russian grammar in literary contexts

Part3 Hard and Soft Endings 7 Part4 The Case System 8 Part5 The Verbal System 10 Part6 The Spelling Rules 11 WORKBOOK /LASORATORY MANUAL Lexicon: Verbs of Learning and Teaching Listening

Benjamin Rifkin

Russian Grammar in Literary Contexts

University of Wisconsin, Madison

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Boston, Massachusetts Burr Ridge, Illinois

Dubuque, lowa Madison, Wisconsin New York, New York

San Francisco, California St Louis, Missouri

This is an th book

McGraw-Hill

A Division of The McGraw-Hill Companies

Tpammatuka B KOHTÉKCT€

Russian Grammar in Literary Contexts

Copyright © 1996 by The McGraw-Hill Companies, Inc All rights reserved Printed in the United States of America Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored

in a data base or retrieval system, without the prior written permission of the publisher

1 Russian language—Textbooks for foreign speakers—English

2 Russian language—Grammar I Title

PG2129.E5R545 1996

CIP This book was set in Minion by ETP Harrison

The editors were Thalia Dorwick, Gregory Trauth, Melissa Frazier, and E A Pauw

The indexer was John Dibs

The designer was Suzanne Montazer

The production supervisor was Tanya Nigh

The cover was designed by Juan Vargas

Maps were done by Joseph Lemonnier

Because this page cannot legibly accommodate all the copyright notices, the last page of the Index constitutes an extension of the copyright page.

Preface to the Instructor xix Preface to the Student xxiv

Maps xxvi WORKBOOK /LABORATORY MANUAL Preface: Learning Strategies that Work!

Part3 Hard and Soft Endings 7 Part4 The Case System 8 Part5 The Verbal System 10 Part6 The Spelling Rules 11

WORKBOOK /LASORATORY MANUAL Lexicon: Verbs of Learning and Teaching Listening Tasks

Phonetics and Intonation: Introduction to Intonation Patterns Exercises and Activities

Unit Glossary

he Verbal System: Second-conjugation Verbs 13

LarôñnbHa1 cñcrêMa: Bropóe c1pø›KÊHH€

Texts: Excerpt from «HWá#xa», Chekhov; «l[leHóK KapKá3CKOl oBdápKH»,

current press; Excerpt from «PékBweM», Akhmatova

Part 1 General Introduction: First or Second Conjugation? 14 Part 2 Second-conjugation Verbs 15

vị Contents

Part 3 Part 4

Irregular Verbs 20

Passive Constructions 22

WORKBOOK /LABORATGRY MANUAL Lexicon: Telephone Etiquette Listening Tasks

Lexicon: Verbs of Asking and Answering Phonetics and Intonation: Introduction to Lexical Stress and Reduction of Unstressed Vowels

Unit Glossary

irst-conjugation Verbs and Verbs with -ca 25

Tlépsoe cnpsaxénue u riardmpl c cý((HKCOM -c#

Texts:

Part 1 Part 2

Listening Tasks Phonetics and Intonation: Reduction of Unstressed Vowels (continued) Exercises and Activities

Unit Glossary

tress in the Russian Verb 36

Y7iapÉHHWe€ B DÝCCKOM TJIaTÓJ€

«BbIxoxý onún 4 Ha nopóry», Lermontoy; “Silentiuml? Tiutchev

Stress in the Russian Verb 37

WORKBOOK /LABORATORY MANUAL Lexicon: Cultural Activities

Listening Tasks Lexicon: to stop Phonetics and Intonation: Russian y/10 Exercises and Activities

Unit Glossary

Contents vii

Spect 43

BH" 1IaTÓIOB

Texts: Excerpt from «lllkóna na nypakós»; Sokolov; Excerpt from

«B kpýre népBoM», Solzhenitsyn; Excerpt from «Ïlbsopứr MocKBá», Arzhak (Daniel’); Excerpt from «Kpemaéscxue »xŠHkr», Vasil'eva;

«Yxé BTOpóÓï », Maiakovskii ,

Part 1 General Introduction © 44

Part 2 Aspect inthe Future Tense 46

Part3 Aspect inthe Past Tense 51

Part4 Aspect inthe Infinitive 58

WORKBOOK /LABCRATORY MANUAL

Lexicon: applying to and enrolling in University or Graduate School Listening Tasks

Lexicon: almost

Phonetics and Intonation: Intonation Pattern No 1

Exercises and Activities

Unit Glossary

he Imperative 62

WMnepaTfiB

Texts: «}[oBÓrbHO: He nm, He HanéHcq—», BeÌyi; «MHe rÓ/IOC ỐPLI »,

Akhmatova; «KaK 3e IDáBHJIbHO HHTắTbCñ IDH THI€PpTOHÍ4€CKOl ốonêsHw3»

Part1 General Introduction 63

Part2 Formation of the Second-person Imperative 63

Part3 Aspect in the Second-person Imperative 66

Part4 First- and Third-person and Indirect Imperatives 68

WORKBOCK/LABORATORY MANUAL

Lexicon: Hospitality

Listening Tasks

Phonetics and Intonation: Intonation Pattern 2

Exercises and Activities

Unit Glossary

‘he Nominative Case 73

1JwmeHfrenbHbili mané%: Krmo? Umo?

Excerpt from «BoponwHó», Lermontov; Excerpt from «ÏJerepốØýpr», Belyi; «Hou, yruua, boRápb, arréka», Blok

General Introduction 74 Regular Plural Endings 75 Irregular Plural Endings 79 Two Irregular Noun Groups and One Irregular Noun 82 Numbers 84

Introduction to Subordination 85 WORKBOOK /LABORATORY MANUAL Lexicon: Shopping for and Ordering Food Listening Tasks

Phonetics and Intonation: Intonation Pattern 3 Exercises and Activities

Grammar Supplement: many, some, and few Unit Glossary

PonlTr€e7bHbIl nané»%: Koaó? Yeed?

«O CTIIIHe», from current press; Excerpt from «Esrénnit OHérHH»,

Pushkin; «lony6án rerpánb HóMep 10», Kharms; «/l4%3a Munnémuim y

DÝCCKHX Nonpociia Aba», current press Usage 90

Singular Endings 94 Plural Endings 96 Personal Pronouns 99

Last Names 101 Possession: ecrb and ner 102

Subordination: ro/uro and To/Kax Clauses 105 Numbers 106

WORKBOOK /LABGRATORY MANUAL Lexicon: Nationalities and Citizenship Listening Tasks

Phonetics and Intonation: Intonation Pattern 4 Exercises and Activities

Unit Glossary

Part4 Personal Pronouns 118

Part5 Last Names 118

Part6 Numbers 119

WORKBOOK /LABORATORY MANUAL

Lexicon: Cooking

Listening Tasks

Phonetics and Intonation: Intonation Pattern 5

Exercises and Activities

Grammar Supplement: Directional Adverbs

Unit Glossary

Se

©The Prepositional Case 12

lie 1Ipen1ó›KHbili mané»x: O co? O 4uém?

==" ‘Texts: Excerpt from «KaIwTáHCKa# HÓ4Kâ», Pushkin; «dTo B ñMe€H1 Te6é

mMoém?», Pushkin; «llápyc», Lermonftov Partl Usage 123

Part2 Singular and Plural Endings 124

Grammar Supplement: Locational Adverbs Unit Glossary

giải es

x Contents

` xa

EThe DativeCase 134

HárenbHbil nané: Kowý? Hewý?

= Texts: Excerpt from «Boitué u mup», L N Tolstoy; Excerpt from «MénHbIl

BcânHwk», Pushkin Part] Usage 135 Part 2 Singular and Plural Endings 140 Part3 Personal Pronouns 141

Part4 Last Names 142 Part 5 Special Impersonal Constructions: ecrb korg4 and Héxorga 143 Part6 xouy, xéuetca, xoTén/a6nr 145

Part7 Numbers 147

WORKBOOK /LABORATORY MANUAL Lexicon: Permitting and Forbidding Listening Tasks

Phonetics and Intonation: Russian e Lexicon: Belief and Faith

Exercises and Activities Unit Glossary

N

—_

EThe Instrumental Case 150

mem TBODTTCTHBIH nanéx: Kem? Yem?

Texts: Excerpt from «Mrpa B KIáCCHKH», current press; «MHe HpaBHTci »,

Tsvetaeva Partl Usage 151 Part2 Singular and Plural Endings 155 Part3 Personal Pronouns 157

Part4 Last Names 158

Part5 Numbers 159

WORKBOOK /LABORATORY MANUAL Lexicon: Jobs and Professions Listening Tasks

Phonetics and Intonation: Hard and Soft a Lexicon: Holiday Greetings

Exercises and Activities Unit Glossary

Contents xi

œ2

~~

Review of All Cases 161

= IĨoBTopénHe Bcex Iane›kél

Texts: «JIySm», Akhmadulina; Excerpt from «[léppaa 110668b», Turgenev Part1 Review of Nouns and Adjectives 162

Part2 apyrapyra 166

Part3 Review of Last Names 167

Part 4 Possessive Modifiers Derived from Names 168

Part5 Personal Pronouns and ce6a 168

Part 6 Possessive Modifiers 170

Part 7 Special Modifiers: omf1u, StoT, ToT, Becb,cam 174

FAnytime, Sometime, Never, Whenever _ 178

Korná-HHỐYJb, KOFHá-TO, HHKOFHá, KOIHNÁ ỐbI HH _

Texts: Excerpt from «jlórrop )KnBáro», Pasternak; «KaKÍñM ỐbI IOJIOTHÓM

ỐaTá7bHbHIM », Nabokov Partl Identifying Adverbial and Pronominal Expressions 179

Part 2 Indefinite Particles 180

Part 3 whenever, wherever, no matter 183

WORKBOOK /LABORATORY MANUAL Lexicon: Dormitory Life and Cleaning up Listening Tasks

Phonetics and Intonation: Hard and Soft r and x Lexicon: to change

Exercises and Activities Unit Glossary

Leo

a

eShort-form Adjectives 18%

se KpárKax (ÙópMa IPMJIAFáT€/IbHBIX

Texts: Excerpt from «MẽprBble xýInw», Gogol; excerpt from «BbITHé»;

«37ieKTpÍteCTBO», Gippius

Partl Understanding Short-form Adjectives 187

Part2 Meaning and Usage 189

omparative and Superlative

djectives and Adverbs 19s

CpaBHÍIT€/IbHafñ 4 npesocxégnas crémeHb

HPH7IaTáT€/IbHbIX H HaDÉq4HH

Texts: Excerpt from «[lpo6yxyénne», Babel’; «A He cymé1o OỐb#CHÍTb ,

Gorbanevskaia Part 1 Comprehension of Comparatives and Superlatives 196

Part2 Simple and Compound Comparatives 197

Part3 Simple and Compound Superlatives 205

WORKBOCGK/LABORATORY MANDAL Lexicon: Describing People’s Personalities

Contents xiii

T17 ime Expressions 207

Bbipa›»xXÉéHHW1 BDÉM€HH

Texts: Excerpt from «Pý6ka néca», L.N Tolstoy; Excerpt from «ƠTHI H

néTm», Turgenev; «2o ýTpO », Fet

Partl Clock Time and Dates 208

Part2 AtaParticular Time 216

Part3 Time Expressions of Duration 217

Part4 Relating Events to Time 219

WORKBOOK /LABORATORY MANUAL

Lexicon: Weather

Listening Tasks: Time Expressions

Phonetics and Intonation: and -rcø, c + w

Exercises and Activities

Texts: Excerpt from «BwIHẽBbrii can», Chekhov; «Êcnm Ku3Hb Te6A

oốMáner », Pushkin; Excerpt from «Tpu cecrpém, Chekhov; «Ecnu 6 BC©, KTO IOMĨIIH 1yIéBHOïI .», Akhmatova; Excerpt from «jÏse TeTpámm», Kozhevnikov

Part 1 whether Constructions 224

Part 2 Conditional for Possible Events 226

Part 3 Conditional for Contrary-to-Fact Events 230

Part4 ‘Translating would and Reported Speech 233

WORKBOOK /LABORATORY MANUAL

Listening Tasks (Based on Conditional Constructions)

Lexicon: Sports

Phonetics and Intonation: 4 and p

Exercises and Activities

Unit Glossary

Identifying Participles: Recognizing Meaning 239

Present Passive Participles 239

Identifying and Understanding Past Passive Participles 242 Formation of Past Passive Participles 246

WORKBGOK/LABORATORY MANUAL

Lexicon: Art, Music, Literature, and Film

Listening Tasks

Phonetics and Intonation: Russian x and m1

Lexicon: Verbs of Memory and Perception

Exercises and Activities

Review of Passive and Active Participles 263

WORKBOOK /LABORATORY MANUAL

Lexicon: Talking Politics

Partl Identifying and Understanding Verbal Adverbs 267

Part2 Formation of Verbal Adverbs 270

WORKBOQK/LABORATORY MANUAL

Lexicon: Computers and Technology

Listening Tasks

Phonetics and Intonation: Voiced and Voiceless 6 and n

Exercises and Activities

Unit Glossary

N

erbs of Position and Placement 274

ITaTÓ/IbI IO3ñITHH W Da3MeIIÉHMS

Texts: Excerpt from a letter from a Russian in America; «Bymaxnbiit

connárwk», Okudzhava

Parti Understanding Verbs of Position and Placement 275

Part 2 Conjugation of Verbs of Position 276

Part 3 Conjugation of Transitive Verbs of Placement 278

Part 4 Conjugation and Usage of Intransitive Verbs of Placement 282

WORKBOOK /LABORATORY MANUAL

Lexicon: Resting and Sleeping

Listening Tasks

Phonetics and Intonation: Voiced and Voiceless ø and

Exercises and Activities

Unit Glossary

ea

nprefixed Verbs of Motion 235

Tnarénni IBH2KÉHH% Ố€3 IpHCTáBOK

Texts: Excerpts from «JlẽHbka c Mánoro Óaepa», Paustovskii; Excerpt from

«HakaHýne CBÉéT7oro npáanHwKa», Nekrasov

Part1 Understanding Multidirectional Verbs of Motion 286

Conjugation of Multidirectional Verbs of Motion 287

Usage of Multidirectional Verbs of Motion 289

Choosing the Approriate Verb of Motion: On Foot or by Vehicle? 291 Unidirectional Verbs of Motion 293

Usage of Unidirectional Verbs of Motion 295

Conjugation of Perfective Verbs of Motion

Without Spatial Prefixes 298

Usage of Perfective Verbs of Motion Without Spatial Prefixes 299 Summary of Verbs of Motion Without Spatial Prefixes 300

Idiomatic Expressions with Verbs of Motion

Without Spatial Prefixes 302

Verbs of Motion with the Temporal Prefixes c(p)- and mo- 305 WOPRKBOGH /LABORSTORY MANUAL

Lexicon: Travel and Tourism

Listening Tasks

Phonetics and Intonation: Voiced and Voiceless r and k

Exercises and Activities

Unit Glossary

Coming and Going: Verbs of Motion

ith Spatial Prefixes 307

Spatial Prefixes: Meaning and Usage 311

Formation of Imperfective Verbs of Motion with Spatial Prefixes 315 Formation of Perfective Verbs of Motion with Spatial Prefixes 318 Idiomatic Expressions with Prefixed Verbs of Motion with Spatial Prefixes 323

WORKBOOK /LABORATORY MANUAL

Lexicon: How to get to ?

Listening Tasks

Phonetics and Intonation: Voiced and Voiceless 4 and T

Exercises and Activities

Unit Glossary

Part 2 Understanding Prefixed Transitive Verbs of Motion 332

Part 3 Idiomatic Expressions with Transitive Verbs of Motion 337

WORKBOOK /LABORATORY MANUAL

Listening Tasks

Phonetics and Intonation: » and ®b

Lexicon: B mizpe 6f3Heca

Exercises and Activities

Unit Glossary

APPENDICES

Appendix 1 Classroom Expressions and Grammatical Terms 341

Appendix2 Literary Terms 343

Appendix3 Declension Charts 345

Appendix4 Library of Congress Transliteration System 360

Russian-English Word Index 361

English-Russian Word Index 375

Index of Grammatical Terms 389

English Index 389

Russian Index 396

Literary Index 397

Additional listening texts and reading texts

may be found in the Instructor’s Manual

the Instructor

Ipammdamuxa 6 xonméxcme is an appropriate text for students of Russian who have completed at least one year of college-level instruction or at least two years of high- school-level instruction The text is designed to work well with other materials and ac- tivities, such as literary readers, novels, and Russian-language films The text may also

be used on its own, should the instructor prefer to do so, since it provides adequate readings, both literary and non-literary, and instruction in phonetics and intonation, as well as a strong grammar program

The complete Ipammdmuna 6 xonméxcme package consists of the following materials:

the student text

a combined Workbook/Laboratory Manual

an Audiocassette Program, coordinated with the Laboratory Manual

Ipammdmuka 6 xonmeéxcme

Grammar is covered principally in the textbook, and vocabulary in the Workbook However, instructors can use the grammar or syntax section of any unit of the textbook

together with the lexicon section of any unit of the Workbook (or with none at all) This

is because vocabulary exercises do not depend on knowledge of the textbook unit’s

xix

xx Preface: To the Instructor

grammar presentation, and grammar exercises do not depend on knowledge of the

Workbook’s unit vocabulary presentation The phonetics sections of the Laboratory

Manual can also be covered in any sequence

Solzhenitsyn, Tolstoy, Tsvetaeva, and many more.*

Accommodations of Learning Styles

A guiding principle of the development of Ipammadmuxa 6 xonméxcme is that lan- guage learners have different learning styles Thus, some learners need to understand

the theories or rules of language use, while others need to see those rules “in action”

Still others need clearly defined activities to practice using targeted language structures and vocabulary All types of students will find appropriate materials in Ipammdmuxa 6

konméexcme

From Sentences to Paragraphs

Ipammamuxa 6 kouméxcme was prepared with an eye toward helping instructors en- courage students to move beyond the discourse frame of the word or sentence Thus, activities in the text and the Workbook help encourage paragraph-length expression by students, both in writing and in speech, especially in Units 5 through 25

Organization of the Textbook

Each unit of the textbook focuses on a particular grammar topic or syntactical con- struction Examples are provided in a literary or journalistic context, accompanied by clear, systematic explanations of the grammar rules that govern the topic Translations

of Russian examples are provided to a greater degree at the beginning of the book, when students are in greatest need of such support, and to a much lesser degree in the units near the end

Both manipulative and creative exercises are provided to help students work toward

* Russian names are transliterated according to the Library of Congress Transliteration System (see Appendix), except for names with commonly accepted English spellings (such as Tolstoy or Yeltsin) or English spellings preferred by Russians writing their names in English (such as Aksyonov).

Preface: To the Instructor xxi

automatic use of the targeted structure Exercises that promote comprehension of the structure in context always precede those in which students are required to produce the grammatical structure Manipulative exercises in the textbook help prepare students

for meaningful communicative activities 3ananua (activities) marked 5 in each unit

of the textbook are designed to promote students’ active use of targeted structures in expanded discourse opportunities, either in writing or in speech

All reading texts are accompanied by pre-reading activities to help students estab- lish relevant schemata or expectations about what the texts might tell them Post-

reading tasks focus student attention on reading strategies as well as on both global and detail comprehension of the text At least one of the readings in each unit is a poem that may be assigned for memorization Students can listen to a reading of the poems in the Audiocassette Program Thése poems are identified with cassette icons

(@) Each unit also includes a number of Russian proverbs or idiomatic expressions that illustrate the targeted language structure; these materials are appropriate for mem-

orization by students as well

The appendices include declension paradigms, a transliteration chart, lists of gram-

matical terms, classroom expressions, literary terms, and rules for the use of numbers

There are also Russian-English, English-Russian word indices and indices of literary authors and grammatical topics

The Ipammamuka 6 xonméxcme Package

of Supplementary Materials

Workbook/Laboratory Manual

The Workbook/Laboratory Manual offers additional practice with the grammar pre- sented in the textbook Workbook exercises are typically more challenging than those in the textbook Each unit of the Workbook/Laboratory Manual also includes at least one

topical lexicon (health and illness, learning and teaching, and so on), which is usually

the source of the content for the listening tasks included in the Audiocassette Program Some units also include a section dedicated to lexical problems, such as verbs of

“using” or verbs of “remembering.” Workbook/Laboratory Manual units conclude with a glossary that contains vocabulary from both the textbook and the Laboratory Manual Vocabulary from the thematic lexicons is marked with the symbol # to facilitate the as- signment of vocabulary from the textbook, the Workbook, or both

The listening tasks include pre-listening activities (to help students orient them- selves to the content of the listening text) as well as listening and post-listening activi- ties that promote comprehension of main ideas and details Some of the listening activ- ities focus student attention on particular aspects of language usage Post-listening activities encourage students to use the listening texts as the basis for writing or speak- ing activities Each unit of the lab manual also includes a section on phonetics and intonation

xxii Preface: To the Instructor

A Few Words about Using

Ipammamuka 6 xkounméxcme

Ipammdamuxa 6 konméxeme is designed to provide optimal flexibility to those instruc-

tors who desire it It may be used on its own, but it is also easily coordinated with other

materials (films or readings)

The modular nature of the materials also allows instructors to “pick and choose” the grammar, texts, and activities they wish to use, without binding them to other vo- cabulary and grammar Thus, instructors may require Unit 1 (agreement, both subject-

verb and modifier noun) of the textbook for students who have a weak grammar back-

ground or who have forgotten a lot over the summer Students with stronger backgrounds might easily go directly to Unit 13 of the textbook

Instructors can also choose to present textbook units in any order However, we rec- ommend sequencing the units on verbs in the order in which they are presented (Units

2-6), and the units on verbs of motion in the order in which they are presented (Units 23-25), as the information in these units builds on information presented previously

Instructors will note that the units are not of equal length, but rather are as long as required by the topics they present For this reason, and because all classes are different,

it is difficult, if not impossible, to provide a standard for how much time is needed to

cover each unit Students with a solid grammar background will be able to move quickly through the first dozen units, which review the basics Instructors working with such students might opt to assign some or all of those units to be completed at home over the course of a week or two Students with less than a solid grammar background will probably not be able to move so rapidly through this material and will need more reinforcement in class

Units 14-25 present material that may be new for some if not all students, espe- cially those who have had only one year of college-level instruction These units may require.ten to twelve contact hours for students to assimilate the concepts presented

Preface: To the Instructor xxiii

Acknowledgments

Special thanks go to the following instructors, whose suggestions and comments were very useful to the author in the preparation of the final manuscript for this text The appearance of their names does not necessarily constitute an endorsement of the text

Kevin J McKenna, University of Vermont

Í am also most grateful to my students at the University of Wisconsin-Madison and to

my colleagues——James Bailey, Clare Cavanaugh, Judith Kornblatt, Harlan Marquess, and Gary Rosenshield—for their support of this project and their very helpful con- structive criticism I am also grateful to my many Russian friends and colleagues—in-

cluding Anton Adassinsky, Elena Bobretsova, Nikolai Firtich, Julia Kalaushina, Boris Kalaushin of St Petersburg; and Fatima Fedorova, Viktor Mixel’zon, Elena Rossinskaia,

and Olga and Aleksei Dedov of Moscow—for their encouragement of my work I thank my colleagues, Yuri Shchegolov and Valeria Kramm, Aleksandr Dolinin and Galina Lapina, for their help with the geography of Moscow and Petersburg, respec- tively 1 am grateful to Michael Groh and Nikita Smirnov for their photographs and I thank Vanessa Bittner for her help with geographic questions and with photography logistics I am grateful to Galina Lapina, Liudmila Longan, Irina Odintsova, Galina Patterson, Alexander Propp, and Dan Ungurianu for their help with the manuscript I thank Chris Putney and Tanya Nigh of McGraw-Hill for their interest and support throughout my work on this project I am very grateful to Elena Shchepina and Glen Worthey, who proofread so well; to Melissa Frazier, whose eagle eye helped me see when I had written myself into a bind; to Liz Pauw and David Sweet, who helped put

it all together; and to Thalia Dorwick and Gregory Trauth, whose patience, support, understanding, and pedagogic insight have been extremely important for the develop- ment of this book I thank my parents, for all their support, for so many years Lastly, I thank my wife, Lisa Fell, and my children, Nathan and Hannah, for their patience and understanding during the many long days and nights I spent working on this

manuscript

I express my deep gratitude to Emilia Hramova and to the late Konstantin Hramov,

of Yale University, to whom this book is dedicated, in recognition of their love for the Russian language and enthusiasm for teaching They were and continue to be inspiring

to me and countless others

Benjamin Rifkin

Madison, Wisconsin November, 1995

the Student

Since you've already completed some study of Russian, you know something about Russian grammar However, you may feel that you haven’t been able to organize what you know into a coherent system You may also feel that you couldn’t understand some

of the concepts you studied previously because you didn’t know enough Russian to un- derstand how these concepts were applied in the language This textbook will help you thoroughly review the basics of Russian grammar As you go through it you will learn

to systematize your knowledge and—I hope—become able to think less about how you're expressing yourself in Russian while you focus more on what you're expressing

to skip around a bit, asking you, for example, to complete assignments in Unit 7 of the textbook and Unit 13 of the workbook I encourage you to use Ipammdamuxa 6 xonméxeme with a three-ring binder so that when your instructor returns assignments from the Workbook/Laboratory Manual to you, you can place them in your binder with your class notes and compositions This will help you keep track of your work, espe- cially if your instructor skips back and forth between units in the textbook and the Workbook/Laboratory Manual

Ipammamuxa 6 xounméxcme focuses primarily on grammar and syntax Each unit presents a particular grammatical or syntactical problem and provides rules for solving that problem as well as examples demonstrating how the problem is solved You might prefer to read the explanations before the examples or the examples before the explana- tions Try to vary your approach so that you can determine what works best for you Reading texts in each unit of the textbook feature works by classic Russian authors

of the nineteenth and early twentieth centuries as well as some contemporary authors; these texts were selected because they show the grammar or syntax emphasized in the unit I don’t expect you to understand every word of the reading texts Rather, as you read, try to understand the main ideas so that you can answer the questions in the exer- cises that follow the readings

xxiv

Preface: To the Student xxv

The grammar exercises in the textbook usually consist of five to ten items to pre- pare you for longer exercises in the Workbook/Laboratory Manual

The textbook also includes some activities to help you to speak and write in longer and longer “chunks.” When you first started to study Russian, sometimes you spoke and wrote just one word at a time, answering questions with minimal information As you continued to study Russian, you probably began to speak and write in sentences and sometimes in paragraphs Activites marked sagauma in the textbook (and Workbook/ Laboratory Manual) are designed to encourage you to speak and write in paragraphs or longer Try to use these opportunities to the fullest It’s okay to make mistakes (in fact, mistakes probably cannot be avoided entirely), but don’t let that stop you from trying

to express yourself in a sophisticated way in Russian

Each unit of the Workbook/Laboratory Manual includes a topical lexicon (a list of words related by topic) that is usually the source of vocabulary in the listening tasks for

each unit Each unit also includes phonetics exercises (also geared to the audiocas-

settes) and additional exercises and activities, as well as a glossary listing the vocabulary presented in the given unit in both the Workbook/Laboratory Manual and the textbook Vocabulary items drawn from the topical lexicon are always marked with the symbol #;

in some instances, your instructor may assign you to memorize only vocabulary not

marked with this symbol or only vocabulary marked with that symbol

There are many strategies that can help you be a better, more efficient student of Russian Some of them are explained in the preface to the Workbook, so you will want

to read that preface carefully Use those strategies and think of new ones that will work best for you

Good luck!

Benjamin Rifkin Madison, Wisconsin

» cam

«doat YISHHLI0

TIACOBáHH€ øreemenf

—ÓTr0 n©licTBáTennbHO /HTepécHol

c Am" xà 2 6 T

1 Mort pOnÍT€TH 3XHBÝT B Mắ/IÊ€HbKOM TÓPOHI€ H€ña7€KÓ OT | leTepỐýpra

My parents live in a small town not far from Petersburg

3 OTẾH—H€P€BÓNMHHK: OH TOBODÍT HA TPẺX 13EIKáX

My father is an interpreter/translator: He speaks three languages

I rarely go home to my parents, because I have no money (to do so); but I write them every week

6 3yech # y4uycb DYsHKe HW aHTJIIÏICKOMY ASBIKY, HO 4 TaoKe M0611 MaTeMaTHKy Here I study (am a student of) physics and English (language), but I also love

mathematics

In each of the preceding sentences, note the arrows drawn from one word to another, indicating the nature of agreement between words Now read the commentary about agreement in each sentence

1 The possessive modifier my agrees with the word parents: Both are in the nomina- tive case and both are plural The verb to live is conjugated in the third-person plural form to agree with the subject parents The phrase a small town is in the prepositional case because it is the object of the preposition in in the context of lo-

cation (rather than moverhnent in a direction) Both the noun and the adjective are

Part1 General Introduction 3

masculine and singular Petersburg is in the genitive case as required by the prepo-

2 The verb used to work agrees in gender (feminine) and number (singular) with the

subject mother The noun nurse is in the instrumental case (feminine, singular) as

required by the verb to work in the context of identifying someone’s profession The verb to work in the second clause (following the comma) is conjugated in the third- person singular to agree with the implied subject mother The noun engineer is in

the instrumental case (masculine, singular) because it is used after the verb to work

as explained above (Note that this profession is a masculine noun used for both men and women.) The small laboratory is in the prepositional case as required by the preposition in in the context of location Both the adjective and the noun are feminine and singular

3 The two nouns in the first clause of this sentence are in the nominative case be- cause they are the subject and the subject complement The verb to speak is conju- gated in the third-person singular to agree with the subject he The number phrase three languages is in the prepositional case (plural) because it is the object of the preposition in/on and does not denote movement in a direction

4 The pronoun them is in the prepositional case because it is the object of the prepo- sition about This pronoun, like all third person personal pronouns (he, she, it, they), takes the letter x when it is the object of a preposition The verb can is conju- gated to agree with the subject J (the first-person singular pronoun); this verb re- quires the verb that follows it to be in the infinitive form, as is the case with the verb to write The time expression all day is in the accusative case: It is accusative

masculine (inanimate) and thus identical in form to the nominative case

5 The verb to go [by vehicle] is conjugated to agree with the subject I The form of the word home (gom6it) is a special directional adverb Verbs of motion generally re- quire that destinations be expressed in a prepositional phrase that takes either the accusative case for places or the preposition k and the dative case for people, as shown here The word money is in the genitive case because it is negated The verb

to write is conjugated to agree with the subject I The person written to is expressed

in the dative case (the pronoun them) The time expression every week is in the ac- cusative case, feminine singular

6 The verbs to study/to be a student of and to love are conjugated to agree with the subject I The words physics and English {language} are in the dative case as required

by the reflexive verb to be a student of The word mathematics is in the accusative case because it is the object of the verb to love

It isn’t expected that you would have been able to write these explanations yourself, or that you remember every one of the rules mentioned But the explanations should sound familiar to you

Before you go on, you should review some of the basic grammatical terms (parts of

speech) to understand what follows.

LEVEES ` `

NOUN Person, place, thing, or iđea: Maria, students, Mapli, CTyRÉHTRI, HHCbMÔM, MOCKB,

VERB Action word or word denoting state of being: 6nrTh, pabdrana, YuuTca, noeM,

to be, worked, is a student, are singing, HarIñtHIYT, ỐýYT TAHH€BắTb

will write out, will be dancing

ADJECTIVE Word that modifies a noun: good, smart, XOpỐNHTHÑ, ýMHAã, Bc©l, Ốonemóe,

all, big, these, bad, nasty STUMH, IUIOX 10, 351M ADVERB Word that modifies a verb: well, poorly, XODOTHÓ, HIñÓXỎ, HHT€DÉCHO

interestingly PREPOSITION | Word that indicates the relation of a noun or B, Ha, OT, M3, C, OA, MOKTY

pronoun to another noun: in, at, from, under, between

PRONOUN Word that takes the place of a noun:

Personal Pronouns

„

1, you, he, she, us, you, them A, TGA, OH, OH4, HaM, BãC, ÍIMM

Interrogative Pronouns who, what KTO, WTO

INTERJECTION | Exclamation

Oh! Wow! Ax! Ox! Sx!

CONJUNCTION and, or, but, therefore i, WH, a/Ho, MOSTOMY

TEKCT la Read the “nonsense poem” by Khlebnikov that is built on word play revolving around the root cmex/cmeii, meaning laughter

Pre-reading Task What is a “nonsense poem”? Why do we write them and why do we read them? As you read, think of any nonsense poems in English with which you could compare this one

Part 1 General Introduction 5

3aKnáñTue cméxom' h ‘Incantation by laughter

poet

TEKCT 16 Read the famous text below (the opening of L N Tolstoy’s Anna Karenina) about how

a family and its servants react to a husband’s affair

Pre-reading Task Write down two or three things you expect to read about, given the preceding informa- tion Then write down two or three words you expect to find in the text

4 =‘ happy

Bce cqacTIBbie` CÉMbH HOXÓXe HDYT Ha HDÝTA, KÁKHA4 H€CdACTIúBA4°C€MbÁ =f ?unhappy

H€CHÁCTJIHBA IO- chócwy.” = in its own way

B * was confused

Bcẽ cMeLánocb' 8 ñówe Oố1óHcKnx Kena y3Hana,° uTo Myx 6bLI B E = 5 found out

Fe 8 affair

Ñ cBá3H5 C ỐEIBHICIO B HX NÓM€ ĐPAHI1Ý2X€HKOIO-TYB€PHáHTKOl, H OỐb#BÉa7 [22 mounoed

5 @ MpKy, ITO He MOKeT KUT C HHM B OIHÓM Ome Tonoxénne® Sto H 8 situation

6 Unit1 Agreement

9 qỨBCTBOBAfIOCb was felt by the Spouses themselves

19 ncóMu af the

IDOIOJ2Ká/IOCb Y2KẾ TDẾTHĨ 1€Hb H MY4ÍTT€IbHO HÝBCTBOBđJOCb M CaMÍMHW

CYHPÝTaMM,° W BCÉMH 4IÉHaMH C€MBÍI, ñ ñOMOáTHAaMH.)9 Bce 4IÉHbI CÊMBbÍI H

HOMOHáRHTbI WÝBCTBOBA7IN, WTO H€T CMEICJ14 B HX COXKÍT€IbCTB€T HM 4TO Ha i members of the fam-

KAKIOM IOCTOắHOM ]BOpé!2 căiyqáHHO corềnHrrúecs /nônH!” Õó/ee CBñsaHbI 4 iy and Servants

MOxuy COỐÓñ, 'eM OHM, WiéHEI CeMbY HW 1OMOSánttbi QốóncKux Kena He E 2noctosino inn

Z ⁄ Z ⁄ vs ⁄ Z 7 13 4no le

BbIXOJHLIa H3 CBOÚỨX KÓMHAT, MÝ2Kâ TDẾTHỦ N€Hb Hề ỐbUIO HÓMa cnyyaitno peop:

5 — ——— pKa TP B x i who have come to-

2 How does the narrator convey that the confusion in the Oblonsky home had gone

on for three days? (What verb and time expression are used to convey this

Russian has three genders: masculine, feminine, and neuter Every noun in Russian is

assigned one of these genders according to the rules shown in the chart below

All nouns ending in a consonant

Some nouns ending in soft sign

All nouns referring to males, including

names and relationships with

“typically” feminine endings: nama,

nana, Miousa, Tama

All nouns ending in -a or -a except those denoting males and those

ending in -»a (which are neuter)

All nouns ending in -wp, -I, -#b, and

Part 3 Hard and Soft Endings 7

¢ The words uenoséx, apyr, Bpay, and nóKTop are masculine and take masculine ad-

jectives even when referring to women: Ond——xopoémmii uenoréx

® The words cupora (orphan), madxca (crybaby), npaunua (drunkard), and y6yina

(murderer) are of common gender They may be either masculine or feminine de- pending on the context: On y›KácHbtli IbáHHua OHá Tó3e y3KáCHan ibWHHHal Remember how to ask and answer questions about the gender of nouns

KaKóTo póña ŠTo cIóBo?

Myxckóro/)KéncKoro/CpénHero pÓóna

YnpaxHénwe 16 Referring to the gender chart, identify the gender of each of the nouns listed below Note that the nouns in the left-hand column are singular, while the nouns in the right- hand column are plural To determine the gender of the plural nouns, you must con- sider their singular form!

bet consists of thirty-three letters, of which ten are vowels (a, 4, 0, &, y, 10, 9, €, BI, M), twenty-one are consonants (6, B, F, J, 2K, 3, H, K, 71, M, H, II, p, C, T, @, X, H, 4, WM, wt), and two are neither vowels nor consonants (b, Bb) Of the twenty-one consonants, three are

always hard, three are always soft, and fifteen may be either hard or soft depending on the context in which they occur

Group 1: AlwaysHard x, 11, 4

Group 2: AlwaysSoft 4%, 4, uy

Group 3: Hardor Soft All Others

If a noun or adjective stem (that part of the word that precedes the grammatical case and gender ending) ends in a hard consonant, it is a hard-stem noun or adjective; if it ends in a soft consonant, it is a soft-stem noun or adjective How, then, can you tell if a stem is hard or soft if it ends with a consonant of Group 3? You must look at the letter following that consonant

8 Unit1 Agreement

Teépovie coendcnvie® hard consonants

Group 3 consonants are hard if they are

* followed by a hard-series vowel (a, 0, y, 9, bt): 0KHÓ

e word-fnal: cron

¢ followed by another hard consonant: cron

Masexue cozndcuoie’ soft consonants

Group 3 consonants are soft if they are

¢ followed by the soft sign: Mara

¢ followed by a soft-series vowel (1, é, 10, e, 4): M1

© - followed by another soft consonant: ốopm

Compare your answers from Ynpaxuénna 16 with those of Yapaxuénua 1p and de-

termine whether there is any relationship between the gender of a noun and its hard or soft stem

DATIVE HắT€TbHbLfi KOMÝ? qeMý?

PREPOSITIONAL TIP€HNÓXHbIl 0 koM? o uém?

INSTRUMENTAL TBODÍIT€IbHBIH KeM? qeMỸ

Part4 The Case System 9

Russians refer to these cases using either the actual case name (Case Name 1) ora

shorthand for the case name that consists of the declension, in the given case, of the in- terrogative pronouns who and what

Later, we will review the endings for each case and the basic constructions that re- quire the use of that case Now, however, we need to recall the structure of the case sys-

tem as a whole Most important, adjectives must agree in case, gender, and number

(singular or plural) with the nouns they modify

Remember how to ask and answer questions about case

B KaKÓM nañnesé croúT §To czó8o?

OHó CrOÉT B HM€HỨT€/IbHOMÍBHHÍT€/IbHOMÍpOHfT€IbHOMÍ nắT€IbHOMÍ

peat

1 OHá #HBÉT B H€ỐO/IBIIÓM Tropore

She lives in a small city

3 OHú rúnyT cBOÉÖ MÁT€PH TPpH pása B MÉCHI,

They write to their mother three times a month

4 BSrom répoge Het xopomimx My3ées

There aren’t any good museums in this city

5, Ha cñÉny!OHIEH H€HẾJI€ MbIH€M B Mocxsy

We’re going to Moscow next week

= A beginning is a terrible misfortune

| [The beginning is the hardest part.]

HECOBEPIUEHHBI BUI {oua] mucdna [oná] rúmer [oná] 6ýner nwcáTb

(Imperfective Aspect) was writing is writing will be writing COBEPINEHHbIM BU {ou4] wanucdna g {oná] namaier (Perfective Aspect) wrote out will write out

Russian verb forms must agree in person and number with the subject noun or pro- noun in the so-called nonpast forms (i.e., present and future tenses for the imperfective verbs, future tense for the perfective verbs) In the past tense, Russian verbs must agree

in gender and/or number with the subject noun or pronoun The imperfective future is

a “compound tense” consisting of two words, one of which is a “helping” or “auxiliary” verb, much like the English form will do All Russian tenses are simple verb forms ex- cept the imperfective future TC

In order to understand the conjugation system, you must recall the personal pro- nouns with which the verb forms must agree

HÉPBOE IMHÓ al MBI

Part6 The Spelling Rules 11

% Ynpa›»xHéHwe le

Circle the subject of each sentence and draw an arrow to the verb with which the sub- ject agrees If the subject is a pronoun, identify it as first, second, or third person, singu- lar or plural; if the subject is a noun, find the pronoun that matches it and then identify that pronoun as above Next, identify the tense and aspect of the verb

1 OHÁ 3KHBÉT B H€ỐONbIIÓM TỐPOH€

1 After r, k, x, 2K, 4, LU, UL, Never write BI, write u instead

2 After r, K, X, 0K, 4, Il, IM, 1, never write 10 or a, write y or a instead

3 After 2x, 4, UL, LU, U1, never write unstressed o, write e instead

Exceptions: Foreign words (especially place names), including moxonaag, 6poundpa, miodép, napanwor