Russian

for
Everybody
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AIIJI

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1994
Russian
for
Eve
Textbook
Edited by
V. Kostomarov

Seventh Edition

0
Russky Yazyk Publishers fiHWNI erS"TD" INQ
Moscow NIWYGIIK
1994
 81 2 96
89

. . Stepanova, Z. N. Ievleva,
L. . Trushina, R. L. aker
Adaptation Roert L. Baker
Middlebury College

n811011.
111.11
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ISBN 5-200-02246-0
Preface
This textbook is an adaptation by an American teacher of a set of teaching materials prepared in Mos-
cow by a team of specialists at the Pushkin Russian Language Institute. The American adapter
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 super-
vision of a teacher, but the materials should be effective also for use by an individual outside of a for-
mal 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 stu-
dents 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 deve-
lopment 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'lu-
maeM!, 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 ex-
pected 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 lan-
guage in a natural sounding fashion (including the use of particles, suitable word order, elliptical sen-
tences, etc.); to write Russian correctly on the same range of topics; to read texts of intermediate diffi-
culty; and to have a firm foundation for further study of Russian, either in formal classes or indi-
vidually. 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 supplemen-
tary lessons at the end for schools with more than three contact hours per week. These lessons contain
5
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, includ-
ing the role of word order in Russian. At the end of the course the student will also have a good under-
standing 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 observ-
ant 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 supplemen-
tary 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 oc-
currence.
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 par-
alleled 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 man-
ner. 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 utter-
ances 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:

6
 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.
2. Followina this there are brief phonetics and intonation drills which review the points of the Rus-
sian 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.
3. The new grammatical structures of the lesson a~ presented as simply and as graphically as poss-
ible. 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.
4. 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 mem-
ber of an imperfective/perfective aspect pair).
5. 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 par-
ticular grammar item involved. The order of presentation of srammatical items does not always corre-
spond 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.
6. 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.
7. 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.
8. Dialogs. based on the grammatical and lexical items of the lesson and aimed at leading to
natural use of these items in conversationar contexts.
9. Additional exercises based on the speeehpattems 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 talk-
ing 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, pre-
sented without English glosses. for use as a check-list or reminder in reviewing the contents of the les-
son.
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 con-
jugation 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.)
7
 2. 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 struc-
tures and most of the new vocabulary. In addition to fill-the-blanks and transformation drills. En-
glish-Russian translations are included. These drills should be used only after the contents of the
lesson have been mastered orally.
3. 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 pro-
grams with more than three contact hours per week.
4. The Tea~her 's manlllll, containing methodological sugestions, keys to the exercises and oral drills
(which do 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 mi-
nimal.
For the Sixth :1nd Seventh Editions type has been newly set for all components except for the
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 ynH-
ua).
2. The names of periodical publications have been changed to represent more closely present-day
reality.
3. 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.)
4. 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. Mucxu. CmapcNIUII~ttufl nep., 1/S.
HJdomeA~>nntiO Py~CKIIU R'JWK.

Robert L. Boker
BABEL Productions
Box 746
Middlebury fiT OS7SJ
U.S.A.
l of Contents
PreUminary Lessons OD t Russian Solllld System and Handwritillg.
LessoD 1 11
LessoD 20
Lesson 1 34
LessoD IV 46
LessoV 58
1. 74
2. 84
: .N!! 2. 90
3. 93
: 100
4. 104
: 110
5. 114
: -? 122
- 1-Review Lesso 1 126
6. 131
: 136
7. 140
: ? 147
8. 152
: . 159
9. 163
: 169
10. 174
: r 181
- ll 186
11. 192
: ... 202
12. 206
: 215
13. 219
: r 227
14. 232
: ? 243
15. 247
: 256
- Il1 261
16. 268
: 274
17. 279
: 286
 Ypoll. 291
: 300
19. 305
: l: 311
10. : 315
: .1 322
Ypo-nOtlmoprue /V 328
21. 334
: II 342
22. 348
: '? 356
23. 360
: ? 366
24. 370
: r 376
25. 382
: ? 389
-11! V 395
26. 401
: .1- l\11n
407
27. 413
: r.1 3 420
28. 426
: 436
29. 443
: 3 450
. 456
: 463
Ypo-nOtJmoprii! J1/ 468

Supplementary Lessons 474

31. 475
: .:t 478
32. 480
: 482
33. 484
: 485
34. 489
: 489
Grammatica1 Tales 494
Vocabularies 503
lntroduction 503
Abbreviations and Symols Used 504
Russian-English Vocabulary 506
English-Russian Vocabulary 522
lndex 539
10
Preliminary Lessons
on the Russian Sound Systein
and Handwriting

LESSON I

INTRODUCTION TO THE RUSSIAN SOUND SYSTEM

The purpose of these preliminary lessons is to introduce you to the sound system of Russian and to
the corresponding letters. Some of the items used for pronunciation practice will be isolated syllables or
words whose meaning is of no immediate relevance, but each preliminary lesson contains certain com-
plete sentences which you will be expected to memorize and use actively in the classroom. Usually no
comment will be made concerning the grammatical forms used and you should simply learn them in the
form given you, striving to imitate as closely as possible the recorded materials or your teacher.
You must always keep in mind the importance of the spoken models presented. While descriptions,
transcriptions and diagrams may be of some help, you should rely mainly on the spoken model in your
attempts to approximate the sound patterns of Russian.
Remember always that at the early stage of instruction it is the sounds of the language that are our
primary 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 by an
approximate English transcription. Remember that in such a transcription a symbol always stands for
the same sound, while in the regular spelling of English, one symbol may represent many different
sounds and different sounds may be represented by one symbol. If you observe the correspondences be-
tween the transcription and the J_tussian letters, you should find yourself able to read the Russian letters
by the end of any given lesson-without even trying to learn the alphabet as such! But remember that at
present the main objective is correct pronunciation. (You are not to learn the 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 accent. If you hope to attain such a goal, however, it will be necessary for you to
learn to be uninhibited in class and to practice conscious exaggeration, particularly during the early les-
sons. Don't worry about feeling uncomfortable-remembe~ that everyone in class feels the same way.
And it's worthwhile feeling a bit silly now in order to avoid possible cultural misunderstandings later.
And remember that it's not too hard to achieve good pronunciation if you are attentive at the very be-
ginning, and almost impossible to correct poor pronunciation once bad habits have been
formed.
11
I. CAywaiune! Listen!
(Do not try to produce these utterances yet! Just listen carefully to the Russian sounds.)
[et:l.....,.dom] This I That's a house. [eta anton] This 1That's Anton.
3To .n:oM. 3ToAHToH.
[eta.......on] This I That's it. [on.....,.tam] He's (over) there.
3TooH. Ou TaM.
[on.....,.tam] It's (over) there. [mama dom~] Mama's at home.
OH TaM. M8.Ma........n:oMa.
[~~.......m~m~] This I That's Mama. [ana dom~] She's at home .
..n-o MaMa~ ORa.n:oMa.
[et:l.....,.ana] This I That's she. [a papa tam] But Papa's (over)
3To oRa. A mina TaM. there.
[et~.._..papa] This I That's Papa. [aii~.._..tut] Anna's here.
3To nana. AHHa T}'T.
[et~.......on] This I That's he. [a.......anton.......tam] But Anton's (over)
3TOOH, A AHToH TaM. there.
[eta.......aiia] This I That's Anna.
3ToAHHa.
[ana tilt] She's here.
0Hi'"'T}'T.

A. The Russian Accented Vowels [a], [u], [o], [e]

Russian accented vowels sound much richer and fuller than their English equivalents. This is be-
cause Russian is spoken much more vigorously than is English-there is greater muscular tension
throughout the organs used in speech production: the lips, cheeks, jaw, and muscles of the throat are
used much more vigorously.

I. CAjwaiune! Listen!
,
[rna, ... am ,
... mu .. . Urn .. . mo ... om ... mu-mo .. . urn-om]
Ma ... aM ... My .. . yM .. . MO... OM... MY-MO .. . YM-OM
Listen now to the following contrasts between the Russian vowel sounds and their closest English
equivalents. Note the greater richness and sonority of the Russian sounds.

II. C.~tywaiune! Listen!

[rna] Mama [am] [mil] [urn]
Ma aM prom moon room
My YM
-+'This same rich, full-voiced quality also characterizes all Russian voiced consonants, including the
[m] in the above examples. Voiced consonants are those in whose production the vocal cords vibrate. In

1 The symbol -+ indicates a listening comprehension drill in the supplementary recorded materials.
The answer sheets for these drills are in the Workbook.
12
Russian the vocal cords vibrate vigorously throughout the entire length of the consonant, while in
English there is a tendency for the vocal cords to vibrate only during the latter part of the consonant.
In order to become aware of the vibrations of the vocal cords. place your fingers over the voice box
area in the front part of the neck or close each ear with a finger. Do not open your lips until you can
feel the buzzing of the vocal cords! In order to achieve the required tension in the Russian accented
vowels and in the voiced consonants, you will need to exaggerate consciously at the beginning.
The accented Russian vowel [a] is similar to the first vowel sound in the word 'father', but the
mouth is somewhat more open. To produce the sound properly, place the tip of the tongue on the back
of the lower teeth.
Note that Russian vowel sounds are joined to consonant sounds smoothly, with no jerkiness and
no catch in the throat. This is true also of the beginnig of words whose first sound is a vowel. The onset
is smooth, without the catch in the throat which exists in some languages you may have studied.
Now practice the following syllables until you become aware ofthe tension in the vocal system and the
vibration of the vocal cords. Remember not to open the lips until you feel the buzzing ofthe.vocal cords.

III. Clljmaiune u nOBmopfliunel Listen and repeat/

, ... ma, ... am
[ma, ... am , ... m.a, ... am
, 1
Ma ... aM ... Ma .. aM ... Ma ... aM
Russian accented vowels retain their purity throughout the length of the sound (and except in very
emotional speech tend to be somewhat shorter than English accented vowels). English accented vowels
are drawn out and change quality during the vowel, becoming diphthongs. A Russian will usually hear
the accented vowel in 'home' as two sounds, [o] + [u]. Listen to the following contrasts between the
Russian pure vowel sounds and their closest English equivalents:

IV. Clljmaiune! Listen!

[ma] mob [mo] mode (omJ home bed
Ma MO OM

In order to keep the quality of the vowel pure, make certain that your tongue and lower jaw are
held tense and do not move during the sound. Listen again to the accented Russian vowels [u] and [6].

V. CAywaiune! Listen!
[mu ... um .. m6 .. om]
My ... yM .. MO ... OM
--+These two vowels are pronounced with a great deal more lip-rounding than are the corresponding
English sounds. The vowel [ia) is pronounced somewhat like the vowel in 'schoof, but the lips are
strongly protruded-you should be able to see your own lips. The back part of the tongue is raised
farther towards the back of the mouth than is the case in English.
VI. CAywaume u noBmop.Rumel Listen and repeat!
,
[mu,...,um ... mu, ... urn , ')
... mu ... um
My ... yM ... My ... yM ... My ... yM
The accented vowel [6] is pronounced somewhat like the vowel in 'saw', but the lips are rounded
and protruded more than in English. The lips are more rounded at the very beginning of the sound, giv-
13
ing it a very slight w-like on-glide, but this must not be exaggerated to the extent that it becomes a
separate element. This is the Russian vowel which speakers of English tend most to diphthongize by
giving it an off-glide. Remember to keep the sound pure by keeping the tongue and lower jaw tense
and motionless!

VII. C11ywaume u no6mop.Ri4me! Listen and repeat!

,
[mo... , , , , , , , , , ]
om ... mo ... om ... mo ... om ... mu-mo ...urn-om
MO OM . MO OM MO OM My-MO yM-OM
The Russian accented [e) is very similar to the vowel in 'let', but the tongue is slightly farther back
in the mouth and the student must strive for greater tension and purity than in the English vowel. In the
pronunciation of this vowel the lips are neutral, and are not rounded as in the two preceding vowels.

viii. C11ywaame u noBmop.Rume! Listen and repeat!

,
[em , , ]
... em ... em
3M . lM lM

B. The Bilabial Stop Consonants [p] and [b]

(Stop consonants are those in whose production the air stream is stopped off entirely for a moment
and then released. Bilabial consonants are those which are articulated by the two lips.)
I. C11ywaume! Listen!
[pu ... up ... po ... op ... pa ... apJ
ny ... yn ... no... on ... na ... an
.The Russian voiceless consonant [p] is similar to the corresponding English sound, but does not
have the relatively strong aspiration which the English sound usually has at the beginning of words.
Listen to the following Russian word and its English equivalent to see if you can hear the little puff of
etl)pty ~ir which accompanies the opening of the lips in English:

II. C11ywaume! Listen!

[p~pa] Papa
nana
At first it may be difficult to avoid this explosive type of pronunciation, since you are probably not
aware of it in your native speech. In order to avoid aspiration: (l) Lessen the strength of the air stream
from the lungs. Use good, deep breathing from the diaphragm, but don't push the air stream too hard.
(2) Pay more attention to the quality of the vowel sound than to the consonant, striving for vigor and
fullness in the following vowel; try to eliminate the little puff of empty air. Now practice the following
syllables, striving to make the vowels as full and rich as you can:

Ill. C11ywaame u noBmop.Rame! Listen and repeat!

[pu ... po ... pa ... pu-po]
ny .. . no ... na ... ny-no
-+
At the end of words in English one can just close the lips, without letting the stream of air escape for the
[p]. In Russian the (p] must be released at the end of words. Compare the following Russian syllable
14
with an English word, which will be pronounced twice, first with the final consonant unreleased, then
with the consonant released:
IV. CAywailme! Listen!
[ap] sto(p) stop
an
The voiced equivalent of (p] is [b). Remember the importance of having the vocal cords vibrate vig-
orously throughout the length of the sound-otherwise Russians will be unable to distinguish between
[p] and [b) in your speech. Many speakers of English pronounce only semi-voiced consonants, with the
vocal cords beginning to vibrate only in the middle of the sound. For Americans the real difference is
not between voiced an voiceless consonants, but between lax and tense pronunciation, with te,nse con-
sonants being pronounced with aspiration at the beginning of words. Unconsciously we hear aspira-
tion, but we think we hear a voiced-voiceless contrast. If 'poison curls' is pronounced without the usual
aspiration, most Americans will think they hear 'boys and girls'.

V. C11ywaume! Listen!
[pu-bu ... po-bo ... pa-ba ... bu ... bo ... bill
ny-6y ... no-6o ... na-6a ... 6y ... 6o ... 6a
-+
Now pronounce these sy!Jables, remembering to increase the tension in the throat without at the same
time increasing the strength of the air stream. Don't open your lips until the vocal cords are vibrating.
VI. C11ywaume u no6mopAume VI Listen and repeat VI

C. The Russian Dental Consonants [n], [t], [d)

(Dental consonants are those pronounced with the tongue touching the teeth.)

I. C11ywaume! Listen!
[na, .. . an
, , ,
... nu ... un .. . no ... on ... nam]
ua ... au ... uy ... yu .. . HO ... OH ... HaM
The Russian dental consonants differ from the corresponding English sounds in that the Russian
sounds are pronounced by the tongue against the upper teeth, while the English sounds are produced
against the alveolar ridge, the ridge of flesh just behind the upper teeth. To produce the Russian sounds
properly, place the tip of the tongue against the lower teeth and the blade of the tongue (the portion just
behind the tip) firmly against the back of the upper teeth; the middle and back portions of the tongue
must remain low. The area of contact of the blade of the tongue with the upper teeth is not large, but it
must be very firm. Now practice these items, remembering proper tongue placement and striving for full
voicing in both vowels and consonants.

Russian [t] English [t]

15
II. C11jwaU1ne u noBmopfiUine I! Listen and repeat I!
The dental stop consonants [t] and [d) are pronounced with the tongue in the same position as the
Russian [n]. In pronouncing [t] at the beginning of words, remember to avoid aspiration by paying at-
tention to the following vowel sound. At the end of words remember always to release the [t]. When
pronouncing [d) remember the need for full voicing from the very beginning of the sound.

Ill. C11jwaU1ne u nOBmopfiUine! Listen and repeat!

[ta, ... tu, ... to, ... at
, , , , ,
... ut ... ot ... tam ... tom ...
,
tut ... t6t]
Ta ... TY ... TO... aT... YT ... OT ... TaM... TOM... TyY TOT

[ta-da ... tu-du ... t6-d6 ... tam-dam ... t6m-d6m ... dam ... d6m]
Ta-,lla ... yYJlY ... TO,llO ... TaM-,!laM ... TOM,llOM ... ,!laM ... ,llOM

D. ne Russian Stress Pattern, Accented vs. Unaccented Vowels

In both English and Russian the quality of vowel sounds depends on the presence or absence of ac-
cent or stress on the vowel. Accent or stress refers to the system of relative strength of syllables in a lan-
guage. Compare the quality of the vowel sounds in the accented and unaccented syllables of the follow-
ing Russian word and its English equivalent:

I. C11jwaU1ne! Listen!
[m~m01] Mama
MaMa
Both English and Russian have strong stress, but in English the stressed syllable is marked more by
length than by tension and vigor.
The two languages also have different ways of distributing the speech energy over the length of
a word. English words of three or more syllables usually have three levels of stress: main stress, sec-
ondary stress, and unaccented syllables. The secondary stress will be found at least two syllables
away from the main stress. In Russian all of the stress energy is concentrated on one syllable of the
word. The energy builds up very rapidly just before the stressed syllable, and falls ofT even more ra-
pidly after the stress. Compare the following English word and its Russian equivalent to observe
this difference:

II. C11jwaU1ne! Listen!

Note that in the English word the second-strongest syllable 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 of two or more syllables: AHTOH .llOMa.
Accents are generally not marked on capitalized letters: Aaaa [ana] 1 Keep in mind, however, that

1 A horizontal bar above a symbol indicates length. In this case the tongue is kept in contact with
the teeth for a moment during the pronunciation of [fi].
16
these markings refer only to relative stress within a word. Within a sentence a more complex system
exists, with some one word usually being heavily stressed, while other words which are stressed when
pronounced in isolation will be basically unstressed in the over-all sentence stress distribution. In nei-
ther English nor Russian do we "read" all of the blank spaces as pauses-rather we pronounce whole
phrases as units, with strong and weak words within ~he larger units.
In Russian the stress may occur on any one syllable, and within the forms of a particular word may
shift its position. The stress is an integral part of the word itself-it may differentiate between words or
between various forms of a single word. The stress must be learned when the word is learned-the best
way to do this is to let your ear do the learning for you, don't make it an intellectual process.
Unstressed vowels are, in general, shorter and less tense than the corresponding accented vowels.
Lack of stress has relatively little effect on the vowel [u], the unaccented variant being simply less teRSe
and full-sounding.

III. CAywaU1ne! Listen!

[tut-tuda]
Tyr-zy,lla
Lack of stress has more effect on the vowel [a]. In the syllable just before the main stress of the
word (the second-strongest syllable) the sound will be somewhat less tense and full-sounding, similar to
the vowel in 'but'. In other unaccented syllables the vowel becomes even more lax and is similar to the
sound at the end of' Papa'. In this course the unaccented variant of [a] which occurs in the syllable just
before the accented vowel will be indicated by [a] (that is, the same symbol as used for the accented
vowel, minus the accent mark). The variant occurring in other unaccented syllables will be indicated
by the symbol [~)].
Lack of stress has an even greater influence on the vowel [o]--in fact this vowel sound does not oc-
cur as a rule in unaccented syllables, although it is often written in such syllables. Instead of [o] there
will appear in unaccented syllables the same two varieties of unaccented vowel sound that were de-
scribed in the discussion of unaccented [a] above.
Always keep in mind the pattern of energy distrubution in the word, as diagrammed above. H you
keep this constantly in mind, you will not need to worry about the relative values of the unaccented
vowels-the pattern of energy build-up and drop-off will take care of this for you. (Failure to pay pro-
per attention to the dynamics of the stress system is one of the greatest mistakes Americans make
when speaking Russian, but it can be easily mastered if practiced conscientiously at the very be-
ginning.)

IV. CAjwaume! Listen!

[on-ana ... 6n-an6 ... t6m-tama ... dom-dama ... tut-tuda]
OH-0118. ... OH-OHO ... TOM-TOMa ... ,llOM-,IlOMa ... Tyr-T}'Jl8.
[m~m; ... p~p; ...
aii; ... d'?m; ... ~t; ... ~bt ... an~ ... ant6!1]
MaMa ... nana ... AHHa ... .llOMa ... no... noT... oRa ... AHTOH
V. CAjwaume u noBmopftUme IV! Listen and repeat IV!
E. The Intonation of Russian Declarative Sentences--Intonation Contour 1 (IC-1)
Intonation refers to the melody of a sentence, the meaningful rises and falls in voice pitch. In both
English and_ Russian a falling intonation contour is an indication of completeness of expression. In
both languages statements which are pronounced without any special emotional overtones are charac-
terized by falling tone, but there is an important difference in the way this fall takes place in the two lao-
guages.
17
2-1022
__ ___
In normal friendly speech in English there is usually a rise above normal pitch level on the strong-
cit syllable of the sentence, followed by a drop to a low pitch:
_,'"'--.._
I can't see from ~;
If the strong accent of the sentence is on the very last syllable, the ri5e and fall of tone occur within the
one syllable, which is drawn out even more than is usual for accented vowels:

~
John's going home.
To native speakers of Russian this rise in tone before the drop makes the sentence sound non-
neutral, and they will understand the sentence as having some special emotional connotation.
In speaking of intonation, "low pitch", "mid pitch", and "high pitch" are to be understood in
relative terms. Each speaker has a nonnallevel of "mid pitch", which is used in non-emotional speech,
and it is in contrast with this level that low pitch and high pitch are perceived within the speech of that
particular speaker.
The Russian non-emotional (neutral) declarative sentence intonation contour consists of a more
or less sharp fall in pitch on the accented syllable of the most important word of the sentence (the word
which conveys the most important new information). Note that the fall is confined within one syl-
lable, and the vowel of that syllable will be lengthened slightly. All syllables preceding the strong accent
will be at the speaker's mid level.

I. C.!ljnuafnne! Listen!

-- --,
3TO AOM.
[eb_dom]
If there are any syllables following the fall in pitch, they must remain at a low level.

II. CAjutailme! Listen!

--
3ro """'
MaMa.
[eb_mam~]
The fall in tone may be 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 indiffer-
ence which is not intended by the Russian. It turns out, therefore, that what is neutral in English is non-
neutral in Russian, and vice versa. It is important for the student to strive to imitate the correct Russian
intonation as closely as possible. It is precisely in matters of intonation that inter-cultural misunder-
standing can easily occur-even if the message gets across, the receiver of the message may misinterpret
th~ feelings and attitudes of the speaker.

-+In these preliminary lessons the type of intonation contour will be indicated by a small superscript
number, which will replace the accent mark for that word.
In the following exercise note that all of the sentenceS are read smoothly, and with no pauses be-
tween words (the symbol ....... will be used to re.nind you to join words in one smooth utterance). Note
also that when two vowels come together on the borderline between words, they ar: joined smoothly
and with no catch in the throat to separate them.

18
III. CAywaume! Listen!
[et~__.dJm] This I That's a house. [ami.._.tJt] She's here.
31-o ,ZJ;OM. Oua 'fYT.
[et~__.Jn] This I That's it. ret~._..anton]1 This I That's Anton.
3TOOH. 3ToAHTOH.
[6n__.t~m] It's (over) there. [' 1
on__.tam] He's (over) there.
Ou TaM. Ou TaM.
' 1
[et~__.mam~]
This I That's Mama. [mam~. . . . dJm~] Mama's at home.
3TOMaMa. MaMa .n;6Ma.
[e~__.an~] This I That's she. [ana.._.dcim~] She's at home.
3To OHa. Oua .n;6Ma.
[et~. . . . P~P~] This I That's Papa. [ ' 1
a.._.pap~_..tam] But Papa's (over)
3TOmina. A nana TaM. there.
[' 1
et~__.on] This I That's he. [' 1
aii~__.tut] Anna's here.
3TOOH. Auua TyT.
[et~---~n~J This I That's Anna. [a. . . . anton.._.tk] But Anton's (over)
3ToAuua. A AHTOH TaM. there.
--+
Now practice these sentences several times. Learn them by heart.

IV. CAywailme u noomopflume Ill! Listen and repeat III!

After you have mastered the sounds and intonation patterns of the lesson, practice reading the fol-
lowing exercise, in which the transcription has been omitted.

V. lfumaume! Read!
6y ... 6o ... 6a
uy ... HO ... HaM .. . ua.n;o ... .n;aH .. . ou6
TOM ... TOT ... llOTOM ... zy.n;a ... TOM-TOMa ... TYT-TY.lla
.n;a ... .n;aM ... .n;aMa ... .n;aHa ... TOM-,ZJ;OM ... TaM-,lJ;aM
....... 1 1 1
-.::1To nana. 3To ou. Ou TYT.
....... 1 ....... I Q , 1
-.::1TO MaMa. -.::1TO OHa. Ha TaM.
3To .n;JM. 3TO Ju. Ou T~M.
19
 "' 1" 1 1
JTO AHToH. JTO oH. OH ,n;oMa.
1 1 1
3To AHHa. 3To oHa. 0Ha TYT.
,
M aMa 1 A ,. 1
,n;oMa. nana TyT.
AHHa Th. A AHTOH TiM.
Following are some Russian words which have closely related English counterparts (cognates).
Can you read them? But be certain to read them with a Russian accent! Cognates are fun to work with,
but present a special danger-the closer the word is to English, the greater will be the temptation to
fall back on English pronunciation habits (and the meanings may not always correspond exactly). (You
are not expected to learn these words!)
TOH Mo,n;a no:h
TOM ,n;aMa 6aHaH
,[{oH (a river) .n;liTa (date) no3Ma
TOHHa (ton)
hoM

LESSON II
A. The Russian Labio-Dental Fricative consonants [f] and [v]
I. CAjwailme!
[fu ...w... fo ... of ... fota ... faktJ
$y ... y$ .. . $o .. . o$ ... $oTO ... $aKT
' ... von
[fu-vu ... fo-vo ... fa-va .. . vot ' ... vam
' ... vad') a
$y-By ... $o-BO ... $a-Ba .. . BOT .. BOH .. BaM ... BO,ZJ;a
[dva . davno]
,l(Ba ... ,n;aBHO
(Labio-dental consonants are those produced by contact of the upper teeth with the lower lip.
Fricative consonants are those in whose production the air is not stopped off completely, but in
which there is a narrowed passage which causes the air stream to produce a hissing or rushing
sound.)
The Russian fricative consonants [f] and [v] are similar to their English counterparts except that
they are pronounced with slight lip-rounding. Remember to strive for full voicing when pronouncing
the voiced consonant [v]. ~

II. C11yr.uaume u noBmopflume I!

20
B. The Dental Fricative Consonants [s] and [z]
I. Cllywaume!
[sa ... as .. . so ... OS... su ... us... sam... son... sup)
ca ... ac .. . co ... oc ... cy ... yc ... caM: coR... cyn
[nas ... vas ... nos ... sto ... sva ... svo]
Hac BaC HOC CTO CBa CBO
The Russian dental fricative consonant [s] is similar to the Russian [t] in that it is pronounced
farther forward in the mouth than the corresponding English sound. The tip of the tongue should touch
the lower teeth slightly, while the blade of the tongue is brought near the upper teeth. The middle and
back parts of the tongue must be kept low.
Listen again to the last two items in this exercise:

II. Cllywailme!
[sva ... svo]
CBa CBO
Your English speech habits will tempt you to turn [v] in these syllables into [f]. This is due to
the type of consonant assimilation which exists in English. (Assimilation is the process through which
a sound becomes similar to a nearby sound in some way.) Compare the last sounds in 'bats' and 'bags'.
The last letters are written the same, but are pronounced differently, [s] or [z], depending .on whether
they follow a voiceless or a voiced consonant. Russian does not have the sort of consonant assimilation
in which the first consonant determines the quality of the second, so you will need to practice to avoid
this habit in Russian.

III. C11yruaume u nOBmopflilme I u II!

IV. Cllywailme!
[sa-za ... so-zo ... su-zu ... za ... zo .. . zu .. . vaza ... zaVU.t]
ca-3a ... co-3o ... cy-3y ... 3a .. . 3o .. . 3y .. . s8.3a ... 30BYr
--+
Now practice this exercise, striving for full voicing of [z].

V. C11ywailme u no6mopflilme IV!

C. The Devoicina of Consonants at the End of Words
In listening to the next exercise pay particular attention to the Russian spelling of the last con-
sonants of the words.

I. Cllywailme!
. .
[sat ... sut. .. zavot ... zup ... gas... sup-zilp]
ca.zl... cy.zt ... 3aBO.zt ... 3)'6 ... ra3 ... cyrr-3y6
Russian voiced consonants which have voiceless counterparts do not normally occur at the end of
words. In this position they are replaced by their voiceless counterparts in pronunciation. (Since [m]
and [n] do not have voiceless counterparts, they are not affected by this rule.)

II. C11ywailme u no6mopflilme I!

21
D. The Russian Vowel [i]
I. CAywaume!
[im... is ... mai .. . staim ... stait ... idu .. . idut ... ivan]
HM H3 MOH CTOHM ... CTOHT . HJlY .. . a.ll}rT Haaa
The Russian vowel [i] is similar to the vowel sound in 'seen' but the accented variant is pronounced
closer to the front part of the mouth, with the middle part of the tongue higher and tenser than in
English. Remember to keep the accented variant pure and undiphthongized. The unaccented va-
riant is somewhat less tense and full in sound. --+
II. CAywaume u noBmopftume II

E. The Rman Consonant [y]

~bile listening to the following exercise, note that the consonant [y] is expressed in various ways in
the writing system. Sometimes it is combined with a vowel sound in one symbol.

I. CAyutaume!
[ya, ... yu, ... yo, ... ye, ... a-ya
, , , , , , , ,
... u-yu ... o-yo ... e-ye ...
j( 10 ... e ... e a-S~ .. y-10 ... o-e 3-e .
[ya ... yem ... yest ... maya ... mayo ... payu ... payut ... payot]
S~ ... eM .. ecT Moil .. . Moe . . nolO ... nolOT ... noeT
[payO'm ... d ayu' ... d ayo't ... '
may... d'ay ... ' ... svoy
moy ' .. . tvoy]
noeM .. .n:aiO .. .n:aeT . .. MaH ... .n:aH .. . MOH ... CBOH .. . TBOH
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 con-
sonant (y) is not represented by a separate symbol, but is combined with the vowel sound into one sym-
bol. Thus, four of the Russian vowels have two symbols each, one of which represents the vowel alone,
and one of which represents the consonant (y] plus the vowel sound. The latter occurs when the conson-
.
ant stands at the beginning of a word or after another vowel letter.
[a-ya] [u-yil] [6-yo] [e-ye]
a-S~ y-10 o-e :re
When it comes after a vowel sound, with no other vowel sound following, [y] is represented by the
symbol i.
When practicing this exercise remember to strive for extra tension in both this consonant and in
the accented vowels. Also pay close attention to the last two items of the exercise-'do not let the [v] be-
come an (f)!
II. CAyutaume u noBmopftume I!

F. Reading of Possessive Modifiers as One Word with Nouns

I. CAfutaume!
[m6y._.d6m] my house/home [m6y._.sat] my garden
MOH .ll:OM MOH ca.n:
22
 [m6y pap~] my Papa [tv6y._..d6m] your house/home
Moiinana TBOB ,llOM
[maya._..mam~] my Mama [tvaya._..mam~] your Mama
TBOB MaMa
Remember what was said in Lesson I about reading words as phrases, without pauses. This is par-
ticularly important in the case of possesive modifiers, which are read as a unit with the noun to which
they refer.
II. C.11julaitme u nOBmopflume I!

G. The Velar Stop Com10oaots [k] and [g]

I. Clljulaitme!
[kuda ... k6t ... kak ... tak ... kt6]
xy,lla ... ICOT ... KaK ... Tax ... ICTO
[magu ... got ... gas ... mn6g~ ... kagda]
MOij ... ro,ll ... ra3 ... MH6ro ... xor,lla
(Velar consonants are produced by the back part of the tongue at the velum, the soft area
of the rear portion of the roof of the mouth, which separates the mouth from the nasal
cavity). -+
One word which you just heard may seem difficult at first, since it begins with a cluster
of consonants which never occurs at the beginning of words in English (although the
cluster does occur in other parts of English words).
II. CAywaUme!
[kt6]
KTO
Be careful not to insert a superfluous vowel between the two consonants. The trick is to pronounce
the two consonants at practically the same instant, not as separate stop consonants, each with its own
release; instead release the [kJ at the back of the mouth and the [t} at the upper teeth at the same time.
-+Remember to avoid aspiration of the unvoiced consonant and to release it at the end of words.
Strive for full-voicing of the voiced consonant.
III. C11ywaume u noBmopfli4me!
[ku ... ko ... ka ... uk ... ok ... akJ
xy ... xo ... xa ... yx .. . ox ... ax
[kud~ ... yuk ... k6t ... kat~k ... kak~y ... tak6y]
ICY.lla ... lOr ... KOT ... KaTOK ... KaKOB ... TaKOH
[kak ... tak ... akn~ ... maskv~... knam .. . kvam ... kt6]
KaK ... TalC... OKHO ... MOCKBa ... K HaM... K.BaM... KTO
[ku-gu ... ko-go ... ka-ga ... gil... go... gaJ
xy-ry ... xo-ro ... xa-ra ... ry .. . ro .. . ra
[magu ... got... gas... bumag~ ... mn6g~ ... kagda]
Mory .. . ro,ll... ra3 ... 6yMara .. . MH6ro .. . xor.lli
23
 Particular care 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. Rus-
sian does not have this sound. Listen to the contrast between the English back [IJ) and the Russian den-
tal [n] in these cognates:

IV. C~tjulainne!
bank [bank]
6amc
When pronouncing the Russian [n] be sure to keep the tongue in firm contact with the teeth and do
not let it stray to the back part of the mouth, no matter what sound may follow.
--+
V. C~tjulaiune u noBmopllume!
[banka ... bank ... stayanka]
68.mca ... 6amc ... croilHKa

H. The Rman High Central Vowel [i]

I. CAjwainne!
[mu-mi ... bu-bi ... nu-ni ... du-dt ... vil-vi ... tut-tt]
My-Mhl 6y-6LI HY-HLI ,!J;y-,llhl... BY-BLI .. TyY-TLI
[mt ... bi ... pi ... vi ... fi ... nt ... di ... tt ... zt ... st ...]
MLI 6LI . DLI Bhl ciJbi ... HLI ,llLl . TLI 3Ll CLI
[umt, ... bit ... stn
, ... +:
..,. . ,
1 m1 ... mi_i_vi ... g6di... zlibi]
, 6
YMhl LIT CLIH - H-Mhl
TLl MLI H BLI ro,llhl 3}'6b1
[bukvi ... 6n i ti ... k ivanu]
6;YKBLI oa'H T'LI K HBaay
Although most speakers of English do not have a sound just like [i] in their speech, it is not difficult to
master with a little 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 saying [u] and then producing [i] by unrounding and spreading the lips (as in the pro-
nunciation of [iD.

[i] -- [11 -- [u]

The unaccented [i] is pronounced more laxly, but does not lose its basic quality.
24
 Note carefully the last' two items in the exercise. Note that what is written as at the beginning of
a word is pronounced as [i] when it comes .immediately after a word ending in a consonant such as
B 1 K. --+
Now practice the exercise on this vowel, remembering to keep the lips spread during the produc-
tion of the vowel sound.

II. C.11ywailme u nosmopftilme I!

I. The Velar Fricative Consonant [x]

I. C.Aywaume!
[~ 1 '
UJ.\.UX o'k- o'x a'k- a'x k'u-xu' ... ko'-xo' ... ka'-xa' ..]
...
yK-yx ... oK-O?t ... aK-ax ... Ky-:xr ... Ko-x9 ... n-xa ...
['!n; ... sux ... v?zdux ... xot ... paxot ... ix ... vt?t;t ... fxot]
yxo .. . cyx ... B03,ZJ;yx ... XO,!J; .. . ITOXO,!J; .. . HX ... BhiXO,!J; .. . BXO,!J;
The velar fricative [x] is pronounced at the same place in the mouth as [k]. In English we do not
have a fricative sound produced at this part of the mouth. Make certain that the air is not shut otT com-
pletely, but is allowed to escape freely through a narrow passage between the back part of the tongue
and the back part of the roof of the mouth. (Do not let the fact that this sound is often transcribed as
kh in English mislead you into beginning the Russian sound with a stoppage of the air as for [k].)
Note particularly the last word in this exercise. Although the first letter is a, we pronounce [f]. This
is due to the process of assimilation, which was referred to in Section B of this lesson. Since the follow-
ing consonant, [x). is voiceless, the voiceless counterpart of [v) is pronounced in front of it. (Note that
this is just the opposite of the effect of English assimilation-here the second consonant determines the
quality of the first.) --+
While practicing this exercise remember to strive for a smoothly produced fricative sound, without
a sharp stop-like attack at the beginning of the sound.

II. C.11ywailme u noemopftilme I!

J. Review Exercise on Accented and Unaccented Vowels

While practicing these exercises keep in mind the dynamics of Russian stress and its effect on
vowel quality.

I. C.11jwailme u noemopftilme!
[on-ano ... on-ana-an;... dom-dom;-dama-damoy ... moy-maya]
OH-oHO ... OHOHa-Aaaa . ,ZJ;OM-,ZJ;OMa-,ZJ;OMa-,ZJ;OMOH ... MOB-MOB
[sam-sama ... tvoy-tvaya ... svoy-svaya]
CaM-caMa ... TBOH-TBOB... CBOH-CBOB
[d?m; ... b?kv; ... fo~; ... vi?';t ... rMut .. . damoy ... tvaya ... payot]
,!J;OMa ... 6yiCBa ... <!OTO B.blXO,!J; . e.nyy .. . ,!J;OMOH ... TBOB... noerr
[kuda ... kakoy ... zavilt ... ivan... idut .. . mayo... vmaskvil]
Ky,ZJ;a . nKoii ... 3oayT ... Haaa ... H,ZJ;}'T .. . Moe... a Mocny
[kakay; ... bumag;]
KaKb ... 6yMara
25
K. Intonation Contour 1 in Various Parts of the Sentence
In Lesson I all sentences presented had the major sentence stress on the last word. In some contexts
the sentence stress will occur on an earlier word in order to point this word out as conveying the new in-
formation of the utterance or to provide mild emphasis. Remember not to let the tone rise again follow-
ing the drop in tone on the main sentence stress of IC-1.

I. CAytuaume u noBmopflilme!

[6n......yest......sJp] He's eating soup.

On ecT cyn.
[i......an~._.yest......sup] And she's eating soup (too).
H OHa ecT cyn.
[pap~._.i._.mam~...... idut...... dam6y] Papa and Mama are going home.
nana H MaMa H;:&r AOMOH.

[i......Yi. . . idu......dam6y] And I'm going home (too).

H B HAY AOMOH.

[et~._.m6y._.d6m] This I That's my house.

3-fo MOH ,nOM.

[et~......m6y._.d6m] This I That's ~ house.

3To MOH .noM.

[et~._.m6y......P~P~1 This I That's my Papa.

3To MOH nana.

[et~......mJy......Pap~] This I That's ~ Papa.

3To MOH nana.

[et~._..tvaya._.m~m~] This I That's your Mama.

3-ro TBoii MaMa.

[et~._.tvay~._..mam~] This I That's your Mama.

3-ro TBoii MaMa.
L. Intonation Contour 2 (IC-2}--Questions Containing a Question Word
I. CAywaume!
[kt5._.eb) Who's this 1that? ....
KTO 3TO?
--
KTo 3To?
26
[kt~._..6n] Who's he?
KTO OH?
[kt~._..ami] Who's she?
KTO oHa?
[kt~._..tam] Who's there?
KTo TaM?
[kt6._..d~m~] Who's at home? --"'
KTo ~oM&?

KTo .n;6Ma?
[kto._..payot]
2
Who's singing?
- -.
KTO noey?
KTo noe-r?
[kt6._..yest......s~p] Who's eating soup?
KTo ecT cyn?
fkuda._..idut...... mam~...... i._..pip~] Where are Mama and Papa going?
Ky.n;a H.ZJ;Yr MaMa H nana?
[kak6y._..et~......s~p] What kind of soup is this?
Ka:x6i 3To cyn?
[kakay~._..et~......bumig~] What kind of paper is this?
Kaxa.R 3To 6yMara?
[kak......lx......zavdtJ What are their names?
Kax ux 3oByT?
In both English and Russian questions which contain an interrogative (question) word are gen-
erally pronounced with falling intonation. The presence of the interrogative word makes it unnecessary
to signal the question by means of a special intonation contour. In Russian IC-2 is somewhat like IC-1,
but the emphasized word is pronounced with increased energy and tension and may be somewhat
higher in tone. The accented vowel is somewhat longer than in other words. Be careful not to confuse
simple loudness with the required increased tension! When the main sentence stress is on the last syl-
lable of the sentence, the tone will fall within the accented syllable, but will not fall as far or as sharply
as in IC-1. Any syllables following the syllable bearing the main intonational stress must remain at a
low level and not be allowed to rise above the speaker's normal mid-tone.
The emphasized word will normally be at the end of the sentence except in contexts where intona-
tion is used' to mark the new element in the question. Exceptions occur in tlie case of very short ques-
tions containing a pronoun or adverb at the end ofthe question (cf. the first four examples). Placing the

27
emphasis on the interrogative word in other cases will normally result in a very peremptory question or
one with special emotional overtones.
While practicing the items in this exercise, remember to strive for smoothness throughout the
whole sentence, with no extraneous pauses between words.
II. C.11jr.uailme u nOBmopftume I!

In the following exercise note that in some cases both short and long answers are given. As in
English, it is most common in conversational Russian to give in the answer only the new information
asked for. During the early stages of study, however, there may be times when your teacher will want
you to give full answers for the extra linguistic practice which this provides.
While practicing this exercise, remember to strive for smoothness throughout the sentences. Re-
member about the proper distribution of energy within the word, and that in each sentence there will be
one word picked out for special stress, while other words will be relatively unstressed (without losing
their own identity and relative vowel values).. Avoid extraneous pauses. Practice these items until you
know them by heart.

I. C.11yr.uaf:une u noBmopftume! Bbly'lume Hau3jcm&!

[kt5...J~] "Who's this I that?"
- KTo 3To?
[eta,_,m6y._,p~p;] 1 ]
[moy._,papa 1
[papa] "This I That's my Papa." "My
- 3To Moil mina. Moii nana. llana. Papa." "Papa."

"Who's this I thatr'

- KTo 3To?
~ 1
Le~._,tvaya._,mama
]
[tvaya._,~a] "This I That's your Mama."
:....__ 3To TBOB MaMa. TsoSI MaMa. "Your Mama."
[kt5._..tamJ "Who's therer'
- KTO TaM?
[eta._..y~J "It's I."
- 3TOSI.
[kt6._..d5ma] "Who's at homer'
- KTo JJ.6Ma?
[mama._,i._..pipa,_..d6ma] [mama. . ),_..pipa] "Mama and Paptt are at
- MaMa H nana JJ,6Ma. MliMa H nana. home." "Mama and Papa."
28
 [i._.Y~---do rna] "And I'm at home (too)."
- 11 j( ;:J;OMa.

[kt6._.pay6t] "Who's singing?''

- KTo no(h?

[iv~n._.pay6t] [iv~n] "Ivan's singing." "Ivan."

- 11BaHnoeT. 11BaH.

[ivan._.i._.Jna._.payut] [ivan._.i._.Jna] "Ivan and Anna are singing."

- 11BaH H AHHa noK>T. 11BaH H AHHa. "Ivan and Anna."
. \ ' 1
[t._.ml._.payom "And we're singing (too)."
- I1Mbl noeM.

[kt6._.yest._.s~p] "Who's eating soup?''

- KTo eCT cyn?
1
1 ' '
[on._.yest._.sup] [on] "He's eating soup." "He (is)."
- OH ecT cyn. OH.

(i._.yJ._.yem._.sup1 "And I'm eating soup (too)."

- 11 st eM cyn.
(kuda._.idut._.afta__, i._.ant6n] "Where are Anna and Anton going?''
- Ky;:J;a H;:J;YT AHHa H AHToH?
1
[damoy] "Uome."
- )J;oMoH.

[i._.yJ._.idu._.dam6y] "And I'm going home (too)."

- 11 j( H;:J;Y J];OMOH.

[kuda._.yedut__,mama._.i._.p~pa] "Where are Mama and Papa going (riding)?''

- Ky;:J;a e;:J;yT MaMa H nana?
1
[vmaskvu] "To Moscow."
- B MocKBy.
29
[kakoy......,eb......,zv~k] What sound is this?
KaKoli 3To :iBYK?

[kakay~......eb......,b~kv~] What letter is this?

Kuli.R 3To 6yKsa?

[vot......,moy......,sit] Here's I There's my garden.

BoT Moli C3Jl.

[vot......,maya......,bumig~] Here's I There's my paper.

BoT MOB 6yMara.

[vot......,vix~t] Here's I There's the exit.

BoT BbiXO.ll.

[fxot......,timJ The entrance is (over) there.

Bxo,ll TaM.

[eb......,fiktJ This I That's fact.

3TocPaKT.
Notes:
1. You have now had two words equivalent to the English 'and'. The Russian is a simple 'and',
indicating something in common and acting like a plus-sign.
MaMa H nana H.llYT ,llOMOii. M Sl H.llY ,llOMOii.
3To AHTOH H AHHa.
AHTOH .llOMa. M AHHa .llOMa.
The Russian a is a contrastive or comparative 'and' (and is sometimes the equivalent of a mild 'bu.t',
'while', 'whereas').
MaMa TYT. A nana TaM.
AHTOH noeT. A AHHa ecT cyn.
2. Do not confuse BOT with yYT I TRM. The latter two words tell about the location of something or
somebody. BOT is used only to point out things 'Here is fare, There is/are.. .'
liyMara TYT. The paper's here.
BoT MOB 6YMara. Here's I There's my paper.
3. Note that Russian makes more of a distinction than is usual in English for 'to go':
H H.llY .llOMoli. I'm going (walking) home.
B e,lly B MocKBy. I'm going (riding) to Moscow.
After you have mastered the sounds and intonation patterns of this lesson, practice reading the fol-
lowing exercise, in which the transcription has been omitted. Remember not to let the written forms

30
distract you from the sounds you have learned, and remember to strive for smoothness of reading,
without extraneous pauses. Don't read the blank spaces in these sentences as pauses.

ll. qumlzUme!

1. - Kn3 3To?
,.,._ ~ 1 A' , 1
- JTO MOH nana. no MOJI MaMa.

2.- KT~ 3To?

...... ~ ' 1
- ..:7TO TBOH nana H MOJI MaMa.
2
3. - KTo .llOMa?
' 1 , TX 1 '
- MaMa H nana .llOMa. n JI .llOMa.
2
4. - KTO noeT?
rx , A1 rx 1
- nBaH H HHa nOIOT. n Mhl noeM.
2
5. - KTo eCT cyn?
t 1
- HBaH ecT cyn. H JI eM cyn.
2
6. - KTo eCT cyn?
1 1
- AHHa eCT cyn. 0Ha eCT TBoit cyn.

7. - Ky.lla H.ll)rr AHHa H HBiH?

TT 1~ ;_. 1 , , ~
- ,...oMOH. n J1 H.llY ,llOMOH.

8. - Ky,lla e,llyT MaMa H nina?

1 1, M .
- B M OCKBy. H J1 e,lly B OCKBy.
~ 1
9. - BOT MOH ,llOM H Ca,ll.

10. - 3To Moi 6yM~ra.

1 1
11. - 3-fo BhlXO,ll. BXO.ll TaM.
~ 1 1
12. ..:1To MOB cyn. TBoit cyn TaM.

13. KaKb: 3TO 6yKBa?

14. KaKoit 3To 3ByK?
15. 3To 4l~KT.

31
Note on punctuation:
Note that Russians use dashes to separate the various speeches in a conversation, rather than put-
ting quotation marks around each direct speech utterance.
In reading the following cognates remember to do it with a Russian accent!
ra3 sll:Ja TOMaT (a kind of sauce) 3n6xa
Mail (a month) cpa3a Ta68.Ic aTba
HOC 3xo KOMnoT (stewed fruit) KOMaH.Qa
CTOn Macca cpoHTaH
TOCT MaCICa cpoite
nocT (duty) KOMnac KOM6aHH (farm equipment)
6aHIC nay:Ja

INTRODUCTION TO THE RUSSIAN WRITING SYSTEM

You will now begin to learn to write the symbols for the first sounds which you learned. Your first
assignments will consist of copying individual letters and sentences. Do not underestimate the im-
portance of very careful work now just because it seems simple-it is extremely important that you
learn the necessary habits for proper formation of the letters now, while you can pay attention just
to the mechanical details, rather than later, when you will need to be thinking also of the content of
what you are writing.
The reputation of the Russian language as a difficult one can be attributed partly tQ an unfamiliar al-
phabet. But you have already seen that many of the symbols are familiar to you (such as a, o, M, T).
A few letters will be entirely unfamiliar and will simply have to be learned (such as 6). But the ones you
will have to pay the greatest attention to are those which look like English letters, but which represent
different sounds (such as y, H).
For the time being you will not need to know the alphabetical order of the letters, and you will not
be learning them in this order. A complete list in alphabetical order is given at the end of the prelimi-
nary lessons (and one is to be found in most dictionaries).
Russian handwriting is more standardized than English, and you should follow the models given
very closely. Also, Russians never block-print letters, and you should never do so. All of your work
should be done in connected writing, even if you do not connect your letters in English.
Russians tend to interrupt the line of writing by picking up the pen between letters more often than
we do, and in some cases it is obligatory to pick up the pen between letters within a word.
Be sure to note carefully the relative size of letters. Most lower-case letters are no higher than
lower-case vowel letters, and Russian has few loop-letters extending above or below the line of writ-
ing. Also note that all capital letters are contained within the writing space-none of them extend be-
low 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 instructed to do so in certain
exercises.
In your early writing assignments it is a good idea to say aloud the sounds and words you are writ-
ing.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 Yy Yy

d:a
MMMM
Oo
nn nn 561i6
Ja
HH HH
Yr
TT Tr 11.11 lid

J.L.a .Jrn did Jt~ JT[m fJJy

SyUabificatlon: When splitting words between lines, the new line should begin with a consonant if
at all possible: na-na, cry-.llCHT. Where two consonants occur in sequence, split between them: 6Y1c-aa,
ne-ao'l-xa. Do not leave a single vowel or anything less than a complete syllable at the end of a line
when dividing words.
Notes oo the formatioo of eertaiD letters:
1. Be particularly careful to distinguish between a and o. The latter must not descend to the line at
the end. Sometimes it will be necessary to lift the pen and start the line of writting again when making
connections from this letter to the following letter.
2. The letter M must always be preceded by a very small hook at the line.
3. The lower-case 6 end~ far above the line and cannot be joined directly with any following letter.
4. It is good practice to place a short line above the letter T to make it easier to read rapidly any
word containing this letter.
3To nana. OR TyT.
3ronana. OH TJIT.

Ou- -
3ro MaMa.
3TO MtiMII.
"'f'& 0Ha TIM.

Jmn .un.ua. f1a ma,u.

3TO AHHa. OHI AOMll. A AHTOH TyT.
3TO AIIHII. Owz OOMtl. A AIITOII TJIT.

Jmo~ t1o.pa-ua-.J~ ~
MIMll AOMll. Dana TIM.
MtiMtl OOMtl. nana MM.

JjfLIJfl- yaua. .:ICm.a tna4

,lloM TIM. TaM AHHI.
JlOM MM. TIIM AHHII.

iJaa triLJ.Jk. !lEza k,a_

33
3-1022
Note:
The words MiMa, Dina are not capitalized in Russian unless they begin the sentence.

ASSIGNMENT:
I. Write a full line of each capital and lower-case.letter.
2. Write each sentence three times.

LESSON III
A. The Intonation of Questions without an Interrogative Word (IC-3)
I. CAywaiime!

[kt6'"""'d5m;] Who's at home?''

- KTo ,n;6Ma?

[mJm;'"""'d6m;] "Mama's at home."

-MaMa ,n;6Ma.

[aii;'"""'dJm;] "Is Anna at home?''

- AHHa.n;6Ma?

[i'"""'Jii;'"""'d6m;] "Anna's at home too."

- H AHHa .n;6Ma.
[kt6'"""'pay5t] "Who's singing?''
- KTO noer?

[yJ'"""'payit] "i'm singing."

- . now.

[aii;'"""'payJt] "Is Anna singing?''

- AHHanoeT?

[i'"""'Jii;'"""'pay6t] "Anna's singing too."

- H AHHa noer.
34
 I
[payot] ..Is she singing?" .. Yes, she is."
- Oaa noh? - noe-r.
(arJ.....,payot] [an~] ..Is it she who's singing?' .. Yes, it's she."
- Oaa noh? - Oaa.
At first it might seem that the intonation of questions without an interrogative word is 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 to become
sloppy with them (cf. IC-1 in Lesson 1).
In this type of question in English the voice usually rises at the last emphasi1.ed word and stays at
a high level throughout the rest of the sentence.

II. CAyw_aiime!
Is Anna atlhome? .l!J!jshe who's singins?
In the Russian contour the syllables preceding the accented syllable of the emphasized word are
pronounced at the speaker's mid-level. The pitch rises very abruptly at the beginning of the accented
syllable and continues to rise within the syllable. The vowel of this syllable will also be somewhat longer
than usual. It is extremely important that any syllables following this accented syllable be pronounced
at a low level-the voice must not be allowed to rise again, no matter how long the sentence may be.

Ill. CAywaiime!
r -- r, r _,
3TO AOM? 3TO MIMI? Oaa non?
The main difficulty the American student will have in producing IC-3 is in making the rise in pitch
sharp enough and high enough. Subtle psychological factors are at work here. In American English we
tend to use a rather narrow range of pitches except in highly emotional or "gushy" speech. Although
we have rising intonation contours in English, none of them are as extreme as is IC-3. As a result even
non-emotional Russian speech may appear to be emotionally-charged or gushy to an American, and an
American student (particularly a man) may feel uncomfortable trying to produce IC-3. In order to mas-
ter IC-3 you will need to throw aside your inhibitions and be willing to exaggerate consciously.
An additional problem is created by the fact that our own intonation system tends to make us re-
act to any very strong intonation as a falling contour. For this reason you may find yourself making
sharp falling contours, even when trying your hardest to make sharp rising contours. (In so doing you
will be producing not questions but emotional exclamations.) --+
IV. CAjwaume!
3 3 3 3 3
3To_.noM? 3To.....,oa? 3To_oaa? Aaaa.......TaM? Oaa.......noh?
In this exercise the intonation shift occurs on the very last syllable. Strive to make the rise in pitch very
sharp-do not let it trail off gradually as we often do in English.
35
3*
V. j IV!
In the fo11owing exercise contrast IC-3 and IC-1.
VI. !
/'
._.,~? ?
---.....
.

-._..~?- ._...- ._..:?- ._..i.- ._..~?

._...
3 1 3 1
-.......?-..........-.._...?-.........
VIJ. j!

._..:? ._..:? ._.,~? ._.,~?

-+
While practicing this exercise make certain that the pitch remains low on the fina1 syllales of the ques-
tions. (Otherwise you will expressing doubt, dise1ief, or surprise instead of neutra1 questions.)
VIJI. j VII!
In fhe following drill practice contrasting IC-3 and IC-1, with the stress not on the 1ast sy11ale.
-+
IX. j !
3 --
r
._..? ?
1 __ , _

._... 1!148
3 1 3 1
- ._..?- ._...- ._..?- ._...

- ._.,.-
, 3 ? '._.,.-
1 '._.,.
3 ?- n 1
._.,.

In the next exercise the stressed syllale is even ear1ier in the sentence-make certain not to 1et the
sy11ales following the stressed syllale rise above 1ow 1eve1.
. !
3
:._.,? :._.,? ._.,?

In the next exercise the answers contain two intonation units or contours, which we syntag-
mas. Each syntagma expresses re1ative1y comp1ete thought and has its own contour. There is very
small pause etween the syntagmas. (h symbo1 1is used to show the boundary etween syntagmas.)
Xl. !
,..<;,. 3 1, 1 11
- ..::~._..?- , 1._... , 1.
"ls that ?'' "Yes, it's ." "Yes, ."
36
 . 3 1, 1 11
- 1
.._..?- ,/ ._... , .

- , 3 1
._...
?- , 1
._...
, 1.
1, 1

1 1 , 1 1 1
.
- ._...-
3 ? 1
, ._... , .

The rise in tone of IC-3 oa:urs within the accented syllae of the most important word of the
question, the word indicating the new information eing sought. Note in the following exercise how the
answer varies, depending on the location of the intonation shift in the question.

XII. !

- 8.._..~? - ~. 1J.
- i._..6?- ~./~.
3 1 1
- ? - 1
, .
3 ....... 1 1
- ? - , 1 .
....... 3 1 1
- .......? - , 1.
""?
0 ._...
- 3 1
- , 1.1

Xl/1. XII!

. Review Exercise the Consonant []

Rememer to pronounce [) very vigorously.

/. !
[
, ,. , ,. ,. , ,. ,. ]
... yu ... ~. ... ... maya ... ma~ ... mayo ... mayey

... ... ... ... ... ... ...
[tvaya ... tvayu ... tvay6 ... tvayey]
... .. . ...

. h PalataUzed Dental Consonants

The Russian consonant system has systematic distinction missing in English-a distinction e
tween unpalata/ized and pa/ata/ized consonants. Traditionally these are called "hard" and "soft" con-
sonants. Soft consonants differ from their hard counterparts in that they have secondary articulation
oa:urring at the same time as the ba~ic articulation, the added feature of palatalization. Palatalization
occurs when the middle part of the tongue rises toward the front part of the roof of the mouth (the bard
palate), to the same position the tongue assumes for the pronunciation of the consonant [). soft con-
sonant is one with [) or [i) overtone.

/. j!
,. ' , ... nu-n
[na-n , ' u,. .. . no-n
, ' , ... m-n
,. '']
1
- ... - ... - ... -

37
 [ta-t , ' u, ... t'o-t' ' ... t't- t'')
, ', ... tu-t 1
- ... - ... - .. . -
' d'' .. . d'u- d''u .. . d'- d'' .. .
[d - d't- d'']
1
- ... - ... - ... -
[sa-s
' ,,
... su-s'u ... s6-s'6 ... si-s'i]
- ... - ... - ... -

.
[za-z'' ... zu-z'u ... z6-z'o ... zi-z'i]
- ... - ... - ... -

( small apostrophe-like symbol ' after consonant letter will used throughout to indicate palatali-
zation.)
The secondary articulation, palatalization, must take place at exactly the same time as the asic ar-
ticulation ofthe consonant. lt is not something added on after the basic articulation. The middle ofthe
tongue must in position for the [] from the very beginning of the basic consonant sound. Soft con-
sonants are not consonants followed [], but consonants which contain [] :ithin themse/ves. Be-
cause of the raising of the middle part of the tongue, the area of contact of the tongue during the pro-
duction of soft consonants is consideraiy greater than during the corresponding hard consonants.
This contact must firm, but brief. ---+
While practicing the following items sure to avoid superfluous (] etween the consonant and
vowe\-make soft consonant followed immediately vowel sound.

//. !
, ',. ... -zvan ', t ... nu-n
[na-n , ',u ... zvan ',u ... no-n
, ', ... ano-an
, ',om]
- ... ... - ... ... - ... -
[dn ,om
, ', t ', ,, , ,, ,
... n ... an ... mn ... nt-n 1... ana-an 1 ... n
,, ,.. ]
... ... ... ... - ... - ...
[sn'im ... dn'i ... kn'ig~ ... zvan'im)
... ... ...
There are, however, cases in Russian when consonant is followed [] which serves as aseparate
consonant. lt is important for the student to i to distinguish clearly in speech etween soft con-
sonant followed vowel and consonant followed (yj plus vowel.

1//. !
, 'u-n ' o-n
, ' , ,, ' ,
, ', ' ,
[na-n a-n ... nu-n , ' yu, ... no-n
, .,
... nt-n 1-n 1 ... n ' e-n
, ' ,]

-- ... -- ... -- ... -- .. . -
(Note that hard consonants do not generally occur efore the vowel (].) ---+
Now perfonn this exercise, avoiding superfluous () where there should not one, and striving
for vigor in [] when it is present.

IV. j //1!
From the point of view of the structure of the language, Russian has set of hard and soft con-
sonants, but the orthography does not have separate set of symbols for the fifteen soft consonants.
Instead the softness of the consonant is most frequently indicated means of set of five additional
vowel symols, making total of ten vowel symbols:
38
"Hard series vowel" symbols:

"Soft series vowel" symbols:

But you must rememer that this terminology is for the sake of convcnience only-the hardness is
characteristic of the consonant, not of the vowel.
h "soft scries vowcl" symols indicate the consonant [] plus vowel sound only when thesc !lym
bols come at the eginning of word, after another vowel symbol, or aftcr the "soft sign" symol, :
... ... ... ... ...
[ ... tvaya ... payu ... payot ... yest ... p'yit]
(h symol does not indicatc [) efore the vowel, as do the other "soft vowel" symbols.)
When the "soft vowel" symols follow consonant directly, they do not symbolize the presence of
[); they merely indicate the softness of the preceding consonant. You will need to careful to avoid
superfluous [] in such cascs.

... ... ... ...

' , ... no
', ... nu
[na ' , ... n1,,. ... ne
',]
When an independent [] follows another consonant, this will indicated most frequently the soft
sign symbol etween the consonant and the following vowel:
... ... ... ...
[n ', ... n 'yu, ... n ' ' ... n ' 1, ... n ' ')
(Although uscd in materials prepared for teaching Russian, the symol is almost never used in ma-
terials prepared for native speakers----one simply knows from experience when the sym.ol stands
for [i:/yi:] and when it symbolizes [6/].
The production ofthe soft dental stop sounds [t'] and [d') follows the same principles as that ofsoft
[n']-the middle part of the tongue is raised vigorously toward the hard palate, providing wider area
of contact than in the casc of the corresponding hard consonant. Rememer that the contact must
firm but very brief. Americans often pronounce instead of [t'] the comination [ts] or sound similar to
that at the eginning of'children'. Similarly they replace [d'] with [dz] or the sound at the eginning of
'judge'. avoid this make sure that the [] is entirely contained within the basic consonant sound and
does not continue after it.

V. j!
[ta-t'a-t'ya ... tu-t'u-t'yit ... to-t'o-t'yo ... t'e-t'ye ... tt-t'i-t'yi]
-- ... -- ... 6-- ... - ... --
[da-d'a-d'ya ... du-d'u-d'yu ... do-d'o-d'yo ... d'e-d'ye ... di-d'i-d'yiJ
-- ... -- ... -- ... - ... --
. 7->t1 ...
[t1-1 "d'' d'' d
sa""-1 1... ... om-1 om
..1! "d' . ... 1"d' t ... st u d'.ent]
-... -... ... - ... ...

---+
Now practice thesc items.
VI. V!
The next drill deals with the soft dental fricative consonants [s'] and [z1- Rememer to move the
tongue farther forward in the mouth than for the corresponding English sounds and to raisc t~e middle
of the tongue vigorously toward the hard palate.
39
VII. !
, t..C. , , , ', ' , , ' , ' , , ' , ' ]"
[sa-s ~-s ... za-z a-z ... su-s u-s yu ... zu-z u-z yu .. .
-- ... -- ... -- ... -- .. .
, ,, ' , , ' , ,,
[so-s o-s ... zo-z o-z' , ... s',e-s' , ... z',-, ... st-s 1.. . :zf-z'i]
-- ... -- ... - ... - ... - .. . -

[sat-s'adu ... sut-s'uda ... fs'o ... fs'em-syem ... fs'e]

-... -... ... - 1 ...
' ''d''
[stn-s 1 1.. . mak s,,tm ... z,,; ... z,.1ma, ... muz',]
-... ... ... ...

In the next exercise the soft consonants occur at the very end ofwords-e sure to keep the [] con-
tained within the asic consonant and do not allow superfluous fricative sound to follow the con-
sonant.

VIII. )'!
[on-d'en' ... stakan-fstan' sat-s'at' yest-yes't' syest-syes't']
- ... - ... - ... - ... -

[zvan'it-zvan'it' mat' dat' znat' p'at' z'd'es' xat'et']

-irr ... ... ... .,. ... ...
[s'id'et' p'et' p'it' xad'it' g6s't' yes't' s'es't']
... ... ... ... ... ...
(Note that when [s] or [z] stand efore [t'/d1 they too are softened assimilation to the following con-
sonant.)
--+
IX. VIII!

D. Stress Dynamics and Vowel Quality (continuation)

In this exercise some of the items have three syllaies, with the acoent on the last syllaie. Remem-
er that in Russian the seoond-strongest syllaie is the one just efore the main accent~o not put
secondary stress on the first syllaie (as you would in English). (ln the examples where the Russian is
written as two words, the first word is preposition, which must read together with the following
word.)

1. !!
[pat~m-p;tam~ ... zvan'~-p;zvan'~ ... akn?-nno .... zav?t-n;zavotJ
- ... - ... - ... -
[m;gaz'in ... muzikant ... kakoy-n;kakom]
... ... -
[z'in; ... n'in; ... noviy ... kn'ig; ... nov;y; ... payil ... payot ... maks'im]
... ... ... ... ... ... ...

1 h so-called "hard-si~" symol serves the same purpose as would the "soft sign" etween
consonant and vowel; it 1ndicates the presence of []: [syem].
40
 [stud'ent ... stat'ya ... stud'entk;]
... ...

. Review Exercise on IC-3 and IC-1

1. j !
3 1
[fs'e] [fs'e] "Everybody?'' "Everybody."
- ?-.
3 1
[ad'in] [ad'in] " ?'' "."

- ?- .

[id'Jt] [id't] "ls hefshe coing?'' "He/She's ig."

- ?- .
3 1
[an'i] [an'i] "Is it they?'' "It's they."
_ ?-.
3 . 1
[zvan'it] [zvan'it] "Is it ringing?'' "lt's ringig."

- ?-.
3 1
[stat'ya] [stat'ya] "Is it article (i agazie)?" "lt's article."
- ?- .
F. Developing Smoothness in Prases and Sentences
While practicing the following items strive for smoothness and avoid pauses witbln phrases and
sentences.

1. !
[akno] [n;akn'e) [kn'ig;] [tvaya kn'ig;]
........

widow the widowsi/1 book your book
(tvaya._.kn'ig;._.n;akn'~)
.
Your book is the widowsi/1.

[stat'y:] [tvaya._.staty:) [et;._.tvaya._.staty:)

? ? ?
article? Your artic/e? Is thistyour article?
[noviy......stud'~nt] [et;._.noviy......stud'~nt]
3
[stud'ent]
? ? ?
studet? new studet? Is this w studet?
41
Practice the following items until you know t~m heart.
/. j !
2
1. - ? "Who's at h?''
1
.

"'s at h."
3
? "Is Nia at h?''

[n'in~.......dom~]
1
. "Nia's at h too."
2
2.- ? "Who's sigig?''
1
- . "/' sigig."
3
: ? "Js i singing'!'
[maks'im]
1
- . "Maxi's siging too."
3.- 5 ? "Who's that?''
- i. "That's t."
. .
- 3 ? u
"Is he w studet?''

[on.....,.noviy.._.stud'ent]
1
-. "Yes."
2
.4. - ? "Who's that?''
. "That 's Zia."
[z'in~]
- . .
.
3 ?
"Js she w studet?''

[ai.....,.nv~y~.._.stud'entk~]
1
. "No."
5. ~? "Are you w stlet?''

[vt.....,.nviy.......stud'ent]
1
-. "Yes."
2
? "What's your ?''

[kak.......vazavut] 1
1
. "i."

1 Since the words are read without pause. the [s] joins with the following sound to form long (z].
42
 6. - i? "Where's Nina going'!'
[kuda.._..id'ot.._..n'in~]

- . "Nina's going h."

2 ?
7. - . "Where's book'!'
[gd'e. . . . maya.._..kn'ig~]
1
- . " Your book 's the windowsi/1."
[tvaya.._..kn'ig;.._..makn'e]
8. - i? "Is this your articler'
[et~......tvaya.._..stat'ya]
1 1
- , 1 . "Yes, (it's ) article."
3
9. - ? "Is this your article'!'
1 1
-, 1 . "Yes, ine."

10. - "Are Maxim and Nina singingr'

3
?
1 1
- , 1 . "Yes, they're singing."

II. ! 2
2 4.- ?
1. - ?
. ~ 1
-
.
.
. - .
2
- ?
- J? 1
1 -.
- .
2 ?
. 3? 5.- .
2. - .

- ,
1
1

.
1 - ~.
3 . .
- -r
3 ...
- ?
1
1 -.
-.

3. - ?
2
6. - ~?
- . . 1
- 1
.
.

3
- ? 7. - i?
- ~ . - . ~ .
43
 .8. - ~ ? 12. - i?
-
1 .
,/.
1
-
1
.
'
9. - ~ ? 13. - i?
- 1 1'
, 1 . - i, / i.
- ~ ? 14. i.
-
u
.
1
1 ' 1
15. . .
10. - i?
- 0 .. .
11
.
. 16. ?
2 '
17,.. ' 2 ?
.
11. - ?
1
- .

1/l. ! Read with Russian accent. ( Remeber the rules of word dynamics
in Russian.)

~



:

WREN ASSIGNEN

11
..
!

U s, - .

IW li

v

.~ t!Jj
1 :r r X1t

J ~ :;-;,
Notes on the fonnation of c:ertain letters:
1. h letters and 1 do not nn occur at the eginning of words.
44
 2. Note the steps in the fonnation of , and :. Note that : () must always preceded
very sma\1 hook at the line.

J .9 p_9Cf 11! .2 .9 !l
3. Although the two dots are seldom printed the letter i in materials for native speakers and
seldom used in their writing, it is good idea for the student to write them in, at \east during the early
\essons. This vowel symbol occurs only in accented position and an accent mark is never written
over it.
4. careful not to confuse the writing of and :J. Make certain that the first bas round k
and tbe second has an indentation in the back.

:z 31
5. Note that and the lower~se are not loop letters and are no tatler than the \ower-case vowel
letters.
,

6. Note that is written as two opposing half-circles, not crossing one stroke with tbe other.
7. Note that the word (1) is capitalized only if it egins sentence.
- ? - .
-Kro r? - AIOii IIIIIUI.

-lfmn Z.ho ,,, ODLllL.

. .
r NOJt N/INII. tlrr:r

~ .J.l& "U.l,, 3no rpatc"k

- ? - oom.
- Kro noir? - t111
u AHII nor,

-1f'mo {l()jjm ?- 1/Jo& v/

Jl 0010. - ? - .
Jl . - Kro ecr ? - .

/L., 11.0.-& -. 'F ?- -. r 45

 :? .
11 etiC r? w.

/fm" k ~? & ~
11811& MocDy.
llNil ,...., td)l MOCkey.

.Jla.z no.n.tL -ew"' / ~

ASSIGNMENT:
1. Write fu~l line of each capital and lower-case letter.
2. Write each sentence three times.

LESSON IV
. The Soft Laial and Laio-Dental Consonants
In the case of the laial and laio-dental consonants, palatalization is sb'mewhat simpler than in
the case of dental consonants, since the tongue is not involved in the asic articulation. Rememer,
however, to make sure that the tongue is in position for the [] efore the basic articulation egins.

/. !
[ma-m
, 'r
a-m ' , ... mu-m
r 'r
u-m ' yur ... mo-m
r
o-m ' r ... m 're-m ' r ... m1-m
'r r
1
'']

-- ... -- ... -- ... - ... -

[m '.as~ ... m '.es t ... m 1ma ... m ,,us]
... ... ...
[-'-' ... --' ... pu-p'u-p'yil ... -u-'u]
-- ... :--... -- ... --
' ,,-'
[- ' ... '- ''- ''
... ,,
- '' ' ,,1- '1' ... i-'''
... prp 1- 1']
-- .. . -- ... - .. . -- ... --
[p'at ... ab'.et ... usp'.ex ... p'it'-b'it' p'yu-b'yu ... p'y6t-b'y6t]
.. . .. . .. . - ... - ... -
[fa-ra-rya ... va-v'a-v'ya ... fu-ru-ryu ... vu-v'u-v'yu]
-- ... -- ... -- ... --

46
 [fo-ro-yo ... vo-v'o-v'yo ... re-v'e ... fi-i-yi ... vi-v'i-v'yi]
-- ... -- .. . - ... -- ... -- ...
[sv'et ... vmaskv'e ... riz'ik ... gatf-gator zavot-zav'ot-v'yot]
... .. . .. . - ... --

. h Soft Velar Consonants

In the case of the soft consonant already leamed, the basic place of articulation did not change
during palatalization. In the case of the velar consonants the place of the basic articulation is moved
farther forward in the mouth. This is natural since it is difficult for the tongue to strive toward the
back of the mouth and the front of the mouth at the same time. This should cause no proiems for
Americans, however, since we do the same thing--say 'keep coor, oserving the position ofthe tongue
for the two [k] sounds. The one at the eginning of 'keep' is consideraiy farther forward that the one
at the eginning of 'coor.

/. !
[k', ... ge
', ...
', ... k''1 ... gt
,, ... xt'']
.. . re .. . .. . .. . .. .

[pak'et ... k'em ... k'ino ... k'iosk ... p~mag'i ... kn'ig'i ... s't'ix'i)
.. . .. . .. . .. . ... .. .
[x'im'ik-x'im'ik'i ... riz'ik-riz'ik'i ... naga-nog'i]
-... -... -r
When pronouncing the following items rememer to keep the articulation of [n] firmly on the teeth-
do not let it stray to the back of the mouth.

Il. !
[blnk-vblnk'i ... d'en'g'i]
- ...

. Unaccented Vowels (continuation)

1. !
[m:as~-m'is~oy ... m:est~-m'ist~ ... ya-yizik ... yey-yiyo ... yivo]
- ... - ... -11 ... . - ... r 1
In unstressed syllales Russian has only three vowels, [i/i], [], [u]. In unstressed syllales following
soft consonants (including [], which is soft the very nature of its articulation), the system is reduced
even farther. The vowels [] and [] in this position are replaced the unstressed vowel [i]. lfyou have
mastered the dynamics of Russian stress and the principles of palatalization, you should have no
troule with this-the reduction in vowel sound is natural result of the interplay of these two factors
within the sound system of the language.

II. - !
[m'as~-m'isnoy ... ya-yizik ... p'at'-p'it'i ... d'es'it' d'ev'it' pam'it']
- .. . - ... - ... ... .. .

1 Not the spelling here. This is special ending you will leam later.
47
 ,. t' , , ... Yl"-:0
, ... m,.tn,,, ... t''b''
[ m,,,esw-m
+-
1s ~ ... -~ 1 !1... s'
1 . .. . yimuj
-... -... ... ... ... .. .
[ s 1m .. . 1S 1gd' ... znayt
,. ' , &':. ,. ' 't ... v''d''t'
1 1 s,.1m,,1... vos
, ,.1m']
... ... ... ... ...
An exception exists when is written at the very end of word.' In this case the vowel is pro-
nounced [::~].

1//. ft!
['tm' 3 ... d''d'
3 ... t''t'
3 ... s,.IVvun
~ '3
}
... ... ...

In unstressed syllables in English it is possible to pronounce either [::~] or an unaccented [i] without
changing the meaning (in such words as 'Episcopaf, for example). In Russian grammatical endings is
pronounced as [::~] when unaccented. It is important that the student able to distinguish etween [i]
and [:J] in unaccented syllaies, since this can make ditference in meaning.
--+-
IV. ft!
.
[on_v}

''d''t
.-.
1 .. . an'i v'id'3t]
.. .
he sees they see

[on_k~p'it .. . an'i kup'3t]

: ...
'.- he wi/1 they will

[kn'ig3
, .........stoit
, ... kn'ig'i
, .......,stoy3t]
, the book costs the books cost
...

An exception to the general rule aout the quality of unstressed and occurs when these are the
very first letter of word. In this case one always pronounces the unaccented [], not [:J], no matter
,how far in front of the accented syllable this may .
V. j ft!
[aftamat ... af~zavot ... astanofk3 ... apt'im'ist]
... ... ...

D. 1 Intonation of Incomplete Questions Introduced

the Conjunction (IC-4)
h fourth intonation contour should not difficult to produce, since it is very close to the
English contour in questions without question word. h problem will in avoiding the use of this
contour where it is unsuitable, since using it in regular questions in Russian will give them non-neutral
tone, indicating emotional overtones such as diselief, uncertainty, surprise. In Russian IC-4 occurs in
only one type of neutral question-incomp/ete questions (i. ., questions missing either subject or verb)
which egin with the conjuction (which is the equivalent of contrastive 'antf).
In IC-4 any syllables efore the main stressed syllable are pronounced at the speaker's mid-level.
When the accented syllable is the last syllable, the tone rises gradua//y within this syllable. lf there are
syllables following the stressed syllable, the stressed syllable has lower than mid-level tone, and the rise
occurs in the following syllable(s). h vowel of the accented syllable will longer tha is usual in
either case.
48
1. !

_J - /
? ?
II. j !
4 4 4 4 4
[.....,vi] [a.....,maks~im] [a.....,fxot] [a.....,et:)] [a.....,n'ina]
? ::? ? :? ? ?

. ne "Fiap" or "rilled" Consonant [r]

1. !
[pr~vda ... pras'i!' zaftra ... frilkti ... dobriy .. . urok]
... ... ... :: ... .. . ::
[zdar~f ... v'~kt:)r ... sprt ... park]
... :: ... ... :
The Russian ..flap" or .. trilled" consonant [r] is vcry similar to the consonant in the middle of 'et
ter'. The tip of the tongue vibrates against the alveolar ridge (just ehind.the uppcr teeth), but it
farther forward than we pronounce [t] in English.
h flap sound differs from the [t] in word such as 'talf in that the Iatter is controlled articula-
tion. Although we are not eonscious of it in normal speech, we can consciously control the various
stages of its pronunciation and make the sound longer delaying the release. In the casc of the flap
sound it is impossiie to controJthe sound onoe the muscular impulse has n set off, and the contact
cannot madc longer-this is allistic articulation. As when one throws all, the tongue is hurled
with such force that it cannot stopped until it ounces off the alveolar ridge. (h impulse can re-
peated, but each individual ..throw" is uncontrollaie once it has n initiated.) h numer oftimes
the tongue tip strikes the alveolar ridge varies from speaker to speakei' and depends upon the precise-
ness of speech at given moment and the position within the word. Listen carcfully during the exercisc
and imitate the native speakers or your teacher as closcly as possiie. (lt is ctter to attain one good tap
than to overdo it attempting multiple trill unless the latter comes easily for you.) --+
careful when pronouncing this sound not to let the tip ofthe tongue tum up toward the roof of
the mouth-make certain it is aimed directly at the aiveolar ridge ehind the uppcr teeth.

Il. !
[stra-s'istra ... tra-utra ... zdra-zdrastvuy ... pazdrav'it']
- ... - ... - ...
[rana ... tramvay ... v'era ... stro-stroit ... tro-mitro]
... ... ... - ... -
[roza ... urok ... stril-s'istril ... tril-trildna ... drilk ... rilsk'iy]
... :: ... - ... - ... ... ::
[stn,- s't's'";:
..... ... na..-
u;" ... s'"~
""ny ... za'fitra ... spras''t'
1 ' d ]
prav
- ... ... ... ... ...
[frilkti ... katoriy ... brat ... dobriy ... nav'ema ... v'ikt:)r]
... ... ... ... ... ::
[nom'ir ... park ... tort ... sport ... t'iatr]
... ... ... ...
49
4-1022
F. The Soft "Fiap" Consonant [r']
h soft [r'] is also vibrated or "tap" sound, but in addition to the basic articulation the middle
part of the tongue is raised toward the hard palate. This gives the tongue more restricted range of ac-
tion and makes it more difficult for the American tongue to deliver the required allistic articulation.
Also, since the air passage is reduced, the sound may seem somewhat fricative. You must, however,
careful not to allow fricative sound to replace the required tap of the tip of the tongue.

1. !
' tr' ' ... t ru- t''
[tra- r .. . tro- , ,,1... ra-r
' t r' ' .. . tro~-tr ',... ru-r
, ',u J
- ... - ... - .. . - ... - ... -
, ' ...
[ro-r , , ,,1... r ',... rat-r
ro~-r , ' at , ... r ' , d~m ... g~var' at ' ' ~tJ
' ... k ur
- .. . - ... ... - .. . ... .. .
[kur'i ... g~var'i ... kur'it .. , smatr'et' tr'et'iy ... s'igar'et~]
... ... }' ... ... ...
[vr',em' ~ ... ro-r , ',o-r' , ... uro, k ... fi,.1r', t ... s,.1r' yozn~
, ... v',eru-v',er' u]
.. . -- .. . ... ... .. . -
[kur'u ... g~var'u ... d'v'er'i-d'v'er' vyinvar'e-yinvar' t'ip'er']
... ... - ... - .. .

G. Additional Uses of IC-2

1. .!
[d~br.fy._..d~n']
! Good day! ( eeting)
--\
!

[dobr~y~._,Jt~]
! Good orning!
-- _,,
!

[d~sv'idin'i~]
! Good-bye!

'_,
2
[zdrastvuy] 1
! He/lo! (familiar) 2 !

[zdristvuyt'i]
! Hello! (polite) 2

1 Note that one ofthe letters which is written is dropped in the pronunciation ofthese forms. Rus-
sians normally use such greetings only upon the first encounter of the day, not on each following meet-
ing.
2 Familiar forms of address are used in addressing memer of one's family, close friend of
about the same age, child, or an animal. Polite forms of address are used to other persons or whcnever
more than one person is addressed.
50
 2
[spas'ioo]
! Thank !
2 2
[prast"it'i] or [izv'in 'it'i]
! ! Pardon / 1

2 2
[n'in~ 1zdrastvuy]
, ! Nina, hello!

[aii~.._..p'itr5vn~ 1zdr~stvuyt'i)
, ! Anna Petrovna, hello!

variant of IC-2 is used in greetings and similar polite formulas, and when addressing pcrson
name. ln this variant of IC-2 thc strcssed syl\a\e is pronounced at higher level than in the asic va-
riant and thc tonc falls within thc accented syl\a\es (but does not fall as far as in IC-1).

/1. .V 1!

. IC-3 in Requestioning
lf spcaker rcpcats pan or all of question ecause thc answcr has not n heard clearly, IC-3
will uscd i11 the repcated question, no matter what the intonation of the original question was. (We
do something similar in English, so this should eause no difficulty in Russian if the studcnt has mas-
tered thc sharp rise of IC-3.)

/. (' !
1. - J ? 3. - ~? cigarettes
- ~. ~.
3 3
-? ?
1 1
--. ,

~?
2
2. - ? 4. -
[ft'i~tr] to the theater
1
. - .
3 3
? ?
1 1
. .

1 These forms arc uscd only if asking forgiveness, not when excusing oncsclffrom thc t\ or Jeav-
ing room.
51
4*
1. Reew Exercise the Contrast etween IC-3 and IC-1
/. !
[e~,__d'id'~J [e~._.d'id'a]
- ? "Is this (your) /?" - . "This is () /."
3 1
[eta,__z'in~] {e~,__z'ina]

- ? "ls this Zina?'' - . "This is Zina."

3 1
[et~,__kn'ig~] [e~._.kn'iga]

- ? "Is this book?'' - . "This is book."

[e~,__p'is'm] [eta,__p'is'm]
- ? "Is this /etter?'' - . "This is /etter."
Il. j ! ! Leam heart!
Rememer to strive for smoothness and for lack of superfluous pauses.

1. - i?
- ~,/ i. . [t't'a] "This is () t."
3
-?
1
- .

2. - [yiyo] i? "Is that his ?''

-
1
, 1,
.
, 1
"No, that's his l

- ? "What's his ?''

1
-.

3.- ~ ?
- . [makmiy] "That's an acquaintance ofine." (.)
- ?
- .
. 1
.
2
- ? "What is he?''
1
- . [x'im'ik] "He's cheist."

4.- ~ ?
1
- . [makomaya] "This is an aquaintance of ine." (f.)
2
- [yiyo] ? "What's her ?"
52
 1
- .
2
- ?
1
- . [iz'ik] "She's physicist."
2
5. - ?
1
- . (z'd'es']
(== ; is more conversational in tone.)
4
- ?
1
- .

6. - J?
1
-.
4
- ?

- . 1
.

7. - ~? "Are these books?"

1
-.
4
- ?

- . [gaz~~] "That's newspaper."

8. - ~?
- . [fk'in] " the ovies."
4
- ?

- .
9. (zdristvuyt'i]
- ! "//."

[dobrny:).._~trn.._v'ikt:)r] 1
- }', ! "Good orning, Victor."
- J? "Is Anna Petrovna at home?''
1
-.

1 Note that when the greeting comes efore the n there is only one syntagma. Do not let your-
self tricked into reading pause wherever Russian has comma-many of them are purely formal
device which does not correspond to actual speech.
53
 4
- ?

-
' 1
.

10. [may_m'esta]
- ? ''Is this seat?"
1
- , .
1' ~ '
2
- ?

- ~.
11. - ? [s'igar'~ti] Where are cigarettes?''
1
-- .
3
-?
1
- .
3
12. [tvayi_s't'ix'i]
- ? "ls this your poetry (verses)?
1 1
- ,f.
3
13. [vi_k~r'it'i] [xat'it'i_s'igar'etu]
? ? "Do you soke? Want cigarette?'
2
[spas'iba] [ya_n'i_kur'J]
- ~,/ . . "No, thanks. 1 don't soke."
4
--- ? "How about you?''
l '
- . "/ don 't soke either."
14. [dobriy_ d'~n']
! Good day!
15. [dasv'idin'ia]
! Good-bye!
2 2
16. (pras't'it'i] [izv'in'it'i]
! or ! Pardon ! 1Excuse !

/ll. /l!

1. - :? - 1 1'
, ' ~
.

54
 , !
2
- ? 8. -
~,
, 1
- . -
3 !
2. - ?
3 ?
- 1 ~ 1
, .
1. - .
1 1
2 - ,/ .
- ? 4
1 - ?
- . .
4 - 1
.
- ?
1 1
-. 9. - .
4
2 ? - ?
3.- .
1
1 ~ .
- . 1
~ 1
.
- ~./ .
2 ? 2 ?
- . '10. - .
1 1 1
-. - ,/ .
3
2 ? -?
4.- .
1
..... 1 - .
- , .

3 ?
- .
11. - 2 2 ?
, .
1 ..
1.
1
-. . -
l
B .

3 2
5. - ? -.
1 1
- , . 1 12. - ~, !
2
- ? - ~, !
1
- . 2 2
13. - ! ?
2 ? 1 2
6.- . - . !
1
- . 3 3
1 .....
14. - ? -
, ..,
.
?
1 2
7. - ? - ,/ .
1 1
-. .
4 4
- ? - ?
..... 1 1
- , . - .

55
15. - 5 ? - i ?
- .
1
- . :.
1

3
-? 2.
21. - ?
1
- . - 1 1
- 1
, .
3
.
-?

16. - erg ? - :.
1

2.
- 1
, /' 1

. - 1
1
, .
1
.

22. - i:?
2. 2.
17. - ,/:.:- ?

-
. 1
. -
1
, . 1
1

2.
-.
23. - ~:?
2. 1 1
18. - ? - 1
, :.
1 1 4
- . . - ?
2. 3 ? - 1
':.
19. - ,/ .
4
- ?
- ,
1 /
' .
1
.
3 1
1
.
- :.

20. - : ? 24. .
25. :.
1 /' 1
-, .

IV. !
:


~:




::



:: l(l(
::

::

S6
WRf'EN ASSIGNEN
Note that the soft sign is not loop-letter and is no taller than the lower-case vowelletters. h
soft sign never occurs at the eginning of words. 6

6
- :no? - . - ?
- r tro? - m r. - r ?

- ?- ~.-lf ,?
? -..
twii f')lt? - ll.

~l~?-
- . - ROU ~?
- i IIOtlflll C'l')'t)rt~?
- Ollll

-& " .1L.- tJn.q, ~-

- . - u?
- .. - m NOJI C2WJU1

piiVlllf'.IL?- &...- mJo.r. cnzanzl,?

-, . - r?
- ll, 1/JI. - 1/JI .?

-..$'lkJ.a,:7, .r. lf'U&L?

- .
- Hfl .

-&
- ? -, :no .
- m fl? -/1, tro fl.

-.nw rpotL?-Am ~
ID. MIICCII ~.
uu u . . no&.

3, /tma lliJO'l" UJ/. liDim"

57
ASSIGNMEN:

1. Write half line of the soft sign.

2. Write each sentence three times.

LESSONV

. h Hard Consonant [1]

1. !
[klup . .. xalodniy .. . stalt ... dlga .. . glas .. . Iampa]
... ... ... r .. . r .. .
[61... dat... kup'il]
.. . .. .
The closest English equivalent to the Russian hard [1] is the sound at the end of such words as
'falf, but the Russian sound is even "darker" in coloration. produce the Russian sound correctly
you must place the tip of the tongue very firmly the k of the upper teeth, at the same time raising
the back part of the tongue toward the back portion of the roof of the mouth, where the vowel [u] is
pronounced. (lt is the raising of the back part of the tongue which gives the sound its "dark" col-
oration.) Since both the tip and the back of the tongue are raised, the middle portion of the tongue
forms saddle. The tongue is much tenser than in the corresponding English sound.
The English "dark" (1] occurs only at the end ofw()rds or efore other consonants, while the Rus-
sian sound occurs in all positions, including the eginning of words. avoid confusing the Russian
sound with the corresponding English sound, make certain that the contact of the tip of the tongue is
firm and the back of the tongue is raised very far toward the k of the mouth. ---+

[1]
Il. !
[klup .. . glupiy .. . vuglu ... globus .. . polka .. . dlga]
... ... r ... ... ... r
[kalxos ... xalodniy ... d'iplom ... ploxa ... t'iplo ... glas]
... ... ... ... ... r

58
 [glavniy .. . klas ... kladu ... lam}X) .. . ladn;) ... data]
... ... ... .. . ...
[blla ... sta1i ... u1ipk;) ... b'etiy .. . dala-daJ... znai;)ZDal)
... ... 1 ... .. . - ... -
[yet ... v'id'il... g;)var'il]
... ...

. h Soft Consonant [1']

/. !
[il'i ... kup'ili .. . gul'at' 1'ud'i ... 1'y6t ... fil'm ... apr'el']
... .. . ... ... ... ...
English has rea\ equivalent ofthe Russian soft [1'], the English "bright" sound in such words as
'lit' eing pronounced in quite diferent ashion. For the Russian sound the tip the tongue should
placedfirm/y on the back or the lower teeth. The lade or the tongue (the part just ehind the tip)
touches the back the upper teeth, and as much as possie of the middle part of the tongue is raised
toward the hard palate. The tongue is less tense than r the Russian hard [1] but there must firm
contact. It may help you to leam to produce the sound i you place your tongue in the position just de-
scribed and then let it glide back and orth slightly over the area of contact.
-+

(1']
//. !
[il'i ... p'il'i ... kup'il'i ... vas'il'iy ... v'id'il'i ... yel'i ... s'el'i]
.. . .. . ... ... .. . ...
[s'id:el'i ... b'il'et ... dal'i ... zval'i ... d'el;)l'i ... 1'i]
.. . .. . .. . ... .. . :
[l'i ... l'id;) ... l'es ... l'et;) ... gul'at' n'id'e}';) ... l'ud'i ... 1'6t]
... ... ... ... ... ... ...
[- day-dat' yuk-I'uk ... yot-I'ot ... 1i-I'i-I'yi]
-... - ... - ... - ... --
no-1'6-1'y6 ... la-1'a-1'ya ... 1'6t-1'y6t-1'y6t ... strait:il'i-strait'il')
-- ... -- ... -- ... -
[partrel'i-partrel' ... rul'i-nil' angl'iysk'iy ... xl'ep ... z'iml'a]
- ... - ... ... ...

59
 [kupl'u ... l'ul'u ... rm ... pal'to ... tl'k:) ... skol'k:)]
... ... ... ... ...

. 1 Russian Fricative Consonants [z] and [s]

/. !
[xaZ'Ii ... zark:) ... zal' ... .ztt' p'isu ... sas:) ... ses't' mastn:)]
... ... ... ... ... Clia ... ...
h closest English equivalent to the voiccd Russian fricative [z] is the r at the eginning of such
words. as 'red' if strongly exaggerated. h voiccless corresponding sound is []. hese are sounds with
two focus points (as ,.vas the case with the Russian hard ]- oth the tip and the back part of the
tongue are raised, with saddle in the middle ofthe tongue. producc the sounds correctly tum the
tip of the tongue up and slightly k. at the same time raising the k part of the tongue to the area
where the vowel [61 is pronounced. lt belps if you will set the lower jaw firmly and jut it forward it.

[.ZJ 1[sJ
looking carefully at the diagram above you can see easily why these two sounds have no soft
equivalents-tbey are hard nature. Since the middle ofthe tongue must low, it cannot possiiy
raised to the necessary position for palatalization. eware of the Russian spelling however, for the
"soft" vowelletters , are written after these consonants, as is the soft sign . Whatever may writ-
ten following 1, rememer to keep the consonants hard. When the vowel follows these conso-
nants, it will pronounced [i]. --+
//. !
,., , ... xazu...
[zu .., , sk azu" , ... v,,lZU
" L.O, zon
. "" , "" ,
... za ... za1'] v ,

... ... ... ... ... ... ...

vr k:) ...
[ zar paza
vt:)S...,
- ze
""' ... zens
""' k'1 zt' zt ""'t' zt-na.
v ')

... ... ... ... ... ...

[ska.ztt'i ... mom:) ... num:) ... ka.zdiy ... Zdat' zd'ot'i]
... ... ... ... ...
[7ii-Sil... sa-sas:) ... su ... sutk:) ... p'isu ... usl)
-... -ii ... ... }': ... ...
[x:)raso ... sapk:) ... saxm:)ti ... ses't' mastn:) ... Sistoy]
... n: ... ... ... ...
[sto 1 uila ... bal'soy ... losk:) ... skl:) ... v'id'is ... id'os]
... ... ... ... ... ...

1 Note that the [] in this word is represented different symbol.

60
D. The Intonation of Alternative Questions
Alternative questions (questions containing iwl = or) must pronounced as two syntagmas. h
first syntagma is pronounced with IC-3, the rise being on the key word ofthe syntagma; the second syn-
tagma is pronounced with IC-2.

/. !
'
1' .
3

2 ?

~ 1 ~?
......
.:JTO 3
'1' 2 ?
.

u

'
1'
3 2 ?
.

1 ~?
. h Russian Affricate Consonants [ts] and []
Affricates are consonant sounds having two phases of articulation. h first phase is stop sound,
the second phase fricative sound produced at the same place of articulation. lnstead of the clear-cut
release of stop consonant, the tongue is withdrawn from the point of contact very short distance for
very short period oftime and the air flows through this narrowed passage. It is important, however,
that the two phases form unit, that they pronounced in very rapid succession.
/. j!
[at'ets ... l'itso ... kan'ets]
... ...
[atsa ... d'etsk'iy ... dvat~t kazit~ ... katatsa]
... ... ... .. .
h hard Russian affricate [ts] egins as hard Russian [t], which turns into fricative at the same
point of articulation. Since it is related to hard [t], this affricate will always hard no matter what let-
ter may written after it.
Note in the second line of examples v that this affricate is representCd in the writing system
not only , but also in some cases , :, . Also note that when it occurs after / or in the
cominations -/n.ctl long affricate results. his is produced holding the tongue in position for
the stop phase fraction of second longer than usual.
--+
11. !
[atsa ... atsu ... atsom ... atsi ...
tsa ... tso ... tsu ... tsi]
... ... ... ... ...
... ...
[l'itso ... ul'itsa ... aritser ... tsentr ... natsianat'nas't' at'ets]
... ... ... ... ...
[kan'ets ... tsv'iti ... stsena ... kal'tso ... kantsert ... n'im'etsk'iy]
... ... .. . ... ...
[d'etsk'iy ... sav'etsk'iy ... dvat~t' ktsa ... katat~]
... ... ... ...

61
/1/. !
[cist) ... ... ocin' ack'i uciw ...)
.. . .. . .. . ...
h soft Russian affricate [] egins as soft Russian [t'], which changes to fricativc sound at
the same point of articulation. h sound is always soft, no matter what letter is written after it. In fact,
the Russian sound is softer than the corresponding English sound--rememer to keep the tip of your
tongue ehind the lower teeth and the middle part of the tongue high.

IV. !
[cist;:) ... citat' ucit' ciJav'ek ... ... zacem ... ocin']
... ... ... ... ... ...
[ ... cas ... s'icas ... corniy ... uooniy ... ucu ... kr'icu]
.. . . .. .. . .. . ... .. .
[mal'cik ... kon'cit' pact'i ... cira ... d'ev;:)(:k;:) ... ack'i]
... .. . ... .. . ...
[- ... - ... ci-Cyi ... cu-Cyu ... nocyu ... ... kl'uc]
- ... ,. ... - ... -... ... ...
[doc ... 1vavan;:)v1c ... v' v' ... so-co .. . se-ce .. .
sa-ca .. . su-cu X~-Cv'J)

... ... - .... -... - ... - ... -
[ses't'-ces't' d'ev;:)(:k>d'evusk;:) ... v'et'ir-v'ecir .. . vrat'-vrac)
-... -... -s .. . -

(t'ex-cex ... t'eSD;:)CeSn;:) ... stat'ya-cya)

- ... - ... -

F. h Long Soft Russian Fricative [i']

/. !
-
[ vtr
1s 1...
- ... v,,v,
..",,
y1s
- -
es 1... sVtto
1 at ' d"o'sV']
... ... ... ...
his /ong soft fricative is not counterpan to the hard fricative [s], at least not in the sense in which
other hard and soft consonants form pairs. This consonant is produced lowering the tip of the
tongue and raising the middle part of the tongue toward the hard palate, and it is always long sound.
Note that this sound may represented in the spelling not only but also and at the
very end of word.
/1. !
-
[is'i ...
- - -
s'i ... . v'es'i ... OV;:)S'i ... s'otk;:) ... yis'o ... st-s'i]
... ... ... ... ... ... -
-
[se-s'e ... 8a-s'a ... 8-8' ... 8u-s'u ... v'es'i-v'e8'
- - -
.do8']
- ... - ... - ... - ... -...

G. h Intonation of Requests
Polite requests are normally pronounced with IC-3.

62
/. " ! 3
[fxad'it'i] [~d'it'i]

! i! ! Wait!
3
[sl~s~yt'i] [p'isit'iJ
! Liste! ! Write!
~ 2
(skaz4t'i......pazal~s~ 1 gd'e n'in~]
, , ?

Tell () p/ease, where's Nia?

In peremptory commands IC-2 is used.

//. !
2
[sts;yt'i] [p;dazd 'it'i]
! !

(his use will not drilled actively.)

. Repetition of Question efore Answering

If the person addressed repeats question before answering, this will done with IC-3, and the
main stress will always on the last word, no matter where it was in the original question.

/. !
- ?
- ? 6.
' 2
- ?

- .
' 3 ? .
1

1. The lntonation of Questions Having an lmplication of Request

Questions which are at the same time request (as when filling out questionnaire, etc.). are pro-
nounced with IC-4, the slow-rise intonation.

/. !
4
[vaSi.._..im';]
- ? "r first ?'' (polite address)
1
-.

63
 [~stva] " ( r) patroyic?'' ( n derived fro the father's
-? first n.)

[ivinav'ic]
-.
4
[fa'il'iya]
"(r) last ?''
-?

[ivan~f]
-. "lvanov."
[natsian:l'nas't']
- ? " ( r) atioa/ity?''

[rsk'iy]
-. "Russia."

Repeat the preceding exercise and the following items until you know them heart.

Il. ! !

1. - ~, / __? "What's r , /itt/e girl?'' (fam-

iliar)
1
-. "Masha."
_ _._...
, 3 '?
- "Do have sister?''
1
-. "1 do."
- __. .. 2?
"What's her h?"

- __? i. "What's her ? Natasha."

4
- _? ''d (r) ?''

- ___i."is is Ivan Ivanovich."

2. [paznakJ't'is' eta_y_brat_val'~r'iy]
- ,/ . '' Meet brother Va/ery".
1
-. "Vera."
- ~
.
1
"Va/ery."
64
 2
3. [al'o]
' 3
- ! 1 ...... ? "Hel/o! Anna Petrovna?''
;~!
,..". ' 1
~....... __.. "This is Victor."
- ~,.....,! "Hel/o, Victor."
- ......, 1 ....., "Anna Petrovna, is Larisa at h or
3 ' 2 ?
1 .....,. not?''
1
-. "No."
- '?
..............,.....,.....,.
3
"Do you happen to know, where she is?''
[vins't'it~t'i]
1
- . . . .. "At the institute."
3
-? "Where?''
1
-
........
.
2
" t the institute."
[spas'iba] [fs'ivo xarSiva]
- . ! 2 "Thank . Good-bye."
3 2-
4. [skazit'i......,pazalasta 1 cyi..._..eta__.v'es'i]
- '
, ,
w ,
1 2?
.

"// p/ease, whose things are these?''

- ............,~? ~. "Whose things are these? Mine."
3
5.- __......,-r?"D you speak Eng/ish?''
1
- . "/ do."
4
- .....,-? "And Russian?''
1 1
- . ....... " /itt/e. /' studying Russian."
....... .

6.- .......
3 ' '
.............,? ''Do you know these verses?''
1 4
-. ......,? "Yes. Do you?''
1
- __....... .....,. "/ don't know the."

1 This form of Hel/o is used only on the telephone. Can pronounced with either [1] or [1'].
z This form of Good-bye means literally Best of everything!
65
S-1022
 1
7. .._. (schoo/gir/, pupil)
1
D.._. (stlent, higher education)
.._~. (graduate student)
1
8. .._. (shoo/boy, pupil)
1
.._. (student, higher education)
.._~. (graduate student)
9. .._.._. (teacher)
.._.._~.
10. .._.._.zt~.
.._.._.._J. (teaches in school)
.._.._~. .._ .._.._~.

Word-Study
i- -RIC/-IIIII
npeoouiem.- i11111U1 /-IIIIIUl
.-. /-
i- i /-
(But has only one fonn.)
Note that RusSians are much more careful than we are aout the specific level of instruction-in
English we get along with the word 'student' for most levels of study. In Russian an awkward situ-
ation may result if you use the wrong word.
//. umilme!
1. - , ?
-.
- ?
-.
- ?
- ? .
2.. - , ?
--.
- ?
- ? .
- ?
- ? .
3. - , .
-.
-.

66
 4. - ! ? ! .
-- , .
--- , ?
-- .
-- , ?
- .
- . !
5. - ! , , ?
- ? , .
-. !
6. - , , ?
- ? .
-?
- .
7. - -?
-, .
- -?
- .
8. - , .?
- .
- ?
-.
- ? ?
- , .
9. - , ? ?
- , .
10. - ?
- . .
11. - ?
- ~.

12. - , !
- , !

13. - , ?
- .

14. - , ?
- .

15. -, ?
- .
- ?
- .
16. - , ?
- ? .

s
 17. - ?
- , . .
-?
- .
18. - , ?
- . .
19. - ?
- .
20. - , ?
-.
- , ?
- . , .
21. - , , ?
- ~.
-.
22. - ! .
- '?
-.
- 6?
-.
-?
-.
23. - ?
-, . ?
- .
24. r -.
25. ir )'?
26. ?
27. ?
28. l( ?
29. .
30. .

IV. ! ( Remember the rules of word dynamics in Russian.)

i

68

1111

!










J. Reading Rules
Although the Russian orthography refiects more closely thc pronunciation than is thc case in
English. it is still not truly phonctic rcpresentation of thc spok~n language. Nevenheless, fol-
lowing few simple rulcs one can rcad correctly. any new Russian \\'Ord, provided one knows which
syllae is ac~o."Cnted.
Vowels: Rcmemcr that thc soft \'Owcl symols , , rcprcscnt the co11sonant [] plus vowel
sourid only in the following situations:
1. whcn the lirst letter in word: 11 [yu], [yuk], .1 (yolk;)], ~ [ycm);
2. following vowel lettcrs: [ma}il]. (mayu). ~ (mayo]. ocii (m]:
3. at"tcr thc soft sign or hard sign: cc~il (s'im'ya). ~.-~ (s'im'}u). ~:ii [s'im'yoy].
(s'im'yc). ~: [sycl].
Following consonant symols the soft vowellcttcrs mercly indicate the softness ol' the consonant.
and therc must 1101 an independent (] cforc 'the vowel: ..il (d':id'u). [ziv'om).
Rememcr that () and [) do not normally occur except in accented syllaes. Elsewherc they are
replacc:d the unacccnted varieties of and .
Consonaats: Russian consonants are pronounced hard el"orc hard vowel symbols and soft efore
soft vowel symols and the soft sign (ceil. n.. n.). The hardness or softness of consonant is
an important component of word stem. Rcmemer that when rcad \\'ithout pause word eginning
as
with is pronounced if writtcn with w il' the preceding word cnds in hard consonant:
(vinst'itut'i]. il [iv:in ivan;)v'it). (sin i d). The hard consonant ofthe prc-
ceding word is kept hard pron"<;uncing the proper variantof vowel aftcr it.
Voked and Voiceless Coasonants, Assimilation and DeYoieiag:
V oic:eless n 10

Voiced 6 8 il 1

None of thcse voiced consonaniS is pronounced at the end of word efore pause. The voiceless
countepart is pronounc:ed in this position: (mus]. : ['las'et). <)_,. (a\'ek].
None of these voiced c:onsonaniS is pronounced efo.re vOic:dess consoaant. Thc \'oiceless counter-
part is pronounccd instead: ) [ftaroy]. 8 J1 (fSkOI'i). (sas'etka).
None of these voiced c:onsonants is pronounccd' efore w:ed CODIOII8JII exeept , . , Jl,
and (]. Note that whilc becomcs devoiccd cl'ore voiccless consonants. it does 1t cause preccding
69
voiceless consonant to m voiced: [oilix] (> > ), [gdomu]; but
fsvoy], [kvam].
Certain consonants are always hard or soft nature (due to the manner in which their asic arti-
culation occurs), no matter what letter may written after them:
Always hard: , w, - [zina], [Zivu], [ziv'os], [tsirk].
Atways soft: , , [)- [s'icas], [yii'o].
Some Special Cases
h gcnitive singular pronoun and the genitive singular modifier endings -/- are pro-
nounced with [v] in place of [g]: [yivo], [n'iCivo], [krasnav:~].
h comblnations -, -: are pronounced as if spelled .,.: : [uciis:~], [uciiS:~).
(h consonant here is actually /ong affricate, made holding the tongue at the point of contact for
fraction of second efore producing the fricative portion of the sound.)

. Spelling Rules
The following rules concern spe/ling only and have no effect on pronunciation. Butyou must know
them so well that they m automatic. Otherwise leaming the gammatical cndings of Russian
words will more difficult than necessary for you.
Spelling Rule No 1: Following the letters , , , , w, , (the three velar consonants and the
four so-called "hushing consonants"), the vowel symols: 11, , are not written. ln their place you
must write the corresponding hard or soft counterpart vowel symbol: , , , ,
, , .
Spel6ng Rule No. 2: Following the letter never write , : , . After this letter - is used
in cndings (), but occurs in the roots of some words ( 'circus').
SpeUing Rule No. 3: When adding endings after the three velar consonants t; always add -
whe there is ~tn -q/-e choice: r-, ~r(), -6. (But remem-
er that in the noun endings for the prepositional case singular there is no hardfsoft choice: -
i".)
Spelling Rule No. 4: Whe adding edings after the four "hushing consonants" w, , , and after
,
when there is an -q/-e choice, always add - if the accent is on this vowel, otherwise add -:
- - xopow6, - w6- , - 6, -
.

WRIfEN ASSIGNMENT
L. Most Russians do not close the hump of the letter (i. ., it is not closed circle like the English let-
ter which it resemles).

2f--
ui! !
riir! !

'~.2J"fe ynrwl
70
 ! t! !
! / :lfl!

~fl&/~1~
r .
z IUl .

- ? - .
- J(yt)tl i ? - .

-Dwz. .JJ,m;:t)(IJ,t?- ,{ilf.f.O.

- ? r?
- ? Xorue cuzapey?

-&.~?.~ ~?
-.~k. ~ .i ~-
- .11 u I.II.
- 011 IIOfiiiJI IUIKOIIJI.

11
- ? - . - ?
- el r? -. - Kro OIUl?

-& . ?- 4za. -lim.o l7l1IL?

- :u. - r Ji.ll. - ero ?
- u. - .l.l. - :tJyr?

-~ -Jmo ~~~tL.-Ii:u&
-. - Kro ? - l:.
- Mat:II. - Kro ? - .

..2...1J..,.-!& (J.Z.7& 71
ASSIGNEN:

1. Write one line of the capital and lower-case . 2. Write each sentence three times.
! Review!
Do you rememer all the following words?
!
!
/- ( )
... ?
}' 1 f-
( )
( , - ,
) 1 / 1
1, 1m 11i 1
,

! ( ?,
1 / 1 ... ?)
( ) ( )
( ?) ( -
( ) )
( !)
/
i, , -
,U
1

( )
! ( ?) ( -
! ( ?) !)
( ?)
,
( )
! ( ?)
-:

, , ! First naes
, , , ,
( ... ?) -
f-

( )! !
1

,
( ?)

, , , ( )
! (, -
)

72
 RUSSIAN ALPHABET
Printed ltalic Written Name of Printed ltalic Wriuen Name of
letter type letter letter leuer type letter letter

~, .J[",

~cr.
~"'

IJI

rr :h r Jl[""

J)1 :!1,

~ () t f!Jf/J

f
_

t~ ()

. )((" ~,

3 3 3 31 .. 1t~

lL m

il 7);;, ,
( xpan:oe)
lf", ICa 1.1 "

."" JI () .,

""
i

....lk
., 6 ml
i

~ J

I ()

Jla .i& Jl ()

NUMERALS: Note that some Russian numerals are written differently than their
English equivalents (note particularly 1, 7, 9):

12345678910
1 Does not occur at the beginning of words.
73
 .N! 1 ( )
-

- ?- . .
- ?- . .
- ?- .
- ?- . .
?- .
- ?- .
- ?- .
, .

:
Read . 12-13 concerning the pronunciation of the Russian accented vowels.

.v ! Listen and repeat!

(Rememer the rules of word dynamics in Russian, . 16-17.)
... ... ... ... ... [sto] ... ... ... ... [aiia] .. .
... ... ... ... ... ... ... ... .. .

r.....:
Read . 17-18 concerning IC-1 in statement and . 26 concerning IC-2 in questions with an inter-
rogative word. As you Iisten to and repeat the sentences from this lesson make certain that in state-
ments the tone does not rise efore falling. In questions make certain that the voice does not rise at the
end.

- ? - ?

LLD
a:::D
a:::D
a::D
a::D
D:D
D:D
a:::D
a::::D

- . - . -
- . Nl 1.
- .

6 lesson who what

(.Ni!) this 1that 1these 1those is 1are, it is building, house
i(l) and, too, also 188i apartment, t
= .N!I 1
74
- - ? - ? .
. - . - . .

). .
. .
.

~~\1 ljiti

1 ::AI;
~~
"~1
fl
:sil=
-
. . . . .
. . . .
, .
.

1.1
= this 1that 1these 1those 1is 1are, it is
.
This 1it is Maxim

.
is here

r where & magazine they

here newspaper it
exercise and, but, while, whereas
there he, it letter
book she, it cigarettes

75
1.1 Grammatical Gender

.
.
. .
.

noun is word which denotes person, place, thing, action, or condition.

Russian has three genders, traditionally called "masculine", "feminine", and
"neuter". Russian gender is not logical category, but formal grammatical cate-
gory. All three genders contain words of both animate and inanimate categories.
Gender in Russian is deterinined the ending of the noun in its written form.
Masculine: Nouns referring to male eings and inanimate nouns with no
ending ("zero" ending) and having as their last letter consonant (o-words).
We will sometimes indicate zero ending as follows: ..
Feminine: Nouns referring to female beings and inanimate nouns with the
ending -/-11 (oa-words).
Neuter: Nouns with the ending -/- (oo-words).
. pronoun is word which can substitute for noun (pro + noun). The pro-
nouns , , , replace nouns within their own class. Thus, can the
equivalent of both 'he' and 'it', and the equivalent of both 'she' and 'it'.
The plural pronoun substitutes for all plural nouns or for more than one
noun. ( gender distinction is generally made only in the singular.)
Note how the pronoun forms hold the key to the gender endings:
Basic Ending Spe//ed
. - ., .
- - -, - -/-11
- -0 -, - -/-
- - - -/-

(Capital Russian letters will sometimes used in this course to indicate struc-
tural units of Russian, such as the basic endings. These are based on the under-
lying structure of the language, not on the orthography. For example, - refers to
the basic ending of one type of feminine nouns. In the writing system this may
spelled as - or -, depending on whether the preceding consonant is hard or soft.
The orthography of Russian sometimes makes the grammar system seen more
complicated than it actually is when analyzed on the basis of the spoken
language.
Russian bold-face letters will sometimes used to represent the written sym-
bols of the language.)
1.3 Patronymics
Russians never have "second names" the way we do. Adult Russians with
whom one is not on first-name terms are usually addressed first name and pat-
ronymic. This form suffices for all except the most formal and official situations.
76
Words equivalent to 'Mr.', 'Mrs.', 'Miss' are seldom used (except to foreigners).
Patronymics are formed from the first name of the father. In this lesson we
meet:
, whose father was also named ,
, whose father was named ,
, whose father was named .

For men the basic ending is - (- after soft consonant; if the con-
sonant is -, this disappears, since the first letter of the ending contains []). For
women the basic ending is - (- after soft consonants).
What will the patronymics of and when they grow up?
ln conversational Russian many patronymics are shortened in pronunciation,
so that becomes [], i- []. In your own speech
imitate your teacher or the voices in the recorded materials.

1.4 The Conjunctions ,

.
.
. .
, .

conjunction connects words, phrases, clauses or sentences. ( c/ause is

group of words containing both its own subject-actor and predicate, which
makes statement about the subject.)
The conjunction is like plus sign, joining things which have something in
common. lt is the equivalent of simple 'and'. lt joins compound subjects or
compound predicates, as in the first two examples. lt is used to join clauses which
express common actions, features, etc., as in the third example.
The conjunction indicates comparison or mild contrast, and is the equiv-
alent of 'and', 'while', 'whereas' or mild 'but', as in the fourth example.
Russian clauses in compound sentence must always separated
comma:
, .
, .

(But commas do not separate compound subjects or compound predicates. See the
first two. examples in this section.)
(Exercises)
1.- ?

77
- ?

2. . ...
.

3. (Model): it:.- ?
2. . 3. .
1. 4.
. 5. . 6. .

4. : .- ?
-1. . 2. . 3. .Nil 1. 4. .
5. . 6. .

5. : .- ? .- ?
. 2. . 3. . 4.
1.
. 5. . 6. .Nil 1. 7.
. 8. .Nil 1. 9. . 10. . 11.
. 12. .

6. :- .N'!! 1?- . Ng 1 .
1. ? 2. ? 3. ? 4.
? 5. .Nil1? 6. ?
7. :- ?- ..
1. .Nil 1? 2. ? 3. ? 4. ;
? 5. ? 6. N2 1? 7. ? 8.
? 9. ? 10. .N'!! 1?
8. :- , ?- .
1. , ? 2. , ? 3.
, ? 4. , ? 5. , .N2 1?
6. , ? 7. , ? 8.
, ? 9. , ? 10. ,
?
 9. :- ?- .
1. .J\121? 2. .J\121? 3. Q? 4.
.N!! 1? 5. ? 6. ? 7. ? 8.
N.! 1? 9. ? 10. ? 11.
? 12:. ?
10. : .-u , u .
1. . 2. . 3.
. 4. . 5. . 6.
. 7. . 8.
.

: - ? - ?
- . -. - -
- .

.

- ? - ? - ?
-. - . - .
- ? - ?
-. -.

8ii i! Let's chat.

:t11816. Meet (Get. acquainted)!
: ? = ?
h longer expression is used in asking for clarification of the exact identity or nature of something
which is perceived but about which there is uncertainty in the mind of the speaker. (ln some cases
good English equivalent would 'Just what is ...? 1 What exactly is ...?')
-...? How do you say in Russian ...?

79
- ? ?
- . - .

- - "cigarettes"?
- "Cigarettes" --.
- - ?
- -- "apartment, flat"

ur

11. . : u.

: :
. . 14. - ' ?
. ?.
. ?
?
12. - ? - .
? - .
? - .
13.- ?- .
?-.
?- .
?- .

Katc -rJII? How do you say in English ...?

(Rememer that in Russian the [n] must always pronouced on the teeth, even efore [g], where
we pronounce back [IJ] in English.
80
1.5 Word Study
The sound system and grammar of any language mastered in fairly short time, but leam-
ing new words and how to use them is an activity which will remain for all of the years one studies the
language. Russian and English are oth distantly related memers ofthe Indo-European family oflan-
guages, and therefore there are relationships whic:h may not immediately evident to you. We will
point out to you some of these relationships to help you to recognize and master new words more
quickly.
Some words are immediately recognizale as orrowings, such as , and we will not
bother pointing out such relationships. In other cases there is not orrowing but relationship
through shared Indo-European root: , Latin 'domus', English 'domestic'. Note, however, that
some words which appear similar have entirely different meaning (R 'store' and 'magazine').
We wi\1 also point out the inter-relationships etween Russian words which may not immediately
apparent to you.
When you meet new word, always pronounce it a/oud-this will sometimes help you to recognize
cogn!lte which isn 't immediately obvious on the asi.s of the written form.
.- Basil
- quarters
- /
(cf. preliminary phonetics lessons)

WRII'EN ASSIGNMEN
II/ ll(

Zl,u, ;
Note on the formation of certain letters:
l. Note that lower-case is not loop letter and that it must egin with small hook, just like
, .

2. Note the stroke-by-stroke formation of the letter :

1 : :JII:Jh
3. It is good practice to write smallline under the lower-case . Note also that this letter must re-
tum to the line-it must not end up in the air like the English w.
4. The small tail on the letters , must kept very small-it is not like the loop on such letters
as .
ll(

5. Note that the tail on the capital must tum to the right, in the opposite direction to that ofthe
capital .

1{
81
6-1022
 6. 8 particularly careful when writing the lower-case letters r and . The tirst must have
rounded hump, the second must have squared-off top.
r

, .
w~r., r . v ~

/ J 'D/Lirf'llR"Ch~ :t.,U, 'L

.
ff / ~ J~ /l. ~

(QQ.'F"...c ''If'f~ IIZfJL!1!J.Ll.

, nll, r ?

Ctw.tne,.lJ.I);}J{;(J.~ 't6U IZZ/1:.-Ia?

. ~:
z Q. /l

1.!. fW'41L .:.J 1t.t.

.

:
~ uy'lll R. v

-~~~
~ 1
ASSIGNMENT:
1. Write line of each capital and lower-case letter.
2. Write each sentence three times.
82
 R
(New Words and Expressions)

6

! 6?

l nima

R n JI

D 1
( )
-r ? no-ar

-? ! 1
(
- )

1
(6 6)

 .N"t 2 ()
-

ero . . .
- ?- .
- ?- .
- ? - .
- ?
-. (-, .)
- . (-, .)
- ?- .

i:

. Intonation Contour 3: Read . 34-35 conceming the use of IC-3 in questions without an inter-
rogative word. Strive for very sharp rise in tone on the accented sylla\e and make certain that any
syllales following this rise are at Iow level.

! Listen d repeat!
3 3 3 3 3
? ? ? ? ?
,
3? , 3? , 3
. . ?
3 3 3 3 3
? ? ? ? ?
3 3
... ? ? -
3
?
. Altemative Questions: Read . 61 conceming the intonation of altemative questions (questions
containing i = 'or').
! Listen d repeat!
1 ? 1 i? ~ 1
2 ?
. '

3 /' 2?
. ,
3 /' 2?
.

. Intonation Contour 4: Read . 48 conceming the use of IC-4. Rememer to use it only in in-
complete questions introduced .
! Liste d repeat!
1 4 1 1 4
- .- ?- .... - .- ?-
1 2 ? , 1 , 4 ? 1
.... - . - .- . - .

- 2?'
.- 1
.-

?- 0 .
4 ,t

, i

84
 .
. .
.
. .

.
. .
. .
. .
.

--+ ero .
--+ .
--+
().
().
8
.

.
Ero .
- ?
- i.
- -
?
- i.
- ?
. - i.
- ?
- .
Nina is now at home. - ?
- .

wife m children at home i or

husband sister also, too
er6 [yivo] his brother 1
what is are 1 doing?
daughter () 1 1
c.llfwa is are listening (to)
cwson Q (nina) 8
her i parents 1 1
is are reading
their i now j':.

85
 - ?
- . (, .)
- . (, .)

11
-
-
? \(11~~1~1
. ._
ij 0_
0~
01
_ 01
__ .

2.1. . .
. ... ....
. ...
.
. ...
. .. .
.
2.2. . :.
. ... .
. .
. .
. .
. .

2.~. h Conjugation of Verbs

~ ?- .
- ?- .
Verbs are words which express an action ("to read') or the existence of state or
condition ('to ', 'to live'). Conjugation refers to the way in which verbs change
form to express such relationships as who the actor is, when the action takes place,
etc. Person refers to the subject (actor): first person refers to the speaker(s) ('1',
'we'); second person to the person(s) addressed ('you'); third person to some per-
son(s) other than the speaker or person addressed ('he', 'she', 'it', 'they').
Except for the verb 'to ' ('am', 'are', 'is'), English has no verb endings in
the present tense except the -s of the third-person singular form. Russian has
full set of forms to distinguish the various persons, singular and plural,
in the present tense.
yes not here is/are, there is/are (used / in pointing out things)
no verses, poetry

86
 All four verbs which you leam in this lesson elong to what is called the First
Conjugation. For the third-person singl.llar forms the ending is - (pronounced [it]
when unaccented). The third-plural ending i~ - (spelled - after vowelletters).
2.3
. .... ,
... ,
...

'

- ?- .
- ?- ....
- ?- I.
- ?- .
- ?- .
- ?- .
- ?- .
~ ?- .
- ? 1 - .
- .

As in English, the interrogative is always used with singular verb.

2.4 The Russian Case System

- ?

~. .
. - .
. .
. .

In Englishnouns do not change to indicate their func.tion in sentence (except

for the possesive forms such as 'mother's'). h function of the noun is indicated
word order ('The dog it the . /h it the dog'.) and the use of
function-words, such as prepositions ('', 'to', 'for', 'or, etc.).
Russian has system of endings added to nouns to indicate their functions in
the sentence. This is called case system, and the process of changing the form of
word to indicate case is called dec/ension ( to dec/ine).
In Lesson 1 we were actively concerned only with the noinative case, which
can used for the subject ofthe sentence (the person or thing about which state-
ment is made): . It can also function as the /t in an equa-
tional sentence ( definition or description of the subject): i i.
87
 . The nominative case is the fonn you will nonnally find in dictionaries
and word lists.
In Lesson 2 we encounter the accusative case used as the direct object of
transitive verb. transitive verb is one which refers to an action perfonned
subject upon some "victim"-the direct object, the recipient of the action.
transitive verb nonnally requires ~ direct object for its meaning to complete,
such as 'to give'. the other hand, verbs such as 'to sitting', 'to work', 'to die'
are intransitive.
Nouns of the oO-class (), inanimate nouns of the .o-class (i),
and all plural inanimate nouns have the same fonn in the accusative case as in the
nominative. The same is true offeminine nouns written with soft sign at the end:
. <;)' .
. .

Words ofthe oia-class have in the accusative case the basic ending - (spelled
- /-):
. .
}rI. ;I.
. )' .

Nouns ofmasculine gender with the ending - (spelled /-11) act in the.sen-
tence like masculine nouns, but take the same endings as nouns of feminine
gender with the nominative case in -:
- ?- .
)' .
~)' .

2.4
.

....._

i11 uncle
88
. - ? - ...
- ? - .
- ? -
- ? -
- ? -
- ? - ...
- ? -
.- . - ?
- . - ?
- . - ?
- . - ?
- . - ... ?
- .- ?
- : .Ne 2. - ?
2.5 Word Order in Questions with an lnterrogative Word
When the subject of question con-
1 2 3 taining an interrogative word is pro-
. noun, the subject ust precede the verb.
But noun subject most often fo/lows
3 1 2" the verb.
?

3 2 1
?

U 2.5
: : N!l 1: N!! 2:
. ? ?

il!
1. . 2. . 3.
. 4. .
: . ?
. j ?

!
1. . 2. . 3. . 4.
. 5. . 6. . 7.
. 8. . 9. :. 10.
.

instructor, teacher
1
J

89
2.6 Notes on Individual Words
Note that i, are often used in conversation_ not only of one's own
parents, but also or the parents of one's friends. Note also that these words are
not capitalized unless they egin sentence.
In words still felt to foreign borrowings Russians sometimes pronounce []
in unaccentuated syllales. his is the case in 8..
.N!! 2
.N!! 2.
. Ero
. .
-
?
- ,
.
- ?
- .

- ?
- ~.

- ? ? - ?
-. . -.
- ? - ? - ?
- . - . - .
- . ? - . ?
- . .

- Note that this word often egins sentence in continuing conversation, serving to turn at-
tention to another item or topic.
ll 1i is 1are strolling, out playing 1out walking
?-Nt that in an incomplete question is often an equivalent of 'And how aout ...?'
?- is particle which emphasizes the preceding word. It is always unaccented and
pronounced as one word with the preceding word. possile English equivalent would 'But where in
the world is...?', but more often the emphasis would expressed just tone ofvoice and special stress
on the word involved.
i-f. . 79 ( 6?)

90
- , - . - '[( ?
. r r?
- . - ?
- -
.
- ?
- ero -
.
- ?
!?

. .

2.7
- ?-.- ?- .
- ... ?- .- ... ?-.
- ...?- .- ... ?- .
2.8
. ?
. :r?
:r . ?

2.9
- ? - ?
- :r. -.
- ? - ?
- - ...
- r? - -
?

2.10
- . ?
- .

91
- . ?

?- .
. ?-
. ' .-
'? .. .
. ?- .. .
- .
-
- li.
?
- .
- Oli .
- - .
? - .

2.12 Word Study

When you \ook for relationships etween Russian and English words, it is often more helpful to
look at the consonants than at the vowels, since the vowels changed more than the consonants in the
history of some languages:
-tw ( in Russian word often corresponds to w in Eng/ish)
- brotller (and Latin 'frater')
-lister
a-mother (and Latin 'mater')
CWII-IOD
. -daugllter
6- il!

...,....

(oina)
:i? ei npenoaaiem.
? 6
? ? poirrena
ceilic
8

61
1
y.llie I')'Jii
........

iml
i
w 1j
i
() /-
1
n nJ CWII
.

...
MY:JWIC8
i / i

 .NJt 3 ()
-

- ?- .
- ?
- .
- ?- , ...
, .

m:

Read . 12-13 concerning the quality of Russian accented vowe1s. In this exercise strive for vigor
and avoid diphthongization in the accented vowe1s.

! (Rr the rules of word dyamics i Russian.)

... ... ... ... . ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... -
-

8n:

.
1
,
1 .
1 .
3
,
1 1
.

The use of IC-3 in the first syntagma makes the contrast more emphatic.
!
.
1
,
1

.
1 .
3
,
1

1
.

11' 1
, .

, 1 .
3 1

1
, 1 .
1 3 .
, 1
1
.
1 1 3 1
, 1 . , 1 .
. 11
,

.
1 .
,
31 .
.
1

- ?
- -
. .
- ?
- . .

, id {.m./- teacher (grades 1-10) school

driver (profes.rionaf) . to work

93
 . ?

.

. . .
--
? .
--
.
.

, . . .
. -- ?
-- .

2. -- ;
3. yze
, .
-- ?
-- , . .
-- ?
-- , .(-- , .)

irr. construction worker in, at . pension

1 311 physicist neiiCJI retired
you (fam.) library already
we family no longer
you (/. & /.) I' ( 1j) to live still
IIIICIIj 1- neighbor not yet

94
 :

3.1 - ?
- .
- ?
- .
- . - .
- . .

Speaking of professions, in some cases Russian has separate words for male
and female workers, but in most cases one word serves for both. In referring to
mixed groups the masculine form must used. While there are the feminine
words , , there are separate femi-
nine _forms for , , , .
Note that in Russian is always used of animate nouns, while in English we
use 'what' when asking about occupations.
3.1

- ? - ? - ?
- - - ....
- ?
-

- .
....
- .

-.

- .

- ? - ? -.
- - - .

3.2 hGender of Nouns Ending in -
The gender ofnouns written with soft sign at the end (this is not an ending as
such) must, in most cases, learned when the noun is learned. In the case f
and the meaning clearly indicates gender. Nouns with the suffix -, indi-
cating the performer of the action represented the root of the verb, are always
j-

95
o-words, and their gender will not indicated in word lists: , i,
. You can assume nouns ending in - are oa-words (f.) unless they
have suffix - or unless they are marked as o-words (m.).
3.3 Familiar and Polite Address
, ?
, ?
, ?

Russian has two equivalents for 'you'. h "familiar" (related to the ar-
chaic 'thou') is used in addressing member of one's own family, close friend of
about the same age, any child or animal. It is normally used for those whom one
would address first name or familiar form of the first name.
h "polite" is used for all plurals and in addressing one person with whom
one is not on such familiar terms. lt must used when addressing person first
name and patronymic.
(Since can used for either polite singular or any plural, there may mo-
ments of amblguity in oral drilling- should the student answer with or ? Un-
less otherwise clear from the context, either is correct. But for the sake of simplici-
ty the following convention is suggested for use in purely oral exercises. h stu-
dent should answer question containing using . Likewise, if the question
contains , the student should answer , although may also correct.
3.4 h Present Tense of First-Conjugation Verbs
- , ?- . .
- , ?- .
- ? - .
- , ?- .
- , ?- .
- i ?-
.
- , ?- .

Russian has only one type of present tense:

= 'Nina readsfis readingfdoes read'. (Note that Russian does
not use helping verbs such as '', 'do' to form the present tense.)
ou now have the forms for all persons, singular and plural, of the present
tense of first-conjugation verbs.

- - Ending Spelled Basic Ending

- - -/- +-
, \ - - -/-m soft cons. +-
- /- soft cons. +-
- - -f soft cons. +-
- - -f- soft cons. +-
- - - /- +-

96
 (Remember the use of the "soft series" vowelletters to indicate the softness of
the preceding consonant, and that [] and [] occur only in accented syllales-in
unaccented syllales after soft consonants both are pronounced [i). Also rememer
that is always pronounced hard-the soft sign at the end ofthe -form has no
phonetic meaning.)
Note that the consonant efore the endings of the , , , forms is al-
ways soft (ifit has soft variant). After vowelletters always write -, - (not -,
-).
All of the verbs leamed in Lesson 2 have the stress on the stem and are conju-
gated just like , ...
Here we have case where the spoken language is simpler than the written lan-
guage, and the orthography misleads us. Actually all of the verb stems we are
dealing with here end in consonant. The orthography makes it seem that in the
verb - the stem ends in - and the ending is -. In reality the consonant
[] in - elongs to the stem:
= + [rabot;Jy-u)
= + [rabot;Jy-is]

The infinitive is the verb form which has no reference to person or time (in
English it is usually preceded 'to': 'to live', 'to work'). It is normally the dictio-
nary entry form. Most .Russian infinitives have the ending -: , ,
, , , .
Unfortunately the infinitive is not the most useful form to start from, for it
sometimes fails to reveal what consonant comes at the end of the stem in the present
tense. herefore in this book you will given basic for1Jis, from which you can
make any form needed (including the infinitive): -, +,
+, JI +, +, +. In some cases the basic form is
an actual form of the verb, such as -. In the other cases given here the basic
form is an abstraction, from which actual forms can made adding the
proper endings (the + means that an ending must added in order to obtain
an actual form of the verb).
consonant which comes before the infinitive ending - is normdlly lost:
()- =, () + =, etc.
(For couple oflessons you will given both the basic form and the infinitive
of new verbs. When you have become accustomed to this system, we willlist only
the basic form in lesson word lists. In the book-end vocabulary infinitives ~re not
given if they would stand alphabetically next to the basic form (i. . +,
). They are given in cases like -, .)

3.4. .
1. . ? 2.-
. .?-, ... . 3. .
? 4.- ?- ... . 5.
.1\! 3. ?
6. ... . ... .N"!! 2. ...
.N"!! 1. ... . ... ? ,
... ?

97
7-1022
 7. ... . ... ?
... . ... . ... .
... ?
8. ... . .... ... , -
... . }' ... .
9. ... , -
... . ... , ? ... , ?
10.- ... , ?- ... . , ?
... ?- ...
3.5 Verb Agreement with Compound Subject
.
.! 3 .
compound subject is one consisting of two or more nouns or pronouns. Nor-
mally verb with compound subject is in the plural, but if the verb comes efore
the subject, as in ~he second example, it may agree with the nearest noun or pro-
noun.
3.6 The Prepositional Case
- -?
? ?
()
.
. _
- J? . _
() . _
.
.

. .
With the exception of the nominative case, most Russian cases have uses both
with and without preposons. The prepositional case derives its name from the
fact that it is never used without preposition. Its major use is to indicate /ocation
when used with the prepositions ('in', 'at')and ('on', 'at'): , iiCII'Ij
e, .
Remember that before adding endings, any previous ending word may have
must removed. The basic ending for th~ prepositional case is - (the consonant
before the ending will softened, of course, if it has soft counterpart). For most
nouns the ending is spelled -, but for nouns which have -- written just before the
ending (actually the stem ends in []) the ending is spelled -:
- , - .
3.6
1. (). 2. ().
3. (). 4. ().
98
5. (). 6.
( .N2 1). 7. (). 8.
_ ( NQ 3). 9. ,
().
3.7 The Negative Particle
, .
, .
, ..

The negative particle immediately precedes that part of the sentence which is to
negated. While this will often the verb (as in the first example), it may also
other parts of the sentence.
3.8 Reading Rules and Spelling Rule No. 1
Review carefully the reading rules on . 69-70 and learn spelling rule No. 1 on
page 70. Knowing the spelling rules so well that they become automatic will make
it much easier for you to learn to spell the words correctly, and they will m
increasingly important as you learn to put endings on words.
3.9 Notes on lndividual Words
- - , . -
? .

- ? - , .
- , .
- ~ ? - , .
- , .
The use of and can become confusing (particularly when used with
negation) ifyou think in terms ofspecific English equivalents. It's best to think in
terms of the ideas expressed: indicates continuing status, more of the same;
indicates change of status, new situation.
Note that the pronoun is not capitalized unless it begins sentence.
1 is used of teacher in elementary and secondary educa-
tion (grades 1-11) or of teacher in non-academic setting (such as music
teacher who gives private lessons); 1 is used in
higher education to refer to teacher ofnon-professorial rank. (American children
sometimes address their teachers as 'Teacher'-the Russian equivalents are never
used as forms of address.) Russian students address their teachers first name
and patronymic.-
3.10 The Use of the Dash
- . - .
, .
.
As you are aware, Russian does not use an equivalent of the verb 'to ' in
equational sentences in the present tense. In its place dash is often used when
both the subject and the predicate nominative (the complement in an equational
sentence) are nouns. lt is not used if one ofthem is pronoun and tends not to
used if the predicate nominative is preceded negation.
99
7*


. .N!! 2.
s . .N!! 3
: . - .
. ,
. . -.
.
- . .N!! 2.
. . .

, ? - ?
. - .
? - ?
, . --.
- . .
- ! ?
- . ?
- .
- -
?
- , .
! .

- .N!! 3? - ?
-. - , .
- - -
? ?
- , . -.

- ? - ?
- , . . -, .
- ? - ?
-. - , , -
- ? .
- . -
- ? N!! 3?
-, . -.
- ? -.
- . , - - .
.

() your U'am.)
(/. ) t phone conversation(s)

100
 - , -.
! - .

3.11. - ?
- .

? ?
?

3.12. Replace the italicized words with words in parentheses at the end of the exer-
cises.
- ?
- , . , .
( , , , )
3.13. - ? - , .
- , .
?-, .-,
- ?-, .-, ...
- ?-, .-,
- ?
- , .
- i?
- ... , .
?
... , .
?
... , .
, i.. Come in, please.
- . "Thank you."
-. "Don't mention it. /You're welcome" (Note that i. is polite for-
mula with more than one meaning.)
101
3.14. -- N9 3?
--.
- ?
-, .
.
.

(r-, - , -
).

3.15. ( or ).
- ?
- , . .
?
, . .
?
, . .
~?.
, . .

3.16. ?
?
?
?
?

?
?
?
?

3.17. Word Study

--iigrh, etc.
,
:--ntins the two roots for 'new' (novelty) and 'Sieria'
-,
cpoe--<:onstruction
-
-shl, scholar

102


, . R
n: n
i :

! j-

, :
- () + () ,

() j -

?
j-
 N!! 4- ()
I

- ?
- MOR (, , i) .
.
.
.
() ,
.
.
.
- , ?
- , ,
.

m:

Read . 12-13 conceming the qua1ity of [6] and [U]. In this exercise stress lip-rounding. Remem-
ber the ru1es of word dynamics in Russian.

!
... ... ... ... ... ... ... ... ...
-

ri

Pronounce the foowing sentences as one syntagma, without intema1 pause. Do not allow the tone
to rise efore it falls.

. !

-. N!! 3.
-. ~.
When declarative sentence is spoken as two syntagmas, the first syntagma may pronounced
with either IC-3 or IC-4. IC-3 is more common1y used in lively conversational Russian, IC-4, in more
formal style.
Pronounce the following sentences as two syntagmas, using IC-3 in the first syntagma.
. !

~- 1. : 1 N!! 3.
J- 1. : 1 ~.
,

104
 ? ?
. .
. .

-
?
-
.

. . .

. ,
. . .
. ,
.

, , , whose? in the evening

1
, , , my mine ji + (j) to have 1eat supper
. () briefcase ICOI".i when
1
, , , your yours (jam.) :wi+ (n3,!11) to late
1
, , , our ours , rest home
1
, aiwa, aiwe, iw your yours (pol.) (i. . resort, vacation center)
in the morning + () to rest, vacation
1
3+ (3) to have eat breakfast (neck)tie
1
in the aftemoon daytime iw shirt
+ () to haveleat dinner, dine JJ (over)coat

105
- i , ?
- , , -
.

- , ?
- , .

4.1 The Possessive Modifiers

This/ It IS book.

_.
w ? ? ? ?
_
_

_

_
_

The third-person possessive modifiers , , do not change their form

(since they mean literally 'of him', 'of her', 'of them'). The remaining possessive
modifiers must agree in gender with the thing(s) possessed (not the possessor).
h endings for these modifiers are the same endings that appear on the third-
person pronouns:
_- zero ending, _
- basic ending - (spelled -/ -)
- basic ending -0 (spelled -/ - 1-)
-si ending - (spelled -/-)

Masculine nouns of the -/ - class function like masculines in the sentence and
require masculine modifiers: , .
Note that , keep the accent on the stem, while , have the ac-
cent on the endings (except, of course, where there is zero ending).
As with the verb, the orthography hides the fact that the final [] of the mascu-
line forms is retained throughout, but is represented differently in the spelling:
= + , = + .
In your pronunciation certain to distinguish clearly between (one syl-
lale) and (two syllales, with accent on the ending).
The root of the interrogative possessive is - [-], and the in the mascu-
line form is just "fill" vowel needed to make the word fully audile in speech
when there is no ending. Again we see how the various ways of spelling [] can ap-
pear to make the system more complicated than it is.
+ () to know ecause n/ - calmly, (un-)
why how
106
 Possessive modifiers are frequently omitted when the "owner" is clear from
context:- ?- ./ .
4.1
. , .
.
.
.
, ?
?
?
?
, .
.
.
.
, ?
?
?
?

. , .
... , ... . ... , ... .
, ... . ... , ... .
... , ... . , ... . ...
, ... . ... , ... .
... , ... . ... , ... .
... ? ... ? ... ?
4.2 New Verbs
All new verbs learned in this lesson conjugate just like + :
+, + , +, +, + , + .

4.2
... ...

l. ... ... }' ... . 2. ...

. ... ... . 3. ... , }' ... -
.... 4. ... ? ... ? 5. J\1
... , ... }' ... . 6. ... ?
7. .... 8. ... , . 9.
... , ? 10. ... 11. ...
. 12. ... ?

107
4.3 Complex Seteces
- ?- , .
- ?- , .
- ?- , .
- : :?- , .
- ?- , .
- ?- , .
Questios cotaiig interrogative word icorporated ito state-
met with modificatio. I this case they m dependent c/auses. ( depen-
det clause is which does t itself express complete thought.) Remember
that all such clauses must separated from the rest of the st comma.
But i this type of st the comma is purely formal requiremet-i most
cases the st is read as sytagma, without pause.
I such seteces the iterrogative word retais relatively strog stress and
ofte has t writte over it (cf. first example).

~, . You do't kow what he's reading.

:, ? You do't h to kow what he's read-
ig?
Questios cotaiig iterrogative word also icorporated ito
st as indirect questions. The questio mark here refers t to the de-
pedet clause, but to. the whole st (d i this example the itoation cen-
ter is the word ). Such seteces are ormally read as sytagma, with-
out pause d with the t t risig agai followig the itoatio ceter ii:J. the
first clause.
. , 1 already kow (that) Papa's at home.
.

h word serves t l as iterrogative word, but also as conjunc-

tion equivalet to 'that'. I this case the is ever accented (d is proouced
[st:)]). I English we frequetly omit 'that'. But i Russian it is omitted l i very
colloquial speech d the studet must get ito the hait of icludig the .

4.3
:- ?- , .
1. ? 2. ? 3. ? 4.
: ? 5. ? 6. ?
7. ? 8. ?

4.4 im, ?
I polite requests for iformatio or aid Russias tend i coversatio to e
gate the verb i the mai clause. The Eglish equivalet might 'You do't
to kow ... ?'

108
4.5 Word Order
Adverbs are words which modify verbs, adjectives, or other adverbs. They
aswer such questions as 'how', 'when', 'where'. Russia advers most frequently
precede verb which they modify: . Placig the
adverb after the verb puts special emphasis it:
.
Sice Russia has many grammatical endigs, word order used for dif-
ferent purposes tha in Eglish, where it must used to indicate the function of
the words in sentence. In Russia word order plays an impprtant role i indicat-
ig the most importat, the new iformation in the sentece. There is strong t
d for the w iformation to come at the end of the sentece. It is important
for the studet to learn to use the correct Russia word order, particularly in
aswerig questios-if giving full aswer, put the known iformation at the
giig of the aswer, followed the new iformation. (Normally in short
answers only the w iformation is given.)
- .NQ 2? - ?
- ( 1- 2 ) - ( ) -
. .N!! 2.
But remember that word. order and intonation are closely interconnected. If
one uses intonation tomark logical stress~ it is possiJe to put the new information
earlier in the sentence:
- 1- 2? - ~ (
.NQ 2)
As you see, the new information receives the strong stress, wherever it comes in
the sentence.
4.6 AssimiJation of Consonants
In earlier lessons you have seen examples of the devoicing of normally voiced
consonants at the end of words or efore voiceless consonants ( , ,
). In this lesson you see the first example of the reverse procedure, the voicing
of normally voiceless consonants before voiced paired consonants: [oaix]
( > > ), and similarly in .
Voiceless consonants are not affected following consonant which does not
have voiceless counterpart, , , , , [] or before : , , ,
, .
4.7 Adding Endings to Words Ending in -
Before adding endings to word written with soft sign at the end ofthe nomi-
native case, the soft sign must dropped (remember this is just an indication of
the softness of the consonant): , . soft sign within the stem
of word is not dropped: , .
4.8 The Use of the Comma (continuation)
In English in series it is possiJe to place comma before the last item. In
Russian comma is never used before the last item ifthe conjunction is present:
, .
, , .
109
 4.9 The Use of Individual Words
-Nt that the second word does not change form:
(since the expression means literally 'house of rest'). The expression does not
refer to an old folks' home or nutsing home, but to resort or vacation center.
Part of all of the cost of vacation at such center may bome the worker's
union. Husband and wife do not necessarily vacation at the same time, as we see in
the story in this lesson.
oea-Russians normally dine sometime etween noon and two or three
o'clock, and this is the largest meal ofthe day. Supper is generally simpler meal
and does not include the soup course, which is considered almost oligatory for
dinner.
_ &_ = 'to late'. Sometimes Russian verb may correspond to
~ verb plus adjective or adverb in English-a further reminder ofthe danger oftry-
ing to translate word-for-word from one language to another. (ln the future we
will use this Jittle figure to remind you ~ot to attempt to translate word-for-word.)

. . ,
i. , . , .
, , . .
, }' , . ,
. .
. - i
. , , , .
, ... !

:
- , ?
- , N'!! 2.
- , ?
- .
- , ?
- .
- ?
- .

110
- , ?
- .
-.
- .
- , ?
- .
- , ?
- .
- ?
- .
- ?
- , .
- ?
- .
- , .
- , . ?

? ! ,
. , . ,
! ,
.
-.

.

4.10. . - , ?
- .
-.
- .
( N2 4, , , N2 3, N2 1)
. - , N!! 2?
- i .
( N!1 3- ,
-)

...? il. Pleased to meet you.

l1l
4.11. - , ?
( , , , )

4.12. . - ?-, .
- ?- ,
- ?- ,
. - ?-, .
- ?- ,
- ?-,

. , - ,
. , ... ... , ...

4.13. - ?
- . ?
- .
- ... ?
- .
- ?
- .
- ... ?
- .
- ?
- .
- ... ?
- ... , .

4.14. - , , .
-.
- .
( -, -,
- )

4.15. Ask your classmates questions about where they and their parents live and
work, when they take their meals, etc., but restrict yourself to the words and
forms you know.

112
4.16. Word Study
-, day. Sometimes root may appear without vowel in some forms, with vowel in
other forms (cf. , ).
it +, -{v] and [u] are close\y related, not only in the development of Russian, but
in the history of languages in general.
, , aoe-lnterogative words beginning with ac--are related to English inteogative
words beginning with wh. The first letter of r is just the voiced counterpart. The in , ,
is the resu\t of palatalization of the .
nope-portfolio

i

8 + () i
ili + ()
+ () i

+ () /
+ () i
r im. ji + ()
 .N"t 5- ()

-.
-. .
-, .
.
- ?- .
, -.

Rememer that in unaccented syllales is replaced the unaccented varieties of (cf. . 16, 17).
Unaccented is pronounced [i). Rememer the rules of word dynamics in Russian.
!
... ... ... ...
... ... - ... ... ... ... -
...
... ... ... ... ... 1
...
r81111:

In this exercise read the sentences as one syntagma, without pauses. Do not let the tone rise again
after it falls. The longer the sentence, the faster the unaccented parts will read.
!
? ? ?
, ?
, ?
, ?
, ?
, ?

-.

-r. .

iu -.
.
~= 1
.
.

, l :sw the Russian language

-il- tospeak, talk, say ariiacii :Jl
+ () to understand j311i :Jl
:s8+ (:s) to study )-)' (in) French

114
 -
-
n--r

.
\
.
-..
-
-
-
-

. : -.
. -.
. ? -.
. : . 1
. - .
- .
. 11 .
tt.

- - .
. . - .
: . - ?
.- . - -.

\Vindow .-ilt- pc1ssengcr

..- cnpiuiai + (cnpiW11118.) to ask
pjm...i 1 Russian o1aeii + (.) to unswer
n aepiiiCiule /li
AJPOtirr 1 thc statc airline) ,-
.airplane

115

 .
.
-.
.

: -?,- ,
-.
, 1?
- , ().

5.1 The Second Conjugation: --

Basic En~ing Spe/Zed

soft cons. +- -/-
soft s. +- -

soft cons. +- -
-
soft cons. +- -

soft s. + - -

soft cons. + - - /-

Russian has only two classes of conjugation. Most verbs with the suffix -- (in-
finitives in --) belong to th~ second conjugatio, while verbs whose stem ends in
consonant (+, +) lg to the first conjugation.
For second-conjugation verbs the infinitive serve as the basic form, but
you must remember to drop the vowel suffix -- before adding endings (
+). The final consonant of the stem is soft in the second conjugation in //
forms, if the consonant has soft variant (while it is sometimes hard in the first
conjugation--y, -).

5.1
1. ... -? 2. -, ...
. 3. ... -. 4. ...
)'? 5. -, ... . 6.
... -?

Paris / about, concerning (whomfwhat)

j/ j Frenchmanf-woman . (interrogative partic/e)
xopow6 well (adv.) i+ () to think
but - ..? What do you think ...?
#< .6 f 1
- , . 1 think so not.
116
5.2 Nouns, Adjectives and Adverbs of Nationality and Language
- . - .
- . - .
- . - .
While Russian uses nouns for the male and female members of other national
groups, the words for 1 Russian' are actually adjectives-serving as nouns. (Adjec-
tives are words which modify or qualify nouns.)
, -.
1 speak, read and understand Rssia.
]l. 1l.
1
I'm studying J know Rssia.
The form - is an adverb, answering the question 'how?'. lt is used with _ _
verbs such as 'to speak', 'toread', 'to understand', 'to ask', 'to answer'. The phrase ~
1 is an adjective-noun phrase serving as direct object of the transitive
verbs 'to study', 'to know' ( What do you study 1know?). English usually does not
make distinction between language as direct object and as means of communi-
cation (how).
5.2
: (Eglish) (Eglish).-apuca
u 1 u -u.
1. (Eg/ish), . 2.
(Russia), ... . 3. (Rus-
sia), .... 4. (Frech)-o . 5.
(Rssia) (Eglish).

5.3 The conjunctions ,

, ~ .
-, .
, .
, -.
, .
The conjunction expresses copariso or mild contrast (first example),
while is used to express restrictio on some statement (second and third
examples), or something which is cotrary- to expectatios (fourth example).
The conjunction is used of mutually exclusive items (as in the last example-
Nina cannot doing both things at the same time).
5.3. (l).
1. , ... . 2.
-, ... . 3. , .
4. , ... . 5.
, -. 6. ,
. 7. , ... -. 8. ,
. 9. , .

117
5.4 Hard & Soft Stems, Adding Endings
In the case of vers we saw that the final consonant of the stem was softened
some endings (-vs. ). Also the stem ofthe third-person pronoun shows
change from hard to soft in the plural (_ vs. -),
In nouns and adjectives, however, stem must kept either hard or soft
whenever possile throughout the declension. The hardness or softness of stem
refers to the quality of the last consonant of the stem. Examples of hard stems:
_, r-, -. Examples of soft stems: ()., -,
- ( + 0). (Remember that the soft sign at the end of noun is
not an ending but simply an indication of the softness of the consonant, and is re-
moved before endings are added.)
Hardness or softness is an important characteristic of the stem and must re-
tained adding the appropriate hard or soft vowel symbols:
.-- .--
---- ---
--- ---

Always remember, however, the spelling rules: .--, ---.

Also remember that in the prepositional case there is no choice-the ending -
softens all those consonants which have soft counterparts: .- -.
5.5 Th~ Nominative Plural of Nouns
The basic endings for the nominative plural of nouns are:
o-words 1 o6-words -
oa-words - (spelled -/-) (spelled -/-)
. - - -
. - - -
- -
- -
?- -
- -
Many feminine l}ouns with accent on the ending in the nominative singular and
many neuter nouns shift the accent in the nominative plural. Of these you know:
--- ---
--- ---
------
Some masculine nouns, including , , have afi/1 vowel which oc-
curs only in the form with zero ending, but does not occur in other forms where
the vowel ofthe endings helps to break up the consonant cluster. The reaJ stem can
considered -, -. The plural endings are regular: -1,
-. (Cf. the fill vowel in ). help you recognize the fill vowels, they will
indicated in word lists as follows: .
few masculine nominative plural nouns have the ending accented -:
.--, .--, .--

118
 There is also small group of masculine nouns which have the ending - (not
always accented) but which also have the stem extended in the nominative plural:
_--, _--, _--

h noun ecomes soft-stem noun in the plural: .

Two feminine nourts, and , form separate class. ln all forms except
the nominative singular they have longer stem: _-, --.
(Note how the full stem makes these two words much more obvious as cognates of
the corresponding English words.)
Words offoreign origin which Russians still feel to borrowings and which do
not have what Russians recognize as regular masculine or feminine endings do not
decline, that is, they do not change form to show case or number, but have one
unchanging form: - - , i- ,
- .
Study hint: Do not try to learn the plural forms as abstractions-make your ear
learn them for you using the recorded materials until the forms become second
nature to you.
Review Spelling Rule No. 2, on page 70.
5.5
. : , .
1. , . 2. , ...
3. , .... 4. , .... 5.
, .... 6. , .... 7. , ....
8. , .... 9. , ... 10.
, ... 11. , .... 12.
, ... I."Q , ... 14. ,

. Use nouns in parentheses in the p/ura/ form.

1. , ()? 2. , ()?
3. , ()? 4.
, ()? 5. ,
ero (). 6. , (). 7. ,
()? 8. , ()? 9. (
). 10. ()?

5.6 The Preposition 1 = 'about' 1'concerning'

- ?- .
- ?- {) .

This is the third preposition used with the prepositiona1 case. Before wordse-.
ginning with vowel sound (written with -, -, -, -, -) the variant form must
used: , , , . (Note that this variant is
not used before words beginning with those vowelletters which include the sound
[]--, -, -, -: .)
Note the prepositional case forms of the interrogative pronouns: , .

119
5.7 The Prepositional Case of Feminine Nouns in - and Nouns in -i.
- , ?-,
.

The prepositional case ending for feminine nouns in - is spelled - (thus the
form is the same as the nominative plural for these words).
Nouns in - have the prepositional case ending spelled just as do those ending
in -, -.
5.7
: ( .N2 5).- Ng 5.
1. ( ). 2.
( )? 3. () ( )? 4.
( ). 5. ( ).
6. ( .N2 5). 7. ().
8. () , .( )?
5.8 Word Order, Adverbs (continuation)
ceiiac .
ii .
1.
-, .
- ?- .
- ?- .
The most usual position for an adverb is before the verb. Placing it after the
verb puts special emphasis on the adverb (fourth example). But within context the
placement of the adverb will depend on what is the given and what is the new in-
formation in sentence (fifth and sixth examples).
5.9 Word Order Accompanying Quoted Speech
: .
,- .
When the words indicating the speaker come after the words quoted, the verb
must come before the subject.
Note that in their printed form Russian quotation marks differ from those
used in English. In handwriting the forms are similar to those in English, but are
reversed in sequence, and the first pair are placed at the bottom of the line of
writing:

.lnrm ~-~~~~
5.10 Indirect Speech and the Interrogative Particle
: ?
, .
: ~?
120
 , .

, .

.
.
: 3
.
?

, .

, .

: ?
, .

, .
, ~?
Questions containing an interrogative word can incorporated into sen-
tence as an indirect question similarly to the way it is done in English.
lfthe question does not contain an interrogative word, it is turned into an indi-
rect question means of the interrogative particle , which is placed after the
word in the question which receives the strong sentence stress represented the
intonation shift (IC-~). This stressed word is p)aced at the beginning of the indi-
rect question. The result is the equivalent of an English clause introduced
'whether' (or 'if = 'whether').
In colloquial speech an indirect question can made simply means of in-
tonation (cf. the last example above).
5.10 1
. :- ?- , .
1. ? 2. ? 3. ? 4.
? 5. ?

. :- ~?- , .
1. ' 3.?
2. ' 3 ?
. '
3.
u ' 3?
. 4. '


.
? 5. '
-.
u ? 6. '
.
, ?

7. i? 8. i -? 9.
~? 10. - i? 11. i?
12. -~?
. Turn direct questions into indirect questions.
1. : ?>> 2. :

~? 3. : ~? 4.
: ? 5. : -


-.
? 6.
:

? 1. -
.

121
~: ? 8. : ?

9. : J? 10. :
?>> 11. : ~? 12.
: ?

5.11 The Use of Individual Words

ailcJJ-Remember that Russian [n] must always pronounced on the
upper teeth--do not allow the following back consonant to draw the [n] to the
back of the mouth, as in English.
-The consonant cluster at the eginning ofthis name is found in Russian
only in borrowed words. ln Russian it is pronounced as two separate consonants,
just as it is written.
-This is still felt to borrowed word and the consonant [d] is
normally pronounced hard.
l:-Nt that in declension this noun has the accent on the endings: .

-?

: . ! 5.
, .
.
-, - ,
. -
.

: :
. ~
. : ,
-?>> ,- .
. ? . -.
-?" . .
: , : ,
. : . -, ...
. ! -!

i3 + () to tell (narrate) :
then, afterwards r, ni:. Would you like ciga-
rettes?
122 only, just
 :
- , -i,
-. ?
- . -, .
I.

- -?
- , -:, -
- -.

- ?
- -.

-, , -?
- , , -.
.
- , -?
- , -, .
hi. .

... ?
- , ?
- .N!! 5, .
-.
-.

- , , , ?
- .N!! 2.
-.
-.

- ?
-, .
- 1
-.

6 6
-!
- ? ? ?
- , ? , .
- .
- .N!! 4?
-.

:i , IIO-IICIIic , - (in) German

il w, -il
little 1 iik:. Here (you are).
123
- , , ?
- , 8..

5.12. - -. ?- -
-.
- -. ?- ...
- r. ?- ...
- - -.
?- ...
- -. ?- ...
- r. ?- ...
- -. ?- ...
5.13. - ?
-, .
- !
-.
- !
( , )

5.14. - , , ?
- .
-.
- .
( .N!! 5, .N!! 3, .N!! 1, )
5.15. - u, , . ?
- . 2.
-.
- .
- ... , ?
- , .
- ... , ?
- , .
5.16. - !
- ? , , u ?
- , .
-.
- .
( - , ~-)
5~17. - - , , , naccaup, etc.?
- - ypa-magazine.

, i:... Tell (me), please ... ri... .his is ... (speaking) (used h)
! (used h)

124
5.18. Find out from your classmates and teacher what languages they know and
how well they know them.
5.19 Word Study
--ir tleet
---
+ --, ,
oo--oculist (window = wind-eyi:)
--nt(gn)
+ -!

/
ii ::. + ()

-ii ii, !
! ( )
--
+ () w + ()

, .? 1. , ii.

, /. 2.- i?-,
/
+ () .- .
j'i
+ ()
-j'
-

i i
113blK
-

+ (8)

IIblK /
l
-
-
ii
-

1ci6 . 1.
- ( 1-5)

REVIEW LESSON
1 (LESSONS 1-5)

Nouns and Tbeir Declension

You know the three genders ofRussian nouns and the basic endings which characterize them in
the nominative case, as well as the use of the pronouns , , and as replacer pronouns:
Mascu/ine-(o) zero ending (i.e., stems ending in hard or soft consonant with ending).
Feminine- () asic ending -, or stem ending in soft consonant with zero ending and written
with -
Neuter-(oo) basic ending -0 (spelled -/ -).

.
_
.
.
.
.

few masculine nouns referring to male beings end in - (spelled f -11): oii n, oii ir.

You know how to differentiate hard and soft stems and how to add endings to them.
The plural () basic endings are: Masculine and Feminine -, Neuter -.
You know Spelling Rules 1 and 11, which are asic to the proper selection of the written form
when adding endings to stems.
.- - -
.- - - n
.-- -

ou know the irregular plurals:

.- .- .--
.-il .--il .-
. - .- -- -

You know that some borrowed words (which do not have recognizaie masculine or feminine
Russian endings) do not decline, i.e. do not change form for numer or case: - ,
- , - .
You know that some nouns have fill vowel which is present only in forms which have zero
endings: _- , i_- .
You know that Russian nouns decline (change form for case), and know the following cases and
their uses and the corresponding endings:
Nominative case: . .
Accusative case: il, r-.

126
 Prepositiona/ case with the prepositions 1
, , : . &.-
0 ?- .- ?- 6.

Pronouns and Fomw of Address

Personal pronouns: , , , , , , , oit.
Interrogative pronouns: , .
ou know how to use familiar and polite fonns of address.
Rememer that is used of animate nouns in all situations:- ?- :i.
You also know that the interrogative pronouns always require singular verb:-m ril.-
i?

Posseaive Modifien in Nominative Singular and Plural

_

_
_ li
, _ ero, , ,
_
_
_

Rememer that possessive modifiers are often omitted when the meaning is clear from
context:-Ko ?- n.

Vers and Their Conjugation

You know how to fonn the present tense and infinitive fonns of verbs from the basic form:
- () + () --




i
li

Negation
You know how to use the negative particle : . .
. , . , .

Advers

ou know the adverb.f: , , , , , , , , 1

-, , , , , , , , .
You know that adverbs most frequently precede the verb they modify, but may found in other
positions for special emphasis or due to context.

The Demonstrative Particle

You know the demonstrative particle :- r?- .

Numerals
You know the numerals and adjective-numerals:
127
 1 -
2 -
3 -
4 - "
5 -

Cojunctions

You know the conjunctions , , , HJJR

. i:, i . ,
. ,. . -, .
- iuJ -?

Comp1ex Setences

J~ .1\! 2.
.
r .
.
() , orit .
.
.
.
.

, .
, JJH -.

Word Order
You know how to use proper word order: (1) putting the new information at the end (particu1arly
in answering questions); (2) in questions with an interrogative word ( i:Jiae? JJ
?); (3) i the explanatory words accompanying quoted speech ( : .
>),- roopil .)

Punctuation
You know the use of the comma, the dash in equationa\ sentences, and the Russian form of quota-
tion marks.

Expressions .Containig the Names of Languages

You know how to express /anguages as direct object ( f rJJ ::.)
or as means o.f communication ( -.).
Converstional Expressions

ou know the following expressions used in introducing \ and getting acquainted: -

,... i.
Russians answer the telephone with: CJJjwa.
knock on the door Russians respond with: , JJ!
Russians express thanks and respond to it with:-Cacio.-oiJJyica.
iJJ, in the proper context, also mean "Here you are.":- ?- ,
o.ii.- .-.
Russians ask for information with: , 8Ji,. , , ?

128
 Russians ask for the meaning of foreign words and phrases with: - (-ii
) ?, ?
Russians ask for another's opinion with:-Ka w ,?-, (/).

REVIEW EXERCISES
1. : - , .

!
1. . 2. . 3. . 4. . 5. ero . 6. rn.
7. . 8. . 9. . 10. . 11. . 12.
. 13. . 14. . 15. . 16. .

2. : r, - ?- .
!
1. , . 2. , . 3. , . 4. , . 5. , MJ>I.
6. , . 7. , . 8. , . 9. , . 10. , .
11. , . 12. , .
3. : - ? ()- , .
- '? (.)- , .
!
1. ? () 2. ? () 3. ? (
) 4. ? () 5. ? () 6. ? (
) 7. ? () 8. ? () 9. ? (
) 10. ? () 11. ? () 12.
? ()

4. : .- .
!
1. . 2. . 3. . 4.
. 5. . 6. . 7. . 8. . 9.
. 10. .

5. Ask as qestios as t each of the followig seteces (use ,

, , , , ).
: . n ?
?
n ?
?
!
1. . 2. . 3.
. 4. . 5. . 6.
. 7, . 8. .
9. . 10. : -
? 11: . 12. . 13.
129
9-1022
 . 14. . 15.
.

6. !
1. ? 2. ? 3. ? 4.
? 5. ? 6. ? 7. ( )?
8. () () ? 9. ?
? 10. ? 11. ? 12. ?
13. -? 14. -? 15.
? 16. ? 17. ?
 Nt 6(1)
-

. .
, .
- i?- 61.

:
Read . 69 conceming the devoicing of consonants at the end of words or efore voice1ess con-
sonants.
! (Rr the rles of word dynaics in Rssian.)
... ... r ... ... )' ... ... ... ...

oiQIUI: In enumerations one may use either IC-1 or IC-3 in nonfinal syntagmas.
li!
~~. / ~, / ~ / ~.
k, 1 i, 1i 1 ~.
, / ~, / i / i.
,
,
,
3 / ,
,
3 /3 1
. 1
' ' 1 1 1 1 1
, /, .
1
'
' ,
3 3
, 1 1
3 1 1
.

- -
() ()




.
~
.
,
. . .

, i car
street - (i) to go (wa1k)
- () to go (ride, drive) . 1 streetcar
131
9*
 .
.

,- -- ?
r . ? - .
. - . .

, ,
. .

6.1. The "Going Verbs" (Verbs of Motion) -, -

, ina .
Note that Russians make distinction in manner of motion which we do not
make as consistently in English.
Although - () refers to action under one's own power, if manner of
travel is stressed or contrasted, on foot' should expressed the adverb
w.
With the words which you learn in this lesson for various types of vehicles the
verb of motion used of the vehicle itself is :
. , .
Here's our street. There are cars driving along and people walking (along it).
trolleybus -- to look out the window
(indeclinahle, ) , ,
grandmother on foot
where (dir.) i (, ) alone
home(ward) (dir.) together

132
 When descriing action actually eing observed at the moment of speech, both
of these verbs are the equivalents of both 'to go' and 'to come':
1 . Here s 1There goes Nina.

Both of these verbs are regular first-conjugation verbs, but both have infini-
tives which are formed irregularly. (Remember that the infinitive tends to
the most irregular form of the Russian verb.)
(The verb - is used of purposeful, goal-oriented motion; -i + is used
only of walking for pleasure, 'to out walking.')

6.1
. !J ~
0 0

1. . ?- .
2. . ?- ...
3. . ?- ...
4. . ?- ... ;:::;:=;::;:::::;:::::)

... n,
.

... ... ,
... ?-
. 1. - ?
- , . ?
- ..

? Who else...?
133
 2. - ? ?
- , ... .
- ?
- .
3. - ... ?
- , ... .
- ?
- .
4. - . ?
- .
5. - . ?
- ... .
- ?
- ... .
6. - ? ?
- , . ... ?
- , .

6.2. Location versus Direction

- ? - ?
- . - ;
The Russian grammar and lexical system i:nakes consistent distinction e
tween location and direction, contrast seldom expressed formal means in
English (but cf. the archaic forms 'whither', 'hither', 'thither').

6.2
1
. ( ).
1. , ... 2.
.... 3.... , . 4. ... ,
? 5. ... , .
6.
. : n . n?
. n?
1. . 2.
. 3. . 4.
. 5. . 6. .
7. .
6.3. --
- ?- .- ?-
.
This is regular verb of the second conjugation, but the infinitive has suffix
new to you, --. The accent pattem of this verb is different, however, from that of
r-i-. In the present tense of -- the accent is on the ending in .

134
first-person singu1ar form, but moves back to the stem in other forms. In word lists
and where the verb is presented in its basic form (in an "exp1oded form", with
hyphens etween the component parts) tbls type of accent pattem will indi-
cated in this textbook using the "grave" accent mark ( ). Rememer, however,
that the on1y effective way to learn the accent to word is to let your ear 1eam
it for you.
6.3
1.- , ?- ... . 2.- ,
... ?- ... ,
. . 3. ... .

6.4 Word Order in Answering Questions

- ?- .
- ?- .
The norma1 tendency of Russians to put the new information at the end of the
sentence does not 1 to questions with an interrogative word, since the inter-
rogative word norma11y comes first in the question. But in the answers to. such
questions the student must acquire the hait of beginning the sentence with the
known information, followed the new information. An exception can
made in the spoken language p1acing the strongest sentence stress on the
new information ear1ier in the sentence:
.
- .
.-
? 1
.

But in writing the student should always use the neutral word order, with the new
information at the end.
In similar fashion, if one were to make up questions which would call forth as
an answer particu1ar senteilce, one shou1d assume that the new information is at
the end of the statement:
u:.- ?
6.- ?

6.4
. Answer the questions using the words given in parentheses. Observe proper Rus-
sian word order.
1. -? () 2. ? ( ) 3.
? () 4. ? () 5.
? ( )

. Supply the questions to which the following sentences represent neutral answers.
1. . 2. i.
3. N!! 2 . 4.
i. 5. .

6.5 Familiar Forms of First Names

Just as we do in English, Russians often address members of theis own fami-
1y and close friends not with the full first n, but with familiar form. The
135
Russian name Mawa is the familiar form of . Some Russian names have
more than one common familiar fomi. Following are the names which you
know together with their corresponding familiar forms:
- ~
- -
- -
- - 1
-
-
-

The following names do not have commonly used familiar forms: , ,

, , .
The familiar forms of most masculine names have the endings - 1- in the
nominative case.
Names, including the familiar forms, decline /ike nouns:
? .

6.6 Notes on Individual Words

-Nt the accent! (Do not pronounce the word with the accent as in
the borrowed English word meaning 'head-scarf!)
-lik the English word 'people', this noun is plural only.
(, oii)-This word can used not only in the meaning 'one', but
can also mean 'alone' (and in this meaning has plural):
. .
n .

. N2 6. ,
, . . ,
.
- , ?-
.
- , ,- .
- ?
- , .
- ?
- . .
:
- . , , , .
, .
- , . .
. , ,
. , , .

+ to play (indec/.) subway, metro, underground !

136
 :
- ?
- , . ?
- .
- ! .

- ?
- , , .

- ?
- . . ? !
- -?
- -.
=~~~~~~~, ~ ?

. ~
-.
- .

- ?
- , . ~, ~.- ~n
fih. .
- , , .
- , !
- ? ?
- , .

-, .
- . .
- !
- ?
- . .
-!

- ? ,
.
- .
- ?
- , .
- ?
- . .

bus stop irr . Wait just minute. (/.)

! (fam.) ii,
:piiiC1'8yi (fam.), Jp811C1'8yiie (/.) hello copocirre ask! (/.)
ri...

137
Ynpa...eiiiUI
.7 - , , ?
- .
-.
-.
( , )

6.8 :- ?
-.
- . .
( , , )

6.9 - , ?- ,
?
, 6?- ...
, ?- ...
, ?- ...
, ?- ...
6.10 (, )
! ?
-.
- .
... , ! ?
-.
- .
... , ! ?
-.
- .

6.11 - , , .
- , .
(-, - ,
)

6.12 - .
- ? .
- !
- ?
-. .
-.

( - , - ,
)

6.13- !
- ! .

138
 - , , ?
-.
- r 8?
- .
( , , )

6.14



-r


r

6.15 ? ( )?
? r ( )?
? ( )?
? ?

6.16 Word Study

06-[v] was in origin [u] which came to function as consonant rather than as vowel; cf.
a/so , r.
--, , , r, etc.
epO-orrowed from the French 'metro' ('metropolitaie').
-dl
!-w +
paali-Note particu/ar/y the correspondence etween and English w ('tramway').

w i/i/R

: --

! (,
8i1
roopirr: rooplrr )
61

- () {rr n!
--

w: ?
il! ()
ii()
1 (i)
rpili+ cnpodle!

- (il) dl


()
i

awila
6 wec6i
 . 7 ()
-

- ?- , .
- ?- .-
6m !
- ?- n .
- ?- .
.

Read . 14-15 concerning the 1ack of aspiration in n, , at the beginning of words.

! (Rr the rles of word dynaics in Rssian.)

... ... ... ... ... ... ... ...

{ii-I-5:

!
-, .. - -
xopoudi n!
-.
"'
What good briefcase!
-!
IC-5 expresses an emotional eva1uation and is used particu1arly in exclamations eginning with
ii, .The tone rises gradua11y the first stressed sy11ale and remainsaove mid-level unti1 the fi-
na1 accented syllale, when it falls. The fina1 word may stressed heavily, so that the sentence has, in
effect, two intonationa1 centers.
. !
! ... ! ...
! !
In questions without an interrogative word the 1 of the intonation shift will determine the
answer received.

. !


u

?
.-
,
. (-, .
)
i
3
?-, ~.
1
(-, 1 ~.)
?- , . (-, .)
?-, . (-, ~t'.)
,

140
IW . .

. .
. .

?- .
?- .
?- .
?- .

. . .
.
. .

.

very, very much

kindergarten 6l, -, -, - good
() plant (factory)
-- to hurry
~ i, - -, - =F i
n Oi, -, -, - =F ii
j, -, -, -ie What kind of... ?, What ... ! ai + (JJ) to Smile
ara:Jil store JJ, JJ,
j, -, -, - new

141
 ceiiic ? ( ?)

(5~ 6 --
~ 4 ~ ~
v 3
- .
~ 5 6 ~ 7 6
,
- . ,
, - ,
. .

- ?- ,
. ?
- ?- ?

, . ?
- ?-il ?
. .
- ?-,
.

7.1 Direction vs. Location (continuation)

- . -
- ~ - . - - .
? - . ? - .
The distinction which we observed in Lesson 6 between direction and location
1 1
( , ) operates also in the grammatical system. The preposi-
tions and are used with the accusative case to indicate direction ( ?), but
with the prepositional case for location ( ?).
This distinction is made not only for physical motion, but also in more abstract
concepts: ( ?).
Note also that the following verbs are used with expressions of direction:
.
.

.m. &t? (6i ?) What time is it? ..- () nowhere (/.)

hour IUI)'a () nowhere (dir.)
everybody, all (plura/) IIIIICOa () never
() noody

142
 Whe cotext ivolves both place d evet or activity, Russia uses
two directioal costructios, while i Eglish we ted to thik i terms of direc-
tio to activity located at place:
.
... to work at the library.
7.1 The Prepositios d
, .
.
.
Russia has sigle equivalet for 'to' or 'at' .lt is impossile to traslate these
__ ._
Eglish prepositios directly-you must first cosider the u they are used with. ~
1
h prepositio meas literally 'i ito' d is used i referece to co
taiers, eclosed spaces, cities, coutries, orgaizatios, texts, etc.
h prepositio meas literally 'ft' d is used of ueclosed sur-
faces, such as , JI, or with us ormally used with whe what is
meant is top of: :::r.
As you have s, the prepositio is also used with us which refer t to
place but to event or activity: , , 6. (Wamig:
UIOJia refers to the buildig, t to the classes that take place i it!)
There is extremely limited umer of cases i which must simply lear
that u is used with . Such cases will idicated i word lists as follows:
().
But meas of trasportatio demads (with the prepositioal case) whe
the u is used with goig verb: amime. (Note that di-
rectio is ivolved sice the vehicle is movig, but Mama is located the vehicle,
h the prepositioal case.) Whe such us are used i sese oflocatio
l, with goig verb, is used: m.

7.1-1
.

? ? ?.

. ( - )
1. ... . 2. ...
. 3. ... . 4. -

BIUI lecture, class (at university /evel)

143
 ... , ... . 5. ...
. 6. ... ? 7. ...
.
.

: . .
1. . 2. . 3.
. 4. .
5. . 6. . 7.
. 8. . 9. .
r.
: -. .
1. -. 2. -. 3. -.

. Answer the questions using the words given in parentheses:

-: ? ( )-
.
1. ? () 2. ? (,
) 3. ? () 4. ? ()
5. ? (, ) 6. ? ()
7.3 Adjective Endings in the Nominative Case
- ?_:_ .
- ?- .
- ?- .
- ?- .
make the learning of the adjective endings as easy as possile, you 1ust
learn Spelling Rules 3 and 4 (cf. . 70). Remember also "that in Russian word
structure the vowels / are "hard" / "soft" pair.
Just like the possessive modifiers (, etc.) Russian adjectives must agree with
the noun modified in gender, numer, and case. In the adjective forms which you
are learning now the accent will always on the same syllale.
The basic forms are:
-- (spelled -/), -, -, -, -
if accented - -
-- (spelled -f-) -, -, -, 6-
-

- - (spelled 1
- -) -, -, -, -

-- (spelled -f-) -, -, -, -
-

Note that for the feminine and neuter genders and the plural numer the first
vowel of the ending is the same vowel that we expect as typical of those genders
and of the plural, as seen in the third-person pronouns.
ou can see that if you know. the spelling rules heart you will need to learn
144
only one set of endings for the adjective-if you don't leam them you will need to
learn several sets of endings!

7.3
. :- .- ? !
1. . 2. . 3. . 4.
. 5. . 6. . 7. .
8. . 9. . 10. .
. Complete the sentences supplying the proper endings.
1. ... ... . 2. ... ... . 3. ...
... . ... 4. ... ,
.... 5. ... ... , ... ... . 6. ...
... . 7. ... ... . 8. ... -
. ... .

7.4 Telling Time (to seven o'c/ock)

- ? - .
(conversational)

- ? What time is it? .

(more bookish)

.
.
Now it is two o'c1ock.

7.4
?

G 4


4

(3.00, 1.00, 6.00, 4.00, 7.00, 2.00, 5.00)
(Note that in Russian period is used instead of co1on when time is indicated in
figres.)

7.5 Asking and Answering Question~uestions without an Interrogative Word

In questions without an interrogative word the 1 ofthe intonation shift will
determine the answer received. (Cf. intonation drill on . 140.)
145
10-1022
 7.5
. : - ~?
- , .

1. ~? 2. ~ ? 3. ir
? 4. i ? 5. ~ ?
.Read the fol/owing questions with correct intonation in order to obtain the an-
swers indicated.
1.- .N2 2?-, .
2.- ?-, . .
3.- ?- .
4.- ?- .
5.- ?-, .

7.6 Verbs with the Suffixed Particle -

. . ( + )
Verbs with the pai'ticle - conjugate regularly. After vowel sounds the particle
appears in shorter variant form -. Remember that both - and - are pro-
nounced with long hard affricate: [rs~].

7.6. Complete the sentences supplying the proper endings.

1. ... ? 2. .... 3.-
... ? - ! .... 4. ... 5.
... ? 6. ... ?

7.7 Surnames Ending in -

. .
, .
Most Russian surnames ai'e adjectives in origin and agree with the person(s) to
whom they refer. careful not to confuse the feminine last name with the patro-
nymic in -.
7.8 The Emphatic Particle -
- ?-, . No, nobody is
going to work. (There is not anybody going to work.)
- ?- ,
.
- ?- . .
- ?- r .
Words prefixed with - must accompanied the negative particle , and
usually they immediately precede the negative particle. ( doule negation does
not result in Russian.)
146
 7.8. Answer in the negative using words with the particle .;..
1. ? 2. ? 3.
? 4. ? 5. ? 6.
?

7.9 ? Who goes where in the morning?

lf there are two interrogative words in Russian, they will normally both 1;1t
the beginning of the sentence, while in English one will occur later in the sentence.

7.10 Notes on Individual Words

(cf. text)---This particle is often difficult to convey in English, but some-
times it is the equivalent of 'you know, after all'. (h ability to use such particles
will do much to make your speech sound more. natural and less textbookish.)
ce--Note that the Russian form is p/ural and requires plural verb:
.
-Nt that the accent is always on the ending: , .
-This conjunction must used (and not ) when what it introduces is
natural result of what precedes:
.
- ?
Usually of vehicle itself one uses , but if the route is stressed one should
use .
Jie-Used for " class" at the university level (6 is used at lower levels
or for private lessons).
- . /' in blg hurry.
With adverbs or adjectives this word means "very" But it can also used
with verbs to indicate intensity of action, 'very much' or some other equivalent de-
pending on the specific verb and context.
ca-for location (but ).

. . .
. . ,
. . .
.
N2 3 .
. r.
. , :,- .
. :- .

1
- far girl
ii/- nice (of living being only) always
cepll:Ji /- serious

147
10"
 .
.
? , .
, .

:
- , .
- .
- ?
- . , , .
- ?
-.
- .

- , ?
- , . .
- ? ! .
.
- . .
- ? !

- , , , ?
- .
-.
- .
- ?
- .
- ? !
- ,
, -

?
- . - ,
-. !
- . - .

- .
-. .

. Good-bye.
(neut. pl.) classes (university /evel) (noun) downtown (area)
(/. ) .
[s'ivdn'a] today 1
ii - eautiful, handsome
(partic/e) after all, you know , noiyiica! Pardon me, please.
u probaiy iii. That's . Don't mention it.

148
 , .
-- -
, , ?
-
, .
- , .
-.
- .
-. .
-, .
-, , ?
-, .
-, .
-.
- .
- , . . ,
, ?
- , .
-, .
- .

7.11 , .-u,
?
, .
, .
, .
, .
, .

7.12- , , , ?
- .
-.
- .
( , , )

7.13 - .- ? .
( - , - , -
)
7.14 - . - , ,
... ! .
- . - .
.. .! ... !
! ! ! !

y311iie find out! (/.)

149
7.15- , .
, .
- .
- ?
-. , .
, li.
.
( - , - ,
- )

7.16 1. ? ?
? ?
? ?
2. ? ?
3. 1
? 1
4. ?
? ?

7.17 Word Study

Russian word may have the following parts:
) Root: The part of the -word which ears the basic Iexical meaning:
, -, -
--, -
-, --

) Prerax: An element added to the beginning of the word to modify its Iexical or grammatical
meaning:
-
-r
-

) Suffix: An element added to the end ofa root to modify the lexica\ meaning or to form word
elongig to different part of speech:
----
--)'--

d) Endig: An element added to stem to indicate the grammatical function of the word in the
sentence:
_, -, -
r-, r-, r-
-I, -

) Stem: The root with its prefixes and suffixes, but without grammatical endings:
-
-

-wit
,

\50
 r&--r, r
-, , , etc.
- ( = Faith)
...-, oovelty, new
rR-, ( = of this day)
3!-3i +
~ntr ( There is regular correspondence between and Eng/ish before e/i/y.)
- ( = this hour)

r3R 3ii/
r8 IIDii/-
r I' ? (= -
! r ?)
f --
w cipwi
3i!
i+
! JIOXOi/Be-
38110() - pocirre, 8i.- xopiullii
3RR ( 38HRTHRX) 8ii.

il/- rR
ii
YPQJ( .Ni 8- ()

11118 .
6 .
- ?- .
i. 6.
- .- , i,
.

nu:

Read . 15-16 concerning the place of articulation of the dental consonants , . . particular-
ly careful when pronouncing / etween vowels.

! (Rr the rles of word dyaics i Rssia.)

... ... ...

... ... ... ... ... ...
... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... -

IUI: Review IC-3, contrasted with IC-1.

!
3 1
- ?- . -
,
.
3 ?-
.
1

- , 3?0'
-
. .
1
- 5?- J.
.
3
1 3 . 1
- - .

r?

(jJ . ?
? ?

000 .

.
1
6, l
i announcer
6. 6
a'IRRil+(ca) to start, egin
811 broadcast, pro~am
ICOR'Iil + () to end, fimsh
'lac$1 At what time? (bookish)

152
 Kor ?
?

?
- -
.
.

.
.
~.
.
.
.
. -

.

, , .
.
, ,
- . , ,
- , .
.

, .
,
.
.
:
.

. - , ii
, !
? - , .

? :ili+ to consider (that ... )

11116 (for) long time he wants
. day S therefore
.. Monday ili Let's watch ...
0(11111 Tuesday , , ni right (in one's opinions)
( ) Wednesday chess (/. /)
Thursday rpili +
i Friday ! Let's play! (fam.)
Saturday , ... So ...
Sunday
: television (set)
it: to watch TV
:-li + to appear (perform)
il
:itf- Muscovite

153

.
.

8.1 Telling Time When

- - -
- 1
.
}r ?

? is more bookish and formal than is .?

8.1
. 7 .
. (2 ).
(5 ).
(8 ).

-- to arrive, come ( foot) -- =F --

,w., , D,
rr ten
154
. 1. ? 2. ? 3. ? 4.
? 5. ? 6.
? 7. ?

8.2 Intransitive Verbs with the Particle -

. h announcer begins the broadcast at
1 o'clock.
. The broadcast begins at 1 o'clock.
2 . The announcer ends the broadcast at
2 o'clock.
2 . h broadcast ends at 2 o'clock.

The verb never occurs without the parcle -. These two new __ &.
verbs (, ) occur both with and without the particle -. English ~
grammar seldom indicates the function of word its form. Russian grammar is
more apt to do so. One might say that, in this sense, Russian grammar is very for-
malistic. In the above English sentences there is .formal difference between
transitive and intransitive verbs, while in Russian the intransitive equivalent of
these verbs have the particle -. Remember that transitive verb must have
direct object .either present or clearly implied. You will need to become
aware of the transitivejintransitive contrast. -
While not all intransitive verbs have the particle - (cf. , ) all
verbs which do have this particle are intransitive.
The direct object of , expressed an infinitive:
7 .
8 .

8.2
. : 3 .-
3 .
1. . 2. 7 .
3. 8 . 4. 5 .
5. 6 . 6. 2 .
7. .

. (/)
1. 2 . 2. 8 . 3.
... 5 . 4. ... 6 . 5. ...
3 . 6. ... . 7. ...
8 . 8. 5 .
(/)

9. ... . 10. ... 2 . 11. ...

6 . 12. ... 7 . 13. ... 2 . 14.
... 7 . 15. 3 . 16.
3 . 17. ... 6 . 18.
3 . 19. 5 .

155
8.3 Days of the Week

.
It is Wednesday.

- ? - ?
- . - .
. .
. .
. .
. .
.
.

- ?
. 1 .
- .
What case is used to express the day on which something happens?
Note that Russians consider Monday to the first day of the week, and that
the days of the week are not capitalized. Also note the fill vowel in the preposition
in oJUUI (to break up the difficult consonant cluster that would otherwise oc-
cur).

8.3
: - ?- .
1. ? () 2.
? () 3. ? () 4.
? () 5. ? () 6.
? ( ) 7.
? ()

8.4 The Accusative Case of Personal and Interrogative Pronouns

- - -
- - - [kav~]
-
. 1 [yivo]

-
Note that the neuter third-person singular accusative form is like the masculine
accusative form, not like the neuter nominative!
The usual position for the accusative pronouns is efore the verb (which is in
keeping with the general tendency of Russian word order, since pronouns, being
noun replacers, normally refer to the known rather than the unknown part of the
sentence): . . But they may found in other posi-
tions, depending on context and intonation or for greater emphasis.
156
 8.4
: -. ?
1. N!i 1, . . ...
. 2. . ... . 3.
u, , , . 4. ~
. ... ? 5. -r. ...
? 6. ? ... . 7.
-? 1, -, ...
. 8. u . ,
.

8.5 . . 'v kw hi (for) /g time.

Russia has special forms for actio which g i the past d co
tiues into the present (such as 'have kown'}-such actios are expressed
simple present tense form. (I Russian very ofte occurs with , even if
there is 'already' i the Eglish setence.)
8.6 The Verb Stem --
- ?- 8. .
- ?- 7 .
--;- 6 8 .
mutation (alteration, change) of consoant, > , is regular in the -form
of second-conjugatio verbs which have at the end of the stem. Although is
now hard, it is the resuJt of historical process of palatalization which is t
uique to Russia. Compare 'video' and 'vision', both borrowed from Latin at dif-
fer~t stages in the history of English. Note also the same process in rapid speech:
Did eat yet? proounced Jeet jet?
h verb -- has the same shifting accent patter as --.
The verb --- always refers to repeated actions, it canot refer to
sigle action in process. Refer to Lesso 6 if you do not remember how to say
Here s ...
8.6. (--).
1. ... 6 . 2. ...
. 3. ... 8 . 4. ... 5 -
. 5.- ... ?- ... ,
.

8.7 The Short-Form Adjective

i,- .
, &.
, .
Some Russian adjectives are used in short form, which has noun-type
endings, rather than the longer endings which you 1eamed for adjectives in Lesso 7.
While log-form adjectives keep the t always the same syllale, note that
157
the feminine form has the accent the ending. (Short-form adjectives are
used only as predicate adjectives, that is after verb Iike 'to ' in an equational
sentence: i &. h are never used as attrihutive adjectives, modifying nouri
directly: .) .
When used with short-form adjectives must plural, while long-form ad-
jectives used with this pronoun agree with the actual person(s) referred to in
gender and number: (), i ! ,
!

8.7. ().
1. , ... , . 2. ... ,
. 3. , ... , -. 4.
: ... . 5. , ... ,
. 6. ,

8.8 h Use of the Infinitive after Certain Verbs

Anton Nikolaevich does 't wat to
. watch television.
Anton Nikolaevich comes to play chess.
.
iu- When they fiish watching television,
, they begi playig chess.
.
English also uses the infinitive after the verb 'to wat' and after going verbs,
but after the verbs 'to begi', 'to fiish ', etc., we more often use an '-ig' word.
8.9 Capitalization
Note that in Russian the names of qays of the week are not capitalized unless
they begin sentence, nor are words derived from proper nouns, such as
. Also, in contemporary Russian only the first word of most titles is capital-
ized (except for proper names in the title): , !
8.10 Word Order (contiation)
.N2 2 .
.
. 7 , !
If whole sentence consists of new information, the subject will nn at
the end of the sentence. lf there is an expression of time or place this will put at
the beginning of the sentence.
8.11 Culture through Language: Chess
Chess is much more widely played in Russia than in the United States and
is taken very seriously both adults and children. Many of the major players
in the history of the game have been Russians.

158
8.12 Notes on Individual Words
+ m-Nt that the name of the game is not used as direct
object in Russian. Instead one uses the preposition with the accusative case.
1 1
?---f. 6?
-Nt that this noun always has the accent on the ending: .
N2 2 -
. .
!\![
,
.
,
!

.
- , ,- .-
.
- , .
. , !
. , : , ...
- , .
.
-.
, .
, ! , .
.
.

:
- ?
- .
-?
- , , .
- , ?
- , .
- ?
- .
- , !
- .
- .
- , !

i ! Good evening! ii/- usually i i (pol.)

159


- ,
.
.
- ?
- .
- !

- , . .
- . ,
, !. .
- , .

- , .
- , . .

- ?
- , .
- .
- , .

- , ?
- .
- ?
- .

- ?
-.
- . .
-.

- ! . !

- ?
- .
- ?
- .

u
8.13 - ? - .
- ? - .
- - , -
? .

6waii+ to (repeatedly) ./ ii. Let's go.

first (at first) for example
another (different) ? ( now see that this expression
so, thus means literally 'How do they her?')
160
8.14 (, )
- , , ?
- .
- ... .
-.
- ,
.
- ... .
-.
- , .
- ... .
-.

(]
000

8.15 ?
? :( ?
?

?
?

8.16- , .
- !
( - ,
- )

8.17
?
?
?
,
?
,
?

161
11-1022
8.18 ? ?
? ?
1 :? 1 ?
(, )?
? 1 ?
i ?
1 ( )?
? ?

8.19 Word Study

+
, ---tgn
+ literally to step out; (- = out)
-
-
--, ----
- +
+ - II +
, , , , - cf English demonstrative words eginning with th- (thus, that, there,
this, thither, etc.)
w~h, (check)mate

Days of the ~eek:

- i--i
r- --8th

8i+ ..,.. + --
!
i /
+ ()
: ? CII8i+
i+ ?

- aliii(e) 1 /-
.r.
- u(). + ()
--

JI . : ?
iu
pyrOi 1npoa/
, --
: er6 :? i
 .Ni! 9- ()

i .
.
, i
.
- 8, !
- , !

Read . 16-17 conceming the dynamics ofword stress in Russian. Also rememer to read prep-
ositions together with the folloWing nouns.

fl!
... ... ~ ... ... ... ... -
... ... ... ... ...
!

i:

Non-final syntagmas which express complete thought are normally pronounced with IC-1.
. j nomopflme!
1
,
1 1
.
1 1. 1
, .

.
,
1 1 . .
.
1

Non-final syntagmas which do not express complete thought are most often pronounced with
IC-3.
. nomopflme!

~, 1
1
.

~, 1 ~.
~, 1 ~.
~. 1 : .

163

 .- .

... ?





.

.

, .
. .
. .

. . .
. .
.

? Who has book? (/. -) city, town

while village, the country
r tale (/. ) river
r in the (tale) drawer (/. -) forest, woods
m. ( ; pl. ) garden, orchard
6u6i large, ig

164
 :
, , :.

. , nst.
. .

,

9.1 Equivalents of 'to have'

- ?- .
.
The nonnal way of exp.ressing possession means literally 'At (me) is .. .' The pre-
position is used with the genitive case of the word indicating the possessor, and
the thing possessed is the subject in Russian. (The word is the only remaining
fonn of the verb = 'to ' in the present tense.) .
The genitive case fonns of and the personal pronouns are the same as
the accusative forms, except that those of the third person are preceded the
letter -:
- - -
- -
- -
-
- ~ ?-, .
- 3 '
. -, .
? '

h English verb 'to have' is often used with meanings other than that of pos- __ (1.
session, such as the meaning of the location of an object. In Russian appears ~
in this construction / when possession itself is in question (since the form comes
from the verb 'to ', it is really question of existence). If the stress is some-
thing other than existence, such as the quality of something already known to
exist, the fonn is not used.

3W8 + to show bathroom JJ. '# ropili

j'XBII kitchen u room
i() ropiii hot ii '# om.w6ii
8] water

165
 - : ?- ~ ().
"Who has chess set?" "1 have ( chess set)."
- : ?-() .
"Who has the <:;hess set?" "1 have (the chess set)".
- : ?-( ) .
"What kind of set is it you have?" "(/ have) new chess set."
In the second and third examples 'have' refers not to possession but to the loca-
tion or quality of something already known to exist, as we can tell from the definite
article 'the' and the possessive modifiers. Therefore is not used. Note that, al-
though Russian does not have separate words equivalent to the definite and indefi-
nite articles 'the', '/ an', it does have other ways ofexpressing this contrast. Com-
pare also:
- ?- . ... letter.
- ?- . The letter...
Here word order is used to express the definite 1indefinite contrast.
The construction + personal pronoun is often used in conversational Rus-
sian as an equivalent of the possessive modifier: : = :.
Using this construction can help to make your Russian speech sound more
natural, less bookish.
(This construction cannot used in equational sentences, such as
.)

9.1

. () ?
1. () ... .
'2. () ?
3. () ... ?
000
4. () ?
5. () ?
6. () ?

. : - .
1. :. 2. . 3. . 4.
. 5. . 6. . 7. . 8.
.

. !
? 2. ? 3. :
1.
? 4. :? 5. ? 6. ?
7. ? 8. ? 9.
? 1. ?

166
. Add / to those seteces i which it is eeded.
1.- ... ?- . 2.- ... ?-
. 3.- ... ?- ... . 4.- ...
?- . 5.- ... ?-, .
6.- ?-, .
9.2 = while whe i Com lex Seteces. The Puctuatio of lex
ts

, .
,
.

Rememer that i Russia suordiate clauses must always separated from

main clauses commas. This is true v when the subordiate clause comes
first, as i the secod examp1e above.
9.2
: . .-
, .
1. . .- ...
2. . .
...
3. . )' .- ...
9.3 Russia Eguiva1ets of it
Both d the proous 1 1 1 eqwvatets of 'it', but _ &..
they have diteret fuctios d serve i diteret cotexts. (h also have, of ~
course, other English equivalents: 'this 1that f these f those, he, she, they'.)
The uchagig form is used i requestig or givig idetificatio or
defiitio:
- ()- "What's this?" "lt's my coat."
.
- ()?- "Who's this?" "It's our eighbor."
.
The replacer proous 1 1/ used as equivalets of 'it' l
whe there is specific u to which they refer back, d from which they take
their umer d gender.
- ?-i . .
- ?- . .

Sice these are replacer proous, stadig i place of u, they are t used if
the u itself is present i the st. Here is used.
- .- .

(h replacer proous used of people, but this should cause cofusio,

sice the Eglish equivalent will t 'it' but 'he/shefthey'.)
. . is our w eighbor.
167
 h most misleading kind of 'it' is the so-called "empty it", since it may tempt
you to use some word for it in Russian sentences where no word is needed at all. In
order for an English sentence to complete, it must have some word in the posi-
tion of subject, and if there is no subject we put an "empty it" in its place. Russian
sentences can complete without any word in this position.

.
Now it is two o'clock.

.
It is Wednesday.

9.3. (some anks may d word).

1.- :?- ....-, ... . 2.-
...?-....- ...?- ... . 3.- ?-
4.- :?-, :. 5.- ?- ...
.- , .- ?- , . 6.- ... -
?- ... . 7.- ?- .
8. - :. . .
. ? - ... .
9 . -
v
... '.? - ... v -
. 10.-: ?- ... . 11.- ?-
, .

9.4 Imperatives: Familiar vs. Polite

, . , 3..
, . , .
You are already familiarwith number ofimperatives (commands or requests)
in either the familiar or polite form, and you have probaly realized that it is
simple matter to make one form from the other the addition or removal of the
ending -. (This is the same - found at the end of the second-person plural verb
form.)
Familiar Polite

(, etc.)
! ! (literal/y ' well!')

The accent of the imperative is on the same syllale as that of the first-person
singular form. This means that for verbs with shifting accent the imperative will
168
aecented differently than the present-tense second-person plural form:
, but !

9.4. .
'
1. ( 1
v ' v '
... , 1.... ,
) ' ' 1.... , 3'.1
2. ( 1) , ....... , .... , .
3. (/ ) , ... . , -
.
4. ( 1:)., ... :r. , ...
.
5. (/ ) ... , , ?
6. 1
( ) ... , , , ? ... , n,
, ?
7. (/) ... , , .
, .
8. (/) , , . , -
' .

9.5 Modifier Agreement with More than One Noun.

. . .
Instead of repeating modifier in order to make it agree with more than one
noun, it is preferale in conversational Russian to use the modifier just once in the
plural.
9.6 The Conjunctions 1
, .
, .
, .
- , ?
- , .
Rememer that is used with mutually exclusive items, when the items are
not mutually exclusive. The above examples from this lesson should help you to
get feeling for the use of these conjunctions.
9.7 Notes on lndiv.idual Words
-Nt that (like /) this is an adjectiveused as noun.
- substance in gaseous state; used for cooking and heating gas, not for
'gasoline'.
epeIUI-Russian farmers usually lived in villages, not on isolated farmsteads.
herefore the Russian expression is an equivalent of 'in the country.'

, .N2 6. ,
, - . ? .
, .
169
 . ,
.
- ,- .-
. ,
.
- . ?- .
- , . , -
.
- ?
- .
- , ?
- . , .
.
~ , , .
.
- , ?
- , .
- .
- , ?
- , .
- ?
.
- ?
-, , .
- ?
- .
- ?
.
1 .
- .

:
-, ?
- .
- .
- ?
- .
- ... , ?

with pleasure all the same

-- (il, ) to see )' etter
i (diminutive) m, perhaps
[kan'esn:~] of course .. / not ... either
1 Note: avoid amiguity, the student should always mark the two dots over (otherwise it
may mistaken for = 'everybody').
170
- , !
- , . ?
- , . ?
- . .
- ? ?
- . .
- ?
- , . . ...

- ?
- . ?
- , , . ? -
, ?
- .
- , . , .
- .

- , . . , -
. , .
- ?
- , .
- ! ?
- , , .
- !

- , , ?
- . .

9.8 - ?
-.
- ?
- .
- .
- , .
- .
(, , )

9.9. - , ?
- .
(... ? ... ? ...
? ?)

Well, ... program (shedule)

? llm. (i. ., movie)
r6 ? oth... and...

171
9.10- !
- .
( , -, )
9.11 - , !
- , . ?
- , . ?
- , .
( - ~ - ,
- )

9.12 i . .
. ...
. ...
.
.

9.13 - .
- . .
- .
- . .
- -.
- . .
- .
- . , ! .

9.14 - , ?
- , . .
(, , , , , )

9.15 - . ()
- !
- , .
- . ()- .. .
- . ()- .. .
- . ()- ...

9.16 l. ?
? ?
?
( )?
?
?

You should to understand these expressions:

- / ?
- , xopom6.
172
 2. ? ?
? ? ?
?
3. ? ,
?
?
? ?
4. }', ?

9.17 Word Study

-lshi Theater
-
iu-e--video, vision, , II! ( = until meetirig [you])
oa-water
:--, r
r--rli
---id est, is
--k
-The suffix -- (also seen in the word ii) is an emotive-expressive suffix,
often called simp/y "diminutive". Whi/e the meaning infact is sometimes that of smallness, this
suffix as often as not has other emotional connotations, such as tenderness, approbation. ( Rec
member that before must a/ways pronounced the teeth, not at the back of the mouth.)
-m
3 + --1 + ,
---ld

-t: w / ? oporplia
:
f
-- (, il) ri

,
: 10: r
ra3 10?
r
i () ()
eirri

: ?
i
11, 3+
: () ()?
, .N! 1 ()
-

i . .
- ?- .
- i, wi N.! 10.
)).

Read . 24 concerning the vowel . Rememer that if word eginning with the letter follows
without pause word ending in hard consonant, this vowel is pronounced as ( ). Also review
reading rules, . 69.

!
... il ... ... 1
...

in:

Even when read as two syntagmas, declarative sentences differ from questions consisting of the
same words, since the questions are spoken as one syntagma.

j !
3 1 3 ?
-/. -.
3
- /1
. - 3
.? .

.

3 1
.
1 3 ?
.
.
.

3 1
-.
1_ .

.
-
3
.?

. .

. .

..,..., i1

174
 , .
, , .

+ -- -
, , - ~- - -
, , - I! - -
- - - -
, , -JI -JI -JI -JI

.
. dl,
? . .
.

.
. IC ? ?
?
.
.
. .
. ,
. .
. . .
. ,
. .
. m
.
,
.
.
.
,
.

.
I .

yesterday which, who (relative pron.)

(past , , , bl.rt) to (/. ) chair
-- (, ) to see noynai + to buy, shop for
-- (~ cbliiDIIo) to hear

175
 . .

- ?
- .
- ?
- .

. - -
. . . .
- -
. .

- ?- ,
.
- ?-
.

10.1 The Past Tense

.
. . .
. ( ) , .

The present tense in Russian changes form for person and number. The past
tense, however, changes only to agree with number, and, in the singular, with the
gender ofthe subject.lts forms are, therefore, more like those ofa pronoun than of
verb. The past-tense ending is -, which is added to the basic form. this are
added the same endings as are found the third-person pronouns:

im earlier, fonnerly, pr~viously elderly

i now . woman
1
there is are ()
News (neut. pl.) . man (/)
? What is ... called? young
n Evening Moscow
raiml 6 newsstand why (what for)?
Tan (i) here (dir.)

176
 _ -- (() + ) --_ (() +)
- -- --
- -- --

As was the case in the formation of infinitives, consonant must removed be-
fore the - is added.
. .
ou are accustomed to the fact that in the present tense the verb is nor-
mally zero-form. It does, however, have explicit forms in the past tense: ,
, , .
Many verbs which have one-syllale stems shift the accent to the feminine
ending in the past tense: , 2ICIIJia. If the verb is negated in the
past tense, the accent will on the negative particle except in the feminine form:
, , , .
f
The past tense of verbs with the particle - - is formed simply adding the
proper variant of the particle following the gender or plural ending:
. . n.
When the subject is or the gender depends on the person speaking or
being spoken to. With the verb is plural at all times.
-, ?- .
- , ?- .
- , l?- .

With masculine nouns such as , ui, the past tense form is mas-
culine: .
h interrogative pronoun always takes masculine past tense form,
-- neuter form:
- .- ?
- .- ?

10.1
. , /J
:.
1. , :. 2.
, . 3.
, !, ...
-:. 4. 8 , ...
7 . 5. : 3 , ... 4 . 6.
, .

. . .
1. . ... . 2.
. ... . 3.
, .. . . 4. ii , ...
:. 5. ? . 6.
. .

177
12-1022
. - i.- i?
l. - i .-
? 2. - .- ... ?
3. - .- ... ? 4. -
.- ? 5. - t:
.- ... ?

10.2 The Accusative Case of Animate Nouns

- ?- .
- .- Baci-
JIRII i.
- . .- .
Masculine animate nouns with zero ending in the nominative have the asic end-
ing - (spelled - 1-) in the accusative case. Feminine nouns have the same accu-
sative endings - (spelled - 1-) for both animate and inanimate nouns. Feminine
nouns in - have the same form in the accusative as in the nominative.
10.2
. l. 2. 3. 4.

... ,
.

. : - .- U.
&. 2. . 3.
l.
. 4. . 5. .
6. . 7. . 8. .
9. . 10. . ll. . 12.
. 13. .

10.3 The Relative Adjective

, .
, .
, .
m, .
, .
, .
, .

178
 relative adjective introduces an adjective clause ( clause which modifies
noun). The relative adjective must agree with the noun modified in gender and
numer. But since it has its own function in the adjective clause, it11eed not agree
with the noun in case. In the first four examples both the noun and the relative ad-
jectives are subjects of their own clauses. Why, in the second set of examples, is the
relative adjective in different case than is the noun it refers to?
(Note that occurs only as an interrogative pronoun, not as the relative pro-
noun 'who'.)

10.3
: . .- ,
.
1. . . 2. . . 3.
. . 4. ? .
5. . . 6. . .
7. . 6. 8. .
. 9. . .

10.4 h verbs +, ~ - --, --

lw, .
II, .
While u-- and -- refer simply to passive perception, the verbs
cjwait + and -- refer to active attention on the part of the subject.
Note that -- is second-conjugation verb. lt would appear from the
infinitives that and j should of the same type, but the basic
form makes it clear that they are of different types.
10.4
. Insert the verbs -- or + in the correct for.
1. - ?- ... . 2. ... ,
. 3. - ?- ...
. 4. ... ... , . 5. ... (past tense),
?

. Insert the verbs -- or -- in the correct for.

1. ... . 2. - ?- ...
, ! 3. ... , .
4.... ? . 5.- ?- ... . 6.
... ? 7. ... (past tense), -
? 8. ... , .

10.5 The Declension of Titles

,
.
.

179
12*
 If the titles of books, films, ewspapers, broadcasts, etc., are quoted, they are
declied uless the word , JI, , etc., is preset i the
setence.

10.6 The Soft-Stem Adjective

i .
?
I previous cases where there have "soft" edigs adjectives it has
due to spellig rules (, , xop{)mee,etc.). I the case f
the last cosonat of the stem is soft d must kept soft writig the ap-
propriate soft vowelletters wheever edigs are added. (There are relatively few
adjectives of this type.)

10.7 = there is /there are

- ? What kid of ewspapers are there at
- the ewsstad?
.

1
Sice meas 'is', it ofte occurs i equiv~lets of 'there is there are'. d
sice i such costructios we are questioig or affirmig the existece or pres-
ece of somethig, the will ormally preset, v if there is referece to
quality, quatity, etc. (Note that this 'there' is not adverb of place, but is
"empty" word, similar to the "empty it" Therefore it has equiva1et i the
Russia st.)
Note that there are umber of equivalets of 'There is f are ... ':
1. Poitig out somethig: . There's our street.
2. Empty phrase used with verb form i '-ing':
. There's an interesting program starting now.
3. Expressig existece: ? What newspa-
pers are there at the newsstand today?

10.8 Adjectives Derived from Nous

.
: .
i .

ln Eglish we do t usually make distictios i the form of word to idi

cate its functio. tum oun ito an adjective we simply place it efore another
u: 'newspaper stand', "Evening Moscow" l Russia formal distictio is
made betwee parts of speech. The most commo adjective-formig suffixes are
-- d --:
-- --
- --
-- --

180
10.9 Notes on Individual Words
means 'why' when referring to the goal or aim of an action;
means 'why' when referring to the reason for an action or state:
- ?-
.
- ?- , }'
.
-nvr used of children; use instead ( )
-ung man
-ung people young men 1
and are commonly used in addressing sales per-
sons, in asking help from strangers, etc., as long as the age of the person addressed
is suitale.
+ : 1 ...?-This verb is used only with
things. () ? is used only of people.
-ldrl (used of people only, more polite than ).
(News)- Note that this is neuter plural form.
means 'now' when comparison is made with previous state of affairs
or when transition from one action to another is indicated; means simply
'now', 'at this time'.
-'mn', 'person', while -'mn (male)'. But the word comi
nation refers to young male (the counterpart of ). As
in English, the plural of has different rt-.

.
-
.
, .
1 , ,
, . i
, , , ,
, , , ,
...

all (ol) (modijier) ii Soviet

ii of the ( oung Com- n . Octoer {not capitalid un/ess
munist League) used o.f the 'Great October Socia/ist Re-
m sport(s) (sing. /.') vo/ution')
181
 , .N2 7, .
.
<<
, .
, .
-, .N2 10,
, .
, ,
.
, ,
, , .
?

Note capitalization:
The current practice is to capitalize only the first word in most titles and names
(other than personal names, of course): ,
. Place names or personal names occurring within titles are, of course, capi-
talized: (( .

:
- , ! ?
- , .
>>.
- . ?
- . -
.
- , , ?
- ? .
-.
- .

ii + a:Jh'w to suscrie to newspapers

oeOIICICi of Moscow, Muscovite 6 i
' , not only ... , but also ... 6i
-8- (j, ) u))
to spend free time 8: il
( neut.!) i
i even i
acyil + to ored
past, il
() ([n'iiv6]) nothing, not ... anything this evening, tonight
:
i

182
- , ?
-.
- ?
- .
- ?
- .

- .
- , ?
- , .

- ?
- , , , .
- , .
- .
- , .
- , ?
- ,
- , .
- ?
- .
- , ! .

- , ?
- .

um

10.10 - ?
- , .
( , , -,
)

10.11 - .
- ?
- . .
(, , , , )

10.12- , - ?
- ', }'.
( , , , , , )

? what else? ticket

llll'ler6 nothing more 6uiw ICIIIIO
1
xciiJJ that's pity too bad, I'm sorry il Hamlet
110 (indecl.) movies (cinema art or movie theater) i yesterday evening, lt night
183
10.13 - ?
- , ?
- , .
( , , ,
)

10.14 . , , , , .
- , ?
. , , ,
.
- , ?

10.15. , .
, .

10.16. , N!! 7. .
:
- , ! ... ()
10.17 . -, ?

-, ....
- ?

-, . .
( , ; ;
, )

. - , i ?

- .

- . , ?

(; ?; !)

10.18 1. ? ?
? ?
( , )?
2. ? ? (
)? () () ?
3. ?

10.19 Word Study

1it-Nt that in most patronymics formed from names in -llii the -
becomes soft sign: ..... .
--
+ -; , +
184
 -dd, decimal
-
- ,
- cinema
+ -
-
---+

i +

-- ( )
1
: -
:
-- --

+ ,

: (), ? : ..., ...

, kr + : ?
: 1
?
? () 1

()
: ?
(; )
 ()( 6---10)

NOUDS
ou now know the accusative case of animate nouns in the singular:
r. il k. - (spelled -/...)
Mawa . Mawy Biluo. - (spelled -/-)
1\mong the new nouns you know, the following are indeclinale: ICIIII6, , di. The fol-
lowing nouns are used only in the plural: tr, , ww. The noun is neuter. The
noun 8 is an adjective in form.
You know the familiar forms of many names: 8-8, -.
Surnames change form to agree with the person(s) referred to: , ,
.
ou know that the titles of newspapers. ooks, films, etc., are declined unless preceded the
word irra, JJ,
etc.: Pocciu>. )).
ou have encountered the use of emotive-expressive ("diminutive") suffixes: ,
, .

ru

You know the accusative case of personal and interrogative proilouns and the forms of pronouns
used with the preposition :
Nominative Accusative With (Genitive)
Jl

, ero r

I r r

ou are acquainted with the use of the genitive forms with in conversational speech as replace-
ments for the possessive modifiers: oil . i . =
... )
You know various equivalents of the English 'it':
The unchanging pronoun :- ?- .- ?- .
The replacer pronouns , , 6, ii:- ?- .
The "empty it" has no equivalent in the Russian sentence: l 8 68.

Modifiers
You know the nominative case endings, singular and plural, for adjectives. including the soft-stem
adjective .i. Rememer the importance of the spelling rules, particularly when adding adjective
endings.

186
 (-I, -) 8 (-) (-) i (-)
(spelled -i, -i, -oi) (spelled -u, -) (spelled -, -) (spelled -, -)
i () HOBU
l n
ni nr n n
i i
ill opilu 11

ou are acquainted with adjectives derived from nouns: :, , .

You are acquainted with the relative adjective i, which is used in complex sentences:
, N! 6.
You know the short-form adjective : , . , . i
, it .
You are acquainted with the use of plural modifier with two or more singular nouns: oil
.

Vers

h past tense of vers agrees not with person but with gender and numer:
r-8-.: , , oopiuul
uai + : , , enaJIII
-: , ,
~:,,l

Verbs with accent shift in the present tense: --: , .

Vers with consonant mutation in the --form (in the first person singular form) of the present
tense:
--: ,
-i-: , Ji
~: , Ji

You know that some intransitive vers have the particle -: 8i+, ii+, -
ii +.Distinguish carefully etween transitive and intransitive vers:
{: i J 9 .
a'llllliecll 9 6.

You know the use ofthe "going verbs" -, -: , .

, ir DeiiiiCO. Rememer that -- cannot used of motion in pro-
gress; instead we say ir 1 .
You know that an action which egan in the past and continues into the present is expressed in the
present tense: 3118 u.
ou know that after certain vers one uses an infinitive: , , , ,
etc.
You know how to change familiar commands into polite, and vice versa: JI, acucil,
? , acairre, ?

Used to Express Possession and as the Equivalent of there is 1there are

1. Possession: Used with + genitive case. h is omitted if stress is not on possession itself:
. Cio.m.wU .

187
2. 'there is/there are':-B ?-, .
?
ou know when is not us~:
In referring to the quality of something already known to exist:- ?- ,
.
ln referring to the location of something already known to exist:- ?-
8 .
In sentences whose English equivalents egin with the "empty" construction 'there is 1there are'
used with verb form in '-ing': . 'Today there's
young girl working at the newsstand.'

Directional Constructions vs. Loc.ational Constructions

ou know how to distinguish etween direction and location constructions using the adverbs
1
, 1 and the accusative 1prepositional cases:
- ;?- .
- 83 ?- , .
- ?- .
- .

The Generallzing Particle -

Complete sentences containing words with the partic\e - (, r&. , &,

, etc.) must contain the negative particle : , .

ime Expressiom
You know the time expressions: telling time and telling at what time something happens/hap-
pened: . . Days of the
week and telling on what day something happens 1happened: cyf!irra.
.
ou know that the names of days and months are not capitalized.
ou know the expressions , .

Word Order
In neutral statements, particularly in written form, the new information is put at the end of the
sentence:
- ?- .
- ?- .
- ?- .
In questions without an interrogative word the location of the intonation shift (JC-3) will indicate
the answer required:
3
- ?- , . (- , .)
3
- ?-, . (- , .)

When the whole sentence consists of new information, the subject wi\1 normally at the end:
.

188
 ou know how to express the definite 1indefinite contrast means of word order:
- ?- .
- ?- .

Prepositios

ou know the use of the prepositions l : , , , , 6.

Complex Sentences
ou know the complex sentence structures:
, .
, N.! 8.
Conversational Expressions

express uncertainty Russians say: , .

When Russians are in agreement with someone, they. say: &.
Russians express disagreement with: .
Russians accept an invitation: .
Russians express regret: .
Russians greet people and take leave: ; . i, . -
i.
Russians apologize and respond to an apology:- ()!- i.
Russians identify themselves the telephone:- j .
Russians draw conclusions: ' .r . ,
.
Russians express delight:
- . . .- !
Russians express disagreement with comment:
-- .
- .

1. : . , , .
1. . 2. . 3. . 4. .
5. . 6. . 7.
. 8. . 9. . 10. .

2. Supp/y the necessary adjective endings.

1. ... ... ... ! 2. ... ... l:! 2. ... ...
! 4. ... ... ! 5. ... ... ? 6.
.... 7. ... , .... 8.
... ? 9. ... ... . 10. ...
, ... 11. ... ? 12. ...
... ... 13. ... ... ?

3. Change the fol/owing senterJces into past tense.

1. . 2. . 3.
. 4. -.I . 5.
189
 . 6. :. 7.
::. 8. 10 . 9.
? 10. ? 11. . 12.
>>. 13. irr 3 4 . 14.
, . 15. . 16.
. 17. . 18.
:.

4. Complete the sentences with the proper forms of words gi'ven in parentheses.
1. ... (). 2. ...
(). 3. ... (). 4.
... ( ) . 5. ... ()
. 6. (). 7. ... ()
, . 8. (). 9.
() (). 10. (
).

S. Complete the sentences.

: ? .
1. ? .... 2. ?
3. ? .... 4. ?
... 5. ? .... 6.
? 7. ? ... 8. ?

6. Add where needed in the following sentences.

1.- ... ?- , . 2.- : ... ? 3.- .. .
?- . 4. ... ? 5.- .. .
?-, . 6.- ?- ,
. 7. ... :. 8.- ... ?-
, .

7. Give long answers to the questions, using the numerals given in parentheses.
1. ? (2) 2. ? (10) 3.
? (1) 4. ? (8) 5.
? (9) 6. ? (3) 7. ?
(4) 8. ? (6) 9.
? (7)

8. Complete the sentences with the proper forms of .

1. , ... .N!! 10. 2. , ...
? 3. , ... -
. 4. , ... ? 5. ,
... ? 6. , ... : .N!! 9. 7. -
, ... : ? 8. , ... . 9.
, .

190
9. lnsert the proper forms of -- or --.
1. ... . 2. ~ .. .
... . 3. . ...?
4. ... , ... . 5. ... ,
?

lnsert the proper forms of -- or - + .

6. ... ... , .
7. ... , ? 8. ...
? 9. ... . 10. ... ,
.
 N2 11 ()
- I

:..
-:.
- ?-
.
- ?- , ,
.
- :?-,
.
.
.

Read . 22 conceming the vigorous Russian (].

!
... ... ... ... _ ... ... ... ... ... ... ... ...
:
-:

{iUI:

Read . 50-51 concerning the variant of IC-2 used in salutations and when addressing person
name.

!
2 2 2 2 2
! ! ! ! !
2 2 2 2
1
, ! 1
, !

. , ., .
, :
, :
r , :
r , :

192
. ,
. ~ ,
ChiHa ,
. 1 ,
. ,
.

~
w
. .
? .

-
? lmperfective Perfective
- , ,
Aspect Aspect
.
-

?

- ,

.

? 1 () ,
( ?) 1 ()
2 (), 3, 4 ,
2 (), 3, 4
5, 6... , ,

, , ,
, , 6, / two
., , ,
:6 (for) how long 1
6-- - to build
u + 1 + i+ /-
ir/ (for) long time ii + 1:\-
1
+ in. (, , it)
r (S ) year

193
13-1022
 .
. .

. ,
.

. .

.
.
- .

3i + 1DOK83RT contemporary, modem

i ancient
(indecl.) seldom, rarely
~
-- to stand ( standing) + to visit, frequent
,
:
--- , to study ( student 1pupil)
,

194


11.1 The "Special Modifier" , , ,

. This is . This briefcase
. my briefcase. . is mine.
. .
. .
is modifier meaning 'this / that', and must agree in gender, number and
case with the word modified. It has the same endings as the third-person pro-
nouns. (The masculine form has syllaie - which does not occur in other
forms.)
The unchanging form which you already know is not modifier, but pro-
noun, which stands in / of noun or whole idea. can used only as di-
rect modifier of some noun in the sentence (or in the immediate context):
.
- .- ?

Remember that in the expressions ? and ? the un-

changing form is used rather than the modifier.
(The term "special modifier" is used to include the possessive modifiers and
numer of other modifiers which have noun-like endings in the nominative and
accusative cases, adjective-like endings in other cases.)

11.1. Supply the necessary forms of or the unchanging form .

1.... . ... . 2 .... .... i-
. 3.- ... ?- ... . 4 .... ....
. 5.- ... ?- ... . 6 ....
. . 7.-
?- ... . 8 .... , ... -
. 9.- ?- ... .

11.2 h Special Modifiers ,

, .
( , ,
).
1 ,
.
.

Note that has -- in endings where other special modifiers you know
have --.
. . - .

- - - -

- - - -
- - - -

195
13
 You a1ready know the p1ura1 form = 'everybody', 'all' (the noun is
understood) and the neuter form = 'everything', 'all'.
Note the proper word order of when used with nouns and pronouns:
.
.

11.3 The Accusative Case of Special Modifiers

. . , .
. .

.
.
When used with masculine inanimate, feminine or neuter singu1ar nouns and
with any p1ura1 inanimate noun, specia1 modifiers take the same endings in the ac-
cusative as are taken nouns.
When used with masculine animate nouns the basic ending is - (spelled
-; -, pronounced [v] where is written). Ifthe endings ofthe modifier are ac-
cented, the accent will on the /ast syllale of the ending: , , ,
, .

11.2-3. Supp/y the correct form of the modifiers given in parentheses.

accents.
particularly careful of the /ocation of the
1. () ? 2. ,
() ? 3. () ? 4. ()
() . 5. () () . 6.
() . 7. () () .
8. () () ? 9. () !
10. () , () . 11. ,
, () . 12. () ()
. 13. () , () . 14.
() , . 15. ()
. 16. () , () .
17. () () . 18. ()
, () . 19. , ()
() . 20. () ?

11.4 Indefinite Subjects

.
?

Where English uses an indefinite 'they' or 'one', Russian simply uses the third-
person plural verb form without suject pronoun. Use / if you can ident-
ify the persons referred to! (Rememer that the rep1acer pronouns are used on1y in
reterence to specific noun.)
This construction is often the equiva1ent of English passive constructions.
In such constructions the main attention is not on the actor, but on the action
itse1f.
196
11.5 1




, etc.
1

For use with numerals 5 and above the word takes its form from another
root entirely (meaning "summer").
11.4-5. Supp/y the appropriate forms of / .
1. ... , .... 2.
7 ... , - 5 .... 3.
3 ... , 11 .... 4. 4 ... . 5.
7 . 6. 9 .... 7.
4 . 8. 8 .

11.6 Duration of Time

- ?- ,
.
- ?-
.
.
?
?

What case is used to express the length of time an action or state lasts? (Note
that if numeral is involved, it is the numeral which is in the accusative case, while
it in turn requires special form of the noun.)
Note the Russian equivalent for 'How long does it take to ... ' in the last two
examples.

11.6. Complete the sentences or answer the questions with the appro-
priate forms of words in parentheses.
1.- ?-(2 , 5 , ,
, ). 2.- ?-(2
, 10 , , 3 , ). 3.-
?-(5 , 10 , , 4 , ,
). 4. (, 6 , , , , ).
5. (1 , 2 , 4 , 5 , 10 ,
, , ). 6.- ?-(2
, 7 , 11 , , 2 , ). 7.
(4 , 8 , 10 ). 8.- ?-(5
, 9 , 10 , ).

11.7 - = ({or) long time

- 1 ?- , ,
.

197
 - ?-, .
- ?- .

__
, Both of these adverbs are equivalents of '(for) log time', but they express
~ differet cocepts ~d aswer different questios.
o(t-implies measure of time completely contained in any time
period-past, preset, future. l the preset tese refers to generalized,
recurrig action, t to specific single occurrece of an actio.n:
.
-is used with actios which g i the past d continue in the present
(it really means "sice log time ago"). It also is used to refer to whe (...?)
actio took place.
As we saw in Lesso 8, action which g i the past d cotiues ito
the preset is expressed meas of the preset tese i Russian. lf the actio or
state is egated, however, the past tense is used (which is logical: sice the action
ever began, it t cotiue into the preset):
- We have never been in Akademgoro-
poe. dok.
The past tese is also used with :- i ?-
. 1 have always worked...

11.7. Supp/y or
as needed.
1. ... , . 2. ... . 3.
... , . 4.-
?-, . 5. .
6.- :?-, .
7. ... . 8. ... , . 9.
, ... . 10.
, .

11.8 The Aspects of the Russia Verb

. Victor read the book for two hours.
. Now he has fiished readig the book.
. lt took them year to build this the-
ater.
. Now they have finished buildig the
theater.
. Masha showed the apartmet for
log time.
~ ~ . , Whe she had show the apartmet
. they g watching V.
ou already kow that the simple Russia form i may the equivalet
of'l read, am readig, do read, have n readig'. The past tense form i()
the equivalet of '1 read, was readig, did read, used to read, would read'.
What expressed the one-word form i Russian may require verb
phrase or may require the use of other words such as adverbs to express the same
198
thing in English. Some ofthe different forms ofthe English past tense represent dif-
ferent ways ofviewing the action: 'was reading'-the action is viewed as in progress
(progressive meaning); 'used to read, would read'-habitual meaning. These dif-
ferent meanings are expressed what we "aspects"-the attitude or view
which the speaker takes of the action being described. The Russian system of
aspects is more developed than that of English, and as you have seen, aspect is
expressed more within the one-word form itself, without the help of other words.
Compare now () ('1 read, was reading, used to read, would read') with
() ('1 finished reading, read completely').
Fortunately in learning the system of aspects you will not need to leam any __ &,
new endings or new types of conjugatio-you already know most ofwhat there is ~
to learn about conjugating verbs in Russian! ou w need instead to become used
to paying attention to the type of action involved and to the view of it eing taken
the speaker. Beyond that it is simple matter of learning vocabulary items.
(Usually the forms of the two aspects are closely related. The two memers of an
aspect pair usually differ only in the presence or absence of prefix or suffix.)
The Russian aspects, imperfective and perfective, should not viewed as op-
posites. Instead we will define the perfective aspect very precisely, and every-
thing which does not fit this definition will automatically imperfective.
The use of the perfective aspect indicates that the speaker views the action as
complete act oflimited nature, total event. Such an action has definale result
or consequence, produces new state of affairs, and this result or new state of af-
fairs is felt to still in effect or relevant at the time of speech. perfective verb
views an action as accomplishment, rather than as process. Now examine the
examples above with this definition in mind. ln the
action is in the past, but it is not complete; it is viewed as process (in its duration)
rather than as result or accomplishment. In the action
is viewed as sing/e, tota/, complete event. lt has product ( book finished),
which has resulted in new situation, making further reading impossile or
meaningless.
1t should obvious that for verb to have perfective aspect it must repre-
sent type of action which is l of eing viewed as total event, complete
action whose conclusion represents an accomplishment and not just an interruption
of the action. Verbs which indicate continuing state of eing or an action which
does not lead to definale result or change of state will not normally have per-
fective forms with this resultative meaning. Such verbs include , ,
, , . These verbs represent linear kind of action or state,
which might graphically indicated as follows: . perfective verb which
represents change of state or an accomplishment might indicated as fol-
lows: @
lmperfective verbs in the past tense do not necessarily mean that the action is
not complete, though this may true; they simply make statement concerniftg
the comp/eteness of the act. They indicate that it is not completeness which is eing
stressed the speaker: ? 'Have you (ever) read this book?'
Here it is simply question of whether or not the action ever took place, whether
or not the person addressed is acquainted with the book. lf, however, 1 knew that
you had been reading the book and wanted to know whether you had finished it
199
(perhaps 1 want to read it next), the question would : i ?
'Have you finished reading that book?'
In addition to this "general factual" rneaning, the irnperfective refer to ac-
tions viewed as process or in their duration (progressive rneaning):
,
.

While and Anton Nikolaevich played (were playing) chess, we watched

(were watching) TV.
.
Victor read the book for two hours.
lt rnay also express repeated or habitual actions: 1 ,
, .
Since perfective verbs indicate cornplete acition, it is logical that perfective
verbs have no present tense--an action ~ing viewed as in progress cannot at the
sarne tirne viewed as result, as total event.
There is one very firrn rule of aspect usage: following verbs rneaning 'to begin',
'to continue', 'to end', always use an imperfective infinitive:
() ?

11.8. . Complete sentences with the appropriate past tense or infinitive

fors of the proper aspect.
( 1:)
1. . 2. ...
. 3. , . 4.
, . 5.
.
1
( )
1. ... . .... 2. ... ,
... . 3. ! ?
4. , ... . 5.
. 6. ... , ... , , ,
..

( )1
1. ... , ...
, . 2. , .
3. ... , r .
... , . 4. .
5. .

( )1
1. ~ ... , , ,
. 2. , : -

i + 1- to make
200
 . 3. , , ... , . 4. -
.

1
( ) Read the aswer i each item before decidig theform to use
i the questio.
1.- ... ?-
. 2.- ... ,
?- . 3.----:- ... ,
?- .

. : .-
.

1. . .... 2.
. ... 3.
. ... 4. .
... 5. .
.... 6.- .- ? 7.
. ...
. 8. .
.

11.9 Prepositional Case in -

.
.

very small number ofmasculine nouns have special prepositional ending to

indicate location, accented -.
11.10 Verb Agreement with
- ?- .

When the subject is , the verb must ~ neuter and singular.

11.11 Notes on Individual Words
- .-r you see the diminutive
form of . near Novosiirsk, built following the decision to
set up Siberian division of the Academy of Sciences, has now become:
major center of Russian science.
+ -When used with personal subject this verb means 'to visit from
time to time': .
-'ll the time, constantly'
J-Nt the special form of this numeral for use with feminine nouns
(and note that the endings of the numeral itself are not what you exp~t for the dif-
ferent genders_!): , , but:
- ( = --): ,
which conjugation does this verb belong?

201
 Russian is more specific than English in indicating location, and frequently
where we use just 'to ' ('located') Russian uses 'to stand' ('sit', 'lie', etc.):
.
---- ou can immediately determine from the particle - that this
verb is intransitive. While -- + means 'to study something' (and must al-
ways have direct object), --- means 'to study' in the sense of to stu-
dent: . . 'Nina's good
student'.

. ..

. : N2 3.
. ,
.
- ?- .
- . .
. . , , ,
, 1 - . )', ,
: , , ...
, .
- , .
. - ,
. - , .
.
- . .
, 1 ...
, .

:
- , !
-!
- , ?
- . , , ...
... ?
- , . , , ?
.
- . , , ...
.

ii scientist, scholar (adj. in form) chemistry

3 physics
sea
() at the seashore
il future (adj.) 1
(Cawa )
111iii ReiiJIOXO
: avenue

202
- , ?
- . , .
- , ?
- . , .
- , .
- ?
- .
- ! ?
- .
- .
- , . ?
- , . ?
- . . . ?
- . .
, .
- ! ?
- , .
- , ! ?
!
- , . .
- , . -
?
- 1 , , .
- .

11.12 - , , ?
- . 10 ..
( -11, -5, -8, -5)

11.13- , , ?
- 5 ..
(-10, -4, -2, -5, -
11)
11.14 , ?
( , , , , )

11.15 - , Tim.
- ! , , !
(- , - , - )

-- to graduate from the institute

(w) 3 m. (one of the oldest Russian towns,
? dating to at least 1024, northeast of Moscow)
r . so-so ! hat can't .
-- .

203
11.16 . , , ,
.

Words to use: , , , , , ,
, , , .

11.17 .
: ... ()

11.18- , .
- , ?
.
(- , - , - )

11.19 - , ! ?
- , . ?
- . . . -
?
-. .
(, , , ; ,
, , )

11.20 .
:
... ()

11.21 1. (, ,
)?
2. ? ? ( ,
)? ?
? ?
3. ( ,
, )?
? ?
? ( , )?

11.22 Word Study

Word roots: word root is one of the basic lexical units of the language in its most elementary
form, without prefixes or suffixes. root itself is not word (but there may word similar
or identical, generally with zero-ending, as ). Thus, is the root of the verb ,
is the root of ---, ----, --. All Russian roots of Slavic origin
end in consonant, and the great majority of them consist of only one syllaie (,
are exceptions). Also, almost all Russian roots have the shape consonant + vowel + con-
sonant (there may more than one consonant either efore or after the vowel, as in the roots
, ). Foreign borrowings, such as , , , obviously have
roots which do not fit the Slavic pattern.

J.

204
 --. (Russian developedfrom long vowel [ii).
--
-
- marine
= -- (the last portion is related to fl:)
-, contemporary (= Latin con = together, with; look up the derivation
of the English word in ig dictionary.)
-stnd
, ---- -- +, ,

-i-
+ ! -_- /


: .
()? JJ --- ,
:
() - i ? ()
-. R
+ /- li/-
/- ,
+: . -- .

: i ?
+ .
1
( )
()
-- .
i ()
-- .
.
:
()

 ()
YPOKN! 12 -I

, .
.
1 ,
.
,
.
.

Read . 37-39 and 46 concerning palatalized consonants. In this drill remember to strive for very
soft consonants particularly efore and unaccented .

!
... ... ... ... :-.;- ... ~
...
... ... ... ...
.. .

,
. ? ?
.

.

1 ~
, , 1


, , ~ ~ +
, ,

, , , i must, to have to

206
 1 (imp.) , (imp.) -
.
(.}, (.) .

, , .
, , .

Present tense Future tense

lmperfective aspect Perfective aspect

(---)
(--+)
(--)
(---)
()

, . . .

8 . 5 .
.

J' after (whe) (1vit/t . verb) 1

+ -- (, j')
bread 1
i + -- (, {))
tomorrow 1
i + (, )
(( (Litt/e) Ligllt () doctor (physician)
1
-- 1-1i- (, ) (; past , ) . go, set out
+ 1+ 1
--- (; , )

207
 .
)' . 1. ,
.

- , -?--, .

12.1 The Dative Case of Pronouns

- ?- .
- - -
- -
- -
-

12.2 Dative Case for lndirect Objects

- ?- .
.
.
.

One ofthe main uses ofthe dative case is to express the indirect object ofa verb:
the person(s) in whose interest or for whose benefit sornething is done. The
exarnples v have both direct objects and indirect objects.
Almost all verbs of communication require the dative case ofthe person(s) corn-
rnunicated to 1with. Note that the terrn "communication" is used in broad sense
and includes actions such as srniling.
/ ?
/ -,
-.
1

.

fish 1
-- - (, ) to pre-
R meat pare, cook
tj fruit
~ vegetaies . DOOI'8i+ to help
Rcnm.fno- (i, i) to clean -6 = , in my opinion
208
 -f . .
.

( of these verbs of commuication also take direct object; expressing

what is communicated.)
Note, however, that / takes direct object of person
asked (as does its English equivalent):- ?
-.
Also remember that takes direct object in Russian-don't let the
English verb phrase 'to listen to' mislead you in Russian!: .
ln the case of very few verbs you must simply learn, when learning the verb it-
self, what case it requires. For example, 'to help' is transitive verb in English, but.
its Russian equivalent requires dative case (literally 'to give assistance to'):
, .

12.1-2. Supp/y the correct form of appropriate personal pronouns.

1. : , .... 2.
, ... . 3. .
... . 4. . ...
. 5. , ... ,
. 6. , ... . 7.
, .... 8 .
... . 9. , ... . 10. !_(
, .11. -
-, -. 12.
-, ... -
? 13. , ... 14.
? . 15. ,
, .16. ,
.

12.3 = must, have to

, .
.
, .
, .
Like , is short-form adjective.
12.3. Supply the appropriate form of .
1. ... . 2. ... ,
. 3. , . 4.
. ... . 5. , ... .
6. . ... . 7. ,
... . 8. , . ... . 9. ,
... . 10. . ... .
11. , ... . 12. ...
.

209
14-1022
12.4 Simu1taneous vs. Consecutive Actions
, .
Whi1e the wife was cooking dinner, the husband watched V.
, .
After/When the wife had cooked dinner, they had dinner.
Since an imperfective verb describe an action in progress it is used to
express actions which occur at the same time. On the other hand, the perfective is
used for comp1ete actions which follow one another, one being complete before the
next.action occurs. Note that the word has different English equivalents in
these two types of context.
12.5 The Past Tense of the Verbs , ,
- ?- .
?
- ?- , .

In the past tense verbs built on the verb have the root , with fi
vowel in the masculine form.
12.4-5
. 1. - , , ?
- , . ... .
2. - , ?
- , .
3.- , ?
- , ... .
4. - , ?
- , .
5. - , , ,
?
- ,
6. - , , .
- ,

. Complete the sentences using the verbs in parentheses in the correct form.
1. () 9 () 4. 2.
() 7 . (n) 8 .
3. () 8 () 5 .
4.- :?- () . 5.-
?- () . 6. ()
. 7. () , .

. : . .- ~ana.
, . ( Indicate in each case whether actions
are simultaneous or consecutive.)
1. . . 2. 1
. . 3. . -

210
 ,. 4. 1. .
5. . . 6.
. ). 7. .
. 8. . . 9. .
. 10. . :
.

. Comp/ete the sentences with the verbs of the required aspect in the correct form.
1. - ?- , ( 1) .
2. - , ?- (/ )
. 3. ( 1) , ( 1)
. 4. (/) 1, .
5. ( 1) , ( 1
) , . 6. , (
/) . 7. (/),
. 8. ( 1) ,
( 1), ? 9. ( 1)
. 10. ( 1)
, (/) . 11.
( 1) , . 12.
( 1) -, . 13.
(/) , (/) ?
1
14. ( ) ? 15.
(/), (/) . 16.
1
( ) , .
17. (/) , (/
) . 18. (f) ?
19. , (f) , .
12.6 Relationships Between lmperfective and Perfective Verb Stems
pair of corresponding imperfective and perfective verbs may related to
each other in various ways. In some cases perfective is formed from an imper-
fective stem means of prefix. (In the future in discussing word formation
and in word lists we wi separate both prefixes and suffixes with hyphens to
make the stem more obvious.)
-+ ---+ -+ ~-+
------ -+ ~- + (note, vowel
-+ --+ change to keep the prefix hard)
---- ------
In the great majority of cases, adding prefix to an imperfective verb makes it
perfective. In the case of the verbs above this is all that occurs. In other cases the
verb is not only made perfective; new lexical meaning may emerge in the prefixed
verb:
-i--t say, tell (some single specific thing)
-----t narrate, relate, tell
----t show

211
14
 These verbs are all based the simple root . Removig the prefix would
also remove the w lexical meaig, so differet type of formatio must used
to derive imperfective verb. The most commoly used suffix for this purpose is
- +: ---+,--+. --+ 1--- isalso
of this type, but there is chage i the st at the d of the root d
chage i the root vowel.
I the case of very few verbs the perfective d imperfective stems come from
etirely differet roots: --/---, --- 1.
imperfective 1perfective pair is uusual i that the imperfective is formed
-addig both suffix d prefix, although the perfective takes no prefix:
1
--+ --.
Ifiitives ofthe prefixed forms f show alteratios i spellig, but in the
spoken laguage the root is still obvious: 1 (), (
).
The prefix - occurs in Russia with various meanigs i perfective
verbs:
(1) "true", resultative perfective: -,--, --+, ---.
(2) special variety of perfective verb idicatig limited amount of the action
('for little while': ---). (Note that the verb -- also has "regu-
lar" resultative perfective, ---). perfective verb idicatig limited
amout of actio might diagrammed thus: 1----i. The limited action
viewed as total event: ! 'Let's chat 1talk for it!'
(3) On goig verbs this prefix indicates the beginning of the actio, the settig
out stage: . I the st we kow for certai that
he has left, that he is loger here. Unless the cotext idicates otherwise, we
generally assume that the goal was reached, but this is t implicit i the verb
itself. This type of actio could represented thus: t--+ While the trip itself
tnay t complete, the beginning stage, the settig out, is complete.
I the future whe perfective verb is formed simply addig prefix, this
will idicated in abbreviated form i word lists: -- 1-.
12.7 The Future s of Perfective Verbs
. ,.
. , .
Perfective verbs have preset tese, sice actio canot viewed as in
process d at the same time as complete. Perfective verbs do have forms which
have edigs like the preset tese, but these forms havefuture meaig. (Remem-
ber that perfective verbs idicate complete actios, not comp/eted actions. Future
perfective forms refer to actios which it is implied will complete, total events in
the future.)
Look agai at the second example above. The Eglish equivalet would
'Whe we've finished dier .. .' or 'Whe we fiish diner' I English we use
simple preset tese or present perfect form i 'whe'-clause referring to fu-
ture actio. The act is t yet complete, so Russia uses the future tense.
Note the perfective future of verbs based . The root clearly re-
cogized, though some changes have occured i the spelling (particularly i the in-
fiitive).
212
 , , ()
, , ()
, , ()

12.7
. : .-
.
1. 1 . 2. .
3. . 4. 1 . 5. 1
. 6. . 7.
. 8. . 9. 1
. 10. . 11.
1 . 12. . 13.
I . 14. .
. :- ?- , .
1. ? 2. ? 3.
? 4. ?
5. ? 6. ? 7. :t~?
12.8 New Types of Consonant Mutation in Second-Conjugation Verbs
----, , c-w
---, , -
---, , -()
---, , -()
The first new mutation presented resemies the one you a1ready know (
, )-- consonant made with the front part of the tongue becomes
.. hushing" sound. In the second examp1e two consonants made with the front
part of the tongue change together to become ..hushing" sound.
The other two mutations presented are new type: verb stems whose root ends
in lip-consonant (, , , , ) keep the lip-consonant in the first-person singular
form, but add after it soft .
12.8
: - ?- .
1. ? 2. , <><;
? 3. ? 4.
? 5. , ? 6. , I
? 7. , ? 8.
? 9. , ? 10.
? 11. ? 12. ,
?
12.9 First-Conjugation Verbs with Consonant Mutation
----, ,
----, , -
-----, ,

213
 There are predictale consot mutations also in the first conjugation, but
here the mutation occurs in all forms of the present / future tense, not just in the
first-person singular form.
The orthography of Russian masks the difference between first-conjugation
verbs such as and , since it appears that they should conjugated
in the same way. Knowing the basic form clears up the confusion: -+ (
; , with the final consonant of the stem, -, lost before the consonant
ending of the past tense); --- (; , with the vowel of the basic
form, --, lost before the vocalic endings of the future tense). (It is only when
vowel has been dropped in this way that the final consonant of the root under-
goes mutation.)

12.9
: - ?- , .
1. ? 2. ? 3.
? 4. ,
? 5. ? 6.
-? 7. , , ? 8.
? 9.
?

12.10 The Verb

-, , ; , ,

ln the future tense we see reappear the -- which is present in the imperfective,
-- +, but the vowel of the root is absent in the perfective stem.
12.10
: - ?- . .
?"2. ?
1.
3. ? 4.
? 5. ? 6.
? 7. ? 8.
?

.ll. The Use of the Going Verbs

.

The verb used not only of motion specifically on foot, but also as
generalized verb of motion when the emphasis is on de-stination rather than mode
oftravel-but only within the limits ofa particular city, never oftravel to other ci-
ties. We really do not know whether Vera and Anton go to work on foot or ve-
hicle in the example above. (Of course if vehicle is mentioned, one has to use
)._ See also the first dialog on page 148.

214
12.12 Notes on Individual Words
{t-Nt the unchanging form of the first component of this word,
which is the form usually associated with use wi feminine nouiJ.s.
>- popular Russian weekly magazine with articles on wide range of
topics, short stories, poetry, and many illustrations.

N212. , .
. -
, .
:
- , , .
1. . ?
- , .
- .
'- ?
- , , }', ...
-.
.
. ; : ,
, , .
-, :?-: .- !
. .
, ,
.
, :
- , ?
- . ,- .

:
- , ? ?
- . .
- ?
- , .
- !
-? . ?
-, .
- , . ?
- .

delicious, tasty soccer, European football

-J-11- . to put (in /ying posititon)
quite, completely ~ pot, sauce(pan)
Depa - again, back
-- = -- + -- + et~/ ---- (,
1
-- - )

215
-!
- , ?
- , . .
- , .
- , ?
- , .
- ! }'.
- , . ?
- .
- ?
, .
, , . ?
, .

, ?

- , ?
-.
- ?
-.
- !
- ?
- , ... .
- ?
- , ... !
- .

- , 1.
- ?
- , }' ?
-.
- , .
- , , ,
.
-.

, = , i, ... .
(note accent) recently iiJJ ?
j ()
(8, )? then (in that case, at that time)
, ...? 1 wonder, ... ? ( = then, afterwards)
aii tea right away, immediately
iuo some tea

216
- , ?
- , .
- ?
-.
- !

12.13 - , ?
- , .
-.
.
(, , , , ,
)

12.14- ?
- , .
- ?

- , ?

- , ?

12.15 ()- ?- , , .
()- ... 1 ?-1, .
()- ... ?- , .
()- ... ?-, .
()
- ... '? , .
-
. ~

()- ... ?- , .

12.16 - , ?
- t .
!
( , 1 )', , )

12.17 . Make up dialogs with the waiter using the words

and expressions: , , ... ... ? ... , ,
, ... ? ... .

12.18 1. ? ?
, ? ,
? ?
i (, )?
() ()?
2. ?
?

217
12.19 Word Study
i =+ +
, --
---ssrl
+ -- ()
- (/iteral/y 'with all')
r--, , , , the, this, that, then, etc.; a/so , r
--lf
a--China

BKYCIIJoi /

() r
1
--
i, 6 i .
i ----
: / . --- . --
i -r- +
j, -
--+ .
--- .
. (-j') ?
,? --/ -
(,
r )?
. --- .
D
-- . , ?
r)
6
. (j') --- .
YPOK.Ni! 13 ()
-

j (i) j.
. , .
.
- .- .
, , .

Review . 37-39 concerning the palatalized dental consonants. Remember to strive for soft
consonants particularly r and unaccented .

!
... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ...
.,. ... ... ... ... ... ... ... ... -
... ... ... ... ... ... ... ...
_ ... ... ... ... ... ... -
... ... ... ... ... ... ... ... ...

.
(i) .

(i) .
.

1 need to get rested up.

., 1i + u it's necessary (1
need to ...)
--i+ /--j- (, )

219
 . .
. .
. .
. .
. .
. .
. .

v
7
, . .

~
!

: , , .
, , ,
. .

. .
. .
. .

- .- .

, , .
.

thing razor
suitcase toothbrush
(/. /) trousers, pants one's own
: suit Let/Have...
shoe

220


. - .
, . .
.
80 _ , .
?

.
.

13.1 The Expression of Necessity

. (i) .
Either or i can used to express the necessity of performing some
action. What case is used for the person involved? (This is because the expression
means literally 'it's necessary to .. .'.)
These expressions differ from in that the latter suggests personal re-
sponsiility on the part.ofthe subject '(1) must, am obligated to, have to .. .'
/ imply instead necessity due to extemal circumstances-'1 need to, find
it necessary to .. .'.
10 ! .

Although expressions of necessity are used with the infinitive of both aspects
depending on whether or not reference is to single complete act (cf. examples),
when the meaning is 'it's time to ... ', the imperfective is generally used.
13.1
. :--:- ?-, u .
1. ? 2. ? 3.
? 4. ? 5. ? 6.
?

. to give 1
--ii + - (, w; -
just now (.ith past tense) !) to forget
1
--ii + --il- to receive --- to remember
--iii +1--- (, ) - - (; !) . to take
.&& to answer question

221
. Complete the senteces usig the proouns i the correct form.
1. ? () . 2.
, () . 3. ,
. () . 4.
, () . 5.
, () . 6.
, () . 7. () , . 8.
. () . 9.-,
.- () ? 10. ,
() . 11.
-, () .-.

13.2 The Relative Pronoun

, }'. , .
ou already know the relative adjective , which introduces new
clause and refers back to noun in the preceding clause. lf reference is back
to pronoun, one must use instead the relative r (reference here is to
).

13.2. ( - ).
,
1. .
2. , ... . 3. , ...
. 4. , ... . 5.
, ... . 6. , ...
.

13.3 h Reflexive Possessive Modifier

, . .
. , .
, .
.
, . .

The rejlexive possessive modifier replaces all specific possessive modifiers

for all persons, singular and plural, when reference is back to the subject ofthe im-
mediately relevant verb. In the first example above is not used, ecause the
subject of the immediate verb is (subject of the zero-form of the verb
). The reflexive possessive may not, as rule, modify the subject of verb.
The reflexive possessive declines just like .
.

In this example the relevant verb, , is an infinitive. The subject of the

action indicated the infiniti;e would , so the reflexive possessive is used
here (although the necessity construction is impersonal--'It's necessary to
me .. .').
222
 13.3
. : ?- u .
1. ? 2. ? 3. ? 4.
? 5. ? 6. ? 7.
? 8. ? 9. ? 10. ?

. : : .- u .
1. .2. . 3. . 4.
. 5. . 6. . 7. . 8.
. 9. . 10. . 11. " .

. .
1. , , . ... .
2. , . 3.
... . 4. . 5. -
... . 6. ... ? 7. -
, ... . 8. ... . , ? 9.
, ... . lO. , ... .
11. , ... .
12. ... 1 . 13.
, ... . 14.
... . 15. , ... .
16. , ... . . 17. ,
... . 18. ,
... . 19. , ... . ,
... . 20. ? ,
... . 21. . -
.

13.4 Verbs with the Consonant Mutation > and the Use fi+/

- ?- .

Second-conjugation verbs with the root ending in have in the first-person

singular form. Note that the same mutation occurs in the imperfective stem, which
be1ongs to the first conjugation-o-e-a +.
.
()?

As with most verbs of communication, this verb takes the dative case of the
person answered. That to which answer is made is in the accusative case with the
preposition . As direct object this verb can have only the actual words answered,
in the form of quotation or clause:
: , , .

(Remember that when the forms of , , , are governed preposi-

tions, an - appears at the beginning of the pronoun: 6 ,
.)
223
 13.4. (--- i the ftre tese).
1.- i ... ?- ... 2. ,
, .... 3. , ... . 4. ... ?
5. . . 6.
. 7. .

13.5 Two First-Conjugation Verbs with Different Stems in Present 1Future &
Past
- 3 ?- 3l .
- 803 ?- B3UB .
--; ; :, (note accent!), :; !
!
-; ; , (note accent!), ; ! !

These verbs have regular first-conjugation endings. Note that in 3 the ac-
cent differs from that of the unprefixed .
13.5
. . ( Use the verb :.)
1. ... , ? 2.- ?- , ...
. 3.- ?- , .
4. , ... , . 5.... , n, !
6.-, ....-, .... 7. ...
? 8. ... , ~I ?

. ()
1.- ... ?- ... . 2.
, ... . 3. , , n
! 4. ... . 5.
... . 6.- ?- .. .
7. ? , 8. . .. .
, . 9.- ... ?-
.

13.6 : Irregular Verb

, ,

!

There are in Russian only two completely irregular verbs, all of the present or
future tense forms of which must simply rnemorized the student. The perfec-
tive equivalent of 'to give' is one of these.
13.~. . (Use the verb .)
1. ... . 2. ... ? 3.
, ... . 4. .... , ,

224
. 5. ... . 6. ...
. 7. ? ... ?
8. ... ? 9. ... . >.
... . 11. ...
. 12. .

13.7 Let 1Have him do it.

- .- .
- .- .

The particle can used with verb fonns of either aspect to fonn sort
ofindirect imperative (command) directed toward third party (normally impera-
tives are thought of as being only direct commads, i the secod perso). 1t is im-
portant to remember that imperatives have tese---the fonns bear l their as-
pect meaigs i this costructio.

13.7. ..
1.- .- ....
2.- .-
3.- .-
4.- .-
5.- .- ....
6.- .- ?
7.- .-,
8.- .-: ... ,
.
9.- .-
10.- .- ?

13.8 Aspects of the Verb (titi)

, . ? ( .)
, , .
. (u = )

The perfective aspect stresses the reslt of actio, d the result is usually
still i effect at the time of speech. for certai types of actios there exists op-
posite actio which reverses or auls the result of the actio ('to come', 'to go '). If
the result of the actio has auled, the imperfective is nn used. I the
first example it is clear that L is still here. I the secod example, L came
but the left, so the imperfective is used.
.
it , .
i !

The imperfective aspect is onnally used i cotexts where the udesirability or

lack of ecessity of perfonnig actio is expressed.
225
15-1022
. 13.8. Use the proper form of imperfective / perfective verbs chosen
from those in parentheses.
1. (ij) ,
. 2. ( 1)
. 3. ( 1)
. 4.- (/) .
.- (j) . 5.
, (/) . 6.-
1 1
( ) .-- , ( ) .
7.-, ?-, (/-),
. 8.-, (/-) ?-,
(/-). 9.- (/) ,
?- , (/). 10. I (
1 1
) , ( )
! 11. (/) .
(/). 12.- (j) ?
(/), . 13. (
1
-) , , .
14. , , (f) .
15. (/ ), ( /) .
16. , (~f) .
(/ ), ( /)
1
. 17. , ( ) r. ( ) .1
18. ! (/) . 19.
! (/)? 20.- ,
, ?-(f), (/-)
. 21.-, (~/-)?-
.- (/-), , .

13.9 Notes on Individua1 Words

-Nt the expression ('to check out ooks at
the library', 'to take out books from the library'): - !
?- .
-Nt the expression ('She's run out of
coffee.')
(. 228)-'(too) little', 'not enough' ( negative concept); do not confuse
with -' little' ( positive concept).
-'muh', ' lot of; quantity expression only. Do not use for intensity
of feeling or action-you already know how to use to express intensity with
such verbs as , : , .
.
-vtin pass ( document entitling the bearer to accommodations
in rest home or sanatorium. These are sometimes purchased the individual.
Sometimes his union may part or all of the cost). (. 227)
226
 - (i)-th second-largest city of Russia, lo-
cated on the Gulf of Finland, about 600 kilometers north-west of Moscow.
Founded as St. Petersburg Peter the Great in 1703, the city was first called St.
Petersburg, and later Pe~rograd. After Lenin died in 1924, the city's workers de-
cided to rename the city in his honor. In September 1991 the original name was re-
vived. (. 229).
Kiie-capital of Ukraine. Founded. in the fifth century, in the ninth cen-
tury it became the capital of the first state of the Eastern S1avs (Kievan Rus).
(. 229)

:
- , .
n .
.
- ,- .
, ,
:
- ?
- ,- ,-
.
- ,-~ ,- ,
. , .
:
- ?
- ,- .
- ?
- .
.
.
. : , , .
.
, .

? .

'f. note i11 section 13.9 (it's) fine, excellent

-- () . there (dir.)
r () south

227
15*
- ?
- , , .
- ?
- , , , .

- ?
- , .
- 1?
-, 1!

- ?
- , .
- ?
- . , , .

- , .
-.
- ?
- , .
- ?
- . ? , .
- , .
- . , ?
- .
- ?
-, .
- ? .
, . , .
-, .

- ! !
- ! .
- , , . . -
. .

- . .
? .
?
.

- ?
- . , .
-, , .

--i + to study, do one's lessons (at )) Capital

hiher education level) )) Novelty
"" !
the windowsill
228
- ?
- . , . .
- , .
- .

- , , .
-? ?
- . .
- , I. ?
- .
- .
- n. !
- . .

- 1 , ?
- ,
. . ,
.

- ? - .
- , . .
- , .
!

13.10 - .
- . !
- . .
(, , , )

13.11 . . :
i? : u ... (
)

13.12 ? u !
'
?.....'
? .. .!
? .. .!

match . You're looking the wrong

JJ . way.
() north . You need to look this
way.
229
 ? ... !
? ... !

13.13 . 1 .
, .
: ! ?
. .
: !
?

13.14 . . (
....? ; ',

~ ' ~
, ... ;
' ~
, .;
'
''? '
.
.)
. .
. .

13.15 - .- ! (
, ,
, ,
)

13.16 1. r ?
2. , ? 1
? , ?
3. , ?
?

13.17 Word Study

-rhs
- (The prefix -/-/~/- means upward, = up
from the cross.)
onpilc---<:npoci
a-dative
-
-n,
--
-
6-mind, mental, mnemonic

! (aii!) .
--+ /--r ()
--+ 6rn.

- () . ---: JJ
JCOte. :

230
--- .
,
-- () . () i
!
--+ 1--- 6 . ()
---



i,
 .N'! 14 ()
-

. .
- ?- .
.
.
.
.
.
.

Read . 25 concerning the pronunciation of .

!
... ... ... ... ... ... ! ... ...
... ... ... ... ...

.
.

- ? -.
- ? -.
- ? -.
- ? -.

1 = 7
. ( ?) 1 = 30 ()
31

, month
8l each, every 30
week

232
 2 . 4 .
2 . , 2 ,
- ?
5 6.
.
- . ?-
.
.
.

-ftr tense: , ,
.

. .
.

lmperfective Perfective

Present , ... -
Tense

Past Tense , ... , ...

Future , ...
Tense

.
, .
, .
, .

-.
-.
. (Let's not ... )

in (after) -u + . to play ( sing/e game of .. )

(/ut. -)

233
 +

.
.
.

,
.
,
.

--- 1
-+ () - ()

7 .
6 .
Similarly: --+ 1--
- , , !
- , .

:.

! ()

1
-- - to want -:-i + 1
() --
, , , to tire, get tired
, xoirre, i --- () . to retum, to come
--- () 1 back
1
-+ () -
to get up, stand up, rise
234
 . .
. .
.

14.1 The -Preposition in Time Expressions

. , 1 . ,
.
, .

The preposition is used with the accusative case to express period of

time after which something will occur.
14.1
: .- .
1. . 2. ~!
. 3. . 4.
. 5. . 6. ..
7. . 8. .
14.2 The Verb -- 1---
- ?- .
, .
- -
- -
- - , ,

Everything about this verb is regular except that it changes from first conjuga-
tion to second conjugation between singular and plural. Note also that the accent
pattern changes at the same time.

lack -+ to bathe
:i () floor (story)
n beach : elevator/lift
Ja-rop-a + /--- () to sunbathe without the elevator/lift
(. to get suntan) --+ to go up, rise

235
 As in English, this verb is used with the infinitives of verbs it governs.
The perfective, , indicates the begiig of desire. (Since the verb re-
fers to state of mind, it eannot have resultative perfective.)
In Russian verbs expressing mental states are used with adverbs expressing t
quantity, but intensity: : :. '1 very much want to .. .'
14.2
. (--).
1. ... , . 2. ... n
:? 3. ... . 4. ... .
. 5. .
6. .
? 7. ...
. 8. , : .
9. ... ? 10. ? 11.
: . 12. :
.

. (--/-).
1. , , , :
. 2. , , , ... . 3.
, r .
4. , , ,
!. 5. . . 6.
, . 7. , ,
... . 8. , ,
... .
14.3 Accusative Adjective Endings
: :, ,
.
?

The only new ending for you here is that of the feminine singular, -
(spelled -/-: , ).
14.3
. : !- u
?
1. : ! 2. ! 3.
:! 4. ! 5.
! 6. : ! 7. :!

. Coplete the seteces with appropriate fors of words give i paretheses.

( ).
1.
2. ( )? 3. :
( :). 4. ( ). 5.
( ). 6. : :-
236
 (i ). 7. (
). 8. ( )? 9.
( ). 10. ( ) ..
11. ( )?

14.4 Expressing Repeated Occasions with

.
.
What case is used to express repeated occasions with the adjective ?

14.4. Comp/ete the sentences with appropriate forms of words given in

parentheses.
1. ( n) . 2. ( )
, . 3. ( )
}'. 4. ( )
. 5. ( ) . 6. (
) i. 7. ( )
, . 8. ( )
.

14.5 The Future Tense of

, .
, ?
, 12 .

As you see, the future tense f has regular, unaccented endings ofthe
first conjugation, but the root (which you have seen in ) must learned
separately. (Cf. in Lesson 13).
14.5. . (Use the verb
in the future tense.)
1. ... . 2. , ...
? 3. ... , . 4. ,
, ... . 5. ... ? 6.
? 7. , . 8.
.

14.6 The Imperfective Future

. .

The imperfective future is the only Russian tense form made up means of
helping verb. (The helping verb is never used with perfective infinitives!)
Congratulations! ou now know the formation of // of the Russian tenses.
With the exception of few more types of consonant mutatio, you know 99% of
all there is to learn about a:dding endings to Russian verbs. (Cf. the chart on
. 263).
Warning: the verb has no imperfective future, only perfective future
(see in section 14.2).
237
 14.6
. : .- .
1. . 2. . 3.
. 4.
. 5. . 6.
. 7. . 8 ..
: 9. .

. :- . . ?- " .
1. . ? 2. . ? 3.
. ? 4.
. , ? 5. . ? 6.
. ? 7. .
? 8. . ?
14.7 Verb Teses i ldirect Speech
: .
, .
: .
, .
Victor said that he was readig this book.
: .
, .
Victor said that he would fiish readig this book tomorrow.
I Eglish we ofte chage verb teses whe we trasfer direct (quoted speech)
ito idirect speech. I Russia the tese of the actual statemet made must
kept unchanged. (Note that the Eglish form 'would' ofte serves to idicate fu-
ture tese from past-tese poit of view i idirect speech.)
14.7. Turn the following quotes into indirect speech.
1. : 1 . 2. :
-. 3. : . 4.
: >. 5. :
. 6. : . 7.
: . 8. :
. 9. : .
10. : .
14.8 The Preset s of Verbs with the Suffix --
. .
.
! Let's d it!
Verbs with the suffix -- (spelled -- 1--) replace this suffix with -- i
forms of the preset 1future. Such verbs take regular first-cojugatio endigs:
+ = , , . lf the t is the suffix -- in
the ifiitive, it will -- i present 1future forms.
238
 14.8. (---).
1.- ... ? - .... 2.
, . 3. ... ! 4. ..
. 5. 1 , 6.
? .
14.9 Verbs with the Imperfectivizing Suffix --
.
.
, , .
.

Like the suffix --, -- is used to make imperfective verbs from per-
fective roots. In verbs in which this suffix follows the vowel , the suffix is lost in
preset tesej'orms /. Such verbs take regular first-conjugation endings: ,
, ; , , .

14.9
. (-+).
1. , 8 . 2. ... 8 .
3. , ... 6 .
7 . 4. , 7 . 5.-
:1 ... ?- 1 6 , 7
.
. (--+).
1. . 2. -
, .... 3. ... , ? 4.
, ... 5. ,

14.10 The Verb Root --

- ?- .
, , ~.
.

Verbs with the root -- are accented on the root and take regu1ar first-
conjugation endings. The final consoant of the stem is, of course, lost before the
consonantal endings of the infinitive and past tense: , , ;
; ; , ; ; ; .
The past tense f is the equiva1ent of'to tired'-the resu1t ofthe past
action is still re1evant in the present: . 'I'm very tired'. Note, that in
the English equivalent we see an adjective with the verb 'to '.
14.10
. (- + 1-).
1. i 7 , 10 . 2.
4 . 3. 6 , ,
239
 8 . 4. ... ? 5.
9 . 7 30 }'.

. (-- + 1--):

1. ! 2.
. 3. 6 . ,
.... 4. , ....
~ . 5.
... 6. 6 , . 7. , ... ?
8 . 8. .
,

14.11 Suggestions for Joint Action

-.
-.
. 'Let's not .. .'
You already know how to express suggestions for joint action ('Let's .. ') in-
volving perfective verbs: , , etc. When
an iperfective verb is needed (when refetence is not to one specific complete
action), the ifiitive is used: -.
'Let's not.. .' is expressed always with iperfective in-
finitive: .
In the case of perfective verbs, may.be omitted. lncluding
makes the invitation more polite. -, ,
etc.
The going verbs are used with particular frequency without :
1 ! ( 1 also occur in this meaning, but are less pol-
ite.)
When making such invitations in familiar address the 'imperfective is formed
with : , . However the perfective is usually
formed without the : , .
Remember that none of these forms has tense meanings, only aspect meanings,
i. . either reference to one specific complete event or lack of such reference.
14.11
. : - ?-, .
- : ?-, .
1. ? 2. ? 3.
? 4. ? 5.
-? 6. Q ? 7.
: ? 8. ? 9.
? 1. ?
. :- , ?- .
1. , ? 2. , ? 3. ,
? 4. , ~t? 5. ,
? 6. , r: ? 7. , ?
240
. :- .- ,
.
1. i . 2.
. 3. . 4. . 5.
. 6. i .

14.12 Indirect Speech with the Particle (Review)

(Review section 5.10 conceming the use of the particle .)
Using is the equivalent of adding , so they should not both
used in the same sentence: Depa ,
.

14.12
3
. : - ?- , .
3
- -?- , -

1. ~? 2. J -?
3. ~ ? 4. J ? 5.
3
?

. : : 6?- ,
.
3
: l.?-

, .

: ?- , .
3
1. : ? 2. -
: ? 3. : ~
? 4. : r -? 5.
: ? 6. :

J ? 7. :

.
3 ? s.
:
-
3

?>> 9. : -
3
?

241
1'-1022
14.13 The Form of Nous Used with Compoud Numerals
= 30 31

1, 21, 31
2, 3, 4, 32, 33, 34
5, 6, 11, 12, 17, 35, 36

is t umera1 at all, but modifier which simply agrees with the u.

This is true also of compoud umerals edig i 1 (21, 31) but t 11 (
, 21 ).
h umerals 2, 3, 4 d all compoud umerals edig i 2, 3, 4 require spe-
cial form of the u (2, 3, 4, 22, 23, 24, 32, 33, 34 ).
h umerals 5 d above, the tees d compoud umerals edig i 5 d
above require differet form (5, 6, 7, 11, 12, 13, 17, 25, 36 ).
(I the case of the tees the last mt of the word is form of the root
, --, etc. Therefore the tees act like the umerals 5 d above.)

14.14 Perfective Verbs Which Reguire Direct Object

. .
. ,
.

verbs which used without direct object i the imperfective must

have direct object preset or implied whe used i the perfective (sice the per-
fective stresses the result of the actio). The direct object may quote or
clause (as i the secod example). I the case of eto play game of.. .')
the direct object is implied, d the perfective verb t used without the
m of the game beig played ( , ).

14.14. Additioal Drill Aspects. Complete the sentences with ap-

propriate forms of verbs given in parentheses. Exp/ain your choice of aspect in each
case.
1.~ (/-) .- (/-)? 2.
(/-) 1,
. 3.- , .--, (ij:)
. 4.-ima, ?-, (/-),
(/-) . 5. (/) .
() . 6. , (/
). , (/-) ? 7.- (j1)
.- () . 8. 10 .
f
( ). 11 . 9.
1 1
( ) 4 , 1> ( )
5 . 10. . ,
(/). 11.- (f) .-

242
 (/). 12. , (:/)
. . 13. (
1J. . 14. , ! ( 1
) . 15. (/
) . (/) .

14.15 Notes Individual Words

--+ 1----These verbs show particularly clearly the contrast
between the basic meanings of the two aspects-the imperfective for the process
('to sunbathe'), the perfective for the result ('to get suntan')

. . .
. , .
- ,- .- , ,
.
. .
I .
, , .
, : , .
.
. .
. .
, ,
. , ,
, , .

:
- ?
- .
- ?
- , , , .

-- ?
- ,
, . , .
. , .
- ?
- .

- ?
- . ?
- .
- . .

in the summer(time) ii :F i!
?

243
16*


?
.
?
, .
: ,
... ?
,
.
. .
, .
?
.

, ?
.
, , , .
. ? .
. ?
. , , .

?
.
, . .
.

, ? ,
.
, .
.
.
. ?
, t< .

, . .
?
. , .
, . . ,
, , .

--~ . to invite i
(j, it) it seems
it. A\Jow me to invite
you. <<it >> film
based the play t
- , uo ue Pavlovich Chekhov ( 1860-1904).
! , 11 .

244


14.16 - ?
- . .., .
- ?
- ... .
- -?
- ... .
- , . ?
- .. . .
- ?
.

14.17 - , ?
- .
- , . ,
?
-.
-, ?
- .
- ... .
- , .
- ?
- .
.

14.18 _ ?
- n, , .
( , ,
)

14.19- -:?-il, .
- ?- .. .
- ?- .. .
- ?- .. .
- ?- .. .
- ?- ...

14.20- ?
- . .

- . .

- . .

- . .

245
 ( , ,
)

14.21 1. 1 ? ? ?
, ?
? ?
? ? ? :?
2. ? 1
? ,
? ,
?

14.22 Word Study

Douie Letters in Spelling. Russian roots seldom have douie letters in their spelling. Most of
the cases you have seen so far have been in borrowed words: , , r
, , , ! Except in such borrowed words Russian normally has
doule letters only in cases where the two identicalletters elong to different parts of the word-
prefix & root, root & suffix, or etween two roots: -- + , ----, --,
---, --, ---.

-+ /----+ /--, -; / also - = uwrd--

, , ()
-- + 1----ril
-n
+ --- +,
-----dn
-tid

: - --+ 1-i-
--- . i -- - 1
- + 1- -- +: !
, i II i
... -- + , -
a-op-iii + /--- ---: !
--- . : ?
i !
-+ CR .= , .
6
-+ .

1
--- -
..
,
: ...
 N!! 15 ()
- I

, .
- ?- {)m.
. .
.
.
, ,
.
,
.

.
~ .

Read . 47 conceming the soft velar consonants r, , .

... ... ... ...

...

,
.
?

- ?
- {)m.

mrr8, II8 noroa weather

247
 .
. .
. Depe .
, .
, , .
, .
, .
, ?
, .
.

, . ~. .
. .

. .
. . .

:JIIOI in the winter(time)

, # ,
1
- in the autumn, fall
if [dos'] (pl. ) . rain
:il: ~- it's raining
( ) (court)yard r snow
I in the spring(time) r

248
1 , - 20
2, 3, 4 (32) ( ) .
(), 5, 6 .
(35 ) - 10
.

- - .
, . (), .

. . -
.
, .
, .
?- .

- , ?
- 1 .

15.1 The Dative Case of Nouns

, .
.
.

The basic ending for masculine and neuter nouns in the dative case is -
(spelled - 1-): , , . Feminine nouns (and

: 1
-- - to write
(, niuew)
(20) --+ et11 to correspond
degree [ssa] U.S.A.
() (/. ) . zero
quite, rather 1
--- - + u (
yJJRe outside (/.) ) to advise
(dir.) :~~~ really?!
j ( :t) from where, how

249
 1
masculines in - -) have the same forms as in the prepositional case: ,
, , ; .

15.1. Complete the sentences with appropriate forms of words given in

parentheses.
1. ( ) . 2.
() . 3. ()
. 4. (). 5. (
) . 6.
( ) . 7. ()
, . 8. (
) ,
. 9. ( ),
. 10. ( ). ll.
(), . 12. ( )
.

15.2 The Formation and Use of Adverbs

.
.
.
.
-.

ou have probaly already noticed that many adverbs are formed from adjec-
tives expressing quality means of the ending -. These adverbs resemle neuter
short-form adjectives (which is logical, since adverbs do not agree with other
words in the sentence). Normally only adjectives of quality form adverbs in the
manner. (Remember that adjectives of nationality have adverbs of the type
- 'in the Russian manner'). In the future adverbs in - will not listed
separately from the related adjectives unless there is difference in the place
of accent.
Just as in English, Russian adverbs modify verb, an adjective, or another
adverb.

15.2. .
1
1. ( ) ... .
... . 2. ( ;) ... . ...
. 3. ( /) ... . ... -
. 4. (/) ... !
... . 5. (/) ... ! ... .
... , !

1
-

250
15.3 , - ,
-!
-!
? !
!

With nouns and full-form adjectives one must use the appropriate forms f
j ('such '). With adverbs and short-form adjectives use /.
15.3 .
1
. ( )
1.... ! 2.... ! 3....
-! 4 .... ! 5. ...
' 16. ,
. ' ... ' '17 . ...
, . '

' .18 . ... '

! 9. !

. (/)
1. ! 2. ... ! 3.
... -! 4. ... !
5. ... .! 6. ... ! 7.
! 8. ... ! 9. ... -
. 10. !

15.4 lmpersona1 Constructions

.
J
.
. 'l'm hot here'.
J .

Russian makes widespread use of impersoal costrctions to descne state or

situation which exists. The.y are called "impersona1" ecause there is sbject in
the Russian construction. The English equivalent usually contains an "empty" 'it'
and the verb 'to '. lf person is affected the prevailing situation, this is ex-
pressed in the dative case. ou saw examp1es of this in Lesson 13: 1
. In this type of construction the person is not an active,
responsie agent. Responsibllity is p1aced instead prevailing external circum-
stances.
The past and future tenses of impersonal constructions are formed with the ap-
propriate neuter singular forms of .

15.4
. :- !-, .

251
 1. ! 2. ! 3. ! 4.
!

. :- !- , !
1. ! 2. ! 3.
! 4. !
. : .- 1 . ,
.
1. . 2. . 3. .

. : , .
1. , . 2. ,
. 3. , ... :
? 4. , ... )' . 5. )'
, . 6. . ,
... . 7. , ...
! 8. , ... : .

. Coplete the seteces with the apprppriate fors of words give i pare(heses.
1. ( ) : , . 2. (
) . 3. , ( )
. 4. ( )
, . 5. () .

15.5 The Relative Adjective in the Accusative Case

, .

, .

, .

, .

, .

, .
, .
Remember that the relative adjective takes its gender and number
from the noun to which it refers, but its case is determined its function in its w
clause.
15.5
: . .- ,
.
1. . . 2. . .
3. . . 4. , ?
. 5. . . 6.
. . 7. . . 8.
. . 9. .
: . 1. . . 11.
? . 12. -

252
? . 13. ?
. 14. _ ?
. 15. ? ~
.

15.6 Conditional Clauses with the Conjunction = i[

, - If it's nice weather...
n.
, Jf Anton Nikolaevich comes ...
.
, Uless we get very tired ...
.

coditioal clase sets forth codition upon which the contents ofthe main
clause depend. Russian conditional clauses are formed similarly to those in
English, but note that the tenses may differ. ln English in such clauses we often
use present tense or present perfect tense when future time is clearly meant. ln
such situations Russian uses the ftre tense (cf. the similar situation with
clauses, section 12. 7).
Note that when used with negation = unless.
, . 1 don't know if Larisa's at home.
, . Ask Vadim if Larisa's at home.
The major difficulty you will have is avoidig the use of in indirect speech,
since English uses 'if interchangealy with 'whether' in such cases.
15.6
. : '--- ?- , .
- , . .
1.- ?-, . 2.-
?- , . 3.-
?- , . 4.-
?-, , . 5.-
?- , .

. (/).
1. , ... ? ...
, , , . 2.- , ...
?- ... , . 3.
, ... ? ,
. 4. , ... ? 5....
, . 6. , .
7. , . 8....
, ' . 9. , ...
1. 10.... -

... . unless
253
, . 11. , ... ,
. 12. , ,
- .

15.7 The Verb ---/ -

- ?- .
This verb has the same suffix as ---, but in its hard variant. Note that
in this verb the stress is on the stem in all forms. Note also that this verb requires
an infinitive and the dative case of the person to whom advice is given.
15.7 (---/-).
1. ... r , . 2.
, ... ? 3. ...
. 4. , , , .
5. ... ? 6. ...
. 7. , ? 8. ,
.

15.8 The Verb -- 1-

- ?- .
This is regular verb of the first conjugation, with the consonant mutation
/ and with shifting accent pattern.

15.8. (-- -).1

1. ... . 2. ...
. 3. ... ... ,
r . 4.- ... ?- ... . -
. 5. ... , ... ,
r . 6. ... , , ,
. 7. ... ,
. 8. ? 9.-
?- ... . 1. ... ,
?

15.9 Aspect Use with Negation

() .
( i) . .

There is general tendency to use the iinperfective aspect when an action is

completely egated. This is Iogical, since if the action doesn't take place at all, it is
unlikely to viewed as complete. In addition to this use of the imperfective with
negative expressions of necessity, it is also observed with negative expressions
of advice:
.
.

254
 This use of verbs of the imperfective aspect may occur with many other verbs,
but it is not firm rule, and aspect use is closely tied to the meaning of the indi-
vidual verb.
.
but:
, .
, .
The use of the imperfective in the last example would inappro-
priate, since the imperfective of this verb has the nuance 'to shop for', and here
would imply that Vera didn't even go shopping, didn't even try to buy anything.
15.9. Comp/ete the sentences with the appropriate jQrms of verbs
chosen from those given in parentheses.
1. (i /) . 2. s
(/ ) . 3. (
/ -) . . 4.
( 1) . 5.
( 1) . 6.
( 1) . 7. ,
(/-). 8. (/-) ,
. 9. ,
( 1-). 10.
, (-
1).

15.10 Verbs of Mutual Action with the Particle -

.

Certain verbs with the particle - indicate mutual action, with two or more
subjects doing the same thing to each other.

15.11 The Use of the Present Tense for Immediate Future

, . , .
.

As in English, present tense of going verb (verb of motion) may used to

refer to future action upon which one is already firmly determined. The present
tense cannot used for such future actions if there are words indicating Jack of
firm intention, as in the following examples:
- ?- , ,
.
- ?- , ,
.

15.12 Notes on lndividual Words

()-The plural of this adjective can function as noun (with un-
derstood).
255
 ---us of the consonant cluster at the beginning of this word, the pre-
position acquires fill vowel when it occurs before this word: . For the
great majority of city-dwellers in Russia yard is courtyard surrounded the
various wings of building, or neighboring buildings. Therefore it is used with the
preposition .
l-is used of weather, of things hot to the touch.
-Nt that the accent differs from that of the unprefixed .
--U sed only in questions to express surprise or doubt ('really?!', ' it
that?!').
15.13 Fahrenheit and Celsius Conversions
convert Fahrenheit temperatures to Celsius, subtract 32 degrees and multi-
ply 519. convert Celsius to Fahrenheit, miltiply 91 5 and add 32 degrees.
Equivalents for temperatures mentioned in the text and dialogs of this lesson are:
Celsius + 22 + 15 + 12 + 10 +5 + 3 - 15 - 25 - 30
Fahrenheit + 71,6 + 59 + 53,6 + 50 + 41 + 37,4 +5 - 13 - 22

.

. ,
, ,
.
,
.
.
.
.
- , , .
. .
- .
- , . ,
?
- ?
- , ,
. , , ,
.
- , .
- ?
- -, . ,

1 1
. - = - () , different from, not like
just (now)
i = irr
!

256
 . ,
, .
- ?
- .
- , . : ?
- : 3-5 .
- , :
25 .
- , , , 10
. ,
.
- ? .

:
?

- , , ?
- . : 22 .
- ?
- , .

- , ?,
, ?
- ?
- , . 'F -
. .
- . .

- .
-. , .
- , 10---12 .
- 1 , , .

- , ?
- , .
- ? ?
-, , .
- , . ,
.

here, in our country

(city, etc.) ,
almost i
r& sometimes for sure, without fail

257
17-1022
- ! .
- , ?
- , .
- , , .

- , .
- !
- , . -
? - .
- , , .

- , , ?
- , .
- , ? . -, .
- , .

- , , .
- , .

15.14 - , ?-
.
... ?- .
- ... ? - .
... ?- .
15.15 - ? .
? .
? - .
? - .
? .
? - .

15.16 , 23 .
, 25 .
... , 30 .
, 21 .
, 12 .
, 22 .
... , 10 .
, 3 .

! ( !, i !) , ? What do you mean "cold"?

Good day! (not used when taking leave) not at all
i summer
eicirreJJ~o really, indeed (do not confuse with
'really?!') DJIIOC

258
15.17- !-.
.
~ !- ...
- !- ...
- !- ...
( , , )

15.18. Coplete each st with the appropriate phrase fro the right'-had
/.

, .

, .
.
,
, .

15.19 - , ?
-, .
( -, i
, -,
- )

15.20 - .
- ?
( , , , , )

15.21 - .- ?
- .- ... ?
- .- ... ?
- .- ... ?
- .- ... ?
15.22 . .-
, .
. .
. .
. .
. .

15.23 - .- ,
.
- !- ...
- .- ...

259
17
 .- ...
-.- ...

15.24- !-, ? -,
.

!- ...
- , !- .. .
- !- .. .

15.25 ? n ? ?
?
? 1 ?
? ? ?
? ,
? ? : ?

15.26 Word Study

:s-f prefiX :s- /<:-/ :s- / - upward (The root has to do with growing.)
p&yc-grade
-- +
~-ri (r /)
:so-imalayas
-,
--+ ---i, (- = 'across', 'over', 'trans-')
----im: ( = 'advice'. 'council')

CJJoa

n~--/ + U/1-
/ - () uumu
:sp6cJJe JJ
r8 BOJI (/. OJJH) 6i /-
:s : ,

( ) 61: 61 ,
( :s)? JJ
! ( !, -- +
!) 1
-- - (nwil!) ( , etc.)
BJJIOC : JJ, JJ
() m. :
:
eCJJ, ~
1
irr :
:s6 i, :
i: i
,?! pi:se 1011116

260
 111 ( 11-15)

Nouns and Pronouns

ou know the dative case of nolins in the singular and of the personal and interrogative pronouns:
, , - -

, , , - -

- -
- -

You know the use of the dative case for indirect object, for object with certain verbs (i,
), and to express the person ~ffected in impersonal eonstructions (including expressions of
necessity):
itry, .
.
.
{:.

You know the forms of certain nouns for use with numerals (including compound numerals and
that is not numeral but modifier):

, , 21, 31 , , 3, 4, 22, 23, 24, 32, 0,5--20,25-30,35--39

33, 34

You know that few nouns have special form for location: , (but: , ;i).
ou know that points of the compass are used with : 1r, 1.
You know the indeclinaie nouns , (the latter masculine!). You know the special form
= 'some tea'
You know that some nouns are used only (or predominantly) in the singular (i:, &, ,
t, i, ) and that some are used only (or predominantly) in the plural (, )', ,
, :, ).
ou know additional adjectives used as nouns: 1
, i:JI, r .

261
Modifiers
You know the new special modifiers , . , (and the latter's forms used as pronouns
, ):

_ - - -
_ _ - - -
_ - - -

ou know the difference between the modifier and the pronoun :

. .
r? ?

You know the reflexive possessive modifier used with all persons, singular and plural:
, , .
, , .

You know the accusative singular (all forms) and inanimate plural endings of adjectives and spe-
cial modifiers (including the relative adjective ):
, ,
?
r ?
, .

You know the short-forin adjective (, ):

.

Advers

You know the formation of adverbs from qualitative adjectives (-) and the use
of adverbs. You know, that mental states are used with words expressing intensity, not quantity:
.

Impersonal Constructions
You know how to use impersonal (subjectless) constructions to describe an existing state or situa-
tion: ~ . . , .
. .

ou know the use of 1, 1 1 1

: , .

Numerals
You know the numerals 11-15, 20, 30 and know that in compound numeral the last component
determines the form ofthe noun used (cf. above in connection with noun forms). You know that
has special form for use with feminine nouns: j.

Vers

You have been introduced to the Russian system of verb aspects, and know that the perfective is
used for single complete act which results in an accomplishment, change of situation, and whose re-
sult is generally valid at the moment of speech (Q ). You know of the use of
this aspect for consecutive complete actions ( Jt ,
).

262
 ou know that the imperfective is used f other situations: general factual (
?), progressive (li u , ..& ), habltual (
8 ). You know that after vs ofeginning, ending, conti-
nuing, / imperfective infinitives may used: r
.
ou know that the perfective going vers i, indicate the eginning of the action, set-
ting out f some destination. You also know that on some verbs the pefix - forms special type of
perfective which indicates short duration of the action: noroopirr, DOID'Ita, ooryirr.
You know that the imperfective aspect is normally used in certain negated contexts: 8
{ . & .
ou also know that the imperfective aspect is used if the esult of the action has n annulled
( , ) and with expressions of necessity when the im-
plication is one of "it's time to ... ": 11 , !
You know that perfective verbs are sometimes formed from imperfectives prefixation (
--/---); sometimes imperfectives are formed from perfectives suffixation (
---, ---wi + ); and that in v few cases the two aspects come fom different oots
(-- 1--8-, --- 1-:).
You know the complete conjugation of Russian verbs in oth aspects:

lmperfective Aspect Perfective Aspect

Present Tense

Past Tense

Future Tense


lnfinitive
asic Form -+

You know how to make necessary.forms of ve.rb fom the asic form, removing stem-final con-
sonant efore endings beginning with consonant, emoving stem-final vowel f endings egin
ning with vowel:
--, ; ,
- + -, ; ,
--- , ; , ,
---, ; , ,
---, ; , ,
---, ; t, ,
---, ; , ,
ou know the convention of indicating shifting accent pattem means of the grave accent
mark (' ): ---, , .
ou know the following consonant mutations, and know that in second-conjugation vebs they
occur only in the first-person singular form, while in fist-conjugation verbs they u in all pesent/fu
ture-tense forms:
263
 / ---, ,
f r---i:, ,
3/ ----, ,
/ ----, , , ---, ,
/ ---. ,
/ --- , , :
/ ---, ,

You know the following new consonant-stem verbs:

-- ()
- ()
- (rr}, -- ()
- (), -- ()

You know the conjugation of verbs with the suffix --: i:----, -
----
You know the conjugation of verbs with the suffix -- following the vowel :
-+ -; ; !;
--+- ; ; !;

You know the irregular verb : , , , , , ; , , ii;

!
You know the past tense forms of verbs based on the verb -: (); ();
(); ()
ou know the verb of mutual action -- + .
You know that requires neuter verb in the past tense: 6?
You know the forms for suggestions for joint action in both positive and negative: i()
. (ii) . i() .
You know the construction equivalent to 'Let/Have (somebody do somet.hing)':
. 6 .
You are aware of differences in tense usage etween Russii and English:
() Action begun in the past and continuing into the present:
. We have been /iving in Moscow for long time.
(But: . i:.)
() Future action in temporal and conditional clauses:
{ , . When 1 home ...
, - Jf Anton Nikolaevich comes ...
r .

() Tense in indirect speech is the same as in the actual utterance:

ii: i:.
, . (worked)
" : .
, . (used to work)
: - rii.
, . (wou/d go)
ou know the use of the present tense to indicate future action already firmly decided upon:
- l: ?
- . (But: , , .)

264
Tinie Expressions
ouknow the new time expressions and constructions:
Duration of time ( ?):
( , ).
.
(R ) .
? 6 ...?

Repeated occasions: .
Period of time after which something happens (in): :. .
Season in which something happens: 6i, JJ, , 311M6i~
h expressions (, 8) j/ /l:.

Indefinite Subjects and Impersoal Constructions

You know sentences with indefinite subjects: ?
ou know impersonal (subjectless) constructions: . .
. / .

<;omplex Sentences
ou know complex sentences:
(\) in which appears in the accusative case: ,
.
(2) with the relative pronoun (referring back to pronoun): , .
(3) containing conditional clause: , i.
(4) containing indirect speech:
, .
, . 3
, or , ?

Conversational Expressions
You know the following conversational expressions:
Greeting people upon meeting: . . l:.
Russians inquire about people's health and well-being: ?
neutral, not overly enthusiastic response to such question: .
Russians express polite request for information or directions: , ...
Russians extend an invitation: ri.
Russians express intensified gratitude: .6 ; gratitude which is at the same time
refusal of something offered or an invitation:-B n ?
, er6 .
Russians express curiosity: , ( )? ? 'Why do you ask?'
Russians express surprise, disagreement, uncertainty: ! , ?
? (Not to confused with .) .
Russians express opinions: -6, -.

265
t
1. . Use the rs 1 i reqired for.
1. . 2. . 3. , -
, ... ? 4 .... , ... . 5.
, ... ? 6 .. , ... .
. 7. , ? 8 ....
. 9 .... -. 10.
, , ... , . ...
.

2. Coplete the seteces with appropriate fors of words give i paretheses.

( )? (), , (
1.
). 2. ( ) ? 3.
(), :. 4.
( ) . 5. , , ()
. 6. ( ) , .
7. () . 8.
( ), () . 9.
( ). 10. ( )
. 11. 1 , () ? 12. ,
() , () . 13.
, ( -). 14.
( )
(), . 15. ,
, (), . 16.
, () () ?

3. Coplete the seteces

with appropriate fors of words give i paretheses.
1. , (1 )! 2. 25 (
), , 2 (). 3. 10
() . 4. 8 () , 3 () .
5. 9 () . 6.
, 4 (). 7. ? 30 ().
8. 28 (), 30 () 31 (). 9. 30 ()
.

4. (/ ).
1. ... , , , . 2. , ...
. 3. , ...
. 4. , -?
5. ... , . 6.
, . 7. , ...
. 8. , ,
, , . 9. ,
.

266
5. Complete the seteces with appropriate forms of verbs chose from those i par-
etheses.
1. (/-) , ()
. 2.- (/) 5 .- (
1 1 1
-) ( ) 5 . ( ) 5
, (/ ). 3.
1
( -) " , (
/-). 4.- (/-) 5 (/-) -:.
?-, (/-). 5.- ?- (/)
1
. ( ) . 6. (
/) , (/-) ,
(/-) (/)
. 7. () , , ,
. 8. () , (/-) .
1
9. () , ( ) .
1
10. () , (: ) ? 11.
1
, ( ) . (
/), (f) . 12.- 12
1
? ( ) .- ( ), 1
.: (()j() 2 ? 13.- (
/-) ?- , , (/)
. 14. (/-) (/-) .
, . 15.-, .
1
7 ( ) .- , ( ). 1
16. , (/-) , (/ -)
. (/-) , (()f
() . 17. () .
, (/-). 18. ,
. (/-)? 19. (/-)
. (/-) ? 20. (/
-) , (/-) .

6. (ff - ).
1. , , . ... .
2. . ... , ?
3. }' ? ... ? 4. -
... 5 . 5. , ...
. 6. , ... .
7. , . 8. ,
... , . 9.
.

7. : : .- , .

1. : : . 2.
: . 3. :
. 4. : f
. 5. : , , .

267
 N! 16 ()
-

.
.
.
.
- :?-
.
- ?-
.
- ?- .
- .-'- ,
.

Read . 47 conceming the unaccented vowel in grammatical endings.

!
... ... ... ... ... ... ... -
- : -: -

- : ?
- ( , , , , , ).
- .

.
.
.
.
:?
.

- ?
- . .

mit, whole
ago

268
- ?- .
- ?- i .= .

. .
.
, , , .

.
.

.
- ? -

. . .

16.1 Prepositional Case of Personal and Interrogative Pronouns

- - -

- --:- -

0~6} -
-

Rememer that when the third-person forms ofthe personal pronoun are gov-
erned preposition, they are prefixed with -.
Note that when used with , the preposition has special variant form .

to (toward) r = { I'
-- to walk, go (multidirectional) i too (excessively)
ii canoe i tent
-- (, W) to love, like to sing
hike, walking tour
1
:i, acquaintance
ski :
song

269
 16.1. "f! .
1. r, ... () ? 2. .
. 3. ?
. 4.- ... ?-
. 5. , ... () .
6.-0 ?-0 (). 7. , ()
. 8. , .

16.2 Prepositional Case Forms of Special Modifiers

,




,

The clues for the endings of the special modifiers are found in the forms of the
third-person pronouns for the same case (minus the prefixed -):

0 ~~ } ( ) - (spelled -f-f-) , ,
( ) - (spelled -/ -) , ,
Note that one uses with the prepositional case forms of : ,
, etc.
16.2
. - . (Use the pronoun .)
1. , . 2.
... ? 3. ... .
4. ... . 5. ,
... . 6. . 7. -
, .

. Comp/ete the sentences with appropriate forms of pronouns given in parentheses.

1. () , () .
2. () . 3.-0 ()
?-0 (). 4. ( )
. 5. , () . 6. ()
() , () . 7.
() . 8.- () ?
(). 9. () ? 10. () ,
() . 11. () r
.

270
16.3 The Use of and the Specific Possessive Modifiers
& .
This sentence from the text of the lesson seems to violate the use of as we
have become accustomed to using it. We would expect , since the possessive
modifier refers back to the subject. In the first and second persons one may use the
specific modifiers (, , , ) as well as the reflexive possessive modi-
fier . (Using the specific modifiers is simply slightly more emphatic). h
above sentence could as well have been: t
.
In the third person, however, the reflexive modifier ust used if refer-
ence is back to the subject: . use here
would indicate that they were talking about somebody else's hike rather than their
own.
Note, however, the use of in such sentences as the following:
. This is an impersonal (subjectless) sentence. Nevertheless an
infinitive can have an implied subject (here ), and therefore this sort of sentence is
not an exception to the rule that refers back to the subject of the verb. 1t is the
iediately re/evant verb, the infinitive, which concerns us in this sentence.
16.3. .. Give variants when possi/e (- spe-
cific modifiers).
1. . ... . 2. , ,
. 3. , . 4.
... . 5. .
... . 6. }' ... ,
. 7. , ? .
8. , .

16.4 Expressing Age

33. . 13 .
2 15 .
Age is expressed in Russian with the person in the dative case. The grammati-
cal subject is the nueral.
16.4
: . (7)- 7 .
1. . (5) 2. . (37) 3. . (22) 4.
. (25) 5. . (23) 6. . (14) 7. . (13) 8.
. (31) 9. . (16)

16.5 = ago
. .
.
.
What case is used in this new time expression?
271
 16.5
. : .- .
1. . 2. 5 .
3. 3 2 . 4.
5 . 5. 2 .
6. 10 . 7. 30 .
8. . 9. . 10. 22 .
. : 5 . 4 .-u
.
1. . 10 . 2. 12 .
7 . 3. . . 4.
. . 5. .
. 6. 5 . 3 . 7.
9 . 8 .

16.6 The Preposition = to (toward)

.
Anton Nikolaevich went to lvan Ivanovich's 1to see Ivan lvanovich.
The preposition means 'to 1toward' and requires the dative case. lt must
used with nouns indicating people (since and would obviously inappro-
priate).
_ (1. Used with persons this preposition can the equivalent of 'to one's house 1
~ apartment 1office' or '(to go) to see'. (Never try to translate word-for-word 'to go to
see someone!') Similarly, the preposition used with word indicating person
can mean 'at one's housefapartment/office': .
When used before words beginning with certain consonant clusters this pre-
position occurs with fill vowel (. g.: ).
16.6. ( ....., with appropriate forms of or
r).
1. ()
. 2. ,
(). 3. (),
. 4.- , ?- (
). 5. ( )
. 6.- ?- (). 7.
, (). 8.
() :. 9.
( )? 10. ()
, .

16.7 The Multidirectional Going Verb --

- ?- .
.
- I :?- . = .

272
 Uprefixed goig verbs have what are really two sub-aspects i the imperfec-
tive. The idirectioal verb refers to motio toward specific goal, i spe-
cific directio. The ltidirectioal verb -- refer to completed round
trip-to some goal d back (therefore ivolvig two directios). Such costruc
tio the equivalet of costructions using + locatio. This construc-
tio used / in the past tense.
The perfective.ofthe unidirectional verb, refers only to the settig out for
particular goal and does not include the retum trip.
Note that in Russian one must keep in mind the present location of the person ~ (1.
involved, something which we do not normally take into consideration in English .. ~

16.7
. : i.-u u
.
1. J>I . 2. .
3. . 4.
. 5. , ,
. 6. . 7.
1 .
. ( "' --).
1.- ?- ...
. 2.- ?- . 3.-
?- ... . 4.- , ?-
... . 5. .
! 6.- ?- ... .
7.- ?- ... . 8.- ?- ... .
6 . 9.- ?-
. 10.- ?- .

16.8 The Verb + to sig

. (, , ; ; )
When consonantal edings are added to this root (in the past tense d infini-
tive) the vowel in the root changes, > .
16.8. (+).
1.- ... ?--.- ... . 2.-'\ ... ?-; .. .
... . 3. .. .
. 4. ,
, 5.- ... ?-

16.9 Verb Agreement with Numerals

10 . , 15.
3 . 5 .
21 .

273
18-1022
 When numeral is subject, the verb is normally neuter and singular. But re-
member that is not numeral in form, but modifier which simply agrees
with itsnoun.
Rememer that nouns are governed the last component of compound nu-
meral.

16.9
. : - 2 .- 2 .
1. 5 . 2. 1 . 3.
10 . 4. 3 . 5. 15 .
. : - 25 .- , 25
.
1. 21 . 2. 15 . 3. 30
. 4. 2 . 5. .
16.10 Notes on Individual Words
(, )-nthr adjective used as noun.
-rmmr that feminine nouns in - take the prepositional case end-
ing -: .
: -' (certain) acquaintance of mine'. The word
is often an equivalent of 'a/an', ' certain'.
: 6 -mr with the accusative use for many time
expressions.
= sport(s)-Remember that in Russian this noun is singular /.
= ' whole'; = 'the whole'; is somewhat emotionally col-
ored, while is neutral word.
.
! ?

-th major river of the European part of Russia.

- tributary of the Volga.

N!! 16 .
:
- - , : .
: , .
, .
? .
.
. : ,

() (Love) 1
- (; , , n) 1
i () --Ri- to surprised

274
 .
, .
.
: , , , .
, ,
.
. ,
. !
, , . ,
, . .
. ,
, n, ,
. , ,
.

- _?
- .
- ?
- .
- ?!
-. ?
- , ...
- , . -
.

- , ?
- . - , , ,
- .
.
- , ?
- , . , . -
: , ,
.
- ?
- , . . , , ,
.
- ?
-, , ,
.

1
-- (, ; (/. ecrit) place
) 1
3--l +
- + 1- to decide , ... What, ...
trifles, the little things
275
18*
- ?
--,-. . !

, ?
. , ,
. .
? !
.
.
?
- , ; .

- , ?
- , .
- ?
- .
- , , ?
- , .
- ?
- , .

- , ?
- , . .
- ?
- , . .
- ? .
- . 1.

- , ?
- , 1.
- ?
- , .

- , ?
- . . -
!
- .

, ?
, ?

r only (in all; used to stress smal/ness of quan- IC unfortunately

tity or mimber) (i)
6 past, last (way) over there
276


16.11. - ?
- i .
(, , , , , , , ,
, )

16.12 - ?
- , .
(, . , . ,
. , . , . ,
.)

16.13 . .
, , ?- .
. . , ,
?- ...
. . ,
, ?- ...
. . , ,
?- ...

16.14- .
, .
- ! ?
- .
( , , ; ,
, )

16.15 - .
- , .
- .
( , , , )

16.16- .
- , ?
( . .
.)

16.17 - !
- , ? . .
(, , , ,
)

277
16.18 - .
? , .
(- 7, - 23, - 31, - 27, - 24,
-35, :~21, -16, -13)

16.19 1. ? ?
? ?
:1? :1?
? ? ,
? ()?
?
2. (, )?
? ?
? ?
? ( !)

16.10 Word Study

--t bear
-- + - --- ( with prefix -)
-+, i,
--, -love
-
6-- (through),
-

:
- () --ii + CR
--i + : --
.-
,
+ (, ; ; )
()
J1 J1 1101"6:

/
()
: , ... 1


-- .
(i)
(, ; )
-- JI
pe-iii + /--

 .N!! 17 ()
- I

,
.

.
- ?-
.
, .

. .

Read . 49 conceming the Russian "flap" consonant .

nomopftme!
.... ... ... ... ... ... .. .
... ... ... - ... ... ... ... .. .
... ... ... ... 1 ... ... ... .. .
... ... ... ... ... ... ... ...
... ... ... ... ... ... ...

}
J: .

? ?

.
2-3

.
5... , 1
,

.

, (2 , 5 ) once (twice, 5 times) 1per

279


.
u
.
.
.

- ?- .
, , ?
, .
-.
.
-.
}'.

.
. -+ ()
, ,

Q .
. .

.
. .
.
.
UJ
. .

17.1 The Prepositional Singular Adjective Endings

~= } ( ) - (spelled - f-) ~~~ , ,
( ) - (spelled -/ ) , , ,

(, )
-- to go (ride, drive) (multidirectional) t:
1
a-ilii + (, , ; ) ---- to (situated, located)
(pl. ) (close) friend ~i
1
--+ - (like -+ ; 1 second-hand bookstore
past accent ), , 6)
foreign

280
 The endings for adjectives in the prepositional singular are the same as those
used for the special modifiers (cf. Lesson 16). Remember that the clues for them
found in the prepositional case forms of the third-person pronouns.

17.1
. : . ...- .
. ...- .
1. . 2. .
3. . .... 4. .
. 5. . .... 6. .
.... 7. . .... 8.
. .... 9. . -
10. . ...
11. . : 12. .
13. 1 . 14.
. : .... 15.
. 16. .

. : ( )- ?-
.
1. ( ) ? 2. (
) ? 3. ( ) ~
? 4. ( ) ? 5. (
) ? 6. ( )
? 7. ( ) ? 8. (
) ? 9. ( )
? 10. ( ) ? 11. (
) , ? 12. ( )
? 13. ( ) ?
14. ( ) ? 15. (
) ? 16. (
) ? 17. ( )
? 18. ( ) ?

17.2. T!'l_~peclension of the Adjective Numeral

r~TO JI , :, .
if , , .
The adjective numeral is one of very small group of adjectives which
take the same endings as do special modifiers-the endings of the nominative and
accusative cases are like noun endings; the endings of other cases are like regular
adjective endings.
This adjective is very similar to the special modifier (, , ) (root
[]). The root f is [tr'et'y], and the vowel in the masculine nominative is
fill vowel. (Do not confuse this false ending with the genuine ending in
~,)
..

281
 17.2. ().
1. ... . 2. ... . 3.
... . 4. ... . 5.
... ? . 6. ... . 7.
... . 8. ... . 9. ...
, . 10. ,
.

17.3 The Multidirectional Verb -- - Unidirectional /

- ?- .
- : ?- .
See 16.7 concerning the verbs , and .

17.3. (l: - ).
1.- :?- .
2.- ?- ... . 3.-
?- . 4. .
... . 5.- ?-,
. 6.-)' ?- ..
. 7.- ?- . 8.-
?- ... . 9.- ?- ...
. 10.- m , -
.- ?

17.4 B=per/a ( ?)
. .
.
followed the preposition and an expression of time in the accusative
case expresses frequency of occurrence ( ?) within the indicated span
of time.

17.4
: (1, )- ?-
.

1. (1, ) ? 2. (2, )
? 3. (2, ). . ?
4. (3, ) ? 5. (2, )
?

17.5 The Infinitive Used to Express Appropriateness of Action

, , ~ ?
(= )' )
' , .

282
 h infinitive is frequently used with the dative case to indicate appropriateness
of an action for that individual, as an equivalent of should', ought to', etc. (h
words , i etc. are understood.)
17.5
: , .-,
.
l. , . 2. ue ,
. 3. , . 4.
, . 5. ,
. 6. ,
. 7. , .

17.6 h Verbs -m- + 1--- - -- 1

, .
.

.
These two verbs although they come from the same root, have different mean- __ (;.\
ings and are used in different constructions. h English-speaking student must ~
particularly careful to distinguish etween them, since they are both equivalents
of 'to ask'.
1 means to inquire, ask for information, and takes di-
rect object of the person asked. lt is t followed infiitives.
1- means to request, to ask for something or to ask someone to do
something, and is used in two different constructions:
(1) /- 'to ask someone for something'
(2) 1- + 'to ask someone to do something'

17.6
. (-- -). f
1. ... . 2.
. 3. , ... ,
, . 4.
. 5. , .... ,
, . 6. ... ,
. 7. ... .

. (-- + 1--- - 1
n-- -).
1. ... , .
2. ... . 3. ...
. 4. ... , , . 5. -
, . 6.
>>. 7. ... ,
. 8. ... . 9. ... ::~

283
, . 10. ... . 11.
, -r. 12. -
, .

. 17.7 The Verb -+

, , ; ; !;
This verb belongs to the same type as - + , -- + .
Note also the prefixed verb from this stem, --+ 'to sell':
.

17.7
. (- + ).
1.- .-
. 2. ... . 3.
, ... . 4. ,
... . 5. ...
.

. (-+ "').
1. ... . ... . 2.
, ... . 3.
. 4. , ... ? 5.
, : ... . 6. , ... , , ,
. 7. , ,
.

17.8 - = a/so
-.
-:. 1 -.
-.
.

You know both and as equivalents of 'also', but they ~ not inter-
changeaie. Of the two, is the more restricted. 1t can used only when some
statement is eing made about more than one topic of conversation. ln the first
example v the same statement is eing made about Vasily Nikolaevich and
Nina. Here is the equivalent of an English 'also 1too' which ears strog
st stress.
In the second example more than one statement is eing made about one topic
of conversation (Vasily Nikolaevich). In this situation may not used. Here
the English equivalent is weakly stressed 'also 1too' or 'in addition'
Note that may used in either situation (but precedes the topic rather than
following it).
17.8. .( - ).
1. . ...
. 2. .
284
... . ... . 3.
. -. 4. ,
!- . ... . 5.
. ... . 6. .
... . 7.
. . 8.
. ... . 9.
. . 10. .
.

17.9 Ji (Cf. dialogs later in lesson.)

There is one important exception to the rule that the reflexive modifier
cannot modify the subject of the clause. This is in constructions with and the
verb 'to ' (equivalent to 'to have').

17.10 Note on Capitalization

Note that in geographical names the common noun ('sea', 'river', 'street', etc.)
is not capitalized, only the word distinguishing that geographical feature from
others: , .

17.ll . - .
ouknow that when forms of the third-person pronouns , , , oii are
governed prepositions they are prefixed with an -. Tfiis does not occur when
, , = 'his' 'her', 'their'. (ln thiscase the preposition really does not govern
the possessive, which means 'of him', 'of her', 'of them'.)

17.12 Notes on Individual Words

(pl. )-Nt the unexpected consonant mutation, 1
(normally
l).
ii-ii-Nt that the same mutations that take place in verb
conjugations occur in other parts of speech (here 1).
(oii)-'(one) more', 'still another' Do not confusewith = 'an-
other' ('different').
. , , .
. , , .
= ' girl friend', ' girl 1 know' Note that
used as regular attributive adjective.
iia-Note the special expressions: ii (), ii
().
: ... -Nt that with one must not use
.
- . Note
1
' = 'to situated located', it should usually translated
that when 'to
.
, j - 1.

285
 i (1799-1837)-great Russian poet and the
father of modem Russian literature and the Russian literary language.
.. (1860-1900), .. (1844-1930)-Russian painters.
-th largest museum of Russian art, 1ocated in St. Petersburg.
:- ?- i
. -.
.
Note the way of expressing the language in which book is written, and also
the fact that this construction is used in the questio!J when an adverb oflanguage is
expected in the answer.

:::::>
,N'g 3 -
. -
. , .
.

. -
m
-,!f-..&........_
,...,..,IIf---t

.
.
, , .
, .
, ,- 6 .
,
. : . . :
. ,
~ ,
.

. .
.
.
.N'!! 3 .
. .
, ,
.

hobby (; )
1
--+ -- (i; )
to collect, gather from here
i real, genuine particularly, especially
j' fiction and poetry
art

286
 :

.
.

... ?.

- , , ?
- ? -
.
-.

- , , , -
..
.?

- , .
- .
.

- ?
- . ! ,
, .
.
- i ?
-, .

- ?
- , , ...
- , , .
- , .
- , .
- ? ?
- , , .

- ?
- .
-?
- .
- . .
- , .
= .That's , don't metion it. (when dis-
. Pardon me for comfort or inconvenience is caused)
bothering you. museum

287


- . . - .
- , i ,
.
- , .

- , .
- , - . ?
- , . , , -
, ... .
~ . , .
, ...
- , .
.
?
- . . .

- , ? ,
. -,
.
- -, -. ,
.

- , ~ ,
.
- , . .
- .

17.13 - , , u ?
, .
.
.
( , ,
, , ,
)

, () (pl. ) word
DJJacima (phonograph) record . dictionary
dt
-jm- +. () -ii (/ the second stem
() neither ... nor ... declines)

288
17.14 u. -.
.
.
.
.
.

17.15 - ?
- , , .
(, , , , , )

17.16 , , , ,
. .
: ... ? , , ...
, . ... ... ?

17.17 . . r .
.
. ,
.
: ? ?
?

17.18 .
: u , u
, ,
, u , u ,
, , u ().

17.19 ?
? ?
?
? ?
, ?
?
? ? ?
?
?
? , ,
? ?

17.20 Word Study

Note the suffix -- (, ) equivalent to -ic(al). Note that
the accent is always the first vowel of this suffix.
- ,
i- -- i (- = other)
-
--+, ---, ; -= English prefix borrowed from the Latin
cum-/ com-/ con-/ col-.

289
19-1022
 CJJoa

- (i) JJ,
k: i Ja -iti
i. i: 6w irr i, :lii
ilii ri i JJ .
-+ i 1
-- -: CJJo-
(/. il) ---- ape
-- () CJIOO
i r: --81 + 1--j (-
6 1.- i 6ii- i., , i;
DIIIIil! .- 6. )
IIOC'I'plillllbl 2. r6 . i
: , () JJ
6 611 j
ili l: 11
: u
n
R 3 O-CJJYwai + .
piula (; )
i DO tuce. D0 -- + 1-i.
: yiiiiCIIIICICa JJ
-- 1- ,
ill +
 N! 18 -
()
I

, , .
, .
?
.

Read . 58 conceming the hard consonant n.

... ... ... ... .... ... ...

... ... ... ... ... ... ...
... ... ... ... ... ... ... ...

i:

Review of intonation in long utterances.

J 1 ~ 1 ~.
J 1 ~ 1
1
.

~ 1 1
1
.

~, 1 , 1
i.
~, 1 ~, /
1
.

i, 8w

291
19*
 Basic Form

-+ - 1 1
-
--+
-- - 1 1
-
---
-
--
-- - 1 1
-
-
--
-+
---~ - 1
.
, .
:: .
, .
1 .
, .

?
.
.
, .
, . :1 .

.
n- () [pe-te-u]


() [em-ge-u]

, .
, .
. .

=
cf section 18.4 technical secondary school
() 1 feel Iike ... state (adj.)
no longer / more (
1
- difficult, hard )
r/- (r) (l'xk'iy, l'ixko] #
class, grade (grades 1-10) () department (o.f' col/ege or univer-
1
-+ -- () to graduate from, sity)
finish (school) () year of study (higher education)
(!- ) () evening division
vocational school
292
 .
. , 38 ,
- . ,
.

18.1 Formation of the Imperative

Formation of the imperative is very simple if you know the hasic for of the
verb. For great many verbs, such as +, +, the basic form is in
fact the imperative form (with zero ending).
the following three rules in mind i forming imperatives:
(1) The final consonant of the stem is softened (if it has soft variant):
, , .
(2) Mutations which occur i the third-person p/ura/ will occur also in the im-
perative (first-conjugation verbs only, of course): , .
(3) The accent of the imperative will as in the .first-person singu/ar:
, , .
Remembering these rules, it is simple matter to form the imperative. If the ac-
cent is on the ste of the first-person singular form, the imperative has zero
ending. But the soft sign will have to added to indicate the softness of the stem
except on stems in -+. The intransitive particle -/ - is added according to
the regular rule.
() () -
() ( ) -
( ) ( ) -
() ( ) -
() ( ) -

18.1

: .- .
1. . 2. .
3. . 4. .
5. . 6.
. 7. . 8.
. 9.
. 10. . 11.
.

18.16 If, however, the stem ends in consonant cluster, the ending - is added:
, , , .

-- + 1--- to enroll in, en- - nevertheless, all the same

ter --+ to take an examination
11 - (like ) . to pass an exam
entrance examination

293
 18.16
: .-u z!
1. . 2. . 3.
. 4. .
5. .
18.1 verbs with the suffix -- following - keep this suffix in the imperative
(although they lose it in the present tense): , , , ,
.

18.1

: ~ .-
.
1. . 2.
. 3. . 4.
.

18.1 If the accent is on the eding of the first-person singular form, the impera-
tive ending is -: -(), -(), :-(),
-(), -(), -(), -,
- , - .
However if the root of the verb ends in -, the imperative normally has zero
ending, even if the accent of the first-singular form is on the ending:
(), ().

18.1

: , .-u, !
1. , . 2. 1
. 3. 1
. 4. , . 5. 1
. 6. , . 7. :1
-. 8. . 9. .
10. 1 .
18.1 The following imperatives must simply learned: - (
, ); -&.

The following verbs have iperative: , , / -. This

is logical, since we cannot really command another person's vision, hearing or
wanting (but we do have imperatives from the English equivalents).
18.1

: .-u, u; ,
.

294
 1. . 2.
. 3. . 4.
. 5.
, . 6.
. 7. :
. 8. , . 9.
. 10.
. 11. . 12.
. 13.
.

18.2 The .use of the Imperative

.
-.
It is important to remember that the imperative forms have no tense meanings.
In positive commands the imperatives of the two aspects are used in keeping with
the general meanings of the aspects: perfective for reference to single complete
action, otherwise the imperfective.
When the imperative form is used not for command, but for an invitation, the
ir,nperfective is usually used: , . ,
.
, .
: .
Negative commands are normally expressed the imperfective aspect (it is
hoped that the action will not take place at all, so emphasis cannot on the result).
18.2. Complete the sentences with the imperativesformedfrom the ap-
propriate verbs in parentheses.
1. , (/) ! 2. (
1
) , .
3. , , (/ ) ! 4. ,
1
( ) ,
1
. 5. , ( ) .
6. (/) , . 7.
. (/ ) , , .
8. , (/ ), . . 9. (
1
) . 10. ( ) 1
. 11. (/), . . 12. (/
) , : . 13.
1
, ( ) ,
.

18.3 . = i .
Sometimes suggestions for joint action involving going verbs have the particle
-. (This particle is not used in familiar address-it is related to the -. in the end-
ing of second-person plural verbs.)
295
 18.4 Indirect Commands
: .
, .
.
, .
An indirect command is the expressing of desire for someone to perform
some action without using quoted speech (imperative forms). Indirect commands
are formed very simply introducing the clause containing the desired action
with the conjunction . The verb in this clause will identical in form to
the past tense. But it is important to remember that indirect commands, just like
imperatives, have tese ig. The verb of the main clause will indicate the
relevant time perspective:

~
, .
wanted me to answer Grandpa's letter.
, .
wants me to answer Grandpa's letter.
, .
will want me to answer Grandpa's letter.
18.4
. : : .-
, u .
: . 2.
1.
: . 3. :
. 4. :
. 5. : . 6.
. . 7. :
.

. (/ ).
1. , . 2.
, ... . 3. , ...
. 4. , ... u
. 5. ,
, .
6. , .
7. , ... ,
. 8. ,
. 9. , .

18.5 ?
, .
In earlier lessons we saw examples of infinitives used to express 'ought to',
'should' in complex sentences. Infinitives used in this meaning also when
not part of complex sentence and without the person involved being expressed
296
explicitly. Such sentences are often used to express uncertainty about what to do
or to ask for advice.
18.6 Doule Expressions of Direction
.
i .
i .
ou are already well acquainted with situations in which Russians use two di-
rectional constructions (in the accusative) where English uses one directional
construction and one locational construction: 'Zina's hurrying to work at the insti-
tute'. The same principle prevails when one of the directional constructions is re-
placed an infinitive. 'Sasha wants to go to work at the plant'.

.
When such doule-directional constructions are present, there is tendency in
Russian to place the larger of the two units first.
18.6
: . .-u
.
1. . . 2.
. n . 3. .
. 4. . . 5.
. . 6. . .
7. . . 8. .
.

18.7 Impersonal Constructions (continuation)

.
Sasha doesn't want to ...
.
Sasha doesn't feel like ...
It is difficult to find close English equivalent for the intransitive impersonal
verb ---/ -. The result of using this verb is to remove the responsiility
for the desire from the individual, to make the desire seem more the result of exter-
nal forces.
, .
.
.
.
Remember that when impersonal constructions are formed not with verbs but
with predicate adverbs (such as , , ), the past and future
tenses are formed with /. Do not let the nearness f to the per-
297
fective infinitive in the last example just above confuse you-it is not the future
tense of the verb which is being formed, but the future tense of the imperso-
al expressio of necessity.
In the past and future tenses of impersonal constructions with j 1
1 must immediately after the predicate adverb itself: ,
.

; 18.7
. (-- - 1 - 1
--- -).
1. . 2. ...
. 3. , ... ! 4.
. 5. , ,
. 6.
. 7. 1 . ... .
8. , ... .
9. : , ... . 10. ...
, . 11.
... . , .
12. } .

. ( 1 1zero).
l. ... , ... . 2.
. 3. :~~ -
, ... . 4. .. .
, . 5. .. .
. 6. ? .
7. ... , .
8. , . 9.
, !

18.8 Additional Time Expressions: this week, last week, etc.

, ,
, ,
, ,
Expressions of the point in time at which something occurs are normally in the
prepositional case ifthe length oftime involved is longer than day. Note that
is used with the preposition , and that the word has special form of
the prepositional case: .

18.9 Compound Adjectives

. - .
- .
Compound hyphenated adjectives decline only in the second component; the
first component remains always in an unchanging neuter-like form.
298
 18.10 Culture through Languuge: Education in Russia
Jn Russia education was free. While one choose which type of seconda-
ry educ~rtionul estaishment to attend following an incomplete secondary edu
cation (8 years)--a general education school. vocational school (
- ~lt.'lwe) or specialized secondary school (
!\t, )ltJJwe)--all ofthem cover the secondary school progrc1m. which enaes
graduutes to enter. if they desire. <I institution of higher education. The students
at vocutiOJl and speci~rlized secondary schools rcceive state grtts.
Tuition at Rus$ian state institutions of higher education is also free. Most
students receive staie grants.
Russian iJtstitutions of higher education accept persons who have completed
their S\."Condary education td ,,ho lve passed the required entry examinations.
During the last ten years. tlte numer of students at institutions of higher educa-
tion has increased bv 700.000. but the numer .of those who wish to receive
l1igher education is growing ttt still greuter rate. h entrance examinations are.
therefore. highly competitive. There is. for this reason. great deal of discussi~n
and worrying in families as pupils approach the end of secondary education.
All those who huve graduuted from higher or specialized secondary education
establishments. or vocational schools. are gtranteed jobs in their fields of
tro.1i11ing.
()- departmet or division in t1 Russian institution of higher
education. typical Russian UJtiversity has the follo\\ing ~.1:
trii (languages ~d litertlttrres). lrii. xttltecii, lloorltecii.
reo.1orltecii, 1\t~ll. 11, .16:. ~.
:ngineerig. mcdicine. rt. 111\lsic. etc. are taught i other institutions of higher
e(.tuctrtion (institutes. aco.rdemies. schools. conservatoires. etc.)
Note tlt in elemetary and secondary education the grade level is indicuted
hy KJracc () while in higher educution the Jevel of study is indicated ().
The first dtty ot school (Septemer 1) is very special day i Russiu.
this day pupils usually brig tlo\\"ers tn their tettchers.
18.11 Notes lndividual Words
c:-an--'evertheless, 'in spite of that'; less emphatic expressio tha
(which ofte idicate cotrariess or argumentativeess).
. TY-such ubbre\iutions made up of the initialletters of the compo-
nent words. are ideclinale if they end in. vowel.
--+ /n--- yM-Note that these verbs must trsed in di-
rectiotl constructions (tlte root eans 'step'). Co11trttst \\'ith English 'to ettroll
at/in ...
--+ 11 = to tke :. exniatio
- = 'to puss 1 examination
Tltis pair of' verbs serves as 1 excellent illustration of the fact thttt the imperfective
aspect refers to the action itselt: to the attempt. \\hile the perfective reters to the
~ccesst'ul completion. tlte result of the action.
.1- broad term. referrig to educational institutions of different levels
and different types.
299
 ( , etc.)-Note that entrance examinations are, logical-
ly enough, used in directional construction. Used in /ocational construction
the word refers to examinations taken at the end of course of
study.

:
, , .

. ,
- .
,
. (
- ).
, :
?

( ).
.
.
.
, ,
.
, ~, . ,
. 1 ,
, . ,
.
.
, . , .
: , . ,
, >.
, N2 3,
, - : m
1 .

(, ) ()
soon
school year n
---- () to worried, con- most of all
cerned ti philological (of /anguages and /i-
() teratures)
= early
300
 :
?

- ?
- . .
? . ?
- .

- , !
- .? .
- . , , .
- . .

- , .
- !
- ?
- , .
- ?
- , . .

- , _ !
- , , ! ? -
.
- .
- . ?
- .

- , .
, .
- , -!J.
- , . , .
- . .

- , ?
-.
- , ? , ?
- , . !
- ! .

- , ?
- ?
- , .
- , . , : . -
, .

(pl. ) affair, matter

il? = il ?
? -il- () to afraid of, fear
61'n leave (vacation) (, )

301


18.12- ?- ..
( 1- ;
; :J>- )
- ?- .
( - ;
; - )

18.13 - ?~
, .
(6-, ; ,
-, :J>;
, - ,
)

18.14 - : , .
- , , .
.
- ... , .
.
- ... , .
, .
- ... , .
.
- ... , .

18.15 ~ ? ()-Ji, ,
. .
? ( )
? ()
? ()
( )

18.16. . :
) : ;
) ;
) .
( , ,
)

18.17- ?
-, . .
- ?
, .
302
 - tt 11 '?
- .... . tt .
- -rfr?
- u 'ioii .
....
. oiiir r?
11 .
- oiiir '?
r iJ .

18.18 ii. Atta ! d(.Ja '?

ii. i! ... Jt)''?
ii. Mapir ! ... '?
ii. U! ... ?
. ! '?

18.19 1. ?
'? . tt .
? U? '? i
J 11? . t
j "'? . '>'?
ir tt 6J1 11'? J.- <.:eiiitc
'?
2. (. . '? 11 tt ilt '? it t
~J ifi JIJ'?
3. 11 11'? tt 'Jtu itJ JJ
'?

18.20 Word Studv

.\C.lt)-.\~1-Uii +
"JUHIIUii ~ C:-110-IIIIMUii. 110.\HINitii+ I:
.-.;1CIIii -Jipt
n-11n
11()-c\')11Uii / t)-cl')'ll-liTh. Blol-c'I')"IIUii +- stcp

.. ., .... ...,...-u
Uwtle lt.18CC 110i:ti!:ue
66.1WIIe lle "'OIICePUitplla 1lil 66r... )"irn.c:a
lltwue t ..-....\1 + /"iNIII-"1.. ..
..-. 110-:)ii+ /llo-c'I')"IH'I'It 1(1'
o-iiTIIt-Ctl (6oii'IC8) (HIICIIY'I' )"HUaepc:'I'i:. tu.1 llci
lle'lipllee :.-.. () () 11L11t-r6
80.1-oa-i'l'lrC8 .1fJ"III/ - (........,,-) )''IL'IIIIe ()
i;. ocei.'.-rwl
cf.T8h'8
I"Oit: 8 (noM) I"OitY
e:li!l"t..'lli (.:~~w)
r:.111:
()
:.1i ,...

c-:aa-ail+'Jie
1-.cy.upmaewl 6111 .;. '1i
...10: 81 .teni? C!.oQpo
-aril'leCICIIii
303
 (, )
( -
/- )
(; )
/ .J? ()
()

()
 Nt 19 {)
-
~

i .
it .
: .
.
.

Read . 59-60 concerning the soft .

!
... ... ... ... ... ... ... ... -
... ... ... ... ... ... ...
... ... ... - ....-
... ... ... ... ... ... ...
:

. - ?- .
- ?- .

-.
...?
.


..
.
... ?
.
.

&,&l piiI--et~/no- to like (literally 'to pleasing to')

305
20-1022
 ?

- ?
- , .

,
.

,
.

.
. ?

- !
. .
.

ii padmii the most beautiful --ii + 1--- to congratulate

resemies, looks like ---. to born (:, :,
(little) )
(little) girl

306
- , - ?
. -
- . . ,
- . .
- . (/.)-
- . (sing.)


.

19.1 The Dative Case of Modifiers

.
.
} , , ,
- (spelled - 1-) , , , w,

- - (spelled - 1-) , , , -
, , , ,
(Note that the femiine endings are the same as in the prepositional case.)
19.1
: .- .
1. . 2.
. 3. . 4.
. 5.
. 6. . 7.
. 8. . 9.
~ . 1.
.

19.2 The Verb --~ 1- to like

.
- ?- .
- ?- .
.
.

( , ) (my) name is... -- (; i, , i) .

11 (/. &) () (fist) name to name,
(sing.)-iml

307
20
_&_ This verb literally means 'to pleasing to', so it is used in construction
~ which is the reverse of that used with 'to like'. The perfective refers to the egin-
ning of the feeling, 'we liked' ('it made good impression on us').
.
.
While i is an equivalent of 'to like', may equivalent of
either 'to love' or 'to like'. Note also the use of in general contexts, refer-
ring to classes ofthings, while is used ofspecific objects or persons, parti-
cularly on first acquaintance.
With an infinitive the student should use if reference is to habltual,
established attitudes: ?
Rememer that perfective verb normally indicates that the result of the ac-
tion is still in effect, while the imperfective makes no commitment about this.
. .
1 liked this song very much. 1 used to like such songs.
19.2
. : .- .
1. . 2.
. 3. . 4.
. 5.
. 6.
. 7. . 8.
. 9. pa;J
.

. (----).
1. . .. .
, ... . ... , ... , ... ,
. 2. . .
, 1, i . .
. (--- - ---- i the past tese).
1. . 2. ... -
. 3.
. .... 4.
, . 5. ... ,
? 6.
.... 7. ... , .
8. . 9. ...
.

. (--- - --).
1. ... . ... . 2.- ... -
, '
'
.-? ,... '
' ... ' ~ . 3. ...

. ....

308
. 4. ... ? 5. ... ? 6.
... ? 7. ... ? 8. ... -
? 9. ? 10. .

. .
1. Did you like the new modem buildings we saw in Moscow? 2. Her little
sons were here today. 1 liked them very much. 1 have always loved children very
much. 3. Do you like to sing Russian songs? 4. 1 have always lived in the north and
don't like hot weather. 5. 1 wonder whether she liked the new movie yesterday. 6.
1 used to like such children's books. 7. "Do you like these Russian songs?" "1 like
all Russian music very much".
19.3 .
Past and future tense equivalents of 'there is 1are' are formed simply with the
appropriate forms of .
19.3. .
1.- ?- , ... . 2.
... . 3. ,
, ... . 4. ,
, . 5. .

19.4 in Future and Past Tenses

Ji .
j .
Remember that in such sentences, in the future tense, applies to
and not to the following infinitive (which in these examples is perfective). Since
is used in personal constructions, the verb agrees with the subject (and is
not neuter, as is the case with 1{t). The verb form should after
.

19.4. .
1. ... . 2.
... . 3.
... j . 4.
... . 5.
.

19.5 The Superlative Degree of Adjectives

,
.
.
The superlative degree of adjectives ('the prettiest', 'most eautiful', etc.) is
formed simply adding with the appropriate adjectival ending to the
adjective being used.
309
 19.5. ().

1. , ... .
2. ... , . 3.
... . 4. , , ...
. 5. ... . 6.
... ? 7. ...
. 8. . ,
... . 9. , .
10. , , ... . 11. .
.

19.6- QCynir .- .
Remember that , , , must refer to some specific noun. Where re-
ference is to whole clause or whole idea must used.
Q. 19.7 .
~ Note the Russian equivalent of 'This's 1That's 1Here's what ... '.
19.8 h Verb - ()
- ?
This verb has non-syllaic (vowel-less) root, with fill vowel in the present
tense:
1
; !; , ,
Remember that this construction is used only of people. For inanimates one
must use different verb (from the same root): ?
The perfective verb means 'to n'. I
. , .
ou have had now number of verbs which shift the accent to the ending in
the feminine form. In the future the grave accent mark ( ') will used to indicate
past tense with this type of shifting accent: = , , ;
= , , .

19.8
. :- .- ?
1. . 2. . 3. .
4. . 5. . 6.
. 7. .

. Coplete the senteces

with appropriate forms of words give i paretheses.
1. , ( )? 2. , ,
( )? 3. , ( )?
4. , ( )? 5. , ( )?

...

310
6. . , ( )? 7.
, , (), .N2 2?

. (- / --; ).

l. , , ... ? 2.-
?- , . 3.-
... ?~-, ... . 4.
. , ... . 5.
... . ... ,
.

19.9 Culture through Language: Names

Before the Great Octoer Socialist Revolution Russians traditionally restricted
children's names to those of the saints listed in the Orthodox Church calendar.
Following the Revolution the_re was brief fad for giving new and sometimes
bizarre names. here was also period when foreign names were popular. Recently,
however, there has been return to the traditional Russian names. At present
the most popular names for boys are , , and for
girls , , .
19.10 Notes on Individual Words
-Nt that care in pronunciation is required to distinguish this word
from .
-his noun (and ) belongs to very small class of tr nouns
which end in -. They have one less syllale in the nominative and accusative sin-
gular than in other forms. The plurals are , .
(, ) .oO----A.short form adjective:
, .
--hnrr, title awarded to women who have given irth to and
brought up ten or more children.

, (fj)
,
t
. , , OTEI\EIII
. ,
, .
,
.
,
.
- . .
,- .

6 fashion
6 fashionale, in style

311
 - -, . ,
,- ,-, }', .
- ,- .
- , ,-
.
.
-. . ,
, .
. , .
, , 8., , , , , ,
, .

- , ?
- , .
-, , , .

- ?
- ?
- , , .
- r .
- , .

... ?

- ?
- .
- ?
- .
- , , , -
?
- , .
- ?
- .

- ?
- , .
- , r, ?
-, . , .

i (8 /; i) : 10
-i--JI (ti) lfust conjugation.f) to u-il---. (:si) .j to envy
laugh ? How much do we owe?
a-repoilu .

312
- , .
- , . , -
. .
- . .
- , , .
- , , . .
- , . ?
-, .
- ?
- .
- . . ,
. :m.

- ! !
- ! ?
- . , , , .

- ! ?
-.
- ! - !

19.11 - ! !
-! ?
-.
- ! !
- ... ! ?

- ! !
- .. .! ?

19.12 - !
-, .
- !

- !

= some (but not /1) i ()

taUn surname, last name Ceprei ()
partronymic

313
 - !

19.13 - ?
-.
- ?
- i i.
(, ; , ;
, ; , J(;
, )

19.14 - u.
, , .
( , ; , ; , ;
, ; , ; , ; ,
)

19.15 1. , ?
? ? ?
?
? ? ?
?
?
2. 1? , ?
3. ? ?
? ?

19.16 Word Study

----- --
-
----~ (cf English to take after)
----

: -/ -- (:J; 1) -11-- ()
. tn
, i ?
: 10 1
--- -
1-it--- 1
( ;
1/-- 1
no-:Jp-ili + -:Ji-- )
... 10? n ()

--- (i) .
- Ceplii ()
6 Ceptie
? ()

314
 .N'!! 20 ()
- I

.
.
D.
.
.
- ?- .

Read . 50 conceming the soft consonant .

!
... ... ... ... ... ...
... ... ... ... ... -
...
-

. ?
. ?

?
? :
.


.

.
.
- ? .
- . .

, (= + )
315
 .

1 () 2 () 1 () 3

1 (, )
2, 3, 4
. 5, 6...
. ,
- ?
- .

. .

.
.

ebl'll ( r) (/. /) money

kopeck (100 to roule) 1
--- - (lr)
mrrr 1n (watch t!) costs 1cost 1
",_ --- i-j
1
6 mrrr n6rrr? JJ(f. (city) square
t (., n--d + ~/ n-d- (nepecU; n
h) ) to transfer (pu/ic transport)

316
- ?- ~,
.

20.1 Genitive Forms of.Personal and lnterrogative Pronouns (Review)

- -
- -

} -
,
~, ,
~
- ,
-
-,
-

ou are already acquainted with these forms from their use with the _preposi-
tion , which always requires the genitive case. (Rememer that the - is prefixed
to the third-person pronoun forms only when they are actually govemed the
preposition: . It is not prefixed to , , in their possessive
meaning 'his', 'her', 'their': .)

20.2 The Genitive Case of Nouns

, , , ,
.
ou have already been using forms of the genitive case for some time without
being aware of it, either in expressions which you simply learned or after the nu-
merals 2, 3, 4; for masculine nouns the form is the same as the animate accusative.
} spelled - 1- ,
- , ,
- spelled - 1- , , ,
The following two genitive forms are irregular: , .
(Note that in the case of some feminine and neuter nouns the genitive form dif-
fers from the nominative plural in accent, while the endings are written the same:
1- , - .)

20.1-2
. : .- .
.- .
l. . 2. . 3. . 4.
. 5. . 6. . 7. . 8.
. 9. . 10. .
. : .- 1 u.
1. . 2.
. 3. . 4.

---- . to happen --- . to see (suddenly, unexpectedly)

suddenly

317
 . 5.
. 6. .
7. .
20.3 The Use of the Genitive Case of Modification 1Limitation 1Possession

'
, ,
.
The genitive case is l of making noun act like an adjectivt}-it can be-
come an attribute, modifying or limiting in some way another noun. Often it is the
equivalent of 'of or an English possessive construction ('of Galina Vasilyevna' or
'Galina Vasilyevna's'). In other cases English can make noun serve as an attrib-
ute simply placing it before anoth~r noun ('rest home').
20.3. Coplete the sentences with appropriate forms of words given in
parentheses.
1. , ()? 2. ,
( )? 3. ().
4. (). 5. ,
( ). 6.
(). 7. ().
8. ; (). 9. ()
. lO. (). 11. n
, ().

.
20 4 "' + Genitive
.
.
(+ )

The negative of is , which is always used with the genitive case of that
which does not exist or is not possessed. The result is an impersonal expression in
Russian, there being no subject (nominative case). This is really quite logical, since
non-existent thing can scarcely an active agent.

20.4
. : - ?-,
.
1. ? 2. ? 3.
? 4. ?
5. ? 6. ? 7.
? 8. ?
9. ? 10. ?
11. ? 12. ? 13.
?

318
. :- ?-, .
1. ? 2. ? 3. ? 4.
? 5. ? 6. ? 7.
? 8. ? 9. ? 10.
? 11. ? 12. ?

20.5 The Genitive Case in Expressions of Absence

- ?- , .
, .
The genitive case is a1so used to express the absence of person or thing from
place where it could reasonably expected to . This construction is not used
however when the verb 'to ' = 'to visit', 'to trave1 to' (which is not really ab-
sence): .
The genitive case is also not used when both positive and negative sides are
given (here there is an active agent subject of the positive verb): ,
.
Students sometimes tend to overuse the genitive construction. Rememer the
genitive case replaces an absent or non-existent subject. lt is not used for negated
predicate nominatives (which establish the identity of thing or person):
n. , .

20.5
. : - .- .
1. . 2.
. 3. . 4.
. 5.
. 6. .

. : - ?- , , .
1. ? 2. ? 3. .
? 4. ? 5. ?

. : - , ?-, ,
.
1. , ? 2. , ? 3.
, ? 4. , ? 5.
, ?

20.6 The Genitive Case of Quantity

- ?- .
.
Expressions of quantity also require the genitive case. Numerical expression fit
this category, ut are it more complicated:
(1) is not numeral in form, it is modifier which agrees with its noun:
.

319
 1
(2) , , require the genitive singular of the noun governed:
, , .
(3) and higher require genitive plural of the noun govemed:
, , .
The following are the only genitive plural forms you are expected to know for
the present: , , , , , , , ,
, , .
(4) In compound numeral the last cipher governs the noun:
, , .
Numerals from 11 to 19 require the genitive plural, since in the Russian word
the last part of the word refers to 10, = 'two on ten'.
Remember that when numeral or an expression of quantity is subject, the
verb is normally neuter singular:
3 . (But: 21 .)
28 .
10 .

20.6. Complete the sentences with appropriate j'orms of words given in

parentheses and forms oj' the verb .
1. ... 22 (). 2. ... 5 (). 3. 31
(). 4. , , 5 (). 5. : 2 (
). 6. 31 (). 7. 11 (). 8.... 3 (),
. 9. 21 (). 10.
2 (). 11. 21 (). 12.
. 10 (). 13. () ? 14.
2 () . 15. 1 (). 16.
() ? 17. 3 (). 18.
33 () . 19. :1, ... (
)? 20. , 21 (). 21.
- 10 (). 22. 1 ().
23. 2 ().
20.7 The Expression of Cost
- ?- .
.
The amount which an item costs is expressed in the accusative case. Since the
accusative case of all numbers except is the same as the nominative, this will
obvious only when the 1ast part of the number is .

20.7. Answer the questions using the words given in parentheses.

1. ? (91 . 20.) 1 2. ?
(42 . 32 .) 3. ? (50 .) 4.
? (I.) 5. ? (331 . 30.) 6.
? (22. 30.) 7. -

1 . = , . =
320
? (50 .) 8. ? (50 .) 9.
- ? (23 . 21 .) 10.
? (70.)

20.8 The Genitive Case with Prepositions ,

.
.
Many prepositions require the genitive case. When used with inanimate nouns
means 'at, (near)'.
20.8. Complete the sentences with appropriate forms of words given in
parentheses.
1. (). 2.
, (). 3.
(). 4. (). 5.
(). 6. (). 7.
()? 8. () , .
9. (). 10.
()?

20.9 Nouns in Apposition

.
)).
)).
An appositive is noun or noun phrase which accompanies another noun and
serves to further identify the first noun. In Russian appositives are normally in the
same case as the noun they accompany. You are a1ready acquainted, however,
with the exception made in the case of appositives which are in quotation marks.
Compound hyphenated nouns such as - shou1d a1so treated as ap-
positives-both parts decline: -.
20.9. Comp/ete the sentences with appropriate forms of words given in
parentheses.
1. ( ). 2. (
). 3. , , ( ))).
4. (
). 5. ( )).) 6.
() ( ). 7.
() ( )-
. 8. (-
i). 9. ( - )-
!

20.10 Notes on Individual Words

-Rmmr the directional concept involved in buying ticket for an
event or an admission ticket: , . Compare with this
?, since the bus is the /ocation of the purchase.

321
21-1022
 -The prefix -
is always accented if on perfective verb.
-d- (; }-This is one of very few Russian verbs in
which the basic form and infinitive stem are so different. Note particularly the dif-
ferent voweJs in the two stems. Also note that the imperfective,
-+ , has the particle -, while the perfective does not.
--- p.-Seeing is continuous type of action and not normally perfec-
tivizale. The perfective form means 'to catch sight of, 'to notice', i. . it stresses
the beginning of the action. lt is particularly used of sudden or unexpected sighting
of something. In the past tense it is also used in sequence of actions:
, . Only in the future tense is this verb used to refer
to single occasion which is not necessarily sudden or in sequence of actions:
.
The verbs --+ /--- are the first words with the hard sign
which you have Jearned. Check on page 73 to see how this letter is written. Note
that this letter is no taller than lower-case vowel letters.

: .
. ,
.
, . :1
, .
, , .
.
- , ?- .
- .
-.

- , , ?
- . , ? ?
?
- , . .
- ?
- , .
- . :1 -
.. ? ?
- , , .
- ?
- . . . , -
.

1
ep-ilii + - () to lose (get lost)
--R + 1ofu.-1111-lli- to announce --, . (ii!)

322


- .
- . , .
- . . . .
, , ,
.

- ?
- , , .
- ?
- .
- ?
- .
- , , .
- .

, ...

- , , ?
- , . .
-.

: - , ?
: - ? .
: - , !
: - ? .?
: - , .
: - , .

-, , ?
- .
- ?
- .
-.
- .

= ( pu/ic tran~port) 6 alongside, close at hand

003 j 8-S (30; 38) ()
to call (summon) () station
30 (.) The Lenin Li-
up to, as far as brary
...? 3 at the 3rd stop
323
21


: - ... , .
: - . , -
?
: - .
: - ?
: - , . 1 .
.
: - Q .
- , , ?
- . .
- ?
- .
.
- .
- , ?
- .
- . .
?
- , , .
- , ?
- ?
- ~.
- ?
- .
- .
- , , .
- I , , -
. .
- , . 1?
- . .
- ?
- . .
- .
- , . : .
- , . ?
- . , .
- , .

(small) change 1
-n3-i + -3- +
following, next or (else) (referring to undesira/e conse-
ul quences)
1
:& foreigner --- 1i- (, ir) 1
3 to find
'#

324


20.11 - , , u ?
-, u .
- ?
- .
- , , .
- , .
(- , - ,
-)

20.12 - u ?
, .
(, , , )

20.13- ?
- , . .
( , , , , )

20.14- , ?- 5-
() .
- ... ? 5- () .
- ...? 14- () -
.
- ... ? 23- ( ) .
20.15 . , .
,
. .

:
, ?
... ... ? ...

20.16 , , , ,
.

20.17- , , ?
- .
( , , ,
, )

20.18 - ?
- , .
( , ~ ,
)

325
20.19 - ?
, . 9 5 .
(2, 10, 15, 23, 31, 3, 4, 5)
20.20- ?
!
( !, !, !,
.)

20.21 , .
(, ; , ; ,
)

20.22 - .
- . .
- ?
.
- .
.
- ?
.

20.23 1. (, , , , , )?
2. ? , ( )?
( , ) (,
, , )?
( ) (
, , )?
3. ( , ,
)?

20.24 Word Study

- ! (Until seeing you)
iii-i, (This Slavic root origina//y meant eautiful.)
--- 1-/ to come upon
--.i + 1---- 1
--+ l-i------ +, ,

CJioa

1
--- - (uu; - () .
6Jifi: R Jifi ) ?
, : (.)
()
I: 3 JJfi IIIICJC'I'pie /IIIICJC'I'pia
: :

326
 & + (11) 1
: () ... -/ -8- (; - :

) . --- .
n-- () . ( )
:
--- 1- (, i

)
---- .

-II-il + 1--- ll
. 1

-:- +
-- + 11 1-
i- (; )
 IV(YPOK 16-20)

Nouns

ou now know five cases:

Nominative ,

Accusative ,

Genitive ,
Prepositional ,
Dative ,

You know the following new nouns which are used in the plural only: r, (in the singu-
lar the latter has different meaning). You know the following new adjectives which can used as
nouns: :~6, . ou know that the singular of is .
You know two neuter nouns ending in -: , (plural , &; gonitive singular
, ).

You know the noun with irregular plural py:Jt.il.

You know the genitive plural ofa few nouns used with the expressions ofquantity: , ,
i, , k, , rpityco, n, , , .
You know that appositives must agree with the noun which they accompany, and that both compo-
nents of compound hyphenated nouns are declined:
. - .
You know that abbreviations made up of initials which end in vowel do not decline:
().

Pronouns

You know five cases of the interrogative and personal pronouns:

Nominative
Accusative i i

Genitive i i

Prepositiona/

Dative

ou know that when govemed preposition, the third-person pronouns are prefixed -:
6, , , etc. This does not occur when , , occur as possessives: ,
.

328
Modifiers

ou know four cases of adjectives and special modifiers: (Rememer spelling rules!)
Masc. Anim. Masc. Inanim. Neut.

Nominative - (-) - (-) -

, , , , - , ,
, , , , , , , ,
, , , ,

Accusative - Like Nom. Like Nom.

, ,
, ,
, ,

, ,

Prepositional - - -

, , , , , , , , ,

Dative - - -

, , , , , , ,

, ,

Feminine
Nominative -

, , , , ., , , , ,

Accusative -

, , , , , , , , ,

Prepositionalf -
Dative , , , , , , , , ,

You know the declension f (similar to that ofe)-the stem is -, to which are ad-
ded regular soft endings: i: , i: , , etc.
You know that in compound hyphenated adjectives only the last stem declines:
.
You know how to form the superlative degree of adjectives: n ,
, , .
ou know that in the first and second persons and the specific possessive modifiers (, ,
, ) are interehangeaie when reference is to the subject of the relevant verb, while in the third
person must used always in this situation. You know that is used in possessive construc-
tions: . "You also know that it is the immediately relevant verb which must
kept in mind, and that infinitives have implicit subjects: .

329
 You know how to fonn the pastand future of : 1, li 1,
1 .
ou
know the use of : (' certain acquaintance of mine', 'one of ac-
quaintances'). You also know the difference etween ('another' = 'one more') and r
('another' = ' different').

Case Usage
ou know the fo\lowing new case uses:

Accusative:
(1) Expressions of cost: .
(2) Doule accusative of direction (even when one is expressed an infinitive):
.

Dative:
(1) Indirect object: r .
(2) Age: 7 .
(3) The person influenced or affected an impersonal verb or other impersonal expression:
. . .
(4) With certain verbs: , II 1_-, 1 -, i.
(5) With the preposition 1: . (=
).
(6) With the preposition : , , etc.
Genitive:
(1) Modification 1limitation 1possession: , , ,
, .
(2) Lack of existence or absence: ir. .
.
(3) Quantity: ... , .
With numerals (not including : 2, 3, 4 + genitive singular: , ,
.
5 & above + genitive plural: 5 , 10 6, 20 .
But the last component governs: 21 i, 22 , 27 .
Verbs are neuter and singular: 3 . 10
.

(4) With the prepositions , , : . (=

). r. ?

Vers

You know the following ver~ whose conjugation requires special attention: (),
(, ), (, ), , , , , .
You know the convention of using the grave accent mark to indicate shifting past tense accent. pat-
tern: = , , .
You know the multidirectional verbs , : 1 ( =
).
You know the use of the infinitive to express suitabllity of action: () ?

330
 You know the formation of the iperative (command form):
(1) accent on the stem of first-person singular-zero ending (, ,
uii}, but if there is consonant cluster at the end of the stem-- (, ,
), verbs in -+ keep this suffix in the imperative (&, ,
).
(2) accent on ending of first-person singula~:-- (, ), but if root ends in
--zero ending (i, ).
(3) irregular: , .
(4) no imperatives: , :.miu, ri /-.
ou know the use of the aspects in the imperative-normally based on the fundamental concept
underlying the aspects: . -. .
But in invitations one normally uses the imperfective: i .
Negative commands are normally imperfective: .
You know that with quantity expressions one uses neuter singular verbs (cf. . 320).
You know the constructions in which the following verbs are used:
(1) /-: ?
.

(2) f -: li ? ?
(3) :iuu f ::: , .
podrr f - l:! + :- ?-
.
:il 1- : .
You know how to form indirect command using : , i
.

ou know the restriction on the use of : .

. But: .

Time Expressioos
ou know the fo\lowing new time expressions: 8.
3 m; i/i/.i , 01W1ff.
, etc.

Conversatioal Expressioll$
Russians express regret for physical discomfort or inconvenience caused:- i n :
.- . (8i:.)
Russians inquire about the names of people: (:) 30tr? ?
? 8 () :?
Russians express regret: :,
Russians inquire about the affairs of others: (w) ?
Russians ask to speak to someone on the phone: , 8:,
ln cafe or restaurant Russians ask how much is owed: : :?
Russians ask the cost of an item: 6 ?
Russians ask how to reach destination: () ?
331


1. Complete the sentences with appropriate forms of words given in parentheses.

1. ( ) i (
) ( ) . 2. :,
( ), () ( )?
3. , () ( )'),
( ), () . 4.
( ), () ()
. 5. () ( ).
, () () (
). 6. ( )
() ( ) ( ) ( ) ( ).
7. ( ) () (
), (
) ( ). 8. () ()
( ), () . ()
( ). 9. ( )
, ( ) . 10. (
) ( ), () (). 11. ,
( ) (
). 12. - ( -
)?-: (m), ( ) 10
(m). 13. r ( ). , () )'
(their) . 14. (m ) () (),
(). 15. , () (
)? 16. , , (
)? 17. ( ) 18. (
) ( ) (i ), (
) ( ) (). 19. - (
), () , (
}').-, ( ).
( ). 20. () ( ) (
), () ( ) ( ).
( )') . 21.
( pl.), ( )
( pl.), . 22. (his
own) . ( ) ( ),
() . (
).

2. Complete the sentences with appropriate forms of words given in parentheses.

1. , , 2 (}')! 2. 10 (
). 3. 4 (), 6 (). 4.-
() ?- , , 3 4 (). 5.
)' 1 (). 6. 5 ()
. 2 (). 7.-
332
() ?- 3 (). 8.
3 (), 7 (). 9. 21 (). 10. 20
(), 75 (). 11. 40 (),
~60 (). 12.- ?-121 () 23 ().
13. 435 (). 14. 124 ().
15. 3 (), , 12 ().
16.- ()?-, (). 17.
- 10 (). 18.
()?

3. Coplete the sentences with iperative fors of verbs indicated.

1., () . 2. , () .
3. () . 4. , () . 5. ()
. 6. , (). 7. , () .
8. (), . 9. ,
(.) . 10. () . 11. (),
. 12. , (), . 13. ,
() . 14. (), , (
) . 15. , () . 16.. , (
) . 17. () << . 18. () I-
.
4. : : . , .
u , , .
1. : ;
. 2. :
, . 3. :
, . 4.
: . 5. :
r. 6. :
. - . 7.
: ! 8. :
!. 9. : .
10. : .
 .N!! 21 ( )
-
~

Ji ( ) .
- .
. .
.

Read . 60 concerning the hard "hushing sounds" and and review the reading rules on
. 69-70.

!
... ... ... ... ...
... ... ... ... ... ... ... ...
... ... ... ... ... ... I ...
... ... ... ... ... ... ... ... -
... ... ... ... ... ... ... ... -

- \ .
.

.
.
- ? .
- .
.
. .
. .

9 .
21 .
.

. #
with (together with) almost
(aarn:il, -- Note accent!)

334
 . .
.

. . .
. . .
.

. . .

f
--+ () -+ ()
"' ()() to open
n design, plan (indecl.)
author, originator snack bar
auditorium

335
 + () + () - ()
, ,
; ; !

; ! ,

COIC .

.
, 16 () .
- ! .
- .

21.1 , ,
.
.
.
( ).

Past and future expressions of absence or non-existence are formed using

the neuter singu/ar forms of the verb (remember that these are impersonal,
subjectless constructions).
21.1
. : - ?- . .
? 2. ? 3.
1.
? 4. ? 5. ? 6.
? 7. ?

. : - -, .-,
.
1. -, . 2. -,
. 3. -, . 4. -, . 5. -

1
- () - (; !) to drink - (, ; , ; ) to
juice l to (can)
66 (open-faced) sandwich
(, , , , , eirr; ( 16 ) 1011
1
; !) : to eat are not admitted
6 ice-cream 6 ( + inf) would like to
3

336
, . 6. -, m . 7.
, . 8. -, .

. : - ?-, ,
.
l. ? 2. ?
3. ? 4. ?
5. ? 6. ,? 7.
? 8. ?

. : - ?-, .
? 2. ? 3.
l.
? 4. ? 5. ? 6.
? 7. ? 8. ? 9.
? 10. ?
21.2 Genitive Forms of Adjectives and Special Modifiers
?
.
.
ii oeii .

ou already know the genitive modifier endings for masculine and neuter from
several set expressions and as the endings for use with aniate masculine accusa-
tive. For feminine the endings are the same as in the prepositional and dative
cases.

JJ 21.2
: . .-
.
1. . . 2. .
. 3. . . 4. t
. . 5. . . 6.
, . . 7. .
. 8. . . 9.
. .

21.3 The Instrumental Case of Personal and Interrogative Pronouns

. .
-
- -
-
- -
}
-

The sixth and last case to studied is the instrumental, which you will using
for the present with the preposition cfco = 'with' ('together with', 'accompanied
').
337
22-1022
 21.3. . (Use appropriate proous.)
1. . ... .. 2.
. ... . 3. . ...
. 4. . .... 5. ?
... 6. m. ... ?
7. , ... ? 8. ? ... ,
. 9. . ?
10. , ... ? 11.
, ... 12. ,
. 13. -
. .

21.4 Time Expressions- Divisions of the Day

. 8 .
6 .

When divisions of the day are used without specific time, one uses the forms
, , , . If time is mentioned one must use the genitive
case of the division of the day: (Note accent!), , , . Russians
break the day down into parts as follows:
-4 or 5 a.m. to noon
- noon to 5 or 6 . m.
-5 or 6 p.m. to midnight
- midnight to 4 or 5 . m.

Since the calendar changes at midnight, 'last ight' (if after midnight) will
. (What wou1d the meaning of ?)
2.1 . ( = 9 )
20.30 ( ).

In officia1 uses, such as rail and air timetales, on the radio, for film showing
times, etc., Russians often use the twenty-four hour clock. Note that Russians use
period instead of colon in expressing the time of day.

21.4
. . Isert the ecessary divisio ofthe day: , , ,
.
1. 7 .... 2. -
6 ... (1) .... 3. -
9 ... 2 .... 4.
8 .... 5. 9
.... 6. 7 .... 7.
10 .... 8.
2 9. , 4

, 6 night, at night
338
. Comp/ete the sentences with words in parentheses choosing between ytpofy:rpa,
etc.
1. ! ()? 2.
, (). 3. 3.30
(). 4. 10.30 (). 5.
, 11 (). 6. () ,
() . 7. ()
. 8. ,
().

. : 10 6 .- 22 .
8 . 2.
1.
9 . 3. 2 .
4. 6 . 5.
4 . 6. ,
11 . 7. 10
. 8. 9 .

21.5 The Verb .- + () .

, , ; ! ;
When verb root ends in -, this changes into - before consonant endings
(i. ., in the past tense and infinitive).
21.5. : -+ ().
1. ... . 2. , ... . 3.
... . 4. , ...
, ? 5.
. 6. ...
. 7. , ... , , . ! 8.
... . 9. .... ,
, , . 10. ,
.

21.6 The verb - (/-)

, , ; ; ;
The root of this verb contains vowel (as in the special modifier i, t.8).
The vowels in the imperative, past tense and infinitive are fill vowels.
21.6

. : + (-, ).
1. , ... ? 2. . 3.
... . 4. ... . 5. -
, ... , ? 6.- ... ?- , ,
. 7. ... -

339
, . 8. ... .
9. , !

. (fI-).
1. ... , . 2. ... ,
. 3. . 4. , ... !
1 , . 5. ... -
. 6. , .

21.7 The Verb + (/)

, , , ~, , ; !; ;
This is one of the two truly irregular verbs in Russian, the other being .
Note that there are resemlances to this other irregular verb (but note third-
person plural).
This verb must not used with the names of meals, since there are specific
verbs for that purpose: , , .
21.7
. ().
1. ... 1. 2 .... , ! .
3. . 4. ... , ? 5.
, ... . 6. !{ 1, -
... . 7. ... , , 1? 8.
... [past] . 9. ... -
, .

. (/).
1. ... , . 2.
, ... . 3. ...
, . 4. 1 ... ,
. 5. , ... 1.
6. 1 , . 7. , .
8. 1 ... , . 9. -
,
21.8 The Verb - ()

)' , ; ;


This is new type of verb for you, verbs whose root ends in f. In these verbs
the mutation of the consonant takes place in al/ fors of the present tense except
before -. Note that the masculine past tense form is missing the usual . As with
many verbs, the infinitive is the most irregular form, the resulting from
complex palatalization ofthe velar consonant with the - normally found in infini-
tives.
This verb has iperfective ftre!
340
 careful not to overuse this verb. Note that the Russian equivalent of '1 can't _ ~
hear', ('see, remember') is u (, ). Do not use the verb - ~}
in sent!Plces of this type.

21.8. n (-).
l. , ... . 2.
, ... . 3. , ...
. 4. ,
... . 5. , ... ?
6. 1 . 7.
, . 8. -
. 9.
, .

21.9 The Declension of Numerals

, .
ou see here that Russian numerals decline. However, with the exception
of this one expression, you will not expected to decline them actively during this
course. (Numerals ending in - decline like feminine nouns of that class.)

21.10 Compound Ordinal (Adjecti\(e) Numerals

.
As in English, only the last part of compound ordinal numeral is an adjective
in form, and only that part declines to agree with the noun modified.

21.11 Additional Time Expressions

- 21 .
- , .
The preposition is used with the accusative case of numbers to indicate in-
tended or projected time. Also note the use of this preposition with the adverbs
// (theoretically impossile, since adverbs do not decline).

21.12 Verb Agreement with Quantity Expressions

.
Just as was the case with numerals, verbs whose subject is an indefinite quantity
(, , , ) are in the neuter singular form.

21.13 .
Note that some impersonal expressions followed infinitives.

21.14 Culture through Language:

In Russian movie theaters tickets are sold for specific seats at specific showings
(). Tickets may bought or ordered in advance (and for very popular films

341
must bought well in advance). Late-comers are allowed to enter the auditorium
only betwee:q the short subject or newsreel () and the feature film.
There will generally in the lobby, and in some larger theaters there may
an art exhiit or some sort of entertainment in the lobby for those waiting for
the next showing to begin.
On page 344 you see drawing of typical movie ticket, with the coupon (
()) which is torn off the ticket taker.

21.15 Notes on Individual Words

-This does not mean 'author' as profession. It is used in broader
sense than the English word, and can refer to person who creates something in
various types of endeavor. h word cannot used without indicating what has
n created: , IIIII.
-This impersonal expression is difficult to translate literally into
English, but it is the equivalent of'to enjoy oneselr, 'to have fun', 'to have good
time'.
= 'once more', 'again' only as repetition of some specific action
(which can counted); it cannot refer to repeated state, for which must
used.
. .
oirr ? .
-Nt the use of this verb concerning films, etc.:
? ?
6---n adjective in form.
= 'almost', but is not the same as , which = 'almost (not quite)'.
refers .to something which was barely avoided or averted (and most often
occurs referring to undesirale events, such as falling down, etc.):
. ( .)
( -
).
, , .

1
. , 21- (
) .
. ,
, . -

1 Did you notice that many accent marks have been omitted in this \esson? Accent marks are not
printed in materials provided for Russians, and the foreign student should become accustomed as early
as possile to reading unaccented material. Therefore we have begun, on selective basis, to omit ac-
cent marks on words which you expected to know very actively now.
n , ... The reason (fact, r-
-i+ /--- \em) is that ...
342
.

:. ,

:.

.
. , :
, . ,
:. .
, .
, : .
:. :. 1
, , : 16 .
, .
, .
: , : , , :
: : .
, : .
, :, .
, , .
20 . .n ,
. ,
, .

:
- ?
- . ?
- . , ?
- , . -
.
:
, 9, 11, 13, 15, 17, 19 21 .- ,
. , , ?
- , .
(plta, ) glad showing (of lilm)
co-&lp-u + 1--- j onc can, may
(copa.IICII; i) cup
6 = glass
at \ast, finally
6 1 except for 1
- (performing) artist
1
o-ca-iii + ct1 --- 6 , after
to remain, stay --{11- to phonc. call
that doesn't matter, answering devicc
never mind ----
eforc. up to 88 it turns out
beginning

343


- .
- .
- , - - ~ -
1.
- , , .
- ?
-.
- 20.30 ( ).
-.

: - ? IJM"OTIATit (()):
: - , .
~ & 16:~
:
:
:
-
-
-
?
.
?
~:
PIIA
:~
MIE.CTO_ : ~
..................:-:-::...: -- : .
: - . ?
: - .
: - , , , ,
.
: - , ,
.
: - r , , .
: - . .
: - , .
: - r, .

- , , .
r ? \!
- .
.

}:
- ?
- .
- ! ?
- , .
- ?
- .
-.

a-i:.ntal + 1:~-:s-8- (:1) to 1

JJ-- :~-
order :~ for (in exchange for)
pii ( pllj) row ! [\'6] or [\6] (/ te/ephone)
i office
344


- , ?
- , . .

- ?
- . .
- ?
- .

- , ? . ,
!
- . ,,
.
-
, , ,
.
- , .
?
- .
, . .
, .

, . .
- , . , .

- . -
? .
- . .
- : .

21.16 - ! ?
-, .
- ?
- .
-.
( , , , ,
:I)>, )

21.17 - 5 ?
- , 19-, 20- 21- .

newsreel --+ to talk, converse

right away steppe
time

345
 - , , 3 , 19- .
- , 20 .
( 8 -11-, 12- 13- ; 6 -1-, 2-, 3- 5-
r; 5 -8-, 9- 10- 1)

21.18- , , ?
- ? . ?
- 6 , , 11- .
- 9- .
- , 9- , .
( - 9 ; - 8 )

21.19 - .
- , ?
- .
- ' . 3, .
- .
. .
- ?
, .

21.20 : .
.
?
?
... ,
, .

21.21 - , .
- , .
... , .
... , .
... , .
.. ., .

... , .
... , .

21.22 1. ? ?
? ,
?

i8 War and animated cartoon

346
 2. (, )
? , ?
, ?
3. ?
, ?
? ?
4. (, , ,
, )?

21.23 Word Study

6--uttr + bread
-- + -,
, e-i---i!dite, eat
--+ --, , , &,
a-hall
-, might (i. . power)
--+
6 (nation, l)--,
o-nocturnal, night
-----, n, , &
1
--- ------+, --+
--, +, ,

6
--+
! 6
/- : (( >> - (n)/
- ()

:
6 6 --+
( )

: (( 6: 6
, !
: , . 11 ()
---- f
--+ --)'-
: , ()
-- + ,

+ ()/ 11
1
-- + ---11 )': 6
: J1
--+ f --- --+ () /
38JI 6+() (() :
-- f - -- /-
JI

347
 .N2 22 ( )
-

- ?- , .
() .
- ?- .
, ,
.
.
.

Read . 61 concerning the hard consonant .

!
... ... -
iI iI ... ... .
... ... ... ... ... ... ... -
... ... ... ... - -

Read . 63-65 concerning the use of IC-4 in questions having an implication of request (ques-
tionnaire questions).

!
? ?
4
- -?

- . - -.

- ? -?
4
-?

- . - . -.

? !

r
? !

348
?
!


-
-
1 ?

~ .
:1, ..
:-~
r

- ? - , . .
- , . .

. . -. ,
.

? .
.

? .
-
.
.

, , .
J. .

, , 38,3 (
36,6 ( ). ).

-- to smoke ()', ) hand, arm

3 ':F -- to ache, hurt + in order to
-:F stomach, abdomen f -
I'OJIOBS (rOJIOBY) head
eJI3R -:F (, 11) foot, leg

349
- ?

-
. .
.
.
.

.

.

( ) . .

. .
. . i.
.

:--- i to feel (/ hea/th)

i oneself (reflexive) i operation
-- () to lying, in bed 1
i-i + -
1
:~-i- -. to phone, call medicine
hospital --+ to take medicine
i- ()
to go to the hospital (as patient)
350


22.1 Prepositions of Direction, Location, and Direction From

- . 3
. .
- . -
. .
- .
. .

? ? ?

1. / / . 3/3
2. . ./
3. /

CJCJ +

Note that all prepositions denoting direction away from are used with the geni-
tive case.

22.1
. : .-
. .
1. . 2. . 3.
. 4. . 5.
. 6. . 7. . 8.
.

. : .---t- .
.
1. . 2. . 3.
. 4. . 5.
. 6. . 7. .
8. . 9. .
. : - . - ?
1. . 2. . 3. . 4.
. 5. . 6. . 7. .
8. . 9. . 10. . 11.
.

351
22.2 "' ()
- ?
- , . .
Possiility 1permission is expressed in Russian means of an impersonal
construction.
When :J expresses prohiition, it should used with the imperfective.
When it expresse~ impossiility 1inaility, it should used with perfective verbs.
, - You ustn't soke ...
.
, One 't enter the auditorium ...
.
. lt is ipossile to call from our phone.
.
Although Russians are themselves often not precise in their usage, it is always
est to use for permission or external possiility, and to use the verb 6-
for one's aility ~ possiility for which the person himself takes responsibllity:
?
, .
, .

22.2
. : . ( )-
.
1. . () 2. . (
) 3. . ( ) 4.
. () 5. . ( ) 6.
. ( ) 7. 6 . (
)

. Give short answers in the positive or negative.

: - . ?- ,
..
1.- . ?- ,
2.- . . ?-,.
3.- . ?-, ....
4.- . ?-, ... 5.-
. ?-,
6.- 20 . ?-, ...
7.- . . ?-,
8.- . ?-,

22.3 Additional Uses of the Multidirectional Verb

, ,
.
.
352
 Mu1tidirectioa1 goig verbs (i additio to expressig two-way trip, equiva-
1et to ) express geera1 actio. without cotext of time or
directio, or the ability to perform the motio.

22.3. (.;- - 1
).
1. i, .... 2. .
... ! 3. ... ,
. 4.- ?- ... .
5. r 11 s. .... 6.-
?- ... . 7.-
...?- . 8. , ... ?
9. . .... 10. . 10
11.- .. :?- , -
... .
22.4 + lfiitive = (i order) to
, 31Ui, .
I additio to its use i idirect commads, is used to itroduce purpose
c1auses. ln this case the subject ofoth actions is the same d the injmitive is used
with .
O(tl ith goig erhs the omitted i such purpose costructions:
(, ) i i
.

22.4
. Comp/ete tlre .fenteces ll'itlr 11/rere ecessary. ltr 11hkh cases tlrere
variants?
1. , ... ,
. 2. ... , -
. 3. ... l
. 4. ... ,
. 5. ...
.

. Complete tlre senteces ith appropriate .forms of verbs give i parentheses.

1. . (r) . 2.
, (~) . 3. , (
) . 4. . () ,
tr r . 5. , ()
~:, .

22.5 Duratio of Time vs. lnteded or Resultant Time

1'ri .
onrorpie .
, ..11 .

353
23-1022
 ou a1ready know how to express the actua1 duration of time means of the
accusative case with prepositios. ln such cases the time span covered the
verb is the same as the time period mentioned.
For intended or resu1tant time one uses the accusative case with the preposition
. In such cases the time span invo1ved begins after, as resu1t of, the action
rather than covering the same period as the action expressed the verb.

22.5. lsert the prepositio / where ecessary.

1. . 2.-
?- ... . 3. ...
. 4. ~ .
5. -, ... .
6.- ! ?- ...
. 7. , ..
? 8. ' ... . 9. -
.

22.6 The Perfectives of

.
. .
The verb has two perfectives: must have object and means 'to eat
up', 'eat all of.. .'. If there is no direct object, one must use .
22.6. (- ).
... , , . 2. ,
1.
... , . 3.- !-, ...
4. , ... . 5.
. , . 6. 1. ... .
7. ... , . 8. ...
, .

22.7 h Reflexive Pronoun

.
.
.
.
h reflexive pronoun is used when the action of the verb is reflected back
upon the subject as direct object, indirect object, or object of preposition. h re-
flexive pronoun has no nominative case, and is used for all persons, singu1ar and
p1ural. Its forms parallel those of (, etc.)
The verb -~- is transitive and must have direct object, which is
expressed means of when referring to hea1th ('How do you feel?').

354
 22.7. .
1. ... . 2. !
? 3. ... . 4.
... . 5.
,
. 6.- ?- ...
. 7. , , .
8. .... 9.
... , .

22.8 - - --
. , , ;
. . , ; ; !
Russian is much more precise than contemporary English in distingushing be-
tween verbs of getting into body position and being in particular body position.
The verb - is like -- () in having different vowel in
the infinitive and past tense than in the future tense.
what conjugation does belong?
. .
.
, . .
Note that these verbs, as well as the related verb of putting, ---, are
also used of hospital stays.
22.8. (- - -- - ---).
l. . .... 2. ...
. 3. , ... ? 4.
, . ,
. 5. ... . 6.
.. ;, . 7. ! ...
. 8. , .
9. , . ...
?

22.9 The Expresslon of Decimal Numbers in Russian

, 36,6 ( ).
, 38,3 ( ).
Note that Russians use comma instead of period when writing decimal
numbers.

22.10 Expressions Connected with Illness

. , 38,3.
.
.

355
 Note that is not used in expressions of illness. fever. etc.
Normal body temperature in Russia is considered to 36.6. This is
not an exact equivalent of98.6 Fahrenheit ecause temperature there is taken un-
der the arm, which gives slightly lower reading.
Note the special construction for expressing aches. Also note that the posses-
siye modifiers are not used in these constructions referring to parts of the body:.
12.11 Notes on Individual Words
11 = to take along
. .
-8th and = 'doctor (physician)'. but should
used only as torm of address or as title ( may not used in these
ways).
180-- 1- -1 n Lesson 21 you used this verb in directional constructions
( ). The directional equivalent when used with
persons is, of course, the dative case: 180i .
1101'8, pyai-Note that refers to oth teg" and foot", and refers to
both arm' and and".

. . ,
. .
. . . . il.
. .
. .
. ,
. .
.
. . .
. , .
. .
. .
. ero .
. ,
. i.
!>>
'I!. ?. .
: ?)) .

t---- ee6il . ( tl1e heillllill.f( { tlw cpaJy at once. immediatcly

/etlin) t10.11111.1il clinic
&. ill o-ca"Jp-tlllai + 1-r--r A"o,ti to cxaminc
.1., satislied. happy ( potirnt)
--- Cionimll . xcni although
to givc sick-leave certilicate CnoOiol t! Good night
)"--'1 + 1-i

356
 :
?

- . . ,
.
- . ..
.

- ?
- , i .
- ?
- 37,5 ( ).
- , . -
.
.

- , . . -
.
- , ? }'!
- }' , .
- ?
- .

- ?
- , , . .
.
- ?
- , 37,3 ( ).

- ?
- . , .
- .
- , , ?
-, .

- ?
- .
- . , - .
. !'
.

- ?
-, .
- !

t ? (col/oquial) = t ? 36, 36~6,

n flu --/

357
 - ?
- , . . .
- , .

- , . ?
- , . , .
- .
- . , , -
.
- ,
.
- ! !
- !

?
- .
- , -
. ?
-. -?
- ,. , - .
.

22.12 - ?
. .
?
, 37,3 (~ ).
(, ; 37,6, 38,4)
22.13 - ?
- , , .
... ?
n, , .
... ?
, .

22.14 - ?
- , , , 37,5.
- , .
( , . , )

22.15 - ? ! ?
- , , .

# ---- () to hope ?
6! = !

358
 - .
- . !

, ?
, .

, ?
, .

22.16 - ?
-.
?
- 38,3.
- .
(, , )

22.17 1. ? ? :?
, ?
2. ,
? , :
? , .?
3. ? , ?

22.18 Word Study

-
-!, -- +
--, -, ----li, \
-- + --- + , -- +, -- + (the root = to take)
---,
j--

--
, -- -- +
+
: ..i
imli : ?
--/ R
1
cooil : () () 1
--+ ---
--- !

6,6
ii - 1 1
--ii + -
: Cno6ioi 6! xop6mii: 8c:erO xop6wero!
1
-- - i
1
- i +
1
)'--- - i
-- -- () . 1
)'--- -,

359
 .Ni 23 ( )
-
~

- . -
.

.
, .

Read . 61-62 concerning the soft Russian sound .

!
... ... ... ... ... ~ ... ... ...
... ... ... ...
... ... ... : .. ... ... ... ... -
- -

-. - .

? ?
?

- --

-
-
-
-
-
- --

-

i R3WK native language 1

qi ll
i? 1 1

llii fl: Tatar

360
- ?
- .

?

. .
.

I!1JJ ,
.
,

)> -.
,
.

- ,
, ,
.
.
.
j.

-.
.

)
}'

)
~

)

. ~, } ,
.

pencil different, various

r each other, one another
(/. -8)
1
j grandsonlgranddaughter
1 +
)"'li:s - to learn to ... 1
311810---111 -

361


23.1 Nouns with the Suffix -

sig. /.

The Russian suffix - denotes an individua1 member of some group. Since its
meaning is singular, it is logica1 that it does not appear in plural forms.
If this suffix follows -/ -, the nominative plural ending is -.
23.2 Nouns, Adjectives and Adverbs of Nationality and Language
23.2
. : .- i?-
.
1. -. 2. . 3. . 4.
i. 5. . 6. . (Tatarj.) 7.
-. 8. . 9. (/.) . 10.
. 11. . 12. . 13. .
(Ukrainian) 14. . 15. . (Tatar) 16.
. (Ukrainian) 17. .

. :- '!- .
1. ? 2. ? 3. ?
4. ? 5. ? 6. ?
7. ? 8. ?

. : .- -.
1. . 2. -. 3. -. 4.
. 5. -. 6. -. 7. -.
8. -. 9. -.
r. : - ?-
..

1. ? 2. ?
3. ? 4. ?
5. ? 6. ?
7. ? 8. ?
9. ?

. : -.- -.
1. -. 2. -. 3. -t~. 4.
. 5. -. 6. -. 7. -.
8. -. 9. -.
362
23.3 -

ou already know that most truly Russian surnames are adjectives in form or
in origin, and they agree with the person involved: ,
, . This is also true of sumames in -:
, , . Surnames such
as l, are adjectives in form and decline as adjectives.
Non-Russian sumames do not change for feminine or plural. In the text ofthis
lesson you meet , who is Armenian.
23.4 The Instrumental Endings of Nouns
, , , , ~
, , ;
-- (spelled--olt/-/-elt)
0~~} - (spelled - 1- 1-) feminine in ---
23.4
. :- .- .
. .
1. . 2. . 3.
. 4. . 5. . 6.
. 7. . 8. . 9. . 10.
.

. Comp/ete the sentences with appropriate forms of words given in parentheses.

1. . ( ). 2.
(). 3. ~ (
). 4. ( ).
5. ( ).
6. .( ). 7.
(). 8. ( )?
23.5 The lnstrumental Case Without Prepositions
, }'.
One of the uses of the instrumental case without prepositions is to express the
instrument means of which something is accomplished. Do not confuse this use
with that ofthe instrumental with the preposition ('with' in the sense of'together
with', not 'with' = ' means of).
23.6 Agreement of the Verb to with , ,

? ?
?
J1 ?
, .
With verbs other than or when indicates location, verb agreement is
with the subject (masculine with , neuter with ). However when , ,
363
 are used with this verb in equational sentences (with predicate nominative), the
agreement is with the predicate nominative.
23.6. Coplete the seteces with appropriate past tese fors of
verbs give in pareeses.
1. () ? 2. ()
? 3. () ? 4.
() .

23.7 = each other, aother

j.
j.
j.
j.
j .

Note that only the second element declines, and that if there is preposition it
comes betwee the two elements.
23.7 ( }'r, etc.).
1. .... 2. ,
3. , . ...
4. ,
... 5. 6.
.... 7. ... .... 8.
, .... 9.
, 1.
11. -
12.
.

23.8 Verbs of Learning

/t ' .
.
.
?
- ?- .
Rememer that / ust have direct object.
means 'to study 1 student', and since it is intransitive, it cannot take direct
object. lt , however, used with infinitives-'to learn to .. .', in which case its
perfective is formed with -. is also intransitive, and it refers to the
day-by-day process of preparing lessons.
23.8. ( or -
/ - - ).
1.- !- ,
... . 2. , ...

364
 . 3.
? 4. . ... . 5.
, ! 6. : r :
. -. 7.
... , . 8. :
. ~ ... . 9.- .
?- . : ... .
10. . ...? 11. ...
. ero . ...
. 12. -r?

23.9 Culture through Language

In the Russian Federation there are over 100 nations and nationalities. Uni-
fonn federal citizenship is established for Russia. h equal rights of citizens are
guaranteed in 11 fields of economic, political, social and culturallife.
11 Russian citizens over the qe of sixteen were issued the Passport of
Citizen of the Russian Federation.
The passport was tbe main document identifyfng its owner as Russian citizen.In
addition to the photograph, the family name. first name and patronymic, the fol-
lowing information was indicated in the passport: date and place of irth. nationa-
lity, place of residence. the date of registration of marriage or divorce. and the
numer or children.

23.10 Notes lndividual Words

w-l Russian such re\ationship tenns as , , RR,
are sometimes used children in ~tddressing or speaking of unrelated per-
sons of suitaie age with respect to the speaker. (See text elow.)
-- 1- This verb must used with + instrumental whe it meas
'to talk /speak to'. The perfective must have direct object d refers to
specific it of infonnatio commuicated; it takes the dative case of the perso
a.ddressed.
?
.
r : !
. .
pi:JIIii = 'different' ('t the same'), 'various'. (From the meaig of this
word you see that it will used almost etirely i the plurctl.) =
'different' ('not this one').
lle '), . : .
.
. .

= ative with respect to laguages. cities, regios. etc. lt is also used

with relationship terms to idicate actual lood relatioship (as opposed to the ad-
ditional ways i which u, etc., used as discussed above, or i the case
of adoptio).
36S
 ?

m
. , ,
.
-, - -.
. , ,
. ,
. , ,
, - , .
. ,
, . -.
, , ,
. - , ,
: - ..
.. :J>.
, -,
-. ,
)'.
: . ,
1 .

:
- ?
- .
- ?
- . ?
- .
- -!
- .

- ?
- .
- , ?
- , .
- -?
- - .
, ,
.

" during JD06Ri eloved, favorite

(pl. -) -i+ to dream (hope, aspire)
366


- ?
- ?
- .
- (50) . .
- , . ?
- , .

- .
- . , ,
.
- . , .
- Teriep . , .
- , . .

- , , ?
- . , .
-.

- ?
- , , .
- I . .
- .
-.

- , ? ...........
t.
- ?
- , .

- ?
- . , .
.

-.
- . .

- ?
- , .
- , , ?

() post office 40
(postage) stamp mail
for (use of, purpose ot). money order
air mail letter i to cash
1
--il. + --- to send money order
50 post card
envelope air mail
ii international 1
--+ ----
ri to sign (one's name)
(pl. -8) JJ
everything's , in order

367
- i. , .
.
- , , .
- .
-.

23.11 - ?
-.
-?
-. -
-? -
- .
- - -
?
-.
- .
-.

23.12 - ?
- ? . , .
- .
~ .
(, )

23.13- l .-12 .
(2 - 12 , 5 - 20 , 5 - 15
, -50 , 5 - 30 ).

23.14 - ?
- .
( - ,
- )

23.15 ) , .
- , , ?
, .- ...?
, .- ... ?
, .- ... ?
, .- ... ?

) , 50 ,
.- 50 ,
u.
, .- ...

368
 ,
.- ...
23.16 1. ? ?
() (, , ,
/)?
( ,
J>r)?
2. ,
?
, (,
)?
3. ? ?
?
4. ~ (, , , ,
, , )?
?
: }'?

23.17 Word Study

6- etween; 6 people (nation)
- (i. . an open letter)
(literally trnsfr}-,
li ( 6}-11
-st
-

CJJOa IUI

-- + 1----
i
fr
ii / /
apiiiiCICIIi 6i IIi
/ -+
j
8?
1
--- -
--il + / -8-- 1

11 6i
r pj'ra :
3--- 1 : il.
1

369
24-1022
 .N! 24 ( )
-

- ?- .
~ ?-
.
.
.
.
.

Read . 62 concerning the long soft "hushing sound" .

!
... ... -
... ... ... .... ... ... ... ...

:
?

( ?)

. . .
i . . .
: date
. . 6 ? \?
i ilm. wi

370
 .
.
.

. . . j.

() ()

. .
.
- ?- .
. !

. .=
.

girl friend (of girl) ( pl.) light

38 for (to get) --- () to go out
1 1
3--- lio- ( extinguished)
[term o.f praise]

371
24*
 . ".

.
, .
, . ,
.

24.1 Months
- -
- -
- -
- -
- -
- -
h names of all months are masculine. Except for March through August, the
accent is on the endings.
24.2 Time Expressions-Point of Time when with Months
.
.
If only month is given, without date, use the prepositional case with .

24.2. Complete the sentences with appropriate forms of words given in

parentheses.
1. () . 2. () ,
- (). 3. ,
() . 4.- ?- ()
. 5. , , (),
. 6.
(). 7.
() -

electrician
Jllolie amateur
-- (il) to sitting --+ .
6 - .
amateur concert ---+ 1-6---
8 to remember, recall
372
 . 8.
(), ~ -. 9. (
) . 10.
(). 11. () . 12. (
) . 13. ()
.

24.3 Expressing Dates

- ?- .
- ?- .
- ?- .
If date is merely identified, this is done using the neuter form of the adjec-
tive numeral, with the month in the genitive. (The neuter form is dictated the
word , which is seldom included except in the question.)
- 1 ?-
.
indicate when something took place 1will take place, use the genitive case of
the adjective numeral with the name of the month in the genitive case.
When Russians express dates in numerals, the date precedes the month, and
the month is expressed thus: 17.02 = 17 .
24.3
. : (25.03)- .
. .
1. (7.02) 2. (19.06) 3. (4.05) 4. (12.11) 5. (1.01)
. .
1. ? (19.05) 2.
? (15.11) 3.
? (31.12) 4.
? (14.02) 5. ? (1.09) 6:
? (16.01) 7.
? (6.10) 8. ?,(23.06) 9.
? (1.07) 1.
? (12.08) 11. ? (29.04) 12.
? (3.03)

24.4 The lnstrumental Case Endings of Modifiers

~=} ( ) - (spelled -l -)
, , , , , , , ,
,
( ) - (spelled -l-)
, , r, , , , , , ,

373
 24.4. Coplete the sentences with appropriatefors ofwords given in
parentheses.
1. ( ).
2. ( ). 3.
( )? 4. (
). 5.
, ( ). 6. (
). 7. ( )
. 8. ( )? 9.
( ). 10.
( ), ()
. 11.
( ) . 12. ( )
. 13. (
).

24.5 The Instrumental Case with Certain Verbs

. .
- ?- .
With the verb the instrumental case is used to express 'as .. .', 'in the
capacity of.. .'.
With verbs of seeming, appearing, considering, etc., the instrumental case is
used of the adjective or noun which expresses the manner in which somebody or
something is viewed another person.
The perfective refers to the eginning of the impression.

24.5
. : - , - .
- , .
1. , -. 2. , -.
3. , -. 4. ,
- . ,5. , - . 6. ,
JS-. 7. , -.
8. , -.
. : - q?-
.

1. ? 2. ? 3.
? 4. ?

. : - , ?-
.

1. , ? 2. ,
? 3. , ? 4. ,
? 5. , ?

374
. : - .-
.

1. . 2. . 3.
. 4. . 5.
.

24.6 The Preposition = [or (to get)

24.6. .

1. . .... 2.
. .... 3. . -
4. .
5. - .-, .. :
6. - - .-

24.7 The Verb -r-()-

- ?-r .
Some verbs which have the suffix -- lose this suffix in the past tense. (But
some, such as , retain the suffix in all forms.)

24.8 The Verb -- ()

, .
, .
.
, .
The verb has no imperfective future. It has only the perfective future
.
In the past tense the imperfective is used to indicate condition which pre-
vailed; the perfective is used only when an actual attempt was made to accomplish
something.
24.8. . .
1. - .- ...
, . 2. , ...
. . 3. ,
. . 4. , ...
. 5. , , - ,
... . . 6.
, ... - q. 7.
, . 8.
... . 9. .
: , .... , .... 1.
... . 11.
, , .

375
 24.9 Notes on Individual Words
---i +1
-----Sin memory is continuing process, the
verb does not h.ave perfective in the resultative sense. The perfective
and its imperfective refer to recalling, bringing back into
memory something. (Rememb~r that as rule is not used with !)
__
_ .
~ ,
. ( doesn't think about her every minute, only from time to time.)
Jl- term of praise used of either sex and in the plural, for which the
English equivalent will vary from one context to another.
-! Vadim's quite guy!
-! Larisa's great!
! Well done! That's how to do it!
is only the girl friend of girl, not of fellow. For the girl friend of
fellow the most common expression is (w) (Note that the plural
is regular-nopfr.)
-- + . Thinking is usually continuing process, but the perfective can
used of single thought or of small amount of the activity.

, ,
, ,
.
. ,
i ,
.
,

r .
. ,
: .
.
- , . , ?
.
- , .
: ,
.
- , ?
- ,- .- .
-
IICOIIep concerto
-=F
311, 3116
--i+1 --
ono3irrop composer
in the same house as they

376
 , :
. -
.

:
- , ?
-
-
.
~ -
2([])
.
! IIC0001IEIJD'D' ..
. . J10
? D
-
?
- , , -
~- .
- .
- ! .

... ?

- , ! ?
- , .
-, ?
- , . , , . -
.

- , .

- , , .
- ? ?
- , ? , -
.
- , . . .
- , ~!

- ?
- -, .
- , ! , , . , .
- . ?
- , , . .
- .

--81+ to perfonn ( musical composition) .

i l
i. Admission is free. 1! = ! 1 r
. . !

377


- , , ?
- . , . ,
.
- , , .
- .

- .?
- , . :!
- !
- , , .

- ?
- 0-! ! ,
.

- ? !
-, ! !
- .

, ,

- , ?
- . -, -
.

- , ? .
-. .
?
- , .

i extra i amazing
1
-- () 1 conductor (music)
() i,
il:! sit down agree, in agreement
() I.. . () was lucky.
1
-:-i- -113-- ili
npo:nsecil 'I 3I
to make an impression (on ... )
378
- , .
- , .
- ?
- .
- ?
- :. !
, .
-, !

24.10 - ?
- .
- ? , -
.

(1 , ; , ;
, ; , )

24.11 - ?
- .
- ? ,
?
- , , .
( , ; , ;
, ; ,
)

24.12 - . /?
- , 6..
(, , , )

24.13 - ?
- .
- ?
- .
- - ?

- ?

- ?

- ?

379
14.14 - , .
- .
(, , , , )

24.15 - !
- .
( t ; ;
, ;
)

24.16- .
- .
(, ; , ; ,
; , )

24.17- !
!
( , , ,
-)

24.18 1. ?
?
?
2. ? . ?
?
3. ? ?
4. (, , ,
, )? ()
()?

24.19 Word Study

6~:s. JJ--
-Wht is the origin of the English word amateur?
--t mount ( = to install)
1 1
---- ------- --, ---
---sit

CJJoa

: 6.
1
----
:s--: (:s)
i!
nii : .
: . _---u + 1-6--- 1
-- -

380


-- + : --
: -- ()
nepe-a-iii + 1-
.
--- 1- 1 --()- . :
j
--+ . irr
---- 1---
() .
w
6i i 'IIICJI6
cairrec ?
:: ...?
- ! 1
: .R

 Nt 25 ( )
-

.
- - , ?- ,
- .
, .

Read . 39 conceming the sound [] following consonant.

!
... ... ... ... ... ... ... ...
... -

.
.
- , .
- .
- - , ?-, - -
.
- ?- - .
, .
~ , .

. 1. .
. .
.

r cake -- (1, ; 8) to sleep

(/. /) c\ock, watch to s\eepy
d --- f to go to bed
. to put to d
382
- , , . ?
- (6.30)
- ?
- (7 .30).
, .
! or !
- !- !

25.1 An Additiona1 Use of Multidirectiona1 Verbs

.
.
.
You have a1ready used mu1tidirectiona1 verbs to express: (1) genera1 action
without context of time or 1 ( ), and (2) sing1e round
trip in the past tense, as an equiva1ent f (
). Remember that it is on1y in the past tense that such verbs can refer to
sing/e round trip.
Mu1tidirectiona1 verbs can, however, used for reference to mu/tip/e round
trips in any time period, present, past or future. As you can see from the first
examp1e, the resu1t is sometimes the equiva1ent of 'to attend' (this shou1d not
used at the university 1eve1, however, where you shou1d continue to use ).
From the English point of view it appears that on1y one direction is invo1ved, but
efore the second trip can started the return part of the first trip must
made-therefore the motion is mu1tidirectiona1.
25.1
. (- - ).
1. ... . 2. ,
... . 3.- ... ?- ... .
4.- ?-
. 5. , ... ,
. 6. .
. 7. , ... .
8.- ?- ...
. 9.
, ... . 10.-
?- ... . 11.- ... ?- ... .
, . 12. -

--/- / / to look at, (, &) -self

glance at holiday
half; . !

383
 , 13.- -
?- . .

. (/--).
1. ... . 2. ...
? 3.- ?- .
, ? 4.- ?-
. . 5. - ?- ...
. 6. , , . 7.
. 8.- ?-
. 9.- ,
... .- , ,
... . . 10. ,
.... ...
. 11. , 20 . ,
... 12. ,
... . 13.
. ,
.

25.2 ...
( = ) .
?
ln conversational Russian it is common practice to combine two subjects (
, ) into special construction using plural pronoun (, ,
) with the second subject in the instrumental case after the preposition . Note
that the use of the plural pronoun does not necessarily mean that more than two
persons are involved (although this may sometimes the case}-the pronoun
sums up the totality of subjects, the noun in the instrumental case indicates who
the other member(s) of the party is 1are. similar construction occurs with nouns:
.-
.

25.2
: .-
.

1. ? 2.
. 3. 't . 4.
li . 5.
. 6.
. 7. ?

25.3 The Partic1es -, -

- - , ?- , - .
"Did d while 1 was out?" "Yes, soebody called."
384
 - - ?- , -
.
"ls Vadim going any / this summer?" "Yes, he'll go somep/ace in the
south to vacation."
- - :?-, - :
.
"Does Masha have any sort of books?" "Yes, she has some books".
The unaccented particles -, - can suffixed to interrogative pro-
nouns, adverbs or modifiers to form what are sometimes called "indefinite pro-
nouns", etc. The term is misleading, however, since only one of the resulting forms
is actually indefinite in meaning.
1t is not helpful to try to distinguish etween the two particles equating them _ (;i
with 'any' and 'some', since English uses these words in different manner. h ~
student should instead become thoroughly acquainted with the basic idea ex-
pressed each particle.
The particle - expresses something specific but unidentified, either because the
speaker does not know the exact identity or because he finds it unnecessary to re-
veal it.
- . (It had to some definite person, whether or not we know
who it was.)
- . ( had to go in some definite direction, whether or
not we know what his goal was.)
h particle - (literally 'whatever it may ') expresses complete inde-
finiteness:
- ? Did anyone (at all) call?
- 6 ? Are you going anyplace (at all) after
supper?
-. Tell us something or other ..
- ? Do you have any kind of Russian
magazines?
In questions, commands, and in future-tense statements one normally uses
-: - ? j- :.
- . : - ?
- .
In statements in the past one normally uses -: -
. - .
In the present tense - is most frequently found. But if reference is not to one
specific thing or ifrepeated or haitual action is indicated, or if is present,
- will generally used:
- - .- - . (something or
other)
- - .-, - .
- - .-, - .

385
25- 1022
 25.3. (-- -).

1. - ... , ? 2. - ...
. 3. - ... ? 4.
- ... ? 5. . - ... . 6.- -
?- - ... . 7. - ... -
, , . 8.- , - ... .
.-, , - ... . 9.
- ... ? 10. - ... .
11. - ... ? 12. , ,
- ... . 13. , - ... ,
. 14. - ... . 15.
- ... }' . ? 16. - ...
?

25.4 Conditiona1 Constructions

, .
ticket.
1'11 go to that ballet if 1 can get
, 11.
( .)
conditional clause is one which contains condition upon which the situa-
tion expressed in the main clause depends. Both English and Russian have two
types of conditional situations:
(1) So-called "real conditions", as in the first example. The speaker views the
condition as realizale or possile. (Remember that in English in such clauses the
verb will generally in the present tense, even if future time is referred to.
Russian uses the tense required the actual time involved.)
(2) So-called "unreal conditions", as in the second example. The condition
was unrealized in the past or the speaker views it as unlikely to realized in the
future. Unreal conditions are expressed in the coditioal mood. (Mood is gram-
matical term referring to devices used to indicate the speaker's attitude toward
what he is saying-is it.a fact, is it something viewed as desirale 1undesirale, is it
doubtful of realization, is it ~omething he wishes to have done?)
ln Russian the conditional mood is expressed using the particle in both
the coditioal clause d the mai c/ause, together with the past tense form of
the verb. But remember that, just as with these forms have no actual tense
meaning. Thus the second example above could mean '1 would have gone to that
ballet if 1 had had ticket' or '1 would go to that ballet if 1 had ticket'.
The conditional particle (sometimes after words ending in vowel) is
never accented, and must not come first in sentence. ln the conditional clause it
usually comes immediately after . ln the main clause it most frequently comes
after the verb, but it may also come after other independent words (such as nouns,
pronouns). It may not come after prepositions or particles (iricluding the negative
particle ). .
The particle is also used in certain constructions expressing wish, sug-
gestion, or non-categorical request:
386
 . 1 wold like to sped moth
the Black Sea (if 1 cold do what 1 wanted to).
. 1t wold good to sped moth
at the sea (if we cold do what we really sho/d).
. 1t wo/d good ifyou called Vadim/You ought
to Vadim.
As you see from the clauses i parentheses, such seteces viewed as
coditioal costructios with the coditioal clause omitted. may also have
seteces i which the mai clause is omitted:
! If
/ we had known about that earlier (we would have ... ).
The conditioal constructio requires learnig additioal forms, d is very _ (1.
simple to use. But the Eglish-speakig studet must remember that 'would' is t ~
always coditioal-ofte it is future tese from past tese poit of view,
costructio with which you are already familiar: ,
. Larisa said she wo/d for the tickets.

25.4
. 1nsert the particle in those sentences where it is necessary.
1. ... , . 2.
, . 3. ...
, ... .
4. ! ... . 5.
, ... .
. 6. , . ... ,
! , . 7.
, , ,
. 8. ,
. 9. ... ,
... . 10. ... ,
. 11. ... - , ,
. 12. ... , .
13. . 14. ! ...
. 15. , , ...
. 16. , ! ,
. 17. , ,
, . 18. ...
, .

. .
1. lfyou had arrived earlier, you could have bought ticket to the ballet. 2. If
you come to see us t week, we'll show you. the w pictures we made whe
we were i the North. 3. Joh wrote Nina d told her he wou1d arrive i Moscow
the 23rd of September. 4. 1 did't kow you would i the South. If l they
had give me leave (or week! But 1'11 here l two days. 5. 1 would very
much like to hear Dmitry Shostakovich's cocerto. 6. Are't you cold here?
lt would good to go ito the house. 7. If you have free miute after dier,
38(
25*
p1ease come to see me. 8. If you had studied more, you wou1d have passed the
test. 9. Anna Petrovna called Nina and said she wou1d arrive home 1ate today
and that Nina wou1d have to prepare dinner. 10. If on1y 1 had known Zina's
address!
25.5 Telling Time on the Half Hour
(1.30).
~ , (2.30).
This is the most common way of expressing time on the half hour in conversa-
tional Russian. Note that Russians are forward-Zookig when they tell time-once
an hour has passed, they no longer mention that hour, but are 1ooking forward to
the next hour: = 1.30, i. . the first hour has passed and ha1f of
the second.
25.5. Read /d!
1. 6.30 . 2.
7.30. 3. 9.30. 4.- ? -
10.30. 5. . 8.30 . 6.
1.30. 7. 12.30. 8.- ,
?- 11.30. 9. 4.30.
10.- ?- 2.30. 11. 3.30. 12.
5.30, .

25.6 h Emphatic Pronoun = -sel[

. .
, .
, .
Do not confuse the emphatic pronoun with the reflexive pronoun
(both are equiva1ents of '-se1f)! The emphatic pronoun usually precedes noun
but follows pronoun.
25.6. ("' ).

1. ... , . ? 2....
. 3. ...
. 4. , ... .
5. ... , . .
6. , r , ...
. 7....
, , . 8.
, ,
. 9. , . 10.
... ? 11. ...
.

~5. 7Words with Two Accents

In the introductory phonetics lessons you were told that each Russian word
has on1y one accent. An exception to this is presented words which contain two
388
or more roots, such as 6, . ln such words the major ac-
cent will on the second root, while the first root may have secondary, weaker
accent. (Note that the addition ofprefixes and suffixes does not permit secondary
accent, only the comblning of two or more roots in one word.)
25.8 Notes on lndividual Words
+1

- ! ( !)
- !
- !
This verb is used with the preposition and the instrumental case to express the
occasion for the congratulations and holiday greetings. When used of holidays the
verb itself is generally omitted except in rather fonnal style.
----Nt that the imperfective has the suffixed particle -, while the
perfective ilr-y () does not.
1- 1 1oo-Until now you have used this verb with
direct object, without preposition. his occurs when the meaning is to look
something over completely, thoroughly, examine something. Used with the pre-
positions 1 and the accusative case (since it is really directional concept),
the verb means 'to turn one's attention to something', 'to glance at': ~
:r . , ,
!

~?
.
, , .
, ,
. ,
. .

, ,
.
. ,
. . r,
...
, , ,
. , .
..
: , , .
- .
:r .

--it + 1--- lm to leave 3

, 1
--+ --()-
6 to go visiting. calling () to get used to

389
 .
, .
I. . . -
- . :
- }'.
-?
?! , ?
-
,
. ,
.
- ? ! ! ,
r !

- , !
- , !

- .
- .
- . , , -
. , , .
- , .
- !
- , , .
-!
- ? , .
-, .
- r, ~Wr ?
- . ?
- . .
- . .

- , . ! ?
- . - . -
, .
- .

-+ to see in the New Year ? ls that so"l

z instead of bottle
!= ! ( )
milk --+ CR + = to plan
() yCJI) /itera/ly bureau of good ser- to
vices (domestic services bureau) (() -ii + Cll/ --- L' to meet
indecl.) (encounter, gather)
390
 . , , , .
, .
- , - .
- .
, .
- ? ! ?
- , ! .
.
- , . !

- ?
- , .
- ?
- , . .
- , , ,
?
-.
- , , .
-.

- ?
- . .
- .
- , .

- , .
?
- .
Q .
- , .
, , ' ,
. ,
.

- !
- . .

-- +1 -- ()
i soup with beets. cabbage. etc.
= n perhaps (you're right)
sugar pastry
1
to hungry, thirsty

391
- , , ?
- , , .
-.
- !

25.9 - .
- .
- .
- , .
(, ; , ; , ; ,
)

25.10 - , ?
- , ?
- .
- .
(, , , )

25.11 - ?
- aifJ. , .
- ?
- ... , .

- ?
- ... , .
- ?
- ... , .
25.12 - ?
- 1, .
- ?
- , .
( ; )

25.13- , ?
- z, . ?
, .
- ?
- ... , , .
- ?
- ... , .

free, unoccupied, vacant il nn! Bon appetit! 1 hope you en-

joy your meal.

392
 , ?
... , , .
.

25.14 - ?
- ~ . .
, . , , .
?
.
, .
?
, .
, ?

25.15 - , .
? .
, .

, .

25.16 1. ?
? ?
2. , , ?
? ?
3. ? ?
?

25.17 Word Study

-
oc-guest
MOJJOK6-milk
-- + j -----, --
caxap--saccharin, sugar
----sl, soporific

6 .

ir ! 6 r / i 6
rocilx
-+ ! ( )
r :

- +/ ---

393
--- -6- _() . --

- 1

: ! i.!

--+ 1--()- : ,
--il + 1--- : -

IIII:
i.i J118

1
+ - ii,

--i.+ +
 v ( 21-25)

ou now know the complete singu\ar declension of nouns, pronouns, and modifiers:

Nouns
N. , i

. ,

Gen. ,
Prep. ,
Dat. ,
lnstr. ,

Notes:
(\) Feminine nouns in -have the same forms for genitive, prepositional and dative.
(2) Feminine nouns have the same forms in prepositional and dative.
(3) Nouns with stem ending in -ii [] following -- (i. ., nouns in -i, -, -) have the prepositional
ending spelled -: , , .
(4) few short masculine nouns have speciallocational forms: , , , .
You know the indeclinale nouns ., , and the noun , wblch has no singular form.
You know the adjectives used as nouns ,, 6, wu:.
You know the plurals of nouns which have the suffix -: ---,
--, ---.
You know that non-Russian sumames do not change for feminine or plural: -
u, i i.

Pronouns
Personal Pronouns and Reflexive Pronoun
N.

.
Gen.
Prep.
Dat.
Jnstr. () () ( ) ( ) () () ( ) ()

ou know the use of the reflexive pronoun :

?
.
.
.
, .

395
 You know the emphatic pronoun :

.
, .
, .

You know the mutua\ pronoun pjra:

pjra.
pjra..
pjre.
pjry.
jr.

Adjectives and Speclal Moditiers (Rememer the spe//ing rulesf)

Masc. Anim. Masc. lnanim. Neut.
Nom. - (-) - (-) -

, , , , , , 6, , ,
, , , , , , , , , ,
,

. /ike Gen. /ike Nom. /ilce Nom.

Gen. - - -

, , , , , , , , ,
,

Prep. - - -

, , , , , , , , , ,

Dat. - - -
, , , , , , , ,
, ,

lnstr. - - -

, , , , , ~, , , , ,

Fem.
Nom. -

, , , , , :, , , , ,

. -
, , , , , , , , , ,

// -
other
cases , , , , , , , , , ,

396
 You know the new short-form adjectives , , , , , , ,
() .
You know that in compound ordinal (adjective) numerals only the last component is an adjective
in form and declines: , .
Language and Nationality
You know the use of the nouns, adjectives and adverbs of nationality and language, and the ex-
pression ... 8111? pyccaii 1 . ii .
i . -. r .

Case Usage
You know the following new uses of cases:
Accusative:
With the preposition ( = 'in exchange for'): ii. .
With the preposition : .

Genitive:
With additional prepositions: , , , , , , , , .

lostrumeotal:
express instrument of action: f .
With the preposition ( = 'with, accompanied '): . With this preposition in
the formation of compound subjects: i .
With the preposition ( = 'for, to get'): i.
With certain vers: . ;i.
i .

Vers
You know how to express "unreal conditions" with the conditional mood: li
, .
You now know three uses of multidirectional verbs (, ):
(1) general motion with reference to direction or time: .
.
(2) single round trip (in the past tense only): JI .
(3) multiple round trips: plia . .

You know the set of verbs dealing with d location: i:/ - JleiiCa .
You know the vers of leaming / studying:
J
.
r . .
il -?
iUI .

You know two verbs which lose the suffix -- in the past tense: - ( );
11J111l-l ( .)
You know the vers -6 +() (:l(11), -- (), r- ()/-, --
(), - (), + (, f
, , , , il:) - and .
You know the special constructions used with the verbs -- , , ,
i/{uu , /n- f , iw: + J.

397
 You know the agreement of the verb in equational sentences such as:
? , .

The Particles - and -

ou know the use of the suffixed particles - to express indefiniteness and - to express
something definite but undefined:
- - , ?- , - .
- - - .- - .
- - .-, - .
Impersonal Expressions
ou know the additional impersonal predicate adverbs and the use of such predicate adverbs with
infinitives: , :Ji, , ( ).
You know the impersonal verb () n.
You know how to express non-existence or absence in the past.and future:
. .

Prepositions and Conjunctions

You know the three series of prepositions to express direction : , , ; : , , ; :
, , .

You know the use of = 'in order to': n , ,

. You know that may omitted only when it follows going verbs:
n .

Nwnerals
You know how to express decimal numbers: n, 38,3 ( ).
ime Expressiw

ouknow the names of the months and the manner of expressing dates:
- ?- n . (5.05)
- ?- . (23.09)
You know how to express duration of time and intended or resultant time:
. n .
. 21 .
You know the divisions ofthe day: , , , (but 5 6 , etc.) You
also know the twenty-four hour clock: 20 .
You know how to express time on the halfhour: (12.30).
(13.30).
ou know thc; additional time-related expressions: , , i , ,
, .

Convenational Expressions
You know numer of expressions connected with illness (cf. Lesson 22) and with the post office
(cf. Lesson 23). You know additional expressions oftaking leave: !, i !,
. ou know additional ways of answering the phone: !, ! ou know how to express
holiday greetings: !, ! When Russians join persons already eating or
when they begin to eat they say: !

398


Review of Declensions
1. Complete the senteces with appropriate forms of words give i paretheses.
1. () (
), () ( 8.-it:
). 2. ( )
(22 . 31 .) ( ) ( ). 3. m (
) -,
( ) . 4. (
). 5. ( ), ()
( ) ( ). 6. ( )
( ), ()? 7. ( ) (
), () ( ). 8.
( ), ( ) (
). 9. ( ), ()
( ), ( ). 10. (
) , () () ()
() (). 11.- ?- (3 .).-
( ) () ?- ,
(12 ). 12. ( ) ( ), (
) ( ) ( ). 13.
( ) (), () ,
(2 ). 14.- , () ( )?- (
) (), ()
( ). 15.-, ?-
( ), (:1).- 8 ().-
( )?- (8.30). 16.- (
). 17. ( ),
(>). 18. () (
) (). 19. ( ).
( )- ( ). 20. (
). () ( )? 21. ,
() (). 22.- ()
( ).- (), ,
, () I ( ). , ,
(). ( ) , ()
.- (), : (8.30).
23.- () ?- (
). , (). 24.- ()
()?-, , 5 () (). 25.
( ).

2. ( ....:. ).
1. ... . 2....
. 3. , ...
. 4.

399
 . 5. ... . 6....
! 7. , .
? 8.- ?- .

3. ( ).
1. ...? 2.
, . 3.
. 4. ... ,
.

4. (- ..... -).
1.- ?- - ... . 2. - ...
? 3.-- ... , ?
, - ... .- , , - ... .
4.- , , -... ?- , .
5. - ... . , ? 6.
- ... ? 7.- ?- - ...
. 8.- ?- - ... .-
- ... . . 9.
, - ... . 10.
, - ... .

5. ( ..... 1).
. 1.- ?-, .
2.- ... it.- ... ? ,
. 3. .
. 4.- ... ?- ...
. 5.- ?- ... . 6.
, .... 7. ,
... . ... . 8.
, ... . 9.
.

. ( ..... /-)
1. ... . 2.- ?- ...
. 3.- ?- ...
. 4. , ,
. 5. .

6. (/ ..... ).
1. , ! 2. ...
. 3.- , ...
:?-, . ... ? 4. >
... . 5. ...
. 6. ?
 .N"!! 26 ( )
-

- ?- i
.
.
,
.
,
.

Read . 47 conceming unaccented after soft consonants (except. in grammatical endings).

!
... ... ... ... ... ...
... ... ... ... ... ...

r:

Read . 62-63 conceming the intonation of polite requests.

! !
3 3 3 3
! ... ! !
! , ! !

- ? -
-. ?
- , ? - ,
- -. .

? .
? .

? .

1111t\- 1 1
--- :- () to be-
come
401
26-1022
 j

().

,

, ,

.

,
.
,
.

, i -
.
, .

- ?- -.

.
.
.

. .
. -
. -
~- .

6 - pocirn.: i 6. country (nation)

1an, certain 3--+ 1:~- (3) 6() to ask
m. occupation question(s)
() il? ii younger/youngest
-:~-8+ 1 # iw
() east -iu f -i crane operator
&i Far East :18 () train station (terminal)
:~i () west

402
 Qll 11 11 16).
.

.
. .

26.1 The Instrumental Case as Complement of to , to become

- , ?- -
-.

- ?- .
, .
, ?
In Russian equational sentences one frequently uses the instrumental case in-
stead of the nominative case for the complement of the verb in the past and
future tenses. With verbs meaning 'to become' (which include the verb
when change of status is implied) the instrumental should a/ways used in all
tenses.
Although the student may sometimes see other usage in his reading, the fol-
lowing guidelines should used in one's own speaking and writing:
(1) Remember that in the present tense of the nominative must used:
-.
(2) With the infinitive the instrumental must used: ,
.
(3) In the future tense use the instrumental:
.
(4) In the past tense the instrumental is most frequently used, but the nomina-
tive may used of permanent status. But of nationality one must use the
nominative: . JI .
Remember that in Russian one must always use of animates, even though
we use 'what' when speaking of occupations in English: , _. &
? 'What will you when you graduate from the ~
university?'

(train) car 6 information office/booth

n63 (/. -) train ticket office

403
26*
 26.1

. : - .- ?
1. . 2. . 3.
. 4. . 5.
.

. : -.- .
, . (Or use where appro-
priate.)
1. -. 2. -. 3.
. 4. -. 5. -. 6.
-. 7. -. 8. -.
9. -. 10. -.
. : -.- ,
. (Or s where appropriate.)
1. -. 2. -. 3.
- . 4. - . 5.
-. 6. --. 7.
-. 8. -. 9.
.

. .
1. ... , .
. 2. .. .,
. . 3. ... ,
. . 4.
... , .
-. 5. ... , -
. .
26.2 h Prepositional Plural Declension
i .
.

404
 , ,
18.

The prepositional plural ending for nouns of /1 genders is - (spelled

- /-).Remember to form prepositional p1ura1s from the nominative plral,
not singular!
For modifiers the ending is - (spelled -f--f. ). As in other
forms, has where one would expect /.
26.2. Comp/ete the sentences with appropriate forms of words given in
parentheses.
1. ( ). 2.
( ), , ()
. 3. , , ( ) . 4.
( ) . 5.
()? 6. r ( ),
. 7. r
( ), . 8.
( ),
. 9. r ()
(). 10. ( ), ?
11. () () (
), () . 12.
() (),
. 13. ()
( ), . 14. ,
() (). 15. (
), .

26.3 , .

Remember that mu1tidirectiona1 verbs indicate motion in more than one direc-
tion. Therefore they indicate round trips in such sentences as:
( = ).
( =
).
In these sentences both parts of the trip, there and back, are covered the one
verb. If the various parts of trip are described separate1y, using different verbs, as
in the heading of this section, then of course nidirectional verbs must used.
Each verb now refers on1y to specific portion of comp1ex trip.
26.3. ( = "' J
, 0 =
"' 1-).
1. 0 , 0 .
2. , , ,
0 . 3.- ?-
. 4. 0

405
 . 5. 1,
, . 6.-
?- , 7 . 7. ,
, 0 . 8. 0
, . 9.-
?-
. 10.- ?- 0
, .
, .
, . -0
.

26.4 Costructios with Verbs of Perceptio

, l( .
After verbs of perceptio ('hearig', 'seeig', etc.) Eglish geerally uses di-
rect object ofthe perso(s) observed, followed verb form i '-ing' or ifii
tive (used without 'to'). Note that with the verbs of active perceptio d
i Russia l clause itroduced used. ou have pre-
viously s the verbs of passive perceptio u d used i similar
costructio with : , .
, - . This costructio is closer to the Eglish
'We saw 1heard (the fact) that .. .' With these same two verbs also use .
The result is to stress more what was observed d t just the mere fact that
something was occuring.
, Have you seen Shura / hockey? He's
? ! great!
, We heard Vera singing Russia sogs
. yesterday eveig.
26.4. . .
1. We sat i the park for log time and watched the childre playig soccer.
2. Whe we studied at the istitute we saw that some studets every day studied at
the library. 3. Did you see Vadim d Larisa dacig last ight? They d so
well! 4. eveig we listeed to Oleg tell about his work i Akademgorodok.
5. Did you hear that Ekateria Maksimova is w heroie mother? 6. Last
ight we listeed with great pleasure to Misha performig the Paganii cocerto.
7. Masha stood for log time at the widow d watched the people goig to
work. 8. Have you ever watched Sasha play chess? He's real whiz! 9. Petro-
va looked out the widow d saw that the boys were playig soccer i the yard.
10. Have you ever s Plisetskaya d? She's amazig balleria!

26.5 h Prefixed Verb Stem --i +

h verb cannot used with directional prefixes, such as - d -.
lstead must use differet form of the same stem, --+ to form imper-
fective prefixed verbs: , .
406
26.6 Notes on lndividual Words
-This noun must not used as direct object of 1
('to ask questions'). Use instead -- + 1-.
()- The name of region in the extreme eastern part ot'
Russia.
o-Remember that this word is frequently the equivalent of ' 1an', ' cer-
tain . . Omitting this word will often result in changing the
meaning from .. : to 'the .. :.
(): ().-Nt that there is in this construc:-
tion.

1 . .t
- .
- n .
- .
. . .
:
-- ! - . .
.
- . . --
.
- . u '?
- Q.-- i.
- . ~1 ?-
.- .t
. . ,
.
- ,-
.- .
. .

.

1 ln Lcsson 21 \\" hcg:tn 10 0111il :II:CC11111rks r \\"Ods \\"hich )"OU should cxpcctcd \ kllO\\"
acti\cly. Bcginning \Vith Lcsson 26 we egin to oit thc t\vo dots ovcr in such words. (Thcy will rc-
t:tincd in to avoid conl'usion \\'ith . 1
i;w, .1, ;~ 8110'1 h\\"\", btll thcn, i:idcnt:tlly
;t~ dcputy (rcprcscntati\cl wirr - rcsolutc. dccisi~c. dctcrmin1.-d
.~~ the RUSiian Parllament
i ( ~u - c-aCIJaiu u~-) .; cts soon :ts
t: u! Just think it! -r country (nation)
-r () construction sitc. construction pro-
jcct

.7
 - . . .- .
!
- , . .
.
, .

:
'!

- ?
- , . . -
.

- ?
- . .

- , , .
- ? ? ! ,
! , ?
- ' .
- '!
- . , .

- ? i
n.1 '!
-.
-- . ?
- . .
- . . .
.
- . . .
, .
- ... . .
- . .

- , . ?
- . . .
- ! . 6?
- . .
-- . 011 -
. .

- . !
- . .

:
801-?

~08
- .
- ?
- : , .

- .
- ?
- , , , .
- ! ? -
?
-.
- , .
- , .
?
- . .
- . ... ...
, , ?
- .
- .

- , ?
- . , . , , -
.

- ! , , .
- :1. .

- ! .
- . . , , .
- , , , .
- , , .

- , .
- ?
-, .
- , ... ?
- , .
- , .

= r .= . (But thefirst is more

forma/.)
, f.*,l .
seat, erth --i +1
- to tell, infonn that ...
---/ - iU comrade
I (neut. indec/.)

409
 , , .
?
. .
, , .

- .
- , , , ...
- . .
- , . , , , , .
?
- ...
- , , .

- ?
- ... .
-?
- .
- , , .
- .
- . .

26.7 - ?
, .
?
.
( -, -,
)

26.8 ) - , ?
- . , ,
.

(- , - , - )
) - , ?
- . , ,
.
(- , - , - )

26.9 -.
- onpocitme, , .
- .

i (/. ) apple change (/rom transaction)

.

410
 -!.
- ... .
- .
-!
- ... .
- .
26.10 - - .
.r .r! !
- .
- . :\!~.
... !
- .
- .
... !
16.11 - .?
- . ...
')

- 11. !
')

- . !
')

- :\11 :\!~ {11ii .

26.11 .
.
- , .1111(! n..
- JI yir.t.
( : , :
)

26.13 - .r .
- . '!
- .
- ?
- . .
( . . )

16.14 - 1. tt u.rema .t~.

- .
- '?
- .ti!.
- .
( - 27 : - 18
: r-9 )

411
26.15 - .llti."o 1101dt1'!
- . .1 ! !
')

- . . .
- ...?
. . .
')

. . .

26.16 \. \r '! '? .111 -

? '?
2. ( )'? 011 ( r;~?
3. . '?
4. '? '?
-.1 '? '? :t
II U'!
5. ? '! '! itt'!
6. '?

26.17 Word Studv

. . . 1.. ( :Jt ill'.t tlri.t tr,f/., /11('(/11:'1
u-.. 1i. 'JIIt~ia r
MJiiII )I0,10;IO
c;ui!I .18'\'lo
nii orom anothcr countryl 111 = tothcr)
i.' apple

; (18.:18)
aro-;aap-ti-ra./l- Kp8110&-1118/-llaiiU
ara u8.1..
il11 \J ( 1101.1) ... IIO CIICIIIIIi.IIIUC'I'II?
BOIC1U :\1. ,
11: 11.1 /18.1. - \SiWIHi --.-/ -,.. r
ii: J-? w
: li.i )' COJIHII
10 OJIMH
li.i lloc'ro nepe-;~a-aii + 1-.., epOih.-a
.o1enyar ... r ( = HO:\ICp - 1
1--ii +1 s- 11 11r.: ~'!\lr r1.~.-!
1n II0e1Jl xapirep
:s ~1-ii + R
-1-.'1. il.
: ...- 1111 0.6.
i.ii - 1
412
 Ne 27 ( )
-

.

.

?
i.

Read . 24 conceming efore 1r. Rememer that the Rusian must always pronounced on
the teeth.

... :: ... ... ... ...

111111:

Exclamations are normally pronounced with raiSed pitch level on the accented syllable of the
stressed word, followed lowering of tone toward the end of the exclamation (the fall in tone is
sharper than in IC-2).

! ! ... ! ... ! ! ...

! ! ! !

?
il

413
40--, 100--
50-- , 200--
60-- , 300--
70 --, 400--
80-- , 500--
90-- , 600--
700--
800 --
900--
1000--
1957 ( ) .
4 () 1957 (1 )
.

?
?
?
?
?

f . !
.

. .
. : --!

6, happiness, luck, good fortune

IUI'J'ec, nti ntrrc6 u cosmonaut
,
t'
6t, ii
6, 6 II
l
. - + /- to wish

414
 , ,
.
, , --.
.
.

- ---

~

! !

. 1. .

~
1, - .
1.

27.1 The lnstrumental Plural Declension

.
?

)' science, leaming

radio receiver
--- . ,
--+ f-li (, w; - () exhiition, display
) to receive, accept ticket-taker
no-cblJJ-a+ /n--- (w; ) to visitor
send "JJ)'wa toy

415
 ii.
.
?
The instrumental plural ending for nouns of /1 genders is - (spelled
- /-).(Remember to form instrumental plurals from the nominative plra/,
not the nominative singular!) Note the irregular forms , ,
. For modifiers the ending is - (spelled - /-; cf. ). As in
other forms, has where one would expect 1.
27.1
. : - .- ?
1. . 2. . 3.
. 4. . 5. . 6.
. 7. . 8.
. 9. . 10. . 11.
. 12. .

. Coplete the sentences with appropriate fors of words given in parentheses.

1. (). 2.
( ). 3. (
). 4. ( ). 5.
( ). 6. (
)? 7. () (
). 8. ( ).
9. ( )? 10. (
). 11. ( ). 12. (
) . 13. (}'
) .

27.2 The numerals from 40 through 1.000

40-,
50-, ... See . 414.
Note that, except for and 6, the word-formation involved in
these numera1s is immediately clear. Except for these two, the second element in
each case is, in effect, form which was originally genitive singular or plural.
Note that in the adjective numerals 50th through 80th the first part has become
genitive in form (but it does not change further). Remember to leam the accent
of the numerals when you learn the forms!
27.3 Dates: the Year, Month, and Day when an Event Happened
1976 ( )
.

1991 (1 )
.

15 () 1979 (i
) . .

416
 When only the year of an occurrence is indicated, use the prepositional case
with the preposition . If the month is given, then the genitivecase of the year must
used.
When the century is clear from context, particularly in speaking of the current
century, Russians often omit the first two elements ofthe year (l ,
etc.). (But they never do as we do in English when we say 'nineteen fifty-seven').
Remember the manner in which Russians express dates entirely in numerals:
4.10.1957 or 4.10.57 = ( )
.

27.2-3. Read a/oud!

. 1. 1799 . 2. 1828 . 3.
1860 . 4. 1840'. 5.
1906 .
. 1. 1989 . 2. .
1978 . 3. 1990 . 4.
1991 .
. 1. 4.10.57. 2.
3.02.76. 3.
29.09.80. 4. 5.01.18.
5. 17.12.26. 6. 3.04.39.
7. 1.09.94. 8. 10.05.1898.
9. 12.06.91. 10.
19.08.92. 11.
23.07.79. 12. 02.03.1929. 13.
9.08.81. 14. 10.09.93. 15.
13.12.90.

27.4 The Declension of Surnames in -, -

?
?
?
?
?

Russian sumames in - and - show mixture of noun and adjective

endings. In the masculine only the instrumental ending is adjective-like. In the fe-
minine all endings are adjective-like except for the nominative and accusative.
(The feminine surname decline, then, like the special modifiers.)
27.4. Comp/ete the sentences with appropriateforms ofwords given in
parentheses.
1. , . (
). 2. ( ). 3.
417
27-1022
 ( ). 4.
- ( ). 5.
( ). 6.
( ). 7. (
). - ()? 8.
( ). 9.
( ). 10. ,
, ( ); . 11.
( )? 12.
( )? 13. ,
( ).

27.5 Agreement of the Short-Form Adjective When the Subject is or

. .
. .
Predicate adjectives must in the short neuter form when the subject is pro-
noun such as , .
27.5. Complete the sentences with appropriate forms of adjectives.
1. (). 2. :
?, : (). 3.
? , (..li). 4. -
.- (),
. 5. (). 6.
()! 7. (). 8.
~ , .
()! 9.- .- (). 10.
(). 11. : ().
. 12. ().
.

27.6 The Verb - . = to rece.ive, accept, take (medicine)

, , ; !; , ;
h root ofthis verb is very common one in Russian, but it is not always easy
to recognize it due to comp1ex phonetic changes which occured in the history of
Russian. You have a1ready seen this root in the variant from --s it occurs in
imperfectives: -- + , -- + , -- + , --81 + .
You also know the related perfective verb 1 (1).
In perfective verbs with this root the - disappears in future tense forms follo-
wing prefixes ending in vowel.
i = 'to accept', 'receive' and implies some active willingness on the part
ofthe recipient or frame ofmind favorale to receipt (as in receiving guests, etc.)
( ). means just 'to receive' and implies simply passive
receipt, with the recipient not responsile in any way ( ,
).

418
 27.6. (-).
, ... ? 2. ,
l.
l? 3. ... . 4.
, ... ? 5. ... i
. . 6.
, ... . 7. ,
. 8.-, ?-,

27.7 The Verb --- . to sed

, , ; !;
h irregularity in the root of this verb is due simply to the palatalization of the
consonant because of the soft following it.

27.7. (---).
1.-, ?- ... -. 2.
...
. 3. , ... . . 4. ,
... , , , r . 5.
! ... . 6.
. ... . 7. ...
. 8; ?

27.8 Elliptical Sentences

? = ?
.= .
.= .
BI.I ? = / ?
Elliptical sentences (in which some ~lement has been omitted) are common in
conversational Russian when the meaning is clear from context. This is particular-
ly true in the case of the going verbs.

27.9 The Noun-Forming Suffix -

, , ,
The suffix - is used to form abstract nouns from adjective roots. Nouns
with this suffix are always feiine. (But note that does not belong to this
group, since here the - is part of the root.)
27.10 Letter Writing
In the COf\Versations of this lesson you will find the forms of salutation and
closing used in official and personal letters.
Note that in writing official and formalletters it is customary to capitalize the
forms of and when used in polite address to single person.
419
27'
 Note the order of elemets in the address. and note that the addressee's name is
in the dative case. On the envelope the return address comes below that of the add-
ressee. (Cf. . 423.)
17.11 Notes Individual Words

( ) - AII-Russia Exhibltion Center.

-+ : !--Nt that this verb requires the genitive
case ofwhat is wished someone. Cf. the expressions you already know in which the
verb .1 1 is omitted: !. !
. Ococ-Rememer that in Russian does not cause preceding
consonants to become voiced. ln English we pronounce [z} before the [m] in the
cquivalent words. careful not to do so in Russian!
: 1 :. ' was the first to .. .' Note
that the Russian expression is really much simpler than the English equivalent.
-Whil is sometimes used to refer to radio set. actual-
ly this word should restricted to the abstract concept of radio transmission. For
the receiver one should use or simply .
-.1---s with the perfective is used for the instantaneous
perception of sounds, catching the sound of something. particularly of something
heard suddenly or unexpectedly: it is also used to indicate sequence of actions:
1 . The student must
caret'uJ not to use the verb in the past tense in other types of situations.

.
,
1- .
.
:
- . . 1957
?
- . . ? .
.

. : ?.
: . .
.
..: . ,
. .

(lkiJ(: 8WC880IIWA m) - ocilecnli 86 . space ship

AII-Russia Exhiiion Center ~/- usual. ordinary
f [madel"] :J .1: lifc
420
 1957 . .
. . ,
-, . 8
)'. .
,
, .
;: ((
! ri.
... ...
.
i, .

n.II .
, ur n .
, :
- , n.
- ?-n .- ~?
:
- n , n. n-
. .
- n?
- ,- .
- ?
- . n.
- , ?
- , , .
.
- n ?
- , .
.
- i ?
- . ?
- , i ?
- , . -

,U-o-an.-et~/ ol-
(811r0)y...-..l
yCIRx sua:ess
to rejoice
(much) csteemed ...............
'11 U? What"s the matter?

-r-81+ /npe11-.1108-li-n to offer.

a-il+ .il&llllllilD to wish suggest
rurter suc:ccss cyIIip
thus 8JIIII&IIic
8wi wellknown 8i 1."
...,.,...._~ to proud

421
u . 8,
.
- ?
- . . . -
tr , )', i.
.
- , .
.
- . '!
-.
- . ?
- .
- ?
-.
- r}' . -
. . . , .
tl.
- .
- 81>1 it ..1 '!
- , ftu.
- nollp3Bit.1oc 6..1w r6?
- fl:t it ~ , ~ - Ma-
pltithl .

- . . .
?
- .
- , . - -
.
- .
- . .

! 21
ctr i .
. . .
. . .
.
.
.

IIO.Jnal useful
'nWn. (.Ying. (\') industry . . . . ]8 11111 JCORie
..1w: xoJiicno agriculture ya.etnte... Respectfully youn...
422
 ! 15
. ,
- . - , ,
. . ! ,
. . ?
? . .
. .

, , -
, N.! 1, .N2 7.

-
., . 10, . 7

27.12- .
- ?
-.
- .
(- 5, -:- 50)

27.13 - ?
- . , .
- ' ?
... .
- , .
- ... , ?
- , .

27.14 - ?
- . .
- ?
- .
- .
-.
(, , )

27.15- ?
- u.
( , , , )

dear --8- to kiss

r / awero DJICiaB,

423
27~16 . !
! , ,
- , .
.
.
(-; -)

. !
!
.
. .
( - . - )

27.17 , ,
, N2 14, N2 57. .
, ,
, ; N2 5, N2 82.
.
, , ,
, N2 44, N2 193. .

27.18 1. ? () ?
() ()?
, (, )?
2. ? ? ?
:? ? ?
? ?
3. , ?
- ?
4. ?
?
, ?
?

27.19 Word Study

-
6- 6,
-, etc.
-r- + f ---- ---,
, ,
n-
n-- + , n
co-cent

- thonsand
n---

424
....88 ..........
D: Auin uj
.........
. . .: ...... J8 n. .... ..-..
,.........
Wcun

---.t:
....-oyul8irewl -.&.-n .
(:i:
cr&IIO'IIIWA elnp)
rpp-i-n.-a
..S.
........

ycatx

ycohoa
118 IWIflwx

....,.........:
.............
.:
i
-.
i

...............
AIIWil! )'

&.nw1
xolikno
ciaacoe xo:Je:no
rtell-oa-8-n.

....... 'llllio?

4UC1Will
UUIIIIIIit
...... 011 ....... .........
...........
6,
an.eeirr,
copcncoaOi

8IIIIC'8'Itedr.
llll'hl4tCinwi
QICC'I'I8JieCiml
-....-n: .111 8UCI"' u.. nu8wl ctLJ~eC~~. c:ell.lleCiwl
-i+ ~ . I\i', IIUCioIIJUICirl
Jtnllll6co, eallllilewl
88 C'lic:n... IWI.,_ lro-cwJ~-81 + 1uo-cn-a-n

.....
...U. l.

IYJIIWiilc:
upeJa.'lll'il + 1upe-nnc-i-n
...........
npor:uw.c.om.

Jll6ml
11
:sa: 311 wecn. p!IJIIIOJIIOlrJIL .....W
...,junc. p8J18011. . . . . . ..-.
311cnu.aii p-oa-a-....a.Ja6- 111&!'116
ICOII'I'pCNiip c.llloCICOe XOJilkno L6
1Copi1a nr.: oci'leCICIII n- CI8I'8U 8010
pi&a
i

atr
cyllellilp
....
...
eaem.clrr
,..:..:.
cicn.e: XCenie 88 C'lic:n.8.
yauc8ewi
 N!! 28 -. ( ) ~

.
1.

Practice the fol\owing words which contain soft consonant before hard consonant.

!
... ...
... ... ... ...

Read . 51 conceming the intonation of utterances in which speaker asks to have something
repeated ecause he did not hear or understand what was said.

!
2 2 3
- ? ? ?

- . . .
3 3 3
-? ? ?
1 3
- .- , ?
' 1 3?
- .- , .
' 1 3 ?
.- , .
1 ' 3
- .-, ?

- ?- .
- 1?- -
.

- .
- ?
- , .
- .

oiut

426
 . .
, .
, ?

5, 12... 20


.

.
.
.
.
.
.

, . . .
~

.
. .

around, along (over the surface of) . & f

i-; ; ckn. to sit down 60
--8- to interest 6 dormitory
xoirre ... swimming pool
few, several

427

. . .

. . .

28.1 The Genitive Plural of Nouns

5 , 1
6 , 25 , 8
15 ., 20 ., 7 .

At first glance the endings of the genitive plural may seem more confusing than
they actually are. In fact, you have already been using all of the endings of these
forms the above words. Much ofthe confusion is caused the writing system,
which makes it appear that there are more endings than there actually are. Also, in
the genitive plural you will find neuter nouns taking the same endings as feminine
nouns, while you are used to th~ir taking endings like masculine nouns.
It is handy to remember the following rule which holds true for most nouns: lf
the nominative singular has an exp/icit ending, the genitive plural will usually have
zero ending (r-.; -.). If the nominative singular has zero
ending, the genitive plural will usually have an explicit ending (.
-; :.-:; .-).
There are only three basic endings for the genitive plural: -, -, and zero
ending. But sometimes it is necessary to add - or - to restore the root of the word
to its full form wben other endings are removed (though and are not endings).
Also, it is sometimes necessary to break up fill vowels consonant clusters which
result when endings are removed. This makes things appear more complicated
than they are.
--/- to put (standing) - () 1
6 shelf
428
28.1 The basic ending - is taken both masculine andfeminine nouns whose
nominative singular ends in soft consonant (spelled. with -) and masculine
nouns ending in "hushing sound" (spelled , m, , ; note that is not included
here!).
- , - , - , -
- , - , - ,

- , - , - ,

Many nouns in - shift the accent to the genitive plural and all other plural
endings except nominative: , , , , ,
. (ln the case of , , , , , ,
, the accent shift is to explained the fact that these
nouns have the accent on // explicit endings.)
28.1. Complete the sentences with appropriateform~ ofwords given in
parentheses.
1. 1.500 (). 2. ()
? 4, () -? 4.
, , (). 5. 17
(). 6. () ? 7.
(). 8. 5 (). 9.
325 (). 10. (). 11.
(). 12. ().
13. 48 () . 14.
- (). 15.
()? 16. ().
17. , ().
28.16 The basic ending - (spelled - /-) appears on masculine nouns with
hard stems (except for those ending in "hushing sounds"): -6,
, - .
Following - observe Spelling Rule No. 4: -, -
, - . .
The soft variant is taken nouns in -: - ,
,.
If the accent is on the stem, .nouns like , with an extended stem in the
plural, also take the soft variant: -. -.
28.16. Complete the sentences with appropriateforms ofwords given in
parentheses.
l. 12 () , 3 :
15 (). 2. , , , 8 () . 3.
10 (~) . 4. :
(). 5. (). 6.
()? 7. , () ?
429
8. 9 (). 9. 14 ().
10. (). 11.
() ? 12. ().
13. 6 () . 14.
(). 15. (),
.

28.1 Zero ending is taken other nouns:

) Feminine and masculine nouns in -: -_, -_,
-_, -_. lt may necessary to add - or - in
the written form to restore the root to its full form when the vowel is removed-
but remember that these are not endings: - _, - _,
- _, - _.
) Neuter nouns: -_, -_, ()-_,
()-_. It may necessary to add - in the written form:
- _, - _.
) Masculine .nouns which have the suffix - in the singular:
_, -_,
d) very small numer of masculine nouns have zero ending in both nomina-
tive singular and genitive plural: -; - (after numbers
only); - (the last form is not an exception, since it comes from the neuter
).

28.1. Complete the sentences with appropriateforms ofwords given in

parentheses.
1. ()! 2.
(). 3.
() . 4.
(). 5. ()
? 6. (). 7.
() . 8.
() ? 9. ()?
10. () !
11. , , (),
. 12. () ? 13.
5 (-). 14. , (
). 15. 10 (), 6. 16.
, -().

28.2 Fill Vowels

- I, - I
- 5
ou are already accustomed to fill vowels in the nominative singular of mascu-
line nouns which have zero ending and in one feminine genitive plural (), as
well as in short-form adjectives (-) and in the past tense (
). Until now fill vowels posed no particular proiem, since they were present
in the first form of the word which you learned.
430
 Fill vowels must ofte. iserted betwee the fial sts of femiie
d euter us when the vowel edigs are removed to form the geitive plural.
(Although rules give rig which vowel to add, the studet should
cocetrate learnig umer of such forms to serve as models for additioal
words i the future.)
) After the sts , , (the three velar sts), always add :
- , - .
) Before the same three velar sts the fill vowel will uless the
precedig st is ofthe "hushig souds" (spelled, m, , ) i which
case Spellig Rule N2 4 must observed: -,
, - , but: - , - ,
-. But t that ifthe fill vowel replaces soft sign, -- must used
as fill vowel to keep the precedig st soft: ,r-. ',
) I other situatios i the geitive plural the fill vowel will ormally
spelled , wether the precedig consonant was hard or soft: -,
-, -, -, -. (No&e that
n does not add soft sign, as might expected.)
There are few clusters which do t require fill vowel: - ,
- , - .
exceptio exist~ whe the first of the two sts ivolved is hard ,
which must kept hard isertig : - .
Masculie us like i take zero edig d require fill vowel in the ge-
itive plural if the t i the plural is on the ending: , - ,
, - , r, - . The - i these forms is simply
the [] which is represeted - i forms which have vowel edigs. carefu])
t to cofuse these forms, i which - is not edig, with forms like ,
where - is an edig.

28.2. Complete. the sentences with appropriate forms of words given in

parentheses.
1. ') . 2.
, , , 5 ()' 6 ()
(). 3. , () . 4.
() (). 5. 7 (). 6.
(). 7. $,
6 () . 8. (
-). 9. 8 (). 1 . q
7 () (). 11. ~ (r),
. 12. <
(). 13. , (]
. 14. , , (
).

28.3 The Geitive Plural of

- 1 - 150 .
:r? - .
- / .
,43J
 Although is generally replaced forms of in the plural, there is
specialgenitive plural form, , which must used with numerals and
. With the indefinite expressions of quantity and contempo-
rary conversational Russian uses . (With one may use either
or .)

28.3. .
1. ,
. 2.
. 3. . 380' ...
4.- 1.500 ...?-
, 5. ,
... 6. , m
7.-. ?-325 8.
?
28.4 The Genitive Forms of Nouns Used Only (or Mainly) in the Plural
The following genitive plural forms present new types, but will need to
learned since you do not know singular forms of these nouns or they present other
.irregularities.
- - -
- - -
- - -
- -
-

28.4. Complete the sentences with appropriate forms of words given in

parentheses.
1. (), . 2.
()? 3. (). 4.
, , ( ). 5. (:).
, ? 6. ,
, (). 7. (). 8.
(). 9.- .-
().

28.5. Complete the sentences with appropriate forms of words given in

parentheses.
1. (), (). 2.
865 ( ). 3.
() ? 4. , 7 () 18 (
). 5. () ? 6. 6 () 5 ().
7. (). 8.
() . 9. 5 (),
() . 10. () ().
11. () ? 12. -
432
 6 () . 13. (
) ! 14.
(). 15. ()
. 16. (). 17.
(). 18. (). 19. (
) 6 ()? 20. 10 () 20
(). 21. () ()? 22.
() . 23.
() (). 24.
().

28.6 The Genitive Plural of Modifiers

.
.
You saw the genitive forms of the modifiers used in many of the sentences in
the preceding exercises. The endings are the same as in the prepositional case: basic
ending - (spelled -f).

um 28.6. Comp/ete the sentences with appropriate forms of words given in

parentheses.
1. ( ).
2. ( ). 3. () (
) . 4. ~
( ). 5. ( )
? 6. ( ).
7. ( ).
8. ( ). 9.
( ).

28.7 Verb Agreement with Numbers and Quantity Expressions

. .
.
.
When quantity expression (including numbers) is the grammatica1 subject, the
verb should singular and neuter.
This does not apply to (which is not numeral but modifier) or to
l~ (which is not numeral but noun-it has plural):
. l. .
ou saw several examples of verb agreement with quantity expressions in the
preceding exercises.

28.8 The Use of the Modifier ~

~ ? Did you take // of the money?
You have using as modifier since Lesson 11. Now that you know __ t\.
the genitive plural, do not misled the fact that in English we often say 'all of! ~
433
28-1022
28.9 -
m .
/
.

estalishes quantity of individuals or things and must always have

complement ('many /much' ... ). As quantity expression it requires the genitive
case of the noun governed.
is modifier meaning 'many of ('but t all') of some already esta-
blished group of people or things. It can often used as noun (with under-
stood):
. As modifier, this word agrees with its noun rather than govern-
ing it.
In cases other than nominative and accusative the difference etween the two
words disappears, and regular adjective endings are used:
.
Note that with it is not sufficient to use the genitive case; one must say
: . (or just )
.

28.9. ( - ).
1. .
. 2.
. 3. , ... ,
. 4. m ... ....
. 5. , ,
. 6. , ... ,
, . 7.
... .... .
8. , ... ~ .
9. . 10.
, .

28.10 Indirect Commands wit 1-

- ?
- , .
- .
With 1- one may use either direct object with infinitive or com-
plex sentence using the indirect command construction with . (With
one must always use the construction.) Note the form ofthe question used:
... ?
28.10

: .- ,
.
1. m . 2.
, , -

434
 . 3. . 4.
. 5.
, .

28.11 r JI .
additiorial use of multidirectioal goig verbs is for movemet i differet
directios, or random motio with destiatio.
But if the motio is performed different people, each going differet direc-
tion at the same time, the the unidirectiona/ verb must used, sice each idivi
dual go i l direction at give momet:
. , .
, .
lt is only the prefixed goig verbs - , ""' (d the
related perfectives JI, ) which are involved i the uidirectioal
- multidirectioal contrast. Verbs with directional prefixes, such as -, -, -,
-, - have l sigle imperfective d perfective-the directioality is
take care of i the prefix (-= arrival, -= departure).

28.11. ( ""' ""' 1

, -
).
1. , ,
. 2.- ?-
... . , , .
3.- ?- ... . 4.
. . 5.
... . 6. ...
. , ,
. 7. . 8.
,
.

28.12 h Equivalet of to have with lanimate Nous

?
You kow that i Russia possessio ('to have') is expressed usig the pre-
positio with the genitive case of aimate us.

?
Does your buildig have elevator?
?
How r:nay departmets does your uiversity have'l
With iaimate us must use the prepositios 1 with the preposi-
tional case.
Remember that with ianimate us the prepositio meas 'at 1':
.

435
28*
28.13 Verbs of Puttig
. JI .
. JJ .
As i m other cases, Russia is more precise tha Eglish i its use of verbs
of puttig. must distiguish betwee puttig thigs i stadig positio or
i lying positio. The forms of these w verbs will cause prolems (but t
the ifiitive of the imperfective cquterpart of - [-,
]).

28.14 Adjectives Derived from Proper Names

.
.
Adjectives derived from proper ames are capitalized l i titles. The studet
must become sesitive to this type of a-djective formatio, so that such forms
more quickly recogized i reading.

28.15 Notes Idividual Words

--- -Nt that the verb requires direct object, while the
impersoal requires the dative:
. Everythig interests .
. lt 's interesting for to watch soccer
(games).
- Note that t just use the geitive case without prepositio
as equivalet of of.. .': .
: - especially polite way of formulatig ques-
tio. (Except i this expressio the use of the particle should avoided i di-
rect questios i the contemporary spoke laguage; should use istead i
toatio to express questios.)

.
. ,
, .
.
.
. }' : ,
, , .
,
. : ,
, .

congress, conference i district

r ellllflta state grant

436
 - . . , _ ?
- 1755
.
- . ?
- 30 . 7 .
- ?
- . . .
. '-> i
1953 .
- . . ? ?
- . . . 10
'--. r . .
? r.
. . , .
n. .
- . n. .
.
- , , . ,
.
- '!
- . . .
.
- . n n. ?
?
- . are . n .
- . . . ?
- - .
.
- !
- , r .

I\1:

- . . .
.

&W.II : w1ts tounded AtpiiiCa

ae.nilcd great AIIC1'pU
ropi (/. roel hill. mountain e4Qialeai
118 unt1l 1t1 How about ...?
6WJI 1100 Ja-llilc-e-r (_.....) tmr 1 to depend upon
1Jiiae building n!lliiiiLIIIoiiO 1- eorrcct
..10 10 = .,-ro Ja...? ... KIIICOI :no...?
ayOplnllecture room. -classroom ryaiiiiapwi
Ja....i+ /J-i+ to notice was opened
&.1.11
Eap6u J~".,..l remarkahle. wonderful
:111 -8-n.- "'"
437
- ! . .
.
- , -r .:t, .
- . r .
- . .:t.

- , ?
-- . .
-.
- .
-- ?
-- . .
-- rir. 11 ?
-.
- . . . .r . .
.:t -'?
- .

- . -
? .
.
. . ?
r.

. . . ?
. .
- ,
.

- . .
;i.-
, _ . .

i ... ?
- . , ?
- ?
- .
- ? , .
- ? . ; .

-- , . ?
- . !
-! , ! -
!
-'- .

...-n greetings. regurds Ku 110118n.. ? "" .toii /.t.. .10...

ih' I.11 . ... (unur:"cented ; here i.f 11 emphutir: pur-
..w = tic-le)
1886111 8 'ft. i - (38110) KtJC>O (' 1\e.\f

438
-- l. :It. l ii i II,
'!
- <~ ft .. tt~t", H<t is ~~
poCX<ITh &\ .1~i.

. .
?
.1 .
. :\r. r -
.
33 ( ) .
.1. .

- ?
- , , -
?
- .
, .
. .
. , . .

. v. ?
ir <;. 1.
:\r .
. . -. ...
. .

- . .
?
- .
- . .
.
. .
- .
- .
.
-.

ro-1in11J111Wi ~ .
-i--~~ . to stay. put up lct.t ut" lte/) n-
r......_ hotel Rilrp lp/. -ai) = u ti
U..... ltiiiO"I ''"' ,r~ key
Poccinl

439


28.16 - .
- ! , .
.
- , .
(- , - , -
~ , - )

28.17- , , , -
?
-, .
- :1, .
- .
- .
(~ , ,
; , ,
; ,
, )

28.18 , .-,
?
, .- ...?
, .- ... ?
, .- ...?
, .- ... ?

28.19 - , ?
-.
- ,
-?
- .
- ,
;>.
,
?
- .
(-, ; -, )
28.20 . , ,
, , .
.
. , ,
,
.

28.21 . , , ,
, .

440
 . . . 'ITO
. .

28.11 - . . '?
-- '!
- .
- ui)).
-- . '?
- . . .;.
(. , .
. . u.)

28.13 - I, '?
- JI Yuuep('t11Jlt!l1l)),

< t.w -)); -

)); -)))

28.14 1. ? . '?
'? ? '?
. ?
2. '? t
? }''? . , ?
3. ?
? ?
? -?
'? ?
?
. . , ?
'? .
'? ?
4. '? '?
'? ?

28.15 Word Studv

ld- 11111 T/r(> .fir.vt rtt &11 IIUtm.v common. 1
----- t). i.
np.tr- r-.n--
--- i. ---. o-ca-ilR +

llowe .1 w

I"Op-ilr-c f' u--81 + 1-h--

i roeiiHI18 uiwl
l r111111w n
J"Opi u-i-- mfl n1 u--/ -
II'J'II: r O.IIH :J i6
1111f*--8 1
-8- -
i!...?
ilelleiCIII -u---t~ . - ()
ICJI.II-Yr (JJ)

ICJiio neep6ypreaii ?
ICOJIJika 110 :J ?
ri n-:Jt6-- . IOI"O-:J8n8.11i
i! ICOrpiee n
6Ji Aep{aJIIUI

611 i . A:JII

.IIi ?

: IUiei!? --- .

ili 1
{Jt - ealllleiCIIe
( ) -
&irr nepe-m
 .Ni 29 ( )
-

eayllle 1.
XOJIOUIIIX .
.. .
.m..
, -r.

1181:
Practicc thc following words containing final soft consonants.

.1 nomopJlme!
... ... ... ... ... ... ... .. .
... ... ... ... ... ... ... ... .. .
... ...

Rcad . 63 conccming the repctition of question efore answering it. lf the question does not
have an interrogative word. thc repctition of it the pcrson addressed must formed with the
particlc .

.1 !

- ..
'.
2 )
- , w 3
.
?
:J :J
- ? . - ? , .
2 2
- ? - ?
:J 3
- ? - ? .
, .

naro.apirr

l
?
, J .W

443
 . ?
- ?-
i.

. . .
.

.
. .

-} - ~-} - -- -
- -

-
} - ?-} - - } -
- - -

-} - } -
-
- } -
- -

-} - -} - ---
- -

. . ;1 1
.
. ~ .
.

. .

than f much (with comparatives)

f (JI&ueo) .,;. i i caltsthenics
(Jiopoo) expensive .u :Japily
.;.j ....
J. .,;.

444
 !~~

.
-

.

.

.
~~
.
.

- ?
- , . ?
- Ji .

29.1 Animate Accusative Plural

?
In the plural, /1 animate nouns have the same form for the accusative as for
the genitive. (Remember that in the singular this is true only of masculine animate
nouns.)
29.1. Complete the sentences with appropriateforms ofwords given in
parentheses.
1. ,
() () . 2.. ,
() (). 3. (
), ? 4.

--+ to engage in sports

+
JJ- to swim kind, sort
-+ to ride (for pleasure) 811 sport
icycle -JJ-+ to very interested in, crazy
(silig. ) ice skates about, carried away
r-+ to run
445
 ( ). 5.
( ) . 6. (
) : . 7. : (
m) , . 8. -,
() ( ). 9. :
( -). 10. (
), : .

29.2 The Form of Modifiers with Numerals

:, : :,
q> : .
Even with 2-3-4 the adjective will in the genitive plural (masc. & neut.) and
nominative plural (fem.), although the noun is in genitive singular.
29.2. Complete the sentences with appropriateforms ofwords given in
parentheses.
1. 3 ( ). 2. :
2 ( ). 3. 2 (
) . 4. 2 (
). 5. , , 3 ( ) 2 ( ).

29.3 The Dative Plural Forms of Nouns and Modifiers

.
The dative plural ending for nouns of /1 genders is - (spelled - /-). Re-
member to form dative plurals from nominative plural, not from nominative sin-
gular.
The basic ending for modifiers is - (spelled - /-; cf. : ).
29.3. Complete the sentences with appropriateforms oj' words given in
parentheses.
l. ( ) : : . 2.
( )? , ::
. 3. ( )
:. 4. ( ) . 5.
: : ( ). 6. (
) . 7. ( )
. 8. ( )
: . 9. ( ) ,
1. 10. , (
). 11. ,
( ). 12. () (
)), :. -r:.

29.4 The Comparative Degree of Adjectives and Adverbs

. .
. .

446
29.4 h comparative degree ('more .. .', '-er') of both adjectives and adverbs is
most commonly formed means of the suffix - (sometimes - in conversa-
tional style).
1
-
1
-
1-
-
1
-
1
-
/-
/-
The accent tends to shift to the suffix in the case of adjectives of two syllaes,
but remains on the stem in the case of longer adjectives (but note
).

29.4. .
1. , .... 2.
, , ... () . 3.
, .... 4. , ... ()
. 5. ... () , . 6.- ...
() .- , ... 7.
, .... 8. ... (), -
. 9. () .

29.4 The same types of consonant mutations occur in the formation of compa-
rative forms as in verbs, and in these cases the suffix is only - (always unaccented)
instead of :
-
1
-
1
-
1
-
1
- iu
1
-
Sometimes the suffix -- 1-- is lost efore the comparative is formed, and
mutation will take place if the stem then ends in consonant which undergoes
mutation: 1-

29.4. Comp/ete the sentences withforms of comparative degree of ad-

jectives and adverbs.
1. (), . 2. ,
() . 3. (), .
4. () 3 . 5. ,
.... 6. (), ? 7.
,

447
29.4 Some comparative forms must simply memorized:
/ -
1
-
/ -
/-
-
-
1
-
-

29.4. Complete the sentences with forms of comparative degree of

adjectives and adverbs.
1. ; .... 2. ,
3. () . 4.
, - () . 5.
() 8 . 6. , ...
7. () , . 8.
(), . 9. () .
10. ,

29.4 The comparative forms never change for gender, numer or case. They may
used only as predicate adjectives in equational sentences. There are, however,
few attributive adjectives formed from comparative roots, for use as direct modi-
fiers of nouns:
- the better - the older
- the worse - the younger

29.4. Complete the sentences with comparativeforms of adjectives in

parentheses.
1. () . ... . 2.
() . 3. () . 4. ()
. 5. () .
6. ; () , 1i
. 7. ()
. 8. () . 9.
() .

29.4 As you have seen, the second of two persons or things being compared is
normally in the genitive case. If, however, the first item eing compared is not in
the nominative case, the conjunction must used (this is form f and it
must preceded comma):
, .
, .
, .

1
i

448
 The amount which two persons or things differ is expressed with and the
accusative case: .
Note the equiva1ents of 'even' and 'much' which are used with comparatives:
, (even prettier).
1 (mch o/der)
.

29.4. .
1. In our times young 1 like contemporary music more than c1assica1.
2. Victor is studying much better this year than last. 3. This te1evision set is more
expensive than ours, and it's much better. 4. They say the book is much more inte-
resting than the movie. 5. 1 run faster than my brother, but he swims better than 1.
6. We go to the movies more frequent1y than to the theater. 7. Everybody con-
siders that Tanya's more eautifu1 than her sister, but her sister is more l.
8. They say it will even hotter next week than this week. 9. "Here are some
good seats." "No, 1et's sit litt1e farther." 10. Nina came 1ater than she wanted.
11. lt's more difficu1t for me to go up to the third floor without the e1evator than
former1y. 12. Anna Petrovna's 8 years o1der than her younger sister C1audia
Petrovna.
29.5 Verbs Reguiring the lnstrumenta1 Case
- n ?
- , .
- .
Since means 'to occupy onese1f and means 'to get
carried away ', it is 1ogica1 that the comp1ement shou1d in the instrumenta1
case.
.
.
Except when used to refer to someone's , 1 require the
instrumenta1 case of the second comp1ement (that word which indicates how
something is being viewed). Compare with the use of the instrumenta1 case as
comp1ement with and 1-.
29.6 Notes on Individua1 Words
- + () (cf. text)-Do not confuse this first-conjugation verb,
meaning 'to ill', with the second-conjugation verb --, 'to ache 1hurt'.
. .
-Nt that this word is sing/ar /.
- + -This verb is similar to in that it refers to action under-
taken for p1easure on1y. lt can used of any type of vehic1e, or with skis and
skates. (With skis one can a1so use , a1though puts more stress on
the pure1y recreationa1 aspect of the sport.)
i- + - This is going verb, referring to propelling onese1f through the
water; means 'to bathe', but is often used to refer to all that one does at
the beach or swimming 1; is not going verb.
449
29-1022
 cnop-Remember that this noun is singular only. refer to an individual
specific sport one must use .
-This word is still felt to foreign borrowing and is usually pro-
nounced with hard [t].

- . , .
- - .
,
.

, ,
-. ,
: , , 15,
...
.
, , . :
, .
.
,- .
1 . .

. .
, .
. ,
, , . ,
- .
.

, ,
. :1 .
, ,
.

- ?
- , .
?
- .

(/. ) an eccentric (person) =

-JI-- 1---- upset
1
- decent / in- -+ to ill
--- () to look (appear)

450
- , .., . ?
- , . .
- .
- . , .
- !
- , . ,
, . ,
. : ,
.

.
! ?
.

- , .
-- , .
- 1!
-- , , , -
. , , ,
1, .
.

- ?
- -. .
- ?
- , .
- ? , - 15 ...
- , ! , -,
- 15! ,
.
- ? , .

, ?
.
! ?
... .
, ! , .
.
, .

= , IJOXO - ! ( The - is an em-

1
if 1 were you phatic particle.)
age ... hat's why ...

451
29


- ! !
N!! 28
.
.
- , ,
?
- , N.! 28.
- ?
- , .
-.

- , . , ,
?
? N!! 32, 19.30.
?
.
.

- ?
-.
- . -
.
- . , , .
- , , .
.
- , . !
, ! !

, -?
, .
-.
- .

-- () to fly (unidirectional) to the right

8 attention ! Bon voyage!
+ for New Year's
boarding - phone
peiic flight straight (ahead)
to proceed for boarding to the left
6 ( )

452


29.7 ?

... ...

...
...

... ...

29.8 - ?
-.
( ?, , ?,
, , ?)

29.9 - .
- .
( - ; -
;
; , )

29.10 - 1!
- ? .
( . .
. .)

453
29.11 - .
- .
( , - i
.- - .
- )

29.12 , 70 .
. ... ().

29.13 ,
) ; )

29.14 . ,
, . .
. Make up dia/og.

29.15 Which picture rej'ers to each oj' the followig expressios?

!
,
!
!
?
?

29.16 1. ? ?
, ,
, .
2. ? ?
?

29.17 Word Study

11i- , pedal
- +
-

454
 -- , nopile

!- ; ,
-- + --

1
: ... ----r- .
-+
-+

J
:
: r lrregular comparatives d
-- + those with consonant muta-
- ! tion:
i -+

h-- . ( )
--- 11

: ..

(l') 1

() - .
?
11 1
n
1n 6
-+

: - + :

--
!
-

: - +

1
: -- +
 Nt 30 ()
-

(, ) .
.

Read . 48 concerning the quality of the unaccented vowels written as and when they occur
first in word.

!
... ... ... > ...
... ... ... ... ...

:
Remember that in many situations commas are purely formal written device in Russian and do
not always indicate pause in pronunciation. Read the following utterantes without pauses.

!
, ! ... , ? ... ,
. , ? ,
. , ?

? ? ? ?
. .

---+ --- --- -- ---

--- --- --- -- ---
---- ---- ---- --- ----
---- ---- ---- --- ----
---- ---- ---- --- ----1

-I- -- --
-1- -- --
-1-- --- ---
-1-- --- ---
--- --- ---

456

.

.



.

. .
, .- , , .
, , ?- ,
.

. .
. .
. .

. . . .
.
.

. . . .

, , , that (one) --+ / -6+ (l) '1< --

t (gen. ) (eye)glasses + /-+
: i:
1 1
--- ii '1< mood
---+ /--ir+ to change
(money into smaller denominations)
457


30.1 The Past Passive Verbal Adjective

.
1755
.
6 1953
.

Verbal adjectives are adjectives which are formed from verb stems. You have
already learned two adjectives which were originally verbal adjectives:
, .
Past passive verbal adjectives are formed from the per.f'ective aspect of tran-
sitive verbs, and therefore they express qualities 1hich are the result o.f comp/ete
actions.
The short form of past passive verbal adjectives, which you see in the examples
here, is used to form passive constructions involving per.fective verbs. passive
construction is one in which the subject is the recipient of the action.
Compare:
- The young architect designed the plan.
.

- This plan has been designed young

. architect.
Note that in passive construction the agent (doer) is expressed in the instru-
mental case. (Often in passive construction the agent will not mentioned at
all.)
The past passive verbal adjectives can used with present (zero form), past, or
future tense of the verb :
. This paper is 1has been very well writ-
ten.
This paper was 1had been very well writ-
. ten.
This paper ~vill he very well ritten.
.
Although there are many situations in which either the zero form or the past
tense ofthe verb can used, there is subtle difference. The use with the ze-
ro form (the present tense) stresses the quality itself which results from the action.
The English equivalent will usually present tense or present perfect construc-
tion.
Using the verbal adjectives with the past tense puts more stress on the action
than the resultant quality (as is particularly true if the time of the action is men-
tioned). The English equivalent will generally an English simple past or past
perfect construction.
Past passive verbal adjectives are formed means of the suffixes: --, --, --.
458
.l Most first conjugation verbs with stems in -- or -- have the suffix --. If
the accent in the infinitive is on - 1- the accent of the verbal adjective will
normally one syllale nearer the beginning of the word. Compare:
---+ - but -n---, -----,
--+ -, --+ -, ----,
--- i.
However when the stem of the verb (without prefix) is only one syllale long
the accent should learned separately (note that it may move to prefix, may
always on the ending, or may on prefix except for the feminine form):
---, ; -, , , ; --
, , , ; --, , ,
.

30.la
. : .- .
\. . 2. .
3. . 4. .
5. . 6. .
7. . 8.
. 9. . 10.
. 11. .

. Complete the sentences with short forms / past passive verbal adjectives.
() ? 2.
1.
(). 3. () ? 4. ,
() , . 5.
, ()
. 6. , () ? 7. ,
() . 8. ,
, - () . 9.
, ()
. 10. , ().

.l Most stems in -- form the past passive verbal adjectives means of the
suffix -- (- if accented). Consonant mutations which occur in second-
conjugation verbs occur also in the past passive verbal adjectives. If the accent
shifts in the present 1future tense, it wil1 also shift onto the stem in the verbal adjec-
tive. If the accent is on the ending throughout, it will on the gender or plural
ending (except, of course, in the masculine, which has zero ending).
---- ---
-- - ----
---- ----
----
----
---- , , 1

---- .

459
 .l

: .-
.
1. . 2.
. 3. . 4.
. 5. . 6.
~ 7.
.

.l Verbs with infinitives in -, the verb , and those based on the root
(--) take the suffix --. Accent will generally as in the past tense.
-1--, , 1, (past )
---, , , (past )
---, , , (past , , )
--, , , (past , , )
---, , , (past , ,
)
---, , , (past , , )

.l. Coplete the sentences with short forms of past passive verbal
adjectives.
1. (), . 2.- , ,
, .- (). 3.- , ()
?-, . , .
4. : , ()
. 5. - .
- (). 6. ?-, ().
7.- , i?-
, (). 8.-,
.- , , ().

.l. Coblnation Exercise Past Passive Verbal Adjectives.

. : - .- .
1. . . 2.
. 3. . 4.
. 5. .
6. . 7.
. 8. . 9. .
1. . 11.
. 12. .

. Coplete the sentences with short j'ors of past passive verbal adjectives.
13. () ? 14. ,
() ? 15. () ?
16. , (). 17. -
460
, , (). 18. (
) ? 19. , ()
. 20. . (
)? 21. () ? 22. (
) ? 23. ()?

30.2 The Plural Declension of Surnarnes in - and -

().
()?
().
().
().
().
In the plural surnames in - and - have noun-like endings only in the nomi-
native. All other forms take adjective endings. Note that when the accent is on -
(Mocint), it will on the ending in all forms.

30.2. Complete the sentences with appropriateforms ofwords given in

parentheses.
1. () ,
. 2. (
) , ,
. 3. () ,
. 4. , ()?
. 5. ().
6. , () . 7.
(), .

30.3 .
, . .
- , , ?- , .
Note that in this type ofsentences (all frorn academic life) one does not include
in the present tense.

30.4 Equivalents of the wrong ...

. .
. .
. .
. .
. , .
. :.
using the negative particle with various dernonstrative pronouns, modifiers,
adverbs and one form equivalents of 'the wrong .. .', 'sornebody else's .. .'.
The demonstrative pronoun (, , ), rneaning literally 'that', is used
much less than . lt is, however, used in certain set expressions and construc-
461
tions, such as . (lt declines like except that it has where one would ex-
pect f).

30.4. .
1. You're opening the wrong door. 2. At first Anton didn't notice that he had
bought the wrong kind ofshirt. 3. You're going the wrong way. ln order to get to
Red Square you need to go to the left. 4. I'm afraid I've taken somebody else's
book. ou don't happen to know whose k this is? 5. ou're waiting at the wrong
bus stop-there isn't stop here of bus number three. 6. This is the wrong trolley-
bus. 1 advise you to transfer to trolleybus No. 19 at the next stop. 7. 1'11 have to re-
turn to the library. 1 checked out the wrong book. 8. You've bought the wrong
kind of stamps. For an overseas airmail letter you need 45 kopeck stamps.
9. You've given me the wrong key, this isn't the key to my room. 10. lt seems I've
taken somebody else's briefcase-these aren't my books.

30.5 Expression of Time When Something Occurs (Review)

. (t .)
.

.
.
.
.
23- .
.
, , .
, .
Unless date is involved when is generally expressed in the accsative case with
units day or shorter in length, in the prepositional case with longer units of time
(remember that is used with ). date when something occurs is ex-
pressed in the genitive case. In any event, when more than one measure of time is
involved, each one requires the genitive case of the following unit (unless, as in
the last two examples, the shorter unit occurs second, somewhat as an after-
thought).

30.5. ua .
1. Vadim was late and arrived only at 12:30. 2. Larisa called us from Paris on
Thursday at 8 . m. 3. On March 27 1 have to go to St. Petersburg. 4. Next time let's
go to the south not in July but in Septemer. 5. 1 sent John letter last week, but he'll
probaiy get it only in another week. 6. "Let's go to Suzdal next week." ", let's,
ifthe weather's good." 7. "C1audia Petrovna went to work in the Far East in 1978,
in the summer 1 think." "No, you're wrong, she went there in the winter of 1979."
8. The first sputnik was in outer space on October 4, 1957. 9. wen do you have
the coldest weather?" "ln December and January." 10. MGU was founded in
1755.
462
30.6 Culture throu![h Language: Examinations
University students normally take examinations only at the end of course
(while in general secondary schools examinations are held following the 9th and
11th grades). ln most cases examinations are oral. with the student appearing be-
fore the professor or efore committee and answering questions on
which he picks t'rom among several lying face-down on t.
30.7 Notes lndividual Words
--- - The English \'erb 'to enter take direct object. The
Russian equivalent is going verb and must used in directional construction:
tl w.1 . Anton enteretl tl1e :

111- 111 ,
.
. . .
, . , .
.
. .1. .
: . - . ,
. . : .
: '?- 1147 .-
'?- \905 .
, . . . , .
:. {- .
. . .
.
, . , u. ,
,- it .- ,
.

. , .
.
. - .
- .. ". .
, .
,
.1: .

chccrl'ul. merry pe80.1IOUHR

noisy 110-Bl"Op-Ri+ /--i to rcpeut. rc\icw
i.:~- (; ) /(l't)a . to sit do\vn: to gct i-i
(1ehic/e) i:s ue-eved
il r ... some ... others... oCh.-wc-i+ 1-.:.-i- to explain
:1i e.ll\' il
. tcxtbook

463
 :

- , .
?
.
- .

- ?
- : . -
.
- ?
--.
- ?
- .
- ?
- , -.
- ?
- --.
- , ?
- , --.
- , ! ?
- , .
, . .
!
- ! .
- - . .
1 .
- , , , .

- .
?
- 1147 ( ) -
.

-. ?
- 1755 (1 ) .
- ?

./II (gen. t) school vacation --+ /--- to leam, memorize

UOCJJeIIII last (in series) (the sma/1, memorizah/e unit.r; not of who/e
ready for subject matter)
--+ () to recite

464
- .
- . . : -
.

, ! ?
, ,
, .
- , ?
, . .
- , , .

- , .
. ?
, . ?
. ?
- .
, , ,
. ,
, , ...

-, ?
.
.
, . ?
- , .
.
.
.
? . , ,
.
. ,
. . , , .
- , 847 60 .

to t11ke 11 course w nested wooden doll

to te11ch/give 11 course, lecture decorative
11s 11 memento of 36 souvenir badgefpin
1 don't know the first ,
thing aout ...
(l ~: folk art ,
irthday 1
gift, present 1
-- - to give (as gift)
(&i i - 1
-- 3-
3) State Department Store 3 prolem (math., chess)

465
30-1022


30.8 - , .
? ( )
- , .
- , .
... ?( )

- , , .... ?
()

- , ... ? (
)

30.9 - , ?
- . .
(, , , ,
)

30.10- , z.
- , 35 .
(-42 . 85 ., -225 . 40 .,
-938 . 50 ., -75 . 95 .)

30.11 - !
- .
(-, -, - ,
- )

30.12 l. ?
? (
)?
2. ?
? ()?
, ()?
?
?
3. ?
4. ? (
, , )?
5. ?
? ,
?

466
30.13 Word Study
3 - 3
- . )
-
IIOMHTb
-- +
-

- : ,
: ,

1
---1 --il + 1--- Past Passive Verbal Adjectives:
-- + 1--- 110--- .



+: -

1
-- -



-- + 1--il +

-- + 1- (

..-) :

3

: -

:



-:

: i - i: i

1
: 11 :

:
1wi!
)



--il + 100..---

OJIH ...


n
()
- VI ( 2~30)

Declension
You now know the complete declension, singular and plural, of nouns, modifiers (adjectives and
special modifiers), pronouns, and surnames in - and -. (Cf. taies . 494-500.)

Nouns

You know which fill vowels to add in forming the genitive plural of nouns: normally insert :
- . But: - , - , - , - .
ou know that in the plual the accusative fom f animate nouns of all genders is the same as the
genitive plual fom: .
You know the indeclinaie neuter noun . You know the noun (gen. ),
which has no singular. You know the noun , which has the nominative plural fom .

Case Usage

You know the use of the instumental case as complement of the v in cquational sen-
tences (except in the present tense and in cases efering to nationality). You also know the use of this
case in complement with verbs meaning 'to become':
, , , .
, .
, ?
, ?

You know the use of the instrumental case to express the agent in passive construction:
.
You know the use of the instumental case with , and and as
"second complement" with the v 1-:
?
. .
.

h Comparative Degree of Adjectives and Advers

You know the formation of the comparative degee of adjectives and adverbs:
1-- , 1
---
1 1
- , - , - , - .
1
-
1-
and the irregulars:
1
- --
1
- -
1
- 1
--
1
- -

468
 You also know four forms with full endings for use as attributive adjectives: , ,
, .
ou know the use of the comparatives of adjectives and adverbs, with the second item of the
comparison in the genitive case: . But if the first of the compared items is not in
thc nominative case, must used: , . ,
.
You know how to express 'even' and 'much' with comparatives and to express the amount
which the compared items differ:
, .
1
ropi:o .
6 .

Modifien
You know that predicate adjective will in the short form if the subject is or :
. .
You know that is modifier and does not require genitive case, while 'one of must
expressed with the genitive plural: , .
01~ .
You know how to use the modifier (which may also used without noun) and the quan-
t!fier MHOI'O:

n.
.
, .

h Formation and Use of Past Passive Verbal Adjectives

You know the formation of the past passive verbal adjectives:
- --- -
- -- -
- - r -

You know the use of the past passive verbal adjectives with the verb in passive constructions:
. . .

Vers

You know additional uses of multidirectional ver.bs:

(\) to exprcss round trips to goal: .
(2) to express random, directionless motion: .
But even r repeated trips unidirectional verbs are used if each part of trip is covered sepa-
rate verb: , .
You know that only unprefixed going verbs have two imperfectives, unidirectional and multidirec-
tional: - , - . The adding of directional prefixes to these verbs makes this
contrast meaningless, and the result is simple imperfective - perfective pair: 1,
1i. ou also know that is not used with directional prefixes, eing replaced the
variant form of the root (which is always prefixed), --+: + /, + 1
.

You know the verb which requires the genitive case ofwhat is wished someone:
.

469
 You know the vers of putting: - ()/, if-.
You kow the verbs (, w; ) and --- ().
You kow that / - used i two types of costructio: \.
. 2. , .
You kow the related questio form: ?
You kow the construction used with verbs of perception: ,
.
You kow that whe the subject is expressio of quatity (except for ) the verb should
neuter d sigular: 7 .
You kow that is ormally t used i such setences as .
. .
You know that the constructio with is not normally used as an equivalent of 'have' when the
subject is iaimate: .

Numerals
You know the cardinal numerals 40-1,000 and the ordinal (adjective numerals) 40-90:
,

,
,
.
6,
,




ou kowthat with 2-3-4 d compoud umerals containing as their last element 2-3-4 u is
i the geitive singular but adjective is in the nomiative plural (fem:) or genitive plural (masc.,
neut.) . . With other umbers (other
than ) both adjective d u are in the geitive p\ural: .
You know that special genitive plural form is used with definite numers and
. With indefiite quatities one uses (). (With one may use or
.)

:- 1
ii ?
- r . -, .

Time Expressions
ou kow how to express the time of day the half hour: .
You have reviewed tke meas of expressig the time when somethig occurred (cf. . 462).

'h wroog'
You kow how to express the equivalets of 'the wrog .. .' d 'somebody else's.. .' comblig
the egative particle with demostrative proous, adjectives, adverbs d with :
. . . .
n.

470
Writing Letters

ou know the formulas used in writing official and personal letters:

().
r .

ou know that the address is written in reverse order from that used in America, and that the ad-
dressee's name is in the dative case.

Conversational Expressions

You know the additional expressions for use when speaking on the telephone:
. , , n, , ...
... , , ...

1. Review of Declensions (except for genitive plural and animate accusative

plural). Complete the sentences with appropriate j'orms of words given in paren-
theses.
1. () (). 2.
( ) ? 3. (
)? 4. , ()
, (-). 5. ,
(). 6. ( ).
7. ( )! 8. (
). 9. ~
() () (), () (
). 10. ( ) , () .
11. ( ) ( )
(). 12. ( ) - (
). 13. ( ) (
). 14.-( ) ?-(). 15.
( ) ( ) ( ).
16.-( ) ( ) (
).-, ( ). 17.
( )? 18. ! ,
22 () (). 19. (
) : (
). 20. () ( ) () () (
). 21. ( ) :
, . 22. (
). () (). 23. (
) , ( ) . 24.
( ). 25. (
), ( ) ( ) .
26. , ( ).
27. ( ). 28. (
)? 29. ( -

471
) ( ). 30. (
)? 31. ( ).

2. Review of Genitive P1ural and Animate Accusative Plural. Comp/ete the sen-
tences with appropriate forms of words given in parentheses.
1. ( ) ! 2. (1).
, ? 3. ( )
. 4. ()
. 5. () . (),
(). 6. (),
. 7. .
() . 8. ,
( ). 9. 27 () 75 (). 10.
()? ? 11. ()
. 12. (
). 13.- () 1?-,
1 (). ()
. 14. ()
. 15. ( )? 16. ( ).
17. ~ (), ( ). 18.
( ). 19. , ,
() (). ( )?
? 20. . ,
(). 21. ()
() . 22.
( ). 23. ()
(~ ). 24. ()? 25.
() (). 26.
() (). 27. ()?
28. ()? 29.
439 () 45 ().
3. Complete the sentences with forms of comparative degree of adjectives and ad-
verbs.
1. , . 2. -
() , . 3. ,
- () . 4. ,
5. ,
. 6. () , ,
. 7.
, ... 8. (),
. 9. ()
. 10. (),
. 11. (),
. 12. ()
, . 13. ()
. 14. , () . 15.
() . 16. ()

472
 . 17. (:1) , ()
. 18. (), .

4. (- /, "' /-).
1. . , .
2. 0 . 3.- 0
.-, 0! 4.- ,
?- .
. 5.- ?- . 6.
,
. 7. ... , ,
, ... . 8. ,
. 9. ,
. 1. . 11.
, 0 .
12.- ?- 0 .
13. , . 14.-
?-, 0 .

5. Comp/ete the senteces with short forms of past passive verbal adjectives.
1. . ,
() .. 2.
, NQ 315 - (JJ).
3. () , .
4. . , , ,
() . 5. , (
) -? 6. ,
() . 7.- ()
.- ! 8. ,
. (). 9. ,
(:). 10. .
(). 11. ()
i ? 12. (
) . 13. ().
14. , ()
. 15. , ().
16. , (:) ? 17.
, ()?
Supplementary Lessons
LESSONS 31-34
The following lessons contain no new grammar structures which are vital for
use in the spoken 'language. The new points covered in these lessons are generally
used only in bookish style. In schools which have time it is suggested that these
lessons covered, but without the stress on active oral use which has been applied
in the main portion of the textbook. Also, students who are learning Russian
mainly for use in reading in other subject matters, will find it useful to work
through these lessons independently.
Even if Lessons 31-32 are not covered, the readings of Lessons 33 and 34 pro-
vide very suitable culmination for the course and read without difficulty.
 .N2 31 ( )
-

, .
, .

. , .

, , .
.

Verbal Adverbs

lmperfective Perfective

-+ -
-- -
-+ -
- -
--+ -
-- -
- -
- -
--- -

. .

. performance (theatrical) ird

475
 - . .

31.1 lmperfective Verbal Adverbs

r , .=
or , .
Like verbal adjectives, verbal adverbs are formed from verb stems and retain
certain characteristics ofverbs (such as aspect). Since they are adverbs they do not
change form.
Imperfective verbal adverbs are formed adding the basic suffix - to the
stem, with the last consonant of the stem softened (if it has soft variant). ln
the orthography this means adding - unless spelling rules dictate - (,
).
Verbs which lose the suffix - in the present tense, do not lose the suffix in the
verbal adverb: , .
Verbal adverbs may take the same types of complements (direct object, indirect
object, etc.) as the verbs from which they are formed: ,
. ,
.
Verbal adverb constructions modify verb, referring to the circumstances in
which the action takes place ('when', 'how', 'why'). lmperfective verbal adverbs
describe an incomplete action which occurs simultaneous/y with the main action,
whatever the tense of the main verb may : ,
. , .
As you have se~n above, verbal adverbs replace adverial clauses intro-
duced such conjunctions as .
Just like the equivalent clauses, they are separated commas from the rest of
the sentence.
When this transformation is made, certain that the noun subject is put in-
to the first clause, so that it precedes the replacer pronoun in the sentence.
When negated verbal adverb construction the equivalent of'without ...
-ing': , .
'Without dancing every day .. .'
Verbal adverbs are generally not used in the spoken language.

stage, scene

476
 31.1
: , .-
, .
1. ,
. 2. , . 3.
, . 4. ,
. 5. , . 6. ,
. 7. ,
. 8. , . 9. ,
1. 10. , . 11. ,
. 12. , ,
.

31.2 Perfective Verbal Adverbs

, .=
or ,
.

For the great majority of verbs the perfective verba1 adverb is formed ad-
ding to the stem the suffix - (or you may occasionally see -): ,
, . For verbs with the suffix - one must add - to form the verbal
adverb: .
very few verbs form the perfective verbal adverb in the same manner as they
do the imperfective verba1 adverbs, with the suffix -: , , ,
. There will no confusion, however, since such verbal adverbs are based
on perfective stems.
Perfective verbal adverbs describe coplete actions, usually occurring before
the action of the main verb takes place (whatever the tense of the latter may ):
, . 'Havingfiishedwork .. .' ,
, . 'Havig learned that Vasily Ni-
kolaevich is ill, .. .'
31.2
: , .-
, .
1. , . 2. ,
. 3. ,
n -, . 4. ,
. 5. ,
. 6. , . 7. ,
. 8. ,
, . 9. ,
. 10. ,
. 11. ,
. 12. ,
.

477
31.3 The Preposition Used with Nouns Referring to an Activity
, ,
.
.
ou are accustomed to using with nouns referring to events or activities (
, ). Note, however, that with such nouns one uses when re-
ferring not to the spectators but to the performers.

. , , ,
- .
- .
.
, . -
, .
- . ,
. . i
,
.

-
, : .
,
. , .
, . ,
, -
.
.
.
. .
.
- ,- ,- ?
- .
... , ,
.

31.4 Word Study (lncludes words introduced on . 479.)

- n -----
- -- + --
-- -- - ----

famous 6 =
incident
rehearsal director (theatrical)
simp\y -+ to move (intransitive)
--+ () to continue :

478
 . ,
.
, .
: ,
( -- ).
. , .
, .
, .
- ?- , .
, , ,
. ,
.
- ,-- ,- ,
. , !
- ! !-
, .
. ,
, , , -
!

, ,
: .
.
! , . ,
, , :
- , , .
- ,- ,- , .
1 , , 1, .
: , ? ,
, ? ?
, , ,
?
, , .
, .
:
- , , .
,- ,- , .
, !

-- () to cry immoblle
-- to teach face
-i+ . = ---- . to stop
sailor ~
--i+ /n-il (noiy; ) -- to amuse
joyfully f
happiness

479
 N! 32 ( )
-

, ,
.

, .

, .
, .
- - --
-- -- ---
-- -
--- --

, , .
, , .
- - - -
-- -- -- --
-- -
--- -- --

32.1 Present Active Verbal Adjectives

, .= ,
.
, ?-
, ?
Present active verbal adjectives are formed removing the - from the third-
person plural form of the present tense verb and adding and regular adjective
endings in the appropriate gender, number and case. Since they are formed from
the present tense, only imperfective verbs will have these verba\ adjectives:
- , - , - , - .
Note that such verbal adjectives formed from second-conjugation verbs with

artist
480
shifting accent have the accent on the same syllale as the infinitive
(--- ).
Such verbal adjectives from verbs with the suffix - always have - (never
-), no matter what the preceding sound may : iulR, iulR,
.
Like the verbl adverbs, the active verbal adjectives are generally not used in
the spoken language.
Active verbal adjective constructions can used to replace adjective clauses in-
troduced . Like the equivalent clauses, they are always separated from
the rest of the sentence commas.
Active verbal adjectives always agree with the noun modified in gender, num-
er and case. ou will rememer that agrees in gender and number with
the noun to which it refers, but has its own function and therefore its own case in
its clause. (See the examples at the beginning of this section.)
few present active verbal adjectives have come to used as regular adjec-
tives: , , ii.
32.1
: , , .- ,
, .
1. , ni , . 2. ,
, -
. 3. r , : .
4. , , . 5.
, , . 6. ,
, . 7. ,
? 8. , ,
. 9. , , .
1. I jr-it,
. . 11. ,
. 12. ,
, . 13. ,
? 14. ,
.

32.2 Past Active Verbal Adjectives

, noyniiiii , . = ~,
, .
, ti , . = ,
JJ , .
Past active verbal adjectives are formed replacing the - of the past tense of
verb (of whichever aspect is appropriate) with -- and the regular djective
endings in the appropriate gender, numer and case: -,
- , - U, - .

---/- (ooirit) to approach, go up to

481
31-1022
Note that, as with the present active verbal adjectives, the suffix - (not -) oc-
curs only in this variant, no matter what sound precedes it: :ml,
:m, m.
The past active verbal adjectives of and its compounds must learned
specially: -UUI (npomeUIII, yeIIIII, etc.)
~~ 32.2
~: , , .- ,
, .
1. , , , . 2.
, ,
. 3. , .N2 38, , ,
.N2 2. 4. , , . 5.
, . 6.
, , . 7.
, , . 8.
, ? 9.
, . 10. ,
, . 11.
, ? 12.
, .

'32.3 Culture through Language:

The folk arts described in the text of this 1esson had all but died out in the early
part of the twentieth century, but their reviva1 has n active1y encouraged the
Russian government. They now represent some of the most attractive souvenirs
for foreign tourists to buy in Russia.

.
.
:
- ,
? .
-
.
- , . -
?
-- , , .
- ? ?
- , .
.
- .
, tr ?-
-
.

482
 - , , .
- , . -
.
- -, , ?
- . .
- , .
- , .
1 ,
. . ,
, ,
, . . n
, ,
. .
:: . ,
, ,
.

-, , :;?
-, 6. ,
.
- , , .
- , .

6 certificate -- li . to note, turn at-

m. tention to
uwi wooden, of wood ~~:f drawing, design
(sing. /) dishes lt6
-r-il-- . to agree, make date to

483
31*
 N2 33 ( )
-

, (
.

- - - -
-- -- --- --

- - -
-- :-- --

, .
, .

.....-:f-
;!~(: .
-=~

. .

. .

r~~ () playground

(/. ) flower
484
m . .

.

33.1 Past Passive Verbal Adjectives Used as Attributive Adjectives

, .
, 6 .
ln Lesson 30 you leamed the use ofthe short form ofpast passive verbal adjec-
tives in the predicate (with the verb ) in passive constructions. Past passive
verbal adjectives also used in long form, with full adjective endings, for
use in modifying nouns directly. In this function they replace clauses. If
they follow the noun modified, such constructions are separated from the rest of
the sentence commas.
As is true of the active verbal adjectives, the use of the long form i this attrib
tive functio is more characteristic of the written than of the spoken language.
make the long forms of the past passive verbal adjectives, simply add to the
short form of the past passive verbal adjectives the regular adjective endings in the
appropriate gender, numer and case. If the short form participle ends in -,
second - is added efore the adjectives endings.
33.1
: , .-
, 1 .
.

1. ,
. 2. , . 3.
, . 4.
, . 5. ,
, . 6.
, . 7. ,
, . 8. ,
, . 9.
, . 10.
, . 11. ,
.

-81+ /-- to plant l () ice rink

485


, i .
; , .
.
, , .
. , , 1 -
.
, , .
.
r. ,
.

: , , .
- , ,
.

, .
, - ,
. ii .
, ,
.
, ,
, .
. I
. , ,
. , .
.
.
, . :
,
- .
.
.
. : .
.
, , ? , , , .
.

. Review al/lessons and compile information known about // of the inhabl-

tants we have met in .

~i + = ii'II --- fi;&i :s to get mar-

66111i comfortae, convenient
6 plan, \ayout
i lover (of something)
:s--8-- . to change ( a\tered)
486
ried (of woman)
---:~~ (imp.j .) ua to get married (of
)
- (, .i; ) to grow (intran.vitive)
 :
?

- , !
-? . ?
- . .
- , !
- ! , ?
- , . , ! .
- ?
- . . . ~
. .
- .
-.

- , .
- , . ?
- , .
- , ? , ?
- , ? .
. , .
. , .

33.2- , !
- ? ?
- -, .
- , .
-.
( -, - , - ,
-u)

33.3- , ?
- , .
- . ?
- . , ! , .
(- , - , - , - )

33.4 - , !
- .
- ? ?
- , , .

1111 r .= Jl &.

487
 - ?
- /.
(- , - , - ,
)

33.5 - , .
- ?
- ? . .
(- , - , - ,
-)
 .N! 34 ( )
-

, .
.
.
.
:

J, J... , ,
t,-, .

(. . )

. :
? , ?
- . -
. 800 () .
. ,
.
- . .
, .
, , .
- . , ,
. , .
. .
. ,
.
, .
-i .
. ,
, , , , ...
, .
.

:.:~ ray
& +
co-eIIII-8ii to join, connect
aill n&rn. = , .ru JJi, i
DJJieo ardently JI ring
tenderly -
6 = 6 --- to draw
heart air
8i
 - . .
. 11 . .
.
. .
. . :
~ .
: . . .
- !
. . ...

.
-. .
. .
: - . .
? '18' (' t~

: - . !
: -!

: - . .'l .16! Otlfl

R! .'t ~1. 6
. <t Rft fJ JlleW (t11. 1) star
36 naMTHIIK nepc.1 HltM'!
"-nn tower
upe.!l L'.II et"ore. in
front of

: -- . 8 8aeiuunl &-..
. - r Cathedral of
- St. Basil the Blessed
68ni col6p Cat-
. i .
bedral of the lntcr-
. c:ession of the Vir-
gin
aoepOI

y-paua-iii+ to adom. eautify n811111 I.II.I' monument

490


:
- Czar ell
-. , apljwu Czar Can-
non
- .
'?
..._n.

to weigh
: - , . .
. ICO.IIOICOa ell tower

: -- ! wcOni tall. high

ltloiCOa height
: - . 81 .

' . 111 -
100 Jle"f
: -, ~! : !
. ! the Kremlin Palace

: - .
.
.
: - , ,
?
: - . , - ilwe =
, . co6p8lule meeting

:- Uwi m11in
- .
: - .
.
-r .
. r .
r
r .
 : -
.
1.
: - ?

: - !
, , --- to bring
.
.
: - . -
. , )
.
:-
, .
- =

.

: - , ?
.
: , .
-
- :
.
: -
,
.
: - ?
. . light, bright

? bridge
(/ pl.) gate(s)
: - ,
?
: - , .
: - ... .
, , :Jacross
. under
:teni earth, ground
. , , 6,

492
 . ,
.

: - .
11 . ?

: - .
. ?
: - (( )).
.
. '" .
; - . !

: - r:\1 !
?
: - t .
. n
. . , sport competi-.
.
tion

: - . .
1953 .
. ,
v. .
.

Word Study
--.
- name
n--il +-
-hn. cardias. core
60. 6---6-ii +
CO-elUIIIR +~
y-paw-aii + -tii
493
Grammatical Taies
NOUNS
MASCULINE Singular
(Remember the spelling rules!)

Stem s. Hard Hard Soft Vowel + it ... + it

End. Anim. Inanim.
Case

Nom. zero
.
Gen. -
Prep. -
Dat. -
Instr. -

Plural
Stem s. Hard Hard Soft Vowel+l
Case End. Anim. Inanim. .
Nom. -
.
Gen. 1 _
Prep. - I
Dat. -
Instr. -

NEUTER Singular

Stem Bas. Hard Soft c;ons. + i Vowel + -

Case End.

Nom. -0
. -0
Gen. -
Prep. -
Dat. -
Instr. -

1 See lesson 28~ sections 28, \-4, conceming the genitive plural.
494
 Plural

Stem ~s.
End.
Hard Soft. Cons. + i Vowel+i .....
Case

Nom. - :1
. - : ;i
Gen. zero Q:
Prep. - :.
Dat. - ii
Instr. - :

FEMININE Singular

Stem Basic Hard Soft ....

Ending ()
Case

Nom. -

. -
Gen. -
Prep. -
Dat. -
Instr. -

Stem asic Cons. + i R+i

Case Ending

Nom. -
. -
Gen. -

Prep.
Dat. } -

lnstr. -

49S
 Plural

Stem asic
Ending
ard Soft ...
()
Case

Nom. - .
.
Gen. 1 zero
Prep. -
Dat. - .
Instr. -
(:)

PRONOUNS
Stem asic Cons. +i +l
Ending Case lnterrogative
Case

Nom. - Nom.

. . r

Gen. 1 zero Gen. r r

Prep. - Prep.
Dat. - Dat.
Instr. - Instr.

Case Personal

Nom. .
.
Gen. ( r) ( ) ( r)
Prep. ~ ~
Dat. ( ) ( ) ( )
Instr. ( ) ( ) ( )

1 See Lesson 28, sections 28. 1-4, conceming the genitive plural.

496
 Case Personal Reflexive

Nom. i (The capitalized third

. i person forms serve as
Gen. ( ) i the soft variant of the
Prep. asic ending for adjec-
Dat. (: ) tives.)
Instr. (:)

Note: An - is prefixed to the forms of the third-person pronouns whenever they are govemed any
preposition (but not to er6, ei!, in their possessive function ('his, her, its, their').

ADJECTIVES

(Remember the spelling rules!)

MASCULINE

Stem Hard Soft -r, -, - .... -m, .... -m, -

asic
Ending
Ending Ending
Case Accented Unaccented

Nom. -
(-)
. - () I
In- (-)
anim.
. - :r
Anim.
Gen. - : 6
Prep. - : 6
Dat. - :
lnstr. - i

497
32-1022
NEUER

Stem Hard Soft ...., -, - -,~. -, -, -

asic
Ending
Ending Ending
Case Accented Unaccented

Nom. - pyCCI(oe
. -
Gen. - I(
Prep. -
Dat. - I(
Instr. -

FEMININE

Stem Hard Soft ...., -, - -, ~. -, -, -

Dasic
Ending
Ending Ending
Case Aented Unaccented

Nom. - R
. - PYCCI(YIO

~}
Prep.
Dat. -

Instr.

PLURAL

Stem Hard Soft ...., -, - -, ..... -, -, ....

Basic
Ending
Ending Ending
Case Accented Unaccented

Nom. - I(
. -
Inanim.
. -
Anim.
Gen. - I(
Prep. - I(
Dat. - I(
Instr. - I(

498
SPECIAL MODIFIERS
(Nominative and accusative cases have noun-type endings, other cases have adjec-
tive-type endings.)
MASCULINE

Nom. 1 2 .
.
Inanim.
.
Anim.
Gen.
Prep.
Dat. .
lnstr. h

NEUTER
.
Nom 1 2
.
lnanim
.
Anim.
Gen.
Prep.
Dat.
Instr.

FEMININE

Nom. oil 1 2
.

Gen.
Prep. }

Dat.
lnstr. .
1 h special modifiers i and i decline like i.
2 h special modifier declines like .

499
32
PLURAL

Nom. 1 {uu2
.
Inanim.
.
Anim.
Gen.
Prep.
Dat.
Instr.

SURNAMES IN -, -

(h horizontallines within the chart indicate the division etween noun-type and
adjective-type endings.)

Case Masculine Feminine Plural

Nom.
.
Gen.
Prep.
Dat.
lnstr.

6

}
.
6

Note: Surnames in accented -1111 shift the accent to the ei'tdings.

1 h spi:cial m~ifiers i, l decline like i.

2 h special mooifiers declines like .

500
 VERBS

First Conjugation Second Conjugation

-- 1 -- . 1 "
Fonn -+ -- -- --
.~t.
~~ :... .. -
Present
'.)
' , ~

. ~

Past
Masc. ci!J.I
Fem.
Pl.

lmper. () () ( ) () ~() ()

lnfin.

Fonn

Future Present

.-

xoirr

Past.
Masc.
Fem.
Neut.
Pl.
.

Imper. () -- ( ) ()

Infin.

1 Consonant mutation: /, /, cfm, /, /, f, f, nf,

ofu(), /6.11(), /t(), fu(), f().

501
NUMERALS
Cardinal Ordinal (Adjeetive) Cardinal
1 100
2 (fem. ) 200
3 300
4 r 400
5 500
6 600
7 700
8 800
9 900
10 1.000
11
12
13
14 r r
15
16
17
18
19
20
21 ,
30
40
50
60
70
80
90
Vocabularies
INTRODUCION VOCABULARIES
The vocabularies include all words and set expressions included in the textook except for per-
sonal names, most patronymics and some non-Russian place and personal names.
\esson numer is given for the first occuence of each word. If some special explanation or com-
ment is given concerning that word, this will indicated together with the lesson numer: 3.2 means
that an explanation is given in section 2 ofLesson 3; 3-12 indicates reference to this word onpage 12
of Lesson 3. Review Iessons are preceded R and are expressed in Roman numerals (e.g. R IV).
Whenever the stress falls on capitalized \etter, the accent is not marked.
Nouns: Nouns are given in the nominative singular form (nominative plural if the noun has no
singular or ifthe singular is not used in the textbook). Gender is indicated only when it is not clear from
the endings of the nominative singu]ar form; nouns ending in - are feminine unless the name of
month, unless the noun has the suffix -, or un\ess the noun is specifically marked as eing mascu-
line (.).
Forms which the student cannot readily predict are given, as are shifting accent pattems. If
masculine noun with zero ending in the nominative singular has the accent always on the ending
whenever there is an explicit ending, this is indicated: (gen. :).
Masculine nouns with the accented ending - for location normally have the accent on \1 plural
edings: ( )-W, , , etc.
Masculine nouns with shift of accent to the ending in the masculine plural normally have the
accent on \1 plural endings: 8-0, 8, etc.
fill vowel in the nominative singular form wi\1 indicated as follows: -8-, crrW, etc.
When noun is used with the preposition but does not refer to vehicle or an activity, this will
indicated: ().
The student should rememer that some words used as nouns are adjectives in form and decline as
adjectives: >ll, 8.
In the case of nouns of profession which have feminine equivalent, this will indicated:
yieJu./-tiiII.
ProiiOUII!I: Pronouns are, as rule, given only in the nominative case. Refer to the grammatical tab-
les, . 496-497, for the full declension.
Adjeetives and Speeial Modifiers: Normally only the masculinenominative singular form is given.
Accent in long form adjectives is always constant. In short form adjectives the accent often shifts. If
the accent is on the stem except for the feminine form, this will indicated with the grave accent mark
( ): i-, pUw. Other accent pattems will explicitly indicated: 6, , OJDICIIW.
Comparative forms which are used in the text are given in parentheses with the asic adjective
form: r ().
indicate that an English equivalent is an adjective, hyphen is sometimes used following the
word: 11118nd 'university-'.
Adverlls formed from adjectives of quality and ending in - are given separately from the adjective
only if there is shift of accent: wx6ii (unoxo).
VeriJs are given in an exploded form (--81 +) in order to impress upon the student the com-
ponent parts of the word, and are presented in the basic form in keeping with the presentation in the
textbook. Infinitives are, however, given ifthe formation is not obvious from the basic form. Such in-
finitives are listed separately and are cross-referenced. to th~ asic form: -f. 6r-.

50~
 Unless specifically marked . (perfective), single verb listed is to understood as imperfective. If
both memers of an imperfective 1perfective pair are given, they not marked with respect to aspect,
but the imperfective is always placed to the left of the slash (/), the perfective to the right. When per-
fective is formed means of prefixation, only the prefix may given to the right of the slash: ro-
0-8-11-n. / n-.
ln very few cases verbs are not presented in an exploded form. This happens when the prefix has
fused with the stem, such as in Wi-.
Students are expected to understand the one-stem verb system sufficiently to i to form pre-
sent 1future forms, past tense, imperative and infinitive from the asic form. The acute accent mark
( ) on basic form indicates afixed accent, either on the stem or on the endings of the present 1future;
grave accent mark ( ' ) indicates an accent which shifts one syllaie toward the front of the word in the
present 1future except in the first-person singular form:
r-(1- -rJ, roaoplo., ri
--11-- , cnp6cuu., eop6arr
If the past tense accent is on the stem except in the feminine form, the grave accent .mark will
used: ..-1ICIIJI, ...,.,, .U. Other accent patterns will specifically indicated.
similar use will made ofthe accent marks to indicate the stress in short form past passive par-
ticiples:
l-l, u, luleo, 1u
:liii'J'- :Ji, :1i, :Jilurro, :liii
If verb occurs in the textook with or without the particle -, this will indicated as follows:
ICOII'I-il + (cw).
Vers which lose the suffix -- in the past tense are indicated as follows: oo-ric-(y)-n.-aoric.
Where the case govemed verb is not easily predictale, this is indicated using an appropri-
ate form of or t: n--+ .
Prepositlons are entered with the case governed indicated in the same manner as verb govemment:
le:l . .

Arevlations and Symols Used

acc.-accusative case fam.-familiar (address)
adj.- adjective fut.-future tense
adv.-adverb gen.-genitive case
anim.-animate gram.-grammar, grammatical
asp.-aspect IC- lntonation Contour 1Construction
c.f.-see imper.-imperative
comp.-comparative degree impers.- impersonal
conj.- conjugation 1conjunction imp.-imperfective aspect
cons.-consonant inanim.- inanimate
constr.-construction ind.- indirect
dat.-dative case indecl.- indeclinale
dem._.:. demonstrative in/-infmitive
dim.-diminutive (emotive-expressive suffixes in instr.-instrumental case
general) interr.- interrogative
dir.- direct 1directional 1direction intrans.- intransitive
educ.- education /oc.-location
expr.- expression m.-masculine gender
.f.-- feminine gender multidir.- multidirectional
504
11. - noun pronl/n(".- pronunciution
11~.- negative re.fl.- renective
ne11t.-neuter gender rel.- relative
11om.- nominative case spe(.- special
o~;.-object .~ing.- sinulur
p.-page s11per. -- superlative
.- perfective trtln.t.- tr.tnsitive
ptlrt.-- participlc unidir.- unidirectionul
per.t.- person 1personal .\ - self-propel\ed motion
p/.-plural 0 - vehiculur motion
pol.- polite (ltddrcss) 1 - or. vs.
fltiS.t.- posscssivc - contrastcd with
pretl.- prcdicatc fl: - 11ntonym
prep.- prcposition 1prcpositional cusc - - indicates self-test in rccorded supplc-
fJI"e.~.- presen t tense mcnt
prtm.- pronou11
- Translatc ideas. not words!

The Russian Alphabet

r ~

RUSSIAN-ENGLISH VOCAULARY

without 14, 20.8

white 14; 6 The White Sea
and, but (mild cotrast), while, whereas 1, 11, IV, 14
1.4, 5.3, 9.6; And .how aout ... ? 2-90; - (U, pui, i11; 6pan.) to take 16.20
or (else) 20 (. -j); il to
, ... Ah, ... 18 check out ooks at the library, to take out
ir August 24 books from the library 13.9; 61 to
118118011i! air mail envelope 23 take along 22.11
u air mail letter 23 iwl free (of charge) 24.19
ui air mail 23 i: llllllie . Par-
Australia 28 don me for bothering you. 17.21
bus 6; bus 6 Iibrary 3.17; .n. r
ui answering device 21, coin changer 30 to check out books at the library; to take
author, originator 21.15 out books from the library 13.9
(/. i) address 23 ticket (to) 10, 20, 20.11; 61
A:JII Asia III, 28 = yuirr , to buy ticket (
IIICa&unl academy 111, 6, 27; uy.c puh/ic transportatio) 20.11; .W
Academy of Sciences 27 ticket to Moscow 26
! Hello! (/ h) V-65, 21 r--11-n. 1- 3 to thank 26;
AepiiiCa IV, 5 r. . Thank you. 26
i (g. 8) 1- an Ameri- &-i+ to il1 29.6
can 5 (liOJJa, o.iu.W) ill, sick 22
8d American 15 6oJJ-e-n. (i) to ache, hurt 22.10; &
ilil English 5.11; aJiiiaadi 113 the .....- cf. also liOJJ-ei +
English Ianguage 5; -rk in English 5 i hospital22; JIOI-i~ / ir- (.rr)
aJIII'Ii--/-a Englishmanf-woman 23.1 liOJJidliy to go to the hospital (as a'patiet)
ArJIIUI England 33 22; - /uo-JJo-i-. (DOJJoy, uo.OO-
.-i English-Russian 30 IIIIII) J1i to send to the hospita1
llllllellllldr appendicitis V, 22 22
8lllle'li: trr 81R1e1ia! 1 hope you enjoy fiOwe more 29.4; 6w ..... Nothing
your meal. Bon appetit! 25 more. 1; l llike ... etter 17.1 ;
April 24 fiOwe no more, no Ionger 18; lmwe
Ufi an Armenian 23.1 r most of all 18
ji Armenian 23 6oJJmOi ig, large 9.19
apric /.. (performing) artist 21 o-il~ (tr~): , ...; to
architect 21 afraid of, fear 18
~ architecture IV, 34 (/. n.) brother v; 2.12
aCIDip8 /.. graduate student V - cf. -j
Iecture hall, classroom V, 28 i (ge.pl. ) razor 13, 28.2
Africa IV, 28 / pl. (g. \*) pants, trousers 13.17
! Ah! - (, , W; wn.) to 10.1, 12,
( ) airport IV, 29 14.5; 1 m, perhaps 9; &
p1ease, so kind 25
i adj. future 11.22
j letter (/ the a/phaet) ll
grandmother 6.6, 23.10 )'IIIIIIC'l'i ri second-hand book-
iii cauoe 16 store 17
j allerina V, 24 i boulevard 34
ballet 24 ir paper 11
ueno.Di 31 6 (open-faced) sandwich 21.23
i swimming pool 28 l bottle 25
imllll (g./. im) tower 34 snack r 21.14
er-ai+ to run mu/tidir. 29 [coditioal particle] 25.4

506
-+ to (repeated/y), to visit, frequent - (i, 118, il; ) . (i.
8.19, 11.11 -j) to take 13.5; 13.17
() quick, fast 20, 29.4 - (w, , w; ) . (i.
-f - 1 1
---) to enter go in 18, 30.7
IV, 25; 6 ycjr
6 indec/. office : War and 21
bureau of good services, domestic services () (train) station, terminal 26
bureau 25 JI---- to concemed, worried 18
(way) over there 16
6 question 13.17; -- + 6
to answer questions 13
eighteenth 18
into, to 11, 7.1, 7.2, 22.1; in, at 3.6, eighteen 18
3.17, 7.1, 7.2, 22.1, 31.3; () per, eight 8.19
17.4 R eighty 27.2
(train) car 26 eight hundred 27.2
vase 11, 30 Sunday 8
adj. used as noun bathroom 9.9 () the east 26.17; + the
(, uwe, w) pol. or /. your 1yours V, Far East 26 \
4 i eightieth 27.2
r suddenly 20 eighth 8.19
partic/e you know, after all 7.10, 7.17 1
here there is 1are 11, 2; ! Fine!
century 34 That's great! 6; ... This is
great 28 what... 16, 19.7
n icycle 29. J7. impression 24
-j-() . [imp. -- + (11)] to re- 6 however, but then, incidentally 26
turn, to come back 14 (gen. ) physician, doctor 12, 22.11.
-- to amuse 31 neut. time 7, 10, 19.10, 20.2; (-
. () merry, cheerful 30; ) ? What time is it? 7, 11;
it's jolly; to have good time, to enjoy oneself . ()? How long does it take to ...?
21 11.6; all the time, constantly 11,
in the spring(time) 15 11.11: r seasons of the year 16;
all, all of, the whole 11.2, 11.22; lkero xop6- at this 1that time 20; w
wero! Good-bye! V-65, 22 in our days 24; during 23
(/. ) evening 11, 21.4 everybody, all 7.10, 7.17, 10, 11.2
evening- 10.6, 18 everything, all 9.19, 11.2, 27.5; all
in the evening 4, 21.4; cerou ~ the same, nevertheless 9, 18.11
tonight 10; yesterday eveng, r always 7.17, 11.7
last night 10 r in all, only 16-276; xop(lmel:o! Good-
(gen. /. ) thing V, 13 bye! V-65, 22
6 grown up, adult 15.12, 15.26; 6 - neverthe1ess, in spite of that, all the
adults 15.12 same 18.11
- cf - ---i + 1---- to recall 24.9
sort, kind 29; : sport 29 -i + 1n- () to get up, stand
(U, l) visiie 34 up, rise 14.9, 14.10, 14.24
-- (iiII) to see 9.19, 10.4, 21.8, 26.4 -+ J-- to meet (encounter)
wine 25 25.29; i r to see in the Ne:w
delicious, tasty 12 Year 25
1
together 6, 27 - + / --- to meet
instead of 25.18 (encounter, gather) 25
attention 29.17 Tuesday 8. 19
grandson 23 second 2.12
granddaughter 23 entrance of 11, 28;
ll on time 21 admission is free 24
during 23 1
--- - (w, w, ; i-
(. ) water 9.19 ) 3.17, 30.7
-- +
() (. -j--) to retum i, come in, please 3
16.20 yesterday 10.19
air 34 /. you III, IV, 3.3
6 age 29.17; - 6! At ...-11-- (rII) to look (appear) 29
my age! 29 - (, W. blml; li) -

501
 to go out. exit. get off (transportation) 20:
IIWin Ji)'8 J8 l to get married (/
ll'omun) (imp. aw-xo.Li-n.) 33 118 yes. 111. 2: ! ( phone) Hello! 25: (ht.)
............... + ia.:.e-an.: ..........,.. ra:.e- 8? ? 10
w to suscrie to newspapers 10.19: .....r.a..- ...-. + /.iii.II-Yr (~1; .1111.11-Yr> to give 17.7: -.
un.loWIIi._... .1111 to give sick-leave cer- () (110n180pi)l Let's (talk)! 1. 7. 8. 14.11
tificate 22 JI88IIO (for) long time. since lon" timc ago 8.5.
W- (..._,.: ........_) . to drink 21.6 11.7
..,..._ expression 17 ..u-Yr (({ /3.6 . 50/: :WJ. J18JI8. .; ifm)
iWn exhibition. display 27: . fimp. a-UI +) to givc 13.6. 13. 17. 18.1:
(:: ~:rw ) - i11 u 3118n.. Let us know ... 24
AIIRussla Exhlbllion Cenler ..u.eeven 10
BW<yn-il + to perfonn, appear 8.19 i.olee: U ( . .) ctc. R Vl
w8n. e.ileaiaopy to tppevr on V 8 JIL'IIICO (...,...._) far 7. 29.4
aw-f'aai + 1.W.r-n. to leam, memorizc .............. funher 27: JIILIIWIi-
IV, 30 -x . We wish you funher success. 27
omvtl exit 11 Uwae farther. further 29.4
lblXOJI-tin j abllyr (aWwe.ll, ablwJia. ..:am.; ....,....n./110- _o.~t.i to give as gift 30
,. . m.. nt!lll., ./. IWO 2.12, 11.11, 20.6
bltn) OI'N(.VtNl to exit, go out, get 120; - :i
. Ju 016 to get married (/ woman) .II88JIIIiwl twentieth 20
33 . . . .n. twenty 15
~.f. two 11.11. 20.6
'11 6 11118l twelfth 12

.1111r11611Q8n. twelve 12.13. 12.20

J11e111o door 30
raJ gas (in .fetiU.f .ftate) 11. 9.9 Jl8knl two hundrcd 27.2
raJa newspaper 111. IV. 1 aiF-al + Cll intrun.v. 10 move 31
raWnn.di: rawllll: newsstand 10
U (neck)tie 4
apiw . apawil garage V. 7.10
.uop
J180P (gen. i) yard. courtyard 15.12
(gen . ...,...) palac:e 34: o.'lltUIOI Kpe-
Jihcni .aaopeu 34: -r 34: Kpt~
,._. where 111. 1. 4.16 .llha.-.i ,t 34
rne-o somewhere 14. 25.3 . (little) girl V. 19
eO.IJor gcologist 11 .... girl 7
repoiunJ heroinc 19: an.-repoiunJ heroine n ninety 27.2
mother 19 eIIIIOnwl ninctieth 27.2
repbli hero 34 en'l'lli.IUiawl nineteenth 19
8'080p-il-n. ,. .11 to talk. spcak. say V. 5.20. 12. 81111in. nineteen 19
23.10 (. c-aJ-in.): 3 roeoplrr... This is...
( pl1one) 6
( ; gen.pl. ) year 11.5. 18.8
8n.
~*'-'~ ninth 9
nine 9

e8ll1'loC{rr nine hundred 27.2
rOJIOi (U('(', ) head 22 m. grandfather 9, 23.10
opi (U('('. ; /. . ropix) hill. mountain ekninuiWIO really. indeed 1512. 15.26
28 861. (gen. i) Decemer 24
ropiuo much (11it/1 comparatives) 29.4 -1 +/ to do, make 2.11
I'Op-il-n.-c~~ .\1 to proud (of) 27. 28 (pl. 8) affair. matter 18 ..20: .1i?
(/. .!16) city. town. 9.19 How are things? 18: 'li ? Whats the
I'Opirull hot (/(1 t/1e /(IU('/1) 9. 15.12 matter? , ... h reason
0'i18 hotcl 28 (fact/proem) is that ... 21: elli .
(i, i) guest 25.18. 26: r6e'n (to l'm very busy. 33
go) visiting, calling 25: roc'lix (to ) visiting. ~-n.-ct~ to shown 21
c-ctlling 25 .........1: .-....... nrpe80 money order 23
i.-l state 18 . (gen . .DII) . day 8.19. 21.4: 6l e~~lt!
.11.i rcady 30 Good day! / Hello! IV. 1S-258: Z 'Iil .1118 2 . m.
rolt-n./ apll-(a) e.wi to prepare: to 21.4
cook 12.8 ..n tm~\' /. (gen. eiJrr) money 20
rpiyc degree 15.13 11'1i deputy (representative) 26
..,._ grippe. flu 22 ..".._.. wooden. of wood 32
rpjC'I'8d (II) sad 31 "..,_.. village 9.9: . in the country 9.9
J'fJil + to stroll. out playing 1out walking Jieciwl tenth 8. 1
2.12. 6.1 6CIIn. ten 8. 10.19
S08
.:am (li, n> children 2
;ICICII in :; kindergar-
childrens V. 7:
tcn 7: :m nurscry 20: hc:llii Eapilaa Europe 28
Clli/Jt'f!n ., Wor/J tstore) 20; :i .10 r his. its IV-52. 2
orphanuge :!3: ,1n: IIJiowliJuca playground ,1- (exan) to ride. drive. go 0 11. 6.1. 17.3:
33 ,! Lct"s go together! 14.11
wi (i!w: cweane) chcup 29.4 ... (een. irregulur, c:t:
. 50/) to cat 11. 21.7.
:188 couch 111. :!4 21. 23. 22.6: een l"m hungry 25
;il <II1ouncer 8 her. its 2
IIJio diploma. ccrtificute 32 eJ.'I-Tio \0 ride, drive. gO 0 mu/tiJir. 17.3. 25.1
1n tp/. :18) dircctor 11~( ititlllimr) ecJIII( 6w in amJitionu/ t:tlllStriiC"tiOIIS) 15.6
IV. 23 25.4: unless 15.6
;i! conductor lmusicl 24 ecn. to eat : -li)
:.t.'la n1i tor tr o!'i purpe ol) 23 ecn. therc is ure V.9.1. 9.19. 10.7. 19.3. 22.10.
;Uii in the duvtimen1t'ternoon 4.16. :!1.~ 30.3: r i ilra? Who has k"! 9
.10 t'o'fi iiS lar iiS. Up IO. i 211.24. :! 1; exan- t{ -
! Ti\1 cven1ng! 24 w still 3. 9: w . w not vct 3.9:
.106pt.,~ii: .1~! Good duy! / Hello! 1V. 15: 1 w? Who; What clse'! 6. 10: w
yrpo! Good morning! IV. 15: o.:ut another Cone more) 17.12: w paJ again.
! Good C\'Cing! !i: ~ .:. please. oncc more 21.15
. so kind 25
:.::. ;~ .11 ; llltl ... sutisficd. huppy
22
i~ quitc. r;tther 15 *81 ~<t1.11i that's pity/too d. (l'm) sorry
o-roaop-il-llrCtl t' .u . to comc to an agrcc- 10.19 .
ment. agree. make datc to ... 32 .apni (.; .,..) hot (~/11euther) 15.12,
.'IH-yl (J~) . (imp. o-eJii + ) to go 15.26. 29.4
us far us. rcach 20: 'l'~ ..~ How --n (*; i, . i) to wait for.
1 !.!CI to'! 20 ~xpect 24: r ~i. 1"11 waiting
,11 (/ -./1- tor your letter. :!7
..
.:IO*JIIo 1,1{1.'11. Jlcill . rain 15; i -.. it"s :IICe [emphutic- partit-le] 2
raining 15: w it star~cd to rain -ii + 1i to \\r'ish 27.11
; tp/. oarropil doctor IV. 22.11 .- lpl. i.) \\r'ifc 2
.1r llor) long timc 11.7. 11.22 e-li-n-ca (t~~ .un.) imp. . to gct
.IOmlc\:H, :IO.'IIHi, iiOIHW must. hU\'C \ 12.3. married tof' munl 33
13.1. 19.4 u womun 10
.1 tp/. .:l house. building 1. 1: .J. .'l~j- .. t.~ell. uoill stomuch Cahdomcn) 22.18
club section ol" MGU 28 D-yr (; IIJia, il: ~) to livc 3:
.lOMB Ul homc 1. 2 llllie? How are you-:a 9
;i hon1e(wardl 11. 6 ..... life 27
ao-uyc-ii +: ; 16 r n ll'l'lo-ct: ...
. Children ure not admitted. 21.23 ~~i magazirie. journal
,1r (;aoporo; ,.) deur: expensive 27. il journalist 27
29.4
ca~~:un! Good-bye! IV. 7

.1.- achievement.
u'llo (/. . t"j: . 495) daughter 2.12, 5.5 Ja 11 for (in excltunge .for: cuuse) 21: Jairre
r (/. pyJ~oil) (close) friends 17.12 6ecnotc0ico. Pardori mc l"or othering you.
r r (Jipyr j, etc.) each othcr, onc 17; IIBT-ii-Tio 1 ]8 J8 /J tO lor 21;
another 23.7 Ja 6 i six-kopcck stamp 27: aw-
anothcr (diffcrcnt), other (not this ) 8. xo-li-n (, awx6.t18111o) /wi- Ji.
17. 12, 23. 1; o.IUIIi pyrile somc ... othcrs . J8 KtNti to gct marricd 1111" ltomun) 33
... 30 Ja .11 for (to gct) 24.6
- + 1- to think S; ? --i + /u~l . to m . sick 31
What do you think? 5; , 118/. -6,1-- { -wa-iti +
1 think so 1not. S; . 1 don't think so. Ja-wa-81 + 1J-6- (J86Wn.) to forget 13.5.
11 13.17
il/18 m. unclc IV, 2, 23.10 -ail-oa-an Kfl.lli to envv 19.17
Ja-lllic-e-~o (JUi:lri-) .~i to depend upon 28
i () plunt. factory 7.2

509
:Ji tomorrow 12.20; :Ji j ()
tomorrow moming (evening) 12
:Ji breakfast 12.20, 21.7; :1 for
breakfast 12
:1-d + /- to have f eat breakfast 4.2,
4.16, 21.7
:1a-rop-ii + / :l-r.- (:1aopirr) to sunathe,
get suntan 14.15, 14.24
:~--i + 1:1--tr (cf -tr; :1i (:1-
8, :Ji): - to ask questions 26.6
:J6 assignment 1
:li proem (math., chess) 30
:~-:~wd + 1:~-:~-8- (:~, :~-
u., :1i) to order 21
:~-61 +- cf :~-- + 8.12
:18-pw-ii +f:~-i +
(:1l) to c1ose 30
:IJI auditorium 21.23
:~--i +1:1-n-- to notice 28
:~~i remarkae, wonderfu1 28
:li: w--i- (, w611111) 1 (, , :~i) to going on, in
bli-yr to get married (/
woman) 33
:~--ii + es . to study (do one's 1essons
13.17, 18.20, 23.8; :181111s to en-
gage in, go out for sports 29.5
:lliiUI (:1, :liw) busy 26.17, 30.1
:~i neut. pl. c1asses, "schoo1" 7
:1-i (:1d; :~liu, :1u, :18) . to oc-
cupy 30.1
:liQa () west 26
:Jiawi westem 28
:18-D.IIa-li- (381111j, :laiiJiiw) . to
for 21
:~-6Jl.. . to fil1 in, comp1ete 2
:~i pl. calisthenics 29.6, 29.17; e
JI-IIi + :~i to do calisthenics 29
:~--- . (cf . 501) (to egin) to want
:~---- .j . impers. ( cf . 501) to e
gin to fee1 like 18.7
:~ why (what for) 10.9, 10.19
-- (:10j; Dli, u)f- to III, 20;
() :10tr? What's (your) name? III,
8-161, 10.9, 11.4; :10tr name is...
19.8
-8-f- .j, to phone, 21,
22.11; . im. ? 1 use
your phone? 22
sound (language, etc.) 11
:J. bui1ding 28
:. here IV-53, 1
:16wi (:.6) w (healthy) 22.18, RV
:.ii() h IV-50, 6
:Ii winter 15
:IROi in the winter (time) 15.26
:IRd + (:1) to know 4
:1R6 (:16, :16w) . acquainted
(with) 24
:1R6-- /- . to introduce 28
:1R6--- /- . to meet, get ac-
quainted (with) 1, 23
:16wi fami1iar, one (1) know 17.12, 24.9
510
:16wi, :IR an acquaintance IV, 16.10,
16.20
:IRaeirri famous 31
, ... So, ... 8
:I (gen. :~) souvenir pin, badge 30.14
:108- cf :111-
:~ toothbrush 13
and, too, a1so 11, 1.4, 7.10, 17.8; [ephatic par-
ticle] 12; both ... and ... 9; f
neither, not ... either 9
- + 1crp-ai + to 1 ( game) 6,
toy 27
- (w, ; ) to walk, go unidir. 11, 111,
6.1, 7.10, 12.5, 12.11, 16.7; . Let's go. 8;
Here comes 1There goes... 6.1; i
progress 21.15, 28, 34
B:l from (inside 22.1
:lllkrwi well-known 27.19
:~()! pardon, forgive me IV, 17
H:l-eR-Ii-Y-CJI (H:IMCRIOc, RMeaWctl) .
intrans. to change ( altered) 33
:1--8 + to study, leam (subject atter, in
depth) V, 5.20, 11.11, 23.8
or V, 2, 14.12; ... either... or ... 16
-f
(/. ) (cf . 495) (first) name V, 19.10
i: (.) Lenin
Library, Library named for Lenin 20,30; o:~
pe(ero)ooeriile.Congratulate(him)
for me. 33; w are named
for 34
IIIDICeaep engineer V, 6, 12; -
construction engineer, civil engineer 26
~ornetirnes 15. 26
(gen. i) 1- foreigner 20
ii foreign 17.21
institute V, 3
interest 26; k with interest 26;
1. , .... ? 1 wonder, ... 12; 2. u
.j iCs interesting to 15
k interesting 8
181--i- to interest 28.15
art 17
IICIIie 1- Spaniard 23
IICIIaci Spanish 5; -i in Spanish 5
-- + to perforrn ( musical composi-
tion) 24
IICOpileci historica1 18, 24
history, story 30
il f - an Italian 24
RIIJItici Italian 5; IIO-II8JIIoic in Ita-
lian 5
their, theirs 2
.. July 24
111 June 24
 ."r amateur con-
cert 24 .
, to, toward 16.6, 22.1 - + ()/--(.) to end, finish 8.2,
. each, every 14.4 11; 011'111 (IIIICII)') to graduate
U it seems 14 from school (institute) 11, 18; 0
1
:t-8-- (, &.) - to seem, 'IIIJIC8 . We've run out of coffee. 13.9
appear 24.5 ice skates; -i + to
how, as Il, IV, 4.3, 15.3; - (no- skate 29.6
aiD"idk:)? How do you say in Russian ... (in (: kopeck (100 to roule) 20
English)? 1; ima *? How's your . m. ship 27
family? 1i; . (.)? What do you mean spaee-, cosmic 27
("co1d")?15; ?! What?! 16:, cosmonaut (Soviet astronaut) 27.11
? How /What about ...? 28; . as cosmos, outer space 27.11
soon as 26 suit 13
what kind of, What ... ! ll, 4.16, 7, 15.3 oOpwii rel. adj. which, who 7.17, 10.3, 13.2,
JJ / pl. (gen. {u) school vaca- 15.5; di ? What time is it? 7.17;
tion 30 )'? At what time? 8
il (gen. i) penci1 23 6 m. indecl. coffee 12
8 office, ticket office, ticket window 1110-1i1 (gen. ICpaiiOIIIICM) / -il crane
21, 26; DJI8ie dccy at the cash desk operator 2~
30 :i1 eautiful; handsome 7
181.1U1 pot, (sauce)pan 12.20 81i red
-81 + . to ride (for pleasure) 29.6; JJh Kremlin- 26, 34
- + 8 1 to ski 1skate (gen. KpeJJil) m. the Kremlin 28
29 f
bed 25
(gen. ) (ice) rink 33 6 except for 21 .
indecl. caf(: 11 who II-23, 1, 2.3, 10.1,10.3; ? What IS
apartment, flat 1.2 he? (ofoccupation) IV, 3.1; j
ilii of iev 28 u /? Just who is that? 2-90; rel. pron.:
6 indecl. the movies IV, 10.12 34
i newsreel 21.14 where dir. 11, 6
movie theater 11 t culture 27; c1ub.
: 6 newsstand 1 sect10n of MGU 28
- (u; u) (. ---; DOJJoar)', -i + to bathe 14, 29.6
6) to Jay, rut in 1ying position 28.13 -- (JJ, )'i). (imp. no-yo-ii +)
uil c1assica 17 to buy 12.6, 12.8
u- cf - () 1eve1 of study (in higher education)
climate V, 15 18.10; jm to take course 30;
u club 24 to teach 1give course 30
JI (gen. JI) key 28 -- (, j) to .smoke IV, 22
r book III, 1; n (r )' kitchen 9.19
) :. books in Russian (English) 17 .12;
r ()':) (art) ooks 17.12

1111i: Dwi ara:JU ookstore. 17.12
ri when, whi1e, after 4.16, 9.2, 12.4 n 1aoratpry 28
ICOJIJRn m. colleague 28 JJnci (JJei"'CC; {:r) easy, 18.20, 29.4
~ 8 stamps for collectors 23 r-i- (r) to lying j to stay in d 22.8,
OJJJJ&c. collection 23 22.18; r i to in the hospital
ICOJIQO: - Garden Ring 34 (as patient) 22
room 9 medicine 22
3i composer (music) 24 MICIUI 1ecture 7.2, 7.10
envclope 23 eiiiiiiCi of Lenin, named for Lenin 20
I" congress, conference IV, 28; - ( )'; pl. ) forest, woods 9, 11
congress is in session 28 -f
(gen. ICOIIidca) cf --i. (R) to fly unidir. 29
of course 9.19 summer 15
conservatory 18 in the summer (time) 14
~ ticket-taker 27 -cf 8-
6u test, quiz [interr.particle] 5.10, 14.12, 15.6;
concert, concerto 21, 24; 6-
? Wouldn't you like to ... ? 28.15

511
..-j literature 17; 6 mrre- 1111j (j) minute 6, 11; i
patpa fiction and poetry 17 lllljoy. Wait just minute 6.26
-t elevator/lift 14; .-... the 1ift/e1ev- 11 1 : llp Chi/dren's Wor/d 20
ator; 1 i ,without the lift f e1evator 14 2 : i War and 21
JIIIQ6 {/. i) face 31 nimd younger 26.17
imundi: Jlimondi extra ticket 24 many, many of 15, 28.9
Ofll...iJ-~1 i- (r, erni; ilrre!; t.) to 6r () 12, 13.9, 28.9
lie down 25.10; Ofll.irrcx . to go to ruii much esteemed (letter sa/uta-
the hospital (as patient) 22; Ofll.irrcx n tion) 27
to go to d 25 - (r, ; ) -f to l to (can)
(gen. ) ray 34 21.8, 21.23, 22.2, 24.8
nj'IUie etter 9, 20, 29.4; l let's rather fashion 1, 19; fashiona\e 19
14 m. mode1 27
j'i etter, est 29.4 m, perhaps 9.19;
Jlbla ski 16, 29.6; -ii +/-- W- ! It can't bel 11
to ski 29.5 6:11110 .j one can, may 21.23, 22.2
mi favorite, e1oved 23 i (, , i) my, mine 11, 4
mil amateur, 1over of 24.19, 33 (gen. ) [ter of praise] 24.9
-11- (m, ) to 1ove, like 16.20, 6i () young 10.9, 29.4; i -
17.12, 19.2; irr to 1ike etter 17.12 - young n 10.9
(JDOei, ) 1 6.6; mi1k 25
young men 10.9 e1ectrician 24.19
i- (nr, ri; ilrre!; ) (imp. JIOfll.-il- {/. i, gen. i) sea 11.22;
~) to lie down 22.8, 22.18, 25.10; to f at the seashore 11
i to go to the hospita1 (as patient) ice cream 21.1 5
22; to go to d 25 i (gen. MOpiiiCa) sailor 31
i-i Moskva River 28
/ - (gen. i) Muscovite 8.12
ocoiiCIOII Muscovite, of Moscow 10
ara:Jiul store 7 cf. 6r-
i 11, 24 {/. il) husand 2
aneiiICII (&.) little, small 9.17, 29.4 6i masculine Rl
i () little (not enough) 13.9, 13.17, 29.4 . man 10.9
ii. (little) V, 19 :l museum 17
i mama J, 11-34, 2.6 J music III, 2
i (postage) stamp 23; ]8 6 six- Ji.i musica1 24
kopeck stamp 27 Ji musician III, 24
r March 24 m.i animated cartoon film 21
I mathematician 11 we 11, 3
iIII mathematics 30 i meat 12
f nested wooden doll 30
{/. ) (cf. . 496) mother 2.12, 5.5
wi car V, 6
-ui idi )'llllllep-
ch Moscow State University 18.11 onto, to 7.2, 22.1; (.Ji) for week
iui medical 28 () (1 ) 2 years older 29;
22.5;
s1ow1y 20 . on, at 111, 3.6, 7.2, 22.1, 31.3
6ii international 23.17 probaly 7.17
ateO'III trifles, 1itt1e things 16 u-+ ('r) to hope 22
( pl.) smal1 change (money) 20 i one must, needs to 13.1, 13.8, 18.7
less 29.4 J8 ago 16.5; J ui week ago 16
{/. ) 1, seat, erth v,
16.20, 26; -D-i- (cf. :J--) to name 19.8; J -
(8) if 1 were (you) 29 . to call somebody... 29.5
month 14. 111.8 -J-ii + to called, named (of thing)
indec/. subway, metro, underground 6 10.9, 10.19, 19.8; 1i11? What's
-ii + to dream (hope, aspire) 2 called? 10
IIJI.Jiloo.di millionth 27 1 heart TV
il past, 1 - (, 118111J1a,
iiiWiil; aiiil) .
i elow zero 15; i ZO 20 e (i. ---, axOfll.y, 11111) to find
low zero 20.17
512
..- at last. li1lly ~ 1.:.' _ . ....... aot nice (/ t~~~) 7
.1 lM 1>n thc lcl"t :!'.1 ........,_ several, few 28
IIIIMHOI"O tich \'fllit/1 C"lllllpurlffii"C'.~I ~9.4 wl old-fashioaed 12
H8-IIIICal (H881IIy, 118HIIwyr) . ( illlfl. IIIIC-AI.I ~ not calm. aot peac:eful 4, IS
IO v.rilc 15. no 111. 2
to 1on thc right :!9 wr (lli &.uo. ) 11ez6 [u.red 10 express non-
111111i l"or cxamplc 11 possession and a.rence) there isn't/areo't 17,
llllpO,I pcoplc 1na\i( 1 _: 1: ~IOI IIDpO.IY 1111 20.4, 20.5, 21.1
pcoplc .: I.:!J. :!!<. :\ 6wl d 27
llllpOAIIii fo1k 30 llt'lico infrequently 11
apiiAifOe ~ folk an 30 . _ n... neither... nor... 17
ac:oiluii rea1. genuine 17.21 -~ (ptlrlicl~ which ~xprus itu/eflniless)
'I')Ii mood 30.14 25.3
'I: II8C"Ii wzo? How/What aout ... ? ~~~rJii () nowhere loc. 7
28 .U () in no way 25
science, 1eaming 27.19 IIIIOI':i () never 7
a-y'\-itCII (<~j.. ay..u.u.c.) + inf. . ....mt () noody 7
(imp.y'\-lrcll) to leam to 23.8 :i () nowhere dir. 7
--8-n. (.,.. 6.1111W) /ai.II-Y ( .... () 1 nothing, not ... anything 10; Uw /
U.. ..... II8IWiil; ..,.....) to find 20 ....-6 nothing more 10; llll'ler6 ll68aro lle't"
a-~0.11-i-n.-ctl (., ~) to there's nothing new 17
(satuated, located) 17.12 .....J. , so-so 11; hat's , don't men-
H81111011UIIOC:it nationality V. 23.9; () tion it. Never mind. hat d6esn't matter. 17, 20
a-ildiOCII? What's his nationality? 23 but 5.3. 9.6
i eginnins 21 . 6i1~1 of Novosiirsk 25
a-:i-n.(e~~)-cj: --:ii +
(CII) IJ6awi new 111, 7.17; H68Wi r Ncw Year 25;
a-'11111-:ii + () /a-'li-n.(CII) (r; d'IU. 6w r6! New Year! 25: HO-
i; a'l:iitCII) ~z to egin, start 8.2, OIIIY r6 for the New Year's 29; 6r?
11, 12.10. 21 What's new? 26; .... 6r thcre's
8UI (. 8u, dUi) our/ours 4 nothing new 17
not IV, 2, 3.7. 7.8 or:i (6; 6n, orix) foot, 1eg 22.11
ui sma\1 R IV. 22 (g~n. IIOJiiJ) m. zero 15
t~C~Wao not very well, so-so 29 6 (/. i) (identifying) numcr 1: room
jwi not tasty R Vl (in tJ hot~l} 28
:i recently. 12 :iwl normal 22
.~~&~~ el{J near, close to 7.21 night 21.4, 21.23; Cno6ill0i ! Good
i week 14.24 nightl 22
6 (6) dissatisfied 28 at night 21.4
6r not (for) long 11 i (g~n. 110116~) Novemer 24
.-... tenderly 34 ~ ICOMY (8,- . .) imp. (1, they,
:~~~6wl unfamiliar 25 etc.) 1ike 19.2
~~~~fwl uninteresting 8 Well.... 9; , '10 ! Well, what ofit? 17
w somc (l 1101 al() 19 jwlu.ll necessary 28
eac:ii8WI unattractive 7 j-. ()'811:i. )'8) ~j necessary (1 need ... )
(n6) difficult 18 26
e.lllt3i ~eo:wj one mustn't, may not 22.2 )' (llio) ~j one aeeds to. it's necessary
i cu/ German 28 13.1. 13.8, 15.4, 18.7; Htao in.
nt Gennan 5; n-n in Gennan 5 81. You need to look this way. 13
1116n few, not many (people) 15
elllaro little V, 5, 13.9"
iIIII abnormal 22
eo&ano.e.wl unusual 27 ()
111111061 (ea.IIOxo) not bad 11, 1S
ilwl immoile, motion1ess 31 CJ/00/1100 ti'.ll otbOUI. 1:\.'11CCfl1i_! 5.6. 16.1
n88.118 lie 14 IKtC.I Ui1111C 1~: 118 ;"! \Vh;tt'!> t"tlf dil\11cr"!
i..,.... incorrect(ly) 28 1~
eapuil'lllwl indecent 29 OO.a-aii /- ''' c:ttfhot\'C dinncr. dinc 4.:!. 4.9.
enpirrwil unpleasant R 11, 1S 1::!.6. :!1.7
..........,.... indecisive 26 l-:i.---~ 1' limp. pi..a-oa-a-t-n) t~
eceploiuwl lacking seriousness 7 juicc 27

33-1022
 (gen. opa:)Qi) model, sample 1 w division (section) 18;
-- IIIIie . to note, til at- () the evening division 18
tention to 32 --- . cf --81 +
o&e.irre donnitory 28.25 rest 4; rest home, resort vaca-
o61.-a.-ii + (ew) 161.--i-(w) to announce tion center 4.9
20.24, 29 --81 + 1--- to rest, vacation 4.2,
h.-!:-81 + 1oCh.-tic-i- to explain 30 13
&.uwi usual, ordinary 27 father (gen. O'I'Q8) 2
usually 8 -w-81+()/-0i+(w) () to
tl. for sure, for certain, without fail, open 21.5
oigatily 15 post card 23.17
OIIOIQII pl. (gen. ) vegetaies 12 -- cf --81 +
6l huge 31 j from where, how 15.12, 22;
i (i, , oJUii) one, ; alone 1, 6.6, 11.2, 8? How do you know? 15
14.13, 20.6, 28.1; 8r 1 iJ1 fiiend of o-npu-ii + 1-U-- to send 23
mine, one of my friends 16.10, 26.6; i 1eave (vacation) 18.20
one of 28; i another (one more) 17.12; from here 17
in the same bouse 24 j' from there 26, 34
oJUii... some... otbers 30 patronymic V-5, 19.17
ii e1eventh 11 11Q118 1- waiter 1waitress 26
i eleven 11.22 very, very much 4, 7.10, 13.9, 14.2
U once (upon : time) 29 (gen. ) (eye)glasses 30; wear-
318tl it tums out 21.23 ing glasses 30
(pl. ) window, windowsiiiiii, 5.20;
to look out of the window 6;
on. the windowsill 13
near 28 IUIIU..O pavilion 27
i (gen. i) Octoe.r 10, 24 tent 16
, it 1, 1.2, 9.3 . 118J10 indecl. (over)coat 4
she, it, 1, 1.2, 9.3 81111 monument 24, 34
tbey III, 1.2, 9.3 . memory; i as memento
it neut. , 1.2, 9.3 of 30.14
--l + 1--i + to 1ate 4.2, . 1, 11-34, 2.6
4.9, 7.2, 14.20 apila Pans 5
opera IV, 34 park IV, 1
8 operation (surgical) 22; 1- oue- i (pl. ) passport IV, 23.9
p8auoo to operate on 22 1
naceailp - passenger 5
-n-81 + cf -&-l + rrl ped!igogica1 18
i again 12, 21.15 pension 3; n: retired 3
opr88m.wi original 30 wi first 1; he was the first to ...
orchestra 25 27.11
autumn, fall 28; 6 in the autumn, in -- (f, &; ) . to
the fall 15 trans1ate; l ::.. Trans-
:8-l + 1-rr+ (tn, - late into Russian.
) to examine ( patient) 22 : i money order 23.17
---8- . to found 30 --+ f-8 (cf , . 501) to
oeO&uo especial1y, particularly 17 transmit, broadcast, tell, infonn that 24, 26;
--8i + wf-i-: () to re- 81 . Give... my regards.
main, stay 21.23 28
~ + / -U-- , trans. to broadcast, program 8
leave 25.18 -ni-l + ew to correspond (ex-
.l the rest, remaining 34.7 change letters) 15.27
--i- (u, t~) -8-l + 1
-i- (;
. intrans. to stop to stay, put up (find accom- ) to transfer (to another vehicle)
modations) 28.25, 31.4 20.10
stop (bus, etc.) 6 - cf -i
-&-w-- cf --i + ew -i- (; nepeekr) to transfer
(away) from 21.23, 22.1 (to another vehicle) 20.10
--81 + 1--- to answer . (gen. pl. ) song 16, 28.2
5, 13.4; --81 + to recite 30 - t;{. noi +

514
 on foot 6.1 noiyi perhaps 25 .
...., pastry 25 oo8JJyica 1. pleaseV, 3; Don't mention it. 1.
writer, author 17, 30 You're welcome. 3,.10; 3. Here (you are). 5; 4.
-8- (lllllllj, u.un.)ja- to write 15.8 That's , don't mention it." 7
ceiiiiii written 1 ~Oii elderly 10.9, 10.19
IIIICMO (pl. D) letter 1 --- (:j; 3118, 0388Jia, DO:J88JJR)
-f. - . (imp. --) to call (summon) 20
OJJU-ai + to swim ultidir. 29.6 -:J80-il- . (imp. :J80--) to
JJu swimming 34 phone, call 21.11
.W-- () to cry 31 (j) late 21, 29.4
JJ8 ardently 34 congratulatory
plan 30; map (of city) 33 telegram 29
6 plan, layout (/ city) 33 oo-p88JI-ii + 1-u-- to
IIJUICJIa (phonograph) record 17 congratulate 19, 25.7; u ... (
-- (JJa,.Y, m)/- to ..0) ile1111. Congratulate... for (me). 33
21 -36-- . (imp. 386--) ,
i (JJ6xo; ) d, poor (quality) 5, 7 to introduce (make acquainted) 28
: JJ8 playground 33 -36--- : 36. Meet.
11.11618 (gen.pl. 11.11018) (city) square 20 (Get acquainted.) V, 1-79
OJUOC above zero 15 oo-coaiiCICII in Spanish 5
IIJUI h 14 -i in ltalian 5
along, around (over the surface 28; noi +() to sing 11, 16.10
r () (music) books, books on - (, , OWJJBj oiiil) . to go,
(music) 17 set out for 12.5, 12.7, 16.7; oiil /
- in English v. 1, 5 i 1 to go to (start) school, to
ir--- . (imp. ---) start studying, working 15, 18
to thank 26 until 28
i-81 +, . to visit, spend short --i + j--8- (, i
time 11 w) to show 9.19, ll
0011e3JJO ipers. was lucky 24 --8--il (:., m) 1
review 30 . (i. ---) to seem 24.5
--8 + 1--11- to repeat, review 1
--i + -- (, lww) to buy,
30.14 shop for 10, 12.6
-r-()- . to go out, extinguished 24.7 w311Wi useful 27
--- . to talk it, chat 1 oJIIIICJIIIa clinic 22
weather 15; in good 6Ji shelf 28
weather 16.10 half 25; JJ (it's) 5:30
-.-- + . to out walking/playing (for 25.5; at 5:30 25.5
it), to take walk --- (JJ) . (imp. -j)
--- (, 811111) p.-cf. i to put, lay 12, 22.18; i
gift, present 30 to send to the hospital (as patient) 22; JJ
--i + to go up, rise 14.24 i to put to d 25
--8- () . (i. --) - --81 +1 --- (,., JJ) to
1
to wait (for) 6, 24 receive 13, 27.6; ii
i- (noOUii!JI, noOWJJ8, noOWJJii; to cash money order 23
ii) . (i. ---) to go up to, --- to remember 13.17, 21.8, 24.9
approach 32 -r-81 +/-- (, ri; -
fr girl friend (of girl) 24.9 ) to help 12.2, 12.20, 25
--i + . (i:1;p. j-i +) to think 18, 24.9; -6 in my opinion, 1 think 12
! Just think of it! 26 -- cf. --
-.- (, )ji- IU( Monday 8.19
(w, ooWJJa, ooWJJir; nooiiil) - in German 5
to approach, go up to 32 1
--81 + -i- (; JJ, JJ,
- (n) (81!) . to go, set out 6JJ) to uderstand 5, 31; r6
for 7, 13, 14.11, 17.3 1 don't know the first thing about ...
oo-e-irr (cf. , . 501) . (i/ there is direct 30
object it will in partitive genitive) to eat 22.6 ---- . (imp. iu--) to like
6: (pl. i) train 26 ( pleasing to) (the eginning of the ipression)
-- cf. o-e-irr 19.2
n-- cf. -- -il-- cf. -i + 31
515

--i + . (imp. o&e-lli +) to eatlhave -j--- eeil . (i. j---) to

dinner 12 feel (of hea/th) 22
ni: nomic ? How one get IIOIIJJII0- cf. JJ
to ... ? 28 poet 34
--i- (, ni:w) . (irnp. therefore 8.19
n-i-) 1. + inf. 16w to ask, re- , npau, npiw right (in one's opinion) 8.7
quest (someone to do somethig) 17.6, 28.10; 2. i: i "Truth" 1, 10.9; ,
: d il? '? ls it true tbat ...? 19; i? lsn"t tbat
Wbat did you ask Maxim to do? 28.1 ; 3; 3. so? 25
to ask (soeone for soethig) 17 .6; puRJJo correct 28
onpoeirre tQ 11 to tbe pbone ... i holiday 25; i:! holi-
26 day! 25
. briefcase 4.16 --rii +/--- (j, n
- in Russian V, 1.5 .W) , + inf. to offer, sug-
il: j everything's , in order gest 27.19
23.17 (i) fine, excel\ent 13
--i- (j, i) . (i. ca- / - instructor, teacher V-66,
-lii + ) to p1an~ 33 2, 3
oarding (plane) 29; poiil ,.. greeting(s) 28.25; i nR
to proceed for boarding 29 to give... greetings, regards 28
i . visitor 27 11)111--i + f-l-()- to get
--i- (u.) . (i. --i +) to used to, become accustomed to 25
send 27.7 -w-i + /--- to in-
after 21 vite 14, 20, 21
:i 1ast (i series) 30.14 --- . (imp. --) 1. to prepare;
-j-i + . to listen ( blt) 17 2. to cook 12.~
--- (6) . (i. --. -j (w, , wli; i) .
, ) 1. to look, watch 8, (imp. --, , 6w)
12; 2. to look at (turn attention to) to arrive, come 12.5, 12.7
25.10; 3. to look up (as in dictionary) 1
--i + -- (!R; i-
12, 17 !) to arrive, come 11, R 111, 20, 26.5
---- . (imp. ---) -- / -- +
+ irif.
to advise 15.7 - Lj: -
--- . to burry off, set off in hurry decent 29
25.10 1
-- + - (; u, ~
--- . (imp. i--) to , ) to rcceive, acccpt; take (medtcine)
stand, put (i standing positio) 28.13 22.18, 27.6
-,-- . (imp. --) to build 11 --- (w, w) to bring 34
1
no-cyn-iii + --i- (ni, nocj -i ({ --i +
DIII) to enter (enroll in at) 18.11, 1
--- - (w, npwna, p
18.20 WJJit; ) to come, arrive 8.6; 8.19,
nocyit / sig. dishes 32 12.5
no-c-lii + /n--- () to send 27 ilpleasant 15; il. Pleased to
----8- . to dance ( blt) 14 meet you. 4
no-ep-ii + (CII) . (imp. ep-ili + (CII) to 1ose 20 1
--- --j (, ;
then (afterwards) 5, 12, 13 ): to spend
' ecause 4 free time 1, 16
no-j'8-aii + . (imp. ju-lli +) to have / eat program (schedu1e) IV, 9
supper 14 :-- +/n-- (({, . 501; -
....,Qj:: in French 5 , , ,) to sell 17.7
hike, walking tour, trip 16; to -- + to continue 2, 31.4
go on hike 16 n design, plan 21
-.-i-. (j, w) . to wa1k ---- 1
(6) ---j
around ( blt) R V (, ; ):
to look Iike, resemie 19.10, 19.17 to make an impression 24.19
why 4.16, 10.9; ... That's - (w, , ; npoiiia) .
wby ... 29 to go, pass through 29, 33; npom i
-i-- . (i. i:--) to clean 12.8 to proceed for boarding 29
() post office 23.17; mail 23 l sig. / industry 27
a1most 15 lanks (to fi/1 i) 2

516
-- (, .) 1- 1. + 3-I'-i +to converse, talk 21
inf./ to ask, request (soeone to do r conversation 3.17; pii]I'OIIOp
something) 17.6, 28.10; 2.. phone conversation(s) 3
ooopociwl ? What did you ask pu-e-uai + 1pa:re-idi + to change (break
Maxim to do? 28.10; 3. to ask down into saller denominations) 30
(soeone for something) 17 .6, 28.10 pli:JRii various, different (not the same) 23.10
: avenue 11 -w-i- . + inf. to permit, allow 14;
()! pardonjforgive me IV-51, 7 Pa1pewie oprJiaeim.. Allow me to invite
simply 31 you. 14
(gen. pl. ) request 26.6; i i6 district 28
.1 have request to make of plio (pliue) early 18, 29.4
you. 26.6 pliwe earlier, former1y, previously 10, 29.4
8-il y'liuoue () pae-nilc-ai + f pae-ne-8-loCJI (ll)
vocational school 18.10, 18.11 to sign (one's in receipt of something) 23
ii professional 24 --1-i +1 ---i-. (paeetcaj,
(pl. ) professor V-66, 3 w) to tell, narrate 5.20, 11
opo-'IIIiii + . (imp. - +) to read 11 6ii upset 29.17
opiwu.di last, past 16.20 - (, ; ) to grow intrans. 33
opilo straight (ahead) 29 6 (/. m) , chi1d 19
ird 31 JI revo1ution V, 28, 30
- cf. U.-i - i (, r) rare, infrequent 11, 17,29.4
(theatrica1 director) (film, stage) 31
let ... , have ... 13.7 peie (schedu1ed) flight 29
vacation pass 13-7 (/. , ) river 9
- cf. ilr oyil! peneiliUI rehearsa1 31
u.- (OJI; )/- to drink 21.6; restaurant IV, 12
to thirsty 25 pew-lii + /-- to decide 16
oiiIIecirri fiftieth 27.2 pewirreJIii decisive, determined, resolute,
niili fifteenth 15 strong-willed 26
IIii. fifteen 15 w-- . (i. pe111-ii +) to decide 16
oi'nula Friday 8.19 --- to draw (art) 34
i fifth 5 )' drawing, design 32
nii five 5.20 gender R1
fifty 27.2 poirreJi (gen. poirreJieii) parents 2
11111'10 five hundred 27.2 -11-- . to orn 19.7
i: i 1 native language 23.10;
i home town 34; c1ose re1a-
tives 30; () brother (related
work, job; paper, composition 3; h/ood) 23
0l18 test, quiz 2; at .: n irthday 30;
work 3 for irthday 30
- + 1. to work (as) 3, 24.5; 1. to poJI f. ro1e 31
work at, in 3 Russia 28
: all the same 9, 18.11 shirt 4
(, ) glad 21 . (gen. pyJii) roule 19
U. Ji0 radial layout 34 (. ,/. )', ) arm, hand 22.11
indecl. radio 2.6, 27.11; on the ra- ii: i 1 the Russian language V,
dio RII, 27.11 5; i, u Russian V, 5; -
paoJi6irreJI . radio amateur, ham radio in Russian V, 2, 5
operator 27 -rJIi Russian-English 17
11011 radio receiver 27.11, 27.19 )' (for writing) 23.17
li---- /- to rejoice 27 frsh 12
joyfully, glad1y 31 11 ( ) row 21
1 time (occasion) 16; 1 once 16; 1 i alongside, close at hand, nearby,
() (week) 17.4; n 81/ next to 20, 23
i 1 (for) the first time 19.2, 20, 31;
1 again, once more 21.15; {l 1
each 1every time 25; iIi 1 the next
time 25 f
from (down from, off of) 22.1, 22.18;
1 really?! 15.12 . ? How much do we owe? 19
517
 1\e.ll
v.itlt (together withl 21. :!3.5: ? ? ( ?) What time is it'! (lor how
What"s the matter with you'! 22-357; long'!) 7. 11; ()? How
my wifc and 1 25.2 long does it take to .. .'! 11.6: ?
( ) garden. orchard 11. 7. 10. 9.9; How much do we owe? 19
kindergarten 7 () soon 18
i! sit down! 24 )' ta.i it's boring 21
- + o-ca;t-li- (11:, :u.) to :w follov.ing. ncxt 20
plant 33 :..1iu too (excessively) 16
v. :!5 ,1 . (l(en. c:.~toapill dictionary 17
, . ~ -sclf (empllUticJ 25.6 word list 1
~amovar IV. 30 (/. ) word 17
it:-r: u VJI .1 incidcnt 31.4
~I: am:.ltcur COCCft 24 c-y'l-li-1'-ca . to happc:n 20
airplane 5 C:..'lyw-aii + mu to listcn to 1. :!. :!6.4: .1w!
1/JI!J tojimn .pl'l'/atil'l' t/l!,lf/!1! u/udje('(ii'I!S Hello! ( phonel S
the most 19.5 W-- (:.1w) to hear 10.4. 10.19. 21.8.
sugar :!5 26.4
on~1 .~i. light(s) 24 --- () to laugh 19
iii t'rcc. unoccupicd. vacunt 10: ;~ -- (:r, :I"; ) . (imp. i'-)
25 to to 24.8
onc's own 13.3. 16.3, 17.9; some- -- (, w> 1110- 1. to
body clsc's 30.4 look, watch 6.3. 7. 10.4: 12: 2. "" to look
-- + 1 to take an exam 18.11 at. glance at (turn attention to) 25.10: 3.
-- . : . . 501): J8 to , to look up (U.f in dictionary) 17
pass an exam 1&.11 : - 1:( -..-
;t change (j'rom tl rransLtill) 26.17 first. at first 8.19
c-:te.'l-a + . (imp. :te-ai + ) to do. muke 11 :r ( r) ~now 15: 31. IIJU!T r it's
showing (/' /) 21.14 snowing 15
cc:ti t'e/lexil'l' prmr. ocself :!:!. 7. 22.18. :!5.6 :--(i,L1,:i;).
() north 13 (imp. -- +) 10 collect. gather 17
CC:I'OJlHR toduy 7.17: Cei'OiiR tonight. this --r:. (copiJtca. :.1. :i:)
c\eninl! 10 to mc:et. gather. asseme 21
:II ~~venth 7 --i + (): --(:) (:i
w: just nov.: right away. immcdiately 2. ) to gathcr. collcct 17. 21: -- +
10.9 + il!f: to l. intcnd to 25
secret V. 12. :!1 -6() ..ct: co-eP.-yr-tca\
: xoiliic1o zricult urc 27 c:olh~-a-n.Jo- .w + inf. to ad\'ise 15.7.
:,1::i1 SC\'Cticth 27 15.26
:ttii seventeenth 17 i:i Sovict 1 .
; scvcnteen 17 contemporary, modern 11.22
sc\cn 7 quite. completely 12: not at all
CC:\Iilet'RT ~\'!V 27.:! 15
6'1' sc,cn hundrcd :!7.2 cor.18CCJJ .w in agreement, agree 24
il familv 3 co-e.!l-ili + to connect, join 34-7
il (.~;. wil) Seplcmber 24 n regret; unfortunately
: hcrt 34 16.20
1 scrious 7 juice 21
lp/. , -r, :r) sistcr V. :!.12 to.uir soldier 34
r - /: i- LoOpoiC forty 27.2
ctapera cigarctic IV. 1; , noiyiica. :i fortieth 27.2
Would you likc cigurettcs'? 5 c:od.a (pl. :i, c:oc:ieii) 1c:oc:iJIICa neighbur 3
,1 signal v. 27 --- .: it. JlllanOr. Make up
.'l-r (il) to sitting 24 dialog. 13
on~1 ~!' lil'iiiK hei11g.~ nicc 7 caacilo thank you; no, thank you 1V. 3. 14;
t.11 ue-eved 30 liom.wOe c:nac:ilo. hank you very much. 13
---r () . (imp. --r) to tell. tt-- (cmrr; c:ni, c:nai, i) to slecp 25.11!;
say V. 5. 12: .? Plcase tell mc. to sleepy 25; irr:/
12: , tii ... Tell me. please ... c:nan. to go to d 25; - JIIOJIOIICiin.
5-1:!4 caan. to put to d 25
how .much 1how many 7: - ni . perf~rmance (theatrieal) 31

511!
-n.- ]: c-noi + --8i1'+ ... to consider (that... ); z
:ni: occupation 26; ... :n- to consider somebody 8.19, 24.5
IIi:? What's ... occupation? 26 U.S.A. 15
c-new-il- /(.v to hurry 7.1 "--i (n; cf , . SOJ) . to eat 21.7,
c:nila match 13 22.6
c-noi () . (imp. +) to sing 32 C:W'JJI congress, convention 34
n (CIIOKOHO) calm. peaceful4, 15; - .:- cf. .--li
! Good night! 22 c-wrp-ii + . (imp. rp-ai +) to play 8, 14.11
:n / sing. spon(s) IV, 10, 16.10; (/. ..8) son 2.12
sport 29 i here dir. 10
n: r 24 i- (; ) . to sit down; to get on
n information office. ooth 26 (vehicle) 28, 30
-n- + 1-n-- (cpowj, :n:~)
to ask ifor information) 5. 12.2. 12.8. 17.6
:nj sputnik. satellite 27
cpaJy at uncc, immc:diatcly 22
( ) Wednesday 8
1 ncutcr gcnder Rl
--~ ,1 110- to put (in stumli: po.ti-
rion) 28.13. 28.25 thu~. ~u !!.19. 15.3; thc wrong \\' 13.
() stadium 33
30.4; 1, not the same way as 15. :!5
(drinking) glass 21 ~uch. ~1rch u 15.3; i1o ? Just
--- (, rw~- \Vhilt is th;lt'! 1-79. !!.19; Kro iro
) 1- (:-r) /(f!.ll to hi..'Comc :!6.1 ? Ju~t who is thut'? :!-90. 8.19;
u11 () station 20 -. diiT.:r.:rtt lrom. 1101 lik.: 15; IIC r
- + to grow old(er) 33 the \\g kind 30.4
acicnt 11 . ileti taxi 111. 1'1
w:- ,.,: c::ipii 1:11 talc11t .~ 1
oldcr, uldest 26 ra:\1 thcrc /,. 1. 11-.~0. 1. 1
ii (1:) old 7, 10.9. 29.4 1'81111-eRU'Ib 110 IO tlallCC 1~.~~
1- ( I-l'-1:11 111 \fJ/. 1:mip1 1i atar 23.9
i article (piec(' oj' ~triting) 111 J"arapc11ii Tatar :!J
. stvlc 32 1oii (, 1. l your yours /imr. 11. 3. ~
r11li st<tte grant 28 r thcatcr 1\'. 11
(/. 11) vcrscs. poctry IV, 2 J'C8Tpli,lloHhi tl1ca 1rici\1 1
cro hudrcd :!7.2. 27.19 1.1i tclc\isiot1 (~~~~ !1; corper~o rc.1etip
t:-- (11) to cost 20.7 to w;ltch TV ; 110 I'CJIC:itpy 011 TV
(.' (gl!/1. ) t\ 9; ..1 in the taJc 'IC:Ielpa~l!\18 tclcgr;n \i. :!3
drawcr 9 1:!0 t.:lcphone V. 3; paJJoac)p 110 r.l,
.1 capil (city) 26 phonc COI1\'CfSiltiO(S/ ); -rr fliiY
,lii: (!) Stolichniyc phone 29; r.1:0 = HOI'IIC:p r.10 h
(/ir...Capita cigarettes 1 r1umhcr :!6
--~ (coirr) to standing 11.11. 11.22 r11 tcmpcraturc V. 2:!.1
(/. ) country (nation) 26.17 ri: tcnis :!9. 6
it.11 construction worker 3 r11~ 11<1\\' 10.9 .
it.'l~ construction- 18 rn.'lhi ('l'eDO, CIL.lee) WUrm 14.24. l-'
-- 111- to build, construct 11 rep-liii + (cw) 1to- to losc lg.:t lostl 20
() construction sitc 26 r-r11 aut 1\'. 1. 23.10
cyJltlr, ~ ~tudent lunif'r.ritl' le'C/) 111. V-66. 1v1'11 tcchnical ~ondary school 18.1
, -r..ii: t1.1-1'lfl:
; (/. 11) chair 10 \'H.'Illle ,oc;ltioal school 18
stewardess IV. 5.11 : ro ur telscl 2U
- [tlt:nire pal'ticlt] 25.3; [t>mplril' pticlt) 29
( Saturday 8.19
rw comrade 26
souvenir IV. 27
cyn soup . 12
ro.-.'18 then (ul that timc. i thut casc) 12-:!16.
12.:!0
. stage. sccne 31
r iilso. too 2. 17.8
cacilwii happy, fortunate 29; Cacnil801-o
r.11 only. just S: ... not only ...
nyil! Bon ,voyage! 29.17 but also 1; )~ us soon "~ 26; .1
: happiness, luck, good fortune 27,31;
just (OWI 15
fonunate1y 24
519
r cake 25 + 1
y-w-ii Cll -w---II to smile 7, 12
, , , (cf. . 499) that (one) 30.4; yuepciln.l r:. department store 30
the wrong (one) 30.4 ~ university V, 7; ~ 11
1"(t888i streetcar 6 ~exercise 1
ir transport R IV 1esson 1, 1, 7.10
phd (., h) (cf. . 499) third 3, 17.2 ycn)'ra: 6 ycn)'r domestic services
three 3, 20.6 bureau 25
!i thirtieth 24 y-cnblw-a- (yc:nWma) . to hear (suddenly,
thirty 14 unexpectedly) 27.11
'I'11118i thirteenth 13 success 27 .19; i iw
thirteen 13 n. We wish you further success. 27
three hundred 27.2 --ii + / -i- () to m tired,
.i trolleybus 6 tire, get tired 14.9, 14.10, 14.24
ii () difficult, hard 18, 29.4 moming 21.4; 6 6 i 6:00a.m. 21.4;
u toilet 9 ! Good moming! IV, 15
there dir. 13; the wrong way (direc- in the-moming 4.16, 21.4
tion) 30.4 --i- (yxoaj', yxoIIUII.) 1i- (m,
i tourist IV, 30 ywni, yui; yiit) to go away, depart 8.6,
here 1, 11-30 8.19
shoe 13 & textbook 30
(cf. . 496) (/am. you) V, 3.3 i schoo1 year 18
blCtia thousand 27.2, 27.19, 28.7 (gen. 1111) 1 pupil (grades
1-11) V-66

i scho1ar, scientist 11.22

schoo1 18.12
at, V, 2, 9.1, 16.7, 20.8, 22.1, 28.12; (/. i) 1it11 teacher 3.9
. (who) has... V, 9.1; -- ()', )') to study, 1eam (subject
in her room 9.1; here, in our country 15 matter, in depth) 12, 23.8
yuriei esteemed (letter salutation) 27 )"i-- (, jw) , to study
yaure-e esteem; .-... Sincere1y ( pupil / student) 11.11, 11.22, 23.8
yours ... 27 )"i--R ()', )'lnuCII) 1- + inf. to 1eam
-il-- (i, i) . to catch sight of; to ... 23.8
see (suddenly, unexpectedly) 20.10
--i + Cll to crazy about, carried
away , very interested in 29.5, 29.17
hobby, passion 17 fact 11
amazing 24 ailmla 1ast name, sumame V, 19
--81 + Cll / ----~~ to surprised fantasy R V
16, 29 apelllii: apellliiy Fahrenheit 15.13
6i comfortale, convenient 33 i (gen. .6) February 24
. p1easure 9; with it:JII physicist IV, 3
p1easure 9; 111116 6. with t':JJIICa physics 11
great p1easure 24 . .:Jieacd physica1, physics-18
-:-81 + ty-e/J:'y () to go away, 1eave 11.1rid phi1o1ogica1 (of modern /an-
22, 26.5 guages and literature) 18
a1ready 3.9, 8.5, 11. 7; no 1onger 3.9 JW movie, film V, 9; u-u ballet film
j supper 12, 21.7; for supper 12 24
-i +/- to eat/have supper 4.2, 4.9, 21.7 oiie inde.cl. 11, 21
-81 + . to find out, 1eam 7.17 phonetics 1
il- (w., , ywnit; yiit) . (imp. camera V
---,)', yxoIIIII) to go away, de- ri () photograph IV, 11
part 12 phrase IV
() Ukraine 23 pilnl France V
1- Ukrainian 23 1 Frenchman, French
ypaitiiCICIIii Ukrainian 23; -it in woman 5
Ukrainian 23 tpuj':JCICI French 5; ....j':JI in French
y-pam-ii + to adom, eautify 34 5
JJ street 6; outside, outdoors /. 15; (gen. ) fruit 12
outside, outdoors dir. 15 soccer 12

520
 date? 24; Kailrn 'IIICJii? On what date ...? 24
1
"--1"1> ( 8, "1i1u.) - to clean 12.8
8 character (personality) 26 -ii + f - to read 1, 2
xilll chemist IV 1" what 1, 4.3, 4.16, 10.1; r 1"6? Just
xlitl chemistry 11 what is this? 1-79; 1" what else 1; 1"0?
bread 12.20 Why do you ask? 14; 1" ( yII.IIieecl.)?
-- (, ) to go, walk multidir. Why (are you surprised)? 18; r ! What do
16.6, 17.3, 22.3, 25.1 you mean! 24; 3&? What kind of...?
xo3ilik:o economy 27; . 1ii agri-
28
culture 27 1"0 conj. that 4.3
xodl hockey IV, 15
1"0 rel. pron. that, which 13.2
i () cold 9.19, 15
1"66 [conditional conj.] 18.4, 22.4, 28.10
xoplwndl (, JJ)rwe) good; well 5, 7, 29.4; )r"r---1"~> /- ce6il to feel (/ one's hea/th)
. Well, . 8; ! Wonder-
22.7
ful! 6; 8cel"6 6w! Good-bye! V-65, 22 i (gen. ) an eccentric (person) 29
+ ( + inf) (cf. . 501) to want IV, 8, 14.2,
almost 21.15
28.10; 6 would like to 21
+1"-t~ impers. x6e"ral. 1 feellike.
18.7
m
xcni although 22 1118118 champagne 25
i of Khokhloma 30 wix81"I (gen. wi) chess, chess set 8.11,
xyOecneloo.ll: & ll"l"epllj'pa 8.1~; .-pin wixa11o1 to play chess 8.12
fiction and poetry 17 wii sixtieth 27.2
xyundi worse, worst 29 wii sixteenth 16
worse 29.4 wi sixteen 16
wecol sixth 6
w~ six 6
w~ sixty 27.2
(/. 1"W, ) flower 33 wl> six hundred 27.2
1
--8- - to kiss 27; . Love. (letter w1" decorative 30
closing) 21 school (grades 1-11) V, 3, 7.2
whole 16. 1 w driver (professional) V, 3
center, downtown (area) 7.17 )ri noisy 30
circus 33

: brush 13
tea 12.20; some tea 12. 22.6

( ) hour 7.17; 1"6 ? What
time is it? 7; 1"6 ? At what 33 examination V, 18.11; 1i en-
time ...? 8 trance exam 18.11
icro () frequently, often 11, 29.4 - /- an Estonian 23
(/ pl.. gen. 6) watch, clock 25 Estonia 23
iw cup 21 xOIICICIIii Estonian 23
i (-. , ) (cf. . 499) interr. whose V, :rri (gen. :rrai) floor (story) 14
4.1, 4.16, 11.1, 17.2 pron. this/that/these/those, it 1, 1.1, 9.3,
'leJIOIIi (pl. cf. IOJUI) person 10.9; 6i - 11.1, 19.6, 27.5
young man 10.9 , , , 8 (cf. . 499) this/that 11.1
than 29.4
i suitcase 13
3 across; in (after) 14.1, 20, 34; n
in week 14.1; orepe3 Z r6 at the r () south 13
third stop 20 -3ini south-west 28
black 14; Black Sea 14
n (gen. ) Thursday 8.19
1"i fourth 4
e-rblpe four 4, 20.6 (cf. . 496) 11, III-45, 3.9, 9.8
-rl four hundred 27.2 i.r (pl. i6) apple 26.17
-rl"I"ii fourteenth 14 8WIC (gen. 83) Janguage, tongue V, 5.11;
-rl fourteen 14 I" anoce books in ... 17.12
'IIICJIO date (when) 24; 'IIICJio? What's the i~ (gen. i) January 24

521
ENGLISH-RUSSIAN VOCABULARY

airplane 5
airport ( ) 29
1 an (g. ) (cf . 499) 1, 11.2, (the whole) (cf . 499) 10, 11.2, 11.22,
word orderJ
16.10; (expressed 9.1"; (per) 16.1.0, 28.8; (everyody) 7.10, 7.17, 11.2;
17.4 (everything) 9.19, 11.2, 27.5; thesame
dm (g. ) 22.18 9, 18.11; not at 15
i, to - (, ; imper. aDow, to --- . 14
imp.fut.)/C!-fOy 21.8, 21.33.'22.2, 24.8 almost (t quite) 15, 21.15: (something
abnormal 22 averted or avoided) 21.15
aout (eonceming) / / 5.6, 16.1; How alone (cf . 499)
aout? 28 along (over the surface 28
v 34 alongside 20
academic year 18 already 3.9, 8.5, 11.7
academy JJ 27 aJso:(too)oe2, 17.8;(inaddition)ll, 1, 17.18;
accept, to -- + 1-i (; 34; not only... ut also... ...
u) 22.18, 27.6; 30
... 10
aeross 34 although 22
aeeustomed, to get -JI:- +/n-- always 7
()- 25
, to -- (h") 22.10
amateur 24.19; amateur eoncert
24;
aehievement 27
aequaiat, to --/ - , amateur radio operator, radio amateur
27
28; to get aequainted --- 1
1.4, 16, 23 amazing 24
aequaintance u 1 IV, 16.1 , Ameriean, an 1- 5
16.20 Amer:can adj. 15
aequainted 24 an-cf
addition, in- cf also anclent 11
address 1 (pl. ) 23 and 11-30, 1.3, 7.10, 17.8; (cotrastive) 1,
admission is free 24.20 11-30, IV-55, 1.3, 2-90, 5.3, 9.6
aditted, to -- + 21.23 announce, to --il() 1---()
ad81t adj. 15.12, 15.26; adalts 6- 20.24, 29
15.12, 15.27 announcer 8
advise, to --- 1- + inf 15. 7 another (dierent one) r6 8, 17.12, 23.10
15.24 ' (one more) 11.8, 17.12; one anothe;
aJYair n (pl. ) 18.20 23.7
afraid, to --- (i) J8 answe'r, to -- + 1--- JUJ
after 21; (when) 12.4; after 5, 13.4
particle 7.10, 7.17 answering device 21
aftemoon, in t 4 any-cf 25.3
afterwards 5 anything: not ... anything 6 () 10
again n 12; 21.15 anyway, the same 6 9, 18.11
age 29; At my age! - apartment (Oat) 1.4
! 29
appear, to (perform) --+ 8.19; (seem)
ago ( ) 16.6 --- () 1- 24.5
acree (ln agreenaent widl) 24 appendidtis V, 22
agree, to (make date) ---- . appetite 25; appecit! il
! 25
+ i/'1{. 32
agrieulture d i 27 apple il (pl. il) 26.17
aid, to --li + 1n-6- ( - app~ach, to ~?--- 1- (n-
&; ) 12.2, 12.20 ' , , ; ) 32
air 6 34 April 24
air maU, 23; air maU enve1ope an:hitect 21
23; air maU letter 23 architecture 34
arm (p}'lcy; , ) 22.11
522
Armenian, an (/. ) 1 17, 20.4, 20.5, 21.1; to situated, lo-
23.1 cated ---- 17.12; -i- ()
Armenian adj. 23; in Armenian 11.11, 11.22; -- () 22.8, 22.24; if
23 1 were (you)... () Jl . 29 00

around (over the surface 28 14

aive, to: eautiful 7
---f)' (; , eautify, to --+ 34
; ) 8.6, 8.19, 12.5, 12.7; ecause 4
0 -- + 1-- (; - m, to ---/- ()
!) 11, RIII 20, 26.5 26.1
art 17 d 25; to go to d --- i-1
art-, artistic 17 (, ; ; !) 25; to put to
article (piece oj' wrng) III d -/ --- 25; to stay in
artist (performing) / - 21; (painter, etc.) d -- 22
17, 31 efore: (up to) 6 21; (in front of)
Asia 28 34
ask, to (inquire) -- + 1--- egin, to --+ ()/--() (
5, 12.2, 12.8, 17.6; (request soeone to ... ) )'(); , ) ; 30; to
--f- + inf 17.6, 28.10; (request egin school 15
soething) --f- 17.6, eginning 21
28.10; Why do you ask? ? 14; to ask ques- eloved 23
tions -- + /- (cf elow zero ... 15
. 501; i) 26.6 rt (/. ) 26
asleep- cf to sleep ( = is sleepilll) est 29.4
aspire, to - + 23 lietter ; 9, 17.10, 29.4; It would
astronaut cf cosmonaut etter if we ... 20; : ...
at (, near) V, 2, 9.1, 16.7, 20.6, 22.1, 14.11
28.12; cf a/so in, on icycle 29.17
attend, to (sclo1) -- ( ) 25.1 g () 9.19
atteiltion 29.1.7; to tum attention to blrd 31
-- . 32 blrthday 30; for birthday
auditorium 21.23 30
August 24 black 14
aunt IV, 1, 23.10 lue-eyed 30
Australla 28 oarding (transport)
29; to proceed
author (originator) 6 21.15; (writer) - for oardlng ---/ (,
17, 30 , ; ) 29
automoblle 6 n voyage! ! 29.17
autumn 6 28; in the autumn 6 15 k III, 1; ooks in ...
avenue 11 17 .12; physics ooks 17.12
k- 17.12
ookstore 17
oring, it's j 21

m, to ---. 19.17
- cf cldld orsl:b (gen. 8) V, 25
back (again) 12, 21.15; to go back-cf re- t and ... ... 9
tum ottle 25
bad, badly (, ) 5, 7, 29.4; not (decorative) 30
d, not dl 6 () 11, 15; (not oflice 21
very weU, so-so) 29; tllat's too d (little) 19
10.19 read 12.20
badge (souvenir pin) (gen. ) 30 break: Wat break! ! 6
ballerina V, 24 breakfast 12; for breakfast
ballet 24 12
ballet- 31 breakfast, to eat 1bave - + 1- 4.2,
t, to intrans. -+ 14 4.16, 21.7
athroom adj. used as noun 9.9 briefcase . 4.16
, to ( pres.; cf . 501) 10, 14; to re- roadcast (program) 8
peatedly -+ 8.19, 11.11; How are you? roadc8st, to --+ /- (cf
? 9; there is/are V, 9.1, , . 501) 24
9.19, 10.7, 19.3, 22.10, 30.3; there il/are not broter (/. ) V, 2.12

523
uild, to 6--f- 11; 28, 30.1 daeap (, ) 29.4
uilding (/. -) 1, 1; 28 check out k&, to -)' / -: -
ureau (office) 6 ilidec/. 25; ureau of do- (cf. -) 13.9
mestie semces 25 ceerful () 30
llus 6 chemist IV
usy i 26.17; I'm Yery usy. : chemistry 11
. 33 chess (game, set) (pl. /; g. -
ut (cotrast) 1, 11, 1.3,. 5.3, 9.6; (restrict, ) 8.11, 8.19; 12.12
cotradictio) 5.3, 9.6; not only ut -also chikl (pl. , , ) 2, 19
. ... ... 10; ut ten (hower)
26
children's 7
cigarette IV, 1
u, to -- + /n-- 10, 12.6, 12.8;
circus 33
30; (to buy ticket /i transport)
- 1- (cf. -) 20.12
city (/. ) 9, 9.19
(p8St) 10; (at) V, 2, 9.1, 20.8, 22.1
ciYil egiDeer -i 26
class (grades /-10) J: 18.10; (higher educ.)
() 18.10; classes ("schoo\") R:
(neut. pl.; g. R:) () 7
ciUIII'OOIII 28
cafe idecl. 11 classical 17
cake 25 cleu, to --/- 12.8
calistllenics R: / sing. 29 dimate 15
caU, to (s) -- (; li) 1- 20; diic- cf. polycliic
(phone) --/n- , 21, 22.11; clock (/. /; ~. ) 25
Wllat is this e811ed? li? 10.9, dose (near) 1; (aloogside)
m1~1~8 il 20, 23; close to 28
caUig ('fisiting), to go - 1- d-, 1
to -- + -:6 + ()
(cf. ) 25; to out calling () 30; 11: 30.1
R: 25 club J: 24
calm 4, 15 coat (o'fercoat) indecl. 4
( i) - (; , ; 1 cofl"ee . indecl. 12
-) imp. fut. 21.8, 21.23, 22.2, 24.8; lt cu't
cold (, ) 9.19, 15,
! ! 11;
29.4
21.23, 22.2; c8DDOt : 22.2 colleagoe . 28
canoe u 16 collect, to -- + 1-- (;
) 17
i 6 24
collection 23; stamps for coUectious
capital (city) 26
23
car 6; train car 26
carried away, to ( crazy aout) COI8e, to:
--+ 29.5, 29.17 1
--- - (n, ,
Celsius (... ) 15 ; ) 8.6, 8.19;
center 7.17 1
0 --+ -- (; -
central 28 !) 20, 26.5
century 34 Here comes. / ... 6.1; to come in
certain, -cf. ---/ - (, , ;
certificate (diploma) 32; (medical) - ) 3.17; 30.7; to come back-cf. return; to
22 come up to (approach) ---/
chair (pl. )') 10 - (, , ;
champage m! adj. in for 25 ) 32
chaoge (smaU) pl. 20; ifro transac- comfortaie 33
tio) 26.17 composer 24
to chaoge: comnle 26
1.( altered) ---- . 33; concered, to (worried) ---- 18
2.( ito sa/ler deoinations) conceming // 5.6, 16;1
1
- + --R: + 30; C:Oncert ~ 21
3. (transfer to differet vehicle) concerto 24
- + / -- (; conductor (Si) 24
) 20.13 conferenee : 28; 34
character (personality) sing. / 26 congratulate, to -- + 1---
chat, to --- . 1 19, 25.7; Congratulate... for me.
chaufl"eur 3 ... . 33

524
congress J 28; 34 degree (of teperature) 15.13
connect, to -- + , 34 delicious () 12, 29.4
conservatory 18 depart, to- cf to go away
consider, to --+ 1. ; 2. -, ... department (higher education) ()
8.19, 24.5 18.10
constant1y 11. 7, 11.17 department store 30
construct, to 6-- 1- 11; 6 28, depend on, to --- () 28
30.1 deputy (representative) 26
construction- 18 deslgn (p1an) poeitr 21; (picture) 32
construction worker 3 determined (strong-willed) 26
construction engineer - 26 dictionary . (gen. ) 17
construction site () 26 different (not tis one) 8, 17.12, 23.10;
contemporary 11.22 (various) 23.10; (not t same as)
continue -- + 31 , 15
convenient 33 difficult () 18, 29.4
convention (conference) 28 dine, to - + 1- 4.2, 4.9, 21.7
conversation 3 dinner 12, 21.7; for dinner 12; to
converse, to -- + 21 eat/bave dinner -+ /- 4.2, 4.9, 21.7
cook, to -- 1- 12.8; dip1oma 32
30.1 director (of organization) n (/. -
correct 28 ) 23; (theatrical) 31
comspood, to (exchonge /etters) -- disheS (sing. /) 32
+ 15.27 display () 27
cosmic 27 dissatisfied () 28
cosmonaut 27.11 district 28
COSIIIOS 27.11 divan 24
cost, to -- () 20.6 diversion 17
coucb 24 division (section) 18; evening division
country ( i' city), in t 9.9; (nation) () 18
(/. ) 26.17 do, to - + 1- 2, 11
course (higher educ.) 18.10; to take course doctor (gen. ) 12, 22.1 1; n (/.
- + 30; to give course - + ) 22.1 1
30; of course 9.19 doll, nested wooden 30
crane operator 1 26 don't 13.8
crazy aout, to (passionately interested in) door f 30
--+ 25.9, 25.17 dormitory 28.25
cry, to -- () 31 downtown (area) 7.17
cu1ture 27 draw, to --- 34
cup 21 drawer: in t taie drawer 9
drawing 32
D dream, to (aspire) - + 23
drink, to - (; !; )l- 21.6
dance, to -- (-. blt) 14.24 drive, to intrans .. unidir. - (; -
date (of onth) (/. ) 24; Wbat's t !) 11-30, 6.1, 17.3; ultidir. i:-- 17 .3,
date? 6 ? On wbat date.? 25.1
...? 24 drlver (professional) 3
date: to make date to... ---- during 23
. + i'!f. 32
daughter (/. , cf . 495) 2.12, 5.5
day . (gen. ) 8.19, 21.4; Good day!
! IV, 15; in our days 14.4; oter 23.7
24 early (3) 18, 10, 29.4
daytime, in t 4 east () 26.17
dear (, ) 27, 29.4; (in of- easy (, ) 18.20, 29.4
ficia/letter) () 27 eat, to - (, cf . 501) / - (to eat up), o
Decemer (gen. ) 24 (without dir. obj. or with partitive genitive) 21.7,
decent 29 21.23, 22.6
~ve 26 eccentric, an (person) (gen. ) 29
dedde, to - + 1-- 16 economy 27
decorative 30 eight 8
525
eighteen <:,: 18 Exeuse me! ! IV-51. 7: ! 17
eighteenth 18 exercise 1
eighth 8 exhihit, exhihition () 27
eight hundred 27.2 exit. to / W- (. BW.'Ia.
eightieth 27.2 ; ) u:J z 20
eighty 6:11 27.2 expensive (r, ) 29.4
either: not either ... IV. 9; elther or ir.1 ... explaia, to '-IIR + / 'R " ltO
.l ... 16 . .11v 30
elderly 10.9. 10.19 extiiaguished, to --()- . 24
electri!=ian 24.19 extra .111 24
elevator .1 14
eleven 11
eleventh 11 11
else: Who else? '! 6; What else? '?
1; or else 20; someody else's 30.4 F
(t-mplrutic purti(/es): 2; .111 26; - 29
encounter, to- ('(. meet face .1 (pl . 1) 31
+
end. to - () 1---() 8.2. 11 factory () 7.2
engage in sports, to --i + Cll 29.5 fact 11; h faet is that .1 . ...
englneer 11 12 21
Englis 5; in Englis -.1 Fahrenheit: ( ... ) 15.13
V. 1; English-Russian .1- 30 fail: widut fail 8.1 15
Englishman .1 (/. .1) 23.1 fall (autumn) 6 28; in the fall (autumn)
Entllshwoman 23 6.15
enjoy OIK.'self, to /.IIj' impers. 21 famlly i 3 .
enroll in, to -<." + i >- 1(1'00 f81110U 31
18.11. 18.20 far: Far East li..1 () 26: far (from)
enter, to / (..1. . ..:.:r (U.11 cmr ,i 7. 29.4
.1: ) 1\\'t>U 3.17. 30.7; ('/: also to enmll fare-ox 20.12. 20.27
in fasllion 19
entire: an entire :.1 16.11: the entire L' (t:t: . fashionaie. in fashion 19
499) 11.2. 11.22. 16.10. 28.1! father \:n. (g(n. 1 2
entirely <.-i: 12 favor (request) 6 (ll('/1. 111. ) 26.6:
entrance, entry ~ 1(\'t'ci 11. 24 1 have request to make of you. 1 have favor to
en\-elope 23 ask of you. i . 26.6
envy, to 1---- tm.11_i 19 favorite .1 23
especially 17 fear, to -i-- toicll) 18
~eemed 27: muc:h esteemed - Feruary li.1 (Jll!~. .1i) 24
27 feel. to (t,(tme's 111.'(//tlr) --- i -
Estoaia 23 22.7
Estonian, an ~"U 1- 23 few, 8 ,1 28
Estonian uq;. 23; ln Estonian - faction and poetry .1
23 17
Europe 28 flfteen 15
even 10: (ll'itlr ct,mpurutil'es) 29.4 flfteenth 15
evening (/. ) 11, 21.4; thiseveningce- fiftla i S
o,'la 10: ln the evening 4: fiftleth i 27.2
Good eveniq! ! 1!. 15 fifty i 27.2
evening 10 film (movie) .1 9: lm is showlng; playlng
every ,1 14.4 .1 .21.1 5
everyody 7.10. 7.17. 11.2 finally 21.23
C\'erything '-" 9.19. 11.2. 27.5: everything that . fiDII, to --- - (\:.1. ~.1.
n 13.2 .1: ) 20
examination (in) ') "" .11i 18.11: entrance fincl out, to - + . 7.17
exam ) u 18 fine! 11! 13
examine, to ( patient) -- + nish, to - + () /---( ) 8.2. 11
1--- IUNo 22 flrst 1; (at) tirst 8.19; was the
example: for example 8 nt to ... 27.11
excellent r 13 sh 12.12
except for j 21 flve 5.20
526
 five hundred 27.2 G
Oat (apartment) 1
Oight (schedulecl) 29 garage (gen. ) 7
Ooor (story) (gen. ) 14 garden ( ) 11, 7.10, 9.9
Oower 6 (gen. ; /. 1, ) garden- 34
33 gas (in gaseous state) 9.9
Ou 22 gate(s) (neut. /.; gen. ) 34
, to unidir. -- () 29 gathe~, to --+ /-- _(i;
folk- 30 ) 17; intrans. --+ /
following 20 -~~ (n~; ) 17, 21;
foot (. ; /. , ). 22.11; - + /-- 25
foot 6.1 gay, it's i: ipers. 21
football- cf soceer genuine 17.21
for-cf dative case (in exchangefor) 17, geologist 11
21; ifor the use of. purpose 23; (to 1
German, 28
get) 24.6; for dinner 12; Con- German 5; in German n- 5
gratulate for me. ... get, to (~ive) --+ /--- 13,
. 33 27.6; 30.1; to get (oard) -
foreign 17.21 (; ) 30; to get off (vehicle)
foreigner 1- 20 --/- (, 1
forest ( ; /. ) 9, 11 1) 20; to get to (reac'b) . :
forget, to --+ /-- () 13.5 1
- + -- () 20; .
13.17 ' 1
28; to get up (rise) - + -
Forglve me! ! IV-51, 7; ! () 14.9, 14.10, 14.24
IV-51, 17 gift n (gen. n) 30
former1y 10, 29.4 gir1 (little) V, 19; 7; girl friend
fortieth 27.2 (/ girl) n 24.9; (/ )
fortune: good fortune 27 17 .12, 24.9
fortunately 24 to give -+ / (cf . 501) 13.6, 13.17,
forty 27.2 17.7, 18.1; , , , 30.1; (to give
. found, to ---- . 30; 28 1
as gift) -- - 30; to give up
four 4 1
(yield) -n- + ---
four hundred 1 27.2 30.14; to give course -+ 30
fourteen 14 glad 21
-fourteenth 14 glance at, to --/ - 25.1
fourth 4 glass (drinking) 21
foyer indec/. 21 glasses (-) (gen. ) 30; wearing
free (IIROCCupled) 10; 25; glasses 30
free (of charge) 24.19 go, to:
French 5; in French - unidir. - (, , ; ) Il, 6.1,
5 7.10, 12.5, 12.11, 16.8; ultidir. -- 16.7,
Frenchman / Frenchwoman 1- 17.3, 22.3, 25.1; (to set outp.) - (,
5..
n, ; n) 12.5, 12.7, 16.8;
frequent, to - + .11 0 unidir. - (; n!) Il, 6.1,
frequently () 11, 29.4 17.3
Friday 8 ultidir. -- 17.3, 25.1; (to set out .)
friend r (pl. ) 17.12 (c.f a/so acquaint- - () ! 7, 13, 14.11,
ance); girl friend (/ girl) nop}'ra 24.9; (/ 17.3
) 17.12, 24.9 here goes... / ... 6.1
friendship 17.12 to go away ---/- (, ,
from: from inside 22.1; from off of ; ) 8.6, 12; 0 --+ /--
22.18; away from 21.23, 22.1; from () 22, 26.5
where 22; from here 17; from to go back- cf retum
there 34 to go in ---/ - (,
front: in front of 34 , ) 3.17, 30.7
fruit (gen. ) 12.12 to go out ---/- (i,
fun: it's fun, to have fun; ipers. 1, ; ) 20
21 to go out ( extinguished) . n-()-
further-cf success 24.7
future adj. 11.22 to go up n-- + 14.24

527
 to go up to ---/ - ( eart 34
, , ; ) ! ()! IV, 6; ( phone) ! V,
32 21; ! 5; ! 25
to go to sdtool (&i sdtool) - ( help, to 1
-- + -- (;
, , ; ) J 15 , ) 12.2, 12.20, 25
to go to t hospital (a.s patient) her poss. pron. 2
---/ i- (, r; ) r /. IV, 1; 1; dir. i 10; from
22 r 17; r is/are 11, 2
to go to d ---/ i- (, hero ;34
; ) 25 heroie 19; eroi..-mother
good (, ) 5, 9, 29.4; Good 19. 20.10
IIIOI'IIig! :! IV, 15-258; Good day! ike 16; to go bike -/-
! IV, 15-258; Good lg! 16
! 15-258; Good ightl hiU: t Lein HiUs 28
! 22 Good-ye! li! IV, is poss. pron. IV, 2
7; ! V, 22 historical 24
grade (in sclroo/, 1-JJ) 18.10 bistory 30
graduate ftom, to -+ /-- (, 17
etc.) 11, 18 k 15
graduate studet 1- V oUday 25; boUday! li
graddaughter 23 ! 25
gradfather . 9, 23.10 m (cf ouse): (at) m 1, 2; bome(ward)
gradmother 6.6, 23.10 11, 6
gradso 23 hope, to ---- () 22
grat, 28
state bospital 22; to go to t ospital (as
great (distipislaed) 28 patient) ---/ i- (, ;
greetlgs 28.25; Pass my greetigs to i!; ) d 22; to put 1 the os
li 28 1
pital - (; ) ---
grow, to intrans. - (, ; ) 33 22
grow-up 15.13, 15.27; grow-ups bot (to the touch) i 9, 15.12; (/ weather)
15.13 (i) 15.12, 15.27, 29.4
guest (gen. /. ) 25.18 botel 28
GUM ( our (2-3-4 , ... :f) 7.17
) 30 bouse {/. ) 1, 1
bow 11, 4.16, 15.3; How's your family?
i? 11, How do you kuow?
? 15; How aout? ? 28
balf 25; it's alf past owever 26.
25.5; at balf past buge 31
25.5 bumauities 28
bam radio operator 27 bundred 27.2
band (. ; /. :f, ) 22.11 bungry, to -- (cf . 50/) 25
badsome 7 urry, to -- iJ 7.1
bappen, to . ---- 20 burt, to () -- (i) 22.10
happiness 27 bushand {/. i) 2
(satisfied), that (),
22 1
bard (difficult) () 18, 29.4;
() 18 1 (cf. . 496) 11, 3
, to V, 9.1, 9.19, 10.7, 19.3, 22.10, ice cream 21.1 5
30.3 ice rink (gen. ) 33
[with inanimates-cf 28.12] ice skate ~en. ) 29
Have (im do it). ( ). 13.7 ice skate, to - + 29.6
v to, to need to () + inf 12.3, if (whether) 5JO, 14.12, 15.6; (conditional)
13.1, 19.4 15.26, 25.4; ifl were you
(cf . 496) l, 1 ... 29
head (. ) 22 Ul () 22; to iU - + 29.6; to
ealthy 22.18 m -- + . 31
r, to -- ()/- 10.4, 10.19, immediately 12; i 22
21.8, 26.4, 27.11 immoie 31

528
lmpressioa 24; to make impres- ldss, to --- 27
sion ----/--- klteheD 9.19
(, ; ) w, to + V, 3; yon w [particle]
24.19 7.10, 7.17; 1 do't w the fint thig aout
iD /. 3.6, 3.17, 7.1, 7.2, 22.1, 31.3 30 .
dir. () Il, 3, 7.2, 22.1; i hour (after kopeek 20
an hour has passed) (: 14.1; iD Rllllliaa Kremit, the . 28
- V, 1.5
iDeidet 31-5 L
IDcidetay 6 26
iDeorrect 28 laontory 28
iDdeceDt 29 laDguage l: (gen. :) V, 5
iDdeecl 15-258, 15.27 large () 9.19, 29.4
iDdustry l sing. / 27 last (in series) 30.14; (past)
iDexpeDSiYe (, ) 29.4 16.20; last V, 19; at 18st
iDflueDza 22 21.23
illform tltat, to --& +/-- (cf. 1
late ( ) 21, 29.4; to IJe late
. 501) 26 --+ /--+ 4.2, 4.9,
illformatioa ooth 1oflice 6 26 7.2, 20
iDfreqaelltly (: ((:) 11, 29.4 laugh, to -il-- () 19
illstead: (Let's look) i.tead. (&) lay (put), to - (:; :)/
(). 14.11 -- 12, 22.18, 28.13
istead of 6 25 layout (plaa) 6: 33
istitute V, 3 leam, to:
iDteDd, to --+ + inf 25 (subjeet, matter) --+ V, 5.20,
iDterest (: 26; with (great) iterest ( 11.11, 23.8; -- 12, 23.8;
) (: 26 (memorize) -- + 1--- 30;
iDterest, to --- 6 28.15 (leam to) ---/ - + inf 23.8;
iuterested: to IJe Yery iterested iD --+ (flod oat) -+ . 7.17
29.5, 29.17 leave (vaeatio) 18.20
iDterestig (: 8 leave (go away), to:
iDte1'118tioal 6 23.17 1
. --- - (, , ;
iDYite, to --+ /--- 14, 21; ) 8.6, 12;
r, 30.1 0 --+ f-:- () 22, 26.5;
it /// 1, 1, 1.1, 9.3; 1.1, 9.3, (transitive) --il + 1-&--
19.6; "empty it" 9.3, 15.3 25.18
1ecture : 1.1
lecture U 28
J left: to the left 29
leg (. ; pl. , ) 22.11
Jauary il) 24
(gen. less 29.4
joiD (couect), to --il + 34 lesso (grades 1-JJ) 1, 7.10; (higher
joly (l:) 21, 30 educ.) 7.10; lessos (classes) (neut.pl.)
joDJDa!_ 1 7
joUI'DaiiSt 27 let, to (permit) --- + inf..p. 14;
joytidly 31 Let (him do it). ( l:). 13.7;
juice 21 Let's (talk). & ( 1).
July 24 1, 14.11; Let's t (talk).
June 24 (). 14.11
jast (oaly) 5; jast DOW 15 letter 1. (alphallet) 11; 2. (epistle)
(pl. ) 1
Unry 3.17; to take oat ooks from

the Ubrary - 1-
key (gen. ) 6 28 (cf ) 13.9
hokhloma- 30 Ue dow, to ---/- (r, ;
kiDd (sort) 29; what kid f:: 11, 4.16, 7, !; ) 22.8, 22.18, 25.10
15.3; ...? 28 lie (UDtrut) 14
kiDd (good): so kiDd, , ... 25 lie, to ( in lying position) -- (li) 22.8,
kioderprte l:: ( l: ) 7 22.18
kiosk :: 10 Ufe 27

529
34-1022
Uft 14 24
Ught(s) pl. 24; it's light (right) 34 may: one may 21.23, 22.2; one may
Uke, to ---/- 19.2 (cf a/so to not 22.2
love); l'd Uke to. ... 21 m 9.19; n.r 25
Uke: not Uke :, u: 15 mean, to (signify): 1t means.... , ... ? 8;
Usten, to -+ (. - blt) 11m0 2, 17, 26.4 What do you mean, ("cold'')? , ()!
Uterature 17; artistic 1imagiaadve 15; What do you ?! 1! 24
Uterature (fiction and poetry) meat 12
17 medical cerdficate 22; to fiD
Uttle (small) () 9.19; out medlcal cerdficate --
22 + 1--- ()
Uttle: Uttle V, 5, 13.9; (too) Uttle 22
() 9, 13.9, 13.17, 29.4; t Uttle tings medical 28
(gen. ) 16 medicine 22
Uv, to - (; ) 3 meet, to {get acqualnfed) II 1
lobby indecl. 21 V, 1, 23; (to encounter) - +
loeaW, to ---- 17.12; -- 1'I":--
; - + 1'I":--
() 11.11, 11.22; -- (li) 22.8, 25, 29; (to gather) -- +
22.24 1
--- (n, li;
loag (for along time) r 11.7, 11.22; t (for) ) 21; to meet t New Year
~ 11; lfow long does lt tUe f ? - + 25
( ...)? 11.6; along time memento: u memento of 30
ago, since long time ago 8.5, 11.7 1
memorize, to -- + --- 30
longer: longer 3.9; 18 mention: Don't mention it. (answering thanks) -
look, t-- ()/- 6.3, 7, 8, 10.4, . 3-101; (answering apo/ogy) .
12; to look at (11n attention to) ~ 1 17
- 25.10; to look out t window menu indec/. 26
-- 1- 6; to look up (some- merry (:) 21, 30
thing) --/- ( ) metro indecl. 6
17; to look Uke () 19.10, mllk 25
19.17; (to appear) --- (JIJi) mionth 27
29 mind: Never mind. . 21
lose, to - + / 20 111lnas 15
Jost, to get Tepm + CJI/ 20 minute () 6, 11; Walt minute.
lot: lot 13.9, 28.9 f. 26
love, to -- 16.20, 17.10, 19.2 model 27
lover (of something) i. 33 Monday : 8.19
luck 27 111011 (gen. ) 20
lucky, to : .".was lucky impers. 24 money order 23

month J 14, 18.8

ODUIDent (to) nii 34
magazine 1 mood 30; I'm in good mood.
mail: .... 23 . 30
make, to n- +/- 11, 15; make an impres- more 10, 29.4; otblng more
sion- cf impression 1Oj once more 21.1 S; one more
mama 1, 2 17; more 18
man (/) m. 10.9; (person) ~ (4 ) 1s, 21.4; 11101'11-
10.9; youag man 10.9 ing 4.16, 21.4
many (people) 15, 28.9 Moscow 11, 3
March 24 w- 10
married, to get (of ) --- Moscow-River - 28
imp.f . 33; (of woman) --- 1- most: the most... (cf superlative formation, 19.5)
(; ) 33 most of aD 18
mateh 13 mother (/. , cf . 495) 2.12, 5.5.
mathematidan 11 mountain (. ; /. , )
. mathe111alics 30 28
matter (afl'alr) n (/. n) 18.20; lt doesn't move, to intrans. -+ 31
matter. . 21; What's t matter with movie (film) 9; the movies indec/. IV,
(you)? ()? 22.12; What's t matter? 1; movie theater 11
n? 27 muc 13.9, 28.9; very much (intensity)

530
 13.9, 14.2; (with comparatives) nint i 9
1
29.4 114) 111, 2
1
Muscovite, 8 noisy 30
musen 17 nor: oeithernor ... ... () 17
musie 2 normal 22
musical 24 nort () 13
musieian 24 not IV, 2
must () +
inf 12.3, 13.1, 19.4; note, to (tum attentio _to) --
(cf necessary) . 32
my (cf . 499) 11, 4 notllig r () 10
notiee, to -- + 1--- 28
N Novemer il (gen. ) 24
now 2, 10.9; (imp/ying contrast with past)
ume: fint n (cf . 494) V, 19; last n~ 10.9
V, 19; What's (your) 111? () nowhere /. r (~) 7; dir. () 7
? IV, 8, 10.9; What's the of (yoar umer (identifying) (/. ) 1;
street)? ( )? 10.9, (mathematical) (/. ) 24
10.19, 19.8 nursery 20
Danle, to --- (; , ,
) 19.8
narrate, to --- + 1----
() 5.20, 11 obUgatorily 15
national 27.19 oeeasion (time) (gen.pl. ) 16
nationa6ty V, 23; Wbat's (is) oeeupation (profession) 26;
natioaality? () ? 23 What's your oeeupation?
nath'e la111uage 23 ? 26
near 28; (elose to) 1; oeeupied 26, 29.4
(alongside) R 20, 23 Oetoer (gen. ) 10, 24
neeessary (, )', ); of-cfgen. case, 20.3; of eourse 9.19
26, 28; it's neeessary to (d to) offer, to -r- +/--- -
)'/ + inf 13.1, 13.8, 15.3, 18.7 27.19
neektie 4 often () 11, 29.4
need, to- cf neeessary . 8; t's (to apo/ogy).
neigbor (/. , ) 1 3 7; r. 17; ("How'11 your family?")
neither r ... ... () 17 "." r. 11; Everyting's .
nested wooden doll 30 . 23.L7
never () 7 old () 7, 10.9, 29.4; to grow o1dj
nevertheless - 18.11; (all t same) older - + 33
18.11 older 1oldest 26, 29.4
new () III, 7, 29.4; What's new? old-fashioned 12
r? 26; New Year r 25; to see in on /. III, 3.6, 7.2, 22.1, 31.3; dir.
t New Year -+ r 25; for 7.2, 22.1
New Year's 29 onee il 16; 29; onee more
News () <<)) neut. pl. 10.9, 10.19 21.15; at onee 12; 22
news-, ewspaper- 1 one (gen. ) (cfp. 499) 1, 6.6, 11.2,
newspaper r IV, 1 14.13, 20.6, 28.7; ODe of 28.15; ODe
newsreel 21.14 anoter 23.7
newsstad 1 oneself ref/.pron. ceil (cfp. 497) 22.7, 22.18, 25.6
next (foUowing) 20; (t) l 5; (in all) 16-276
11.22 , to -- + () 1--() (-
niee (of /) 7 ) 21.5; 28, 30.1
night 21.4; at nigt 21.4; 1ast night opera 34
(eveing) 10; last ight (12-4/ 5 operate on, to - + 1- 22
a.m.) 21.4 operatio 22
nie 9 opinion: i my opinio - 12
nine bundred 27.2 or V, 2
ninetee li 19 or else 20
nineteet 19 ordJard ( ) 11, 9.9
ninetiet 6 27.2 oreestra 25
ninety 6 27.2 order: Everyting's i order. R. 23.17
531
34
onler, to (soething) -i- + --- physician (gen. ) 12, 22.11; (/.
() 21 ) 22.11
ordinary 27 physicist IV, 3
original adj. 30 physics 11
originator 21.15 physics- 18
orpanage 23 pin (souvenir) (gen. ) 30
other (aother, differeot) 8, 17.12, 23.10; pity: it's pity 10.19
eadl other 23.7 place (/. ) v, 16.20, 26; is takiog
ougt to-cf inf + dat. 17.5 place (, ) 12
our (cfp 499) 4 place, to - (; )/---
out of doors f outside dir. 15; /. - 12, 28.13; 30.1
15 plao (project) 21; (layout) 33;
over there 16 (dty ) 34
owe: How much do we owe? ? 19 plan, to -- + + inf 25
w: ooe's w (cfp. 499) 13.3, 16.3, 17.9 plane (airplane) 5
plant (factory) () 7
plant, to - + 1--- 33
play, to - + f -- + 6, 8, 14.13; to play
Palekh- 30 (dless) -+ ( ) 14.13; to out
(saucepao) 12.20 playing -+ 2.12; film is playiog
pats (gen. ) 13.17 21
1, 2 playgrouod 33
paper 11; (newspaper) IV, 1 pleasaot 4, 15
Pardoo me! ! IV, 17; ! IV, 17 please V, 3; .. 25;
parents (gen. ) 2 Pleased to meet you. . 4
Parls 5 pleasure 9; with (great) pleasure
park 1 () 9, 24
partkularly 17 plus 15
pass-cf vacatioo pass poet 34
pass, to (time) trans. --- 1-- poetry (gen. ) IV, 2
(, ; ) 10, 16; to pass po1ycUDic 22
exam -- (cf , . 50/) . 18.11 poor (not goodfwell) (; ) 5, 7,
passeoger /- 5 29.4
passport n (/. ) 23 post card 23.17
past () 10; (last) 16.20 post office () 23.17
pastry adj. in for 25 pot (saucepan) 12.20
patrooymic (gen.p/. ) v, 19 prepare, to -- 1- 12.8;
n 21 30.1
, to --/- 71 prepared 30
phooe - 29 present (gift) 30
21 previously 10, 29.4
pedagogical 18 probaly 7.17
'( writing instrument) 23.17 proiem (math., chess) 30
pencil (gen. ) 23 problem: h problem is that , ...
pensio 3; peosion 3 21
people (, , , ) proceed, to (for oardiog) - (,
6.6, 10.9; maoy 1few people 1 , ; ) . ( noclixy) 29
28.3 profession- cj. occupation
per () (n) 17.4 professiooal 24
perform, to (appear) -- + 8.19; (usic) professor (pl. n) V-66, 3
--+ 24 program (roadcast) n 8; (sdledu1e) n-
performace (theatrical) . 31 9
perhaps 9.19; 8 25 project 21
penit, to --- + inj.p. 14 prospect (aveoue) 11
person 10.9 proud, to --- 21, 28
philological 18 pupil f
V-66
phone- cf telephone put, to (lying) - (; ) 1
phonograph record 17 -- 12, 22.18, 22.13; (standing)
photograph () 11 --/n- 28.13, 28.35; to put io the hospi-
physical 18 tal - 1--- 22; to
532
 put to d - 1--- 25; to request to make of you.
put up (stay) ---- 28.25 . 26.6
request, to: 1. (somehody to...) n--f-
+ if.f 17.6, 28.10; 2. (something
Q fro soebody) -- f no- 6
17.6, 28.10
question 6 13.17; to ask quesdons resemble, to () 19.10;19.17
- + {-- (cj. , . 501; ,
resolute 26
, ) 6 26.6
resort 4.9
quiddy (). 20, 29.4 Respectfully yours... ... 27
quite (rather) 15; (completely) rest 4; rest home (resort) 4.9
12 rest, to -+ 1--- 4.2, 13
restaurant 12
R redred 3, 7.3
retum, to intrans. --+ /
radio indecl. 2; f t radio --- 14, 16.20
15; radio receiver 27.11, 27.19; review R 1
radlo amateur 27 review, to -- + f --- 30.14
rain . (gen. ) 15; it's ralning revolution 30
15 ride, to-cf. to go (for pleasure) -+ 29.6
rapidly () 20, 29.4 right (in opinions) , , 8.7; (cor-
rare () 17, 29.4 rect) 28; to the right 29;
rarely (i:) 11, 29.4 right away 12;
rather: Let's ratller... ... 14.11; rise, to (get up) - +/- ()
(quite) 15 14.9, 14.10, 14.25; (to go up) --+
razor (gen.pl. :r) 13 14.24
reach, to (get to /) -- () river (/. , ) 9
. 20; . 28 role 31
read, to - + f - 1, 2, 11 room 9; (in hotel) (pl. ) 28
ready j. 30 rouble . (gen. ) 19
ready: to get ready -- 1- 12.8; row ( ) 21
30.1 run, to ultidir. - + 29; (We have) run out of
real 17 (coffee). ( ) (). 13.9
really 15-258, 15.27; reaDy?! Russian V, 5; in Russian - V, 5;
15.12 Russian / 5; Russian-Englis
reason: h reason is that... , ... 21 - 17
recaU, to --- + f ---- 24.9
recendy 12
receive, to --+ /n--- 13, 27.6;
30.1; (receive signals)
s
- + 1-- (; , sad. 31
, ) 27.6 salad 25
f
recite, to -- + --- 30.14 same: in t same hoase 24; aU t
record (phonograph) 17 same 9, 18.11
red 20.24 samovar 30
regards 28; Give my regards to... - sandwich 21.23
j 28 satellite 27
region 28 satisfied () 22
rehearsa1 3 1 Saturday 8.19
rejoice,' to ---- 1- 27 saucepan 12.20
relate, to (narrate) ---+ 1 say, to --/--- (&) V,
---- () 5.20, 11 5.20, 12, 23.10
remain, to -- + f --- ( scene 31
) 21.23 scholar 11.22
remarkable 28 scholarship (sdpend) cf. grant 28
rememher, to --- 13.17, 21.8, 24.9; (re- school (grades 1-11) V, 3; (studies, dalles)
call) - + / 24.9 il (neut. pl.; gen. irr) 7; school year
repeat, to -- +/--- 30.14 18
representadve, 26 science 27.19
request 6 (gen. /. ) 26.6; 1 have scieatist 11.22
533
sea (pl. , ) 11.22; at the seashore down - (; ) . 28; sit down!
11 ! 24
seat (place) (pl. ) V, 16 situated, to ---- 17.12
second adj. 2.12 six 6
secondary teehnical school 18.1 six hundred 27.2
second-lulnd llookstore - sixteea 16
17 sixteenth 16
secret 31 sixth 6
see, to -- (iwcr)/y- 9.19, 10.4, 20.11, sixtieth 27.2
21.8, 26.4; to go to see use just going verb + sixty 27.2
16.6; to see in the New Year -+ skate (ice) 29; to skate - +
25 29; ice skating rink () 33
seem, to --- (li) /- 24.5; it ski 16, 29.6; to ski -+ j--
seems 14 29;6
seldom ((:) 11, 29.4 sleep, to -- (; , , ) 25.18
-self reflexive (cf . 497) 22.7, 22.18, 25.6; sleepy, to -- 25
ephatic , , 25.6 slowly () 20, 29.4
1
sell, to -- + - (cf , . 501; small n () 9.19; 29.4
, , ) 17.7; small change f sing. / 20
30.1 smile, to -- + f ---- 7, 12
send, to-- + /--- 23; smoke, to (tobacco) -- IV, 22
-+ /--- () 27.7; snack r 21.14
30.1 snow ( ) 15; it's snowing
Septemer (g. ) 24 15
serious 7; not serious 7 so (thus) 8.1 ~. 15.3; 1 think so. , .
set out for, to: . 5; 1 don't think so. , ./
- (, , ; ) . 5, 11; ls that so? ? 25
12.5, 12.7, 16.8; soccer 12
0 -- () 13, 14.11, 17.3 sofa 24
setting-up exercises sig. / 29 .6, 29.17 soldier (g. pl. ) 34
seven 7 some: 1. ( certain) ; 2. cf. some (people)
seven hundred 27.2 25.3; someothers... ...
seventeen 17 ... 30
seventeenth 17 someody else's 30.4
seventh 7 sometimes r 15
seventieth 27.2 son (pl. ) 2.12
seventy 27.2 song (g. pl. ) 16
several 28 SOOD () 18, 29.4; 85 SOOD as
she (cf . 496) 1, 1 26
shelf 28 sorry, (l'm) 10.19
ship . 27 sort (type) 29; What sort of 11, 4.16,
shirt 4 7, 15.3; ... ? 28
shoe 13 so-so 11; 29
shop for, to --+ 10 sotd, li
should-i'!f.+ dat. 17.5 soup 11, 12
show, t.-- +/--- () south (} 13
9.19, 11; film is showing south-west adj. -i 28
1
21 souvenir 27; as souvenir of
showing (of fil) 21.14
.sick () 22; to sick - + 29.6; Soviet adj. 1
to m sick --+ . 31 26
sign, to (one's to idicate receipt) space 27
- + / ---- ( Spaniard - /- 23
) 23 Spanish 5; in Spanish -il. 5
signal r 27 speak, to -- V, 5; (to appear, perform)
simply 31 --+ 8
sing, to + () 11, 16.10 spend, to (time} ---/-- (
singer / - 21 , ; ) 10, 16
sister (pl. , , ) V, 2.12 spite: in spite of that - 18.11
sit, to ( sitting) -- () 24.19; to sit sport(s) sig. / 10, 16.10; sport

534
 29; to engage iD sports U + Suday 8
29 suntan, to get --- (ri) . 14
spring(time): in the spring(time) 15 supper 12; for"supper 12; to eat/
sputnik 27 ha-.e 111pper - + 1- 4
square (dty-) /. (gen. pl. ) 20 Supreme So-.iet 26
stadium () 33 sure: for sure 15
stage (theater) 31- sum8Die V, 19
st8Dip (postage) 27 surprised, to --+ /----
stiUICI (news-) 6 10 16, 29 .
staod, to ( stiUICiing) -- () 11.11, surprising 24
11.22; to stand up - + 1~ swim, to (atlle) -+ 14, 29.6; verb ofmo-
() 14.9, 14.10, 14.24; to stand (put) tion, multidir. - + 29.6
--/n- 28.13, 28.25; swimming pool 28
30.1
st8r (pl. ) 34

start, to -- + () f --() (
(); , ) 8.2, 11, 12.10, table (gen. ) 9.
21; () 30.1 take, to (pick up) - (, , piln;
state- (go-.enmental) 18 1
) - (, , ; )
StatiOD (subway) JI () 20; (traio terminal) 13.5, 16.20; () 30.1; to take out ooks
() 26 - j- milr 13.9;
stay, to -- +/--- () How loog does it take to?
21.23; to put up ----. 28.25 ( ... )? 11.6; to take an ex8DI --+
stewanless 5 18.11; to take medicine
stiU 3.9 - + f -i- (; )
stipead cf. gnt 28 22.18, 27,6; to take course
stomach (adomen) (gen. ) 22 - + 30; to take place (r,
stop (bus-, etc.) 6 ) 28
stop, to ----- . 3 1.4 talent, 3!
store 7 talk, to -- V, 5.20, 23.10; (cen-
story (Roor) (gen. ) 14 Yerse) -- + 21
straight (ahead) i 29 tasty () 12, 29.4; not tuty
street 6 12
streetcar 6 Tatar ; in Tatar - 23
stroU, to - + 2 Tatar, (pl. )/ 23.1,
student f - III, 10; to student 23.9
--- 11.11, 11.22, 23.8 taxi neut. indecl. 6
stutly, to: tea 12.20; some tea 12, 22.6
1. (subject atter) -- + V, 5.20, teach, to --- + , 30; to teach course
11.11, 23.8; -- 12, 23.8; -+ 30
1. ( studellt) --- , 11.11, teacer (grades 1-11) (pl. )/
11.22, 23.8; 3.9; (higher education)
3. (prepare lessons) --+ 13.17, / - V, 2
18.20, 23.8 telegram ;~ 23
style 19; ln style 19 1
telephone 3; on the telephone
suscrie to, to (newspapers, etc.) 3; 1 use yonr te1ephone?
- + f --- () ? 22; telephone
10.19 29; to call to the phone -- (
subway (metro) indecl. 6 1
-; , , 8) -
succes 27.19; We wlsh you
furter succes. 1
20; -- - 26
. 27 1
telephone, to -- - , 21,
such ! u 15.3 22.11 .
suddenly 20 tele-.ision (set) 8; to watch tele-.ision
sugar 25 -- () 8; tele-
suggest, to -- + f ---. Yision 8
21.19 f
teU, to 1. -- --- ()
suit (/ clothes) 13 5.20, 12; Tell me, please ,
saitcase 13 , ... V, 5; , ...? 12; 2.
summer(time) 15; in the summer 14 (narrate) 1
--- + ----
suathe, to --+ 14.15, 14.24 (J:) 5.20, 11; 3. (to con-.ey message)

535
 --+ /-- (cf. , . 501) At wat tlme? )' ...? 8; (for)
26 . 1 dme- cf. long; aU the dme
telllperature 22.10 11.11;
tea 8, 10.19 at this 1that dme 20; ln ou tillle
teat 1 24; time 21; to bave
teaderly . 34 8 good tlme 6 /
teDDis 29.6 -- 20
teat i: 16 dme 2 (occasion) 16; every dme
test-cf. examiaadon 1
25; (for) the flrst tlme
textook 30 19 .2, 20, 31; the next tlme
th88 29.4 pu25
thank, to r---/- 26; dre, to (get dred) -- + 1-iL-
1k youl . IV, 3; r . () 14.9, 14.10, 14.24
26; No, thank you. . 14; 1k you to: ("t) () 11, 3, 7.2, 22.1; (onto)
very IIIUdl. . 13 7.2, 22.1; (to.,...., to 808lelly's) l.,
that (that ) 1. (cf. . 499) 11.1; 1. (cf. 22.1; (Up to) 20.27
. 499) 30.4; 3. C(Jnj. 4.3; 4. re/. today 7.17
10.3,13.2,15.5;thatis/toseareol,1.1,9.3, topther
27.5; 'tat's why j ... 29 to11et 9
theater 11 tomorrow 12.20
theater-, theatrieal 18 tonight 1
theJr 2 too (also, iD addiilon) 11-30,1.3, 17.8; (also) -
2, 17.8; (excellllively) l
t (afterwuds) 5, 12.20; (at that dme, in
toothbrus U : 13
that ease) 12-216
there /. 1, 11, 1; dir. 13; there is/are tourist 30
towanl 16., 22.1
(pointing out) 11-30, 2; 1here i 1are (there town (pl. ) 9.19
exists/exist)ec V, 9.1, 9.19, 10.7, 19.3, 22.10,
toy 27
30.3; 'i'ere is 1are not 20.4 tram
therefore 8 train (pl. ) 2
they (cf. . 497) 11, 1 transfer, to (to another vehiche) -Q-
~ (gen. pl. ) V, 13; t Uttle things + f-- (6; )
() 16; How are things? 20.12
? 18 tnsmit, to -- + 1-- (cf.
tldnk. to - + 1- 5, 24.9; W.t tlo 08 . 501) 24, 2
think? ? 5; 1 think so. , triOes (gen. ) l
. 5; 1 don't think so. , . 5; trolleyus 6
. 11; Just think of it! trousers (gen. ) 13.17
! 26
truth 10.9
third adj. 6 (cf. . 499) uesday 8.19
thirsty, to -6- 25 tum out: it tums out that u 21.23
thirteen 13 V -cf. teletision
thirteenth 13 twelfth 12
tblrt1et 24
twelve 12
thirty 14
twendeth iL 20
this (cf. . 499) 11.11; this/that is, these/ twenty 15
those are 1, 1.1, 9.3, 27.5; hls is.
( phone) ... 6; Dis is
two m., neut., f. 2.12, 11.11
wbat ( tells). ( ). two bundred 27.2
19.7
thousand 27.2
tree 3, 20.6
tree lntlred 27.2 u
11aul'lllay (gen. ) 8.19
thus 8.19 Ukrainiaa 23; la Ukrainian -
dcket (to) () 10, 20.10 23
tieket om:e 21.26 Ukrainian, ir-f- 23
ticket-taker 27 uaattraetive ir 7
tie (neck.tie) 4 w:a1m11 4
dme 1 (pl. , cf.p. 494) 1, 10, 19.10, uacle JI IV, 2, 23.10
20.2; Wllat t1me is it? ? 1 uader 34
? 7, 11; lllldertlroand (metro) indecl. 6
536
88dentallll, to --811 + 1 -il- (nollY: Wll'lll (n.10, n) 14.24. 15. 29.4
II, OHimi. nOIIH) 5. 31 wntdt (dock) (gen. 6) 25
..ror...tely 16.20 wnldJ. to "I'))+ ()/n- 1110 . 12;
............. :ll 8 Wntdl out! i()! 20.9
llllhenlty 11811'1 v.
7 . wnter & (U('(', ) 9.19
........,.. u:n:l 11 wny: .-ot the way .... . 25
..._ icllll . 15.6 wny ..., dlere 16
a80CC8pled c:oO.IUIWA; . 10, 2S .. : . 497) 11. 3
IIIIPitnnnllt niw 15 ~ 15: ln ....... wendler )w
uadl1. ,. w 20.27; Uadl....._ i- 16.10
"'lpL 24; 2. COII}. noa ... 28 W.._...y (cu't'. ) 8
........ enpUn 14 week .11 '14.24
., ta w 20.27 welc:ar. Voa're .._.. (do8't _ . . . it).
llllt (...,.W) r6 29.17 &. 3.17. 10
U.S.. IS well (healthy) 3) 22.18: odv. (,,..
... llootare yncil"'eCDil nn:~il 17 we) s. 29.4
_. to. to l8t np-IIWIC-8A + 1n-..-.-()- Well.. .... 9
wj 2s- well-kown 27.19
...ral n 27 west ;i () 26
- W1108w 27 wllato(if.p.496) I,4.10.4.16.10.1;J81wllat
...lW.8 ......, ? (/ t:CuptlliDIIS) (cf.
who): WUt do J811 thlllk? ? 5:
Wllnt's yoar 1118? ? 111. 8-161.
10.9: WUt's J88r lalt 8118? JNiwa
v JII? 19; Wllnt!! ....? 16: WUt niJout...?
e1il 28: Whnt ...! ...! 7. IS.3:
Y8C8IIt : Ll'= 10. 25 Whnt klnd of... ...? 11. 4.6. 7. 15.3:
......... 4; (leate) n 18.20: (ldlool i ...? 28
vaeatlen) r~ (gen. .1) 30: vaca- when or;ui 4.16. 9.2. 12.4
tloll ceater 4.9: vncntloa p8ll where 1. lt. 111. 1. 4.16: 2. dir. y.rui 11. 6: 3.
13.9 from where IS.I3
vacalioa., to -- + 4.2 wllerens 1. 11-30. IV-48. 1.3. S.. 9.6
vnna. 23.10 whether .1 (purtit'le) 5.10. 14.12. IS.6
, ... 30 whlda: whnt kiad of -(:t: whnt klnd: re/. udj.
vegetablen (gen. i 12.12 10.3. 13.2. 15.5: interr. whlda one
,.,.. (gen. ) IV. 2 7.17
very. Yei'Y ...ch 4. 7.10. 13.9. 14.2 _ . 1. (...._) 9.2. 12.4: 2. (('nntriiSI) 1.
'illqe 9.9 11. IV. 1.3. 5.3. 9.6
vfslt, to (to frequeat) - + - i, _,. "~6 whlte .:t 14
11.11 who (((. . 496) 11. 2.3. 10.1. 10.3: J81t who ls
villdaa, to 10 """"'' 25: to vlsit dlll? / n/ ? 2-90: Who
1nt il ,. A.'cl/6 25 elle...? ...? 6: rel. odj. w 10.3.
vllitor irr.1 27 13.2. 15.5 .
vocnllonal nehool ni1.1- whole: the whole ~ (c:.f. . 499) 11.2. 11.22.
() 18.10. 18.11 16.10. 28.8: whole 16.10
volleyllall .r1 29 "'-? ...: (cf. . 499) V, 4.1. 4.16. 11.1, 7.2
why (for what rennoa) 4.16. 10.9: (
w il)? 18: (purpo.,e. gil) 18 10.9.
10.19: nat's why... ... 29
wait, to -- (; .'Ui..1. ita.1il. 8- wife (/. ) 2
1) 1- n~i i 6. 24. Wnlt mlnute! wlndow (pl. ) 5.20: to look out of the
!.' )! 6 wlndow -- ) 1- 6
walk, to unidir. - (wi!.:t. ) d 11. 6.1. wladowlill: on the wlndowsill 111
7.10. 12.5. 12.11. 16.7: multidir. -- 16.7. wie 25
17.3. 22.3. 25.1: to out wnlldat ry- wintel(time): iD the wlnter 'J 15.26
.'1-iiA +/- i 2.12. 6.1 wilh., to .'I + IUI.II_ir t'iO 27.11
wnlklna toar 16 wlth (getlrer ll'itlr) .11 21. 23.5: ( meons
wnat, to -- /- (t'j: . 501: . = heginning of instr. ('ase 23.5
tlesire: imp. fut.) IV. 8. 14.2. 28.10 withoat 'J ~ 14. 20.6: ........ r.u .,...
wnr 21 15: widlaat -lnt-c:.t: /.1

537
woman 10 wro111 way 13, 30.4; the wrog dlrectioo
woader: 1 woader.... , ...? 12 & 30.4; the wroag (cf. . 499)
wooderful (reJDarkable) 28; Wo- 30.4; the WIOIII klod of 30.4
derfull 8! 13
woodea, of wood 32
woods ( ; pl. ) 9, 11
wonl (pl. &) 17 year ( ... ; gen. pl. ) 11.5, 18.8; year
work 3 (leel) of study (higher educ.); () 18.10
work, to -+ 3, 24.5; to go to work yes III, 2
(egiD j); - (, , ; yesterday 10.19
) 18 yet , 3.9; oot yet 1 3.9
world 20 yoofam. (cf.p. 496) V, 3.3;/. (c.f . 497)
worried, to ----. 18 III, IV, 3.3 .
wone , 29.4 you111 () 10.9, 29.4; yoq
worst 29.4 man 1mea 1
would: 1. for repeated action-imp. past tense; :10.9
:Z. in indirect speech-fut. tense 14.7; 3. would yoqer 1yougest 26, 29.4
h"ke to ( + inf.) 21 your fam. (cf. . 499) 11, 3, 4; pol. (cf.
write, to -- () 1- 15.8 . 499) v. 4
writer 30; 21.15
wrog (in opinions) (, ) 8.7;
Wat's wrong with r! 8? 22-357; the
z
zero (gen. il) . 15
INDEX

See pages 504-505 for abbreviations and symbols used. For infonnation on the use ofindividual
words, refer to the vocabularies, where reference is made to lesson numer and section or page.

abbreviations 18.11 . adj. used as noun 5.2

asence, expression of 20.5, 21.1 compound adj. 18.9
accent (stress) I.D, III.D, IV.C superlative degree 19.5
words with two accents 25.7 comparative degree 29.4
accent mark I.D, 5.5 with numerals 29.2
accent pattems: cf. noun, adj., verb, imper., adj. of nationality 5.2
comp. adverbs 4.5, 15.2
accusative case 2.4 fonnation 15.2
nouns anim. sing. 10.2, pl. 29.1 word order 4.5, 5.8
pers. pron. 8.4 impers. constr. 15.4, 18.7
adj. sing. 14.3, pl. 29.1 adv. of intensity 14.2
poss. modifiers inanim. sing. 11.3, pl. 4.1, anim. pred. adv. 18.7
sing. 11.3, 1. 29.1 comp. degree 29.4
spec. modifiers inanim. sing. 11.3, 1. 29.1 age, expression of 16.4
usage: agent 30.1
dir. object 2.4 agreement: cf. adjectives, pronouns, modifiers,
direction 7.1, 22.1, douleacc. ofdir. 7.1, 18.6 verbs
time when 8.1, 30.5 a1temative questions V. D
day when 8.3 animate nouns 1.2, 3.1
duration of time 11.6 . sing. 10.2, pl. 29.1
repeated occasions with l 14.4 answering questions 6.4, 7.5
frequency of occurrence :1 17.4 answers
intended/resultant time 21.11, 22.5 word order 6.4
in expr. of cost 20.7 lon$ and short answers II.L
with prep. l!:1 14.1 appos1tives 20.9
address, fam./pol. IV,50, 3.3 declension of titles 10.5, 20.9
addresses 27.1 artic1es: cf. definite, indefinite
adjectives aspect of verb 11.8, 12.6, 14.15
declension: simultaneous, consecutive actions 12.4
nom. sing., pl. 7.3 limited action 12.6
. sing. 14.3, 1. 29.1 eginning of action 12.6, 14.2
gen. sing. 21.2, 1. 28.6 with j 1i 13.1, 13.8; with 11j 1
prep. sing. 17.1, f.l. 26.2 13.8, 15.9
dat. sing. 19.1, . 29.3 annulled action 13.8
instr. sing. 24.4, pl. 27.1 . verbs which require dlr. obj. 14.14
soft adj. 10.6 with negation 15.9
phd 17.2 derivation 12.6, 14.9
vera1 adj. 30.1 with , :~i 22.2
agreement 7.3 invitations 18.2
with ... 8.7 cf. also unidirectional, multidirectional
with more than one noun 9.5 assimi1ation of cons. 11.8, . , 4.6
with i!, i 27.5 assimilation for softness .
accent pattern 7.3 attributive adj. 8.7
short form 8. 7 basic endings 1.2, 3.4
rel. adj. 10.3, 13.2 asic fonn 3.4, 10.4, 12.9
adj. clause 10.3 borrowed words 5.5
adj. derived from noun 10.8, 28.14 capitalization 11, III, 2.6, 3.9, 8.3, 8.9, 17.10, 28.14
539
 titles, etc. 8.9, 10-182 direct object 2.4
case system 2.4; cf individua1 cases direction (vs. 1ocation) 6.2, 7.1, 22.1
clause 1.3 doue . of dir. 7.1, 18.6
d~ndent 4.3 direction from 22.1
adjective 10.3 doue 1etters 14.24
cognates 1. doue negation 7.8
comma IV, 1.4, 4.3, 9.7 duratior,. of time 11.6, 22.5
in series 4.8 elliptical sentences 27.8
communication, vers of 12.2 emotive-expressive suffixes 9.19
comparative degree 29.4 emphatic partic1es: cf vocabu1ary , , , -
comp1ement: cf predicate nominative, instr. as se- emphatic partic1e 7.8
cond comp1ement emphatic pron. 25.6
comp1ex sentences 4.3, 9.2, 9.7 "empty" it 9.3, 15.4
compound adjectives 18.9 endin~s 7.17
compound (hyphenated) nouns 20.9 bastc endings 1.2, 3.4
compound numbers 14.13, 20.6 zero ending 1.2
compound subjects: epenthetic - 9.1, 13.4, 16.1, 17.11, 20.1
verb agreement 3.5 equational sentences 2.4
instr. case ii 25.2 dash 3.10
conditiona1: predicate instrumental 26.1
c1auses 15.6, 25.4 familiar address IV.G, 3.3
mood 25.4 familiar form of names 6.5
conjunction 25.4 feminine gender 1.2
constructions 25.4 in - 2.4, 3.2, 5.7, 10.2
conjugation 2.3 fill vowels 4.1, 5.5, 28.2
first 2.3, 3.4 first conjugation: cf. conjugation
second 5.1 first person 2.3
cf present, past, future tenses ful1 stem 18.1
conjunctions 1.4 future tense:
cf vocabu1ary: , , , , perfective 12.7
consecutive actions 12.4 imperfective 14.6
consonants in time/conditional clauses 12.7, 15.6
cf Lessons 1-V immediate future 15.11
mutation in verbs 8.6, 12.8, 12.9, 13.4, 21.8 f 14.5
in comparative degree 29.4 gender
in past passive verbal adjectives 30.1 masc., fem., neut. 1.2
cost, expr. of 20,6, 20.7 - masculine 2.4
dash: in dialog II.M, 3.10; in equational sentences fem. in - 2.4, 3.2, 5.7, 10.2
3.10 masc. in - 3.2, 4.7
dates 24.3, 27.3 1ogical - grammatica1 gender 1.2
expressed in figures 24.3, 27.3 cf also masc., fem., neut.
dative case genitive case
nouns sing. 15.1, pl. 29.3 nouns sing. 20.2, 1. 28.1-28.4
adj. sing. 19.1, pl. 29.3 pers. pron. 9.1, 20.1
pers.pron.12.1,poss.modifierssing.19.1,p1.29.3 adj. sing. 21.2, 1. 28.6
spec. modifiers sing. 19.1, pl. 29.3 spec. modifiers sing. 21.1, 1. 28.6
usage: usage:
indir. obj. 12.2 possession 9.1
in expression of age 16.4 modification f limitation f possession 20.3
in impers. constr. 17.5 non-existence 20.4, 21.1
with preps. , cf absence 20.5, 21.1
day: quantity 20.6, 21.1
divisions of the day 21.4 cf dates
days of the week 8.4 cf preps. , , 1, :~, ,
dec1ensions, to decline 2.4 going verbs 6.1, 7.10, 14.11, 28.11
definite artic1e equivalents 9.1, 25.3 mu1tidirectional vs. unidirectiona1 16.7, 17.3,
degree: cf comparative, superlative 22.3, 25.1, 26.3, 28.11
demonstrative particle II.M, 2-86 generalized i 12.11
dependent c1auses 4.3 aspect following going verbs 20.11
diminutive suffixes 9.19 -e:~xcai + 26.5

540
greetings IV:G
handwriting 11-V, 1
hard sign III.C, 20.10
helping verb 14.6
hours: cf time telling
hyphenated nouns 20.9
immediate future 15.11
imperative 9.4
formation 18.1
accent 9.4
third pers. imp. 13.7
Let's, Let's not ... 14.11
usage 18.2
invitations 18.2
negated 18.2
imperfective aspect 11.8; cf aspects
impersonal constructions 13.1, 15.4, 18.7
past, future 15.4, 18.7
word order 18.7
20.4
with inf. 21.13
impossiility, expressions of 22.2
inanimate nouns 1.2, 2.4
indeclinae nouns 5.5
indefinite article equivalets 9.1, 25.3
indefinite subject 11.4
indirect commands 18.4, 28.10
indirect object 12.2
indirect questions 4.3, 5.10, 14.12, 15.5
indirect speech 4.3, 5.10, 14.12, 15.5
tense of verb 14.7
infinitive 3.4, 5.1
as dir. obj. 8.2
after certain verbs 8.8
in impers. constr. 17.5
in "doue direction" constr. 18.6
instrumental case
nouns sing. 23.4, pl. 27.1
pers. pron. 21.3
adj. sing. 24.4, pl. 27.1
poss. modifiers sing. 24.4, pl. 27.1
spec. modifiers sing. 24.4, pl. 27.1
usage:
agent in passive constructions 30.1
instrument 23.5
complement with 24.5, 29.5,
24.5, II, u 29.5 necessity, expression of 13.1, 13.3
compound subject .eiiOi 25.2
as complement of "to " (predicate instru-
mental) 26.1
cf preps. , , , 38
intended time 22.5
intensity, adverbs of 14.2
interrogative particle 5.10, 14.12, 28.15
interrogative possessive modifier 4.1
interrogative pronouns
declension (cf . 496):
prep. 5.6, 16.1
gen. 9.1, 20.1
dat. 12.1
instr. 21.3
with animates 3.1, 26.1
verb agreement 10.1
interrogative words II.L, 7.9
intonation I.E
IC-1 I.E, II.K, IV.I
IC-2 II.L, IV.G, IV.I, V.D
IC-3 III.A, IV.H, {V.I, V.H
IC-4 IV.D, V.I
IC-5 7-1
contrast 1-1
two syntagmas 4-1, 12-1
intonation and word order, 1ogical stress 4.5,
6.4, 17.8
enumerations 6-1
alternative questions V.D
polite requests V.G
1ong syntagmas 5-1
repetition of question person addressed 29-1
requestioning 28-1
intransitive vers 2.4, 8.2
introductory 9.3
joint action suggestions 14.11
\anguage: noWJs, adjectives and adverbs of lan-
guage 5.2, 23.3
\etter writing 27.1
location (vs. direction) 3.6, 6.2, 7.1, 22.1
logical stress 11.5, 4.5
masculine gender 1.2
- 2.4
-. 3.2, 4. 7
modifiers: cf adjectives, possessive, reflexive, spe-
cial modifiers
agreement with more than one noun 9.5
months 24.1, 24.2
mood 25.4
motion, verbs of: cf going verbs
mu1tidirectional verbs 16.7, 17.3, 25.1, 26.3
mutation of consonants: cf consonants
mutual action 15.10
mutual pronoun r j 23.7
names 19.9
declension of 6.5
cf familiar forms, patronymics, sumames
nationa1ity, nouns, adjectives and advers of 5.2,
23.2, 26.1
negation
negative partic1e 3.7, 7.8
in polite requests 4.4
cf also aspect usage
neuter gender 1.2
nominative case 2.4
subject 2.4
pred. nom. 2.4
non-syllaic verb roots 19.8
nouns 1.2
gender 1.2
declension:
nom. pl. 5.5
541
 . sing. inanim. 2.4; 1. 5.5 rep1acer pronouns 1.2, 9.3, 11.4
. sing. anim. 10.2; 1. 29.1 equiva1ents of 'it' 9.3
gen. sing. 20.2; 1. 28.1, 28.2, 28.3, 28.4 p1ura1 1.2
prep. sing. 3.6, 5.7, 16.10, 1. 26.2 polite address IV.G, 3.3
dat. sing. 15.1; 1. 29.3 possession 9.1, 20.3, 20.4, 28.12
instr. sing. 23.4, 1. 27.1 negated 20.4
with suffix -1111 23.1 with inanimate subject 28.12
accent patterns 5.5, 28.1 possessive modifiers
indec1inae 5.5 dec1ension:
adjective as noun 5.2 nom. sing., 1. 4.1
compound (hyphenated) 20.9 . sing. inanim. 11.3, 1. 4.1
numers 1numerals . sing. anim. 11.3, 1. 29.1
compound 14.13, 20.6 gen. sing. 21.1, 1. 28.6
with gen. case 20.6 prep. sing. 16.2, pl. 26.2
verb agreement 16.9, 20.6, 28.7 dat. sing. 19.1, 1. 29.3
dec1ension 21.9 instr. sing. 24.5, 1. 27.1
form of modifiers with numers 29.2 third-person 2.3
numeral i117.2 omiss1on of poss. modifier 4.1
numera1s 40-1,000 27.2 reflexive possessive 13.3, 16.3
reading decima1s 22.9 agreement with nouns 4.1
cf also ordina1 numerals with two nouns 9.5
object: cf direct, indirect interrogative possessive 4.1
ordina1 numera1s, compound 21.10 possii1ity expressions: cf
orthography 1, III.C predicate 2.4
palatalization III, IV, V, 8.6 predicate adjective 8. 7
partic1es: cf demonstrative, emphatic, negative, predicate adver 18.7
definite, indefinite predicate nominative 2.4, 3.10
1 7.10 prefixes 7.17
- 7.6, 8,2, 15.10 of verbs 12.6
--7.8 - 12.6
25.4 BOJ- 14.24, 15.27
- 25.3 - 15.27
-d 25.3 - 17.20
JJ 14.12 - 20.10
passive constructions 30.1 prepositional case 3.5, 5.6
past active verba1 adj. 32.2 nouns sing. 3.6, 5.7, 16.10; 1. 26.2
past passive vera1 adj. 30.1, 33.1 prep. case in - 11.9
past tense pers. pron. 16.1
formation 10.1 adj. SIg. 17.1, 1. 26.2
accent 10.1, 19.8 spec. modifiers sing. 16.2, 1. 26.2
agreement 10.1, 16.9 prepositions:
IIOI"ie 24.7 cf individua1 prepositions in vocabu1aries
patronymics V-64, 1.3, 7.7, 10.19 - 7.2, 31.3
perception, expressions of 26.4 1ocation, direction, direction from 22.1
perfect tenses, equiva1ent of 8.5, 11.7 present active veral adj. 32.1
perfective aspect 11.8, 12.6, 12.7 present perfect tense-equiva1ent 11.7
limited action 12.6 present tense:
setting out (verbs of motion) 12.6 formation:
eginning of action 14.2 first conj. 2.3, 3.4
period (use of) second conj. 5.1, 6.3
in time of day 7.4, 21.4 with suffixes:
permission, expression of: cf oiiCIIO -- 14.8, 15.7
person (of verb) 2.3 -aii + 14.9
personal pronouns -oi + f- 21.5
dec1ension (cf . 496-497): cf also mutations
. 8.4 immediate future 15.11
gen. 9.1, 20.1 profession, nouns of 3.1
prep. 16.1 prohibltion expression 22.2
dat. 12.1 pronouns 1.2
instr. 21.3 replacer pronouns 1.2
542
 inteogative with animate 3.1, 26.1 moile stress I.D
relative 13.2 subject 2.4
equiva1ents of 'it' 9.3, 11.1 indefinite 11.4
reflexive 22.7 impersonal constr. 15.4
reflexive poss. i 13.3 verb agreement with compound subject 3.5
emphatic 25.6 order of coml?ound subjects 9.8
punctuation: cf comma, dash, period, quotation subjunctive: cf 1nmrect commands
marks suordinate c1auses. punctuation: cf commas
purpc)se clauses 22.4 suffixes 7.17
putting, verbs of 28.13 -. 3.2
quantity expressions - 7.6, 8.2, 15.10
with genitive 20.6 (cf also numera1s) -i- 11.8, 12.6
questions -- 14.8, 15.7
intonation: cf intonation types IC-2, IC-3, IC- -i- 14.9
4, requestioning, altemative questions, repeti- -i 17.20
tion of the question person addressed ---. -- 10.8
answerinJ questions (word order) 6.4 --23.1
cf also ind1rect questions - 27.9
quotation marks 5.9 suggestions for joint action 14.11, 18.3
quoted speech (word order) 5.9 superlative degree 19.5
reading rules V-K sumames
real conditions 25.4 -, - 7.7, 23.3
reflexive possessive modifier 13.3, 16.3 -ti 23.3
dec1ension: cf possessive modifiers declension sing. 27 .4, 1. 30.2
reflexive pronoun 22.7 foreign sumames 23.3
relative adjective 10.3, 13.2, 15.5 Russian sumames 23.3
relative pronoun 13.2 syntagma III.
replacer pronouns 1.1 telling time 7.4, 21.4, 25.5
requestioning IV.H divisions of the day 21.4
requests (intonation) V.G (G) cf imperative twenty-four hour clock 21.4
resultant time 22.5 tense: cf present, past, future
root 7.17, ll.22 equiva1ents of English 8.5, ll.7, ll.S, 12.7
non-syllaic roots 19.8 in time clauses 12.7, 15.6
second conjugation: cf conjugation in condi.tiona1 c1auses 15.6
second person 2.3 in direct speech 14.7
sentence third person 2.3
sentence stress I.D, II.K, II.L, 4.5 time clauses 12.7, 15.6
sentences with 28.10 time expressions
elliptical sentences 27.8 time when 8.1, 18.8, 21.4, 24.2, 27.3, 30.5
short-form adjectives: cf adjectives time on the half hour 25.5
simultaneous actions 12.4 with prep. i:. 14.1
singulative suffix -- 23.1 frequency of occuence 17.4
soft consonants: cf palatalization ticket for time, day 21.11
soft sign III.C, IV. 10, 3.2, 4.7 intended/resultant time 22.5
sound system, introduction I.A cf a1so days, duration of time
special modifiers 11.1, 11.2 tit1es:
declension: capitalization 8.9, 10-182
nom. sing., pl. 11.1 declension 10.5
. sing. inanim. 11.3, pl. 11.1 transcription (phonetic) 1-ll
gen. sing. 21.1, pl. 28.6 transitive vers 2.4, 8.2
prep. sing. 16.2, pl. 26.2 transportation, nouns of use with preps. 7.2
dat. sing. 19.1, 1. 29.3 unidirectional verbs 16.7, 17.3, 26.3, 28.11
instr. sing. 24.4, pl. 27.1 unreal conditions 25.4
with numera1s 29.2 verb 2.3
spelling ru1es V.L conjugation 2.3
double letters 14.24 cf present, past, future
statement vs. topic 17.8 agreement:
stem 7.17 with 2.3, 23.6
hard 1soft 5.4 with 11.10, 23.6
stress: cf accent with compound subject 3.5
543
 with numera1s, quantity 16.9, 21.12, 28.7 questions with interr. word 2.5, 6.4
transitive/intransitive 2.4, 8.2 adverb 4.5, 5.8
accent pattems 6.3, 19.8 with quoted speech 5.9
cf. a1so aspect, going verbs answering questions 4.5, 6.4
verbs of 1eaming 23.8 when who1e sentence is new information 8.10
verbs of putting 28.13 equiva1ent of definitejindefinite artic1es 9.1
vers with the suffix -i- 14.9 two interrogative words 7.9
verba1 adjectives: impersonal expressions 18.7
present active 32.1 compound subjects 9.8
past passive 30.1, 33.1 writing system 11
past active 32.2 year when 27.3, 30.5
veral advers 31.1, 31.2 zero ending 1.2
vowe1 1etters, "soft" vowe1s 111. zero form (of the verb &.m.) 10.1
word order 4.5

LIST OF RUSSIAN PERSONAL NAMES

(-) ( 1
, )
() (, )
cf.
() ()
(, cf. )
cf. ()
()

() (Mawa, w)
li cj. (; )
.(, ) (patronymic - ()
1
) ()
Depa (dim. ) ()
()
1
( )
(n) r (, )
(/ ) (, w)
() ()
(, ) , cj. /
() ()
()
(, )
(, ) cf. /
cf.

544