Let’s begin with the definition. The adjective – is a part of speech that denotes a feature of the subject and answers primarily the question of “Which?”
Firstly, I propose to talk a bit about adjectives and “play” with them. I would like you to understand the full significance of this part of speech. All examples are taken from Vyacheslav Leikin’s book “Always on Thursday” (original title: “Всегда по четвергам”).
“How can we learn all forms of verbs in this unit?” is a new question regarding Unit 10 of Soroka 1, which I received by mail and would like to reply to.
Before you start exploring the unit, set the goal to learn infinitives. Not infinitives in general, but of verbs that we have learned before in the third person singular (читает, ест, бежит, etc.). When you keep focused on it, the logic of the instructions becomes more apparent.
Follow the instructions in the Teacher’s Book. Stick to the Oral Approach (listening – speaking – reading – writing).
Another letter from the mail: “You say that the Soroka course is designed for students who study Russian one hour a week. We can learn just a little over this time. During the week, students easily forget what has been learned. Is it worth spending time and efforts to learn Russian? Should we start at all?”
I both agree and disagree with the author of these lines. I agree that having one hour a week for learning Russian is very little, as language is a pretty complicated system.
How often do you come across myths? I’m not talking about ancient stories that explain unfamiliar natural phenomena or teach us something — for example, the ancient Greek myths of Prometheus, Heracles or Perseus. Rather, I’m talking about fancies that generate dubious notions of any activity without their confirmation in practice — for instance, myths concerning what helps children to learn Russian quicker.
In life, I often encounter different parents’ views that I’d like to comment on and dispel from the perspective of teaching experience. In the article, I consider the four most widespread myths.
Over the past few years of teaching Russian as a foreign language, there was a breakthrough that impacted both approach to teaching Russian and attitude toward the language in general.
Could it be considered a revolution? You will know the answer later. Meanwhile, I suggest you take it slowly and remember what has happened in the teaching of Russian as a foreign language over the last six years.
Why do I say over the last six years? That is how many years old my Soroka course turned in 2022. The first course appeared in February of 2016 and students are still loving it.
The exercises from these tests can be used as: tests, additional exercises, and an entry test. If you have doubts about which level to start with — Soroka 1 or Soroka 2 — please do all of these tests first, and this will help you to determine the level.
Exactly the same tests in their entirety are at the very end of the Soroka Teacher’s Book. So, if you already purchased the Teacher’s Book, you already have these tests. You don’t need to buy this file.
The question of what qualifications a teacher should have is not an idle question. I previously wrote about our teachers and people with different backgrounds who also teach Russian as a foreign language. There are both professors and people who know language more or less. How do I feel about that?
Let’s begin with a story that took place 100 years ago in Hungary. A young girl who was a graduate chemist couldn’t find a job. Quote:
I frequently give my students the opportunity to derive rules by themselves. I write about it in the Teacher’s Book, as well. Why am I doing it? How does it help us in studying Russian as a foreign language in the Soroka course? Let’s figure it out.
First, I would like for you to look in the Teacher’s Book and see what I am talking about.