russian a self teaching guide phần 6 pptx

3. Гóголь писáл Достоéвскому. 4. Достоéвский писáл Толстóму. 5. Толстóй писáл Тургéневу. 6. Тургéнев писáл Салтыкóву-Щедринÿ. 7. Салтыкóв-Щедрñн писáлЧéхову. 8. Чéхов писáлГóрькому. 9. Гóрький писáл Замûтину. 10. Замûтин писáлБÿнину. 11. Бÿнин писáл Солженñцыну. 12. Солженñцын писáлБñтову. 13. Бñтов писáл Шукшинÿ. Test for Mastery 4 The answers will depend on the current year. The answers that follow are based on the year 2002. 1. Мáме 34 гóда. 2. Пáпе 42 гóда. 3. В 2000-м годÿ пáпе бπло 40 лет. 4. Кóшка Мÿрка стáрше на (одñн) год. 5. Сáмый стáрый человéк—œто дéдушка. Емÿ 62 гóда. 6. В 2000-м годÿ бáбушке бπло 55 лет. 7. Дûдя Фомá стáрше на год. 8. В 2005-м годÿ собáчке Зóебÿдет 4 гóда. 9. Когдá родñлся Вñтя, мáме бπло 22 гóда и пáпе бπло 30 лет. 10. Когдá родилáсь Оля, дéдушке бπло 48 лет и бáбушке бπло 43 гóда. 154 RUSSIAN: A Self-Teaching Guide Test for Mastery 5 1. Емÿ бπло 43 гóда.7.Он покá не ÿмер! 2. Емÿ бπло 38 лет.8.Емÿ бπло 37 лет. 3. Емÿ бπло 60 лет.9.Емÿ бπло 70 лет. 4. Емÿ бπло 65 лет. 10. Емÿ бπло 56 лет. 5. Емÿ бπло 44 гóда. 11. Ей бπло 77 лет. 6. Емÿ бπло 84 гóда. 12. Емÿ бπло 47 лет. The Dative Case 155 9 Aspect of Verbs Вид глагола 156 Useful Vocabulary Verbs (Imperfective Verb Listed First) читáть прочитáть to read повторûть повторñть to review, repeat учñть вπучить to study забывáть забπть to forget дéлать сдéлать to do покупáть купñть to buy рисовáть нарисовáть to draw стрóить пострóить to build отвечáть отвéтить to answer болéть заболéть to be sick / to get sick убирáть убрáть to clean up слÿшать послÿшать to listen to отдыхáть отдохнÿть to relax изучáть изучñть to study CONVERSATION PRACTICE Пéрвого Сентябрû УчñтEль: Здрáвствуйте, друзьû! Давáйте познакóмимся. Менû зовÿт АнтóнПáвлович. УчEникñ: Здрáвтсвуйте, АнтóнПáвлович. УчñтEль: А как вас зовÿт? УчEнñк: Менû зовÿтМáрк. УчEнñцA 1: Менû зовÿтПáмела. УчEнñцA 2: Менû зовÿтРебéкка. УчñтEль: Добрó пожáловать! Давáйте начнём занимáться. Вы ужé прочитáли пéрвый урóк? РEБÉккA: Да, прочитáли. УчñтEль: Вы читáли со словарём, ñли без словарû? МAPк: Я читáл без словарû. УчñтEль: Аты, Пáмела? ПÁмEлA: И я без словарû. РEБÉккA: Ятóже читáла без словарû. УчñтEль: Знáчит, вы повторñли словá, котóрые вы учñливпрóшлом годÿ? МAPк: Да, я повторñл все словá. ПÁмEлA: Я повторûла словá, но повторñла ещё не все. УчñтEль: Аты, Ребéкка, повторûла словá? РEБÉккA: Я не повторûла. Я, навéрное, хорошó вπучила их в прóшлом годÿ и сейчáс все пóмню. МAPк: Ятóжевпрóшлом годÿ хорошó учñл словá, но лéтом нéкоторые забπл. РEБÉккA: Аялéтом мнóго читáла по-рÿсски. МAPк: Ну, тогдá, конéчно, ты не забπла словá. УчñтEль: Ребéкка, ачтó ты читáла лéтом? РEБÉккA: Я читáла кнñги о Россñи. Мне интерéсно читáть по-рÿсски об œтой странé. Но ещё трÿдно. УчñтEль: Мы бÿдем мнóго читáть о Россñи. И начнём ужé сегóдня. МAPк: О чём мы бÿдем читáть сегóдня? УчñтEль: Сегóдня мы бÿдем читáть о Дáльнем Востóке. ПÁмEлA: Прекрáсно! Мы ещё мáло знáем о Дáльнем Востóке. Aspect of Verbs 157 The First of September TEACHER: Hello, friends! Let’s introduce ourselves. My name is Anton Pavlovich. STUDENTS: Hello, Anton Pavlovich! TEACHER: And what are your names? MALE STUDENT: My name is Mark. FEMALE STUDENT 1: My name is Pamela. FEMALE STUDENT 2: My name is Rebecca. TEACHER: Welcome! Let’s start working. Have you already read the first lesson? REBECCA: Yes, we have. TEACHER: Did you read with or without a dictionary? MARK: I read without a dictionary. TEACHER: And you, Pamela? PAMELA: I read without a dictionary, too. REBECCA: I also read without a dictionary. TEACHER: So have you (all) reviewed the vocabulary that you studied last year? MARK: Yes, I reviewed all the words. PAMELA: I reviewed (some) words, but haven’t done them all. TEACHER: And you,Rebecca? Have you reviewed the vocabulary? REBECCA: No, I didn’t. I guess I learned them pretty well last year, and so I remember all of them now. MARK: I also studied the vocabulary well last year, but over the summer I forgot some of them. REBECCA: I read a lot in Russian this summer. MARK: Well then, of course you didn’t forget the vocabulary. TEACHER: Rebecca, what did you read this summer? REBECCA: I read books about Russia. It’s interesting for me to read about this country in Russian. But it’s still difficult. TEACHER: We will be reading about Russia a lot. Let’s begin today. MARK: What are we going to read about today? TEACHER: Today we’re going to read about the Far East. PAMELA: Great! We still know very little about the Far East. Conversation Notes 1. Russian schoolchildren traditionally return to school every year on Sep- tember 1, except if that date falls on a weekend. In the younger grades they bring 158 RUSSIAN: A Self-Teaching Guide flowers for their teachers on the first day of school. Russian children wear uni- forms. Almost every little girl wears a large bow in her hair called a бáнтик. 2. The teacher introduces himself as Anton Pavlovich, using his first name and patronymic.This is a very formal type of address. It is comparable to Western usage of an honorific such as Mr. plus last name, which is rarely encountered in Russia.To give you an idea of the formality of first name and patronymic, the Russian leader is addressed this way in almost all situations: «Михаñл Сергéевич, мы хотéли бы »would roughly correspond to “Mr. Gorbachev, we would like to ” 3. The situation in this dialogue is a Russian language class for advanced for- eigners.They are still young, so the teacher addresses them individually as ты but as a group as вы (you all). Aspect For each verbin English thereexist two formsin Russian,called theimperfective and the perfective aspect.These forms serve to convey different ideas about the nature of the verb, whether the focus is on completion or result (perfective), or whether the emphasis is on the action itself (imperfective).This dual nature of the Russian verb produces an extremely simple verb system of only five tenses: the imperfective past and future, the perfective past and future, and the present tense, which is imperfec- tive only.The concepts upon which this system depends, however,are as opaque and impenetrable as the use of articles is in English for foreign speakers.You will make progress in understanding the difference between the forms and in choosing the cor- rect aspect, but you will never achieve complete proficiency in this area.But there is hope: first, your chances of making the right choice are 50–50, and second, if you make a mistake you will still be understood—you will just sound odd. Perfective verbs in Russian convey the idea of completeness, and they may often point to the result or product of the action of the verb or emphasize the moment of completion. This is the bottom line. You must have a specific, com- pelling reason for using the perfective aspect. If you do not, then the imperfective is used.The imperfective, therefore, is the default verb. Some words in a sentence may lead you to choose perfective.Among them are ужé and наконéц, which point to a result that has been awaited or expected:«Вы ужé прочитáли пéрвый урóк?» By using the perfective aspect,the teacher is ask- ing whether the students have completed reading the first chapter and, by impli- cation, whether they know the material. Aspect of Verbs 159 If the teacher had merely asked, «Что вы дéлали вчерá?» (“What did you do yesterday?”), the reply would be «Я читáлурóк» (“I read the lesson”). This reply does not exclude the possibility that the student read the lesson com- pletely! But the student is answering the question posed, which asks for a list of the activities that took place. I read the lesson means that I spent some time reading the lesson. It expresses nothing more. The lesson may have been finished or may not yet be finished. These considerations are irrelevant in the given exchange. One last thing: Remember that all verbs in the past tense are completed. It is not sufficient to say that the action of the verb is completed and therefore the per- fective is the proper choice.To use the perfective for this reason, the speaker must be focusing on the moment of completion: Я встáл в семь часóв (I got up at seven o’clock) or Он пришёл домóй óчень пóздно (He came home very late). Comment 1 A good way to illustrate the added meanings of verbal aspect is to analyze the use of verbs in the text that begins this lesson. The teacher first says, «Добрó пожáловать! Начнём занимáться. Вы ужé прочитáли пéрвый урóк?» The first clue that the perfective is appropriate is the use of the word ужé. The teacher wants to know not only whether the students completed the first lesson but whether he may then proceed with the material, assuming that the students have learned it. Sometimes the difference between the two aspects of the same verb is happily conveyed into English by differing translations: Я сдавáла контрóльную. I took the exam. Я сдалá контрóльную. I passed the exam. Он учñлнóвые словá. He studied the new words. Он вπучил нóвые словá. He learned the new words. Вчерá онá решáла задáчи. Yesterday she worked on (tried to solve) the problems. Вчерá онá решñла все задáчи. Yesterday she solved all the problems. Я звонñла емÿ, но егó нé было I called him (tried calling him) but he дóма. wasn’t home. Я позвонñла емÿ и мы решñли I called him (and spoke with him), and встрéтиться в семь часóв. we decided to meet at seven. 160 RUSSIAN: A Self-Teaching Guide In other words, use of the imperfective aspect implies that the subject made an attempt to perform the action of the verb; the perfective aspect conveys the added information that the action was successfully performed. Comment 2 The question «Вы читáли со слова рём, ñли без словарû?» can be translated as “Did you read with a dictionary or without one?” or as “Did you use a dictionary while you were reading?”There are two reasons that the imperfective verb is used here. First, the focus of the question is not on whether the assignment was finished but on whether a dictionary was or was not used. Second, the actual phrase that contains the verb accurately translates as while you were reading. Whenever you use an -ing verb form in English, you can bet that you will use an imperfective verb in Russian. Consider the aspects of the verbs in the following dialogue: —Вы читáли ромáн «Идиóт» Достоéвского? —Нет, янечитáл œту кнñгу. —А «Áнну Карéнину» Толстóго читáли? —Да, читáл. —Вы читáли œтот ромáнпо-рÿсски? —Да, я читáл егó по-рÿсски со словарём. —Вы прочитáли всю кнñгу? —Да, всю. The first person wants to know whether the second person has read (or has ever attempted to read) The Idiot. The second replies that no, the action was never performed. If an action was never performed, never even begun, there can be no completion point or result. Next, the first person asks about Anna Karenina. The second replies, “Yes, I did.” Now, even though one might be tempted to assume that the second person read the entire novel, there is no reason for that person to use a perfective verb, because the speaker simply states that the action took place and nothing more. Perhaps there is more; perhaps the speaker picked it up but didn’t finish it. Aspect of Verbs 161 The next question, “Did you read this novel in Russian?” focuses not on the completion of the novel but rather on the opposite, the process of reading itself, and that process was done in Russian.This question focuses on how the action was performed.All questions of this type use imperfective verbs.The answer,logically, states how the novel was read: in Russian and with a dictionary. The last question finally asks something very specific: “Did you finish reading the entire book?” Because the word всю (entire, whole) points to the totality of the novel, the speaker is obliged to use the perfective verb. Comment 3 УчñтEль: Знáчит, вы повтор ñли словá, котóрые вы учñли впрóшлом годÿ? МAPк: Да, я повторñл все словá. ПÁмEлA: Я повторûла словá, но повторñла ещё не все. Now the teacher wants to know about results, so he asks in the first clause whether the student reviewed the words. Does the student now know the mate- rial? The second clause, however, focuses on an action that took place some time in the past (last year), whose results, if in effect at one time, may have faded com- pletely or have lost their force.Thus,the teacher asks about words that the student tried to learn and uses an imperfective verb.Mark answers the perfective question positively with another perfective verb. Pamela’s response is more detailed,so she specifies that she tried to learn or spent some time learning the new words but didn’t manage to finish reviewing them. Comment 4 УчñтEль: Аты, Ребéкка, повторûла словá? РEБÉккA: Я не повторûла. Я, навéрное, хорошó вπучила их в прóшлом годÿ и сейчáс все пóмню. The teacher asks here whether Rebecca spent any time reviewing—not whether she succeeded in relearning the verbs but whether any time was devoted to the task. To the imperfective answer, she answers imperfectively. The implica- tion of her answer is “I didn’t (have to) review” because she goes on to say that she (perfectively) learned the words so well last year that she now (successfully) remembers them all. One of the markers that will lead you to choose a perfective verb is if the verb is modified by an adverb that qualifies the results; хорошó is one such adverb. 162 RUSSIAN: A Self-Teaching Guide Comment 5 МAPк: Ятóжевпрóшлом годÿ хорошó учñл словá, но лéтом нéкоторые забыл. Mark now adds to the conversation that he, too, spent time studying the words, but since he forgot some of them over the summer, he used the imperfec- tive verb for studied. Comment 6 УчñтEль: Ребéкка, ачтó ты читáла лéтом? РEБÉккA: Я читáла кнñги о Россñи. Мне интерéсно читáть по-рÿсски об œтой странé. The teacher now turns to Rebecca and asks what she read during the summer. He uses an imperfective verb simply to focus on the activity of reading. He is not asking her whether she finished reading the things she read; he only wants to know what it was that she read. Here the focus is on the identity of the object, rather than on the completion or result. Her answer, similarly, is a very general statement: books about Russia—not anything specific. Verbs Associated with Learning The imperfective and perfective verbs associated with studying and learning show some interesting characteristics between the aspects that should help you remem- ber them. Compare the two aspects of the following verbs: учñть to try to learn or memorize, to study вπучить to have learned or memorized изучáть to study (take) a subject in school изучñть to have mastered a subject, to know everything about it сдавáть экзáмен to take an exam сдать экзáмен to pass an exam Aspect of Verbs 163 [...]... Telephone Dramatis personae Lena: a student at Moscow State University Petya: a graduate student in the Languages Department Alik: a chemist working in a private laboratory Scene: at the library LENA: PETYA: L: Petya! I’m sick of reading and studying Let’s go to the disco tonight Shhh, Lena What do you think this is, a soccer game? It’s a library! I apologize But I have a great idea Let’s go to a discotheque... is calling Alik at his place of employment Taking a Message «Что-нибудь передать?» literally translates as “Something to convey?” and basically means “May I take a message?” The Dative Case (continued) 183 More Uses of the Dative Case A previous chapter covered several common uses of the dative case: as indirect object, the object of certain prepositions, and to express a person’s age There are many... tonight We can dance until morning Let’s forget about all of this The Dative Case (continued) P: L: P: L: 181 I agree I can’t read a single page more But wouldn’t you like to invite Alik? He’s probably bored in his small, dark laboratory Agreed Where’s the nearest pay phone? At the main entrance Do you have change? No, but I have a token Let’s go make the call Scene: on the street (Lena picks up the... going to a discotheque either Let’s go 182 RUSSIAN: A Self- Teaching Guide Conversation Comments How to Say “Hello” Most Russians answer the phone with «Алло», pronounced either with a soft or a hard l «Слушаю» or «Слушаю вас», which do not sound as casual as their literal translation (“I’m listening to you”), are also frequently heard This response may correspond to “May I help you?” Some people answer... token, and waits for the dial tone Then she dials the number.) L: WOMAN’S VOICE: L: W: L: P: L: No one’s answering (She waits.) May I help you? May I speak with Alexander Mikhailovich? There’s no Alexander Mikhailovich here You dialed the wrong number Excuse me, please What happened? Did you get the number wrong? Apparently so I’ll try again (Lena dials a second time.) MAN’S VOICE: L: M: Hello? Good afternoon... that is intended when a command has to be repeated, especially when that command was originally issued in the perfective: Опустñ монéту! Ну, чегó ты стоñшь? Опускáй! Put the coin in! (to a child who wanted to drop the coin into the fare box of a tram himself) Well, what are you waiting for? Drop it in! Закрóй окнó Ну, закрывáй! Close the window Well? Close it already! 174 RUSSIAN: A Self- Teaching Guide. .. бÿдет план гóрода I need a new bicycle He needed a new car Didn’t you need a radio? You will need money Anna will need a map of the city NOTE: Because these sentences have a grammatical subject—that is, a word that appears in the nominative case—the verb in the past tense will agree in gender and number with that subject The auxiliary in the future tense will agree in number only ... 164 RUSSIAN: A Self- Teaching Guide поступáть в университéт поступñть в университéт to apply to a university to get into a university решáть задáчу решñть задáчу to work on a problem to have solved a problem The imperfective verbs of these pairs always have the connotation of trying to do something, perhaps unsuccessfully The perfective verbs, on the other hand, state emphatically that the things have... the perfective past tense Example: Когда Джон написал доклад, он пошёл на собрание (After John wrote the report, he went to the meeting.) Imperative Mode The formation of the imperative in Russian has a series of straightforward rules that admit very few exceptions Formation First, take the third-person plural of the verb and remove the last two letters: 172 RUSSIAN: A Self- Teaching Guide читáют читá-... you be so kind as to call Alexander Mikhailovich to the phone? I’ll get him right away (after a minute) M: L: He’s not here today He got sick and went home Can I take a message? No, thanks I’ll call him at home (hangs up) L: P: L: P: (Exeunt omnes.) Well, Pete Alik’s sick, poor baby Yes, I feel sorry for him You know what? I don’t feel like dancing any more Let’s go visit Alik instead OK I don’t feel . dictionary. TEACHER: And you, Pamela? PAMELA: I read without a dictionary, too. REBECCA: I also read without a dictionary. TEACHER: So have you (all) reviewed the vocabulary that you studied last year? MARK:. reading about Russia a lot. Let’s begin today. MARK: What are we going to read about today? TEACHER: Today we’re going to read about the Far East. PAMELA: Great! We still know very little about. My name is Anton Pavlovich. STUDENTS: Hello, Anton Pavlovich! TEACHER: And what are your names? MALE STUDENT: My name is Mark. FEMALE STUDENT 1: My name is Pamela. FEMALE STUDENT 2: My name is