Ruslan Russian 1 Teachers Notes
Ruslan Russian 1Teachers NotesSuggestions, ideas and activities for the classroomfor teachers using the Ruslan Russian course.Photocopiable worksheets.John LangranRuslan Limited 2014www.ruslan.co.uk
AcknowledgementsThanks to Kathy Talbot for the “ìàòð øêè” picture, to Tanya Lipatova for the theatrevocabulary worksheet, and to Rentokil PLC for the drawing of the cockroach. Thanksto all the teachers who have commented on the original course and who have madesuggestions for exercisesTo see the full range of Ruslan materials from beginner to advanced level and for different language speakers, pleasego to www.ruslan.co.uk/ruslanorders.htm Ruslan Limited, 2003, 2005, 2014Teachers who are using the Ruslan Russian course with learners may makewhatever copies they need of the worksheets in the appendices to the variouslessons of this book. With this exception, no part of this book may be copied,stored in a retrieval system, or transmitted in any form or by any means, withoutthe written permission of the copyright owner.
CONTENTSÑÎÄÅÐÆÀÍÈÅIntroductionPage 4The Ruslan Russian Alphabet Starter6Ðóññêèé àëôàâèòThe Russian alphabet7Óðîê 1ÀýðîïîðòThe airport17Óðîê 2ÓëèöàThe street23Óðîê 3ÑåìüÿThe family29Óðîê 4Ãäå âû áûëè?Where were you?35Óðîê 5ÃîñòèíèöàThe hotel41Óðîê 6ÐåñòîðàíThe restaurant49Óðîê 7Î ñåáåAbout oneself55Óðîê 8ÂðåìÿTime65Óðîê 9ÒåàòðThe theatre75Óðîê 10ÄîìThe house8Ruslan 1 Video CartoonsThere is a separate note for teachers about using these ìóëüòôèëìû on a link fromwww.ruslan.co.uk/ruslancartoons.htm
Introduction.These notes are designed to help teachers using the Ruslan Russian course. Thereare notes on using the lessons and some additional ideas and material.Ruslan Russian 1 is a range of materials from which teachers can pick and choose,according to the needs of their group.These include:Ruslan RussianRuslan RussianRuslan RussianRuslan Russian1 Course Book1 Audio CD1 Student Workbook1 Cartoons DVDFor absolute beginners there is the Ruslan Russian Alphabet Starter, a 96 pagebooklet to introduce the alphabet.Unfortunately the old Ruslan CDRoms no longer work with the latest Windowsversions. If your learners have an old computer, for example with Windows XP, thenencourage them to try the demo at www.ruslan.co.uk-demos.htm.An new electronic version that will work with all platforms is in preparation. Lesson 1and the Alphabet Introduction are ready and are free on a link fromwww.ruslan.co.uk/interactive.htmThis book contains notes for each lesson of the Ruslan 1 course, plus notes on thealphabet introduction.Each lesson has the following sections:Suggestions for introducing the main points of the lesson;Ñëîâàðü: comments on the vocabularies and suggestions for introducingparticular words if appropriate;Äèàëîãè: suggestions on working with the dialogues;Èíôîðìàöèÿ: comments on the information sections and notes on additionalquestions you may be asked;Ãðàììàòèêà: suggestions on using the grammar section and anticipation oflearners’ questions;Óïðàæíåíèÿ: suggestions for using the exercises in the course book and inthe workbook. Suggestions for additional exercises;Ñëóøàéòå!: suggestions for using the listening exercises;Ãîâîðèòå!: suggestions for using the speaking exercises, with additional languageactivities;Notes on using the Reading passages, songs and poems.Notes on using the translation exercisesAppendices: additional support material, cross referenced to the other sections,including language games and visuals.John Langran, September 20144Ruslan Russian 1 Workbook.
Ruslan Russian 1 Workbook.5
The Ruslan Russian Alphabet StarterThis is a 96 page booklet, separate from the Ruslan Russian course, but ideal forpeople who want a thorough start to learning the alphabet.There are introductions to the letters and sounds in different categories, followed bypractice pages in full colour where you can work out the meaning of new words thatyou are likely to meet on your travels.Recordings of all the words are free on a link fromwww.ruslan.co.uk/alphabetstarter.htmFor teachers there is a Powerpoint presentation of some of the words, letter by letter,also on a link from www.ruslan.co.uk/alphabetstarter.htm . This will be useful when youare teaching the alphabet whether or not you use the booklet.
THE ALPHABETApproachesThere are two schools of thought on introducing the Russian alphabet. One is that youshould introduce the letters a few at a time, carefully limiting what you present to thelearner, and adding a few new letters each lesson. The second is that you should givethe whole alphabet at once and tell learners to go away and learn it!The "Ruslan" course falls somewhere between these extremes. The whole alphabet isgiven at the beginning of the book, with notes on the basic sounds and with lists ofinternational words to assist retention. However, in the actual lessons not all thedifficult letters come at once, giving a more gradual learning curve.SuggestionsGive learners lots of opportunities to repeat the international words pages 5 and 6 inthe book, both after you and after the CD.Don't spend too much time on handwriting. Most learners won’t need to write much.Don’t use longhand on the board until learners have mastered the alphabet in print.Work with whole words as well as with individual letters.Use more international words of your own.Use transcriptions of learners’ names. If any of your group has been to Russia ask howtheir name was written in their visa.Do not let learners write out words "as they sound in English". This will slow up theirlearning of the alphabet severely.Point out the “friends”:and the “false friends”:o, a, e, ò, ê, ì, ñ, çð, ó, í“ñ” can be considered both a friend and a false friend. It sounds like the “c” in “receive”as well as like the “s” in “sit”.Point out similarities to Greek if any of your learners can benefit from this, but avoid it ifnone of them know any Greek.Don't spend a lot of time on difficult sounds - ð / û / õ - you can come back to theselater. Confidence is more important than perfection at this stage. Learners can bedemoralised if they cannot produce a correct sound. Many older English learners ofRussian (including the author) cannot roll the Russian “ð”, and are unlikely ever to beable to do so!Point out the effect of the stress on the vowels, especially on the unstressed "o", andkeep referring to this as you come across new examples. (Most foreign learners ofRussian meeting ï‰âî for the first time think it is feminine).Native speaker teachers don't forget that it is more difficult for British learners to learnthe Russian alphabet that it was for you to learn the Latin one - because of lessexposure.Remember that the process of learning the alphabet will continue over 4 or 5 lessonsof the book.If and when you start work on handwriting, remember that foreign learners of Russiandon't need to win any handwriting competitions! They need to be able to write legibly,mainly for their own purposes (eg vocabulary book, workbook). It will probably be moreimportant for them to be able to read Russian handwriting than to produce it perfectly.Ruslan Russian 1 Teachers Notes. Alphabet Introduction7
Using the Student WorkbookThe Alphabet section in the Ruslan 1 Workbook gives more structured opportunitiesfor learners to practise recognising and writing the letters, all based on internationalwords and including some original photos.Unless you have a large number of contact hours it is probably not a good idea to setthese exercises for class work. They can be set for homework or they can be usedorally in class.The interactive versionThe Alphabet Introduction in the interactive version will be extremely useful if you havelearners arriving after the first few lessons, when others have already made a startwith the alphabet. It is free with the demo at www.ruslan.co.uk/interactive.htmPronunciationSome learners may notice that some letters are pronounced differently in differentpositions. You can refer to the pronunciation notes on page 154 but make it clear that itis not a good idea to study these in detail until later in the course.Exercises:1.To introduce some of the letters (and to help learners get to know each other),first introduce yourself:ß - Äæîíand print this in the centre of the board.Then ask people their English names, and print these in Russian transliterationson the board, roughly according to where people are sitting in the room.You can then ask:for learners to answer:8- Êòî Ìàðòèí?- Ýòî ÿ!è ò.ä.Ruslan Russian 1 Teachers Notes. Alphabet Introduction
2.Use the wordlist from pages 5 & 6 of the book (appendix 1) as an OHP or largephotocopy. Ask learners to read out the words after you, then before you.3.Ask learners to read from a list of the same words, but with no stress marks.(appendix 2).4.Ask a learner at the front of the class to point to a word quickly when you read it5.Ask learners to repeat words after you, but NOT if they contain one of 3 or morekey letters.-6.Write the key letters on the board. eg. ê / æ / î.When you read out òóàëˆò learners should repeat it.When you read out ôóòá‹ë or æóðí‚ë they should not.Use the letter page (appendix 3) as an OHP or large photocopy, or write theletters on the board (not all at once of course, as you wish).-Learners repeat the letters after you.Learners read out the letters before you and then check their pronounciationagainst yours.When you read out letters learners have to touch them with a ruler. This canbe a contest for two learners in front of the class.7.Letter Bingo. Use the prepared cards (appendix 4) in the traditional way.Teach learners to say "ß âñ !" for a full house.8.With a large group, make 2 or 3 copies of the smaller cards. All the cards havesome letters the same, but other letters are different.For example:Ì Ä ÙÌ Ô ÄAsk learners to go round the room and find other people in the group who havethe same letters as them, without looking at each other’s card!Ruslan Russian 1 Teachers Notes. Alphabet Introduction9
Alphabet IntroductionAppendix �ðˆâðî ñ‰ ëèöàôóòá‹ëõîêêˆéöàðü àéøîêîë‚äùèîáúˆêòì �ëîêîRuslan Russian 1 Teachers Notes. Alphabet Introduction
Alphabet IntroductionAppendix �âðî èöàôóòáîëRuslan Russian 1 Teachers Notes. Alphabet Introductionõîêêåéöàðü 11
àçï úáèðøüâéñùãêòûäëóýåìôþ æí îõ öÿAlphabet IntroductionAppendix 312Ruslan Russian 1 Teachers Notes. Alphabet Introduction
Alphabet IntroductionAppendix 4.1Û Â Í Ð ÃØ È Î ÅÌ Ä Ù Æ ßÛ Â Í Ê ÃØ Ï Î ÅÌ Ô Ù Æ ßÝ Â Í Ð ÃØ Ö È Î ÅÌ Ä Æ ßÛ Ð Í Ê ÃØ Ï È ÅÌ Ô Ä Æ ßÛ Þ Í Ð ÃØ È Î ÅÌ Ä Ù Ë ßÛ Þ Í Ð ÃØ È Â ÅÌ Ä Ù Æ ÀÛ Â Õ Ð ÃØ È Ê ÅÌ Ä Ù Ñ ßÛ Ó Í Ð Ø Ç Î ÅÕ Ä Ù Æ ßÒ Â Í Ð ÃØ Ê Î ÅÌ Ä Õ Æ ßÑ Â Í Ð ÃØ Ý Î ÅÌ Ä Ù Ò ßÛ Ë Í Ð ÃÔ È Î ÅÌ Ä Ù Æ ÀÈ Â Í Ð ÃØ Õ È Î ÅÌ Ä Ù Æ ÀRuslan Russian 1 Teachers Notes. Alphabet Introduction13
Alphabet IntroductionAppendix 4.214Ö Â Ë Ð ÃØ È Ç ÅÌ Ä Ù À ßÑ Ë Í Ê ÃØ Ø Ï Î ÅÌ Õ Ù Æ ßÝ Ï Í Ð ÃØ Ø È Î ÅÌ Õ Æ ÊÂ Ñ Í Ê ÃØ Á Ï È ÅÌ Ô Ä Æ ßÓ Þ Í Ð ÃÔ È Î ÅÒ Ä Ù Ë ßÊ Þ Í Ë ÃÖ È Â ÅÎ Ä Ù Æ ÀÖ Â Õ Ð ÃØ È Ê Ç Ý Ù Æ ßÈ Ó Í Ã Ù Ë Î ÅÂ Ä Ù Æ ßÏ Â Í Ð ÃÁ Ê Î ÅÊ Ä Õ Æ ßÑ Á Í Ð ÃØ Ö Ä Î ÅÌ Û Ù Ò ßÓ Ë Í Â ÃÞ È Î ÅÛ Ä Ù Æ ÀÈ Â Í Ð ÊÙ Õ È Î ßÌ Ä Ù Ô ÀRuslan Russian 1 Teachers Notes. Alphabet Introduction
Alphabet IntroductionAppendix 5Ì Ä ÙÌ Ô ÄÖ Ô ÑÌ Á ÙÌ Ð ÄÖ Ô Â Ä ÙÌ Ã ÄÖ Ô Ðß Ä ÙÌ Ê ÄÖ Ô ÏÀ Ä ÙÌ Ë ÄÖ Ô ÞÓ Ä ÙÌ Í ÄÖ Ô ÇRuslan Russian 1 Teachers Notes. Alphabet Introduction15
16Ruslan Russian 1 Teachers Notes. Alphabet Introduction
ÀÝÐÎÏÎÐÒÓÐÎÊ 11.Preliminary oral work1.1Teach “ òî ýòî?” and “Êòî ýòî?”Use the pictures on page 27 of the book and the cartoon page 17 of the book.Use additional pictures - appendix 1 of these notes.For “Êòî?”, learners will have difficulty pronouncing “ê” and “ò” together.Note that “Êòî?” does not occur in the dialogues until lesson 3.Game. Palmenism.Photocopy some of the pictures and cut them out as individual cards.Place them on the table and talk about them using “ òî ýòî?” / “Êòî ýòî?”Then turn them over. Learners have to remember which is which.When they remember a card correctly they pick it up.- Ýòî ëàìïà?- Íåò, ýòî ëèìîíàä.- Ýòî áèëåò?- Äà, áèëåò.Refer to page 20 in the book on the intonation of questions and answers.1.2Teach âû and ÿUse names. (avoid using Ìåíÿ çîâóò . at this stage. Wait for lesson 3)- ß Äæîí. Âû Ìýðè?- Äà, ÿ Ìýðè.- Âû Ìàðòèí?- Íåò, ÿ Ïèòåð.Use ïåññèìèñò, îïòèìèñò, ðåàëèñò, öèíèê.Use professions. See list in the workbook, page 18.Read out the list. Ask learners to see which jobs they can recognise.Ask learners to choose three jobs from the list.Then ask "Yes/No"questions to find out which jobs they have chosen.- Âû áèîëîã?- Íåò.- Âû ïåíñèîíåð?- Äà!(Unless pressed, leave complicated translations of learners' jobs until later.)2.Ñëîâ‚ðüFormal presentation of vocabulary page 19. Ask learners to repeat the wordsindividually after you, concentrating on the pronunciation.Splitting up the dialogues, the sequence �åíèðòèïè íûéto Íåò-íåò!Ruslan Russian 1 Teachers Notes. Lesson 117
3.Listen to the dialogues. Take each section in turn.(Remember that learners who have the CD or have used the Electronic versionmay have listened to the dialogues before you come to them in class)Ask learners to listen without looking at the text. Ask what they have understood.Ask them to listen with the text. Check that they have understood everythingand give any necessary explanations.Ask learners to listen and repeat, either using the pause button, or repeat afteryou. They can do this with and without the text in front ofthem.Play the dialogues, stopping at key words. Ask learners to give you the next word.Use the DVD cartoons of the dialogues for reinforcement. Later, play the videoclips without sound and ask learners to give the sound track. The cartoons for thislesson are free at www.ruslan.co.uk/ruslancartoons.htmThere is a set of notes for teachers about using these cartoons on the same page:www.ruslan.co.uk/ruslancartoons.htmAsk learners to read the parts, then reenact them, working in pairs, and thenpresent the dialogues to the rest of the class. Record learners' conversations sothat they can compare them with the CD.4.Èíôîðìàöèÿàíãëè àíèí - if any Welsh, Scottish or Irish learners are annoyed at this point itis worth mentioning that the British tend to do the same to the differentnationalities of the Russian Federation, calling them all Russian!5.ÃðàììàòèêàMost learners will appreciate a thorough formal reading through the grammarpoints in class, with explanations of anything that is unclear. Be very carefulabout making any additional points. One question can lead to another and if theteacher is not careful he can be drawn in to an exposˆ of the whole Russiangrammar system, especially if there is a "clever" non-beginner in the group!If you have a learner in the group who persists in asking grammatical questionsthat are too advanced for the others, take him / her aside at an early stage andexplain that you don’t want to answer such questions regularly in class. Offer toanswer them separately if you canMake up additional examples. Eg, when you have demonstrated the intonation in“Ýòî Ìîñêâà?” you can ask learners to make up other questions with other nouns.6.ÓïðàæíåíèÿWork through the exercises in the book (page 22-24). You can do these orally inclass, or learners can be asked to do them at home and bring them to the nextlesson. In either case you need to check how successfully they are writing inRussian for those exercises that require this, and give help if necessary.There are additional exercises in the workbook. As a teacher you can decidewhich to use in class and which to ask learners to do on their own.18Ruslan Russian 1 Teachers Notes. Lesson 1
You can either have all your students buy a copy of the Ruslan 1workbook, or you can ask your school / college to purchase a licence foryou to photocopy the individual pages. You may not make copies withoutsuch a licence.Many of the workbook exercises encourage learners to do quite a lot of writtenwork, and this may not be one of the aims of your group. In this case you can askthem to do the exercises orally, as a whole class activity or as pair work.7.Ñëóøàéòå!Page 39 in the book.Play the recording while learners answer the questions.Play it more than once as needed. You can let learners look at the text at theend of the book, after they have done the comprehension exercise, but don't getdrawn into grammatical explanations.Page 20 in the workbook.- For each dialogue, first ask learners to listen and then tell you just the namesof the people involved. You print the names on the board.- Learners listen again, and tell you the answers, or write them in the book.- To then exploit this material interactively, you then give the answers. Alsogive some wrong answers, so that learners can correct you!(Learners who have the CD or workbook at home may ofcourse have done these exercises before you come to them in class).8.Ãîâîðèòå!Work through the activities on pages 25 and 26, both as pair work and wholeclass activities.Exercise 1.Make sure learners point when using “Âîò .!”.Exercise 2.Act these out yourself with one learner in front of the class before moving to freepairwork. Then the role plays can be rehearsed several times by pairs oflearners and then performed by them in front of the class.Exercise 3 can also be used with “ïåññèìèñò”, “îïòèìèñò”, “ðåàëèñò”, “öèíèê”.9.Reading. Ñàíêò-ÏåòåðáóðãThis gives a better balance to the lesson, with something about Saint Petersburgas well as Moscow!You may decide to use the reading passage in class for reading practice, or asklearners to work with it at home. The questions on the text could be pairworkexercises for the classroom.10.ÏåðåâîäThese simple exercises use only words and phrases that learners have metduring the lesson. Use them for pairwork in class or for homework. You could asklearners to write their answers, or to make recordings of the answers.11.SongIt gives a huge confidence burst to be able to listen to and enjoy a simple song inthe very first lesson. Don’t ask learners to sing in class unless they want to!Ruslan Russian 1 Teachers Notes. Lesson 119
9Additional speaking exercises:9.1Learners are likely to confuse “ÿ” and “äà”, especially if they have previouslylearned German (“ja” “yes”).To practise, mime at the front of the class:When you nod your head learners have to say: “äà”.When you shake your head learners have to say: “íåò”.When you point at yourself learners have to say: “âû”.When you point at a learner he/she has to say: “ÿ”.Then increase the speed, especially between “äà” and “ÿ”.Later you can add “îí”, “îíà”. Point at one learner, but look at another learnerto give the response.9.2îí / îíàUse the list of nouns from page 15 in the workbook. Read them out one at atime. Learners have to quickly work out whether they are masculine or feminineand say "îí" or "îíà" accordingly. This is a good point to explain thepronunciation of the unstressed "o" as in "îíà".Learners can then repeat the same exercise in pairs or small groups.9.3ìîé / ìîÿ / âàø / âàøàWrite the list of nouns (appendix 2) on the board, or make an OHP transparency.Take two rods, one blue and one red. When you point to a word with a red rodthe learners have to say it is theirs:- Ýòî ìîÿ âîäêàWhen you point with a red rod they have to say it is yours:- Ýòî âàø ïàñïîðò9.4Learners can then repeat the same exercise in pairs or small groups, using red /blue biros instead of rods. Make copies of some of the pictures on page 18 of thebook and in appendix 1 of these notes, but this time on blue and red paper.First wo
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