How to learn Russian on your own online. Individual Russian language training

If you are in doubt about how to write a particular word, you can always check it on the old and respected portal “Gramota.ru”. To do this, the site has a search form for web dictionaries. In addition, “Gramota.ru” offers visitors a text course “Online Tutor” with spelling and punctuation rules, as well as interactive dictations and other tasks to consolidate the material covered.

2. “Language Eye”

This program, in the creation of which teachers from St. Petersburg State University participated, is an original collection of short articles about the history, syntax, phonetics, stylistics and other sections of the Russian language.

Due to the hyperlinks that link the texts, the format of the reference book is reminiscent of Wikipedia. After launching the program, its wonderful design catches your eye: it looks unusually stylish for its subject matter.

“True Words” is a children's interactive Russian language textbook. Accessible and fun materials from this resource, written by professional teachers, will help your child fill in the knowledge gaps in the school curriculum.

The site uses game mechanics and bright design to draw the child into educational process and teach how to write without errors. The system evaluates students using tests and provides parents with statistics on progress. The site is paid, but trial lessons are freely available.

4. “The Russian language is literate”

Within this program there are more than 16,000 test tasks on spelling, punctuation and more. According to the developer, Russian language experts took part in drawing up the questions. When faced with a difficult test, you can request help - the program will display the theory section associated with the question.

"Spelling" allows you to improve your command of the Russian language in practice. If you have to write a lot of texts, then you can check them in this service. The system analyzes what is written taking into account numerous language norms, indicates errors and displays the rules associated with them. The service operates on a paid subscription basis, but the cost of the tariffs is unlikely to scare away an interested user.

6. "Punctuation"

With this program you can check and, if necessary, improve your punctuation knowledge. It works like this: you are shown offers from famous books, and you place punctuation marks. The system evaluates the result and comments on errors.

Only 20 proposals can be processed for free, another 200 are available for a symbolic price.

Dictations based on the works of outstanding Russian writers appear on this resource of the City Methodological Center of the Moscow Department of Education. Each text has gaps - you need to insert the missing characters, choosing them from the options provided. Upon completion, the system counts the number of errors made and displays the result.

8. "Spelling"

Apparently, “Spelling” is a program from the developer of the already mentioned “Punctuation”. The applications are very similar, but if the previous one was devoted to punctuation marks, then “Spelling” helps improve your spelling skills.

The system shows sentences with missing letters. You fill in the blanks, and the app points out your mistakes and provides spelling rules associated with them.

25 offers are available to every user for free. A few hundred more can be purchased for a small amount.

1. Experience Information
   1.1. Relevance of experience
   1.2. Experience Target Line
   1.3. Leading Key Ideas
2. Experience technology
   2.1.Theoretical justification of the experiment
   2.2 Analysis educational situation Russian language teaching
   as a non-native and relevance of experience
   2.3. Main problems solved in the experiment
   2.4. Methods and forms of teaching Russian as a non-native language
   2.5. Extracurricular work with students for whom Russian is not their native language
   at the initial stage of training
   2.6. Diagnostics of students’ learning in the Russian language, for whom
   Russian is a non-native language at the initial stage of learning
   2.7. Approbation of the textbook by E.A. Bystrova “Learning the Russian language” grades 5-7”
   2.8. Other techniques used in working with students for whom Russian is not their native language
   2.9. Extracurricular work with students for whom Russian is not their native language
   at the main stage of training
3. Effectiveness of experience
4. Bibliography
5. Review of work experience
6. Application to experience

Experience information.

Relevance of experience.

During this period, during the migration explosion, some school classes of the municipal educational institution of secondary school No. 11 of the Crimean region Krasnodar region consist of 80% - 100% students for whom Russian is not their native language. Current situation, associated with teaching Russian as a non-native language, has developed as follows: the school teacher has a standard philological education, which includes teaching Russian as a native language, and there is also no specialized textbook aimed at students of this category for whom Russian is not their native language. In this regard, the “teacher-textbook-student” problem arose, which consists not only of poor knowledge of the Russian language, but a more complex problem - the student’s social and psychological adaptation to new culture, new habits, traditions and customs, new values, new relationships in the team. Consequently, questions arise: “How to organize the educational process?”, “How to fit work with these children into it?”, “Where to start?”, and most importantly, “How to teach Russian to non-Russian students?”

Experience Target Line

The purpose of the experiment is to create conditions for the “soft” inclusion of children in the learning process, to adjust existing knowledge and to form new knowledge in the field of the Russian language, as well as to teach types of speech activities (listening, reading, speaking, writing). Removing interference in speech and speech different levels language system.

Leading Key Ideas.

The main task of teaching Russian language in modern stage– focus of training to achieve a specific end result.

This means that the leading key ideas will be the following:

• Instill interest in the Russian language, psychologically prepare for further study of it at school;
• To accustom children's ears to the sounds and words of Russian speech;
• Create in children a stock of the most common Russian words, develop the ability to use this minimum in colloquial speech;
• Learn to construct elementary phrases in Russian, using words in the correct grammatical form.

Theoretical justification of the experiment.

Federal target program "Russian language", adopted by the Government Russian Federation(December 29, 2005, No. 833) for 2005-2010, contains an entire section “Strengthening the position of the Russian language as a means of interethnic communication between the peoples of the Russian Federation.” This section includes a number of specific provisions. They aim to work in the following areas: “Research on the quality of proficiency in Russian as a second language for persons studying in educational institutions of the Russian Federation”, “Conducting systematic observation and analysis of the balance of Russian national bilingualism on the territory of the Russian Federation, on the preparation of “forecasts and recommendations on the functioning of the Russian language” as a language of interethnic communication between the peoples of the Russian Federation." Within the framework of this program, a theoretical study of the problem of Russian as a second language is being conducted, and the activities of schools teaching migrant children are being analyzed.

IN Krasnodar region Russians live in more than forty nationalities and thousands of migrants from different CIS countries, so the Russian language acts as an intermediary language when people communicate different nationalities regardless of their citizenship. However, many of the newly arrived refugees and forced migrants in Kuban have little or no command of the Russian language. These are predominantly communities of Meskhetian Turks who live compactly in our Crimean region.

Analysis of the educational situation of teaching Russian as a second language and the relevance of the experience.

In our school, which is located in the village of Nizhnebakanskaya, students of 21 nationalities study. 50% of the students are Meskhetian Turks. For these students, Russian is not their native language. Most children of Meskhetian Turks enter first grade knowing little (sometimes not knowing at all) the Russian language. As part of the municipal program “Russian language in the context of the multinational population of the Crimean region,” the school administration distributes children into classes based on their level of Russian language proficiency, providing an individual approach to students and based on many years of experience in teaching the Russian language. As a result, classes are formed at school that are 80%, and sometimes 100%, made up of students for whom Russian is not their native language.

In the staff of secondary school No. 11 there are no teachers with knowledge of the Turkish language, therefore both teachers and children experience difficulties not only in the educational process, but also in simple communication. In this regard, the “teacher-textbook-student” problem arises. The school teacher has a standard philological education, which includes teaching Russian as a native language. There is also no specialized textbook aimed at students of this category for whom Russian is not their native language. A student who has the intention to learn the Russian language remains “not covered” by the software and methodological support of the educational process.

I have been working at Municipal Educational Institution Secondary School No. 11 since 1996 as a primary school teacher, and since 1999 as a teacher of Russian language and literature. In 1996, I first encountered the problem of teaching Russian as a second language, since my first class consisted of students Turkish nationality. There were 27 Meskhetian Turks in the class. First, I decided to determine the level of Russian language proficiency of the students in my class, which helped me in my further work. To determine the level of language proficiency of students, I used the Project educational standard on the Russian language as the state language of the Russian Federation, where the requirements for the level of preparation of students at the initial and main stages of education are determined, and methods for measuring the level of language proficiency are proposed. Along with traditional forms, the standard also provides for non-traditional ones - testing, methods for measuring the level of proficiency in listening, reading, speaking, and writing. (Appendix No. 1). Diagnostics of students' knowledge and skills allowed me to determine the level of Russian language proficiency of students in my class. As a result, I identified three levels: weak, medium and zero.

Students with a weak level of Russian language proficiency accounted for 45%; these are students who, with difficulty, but understood Russian speech, could talk on certain topics (about themselves, their family, communicate in a store, in transport). Their vocabulary was very limited. There was a strong accent that interfered with normal communication with the teacher and other students. There was strong lexical and grammatical interference due to the influence of the native language, a slow pace of speech, that is, the student was constantly looking for words to express his thoughts (translated from his native language).

30% of students had an average level of Russian language proficiency. These students made errors in stress and intonation, and there was accent, lexical and grammatical interference. The students understood my explanations and could answer the question posed.

The remaining 25% of students are students with zero level of Russian language proficiency. These students did not speak Russian at all and did not understand my words. I communicated with such students through student consultants.

The main problems solved in the experiment.

Unfortunately, The problem was not only poor knowledge of the Russian language. It was more complicated the problem is the student’s social and psychological adaptation to a new culture, new habits, traditions and customs, new value guidelines, new relationships in the team. Questions arose: “How to organize the educational process?”, “How to fit work with these children into it?”, “Where to start?”, and most importantly, “How to teach Russian to non-Russian students?”

Since then I've been working on the problem of teaching Russian to children for whom Russian is not their native language. I began my work by studying the difficulties of mastering Russian as a non-native language.

In most children, systems of two languages ​​coexist in their minds. At the same time, students perceive the patterns of the Russian language through the prism of their native language and transfer the phenomena of their native language into Russian speech, which often leads to mistakes. This transfer is called interference. I considered the main task to be overcoming the negative, in in this case, influence of the native language, prevention of interference errors in Russian speech. But for this, first of all, you need to “see” the language material through the eyes of a non-Russian, to realistically evaluate the difficulties that the student must overcome.

These difficulties are caused by discrepancies in the systems of the native and Russian languages, the absence of some grammatical categories of the Russian language in the native language of students, the discrepancy between their functions in the native and Russian languages, and differences in the ways of expressing certain grammatical meanings. And besides, the irregularity of linguistic phenomena in the Russian language itself: the more exceptions to the rules there are in a language, the more difficult it is to assimilate.

Difficulties in mastering Russian as a non-native language can be divided into three levels:

• Difficulties common to any non-Russian;
• Difficulties for speakers of a certain group of languages ​​(closely related, unrelated);
• Difficulties for a particular nation.

Thus, for all students of Russian as a non-native language, particular difficulties are presented by: the category of gender, the category of animateness/inanimateness, the Russian prepositional-case and aspect tense systems. The degree of difficulty in this case may vary, depending on the degree of proximity of the native and Russian languages. The Russian category of gender covers nouns, adjectives, pronouns, verbal forms (past tense, conditional mood, participles), therefore the correct assimilation of many phenomena of Russian grammar (declension of nouns, agreement of adjectives, ordinal numbers, etc.) depends on the correct definition kind. Each language has its own system of distributing nouns by gender - and difficulties in mastering the Russian category of gender are explained by systemic differences between the native and Russian languages. But not only them. There is no category of gender at all in the Turkish language. A large number of errors in gender agreement are caused by the unmotivated nature of the category of gender in the Russian language.

All this leads to errors like: my book, beautiful girl, hot water, big room, mom said, one newspaper, my dad is strong, etc. Typical errors are related to the category of animate/inanimate. It was important for me to see the difficulties of the unit being studied as a whole: phonetic, lexical, grammatical, in order to determine the sequence of working with them. For example, in simple sentences: The book is on the table. The brother worked at the factory, the teacher must provide:

• phonetic difficulties (continuous pronunciation of a preposition with a noun, deafening/voicing: from the factory - in the table, etc.);
• difficulties in mastering the case form (distinguishing the prepositions in and on, different formatting of nouns in the prepositional case: in the factory, but: in the sanatorium, in the laboratory);
• difficulties in mastering verbal control (works where? happy with what? surprised at what?);
• difficulties in mastering the agreement of the subject with the predicate in gender, number (brother was working, the book is lying).

Since the problem of teaching the Russian language to students of Turkish nationality was considered at that time only at the school level, I, working with non-Russian children of primary school, taking into account all the difficulties in mastering the Russian language, from the first days of teaching students at school, tried to awaken their interest in learning the Russian language , develop a flair for the language, psychologically prepare for further study of it and other subjects at school. To do this, I have highlighted my methods and forms of work.

Methods and forms of teaching Russian as a non-native language

Since there are students in the class with different linguistic levels of Russian language proficiency, there was a need to create a collective form of work. The advantage of this form of work is that it significantly increases the volume of speech activity in the classroom: after all, choral responses help to overcome the fear of making a mistake, and this is the most important thing in working with such students. This activity is convenient for acting out suggested speech situations that encourage them to ask or say something in Russian. They helped create a stock of the most common Russian words and phrases for children to use in colloquial speech. I often asked students who spoke Russian poorly to say the name of a particular subject in their native language. This was necessary so that children with an average level of language proficiency could explain the lexical meaning difficult words, and the student better understand it.

Working in pairs helped me correct students’ speech errors by composing a dialogue on a given situation. The guys helped each other in correct and clear pronunciation of non-native speech. The development of phonemic hearing was also achieved through individual work with a student.

I used chain work when practicing reading techniques, when consolidating knowledge of grammatical forms and structures with and without visual support, when composing stories based on plot pictures, and when retelling.

In order to instill interest in the Russian language, I used entertaining visual, verbal, role-playing games, various types of cards both for individual work and for group work, handouts (abacus with vowels to reinforce topics such as “Unverifiable unstressed vowel at the root of the word”, “Checkable vowel at the root of the word” and others, circles with cases, support tables and diagrams on various topics, made by yourself), subject pictures, riddles, puzzles, toys.

Entertaining games enlivened the lesson, made it more interesting and varied. The learning task set before the students in a playful way became more understandable to them, and the verbal material was remembered more easily and quickly. Consolidation of old and acquisition of new speech skills and abilities in a playful way also occurred more actively. During the game, children learned new vocabulary, practiced pronunciation and consolidation of certain words, phrases, and entire sentences in speech, and sought to read poems, riddles, and proverbs expressively.

Didactic games used both in Russian language lessons and in other lessons were visual and verbal. With the help of visual games, I expanded the students' vocabulary, attracting toys, objects, and various printed visual materials. Verbal games were often built without relying on objective visualization. Their goal was to consolidate already known vocabulary and develop mental activity, developing speaking skills in accordance with the game task assigned to the students.

The verbal games that I used in my lessons were one of the effective means of monitoring the process of developing students’ oral Russian speech. Recalling and reproducing words in verbal didactic games was carried out along with solving other mental tasks: replacing one word with a synonym, the name of an object, or actor according to its characteristics or actions, grouping objects by similarity and difference.

Extracurricular work with students for whom Russian is not their native language at the initial stage of education.

Extracurricular activities carried out at this stage of education were also of no small importance in solving this problem. The parents of the students also helped me in this work. They gladly took part in the events, prepared and conducted them, helping me communicate with children with weak and zero levels of Russian speech proficiency. Students of Turkish nationality took Active participation in classroom and school-wide events. They prepared with interest, collected material, and also held open extracurricular activities. My students took part in school competitions, where they took prizes. (Nargiza Tatashadze - 2nd place in the Russian language Olympiad among 2nd grade students, Mehdi Bezgunov - 3rd place in the Russian language Olympiad among 3rd grade students, Vatan Shakhzadaev - 2nd place in the Mathematics Olympiad among 3rd grade students).

Using these forms and methods of teaching in the classroom, I made the program material more accessible for students to assimilate and increased their interest in learning the Russian language.

While working in an elementary school, I conducted open lessons in the Russian language on the topics: “Spelling a soft sign after hissing nouns at the end,” “ Wrap words from soft sign», a speech development lesson on the topic “My small homeland” and extra-curricular activities “Journey to a fairy tale”, the game “Clever and smart girls”, “Farewell to the alphabet”, “Congratulations to our mothers”, “Meeting with WWII veterans”, “Farewell to primary school” for teachers of our school, where she demonstrated the growth in the level of Russian language proficiency of non-Russian students, showed work to overcome the difficulties of mastering the Russian language, and instilling interest in the Russian language among non-Russian students. At the regional seminar “Creating a favorable educational environment at school through the introduction of new teaching technologies,” which was held on the basis of our school, I conducted an open test lesson on the topic “Adjective” in the 3rd “D” class. (Appendix No. 2). This lesson, one might say, was the final stage of working on this problem in elementary school. The guys really showed good level knowledge of the Russian language, they coped with various types of tasks, and both in teamwork, and independent individual, this was proven by their marks for the lesson and positive statements addressed to the students of the class by the teachers present in the district.

Diagnostics of Russian language skills of students for whom Russian is not their native language at the initial stage of education.

The data obtained as a result of the measurement: in the class by the end of the third year of study there were no students with a zero level of language proficiency, with a weak one - 15%, with an average - 60%, and with a good one - 25% - proved an increase in the level of proficiency in the Russian language. All students in my class were transferred to the fifth grade, that is, to the second stage of education.

In 1999, I moved to work as a teacher of Russian language and literature. Together with my class, I continued to work on the problem of teaching Russian as a second language in classes of Turkish nationality.

The children came to primary school mostly with an average level of Russian language proficiency. New difficulties arose for the students: new learning conditions, new forms and methods of teaching, new subject teachers, new classrooms, which means I had to find new ways to solve them. I, of course, continued all the work that I did at the initial stage of learning the Russian language. But every year, although the students became more mature, new and new difficulties appeared in teaching non-Russian children the Russian language.

In our area, this problem had become a regional problem by that time. On the basis of the school, together with the IMC, a district problem group was organized, which included the district’s language arts teachers, including teachers from our school. At a meeting of the problem group, questions about teaching the Russian language in classes where Russian is a non-native language were discussed. Teachers exchanged experiences and made plans for the future.

Approbation of the textbook by E.A. Bystrova “Learning the Russian language”, grades 5-7.

Galina Stanislavovna Dluzhnevskaya, at that time the director of the IMC, suggested that I work with E. A. Bystrova’s textbook “Learning the Russian Language” for students in grades 5-7. The preparation and publication of this textbook was carried out within the framework and with funds from the Federal Target Program “Children of Refugee and Forced Migrant Families” of the Ministry of General and Internal Affairs vocational education Russian Federation. The textbook is intended to solve the problem of social and speech adaptation of children to new conditions of learning in Russian. This manual is recommended in order to quickly activate the existing speech skills of students and ensure communication in Russian in the educational and everyday spheres. Adjust existing knowledge and develop new knowledge in the field of the Russian language. Ensure “soft” inclusion of children in the learning process. Prepare them to understand the speech of subject teachers and read educational literature in various school subjects. In accordance with this, the course includes three sections:

• Introductory and conversational.
• Introductory subject.
• Corrective.

Each course in this manual has its own objectives. Introductory and conversational - removing the language barrier, enhancing students' knowledge of the Russian language, expanding their vocabulary. This makes it possible to prepare students for free communication in Russian within the school walls and for further education in Russian. The task of the introductory subject course is to prepare non-Russian students for studying in a Russian school, that is, to teach them to read textbooks in various subjects, answer in Russian in all lessons, and master the basic concepts, terms and terminological combinations used in school subjects. The main course is a remedial course. Its task is to develop new knowledge in the field of the Russian language. The course contains important sections of the Russian language: phonetics, morphology, syntax, punctuation, and also a special place is occupied by speech development. They reflect the difficulties of mastering educational material and ways to overcome them.

I used this manual only as additional teaching material for the lesson. I consider it inappropriate to switch to teaching non-Russian students only using this textbook, since, firstly, there is no textbook for grades 8-9, and secondly, this manual does not prepare students for the final certification in grade 9, not to mention the unified state exam, thirdly, it is desirable and advisable to introduce introductory conversation and introductory subject courses at the first stage of education. But still, this textbook was of great help to me in my work in teaching schoolchildren, and helped them develop new knowledge in the field of the Russian language.

Since the tasks of the introductory conversation and introductory subject courses were solved in elementary school, special attention, on my part, was paid to the remedial course.

The correction course is a whole section, which includes such sections of the Russian language as phonetics, spelling, spelling, morphology, syntax, and speech development.

The material in this section can be studied not only in grade 5, but also used as additional material in grades 6-9, selectively, taking into account specific difficulties for non-Russian students.

When studying phonetics in the 5th grade, I used exercises that helped me consolidate and improve pronunciation skills of sounds and stress, correct the accent in students’ speech, and develop and improve speech hearing in non-Russian students. By using of this material, I was preparing for lessons by compiling demonstration tables “Sounds vowels and consonants”, “Hard and soft consonants”, “Voiced and voiceless consonants”, “I, Yu, E, Yo, at the beginning of a word, after vowels and b, b” , individual cards, prepared visual aids and handouts for each topic. During the lessons, students carried out tasks of various types with interest, for example: read as words are pronounced, quickly read a tongue twister, change words according to a model. I drew the students’ attention to the headings that are placed on the pages of the textbook: “Pay attention!”, “Remember!”, “Differentiate!”, “Let’s play!”, “A little humor.” When summarizing the “Phonetics” section, I held an open lesson for teachers in the district, when a meeting of the district’s problem group was held on the topic “Individual approach to students of ethnic classes in teaching the Russian language.” During the lesson, students showed a good level of Russian pronunciation and excellent knowledge of the topic “Phonetics”. (Appendix No. 3).

While working on morphology in grades 5-7, I also turned to the textbook edited by E.A. Bystrova “Learning the Russian language grades 5-7.” It contains material that is aimed at overcoming difficulties in learning such parts of speech as nouns, adjectives, numerals, verbs, pronouns.

The main difficulties that students of ethnic classes experienced when learning a noun were the prepositional-case system of the Russian language, gender, and the category of animate/inanimate.

The difficulty of mastering lies in the fact that in Turkish there is no category of animate/inanimate as such, but the names of active and passive objects are distinguished. The first include words denoting people. The second includes all other nouns, including the names of animals, birds, fish, and insects. The question is who? in Turkish refers to nouns denoting only people; dog, cow, perch, like the names of things answer the question what?. Taking into account this difficulty, it is planned to develop skills in recognizing animate/inanimate nouns by meaning and asking questions: who? What?

One of the most difficult categories in learning Russian as a non-native language is the gender of nouns. This is due, first of all, to the fact that this is a logically unmotivated category. It also causes difficulties because it is absent in the students’ native language. The material on overcoming this difficulty is considered from different positions. For example, the gender of nouns can be determined by gender, by endings in the nominative case, by suffixes, and the exercises given in the textbook provide for the possibility of forming nouns not only masculine, but also feminine.

In my Russian language lessons I included exercises, fairy tales, riddles, game moments like “Who is faster?”, “Let’s relax, let’s play!”, “Let’s talk!”, “Did you know?”, proposed by E.A. Bystrova. At the regional seminar “Problems of teaching the Russian language in ethnic classes”, which was held on the basis of our school, I conducted a general open lesson master class of the Russian language in the Turkish 6th “G” class on the topic: “Noun”. (Appendix No. 4) The students showed only their good side. All the teachers and methodologists of the region admired the children’s answers, good words R.M. Gritsenko, who was present at the lesson, also addressed the students.

E.A. Bystrova recommends paying special attention to the syntax and punctuation of the Russian language, which non-Russian students have difficulty mastering. These are phrases: forms of connection of words in a phrase, intonation: the role of logical stress in the semantic content of a sentence, a simple sentence: types of sentences, word order in a sentence, homogeneous members of a sentence: punctuation marks for homogeneous members sentences, complex sentences: direct and indirect speech, dialogue.

The most effective means of developing punctuation skills in children of Turkish nationality were tasks on expressive reading, especially when placing punctuation marks at the end of a sentence, in sentences with the same members, in direct speech, when addressing. Separate tasks were aimed at developing in students the ability to independently construct sentences, starting with the ability to pose questions to: 1) the subject (who? or what?) and its action; 2) predicate (what is he doing? what did he do? what will he do?). To prevent the influence of the native language, I used exercises to change the direct word order in these sentences to the reverse. Using different types of tasks in class, I achieved good results in studying the section of the Russian language “Syntax. Punctuation" and these results were visible on an open lesson on the topic “Phrase Combination” in grade 6 “G”, which I conducted at a meeting of the regional problem group “Use of new technologies in teaching children with poor command of Russian speech” at our school, as well as at an open lesson in grade 9 “B” class - “Generalization on the topic “Compound sentences.” (Appendix No. 6).

I built a methodological system for teaching a second language not only taking into account the patterns of assimilation of new language material, but directed it towards eliminating the reasons that complicate this assimilation, as well as at preventing and removing interference. All exercises to prevent and remove interference were divided into:

• exercises to remove interference at different levels of the language system. These are exercises for observation and analysis of selected linguistic phenomena that cause the greatest difficulties, training exercises (imitation, substitution, question-and-answer, transformational, model exercises, etc.), translation exercises.
• exercises to remove interference in speech, that is, reproductive exercises (retelling, retelling with elements of transformation), reproductive-productive (composing dialogues, short texts based on samples), productive (situational, communicative).

All the work was carried out together with the work on speech development, to which I paid special attention, since it was necessary not only to introduce students to the basic speech science concepts: speech, text, style, type of speech, but also to teach them how to construct statements taking into account the acquired knowledge. This textbook helped me overcome all the difficulties of working in Turkish classes on the development of students' speech, since it presents an original method of working with speech science concepts, based on modern achievements in the field of linguistics.

At the international scientific and practical conference “Teaching and functioning of the Russian language as the state language of the Russian Federation in a multilingual environment,” which was held in September 2006 in the city of Sochi, I gave a master class lesson in an unfamiliar class, where all the students were of Adyghe nationality. It was a speech development lesson in 6th grade on the topic “Preparing for the essay “My Favorite Animal.” (Appendix No. 5). During the lesson, I used the experience that was accumulated over the entire period of working with students for whom Russian is not their native language. The educational and methodological manual of E.A. Bystrova also provided me with great help in organizing and conducting the lesson. The students were helped by demonstration and handout material that I made based on the textbook by E.A. Bystrova. The present directors of the region's schools, methodologists, the head of the department of Russian as a foreign language and methods of teaching it at St. Petersburg State University, vice-president of ROPRYAL Yurkov Evgeniy Efimovich highly appreciated the lesson, its organization, as well as the active work of the students.

Other techniques used in working with children for whom Russian is not their native language.

Working in classes with students for whom Russian is a non-native language, I also use a teaching manual edited by S.I. Lvova. Its schemes - tables on punctuation and spelling allow you to simultaneously influence the child’s visual, logical, emotional memory, which makes it possible to more fully use different channels receiving and securing educational information and, of course, helps improve the quality of learning. The diagram makes it possible to present theoretical material in a visually clear, systematized form, in the form of a unique graphic symbol, which exposes and visually emphasizes the main features of a linguistic phenomenon. I would like to note the system of accelerated teaching of spelling by T.Ya. Frolova, which my students really like for its dispersed teaching of spelling. In 2004, I attended advanced training courses, where T.Ya. Frolova elaborated on her methodology. Even then I realized the need to put it into practice. Dispersed study of spelling and punctuation in parallel with the study of other sections of the language really has its advantages, and this is of great importance when teaching children with a native non-Russian language. The technique of T.Ya. Frolova is:

• compact study of “Spelling” and “Punctuation” as independent or system-forming sections;
• reducing the volume of studied spelling and punctuation material by combining rules with a common identifying feature into one information unit, into one accessible generalized comparative rule.

In my work with students when practicing spelling and punctuation, I used algorithms-formulas, rhyming, spelling and punctuation warm-ups, “Don’t believe your ears” warm-ups, graphic diagrams, as well as illustrations reflecting in images the order of application of the rules.

Extracurricular work with students for whom Russian is not their native language at the main stage of education.

In order for students to successfully master the Russian language, they cannot limit themselves to just Russian language and literature lessons. Long-term practice of teaching the Russian language shows that full mastery of program material and perfect command of the Russian language as a means of communication is possible only if students are given the opportunity to speak, listen, read and write in Russian for at least 5-6 hours per day. day. It is impossible to provide for this in the curriculum and school programs. Therefore, it is necessary to solve these problems not only in the classroom, but also in the process of extracurricular work with students. Thanks to this work, which is carried out purposefully, interest in learning the Russian language is systematically developed. My students like it, they collect the material with interest, prepare and conduct it. Class hours, conferences, debates, quizzes, competitions for the best reader and the best essay, publication of literary newspapers, evenings amateur performances, lectures, olympiads - all this has a great educational effect and contributes to solving problems in students mastering the Russian language. Days and Weeks of the Russian and native languages ​​play a major role in introducing students of all ages to the Russian language. On “International Mother Language Day,” the school held competitions for reciting poems and sayings about the native language, essays “I Love You, Mother Tongue,” and an exhibition of national costumes, household items, and national cuisine. I held a brain-ring on the Russian language with students of the 7th Turkish classes, a trip to the country “Russian language” in the 6th Turkish classes. These events are the most widespread; the entire school is involved in organizing and conducting them.

At the regional seminar of deputy school principals on the topic “The work of the administration of secondary school No. 11 on the introduction of modern educational technologies, on expanding the participation of state and public school management bodies in educational work,” I held an open Classroom hour on the topic “Family traditions and holidays.” Students acted as historians, were antiquarians and archaeologists when they were looking for old family things, journalists, reporters when they asked their parents about their great-grandparents, writers when they wrote essays about the family, photographers, cooks and even linguists when they became acquainted with the meaning of new unfamiliar words. In addition, students enjoyed participating in literary festival“I love you, my dear motherland...”, dedicated to S.A. Yesenin, we were preparing for the lesson-portrait “N.A. Nekrasov”, we were holding a literary and musical lounge “Wonderful Nature” by M.Yu. Lermontov (in regional competition received a certificate for developing the event), the correspondence excursion on the topic “Russian laureates” was interesting Nobel Prize on literature". The students were preparing creative works both in Russian language and literature. For example, based on the work of M.Yu. Lermontov, Iskandarova Zarina and Iskandarova Zarifa prepared the exhibition “Lermontov in Taman”, based on the work of A.P. Chekhov, the exhibition was designed by Kokoeva Tamina, and Aslanova Arzy wrote an essay in the form of a tour of the paintings. Students enjoy doing creative work and make every effort to complete it: they attend school and rural libraries, fine arts clubs.

I am the head of the Russian language and literature classroom, which is fully equipped with interactive teaching aids, didactic material and methodological literature. Taking advantage of the capabilities of the classroom system, I systematically use a computer, a multimedia projector, a TV, a VCR, a DVD, and the Internet to prepare for lessons, both in class and in extracurricular activities. All methodological, reference, fiction I also use it in my work. I compose it myself interesting presentations for lessons, I use electronic textbooks, a library of electronic visual aids, multimedia applications, collections of dictations, trainings, electronic dictionaries, for preparation for the Unified State Exam in the Russian language, a collection containing rules and tasks. I offer all this to my students, and this allows students to organize listening to literary and musical works, watching films (film adaptations of the works they are studying), and also do work on the computer with pleasure. The children themselves collect and record films based on works from the school curriculum. This work also develops students’ interest in learning the Russian language, psychologically prepares them for further study of it at school, accustoms children’s hearing to the sounds and words of Russian speech, creates in children a stock of the most common Russian words, develops the ability to use them in colloquial speech, teaches them to construct elementary phrases in Russian, using words in the correct grammatical form.

I consider the result of my work to be that my entire class successfully completed the second stage of education (with the exception of students who dropped out due to relocation), there was not a single repeater, and some students continued their studies at the third stage. They successfully passed the Unified State Exam and are now studying at colleges and universities in the Krasnodar region, most of students in my class continued their studies in colleges, and then in universities in the USA and Turkey. These are Abdullaev Pasha, Shakhsadayev Vatan, Akhmedova Farida, Bezgunov Mehdi, Bekirov Alibek and others. As for the level of proficiency in the Russian language, it can be noted that the growth is noticeable, and all the students of Turkish nationality with whom I had to work reached a good level of proficiency in Russian speech.

On April 12-15, 2006, the final of the interregional competition of projects of educational institutions “Dialogue - the path to understanding. Integration of refugees and other categories of international migrants through education.” Our school was included in the list of finalists of this competition. She presented the project “Creating optimal conditions for organizing a multicultural space through education in a multinational rural school.” One of the components of this project was the development of my open lessons, compiled on the basis of the textbook by E.A. Bystrova, as well as material for its testing. Students for whom Russian is not their native language went to defend the project, including a student in my class, Usmanov Teyfur.

16 institutions participated in the presentation of projects of educational institutions - finalists of the competition, which took place at school No. 653 of the southern autonomous district of Moscow. The children and teachers shared their experiences, the teachers also talked about the problems they face. The problem of teaching Russian as a non-native language, as well as teaching other subjects in Russian, was also raised.

Summarizing and disseminating my work experience, I spoke at methodological associations of teachers of the Russian language and literature at school, at a meeting of a problem group of district teachers on the topics “Individual approach to students of ethnic classes in teaching the Russian language”, “Russian as a non-native language in the Federal target program” Russian language”, “Russian language in the multinational Kuban and in the CIS countries”, “Teaching bilingual children the Russian language”, “The essence of the technological approach in the educational space of a multinational school”, at the regional conference of language teachers. Experimental materials are available in social project“Dialogue is the path to understanding”, as part of the work of an experimental site based on a school on the topic “Creating optimal conditions for organizing a multicultural space through education in a multinational rural school”, they are also published on the school website and on the festival website pedagogical ideas « Public lesson", in the magazine "World of Russian Word".

The effectiveness of the experience.

The study of scientific and methodological literature on teaching non-Russian students, familiarity with the textbook by E.A. Bystrova, teaching methods of T.Ya. Frolova and S.I. Lvova - all this allowed me to analyze my teaching activities, generalize my own experience and come to a decision many problems that have to be faced in the process of teaching non-Russian students.

Thanks to the methodological recommendations of E.A. Bystrova, the reasons for the “failure” of a number of students became clear. Methods, forms, a system of exercises, and the presence of motivation helped create conditions for the “soft” inclusion of children in the learning process, adjust existing and create new knowledge in the field of the Russian language, remove interference in speech at different levels of the language system, and also teach types of speech activities ( listening, reading, speaking, writing). All this helped create an atmosphere of trust, cooperation and, to some extent, creativity in the lessons. There is still a lot to be tested and analyzed, but I am pleased with the increase and preservation of sustainable interest in the study of the Russian language by students of ethnic classes at all stages of education. It's too early to talk about good results, but the percentage of knowledge quality does not stand still, it is increasing: 2004-2005 academic year - 48%; 2005-2006 - 56%, 2006 - 2007-61%.

In this work, each theoretical statement is supported by material taken from my experience. I hope that the presented work will become not just an example of the effectiveness of using the methods and forms of work I have chosen, but will also interest Russian language teachers and help them in the same way that it helps me more effectively organize the process of teaching Russian as a non-native language.

Bibliography

1. Asmolov A.G. Reference and information publication of the Ministry of Education of Russia “Bulletin of Education”. Publishing house "Pro-Pres", 1995 p. 96.
2. Bystrova E.A., Kudryavtseva T.S. Methodological recommendations for the textbook “Learning the Russian language”. Grades 5-7 / Team of authors. - M.: Valent, 1999. - 64 p.
3. Verbitskaya L.A. Scientific and methodological illustrated magazine “The World of the Russian Word” No. 3. – Publishing house of St. Petersburg State University. 2006 P.120.
4. Frolova T.Ya. Methods of intensive teaching of spelling. Russian language: A book for teachers. - Simferopol: Tavrida, 2001. - 272 pp.; ill.

Review
for a holistic description of the experience of Zoya Vladimirovna Salova,
Russian language teacher, Municipal Educational Institution Secondary School No. 11
village of Nizhnebakanskaya, Crimean region
on the topic “Teaching Russian as a second language”

For thousands of years, our people have created this miracle of miracles - their own language, which acts as the native language of the Russian people, and as the state language of Russia, and as one of the world languages ​​of communication in the near and far abroad. I can’t help but remember the words of A.N. Tolstoy, said back in 1934: “The Russian language must become a world language. The time will come when the Russian language will be studied along all meridians of the globe.” These words turned out to be prophetic.

Recently, there has been a noticeable increase in the authority of the Russian language not only among the peoples of Russia, but also in other CIS countries and abroad. Knowledge of the Russian language gives every person the opportunity to communicate with people of other nationalities and opens up ways and prospects for interethnic and intercultural cooperation. In this regard, on December 29, 2005, the Government of the Russian Federation adopted the federal target program “Russian Language” for 2005-2010, which contains an entire section “Strengthening the position of the Russian language as a means of interethnic communication between the peoples of the Russian Federation.” Within the framework of this program, a theoretical study of the problem of Russian as a second language is being conducted, and the activities of schools teaching migrant children are being analyzed.”

In secondary school No. 11 of the village of Nizhnebakanskaya, Crimean region, there are school classes consisting of 80%-100% of students for whom Russian is not their native language (mostly children of Turkish nationality). There are no teachers with knowledge of the Turkish language, so both teachers and students experience difficulties not only in the educational process, but also in communication. In this regard, the “teacher-textbook-student” problem arises, which consists not only of poor knowledge of the Russian language, but also of the student’s psychological adaptation to a new culture, new traditions and customs, and new relationships in the team.

“How to organize the educational process?”, “How to teach Russian to non-Russian students?”, “Where to start?” - these questions arose before teachers working in ethnic classes.

Relevance of the experience of Salova Z.V. at the moment there is no doubt, since she has found answers to the questions posed and continues to work on them further. The purpose of her experience is to create conditions for the “soft” inclusion of children in the learning process; adjustment of existing knowledge and formation of new knowledge in the field of the Russian language; teaching listening, reading, speaking, writing; removal of interference in speech and at different levels of the language system.

The key ideas that guided Zoya Vladimirovna, working on the problem of teaching Russian to children for whom it is not their native language, are of great importance for improving the educational process, for organizing methodological work at school, since the diagnosis of its students to determine the level of proficiency in Russian speech showed that by the end of the 3rd year of study there were no students with a zero level of language proficiency (in the 1st year of study 25% of students); with weak - 15% (in the 1st year of study - 45%); with an average - 60% (in the 1st year of study - 30%) and with a good level - 25% (in the 1st year of study there were none).

In 1996, when Zoya Vladimirovna was faced with the problem of teaching Russian as a second language in Turkish classes, methodological recommendations there was little. She used the Project of the educational standard for the Russian language as the state language of the Russian Federation, the MP for teaching the Russian language in Tajik and Uzbek schools.

Great assistance in organizing and conducting Russian language lessons was provided by the textbook “Learning the Russian Language” for students in grades 5-7, edited by E.A. Bystrova, which Zoya Vladimirovna has been working on approbating since 2002. Demonstration and handout material made on the basis of this textbook helped her conduct a master class lesson in an unfamiliar class, where all the students were of Adyghe nationality in September 2006 in the city of Sochi (as part of the international scientific and practical conference “Teaching and functioning of the Russian language as the state language of the Russian Federation in a multilingual environment").

Directors of regional schools, methodologists, head of the department of Russian as a foreign language and methods of teaching it at St. Petersburg State University, vice-president of ROPRYAL Yurkov Evgeniy Efimovich, who were present at this lesson, highly appreciated the lesson, its organization and the active work of the students.

Diagrams and tables from the educational manual edited by S.I. Lvova made it possible to present theoretical material in a visual, systematized form, in the form of a kind of graphic symbol, which students remembered well and applied in practice.

In her work with students when practicing spelling and punctuation, Zoya Vladimirovna used algorithms-formulas, rhyming, spelling and punctuation warm-ups, graphic diagrams, drawings and illustrations by T.Ya. Frolova, proposed in the “Methods of Intensive Teaching Spelling”.

The novelty of Z.V. Salova’s experience consists in the fact that it builds a methodological system for teaching a second language not only taking into account the patterns of assimilation of new language material, but also directs it to eliminate the reasons that complicate this assimilation, as well as to prevent and remove interference. She works to improve pronunciation skills, correct the accent in students’ speech, and develop speech hearing in non-Russian students.

A creative approach to teaching the Russian language is manifested in the close connection between academic and extracurricular work, which is carried out purposefully and systematically develops interest in learning the Russian language.

Zoya Vladimirovna makes interesting presentations for lessons, uses electronic teaching aids, a library of electronic visual aids, multimedia applications, and uses the Internet in her work. Her students enjoy listening to literary and musical works, watching educational films and discussing them, collecting and recording films based on the works of the school curriculum themselves, which develops interest in learning the Russian language, increases the vocabulary of the most common Russian words, and develops the ability to use them in conversation and written speech.

The positive quality of Z.V. Salova’s experience. is that her entire class successfully completed the 2nd stage of education; during their studies there was not a single repeater; students who continued their studies at the 3rd stage successfully passed the Unified State Exam in the Russian language and are studying at universities and colleges in the Krasnodar Territory , USA, Turkey. All her students reached a good level of Russian speech.

In the presentation of projects of educational institutions “Dialogue is the path to understanding. Integration of refugees and other categories of international migrants through education”, which took place from April 12 to April 15, 2006 at school No. 653 of the southern autonomous district of Moscow, its student Usmanov Teyfur took part.

One of the components of the project was the development of extracurricular activities and open lessons compiled on the basis of the educational manual by E.A. Bystrova, as well as material for its testing.

The results of the work are obvious: students study the Russian language with interest, an atmosphere of trust, cooperation and creativity reigns in the lessons, the percentage of quality speaks for itself: 2004-2005 academic year - 48%, 2005-2006 academic year - 56%, 2006-2007 academic year year - 61%.

I believe that the quality of generalization of experience meets the criteria of best pedagogical practice.

The applications presented by Z.V. Salova will be of interest both to Russian language teachers working with non-Russian students, as well as to educational leaders and methodologists. Particularly noteworthy is Appendix No. 1, which will allow you to determine the language proficiency level of students of any nationality, and lesson notes with presentations will help you prepare your lessons in a high-quality and interesting way.

Experience of Salova Z.V. can be used both in secondary schools with a multinational composition when teaching Russian as a foreign language, and in other educational institutions.

The federal target program “Russian Language”, adopted by the Government of the Russian Federation (December 29, 2005 No. 833) for 2005-2010, aims to work in the following areas “Study of the quality of proficiency in Russian as a non-native language by persons studying in educational institutions of the Russian Federation "," Conducting systematic observation and analysis of the balance of Russian national bilingualism on the territory of the Russian Federation, to prepare "forecasts and recommendations on the functioning of the Russian language as a language of interethnic communication of the peoples of the Russian Federation." The experience of Z.V. Salova will help to implement work in these areas, since this is a good solution current problems education tasks assigned to teachers of primary school and Russian language and literature.

The teachers of our school and district schools became interested in the work of Zoya Vladimirovna (Yu.M. Balkovaya, O.N. Nikitina, N.I. Gritsenko, G.V. Kadatskaya, Z.S. Dzhambekova, I.V. Aramesko, N.A. .Parkhamchuk., teacher of secondary school No. 2 A.Ch. Lazareva), she repeatedly spoke, summarizing and disseminating her work experience, at meetings of the problem group of teachers of the Russian language and primary classes in the district on the topics “Individual approach to students of ethnic classes in teaching the Russian language ”, “Russian as a non-native language in the Federal target program “Russian language”, “Russian language in the multinational Kuban and in the CIS countries”, “Teaching bilingual children the Russian language”. She made a report “The Essence of a Technological Approach in the Educational Space of a Multinational School” at a regional conference of language arts teachers.

Materials from the experience are available in the social project “Dialogue - the path to understanding”, as part of the work of an experimental site based on the school on the topic “Creating optimal conditions for organizing a multicultural space through education in a multinational rural school”, they are also published on the school website and on the website festival of pedagogical ideas “Open Lesson”, in the magazine “World of Russian Word”.

Russian language is a very important subject in the school curriculum, the study of which largely determines obtaining a good certificate and successful admission to a university. In addition, it is difficult to find a profession that does not require at least basic knowledge of literate writing. And if you consider that all modern activities one way or another goes online, where you need to be able to express yourself in writing, then we can say that it is extremely necessary for any person today to write without gross errors and be able to express their thoughts in writing.

It’s easier for students with a humanitarian mindset - many of them have literate writing on an intuitive level and can write correctly without knowing the rules and pass dictations with high grades. But many children cannot do without the help of a teacher who can clearly explain the complex rules of the Russian language and show how to apply them in practice. This is required to develop the child’s ability to write correctly. In certain situations, some children do not receive a sufficient level of knowledge of the Russian language and are deprived of the opportunity to successfully pass the state exam.

When additional help may be needed:

• The child is passionate about sports or art and does not keep up with the school curriculum due to intensive training or classes at a music school;
• lack of contact with the teacher in the educational institution - the child simply cannot learn the rules from the lips of a certain teacher or conflicts with him due to the subjective attitude of the teacher;
• low level of teaching the subject at school, while the student is faced with the task of entering a prestigious university.

If parents are dealing with at least one of the listed cases, then they are forced to look for alternative opportunities for their children: hiring third-party tutors or using the capabilities of modern online resources in the field of distance education.

Home learning Russian

Today, learning the Russian language at home does not necessarily require the involvement of a tutor. You can systematically and methodically master the program in all sections of the subject with the help of interesting video lessons. For example, our website presents lectures on all sections of the subject from grades 1 to 9.

The classes will allow the student to effectively master the most complex topics, ignorance of which often spoils children’s annual grades or jeopardizes admission to a university. Our website offers a wide range of lectures. A student can study individual problematic topics or repeat the entire program for a certain class if, for example, the child was often sick this year.

Now long absences from school are no longer a problem. While at home on sick leave or forced to leave the country with their parents, the student can learn the rules of punctuation and spelling on their own - all you need is a PC or tablet and Internet access.

Online Russian language training

• The academic plan is developed in accordance with the standards of the general education program;
• the opportunity to communicate with teachers - the child can ask the teacher a question if he has difficulty understanding the topic;
• classes can be held in a place convenient for the student - all that is required is a computer and access to the Internet;
• clear and functional interface of the student’s personal account;
• preparation courses for the Unified State Exam, which significantly increase the chances of successful admission.

If a child wants to study at his own pace, plans to enter a university for a specialty that requires deep knowledge of the Russian language and wants to feel confident during tests and exams, remote video lessons will help him master the subject high level. This is the key to successful self-realization in the future and self-confidence.

1. " Learn Russian» Online multimedia textbook for beginners to learn Russian. There are exercises, audio, excellent tables, topics from the alphabet to the scientific style of speech.
E.V. Rubleva and others.Autonomous Nonprofit Organization "TV-Novosti", 2005-2012
http://learnrussian.rt.com

2.Russian on-line http://www.rus-on-line.ru/index.html
Interactive exercises, visual tables. Look, for example, how wonderfully the verbs of motion are presented: http://www.rus-on-line.ru/Exercises/Grammar/28-grammar.html

3. The online multimedia manual is a series of tasks on various grammar topics(A2-B1) L.L. Babalova M.: Central Medical Education Center of Moscow State University. M.V. Lomonosov, 2013. Here you will find exercises on cases, verbs of motion, expression of time, degrees of comparison, types of verbs, participles and gerunds, indefinite and negative pronouns, verbal control.
http://rustest-online.ru/glavnaya

4. " Time to speak Russian!» Network educational and methodological interactive complex in the Russian language for beginners (A1). A.Yu.Petanova, Yu.E.Kovalenko. M.: Central Medical Education Center of Moscow State University, 2005-2013.http:// www. speak- Russian. cie. ru/ time_ new

5. Free worksheets for RFL teachershttps://ru.islcollective.com/ A huge, constantly growing collection of materials on different topics.

6. " Network text library» A network linguistic trainer aimed at developing reading skills at four levels. (A1-A2-B1-B2) O.E. Chubarova et al. M.: Central Medical Education Center of Moscow State University. M.V. Lomonosov, 2010-2013.http://lrwi.ru/?p=1

7. Presentations on different topics for the level A1 http://www.gcserussian.co.uk/?page_id=488

8.Between us (online tutorial)http://www.mezhdunami.org/

9. Interactive practice exercises and grammar tests from elementary to advanced levels
http://www.russian.ucla.edu/flagship/russianflagship/Grammar.html

10. Russian for everyone http:// www. russianforeveryone. com/ Beginning Russian language course (alphabet, dictionary, grammar, games)

More sites.

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  Very often, students of courses on teaching methods of RFL ask me to recommend podcasts in Russian that their students could listen to. I…

• Transcript

  1 LEARNING RUSSIAN LANGUAGE FROM ZERO

  2 a) Lesson b) c) Lesson Yes, this is a window. Yes, this is a book. Yes, he [Andrey] is at home. Yes, it [the newspaper] is here. Yes, she [Anna] is a student. No, this is not the sea. This lake.

  3 No, it's not water. This is juice. No, this is not Andrey. This is Mikhail. No, she [Anna] is not there. She is here. No, he [Ivan] is not a student. He's a professor. No, I'm not a journalist. I am a student. Lesson Is this Nikita? Yes, this is Nikita./ No, this is not Nikita. Houses. Here. Is this Lisa? Yes, this is Liza./ No, this is not Liza. Is Anton at home? Yes, Anton is at home./ No, Anton is not the newspaper there? Yes, the newspaper is there./ No, the newspaper is not there. Is the mail here? Yes, the post office is here./ No, the post office is not. Who is this? This is Anton. Who is this? This is dad and mom. Who is this? This is Nina Mikhailovna. What is this? This is a dictionary. Where's the sister? She is at home. Where's brother? He is there.

  4) Is this Andrey? Yes, this is Andrey. He is a student? No, he is not a student. He is a teacher.) Who is this? This is Natasha. Who is she? She is a student. Is she Japanese? Yes, she's Japanese. Lesson 4 7. Here it is. Here she is. Here he is. Here he is. Here she is. Here he is. Here they are. Here they are. students schools windows museums squares

  5 sea dogs words apartments This is my textbook. / These are my textbooks. This is your aunt. / These are your aunts. This is our book. / These are our books. This is your place. / These are your places. This is her letter. / These are her letters. This is their room. / These are their rooms. 4 Whose dog is this? This is our dog. Whose chair is this? This is their chair. Whose parents are these? These are his parents. Whose place is this? This is your place. Whose watch is this? It's my watch. 5 Where is my notebook? Here she is. Whose coat is this? This is her coat. Is this your school? Yes, this is our school. Are these your books? No, these are not mine, but yours. This is our teacher. / This is our teacher. This book is mine. This coat is yours. Lesson 5

  6 This dictionary is ours. These magazines are yours. This teacher is yours. This is a new student. This interesting book. This is a young student. This is a beautiful sea. These are old photographs. What kind of notebook is this? This is a blue notebook. What lake is this? This is a beautiful lake. What kind of students are these? These are new students. What kind of teacher is this? This is a young teacher. What kind of dresses are these? These are summer dresses. 4 What are you doing today? We read new magazine. What are you reading? I'm reading the letter. What is Nina doing? She is reading interesting novel. What are Anna and Ivan doing? They work. Do you know where the post office is? 5 Anna is reading a magazine, and Nikita is listening to the radio. They ask and we answer. Lesson 6

  7 This large building. Where's the big dog? The weather today is bad. These are Russian books. This a good place. We are studying Russian. 7. He reads good story. Irina is Russian. Do you speak Russian? Yes, I speak Russian well. How do you speak English? We speak English poorly. Does Anna speak Japanese well? Yes, she speaks Japanese very well. Do they speak Russian very quickly? Dad and mom are watching TV. What are you doing now? Now I'm watching a movie. 7. What are you watching? We are watching a new Japanese film. Does Pavel watch football? Yes, he watches football. 4 This movie is very interesting.

  8 What building is this? This is a large and new building. Which beautiful park! We speak and read Russian. My father smokes a lot. Students learn new words. Lesson 7 Your brother works at the post office. We drink tea in the room. The lamp is on the table. His sister works at school. In the summer they relax in the Caucasus. 7. My family lives in the north. Where do you live? Do you live in a town? Dad and mom live in Moscow. We live in the Urals. What do you drink coffee or tea? I'm drinking tea. Every day they drink milk. What are you writing? I'm writing a letter. He knew well Japanese. What did you do? I was walking on the street. Did the students study Russian? Did you listen to the radio? Yes, I listened to the radio. Did you work in a library? We were building a new building.

  9 7. Who watched the film? The students watched the film. Irina lived in St. Petersburg. 9. Where was the book? She was there. 0. Sasha and Tanya were in the library? No, they were not in the library, but in the museum. 4 There was [was/was] a flower on the table. Where was your dictionary? On the table. Yesterday the weather was very good, but I was at home. Have you been in Moscow? Lesson 8 Victor's room. Brother's car. Teacher's journals. Marina's letter. A friend's tutorial. We have a lecture. Do you have a ticket? Do they have a math student? He has a good voice. Do you have a metro in your city? No, she doesn't have a brother./ No, she didn't have a brother. No, he doesn't have a car./ No, he didn't have

  10 cars. No, he doesn't have a dictionary. /No, he didn't have a dictionary. No, she doesn't have a lesson. /No, she didn’t have a lesson. No, he doesn’t have a daughter./ No, he didn’t have a daughter. 4 No, it's not in the library. No, they are not in the museum. No, I wasn't at work. No, they weren't in class. No, they weren't at school. 5 Yesterday Ivan was not at home. Have you had a dog before? The girl has very beautiful eyes. I want to watch a movie, but my sister and brother want to read in the park. 7. Lesson 9 We study literature. What does Elena buy, a pen or a pencil? He reads the letter. Do you know his brother? Did you meet Boris today? What is your student studying? Who do you meet at university? I'm waiting for student Maria.

  11 Where have you been? We have been waiting for you for a long time. We have a new student. The teacher already knows her well. Do you know this word? Yes, I know him. Who are these students? Do you know them? Where are you going now? I'm going to the library. Where do students go? They are going to class. Where is the doctor going? He's going to the post office. Where is this bus going? This bus goes to the center. Where are you going? We are going to St. Petersburg. 4 Where were you yesterday? Yesterday we went to the theatre. Where was Oleg? He was in the south. Where were you this morning? This morning I was in the park. Where were they? They were at the exhibition. Where was the engineer? He was at the factory. 5 He goes to the post office by bus. I'm going to the park to watch football. Lesson 0 We will be in the library tonight. Tomorrow there will be bad weather. Where will you be on Monday? I'll be at work.

  12 Will you have maths tomorrow? No, tomorrow we will have a story. Will you be home on Saturday? Alexey will be at home, and Nikita will be at school. In the summer, Anna and her family will be in the Caucasus. They will watch TV in the evening. What will you do today? I'll do my homework. On Sunday we will walk in the park. Victor writes a letter to a friend. Mom tells her son a fairy tale. The teacher helped the student. In the fall, my brother is going to visit his aunt in Moscow. Whom do students answer in the exam? Yesterday I called my father. 4 5 He'll be here soon. You shouldn't watch TV that much.

  13 We are going to visit our uncle in Moscow. 7. Lesson You write with a pencil. They eat with a spoon and fork. How do you write a letter? My father works as an engineer. My brother will be a doctor. I play tennis with my sister. Who will you be? I will be a translator. Schoolchildren are studying history. 7. Where do you study? I study at University. I study in Moscow. In the evening my brother studies in the library. I like Moscow. Large buildings are being built in the city. I love to play guitar. I'm preparing homework with my son. What's the name of this street? Yes, I talked to him. Yes, she was in the museum with him. Yes, I had breakfast with him. Yes, they walk in the park with her. 4 Every day the students prepare their lessons. I was at a concert with him. /He and I were at

  14th concert. He wants to study at a university in Moscow. Who did you play football with? Lesson This is Nikita's dictionary. My parents live in the city center. Is there a magazine on the table? No, there is no magazine. Is Sergei talking on the phone with his brother? No, he's talking on the phone with his sister. The mother loves her son. I'm going to the village to visit my grandmother. Who do you work with? I work with her brother. The girl likes these songs. What are the students talking about? Alexey is reading a Japanese magazine. His grandfather was a famous doctor. Engineers work at the new plant. Our new students really love Russian literature. They study in a large classroom. He writes a letter to an old friend. Don't know the new student? Have you read Dostoevsky and Tolstoy? We often have lunch in the university canteen. 0. Summer holidays are coming soon. My sister and I are going to the Black Sea. Yes, she has.

  15 Yes, I know them. Yes, he helps him. Yes, she spoke to her. Yes, she thinks about her. Yes, they can relax here. Yes, Maxim is going to the city with him. She likes these. Yes, she called her yesterday. Yes, he has lunch with them. My grandmother liked to walk on the seashore. [along the seashore] Every wind I read an English magazine to my grandfather. I often meet a friend's sister in the park. She plays tennis and walks there. Their uncle once lived in Moscow. He often tells them about Russia. I love tea and I always drink tea with a friend after lunch. My sister and I really like the new houses in Moscow. 7. Tomorrow we will not have free time. We will study in the university library, [in the university library/library at the university] because, the day after tomorrow, we will have an exam. There is a vase with a red flower on the table. 9. Grandfather tells us about a new American film. 0. Now we are studying Russian and Russian

  16 literature. Tomorrow we will read a new book about Moscow with a Russian student

  
  

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