How do I feel about this? Absolutely positive.
For those teachers who know the methodology; the technology; in what order to give lexical topics, grammatical topics, phonetics — for those who know all these, they don’t even need a textbook.
I’ll show you how I can conduct an RFL (Russian as a foreign language) lesson without a textbook.
Continue reading “Teaching RFL without textbooks”
To my great regret, the “Sarafan 2” project is closed.
The reasons are very different, and there are many of them.
What can I do for you? I already wrote about how to choose a textbook on Russian as a foreign language for the level and objectives of your course. Here is the link. There are a lot of interesting textbooks and various courses to choose from.
I am currently working on how to make the teaching methodology simple and understandable for different teachers, especially those who are just starting to teach Russian as a foreign language and have not yet fully mastered the new profession.
I have two channels for communication: 1) I continue to maintain my blog (you are reading it now), and 2) I record videos for my YouTube channel. By the way, we uploaded the audio for Soroka’s textbooks to YouTube at the request of teachers and parents.
Subscribe to both the blog and the channel. Read the blog more often and watch the channel. Write if you have any questions.
I anticipate the question: Why do I need to register to leave a comment or ask a question? This is necessary to combat spam and bots. The same rules apply to YouTube, where you can also leave a comment only to channel owners.
I always answer all questions. My assistants , Anna Leonova and Tamara Aksyonova, can answer as well. If someone needs my consultation, the registration is still open; here is the link.
First, a definition: Since many beginning teachers of RFL (Russian as a foreign language) read my blog, I will explain to them that all words of the language can be called by one word — vocabulary. Therefore, sometimes I will write “working with words,” and sometimes “working with vocabulary.” Beginners, get used to the terms, because they will come in handy.
We have two parts. In the first part, I will tell you about the procedure for working with vocabulary in practice.
In the second part, we will get acquainted a little with the theory of the methods of teaching RFL.
1. Sometimes you can’t afford to buy a whole textbook. This way you can purchase a chapter at a time: Buy one chapter and finish it; buy the next, finish it; and so on. We take it gradually.
2. Sometimes you don’t need an entire textbook, just one specific topic or exercise. There’s no point in buying the entire set of three books. Let’s take one chapter at a time. I’ll tell you how to find the right chapter a little later.
3. Sometimes you might not need a complete Teacher’s Book, but only the tests. You can also buy test papers separately. I have a separate video about them.
What’s in one chapter?
Continue reading “Why do you need a unit-by-unit textbook of Russian as a foreign language?”Today the topic of our conversation is the grammar of RFL (Russian as a foreign language). Today we have three sections:
1. Why does a native speaker need RFL grammar (and what surprised me personally)?
2. I will show how I teach RFL grammar to children 7 to 9 years old (of course, using my textbooks).
3. What do the classics say in the book “Learning to Teach” by A.A. Akishina and O.E. Kagan?
Continue reading “Grammar of RFL (Russian as a foreign language)”So why don’t they speak? I will talk about the main mistakes teachers make and show how I solve the problem of speaking in my Russian lessons.
The entire lesson should be focused specifically on speech. You need to perceive all exercises precisely as preparation for speech, as steps to conversation.
It is absolutely not necessary to be able to read and write to have a conversation. At all! To have a conversation you just need to be able to:
Continue reading “Speaking in Russian as a foreign language lesson with children”Today we will look at specific examples of exercises and types of listening tasks. As usual, we are helped by A.A. Akishina and O.E. Kagan’s book “Learning to Teach.” The book has already become a classic. If you haven’t read it yet, be sure to read it and use it in your work. So, what should you do in class to develop listening skills?
1. Understand the teacher’s commands that must be followed: слушай, читай, повтори, скажи, подними руку.
Continue reading “20 listening exercises for the Russian lesson”Today I will talk about the main shortcomings when working with listening in an RFL (Russian as a foreign language) lesson, and what needs to be done to avoid them. At the end, we’ll see what happens with listening in the “Soroka” and “Sarafan” textbooks (especially in “Sarafan,” where there’s more listening).
Today the book “Learning to Teach” by A.A. Akishina and O.E. Kagan will help me. This book has long been a classic for RFL teachers. If you haven’t read it, I highly recommend it. Now let’s start with the shortcomings.
Continue reading “7 mistakes teachers of Russian make when working with listening comprehension”There are a lot of good Russian textbooks for children on the market. How can you choose the one that is right for you and your students?
I can already hear the exclamation: Well, since she is an author, she will now start promoting her textbooks! But I won’t start; later I’ll explain why. And now back to the topic. In the first part, I will tell you about selection criteria, how I personally would choose a Russian textbook, what questions I would ask during the selection. In the second part, so be it — we will talk a little about my books, and decide for yourself whether the textbook Soroka is suitable for you, or you need to look for something else. But first, how to choose a textbook.
Continue reading “How to choose a textbook of Russian for children: 12 questions”Games in lessons of Russian for children and adults — what are they for, what is their advantage, when and how to play? The topic about games is a difficult one. Later I’ll tell you why.
In the Teacher’s Book for Soroka 1, there are games for studying numerals in Russian.
The teacher taps a pencil on the table or claps his hands, the students listen carefully to how many times the teacher knocks, and they call out the number in Russian. For example: the teacher claps five times, and the students respond with “Five!” We achieve spontaneity of speech; this is our goal in this case.
Continue reading “7 Games for Your Russian Class”