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NINA POTAPOVA

RUSSIAN
(ELEMENTARY COURSE)
Book II

3RD EDITION, REVISED

FOREIGN LANGUAGES PUBLISHING HOUSE


M o s c o w 1960
PREFACE

With the publication of this succeeding volume to Russian Book I (first edi
tion 1954, second edition 1959) we complete our course of elementary Russian.
The present volume, like the First, is chiefly designed for adults studying
Russian with a teacher. It may, however, serve as a self-instructor, its contents
being so arranged as to facilitate the unaided study of the language and, more
over, as in Book I, most of the exercises being provided with keys.
In planning the lessons of this book, the same principles have been followed
as in its predecessor, Book I. Here, too, the lessons are broken up into a and
eb, the former covering new grammar rules, the latter new lexical material. In
all, the present volume contains 33 lessons.
The grammar rules introduced in Lesson a, and with the help of a set of
exercises thoroughly assimilated in the same lesson, find practical application and
further illustration in Lesson *bt alongside with the acquiring of new vocabulary
and the mastery of reading and speech habits. Thus, there is a unity of purpose in
arranging the lessons in pairs of a* and b*.
In the present volume, which is divided into three parts (Parts V, VI, and
VII), each covering a set of grammatical rules, a study of the essentials of Rus
sian grammar is completed.
Apart from the special texts compiled and adapted by the author to suit the
grammatical themes, this book is furnished with additional reading extracts from
the works of Russian authors.
Each of the lessons of Part V and VI is provided with a list of words ar
ranged in alphabetical order and gradually initiating the student into the use of
a regular Russian-English dictionary. The lessons in Part VII and the addition
al reading extracts are not provided with vocabulary lists; the student must
here begin to consult the general Russian-English vocabulary at the end of the
book.
1* 3
The words met with in Book I are considered as known by the student and
accordingly are not included in the vocabularies of the lessons. But the Russian-
English Alphabetical Vocabulary contains all the words occurring in this book;
the English-Russian Vocabulary contains only words occurring in the exercises in.
translation from the English into Russian.
In a number of the lessons, set phrases and idioms occurring in the texts,
follow the vocabulary lists under the general heading of Expres
sions*. There are also explanatory notes on the use of words and on some of the
factual material contained in the texts and extracts.
The present edition is revised and printed with slight alterations.
Nina Potapova
PART V

43"

Grammar:
Verbs in the Imperfective and Perfec
tive Aspect.
General Remarks.
Pairs of Verbs in the Imperfective
and Perfective Aspect.
Infinitive of Verbs in the Perfec
tive Aspect.
Past Tense of Verbs in the Perfec
tive Aspect.

Verbs in the Imperfective and Perfective Aspect, a) General


Remarks . 1. Verbs in the Russian language are classed into two
aspects, imperfective and perfective. Verbs which, apart from their
principal meaning and form, indicate that the action is not complet
ed, but is continuous or recurring, belong to the imperfective
aspect. Verbs which indicate that the action is or will be complet
ed, brought to an end, or that there is or will be a result of the
action, are called verbs in the perfective aspect*. Verbs in the
perfective aspect can be used only in the past or the future tense;
they have no present tense form.
2. The verbs we have studied so far belong to the imperfective
aspect, for example: to read, to write,
to solve, to decide, to eat, to drink.
The corresponding verbs in the perfective aspect are
to read, to have read, to write, to have written,
to solve, to decide, to have decided, to eat, to
eat up, to drink, to have drunk.

* To mark a verb in the perfective aspect, the letter p is placed after it in


the vocabularies of each lesson as well as in the general vocabulary at the back
of the book. Unmarked verbs are all in the imperfective aspect.
5
Imperfectlve Aspect Perfective Aspect

. .
I wrote (was writing) a tetter. I have written a letter.
. .
She was solving a problem. She has solved a problem.
? ?
Did you read the newspaper? Have you read the newspaper?
. .
We drank tea in the morning. We have drunk our tea quickly.
. .
I was eating an apple. I have eaten up an apple.

In the above examples the imperfective verbs , ,


, , indicate by means of their aspect merely that an
action was going on: the paper was being read, the letter was being
written, the problem was being solved. But they do not indicate
whether the action was completed, brought to an end, whether it
ceased, or whether there was a result of the action. The letter
may have remained unfinished, the problem unsolved, the paper
unread to the end, etc.
Verbs in the perfective aspect , , ,
, , on the other hand, in addition to expressing an
action, indicate that it was completed, that it ceased, was brought
to an end, that there is a result of the action: the letter has been
written, it is ready for the post; the problem has been solved,
there is a result; the paper has been read, the reading has ceased;
the tea has been drunk, it is not in the cup; the apple has been
eaten up.
3. In a sentence, verbs in the imperfective aspect may express
a prolonged, repeated or habitual action.
a) A prolonged, repeated or habitual action may be rendered
more emphatic by adverbial modifiers (expressed or under
stood):
for a long time, constantly, always,
often, usually, every time,
every year, every evening, every
Saturday, etc.
Examples:
. I often wrote to my father.
. The pupil was solving the prob
lem for a long time.
6
We had meetings every Thursday.
.
- We read the newspapers every
. day.

b) Verbs in the imperfective aspect are frequently used in


combination with verbs expressing the beginning, continuity or
end of an action: to begin, to end,
to continue, etc.:

. I am beginning to solve the


problem.
The pupil continues to read the
. story.
. You are finishing (to write)
the letter.

As verbs in the perfective aspect cannot express a continuous


action, but denote an action that is completed or brought to an
end, they cannot be used with adverbiat modifiers implying that
the action is prolonged, habitual or recurring; nor can they be
combined with verbs expressing the beginning, continuity or end
of an action.
b) Pairs o f Verbs in the Imperfective and Perfective Aspect.
Almost every imperfective verb has a corresponding perfective
verb.
Imperfective and perfective verbs may be distinguished from
each other by:
a) the perfective verb having the prefixes-, -, -, -, -,
-, -, -:

Imperfective Aspect Perfective Aspect

to do to do, to have done


to write to write, to have written
to read to read, to have read
to build to build, to have built
to learn to learn, to have learnt
to prepare to prepare, to have pre
pared
to see to see, to have seen

7
b) different suffixes:

Imperfective Aspect Perfective Aspect

--, -- --, --

to study to study, to have studied


to fulfil to fulfil, to have fulfilled
to push to push, to have pushed

--, --, -- --, -- (--, -- is dropped)

to tell to tell, to have told


to arrange to arrange, to have ar
ranged (here, apart from
-- being dropped, -a-
is changed to --)
to give to give, to have given

The suffix -- in verbs in the perfective aspect implies in


stantaneous action.
The suffixes --, --, -- imply prolonged and repeated
action.
In some pairs of imperfective and perfective verbs, an alter
nation of vowels and consonants in the stem is observed; some
times the suffix is also changed or dropped:

to visit - -
to gather P
to understand -
to begin ------
to accompany -a -
to help -

c) Some corresponding imperfective and perfective verbs have


different roots:

8
Imperfective Aspect Perfective Aspect

to speak to say, to have said


to take to take, to have taken

c) Infinitive o f Verbs in the Perfective Aspect. 1. The


infinitive of verbs in the perfective aspect, as well as in the
imperfective aspect, ends in:
-: to read, to have read
-: to convey, to have conveyed; to
carry, to have carried
-: to help, to have helped
2. Verbs in the perfective aspect may be reflexive; whereupon
their infinitive takes the particle - (after a consonant), - (after
a vowel), as is also the case in verbs in the imperfective aspect:
to dress oneself, to rush by.
3. The infinitive of verbs in the perfective aspect may corre
spond to the indefinite and perfect infinitive in English.
d) Past Tense o f Verbs in the Perfective Aspect. The past
tense of verbs in the perfective aspect is formed in the same way
as that of verbs in the imperfective aspect: chiefly from the stem of
the infinitive:
() -J- = (-, -; -)
() + (-, -; -)
If the stem ends in a consonant, the suffix - does not occur
in the masculine form of the past tense (in the feminine and neuter
forms, as well as in the plural form, the suffix - is retained):
, , ; .
Russian imperfective verbs, when they are in the past tense,
are commonly translated into English by the past continuous or past
indefinite:
. I was reading all the day yester
day.
. I read many books about Russia.

Perfective verbs in the past tense are never translated into


English by the continuous forms. In most cases they correspond to
the English perfect forms, sometimes, to the past indefinite:
- I had just read an interesting
. magazine.
. I read many magazines.
9
Sometimes, it is possible to render the meaning of Russian per
fective verbs by adding adverbs to the verb, for instance:
Imperfective Aspect Perfective Aspect
. .
I finished working at five. I finished up my work at five.


I p to take II p to prepare
I p to stand up II p to prepare oneself
I p to drink up I p (past ,
II p to fulfil ! | , -, -) to bring
I (||, -) to I ( , -),
fulfil II to accompany
mix conj p to give I to rush, to sweep
/ problem past, to rush by
I p (4-instr) to occupy one I p to read
self m story
II p to make a study of, to I p to tell
learn II p to solve; to decide
II p to finish / Russia
I p to write I p to make
I p to begin I p to say
I p to dress oneself I p to gather
II p to repeat mix conj p to eat, to eat up
I p (-f- daty -|- instr) to help I (||, -) to
I p to understand push
II p to visit I p to push
II p ( acc) to look, adv just, just now
to take a look II p to see
adu constantly I p to wash oneself
II p to build, to build up I (||, -) to
I p to bring (by some means arrange
o f transport)%to convey II p to arrange


1. Read and translate into English, paying special attention to the verb
forms:
1. , . 2 .
.
. 3.
. . 4.
. .
5. .
. 6 .
. .
2. From Exercise 1, copy out in two columns verbs in the imperfective
aspect and verbs in the perfective aspect.
3. State the infinitive of the verbs you have copied out for Exercise 2.
10
4. Indicate those words in Exercise 1 which express continuity or repe
tition and refer to verbs in the imperfective aspect.
5. Give the past tense masculine forms of the following verbs in the
imperfective and perfective aspect:
Example: ,
, ; , ; , ;
, ; , ; , ;
, ; , .
6. Insert verbs in the required aspect (past tense):

'8 . . . .
) . . . .
2. ) . . .
,

,
.
) . . . .
3 . ) . . . , ,
) . . .
.
4. ) . . . . ,
) . . .
.
5. ) . . . ,
.
) . . . .
6 . ) . . . , ,
) . . . .
7. ) - ,
. . . ,
) . . . .
8 . ) . . . , ,
) . . . .
9. ) . . . . ,
) . . . .
10. ) . . . ? ,
) . . . .
11. ) . . . ? , -
) . . . .
12. ) . . . ,
,
) . . . .
13. ) . . . , ,
) . . . .
11
14. ) . . . . ,
) . . . .
15. ) . . . ,
.
) . . .
.
16. ) . . . , ,
) . . . .

7. Insert the infinitive of verbs in the required aspect:

1. ) . . . . ,
)
. . . .
2. ) . . . . ,
) . . .
.
3. ) . . . ,
.
) . . . .
4. ) . . . . ,
) . . . .
8. Translate into Russian, using verbs in the perfective aspect:

1. Yesterday I learned the new lesson well. 2. 1 repeated sev


eral rules. 3. At the lesson we read a new text. 4. Then we wrote
a dictation.

43


.
.
, ,
.

.
. :
.
,
.
12
, .
,
, 1 , .
, .
, , .
:
. ,

.
, ,
.
.
,
.
.
. .
.
. ,
, :
, *
. -
. . :
13
,
.
:
01.


||, -, -; - archival I , I
prp (+gen) during (, -) to rewrite
/ excerpt; II to thank
to copy out ||, -, -; - useful
I (&||, -), II to receive
II to speak at a meet- I to demand
ing, to address a meeting, to take the / prize, premium
floor pi (no sing) discussion
/ discussion n work
& m report m result
m document m leader, instructor,
n research; - head
to carry on research f manuscript
/ conference adv seriously
m material n report, information
||, -, -; - necessary , -, -; - student
I (||, \attr)
-), I in the con- I (||, -)
text: to make a thorough study to exist
I p to form, to be m thesis
formed n (no pi) patience
n society I (||, -) to de-
||, -, -; - lively mand
I p to remain, to stay, to n participation
be ||, -, -; - valuable

to take part
to copy out
to be pleased

. NOTES
1. . . . , . correlative conjunction meaning not only...
but also.
2. The word may have the meaning question as we have seen in
Part I, and matter, as in the preceding text.


1. Stale the aspect of the verbs in the 1st and 2nd paragraphs of the text.
2. Copy out from the 3rd and 4th paragraphs of the text corresponding imper-
iective and perfective verbs (in the past tense). State the difference be
tween them.
Example:
Imperfective Aspect Perfective Aspect Difference
prefix
14
3. Answer the follow ing questions on the text:

1. ?
2. ?
3. ?
4. ?
5. ?
6 . ?
7. ?
8 . ?
9. ?
10. ?

44*

Grammar:
Verbs in the Imperfective and Per
fective Aspect (continued). Prefix
es with Imperfective and Perfec
tive Verbs.
Declension of Nouns Ending in -,
- and -.

1. Verbs in the Imperfective and Perfective Aspect (contin


ued). Prefixes with Imperfective and Perfective Verbs. 1. It
must be remembered that only such imperfective and perfective
verbs go in pairs which differ from each other but in one way:
one verb expressing an action that is completed, the other, an
action that is not completed, but the principal lexical meaning ol
the two verbs coincides.
Example:
(imperfective) to make, to do and (perfective)
to make, to have made, to do, to have done; (imperfec
tive) to see, (perfective) to see, to have seen.
2. It may occur that prefixes, when attached to the verb,
beside changing its aspect, change also its meaning, for instance:
-, -, -, -, -, -, -:
15
Imperfective Aspect Perfective Aspect

to build to rebuild
to build a superstructure
to build out, to add to a building
to finish building
to write to rewrite, to copy
to sign
to add (to a letter, etc.)
to copy
& to finish writing
to write down
to enter, to insert

Verbs with prefixes changing the principal meaning of the verb


go in pairs with other verbs having the same prefixes.
Examples:
to rebuild;
to write out; to change
ones dress.
3. One and the same prefix may in some verbs merely indicate
the perfective aspect:
to learn to learn, to have learned
to do, to make to do, to have done, to make,
to have made

In other verbs it may change the meaning of the verb:


to write to write out
to write to copy.

4. There are a few verbs which do not go in pairs. For example,


the imperfective verbs to predominate,
to be present do not have corresponding perfective verbs.
The perfective verb to have need of has no cor
responding imperfective verb.
A few verbs retain the same form for both aspects, for example:
to bless, to marry, etc.
2. Declension of Nouns Ending in -ait, - and ~ue.
Apart from the principal types of declension we have taken up in
Part I, there are several peculiarities in the declension of certain
16
nouns; for example, in the declension of nouns which in the nom
inative singular end in -, -, -:

Case Masculine Neuter Feminine

Singular

Nominative
Genitive
D ative
Accusative
Instrumental
Prepositional

Plural

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

I I (- I p, I (-
|), -) to enter (in a book), ||, -) to sign
to inscribe II p to have need of
I p , I (- I () to
||, -) to write out predominate
/ (no pi) geography I py I (-
I p, I (- ||, -) to add {to a let
||, -) to finish writing ter, etc,); to ascribe (to), to attrib
I (|| -), ute
II p to finish building I (||,
II imp, p (, -), II p to buildout,
) ( prep) to marry to add to a building
I /?, I (- l (||,
||, -) to write down -) to be present
I (||, / programme
-), II p to build II imp, p (||, -) to
a superstructure bless
I p to change ones dress m sanatorium
I (||, I p, I (||,
-)/ II p to rebuild; -) to copy
to reorganize II p to see, to have seen
17

1. Translate into English, paying special attention to the verbs in black
letters:
) 1. ,
. 2. . 3.
. 4. .
5. , .
6 . .
) 1. . 2.
. 3, . 4.
.

2. Give corresponding imperfective or perfective verbs to the verbs in


black letters in the preceding exercise.
Example:
3. Copy the following sentences and insert verbs in the required aspect:

1. . . . (, ) ,
. 2. . . . (
, ) . 3. . . . (
, ) . 4. . . . (, )
. 5. . . . (, )
. 6 . . . . (, ) . 7.
. . . (, ) .

4. Insert the required case of:


a) the word (in the singular):

1. . . . . 2. . . . .
3. . . . . 4 . . . . .
5. . . . . 6 . . . . .
b) the word (in the singular):

1. . . . .
2. . . . . 3.
. . . . 4. . . . . 5. -
. . . . 6 . . . . .
5. Insert in the required case the nouns given on the right. Underline the
endings and state the gender, number and case of the nouns:

1. . . . .
2 .
3. . . . ,

4. . . . .
16
5. . . . .
6 . . . . .
7 . . . .
.
8 . . . . .
9 . ___ .
10. 1 . . . . . . . ,
11. . . . .
12. . . . .
13. . . . .
14. . . .
.
15. . . . .
16. . . . .
17.
. . . .
18. . . . .
19. . . . .
20. . . . .
21. . . . .
22 . . . . .
23. . . . . ()
24. . . . . ()
25. . . . .
26. . . . .
27. . . . .
28. . . . . . . . ,
29. . . . . . . . ,
30. . . . .
31. . . . .

44

Word-Building:
Lexical Meaning of the Prefixes
-, -, -.


. .

.
19

. , , ,
.

, ,
, .
1 ,
,
.
.
.
. -: !
-: Long live friendship!"
.
,
.

.

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

.
,
.
.

20

automobile (motor) works II p (c -f- instr) to get
, -, -; - auto acquainted with, to make acquaint
mobile (attr) ance, to learn
album I p to show
billiards II p to like, to take a
II to come back, to liking to, to inspire a liking
return I p to have dinner, to dine
/ (gen pi ) expo II p ( + gen) to ask (for)
sition, display I p to take leave, to say
f head good bye
long live I p to listen (for a while)
/ friendship m chairman
m collective body, associa I (||,
tion; groupe; in the context: workers, -) to greet
engineers and administration of the II p to invite
plant I p to come (by some means
, -, -; - literary of transport)
||, -, -; - musical I p (past ,||a,
I to begin -; -) to spend
II to answer / production
I to rest, to have a rest production, manufac
II p to go, to set off ture
II p to overfulfil, to mix conj p to resound
exceed adv heartily, cordially
mix conj p to transmit, to ||, -, -; - fes
give tive
II p to give, to present II to see
I p to go (by some means of pleasure
transport) I to be (get) tired
I p to greet, to say / photograph
how do you do

to give the floor


to ask for the floor
() to have (take) the floor
() to speak at a meeting

to send ones regards

Do not confound the words and : both words are translated


into English by the word head.
denotes head as a part of the body:
. This child has a big head.
is used figuratively in such word combinations as:
the head of a family
the head of the delegation
and also in the sense of chapter:
a chapter of a book

21
.
Pairs of Verbs of the Imperfectlve and Perfective Aspect

Imperfective Aspect Perfective Aspect Translation

1. I II to organise
2. I I to greet
3. I to overfulfil, to exceed
4. I mix to transmit
5. I II to speak, to perform
6. I mix to resound
7. II II to acquaint oneself, to
make acquaintance
8. I II to invite
9. I II to come back, to return
10. I I to take up, to study
. II II to like
12. I I to be (get) tired
13. II II to give, to present
14. I I to take leave
15. II I to spend

Lexical Meaning of the Prefixes -, no-, do- (with verbs


which do not express motion). One and the same prefix when
attached t verbs may have different meanings.
1. The prefix - is used in the meaning of:
a) to change, to do in a different way:
to rebuild; to reorganize
to work (into); to remake
b) to repeat:
to rewrite
to reread
c) to do more than is warranted:
to overfulfil
to overload
2. The prefix no-, when attached to certain verbs, implies
short duration o f the action and at the same time changes the
aspect:
22
to read perf. to read (a little, for a while)
to listen perf . to listen (for a while)
3. The prefix - commonly indicates the bringing to an end
o f an action:
perf. to finish building
p erf . to finish writing


1. Put together words having the same root:
, , , , , , ,
, , , , ,
, , , , ,
, , , , .
2. Write sentences including following words and expressions:
a) , , , ;
b) , , , ;
c) , , ,
, ;
d) . . . . . .
, (?).
3. Copy the following sentences using the words in brackets in one cor
rect case:
1. () . 2.
(). 3. ()
. 4. (), 5.
(). 6 . ()
. 7. (). 8 . -
() (,
). 9. (). 10.
() ? 11.
().
4. Copy the following imperfective verbs in a column leaving a space
alongside. Then find in the text a corresponding perfective verb to each
of them:
, , , , ,
, , , , , ,
, , , .
Example:

5. Indicate in what consists the difference between the corresponding
imperfective and perfective verbs in the table on p. 22.
23
6. Answer the following questions on the Text:
1. ^?
2. ?
3. ?
4. ?
5. ?
6. ?
7. ?
8. ?
7. Translate into English:
1. . 2 . .
3. . 4.
.
8. Tell about a visit to some plant.

45*
Grammar:
Verbs in the Perfective Aspect (con
tinued):
The Future Tense of Verbs in the
Perfective Aspect.
The Imperative Mood of Verbs in the
Perfective Aspect.
Conjugation of Verbs in the Perfec
tive Aspect (Table).
Declension of Feminine Nouns Ending
in a Consonant -f- .


1. Verbs in the Perfective Aspect (continued), a) The Future
Tense o f Verbs in the Perfective Aspect. General Remarks.
1. The future tense of verbs in the imperfective aspect (see Part I,
Lesson 29a) is a compound tense (it is formed with the help of
the future tense of the verb and the infinitive of the verb
to be conjugated: to read i shall read,
you will read, etc.
The future tense of verbs in the perfective aspect is simple (it
consists of one word, and in form is similar to the present imper
fective). For example, the future perfective from is
.
2. The stem of the future tense (simple future) of perfective
verbs is in most cases the same as the stem of the infinitive:
- -

24
However, in some perfective verbs the stem of the future tense
and of the infinitive is not identical:
-- to say -
-- to arrive, to come -
-- to ask -
3. Perfective verbs (as well as imperfective verbs, see Part I,
Lesson 14a) are grouped, according to their endings, into two
conjugations-. Conjugation I and Conjugation II.
One may tell to what conjugation a verb in the perfective
aspect belongs by the endings of the future tense of all persons
except the 1st person singular (the forms of the 1st person are the
same for both conjugations).
Conjugation I: - (-), -, -; -, -, - (-)
- (-), -, -; -, -, - (-)
Conjugation II: - (-), -, -; -, -, - (-)
4. The perfective verbs in the future tense express an action
which w ill be completed whereas, as was already told, the future
tense of imperfective verbs expresses an action which w ill not be
completed, which w ill be prolonged or repeated:
Imperfective Aspect Perfective Aspect
.
.
I shall write letters in the I shall write this letter in the
evening. (Prolonged action) evening. (Action which w ill
be completed.)
. .
I shall write often to (my) sister. I shall write to (my) father on
(Repeated action.) Tuesday. (Action which w ill
be completed.)

Future Tense

to read (through)* to fulfil*


I Perfective II Perfective



, , , ,

5. Both the imperfective and the perfective future may be


translated into English in the same way by forms of the future
indefinite; but since they differ in meaning, one expressing an
25
action that will be completed, the other an action that will not be
completed, the perfective future may be translated by the future perfect
and the imperfective future by the future continuous:

.

.
I shall be writing letters to (my)
. friends all morning.
. By evening I shall have written
all (my) letters.
b) The Imperative Mood o f Verbs in the Perfective Aspect.
Forming the Imperative. The imperative mood of verbs in the
perfective aspect is formed from the stem of the future tense (in
verbs in the imperfective aspect it is formed from the stem of the
present tense, see Part I, p. 76):
() , - ()-(- , -
() -J- , - ()( -|- ) , -
() -{- , - ()( -{- ) , -

In forming the imperative mood of verbs ending in - the


particle - (after consonants) wash yourself,
dress yourself (after vowels) occupy yourself,
take up, dress yourself is retained.
The imperative mood has forms of its own only in the 2nd
person singular and plural.
In the 3rd person, an admonition, a command, an order, etc.
are conveyed by means of the particle , (correspond
ing to the English word let") and forms of the 3rd person future
in perfective verbs and 3rd person present in imperfective verbs:
! Let him say!
! Let them cornel
! Let her read!
Various meanings of the imperative mood (request, admonition,
order, command) may be expressed by intonation, commonly in the
1st person plural forms of the perfective future and (less commonly)
of the imperfective present:
! Lets listen to these songs!
! Let's go to the pictures!
Sometimes the additional ending - is attached:
! Lets listen to these songs!
! Lets go to the pictures!
26
N o t e : 1. A peremptory order or command may be expressed by the
infinitive with the appropriate intonation:
! Stand up!
! Read aloud!
2. A negative imperative is more often expressed by verbs in the imper-
fective aspect than by verbs in the perfective aspect:
(perf.) . But: He (imperf.) .
(perf.) . But: He (imperf.) .

c) Conjugation o f Verbs in the Perfective A s p e c t Perfective


verbs have two tenses:

Conjugation 1 Conjugation II
to say, to speak to build, build up

Past Tense Future Tense Past Tense Future Tense

, -a , -a
, -a , -
\
> >
; J
\ 'j
> >
) )

Imperative Mood Imperative Mood

, ,

Mixed Conjugation

to give

Past Tense Future Tense

, - \
, - >
) \
& >
)

Changes in the stern occur in the conjugation of a number of


verbs, e. g. to take (see Table 19, p. 346),
to take up , to go\ to set out to ,
to come, , to see , to
27
become (see Table 19, p. 347), *to dress oneself
and others.
Verbs of the second conjugation with stems ending in -, -,
-M, in the 1st person singular, take -- before the ending: .
Further on, we shall indicate the forms of the future tense in
the vocabularies.
2. Declension of Feminine Nouns Ending in a Consonant-f-.
Feminine nouns ending in the nominative singular in a consonant -|-
are declined in the following way:

Case Singul Plural

Nominative
Genitive
Dative &
Accusative
Instrumental
Prepositional () () () ()

1. Singular nouns of the type of and nouns of the type


of (i. e. ending in a sibilant) have identical endings. Plural
nouns after the sibilants , , , (), in accordance with
the general orthography rule, in the dative have the ending -,
in the instrumental - and in the prepositional -ax, instead of
the endings -, - and -, occuring in the nouns of the type
of .
2. Feminine nouns ending in a consonant have in the accu
sative singular the same form as in the nominative (regardless of
whether these nouns denote animate beings or inanimate objects).
In the plural, nouns denoting inanimate objects have the same
form for the accusative and the nominative; those denoting animate
beings have the accusative plural similar to the genitive plural:
. 1 see horses.
3. All singular feminine nouns ending in a consonant 4 - have
the same ending - in the genitive, dative and prepositional cases.
Note that in the declension of nouns of this type the ending -e
does not occur.

f horse II p (fut , *
II p (fut , ) to love, to begin to love
-) to talk, to have a talk I p (jut ||, -; past
I p (fut ||, -; past ||, -, -, -) to
||, -, -, -) to go, come
to set out particle l e t .
28
particle let I p (fut ||, - )(+ instr)
II p (fut , cnpo- to become; to begin
) to ask I p (fut ||, -) to
learn, to find out


1. State the aspect of the verbs. Read and translate into English:
1. .
. 2.
.
. 3. . .
4. ! ! 5.
. -
. 6 . .
. 7.
. . 8 .
! ! 9.
. .
2. Rewrite the preceding exercise, using the past instead ol the future
tense.
3. In the sentences in Exercise 2, state in what way the verbs in each
pair differ.
4. Form the imperative mood:
a) with the letter -tf added to the stem of the verbs:
, , ;
b) with the letter - added to the stem of the verbs:
, , , , , ;
c) with the letter - added to the stem of the verbs:
, , .
5. Rewrite the following sentences, inserting verbs (in the future tense)
in the required aspect:

1. ) ; ,

) . . . .
2. ) . . . . ,
) . . . .
3. ) . . . ,
.
) , . . .
?
4. ) . . . . ,
) . . . -.
29
5. ) . . . , ,
) . . . .
6 . ) . . . , ,
) . . . .
7. ) . . . . ,
) . . . .
8 . ) . . . ,
.
) . . .
?
9. ) . . . , , -
) . . .
.
10. ) . . . ,
.
) 4 . . . .
11. ) . . . . ,
) . . . .
12. ) . . . ! ,
) . . .
.

6. Rewrite the following sentences inserting the imperative form oi the


verb on the right in the required aspect:

1. ) . . . , ,
) . . . .
2. ) . . . , , ,
) . . . , .
3. ) . . . , ,
) . . . .
7. Rewrite the following sentences, inserting the word in the
required case (first in the singular, then in the plural):

1. . . . . 2 . . . .
. 3. . . . . 4.
. . . . 5 . . . . . 6 . . . .
.
8. Rewrite the following sentences, inserting the nouns on the right in the
required case (singular):
a) 1. Ha . . . .
2. . . . .
3. . . . .
4. . . . .
5. . . . .

6. . . . .
7. . . . .
8. . . . .
9. . . . .
) 1. . . . . . . . ,
2. . . . . . . . ,
3. . . . .
4. . . . .
5. . . . .
6.
. . . .
) 1. . . . .
2. . . . .
3. . . . .
4. . . . .
5. . . . .
9. State in what case are the nouns in Exercise 8 and why.
10. Translate the following sentences into Russian, using verbs in the per
fective aspect:

Tomorrow evening I shall go to the club. All (of) our com


rades will gather at the club. I shall see Mikhail and Alexander
there. Before the beginning of the concert our director will make
a speech. At the club we shall listen to music and see a new fiim.
Let's go to the club together.

456
Word-Building:
Forming Nouns with the Suffix -.

?
.
, .
:
,
.
, .
? ?
, ,
. ,
31
, , 1, . ,
,
; ,
,
, .
, . -
,
, , , -
. .
, , , , ,

. , ,
.
, -
.*
. -
.
- , ,
, ,
, ,
, , .
,
, . - ,
, -
.
.
,
. .
.
. ,
, , .
:
, .


astronomer adv everywhere
certificate; - I (Jut ||, -; past
graduation certificate ||, -,-;-) to enter
/ lecture room,lecture / meeting, get-together
hall m choicc
I (, ) to I p {jut , -) to
fight * choose
32
(gen - a , pi -) graduate n visit
, -, -oe; * tenth I p (fut ||,
n achievement -) to try
I p (fut ||, -) to n offer, suggestion; sen
forget tence
/ maturity II p (fut ||,
I p (fut ||, -) ) to offer, to suggest
to invent m remaker
I, I p (pres, fut - I p(fut ||,
, -) to utilize, to make -) to remake, to transform
use of I p (fut , )
- proti somebody to accept
/ laboratory / industry
I p (fnt ||, -; past m process
||, -, -; -) to find m worker, workman
innovator I (||, -) to
, , ; is develop; ^ to be developed
necessary I p (fut , -
education; ) to become
educated mix conf p (see ) to cre
kitchen garden ate, to build, to set up
graduation; end m specialist
II (fut , -) to f speciality, profession
finish, to graduate I (||, -) to
I () to lose try, to endeavour
touch with; to come off, to tear off m toiler, worker
||, -, -6e; - advanced, I p (fut
foremost, progressive ||, -) to improve, to
/ preparation perfect
I p (fut , -) , -, -oe; - honest
to think m youth


PTC - repair technical station.

Forming Nouns with the Suffix -. Nouns denoting an


abstract notion may be formed from qualitative adjectives by means
of the suffix -:
() -)- = novelty
() = youth


o- an unclear and very faint []: , , ,
.
Bear in mind that the unstressed in the suffix - is always
pronounced very faintly.

2 430

Pairs of Imperfective and Perfective Verbs
Imperfective Aspect Perfective Aspect Translation

II (pres, , I (fut. ||, -) to find


)
I (pres, - I (fut. , to choose
||, -) -)
I (pres, - I (fut. , to show
||, -) )
I (pres, II (fut. , to visit
, -) )
I (pres, I (fut. ||, to invent
, -) -)
II (pres, - II (fut. - to get acquainted
, ) ,
)
I (pres, - I (fut. to try
||, -) , -)
I (pres. ||, mix. con] . (fut. see to create
-) p)
I (pres, I (Jut ^, to forget
, -) -)
I (pres, I (fut. , to receive, to ac
, -) ) cept
I (pres, - II (fut. , to survey, to exam
||, -) ) ine
I (pres. I (fut. to perfect, to im
! |, -) ||, -) prove


1. Copy out from paragraphs 4 and 5 of the text all verbs in the perfec
tive future (simple). State the person, number and conjugation of these verbs,
2. Copy out from the text all perfective verbs in the imperative.
3. Put the verbs you have copied out in Exercises 1 and 2 in the infinit
ive (write them down in a column on the right-hand). On the left give
corresponding verbs in the imperfective aspect. Indicate in what way the
aspects differ.
Example:
Imperfective Aspect Perfective Aspect The Aspects Differ

change in root;
different suffixes

34
4. I n s e r t the appropriate verb in the past from the verbs given below:

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

5. Indicate the examples in which the verb in the 1st person plural express
es the perfective future and those in which it expresses the imperative
mood. Translate the sentences into English:

1. ) . ) !
2. ) , ! )
. 3. ) (by heart)! )
. 4. ) -! )
-. 5. ) .
) !

6. Use the suffix - to form nouns from the following adjectives and
translate them into English:

, (very young), , , (tired),


, .

7. Answer the following questions on the text:

1. ?
2. ?
3. , ?
4. , , ?
5. ?

8. Translate into Russian, using verbs in the perfective aspect:

1. Tell me, when can I see comrade Petrov? 2. You will learn
(about) this tomorrow. 3. Learn the words of the song Our Country".
4. Let Kolya also learn these words. 5. 1 shall read the book
A Word about Words".

2*
85
46
Grammar.
Verbs of Motion in the Imperfective and
Perfective Aspect.
Conjugation of Verbs of Motion in the
Perfective Aspect (, ,
).
The Perfective Verbs and .


1. Verbs of Motion in the Imperfective and Perfective
Aspect. The Verbs of motion (see Part I, Lesson 26a) given
in the two rows below are all in the imperfective aspect:
I. , , , , ,
II. , , , , ,
1. Corresponding perfective verbs to the verbs in Row I may
be formed only by means of the prefix no- with the meaning of
a little, a little while", for example, . Other verbs formed
from them by means of prefixes denoting place (-, -, -
-, -, -, -, -, -, -, etc.) are invariably in the
imperfective aspect.
2. Corresponding perfective verbs to the verbs in Row II also
may have the prefix no- but with the meaning of the beginning of
an action (). Verbs derived from the verbs in Row II which
have prefixes denoting place (-, -, -, -, -, -, -,
-, -, - and others) are in the perfective aspect.
To illustrate this we may take the verb to go, to walk
from Row I and the verb to go, to walk from Row II.
Imperfective Perfective Translation
Aspect Aspect

to come in, to enter


to go out
to move away, to leave, to depart
to get to, to reach, to come to
to go down, to get off, to alight
to go away, to leave
to approach
to cross (a road, etc.), to go over
to come
to go by
to call (on), to drop in (at)

36
The same relationship exists between other verbs derived from
verbs of Row I and Row II (see p. 36). For example:
im p f p
im p f p
2. Conjugation of Verbs of Motion in the Perfective Aspect
noittnu, ,
to go, perf. aspect, 1st conj.

Past Tense Future Tense

, \
, >
'j , ,
/
/

Imperative Mood: ,

to go away, to leave, to depart, perf. aspect, 1st conj.

Past Tense Future Tense

, -
, - >
; 1 . , ,
|

The imperative mood is formed from another stem: , .

to come running, perf. aspect, mix. con].

Past Tense Future Tense

, - \
, - >
)
)

Imperative Mood: ,

37
3. The Perfective Verbs and . Compare:
Imperfective Aspect Perfective Aspect Translation

to sit down
to lie down
These verbs have different roots in the two aspects; the verbs
in the imperfective aspect are reflexive, while those in the perfect
ive aspect are not (they do not have the particle -).
The verbs and change their stem in the future tense.
They are conjugated as follows:
Infinitive: I p.
Past Tense: , , ; .
Future Tense: , , ; , , .
Infinitive: I .
Past Tense: , , ; .
Future Tense: , , ; , , .


I (fut. ||, -; past past ||, -, -; -)
||, -, -; -) to go to approach
out II (fut. ,
I (fut. ||, -; past ) to walk a little
||, -, -; -); II (fut. , -
II (, ) to ;... ) to come
reach running
I (fut. ||, -; past I (||, -);
||, -, -; -); 1 (fat. ||, -)
II (, ) to call to come (by some means of trans
on, to drop in port)
I p (fut. , ) to lie I (||, -);
down II p (fut. ,
I p (fut. ||, -; past ) to come flying, to come hur
, ||, -; -); - rying
II (, ) to I p (fut. ||, -; past
take ||, -, -; -) to go,
I (fut. ||, -;past to walk, to go by, to pass
, ||, -; -), - n meeting, appointment,
II (, ) to car rendezvous; good-bye
ry, to take to I p (fut. ||, -) to sit
I p (fut. ||, -; past down
||, -, -; -); I p (fut. ||, -; past
II (, ) to move ||, -, -; -) to go
away, to leave, to depart down (from)
I p (fut. ||, -; 1(||, -); I
past ||, -, -;-); (fut. ||, -) to leave, to
II (, depart
) to cross, to go over I P (fu t ||, -; past
I p (fut. , -; , ||, -; -) to go away
38

1. Read the sentences given below; point out those in which the verb is
in the present tense and those in which it is in the perfective future;
translate the sentences into English:

1. ) 8 , )
9 . 2. )
, )
. 3. )
. ) .
4 . ) . )
. 5. ) 10
, ) 11 . 6 . ) , ,
) !
2. Add the preffixes -, -, -, -, -, -, -, -, -, - to the
verbs , , , . Translate into English the verbs
you have formed.
3. Add the prefixes - and y- to the verbs of motion given below and
translate the verbs obtained into English:

I. , , ,
. , , ,
4. Arrange the verbs with prefixes in the sentences below, in pairs of
imperfective and perfective verbs:
Example:
Imperfective Aspect Perfective Aspect

Infinitive and Present Tense Infinitive and Future Tense

, ,

1. . 2.
. 3.
. 4. , . 5.
. 6 . . 7.
. 8 .
. 9. .
10. ? 11.
? 12. .

5. Put the nouns in brackets in the required case:

1. (). 2 . ().
3. (). 4.
(). 5. () ().
39
46
Word-Building:
The Meaning of Prefixes in Verbs of
Motion.

1

-. :
, -
.
.
2
. ,
.
! !
.
.
. ,
, . 3 ,
* . 1
, ,
.
.
4 !
.
.
.

.
. ,
.
,
.
: . ,
.
. -
. . -
.
40
, .
.
- .

.
. :
.
, .

;
. . -
.
. ,
. .
. 4 ,
- .

.

adv nearer m sunset


I p(fut ||, -) I p (fut ||,
to return, to go back -) (-f-instr) to admire, to lose
/ summit oneself in admiration
, -, -; - mountain (attr) I p {fut ||,
-, -; - wild -) to take fright
particle9 in the context', but m film camera
41
/ film studio ... ) to pass,
, -, -; - Kirghiz to run by, to fly by
(attr) I p (fut ||, -)
/ (pi ) goat to stay, to remain
f cow I p (fut ||, -) to
(gen -a, pi -) glacier go by, to drive by, to traverse
adv instantly II (, )
/ melody to pass by
, -, -; - na I (||, -), I
tional p (fut , ) to photo
it is impossible graph
I (fut ,-) I p (fut ) to gath
to form er (together)
f (pi , gen pi ) sheep n event
, -, -; - opera (attr) , -, -; - succulent
II (fat , II (fut ,
) to send off, to dispatch ) to go down, to descend
I (||, -) to tend grazing n (pi ) herd, drove, flock
cattle f scene
I () to graze / (gen pi ) shooting
m {gen -a, pi -) shepherd (of a film)
m pass m subject
I p (fut ||, -) m (gen -a, pi -) drove, herd
to change ones seat; (of horses)
in the context: to mount a horse / shadow
m peak f (gen pi ) path
I p (fut , - mix conj p (fut , -
) to climb, to rise . . . ) to run away
I (||, -) to II (, ) to take
cover (lead) away
one and a half m (gen , pi )
adv almost range
m arrival ||, -, -; - wonderful
mix conj p (jut , / expedition


1. Kirghiz Soviet Socialist Republic, in Middle Asia; it is one
of the fifteen Union Republics which make up the USSR.
2. former Pishpek; was renamed in 1925 in honour of . V. Frunze
(18851925), great Soviet soldier who was born there.
3. and are synonyms, but the word is used collectively
only of horses.
4. The general meaning of the verbs (imp) and (p) is to
take off, to remove*.

. Cases Governed by Certain Verbs


The verbs to sit and to lie are used with the
preposition + noun in the prepositional case:
(?where? to sit on a chair
prepositional case)
(? where? to lie on the sofa
prepositional case)
42
The verbs to sit down and
to lie down are used with the preposition + a noun in
the accusative case:
, (? to sit down, to sit down on a
where? accusative case) chair
, (? to lie down, to lie down on a
where? accusative case) sofa


a) The Meaning of Prefixes in Verbs of Motion. 1. a) The
prefix no- in verbs of motion, for example: , ,
, , etc. (verbs in Row I, see Grammar, Lesson 46a) may
denote an action somewhat limited in time (imparting the sense
of a little", a little while). Verbs of motion having the prefix
no- are used with the prepositions no + a noun in the dative case
or , + a noun in the prepositional case:
no . I paced the room for a while.
. The children ran for a little
while in the garden.
b) The prefix no-, when attached to verbs of motion: ,
, , etc. (Row II, see Grammar, Lesson 46a),
may denote the beginning of an action (showing that the action
has begun and is completed at its beginning). They are used
mostly with the prepositions and + a noun in the accusative
case:
. I went (am off) to work.
. The children ran o ff to the
garden.
2. Other prefixes (-, -, -, -, -, -, -, -, -)
when attached to verbs of motion, usually indicate place. For
example:
a) The prefix - denotes movement into something; verbs with
the prefix - are followed by the prepositions , + noun in
the accusative case:
1) , , \
to enter, to run in, to carry in| ,
2) , , ( into theroom, up the stairs
to enter, to run in, to carry in)
b) The prefix - indicates movement out of something; verbs
with the prefix - are followed by the preposition - f a noun
in the genitive case:
43
1) , , ^
to go out; to leave, to depart; to carry out |
2) , , I out of the house
to go out; to leave, to depart; to carry out '
c) The prefix - may denote change o f place or position;
verbs with it in this instance may be usedwith the prepositions
( + Sen-) ad (- \-acc .), ( + gen.) and ( + acc.):
to move from the country to town
to change from an automobile
to a horse
It may also denote movement across something; in this case
the object of the verb is used with the preposition + a noun
in the accusative case:
1) , ,
to Gross, to go over; to cross, to run over;

to carry across (over)
2) , , > across the street
to cross, to go over; to cross;

to carry across (over)
3. The prefix c- with verbs of motion: , , ,
, etc. (Row I, see Grammar, Lesson 46a):
a) Without changing the aspect of the verb, denotes chiefly
movement from the surface of something. In such cases the verb
is followed by a noun in the genitive with the preposition c + a
noun in the genitive case or such adverbs as down,
down:
() !. We went down the hill.
() . The children ran down the hill.
In the verb used in the meaning of to run down,
the stress is on the second syllable.
b) Without modifying the principal meaning of the verb, helps
to form the perfective aspect and imparts to the verb the sense
of returning back":
. 1 went to (was at) the shop.
(i.e., I was at the shop and returned).
. The children ran to the garden,
(meaning they were in the garden and returned).
In the verb used in the above meaning, the stress is
on the first syllable.
44

1. Compose sentences, using the following words:
) , , , , ;
) , , , , , .
2. Group together words of the same root; underline the root:
, , , , , , , ,
, .
3. In the preceding exercise, indicate two pairs of words in which a change
of consonants occurs in the root.
4. State the tense and aspect of the verbs in the 2nd and 3rd paragraphs
of the Text.
5. Copy the sentences given below, underline the verbs, and translate them
into English:
1. ) , ) .
2. ) , )
. 3. ) , )
.
6. Supply the following imperfective verbs of motion with corresponding
perfective verbs:
, , , , ,
, , , , .
7. Supply the following imperfective verbs with corresponding perfective
verbs. Underline their distinguishing features:
Example:
, , .
8. Insert suitable prepositions: , , , , , , , , (
use of Table on p. 339):
1. . . . . 2 . . . .
. 3. . . . . 4.
. . . . 5. . . . .
6 . . . . . 7. . . . ! .
8 . . . . . 9.
. . . . 10. . . . . .
. . . . 12. . . . . 13. . . .
. 14. . . . . 15. . . .
.
9. Translate into Russian, using verbs in the perfective aspect:
1. Our aeroplane arrived in the town before sunset. 2 . From
the aerodrome we went to a hotel. 3. The motor car passed by
the building of a theatre and stopped at the hotel entrance.
4. I entered the hotel building with my things and went upstairs.
45
10. Put the verbs in your translation of Exercise 9 in the Future tense.
11. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
12. Retell the text in the 3rd person.
13. Read the verses given below; look up the unfamiliar words in the
vocabulary at the end of the book; learnthe verses by heart:

,
; 1. . .
,
; .
. . (18141841]

47

Grammar.
Declension of Personal Pronouns (1st
and 2nd Person): , , , .
Impersonal Sentences.


1. Declension of Personal Pronouns (1st and 2nd Person):
, , , . In the declension of personal pronouns both
ending and stem are inflected:

Case Singular Plural

Nominative
Genitive
Dative
Accusative
Instrumental (-) (-) &
Prepositional

46
1) The pronoun , apart from its plural meaning, is also used
in the singular as a polite form of address. It may in all case
forms denote one or more persons.
2) The pronouns and have the same endings in all the
case forms. The pronouns and are declined in the sameway.
3) The forms of the instrumental case and may
end in - instead of -, chiefly in poetry.
4) The prepositions , , , when used with pronouns
of the 1st person singular (dat. and prepos.), (instr.)
take the following forms: , , , : ,
, , .
N o t e : In Russian, the phrases , ,
, etc. are in common usage. They mean:
( ). You and we (or I).
( ). The comrades and I (or we).
( ). You and I (or we).
For instance:
. Well go south together.
. You and I will go to the pictures.
. Ann and I were at the pictures.

2. Impersonal Sentences. Impersonal sentences in Russian


are in current use. They correspond, in most instances, to English
impersonal sentences with the subject it* (It is dark"). In Rus
sian, however, they do not have a grammatically expressed subject.
Russian impersonal sentences vary in form depending on how
the predicate is expressed.
In impersonal sentences the predicate may be:
1. A verb:
a) An impersonal verb. Impersonal verbs differ from other verbs
in that they can be used in the present and future tense only
in the 3rd person singular, and in the past tense take only the
form of the neuter gender:
, it is (was) dawn, day is (was)
breaking
, it is getting dark, it was getting
dark
These verbs express phenomena of nature having no relation
to any person or object.
b) A verb which, though it may be used in all persons, is
given an impersonal meaning. There are many verbs in Russian,
inflected for person, which may be used as impersonal verbs. For
example, the verb . This verb is inflected for all persons
( , , etc.) and at the same time may be used
as an impersonal verb.
47
Compare:
. The mother rocks the baby.
. One is rocked on the sea.
N o t e : In some instances, as in the second example given above, a
verb with an impersonal meaning is rendered in English by the passive voice.
c) An impersonal verb with the particle - generally formed
from an intransitive verb which is normally conjugated in all persons;
() , () ,
() , () ,
(dat.) . is sleepy.
Impersonal verbs of this type generally express a state or a
disposition.
The person to whom the action of the various types of verbs
cited above refers may be denoted by a noun or pronoun in the
dative case:
(dat.) . I get on quite well.
(dat.) We wanted to go to the theatre,
.
2. Predicative words (short forms of adjectives by their origin)
ending in -: warm(ly), hot(ly), jolly,
etc. These words express a state experienced by a person or a
state in nature, in the surroundings. To denote the present, past
or future tense, link-verbs are used, such as to be,
to become, to become, to grow, to
become, to become, to grow:
. It is growing warm.
. It was hot.
. It will be jolly.
The person to which the staterefers is denoted by a noun or
pronoun in the dative case:
(dat.) . I am warm.
(dat.) . (My) brother was cold.
3. Words expressing possibility or necessity: it is
possible, it is necessary, it is time, etc.
These words are used in the past and future with the link-verb
(, ):
& it was possible
^ it will be necessary
it was time
The person to which the state refers is also in this instance
denoted by a noun or pronoun in the dative case:
48
? May I come in?
. It was time for Tanya to go to work.
We shall have to repeat this
. lesson.
N o t e : In negative impersonal sentences with the words , ,
(see Part I, Lesson 34a), the person for whom something is
intended is denoted by a noun or pronoun in the dative or in the
genitive case with the preposition :
(or ) . There is no wire for us.
(or ) - There was no wire for him.
.
(or ) - There will be no wire for her.
.

I () itnpers to grow I () impers
light to get dark
/ wire


1. State the case of the pronouns in black letters. Translate the sentences
into English, paying special attention to the forms of the personal pro
nouns:
1. ? 2. .
3. . 4. .
5. ? 6 .
? 7. . 8 . .
9. . 10. .
11. . 12. . 13.
. 14. . 15.
? 16. . 17. .
18. . 19.
. 20. ! 21. .
2. Say which sentences in the preceding exercise are impersonal.
3. Insert the personal pronoun given on the right in the required case: %
1. . . . .
2. . . . .
3. . . . .
4. . . . .
5. . . . .
1. . . . .
2. . . . .
3. . . . ?
4. . . . .
5. . . . .
6. , . . . .
49
) 1. . . . .
2. . . . .
3. . . . ?
) 1. . . . .
2. . . . ?
3. . . . .
4. . . . ?
) 1. . . . .
2. . . . .
3. . . . .
4. . . . ?

47
Word-Building:
The Prefix - with Verbs.


!
,
.
,
, .
,
. .
.
, ,
.
.
. . , ,
: , , .
.
.
.
, , , , .
.
: ,
.
, ! .
60
.
, .
20 .
. .
. -
.
. .

.
, . 1 .
.
, .
. , .
. .
.

.
.
. :
, , , ,
.
: ,
.
-
51
. .
.
, .
, , , .
.
,
.
.
. , .
.
: .
. .
.
, .
, , ,
; .
,
: ,
, . . .
,
. . , .
,
.
. , , .
.
. .
, , ,
.
.
, .
: , , ,
. , , .
, .
. , .
. .

.

(gen , pi is not used) banana
luggage adv free of charge
52
(railway) ticket I p (fut ||, -)
pr ( + gen) near to wish
m vineyard / bed, bedding
m volley ball 1 p (fat ) to grow
II p (.fat , dark
) to meet II p (fat ,
I p (/*||, -) to reach ) to offer
/ (gen pi ) dairy-maid I p (fat , -) to
railway; arrive
by train, by rail adv friendly
II p (fut , -) to ||, -, -oe; - seaside;
get sunburned maritime
II p (fat ) to thun / (pi ) sheet
der / (gen pi ) pass
I p (fat , ) I (||,
to order -) to talk, to speak
I p (fat ) to , -, -; - is situated
flash I (||, -)
n (indeclinable) compartment to part
f magnolia / (nopi) verdure, vege
tangerine tree tation
/ lightning ||, -, -oe; - cordial
adv not long strongly
, -, -oe; - pron some adv fabulously
m porter , -, -oe; - fast, quick
II (, ) I () to gather
to like (together)
n blanket adv at once, right away
m oleander it is terrible
I p (fat ||, -) to f woman textile worker
allot; in the context', to be given I () to grow dark
m holiday-maker, guest adv warmer
(at a rest home) II p (fat , -
I p (fat , ) to see one another
) to refuse it is comfortable
/ palm ||,-, -; - morning (attr)
n foot m suit-case
/ (gen pi ) pillow, m (pi ) anchor
cushion


to check ones luggage
with each other, with one another
the same
I was frightened
to afford pleasure
to come to an anchor
good-bye, best wishes

. Cases Governed by Certain Verbs


I ( ?) + instr. to say good-bye
II p ( ?)-j-instr. to get acquainted
II (?) -f- dat. to be liked

53

Imperfective Aspect Perfective Aspect Translation

I (pres - I (flit , to order


||, -) )
I (pres ||, II (fut , to receive
-) )
I (pres II (/^, to offer
, -) )
I (pres - I (fut ||, to arrive
||, -) -)
I (pres I (fut ||, to part
, -) -)


The Prefix - with Verbs. 1. With some verbs the prefix
- indicates the beginning of an action without altering the
principal meaning of the verb:
( = The comrade started speaking
). ( = began to speak).
( = Lightning flashed ( = began to
). flash).
( = ). The singer began to sing.
2. In other verbs the prefix - has lost its meaning; without
it the verb has quite a different sense. Compare:
to forget and to be.
3. In some instances the prefix is completely fused with the
verb, and the latter has no meaning without it, for instance:
to order.

I. State the case of the personal pronouns in the following sentences:
1. . 2.
. 3.
.
4. . 5.
. 6 . ,
. 7. , , .
8 . .
9. . 10.
. 11. .
54
2. In the following sentences, change the personal pronoun to , and
to using the required case. Change the verb forms, to agree
with the pronouns:
1) . 2 .
. 3. . 4. ,
. 5.
. 6 . . 7.
.
3. Indicate the verbs in which the prefix - denotes the beginning of an
action. Translate the sentences into English:
1. . ,
. 2. . . 3.
, . 4. .
, . 5. . 6 .
. , .
4. Compose sentences with the following words and phrases:
, , , , ,
, .
5. In what way the imperfective verbs differ from the perfective in the
following pairs of verbs:
1. . 2 . . 3.
. 4. . 5. .
6 . . 7. . 8 .
. 9. .
Give the 1st person singular of the future tense of the above perfec
tive verbs.
Example: .
6. Insert a suitable verb in the perfective future fromt those given In
Exercise 5:
1. . . . . 2. . . . .
3. . . . , . . . . . . .
4. . . . . 5. . . . . 6 .
. . . . 7. . . . .
7. Find impersonal sentences in the text.
8. Translate into Russian:
Dear Kolya,
How are you getting on? We have not heard (had any letters)
from you for a long time. We send you regards from our Rest
Home. We like it very much here at the seaside. The weather is fine.
Yesterday we went boating. The sea was calm. The sky over
head was clear and the sun shone brightly. But in an hours time
it grew dark and it began to thunder. Luckily the storm did not
last long.
Hope to hear from you soon.
Your friends.
55


( )

, .
, , .
. .
...
, : , , .
, . .
. . .
, . . .
, . ,
. . . .
.
, : , ,

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

. . .
, .
? .
! , . ,
!
, .
, ,
. .
.
. . (18531924)

56
48'
Grammar:
Declension of Personal Pronouns
(3rd Person Singular and Plural).
The Object and Object Clause.


1. Declension o! Personal Pronouns (3rd Person).

Singular Plural (for


Case all three
Masculine Neuter Feminine genders)

Nominative OH
Genitive
Dative
Accusative
Instrumental
Prepositional

1. In the declension of pronouns of the 3rd person, all the


other cases are formed from stems which are different from the
stem of the nominative case. The neuter singular pronoun oho is
declined in the same way as the masculine singular pronoun .
2. An initial h- is always added to pronouns of the 3rd person
preceded by a preposition, e. g.: , , , ,
, , , etc.
3. The plural forms of pronouns of the 3rd person are the same
for all the three genders.
N o t e : Do not confuse the personal pronouns , , with the
possessive pronouns:
(pers. pron. gen. case). I do not know him.
(poss.) . I do not know his brother.
He (pers. pron. gen. case). Do not ask her.
He (poss.) . Do not ask her pupil.
(pers. pron. gen. case). We did not see them.
(poss.) . We did not see their books.
The initial h- is added after prepositions only when the forms
, , are personal pronouns:
(pers.) 1 went to see him.
(poss.) . I went to see his brother.
57
2. The Object and Object Clause. 1. In Russian, we call
the object a secondary part of the sentence, denoting a thing or
person, and answering the questions ? who? and ? what?
in all the case forms, except the nominative:
(? .) I am reading a book.
( We were speaking about the
? prepos.) comrade.
2. An object clause in Russian" answers the same questions
as the object. It is introduced by the following conjunctions and
conjunctive words: , , , , , etc.
' ,
what he is reading,
,
(?), where he is going,
I know (what?) .
(?), where he had been,
1 do not know (what?) ,
why he is laughing,
.
how to do this.
f .
(?) J that spring had come.
We were glad (of what?) | .
I that the sun was shining.
,
what causes wind.
(?, ?), I .
The teacher told us I what fruit grows in the south,
(what?, about what?) ,
where to the expedition had set off.
) may be a conjunction and a conjunctive word (i.e. a
relative pronoun). In the latter instance is stressed; an accent
is put over it in writing, in oral speech the stress is shown by
intonation:
, (conjunction) I know that he will come,
.
, (conjunctive word, I know what he is reading.
relative pronoun) .
From the above examples we see that conjunction is
translated into English by that and conjunctive word, by
what.
N o t e : The difference between a conjunction and a conjunctive word
is: a conjunction merely introduces the subordinate clause, while a conjunc
tive word is at the same time a part of the clause it introduces.
58
b ) In Russian, as in English, the conjunction that may be
omitted. The connection between the principal and subordinate
clause is then expressed by intonation. This is particularly current
in colloquial speech:
, () . I know (that) he will come.
In Russian, as in English, the conjunctive word what can
never be omitted.
c) Object clauses, like all other clauses, are separated from the
principal clause by a comma. If the subordinate clause stands with
in the principal clause, it is set off by two commas:
, , said everything he wanted to
. say and relapsed into silence
(grew silent).

II p (,fat ||, -) to grow silent
II p (fut ) to come
? why?
? why?

1. State the cases of pronouns of the 3rd person. Translate the pronouns
into English:
1. ; .
2. ; . 3.
? . 4. ,
, , . 5.
. 6 .
. . 7.
. .
8 . . .
9. .
.
2. In the preceding exercise, point out pronouns of the 3rd person begin
ning with the consonant -. Give the reason for this.
3. Insert the pronouns on the right in the required case:
1. . . . .
2. . . . ?
3. . . . ?
4. . . . .
5. . . . ?
6. . . . ?
7. . . . .
8. . . . .
9. . . . ?
10. . . . .
11. ? , . . . .
12. . . . .
13. , . . . .
14. . . . . .
15. , . . . ?
16. . . . .
17. . . . .
18. , . . . .
19. ; . . . ?
20. ; . . . ?
21. , . . . .
22. ; . . . .
23. ; . . . .
4. Indicate the sentences in which the pronouns used are persona] and
those in which they are possessive. Translate into English:
Example: (pers.). (poss.) .
1. ) . ) .
2. ) , ) . 3. )
. ) . 4. ) .
) . 5. ) ? )
.
5. Pick out the objects and say what question they answer:
Example: . ?
1. . 2 .
. 3. , . 4.
. 5. , ,
. 6 . . 7.
. 8 . . 9.
.
6. Underline the object clauses and say what question they answer:
Example: , .
?
1. , . 2. ,
. 3. , . 4. -
, . 5. ,
. 6 . ,
. 7. , .
8 . , .
7. In the preceding exercise: a) indicate the words joining the subordinate
clause to the principal clause (conjunctions, conjunctive words); b) point
out the sentences in which intonation takes the place of the omitted con
junction.
60
48

.
,
. , . -
.
. , .
,
,
, .
: .
,
.
.
.
, .
1 2, , 1
. ,
.
, .
,
. ,
. ,
.
* *
*

, , .

.
. .

. , ,
. ,
.
.
. ,
. .
61

II (fut , ) II p (fut
to throw ) to transform
||, -, -; - impetuous, ||6, -, -; - grey, grizzly
stormy (pi ) rock, cliff
I () to flow (out II p (fat ||,
of) -) ( 4- instr) to unite, to join
f legend pi poetry, verses
, -, -; - lower adv impetuously
II (flit , ||, -, -; - impet
) to stop uous, rash
/ dam m builder
heroic deed, exploit / difficulty
because, as ||, -, -; - labour (attr)
poet mix conj p (fat ,
II (fat , past ) impers to manage,
) to block, to bar to succeed
/ power station


marry somebody to somebody
marry somebody


1. To marry is expressed, in Russian differently for a man and for a woman.
When speaking about a man, we use the verb with the preposi
tion :
. Nicholas married Olga.
. Nicholas is married to Olga.
If a woman is in question, the adverb and the expression
with the preposition is used:
. Olga is married to Nicholas.
. Olga m arried Nicholas.
2. is a river tributary of Angara.

Imperfective Aspect Perfective Aspect Translation

I (pres ||, I (fut ||, to call


-) -)
I (pres - II (fut to stop
||, -) , )
I (pres , 1 (fut !|, to send
-) -)
I (pres 11 (fut to block, to bar
, -) , )
I (pres mix conj (fut to manage, to suc
) ) ceed

62

1. Pick out of the Text personal pronouns in the 3rd person (except those
in the nominative case) and state their gender, number and case.
2. Insert the pronouns , , in the required case:


, , .
. . . .
, , .
. . . .
, . . . ?
. . . : . . . .
?
. . . , , ;
, . . . .
. . . .
3. Indicate the root in the following words; translate them into English.
Insert them in the sentences given below:
a) , , ,
1. . . . . 2. . . .
30 . 3. . . . . 4 .

b) , , () , .
1. . . . . 2. . . .
. 3. . . .
. 5. . . . 30 .
4. Translate into English:
1. . 2.
. 3.
. 4. . 5.
. 6. ?
5. Translate into Russian:
1. My sister will be married soon. 2. Baikal wanted to marry
his daughter to Irkut. 3. My friend married a girl from Leningrad.
6. Put one of the verbs in the right-hand column instead of dots:
1. ) . . . , ,
) . . . .
2. ) . . . , ,
) . . ..
63
3. ) . . . . ,
) . . . .
4. ) . . . , ,
) . . . .
7. Indicate the difference between imperfective and perfective verbs in the
table on p. 62.
8. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
?
5. ? ?
6. ?
7. ?
8. ?
9. Pick out the objects of the fifth paragraph of the text; state by what
parts of speech they are expressed, and to what questions they answer..
10. Write out the object clauses occurring in the text and underline the
conjunctions and conjunctive words they are introduced by.

49a
Grammar:
The Reflexive Pronoun .


The Reflexive Pronoun . Declension. The reflexive pro
noun oneself, which has already been discussed in Lesson 27*
(Part 1), may only be the object of a sentence. Hence, it has no
nominative case. In all the other cases the pronoun is declined
in the same way as the pronoun :
Nominative Accusative
Genitive Instrumental
Dative Prepositional
The pronoun is always used instead of a personal pronoun
when the subject and object denote one and the same person to
whom the action of the verb refers:
. I saw myself in the looking
glass.
64
In the above sentence the subject and the object de
note one and the same person (1st person); is used instead
of . Let us consider another example:
( ) You bought yourself (for your-
. self) a book.
In this example the subject and the object also denote
one and the same person (2nd person plural); the reflexive pro
noun is used instead of the personal pronoun .
. The teacher brought (with him
self) along a book.
Here again, the subject and the object denote
one and the same person (3rd person, singular); the reflexive pro
noun is used instead of the personal pronoun .
The correct use of the pronoun for the 3rd person is
particularly important as the meaning of the sentence depends
on it.
Compare:
. He spoke about himself.
. He spoke about him.
In the first sentence the action refers to the doer himself, in
the second, it refers to some other person.


1. Read the following sentences; state the case in which the reflexive
pronoun stands. Translate the pronouns in black letters into English:

1. . 2.
. 3.
. 4. . 5. -
, .
6. . . 7.
. 8. ? 9.
. 10. , . 11.
; .
2. a) Insert the pronoun in the required case:

1. . . . . 2. . . .
. 3. . . . . 4. . . . .
b) Read or rewrite this exercise, replacing the pronoun by and
changing accordingly the verb forms.
c) Change the pronoun to and then to .

3 Jft 430 65
3. Read the following sentences and translate them into English. Compare
the verb forms:
1. ) . ) .
2. ) , ) .
3. ) . ) .
4. ) , )
.
4. Make a written translation into Russian of the following sentences; in
your translation underline the reflexive pronoun :
1. I have chosen some books for you and for myself. 2. My
brother has chosen a magazine for me. 3. My friends were at their
home. 4. Tanya bought a coat for herself. 5. Her mother bought
her a coat. 6. Tanya will tell you about herself. 7. We ordered
tickets to the theatre for you and for ourselves. 8. The teacher is
very pleased with him, but he is not pleased with himself.

49*

. -

.
? .
,
.
.
, .
.
, ! .
, . .
1 ?
. .
? .
. -
. :
, , , , , .
.
! .
, .
, , .
.
66
& .
. . -
. .
.
.
.
, ,
. -
. --
, 1.
,
. ,
, .
, ,
.
, .
.
, , , .
, .
, ; ;
: , -
.
, . .
. &
, , .


( pi) linen; underwear II p (fat , -
/ talk ) to visit
/n (gen , pi ) II p (fat ,
shoe ) to make for, to make
adv suddenly ones^ way to
/ (gen pi ) branch I p (fut ||,
I p (fut ||, -) to turn round
-) to exclaim I p (fat , )
to embrace
Hero of Socialist Labour n (indeclinable) coat
I p (fut ||, -) to I p (fat ||, -)
bring to, to give a lift to turn
I (||, -) to call m (gen , pi )
m (no pi) hoar-frost gift, present
m (pi -a) body (of an automo II p (fut ,
bile) ) to put, to place
adv for sure II p (fut ||, -)
adv to meet (him) to dart
3* 67
- adv as formerly II p (fut , -)
I p (fut ||, -) to to inform
press / (pi , gen pi ) pine-
II (, ) tree
to carry out; to hold / loan
adv joyfully, with joy m secondary technical school
I (, m tractor driver
-) to repair II p (Jut , -)
m (gen -a, pi -) boot to hear
II () to grow pi (no sing) flakes
silvery, to shine like silver / (gen pi ) cap
, -, -oe; - snowy / fur coat


dont mention it


1. in the Soviet Union collective
farmers as* well as workers in other fields, are awarded the title of Hero of
Socialist Labour for outstanding achievements.

Imperfective Aspect Perfective Aspect Translation


ii

I (pres ||, II (fut , to put, to place


-) )
I (pres II (fut to make for
, -) , )
I (pres - I (fut ||, to turn
||, -) -)
() I (pres () I (fut to cover, to cover
), -() ), -() oneself


1. Insert the reflexive pronoun or a personal pronoun in the required
case:
1. . . . ,
. 2. . . . , .
3. . . . . 4.
. . . . . . . 5 .
, . . . - . 6. . . .
. 7. . . . ,
. 8.
, . . . . 9. . . . -
. 10. . . . .
68
2. In the preceding exercise, underline the reflexive pronoun together
with the word governing its case. State what the required case is. Explain
in each instance why the pronoun must be used.
3. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
7. ?
8. ?
9. ?
10. ?
11. ?

4. Point out in what way the following verbs differ:


, ,
, , ,
.
5. Give the 1st person future of the following perfective verbs:
, , .
6. State the tense and aspect of the verbs in the text beginning with the
words: up to the words:
.
7. Put the verbs in the following sentences in the future tense:

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


( . )

. :
, , , , .
. :
.
, , , .
69
!
.
, .
,
1 .
.
:
, , !
: ,
. :
, , , .
, - . ,
, !

50
Recapitulation.


1953 ( ),
,
.

. -
.
.
1 ,
. 2 -
3.
,
4.
.
.
,

.
- . -
, -,
70

.


.

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


, -
- .
.
, , -
. -
.
* *
*
,
, ,
, -
- .
. .
71
,
.


author (gen -a, pi -) seaman
adu carefully / embankment, water
/ illness, disease front
/ hospital adu from there
, -, -; - British / (no pi) memory; ^ in
/ watch the context', as a keepsake, a sou
/ Great Britain venir
(gen , pi ) wreath / (gen pi ) file, paper-case
II (, -) to believe m parade
visit adv for a long time
II (fut , I p (flit ||, -) to
) to lay press
||, -, -; - stirring n wish
( pi) recovery m Portsmouth
/-frontier, border; - - n government
from abroad n (no pi) stay, sojourn
I (fut ||, -) ^ n invitation
to reach, to achieve m reception
m token; sign I p (fut |{, -)
n publication to send
/ sparkle ||, -, -; - simple
/ cabin; state-room; - (pi -) row; a number
/ ward-room, mess-room / ( pi) amateur
n cemetery art, home talent
m commander m occasion; on oc
/ queen casion of
n coronation m Spithead
m cruiser n (pi ) vessel
m crew space ti in the context: drill
, -, -; - personal II (||, -) to keep
sailor II () to be kept
||, -, -; - small m crew (of a ship)
/ grave


to take part
to receive
to shake someones hand
statesman


1. Dont confuse the words and . means a common
sailor, a deck-hand. The word seaman* has a broader meaning, and is
applied to officers as well as to sailors.
2. to lay a wreath; dont confuse with
to put (down), to place.
3. Highgate Cemetery.
4. Iskra illegal Marxist newspaper in pre-revolutionary Russia; in
19021903 it was published in London.
72

1. Compose sentences, using each of the following words:
, , , , , , , ,
.
2. State the aspects of the verbs in the 2nd and 3rd paragraphs of the
text.
3. Give detailed answers to the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
4. Insert the required imperfective or perfective verb from those given on
the right:
1. ) . . . ? or
) . . . (
)?
2. ) . . . - or
,
) . . .
.
3. ) . . . . or
) -
. . . .
4. ) . . . or
.
) . . . ,
, .
5. ) . . . or
.
) . . . .
6. ) , or
. . . ,
) .
. . . .
7. ) . . . or
.
) . . . .
8. ) . . . - or -
.
) . . . .
73
9. ) . . . , or
) . . . .
10. ) . . . . or
) . . .
.
11. ) or
. . . ,
) . . . .
12. ) . . . or
.
) . . .
.
13. ) , . . . or
.
) , . . .
.
14. ) . . . or
,
) . . .
.
5. Slate in what way the aspects in each pair of verbs differ (in suffix,
prefix, change of root):
Imperfective Aspect Perfective Aspect
)


)


)


)

)
6. Change all verbs in the imperfective aspect in the following passage
to corresponding verbs in the perfective aspect:
Example: .
. .
1. . 2.
, , . 3.
. 4. .
5. . 6. -
71
. 7.
. 8.
. 9. . 10.
, . 11.
. 12.
. 13. . 14.
. 15. .
16. . 17.
. 18.
.
7. Rewrite or read once again the sentences in Exercise 6, changing all
verbs in the past tense to corresponding verbs in the perfective future.
Example: .
. .
8. Indicate the verbs in which the prefix -: a) shows movement out of
something, b) helps to form the perfective aspect, c) forms part of the verb
with no meaning of its own:
, , ,
,
9. Which pronoun should be inserted personal or reflexive?

1. ) or
. . . ,
) . . . .
2. ) . . . or
,
) . . .
.
3. . . . or
. . . .
4. ) . . . . or
) . . . .
5. ) . . . . or
) . . . .
10. Compose five sentences with different types of object and five sen
tences with object clauses.
11. Rewrite the following sentences putting the nouns in brackets in the
required case. Underline the endings of the nouns:
1. (). 2. () ()
() . 3.
(). 4. () . 5.
() (). 6. ()
(). 7. () ()
.
12. Translate into English:
1.
. 2.
. 3.
, , . 4.
, . 5.
. 6.
.
7. . 8.
. 9. ,
. 10. ,
. 11. .
12. . 13. . 14. -
. 15. . 16. , ,
. 17. . 18.
.
13. In Exercise 12, state the cases of the personal and reflexive pronouns,
14. Pick out the impersonal sentences from Exercise 12.
PART VI

51*
Grammar:
Declension of Adjectives.
Declension of Adjectives with
Hard* Endings.
Declension of Adjectives with
Mixed Endings.
Agreement of Adjectives with
Nouns.
Declension of the Interrogative
Pronoun and the Demonstra
tive Pronoun .
The Attribute.


t. Declension of Adjectives. All adjectives of complete form are
declinable and agree in case with the nouns to which they refer.
Adjectives of short form (e.g. , , ; ),
are indeclinable.
The declension of adjectives is determined by the type of end
ings they have hard, soft, or mixed.
a) Declension o f Adjectives with. Hard " Endings. Adjec
tives having the ending - and - (except those with , or
, , x before the ending) in the masculine singular are said to
have hard endings. They are declined as follows:

Singular
Masculine

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

77
Neuter

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Feminine

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Plural
(for all three genders)

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

1) Adjectives of neuter gender have the same endings as adjec


tives of masculine gender in all cases except the nominative and
accusative.
2) Adjectives which qualify masculine nouns denoting animate
beings have the same endings in the accusative and genitive sin
gular ( ); those which qualify nouns denoting
inanimate things, have in the accusative case the same endings as
in the nominative () (see Table).
3) Adjectives have the same endings for the accusative and gen
itive plural if the nouns which they qualify denote animate be
ings ( , ), if the nouns which they qualify
denote inanimate things, the accusative takes the same endings as
the nominative ( ).
4) In the instrumental case, singular, of feminine adjectives, the
ending - () may be used instead of - (chiefly in poet
ry)-
78
b) Declension o f Adjectives with 'Mixed' Endings. The de
clension of adjectives with mixed * endings is classed into two
groups: 1) the declension of adjectives with mixed endings, sim
itar to the declension of adjectives with hard endings, and
2) the declension of adjectives with mixed endings, similar to the
declension of adjectives with soft endings (see Lesson 52a ).
Adjectives ending in - after the consonants or (,
) and -, - after the consonants , , x (for example:
, , , , ) belong to the declen
sion of adjectives with "m ixed' endings similar to the declension
of adjectives with hard" endings.
The endings of this declension are different from those of the
declension of adjectives with hard endings only in the instru
mental case of the masculine and neuter gender, singular number
(, ), and in all the cases of the plural ( instead
of , according to the orthography rule on vowels following the
consonants , , x and , , , ):

Plural
(for all three genders)

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Pronunciation and spelling o f the Endings o f Adjectives.


1) Compare the pronunciation of the vowel o:

Case In Stressed Endings In Unstressed Endings


o = a taint [a]
Dat. masc.
Prepos. masc.
Gen. fem.

2) In the genitive endings of masculine and neuter adjectives


the letter is pronounced like []:
= []: , , , .
) Agreement o f Adjectives with Nouns. 1) As the foregoing
tables show, adjectives used attributively agree with the nouns they
qualify in gender, number and case:
(. I see a young artist.
).
79
We are reading a Russian news-
(acc. / ) . paper.
The tourists saw (caught sight
{acc. pi). of) high mountains.
2) If an adjective is used as the nominal part of the predicate,
it usually takes the instrumental case. It no longer agrees with the
subject in case, only in gender and number:
nom. instr.
. The book was interesting.
nom. instr.
. The garden turned green.
nom. instr.
. The houses seemed huge.

When the link-verb is used, the adjective expressing the


nominal part of the predicate may take the nominative case in the
past and future tense: ,
.
In the present tense, when the link-verb is omitted, the adjec
tive expressing the nominal part of the predicate is invariably in
the nominative case: , .
2. Declension ! the Interrogative Pronoun and the
Demonstrative Pronoun . To each adjective form maybe
put a question expressed by the corresponding case form of the
interrogative pronoun , , , . The pronoun
is declined in the same way as the adjective .

Singular Plural (for all


Case three genders)
Masculine | Feminine Neuter

Nominative
Genitive
Dative
Accusative , - , -
Instrumental
Prepositional

The demonstrative pronoun , , , is de


clined in the same way as the interrogative pronoun .
3. The Attribute. 1) In Russian, an attribute, i.e. a part of
a sentence which denotes the quality of some object, generally
answers to the questions ?, ?, ?, ? (in all
the case forms).
60
2) An attribute expressed by an adjective is an attribute with
agreement:
(?) I am reading an interesting book.
.
(?) - Yesterday we were at the new
bom . theatre.
(?) You already know many Russian
. words.

An attribute expressed by an adjective (in any of the case forms)


usually stands before the noun to which it refers. It is placed af
ter the noun for emphasis or for the sake of rhythm:
- A gay song makes you free and
. easy.

3) An attribute may also be expressed by a noun in different


case forms with or without a preposition. Such attributes are attri
butes without agreement-.
(?) We walked along the streets of
. the town.
(?) A flower made of paper was
. lying on the table.
(?) It was a room with a window.
.
(?) We read a text without a title.
.

An attribute without agreement usually stands after the word it


qualifies.
N o t e : In some instances an attribute without agreement may be re
placed by an attribute with agreement:
a street of the town a town street
a flower made of paper a paper
flower
a house five storey high a five
storeyed house

||, -,-oe; - paper (attr) n generation


||, *, -oe; - wooden ||, -, -oe; - dry
n name, title ||, -&, -6e; - vron such
, -, -oe; - folk, nation m (gen -a, pi -) storey
al

*1

1. Read the sentences given below. Copy out the nouns together with the
adjectives qualifying them; underline the endings and state the case:
1. . 2.
. 3. . 4.
. 5.
. 6. .
7. . 8.
. 9.
. 10.
. 11.
.
2. In Exorcise 1, put questions to the adjectives in black letters.
Example: ?
3. State which of the adjectives in Exercise 1 are qualitative (i.e. adjec
tives denoting the quality of an object) and which are relative (i.e. adjec
tives denoting the relation of one object to another).
Example: Qualitative adjectives: , , etc.
Relative adjectives: , , etc.
4. Insert the adjective and make it agree with the nouns it qualifies:
) 1. . . . . 2. . . . -
. 3. . . . . 4. . . .
. 5. . . . . 6. . . .
.
) 1. . . . . 2. . . .
. 3. . . . .
4. . . . . 5. . . . .
6. . . . .
) 1. . . . . 2. . . .
. 3. . . . . 4.
. . . . 5. . . . . 6.
. . . .
) 1. . . . . 2.
. . . . 3.
. . . . 4. . . .
. 5. . . . .
6. . . . .
5. Insert the adjective in the required case. State the case:
1. . . .
2. . . . .
3. . . . .
4. . . . .
82
5. . . . .
6. . . .
.
7. . . .
8. . . .
.
9. . . . .
10. . . . .
11. . . . .
12. . . .
.
13. . . . .
14. . . .
. . . .
15. . . . .
16. . . .
.
17. ... .
18. . . . .
19. . . .
.
20. . . . .
21. . . . . . .
.
22. . . . .
23. . . . .
24. . . . .
25. ............. .
6. Decline the following groups of words and indicate the softendings
in the forms of the pronoun and the adjective :
1. ! 2. ! 3.
!
7. Pick out of the following sentences: a) attributes with agreement, b) at
tributes without agreement; put to each a question with the pronoun
in the required form:
1. . 2.
. 3.
. 4. . 5.
. 6. .
7. . 8.
.
8. Change the following attributes without agreement to attributes with
agreement:
Example: .
1. , 2. , 3.
, 4. .
83
9. a) Read the following adjectives and give the nouns from which they are
derived:
, , , , ,
, .
b) Change the following attributes without agreement to attributes with
agreement (from those given in a):
1. . 2.
. 3.
. 4. .

51
Word-Building:
Adjectival Suffix -.
Prefix -.


1.

1.
.
,
.
.
,
. , .
-
. ,
;
: .
.

.

.
, .

. .
.
84
. .
.
: -
.
, .

. -
.

2.

,

,
. ,
, -
. -
.
-
. ,
, ,
-
85
.
. -
.
, , . -
.
-
.
, , ,
, .
.
-
.
-
.

.
.
,
.
.
,
. .
,
.
.
,
, .
.


/ management ||, -, -; - All-Rus
ensemble sian
I (||,-) ()
(-\-da() to applaud higher school
/ birch / settings, scenery
(-\-dat) thanks to , -, -; - dem
/ (gen pi ) branch, twig ocratic
/ possibility adv annually
n (no pi) attention
I (||, -) I (||, -) to
(-f-instr) to admire, to be carried perform
away by , -, -; - club (attr)
||, -, -; - universal, composer
general contest
86
, -, -; - Lenin / connection
grad (attr) m review
, -, -; - inter m, / (gen pi
national ) solo performer, soloist
adv most / scholarship
I (||,-) to pos =
sess United States of America
/ (gen pi ) region / (pi , gen pi )
ending, graduating fate
orchestra ||, -, -; - talented
I (fut ) to open, ||, -, -; - dance
to be opened (attr)
adv excellently ( pi) creative art
/ singer ||, -, -; - theat
||, -, -; - constant, rical
permanent ||, -, -; - textile
II p (fut , (attr)
) to go (to work), to enter ||, -, -; - close
I p (fut , -; / company, troupe
past , , -; -) to participant
bring festival
II () to occur, dancing in a ring (with sing
to take place ing)
||, -, -; - ||, -, -; - art
professional, trade (attr) (attr), artistic
f (gen pi ) role, part adv widely; broadly
, -, -; - is connected


to perform, to play a part
( -) to pay attention, to turn ones attention
(to something)

1. a famous Russian opera of a vivid national character
imbued with patriotic ideas, by Glinka (18041857), based on a heroic folk theme.


1. Adjectival Suffix --. Some adjectives are formed from
nouns by means of the suffix --:
Noun Adjective
happiness happy
talent talented
2. Prefix -. The prefix - serves to form adjectives with
a generalizing meaning. In English it frequently corresponds to
the words all and whole:
universal, general
world (attr)
All-Union
All-Russian
Observe the formation of the following compound words:
,
, activity*
,


1. Supply adjectives to go with the following nouns:
, , , , , ,
, , , , , , ,
, , , , .
2. Give adjectives of opposite meaning and compose sentences with them:
Example:
, , , , , .
3. Form adjectives with the suffix - - from the following nouns ami
compose sentences with them:
, , .
4. Form adjectives from the following nouns:
a) by means of the suffix
Example:
, , , , , , , ,
experience.
b) by means of the suffix -

Example:
, , , , .
5. Put the words in the brackets in the required case. State the case:

) 1. ( ). 2. (
) ( ). 3.
( ), (-
). 4. :
( ). 5.
( ): .
) 1. ( ). 2.
( ). 3. ( 1)
( ) . 4. (-
). 5. (-
) ( ). 6.
( ).
88
6. Translate the following passage orally into English. Copy it (in Russian)
or take a dictation of it:
.
, -
.
.

.
.
.

.
.
7. Underline the adjectives and the nouns to which they refer in the pas
sage you have written down in your copy-book for the preceding exercise.
State the cases.
8. Insert attributes (expressed by adjectives) of your own choice:
I. Ha . . . . . . . 2. . . .
. 3. . . . . 4. . . .
. 5. . . . . . . . 6.
. . . . 7. . . . . 8. . . .
. . . . 9. . . . .
9. Answer the following questions on the text:

1.
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
7. ?
8. ?
2.
9. , , ,
?
10. ?
II . -
?
12. ?
13. ' ?
10. Translate into Russian:
Indian artists performed in Moscow with great success. The
Soviet spectators warmly applauded the Indian singers and dancers.
89
The artists performed in national Indian costumes. The musicians
played Indian instruments. The Moscow spectators liked the Indian
songs and dances very much.

52-
Grammar:
Declension of Adjectives (continued):
Declension of Adjectives with Soft"
Endings.
Declension of Adjectives with
Mixed" Endings.
The Attributive Clause.


. Declension oi Adjectives (continued), a) Declension o f
Adjectives with * S o ft Endings. Adjectives ending in -, i.e.
having a soft before the ending (, , , etc.),
belong to the declension of adjectives with soft endings, for
instance of tomorrow, extreme,
autumnal, neighbouring, next-door, evening
(attr).
Adjectives of this type are declined as follows:

Singular

Case Masculine Neuter Feminine

Nominative
Genitive
Dative
Accusative
Instrumental (-)
Prepositional

Plural
(for all three genders)

Nominative ,
Genitive ,
Dative ,
Accusative ,
Instrumental ,
Prepositional ,

0
See notes on declension of adjectives with hard endings
p. 78 paragraph 1 a), 14 below the table.
Pronunciation and Spelling o f the S oft Endings o f Adjec
tives a) The letter h, when it precedes the endings of adjectives
beginning with the letters , e, , is pronounced softly.
Compare:
hard soft*
, , ,
, , ,
, , ,
, , ,
) in the ending - is pronounced like [] (as in the end
ing -oro).
b) Declension o f Adjectives with Mixed" Endings (contin
ued). Adjectives ending in -, -, -, - (i.e. having
, , , before the ending), for example: , ,
, , belong to the declension of adjectives with
mixed endings, similar to the declension of adjectives with soft
endings. The endings in the two declensions are different only in
the feminine singular of the nominative and accusative cases (in
keeping with the general spelling rule): -
, . As in the
declension of adjectives with soft* endings, the endings of these
adjectives are never stressed.
N o t e : The noun is a substantivized adjective and is declined
in the same way as adjectives of the type of .

2. The Attributive Clause. In Russian as in English, an attri


butive clause qualifies a noun in the principal clause. Attributive
clauses are joined to the principal clause by means of conjunctive
words , , , , , :
' .
which was behind the house,
.
one could be proud of.
, .
I saw a garden where music was playing.
.
to which we were hurrying.
.
from which we shall emerge on the river bank.
Although it may be introduced by different conjunctive words,
an attributive clause always answers the question ?. It is sep
arated from the principal clause by a comma.
91

, -, -; - evening (attr) ||, -, -; - autumn {attr),


||, -, -; - yesterdays autumnal
||,-,-;- tomorrows , -, -; - present
, -, -; - local days, to-days
, -, -; - which, that ||, -, -; - neighbouring,
, -, -; - extreme next-door, adjoining
||, -, -; - frosty


1. Read the passage given below. Copy out the nouns together with the
adjectives which refer to them, underline the endings and state the case.
Copy the Russian passage or take a dictation of it, then translate it into
English:
.
.
.
.
.
, .
, ,
. !
!
.
.
.
.
2. Put questions by means of the pronoun to theadjectives you
have copied out from the preceding exercise.
Example: ?
?

3. Insert the adjectives , , make them agree with the nouns


which they qualify:

)* 1. ............. . 2. ..................
. 3. .............. 4. ................
. 5. ..............
6. ...............
) 1. .............. 2. ................
. 3. ............. . 4.
.............. 5. . . . . . . . 6.
..............
) 1. .............! 2. ................
. 3. .............- 4.
92
.............. 5. 1 ................. 6.
..............
) 1. ............. 2. ..............
. 3. ..............
4. ............ . 5.
............. . 6. .................
4. Insert adjectives in the required case from those given on the right:

1. H a ............. .
2. . . . .
3. . . . .
4. . . .
.
5. . . . .
6. ............. .
7. . . . .
8. ............ -
.
9. . . . .
10. . . . .
11. . . . .
12. . . . .
13. . . . .
1 4 .0 . . . -
.
15. ..............
16. . . . .
17. . . . .
18. . . . .
5. Pick out the attributive clauses in the following sentences and indicate
the conjunctive words which join them to the principal clause:

1. , , . 2. -
& , ,
. 3. , , -
. 4. ,
, .

6. Pick out of the principal clauses in the preceding exercise the nouns
qualified by the attributive clauses. By means of the pronoun put
questions to these clauses.

93
52

Word-Building:
Forming Adjectives.

. ,
. .
.
.
. .
1, 1, 1, 1,
. .

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

. , , ,
, , , : !,
94
, , , .
, , .
. -
, , ,
. ,
, .
. .
, .
!
!
. , -
. .
,
.
.
.

. ,
, , ,
, , .
.
, .
,
. ,
.
II.
...
,
, ;
,
,
.
. (17991837)


apricot , -, -; - bright, shin
, -, -; - apricot ing, sparkling
(attr) , -, -; - splendid
/ acacia adv always, eternally
sparkling, shining ||, -, -; - ever-
green

95
/ (gen pi ) cherry I () fall off
I (||, -) to peach
flash up, to blaze up, to flush ||, -, -; - peach (attr)
I p (fut ||, -) ||, -, -; - late
to achieve I (,
, -, -; - long -) to appear
(pi -) oak half a year
II (||, ) to ||, -, -; - field (attr)
breathe tomato
II () to set (the sun) / time, period
I () to grow green ||, -, -; - transpar
, -, -; - golden, ent
like gold space, spaciousness, great-
n gold space
/ (no pi) cabbage (gen from ) their own
m cypress n radiation; ~ north
m maple ern lights, Aurora Borealis
/ (no pi) strawberries prep ( + acc) through
|[, -, -; - round adv weakly
/ ( pi) maize ||, -, -; - sweet
/ lime-tree I () to ripen
/ ( pi) raspberries , -, -; - severe; rigor
tangerine ous, inclement
/ ( pi) carrot(s) I (, -) to
, -, -; - impos be considered
sible tn poplar
kitchen garden m February
(gen , pi ) , -, -; - fruit (attr)
cucumber I () grow black,
&||, -, -; - same, blacken, loom black
similar / apple-tree


it is even more cold
the year round

1. The words , , etc. stand for the fruit-trees as well


as for the fruits they bear.
Likewise, , mean both the bush and the berry it bears.
The Russian words for the apple-tree and the fruit it bears are different
.

1. Forming Adjectives Ending in -. Adjectives ending in


- are formed mostly either from nouns:
summer summery
neighbour neighbouring
top upper
house house (attr)
or from adverbs:
yesterday yesterdays
here* local
Adjectives ending in - are formed by means of the suffixes:
-H---- , , , ,
- ,
----- , , ,
2. Forming Adjectives with the Suffixes -oe-, - - . Many
adjectives are formed by joining the suffix -ob- or -- to the stem
of a noun:




3. Alternation of Sounds in Forming Adjectives. Many ad
jectives formed from nouns by adding the suffix -h-, change the
final consonant of the stem:



1. Pick up from the first four paragraphs of the text adjectives with soft
endings and the nouns they qualify. Indicate their gender, number and case.
2. Add adjectives to the nouns given below and compose sentences with
these word-combinations:
Example: .
.
, , , , , , , -
, , , , , .
3. Give the nouns or adverbs from which the following adjectives arc
for med:
Example:
, , , , ,
, , .
4. Form adjectives from the following nouns:
Example:
, , , , (neighbour),
5. Copy from the text nouns: a) denoting fruit; b) denoting vegetables and
cereals; c) denoting different trees. Write them in thrfce separate columns.

4 430 97
6. Put the words in the brackets in the required case:
) 1. ( ) . 2.
( ). 3. ( ).
4. ( ). 5.
( ). 6. (
).
) 1. ( ). 2.
( ) . 3.
( ) . 4. (
) . 5.
( ). 6. (
)? 7. ( )
.
7. Give the nouns from which the following adjectives are formed:
Example:
, , , , ,
, , (), ,
, , , , ,
, .
8. In the following sentences, change attributes without agreement to attri
butes with agreement selected from the adjectives in the preceding exer
cise:
Example: .
1. . 2.
(jam) , .
3. . 4.
. 5. . 6.
.
9. Explain how the following adjectives are formed:
, , , , ,
, , , , , , .
Example: The adjective is formed from the noun
by changing into e and adding the suffix -ob- and the ending.
10. State which of the subordinate clauses in the following sentences are
object clauses and which are attributive clauses. Name the conjunctions or
words acting as conjunctions used to introduce these clauses:

1. , .
2. ,
. 3. . ,
. 4. ,
, , . 5.
, ^ .
11. Answer the following questions on the text:
1. ?
2. ?
3.
?
4. ?
5. ?
6. ?
7. ?
8. ?
12. Translate into Russian:
1. The USSR is a very large country. 2. Its climate is not the
same in the North and in the South. 3. In the South it is the be
ginning of the spring; the sun shines from the blue sky, birds are
flying over the fields and the meadows and there are many flowers
in the green grass; and in the North at the same time it is a rigor
ous winter, there is snow on the earth and the rivers are covered
with ice.
13. Learn by heart the verses .

53a
Grammar:
Degrees of Comparison of Adjectives
and Adverbs.
The Comparative Degree of Adjectives
and Adverbs.
The Superlative Degree of Adjectives
and Adverbs.


Degrees ol Comparison of Adjectives and Adverbs.In Rus
sian, like in English, there are two ways of forming the degrees
of comparison: 1) by adding certain words to the qualitative adjec
tive or adverb and 2) by adding suffixes; and in some instances,
by adding prefixes.
a) The Comparative Degree o f Adjectives and Adverbs . The
comparative degree of qualitative adjectives and adverbs may be
formed:
1) By means o f the word (which corresponds to the
English word more) or (which corresponds to the English
4* 99
word less). These words are not inflected and are placed before
the adjective or adverb:
Adjective
Masculine Feminine Neuter
() () ()

Plural (for all three genders)

()

Adverb: ()

2) By means o f suffixes:
) - (-):
beautiful \ / 1 more beautiful
beautifully / () more beautifully
light lighter
| ()
brightly brighter
quick quicker
quickly |
more quickly
b) -e after the sibilants , , , (the consonant preceding
the suffix is changed):
young
younger
young


quiet
quietlj }
quieter X
loud
loudly '}
louder
high
highly '} higher

The comparative degree of the adjective is also formed


by means of the suffix -e .
c) A few adjectives and adverbs, given below, like their English
equivalents, form their comparative degree from a different root:
good
better
well
bad
worse
badly
big
:biSe.r'
much more
!00
little, small smaller
little*
}5 less
N o t e : The degree of the quality expressed by the adjective or adverb
may be made less emphatic by means of the prefix -:
( = ), ( = ),
( = ).

3) Compare the use of the comparative degree of: a) adjectives


and b) adverbs:
a) (adj) a) Kiev is a very beautiful town.
.
Leningrad is even more beau
(adj). tiful.
Leningrad is an even more
. beautiful town,
b ) b) My brother speaks beauti
(adv). fully.
^
(adv). | You speak even more beauti
- | fully.
. )
4) a) With adjectives or adverbs in the comparative degree the
object or person compared to is introduced by the conjunction
which corresponds to the English than:
, - The Black Sea is bigger than
. the White.
, The river Volga is wider than
. the Dnieper.
, Ivanow writes better than Petrov.
.
Before the conjunction , a comma is always written.
N o t e . Do not confound the conjunction used when different degrees
of a quality are compared, and the conjunction used in comparing iden
tical degrees of a quality:
, . This house is more beautiful than the
adjoining one.
, This house is as beautiful as the ad
. joining one.
, . Peter writes better than Victor.
, Peter writes as well as Ivan.
.
The nouns, adjectives, and pronouns in both parts of the sentence joined
by the conjunction stand in the same case:
, The new book is more interesting than
(). the old one.
- He is more interested in geography
, (instr). than in history.
101
b) The second part of the comparison may be joined to the
first without a conjunction, then the noun, adjective or pronoun
which expresses it, is used in the genitive case:
(= The ocean is bigger than the
). sea.
A summer day is longer than a
(= ). winters day.
( = You walk faster than I.
).
b) The Superlative Degree o f Adjectives and Adverbs . The
superlative degree of adjectives is formed in four different ways:
1) By adding to the adjective the pronoun (,
, ) corresponding to the English word most" which is
put before the adjective and agrees with the adjective in gender,
number and case:

Masculine Feminine Neuter

&

Plural (for all three genders)

&

The pronoun is declined in the same way as adjectives


with hard" endings:
- Moscow is the biggest city in
. the USSR.
The Volga is the biggest river
. in Europe.
To go to the theatre is for me
. the greatest pleasure.
2) By means o f the suffixes:
--:
old the oldest
new the newest
-- (after sibilants):
high the highest \ . . x_ \
deep the deepest j . . t
We got acquainted with the
. latest achievments in science.
Elbrus is the highest peak of
. Caucasian mountains.
102
N o t e . 1. The superlative degree of some adjectives cannot be formed
by means of the above suffixes.
2. The superlative degree of certain adjectives may be made more
emphatic by means of the prefix -:
the most beautiful
^ the very best

3) Less frequently by adding to the adjective the adverb -


corresponding to the English word most or least:
- Todays report is the most (the
() least) successful of the year,
.
The superlative degree of adverbs may also be formed by adding
to the adverb:

Ivanov completed the college


. course most successfully.
4) The superlative degree of an adjective, as well as of an ad
verb, may be expressed by combining the comparative degree with
the pronoun in the forms of the genitive case: or :
- This house is more beautiful
. than all the others in the town.
- I know grammar best of all.
.

adv more m ocean
adj, adv bigger; more adj, adv worse
adv less cj than
adj, adv less,smaller adj, adv wider
adv least

1. Read and translate. Write down the translation of the words in black
letters:
1. . 2.
. 3. .
4. . 5. , .
6. , . 7.
. 8.
. 9. .
10. . .
. 12. -
. 13. . 14.
.
2. In the preceding exercise, point out: a) adjectives and adverbs in the
comparative degree; b) adjectives and adverbs in the superlative degree.
103
3. Form ihe comparative degree of the adjectives given below by
means of the suffix- and translate into English both the positive and the
comparative degree:
Example: clever cleverer
, , , , , ,
, , , , , , ,
, , .
Use the vocabulary at the back of the book to verify your translation.
4. Insert suitable adjectives in the comparative degree from those given
in Exercise 3:

1. , . 2. . . . , .
3. . . . , . 4. . . . ,
. 5. . . . , . 6. . . . , .
7. . . . , . 8. ,
. . . . 9. . . . .

5. Make a written translation into Russian of the following adverbs:

straight(ly), better, worse, quickly, slowly, quietly, boldly, joy


fully, seriously, brightly, successfully.

6. Insert suitable adverbs in the comparative degree from those given in


the preceding exercise:

1. - . . . , . 2. . . . ,
. 3. . . . , . 4. . . . ,
. 5. . . . ! 6. . . . ! 7. . . . ! 8.
. . . I
7. Give the positive degree of the following adjectives and adverbs in the
comparative degree. Explain how the comparative degree was formed:

, , , , .
8. Insert suitable adjectives and adverbs in the comparative degree; make
use of the words given in the preceding exercise:

1. . . . . 2. . . . , .
3. . . . , . 4. . . . 1 5. . . . ,
. 6. . . . , . 7. . . . , .
9. Insert one of the following words:
, , , .
1. . . . , . 2. -
. . . , . 3. . . . , . 4.
. . . , . 5. . . . , . 6. . . . ,
. 7. .
104
10. In Exercise 9, in all the sentences (except the first) drop the conjunc
tion and put the noun, adjective or pronoun of the second part of
the sentence in the genitive case.
Example: , . .
11. Compose several sentences in which the conjunction is used, and
several, in which its place is taken by the genitive case of the noun,
adjective or pronoun compared to.
12. Form the superlative degree of the adjectives:
, , , , .
a) by means of the suffix -
Example:
b) by means of the word .
13. Give the positive degree of the following adjectives in the superlative
degree. What suffix was used to form the superlative degree? What
changes took place in the stem of the word?
, , .

53s
Word-Building:
Diminutive Suffixes of Nouns and
Adjectives.


. .
.

. ,
. , ,


,
.
.
.
, ,
.
.

.
105
, , ,
, , ,
; , , ,
. :
, , 1.
:
, .
,

.
.
:
, , , .
, :
.
, ,
, , , ,
.
* *


,
.
, , ,
. :
,
. :
, , .

.
,
, , ,
.
* *
*


-
, ,
.
,
106
, ,
. ,
.


pi ( sing) trousers I (||, -)
, -, -; - rayon (ait) to show, to produce; to put forward
taste (demands)
||, -, -; - every II () to
/ (gen pi ) embroi be produced
dery f request, favour
||, -, -; - haber , -, -oe; - various,
dashers of a great variety, diverse
necktie I p (fui ||,
||, -, -; - childrens, -) to work out
childish I (,
, -, -; - annual -) to look at, to examine
||, -, -; - female, wom m (gen , pi
ens, womanly, feminine ) design
adv long before, long in ad m (no pi) stature, height
vance / (gen pi ) shirt
m order m season
m request ||, -, -oe; - modest
n study n creation
, -, -oe; - elegant , -, -oe; - special
/ leather / (gen pi ) bag
, -, -oe; - ski (attr) / cloth, fabric
m designer n demand, requirement
m motiv ||, -, -oe; - knitted;
||, -, -oe; - soft
, -, -oe; - smart knitted goods industry
it is not easy m tourism
m (gen , pi ) sock m (gen , pi , gen
||, -, -oe; - shoe, foot pi ) shoe, slipper
wear (attr) adv successfully
/ (no pi) footwear ||, -, -oe; - narrow
f clothes, garments m fashion, style
n description , -, -oe; -
||, -, -o e ;- original cotton (attr)
/ trimming, finishing m (pi -a) colour
m apron m (gen , pi , gen
/ (gen pi ) glove pi ) stocking
m (gen -a, pi -) coat, jacket tn scarf
n swimming ||, -, -oe; - sewing
ad] elderly ||, -, -oe; - silk (attr)
II p (, ||, -, -oe; - woollen
) to work / hat
a little more narrow / (gen pi ) skirt


year in year out, with every year
mostly

1. In the context the word means party.
107

1. Diminutive Noun Suffixes. Different shades of diminu


tiveness and endearment often expressed in English by the word
little, are conveyed in Russian by the noun suffixes:
1. Masculine: -, -, -, -:
, -, - -
- -
-
No t e : The suffix - with a diminutive sense should not be confused
with the same suffix denoting the representative of some profession:
, .
Some nouns cannot be used without the suffix -, for example:
.
2. Feminine: --a, --, --, --:
-- --
-- --
-- --
3. Neuter: --, --, --:
-- --
--
N t : The suffix -- with a diminutive sense should not be confound
ed with the same suffix denoting persons of the male sex: , .

In forming nouns with diminutive suffixes, alternation of conso


nants may take place: ;
, etc.
2. Diminutive Adjective Suffixes. In adjectives diminutive
ness and endearment may be denoted by the suffixes: --, --:
--
--
The suffix -- is used only after , , x:
--
--


1. Add suitable adjectives to the following nouns and compose sentences
with the combined words. The nouns and adjectives may be in any case
except the nominative:
Example: ,
, , , , , , , .
108
2. Translate the following nouns into English. Verify your translation by
consulting the vocabulary at the back of the book. Find in the text adjec
tives derived from those nouns:
, , , , , , .
3. Name the suffixes by means of which the following adjectives are
formed from the nouns:

1. , 2. , 3.
, 4. , 5. , 6.
, 7. .

4. Replace the attributes without agreement (expressed by a noun 4- a pre


position) by attributes with agreement (expressed by an adjective, see Exer
cise 3). See that you use the required form and the correct word order:
1. . 2.
. 3. .
4. . 5.
. 6.
!

5. a) Put the noun and adjective given in the superlative degree in the
required case:

1. ( ). 2.
( ). 3.
( ). 4. (
). 5. ( ).
6. ( ). 7. (
) . 8.
( ). 9. ( ).
b) In sentences 5, 6, 8, 9 use the pronoun instead of the suffixes to
form the superlative degree.

G. Form diminutive nouns by means of the suffixes:

) -- from the words: , , , , , ,


;
) -- * * , , , ;
) -- , , , ;
) -- , ( ), (
), ;
) -- , , , ;
) -- , , , ,
;
) -- , ;
) -- ( ), ( ),
( ).
109
7. Form diminutive adjectives by means of the sutiixes:

-- from the words: , , ,


, , ;
-- , , .

8. Answer the following questions on the text:

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

9. Translate into Russian:

Yesterday Pyotr () Ivanovich Ivanov and Olga Vassilievna


Ivanova went shopping. Ivanov bought himself a dark-blue suit.
He liked it better than a grey one.
Olga Vassilievna chose for herself a green woollen frock.
They also bought some clothes for the children: a red frock for
the little girl, and a light-coloured suit for the boy.
The Ivanovs returned home, pleased with their purchases.

54a

Grammar:
The Possessive Pronouns.
Declension of the Interrogative-Posses
sive Pronoun .

1. The Possessive Pronouns, a) Declension and Uses of Pos


sessive Pronouns. Pronouns o f the 1st and 2nd Person. The
declension of the possessive pronouns and is similar
to the declension of adjectives with soft" endings, for example:
.
The declension of pronouns and is similar to the de
clension of adjectives with mixed endings: they take the same
endings as the adjective (see Lesson 52aj.
110
Singular

Masculine

Nominative
Genitive
Dative &
Accusative
Instrumental
Prepositional

Neuter

Nominative
Genitive
Dative
Accusative &
Instrumental &
Prepositional

Feminine

Nominative ^
Genitive
Dative
Accusative
Instrumental (-) & (-)
Prepositional

Plural
(for all three genders)

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional
1 ) In all the cases of the pronouns and except the
nominative, the stress falls on the ending. In all the cases of the
pronouns and the stress falls on the first syllable.
2) The possessive pronouns , , and , if they
refer to inanimate objects, have the same form for the accusative
and the nominative cases in the masculine singular and in all the
three genders of the plural. If they refer to animate beings, they
have the same form for the accusative and genitive cases:

(in- We are listening to your report.


animate; acc. the same as nom.)
We are listening to our teacher,
(animate; acc. the same as gen.)

Pronouns o f the 3rd person. The pronouns of the 3rd person


, ', , when used as possessive pronouns, are not declined:
they have the same forms in all the cases:

(acc.) I saw his sister.


(instr.) We spoke with her brother.
(gen.) 1 went to see their parents.

b) The Function of the Possessive Pronoun in the Sentence.


In the sentence, the possessive pronoun has the function of an at
tribute, answering the question ? whose. The possessive pro
nouns , , , are attributes with agreement while
, , , are attributes without agreement:

(?) ? Is it your (whose?) book?


(?) In our (whose?) room it is light
. and warm.
(, ) . I am reading his (her, their)
book.
(, ) . I am thinking of his (her, their)
brother.

2. Declension of the Interrogative-Possessive Pronoun


whose. The interrogative-possessive pronoun , , ,
is declined in the same way as the pronoun . It agrees
with the noun to which it refers in gender, number and case. In de
clining , the letter is inserted after before the ending:

112
Singular

Case Masculine Neuter Feminine

Nominative ? ? ?
Genitive ? ? ?
Dative ? ? ?
Accusative ? ? ?
Instrumental ? ? (-) ?
Prepositional ? ? ?

Pl ural

Nominative ?, ?, ?
Genitive ?, ?, ?
Dative ?, ?, ?
Accusative ?, ?, ?
Instrumental ?, ?, ?
Prepositional ?, ?, ?


1. Read the following sentences. Repeat aloud the words in black letters,
copy them but and translate them into English:

1. . 2.
. 3. ,
. 4. ,
. 5. . 6.
. 7.
. 8. . 9.
. 10.
, , .

.
2 State the cases of the words in black letters in the preceding exercise.
3. Put questions to the possessive pronouns in Exercise 1.

Example: ?
?

4. Insert the interrogative pronoun :

1. . . . ? 2. . . . ? 3. . . .
? 4. . . . ? 5. . . .
113
? 6. . . . ? 7. . . . ?
8. . . . ? 9. . . .
? 10. . . . ? . . . . -
?

5. Decline in the singular and in the plural:

, , , .

6. a) Write in two columns attributes with agreement and attributes with


out agreement together with the nouns which they qualify. Beside each
example leave a space:
Example:
Attributes with Agreement: Attributes without Agreement:

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

b) Beside each example put a question by means of the pronouns


and . See that the pronouns are in the required form:
Example:
Attributes with Agreement: Attributes without Agreement:

-
? ?
7. Compose 10 sentences using following words (in all cases except the
Nominative):

, , , ,
, , , , .

114
54
Word-Building:
Compound Adjectives
Denoting Age.


.
, .
1 ; *
-.
.

.
.
* *
*

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

* This name is not declined.


115
, ... ,
. . , ,
?
, .
.
. .
, .
,
. .
.
. .
1 .
.
... ,
?!
, . .
.
. .
. !
, -
& . .
?
. .
, , ?
.
, .
... ...
?
, . !
, ,
.
2 . .
. , .
, .
.
.
-
-. .
, .
.

- ...
: , ,
.
. .
,
.
( )
.
.


water-melon II p (fut ||, -)
/ (pi , geti pi ) to surround
beard m (pi -a) order, decoration
/ (gen pi ) bottle ||, -, -; - pa
it is true, it is right triotic
adv in brief, briefly (pi ) shoulder
||, -, -; - Sunday I (, -) to
(attr) lift, to raise
I p (fut ||, I p (fut ,
-) to bring up ) to raise, to lift up
II (, ) I p (fut ||, -) to
to look call
II p (fut , I (||, -) to
) to bring up, to nourish place, to put
||, -, -; - blue - adv in Uzbek
eyed I p (fut , -)
(gen pi ) pigeon to lose
adv proudly I (||, -) to
/ (gen ) chest, breast press
childrens home, orphan I p (fut , -;
age past , | |a, -; -)
||, -, -; - to pronounce
cheerful, buoyant I p (fut ; past
m, - / journalist , ||, -6; -)
I p (fut , -) to occur
to begin to weep, to cry ||, -, -; - fair
/ cradle haired
II (||, -) to shout / (pi ) grey hair
/ (gen pi ) cookie m, / (pi J orphane
||, -, -; - younger () to be heard
II (||, -) to be si ||, -, -; - swarthy, dark
lent (gen , pi
to meet ) Ukrainian
II p (fut , - / (gen pi ) smile
) to reward I (fut ||,
adv ago; back -) to smile
/ nationality ||, -, -; - pretty,
adv not enough nice
n charm (gen , pi
I (||, -) to twine ) a little flower
(round), entwine ||, -, -; - black
I (, -) to eyed
render; 'v- to give help - something
117

to help, to give help
... ... some... others... others more
he looks younger
to nurse artificially
to come into play
... ... the one, the other... the other more
to be continued

Denoting age
You ask: You answer:
(, , ) (, ) 4 , 15 ,
? 21 , 22 , 25 , etc.
How old are you? I am 4, 15, 21, 22, 25, etc.
years old.
( is the genitive plural of .)
After' compound numerals the forms , , are used
depending on the case required by the last numeral: 21 ,
24 , 25 .
When age is indicated, the noun (or pronoun) denoting the per
son spoken about stands in the dative case:
Present: I am
you are
, 20 he, my brother is 20 years old
, she, my sister is
Past: 20 . He was 20 years old.
Future: 20 He will be 20 years old this
. month.


1. the capital of the Uzbek Socialist Soviet Republic.
2. Do not confuse the words:
old and elder
young and younger*


Compound Adjectives. Compound adjectives may be formed
by combining adjectives with nouns by means of the connecting
vowel -o- or -e-:
() -j- -f- = blue-eyed
() + 0 . -f- = fair-haired
() 4 - e + () -f- H-f- = buoyant
These compound adjectives are written in one word.
us

1. Copy out from the part of the text beginning with the words , &
and finishing with the words the possessive
pronouns with words they refer to and indicate their gender, number
and case.
2. Group together words of the same root:
, , , , , , ,
, .

3. Indicate the root in the following words, translate them into English.
Insert them in the sentences given below:

, , ,
1. . . . . 2. . . .
. 3. . . . . 4. . . .
. 5. . . . . 6.
. . . .
4. Translate into English:

1. ? 2. 22 . 3.
? 4. 61 . 5. ? 6.
30 .
5. Translate into Russian:
1. How old is your teacher? 2. He is almost 35 years old. 3. Your
mother looks very young, how old is she? 4. She is 43 years old.
5. How old are you? 6. I am 18 years old.

6. Form compound adjectives combining following adjectives and nouns:


, ; , ; , ; , *
Translate them into English.
7. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. ?
6. , -
?
7. ?
8. , ?
9. ?
119
8. Translate into Russian:
A LETTER
Dear Volodya,
We have received your letter and are very glad to hear that
you are getting along well.
You ask how we are getting on. Thanks, my parents are in good
health.
My mother has gone to the country for a few days but will
soon return. We heard from my elder brother not long ago. He is
doing his service in the Navy. He is a commissioned officer now.
His wife and children stayed with us in summer.
My best regards.
Peter.

55*
Grammar:
Declension and Uses of the Reflex-
ive-Possessive Pronoun .
Peculiarities in the Declension of Some
Nouns.

1. Declension and Uses of the Reflexive-Possessive Pronoun


. The reflexive-possessive pronoun (, ) is used
usually instead of any possessive pronoun (, , , ,
, , ) if the possessor of something we speak about and
the subject of the sentence coincide.
N o t e : However, the substitution of the possessive pronouns by the
reflexive-possessive pronoun is less obligatory than the substitution of
personal pronouns by the reflexive pronoun .
may denote:
1. Possession o f the object spoken about:
(= I brought my book,
).
We spoke of our own lives
( = o ). (our lives).
2. Kinship, friendship, comradeship or official relations with
the person referred to:
1 received a letter from my fa-
. ther.
. We spoke of our friends.
120
. I went to see my friend.
- Where are you going with your
? comrade?
It is important to distinguish carefully between the use of the
pronouns , , , and the pronouns , ,
in the 3rd person as the latter are translated into English in the
same way as the former:
He is reading his book. .
I am reading his book. .
The reflexive-possessive pronoun is declined in the same
way as the pronouns and .
2. Peculiarities in the Declension of the Nouns , ,
, , . 1) The feminine nouns and in all
singular cases, except the nominative and accusative, and in all
the plural cases, add the syllable -ep- to their stem. In all other
respects they are declined in the same way as the feminine noun
(see lesson 45a):

Case Singular Plural

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

2) The nouns , and , in all the plural cases, soft


en the final consonant and take a soft* ending; besides, the noun
takes the syllable - ob- before its ending:

Case Plural forms

N.
G.
D.
.
I.
.

121
In the noun the stress remains on the stem in all the
case forms of the plural; in the nouns and the stress in
the plural is shifted to the ending.
The words , , (, . . . , ,
..., , ..., etc.) have the same endings
in the plural as .


1. Read the following sentences. Repeat aloud the words in black letters,
copy them out and translate them into English:
1. . 2.
. 3. . 4.
. 5. .
6. ? 7.
. 8.
? 9. . 10.
? 11.
. 12.
. 13. ? 14. -
?
2. State the cases of the words in black letters.
3. Insert the possessive pronoun in the required case:
1. . . . . 2. . . .
. 3. . . . . 4. . . . -
. 5. . . . .
6. . . . . 7. . . .
. 8. . . . -
. 9. . . . . 10.
. . . .
4. In the preceding exercise, state instead of what possessive pronouns
the pronoun is used.
Example: ( = ).
5. Translate into Russian, paying special attention to the use of the
possessive pronoun :
1. Professor Novikov delivered his lecture splendidly. 2. We
listened to his lecture with interest. 3. What did the teacher say
to his pupils? 4. What will you say to his friend? 5. We spoke of
our plan of work. 6. You spoke of our plan of work. 7. The stu
dent Belova put her books in this book-case. 8. Her books always
are in this book-case. 9. At nine oclock all were in their places.
10. Tomorrow, at ten, be in your place. 11. We shall speak of
your studies. 12. In whose garden were you yesterday? 13. Whose
book are you reading?
122
6. Insert the words given on the right in the required form. State their
case:
1. ............. .
2. . . . .
3. ....
.
4. ............. .
5. ............. .
6. .................
7. . . . . . . .
8. .................
9. ................
10. ......... ?
11. . . . ,

12. . . . ?
13. ............. ?
14. ................
15. ,
. . . ................
16. ................
17. .......................
18. ............. ?
19. ........................
20......................... .
21. ................
22. ................
23. ................

55

()

,
, :
1 , 1941
( ) . , ,
,
... ,
...
.
: ,
, , .
...
123
,
-. , ? .
, , , .
.
, .
. ,
... . , , .
?
. ,
.
, , ,
.
,
.

:
...
. ,
. , ?
. , . .
... .
, .
.
: , ,
. .
. .
. .
: , , ! !
,
, ...
, .
. -
.
.
,
.
?
.
,
, . !
121
,
.
.
, ,
, . .
, . .
:
.
,
.
.
,
.
,
.
,

:
-.
.
.

(gen , pi ) II (||, -) to water, to


ABC book give to drink
/ (gen pi ) news I (||, -) to
( pi) education enter
educator II p (fut ,
I (||, -) ) to give shelter
to bring up I p (fut
II p(fut , ) -) to wake up
to take the place of, to substitute ||, -, -; - bold
n (pi ) knee\ in the ||, -, -; - build
context, in his lap ing (attr)
/ commune , -, -; - slender
II (, ) to (gen , pi )
nourish calf
/ bed ||, -, -; - in the context:
adv only delicate, refined
adv peacefully ||, -, -; - heavy; pain
/ outskirts ful
I (||, -) to weep, I (||, -) to learn
to cry I (||, -) to die
I (]|, -) I (||, -)
to congratulate to calm, to soothe
/ feature

125

1. Write out from the text all forms of the reflexive-possessive pronoun
with the nouns they refer to and state their gender, number and case.
2. Put the words in brackets in the required case:

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

3. Give full answers to the following questions on the text:

1. ?
2.
?
3. ?
4. ?
5. ?
6. ?
7. ?
?

4. Compose a story of considerable length about your own family or the


family of one of your friends. In it make use of possessive pronouns and
tell the ages of the people concerned.

: .
.
: ! -
, .
126
. .
:
. , .
, .

.
56*
Grammar:
The Demonstrative Pronouns and .
The Determinative Pronouns , ,
.


1. The Demonstrative Pronouns and mom. The demon
strative pronouns , , , , like their English equivalents
this, these, point to what is close by in space or time, while
the pronouns , , , , like the English demonstratives that,
those, point to what is farther off:
. This table stands here.
. That table stands there.
. We spent this summer at the
seashore.
. We spent that summer in the
mountains.
The demonstrative pronouns and are declinable and
agree in gender, number and case with the noun to which they
refer;

Singular

Mascul i ne

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

127
Neuter

1
Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Femi ni ne

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Plural (for all three genders)

Nominative , , , ,
Genitive , , , ,
Dative , , , ,
Accusative , , 1, ,
Instrumental , , , ,
Prepositional , , , ,

1) The pronouns and have soft" endings in the


instrumental case, masculine and neuter singular, and in all the
cases of the plural. In all singular cases, except the instrumental,
these pronouns have hard" endings.
2) The accusative case of demonstrative pronouns in the mascu
line singular and in all the genders of the plural is identical with
the nominative if the noun to which the pronoun refers denotes
inanimate things. It is identical with the genitive case if the noun to
which the pronoun refers denotes animate beings:

a j , .
>1 , .
123
3) Besides the usual ending -, the instrumental case may
have in the feminine singular, the ending -, especially in po
etry: , .
4) Pronunciation: in the genitive singular (masculine and neu
ter gender): , , -- is pronounced like [].
5) In a sentence, the pronouns , , , and ,
, , in all their forms may be:
a) Attributes with agreement (like adjectives), answering to
the question ? in the required form:
( - We live in this house (in what
?) house?)
The tourists will climb that hill
( ?) (what hill?)
b) The neuter forms and to may be (like nouns) the sub
ject (when they are in the nominative case) or the object (when
they stand in other cases than the nominative), in such instances
they may frequently be translated into English by the pronoun it:

( ?) I know it (what do you know?)


( We were not speaking of that
?) (of what were you notspeak
ing?)
6) The demonstrative pronouns and are often used
in the following type of sentences:
, - This table is high, and that,
. low.
- At that lesson we read a new
, text, and at this one relatedit.
.
In comparisons, the noun is not generally repeated a second
time:
. This book is more interesting
than that one.
2. The Determinative Pronouns , , . a) The
Determinative Pronoun , 1) The determinative pronoun
(, , ) serves to emphasize a personal pronoun
or a noun:
. I shall do it myself.
. The teacher herself helped me.
- Nikolai himself will call up.
- .
5 430 129
2) This pronoun has three gender forms in the singular anc
one form for all the genders in the plural. It is declined in the
same way as , , , :

Singular Plural (for


all three
Case Masculine Neuter Feminine genders)

Nominative
Genitive
Dative
Accusative ,
Instrumental (-)
Prepositional

The pronoun usually stands after the personal pronoun or


noun to which it lends emphasis (see examples at the beginning
of paragraph 1). However, it may take any position in the sentence.
It is especially stressed when it stands at the beginning or at the
end of the sentence:
. The teacher helped me himself.
Nikolai will call up himself,
.
b) The Determinative Pronoun . The determinative
pronoun (, , ) is sometimes translated
into English by most, very and same, sometimes it is not trans
lated at all. It does not merely help to form the superlative degree
(see Lesson 53a), but may also throw emphasis on the word to
which it refers (this pronoun should not be confused with the
pronoun , , , which generally refers to persons
only, see the preceding paragraph):
. At the very shore.
. From the very morning.
. It is the same book.
All forms of the pronoun are often used to emphasize
the pronouns and :
. This very book.
. In that very house.
In a sentence, the determinative pronoun always agrees
in number, gender and case with the noun it defines (see examples).
c) The Determinative Pronoun . 1) The determinative
pronoun (, , ) corresponds to the English adjec
130
tives a ir and whole and has a collective and generalizing
meaning:
. The whole family was at home.
- All the comrades were at a
. meeting.
2) The pronoun is declinable, and agrees therefore in
gender, number and case with the noun which it defines:

Singular

Ca s e Masculine Neuter Feminine

Nominative
Genitive 1
Dative
Accusative
Instrumental
Prepositional

Plural
(for all three genders)

Nominative Accusative
Genitive Instrumental
Dative Prepositional

Regarding the forms of this pronoun in the accusative mascu


line and in all the genders of the plural, as well as in the instru
mental, feminine, see Paragraphs 2 and 3 on the declension of the
pronoun (p. 128).
3) Pronunciation. before is devoiced: [] , , ,
, , ;
the unstressed is pronounced like [i] , ;
the ending - is pronounced like [] .
4) The pronouns , , , are used in the sentence as:
a) an attribute with agreement (like an adjective):
. All the students came to the
lecture.
. All summer it (the weather) was
hot.
b) The neuter form and the plural form may be the
subject or object (like a noun) in the sentence:
5* 131
. All came to the lecture.
. All had books with them.
. Everything was all right.
- We talked a little about every
. thing.

, , , proti all, whole , , ; pron myself,


pi all, everyone, everybody yourself, etc.
all, whole, everything ||, -, -oe; - pron (the) most,
II p (fat , very; same
-) to ring up


1. Read and translate orally into English. Repeat the translation oi the
words in black letters and write it down:

) 1. ) , )
. 2. ) , )
. 3. )
. ) . 4. )
, ) . 5. )
, ) .
6. ) . ) .
) 1. ) , ) 1
. 2. ) ,
) . 3. )
. ) . 4. ) ,
) . 5. ) ,
) .
) 1. ) , )
. 2. ) ,
) .
) 1. . 2.,
, . 3. .
4. . 5.
. 6. .
7. . 8. .
2. State the cases of the words and word combinations in black letters in
the preceding exercise.
3. Put questions to the pronouns , mom occuringin Exercise 1 (part a).
4. Insert the pronoun in the required form:

a) 1. . . . . 2. .
. 3. . . . . 4. . . .
132
. 5. . . . . 6. . . .
.
) 1. . . . . 2.
. . . . 3. . . . .
4. . . . . 5. . . . . 6. . . .
.
) 1. . . . . 2.
. . . . 3. . . .
. 4. . . . . 5.
. . . . 6. . . .
.

5. Insert the pronoun in the required gender, case and number:

1. . . . . 2 . -
. . . . 3. . . .
. 4. . . . . 5.* . . .
. 6. . . . . 7.
. . . . 8 .
. . . . 9. . . . . 10. . . . -
. 11. . . . .
12. . . . . 13.
. . . . 14. . . .
.

6. Insert the pronouns or (to suit the sense) in the required


form. Mark the stress:

1. ) . . . . ) , . . .
, . 2. ) . . .
, ) . . .
. 3. ) . . . ,
, ) . . .
. 4. ) . . . . 6 ) . . .
. 5. ) . . .
, ) . . . .

7. Insert: a) the words :

1.................. . 2.
............. . 3....................
. 4. .................. 5.
.......6. ........
b) the words and the words .

8. Compose not less than 10 sentences with the pronouns , , ,


and in any case you wish, except the nominative.
133
56

Word-Building:
Nouns with the Suffix -.
Compound Adjectives (continued).


1.
() -
1 .

.
200

.
, , ,
.

. -
, .


.
.

, , ,
, .
, ,
.

,
.
.
.

, .
. ,
134
, --
. -
.
,
, .
-
: , .

.
.
-
.

, , , ,
, , .

2.

.
, .

. 2
.
135
,
: 3. ..

4. . . 5,
, 6. . .
-
7, .
, .
320 .
.
.
.

.
.
.

,

.
.

. .
-.
-
, . ,
, 1500 , ,
.

-
.

,
.
, ,
-.
.
.
.

136

adv actively , -, -; - nu
assembly hall merous
/ ( pi) anthropology adv frequently
post-graduate / observatory
/ ( pi) astronomy public figure
, -, -; - botani I (fut ||, -) to
cal found; was founded
, -, -; - bronze ||, -, -; - separate
(attr) I (||, -)
bust to be homed
(pi -a) age, century representative
I (||, - || -, -; - past, last
) to rise, to tower above development
I p (fut ||, -; I (
p a s t , -, -; -) to grow ) to spread
up; to spring up I (||, -) to shine
m hectare (2471 acres) / sculpture, work of
m (gen , pi ) sculpture
ten ||, -, -; - well
m assistant professor to-do
n (no pi) natural / statue
science n (collective noun) stu
f (no pi) zoology dent body, the students
/ idea I p (fut ||, -) to
/ (no pi) reputation, fame play, to have played
I {||, -) to have / territory
f (no pi) initiative pi toiling masses, toiling
/ (no pi) intelligentsia people
, -, -; - I (||, -) to
research (attr) take part
||, -, -; - educational insti
comfortable tution
-| |, -, m faculty
-; - cultural-educational / figure
lecture-hall / physics
( pi) Marxism ||, -, -; - physics
/ ( pi) medicine (attr), physical
metre ||, -, -; - chemistry
||, -, -6; - world (attr) (attr), chemical


now, at present


1. . . (17111765) great Russian scientist, writer and poet.
2. The pronoun &to may serve to emphasize one or another word in the
sentence:
It was on his initiative that the
. Moscow University was founded.
It is he who was the founder of the
. University.
The above construction, as may be seen from its translation, corresponds
to the English construction with eit i s . . . B, it w as..."
137
3. . . (18111848) great Russian thinker and revolutionary
democrat, eminent literary critic.
4. . . (18121870) Russian writer and revolutionary democrat.
5. . . (18141841) great Russian poet.
6. . . (18181883), . . (18601904) famous
Russian writers.
7. Lenin Hills a district in Moscow on the right bank
of the Moskva River.


1. Nouns with the Suffix --o. By means of the suffix
- d B - may be formed nouns which stand for:
a) a collection o f persons or things:
a body of students
peasantry
b) an abstract notion:
quantity
art
2. Compound Adjectives (continued). Compound adjectives
may be composed of two adjectives, each of which retains its own
meaning. The first of the adjectives takes the vowel for its
ending and is not inflected for gender, number or case. Such com
pound adjectives are mostly hyphenated:
- -


1. Compose sentences using the following words and word combinations:
, , , , , ,
, , , , , -
, .
2. Form compound adjectives from the pairs of adjectives given below:
Example: , --

, ; , ;
, .
3. a) Indicate the root of the following words and translate them into Eng
lish. Verify your translation by consulting the vocabulary at the end of
the book:
, , , , , , ,
, , , .
138
b) in the follow in g sentences, in sert the words given above:

1. . . . . 2. . . .
. 3. . . . . 4. . . .
. . . . 5. . . . .
6. . . . . 7.
. . . . 8. . . . . 9.
. . . . 10. :
. . . .
4. Rewrite the following sentences opening the brackets and putting the
words in the brackets in the required form:
I. ( ). 2. ( )
. 3. (
). 4. ( ) . 5.
( ). 6.
( )? 7. ( ) .
8. ( ) . 9. -
( ). 10. ( )
. 11. ( ).
12. ( ) . 13.
( ). 14. (
). 15. ( ) . 16.
, ( ) . 17. ( -
) . 18. ( )
. 19. ( ) .
20. ( ).
5. Answer the following questions on the text:
1.
?
2. ,
?
3.
?
4. ?
5.
?
6. ?
7. ?
8. ?
9. -
?
10. ?
I I . ?
12. ?
13. ?
14. ?
139
6. Translate into Russian:
Anush, a young Armenian girl, studied at the Moscow Univer
sity. She graduated from the Historical Faculty. At the University
she attended lectures by the best professors. She passed all her
examinations successfully and wrote her diploma paper on a theme
from the history of England. Anush read many Russian and Eng
lish books. She got books at the library of the Moscow University.
It is a very rich library.
Anush now works in Armenia. She teaches the history of the
Middle Ages in a school. Anush often recalls her years of study
at the Moscow University.

57
Grammar:
Negative Pronouns and Adverbs.
Impersonal Sentences with the Infinitive.


1. Negative Pronouns and Adverbs. a) The Negative Pro
nouns , , , . 1) The negative pronouns,
nobody and nothing are formed from the interrog
ative pronouns and by attaching to them as a prefix the
particle . The stress in these pronouns falls on the last syllable:
. Nobody is tired.
. Nothing troubled us.
2) The negative pronouns , are formed from the
interrogative pronouns , , etc., by attaching to them as
a prefix the particle . They mean there is no one,
there is nothing and have no nominative case. The stress
in these pronouns falls on the first syllable, i.e. on the particle :
Compare:
. .
i dont know anybody here. There is nobody to ask here.
. .
I didnt say anything. There is nothing to be said about
this.
3) Declension. The negative pronouns , , ,
are declined in the same way as the interrogative pronouns
, . But there is a difference in their declension depending
on their uses with or without a preposition.
140
a) Declension without a preposition:
Nominative _ _
Genitive
Dative
Accusative
Instrumental
Prepositional see below

The pronouns , and , have the


same form in the accusative case as in the genitive.
b) Declension with prepositions:
Nominative _ _
Genitive
Datiye
Accusative
Instrumental
Prepositional

In declining negative pronouns used with a preposition, the


particles and are separated from the main word and the prep
osition is placed between the particle and the pronoun.
4) Uses o f the negative pronouns , . a) The
negative pronoun with the particle , in whatever case it stands,
and whether it has a preposition or not, is used with a verbal pred
icate in the negative, that is, it requires a second negative with
the verb in the form of the particle :
. Nobody made a noise.
. Nothing was visible in the dis
tance.
, I couldnt learn from anybody
. where you lived.
I did not trouble about anything
. at the Rest Home.
In a sentence, a negative pronoun with the particle may be
the subject or the object (see examples above).
b) Negative pronouns with the particle , no matter what
case form they take, and whether they stand with or without a prep
osition, are used with a verbal predicate in the affirmative form
(i.e. they do not require a second negative with the verb). With
negative pronouns of this type the predicate in the present tense
is expressed by a verb in the infinitive:
. There is nobody to do this.
. has nothing to light the
cigarette with.
141
In the past and future tenses, the auxiliary verb is used
as a link-verb:
Past: There was nobody we could
, . learn from where you lived.
Future: - I shall have nothing to trouble
. myself about.
In a sentence, a negative pronoun with the particle can
only be an object.
b) The Negative Pronouns and . The words
, , , no, none and ,
, , nobodys are also negative pronouns. They
are formed from the corresponding interrogative pronouns
(see Lesson 5 13) and (see Lesson 54a) and are declined in the
same way. When they are used with a preposition, the particle
is separated from them, and the preposition is placed between the
particle and the pronoun:
. doesnt care for taking any
walks.
- doesnt want to hear of tak-
kiix . ing any walks.
He uses nobodys books, except
, . the librarys.
doesnt concern himself with
. anybodys books.
c) Negative Adverbs . 1) The following words are classed as
negative adverbs: nowhere (place), there is nowhere
(place), nowhere (direction), there is nowhere
(direction), from nowhere, from nowhere,
never, there is no time.
2) The above negative adverbs are formed fromcorresponding
interrogative adverbs , , by attaching to them the
particle or . The particle is never stressed, while the
particle is invariably stressed.
3) a) In sentences where the negative adverb with the particle
occurs, the verb is always in the negative (i.e. with the par
ticle ):
. I didnt see you anywhere.
. He is not going anywhere.
b) Negative adverbs having the particle arefollowed in the
sentence by an infinitive without a negative:
. I have nowhere to go today.
. We have nowhere to take cov
er from the rain.
142
4) Sentences with adverbs having the particle are classed
as impersonal sentences. In the past tense they are used with the
link-verb , and in the future with the link-verb :
. We had nowhere to hurry.
- There will be no place to play
66 . football there.
Tomorrow I shall have no time
. to go to the theatre.
2. Impersonal Sentences with the Infinitive. 1) Sentences
with a predicate expressed by an infinitive without a negative,
usually denote inevitability:
(dat.) It will rain today.
2) Such sentences, however, are more common with an infini
tive in the negative (i.e. having the particles or ), and ex
press impossibility:
It is not possible to climb this
. hill quickly.
, It is impossible to walk or ride
. through this wood.
3) When it is necessary to denote for whom it is impossible to
perform the action, a noun or pronoun in the dative case is used:
{dat.) 30 - I cannot walk 30 kilometres in
( = 4 hours.
30 ) 4 .
4) Impersonal sentences with an infinitive often contain negative
pronouns and adverbs:
( ) There is nobody who can do this
. translation better than Peter.
She has no time to go to the
. theatre today.

II (, -) to adv nowhere
trouble , -, -; - pron no
, -, -; - library (... whatever), none, not any
(attr) adv never
I (fat , ) to adv nowhere (direction)
set fire, to set alight adv from nowhere
adv nowhere (place), there is pron nobodys
nowhere pron nothing
adv there is no time I p (fat ||, -,
pron there is no one p a s t , ||, -; -)
adv nowhere, there is nowhere to translate
(direction) II (fat ,
adv from nowhere ) to place
pron there is nothing I (fat ||,-
) to hide
143

t. Read each ol the following sentences and translate them into English;
write down the translation of the interrogative pronouns:

1. ? 2. ?
3. ? 4. ?
5. ? 6.
? 7. ? 8. ?
9. ? 10. ?
11. ? 12. ?
2. Indicate the case oi the interrogative pronouns in the preceding exercise.
Compose answers to the above questions.
2. Make a written translation into English of the following paying special
attention to the correct rendering of the negative pronouns and adverbs
with the particles and :
) f. , , ,
. 2. ,
. 3.
,
. 4. , ;
. 5. .
. 6.
. . 7.
. ,
. 8. .
: . 9.
. .
) 1. . 2.
. 3. ?
.
) 1. .
. 2. .
. 3.
. .
4. State the cases of the negative pronouns which occur in the preceding
exercise.
5. Give negative answers to the following questions, using negative pro
nouns and adverbs, and the negative particles and :
Example: ? .
?
.
1. ? 2. ? 3. ?
4. , ? 5.
144
? 6. ? 7.
? 8. ? 9. -
? 10. ? 11.
? 12. ? 13.
? 14. ? 15.
? 16. ?
17. ?
6. Rewrite the following sentences, opening the brackets and putting the
words in the brackets in the dative case:

3. . () . 2.
, () .
3. () . 4. ()
. 5. () . 6. ()
: .
7. () .
7. From the column on the right, insert the negative pronoun in the re
quired form, or the negative adverb:

1. . or
, . . . .
2. . or
. . . .
3. , . . . or
.
4. . . . , or
.
5. , or
, . . .
. . .
.
6. . . . . or

7. , . . . or
.
8. , or
. . . .
9. or
. . . .
10. . , or
. . . . , . . . ,
, .
11. . or
, . . .
.
12. or
. . . . .
J45
13. . . . .
.
14. 1;
. . . :
. . . .
15. . . . . or
. . . .
8. Change the following sentences into negative impersonal sentences:
Example: . .
. .
. .
1. . 2. .
. 3. . 4.
. 5. , . 6.
. 7. .

57*

1 .

-.
2. ,
, .
-
. , .
.
.
. , ! !
.
. . !
. ! ,
. ,
, , .
,
, :
, .
, ,
! , -
146
, . .
, . ,
, , , ,
, , , .
, ,
. -
. -
. .
. .
...
. !
, . . . .. .
.
. .
.
.
,
, .
. , .
, . .
.
:
,
,
,
, .


||, -, -; - m (pi ) in the context :
paved with asphalt building
II (||, -) (4- gen) m (no pi) bark
to fear m (gen -a, pi -) forester
cyclist -, -oe; - local
adv apparently, evidently mix conj p (fut ,
n return ...; ) to bore
mix conj p (fut , adv for long
... ) to run out I (||, -) to
, -, -;- factory (attr) disturb
I p (fut ||, -) to adv unexpectedly
visit a place or person (on one'sway) adv back, backwards
I p (fut ) to begin to I (||, -) to
bark surround
m (gen , pi ) hare / hunt, hunting
/ (gen pi II (, )
) commission, business trip to hunt
147
hunter / dog
I (fut , - / ( pi) taiga, great forests In
) to show (oneself), to appear; Siberia
to seem I (||, -) to run
tn (no pi) semi-darkness away
/ glade; clearing , -, -; - amaz-
I (||, -) ing, wonderful
to appear (= ) I () to
II p (fut , - bloom
) to lay, to build / thicket, heart of the wood
I (||, -) to
hide

to have a dream, to dream
( = ) to go hunting
( = ) nothing to do, nothing to be done
the more so
neither


1. The words and have the same meaning but cannot
always be used in the same word combinations. You can say
and but of the East only , of a comrade only
(a comrade who is far away).
2. The word has two meanings:
a) hunting'. . The hunting here is good.
wish: We had no wish to go to the woods,
.


1. Indicate in the text the negative adverbs and pronouns. State the case
of the negative pronouns.
2. Compose sentences with the following words and word combinations:
, ; , ; , ;
, ; , ; , ;
() , () .
3. Indicate the root in the following rows of words and insert them into
the sentences given below:
) , ,
1. . . . . 2. . . .
. 3. . . . . 4 . . . . .
) , , ,
1. , . . . .
2. .. . . 3.
. . . . 4. :
. . . , . . . .
148
) , , , ,
1. . . . . 2 . . . . . 3.
. . . . 4. . . . . 5.
, . . . ? 6. , . . . .
7. . . . 1 .
) , , ,
1. . . . . 2. . . .
. 3. . . . . 4. . . .
. 5. . . . . 6.
. . . .
4. Retell the text in the 3rd person; In doing so you may be guided by the
following questions:
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?

58
Grammar:
Ordinal Numerals.
The Preposition no with the Accusa
tive Case.


t. Ordinal Numerals. (1-), (2-),
(3-), (4-), (5-), (6-), (7-),
(8-), (9-), (10-).
Further: (11-), (12-),
(13-), etc., (20-), (21-), etc.
Further: (30-), (40-), (50-),
(60-), (70-), (80-),
(90-), (100-), (110-),
(115-), (192-), etc.
1) Ordinal numerals in Russian as in English denote order of
succession in space or time:
. In the first row.
. On the fifth day of the week.
. is the second letter of the
alphabet.
149
2) The ordinal numerals and have different
roots than their corresponding cardinal numerals , .
All other ordinal numerals are derived from the corresponding
cardinal numerals:



3) a) Ordinal numerals have adjectival endings; like adjectives,
they change for gender, number and case, agreeing with the noun
they refer to.
b) In compound ordinal numerals only the last word takes the
form of an adjective:


c) Ordinal numerals are declined in the same way as adjectives
with hard endings (, , see Lesson 51a), excepting
which takes the endings of the declension of adjectives
with soft" endings (like , see Lesson 52a). In compound
ordinal numerals only the last word is inflected.
4) Spelling . The ordinal numerals and are
spelt with the soft mark () at the end of the first syllable. The
ordinal , when declined, takes the soft mark before its endings:
, , etc.
Ordinal numerals from 50- to 80- have an -- between the
two roots:


5) Ordinal numerals answer the questions ?,
?, ?, ? which? ('in what order?) or ?,
?, ?, ? what? in the required gender, number
and case.
2. The Preposition no with the Accusative case. Ilo, when
used with the accusative case, has almost the same meaning as
'till, 'up to; but there is a slight difference between them:
from the first up to the fifth page
(the fifth page is not included).
from the first up to the fifth page
(the fifth page is included).

m alphabet
/ page

150

1. Read and translate orally into English. Repeat and write down the
translation oi the words in black letters:
1. ;
. 2. .
. 3.
; .
4. ;
. 5. ;
. 6. ;
, , . 7.
; ,
, . 8.
;
. 9. ; -
. 10.
; .
. ;
. 12.
;
.
2. Indicate the nouns with which the ordinal numbers in the preceding
exercise agree, and state the gender, number and case of both.
3. Put questions to the ordinal numbers in Exercise 1 using the pronoun
in the required case.
4. Read the following word combinations of ordinal number and noun:
) 3- , 7- , 8- , 10- , 17- , 24- ,
30- , 60- , 100- .
) 2- , 6- , 9- , 11- , 18-
, 20- , 70- , 165- .
) 1- , 7- , 12- , 19- , 47-
, 90- , 128- , 194- .
5. Decline the following:
, , ;
, , .
Verify by consulting the declension tables of adjectives in Lesson 51a
and 52a
6. Put the words in the brackets in the required case, writing out the num
bers in 6 in letters:
a) 1. ( ) . 2.
( ). 3.
( ). 4. ( )
. 5. ( )
151
. 6. ( ). 7.
( ). 8. ( )
. 9. ( ), (
) . 10. (
).
) 1. (1- ). 2.
(12- ). 3. (6- )
. 4. (1- ). 5.
(7- ). 6. (6- ).
7. (2- )? 8. (4- ) .
9. ( 3- ) . 10.
(127- ). 11. (100- -
)? 12. (20- ). 13. -
(1-) ( ).

58

.
1.
(5-) (6-)
. , (1-) (11-)
,
-. (1-)
.
: , ^
; , .
.
(11-),
(22-), (31-),
(42-), (50-), (61-)
(75-) .
(125-) .
(3-), (2-) (1-) .
(8-) (9-) .
.
(1-) (201-) *
(269-) .
(2-) (56-)

* The page numbers of the first book refer to the second edition (1959),
152
. .
(59-) .

. (2-)
(329-) (353-)
.
(468-)
(476-).
1 .
,
, . (1-)
(275-) .
(40-)
(311-) (312-) .
(317-) 1-
(336-) -
- .
.
.
(352-)
(360-),
(477-) .

||, -, -; - alphabet- review, recapitulation


ical II (fut , -)
||, -, -; - gram- to verify, to check up
matical m part
I () tobe given adv from the bottom
m sound II () to contain
II p (flit , Hcnpd- , -, -; - reference
) to correct (attr)
( ) (gen-a, pi / (pi ) line
-) key (to exercises) / table
prp beginning with m index
n contents m (pi ) student,
I p (fut , -) to pupil
open / (gen pi ) part
/ (gen pi ) mistake


1. The words and are synonyms. However, there is a dif
ference in the usage of the two words. The word is commonly applied to
lessons at secondary school, the word is used in relation to higher
school. Besides, the word allows for a greater number of word combina
153
tions than the word . The two words may be used interchangeably in
the following examples:

is { we r s "
- " / . P P" ' Pre
However, in the following combinatons, the two words cannot be used inter
changeably:
. The teacher gave a lesson.
The teacher asked several questions
. on the lesson.
- play chess is a pleasant pastime,
.
- His studies at the University are
. over.
2. The word has several meanings:
the key to a door
the key to exercises
() a spring, a source


1. Copy out from paragraphs 3, 4 and 5 of the text all ordinal numbers
together with the nouns they go with. State the cases of both.
2. Group together (in written form) words of the same root. Underline the
root:
, , , , , , ,
, , , , , ,
, , , , , ,
, .
3 . Indicate the root in the words given below: translate the words into
Eflglish (verify your translation by consulting the vocabulary at the back
of the book), and insert them in the following sentences to suit the mean
ing. See that the words are in the required form:
) , ,
1. . . . . 2. . . . . 3. -
. . . . 4. . . . .
) , , ,
1. . . . . 2. . . . . 3.
. . . . 4. . . *
.
) , ,
1. __ . 2. ,
, . . . . 3. . . .
. 4. . . . .
4. State the aspect of the verbs in the text, and give for each knperfective
verb a corresponding perfective verb and vice versa. Indicate in what way
154
the two aspects differ (the verb has no corresponding perfective
verb).
Example: (imperf. aspect) (perf. aspect)
5. From the perfective verbs in Exercise 4, form the future tense, 1st per
son. Compose sentences with these verbs in the future tense, using the 1st,
2nd or 3rd person.
6. Answer the following questions:
1. ?
2. ?
3.
?
4. ?
5. ?
6.
?
7. ?
8. ?
9. ?
10. ?
11. ?
12. ?
13. ?
14. ?


( . *)
. -
, , , ,
, -, -, , -
. - .

, .
,
, , . ,
, , , .
?
.
: , , , , ,
: , .
* . . (18691939) . . .
155
1 1896 ,
:
,
( . . .)

, 1898 , -
:
... , -
,
8. . . , -
.
, ,
. .
, -
, ,
, -
, .
. ,
. 1902
, ...
ify 1955 .


1. being imprisoned
2. in the French manner
3. when we arrived

59"
Grammar:
The Use of Ordinal Numerals in
Denoting Dates.


The Use of Ordinal Numerals in Denoting Dates. 1. To de
note the date o f the month, the neuter form of the ordinal numer
al is used. The word date, with which the ordinal numeral
agrees, is generally omitted. In writing, the date is often denoted
by figures as follows:
156
. t-e.
. 8-.
Question: () ? What is the date
today (tomorrow)?
When the date is given, the name of the month is put in the
genitive case:
.
.
2. In denoting the date of the month, the ordinal numeral stands
in the genitive case, as does the name of the month, and may also,
for the sake of abbreviation, be indicated by a figure:

- January 1st we have a holiday


. the New Years Day.
November 7 and 8 we celebrate
the day of the Great October
- Socialist Revolution,
.

Questions: ? when?, ? what date?,


what month?
3. In denoting the year:
a) The ordinal is put in the nominative case if the month is
not indicated:
& - It is now 1952.
(1952-) .
Question: ? what year is it now?
b) If the month is indicated, the ordinal numeral denoting the
year stands in the genitive case, irrespective of the case of the
name of the month:
() (gen) \
(gen) (gen) > (1946) (gen)
(prepos) )
Questions: ? when?, ? what date is it?,
? what date?, (of) what year?,
? in what month?
4. When a certain period of time is indicated, the prepositions,
and or no are used with the genitive case:
From the first of November till
( 1- 7-) . the seventh of November.
157
From 1945 till 1949.

( 1945- 1949-
) .
From 1955 up to 1959 (includ
ing).
( 1955-
1959-) .
Questions: ? how long?, &
()? from what and to what date (year)?, ? up
to what date?, ? up to what year?*
5. Instead of the words and , and the ab
breviations r. and . and . and . may be used.
6. Centuries are usually denoted by Roman numerals: XX .

/ constitution n {pi , gen pi ) date,


m holiday number
I (||, -) to
celebrate


January May September
February June October
March July November
April August December


? What date is today?
. Today is the sixth of September.
? What date was yesterday?
(). Yesterday was the fifth of September).
() ? What date will be tomorrow?
() , Tomorrow will be the seventh,
last year
next year


1. Read and translate into English each of the following sentences. Write
down the translation of the words in black letters:

1.
. 2.
. 3. . 4.
.
158
5. .
6.
. 7.
. 8. . 9.
. 10.
. 11. .
12. ?
. 13. . 14.
. 15.
?
2. State the cases of the ordinal numerals given in black letters in the preced
ing exercise.
3. Read and afterwards rewrite, changing the figures to words:
) : 7- 8-

, 5- , 1- 2-
, 1-
,
)
1- . 7- 8- , 5- , 1- ,
1- 2- . 1-
, 24-
.
: 1-
15- , , 24- 7- .
,
.
1- . 1- 1- .
.
1- . -
.
4. Answer the following questions:
1. -?
2. ?
3. ?
4. ?
5. ?
6. ?
7. ?
8. ?
9. ?
10. ?
11. ?
12. ?
13. ?
159
5. Translate into Russian:
My sister was bom in the year nineteen hundred and thirfy-
1hree. In the year nineteen hundred and fifty she graduated from
school and entered the University. In July nineteen hundred and
fifty-five she graduated from the University. Till the year nineteen
hundred and fifty-seven she was working in the Urals.
6. Speak on your life or the life of any of your friends, mentioning as
many dates as possible.

596

.
, ,
, .
.
,
. ,
, .
XI .
1156 . -
-, 1 .
.
, :
.
. 1367
.
,
.
, ,
XV .
-
.
* #
*

.
.
, 1505 1600 .
.
:
J60
80 .
.
.
-
-.
. -
200 . -
1568 . , XVI
.

XIVXVI .
: , .
.

. .
XIX .
.
.
.
.
,
.
6 430 161
.
1491
.
.
.
(80-) XIX -
2.
.
,
,
.
.

. *
(XIII ). ,
. XVII
XVIII ., .


XVIXVIII . -
. XVIII .
: 1
4 , 1 Is
.

, , .

* *
*

. ,
12 1918 ,
.
:
.
1
.
, . -
1

.
162
* *
*
7 1937
. ,
.

||, -, -; - of white / (gen pi ) colour
stone (attr) / (gen pi -) fortress
n {no pi) majority m (gen -a, pi -) cross
/ (no pi) bronze m (pi -a) cupola, dome
m top / staircase
II (, ) to weigh n (no pi) curiosity
adv inside m (pi -a) fur
, -, -; - military, war ||, -, -; - marble
(attr) (attr)
military unit / reward, award
I (||, -) I () to be
to meet; to be found announced
I (||, -) to pro / fur trimming
voke * m organ
/ height n (no pi) arms
||, -, -; - highest , -, -; - special
||, -, -; - St. I (ju t ||, -)
Georges to decorate, to trim
, -, -; - faceted I p (fut ||, -) to
||, -, -; - granite cast in mould; participle cast
(attr) II () in the con-
, -, -; - terrible text: to date
, -, -; - palace f arch chamber, palace
(attr) penknife
||, -, -; - decora m (gen , pi ) am
tive bassador
watch-tower m pedestal, base
/ jewel I (||,
||, -, -; - old -) to represent; to embody;
Russian , -, -; - is represented
/ antiquity m presidium
/ ( pi) painting I (, -) to
I (, -) attract
to finish, to complete / (gen pi ) cannon
are written down, recorded / carving
pad, note-book ||, -, -; - ruby
II p (fut , ( pi) silver
) to earn, to deserve ||, -, -; - silver
||, -, -; - gold head (attr)
ed; gold-domed / session
| |, -, -; - gilded adv on the outside
article , -, -; - sable (a ttr)
, -, -; - foreign in the context: collection
, -, -; - ex ti conference
ceptional, rare II p (fut ||,
'||, -, -; - Italian -) to remain; to be preserved
/ coach, carriage , -, -; - me
/ collection dieval
(pi -a) bell / ( pi) darkness, dusk
/ (gen pi ) / ton
bell tower m triangle
6* 163
m throne I () to be
tn decree, edict held, to be arranged
||, -,-oe;-adorned, m (gen , pi ) tsar
decorated / value; pi valua-
||, -, -oe; - forti- bles
fied , -, -oe; - church
||, -, -oe; - unique (attr)\ ecclesiastic
II p (fut , m carriage, coach
)to establish;to place m excursionist


nop up to the present time, up till now
mainly, chiefly


1. Do not confuse the adjectives (superlative degree
), and :
a) In relation to persons and objects (for example: buildings, mountains) we
use the word .
b) When we speak of educational institutions, we use the adjective :
higher school.
c) In relation to organs of power we use the words or
: highest organ, supreme organ; in com
bination with only the adjective is used:
Supreme Soviet.
2. a large village in* the Ivanovo region; famous by painting over
varnish practised by its inhabitants.
3. (10531125) Grand Duke of Kiev, an outstanding
statesman who fought for a united Russian kingdom.
4. (15301584) Russian tsar and eminent stateman.
5. I (16721725) first Russian emperor, great statesman, general
admiral and navy builder.


1. Read all the dates occurring in the text and state their case.
Example: XI , prepos. case
2. Indicate the root in the following words and translate the words into
English (verify your translation by consulting the vocabulary at the back
of the book):
, , .
3. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. ?
6. -?
164
7. ?
8. ?
9. ?
10. ?
11. ?

4. Speak on some historical monument or museum of your country: give


dates connected with its history.


,

,
, ,
, ,
; ,
... ! ,
... , , ,
, ...
. (18141841)
.

60

Grammar:
Declension of Cardinal Numerals and
their Use with Nouns.
Collective Numerals.
The Use of Numerals in Denoting the
Time.
Declension of Neuter Nouns Ending in
-.


1. Declension of Cardinal Numerals and their Use with Nouns.
All Russian cardinal numerals are declined.
1) Declension o f the Numeral . The Numeral agrees
in gender, number and case with the noun to which it refers; it is
declined in the same way as the pronouns and :
165
Singular

Case Masculine | Feminine Neuter

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

The quantitative numerals ., , have one common


plural form for all the genders . As a numeral, is
used only with nouns which do not have a singular form, for
example: , .

Plural (for all three genders)

Nominative Accusative
Genitive Instrumental
Dative Prepositional

2) Declension o f the Numerals , , :

Case Masculine (and Neuter) Feminine

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

For all three genders

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

166
The numeral , has different gender forms only in the
nominative and the accusative case when used with nouns denoting
inanimate things:
, . I see two rivers, two river banks.
, I see two women, two fisher-
. men.

3) Declension o f the Numerals , ,

Case

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

1. Numerals ending in - are declined in the same way as


nouns in the feminine gender, ending in a consonant -f- (the soft
mark), for example: , (see Lesson 45a).
2. All numerals from 6 to 19 are declined in the same way as
(5) and (20). The numeral (30) is also
declined in the same manner.
3. In compound numerals, as for example: ,
, , etc., each of the two numerals is
declined, for example: , ,
, etc.
4. In declining the numeral the vowel -e- is dropped
in three cases (genitive, dative, prepositional, see the above table).
N o t e : For declension of the numerals 40, 50, etc., 90, 100, etc. see
Tables 9 and 10, pp. 340, 341.

2. Collective Numerals. 1) The numerals m and n, /


both as well as , , , , ,
are called collective numerals. Only and have an equiva
lent in English both. The rest are translated into English in
the same way as quantitative numerals.
2) The numerals , are declined in the same way as
adjectives with soft endings; in the masculine gender they take
an before the ending:
167
Case Masculine and Neuter Feminine

Nominative , ,
Genitive , ,
Dative , ,
Accusative , 66 ,
Instrumental , ,
Prepositional , ,

. Both comrades studied well.


. We opened both windows.
Both brothers had interesting
. work.
I presented each of my sisters
. with a book.
3) The collective numerals , , , ,
, are used with nouns denoting animate beings
(mostly in the masculine gender) or with personal pronouns:
Three workers spoke at the
. meeting.
I shall tell you four about my
. trip.
. There were seven of us.
3. The Use of Numerals in Denoting the Time. 1) In denoting
the time, ordinal numerals are used in the following expressions:
. It is after twelve.
. t is five minutes past twelve,
. t is a quarter past six.
. t is twenty minutes past two.
. t is half past seven.
2) Cardinal numerals are used in the following expressions:
() . Five minutes to seven.
. Three minutes to two.
. A quarter to eight.
() - Ten minutes to eleven, etc.
.
The most frequently used questions about the time of the day are:
? What time is it?
... ( , At what time... ?
, etc.)
... ( Till what time... ?
)?
168
N o t e : In denoting the time the following prepositions are used:
(-|-gen.): ten minutes to six
(4-.): at two oclock
( + prepos.): after four oclock
(-f-acc.): He was two minutes late.
.
(-f-acc.): in an hour
(+gen.): till three oclock
(-{-gen.)... (-{- gen.): from nine till six

(-(- instr.): between two and three oclock

(+gen.): about five oclock
(-f-gen.): after eight
(+.): He came an hour before work.
.
( + dat.): . He came just before six oclock.

4. Declension of Neuter Nouns Ending in -. There are


ten Russian nouns ending in -. The most common of these are:
time banner tribe
name flame seed
When declined, these nouns take before their ending the syllable
-- in all the cases except the nominative and accusative singular;
Case Singular Plural

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

1. Three cases in the singular (genitive, dative, prepositional)


have an identical form.
2. The genitive plural has no ending.
3. In declining the words and thesyllable --
is added in the singular and the syllable -- in the plural
, , etc. The syllable -- is invariably stressed.
4. The noun takes the form in thegenitive plural.
5. The noun flame has no plural form.


I p (flit , -) n (gen , pi , gen
to be late pi ) seed
n (gen ) flame pi (gen ) 24 hours (a day)
n (gen , pi ) / (gen pi ) a quar
tribe ter
m (gen -a, pi -) fisherman
169

1. Read and translate each sentence into English. Write down the transla
tion of the words in black letters:
1. ? . 2.
. 3.
. 4.
. 5.
. 6. .
7. . 8.
. 9. .
10.
, . .
. 12. -
. 13.
. 14.
. 15.
. 16. . 17.
? 18. ?
, . 19.
. 20. .
21.
.
2. Insert a suitable preposition from those given below:
, , , (or ), , , , , ,
1. . . . . 2.
. . . . . . . 3.
. . . . 4. . . .
, . 5. . . .
. 6. , . . .
. 7. . . . . 8. . . .
. 9. . . . . . . . 10. -
. . . .
3. Insert the interrogative pronoun or in the required
case:
1. , . . . ? 2. . . . ?
3. . . . ? 4. . . .
? 5. . . . ? 6. . . .
? 7. . . . ? 8. . . .
?
4. Rewrite the following sentences, using words instead of figures (verify
what you have written consulting declension tables on pp. 166167):
a) 1. 5 15 . 2. 5 -
15 . 3. (add) 5 15
. 4. 5 15 . 5. -
170
5 15 ? 6. 5
15 .
) 1. 3 . 2.
3 . 3. 3 2. 4.
3 . 5. 3
. 6. 3 25 .
5. State in Russian the time at which certain radio programmes are broad
cast.

606

1.
. .
, .
.

-
.

.



. .

.
,

.
. -
.
...
... ...1
.
.
. .
.

, .
. : ...
. .
171
,
,
2 .
, .
. .
. -
.

,
, , ,
, ,
. , ,
!
. . -
(18981949)
2 .
, ,
, . . -
, , -
. ,
, ,
.

,
;
, .

, .
, .

.

, .
, .
?
. .

8
, ,
,
...4 .
172
.
.

.
. 3 6 .

, -, -; - Byelo , -, -oe; - night (attr),
russian nocturnal
I (, ) to strike II p (fut , )
( pi) striking, chime to illumine, to light up
I (fut ||, -; past m (gen , pi )
||, -, -; -) to go noon
up, to rise / (no pi) midnight
- adv in time m pole
adv only, in all adv approximately
, -, -oe; - east, east I p (fut ) to strike
ern I (,-)
II ( = ) to rise to wake up
I () to go out, to / difference
fade II (, )
cj if to carry (sound)
adv noticeably m dawn
||, -, -oe; - west, west n distance
ern , ||, -; - is heard
m chiming, ringing II p (fivt ||, -)
||, -, -oe; - concert to perform, to make, to accomplish
(attr) I () to calm down
II (, ) to col / (gen pi ) hand
our, to adorn ||, -, -oe; - labour (attr)
adv soundly I () to in
pi (no sing) chimes crease, to intensify
||, -, -oe; - tender, del m face, dial
icate m equator


the clock strikes
the striking (chiming) of the clock
... the clock is... minutes slow
() ... - the clock is... minutes fast


1. The word has several meanings. In English it corresponds to:
a) The numeral one:
Only one tree grew in front of the
. window.
. The artists performed one after an
other.
, . I read one paper, but didnt read the
other.
b) The adjective alone:
. We were alone in the room.
173
u) The indefinite article:
- I heard that song at a concert,
.
d) The expression one thing:
. only spoke of one thing.
1 The verb may be used in the meaning of to get together*,
as \(gU as in the meaning of to intend:
^ no . We often get together in the evening.
. We intend to go to the theatre.
& = Chukchee peninsula in the extreme
NortrEast of Asia.
4i in the context: noon.


1. In the, text state the instances where the time is denoted.
2. Wlat time is it?

3. Answer the following questions:


1. ?
2. ? ?
3. ? ?
4. ?
5. ?
6. ?
174
7. ?
8. ?
9. ?
10. ?
11. ?
12. ?
13. , ?
14. ?
15. ?
16. ?
17. ?
18. ?
19. ,
?
20. ,
?
4. Translate into English:
1. . 2.
, . 3. ,
, . 4.
. . 5. ,
. 6. . 7.
. 8.
. 9. :
. 10. , .
5. Rewrite the following sentences, putting the words in the brackets in
the required case:
1. ( ). 2.
( ). 3.
( ) . 4.
( ). 5.
( ) . 6.
( ) . 7. ( )
.
6. Translate into Russian, using verbs in the perfective aspect where pos
sible:
Vladimir Ivanovich is a young worker at a textile mill.
Yesterday was Saturday. Vladimir Ivanovich got up as usual at
half past six, did his morning exercises, washed, dressed, had
breakfast and went to work. The mill is not far from his flat, he
was there in five minutes time. Five minutes before the whistle,
at five minutes to eight, he was at his lathe. The lathes began
working at eight.
Vladimir Ivanovich worked from eight till twelve oclock. At
twelve oclock there was a break for dinner. He had his dinner at
175
the mills dining-room, read the newspaper, and then went on- work
ing till three oclock. At a quarter past three he returned home and
changed his clothes. At half past six he had supper, and with two
of his comrades went off to the club. There Vladimir Ivanovich
played chess for about an hour, and then danced with some girls
of his acquaintance. At a quarter to twelve he returned home,
read an interesting novel for a while, and went to bed.
7. Describe a day you have spent, using several expressions denoting
the time.
8. Compose sentences with the verb in the meaning of to
get together and in the meaning of to intend'.

61
Recapitulation.




.

, ,
.
.
: ,
,
.
70 . ,
16
, , .

.
:
, .

.
.
, .
,
.
176
, -
.
, ,
.
. ,

, ,
.

. :
.
.
. !
.

!
, , .
,
. ,
.
.
. . ,
!
177
.

.
, 1920 . 1958
,
. 1
, .
;
.

.
,
.

.
: , , , ,
.
, ( ).
,
. : .
.
,
, .
.
, , , , .
.
.
12
.
, . -
.
2, ,
.
.
.
,
.
-104: 850 . .
. .
-114 - 9 .
178
, ,
, ,
. .
.
:
.
- ,
, .
. -
. , .

,
3, ,
.
.
, ,
, ,
, ,
, . 1958 8,5
3,5 , 1953 ,

, , : , ,
, , . , , .
, ,
4 .
.
, ,

179
, .
: , , .

.
,
.
.
, .

.
, , . ,
. -.
211 . 50 , -
. , . ,
"
.
: .
,
.
.
. !
.
!


, -, -; - auto- II (fut , -
matic, self-acting ) to bring; to deliver
m diamond n animal husbandry,
||, -, -; - diamond cattle breeding
(attr) II p (fut , -
m aluminium ) to have a snack
/ Antarctica n agriculture r
m apparatus / (gen pi ) play-

-"
n culture
aton" c 1< * > . . -.
, -, -; - arti-
II (fut , - fjCiai
) to cultivate, to grow I () to
m gas be used, to be utilized
||, -, -; - (is not declined) caf6, coffee-
for geological explorations house, cafeteria, tea-room
m load ^ / circorama (a circular
m (gen pi ) goose ^ cinema with the screen all around
I (- the spectators)
) to be demonstrated, to be / {pi ) hen, chicken
shown adv easily
180
icebreaker / radio station
||, -, -; - flying / (no pi) radio
(gen -a, pi -) lighthouse electronics
||, -, -; - mechan n development
ical m department
milliard, billion m restaurant
mineral f (gen ) rye
, -, -; - fashionable, agriculture
of the latest fashion / system
m assembling, mounting, in / velocity
stalling m satellit, sputnik
national economy / station
, -, -; - illiterate so much, so many; ...
(gen , pi as much as
) sample m motor locomotive
||, -, -; - general; common I (, ) to sink, to
(gen ) oats drown; to go lost in
||, -, -; - wired for / commerce
sound m transport, transportation
tn examination, sight-seeing / (gen pi ) tube, pipe
, -, -; - main m hold
I () to reflect II p (fut )
pavilion to increase, to be increased
panel n control
/ perspective, prospects, / (gen pi ) duck
outlook / fantasy, fancy
/ the written language m (pi -a) colour
||, -, -; - food (attr) n (pi ) miracle
I (||, -) in the / economics
context', to heave / exposition
II p (fut , ) m exhibit
to fly / electrification
, -, -; - thorough ||, -, -;
bred, pedigreed - electrified
m stream, torrent electric locomotive
/ soil / electronics
I ( , / power station
-) to be transformed, convert / electrical energy
ed) ||, -, -; - power
I (||, (attr)
-) overcome / energy, power
m (pi -) pood a mesure of
weight (about 16 kilograms)

to give pleasure
well! never mind!

1. the seven-year plan for the development of the USSRs
national economy (for the years 19591965).
2. the shortest way from the Pacific to the
Atlantic Ocean through the seas of the Arctic Ocean. The Soviet icebreaker
Sibiriakov was the first to go this way.
3. the Kazakh Soviet Socialist Republic, one of the 15 Repub
lics constituting the USSR.
4. an outstanding Russian scientist, botan
ist and biologist (18551935).
181

1. Answer the following questions on the text:
1. ?
2.
?
3. ?
4. -
?
5. ?
6. ?
2. Group together the words of the same root, underline the root:
, , , , , , ,
, , , , , , , ,
, , , , , ,
, , , , , ,
*, , , , ,
, , , , ,
, , , , .
3. Translate the following words into Russian:
a) carrots, tomatoes, cucumbers, melon, pumpkin, water-melon,
cabbage, potatoes;
b) strawberries, currants, raspberries, cherries, grapes, plums;
c) apple, pear, orange, lemon, peach;
d) rye, wheat, oats;
e) hen, goose, duck;
f) cow, horse, sheep.
4. What colour are the following vegetables?
Example: .
, , , , , .
5. Give the two words from which each of the following compound words
is formed:
, , ,
, , -,
, , .
6. Give the words from which the following adjectives are formed:
Example:
, , , , ,
, , , , , .
7. Translate into English the following pairs of adjectives (verify your
translation by consulting the vocabulary at the end of the book):
, ; , ; , ;
, ; , ; , ; -
182
, ; , ; , ; , ;
, .
8. Supply each ! the nouns in black letters with a suitable pair of ad
jectives from the preceding exercise:
1. . 2.
. 3. . 4.
. 5. . 6.
. 7. . 8.
. 9. . 10.
. 11. .
9. Insert a suitable adjective. See that it is in the required form:
1. ) . . . . ) , ; ,
. . . .
.
2. ) . . . , ;
. ) , ; ,
. . . , ) . . .
.
3. ) . . . , , (thin);
) ,
. . . .
10. Put in the genitive case the adjectives and nouns in the brackets:
) 1. ( ); 2. (
); 3. ( ); 4. (
); 5. ( ); 6. ( );
7. ( ); 8. ( ); 9.
( ) ; 10. (
).
) 1. ( ); 2. (
); 3. ( ); 4. (
); 5. ( ); 6. (
); 7. ( )
( ) ; 8. ( ); 9. -
( ).
11. Copy the following and put the nouns and adjectives in the brackets
in the required case:
1. (
). 2. ( )
( ). 3.
( ) -104. 4. (
) ().
5. ( ) . 6. (
) . 7. (
).
183
12. Form the comparative and the superlative degree of the adjectives
given below, as follows:

Adjective Comparative Degree Superlative Degree

or or

, , , , .
13. Put the words in the brackets in the required case:
1.
( ). 2. ( )
. 3. (
). 4. ( ) .
5. ( ) ? 6.
( ). 7. , (
). 8. ( )? 9. ,
, ( ) . 10.
( ) . 11.
( )? 12. ( ),
( ). 13. ( ). 14.
() ( ). 15. (
) . 16. ( )
( ) ( ).
Translate the above sentences into English.
14. Translate into English the three last but one paragraphs of the text.
15. Make a written translation into Russian of the following:
1. This year the winter was colder than last year. 2. What kind of
sport do you like best? 3. It was written in the newspapers that
sportsmen who had arrived from various countries would take part
in the sport games. 4. Write to me what you liked best at the
Exhibition of the achievements of the national economy.



. ,
, .
,
. ,
, , ,
.
,
184
, .
.

. .
.
.
1955
-
1 . 10 1955 .

.
-
8 . :
- .
,
. .
. :
, !
, :
, ! :
.
, .
. .
.
? .
, .
,
:
, .
, .
! .
.
.
.
. .
.

.

1. kimberlite a species of rock often containing diamonds
2. m pyrope a red mineral oftea found together with diamonds
P A R T VII

62

Grammar:
Subordinate Object Clauses Introduced
by the Conjunctive Words , ,
in Different Case Forms
(continued).
Subordinate Attributive Clauses Intro
duced by the Conjunctive Words
and in Different Case
Forms (continued).


1. Subordinate Object Clauses Introduced by the Conjunctive
Words , and in Different Case Forms (con
tinued). 1) Subordinate clauses introduced by the conjunctive
words (relative pronouns) and are mostly object clauses
(see Lesson 48a).
The conjunctive words and may be used in any case
form:

' (.) ,
who came.
(gen.) .
whom you went to see.
(dat.) .
, J to whom you are going.
I do not know I (acc.) .
whom you saw.
(inslr.) ,
with whom you spoke,
(prepos.) .
. about whom you wrote.

The lessons in Part VII are not provided with vocabulary lists; when
necessary, consult the general vocabulary at the end of the book.
186
(.) .
what is lying on the table,
(gen.) .
of what this object is made,
(dat.) .
, J what pleases you.
1 know j (acc.) .
what you are reading,
(instr.) ,
what you are doing,
(prepos.) .
about what you are talking.

Conjunctive words may have different functions in a subordinate


clause. For example, in the subordinate clauses ,
the conjunctive words are in the nominative case and act
as subjects. In the remaining examples, they act as objects. The
case of the conjunctive words , and , de
pends on their function in the subordinate clause.
The conjunctive words and in the subordinate clause
often go with the demonstrative pronoun , , , (in all
the case forms) in the principal clause:
, Tell us what you saw in the
. Crimea.
2) Subordinateobject clauses may also beintroduced by the
conjunctive words (relative pronouns) and indiffer
ent case forms:
(?), . Tell me (what?) what time it is?
(?), I know (what?) at what time he
. will come.
2. Subordinate Attributive Clauses Introduced by the Con
junctive Words and in Different Case Forms
(continued). 1) As has already been mentioned in Lesson 52%
subordinate attributive clauses may be introduced by the conjunctive
words (relative pronouns) and .
The conjunctive words and may stand in any
case form. In gender and number they depend on the noun in the
principal clause which they qualify; in case they depend on their
function in the subordinate clause and on that word which re
quires from them a definite case:
( (.) .
, J who is studying at the University.
Here is my brother 1 (gen.) .
V with whom I live.
187
(dat.) .
to whom you wrote a letter,
(acc .) ,
whom you wished to see.
, (instr.) ,
Here is my brother with whom I am very friendly (we are
great friends).
(prepos.) .
about whom we spoke.

(.) ,
who lives here,
(gen.) ,
whom you went to see.
(dat.) ,
., to whom you wrote,
Here is'my sister (acc.) .
whom you saw.
(instr.) ,
with whom we are going to the theatre,
(prepos.) .
about whom you heard.

(.) ,
which arrived yesterday,
(gen.) ,
from which I learned much (new),
(dat.) .
, which pleased me greatly,
Here is the letter (acc.) ,
which 1 received yesterday,
(instr.) ,
which brought good news,
(prepos.) .
about which I spoke.
(.) ,
who work together with me.
(gen.) .
whom I went to see yesterday,
(dat.) .
, to whom I presented the books,
Here are comrades < (acc.) ,
whom you also know well,
(instr.) ,
with whom I play chess,
(prepos.) ,
about whom you have already heard.
188
2) The conjunctive words and whether used
with a preposition or without, usually stand at the beginning of
the subordinate clause. However, if , -, -; - is
in the genitive case governed by a noun, it stands notat the
beginning of the subordinate clause but after that noun:
, - I met a teacher whose son is
. studying together with me.
An actress whose name is well
, xo- known is performing at the
. theatre today.
3) The conjunctive words , -, -; - and ,
-, -; - in the subordinate clause often go with the following
demonstrative pronouns in the principal clause:
) , , ; (in all the case forms); they are sometimes
accompanied by the determinative pronoun ||, -, -; -
for emphasis:
We went this summer to the
() , - same rest home we were at last
. year.
) ||, -, -; - in all the case forms:
- I havent heard for a long time
, such an interesting report as
Ho- was made by professor Novi-
. kov yesterday.


1. Read and translate orally into English. State the cases of the relative
pronouns (conjunctive words) in the subordinate clauses and their antece
dents (demonstrative and determinative pronouns), if such are used, in the
principal clauscs:
) 1. , ( ).
2. , ,
. 3. , .
4. , . 5.
, . 6. ,
1. 7. , ,
. 8. ,
.
) 1. ,
(JI. . ). 2. ,
. 3. , . 4. ,
. 5. ,
. 6. : ,
189
. 7. ,
, . 8. ,
. 9. , ,
. 10. ,
. 11.
, . 12.
,
. 13. , ,
. 14. , ,
. 15. , ,
.
2. Define the subordinate clauses in Exercise 1.
3. In Exercise 16 (sentences 1-8), indicate the words governing the cases
of the relative pronouns (conjunctive words) in the subordinate clauses and
of their antecedents.
4. In Exercise 16 (sentences 9-15), indicate in the principal clause the nouns
with which the relative pronouns agree in gender and number.
5. Indicate the sentences in Exercise 1 in which relative pronouns used
with a preposition may be replaced by the adverb .
6. Insert the relative pronouns in the required case:
a) :
1. , . . . .
2. , . . . .
3. , , . . . . 4. , . . .
. 5. , . . .
, .
b ) :
1. , . . . . 2. ,
. . . . 3. , . . .
. 4. , . . . .
5. , . . . .
6. , . . .
.
7. Insert the conjunctive word in the cases indicated below:
a) Nominative Case
1. , . . . . 2. ,
. . . . , . 3.
, . . . ?
b) Genitive Case
1. , . . . ,
. 2. , . . . , .
3. , . . . , .
190
c) Dative Case
1. , . . . , .
2. , . . . , . 3. , . . .
, .
d) Accusative Case
1. , . . . .
2. , . . . , .
3. , . . . , .
e) Instrumental Case
1. , . . . .
2. , . . . . 3.
, . . . .
f) Prepositional Case
1. . . . , .
2. , . . . . ,
. 3. , . . . .
8. Put the conjunctive words , , in the required form:
1. , () . 2.
, () . 3.
, () . 4. , ()
. 5. &, ()
. 6. , () ? 7. ,
() ? 8. , () .

62
Word-Building:
Word Elements and Derivation of
Words (Word Families).


(1711 1765)
1.
1711 -
,
.
.
,
, ,
191
.
; , , .

. 1

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


,
.
-


.
-
fc , -
\ -
^ - - -
1, -
. -
(
),
.
-
, , .
,
,
.
1736


.
192
.
1741 .

.
;
.
.

.

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

2.


, .

; , .
;
,
.
,
,
.
.
,
.
,
.
1755 , ,
,
7 430 193
, .

.
.
, .
.
2 , .
* *
*
, ,
,
.
. ,
.
.
&
.
.
.


a hairs breadth from death
to get what one wishes
at the same time
to lay the fundamentals
to begin, to lay the foundation for
to be of importance
to honour the memory of


1. -- Slavonic-Greek-Latin Academy*,
first institution of general education in Russia, founded in 1687.
2. = archaic word having in the context the meaning
to what degree, how':
What a joy it is to toil for ones
. country.


Word Elements and Derivation of Words (Word Families).
Summary. As we know from the preceding lessons, a word in
the Russian language, as in English, may consist of several ele
ments:
1. The root. The root is that part of a word which con
tains the words principal meaning.
194
2. The prefix and s u ffix . Prefixes and suffixes convey to
the root an additional meaning.
3. The ending. Most Russian words have endings; these im
part a grammatical form to the word and serve to show its re
lation to other words in the sentence.
In Russian, the part of the word before the ending is called
the stem.
Words of the same root form one fam ily o f words.
A word may be composed of the root only, for example:
family, kin, stock. It may be composed of several word-forming
elements, but not necessarily of all.
Hence, derivatives having the root : , , ,
, , , , , *
may be composed of the following elements:

Stem
Ending Particle
Prefix Root Suffix


-





- -

In the root of a word, alternation of consonants or vowels


may occur. Thus, in the above derivatives we observe that the
consonant changes to : .
Some prefixes have become so closely blended with the root
they are attached to that it is difficult to identify them. Thus in
the words and , the prefixes have lost their mean
ing. Some words may contain two or more prefixes. For example,
in the word -- we find two prefixes.
Besides helping to form words, suffixes may have a gramma
tical function. For example, the suffix - in the word
serves to form the comparative degree, the suffix - serves to
form the past tense, as in the verb . Many suffixes
and prefixes, as you know, are used in forming the aspects of
verbs.

* to make public.
7* 195

1. Name the elements which go to make up the following words,
using the model on page 195. Indicate alternation of consonants in the
root: for example: m :
) , , , , (lighting),
, , (lighted up)
) (image), , (educated),
, (transformation, reform), ,
(are transformed)
2. Insert words from the preceding exercise:
) 1. . . . . 2. . . .
. 3. . . . . 4.
. . . . 5. . . . . 6.
, . . . . . . . 7. . . . .
) 1. . . . .2 .
. . . . 3. . . . .
4. . . . , . 5. . . .
. 6. . . .
. 7. . . .
.
3. Give the words from which the following compound words are formed:
, , , ,
.
4. Give as many words as you know with the roots , .

5. Insert the relative pronouns (conjunctive words) and in the


required form:

) 1. , . . . -
, . . . . 2.
, . . . .
3. , . . . ,
.
) 1. , . . . ? 2.
, . . . . . . . 3.
, . . . . 4. , . . .
.

6. Insert the word in the required form. State its number, gen
der and case:
a) 1. ,
. . . . 2. , . . .
, . 3.
, , . . . ,
196
. 4. , . . .
, . 5.
, . . .
, . 6. 1755
, . . . -
. 7. ,
. . . . 8.
, . . .
.
) 1. , . . . ,
. 2. , . . .
. 3. , . . .
. 4. , . . . , .
5. , . . . .
6. , . . .
. 7. , . . .
. 8. , . . . . 9.
, . . .
, , .
7. Compose sentences with the following expressions:

-f- dat. (?) -f- gen. (?)
8. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
7. ?
8. ?
9. , - ?
10. ?
11. ?
12. ?
13. ?
14.
?
15. ?
16. ?
17. ?
9. Translate into Russian; in your translation underline the word in
those instances when it is used as a conjunctive word:
1. All's well that ends well. 2. I think the weather will be fine
tomorrow. 3. I want to know what they will broadcast over the
197
radio today. 4. Please tell Comrade Ivanov that well come to see
him tomorrow. 5. Im very glad that you have come. 6. Did you
receive the flowers which are on the window-sill yesterday? 7. The
letter which you have not answered is still lying on the table.
8. Lomonosov for whom it was not easy to get an education be
came a great scientist. 9. I want to live in a room the windows
of which overlook a garden. 10. I understand what he is pleased
with. 11. I understand that he is pleased. 12. Tell me what is said
in todays newspaper. I have had no time to read it. 13. Do you
know when the director will be back?
10. Speak or write on one of the scientists of your country. In your ac
count use several complex sentences with the conjunctive words , ,
(use different case forms).

63*

Grammar:
The Participle.
The Nature of the Participle.
The Present Participle Active.
The Present Participle Passive.
The Attributive Participle Construc
tion.


The Participle, a) The Nature o f the Participle. In Russian,
we have a verbal form with an adjectival ending which, like the
adjective, agrees with the noun to which it refers in gender, num
ber and case, and in the sentence does the work of an attribute.
This form is called the participle.
Participles may be both active and passive. They may be in
the present or past tense (there are no future participles).
b) The Present Participle Active. Forming the Present Par
ticiple Active. The present participle active is formed from the
stem of the present tense o f a verb in the imperfective aspect
only (the verb may be transitive or intransitive) by means of the
suffixes:
--, ------from verbs of the first conjugation
--, -------from verbs of the second conjugation.
To form the present participle, the ending of the verb in the
present tense is dropped, the participial suffix is added to the stem
and to it is added the new ending: -, -, -; -:
193
Conj. I: () - f - - f - =
() -)--{- =
Conj. II: () -|--}- =
() -f- =
N o t e : It is best to form the present participle active from a verb in
the 3rd person plural ( , , , ) which has the same
vowel in the ending (-, - or -, -) as the suffix of the present par
ticiple active.

If the verb is reflexive the particle - is added:


- -f- -}- -f- =
-- -\- -)- -f- =
Declension and Agreement o f the Participle with the Noun.
The active participle is declined in the same way as adjectives of
the type of (declension of adjectives with mixed* end
ings, see Lesson 52a . The table of the declension is to be found
on p. 200).
In participles having the particle -, the particle is retained
after all the case endings.
Meaning, Uses, Rendering in English. 1) The present parti
ciple active denotes that the person or object to which it refers
performs the action or experiences the state expressed by the
verb from which it is formed. Compare:
( = , a reading student ( = a student
) who is reading)
( = , a flying plane ( = a plane which
) is flying)
( = , sleeping children ( = children
) who are sleeping)
2) The present participle active denotes that the action of the
participle is simultaneous with the action expressed by the main
verb:
- We see many people promenad-
. ing along the paths of the
park.
- We saw many people prome-
. nading along the paths of the
park.

Rendering the Present Participle in English. The present


participle active may be rendered in English by the present parti
ciple (see examples par. 1 and 2), as well as by an attributive sub
ordinate clause.
199
Without the particle - With the particle -

Singular
Case
Masculine

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Feminine

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Neuter

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional

Plural (for all three genders)

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional
) The Present Participle Passive. Forming the Present Par
ticiple Passive. The present participle passive is formed only
from, transitive verbs in the imperfective aspect by adding to the
stem of the verb (in the present tense) the suffixes:
- for participles from verbs of the first conjugation
----- for participles from verbs of the second conjugation
followed by the ending -, -, -oe; - (which is the same as in
the adjective ):
Conj. I: () -f- -f- =
() ( =
Conj. II: () -|--|- =
()
J
J = -

Note 1: It is best to form the present participle passive from verbs
in the 1st person plural ( , ) as the endings -, -
of these forms and the suffix of the participle coincide.
Note 2: Some verbs in the imperfective aspect, though they are transi
tive, have no present participle passive, e.g. such commonly used verbs as
, , , , , . Nor is there any present parti
ciple passive to verbs having the particle -.
Declension o f Passive Participles. The passive participles
are declined in the same way as adjectives of the type of
(see Lesson 51a).
Meaning, Uses, Rendering in English. 1) The present parti
ciple passive shows that the person or object to which it refers
does not perform an action itself but is the object of an action
performed by some other person or object:
( = - work being carried out ( = work
, - - which somebody is carrying
) out)
( = , - the language being studied ( = t h e
- ) language which somebody is
studying)
=(- the fruit being grown ( = t h e fruit
, - ) that somebody grows)
2) When it is necessary to indicate the person who performs
the action or the thing with which it is performed, the noun or
pronoun denoting that person or thing takes the instrumental case:
work being carried out by the
(instr.) ( = , - engineer ( = work which the
) engineer is carrying out)
(instr.) the language being studied by
( = , - us ( = the language which we
) are studying)
201
3) The present participle passive may be rendered in English
by the past participle continuous (see above examples) or by means
of a subordinate clause with a verb in the continuous present.
d) The Attributive Participle Construction. Like English
participles, all types of Russian participles may take objects in the
accusative and other cases and may be modified by adverbs and
with these may form an attributive participle construction:
- The student reading the book
. is sitting at the table.
, , The book being read by the
. student is very interesting.
(For further explanation see Lesson 65a .)


1. Read and translate into English. Write down the translation of the words
in black letters:
1. , .
2. , ,
. 3. ,
, .
4. , . 5.
. 6. ,
, . 7. ,
, . 8.
, , .
9. . 10.
. 11. ,
. 12. , ,
. 13. ,
, . 14. -
,
. 15.
.

2. In Exercise 1, indicate the nouns with which the participles agree. State
the gender, number and case of the nouns and participles.

3. From Exercise 1, copy cut all participles with the infinitive of the verbs
they are derived from and state the conjugation of the verbs from which
they are formed. Underline the suffixes of the participles.

4. From present participles active from the following verbs:


) , , , , , ;
) , , , , ,
.
202
5. Read and translate into English. Write down the translation of the words
in black letters:
1. , . 2.
, , .
3. . 4. ,
, . 5. ,
. 6. ,
,
. 7. ,
, . 8.
.
6. Indicate the nouns in Exercise 5 with which the present participles pas
sive agree and state the gender, number and case of both.
7. Copy out all passive participles in Exercise 5; underline the suffixes of
the participles and state the conjugation of the verbs from which the par
ticiples are formed.
8. Form present participles passive from the following verbs:

) , , , , , ;
) , , , .
9. Insert active or passive participle in the required form:

1. ) , . . . , or
,
) , . . .
, .
2. ) , . . . , or
,
) , . . . ,
.
3. ) , . . . . or
) , . . . .
4. ) , . . . or
,
) , . . . ,
.
5. ) , . . . or
,
) , . . .
,
.

10. Decline in the singular and plural:


, , ,
.
203
63d

1.
- , 1,
,
.
.
, 1914 ,
1924 , . . .
1703 .
1 .
.
, 1
.

.
,
, , ,
, , .

. .
204
" I

, , ,
, , , ,
,
.
,
,
I. ,
,
,
. -1,
2 ,
.
,
.


. :
,
: ,
, , , , ,
8.
205
.

I.
4
5,
.
,
.
. . ,
,
. . .
,
,
. , .

1917 , .
25 26 ,
7.

2.
.
50 --
, 40 , 16 , ,
2500 . ,
, -
8, 9.
, ,
. .
-
.

,
.

.
3.
.
, , ,
, ,
206
. -
:
, , .
.
.
,

.

4.
-
1941 1945 .
.
.
.
.
.
,

,
.
-.

. The city stands on the river bank.
. The city is situated on theriver bank.
in the first place
to stand a siege
to rout the enemy


1. - . E. (18261889) great Russian satirist.
2. former official winter residence of the Russian emperors.
3. . . (18861934) eminent leader of the Communist Party of
the Soviet Union and popular statesman.
4. A. B. (17301800) great general and strategist.
5. . . (17451813) great Russian general who defeated Na
poleon.
6. premises of the former Smolny Institute, where the daugh
ters of the highest nobility were educated.
7. Provisional Government, a bourgeois-land-
lord government, formed after the overthrow of tsarism during the February
Revolution in 1917. This government pursued an anti-popular policy and was
overthrown during the October Revolution, on November 7, 1917.
207
8. . . (1896 1948) one of the outstanding leaders of the
Communist Party and the Soviet Government.
9. . . (1849 1936) great Russian physiologist.


-f-acc. (?), -f~PreP* ( ?)
-f- dat. (?)


1. Group together words with the root in two columns:
a) with the root in the meaning ! water;
b) with the root in the meaning of to guide, to conduct:
, , , , ,
, , , , , .
Translate the words given above.

2. Give the words from which the following compound nouns are formed:
, , .

3. Insert the words given below in the required form:


a) with the root in the meaning of :
, , ,
1. . . . . 2.
. . . . 3. . . . . 4.
. . . .
b) with the root in the meaning of :
, , ,
1. . . . . 2. . . .
. 3. . . .
. 4.
. . . .
4. Analyse the words , , ,
according to the table in Lesson 62<*.
5. State which of the participles given below are active and which are
passive. Underline the suffix in each and state the conjugation of the verbs
from which they are derived:
, , , , -
, .
6. Supply each of the participles in Exercise 5 with a suitable noun.
Example:
208
7. Form active and passive participles from the following verbs:

, , , , ,
, , .

8. State which participle must be inserted in the following sentences:


active or passive:

1. (, )
,
. 2. , (
, ) . 3.
, (, ) ,
1 . 4. , (
, ) , .
5. , (, )
, .

9. Indicate the nouns with which the participles agree and state their gen
der, number and case:

1. ,
, 1703 . 2. ,
. 3.
, ,
. 4.
, . 5.
,
. 6. -,
, .
10. Put the participles in brackets in the required case:

1. , () ,
. 2. ,
() ,
, () .
3. , () ,
. 4. , ()
,
. 5. , ()
, .
6. , ()
, , .
7. , ()
, . 8.
, () ,
. 9.
, ()
209
. 10. , ()
.
11. Answer the following questions on the text:

1. ?
2. ?
3. ?
4. ?
5.
?
6. ?
7.
?
8.
?
9.
?
10. ,
?
11. ?

12. Speak on one of the cities of your country using active and passive
participles.
13. Translate into Russian:

1. Peter 1 who founded St. Petersburg was the first Russian


emperor, and at the same time a great toiler. 2. The Nevsky
Avenue beginning at the Admiralty is one of the finest streets of
Leningrad. 3. The shore washed by the waters of the Gulf of Finland
became in 1703 the building site of the new capital. 4. On Octo
ber 25th (November 7) the headquarters of the Revolution headed
by Lenin was housed in Smolny. 5. There are many sculptures in
Leningrad adorning its squares, bridges, parks and gardens.


, ,
, ,
1 1,
,
,

, ,
210

, 2,

,
8...
.


1. In Russian poetry, various forms of inversion are common (see Lesson
74a). In the above verse we find instances of inversion in which a noun in the
genitive case precedes the noun it qualifies, and (in the last example given be
low) an attribute expressed by an adjective follows the noun itqualifies:

'1

2. in the context: .
3. a golden spire which tops the Admiralty.

64*
Grammar:
The Past Participle Active.


The Participle. The Past Participle Active . Forming the Past
Participle Active . The past participle active is formed from the
past tense of perfective and imperfective verbs, in the same way
for both conjugations:
a) by dropping the suffix - and adding in its place the suffix
--, followed by the adjectival endings -, -, -; -:

() -f- -f- =
() -[- =
() -f- =

b) if the participle is formed from a verb the past tense of


which has not the suffix - and consists of the stem of the verb ending
in a consonant, the suffix -- is added to it:

| -j =
-f- -j- =
-f- -f- =
) to reflexive verbs the particle - is added after the ending:
-- -(- -)- -f-
- -J- -|- =
Declension o f Past Participles Active. Past participles active
in the imperfective and perfective aspects are declined in the same
way as present participles active (Lesson 63a). Participles having
the particle - retain this particle after all the case endings.
Pronunciation. is pronounced before like []; hence, the
participial suffix -- should be pronounced []: ,
, , .
Meaning, Uses and Rendering in English. The past participle
active indicates that the person or thing to which it refers itself
performed an action in the past or experienced a state in the past.
Compare:
,. = - the student who was (had been)
reading
, ~ the woman who was (had been)
speaking
, = the children who had left the
garden
Past participles active in the imperfective aspect are mostly
rendered in English by means of subordinate attributive clause
with the verb in the past continuous (or past perfect continuous)
and also by the present participle:
, (imperf. A girl (who was) reading a
aspect) ... book...
, (imperf. A schoolboy (who was) writing
aspect) ... a dictation...
those in the perfective aspect, mostly by means of an attributive
clause with the verb in the present or past perfect:
, (perf. A girl who has read this book . . .
aspect) . ..
, (perf. A schoolboy who has written
aspect) . . . the dictation. . .


1. Read and translate into English. Write down the translation of the words
in black letters:

1. ) , ,
. 6) , ,
. 2. ) ,
212
, . ) ,
, . 3. ) , ,
, ) , , .
4. ) , ,
. ) , , .
5. ) , ,
. ) ,
, . 6. )
, , )
, .

2. Copy out in two columns all the past participles in the preceding exer
cise, and state their gender and number.

Example:
Participles in the imperf. aspect Participles in the perf. aspect
f. sing. f. sing.

3. Read and translate into English. Write down the translation of the par
ticiples:
1. , - ,
. 2. , .
3. , ,
. 4. ,
. 5.
, . 6.
, . 7.
, .
8. .
9. , , .
10. , . 11.
, ,
.

4. From Exercise 3, copy out all the participles together with the words
to which they refer, and state the gender, number and case of both:
Example: neuter, sing. gen.
, fern. sing. dat.

5. Form the past participles from the following verbs:

Example: ) ,
) ,
) , , , , , , ,
;
213
) , , , , , ,
, .

6. Decline the following word combinations:

, , , -
.

7. State which of the participles are active and which are passive; in what
tense are they?

1. , ,
. 2. . 3.
, , -
. 4. , ,
. 5.
.

64

(1799 1837)

1.
,
XIX .

.

.
.
,
, ( ).
-
, .
,
.
: ,
, , ,
.

, , .
214
, , .


, ^ ,
-.

: 1812 ,

,

.
1817 ,
,

.


.


1 1812
,

.
, ,
, 1
1812 . .
-
, ,
.
t .
,
. ,
.
:

... ,
,
,
.
215
, : ,
,
,

.
( )


to set oneself the aim
() to stand at the head of
mostly, for the most part

Imperfective Aspect Perfective Aspect Translation

II (pres. , -) II (flit. , -) to believe


I (pres. ||, I (fut. ||,-) to appeal
-)
I (pres. I (fut. , to attract
, -) )
I (pres. ||, II (fut. , to condemn,
-) ) to censure


-f-acc. ( ?, ?),-}-dat. (?, ?)
dat. (?, ?)
-f- . (?)
-J- dat. ( ?)


1. Compose sentences with the following words:
, , , , .
2. Insert the words given below in the required form:
) , , (poetic), (poetry)
1. . . .
. 2. . . .
. 3. . . .
. 4. . . .
.
216
) , , (fairy tale, attr.)y
1.
. . . . 2. . . .
. 3. . . . . 4. . . .
.
3. Analyse the following participles using the table given in Lesson 626:

, , .
4. Indicate the nouns with which the participles in the following sentences
agree, and state the gender, number and case of both:

1. ,
. 2.
, .
3. ,
, . 4.
XIX , ,
.

5. In the preceding exercise, state the aspect of the participles.

6. State which participles are in the present tense and which are in the
past tense:
1. ,
. 2. ,
, .
3. .
7. Form present and past participles active from the following verbs:
, .

8. Make each of the participles in the brackets agree with the noun to
which it refers in gender, number and case:

) 1. , () , . 2.
, () ,
. 3. - , () ,
. 4. , () -
() . 5. ()
. 6.
, () .
) 1. , () -
, . 2. (-
) .
3. , () ,
.
217
0. A nsw er the follow in g q uestions on the text:

1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
7.
?
8.
?
9. XIX
?
10. ?
11. ?
12.
, ?

10. Learn by heart the lines from Pushkins poem at the end of the text.
11. Translate into Russian:

1. Pushkin who lived in the first half of the 19th century was
a great poet. 2. Pushkin's talent, which continued to develop,
attracted great attention. 3. The progressive people of the time who
fought against the autocracy set up secret societies. 4. Pushkin
who expressed in his poetry the ideas of these progressive people,
called to fight for freedom. 5. In his poem Ruslan and Ludmila*,
which brought Pushkin fame, the poet introduced characters from
folk poetry. 6. The Soviet people love Pushkins poetry and prose,
which has not lost its value to this day.

65-

Grammar:
The Past Participle Passive:
Complete and Short Forms.


The Participle. The Past Participle Passive, a) The Complete
Form o f the Past Participle Passive. Forming the Past Parti
ciple Passive . The complete form of the past participle passive
is formed from transitive verbs only, and chiefly from verbs in the
perfective aspect.
218
The past participle passive is formed from the stem o f verbs
it the past tense by means of the suffixes --, --, - and --.
1) If the stem preceding the past tense suffix - ends in -a-
or -e-, the suffix - is dropped in the masculine form of the verb
and the suffix of the passive participle -- is added to the stem,
followed by the ending -, -, -; -:

() J =
() -j- -(- =
2) If the vowel -- precedes the suffix - in the past tense, in
forming the past participle this vowel is dropped and the suffix
-- or -- is added to the consonant of the stem:
(-) -f- -f- =
(-) -|- =
In some verbs alternation of consonants in the stem is observed:
(-) -)- -j- =
(-) -j- =

3) If the past tense masculine form of the verb does not have
the suffix - but is the same as the stem of the verb, the past
participle passive is formed by adding to the stem the suffix --:

-J- =
Note: The suffix -- is unstressed, the suffix -- is invariably
stressed.

4) From some verbs the past participle passive is formed by


means of the suffix -t-:
!() -J- -f- =
() -(-

The past participle passive is never formed from verbs having


the particle -.
Declension o f Past Participles Passive. Past participles pas
sive are declined in the same way as adjectives with hard" end
ings of the type of (see Lesson 51a) and agree in gender,
number and case with the noun to which they refer.
Meaning, Uses and Rendering in English. Past participles
passive, like present participles (see Lesson 63a) indicate that the
person or thing to which they refer is the object of an action
performed by some other person or thing:
219
( = , the book (which was) read by
- ) somebody
( = 1, - the language (which was) stud-
- ) led by somebody
( = , - the song (which was) sung by
- ) somebody

The past participle passive (like the present participle passive)


may be accompanied by a word denoting by whom or by means
o f what implement the action is performed. Such a word (it may
be a noun or a pronoun) takes the instrumental case:

the book (which was) read by


( = , the student
)
( = , the language studied by us
) ( = the language which we
had studied)
( = , the song sung by me ( the
) song which I had sung)
, theletter written with a pen
( = 6, ( = the letter which was writ-
) ten with a pen)

The past participle passive is usually rendered in English by


the past participle (from transitive verbs) as well as by a subordi
nate attributive clause with a verb in the passive voice.
b) The Short Form o f the Past Participle Passive. Forming
the Short Past Participle Passive. Like adjectives, past parti
ciples passive may have a short form. The short past participle
passive is formed by dropping the ending - (-, -; -)
from the complete form and adding to it in the feminine the end
ing -a, in the neuter the ending -o, and in the plural the end
ing -. The suffix of the short form is spelt with one -h-:

(-) = , , ,

Short participles, formed from complete participles having the


suffix --, in the feminine and neuter gender and in the plural
change the e to e and have the stress shifted to the final vowel:
(-) = , , , !
220
Compare complete and short form participles:

Complete Form Short Form


Masc. , ,
Fem. , ,
Neut. , ,
1. , ,

Short form participles agree with the nouns to which they re


fer in gender and number. They are indeclinable.
Meaning, Uses, Rendering in English. The short form of
the past participle passive, like the past participle in English, is
used to form the passive voice; in the present tense* it has no
auxiliary verb, in the past and future it is used with the auxiliary
verb in the past or future tense:

.
.
.

Notes Passive constructions like the English passive construction *1 was


read to" are impossible in Russian. I was read to", he was given a book*
are rendered in Russian only by the phrases: (), ^
.

While the complete form of the passive participle, as well as


the active participle, is usually an attribute in the sentence, the
short form is always the predicate. Compare:

- The letters received in the morn-


. ing are lying on the table.
() These letters were received in
. the morning.

The short form of passive participles is rendered in English


by the passive voice of transitive verbs.
Note: The short form of the present participle passive as
loved has almost completely fallen out of use in modern Russian.

* To express the result of the action in the present.


221

1. Read and translate. Write down the translation of the words 2n black
letters:
1. ) , .
) . 2. )
, , -
. )
. 3. ,
. 4. , . 5.
, , . 6.
. 7. ,
, .

2. Indicate the words with which the past participles passive in Exer
cise 1 agree. State the gender, number and case of both.

3. Read and translate. Write down the translation of the words in black
letters:
1. . 2.
. 3.
, . 4.
, . 5. , ,
. 6. .
7. , ,
. 8. .

4. Indicate the nouns with which the participles in the preceding exer
cise agree. State the gender, number and case of both.
5. See if you can find in Exercise 3 active past participles.
6. Form past participles passive and mark the stress:

a) with thesuffix - hh-from theverbs: , , ;


b) -- , ,
;
c) -- , ,
;
d) -- , , .

7. Give the short forms of the participles derived in the preceding exer
cise.
8. Translate into English. Write down the translation of the words in biack
letters:
1. ) . )
, . 2. )
, , , .
222
) ,
.

9. State which ! the participles in the following sentences are active and
which are passive; give their tense:
1. .
2. , . 3.
, . 4.
? 5.
, . 5.
, ,
I .

65

()
2.
-
I1, :
... ;
. 1820
, , .

, . -
.
,
.
:
,
.
.
2,
; .
.
, ,

.
1825 I.
I. -
223
14- ,
.
.
.
, .
. ,
.
.
.
;
.
,
. .
.

.
1831
.
.
. ,
,
, ,
.
27 1837 .
, , , .
, ,
. , ,
, .
.

3.

1828 1837
. 3 ^-
,
I.
-
.
, (1773 1775),
, ,
224
.
,
.

4,
.
. -
1
.

. .


.

.

. ,
, XIX :
,
4, .
8 430 225

. .
.
.
, .

. ,
, .
.
:
8 ,
,

^ .


to recite (by heart)
he was no more
in the full meaning of the word
to exert influence
stay on the stage, dont leave
the stage


1. I Russian emperor (1801 1825).
2. Russian tsar (1598 1605).
3. city in the Ukraine; in the context Poltava stands for the bat
tle of Poltava (June 27, 1709) fought between the Swedish Army under Charles XII
and the Russian Army led by Peter I. In this battle the Russian troops routed
the Swedish Army.
4. The Queen of Spades".
5. The meaning of the adjective in modern Russian is courteous*
obliging; in the context it is used in the sense of beloved, now archaic.


1. Compose sentences with the following words:
) , , , , , ;
) , , , .

2. Use the table given in Lesson 62 to analyse the following participles:

, , , , .
226
3. Give the short forms of the participles in Exercise 2.
Example: , , , .
4. Indicate the change of consonants in the following pairs of words:
1. ; 2. ;
3. ; 4. ; 5.
; 6. .

5. Indicate the words with which the passive participles in the following
sentences agree and state in what way they agree:

1. , , -
, . 2.
. 3.

. 4.
. 5. , ,
.

6. Translate into Russian:

1. We read verses written about peace. 2. Good poetry has been


written about peace. 3. Much poetry was written about peace.
4. There will still be more wonderful poetry written about peace.

7. Make the participles in the brackets agree in gander, number and case
with the nouns to which they refer:
1. 1- () . 2.
, () , .
3. , ()
. 4. , () ,
. 5. , (
) , . 6.
, () . 7.
, () , . 8.
, () -
. 9. , , ()
, . 10.
, () , ,
, .
8. Answer the following questions on the text:
1. ?
2. ?
3. ?
4.
?
8* 227
5. 1825 ?
6. ?
7. ?
8. ?
9. ?
10. ?
. 1828
1837 ? ?
12. ?
13.
?
14. ?

9. Learn by heart the four lines of Pushkins poem at the end of the text.

10. Speak on the life and works of one of the poets or writers of your
country. Use active and passive past participles.

11. Translate into Russian:

1. Pushkin, exiled to the south, continued to write. 2. Push


kin, when quite young, was exiled to the south. 3. The age in
which the poet lived is reflected in his novel Eugene Onegin.
4. The Decembrists uprising was suppressed; its participants were
executed or exiled to Siberia. 5. During the last ten years of his
life, many outstanding works were written by Pushkin. 6. A poem
on the death of Pushkin was written by the poet Lermontov.
7. The magazine (called) The Contemporary" was founded by
Pushkin. 8. The tragedy Boris Godunov was completed by Push
kin in Mikhailovskoye. 9. Pushkins works have been translated
into a number of foreign languages. 10. I read the novel The
Captains Daughter", translated into English. 11. The works creat
ed by Pushkin have inspired many outstanding musicians.


1
. . . ,
* .
& - .

, ! .
, & , .
. .
. ,
* ;
228
. ...
... , .
, 4,
. 5,
. * 7
.
. ; -
8 . . ,
9 *
, .
! . 9
. 10
; .
... ,
. ,
, .
.

...
.


in the fullness of ones heart
we could not give them any consideration
consider a great happiness
arch. ( =
)
consider as ones duty
... only (if)
thus, in this way


1. The text given above is taken from Pushkins novel The Captains
Daughter. The story is told in the first person by the principal character of
the novel, Grinyov, a young Russian officer. The events described by the author
take place at the end of the 18th century during the Pugatchov uprising.
2. a young girl with whom Grinyov was in love. Her
father was commander of a little fortress taken by Pugatchovs troops. Both he
and his wife perished, leaving their daughter an orphan.
3. , everything thathappened to her; here
the particle does not have a negative meaning.
4. a Russian officer who joined Pugatchov. He wasalso in love
with the young girl.
5. a great city in the East of the European part ol Russia.
229
6. arch. (inf. II)
7. in the whole world
8. arch. prejudice
9. I p (fut ||, -), I (, -) archaic forms
equivalent to contemporary ,
10. in the text: strange.

66a
Grammar:
Participles (Summary Table).
Participle Constructions.
Conversion of Participles into Adjec
tives and Nouns.


1. Participles (Summary Table).

Tense Active Suffixes Passive Suffixes


Participle Participle

Pres.
--) Con). I -- Conj. I
-- )

--} Conj. 11 -- Conj. II
- - J

Past -- -H H -
--
-1LI- --
--
--

2. Participle Constructions. 1. The participle construction


consists of a participle and words modifying it. The modifying
words are grammatically dependent on the participle. For example,
the case of the noun which refers to the participle, is as much
governed by it as it is by a finite verb. Compare:
- The shop fulfilled its work
. ahead of schedule.
, - The shop which has fulfilled
... its work ahead of schedule...
In both of the above examples the noun is in the
accusative case.
230
2. The participle construction may be either active or passive.
a) The following is typical of an active participle construction:
1) the presence of an active participle,
2) the possible presence of an object in the accusative case:
, (acc.)... The girl reading a book...
b) The following is typical of a passive participle construction:
1) the presence of a passive participle,
2) the possible presence of an object in the instrumental case:
, The book read by the girl...
(instr.)...
, The letter written w ith a pen...
(instr.)...
3. In a sentence the participle construction may stand before
or after the noun to which it refers:

. I Thecomrade whoarrived yes-
, -J terday cameto see us.
. j
In most instances, however, the participle construction follow s
the noun to which it refers. In such cases it is made to stand out
from the rest of the sentence by a pause and by inflection of the
voice; it becomes more independent and in -meaning is closer to
a subordinate clause. Such participle constructions are called de
tached participle constructions.
In writing, a detached participle construction is always set off
by a comma. When a detached participle construction stands in
the middle of a sentence, it is set off in conversation by short
pauses, and in writing by commas on each side:
, Leningrad standing on the
, banks of Neva is a big indus-
trial and cultural centre,
.
3. Conversion of Participles into Adjectives and Nouns.
As in other languages, in Russian, a participle may be converted
into an adjective or a noun and lose its verb characteristics (tense,
aspect).
1) Some participles, active and passive, have been completely
converted into the adjective category and now denote only quality,
for example:
glistening snow
present tense
unforgettable days
231
2) Many participles are used both as participles and as adjec-
tives. Compare:
Used as participles: Used as adjectives:
, .
,
.
My comrade, who had recently This is a former comrade of
been to the Caucasus, told us mine.
about his travels.
,
, .
.
Leningrad, ardently loved by Leningrad is my favourite town.
its population, was speedily
reconstructed.
,
. .
The book forgotten by you is 1 call to memory a forgotten
lying on the table. book.
3) Some participles may be used both as participles and as
nouns:
Used as participles: Used as nouns:

. .
is looking at the people The toiling masses of all coun
toiling in the field. tries want peace.


1. Indicate which participles are active and which are passive, state their
tense (present or past). State which form of the participle cannot be der
ived from some of the following verbs:

Imperf. Aspect Perf. Aspect


, ,
1. 3. 1. 3.
2. 4. 2. 4.
1. 3. 1. 3.
2. 4. 2. 4.
, ,
1. 3. 1. 3.
2. 4. 2. 4.
1. 3. 1. 3.
2. 4. 2. 4.
232
2. Using the model given above, form participles from the following verbs:

, ; , ;
, ; , .
3. Read and translate into English. Write down the translation of the par
ticiple constructions in black letters:

1. , ,
. 2. ,
, , , , , ,
. 3. , ,
. 4. , ,
, 5.
, 1952 . 6. -
-
. 7. , ,
, , , . 8. ,
- ,
. 9.
. 10.
, , .
. , ,
. 12. ,
,
. 13. , ,
.
4. In Exercise 3, indicate the sentences in which active participle construc
tions are used and those in which passive participle constructions occur.
5. In Exercise 3, indicate the sentences in which the participle construc
tions are not detached constructions.
6. Analyse the participles in Exercise 3 as follows:

Verb Characteristics Adj. Characteristics


Aspect Infinitive
Active of the
Particip Suf or and Gen Num End
les fix Pas Tense Conju der ber Case ing Verb
sive gation

-- active pres imperf., I m sing. nom. -


ent

7. Put the participles in the brackets in the required case:

1. , () ,
. 2. , () ,
, . 3. , (-
233
) ,
. 4. , () ,
,
. 5. , ()
. 6. , () ,
. 7.
() () . 8. ,
() .

8. Put in the required case the words and word combinations in the brack
ets which are governed by the passive participles:

1. () . 2. ,
(), . 3. ()
. 4. -
() . 5. ,
( ). 6. , ,
() . 7. ( ) .
8. , (),
. 9. , (), .

9. Change the attributive clauses (in black letters) to participle construc


tions:

, ,
. 2.
, ,
. 3. ,
, . 4. -
,
.

10. State in which sentences the participles are used as participles and in
which as adjectives or nouns:

1. . 2. ,
. 3. .
4.
. 5. . 6.
. 7. , -
, . 8.
. 9. ,
, . 10.
. 11.
.

234
66
Word-Building:
Compound Adjectives (continued).

, ,
1.
, ,
, .
1.
, ,
. ,
, ,
, . ,
.
- ,
. ,
.
, , , .
, - -.
,
, .
,
.
, , *.
, ,
. -
, , , , .
.
, .
: , ,
.
-.
1917

, -
.
235
, ,
,
, -. :
!
.
,
,
, .
160 .
40 ,
. ,
.
.
, ,
:
, , 1
; .
-
. .

2.

, ,
.

, .
, , , -
.
.
.
.
, -
.
, -
. , ,
.
.
, ,
,
.
236

. .
.

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

.
. ,
,
.
. .
.


.
.
.
, ; -
.
.

,
. -
,
,

237
.
, ; .

.
3.
, ,
.

. , .
.
,
.
. , ,
. ,
,
, .
.
.
, , -
, .
;

.


. ,
, .
1948 .

, .

.
, , ,
,
.

, -
. -
, , ,
.
238
4.


. ,
200 ,
.
-
, .
*
, ; .
, , , -
, , , , -
.
.

.
. .
, ,
, . ,
, .


only about half a .hundred
to show oneself in public


1. The Soviet Central Asia includes also the southern part of the Kazakh
Soviet Socialist Republic.
2. Dont confound the verbs and . Compare:
.
.
This plane has two engines. There are universities in Central Asia.


Compound Adjectives (continued). In Russian there are com
pound adjectives which are formed by means of cardinal numerals
in the genitive case combined with the word - (-, -;
-) derived from the noun years (in this sense - is
never used independently, only as part of a compound adjective):
the seven-year plan
a child ten-year-old
These compound adjectives are always written as one word.
239

1. Put the following participles into their place in the table below:
, , ; , ,
, ; , ; , ;
, ; , ;

Active Passive

Present

Past

2. Insert the participle constructions given on the right into following sen
tences; set them off by commas if necessary:

1. .

2. -104
.
3.
.
4. .
5. -
.
6.
.
7.
.
,

8. -
.
. Translate orally into English the sentences given below. Write
down the translation of the participles and participle construc
tions. Then copy the whole exercise or take a dictation of it. After going
over what you have written, underline the detached participle constructions:

1. , ,
. 2. -
, . 3.

. 4.
. 5.
, , .
240
6. ,
. 7.
,
. 8.

. 9.
, .

4. Analyse the participles in exercise 3 using the table given below:

Verb Characteristics Adjective Characte


ristics
Participle Suf
fix Active Conjuga Infin.
or Tense tion and Gen Case S. or End
of the der PI. ing
Passive Aspect verb

-- active present I, imperf. m nom. sing. -


5. Find in the sentences given in exercise 3 an adjective which is a par


ticiple according to its form and origin.
6. Put the participles given in the brackets in correct form:

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

7. Pick out from the text: a) adjectives having the form of participles and
b) participles used as adjectives.
8. Give detailed answers to the following questions on the text:

1. ,
, .
241
2.
?
3. ?
4. ?
5.
?

9. Translate into Russian the following sentences making use of all forms
of participles:
1. Do you know my friend Boris who had lived in England
for a long time? 2. 1 know several young engineers (who are)
working in Central Asia. 3. In Central Asia great territories are
occupied with cotton-fields. 4. High mountains, surrounding the
valley, protect it from cold winds. 5. The Fergana valley, irrigat
ed by the canal, is covered with fields and orchards. 7. Ashkha
bad is a large city standing on the edge of the desert.

67*

Grammar:
Adverbial Modifiers and Adverbial
Clauses of Time, Place, Manner,
Result, Comparison, Condition.


Adverbial Modifiers and Adverbial Clauses, a) General Re
marks . 1) a) Adverbial modifiers in Russian correspond to English ad
verbial modifiers and are classified approximately in the same way:
Adverbial modifiers of time: .
I shall come tomorrow.
Adverbial modifiers of place: .
He is going to Moscow.
Adverbial modifiers of manner: .
He works well.
Adverbial modifiers of compa , .
rison: She sings like a nightingale.
Adverbial modifiers of condition: .
By diligence he will accomplish
anything.
Adverbial modifiers of cause: .
did it because of his y o u th .
242
Adverbial modifiers of purpose:
.
Working people are given vaca
tion to rest.
Adverbial modifiers of concession: , .
Though late, yet he came.
b) Adverbial modifiers may be expressed by adverbs, nouns, mostly
with prepositions, and by the infinitive (adverbial modifiers of
purpose).
c) Adverbial modifiers may have qualifying words:
He stopped at the big house,
.
. I shall come tomorrow very early.

2) Adverbial clauses in Russian correspond to the same kind


of clauses in English and are classed in the same way as adver
bial modifiers. In a complex sentence they have the same functions
as adverbial modifiers in a simple sentence.
Adverbial clauses, as all other clauses, are separated from the
principal clause by a comma. If an adverbial clause is within the
principal clause, it is separated from the latter by commas on each side.
b) Adverbial Modifiers and Clauses o f Time . 1) Adverbial
modifiers o f time denote the time of an action, its beginning, end
or duration. They answer the questions: ? when?, ?
how long?, ? during what period?,
nop? from what time?, nop? till when?:
(?) Yesterday (when?) the weather
. was fine.
( -The singing of the birds was heard
?) - in the garden from morning
. till night (from what and till
what time?).
I lived in the Caucasus for about
( ?) a year (how long?)

2) Adverbial clauses o f time answer the same questions as


adverbial modifiers of time.
Adverbial clauses of time in Russian may be joined to the prin
cipal clause by the following conjunctions and conjunctive words:
when, hardly, () as soon as,
hardly... when, while, till, ... until.
The conjunction in the subordinate clause may go with
the demonstrative adverb in the principal clause.
The conjunction in the subordinate clause may go with the
conjunction in the principal clause.
243
Question: ? w hen :
(- We were returning home when
), . It was dark already.
, Hardly had the sun risen when
. the tourists set off on their way.
, As soon as it grew light, we
& . left the village.
, Hardly had he said it when all
. grew silent.
Question: ? how long?, nop? till what
time?:
, We had to wait till the wind
. abated.
, - We shall have to wait while he
. talks over the telephone.
Note: Do not confuse the conjunctions and ... (the nega
tive particle is placed before the verb).
The conjunction denotes continuity of the action; with the
particle denotes the bringing to an end of the action:
, Sit quietly while I am working
(. e. ). (while the work goes on).
, Sit quietly until I finish my work
(. e. ). (till the work will be brought to a
close).
In sentences with ... verbs in the perfective aspect are most
commonly used. Often the conjunction ... goes with such words in
the principal clause as :
, Do not leave (wait for me) until I
. come.
Sometimes, mostly in colloquial speech the adverbial clause of
time is not introduced by a conjunction, in which case it precedes
the principal clause:
, - Summer will come, well get our
vacation andgo for a rest to
. the seaside.
Note: The conjunctions or conjunctive words introducing adverbial
clauses of time may also introduce: a) object clauses (see Lessons 48a, 62a),
b) attributive clauses (see Lessons 52a, 62a):
a) (?), . I know (what?) when he will come.
b) ( ?), It was the day (which day?) when
he came to see us for the first
. time.
c) Adverbial Modifiers and Clauses o f Place . 1) Adverbial
modifiers o f place denote the place of theaction and answer to
the questions ? where?, ? where to?,? from
where?*
244
(?) . It was quiet around (where?)
(?) We went out of the wood (out
of where?)
(?) We went to the wood (where
to?)
(? = ) We went through the wood
(where?)
2) Adverbial clauses o f place answer the same questions
as adverbial modifiers of place. They are joined to the principal
clause by means of the conjunctive words where,
where to, from where, whence:
, , In the distance, where the sun
. was setting, the sky was red.
, - The tourists went where they
. wished (to go).
, - Whence the wind, thence hap-
(). piness.
In the principal clause we often find adverbial modifiers of
place such as there, there, from there, whose
meaning is made clear by what follows in the subordinate clause:
, , There, where the sun was set
. ting, the sky was red.
, The tourists arrived there,
. where they wished.
Note: The above conjunctive words may also introduce: a) object
clauses or b) attributive clauses and answer the question ? or ?
in a corresponding form:
) (?), . I know (what?) where he lives.
) ..1 ( ?), I arrived in the city (what city?)
. where I was born.
d) Adverbial Modifiers and Clauses o f Manner. 1) Adver
bial modifiers o f manner denote the manner, degree or extent of
the action expressed by the verb. In Russian, an adverbial modi
fier of manner answers to the questions ? how?,
? in what manner?, ? how many times?,
? to what degree?, ? to what ex
tent?:
(?) The motor car was driving fast
. (how?) along the road.
The children played and ran
(?) about the garden with pleas
ure (how?)
( ?) I read Tolstoys novel War and
Peace" three times (how many
. times?)
246
After the walk we were a little
( ?) . (to what degree?) tired.

Adverbial modifiers of manner mostly modify verbs; they may,


however, sometimes modify adjectives or adverbs, and indicate the
degree of a quality. In such cases they answer the question
? to what degree?:
(- We listened to a rather (to what
?) degree?) interestingradiobroad-
. cast.
(- Our teacher spoke very (to what
?) degree?) well on ancient Rus-
. sian culture.

2) Adverbial clauses o f manner denote the manner in which


the action of the principal clause is performed and answer the
questions: ? how?, ? in what manner?.
The conjunction which corresponds to the English conjunc
tion as is most commonly used to connect adverbial clauses of
manner with the principal clause. This conjunction frequently goes
with the adverb so, as, in the way in the principal clause:

, . I did all as you wished.


, - I did all in the way you
. wished.
Note: The conjunction may also introduce object clauses:
(?), Show (what?) how you have written
. the exercise.
In such instances, the conjunction is rendered into English by *how'.

e) Adverbial Clauses o f Result denote the result of the action


or state spoken of in the principal clause. They are most commonly
joined to the principal clause by the conjunctions so
that or that. often goes with the adverbs ,
in the principal clause:
, - A storm rose so that the ship
! - could not sail into the open
. sea.
1 () , It was so dark that nothing was
. visible.

f) Adverbial Modifiers and Clauses o f Comparison. 1) Ad


verbial
r u iiu modifiers
11 m i uoj f comparison
lu lllj are
eexpressed:
x p re sse d .

a) By a noun or pronoun with the conjunctions as, like,


1
iobho as, like, as... as, like:

246
- In the north it is sometimes as
. light at night as in the day
time.
, This man takes care of me as
. my own brother would.
, The trees were reflected in the
. water like in a looking-glass.
The conjunctions and frequently go with the adverb
:
- This story is as interesting as
, . that one.
When the comparative degree is used, it requires the conjunc
tion than:
, I am more fond of football than
. of volley ball.
An adverbial modifier of comparison used with a conjunction
is preceded by a comma.
b) By a noun in the instrumental case without a conjunction:
( = ) - The autumn leaves glittered like
. gold.
( = Time flew like a bird,
).
2. Adverbial clauses o f comparison are generally introduced
by conjunctions: as, as, , as if, as
though. These conjunctions go frequently with the demonstrative
words so, as, as, the same as in the prin
cipal clause:
- We want to read Russian as well
, - as he reads English,
-.
, () It was so warm as though spring
. had come.
We were so glad to see each
, () - other as though we hadnt
. met for many years.
Clauses with an adverb in the comparative degree and the con
junction are usually classed as adverbial clauses of compari
son; goes frequently with in the principal clause:
, - The more I read the book, the
. more I liked it.
, Well come earlier than you
. think.
347
g) Adverbial Modifiers and Clauses o f Condition. 1) Adver
bial modifiers o f condition denote the condition which makes it
possible to perform the action. They may answer the questions
? on what condition?, ? in
the event of what? and are expressed by nouns with the preposition
:

( With the lamp burning (on what


?) condition?) it will be possible
. to read.
( If the weather is bad (in the
?) event of what?), it will be
. impossible to go hunting.

Adverbial modifiers of condition are not as commonly used as


adverbial clauses of condition.
2) Adverbial clauses o f condition answer the question
? on what condition?.
Adverbial clauses expressing real condition are generally joined
to the principal clause by the conjunction if; and sometimes
by the conjunction when:

, We shall be very glad if you


. come to see us.
, It is difficult to do an exercise
( = ) . when it is not clear.

When the subordinate clause precedes the principal clause, the


conjunction t o frequently occurs in the principal clause:

, () If there is no rain, (then) we


. shall go for a walk.

Adverbial clauses of condition may also stand within the prin


cipal clause. They are then set off by commas on each side:
, , Tomorrow, if there is no rain,
. we shall go to the woods.

In colloquial speech the conjunction which has the same


meaning as is used:
, () Once youve begun this (matter),
. finish it.

For adverbial clauses of unreal condition see Lesson 70*.


248

1. Read and translate into English. Write down the translation of the words
in black letters:
1. 1147 . 2.
. 3. .
4. 1 . 5.
. 6. .
7. . 8. , .
9. , ,
. 10. . 11. -
. 12. .
13. -. 14. ,
. 15. . 16.
. 17. . 18.
. 19. -.
20. . .
21. ().
22. , . 23.
. 24. .

2. Copy out from Exercise 1 the adverbial modifiers in black letters and
analyse them as follows:
Example: .
.
.
Adverbial Denoting: Question Expressed by
Modifier

place ? preposition + noun

& time ? negative adverb

manner ? adverb in the comparative degree

3. Read and translate into English. Write down the translation of the con
nectives given in black letters (conjunctions, conjunctive words and the
demonstrative words in the principal clause). Point out instances when the
conjunctive words are omitted:
1. , .
2. , . 3.
, . 4.
, (). 5.
, . 6.
, . 7. ,
249
(). 8. ,
. 9.
, . 10.
, . 11. ,
. 12. ,
- . 13. , .
14. , . 15.
, . 16. ,
. 17. ,
- . 18. ,
! 19. , . 20.
, . 21. , -
.
4. Analyse the subordinate clauses in Exercise 3 as follows:
Example:

Words in Principal Connectives (conjunc


No. of Clause Modified tions, conjunctive
exam Kind of Clause by Subordinate Question
ple words, demonstrative
Clause words, intonation)

1 of time ?
20 of condition intonation instead of
? the conjunction

5. State whether the subordinate clauses in the following sentences are


adverbial, object or attributive:
1. ) , . )
, . 2. ) ,
, )
, . 3. ) ,
. )
, .
4. ) , . )
, .
6. Compose no less than four pairs of sentences as follows:
1. A simple sentence with an adverbial modifier of manner; a
complex sentence with an adverbial clause of manner.
2. A simple sentence with an adverbial modifier of time; a com
plex sentence with an adverbial clause of time.
3. A simple sentence with an adverbial modifier of place; a
complex sentence with an adverbial clause of place.
4. A simple sentence with an adverbial modifier of condition;
a complex sentence with an adverbial clause of condition.
250
67*
Word-Building:
Forming Adverbs.


(1868 1936)

1.
,
, ,
.
,
. , (
). .
.
:
, .
. ,
, ,
.
,
. . ,
, ,
. , .
, ,
. ,
, ,
.
,
, ,
, .
.
, : , *,
, , -
... ,
.
* pop. =

251

.
,
.
, ,
. ,
.
, ,
. .
,

, ,
, ,
.

,
.
,
,
,
,
,
.

2.

,
.
,
, .

. , ,
. ,
, ,
.
,
. ,
.
. ,
252
1 . ,
, , .
, ,
, .
,
. ,
, , ,
.

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

( )


(arch) out in the world
(arch) to go out into the world

Imperfective Aspect Perfective Aspect Translation

I (pres, I (fut. , to clean, to tidy up


, -) )
II (pres, , II (flit. - to clean
) , )
I (pres. 6||, -) I (flit. , to wash
-)

253

1. The pronoun placed before a verb, marks the continuity of the action
expressed by the latter and is usually translated into English by the verb to
continue, e.g. in the text; or adverbs such as incessantly, etc.:
. The Alexeys passion for reading contin
ued to grow (grew incessantly).


Formation of Adverbs. Most adverbs are formed from other
parts of speech.
1. From adjectives'.
a) By adding the su ffix -o to the stem (there are a great many
such adverbs; in form they are identical with short adjectives of
the neuter gender):
quiet quietly
clean cleanly
Note: The meaning of such adverbs may be given added force:
a) by repeating the word: - very very quietly;
b) by adding the prefix -: to make a clean copy.
b) By means of the prefixes -, -, - and the suffix -o:
right to (on) the right
left to (on) the left
new anew, like new
c) By means of the prefixes -, -, -, - and the suffix -a:
right on the right
red to redness
rare now and then, from time to time
d) By means of the su ffix -; some of these adverbs have
the prefix no- and are spelt with a hyphen:
heroic heroically
Russian - in Russian
e) By means of the prefix no- and the complete form of ad
jectives in the dative case:
new - in a new way
2. From possessive pronouns by adding the p refix no- to the
form of the dative case:
my - to my mind, in my opinion
your(s) - according to your opinion
ones own - in ones own way
251
Note: 1. How to form the comparative degree of adverbs was dis
cussed in Lesson 53a.
*
2. Adverbs with the prefix no- should not be confused with adjectives
preceded by the preposition no. Compare:
(adj.) . We took a new path.
- (adv.) He works in a new way.


1. Translate the following adverbs into English:
, , , , -, , -
, -.
2. Give the adjectives, possessive pronouns and adverbs from which the
adverbs in Exercise 1 are formed.
3. Copy the adverbs given in Exercise 1, underline their prefixes, and the
adjectival endings retained after forming the adverbs.
4. Insert an adjective or adverb from those given on the right to suit the
sense:
1. ) . . . . or
) . . . .
2. ) . . . . or
) . . . .
3. ) . . or
) . . . .
4. ) . . . . or
) . . . . -
5. ) , . . . . or
) . . . .
6. ) . . . . or
) . . . .
7. ) . . . , - or
) . . . .
8. ) . . . , or
) . . . . -
5. Compose sentences, using the following adverbial modifiers:
1. , , , ;
2. , , , ;
3. , -, -, ;
4. , .

6. Define the subordinate clauses in the following examples taken from the
works of Gorky:
1. ,
. 2. ,
255
. 3. ,
( = ) . 4. , ,

. 5. ,
,
.

7. Pick out adverbial clauses in the text of the lesson, and define them.

8. Complete the following sentences:


) 1. , ... 2. ,
... 3. , ... 4.
, . . .
) 1. , ... 2.
. . . 3. , . . . 4.
- ., ... 5. .. . ,
. 6. .. . , .
) , ..., . 2. ,
... 3. , ...
) 1. ..., . 2.
, . . . 3. , . . .
9. Compose complex sentences with adverbial clauses of manner, place,
time and condition; make use o! the following conjunctions and conjunctive
words:
, ... , , , , .
10. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. ?
6. ?
7. ?
11. Commit to memory what Gorky said concerning books.
12. Translate into Russian:
The town of Gorky is ^situated on a steep and very beautiful
bank of the Volga, at the very place where the Oka falls into the
Volga. The town of Gorky is one of the USSR's largest industrial
and cultural centres. It is a city of heavy industry. A huge auto
mobile works has been built not far from Gorky. There are many
schools, higher schools, libraries, excellent theatres and palaces of
culture in the town. The house where Maxim Gorky, the great
writer, spent his childhood has been preserved.
256
68*
Grammar:
Adverbial Modifiers of Purpose;
Adverbial Modifiers and Adverbial
Clauses of Cause and of Concession.
Declension of Russian Surnames and
Patronymics.

1. Adverbial Modifiers and Adverbial Clauses (continued).


a) Adverbial Modifiers o f Purpose denote the purpose of the
action expressed by the predicate. The questions that may be put
to these modifiers are: ? why?, ? what for?,
? for what purpose?:
We came here for a rest (what
(?) for?)
My sister went to the shop for
( ?) some purchases (what for?)
Adverbial modifiers of purpose my be expressed by a verb in
the infinitive, often with the conjunction in order to:
Mu . We came here to study.
, We came here in order to study,
.
A comma should always be put before the conjunction .
b) Adverbial Modifiers and Clauses o f Cause 1) Aderbial
modifiers of cause indicate the cause of the action expressed by
the principal clause. The questions that may be put to these clauses
are: ? why?, ? because of what?,
? for what reason?:
- could not speak because of
(?, ?) excitement (why?, because of
what?)
- - The children stayed at home
(?, ?) because of bad weather (why?,
for what reason?)
2) Adverbial clauses o f cause answer the same questions as
adverbial modifiers of cause.
The conjunctions most commonly used to join these clauses to
the principal clause are , because,
9 j\b 430 257
Case Masculine Feminine Plural

N. , , ,
G. , , ,
D. , , ,
. , , ,
I. , , , -

. , , ,

Russian surnames ending in - (as , )


are declined in the same way as adjectives of the type of
(see Lesson 51a).
Some non-Russian names are indeclinable.
2) First names and patronymics are declined in the same way
as nouns of identical forms in the nominative singular:

Case Masculine Feminine

Nominative
Genitive
Dative
Accusative
Instrumental
Prepositional


1. Read and translate into English. Write down the translation of the words
in black letters:

1.
(). 2. ,
. 3.
. 4. .
5. . 6. ,
. 7. ,
. 8.
? 9. - . 10.
. 11. .
260
12. ,
. 13. . 14.
. 15.
, .

2. Copy out from exercise 1 all the adverbial modifiers in black letters
and analyse them in accordance with the table given in lesson 67ay p. 249.
3. Define the subordinate clauses:

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

4. Compose no less than five sentences, grouping them in pairs as follows:

1. A simple sentence with an adverbial modifier of purpose.


2. A simple sentence with an adverbial modifier of cause and
a complex sentence with an adverbial clause of cause.
3. A simple sentence with an adverbial modifier of concession
and a complex sentence with an adverbial clause of concession.

5. Decline:
,
.

6. Rewrite putting the names and surnames in brackets in the required


case:

1. (). 2.
(). 3. ().
4. ( ). 5.
( ). 6.
( ). 7.
261
( ). 8.
( ). 9. (
) ( ) (). 10.
( ) (
).

68
Word-Building:
Forming Adverbs (continued).


()

3.
,
. ,
,
.
.
, , ,
.
.
, ,
.
1888
.
, -
.

.
,
.
,
. 1891
( ),
, ,
,
.
262

.
, .
, .
1892
.
.

.
1905 -
. !
.
.
.

.
1905 ,

4.
1905 ,
,
.
.
.
,
.
,
, , .
1907 . ,
, :
, .
.
,

.
5.

-
.
263
,
, .
,
1 .
,
1934 .
1936 .

. :
. 10
1951 .
6.
:
, , ,
, .

, , , ,
.
,
.
^ .
,
,
. , 1902 ,

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

| to earn ones living



to be in correspondence,
to write one another
he died


+ instr. ( ?)
-f- instr. (?)
264

Formation of Adverbs (continued). 3) Adverbs are formed from


nouns in the following way:
a) By placing a noun in the instrumental case:
summer in summer
winter in winter
autumn in autumn
b) By attaching the prepositions and to a noun in the
accusative case:
circle around
meeting, date to meet
c) By attaching the prepositions and no to noun in the da
tive case:
top upwards
morning in the morning
d) By attaching the prepositions and to a noun in the
prepositional case:
place together
top on top
e) By attaching the prepositions , , to a noun in the
genitive case:
distance, far away from afar
bottom to the bottom
top from the top
f) By combining two nouns having different case forms or an
adverbwith a noun (without a preposition or with a preposition):
from day to day
6 from hour to hour
from year to year
arm-in-arm; hand in hand
topsy-turvy; upside-down
early in the morning
before dawn, very early
4) Adverbs are formed from numerals as follows:
a) By adding the su ffix - to a quantitative numeral in the
nominative case:
one once
two twice
265
b) By attaching the preposition to a collective numeral:
two twice as much
rnrie three 1 three (together)*
three j three times

5) Negative and indefinite adverbs are formed from interrogative


adverbs as follows:
a) By attaching to the beginning of the word the negative
pai tides or :
. . , j nowhere
where ^ there is nowhere

b) By attaching to the end of the word the indefinite particles


-, -, -, -:
- somewhere
- \ .
where - ; anywhere
- somewhere


1. Translate into English the following adverbs:

) , , , , , , ,
, ;
) , , ;
) , , -, -, -.

2. Give the nouns, adjectives, numerals and interrogative adverbs from


which the adverbs in the above exercise are formed.
3. Copy all the adverbs given in Exercise 1, underline the prefixes, par
ticles and the retained noun and pronoun case endings.

4. Give three examples for each group of adverbs given in Exercise 1*


5. In the text of the lesson, pick out the subordinate clauses and define
them.
6. Analyse the following sentences, taken from Gorky, in accordance with
the table given in Lesson 67a , p. 250.

1. , ,
- .
2. , ,
, ,
, , ,
. 3. ,
, .
266
7. Complete the following sentences:

) 1. , ... 2.
, ... 3.
-, ...
) 1. , ...
2. , ... 3.
, ... 4.
, , ...
) 1. , ..., . 2.
, ...

8. Pick out of the text the participle constructions and say whether the
participles are active or passive, present or past, imperfective or perfective.
9. Pick out of the text surnames and first names with patronymics, say in
what case they are.
10. Answer the following questions on the text:

1. ?
2. ?
3.
?
4. 90- ?
5. 1905 ?
?
6.
?
7. , ?

11. Translate into English:

.
.
, ,
, .
.
.

.

.
12. Commit to memory Gorky's words concerning man (see end of the
text).
267


( )

. ,
.
: -
.
, ,
.
, 1
.
: , 1
-, -.
... ,
,
. ...
...
.
, .
. , :
.
. , ,
, . !
! !
, ,
.
! .
. .
... ...
, . , ,
, , , -.
.
,
. -
,
, , , .
,
, .
268
, ,
. , .
: , ! ,
. ,
. ? , .
.
, , .
, ...
, , ... ,
, , .
,
...
, ,
...
? .

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

,
. ...
.

269
69
Grammar:
The Verbal Adverb, Imperfective and
Perfective.
The Verbal Adverb Construction.
The Function of the Verbal Adverb in
the Sentence.
Conversion of Verbal Adverbs into
Prepositions.


1. The Verbal Adverb*, a) Kinds o f Verbal Adverbs. In Rus
sian, we have a verbal form (, , etc.) which is not
inflected'and which in function is close to the adverb the verbal
adverb.
Verbal adverbs may be perfective or imperfective, depending
on the verbs they are derived from.
In a sentence, the verbal adverb always modifies the predicate,
as distinguished from the participle, which qualifies the subject or
the object (expressed by a noun or pronoun).
b) Imperfective Verbal Adverbs. Formation o f Imperfective
Verbal Adverbs. Imperfective verbal adverbs are formed from the
stem of the present tense of imperfective verbs by means of the
suffixes;
-a after , , , : lying, knocking,
hearing;
- after all other consonants and after vowels: speaking,
reading.
Note. 1. It is best to form the verbal adverb from the 3rd person
plural of the verb, as in verbs of the second conjugation the vowel in the
ending of the 3rd person plural is the same as that in the suffix of the
verbal adverb: .
2. The verbal adverb from the verb is .

Verbal adverbs formed from reflexive verbs end in the particle


- which follows the suffix (-a or -):
-- + -f- = occupying oneself
-- - ( - 4~ = lying down

* This uninflected verbal form which combines the verb meaning with a
function essentially that of an adverb is called in some textbooks of Russian
a gerund. We dont use this term, as this verbal form greatly differs from the
English gerund.
270
Imperfective verbal adverbs from some verbs are not used at all,
as for example from the verbs , , , , ,
, and a number of others.
Imperfective verbal adverbs cannot be formed from imperfective
verbs having the suffix -- (for instance, to puli, to draw).
Meaning, Uses, Rendering in English. An imperfective ver
bal adverb may be rendered in English by the present participle:
(pres.) , I am sitting at the window read-
( = , ing a book ( = 1 am sitting
). and at the same time I am
reading a book).
(pres.), The children are running about
( = playing and laughing (= th e y
). are running and at the same
time are playing and laughing).
Imperfective verbal adverbs denote an action simultaneous with
the action expressed by the verbal predicate, irrespective of the
tense in which the verbal predicate stands. The form of the verbal
adverb does not change:
Pres. Tense: ,
Past Tense: , > .
"Fut. Tense:
" -
-
-
, J
) Perfective Verbal Adverbs. Formation o f Perfective Verbal
Adverbs. Perfective verbal adverbs are formed from perfective
verbs in the following way:
1) In most verbs from the stem of the past tense, by dropping
the suffix - from the masculine form and adding the siffix of the
verbal adverb - or -:
() read () heaving read
() spoke () having spoken.
2) In verbs the past tense of which does not have the suffix -
and consists of the stem only, by adding the suffix -:
brought having brought
3) In some verbs from the stem of the future tense by means
of the same suffixes as in imperfective verbs:
-a after , , , : having heard
- after other consonants and after vowels: having come
Note: Of the verbal adverbs of this type preserved in the language
the most commonly used are those formed from perfective verbs of motion:
, , , , , etc.
271
In reflexive verbs, the particle - is added to the suffix of the
verbal adverb -: .
Meaning, Uses, Rendering in English . Perfective verbal
adverbs may be rendered in English by means of the perfect par
ticiple or adverbial clauses:
(= 6 , Having read the book ( = after
), he had read the book), he took
. it back to the library.
( = Having played ( = after they had
) , played) in the garden, the
. children returned home.
Perfective verbal adverbs denote an action which precedes the
action expressed by the verbal predicate irrespective of the tense
in which the verbal predicate stands. The form of the verbal adverb
does not change.
Compare.
() (pres, irnperf.)
.
he (always) takes it back to the lib
, rary.
Having read the (past perf.) .
book, he took it back to the library,
(fut.) .
he will take it back to the library.
A perfective verbal adverb may refer both to a perfective and
to an imperfective verb, denoting a preceding action in regard to
each.
Note: In some instances a perfective verbal adverb may express an
action simultaneous with the action of the verbal predicate:
, The comrades marched bravely ahead
. holding high their banner.

2. The Verbal Adverb Construction. In the sentence, the


verbal adverb, like the participle (see Lesson 66a), may have objects
and modifying words:
, - Walking down the street, I met
. a friend of mine.
, - Having bought the necessary
. things, we set off on our trip.
In the first example given above, refers to the verbal
adverb and serves as an adverbial modifier to it.
In the second example given above, the noun serves as
an object to the verbal adverb . The accusative case of the
noun is governed by the verbal adverb .
272
The verbal adverb and the verbal adverb construction may
stand at the beginning, at the end, or in the middle of the sen
tence (less common):
, Listening to his story, we
. laughed heartily.
, \
.I We laughed heartily listening to
, , - f his story.
. J
In speaking, theverbal adverb construction is set off from the
rest of the sentence by a short pause. In writing, the verbal adverb
construction, no matter where it stands, is separated from the rest
of the sentence by commas (see examples).
A verbal adverb or a verbal adverb construction can be used
only when the actions denoted by the verbal adverb and by the
predicate of the sentence are performed by one and the same per
son or object:
, - While studying Russian I used
. to write many exercises.
( = ) and have the same subject.
3. The Function of the Verbal Adverb and the Verbal Adverb
Construction in the Sentence. In the sentence, the verbal adverb
and the verbal adverb construction may express:
1) An accompanying action (a second predicate in the sentence):
, . The children ran about playing
and laughing.
i. e. the children ran and at the same time played and laughed.
2) All kinds of adverbial modifiers:
a) of time:
( = ) On entering (=w h e n he was
, - entering) the room the boy
. said, How do you do.
( = ) Having entered ( = when he had
, - entered) the room the boy said,
. How do you do.
b) of cause:
( = ) Wishing ( = a s I wish) to go on
, with my studies, 1 am prepar-
. ing my University admission
examinations.
273
, We felt splendid after having
( = -rested ( = a s we had rested)
Hyvm) . during our vacation.

c) of manner:
, spent his vacation taking
. strolls from morning till eve
ning.
d) of condition:
( = ) Understanding ( = if you under
, stand) this rule, you will easi
. ly do all the exercises.
{= ) Having understood ( = i f yoii
, have understood) this rule, you
. will easily do all the exercises.

4. Conversion o! Verbal Adverbs into Prepositions. Some


verbal adverbs, as for example thanks to, owing to,
due to , () inspite (of), () beginning (with),
ending, and others are used as prepositions:

, Owing to (my engaging in) sports,


. I felt well.
, In spite of the bad weather,
. all arrived at the stadium.
Football matches continued in
, Moscow beginning with (from)
. April right until October.


1. Translate into English. Write down the translation of the words in black
letters:

1. , -
. 2. (), -
. 3.
, -
. 4. ,
. . . 5.
, . 6.
,
. 7. ,
, . 8.
,
.
274
2. Give the infinitives from which the verbal adverbs in the preceding
exercise are formed and state their aspect.

3. Indicate in the sentences in Exercise 1 verbal adverbs expressing actions


which are simultaneous with that of the verbal predicate and those express
ing actions preceding it. Is there a difference in the translation of the
verbal adverbs?

4. a) Give the infinitive of the verbs from which the following verbal
adverbs are formed:

, , , , , .
b) Break up the above verbal adverbs into their word elements.

5. Form verbal adverbs:


a) of imperfective aspect with the suffix -a or -:

Example: ;
, , , , ,
, .
b) of perfective aspect with the suffixes -, - .

Example: , ; ,
;
, , , , .

6. Insert verbal adverbs in the imperfective or perfective aspect to suit


the sence:

1. a) . . . , - ,
,
) . . . ,

-.
2. ) . . . , ,
,
) . . . ,
.
3. ) . . . , ,
.
) . . . - ,
.
4. ) , . . . ,
.
) , . . .
.
275
5. a) . . . , ,
.
) . . . ,
.
6. ) . . . , ,
,
) . . . ,
.
7. ) ,
, . . . .
) . . . ,
.
8. ) . . . , ,
,
) ,
. . . .
9. ) , . . . - ,
.
) . . . ,
.
10. ) . . . , ,
) . . . .

7. Translate into English. Write down the translation of the participle and
verbal adverb constructions:

1. ) , , , ) ,
, . 2. ) ,
, , ) , ,
. 3. ) , ,
. ) , < , .
4. ) , , ,
) , , . 5. ) ,
, . ) ,
, . 6. )
, , ,
) , , .
7. )
, ) ,
. 8. ) , , )
, . 9. ) ,
, . ) , .

8. From Exercise 7, copy out the participles and verbal adverbs together
with the words to which they refer.

Example: ; ... , .
276
9. State the aspect of the participles and the verbal adverbs In Exercise 7
10. Put questions to the verbal adverb constructions in Exercise 7 and state
what kind of adverbial modifiers they are.

11. Insert the reflexive or non-reflexive verbal adverb given on the right
to suit the sense:
1. ) , , , . . . (),
.
) ,
. . .
.
2. ) . . . , . (),
6) . . . ,
.
3. ) , . . . , (),
) , . . .
.
4. ) . . . , . (),
) . . . , .
5. ) . . . , , ,
) , . . .
.
6. ) , . . . , ,
) , . . . .
12. State the aspects of the verbal adverbs in the preceding exercise.
13. Change the verbal adverb constructions to subordinate clauses:
1. , . 2.
, . 3. ,
. 4. ,
, .

69
I. 1
,
. ,
. , ,
.
.. . , ,
, .
, ,
.
277
. -, ,
. .
, ,
,
, , . ,
, ,
, , .
.
(. 1915 .)

- , ,
. , ,
.
, , .
, ! . .
,
.
2!
: , .
: .
, ,
, , . ,
-, - , ...
!
, , . -
, ,
, , ,
, ...

.
. , .. .
-... - .
.
(1853-1921)


one after another
thank God, thank goodness
, ply ones oars
278

1. This text is taken from the novel Far from Moscow*
which describes the construction of a road and of a pipeline in the arctic part
of the Far East in very difficult conditions.
2. pop. =


1. Find in the texts: a) verbal adverb constructions; state the aspect of the
verba] adverbs; b) participle constructions; state the tense and aspect of
the participles and indicate whether they are active or passive.
2. Find in the first text a subordinate clause and define it.
3. Insert suitable verbal adverbs from those given below:

) 1, , , , ,
, , ,
1. , . . . . 2. ,
. . . , . 3. , . . . ,
. 4. . . . ,
. 5. , . . . , . 6.
, . . . . 7. , ..
. 8. , . . . . . . .
) , , , ,
1. . . . , . 2. -
, . . . . 3. ,
. . . . 4. , . . . ,
. 5. , . . . , .

4. Change the clauses in black letters to verbal adverb constructions:

1. . 2.
Hd , . 3.
, . 4.
, . 5.
. 6.
. 7. ,
. 8. ,
.

5. Translate into Russian using verbal adverb constructions:

1. The children played on the river bank forgetting the time.


2. Having found in the paper an article on India, began to read
it. 3. Coming to the door, he stopped for a moment. 4. He said
good-bye going away. 5. Having met his old friend, my brother
was very glad.
279
70
Grammar:
The Conditional-Subjunctive Mood.
Subordinate Clauses with the Verb in
the Conditional-Subjunctive Mood.
Conditional Clauses of Unreal Condi
tion.
Adverbial Clauses of Purpose.
Object Clauses.
Concessive Clauses with the Particle
.


1. The Conditional-Subjunctive Mood. 1) Compare the follow
ing two'examples:
. I was glad to see you.
. 1 should be glad to see you.
In the first example, the form of the verb corresponds to
the English form was.
In the second example, the form of the verb corres
ponds to the English subjunctive form should be.
is the past tense form of the indicative mood; is
the form of the conditional-subjunctive mood, obtained by adding
the particle to the past tense form of the indicativemood:
, , ,
, , ,
When joined with the particle , the verb loses its past tense
meaning.
The forms: past tense of the verb -f- the particle are ren
dered in English by means of the subjunctive mood.
2) A verb in the conditional-subjunctive mood is conjugated in
the same way as in the past tense of the indicative mood:

Singular Plural

(/wasc.), (fem.)
{mas.), (fem.)

& 1

280:
3) The forms of the conditional-subjunctive mood are used to
express:
a) an unreal condition:
, Had the weather been fine, we
. should have gone for a walk.
b) a desire:
. 1 should like to read this book.
c) a mild command, advice, request:
. You should read this book.
. You should come to see us.
Note: Sometimes theinfinitive with the particle is used with the
meaning of the conditional-subjunctive mood:
^ (wish). It wouldn't be a bad idea to go to
the theatre.
(advice). You should go to the theatre.

4) The particle has no fixed place in the sentence; it may


stand after the verb or after any other word; it may be separated
from the verb by other words, but it always refers to the verb
and forms with it the conditional-subjunctive mood:
. . . 'j
. . . > 1 should very much liket o . . .
. . . J
When the particle stands after a word ending in a vowel,
it may have the form 6:

SENSES::: I A"wou"ibea" right-

5) In Russian, the conditional-subjunctive mood may correspond


to different tenses:
' (present tense). I would go to the theatre
today.

- < (past tense). I would have gone to the
theatre yesterday,
(future tense). 1 would go to the theatre
tomorrow.
6) The conditional-subjunctive mood my be expressed by means
of the conjunction .
The conjunction has been formed by a merging of the
conjunction and the particle . In Lesson 68a, we discussed
281
the use of this conjunction with the infinitive to express an adver
bial modifier of purpose. The conjunction may also be
used with a verb in the past tense, in which instance the verb
loses its past tense meaning and acquires the meaning of the con
ditional-subjunctive mood. The particle is not repeated with
the verb as it is contained in the conjunction:
, - I insist that you should come
-. in time.
, It is necessary that everything
-. be ready (should be ready)
in time.
2. Subordinate Clauses with the Verb In the Conditional-
Subjunctive Mood, a) Conditional Clauses o f Unreal Condition.
1) The conjunction , as has already been pointed out in Les
son 67a, introduces adverbial clauses of real condition. With the
conjunction the present, past or future tense of the indica
tive mood is used:
, If the weather is fine, we shall
. go for a walk.
2) Adverbial clauses expressing unreal condition, i.e. a con
dition contrary to fact, which cannot be true or can hardly be
fulfilled, are introduced by the conjunction which is
translated into English in the same way as if. In such cas
es both in the principal clause and the subordinate clause the
conditional-subjunctive mood is used:
, the weather were fine, the
. children would go out for a
walk.
The weather is not fine: to take a walk is impossible; hence,
the condition is unreal, i.e. impossible. .
Note: Sometimes the conjunction is used in exclamatory
sentences. In such instances, the subjunctive mood is not used in the second
clause:
, If only you knew, how pleasantly
! (well) the birds sing in the wood!
In the above example, the verb in the second clause is in the
present tense.
The conjunction and sometimes go with the
conjunction to in the principal clause:
-, --
, ()
. .
282
Sometimes the conjunction is used instead of the
conjunction :
a
nm.iSn
, i{ ^
KOfjrf


^ .
>

The conjunction joining conditional clause (of real or un


real condition) to the principal clause may be omitted (chiefly in
colloquial speech):
, - If we have tickets, we shall go
. to the theatre.
, - Had we tickets, we should go
. to the theatre.
b) Adverbial Clauses o f Purpose.
Ill speak slower (what for?),
(?), so that you may understand
. me better.
c) Object Clauses.
( ?), I insists (on what?) that you go
.to the theatre with me.
Note: Subordinate clauses with the conjunction may precede,
follow or stand withm the principal clause. Like other subordinate clauses,
they are set off by commas from the rest of the sentence:
, .
, , .
, , .
2. Do not confuse the conjunction with the pronoun and the
particle written as two separate words:
What should I wish the youth of my
( = country?
)?
In the above example, the particle is used with the verb to form
the conditional-subjunctive mood.
d) Concessive Clauses with the Particle . Concessive
clauses that fall into a class of their own (compare with conces
sive clauses having the conjunctions , ) are
those formed with the particle following an interrogative pro
noun or adverb. In these clauses the particle stands before the
verb which may be used either in the conditional-subjunctive or
in the indicative mood (more commonly in the conditional-subjunc
tive). In concessive clauses, the particle has not a negative
meaning:
, Whoever comes, say that I am
. at home.
283
, , Whoever may come, say that
. I am at home.
, Whatever book I take, I do not
. find the example I need.
, Whatever book I may take,
. I do not find the example I need.
Note: The subjunctive mood may also be used in other concessive
clauses:
, Even if he does not call on me, I
. shall go skating all the same.


1. Read the following passage and make a written translation of It into
English, paying special attention to conditional clauses:

?
1. ,
.
2. , ,
, , .
, ,
, . ,
, ,
. .
J1.
2. Define the subordinate clauses in the passage given in Exercise 1.
3. In the following sentences (taken from the works of M. Gorky), put the
verbs in the brackets in the required form:
1. () . 2. ()
. 3. , () . 4. ,
, () .
5. (), , . 6.
() .

4. Conjugate the following verbs in the conditional-subjunctive mood:


, .
5. Make a written translation into Russian:
1. We gladly went to the theatre. We should gladly go to the
theatre. 2. I listened to the music with pleasure. I should listen
to the music with pleasure. 3. What have you answered to that?
What would you have answered to that? 4. We shall visit Kiev
284
if we go to the Ukraine. We should have visited Kiev had we
gone to the Ukraine. 5. If the sea will be calm, our boat will leave for
Odessa. If the sea would be calmed, our boat would leave for
Odessa.

6. Read and translate into English. Write down the translation of the
words in black letters:

1. ,
.
2. :
,
, ,
,

.
.

7. Define the subordinate clauses in Exercise 6.

8. In Exercise 6, state the gender and number of the verbs in the condi
tional-subjunctive mood.

9. Insert the verb given in the right-hand column in the required form:

1. )' , . . . or
,
) , . . .
.
2. ) , . . . , or
) . . . .
3. ) . . . or
.
) , . . .
.
4. ) , . . . or
,
) . . . .
5. ) . . . . or
) , . . . .

10. Read and translate into English. Write down the translation of the
words in black letters:
1. ) , , )
, . 2. )
, , )
, . 3. ) ,
285
. ) ,
. 4) ) , .
6) , .
5. ) , , )
, . 6. )
, , ) -
, .

11. In the preceding exercise, state the tense and aspect oi the verbs in
the indicative mood (given in black letters) and the gender and number
of verbs in the subjunctive mood (given in black letters).

706

( )

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

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

. .
;
.
, , ,
286
, .
,
.
7 .
.
.

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

, , .
. -
, .

, , .
287
.
, , ,
. .
, : ,
.
,
. :
,
.


to take a course of study
as much as one wants
to ask riddles

toward the end (of the party)


whole heartedly, from the heart


1. Pick ouf from the text the verbs in the conditional-subjunctive mood.

2. Pick out of the text: a) conditional clauses; b) adverbial clauses of


purpose; c) a concessive clause with the particle ; d) object clauses
introduced by .

8. Put instead of dots the verb given on the right in the correct form:

1. ) , . . . .
) , . . . .
2. ) , . . . , ,
.
) , . . . .
3. ) . . . , . . . ,
,
) . . . , . . .
.

4. Put instead of dots the correct conjunction: or :

1. . . . , . 2. . . .
, . 3.
, . . . . 4. . . . ,
. 5. . . . -
, -
.
5. Pick out from the text four groups of words having the same root
288
6. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. -?
5. ?
6. ?
7. ?
7. Write down all the nouns denoting nationalities, in masculine and
feminine gender.
Example:


1 1957 , VI
.
. .
, , -
. , ,
, , .
.
. -
, .
.
. .
. . . .
.
1- . , * ,
. 1-
.
.
.
.
,
.
.
-
, .
.
10 430 289
. ,
, .
.
, :

.
.

: .
. ,
, .
. ,
, .
. (. 1897 .)

to gather strength

71*
Grammar:
The Uses of Moods and Tenses
with Different Meanings.

The Uses of Moods and Tenses with Different Meanings.


a) The Use o f Moods. As we know from the foregoing lessons,
there are three moods in Russian:
The indicative mood which has three tense forms: the present,
past and future: , , ; ,
.
The imperative mood: , ; , .
The conditional-subjunctive mood: , ,
, .
The form of one mood may quite frequently be used in the
meaning of another.
1) The indicative mood may be used with the meaning of the
imperative mood:
290
a) In the 1st person plural (in the forms of the present and
future tense):
! Let us go home!
! Let us read this book!
Such use of the indicative mood is accompanied in speaking
by appropriate intonation.
The particle - may be attached to the verb; the particle
() may precede the verb:
. 1 , ,
() . j us cinema.

b) In the 2nd person singular and plural (in the future tense
forms of the verb) with appropriate intonation in speaking:
() , no- You will go straight ahead, then
() you will turn to the left and
() go througt the gates. . .
. . .
() You will stay home and study.
.

c) In the 3rd person singular and plural (in the present and
future tense forms) with the particles , , :
() ! Let him go home!
() ! Let them read it!
! Long live the youth!
d) Past tense forms of the indicative mood may also sometimes
be used with an imperative meaning (with appropriate intonation):
, ! Comrades, let us go to the
pictures!
, ! Ready, start!

2) a) The infinitive, with appropriate intonation in speaking,


may likewise be used with an imperative meaning:
! Sit still!
He ! No smoking!
b) The infinitive may be used with the meaning of the condi
tional-subjunctive mood:

( = I! we had known he would


), , come, we should have stayed
. at home.
* 291
3) The conditional-subjunctive mood may be used with an im
perative meaning, particularly in expressing a mild request or a
suggestion:
! You had better go and rest!
! He had better go to bed!

4) The imperative mood may be used in the singular with the


meaning of the conditional-subjunctive mood (with a pronoun in
the 1st, 2nd or 3rd person). The verb in this instance stands
always before the subject:
He , Had / not called you up, you
would not have learned any
( = thing ( = if I had not called
, you up, you would not have
). learned anything).
, Were he younger, he should go
on a long journey ( = if he
( = were younger, he would go
, on a long journey).
).

b) The Use o f Tenses. 1) The present tense, apart from


expressing an action or state simultaneous with the moment of
speaking, may also be used:
a) To denote an action that is permanent and implies no dis
tinction of time:
. The sun shines and gives warmth
(action of a general character).
b) With a past tense meaning:
- I was walking down the street
. yesterday when I met a friend
of mine.

c) Frequently with the word :


, In summer we would play foot-
. ball.

d) To render the narration more vivid:

. - The train stopped. He leaves the


, no carriage, strolls along the
platformand suddenly sees a
... group of people.
292
e) With a future tense meaning:
. Tomorrow I go to Leningrad.
2) The past tense of imperfective verbs is almost invariably used
in its direct meaning only; whereas the past tense form of perfec
tive verbs may be used with the meaning of other tenses:
a) Of the present tense:
1) When a past action is related to the moment of speaking.
This form is frequently used in the sentence together with an
other verb in the present tense:
, . It is dawning, the sun has risen.
, , The snow is thawing, the brooks
(). are rippling and the breath
of spring has come in through
the window.
2) In colloquial speech:
, . Good-bye, Im off.

b) Of the future tense, with verbs expressing supposition:


, - Supposing you graduate from
, the Institute, what would you
? do then?
Note: When the word is added to the past tense form of a perfec
tive verb,-it shows that the action ceased almost as soon as it began:
, . I had just started out to go when I
stopped.
, . had just started talking when
he stopped.

3) The imperfective future (i.e. the compound future) is al


ways used in its direct meaning.
The perfective future (i.e. the simple future), on the other
hand, apart from its principal meaning, may be used with the
following meanings:
a) To denote an action of a general character, implying no
distinction of time (this is particularly common in sayings and
proverbs):
, . As you sow, so will you reap.
, - What you write with the pen,
. you will not hew out with
the axe.
b) To denote the present tense:
1) In expressing a quick succession of actions, often rendered
more emphatic by the conjunction ... :
293
, would now begin speaking,
. now grow silent and take up
the book.
2) With the particle , to denote complete absence of ac
tion:
. , There is silence. No one is
. speaking nor laughing.
c) To denote the pasttense in expressing a sudden or recur
rent action (frequently with the word ):
, The children were sitting quietly,
. and then suddenly burst into
laughter.
, , In summer I would rise early,
, do my morning exercises, and
. run to the river.


1. Translate into English. Write down the translation of the words in
black letters:

1. ,
, (. ). 2. ,
, . 3. :
. 4. , ! (.
). 5. , , . 6.
, , (. ).
7. , . 8.
-, . 9.
. 10. ! ().
11. , . 12. , .
13. . 14. , .
15. , .
16. . !
2. State the moods of the verbs in black letters in the preceding exercise
and the meanings with which they are used.

3. Translate into English. Write down the translation of the words in


black letters:

1. '. ? 2.
. . 3. ,
(). 4. -
(). 5. , ().
6. , , ! 7. , ,
( ). 8. -
294
, . 9. ;
(). 10. , , .
21. , .
12. . 13.
, , . 14.
: ... (). 15.
, (). 16.
. (). 17. ?
, . ,
(). 18. . ().
4. In the preceding exercise, indicate the tense forms of the verbs which
are not used in their principal meaning.

71

( )

,
! , , , , -
, ; ,
; .
; - -
. ;
; -
. . ,
, ,
, , - -
; , ,
.
, ,
.
, ; ,
, , .
, , ...
,
. . ,
! , .
, . ,
...
, -
, -
295
, ,
, :
; , ,
, ...
.


1. Analyse the verbs in the text. State their mood and tense and the mean
ing in which they are used.

72s
Grammar:
Indefinite Pronouns and Adverbs with
the Particles -, -, -,
-.
Indefinite Pronouns and Adverbs with
the Particle -.


Indefinite Pronouns and Adverbs with the Particles -mo,
-, -$, - . The particles -, -, -, -
serve to form indefinite pronouns and adverbs; the particles -to,
- and - are placed after the interrogative pronoun or
adverb, the particle -, before it.
a) Indefinite Pronouns and Adverbs with the Particle -m o .
) - someone ) - somewhere (place)
- something - somewhere (direction)
- some - from somewhere
- somebodys - for some reason
- one day; somehow
The particle - to in indefinite pronouns and adverbs indicates
that the person (or object) spoken about is not known:

- . Someone is standing at the door.


-. I have seen him somewhere.
- . They have not come for some
reason.

Note: The particle - acquires indefinite meaning only when attached


to interrogative pronouns and adverbs. In all other instances it is emphatic:
- . He is the one to know all.
- . This should be said just simply.

296
.
b) Indefinite Pronouns and Adverbs with the Particle -H U -

a) - () somebody ) - () somewhere
- something (place)
- some - somewhere
- someones (direction)
- from some
where
- for some
reason
- somehow,
sometime
The particles - and - have identical meaning. In
English they approximately correspond to some", any". They
give us the possibility of choosing a person or object from a series
of one kind. Pronouns and adverbs with the particle - are
more commonly used than those having the particle -:
-. Tell us something.
- Let one of us go to the library.
.
- ? Will you go anywhere in the
summer?
c) Indefinite Pronouns and Adverbs with the particle - .
) - somebody ) - somewhere (place)
- something - somewhere (direction)
- some (one) - somehow

The particle - cannot be combined with all interrogative


pronouns and adverbs; it has a restrictive and depreciative shade
of meaning:
- - 1 have read a little (something)
. on the question.
- I have a few (some) old books
. left.
-. You should not work haphazard
ly-
All the above-mentioned indefinite pronouns are declined in
the same way as interrogative pronouns, preserving the particles
they are formed with in all the cases:
- (acc.)
- (acc.)
- (instr.)
297
2. Indefinite Pronouns and Adverbs with the particle -.
1) There are also indefinite pronouns and adverbs formed by means
of the particle -, which in such instances loses its negative
meaning:
Pronouns Adverbs
someone once, formerly
something several
some
Several persons got of the train,
.
I shall take some of these books,
.
and have approximately the same meaning as -
and -:
Someone has told me some-
. thing very interesting.
and , though formed from the declinable pronouns
and , are indeclinable:
has the same gender and number forms and is de
clined in the same way as (see Lesson 63a);
has neither gender nor plural forms and is declined
in the following way:
N. . ,
G. I.
D. P.
Note: Do not confuse indefinite pronouns with the particle - with
negative pronouns (see Lesson 57a).


1. Translate into English. Write down the translation of the words in black
letters:

1. . - ,
. 2. : -
. 3, , -
, , .
4. , - ?
. 5. -,
. 6.
- . 7.
: - ,
, - ,
. 8. , .
298
, , - .
9 . ? .
10. - ,
. -
(news), .

2. Insert pronouns or adverbs to suit the sense:


) -, -, -
1. . . . . 2. . . . ? 3. . . .
. 4. . . . .
) -, -, -
1. . . . . 2. . . . -
. 3. . . . . 4. . . .
?
) -, -
1. . . . . 2. ,
, . . . . 3.
. . . . 4. . . . .
) -, -, -, -
1. . . . ? 2.
. . . . 3. . . . . 4. -
. . . . 5. . . . , . . .
!
) -, -
1. . . . . 2. . . . ? 3. ...
.
) , ,
1. . . . . 2.
. . . . 3. . . .
.

3. In Exercise 2, replace the pronouns and and the adverb


by pronouns and adverbs with the particles -, -.
4. Decline -, -, -, - in all three genders
in the singular and in the plural (to verify use Table 7 on p. 339).
5. Put the pronouns in the brackets in the required case:
a) 1. (-) . 2. (-)
. 3. (-) ? 4.
(-) ? 5. (-)
. 6. (-) . 7. (-)
299
? 8. (-) , ,
. 9. (-)
.
6) 1. (-) ,
. 2. , (-)
. 3. (-) 1. 4.
(-) . 5. , (-
) .

72

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

, .
, -
- , , , -
, .
itoo
,
; -
, , ,
.
, , , ,
, .
-
.
- ... -
, , , ,
, -
, .
...

2.
, ,
. . ,
, ,
,
, -
.
, ,
, , .
? .

.
, , ,
, , ,
.
- .
,
, , .
,
, ,
, ... -
, , ,
, , ,
.
,
- , ,
301
, , ,
, , ,
.

, , ,
, -
.
. (18601904)


everyone
() to become
to make an impression
it is not necessary
every minute
to be quiet (calm)


1. Write out from the text words having the same root as .
2. Compose sentences with the following expressions:
, , ,
, , .
3. Describe the appearance of your mother or sister, making use of the
words and expressions in the text.
4. Copy out from the text sentences having indefinite pronouns and adverbs
and translate them into English. Write down the translation of the in
definite pronouns and adverbs. To verify your translation, see
pp. 296298.
5. Answer the following questions on the text:
1. ?
2. ?
3. ?
4. ?
5. , ?
6. ?
7. ?
6. Translate into Russian:
a) A young girl, about seventeen or eighteen years old, stood
by the window of a railway carriage, speaking to someone. She
had fair hair, luxuriant and wavy; the features of her face were
irregular, yet she gave the impression of being a real beauty.
b) Mashas face was bewitching. An artist would have called
her beauty classic. She had large dark eyes with long lashes,
black curly hair, a delicate white forehead.
302
73
Grammar:
Direct Speech.
Indirect Speech.


1. Direct Speech. Direct speech that is a direct quotation,
order or a direct question conveys the identical words the speak
er used. As in English, it reflects in Russian the colloquial lan
guage. Punctuation in direct speech depends on the form of direct
speech that is used. Russian punctuation in direct speech is mar
kedly different from English in similar cases.
1) When the conversation of two or more persons is reported
and the words of each person quoted begin a new paragraph, it
is not inclosed in quotation marks but is preceded by a dash:
, ? Olya, where are you going?
. To Leningrad.
2) If the dialogue runs on without being broken up into para
graphs for each speaker, besides the dash, quotation marks are
written:
, ? .
3) Direct speech, when not in the form of a dialogue, is gener
ally accompanied by an introductory clause indicating the speaker:
, , ,
, etc.
a) When the introductory clause precedes direct speech, it is
set off by a colon; the words of the speaker are inclosed in quo
tation marks:
: My comrade said: I should like
. to see a new film.*
b) If the introductory clause indicating the speaker follows the
quotation, it is preceded by a comma and a dash. The direct
speech, as in other instances, is inclosed in quotation marks:
I should like to see a new film,"
- my comrade said,
.
c) If the introductory clause stands in the middle of the quo
tation, it is set off by a comma and a dash on each side:
, - I should like," said my com-
, rade, to see a new film."
.
303
Contrary to English usage, the quotation marks in Russian are
always put before the full stop, semicolon or comma.
2. Indirect Speech. Indirect speech takes the following forms:
1) The narrative form which is commonly expressed by an
object clause with the conjunction :
Direct Speech Indirect Speech
: ,
. .
2) Orders or requests are commonly expressed by an object
clause with the conjunction and with a verb in the sub
junctive mood (see Lesson 70a):
Direct Speech Indirect Speech
: ,

' . .
After such verbs as suggest, ask, beg,
etc., we may also use theinfinitive without the conjunction :

.
3) An indirect question is alsoan object clause in the sentence,
and may be expressed as follows:
a) When questions indirect speechcontaining such interroga
tive words as , , , , , , , ,
etc. are changed to indirect speech, the interrogative words are
retained:
Direct Speech Indirect Speech
: ,
? .
b) When a direct question has no interrogative word, it is
expressed in indirect speech by means of the interrogative par
ticle if, whether placed after the word to which the question
refers; that word generally stands at the beginning of the subor
dinate clause:
Direct Speech Indirect Speech
: ,

? .
1 asked my friend: Do you I asked my friend whether he
know many Russian words knew many Russian words
already? already.
4) Direct speech is conveyed in the person of the speaker him
self, indirect speech in some other person who reports what is
304
said. Hence, in changing direct speech into indirect, the personal
and possessive pronouns may change, and also the forms of
the verb:
Direct Speech Indirect Speech
: ,
.
.
In the above example the 2nd person () is employed
in direct speech, and the 3rd person ( ) in
indirect speech. The imperative mood is changed to the condi-
tional-subjunctive mood.


1. Read and translate orally into English:

1. ,
, . 2. ,
, . 3. ,
(). 4.
:
: , , , .
5.
, . 6.
: . 7.
"? .
2. In the preceding exercise, explain the use of the punctuation marks and
point out the introductory clauses indicating the speaker*
3. In the sentences given below, change the direct speech into indirect
speech, first orally (see that your intonation is correct) and then in writ
ten form (observe punctuation rules):
a) with the conjunction :
Example:
Direct Speech Indirect Speech
: , -
. .
1. : .
2. : . 3.
: .
4. : .
b) with the conjunction :
Example: : .
, .
305
1. , , :
. 2. :
. 3. :
.
c) with interrogative words serving as conjunctive words:

Example: ? .
, .
1. - ?
. 2.
: ?
3. ? .
d) with the particle , placing the word to which the question refers,
at the beginning of the subordinate clause:
Example: : ?
, .
1. -? .
2. :
? 3. ?
.

73*


1942 , ,
.
.

.
, 1
&.
, ,
, *.
1.
.
, , .
. ,
, , ,
. .
.
* The story by Elena Koshevaya, as we give it here, is slightly abridged
and adapted.
306
. ,
, . , -
, .
, .
;
, .
1942 .
: , ,
, , -
, .
, . - ,
, . -
, , .
, . . .
, .
:
, .
,
.
.
.
. , -

.
. ,
:
. .
, .
, , ,
.

.
.
.
,
.
, , ,
. -
.
.
307

.
,
,
. ,
,
. ,
, .

2.

7 ,
, , ,
: .
, , .
.
.
.
, .
:
, , .
?
.
, .
, . ,
: .
.
.
.
. .
, .
, .
,
, .
.

:
, . ,
.
.
308
.
,
1 1, .
.
,
.
.
. -
. , ,
. ,
,
. 500
, ,
, .

3.
.
, , . 1
1943 .
. .
, ,
.
:
, ,
; , .
:
, , ,
. ,
. ,
.
.
. ,
,
, .
11 ... ,
. . ,
. ...
,
.
309
:
, *.
.


.

.

.
-.

.
' .
, , ,
, .

.
.

to be terribly upset
( = ) not to get a wink of sleep
to take the oath
nop since then
, Better die standing than live
. kneeling,
( = ) to take an oath; to swear


-f- instr. (?)
4 prepos. ( ?)
-f- instr. (?)


1. Compose sentences with the following word combinations (use any form
of the words you please):

, ,
, .
* Famous words pronounced by Dolores Ibarruri, Spahish fighter for
freedom.
310
2. a) Indicate the root of the following words and translate the words into
English:
, , , .
b) Insert words from those given above to suit the sense:

1. . . . .
2. , . . .
. 3. , . . .
, . 4.
. . . .

3. a) Translate the following word combinations into English, indicate the


root of the verbs:
, , , -
, , , , ( ).

b) Insert verbs from those given above (use any tense of the verb you
please):
1. . . . . 2.
. . . . 3. . . . .
4. , . . . , , .
5. . . . . 6.
. . . . 7. ,
. . . . 8. . . . .
4. Group together words of the same root; underline the root:

, , , , , , , ,
, , , , , ,
, , , .

5. Answer the following questions on the text:

1. ?
2. ,
?
3. ?
4. , ?
5. ?
6. , ?
7. ?
8. ,
?
9. ?
10.
?
11. ?
311
12. ?
13. ?
14. ?

6. Pick out in the text examples of indirect speech. State what form of
indirect speech they express (narrative form, question, request).

7. In the following sentences, change the indirect speech to direct speech


(mind your punctuation marks):

1. ,
. 2. ,
. 3. , . 4.
,
.

74*
Grammar:
Word Order in Russian.
Remarks on Punctuation.


1. Word Order in Russian. Russian, owing to its well-devel
oped system of declension and conjugation, admits of greater lib
erty in the word order of the sentence than English. This compar
ative liberty is one of the sources of the richness of the Russian
language. It allows for flexibility in constructing the sentence,
and gives the possibility of lending to it a certain rhythm, even
in ordinary conversation. This does not mean, however, that in
the Russian sentence words may be arranged indiscriminately, as
every change in the word order imparts to the sentence a new
shade of meaning or a different stylistic colouring.
1. The following is generally regarded as the normal order of
words in a sentence (that is when it is not required to throw
emphasis on any word or words in the sentence by means of their
transposition):
a) The subject precedes the predicate and stands as close to it
as possible:
.
Note: The placing of the predicate before the subject is not to be
regarded as inversion in the following instances:
a) If reference to the speakers words is made after a quotation: -
, . In such instances this is the accepted
word order in Russian, according to standard grammar.
312
b) If the verb is- used in the present or past tense in constructions
translated into English by we have or it was:
. We have good machines.
. It was midsummer.
c) If the imperative singular is used with the meaning of the conditional-
subjunctive mood:
, .
b) An attribute with agreement (expressed by an adjective,
a participle, a possessive, demonstrative and other pronouns which
agree with the nouns they refer to) generally precedes the word it
qualifies:
.
.
An attribute without agreement (for example, one expressed by
various case forms of the noun) follows the word it qualifies:
.
c) The object generally follows the predicate:
.
& .
Note: In impersonal sentences, the object (which is the logical subject
generally precedes the predicate (this is not classed as inversion):
.
.
.
d) Adverbial modifiers expressed by adverbs ending in -o
(, , etc.) are usually put before the predicate:
.
Adverbial modifiers expressed by adverbs having the prefix no-
usually stand after the predicate:
-.
-.
Adverbial modifiers expressed by other means do not have any
fixed place in the sentence.
Note: Prepositions almost always stand before the noun, and emphatic
particles, after it:
& .
.
2. Inverted order is often used in the following instances:
a) To throw emphasis upon one word or another in the sentence.
The most important positions of emphasis are the beginning and
the end of the sentence:
313
1) The predicate often precedes the subject:
.
2) The object may be placed at the head of the sentence:
, .
.
3) An attribute with agreement is placed after the noun it mod
ifies and an attribute without agreement, before it. For instance:
Pushkin writes (see Lesson 636 ):
... ,
,
...
4) An adverbial modifier may also be placed at the head of the
sentence;
.
b) To change the style or rhythm.
Compare:
normal word order.
inverted word order, as
a result of which the rhythm has changed.
Inversion is common both in prose and in poetry.
3. Though comparative liberty is allowed in Russian word order,
there are instances when the word order has a grammatical function
and must remain fixed. Such instances are:
a) When in the sentence the subject and direct object are nouns
each of which has the same form in the nominative and accusative
cases of the singular or plural; then the word preceding the pred
icate is to be regarded as the subject:
. The trolleybus is overtaking the
autobus.
. Night replaces day.
If we reverse the order of the subject and direct object, the
meaning, as in English, is changed:
. The autobus is owertaking the
trolleybus.
. Day replaces night.
Note: However, normal word order is not essential:
1. If the subject and the object are of different genders and the predi
cate is expressed by a verb in the past tense:
.
314
2. If the subject and object are of different genders and if either or
both have attributes with agreement:

b) When the direct object and the attribute, expressed by a


noun in the masculine genitive, denote persons and, therefore,
have the same ending in the accusative and genitive cases:

(acc.) - I met the teachers brother,


.
(gen.) I met my brothers teacher.
c) The sentence may acquire a different meaning by the trans
position of the adjective and a change of intonation in speaking:
(attribute) . Overhead is the blue sky.
(nominal The sky is blue today.
predicate).
d) A numeral placed before a noun denotes an exact quantity
or number, after i t an approximate quantity or number:
. Five hours have passed.
. About five hours have passed.
2. Remarks on Punctuation (Systematization). Russian punc
tuation, in most instances, reflects intonation and pauses in the
spoken language.
1) As in English, the comma is used between two or more
homogeneous parts of the sentence:
& , , ().
, .
2) When two homogeneous parts of the sentence are joined by
the conjunctions or , no comma is used:
.
.
When the conjunctions or are repeated, a comma is used:
, .
, , .
A comma is put before the conjunctions or when they
join two independent clauses:
, .
315
3) Homogeneous parts of the sentence joined by the conjunc
tions to and are separated by a comma:
, .
, .
4) A comma is always put before the adversative conjunctions
a, and :
, .
, .
, .
Note: The conjunction may also be used in the meaning of
in which instance a comma is not placed before it:
. = .

5) a) A colon is put after generalizing words preceding enumer


ations:
: , ,
, .
b) A dash is put before generalizing words which follow enu
meration:
, , .
6) Co-ordinate clauses in a compound sentence are separated
either by a comma or by a semicolon, depending on the length
of the pause between them:
, .
; .
7) Subordinate clauses as well as participle and verbal adverb
constructions are set off from the principal clause by a comma
(see Lessons 48a, 62a, 66a, 67a, 68a, 69a, 70a). Homogeneous subordinate
clauses are also set off from each other by a comma unless they
are joined by the conjunction :
, , .
, .
8) If an adverbial clause of cause is joined to the principal
clause without a conjunction, a colon is used:
:
.
9) Parenthetic words and clauses are usually set off Irom the
rest of the sentence by commas:
, , .
, , .
, , .
316
Parenthetic clauses may be set off by dashes or brackets from
the rest of the sentence:
( 10 ) .
Note: For punctuation marks in direct and indirect speech see Les
son 73 \


1. Point out the sentences in which there is inversion of the subject and
of the predicate:
1. , , . 2.
,
(J1. )-3.
. 4. .
5. ropbi . 6. ,
(). 7. . .
(). 8.
(). 9.
, ().

2. Change the inverted word order in the following sentences to normal


word order:
1. . 2.
. 3. .
3. In the following sentence, use inverted word order composing three
sentences: 1) with inversion of the predicate, 2) with inversion of the
attribute without agreement, 3) with inversion of the object:
.
4. Compose sentences using: 1) normal word order, 2) inversion of predi
cate, 3) inversion of object, 4) inversion of attribute with agreement,
5) inversion of attribute without agreement, 6) inversion of adverb ending
in -o (of the type of ).
5. Copy the following sentences, taken from the works of various writers
and put commas where required:
1. ! .

(). 2.

(. ). 3.
, -

(. ). 4.

(--
). 5.
317
().
6. ,
(). 7.
().

6. Copy the following sentences, putting commas to set off the participle
and verbal adverb constructions. Translate the sentences into English:

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

, (. ). 5.
, (). 6.

(). 7. (),

74

,
.
, , , .
,
...
,
, ,
.
,
, , 1,
, , ...
-
, 1 , .
: ,
,
.
. , ,
,
.

313
, ,
.
.
, ,
, ...
: , ,
, , ,
, ,
- - .
, , :
, , .
,
, .
, , , ,
, , , , -
--- , ,
: ,
...
, ,
.
, , ,
. , ,
, , :
, , , ,
, , .
-
: , ,
,
,
, , , : ,
...

.
... ? 1
,
. ,
, : ,
,
, ,
, ,
319
:
, , , , .
. (18731954)
(abridged)

, at some time, early or later
... , that is... the ripest time and the ver-
, iest life
... I think (without speaking a word)
while the spring is not yet clad
, it is the same as if I had planted them
myself

1. Elbrus, the highest mountain in the Caucasus (5633 m.)


1. Analyse the word order in the first four paragraphs of the text,
2. Pick out from the text some sentences with the inversion of the subject
and the predicate.
3. Pick out from the text of the Lesson 726 a sentence with the inversion
of the attribute.
4. Explain the use of the comma before the conjunction u or its absence
before this conjunction in the text.
5. Pick out from the texts of this Lesson and of the lesson 726 some com
pound clauses in which coordinate clauses are connected by different con
junctions.
6. Compose sentences in which words of the same syntactical category
(subjects, predicates, objects, etc.) would be connected by conjunctions a,
, , , , ... , ... .
7. Pick out from the text complex sentences. Indicate which conjunctions
or conjunctive words connect the subordinate clause with the principal
clause.
8. Compose some complex sentences.
9. Pick out from the text two sentences in which the imperative is used to
express the conditional-subjunctive mood.
10. Answer the following questions on the text:
1. ,
?
2. , ?
3. , ?
4. ?
5. ?
6. , ?
320
7. ?
8. ?
11. Talk in Russian about some brook in your country. Tell about the
thoughts which the running water calls forth.

75
Recapitulation.


,
,
. XV
. . .

:
,
?
.

. ,
!
.
,
. ,
.
.
,
, , ,
.
.
. , ,
.
,
, .
. .
.
, , , ,
, .
. . -
, .
11 430 321
. ,
. ,
: .
. -
, , -
, -

.
,

, .

,

.
,
.

.
. , -
. ,
.
.
!
,

. !
?
. ,
. , ,
,
.
.

rudiments of science
to please the eye
rough work
vain attempts
we are all doing together our common
work
within ones powers
to do justice to
322

1. Compose sentences with the following word combinations:

, , ,
, .

2. Answer the following questions on the text:

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

3. Copy the following passage, putting the words in the brackets in the
required ease:

() () .
- () () () ,
, , . (
). , ( )
(), ,
. () (),
() 30 (). ()
(),
, () ().
() (
) . ( ) ,
( ). ( )
(), () ()
. ( ) ( )
10 ().

4. In the preceding exercise, state the cases of the nouns used with prepo*
sitions.
5. Translate into English:
a) Preposition :

1. . 2. . 3.
. 4. .

b) Preposition -:

1. - . 2. -
. 3. - .
c) Preposition :

1. . 2. .
3. . 4. .
d) Preposition :

1. . 2. .
3. . 4. .
e) Preposition :

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

f) Preposition :

1. . 2. .
3. . 4. , .
g) Preposition :

1. . 2.
. 3. . 4. .
5. . 6. .
7. . 8.
. 9.
. 10. , . 11.
. 12. . 13.
. 14.
.
h) Preposition :

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

i) Preposition :

1. . 2. . 3.
. 4. . 5.
. 6. . 7.
. 8. . 9. 1952
. 10. ,
824
j) Preposition :
1. . 2.
. 3. . 4. .
5. . 6. .
7. . 8.
. 9. , . 10.
.
k) Preposition :
1. . 2.
. 3. . 4.
. 5. .

6. Analyse the verbs given in Exercise 3 as follows:

Verb Aspect Mood Tense Person Gender Number Conjugation

imp. indie. pres. 1st __ pi. II


- cond.-subj. m. sing. II

7. Put the participles in the brackets in the required case form:

1. , ()
, , , .
2. , (
) . 3.
- ,
()
. 4. , ()
,
. 5.
, () .
6. , () ,
. 7.
, ()
- .

8. In the text of the lesson, indicate verbs in the conditional-subjunctive


and in the imperative mood.
9. Define the subordinate clauses in the text of the lesson.
10. Explain the use of commas in the following sentences taken from the
text of the lesson:

1. , -
? 2. ,
325
. 3. ,
. 4. , , ,
, . 5.
, . 6. ,
. 7. ,
: . 8. ,
. 9.
, . 10.
, ,
, .

11. Explain the use of the punctuation marks used in direct speech in the
following sentences. Commit to memory the sayings:

1. : , .
2. :
.
3. , :
, , . ,
. , .

. . .
. . .
, 1 , ,
, , .
, ,
, ,
, .
, , ,
, . ,
.
;
, . ,
, ,
, , ,
. ,
. , ,
, , ,
, , , -
326
,
.
. ,
, .
.
, , ,
.

, , *
, ,
.
,
, , ,
,
.
,
. ,
, .
... ,
, ,
,
, -
.
327

.. 1920
,
.

; , ,

.

,
.
, -
, , ,
,
,
, .

.

: .

. ,
, , , , .
, .
, ,
.
12 1922
, -
.
.
(1955 .)
GRAMMATICAL TABLES

THE NOUN
Table Mo, 1

The Gender of Nouns


The gender of nouns is indicated by their endings:

Masculine Feminine Neuter

Ending in: Ending in: Ending in:


1. a hard consonant 1. - 2 1. -
(, ) ( , )
()
2. - 1 (a soft consonant) 2. - 2 2. -
(, ) ( ) ()
3. - 3. - 3. -
( , ) (, ) ()
4. -a and - 2 4. - 1 (a soft consonant) 4. - * *
( , ) ( , ) (, )

1 Nouns ending it the soft mark* ( ) may be either masculineor fem


inine; but after , , , the soft mark* ( ) is written only at the end of
feminine nouns.
Nouns ending in - are feminine ( , , , ) , with
the exception of which is masculine.
Nouns denoting office, profession, ending in the suffixes - , and -
are always masculine: , , .
2 There are a few masculine nouns ending in - , - . These invariably denote
animate beings so that there is little difficulty in ascertaining the gender. Many
masculine diminutive names end in - , - ( , , ) . They are declined
like feminine nouns with corresponding endings.
Some nouns in -a may stand for persons of either sex: orphan.
3 There are ten neuter nouns ending in -. The most common of these
are name, tim e, banner, tribe, seed,
flame*.

329
330
Declension of Nouns In the Singular and Plural
Masculine I Feminine ' I Neuter
Table No. 3
Forming Certain Peculiar Plurals
1. Some masculine nouns take -a or - in the plural. In such cases -a and
are invariably stressed:
a) eye, -s forest, -s
meadow, -s sort, -s
shore, -s town, -s
island, -s voice, -s
doctor, -s train, -s
evening -s year, -s (also )
b) teacher, -s
region, -s
2. Masculine nouns ending in -, - have -, - in the plural:
Englishman, -men
peasant, -s
The word lord, master*, Mr. drops the suffix - and takes -a;
In the plural: .
3. Some masculine and neuter nouns take before the ending in the plural:
a) Masculine: brother, -s leaf, -ves*
husband, -s chair, -s
son, -s
b) Neuter: pen, -s tree, -s*
wing, -s
4. A few neuter nouns take - in the plural instead of -a or - :
apple, -s shoulder, -s
ear, -s knee, -s
5. Neuter nouns ending in - form their plurals as follows:
name, -s Note the infixing of --
time, -s between the stem and the
banner, -s ending.
seed, -s
6. Some words have a double plural, with different meanings:
/ sheet, -s (of paper)
\ leaf, -ves* (of a tree)
r/ root, -s (of a tree, tooth, etc.)
P \ root, -s (edible)
7. Some words have no plural:
a) Words denoting substances or abstract ideas:
petroleum courage
b) Many words of foreign origin:
bureau overcoat*
coffee* depot
8. There are nouns which have only the plural form:
scissors 'environs, neigh-
gate* bourhood*
irik negotiations*
331
Table No. 4
The Use of Cases without Prepositions

I. The N om in ative Case


The Nominative Case Is used to express:

1. The Subject . The student reads.


2. The Predicate . Pavlov is a student.
3. Vocative Word , ! Comrades, come along!
4. Nominative Sentence . It is spring.
5. The second member in , The ocean is larger than
the comparison (after . the sea.
the conjunction 1)

II. The G enitive Case


The Genitive Case is used:

1. In com bination with


other nouns:
a) to denote possession: the pupils book
(my) sisters children
b) to denote the person the actors performance
or object performing an (= ( = the actors perform)
action: )
the trains m ovem ent
(== ) ( = the train moves)
c) to denote the object construction of a town
of the action: ( = ) ( = a town is being con
structed)
(= - the reading of a book
) ( = a book is being read)
d) to denote a whole in a slice of bread
relation to a part of it: a corner of a room
e) to denote substances a kilogram of cheese
(used with words expres a bottle of wine
sing measure):
f) to denote a quality a tall man (literally, a man
of a person or object: of tall height)
a park of culture and rest

g) to denote the person the beauty of nature
or object possessing some the strength of the people
quality:
2. In com bination with
num erals:
a) with the numbers 2, two tables
3. 4 (genitive singular): three books

1 If the conjunction is not used, see under The Genitive.

332
Continued

b) with the numbers 5, five tables


6, 7, etc. (genitive plural): six books

Note: With compound numerals the case required by the final


number is used: twenty-two tables*,
twenty-five books*.

3. In com bination w ith


w ords ex p ressin g an
in d efin ite quantity:
a) nouns denoting count how many
, many tables, books
able objects stand in the
genitive plural: few
b) nouns denoting un how much
light, water,
countable objects or ab much
laughter
stract notions stand in the little
genitive singular:

4. In com bination w ith . The ocean is bigger than


the com p arative d e the sea.
gree of a d jectiv es
(w ith ou t the conjunc
tion 1).

5. In com bination w ith


certain verbs:
a) with transitive verbs . We bought som e bread.
to denote a part of a . Fetch us som e milk.
whole:
b) to denote the object I have not read the news
of transitive verbs in the . paper today.
negative2; He did not receive a let
. ter yesterday.
c) with the following
verbs to denote the ob
ject:
, to wish . I wish you health.
to ask* . He asks for aid.
to demand The teacher demands si
. lence.
to achieve* . We achieved success.
to avoid He avoids nobody.
.
to be afraid o f & . I am afraid of the cold.
to be fright The children were fright
ened* . ened by the storm.

1 If the conjunction ! is used, see under The Nominative Case.


2 In the same instances when the verb is not in the negative, see under
The Accusative C ase.

333
Continued

d) in impersonal sen . My sister is not at home.


tences with , , . The teacher was not at
1: home.
He will not be at home
. tomorrow morning.

III. The Dative Case


The Dative Case is used:

1. As indirect object in
combination with
verbs which denote
an action directed to
wards "somebody or
something:
, to give . Give the book to the sis
ter.
, to help
! Help the children!
, to
I answered my brothers
answer . letter.
, to
I sent a letter to my
send . teacher.
, to
Show the pictures to your
show . guests.
,
The officer ordered the
to order ... soldier...
, to
Explain this to the pupils.
explain .
, to
Do not refuse them help.
refuse .
, to pre
Do not prevent father
vent, to hinder . from working.
, to order,
The doctor told the patient
to tell (to do) . to stay in bed.
2. With nouns formed help to the comrade
from the above men letter to the teacher
tioned verbs:
3. With verbs denoting
a state of mind:
, We are glad of springs
to be glad . coming.
, to I am surprised at his de
be surprised . cision.

1 In the same instances personal sentences with the nominative case may
be used:
. Father was not at home.
. Father will not be at home.
However, impersonal sentences with the genitive case are more commonly
used.

334
Continued

, - My mother likes the new


to like . opera.
4. In impersonal sen
tences:
a) with such verbs as:
, to be How is your friend getting
getting on ? on?
, to . My sister wants to sing.
want
, My brother had to work
to have to . a great deal.
, to suc The girl did not manage
ceed (in), to manage . to go for a walk.
, to , It seem s to the mother
seem , to appear . that the child is unwell.
b) with such words as:
w ell, fine . The children feel fine
here.
pleasant It is pleasant for the
teacher to hear this.
cold . The child was cold.
difficult The old man will find it
. difficult to walk.
jolly All young people were
. jolly (had a jolly time).
may ? May Peter come in?
41, he, she, it, etc.) The schoolchildren must
need(s) . study seriously.
nop it is tim e It was time for sister to
. go to work.
(I, he, she, it, etc.) . Mary must not smoke.
must not, should not,
ought not
it is neces My comrade must study
sary, must a great deal.
.
(it is a) pity*, sor , Father is sorry you can
ry*, etc. . not come.

IV. The Accusative Case


The Accussative C ase is used:

1. In combination with
transitive verbs:
as a direct object with a . I am reading a book.
verb in the affirmative1: I see people in the street.
.

1 For transitive verbs in the negative, see under The Genitive Case".

335
Continued

2. With intransitive
verbs to denote:
a) a period of time: We stayed for a week in
. the village.
b) a distance: The tourists covered a
hundred kilometres in
. three days.
c) price: . The book costs a rouble.

V. The Instrumental Case


The Instrumental Case is used:

1. In combination with
verbs (in the active
and passive form):
a) to denote the per We cut bread with a
former of an action or the . knife.
instrument by which some . I write with a pencil.
thing is done: . The shore is flooded by
water.
The earth gets light from
. the sun.
This letter is written by
. my brother.

b) to denote the object


with the following verbs:
to lead*, to Who directs your work?
direct ?
to govern* The government governs
. the state.
to com This officer is in com
mand, to be in com . mand of a regiment.
mand
to possess, to He has a good command
have command of of French.
.
to make use We make use of the li
of . brary.
to study* 1 study Russian.
.
to be in She is interested in music.
terested (in) .
to be proud of He may well be proud of
. his son.
, to Comrade Ivanov was elect
choose, 4o elect . ed deputy.

336
Continued

2. As the nominal part


of the predicate with
the link-verbs:
be* . My father was a doctor.
, to be . became a teacher.
come* to get*
, to - became a champion.
become, to get* .

, to be This engineer is the di
- rector of the factory.
.
, He remained my friend.
remain* .
, From the aeroplane the
seem, appear* . people below seemed
little dots.
, be consid My brother is considered
ered* . a good student.
serve* Fighters for peace serve
- as an example to other
. people.

2. With verbs of motion


to denote:
a) place: . We walked through the
woods*
b) means of convey We went (rode) by train,
ance: ( = ).

3. To denote:
a) the time of r.n ac In the evenings I read.
tion: ( = ).
b) manner: He speaks in a loud voice.
.
c) comparison: She sings like a nightin-
( = ). gale.

4. As an object with the She works as a typist( == in


meaning in the capa ( = the capacity of a typist).
city of: ).
5. As an object of the The teacher was pleased
word : . with his pupils.

The prepositional case is used only with prepositions. See Table No. 22

337
-*-* a 3

- 8
_&e a
d d g
a

^ Vh
5=1 M
.2
-JJ
12
<D

S >> ~
32
- .

fa c <u 0.2 *n
' s|
of Adjectives (Table of Endings)

T3 <u > s

.2 I I s
a2 s * \
<B1>ot=co=
I
^
!
D
m
SS 14
<D
> > > *>
^ ^
THE ADJECTIVE

^ *CQ CG CQ

a |3
<H CO
'S

a .5 ^

H C'H

,
w<D
w S
|0
*5 g
WX<iJ>43
.S
COS
*C C
^
5

Declension

eg CQ
1
t-* cu

*2^ >>>i
5 . 2
< > CU
^V H^ 03 CQ

<D
fa
S
E*g
>
0>) .-*C3-,* Vi

. u
-J3 .fa <D
c -<
0 c| e*d
og, bZ)..
< _ , C/D

1l | f
^S=-S
: . I -*-*
55 wjI w *r
5

- .5
6
~

333
THE-PRONOUN
Table No. 6
Personal Pronouns
Singular

Nom.
Gen. , , ,
Dat. , , , ^
Acc. , , ,
Instr. (-) (-) , , ,
Prep. () () () () ()

Plural

Norn.
Gen. ,
Dat. ,
Acc. ,
Instr. ,
Prep. () () ()

N o t e. When used with a preposition, the pronouns of the 3rd persoa


take an h - at the beginning.

Table No. 7
Interrogative and Negative Pronouns

For all Genders (Singular and Plural)

Nom.
Gen.
Dat.
Acc.
Instr.
Prep. () () () ()

N o t e. When used with a preposition, the particle i? separated


from the pronoun and the preposition is placed between it aid the pro
noun: , .
339
Table No. 8
Possessive Pronouns ,
Singular Plural

Masculine Feminine Neuter For all Three


Genders

Nom.
Gen.
Dat. ^
Acc. , ,
Instr. (-)
Prep.

Nom.
Gen.
Dat.
Acc. , ,
Instr. (-)
Prep.

N o t e . The possessives , , , , , , ,
are declined as , etc.; , , , , as etc.; the
possessives his, its, her and their are not declined.

THE NUMERAL
Table No. 9
Declension of Numerals1

(40) (50) (80)

Nom.
Gen.
Dat.
Acc.
Instr.
Prep. ^

N o t e . 1. (90) and (100) are declined in the same


way as (40).
2. (60), (70) are declined in the same \yay as
(50).

1 For the declension of , (, , ), (), , ,


, etc. see Lesson 60.
340
Table No. 10

(200) (300) (400) (500)

Nom.
Gen.
Dat.
Acc.
Instr.
Prep. () () () ()

THE VERB
Conjugation of Verbs
Table No. 11
Conjugation of the Verb

Infinitive: be

Indicative Mood

Present1 Past Future

,
, -
\
^ >
1 j
'j
>
J

Imperative Mood Conditional-Subjunctive Mood

!, ! () , () , etc.

Participles

Active Passive

Present
1 1 1

Past
Future

Verbal Adverb:

1 Rarely used.
341
I

<D
>

~ )
s s

1-
)
*1* ^

53
|-1

cd
>

* -


U

c/i
< .*-<

6
2
0J
>

* 8
!
1
)
>
^ >

,
*

sa-
V>X
J. +-
v
"
S SJ
s
- - > . s>
^ >

>

342

VO

I
. 4>

?
,
|

*C4 <


(2 1




w

3 3
k h o o o S bjo





=;
,
*? -, 3 0
a >
*5 4
S
,
CQ


>

fl <
CU g
*'




-
5 5

as
s m
5





<


-

>

*5*
J5

O
V 7<1
3-
)d
V) )
1-1

S -*->



>
S?
-
->

> <
See notes 2, 3 on p. 342.

t=f >>,
VO1

^o g "
-
\ -- ~
3 3


k h o o o S c qo

O
V
ja

(D =3 P
H >
>,
5 ^5 CJ
5 &





"



-3 Du
5
>

1 1

5 - _ -'
*-^
3 Smo3 )
KHOOo >

-



0)


Vh
# -
S
3 3
SSCQ

343
Reflexive Verbs (in - )

Conjugation i
Table No. 16
Imperfective Aspect

Infinitive: to dress oneself

Present Past Future

, -
, -
\ )
>
] " < *
\
>
J

Imperative Mood Conditional-Subjunctive Mood

!, ! () , etc.

Participles

Active Passive

Present
Past

Verbal Adverb:

Verb Endings
Table No. 17

Imperfective Present and Perfective Future

Conjugation I: -|0 ! -- '? T> *? > '? - - W


G - (-)1, -, -, -, -, - (-)
Conjugation II: - (-)1, -, -, -, -, - (-)*

After hard consonants (, ) and , , , (, ).


After , , , ().
Table No. 18
Verbs of Mixed Conjugation1
Infinitive:
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past:
Infinitive:
Future: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Past: ; Pass. Past: ; Verbal Adverb: ()
Infinitive:
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past:
Infinitive:
Present: , , ; , ,
Past: , , ;
Participles: Act. Pres.: , Past:
Table No. 19
Conjugation of Some Verbs with Certain Peculiarities1,2
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: ; Past:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Verbal Adverb:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Pass. Pres.: (rarely
used); Verbal Adverb:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Pass. Pres.: ; Verbal
Adverb:

1 Verbs derived from those given in the table, have not been included
in it.
2 The table that follows contains the most commonly used Russian verbs
the conjugation of which may present certain difficulties.
345
Infinitive: I p
Future: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Past: ; Pass. Past: ; Verbal Adverb:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Verbal Adverb:
Infinitive : I p
Future: , , ; , ,
Past: , , ;
Imperative: ;
Participle: A ct. Past: ; Verbal Adverb:
Infinitive: II
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Verbal Adverb:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Participles: Act. Pres.: , Past:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Verbal Adverb:
Infinitive: I p
Future: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Past: ; Pass. Past: ; Verbal Adverb:
)

Infinitive: I p
Future: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Past: ; Pass. Past: ; Verbal Adverb:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles; Act. Pres.: ; Past: ; Verbal Adverb:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative : ;
Participles: Act. Pres.: , Past: ; Verbal Adverb:

346
Infinitive: I p
Future: , , ; , ,
Past: , , ;
Imperative: ;
Participle: Act. Past: ; Verbal Adverb:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Participles: Act. Pres .: ; Past:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Pass. Pres,: ; Verbal
Adverb:
Infinitive : I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: ; Past:
Infinitive: I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: ; Past:
Infinitive: I
Future: , , ; , ,
Past: , , ;
Imperative : ;
Participles: Act. Past: ; Verbal Adverb:
Infinitive: I p
Future: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Past: ; Pass. Past: ; Verbal Adverb:
Infinitive: I p
Future: , , ; , ,
Past: , , ;
Imperative : ;
Participle: Act. Past: ; Verbal Adverb: ( )
nfinitive: II
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participle: Act. Pres.: ; Past:
Infinitive: I
Future: , , ; , ,
Past: , , ; &
Imperative: ;
Participle: Act. Past: ; Verbal Adverb:
Infinitive : I
Present: , , ; , ,
Past: , , ;
Imperative: ;
Participles: Act. Pres.: , Past: ; Pass. Past:
347
Table No. 20

Alternation of Consonants in Verb Forms

6 1 , ...
1 , ...
, ...
, ...
3 , .. /
, ...
, ...
, ...
, ...
, ...

Table No. 21

Prefixes in Verbs of Motion and Prepositions Which


Go with Them

Prefix Preposition Case Example

- (-) .
- Gen.
.
.
* Gen.
- (-) Gen.
- Gen.
- (-) Gen.
- Gen.
Dat.
0 Gen.
- (-) Dat.
nepe- Acc.
ii without prep. Acc.
- Dat.
Acc.
- Gen.
0 ... Gen.
- Acc.
Acc.
Instr.

1 In the verbs of the 2nd conjugation.


348
THE PREPOSITION
Table No. 22
A List of the Most Common Prepositions
(in Alphabetical Order) and Cases They Govern

The Case
Preposition it Gov- Example English Translation

() with Gen. 1 went out into the street


out* . without a hat.
We found his house with
. out difficulty.
Dat. Thanks to you I learned
thanks to, - to speak Russian.
owing to* .
() Gen. - New works have been
near* . built near the town.
() in, at*, Acc. . I am going to the village.
into*, to*, on*, Come to see us on Wed
etc. . nesday.
My brother plays football.
.
Prepos. We were at the theatre
. yesterday.
In his youth he was fond
. of dancing.
6- I am going on my vacation
. in August.
along* Gen. The young people walked
. along the river bank.
instead Gen. Instead of a letter I sent
. a wire.
round* Gen. Round the house was a
. large garden.
dur Gen. We talked for an hour.
ing, for .
for Gen. . I shall do this for you
(your sake).
. This is a cup for milk.
till*, to* Gen. It was three kilometres to
. the city.
. We walked about till eve
ning.
for, beyond, Acc. The people fought for their
at* . Motherland.
- I did not pay much for this
. book.
How many kilometres do
? you cover a day?
I wrote it for my comrade
.

349
Continued

The Case
Preposition it Example English Translation
Governs

for, beyond, Instr. . A field is visible beyond


at the river.
My brother went for tick
. ets.
At dinner we had an in
. teresting talk.
() from, Gen. Our guests arrived from
out of, of* . Moscow.
This box is made of wood.
.
Out of love for art he be
. came an actor.
None of us left the place.
.
- from be Gen. - The moon appeared from
hind,because of . behind the wood.
The boat did not put out
- , to sea because of the fog.
- from Gen. - The first flowers showed
under , themselves from under
the snow.
- Here is a glass that had
. milk in it.
() to, to Dat. The motor car rode up to
wards, at . the house.
Towards evening it grew
. cold.
. Pie was served at dinner.
Come to see me today.
.
besides Gen. I dont know anyone here
. besides you.
( Gen. The children were running
) round . round the table.
() Instr. A river flows between the
between . wood and the field.
() Instr. Let this remain between
past, by . you and me.
Gen. () A valley is visible between
(rare) . the high mountains.
past, by Gen. A bird flew by me.
.
The ship sailed by the is
. land.
on, onto, Acc. Put the book onto the table.
for, upon, .
at Let me have (Give me)these
. magazines for a week.

350
Continued

The Case
Preposition it Example English Translation
Governs

W , onto, Acc. . relies upon you.


for*, upon, 1 bought silk for a dress.
at .
. The son resembles the
father.
Prepos. . The book is lying on the
table.
My brother works at a
. factory.
My sister plays the piano.
.
() Instr. Clouds were seen over the
over, above, 1 . city.
at* We are working at a new
. plan.
The student bent over the
. book.
We laughed at a new joke.
.
in Acc. Despite the bad weather
spite of, des , we went to the stadium.
pite .
(, ) ab Prepos. We spoke of literature and
out, against, of art.
on\ upon .
Acc. The wave beat against the
(rare) . side of the ship.
about, Gen. The fishermen were sit
near, by . ting by the river.
1 spent about a month at
. the sea (shore).
() from, Gen. It is almost 650 kilometres
with 650 from Leningrad to Mos
. cow.
Give her my regards.
.
He smiles with pleasure.
,
It rained from the begin
. ning of May to the end
of June.
() Instr. A table is standing in front
before, in . of the sofa.
front of* Great tasks confront us.
.
- We arrived before dinner.
.

351
Continued

The Case
Preposition it Example English Translation
Governs

no along*, in Dat. . They walked along the


through*, by, street.
according to, I read the newspapers in
till . the morning.
- We work according to a
. new method.
I sent a letter by mail.
.
Yesterday a schoolfellow of
. mine arrived.
The children received a
. book each.
Acc. I shall stay here till the
. 5th of May.
() un Instr. The tourists sat down un
der, near . der a tree.
A carpet is lying under
. the table.
We study the language un
der the guidance of a
. teacher.
There are beautiful spots
. near Moscow.
Acc. Put the carpet under the
. table.
after* Gen. After work all went for a
. shower.
in the Gen. There is a table in the
middle . middle of the room.
at, by, Prepos. There is a fine club at the
with, before . factory.
He read the book by day
. light.
We shall talk everything
. over when we meet.
I dont want to speak in
. his presence.
about* Acc. Tell us about your trip.
.
in front Gen. - A car stopped in front of
of*; against* the theatre.
.
- I have nothing against this
. th eory.
for the Gen. I shall do it for your sake.
sake of* .
along Instr. Our garden is alongside the
side of* . river.

862
Continued

The Case
Preposition it Example English Translation
Governs

() from*, Gen. The tourists climbed down


out of . the mountain.
. I worked from the morn
ing.
He began singing out of
. joy.
Instr. - We listened to him with
. pleasure.
()with, of, Instr. - A Happy New Year to you.
against .
Who is sitting beside you?
?
A glass of water is stand
. ing there.
The army fought heroical
. ly against (with) the
enemy.
through Acc. You cant see anything
. through the curtain.
among* Gen. I lived long among fisher
. men.
Among my books there
. are some very old ones.
by, with* Gen. I have many friends.
.
The rest home stood by
. the river.
() Gen. We crossed the street.
across, .
through* I received this letter
. through a comrade.
This medicine must be tak
en every two hours.
.
Table No. 23
Gases and the Prepositions that Go with Them1
Genitive Dative Accusative Instrumental Prepositional

, , , , , , , , , , , , ,
, , , , ()2,2, , , (, ),
, , , -, -, , , , ,
, , * ,
, , , ,
(),
, , , ,

1 The prepositions in black letters may be used with two or three different cases.
* Rarely used with this case.
12 430 353
KEY TO EXERCISES
PART V

43a
1
1. k w as reading (read) much in the summer. I have read several books.
2. The newspapers often wrote about the fruit crop in the south. Today the
newspapers have written about the wheat crop. 3. I have been (was) learning
theEnglish language for a long time. I have learned the English language
well. 4. My sisterhas been studying music for several years. Now she has
taken up singing as well. 5. The students have been preparing for their exam
ination for three days. They have prepared for the examination very well.
6. Kolya always washed and dressed quickly. He quickly washed and dressed.

2
Imperfective Aspect Perfective Aspect





'1
t
3
, , , , , , ;
, , , , , , .
4
1. . 2. . 3. . 4. . 5. . 6. .
5
, ; , ; , ; , ; ,
; , ; , ; , .
6
1. ) (), ) (). 2. ) , ) . 3. ) (),
) (). 4. ) (), ) . 5. ) (), ) (). 6. ) ,
) . 7. ) , ) . 8. ) , ) . 9. ) ,
) . 10. ) , ) . 11. ) (), ) -
(). 12. ) , ) . 13. ) (),
) (&). 14. ) , ) (). 15. ) , ) . 16. ) (),
) ().
354
7
1. ) , ) . 2. ) , ) . 3. ) , )
. 4. ) , ) .
8
1. . 2. .
3. . 4. .

43
1
Imperfective Aspect: , , (), -
, ; , , .
Perfective Aspect: .
2
Imperfective Aspect Perfective Aspect The Aspects Differ:
change in root
prefix in the perf. aspect
different suffixes
different suffixes
prefix in the perf. aspect
different roots
() prefix in the perf. aspect
prefix in the peri, aspect
change in stem and dif
ferent suffixes
prefix in the perf. aspect

44a
1
) 1. The student Volkov was present at the lecture, he was listening and
writing. 2. He took (wrote) down the lecture well. 3. He rew rote two pages
at home. 4. Then he added another few sentences. 5. Ivanov also took (wrote)
down the lecture, but he did not take (write) it down to the end. 6. He cop
ied the end from Volkov and inserted (wrote in) the English words.
) 1. A superstructure was built over the old house. 2. The kolkhoz school-
house was finished (finished building) quickly. 3. This plant must be rebuilt.
4. A garage was added to the house.
2
) , , ,
, , ,
.
) , ,
, .
3
1. . 2. . 3. , . 4. . 5. .
6. . 7. , .
4
a) 1. . 2. . 3. . 4. . 5. .
6. .
b) 1. . 2. . 3. . 4. . 5. . 6. .
12* 355
5
1. /, sing, acc. 2. n, pi, gen. 3. ,
/, sing, dat. 4. /, sing, prepos. 5. /, sing, prep-
os. 6. n, sing, prepos. 7. n, sing, prepos. 8.
n, sing, gen. 9. n, sing, prepos. 10. n, pi, gen;
/, sing, gen. 11. n, pi, gen. 12. /, sing, prep
os. 13. /, sing, prepos. 14. /, sing, acc. 15. /,
sing, prepos. 16. n, sing, prepos. 17. n, pi, gen.
18. //, sing, prepos. 19. /, sing, acc. 20. /z, sing,
instr. 21. /, sing, dat. 22. n, sing, gen. 23. -
n, sing, dat. or: nt pi, dat. 24. m, sing, dat.; yp6-
m, pi, dat. 25. /, sing, dat. 26. n, sing, dat.
27. m, sing, prepos. 28. , f, pi, gen. 29. /,
pi acc.; n, sing, dat. 30. /, sing, gen. 31. /,
sing, gen.
446
1
; ; ;
-- ; ; ;
; ; ;
; ^ .
3
1. . 2. . 3. . 4. . 5. . 6.
. 7. . 8. , . 9. .
10. . 11. .
4
, , , , , , ,
, , , , , , ,
.
5
1. change in root and different suffixes (--------); 2. prefix no- in the
perf. aspect/, 3. different suffixes (--------); 4. suffix -- dropped in the perf.
aspect; 5. different suffixes (-a-------); 6. suffix -- dropped in the perf. as
pect; 7. prefix no- in the perf. aspect; 8. change in root and different suffixes
(-a-------); 9. change in root and different suffixes (-a------ -). 10. suffix --
dropped in the perf. aspect; 11. prefix no- in the perf. aspect; 12. suffix --
dropped in the perf. aspect; 13, 14. prefix no- in the perf. aspect; 15. different
roots.
8
1. I read the book to the end. 2. The seamstress remade the dress.
3. I played chess for a while with Vladimir. 4. She strolled for a while about
ihe garden.

45a
1
Imperfective Aspect: 1. . 2. . 3. .
4. . 5. . 6. . 7. ^ .
8. . 9. &.
Perfective Aspect: 1. . 2. . 3. . 4. . 5.
. 6. . 7. . 8. . 9. .
356
1. I shall be taking music lessons twice a week. I shall take a few mu
sic lessons. 2. They will speak with comrade Ivanov. They will speak this
evening with Vera Nikolayevna. 3. The tourists will be walking all day. They
will go through the wood. 4. Speak slowly! Say a few words. 5. You will be
receiving the newspaper Pravda. You will receive my letter in a week. 6. We
shall be preparing for the examination. We shall prepare for the examination
as best as we can. 7. I shall go in for gymnastics. I shall go in for gymnas
tics by all means. 8. Don't tell anything to Kolya. Tell us about Moscow
9. I shall always be giving the comrades new books. I shall now give the
comrades a book on the Volga.
2
1. (), (&). 2. , . 3. , . 4 . - 5 .
. 6. , . 7. , . 8. 9. , .
3
Imperfective Aspect Perfective Aspect The Aspects Differ:
1. different roots
2. prefix
3. prefix
4 different roots
5. change of suffix
6. prefix
7. change in root
8. change in root and of suffix
9. suffix dropped
4
a) , , &.
b) , , , , , .
c) , , .
5
1. ) , ) . 2. ) , ) .
3. ) , ) . 4. ) ^ , ) . 5. )
, ) . 6. ) , ) . 7. )
, ) . 8. ) , ) . 9. ) , ) -
. 10. ) , ) . 11. ) , ) .
12. ) , ) .
6
1. ) , ) . 2. ) , ) . 3. ) ,
) .
7
1. . 2. . 3. . 4. . 5. . 6. .
1. . 2. .
3. . 4. . 5. . 6. .
8 9
) 1. prepos. 2. prepos. 3. prepos. 4. prep-
os. 5. prepos. 6. prepos. 7. prepos. 8. prepos.
9. prepos.
) 1. , . 2. , . 3. . 4. -
. 5. , 6. .
) 1. dat. 2. dat. 3. dat. 4. dat. 5.
dat.
357
10
^ . .
.
. .
.
45
1
, 2nd pers, p lf II; 2nd pers, plt I; ,
, 3rd pers, pi, /; 3rd pers., pi, //.
2
, , , .
3
Imperfective Aspect Perfective Aspect The Aspects Differ:
change of suffix
prefix and change in root
suffix dropped
suffix dropped
prefix
prefix
prefix
change in root and change of
suffix
suffix dropped
4
1. . 2. . 3. . 4. . 5. . 6.
. 7. . 8. . 9. .
5
1. a) Future, b) Imperative. 2. a) Imperative, b) Future. 3. a) Imperative
b) Future. 4. a) Imperative, b) Future. 5. a) Future, b) Imperative.
1. a) We shall build a new house, b) Let us build a new house. 2. a) Theres
a new picture on today, lets go to the cinema, b) Tomorrow we shall go
to the cinema. 3. a) Let us learn this text by heart! b) We shall learn this text
by heart. 4. a) Let us say this in Russian, b) We shall say this m Russian.
5. a) We shall read this text once more, b) Let us read this text once morel
6
old age, youth, weakness, difficulty,
tiredness, joy, speciality, profession.
8
1. , ? 2.
. 3. . 4.
. 5. .

46
1
1. a) Present, b) Perfective Future. 2. a) Present, b) Perfective Future.
3. a) Perfective Future, b) Present. 4. a) Present, b) Perfective Future. 5. a) Pres
ent, b) Perfective Future. 6. a) Present, b) Perfective Future.
358
1. a) 1 usually go out of the house at 8 oclock in the morning, b) Tomor
row I shall go out of the house at 9 oclock in the morning. 2. a) Here the
tourists usually reach (go up to) the wood and then go to the right, b) These
tourists will also reach the wood and then will go to the right. 3. a) My com
rade will drop into the library, b) He drops into the library once a week.
4. a) I pace the room, b) I shall walk a little longer about the garden and then
1 shall go to bed. 5. a) Our teacher comes to the lesson at 10 oclock in the
morning, b) Tomorrow he will come at 11 oclock. 6. a) Good-bye, I am leaving
(going), b) I shall not leave (go) without any books!

2
to carry in
to carry out
to carry somewhere
- to carry (as far as)
- to carry (take) somewhere; to bring together
- to take, to carry away
- - to carry from one place to another
- to bring
- to carry by (past, through)
- to leave (on one's way), to bring
- to fly (in, into)
- to fly out
- to fly o ff (away)
- to fly so fa r, to reach
- to fly down
- to fly away
- - to fly over
- - to come flying
- to fly by (past)
- to fly into
3
I II
to come running
to run away
to come flying
to fly away
to bring
to carry, to take away
to bring (by some means of
to take, to carry away transport)

4
Imperfective Aspect Perfective Aspect
Infinitive and Present Tense Infinitive and Future Tense
, ,
, , ^
, ,
, ,
, ,
5
1. . 2. . 3. . 4. (). 5. , .

359
46<>
2
, , ,
, .
3
, .
4
Present, Imperfective Aspect: , , , ,
.
Past, Imperfective Aspect: .
Past, Perfective Aspect: , , , .
Future, Perfective Aspect', .
Infinitive, Perfective Aspect: , .
5
1. ) () tends (grazing cattle), ) is grazing. 2. )
is raising, 6) is mounting. 3. ) are opening,
) is being opened.
6
, , , , , , ,
, , .
7
, , .
8
1. . 2. . 3. . 4. . 5. . 6. . 7. . 8. . 9. . 10. . 11. .
12. . 13. (). 14. . 15. .
9
1. . 2.
. 3.
. 4.
.
10
1. . 2. . 3. , . 4. , .

47
1
1. dat. 2. gen. 3. dat. 4. dat. 5. dat,
instr. 6. dat. 7. dat. 8. instr. 9. gen. 10. instr.
11. dat. 12. . 13. . 14. prepos. 15. dat.
16. . 17. gen. 18. gen. 19. dat, prepos.
20. gen. 21. , instr.
1. When will you come to see us? 2. We have not seen you for a long
time. 3. Show me your books. 4. We must solve the problem. 5. May I speak
to you? 6. Do you want to go to the theatre? 7. You must not smoke. 8. Come
to the garden with us. 9. He did not recognize me. 10. Pleased to make your
acquaintance. 11. Come to see me. 12. I rely upon you. 13. I am very glad to
see you. 14. We spoke a great deal about you. 15. How are you getting on?
16. They are sending me to the South. 17. Dont leave us, 18. Do this lor my
360
sake. 19. I was pleased to hear about you. 20. Dont forget usl 21. We shall
have a talk.
2
Sentences 4, 5, 6, 7, 15, 19.
3
) 1. . 2. . 3. . 4. . 5. .
) 1. . 2. . 3. . 4. . 5. . 6. .
) 1. . 2. . 3. .
) 1. . 2. . 3. . 4. .
) 1. . 2. . 3. . 4. .

476
1
1. dat. 2. . 3. instr, dat. 4. dat. 5. gen.
6. instr. 7. gen. 8. dat. 9. dat. 10. gen. 11. dat.
2
1. . 2. ....
3. ... . 4. , ... . 5. ....
6. ... . 7. ... .
3
1. . 2. . 6. , .
1. Comrade Ivanov took the floor. He began speaking and it grew silent In
the hall. 2. The concert has begun. The singer has begun singing. 3. A comrade
called on me, and we went for a walk. 4. The teacher gave us a hometask. We
put down what we must do. 5. I shall not forget anything. 6. There was a storm
yesterday. Suddenly it began to thunder and lightning flashed.
5
Imperfective Aspect Perfective Aspect The Aspects Differ.
1. suffix dropped
2. prefix
3. change in root and particle -
dropped
4. change in root and particle -
dropped
5. change in root
6. change in root and in suffix
7. change in root and in suffix
8. different roots
9. prefix and change in root
, , , , , , ^,
, .
6
1. . 2. . 3. , , . 4. . 5.
6. , 7. .
8
1
? .
. , . .
361
. . ' -
, . .
, .
.
.

48
1
1. (acc) it. 2. f,) it. 3. (acc) them. 4. (gen) it. 5. (dat)
them, (instr) with him. 6. (gen) from him. 7. (instr)
overhead, over them. 8. (acc) for her. 9. (prepos) about him.
3
1. . 2. . 3. . 4. . 5. . 6. . 7. . 8. . 9. . 10. ^.
11. . 12. . 13. . 14. . 15. . 16. . 17. . 18. . 19. .
20. . 21. . 22. . 23. .
4
1. ) pers, ) poss. 2. ) possf ) per s. 3. ) posst )
pers. 4. ) pers, ) poss. 5. ) poss, ) pers.
1. a) You are sitting near her. b) You are sitting near her brother.
2. a) I know their father, b) I saw them in the theatre. 3. a) Show her sons
work, b) She is not at home. 4. a) My teacher was among them, b) I was sit
ting among their friends. 5. a) Where is his fathers letter? b) It is not on the
table.
5
1. , (?). 2. (?). 3. (?) 4. -
( ?), ( ?). 5. (?), (?) 6.
( ?). 7. (?) 8. (?), (
?). 9. (?).
6
1. ... ( ?) 2. ...
( ?) 3. ... ( ?).
4. ... ... ( ?). 5. ...
( ?). 6. ... ... ( ?).
7. ... ( ?). 8. ...
( ?).
7
a) 1. . 2. . 3. . 4. . 6. . 7. .
b) Sentences 5, 8.

486
1
(, ) , sing, ; , sing, prepos;
, sing, ; , sing, gen; ( ) /, sing,
; , sing, ; , sing, dat; () /, sing,
; f, sing, dat; f, sing, ; /, sing, instr; f, sing,
dat; f, sing, instr; f, sing, prepos: pi, instr;
pi, dat; pi, gen: pi, dat; pi, prepos.
2
, , , , , , , .
362
3
) -: wife; woman; married; married to; marry.
1. . 2. . 3. . 4. .
) -: husband; man; to marry; married.
1. . 2. . 3. . 4. .
4
1. My younger sister married an engineer. 2. Her friend is married to a
schoolteacher. 3. My friend married a student. 4. I am not married yet. 5. Niko
lai Nikitin is going to marry my sister. 6. Whom has your elder brother married?
5
1. . 2.
. 3. .
6
1. ) , ) . 2. ) , ) . 3. )
, ) . 4. ) (), ) 1.
7
1. change in root. 2. change in root and suffix. 3. change in root. 4. change
in root and suffix. 5. suffix dropped.
9
nouns ( ?); noun (?); pronoun
(?); noun ( ?); noun ( ?);
( ) pronoun ( ?); pronoun ( ?); pronoun
( ?); infinitive (?); pronoun (?);
pronoun ( ?); noun (?); noun ( ?);
pronoun ( ?); noun (?); noun (?); noun (?);
pronoun ( ?).
10
; 6 .

49
1
1. gen. 2. gen. 3. dat. 4. . 5. . 6.
prepos. 7. instr. 8. . 9. . 10. gen. 11. instr.
1. for you and for myself. 2. for me and for you. 3. for himself. 4. for my
self and for him. 5. at herself, at her. 6. about myself. 7. over us. 8. 9. 10. not
for myself but for you. 11. with us, with us.
2
a) 1. . 2. . 3. . 4. .
b) 1. ... . 2. .... 3. ....
4. .
c) 1. ... . 2. ... . 3.
... . 4. .
1. ... . 2. ___ 3. ... .
4. .
3
1. a) The snow covered the earth. 6) The earth was covered by the snow.
2. a) The pupil is solving the problem. 6) This problem may be solved easily.
3. a) We were building this house. 6) This house was built by us. 4. a) We
receive the newspaper daily. 6) The newspaper is received by us daily.
363
4
1. . 2.
. 3. . 4. . 5.
. 6. . 7.
. 9. , .

49
1 2
1. () . 2. () dat. 3. () instr. 4. () ,
gen. 5. () . 6. () instr. 1. () instr. 8. (),
prepos. 9. () dat. 10. () gen.
4
Imperfective Aspect Perfective Aspect The Aspects Differ:
suffix dropped
change in root and
different suffixes
suffix dropped
prefix and different
suffixes
prefix
different roots
5
, , '.
6
Imperfective Aspect, Past Tense: , , , ,
.
Perfective Aspect, Past Tense: , , .
7
1. . 2. , . 3. . 4. . 5.
. 6. . 7 . 8. . 9. . 10. .
50
2
Imperfective Aspect: , , , .
Perfective Aspect: , , , , ,
.
4
1. ) , ) . 2. ) , ) . 3. ) ,
) . 4. ) , ) . 5. ) , ) . 6. ) ,
) . 7. ) , ) . 8. ) , ) .
9. ) , ) . 10. ) , ) . 11. ) , ) -
. 12. ) , ) . 13. ) , ) . 14. ) ,
) .
5
Imperfective Aspect Perfective Aspect The Aspects Differ:
) suffix dropped
suffix dropped
suffix dropped
) change in root and differ
ent suffixes
364
change in root and dlf-
ferent suffixes
Change in root and dif-
ferent suffixes
) prefix
prefix
prefix
) change in root
) different roots
different roots
6 7
1. (). 2. (), (), , (),
(). 3. (), (). 4.
(). 5. (). 6. (), ().
7. (), (). 8. (), (). 9. -
(). 10. (), (). 11.
(). 12. (), (). 13. ().
14. (). 15. (). 16. (). 17.
(), (). 18. ().
8
a) , ; , ; , .
b) .
c) , .
9
1. ) , ) . 2. ) , ) . 3. , . 4. ) ,
) . 5. ) , ) .
11
1. . 2. , , . 3. . 4. . 5.
. 6. , . 7. , .
12
1. Before sunset our group of Alpinists climbed several kilometres up the
mountain. 2. Among us there were quite young sportsmen. 3. They were eager
to get as quickly as possible to the glacier, but the sun set quickly and it grew
cool. 4. The night came on suddenly, as is usual in the mountains. 5. We
picked a comfortable spot for resting. 6. We prepared supper and tea for
ourselves over the bonfire.
7. After supper we lay down to sleep. 8. Overhead was the dark southern
sky and the bright stars. 9. I felt somewhat chilly, but slept very soundly.
10. The morning breeze cut through the air and I opened my eyes. 11. It was
already almost light.
12. About an hour passed. 13. 1 rose. 14. From behind the sea, the sun
rose. 15. The day began. 16. Everybody got up, washed and had his breakfast.
17. Before us was a path among bushes. 18. We took our things and walked up
the path.
13
2. gen. 3. dat. 5. , dat. 8. instr.
9. dat, . 17. instr. 18. dat.
14
3. 9, 11 (first clauses).
365
PART VI

51a
1
1. prepos. 2. instr. 3.
gen. 4. prepos. 5. prepos. 6.
gen. 7. . 8. dat. 9. -
prepos. 10. prepos. 11.
gen.
2
1. ? 2. ? 3. ? 4. ^?
5. ? 6. ? 7 ? 8. ?
9. ? 10. ? 11. ?
3
Qualitative Adjectives: , , (1), , , ,
, ().
Relative Adjectives: , , , , .
4
) 1. . 2. . 3. . 4. . 5. . 6. .
) 1. . 2. . 3. . 4. . 5. . 6. .
) 1. . 2. . 3. . 4. . 5. . 6. .
) 1. . 2. . 3. . 4. . 5. . 6. .
5
1. . 2. . 3. instr. 4.
instr. 5. prepos. 6. dat. 7. dat. 8.
prepos. 9. gen. 10. prepos. 11. instr.
12. prepos. 13. prepos. 14. gen. 15. -
prepos. 16. . 17. instr. 18. prepos.
19. dat. 20. gen. 21. instr, gen. 22.
instr. 23. instr. 24. instr, 25. , instr.
7
a) 1. (?) 2. (?). 4. (?). 6.
(?), (?). 8. (?).
b) 3. (?). 5. (?). 7. (?).

8
1. . 2. . 3. . 4. .
9
a) , , ^, , , , .
b) 1. . 2. . 3. . 4.
.

51
2
; , ; ; ; ;
3
, , ,
366
4
a) , , , , , , ,
, .
b) , , , , .

5
) 1. prepos. 2. , -
prepos. 3. , -
gen. 4. . 5. .
) 1. . 2. prepos. 3. ,
gen. 4. - instr. 5.
gen, prepos. 6. dat.
7
prepos, instr,
, , , -
gen, instr, gen,
dat, , gen,
, prepos,
, ge/z, Instr,

10
.
& .
.
.
.

52
1
prepos\ ', ,
gen\ , prepos;
gen; instr,
, , ; gen;
prepos; , instr;
prepos; instr] dat.
2
? ? ? ?
? ? ? ? ?
? ? ? ? ?
? ? ?
3
) 1. . 2. . 3. . 4. -
. 5. . 6. .
) 1. . 2. . 3. . 4.
. 5. . 6. .
) 1. . 2. . 3. . 4. -
. 6. .
) 1. . 2. . 3. . 4.
. 5. . 6. .
367
4
1. . 2. . 3. . 4. . 5. . 6.
. 7. . 8. . 9. .
10. . 11. . 12. . 13. . 14. .
15. . 16. . 17. . 18. .
5
1. . 2. . 3.
. 4. .
6
1. (?) 2. ... (?) 3. ... (?) 4.
(?)
52
1
/, sing, instr; . . . , sing, prepos; .. .
, pi, instr; /, pi, ; -
/, sing, gen.
3
, , , , , , ,
4
, , , , .
6
) 1. . 2. . 3. . 4.
. 5. . 6. .
) 1. . 2. . 3. . 4.
. 5. . 6. . 7. .
7
, , , , , , , , ,
, , , , , , .
8
1) . 2. , .
3. . 4. . 5. . 6. .
10
Object clauses: 3. . 5. ...
Attributive clauses: 1. ... 2. ... 4.
.
12.
1. . 2. lore
. 3. lhre ( ), -
, ,
, , ,
.
53
1
1. more friendly. 2. greener. 3. wider. 4. warmer. 5. better than yesterday.
6. stronger than. 7. the. highest (the most high). 8. the highest. 9. the freshest.
368
10. more. 11. brighter. 12. faster than I. 13. faster than everybody. 14. most
of all.
2
Comparative Degree: 1, 2, 3, 4, 5, 6, 10, 11, 12.
Superlative Degree: 7, 8, 9, 13, 14.
5
, , ; , , , , , ,
, .
7
bright, loud: , suffix -; quiet: , suffix -;
high: , syllable -- dropped, suffix -; wide: syllable
-- dropped, suffix -e.
10
2. . 3. . 4. . 5. . 6. . 7. .
13
, , : ? suffix --.

53
3
1, 2: --; 3: --; 4: --; 5, 6, 7: --.

4
1. . 2. . 3. . 4.
. 5. . 6. & .

5
) 1. . 2. . 3.
. 4. . 5. . 6.
. 7. . 8. . 9. .
) 5. . 6. . 8. 9. -
.

6
) , , , .
) , , , , &.
) , , .
7
, , , , ,
(in the ending changes to by the general orthography rule),
, , .
9
.
. , .
.

369
:
.
, .

54
1
1. on my table. 2. over our town. 3. our friends. 4. her voice. 5. at his sis
ters (house). 6. in your window. 7. about your life. 8. to my son. 9. of our school,
about their progress. 10. to your friends.
2
1. prepos. 2. instr. 3. acc. 4. nom. 5. gen. 6, 7. prepos. 8. dat. 9. gen} prep
os. 10. dat.
3
1. ? 2. ? 3. ? 4. ?
5. ? 6. ? 7. ? 8. ? 9.
? ? 10. ?
4
1. . 2. . 3. . 4. . 5. . 6. . 7. . 8. . 9. .
10. . 11. .

Attribute with Agreement Attribute without Agreement
1. ( ?) 3. ( ?)
2. ( ?) 5. ( ?)
( ?) 6. ( ?)
4. ( ?) 8. ( ?)
( ?) 12. ( ?)
7. ( ?) 13. ( ?)
9. ( ?) 14. ( ?)
( ?) 16. ( ?)
10. ( ?)
11. ( ?)
14. ( ?)
15. ( ?)
( ?)
54
1
, sing, ; m, sing, gen;
, sing, dat; /, sing, prepos; ... , sing, gen;
/, sing, ; . . . /, sing, instr.
2
^ ; ; ;
.
-, -: friend; friendship; friendly; friendly.
1. . 2. . 3. . 4. . 5. . 6. .
4
1. How old are you? 2. I am 22 years old. 3. How old is your father?
4. He is 61 (years old). 5, How old is our teacher? 6. She is over thirty.

370
5
1. ? 2. 35 . 3. &
, ? 4. 43 . 5. ? 6.
18 .
6
, , , .
8

!
, .
, . , .
, .
. ; .
Era .
. ,
, . . -
. !
.
.

55
1 2
1. () native town. 2. (prepos) in
our town. 3. () old teacher. 4. -
(gen) at our teachers (house). 5. (acc) your book. 6.
(acc) your book 7. (instr) with my friend,
(instr) with your brother. 8. () on your
desk. 9. (prepos) about your progress (success). 10.
(prepos) about your successes. 11. ^ (acc) your sister,
(acc) her husband. 12. () your sister,
(instr) with her husband. 13. (acc) whose book. 14. -
(dat) to whose teacher.
3
1. . 2. . 3. . 4. . 5. . 6. . 7. . 8. .
9. . 10. .
4
1. ^. 2. . 3. 4. ^. 5. . 6. . 7. . 8. . 9.
. 10. .
5
1. . 2. -
. 3. ? 4.
? 5. . 6.
. 7.
. 8. . 9.
. 10.
. 11. . 12. ?
13. ?
6
1. prepos. 2. gen. 3. gen. 4.
. 5. dat. 6. dat. 7. dat.
371
8. gen. 9. dat. 10.
dat. 11. , gen. 12. gen. 13. & dat. 14.
. 15. gen, instr. 16. gen.
17. gen. 18. . 19.
. 20. gen. 21. gen. 22.
instr. 23. dat.

55
1
... , sing, ; pi, gen; ...
, sing, ; tn, sing, ; , singf ;
, sing, p re p o s; , sing, prepos;
/, sing, instr; pi, ; ... pi, dat; ...
pi, instr; , sing, ; pi, ;
m, sing, .
2
1. . 2. . 3.
. 4 . 5. & . 6. .
7. . 8. . 9. .
10. . 11. . 12. .
13. . 14. . 15.
. 16. & . 17. -
.
56
1
. 1. a) this work, b) it is. 2. a) about this task, b) about it. 3. a) before
this lesson, b) before it. 4. a) this morning, b) it. 5. a) this lesson, b) this.
6. a) after that event, b) since then.
. 1. a) all the comrades, b) all, every one. 2. a) all the exercises, b) eve
rything. 3. a) of the whole plan, b) of everything. 4. a) not the whole letter,
b) not everything. 5. a) all friends, b) everybody.
. 1. a) from very early in the morning, b) from the very morning.
2. a) about this same story, b) just about it.
. 1. I myself. 2. yourself. 3. from her herself. 4. you yourself. 5. from the
professor himself. 6. to Tanya herself. 7. you yourself. 8. with the technician
himself.
2
. 1. nom. 2. prepos. 3. instr. 4. nom. 5, 6. gen.
. 1. nom. 2. acc. 3. prepos. 4. nom. 5. dat.
. 1. gen. 2. prepos.
. 1. nom. 2. nom 3. gen. 4. dat. 5. gen. 6. dat. 7. gen. 8. instr .

3
1. ) ? ) ? 2. )
? ) ? 3. ) ? ) ? 4. ) ?
) . 5. ) ? ) ? 6. ) ? ) ?
4
) 1. . 2. . 3. . 4. . 5. . 6. .
) 1. . 2. . 3. . 4. . 5. . 6. .
) 1. . 2. . 3. . 4. . 5. . 6. .
372
5
1. . 2. . 3. . 4. . 5. . 6. . 7. . 8.
. 9. . 10. . 11. . 12. . 13. . 14. .
6
1. ) , ) . 2. ) , ) . 3. ) , ) . 4. )
, ) . 5. ) , ) .
7
1. , , . 2. , , -
. 3. , , . 4. , ,
. 5. , , . 6. , ,
.
56
3
a) -:
b) 1. . 2. . 3. . 4. , . 5. .
6. (). 7. . 8. . 9. . 10. .
4
1. . 2. . 3. . 4.
. 5. ! 6. . 7.
. 8. . 9. . 10. . 11.
. 12. '1. 13. . 14.
. 15. . 16. . 17.
. 18. . 19. . 20. .
6
.
. -
.
. .
.
.
.
. .

57
1
1. what (with). 2. with whom. 3. opposite whom. 4. at what. 5. with whom.
6. about what. 7. for what. 8. from whom. 9. in what. 10. to whom. 11. what
(with). 12. what (about).
2
1. instr. 2. instr, 3. gen. 4. instr. 5. instr, 6. prepos. 7. acc. 8. gen. 9. prep-
os. 10. dat. 11. instr. 12. dat.
3
a) 1. There was nobody at home, besides myself; nobody to ask to go to
the shop. 2. He will tell Tanya nothing; he will have nothing to tell her.
3. We have not yet told anyone about our trip; we have not yet had anyone
to talk to about it. 4. 1 did not ask anyone how to do it; I had no one to ask.
5. 1 did not go with anyone to the mountains. Yesterday I had no one to go
to the mountains with. 6. I did not expect a letter from anyone yesterday.
Yesterday there was nobody I could expect a letter from. 7. My brother did not
373
wish to look at anything. It was desolate all around; there was nothing to look
at. 8. We shall not go to see anybody tomorrow. Weve got nobody to go to
tomorrow; all our friends have left town. 9. I did not teach anybody today.
I had nobody to teach.
) 1. We did not think of undertaking any trip as yet. 2. I took no book
along with myself. 3. Didnt you see my bag? I didnt see anybodys bag.
) 1. I am staying home and shall not go anywhere. Ive got nowhere to
go today. 2. Today he was not expecting letters from anywhere. He had
nowhere to expect letters from. 3. My sister has no time to go shopping just
now. She never goes shopping.
4
) 1. gen, acc. 2. gen,. 3. dat. 4. gen. 5. instr. 6. gen. 7. acc.
8. dat. 9. instr.
) 1. prepos. 2. gen. 3. gen.
5
1. . 2. . 3. .
4. ' , . 5. ...
6. . 7. .
8. . 9. . 10. -
. 11. . 12.
... . 13. . 14. ... . 15.
. 16. .
1. .
6
1. . 2. . 3. . 4. . 5. . 6. . 7. .
7
1. . 2. . 3. . 4. . 5. , . 6.
7. . 8. . 9. . 10. , . 11. . 12.
. 13. . 14. , . 15. , .
8
1. . 2. .... .
3. ... . 4. ... .5. ,
. 6. ... . 7. ... .

576
1
Negative Adverbs: , .
Negative Pronouns: instr, , ,
gen, gen, , gen, gen, gen,
gen.
3
) -: 1. . 2. . 3. ^. 4. .
) -: 1. (6). 2. . 3. . 4. , .
) ()-: 1. . 2. . 3. , . 4. . 5.
. 6. . 7. .
) -: 1. . 2. . 3. . 4. . 5. . G. .
374
58
1
1. twice, the second time. 2. a hundred and twenty five pages, on the
one hundred and twenty-fifth page. 3. six years old, sixth year. 4. twelve desks,
at the twelfth desk. 5. ten words, the tenth word. 6. thirty kilometres, the thirti
eth kilometre. 7. twenty-eight days, the twenty-eighth day. 8. ninety-four flats,
in flat 94 (lit. in the ninety-fourth flat). 9. eleven letters, in the eleventh letter.
10. seven coaches, in the seventh coach. 11. one hundred and twenty-nine issues,
in the one hundred and twenty-ninth issue. 12. one hundred and eighty pages,
on the one hundred and eightieth page.
2
1. m, sing, acc. 2. ... /, sing, prepos. 3. m, sing,
nom. 4. ... /, sing, prepos. 5. n, sing, acc. 6.
m, sing, acc. 7. m, sing, nom. 8. ... /, sing, prepos.
9. . .. n, sing, prepos. 10. . .. m, sing, prepos. 11. . ..
m, sing, prepos. 12. ... /, sing, prepos.
3
1. ? 2. ? 3. ? 4.
? 5. ? 6. ? 7. ? 8.
? 9. ? 10. ( ) ? 11. -
? 12. ?
6
) 1. . 2. . 3. . 4.
. 5. . 6. .
7. . 8. . 9. , .
10. .
) 1. . 2. . 3.
. 4. . 5. . 6. . 7.
. 8. . 9. . 10. -
. 11. . 12. . 13. ,
.
586
1
prepos; , , , , , ,
() ; , , etc. ;
prepos; , , etc. ;
; , etc. prepos.
2
& ; ;
; ; ;
; ; ; *
3
) -: 1. . 2. . 3. . 4. .
) -: 1. . 2. . 3. . 4. .
) -: 1. . 2. . 3. . 4. .
4
Imperfective Aspect Perfective Aspect The Aspects Differ:

different roots
different suffixes

375
prefix
prefix
prefix
change of vowel in root
and suffix -- dropped
different roots
suffix -- dropped
suffix -- dropped
change in root
change in root
prefix
different suffixes
different suffixes
change in root
change in root
5
, , , , (the verb is not
used in the 1st person), , , , , , ,
, , (the verb is not used in the 1st person).

59a
1
1. in nineteen fifty-five. 2. from nineteen forty-nine. 3. the first of January.
4. from the fifteenth of July up to the twentieth of August. 5. till nineteen
thirty. 6. to the year nineteen sixty-four. 7. of the seventeenth century. 8. the
eleventh of January. 9. on the fifteenth. 10. from the first of March till the twenti
eth of April. 11. on' the sixth. 12. in what year, in nineteen twenty-nine. 13. after
the twentieth. 14. last year. 15. next year.
2
1. prepos, 2. gen. 3. gen. 4. gen, acc. 5. gen. 6. dat. 7. gen. 8. nom. 9. gen.
10. gen. 11. gen. 12. prepos. 13. gen.
5
\
.
.
.

59
1
1156-, 1367- prepos; XV () gen; 1505-
gen; 1600- ; 1568- prepos; XIVXVI (
) gen; XIX () prepos. 1491-
prepos; 80- prepos; XIX () gen; XIII ()
; XVII (), XVIII () gen. XVIII (
) dat; 12- 1918- gen; 7- dat, gen;
1937- gen.
60
1
1. What time is it? . . . half past eight. 2. at half past eight. 3. at twenty
minutes to nine. 4. at nine. 5. from one to two. 6. five minutes to two. 7. from
two oclock. 8. at six oclock. 9. at twenty minutes past six. 10. between seven
and eight oclock. 11. from nine till ten. 12. at half past ten. 13. about twelve
oclock. 14. till twelve. 15. a little after twelve. 16. at a quarter to one. 17. at
376
what time. 18. how long, two hours less. 19. in an hour and ten minutes. 20. out
of thirty days. 21. no less than twenty-eight days.
2
1. . 2. . . . . 3. . 4. . 5. . 6. (). 7. (, ). 8. .
9. ()... . 10. .
3
1. . 2. (). 3. . 4. . 5. .
6. . 7. . 8. ().
4
a) and ) 1. , 2. gen. 3. dat. 4. . 5. instr. 6. prepos.


4
1. I do not like to go to the theatre alone. 2. In one house there are fifty
flats, in the other, one hundred and sixty. 3. In a house where I lived there were
120 flats. 4. I liked Jerome K. Jeromes book Three Men in a Boat. 5. One
for all, all for one. 6. The children did not walk in the garden alone. 7. We
heard this at a meeting. 8. In a minute the boy had run home and was back.
9. For a long time I thought only of one thing: how to settle this question.
10. On one side of the field was a river, on the other, a wood.
5
1. . 2. . 3. . 4.
. 5. . 6. . 7. .
6
.
. , ,
, , , ,
. , ^
. , , .
.
.
. ,
.
, .
. ,
.
, .

61
2
;
; ;
; ; ; ;
; ; ; ;
; ; ;
; ;
.
5
-(- ; -f- ; () -f- ( + ) (-|- suffix --
and ending -); () + () (-f- suffix -); () (-{- ) 4- -
377
; () ( + ) + ; + (); ()
( + ) + () (-{-suffix -- and ending -); ( + ) + ().

9
1. ) , ) . 2. ) , ) , ) . 3. ) -
, ) .
10
) 1. ; 2. ; 3. ; 4.
; 5. ; 6. ; 7. ; 8.
; 9. ; 10. .
) 1. ; 2. ; 3. ; 4. -
; 5. ; 6. ; 7.
, ; 8. ; 9.
.
11
1. . 2. ,
. 3. . 4. , . 5. .
6. . 7. .
12
Adjective Comparative Degree Superlative Degree
,
, ,
, ,
, ,
, ,
13
1. . 2. . 3. . 4. . 5. -
. 6. . 7. . 8. . 9.
. 10. . 11. . 12. , .
13. . 14. , . 15. .
16. , .
1. Many of our comrades visited the Exhibition of the achievements of the
national economy. 2. The other week there was a big concert at the House of
Trade-Unions. 3. I met her brother in the pavilion of electronics. 4. I wrote my
wife a long letter to the Rest Home. 5. Did you see those new airplanes at the
Exhibition? 6. Examine (Look at) this interesting model. 7. No, better I shall
examine that machine. 8. Have you seen already that singer? 9. No, I havent
seen him, but I have heard him sing over the radio. 10. This collective farm
has sent specimens of its wheat to the Exhibition. 11. Havent you finished
your work yet? 12. I have done all of my work, but I still have to help my
sister. 13. Best wishes. 14. Yesterday I spoke about this to the Director of the
Exhibition himself. 15. The house stood on the very bank of the river. 16. In
this pavilion we learn about the role of electronics in all branches of our nation
al economy.
15
1. 5 , (). 2.
? 3. , ,
, . 4. -
,
.
378
PART VII
62a
1
) 1. , ; 2. dat, \ 3. prepos, \
4. ]\ 5. \ 6. , \ 7. , /; 8.
, /.
) 1. instr, ; 2. prepos\ 3. ^ dat\ 4. instr.
5. prepos, ; 6. , dfaf; 7. ge/, instr;
8. ge/r; 9. ; 10. rfaf; 11.
, prepos; 12. prepos; 13. prepos; 14.
prepos] 15. .
2
Object Clauses: ) 16, ) 18.
Attributive Clauses: ) 7, 8, ) 915.
3
1. (). 2. ( ). 3. (); 4. ( ).
5. (). 6. (). 7. (). 8. ( ).
4
9. . 10. . 11. . 12. . 13. . 14. . 15. ~.
.
5
) 11, 12.
6
a) 1. . 2. . 3. ^. 4. . 5. .
b) 1. . 2. . 3. . 4. . 5. . 6. .
7
a) 1. . 2. . 3. .
b) 1. . 2. . 3. .
c) 1. . 2. . 3. .
d) 1. . 2. . 3. .
e) 1. . 2. . 3. .
f) 1. . 2. . 3. .
8
1. . 2. . 3. . 4. . 5. . 6. . 7. . 8. ^.

62
1
Stem

Prefix, Root Suffix Ending Particle




4-
0 4-
( )
379
Stem

Prefix Root Suffix Ending Particle


( )

-{-
1
4-
-{-
( )
- [- 4
- - -|-
- - ( )
2
) 1. . 2. . 3. . 4. . 5. .
6. . 7. .
) 1. . 2. . 3. . 4. .
5. . 6. . 7. .
3
() -f- , () -}- (), () -j- (), +
, + ().
5
) 1. , . 2. . 3. ^.
) 1. . 2. , . 3. . 4. .
6
) 1. pi, . 2. , sing, . 3. /, sing,
. 4. pi, . 5. pi, prepos. 6. , singf gen.
7. ge/z. 8. pi, dat.
) 1. , s//zg, //. 2. pi, , 3. mt sing,
gen. 4. /, sing, . 5. /, sing, gen. 6. f, sing,
prepos. 7. n, sing, prepos. 8. /, acc. 9.
/?*, prepos.
9
1. , . 2. , () -
. 3. ' , .
4. , , , .
5. , . 6. ,
? 7. , , .
8. , ,
. 9. , . 10.
, . 11. , . 12. ,
. . 13.
, ?

63
1
1. studying. 2. who knows. 3. graduating. 4. sailing. 5. growing. 6. who are
building. 7. preparing. 8. interested in. 9. which was being built. 10. blooming.
11. approaching. 12. which are. 13. who love. 14. which was. 15. playing, laughing.

1 In these words the prefix -has lost its meaning as a prefix.


380
2
1. , , pi, . 2. , , sing,
. 3. 1, pi, . 4. , /, sing, .
5. , sing, . 6. , , pi, . 7.
, , pi, . 8. , /, sing,
. 9. , sing, gen. 10. , pi,
instr. . , /, singy . 12. ,
, pi, prepos. 13. , , pi, gen. 14. , -
, sing, dat. 15. ... pi, .
3
( I); ( I); ( I);
( I); ( I); ( II);
( ); ( I); ( II);
( I); ( I); (
II); ( ); ( II);
( I); ( I).
4
) , , , , , .
) , , , , ,
.
5
1. visible. 2. navigated by a young pilot. 3. in the problem which we are
solving. 4. illumined by the moon. 5. lifted and carried off by the wind. 6. broad
cast by Moscow radio. 7. conducted by a well-known actor. 8. translated by me.
6
1. , m, sing, nom. 2. , m, sing, nom.
3. ... /, sing, prepos. 4. , , sing,
prepos. 5. , , p i, . 6. ,
, pi, prepos. 7. , , sing, . 8. -
... /, pi, prepos.
7
( II); ( I); ( I);
( I); ( I); ( II);
( I); ( II); (-
II).
8
) , , , , , .
) , , , .
9
1. ) , ) . 2. ) , ) .
3. ) , ) . 4. ) , ) . 5. ) -
, ) .

63
1
) water, water (attr.)\ flood, Inundation, -
deep, high water (attrj, submarine, water supplyf
running water.
381
b) production, lead, guide, leader
ship, guidance, conduct, bring, water supply,
running water.
2
() -f- , () -f- (), () -(- .
3
a) 1. . 2. . 3. . 4. .
b) 1. . 2. . 3. . 4. .
4
Stem
Prefix Root Suffix Ending
-j-

-J- 0
+
5
Active Participles: I; I; I;
II.
Passive Participles: I; .
7
, ; , ; ,
; , ; , ;
, ; , ; , .
8
1. active. 2. active. 3. active.
4. passive. 5. passive.
9
1. , , sing, . 2. ,
, pi, instr. 3. , , pi, gen. 4. ,
/, pi, instr. 5. ..., , pi, gen* 6. -
..., /, sing, prepos.
10
1. . 2. , . 3. . 4.
. 5. . 6. . 7. . 8. .
9. . 10. .
13
1. I, ,
. 2. ,
, . 3. ,
, 1703 . -
. 4. 25 (7 ) , ,
. 5. , -
, , .
382
64
1
1. a) which always fulfilled the plan, 6) always fulfilling the plan. 2. a) which
has already fulfilled the plan, 6) already having fulfilled the plan. 3. a) covering
the field, 6) which has covered the field. 4. a) rising from the sea, 6) which rose
from the sea. 5. a) setting off for the extreme north. 6) which had set off for
the extreme north. 6. a) who had sung, b) who was singing.
2
Imperfective Aspect Perfective Aspect
m, sing m, sing
, sing , sing
, sing , sing
pi pi
f, sing f, sing
3
1. which showed itself. 2. swimming. 3. who had graduated from. 4. which
had departed. 5. admiring. 6. which were. 7. which had brought. 8. who had vis
ited. 9. which was. 10. who had come. 11. which were born.
4
1. , n, sing, gen. 2. , . pi,
acc. 3. , , pi, gen. 4. ,
/. sing, prepos. 5. , , pi, . 6. ,
, pi, instr. 7. , , sing,prepos. 8. ,
pi, gen. 9. ^, , sing, prepos. 10. ,
, sing,, dat. 11. , , p lf acc.
5
) , , , , , ,
, .
) , , , , , ,
, .
7
1. act, pres. 2. pass, pres. 3. act, past. 4. act. pres. 5. act, past,

646
2
) 1. . 2. . 3. . 4. .
) 1. &. 2. . 3. . 4. .
3
Stem
Prefix Root Suffix Ending Particle
+

+
4 5
1. , , sing, acc (perfective). 2. ,
, sing, prepos (imperfective). 3. ..., /, sing, acc (perfective
4. ..., pi, gen (imperfective).

6
Present: 1, 2. Past: 3.
7
, ; , .
8
) 1. . 2. . 3. . 4. ,-
. 5. . 6. .
) 1. . 2. . 3. .
11
1. , XIX , .
2. , ,
. 3. , ,
. 4. ,
, . 5.
, ,
. 6: ,
.

65
1
1. a) which we had written, b) written by us. 2. a) which we had received,
b) received by us. 3. covered with flowers. 4. heard by me. 5. taken (borrowed).
6. bought by her. 7. seen by us.
2
1. ... m, sing, acc. 2. ...
pi, prepos. 3. , f, sing, nom. 4. , /,/?/,
acc. 5. , /, pi, . 6. ... m, pi, .
7. , m, sing, nom.
3
1. sunlit. 2. which were built. 3. taking off (rising). 4. surrounded by a wood.
5. covered with clouds. 6. the road to which we were directed. 7. who were
setting off. 8. taken by me.
4
1. ... /, sing, dat. 2. ... & m,
pi, prepos. 3. ... m, sing, acc. 4. ,
, sing, dat. 5. , n, sing, prepos. 6. -
f, sing, dat. 7. , m, pi, gen. 8. ...
n, sing, gen.
5
Active Past Participles: 3, 7.
6
a) , , .
b) , , .
c) , , .
d) , , .
384
7
a) , -, -, - ; , -, - , - ; , -, - , - .
b) , -, - , - ; , -, - , - ; , -, - , - .
c) , | , - , - ; , , -, - ; ,
| , - , - .
d) , -, - , - ; , -, - , - ; , -, -, - .
8
1. a) the books we had read, b) the books were read. 2. a) my comrade
who was reading, busy reading (engaged in reading), b) my comrade was busy
with (engaged in) reading.
9
Active: Present Participle : 5, Past Participles : 2, 3.
Passive: Present Participle : 6, Past Participles: 1, 4.

656
2
Stem
Prefix Root Suffix Ending
+
4-


-f-
3
, -, - , - ; , -, - , - ; , -, - , - ; , | ,
- , - ; , -, - , - .
4
1. . 2. . 3. . 4. . 5. . 6. .
5
1. . . . , (gender, number, case)] (gender,
number). 2. . . . (gender, number, case). 3. . . .
(gendert number). 4. . .. (gender, number). 5.
, (gender, number, case).
6
1. , . 2.
. 3. . 4.
.
7
1. . 2. . 3. . 4. . 5.
. 6. . 7. . 8. . 9. . 10.
.
11
1. , , . 2.
. 3. , ,
. 4. ,
. 5.
. 6.
. 7.

430
. 8.
. 9. -
. 10. ,
. 11. , ,
.
66
1
1. present participle active. 2. past participle active. 3. present participle
passive. 4. past participle passive.
2
1. , 2. , 3. ; 1. ,
2. ; 2. , 4. ; 2. .
1. , 2. , 3. ; 1. ,
2. ; 2. , 4. ; 2. .
3
1. which is the biggest river in Europe. 2. coming in from the south. 3. sit
uated on the bank of the Volga. 4. sailing on the Volga. 5. built in 1952.
6. sailing on the Volga. 7. covered with forests, covered with (taken up by)
meadows. 8. joined with the Moskva River by a canal. 9. foodstuffs transported
along the Volga. 10. which now bears his name. 11. which stands (is located)
on the right bank of the Volga. 12. beginning as a small brook. 13. who loves
the Volga.
4
Active Constructions: 1, 2, 4, 6, 10, 11, 12, 13.
Passive Constructions'. 3, 5, 7, 8, 9.
5
Sentences 6, 9.
6
Adjective
Verb Characteristics Characteristics
Infinitive
Participle
Active or

Number

Conjuga of the Verb


Passive

Gender
Suffix

Tense

tion and
Case

Aspect

* act pres /, imp / sing dat


act pres II, imp pi prepos
pass past II, p erf m sing prepos
act pres I imp Pl prepos
pass past II, p erf m sing instr
act p res I, imp pl dat
p ass p a st I, p e r f tn sing notn
pass p a st I. perf m sing notn
pass p a st //, perf. f sing dat
pass pres II, imp pl gen
act pres II, imp m sing prepos
act pres II, imp m sing prepos
act pres I, imp f sing gen
act pres II, imp m sing gen

* The endings are printed in black type.

386
7
1. . 2. . 3. . 4. . 5.
. 6. . 7. , . 8. .

8
1. . 2. . 3. . 4. . 5. . 6. .
7. . 8. . 9. .

9
1. . 2. . 3.
. 4.
.

10
As Participles: 2, 4, 7, 9, 11.
As Adjectives: 1, 5, 8.
As Nouns: 3, 6, 10.

66
1

Active Passive


Present

_


Past


2
1. , . 2 . . . - 1 0 4 , -
, . . . . 3. , , . . . .
4. , , . . . . 5. -
, , . . . . 6. . . .
, . 7. , . . . , . . .
. . . . 8. , ,
....

3
1. which came from India. 2. won from the desert by persevering labour.
3. surrounding the Fergana valley. 4. irrigated. 5. cultivated in Kirghizia. 6. pro
ducing machines for cotton harvesting. 7. which bears the name of an outstand
ing Soviet captain. 8. (which was) built some years ago. 9. who wanted to
construct the canal.

13* 387
4
Verb Characteristics Adjective Characteristics

Gender

Ending
Participle Suffix Active Conjugation Infinitive
Tense and Aspect of the Verb Number Case
Passive

act past 1. p erf / sing nom



pass past I, p e r f / pi prepos

act pres I, imp / Pl nom
p a ss past II, perf / sing gen
- -
pass pres I, imp / pl nom
- -
act pres II, imp pl nom
act pres II, imp sing nom

pass past II, perf sing nom
act past mix, imp sing prepos

5
.

6
1. . 2. . 3. . 4. . 5.
. 6. . 7. . 8. , . 9. .

7
) , , , .
) , , .

9
1. , ? 2.
, . 3.
. 4. ,
, . 5. ,
, . 6. ,
.

67
1
1. in 1147. 2. along the Volga, at Ulyanovsk. 3. through a wood. 4. along
the road. 5. in an hour. 6. with difficulty, that h*ll. 7. all around'. 8. like a wall.
.9. to the left, to the right, between them. 10. in that way, here. 11. like gold.
12. once, to the steppe. 13. like inspring. 14. li k e ... birds. 15. at all. 16. no
where. 17. when the weather is fine. 18. on such condition. 19. as before, as for
merly. 20. three times. 21. in late autumn. 22. like steel. 23. with the help of
my brother. 24. from the sea.

388
2

Adverbial Question to the


Modifier Denoting Adverbial Modifier Expressed by

1147 time ? preposition + numeral noun


place ? preposition noun
place ? preposition -|-noun
place ? noun in instr case
place ? preposition noun
time ? preposition -f- noun
manner ? preposition 4- noun
place ? preposition + pronoun 4- noun
place ? adverb
comparison ? conjunction noun
?
, place ? adverbs
place ? preposition 4- pronoun
manner ? pronoun -(- noun in instr case
place ? adverb
comparison ? noun in instr case
time ? adverb
place ? preposition + noun
- manner ? adverb
. .. comparison ? conjunction noun
manner ? adverb
place ? adverb
-
condition ? preposition adjective + noun
- manner ? adverb
manner ? numeral noun

time ? adjective 4~ noun in instr case
comparison ? conjunction noun
condition preposition 4- noun 4- another
? noun qualifying the first
place ? preposition 4- noun

1. when. 2. if. 3. s o . . . that. 4. as if. 5. since (if). 6. before. 7. i f . . . then.


8. before. 9. i f . . . then. 10. s o . . . as. 11. while. 12. as if. 13. until. 14. (there)
where. 15. until. 16. as soon as. 17. as though. 18. while. 19. 20. intonation.
21. s o . . . as.

389
4

Connectives
(conjunctions,
Words in Principal conjunctive
Number Kind of Clause Clause Modified by Question words, demon
Subordinate Clause strative words,
Intonation)

1. adverbial clause of time ( ) ?


2. conditional clause
?
3. adverbial clause of re ? ...,
sult
4. adverbial clause of ?
comparison
5. conditional clause
?
6. adverbial clause of time ?
7. conditional clause ...,
?
8. adverbial clause of time . . . ?
9. conditional clause ... ...
?
10. adverbial clause of ? ...,
comparison
11. adverbial clause of time ?
12. adverbial clause of ?
comparison
13. adverbial clause of time () ?
14. adverbial clause of ? ,
place
15. adverbial clause of time ?
16. adverbial clause of time ?
17. adverbial clause of ? ,
comparison
18. adverbial clause of time ... ?

19. adverbial clause of time ? intonation
20. conditional clause - intonation
?
21. adverbial clause of ? ...,
manner

5
Adverbial Clauses: 2 , , 46.
Object Clauses: la.
Attributive Clauses: 16, 26, 36, 4a.

67
1
brightly, interesting(ly), now and then, to (on) the left, in a friendly manner,
anew, in the old way, to our mind.

2
, , , , , , , .
3
, , , , -, , -, -
.
4
1. ) , ) . 2. ) , ) . 3. ) , ) .
4. ) , ) - . 5. ) , ) . 6. ) , ) .
7. ) , ) - . 9. ) , ) - .

6
1. adverbial clause of time. 2, 3. conditional clauses. 4. . . .
conditional clause, . object clause. 5.
. . . conditional clause, . . . attributive clause.

7
adverbial clause of time;
. . . adverbial clause of result; adver
bial clause of time; adverbial clause of place;
adverbial clause of result, . . . . . . adverbial
clause of time; . . . . . . ,
adverbial clauses of time; . . . , . . .
conditional clauses; . . . adverbial clause of
result.

12
, ,
, .
.
. .
, , ,
. ,
.

68
1
1. As the sea was stormy. 2. Despite his strength. 3. to look at. 4. owing
to the good lighting (light). 5. from the rain. 6. Despite the difficulties. 7. (in or
der) to rest. 8. With this end in view (for this purpose). 9. because of bad
weather. 10. Because of his excitement. 11. for tickets. 12. In spite of the strong
wind. 13. As much as I wish. 14. out of a desire to help my comrade. 15. Although
it was late (in spite of the late hour).

Num Adverbial Modifier Question


ber Denoting Expressed by

1. cause ? preposition -f- noun


2. concession preposition -|-pro-
? noun -|- noun
3. purpose ? infinitive
4. cause ? preposition -f- adjec
tive + noun
5. cause preposition + noun
?

391
Continued

Mum-
Adverbial Modifier Denoting Question Expressed by

6. concession preposition + noun


?
7. purpose ? conjunction -{-infini
tive
8. purpose ? preposition -|-pro
noun -f- noun
9. - cause ? preposition - f adjec
tive -f- noun
10. cause ? preposition noun
11. purpose ? preposition noun
12. concession preposition + adjec
? tive noun
13. concession preposition -f- pro
? noun -f- noun
14. * cause ? preposition -f- noun
-f- infinitive
15. concession preposition -f- adjec
N ? tive -|- noun

3
1. adverbial clause of cause. 2. adverbial clause of cause. 3. adverbial claus
of time. 4. adverbial clause of cause. 5. adverbial clause of manner. 6. adverbic
clause of concession. 7. adverbial clause of result. 8. adverbial clause of time
9, 10, 11. adverbial clause of cause. 12. adverbial clause of place. 13. adverbic
clause of concession. 14. conditional clause. 15. adverbial clause of time.

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

686
1
) in the morning, downwards, in time, married, at once, in succession, ii
the evening, face to face, arm-in-arm.
) three times; once; fourfold, four times.
) there is nowhere, nowhere, somewnere, from somewhere (direction
somewhere.

2
) , , , , , , , , .
) , , .
) , , , , .

3
) , , , , , , ,
.
392
) .
) , , - , - , - .
5
. . . adverbial clause of cause;
. . . adverbial clause of time; . . .
adverbial clause of cause; adverbial clause of place;
. . . object clause; adverbial clause of;
place; , . . . adverbial clause of concession;
. . . attributive clause; adverbial
clause of concession.

Num Words in Principal


ber Kind of Clause Clause Modified by Question Connectives
Subordinate Clause

1. attributive clause ?
2. object clause ?
adverbial clause of cause ? ,
attributive clause ?
object clause ?
3. object clause ?

8
. . . pass, past perf.; . . . act, past imperf.\
. . . act, past perf.\ .. . , . . . pass, past perf.

9
, \
gen\ , \ \ \
gen\ dat\ \
gen\ gen ; dat\ \
gen, pl\ gen\ , .

69
1
1. after having read. 2. after coming to. 3. having become acquainted with.
4. living. 5. helping. 6. gathering. 7. having lost. 8. valuing.

2
I p y I p, II p, /, /,
/, / II.

3
Simultaneous Actions: 4, 5, 6, 8.
Preceding Actions: 1, 2, 3, 7.

4
) , , , , , .

393
b)
Stem
Prefix Root Suffix o f the Suffix o f the Particle
Verb Verbal Adverb
()

a
a
()

5
a) , , , , , , .
b) ( ) , ( ) , ( ) , ( ) , .

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

7
1. a) which had pulled up at the station; b) having reached the station.
2. a) who caught sight of me; b) having caught sight of me. 3. a) who was holding
a lamp in his hand; b) holding a lamp in his hand. 4. a) tired from the trip;
b) being tired from the trip. 5. a) who knew how to swim; b) knowing how to
swim. 6. a) who had not understood the new rule; b) not having understood the
new rule. 7. a) who do not know these places; b) not knowing these places.
8. a) illumining everything; b) which illumined everything. 9. a) which brought
warmth; b) bringing warmth.

8
2. , ; . . . , . 3. , ;
, . . . 4. , ; . . . , . 5. ,
; , . 6. , ; ,
. 7. . . . * , . . . , . . . . 8. ,
; , . 9. , ; , .

9
Imperfective: 3, 5, 7, 8, 9.
Perfective: 1, 2, 4, 6.

10
1, 2. ? of time. 3. ? of manner. 4, 5, 6. ? of cause. 7.
? of condition. 8, 9. accompanying action.

11 12
1. ) p\ ) p. 2. ) \ ) ( ) . 3. )
\ ) ( ) . 4. ) \ ) ( ) . 5. )
imp; ) imp. 6. ) imp ; ) imp.

13
1. . 2. . 2.
. 4. ( ) .

394
696
1
) (Imp) ; (imp) ;
, (imp); (perf) ;
(perf) ; (perf) ; (imp)
; (imp) .
(imp) ; (imp) ;
(imp). . . ; (imp).
) (pass, past, perf) ; (pass,
past, perfh (act, past, perf).

2
attributive subordinate clause.
3
) 1. . 2. . 3. . 4. . 5. .
6. . 7. . 8. , .
) 1. . 2. . 3. . 4. . 5. .
4
1. . 3. . 3. .
4. ^ . 5. . 6. . 7.
. 8. .

5
1. , . 2.
, . 3. ( ) , -
. 4. . 5. ,
.

70
1
WHY WE NEED THE WIND
1. If there were no wind, half of the plants would be seedless.
2. Vapour rises over the earth only (there) where there is water, over
brooks, ponds and rivers, mostly over the sea.
If there were no wind, vapour would not move but would gather into clouds
and fall (there) where it had risen. It would rain over brooks, over marshes
and over the sea, but not in the fields and woods. The wind carries the clouds
from place to place and waters the earth.
2
1. conditional clause.
2. , adverbial clauses of place;
conditional clause.
3
1. . 2. . 3. . 4. . 5. . 6. .
5
1. . . 2.
. . 3.
? ? 4. ,
. , .

395
5. , .
, .
6
J. to have his entire Homeland covered with orchards.2. that thevanquished
water may quickly move machines and impel trains.
7
1. object clause. 2. adverbial clause of purpose.
8
1. /, sing. 2. , / , sing.
9
1. ) , ) . 2. ) , ) . 3. ) , )
. 4. ) , ) . 5. ) , ) .
10
1. a) Whenever I see the s e a . . . , b) Whenever I should see the s e a . . . .
2. a) However hard it will b e . . . , b) However hard it would b e . . . . 3. a) When
ever he c o m e s ... , b) Whenever he would c o m e ... . 4. a) ...m u c h as I
want, b) ...h o w e v e r much I should want. 5. a) ...m u c h as I try, b) ...h o w e v e r
much I should try. 6. a) W'herever I lo o k ... , b) Wherever I should lo o k ... .
11
1. ) fut, perf ; ) m, sing. 2. ) fut, imp; )
n, sing. 3. ) fut, perf; ) m, sing. 4. ) pres, imp;
) n, sing. 5. ) pres, imp. 6 ) m, sing.
6. ) fut, perf; ) m, sing.

706
1
He , , . . . , ... ,
... , ... , ... , ... ,
, , ... .
2
a) . . . ; - . . . ;
- ; . . . ;
; ... .
b) .
c) .
d) . . . ; . .. ; . . . .
3
1. ) ; ) . 2. ) ; ) . 3. ) , -
; ) , .
4
1. . 2. . 3. . 4. . 5. .
5
For instance:
1. , . 2. , . 3. , .
4. , .
71
1
1. read. 2. Let us be friends. 3. You had better drop it. 4. Oh! if I could
write a book. 5. You had better stop reading and go to sleep. 6. You had better
go by the wood. 7. If I knew i t . . . 8. If I could r ea d ... , I should have read.
9. I should ask you. 10. Long l i v e . .. 11. Let him speak. 12. Let us liste n ...
will say. 13. Let us sit down. 14. Do not make a n o is e ... a lesson is on. 15. If
you (only) knew. 16. Sit down. Let us have a cup of tea.

2
1. imperative. 2. indicative used as imperative. 3. conditional-subjunctive used
as imperative. 4. conditional-subjunctive. 5, 6. conditional-subjunctive used as
imperative. 7, 8. imperative used as conditional-subjunctive, 8.
conditional-subjunctive. 9. conditional-subjunctive. 10, 11, 12, 13. indicative used as
imperative. 12. , indicative. 14. infinitive used
as imperative; indicative. 15. conditional-subjunctive. 16.
imperative; indicative used as imperative.

3
1. began to sing. 2. it grew cold; is coming. 3. is ready, after dinner I am
sending (my)luggage off. 4. has risen. 5. let him serve. 6. let us go for a stroll.
7. we are putting out to sea. 8. came up t o . . . and saw that he was asleep.
9. am sittin g ... have covered. 10. I am going home. 11. He was just going to
pass b y . . . stopped. 12. has been living. 13. gives. 14. would come and say.
15. would hide, would shine. 16. remember you. I remember. 17. went to see;
he would come, sit down and keep silent. 18. would not stir.

4
1. past perfective used as present. 2. past perfective used as pres
ent. 3. present imperfective used as future. 5. future perfective
used as imperative. 6. past perfective used as imperative. 7. present used as fu
ture. 8. present denoting a past action. 9. past perfective
used as present. 10. past perfective used as future. 14. future perfec
tive, present imperfective used as past imperfective. 15. -
future perfective used as present. 16. past imperfective
used as present. 17. , future perfective instead of past
imperfective; present instead of past. 18. future perfective used as
present.

71
1
, , , present expressing recurrent action;
present (with ) expressing complete absence of action; ,
, , , , , , ,
present expressing recurrent action; , future perfective ex
pressing the same; , future perfective expressing the same;
, present expressing the same; present (with
) expressing complete absence of action; present expressing
permanent action; past to express the present;
present expressing recurrent action; future perfective ex
pressing complete absence of action; , , , -
, future perfective expressing recurrent action; past
perfective expressing the present; , present express
ing recurrent action; future perfective expressing the same.

397
72
t
1. someone. 2. to someone. 3. somewhere. 4. somewhere. 5. someone.
6. somewhere. 7. some, for some reason..., once. 8. somewhere. 9. none... ever.
10. someone, some kind of.
2
) 1. -. 2, 3. -. 4. -.
) 1. -. 2. -. 3. -. 4. -.
) 1. -. 2. -. 3. -. 4. -.
) 1. -. 2. -. 3. -. 4. -. 5. -
(-), - (-).
) 1. &-. 2. -. 3. -.
) 1. . 2. . 3. .
3
1. - 2. -. 3. -.
5
) 1. -. 2. -. 3. -. 4. -. 5. -. 6. -.
7. -. 8. -. 9. -.
) 1. -. 2. -. 3. -. 4. -.
5. -.

72
1
, , , , , , .
6
a) - ,
- . , ;
,
.
b) .
. ,
, .

73
3
a) 1) , . 2. -
, . 3. ,
. 4. ,
.
b) 1. , , (
) . 2.
. 3. ,
.
c) 1. , -
. 2. ,
. 3. , .
d) 1. , -. 2. -
, . 3. ,
.
73
2
a) -: fighter; fight, struggle; to fight, to struggle; having fought, having
struggled.
b) 1. . 2. . 3. . 4. .
3
a) -: to give a lesson; to hand a letter, to attach importance; to sell
furniture; to give homework; to return money; to return books (to the library);
to serve (food).
b) 1. , . 2. . 3. , . 4. . 5. ,
. 6. . 7. . 8. , .
4
, , ,
, , ,
, .
6
, indirect question. -
, indirect speech. ... ,
indirect question. ,
... indirect request. ...
indirect request. ...
, indirect ,
, ... , ...,
, ... indirect speech.
7
1. :
". 2. : . 3. : -
. 4. : ,
.

74
1
Sentences 4, 5, 6, 9.
3
1) .
2) .
3) .
5
1. ..., ... , ... 2. ... , ...
, ... 3. ..., .. , ,
... , ,... 4. , , ... ... ,
, , , , ... . 5. ... ,
... , ... , , ... 6. ...
, ... 7. ... , ... .

74
9
= ; =
.
75
3
, ... , - , , ,
, , , , , , , ,
, .
, , , ,
, , , , , ,
.
4
dat , ... gen , - gen , instr,
, prepos, gen, gen,
gen, ... , ... prepos, gen, gen.
5
a) Preposition : 1. We went out of the house. 2. The table is made of
wood. 3. The mother did this out of love for her child. 4. The boy ran as fast
as his legs could carry him.
b) Preposition -: 1. The moon appeared from behind the woods. 2 .1was
late to the "pictures because of my comrade. 3. Owing to my illness I musi
sit home.
c) Preposition : 1. Take the flowers from the window-sill. 2. A wind is
blowing from the sea. 3. I shall do this with pleasure. 4. 1 spoke to my neighbour.
d) Preposition : 1. I received a letter from my father. 2. The train rode
off from the station. 3. The shadow of the tree feJ on the road. 4. They laughed
out of happiness.
e) Preposition no: 1. We walked along the street. 2. The children received
a book each. 3. Yesterday a school-fellow of mine arrived. 4. He likes taking
strolls in the morning. 5. I recognized her by her eyes. 6. Did you write this
down from memory? 7. Each of us drank a glass of tea. 8. I went to Leningrad
on my fathers decision. 9. Ring me up.
f) Preposition : 1. By morning the storm had abated. 2. The boat ap
proached the pier. 3. The student came to see his parents. 4. Fortunately every
thing was all right.
g) Preposition : 1. They rode off to the fields beyond the Volga. 2. The
sun is setting behind the woods. 3. Music is playing beyond the wall. 4. We are
sitting at the table. 5. Sit down quickly at the table. 6. The children went to
the woods to pick berries. 7. We bought these books for a hundred roubles.
8. The comrade received a bonus for fulfilling his plan ahead of schedule. 9 .1can
not decide for my brother. 10. The boy held on to the bush so that he may
not fall. 11. We are fighting for the happiness of our children. 12. I am for
peace on earth. 13. He came half an hour before the beginning of the lesson.
14. We fulfilled everything in a week.
h) Preposition : 1. A carpet is lying under the table. 2. Somebody is
singing under the window. 3. We lived in a country house near Moscow. 4. The
young people danced to music. 5. Sit down under the tree. 6. Put the copybook
under the book. 7. I wake up at dawn. 8. We went down the hill. 9. A river
flows at the foot of the hill.
i) Preposition : 1. I entered the University. 2. We lived in town. 3. She
put on a green dress. 4. I believe in happiness. 5. Do this in three days. 6. Come
at five oclock. 7. Scientists have turned this place into a blooming orchard.
8. The books are lying in order. 9. In 1952 he was in the Caucasus. 10. He said
this as a joke.
j) Preposition : 1. Long shadows were cast on the road. 2. The aeroplanes
were bound for (were flying to) the Far East. 3. I rely upon you. 4. Sit down
on the sofa. 5. Ask them to come for dinner. 6. We have stored (prepared)
400
mushrooms for the winter. 7. He is leaving for a whole month. 8. We divided
the apple into two parts. 9. His voice rang (he sang loudly) through the house.
10. The son studied well to his mothers joy.
k) Preposition : 1. A big bridge was built across the river. 2. The
wind was blowing through the open window. 3. I received this letter through
a friend of mine. 4. He will be back in a week. 5. The light penetrated through
the curtains.
6

Mood or
Verb Aspect Infinitive Tense Person Gender Number Conju
gation

imp indicative present 3rd pi II


imp indicative present 3rd Pl mix
perf imperative 2nd Pi II
perf conditional- Pl I
subjunctive
perf indicative past pl I
perf conditional- pl I
subjunctive
() perf conditional- m sing I
subjunctive
imp infinitive I
imp indicative future 3rd sing II
perf indicative future 3rd sing mix
imp indicative present 3rd pl I
imp indicative present 3rd I
imp indicative present 3rd pl I
imp indicative present 3rd sing I
imp indicative present 3rd sing I

7
1. . 2. . 3. . 4. . 5.
. 6. . 7. .
9
. . . adverbial clause of time;
..., . . . adverbial clauses of conces
sion; object clause;
adverbial clause of concession; adverbial
clause of place; attributive clause;
, , ... object clauses;
conditional clause;
attributive clause.
ALPHABETICAL VOCABULARIES
a. Russian-English Vocabulary
1. a) All n o u n s (substantives) are followed by the letters m, f or n in ital
ics which indicate their gender (m masculine,/ feminine, n neuter gender).
b) If a noun has no plural or singular form contrary to the English uses of
the corresponding noun, it is indicated by (no pi) or (no sing) in brackets.
c) If a masculine noun ending in the nominative singular in a hard conso
nant, has in the plural the ending -a (and no -), this plural form is indicated in
brackets:
m (pi -a)
If a masculine noun ending in the nominative singular in a soft consonant
(a consonant + b) has in the plural the ending - and not -, this plural form is
also indicated in brackets:
m (pi -)
If a masculine noun having in the nominative singular the letter or e
before the final consonant, loses this vowel in the declension, this is indicated
in following manner:
m (gen , pi )
m (gen , pi )
It means that in all the cases of the singular and plural the given noun loses
the vowels e or o.
d) If a feminine or neuter noun inserts in the genitive plural the vowel e
or it is also indicated in brackets:
/ (gen pi )
n (gen pi )
e) If in the declension of some noun occurs change of stress it is also indi
cated:
m (gen -a, pi -) / (pi ) n (pi )
(the word is given in full if the stress passes to the syllable which is nearer
the beginning of the word, and in abbreviation if it passes to the final syllable).
2. Adjectives are given in their three singular forms and the form of the
plural:
||, -, -oe; - ||, -, -; -
3. Pronouns are also given in their three singular forms and the form of
the plural:
, , ; pron , , ; pron
and are followed by the abbreviation pron.
402
4. a) For the verbs, their conjugation is indicated by the Roman figures I or
II placed afterthe infinitive.If the verb is of mixed conjugation, the infinitive
is followed by the abbreviation mix:
I II mix.
b) If in the conjugation of a verb there are no changes of stress and no
alternation of sounds, the first and second person of the present tense are indi
cated in the following way:
I (||, -) II (, -)
(i. . the first person is given in full and is followed by the ending of the second).
If there is a change of stress or alternation of sounds, the second person is
given in full:
II (, )
II (, )
If there is some other change in the stem, this is alsoindicated:
I (, ... )
mix (, ... ...)
c) If the verb is not or is rarely used in the firstor second person, the second
and the third or only the third person is indicated:
I (, )
I ()
d) If the past tense of a verb has some peculiar form, it is also indicated
in brackets:
I (|| , -, past , , ; )
I (||, -, past , ||, -; -)
I (, ... , past , - -; -)
5. The adverbs are indicated by the abbreviation adv.
adv
6. The prepositions are followed by the abbreviation prp and by the indi
cation of the case they govern:
prp ( + ace)
B PrP ( + acc direction; -f" prepos, location)
7. The conjunctions are indicated by the abbreviation cj:
] cj

b. English-Russian Vocabulary
This vocabulary includes only words occurring in the exercises in which
translation from English into Russian is required.
1. The n o u n s . English nouns are indicated by the abbreviation s, first
letter of the word substantive; we cannot indicate them by n because this
abbreviation is used for neuter gender.
2. The adjectives are indicated by adj.
3. The verbs, by v.
(All these indications are necessary because of the frequent sameness of the
nouns, verbs, etc. in English.)
The other indications are the same as in the Russian-English vocabulary.
Nouns are given in nominatve singular, verbs, in infinitive; for other forms,
the Russian-English vocabulary must be consulted.
403
. Abbreviations Used in the Text-book
acc accusative m masculine gender
act active mil a military term
adj adjective mix conj mixed conju
adv adverb gation
arch archaic mas a musical term
attr used attributively n neuter
cj conjunction nom nominative
conj conjugation nutn numeral
dat dative part particle
decl declension pass passive
dem demonstrative perf perfective
dim diminutive noun pers person, personal
/ feminine gender pi plural
fig figurative polit a political term
fat future poss possessive
gen genitive preposprepositional case
geol a geological term pres present tense
gram grammatical pron pronoun
imp imperfective prp preposition
imper imperative ref I reflexive
impers impersonal ^ substantive
inf infinitive sing singular
instr instrumental sport a sport term
int interjection tech a technical term
intr intransitive tr transitive
inter interrogative v verb
L. lesson verb adv verbal adverb
lit literally
RUSSIAN-ENGLISH VOCABULARY
A a m alphabet
||, -, -oe; - alphabet
a conj but; and; yet ical)
m lamp-shade m album
m apricot m alpinist
||, -, -oe; - apricot ||, - , -oe; - alpinist
(attr) (attr)
m August m aluminium
m autobus, bus m (gen , pl
m automobile works ) an American
, -, -oe; - auto / (gen pl )
matic an American woman
/ automobile, car ||, -, -oe; - Ameri
m automobile, car can
||, -, -oe; - auto ||, -, -oe; - English
mobile (attr) m (pl , gen pl
m author ) Englishman
m agronomist / (gen pl )
f(nopl) agricultural tech Englishwoman
nics / England
m lawyer -||, -, -oe; - Eng-
||, -, -oe; - lish-Russian
administrative m ensemble
f administration, man / Antarctica
agement / antropology
n Admiralty adv apathetically
m (pl -a) address m orange
m academician ||, -, -oe; - orange
/ academy; (attr)
Academy of Sciences of the I (||, -)
USSR to applause
/ acacia pl (no sing) applause
adv neatly m apparatus
m actor m appetite
adv actively m April
||, -, -oe; - active m water-melon
m assembly hall (in an m arrest
educational institution) I p (fut ,-),
/ actress I (||,
m (gen , pl -) to arrest
) an Albanian f army
/ alley, path, avenue m (pl , gen pl )
m diamond an Armenian
||, -, -oe; - diamond / (gen pl ) an Ar
(attr) menian woman
405
, -, -; - artil prp (-(^ gen) without
lery (attr) adv irrevocably
/ artillery ||, -, -; - bound
tn actor, performer, artiste () less
f (genpi ) actress, / abyss, chasm
performer, artiste (/) adv lifelessly
m archives ||, -, -; - lifeless
m keeper of records, ar ||, -, -; - moonless
chivist ||, -, -; - speech
||, -, -; - archival less, silent
architect I () to show white, to
/ architecture whiten
, -, -; - archi ||, -, -; - of white
tectural stone
post-graduate , -, -; - fair-haired,
I (fut ||, -) blond
to assign, to grant ||, -, -; - Bielorus-
m astronom sian
||, -, -; - astro ||, -, -; - white
nomical) (gen ,/?/ -
/ astronomy ) a Belgian
||, -, -; - linen, underwear
paved with asphalt (pi -a) shore, bank
/ attack ||, -, -6; - riverside
/ atmosphere (attr), coastal
-||, -, -; - adv carefully
atomic-molecular / birch
||, -, -; - atomic f talk, conversation
certificate; ~ / (gen pi ) arbour
graduation certificate (from middle I (||, -) to
school) talk, to converse
/1 . lecture room; 2. audience adv infinitely
I p (fut ||, -) to gasp ||, -, -; - endless,
m aerodrome infinite, interminable
m airplane, plane ||, -, -; - careless,
carefree
adv free of charge
6 II (, -) to
disturb, to trouble, to make anxious
/ (gen pi ) grand ||, -, -; - restless
mother ||, -, -; - without
m (gen -a, no pi) luggage; (any) rights
~ to check ones luggage ||, -, -; - unex
m ballet ampled, unparalleled
m balcony ||, -, -; - fearless
m banana / library
/ (gen pi ) Jar ||, -, -; - library
/ (gen pi ) arch (attr)
miss ticket
m basket-ball billiards
m pool, basin / biography
/ (gen pi ) tower; - / biology
~ watch-tower / battle
I (||, -) to run I (, ) to beat, to hit;
/ poverty; due to strike; to gush out
to poverty I (, ) 1. to fight;
||, -, -; - poor 2. to try
misery n (pi -a) the good, happiness
mix conj (, ... II (, -)
) to run to thank
405
prp ( + dat) owing to; ~ {|, -, -oe; - botanical
, cj thanks to m (gen , pi )
||, -, -oe; - be- shoe
neficient II (||, -) (-f- gen)
, -, -oe; - fa to fear, to be afraid
vourable m (pi ) brother
, -, -oe; - ||, -, -oe; - fraternal
well-built, well-organized, comfortable I (, -) to take; ~
, -, -oe; - light- to take aim
blue I (, -) to under*
||, -, -oe; - pale take, to take up
m (no pi) gleam, glitter / team, brigade
II (, ) to m diamond
shine, to sparkle ||, -, -oe; - British
||, -, -; - brilliant, / (gen pi -) eyebrow
sparkling, shining / (no pi) bronze
||, -, -; - nearest, ||, -, -oe; - bronze
next (attr)
adv nearer I (||, -),
||, -, -; - near, nearby, II p (fut , ) to throw
neigh bouring II p (fut ,
prp ( + gen) near ) to throw oneself, rush,
II () to approach (to, on, upon)
||, -, -oe; - near, near-by; pi (no sing) trousers
intimate , ~ cj as if, as though
adv near verb adv being
/ nearness n the future
/ blockade ||, -, -; - future
n wealth, riches / letter
||, -, -oe; - rich (gen -, pi -) ABC-boolt
m hero; athlete boulevard, avenue
adv cheerfully / paper
, -, -oe; - cheerful, brac ||, -, -; - paper (attr)
ing stormy-petrel
||, -, -oe; - militant, fighting ||, -, -; - stormv, im
m (gen , pi ) soldier, petuous
fighting man, champion / storm
m (pi , gen pi ) battle; f (gen pi ) bottle
no pi striking, chime m 1. sideboard; 2. refreshment
adv more room
/ illness / bay
m (football) fan 1 () to be, to happen;
I (, -) to be ill it happens, it occurs;
II () to ache, to hurt used, would
, -, -oe; - marshy ||, -, -; - former
n marsh / (gen pi ) blade
/ hospital of grass
, -, -oe; - ill, sick adv quickly, rapidly
n (no pi) majority , -, -oe; - quick, rapid
||, -, -oe; - large, big; m way of life
Bolshoi Theatre I (pres , jut ||, -)
II (, ) to to be
bomb m blotting pad
m (gen , pi ) fighter m bust
/ (pi , gen pi )
beard
I (, ) ( +
instr) to fight () prp ( + acc, direction), -f preposf
m (pi -) side (of a ship) location)
/ struggle, fight m carriage
407
adj it is important; adv impor Supreme Soviet
tantly / summit, top
n important thing m (no pi) weight
|[, -, -; - important II (||, -)
j vase, bowl to have a good time, to amuse oneself
m snipe, woodcock adv jolly, gaily, merrily
/ bathroom , -, -; - spring (attr)
n barbarism ||, -, -; - jolly, gay
/ watch (on a ship) II (, ) to weigh
, , ; pron your(s) (pi , gen pi ) oar
I (||, -), / (pi , gen pi )
mix conj (, ... spring
) to run into adv in spring
adv upwards, upstream I (||, -; past ,
: ~ cj in view of, ||, -; -) to lead, to guide, to
owing to the fact that conduct, to direct; ~ to
II (, ) to keep up correspondence, to write to
introduce one another; ^ to work (at)
adv upwards, into the air I {; past , ||-
adv deep into , -; -) to be conducted
adv far away (place) / (gen pi -) news, tidings
adv far away (place) , , ; pron all, everything
adv far away (direction) / (gen pi -) branch
adv twice as much m (gen , pi ) wind
prp (-f gen) along / (gen pi ) branch, twig
II p (fut , m (pi -a) evening; no ~ in the
) to inspire evening, every evening
adv suddenly, ||, -, -; - evening
||, -, -; - leading (attr)
part you see, as you know adv in the evening
adv everywhere adv eternally
I (||, -; past , - ||, -, -; - ever
||, -; -) to carry, to drive, to green
bring, to draw I (||, -) 1. to hang
m (pi -a) century ^ (up), 2. to weigh
II p (fut ||, -) to or n substance, matter
der, to tell (to) / (gen pi -) thing
m giant I p (fut ||,
||, -, -; - great -) to excite, to make anxious, to
adv magnificently stir
||, -, -; - magni m glance, look
ficent I p (fut ,
||, -, -; - ma ) ( -f-acc) to glance up, to
jestic cast a glance
grandeur I p (fut |!, -),
/ (pi ) size I (||, -) to
bicycle sigh
cyclist II p (fut , )
besom to soar
(gen , pi ) wreath I p (fut [|, -; past
/ belief, faith ||, -, -; -) to rise,
camel to go up; to ascend
II (, -) to believe m glance, look
it is true, it is right, it is correct , -, -; - adult,
I p (fut ||, -) rO W n -U p
to return, to come back n capture, seizure
, -, -; - true, correct, I p (fut ||, -) to take;
right ' to take the floor
m top I p (fut ||, -)
||, -, -; - upper to take up, to begin
408
1. view; 2. species (of a plant II (, ) to bring
or animal); 3. gram aspect in, to carry in; ~ to
||, , ; is seen submit a suggestion
(, ) to see m grandson
II (, ) adv, prp ( + gen) inside (of)
( -\- instr) to see (one another), to / (gen pl ) grand
meet daughter
adv apparently, evidently I (||, -) to inspire
, -, -; - eminent, out to suggest
standing I (||, -) to
m visit dra w into, to involve
/ (gen pl ) fork adv in time
n (pl ) wine / {pl ) water
m culprit; the one respon ||, -, -; - water (attr)9
sible aquatic
m (no pl) grapes II (, ) to conduct,
m vineyard to guide
||, -, -; - grape m water supply
(attr) ||, -, -; - military, war
/ (gen pl ) rifle (attr)
II (, ) to hang m (gen -, pl -) leader
/ rayon m (pl -) cartload
, -, -; - rayon (attr) I (||, -)
, -, -; - cherry (attr) to excite, to arouse
/ (gen pl ) cherry; II p (fut ,
cherry tree ) to return, to be back
I (||, -), - I (||, -) to
II (fut , -) 1. to return, to give back
include; 2. to tune in, to switch on I ( ,
I () to be -) to return, to go back
tuned in n return
adv briefly I (,
m taste -) to rise, to tower above
(it) is tasty n culture
||, -, -; - tasty m air
I (, -) instr) ||, -, -; - air (attr),
to possess, to be master of aerial
m sovereign, lord II (, ) to carry,
f {gen pl -) power to drive, to convey
adv on, to the left I (||, -) to lay;
I (] |, -), ~ to set hopes o.i
IIj9 (fut , ) to fly II p (fut ,
info ) to lay
n influence; ~ to / possibility
exert influence ||, -, -; - scan
II p (fut , ) dalous, disgraceful
to put in(to) n origin
adv together I p (fut ) to
prp (-f- gen) instead of arise, to appear
I p (fut ||, -; past I p (fut ) to grow*
, ||, -; -) to bring to increase
in, to carry in; ~ to m warrior
submit a suggestion f military unit
adv down, downwards, downstream / war;
adv below, downstairs; under ~ the Great Patriotic war
neath n (pl ) troops
n attention; , I p (fut ||, -; past
~ to pay attention ||, -, -; -) (-f-
adv attentively ) to enter
adv anew, again, once again station
409-
adv prp ( + gen) round, around I (||, -) to fall into
m volley-ball n confluence, mouth
m (gen pl ) wolf I p (fat ||, -) to fall
/ (pl ) wave into
n 1. roughness (the sea)\ adv for the first time
2. excitement, agitation, nervousness adv in front of
, -, -; - wavy adv forward, ahead
I (||, -) to n impression; -
excite, to stir , ~ to make an
I (, -) impression
to be excited, upset; to be in agita I p (flit , ),
tion I (||, -)
)|, -, -; - exciting, to enter (in a book), to inscribe
stirring adv afterwards, later
pl (gen pl ) hair adv to (on) the right
n magic, enchantment , -a, -6; - is harnessed
/ liberty, freedom m (gen -a, pl -) enemy
||, -, -; - free / (no pl) enmity, hostility
/ 1. freedom, liberty: 2. will m (gen -a, pl -, gen pl -) doc
n imagination, fancy tor, surgeon
n armament m (gen -a), harm
m question ||, -, -; - harmful, bad
I p (fat ||, -) ||, -, -; - temporary,
to force ones way in provisional
pl (no sing) gate(s); goal (see L. 60) time; ~ dur
I p (fut , ing; in (on) time
-) to exclaim rider
n Sunday pron pl all, everyone
||, -, -; - Sunday adv always
(attr) ||, -, -; - usual
n education, upbringing adv only, in all
m educator ||, -, -; - world (attr)
I p (fut ||, -), ||, -, -; - universal,
I (||, general
-) to bring up, to educate ||, -, -; - All-
n memory, recollection Russian
II p (fat , , -, -; - All-Union
) arch to glorify pron all, everything; ~ still,
I (- all the same
||, -) to restore, to rebuild, to - cj for all that
reconstruct adv aloud
n uprising I (||, -)
II p (fat , to remember
) to reconstruct, to re I () to
build, to restore come to memory
n reconstruction II p (fat ||, -)
I p (fat ||, -) to recall
to rise I (||, -),
m East I p (fut ||, -)
adv enthusiastically to flash up, to blaze; to flush
I p (fat - I (||, -), I
||, -) ( -4- instr) to tri p (fut ||, -) to rise, to get
umph (over) up, to stand up
, -, -; - eastern II p (fut ,
I (||, -) ) to meet
(-f-instr) to admire II p (fut ,
n admiration ) to meet (one another)
part here is; adv just in a / meeting, get-together
moment; ~ just in the same I (||, -) to
way meet
410
I (, -) I p (fut ||, -) to
to meet (one another) evoke, to call (forth),
II p {fut , n (no pi) recovery
) to enter; to join tn challenge, summons
II () to rise (the sun) I (||, -) to
adv everywhere evoke, to call (forth), to arouse
pron f all l (||, -)
, -, -; - every, any; to gain
everyone, anyone I p (fut , -, past
prp (-\-gen) during ||, -, -; -) to go
II (, -) to echo out
m Tuesday I (||, -),
, -, -; - second II (fut |,,
adv all three (together) -) to tune off, to switch off
m ( = ) II p (fut ,
higher school, higher educational in ) to nourish, to bring up
stitution, university / (gen pi ) pattern
m entrance I (||, -),
II (, ) to II p (fut , )
enter to fly out; to leave, to start (by
adv yesterday plane)
||, -, -; - yesterdays II p (flit ,
pron you ) to utter
I (||, -), I p (fut ||, -; past
mix conj {fat , , -, -; -),
... ) to run out II (, ) 1. to take
I (||, -) to out, to carry out; 2. to endure
choose, to elect I p (fut , -)
m choice 1. to write (copy) out; 2. to sub
I (||, -) scribe
to throw out (away) / (gen pi ) excerpt;
I p (fut , -) to to copy out
choose, to elect I (||, -)
I p {fat ||, -; 1. to write (copy) out; 2. to subscribe
past , -, -; -) to take I p (fut , -) to
out; to export drink up
I p (fut , -; past I (||, -)
, -, -; -) 1. to take out; to smelt
2. to raise I (! |, -) to
m conclusion swim out; to emerge
II () to be ex n fulfilment (plan); carry
ported ing out (programme)
II (, ) II p (fut ||, -),
to look I (, -)
mix conj p (see ) to give to fulfil
away; to betray I (||, -) to
, -, -; - produce; to release
outstanding m (gen -kypl -) graduate
I (, -) B&nyCTHfb II p (fut ,
to stand out ) to produce; to release
II p (fat , -) 1 (,
to bear, to suffer, to endure; ~ -), I (fut -
to pass an examination ||, -) to produce; to work
I (, -) out
to bear, to suffer, to endure, to sus I (||, -) to
tain express
I (||, -), n expression
, I p (fut ||, -) to f expressiveness
leave, to move (from), to ride, to ||, -, -; - ex
drive (out) pressive
411
II (.fut , / gallery
) to express m necktie
I (.fat ||, -) to m (gen -a, pl -, gen pl -)
grow up, to spring up garage
II p (fut , I () to extinguish, to
) to grow go out
I (, -) m (gen -, gen pl -) nail
to grow, to cultivate adv where (place)] ~-,
I p (fut ||, -) to ~ - somewhere (place)
tear out m hectare (2471 acres)
/ (gen pl ) cutting ||, -, -oe; - brilliant,
I (, -) to hew of genius
out, to cut m genius
/ (gen pl ) glade, / geography
cleaned space (in a forest). m geologist
I (||, -), f geology
I p (fut , ) to en , -, -oe; -
grave for geological prospecting
II p (fut ||, -) / Germany
to jump out, to leap out tn heroism
I p (jut ||, ||, -, -oe; - heroic
-) to listen (till the end) m hero; -
, -, -oe; - high Hero of Socialist Labour
adv high adv heroically
/ (pl ) height ||, -, -oe; - supple
/ (gen pl ) expo I (||, -) to perish
sition m giant
m shot , -, -;- gigantic
II p (fut ||, () / hydro
-) to fire electric power station
II p (fut ||, -) m (national) anthem
to build up / arch classical middle
I (||, -), school
II p (fut , / (no pl) gymnastics, cal
) 1. to speak, to take the isthenics
floor; 2. to perform; 3. to project, / hypothesis
to stand out m (gen , pl
n public address, speech ) hitlerite
higher / (pl ) 1. chapter; 2. head;
school at the head
||, -, -; - highest; su ||, -, -oe; - main, princi
preme pal; chief; ~ headquarters;
I () to flow out mainly
II p (fut ||, -) m (pl -a, gen pl ) eye; ~
1. to learn (something); 2. to teach approximately; ~ to
II p (fut ||, -- estimate by sight
) to learn I (||, -) to swallow
m exit m (gen , pl )
II (, ) to sip
go out adj, adv deeper
adj, adv higher , -, -oe; - deep
/ (gen pl ) em adv deep, deeply
broidery / depth
adv tonelessly, hollow
II (, ) to look
(at)
m gas II (, ) to drive
/ newspaper (away)
||, -, -oe; - hab m oppression
erdashers II ( | |, -) to speak

412
II () to be said, , -, -; - faceted, cut
to be told granite
m (pi -, -a, gen pi ) year ||, -, -; - granite
/ anniversary (attr)
/ (pi , gen pi ) / border, frontier; - -
head from abroad
m hunger / grace
l (||, -) to starve (gen , pi )
m (pi -a) voice rower
||, -, -; - blue- II () to thunder, to
eyed clatter
||, -, -; - light-biue rp efb l (||, -) to warm
(gen pi -) pigeon ||, -, -; - Greek
, -, -; - bare, naked (gen -a, pi -) mushroom
/ (pi ) mountain, hill / (pi ) thunderstorm
II (, ) adv threateningly
(-j- instr) to be proud (of) , -? -; - terrible, men
adv proudly acing, threatening
/ pride thunder
, -, -; - proud / great bulk
/ arch pride ||, -, -; - immense,
rope n (no pi) grief huge
II (, -) to burn, to ||, -, -; - loud
be on fire / chest
tn horizon load
, -, -; - hori II (, ) to load
zontal II (, )
throat to embark; () to be loaded
, -, -; - mountain; min m (gen -a, pi -) truck, lorry
ing m stevedore
(pi -a) city, town / group
, -, -; - urban ||, -, -; - sad
/ (gen pi -) handful f pear
!|, -, -; - hot I p (fut ) to crash, to
adv hotly, warmly; fervently break out, to burst (forth)
/ hotel II () to drone, to hoot
II (, ) to stay m (gen , pi ) hoot
with (at), to be on a visit to, to be a ing
guest of I (, -) to walk, to
m (gen pi -) guest stroll, to go for a walk
, -, -; - , -, -; - dense, thick
state (attr)\ ~ m statesman m (gen pi -) goose
n state adj , adv denser; deeper
-, -; - is ready
(, ) to
prepare
II (,
) to prepare (oneself) part yes; c] and, but
||, -, -; - ready I (||, -) to give
(pi , gen pi I () to be given
) citizen adv long ago
/ (gen pi ) cit- - adv very very long
izeness ago
gram(me) part even
/ grammar long live
||, -, -; - adv farther, further; farther on
grammatical adv far
||, -, -; - literate ||, -, -; - far, far away,
, -, -; - vast, remote
huge, immense, grandiose / distance
413
||, -, -; - far, distant m (gen , pi ) day
farther (on), further pi (gen pi ) (no sing)
/ lady; ~ Queen of money
Spades m deputy
m (pi -) gift I (||, -) to pull
mix conj p (fat , , , / (gen pi ) village;
, , ) (-\-dat)\o country
give n (pi , gen pi -
/ summer house ) tree; no pi wood (material)
, two ||, -, -oe; - wooden
twenty ||, -, -oe; - majestic,
adv twice mighty
/ two II (, ) to
twelve hold
/ (gen pi -) door m (gen , pi )
I (||, -; ten
||, -) to move ||, -, -oe; - tenth
movement, motion; traffic ten
I (fut ||, -) pi (gen pi -) children
to move, to advance ||, -, -; - childrens,
m (gen -a, pi -) court, court childish; ~ childrens home,
yard orphanage
m (gen , pi ) childhood
pajace \ ~
! |, -, -oe; - palace statesman
(attr) / activity, career
m (pi ) nobleman sofa
, -, -oe; - of the ||, -, -; - 1. wild, shy;
nobility 2. uncultivated
/ (gen pi ) little girl dictation
f (gen pi ) young girl I (||,-) ( + dat)
m grandfather to dictate
m (gen pi ) -grand director, manager
father / management
n action conductor
adv really / discussion
/ reality ||, -, -; - long
n personage, char ||, -, -; - lengthy,
acter (in a play) protracted
m Decembrist prp ( + gen) for
m December adv in the daytime
||, -, -oe; - deco n bottom; at the bottom
rative prp ( + gen) 1. before, till, until;
/ settings, scenery 2. as far as
I (||, -) to do, to II p (fut ,
make ), I (,
I (||, -) to -) to add
become mix conj p (see );
m, - / (gen pi ) to attain (running)
delegate I p (fut ||, -)
f delegation ( + gen) to get, to achieve
n (pi -a) matter, business, affair, ||, -, -oe; - valorous
work , -, -oe; - good, good-
/ delta hearted
m democrat I (||, -) to
, -, -oe; - extract, to mine
democratic I () to be
/ democracy extracted, mined
I (- I p (fut ||, -) to
) to be demonstrated, shown get, to obtain, to procure
414
/ extraction I (||, -) to
I (fut ||, -; permit, to allow, to admit
past , ||, -; -) to , -, -; -
bring to (by some means o f trans prerevolutionary
port); to give a lift / road
I p (fat ||, -; past ||, -, -; - 1. dear;
, ||, -; -) to lead; 2. expensive
to drive to / (pi , gen pi )
adv sufficient(ly), enough; 1. board; 2. blackboard
that will do adv ahead of schedule
||, -, -; - pleased, II p (fut ,
glad; to be ), I (
pleased |, -) to deliver; ~
f (gen pi ) conjec to give pleasure
ture, surmise ||, -, -; - sufficient
II p (/^ , ) I (fut ||, -)
to catch up, to overtake to reach, to achieve
I p (fut ||, -) to n achievement, success
reach (by some means of transport) n dignity
, -, -; - rainy , -, -; - worthy
(gen -, pi -) rain I (||, -),
watch tower II (fut ,
I p (fut ||, -; past -) to finish building
||, -, -; -) to ||, -, -; - accessible,
reach, to come to open to
I p (fat , II (, ) to
), I (- reach
||, -) ( + , + dat) to prove assistant professor
I (||, -) / (see L. 55) daughter
to finish / (gen pi ) dairy maid
report, paper / jewel
(pi -a), doctor , -, -; - precious
document / drama
, -, -; - long ||, -, -; - dra
adv for a long time matic
I (||, -), I (, -) to fight
II (fut , ) ||, -, -; - old
to fly so far, to reach (flying) Russian
^, -, -; - must, ought, ||, -, -; - ancient, old
have to / antiquity
/ valley pi ( sing) firewood
m (pi -a) house, home; ~ II (||, -) to
rest home tremble
adv at home ||, -, -; - trembling,
, -, -; - house (attr), quivering, tremulous
domestic; > poultry (pi , gen pi )
adv home friend
I p (fut ||, -; past ||, -, -; - other, another
, , -; -) 1. to carry, / friendship
to take (as far as); 2. to report, ||, -, -; - friendly
to inform adv in harmony
adv to the bottom , -, -; - friendly
II (, ) (pi -) oak tree
1. to carry, to take (as far as); / thought
2. to report, to inform I (||, -) to think
I p (fut , - I (||, -) to. blow
), I (- / (pi ) soul
||, -) to finish writing / duel
||, -, -; - smoke
additional, supplementary / melon
415
breath , pl married (of a man)
II (||, ) to II, II (pres and fut
breathe , ) to marry
uncle ||, -, -; - female, wom
ens, womanly, feminine
/ woman
/ victim; pl casualties
/ Europe | !, -, -; - cruel
, -, -; - European ||, -, -; - yellow
pers pron gen, of (+ dat) (he) lives
poss pron his, its adv vividly, with animation
adv scarcely, hardly, with diffi ||, -, -; - alive, live,
culty living
/ unit it is picturesque
adv unanimously ||, -, -; - pictur
||, -, -; - the esque
only / ( pl) painting
pers pron acc, gen of animal husbandry,
poss pron her, hers cattle breeding
adv annually , -, -; -
, -, -; - annual cattle-breeding (attr)
II (||, ) to ride, to animal
drive, to travel , -, -; -
pers pron dat of cheerful, buoyant
/ fir-tree, spruce / life
pers pron dat of ||, -, -; - housing
, ~ cj if ||, -, -; - dwelling, living
n (no pl) natural inhabitant
science I (||, -) to live
pres tense of the verb magazine
mix conj (, , ; , , - / journalist
, , past , -, -, -) to eat II () to babble, to
I (||, -) to ride, to drive, murmur
to travel ||, -, -; - frightening;
adv more; also, too; yet, still ( -|- dat) one feels
frightened
3
adv greedily, avidly prp ( + acc, -f- instr) behind; at; for
I (||, -) to be sor I (||, -) 1. to
ry; to spare drive in, to nail; 2. to score
/ complaint I (||, -) to light
adv it is a pity; ~ I am / solicitude, care, concern
sorry I p (fat ) to begin
m (no pl) fever, temperature to beat (to thump)
/ heat II (,
||, -, -; - hot ) to take care of, to show concern
adv hot(Iy); adj it is hot for
l (, ) to wait adv thoughtfully, solicitously
part and; as to; but I (||, -),
n desire, wish I p (fut ||, -) to forget
I (||, -) (-\-gen) to n institution, establishment;
wish, to desire ~ higher school
railway m (is declined as an adj
||, -, -; - of mixed decl.) manager
railway (attr) II p (fut , -)
||, -, -; - iron (attr) to complete
( pl) iron II p (fut )
/ (pl ) wife to be completed, consummated
416
factory, plant, works, mill I () to light
, -, -; - factory up, to catch fire
(attr) I p (fut -
I (||, -) , -) to take an in
to conquer terest, to become interested
got covered with clouds I p (fut ||, -; past
adv to-morrow ||, -, -, -) 1. to
m breakfast call on, to drop in; 2. to set (about
I (||, -) to the sun)\ ~ to look up (somebody)
have breakfast m order
||, -, -; - to-mor I p (fut , ),
rows I (||, -)
I (fut , ), to order
I (, -) II p (fut ||, -)
to tie; to establish to harden
/ (gen pl ) riddle; I (), -)
to ask riddles to finish, to complete
II p (fut , -) I () to
to muffle come to an end, to end, to finish
II p (fut | |, -) m sunset
to begin to speak, to enter in con I () to con
versation sist
I (||, -) II p (fut ||, -)
to catch fire, to burn, to begin to to enclose
burn; to light up m law
II p (fut , -) to / lawfulness, legality
get sun-tanned II p (fut ||, -)
II p (fut , -- to finish
) to catch fire, to burn with II p (fut ) to
adv abroad (place) finish, to end, to be finished
adv abroad (direction) II p (fut , -)
II p (fut ) to to utter a cry
thunder I (, -) to
I (||, -) (-\-dat): close
~ to ask a question; I () to
to ask riddles; ~ to close, to be closed
give homework I p (fut , -) to
n task, job, homework, assign close
ment m hall
mix conj (see ) ( + dat): I (||, -),
*4, to ask a question; 'v, II p (fut , )
to give homework to fly in
/ 1. problem; 2. task m golf, bay
I p (fut ||, I () to flood
-) to begin to move I p (fut ,
adv long before, long in ad -) ( -f- instr) to admire, to start
vance to admire
I p (fut ||, -) II p (fut ,
to begin to tremble ), I (,
I p (fut ||, -) to replace, to take the place,
-) to muse, to fall to thinking to substitute
adv thoughtfully II p (fut , )
I p (fut , -) to vis to notice
it a place or person on ones adv noticeably
way ||, -, -; - noticeable
I p (fut , ... ||, -, -; - won
) to set fire, to set alight derful, remarkable, striking
I (||, -) to I (||, -) to notice
light, to set fire; to make a fire, to I (fut ||,
kindle -) to mine
14 430 417
I () to die away m inquiry; demand
(down) I (,
I p (fut ||, -), -) to earn
II p (fut , -) ||, -, -; - foreign
to grow silent / (pi ) dawn
: ~ to marry (about I (fut ) to
a woman) flash
married (a woman) II p (fut ) to
/ (gen pi ) curtain light up
I p (fut ||, -; past I p (fut ||, -) to sow
, ||, -; -) to bring, I (||, -) to
to leave on ones way hide, to cover, to screen
I (||, -) to , -, -; - honoured
occupy, to take up II (fut ||,
I (||, -) ) to deserve, to earn
1. to be engaged in, to be busy with; I p (fat ||, -
2. ( - f instr) to study; ~ (-\-m str) ) to burst into laughter
to texh I p (fut , -) to fall
adv anew asleep
II (, ) to I ( , -) to
bring, to, leave on ones way force, to compel
n 1. occupation; 2. lesson I p (fut ||, -) to
pi study, studies find in
||, -, -; - engaged, II p (fut ) (to
busy, occupied begin) to stream
I p (fut ||, -) to I (||, -) to fall
occupv, to take up asleep
I p (fut ||, -) adv after that, then, afterwards
to occupy oneself, to take up I (||, -) to
, -, -;- by correspond screen
ence II (, ) to
m west call on, to drop in; to set (the sun)
|, -, -; - west (attr), mix conj p (fat ,
western ... ) to want, to wish
m smell, odour I p (fat ) (to begin)
I p (fut ||, -) to to bloom
lock adv often
I p (fut , -) I p (fut ,
to lock oneself in ) (to begin) to whisper
||, -, -; - locked II p (fut ||, -) to
I (fut , -) to be sew up
gin to sing II p (fut , -
I p (fut , ) ) to begin making a noise, (to
to write down, to record begin) to rustle
pad, notebook m 1. defender; 2. sport
I (, -) to full-back
write down, to record I ( , -) to
/ record defend
I p (fut , -) I (||, -
to begin to weep, to cry ) to defend oneself
II p (fat , (gen &, pi ) hare
) to pay n title, name
II p (fut , -), I (||, -) to call
I (, -) to / (pi ) star
fill in II () to ring
II p (fut ||, -) m (gen pi -) beast
to commit to memory, to remember m chiming, ringing
II p (fut ) to II (||, -) to ring
be remembered m sound
n ban II () to sound
418
||, -, -; - souorous, re spectator
sounding (gen pl -) tooth
building
adv here
, -, -; - local
I (,-) cj 1. and; 2. also, too
to greet cj for, as
, -, -; - healthy / (pl ) needle
ti health / (pl ) play; game; acting,
, - how do you do, hullo performance
I () to grow green I (||, -) to play
/ verdure / (gen pl ) toy, pla
||, -, -oe; - green ything
n agriculture adv ideally
n earthquake / idea
/ (pl , gen pl ) I (||, -; past , ,
earth, land ; ) 1. to go, to walk; 2. to
globe become (a dress, etc.)
n {pl -a) mirror, looking glass prp (+gen) from, out of
n (pl , gen pl ) I p (fut , -) to
grain choose, to elect
/ (pl ) winter n news
||, -, -; - wintry, winter it is known
(attr) f reputation, fame
adv in winter ||, -, -oe; - (well)known
, -, -oe; - gold II p (fut ||, -)
headed, gold^iomed to excuse
||, -, -oe; - evil (attr) I (||, -)
m sign; token to apologize
II (, I () to be pub
) ( -f- instr) to make som e lished
ones acquaintance, to acquaint one adv long since
self, to familiarize oneself adv from afar
, -, -oe; - familiar adv from afar
|| m, - /, - pl (is declined n 1. publishing; 2. edition
as an adj o f hard decl.) friend, mix conj p (see ) to pub
acquaintance lish
||, -, -oe; - famous n article
n {pl , see L. 60a) - prp (-\-gen) 1. from behind;
banner 2. because of
n knowledge n change
||, -, -oe; - distinguished, II p (fut ,
notable ), 1. to change; 2. to betray
I (||, -) to know II p (fut ,
n meaning; importance ) to change, to be changed
||, -, -oe; - consid I (||, -) 1. to
erable; important change; 2. to betray
||, -, -oe; - golden, I (||, -)
gold-like to change, to be changed
n gold I (||, -) to mea
, -, -oe; - golden, gold sure
(attr) I (||, -) to wear
||, -, -oe; - gilded out, to exhaust
/ zoology I (||, -)
m ( = ) to depict, to represent, to portray
zoo n depiction, portrayal,
||, -, -; - sharp-sighted picture, image
spectacle II p (fut , -
/ maturity ) to depict, to represent, to
I () to ripen portray

419
I (fut ||, -), I (fut , )
I (||, -) to cover with writing
to invent, to discover m performer
adv now and then, from time II p (/, -),
to time I (||, -) to
n amazement perform
I (||, -) to study utilization
n study I, I (pres, fu t *
II p (fu t , ) ||, -) to utilize, to make use
to make a study of, to learn of
, -, -; - elegant I () to
cj or be utilized, to be made use of
n estate 11 p (fut ,
part namely; just ), I (-
I (||, -) to have ||, -) 1. to correct; 2. to
I ( there is) to be repair
n (pi , see L. 60a) name ||, -, -; - frightened
adv differently, otherwise I (fut ||,
/ (gen pi ) an -) to take fright
Indian woman 'I (, -)
m (gen , pi ) to experience
an Indian research (work);
||, -, -; - Indian to carry on research
( pi) hoar-frost ||, -, -; -
engineer research (attr)
/ initiative source
adv sometimes ||, -, -; - historical
, -, -; - different, other / history
(gen , pi source
) foreigner (a man) I (, -),
/ (gen pi ) I (fut ||, -) to
foreigner (a woman) disappear, to vanish
||, -, -; - foreign cj so, thus, and so
institute, college / Italy
instructor ||, -, -; - Italian
instrument sum, total; fig result
/ intelligentsia pers pron, gen, acc of
interest poss pron their, theirs
adj it is interesting; adv m June
interestingly m July
||, -, -;- interesting
I (! |, -)
to interest
I ( , () prp (-\-dat) to, towards
-) (-\-instr) to be interested in / cockpit
||, -, -; - m study
international pi (no sing) personnel
/ intrigue , -, -; - each, every
(indeclinable) Soviet it seems
Information Bureau / barracks
n seeking I (, )
I (, ) to seek, to to seem
look for II, II p (pres, fu t [|,
||, -, -; - ex -) to execute
ceptional, rare adv how; cj as, like; ~ just,
/ spark exactly: ~ just the
||, -, -; - sincere same; ~-, ~ -, ~-
, -, -; - arti somehow; sometime; ^ as
ficial soon as; ~ as much
art as possible
420
, -, -; - what (a), which; China
how; ~ whatever; ~-, ||, -, -; - Chinese
'v, -, 'v.-to some, any; / (gen pi ) a Chi
in what manner nese woman
||, -, -; - stone, brick cemetery
(<attr)\ ~ coal, anthracite 1. class; 2. classroom, form
tn (gen , pi , ||, -, -; - classic
gen pi ) stone I (||, -) to lay, to
m (gen -a, pi -) reed, rush put, to place (horizontally)
tn canal tn maple (tree)
pi (no sing) vacation m climate
m captain / (gen pi ) nickname
/ (gen pi ) drop m (gen , pi ) bit
tn corporal in club
tn indeclinable Capri / (no pi) strawberries
/ (no pi) cabbage ||, -, -oe; - straw
m (gen -a, pi -, gen pi berry (attr)
-) pencil ||, -, -oe; - club (attr)
/ carriage, coach in (gen -a, pi -, gen pi -)
, - brown (only about eyes) 1. key, clue; 2. source
m pocket I (||, -) to
/ map swear
/ picture f oath
I (||, -) to go / book
for a drive; ~ to skate; book-case
~ to go boating adv downwards
II (, ) to m (gen , pi ) car
roll pet, rug
in (gen , pi ) skat adv, cj when, ~ - t o adv once,
ing-rink formerly
n indeclinable coffe-house, caf - adv here and there
eteria, tea-room - adv somehow
I (||, -) to rock - pron someone
I (||, -) to - adv somewhere (direction)
swing, to rock - pron something
/ cabin, state-room; - / skin; leather
/ wardroom, messroom ||, -, -oe; - leather (attr)
tn square / (pi ) goat
in 1. block; 2. quarter n fluctuation, oscillation
/ apartment, flat n (pi -) knee
adv upwards n quantity
in cedar tn collective body, asso
n indeclinable kilo ciation; group
in kilogramme / collection
in kilometer m (pi -a) bell
in dagger / (gen pi )
n indeclinable cinema bell-tower
in film camera / column
in newsreel / colonnade
/ film studio I (, ) to stab; to
m film chop; ~ to split wood
I p (fut ||, -) to fling, in collective farm, kolkhoz
to throw || m, - /collective farm
m cypress member
||, -, -; - boiling, ebul , -, -oe; - collective
lient farm (attr)
||, -, -; - Kirghiz / cradle
(attr) n (pi ) ring
(gen , pi ) / team
a Chinese, Chinaman tn commander
14 * 430 421
f (gen'pl adv briefly
) commission, business trip (pl -a) building
m combine correspondent
m committee ||, -, -; - oblique
/ commune (gen , pl )
m communism camp fire
, -, -; - suit, costume, outfit
communist , -, -; - which, that
/ room (pl ) edge, brim; territory
f constitution adv extremely
composer ||, -, -; - extreme
(gen , pl (gen , pl
), / (gen ), f a beauty
pl ) Komsomol member adv beautifully, adj it is beau
||, -, -; - Kom tiful
somol (attr)y of the Young Commu , -, -; - beautiful
nist League II (, ) 1. to
||, -, -; - colour; 2. to adorn
comfortable / (gen pl ) colour
congress m (gen -
ticket collector , pl ) Red
(gen , pl ) end Army man
adv of course n (no pl) eloquence
contest ||, -, -; - red
/ conservatoire f beauty
/ constitution m cruiser
continent ||, -, -; - Kremlin
/ office (attr)
/ conference ||, -, -; - strong, sturdy
embarrassment, confusion, adv strongly; soundly
shame I (||, -) to grow
concert strong
||, -, -; - concert ] |, -, -; - serf (attr)\
(attr) serfdom
I (||, -), / (gen pl -) fortress
II (fut ||, -) to (gen pl ) arm-chair,
finish easy-chair
I (), (gen -a, pl -) cross
II (fut ) to finish, to end (pl , gen pl
m (gen -, gen pl -) horse, ) peasant
steed / (gen pl )
pl skates peasant woman
/ (gen pl ) copeck ||, -, -; - peasant
m (gen ,pl ) (attr)
ship peasantry
m (gen , pl ) scream, cry
a Corean I (fut , -) to
||, -, -; - Corean cry out
(gen , pl gen crystal
pl ) root critic
/ basket II (||, -) to shout
corridor, passage / bed
/ ( pl) stern / blood
II (, ) to (-\-gen) except, besides; ~
feed besides
/ (gen pl ) box (pl -) circle
/ cow ||, -, -; - round
/ queen outlook (mental)
coronation adv, pr ( + gen) round, around
||, -, -; - short / circorama
422
(pi -a) lace, ||, -, -; - Latin
(gen , pi ) |], -, -; - left
circle / legend
||, -, -; - large, big; adv easy, easily; adv
important easier
/ steep slope m (pi -) glacier
n (pi , gen pi ) m ice-breaker
wing ||, -, -; - ice (attr)
/ roof II (||, -) to lie
adv in succession f (gen pi ) watering pot
pron who; ~-, ~-, n medicine
TO somebody, someone m lecture-hall
m crew space / lecture
adv where (to); ~-, ~-- ||, -, -; - lazy
, ~ - somewhere (direction); (gen ,
~ wherever pi ) Leningrader
||, -, -; - curly, wavy , -, -; - Lenin
(pi -a) body (of a lorry) grad (attr)
/ maize / (gen pi ) cookie
I ( (pi -a) forest, wood
) to be cultivated (gen -a, pi -) forester
/ culture ||, -, -; - forest (attr)
adv in a cultured way / staircase
- cultur (pi of ) years
al-educational I (||, -) to fly
||, -, -; - cultural ||, -, -; - flying
bathing, swimming II (, ) to fly
I (||, -) to ||, -, -; - summerly,
bathe; to take a bath summer (attr)
n indeclinable compartment (on a summer
train) adv in summer
II p (fut , ) to n cure, treatment
buy I p (fut ||, -; past
||, -, -; - bought , ||, -; -) to lie down
(pi -a) cupola, dome ||, -, -; - easy, light
pi ( sing) chimes (gen , pi ) ice
II (, ) to smoke (gen ) flax
/ (pi ) hen flyer, pilot
health resort inter part if, whether
course I, I p (pres, fu t
(gen , pi ) piece, ||, -) to eliminate,
lump to liquidate
(gen -a, pi -) bush , -, -; - lilac, lilac-
||, -, -; - handicraft coloured
(attr)] hand made^ m lemon
/ (gen pi ) kitchen , -, -; - lemon
/ heap (attr)
linguist
JI / (gen pi ) ruler
/ line
/ laboratory / lime tree
m (gen pi -) swan / lyre
I (||, -) to / fox
manoeuvre m (pi ) leaf (of a tree);
m (pi -) camp (pi ) leaf (of a book)
II (, ) to climb / (no pi) foliage
m (no pi) bark / (gen pi ) leaflet
f lamp / literature
/ icon-lamp ||, -, -; - literary
adv affectionately, tenderly litre
14** 423
I (, ) to pour , -, -; - tange
I () to pour rine (attr)
||, -, -; - evil, bold II (, ) to lure,
Lyceum to entice
() face; m March
face to face n butter
, -, -; - personal ||, -, -; - mass (attr)
cj as soon as; adv only m (pl -a) foreman; expert
m (gen , p l ) forehead / shop
II (, ) to catch n skill, craftsmanship
, -, -; - adroit, deft / mathematics
/ (gen pl ) boat m material
II (||, -) to lie / matter
down m sailor
/ (gen pl ) spoon m sport match
I (||, -) to break / mother (see L 55a)
/ spade / machine, automobile
I p (fut ) to burst n machine building
/ (gen pl -) horse m (gen -a, pl -) lighthouse
m (pl -a) meadow / (no pl) haze
/ (gen pl ) lawn n instant, moment
m (nb pl) onion adv instantly; in a flash
/ moon / (no pl) furniture
m (gen -a, pl -) ray / medal
adj, adv better m bear
||, -, -; - best / medicine
pl skis adv slowly
||, -, -; - ski (attr) ||, -, -; - slow
||, -, -; - polite, |), -, -; - copper (attr)\
obliging The Bronze
||, -, -; - loved, fa Rider
vourite / ( pl) copper
amateur p r (-(- instr) between, among;
II (, ) to love ~ by the way; ~
I (||, -) meanwhile
( - \- instr) to admire , -, -; - in
/ (gen , pl) love ternational
, -, -; - curious ( pl) chalk
( pl) curiosity; ||, -, -; - 1. small, non
out of curiosity descript; 2. shallow
pl (pl of , gen -) / melody
people I () to flash (by),
to appear for a moment
M I p (fut ) to flash
(by), to appear for a moment
m mausoleum adv less
m shop adj smaller, adv less
/ magnolia I (||, -) to change
m May I () to change
/ (gen pl ) football shirt / degree; measure; -
||, -, -; - small, pe to what extent
little adv here and there
/ (no pl) raspberries / place, locality
||, -, -; - raspberry , -, -; - local
(attr) (pl -a) place
adv little, few; - geol layer, deposit
little by little month
||, -, -; - fellow tn metal
tn boy ||, -, -;
m tangerine - metal-working
424
, -, -; - f model
metallurgical m designer
/ metallurgy; ~ , -, -oe; - fashionable, of
ferrous metallurgy the latest fashion
I (, ) to pron n my, mine
rush about perhaps, maybe
method it is possible
metre f mosaic, inlay
indeclinable underground ||, -, -oe; - mosaic
(pl -a) fur m brain
/ mechanization , , ; pron my, mine
, -, -; - , -, -oe; - wet
mechanized ||, -, -; - molec
||, -, -;- mechan ular
ical / lightning
/ dream / ( pl) youth
dreamer (gen
I (||, -) to dream , pl ) Young
I (||, -) to impede, Guardsman
to disturb , -, -; - young
tn (gen , pl ) bag, / ( pl) youth;
sack in ones youth
||, -, -oe; - dead ( pl) milk
m instant; ^ in a flash hammer
m milliard, billion , -, -; - silent,
m million taciturn
adv nicely II (||, -) to be si
/ favour, grace, mercy lent
||, -, -oe; - dear, darling moment
adv, pr (-\-geri) past, by (gen pl ) a Mongo
m (no pl) almonds lian
m mineral , -, -; - Mongo
/ mineralogy lian (attr)
n ministry / coin
m Minister assembling, mounting, -
/ minute stalling
m 1. (pl -) world; 2. (no pl) peace (pl -) sea
adv peacefully / ( pl) carrot, carrots
||, -, -oe; - peaceful, frost
peace (attr) , -, -; - frosty
||, -, -oe; - world (attr) ||, -, -; - sea (attr),
||, -, -oe; - peace- naval
loving, peaceable (gen -a, pl -) sea man
m meeting (gen -a, pl -) Moscovite
||, -, -; - younger , -, -; - of Mos
many cow, Moscow (attr)
adv many, much m (gen -a, 'pl -) bridge
, -, -oe; - centu m motif; miis tune
ry-old m motorcycle
, -, -; - many I (, ) can, to be
voiced able, may
|;, -, -; - nu , -, -oe; - powerful,
merous mighty
, -, -; - many- pron f my, mine
storeyed m marble
(great) many, a great , -, -oe; - marble
deal, multitude(s), a lot (attr)
/ grave ||, -, -oe; - gloomy
, -, -; - mighty, m (pl ) husband
powerful adv bravely, gallantly

425
( pi) courage prp (-(- instr) over, above
man I (||, -) to put on
museum / hope
/ ( pi) music I (, -)
||, -, -; - musi ( -f- acc) to hope; to relay
cal, music (attr) m no pi) surveillance
musician it is necessary
muscle / necessity
II (||, -) to speed mix conj p (fat ||,
(tear) along -, -; -, -, -)
pron we ( -f- dat) to bore
n soap adv for long
||, -, -; - soap (attr); / inscription
~ m soap bubble I (||,
m thinker -, II (fut
/ thought, idea ), -) to build a superstruc
I (, -) to wash; ~ ture
to wash up adv 1. back; 2. ago
/ mouse; dim m (gen n name, title
, pi ) little mouse I p (fut ||, -) to call
m mayor I p (fat ||, -)
||, -, -; - soft to call oneself
||, -, -; - soft I (||, -) to
hearted, kind-hearted appoint; to fix
( pi) meat n purpose
(gen -a, pi -) ball I (||, -) to call
I (||, -)
to call oneself, to be called, named
adv most
adv by heart
prp ( -f- , direction -[- prepos, lo ||, -, -; - the best,
cation) on, at, to the very best
/ embankment, water adv least
front , -, -; - is found
I to climb I p (fut |], -; past
I (||, -) ||, -, -; -) to find
( instr) to observe punishment
m (gen , pi I (||, -)
) sketch, draft to bend
probably, most likely, for adv at last, finally
certain, certainly n accumulation
adv upstairs (direction) I (||, -) to
adv above, upstairs, on the accumulate
top floor I (||, -) to
II p (jut , -), cover
I (||, -) to adv to (on) the left
visit, to call on I (||, -),
n flood, inundation I p (fut , ; past
II p (fat ||, -) , ||, -; -) to lean on
to flood I p (fut ||,
adv for ever -) to print
adv to meet I p (fut , -
II p (flit , ) 1. to write; 2. to paint (a pic
-) to speek as much as one ture)
wants I p (fut ||, -)
/ reward, award to drink
II p (fat , - II p ( fu t ||, -)
) to reward, to award to fill
I (||, -) I (, -)
(-{-instr) to load (with) to remind
426
pressure, head / nation
II (fut , beginning
) to direct chief
II (fut , I (fut ||,. -) to
), I begin
(||, -) to make I (fut ) to begin
for; to make ones way to undertaking, iniciative
adv to (on) the right I (||, -) to
adv in vain, to no purpose begin
adv for example, for in I () to begin
stance prp (-f- gen) beginning with
n tension, effort part not
I p (fut , -) n (pl ) sky
to draw , -, -; - not great,
m people small
national economy sky
, -, -; - folk (attr), , / ignoramus
national / fiancee
I (||, -) to ||, -, -; - unprece
disturb dented, unheard of
||, -, -; - well it is impossible
dressed, smart , -, -; - impos
n population sible
adv to wha-t degree adv involuntarily
n heritage; ||, - , -; - un
to be inherited, to bearable
come from one generation to another adv beyond expression
I (||, -) to ||, -, -; - not tall,
insist not high
I p (fut ) to come adv nowhere, there is nowhere
adv persistently m Negro
adv so, that much ||, -, -; - illiterate
rt insistence / illiteracy
||, -, -; - 1. genuine; ||, -, -; - recent
2. present adv recently
n mood, spirit adv not far
I (||, -) to / week
advance, to attack, to be on the of adv not long
fensive; () to come adv unexpensive(ly)
II p (fut ) to come m (gen , pl
n advance, offensive ) shortcoming
I (||, -) adv insufficiently, in
to number, to count adequately
/ science it is beyond...
II p (fut , ) ||, -, -; - inacces
to teach sible
II p (fut , , -, -; - unna
) (-\-dat) to learn tural
-, -, ||, -, -; - tender, deli
-; - scientific research (attr) cate
-, -, -; - ||, -, -; - unfor
popular science (attr) gettable
||, -, -; - scientific () adv not long before
II (, ) to , -, -; - un
find finished
II (, adv imperceptibly
) to be, to be found , -, -; - unfa
/ nationality miliar, unknown
, -, -; - nation ||, -, -; -
al insignificant, inconsiderable
427
adv inevitably ||, -, -; - incom
||, -, -; - inevit prehensible, not clear
able, unavoidable , -, -; - irre
it is not known gular
adv 1. there is no time; 2. once; adv without fail; certainly
formerly adv incessantly
pron there is no one ||, -, -; - unpleas
, -, -; - some ant
pron someone adv indissolubly
adv nowhere (direction), there adv frequently; lit not infre
is nowhere... quently
adv it is not easy ||, -, -; - uneven
adj awkward ||, -, -; - indestruct
it is impossible, one cannot, ible
one must not pron some, several, a few;
adv not a little, much a little
adv immediately pr (-f- ) in spite of,
m (gen , pi ) Ger not withstanding; ^ , cj
man in spite of the fact that, despite
||, -, -; - German I (||, -; past ,
few ||, -; -) to carry, to bear
ndv slightly, somewhat, a I (||, -; past
little, rather , ||, -; -) to
adv a little rush, to fly
||, -, -; - mute part no, not
II (, -) it is not difficult
to hate it is inconvenient
||, -, -; - bound part is it possible?
less, immense
it is necessary oil-extracting industry
n that which is neces
sary cracking, oil-refining in
||, -, -; - neces dustry
sary / oil
, -, -; - immense, II p (fut ) not
unbounded, boundless to be enough, to be short of
adv uncommonly pron there is nothing; ^
||, -, -; - there is nothing to do
unusual, uncommon ||, -, -; - not
||, -, -; - unusual black soil (attr)
adv unusual, unusually part not , ... neither... nor
adv repeatedly, often adv nowhere (location)
adv unexpectedly adj, adv below, lower
||, -, -; - unex ||, -, -; - lower
pected / depression, a low place
||, -, -; - inexpe ||, -, -; - low
rienced adv in no way
/ carelessness, impru ||, -, -; - pron no, not
dence any, none... whatever, none
, -, -; - insepa adv never
rable pron nobody, no one
adv from nowhere adv nowhere (direction)
adv not bad(ly), rather well adv from nowhere
adv motionless, motion f (gen pi ) thread
lessly / thread
||, -, -; - motion pron nothing, its nothing, nev
less er mind
||, -, -; - genuine , , ; pron
||, -, -; - uncover nobodys
ed pron nothing
428
, -, -; - worthless, I p (fut , -
insignificant to grow poor
/ misery, destitution, poverty mix conj p (fut , -
cj but ... ) to run round
m innovator I p (fut ||,
, -, -; - New-Year -) to turn round
(attr) n promise
the new I (||, -) to prom
/ (gen pi -) news ise
||, -, -oe; - new : ^ I am vexed
/ (pi ) foot, leg ||, -, -oe; - inhabited
rn (gen -a, pi -, gen pi -) I (||, -) (-\-instr)
knife to possess
pi (no sing) scissors n (pi -a, gen pi -ob) cloud
m (gen -ri, pi -) zero I p (fut ||, -)
m (pi -a) number to caress
/ (pi ) burrow, hole / (gen pi -) 1. region;
/ Norway 2. sphere, branch
m (gen , pi I (||, -),
) Norwegian II p (fut ||,
hoc m (pi -) nose -) to make easier, to alleviate
m porter | |, -, -oe; - covered
II (, ) 1. to carry; with ice
2. to wear II p (fut , )
II (, ) to to fly. (all over), to spread (all over)
rush m (gen , pi
m (gen , pi ) sock ) debris, wreckage
/ note m deception, delusion
I (||, -) to stay, m exchange
to spend the night I (||,
m (no pi) lodgings for the night -) to exchange
, -, -oe; - night (attr), ||, -, -oe; - exchange
nocturnal (attr)
/ (gen pi -) night II p (fut ,
adv at night -) to discover
m November I (||, -)
II (, to clasp one another in ones arms
) to like, to be liked I p (fut , )
/ (pi ) need to embrace
, , , is II p (fut ,
necessary ) to enrich oneself
it is necessary I (||, -) to
||, -, -oe; - necessary enrich
f nurse n enrichment
I (||, -) to adore
/ defense
I (),
(, ) prp (-(- prepos) about, of -), I p (fut -
m oasis ||, -) to till, to process, to
m, / both work up, to make a thorough study
n charm / working up
II p (fut , I p (fut ,
) to scald -) to grow glad
I (||, -) to twine m image; character;
round, to entwine mainly; in
||, -, -oe; - this way
bewitching, charming m (gen , pi )
m dinner specimen, sample, model
I (||, -) to dine, n education; ~ edu
to have dinner cated
429
I (fut |] -) I (||, -),
to form I (fut , -)
I (fut ) (+ instr) to take possession of, to
to be formed seize
I (||, -) to pi (gen pi -) vegetables
torm / (pi , gen pi ) sheep
I () to I (||, -) to round,
be formed to skirt, to double
II p (fut , - n contents
): ~ to turn (pay) I (||,
attention -) to look around
II p (fut , m (gen , pi ) fire
) to address (oneself), to m kitchen garden
appeal / railing, fence
adv back , -, -; - huge, vast,
I (||, -): immense, tremendous
~ to turn (pay) attention m (gen , pi )
I (||, -) cucumber
to appeal, to turn to, to address I (||, -) to dress
n address, appeal (someone)
/ observatory I (||, -) to
/ (no pi) surroundings dress (oneself)
n circumstance / clothes, garments
l (||, -) I p (fut ||, -) to dress
to fire, to shell (someone)
I (||, -) to I p (fut ||, -)
discuss to dress (oneself)
||, -, -; - footwear, boot, n blanket
shoe (attr) , , , one;
f(no pi) footwear, shoes one and the same
n hostel , -, -; - same
||, -, -; - public; similar
~ public figure / nutn one
society adv once
6||, -,-; - general, common cj however
union, unification pi one, pron the ones
, -, -; - united n nutn one
I (||, -), adv simultaneously
II (fut ||, I p (fut , -) to
-) to unite, to unify overpower, to overcome
/ objectivity n animation
I p (fut ||, -) to adv animatedly
travel (over), to go (ride) ||, -, -; - animated
Up (flit ,) I (||, -) to wait
to announce (for)
n advertisement; an ||, -, -; - wired for
nouncement, notice sound
I (||, -) to (pi ) lake
announce II (fut ,
I () to be ) ( + instr) to get
announced acquainted with
U p (fut ||, -), I () to mean, to
I (||, -) to signify
explain I p (fut ) to turn
||, -, -; - plain, out
ordinary I (||, -) to
custom render; ^ to give help
adv generally, usually I (||, -)
||, -, -; - obliged 1. to finish; 2. to graduate
oats m ocean
430
(I ) to glance ||, -, -; - orange-
over, to cast a glance coloured
I, I p (pres, fut - organ
||, -) to occupy organizer
I (||, -), - / organization
I (fut , -) to I , (fut ||,
call -) to organize
(pl , gen pl ) window (pl -a) order, decoration
adv, prp (+ ge/i) near, along ||, -, -; - origi
side nal
n 1. end; 2. gram ending; orchestra
3. (no pl) graduation II (fut , ),
II p (fut ||, -) I (||, -) to ir
1; to finish, to end; 2. to graduate rigate
II p (fut ) to instrument, implement; mil
end artillery piece
/ outskirts n (no pt) arm(s)
pl vicinity / siege
I (||, -),- I (||, -) to
II p (fut | |y, -) assimilate
to surround II p (fut , ),
m October I (||, -) to
, -, -; - October illumine, to light up, to throw light on
(attr) I () to be
Ip (fu t ||, -) lighted, to brighten
to dip n lighting (up)
m oleander II P (fut , OCBO-
I () to wash ), I (-
pron he ||, -) t liberate, to emanci
pron she pate, to release
pron they n liberation
oho pron it ||, -, -; - autumnal,
I () to fall off autumn (attr)
I (, -) / autumn
to be late adv in autumn
I (||, -) I p (fut , -)
(-\-gen ) to be afraid of to weaken, to grow weak
it is dangerous I (||, -) to
||, -, -; - dangerous weaken
f opera I (||, -)
II p (fut , - to view, to examine, to survey
) to outstrip, to leave behind m examination; sight-seeing
||, -, -; - opera (attr) II p (fut ,
I (||, -) to ) t view, to examine, to
lean upon survey
n description f foundation, basis
I p (fut , ) n foundation
to describe m founder
I p (fut ||, -) I p (fut ||, -) to
to be late found
I p (fut ||, -) ||, -, -; - chief, prin
to justify cipal, main
I (||, -), - adv particularly, especially
II (fut , ) / particularity;
to lower in particular
/ (gen pl ) 1. edge of , -, -; - special
a forest; 2. fur trimming , -, -; - special, par
m experience ticular
||, -, -; - experienced I (||, -) to
adv again remain, to stay
431
II (fut , / trimming
), I (, , -, -oe; - separate
-) to leave (behind) I (||, -) to cut
the rest off, to separate
||6, -, -; - the rest of I p (fut , -)
pl the rest, the others to rest, to have a rest
I (, m rest
-) to stop I (||, -) to rest
I (- || m, - /, - pl holi
||, -) to stop day-maker, guest at a rest home
II p (flit , m (gen , pl ) father
) to stop , -, -oe; - patri
II p (fut , otic
) to stop n fatherland
/ (gen pl ) I p (fut ,
stop ) to refuse, to give up
I p (fut ||, -) I (, -)
to remain; to stay to refuse, to deny
adv carefully I (||,
m (pl -a) island -) to refuse, to give up
, -, -oe; - witty, keen I (||, -)
6|[, -, -oe; - sharp, acute to respond
II p (fut , ), I (||, -) to
I (, -) to open
condemn, to censure I () to open,
prp (-{-gen) from to be opened
I p (fut ||, -, past n 1. discovery; 2. inauguration,
, , -; -) to take opening
away, to drive away , -, -oe; - open
I p (fut , -; past I p (fut , -) to
, , -; -) 1. to take open
to; 2. to allot, to give I p (fut ) to open,
m answer to^ be opened
II p (fut , ), adv from where, whence;
I (, -) to , ~-, ~ - from
answer somewhere
11 (, ) I p (||, -),
1. to take to; 2. to allot, to give II p (fut , )
I p (fut , -) to fly off (away)
to win m ebb, ebb-tide
II (, ) to I p (fut , -) to
take away, to drive away cast in mould
II p (fut , I (||, -)
) to open to distinguish (from), to differ
II p (fut ) to adv perfectly
be opened f abolition
I p (fut , -) I (||, -) to mark,
to guess to mention
I (||, -), I () to be
mix conj p (fut see ) to give marked
(back, up) I p (fat , -; past
mix conj p (fut , , | |a, -6; -)
, , ,... II (, ) to
) to give oneself take to, to carry
m department II (,
I p (fat ||, -) ) ( -f- dat) 1. to treat, to
to decorate, to trim regard; 2. to date; to concern
n department n treatment, relation, terms,
II p (fut , standing
) to cut off, to separate adv from now on
432
I (fut , ) tn feature (story), sketch
to take away ply arch (gen pi -) eyes
I p {Jut ||, -; past / (gen pi ) mistake
||, -, -; -) to II p (fut , ),
move away, to leave; to depart; ~ I (||, -) to feel
to step aside n feeling, sensation
II p (fut ,
) to send off, to dispatch
II p (fut , n
) to set off, to depart,
to go tn pavilion
I (||, -) to I (||, -) to fall
send off, to dispatch ||, -, -; - fallen
I (||, / chamber; palace
-) to set off, to depart, to go / deck
m (pi -a) leave / palm
I (||, -) 1. to n indeclinable overcoat, coat
reflect; 2. to repulse m pamphlet
I (||, -) m monument
to be reflected / memory; ~ as a keep
n reflection; ~ to sake, a souvenir, from
be reflected memory
II p (fut , - n indeclinable panneau
) 1. to reflect; 2. to repulse / panorama
II p (fut , - f cigarette
) to be reflected / (gen pi ) file, paper-case
I p (fut ||, -) to nap m (pi -) vapour, steam
cut off / pair, couple
I (, -) m parade
to lose touch with, to come off; to m parachute
be torn off m parachutist
m detachment, group m park; ~
I (||, -) to park of culture and rest
retreat m parliament
n absence m steamer
() cj because (of) / 1. game, set; 2. polit party
adv from there m (pi -a) sail
II (, ) to ||, -, -; - sailing, sail
move away, to leave, to depart (attr)
adv why ||, -, -; - cloudy
||, -, -; - clear passenger
f fatherland ||, -, -; - passen
tn departure ger (attr)
m commissioned officer I (||, -) to tend grazing
||, -, -; - official cattle
/ hunt, hunting I (; past , ||-
II (, ) , -; -) to graze
to hunt (gen -a, pi -) shepherd
hunter I (fut ||, -) to fall;
, -, -; - hunting ~ to lose ones courage
(attr) m patriot
adv gladly, willingly m (gen -a, pi -) spider
I (||,-), - I (, ) to plow
II (fut , ) to I (||, -) to smell (of)
value, to apprise m (gen , pi ) sing
I p (fut , -) er (a man)
to charm / singer (a woman)
adv very m pedagogue
/ turn; ~ in the ||, -, -; - peda
first place gogical
433
baker m flight (from one place to
singing another)
(gen , pl ) stump m tint
||, -, -; - first / change
pass I p (fut ||, -;
I (fut , -; past , , -; -),
past , )|, -; -) II (,
1. to translate; 2. to transfer ) 1. to carry from one place to
m 1. translation; 2. transfer^ another; 2. to bear, to stand, to en
II (, dure
) to translate I (||,
(, -), I p (fut ne-
) to transport, to put (carry) ||, -) to change (ones
across clothes)
n overfulfilment I p (fut , nepe-
II p (fut - ) 1. to rewrite; 2. to copy
||, -), I / correspondence;
(, -) to overful to correspond, to be in
fil correspondence
II (fut , I (||,
) to outstrip -) 1. to rewrite; 2. to copy
pl ( sing) negotiations I (||,
I (||, -), -) to work into, to manufacture,
II (fut , to work up, to process, to rework,
) 1. to overload; 2. to re to remake
load I (
prp ( + instr) before ) to be worked into, to be
I (||, -) l.to manufactured, to be worked up
pass, to give, to hand; 2. to broad Ip (fut |[,
cast, to transmit -) to work up, to rework, to re
I () to be make
transmitted m interval, recess, break
mix conj p (fut I p (fut ||, -)
etc., see ) 1. to pass, to give, to change ones seat
to hand; 2. to transmit, to broadcast I p (fut ||, -)
/ radio broadcast to stop, to cease
I p (fut ||, I (||,
-), I (- -), II p (fut ne-
||, -) to redo, to remake ||, -) to rebuild
m apron I (||, -)
/ (declined as an adj with to cross
soft endings) anteroom, entry, lobby II (,
||, -, -; - advanced, ) to cross, to go over
progressive II p (fut ||,
I (]|, -), -) to enumerate
I (fut ||, -) I p (fut ||,
1. to cross, to run over; 2. to move -), I (-
I (||, -), ||, -) to reread
Ip (fut ||, -) period
to suffer, to experience (pl , gen pl ) ,
||, -, -; - experi nib
enced penknife
I (fut , -; past ||, -, -; - Persian
||, -, -; -) to peach
cross, to go over ||, -, -; - peach
I (||, (attr)
-) to call to one another / perspective, prospects,
I (||, -), outlook
II p (fut , - / (gen pl ) glove
) to fly over / (gen pl ) song
434
I (||, -) to sing / (gen pi -) square
||, -, -; - sad m (pi -) plough
/ 1. press; 2. stamp, seal 1 (|], -) to swim, to
adv on foot sail, to float
, -, -; - motley, var / beach
iegated no prp (-f-dat) along; (-{-acc) till;
/72 (gen -a, pi -H)coat, jacket ~ in the morning
m peak - adv English, in English
/ (pi ) saw I p (fut ||, -) to
11 (, ) to saw run (for a little while)
m pioneer / victory
, -, -; - pioneer II p (fut , -
(attr) ) to win, to conquer
m (gen -a, pi -) pie mix con) p (fut ,
m writer ... ) to start run
I (, ) to write ning, to run (off)
/ written language I (||, -) to
writing-table, desk conquer, to vanquish, to gain a victo
n (pi , gen pi ) ry (over)
letter ||, -, -; - con
n (no pi) food quered, vanquished
1 (||, -) to feed, II p (fut -
to live on 11, -) to thank
I (||, -) to drink I p (fut ,
, -, -; - food (attr) -) to grow pale
n 1. swimming; 2. sailing I p (fut ||, -)
I (||, -) to swim to visit
adv smoothly /72 (pi -a) cook
I (||, -) to weep, I p (fut ||, -)
to cry to throw dowa
n (gen , no pi, see II p (fut , -) to
L. 6Ga) flame believe
m plan I p (fut ||, -)
/ planet to turn
(, ) to pay I p (fut ||,
m (gen , pi ) -) to turn
kerchief, handkerchief / surface
/ platform, railway platform - adv like in spring
n (gen pi ) dress I p (fut ||, -; past
n (pi , see L. 60a) , ||a, -; -) to lead
tribe / notice; ~ agenda
||, -, -; - charm / novel, story
ing, fascinating I p (fut ||9
n (pi , gen pi ) shoul -), to see (one another)
der I (||,-)
m (pi -) fruit to turn
||, -, -; - fertile, 772 turn
rich ||, -, -; - daily,
||, -, -; - fruitful everyday
]|, -, -; - flat adv everywhere
(gen -a, pi -) raft n 1. review, recapitulation;
/ dam ' 2. repetition
carpenter II p (fut , -),
adv closely, solidely I (||, -) to
, -, -; - dense, close, repeat
solid I (||,-), -
adv bad, poor, poorly, badly I (fut ||, -) to
||, -, -; - bad perish, to die
/ (gen pi ) I (, -)
grounds, court to glance at
435
{fut , -) / signature
to talk, to have a talk , -, -oe; - under
/ weather ground
I p (fut ||, -) / friend
to go for a walk - adv as friends, friend-
prp (4 - acc, + instr) under ly .
1 (||, -) 1. to serve I (||,
(at table); 2. to give, to heave -) to take a seat beside some
II p (fut , one
) to suppress, to crush m snowdrop
II p (fut , II p (fut ,
) to present, to give, to offer ) to undermine
tn (gen ,pi ) I p (fut ||, -)
gift to think
mix con] p (fut , etc., I p (fut ||, -) to
see ) 1. to serve (at table); 2. to blow
give / (gen pi ) pillow,
mix conj p (fut , cushion
... ) to run up II (, )
(to), to come running 1. to approach, to come up; 2. to fit,
tn basement, cellar to go well with, to be suitable;
m exploit, heroic deed does not fit
||, -, -oe; - submarine, , -, -; - suitable
submerged entrance
II p (fut I (fut ||, -)
, ) to prepare to drive up (to)
(oneself) tn (pi -a) train
/ preparation / (gen pi ) trip
II p (fut , I p (fut ||, -) to go,
) to support to set off, to depart
/ support please
m incendiary m fire
, -, -oe; - near I p (fut ||, -) to
Moscow, in Moscows environs press; ~ to shake ones hand
I (||, -) to n wish
lift, to raise I p (fut ||, -)
I (||, - to wish
) to rise, to go up, to ascend I p (fut , -)
n foot to grow yellow
I p (fut , I (||, -) to live,
) to raise, to lift to get on
I p (fut , I (||, -):
) to climb, to raise, to as ~ to shake ones hand
cend I p (fut ||,
adv like; ^ as -) to have breakfast
, -, -oe;- similar, such, adv day before yesterday
like adv behind
I p (fut ||, -) I p(fut ||, -) to
to wait call
I p (fut ||, -; II p (fut , -)
past , ||, -; -) to ring, to ring up
1. to approach; 2. to fit, to go well , -, -; - late
with adv late; adj it is late
adv for a long time \p (fut ||,
\p (fut , - -) to greet
) to sign II p (fut ,
I p (fut , ), I (-
) to sign ||, -) to congratulate
I (||, -) I (fut
to sign -) to grow green
436
II (fut (declined as an adj
, ) ( -\-iristr) to o f mixed declension) policeman
get acquainted / police
n knowledge / (gen pi ) shelf
I p (fut &||, -) m (gen , pi
to play (a little, for a while) ) general, captain
pi search ||, -, -; - deep,
- adv (in) Italian abundant (in water)
II (, ) to water, to / (gen ) midnight
give to drink , -, -; - full
I p (fut ||, -; past / half
, ||, -; -) to go situation, condition
adv while, as long as, for the II (fut ,
time being ) to put, to place (horizontally)
I p (flit , ) / (pi ) stripe
to show f (gen, pi ) stripe
I p (fut , n linen
) 1. to show oneself, to ap one and a half
pear; 2. to seem m semi-circle
I (||, -) m semi-darkness
to show; ~ to present a play I (||, -), -
I (||, II (fut , )
-) to appear, to show to receive, to get
I (||, -), m (gen ) half an
I p (fut ||, -) to lea hour
ve, to abandon, to depart / use; in favour of;
m rest, peace (II), (I p) -
n generation to be very useful, to help
I (||, -) to I (||, -)
cover ( + instr) to use, to make use of
I (||, - / polka (a dance)
) to cover oneself, to be covered II p (fut ,
I p (fut , -) to ) to grow fond, to like
cover I p (fut ||,
I p (fut , -) to admire
-) to cover oneself, to be cov m pole
ered / glade
m buyer, purchaser ||, -, -; - polar
I (||, -) to buy, / (gen pi ) mark,
to purchase note
/ (gen pi ) purchase I (||, -) to put,
m (pi -) floor to place
half a year I (||, -)
m (gen ) noon, mid to be housed, to be situated
day n premises
n (pi -) field m landowner
||, -, -; - field (attr) m tomato
it is useful II (||, -) to re
||, -, -; - useful; - member
fossils, min I (||, -) to help
erals - to my opinion
II p(fu t , ) I p (fut , ;
to fly past , -, -; -) to help
- adv as in summer / help
I (||, -) to wa II p(fu t ||, -)
ter, to pour (on) to dart
/ (no pi) politics (fut ,
||, -, -; - political ) to have need of
I (fut ||, -) to wa - adv in our opinion
ter m Monday
437
- adv (in) German II p (fut , )
adv little, a little at a time to plant
I (||, -) to un / (gen pl ) planting
derstand - adv in ones own way
- adv in a new way II p (fut ,
II p (fut , ) to dedicate, to devote
) (-fdat) to like, to ^m crops, acreage under crops
take a liking, to inspire a liking, to II p (fut ||,
be liked -) to settle, to take residence
n notion adv, prp (-\-gen) in the
, -, -; - comprehen middle (of)
sible, easy to understand m visitor
I p (fut ||, -) to un II p (fut , ),
derstand I (||, -) to
I p (fut ||, -) visit, to attend
to have dinner n visit
I (, -), m (gen , pl )
I p (fut ||, -) to settlement
get, to find oneself cj so far as, so long as
adv half-and-half adv sooner
- adv Polish I p (fut ||, -) to
II p (fut , send, to dispatch
), I (- adv, prp (-)- gen) after; ^ ,
||, -) to correct; to repair, to cj after
adjust ||, -, -; - last, latest
- adv as formerly / consistency
U p (fut , I p (fut ||,
) to ask (for) -) to follow, to go after
I p (fut ||, n the following, subse
-) to say good-bye, to take leave quent
/ popularity adv the day after to
, -, -; - popular morrow
adv it is time / proverb, saying
f time; nop? till when?; I p (fu t ||, -)
nop till now; ? to listen (for a while)
from what time on? II p (fut )
I p (fut ||, to be heard
-) to work (for a while), to do adv posthumously
some work II p (fut ,
I (||, -) to ) to look at, to take
astonish, to strike a look
||, -, -; - aston n textbook
ishing, surprising, amazing I p (fut ||,
II p (fut , -) to advise
) to astonish, to strike m (gen , pl ) am
m threshold bassador
||, -, -; - thorough I () to grow
bred, pedigree (attr) ripe, to ripen
m port advy prp ( + gen) in the
II (, ) to spoil middle (of)
m portrait, picture m post, position
m bag, brief-case II p (fut ,
- adv (in) Russian ) to place (vertically)
n assignment, commission m pedestal, base
II p (fut , ) / (gen pl )
to entrust, to assign producing, staging, setting up
m burst, gust, transport I p (fut ||,
m (gen , pl -) to try
) order; one after adj elder, elderly
another f bed, bedding
438
adv gradually / poetry
Ip (fut , -), / poem
to understand m poet
adv constantly , -, -oe; - poetic
, -, -oe; - constant, adv therefore
permanent II p (fut ,
I p (fut , ), 1(||,
-) to suffer -) to appear
II p (fut , -) II (fut , -)
to build to explain
\ (||, -), - / truth
II (fut , rule
) 1. to act; 2. to enter adv correctly; adj it is cor
/ (no pl) crockery,, dishes, rect
kitchen utensils / 1. correctness; 2. re
I p (fut ||, -) gularity
I. to count; 2. to consider n government
I (||, -) to n (pl -a) right
send, to dispatch , -, -oe; - right
I p (fut ) to m holiday
grow dark I (, -) to
I p (fut ||, -) celebrate
to lose / practice
adv quietly n stay, sojourn
m stream, torrent II (,
m (gen , pl - ) to surpass, to exceed,
) ceiling to outnumber
adv then, later II p (fat , npe-
cj because ), I (
I p (fut , ) , -) to transform
to sink, to drown I (||,
1 p (fut ||, -) to transform (oneself), to be
-) to demand transformed
II p (fut , / barrier, obstacle
) to work II p (fut , npe-
I p (fut , -) ), I (npe-
to strike, to shake , -) to block, to bar
adj a little more narrow , -, -oe; -
- adv (in) Uzbek preliminary, in advance
adv in the morning n leadership
- adv (in) French n preface, introduction
II p (fut , I (, -) to
) to praise offer, to propose
m 1. march; 2. hike, excursion n 1. offer, suggestion,
II p (fut , ) proposal; 2. gram sentence;
to walk (for a while) ~ to submit a suggestion
||, -, -; - similar, alike, II p (fut ,
resembling ^ ) to offer, to propose
I p (fut , m 1. object, thing; 2. sub
-) (c-j-instr) to kiss . ject
/ soil n project
adv why; ~ - t o for some reason n enterprise
m (no pl) honour(s) m chairman
, -, -oe; - honourable n chairmanship
I p (fut ||, -) to m representative
read (for a while) II p (fut ,
/ 1. mail, post; 2. post office ) 1. to represent; 2. to
adv almost present
I p (fut ||, n 1. presentation, per
-) to feel formance; 2. idea, notion
439
I (||, -) adv approximately
() 1. to represent, to embody; II p (fut ,
2. to present ) to approach (tr)
I (|!, tn breakers, surf
-) 1. to anticipate; 2. to warn I (||, -),
I (||, -) I p (fut ||, -) 1. to
1. to show, to produce; 2. to put for arrive, to come; 2. to rise, to grow
ward (demands) (water)
ti the preceding I p (fut ||, -;
adv, prp ( 4 -gen) before; past , ||, -; -) to
cj before; ~ first bring
, -, -; - former, first I p (fut , -;
m presidium past , , -; -) to
n admiration, worship bring (someone)
(for) m regards, greetings
||, -, -; - beautiful, adv friendly, in a friendly
fine way, affably
II p (fu t ), ||, -, -; - friendly,
I () affable
to stop, to ccase I (||,
/ premium; prize -) to greet
m prime minister I (||, -),
pi (no sing) discussion, debate I (fut ,
I () to pre ) to attract
dominate, to prevail II (, )
I (||, -) 1. to bring (someone); 2. to cite
to transform II (, )
I (||, to bring, to deliver by transport
-) to transform (oneself), to be I (||, -),
transformed I p (fut ,
II p (jut , -) to grow accustomed, to get
) to transform used to
n transformation; / (gen pi ) habit
reform , -, -; - habitual
m remaker, reformer I (fut ,
Ip {fat , ) to tie, to attach
-) to transform, to remake II p (fut , -
I p (fat ), I (
) to be transformed, remade |, -) to invite
I (||, invitation
), I p (fut II (fut ,
), -) to overcome ) to prepare
m teacher II (fut
I p (fut ]|y, , ) to prepare
-; past , - (oneself)
! |a, -; -) to present I (||, -)
n obstacle to prepare
1 p (fut ||, -) to I (||, -),
interrupt mix conj (fut etc
I (||, -) see ) to impart
to persecute m (pi -, is declined as
prp ( -f-prepos) 1. by, under; 2. in an adj of hard declension) courtier
the time of, in the presence of , -, -; - court
II p (fut , (attr)
) to add I p (fut ||, -)
mix cotij p (fut , to think of, to invent
. . . ) to come m arrival
running I (||, -),
I (||, I p (fut ||, -)
-) to approach (intr) to arrive (by train, by boat, etc.)
440
1. reception; ~ to II p (fut , -)
receive; 2. listening in; 3. method to appropriate, to assume; ~ to
m radio set be given the name (the title) of
I p (flit ||, -), I p (fut ||9 -)
I (||, -) to send
to press II p (fut
m prize , -) to join
I p (fut ||, -) to / landing-stage, pier, quay
call upon, to appeal I (||,
II p (fat ||, -), II p (fat
-), I ( ), -) to build out, to add
, -) to land to a building
n 1. recognition; 2. confes II p (flit ,
sion ) to proceed, to set
m appeal about, to start
I (||, -) to II p (fut ,
call upon, to appeal ), l (
I p (fut ||, -, past , -) to award
, ||, -; -) to come I (||,
I (fut , -) to be present
), I (- I ( ]|, -) to
||, -) to order, to com send (to)
mand / oath of allegiance
I (, -), m tributary
II (fut , - II p (fat , )
) to come flying, to come hur to train, to accustom; () to ac
rying quire the habit
II p (fat , - II (; )
), I (||, to come
-) to apply impers ( + dat) have, has to
I () to be 1 (||,
applied -) to comb, to do ones hair
m example / reason, cause
||, -, -;- primitive impers ( -f- dat) had to
||, -, -; - seaside, m shelter
maritime II p (fut , -
II (||, ) to give shelter
-) (-\-dat) to belong (to) adj it is pleasant; adv pleas
I (fat ||, -; antly
past , ||, -; -) ||, -, -; - pleasant,
1. to bring; 2. to yield agreeable
n humiliation, disparage prp (-\-acc) about, of
ment, belittling / test
I (||, -) to mix con] p (fut ,
receive, to accept, to take ... ) to pass
II (, ) running, to run by, to fly past
to bring I p (fut ||, -)
m principle 1. to pierce; 2. to strike; ~
I p (fut , ) to make ones way through
to receive, to accept, to adopt; ~ I (||, -) to try, to
to take part; ~ to taste
take ones oath I (||, -)
I p (fut ||, to awaken, to wake up
-), I ( I p (fut ||, -) to
|, -) to acquire, to gain stay, to remain
I p (flit , - II p (fut ||,-),
), I (- I (||, -) to
||, -) 1. to add (to a letter); check, to verify
2. to ascribe, to attribute I p (fut ||, -, pas/
/ nature , | |, -; -) to spend
441
(, ) (fut ,
1. to carry out; 2. to hold; 3. to see ) to lay, to build
off; 4. to spend; ^ to spend , -, -; - washed
the time / industry
I (||, -) to , -, -; - in
see off, to accompany dustrial
II p (fut , I (fut ||; -;
) to drive away past , ||, -; -) to
/ programme carry by (past, through)
/ (gen pi ) stroll, I p (fut ] |,
walk -) to flash by, to sweep past
I (||, -) to sell I (||, -), -
||, -, -; - I (fut ||, -)
food (attr) to penetrate
I (||, -) II (, )
to go on, to continue, to carry on to carry by (past, through)
I () to II () to flash
continue, to last, to go on by, to dash by, to sweep past
/^continuation; continued; m propagandist
~ to* be continued / precipice, abyss
m product n education
/ production, output f cutting (In a forest)
I (||, -), II (, ) to ask,
I p (fut ||, -) to to beg
pass by, to go by, to drive by II p (fut ,
I p (fat ||, -) ) to become famous,
to live, to stay renowned
/ prose I ( ||, -)
II p (fut ) to to make famous, renowned
ring, to be heard I p (fut ||,
||, -, -;- transparent -) to hear, to listen
work I p (fut ||,
I (fut ||,-; -) to wake up
past , ||, -6; -), m avenue
II (, adv simply
) to produce; ^ , -, -; - simple
to make an impression, to (open) space, spaciousness
give the impression there is plenty of space
II () to ||, - -; - spacious,
be produced roomy
n production, manufac / simplicity
ture n space
I p (fut , / (pi ) sheet
-; past , ||, I (||, --
-; -) to utter, to pronounce ) to wake up, to awake
n pronunciation / request
I p (fut ; past I () 1. to flow
, ||, -; -), (through); 2. to elapse
II () to take prp ( + gen) opposite; against
place, to happen, to occur tn opponent, adversary,
I p (jut ||, -; past enemy
, ||, -; -) to go, to II (||,
walk by, to pass -) to contradict
||, -, -; - prole 1 p (fut ,
tarian ) to stretch, to extend
I (||, -), ||, -, - -
II (fut , - professional
) to fly by / profession
I (||, -) to professor
shed trade-union
442
, -, -; - trade- I (||, -) to burn, to
un.on {attr) blaze
I (||, II: no dust is raised
-) to stroll, to walk up and (on the road)
down / dust
it is cool ||, -, -oe; - dusty
m passage I (||, -) to
II (, ) try, to attempt
to pass (by), to traverse / (gen pi ) torture
m per cent, percentage / play; piece (mus)
m process / (gen pi ) Five-
I p [fut ||, -) to Year plan
read through ||, -, -oe; - five-
I p (fut ||, -), storeyed
I (||,-) / Friday
to read through
n the past P p
||, -, -; - past
rt the past / work
||, -, -oe; - past, last I (||, -) to work
, - good-bye, farewell m worker, workman
I (||, -) to / working woman
take leave m (pi -, is declined like
m (gen -a, pi -) pond the adj ) worker
I (||, -) to jump ||, -, -; - work (attr),
m (gen , pi ) working; draught
}ump / plain
adv straight (on, ahead); directly , -, -oe; - indiffer
||, -, -; - 1. straight; ent
2. frank , -, -; - equal
I (||, -) to hide (tr) in rights
I ([|, -) to ||, -, -; - equal
hide (intr) , -, -; - is glad
m pseudonym prp ( + gen) for
/ bird n radio, wireless
/ public / broadcast
m publicist m radio set
I (||, -) to frighten / radio station, wireless
tn (pi -) pood (a measure of station
weight, about 16 kg) / radio-electronics
m (gen -, pi -) bubble I (||, -) to
m point be glad, to rejoice
adv punctually adv joyfully
part let; cj although ||, -, -oe; - joyful,
it is empty joyous
||, - -; - empty / joy
, -, -; - deserted m 1. one; 2. adv once; 3. time;
/ desert not once; ~ once more;
(gen -, pi -) vacant lot ~ many times; 4. cj if, once
part let; cj although mix conj p (fut -
f muddle' ... ) to scatter
f (gen pi ) pass (running)
m traveller I (||, -)
n trip, journey, travels, to break (intr)
voyage ||, -, -oe; - broken
I (||, I () to flut
-) to travel ter, to wave
m (gen, pi -) way, path I p (fut ),
f (gen pi ) cannon I (
/ wheat ) to unfold
44
I (, -) to I p (fut ||, -)
develop (tr) to cut (in two)
I (||, -) II p (fut ||,
to develop (intr) -) to permit, to allow
n development I (||, -),
||, -, -; - developed II p (fut ||,
I (fut ||>, -) to -) to destroy
develop m reason, mind
I (, II p (fut ,. -),
-) to talk, to speak to infuriate
m talk, conversation m district, region
I (||, -) to / frame
disperse II, II p (pres, fut ||, -)
II p (fut , - to wound
) to defeat, to rout ||, -, -; - early
I (||, -) to dis adv early
tribute, to give out adv earlier, formerly, be
I (), fore
mix conj p (fat , I () to
) to resound, to be heard open up, to be revealed
I (||, -) I p (fut ||, -)
to undress (intr) to reveal
m 1. part; 2. department n time-table, schedule
n (no pi) meditation I p (fut , pac-
I () to flow, ) to paint
to overflow , -, -; - is situated
is poured out II p (fut ,
I p (fut ) to ) to place, to arrange
flow over II p (fut
I (, -) to , -) to distribute
distinguish II p (fut pacnpo-
||, -, -; - different ) to spread
II (fut , -) I (||,
to separate -) to distribute
size, dimension I (
/ difference ) to spread
, -, -; - various, I () to
of a great variety, diverse open (a flower)
II (, ) m dawn
to carry I (, -) to
, -, -; - many- dispel
sided, versatile m story
, -, -; - many- 1 p (fut ,
coloured ), I (pac-
|| -, -; - different ||, -) to tell, to relate
I (fut , -) I (||,
to make out, to distinguish -) to examine; to consider
I p (fut , I (,
- ) to make out, to gain under -) to question
standing I (||, -),
I p (fut ; past I p (fut ||,
) to break up -) to part
I p (fut , -) n distance
to tear I p (fut ) to thaw
n ruin, destruction n plant
II p (fut , I (||, -) to grow
-) to be ruined, to go bank f verdure, vegetation,
rupt flore
I p (fut , II () to break
-) to work out up
444
I () to flow f motherland
er, to bloom pl parents
I p (fut , II p to be born
-) to kiss (one another) , -, -; - 1. native;
IIp ( fu t , -), 2. kindred, own
I (, -) I (, -) to give
to expand, to enlarge, to broaden (tr) birth
I () to 1 (||, -)
expand, to widen, to broaden (intr) to be born
/ rationalization n birth
m (gen , pl , / (gen ) rye
) child / rose
pl 1. children; 2. young people ||, -, -oe; - pink
I (||, -) to roar / (gen pl -) r6Ie, part;
adv jealously ~ to play a part
m a revolutionary m novel
, -, -oe; - revo m song, romance
lutionary I (, ) to
f revolution gumble
adv regularly / dew
I () to thin out ||, -, -oe; - luxurious,
||, -, -oe; - rare splendid
I (|| -) to cut / luxury, splendour
f residence , - -oe; - tall
||, -, -oe; - sharp, harsh ||, -, -oe; - Russian,
adv sharply, abruptly of Russia
m result / Russia
/ carving m (no pl) 1. growth; 2. stature,
/ (pl ) river height
1, I p (pres, fut m grand piano
||, -) to recon / (gen pl ) shirt
struct ||, -, -oe; - ruby (attr)
m rail II (, ) to chop,
1 (||, to fell, to hew
-) to repair m (gen -, pl -) rouble
/ repression / ore
m loudspeaker / (pl ) hand; arm; ~ 66
/ eyelash arm in arm;
/ republic to shake hands
m restaurant m leader, instructor,
, -, -oe; - river (attr) head
t (gen pl -) speech II (, -
I (, -) to decide, ) ( + instr) to direct, to lead
to solve n leadership
l (, -) to / manuscript
decide, to dare m (gen -, pl -) steering wheel
n decision m (gen pl ) a Roumanian
f resolution, determination / (gen pl ) a Rou
adv decisevely, resolutely manian (a woman)
II p (fut ||, -) to de , -, -oe; - rosy
cide, to solve ||, -, -oe; - Russian
II p (fut ||, -) -||, -, -; -
to decide, to dare Russian-English
I (||, -) to draw ||, -, -; - blond
m (gen ,pl ) (gen , pl )
drawing brook, streamlet
adv 1. exactly; sharp; 2. equally (gen , pl ) brook,
||, -, -oe; - even, smooth stream
m 1. family; birth, origin; 2. gram / (gen pl ) penholder
gender / fish
445
(gen -a, pl -) fisherman I p (fiit ||y, -)
fisherman to overthrow
||, -, -; - fishing, n overthrow
piscatory n shimmering, sparkling
fishing I () to sparkle
(gen , pl ) adv 1. on top, overhead;
market 2. from above, from the top
I (||, -) to dig m (no pl) light
(pl -) 1. row; 2. series, I () impers to grow
number light
||, -, -; - ordinary, com II (, ) to shine,
mon, rang and file to give light
adv beside, alongside, nearly, II () to shine
near; ~ prp ( -f- instr) next to it is light
, -, -; - fair
haired
||, -, -; - light, fair
traffx light
() prp 1. ( + gen) from; 2. ( -f- instr) f(pl , gen pl ) candle
with / beet
m (pl^bi) garden appointment, rendezvous,
ll (, ) to date; good-bye
sit down (gen , pl )
m gardener whistle; ~ t o blow the whistle
n horticulture, fruit grow m (gen , pl ) roll,
ing scroll
I (||, -) to plant / freedom
ca:, , ; pron myself, adv. 1. freely; 2. fluently
yourself, himself, herself, itself, one ||, -, -; - free
self, ourselves,yourselves, themselves vault
n arch absolute rule, / (gen pl ) communique
autocracy ||, -, -; - ones own
n autocracy 1. property; 2. characteris
/ amateur art tics
m aeroplane, plane II (fut ,
||, -, -; - pron 1. with ) to displace, to remove
an adj the most; with a noun the adv more than
very , -, -; - is connected
m sanatorium I p (fut , ),
pl (gen pl -) sledge, sleigh ] (||, -)
in (gen -a, pl -) boot (-\-instr) to tie, to bind, to connect
, -, -; - satirical / tie, bond; connection
sugar ,. -, -; - saint, holy
I (||, -) to run down ||, -, -; - sacred
I (||, -) to run II (fut , -) to
somewhere and come back burn down
mix conj p (flit , - I () to thicken
... ) to run down I (||, -), mix
I (, -), conj (jut etc., see ) to
II (fut , hand in; ~ to take an exam
) to become intimate ination
I (||, -) to I p (fut [|, -) to
throw down move; to push together
I () to come true I p (fat |{, -)
f (gen pl ) wedding to become
II p (fut , / reserve, restrain
) to fall down ref I pron self
/ freshness m north
||, -, -; - fresh ||, -, -; - northern,
it is fresh (cool, chilly) north (attr)
446
-||, -, -; - / system
northeastern, northeast (attr) adv systematically
- north-west , -, -; - cotton (print)
adv to-day (attr)
, -, -; - to-da/s radiation; ~ north
/ grey hair ern lights, Aurora Borealis
|], -, -; - gray, grizzly I (||, -) to shine
season I p (fat , ) to
adv 1. now; 2. at once say, te tell
m secret / (gen pi ) fairy tale
m (gen -, pi -) secretary adv incredibly, fabulously
n village, settlement ||, -, -; - incredible,
n (pi ) village fabulous
||, -, -; - village (attr) / ( pi , gen pi )
agriculture banch
^ |, -, -;- / table-cloth
agricultural '* m square, public garden
/ (pi ) family prp (-{-acc) through
(pi , see L. 60) seed ... whoever with
hay m storehouse, depot
September I (||, -)
adv heartily, cordially 1. to store; 2. to fold
||, -, -; - cordial m slope, incline
||, -, -; - angry adv how much, how many
( pi -a, gen pi ) heart / (no pi) grief
II () to grow adv 1. faster; 2. sooner
silvery, to shine like silver adv soon
n silver / velocity
||, -, -; - silvern, , -, -; - fast, quick
silver (attr) n cattle breeding
/ middle I (||, -)
||, -, -; - grey to brighten, to embellish
adv seriously / modesty
||, -, -; - serious, , -, -; - modest
grave ||, -, -; - reticent,
/ session secretive
/ (pi , gen pi ) sculptor
sister / 1. sculpture; 2. a work
I (flit ||, -) to sit down of sculpture, statue
/ net ||, -, -; - sculp
I (||, -) to sow tural
I p (fut , ) to adv dully; adj it is dull;
bum down ~ it grows dull
I (||, -) to adv weakly
squeeze, to tighten , -, -; - weak
adv from behind, behind / glory, fame;
||, -, -; - Siberian to do ones work splendidly
/ Siberia ||, -, -; - 1. glorious,
II (, ) to sit famous; 2. good, nice
/ strength, force; ||, -, -; - Slav
with might and main , -, -; - sweet
adv strongly / sweetness
||, -, -; - strong / on (to) the left
symbol adv slightly
||, -, -; - sym (, ) to watch,
metrical to follow
I () to grow blue I (||, -) 1. to
||, -, -; - blue follow; 2. should be
/ lilac, lilac-tree one must, should; ~ as
, / (pi ) orphan follows (from)
447
, -, -; - following ||, -, -; - swarthy, dark
/ (pi ) tear adv indistinctly
I (fut ||, -) 1. to embarrassment
go (climb) down; 2. to alight sense, meaning
I (||, -), I (fut , -) to wash off
II p (fut , ) to fly down adv on the outside, outside
m rally, meeting adv at first
/ plum from the beginning
, -, -; - plum (attr) m (pi -a) snow
adv too ||, -, -, - snowy, snow
m (gen -, pi -) dictionary, (attr)
vocabulary I p (fut ||, -); past
cj like; as if, as though , ||, -; -) to carry
n (pi -a) word (take) somewhere
, -, -; - 1. complicat adv 1. underneath; 2. from below,
ed; 2. gram complex from the bottom
I p ( fu t ||, -) to I (||, -) 1. to take
break off; 2. to photograph
/ service, work, employment; adv again, anew
to go to II (, ) to carry
work (take) somewhere
II (, ) to I p (fut , ) 1. to
serve take off; 2. to photograph
m chance, case, occasion, event; / dog
in this instance; m interlocutor
on occasion of, because of I (||, -) to
adv accidentally, by chance gather; to collect
||, -, -; - accidental, I (||, -)
fortuitous 1. to gather, to assemble; 2. to intend,
I (), to prepare, to be on the point of, to
II (fut > to happen, to be going
occur n (no pi) observance
I (||, -) to listen , -, -; - sable (attr)
I (||, -) to m cathedral
obey n 1. meeting, assembly;
II (||, -) to hear 2. collection
II () to be heard I p (fut co6epj|y, -) to
, , , gather, to collect
is, are heard I p (fut ) to
adv boldly gather (together)
/ boldness, courage , -, -; - own,
, -, -; - brave, bold, personal; proper
Courageous n event
m (gen -a, pi -) dare-devil I (, -) to
/ 1. shift; 2. relief of the guard accomplish, to make, toperform, to
I () impers to commit
grow dark I () to take
adv mortally place, to happen
/ death adv completely
m laughter ||, -, -; - perfect
, -, -; - funny perfection
I (||, -) to laugh I (
I (jut ) to grow ! |, -) to perfect, to improve
silent II p (fat ||, -)
/ (no pi) currants to accomplish, to perform, to make
m review m advice
II (, ) to I (||, -) to ad
look vise, to give advice
I p (fut , ... ||, -, -; - Soviet (attr)
) can n conference
448
a contemporary I (, -)
, -, -; - contem to compare
porary I (,
adv quite, entirely -) to accompany
State farm m companion-in-arms
accord, consent n competition
II (fut , m (pi -a) variety, sort
) to agree m (pi -, gen pi -) neighbour
prp (-[- dat) according to, ||, -, -; - neighbouring,
in accordance with next-door, adjoining
I (flit , -) Ip (fut , -) to exile
to bend / (pi ) pine tree
n contents m 1. composition, make up;
II () to contain 2. personnel
ti joining, combination II p (flit ,
II p (fut ||, -), ), I (,
I (||, -) to -) to make up, to compose
unite, to join (tr) n condition, state
I (, -) ||, -, -oe; - well-
to unite, to join (intr), to be united, to-do
joined II p (jut ) to be
n regret held
I (||, -) to create, n contest
to set up / (gen pi ) a hundred
I () to be m worker, employee, fellow
created, to be built up, formed, set worker
up 1 (,
, -, -; - is created -) to cooperate, to contribute
n creation n preservation
mix conj p (flit , etc., II p (fut , -)
see ) to create, to build, to to preserve
set up II p (fu t ) to
n creation be preserved, to remain
I () to ripen I (||, -) to
I p (fat ||, -, past preserve
, ||, -; -) 1. to go ||, -, -oe; -
down; 2. to alight socialist
I p (fut ||, -, n combination
past , ||; -; I (||, -) to com
-) to come together, to meet pose, to write
m falcon , -, -oe; - succulent
m soldier n sympathy
||, -, -oe; - soldier I (^, -)
(attr) to sympathize
tn, - / (gen pi ) ||, -, -oe; - union (attr)
solo performer, soloist I (||, -), I
||, -, -oe; - solar, sunny p (fut ||, -) to save, to
n sun rescue
m (gen , pi ) thank you
nightingale II (, ) to sleep
I (||, -) adv at first
to doubt adv in front
n doubt I p (fut ||, -) to sing
m (gen , pi ) 1) sleep; tn specialist
2. dream / profession, trade,
ti 1. communication; 2. speciality
report; to make a report ||, -, -oe; - special
II p (fut ||, -) to II (||, -) to hurry
inform I p (fut , )
n building, construction to copy
449
(gen , pi ) ||, -, ; - steel (attr)
list II (,
I (||, -) to ) to become, to grow, to
get
/ (gen pi ) match m (gen , pi )
associate, fellow- lathe, machine-tool
champion / (railway) station
adv quietly adv assiduously, diligent
, -, -; - quiet ly, perseveringly
discussion, arguing I (||, -) to
II (, -) to argue try, to endeavour
sport m dean
||, -, -; - sport m (gen -a, pi -) old man
(attr) f (no pi) old times
sportsman , -, -; - ancient
/ ability / old woman
I (, ||, -, -; - elder
-) to promote, to further, to help , -, -; - old
adv on (to) the right / statue
||, -, -; - just I (fut ||, -) 1. to
, -, -; - reference become, to grow; 2. to begin
(attr) f (gen pi ) article
I (, -), / flock
II (fut , I p (flit ) to thaw, to
) to ask melt
I (fut ||, -) n glass
to hide ||, -, -; - glass
I (fut ||, -) (attr)
to hide, to find shelter I p (fut ) impers
I (||, -), to grow dark
II (fut , / (pi ) wall
) to descend, to go down / degree
prp ( + acc) after, later, ago / (gen pi -) steppe
m companion, fellow-travel f scholarship
ler; satellite I () to calm down
adv at once, right away pi verses, poetry
f (pi ) Wednesday n verse
prp ( + gen) between, among, II () to cost; f ig to pay;
amidst, in the middle of ? how much does it
||, -, -; - Cen cost?
tral Asia (attr) m (gen -a, pi -) table
, -, -; - me n century
dieval / capital
||, -, -; - middle, cen f (is declined as an adj of
tral hard declension) dining-room; can
means teen
term adv so much, so many;
adv urgently *4.. . . as much as
II (, -) to / (pi ) side;
cjuarrel to step aside
/ loan II (||, -) to stand
/ exile n suffering
II (, ) to put, I (||, -) to
to place (vertically) suffer
II () theatr to be / (pi ) country
produced f page
m stadium adv strangely
n (pi -a) herd I (||, -)
m glass to wander, to travel
/ steel adv passionately

450
||, -, -; - passionate n existence
/ passion I (||,-)
adv terribly; ^ to exist
I grew frightened II p (fut , )
||, -, -; - terrible, to seize
dreadful (, ) 1. to
f (pl ) arrow go, get down; 2. to alight
/ (gen pl ) hand (of II p (fut , ) to
a clock, watch) go somewhere and come back
I (||, -) to shoot II (, )
adv impetuously to meet, to come together, to con
, -, -; - impet verge
uous, rash / 1. scene; 2. stage
n desire, striving, aspira ||, -, -; - happy
tion { pl) happiness
, -, -; - severe, strict score, count; account
adv severely, strictly book-keeper
n structure, house, building I (||, -) to count;
m builder to consider
, -, -; - build I (, -) to
ing (attr) be considered
n building, construction I p (fut ||, -) to sew
II (||, -) to build m congress, conference
II () to be built mix p (see ) to eat, to
m order, system eat up
, -, -; - stately / (gen pl ) shooting
f (pl ) line I p (fut ||, -) to
/ (gen pl ) line play
/ (pl ) jet m (pl ) son
m student, undergraduate m (pl -) cheese
||, -, -; - student , -, -; - damp, wet
(attr) n (no pi) raw material
n student body, the stu adv here (direction)
dents m subject, topic
m (pl ) chair
/ step, stair T
II (||, -) to knock
to rattle pron f that
: ^ I am ashamed . / table
/ Saturday; *, every Sat / a little plate
urday m (gen -a, pl -) drove, herd
II (, ) 1. to (of horses)
judge, to try; 2. to referee, to umpire m Tadjik
n (pl ) vessel, ship / (no pl) taiga
||, -, -; - navigable / secret, mystery
/ (pl , gen pl ) ||, -, -; - secret
fate adv so, thus, like this, this way;
pl (no sing) dusk ^ in the same way ^ as
/ sum adv also, too
f (gen pl ) hand bag cj as
m dusk ... so... that
||, -, -; - severe, rigor , -, -; - pron such is
ous ||, -, -; - pron such
pl (gen pl , no sing) 24 m talent
hours (day and night) adv finely, with talent
adv drily; f ig coldly; adj it is dry ) |, -, -;- talented,
||, -, -; - dry gif ted
/ ( pl) land adv there
1. creature, being; m (gen , pl )
2. essence dance
451
in tank / terrace
||, -, -; - dance / territory
(attr) |), -, -oe; - close; tight
I ( ||, -) to f copybook
dance m technician
/ (gen pl ) plate / (no pl) technique, technics
I () to thaw, to melt m technical middle school;
I () to grow harder professional school
II (, ) to ||, -, -oe; - technical
repeat n current; course; during
adv firmly I (, ) to flow
||, -, -oe; - hard; firm ||, -, -oe; - warm
||, -, -; - pron your, yours m tiger
n creation m type
n (nopl) creative art, work / print shop
pron pl those , -, -oe; - titanic
m theatre m title
||, -, -oe; - theat ]|, -, -oe; - quiet
rical adv quiet(ly), softly; adj it is
m thesis quiet
m text f (no pl) quiet, silence
m (no pl) textile fabrics / cloth, fabric
||, -, -oe; - textile to pron ti that; ^ every now and
/ woman textile worker then, now and again, without interrup
, -, -oe; - tele tion
vision (attr) m goods, provisions
m television (TV) set m comrade
/ telegram, wire adv then
, -, -oe; - telegraph adv also, too
(attr) I (||, -) to push;
m telephone to impel
, -, -oe; - telephone / (pl ) crowd
(attr) , -, -oe; - stout, fat
m (gen , pl ) only; just, just now;
calf () ^ as soon as;
n (pl ) body not only but
cj nevertheless, but m volume
/ topic, subject, theme , -, -oe; - languorous
I () itnpers to grow , -, -oe; - thin; slender;
dark delicate, dainty
it is dark / ton
||, -, -oe; - dark I (, ) to sink, to
haired drown; to go lost (in)
/ (no pl) darkness, dusk m (pl -) poplar
||, -, -oe; - dark m (gen -a, pl -) axe
/ temperature; fever J trade, commerce
m tennis ||, -, -oe; - trade, com
/ shadow mercial
/ theory adv solemnly
adv now ||, -, -oe; - festive
adv warmly, adj it is warm n triumph, solemnity
n (no pl) warmth , -, -; - trium
m motor locomotive phant, exultant
/ (no pl) warmth adv hurriedly
m motor ship / (no pl) melancholy, depres
m term sion
adv patiently, with patience ||, -, -oe; - dreary,
n patience sad, melancholy
II (, ) to , , ; pro/i that, those;
suffer; to endure one or another
452
adv immediately m tourism
/ (gen pl ) full stop, pe m tourist
riod ||,-, -; - tourist (attr)
adv exactly, precisely sharp; cj as m Turkmenian
/ (pl ) grassf herbs m tournament
/ tragedy adv here
/ tradition /, m (gen pl )
m tractor shoe, slipper
m tractor driver / cloud
||, -, -; - tractor pron you, (sing) thou
(attr) / pumpkin
m tramcar / thousand
m transport f (no pl) darkness
, -, -; - trans / (pi , gen pl )
port (attr) prison
/ line, (air-)route adv hard; seriously
II (, ) to spend ||, -, -; - heavy;
n demand, requirement painful
I (||, -) to de I (, ) to pull, to
mand drag
m trainer
I (||,
-) to train, to practise
f (gen pl -) one third Pr ( + gen) at, by
m triangle I (||, -) to run
away
II () to crackle
/ stand II p (fut , -
||, -, -; - knitted; ) to become convinced, to
f make sure
knitted goods industry mix conj p (fnt ||,
m trolley bus -... -) to run away
m throne I (||, -)
/ (gen pl ) path to become convinced
m trophy n conviction
/ (gen pl ) tube, pipe I (||, -) 1. to gather
m 1. (gen , no pl) work, (harvest); 2. to tidy up (a room)
labour; 2. (pl -) work / 1. harvesting; 2. tidying up;
II (, ) clearing
to toil I (||, -) to
adv it is difficult accelerate
f difficulty I (||, -) to re
||, -, -; - difficult spect
||, -, -; - labour (attr) n respect, esteem
||, -, -;- indus I (||, -)
trious to increase
, industry, diligence 1 (),
pl toiling masses, work II p (fat )
ing people to increase, to be increased, to grow
||, -, -; - in size
working , -, -; - is sure
toiler, worker adv confidently
/ company, troupe / confidence, certitude
m hold II p (fut ||, -)
/ (gen pl ) rag to see
m tuberculosis II p (fut , --
adv there, thither ) to see (one another)
m fog, mist ||, -, -; - fas
||, -, -; - misty, cinating
foggy, hazy I (||, -) to
/ turbine captivate, to carry away

15 N 430 453
I (||, -) fig main, chief, central; 'v.
to take a fancy to, to go in for railway junction
n enthusiasm, passion (for I (||, -), I
something) P (fut ||, -) to learn, to
II (, ) to take, find out
lead away m pattern
: ^ as much as one I p (fut ||, -; past ,
^ wants ||, -; -) to go away
in (gen , pi ) corner m edict, decree, ukaze
m (gen , pi ) coal tn index
||, -, -; - coal (attr) I p (fut , ),
I (||, -) to drive I (||, -)
away, to deport to point out, to indicate
/ threat m (gen , pi -
I () to be success ) an Ukranian
ful; to manage / (gen pi ) an
m kick, blow, stroke Ukranian (a woman)
II p (fut , -) to ||, -, -; - Ukranian
hit, to strike II (fut ,
I (||, -) to ), I (||,
strike (oneself) (against) -) to adorn, to beautify
mix conj p (fut , I (||,-)
) to be successful; to man to be adorned, to grow beautiful
age; he failed n adornment, ornament,
adv successfully, well decoration
||, -, -; - successful ||, -, -; - adorned,
(fut ||, -) to decorated
spare; to devote n (no pi) strengthening
adv amazingly, surpris ||, -, -; - fortified
ingly I (||, -) to
||, -, -; - amaz strengthen
ing, wonderful, surprising tn (pi ) hive
II p (Jut , ) I (||, -), II
to amaze, to surprise (fut , ) to fly away
II p (fut , - / evidence
) to wonder, to be sur / street
prised improvement
n surprise, amazement I (||, -) to
adv with amazement smile
I (||, -) to sur / (gen pi ) smile
prise, to amaze I (fut ||,
adv comfortably; adj it is com -) to smile
fortable (gen -a, pi -) mind, intellect;
, -, -; - comfortable, to be wild about
convenient something
n pleasure; I (||, -) to
'x. to give pleasure decrease, to reduce, to diminish (tr)
I (||, -), I I () to
p (fut ||, -) to depart, to be decreased, diminished, to grow
leave smaller
tn horror , -, -; - moderate,
adv already temperate
m supper I p (fut |[, -) to die
I (||, -) to have I (||, -) to know (how
supper to do something), to be able, can
m Uzbek I (||, -) to die
m (gen , pi ) 1. knot; || -, -; - clever, intelli
^ 2. junction gent
||, -, -; - narrow II p (fu t , -)
, -, -; - Junction (attr); to dash away
454
I (||, -) to wash II p (fut ,
(somebody) ) to establish, to place
I (||, -), II p (fut )
I (fut ]|, -) to settle
to wash (oneself) , -, -; - estab
I (fut ||, -, past lished
, ||, -; -) to take, carry I (fut ||, -) to be,
away to get tired
m university I (, -) to
, -, -; - uni arrange, to organize
versity (attr) I () to be
||, -, -; - unique arranged, organized
destruction, devastation I (||,
II (, ) to take, -) to turn, to rush; to aspire
carry away II p (fut , -) to
I p (fut |), -) to fall arrange, to organize
I (||, -) to II p (fut ,
swim away, to float away -) to settle, to establish oneself
ti hope n arrangement,make,system
n rapture, extasy I p (fut ; past ,
||, -, -; - persevering -, -; -) to grow calm, to abate
I (, -) / (gen pi ) duck
to persevere II p (fut , ),
control; administration, I (||, -) to
government tire, to weary
I (||, -) to / loss
direct, to govern, to manage; to run, II p (fut ,
to operate ) to lose
n exercise ||, -, -; - morning (attr)
m reproach n morning; every
||, -, -; - elastic, resilient morning
||, -, -; - Ural (attr) adv in the morning
harvest yxo n (pi ) ear
lesson II (, ) to
II (fut , -) to leave, to go away
master, to learn I (||, -) to
n diligence, zeal take part
I () to in n participation; (I)
tensify, to increase (I p) 'v- to take part
n effort , m participant
m amplifier m (ge/z , pi )
n condition 1. lot, plot; 2. section t
(I p. (fat , -) m, / (pi
to hear ) pupil, student
I p (fat ||, m textbook
-) to smile educational insti-
i p (fat -) to fall tution *
asleep ||, -, -; - educational
I p (fut teaching,' learning;
|], -) to improve, to ^ to place as an apprentice
. perfect m (gen -a, pi -), /
l (||, -), pupil; apprentice
I p (fut , -) to have m (is declined as an adf
time, to be in time, to manage of hard decl) sdqntist
m success, progress , -, -; - scientific
adv successfully schoolmaster, teacher
I (, -), / schoolteacher, school
II p (fut , mistress
-) to soothe, to calm, to set at ease (, ) 1. to teach;
l (|], -) to g^i ilred 2. to leara
15* 455
II (, ) to study
institution, establish
ment; office smock, overall; dressing-gown
gorge, canyon character
adv cosily; ad] it is cosy |, -, -; - charac
, -, -; - cosy teristic
I () 1. to catch (at), to
seize; 2. to suffice; not to
be enough, to be short of
m chemist .
/ factory ||, -, -; - chemical'
torch / chemistry
fact adv shrewdly
faculty m 1. (no pi) bread; 2. (pi -a)
/ surname corn
/ fantasy ||, -, -; - grain (attr)
porcelain ||, -, -; - cotton
fashion, style (attr)
fascism (gen ) cotton
fascist ||, -, -; -
jn February cotton (attr)
/ federation pi ( sing) flakes
/ farm motion; speed
festival II (, ) to go, to
/ figure walk
physicist m (pi ) master, boss
/ physics / (gen pi ) mistress,
physiologist hostess; 'v landlady
||, -, -; - n 1. economy; 2. house
physiological hold
/ physiology m (gen -a, pi -) hill
adv physically m (pi -a) cold
||, -, -; - physics it is cold
(attr), physical , -, -; - cold
/ (= m chorus
) physical culture m dancing in ring (with sing
athlete, sportsman ing)
philologist ||, -, -; - pretty,
||, -, -; - phil nice
ological ||, -, -; - good,
philosopher fine
film adv well, nicely, good
flag mix, conj (, ... xo-
fleet, navy ...) ( gen) to wish, to want
indeclinable foyer mix conj () impers
background to want
fountain cj although, though; ^ even
/ form, uniform n repository
fort II (||, -) to keep
/ photograph II () to be
/ sentence, phrase kept
/ Frenchwoman m (gen , pi )
Frenchman range
||, -, -; - French ||, -, -; - crystal,
front cut-glass (attr)
, -, -; - fruit (attr) !|, -, -; -
pi fruit, fruits art (attr), artistic
m football artist^ painter
||, -, -; - football ||, -, -; - lean, thiu
(attr) ad], adv worse
456
/ (gen pl -) quarter
||, -, -;- Czecho
() to reign slovak
||, -, -; - tsarist ||, -, -; - Czech(ish)
(gen -, pl -) tsar ||, -, -; - black
I (||, -) to bloom / number, quantity
(pl -a) colour (pl ) 1. date; 2. number;
(gen , pl ) among; includ-
flower ing
||, -, -; - blooming II (, ) to clean,
adv wholly to brush
||, -, -; - whole, entire , -, -; - clean
/ purpose; aim / reading-hall
II (, ) to value I (||, -) to read
/ ( pl) value; 1. member; 2. article
pl valuables reading
, -, -; - valuable II (||, -) to honour
centre pron what; '.-, '.- some
, -, -; - central thing, anything; *, well, what
||, -, -; - church is it?; 'v ? what is there to
(attr), ecclesiastic be done?
shop cj that
pair of compasses; divid , cj in order to
ers n feeling^
m face, dial I (||, -) to
/ figure feel
I () to
feel, to be felt
m cast iron
m tea ||, -, -; - cast-iron
/ (gen pl ) sea-gull (attr)
m (pl -) hour ||, -, -; - wonderful
m guard, sentry II () to appear, to
adv often seem
/ (gen pl -) part; ||, -, -; - wonderful
, military unit (pl ) miracle
pl (no sing) clock, watch ||6, -, -; - strange, alien,
/ (gen pl ) cup foreign
/ thicket, heart of the wood m (gen , pl , gen
, , ; pron whose pl ) stocking
m (pl ) person
n (no pl) mankind 111
cj than*, pron, instr of ;
... whatever m (pl -) step
suit-case / (gen pl ) cap
prp (-\-acc) 1. through; via; m (pl -) globe, ball
across; 2. in (time) m scarf
I () grow black, look pl (no sing) chess
black / pit, mine
pl ink m miner
||, -, -; - black m Swede
eyed ||, -, -; - Swedish
||, -, -; - - ||, -, -; - sewing (attr)
soil (attr) / Sweden
/ feature / seamstress
draughtsman II (||, -) to
II (, ) to draw move, to stir
||, -, -; - honest (||, -),
/ honour I (fut -
tn Thursday ||, -) to move, to rustle
457
worm-breeding, seri- / excursion
ciculture / expedition
I (, ) to I (-
whisper ||, -) to experiment
/ wool / exposition
||, -, -oe; - woollen tn exhibit, sample
/ neck tn elevator
tn (pi ) silk / electrification
||, -, -oe; - silken, silk ||, -, -oe;
(attr) - electrified
adj, adv wider, broader ||, -, -oe; - elec
, -, -oe; - wide, broad trical
adv widely, broadly n electricity
||, -, -; - broad- m electric locomotive
shouldered / electronics
I (, ) to sew / power station
sewing, needlework / electrical energy
(pi -) cupboard; / emblem
- book-case ||, -, -oe; - pow
/ school er (attr)
schoolboy adv energetically
, -, -; - school (attr) ||, -, -oe; - energetic
hose / energy; power
/ hat m enthusiasm
whisper / encyclopaedia
indeclinable highway / epoch
driver, chauffeur pron f this
spire m (gen -a, pi -, gen pi -)
staff, headquarters storey
stamp, mark 5 pron pi these
personnel / (no pi) ethnography
/ blind , , ; pron this, these
/ piece int oh, what a... (exclamation)
assault, storm
/ fur coat
noise
II (, ) to make
noise, to rustle / (gen pi ) skirt
adv noisily adf it is noisy tn south
II (, ) to joke - tn south-east
/ (gen pi ) joke, jest -6||, -, -oe; - south
eastern
more to the south
||, -, -oe; - south, southern
/ youth
II (, ) to spare m youth
adv generously , -, -oe; - youth
(attr), youthful
, -, -oe; - very young

m equator
m examination; ^
to take an examination; ~ to pron I
pass an examination n apple
m 1. carriage, coach; 2. crew / apple-tree
/ economics ||, -, -oe; - apple (attr)
||, -, -oe; - eco II p (Jut , )
nomic to appear
m excursionist n phenomenon
458
I (, -) to be, / pit, hole
to appear m January
/ berry ||, -, -oe; - bright
||, -, -oe; - berry (attr) adv brightly
m (gen -a, pl -) tongue; lan pl (no sing) creche, day nurs
guage ery
n (pl , gen pl ) egg adv clear, clearly
n (pl -) anchor; ~ , -, -oe; - clear
to cast anchor; ^ to come / yacht
to an anchor
ENGLISH-RUSSIAN VOCABULARY
A a article ^ /
artist ^ m
about prp, adv prp ( - |- prepos), no artist ^ m, -e /
prp (-|- dat)\ prp (-(- gen), adv ask v I, II p ,
achievem ent s n II (-{-gen, -f-prepos)
acquaintance s n\ of o n e s at prp , prp (4- acc, prepos), prp
acquaintance , - , - ; ( + Sen)
- attend v I
acquainted: to becom e acquainted attention n
II p (c) attract v I
Admiralty s n autocracy 5* n
admire v I (-[-instr) autom obile -s m,
adorn v I, II p /; attr | | , - , - ; -
aerodrome s m avenue s m
aeroplane s m
afraid: to be afraid v II
(+*'l) b
after prp, adv prp (-f- gen), adv
again st prp prp (-\-gen) back adv adv\ to be ^
age s m, / I p
ago adv ( ) ; long ago bank ^ m
adv\ not long ago adv\ banner s n
a lo n g tim e ago adv battle s / , n
all adj , , ; pron be v I; to be back I p ;
alm ost adv adv to be father and mother
already adv adv
also adv , adv beautiful adj | | , - , - ; -
a lw a y s adv adv beauty s /; a beauty
and cj , cj /
annually adv adv becom e v II, I p
answ er s m; v I, (-{-instr)', to 'v intim ate
II p (-[-dat) l, II p (c instr)
any adj , pron - ; before prp prp (-[-instr)',
pron prp (-j- acc) (of time)
appear v I, II p begin v I, - I; to 'v to
applaud v I ( + dat) thunder II p
Armenia s / beginning s n
Armenian s m\ /; best adj , , - , - ;
adj , - , - ; - - ; adv ,
arms s pl n (no pl) better adj , adv adj, adv; to
arrive v I, I p\ like *>- ( ) (II p)
I, I p (, bew itching adj ,
+ acc)\ to by plane I, - , -; -
p (, -\-acc) bird 5 /
art s n black adj | | , - , - ; -

450
blue adj , -, -; - club s m
boat s /; coat s n (is not declined)
boating .? ; to go *>- cockpit s (f)
cold adj , -, -oe; -
book s / come v II, I p;
book-case s I p\ II; to ^ to
born: to be , II see someone -;
boy s to ^ to be I p ( -\-acc)
break s commissioned officer m
breakfast s m; to have -. compile v I, II p
I complete v I,
bridge s m II p
brigade s / comrade s m
brightly adv adv concert s m
bring v , I p\ consist (of) v II ( -\-gen),
to *4, up I, I ( -prepos)
I p\ II p contemporary s m
broadcast v (I) continue v I,
brother s ( 1 )* I
build v II, , costume s m
II cotton s m; ^ field -
building ^ ; \
*, site could v , , ;
but cj cj; prp j?tp: could (past tense of the verb )
not but country s /, /
buy v I, II p cover v I, I p\
by prp prp (+ gen) covered , -, -oe; -
create v I, mix conj p
cry s m
cultural adj ||, -, -oe; -
culture ^ /
call v I; I, curly adj ]|, -, -oe; -
I p
calm a d j , -, -oe; -
camp s m D d
can v I
canal s m dance s m; v I
capital ^ / dancer s m, /
captain m m dark adj , -, -oe; -; it
care s / grows '. (II) ,
care v (for) II ( -f-prepos) (I)
carriage s ( = railway carriage) dark-blue adj , -, -;
m -
centre s m dashing adj , -, -; -
century s m, n daughter s /
change v I, II p\ day s \ to this -
to v* ones clothes I,
I p dear adj ||, -, -; -
character s ; 66- death s /
rn Decembrist s
chess .? pl (no sing) defence s /
childhood s n delicate adj , -, -; -
children s pl\ childrens - deliver a lecture (I )
||, -, -oe; -
choose v I, I p desert s /
city s m destroy v I, II
classic adj ||, -, -oe; - develop v I, I
clear adj , -, -oe; - dictation s
climate s m die v I, I
clothes / dining-room s /
461
dinner s m\ for ^ , fair adj , - , - ; -
- , - ; - ; to have I, fall v I; to fall into I
I p ( -\-acc)
diplom a s m\ ^ paper fame s / , /
fam ily ^ /
director .s m far adv adv
do v I, I p fascist s m\ adj | | ,
d ress v I, I p - , -; -
duel .s / father .s
during prp prp ( 4 - ^ /z ) , feature s /
prp ( + acc)\ (-f- gen) fertile adj , - , - ; -
few adj adv\ pron
field
E e fifty adj
fight s /; v I
each pron | | , - , - ; - pron\ film s m
^ other find v II, I p
eager: to be ea g e r mix fine adj , - , - ; - ; -
conj ^ | | , - , - ; -
earth 5* / first adj | | , - , - ; -
e a s y adj | | , - , - ; - ; f i v e adj
adv flat s / .
ed g e s tn flow er s
education s n f l y v I,
e ig h t folk (attr) , - , - ; -
eld er adj | | - , - ; - football ^ //
em bankm ent s / for prp prp ( + gen)t prp
em peror s m ( -f- acc)
end . m\ v I, forehead s m
II p foreign adj | | , - , - ; - ;
endure v II of F oreign A ffairs
E ngland s /
E n g lish adj , - , - ; - former adj , - , - ; -
en ter v II, I \ form erly adv , adv
I, II ( ) found v J
entrance ^ freedom s /
e v e n in g ^ \ in the 'v* Iresh adj | | , - , - ; -
adv friend s (pi )
exam in ation s m frock 5*
ex a m p le s m\ for ~ * from prp , , prp (-\-gen)
frost s
ex c e lle n t adj , - , - ; fruit s pi
- ; ] | , - , -; - fulfilm ent s
execu te v II, II
e x e r c ise s \ pi -s
Qg
ex h ib ition .? /
e x ile v I, I gam e s . / , Olym pic ^ s
e x ile d 6 | | , - , -; - ,
exp ress v I garden s
ex trem ely adv ; adv gather v I, . I
e y e s tn gen eral adj , - , ; -
ge t v I - II. \ to ^
along I; I am g ettin g
F f along w ell, , ; to
', on I;/, how are y ou
fabric s /, f gettin g on? . . (
face s n ) ? ; to g e t up I,
factory $ / . I p. ( + gen, - f acc)
faculty s tn girl s / , .

462
give v I, mix con] p\ his ad] poss pron
mix con] p historical adj ||, -, -oe;
glad adj , -, -; -; , - -
, -; - history ^ /; attr -
gladly adv adv ||, -, -oe; -
glance s m, m hold v II, I
go V II, I (past , , home s \ adv (direction);
); I , 1, I {place) adv\ at -. adv\
\ to ^ on I; to ^ out at their ^ ( )
II, I \ to ~ to bed homeland s /
(II) ; to ~ upstairs hope s /
(I), (I ) hotel s }
; to ^ shopping , hour s \ in an ^ s time
.
good ad] ||, -, -; - house ^ m\ v I
graceful adi ||, -, -; - how adv adv
graduate (from) v I, ( huge adj , -, -oe; -
II ( -f- ) hundred adjy s
grass s /
great ad] ||, -, -; -; -
||6, -, -; - I i
green ad] ||, -, -; - ice $ m
grey ad] , -, -; - idea s /, /
grow v I, I, - if cj , cj
II impression s n
Gulf of Finland in prp , prp ( + acc, prepos), -
prp (-\-acc) (of time)\ ^ five
minutes time
h Indian adj ||, -, -oe; -
industrial adj, , -,
hair s pi -oe; -
half s /; ~ past six - industry s /
inspire v I
hand over I, mix instrument ^ m
conj p interest s- m
happen v 1, II p 9 interesting adj ||, -, -oe;
II -
have v I; I introduce v II, I p
head $ /; v I irregular adj ||, -, -oe;
headquarters m -
health n\ to be in good ~ irrigate v I, II p
its pron poss pron
hear v II, II p ,
I p\ , from somebody
- j j
heavy ad] ||, -, -; - July j m
her pers pron , pers pron; poss June s m
poss pron; || -, -; - refl-
poss pron k
here adv adv
Hermitage s m kill v I, I p
herself pron ; () pron; kind s m, m
for ^ , ; about ~ know v I
high ad] , -, -oe; -
higher school , L 1

him pron , ^ pers pron; with -, language m
, large adj , -5, -; -;
himself pron pron; () , with ||, -, -; -; ||,
', pron, pron -, -; -
463
lash s / m orning s n; attr | | ,
la st v I; adj | | - , -; -
- , -; - M oscow s* /; attr ,
la ter adv , adv - , -; -
lathe s m mother s /
learn v II; II p; motor car .? m, /
I, I p mountain s /
lecture s f m ovem ent s n
le sso n s m much adj , adv
let part, le ts ( ) m useum s m
le tte r .s n m usic s /
lib rary s / m usician s m
lie v II (, prepos) m y adj , , ; pron
life s / m y se lf pron , pron', for ^
light-coloured adj | | , - , - ;
-
like cj cj N n
like v II, II p
( -|- dat)\ w e it here national adj | | , - , - ;
- ; , -, -; - ; ^
listen v I, I p econom y
little adj | | , - , - ; - ; n aval adj | | , - , - ; -
^ g irl ( ) n avy s
liv e v I near adv adv\ prp prp
long adj | | , - , - ; - ; - (-\-gen), adv
| | , - , - ; - ; adv adv\ n ew adj | | , - , - ; -
^ ago adv\ not ^ ago n ew sp ap er . /
adv\ for ^ tim e nine
look (at) v ( + ), nineteen hundred
II nineteenth adj | | , - ,
lo se v I, I - ; -
lo v e <9 /; v II nobility ^ ; of the 's*
lu ck ily adv | | , - , -; -
luxuriant adj | | , - , - ; North 5*
- ; (Lesson 72) | | , - , - ; not part part
- novel ^
now adv adv
number s n\ m
m a g a zin e s
make v I, I \ to ^ use
I ( -f- instr)', to ^
speech (I ) ; occupy v I
II oclock
m any adj October ^ m
m arry v II imp, ( + of prp prp ( gen), prp ( pre
prepos)', ( -j- ) pos)
m aterial s* often adv adv
m athem atician s old adj , - , - ; - ; how
m atter s \ w hat is the ^ is...? . . . ; he is... y e a r s
'v. ^ ...
m ay v I on prp prp ( + acc direction, +
m e pron , pron prepos place)
m eadow s tn only adv adv
m eetin g s n open v I, I p; adj
m iddle adj | | , - , - ; - | | , - , -; -
m ill ^ / . orchard s
m in istry s n order v I, I
m inute s / other adj , - , - ; -
m istak e s / our adj , - , -; - poss pron
461
o u rselv es pron ; ( ) pron\ purchase s j
for 'n, , put v I, II p
outstanding adj , - ,
-; -
o ver prp prp ( + *^/*)> Qq
( - f dat)] *>w the radio
o v erfu lfil v I, - quarter s /
II quite adv adv
overhead adv ( )
overlook v (of a window) II
(, 4 - ) R r
own adj , - , - ; -
radio s n indeclinable
r a ilw a y s ; attr -
| | , - , - ; - ; ^ sta
tion
pain ^ / rally ^ /
painter s read v I; to ^ through
p alace $ I
parents s pi rebuild v I
park s recall v I
part s /; to take ~ r e c e iv e v I, II
(I) ( -{-prepos) red adj | | , - , - ; -
p articipant 5 reflect v I
p a ss (by) I, I regards s
( + gen)\ ^ exa m in a tio n s rem em ber v II
I, mix conj repeat v I, II
p ea ce s rep resent v I,
p eo p le 5 m; pi II
perform v I, II rest s m; ^ home
(, 4" prepos)) I, return v I,
II II % I
p h y sic ist $ revolution s /
pick up v I rich adj | | , - , - ; -
picturesque adj , - , rigorous adj , - , - ; -
-; - river ^ /
p ioneer ^ \ pioneers - room s /
|| , -, -; - ruins s f pi
p la ce s \ in the ^ of , rule ^ \ /,

plan $ R ussian s /, / ,
p la n t $ pl\ adj | | , - , - ; -
p la y v I, I \ s /
p le a se
p lea sed , - , - ; - ; ^ S s
| | , - , - ; - ; to be
', sam e adj ( , ; ) ; | |
p lea su re s* ( - , - ; - ) pron
s / sanatorium s tn
p o et s Saturday s /
p oetry 6" / sa y v I p
p resen t v I, school ^ /
II sc ie n tist s m
p reserv e v I, II sculpture s f
professor s sea . n\ attr | | , - , - ;
p r o g r e ssiv e adj | | , - , - ; -
- ; | | , - , -; - seashore s
prose s / second adj , - , - ; -
protect v I secret adj | | , - , - ; -
p u p il s section $
465
s e e v II, \ to be sta y v I (, -f- prepos ,
se e in g (som eone) II p (c + geri)\ to ~ w ith II
instr) ( -\-gen)
sen d v I, I ( , steep adj | | 6 , - , - ; - ; -
) ||, -, - ; -
s e r v e v II ( -{-prepos) still adv , adv
s e r v ic e s /; to do o n e s ^ stir v I
II; to take up * stop v 1, -
(II) II
s e t v II; to ^ the task storm s /, /
(II p) ; to set up street * /
I stroll 5 f
s e v e r a l adj pron student s m, /;
s e v e r e adj , - , - ; - , /
s h e pron pron studies s pl
sharp adv , adv study \ v 11,
sh in e v II, I I, I
sh op ^ m , / subject s /
shopping: to go ~ ( ) , (I), success s tn
(I p) su ccessfu lly adv adv
sh o r e ^ m suit 5 tn
sh o w v I, I p summer s n
S ib e ria s / sun .s n
s in g v I, I p su nset s & (tn)
sin g e r s m, f supper .s m; to h a v e '*
s is t e r ^ / l, I p
site $ n suppress v I
situ a te d , - , - ; surround v I
- ; is ^ , -, -; -
sk y s
T t
s m ile ' /
snow ^ table s tn
s o c ie ty $ take v l, I p\ to "v, up
so il / ser v ic e (II)
s o lic itu d e s / talen t s m
so m e pron pron tall adj , - , - ; -
so m e o n e pron - , - task s /
pron teach v I
song s / teacher s m, /
so o n adv adv technician s m
so u th 5 tn tell v I p, l,
S o v ie t aitr , - , - ; - I p
s p e a k v II ( instr) ten adj nam\ ~ y e a r s old
sp e c ta to r s | | , - , -; -
speech $ / terrib le adj , - , - ; -
sp en d V II, I \ territory s / ,
t o ^ o n es tim e (II), -
(I ) text s
sp len d id adj | | , - , - ; te x tile adj , ^ , - ; -
- than cj cj
sp le n d id ly adv adv thanks
sp o r t s m'y attr | | , that pron , , ; pron\ cj cj
- , -; - . ,, th eatre .s tn
sportsm an 5* their adj ml pass 'pron
sp r in g s / them pron , pers pron
sq u a r e s / them e s /
s ta d iu m s th em selv es pron , ( ) pron
st a ff ^ then adv adv , ;
sta n d . x; II (, -frprepos', there K a(fv adp
+*) th ese pron pron
4616
they proti proti want v mix conj
thing .s f w ar s /
think v I, I p (o+pre- warmly adv , adv
pos) wash v I, I p,
third adj ||, -, -; - I
thirty adj w ater s f
this , , wavy adj ||, -, -; -
thunder 5 w eather s /
ticket 5* wedding s }
till prp (-f- gen), prp (-\-dat) week s /
time 5* \ of the ^ well adv adv
; for a long *4. ; at* the what ; ^, -5, -; -
same ^ \ kind of , -, -
to prp (-\-acc), (-\~acc) when adv adv
today adv adv; ^ ' s - where adv (place), (direction|
||, -, -; - adv
together adv adv which ||, -, -; -
toiler s m while: for ^ ,
tomorrow adv adv whistle .
town $ m white adj ||, -, -; -
tractor s m; attr - who ; , -, -; -
||, -, -; -
tragedy s / whole adj , , ; \
translate v II, I ||, -, -; -
twelve adj whom ,
two adj m, n, / whose , , ;
wife s /
U wind s
window s ; 'v-sill s -
understand v I, I
university s winter s /
upper adj ||, -, -; - wish s rr, best -\,es
uprising s
upstairs adv adv with prp prp (-+-instr)
Urals \ in the Urals woman /; ^ worker
f
us , pron\ to us wonderful adj ||, -, -;
USSR -; |1, -, -; -
usual adj &||, -,-;-; as -* woollen adj ||, -, -, -
word $
usually adv adv work ^ /, /, V
1 (, prepos)
Vv work v I
worker m; men and worn*
valley .? / en ^ s
value - / works m
various adj ||, -, -; -tie w rite v I
verse s pi w riter m
very adj (, , , ) ||, -,
-; - pronr, adv adv;
*4. much Y
victory s /
view s m y ear s m\ this ^
village ^ /, rt yesterday adv adv
visit s n yet adv , adv
young adj ||, -&, -; -
younger adj ||, -, -; -
Ww your adj , -, -; -; ||, -, -;
walk v II -
wander v I, II yourself ; ;
(, ) near ()
INDEX

1. GRAMMAR 1.

Monphology
(Parts of Speech (
and Their Uses) )

Noun
Nouns denoting animate
beings and inanimate
things I 12, 25
Gender: Masculine, Fem : , , I 4, 6, 8, 12
inine, Neuter
II . 1,2
Number: Forming the plu : I 12, 13
ral II . 2, 3
Declension: :
General Remarks
I 23
Declension of masculine
nouns:
ending in a hard or soft : I 23, 24, 25, 32,
consonant 33, 34, 35, 36,
37, 38, 39
in - - I 39
in - - II 44
Declension of feminine
nouns: :
ending in -, - -, - I 23,24,25, 32,
33, 34, 35, 36,
37, 38, 39
y> in - - II 44
in a soft consonant II 45
Declension of neuter
nouns:
ending in -o, -e : -, - I 23, 24, 25, 32,
33, 34, 35, 36,
37, 38, 39
in - - II 44
in - - II 60*
468

Particularities in the de
clension of the nouns: : II 55
, , , , , , , ,

Summary of declension II . 2

Case: the meaning and :
the uses of cases I 23
Nominative I 23
Genitive I 32, 33, 34,
40, 41
Dative I 35
Accusative I 25, 26
Instrumental I 36, 37
Prepositional I 23,24, 30
The uses of cases with II . 4,22, 23
prepositions and with
out them ()
Proper first nouns, patro , I 12, 13, 16
nymics and family II 68
names
Adjective
Qualitative and Relative
adjectives
I 17
Gender and number of ad
jectives: : I 17, 18
with hard and soft end
ings I 17
with mixed endings
I 18
Declension of adjectives:
:
with hard endings II 51
with soft endings II 52
with mixed endings II 51, 52

Summary II . 5

Agreement of adjectives
with nouns:
:
in gender and number I 17, 19
in case II 51
Short forms of adjectives I 19

The word (a , I 20, 21, 29
short adjective accord
ing to its form)
I 35
I 36
Degrees of comparison 53
Adjectives used as nouns , I 18


Functions and position of
an adjective in the sen
tence I 17 , 19

Pronoun
Personal Pronouns I 12, 13, 14, 19,
21, 24, 29
Their declension II 47, 48
. 6
The phrase , etc. . . I 19, 21, 24, 29,
34
The reflexive pronoun I 27
, its meaning, dec , , II 49
lension and uses

Possessive pronouns

Forms of gender and I 4, 8, 1, 24
number
Declension II 54, . 8
The reflexive-possessive - II 55
pronoun , its de- ,
clensioii and uses

Demonstrative pronouns

, TOT ,
forms of gender and I 17
number
declension II 56
, its declension , II 51
Interrogative pronouns

, , I 12
declension I 23, 38
II . 7

forms of gender and I 17
number
declension II 51
II 58
11 54
forms of gender and I 16
number
declension II 54
Relative pronouns:
:
, , II 48, 62*
, , II 52, 62
Determinative pronouns:
:
II56
II53, 56
II56
Negative pronouns I34
II57, . 7
Indefinite pronouns 72, . 7

Numeral
Cardinal (quantitative) I 40, 41*
Numerals in the Nom.
case
470

their declension II 60, . 9, 10
their combination with I 40, 41
nouns II 60
Ordinal numerals, their II 58
declension and agree ,
ment with nouns

Uses of cardinal and ordi
nal numerals in denot
ing:
:
time (hours and minutes) ( ) II 60
dates II 59
age II 54
Collective numerals, their II 60
declension and uses ,

Words expressing indefi , I 41
nite quantities: , :
, , , , ,
, etc., their . .,
combination with nouns

Verb
Infinitive ( I 14, 15
) II 43, 73
Indicative mood

The Present tense (of ( I 4, 5, 6, 14, 15,
verbs of conjugations I 19, 20*, 30, 32
I and II) ) II . 1115
of the verb I 19
of verbs of mixed con I 20, 25, 26*
jugation II . 18
of reflexive verbs I 27
II . 16
in the meaning of future I 30
II 71
of imperative I 32
mood 71
The Past Tense I 21, 28
II 30, 43,
. 15
of reflexive Verbs I 28, 30
II . 16
in the meaning of the
imperative mood II 71
The Future Tense: :/
of the verb I 29
the compound future I 29, 30
. tense
the Simple future of ( II 45
perfective verbs
)
The meaning of tensest I 30, 32
71
Imperative mood I 15, 32
. 45, 71
471

Conditional-subjunctive - II 70, 71
mood
The meaning of moods II 71
Conjugation of verbs
First conjugation I 14, 15
II . 12, 13
Second conjugation I 14, 15
II . 14, 15
Mixed conjugation I 20, 25, 2
II . 18
Conjugation of reflexive I 27, 28, 30
verbs ( -) II . 16
Conjugation of verbs of I 26
motion II 46
Conjugation of imper I 14, 15, 19, 20
fective verbs 21, 28, 29, 30
II . 12, 14
Conjugation of perfective II 43, 45
verbs . 13, 15
Conjugation of certain
verbs: :
a) imperfective verbs )
(I) (I)
26, 25, 19, 21, 29; 26; 26; 14;
26, 25, 26; 24, 15, 23;' 25,
27, 28; 20; 30; 26, 26,
27, 28, 30; 14; 15; 25, 30; 15;
25; 30; 15{ 30; 26; 20,
14, 21.

b) perfective verbs (II) ) (II)


45; 46; 45; 46; 45;
46; 45; 46; 45; 46.
Alternations in the stem II 43, . 20
in conjugating
Summary of the Conjuga I 30
tion II . 1219
Aspects of the verb :
Verbs of imperfective 43, 44, 45
and perfective aspect

Pairs of imperfective 43,44, 456, 476,
and perfective verbs 48, 49, 64<>, 67

Reflexive verbs: (
-):
with proper-reflexive - I 27
meaning
with reciprocal meaning I 27
with neuter meaning I 27
with passive meaning I 28

Transitive verbs 25, 34
Intransitive verbs 25
Verbs of motion 26, 6,356, 385
46
472

Verbs expressing modality: * I 20
, : ,
Cases governed by certain II 47, 63, 64, 68,
verbs 73
Link-verbs: , -: , I 1, 21, 29, 37
, , ()- , ,
, , (),
,
The negative form of the I 14
verb
Participle
Nature of the participle II 63
Declension of the parti II 63, 64, 65
ciple and its agreement
with a noun
Active participle:
:
of the present tense II 63
of the past tense II 64
Passive participle
of the present tense II 63
of the past tense (com II 65
plete and short form) (
)
Summary of participles II 66
Participle construction II 63, 66
Conversion of participles II 66
into adjectives and nouns

Verbal adverb
Aspects of verbal adverbs: : - II 69
imperfective and perfec
tive verbal adverbs

The verbal adverb con II 69
struction
Functions of the verbal II 69
adverb and the verbal
adverb construction in
the sentence
Conversion of verbal ad II 69
verbs into prepositions
Adverb
Interrogative adverbs I 15
and
Adverbs of time I 27
Adverbs of place I 15
Adverbs of manner (end I 6*19
ing in -, -, -) ( -, -, -) II 67, 68
Negative adverbs II 57 6>8
Indefinite adverbs II 68, 72
Degrees of comparison II 53
Forming adverbs II 67, 68
473

Predicative: words having , I 20
adverbial forms: , - II47
, etc. : , ,
. .

Preposition
Prepositions and cases , -
they govern
I 34, II 60; II 69; I 23, 24, 25, 26, 30, II 60; I
33; I 33; I 34; I 33, II 60; I 37, II 60; I 33; - i
34; I 35, II 60; I 37, II 60; I 33; I 23, 24, 25, 26, 30,
II 60; 1 ^7 r OQa* I QQa . I QQa -
I 37; I
30;
I 26, 30, II 60.
Summary II . 22, 23
Conjunctions and
Conjunctive Words
Coordinative conjunctions: :
a I 14, II 74; II 74; I 39, II 74; I 24; ... I 34,II 74; I
14, II 74; ... II 74
Subordinative conjunctions: :
II 67; , II 68; II 67, 70; II 70; II 48,
67; II 68; II 67; II 67; II 68; II
67; II 68; II 53, 67; II 48, 73
Conjunctive words: :
II 48, 52, 67; II 67; II 48, 67; II 52, 62; II 52
67; 52, 62; II 48, 62; II 48, 52, 67; II 52, 67S
II 48, 68; II 48, 68; II 48, 62
Particles
70*; - II 68, 72; I 24, II 73; II 68, 72; I 12, 14,
57, 68, 72; I 12; I 34, 57, 68, 72; - II 68, 72; - (-)
I 27, 28; - II 72

Syntax
(Sentence and parts of (
the sentence) )
The simple sentence
Declarative sentence

Word order (direct and ( 74*
indirect) )
Position in the sentence: :
of the subject II 74*
of the predicate I 19*
II 74*
of the object II 74*
474

of the attribute I 16, 17
11 51, 66, 74
of the adverbial modifier I 19
II 74

Interrogative sentence:
:
without interrogative I 1, 6, 12, 14
words
with interrogative words I 6

with the particle I 24
11 73
Word order in the inter I 1, 6, 12, 14
rogative sentence
The negative sentence I 14

The indefinite-personal - I 39
sentence
The nominative sentence I 23

The impersonal sentence I 20, 21, 29
II 47, 57
Parts of the sentence: :
Subject I 23
II 74
Predicate I 19, 20, 21
29, 37, 39
II 65, 74
Link-verb - I 1, 21, 29, 37
The nominal part of the I 19, 23, 37
predicate
Object II 48, 74
Attribute with agreement I 16, 17
and without agreement II 51, 54, 74
Adverbial Modifiers: :
of time, place, manner, ,, II 67
^comparison, condi ,,
tion
of cause,purpose, con , , II 68
cession

The complex sentence



Subordinate clauses:
:
Object clauses II 48, 62, 70
73
Attributive clauses 52, 62
Adverbial clauses: ; :
of time, place, man , , II 67, '70
ner, result, compari -,
son, condition , ,

of cause, purpose 11 68
of concession : , :. 68, 70
475

Place of the subordinate -II 48, 62, 67,
clauses in the complex - 68, 70
sentence
Direct and indirect speech II 73
Punctuation
In word series I 39
II 74
Between homogeneous II 74
parts of sentence and
sentences joined by con ,
junctions , , , ,
Before the conjunctions a, , , I 14
, II 74
Setting off of participle II 66
constructions
Setting off of verbal-ad- - II 69
verb constructions
Setting oft of subordinate II 48, 52, 67,
clauses 68, 70, 74
Punctuation in the direct 73
and the indirect speech
Summary II 74

Wordbuilding
Parts of the Word: :
The stem and the ending - I 12, 14
II 62?
The root I 12
II 62
The Suffix I 12
62
The prefix II 62
Word families II 2
Suffixes of nouns - I 12, 32, 35,
* 42 *
45, 53, 56
Suffixes of adjectives - I 18, 23
II 51, 52. 53,
53
Suffixes of verbs I 21, 27
II 43
Suffixes of participles 63, 64, 65
Suffixes of adverbs I 19
II
Prefixes of adjectives - 51

Prefixes of verbs I 33, 35, 38
II 43, 44, 44,
46, 46, 47
Prefixes of adverbs II 57,67, 68,
Compound words I 26, 37
II 54, 56, 66
Compound abbreviations - I 26

CONTENTS
Preface ................................................................................................................................ 3

PART V
43 .......................................................................................................... 5
: Verbs in the Imperfective and Perfective Aspect: a) Gener
al Remarks; b) Pairs of Verbs in the Imperfective and Perfective As
pect; c) Infinitive of Verbs in the Perfective Aspect; d) Past Tense
of Verbs in the Perfective Aspect.
436 .......................................................................................................... 12
:
44 .......................................................................................................... 15
: 1. Verbs in the Imperfective and Perfective Aspect (con
tinued). Prefixes with Imperfective and Perfective Verbs. 2. Declen
sion of Nouns Ending in -, - and -.
446 ................................................. .................................................... 19
: .
: Lexical Meaning of the Prefixes -, -, -
(with Verbs Which do not Express Motion).
45a .......................... .......................................................................... 24
: 1. Verbs in the Perfective Aspect (continued): a) The Future
Tense of Verbs in the Perfective Aspect; b) The Imperative Mood of
Verbs in the Perfective Aspect; c) Conjugation of Verbs in the Per
fective Aspect. 2. Declension of Feminine Nouns Ending in a
Consonant -j- .
456 .......................................................................................................... 31
:
: Forming Nouns with the Suffix -.
46a .......................................................................................................... 36
: 1. Verbs of Motion in the Imperfective and Perfective As-
iect. 2. Conjugation of Verbs of Motion in the Perfective Aspect
f
, , ). 3. The Perfective Verbs and
.
466 .......................................................................................................... 40
:
: The Meaning of Prefixes in Verbs of Motion.
477
47 .......................................................................................................... 46
: 1. Declension of Personal Pronouns (1st and 2nd Person):
, ; , . 2. Impersonal Sentences.
47<5 .................................................................................................. 50
:
: The Prefix - with Verbs.
: . .
48 .......................................................................................................... 57
: 1. Declension of Personal Pronouns (3rd Person). 2. The
Object and Object Clause.
486 ................................................................ ..................................... ... 61
:
49 .......................................................................................................... 64
: The Reflexive Pronoun .
49<* .......................................................................................................... 66
:
: ()
50 (Recapitulation)............................................................................... ... 70
:
PART VI
51 ............................................................................... . . . . . . * 77
: 1. Declension of Adjectives: a) Declension of Adjectives
with Hard Endings; b) Declension of Adjectives with Mixed" Endings;
c) Agreement of Adjectives with Nouns. 2. Declension of the
Interrogative Pronoun and the Demonstrative Pronoun .
3, The Attribute.
51A ................................................. ........................ 84
:
: 1. Adjectival Suffix -. 2. Prefix -.
52 ....................................................................................... .... . . . ... 90
: 1. Declension of Adjectives (continued): a) Declension
Adjectives with Soft Endings; b) Declension of Adjectives with
Mixed"* Endings' (continued). 2. The Attributive* Clause.
526 ...................................................................................................... 94
: I.
II. . .
: 1: Forming Adjectives Ending in -. 2. Forrning
Adjectives with the Suffixes -- a nd --. 3. Alternation of Sounds
in Forming Adjectives.
53a ............... ... . . . . . .................................. . . . 99
: Degrees of Comparison of Adjectives and Adverbs: a) The
Comparative Degree of Adjectives and Adverbs; b) The Superlative
Degree of Adjectives and Adverbs.
478
53 .................................................................................................................
:
: 1. Diminutive Noun Suffixes. 2. Diminutive Adjec
tive Suffixes.
54a .......................................................................................................................
: 1. The Possessive Pronouns: a) Declension and Uses of
Possessive Pronouns; b) The Function of the Possessive Pronoun in
the Sentence. 2. Declension of the Interrogative-Possessive Pro
noun .
54 ...................................... ...................................................................
:
Denoting Age
: Compound Adjectives.
55 ..........................................................................................................
: 1. Declension and Uses of the Reflexive-Possessive Pro
noun . 2. Peculiarities in the Declension of Some Nouns.
556 ......................................................................................................*
: ().
: ( . )
56 .................................................................... ...........................................
1. The Demonstrative Pronouns and . 2. The
Determinative Pronouns: , , .
56 ..........................................................................................................
:
: 1. Nouns with the Suffix -. 2. Compound Adjec
tives (continued).
57a ..........................................................................................................
: 1. Negative Pronouns and Adverbs: a) The Negative Pro
nouns , , , ; b) The Negative Pronouns
and ; ) Negative Adverbs. 2. Impersonal Sentences
with the Infinitive.
57 ..........................................................................................................
:
58 ..........................................................................................................
: 1. Ordinal Numerals. 2. The Preposition no with the
Accusative case.
58 ..........................................................................................................
:
: (
. )
59 ..........................................................................................................
: The Use of Ordinal Numerals in Denoting Dates.
59 ..........................................................................................................
:
: . : ( & ).
60 ...................................... ............................................................. 165
: 1. Declension of Cardinal Numerals and their Use with
Nouns. 2. Collective Numerals. 3. The Use of Numerals in Denot
ing the Time. 4. Declension of Neuter Nouns Ending in -.
606 ................................................................................... ... .................. Hi
:
61 (Recapitulation)................................................................................... 176
:
. ( . )

PART VII
62 .................................. * ................................................................... 186
: 1. Subordinate Object Clauses Introduced by the Conjunc
tive Words , and in Different Case Forms (con
tinued). 2. Subordinate Attributive Clauses Introduced by the Con
junctive Words and in Different Case Forms (con
tinued).
626 .......................................................................................................... 191
:
: Word Elements and Derivation of Words (Word
Families)
63a .......................................................................................................... 198
: The Participle: a) The Nature of the Participle; b) The
Present Participle Active; c) The Present Participle Passive; d) The
Attributive Participle Construction.
636 ...................................................................................................... ... 204
:
: . .

64 .................................................................................................. 211
: The Participle (continued): The Past Participle Active.
646 .......................................................................................................... 214
:
65 .......................................................................................................... 218
: The Participle (continued); a) The Complete Form of the
Past Participle Passive; b) The Short Form of the Past Participle
Passive.
656 ................................................................................. . . . . . . 223
: ()
: . . (
)
66 .......................................................................................................... 230
: 1. Participles (Summary Table). 2. Participle Construc
tions. 3. Conversion of Participles into Adjectives and Nouns.
480
666 .......................................................................................................... 235
:
: Compound Adjectives (continued).
67 .......................................................................................................... 242
: Adverbial Modifiers and Adverbial Clauses: a) General
Remarks; b) Adverbial Modifiers and Adverbial Clauses of Time;
c) Adverbial Modifiers and Adverbial Clauses of Place; d) Adverbial
Modifiers and Adverbial Clauses of Manner; e) Adverbial Clauses of
Result; f) Adverbial Modifiers and Adverbial Clauses of Comparison;
g) Adverbial Modifiers and Adverbial Clauses of Condition.
676 .......................................................................................................... 251
:
: Formation of Adverbs.
68a .................................................................................................. . 257
: 1. Adverbial Modifiers and Adverbial Clauses (continued):
a) Adverbial Modifiers of Purpose; b) Adverbial Modifiers and
Adverbial Clauses of Cause; c) Adverbial Modifiers and Adverbial
Clauses of Concession. 2. Declension of Russian Surnames and
Patronymics.
686 .......................................................................................................... 262
: ()
: Formation, of Adverbs (continued).
: . . (
. *)
69 .......................................................................................................... 270
: 1. The Verbal Adverb: a) Kinds of Verbal Adverbs; b) Im
perfective Verbal Adverbs; c) Perfective Verbal Adverbs. 2. The
Verbal Adverb Construction. 3. The Function of the Verbal Adverb
and the Verbal Adverb Construction in the Sentence. 4. Conversion
of Verbal Adverbs into Prepositions.
696 .......................................................................................................... 277
: I. ( . )
II. ( . )
70 .......................................................................................................... 230
: 1. The Conditional-Subjunctive Mood. 2. Subordinate Clau
ses with the Verb in the Conditional-Subjunctive Mood: a) Condition
al Clauses of Unreal Condition; b) Adverbial Clauses of Purpose;
c) Object Clauses; d) Concessive Clauses with the Particle .
706 .......................................................................................................... 285
: ( )
: ( . )
71 .......................................................................................................... 290
: The Uses of Moods and Tenses with Different Meanings.
716 .......................................................................................................... 295
: ( . )
481
72 ............................................................................................................. .... 296
: 1. Indefinite Pronouns and Adverbs with he Particles -to,
-, -, -. 2. Indefinite Pronouns and Adverbs with
the Particle -.
726 .......................................................................................................... 300
: ( . )
73............................................................................................................... 303
: 1. Direct Speech. 2. Indirect Speech.
73 .......................................................................................................... 306
:
74 ......................................................... .................................... 312
: 1. Word Order in Russian. 2. Remarks oil Punctuation
(Systematization).
746 ............................................................................... .......................... 318
: ( . )
75 (Recapitulation).................................................................................. 321
: . .
: . . (
, 1955).

GRAMMATICAL TABLES
The Noun:
Table No. 1. The Gender of Nouns ......................................................... 329
Table No. 2. Declension of Nouns in the Singular and P lu ra l............... 330
Table No. 3. Forming Certain Peculiar P lu r a ls .......................................... 331
Table No. 4. The Use of Cases without Prepositions.............................. 332
The Adjective:
Table No. 5. Declension of Adjectives (Table of Endings)........................ 338
The Pronoun:
Table No. 6. Personal P r o n o u n s .............................. ... .............................. 339
Table No. 7. Interrogative and Negative Pronouns.................................. 339
Table No. 8. Possessive Pronouns , .......................................... 340
The Numeral:
Table No. 9. Declension of Numerals: , * 340
Table No. 10. , , , ............................ 341
The Verb:
Conjugation of Verbs:
Table No. 11. Conjugation of the Verb ........................................ 341
Table No. 12. Conjugation I (Imperfective Aspect) . . ......................... 342
Table No. 13. Conjugation I (Perfective A sp e ct)..................................... 342
Table No. 14. Conjugation II (Imperfective A s p e c t ) ............................. 343
Table No. 15. Conjugation II (Perfective A s p e c t ) ................................. 343
Table No. 16. Reflexive verbs (in - ) ................................................... 344
Table No. 17. Verb Endings (Imperfective Present and PerfectiveFuture) 344
Table No. 18. Verbs of Mixed Conjugation . . . ............................... 345
Table No. 19. Conjugation of Some Verbs with CertainPeculiarities . . 345
482
Table No. 20. Alternation of Consonants in Verb Forms . . . . 348
Table No. 21. Prefixes in Verbs of Motion and PrepositionsWhich Go
with T h e m ........................................................................... 348
The Preposition
Table No. 22. Prepositions and Cases they Govern .............................. 349
Table No. 23. Cases and the Prepositions that Go with Them . . . . 3r>3
Key to E x e r c is e s .......................................................................................... . 354
Alphabetical V o c a b u l a r i e s ........................................................................... 4(>2
Abbreviations Used in the T ex t-bo o k ......................................................... 404
Rus ian-English V o c a b u la ry ........................................................................ 405
English-Russian Vocabulary . . . . *......................................................... 4f>0
Index (Grammar and W ord-Building)............................................................ 468


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