Russian for everyone (Giáo trình tiếng Nga)

Russian for everyone (Giáo trình tiếng Nga). Cuốn sách được sử dụng nhiều nhất trong đào tạo tiếng Nga cho người nước ngoài. Russian for everyone (Giáo trình tiếng Nga). Cuốn sách được sử dụng nhiều nhất trong đào tạo tiếng Nga cho người nước ngoài.

Russian for Everybody РvсскиИ J13111K AIIJI всех Учебник Под редакциеii В Костомарова Седьмое издаиие о сРусскиА эwо Москва 1994 Russian for Eve Textbook Edited by V Kostomarov Seventh Edition Russky Yazyk Publishers Moscow 1994 fiHWNI erS"TD" INQ NIWYGIIK ББК 2Р Р89 81 96 Е М Stepanova, Z N Ievleva, L В Trushina, R L Вaker Adaptation Ьу RoЬert L Baker Middlebury College Стеn811011а Елена Михайловна И111.11ева Зинаида Нполаевна Труо188 Людмила Борисовна Беlкер Роберт Учебное H3JIUIИC РУССКИЙ ЯЗЫК ДЛЯ ВСЕХ Учебввк Редактор Н Н Mt~AJJXoвa Редакторы aнrJJИik:l'oro тскс:та А, В ЧriКШI, А В KpOtlllкtмa Художник В Г Алексееt~ Персмет художниu А С ДJ:учаа Художес:пенный редактор Н Н Те~;сов Технический редактор Н Н Герасимtн1а Корректор М С KapeдUIUI (С> Иэдатет.с:тво «Pyccnli аэwк» 1984 ваодно­ фонстичесltИЙ курс разделы «Грамматика и уnраж· ISBN 5-200-02246-0 нениа».словари инде.с Preface This textbook is an adaptation by an American teacher of a set of teaching materials prepared in Mosspecialists at the Pushkin Russian Language Institute The American adapter cow by a team of has worked closely with members of the original team of authors to assure pedagogical effectiveness and adherence to current norms of standard conversational Russian It is expected that most students will use this textbook in an organized course under the supervision of a teacher, but the materials should be effective also for use by an individual outside of a formal course, particularly if used in conjunction with the supplementary materials available It is also expected that college or university courses meeting three hours per week should be able to cover the textbook in one academic year, while high schools will probably find that the materials can be comfortably covered in two years of study The availability of a language laboratory for use by the students at least one hour per week will greatly enhance their active control of the material, particularly in the areas of listening comprehension and speaking This textbook of Russian is based entirely on the norms of contemporary conversational literary Russian in Russia and uPc>n the principles of the communicative competence approach The ad~ vantages of learning first the conversational language cannot be underestimated Students who have mastered the elements of the conversational language, including pronunciation and intonation, can easily master the additional elements necessary for mastery of the written literary language However, students who have learned first the more bookish literary norms very seldom make the transition to a natural use of the conversational language Although the teacher may wish to emphasize the acquisition of certain language skills over others in keeping with local circumstances or student interest, the aim of this textbook is a harmonious development of all four language skills: listening comprehension, speaking, reading, and writing Based upon the results of use of these materials in field testing, the authors are confident in asserting that a conscientious mastery of this textbook and the supplementary booklet /1aBafune nozo6opUM u no'lumaeM!, together with the recorded supplement, can produce results in all four language skills previously attained often in two years of college instruction After mastering these materials the student can be expected to speak Russian comfortably and without offending the ears of native speakers on a broad range of everyday and cultural topics, in both mono logic and dialogic speech situations, using the language in a natural sounding fashion (including the use of particles, suitable word order, elliptical sentences, etc.); to write Russian correctly on the same range of topics; to read texts of intermediate difficulty; and to have a firm foundation for further study of Russian, either in formal classes or individually Those who are interested in Russian principally as a tool for reading in other disciplines should be able to undertake reading in their own fields of interest with the help of a dictionary In adapting the materials for American academic use, the textbook has been reduced to 30 lessons and six review lessons (one following each five lessons) We have, however, included four supplementary lessons at the end for schools with more than three contact hours per week These lessons contain no new grammar essential for conversational use The grammar content of these lessons will, however, be necessary for reading texts in the written literary language In cases where only the basic lessons are covered in a formal course, those students who will not be taking further courses but who wish to read Russian, should be able to cover these lessons independently This course covers practically all major morphological paradigms and syntactic patterns, including the role of word order in Russian At the end of the course the student will also have a good understanding of Russian word formation and derivation to serve as a foundation for the acquisition of further vocabulary The version for English-speaking students stresses those morphological and syntactic features which many years of experience have shown to be most troublesome for such students Although new grammatical material is first presented in a manner to allow for an inductive assimilation by the observant student, linguistically sound explanations fully adequate for this level of instruction are given throughout A previous knowledge of grammatical or linguistic terminology is not required, since each new concept is explained in an easily understandable fashion upon its first occurrence Students who master the material of this textbook should be able to avoid some of the mistakes of Russian made by many Americans who have been studying the language for a number of years but who did not have the proper foundation laid in the beginning The lexical units intended for active mastery total about 1,200 By "lexical units" we refer not to a simple count of words, but to each item which requires memorization, including set expressions with words which are also known individually In this total each member of imperfective/perfective aspect pairs is counted individually, as are masculine/feminine pairs such as the words referring to professions The total number of words is closer to 800 In addition 120 words are presented in the four supplementary lessons, as well as a few words which occur only for passive recognition About 200 of the words in the textbook can be considered international, so that their memorization will be simplified ' While almost all of the words intended for active mastery are high-frequency items, a few words of lower frequency are included for the purpose of making a particular lesson more interesting While these words will recur in later lessons in materials requiring only passive recognition, they will be used in exercises requiring active recall only in thj: first few lessons immediately following their original occurrence Many of the morphological and syntactic patterns of the language are introduced first as lexical items or as conversational patter_ns, so that their assimilation is made easier when these matters are treated formally In addition, the material is presented in a cyclical fashion, iil which the lexical items and constructions are presented over a number of lessons, and then are carefully reintroduced from time to time to help students remember them A conscious attempt has been made to insure that all really important words recur with sufftcient frequency to keep them fresh in the student's mind The textbook contains an introductory section: "Preliminary Lessons on the Russian Sound System and Handwriting", five lessons which introduce the sound system one element at a time, stressing those points at which the Russian system differs from that of English Utilizing a phonetic transcription paralleled by the Russian symbols, these lessons provide for a gradual introduction to the sound system and at the same time an opportunity to assimilate the Russian symbols in an easy and painless manner These lessons also contain an introduction to the Russian system of handwritten symbols, always delaying the latter until after the· sounds themselves are mastered It should be possible to cover each of these five lessons in one class session Conscientious attention during these preliminary lessons will pay dividends later in the correctness of pronunciation and intonation and in the ease with which students will recognize the written symbols and reproduce them in writing Each of these five lessons does contain a number of meaningful utterances and short dialogs which can be used immediately in the classroom in real communication The lessons of the textbook proper are characterized by a common format: I "nte basic arammatical constructions treated in the lesson are presented in a box at the top of the first pap of the lesson, almost always usina already familiar vocabulary The relevant grammatical constructions are printed in bold-face type Followina this there are brief phonetics and intonation drills which review the points of the Russian sound system known to be most troublesome for Americans Almost all of the words used in these drills are already known actively by the student The new grammatical structures of the lesson a~ presented as simply and as graphically as possible by means of pictures model sentences etc Whenever possible these presentations are based on familiar vocabulary The relevant structures are presented in bold-face type Some of the new vocabulary is presented by means of pictures model sentenceS, etc.• which should make the meanin1 clear without alossina Each new word is, however printed at the bottom of the page on which it first occurs, accompanied by an Enllish Bloss in most cases Words are not alossed however in the case of readily recopizable cognates: and whenever possible words are glossed by means of a reference to a familiar Russian word (a synonym antonym, or the related member of an imperfective/perfective aspect pair) The new arammatical constructions are presented one by one, first by means of model sentences or tables then in explanations and rules There follow exercises desiped to lead to mastery of the particular grammar item involved The order of presentation of srammatical items does not always correspond to their relative importance In some cases this order is dictated by methodoloaical considera•ions; it provides for a lf8dual build-up from simpler elements to more complex ones Notes on the use of- individual words-a section which provides special instructions on the proper use of individual words or explanations of their· cultural content The basic text of the lesson (generally a narrative text, but sometimes involvina a dialog) This text stresses the new grammatical and lexical items of the lesson: The topics of these texts acquaint the student with the life of Russian people and with Russian traditions and customs Dialogs based on the grammatical and lexical items of the lesson and aimed at leading to natural use of these items in conversationar contexts Additional exercises based on the speeeh·pattems which occur in the dialogs and on the use of individual words and set expressions 10 Exercises aimed at allowing the student to use the newly learned words and structures in talking about himself his family, his work his studies etc I I Word study-a section aimed at helping the student to see the relationships between Russian words and English words or between more than one Russian word This section should help the student in memorizing new words and in recognizing them in the future when they contain familiar roots or derivational models 12 A word list containing all of the new words and set expressions encountered in the lesson, presented without English glosses for use as a check-list or reminder in reviewing the contents of the lesson Following each live lessons there is a review lesson which summarizes the grammatical content of the relevant lessons and gives review exercises The appendices contain grammatical tables with the paradigms of the basic declension and conjugation patterns and a reference list of numerals: a complete Russian-English vocabulary, containing all words presented in the te~ttbook: and an Enllish-Russian vocabulary, containing only those words presented for active mastery; an index of grammar topics treated In addition to the basic textbook the following supplemental components are available: I The recorded supplement, containing the phonetics drills in the introductory lessons as well as the phonetics drills and dialogs in lessons 1-18 of the basic textbook (For a more complete recorded supplement write to BABEL Productions Box 746 Middlebury VT 05753 U.S.A.) The Workbook containing the worksheets used in the listening comprehension tests provided in the complete recorded supplement the written exercises of each lesson covering the new grammar structures and most of the new vocabulary In addition to fill-the-blanks and transformation drills English-Russian translations are included These drills should be used only after the contents of the lesson have been mastered orally The booklet containing additional materials to aid in the development of spoken Russian and reading (J(tulaiime nozOtJOPf!M u no11umae.w.') This booklet is recommended particularly for use in programs with more than three contact hours per week The Tea~her 's manlllll, containing methodological sugestions, keys to the exercises and oral drills (which not duplicate those printed in the textbook) to aid in mastering the grammatical and lexical content of the lesson Also included are brief listening comprehension tests which allow students to check on their own mastery of the material There are sometimes additional explanations The exercises in the Tea~her's m1111uol are coordinated with the complete recorded supplement Tacher's Preface to the Slxdl and Seventh Editions Previous editions and reprintings of Russian for EW!rybody bavc been based on photo-offset print· ing using the original material typeset for the First Edition (1984) Changes between editions were minimal for the For the Sixth :1nd Seventh Editions type has been newly set for all components except · Teacher's Manual This edition has been prepared during a time of major and rapid changes in Russian reality And the fa.:t that type was being newly set has made it possible to represent many of these changes in the materials: I Geographic names (for example, neuHHrpaJl has,- in all but a few places where historicism was important, been chanpd to CauKT-nCTCp6ypr, ynKua ropwcoro has been changed to Taepcu• ynHua) The names of periodical publications have been changed to represent more closely present-day reality Prices have been adjusted to represent more closely the situation that prevailed in 1992 (But one must keep in mind that prices are still in a state of nux.) Dates have been adjusted so as to make our cast of characters of an age suitable for the present day Since the Teud1er's Manual is not being redone at present, the teacher must be aware of the above chanaes when correcting written assignments and must not remain to closely bound by the answer keys given in the Teacher's Munuol Also, teachers using either the Ruorded Supplement which accompanied the Teacher's Manuol or the more extensive Audio Supplement offered by BABEL Productions must warn students to expect a lack of coordination between recorded and printed material due to the above-listed changes The authors and editors would ·be grateful for any criticisms or suggestions which may be sent to the American co-author or to the following address: Puc·~u.'l 101012 Mucx•u CmapcNIUII~ttufl nep., 1/S HJdomeA~>nntiO «Py~CKIIU R'JWK» Robert L Boker BABEL Productions Box 746 Middlebury fiT OS7SJ U.S.A ТаЬlе of Contents PreUminary Lessons OD tЬе Russian Solllld System and Handwritillg LessoD LessoD п Lesson 1П LessoD IV LessoвV Урок Урок Урок Урок Урок Текст: Квартира N!! Текст: Они живут в Москве Текст: Наша мама в доме отдыха Текст: А вы понимаете по-русски? Урок-повторение Урок 1-Review Lessoп Текст: Наша улица Урок Урок Урок Урок 10 Текст: Кто куда идёт утром? Текст: В субботу вечером Текст: Новая квартира Текст: Наш rазетный киоск Урок-повторение Урок 11 Урок 12 Урок 13 Урок 14 Урок 15 ll Текст: «Наш Академгородок » Текст: Вкусный обед Текст: Ничеrо не забыл Текст: А как вы отдыхаете? Текст: У нас во дворе Урок-повторение Il1 Урок16 Текст: Семьи и спорт Урок 17 Текст: Библиотека в квартире 11 20 34 46 58 74 84 90 93 100 104 110 114 122 126 131 136 140 147 152 159 163 169 174 181 186 192 202 206 215 219 227 232 243 247 256 261 268 274 279 286 291 300 305 Ypoкll Текст: Все учатса Урок 19 Урок 10 Текст: Руссl:ие имена 311 315 322 328 334 : Текст: Максим потера.1са Ypoк-nOtlmoprнue Урок 21 Урок 22 /V Текст: Новый КIIНотеатр 342 348 356 360 366 370 376 382 389 395 401 Текст: А что у вас болит'? Урок 23 Урок 24 Урок 25 Текст: Кто вы по национальности? Текст: Концерт Паrаниии Текст: С кем оставить ребёнка? Урок-повторе11Ш! Урок V 26 Текст: Наша К.1ава- депутат парлl\ме11тn Росени Урок 27 Урок 28 Урок 29 Текст: Сиrна.1ы и3 космоса Текст: МГУ Текст: Чудак Н3 тридцать второй квартиры Урок эо 450 456 Текст: Наш автобус учитса Ypoк-nOtJmopriiШ! J1/ 463 468 Supplementary Lessons 474 Урок 475 478 480 482 31 Текст: Лена ста.:tа балериной Урок32 Текст: Русские сувениры Урок 33 484 Текст: Дом стареет Урок 34 Текст: Москва Grammatica1 TaЬles Vocabularies lntroduction Abbreviations and SymЬols Used Russian-English Vocabulary English-Russian Vocabulary lndex 10 407 413 420 426 436 443 485 489 489 494 503 503 504 506 522 539 Uft лифт 14 Ught(s) свет по pl 24; it's light (Ьright) светло 34 Uke, to нрав-и-ть-си/по- кому 19.2 (cf a/so to love); l'd Uke to.•• я хотел бы 21 Uke: not Uke не тав:ой, кu: 15 Usten, to слуш-ай+ (р по- а blt) 11m0 2, 17, 26.4 Uterature литератУРа 17; artistic 1imagiaadve Uterature (fiction and poetry) художествен­ на• литератУра 17 Uttle (small) маленький (меньше) 9.19; неболь­ шой 22 Uttle: а Uttle немного V, 5, 13.9; (too) Uttle мало (меньше) 9, 13.9, 13.17, 29.4; tЬе Uttle tЬings мелочи (gen мелочей) 16 Uvё, to жив-Ут (жил; жить) lobby фойе indecl 21 loeaW, to Ье на-ход-И-ть-си 17.12; сто-Я-ть (стоЯт) 11.11, 11.22; леж-а-ть (лежliт) 22.8, 22.24 loag (for along time) долrо 11.7, 11.22; воt (for) ~ недОлго 11; lfow long does lt tUe fоом ? Сколько времени (ехать )? 11.6; along time ago, since а long time ago давно 8.5, 11.7 longer: по longer уже не 3.9; больше не 18 look, tосмотр-С-ть (смотрит)/по- 6.3, 7, 8, 10.4, 12; to look at (11n attention to) см~ть по- на что 25.10; to look out tЬе window смотр-С-ть 1по- в окно 6; to look up (something) смотр-е-ть/по- (слово в словаре) 17; to look Uke (быть) похож на кого 19.10, 19.17; (to appear) вЫ-глид-е-ть (вЫглJIДJiт) 29 + /ПО· 20 Jost, to get Tep·m + CJI/ ПО· 20 ·lot: • lot много 13.9, 28.9 love, to люб-И-ть 16.20, 17.10, 19.2 lover (of something) тобiте.ль 33 luck счастье 27 lucky, to Ье: •.".was lucky кому повезло impers 24 lose, to тер-Яй м magazine журнал Ьу П по почте make, to деn-ай +/с- mail: sion- cf impression mama мама 1, 23 11, 15; make an impres- (та/е) мужчИна m 10.9; (person) человек 10.9; youag man молодой человек 10.9 many (people) многие 15, 28.9 March март 24 married, to get (of тап) жен-И-ть-си на ком imp.f р 33; (of woman) вы-ход-И-ть 1вЫйд-ут (вЫшла; вЫйти) замуж за кого 33 mateh спИчка 13 mathematidan математик 11 mathe111alics математика 30 matter (afl'alr) деnо (р/ деnа) 18.20; lt doesn't matter Ничего 21; What's tЬе matter with (you)? Что с (Ими)? 22.12; What's tЬе matter? В чём деnо? 27 man 530 Мау май 24 may: one may можно кому 21.23, 22.2; one may not нельзЯ кому 22.2 mауЬе может быть 9.19; пожаn.rй 25 mean, to (signify): 1Ьаt means Значит, ? 8; What you mean, ("cold'')? Как, (холодно)! 15; What you тем?! Что ты 1вы! 24 meat мЯсо 12 medical cerdficate больнИчный лист 22; to fiD out· а medlcal cerdficate вы-пис-ы­ вай + 1вЫ-пис-а-ть (вЫпишут) больнИч­ ный лист 22 medical медицИнский 28 medicine лекарство 22 meet, to {get acqualnfed) ЗНаКОМ·И·ТЬ·СII 1ПО· с кем V, 1, 23; (to encounter) встреч-ай + 1ВС'I"рС:т-и-ть когО; встреч-ай + си 1ВС'I"рС:т-и-ть­ си с кем 25, 29; (to gather) со-бир-ай + си со-бер-Ут-си (собраnса, собралliсь; собратьси) 21; to meet tЬе New Year встре­ ч-ай + Новый год 25 memento: u а memento of на памить о чём 30 memorize, to вы-уч-ивай + вЫ-уч-и-ть 30 mention: Don't mention it (answering thanks) Пожалуйста 3-101; (answering apo/ogy) Ничего 17 menu менЮ indec/ 26 merry весёлый (вС:село) 21, 30 metro метро indecl mllk молоко 25 miШonth миллионный 27 mind: Never mind Ничего 21 111lnas мИнус 15 minute минута (минУточка) 6, 11; Walt а minute ЬfинУточку 26 · model модель 27 Monday понедС:льник 8.19 111011еу деньги (gen денег) 20 money order денежный перевод 23 month месJЩ 14, 18.8 ШODUIDent (to) nамiiТНИК КОМу 34 mood настроение 30; I'm in а good mood У менЯ хорошее настроение 30 more больше 10, 29.4; вotblng more больше ни­ чего 1Oj once more ещё раз 21.1 S; one more ещё один 17; во more бОльше не 18 ~утро (4 часа утра) 1s, 21.4; ш еье 11101'11ing утром 4.16, 21.4 Moscow Москва 11, МовсОw- московский 10 Moscow-River Моекн-река 28 most: the most (cf superlative formation, 19.5) most of aD больше всего 18 mother мать (р/ матери, cf р 495) 2.12, 5.5 mountain гора (асс гору; р/ горы, горах) 28 move, to intrans двИг-ай+ си 31 movie (film) фильм 9; the movies кино indec/ IV, 1О; movie theater кинотеатр 11 mucЬ много 13.9, 28.9; very much (intensity) очень 13.9, 14.2; (with comparatives) намно­ го гораздо 29.4 Muscovite, а москвИч москвИчка museшn музей 17 musie музыка musical музыкальный 24 musieian музыкант 24 must должен (должна) inf 12.3, 13.1, 19.4; 1 (cf necessary) my мой (cf р 499) 11, + N ume: fint nате Ими (cf р 494) V, 19; last ваn~е фамИлия V, 19; What's (your) ва111е? Как (вас) зовУт? IV, 8, 10.9; What's the вате of (yoar street)? Как называется (ваша улица)? 10.9, 10.19, 19.8 Danle, to на-зв-а-ТЬ (назовут; назвал, назвала, назвали) 19.8 narrate, to рас-с-каз-ывай + 1рас-с-каз-а-ть (расскажут) 5.20, 11 national народный 27.19 nationa6ty национальность V, 23; Wbat's (Ьis) natioaality? Кто (он) по национальности? 23 nath'e la111uage родной язЫк 23 near около чего 28; (elose to) недалеко от чего 1; (alongside) рRдом с чем 20, 23 neeessary нужен (нужна, н)'жно, нужнЫ); нужный 26, 28; it's neeessary to••• (вееd to) н)'жно/надо кому+ inf 13.1, 13.8, 15.3, 18.7 neektie галстук need, to- cf neeessary neigbЬor сосед (р/ соседи, соседей) 1соседка neither••• воr••• ни ни (не) 17 nested wooden doll матрёшка 30 never никогда (не) nevertheless всё-таки 18.11; (all tЬе same) всё равно 18.11 new новый (новее) III, 7, 29.4; What's new? Что новоrо? 26; New Year Новый rод 25; to see in tЬе New Year встреч-ай+ Новый rод 25; for New Year's к Новому году 29 News (газета) [...]... is two syllables away from the main stress, while in the Russian word the second-strongest syllable is the one immediately before the stressed syllable This is due to the fact that it shares slightly in the build-up of energy on the main syllable In materials printed for native speakers accents are not marked In materials for teaching Russian to foreigners, however, accents are generally marked in words... more or less sharp, but in Russian this makes no difference in the meaning or "tone" conveyed To an American an abrupt fall in tone may seem to indicate gruffness or indifference which is not intended by the Russian It turns out, therefore, that what is neutral in English is nonneutral in Russian, and vice versa It is important for the student to strive to imitate the correct Russian intonation as closely... tvoy] noeM • MaH n:aH MOH CBOH TBOH n:aiO • n:aeT The Russian consonant (y) is similar to its English counterpart, but is produced with considerably greater tension, and the tongue is closer to the front part of the mouth, even closer than for the Russian vowel sound [i] Russian does not have any single symbol for this consonant sound Before a vowel sound the consonant (y) is not represented by... the most difficult Russian intonation contour for Americans But the very fact that it is so strikingly different from any contour we use in unemotional speech makes it easy for the student to keep its importance in mind On the other hand, it is easy to forget about the subtle differences which exist, for example, in the intonation of neutral statements in the two languages, and therefore there is a tendency... concern, not the written forms, which are a secondary and imperfect system of representing speech While Russian spelling is more regular than that of English, there are places where it does not represent the sound system accurately Strive always for good pronunciation, and don't let the written forms mislead you! During the pre)iminary lessons you will be introduced to the Russian letters accompanied... is required in pronouncing [n] before the velar consonants [k] and [g] Before these consonants English bas a special type of n produced not at the front of the mouth, but at the back Russian does not have this sound Listen to the contrast between the English back [IJ) and the Russian dental [n] in these cognates: IV C~tjulainne! bank [bank] 6amc When pronouncing the Russian [n] be sure to keep the tongue... concentrated practice The closest English equivalent is the vowel in 'kilf, but the middle and back part of the tongue are higher and farther back in Russian, similar to the position for tbe Russian vowel [u] However for [u] the lips are rounded, while for [i] the lips must be kept spread and not rounded Try saying [i] and then moving the tongue back in the mouth without rounding the lips Then practice... of them extend below the line of writing Note that some written letters do not bear a very close resemblance to the printed forms (such as T, A) The Italic typeface is based more on Russian handwriting than it is on the regular printed forms, and the Italic forms are included for your reference, since they are used in the textbook You need not write accent marks on words unless you are specifically... idea to say aloud the sounds and words you are writing.1 1 The first printed letter in each case is the standard printed form The second variant is the Italic form You will note that the written forms are sometimes more similar to Italic printed forms than to the standard printed forms 32 Aa A a Oo Oo 33 33 d:a Oo Ja MMMM nn nn 561i6 J.L.a Jrn did Yy Yy Yr TT Tr HH HH Jt~ JT[m 11.11 lid fJJy SyUabificatlon:... transcription for active use, and you should not practice writing it at any time.) Although it is generally thought that for most people past the age of 10 or 12 natural maturation processes and subtle psychological factors make it difficult to master the pronunciation of a foreign language, experience has shown that with suitable materials it is possible for adults to learn to speak Russian with excellent ... reprintings of Russian for EW!rybody bavc been based on photo-offset print· ing using the original material typeset for the First Edition (1984) Changes between editions were minimal for the For the... of the tongue are higher and farther back in Russian, similar to the position for tbe Russian vowel [u] However for [u] the lips are rounded, while for [i] the lips must be kept spread and not... etc.); to write Russian correctly on the same range of topics; to read texts of intermediate difficulty; and to have a firm foundation for further study of Russian, either in formal classes or