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.

Question 1: First think about how this Russian textbook will be delivered to you. Can you buy it in your country? If you need a physical book, then first see if it can be delivered to your country. Where to look? A local bookstore, for example; or see what search engines and marketplaces have to offer.

Why do I think this is the most important criterion? You may hear about a great textbook, but where you live it is impossible to buy it. Why waste time getting it and overpaying for delivery? Unfortunately, this issue is now coming to the fore: In our time, old logistics connections — alas — have been destroyed, and new ones are yet to emerge. Because I’m a teacher myself, when I take on students I need to somehow provide them with teaching aids. It’s easier for me to order ready-made books and work with them. You may say, what about electronic copies? The answer will be in point (advice) No. 8. In the meantime, when you’re looking for a textbook, start with delivery and payment. Don’t you agree?

Some colleagues believe that you must first find a textbook, and then by hook or by crook try to buy it, ordering from another country if necessary. Do you agree that, for the sake of a good textbook, you can endure the inconvenience of delivery? Write in the comments.

Question 2: What types of exercises are in the textbook? How interested will students be in making them? How can a textbook help you stay motivated? Modern children (and these are your students) are very busy; their lives are too full of information. Students most likely aren’t motivated to learn Russian — or the motivation is very weak. You need to learn how to constantly hold the attention of your students, and the textbook should help you with this. It’s better to learn a language through games and interesting tasks than to drill into grammar. So, look and choose.

Question 3: How age-appropriate is the textbook? If this is a course for 10-year-olds, it will most likely be difficult for 5-year-olds to learn. Teenagers want to grow up quickly, and you bring them a book for 5-year-olds? I guarantee they will refuse to study with you. So look at what age the books are intended for.

Write to me in the comments about how old your students are and what country you live in.

Question 4: What do you want to get out of it: for a child to read and understand what they read? Could you express your thoughts in writing in Russian? Or is it enough that they don’t make basic mistakes in speech? Choose a textbook to suit your purposes. You understand that knowledge of a language is too broad of a field. For example, you can perfectly read the original Russian, but not be able to tell what the film was about on the screen. You can recite poetry for kilometers, but not be able to write a note (text message, email) to your grandmother in Russia. So, what do you want? Set goals. Share your goals with me. Write in the comments what you want from the Russian course for children.

Question 5: Who will teach? I dare to suggest that most likely this textbook is chosen by a mother who lives abroad. This is an educated mother with a profession, but her profession isn’t related to teaching languages (an engineer, a veterinarian, a programmer; in my practice there were a lot of women with different professions). Do you want to teach your child at home? Or do you want to open a weekend school to teach your child, together with others? If you recognize yourself, then put a “+” in the comments!

Question 6: What help is there for teachers in this textbook? Choose textbooks that have methodological recommendations, books for teachers, and support groups on social networks. I remember when I first started teaching Russian, I was looking everywhere for any information about how to do it correctly. I still value the advice of my colleagues and listen to such advice. If you’re just starting to teach, especially if you don’t have any formal training as a teacher, you’ll need help.

Do you use methodological recommendations? Write to me in the comments.

Question 7: I’ve already mentioned this point, and we’re returning to this question again. Is it possible to access an electronic copy of this textbook? This is a little cheaper because the issue of delivery by mail is removed. But there are a few “buts” here. Not all textbooks have an electronic version. Printing on a printer, especially color books, is very expensive, often even more expensive than a book in a store. What is more profitable for you? Do the math!

I’ve already said that I don’t like the electronic version, but that’s my own preference. Personally, I prefer paper books.

Which textbooks do you prefer: paper or files? Write in the comments.

Question 8: Decide whether you’re planning to take exams according to the Russian school program. If so, then it will be one textbook; if not, then it will be another.

Question 9: If you answered that you’re not planning exams according to the Russian curriculum, then I categorically don’t recommend textbooks that are published for schoolchildren from Russia. Such textbooks are designed for children who study Russian as a native language. This is a completely different category of students!!! Both their goals and objectives are completely different.

Question 10: Think about how working with the textbook will fit into your students’ workweek. They’re all very busy. They all go to the local school; they need to get good grades there. Besides this, they also have other activities. How much time can they devote to Russian language classes? You might ask, what does this have to do with choosing a textbook? Good question. You should always know your students well (or at least pretend that you do). You can prepare (come up with) a great program, but the students only have time for a small part of it. And your whole plan …

Write in the comments how many hours of Russian per week your students have.

Question 11: When choosing, first read the description given by the author themself. This description must indicate the age of the children for whom the course is designed, the level of language proficiency and what skills this course is designed to develop. And if the description indicates that this is a manual for bilingual children who already know how to read, you shouldn’t take this course for those who are starting from absolute scratch.

Question 12: At the very end, read reviews of other people of the course you have chosen. In this category I include not only reviews from parents and teachers, but also annotations written by a publishing house or trading platform. This is very important to do at the very end, when you’re almost ready to decide. When you have done the work, the opinions of other people can confirm that you’re right; or, conversely, force you to continue searching. But I insist on exactly this sequence — the opinion and recommendations of the author themself, and only then the opinion of other users.

Well, at the end, as promised, I’ll tell you why I didn’t intend to promote my textbooks. Because there’s no universal textbook that suits everyone indiscriminately. Because for me it is more important that you achieve success and get results from your classes. In this case, I don’t care whether you take my textbook or not. Why is that?

I have a reputation that I value. My first textbook was published in 2016. During this time, I was thanked many times for precisely what I said: “My textbooks are not suitable for you.” If I sell you a book that you don’t need, then I will lose my reputation. And if I help you with your choice, then we will all benefit. So how is it? What is more important — $4 from the sale of a book or …? You decide.

I know that my colleagues, Russian teachers, are reading this now. I invite them to leave a comment: Do you agree that there is no universal textbook that suits everyone?

Now about Soroka. Yes, my textbooks can be easily bought in the USA, Europe, Japan, Turkey and Russia. They are sold on Amazon and other marketplaces. Yes, I have a lot of games and other interesting exercises in my textbook (and I have videos about games in class). Yes, in class we talk a lot and learn grammar through play. Yes, I have methodological recommendations, support groups on social networks and a blog. Yes, the textbook is designed for ages 7 to 9, and is very suitable for children at this age.

Remember that a well-chosen textbook brings pleasure to both the student and the teacher. All parties will see an improvement in results from the classes, as well as in motivation and enjoyment.

Question #1: Why do we use flashcards for reading?

Answer: Flashcards are easier to sort and shuffle. You can add words that students should read and remove those that they already read well.

Question #2: Does it mean that we learn to recognize the whole word?

Answer: Yes, it does. We learn to recognize the entire word. And this way is fine by me, personally. I like it.

Question #3: If the student learns to read full words, then how will it help him to start reading the new ones?

Answer: In the first phase, the student should read only the words that he learned in the lessons. Reading of Russian words that your students don’t understand is a heavy load for them.

Question #4:   What other reading exercises do you suggest?

Answer: There are a lot of reading exercises. For instance, the Letters Race game is a very popular one. The game is described in the Teacher’s Book (Unit 4, Lesson 1). Here is the video from my lesson.

Another exercise, which is designed for learning letters and their order in the word, is the Crocodile game. This game is also described in the Teacher’s Book. In the video we see (at 4.10) that even mothers are involved in the lesson and are trying to help their kids to guess the word.

And don’t forget about the anagrams, which also help students to learn the letters and the order in the word.

It turns out that we learn to read from the “two sides.” On the one side, we learn the whole word; simultaneously, on the other, we learn the separate parts of the word: the syllables and letters of which the word consists.

What does it give us? Firstly, the Soroka course is focused on learning the spoken Russian language. We use reading as a support for oral speech.

Those who teach small kids can skip the phase of reading.

Secondly, most of my students perceive the Cyrillic alphabet as hieroglyphs. And it is no joke. People often ask this question in America. Ordinarily, I don’t argue about it. My philosophy is that if the Cyrillic alphabet reminds kids of hieroglyphs, then they should just learn to recognize a word like a picture.

But don’t worry, by the end of the Soroka course the students start reading Russian well. They start reading words they didn’t know before, thanks to all of the exercises geared toward reading.

Another important principle is that kids should read only familiar words they encounter during the lessons (it is vital in the Soroka course, and I am constantly talking about it), so that they can understand what they read. This is essential.

I previously wrote an article where I explained how to read during the first class, when students don’t know anything yet.

There was also an article where I explained how to work with the alphabet during the first class.

Please read them one more time, in order to put the information together and get a full picture about reading.

As always, ask your questions in the comments section. Have a good reading!

Answers to the parents’ questions

Про чтение с карточками на уроках РКИ

To give you a better understanding of why level-matching is important, I suggest that you conduct an experiment.

Let’s take a cartoon in a language that you don’t know – for instance, in a language of any African country – and start watching it. In three minutes, or perhaps in five minutes, you will have a feeling that something goes wrong. You don’t understand anything. And it’s as natural as the language is new.

As a result, you haven’t learned new words and have memorized nothing. Then tell me, what is the use of watching this cartoon? And what is the difference between watching cartoons in Russian and watching cartoons in the language of the African country for kids who have just started learning a new language? Hopefully, now you will understand. There is no difference for them.

Please don’t forget that we use cartoons only as an additional assignment – so that our students can hear different voices, or situations in which the word is applied, or to reinforce what has been learned.

I also want to reveal a great secret: There is no such thing as a magic cartoon that will help your students speak Russian immediately. Learning a new language is complicated and hard work, the result of which barely can be predicted. The result often depends on a host of factors, and always is personal.

So, if you are looking for a magic cartoon that will bring you a guaranteed result, I can’t help you. I don’t have such cartoons.

To sum up: The students can and must watch the cartoons. Choose a cartoon according to the language level of your students. Utilize cartoons as additional material only.

All the best! And have good cartoons!

Turn on English subtitles and enjoy.

Often our grandmothers are Russian native speakers. Often they want to speak with their grandsons in Russian. But for some it is hard to learn the language of the country where their grandsons live! Some of them go on principle: “It is my grandson, I will decide myself what language I will talk with him!” And they have a point.

Grandmothers ask for help: “My grandson doesn’t speak Russian. What should I do?”

Don’t panic first. Don’t fight with your daughter; don’t criticize her.

It is likely that you don’t live with your grandson, and only meet him on occasion. 

If your grandson already has a Russian-language teacher,

then you may become an additional practice for him. Call, write and ask how the Russian-language lessons are going, what he learned and what homework he has. Let him show you the student’s book, the workbook. This can be done on either a computer or a smartphone.

Here you may resort to a grandmother’s cunning: “There’s something I can’t read. What is written here? It’s hard to hear you. What did you say? What color is your T-shirt? Oh, it’s a shirt, not a T-shirt. Of course! The phone screen is so small, I couldn’t see it well. Who won the football game? What was the score? Show me the kitten you got for Christmas! It’s so soft and fluffy!

If your grandsons don’t have a Russian language teacher,

perhaps you should think about becoming one.

First, forget all you learned at school — except the Russian language, of course. Your grandsons live in a completely different environment. Their schools have different rules, different orders. Now they have online school progress reports and knowledge assessment systems different from what we remember.

Remember how you learned a foreign language. It doesn’t matter where you did it, whether it was at the medical institute or at the faculty of Romano-Germanic philology. Just remember yourself in the foreign-language class.

Arrange the time and the form of communication with your daughter. Your advantage is that you love your grandsons; a teacher of Russian language is not obliged to love them. You know your grandsons (I hope); you know what they like to do and what they do reluctantly. So talk to them about what they like.

If the kids’ Russian language is at the elementary level, then take a closer look at my “Soroka” course. In it, I offer detailed guidance on how to give a lesson and what to do during it. There is a video about how to use toys for lessons, as well as information about online classes and how to conduct dictations. Play school with your grandsons in this manner. Don’t be too serious, you are a grandmother — your aim is to communicate with people you love, not to conduct an Olympiad of the Russian language.

Diligence is the mother of success! I wish you patience.

It depends on how well the boy knows Russian, since there are 5-year-old children who speak Russian fluently and don’t need the Soroka course.

“My son doesn’t speak any Russian,” another parent emailed me. “We would like him to learn the language. Can we use ‘Soroka’?”

Yes, you can. The Soroka course is written for children who don’t speak Russian or for children who speak very little.

“Can we start from ‘Soroka 2’?”

yet another parent asked.

No. You should start from “Soroka 1.” If it’s too easy for you, it will be a good review. However, very often when you start with “Soroka 1,” you’ll find some issues or errors speaking the language that weren’t noticed earlier. Therefore, you should start with “Soroka 1.”

Still another parent emailed,

“We study two hours a day, once a week. I don’t see any progress.”

I would recommend studying two to three times a week, 30 to 40 minutes each time. It is much easier to organize, and it will be easy on your child.

Yet another parent wrote, “We have piano lessons and soccer practice.

How should we introduce Russian lessons?”

It’s easy to do. You need to add Russian lessons into your schedule. Even if you don’t go to any Russian school, you have classes with the mom and you add Russian lessons into your schedule like any other subject. For example, you have piano lessons on Tuesday at 6 p.m. and soccer practice on Thursday at 4 p.m. So you add Russian lessons to your calendar on Monday at 4 pm.

“Should I conduct a lesson if my child is tired, overwhelmed or sick?”

inquired one parent.

If your child is sick, it’s up to you. I would put a sick child in their bed. As for a tired or overwhelmed child, I wouldn’t cancel any lesson, I would just simplify it: Instead of reading exercises, I would sit and talk, look at some pictures, photos, sing a song — i.e., I would keep the lesson in my calendar without moving it or canceling it.

But definitely modify the lesson to make it easy on a tired or overwhelmed child. Next time when the child is not overwhelmed or the child has had some rest, you can conduct a proper lesson such as reading some text with grammar exercises; exercises for speech development; or whatever you want.

I hope these responses to parents’ emails have answered some primary questions. If there is anything you’d like me to cover, please comment below. Here is the link to the video with English subtitles on this subject. All the best!

In your letters you often write that it is very difficult for your students to repeat the same thing several times.

I understand them since I myself do not like doing it; therefore, we need to come up with something to make it exciting for them.

For example, I like to use toy people and animals as helpers and talk to them as if they are real and we’re having a conversation:

“Hi, Martha.“.

“Hi, Marianna.“.

Another toy I have is named Sharik:

“Hi, Marianna.“.

“Hi, Sharik! How are you?”

“I am good, thank you. How are you?”

Or I have another toy, named Fox:

“Hi, Fox.“.

“Hi, Marianna! How are you?”

“I am good! How are you?”

“I am good.“

Already, the student has heard the word “Hi” six times — three from me and three from the toys.

And it wasn’t boring at all, it was actually very interesting and funny.

We can use different phrases. We can use other phrases between the student and toys.

For example:

“Martha, do you have an apple?“

“No, I don’t.“

“Sharik, do you have an apple?”

“No, I don’t.“.

“Fox, do you have an apple?”

“Yes, I do have an apple.“.

Each phrase was used three times.

What happens here is that toys are helping us. They make our group bigger,

they widen our group. We repeat words and phrases often. We hear words and phrases often.

Toys help us to hide behind them. If we need to say something or read something, for example,

sometimes it is better done by the toy — if the toy makes a mistake, it is a mistake made by the toy and not by the child.

I highly recommend bringing toys to your classes,

and constantly speaking to the toys in Russian.

They can have name tags. You can give them different objects. They can have a particular age.

In other words, you can make millions of different exercises,

which will help you to reach one goal —– to teach a child to speak in Russian.

Watch my YouTube Video on this subject. English subtitles are available.

ДА. – Yes

НЕТ – No

Пожалуйста, встаньте! – Please stand up!

Стой! – Stop!

Review/Warm-up

Review the phrases of greetings and introduction. Address some students with the following words: “Привет, я … Как тебя зовут?”

Practice and Presentation

(STUDENT’S BOOK, Page 4)

Introduce the words ДА and НЕТ by moving your head. Demonstrate several times by pronouncing the words and moving the head at the same time. Ask the students to place theirname tags on the table facing them. Walk around the classroom asking aloud “Кто это?” trying to guess a student’s name without s looking at the name tags. Ask the students the question “Это …?” The students answer ДА or НЕТ to your trying to guess the names. Then the students come to the board one by one and try to give each other names

 “Это …”

STUDENT’S BOOK, p.4. The students take turns to show the characters in the pictures and give their names: “Это …”  The other students listen and answer: “Да, правильно. Молодец!” or “Нет, это …”

Answers:  а) Максим, б) Вова, в) Аня, г) Вика

STUDENT’S BOOK, p.4. The game. Read the words that characters are saying on page 4. Remind the students about the words “Да” and “Правильно.” One of the students acts as a host of the program. He/she is blindfolded as shown in the picture in the Student’s Book. The other students take turns by saying “Привет!” and the host is trying to guess the name of the student who just said it by saying “Это …” The students answer: “Да, правильно” or  “Нет, неправильно.”

Reading

(ACTIVITY BOOK, Pages 3-4)

Page 3. The students connect the letters in the pictures and then match the pictures and names of the characters.

Page 4. The students read the words in the frame and then find them in the picture.

Ending the lesson

Review the letters of the alphabet.

Be prepared!

Make 10 cards with the syllables. It is necessary to have five cards with the open syllables (the syllables that end in the vowel sound; for example, МА, ТА, КО, ТО, ТЕ) and five cards with the closed syllables (the syllables that end in the consonant sound; for example, ЕТ, ЕМ, АМ, ОК, ОС).

“Алфавит (строчные буквы).” (Alphabet, lowercase letters)

Words, Phrases, and Translation:

Входите, пожалуйста! – Come in, please!

Молодец! – Well done!

Все вместе! – All together!

Кто это? – Who is that?

Это Ваня. – This is Vanya.

Review/Warm-up Activity

1. Greet the students when they enter the classroom with the following words: “Входите, пожалуйста!” and “Пожалуйста, садитесь!”
2. Say “Привет, я … (Ваше имя)” pointing at yourself. Ask some students “Как тебя зовут?” Write several names on the board in a random order.
3. Work in pairs/groups: The students introduce themselves in the same manner.
4. The name tags: Every student has a blank piece of paper (you can hand out paper yourself, or the students could have brought paper from home). Fold the sheets of paper in half and draw a line on one half, on which they are going to write their names, closer to the bottom end. You have already written the students’ names on the board in a random manner. Read their names one by one and make sure that the students repeat the names after you. Then the students copy their own names on the sheets of paper, which you handed out to them; they are going to serve as their name tags, which they can place on the tables in front of themselves. Walk around the classroom and help the students write their names. Praise each student by saying: “Молодец!” (“Well done!”)

Alphabet

(STUDENT’S BOOK, Page 2)

There is no need to learn the alphabet by heart. The target of the exercise is to introduce the Russian alphabet and demonstrate that there are some familiar (M, A, K, E, T, O). The exercises of reading the alphabet aloud will be used during future lessons. This approach lets the students learn the Russian letters better, especially if their native language uses the Latin alphabet or any other writing system. The students open their textbooks to Page 2. The teacher reads the alphabet letter-by-letter, and points at the letters he/she is reading. Then the teacher reads the alphabet a second time, pausing after each letter for the students to be able to repeat after him/her. 

Conversations

(STUDENT’S BOOK, Page 3)

“Это Вова!”

Say “Откройте учебники!” and show the students on which page to open. Then say “Смотрите и слушайте!” Read the conversation showing the pictures about what you are reading at the same time. Then read one more time, and the students repeat after you. The students repeat the conversation using Pictures 3 and 4 (Кто это? – Это Вова.) all together as the entire class/group and after that they do it in pairs/groups. Check the students’ work and praise them by saying “Молодец, хорошо!” Ask the students the question “Кто это?” Point at a student and ask the other students “Кто это?” and let them answer. Help them answer: “Это …”

Reading and Writing

(ACTIVITY BOOK, Pages 1-2)

Exercise 2.  The students draw self-portraits and write their names. They have already written their names at the beginning of the lesson. Help them to write their names if they do not remember.

Exercise 3. Ask the students to find the names hidden in the picture.

Exercise 4. Put in the missing letters.

The Keys to the Exercises

Exercise 3. Find the names.                                                                                                               

Exercise 4. Аня, Вова, Вика, Максим                     

Ending the Lesson

The lesson’s ending is similar to Lesson 1. Say “Закройте ваши книги!” Then say

“До свидания!” several times. The students repeat after you twice or three times. Make sure that they know the       difference between “Привет!” and ”До свидания!”  Tell the students “До свидания!” when they are leaving the classroom.                                                

Be prepared!             

You are going to need a scarf or a piece of fabric to blindfold the students.

“Introduction, greetings, and saying ‘Goodbye’

Words, Phrases, and Translation:

Привет, я Вика. – Hello, I am Vika.

Как тебя зовут? – What is your name?

Пока! – Bye!

Смотри(те)! – Look!

Слушай(те)! – Listen!

Закрой(те) книг(и/у)! – Close the book(s)!

Oткрой(те) книг(и/у)! – Open the book(s)!

Пожалуйста! – Please!

Хорошо! – Good.

Садитесь (садись)! – Sit down!

До свидания! – Goodbye!

Presentation:

1. Introduce yourself/yourselves. Shake the hands with the students and say:

“Привет! Я … (your name). The students repeat after you: “Привет! Я … (your name).”

1. Ask: “Как тебя зовут?” Let the students repeat the question all together, in chorus.
2. Ask every student the question: “Как тебя зовут?”
3. Work in pairs/groups of two. The students ask each other the question “Как тебя зовут?”

Practice

 (STUDENT’S BOOK, Page 1)

1. Как тебя зовут? Give the following directions: Смотри(те)! Слушай(те)!

Закрой(те) книг(и/у), открой(те) книг(и/у)! Use the gestures to clarify what you want   them to do.

1. Read the words on Page 1 of the Student’s Book. The students listen and repeat.
2. Play a quick game on listening comprehension. Simply call the names of the characters twice or three times. The students should be able to show their faces/pictures on Page 1.
3. Choose a student who comes in front of the class and ask him/her: “Как тебя зовут?” After the student answers the question, say: “Хорошо! Пожалуйста, садись, … (имя ученика). (Good. Please sit down.) Repeat the same activity with two or more students, then choose a student who is going to act as a teacher asking other students: “Как тебя зовут?”

Reading

(ACTIVITY BOOK, Page 1)

Match the characters’ pictures with their names. The students do not know the Russian alphabet yet, but they should notice that some look the same as in the English alphabet. They are helped by having seen the characters’ names and should remember them visually. If the students have difficulty with the exercise, place the book open on Page 1 in front of the students and ask them to see which words are written the same.

Exercise 1. Match the faces with the names.

Answers: Привет, я Вика! Привет, я Вова! Привет, я Аня!

Ending the Lesson

Say: “Закройте книги!” Then say: “До свидания!” – several times. The students should repeat after you twice or three times. Make sure that they understand the difference between “Привет” and “До свидания!” Say “До свидания!” to the students when they are leaving the classroom.

Be prepared! You will need big rectangles made of paper on which the students will write their names. Ask the students to bring them for the next lesson or get them ready yourself.