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RUS': A Comprehensive Course in Russian
This comprehensive foundation textbook is expressly designed for students embarking on a Russian language programme. Ac
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RUS': a Comprehensive Course in Russian This comprehensive foundation textbook is expressly designed for students embarking on a Russian language programme. Accompanied by cassettes, it develops the four key language skills ± reading, writing, speaking and listening ± and provides all the material required to reach intermediate level either at high school or during the ®rst year of university. Highly interactive and activity-based, the course puts students ®rmly at the centre of the learning process, developing their autonomy as learners. . . . . . . . .
Thorough grounding in the grammar and structures of contemporary Russian Wide-ranging tasks and exercises for both classroom use and self study Informative texts selected to foster cultural awareness Topics including family life, education, history, geography, work and leisure Clear, attractive layout with lively illustrations to reinforce learning Extensive reference features including section on basic concepts of grammar Teachers' guidelines to enhance practical application in the classroom On-line answerkey at http://uk.cambridge.org/resources/0521645557
s a r a h s m yt h is a lecturer in Russian at Trinity College, Dublin. She is co-author of two Russian language textbooks, Basic Russian, A Grammar and Workbook (1999) and Intermediate Russian, A Grammar and Workbook (2001). e l e n a c r os b i e is lecturer in Russian at Heriot-Watt University. She is an experienced interpreter and is on the editorial board of the Russian journal Rusistica. Her publications include papers on language teaching.
RUS'
a Comprehensive Course in Russian
S A R A H SM Y T H Trinity College, Dublin
ELENA V. CROSBIE Heriot-Watt University, Edinburgh
published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU,UK 40 West 20th Street, New York, NY 10011±4211,USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de AlarcoÂn 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org # Sarah Smyth and Elena Crosbie, 2002 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2002 Printed in the United Kingdom at the University Press, Cambridge Typeface Times 10/13pt System 3b2 [c e ] A catalogue record for this book is available from the British Library Library of Congress cataloguing in publication data Smyth, Sarah. RUS': a comprehensive course in Russian / Sarah Smyth, Elena V. Crosbie. p. cm. Includes bibliographical references and index. ISBN 0 521 64206 X (hardback) ISBN 0 521 64555 7 (paperback) ISBN 0 521 01074 8 (cassette set) 1. Russian language ± Textbooks for foreign speakers ± English. I. Crosbie, Elena V. II. Title. PG2129.E5 S65 2001 491.782'421 ± dc21 ISBN 0 521 64206 X hardback ISBN 0 521 64555 7 paperback ISBN 0 521 01074 8 cassette set ISBN 0 521 52955 7 audio CD set Illustrations: Vitaly Palkus
Contents
Preface: to the students Acknowledgements
vii x
Outline of the course
xii
Key to symbols used in the course
Part I
xvii
Course materials Introductory unit Unit 1
28
Unit 2
48
Unit 3
72
Unit 4
103
Unit 5
127
Unit 6
153
Unit 7
176
Unit 8
205
Unit 9
227
Unit 10
251
Unit 11
275
Unit 12
301
Unit 13
332
Unit 14
360
Unit 15
389
Unit 16
413
Unit 17
437
Unit 18
458
1
v
Contents
Part II
Unit 19
487
Unit 20
510
Teachers' guidelines General introduction
534
1.0
The course-type
535
2.0
The syllabus-type
3.0
The intended learners
4.0
The teacher
5.0
The structure of the course
6.0
The units
7.0
Reference tools
8.0
Study aids
537
539
543
544 545
9.0
What to do with the classroom materials
10.0
Developing knowledge
11.0
How to develop speaking skills
12.0
How to develop reading skills
13.0
How to develop productive skills on the basis of texts
14.0
Use of the key
15.0
Concluding remarks
558
Glossary of linguistic terms
559
Bibliography
558
Reference tools and study aids Grammar summary Summary of functions Vocabulary checklist Index of texts
563 613 674 684
689
Index of grammatical concepts
545
546
560
Language awareness
vi
540
540
Methodological pointers
Part III
539
694
552 553 556
Preface: to the students
The course The authors hope that you will enjoy studying Russian and using this textbook. It is the result of many years' work and has been piloted in three educational centres over the last ten years. It has thus passed through many students' hands, many of whom have gone on to become professional Russianists. The course is primarily intended for use in a classroom situation. Indeed, one of its main aspirations is to provide learners with the motive and opportunity to explore and use Russian as a tool for communication. This is not to suggest that classroom work alone will make you pro®cient; experience has shown that the students who make the best progress normally spend an hour in private study for every contact hour with a teacher. Classroom tasks and activities provide you with the opportunity to interact with other learners and your teacher in and about the language; private study, be it reading, organising your notes, organising your vocabulary, doing exercises to reinforce grammatical concepts or working with the tapes, allows you to consolidate what you have learnt in class, to take stock of your progress and to monitor your learning. Remember that learning a language is not easy. Textbooks that suggest you can do so in three months are only misleading the gullible public. A language re¯ects a culture, its history and its way of viewing the world. Avail of any opportunity that arises to practise your Russian and to acquaint yourself with Russian life, past and present. You will ®nd the experience broadens your horizons, develops your curiosity and makes you look at the world and how we talk about it with a more open mind. Language awareness The `Language awareness' section is intended to help you situate your growing knowledge and understanding of Russian in the context of knowledge you already have about the functioning of other languages (and English in particular). The language awareness component of the course is intended as an optional extra for those who feel they need it and ®nd it helpful. If you are used to learning languages in a formal classroom context, you may not need it at all. If, on the other hand, you ®nd increasingly that the jargon used to refer to language is a useful short-hand and that you would like to become more familiar with it, then you will probably ®nd it useful. The main thing is not to be daunted byit. The sequencing of concepts in this section closely parallels the sequencing of language exponents in the units. In this way discussion of the key concepts may be integrated into classroom interaction if you so wish. In this section reference is made to other languages (Latin, French, German and vii
Preface: to the students
Spanish) with which you may be familiar. The aim of including these languages is to enable you to draw on knowledge you already have, not to teach you about other languages and how they function. The exercises focus principally on English (and in later units, Russian). Where exercises address other languages, you should restrict yourselves to those you know. Grammar summary The `Grammar summary' is intended as a reference tool. Beware of becoming dependent on it. It provides tables and texts outlining the grammatical patterns of Russian. It is not intended as a descriptive grammar and is not a substitute for classroom discussion and hypothesising about how Russian functions. If you have questions or come across problem areas, the best person to ask is your teacher. The main use of the grammar section is to check something. Its purpose is not to teach, but to remind. Summary of functions This is a table which lists the language functions introduced in the course. A function, in the linguistic sense of the word, refers to the use to which we put language in social interaction. The functions are listed in the order in which they are introduced in the course. We recommend that you keep a record of what you can do in Russian by ticking the relevant box as and when you feel you are comfortable with a given function. Vocabulary checklist The book also includes pages which list the main topics covered in the course. It is an important part of learning to keep monitoring what you do and do not know. These pages are intended as a tool to help you monitor your learning of vocabulary. Though everyone has his or her own system for recording and learning vocabulary, one suggestion is to keep a vocabulary ®le with a page dedicated to each of the topics and sub-topics listed. The chart will help you assess how many words you have recorded and feel you have learnt. In your vocabulary notes it is advisable to differentiate between key and peripheral words on a given topic. Possibly key words could be stored on one side of the page and peripheral words on the other. How you decide which words are key, and which peripheral, will in part depend on your interests, in part on your reasons for learning Russian and in part on common sense. It is also important to take note of common constructions used with particular words. One way of doing this is to illustrate each entry with examples of a word's use: a phrase or sentence from a dictionary or from the text where you came across a word. With regard to verbs, make sure you note what case they govern. Furthermore, Russian tends to use adjectives more than we do in English, so make note of common adjective and noun combinations. Since Russian is a word-building language, it is also helpful to group together words which are derived from the same root. Many of these words will refer to the same topic: for instance the word set exbnm, exbnmcz, extybr, exbntkm, extdysq, which are all viii
Preface: to the students
derived from the root ex-, all relate to studying/teaching. Using a highlighter, common roots can easily be identi®ed. Recognising word-building patterns considerably reduces the load on your memory. This might seem like an awful lot of work. It is. But it pays off in the long run. If you are systematic about recording and learning vocabulary right from the start, you will ®nd it becomes part of your routine. Determine to work on a small number of words every day. You will be pleasantly surprised at how much easier it gets with time. This section also lists tasks relating to each of the vocabulary topics which you should be able to do. Indeed, it is not simply enough to know a word: it is important to be able to use it in speech and writing. Again there are boxes for you to tick off as a way of monitoring your progress. Most importantly enjoy your work and do not get downhearted. Work steadily and regularly, do not be afraid to play with the language. When you crack your ®rst joke in Russian, it will all have been worthwhile.
ix
Acknowledgements
We would like to express our gratitude to all the people who have encouraged us, advised us and supported us in the production of this course. First and foremost we would like to thank our families: a special debt of recognition is due to David and Stanford without whose forbearance and practical help this course could never have seen the light of day. Thanks in particular to David for his technical advice and assistance. We acknowledge our gratitude to the University departments which fostered the production of the course and allowed us to pilot it extensively during the last ten years: Edinburgh University, where the course was originally conceived, Trinity College and Heriot-Watt Universities to where the authors subsequently moved. We would like to thank all the students and colleagues whose feedback has been essential in the shaping and reshaping of the course. In particular we would like to thank members of staff in all the Russian departments which have been directly involved in the production of the course: Mary Kate Halpin, John Murray, Una Nã Dhubhghaill and Connie Dowling in TCD, Jim Halliday in Heriot-Watt and Elena Cook, formerly of Edinburgh University, who contributed many ideas for activities and exercises at various stages of the development of the course. We are grateful to all the specialists in teaching Russian as a foreign language who have given us the bene®t of their experience, especially Elena Mikhailovna Maksimenko, Liudmila Borisovna Seregina, Irina Abdalyan, Dmitri Tsiskarashvili, Nikolai and Anna Kochurov. We would like to thank Olga Manakova for contributing to the key to the exercises. Thanks are due to colleagues from the German, French and Spanish departments for providing invaluable assistance with the `Language awareness' section, in particular Sheila Watts, Claire Laudet and Susana BayoÂ. We owe a debt of gratitude to Sean Devitt, Eimear Farren and Dee McGarry for their comments on the `Teachers' guidelines'. Many thanks are also due to all those who supplied the photographs for this textbook: Vladimir Kallistov, Connie Dowling, John Murray, Vladimir Shugurov, Emily Finer, Anatoliy Tchikine, Aleksandr Olegovich Sholokhovskiy and Aleksandr Asta®ev. A particular thanks to Vitaly Palkus for his lively and imaginative line-drawings. Thanks to Elena Baburina, Manushak Hovsepyan, Dmitri Tsiskarashvili and Vladimir Shugurov for their reading of the recorded material and to John Murray for producing the recording sessions. Thanks also to John Grimes, the sound engineer in the CEL Studios, Radio Centre, RTE for his contribution to the production of the tapes. Thank you to Natalya Uvarova for her careful copyediting. Thanks are also due to all the Russian publishers whose texts are included in this course: every possible attempt was made to contact them and seek permission to reproduce extracts. Many have ceased to exist, others failed to respond. We have assumed that silence is consent. And last but not least many thanks to Rate Brett, Pauline Graham, Camilla Erskine, Jacqueline French, Jenny Landor and Caroline Murray of Cambridge University Press, for their support, perseverance and commitment to the project. x
Acknowledgements
We accept sole responsibility for the mistakes, infelicities of style and imperfections that no doubt remain in spite of the best efforts of all colleagues and advisors involved in this project. Sarah Smyth Lecturer in Russian Trinity College Dublin
Elena Crosbie Lecturer in Russian Heriot-Watt University Edinburgh
xi
Part I: Course materials
INTRODUCTORY UNIT
In this unit you will learn about:
. . . .
You will also learn how to:
. . . . .
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F
UNIT
4
.
In this unit you will learn how to:
. . . .
/ /
/
A Cultural awareness
5 F& + < $&( A & ? + G F& + < &B $&( A & &B 2 &? .+ 0 7 "G& + G F& @ &"B / B "B$& @ + ?($&/ ?($& B++
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+ + + $&" 0? ( *A+ + + + $ ? $F2 ? (+ ?2( 0 "? @ + + + 6 B0 7 D + + + + + + ? & D+ ; D& + + + ? $F2 + + + %6 @ + + + O < B + + + < ?; + + +
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C The past tense
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D Reading and grammar /
6 4 9- 3
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/
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H Numerals :
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F $ 2 ? .&7 G $ ? .&7 I =& ? .&7
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V
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+ "( G ? (@ & *B + (+ ? 2? & *B (; F (/ $ =? &"F( 0? "@&7+ J
7 $
4+ < $ &"A 0$C+ " 2B (A A$=&7 F&+ @+ " 2B ? .&7 F&/ ? .&7 =&7 + + + &"@ .&7 A=&7B C+ % ? = B = F ( 2> B+ 0 (
E Reading and comprehension 2
p 2
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F Biographies 5
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UNIT
D
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In this unit you will learn how to:
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UNIT
G
.
In this unit you will learn how to:
. * . In this unit you will revise how to:
. 1 /
A Talking about people
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6 " 8 & $427 A
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4CI
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0 1 2
A Future reference
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4D4
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C Studying abroad
8 # ' 27(- "3 C
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UNIT
D
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In this unit you will learn how to:
. > . > . / /
A Degrees of comparison
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A Genitive plural
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. 2 .
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@FI
(! .+ 2 & '+ $& =& 7$& $&! / ( &( O $ -B- ? - U $ $ # && $ /> = #>$&"6 UU & 72 ' ++++ UU && " 9&' ++(++ + UU & "6 9&' ++4++ UU &9& & ' ++@++ $&"6 ,( + +( 0$& 6 UU & $&' ++C++ ( $ $&>"+ 2= $ $&" / "0 $/ 0& 7= 6, &7 UU & ' ++D++ UU &(. ' ++F++/ 7= $&&7 RR &" &7' ++G++ + - 6 = 7 = UU & $& 7' ++I++ $ &" UU & ' ++J++ +
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
/ IDI! (' @GJ
7 ?
(! 6+ A + # ">+ $ ? - +
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
@GC
6
@" C2 # : '# " ' ;+
& 6&7/ = $ " / & " ;;+ 0 / $ &";/ 6;& 0& & 0 7 & " $ / " 0&; &, " 2= ' + + + + 7 H 9& $ / & >& & 7 $ =2 & 7' + + + + ;; " ! (/ " & " $ " " / 0 %+ &2 7 = & ' + + + ;$7 & = =' + + + / , &= ( = & 0 7 + $6
'A# 8 '# 47) 2" 7 +
'0($7 & 0 " & ' + + + & , 0 $ $&&(&/ > " &;+ & / "( " $& ,& & &" ='+ + + + /&; $>/ 0& ( ( H &" &&"' + + + / " & & '+ + + + & & ! ' + + + = & &L, &7' + + + " / & &7$= &9 6'+ + + + & "( 6"; & 7 $ ! & $&7! ' + + + / * ". 6 " "6+ ;& $&7 ( &7 $>/ 0& " $, & "( &6' + + + C 6 % $
+ &' 2 / ? (+ ? 4+ N ? @+
? C+ ? D+ 9
? F+ N 1 ? G+ ? I+ 9 9 9 ? J+ ) '
: # +
@GD
UNIT
I
.
In this unit you will learn how to:
. . . .
2 5 > &(' >
A Expressing wishes
p
6 #1 &8 $ A73 743 - - 2 / / 5 ,B0 &/ 0&B6 $ ? E& + ? " $@ G/ 0&B6 = "2? "? + 8 > 0; 1 &I+I+4'+
E
,1( @@" 3 J!/ ! #) + + + L / #) . $L. $/ ! #) + + + # + 5D $ J+ F B B I& "&F" = A&J "&@$7 $ @ 0&?& = H C & "G &.? H $ $A (;4 A& ! @ 6 6 , &A @ &7 $ B " > (JJ FK *
B L ? F & ,BL ,B H &.? @ &7K < , 0F/ 0&B6 L ? 6L6? ,BL ,B &7+ < 6 , &AL, &A/ 0&B6 L ? 6L6? ,BL ,B &7+
@ ( BL > F (& ?/ B $6/ " $&/ *F" K & F & BL > $ @&6&7 H 6 $ F @ ?(2 K F & L ? , @&7 A&$ $ K B 2B L ? F & (0@&7$=K L ? F & (0@&7$=K / L ? F & & " $ ?&7$=/ ( ?&7$=K B ( BL > F & ,"?& "K @GF
$&F & L ? ( "$&A& B$ 2B6 @ >& "B&&7K L ? $&? & " *A$$K L ? F & "B&&7K @ ( BL > F (& & 2A = $ " @& =/ &+ + $ ?K ? A &$=L ? C & ?(K #B7 ( BL > F & &AK & F & G 0&7 BL > &AK
'
/ & 0;+'-F& A'(7 " ' 14
0 + ( =
+ 9) +'
+ B"$&
& + + + + + + &+
(+ . ?7 $&7
+++
4+ ! $&
p #"A
p 6$B
@+ " ?
p #"A p C$2
p '0> = $&A 7
C+ !B& & B p $F$$& / (7&F"+ $A (;4, &"$A! p " C2 $&7+ p % "B= L #A& " ($F+ p &@0 $= A=& 7 $&7+ p " ? + D+ # A $ $& G
p "? $ $& GL$ $& G+ p ! > L" ?+ p A.L ?+ p ?( L ?&+
F+ @4 6 ($B=
p #(A = B4 7+ p B4 A &+
G+ & 2A ("A ; p F"& $& G + I+ & 2A $ "& C @& J+ " A $F
+ & "A$6
@GG
p F &A, + p #A7$ , G$& + p " ," A + p %"? $ "&+
p B &+ p & A7 = "&@"+
p F"& @" +
p F"&+
p 7>&+ p B & C &7 "? 0 6 $& B+ p " 0&? & C &7 "(F "(A+ p D& " @&7 $F B/ $ 7A+ p D& " F B0 $& + p D& $ A&7 B+ p D& " @&7 $F $ "(7G+
p $ 4A B/ & ?&" / .A"& + p $ 4A " $& "? / , A B$&+ p "? 2?,&6/ 2"? 6/ $&B7 6 @"6+ p !C = B=/ ,B&/ ? " 6 " F+ p # "&+ p $$@ 6 B& 6, ( & @ "+ p . @" + &% ! +0* . B ,:& ./ #& $/ 8/ +/ '
7 B
0 < , &AL, &A 6/ 0&B6 ?7 6 $ F& @ + + + < , 0F/ 0&B6 L ? + + + < , 0F/ 0&B6 ( BL > + + +
$
p
% 4 / 1 = +3 743 - -
2
> 2 + ! > B &7/ $ G $&@+ F / 0&B6 " > / $ G $&@+ " $? $ >& $ $$@"6 C $&?&7$= $ @, $&?,+ " $? =?& 7 / 0&B6 $ $$@"6 $&?$7 $ @, $&?,+
'
V
6 4 $( ; 3 ('" " A 2 +
(0$&@$7 A = &A "A = , ?= "7 &"6?&7 "7 . B0
$&?&7$= F B7 &7$= B . B0 C&7 @.;
=
* # " ? ?& 7 @.= 7G " @&
, ?= "7 B ? , @ $ $A
B B ?& 7 F & *B
A& A$& . B6 0 A " > . B0
/
? * C&7/ $&?&7$=/ & 0?&7/ &"6?&7/ B7 &7$=/ " "G&7/ ($& @&7 $* + + + B + + + B + + + "7 . B0 + + + @.; & *B ( + + + & *B 6 @ + + + F B + + + / $> "G
:
L L ! #) $A "A= (0$&@$7 $F0 A = &A $B$, "&@",+ $ 2 " > 0?$& $&>&$= @ B/ , @ "A $ B/ 0&B6 , ?= "7 6? "A / 0&B6 C A (, B . B0+
?& 7 &? / 0&B6 "@ 6 ($& B B+ F / 0&B6 2 " > , " 2B / B7 &7$= B . B0 + 5=$ @& " > (/ 0& B $F0 7G &"6?&7 "7/ ? . B0 / @GI
A$ B "C& $ "(B $& " C/ @ A$ A$& . $& @& B6 0 A/ @ 4A B &+ ? / 0&B6 " > / C&7 @.; & *B ( J(+ ', G B/ " @& C B &7 " > (/ ? & 0?&7 B "7/ & *B 6 @ $&@ $ G $ B6 ; 7@+ 4A ?& 7 / 0&B6 A& , @$7 B( @ "&@" + A$ ( ( " @& "(B C, &/ B " $@&7 $ $A / 0&B6 @ "A= & "A " "G/ $> "G + & I =*& J# %GG5'
B The conditional mood
p
p
6 & # ' 43 $ $
$ 6 $
$ F & , "B2= B / 6 > 9$F"$;+
$ 6 6? , "B2= B / 6 2@ 6 9$F"$;+
$ 07 F & &> / 6 F 0 ?&7 &"C&6 A +
$ 6 07 6? &> / 6 6 0 ? &"C&6 A +
< 7F E&( @(/ A$ ? & A B72 ( ?+
< =L=? 6 E&( @(/ A$ 6 ? & A B72 6? ( ?+
< F & A A0 " / A$ ($ A;+
< 2>L2? 6 & A A0 " / A$ 6 ($ AL($ A+
$ F & $ "? / = " F$7 B B +
$ 6 C $ "? / = " F$= 6
B B +
$ ( $ F (& A&6/ 6 > & ?&"+
$ 6 ( $ C A&6/ 6 2@ 6 & ?&"+
$ 6 C B" =/ 6 ? B +
$ 6 6 C2 B" =/ 6 ? 6 B +
8 0; 1 &I+I+@'+
24 & :&1 " :
$ = $&? ( "? / + + + $ 6 = $&?L$&? "? / + + +
$ $ $& $ 9? 6/ + + + $ 6 $ $ 9? 6/ + + +
$ 6 F (0@&7$= $A/ + + + $ = C"; & "A ( A&(/ + + + $ 6 6 (0@$7 $A/ + + + $ 6 = C"LC" & "A ( A&(/ + + + @IJ
7 B
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
=
$
!8 05 '+ & (' - - /
8 # .A (0A B "B$ $ .B I+ &A $7 6 & A (A,&7 &7 " @.(OJ B $&"2 ?$$ / F6=$7/ ? @& 7 6 &A&+ " E& D 2 $&"B 6 B " 2@& 7 / 0 A(2! 27 @ 0 &6">, ?70 ? =&@ A(2 &A& "B$ &".?& 7 + & "A$ / 0& $?6 &" &@0 6 ?$7 A& A $ A0 6, $ A H "*A I> B, / ? A ,&? &J H @ $ $&G;& 72 $&B & ,/ & ( ?&7 $ "? &$=+ #" @ MNSA& , ? $7 B72 ?;4, 9"@" &7/ 0 $" @ MYS FA& ,+ ? ".B 6, $&" A $" @ $&"2 ?$$ ? $A (;4(; "&@ (! D/C [ (J [ ( [ (4/C [ G [
F6=$7/ (A, 6 &7 " @.( , &G& ( ?&7 " @.( ? " 2@/ I$ "A H / 0 H &J ? " 2/ I$ "A H &/ 0 H J &"( @$7 &A&&7 & & "? A&6 I@ & *$-J# II@' @I
C Reading and grammar
6 4 63 (
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
@I(
7 B
24 & :&1 " ! + (+ 4+ @+ C+ D+ F+ G+ I+ J+ + (+ 4+ @+
0&B6 A& C + + + $ , ?, ? 6 "B$6 C 6 C , + + + $> $F2&7$= ? $ A 6 + + + A %6 0 F E& ? B ( + + + ,A $&7K %6 = @ + + + $ G + + + A" B + + + B &6 ,B K "$?0$= + + + $&F B 2> 6 ? + + + "B&6 B & 9& &B "? + + + $; 7+ &(& 6 = " 2>$= + + + B & + + + A $ @& $7 + + + ("B/ = + + + B FB 6 + + + & BB 0 "? , @ + + + 7 " A = & &"@ .&7 A + + + "B / $>B
$ + (+ 4+ @+ C+ D+ F+ G+
< &, @&7L &@W + + + B & ? ? / , &A+ "( &, @&7L &@W + + + ? + < F "0?/ 0&B6 &, @&7L &@W + + + 6&7 "F+ & "A=/ 6 A / & ", @&7L "&@W + + + ?(2+ B$ A $G (& A&7 ("B/ = & &@L &@W + + + B+ ? ? $?/ 0& @ &B , &G& &, @&7L &@L &@W + + + B+ % " @& 0 "? &, @&7L &@W + + + 7 " A =/ = , = B+ $" $A 7 = , & @&7L $&@W + + + ."+
) 0 + ; 0'+3 G 43 ! , & + ) ; F' 4
$ ( 6 %" .6 "= 0 " +
"=$&7 , & '
I $ = 6 ."./ H "& ./ H % $7 " 4> 6 " " & = "J+
" , 5/
I $ = 6 ."./ H "& > $ $&"./ H % $7 6 " & 6 & J+
&&7 , & ' @I4
I $ = 6 ."./ H %" &7= ./ H < = &;2 ."= ! &6"=J+ % 7 6 &7 ($ / "7 &, 7 $" / $ &.( , & ."7/ #& " 6 & $( "7+
$ &. , &
I "$&(/ "$ = ./ H "& / H ( 7 .". " &6"= 0( $ &="=J+
& =+ :+ A '
D Indirect speech /
p
24 M =& 9- +'3 743 - - 6 " $@ " ?& =! I & "@& / ?($&J+ 6 " $@ " ?& = & "@&7+ &7 $? $C (! I' "@ B &(BJ &7 $?/ 0&B6 $6 ("? B &(+ ! &7 A $C ( ("?&7 B &(+
p
" *A$$ " "@&! I =?& 7 " 0&?& E&( $&&7D+J " *A$$ " "@&/ 0&B6 $ =?& 7 " 0&? E&( $&&7D+ ! " *A$$ " $ A&( & $ =?& 7 " 0&?&7 E&( $&&7D+
* 5L + . " $@&7L " $@&7 H 5L + + + . $ A& &7L $ A& &7 H L . "?6&7L "?&7 H L . A&7 &
L ' $?&7
/
& & %=743 4 , - / :> - / & $ :>+ + A0 " @ $?! I' G @& ?+ ?"$& & B B+J (+ @2 $? &.F! I "2@ / ?($&/ A J+ 4+ $$@"2 &A&! I &@& A&6 " , @& J+ @+ I @& "G " @& A J/ H 5=$ @ . A"+ C+ ? B6 0 A " $@! I @& / ?($&/ &@ $ "? 0 ;"BJ+ D+ I =?& 7 $ &"@ E& & *7J/ H $ A& "&+ F+ I 2(@& $7BJ H &"A $ $&"?+
@I@
7 B
G+ I ("@& B72 (G& J/ H A 7 B( "0+ I+ -"7 "? $ ?&(! I @ &( ?/ ?; ( ?/ " $@ & / ?; 0& + + +J 4 , - / & $ :> - / :>+ + (+ 4+ @+ C+ D+ F+ G+ I+ J+
/
V
%"A " $?/ 0& $ "&$A 6 " F& D 0$?+ %"A " $?/ 0&B6 $ "&$A 6 "2@ D 0$?+ &A $?/ 0& $&( A & " >$ @( 0 "?+ &A $?/ 0&B6 $&( A & " >$ @( ?&"+ $7A &7 $?/ 0& A 9$F"$;+ $7A &7 $?/ 0&B6 A 9$F"$;+ &7 $?/ 0& A& A + &7 $?/ 0&B6 A& A + # 4@& / 0& @ "A,+ # 4@& / 0&B6 @ "A,+
6 4 )( 2+3 +> 2+3 & ( 3 +> 7 - - A 2 +
* # 8 # ,( , ( &7 (@
@&7 $ $&@&7 ?&7 $ @ $ =@ "$$ " @&7$= $ $@&7$= F. ."7?&;2
A 7 @&7$= A0 &7 ?&7 F&0 $(@&7 $ ?& "A ( "A&7 0A"&
@&7 " ? ?&7 ?0( "$?. ( " ?&7 "A& "?&7 $ , $ ?&$= ? F .
6 G&7 $ A& "$?. > ( $ B (@&7 " 4?&7$= $ A& & & $ & ."7
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) O Q
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UNIT
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.
In this unit you will learn how to:
. * . .
A To be able
p
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($ A&7 $ < ($ A; " 0&?&7 E&( A&( ?&"+ & & F 0& ( G & "A / = ? =&'
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7 @
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< F 0&?&7/ < F &7/ < F "A,&7/ < F &"C&7 "7/ < F & . ?&7/ < F $&?&7 "? F&" / < F (0?$& &7 $ ?" /
& F 0& &B$7 F+ & F 0& 2@ " B & + & F 0& $ ? B(+ & F 0& @& B" + & F 0& C ;0+ & F 0& & "G 0@+ & F 0& B F$7+
8 # ' 2 & > - - 6 < $ $ 0 A B" =/ ? $?/ 0& " >&$= B 07/ 6 B 0 "B&( A;/ < =?& 7 "A ( $ " @&7/ ?&" $&( A & " >& @( &A(/
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A & > " 0&?&7+ A " @" &7 ? 6 + A; B $?&7+ A & $A &B($+ A; ? &,B B +
C
B Indefinite pronouns and adverbs
p
p
8 # - - - "@$ ?& & 0 F& & & T 0& & T B& T
6 "B7 ?& + < & E& $C2+ "&@" 0 F& ?$ $ &+ & & & A @/ $?/ 0& " ?&7+ ? =?& 7 0& & "@&7+ ", @ B& (0@ $ "?2 & G+
8 # - - - "/*6:.O ? ( 7 ( 7 & ( 7T 0& F 7T B ( 7 K F 7
? ( 7 &6 $ B $> ( ? 27+ 6 F 7 6? " @. O $ & F 7 " >&/ ($&7 >& G+ ' B ( 7 $&7 " ?2K 07/ 6 0& F 7 " F + ' $ $&7 B ( 7 , "B2 & &@K 6 $ (0@$7 B( 0 F ( 7 F 7+ &
T ! > #+ ) #O 8 * 0; 1 &4+F'+ (!+ 2 #* + (+ 4+ @+ C+ D+ F+ G+ I+ J+
G & 0>& L 0> ( 7' $ "?2K ? = &0&B& L0&B F 7' &A& F 2> & + % &A. &0A& L0 F 7' $ 0?$ ? =&K ? $ 0?$ F0& &B& LB ( 7' *"? $ =C+ #@/ &6 & ?& L ? ( 7' 6 ;> K ?& $ > &0& & L0& F 7' $> + 7 $ ? &( ?& L( ? ( 7' $ 2@&+ $ && & L& F 7' "$$? & ?2( &? (/ & 6 B 7>+ % G $ "?2 &?=& L?= ( 7' $ &@0 = A(2+ ? $ ? " "? &$=/ $ ? &0A& L0 F 7' B7 +
C Negation
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' " A + $ $ 0* + + (+ 4+ @+ C+ D+ F+ G+ I+ J+
& ", @K # &6 6? 0 "?K 6 "@K B &6 D27K /& &6 $?K 0> $ " $@K / &6 ? 27$=K %6 (A "$$? E& F F 7K B F 7 "$@ 7 " A =K 6 $ A F 7 " ?"K
6 4 0+
/ #" &? & %("A (' ' " ( ?& &A./ ( "? &7+ #&? ?&= "F $" &B+ A ( C ?&; @&7 "@&7/ A C &7+ B ( ?& A 6 / "B G $ &>& / @ C D A 6 / $? @ "B 7+ G = A A 0( "@& A! H A0 A&7/ 7> ?&; $ A+ C4
? & 0? &! H $ @, &A ?&7 A( + 7> A 0( H $A == A > ( >&/ A 0& F & $B ( @&7/ A0 F & 4 $ @&7+ G = F "@&! H (/ F 4 $B $&7+ #&? &>& 7 A 0(/ G @ ?&; $ A+ &; ) 1 = / A (/ 3 #/ 7 / ID! 4@' !
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/ * 6 @ "( "F (A B &+ @ B &? ;@ "( "F+ 6 B " @$6 $=/ ? @ $7 "( $ "F + D C ?&7 "( "F(+ $ 6 , " 2B ? & "( "F+ 6 B B6 "( $ "F K @ $ $ $A = @ "F / 0?$& , @ "( "F( B$&+ #&"@ A B&$7 "( "F + @ $$B"$7 & A"7 "( $ "F ? "B;&$=+ # 2B7 6, & @ "@ "( "F( "? (+ !? 72 6 0?$& 6? "( ( "F+ " $&"A0 @ ( ? "( "F+ A&/ , " 2B $ @$6&7 "( ( "FB @ $ ? ?;& "( "F(+ D B0 $& G B0 " "( "F +
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F Reading and lexis 5
6 4 62 3
. (0@& 7$ B & A $ ? $ A A$ 7 (0& A+ #&?"6 (0@& 7 & ?& $?! H "A $? 0 G F&+ ? $&" 0? 0 A $ &@ @ B&0 $& + ? " A 2=$= 2B( (0@& 7 . $&B"/ &B $@7 ?=/ "@! H (/ E& ( @& 7 + &0 $& ?2 H ( $/ "F$$,/ B7 "A + & $&"? $&7! @=/ B&0 $& ( G $?6 6 A 6 H &?7= $? " / H = &B $, " B ? $ &@ @ B&0 $& + #&?"6 & ?& 0&?& 7 $?! CI
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(! ++ + # *7= &" + $ $ # && $ /> = + $ &$ "&7' ++++ ( # *7= &" $&( ("$6 2 $+ 6 " " " $& & " * $$=' ++(++! 7 = & 7 0& & " , &7L " &' ++4++ & $=&6 $$' ++@++ 4> $ " 0 >& "&6&7 7+ 0 &2 ' ++C++/ ( & &$ &7L$ &7' ++D++ $&( & 7 6 C(@
7 @
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
5 & '+ &' ) : A O &(' Q O &4' % * O &@' ) O &C' ) > 5 O &D' % > O &F' ) * O &G' ) O (! ,+ = + 72 7+ :& $$ / $-+ 8& 6 72 7+ % ;2 ( + % 6 "$6, "(2 / 0 $ &" & 7 =+ H 0/ = 0 7 &, & &7' ++++ 9& =+ H $ 0$/ % ;2+ # 0$ = & 07' ++(++ & ( &7L( &7' ++4++ + % ;2 6 2 $&7 &+ & . > &("&7L( " &7' ++@++ &" + 6
7 % ;2 &$&" 0&7L$&" &&7' ++C++ &7 & &7L 07' ++D++ $& $(( $ " (&+ $ &" = & ", &7L "&' ++F++ + % ;2 & &7$=L 07' ++G++ $ &7 >+ & $" $ 7 & , &7L &' ++I++ " & % ;2 $! H $&/ 0+ & &L &' ++J++ ( &7 =+ 0 6 0 7 " + &6&7' ++++ / % ;2 , & & 7 =/ & " " 72 + & % ;2 & &7L &7' ++(++ "+ , & &7 = $ "(7=+ 7 & "&7$=L "&7$=' ++4++ $ + "( % & &7L &7' ++@++ = 0+ H ( & = "$6 7B H &"0&7L"0&7' ++C++ 0+ H & &7L &7' ++D++ / = , 0( "&7 $ + C(C
% ;2 , & & &7 =+ % 0 $! H %6 =B % ;2 &, & & 0&7L & &&7' ++F++! H &/ = =+ &"&7L=&7' ++G++ =/ & 7 &" " $+ 0 ( $ / % ;2 2 &, + &$&" 0&7L$&" &&7' ++I++ > $ " $! H 7K H < & &7L &7' ++(J++ 0 + < =+ H %6 27 9&( 0(O H $ " $ &7+ H ;/ = > "6 " / H & & % ;2+ H $/ 0& &" & " $&7L " $&' ++(++ = "& + &. &7L . &7' ++((++ > $! H 8& , " 2 / 0& &6 =+ / 6&7 6+ 0 / 0 " $>& = "& + $ (;4 7 0 & " $&7L " $&' ++(4++ =+ " $ 0 " 7+ % ;2 & 07L$ 07' ++(@++ "&7/ 0& > (+ 6 &7 " $ % ;2 =+ 8& 6 & 7/ & 7 $
"( & + H & &7' ++(C++/ 0/ 0 & "4&7L " (&7' ++(D++ & =/ H $ + H 8& / " / , " 2= 0+ $"( & &7L =&7' ++(F++/ 0& ; 72 & &' ++(G++ "(= &+ H < (/ 0& 0 72 ( & ", &7L "&' ++(I++/ H $ % ;2+ H &6 & (&7O H & & &7+ H ( "&7 ; =+ $ &6 ( 27 "&7 ; =/ & = & 6&7L (&7' ++4J++ + & "$$( + &/ A A / ( / " * $ 6 $&( = & ( " &(" $ $& . + + + " " + $ = " & 9& & &(" + + + " # $&"= H + + + " / #1 H + + + + # 0$ #1 &(" $& + + + 0 $ & " 9 + , $&" ,/ + + + / & + + + "/ &(" ( " 6, & " $& / &$=/ 0& + + + ( " & $
"( 6 9 0 $ =& 7 $&+ ! $$= / $ / >& I$ (&>J+ 2 &(" &$& =&7 ( ($& 2 $+ " 2 ( 7 + + + " $$$, &("$& / & 6,2, + + + / " 2 "= " 6 $&" 6, *"/ (= 2 " $$$ &("$&$ + $&" 6 &("$&$ *"6/ ( " 0/ 7 6$&" + + + / 0& ! $$= H 9& / " 0 6 $& 0 & &("$& / + + + $ " 6& " $$$ &("$&0 $ "6 + # 0$ $ $ ! $$ $(4 $&( & 0& + + + "( 6, &(" &$&+ ! . ( + + + 2 I " 4 6J &(" &$& $ $& & & / 0& $&" 6 ( + + + ;& , " 2 "&6 $= $ ( "(+ C(F
(& " &7 &("$&( 2" 6 " + + + $& ./ &" $ "& 9" "& + + + / & 7 $ + + + ? (& " " &7 0"& " 6 + + + " $6+ " 9& + + + &(" ( , $> " = ;&+ % 0& + + + " =/ " =& / " $$$ &("$&0 $ = (" & + + + (" .= $ $& " 6 "( 6, *"+ & & " I .=J/ ; 7 II@' : + * + ) * O (+ 9 2+ 4+ ) 0* 1 0 1 O @+ 9 O C+ Q
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/
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&
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DG4
Outline of the course
Unit
Functions
General notions
Topics
0
Language awareness
Reading and writing the Cyrillic script. Articulating sounds in isolate word forms. Articulating stress patterns within words. Reading and writing the Cyrillic script. Articulating sounds in connected speech. Recognising international loanwords.
Words, phrases, clauses and sentences. The noun. Derivational morphology. In¯ectional morphology ± gender.
Location. Russian names. Past reference. Everyday and Theme/topic. leisure activities. Temporal reference. Occupations. Numerals 1±12. School subjects. Geography.
Conducting a classroom poll. Scanning to locate speci®c words. Grouping words in semantic ®elds.
Personal pronouns: person and gender. The noun: case. The nominative case.
Accusative case (direct object). Motion. Numerals 10±29. Reference to time.
Illustrating a narrative. The noun ± animate Scanning a text. and inanimate Decoding strategies: reference. recognising semantic The noun: countable/ and syntactic non-countable/ relations; using collective nouns. contextual clues to The accusative case. deduce the meaning Word order: of unknown words; statements. recognising Word order: de®nite/ international loaninde®nite reference. words. Naming and greeting. Constructing a summary using guiding questions.
1
Greeting and Location. Negation. leave-taking. Identifying people Gender. and objects. Locating people and objects. Giving directions.
2
Locating people and objects. Talking about the past. Expressing and enquiring about knowledge of information.
3
Talking about likes and dislikes. Asking and telling about desire/want/ wish. Introducing oneself and others and responding.
xii
Skills
Russian names. Professions/ occupations. Places in a town. Technology.
Russian names. Famous people. Work and leisure. Places in a town. Classroom activities.
Outline of the course Unit
Functions
General notions
Topics
Skills
Language awareness
4
Asking and telling when something happened. Asking and telling why something happened. Structuring extended discourse (narrative). Identifying people precisely.
Plural of nouns and adjectives. Numerals and nouns. Aspects.
Work and leisure. Daily routine. Biographiesin brief.
Recoding monologue into dialogue. Scanning a text. Classifying hyponyms. Recognising root morphemes.
The noun: number. Prepositions. Word order in questions.
5
Expressing your opinion. Enquiring about and expressing a wish/desire. Stating whether somethingis correct or not. Talking about interests/ occupations/ professions.
Instrumental case (complement of copula). Instrumental case with prepositions. Verbs of motion ([jlbnm, blnb, gjqnb).
Professions and occupations. Education, study, training. Interests and hobbies. Biographies. Geography.
Retelling/summarising. Expanding information contained in tabular form into a continuous text. Expressing information from continuous text in tabular form.
Verbs. Aspects. Direct object and complement.
6
Asking and telling about possession. Talking about people's lives and families. Enquiring about and expressing a wish/desire.
Genitive case. Present reference (1st conjugation verbs).
Family relations. Biographies. Education and schooling.
Matching nouns and appropriate nominal modi®ers.
The verb. Aspects in narrative. Nominal attributes.
7
Asking for an explanation. Structuring discourse. Expressing an opinion. Expressing emotions. Expressing agreement/ disagreement. Suggesting a course of action. Expressing regret.
Education, work Dative case. and leisure. Impersonal Weather. expressions. Present reference (2nd conjugation verbs). Numerals 10±100.
Recoding information Direct and indirect in continuous text to objects. complete a form. Responding to a letter. Identifying and replicating syntactic patterns. Using guiding questions to structure continuous discourse. Matching nouns and appropriate adjectives.
xiii
Outline of the course Unit
Functions
General notions
Topics
Skills
Language awareness
8
De®ning words.
Indirect speech. Case system (revision). Present reference (revision). Prepositions and nouns (revision). Interrogatives (revision).
Professions and occupations. Biographies. Education.
Paraphrasing: matching words and de®nitions; de®ning words. Parsing. Identifying root morphemes, pre®xes and suf®xes. Using Russianlanguage source materials.
Interrogative pronouns.
Holidays and specials occasions. History. Biographies. School subjects.
Distinguishingthe main idea from supporting details. Transcoding information from tabular form into continuous discourse.
Adverbs and adverbials. Word order and adverbials.
Conjunctions. Prepositions and conjunctions.
9
Time expressions: Enquiring and dates. telling when Ordinal numerals. something happened. Expressing greetings and good wishes on special occasions.
10
Enquiring and telling when something happened. Inviting. Accepting and declining invitations.
Time expressions: telling the time. Temporal relations (revision).
Daily routine. Television viewing. Leisure. Biographies.
Using the answers to a survey to identify questions posed. Identifying the plan of a text. Compounding words from derivational morphemes.
11
Describing a person's character. Explaining what people do.
Plural reference (nominative case): regular and irregular. Adjectives. Adverbs. Voice. Relative clauses.
Character. Professions. Student life. Biographies.
Nominal modi®ers: Deriving adjectives adjectives, from nouns. determiners, relative Understanding pronouns. relations between parts of a text through the lexical cohesion devices of synonymy and hyponymy. Recoding information from and into tabular or graphic form. Planning and organising information in expository language by describing a state and changes of state. Identifying key words in a text. Distinguishing the main idea from supporting details.
xiv
Outline of the course Unit
Functions
General notions
Topics
Skills
12
Describing a person's appearance. Talking about one's health.
The prepositional case (of nouns, adjectives and pronouns). Irregular locatives in -y.
Parts of the body. Health. Clothes. Colours. Student life.
Nominal modi®ers: Identifying and prepositional describing verbal phrases. governance. Composing a narrative based on a visual stimulus. Selective extraction of relevant points from a text, involving the charting of information.
13
Seeking, granting and withholding permission.
The instrumental Festivals. Theatre. case (of nouns, Cinema. adjectives and pronouns). Modals. Quanti®ers. Adverbials of means and manner. Verbs of motion. Transitive and intransitive verbs.
14
Expressing what you intend todo. Expressing where you intend togo. Expressing when you intend to do something. Suggesting a course of action.
Future reference. Aspects and the future tense. `If ' clauses.
Residential language courses. Travel and tourism. Moscow. Museums.
15
Asking for and giving directions.
Pre®xed verbs of motion. Adverbials of purpose.
Travel, transport, tourism. Russians abroad.
Scanning to locate speci®cally required information on a number of points. Report writing.
The dative case (of nouns, adjectives and pronouns). The comparative and superlative degreeof adjectives. The declension of surnames.
Workand holidays. Traveland tourism. Holidays.
Analysing the structures of extended discourse: understanding relations between parts of a text through grammatical cohesion devices (comparison and logical connectors).
16
Language awareness
Enquiring about an Voice. unseen document and reconstructing it on the basis of information obtained.
Verbs: auxiliaries.
Verbal pre®xation.
xv
Outline of the course Unit
Functions
General notions
Topics
Skills
17
Structuring extended discourse. Expressing your opinion. Enquiring about someone's opinion. Agreeing/ disagreeing. Epressing uncertainty.
The genitive case (of nouns, adjectives and pronouns). Quantitative notions.
The family. Men and women. Gender roles. Student life.
Identifying discourse markers in expository prose. Structuring extended prose. Deciphering riddles.
18
19
20
xvi
Asking for Adverbials of place House and home. repetition/ (revision). Housework. explanation/ The imperative clari®cation. mood. Fsking someone to do, or not to do, something. Advising. Inviting. Requesting, ordering. Giving instructions. Expressing wishes and requests.
The conditional and subjunctive moods. Indirect speech. Short adjectives.
People: desires, wishes, aspirations, dreams. Student life.
`To be able'. Inde®nite pronouns. Negative adverbs and pronouns. Lheu lheuf.
Social gatherings.
Extracting salient points to summarise the underlying idea of a paragraph.
Understanding word formation (roots, af®xation, derivation, compounding).
Language awareness
Aspects and functions.
Key to symbols used in the course
p
Grammar note
Reading material
Writing exercise
Drawing exercise
on
Conversation
Group work
' V
Pair work
Vocabulary development
Game
Song
Cultural awareness
-
Homework
Listening comprehension xvii
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