKJl,er ¢lllJlllnn? AaBHo <l>HJIHnn H lJ,apanKIUI )l(IIByT BMcCTe? ECTb y lJ,apanKliHa cecTpa?
KaK cC"30DyT?

KaK epaMIiJIll.ll cry.ncliTa IlJ JIcHilllrpa.ll,a? OTKy.na npHexan rpaHT? KOCiJ;:l Oil npHexa.n? nOlJeMY
OCHnoD 6blJl pa.n;, 'iTO ero TOBapllW no KOMHaTe aMeplikanCI..\? OCHIIOB Y)I(e XOPOUIO rOBOpllT no-
aHrnuiicKH'?

Kor.ua cry.n;CHT nOH.n;cT B 6H6nllOTCKY? '"ITO CTy.n;CHTKa npocHT BJ.lI.Tb Jl.n.ll lice? 4To CTyllcHT
npOCIiT 8J.lI.Tb JJ.1I.lI. Hero? l.fHTana olla }'IKe 3TOT pOMaH? 41rraJ1 OH Y)KC 3TOT pOMaH? CKOllhKO paJ
MO)KHO 'iIiTaTb xopOUlHe BeWH?

KTO BOJLMeT 6ara:+: rpallTa? Ha 'Ib.{ 011 XO'lCT cxaTIo? nO'lCMy OH XO'leT cxaTh Ila TaKelt? KY.ll,a
Woepep nonO)KH.Jl 6ara)K? CKOJlbKO rpaHT JanJlaTH.Jl Ja 3TO?

CTy.ueHTKa 'IaCTO XO.LJ,IIT B kltHO? 4TO TaM ll)].eT JaSTpa De'iepOM? KaKOH 3TO lP,IIJlbM?

Ky.n;a CJl.eT 3TOT rpa))(.n;aHHH? ECTi> y Hcro nOnyT'iIIK? Ky.n;a e.neT nonyt"'fllk? CKOllhKO .ll,IICH CXaTI.
OT MOCKBbl llO BJlaJlIIBQCTOKa? KorJl.a Oil npUt.a.eT BO Bn3Jl.HBOCTOK?

Ky.n;a OH C.ll,CT? CKOl1l.KO MUHyT exaTb .ll,0 rOCTIlIlIlI..U.>I? rOCTilIHtl..l3 IlaJICBO IUIIl uanpaBO? CKOJlb-
kO 011 J3nnaTIlll Ja TaKell?

KakOH HOMep 33KaJan rpallT? AOJlro 1111 Oil 6y.uCT JKilTh B rocnlllllUC? 011 CTyJleliT MOCKOBCKoro
IInll llellllHrpa.n;Ckoro ylilisepcUTCTa?

60 A.'1pendices
 ...ESSON 13, pp. 306-07

liTO AenaeT HHII3 H no oHa'l liTO OHa lUlJ.er'l rAe pa60TaeT A.11eKceeo'l nO'feM)' HHHa ItC 6YAeT
AOJIrO :«.AaTb KOMMan,{!

rAe KHpHnn nasnOBU'f BcrpeTun CeMeHa <blUmnnOBH'fa'l KTO 6bUl GoneH BCfO 3HMY'l Tenep!>
ou yxe pa60TaeT'l rAe pa60TaeT ero ",ella? aHa AaBIiO TaM pa60TaeT1

KTO eXaJI B Mocny? rAe OH CH,lJ,en? 4TO OH 'urran? KTo eLlte exan a :)TOM Kyne? l..{TO OHa 'flITa1la?
a 'feM 6hU1 O'feplC B JKYpuaJle c AMepHKa.1 nO'ieMy '»C}'PHaJI' AMepltlca. TpYAHO AOCTaBaTb a Mocl:oe?

JIen:o nH B CCCP Aocr3a3Th aMepHKaHcKHc nnaCTHHJ:H? rAe ranll xymUJa ax? KYA3 AeayWKH
noii..lJyT cnywaTb nnaCTHHKH? tho ecT!> B KpaCllOM yromce? l..{TO OIIH 6yAYT TaM AenaTb? KTo npH·
ueeer caOH HOBhle nnaCTHHm?

r.ll.e CT)'AeuT BC'TJ>CTIUI KaTfO? CnpawHoana KaTJI 06 Onere? 0 KOM olla Deer,lJ,3 rOBOplfT? An}!
Koro )KHBCT Kan?

Jh06RT pe6}!Ta B CCCP 3McpHKallcKylO My3i>IKy? MmKIlO TaM ncrKO A0C'T3Tt. aMcp"KaIlCKIIC
nn3CTHIIKH? \.fTO KynHJ1 rpaHT? KaKuc MenOJ.l.llJ.1 nlO6HT rpauT1 K3Kue nnaCTIlHKH OH npllllccCT?

nO'IeMy y KaCCi>l 60nbrnaJl O'l.epeAb? nO'IeMy Oner npe.D,Jlo';t(an nOitTa U3 APyroit 4IHn!>M'lXO'fCT
ranJi noihu ua APyroH qmnbM1

KTo TooapmJJ. no KOMIl3Te neTpoBa? Koro rami xopowo 311aeT? nO'l.CMy raJIJl XO'fCT nOCMO-
TpeTh "X KpaclILlii yronoK? 4TO 01111 6y.D.YT TaM Aen3n.?

KaKoii *ypllan XO'leT 'fllT:l.T!> Hlllla? l..{TO eli Dccr.o.a OTBC'faIOT D KHocKe? Y Koro MO';t(HO AOCTan.
3TOT :cypHan?

KaK)'lO MPLIKY m06HT 3HHa? Koro OHa liKD,CT cero,lJ,HR Be'fCpoM? 4TO npltllectT <bwlIInn? 4TO
OHM 6y.D.YT Aenan.?

Ky.lJ.3 XOTen nOlrnt BonKoB? nO'feMy raJIj;l He noii;teT B TeaTp? KTO KynHT 6J.1.11CTbI y Bomcooa?

KaKyJO nCKu,KIO nowen nocnywaTb ni:Tp? nO'leMy He 6blno nCKu,IlIl? KYAa nowen nhp? Koro
011 TaM BCTpeTlill1 1..fTO 01111 JJ.enanll?

LESSON 14, pp. 331-33

KaK 6b1no 6 Kny6e? []O'leMy 3mla YCTana7 4TO npeJVlO)KI1Jl eli Oncr? nO'lCMy 31ma He XOTena
CJ.lJ1.eTh?

r.ll.C KOnJl" BonoJ])l 'laCTO IIrpaJOT B WaXMaTi>I? nO'lCMy 011" CerOAI1R lie 6yIJYT IlrpaTh7 KaKOH
$J.l.llbM ){ACT cerOAHli B Kny6e?

nO'ieMy Kan lie ltOTena cerO.ll.IIA HrpaTb B W3JlMaTbl7 4TO XOTen npliHecTH cii BnaAIIMHp?
rAc 6wna O'fCpe,lJ,h'? KaKoH )l(ypHaJI 6eper " 'fHTaCT Kan'?

liTO onJ!Tb 33.6W1a 3HHa? 0 'fCM npoctrr ee Oncr? nO'leMy Oner M0J10Aell? OHIl lIa • ThI • II1JK
Uat6h1'?

l(TO AenalOT HKlla II CeMell'l Ky.na OHM IIJIYT Be'fCPOM? KTO urpaeT 8 waXMaThI? KOMy CK)"lHO,
eMY HnH eii?

nO'leMy HHKonaH lie IUl.h 06ell3Tl.? nO'(CMY CMf TPYAIIO KOII'llrrb pa60Ty'? rAC 011 cAenan
OWU6Ky? 4TO 011 Tencpb aenaeT?

KTO 6b1J' 6oneH? KTo noaowen K TeJ1C$o"Y? 1..fTO CKa3ana )KClla XItTpoBa? KorAa Oner 3aiiAeT
K IICMy'! 0 'lCM Oncr XO'lCT nor080pIITb?

Sample questio1ls on Reading and Writing 61

 r;:t:e HHMa lie o:'+:Hll,ana BCTpeTHTL K03noBa? IIo'leM}' OHa He O)f(H).l;31Ta BCTpeTHTL ero TaM?
4TO .ll.enalOT B Kny6e? XO'leT Hl-lHa CMOTpeTL. K31:: K03J1oB H TOB3pHUJ. 6y~ HrpaTL B waxMaTbl?
nO'lCMy OHa He XO'leT CMOTpeTL?

XO'leT :.+:eHa 06eJlaTL .nOMa? 4TO XO'leT npell,Jlo:'+:HTL eil My:.+:? r.ne eCTb xopollmil: peCTopaH?
KTO TaM YIKe pa3 6blJ1, MY* llint *cna?

KaKOH pOMall XO'leT B3HTb CTYllCHT B 6li6JiHOTCJ<C? Y J<oro CCTb 3TOT pOMan? H>"KHO JlH HM
TenepL H,!{Tii B 6H6nHoTcKy?

o XOM rOBOpltT CTy.nCHTLI? Koro 60HTCSI CTYJlem? KaxoH 'IClIOBCK peIITOp?

nO'lCMy cii He CKy'lHO CH~eTb lJ"OMa? Ee 31f3KOMaR mo6HT Mpl>lKy? H)?Kcn lin eM}" nponrpblsa·
Tem.? KaKou 3TO OpQHrpblsaTenL?

o KOM cnpocnna .ncsywKa? CKOJibXO pa3 Olla cro BH)].eJla? r.nc raJIJI' Ka)K,l.l,i>lH .u.cm. BHJl:HT fie·
Tpona? 'lITo OH .neJl3eT Bee BpeMH?

nO'leMy CMy HC HIITepcCHO CMOI'peTL, Kax Hrpak)T B llIaXMaTLJ? KaKou ;,;ypHaJI 011 MO:lKeT B3HTL!
o 'IeM CCTb O'lepK B • QrollLKe .?

ITO'leM)' .ncsywKa XOTena HH)+CHce MCCTO? Kaxoc MeCTO cii .naJIH? CornaGeH nR J1>a)KJl.aHHH cnan.
HaBcpxy? r.nc ny'lwc cnan B noc3.nc. HaBepxy 1{J1It BHH3.Y?

LESSON 15, pp. 358-59

KaK fpaHT rOBOpHT no-pyccKH? "lJTO nOCOBCTOBaJIa CMY CTy.ll.eIITKa? 4TO on 'lHTaCT Xa:K,ALIH
.neHL? 011 3HaeT 3lmy? fIO'lCMY CMy TPY.ll.IfO C lICH rOBOpKTL?

4Mf ceCTpa HrpacT B 3TOM ¢lHJlbMC? nO'lCM}' DJlcr CCrO.D:nH HC nOH.D:CT B KHllO? f.D:e on 61>111 Bee
}'TPO? Kyna OH nowen nacnc JlCKUHH? KorAa 011 nOH;:t:eT nocMoTpeTb 3TOT ljIHIJbM?

Ja'lCM CMY H}')Kcn .nCpeSJiIlHLIH JiWHK? rAe )f(HS)'T cro POl1KTCJIH? RamH nOl1apOK KynHn ,D,JIJi
HIlX CLIll?

Katmc B KOJlX03C H36M!' Y JlHX ecTb BO,llOnpoBon.? OTKy.na 0111I 6epyr sOJjJ'? K 'I'CMy npKBhIlum
KOJTX03I1HKH?

KaJmc nOMa CTpOHT JlJlJi KOJlX03tlJlKOS? f.ne rmcaJTH 06 3TOM? IiYl1eT B 3THX .nOMax 3J1CKTpH-
'lCCTDO? 4TO cwe 6YLlCT B HllX?

K 'lCMy npHBWK B ropo.ll.C OJlcr? EcTh nn 3TH Y.ll.o6cTBa B KOJlX03C? XO'lCT OJlcr nOCJTC ynHBep-
CHTeTa pa60TaTb B CBDeM xonx03c?

KaKHe CHHMKH nOKa3l>1Ban fane t%JHJlHnn? flpaSHJJbllO npeACT3.8J1S1J1 ee6e ¢IHJlHt1n Bee B CCCP?

liTO Y'laT pyCCKHC CTYl1CIITbl? KaK rOBopHJI C IIHMH rpaHT? ITO'lCMy npoq,eccopy :lKaJlb, 'ITO
rpallT lie ro80pHn C HHMH nO-allrJlHikKll? nO'leMy fpaHT XO'lCT 3aHTH ewe pa3 3aBTpa?

LESSON 16, pp. 385-87

liTO npcJlftO:«HlI BJlallHMllp KaTc? liTO eli )la8HO XOTCJlOCb c.neJlaTb? nO'leMy Kanl IIC MOrJla
nocxan. 8 KOJJXOJ? KaJ< OHH .ll.OrOBOpHJlHCL?

OTKy)l3 Opn08 TonbKO 'ITO npllwen? 4cro He IlOlIllMana :lKClla? Ky.na alia XOTeJla nOiITH? no-
'lCMy Opnos HC XO'leT H.ll.TH B Mara3HII!' liTO roBOpHT :«clla 0 MY'KC?

liTO LlOKTOp CKa3aJ1 DeHOODy? MO:.+:llo DeHnoBy '{HTan? JJ.enaCT 06W'l1i0 DennoB TO, 'ITO
rOBop"T )lonop!'

62 Appendices
 Kuu 3TO 6bUJa nepJ:ODb? CTpon JIM n:nepb uepUH D CCCP?

KTO npHe.xaJ1 D TOT roPOA? 3a'leM OU npHexan CIO,na? 0 'ltM 0118 rOBOpIUlH?

KUOH. annapaT 6bUJ Y eJ>H1IHnna? KU:He CIIHMltK eJ>IUlHnn nOJ:a3WBaJI pyccr.:OM)' crYAeHTY?
Xopomo 1IH BbDtOllJIT CHHMr.:H Y CT)'.lleHTa? nO'lCM)' Y lIero CHHMKH xyxe. 'leM Y eJ>HnHnna?

4aCTO xo.svn neWJ:OM aMCpHKaUU,LI? nO'IeMY aMCpUkaHUbl pe.lum XO.llKT neWJ:OM?

Ku Oner Y'lHTC.lI? KUOH Oncr CTYncHT7 KorAa TOBapUUlK 06paUlalOTC.lI r.: Onery? nOMIIHT
Oncr cerO.l(HlI, 0 'ltM rOBopKJt npo$eccop? nO'IeMY 011 CerOAli.lI HH'IerO He nOMIIKJI?

nO'IeMY BonoJle uaAO If.ATl{ .Q,OMOii.? KYAa X.O'leTC.lI noitTH fane? nO'ieMy fanll lie X.O'lCT K.LJ:TH
.lloMoli?

4TO cry)l,eHT X.O'lCT BHlIeTb ua clIHMxe? KaKHe JTO 6y)l,YT CIIUMKH? KaKoH BUA 6YAeT Y KaTH,
ecJlH Olla 6Y.lleT JlYMaTb 06 JK3aMeHu? 4TO cny'lIUlOCb B'ICpa lIa TaHuax 0 KJly6e? 0 KOM KaTJI 6y-
AeT Jl.YMan., Kor.aa 011 6YAtt ee CHHMaTb?

LFS$ON 17, pp. 414-17

Ky.a.a C3.AHJIH HHKonaH C faneH? fAe JKHByr HX poAHTenH? KaKOU JTO KOIUt03 H rne 011 uaxo-
AlfTCJI? KYAa nlO6S1T XOAlfTb 6paT" cecTpa? tho OIlU DcerAa npnllocn? 4TO DapHT.AJlJl IIKX MaTb?

nO'IeMy He Dcerna nenco HaihH rpu6b1? 4TO Ha.D,O 3l1a1'b, Korna HmeWb rpll6bl? KaKHe rpH6w
Hawen nenl? 4TO yOIl,/lcna II Tpaoc Tall.ll? tho nocooeTooana MaTb? KTo.paccepnHnclI 113 MaTh?

nO'ICMy pO.lUITenH 6blnll paAbI? Korna ACTIf e3A.IIT lloMoli? 0 'leM rODOpu.n OTen 33 06Cn.OM7
KYAa nownH fanll C HllKonacM nOClIe o6eAa? rne )KHO)'T Ae.llYllIKa U 6a6YWKa?

KY.lla coceAH e3LlHnH D'fepa? tho Olut HCKaJIH B necy? 41'0 coce.llKa CAen3Jla C rpu6a","? fAe lie
H}')t:HO IICKaTh rpu60o?

Cae nCTlI Kamen nOT rpll6? 4TO Cka3aJ1a MaTb, KorAa ou nOKa33Jl eli rpu6? \..(TO ualllJla TaIlJl?
KaKHe JTO 6101nH rpIl6b1? fAC OHH y»:e OH,llenH 6elTble rpll6bl'1 nO'lCMy 6enblc rpH6b1 AoporHe?

fAe 6b1no 03epo, KOTOpoe yOH.ll.eJI neT~? Ky,D,a OHIl nomnH OT,lJ.OXHyn.? nO'lCMy nen XO'lCT
nul. c C060H hanKy? KTO CKaJan. 'ITO y 03epa ecTb 3Mell'1

'-ho coapl:lna Baml lIa o6e,D,? nO'lCMY OHa He Morna coapHTb y~y? CKOJlbKO opeMeHH OHa CTOJIna
II O'lCpeAII'1 tl,OCTana Jill Olla pblGy? nO'lCMy AJicwa HC XO'leT 06e,D,aTb? KYAa Baml XO'lCT nOllT" 3a
pbIGOH?

fAe )KUDer AJ1ewa BonKoD? OUYAa 011 npuexan? KaKoii 011 'IeJ10ReK? 1.(ero 60JlnHCb pallbwc
HX OTU,bI? Moryr Jill Tencpb nlO,!{1I B CCCP rODoplfTb Dee, 'ITO AYMalOT?

fAe HaXOAHTC~ KDapTHpa Kypo'lKHlla? nO'IeMy HaAo ItATl1 no nCCTHHue1 OTKYAa npHcxan Apyr
Kypo'lKHHa? Ha Aonro OH npuexa1l D Mocuy'1

nO'IeMy SOPllca MIlXaKnODH'Ia HeT ,D,01>1a? Aonro 1IH 011 CT)"lan? 41'0 npe.a.nO:ti:M coceA Kypo'l·
KMHa?

nO'lCMy neTpOBa He 6blJlO Ha paGon? Kor.na 300llKJla JKella nCTpooa? \..(TO OHa CKa3aJ1a'1 Ka"
Obi AyMaeTe, neTpoo 60neH IIJlM npaCTo XO'leT OT,D,QXllyrb'1

4TO cnY'lUJlOCb C rpa:t:,!{atlHHoM'1 KOMY 6YACT 300HIlTb cro APyr? Bbl nOMIUlTC HOMep Tcne$olla
1I.0KTopa? 1l0'ICMy Of! n.yMan, 'ITO JlOKTOP 6YACT .l\OMa?

Y Koro o'lepa 6b1Jl Aetlb po)KJleIllHI? lho 6bllJO lIa oGCA? KaKlIc 1I0aapKII nOJlY'lllJla Tall$! 01'
pOAllTeneli?

Sample queslioflS on Reading and Writing 63

 LF.SSON 18, pp. 44S-47

c.:OJl.I>1r.:O JleT OHH Y'IUJIIICb B llII:oJlc1 KTO MO::tCCT cpa3Y nocrymrn. B B}'3? ITO'lcM)' AHaTOJUI.K
AO.n:ar.:CH pa60TaTb Ha llpoH3BOACTBe? nO'lCMY AHaTOJlHH He XO'leT Y'f.HTbCSI.na.m.lUe nOC1lC npalITKl:H?

KCM HUll p311bwe XOTeJ1 6b1TI.? Kaklle y lIero TenCpb llJIallY? Kalr.: 011 MC'lTaeT ycrpoHThCSI lIa
XopowyK> pa60TY? \tcro JKeJl3eT CMY BHnop? B:cPHT Jl1{ BIIIITOP, 'ITO HBall MC'ITaCT TOJJbl:O 0
TellJlOM MecrC'fKC?

K3Koii 3TO 6b1J1 BC'iCp? KTO 6hIJ1 113 SC'fCpe? ITO'iCMy Oml on03)],aeT 113 se'iCp? C ReM aHa nplt-
Ae-r? 0 '1eM r060plinH H3 3TOM SC'icpe1 KCM XO'lCT eraTb EoplI? KTO He Mor peWllTb, kYAa HATH
A3JtbUlC Y'lHTbClI? Ky,lla XO'leT nocryrnrn. Bepa? KakHMlt J:3»eyTCSI nnepb HX Y"HTemt?

o '1eM Oll JU061Ul 'lHTan., lCor.na 011 6bUI ManCHbKHM? KYAa au peWH.J1 noexaTb? B DlOM ropoAe
011 »::HJI? JJ.0 kaJ(O'O ropoAa ou k)'nHJI 6HJ1eT? nO'leMy all k)'ll1IJI 61U1eT AO Klteaa, a lie AO BJlaAH·
ROCTon? J:(anca:o JIlt Oil yexM? ITo'lCM)' Dpo80AIIKIC DOJBOHHJI MaTepll?

KCM pa60TaeT OpnoB? ITO'lCMy ::KClia CkaJana, 'ITO all .lJ.HpeICTOp? KCM pa60TaCT JKCHa OpJloaa?
KTO Cka3an, 'ITO Olla npo.n.aer nHMowl.n. B kIiOCICC?

ITO'lCMy Ita BC'ICpe HCJlI.:.I<: 61.1110 KaK cncAYeT 8h1mrn.? KTO 6bV1ua nc'Icpe? Kakoii aMCpHkaHCU.
6b1n TaM? K3k rpaliT 'OROpItT II nOIlHMaCT no-PycclCH'l

1.JTO c0!leTYeT eMY AOKTOP? CxOJlbKO SpeMCIIH eMY IIY»::HO cme CIUleTb AOMa? JJ.yMaJI JIll Oil,
'ITO no Tak cepbe:mo? 1.JTO rOBOpHT AOKTOp?

Korll,3 011 noo6e.n.an? \ho eMy npeAJIOXHJlH? tIcro 011 A3BIIO )'Xe lie BIIACJI? XO'lCT JIll Oil pbl6b1?
1.JTO Oll 'OBOpIlT 0 DHporax?

··,,,• ...•,,
·, ,
·,
64 Appendices