Modern Russian I

Citation preview

Dawson / Bidwell / Humesky

CEBEPHM0

: ! BLiov

PEHHOflt nOPT

iji.Horo :

[CKHH

CAMOTEHHAH Kojixo3:

nnoi MAH

’ACHOHPECHEHCKHH

LUeha yjx.

mtoinVvHfc

hobah

KPAOHAH nnomAflE

KIIPOBI

,OHCKOH 5-H nP.

JIEHHHCKHH

XCP) sMOCKBA

KPEMJIb

UEHTPAJIBHBI0 -Viy3E(l B. H. JIEHHHA TOCyjlAI’CTBEHHbltl HCTOI TI4ECKH0 My3EH J>KHAH nJTOIITA 7TT>

pyM (TOCyjlAPCTBEHHblH yHHBEPCAJIBHBIH MArA3HH; KPACHAfl nJIOmA^fc

MAB30JIEH JIEHHHA

3JAHHE COBETA MHHHCTPOB CCCP

APCEHAJI

iinniii CHACCKAH EALUHH

IBOPEH CBE3HOB

HKlj®

■WHS

IIOKPOBCKHK COEOF y criEHCKHii

HAPB-

COBOP

IiyiUKA

(

(XPAM BACHJIHB

EJIAjKEHHOrO IIAPB-KOJIOKOJI

i t

tpahob: KOJIOKOJIBHH I1BAHA BEJIHK.OPO

APXAHrEJIBCKHH COBOP

[oononTTl

bjiapobelhehckhh BOJlbUIOil KPEMJIEBCKHH BBOPEH

COBOP

M O C K B A

1 CTAftHOH «HHHAMO» 2 CABEJIOBCKHH BOK3AJI

27 OTKPBITBIH miABATEJIBHBIH BACCEHH «MOCKBA»

3 «COBETCKAfl»

28 HOBO-HEBHHHH MOHACTbIPB

4 IJEHTPAJIBHBIH TEATP COBETCKOH

29 My3EH-yCAflBBA JIBBA H. TOJICTOEO

APMHH 5 PHvKCKHH BOK3AJI

6 HnnOflPOM

30 MY3EH JI. H. TOJICTOrO 31 BflHX, PA3HEJI «CTPOHTEJIBCTBO H APXHTEKTyPA»

7 BEJIOPyCCKHH BOK3AJI

32 HEPKOBB HHKOJIBI B XAMOBHHKAX

8 «JIEHHHrPAflCKAfl»

33 HEHTPAJIBHBIH IIAPK KyjIBTyPBI II

9 JIEHHHrPAJJCKHH BOK3AJI

OTHBIXA HMEHH TOPEKOrO

10 HPOCJIABCKHH BOK3AJI

34 HEPKOBB HOAHHA BOHHA

11 KA3AHCKHH BOK3AJI

35 HEPKOBB «BCEX CKOPEHIHHX»

12 BBICOTHBIE 3flAHHH

36 TPETBaKOBCKAH TAHEPEH

13 MOCKOBCKHH 300JI0rHHECKHH CAfl

37 nABEJIEUKHH BOK3AJI

14 «IIEKHH»

38 HEPKOBB KPyTHHKOrO 39 Mry (MOCKOBCKHH EOCyflAPCTBEHHBIH YHHBEPCHTET)

15 IJEHTPAJIBHBIH TEATP KYKOJI 16 MOCKOBCKAfl KOHCEPBATOPHH HMEHH n. H. HAHKOBCKOEO

17

njIAHETAPHH

40 HEHTPAJIBHBIH CTAflHOH HMEHH B. H. JIEHHHA

18 MOCCOBET

41 AKAJJEMHH HAYK CCCP

19 BOJIBIHOH TEATP

42 MY3EH APXHTEKTyPBI

20 nOJIHTEXHHHECKHH MY3EH

43 BCEC0I03HAH EHBJIHOTEKA HMEHH

21 «KOJIH3EH»

22 MOCKOBCKHH EOPOJJCKOH HOM IIHOHEPOB 23 KYPCKHH BOK3AJ1

B. H. JIEHHHA 44 TEJIEHEHTP 45 ABOPEIi; nHOHEPOB HA JIEHHHCKHX rOPAX

24 KHEBCKHH BQK3AJI 25 «yKPAHHA»

HAB.

HABEPEJKHAH

BOJIbUIAH

26 My3En H30BPA3HTEJIBHBIX

na. nr.

njioiVMt

MAJIAH

iipociiekt

HCKYCCTB HMEHH A. C. IiyillKHHA

y ji.

yjiHUA

Digitized by the Internet Archive in 2019 with funding from Kahle/Austin Foundation

https://archive.org/details/modernrussian0001daws

Modern Russian I A Project of Syracuse University under contract with the United States Office of Education

about

Modern Russian

In February 1960 the University of Michigan sponsored a conference of scholars to “develop criteria for a two-year college sequence of specialized materials for learning the Russian language.” In its proposal to the U.S. Office of Education for funds to support the conference, the University of Michigan stated its view that “The urgency of our national need to improve and increase the study of the Russian language in our schools and colleges and the comparative dearth and inadequacy of existing materials for this purpose dictate the collaboration of the U.S. Office of Education with the Russian language specialists ... in the production of a complete two-year college level course in Russian.

The proposal advised that “pertinent decisions regarding personnel, institutional

sponsorship, and methodology for the production of such a course should be made only on a broadly established basis of consensus among a widely representative group of scholars and specialists in this field.” The twenty-seven scholars and specialists listed on the page opposite collaborated at the conference to achieve that consensus, and designated nine persons, similarly listed, as an Advisory Committee to the project. Recommendations arising from the February 1960 conference and from the Advisory Committee resulted in the naming and empowering of the Working Committee: Dr. Clayton L. Dawson, Professor and Chairman of the Slavic Department at Syracuse University (project coordinator); Dr. Charles E. Bidwell, Associate Professor and Chairman of the Department of Slavic Languages and Literatures, University of Pittsburgh; and Dr. Assya Humesky, Associate Professor of Russian Language and Literature, University of Michigan. Syracuse University undertook to house and administer the entire project, and assumed responsibility for the preparation of the new materials. Both the University of Michigan conference and the University of Syracuse project to produce the two-year course were supported by the U.S. Office of Education, under authority of Title VI of the National Defense Education Act. The University of Michigan, the University of Pittsburgh, and Syracuse University cooperated by granting leaves of absence to Drs. Humesky, Bidwell, and Dawson respectively. Along with these universities, The American University, the Foreign Service Institute, Georgetown University, Indiana University, St. John’s University, the State University College at New Paltz, New York, and the University of Washington participated in the field testing of materials prior to publication, providing helpful suggestions and encouragement. Generous help was provided in typing, advising, and recording by a large group of native Russians teaching in the Slavic Department of Syracuse University. Professors Robert L. Baker of Indiana University and Tatiana Cizevska of the University of Illinois contributed timely information on culture and current usage out of their recent experience in the Soviet Union. Finally, special critical evaluations and recommendations were provided by Professors Baker, Richard Burgi of Princeton University, Kurt Klein of the University of Illinois, and Laurence Thompson of the University of Washington. Modem Russian, together with the recordings and the teacher’s manual prepared to accompany it, unique in both content and techniques in the Russian field, is the fruition of this cooperative group effort.

MEMBERS OF TEIE

1960

ANN ARBOR CONFERENCE

Emma Birkmaier University of Minnesota Deming J. Brown University of Michigan Edward J. Brown Brown University William S. Comyn Yale University Clayton L. Dawson Syracuse University Horace W. Dewey University of Michigan William B. Edgerton Indiana University Gordon Fairbanks Cornell University Wayne D. Fisher University of Chicago A. Bruce Gaarder U. S. Office of Education Fruma Gottschalk University of Chicago Frances de Graaf Bryn Mawr College Ernest F. Haden University of Texas Morris Halle Massachusetts Institute of Technology Helen Jacobson George Washington University Walter C. Jaskievicz Fordham University Harry H. Josselson Wayne State University Horace G. Lunt Harvard University Thomas F. Magner Pennsylvania State University Fan Parker Brooklyn College Lawrence Poston University of Oklahoma Peter Rudy Northwestern University Leon Stilman Columbia University Laurence G. Thompson University of Washington Leon Twarog Ohio State University Donald D. Walsh Modern Language Association Francis J. Whitfield University of California

ADVISORY COMMITTEE

Robert L. Baker

Indiana University

William S. Comyn

Yale University

William B. Edgerton Gordon Fairbanks Ernest F. Haden Carleton Hodge Harlan Lane

Indiana University Cornell University

University of Texas Foreign Service Institute

University of Michigan

Laurence C. Thompson Francis J. Whitfield

University of Washington

University of California

* SI fjf Ǥ*

Modern Russian I A Project of Syracuse University under contract with the United States Office of Education Clayton L. Dawson Charles E. Bidwell Assya Humesky

Coordinator, Syracuse University University of Pittsburgh

University of Michigan

Harcourt, Brace & World, Inc.

New York / Burlingame

SOURCES OF PHOTOGRAPHS

Title page: View of Red Square, the Kremlin, and Lenin’s Tomb. George Holton from Photo Researchers 2 18 34 48 60 82 108 138 166 194 224 252 278 308 334 360 388 418

Marc Riboud from Magnum Photos Pressehuset from P.I.P. Marc Riboud from Magnum Photos George Holton from Photo Researchers Marc Riboud from Magnum Photos Marc Riboud from Magnum Photos Jerry Cooke from Photo Researchers William Vandivert V. Shustov Cornell Capa from Magnum Photos Jerry Cooke from Photo Researchers TASS William Vandivert Marc Riboud from Magnum Photos E. Shulepov from Sovfoto Cornell Capa from Magnum Photos Jerry Cooke from Photo Researchers Marc Riboud from Magnum Photos

Endpaper maps of Moscow and the Soviet Union by Klaus Grutzka

© 1964 by Harcourt, Brace & World, Inc. All rights reserved. No part of this book may be reproduced in any form or by any mechanical means, including mimeograph and tape recorder, without permission in writing from the publisher. This work was produced pursuant to a contract between Syracuse University and the U S Office of Education, Department of Health, Education and Welfare. Library of Congress Catalog Card Number: 64-13285 Printed in the United States of America

ONULP

Introduction: Using Modern Russian

The materials of Modem Russian, like those of its prototype, the Modern Language Associa¬ tion’s Modern Spanish, provide a new kind of language course based on audio-lingual principles and aimed at speaking proficiency within the framework of the traditional language program. Modern Russian consists of two volumes of eighteen lessons each, designed for a two-year course meeting from three to five hours a week. Stressing the fundamental structural features of the contemporary spoken language, the thirtysix lessons present a total vocabulary of some 2700 items. Magnetic tape recordings, available to accompany the written materials, are an integral part of the two-year program. In addition, longplaying disk recordings of basic portions of the lessons are obtainable for home study. Audio-lingual principles assume that fluency in a foreign language is acquired less by intellectual analysis than by intensive practice. Awareness of structure is acquired not by memorizing rules and paradigms but by imitation and repetition of basic language patterns and by performance of drills carefully constructed to capitalize on the learner’s natural inclination to analogize from material already learned. Language learning thus properly begins with listening and repeating and only later proceeds to reading and writing. These first two stages are of primary importance if the student is to gain even a minimum control of spoken Russian; for this reason we recommend strongly that most material be presented and practiced with books closed, both in class and in the laboratory. A lesson consists of the following parts designed to be used as suggested:

Preparation for Conversation.

Anticipating the Conversation to follow, this part presents the

basic elements of the Conversation in the order of their appearance, together with parallel English equivalents and, where needed, with phonetic transcription. This material provides a basis for understanding and assimilating the Conversation. Supplementary related words and phrases are also given here.

Conversations.

Simulating situations of contemporary Soviet life, these introduce the basic

lexical and structural items of the lesson in dialogue form and in colloquial Russian. The first

four lessons contain a single Conversation each; the remaining lessons each contain a pair of Con¬ versations. Notes explain points of cultural difference and of usage and style. For the first five lessons a parallel English equivalent of each Conversation is provided. A phonetic transcription of the Russian is also given as an aid to proper pronunciation in learning the materials; this is presented consistently in the first ten lessons, but only to clarify special problems thereafter. The Conversations, basic to each lesson, are best assimilated to the point of complete memorization. These are recorded on the tapes

and on the records as well—for individual repeated listening and imitation. They are

presented in four stages: (1) the entire dialogue at natural speed without pauses; (2) the individual sentences, broken down from the end, with pauses for student repetition; (3) complete utterances, again with pauses for student repetition; and (4) the entire dialogue once again at natural speed without pauses.

Basic Sentence Patterns. These are sets of patterned sentences, deriving from the Conversa¬ tions and illustrating the major structural points of the lesson with the use of new and review vocabulary. They are to be mastered through repeated practice. The Basic Sentence Patterns are paralleled by English equivalents.

Pronunciation Practice.

To instill habits of correct pronunciation, every lesson provides pro¬

nunciation drills, frequently contrastive ones. Additional pronunciation drills, not appearing in the text, are given in the Teacher's Manual and on the tapes. Lessons 6 through 11 each present an Intonation Practice treating the fundamental patterns of simple sentences.

Structure and Drills.

These form the grammatical heart of the course, generally treating four

or five major structural points per lesson. Each structural point is developed in five to twelve different drills, with an average of ten responses. The student imitates the models given (generally there are two, the first with an English equivalent), by responding orally to sentences, questions, and/or cues in Russian provided by the teacher. The drills are widely varied: repetition, substitution, questionanswer, subject reversal, transformation, structure replacement, integration, expansion, and pro¬ gressive substitution. All drills are fully recorded on the tapes with appropriate pauses for student responses, followed by the confirming responses. To make the procedure clear, the desired responses for the first two lessons are printed in full. A discussion of a structural point generally follows the drills in which it has been developed.

Reading and Writing.

Essentially a recapitulation of the lexical and structural items in the

lesson and a review of past items, this part is a reworking of the Conversation materials and provides practice in reading. The portions presented in handwritten form invite practice in dictation or copying (easily self-corrected), as well as in reading a cursive script. Translation of the readings is not recommended; comprehension can best be checked by questions in Russian as provided in the Teacher's Manual.

Experience suggests that presentation of dialogues is most effective when delivered at a normal conversational speed in natural word groupings (not as words in isolation), with a natural intonation. Class choral repetition is helpful in presenting new Conversations in order to bring the class into active participation, and choral recitation of the parts of the dialogue by designated groups of the class provides a useful check on memorizing the Conversations. Memorizing the Conversations, though not indispensable, does result in higher achievement in the structural drills. Intensive drill on the Preparation for Conversation and class practice on the Conversation, followed by the use of the tape in the language laboratory and/or the records at home, can make memorizing the Con¬ versation a relatively simple task. viii

Practice in writing—whether mere copying or writing out drill responses specifically assigned for that purpose—should not be neglected, despite the strong oral emphasis of Modern Russian. The writing of selected drills tends to reinforce mastery of the structure and to check on progress being made. Normally a lesson will take five meetings to cover, though clearly the longer the time spent on a lesson, the more complete the mastery of it is likely to be. The first four lessons are shorter and may therefore be covered in four sessions each. Where classes meet only three hours a week, drills which cannot be covered in class may be assigned for performance in a language laboratory. A course of three class hours a week has been successfully given by Syracuse University with these materials on just such a basis.

ix

Contents The Russian sound system The Russian (Cyrillic) alphabet and the writing system Remarks on stress Discrepancies between the sound system and the writing system Preparation for Conversation: CryaeHT h CTyaeniKa Boy student and girl student Basic sentence patterns

3 5 7 8

]q \2 j3

STRUCTURE AND DRILLS

The present tense of the first conjugation verb na™

2

Preparation for Conversation: ^faBiib Bac He euaeji / haven't seen you for a long time Basic sentence patterns Correspondence between Cyrillic vowel letters and the vowel sounds

14

19

21 22 23

STRUCTURE AND DRILLS

The present tense of the first conjugation verb pafidraTb The Russian handwriting system Syllabification of words in Russian

Preparation for Conversation: Jlysuie noxano, hom hhkoi aa Better late than never Basic sentence patterns The alternation of voiced and voiceless consonants STRUCTURE AND DRILLS

The present tense of the second conjugation verb cneiuHTb Masculine, feminine, and plural endings of short-form adjectives WTCHHe H IIHCbMO

READING AND WRITING

Preparation for Conversation: Pa3roBop B ofimewHTHH Conversation in the dormitory Basic sentence patterns Introductory remarks on the Russian case system Remarks on stems and endings: the concept of “zero” ending STRUCTURE AND DRILLS

Past tense of the verb 6bm> The accusative form of inanimate masculine and neuter nouns MTeHHe H IIHCbMO

x

READING AND WRITING

25 28 33

35 37 38 39 43 45 47

49

51 52 53 54 55 57 58

Preparation for Conversation: Mro Ha o6e/I ? What's for dinner? Preparation for Conversation: Bbi yace noo6e;iajiH ? Have you had dinner already ? Basic sentence patterns Pronunciation practice: hard versus soft consonants ([t] vs. ft], [d] vs. ftl], [n] vs. fti]) Grammatical gender of nouns Verbal aspects

61 63 64 65 66 68 69 70

STRUCTURE AND DRILLS

Replacement of nouns by third person pronouns: Interrogatives kto and hto Introductory sto The irregular present tense of xoreTb The past tense MTeHHe H IIHCbMO

oh,

ona,

oho,

and

ohh

READING AND WRITING

Preparation for Conversation: IlepBbiH ;jeiib b yHHBepcHTere

Preparation for Conversation:

AMepHKaHCKHH CTyaeHT Basic sentence patterns Pronunciation practice: hard versus soft consonants ([s] vs. [§], [z] vs. ft], [r] vs. ft]) Intonation practice The four noun declensions in Russian: ctojj-, okho-, aceHa-, and aBepb-class nouns

72 73 74 75 76 78

83 85 86

88 89 91 92 94

STRUCTURE AND DRILLS

The accusative singular of nouns ending in -a and -h The second conjugation verb roBopHTb Possessive modifiers The perfective future of the first conjugation verbs noHTH and bihtl The second conjugation verb BH^eTb Second person imperatives: familiar versus plural-polite forms MTeHHe h nncbMO

Preparation for Conversation: M 3a6b'ui cboh uopnjie.ib

Preparation for Conversation: CTyaeiiTbi imcajiH o napoaax CCCP

Basic sentence patterns Pronunciation practice: hard versus soft consonants ([p] vs. [g], [b] vs. ft)], [m] vs. [rp]) Intonation practice: part I—questions without question words

95 97 98 102 104 105 107 109 111 112 114 115 118 119

STRUCTURE AND DRILLS

The nominative plural of nouns The nominative plural of possessive modifiers The prepositional case: singular and plural endings of nouns Prepositions b and Ha with the prepositional case The personal pronouns and interrogatives kto, hto in the prepositional case Remarks on stress shift in nouns MTeHHe h nncbMO

Preparation for Conversation: Tae moh caoBapb?

Preparation for Conversation: B Mara3Hiie Basic sentence patterns Pronunciation practice: hard versus soft consonants ([v] vs. [y], [f] vs. ft], [1] vs. ft]) Intonation practice: part II—questions without question words

120 125 127 131 133 135 136

139 141 142 143 145 147 149

STRUCTURE AND DRILLS

To have in Russian: affirmative y constructions in the present tense To have had in Russian: affirmative y constructions in the past tense The genitive singular of nouns The genitive of kto, hto, and the personal pronouns The genitive case in h6t constructions The genitive case in He 6buio constructions MTeHHe h nncbMO

150 152 154 156 158 160 163

xi

Preparation for Conversation: 3aMOJiBHTe 3a mchh ejiouewKO!

Preparation for Conversation: B ropcoBeTe Basic sentence patterns Pronunciation practice: hard consonants [k], [g], and [x] and their soft counterparts []j], [g], and [^] Intonation practice: emphatic statements with rising-falling contours

167 169 169 171 172

176 177

STRUCTURE AND DRILLS

The preposition y: further uses with the genitive case Prepositions meaning from: H3, c, and ot Other prepositions requiring the genitive case Verbs with infinitives ending in -Hb: iwoib and CMOHb Further past tense drills

179 182

185 188 190

HTemie h iihci.mo

192

Preparation for Conversation: B cy66oTy fiy/iyi raiim.i Preparation for Conversation: Oner ;iyMaer iiohth b khho Basic sentence patterns Pronunciation practice: unpaired consonants ([§], [z], [c], [c], [sc], and [j]) Intonation practice: review of falling intonation contours

195 197 198

200 201 204 206

STRUCTURE AND DRILLS

The accusative of kto, hto, and the personal pronouns The accusative singular of nouns Second conjugation verbs with a stem consonant change in the first person singular present-future The future of 6biTb and the formation of the imperfective future Kyaa and me: directional versus locational concepts HreHHe h iihci.mo

Preparation for Conversation: B KHHO

Preparation for Conversation: rioCJie KHHO

Basic sentence patterns Pronunciation practice: double consonants Intonation practice: review of rising and rising-falling contours

208

210 213 215 218

221

225 227 228 230 231 234 235

STRUCTURE AND DRILLS

The present-future of first conjugation verbs patterned like pafiora i b and huth The genitive plural of nouns The accusative plural of nouns The genitive case with He 6y.neT constructions The genitive case for the direct object of negated verbs Demonstrative aror in the nominative, accusative, genitive, and prepositional cases MTeHHe H IIHCI.MO

Preparation for Conversation: Mbl

nonyTHHKH

Preparation for Conversation: B Mockb6 Basic sentence patterns Pronunciation practice: special consonant clusters STRUCTURE AND DRILLS

Two-stem first conjugation verbs Genitive plural noun endings: special problems The use of the genitive after numbers Unidirectional versus multidirectional verbs of motion Long-form adjectives: nominative singular and plural HTenne h iihclmo

xii

237 240 243 245 246 248 250

253 255 256 258 259 262 263 266 268 269 272 276

Preparation for Conversation: MHTairre «Be*iepmoio MocKBy» Preparation for Conversation: IlocjiyiiiaeM luiacntHKH Basic sentence patterns Pronunciation practice: initial clusters with [r] or [f]

279 282 283 285 286 289

STRUCTURE AND DRILLS

The formation of the second person imperative The declension of adjectives: nominative, accusative, genitive, and prepositional cases The declension of neii and the possessive modifiers: nominative, accusative, genitive, and prepositional cases Review of second conjugation verbs Mienne h iiisci.mo

Preparation for Conversation: Ha Tamjax Preparation for Conversation: Hrpa b maxMarbi Basic sentence patterns Pronunciation practice: final clusters with [r] or [j]

290 295 299 302 306

309 311

312 313 314 317

STRUCTURE AND DRILLS

The dative of kto, hto, the personal pronouns, and the reflexive personal pronoun ce0H The dative case in impersonal constructions The dative case with nyaceH, Hyaena, nyacHO, and nyaoibi The imperfective verb aasaTb and its perfective aaib Suggestions that include the speaker: part I—perfective verbs Adverbs and short-form neuter adjectives ending in -o MTeHHe h nHCbMO

318 320 323 325 327 330 331

Preparation for Conversation:

335 337 338 341 342 345

rioeaevi k HaM Ha KaHmcymi

Preparation for Conversation: Tajia noKshbiBaeT HJninny chhmkh Basic sentence patterns Pronunciation practice: consonant clusters with [1] or [J] STRUCTURE AND DRILLS

The dative of nouns: singular and plural Dative constructions with naao The past tense of the imperfective verb hwth and its prefixed perfective derivatives Suggestions that include the speaker: part II—imperfective verbs Impersonal constructions using the subjectless third person plural verb MTeHHe h nucbMO

Preparation for Conversation: HecHacTHbiii cjiynaH Preparation for Conversation: y flOKTOpa

Basic sentence patterns Pronunciation practice: the voicing of ordinarily unvoiced consonants

346 350 * 352 355 356 358

361 363 364 367 368 371

STRUCTURE AND DRILLS

Prepositions requiring the dative: k and no The dative endings of 5tot, nefi, and the possessive pronoun modifiers The dative endings of adjectives: singular and plural Reflexive verbs—part I HpaBHTbCfl, HOlipaBHIbCH MTeHHe h nncbMO

Preparation for Conversation: 3a rpn6aMH Preparation for Conversation: nnpor c rpHfiaMH Basic sentence patterns Pronunciation practice: the unvoicing of ordinarily voiced consonants

371 375 378 380 383 385

389 391 392 394 395 398

xiii

STRUCTURE AND DRILLS

Nouns in the instrumental case The instrumental of kto, hto, the personal pronouns, and the reflexive personal pronoun ce6« The instrumental of Stot, nefi, and the possessive modifiers Reflexive verbs—part II Nouns with declension irregularities: Man,, noHb, cb'm, jiepeBO, jihct MTeHHe h imcbMO

Preparation for Conversation: Ilpomaa, uiKoaa!

Preparation for Conversation: IlpouiajibHaH BenepuHKa

Basic sentence patterns Pronunciation practice: clusters beginning with the letters c and 3

400 404 406 408 412 414

419 422

424 426 428

431

STRUCTURE AND DRILLS

Use of the instrumental in the predicate with verbs of being and becoming The instrumental of adjectives Adjectives and pronouns (in adjectival form) which function as nouns Reflexive verbs—part III Perfectivization by prefix 110- to indicate a limited amount of the activity

433 436 438 440 443

WreHHe h imcbMO

445

APPENDIX

44^

VOCABULARY

4^5

INDEX

4?6

Modern Russian I A Project of Syracuse University under contract with the United States Office of Education

rv

ilf* ■ ■*#

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Jj «*f.s ’ :

i i* f

#

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if *'Hnl !

riil

1 *?,s

8818 u«|

... v;v

mi in1 *"!! '

J

.

mi nil

•? ■j III! t

ti

; =

m

■ y;;a,s:y-

tv ■

a :

i:

t ■ %■> "h-.y

LESSON

The Russian sound system Russian sounds may be divided into two basic groups: vowels and consonants.

A. The vowels Russian has five basic vowel sounds, all of them shorter than the very approximate English vowels given here for the sake of a rough comparison.1 [a]

star

[tam, vas]

[o]

port

[on, nos]

[e]

met

[i] [u]

machine

[etu, jel] [i, ivan]

lunar, soon

[nu, kum]

As aids to pronunciation, we also give two additional symbols to represent positional variants of [a] and [i]. [a]

sofa, about

[papa, okala]

[i]

ship, weary

[bik, sin]

Sound Drill 1: Practice the Russian examples illustrating the vowel sounds, imitating your instructor (or the tape) as accurately as you can.2

B. The consonants Russian consonants fall into two main groups, which we call “hard” and “soft.” Hard con¬ sonants are pronounced with the main body of the tongue flattened, creating a hollow, open, mouth cavity. Soft consonants, conversely, are pronounced with the tongue raised in an arc, creating a narrowed mouth cavity and a restricted passage of air. The consonants may be divided into four subgroups: those which occur in both soft and hard varieties regardless of what sound follows, those whose hardness or softness depends on the sound that follows, those which are only hard, and those which are only soft. 1 In illustrating the sounds we use a transcription based on Latin characters, some slightly modified in form. 2 Sound Drills 1-5 are recorded on tape and printed in the Teacher’s Manual.

Mry

— Mockobckhh rocyaapcTBeHHbiH yHHBepaner.

3

1. Consonants which occur in both hard and soft varieties regardless of the sound that follows [m]

moose

[most, tarn]

M [b]

amuse

[ipesta, ipata]

boots

[baba, budu]

[1?]

beauty

[l?it, alpeda]

[P]

poor

[papka, slap]

fe] [v]

pure

[spi, pos]

voice

[vam, slova]

ft]

view

[yiza, yetka]

[f]

food

[fu, slof]

ffl [n]

feud now

[fin, astaf] [nos, von]

[9] [d]

menu

[90s, pet]

do

[da, dima]

Wl [t]

adieu, should you

[^a^a, KH, Bac, noaca

[§]

ceji, CeMeH, Hecn

ft]

TaM, npHBeT

ft]

TCM, TeK

y y

ft]

yTpo, Kyna, Hny



m

(JiopMa, (J>aKT

ft]

Oeioia, HJiHnn

ft] ft]

ax, xononHO, xne6

M M H H

O 0

n n

P p C c

T

T

X x

6

[d]

LESSON 1

cnoBa

okho,

Mano, MonoKO

XHMHK, XHTpOB

U

11

[C]

otcu, uaphua

H

H

[C]

nan, noHTa, Bpan

[S]

map, iuyM, xoporno

[sc]

urn,

III

III

m m 1> bl

b

bl

66pm,

eme

(hard sign)1 [i]

Tbi, bu, 6bino, pa,abi

b

b

(soft sign)1

3

3

[e]

3TO, 3TOT, 3TH, n03T

[u]

Bamo,

Du]

H)6Ka, CBOK), MOW

[a]

nHTb, OnHTb, TOBOpHT

[i]

nHTH, TflDKejIO

Da]

H, TBOH, CTOHJI

Di]

H3bIK

Da]

neHHH, flO CBH^aHHH

K)

51

H)

H

bch), 6iop6

Remarks on stress A. Stress in the word A stressed vowel is one pronounced with greater intensity or loudness than an unstressed vowel. Words of more than one syllable can have only one syllable which is stressed in Russian. This con¬ trasts sharply with English, where many words have more than one stress, for example: English propaganda Russian nponaramra

[prapaganda]

When words are combined in a sentence in Russian, certain short words may receive no stress. For example, prepositions such as y and Ha, and the negative particle He are normally pronounced as though they were part of the following word: y Hee [upijo] Ha noHTy [napoctu] He Bitaeji [piyi^il] B, The major segment A Russian sentence may consist of a single word or of one or more groups of words. Each group contains one word which has an even stronger stress than any of the other stressed words in the group. We call the groups major segments and the strongest stress in each group the major stress. We call the remaining word stresses in the major segment secondary stresses. The boundary between major segments represents a point where a short slowing up or pause may be made in speaking. In our transcription, the major sentence stress will be indicated by a double accent mark ("), and the sec¬ ondary or word stress will have a single acute accent mark ('). On the material printed in Cyrillic, only the single accent mark will be used for both major sentence stress and word stress. 1

The hard sign TBepAbiH 3H3k and soft sign Manori 3HaK have no sound value. For a description of their function, see

page 9. LESSON

1

7

Division of a sentence into major segments will often depend on the individual speaking style and tempo. A given sentence in rapid speech will be spoken with fewer major segments than the same utterance in slow deliberate speech. But the segmentation is not arbitrary—there are some places where a major segment boundary may be made and others where it will be rare or nonexistent. For example, a major segment boundary does not occur between a preposition and the following word, and it rarely occurs between an adjective and the noun it qualifies. In neutral, unemphatic style, the major stress usually falls on the last word of each major segment. In statements, a shift of the major stress to another word in the segment shifts the emphasis to that word: neutral

il

njxy

ztOMoir.

[ja idu damoj]

I’m going home.

special

H

uny flOMoii.

[ja idu damoj]

I am going home.

H imy aoMon.

[ja idu damoj]

I’m going home.

or

To sum up, we indicate the degrees of stress (loudness) as follows: i

1. Major stress (one per major segment)—double accent mark on transcription, single accent mark on Cyrillic. 2. Secondary or word stress (no more than one per word)—single acute accent mark. 3. No stress—no accent mark. EXAMPLE

A

ugy Ha noHTy.

[ja idu napoctu]

Above all, the student should bear in mind that the best guide to accurate pronunciation is the way a native speaker actually pronounces the words, not the written representation of stress.

Discrepancies between the sound system and the writing system A. Use of the same consonant letter to write both hard and soft consonant varieties As we know, most Russian consonant sounds come in hard and soft varieties. It is a peculiarity of the writing system and the alphabet, however, that the same letter often represents both a hard and soft consonant in writing. For example, both hard [n] and soft [g] are written h in Cyrillic; only the following letter can tell us whether it is hard or soft. Compare

hoc

[nos] with

Hec

[pos].

B. Double set of vowel letters in the writing system To preserve the distinction between hard and soft consonants in the writing system, the Russian alphabet employs a double set of vowel letters which may be termed “hard-” and “soft-series” vowel letters. In themselves the vowels are neither hard nor soft; rather, they indicate the hardness or softness of the preceding consonant. Thus “hard-series” vowel letter a typically follows a hard consonant, and soft-series’ vowel letter a typically follows a soft consonant. HARD SERIES

8

lesson 1

SOFT SERIES

a

a

3

e

bl

H

O

e

y

10

EXAMPLES

WRITTEN PRONOUNCED WRITTEN PRONOUNCED WRITTEN PRONOUNCED WRITTEN PRONOUNCED

HARD CONSONANT PLUS VOWEL

SOFT CONSONANT PLUS VOWEL

6a

6o

6y

63

6bi

6m

6e

6io

6e

6h

[ba

bo

bu

be

bi]

[l?a

l?o

i?u

l?e

w

aa

no

ay

£3

/tbi

m

ne

/no

ne

[da

do

du

de

di]

Wa

4°

4^

4?

Ma

MO

My

M3

MbI

MM

Me

MIO

Me

MH

[ma

mo

mu

me

mi]

[rpa

rpo

ipu

rpe

ipi]

Ta

TO

Ty

T3

TbI

TM

Te

IK)

Te

TH

[ta

to

tu

te

ti]

tu

te

ti]

tta

The special symbol b indicates the softness of a preceding consonant when no vowel letter follows.1 Remember that this sign is not a vowel, i.e., it has no independent sound value. It is merely an alphabetic device to show that the preceding consonant is soft. It is written principally at the end of a word or between consonants. HARD CONSONANT NOT FOLLOWED BY VOWEL WRITTEN PRONOUNCED WRITTEN PRONOUNCED WRITTFN

CTOJI

table

6paT

[ugsl]

WRITTEN

nojixa

much

[stol]

6paTb

brother

[brat] yroji

so

CTO Jib

[stol]

PRONOUNCED

PRONOUNCED

SOFT CONSONANT NOT FOLLOWED BY VOWEL

to take

[brat]

corner

coal

yrojib

[ugal]

shelf

polka

noJibKa

[polka]

[polka]

C. Soft-series vowel letters at the beginning of a word or following another vowel letter The soft-series vowel letters a, e, e, and 10, also serve another function. At the beginning of a word following another vowel letter, they are written to represent the consonant sound [j] (written else¬ where n) plus a vowel. Thus a in these positions is equivalent to ii plus a; e is equivalent to ii plus o; e is equivalent to ii plus 3, and io is equivalent to ii plus y. WRITTEN pronounced

HM3

mom

eMC

MOe

eCTb

MOeii

K>r

mok>

[jama

maja

jos

majo

je§(

majej

juk

maju]

The soft-series vowel letter n differs from the others in that there is usually no preceding [j] sound in initial position, and there is a rather weak [j] between vowels: HMM

[irpa]

MOH

[maji] or [mai]

D. The hard sign b and soft sign b There are two letters in the Russian alphabet with no independent sound value. They are called TBepzibiH 3H3k hard sign b and mhikhh iiiuk soft sign b. 1 See item D below, for fuller treatment of this symbol.

LESSON 1

9

1. THE SOFT SIGN

Of the two symbols, the soft sign purposes:

b

is much more frequently encountered and serves two major

a. To indicate consonant softness at the end of a word or before another consonant: nuTb feat] five,

TOJibKO

[tojka] only,

HHTaTb

[citaf] to read.

b. To indicate that a preceding consonant is soft and that the next vowel is preceded by the sound [)]: ceMbn [§irpja] family, m>eT fejot] he drinks. Note: Although the soft sign is sometimes written after the consonants ac and

ui

for historic

reasons, these consonants are nevertheless pronounced hard: Myatba [muzja] husbands, naeuib [iice BnojiHe 3flopoB.

Jla,

ho

[no]

m

[da]

ho

Tenepb A yace BnojiHe 3/iopoB.

ropcoBeT [gorsayet] b ropcoBeTe [vgorsaye(i] Bbi paboTaeTe [vi rabotsji^i] Mockobckhh KpeMJib. Bna Ha peKy MocKBy.

healthy, well, recovered now I’m well now. completely, fully, quite already, by now I’m completely well now. (Lit. Now I already completely well.) but yes Yes, but now I’m completely well. (Lit. Yes, but now I already completely well.) gorsovet (city council) at the gorsovet you work, you’ve been working 19

Bbi paGoTaeTe b ropcoBeTe? Bee eme

[f§o jisco]

Bbi ece eme paGoTaeTe a paGoTato

b

ropcoseTe ?

Do you work at the gorsovet ? still, yet Do you still work at the gorsovet?

[ja rabotaju]

,3,a, a Bee eme pa6oTam b ropcoBeTe.

I work Yes, I still work at the gorsovet.

TO*e

[tozi]

too, also

*eHa

[zina]

wife

J\a, h vKena Toace.

Yes, and my wife [does] too.

OHa paGoTaeT

[ana rabotajit]

H a, h *eHa TO*e paGoTaeT. cjibnnaTb

she works Yes, and my wife works too.

[slisa^]

to hear

3to

[eta]

that, it, this

pan

[rat]

glad

Paa 3to cjibnuaTb.

Glad to hear it.

/laBHO ?

For a long time?

oceHb (f) c oceHH

[o§ip]

fall, autumn

[so§igi]

since autumn, since fall

lla, c oceHH. A enemy

Yes, since fall. [ja sgisu]

Ha aBTo6yc

I’m hurrying, I’m in a hurry

[naaftobus]

for the bus, to catch a bus

A enemy Ha aBToGyc.

I’m in a hurry to catch a bus.

MaBHHHTe, n enemy Ha aBTo6yc.

Excuse me, I’m in a hurry to catch a bus.

npHBeT *eHe

[pfiyed zige]

Ho CBu raimn. IlpHBeT weiie. Bcero xopoinero cnacnGo

regards to your wife, say hello to your wife Good-bye. [Give my] regards to your wife.

[f§ivo xarosiva]

good-bye

[spa§iba]

thanks, thank you

Cnacn6o. Bcero xopomero.

Thank you. Good-bye.

SUPPLEMENT My*

[mus]

My* n *eHa Tbi

husband [mus i zina]

pa6oTaemb

husband and wife

[ti rabotajis]

you work, you’ve been working, you’re working, you do work

rne T^e

Tbi

[g^e]

where, at what place1

pa6oTaemb?

Where do you work?

— B paGoTato b miyGe.

I work at the club,

ohh

paGoTaroT

ohh

paboTaroT?

Where do they work?

— Ohh pa6oTaK)T Ha 3aBO,ae.

They work at a plant,

Fae

[ani rabotajut]

Mbi pa6oTaeM [mi rabotajim] Mbi paGoTaeM Ha noHTe.

they work

we work We work at the post office.

' There are two words for where in Russian: rae and h-yaa. Lae means where in the sense at what place as opposed to

Kyaa to what place. Compare with

20

LESSON 2

rae bi.'i pafioraere? Ry/ta Bbi iiaere ?

—Ha lamiae. — Ha laBoa.

B KJiy6e. B K.iyfi.

Ha nonre. Ha noHTy.

^aBHo eac He BHmeji / haven't seen you for a long time K.n. — Khphjui IlaBjioBHH LJapanKHH C.d>. — CeMeH HJiHnnoBHH Xhtpob

K.n.

C.d>.

K.n.

C.O.

K.n.

C.O.

1 CeMeH OHjifinnoBHH!

K.n.

Semyon Filipovich!1 I haven’t

Bcto 3HMy

f§u KH

[itazi]

floors

3X0

[e[i] [exa]

echo

3K3aMeH

[igzarpin]

examination

oneMeHT

[ifiipent]

element

Some Russian speakers, however, tend to pronounce a as [e] wherever it occurs, for example 3Ta>K [etas] or [itas].

24

lesson 2

G. The Cyrillic letter a has the vowel sound [a] in stressed syllables and the vowel sound [i] in unstressed syllables except for certain endings, where it has the value

[3].

Consonants preceding h

are always pronounced soft. At the beginning of a word and after b, b, or a vowel, the letter a is pronounced with a preceding [j] sound. five

acHO

[jasna]

clearly

nojia

feat] [paja]

fields

RjiTa

Yalta

MeHfl

feifea]

me

a3b'iK

Dalta] Oizik]

Mopa

[mafa]

seas

nHTH

fefe]

five

naTb

to gaze

rnaaeTb

H

language

I

Da]

STRUCTURE AND DRILLS

The present tense of the first conjugation verb pa6oTaTb

a padoTaio

I work, I’m working. I’ve been working

Tbi padoTaemb

you work, you’re working, you’ve been working

oh

padoTaeT

OHa padoTaeT

he works she works

mm

padoTaeM

we work

Bb'i

padoTaeTe

you work

ohh

padoTaioT

they work

■ REPETITION DRILL Listen to your instructor (or the tape) and repeat the above pronoun-verb model until you can say it perfectly.

■ REPETITION-SUBSTITUTION DRILLS Repeat after your instructor (or the tape) as accurately as you can, imitating both the individual words and the sentence intonation. Then, on hearing only the subject cue, give the full sentence. TEACHER

STUDENT

1. Tm working now. R Tenepb padoTaio.

I'm working now. fl renepb padoTaio.

Ohh Tenepb padoTaiOT.

Ohh renepb padoTaior.

Tbi Tenepb padoTaenib. Bb'i Tenepb padoTaeTe.

Tbi Tenepb padoTaeuib

Mb'i Tenepb padoTaeM.

Mbi Tenepb padoTaeM.

Oh Tenepb padoTaeT.

Oh Tenepb padoTaeT.

OHa Tenepb padoTaeT.

OHa Tenepb padoTaeT.

Bb'i Tenepb padoTaeTe.

lesson 2

25

2. / work too.

A

Toace

paGoTaio.

I work too.

A

roace pa6oraio.

Bb'i Toace paGoTaeTe. Tbi Toace paGoTaeuib.

Tbi Toace paGoTaeuib.

)KeHa roace pa6oTaeT.

)KeHa Toace paGoTaeT.

OHa Toace paGoTaeT.

OHa Toace paGoTaeT.

Myac Toace paGoTaeT.

Myac Toace paGoTaeT.

Oh Toace paGoTaeT.

Oh Toace paGoTaeT.

Mbi Toace paGoTaeM.

Mbi Toace pa6oTaeM.

Ohh Toace paGoTaioT.

Ohh toace paGoTaioT.

Bbi roace pa6oraeTe.

■ QUESTION-ANSWER DRILLS

Answer the questions in the negative according to the models given. TEACHER

STUDENT

Do you work ?

No, I don't.

Tbi paGoTaeuib? Bb'i pa6oTaeTe?

Her, He paGoraio.

)KeHa paGoTaeT?

HeT, He paGoTaeT.

Myac paGoTaeT?

HeT, He paGoiaei .

Ohh paGoTaioT?

HeT, He paGoiaiOT.

OHa paGoTaeT?

HeT, He paGoTaeT.

Oh paGoTaeT?

HeT, He paGoxaeT.

Using Ha nonce, answer with both short a

Her, He pa6oraio.

full answers according to the models given.

Where do you work ?

At the post office.

Where do you work ?

We work at the post office. Ha noMTe.

Tae

Bb'i paGoTaeTe?

Tne Bb'i paGoTaeTe?

Mbi pa6oraeivf Ha nonTe.

rue OHa paGoTaeT?

Ha nonTe.

r^e OHa paGoTaeT?

OHa paGoTaeT Ha nonTe.

rae

Tbi paGoTaeuib?

Ha nonTe.

Tbi paGoTaemb?

A

Hie ohh paGoTaioT? ohh paGoTaioT?

paGoTaio Ha nonTe.

Ha nonTe. Ohh paGoTaioT Ha nonTe.

r^e oh paGoTaeT?

Ha nonTe.

T^e oh paGoTaeT?

Oh paGoTaeT Ha nonTe.

■ SUBSTITUTION DRILL

He's been working there for a long time. Oh ziaBHo TaM paGoTaeT.

He's been working there for a long time. Oh .aasHO TaM pa6oTaer.

>KeHa iiaBHO thm paGoTaex.

>KeHa jiasiio raM paGoraer.

(EBreHHH)_

Ebtchhu naBHo TaM paGoTaeT.

(HnHa)_

Hima aaBHO TaM paGoTaeT.

(OHa)_

OHa /xaBHo TaM paGoTaeT.

(CeMeH)_

CeMeH aaBHo TaM paGoTaeT.

(Ohh)_

Ohh ^aBHO TaM paGoTaioT.

(Khphjui h CeMeH)_

Khphjui h CeMeH .naBHo TaM paGoTaioT.

(Myac)_

My* aaBHO TaM paGoTaeT.

26

lesson 2

■ QUESTION-ANSWER DRILL Following the models, give both short and full answers. TEACHER

STUDENT

Have you been working at the club long ?

Yes, for a long time, since fall.

Have you been working at the club long ?

Yes, r ve been working there since fall. fa, aaBHO, c OCCHH.

Bb'i ziaBHO pa6oTaeTe b Kjiyde?

Jfk, h pa6o i aio TaM c ocenw.

Bbi aaBHO pa6oTaeTe b KJiySe? Oh AaBHO pa6oTaeT b Kjiy6e ?

A a, AaBHO, c oceHH.

Oh ^aBHo padoTaeT b KJiyde?

Aa, oh pa6oTaeT TaM c oceHH.

Ohh aaBHo padoTaioT b Kjiyde ?

Aa, AaBHO, c oceHH.

Ohh ziaBHo padoTaioT b Kny6e ?

Aa, ohh paboTaioT TaM c oceHH.

OHa ziaBHo padoTaeT b KJiy6e?

Aa, AaBHO, c oceHH.

OHa aaBHO pa6oTaeT b KJiy6e ?

Aa, OHa pa6oTaeT TaM c oceHH.

Khphjtji ^aBHO paboTaeT b KjiySe?

Aa, AaBHO, c oceHH.

Khphjiji aaBHO padoTaeT b Kjiyde?

Aa, oh pa6oTaeT TaM c oceHH.

Tb'i ^aBHo padoTaemb b KJiySe?

Aa, AaBHO, c oceHH.

Tb'i ziaBHo paooTaemb b Kjiy6e?

Aa, a padoTaio TaM c oceHH.

DISCUSSION Like hath, the verb pa6orarb belongs to the first conjugation. It differs from hath in that its present stem appears to end in a vowel (pa6oTa-), whereas that of hath ends in a consonant (ha-). This is only a convention of the writing system, however, since the actual present stem of pa6oTaTb ends in the consonant sound [j]. As we know, when [j] occurs between vowels it is expressed through the “soft-series” vowel letters which follow. Thus we may contrast the written stem and endings in the chart below with those of the transcription, which show the real division of stem and ending.

WRITTEN FORMS STEM SINGULAR

PLURAL

1

TRANSCRIPTION

pa6oTa-

rabotoj-

pa6oTa-io

rabotaj-u

2

-euib

—is

3

—eT

-it

1

—eM

—im

2

—eTe

-ifi

3

—K>T

-ut

It is only in the imperative forms that the [j] of the stem is written with a separate letter h: pafioraH (pa6oTaHTe)! work!

PaSoTaTb is typical of the “j-stem” verbs in that it has a fixed stress which falls on the same syllable of the stem in all forms.

LESSON 2

27

The Russian handwriting system A. The alphabet PRINTED

A a

WRITTEN

SL

E 6

PRINTED

WRITTEN

PRINTED

OU

K K

qK/

cT

JI ji

JI/

U u

K,

X

X

WRITTEN

St X JL

u.

-u-V-

B

3 £

M M

a Jl/t c Ms

H H

r r

£T7/

H H

0% hU

III in

JX n

3 a P

O 0

(0 cr

lit m

E e

£

t

n II

SC go

E i»

%>

E e

&

J

p rP

/P n-

bl bi

GO

5K ac

Oft 0K>

c c

a

b b

G

3

3

$ JL.3 0

T

M

n

St

GO

y y

'tt it

(]>

B

H H

—

T .

c

% *, tit

UAs

IaAc -/——%■-

aJTC wu

3 3

0

%

[() jo

qW «r

u.

3> L r—

St

3

X

B. Reading practice Conversations from Lessons 1 and 2 are given below in handwritten form as an introduction to the handwriting system. Now that you are familiar with the conversations, you should have no real difficulty reading them. Refer to the printed versions if necessary.

£

'Us 'U^jZnLL'.

y y

K, Mbi, Mnjia)

UapamcHH,

Bbi, Mnjia)

4. Fm sick.

3. Tm completely well.

A

t: A Bnojme 3nopoB. s: A Bnojme 3nopoB.

t:

t: Ohh Bnojme 3nopoBbi.

t: OHa 6ojibHa.

s: Ohh Bnojme 3nopoBbi.

s: OHa 6ojibHa.

(Bb'i, >KeHa, OHa, EBreHHH)

6ojieH.

s: A 6ojieH.

(Mnjia

h

CeMeH,

Bb'i, EBreHHH, Mbi,

Hima)

■ QUESTION-ANSWER DRILLS 2. Nina, are you still sick ?

1. Lev, are you busy ? No, Fm not busy.

No, rm completely well now.

t: JleB, Tbi 3aHRT ? s: HeT, a He 3aH«T.

t : Hima, Bbi Bee eme GojibHbi ? s: HeT, h Tenepb Bnojme 3nopoBa.

t: Hima,

t: Khphjiji, Tbi Bee eme 6ojieH? s: HeT, n Tenepb BnojiHe 3nopoB.

Tbi 3aHHTa ?

s: HeT, a He 3aHHTa. (MllJia, Hima

XHTpOB, KHpHJIJI naBJIOBHH,

CeMeHOBHa, CeMeH)

CeMeH HjiHnnoBHH,

Bbi

Bee eme 6ojibHbi ?

Mhjia, Tbi Bee eme dojibHa? EBreHHH, Tbi Bee eme SojieH ?

Khphjiji

■ SUBSTITUTION DRILL rm glad to hear that. t:

A

pan 3to cnbiruaTb.

s: A pan 3to cjibiuiarb. t: (Mbi)_ s: Mbi panbi nro cjibiuiaTb. (ohh, Khphjiji, aceHa, CeMeH d>HJiHnnoBHH,

46

lesson 3

OHa,

Hima h Mnna, oh)

flaBJiOBHH, Bbi

Bee eme

GojibHbi ?

DISCUSSION MASCULINE

FEMININE

PLURAL

-a

-bi

The short-form adjectives agree with their subject in gender or number. Note that those used with masculine subjects have no ending, those used with feminine subjects end in -a, and those used with plural subjects end in -bi. 1 Note that the stress may shift to the ending, particularly in the feminine form: Oh3 sanara. {Compare it with Oh 3amn\) If the stem ends in more than one consonant, the masculine form may contain a vowel that does not appear in the other forms. This vowel appears between the last two consonants of the stem. Compare oh SojieH with OHa 6ojibHa, Bb'i plural forms to indicate that the ji is soft.

MTEHME W ElHCbMO

SojibHbi.

The soft sign is written in the feminine and

reading and writing

The conversation for Lesson 3 is presented here in handwritten form for reading and copying practice.

//

1 The neuter short adjective ending -o is excluded from this discussion for practical reasons since the subjects used with these adjectives are mostly masculine, feminine, or plural.

LESSON

3

47

LESSON

PREPARATION FOR CONVERSATION

o6mea(HTHe

[apscizi^ija]

b o6me>KHTHH pa3roBop

Pa3rOBOp B oGlUOKHTHH

[vapscizi^iji]

[razgavor]

Pa3roBop B o6me3KHTHH. BOHTH (pfv)1 mo>kho

[vajp']

[mozna]

M6>KHO BOHTH? [kapesna] 2

3axo^HTb

[zaxa^i'l] [zaxatli]

3anepTa

conversation Conversation in the dormitory, to enter, come in, go in it’s possible, one may May I come in ?

KOHeHHo 3axoM

dormitory in the dormitory

[zapirta] 3

xmepb (f)

[dyef]

of course, certainly to drop in, stop by, call [on someone] come in! locked door

/],Bepb He 3anepTa.

The door isn’t locked.

iaxo.TM! ^eepb He 3anepTa.

Come in! The door isn’t locked.

6biTb

a 6biJia

3HaTb

to be

[bip]

[ja bila]

[znay

Tbi 3Haeuib

[ti znajis]

3Haenib, rne a 6biJia ? Bee yTpo

[f§o utra]

tiiaeiui., rne h 6buia see yTpo ? ropon

[go rat]

b ropone

A

[vgora^i]

[padarak]

a noxynajia noxynaTb

you know Know where I’ve been ? all morning Know where I’ve been all morning? city, town in the city, in town, downtown I’ve been downtown.

6buia b ropo,ne. nottapoK

I (f) was, I’ve been to know

[ja pakupala] [pakuptp]

gift, present I (f) was buying to buy, to be buying

1 The abbreviation pfv will be used for the perfective aspect and ipfv for the imperfective. 2 KoHeHHo is pronounced [kaijecna] by many speakers. 1 Two pronunciations are possible: [zapirta] and [zapirta].

TYM

— HaH6oJibuiHH ynnBepca.ii.in.iii MaraniH b CTpaHe.

49

I was buying a present.

A noKynana nonapoic.

Hmie

[ijipi]

fl noKynajia no/iapoK Hwne. ax

oh!

[ax]

Ax, aa!

Oh, yes! day

ZieHb (m) [O^CC .

'2^^ &

(JocU-Ol.

^CUl£fZSTL(Z . ~ ^

y ,&vC