Повторе́ние 3: Де́йствуем в о́бществе
Chapter Objectives
By the end of this chapter, you will be able to:
- Combine directions, transportation, and everyday movement, from Chapter 11, with plans, weather, and leisure, from Chapter 12, in one connected conversation.
- Describe symptoms, feelings, and needs using the dative experiencer, and give softened advice using мо́жно and нельзя́, from Chapter 13.
- Describe a job, a course of study, and a daily schedule using the instrumental case for role, means, and accompaniment, from Chapter 14.
- Compare schedules, workplaces, and routines using бо́льше, ме́ньше, and бо́лее, together with чем.
- Use communication verbs, such as звони́ть, писа́ть, and объясня́ть, with their correct case government.
- Demonstrate control of the dative case, the instrumental case, introductory aspect, and introductory motion verbs across connected listening, speaking, reading, and writing tasks.
- Complete an integrated performance task that draws on Chapters 1 through 14 without depending on any new grammar, case, aspect, motion, orthographic, or pronunciation system.
This chapter is a cumulative assessment chapter. It introduces no new major productive grammar, case, aspect, motion, orthographic, or pronunciation system. Every task below draws only on material already active in Chapters 1 through 14.
Communication Scenario
A week has passed since Серге́й felt unwell and rested at home. Now he and Ири́на meet again, this time with their friend Ната́ша, who is visiting from another city and needs directions, wants to know about the weather and weekend plans, and is curious about everyone's studies and jobs. The conversation moves naturally between getting around the city, making plans, talking about health, and describing study and work, exactly as it has in Chapters 11 through 14.
- You will review how to give directions, discuss plans and weather, describe symptoms and needs, and talk about study and work, all within one connected exchange.
- You will practice recognizing when each active case, the dative, the instrumental, and the recycled accusative, prepositional, and genitive, is required.
- You will complete listening, speaking, reading, and writing tasks that assess Chapters 1 through 14 together, as preparation for Chapter 16.
Vocabulary Review
The tables below collect the core vocabulary domains from Unit III, Chapters 11 through 14. All vocabulary from Chapters 1 through 10 also remains fully productive and may appear in this chapter's tasks.
| Russian | English |
|---|---|
| у́лица, це́нтр, вокза́л | street, center, station |
| авто́бус, метро́, такси́ | bus, metro, taxi |
| идти́/ходи́ть, е́хать/е́здить | to go on foot, to go by vehicle |
| Russian | English |
|---|---|
| пого́да, выходны́е, план | weather, weekend, plan |
| тёплый, холо́дный, со́лнечный | warm, cold, sunny |
| хоте́ть, мочь, собира́ться | to want, to be able, to be planning |
| Russian | English |
|---|---|
| здоро́вье, самочу́вствие, апте́ка | health, well-being, pharmacy |
| голова́, го́рло, живо́т | head, throat, stomach |
| мне ну́жно, мо́жно, нельзя́ | I need, it is allowed, it is not allowed |
| Russian | English |
|---|---|
| университе́т, рабо́та, о́фис | university, work/job, office |
| инжене́р, врач, учи́тель | engineer, doctor, teacher |
| звони́ть, писа́ть, объясня́ть | to call, to write, to explain |
No new vocabulary domain is introduced in this chapter. Every word above has already been presented in Chapters 11 through 14.
Pronunciation Review
No new pronunciation system is introduced in this chapter. As you complete this chapter's tasks, keep applying the following patterns from Chapters 11 through 14.
- Continue reducing unstressed о and а, as in пого́да and рабо́та, even when the word carries several unstressed syllables.
- Continue marking the instrumental singular ending -ом, as in инжене́ром and врачо́м, on the syllable that already carries the word's stress, and remember that врачо́м shifts stress onto the ending, since the word belongs to the small stress-shifting group introduced in Chapter 14.
- Continue distinguishing hard and soft consonants in dative and instrumental endings, such as -у/-ю and -ом/-ем.
Grammar Review, Units I–III
No new grammar system is introduced in this chapter. The subsections below reorganize, rather than expand, the systems activated in Chapters 1 through 14.
Directions and Motion Assessed
Review from Chapter 11: use в/на plus the accusative for destination, в/на plus the prepositional for location, and из/с plus the genitive for source, together with идти́/ходи́ть for movement on foot and е́хать/е́здить for movement by vehicle.
- Я иду́ в университе́т.I am going to the university (on foot).в + accusative, destination
- Она́ е́дет из це́нтра домо́й.She is going home from downtown (by vehicle).из + genitive, source
Plans, Weather, and Introductory Aspect Assessed
Review from Chapter 12: use the compound future for ongoing or repeated plans, and a perfective nonpast form for a single completed future action, following the introductory imperfective/perfective contrast.
- Мы бу́дем гуля́ть в па́рке.We will be walking in the park.compound future, imperfective, ongoing plan
- Мы погуля́ем по́сле обе́да.We will take a walk after lunch.perfective nonpast, one bounded event
Dative Experiencer and Softened Advice Assessed
Review from Chapter 13: use the dative case for the person experiencing a feeling, need, or condition, and use мо́жно and нельзя́ for permission and prohibition.
- Ната́ше ну́жно отдохну́ть.Natásha needs to rest.dative experiencer + ну́жно
- Тебе́ нельзя́ рабо́тать так мно́го.You should not work so much.dative + нельзя́, softened advice
Instrumental Case and Comparison Assessed
Review from Chapter 14: use the instrumental case for role, after быть or стать, for means, with no preposition, and for accompaniment, with с. Use бо́льше, ме́ньше, and бо́лее, together with чем, for comparison.
- Ната́ша хо́чет стать учи́телем.Natásha wants to become a teacher.instrumental role, after стать
- У Ири́ны бо́льше заня́тий, чем у Ната́ши.Irína has more classes than Natásha.бо́льше + чем, comparison
By this point, you actively use the nominative, accusative, genitive, prepositional, dative, and instrumental cases, each for specific communicative functions. As you complete this chapter, pause before each noun or pronoun and ask which function it performs, direction, location, source, possession, experiencer, or role, means, and accompaniment, before choosing its ending.
Model Dialogue: Дела́ иду́т хорошо́?
Context: Серге́й, Ири́на, and their friend Ната́ша, visiting from another city, meet near the metro station on a Saturday morning.
Notice how this dialogue moves through directions and motion, Chapter 11, weather and plans, Chapter 12, the dative experiencer and softened advice, Chapter 13, and the instrumental for role and means, together with comparison, Chapter 14, all within one natural exchange.
Listening Practice
If no audio recording is available, ask a partner, instructor, or text to speech tool to read the passage below aloud, or read it aloud to yourself slowly.
- How did Ната́ша feel last week, and how does she feel today?
- Who showed Ната́ша how to get to the center, and how did she arrive in the city?
- What does Ната́ша want to become, and what is the plan for tomorrow?
Speaking Practice
Управля́емая пра́ктика — Controlled practice: connecting four topics
With a partner, take turns describing how you got somewhere today, using idti/khodit' or yekhat'/yezdit', how you feel today, using the dative experiencer, and what you work as or study, using the instrumental for role. Connect the three sentences with words such as а, но, and пото́м.
Коммуникати́вное зада́ние — Communicative task: an integrated conversation
With a partner, role-play a conversation like the Model Dialogue. One partner is new to the city and asks for directions, then the conversation moves to weather and plans, then to health, and finally to study or work, with at least one comparison using бо́льше or ме́ньше.
Самостоя́тельная пра́ктика — Solo alternative
Record yourself narrating a short story, connecting how you traveled somewhere, how the weather was, how you felt, and what you did for work or study that day. Include at least one instance each of the dative experiencer and the instrumental case.
Reading Practice
Электро́нное письмо́ дру́гу — An email to a friend
Приве́т! Пи́шу тебе́ из го́рода, где живу́т Ири́на и Серге́й. Я прие́хала сюда́ на по́езде, и снача́ла мне на́до бы́ло идти́ пешко́м от вокза́ла до це́нтра, но пото́м Серге́й показа́л мне, как е́здить на метро́. Пого́да здесь холо́днее, чем у нас до́ма, и мне ну́жно бы́ло купи́ть тёплую оде́жду. На про́шлой неде́ле мне бы́ло пло́хо, но тепе́рь мне намно́го лу́чше. Ири́на рабо́тает мно́го, гото́вится к экза́менам с друзья́ми и хо́чет стать врачо́м, а Серге́й рабо́тает инжене́ром и звони́т колле́гам ка́ждый день. У меня́ ме́ньше заня́тий, чем у Ири́ны, поэ́тому за́втра, е́сли бу́дет тепло́, мы все вме́сте пойдём гуля́ть в парк.
Зада́ние по чте́нию — Reading task:
- How did the writer travel to the center, and who helped her learn to use the metro?
- Why did the writer need to buy warm clothing, and how did she feel last week?
- What are Ирина's and Серге́й's roles, and what is the plan for tomorrow?
Writing Workshop
Complete the following linked writing tasks in order. This workshop reviews and combines the systems from Chapters 11 through 14, directions and motion, plans and weather, the dative experiencer and advice, and the instrumental case with comparison.
Зада́ние 1 — Complete the sentence: Choose the correct form to complete each sentence.
Зада́ние 2 — A connected message: Write ten to twelve sentences that combine directions or transportation, weather or plans, health or a feeling, and study or work, following the order of the Model Dialogue. Include at least one comparison and one communication verb.
- Review the Vocabulary Review tables above. Confirm the meaning of any word from Chapters 11 through 14 that you intend to use.
- Choose a simple storyline. For example, a trip to a new place, a plan for the weekend, a day when you felt unwell, and a description of your work or studies.
- Draft your message. Move through the four topics in a natural order, connecting them with words such as снача́ла, пото́м, и, and но.
- Read your message aloud once. Listen for the dative and instrumental endings, and for whether the correct case follows each preposition.
- Check each system against the Grammar Review section. Confirm that motion, weather, health, and work language each use the correct active case.
Спи́сок прове́рки — Editing checklist:
- Motion verbs and destination, location, or source cases are used correctly.
- The compound future and perfective nonpast are used correctly for plans.
- The dative case is used correctly for the person experiencing a feeling or need.
- The instrumental case is used correctly for role, means, or accompaniment.
- At least one comparison with бо́льше, ме́ньше, or бо́лее, plus чем, is used correctly.
- Vocabulary and grammar from Chapters 1 through 14 are used correctly where they appear.
Culture and Communication
Offering clear, practical directions to someone who is unfamiliar with a city is a common and valued form of everyday helpfulness across Russian-speaking communities, much as it is in many other communities. The specific phrasing, level of detail, and willingness to walk part of the way with a visitor can vary by city, generation, and personal habit, so treat the pattern in this chapter as one common approach rather than a fixed rule.
How openly people discuss feeling unwell with friends, as opposed to only with family or a doctor, can vary by relationship, generation, and personal preference, echoing the softened advice patterns from Chapter 13. Some speakers share health details readily in casual conversation, while others prefer brief, general statements such as мне немно́го хо́лодно. Adjust your own directness to the relationship and the setting.
Common Mistakes
This section reviews mistakes already introduced in Chapters 11 through 14. No new error pattern is introduced here.
Error: Saying Я иду́ в друго́й го́род instead of Я е́ду в друго́й го́род.
Correction: Use е́хать/е́здить for movement by vehicle over a distance, such as to another city, and reserve идти́/ходи́ть for movement on foot: Я е́ду в друго́й го́род, not Я иду́ в друго́й го́род.
Error: Saying Я ну́жно отдохну́ть instead of Мне ну́жно отдохну́ть.
Correction: The person experiencing a need takes the dative case, not the nominative: Мне ну́жно отдохну́ть, not Я ну́жно отдохну́ть.
Error: Saying У меня́ мно́го вре́мени, чем у тебя́ instead of У меня́ бо́льше вре́мени, чем у тебя́.
Correction: Мно́го means simply "a lot" and does not compare two things. Use бо́льше, more, or ме́ньше, less, together with чем, than, to compare quantities: бо́льше вре́мени, чем у тебя́.
Chapter Review
Directions and motion
Uses в/на, из/с, and idti/khodit' or yekhat'/yezdit' to describe destination, location, and source.
Plans, weather, and aspect
Uses the compound future and perfective nonpast to describe ongoing plans and single bounded events.
Dative experiencer and advice
Uses the dative case with feelings, needs, мо́жно, and нельзя́.
Instrumental case and comparison
Uses the instrumental for role, means, and accompaniment, and бо́льше/ме́ньше/бо́лее with чем for comparison.
Часть A — Понима́ние (Comprehension)
1. Return to the Model Dialogue, and answer these short questions.
- How does Ната́ша get to the center, and how does she feel today?
- What does each person work as or study, and who has more or fewer classes?
Часть B — Пи́сьменная речь (Writing)
1. Write four sentences, one about directions or transportation, one about a plan, one about how you feel, and one about your job or studies.
2. Write one sentence comparing your schedule to a friend's schedule.
Часть C — Чте́ние (Reading)
1. Return to the email to a friend, and list, in order, how the writer traveled, how she felt, and what Ирина and Серге́й do for work or study.
Часть D — Говоре́ние (Speaking)
1. With a partner, act out a short conversation that includes directions, a plan, a health question, and a question about work or study, following the Model Dialogue as a guide.
Practical Performance Task, Unit III Assessment
Chapter 15 Practical Task — Unit III Integrated Assessment
Дела́ иду́т хорошо́: How Things Are Going
Complete the following connected tasks, in order, drawing only on material from Chapters 1 through 14. This task assesses Unit III as a whole and does not require any new grammar, case, aspect, motion, orthographic, or pronunciation system.
- Read the Model Dialogue and the email to a friend. Answer the comprehension questions above before continuing.
- Describe how you traveled somewhere recently. Use idti/khodit' or yekhat'/yezdit' with the correct destination, location, or source case.
- Describe a plan for tomorrow or the weekend, connected to the weather. Use the compound future or a perfective nonpast form.
- Describe how you feel, and give one piece of softened advice. Use the dative experiencer, together with мо́жно or нельзя́.
- Describe your job or studies, including one comparison. Use the instrumental case for role, means, or accompaniment, together with бо́льше, ме́ньше, or бо́лее, plus чем.
- Say who you call, write to, or explain something to. Use a communication verb with its correct case.
- Write your ten to twelve sentence message from the Writing Workshop. Apply the editing checklist.
| Criterion | What is assessed |
|---|---|
| Directions and motion accuracy | The learner correctly uses в/на, из/с, and the correct motion verb for destination, location, and source. |
| Plans, weather, and aspect accuracy | The learner correctly uses the compound future or perfective nonpast to describe a plan. |
| Dative experiencer accuracy | The learner correctly uses the dative case with a feeling, need, or piece of advice. |
| Instrumental case accuracy | The learner correctly uses the instrumental case for role, means, or accompaniment. |
| Comparison and communication-verb accuracy | The learner correctly uses a comparison with чем and a communication verb with its required case. |
| Connected performance | The learner moves smoothly among directions, plans, health, and work or study within one coherent exchange, drawing on Chapters 1 through 14. |
This task assesses Unit III as a whole. Only material from Chapters 1 through 14 is required, and no new productive system is introduced.
Answer Key
Listening — Comprehension
- Last week Ната́ша felt unwell; today she feels a bit better, but cold.
- Ирина and Серге́й showed Ната́ша how to get to the center; she arrived in the city by train.
- Ната́ша wants to become a teacher; the plan for tomorrow is to go for a walk in the park, if it is warm.
Model Dialogue — Comprehension
- Ната́ша gets to the center by metro and then on foot; today she feels a bit cold and not completely well.
- Ирина is a student who wants to become a doctor, Серге́й works as an engineer, and Ирина has more classes than Ната́ша.
Writing
- 1. в университе́т. 2. погуля́ем. 3. отдыха́ть. 4. инжене́ром. 5. бо́льше.
- Sample answer: Сего́дня я е́ду в це́нтр на авто́бусе, а пото́м иду́ пешко́м до о́фиса. За́втра, е́сли бу́дет тепло́, мы погуля́ем в па́рке по́сле рабо́ты. Сего́дня мне немно́го хо́лодно, и мне ну́жно оде́ться тепле́е, но мне уже́ лу́чше, чем на про́шлой неде́ле. Я рабо́таю учи́телем и ка́ждый день объясня́ю студе́нтам но́вую те́му. У меня́ бо́льше уро́ков, чем у моего́ колле́ги, поэ́тому я ча́сто звоню́ дире́ктору ве́чером. По́сле рабо́ты я гото́влюсь к экза́мену с друзья́ми. Мне нра́вится моя́ рабо́та, хотя́ иногда́ мне нельзя́ отдыха́ть так до́лго, как хо́чется. Other combinations using material from Chapters 1 through 14 are also correct.
Reading
- The writer traveled by train and then had to walk from the station, and Серге́й helped her learn to use the metro.
- The writer needed warm clothing because the weather is colder than at home, and last week she felt unwell.
- Ирина is a student who wants to become a doctor, Серге́й works as an engineer, and the plan for tomorrow is to walk together in the park, if it is warm.
Looking Ahead
Что вы уже уме́ете — What you can do now
You can give and follow directions, describe transportation, discuss weather and plans using introductory aspect, describe how you feel and give softened advice using the dative case, and describe your job, studies, and daily schedule using the instrumental case and comparison. You can connect all of these topics in one coherent conversation, reading, or piece of writing.