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DOCUMENT RESUME
ED 417 591 FL 025 093
TITLE NEH-UT Collaborative Project for the Development andImplementation of Oral Assessment Materials. A Manual andPractical Guide for the Classroom Testing of Spoken RussianUsing Authentic Task-Specific Assessment Rubrics.
INSTITUTION Texas Univ., Austin. Dept. of Slavic Languages.SPONS AGENCY National Endowment for the Humanities (NFAH), Washington,
DC.
PUB DATE 1995-00-00NOTE 137p.PUB TYPE Reports Evaluative (142)EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Classroom Techniques; College Faculty; Elementary Secondary
Education; Higher Education; Introductory Courses; LanguageTeachers; *Language Tests; Material Development; NeedsAssessment; Oral Language; *Russian; Second LanguageInstruction; *Second Languages; *Test Construction;Textbooks; *Verbal Tests
IDENTIFIERS *Authentic Assessment; Face to Face Level One; Face to FaceLevel Two
ABSTRACTThe National Endowment for the Humanities and University of
Texas (NEH-UT) collaborative project was established to develop authentic andpractical tests of spoken Russian for younger, beginning students of Russian,and to create a guide for their implementation into instruction. Thedevelopment process involved teachers of Russian at the middle, junior high,and high school levels and college level. The resulting assessment materialsare designed to accompany a widely-used "Face to Face" Russian textbookseries and provide a model for development and use of authentic oralassessment rubrics for similar textbooks. During the school year followingcreation of the materials, the participating pre-college teachers introducedthe tests into their curricula as preparation for their presentation anddissemination nationally. The report chronicles the need assessment andgoal-setting process, outlines the rationale for authentic assessment,discusses the generic oral assessment approach used, makes suggestions forclassroom implementation, and presents the assessment rubrics by chapter inthe "Face to Face" series. Appended materials include contact information,the generic oral testing rubric, scoring sheets, and a blank rubric form.(MSE)
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NEH-UT COLLABORATIVE PROJECTFOR THE DEVELOPMENT AND IMPLEMENTATION
OF ORAL ASSESSMENT MATERIALS
A Manual and Practical Guide for the Classroom Testingof Spoken Russian Using Authentic Task-Specific Assessment Rubrics
NCHAyeexnn cuanc 1L5
John Watzke, Project Team LeaderDivision of Curriculum and Instruction
College of EducationUniversity of Iowa
Ruth Edelman, Participating TeacherTenafly High School and
Middle SchoolTenafly, New Jersey
Professor Michael Katz, Project Co-DirectorProfessor Thomas Garza, Project Co-Director
Department of Slavic LanguagesUniversity of Texas at Austin
Nathan Bond, Participating TeacherBowie High School andBailey Middle School
Austin, Texas
Alan James, Participating TeacherSt. Mary's SchoolMedford, Oregon
2
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
received
(ERIC)his document has been reproduced as
received from the person or organizationoriginating it.Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
NEH-UT CollatiftratIveProfeet Tests Of SnokenItirtstan Table of Contents
NEH-UT Collaborative Project for the Development and Implementationof Oral Assessment Materials
TABLEDELLINIENTS
PART ...... John Watzke
Overview of Project Page 1Needs Analysis and Project Goals Statement 1
Teacher Considerations
Student Considerations
Beginning Speakers of Russian
The Rationale for Articulation With Textbook Series
Goals Statement
Oral Testing: Authentic Assessment 4
Authentic-Alternative Assessment
Authentic Assessment in Foreign Language Instruction
Generic Oral Assessment Rubric
The Generic Assessment Rubric for Task Completion
Vocabulary
Fluency in task completion
Structure/Grammar
Comprehensibility/Pronunciation
Cultural Appropriateness
Advantages of Using Rubric in Assessment of Tasks
6
Implementing Rubrics into Classroom Instruction 8Suggested Phases of Implementation Plan for Classroom Use
Various Forms of Classroom Testing Using Authentic Assessment
One-on-one interview (during test taking)
Group dialogue on test day
Video or audio taped performance
Project/Presentation
Unit group project
Constructed class response
Overnight preparation
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Works Cited Page 12
PART II.« «..«« « «.. «.. « « » »»»»» Nathan BondRuth EdelmanAlan JamesJohn Watzke
Assessment Rubrics by Chapter:Face to Face Levels One and Two 15
Face to Face Level One, Chapters 1-4, 6-9, 11-14, and 16-19
Chapter Overview
Task to be Completed
Notes on Related Grammatical and Lexical Content for Task
Assessment Rubric Specific to Task
Face to Face Level Two, Chapters 1-4, 6-9, and 11-14
Chapter Overview
Task to be Completed
Notes on Related Grammatical and Lexical Content for Task
Assessment Rubric Specific to Task
APPENDICES
Contact Information (Al)
Generic Rubric (A2)
Scoring Sheets (A3)
Blank flubric (A4)
72
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NEH-UT Collaborative Project for the Development and Implementationof Oral Assessment Materials
PART I
Overview of Project
The National Endowment for the Humanities and University of Texas Collaborative
Project for the Development and Implementation of Oral Assessment Materials was conceived
during consecutive NEH-UT summer institutes of Russian language and culture for pre-college
teachers held at the University of Texas and Moscow Linguistic University during the summers
of 1992-941. The main purpose of this project is the development of authentic and practical
tests of spoken Russian, or oral testing rubrics, designed for younger, beginning students of
Russian and the creation of a guide for their implementation into instruction. The
developmental process included the collaboration of teachers of Russian at the middle school and
junior high, high school, and university levels. The resultant assessment materials are designed
to accompany the now widely used Face to Face Level One (Morris, Vyatyutnev and Vokhmina
1993) and Face to Face Level Two (Dabars, Morris and Smirnova 1995) textbook series and to
provide a model for the development and use of authentic oral assessment rubrics for similar
textbooks. During the school year following the creation of these materials, the participating pre-
college teachers introduced these tests into their curriculum as preparation for their presentation
4.. and dissemination on a national basis at the annual conference of the American Association of
Teachers of Slavic and East European Languages (Bond, Edelman, James and Watzke 1995).
Needs Analysis and Project Goals Statement
The fundamental starting point for this project was the consideration of the needs of both
pre-college students and teachers of Russian. If these assessment materials are to be immediately
relevant to classroom use, it is important that they reflect the needs specific to the pre-college
classroom and to the adolescents and teachers working with them. An initial needs analysis
(Smith and Ragan 27-41, 1993) is the first step in the creative process which ensures that the
products of all subsequent work are appropriate to the unique environment for which they are
1For more information on the NEH-UT Project on the Teaching of Russian Language and Culture in U.S. HighSchool= Creating Proficient Programs for Proficient Students contact Professors Michael Katz and Thomas Gana,Project Co-Directors, Department of Slavic Languages, P.O. Box 7217, University of Texas at Austin, Austin, TX78713-7217.
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intended. The development of the needs and goals statements below reflect the many opinionsposted and the discussions which took place during the nearly four year period the participating
teachers corresponded by e-mail on the NEH-UT bulletin board system.
Teacher Considerations
The teachers who participated in this project attended past NEH-UT summer institutesand are currently using the Face to Face textbook series in their 7-12 Russian language
programs. They expressed interest in creating materials which would encourage spoken Russian
and assess their students' developing speaking skills according to the functional and self-
described communicative orientation of the textbook series. A major goal of the NEH-UT
institutes was teacher development and in-service in acquiring language and cultural proficiency
which would increase the teachers' awareness of communicative approaches to foreign language
instruction and instructional materials development. The papers and instructional materials
presented by participating teachers during the final summer institute, at the Symposium on theTeaching of Russian Language and Culture in U.S. High Schools: Creating Proficient Programs
for Proficient Students, held in Austin in July of 1994 and the published proceedings (Katz and
Garza 1995) reflected both teacher and student objectives for language education; techniques,
activities and general instructional goals which promote the communicative use of Russian. Thefocal point of this project is the assessment of spoken Russian, specifically, assessment of oral
skills as part of the general testing which occurs after the completion of a unit or planned lessonand tests which can be administered and scored in a timely and beneficial fashion.
Student Considerations
Pre-college students studying foreign languages are particularly interested in the
development of their speaking skills; students want to learn to speak the language they arelearning in order to engage speakers in the target culture (See, for example, Bartz 1979 or one ofmany studies on personal student goals for specific foreign languages, Jorden and Lambert
1991). This goal, however, may become lost when instruction focuses too heavilyon thegrammatical aspects of Russian, without regard to the multitude of conversational or functionaluses these grammatical elements facilitate. Beginning pre-college students of Russian may be
faced with a mundane period of study, one which has little immediate bearing on their interestsor aspirations for study of the language. However, this does not have to be the case. Beginning
level study of Russian can serve to interest younger students in continuing their study beyond
high school and to make the personal decision to work towards intermediate and advanced levels
of proficiency. Relevant conversational goals, which are attainable for students at beginninglevels, may reflect students' needs and interests while contributing towards an essential and
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developing grammatical competence in the language. During these first years of language
learning, providing encouragement and feedback, which leads to remediation of developing
. language skills, is essential. It was for these reasons that authentic assessment rubrics,
introduced in the sections below, were first considered as an instrument for testing students'
spoken Russian.
Beginning Speakers of Russian
An important contributor to the discussion of the needs of pre-college students and
teachers of Russian is the characterization of the level on which students are able to perform in
spoken Russian at the beginning stages of language learning. One obvious source are the
ACTFL Proficiency Guidelines (Buck, Byrnes and Thompson 1989). However, caution must be
used in interpreting these guidelines with reference to materials development. The ACTFL
guidelines are not a curricular guide, a methodology, nor a theory of language acquisition; but
they do provide a global description of the range of abilities within increasing levels of
performance. According to these descriptors, beginning pre-college students of Russian would
perform in the "novice" and increasingly "intermediate" levels of proficiency over several years
of instruction. Relevant to the assessment of speaking skills is the reliance on memorized
phrases and functional structures at these lower levels. Gradually, students will be able to more
accurately expand on these memorized utterances to create and recombine language as they
move into the intermediate stages of language proficiency. The assessment instrument,
therefore, must be grounded in the appropriate use of a limited, and often entirely memorized,
repertoire of words, phrases, paradigms, etc. Speech is not assessed by the students' ability to
speak or perform in the language at advanced levels of proficiency, but rather, by their ability to
use accurately and appropriately what they have learned while being encouraged to create and
recombine previously learned material in their performance.
The Rationale for Articulation with Textbook Series
The decision to create oral tests based on the Face to Face textbook series was made for
several reasons. It was important that the tests be immediately relevant to the current needs of
teachers. In other words, it was important that they could be used in instruction. Since its
publication in 1993, over 200 schools have adopted this series for use in their Russian language
programs (Morris 1993). Creating tests of spoken Russian corresponding to these textbooks
would potentially provide a uniform set of assessments or, at the very least, a model for the
creation of tests by the teachers themselves.
Another reason for the use of this series was its syllabus design. The use of a functional
syllabus throughout levels one and two of the Face to Face series provided an ideal base for the
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creation of authentic assessment rubrics which expanded on the lower levels of the proficiency
descriptors.
Goals Statement
In preparation for the creation of oral assessments of spoken Russian, the following goals
were developed reflecting the brief discussion above of the needs of pre-college students andteachers of Russian.
Goals:
1) To develop a practical and flexible set of oral tests for use at the middle
school junior high and high school levels.
2) To ensure the immediate use and relevance to Russian language programs by
outlining various ways these tests may be implemented and suggestions for their
graduated implementation.
3) To provide a rationale for the use of oral assessment rubrics and a model for
their inclusion into the curriculum.
Oral Testing: Authentic Assessment
One of the goals of this project was to develop tests of spoken Russian which were
-.. practical enough to be used frequently within the confines of regular instructional practice. The
Oral Proficiency Interview (OPI) (Lowe and Liskin-Gasparro 1986) would require teachers to
attend certification workshops and is too time intensive to be of practical use on a unit to unit
basis (approximately 15-23 times a school year). Similarly, the Simulated Oral Proficiency
Interview (SOPI) (Stansfield 1989) or SOPI-like oral assessments (Manley 1995), while allowing
for simultaneous testing (or audio taping) of many students at one time, presents similar
logistical problems for correction on a frequent basis. While the global performance descriptors
of these assessments provide an understanding of the nature of student performance, as noted in
the discussion of novice and intermediate speakers in the section above, a more practical form of
assessment is needed for the pre-college classroom teacher.
Authentic-Alternative Assessment
There is an anecdote about a discussion between American and British educators. The
American asked why so little standardized testing took place in British schools. The British
educator replied, "In Britain we are of the belief that, when a child is hungry, he should be fed,
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not weighed." This anecdote underscores several of the advantages of alternatives to traditional
assessment, specifically, testing which measures performance within the content of an authenticsituation (Bowers 1989).
'Assessment is authentic', according to Wiggins (1990), 'when we directly examine
student performance on worthy intellectual tasks. Traditional assessment, by contrast, relies on
indirect or proxy items'--efficient, simplistic substitutes from which we think valid inferencescan be made about the student's performance (1).' Further, authentic assessment has several
advantages over traditional assessment. Authentic assessment:
requires learners to be effective performers with acquired knowledge
presents the student with tasks that mirror the priorities and challenges of performance,
rather than paper and pencil representations
allows for varying degrees of outcomes so that students may revise their performance,
rather than providing single-answer and terminal feedback (i.e. correct or incorrect)
is based on 'real-world tasks' encompassing applications of the skills being learned
during instruction (Linn, Baker and Dunbar 1991)
simulates in its tasks the challenges and complex ambiguities of real-life performance,
rather than arbitrarily discrete or simplistic elements of a task
supports the needs of learners by providing meaningful goals for the learning of skills
and presents concrete uses for these accumulating skills
is not a secretive test, but an organizing framework which lends 'relevance' (Keller
1983, 1987) and gains from student input and awareness of the expectations of the
authentic task
(The above points are adapted from Keller 1983, 1987, Linn, Baker and Dunbar 1991,
Wiggins -1990, 1992, Diez and Moon 1992, Shepard 1989.)
Authentic Assessment in Foreign Language Instruction
Foreign language instruction provides the ideal content for the integration of authentic
assessment into instruction. If a goal of instruction is for learners to be able to perform in the
language and/or target culture, then assessment should reflect this performance, even at theearliest levels of instruction. Nunan captures the nature of authentic assessment in his discussion
of creating communicative tasks for the second language classroom (1992). Drawing from
foreign and second language literature on tasks in language use, Nunan defines tasks as'classroom work which involves learners in comprehending, manipulating, producingorinteracting in the target language while their attention is principally focused on meaning ratherthan form...It should also have a sense of completeness, being able to stand alone as a
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communicative act in its own right' (10). Components of a task include its goal, forms of input
(questions, feedback to questions, etc.), an activity (active and engaging participation in some
form), teacher's role (monitor, facilitator, participant), learner's role (participant, conversational
partner, provider of information, discussant, etc.), and settings (classroom, paired-work,
presentation, one-on-one, simulated situation, etc.) (11). Tasks capture language in its real-world
use. Performance within the task provides evidence of competence for assessment. It should not
be surprising that entire instructional programs for foreign languages considered difficult for
American students, such as Japanese, have been designed based on integrated authentic taskassessment (Brinkmeyer 1993).
Generic Oral Assessment Rubric
Wiggins suggests the use of scoring rubrics for describing the most salient characteristics
of performance at increasing levels of competence and for representing errors which are most
justifiable for lowering the score of a performance (1992, 30). He notes the ACTFL Proficiency
Guidelines as an example of a scoring system employing this descriptive language (30). The
descriptors of a task rubric provide clear examples to students of increasing levels of competence
leading completion of tasks which are challenging to learners, reflect real-world performance or
consequences of performance, suggest mistakes to be avoided, and emphasize quality of
performance over quantity (Brinkmeyer, Wiggins, 30).
Examples of scoring systems for oral language production in foreign languages are
plentiful. These generic assessment instruments are designed to assess oral performance
according to various criteria, while sensitive to the constraints of regular classroom instruction.
Boylan (1982), for example, uses the categories of fluency, vocabulary, structure,
comprehensibility, and listening comprehension with descriptors of up to twelve points as a
generic scoring system for student performance. Each category includes up to six descriptors of
increasingly competent performance. Comprehensibly is weighted more heavily in the overall
point system, stressing the communicative nature of task completion. Watzke (1993) has
employed Boylan's scoring system with the addition of a creativity/transfer category for use at
pre-college competitions of spoken Russian. This additional category contains six descriptors.
Robison (1992) suggests weighted categories similar to Boylan's as a practical way to measure
students' oral skills. Liskin-Gasparro (1995) presents a simplified version of Boylan's system,
employing the categories of effort to communicate, fluency, comprehensibility, and grammatical
accuracy for formal oral assessments. These categories contain only four corresponding
descriptors of increasing competence.
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The Generic Assessment Rubric for Task Completion
A generic assessment rubric as been created which adapts Boylan's system (see Appendix
Al). The category 'cultural appropriateness' was included to reflect the cultural etiquette and
content introduced in each lesson of the Face to Face series. The intention of this rubric is to
provide an underlying scale of performance descriptors specific to the oral skills of which
beginning pre-college students are capable and a practical and efficient means for scoring their
performance. This generic system expands the 'novice' and 'intermediate' descriptors of the
ACTFL Proficiency Guidelines, reflects the categories on the assessment instruments described
above, and includes several adaptations based on input from the teachers participating in this
project. Task-specific rubrics have been written, which contextualize these generic descriptors,
and are presented in Part II of this manuscript.
Numerical values have been assigned from one to five for each of the five assessment
categories. This was devised to create an easier system for converting scores to percentages (a
score of 25 out of 25, multiplied by 4 equals 100%). Elements of creativity and
comprehensibility have been embedded in the general descriptors of the categories to weight, and
thus, encourage communication in task completion. In addition, the numerical values also
correspond to interval titles. Scores of one or two, for example, come under the title 'repeat task',
suggesting to both teacher and learner that performance in this category was low to such an
extent that remediation and re-testing is suggested. A score of three corresponds to 'minimum',
indicating that the most basic requirements were covered in task completion (a score of all three's
in each category would give a student a 60% for task completion). Finally, a score of four
corresponds to 'good' and five to 'creative excellence.' Creative excellence' indicates that the
students went far beyond the minimum requirements of the task to include content, knowledge,
and concepts from previous chapters during task completion. These numerical values can be
adapted by individual teachers according to their preferred grading system. Teachers may find it
helpful to refer to the complete generic rubric found in the appendix when assessing students
with task-specific rubrics or when creating their own rubrics.
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Advantages of Using Rubric in Assessment of Tasks
Wiggins (1992) and Herman, Aschbacher and Winters (1992) provide an overview of theadvantages of using rubrics in authentic assessment.
Assessment rubrics are motivating. They provide learners with a complete overview of
the task in its real-world context. Not only do they facilitate the connection of the task to
personal experience, but they encourage the connection between students' efforts andresults.
Assessment rubrics provide powerful feedback to students for remediation. Rather than
assigning a global grade, rubrics describe areas of weakness and strength to studentswhile providing the consequences for each. If given the opportunity to repeat the task,students are rewarded for their efforts both academically and through the personal
experience of contextual performance.
Assessment rubrics encourage students to adapt and manage their learning and growing
knowledge base. The assessment categories and corresponding descriptors move beyondthe mastery of routine basic skills to promote and engage learners in problem solving,
critical thinking, and the concepts which encompass the task at hand. The presentation of
rubrics to classes often involves student input as the teacher negotiates its final form.
Assessment rubrics are efficient. Scoring can often take place during and/or
immediately after student performance. This provides ample time for remediation and re-testing, and mirrors the feedback obtained in real life (especially if the teacher or a secondstudent are involved in the performance of the task).
Implementing Rubric. into Classroom Instruction
Every classroom of Russian works under a broad range of constraints unique to its
school, teacher, students and schedule. However, a variety of resources and practical guides
provide a plan for the systematic instructional implementation of authentic assessment and
rubrics based on tasks. The suggestions in the section below are adapted from much practical
experience as well as numerous sources (Brinkmeyer, Herman, Aschbacher and Winters,
Virginia Educational Association and the Appalachia Educational Laboratory 1992, and Wiggins
1992).
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Suggested Phases of Implementation Plan for Classroom Use
In planning and implementing the use of authentic assessment rubrics into instruction,
consider the following:
I) Presentation and Negotiation. Present the task to be completed and task rubric to the
class as an introduction to the unit. Discuss what they should be able to do with their acquired
skills by the end of the unit. Describe the various grammatical and lexical items which will
allow them to accomplish this task. Negotiate the rubric with the students at this time. Make
necessary changes or additions according to student input. Students may also suggest alternative
tasks and may participate in the creation of an alternative rubric. Relate to them your own
experiences or those students might encounter in the target culture during task completion.
Discuss why the ability to complete such a task is important to the development of their Russian
and their potential experience with native speakers . Finally, refer to the generic rubric as the
underlying set of descriptors for each category. Referring to this will be useful since the rubrics
specific to each task are essentially contextualizations of these generic descriptors.
2) Demystify the Task. The assessment rubric is not a secretive test. After the initial
presentation and negotiation phase, refer to it often as the global goal of daily instruction.
Consider creating short micro-tasks and activities which engage the learners in active use of the
language and allow practice of the skills necessary for task completion. Demystification
contributes to the relevance of all instructional events.
3) Allow Sufficient Time Initially. Students and teachers who are not familiar with
authentic assessment in instruction may require more time initially for its use in instruction and
final unit assessment. Keep in contact with colleagues who also using authentic assessment and
share ideas and concerns regularly. Adapt existing curricula to coincide with the planning of
authentic assessment. As all of those involved become accustomed to its use in conjunction with
other means of testing, authentic assessment will become an efficient part of the curriculum.
Examples of testing scenarios are provided in the following section.
4) Consider Various Assessment Procedures. There are many ways assessment rubrics
can be used during testing. Consider each and do not fear trial and error. Consider assessment,
which allows fellow students to provide a portion of the grading and feedback on task
performance. Make use of native speakers, exchange students, and visiting teachers as
participants in the task performance, rubric development and in the scoring of student
performance.
5) Value the Assessment in Overall Grading. If student performance on the task is
valued, then it should contribute significantly to the unit grade and course grade. Preparation for
excellent task performance should be rewarded. Consider giving equal weight to oral
assessments and written exams.
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NEWITTrollaboratIve PrnJet Tects Of Spoken Rutsian Part I
Various Forms of Classroom Testing Using Authentic Assessment
The following suggestions on variations for testing oral skills come from teaching
experience, discussion with the participating teachers of this project, and selected articles related
to this topic. References to specific articles are noted when appropriate.
One-on-one (during test taking). In this variation the teacher sits off to the side orimmediately outside of the classroom and calls students to be interviewed during the written test.If the teacher is not able to interview every student, a portion of the lesson on the following dayis used to complete the interviews. Classroom management is a must for this to be successful.Having an exchange teacher administer the interview is ideal. Consider invitingparents, acolleague, or older students to monitor the students if you are weary of keeping the rest of thestudents on task while conducting the interview.
Group dialogue on test day. Robison describes an assessment procedure used in the
Columbus, Ohio school system (491-493). Limit written tests to 20-25 minutes. Distribute oraltest items to groups of 2-3 students. Advise the students that they will be tested on only one ofthe rubric categories (only vocabulary or pronunciation, for example, on this particular day).Inform the students how much weight the oral portion of the exam will carry on the exam as awhole. Give the students a few minutes to prepare and assign roles. Call the groups up one byone to engage the teacher in the situation. Rate each individual group member during and
immediately following their performance.
This group dialogue is similar to the one-on-one interview and may be conducted duringthe written test as well. Advantages include the ability to simultaneously assess several studentsat once and, because the teacher is a participant in the exchange of communication, to engage thelearners individually if one student is not initiating conversation. If the teacher chooses to assessstudents on only one of the five categories on the rubric, as suggested above, he/she might
consider including all five rubric categories for at least midterm and final semester assessments.The teacher may also wish to assign groups the day before during a review session to allow themto practice and assign roles specific to the task.
Video or audio taped performance. The students may be assigned groups and the taskand then asked to video or audio tape their performances on their own time. This could beassigned a week before the unit test and then used in listening assessment as well. After viewing
or listening to each segment, the entire class may be asked general comprehension questions.
The teacher may also wish to audio tape one-on-one or group interviews for later
assessment, especially if he/she wishes to assess many students in a short amount of time.
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Project/Presentation. The students might create a unit project or presentation based on thedescriptors of the rubric. This project would encompass the topic and skills developed during thecourse of the unit. Assessment of projects may necessitate adaptation of the rubric. Categories
which reflect the students' ability to answer questions about their projector presentation shouldbe considered when adapting the rubric (Rudner 1991, 1).
Unit group project. As stated above, a project or presentation is developed around atask and corresponding rubric; however, a group participates in the presentation. Students canbe assessed individually, as a group, or receive both a group and individual grade (Rudner, 1).
Constructed-response class assessment (Rudner, 1). This variation entails carefullyconstructed questions which require a short one-item answer or a choice of several explicit
answers. The teacher assesses the class as a group, choosing students to answer or allowing them
to volunteer. The teacher may be a participant in a task who must rely on the students' responsesto complete a task. Students' answers will tend to illicit related questions as the teacher directs
the task completion. This may be used as a check for student progress or in preparation forindividual student assessment. A more elaborate point system may be devised based on studentparticipation. Russian pedagogy terms this practice '3ati dr' or 'check.'
Overnight preparation. The teacher may consider, in any of the assessment variations
above, allowing students preparation time at home the night before the oral assessment. Thismay allow time to consider more creative variations for student performance.
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Works Cited
Authentic Assessment. Recommendations for Teachers. Virginia Education Association and the
Appalachia Educational Laboratory American Institutes for Research, Washington, DC.:
ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC [Online].
1992. Authentic Assessment Index File: The Educational Directory (EDUCE).
Bartz, Walter H. Testing Oral Communication in the Foreign Language Classroom. Language
in Education: Theory and Practice, 17. Washington, DC: Center for Applied
Linguistics, 1979. ERIC Document Reproduction Service No. ED 176 590.
Bond, Nathan, Ruth Edelman, Alan James and John Watzke. "NEH-UT Collaborative Project
for the Development and Implementation of Oral Assessment at the Pre-College Level."
Roundtable presented at the annual conference of the American Association of Teachers
of Slavic and East European Languages. Chicago, Illinois, December, 1995.
Bowers, Bruce C. Alternative to Standardized Educational Assessment. ERIC Document
Reproduction Service No. ED312773, 1989.
Boylan, Patrician C., 1982 (pps. 463-468), in Omaggio Hadley, Alice C. "Classroom Testing"
Pp. 412-478 in Teaching Language in Context. Boston: Heinle & Heinle Publishers,
1993.
Brinkmeyer, Lisa. "Using Authentic Materials in the Foreign Language Classroom: Authentic
Tasks and Assessment." Central States Conference of Foreign Language Teachers. Des
Moines, Iowa, April, 1993.
Buck, K., A. Byrnes and I. Thompson. The ACTFL Oral Proficiency Tester Training Manual.
Yonkers, NY: ACTFL Inc., February, 1989.
Dabars, Zita D., George W. Morris and Nadezhda I. Smimova. Russian Face to Face Level Two.
Lincolnwood, Illinois: National Textbook Company, 1995.
Diez, Mary E. and C. Jean Moon. "What Do We Want Students to Know? and Other Important
Questions." Educational Leadership 49, 8 (1992): 38-41.
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1;
NEN-UT CallattnrativeProleet Teets OfSpakenilussian Part I
Herman, Joan L., Pamela R. Aschbacher and Lynn Winters. A Practical Guide to AlternativeAssessment. Alexandria, VA: Association for Supervision and CurricularDevelopment,1992.
Jorden, Eleanor H. and Richard D. Lambert. Japanese Instruction in the United States:Resources, Practice, and Investment Strategy. Washington, DC: NationalForeignLanguage Center, 1991.
Katz, Michael and Thomas Garza. Proceeding From the Symposium on the Teaching of RussianLanguage and Culture in U.S. High Schools: Creating Proficient Programs for
Proficient Students. Austin, Texas: University of Texas at Austin, 1995.
Keller, J.M. "Motivational Design of Instruction." In C.M. Reigeluth, (Ed.), Instructional-Design Theories and Models: An Overview of Their Current Status. Hillsdale, NJ:Lawrence Erlbaum, 1983.
Keller, J.M. "Development and Use of the ARCS Model in Instructional Design. Journal ofInstructional Development 10, 3 (1987): 2-10.
Linn, Robert L., Eva L. Baker and Stephen B. Dunbar. "Complex, Performance-Based
Assessment: Expectations and Validation Criteria." Educational Researcher 20 (1991):15-21.
Liskin-Gasparro, Judith E. "Authentic Assessment: Focus on Oral Skills." Workshop Materials.University of Iowa, Iowa City, 1995.
Lowe, Pardee and Judith Liskin-Gasparro. Testing Speaking Proficiency: The Oral Interview.An Update. Q & A. ERIC Document Reproduction Service No. ED 276 299, 1986.
Manley, Joan H. "Assessing Students' Oral Language: One School District's Response."Foreign Language Annals 28, 1 (1995): 93-102.
Morris, George W.. Personal Communication, 1993.
Morris, George W., Mark N. Vyatyutnev and Lilia L. Vokhmina. Russian Face to Face, LevelOne. Lincolnwood, Illinois: National Textbook Company, 1993.
C NEH-UT 1995 Page 13
74EWITT Collaborative Project Tectc Of Spoken Ruscian Part I
Nunan, David. Designing Tasks for the Communicative Classroom. Cambridge, England:
Cambridge University Press, 1989. [Fifth ed., 1992.]
Robison, Robert E. "Developing Practical Speaking Tests for the Foreign Language Classroom:
A Small Group Approach." Foreign Language Annals 25, 6 (1992): 487-496.
Shepard, Lorrie A. "Why We Need Better Assessments." Educational Leadership 46, 7 (1989):4-9.
Smith, Particia L. and Tillman J. Ragan. Instructional Design. New York: Macmillan
Publishing Company, 1993.
Stansfield, Charles W.. Simulated Oral Proficiency Interviews. ERIC Document Reproduction
Service No. ED317036, 1989.
Watzke, John L. "Rules and Rationale for the RegionV/Iowa and ACTR Olympiada of Spoken
Russian." Unpublished Manuscript, University of Iowa, Iowa City, 1993.
Wiggins, Grant. Authentic Assessment. American Institutes for Research, Washington, DC.:
ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC [Online].
December, 1990. Authentic Assessment Index File: The Educational Directory
(EDUCE).
. "Creating Tests Worth Taking." Educational Leadership 49, 8 (1992): 26-30.
C NEH-UT 1995 Page 14
NEH-UT Collaborative Protect Tests OtSnolonilassian Part
PART II
Assessment Rubrics by Chapter: Face to Face Levels One and Two
On the following pages authentic task-specific rubrics are presented corresponding to
lessons in the Face to Face series. The authors of these rubrics incorporated the content of each
chapter as well as that of preceding chapters. Each of the rubric intervals not only describe
increasing competence in each category, but they are cumulative. That is, each rubric
encompasses each of the descriptors of competence preceding it.
Rubrics have not been created for the review units in each textbook. Teachers may wish
to prepare their students for all of the tasks preceding the review chapter and, on the day of
testing, randomly choose one of the tasks for re-testing. Teachers may also wish to create their
own tasks and assessment rubrics for the review chapters using the blank rubric found in the
appendix (A4).
For Face to Face Level Two, tasks and assessment rubrics are provided through lesson
fourteen. It is suggest that, at this point, the teacher begin creating rubrics based on the
experience gained using the previous provided rubrics. During the creation of task-specific
rubrics, it is recommended that the teacher refer to the generic assessment rubric found the in
appendix (A2), contextualize these generic descriptors and present the rubric to the students for
their input and reactions.
Addresses and office phone numbers have been provided in the appendix (Al) if teachers
wish to contact the authors and teachers participating in this project. Questions and comments
on the use of the provided materials is encouraged.
NEH-UT 1995 Page 15
1 5
NE
H-U
T C
olla
bora
tive
Prol
es!:
Tes
ts O
fSno
kem
Bum
ian
Part
H R
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
ON
E
OV
ER
VIE
W
Les
son
one
help
s st
uden
ts b
ecom
e co
mfo
rtab
le w
ith b
asic
gre
etin
gs a
nd s
tres
ses
the
need
to d
istin
guis
h be
twee
n fo
rmal
and
info
rmal
spe
ech.
In p
art A
, for
mal
gre
etin
gs (
3Apa
sars
yttr
e;6p
iatt
min
)) a
nd th
e in
form
al u
npas
crny
n ar
e in
trod
uced
. Als
o di
scus
sed
are
nam
es a
nd p
atro
nym
ics
and
sayi
ng g
oodb
ye f
orm
ally
and
info
rmal
ly. S
tude
nts
can
choo
se a
Rus
sian
nam
e fo
r th
emse
lves
fro
m a
list
prov
ided
. In p
art B
, how
to a
sk a
nd g
ive
one'
s na
me
form
ally
and
info
rmal
ly (
nut B
ac a
osyr
?T
e62
aosy
r? -
-Men
x ao
syr
.) is
expl
aine
d. T
his
part
als
o di
scus
ses
the
deri
vatio
n of
last
nam
es, a
nd ta
lks
abou
t the
sig
nifi
canc
e of
the
firs
t day
of
scho
ol in
Rus
sia.
In p
art C
, how
the
wor
d ar
o w
ith p
rope
r in
tona
tion
can
be u
sed
to a
sk o
r co
nfir
m w
hat s
omeo
ne's
nam
e is
is p
rese
nted
.
TA
SK T
O B
E C
OM
PLE
TE
D
The
Sce
nari
o: T
he c
urre
n, p
resi
dent
of
Rus
sia
has
arri
ved
at a
sch
ool i
n th
e U
nite
d St
ates
on
anof
fici
al v
isit.
The
pre
side
nt h
as a
bod
ygua
rd w
ith h
im, s
o th
ere
is s
ome
conf
usio
n as
to w
hich
man
(or
wom
an -
- w
hy n
ot?)
is a
ctua
lly th
e pr
esid
ent.
Tw
o st
uden
ts w
ho h
ave
been
stu
dyin
g R
ussi
an a
t dif
fere
ntsc
hool
s in
the
dist
rict
are
sel
ecte
d by
the
supe
rint
ende
nt to
wel
com
e th
e pr
esid
ent.
Rem
embe
r, th
is is
an
impo
rtan
t day
in th
e lif
e of
the
scho
ol.
The
Tas
k: T
he tw
o st
uden
ts in
trod
uce
them
selv
es to
eac
h ot
her.
The
y th
en d
iscu
ss a
mon
gth
emse
lves
whi
ch p
erso
n th
ey th
ink
is th
e pr
esid
ent (
aro
..?
). O
ne o
f th
e st
uden
ts f
inal
ly g
ets
up th
ene
rve
to g
reet
the
pers
on th
ey th
ink
is th
e pr
esid
ent.
The
y ex
chan
ge g
reet
ings
and
nam
es, t
hen
the
stud
ent
intr
oduc
es h
is/h
er f
rien
d an
d th
e pr
esid
ent i
ntro
duce
s hi
s/he
r bo
dygu
ard.
Fin
ally
, eve
ryon
e sa
ys g
oodb
ye.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce, u
se th
e fu
ll na
me
of th
e pr
esid
ent (
nam
e, p
atro
nym
ic, a
nd la
st n
ame)
. Use
Otte
nb n
pmsr
no o
r so
me
othe
r fo
r] o
f "p
leas
ed to
mee
t you
" if
you
r te
ache
r ha
s ta
ught
you
thes
e ty
pes
of p
hras
es. T
he te
ache
r sh
ould
note
that
giv
en th
e lim
ited
amou
nt o
f gr
amm
ar in
this
cha
pter
, the
teac
her
may
fin
d th
e ru
bric
cat
egor
y "S
truc
ture
/Gra
mm
ar"
only
mar
gina
lly a
pplic
able
to th
is ta
sk. T
he te
ache
r m
ay a
lso
wis
h to
use
pic
ture
s of
var
ious
peo
ple
to f
acili
tate
the
aski
ng a
nd p
oint
ing
out o
fpe
ople
dur
ing
task
com
plet
ion.
0 N
EH
-UT
199
5Pa
ge 1
6
2021
Face
to F
ace
Lev
el O
ne L
esso
n 1
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
In ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
Rep
eat T
ask
2M
inim
um3
Goo
d4
Lac
ks b
asic
voc
abul
ary,
such
as
3Apa
llear
nyttr
e,m
anila
3O
ByT
, AO
CB
HA
VIN
SI; p
resi
dent
won
ders
whe
ther
you
rsc
hool
has
a R
ussi
anpr
ogra
m O
f no
t.
Spee
ch h
altin
g an
dfr
agm
enta
ry w
ith lo
ngun
natu
ral p
ause
s; th
epr
esid
ent t
hink
s he
isbe
ing
igno
red
and
leav
es.
Oft
en la
cks
need
edw
ords
; som
ewha
tin
appr
opri
ate
usag
e;ta
sk in
com
plet
e du
e to
insu
ffic
ient
voc
abul
ary.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e;en
ough
wor
ds a
reex
chan
ged
to a
llow
for
intr
oduc
tions
and
say
ing
good
bye.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; H
ide
or n
oin
appr
opri
ate
usag
e.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
/S
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
the
chap
ter,
incl
udin
gsu
pple
men
tary
voca
bula
ry in
trod
uced
by
the
teac
her;
ver
yap
prop
riat
e us
age.
IS
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
som
epa
sts
of th
e ta
sk le
ft o
ut,
such
as
gree
ting,
nam
eex
chan
ge, a
nd/o
r le
ave
taki
ng.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; tas
k is
com
plet
ed, i
nclu
ding
gree
tings
, int
rodu
ctio
ns,
and
sayi
ng g
oodb
ye.
Som
e st
umbl
ing,
but
Spee
ch n
atur
al a
ndm
anag
es to
rep
hras
e an
d co
ntin
uous
; the
Rus
sian
cont
inue
sm
ooth
ly.
pres
iden
t com
men
ts th
athe
has
nev
er b
efor
e be
enso
wel
l met
ed b
y a
fore
ign
stud
ent
dele
gatio
n.
/S
No
utte
ranc
es r
ende
red
corr
ectly
, litt
le a
ttem
ptto
use
the
new
cons
truc
ts in
the
chap
ter;
the
body
guar
d be
lieve
sth
e pr
esid
ent i
s be
ing
thre
aten
ed a
nd d
raw
s hi
sw
eapo
n.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
ruct
ures
in a
llpa
rts
of th
e ta
sk; t
ypic
aler
ror
mig
ht in
clud
esa
ying
Kau
ste
rna
tros
yr?
whe
n as
king
som
eone
era
nam
e.
Som
e ut
tera
nces
rend
ered
cor
rect
ly,
how
ever
, not
icea
ble
erro
rs o
ccur
; you
are
able
to c
ompl
ete
the
task
with
dif
ficu
lty.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;at
tem
pt m
ade
to u
sew
re d
iffi
cult
cons
truc
ts, s
uch
as th
epr
esid
ent's
ful
l nam
e.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
,in
clud
ing
som
ein
trod
uced
by
the
teac
her,
such
as
Otie
ttbpH
SIT
HO
; Pap
BaC
BH
AeT
b, a
nd S
O o
n.
/S
Acc
ent a
ndm
ispr
onin
ciat
ion
rend
eryo
u en
tirel
y or
alm
ost
entir
ely
inco
mpr
ehen
sibl
e; th
epr
esid
ent f
eels
he
isbe
ing
verb
ally
abu
sed
inan
unf
amili
ar la
ngua
ge.
Part
s of
the
task
are
bare
ly c
ompr
ehen
sibl
e,ot
her
part
s ar
ein
com
preh
ensi
ble;
for
exam
ple,
stu
dent
stil
lun
able
to p
rono
unce
3/1c
ialle
tayt
tre.
Mos
t wor
ds p
rono
unce
dco
mpr
ehen
sibl
y,al
thou
gh s
tres
s,pr
onun
ciat
ion,
and
into
natio
n pr
oble
ms
are
pres
ent;
for
exam
ple,
the
ques
tion
3TO
MH
X/1
.14A
Cep
rees
nia
mig
htco
me
out a
s a
stat
emen
t.
Spee
ch c
ompr
ehen
sibl
eto
(re
pres
enta
tive)
nat
ive
spea
ker;
som
e m
inor
erro
rs in
str
ess,
pron
unci
atio
n, o
rin
tona
tion
pres
ent;
for
exam
ple,
stu
dent
s m
ight
pers
ist i
nm
ispr
onou
ncin
g th
e N
cain
Kas
sac
3O
ByT
?
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; the
pre
side
ntas
sum
es y
ou a
re a
nat
ive
spea
ker.
IS
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
the
pres
iden
t and
body
guar
d ar
e in
sulte
dby
you
r us
e of
info
rmal
addr
ess
, pre
cipi
tatin
g an
inte
rnat
iona
l inc
iden
t.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
mig
ht m
ix u
p T
efin
and
sac
Or
AO
CB
MIA
ILH
HA
with
nosa
.
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s; f
orex
ampl
e, s
tude
nts
mig
htfo
rget
to s
hake
han
ds.
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
;N
oone
is in
sulte
d by
the
form
s of
add
ress
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent t
hrou
ghou
t; ev
enap
prop
riat
e ge
stur
es a
ndm
anne
rism
s di
spla
yed.
I T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
poi
nts
by f
our
(25
x 4
=10
0 %
).
22
/S
Tot
al:
/25
I
23
NE
WU
T C
nt li
bera
lise
Prot
ect:
Tes
ts O
LSa
nken
Rns
thm
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
TW
O
OV
ER
VIE
W
Les
son
two
expa
nds
the
abili
ty o
f th
e st
uden
ts to
ask
the
nam
e an
d lo
catio
n of
a pe
rson
, fic
tiona
l cha
ract
er, p
et, o
rob
ject
. The
cha
pter
als
o in
trod
uces
gen
der
and
pron
ouns
.In
par
t A, h
ow th
e w
ord
TO
is u
sed
with
peo
ple
and
anim
als
isex
plai
ned.
Thi
s pa
rt p
oint
s ou
t tha
t the
exp
ress
ion
Xax
ero/
ee3o
nyr?
is p
refe
rabl
e to
KT
O o
H/o
Ha?
whe
n tr
ying
to f
ind
out a
per
son'
sna
me.
Stu
dent
s ar
e in
trod
uced
to p
opul
arR
ussi
an c
arto
on c
hara
cter
s an
d na
mes
of p
ets.
In p
art B
, how
to f
ind
out t
he n
ames
of
thin
gs (
iro
aro?
), in
clud
ing
com
mon
cla
ssro
om it
ems
is in
trod
uced
.In
par
t C, h
ow to
ask
whe
re s
omet
hing
or
som
eone
is a
nd h
ow to
sub
stitu
tea
pron
oun
for
a no
un c
orre
ctly
ern
e M
ama?
Bor
om
a.)
is p
rese
nted
. Thi
s le
sson
als
o ex
plai
ns th
egr
adin
g sy
stem
in R
ussi
a.
TA
SK T
O B
E C
OM
PLE
TE
D
An
Am
eric
an s
trik
esup
a c
onve
rsat
ion
with
a R
ussi
an s
tude
nt in
line
to b
uy ti
cket
s to
the
Mos
cow
Zoo
. The
y in
trod
uce
them
selv
es to
eac
h ot
her.
One
of
the
Rus
sian
stud
ent's
teac
hers
appr
oach
es th
e pa
ir a
nd th
ey a
ll ex
chan
ge a
ppro
pria
te g
reet
ings
and
intr
oduc
tions
.Su
dden
lyth
ey a
ll he
ar a
ver
y lo
ud a
nim
al n
oise
com
ing
from
insi
de th
e zo
o. T
he te
ache
r as
ks th
e st
uden
tsw
hat a
nim
al th
ey th
ink
is m
akin
g al
l tha
t noi
se. T
he te
ache
r th
en ta
kes
leav
e of
the
stud
ents
.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SKC
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
umpe
rfor
man
ce, s
tude
nts
coul
d st
ate
thei
r na
tiona
lity
(51
amep
mea
unta
), a
nd/o
r th
eA
mer
ican
cou
ld q
uiet
ly a
sk th
e R
ussi
an s
tude
nt th
ena
me
of th
e ap
proa
chin
g R
ussi
an te
ache
r (K
ee e
ro/e
e 3o
syr?
). S
tude
nts
shou
ld r
evie
w f
orm
al a
nd in
form
al g
reet
ings
, how
to a
sk s
omeo
ne's
nam
e di
rect
ly, a
nd h
ow to
say
good
bye
appr
opri
atel
y.Pi
ctur
e ca
rds
of a
nim
als
or a
tape
rec
ordi
ng o
f an
imal
sou
nds
mig
ht b
e us
eful
, as
wel
l.
0 N
EH
-UT
199
5Pa
ge 1
8
2
Face
to F
ace
Lev
el O
ne L
esso
n 2
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4L
acks
bas
ic v
ocab
ular
Y,
such
as
XT
OS
TO
?K
ali T
een
3osy
T?;
the
Am
eric
an a
ndR
ussi
an s
tude
nt d
o no
tun
ders
tand
eac
h ot
her.
Oft
en la
cks
need
edw
ords
; som
ewha
tin
appm
pria
te u
sage
;M
OW
par
ts o
f th
e ta
skin
cocn
plet
edue
toba
uffi
cien
t voc
abul
ary.
Occ
asio
nally
lick
s ba
sic
wor
ds; e
noug
h w
ords
are
used
to a
llow
for
intr
oduc
tions
, tal
king
toth
e te
ache
r, a
nddi
scus
sing
the
anim
al in
the
cage
.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; l
ittle
or
noin
appr
opri
ate
usag
e;so
me
atte
mpt
to g
obe
yond
the
voca
bula
ryin
the
chap
ter.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
I/5
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs; v
ery
appr
opri
ate
usag
e;R
ussi
an s
tude
nt m
ight
invi
te th
e A
mer
ican
tovi
sit h
im/h
er a
t hom
e.
/5
Spee
ch h
altin
g an
dfr
agm
enta
ry w
ith b
igun
natu
ral p
ause
s;in
trod
uctio
ns f
ail a
nd th
egr
oup
is u
nabl
e to
com
men
t on
wha
tan
imal
is m
akin
g al
l the
nois
e.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
som
epa
rts
of th
e ta
sk le
ft o
ut,
such
as
getti
ngac
quai
nted
, gre
etin
g th
ete
ache
r, o
r di
scus
sing
the
anim
al.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; aft
erm
uch
tria
l and
err
or a
llpa
ns o
f th
e ta
sk a
rees
sent
ially
acco
mpl
ishe
d.
Som
e st
umbl
ing,
but
the
stud
ents
man
age
tore
phra
se c
ar c
ontin
uefa
irly
sm
ooth
ly;
conv
ersa
tions
go
beyo
ndm
inim
um r
equi
rem
ents
.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; s
tude
nts
enjo
y ea
ch o
ther
'sco
mpa
ny, q
uick
ly a
nsw
erth
e te
ache
r's q
uest
ions
,an
d re
turn
to th
eir
conv
ersa
tion.
/S
No
utte
ranc
es r
ende
red
corr
ectly
; litt
le a
ttem
ptto
use
the
new
cons
truc
ts in
the
chap
ter;
the
two
stud
ents
cou
ldbe
talk
ing
to th
emse
lves
.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofSe
amed
str
uctu
res
in a
llpa
rts
of th
e ta
sk; f
orex
ampl
e, m
isus
e of
KT
OP
TO
? orU
Ker
o/ee
3osi
r?.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, b
uter
rors
stil
l occ
ur;
desp
ite p
robl
ems,
all
part
s of
the
task
are
acco
mpl
ishe
d.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;at
tem
pt m
ade
to u
se th
em
ore
diff
icul
t con
stru
cts
from
this
and
pre
viou
sch
apte
rs.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nR
ussi
ante
ache
r re
mar
ks o
n ho
ww
ell A
mer
ican
s le
arn
Rus
sian
.
/S
Acc
ent a
ndm
ispo
mm
ciat
ion
rend
erst
uden
ts a
lmos
t ent
irel
yin
com
preh
ensi
ble;
stud
ents
hav
e ea
sier
tim
eun
ders
tand
ing
the
zoo
anim
als
than
eac
h ot
her.
Part
s of
the
task
are
base
ly c
ompr
ehen
sibl
e,ot
her
part
s ar
ein
com
preh
ensi
ble.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t; fo
r ex
ampl
e,ex
pres
sion
XT
OST
O?
said
like
a s
tate
men
t, no
tqu
estio
n.
Alm
ost e
ntir
ely
com
preh
ensi
ble
to th
e(r
epre
sent
ativ
e) n
ativ
esp
eake
rs, w
ith o
nly
afe
w m
inor
err
ors
inst
ress
, int
onat
ion,
or
pron
unci
atio
n.
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; Rus
sian
teac
her
stic
ks a
roun
d to
chat
, as
wel
l
/5
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
for
exam
ple.
the
Am
eric
an m
ight
be
surp
rise
d th
at th
ere
are
even
zoo
s in
Rus
sia
atal
l.
26
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
poss
ible
fai
lure
of
the
stud
ents
to g
reet
eac
hot
her
or th
e te
ache
rap
prop
riat
ely.
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
; for
exam
ple,
app
ropr
iate
use
of K
r° a
ro?
and
Kax
ero/
ee 3
oeyr
?
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s; to
neof
con
vers
atio
nap
prop
riat
e be
twee
nst
uden
ts a
nd b
etw
een
stud
ents
and
teac
her.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent;
Rus
sian
teac
her
assu
mes
that
all
Am
eric
ans
are
polit
e an
din
tere
sted
in z
oo a
nim
als.
I T
o ob
tain
perc
enta
ge s
core
, mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5x
4 =
100
%).
/S
Tot
al:
/25
I
27
NE
WU
T C
olla
bora
tive
Prot
eek
Tes
ts O
f Sp
oken
Rus
sian
Part
a R
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
TH
RE
E
OV
ER
VIE
W
Les
son
thre
e is
cen
tere
d ar
ound
the
fam
ily.
Stud
ents
lear
n to
des
crib
e th
eir
rela
tions
hips
to o
ther
fam
ily m
embe
rs a
nddi
scus
s th
e lo
catio
n of
som
eone
or
thin
g.Pa
rt A
pro
vide
s th
e te
rms
for
fam
ilyre
latio
nshi
ps (
Han
k A
fgry
maa
,ce
cTpa
) an
d ex
plai
ns p
osse
ssiv
e ad
ject
ives
(won
6pa
r, T
aos
mam
a) a
nd g
ende
r agr
eem
ent.
Part
B in
trod
uces
the
prep
ositi
onal
case
with
B a
nd H
a to
sho
w lo
catio
n. T
he d
iffe
renc
e,bo
th lo
gica
l and
con
vent
iona
l,be
twee
n th
e us
ages
of
B a
ndH
a ar
e ex
plai
ned
(3 C
TO
Jte,
Ha
CT
OJI
C; b
utB
HH
CT
HT
yTe,
Haa
aao/
re).
Part
C s
how
s st
uden
ts h
ow to
use
the
verb
3H
aTb
in c
onju
nctio
n w
ith a
skin
g w
here
som
eone
els
e is
.Pa
rt D
, in
addi
tion
to th
e us
ual p
hone
ticpr
actic
e, c
onta
ins
a te
xt a
bout
Sam
anth
aSm
ith, w
hose
trag
ic d
eath
led
to th
ees
tabl
ishm
ent o
f a
fund
whi
ch a
ided
stu
dent
exch
ange
s be
twee
n th
e U
nite
d St
ates
and
the
Sovi
et U
nion
.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
an
exch
ange
stu
dent
in R
ussi
a. Y
ou c
ome
hom
e fr
om s
choo
l on
your
ow
n on
eda
y an
d ar
e su
rpri
sed
tose
e yo
ur li
ttle
host
bro
ther
/sis
ter
hom
e al
one
(see
Sec
tion
Cl i
n yo
urte
xtbo
ok f
or a
n ex
ampl
e). A
skyo
ur h
ost s
iblin
g w
here
eac
h in
divi
dual
mem
ber
ofyo
ur h
ost
fam
ily is
loca
ted
chi
3Hill
eMb,
rA
e T
BO
SI 6
1.6y
laK
ia 1
11.,
ono
B m
araa
ture
.).
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
DG
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
umpe
rfor
man
ce s
tude
nts
shou
ld in
clud
eas
man
y fa
mily
mem
bers
and
loca
tions
aspo
ssib
le, p
erha
ps m
entio
ning
thei
r occ
upat
ions
in o
rder
to h
elp
expl
ain
whe
reth
ey a
rc w
orki
ng. S
tude
nts
coul
d al
sota
lk a
bout
the
loca
tion
of a
pet
, as
wel
l. St
uden
tssh
ould
rev
iew
the
corr
ect i
nton
atio
nal
patte
rn f
or a
skin
g a
ques
tion
with
out a
que
stio
nw
ord
(Mam
aAom
a?)
and
for
the
expr
essi
on (
Td
3Hae
l3b,
rAe
?).
NE
H-U
T 1
993
Page
20
22
Fac
e to
Fac
e Le
vel O
ne L
esso
n 3
Tas
k R
ubric
Voc
abul
ary
Flu
ency
in ta
skco
mpl
etio
n
Str
uctu
reG
ram
mar
Com
preh
ensi
bilit
y /
Pro
nunc
iatio
n
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4La
cks
basi
c w
ords
, suc
h
as 3
HIL
eRlb
, MO
R,
mol
t, an
d so
on.
The
host
sib
ling
is a
mus
edby
you
r at
tanp
ts to
spea
k.
Ofte
n la
ds n
eede
dw
ords
; som
ewha
tin
appr
opria
te u
sage
;so
me
pans
of t
he ta
skin
com
plet
e du
e to
insu
ffici
ent v
ocab
ular
y.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opria
te u
sage
; you
man
age
to s
how
sur
pris
eat
see
ing
your
hos
tsi
blin
g an
d ca
n as
kw
here
a c
oupl
e fa
mily
mem
bers
are
.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; t
he s
tude
nts
disc
uss
the
loca
tion
ofse
vera
l fam
ily m
embe
rs.
Cre
adve
Exc
elle
nce
IS
ub-t
otal
/S
Ext
ensi
ve v
ocab
ular
yfr
om th
is a
nd p
revi
ous
two
chap
ters
; the
hos
tsi
blin
g re
aliz
es th
athi
s/he
r ex
chan
gebr
othe
r /s
iste
r ca
n sp
eak
som
e R
ussi
an.
/3
Spe
ech
halti
ng a
ndfr
agm
ente
d w
ith lo
ngun
natu
ral p
ause
s; h
ost
sibl
ing
rolls
his
/her
eye
san
d w
onde
rs h
ow th
efa
mily
got
stu
ck w
ithY
ou.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
shor
t or
rout
ine
sent
ence
s; s
ome
part
s of
the
task
left
out,
such
as
appr
opria
te
gree
tings
, sho
win
gsu
rpris
e, o
r lis
ting
loca
tions
of f
amily
mem
bers
.
Spe
ech
freq
uent
lyhe
sita
nt a
nd je
rky;
sent
ence
s m
ay b
e le
ftun
com
plet
ed; b
ut a
fter
muc
h tr
ial a
nd e
rror
all
part
s of
the
task
are
esse
ntia
llyac
com
plis
hed.
Som
e st
umbl
ing,
but
man
ages
to r
ephr
ase
orco
ntin
ue fa
irly
smoo
thly
; you
go
beyo
nd th
e si
mpl
egr
eetin
g, s
how
ing
surp
rise,
and
ask
ing
whe
re a
cou
ple
of fa
mily
mem
bers
are
.
Spe
ech
natu
ral a
ndco
ntin
uous
; the
conv
ersa
tion
does
not
seem
str
aine
d an
d do
es
not p
rodu
ce a
nyco
nfus
ion;
bot
h st
uden
tsex
pand
the
task
, per
haps
by d
iscu
ssin
g a
pet.
/S
No
utte
ranc
es r
ende
red
corr
ectly
; litt
le a
ttem
ptto
use
the
new
mat
eria
lin
the
chap
ter;
hos
tsi
blin
g te
lls y
ou to
spe
akE
nglis
h.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
ruct
ures
in a
llpa
rts
of th
e ta
sk; f
orex
ampl
e, a
djec
tive/
noun
agre
emen
t gen
eral
lyla
ckin
g.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, w
hile
othe
rs a
re a
ttem
pted
, but
full
of e
rror
s; s
houl
d ge
tm
ost o
f the
pos
sess
ive
adje
ctiv
esfa
mily
term
s co
rrec
t.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
,at
tem
pt m
ade
to u
se th
em
ore
diffi
cult
cons
truc
tsfr
om th
is a
nd p
revi
ous
chap
ters
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of t
hem
ost d
iffic
ult p
hras
esbo
th fr
om th
is c
hapt
eran
d pr
evio
us o
nes;
the
host
sib
ling
com
men
ts o
nbo
w m
uch
your
Rus
sian
gram
mar
has
impr
oved
.
/S
Acc
ent a
ndm
ispr
onun
ciat
ion
rend
eryo
u al
mos
t ent
irely
inco
mpr
ehen
sibl
e; h
ost
sibl
ing
won
ders
wha
tla
ngua
ge y
ou a
resp
eaki
ng.
Par
ts o
f the
task
are
bare
ly c
ompr
ehen
sibl
e,ot
her
part
s ar
e
inco
mpr
ehen
sibl
e.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t; th
e tw
ost
uden
ts h
ave
a fa
irly
good
idea
wha
t eac
hot
her
is s
ayin
g.
Alm
ost e
ntire
lyco
mpr
ehen
sibl
e; o
nly
afe
w m
inor
err
ors
inst
ress
, int
onat
ion,
or
pron
unci
atio
n; s
tude
ntm
ight
stil
l hav
e tr
oubl
ew
ith th
e pr
oper
into
natio
n fo
r T
ot3H
AC
Ulb
. rA
e ...
?
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; hos
t sib
ling
com
men
ts o
n ho
w y
ouar
e be
ginn
ing
to s
ound
mor
e an
d m
ore
Rus
sian
.
/S
Abs
ence
of c
ultu
ral
unde
rsta
ndin
g di
spla
yed;
for
exam
ple,
you
forg
et to
gree
t you
r ho
st s
iblin
g or
don'
t und
erst
and
that
the
6a6y
waa
ofte
n do
esm
uch
of th
e sh
oppi
ng in
Rus
sian
fam
ilies
.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
mig
ht u
se B
bl in
stea
d of
Til
with
you
nger
hos
tsi
blin
g.
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
;yo
u pa
tient
ly ta
lk w
ithyo
ur y
oung
er s
iblin
g.
Use
of c
ultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
pt th
e m
ain
part
s of
the
task
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent;
you
are
very
polit
e w
ith y
our
host
sibl
ing,
per
haps
rem
embe
ring
to a
sk K
amA
ura?
/S
To
obta
iI
e sc
mul
ti I
tota
l num
ber
ofin
ts b
four
25x4
=10
0%T
otal
:/2
5
31
PIE
R -
UT
Col
labo
rativ
e Pr
ojec
t Tes
ts O
f So
okep
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
FO
UR
OV
ER
VIE
W
Les
son
four
pro
vide
s vo
cabu
lary
for
ask
ing
a pa
sser
byor
fri
end
whe
re s
omet
hing
is lo
cate
d. S
tude
nts
lear
n ho
w to
stat
e w
here
they
live
or
find
out
whe
re s
omeo
ne e
lse
lives
. The
cha
pter
is r
ich
with
cultu
ral i
nfor
mat
ion
on ty
pica
l Rus
sian
stor
es a
nd im
port
ant M
osco
w s
tree
ts a
nd p
lace
s. T
he p
lura
l for
m o
f nou
ns is
als
o in
trod
uced
.Pa
rt A
exp
lain
s ho
w to
ask
loca
tions
usi
ng r
iteH
alC
OA
RT
C2
7 an
d ho
w to
ans
wer
suc
h qu
estio
ns u
sing
Ha
paw
.R
OT
/SO
H T
IM ,
or B
OT
wie
cb.
A m
ap o
f se
ctio
ns o
f M
osco
w is
pro
vide
d fo
r pr
actic
ing
thes
eex
pres
sion
s in
a c
ultu
rally
ric
hco
ntex
t. Part
B te
ache
s st
uden
ts h
ow to
for
m th
e pl
ural
of n
ouns
and
dis
cuss
es th
e lo
catio
n of
sev
eral
impo
rtan
t bui
ldin
gs in
Mos
cow
. Part
C in
trod
uces
the
pres
ent t
ense
of
the
verb
NC
HT
b to
allo
w s
tude
nts
to e
xpla
in w
here
they
live
or
ask
othe
rs. T
hese
ctio
n po
ints
out
that
mos
t Rus
sian
s liv
e in
apar
tmen
ts.
Part
D p
rovi
des
phon
etic
pra
ctic
e, e
xam
ples
of
typi
cal R
ussi
anst
reet
and
sto
re s
igns
, and
a p
age
from
a R
ussi
ante
leph
one
dire
ctor
y.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
a s
tude
nt v
isiti
ng M
osco
w f
or th
e fi
rst t
ime.
You
hav
e yo
ur h
eart
set
on
seei
ng a
plac
e ne
ar R
ed S
quar
e w
hich
you
read
abo
ut w
hile
you
wer
e st
udyi
ng R
ussi
an b
ack
hom
e. Y
ouha
ve a
gen
eral
idea
of
the
stre
et la
yout
in th
isar
ea, b
ut y
ou c
anno
t rem
embe
r th
e na
me
of th
est
reet
or
squa
re w
here
the
build
ing
or p
lace
is lo
cate
d. Y
ou a
ppro
ach
a pa
sser
by, g
reet
him
/her
,as
k if
he/
she
lives
in M
osco
w, a
nd th
en a
sk w
here
the
plac
e is
that
you
are
see
king
. The
pass
erby
res
pond
s, y
ou th
ank
him
/her
, and
say
good
bye.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
LIT
EM
S FO
R T
ASK
CO
MPL
ET
ION
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce, y
ou m
ight
inqu
ire
abou
t mor
e th
an o
ne p
lace
of
inte
rest
and
/or
repe
at b
ack
to th
e pa
sser
by th
e ad
dres
sas
a w
ay o
f in
dica
ting
that
you
und
erst
ood
the
answ
er.
NE
H-U
T 1
995
BE
ST
CO
PY
AV
AIL
AB
LE
Page
22
33
Face
to F
ace
Lev
el O
ne L
esso
n 4
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
eG
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4L
eeks
bas
ic v
ocab
ular
y,su
ch a
s
OuzuTe
noza
Ayn
erfa
Xiie
HaZ
OA
NT
Ofn
Tas
k in
com
plet
e pa
rtly
due
to in
suff
icie
ntvo
cabu
lary
or
lack
of
appr
opri
ate
usag
e; y
oum
ight
be
unab
le to
gre
etth
e pa
sser
by, a
skw
heth
er h
e/sh
e liv
es in
Mos
cow
, and
/or
get t
hest
reet
nam
e yo
u ne
ed.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e;ne
vert
hele
ss y
ou d
om
anag
e to
gre
et th
epa
sser
by a
nd a
sk f
ordi
rect
ions
.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
ts o
f th
eta
sk; H
ide
or n
oin
appr
opri
ate
usag
e;yo
u us
e ad
ditio
nal
voca
bula
ry a
nd/o
r as
kab
out m
ore
than
one
plac
e in
Mos
cow
.
Cre
ativ
e E
xcel
lenc
e
ISu
b-to
tal
5/5
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
prev
ious
cha
pter
s; v
ery
appr
opri
ate
usag
e; y
ouga
ther
all
the
info
rmat
ion
you
need
and
are
qui
ckly
on y
our
way
.
/5
Spee
ch h
altin
g an
dfr
agm
ente
d w
ith lo
ngun
natu
ral p
ause
s; th
epa
sser
by a
ssum
es y
ouar
e no
t in
your
rig
htm
ind
and
hurr
ies
away
.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
som
epa
rts
of th
e ta
sk le
ft o
ut,
such
as
appr
opri
ate
gree
ting
or r
eque
st f
orin
form
atio
n.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; aft
erm
uch
tria
l and
err
or a
llpa
rts
of th
e ta
sk a
rees
sent
ially
acco
mpl
ishe
d.
Som
e st
umbl
ing,
but
man
ages
to r
ephr
ase
orco
ntin
ue f
airl
ysm
ooth
ly; y
ou m
anag
eto
ask
abo
ut m
ore
than
one
plac
e.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; l
ittle
stum
blin
g; p
asse
rby
mor
e th
an h
appy
to h
elp
you
and
answ
er a
ll yo
urqu
estio
ns.
/S
No
utte
ranc
es r
ende
red
corr
ectly
; litt
le a
ttem
ptto
use
the
new
cons
truc
ts in
the
chap
ter;
mis
use
of s
impl
est
phra
ses
in th
e ch
apte
r.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
rict
ures
in a
llpa
rts
of th
e ta
sk.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, b
uter
rors
stil
l occ
ur; y
oum
ight
for
get t
o us
e th
epr
epos
ition
al c
ase
with
loca
tion,
but
you
say
set
phra
ses
corr
ectly
, suc
has
cka
zarr
e,no
ncaA
yftv
ra.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
:at
tem
pt m
ade
to u
se th
em
ore
diff
icul
t con
stru
cts
from
this
and
pre
viou
sch
apte
rs.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nes;
pas
serb
yco
mpl
imen
ts y
our
Rus
sian
teac
her.
/5
Acc
ent a
ndm
ispr
onun
ciat
ion
rend
eryo
u en
tirel
y or
alm
ost
entir
ely
inco
mpr
ehen
sibl
e;pa
sser
by p
ulls
out
aph
rase
dic
tiona
ry a
ndas
ks y
ou to
poi
nt.
Part
s of
the
task
are
bare
ly c
ompr
ehen
sibl
e,ot
her
part
s ar
ein
com
preh
ensi
ble;
for
exam
ple,
pas
serb
y m
aybe
una
ble
to u
nder
stan
dw
hat p
lace
you
are
look
ing
for.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t; fo
r ex
ampl
e,T
Ae
HaX
0AH
TC
SI a
rth
e pl
ace
nam
e m
ay b
em
ispr
onou
nced
, but
unde
rsta
ndab
le.
Alm
ost e
ntir
ely
com
preh
ensi
ble
to th
e(r
epre
sent
ativ
e) n
ativ
esp
eake
rs, w
ith o
nly
a fe
wm
inor
err
ors
in s
tres
s,in
tona
tion,
or
pron
unci
atio
n; f
orex
ampl
e, th
e 8
in th
eph
rase
IM
OO
KB
O m
isht
be p
rono
unce
d as
ase
para
te s
ylla
ble.
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; pas
serb
yas
sum
es y
ou h
ave
been
toR
ussi
a be
fore
.
/5
Abs
ence
of
cultu
ral
Dem
onst
ratio
n of
unde
rsta
ndin
g di
spla
yed;
cul
tura
l und
erst
andi
ngyo
u as
k ab
out a
pla
cean
d et
ique
tte li
mite
d;w
hich
is a
ctua
lly in
St
you
addr
ess
pass
erby
Pete
rsbu
rg.
with
TM
or
octa
nt,
noza
.nyt
icra
.
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
;yo
u ap
pear
sin
cere
lyin
tere
sted
in f
indi
ng th
epl
ace
you
are
look
ing
for.
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
pt th
e m
ain
pans
of
the
task
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent;
pass
erby
isin
trig
ued
by y
our
inte
rest
and
may
vol
unte
er to
take
you
ther
e pe
rson
ally
.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5x
4 =
100
%).
/S
Tot
al:
/25
1
3A35
I'1,
..1,e
1'd
rk.
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
SIX
OV
ER
VIE
W
In L
esso
n si
x, th
e st
uden
ts ta
lk a
bout
act
iviti
es b
oth
gene
rally
usi
ng s
impl
e ve
rbs
and
spec
ific
ally
usi
ng d
irec
t obj
ects
. In
addi
tion,
stu
dent
s ca
n sa
y th
at th
ey u
nder
stan
d or
do
not u
nder
stan
d w
hat i
s be
ing
said
.In
par
t A, t
he p
rese
nt te
nse
of s
impl
e ve
rbs
such
as
IlliT
aTb,
MIC
aTb,
Cay
illaT
b, a
nd 3
H&
Tb
is p
rese
nted
. Usi
ng th
e va
riou
sfo
rms
of th
ese
verb
s, th
e st
uden
ts a
sk a
nd a
nsw
er q
uest
ions
abo
ut w
hat t
hey
are
doin
g. I
n ad
ditio
n, th
e st
uden
ts d
istin
guis
h be
twee
n H
and
a al
low
ing
them
to c
reat
e m
ore
com
plex
sen
tenc
es.
In p
art B
, in
orde
r to
say
that
they
und
erst
and
or d
o no
t und
erst
and
wha
t is
bein
g as
ked
of th
em, t
he s
tude
nts
are
intr
oduc
ed to
the
verb
110
M41
4aT
bt a
long
with
the
expr
essi
ons
no-p
yccu
r an
d no
-win
/urg
ent
.In
add
ition
, the
stu
dent
s le
arn
new
voc
abul
ary
and
use
11T
Oin
ord
er to
res
pond
mor
e fu
lly a
nd a
ccur
atel
y.In
par
t C th
e st
uden
ts e
xpre
ss th
e ob
ject
s of
act
ions
.T
he a
ccus
ativ
e ca
se o
f in
anim
ate
noun
s, m
ascu
line
and
fem
inin
e, is
intr
oduc
ed. S
tude
nts
lear
n to
des
crib
e w
hat t
hey
are
liste
ning
to, r
eadi
ng a
nd w
ritin
g.
TA
SK T
O B
E C
OM
PLE
TE
D
Cal
l you
r R
ussi
an-s
peak
ing
frie
nd o
n th
e ph
one
and
ask
him
/her
wha
t he/
she
is d
oing
. He/
she
resp
onds
and
ask
s w
hat y
ou a
re d
oing
. Des
crib
e yo
ur o
wn
activ
ities
, suc
h as
R a
nym
aro,
XIIH
TIL
IDth
en d
iscu
ss w
hat e
ach
mem
ber
of y
our
fam
ily is
doi
ng, u
sing
the
voca
bula
ry f
rom
the
less
on. A
t one
poin
t in
the
conv
ersa
tion,
you
may
not
und
erst
and
wha
t the
oth
er p
erso
n is
say
ing.
Ind
icat
e th
is a
nd a
skw
hat t
he w
ord
or p
hras
e is
in E
nglis
h. T
he o
ther
per
son
shou
ld r
espo
nd th
at th
ey e
ither
kno
w o
r do
not
know
. Ref
er to
the
dial
ogue
on
page
146
as
a gu
ide.
Inc
lude
not
onl
y ve
rbs
to d
escr
ibe
your
act
iviti
esbu
t als
o di
rect
obj
ects
in o
rder
to b
e m
ore
spec
ific
, suc
h as
51
c.ny
mar
o pr
omo,
RtiH
TIL
IDar
urry
.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L C
ON
TE
NT
FO
R T
ASK
CO
MPL
ET
ION
The
mea
ning
s of
the
vari
ous
verb
s sh
ould
be
stre
ssed
. In
addi
tion
all v
ocab
ular
y ite
ms
refe
rrin
g to
wha
t you
do
wri
te o
r re
adsh
ould
als
o be
em
phas
ized
. Rev
iew
obj
ects
rel
ated
to r
eadi
ng, l
iste
ning
and
wri
ting.
Als
o re
view
fam
ily v
ocab
ular
y so
that
the
stud
ents
can
des
crib
e ea
ch m
embe
r's a
ctiv
ities
. To
expa
nd th
e ta
sk b
eyon
d th
e m
inim
um p
erfo
rman
ce, s
tude
nts
shou
ld in
clud
eap
prop
riat
e gr
eetin
gs a
nd a
var
iety
of
fam
ily m
embe
rs.
NE
H-U
T 1
995
3 C
Page
24
37
Face
to F
ace
Lev
el O
ne L
esso
n 6
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3
Una
ble
to u
seap
prop
riat
e va
b;in
corr
ect u
sage
of
obje
cts;
una
ble
toco
mm
unic
ate
your
activ
ities
.
Use
s w
rong
ver
bs a
ndno
uns
toge
ther
tode
scri
be a
ctiv
ities
;an
swer
s to
que
stio
nsill
anix
onfi
ate
Occ
asio
nally
use
sap
prop
riat
e ve
rb; b
egin
sto
add
the
appr
opri
ate
obje
ct.
Goo
dC
reat
ive
Exc
elle
nce
ISu
b-to
tal
4/5
Use
s al
l the
ver
bs w
ithon
ly o
ccas
iona
lm
ista
kes;
obj
ects
and
othe
r ex
pres
sion
s w
ithve
rbs
mos
tlyap
prop
riat
ely
corr
espo
ndin
mea
ning
.
Use
s al
l ver
bs w
ithob
ject
s an
d ex
pres
sion
sap
prop
riat
ely;
add
sad
ditio
nal v
ocab
ular
yfr
om p
revi
ous
chap
ters
;co
nver
satio
n is
var
ied
and
enga
ging
.
/5
Spee
ch h
altin
g an
dha
phaz
ard;
per
son
belie
ves
you
to b
eun
inte
rest
ed in
pho
neco
nver
satio
n.
Ver
y sl
ow a
nd u
neve
nsp
eech
; dif
ficu
lt to
unde
rsta
nd a
ctiv
ities
;ta
sk n
ot c
ompl
eted
.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
left
inco
mpl
ete;
per
haps
only
you
r ow
n ac
tiviti
esde
scri
bed;
lim
ited
conv
ersa
tion
in ta
skco
mpl
etio
n.
Som
e de
fini
te s
tum
blin
gbu
t you
are
abl
e to
car
ryon
a c
onve
rsat
ion
and
even
des
crib
e yo
urfa
mily
's a
ctiv
ities
;ot
her
pers
on u
nder
stan
dsan
d re
spon
ds.
Con
vers
atio
n fl
ows
free
lyev
en th
ough
the
tele
phon
e co
nnec
tion
may
be
poor
, all
of y
our
and
fam
ily's
act
iviti
es a
rede
scri
bed.
/5
Use
of
verb
for
ms
and
accu
sativ
e ca
se o
f no
uns
inco
rrec
t
Use
of
2 an
dT
Mfo
rms
of v
erbs
cor
rect
, but
unab
le to
tran
sfer
toot
her
form
s; u
se o
fm
ascu
line
accu
sativ
eco
rrec
t but
fem
inin
ein
corr
ect.
Abl
e to
use
all
form
s of
all o
f th
e ve
rbs;
abl
e to
occa
sion
ally
use
fem
inin
e of
acc
usat
ive
case
; mis
take
s st
illev
iden
t.
Few
mis
take
s in
use
of
verb
s an
d ac
cusa
tive
case
; abl
e to
ask
as
wel
las
ans
wer
que
stio
ns;
occa
sion
al m
ista
kes
with
mor
e ir
regu
lar
form
s:th
e ve
rb m
icar
b.
Utte
ranc
es a
lmos
t alw
ays
corr
ect,
even
with
irre
ugua
lr v
erbs
; cor
rect
use
of d
irec
t obj
ect f
or a
llge
nder
s.
/5
Ent
irel
y/ a
lmos
t ent
irel
yin
com
preh
ensi
ble;
onc
eag
ain,
per
son
alm
ost
hang
s up
on
you
Mos
tlyin
com
preh
ensi
ble
with
the
exce
ptio
n of
a f
ewsi
mpl
e w
ords
.
Abo
ut h
alf
com
preh
ensi
ble;
per
son
begi
ns to
und
erst
and
you.
Des
pite
an
occa
sion
alm
ispr
onou
nced
wor
d,yo
u ar
e ab
le to
be
unde
rsto
od.
You
are
ent
irel
yco
mpr
ehen
sibl
e. F
ew o
rno
wor
ds m
ispr
onou
nced
./5
You
can
not s
peak
and
resp
ond
to s
impl
equ
estio
ns; t
he o
ther
pers
on th
inks
that
you
have
dia
led
inco
rrec
tly.
3
You
mak
e ap
prop
riat
egr
eetin
gs b
ut s
till c
anno
tas
k an
d an
swer
sim
ple
ques
tions
.
You
res
pond
and
ask
the
othe
r pe
rson
ques
tions
to a
lim
ited
exte
nt; y
ou c
an a
skab
out a
noth
er m
embe
rof
the
fam
ily. T
his
isco
nsid
ered
pol
ite b
y th
e
In a
dditi
on to
disc
ussi
ng a
ctiv
ities
, you
ask
abou
t wha
t the
y ar
ere
adin
g or
to w
hat t
hey
You
des
crib
e a
wid
era
nge
of a
ctiv
ities
and
com
men
t on
all o
f th
eac
tiviti
es o
f th
e fa
mily
are
liste
ning
; you
mem
bers
; the
per
son
isin
quir
e ab
out o
ther
happ
y to
spe
ak w
ith y
oum
embe
rs o
f th
e fa
mily
.an
d w
ill p
roba
bly
call
othe
r pe
rson
.yo
u ag
ain.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
Tot
al:
/25
1
/5
3
NE
WIT
T C
olla
bara
tivtP
role
ct T
eats
OfS
poke
n R
ussi
anPa
rt I
I R
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
SE
VE
N
OV
ER
VIE
W
In c
hapt
er s
even
, the
stu
dent
s le
arn
to d
iscu
ss w
hat s
ubje
cts
they
stud
y in
sch
ool.
Mat
eria
l exp
lain
ing
how
wel
l the
yst
udy,
spe
ak, a
nd u
nder
stan
d is
als
o pr
esen
ted.
Fin
ally
, the
stu
dent
sex
pres
s lik
es a
nd d
islik
es a
bout
var
ious
topi
cs, i
nclu
ding
food
and
hob
bies
.In
par
t A, t
he s
tude
nts
are
intr
oduc
ed to
the
pres
ent t
ense
of
the
verb
rut
Tb.
Sub
ject
s in
sch
ool a
re p
rese
nted
and
the
stud
ents
talk
abo
ut th
eir
daily
sch
edul
e.In
par
t B, t
he s
tude
nts
expr
ess
opin
ions
on th
e am
ount
and
how
wel
l the
y st
udy,
spe
ak, a
nd u
nder
stan
d us
ing
the
adve
rbs
xopo
so,n
aoxo
,aut
oro
and
MA
O.
In p
art C
, stu
dent
s de
scri
be w
hom
they
like
and
wha
t the
y lik
eto
do
usin
g th
e ve
rb A
1061
1Tb
with
dir
ect o
bjec
ts in
the
accu
sativ
e ca
se a
nd w
ith th
e in
fini
tive
form
of
verb
s, s
uch
as S
I J1
106A
ID ti
liTaT
b.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
in a
dis
cuss
ion
abou
t sch
ool.
You
r R
ussi
an-s
peak
ing
frie
nd a
sks
wha
t sub
ject
syo
u st
udy
in s
choo
l and
whe
ther
or
not y
ou s
tudy
them
wel
l. R
espo
ndto
him
/her
and
com
men
ton
whi
ch s
ubje
cts
and
teac
hers
you
like
. Ask
you
r fr
iend
whi
ch s
ubje
cts
he/s
he s
tudi
es a
nd if
he/s
he li
kes
each
of
the
clas
ses.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
For
the
task
, the
stu
dent
s sh
ould
mak
esu
re to
rev
iew
the
diff
eren
t way
s to
des
crib
e w
hat o
r w
hom
they
like
usi
ng th
eve
rb .1
11D
6HT
b. T
o ex
pand
the
task
bey
ond
the
min
imum
per
form
ance
, the
stu
dent
s sh
ould
rev
iew
the
follo
win
g:th
e pr
esen
tte
nse
form
s of
ver
bs s
uch
as 1
10H
UM
&T
b an
d A
elta
Tb
,al
l voc
abul
ary
and
expr
essi
ons
rela
ted
to s
choo
l, ex
pres
sion
s w
ith th
epr
epos
ition
al c
ase
such
as
a "m
om: a
nd o
ther
exp
ress
ions
for
desc
ribi
ng li
kes
and
disl
ikes
in g
ener
al in
ord
erto
incl
ude
reas
ons
why
they
hol
d su
ch o
pini
ons.
ON
EH
-UT
199
5Pa
ge 2
6
41if 1.1
Face
to F
ace
Lev
el O
ne L
esso
n 7
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
In ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3L
acks
bas
ic w
ords
;in
appr
opri
ate
usag
e of
verb
rum
and
sub
ject
sin
sch
ool;
frie
nd th
inks
that
you
are
not
inte
rest
ed in
sch
ool o
rsk
ip c
lass
oft
en.
Oft
en la
cks
need
edw
ords
; una
ble
toap
prop
riat
ely
desc
ribe
clas
ses;
dai
ly s
ched
ule
uncl
ear
to o
ther
per
son.
Gen
eral
ly a
ppro
pria
teus
age;
des
crib
escl
asse
s; a
sks
brie
fly
abou
t fri
end'
s da
mes
;he
/she
is in
trig
ued
enou
gh to
con
tinue
the
conv
ersa
tion.
Goo
dC
reat
ive
Exc
elle
nce
ISu
b-to
tal
45
/5M
ost r
elev
ant w
ords
used
dur
ing
task
; litt
leor
no
inap
prop
riat
eus
age.
Ric
h vo
cabu
lary
; tal
ksex
tens
ivel
y ab
out s
choo
l,as
soci
ated
like
s an
ddi
slik
es, a
nd a
sks
deta
iled
ques
tions
abo
ut o
ther
pers
on's
cla
sses
; per
son
is d
elig
hted
and
wan
ts to
com
e vi
sit t
he s
choo
l.
/5
Spee
ch h
altin
g an
dfr
agm
enta
ry; l
ong
and
=na
tura
l pau
ses
caus
esth
e pe
rson
to w
onde
r if
you
know
you
r ow
nsc
hedu
le.
Ver
y sl
ow a
nd u
neve
nsp
eech
fru
stra
tes
your
frie
nd; h
e/sh
e no
long
erw
ants
to k
now
you
rsc
hedu
le; t
ask
not
com
plet
ed.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y, b
utyo
ur p
atie
nt li
sten
erun
ders
tand
s yo
u an
dhe
lps
you
to c
lari
fyst
atem
ents
; you
are
abl
eto
com
plet
e th
e ta
sk.
Som
e de
fini
te s
tum
blin
gbu
t you
man
age
tore
phra
se; a
nsw
ers
and
asks
que
stio
nsco
ntin
uely
; oth
er p
erso
nen
gage
d in
the
conv
ersa
tion.
Spee
ch n
atur
al a
ndco
ntin
ous;
ask
s an
dan
swer
s qu
estio
ns f
reel
yno
t onl
y ab
out t
ask,
but
also
abo
ut r
elat
ed to
pics
;pe
rson
enj
oys
conv
ersi
ngw
ith y
ou.
/5
No
utte
ranc
e re
nder
edco
rrec
tly; u
nabl
e to
conj
ugat
e th
e ve
rbyn
urb;
fri
end
grow
sbo
red
with
the
conv
ersa
tion.
Alm
ost c
ompl
ete
lack
of
pam
mat
ical
acc
urac
y;ba
rely
abl
e to
con
stru
cta
sim
ple
sent
ence
abo
utth
is to
pic.
Min
imum
req
uire
dgr
amm
ar f
or ta
skco
mpl
etio
n us
edac
cura
tely
; fri
end
deci
des
to c
ontin
ue th
eco
nver
satio
n.
Gen
eral
ly c
orre
ct u
sage
of a
ll ve
rb s
truc
ture
s an
dca
ses;
min
or s
truc
tura
ler
rors
.
Few
or
no g
ram
mat
ical
erro
rs, e
spec
ially
whe
nqu
estio
ning
and
answ
erin
g be
yond
the
min
imum
; fri
end
isin
trig
ued
and
prom
pts
you
to s
peak
mor
e.
/5
Mos
t wor
dsm
ispr
onou
nced
; no
Ulie
talI
CC
com
preh
ensi
ble;
fri
end
does
not
bot
her
toco
nver
se w
ith y
ou.
Onl
y an
occ
asio
nal
phra
se c
ompr
ehen
sibl
e;yo
u av
oid
hard
topr
onou
nce
wor
ds;
frie
nd b
ecom
es b
ored
.
Mos
t wor
ds r
equi
red
for
the
task
utte
red
corr
ectly
; occ
asio
nally
,di
ffic
ult s
ubje
cts
orte
ache
rs n
ames
are
pron
ounc
ed in
corr
ectly
.
Alm
ost e
ntir
ely
com
preh
ensi
ble
incl
udin
g su
bjec
ts,
teac
hers
, que
stio
ns a
ndan
swer
s.
All
exte
nsiv
e qu
estio
nsan
d an
swer
s ab
out
subj
ects
, lik
es a
nddi
slik
es e
ntir
ely
com
preh
ensi
ble;
you
rfr
iend
com
plim
ents
you
on y
our
prog
ress
inR
ussi
an.
/5
Inab
ility
to a
nsw
er e
ven
a si
mpl
e qu
estio
n m
ayse
em u
nfri
endl
y. Y
ouob
viou
sly
have
littl
ekn
owle
dge
of s
choo
ls in
Rus
sia.
4,2
Alth
ough
you
res
pond
in a
lim
ited
man
ner,
inab
ility
to r
ecip
roca
teca
uses
you
r fr
iend
tofe
el th
at y
ou h
ave
noin
tere
st in
his
/her
life
.
You
res
pond
toqu
estio
ns a
nd p
olite
lyin
quir
e as
to y
our
frie
nd's
sch
edul
e; h
e/sh
eis
hap
py to
res
pond
and
appr
ecia
tes
your
inte
rest
in R
ussi
an r
ealia
.
You
r co
nver
satio
nex
pand
s to
incl
ude
reas
ons
for
likes
,di
slik
es, e
tc. ;
you
rfr
iend
ass
umes
you
hav
ean
und
erst
andi
ng o
fR
ussi
an s
choo
ls.
You
and
you
r fr
iend
hav
ean
ext
ensi
ve c
onve
rsat
ion
abou
t sch
ools
, act
iviti
esin
sch
ool,
likes
and
disl
ikes
; you
r fr
iend
isex
trem
ely
plea
sed
byyo
ur in
tere
st a
ndkn
owle
dge
and
invi
tes
you
to v
isit
his/
her
/5
scho
ol.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5x
4 =
100
%).
Tot
al:
/25
1
93
,r I
I/1
IAt,
I1.
'
6:1;
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
EIG
HT
OV
ER
VIE
W
In c
hapt
er e
ight
the
stud
ents
lear
nto
talk
abo
ut p
osse
ssio
ns a
ndre
latio
nshi
ps, u
se th
e ve
rb;w
pm%
with
spo
rts
and
inst
rum
ents
, and
to d
escr
ibe
whe
ther
one
wor
ks o
r st
udie
s an
d w
here
.In
par
t A, t
he s
tude
nts
use
the
cons
truc
tion
y as
eHH
ecr
b / H
er w
ith th
e co
rrec
t for
ms
of th
eno
uns
that
fol
low
to d
escr
ibe
wha
t the
y ha
ve o
r do
not
hav
e. I
nad
ditio
n, th
ey u
se th
is c
onst
ruct
ion
with
othe
r pro
noun
s su
ch a
s y
Her
o, y
tree
to d
iscu
sss
wha
tot
her
peop
le h
ave
or d
o no
t hav
e.In
par
t B, t
he s
tude
nts
talk
abo
utw
hat s
port
s or
inst
rum
ents
they
pla
y, u
sing
the
corr
ect f
orm
of
the
verb
urpa
rb a
+ th
eac
cusa
tive
case
for
spor
ts a
nd H
rpar
a H
a +
the
prep
ostio
nal c
ase
for
inst
rum
ents
.In
par
t C, t
he s
tude
nts
dist
ingu
ish
betw
een
yt1H
Tb
and
ytur
rbex
to d
escr
ibe
wha
t sub
ject
s th
eyst
udy
or w
here
and
how
they
stu
dy r
espe
ctiv
ely.
The
stu
dent
sus
e a
vari
ety
of s
ubje
cts
in s
choo
l and
poss
ible
pla
ces
of s
tudy
(aa
oAa,
imen
rryr
, etc
.).
Stud
ents
als
o as
k qu
estio
nsus
ing
me
with
rum
en a
nd'T
O w
ith y
MH
TI)
.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
an
exch
ange
stu
dent
in R
ussi
a. Y
our
Rus
sian
brot
her/
sist
er is
inte
rvie
win
gyo
u fo
r a
disp
lay
the
scho
ol is
cre
atin
g ab
out t
he li
ves
of s
tude
nts
in A
mer
ica.
He/
she
ask
s an
dyo
u re
spon
dto
sev
eral
que
stio
ns in
clud
ing:
Do
you
have
a b
roth
er o
r si
ster
? an
apar
tmen
t or
a ho
use?
Whe
re d
oyo
u st
udy?
Wha
t do
you
stud
y? W
hat a
ctiv
ities
do
you
to d
o, i.
e. w
hat
spor
ts o
r in
stru
men
ts d
oyo
u pl
ay?
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
For
com
plet
eing
the
task
, stu
dent
ssh
ould
rev
iew
: answ
erin
g qu
estio
ns u
sing
y bi
retta
ecr
a / H
er w
ith n
ouns
in th
eco
rrec
tfo
rms,
the
verb
HT
PIL
Tb
with
spo
rts
and
inst
rum
ents
, and
the
verb
syt
urrb
and
yill
iTbC
A w
ith a
ppro
pria
te a
ndac
cura
te r
espo
nses
.T
o ex
pand
bey
ond
the
min
imum
, the
stu
dent
s sh
ould
rev
iew
:th
e ve
rb J
IID
6HT
b w
ith v
erbs
and
noun
s in
the
accu
sativ
e,vo
cabu
lary
and
exp
ress
ions
for
wha
t you
do
in y
our
free
tim
e, v
ocab
ular
y fr
ompr
evio
us c
hapt
ers
to e
xpan
don
obj
ects
ow
ned,
how
wel
l or
muc
hyo
u do
thes
e ac
tiviti
es u
sing
xopo
mo,
11A
0X0,
MH
OT
O, a
nd M
AO
, and
whe
reyo
u liv
e, o
n w
hat s
tree
t etc
.
NE
H-U
T 1
995
Page
28
4
Face
to F
ace
Lev
el O
ne L
esso
n 8
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4L
ads
basi
c w
ords
;in
appr
opri
ate
usag
e;ex
chan
ge s
tude
ntde
cide
s no
t to
inte
rvie
wyo
u.
Use
s ve
ry f
ew w
ords
;on
ly th
e m
ost e
ssen
tial
mea
ning
unc
lear
.
Gen
eral
ly a
ppro
pria
teus
age
of b
asic
wor
ds;
answ
ers
mos
t bas
icqu
estio
ns a
bout
sel
f an
dsc
hool
; Rus
sian
stu
dent
deci
des
to k
eep
the
inte
rvie
w s
hort
.
Mos
t rel
evan
t wor
dsus
ed d
urin
g ta
skco
mpl
etio
n; li
ttle
or n
oin
accu
rate
usa
ge;
atte
mpt
at u
sing
mor
eco
mpl
icat
ed v
ocab
ular
yis
like
ly u
nsuc
cess
ful
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
l/5
MI
rele
vant
wor
ds u
sed
corr
ectly
; exp
ands
tode
scri
be w
here
you
live
and
wha
t you
ow
n;R
ussi
an s
tude
nt is
impr
esse
d an
d m
akes
you
the
cent
erpi
ece
of th
edi
spla
y.
/3
Spee
ch h
altin
g an
dfr
agm
enta
ry; l
ong,
unna
tura
l pau
ses
rend
erth
e ta
sk in
com
plet
e;R
ussi
an s
tude
ntin
terv
iew
s an
othe
rst
uden
t ins
tead
.
Spee
ch v
ery
slow
and
unev
en e
xcep
t for
afe
w s
hort
or
rout
ine
sent
ence
s on
task
-rel
ated
topi
cs.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y; o
nly
answ
ers
dire
ct q
uest
ions
with
no
elab
orat
ion;
patie
nt s
tude
nt h
elps
you
to c
ompl
ete
inte
rvie
w.
Som
e st
unbl
ing
, but
man
ages
to r
ephr
ase
and
elab
orat
e on
whe
re y
ouliv
e, w
hat y
ou p
lay,
and
wha
t you
hav
e/ d
o no
tha
ve.
Spee
ch g
ener
ally
nat
ural
and
cont
inou
s; e
labo
rate
son
all
topi
cs b
eyon
dqu
estio
ns; R
ussi
anst
uden
ts is
del
ight
ed to
find
out
so
muc
h ne
win
form
atio
n.
IS
No
utte
ranc
e re
nder
edco
rrec
tly; R
ussi
anst
uden
t mus
t eith
ergu
ess
at m
ost o
f yo
uran
swer
or
not c
ompl
ete
inte
rvie
w a
t all.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
answ
ers
to s
impl
equ
estio
ns f
ragm
ente
d;un
able
to u
se n
eces
sary
cons
truc
tions
acc
urat
ely.
Dir
ect a
nsw
ers
to ta
skqu
estio
ns r
ende
red
corr
ectly
; una
ble
toex
tend
phr
ases
accu
rate
ly; s
tude
ntac
cept
s sh
ort i
nter
view
as a
ccep
tabl
e.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
incl
udin
g m
ore
elab
orat
e an
swer
s ab
out
whe
re y
ou li
ve, w
hat
you
own,
and
wha
t you
like
to d
o.
Utte
ranc
es a
lmos
t alw
ays
corr
ect.;
pre
viou
sly
lear
ned
gram
mat
ical
stru
ctur
es in
clud
edco
rrec
tly; s
tude
nt is
amaz
ed th
at h
e do
es n
otha
ve to
com
plet
ely
rew
rite
the
inte
rvie
w.
/S
Inte
rvie
w e
ntir
ely
inco
mpr
ehen
sibl
e;st
uden
t aba
ndon
sin
terv
iew
and
dec
ides
tova
t With
you
on
pron
unci
adon
.
Mos
tlyin
com
pthe
nsib
le;
freq
uent
mis
pron
unci
atio
n of
the
verb
s ru
in a
ndru
men
,: st
uden
t mus
tre
peat
que
stio
ns to
disc
ern
info
rmat
ion
from
ans
wer
s.
Man
y er
rors
, but
hal
fco
mpr
ehen
sibl
e; v
erbs
are
pron
ounc
ed c
orre
ctly
as a
re n
ames
for
spo
rts
and
inst
rum
ents
; with
help
, the
task
isco
mpl
eted
.
Alm
ost e
ntir
ely
com
preh
ensi
ble;
not
only
sim
ple
phra
ses,
but
mor
e el
abor
ate
answ
ers
as w
ell.
Ent
irel
y co
mpr
ehen
sibl
ein
all
aspe
cts
of th
isex
tens
ive
inte
rvie
w;
stud
ent i
s ex
cite
d th
at y
ousp
eak
Rus
sian
so
wel
l
IS
Com
plet
e in
abili
ty to
conv
ey a
nsw
ers
toqu
estio
ns o
ffen
ds th
est
uden
t stu
dent
fee
lsth
at y
ou h
ave
noap
prec
iatio
n fo
r th
epr
ojec
t or
in ta
lkin
g at
all.
Tri
es to
eng
age
in th
epr
ojec
t ent
husi
astic
ally
,al
thou
gh s
till c
anno
tan
swer
cor
rect
ly.
Ans
wer
s an
d, th
us,
enco
urag
es m
ore
ques
tions
to c
ontin
uein
terv
iew
and
to s
how
inte
rest
in in
tern
atio
nal
unde
rsta
ndin
g.
I T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
Ans
wer
s qu
estio
ns a
ndel
abor
ates
enth
usia
stic
ally
; tal
ksab
out R
ussi
an r
ock,
for
exam
ple,
as
an in
tere
stin
con
nect
ion
with
inst
rum
ents
.
lots
by
four
Dis
cuss
es v
ario
usin
tere
sts
that
incl
ude
Rus
sian
lang
uage
, roc
k,an
d ed
ucat
iona
l sys
tem
;st
uden
t is
happ
y th
at y
ouca
me
to R
ussi
a an
d w
illfe
atur
e yo
u in
the
disp
lay.
25 x
4 =
I00
%
/5
Tot
al:
/25
4B
ES
T C
OP
YA
VA
ILA
BLE
47
pIE
H.U
T C
olla
bora
tive
Proj
ect:
Tes
ts O
f Sn
oken
_Ras
sion
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
NIN
E
OV
ER
VIE
W
In le
sson
nin
e va
riou
s w
ays
of d
escr
ibin
g pe
ople
and
obj
ects
, req
uest
ing
obje
cts,
and
exp
ress
ing
likes
and
dis
likes
upon
fir
sten
coun
teri
ng s
omet
hing
are
pre
sent
ed.
In p
art A
, adj
ectiv
es in
the
nom
inat
ive
sing
ular
for
all
thre
e ge
nder
s an
d th
e pl
ural
, inc
ludi
ngus
e of
xag
oit,
allo
w s
tude
nts
tous
e si
mpl
e de
scri
ptio
ns to
cal
l atte
ntio
n to
or
rem
ark
abou
t obj
ects
, ani
mal
s, a
nd p
eopl
e. T
he im
pera
tive
nocm
orpw
re (
Loo
k!)
isin
trod
uced
as
a le
xica
l ite
m.
In p
art B
, the
impe
rativ
e m
are
(Giv
e!)
is a
lso
intr
oduc
ed a
s a
lexi
cal i
tem
. The
dem
onst
rativ
e pro
noun
wro
r is
pro
vide
d in
its
nom
inat
ive
and
accu
sativ
e in
anim
ate
sing
ular
and
plu
ral f
orm
s. T
hese
new
con
cept
s al
low
stu
dent
sto
be
mor
e sp
ecif
ic w
hile
desc
ribi
ng o
r re
ques
ting
obje
cts.
In p
art C
, use
of
the
verb
ffp
asw
rbcs
i (to
like
upo
n fi
rst e
ncou
nter
) is
intr
oduc
edas
a c
onst
ruct
ion
whi
ch r
equi
res
the
decl
ensi
on o
f pr
onou
ns in
to th
e da
tive
case
. Thi
s co
nstr
uctio
n is
use
d to
talk
abo
ut li
kes
and
disl
ikes
of
sing
ular
(11)
1113
MT
CA
) an
dpl
ural
obj
ects
(ttp
aaw
rcs)
.
TA
SK T
O B
E C
OM
PLE
TE
D
You
hav
e en
tere
d a
stor
e, s
ouve
nir
shop
, or
appr
oach
ed a
kio
sk. Y
ou w
ould
like
to p
urch
ase
gift
s fo
r yo
ur f
amily
and
fri
ends
in th
e U
nite
d St
ates
. Oth
er o
bjec
tsm
ay a
lso
catc
h yo
ur e
ye. Y
ou m
ight
mak
e a
purc
hase
for
you
rsel
f or
a R
ussi
an f
rien
d as
wel
l. W
hile
mak
ing
this
pur
chas
e or
purc
hase
s, it
isqu
ite p
ossi
ble
that
you
str
ike
up a
con
vers
atio
n w
ith a
fri
end
or th
e sa
lesp
erso
n. Y
ou m
ay b
e as
ked
orm
ight
rem
ark
that
you
like
cer
tain
obj
ects
in g
ener
al, b
ut th
atyo
u pa
rtic
ular
ly li
ke a
n ex
ampl
e in
the
stor
e. T
hink
of
the
man
y ob
ject
s th
at c
an b
e fo
und
in a
sto
re a
nd w
hy y
ou li
ke p
artic
ular
one
s. B
esu
reto
use
exp
ress
ions
whi
ch a
llow
you
to d
escr
ibe,
req
uest
, and
rem
ark
on e
ach
pote
ntia
l gif
t.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd b
eyon
d th
e m
inim
um, s
tude
nts
shou
ld c
onsi
der
usin
g vo
cabu
lary
wor
ds f
orob
ject
s an
d so
uven
irs
foun
d in
sto
res
and
kios
ks, a
s w
ell a
s fa
mou
s bu
ildin
gs in
Mos
cow
that
are
intr
oduc
ed. A
dver
bs in
dica
ting
dire
ctio
n (t
o th
e le
ft, s
trai
ght,
behi
nd, e
tc.)
are
also
use
d th
roug
hout
this
less
on. T
he d
iffe
renc
e be
twee
n th
e us
e an
d m
eani
ngs
of th
e ve
rbs
A10
61ff
b an
dH
p&B
HT
bOA
is s
tres
sed
and
may
be
empl
oyed
dur
ing
task
com
plet
ion.
NE
H-U
T 1
995
48
Page
30
BE
ST
CO
PY
AV
AIL
AB
LE
4,9
Face
to F
ace
Lev
el O
ne L
esso
n 9
Tas
k R
ubri
c
Rep
eat T
ask
1
Voc
abul
ary.
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
eG
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
2M
inim
um3
Inco
rrec
t or
unab
le to
nam
e ite
ms
in s
tore
.M
ost i
tem
s an
d re
late
dw
ords
lack
ing
or u
sed
inco
rrec
tly.
Occ
asio
nal w
ord
not
know
n; g
ener
ally
accu
rate
use
of
know
nw
ords
.
Goo
dC
reat
ive
Exc
elle
nce
ISu
b-to
tal
4S
/5A
ble
to n
ame
mos
tne
eded
wor
ds w
ithac
cura
cy; y
ou le
ft w
ithal
l the
pur
chas
es n
eede
d.
Nam
ed, d
escr
ibed
, and
com
men
ted
on a
ll st
ore
item
s di
scus
sed
with
accu
racy
.
/5
The
long
pau
ses
and
haph
azar
d ph
rase
s us
eddo
es n
ot a
llow
you
tom
ake
any
purc
hase
s.
Use
of
the
accu
sativ
ew
ith 'r
eque
sts'
and
dativ
e w
ith li
kes'
nev
erco
rrec
t.
Ver
y sl
ow a
nd u
neve
nsp
eech
fru
stra
tes
the
sale
sper
son;
use
of
only
shor
t phr
ases
or
wor
dsm
akes
a p
urch
ase
unlik
ely.
With
a k
ind
sale
sper
son,
you
mak
e a
purc
hase
desp
ite y
our
hesi
tant
spee
ch a
nd o
ften
inco
mpl
ete
sent
ence
s.
You
rep
hras
e or
cont
inue
inco
mpl
ete
orhe
sita
nt s
peec
h; y
ou a
reab
le to
mak
e se
vera
lpu
rcha
ses
in m
ost a
nysi
tuat
ion.
The
sal
espe
rson
isde
light
ed to
hea
r su
chna
tura
l and
con
tinuo
ussp
eech
; you
mak
e al
l the
purc
hase
s ne
cess
ary.
/5
Ver
y fe
w c
orre
ctst
atem
ents
of
requ
est o
rlik
es; g
ende
r ag
reem
ent
limite
d.
Seve
ral c
orre
ctst
atem
ents
pro
vide
evid
ence
of
know
ledg
eof
gen
der
agre
emen
t and
case
usa
ge.
Min
or/f
ew e
rror
s in
you
rde
scri
ptio
ns, r
eque
sts,
and
stat
emen
ts o
f 'li
kes'
;sa
lesp
erso
n ea
sily
ass
ists
you.
Mos
t or
all o
f yo
urst
atem
ents
are
err
or -
free
;th
e sa
lesp
erso
n as
sist
syo
u in
mak
ing
seve
ral
purc
hase
s.
/5
You
r he
avy
Am
eric
anac
cent
and
mis
pron
unci
atio
ns m
ake
it im
poss
ible
to b
eun
ders
tood
.
Bes
ides
gre
etin
gs o
rot
her
fam
iliar
phr
ases
,yo
u ar
e ba
rely
com
preh
ensi
ble
by th
esa
lesp
erso
n.
Abo
ut h
alf
of w
hat y
ousa
y is
com
preh
ensi
ble;
with
muc
h tr
ial a
nd e
rror
you
mak
e a
purc
hase
.
Des
pite
an
occa
sion
alm
ispr
onou
nced
wor
d or
stat
emen
t, yo
u ar
e ab
leto
mak
e se
vera
lpu
rcha
ses.
You
r ex
celle
nt c
omm
and
of p
ronu
ncia
tion
allo
ws
the
sale
sper
son
to a
ssis
tyo
u in
all
aspe
cts
ofse
vera
l pur
chas
es.
/S
5 0
You
can
not r
espo
nd to
basi
c qu
estio
ns o
rst
atem
ents
fro
m th
e;y
amap
proa
ch is
dis
resp
ectf
ulan
d in
effe
ctiv
e.
You
dis
play
a li
mite
dkn
owle
dge
of e
tique
tte;
you
have
trou
ble
resp
ondi
ng to
basi
c/da
ily e
xpre
ssio
nsw
hich
you
hav
e le
arne
d.
You
pol
itely
mak
e a
purc
hase
, how
ever
prob
lem
s pe
rsis
t with
ques
tions
or
stat
emen
tsno
t spe
cifi
c to
obj
ects
you
have
cho
sen
to b
uy.
Min
or e
rror
s of
etiq
uette
in r
espo
ndin
g to
ques
tions
or
stat
emen
tsdu
ring
con
vers
atio
n do
not d
isru
pt y
our
succ
essf
ul p
urch
ases
.
You
r ex
tens
ive
use
ofpr
oper
etiq
uette
and
know
ledg
e of
all
your
know
n R
ussi
an in
inte
ract
ion
enab
les
you
tom
ake
man
y pu
rcha
ses
and
ende
ars
the
sale
sper
son
to y
our
task
.I
To
obta
in p
erce
ntag
esc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
BE
ST C
OPY
AV
AIL
AB
LE
/S
Tot
al:
/25
I
51
:No
..1.
c:
;Ir1
1:
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
EL
EV
EN
OV
ER
VIE
W
In le
sson
ele
ven
vari
ous
way
s to
des
crib
e ca
rs a
re p
rese
nted
. Pos
sess
ions
, col
ors
and
the
expr
essi
on o
f op
inio
nsar
e ta
ught
in th
ese
desc
ript
ions
.In
par
t A, s
tude
nts
are
intr
oduc
ed to
the
mas
culin
e, f
emin
ine,
neu
ter
and
plur
al f
orm
s of
eac
h po
sses
sive
adje
ctiv
e. U
sing
sni
t, th
ey a
sk to
who
m e
ach
obje
ct b
elon
gs. M
OZ
HO
and
Hei
lb3i
1al
low
the
stud
ents
to a
sk f
orpe
rmis
sion
to d
o so
met
hing
. A d
istin
ctio
n is
mad
e be
twee
n th
e ve
rbs
smile
s% a
nd c
uorp
eTb.
In p
art B
, the
adj
ectiv
e fo
rms
of th
e co
lors
are
list
ed a
nd u
sed
with
the
prep
ositi
on y
to in
quir
e ab
out o
bjec
ts.
The
use
of
earb
and
des
crip
tive
adje
ctiv
es in
the
"to
have
" co
nstr
uctio
n ar
e al
so e
xpla
ined
.In
par
t C s
tude
nts
lear
n to
exp
ress
opi
nion
s us
ing
the
phra
ses
>i A
ymar
a, 4
TO
and
my,
4T
O B
il / T
d !
TA
SK T
O B
E C
OM
PLE
TE
D
Seve
ral R
ussi
an e
xcha
nge
stud
ents
are
vis
iting
you
r sc
hool
. The
y ar
e am
azed
you
own
a ca
r. A
sk o
ne o
f th
em if
he
/ she
has
a c
ar, b
icyc
le, m
otor
cycl
e or
som
e ot
her
kind
of v
ehic
le. F
ind
out a
s m
uch
as p
ossi
ble
abou
t the
col
or, s
ize,
and
age
of
the
vehi
cle.
Exp
ress
you
r op
inio
n ab
out i
t.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
Stud
ents
sho
uld
revi
ew th
e y
sac
ecrb
...?
cons
truc
tions
and
age
exp
ress
ions
pri
or to
com
plet
ing
the
task
.A
djec
tive
endi
ngs
used
with
mas
culin
e, n
eute
r, f
emin
ine,
and
plu
ral n
ouns
als
o sh
ould
be
revi
ewed
. To
expa
nd o
n th
eta
sk b
eyon
d th
e m
inim
um p
erfo
rman
ce, s
tude
nts
shou
ld c
onsi
der
the
natio
nalit
y of
the
vehi
cle
and
the
type
s of
veh
icle
sth
e pe
ople
in th
eir
fam
ily h
ave.
NE
H-U
T 1
995
Page
32
BE
ST
CO
PY
AV
AIL
AB
LE
Face
to F
ace
Lev
el O
ne L
esso
n 11
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
eG
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
Rep
eat T
ask
12
Min
imum
3G
ood
4C
reat
ive
Exc
elle
nce
Sub-
tota
l5
/5
Lac
k of
nec
essa
ryM
ost d
escr
iptio
ns a
ndw
ords
; una
ble
to in
quir
e re
late
d w
ords
are
abou
t veh
icle
.la
ckin
g or
use
din
corr
ectly
.
Occ
asio
nal w
ord
not
know
n; g
ener
ally
accu
rate
use
of
know
nw
ords
; the
Rus
sian
has
a fa
irly
goo
d de
scri
ptio
nof
the
vehi
cle.
Abl
e to
ask
que
stio
nsus
ing
mos
t nee
ded
adje
ctiv
es a
nd p
ose
ava
riet
y of
que
stio
ns.
Ask
ed a
bout
veh
icle
ingr
eat d
etai
l; yo
u an
d yo
urR
ussi
an f
rien
d re
aliz
eyo
u ha
ve a
com
mon
inte
rest
in th
ese
vehi
cles
.
IS
The
long
pau
ses
and
haph
azar
d pl
usse
s us
eddi
d no
t allo
w y
ou to
sust
ain
a co
nver
satio
nw
ith th
e ex
chan
gest
uden
t.
Ver
y sl
ow a
nd u
neve
nsp
eech
fru
stra
ted
the
exch
ange
stu
dent
; use
of o
nly
shor
t phr
ases
or
wor
ds m
ade
your
inqu
iry
cum
bers
ome.
The
goo
d-na
ture
dex
chan
ge s
tude
ntpa
tient
ly u
nder
stoo
dyo
ur s
peec
h an
d of
ten
inco
mpl
ete
ques
tions
.
You
rep
hras
e or
cont
inue
inco
mpl
ete
orhe
sita
nt s
peec
h; y
ou a
reab
le to
inqu
ire
abou
t the
vehi
cle
with
som
eac
cura
cy.
The
exc
hang
e st
uden
t is
delig
hted
to b
ear
such
natu
ral a
nd c
ontin
uous
spee
ch; y
ou m
ake
all t
hein
quir
ies
nece
ssar
y w
ithC
ase.
/S
Use
of
adje
ctiv
es a
ndfo
rmat
ion
of q
uest
ions
neve
r co
rrec
t; R
ussi
anst
uden
t lau
ghs
at y
our
use
of th
e la
ngua
ge.
Ver
y fe
w c
orre
ctqu
estio
ns; g
ende
rag
reem
ent l
imite
d.
Seve
ral c
orre
ctqu
estio
ns p
rovi
deev
iden
ce o
f kn
owle
dge
of g
ende
r ag
reem
ent a
ndca
se u
sage
.
Few
err
ors
in y
our
desc
ript
ions
, que
stio
ns,
and
opin
ions
; the
exch
ange
stu
dent
answ
ers
your
que
stio
ns.
Mos
t or
all o
f yo
urgr
amm
ar a
nd q
uest
ions
are
erro
r-fr
ee; t
heex
chan
ge s
tude
nt e
asily
answ
ers
your
que
stio
ns.
/5
You
r he
avy
Am
eric
anac
cent
and
mis
pron
unci
atio
ns m
ake
it im
poss
ible
to b
eun
ders
tood
.
Bes
ides
gre
etin
gs o
rot
her
fam
iliar
phr
ases
,yo
u ar
e ba
rely
com
preh
ensi
ble
to th
eex
chan
ge s
tude
nt.
Abo
ut h
alf
of w
hat y
ousa
y is
com
preh
ensi
ble;
with
tria
l and
err
or y
oum
ight
ask
you
rqu
estio
ns.
Des
pite
an
occa
sion
alm
ispr
onou
nced
wor
d,yo
u ar
e ab
le to
ask
seve
ral q
uest
ions
.
You
r ex
celle
nt c
omm
and
of p
ronu
ncia
tion
allo
ws
the
exch
ange
stu
dent
toun
ders
tand
all
of y
our
ques
tions
.
/5
You
can
not a
sk b
asic
ques
tions
to th
eex
chan
ge s
tude
nt y
our
appr
oach
is d
isre
spec
tful
and
inef
fect
ive;
you
thin
k it
is o
dd th
atR
ussi
an y
oung
peo
ple
do n
ot o
wn
cars
.
You
dis
play
lim
ited
know
ledg
e of
etiq
uette
;yo
u ha
ve tr
oubl
em
aint
aini
ng a
conv
ersa
tion;
it is
diff
icul
t for
you
to a
skan
d an
swer
in d
ialo
gue
form
.
You
pol
itely
ask
sev
eral
ques
tions
; how
ever
,pr
oble
ms
pers
ist w
ithqu
estio
ns n
ot s
peci
fic
toth
e ve
hicl
e; y
ou a
reaw
are
that
car
s ar
edi
ffic
ult f
or th
e av
erag
eR
ussi
an to
aff
ord.
Min
or e
rror
s of
etiq
uette
or in
for
min
g qu
estio
nsdu
ring
con
vers
atio
n do
not d
isru
pt y
our
succ
essf
ul in
quir
y. Y
outa
lk s
ome
abou
t var
ious
type
s of
Rus
sian
and
Am
eric
an c
ars
and
driv
ing
law
s.
You
r ex
tens
ive
use
ofpr
oper
etiq
uette
and
know
ledg
e of
all
your
know
n R
ussi
an in
inte
ract
ion
enab
les
you
tom
ake
man
y in
quir
ies
and
ende
ars
the
exch
ange
stud
ent t
o yo
ur ta
sk; y
oufu
nd o
ut s
omet
hing
you
did
not k
now
abo
utR
ussi
an c
ars.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
J 4
r- A
PEST
CO
PY
AV
AIL
AB
LE
/5
Tot
al:
/25
I
5 5
pIE
H-U
T C
olla
bora
tive
Prot
ect T
ests
OfS
noke
n R
ussi
anPa
rt H
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
TW
EL
VE
OV
ER
VIE
W
In le
sson
twel
ve tr
ansp
orta
tion
:s p
rese
nted
. Stu
dent
s le
arn
sim
ple
verb
s of
mot
ion
to ta
lk a
bout
des
tinat
ions
and
type
s of
tran
spor
tatio
n.In
par
t A, t
he v
erbs
HA
TN
and
exa
m a
re c
onju
gate
d in
to a
llpr
esen
t ten
se f
orm
s. D
istin
ctio
ns a
re m
ade
betw
een
the
tran
slat
ions
of
thes
e tw
o ve
rbs.
In p
art B
, the
acc
usat
ive
and
prep
ositi
onal
cas
esar
e us
ed to
sho
w d
estin
atio
n an
d lo
catio
n in
rel
atio
n to
the
two
verb
s of
mot
ion.
Stu
dent
s ar
e in
trod
uced
to th
e m
eani
ngs
ofa
and
Ha.
In p
art C
, var
ious
type
s of
tran
spor
tatio
n fo
und
in R
ussi
aar
e lis
ted.
Stu
dent
s ex
pres
s tr
avel
ing
to a
par
ticul
arpl
ace
in th
ese
vehi
cles
.
TA
SK T
O B
E C
OM
PLE
TE
D
It is
the
firs
t Sat
urda
y of
you
r st
ay in
Rus
sia
with
your
hos
t fam
ily. Y
our
Rus
sian
mot
her
wan
ts y
ou a
nd y
our
Rus
sian
hos
t stu
dent
to r
un e
rran
ds f
or h
er to
dif
fere
nt p
lace
sin
the
city
. With
the
aid
of y
our
Rus
sian
fri
end,
ora
lly p
lan
the
rout
e yo
u w
ill ta
ke a
ndw
hat t
ype
of tr
ansp
orta
tion
you
will
use
to r
each
eac
h de
stin
atio
n.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
Stud
ents
sho
uld
revi
ew v
ocab
ular
y ite
ms
asso
ciat
ed w
ith p
lace
s in
a ci
ty s
uch
as b
ank,
sto
re, c
hurc
h, p
ost
offi
ce, l
ibra
ry, a
nd r
esta
uran
t. T
o ex
pand
on th
e ta
sk b
eyon
d th
e m
inim
um p
erfo
rman
ce s
tude
nts
shou
ld c
onsi
der
revi
ewin
g di
rect
ions
, the
aff
irm
ativ
e an
d ne
gativ
e fo
rms
of "
toha
ve,"
str
uctu
res
expr
essi
ng li
kes
and
disl
ikes
for
exam
ple
MH
O H
p&II
HT
OA
and
A J
uo6.
nto,
and
obj
ects
whi
chm
ight
be
foun
d at
eac
h lo
catio
n in
the
city
.
NE
H-U
T 1
995
Page
34
56B
ES
T C
OP
YA
VA
ILA
BLE
57
Face
to F
ace
Lev
el O
ne L
esso
n 12
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4
Lac
ks b
asic
won
*un
able
to e
xpre
sslo
catio
n; e
xcha
nge
stud
ent h
as a
bsol
utel
yno
idea
whi
ch p
lace
you
are
refe
rrin
g to
Oft
en la
cks
need
edw
ords
; fre
quen
tlylo
catio
ns a
nd ty
pes
oftr
ansp
orta
tion
are
mis
iden
tifie
d.
Gen
eral
ly a
ccur
ate
usag
eof
voc
abul
ary;
hos
tst
uden
t kno
ws
whe
reyo
u w
ant t
o go
and
how
you
wan
t to
get t
here
.
Mos
t rel
evan
t wor
dsus
ed d
urin
g ta
skco
mpl
etio
n; h
ost
stud
ent i
s ex
cite
d by
your
cho
ice
of p
lace
san
d ap
prop
riat
e ty
pes
oftr
ansp
orta
tion.
Cre
ativ
e E
xcel
lenc
e
ISu
b-to
tal
/S
Acc
urat
e us
age
ofvo
cabu
lary
; hos
t stu
dent
allo
ws
you
to c
ompl
etel
yst
ate
the
agen
da f
or th
eda
y.
/S
Lon
g un
natu
ral p
ause
sre
nder
the
task
inco
mpl
ete;
the
host
stud
ent g
ets
very
frus
trat
ed w
ith y
our
conv
ersa
tion.
Con
vers
atio
n is
une
ven;
com
plet
ion
of p
lan
isun
likel
y.
Exp
ress
ion
plan
ishe
sita
nt a
nd je
rky;
the
host
stu
dent
giv
es y
ou a
lot o
f he
lp to
com
plet
eit.
Som
e st
umbl
ing
on th
ede
tails
and
on
long
erph
rase
s; th
e pl
an is
com
plet
ed w
ith li
ttle
help
fro
m th
e ho
stst
uden
t.
Spee
ch is
nat
ural
; the
host
stu
dent
is f
asci
nate
dby
eas
e w
ith w
hich
the
plan
was
spo
ken.
Is
No
sent
ence
spo
ken
corr
ectly
; the
hos
tst
uden
t onl
y he
ars
Rus
sian
wor
ds in
the
nom
inat
ive
case
str
ung
toge
ther
.
Ver
y fe
w s
ente
nces
spok
en c
orre
ctly
;fr
agm
ente
d us
e of
cas
esY
s1cm
.
Som
e se
nten
ces
spok
enco
rrec
tly, b
ut w
ithde
fini
te e
rror
s; th
e ho
stst
uden
t rep
eats
the
sent
ence
with
the
corr
ectio
ns.
Mos
t sen
tenc
es a
resp
oken
cor
rect
ly w
ithso
me
min
or e
rror
s; th
eho
st s
tude
nt is
impr
esse
dby
you
r us
e of
the
case
syst
em.
Sent
ence
s ar
e al
mos
tal
way
s co
rrec
t; th
e ho
stst
uden
t is
extr
emel
ypl
ease
d w
ith th
e ac
cura
cyof
you
r sp
eech
.
/5
You
r pl
an is
ent
irel
y or
alm
ost e
ntir
ely
inco
mpr
ehen
sibl
e to
the
host
stu
dent
; be
has
noid
ea w
here
you
wan
t to
go o
r ho
w y
ou w
ant t
oge
t the
re.
You
r pl
an is
mos
tlyin
com
preh
ensi
ble
with
occa
sion
al p
hras
esw
hich
are
unde
rsta
ndab
le.
The
re a
re m
any
erro
rsbu
t the
hos
t stu
dent
can
unde
rsta
nd a
bout
hal
f of
wha
t you
are
say
ing;
the
host
stu
dent
und
erst
ands
the
rout
e an
d ty
pe o
ftr
ansp
orta
tion.
Alm
ost a
ll of
the
plan
isun
ders
tood
by
the
host
stud
ent;
you
only
hav
eto
rep
eat y
ours
elf
a fe
wtim
es.
You
r pl
an is
ent
irel
yco
mpr
ehen
sibl
e to
the
host
stu
dent
; the
hos
tst
uden
t beg
ins
to s
peak
mor
e qu
ickl
y w
ith y
oube
caus
e yo
u sp
eak
sow
ell.
IS
No
cultu
ral k
now
ledg
eis
dis
play
ed w
hen
talk
ing
to y
our
host
stud
ent;
you
fail
toun
ders
tand
Rus
sia'
s' u
seof
pub
lic tr
ansp
orta
tion;
he r
efus
es to
go
with
you
toru
s th
e er
rand
s.
Lim
ited
unde
rtan
ding
of
the
cultu
ral k
now
ledg
eis
dem
onst
rate
d; y
ouw
ant t
o ta
ke a
bus
toev
ery
loca
tion.
Com
plet
es p
lan
with
few
mis
unde
rsta
ndin
gs,
vary
ing
the
plac
es a
ndm
odes
of
tran
spor
tatio
n;th
e ho
st s
tude
ntov
erlo
oks
min
or c
ultu
ral
mis
take
s.
Few
cul
tura
l err
ors;
the
host
stu
dent
and
you
disc
uss
the
type
s of
tran
spor
tatio
n in
Am
eric
a an
d in
Rus
sia.
Ext
ensi
ve u
se o
f cu
ltura
lkn
owle
dge;
the
host
stud
ent a
nd y
ou h
ave
aliv
ely
disc
ussi
on a
bout
all
type
s of
Rus
sian
tran
spor
tatio
n; h
ede
cide
s to
let y
ou p
lan
the
next
wee
kend
excu
rsio
n.
I T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
poi
nts
by f
our
(25
x 4
=10
0 %
).
5B
ES
T C
OP
Y A
VA
ILA
BLE
/5
Tot
al:
/25
INE
HU
T C
olla
bera
tivef
roie
et T
ests
Of
Spok
en R
ussi
anPa
rt I
I R
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
TH
IRT
EE
N
OV
ER
VIE
W
In le
sson
thir
teen
spo
rts
are
pres
ente
d. S
tude
nts
lear
n to
expr
ess
past
act
ions
and
wor
k w
ith n
umbe
rs b
etw
een
one
and
one
hund
red.
In p
art A
, the
car
dina
l num
bers
bet
wee
n on
e an
d tw
enty
are
intr
oduc
ed. T
he e
xpre
ssio
npu
lse
is u
sed
toex
pres
s su
rpri
se.
In p
art B
, typ
e I
and
II v
erbs
are
con
juga
ted
in th
e pa
st te
nse
in a
ll fo
rms.
Ver
bs s
uch
as 6
tarb
,zw
parb
, and
no6e
Aw
rb a
re h
ighl
ight
ed. T
he c
ardi
nal n
umbe
rs f
rom
thir
ty to
one
hun
dred
are
als
o lis
ted.
Stu
dent
s us
e th
ese
num
bers
to te
ll th
e sc
ores
of
part
icul
ar s
port
ing
even
ts.
In p
art C
, spo
rts
are
disc
usse
d in
mor
e de
tail.
Var
ious
spo
rts
are
iden
tifie
d as
bei
ng p
laye
d pr
imar
ily b
y m
en o
rby
wom
en. T
he p
erso
nal p
rono
uns
in th
e ac
cusa
tive
case
are
als
o pr
actic
ed.
TA
SK T
O B
E C
OM
PLE
TE
D
As
a pa
st p
artic
ipan
t on
an e
xcha
nge
prog
ram
to y
our
sist
er s
choo
l in
Rus
sia,
you
deci
de to
mak
e a
vide
o of
a s
port
ing
even
t tha
t has
just
take
n pl
ace
atyo
ur s
choo
l in
Am
eric
a. T
he v
ideo
will
be
sent
toyo
ur s
iste
r sc
hool
. In
your
rep
ort i
nclu
de th
e na
mes
of th
e te
ams,
the
scor
es o
f th
e ev
ent,
the
date
of
the
even
t, an
d th
e na
mes
of
the
,out
stan
ding
pla
yers
.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
Stud
ents
sho
uld
be f
amili
ar w
ith th
e ve
rbur
paT
b, e
spec
ially
in r
elat
ion
to p
layi
ng a
spo
rt. T
hey
shou
ld a
lso
beab
le to
iden
tify
play
er's
nam
es e
ither
usi
ng O
TO
plu
s th
e no
min
ativ
e ca
se o
f th
e na
me
or e
ro /c
e3o
syT
. To
expa
nd o
nth
e ta
sk b
eyon
d th
e m
inim
um p
erfo
rman
ce, s
tude
nts
shou
ld c
onsi
der
desc
ribi
ng th
e na
tiona
litie
s of
the
play
ers
if th
esp
ortin
g ev
ent i
nclu
des
inte
rnat
iona
l pla
yers
. Sta
ting
the
loca
tion
of th
e ev
ent,
usin
g pl
ural
ity, d
escr
ibin
g th
e pl
ayer
san
d fa
ns, a
nd c
onve
ying
like
s an
d di
slik
es w
ould
enh
ance
the
repo
rt. T
he te
ache
r m
ay w
ish
to p
rovi
de v
isua
ls, s
uch
aspi
ctur
es o
f fa
mou
s m
en a
nd w
omen
spo
rts
figu
res
to p
rom
pt th
e st
uden
ts w
hile
per
form
ing.
NE
HU
T 1
995
Page
36
BE
ST
CO
PY
AV
AIL
AB
LEGO
61
Face
to F
ace
Lev
el O
ne L
esso
n 13
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4L
acks
bas
ic w
ords
;in
accu
nge
usag
e; th
eex
chan
ge s
choo
l doe
sn't
know
whi
ch s
port
you
are
talk
ing
abou
t.
Oft
en la
cks
basi
c w
ords
;th
e ex
chan
ge s
choo
lba
rely
kno
ws
whi
chsp
ort y
ou a
re ta
lkin
gab
out.
Occ
asio
ns ly
lack
s ba
sic
wor
ds; t
he e
xcha
nge
scho
ol k
now
s w
hich
spor
t you
are
talk
ing
abou
t.
Mos
t rel
evan
t wor
dsus
ed d
urin
g re
port
; the
exch
ange
sch
ool g
ets
ago
od id
ea a
bout
the
even
t as
wel
l as
the
spec
ific
spo
rt.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
l/5
Ric
h an
d ex
tens
ive
voca
bula
ry; t
heex
chan
ge s
choo
l get
s a
full
pict
ure
of w
hat
happ
ened
and
all
the
inte
rest
ing
aspe
cts
of th
eev
ent.
/S
Spee
ch h
altin
g an
dfr
agm
enta
ry; t
heau
dien
ce th
inks
the
soun
d is
not
wor
king
thei
r te
levi
sion
s.
Spee
ch v
ery
slow
and
unev
en; a
udie
nce
thin
ksth
ey h
ave
a ba
dco
nnec
tion
with
thei
rte
levi
sion
s.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y; th
eau
dien
ce s
trug
gles
patie
ntly
to li
sten
to y
ou.
Som
e de
fini
te p
ause
s bu
tth
e ta
sk is
com
plet
ed;
the
audi
ence
lear
nsab
out t
he in
tere
stin
gev
ents
.
You
spe
ak li
ke a
Rus
sian
repo
rter
; slig
ht o
r fe
wpa
uses
; rep
ort g
iven
with
ease
and
sm
ooth
ness
; the
scho
ol r
eque
sts
mor
ere
port
s on
spo
rtin
g ev
ents
from
you
.
/5
No
sent
ence
was
spo
ken
corr
ecdy
; the
aud
ienc
ew
onde
rs if
they
are
liste
ning
to th
e R
ussi
anla
ngua
ge.
Ver
y fe
w s
ente
nces
wer
esp
oken
cor
rect
ly; t
heau
dien
ce r
ealiz
es th
eyar
e lis
teni
ng to
afo
reig
ner.
Som
e se
nten
ces
are
spok
en c
orre
ctly
; the
audi
ence
thin
ks th
ey a
relis
teni
ng to
an
uned
ucat
ed R
ussi
an.
Mos
t sen
tenc
es a
resp
oken
cor
rect
ly; t
heau
dien
ce th
inks
they
are
liste
ning
to a
ski
lled
stud
ent o
f R
ussi
an.
Alm
ost a
ll se
nten
ces
are
spok
en c
orre
ctly
; the
audi
ence
bel
ieve
s th
ere
port
er is
wel
l inf
orm
edan
d ed
ucat
ed in
Rus
sian
spor
ts.
/5
Ent
irel
yin
com
preh
ensi
ble
to th
eau
dien
cg th
e au
dien
ceth
ough
t the
rep
orte
r w
asm
umbl
ing.
Mos
tlyin
com
preh
ensi
ble
to th
eau
dien
ce; t
he a
udie
nce
only
und
erst
ood
occa
sion
al p
hras
es.
Man
y er
rors
; the
audi
ence
und
erst
ood
abou
t hal
f of
the
repo
rt.
Am
ost a
ll of
the
repo
rtw
as u
nder
stoo
d by
the
audi
ence
.
The
ent
ire
repo
rt w
asun
ders
tood
by
the
audi
ence
; no
wor
ds w
ere
inco
mpr
ehen
sibl
e.
/S
No
cultu
ral k
now
ledg
ew
as d
ispl
ayed
dur
ing
the
repo
rt; t
he a
udie
nce
was
very
off
ende
d; th
eyim
med
iate
ly tu
rned
off
the
tele
visi
on.
132
Lim
ited
cultu
ral
know
ledg
e w
asdi
spla
yed;
the
audi
ence
was
agh
ast a
nd s
hock
edby
you
r in
form
ality
.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
the
audi
ence
was
cau
ght b
ysu
rpri
se; y
ou m
anag
edto
use
pro
per
gree
tings
.
Use
of
cultu
ral
know
ledg
e w
asno
ticea
ble;
the
few
mis
take
s di
d no
t off
end
the
audi
ence
; you
are
wel
l inf
orm
ed a
bout
Rus
sian
spo
rts.
Prop
er c
ultu
ral
know
ledg
e w
as u
sed
alm
ost a
ll th
e tim
e; th
eau
dien
ce w
as im
pres
sed
with
the
cong
enia
lity
and
char
m o
f th
e re
port
er.
I T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
poi
nts
by f
our
(25
x 4
=11
0 %
).
BE
ST
CO
PY
AV
AIL
AB
LE
/S
Tot
al:
/25
I
Ia
If1'
;It.
..I
,I
iN
.I
ise
11
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
FO
UR
TE
EN
OV
ER
VIE
W
In le
sson
fou
rtee
n, ti
me
rela
ted
expr
essi
ons
such
as
telli
ng ti
me
on a
clo
ck, n
amin
g th
e pa
rts
of th
e da
y, a
nd li
stin
g th
eda
ys o
f th
e w
eek
are
pres
ente
d. S
eque
ncin
g ev
ents
dur
ing
the
day
and
expl
aini
ng w
ith w
hom
an
even
t occ
urs
is c
over
ed.
In p
art A
, the
use
of
num
bers
with
nou
ns a
re li
sted
. Stu
dent
s le
arn
how
to e
xpre
ss b
oth
time
usin
g a
twel
ve h
our
cloc
kan
d an
off
icia
l tw
enty
-fou
r ho
ur c
lock
.In
par
t B, s
tude
nts
nam
e th
e da
ys o
f th
e w
eek
and
answ
er th
e qu
estio
n K
oran
.? w
ith e
ither
the
time
of th
e da
y or
the
day
of th
e w
eek.
The
pre
posi
tion
s w
ith th
e ac
cusa
tive
case
is u
sed
to te
ll w
hen
an e
vent
took
pla
ce.
In p
art C
, the
inst
rum
enta
l cas
e is
intr
oduc
ed. S
tude
nts
use
this
cas
e to
ans
wer
the
ques
tions
c n
em?
and
c ge
m?
To
disc
uss
a se
quen
ce o
f ev
ents
, eaa
gaaa
and
nor
ms
are
men
tione
d in
the
dial
ogue
s.
TA
SK T
O B
E C
OM
PLE
TE
D
Whi
le p
artic
ipat
ing
in a
n ex
chan
ge p
rogr
am in
Rus
sia,
the
scho
ol n
ewsp
aper
wan
ts to
wri
te a
fea
ture
sto
ry o
n th
e ty
pica
l sch
edul
e of
an
Am
eric
an te
enag
er. T
he r
epor
ter
has
sent
you
in a
dvan
ce a
list
of
ques
tions
whi
ch h
e w
ill in
clud
e in
his
inte
rvie
w. P
repa
re o
rally
you
r an
swer
sto
thes
e qu
estio
ns:
1. W
hat a
ctiv
ities
are
par
t of
your
typi
cal d
ay?
At w
hat t
ime
do th
ese
even
ts ta
ke p
lace
?2.
Wha
t act
iviti
es a
re p
art o
f yo
ur ty
pica
l wee
k?3.
With
who
m d
o yo
u do
thes
e ac
tiviti
es?
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
The
a f
orm
s of
all
verb
con
juga
tions
sho
uld
be e
xten
sive
ly r
evie
wed
. Stu
dent
s sh
ould
als
o ha
vea
stro
ng c
omm
and
ofnu
mbe
rs s
o th
at th
ey c
an e
xpre
ss ti
me
phra
ses
and
the
voca
bula
ry a
ssoc
iate
d w
ith p
lace
s in
a ci
ty. T
o ex
pand
on
the
task
beyo
nd th
e m
inim
um p
erfo
rman
ce s
tude
nts
shou
ld c
onsi
der
revi
ewin
g fa
mily
voc
abul
ary,
exp
ress
ion
of lo
catio
n, th
e use
of
noun
s in
the
accu
sativ
e ca
se, l
ikes
and
dis
likes
, alte
rnat
ives
suc
h as
HA
N, a
nd v
erb
conj
ugat
ions
in th
e pa
st te
nse.
© N
EN
-UT
199
5
64
Page
38
BE
ST
CO
PY
AV
AIL
AB
LE65
Face
to F
ace
Lev
el O
ne L
esso
n 14
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4
Lac
ks b
asic
wor
ds;
repo
rter
doe
s no
tun
ders
tand
how
bus
yyo
ur s
ched
We
real
ly is
.
Oft
en la
cks
need
edw
ords
; rep
orte
r ge
tspa
rtia
l pic
ture
of
your
sche
dule
.
Occ
asio
nally
lack
s ba
sic
wor
d; r
epor
ter
gets
fair
ly a
ccur
ate
port
raya
lof
sch
edul
e.
Mos
t rel
evan
t wor
dsus
ed d
urin
g in
terv
iew
;re
port
er g
ets
good
idea
of y
our
sche
dule
.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
/5
Ric
h an
d ex
tens
ive
voca
bula
ry; r
epor
ter
gets
com
plet
e vi
ew o
fsc
hedu
le; r
epor
ter
adm
ires
you
r ag
gres
sive
and
thor
ough
sch
edul
e.
/S
Spee
ch f
ull o
f lo
ng a
ndun
natu
ral p
ause
s;re
port
er m
ista
kes
your
sche
dule
as
very
bor
ing
and
unev
entf
ul.
Spee
ch v
ery
slow
and
unev
en; r
epor
ter
thin
ksyo
ur s
ched
ule
is li
ght
and
full
of b
reak
s.
Spee
ch f
requ
ently
hesi
tant
; rep
orte
r th
inks
your
sch
edul
e is
fai
rly
norm
al.
Alth
ough
you
stu
mbl
ean
d re
phra
se, r
epor
ter
gets
goo
d id
ea o
f yo
ursc
hedu
le.
Spee
ch v
ery
natu
ral;
repo
rter
is a
maz
ed a
t how
muc
h yo
u ac
com
plis
h in
a da
y.
/S
No
sent
ence
s sp
oken
corr
ectly
; whi
letr
ansc
ribi
ng, t
he r
epor
ter
has
to c
orre
ct m
any
ofyo
ur m
ista
kes;
he
/ she
won
ders
why
you
wer
ech
osen
for
the
inte
rvie
w.
Ver
y fe
w s
ente
nces
spok
en c
orre
ctly
;re
port
er m
ust s
pend
a lo
t
Som
e se
nten
ces
spok
enco
rrec
tly; r
epor
ter
patie
ntly
cor
rect
s th
eof
tim
e co
rrec
ting
your
mis
take
s.se
nten
ces.
Mos
t sen
tenc
es s
poke
nco
rrec
tly; r
epor
ter
adm
ires
you
r ca
refu
llych
osen
and
acc
urat
e us
eof
wor
ds.
Alm
ost a
ll se
nten
ces
are
corr
ect;
the
repo
rter
isve
ry g
lad
that
he
has
chos
en s
uch
an a
rtic
ulat
epe
rson
to in
terv
iew
.
/5.
You
r en
tire
inte
rvie
w is
inco
mpr
ehen
sibl
e;re
port
er is
com
plet
ely
callu
sed
abou
t you
rsc
hedu
le.
Mos
t of
your
inte
rvie
wis
inco
mpr
ehen
sibl
e;re
port
er is
som
ewha
tco
nfus
ed a
bout
you
rsc
hedu
le.
Des
pite
man
y er
rors
, the
repo
rter
und
erst
ands
your
inte
rvie
w.
Mos
t of
your
inte
rvie
wis
com
preh
ensi
ble;
the
repo
rter
ask
s fo
rcl
arif
icat
ion
occa
sion
ally
.
Ent
ire
inte
rvie
w is
unde
rsto
od; y
our
sche
dule
is c
lear
; the
inte
rvie
w is
eng
agin
g.
/5
Com
plet
e ab
senc
e of
cultu
ral k
now
ledg
e; th
ere
port
er is
insu
lted
byA
mer
ican
rud
enes
s.
Cul
tura
l kno
wle
dge
islim
ited;
the
repo
rter
isag
hast
by
your
lack
of
tact
.
Few
mis
take
s in
cul
tura
lkn
owle
dge;
rep
orte
r no
tto
o of
fend
ed b
ym
ista
kes.
Use
of
cultu
ral
know
ledg
e is
goo
d;m
ista
kes
are
min
or;
repo
rter
ove
rloo
ks f
law
san
d no
tes
your
awar
enes
s of
Rus
sian
time
etiq
uette
.
Exe
mpl
ary
cultu
ral
know
ledg
e; r
epor
ter
isth
rille
d an
d ho
nore
d to
inte
rvie
w a
pol
iteA
mer
ican
and
am
azed
at
your
ext
ensi
vekn
owle
dge
of R
ussi
ansc
hedu
les
as w
ell.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
/S
Tot
al:
/25
I
BE
ST
CO
PY
AV
AIL
AB
LE6(
iiEuk
trr
cona
tiora
tiveh
idec
t Tes
tsix
.Spa
kenR
unia
nPa
rt)!
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
SIX
TE
EN
OV
ER
VIE
W
In le
sson
six
teen
wea
ther
is p
rese
nted
. Stu
dent
s ta
lk a
bout
the
wea
ther
in d
etai
l, de
scri
be it
s co
nditi
ons,
and
dis
cuss
the
seas
ons. In
par
t A, i
mpe
rson
al s
ente
nces
in th
e pa
st, p
rese
nt, a
nd f
utur
e te
nses
arc
use
d. S
ome
exam
ples
incl
ude
zapi
co, 6
bla0
zap
xo,
and
6wie
T *
apt°
. Stu
dent
s al
so p
ract
ice
conv
ertin
g te
mpe
ratu
res
in d
egre
es C
elsi
us to
deg
rees
Fah
renh
eit.
Subo
rdin
ate
clau
ses
cont
aini
ng th
e w
ord
Tax
ott a
re a
lso
disc
usse
d.In
par
t B, s
tude
nts
desc
ribe
the
wea
ther
usi
ng th
e ne
gativ
e co
nstr
uctio
ns o
f H
eT, H
e 61
71./1
0, a
nd H
e 6y
Aer
. Nou
ns d
eclin
ed in
the
geni
tive
case
aft
er th
ese
wor
ds a
re b
rief
ly e
xpla
ined
. The
ver
b xo
Ter
b is
con
juga
ted
into
all
pres
ent t
ense
for
ms.
Part
C d
istin
guis
hes
betw
een
the
nom
inat
ive
and
inst
rum
enta
l for
ms
of th
e se
ason
s, s
uch
as A
CT
O-
JIV
TO
M a
nd a
eon.
-se
eHol
l. A
dis
tinct
ion
is m
ade
betw
een
the
use
of 3
oByT
and
Ha3
bmae
rcia
for
nam
ing
peop
le a
nd th
ings
.
TA
SK T
O B
E C
OM
PLE
TE
D
A f
rien
d w
ho li
ves
in a
noth
er R
ussi
an c
ity c
alls
you
on
the
phon
e an
d w
ants
to m
eet i
n a
park
tom
orro
w to
pla
y a
spor
t. C
reat
e a
dial
ogue
whi
ch w
ill in
clud
e th
ese
poin
ts:
1. D
escr
ibe
toda
y's
wea
ther
.2.
Pre
dict
tom
orro
w's
wea
ther
.3.
Exp
ress
you
r w
ish
to p
lay
whi
chev
er s
port
you
hav
e ch
osen
.4.
Sta
te y
our
opin
ion
as to
whe
ther
you
will
be
able
to p
lay
or n
ot.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
Stud
ents
sho
uld
revi
ew th
e ve
rb u
rpaT
b an
d th
e w
ays
to e
xpre
ss p
layi
ng a
spo
rt. S
ince
stu
dent
s w
ill b
e st
atin
gan
opi
nion
, the
phra
ses,
A A
ymaJ
o, V
TO
and
g :m
an, t
yro
shou
ld a
lso
be p
ract
iced
pri
or to
com
plet
ing
the
task
. To
expa
nd o
n th
e ta
sk b
eyon
d th
em
inim
um p
erfo
rman
ce s
tude
nts
coul
d po
ssib
ly ta
lk a
bout
the
loca
tion
whe
re th
ey w
ill p
lay
thes
e sp
orts
. Alte
rnat
ive
activ
ities
cou
ldbe
pla
nned
if th
e w
eath
er is
dif
fere
nt. T
hese
act
iviti
es c
ould
then
be
nego
tiate
d us
ing
phra
ses
whi
ch in
clud
e lik
es a
nd d
islik
es.
Stud
ents
cou
ld a
lso
stat
e ho
w th
ey p
lan
to g
et to
thes
e de
stin
atio
ns a
nd w
hen
thes
e ga
mes
wou
ld ta
ke p
lace
. Fin
ally
, stu
dent
s co
uld
disc
uss
the
spor
t its
elf
desc
ribi
ng w
hen
they
pla
yed
it la
st, i
f th
ere
is a
pro
fess
iona
l tea
m th
at a
lso
play
s th
is s
port
, and
who
the
outs
tand
ing
athl
etes
are
of
the
gam
e.
NE
H-U
T 1
995
Page
40
66B
ES
T C
OP
Y A
VA
ILA
BLE
69
Face
to F
ace
Lev
el O
ne L
esso
n 16
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
In ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
Rep
eat T
ask
12
Lac
ks b
asic
voc
abul
ary;
frie
nd d
oes
not h
ear
enou
gh w
ords
toun
ders
tand
wha
t you
wan
t to
do; f
rien
dde
cide
s to
fin
d ou
tw
eath
er o
n hi
s ow
n.
Min
imum
3G
ood
4C
reat
ive
Exc
elle
nce
S
Oft
en la
cks
basi
cvo
cabu
lary
; fri
end
hear
sso
me
wor
ds b
ut v
ery
uncl
ear
abou
t pla
ns.
Occ
asio
nally
lack
s ba
sic
wor
ds; f
rien
d ab
le to
gues
s w
eath
er, b
oth
deci
de o
n th
e pl
an to
play
spo
rts
in th
e pa
rk.
Mos
t im
port
ant w
ords
used
dur
ing
conv
ersa
tion;
fri
end
unde
rsta
nds
the
plan
;bo
th a
gree
hea
rtily
.
Ric
h an
d ex
tens
ive
use
ofvo
cabu
lary
; you
and
your
fri
end
disc
uss
mul
tiple
opt
ions
; you
rfr
iend
has
a c
lear
pic
ture
of th
e w
eath
er c
ondi
tions
.
ISu
btot
al/S /5
Spee
ch h
altin
g an
dfr
agm
enta
ry; y
our
frie
nd th
inks
you
hav
ebe
en d
isco
nnec
ted
and
hang
s up
.
Spee
ch v
ery
slow
and
unev
en; f
rien
d th
inks
you
have
a b
adco
nnec
tion;
he
beco
mes
very
fru
stra
ted
with
the
conv
ersa
tion.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;fr
iend
rea
lizes
you
are
stru
gglin
g bu
t is
patie
nt.
Som
e st
umbl
ing
but
man
ages
to s
peak
;fr
iend
hea
rs a
lmos
t all
the
wor
ds a
nd is
abl
e to
piec
e to
geth
er th
e re
st o
fth
e co
nver
satio
n.
Spee
ch n
atur
al a
ndco
ntin
uous
; fri
end
quic
kly
hear
s al
l the
wea
ther
con
ditio
ns; t
heco
nver
satio
n is
ver
ysm
ooth
.
/5
No
sent
ence
s sp
oken
corr
ectly
; you
r fr
iend
mus
t ret
hink
all
of y
our
wor
ds a
nd p
ut th
em in
toth
e co
ma
form
.
Ver
y fe
w s
ente
nces
spok
en c
orre
ctly
; you
rfr
iend
hea
rs o
nly
a fe
ww
ords
use
d co
rrec
tly;
he s
mir
ks a
t the
mis
take
s.
Som
e se
nten
ces
spok
enco
rrec
tly; y
our
frie
ndhe
ars
abou
t hal
f of
the
sent
ence
s co
rrec
tly; h
ekn
ows
you
are
just
lear
ning
the
lang
uage
.
Mos
t sen
tenc
es s
poke
nco
rrec
tly; y
our
frie
nddo
es n
ot n
otic
e th
e fe
wm
ista
kes.
Alm
ost a
ll se
nten
ces
spok
en c
orre
ctly
; you
rfr
iend
is n
ot a
war
e th
atan
ythi
ng is
wro
ng w
ithyo
ur s
peec
h; h
e th
inks
that
the
mis
take
s yo
um
ake
are
a ne
w f
orm
of
slan
g.
/5
Ent
irel
yin
com
prdi
ensi
ble;
you
rfr
iend
doe
s no
tun
ders
tand
wha
t you
thin
k or
wan
e he
has
togu
ess
all t
he m
eani
ng.
Occ
asio
nal p
hras
es a
reco
mpr
ehen
sibl
e; y
our
frie
nd g
uess
es th
e pa
rts
he d
oes
not u
nder
stan
d.
Hal
f co
mpr
ehen
sibl
e;yo
ur f
rien
d qu
estio
nsyo
u fo
r cl
arif
icat
ion
and
the
conv
ersa
tion
ends
with
bot
h of
you
know
ing
wha
t you
are
goin
g to
do.
Alm
ost a
ll yo
urco
nver
satio
n is
unde
rsto
od; y
our
frie
ndag
rees
hea
rtily
with
you
rpr
edic
tion
abou
t the
wea
ther
and
und
erst
ands
the
deta
ils o
f yo
ur p
lan.
Ent
irel
y co
mpr
ehen
sibl
e;yo
ur f
rien
d is
con
fide
ntab
out t
he p
lans
; he
unde
rsta
nds
ever
y w
ord;
he s
ugge
sts
calli
ng a
ll hi
sfr
iend
s to
join
you
all
tom
orro
w.
/5
Com
plet
e ab
senc
e of
cultu
ral k
now
ledg
e;yo
ur f
rien
d ha
ngs
up th
eph
one
in d
isgu
st y
ouex
pres
s di
sh le
for
socc
er o
r ho
ckey
,R
ussi
a's
mos
t pop
ular
MO
M.
Som
e de
mon
stra
tion
ofcu
ltura
l kno
wle
dge
espe
cial
ly in
pho
neet
ique
tte; y
our
frie
ndth
inks
you
act
like
a je
rkat
tim
es.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge
with
phon
e et
ique
tte; Y
oum
anag
e to
mak
e so
me
tent
ativ
e pl
ans.
Use
of
appr
opri
ate
cultu
al k
now
ledg
e in
phon
e et
ique
tte; y
ouan
d yo
ur f
rien
d co
rdia
llydi
scus
s th
e w
eath
er a
ndyo
ur p
lans
for
pla
ying
asp
ort.
Ext
ensi
ve u
se o
f cu
ltura
lkn
owle
dge
in p
hone
etiq
uette
; you
and
you
rfr
iend
hav
e a
love
lyco
nver
satio
n ab
out t
hew
eath
er a
nd y
our
plan
sfo
r to
mor
row
.
/S
To
obta
inrc
enta
e s
core
mul
tito
tal n
umbe
r of
ints
b f
our
25 x
4 =
100
%T
otal
:/2
5
7 C
BE
ST
CO
PY
AV
AIL
AB
LE71
plE
H-V
T C
olla
bora
tive
Prot
ect:
Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
SE
VE
NT
EE
N
OV
ER
VIE
W
In le
sson
sev
ente
en, a
ctiv
ities
whi
ch o
ccup
y tim
e ar
e pr
esen
ted.
Stu
dent
s al
so le
arn
how
to e
xpre
ssag
e an
d gi
ve a
reas
on f
or d
oing
som
ethi
ng.
In p
art A
, the
ver
b 3a
Mili
llTbe
n an
d th
e in
stru
men
tal c
ase
are
intr
oduc
ed. S
tude
nts
talk
abo
ut a
ctiv
ities
to w
hich
they
devo
te th
emse
lves
. A n
ew, s
tron
ger
way
to a
sk a
bout
an
unfa
mili
ar o
bjec
t or
pers
on is
dis
cuss
ed f
or e
xam
ple,
WM
aro
rax
oe.
In p
art B
, stu
dent
s le
arn
the
use
of th
e da
tive
case
of
pers
onal
pro
noun
s w
hen
indi
catin
gag
e. T
he d
iffe
renc
e be
twee
nth
e fo
rms
of n
ut, r
oAa,
and
.rie
r ar
e no
ted.
Stu
dent
s al
so le
arn
how
to s
tate
the
num
ber
of y
ears
they
hav
e be
en d
oing
anac
tivity
. In p
art C
, the
inte
rrog
ativ
e w
ord
nom
oily
and
sub
ordi
nate
cla
uses
with
nor
okty
wro
are
exp
lain
ed. T
he p
hras
esha
tioro
apeu
emt a
nd a
taao
13p
enre
Hu
are
prac
ticed
.
TA
SK T
O B
E C
OM
PLE
TE
D
An
exch
ange
stu
dent
i-ro
m y
our
sist
er s
choo
l in
Rus
sia
is o
n hi
s fi
rst t
our
ofyo
ur s
choo
l.Y
ou a
re s
ervi
ng a
s a
tour
gui
de a
nd a
re s
how
ing
him
/ he
r th
e pl
aces
whe
reyo
u ta
ke p
art i
nsp
orts
. Int
rodu
ce h
im /
her
to a
stu
dent
who
is a
lso
activ
e in
spo
rts.
Hav
e hi
m /
her
ask
the
nam
eof
the
stud
ent,
how
old
the
stud
ent i
s, a
nd w
hat s
port
s th
e st
uden
t par
ticip
ates
in a
nd w
hy. A
lso,
have
him
/ he
r as
k ho
w o
ld th
e sc
hool
is a
nd h
ow m
any
stud
ents
atte
ndyo
ur s
choo
l.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
Stud
ents
sho
uld
revi
ew le
xica
l ite
ms
rela
ted
to th
e pl
aces
whe
re s
port
sar
e pl
ayed
suc
h as
cno
pr3a
..n a
nd C
TSA
HO
H. T
oin
trod
uce
the
stud
ents
to th
e R
ussi
an f
rien
d, th
e ph
rase
sar
o pl
us th
e no
min
ativ
e ca
se a
nd e
ro /
ee 3
osyr
sho
uld
also
be
prac
ticed
. Rel
ated
spo
rts
voca
bula
ry s
houl
d be
rev
iew
ed. T
o ex
pand
on th
e ta
sk b
eyon
d th
e m
inim
um p
erfo
rman
ce, s
tude
nts
coul
d ta
lk a
bout
whe
re th
ey li
ve, w
hat o
ther
act
iviti
es th
ey lo
ve d
oing
in th
eir
free
tim
e, a
ndw
ho a
re s
ome
of th
e fa
mou
spe
ople
ass
ocia
ted
with
this
act
ivity
.
NE
H-U
T 1
99S
Page
42
7B
ES
T C
OP
Y A
VA
ILA
BLE
7 3
Face
to F
ace
Lev
el O
ne L
esso
n 17
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1
Rep
eat T
ask
2M
inim
um3
Goo
d4
Lac
ks b
asic
voc
abul
ary;
stud
ent u
nabl
e to
ans
wer
ques
tions
; Rus
sian
mus
tas
sum
e th
e an
swer
s by
look
ing
at w
hat t
he o
ther
stud
ents
are
doi
ng.
Oft
en la
cks
basi
cvo
cabu
lary
; stu
dent
abl
eto
ans
wer
a f
ew o
f th
equ
estio
ns; R
ussi
an g
ets
part
ial d
escr
iptio
n of
the
Am
eric
an s
tude
nts
and
the
spor
ts th
ey p
lay.
Occ
asio
nally
lack
s ba
sic
voca
bula
ry; s
tude
nt is
able
to a
nsw
erqu
estio
ns; R
ussi
an g
ets
good
des
crip
tion
of th
eA
mer
ican
stu
dent
s an
dth
e sp
orts
they
pla
y.
Mos
t rel
evan
tvo
cabu
lary
use
dst
uden
ts a
ble
to a
nsw
erth
e qu
estio
ns m
ore
fully
;R
ussi
an h
ears
ful
lde
scri
ptio
n of
Am
eric
anst
uden
ts a
nd th
e sp
orts
they
pla
y.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lI
/5
Ric
h an
d ex
tens
ive
voca
bula
ry; s
tude
nt a
ble
to a
nsw
er th
e qu
estio
nsw
ith lo
ts o
f w
ords
;R
ussi
an g
ets
very
deta
iled
desc
ript
ion
ofA
mer
ican
stu
dent
s.
/S
Spee
ch h
altin
g an
dfr
agm
enta
ry; R
ussi
ange
ts ti
red
of w
aitin
g an
dis
anx
ious
to m
eet o
ther
stud
ents
; Rus
sian
thin
ksyo
u di
d no
t hew
him
stat
e th
e qu
estio
n.
Spee
ch v
ery
slow
and
inte
rvie
w n
ot c
ompl
eted
;R
ussi
an li
sten
s to
answ
ers
with
gre
atfr
ustr
atio
n.
Spee
ch f
requ
ently
hesi
tant
; Rus
sian
patie
ntly
wai
ts f
or y
our
answ
ers;
the
inte
rvie
w is
com
plet
ed.
Spee
ch s
tum
blin
g bu
tin
terv
iew
com
plet
edw
ith r
ephr
asin
g;R
ussi
an h
ears
spe
ech
with
onl
y fe
w p
ause
s.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; R
ussi
anhe
ars
good
ans
wer
s; h
een
joys
vis
iting
with
you
.
Is
No
sent
ence
s sp
oken
corr
ectly
; The
Rus
sian
belie
ves
you
to b
ene
rvou
s or
uni
nter
este
din
sho
win
g hi
m/h
erw
ound
.
Ver
y fe
w s
ente
nces
spok
en c
orre
ctly
;R
ussi
an s
ense
s yo
ursl
ight
ner
vous
ness
and
the
conf
usio
n w
ith y
our
gram
mar
.
Som
e se
nten
ces
spok
enco
rrec
tly; R
ussi
an h
ears
only
a f
ew e
rror
s in
you
rsp
eech
.
Mos
t sen
tenc
es s
poke
nco
rrec
tly; R
ussi
anse
nses
you
r co
nfid
ence
whe
n yo
u sp
eak;
he
hear
s on
ly m
inor
err
ors.
Alm
ost a
n se
nten
ces
spok
en c
orre
ctly
;R
ussi
an a
dmir
es y
our
over
whe
lmin
g co
nfid
ence
in s
peec
h; a
n ad
mir
atio
nbe
twee
n th
e tw
o of
you
emer
ges.
/5
Ent
ire
conv
ersa
tion
inco
mpr
ehen
sibl
e;R
ussi
an p
olite
ly n
ods
inag
reem
ent b
ring
ing
the
conv
ersa
tion
to q
uick
end
and
mov
es to
anot
her
stud
ent.
Mos
t of
conv
ersa
tion
inco
mpr
ehen
sibl
e;R
ussi
an u
nder
stan
dson
ly s
ome
part
s an
d fi
llsin
the
mis
sing
gap
s.
Man
y er
rors
but
hal
f of
conv
ersa
tion
com
preh
ensi
ble;
Rus
sian
atte
mpt
s to
kee
pth
e co
nver
satio
n go
ing
with
dif
ficu
lty.
Alm
ost a
ll of
the
conv
ersa
tion
isco
mpr
ehen
sibl
e;D
espi
te f
ew e
rror
sR
ussi
an u
nder
stan
dsw
hat y
ou a
re s
ayin
g; th
eco
nver
satio
n is
live
ly.
Ent
ire
conv
ersa
tion
isco
mpr
ehen
sibl
e; R
ussi
anun
ders
tand
s ev
eryt
hing
that
you
are
say
ing;
he
wan
ts to
spe
nd ti
me
talk
ing
to y
ou in
gre
ater
deta
il la
ter.
/5
Com
plet
e la
ck o
fcu
ltura
l kno
wle
dge;
the
Rus
sian
is ta
ken
abac
kby
you
r ru
dene
ss d
urin
gth
e co
nver
satio
n.
Dem
onst
ratio
n of
cultu
ral k
now
ledg
e is
limite
d; R
ussi
an th
inks
the
reas
on y
ou m
ust b
eru
de is
bec
ause
you
are
losi
ng th
e ga
me;
he
/sh
e qu
ickl
y en
cour
ages
you
to r
esum
e pl
ayin
g.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
Rus
sian
det
ects
occa
sion
al s
lips
inpo
liten
ess;
Rus
sian
not
offe
nded
by
mis
take
s.
Use
of
cultu
ral
know
ledg
e de
mon
stra
tes
som
e un
ders
tand
ing
ofR
ussi
an a
nd A
mer
ican
scho
ols;
iss
and
am a
reus
ed c
orre
ctly
mos
t of
the
time.
Use
of
cultu
ral
know
ledg
e is
outs
tand
ing;
Rus
sian
isam
azed
at y
our
polit
enes
s; R
ussi
an a
sks
if h
e ca
n pl
ay th
e ga
me
with
you
.
/5
To
obta
inrc
enta
e s
core
mul
ti s
Ito
tal n
umbe
r of
inns
b fo
ur25
x 4
= 1
00 %
Tot
al:
/25
BE
ST
CO
PY
AV
AIL
AB
LE
75
ISE
Lka
ripi
laba
ratI
ve F
rojg
a T
esta
_OL
Sgak
en R
ambo
1Par
tlI R
lUB
RIC
4
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
EIG
HT
EE
N
OV
ER
VIE
W
In le
sson
eig
htee
n pr
ofes
sion
s ar
e pr
esen
ted.
Stu
dent
s le
arn
todi
scus
s ou
tcom
es a
nd ta
lk a
bout
peo
ple
or o
bjec
ts. W
ays
toex
pres
s de
cisi
ons
and
inte
ntio
ns a
re a
lso
lear
ned.
,In
par
t A, t
he in
stru
men
tal c
ase
is u
sed
to d
iscu
ss p
rofe
ssio
ns in
the
futu
re.
Exa
mpl
es in
clud
e St
6yi
ry s
pago
is o
r SI
6FA
Ym
emet
rrpo
R. S
tude
nts
also
lear
n to
use
the
nom
inat
ive
case
for
m o
f th
epr
ofes
sion
whe
n in
dica
ting
the
prof
essi
on in
the
pres
ent
tens
e. T
he b
asic
for
ms
of th
e ge
nitiv
e pl
ural
aft
er th
e w
ords
Am
or°,
um
°, n
ecxo
nbxo
and
CX
0AbX
0 ar
e al
so p
ract
iced
. Stu
dent
sdi
stin
guis
h th
e m
eani
ngs
of y
am a
nd e
nte.
In p
art B
, the
con
junc
tion
now
rom
y, m
eani
ng "
ther
efor
e,"
is u
sed
to d
iscu
ssth
e co
nseq
uenc
es o
f in
form
atio
n gi
ven
prev
ious
ly.
The
pre
posi
tion
o +
pre
posi
tiona
l cas
e is
exp
lain
ed. S
tude
nts
use
this
con
stru
ctio
n to
talk
abo
ut e
vent
s an
d pe
ople
. In
keep
ing
with
the
them
e of
pro
fess
ions
, var
ious
type
s of
sch
ools
in R
ussi
a ar
e lis
ted.
The
sead
ject
ive
form
s of
nou
ns c
an b
e us
ed to
des
crib
e ei
ther
inst
itute
s or
dep
artm
ents
in u
nive
rsiti
es. E
xam
ples
incl
ude
neA
aror
Kve
cKH
R,I
MO
HO
MP
ICC
1CH
INan
d xi
fanp
reca
liti.
In p
art C
, the
ver
b ph
rase
peo
nab
+ a
n in
fini
tive
is u
sed
to ta
lk a
bout
dec
isio
ns w
hich
are
mad
e re
gard
ing
choi
ce o
fpr
ofes
sion
. The
pre
posi
tion
nocn
e +
gen
itive
cas
e co
nvey
s a
time
sequ
ence
.
TA
SK T
O B
E C
OM
PLE
TE
D
Whi
le v
isiti
ng R
ussi
a as
a p
artic
ipan
t in
an e
xcha
nge
prog
ram
, you
and
you
r R
ussi
anfa
mily
talk
abou
t you
r de
sire
to r
etur
n to
Rus
sia
and
stud
y in
a R
ussi
an u
nive
rsity
. Dis
cuss
with
them
you
rfut
ure
educ
atio
nal p
lans
. Tel
l the
m w
here
you
wan
t to
stud
y, w
hat s
ubje
ct y
ou w
ant t
o st
udy,
wha
t you
wan
t to
,bec
ome,
and
why
you
hav
e ch
osen
this
pro
fess
ion.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
Stud
ents
sho
uld
revi
ew lo
catio
ns o
f pl
aces
in a
city
, sub
ject
s ta
ught
in s
choo
l, ex
pres
sion
s of
opi
nion
,suc
h as
A A
ysis
uo, t
iro,
and
likes
and
dis
likes
usi
ng th
e ph
rase
s, a
nte
Hpa
ssfi
rcs
or 1
t mo6
.nto
. To
expa
nd o
n th
e ta
sk b
eyon
dth
e m
inim
um p
erfo
rman
ce,
stud
ents
cou
ld ta
lk a
bout
the
prof
essi
ons
of th
eir
fam
ily, t
he a
ctiv
ities
ass
ocia
ted
with
eac
h pr
ofes
sion
,and
exp
ress
ions
of
alte
rnat
ives
or o
ther
pos
sibl
e ca
reer
pla
ns.
NE
H-U
T 1
995
Page
44
76B
ES
T C
OP
Y A
VA
ILA
BLE
77
Face
to F
ace
Lev
el O
ne L
esso
n 18
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4
Lac
ks b
asic
voc
abul
ary;
fam
ily u
ncle
ar o
f pl
ans
beca
use
so f
ew w
ords
spok
en.
Oft
en la
cks
need
edvo
cabu
lary
; fam
ilypa
rtia
lly c
lear
of
plan
sal
thou
gh f
ew w
ords
spok
en.
Occ
asio
nally
lack
s ba
sic
voca
bula
ry; f
amily
hear
s cl
ear
care
er p
lan.
Mos
t rel
evan
tvo
cabu
lary
use
d; f
amily
gets
goo
d id
ea o
f ca
reer
plan
bec
ause
of
larg
eam
ount
of
voca
bula
ry.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
IS
Ric
h an
d ex
tens
ive
use
ofvo
cabu
lary
; fam
ily g
ets
grea
t ide
a of
car
eer
plan
;yo
u an
d yo
ur f
amily
disc
uss
alte
rnat
e pl
ans.
/5
Spee
ch h
altin
g an
dfr
agm
enta
ry; f
amily
thin
ks y
ou a
re u
ndec
ided
abou
t you
r pl
ans
or th
atyo
u ha
ve n
ot th
ough
tab
out t
he s
ubje
ct.
Spee
ch v
ery
slow
and
unev
en; f
amily
thin
ksyo
u ha
ve n
ot c
ompl
etel
yre
solv
ed y
our
futu
repl
ans.
Spee
ch f
requ
ently
hesi
tant
; fam
ily th
inks
you
have
nar
row
ed y
our
deci
sion
dow
n to
aco
uple
of
optio
ns.
Som
e de
fini
test
umbl
ing;
fam
ilyth
inks
you
hav
e de
cide
dyo
ur f
utur
e pl
ans.
Spee
ch g
ener
ally
nat
ural
;fa
mily
thin
ks y
ou h
ave
conf
iden
tly d
ecid
ed y
our
futu
re p
lans
and
can
stro
ngly
sup
port
you
rar
gum
ent
/5
No
sent
ence
s sp
oken
corr
ectly
; fam
ilyco
nfus
ed a
s to
whe
ther
you
are
spea
king
abo
utth
e pr
esen
t or
futu
repl
ans
espe
cial
ly in
rega
rd to
you
r ch
oice
of
Prof
essi
on.
Ver
y fe
w s
ente
nces
spok
en c
orre
ctly
; fam
ilyas
sum
es a
lot o
fin
form
atio
n ab
out p
lan
from
wor
ds s
trun
gto
geth
er.
Som
e se
nten
ces
spok
enco
rrec
tly; f
amily
hea
rsm
any
gram
mat
ical
mis
take
s; f
amily
cle
aron
you
r fu
ture
pla
ns.
Mos
t sen
tenc
es s
poke
nco
rrec
tly; f
amily
hea
rsco
rrec
t use
of
gram
mar
.
Alm
ost a
ll se
nten
ces
spok
en c
orre
ctly
; fam
ilyhe
ars
exce
llent
use
of
gram
mar
; fut
ure
plan
sex
pres
sed
accu
rate
ly a
ndth
orou
ghly
.
IS
All
of p
lan
isin
com
preh
ensi
ble;
fam
ily u
nabl
e to
tell
wha
t you
wan
t to
do.
Mos
t of
plan
isin
com
preh
ensi
ble;
fam
ily a
ble
to te
ll a
few
of th
e th
ings
you
wan
t to
do.
Som
e of
you
r pl
an is
com
preh
ensi
ble;
fam
ilyha
s an
idea
of
wha
t you
will
do,
but
und
erst
ands
few
det
ails
.
Plan
is c
ompr
ehen
sibl
e;fa
mily
abl
e to
unde
rsta
nd m
ost o
f th
eth
ings
you
wan
t to
doan
d gr
asps
som
e de
tails
,su
ch a
s w
here
, etc
.
All
of th
e pl
an is
com
preh
ensi
ble;
fam
ilyab
le to
und
erst
and
all o
fth
e th
ings
you
wan
t to
do;
fam
ily is
am
azed
by
your
deci
sive
ness
.
IS
Abs
ence
of
cultu
ral
know
ledg
e; f
amily
mem
bers
cha
nge
thei
rm
inds
and
don
't w
ant
you
to c
ome
for
anot
her
visi
t; yo
u ar
eco
mpl
etel
y ou
t of
touc
hw
ith th
e R
ussi
aned
ucat
iona
l sys
tem
.
Lim
ited
use
of c
ultu
ral
know
ledg
e; f
amily
ques
tions
thei
r de
cisi
onto
invi
te y
ou f
or a
noth
ervi
sit.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
fam
ily r
ealiz
es y
ou a
rest
ill s
trug
glin
g w
ith th
ela
ngua
ge; f
amily
wan
tyo
u to
ret
urn;
anx
ious
to s
ee h
ow m
uch
you
have
pro
gres
sed.
Goo
d us
e of
cul
tura
lkn
owle
dge;
fam
ilyov
erlo
oks
min
orm
ista
kes;
fam
ily g
lad
they
invi
ted
you
agai
n;fa
mily
impr
esse
d w
ithyo
ur k
now
ledg
e of
the
Rus
sian
sch
ool s
yste
m.
Exc
elle
nt u
se o
f cu
ltura
lkn
owle
dge;
fam
ilyco
nsid
ers
you
one
of th
efa
mily
mem
bers
;ad
mir
es y
our
polit
enes
san
d th
inks
you
will
be
very
suc
cess
ful i
n yo
urfu
ture
pla
ns.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
IS
Tot
al:
/25
I
78B
ES
T C
OP
Y A
VA
ILA
BLE
79
NE
H-U
T C
olla
bora
tive
Prot
ect:
Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
ON
EL
ESS
ON
NIN
ET
EE
N
OV
ER
VIE
W
In le
sson
nin
etee
n, s
tude
nts
lear
n ho
w to
wri
te le
tters
to f
rien
ds a
nd s
tate
act
ions
that
nee
d to
be
done
. The
impe
rfec
tive
and
perf
ectiv
e ve
rb a
spec
ts a
re in
trod
uced
.In
Par
t A, s
tude
nts
lear
n ho
w to
exp
ress
the
com
plet
ion
or r
esul
t of
an a
ctio
n. T
he d
iffe
renc
e in
mea
ning
betw
een
thes
e ve
rbal
asp
ects
is e
xpla
ined
.In
Par
t B, t
he d
ativ
e ca
se is
use
d to
nam
e in
dire
ct o
bjec
ts. S
tude
nts
addr
ess
enve
lope
s to
var
ious
peo
ple
in o
rder
to p
ract
ice
indi
rect
obj
ects
.In
Par
t C, t
he d
ativ
e ca
se is
use
d w
ith th
e w
ord
Ha
Ao
to e
xpre
ss a
ctio
ns th
at m
ust b
e do
ne. T
he a
dver
bsyr
pora
, mem
, aeg
epom
, and
HO
tiblO
are
liste
d.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
livi
ng in
Rus
sia
as a
par
ticip
ant i
n an
exc
hang
e pr
ogra
m. Y
ou w
ant t
obu
y so
uven
irs
for
your
Am
eric
an f
amily
. Sta
te to
you
r R
ussi
an f
amily
whe
re y
ou n
eed
to,g
o, w
hat s
ouve
nirs
you
nee
d to
buy
, and
for
who
m y
ou a
re b
uyin
g th
e so
uven
irs.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
Stud
ents
sho
uld
revi
ew th
e va
riou
s pl
aces
in th
e ci
ty a
nd th
e so
uven
irs
liste
d on
pag
es 3
94 a
nd 4
03. T
o ex
pand
on th
e ta
sk b
eyon
d th
e m
inim
um p
erfo
rman
ce, s
tude
nts
coul
d as
k th
e lo
catio
n of
the
stor
es in
the
city
, exp
ress
like
s or
disl
ikes
of
part
icul
ar s
ouve
nirs
, des
crib
e th
e m
embe
rs o
f th
eir
Am
eric
an f
amily
, dis
cuss
the
inte
rest
s of
thei
r A
mer
ican
fam
ily, s
tate
how
they
pla
n on
goi
ng to
the
stor
es in
the
city
, and
nam
e th
e tim
es w
hen
they
will
go
to th
e st
ores
.
NE
H-U
T 1
995
Page
46
BE
ST
CO
PY
AV
AIL
AB
LE
Face
to F
ace
Lev
el O
ne L
esso
n 19
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4
Lac
ks b
asic
voc
abul
ary;
inap
prop
riat
e us
age;
fam
ily th
inks
you
do
not
need
to b
uy a
nyso
uven
irs.
Oft
en la
cks
need
edvo
cabu
lary
; som
ewha
tin
appr
opri
ate
usag
e;fa
mily
thin
ks y
ou n
eed
to b
uy o
nly
one
or tw
oso
uven
irs.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e;fa
mily
thin
ks y
ou n
eed
to b
uy s
ome
souv
enir
sfo
ra f
ew f
amily
mem
bers
.
Mos
t rel
evan
t wor
dsus
ed; l
ittle
or
noin
appr
opri
ate
usag
e;fa
mily
get
s go
od id
ea o
flis
t of
souv
enir
s an
d fo
rw
hom
you
are
buy
ing
them
.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
l5
/S
Ric
h an
d ex
tens
ive
voca
bula
ry; v
ery
good
usag
e; f
amily
get
sde
taile
d lis
t of
souv
enir
san
d fo
r w
hom
you
are
buyi
ng th
em.
/5
Lon
g un
natu
ral p
ause
s;fa
mily
thin
ks y
ou h
ave
not d
ecid
ed th
e lis
t.
Spee
ch v
ery
slow
and
unev
en; f
amily
thin
ksyo
u ar
e m
akin
g up
the
list a
s th
e co
nver
satio
npr
ogre
sses
.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y; y
oum
anag
e to
get
thro
ugh
your
list
, but
it is
qui
tesh
ort.
Som
e st
umbl
ing
but t
hefa
mily
hea
rs th
e lis
t with
an o
ccas
iona
l pau
se.
Spee
ch g
ener
ally
nat
ural
;fa
mily
hea
rs li
st in
ano
rmal
way
; fam
ilykn
ows
you
have
thou
ghtf
ully
con
side
red
each
gif
t.
/5
No
sent
ence
spo
ken
corr
ectly
; fam
ily d
oes
not k
now
whi
ch f
amily
mem
ber
gets
whi
chso
uven
ir.
Ver
y fe
w s
ente
nces
spok
en c
orre
ctly
; fam
ilygu
esse
s th
e re
cipi
ents
of
man
y of
the
souv
enir
s.
Som
e se
nten
ces
spok
enco
rrec
tly; f
amily
kno
ws
who
wha
t, bu
t you
onl
ym
anag
e to
giv
e th
em a
shor
t lis
t.
Mos
t sen
tenc
es s
poke
nco
rrec
tly; m
inor
err
ors
do n
ot in
terf
ere
with
task
com
plet
ion.
Alm
ost a
ll se
nten
ces
spok
en c
orre
ctly
; fam
ilyge
ts c
ompl
ete
list o
f w
hoge
ts w
hich
sou
veni
r; u
seof
dat
ive
case
abs
olut
ely
corr
ect.
IS
Ent
ire
conv
ersa
tion
inco
mpr
ehen
sibl
e;fa
mily
una
ble
to a
ssis
tyo
u an
d ca
n't a
dvis
e yo
uw
here
to g
o.
Mos
t of
conv
ersa
tion
isin
com
preh
ensi
ble;
fam
ily c
an o
nly
assi
styo
u a
little
Hal
f of
con
vers
atio
n is
com
preh
ensi
ble;
fam
ilym
ust a
ssis
t you
by
gues
sing
item
s to
whi
chyo
u re
fer.
Con
vers
atio
n is
com
preh
ensi
ble;
fam
ilyad
vise
s yo
u w
hich
sto
reto
vis
it fo
r m
ost o
f yo
urlis
t.
All
of c
onve
rsat
ion
isco
mpr
ehen
sibl
e; f
amily
sugg
ests
mul
tiple
cho
ices
of p
lace
s to
go
for
each
souv
enir
.
/S
Com
plet
e la
ck o
fcu
ltura
l kno
wle
dge;
you
have
no
clue
as
to th
ety
pes
of s
ouve
nirs
avai
labl
e in
Rus
sia.
Cul
tura
l kno
wle
dge
isve
ry li
mite
d; y
ou h
ave
ava
gue
clue
of
the
type
sof
sou
veni
rs a
vaila
ble
inR
ussi
a.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
you
have
a g
ood
idea
of
the
souv
enir
s av
aila
ble.
Use
of
cultu
ral
know
ledg
e is
ver
y go
od;
you
and
your
Rus
sian
fam
ily d
issu
ss th
eR
ussi
an s
ouve
nirs
.
Exc
elle
nt u
se o
f cu
ltura
lkn
owle
dge;
you
and
you
rR
ussi
an f
amily
dis
cuss
Rus
sian
sou
veni
rs, t
helo
catio
ns w
here
they
are
mad
e. a
nd/o
r po
pula
rA
mer
ican
sou
veni
rs.
/5
I T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
poi
nts
by f
our
(25
x 4
=10
0 %
).
82B
ES
T C
OP
Y A
VA
ILA
BLE
Tot
al:
/25
I
8J
PIE
H-U
T C
olla
bora
tive
Prot
ect:
Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
ON
E
OV
ER
VIE
W
In le
sson
one
, the
stu
dent
s le
arn
how
to in
trod
uce
them
selv
es a
nd o
ther
s, h
ow to
res
pond
to th
ese
intr
oduc
tions
, and
how
to a
sk a
nd a
nsw
erqu
estio
ns p
erta
inin
g to
whe
re s
omeo
ne is
fro
m. I
n ad
ditio
n, s
tude
nts
read
abo
ut d
iffe
rent
kin
ds o
fin
form
atio
nal s
igns
that
are
pre
sent
in a
irpo
rts
inR
ussi
a. S
tude
nts
lear
n ho
w to
exp
lain
acc
urat
ely
whe
re th
ey a
re f
rom
and
how
to u
se th
e ve
rb n
pmex
aTb
to d
escr
ibe
whe
re th
ey c
ame
from
or
arri
ved.
In p
art A
, the
stu
dent
s in
trod
uce
them
selv
es a
nd o
ther
s us
ing
the
phra
se a
llBei
tre
II03
H&
KO
NH
MC
SI. I
n ad
ditio
n th
e st
uden
ts a
sk q
uest
ions
abou
t whe
re a
per
son
is f
rom
usi
ng th
e ph
rase
OT
ayA
a ab
ibrm
? a
nd a
nsw
er u
sing
the
prep
ositi
ons
N3
and
c w
ith th
e ge
nitiv
e ca
se.
In p
art B
, the
stu
dent
s le
arn
how
to r
espo
nd to
the
intr
oduc
tions
fro
m p
art A
usi
ng p
hras
es s
uch
as P
aA c
imam
110
3HIL
KO
PAN
TbC
N a
nd O
ileH
t
npm
arm
o .
The
stu
dent
s al
so g
ive
thei
r na
me
and
the
dim
inut
ive
form
usi
ng p
hras
es s
uch
as m
omm
o np
ocro
....?
A s
ectio
n on
dif
fere
nt R
ussi
andi
min
utiv
es o
f co
mm
on R
ussi
an n
ames
is a
lso
give
n.Pa
rt C
incl
udes
a c
ultu
ral r
eadi
ng a
nd a
ctiv
ity a
bout
info
rmat
iona
l sig
ns in
air
port
s in
Rus
sia
and
a re
adin
g ac
tivity
invo
lvin
g a
few
sel
ectio
nsfr
om R
ussi
an n
ewsp
aper
s ab
out s
tude
nts
arri
ving
fro
m a
nd g
oing
to p
lace
s .
Part
D is
a g
ram
mar
sum
mar
y co
veri
ng th
e pr
epos
ition
s B
, Ha
+ th
e ac
cusa
tive
case
and
me,
e +
the
geni
tive
case
to d
escr
ibe
whe
reon
ear
rive
s or
com
es f
rom
, ver
bs o
f m
otio
n w
ith th
e pr
efix
npm
- to
des
crib
e ar
rivi
ng a
t a d
estin
atio
n, a
nd u
sing
the
geni
tive
case
of
the
seco
ndno
un in
agr
oup
whe
n it
expr
esse
s so
met
hing
that
is p
art o
fano
ther
suc
h as
yuH
Tea
a py
ccxo
ro $
1361
113.
.
TA
SK T
O B
E C
OM
PLE
TE
D
A g
roup
of
Am
eric
an s
tude
nts
has
to c
ome
to R
ussi
a on
an
exch
ange
pro
gram
. You
are
one
of
the
stud
ents
in th
e A
mer
ican
gro
up. A
t the
air
port
, a R
ussi
an te
ache
r w
ho is
sup
pose
d to
mee
t the
gro
upap
proa
ches
and
ask
s w
here
you
are
fro
m. Y
ou r
espo
nd th
at y
ou a
re f
rom
Was
hing
ton,
intr
oduc
e yo
urse
lffo
rmal
ly a
nd th
en g
ive
him
/her
the
info
rmal
ver
sion
of
your
nam
e us
ing
the
dim
inut
ive.
He/
she
res
pond
s,in
trod
uces
him
self
and
you
res
pond
to th
e in
trod
uctio
n ap
prop
riat
ely.
The
n, y
our
Am
eric
an g
roup
lead
erap
proa
ches
and
you
intr
oduc
e hi
m/h
er to
the
Rus
sian
teac
her.
The
y gr
eet e
ach
othe
r an
d re
spon
d to
the
intr
oduc
tion.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
go b
eyon
d th
e m
inim
um ta
sk, t
he s
tude
nts
shou
ld r
evie
w th
e fo
llow
ing:
for
mal
vs.
info
rmal
way
s to
gre
et a
Rus
sian
adu
lt an
d sa
y hi
s/he
rna
me
(mm
m, o
rmec
iso,
4/1
11.1
HA
NS1
), a
ppro
pria
te u
se o
f T
N v
s. B
M, t
he g
eniti
ve c
ase
of a
djec
tives
and
nou
ns in
ord
er to
des
crib
ew
hat s
ubje
cts
the
Am
eric
an g
roup
lead
er a
nd th
e R
ussi
an te
ach,
voc
abul
ary
and
expr
essi
ons
abou
t you
rsel
f, i.
e. w
here
you
live
, and
wha
t gra
de y
ou a
re in
, in
orde
r to
conv
erse
mor
e fu
lly w
ith th
e R
ussi
an te
ache
r.
NE
H-U
T 1
995 84
Page
48
BE
ST C
OPY
AV
AIL
AB
LE
6 5
Face
to F
ace
Lev
el T
wo
Les
s= 1
Tas
k R
ubri
c
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4
Lac
ks b
asic
wor
ds a
ndex
pres
sion
s; y
ou a
reun
able
to r
espo
nd to
the
Rus
sian
teac
her,
who
wal
ks a
way
to lo
ok f
oran
othe
r gr
oup.
Oft
en la
cks
need
edw
ords
and
exp
ress
ions
;yo
u ar
e on
ly a
ble
to g
ive
one
wor
d an
swer
s an
dar
e un
able
to in
trod
uce
the
Am
eric
an g
roup
lead
er.
Gen
eral
ly a
ppro
pria
teus
age;
you
kno
w e
noug
hto
mak
e su
re th
at th
eR
ussi
an te
ache
r an
d th
e.A
mer
ican
gro
up le
ader
get a
cqua
inte
d. T
he ta
skis
com
plet
ed.
Litt
le o
r no
inap
prop
riat
e us
age;
you
not o
nly
com
plet
eth
e ta
sk b
ut a
re a
ble
toca
rry
on a
sm
all
conv
ersa
tion
with
the
Rus
sian
teac
her.
Cre
ativ
e E
xcel
lenc
e
I
Sub-
tota
lS
/5
Ric
h an
d ex
tens
ive
voca
bula
ry; v
ery
appr
opri
ate
usag
e; th
eR
ussi
an te
ache
r as
ks y
ouqu
estio
ns a
bout
you
rsel
f,yo
u re
spon
d an
d ev
en a
skhi
m/h
er a
few
que
stio
ns.
/5
Spee
ch h
altin
g an
dfr
agm
ente
d; lo
ng a
ndun
natu
ral p
ause
s re
nder
the
task
inco
mpl
ete;
the
Rus
sian
teac
her
turn
s to
anot
her
stud
ent i
n th
egr
oup.
No
utte
ranc
e re
nder
edco
rrec
tly; R
ussi
ante
ache
r w
onde
rs h
owlo
ng y
ou'v
e be
enst
udyi
ng R
ussi
an.
Spee
ch v
ery
slow
and
unev
en, e
xcep
t for
sho
rtor
rou
tine
sent
ence
s;ta
sk c
ompl
etio
nun
likel
y.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;R
ussi
an te
ache
rpa
tient
ly h
elps
you
whi
le w
aitin
g fo
r th
egr
oup
lead
er. T
ask
isco
mpl
eted
.
Som
e de
fini
test
umbl
ing,
but y
ou m
anag
e to
reph
rase
and
con
tinue
;R
ussi
an te
ache
r w
ishe
sto
con
tinue
the
conv
ersa
tion.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; s
light
or
no s
tum
blin
g; R
ussi
ante
ache
r en
joys
spe
akin
gw
ith y
ou .
/5
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
Rus
sian
teac
her
bare
lyun
ders
tand
s w
here
you
are
from
and
who
you
rgr
oup
lead
er is
.
Eno
ugh
utte
ranc
esre
nder
ed to
com
plet
eth
e ta
sk. R
ussi
ante
ache
r re
aliz
es h
e/sh
eha
s m
et th
e co
rrec
tgr
out
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
eve
nw
hen
the
Rus
sian
teac
her
conv
erse
s w
ithyo
u m
ore
in-d
epth
abou
t you
rsel
f.
Utte
ranc
es a
lmos
tal
way
s co
rrec
t Rus
sian
teac
her
com
plim
ents
you
by te
lling
you
r gr
oup
lead
er h
ow w
ell y
ousp
eak
Rus
sian
.
/5
Alm
ost e
ntir
ely
inco
mpr
ehen
sibl
e;fr
ustr
ated
Rus
sian
teac
her
sear
ches
for
your
gro
up le
ader
.
Mos
tlyin
com
preh
ensi
ble;
unab
le to
pro
noun
celo
nger
wor
ds o
fin
trod
uctio
n.
Com
preh
ensi
ble
enou
ghso
that
the
Rus
sian
teac
her
deci
des
toco
rrec
t you
rpr
onun
ciat
ion
and
let
you
cont
inue
; tas
k is
com
plet
ed.
Alm
ost e
ntir
ely
com
preh
ensi
ble;
intr
oduc
tory
wor
ds a
reno
long
er a
pro
blem
for
you;
som
e m
inor
err
ors
on m
ore
adva
nced
expr
essi
ons,
suc
h as
paA
CasMw
1103
HIL
ILO
IMIT
bCg.
Ent
irel
y co
mpr
ehen
sibl
e;Y
ou a
re a
ble
topr
onou
nce
diff
icul
tR
ussi
an n
ames
; Rus
sian
teac
her
is im
pres
sed
byyo
ur a
ccen
t.
/5
Abs
ence
of
cultu
ral
unde
rsta
ndin
gdi
spla
yed;
you
hav
e no
idea
how
to a
ddre
ss th
eR
ussi
an te
ache
r, h
e/sh
eis
off
ende
d an
d te
llsyo
ur g
roup
lead
er th
is.
Lim
ited
dem
onst
ratio
nof
cul
tura
lun
ders
tand
ing;
you
mix
up th
e fo
rms
for
TM
and
as w
hen
adre
ssin
gth
e te
ache
r.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
you
polit
ely
gree
t the
Rus
sian
teac
her
and
appr
opri
atel
y in
trod
uce
him
to y
our
grou
ple
ader
.
Onl
y m
inor
err
ors
ofcu
ltura
l kno
wle
dge
disp
laye
d; y
ou p
olite
lyco
nvey
add
ition
alin
form
atio
n ab
out
your
self
and
you
r gr
oup.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
lkn
owle
dge;
the
Rus
sian
teac
her
notic
es th
at y
ouha
ve u
sed
seve
ral f
orm
sof
gre
etin
gs a
ppro
pria
tely
and
is d
elig
hted
to s
peak
with
you
.I
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
/5
Tot
al:
/25
I
8CB
ES
T C
OP
Y A
VA
ILA
BLE
87
hIE
H-U
T C
olla
bora
tive
Proi
eet:
Tes
ts O
f Sp
oken
Rus
sian
Part
H R
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
TW
O
OV
ER
VIE
W
In le
sson
two,
the
stud
ents
lear
n ho
w to
bec
ome
on m
ore
fam
iliar
term
s w
ith a
per
son
how
to d
escr
ibe
with
who
m a
per
son
will
be
livin
g, h
ow to
mak
e su
gges
tions
for
pla
ces
to g
o, a
nd h
ow to
res
pond
to th
ese
sugg
estio
ns in
a v
arie
ty o
f w
ays.
In
addi
tion,
the
stud
ents
lear
n ho
w to
desc
ribe
fut
ure
actio
ns a
nd e
vent
s.In
par
t A, t
he s
tude
nts
cont
inue
to u
se th
e gr
eetin
gs th
ey le
arne
d fr
om th
e pr
evio
us c
hapt
er. I
n ad
ditio
n, th
ey u
se th
e fu
ture
tens
e of
the
verb
661
Tb
to d
escr
ibe
futu
re a
ctio
ns s
uch
as R
6y,
ay A
cirr
b...,
and
to s
ugge
st u
sing
a m
ore
fam
iliar
mea
ns o
f ad
dres
sing
ano
ther
per
son
( /la
aati
6wie
s4 H
a*T
bil.
Inad
ditio
n, s
tude
nts
lear
n ho
w to
exp
ress
ent
husi
asm
usi
ng th
e co
rrec
t for
ms
of p
ax',
and
how
to a
gree
usi
ng x
opom
o an
d aa
mio
In p
art B
. the
stu
dent
s le
arn
how
to d
escr
ibe
and
list f
utur
e ac
tions
and
eve
nts
agai
n us
ing
the
futu
re te
nse
of th
e ve
rb 6
b1T
b, h
owto
sug
gest
apa
rtic
ular
act
ion
or e
vent
to a
noth
er p
erso
n, a
nd h
ow to
res
pond
to th
ese
sugg
estio
ns in
a v
arie
ty o
f w
ays
such
as
Kar
t Hur
epec
Ho!
and
OA
, K1L
X3A
opos
o!Pa
n C
sta
rts
with
a c
ultu
ral r
eadi
ng a
bout
the
popu
lar
Rus
sian
son
g "I
lyeT
b ac
erila
6yA
eT c
omue
" . T
he ly
rics
and
the
mus
ic o
f th
e so
ng it
self
fol
low
s.Pa
rt D
is a
gra
mm
ar s
umm
ary
cove
ring
the
futu
re te
nse
of im
perf
ectiv
e an
d pe
rfec
tive
verb
s, th
e pr
epos
ition
y +
the
geni
tive
case
to in
dica
tepl
aces
, the
for
ms
of p
ail +
infi
nitiv
e, p
ap +
Inv
to e
xpre
ss g
ladn
ess
and
the
cons
truc
tion
/man
+ th
e fu
ture
tens
e/ in
fini
tive
to s
ugge
st s
omet
hing
.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
an
Am
eric
an b
usin
essp
erso
n w
ho is
hos
ting
a R
ussi
an e
ngin
eer
who
has
bee
n in
vite
d to
aco
nfer
ence
in N
ew Y
ork.
You
are
exc
ited
to tr
y ou
t you
r R
ussi
an la
ngua
ge a
bilit
y. Y
ou m
eet t
he R
ussi
anen
gine
er a
t the
air
port
, int
rodu
ce y
ours
elf
usin
g yo
ur f
ull n
ame
and
tell
the
engi
neer
that
he/
she
will
be
stay
ing
with
you
. The
Rus
sian
eng
inee
r re
spon
ds w
ith e
nthu
siam
and
sug
gest
s th
at y
ou b
oth
use
TbI
.Y
ou a
gree
enth
usia
stic
ally
(ex
: C y
rion
cuib
vrin
teas
!).
The
n, y
ou te
ll th
e en
gine
er w
hat t
he s
ched
ule
is f
or th
e ne
xt c
oupl
eof
day
s, w
hich
incl
udes
a m
eetin
g at
a f
acto
ry a
nd a
cou
ple
of e
xcur
sion
s. T
he e
ngin
eer
expr
esse
s in
tere
st a
ndyo
u su
gges
t tha
t you
go
toge
ther
to a
con
cert
in th
e ev
enin
g. T
he e
ngin
eer
is d
elig
hted
by
your
hos
pita
lity.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
perf
orm
the
min
imum
task
, the
stu
dent
sho
uld
revi
ew g
reet
ings
and
intr
oduc
tions
fro
m th
e pr
evio
us c
hapt
er a
nd th
e di
ffer
ence
bet
wee
n T
M a
ndB
bl. T
o ex
pand
bey
ond
the
min
imum
task
, the
stu
dent
s sh
ould
rev
iew
exp
ress
ions
of
time
such
as
cero
wis
k 3a
arpa
, yrp
ou a
nd s
agep
ou. I
n ad
ditio
n,th
e st
uden
ts s
houl
d re
view
the
cons
truc
tion
desc
ribi
ng w
here
a p
erso
n is
fro
m (
oncy
ila B
bl 7
), p
erso
nal q
uest
ions
abo
ut th
e vi
sitin
g en
gine
er, d
imin
utiv
esin
ord
er to
bec
ome
on m
ore
fam
iliar
term
s w
ith y
our
gues
t, an
d ex
pres
sion
s w
ith x
oTer
b an
d A
lD6H
Tb
to f
ind
out w
hat t
he R
ussi
an e
ngin
eer
spec
ific
ally
wan
ts to
do.
NE
H-U
T 1
995
Page
50
BE
ST C
OPY
AV
AIL
AB
LE
8S
Face
to F
ace
Lev
el T
wo
Les
son
2 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
Rep
eat T
ask
2M
inim
um3
Goo
d4
back
s ba
sic
wor
ds a
ndex
pres
sion
s; y
ou a
reun
able
to g
reet
the
engi
neer
who
is a
frai
dth
at th
is w
ill b
e a
very
long
vis
it.
Oft
en la
cks
need
edw
ords
; the
eng
inee
rha
nds
you
his
dict
iona
ryin
the
hope
s th
at it
will
help
.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e; th
een
gine
er s
mile
s an
dhe
lps
you
with
addi
tiona
l wor
ds; t
ask
isco
mpl
eted
.
Litt
le o
r no
inap
prop
riat
e us
age;
you
are
able
to m
ake
inte
rest
ing
sugg
estio
nsfo
r pl
aces
to g
o an
dco
mm
ent b
rief
ly o
nth
ese
plac
es.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
/5R
ich
and
exte
nsiv
evo
cabu
lary
; you
ask
the
engi
neer
abo
ut h
imse
lf/
hers
elf,
and
get
his
/her
opin
ion
on p
lace
s to
go;
the
engi
neer
is lo
okin
gfo
rwar
d to
his
/her
sta
y.
/S
Spee
ch h
altin
g an
dfr
agm
ente
d; lo
ng,
unna
tura
l pau
ses
rend
erth
e ta
sk in
com
plet
e; th
efr
ustr
ated
eng
inee
r st
arts
spea
king
to y
ou in
Eng
lish.
Spee
ch v
ery
slow
and
unev
en, e
xcep
t for
sho
rtan
d ro
utin
e se
nten
ces;
task
com
plet
ion
unlik
ely.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;sy
mpa
thet
ic e
ngin
eer
ispl
ease
d by
you
r de
sire
to s
peak
Rus
sian
and
help
s yo
u ; t
he ta
sk is
com
plet
ed.
Som
e de
fini
te s
tum
blin
gbu
t man
ages
to r
ephr
ase
and
cont
inue
; eng
inee
rpu
lls o
ut g
uide
boo
k in
Eng
lish
to h
elp
with
diff
icul
t pla
ce n
ames
.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; s
light
or
no s
tum
blin
g; y
ou a
reab
le to
con
vers
eex
tens
ivel
y w
ith th
een
gine
er a
nd h
e en
joys
spea
king
with
you
.
/5
No
utte
ranc
e re
nder
edco
rrec
tly; e
ngin
eer
won
ders
whe
re y
oust
udie
d R
ussi
an a
nd h
asno
idea
wha
t his
itine
rary
is.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
conf
used
eng
inee
r as
ksif
his
/her
itin
erar
y is
wri
tten
dow
n an
ywhe
re.
Eno
ugh
utte
ranc
esre
nder
ed c
orre
ctly
toco
mpl
ete
the
task
;pa
tient
eng
inee
r le
tsyo
u co
ntin
ue in
Rus
sian
and
corr
ects
you
rm
ista
kes.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
; som
est
umbl
ing
on m
ore
com
plic
ated
cons
truc
tions
suc
h as
usin
g th
e fu
ture
tens
e to
list e
vent
s.
Utte
ranc
es a
lmos
t alw
ays
corr
ect;
engi
neer
isim
pres
sed
and
wan
ts to
know
whe
re y
ou s
tudi
edan
d w
hat t
extb
ook
you
used
/5
Alm
ost e
ntir
ely
inco
mpr
ehen
sibl
e;w
orri
ed e
ngin
eer
isaf
raid
that
he
will
mis
sth
e co
nfer
ence
due
tom
isco
mm
unic
atio
n.
Mos
tlyin
com
preh
ensi
ble;
onl
yoc
casi
onal
phr
ases
com
preh
ensi
ble;
task
not
com
plet
e.
Com
preh
ensi
ble
enou
ghso
that
the
task
isco
mpl
eted
; sym
path
etic
and
tired
eng
inee
r as
ksyo
u to
rep
eat o
nce
in a
whi
le.
Alm
ost e
ntir
ely
com
preh
ensi
ble;
the
conv
ersa
tion
cont
inue
s;th
e en
gine
eroc
casi
onal
ly h
as y
ouw
rite
dow
n a
wor
d th
athe
/she
doe
s no
tun
ders
tand
.
Ent
irel
y co
mpr
ehen
sibl
e;th
e en
gine
er a
sks
if y
ouha
ve e
ver
lived
in R
ussi
a./S
Abs
ense
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
you
gree
t the
eng
inee
rin
appr
opri
atel
y he
/she
is o
ffen
ded
and
wan
ts to
chan
ge h
is h
ousi
ngas
sign
men
t.
Lim
ited
dem
onst
ratio
nof
cul
tura
lun
ders
tand
ing;
you
mix
up th
e fo
rms
for
TM
and
au e
ven
afte
r th
een
gine
er s
ugge
sts
that
you
both
use
VA
; the
engi
neer
is c
onfu
sed.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge
and
etiq
uette
; you
mak
esu
gges
tions
of
plac
es to
go a
nd tr
y to
get
the
engi
neer
's
Onl
y m
inor
err
ors
ofcu
ltura
l kno
wle
dge
disp
laye
d; in
add
ition
toth
e sc
hedu
le, y
ou a
sk th
een
gine
er w
hat h
e/sh
ew
ould
spe
cifi
cally
like
to d
o.
Ext
ensi
ve a
ndap
prop
riat
e us
e of
cultu
ral k
now
ledg
e; y
oudi
scus
s po
ints
of
inte
rest
and
mak
e pl
ans
toge
ther
;th
e en
gine
er is
del
ight
edto
sta
y w
ith y
ou a
ndin
vite
s yo
u to
sta
y w
ithhi
m/h
er in
Rus
sia
whe
nyo
u vi
sit.
I T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
poi
nts
by f
our
(25
x 4
= 1
00 %
).
96B
ES
T C
OP
Y A
VA
ILA
BLE
/5
Tot
al:
/25
I
91
PIE
H-U
T C
olla
bora
tive
Proj
ect T
his
OL
Sook
enR
nssi
anPa
rt I
I R
UB
R1C
$
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
TH
RE
E
OV
ER
VIE
W
In le
sson
thre
e, th
e st
uden
ts le
arn
how
to d
escr
ibe
a pe
rson
's a
ppea
ranc
e, if
som
eone
look
s lik
e an
othe
r pe
rson
, and
wha
tch
arac
teri
stic
s th
ey d
o or
do
not h
ave
in c
omm
on. I
n ad
ditio
n, s
tude
nts
lear
n ho
w to
ask
and
exp
ress
opi
nion
s in
gen
eral
.In
par
t A, t
he s
tude
nts
use
new
adj
ectiv
es a
nd th
e no
uns
for
eyes
and
hai
r (m
an. a
nd B
OA
OC
II)
to d
escr
ibe
a pe
rson
's p
hysi
cal
appe
aran
ce. T
he s
tude
nts
lear
n to
use
the
cons
truc
tions
y H
ero,
y H
ee a
nd c
+ th
e in
stru
men
tal p
lura
l with
thes
e ad
ject
ives
and
nou
ns. I
nad
ditio
n, th
ey c
an d
escr
ibe
a pe
rson
's h
eigh
t and
if th
ey a
re s
lend
er o
r st
out (
crp
otho
di H
AN
no.
nftm
a ).
In p
art B
, the
stu
dent
s us
e th
e ex
pres
sion
sm
oem
y, ..
. and
51
pym
alo,
MT
O...
to g
ive
opin
ions
on
vari
ous
subj
ects
. In
addi
tion,
the
stud
ents
use
the
adje
ctiv
e no
xoz,
with
the
adje
ctiv
esT
IMO
Rze
/ A
pyro
tt an
d pa
rts
of th
e bo
dy, t
o de
scri
be w
ho o
ne lo
oks
like/
doe
s no
tlo
ok li
ke a
nd in
wha
t way
. Par
t B a
lso
incl
udes
a c
ultu
ral r
eadi
ng in
Rus
sian
abo
ut a
boo
k on
roc
k m
usic
ians
.Pa
rt C
incl
udes
a c
ultu
ral r
eadi
ng in
Eng
lish
abou
t the
poe
t C. A
. Map
max
and
one
of
his
poem
s fo
r ch
ildre
n, in
Rus
sian
.Pa
rt D
is a
gra
mm
ar s
umm
ary
whi
ch in
clud
es d
escr
ibin
g a
pers
on's
app
eara
nce
usin
g a
noun
+ c
(o)
+ th
e in
stru
men
tal p
lura
l,pe
rson
al p
rono
uns
in th
e in
stru
men
tal c
ase
with
c,t
he v
erbs
110
3HIL
KO
MH
Tb,
1103
HIL
KO
MH
TbW
I, t
he p
rono
uns
TO
T, T
a, T
o, T
e, th
e fo
rms
ofth
e sh
ort f
orm
adj
ectiv
e no
xoz,
and
con
veyi
ng in
form
atio
n us
ing
roso
pwr.
..
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
an
Am
eric
an s
tude
nt o
n an
exc
hang
e pr
ogra
m to
Rus
sia.
One
eve
ning
, you
are
sitt
ing
in th
eki
tche
n w
ith y
our
Rus
sian
mot
her
and
she
asks
you
abo
ut y
our
fam
ily. Y
ou r
espo
nd th
at y
ou d
o no
t hav
e a
pict
ure
of th
em.
You
r R
ussi
an m
othe
r as
ks y
ou to
des
crib
e th
e m
embe
rs o
f yo
ur f
amily
any
way
. You
giv
e a
phys
ical
des
crip
tion
of e
ach
of th
em a
nd y
our
mot
her
asks
who
you
look
like
. You
res
pond
, inc
ludi
ng in
wha
tw
ay y
ou lo
ok li
ke th
at p
erso
n. N
ote:
if y
ou d
o no
t loo
k lik
e an
yone
in y
our
fam
ily, y
ou m
ust i
ndic
ate
this
and
add
how
you
are
dif
fere
nt.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
com
plet
e th
e m
inim
um ta
sk, t
he s
tude
nts
mus
t rev
iew
the
cons
truc
tions
for
den
otin
g po
sses
sion
with
var
ious
pro
noun
s, a
nd th
evo
cabu
lary
for
mem
bers
of
the
fam
ily.
To
go b
eyon
d th
e m
inim
um ta
sk, t
he s
tude
nts
shou
ld r
evie
w e
xpre
ssio
ns to
des
crib
e yo
ur f
amily
in m
ore
deta
il i.e
. age
s, p
rofe
ssio
ns,
hobb
ies
etc.
In
addi
tion,
the
stud
ents
sho
uld
cons
ider
the
vari
ous
type
s of
Rus
sian
fam
ilies
, suc
h as
gra
ndpa
rent
s w
ho li
ve a
t hom
e, s
ingl
epa
rent
fam
ilies
and
fam
ilies
whe
re e
xten
ded
fam
ily li
ve in
the
apar
tmen
t as
wel
l.
NE
H-U
T 1
995
9.c=
Page
52
93
Face
to F
ace
Lev
el T
wo
Les
son
3 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4
Lac
ks b
asic
wor
ds a
ndex
pres
sion
s; y
ou a
reun
able
to d
escr
ibe
your
fam
ily; R
ussi
an m
othe
rw
ishe
s yo
u ha
d a
pict
ure.
Oft
en la
cks
need
edw
ords
; Rus
sian
mot
her
cann
ot f
igur
e ou
t who
you
look
like
.
Gen
eral
ly a
ppro
pria
teus
age;
you
kno
w e
noug
hto
get
the
task
com
plet
ed; R
ussi
anm
othe
r ca
n im
agin
ew
hat y
our
fam
ily lo
oks
like.
Mos
t rel
even
t wor
dsus
ed d
urin
g ta
skco
mpl
etio
n; R
ussi
anm
othe
r be
gins
to a
skad
ditio
nal q
uest
ions
abou
t you
r fa
mily
mem
bers
.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
l5
/5
Ric
h an
d ex
tens
ive
voca
bula
ry; v
ery
appr
opri
ate
usag
e;R
ussi
an m
othe
r lo
oks
forw
ard
to m
eetin
g yo
urfa
mily
one
day
.
Spee
ch h
altin
g an
dfr
agm
ente
d; lo
ng,
unna
tura
l pau
ses
rend
erth
e ta
sk in
com
plet
e;R
ussi
an m
othe
r st
ops
aski
ng a
nd g
oes
back
toco
okin
g di
nner
.
Spee
ch v
ery
slow
and
unev
en, e
xcep
t for
sho
rtan
d ro
utin
e se
nten
ces;
task
is n
ot c
ompl
eted
.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y; k
ind
and
patie
nt R
ussi
anm
othe
r sh
ows
inte
rest
and
enco
urag
es y
ou to
cont
inue
. Tas
k is
com
plet
ed.
Som
e de
fini
te s
tum
blin
gbu
t man
ages
to r
ephr
ase
and
cont
inue
; rea
lizin
gw
hat y
our
fam
ily lo
oks
like,
Rus
sian
mot
her
begi
ns to
com
men
t on
them
.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; s
light
or
no s
tunb
ling;
you
conv
erse
fre
ely
abou
tyo
ur f
amily
; Rus
sian
mot
her
feel
s th
at y
our
fam
ily s
houl
d be
pro
ud o
fyo
u.
/5
No
utte
ranc
e re
nder
edco
rrec
tly; R
ussi
anm
othe
r go
es in
sea
rch
ofhe
r so
n/ d
augh
ter
who
spea
ks E
nglis
h .
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly; v
ery
litttl
e co
rrec
t usa
ge o
fth
e in
stru
men
tal c
ase;
conf
used
mot
her
smile
sbu
t doe
s no
t und
erst
and
wha
t you
are
say
ing.
Eno
ugh
utte
ranc
esre
nder
ed c
orre
ctly
toco
mpl
ete
the
task
; pol
item
othe
r le
ts y
ou c
ontin
uean
d oc
casi
onal
lyco
rrec
ts y
our
mis
take
s.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
; som
est
umbl
ing
on m
ore
com
plic
ated
cons
truc
tions
with
inst
rum
enta
l plu
ral.
Utte
ranc
es a
lmos
t alw
ays
corr
ect;
exte
nsiv
e,co
rrec
t usa
ge o
f al
las
pect
s of
the
inst
rum
enta
l cas
e;R
ussi
an m
othe
r is
delig
hted
by
your
gram
mat
ical
acc
urac
y.
IS
Alm
ost e
ntir
ely
inco
mpr
ehen
sibl
e;R
ussi
an m
othe
r as
ks if
you
are
tired
and
wan
t to
go to
bed
inst
ead.
Mos
tlyin
com
preh
ensi
ble;
extr
eme
diff
icul
ty w
ithpr
onun
ciat
ion
of lo
ngph
rase
s w
ith o
+ th
ein
stru
men
tal p
lura
l.
Com
preh
ensi
ble
enou
ghso
that
the
task
isco
mpl
eted
. Am
used
mot
her
help
s yo
u w
ithyo
ur p
ronu
ncia
tion
oflo
ng p
hras
es w
ith th
ein
stru
men
tal p
lura
l.
Alm
ost e
ntir
ely
com
preh
ensi
ble;
you
alm
ost a
lway
spr
onou
nce
long
phr
ases
with
the
inst
rum
enta
lpl
ural
cor
rect
ly.
Ent
irel
y co
mpr
ehen
sibl
e;R
ussi
an m
othe
r do
es n
otne
ed a
pic
ture
to k
now
wha
t the
y ar
e lik
e an
d is
happ
y to
hea
r ab
out t
hem
.
/5
Abs
ense
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
you
addr
ess
the
Rus
sian
mot
her
inap
prop
riat
ely
and
expr
ess
no in
tere
stin
the
stru
ctur
e of
Rus
sian
fam
ilies
;R
ussi
an m
othe
r sa
ysno
thin
g.
Lim
ited
dem
onst
ratio
nof
cul
tura
lun
ders
tand
ing;
You
cann
ot a
dequ
atel
yde
scri
be y
our
fam
ily ;
Rus
sian
mot
her
feel
sth
at y
ou a
re n
otin
tere
sted
in s
pend
ing
time
with
her
.I
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
you
atte
mpt
to s
how
you
rin
tere
st in
hav
ing
aco
nver
satio
n w
ith y
our
Rus
sian
mot
her.
Onl
y m
inor
err
ors
ofcu
ltura
l kno
wle
dge
disp
laye
d; a
lthou
gh y
ouar
e ab
le to
talk
abo
utyo
ur f
amily
, you
are
not
quite
abl
e to
ask
you
rR
ussi
an m
othe
r ab
out
hers
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
lkn
owle
dge;
you
dis
play
inte
rest
in th
e m
akeu
p of
Rus
sian
fam
ilies
by
aski
ng to
look
at t
hem
othe
r's p
hoto
grap
hs.
94B
ES
T C
OP
Y A
VA
ILA
BLE
/S
Tot
al:
/25
95
pint
-UT
Col
labo
rativ
e Pr
ojec
t Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
FO
UR
OV
ER
VIE
W
In le
sson
fou
r, th
e st
uden
ts le
arn
to d
escr
ibe
and
give
opi
nion
s on
cha
ract
er tr
aits
in th
emse
lves
and
in o
ther
peo
ple.
In p
art A
, the
stu
dent
s le
arn
to d
escr
ibe
a pe
rson
's c
hara
cter
trai
ts u
sing
adj
ectiv
es s
uch
as O
IVIH
Ithb
lii a
nd la
ecn
uait
.In
addi
tion,
they
lear
n to
exp
ress
a w
ish
usin
g Si
xot
.e.n
6br
..., a
nim
pres
sion
usi
ng M
He
xam
ercs
i,...
and
a su
ppos
ition
usi
ngH
asep
Hoe
,....
In p
art B
, the
stu
dent
s ar
e gi
ven
a w
ide
sele
ctio
n of
cha
ract
er tr
aits
to u
se. I
n ad
ditio
n, th
ey le
arn
how
toex
pres
s op
inio
ns o
nth
ese
trai
ts a
nd d
iscu
ss w
hat k
inds
of
trai
ts th
ey li
ke in
gen
eral
. The
end
of
part
B in
clud
es a
pas
sage
in E
nglis
hon
mor
eco
nver
satio
nal a
djec
tives
you
ng p
eopl
e us
e to
des
crib
e ot
hers
.Pa
rt C
is a
cul
tura
l rea
ding
that
incl
udes
a s
elec
tion
of "
pers
onal
s", w
ritte
n in
Rus
sian
, for
the
stud
ents
to r
ead.
Part
D is
a g
ram
mar
stu
dy w
hich
incl
udes
the
cons
truc
tion
for
expr
essi
ng a
wis
h (
SI x
o.re
it 6a
r),
the
verb
611
1Tb
with
adje
ctiv
es in
the
inst
rum
enta
l cas
e to
des
crib
e w
hat c
hara
cter
trai
ts a
per
son
wou
ld li
ke to
pos
sess
, and
the
form
s of
the
shor
t for
mad
ject
ive
3H&
KO
M u
sed
with
c +
the
inst
rum
enta
l cas
e. TA
SK T
O B
E C
OM
PLE
TE
D
You
are
an
Am
eric
an s
tude
nt o
n an
exc
hang
e pr
ogra
m to
Mos
cow
. One
day
,yo
u ar
e w
alki
ngar
ound
the
cent
er o
f to
wn,
talk
ing
with
you
r R
ussi
an s
tude
nt, a
nd h
e/sh
e as
ks w
hat y
ou th
ink
ofon
e of
his/
her
fri
ends
( K
art r
etie
... ?
). Y
ou g
ive
your
opi
nion
usi
ng s
ever
al d
iffe
rent
cha
ract
er tr
aits
. You
rex
chan
ge s
tude
nt th
en a
sks
whi
ch tr
aits
in p
eopl
e, in
gen
eral
, you
like
and
do
not l
ike.
You
res
pond
and
your
exc
hang
e st
uden
t ask
s w
hat c
hara
cter
trai
ts y
ou w
ould
use
to d
escr
ibe
your
self
. You
res
pond
and
,add
a c
oupl
e of
cha
ract
eris
tics
that
you
wis
h yo
u ha
d.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
com
plet
e th
e m
inim
um ta
sk, t
he s
tude
nts
shou
ld r
evie
w th
e va
riou
s co
nstr
uctio
ns f
or e
xpre
ssin
g op
inio
ns s
uch
as M
He
Hp&
BH
TC
H, M
He
xaN
cerc
sr, I
lo-m
oem
y, a
nd S
i jty
Mal
o,T
o go
bey
ond
the
min
imum
task
, the
stu
dent
s sh
ould
rev
iew
phy
sica
l cha
ract
eris
tics
from
the
prev
ious
cha
pter
in o
rder
to a
ddto
the
firs
t par
t of
the
task
. Stu
dent
s m
ay a
lso
wan
t to
revi
ew th
e vo
cabu
lary
for
dif
fere
nt ty
pes
of p
eopl
e (a
ryac
irm
a,7t
eHl1
H4H
a,M
ILJH
AH
K, A
esym
ica)
in o
rder
to e
labo
rate
on
wha
t cha
ract
er tr
aits
you
adm
ire
in g
ener
al.
NE
H-U
T 1
995
Cl
C
Page
54
BE
ST
CO
PY
AV
AIL
AB
LE
9<
Face
to F
ace
Lev
el T
wo
Les
son
4 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
Rep
eat T
ask
2M
inim
um3
Goo
d4
Lac
ks b
asic
wor
ds a
ndex
pres
sion
s; y
ou a
reun
able
to d
escr
ibe
anyo
ne; R
ussi
an s
tude
ntth
inks
you
are
afr
aid
togi
ve a
n op
inio
n.
Oft
en la
rki n
eede
dw
ords
and
exp
ress
ions
;yo
u ar
e un
able
to g
ive
appr
opri
ate
desc
ript
ions
and
the
Rus
sian
stu
dent
is c
onfu
sed.
Occ
asio
nally
lack
s ba
sic
wor
ds a
nd e
xpre
ssio
ns;
you
know
eno
ugh
toco
mpl
ete
the
task
;R
ussi
an s
tude
nt is
gla
dto
hav
e yo
ur o
pini
on.
Mos
t rel
evan
t wor
dsus
ed d
urin
g ta
skco
mpl
etio
n; y
ou b
egin
tota
lk a
bout
typi
cal
Rus
sian
cha
ract
er tr
aits
.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lI
/5
Ric
h an
d ex
tens
ive
voca
bula
ry; v
ery
appr
opri
ate
usag
e; y
our
disc
ussi
on tu
rns
to a
com
pari
son
of R
ussi
anan
d A
mer
ican
trai
ts.
/5
Spee
ch h
altin
g an
dfr
agm
ente
d; R
ussi
anst
uden
t thi
nks
that
you
do n
ot li
ke h
is/ h
erfr
iend
.
Spee
ch v
ery
slow
and
unev
en e
xcep
t for
sho
rtor
rou
tine
sent
ence
s;ta
sk c
ompl
etio
nun
likel
y.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y; w
ithpr
ompt
ing
from
the
Rus
sian
stu
dent
, the
task
is c
ompl
eted
.
Som
e de
fini
test
umbl
ing,
but
man
ages
to r
ephr
ase
and
cont
inue
; Rus
sian
stud
ent a
sks
mor
ede
taile
d qu
estio
ns to
cont
inue
the
conv
ersa
tion.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; s
light
or
no s
tum
blin
g; R
ussi
anst
uden
t is
impr
esse
d by
your
insi
ght i
nto
peop
le.
/5
No
utte
ranc
e re
nder
edco
rrec
tly; R
ussi
anst
uden
t ask
s yo
u in
Eng
lish
inst
ead.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly; y
ouar
e un
able
to u
se th
ein
stru
mne
tal c
ase
with
the
verb
6b1
Tb
tode
scri
be w
hat c
hara
cter
trai
ts y
ou w
ould
like
topo
sses
s.
Eno
ugh
utte
ranc
esre
nder
ed c
orre
ctly
toco
mpl
ete
the
task
;R
ussi
an s
tude
nt is
inte
rest
ed in
you
rop
inio
n.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;so
me
min
or s
truc
tura
ler
rors
; you
r ac
cura
cyal
low
s yo
u to
ent
er in
toa
conv
ersa
tion
ofR
ussi
an c
hara
cter
trai
tsin
gen
eral
.
Utte
ranc
es a
lmos
t alw
ays
corr
ect;
cont
inua
llyac
cura
te u
se o
f th
ein
stru
men
tal c
ase
in a
llsi
tuat
ions
; Rus
sian
stud
ent i
s en
gros
sed
inth
e co
nver
satio
n.
/5
Alm
ost e
ntir
ely
inco
mpr
ehen
sibl
e;R
ussi
an s
tude
nt d
ecid
esne
ver
to in
trod
uce
you
to h
is/h
er f
rien
ds a
gain
.
Mos
tlyin
com
preh
ensi
ble;
Rus
sian
stu
dent
isun
clea
r w
ho y
ou a
rede
scri
bing
.
Com
preh
ensi
ble
enou
ghso
that
the
Rus
sian
stud
ent d
oes
not b
othe
rto
cor
rect
you
r
Alm
ost e
ntir
ely
com
preh
ensi
ble;
Rus
sian
stud
ent b
egin
s to
gai
nin
sigh
t int
o yo
urpr
onun
ciat
ion;
task
isch
arac
ter.
com
plet
ed.
Ent
irel
y co
mpr
ehen
sibl
e;R
ussi
an s
tude
nt d
ecid
esto
intr
oduc
e yo
u to
all
ofhi
s/he
r fr
iend
s.
/5
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
you
ask
the
Rus
sian
stud
ent w
hy h
e/sh
ew
ants
to k
now
any
way
.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
limite
d; R
ussi
an s
tude
ntfe
els
that
you
hav
e lit
tlein
tere
st in
his
/ her
frie
nds.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
your
des
crip
tion
of th
est
uden
t's f
rien
d is
hon
est
with
out b
eing
off
ensi
ve.
Onl
y m
inor
err
ors
ofcu
lture
kno
wle
dge
disp
laye
d; y
ou d
iscu
ssR
ussi
an c
hara
cter
trai
tsin
gen
eral
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
lkn
owle
dge;
you
hav
e an
exte
nsiv
e co
nver
satio
nco
mpa
ring
Rus
sian
and
Am
eric
an c
hara
cter
trai
ts.
Rus
sian
stu
dent
ispl
ease
d by
you
r in
tere
st.
I T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
poi
nts
by f
our
(25
x 4
= 1
00 %
).T
otal
:/2
5I
/5
BE
ST
CO
PY
AV
AIL
AB
LE99
plE
H-U
T C
olla
bora
tive
Pref
ect T
his
Of
Spok
en R
ussi
anPa
rt I
I R
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
TW
O L
ESS
ON
SIX
OV
ER
VIE
W
Les
son
Six
prov
ides
voc
abul
ary
and
gian
unat
ical
str
uctu
res
for
sugg
estin
g an
out
ing
(in
Mos
cow
), in
quir
ing
abou
t loc
atio
ns,
and
stat
ing
one'
s pr
efer
ence
on
how
bes
t to
get t
o w
here
one
wan
ts to
go.
In p
art A
, the
exp
ress
ions
noe
Aem
and
Rom
emb,
x n
oxam
cy T
e6e
... a
re u
sed
to m
ake
sugg
estio
ns f
or a
n ou
ting.
Wor
dsas
soci
ated
with
goi
ng a
nd c
omin
g ar
e in
trod
uced
incl
udin
g O
T +
gen
itive
, pm
pou
c +
the
inst
rum
enta
l, A
mex
°, H
eAam
exo,
Tym
a,14
0eX
8Tb
and
;war
m.
Part
B c
over
s us
ing
a R
ussi
an m
ap, i
nclu
ding
an
expl
anat
ion
of th
e ab
brev
iatio
ns y
a., n
pocn
., ne
p., 6
ymbs
., as
king
dir
ectio
ns11
82C
OA
HT
031
.?)
, and
dis
cuss
ing
mon
umen
ts a
nd s
tatu
es u
sing
the
dativ
e ca
se (
HIL
KIS
ITH
HK
icom
y? 1
0pm
o if
omro
ppco
my)
.Pa
rt C
pro
vide
s sh
ort r
eadi
ngs
abou
t im
port
ant p
lace
s of
inte
rest
in M
osco
w.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
on
the
seco
nd w
eek
of y
our
exch
ange
in M
osco
w. Y
our
host
bro
ther
is a
t sw
im p
ract
ice,
host
mot
her
is s
hopp
ing,
and
6a6
ymxa
is n
appi
ng s
ound
ly in
her
cha
ir. Y
our
host
fat
her,
who
spe
nds
mos
t of
his
time
at w
ork,
dec
ides
to ta
ke a
few
hou
rs o
ff a
nd s
how
you
, his
Am
eric
an e
xcha
nge
"son
/dau
ghte
r", a
poi
nt o
f in
tere
st in
the
city
. Alth
ough
e kn
ows
no E
nglis
h, h
e is
det
erm
ined
to m
ake
him
self
und
erst
ood.
The
bas
ic ta
sk is
the
follo
win
g. F
athe
r su
gges
ts a
pla
ce to
go
(Xog
emb,
m T
e6e
nolc
ium
yas
tepu
man
cmoe
noc
ombc
Tm
o?).
The
Am
eric
an e
xcha
nge
stud
ent a
gree
s an
d as
ks a
bout
the
loca
tion
ofth
e pl
ace
(C y
Aos
omba
rsom
, a r
me
OH
OH
iXO
AH
TC
H?)
. The
fat
her
desc
ribe
s th
e lo
catio
n (O
HO
Hi
Hos
omA
p6aT
e.).
The
son
ask
s ho
w to
get
ther
e (K
am T
yina
moe
xaT
b?).
The
fat
her
expl
ains
(A
rms
acer
o A
oexa
Tb
Ha
mem
o.)
and
the
pair
hea
ds o
ff to
geth
er.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L C
ON
TE
NT
FO
R T
ASK
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce, s
tude
nts
mig
ht in
clud
e m
y/la
and
rw
e qu
estio
ns, a
sk d
escr
iptiv
e qu
estio
nsab
out t
he p
lace
sug
gest
ed, p
ropo
se a
n al
tern
ativ
e ou
ting,
and
/or
enga
ge th
e fa
ther
in f
urth
er c
onve
rsat
ion.
NE
H-U
T 1
995
100
Page
56
BE
ST
CO
PY
AV
AIL
AB
LE
101
Face
to F
ace
Lev
el T
wo
Les
son
6 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1
ILac
ks b
asic
wor
ds, s
uch
as o
r an
d A
o;in
adeq
uate
, ina
ccur
ate
usag
e of
pla
ce n
ames
;in
corr
ect v
erb
sele
ctio
n;fa
ther
ass
umes
you
don
'tw
ant t
o go
with
him
.
Rep
eat T
ask
2M
inim
um3
Goo
d4
Use
s ve
ry li
ttle
of th
ene
w v
ocab
ular
y in
the
chap
ter;
som
ewha
tin
appr
opri
ate
usag
e;m
suff
icen
t voc
abul
ary.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e; y
ouha
ve a
gen
eral
sen
se o
fw
here
you
are
goi
ng.
Mos
t rel
evan
t wor
dsus
ed d
urin
g ta
skco
mpl
etio
n; li
ttle
or n
oin
accu
rate
usa
ge.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
/5
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs, i
nclu
ding
hard
to p
rono
unce
Mos
cow
pla
ce n
ames
;fa
ther
is im
pres
sed.
/5
Lon
g pa
uses
and
haph
azar
d ph
rase
s re
sult
in n
eith
er p
arty
kno
win
gw
here
you
are
goi
ng a
ndho
w y
ou a
re g
oing
to g
etth
ere.
Ver
y sl
ow a
nd u
neve
nsp
eaki
ng f
rust
rate
s th
efa
ther
; few
of
the
new
phra
ses
are
used
; you
reac
t slo
wly
and
in a
conf
usin
g m
anne
r to
his
sugg
estio
n fo
r an
out
ing
and/
or h
is e
xpla
natio
n of
how
to g
et th
ere.
Des
pite
hes
titan
t spe
ech
and
mis
take
s, p
atie
nce
on th
e pa
rt o
f yo
ur h
ost
fath
er r
esul
ts in
you
bot
hkn
owin
g w
here
you
are
goin
g an
d ho
w y
ou a
rego
ing
to g
et th
ere.
Som
e de
fini
test
umbl
ing,
but
you
man
age
to c
orre
ct y
our
mis
take
s or
rep
hras
e an
dco
ntin
ue; a
ll pa
rts
of th
eta
sk c
ompl
eted
.
The
hos
t fat
her
isde
light
ed th
at y
ou s
peak
and
unde
rsta
nd R
ussi
anso
wel
l; yo
u ar
e of
f on
the
righ
t foo
t with
you
rho
st f
athe
r.
/5
Non
e of
the
maj
orgr
amm
ar p
oint
s in
the
chap
ter
atte
mpt
ed a
nd/o
rus
ed c
orre
ctly
, res
ultin
gin
alm
ost c
ompl
ete
inco
mpr
ehen
sibi
lity.
Ver
y fe
w c
orre
ct p
hras
esar
e us
ed, a
nd li
ttle
or n
oat
tem
pt is
mad
e to
use
the
new
con
stru
cts.
Som
e co
rrec
t usa
ge o
fne
w c
ase
endi
ngs
and/
orve
rb s
truc
ture
s, s
uch
asri
te H
axor
tuze
nt N
agT
yaan
oexa
zb?
and
soon
.
Gen
eral
ly c
orre
ct u
sage
of n
ew c
ase
endi
ngs
and
verb
str
uctu
res;
stu
dent
mig
ht a
sk th
e fa
ther
tode
scri
be th
e pl
ace
he is
sugg
estin
g.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
the
mos
t dif
ficu
lt co
nstr
ucts
from
this
and
pre
viou
sch
apte
rs; f
athe
rco
mpl
imen
ts y
our
Rus
sian
.
/5
You
r ac
cent
and
mis
pron
unci
atio
n m
ake
it im
poss
ible
to b
eun
ders
tood
; fat
her
retu
rns
to w
ork.
Bey
ond
the
initi
algr
eetin
g yo
u ar
e ba
rely
com
preh
ensi
ble
to y
our
fath
er.
Mos
t of
the
wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y; th
ena
me
of th
e pl
ace
to b
evi
site
d or
oth
er d
iffi
cult
new
voc
abul
ary
mig
htbe
inco
rrec
tly u
ttere
d.
Des
pite
an
occa
sion
alm
ispr
onou
nced
wor
d,st
ress
, or
into
natio
npa
ttern
, you
com
plet
eth
e ta
sk s
moo
thly
.
Cor
rect
into
natio
n, s
tres
s,an
d ac
cent
are
evi
denc
edth
roug
hout
the
dial
ogue
;di
ffic
ult R
ussi
an p
lace
nam
es a
re u
sed;
fat
her
com
men
ts th
at y
oual
mos
t hav
e no
acc
ent.
/5
You
do
not a
ppre
ciat
eth
e tim
e yo
ur f
athe
r ha
sta
ken
off
to s
how
you
the
city
. You
are
disr
espe
ctfu
l and
ang
eryo
ur f
athe
r.
102
You
are
gen
eral
ly p
olite
,bu
t fat
her
chuc
kles
at
your
acc
iden
tal m
isus
eof
suc
h ba
sic
cultu
ral
norm
s, s
ucha
s T
M a
ndB
id.
You
use
TM
and
BM
appr
opri
atel
y, d
epen
ding
on y
our
role
; you
sho
wen
thus
iasm
for
an
outin
gin
Mos
cow
.
You
are
not
onl
y po
lite,
but y
ou r
ecog
nize
the
nam
e of
the
plac
e th
efa
ther
sug
gest
s vi
sitin
g.
You
may
sug
gest
an
alte
rnat
ive
spot
or
com
men
t ext
ensi
vely
on
the
plac
e su
gges
ted;
the
fath
er c
ompl
imen
ts y
our
know
ledg
e of
Rus
sian
cultu
re.
IS
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
Tot
al:
/2S
103
NE
H -
UT
Col
labo
rativ
e Pr
o fe
et T
ests
Of
Spok
en R
ussi
anPa
rt I
LA
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
SE
VE
N
OV
ER
VIE
W
Les
son
Seve
n de
scri
bes
vari
ous
way
s of
ask
ing
for
and
givi
ng d
irec
tions
to p
oint
s of
inte
rest
in a
nd a
roun
d M
osco
w.
Part
A f
ocus
es o
n th
e gr
amm
ar a
nd v
ocab
ular
y of
ask
ing
and
givi
ng d
irec
tions
. The
impe
rson
al v
erba
l for
m M
HO
maA
o m
arm
is u
sed
to s
tate
whe
re o
ne w
ants
to g
o, a
nd a
am m
aAo
noae
ptly
rb is
exp
lain
ed a
s a
polit
e w
ay to
tell
som
eone
to tu
rn. S
tude
nts
lear
n to
shif
tbe
twee
n th
e im
pera
tive
to in
fini
tive
form
s of
noa
epm
yrb.
In
orde
r to
be
mor
e sp
ecif
ic a
bout
whe
re o
ne n
eeds
to g
o, th
e ex
pres
sion
s no
y.nn
ue a
nd B
Ty
oTop
omy
are
intr
oduc
ed. V
ery
ofte
n pe
ople
ask
ing
dire
ctio
ns h
ave
to a
sk f
or c
lari
fica
tion,
so
stud
ents
lear
n to
use
the
polit
eph
rase
Bow
ropm
Te,
nos
a.A
ytko
Ta.
The
exp
ress
ion
SI n
paam
.nbm
o no
ma,
n(a)
com
plet
es th
ese
usef
ul s
et o
f ph
rase
s.Pa
rt B
con
tain
s a
seri
es o
f co
mm
on s
tree
t sig
ns, s
uch
as o
nes
for
the
met
ro a
nd b
us. T
here
is a
map
of
the
impo
rtan
t bui
ldin
gson
and
arou
nd R
ed S
quar
e. F
inal
ly, a
text
des
crib
es P
ushk
in S
quar
e.Pa
rt C
is th
e Pu
shki
n po
em T
N m
BM
.Pa
rt D
exp
lain
s ho
w to
for
m th
e im
pera
tive
and
use
the
wor
d m
aAo
with
an
impl
ied
verb
of
mot
ion.
TA
SK T
O B
E C
OM
PLE
TE
D
You
hav
e ta
ken
the
met
ro to
Red
Squ
are
with
ano
ther
Am
eric
an f
rien
d. Y
ou a
re p
lann
ing
to v
isit
asp
ecif
ic p
lace
nea
r R
ed S
quar
e, b
ut in
you
r ru
sh to
leav
e th
e ap
artm
ent,
you
forg
ot th
e w
ritte
n di
rect
ions
and
map
you
r ho
st s
iblin
g so
car
eful
ly m
ade.
You
dar
e no
t cal
l hom
e, s
o yo
u as
k a
pass
erby
how
to g
et to
the
plac
e.A
sk p
olite
ly f
or h
elp
and
expl
ain
whe
re y
ou w
ant t
o go
(M
me
maA
o B
BO
Abl
OO
R T
eaT
pxa
x T
yra
npot
tnal
.T
he p
asse
rby
tells
you
how
to g
et th
ere
(BaM
nos
eptly
Tb
). A
sk f
or c
lari
fica
tion
and
corr
ectly
rep
eat t
hedi
rect
ions
to th
e pa
sser
by (
loaT
opsy
re, n
oxca
.nyt
tcT
a ...
SI B
ac n
otts
.n, 1
1TO
).
NO
TE
S O
N R
ELA
TE
D L
EX
ICA
L A
ND
GR
AM
MA
TIC
AL
ITE
MS
FO
R T
AS
K C
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce, s
tude
nts
shou
ld c
onsi
der
usin
g th
e fo
llow
ing
cons
truc
ts: m
anpa
so, m
ama°
,np
amo;
Ao
+ g
eniti
ve; m
a or
B +
acc
usat
ive;
eX
aTb
with
tran
spor
tatio
n an
d R
AT
H b
y fo
ot. T
he p
olite
phr
ase
H3B
HH
HT
O n
oam
Ayt
icT
a an
dot
her
way
s of
get
ting
som
eone
's a
ttent
ion
are
also
use
ful.
The
two
frie
nds
shou
ld tr
y to
spl
it th
e ta
sk e
quita
bly
betw
een
them
selv
es.
NE
H-U
T 1
995
Page
58
104
105
Face
to F
ace
Lev
el T
wo
Les
son
7 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4
Lac
ks b
asic
wor
ds, s
uch
as n
ano,
nos
epny
rb;
npua
uo; i
nade
quat
e,in
accu
rate
usa
ge o
fpl
ace
nam
es; y
ou g
etlo
st a
nd y
our
fam
ily h
asto
com
e lo
okin
g fo
r yo
u.
Use
s ve
ry li
ttle
of th
ene
w v
ocab
ular
y;so
mew
hat i
napp
ropr
iate
usag
e; in
suff
icen
tvo
cabu
lary
' to
ask
for
dire
ctio
ns o
r ge
tcl
arif
icat
ion.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e; y
ouga
in a
gen
eral
sen
se o
fho
w to
get
to w
here
you
are
goin
g.
Mos
tly r
elev
ant w
ords
used
dur
ing
task
com
plet
ion;
littl
e or
no
inap
prop
riat
e us
age;
som
e us
e of
wor
ds f
rom
prev
ious
cha
pter
s, s
uch
as H
anea
o,na
npaa
o,et
c.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
/S
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs; v
ery
appr
opri
ate
usag
e;pa
sser
by m
ight
eve
n jo
inyo
u in
fur
ther
conv
ersa
tion
as y
ou h
ead
off.
Lon
g pa
uses
and
haph
azar
d ph
rase
sm
akes
the
pass
erby
impa
tient
; he
or s
hetr
ies
to e
xpla
in to
you
inE
nglis
h, in
stea
d.
Ver
y sl
ow a
nd u
neve
nsp
eaki
ng f
rust
rate
the
pass
erby
; few
new
wor
ds o
r ph
rase
s fr
omth
e ch
apte
r ar
e us
ed.
Des
pite
initi
al h
esita
ncy
and
mis
take
s, th
e pa
tient
pass
erby
und
erst
ands
and
give
s yo
u di
rect
ions
.
Som
e de
fini
test
umbl
ing,
but
you
man
age
to r
ephr
ase
and
cont
inue
; pas
serb
y fe
els
conf
iden
t eno
ugh
inyo
ur R
ussi
an to
get
deta
iled
dire
ctio
ns.
Flue
ncy
allo
ws
you
quic
kly
to m
ake
your
need
s kn
own,
elic
t the
dire
ctio
ns, a
nd r
epea
tth
em b
ack
accu
rate
ly a
ndin
a w
ay th
at h
elps
you
rem
embe
r th
em.
/S
Non
e of
the
maj
orgr
amm
ar p
oint
s in
the
chap
ter
atte
mpt
ed a
nd/o
rus
ed c
orre
ctly
; Rus
sian
pass
erby
is n
ot s
ure
wha
t lan
guag
e yo
u ar
esp
eaki
ng.
Ver
y fe
w c
orre
ct p
hras
esam
use
d, a
nd li
ttle
or n
oat
tem
pt is
mad
e to
use
even
mem
oriz
edco
nstr
ucts
.
Som
e co
rrec
t usa
ge o
fne
w v
ocab
ular
y, s
uch
asaa
m M
AO
noae
ptin
b, o
r ot
her
sent
ence
s.
Gen
eral
ly c
orre
ct u
sage
of th
e ne
w a
nd p
revi
ous
verb
for
ms
and
case
endi
ngs.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nes;
pas
serb
yas
sum
es y
ou a
reun
iver
sity
stu
dent
stud
ying
Rus
sian
and
com
plim
ents
you
rpr
ogre
ss.
/5
You
r ac
cent
and
mis
pron
unci
atio
n m
ake
it im
poss
ible
to b
eun
ders
tood
; you
hav
e to
go b
ack
to th
e ap
artm
ent
for
the
dire
ctio
ns.
Bey
ond
the
initi
alre
ques
t for
hel
p yo
u ar
eba
rely
com
preh
ensi
ble
and
gain
no
usef
ulin
form
atio
n.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y, s
ever
alst
ress
or
into
natio
ner
rors
like
ly, b
ut y
our
need
s ar
e un
ders
tood
and
addr
esse
d.
Des
pite
an
occa
sion
alm
ispr
onou
nced
wor
d,st
ress
, or
into
natio
n ,
you
are
fully
und
erst
ood
and
gain
the
need
edin
form
atio
n; s
ome
atte
mpt
to s
aypr
evio
usly
stu
died
mat
eria
l.
Cor
rect
into
natio
n, s
tres
s,an
d ac
cent
are
evi
dent
thro
ugho
ut e
xcha
nge;
pass
erby
und
erst
ands
imm
edia
tely
wha
t pla
ceyo
u ar
e lo
okin
g fo
r an
dhe
lps
you.
/5
You
insu
lt th
e pa
sser
byby
inap
prop
riat
ely
usin
gY
u an
d/or
abr
uptly
inte
rrup
ting
him
.
You
are
pol
ite, b
ut r
eact
slow
ly a
nd in
aco
nfus
ing
man
ner
soth
at th
e pa
sser
by m
ight
feel
he
or s
he is
not
bein
g lis
tene
d to
or
isw
astin
g hi
s or
her
tim
e.
App
ropr
iate
use
of
form
al s
peec
hco
nven
tions
; pas
serb
yap
prec
iate
s yo
urpo
liten
ess,
but
fea
rs th
atyo
u m
ay n
ot h
ave
unde
rsto
od f
ully
.
You
are
pol
ite, l
iste
n to
the
dire
ctio
ns n
icel
y,an
d ap
prop
riat
ely
ask
for
clar
ific
atio
n; p
erha
psyo
u en
gage
the
pass
erby
in a
bri
ef d
iscu
ssio
nab
out t
he p
lace
you
are
goin
g.I
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
You
are
app
ropr
iate
lypo
lite;
per
haps
you
som
eso
met
hing
inte
llige
ntab
out t
he p
lace
you
am
goin
g; y
ou th
ank
the
pass
erby
app
ropr
iate
ly.
BE
ST
CO
PY
AV
AIL
AB
LE
10 G
107
/5
Tot
al:
/25
I
plE
H-U
T C
olla
bora
tive
Proj
ect:
Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
EIG
HT
OV
ER
VIE
W
Les
son
eigh
t pre
sent
s us
eful
gra
mm
ar a
nd v
ocab
ular
y as
soci
ated
with
wai
ting
for
peop
le to
arr
ive
at a
des
igna
ted
mee
ting
plac
e, w
onde
ring
why
som
eone
is la
te o
r w
heth
er h
e or
she
is c
omin
g at
all,
and
giv
ing
an a
ppro
pria
te g
ift t
o a
visi
tor.
Part
A b
egin
s by
exp
lain
ing
how
to s
ay w
hat s
omeo
ne p
rom
ised
to d
o (O
H o
6ent
aaO
Ha
o6ei
na.n
a np
HH
ecT
Hto
w')
The
less
on p
oint
s ou
t how
to u
se th
e da
tive
with
the
reci
pien
t of
a gi
ft (
Mbi
noA
apm
m K
aTe
Haw
n)-
The
less
on p
rese
nts
poss
ible
con
vers
atio
n va
riat
ions
on
wha
t kin
ds o
f gi
fts
peop
le s
houl
d br
ing
and
how
som
eone
mig
ht r
eact
to th
e gi
ft o
r gi
ft id
ea (
--H
y,xa
x m
seT
ur?
?bol
ero?
--H
y, w
ro T
ill U
pexp
acH
me
mee
Tbm
). T
he le
sson
als
o ex
plai
ns h
ow to
ask
whe
ther
som
eone
was
invi
ted
toth
e pa
rty
at a
ll (A
Aay
pyT
mnp
urna
osia
?).
Part
B e
xpla
ins
how
to n
ame
a pe
rson
's h
ome
as a
des
tinat
ion
by u
sing
the
prep
ositi
on "
x" +
dat
ive
of s
omeo
ne's
nam
e (T
mnp
mA
emb
x K
aTe?
). H
ow to
giv
e on
e's
regr
ets
or e
xpla
in o
ne's
late
ness
is p
rese
nted
as e
ither
a v
erba
l con
stru
ctio
n (M
me
HaA
ocA
e.na
Tb3
amut
mm
) or
a p
osse
ssiv
e co
nstr
uctio
n (Y
mem
' Tpe
Hm
poni
ca).
Man
y po
ssib
le g
ifts
are
disc
usse
d.Pa
rt C
is a
cul
tura
l rea
ding
abo
ut a
n A
mer
ican
phi
lant
hrop
hic
soci
ety
that
bri
ngs
tedd
y be
ars
to R
ussi
a.Pa
rt D
exp
lain
s ho
w to
for
m th
e fu
ture
and
pas
t of
npH
Hec
TH
and
npH
AT
H, w
hen
to u
se th
e pr
epop
ositi
on "
x", a
nd h
ow to
decl
ine
fore
ign
nam
es in
Rus
sian
.
TA
SK T
O B
E C
OM
PLE
TE
D
A R
ussi
an a
nd a
n A
mer
ican
fri
end
mee
t at a
des
igna
ted
plac
e be
fore
goin
g to
som
eone
's h
ouse
for
an e
veni
ng g
et-t
oget
her.
The
Am
eric
an f
rien
d ex
plai
ns th
at h
e or
she
has
invi
ted
a th
ird
pers
on to
join
them
. The
two
deci
de to
buy
a g
ift f
rom
a s
hop
near
by w
hile
they
wai
t. T
he th
ird
frie
nd a
rriv
es,
expl
ains
why
he
or s
he w
as la
te, a
nd r
eact
s to
the
pres
ent t
he o
ther
two
have
bou
ght.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd o
n th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce, s
tude
nts
shou
ld r
evie
w th
eus
e of
gre
etin
gs b
etw
een
frie
nds
(UpH
BeT
,3A
Panc
Tyt
l) a
nd h
ow to
buy
an
item
in a
sto
re (
Mom
mon
ocm
opeT
b?).
NE
H-U
T 1
995
Page
60
106
BE
ST
CO
PY
AV
AIL
AB
LE10
9
Face
to F
ace
Lev
el T
wo
Les
son
8 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1
Rep
eat T
ask
2M
inim
um3
Goo
d4
Lac
ks b
asic
voc
abul
ary,
such
as
the
prep
ositi
onR
. npu
raac
irrb
,qT
0 T
bil,
and
so o
n.vo
cabu
lary
inad
equa
teto
acc
ompl
ish
any
part
sof
the
task
.
Oft
en la
cks
need
edw
ords
; som
ewha
tin
appr
opri
ate
usag
e;so
me
pans
of
the
task
inco
mpl
ete
flue
toin
suff
icie
nt v
ocab
ular
y.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
/S
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e; th
ere
is e
vide
nt u
se o
f ne
eded
voca
bula
ry a
ssoc
iate
dw
ith in
vita
tions
, gif
tbu
ying
and
neg
otia
ting,
and
expl
aini
ng w
hy o
neis
late
.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; l
ittle
or
noin
appr
opri
ate
usag
e;so
me
atte
mpt
to u
sedi
ffic
ult v
ocab
ular
yfr
om p
revi
ous
chap
ters
.
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs; v
ery
appr
opri
ate
usag
e; th
e gi
ftse
lect
ion
proc
ess
is v
ery
succ
essf
ul/th
e th
ird
frie
ndex
plai
ns w
hy h
e/sh
e w
asla
te, a
nd th
e gr
oup
com
esto
geth
er f
or th
e pa
rty.
/5
Spee
ch h
altin
g an
dfr
agm
enta
ry w
ith lo
ngun
natu
ral p
ause
s; th
etw
o fr
iend
s do
n't
unde
rsta
nd w
hat e
ach
othe
r w
ants
, so
one
stor
ms
off
upse
t.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
som
epa
rts
of th
e ta
sk le
ft o
ut,
such
as
buyi
ng a
gif
t or
expl
aini
ng w
hy th
e th
ird
pers
on is
late
.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; aft
erm
uch
tria
l and
err
or a
llpa
rts
of th
e ta
sk a
rees
sent
ially
acco
mpl
ishe
d.
Som
e st
umbl
ing,
but
man
ages
to r
ephr
ase
orco
ntin
ue f
airl
ysm
ooth
ly.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; w
hole
grou
p w
orke
d w
ell
toge
ther
with
out
conf
usio
n an
d he
aded
off
to th
e pa
rty
with
gif
t in
hand
.
/5
No
utte
ranc
es r
ende
red
corr
ectly
; no
use
of n
ewco
ncep
ts, s
uch
as O
Ha
o6er
gaA
anpH
RT
H.
RU
C it
seir
bt,
and
so o
n.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
ruct
ures
in a
llpa
rts
of th
e ta
sk.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, w
hile
othe
rs a
re a
ttem
pted
, but
full
of e
rror
s; e
xam
ples
of c
orre
ct u
sage
incl
ude
A n
infr
Aac
amA
aypy
aasa
Ano
papi
nt, a
ndso
on.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;at
tem
pt m
ade
to u
se th
em
ore
diff
icul
t con
stru
cts
from
this
and
pre
viou
sch
apte
rs.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nes;
Rus
sian
frie
nd c
ompl
imen
ts y
our
Rus
sian
.
/S
Acc
ent a
ndm
ispr
onun
ciat
ion
rend
eryo
u en
tirel
y or
alm
ost
entir
ely
inco
mpr
ehen
sibl
e to
each
oth
er; y
ou h
ave
tosp
end
the
gift
mon
ey o
na
tran
slat
or, i
nste
ad.
Part
s of
the
task
are
bare
ly c
ompr
ehen
sibl
e,ot
her
part
s ar
ein
com
preh
ensi
ble;
for
exam
ple,
you
mig
htex
plai
n th
at a
fri
end
isco
min
g, b
ut n
ot b
e ab
leto
sug
gest
buy
ing
a gi
ft.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t; al
l par
ts o
f ta
skac
com
plis
hed
with
repe
titio
n an
d pa
tienc
e.
Alm
ost e
ntir
ely
com
preh
ensi
ble
to th
e(r
epre
sent
ativ
e) n
ativ
esp
eake
rs w
ith o
nly
a fe
wm
inor
err
ors
in s
tres
s,in
tona
tion,
or
pron
unci
atio
n.
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; nei
ther
Rus
sian
fri
end
nor
sale
sper
son
at a
llco
nfus
ed.
IS
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
failu
re to
com
mun
icat
eyi
elds
no
gift
and
/or
anan
gry
sale
sper
son.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
little
und
erst
andi
ng th
atan
app
ropr
iate
gif
t is
impo
rtan
t.
I T
o ob
tain
per
cent
age
sc
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
; gif
tpu
rcha
se m
ay b
eaw
kwar
d, b
ut a
chie
ved;
Rus
sian
fri
end
even
tual
ly u
nder
stan
dsw
hy y
ou a
ll ha
ve to
wai
t.
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
pt th
e m
ain
part
s of
the
task
.
You
kno
w th
at y
ou a
rew
aitin
g fo
r so
meo
ne, b
uyan
app
ropr
iate
gif
t, an
dun
ders
tand
why
the
thir
dpe
rson
was
late
;co
mm
unic
atio
n sa
ves
the
day.
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%I.
BE
ST
CO
PY
AV
AIL
AB
LE11
1
/5
Tot
al:
/25
I
NE
H-U
T C
olla
bora
tive
Prot
ect:
Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
NIN
E
OV
ER
VIE
W
Les
son
nine
cov
ers
appr
opri
ate
expr
essi
ons
need
ed f
or a
typi
cal R
ussi
an b
irth
day
or n
ame
day
part
y, in
clud
ing
how
toco
ngra
tula
te th
e gu
est o
f ho
nor
(who
is u
sual
ly th
e ho
st/e
ss in
Rus
sian
cul
ture
), g
ive
gift
s, o
ffer
and
dec
line
food
, and
com
plim
ent t
he h
ost/e
ss.
Part
A e
xpla
ins
how
to c
ongr
atul
ate
som
eone
on
a sp
ecia
l occ
asio
n (l
osA
pasm
ito s
ac a
AH
EM
pox
/ism
s ),
wis
hso
meo
ne h
appi
ness
or
all t
he b
est O
ICO
AIL
IO),
and
than
k so
meo
ne f
or a
gif
t (C
nacm
6o 3
a +
acc
usat
ive
). T
he s
ectio
nal
so e
xpla
ins
the
deri
vatio
n of
Rus
sian
nam
e da
ys.
Part
B e
xpla
ins
how
to o
ffer
som
eone
foo
d or
dri
nk, s
ugge
st a
dis
h (l
onpo
6ytiT
e ),
ask
abo
ut f
ood
pref
eren
ces,
decl
ine
or a
ccep
t a p
refe
rred
dis
h po
litel
y, a
nd c
ompl
imen
t the
mea
l. T
he s
ectio
n al
so e
xpla
ins
wha
t foo
ds a
re ty
pica
llypr
epar
ed f
or R
ussi
an c
eleb
ratio
ns.
Part
C is
a p
oem
by
Sam
uel M
arsh
ak, I
loxe
naH
ma
Apy
sasm
.Pa
rt D
cov
ers
OT
+ th
e ge
nitiv
e w
ith p
eopl
e, th
e pr
onou
n ca
m,a
nd th
e ir
regu
lar
verb
em
's.
TA
SK T
O B
E C
OM
PLE
TE
D
Four
Rus
sian
-spe
akin
g ac
quai
ntan
ces
arri
ve a
t the
sam
e tim
e at
a m
utua
l fri
end'
sap
artm
ent f
or h
is/h
er b
irth
day
part
y. T
he g
roup
pre
sent
s a
gift
to th
e bi
rthd
ay p
erso
n. T
heho
st/e
ss in
vite
s th
e gu
ests
to th
e ta
ble
and
offe
rs e
ach
indi
vidu
ally
a d
iffe
rent
dis
h to
try.
The
,gue
sts
all v
ario
usly
acc
ept,
decl
ine,
and
/or
com
plim
ent o
r th
ank
the
host
/ess
for
the
dish
.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce, s
tude
nts
mig
ht d
isag
ree
amon
g th
emse
lves
as
to th
e ap
prop
riat
enes
sof
the
gift
(H
y; s
ax L
IBO
TIA
, sw
iero
?), q
uest
ion
whe
ther
eve
ryon
e ha
d, in
fac
t, be
en in
vite
d (O
HaT
e6si
npu
rvia
ctul
a?),
or
won
der
how
old
the
host
/ess
is (
Cao
Aax
o ea
t), A
e.r?
).
NE
H-U
T 1
995
Page
62
112
BE
ST
CO
PY
AV
AIL
AB
LE
113
Face
to F
ace
Lev
el T
wo
Les
son
9 T
ask
Rub
ric
Rep
eat T
ask
1
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
2M
inim
um3
Goo
dC
reat
ive
Exc
elle
nce
Sub-
tota
l4
/5
Lac
ks b
asic
wor
ds, s
uch
as 1
103/
Apa
BA
SIK
I,M
IAM
I B
MA
,an
acsi
do 3
a, a
s w
ell
as f
ood
rela
ted
wor
ds;
the
host
/ess
thro
ws
you
all o
ut m
inut
es a
fter
the
Part
y be
gins
.
Oft
en la
cks
need
edw
ords
; som
ewha
tin
appr
opri
ate
usag
e;so
me
part
s of
the
task
inco
mpl
ete'
due
toin
suff
icie
nt v
ocab
ular
y.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e; w
ord
sele
ctio
n ge
ts e
very
one
in th
e do
or, t
he g
ift
deliv
ered
, and
foo
dea
ten.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; l
ittle
or
noin
appr
opri
ate
usag
e.
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs; v
ery
appr
opri
ate
usag
e;ho
st/e
ss v
ery
plea
sed
with
the
gues
ts;
conv
ersa
tion
neve
r la
gs.
/S
Spee
ch h
altin
g an
dfr
agm
enta
ry w
ith lo
ngun
natu
ral p
ause
s;ho
st/e
ss a
ssum
es th
atyo
u ha
ve c
ome
to f
ix th
epl
umbi
ng a
nd w
onde
rsw
here
his
/her
gue
sts
are.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
som
epa
rts
of th
e ta
sk le
ft o
ut,
such
as
prop
erco
ngra
tuat
ions
, off
ers
ofor
req
uest
s fo
r fo
od, o
rco
mpl
imen
ts g
iven
.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; aft
erm
uch
tria
l and
err
or a
llpa
rts
of th
e ta
sk a
rees
sent
ially
acco
mpl
ishe
d.
Som
e st
umbl
ing,
but
man
ages
to r
ephr
ase
orco
ntin
ue f
airl
ysm
ooth
ly; s
tude
nts
gobe
yond
the
task
in s
ome
way
.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; l
ittle
stum
blin
g; th
e pa
rty
goes
on lo
ng in
to th
e ni
ght,
and
ever
yone
leav
esbl
oate
d an
d ha
ppy.
/5
No
utte
ranc
es r
ende
red
corr
ectly
; litt
le a
ttem
ptto
use
the
new
cons
truc
ts in
the
chap
ter;
conv
ersa
tion
laps
es in
tone
rvou
s gl
ance
s at
the
cloc
k.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
ruct
ures
in a
llpa
rts
of th
e ta
sk.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, w
hile
othe
rs a
re a
ttem
pted
, but
full
of e
rror
s.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;at
tem
pt m
ade
to u
se th
em
ore
diff
icul
t con
stru
cts
from
this
and
pre
viou
sch
apte
rs.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nes;
hos
t/ess
com
plim
ents
you
rR
ussi
an.
/S
Acc
ent a
ndm
ispr
onun
ciat
ion
rend
eryo
u al
mos
t ent
irel
yin
com
preh
ensi
ble;
host
/ess
ass
umes
you
are
look
ing
for
her
Am
eric
an f
rien
d's
part
y,in
stea
d.
Part
s of
the
task
are
bare
ly c
ompr
ehen
sibl
e,yo
u fm
d yo
urse
lf e
atin
ga
boile
d fi
sh h
ead
beca
use
you
didn
't kn
owho
w to
ref
use
the
dish
.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t; fo
r ex
ampl
e,Il
ompa
BA
snos
acm
eat
pom
mer
umm
ight
be
mis
pron
ounc
ed.
Alm
ost e
ntir
ely
com
preh
ensi
ble
to th
e(r
epre
sent
ativ
e) n
ativ
esp
eake
rs, w
ith o
nly
afe
w m
inor
err
ors
inst
ress
, int
onat
ion,
or
pron
unci
atio
n.
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; for
exa
mpl
e,di
ffic
ult R
ussi
an f
ood
nam
es a
re p
rono
unce
dpr
oper
ly.
/S
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
the
wro
ng n
umbe
r of
flow
ers
are
give
n, n
o-on
e co
ngra
tula
tes
the
host
/ess
on
his/
her
birt
hday
; foo
d go
esun
eate
n or
unco
mpl
imen
ted.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
only
one
app
ropr
iate
cultu
ral e
xcha
nge
isac
com
plis
hed
(con
grat
ulat
ions
,co
mpl
imen
ts, e
tc.)
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
;ho
st/e
ss r
ecog
nize
s th
atev
eryo
ne is
tryi
ng to
be
polit
e w
hen
they
atte
mpt
to c
ongr
atul
ate
her
onhe
r bi
rthd
ay a
nd th
e fi
ne
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
pt th
e m
ain
part
s of
the
task
;ho
st/e
ss m
ight
thin
kgu
ests
are
pol
ite, b
utfo
od.
rese
rved
.I
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent;
host
/ess
isde
light
ed b
y yo
urm
anne
rs a
ndco
ntin
uous
ly h
eaps
Rus
sian
del
icac
ies
onyo
ur p
late
.
/S
Tot
al:
/25
114
BE
ST
CO
PY
AV
AIL
AB
LE
jaH
-UT
Col
labo
rativ
e Pr
ojec
t Tes
ts O
f Sp
oken
Rus
sian
Part
H R
UB
RIC
S
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
EL
EV
EN
OV
ER
VIE
W
Les
son
elev
en p
rovi
des
voca
bula
ry f
orld
escr
ibin
g w
here
one
has
bee
n re
cent
ly. R
elat
ed c
once
pts
incl
ude
expr
essi
ngco
ncer
nab
out b
eing
late
, giv
ing
an o
pini
on o
n pl
aces
vis
ited,
and
exp
lain
ing
the
impo
rtan
ce o
f th
em
etro
sys
tem
to M
usco
vite
s an
d vi
sito
rs to
the
city
. Part
A e
xpla
ins
how
to u
se th
e ve
rb B
OA
HO
Bia
bCSI
to e
xpre
ss a
nxie
ty a
bout
som
eone
's la
tene
ss. A
lso
desc
ribe
d is
how
to u
seno
coae
Toa
arb
to ta
lk a
bout
adv
ice
give
n an
d re
ceiv
ed (
Mie
noc
oae-
roaa
n n
an a
Cbe
3HT
b B
ticr
opitn
ecen
ti 14
y3ei
t),
and
how
to m
ake
an e
mph
atic
sta
tem
ent a
bout
whe
re o
ne h
as a
lrea
dy b
een
(X x
aK p
asT
y/ia
eye
pa e
wili
n). F
inal
ly, t
hesi
gnif
ican
ce o
f A
rbat
Str
eet i
s di
scus
sed.
Part
B c
ontin
ues
look
ing
at h
ow to
say
whe
re o
ne h
as b
een
by u
sing
the
impe
rfec
tive,
mul
tidir
ectio
nal v
erbs
of
mot
ion
X0/
041%
and
e3J
AW
fb. A
lso
prov
ided
are
new
way
s of
exp
ress
ing
one'
s op
inio
n ab
out a
pla
ce, i
nclu
ding
suc
h ex
pres
sion
s as
ThM
OtiO
Hb
Bec
eno
and
MH
O T
ali 0
110H
b no
npaa
nnoc
a. T
he c
hapt
er a
lso
sugg
ests
pla
ces
to v
isit
in M
osco
w.
Part
C c
onta
ins
a cu
ltura
l rea
ding
by
N. N
osov
ent
itled
4K
aa I
A I
II M
cTpo
cm
oTp
cam
s. T
here
is a
lso
a re
cent
map
of
the
Mos
cow
met
ro s
yste
m a
nd a
son
g by
Bul
at O
kudz
hava
cal
led
elle
cem
ca o
6 A
p6a
Tes
.Pa
rt D
, the
gra
mm
ar s
umm
ary,
cov
ers
-oaa
- ve
rbs,
the
diff
eren
ce b
etw
een
inT
H/e
xaT
b an
d xo
irw
rb/e
3AH
Tb,
the
adje
ctiv
es a
nd n
ouns
ace
and
ace
, adj
ectiv
es in
thei
r ad
verb
ial f
orm
(ro
pom
o, B
ecen
o), a
nd th
e pas
t ten
se u
sage
of
tipaa
nTbc
si/n
otip
aanT
bcx
with
and
with
out a
sub
ject
.
TA
SK T
O B
E C
OM
PLE
TE
D
You
and
you
r R
ussi
an h
ost b
roth
er/s
iste
r ar
e di
scus
sing
the
wee
k's
excu
rsio
ns. Y
ou f
ind
that
he/s
he r
emem
bers
som
e of
the
plac
es d
iffe
rent
ly f
rom
you
. Hav
e a
good
-nat
ured
argu
men
t abo
ut w
hat
plac
es y
ou v
isite
d to
geth
er a
nd w
hat y
ou th
ough
t of
thos
e pl
aces
.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce s
tude
nts
shou
ld c
onsi
der
the
follo
win
g ad
ditio
nsto
the
task
: poi
nt o
ut th
atth
e ho
st m
othe
r w
as u
pset
one
nig
ht w
hen
you
cam
e ho
me
late
, tal
k ab
out t
he jo
ys a
nd d
iffi
culti
es o
f ri
ding
the
met
ro, s
how
you
rsi
blin
g th
e of
fici
al li
st o
f al
l of
your
exc
ursi
ons,
sug
gest
new
out
ings
or p
lace
s to
go.
NE
H-U
T 1
995
116
Page
64
BE
ST C
OPY
AV
AIL
AB
LE
117
Face
to F
ace
Lev
el T
wo
Les
son
11 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4C
reat
ive
Exc
elle
nce
Sub-
tota
l5
/5
Lac
ks b
asic
voc
abul
ary,
such
as
113A
HT
b,X
0/11
1Tb,
nottp
uorr
bos;
you
are
com
plet
ely
unab
le to
stat
e yo
ur o
wn
opin
ions
abou
t the
pla
ces
you'
vebe
en.
Tas
k in
com
plet
e pa
rtly
due
to in
suff
icie
ntvo
cabu
lary
or
lack
of
appr
opri
ate
usag
e; f
orex
ampl
e, y
ou a
re o
nly
able
to s
tate
whe
reyo
u've
bee
n bu
t not
your
opi
nion
.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e: y
ouar
e ab
le to
men
tion
only
a fe
w p
lace
s an
d w
eakl
yde
fend
you
r op
inio
nsab
out w
hich
pla
ces
you
liked
and
dis
liked
.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; l
ittle
or
noin
appr
opri
ate
usag
e;yo
u ar
e ab
le to
mak
eyo
ur o
pini
on c
lear
and
expa
nd th
e di
scus
sion
beyo
nd th
e ta
sk, p
erha
psin
clud
ing
the
wor
dB
OJI
HO
BaT
bC51
1.
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs; y
our
host
sibl
ing
fully
und
erst
ands
whi
ch p
lace
s yo
u en
joye
dth
e m
ost a
nd m
ight
sugg
est s
imila
r ou
tings
.
/5
Spee
ch h
altin
g an
dfr
agm
ente
d w
ith lo
ngun
natu
ral p
ause
s; h
ost
sibl
ing
fear
s th
at y
ouha
ve f
ound
all
the
outin
gs te
diou
s an
dun
inte
rest
ing.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
you
are
unab
le to
com
plet
eal
l par
ts o
f th
e ta
sk.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; aft
erm
uch
tria
l and
err
or y
oum
anag
e to
dis
cuss
aco
uple
of
plac
es y
ouvi
site
d.
Som
e st
umbl
ing,
but
man
ages
to r
ephr
ase
orco
ntin
ue f
airl
ysm
ooth
ly; y
ou e
xpan
dth
e ta
sk to
incl
ude
talk
ing
abou
t com
ing
hom
e la
te o
r th
e m
etro
syst
em.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; l
ittle
stum
blin
g; y
ou g
o w
ell
beyo
nd th
e ta
sk, p
erha
pssu
gges
ting
a re
turn
vis
itor
new
out
ings
.
/S
No
utte
ranc
es r
ende
red
corr
ectly
; litt
le a
ttem
ptto
use
the
new
cons
truc
ts in
the
chap
ter
for
exam
ple,
you
stil
lca
nnot
for
m th
e pa
stte
nse
corr
ectly
.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
of,
lear
ned
stru
ctur
es in
all
part
s of
the
task
; mig
htm
ixe3
4Wfb
and
X0/
011T
bw
ithou
tdi
stin
ctio
n.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, b
uter
rors
stil
l occ
ur, y
ouar
e ab
le to
use
HA
TH
/eX
aTb
and
XO
PH
Tb/
e31
HT
1s,
with
som
e ac
cura
cy.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;at
tem
pt m
ade
to u
se th
em
ore
diff
icul
t con
stru
cts
from
this
and
pre
viou
sch
apte
rs.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nes;
you
r ho
stsi
blin
g do
esn'
t hav
e to
corr
ect y
our
gram
mar
.
/5
Acc
ent a
ndm
ispr
onun
ciat
ion
rend
eryo
u al
mos
t ent
irel
yin
com
preh
ensi
ble;
you
rho
st s
iblin
g si
mpl
yas
sum
es y
ou li
ked
all
the
plac
es h
e/sh
e di
d an
ddr
ops
the
subj
ect.
Part
s of
the
task
are
bare
ly c
ompr
ehen
sibl
e,yo
u be
com
e so
enta
ngle
d in
the
form
ulat
ion
of y
our
thou
ghts
that
you
for
get
plac
es y
ou'v
e be
en a
ndca
n't a
ccur
atel
y st
ate
your
opi
nion
s.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t
Alm
ost e
ntir
ely
com
preh
ensi
ble
to y
our
host
bro
ther
/sis
ter:
onl
ya
few
min
or e
rror
s in
stre
ss, i
nton
atio
n, o
rpr
onun
ciat
ion;
you
mig
ht h
ave
trou
ble
with
Mos
cow
pla
ce n
ames
.
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; key
wor
ds a
ndpl
ace
nam
es u
ttere
dco
rrec
tly; y
ou b
ring
you
rho
st s
iblin
g ar
ound
toyo
ur p
oint
of
view
.
/5
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
your
rea
sons
for
disl
ikin
g a
cert
ain
plac
ear
e cl
earl
y et
hnoc
entr
ican
d ve
rge
on r
acis
t.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
you
stat
e lik
es a
nddi
slik
es o
f pl
aces
with
out o
ffer
ing
any
expl
anat
ion
orju
stif
icat
ion
at a
ll.
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
;yo
u di
sagr
ee p
olite
ly b
utfi
rmly
with
you
r ho
stsi
blin
g.
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
pt th
e m
ain
part
s of
the
task
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent;
your
use
of
paus
es, g
estu
res,
and
expr
essi
ons
refl
ect y
our
unde
rsta
ndin
g of
how
Rus
sian
s ar
gue
amon
gth
emse
lves
.T
o ob
tain
per
cent
age
scor
e, m
ultip
ly to
tal n
umbe
r of
poi
nts
by f
our
(25
x 4
= 1
00 %
).
1 1
CB
ES
T C
OP
Y A
VA
ILA
BLE
1 1
S
/5
Tot
al:
/25
I
NE
WU
T C
olla
bora
tive
Proj
ect:
Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
TW
EL
VE
OV
ER
VIE
W
Les
son
twel
ve p
rovi
des
voca
bula
ry o
ne m
ight
use
whi
le w
alki
ng a
long
Arb
at S
tree
t or
som
e ot
her
outd
oor
mar
ket i
n R
ussi
a,su
ch a
s ex
pres
sion
s us
ed in
neg
otia
ting
the
draw
ing
of o
ne's
por
trai
t.Pa
rt A
des
crib
es h
ow im
perf
ectiv
e ve
rbs
can
be u
sed
to e
xpre
ss a
ctio
ns d
one
ofte
n, f
or a
n ex
tend
ed p
erio
d of
tim
e, o
rsi
mul
tane
ousl
y w
ith o
ther
act
ions
. The
wor
ds a
cern
a, o
6biti
no, 1
11LC
TO
, HH
OIV
IB,pe
Axo
, and
mix
orA
a ar
e pr
esen
ted
as a
dver
bsco
mm
only
use
d w
ith im
perf
ectiv
e ac
tion
verb
s.Pa
rt B
sho
ws
how
to u
se th
e po
sses
sive
adj
ectiv
e cn
oit t
o st
ate
that
one
alr
eady
has
an
item
in o
ne's
pos
sess
ion
(gar
b T
e 6
epy
gmy?
Cna
cM6o
, y "
sem
i eC
Tb
CB
OA
.)Pa
rt C
is a
cul
tura
l rea
ding
abo
ut th
e im
port
ance
of
Arb
at S
tree
t and
the
type
s of
col
orfu
l peo
ple
one
is li
kely
to e
ncou
nter
Part
D c
over
s th
e fo
llow
ing
gram
mar
poi
nts:
- tio
nbm
e vs
. men
bme
- de
scri
bing
a s
et le
ngth
of
time,
usi
ng th
e ac
cusa
tive
case
(K
ax A
o.nr
o7 H
eAen
a))
- m
on u
sage
and
dec
lens
ion
- no
xa w
ith im
perf
ectiv
e ve
rbs
to li
nk s
imul
tane
ous
actio
ns-
the
pref
ix n
o w
ith v
erbs
to in
dica
te a
n ac
tion
of s
hort
dur
atio
n (I
Iory
nnT
b, n
oxon
nTb)
.
ther
e.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
wal
king
alo
ng A
rbat
Str
eet w
ith a
Rus
sian
fri
end.
A R
ussi
an p
ortr
ait a
rtis
t hai
ls y
ou a
ndas
ks w
heth
er y
ou o
ften
com
e to
the
Arb
at.
The
art
ist t
hen
asks
if h
e ca
n dr
aw y
our
port
rait.
Ask
him
how
long
it ta
kes.
Sug
gest
that
the
artis
t dra
w y
our
frie
nd w
hile
you
take
a s
hort
wal
k (n
oxa
nno
rynn
io. B
bl a
toae
Te
).
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce, s
tude
nts
coul
d co
mm
ent o
n th
e qu
ality
of
the
port
raits
the
artis
t has
alr
eady
done
and
/or
hagg
le o
ver
the
pric
e to
be
paid
. The
exp
ress
ions
nee
ded
to n
egot
iate
pri
ces
shou
ld b
e re
view
ed.
NE
H-U
T 1
99S
120
Page
66
BE
ST
CO
PY
AV
AIL
AB
LE12
1
Face
to F
ace
Lev
el T
wo
Les
son
12 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
Rep
eat T
ask
2M
inim
um3
Goo
d4
Lac
ks b
asic
voc
abul
ary,
SUC
h as
pliC
OB
aTb,
su /4
0Ar0
, and
so
on; t
he a
rtis
t ass
umes
you
wan
t you
r po
rtra
itdo
ne a
nd f
orce
s yo
u to
take
a s
eat.
Tas
k in
com
plet
e du
e to
insu
ffic
ient
voc
abul
ary
or la
ck o
f ap
prop
riat
eus
age.
Cre
ativ
e E
xcel
lenc
eSu
b-to
tal
SIs
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e; th
ear
tist u
nder
stan
ds th
atyo
u ar
e no
t int
eres
ted
and
mak
es a
por
trai
t of
your
fri
end
inst
ead.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; l
ittle
or
noin
appr
opri
ate
usag
e;yo
u ne
gotia
te a
pri
cean
d/or
com
men
t on
his
othe
r dr
awin
gs.
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs; v
ery
appr
opri
ate
usag
e; a
rtis
tun
ders
tand
s th
at y
ou a
reno
t int
eres
ted
for
now
,bu
t inv
ites
you
tore
cons
ider
aft
er y
our
frie
nd's
por
trai
t is
done
.
/S
Spee
ch h
altin
g an
dfr
agm
ente
d w
ith lo
ngun
natu
ral p
ause
s; a
rtis
tlo
oks
for
som
eone
els
eto
dra
w.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
som
epa
rts
of th
e ta
sk le
ft o
ut,
such
as
sugg
estin
g th
atth
e ar
tist p
aint
you
rfr
iend
, ins
tead
.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; aft
erm
uch
tria
l and
err
or a
llpa
rts
of th
e ta
sk a
rees
sent
ially
acco
mpl
ishe
d.
Som
e st
umbl
ing,
but
man
ages
to r
ephr
ase
orco
ntin
ue f
airl
ysm
ooth
ly; y
ou e
xpan
dth
e ta
sk e
ffec
tivel
y by
nego
tiatin
g th
e pr
ice
for
your
fri
end'
s po
rtra
it.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; l
ittle
stum
blin
g; th
e ar
tist
mig
ht o
ffer
you
his
addr
ess
and
invi
te y
ou to
com
e se
e hi
s st
udio
.
/5
No
utte
ranc
es r
ende
red
corr
ectly
; litt
le a
ttem
ptto
use
the
new
cons
truc
ts in
the
chap
ter.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
ruct
ures
in a
llpa
rts
of th
e ta
sk, y
ou d
ono
t use
sim
ulta
neou
sac
tion
and
dura
tion
verb
s w
ell.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, b
uter
rors
stil
l occ
ur; i
nge
nera
l, yo
u ar
e ab
le to
use
the
cont
ract
ion
for
verb
s of
dur
atio
nac
cura
tely
.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;at
tem
pt m
ade
to u
se th
em
ore
diff
icul
t con
stru
cts
from
this
and
pre
viou
sch
apte
rs.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nes;
art
ist
com
men
ts th
at y
our
Rus
sian
fri
end
has
taug
htyo
u w
ell.
/5
Acc
ent a
ndm
ispr
onun
ciat
ion
rend
eryo
u al
mos
t ent
irel
yin
com
preh
ensi
ble.
Part
s of
the
task
are
inco
mpr
ehen
sibl
e;au
thor
fai
ls to
unde
rsta
nd th
at y
ouw
ant y
our
frie
nd's
port
rait
done
and
not
your
s.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t; fo
r ex
ampl
e,yo
u m
ay m
ispr
onun
cesu
ch w
ords
as
ptic
yeT
e.
Alm
ost e
ntir
ely
com
preh
ensi
ble
to th
e(r
epre
sent
ativ
e) n
ativ
esp
eake
rs, w
ith o
nly
afe
w m
inor
err
ors
inst
ress
, int
onat
ion,
or
pron
unci
atio
n.
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; art
ist r
ealiz
esth
at y
ou a
re a
n in
tere
stin
gpe
rson
to ta
lk to
.
/S
You
laug
h ou
t lou
d at
the
artis
t's w
ork;
on
the
way
bac
k yo
u no
tice
heha
s ad
ded
to h
is d
ispl
ayan
hila
riou
s ca
rica
ture
whi
ch v
ague
lyre
sem
bles
you
.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
your
fri
end
hurr
ies
you
alon
g be
fore
you
can
get d
eepe
r in
to tr
oubl
e.
App
ropr
iate
use
of
form
al a
nd in
form
alsp
eech
con
vent
ions
evid
ent;
task
com
plet
ed.
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
pt th
e m
ain
part
s of
the
task
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent;
you
dem
onst
rate
that
you
kno
w h
owim
port
ant p
ortr
ait
pain
ting
has
been
thro
ugho
ut R
ussi
anhi
stor
y.I
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
122
BE
ST C
OPY
AV
AIL
AB
LE
123
/S
Tot
al:
/25
plE
H-U
T C
olla
bora
tive
Proj
ect:
Tes
ts O
f Sp
oken
Rut
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
TH
IRT
EE
N
OV
ER
VIE
W
Les
son
thir
teen
is p
rim
arily
con
cern
ed w
ith li
stin
g th
e m
ajor
Am
eric
an a
nd R
ussi
an h
olid
ays.
Som
e ba
sic
voca
bula
ry is
prov
ided
so
that
stu
dent
s ca
n ex
plai
n w
hat d
ate
a ho
liday
fal
ls o
n, w
hich
hol
iday
they
like
mos
t of
all,
and
som
e w
ays
thes
eho
liday
s ar
e ce
lebr
ated
. The
teac
her
shou
ld n
ote
that
it is
not
unt
il le
sson
fou
rtee
n th
at s
tude
nts
are
give
n en
ough
voc
abul
ary
todi
scus
s a
holid
ay in
det
ail.
Part
A s
how
s ho
w to
for
m th
e su
perl
ativ
e to
exp
lain
whi
ch is
one
's f
avor
ite h
olid
ay (
Mot
t com
mit
m6u
stat
ttnp
aart
utix
poz.
mar
ao).
Stu
dent
s le
arn
to a
sk h
ow a
hol
iday
is c
eleb
rate
d (K
axw
rste
lialw
r ..
.7).
Thi
s se
ctio
n al
soin
trod
uces
the
use
of o
rdin
al n
umbe
rs in
the
geni
tive
case
to s
tate
the
date
on w
hich
a h
olid
ay o
r ev
ent o
ccur
s (B
Aat
epit
epo
Aim
oTao
OT
MO
VU
DT
/411
11A
LIC
Tb
1151
T2E
2 Il
exa6
pa).
Part
B c
ontin
ues
prac
tice
with
dat
es u
sing
ord
inal
num
bers
in th
e ge
nitiv
e si
ngul
ar. A
lso
taug
ht is
how
to w
ish
som
eone
a ha
ppy
holid
ay (
lloaA
pasa
xas
SIL
O C
poa
mea
raoh
t, or
sim
ply
c po
zite
cTso
st)
Part
C is
a c
ultu
ral r
eadi
ng a
bout
sco
res
of A
mer
ican
San
ta C
laus
es v
isiti
ng M
osco
won
e w
inte
r.Pa
rt D
is a
gra
mm
ar s
umm
ary
of th
e fo
llow
ing
poin
ts:
- fo
rmat
ion
of th
e su
perl
ativ
e (c
apab
at x
pacu
saitt
, cam
as' x
paci
taas
t ...)
- fo
rmat
ion
and
usag
e of
the
verb
6ta
aaT
a-
decl
ensi
on a
nd u
sage
of
ordi
nal n
umbe
rs.
TA
SK T
O B
E C
OM
PLE
TE
D
An
Am
eric
an is
exp
lain
ing
to a
Rus
sian
whi
ch h
olid
ay h
e/sh
e lik
es th
em
ost.
The
Rus
sian
asks
for
mor
e in
form
atio
n ab
out t
his
holid
ay. T
he A
mer
ican
bri
efly
dis
cuss
es s
uch
thin
gsas
the
date
of
the
holid
ay a
nd w
heth
er g
ifts
are
giv
en, g
uest
s ar
e in
vite
d,a
trad
ition
al m
eal
(npa
amtw
arta
ttt o
6e4)
is p
repa
red,
and
so
on.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
expa
nd th
e ta
sk b
eyon
d m
inim
um p
erfo
rman
ce s
tude
nts
coul
d di
scus
sm
ore
than
one
hol
iday
or
mak
e a
com
pari
son
to a
sim
ilar
Rus
sian
hol
iday
(Y
Rao
, a y
H&
C...
).
NE
H-U
T 1
993
12
Page
68
BE
ST C
OPY
AV
AIL
AB
LE
125
Face
to F
ace
Lev
el T
wo
Les
son
13 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1
Rep
eat T
ask
2M
inim
um3
Goo
d4
Lac
ks b
asic
voc
abul
ary,
such
as
ordi
nal n
umbe
rs.
holid
ay n
ames
, and
/or
CU
BA
; Rus
sian
fee
lsyo
u do
n't h
ave
afa
vori
te h
olid
ay a
t all.
Tas
k in
com
plet
e pa
rtly
due
to in
sqff
icie
ntvo
cabu
lary
or
lack
of
appr
opri
ate
usag
e; y
ouar
e pr
actic
ally
una
ble
tode
scri
be th
e ho
liday
.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e;co
mpl
etes
the
task
by
stat
ing
a fa
vori
te h
olid
ayan
d sa
ying
a f
ew w
ords
abou
t it.
Mos
tly r
elev
ant w
ords
used
in a
ll pa
rts
of th
eta
sk; l
ittle
or
noin
appr
opri
ate
usag
e;ex
pand
s th
e ta
sk to
incl
ude
a m
ore
deta
iled
desc
ript
ion
of th
eho
liday
.
Cre
ativ
e E
xcel
lenc
eI
Sub-
tota
lS
/5
Ric
h an
d ex
tens
ive
voca
bula
ry f
rom
this
and
othe
r ch
apte
rs; v
ery
appr
opri
ate
usag
e; y
oum
ight
ask
abo
ut a
sim
ilar
Rus
sian
hol
iday
and
mak
e a
com
pari
son.
/5
Spee
ch h
altin
g an
dfr
agm
ente
d w
ith lo
ngun
natu
ral p
ause
s;R
ussi
an is
unc
lear
whe
ther
Am
eric
a ha
san
y ho
liday
s.
Ver
y sl
ow a
nd u
neve
n,ex
cept
for
sho
rt o
rro
utin
e se
nten
ces;
som
epa
rts
of th
e ta
sk le
ft o
ut,
such
as
stat
ing
a fa
vori
teho
liday
or
desc
ribi
ng it
.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; aft
erm
uch
tria
l and
err
or a
llpa
rts
of th
e ta
sk a
rees
sent
ially
acco
mpl
ishe
d.
Som
e st
umbl
ing,
but
man
ages
to r
ephr
ase
orco
ntin
ue f
airl
ysm
ooth
ly; c
onve
rsat
ion
natu
rally
exp
ands
toin
clud
e de
scri
ptio
n of
aR
ussi
an h
olid
ay.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; l
ittle
stum
blin
g; R
ussi
anm
ight
exp
ress
a d
esir
e to
com
e to
Am
eric
a fo
r th
atho
liday
.
/5
No
utte
ranc
es r
ende
red
corr
ectly
; litt
le a
ttem
ptto
use
the
new
cons
truc
ts in
the
chap
ter
cam
bia
cons
truc
tin
corr
ecto
rnot
atte
mpt
ed.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
of,
lear
ned
stru
ctur
es in
all
pans
of
the
task
; dat
eco
nstr
ucts
inco
rrec
t or
not a
ttem
pted
.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, b
uter
rors
stil
l occ
ur; d
ates
and
cam
erA
con
stru
cts
esse
ntia
lly c
orre
ct.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
;at
tem
pt m
ade
to u
se th
em
ore
diff
icul
t con
stru
cts
from
this
and
pre
viou
sch
apte
rs.
Acc
ent a
ndm
ispr
onun
ciat
ion
rend
eryo
u al
mos
t ent
irel
yin
com
preh
ensi
ble;
onl
yB
or 3
110A
1T w
hat
holid
ay y
ou a
re ta
lkin
gab
out.
Part
s of
the
task
are
bare
ly c
ompr
ehen
sibl
e,ot
her
part
s ar
ein
com
preh
ensi
ble;
Rus
sian
kno
ws
you
are
disc
ussi
ng a
cer
tain
holid
ay. b
ut u
ncle
arab
out t
he d
etai
ls.
Mos
t wor
ds u
sed
are
pron
ounc
edco
mpr
ehen
sibl
y,al
thou
gh s
tres
s an
din
tona
tion
prob
lem
s ar
epr
esen
t; yo
u m
ight
mis
pron
ounc
e th
e na
me
of th
e ho
liday
itse
lf.
Alm
ost e
ntir
ely
com
preh
ensi
ble
to th
eR
ussi
an, w
ith o
nly
a fe
wm
inor
err
ors
in s
tres
s,in
tona
tion,
or
pron
unci
atio
n.
Mos
t con
stru
cts
are
erro
rfr
ee; e
xten
sive
use
of
diff
icul
t phr
ases
bot
hfr
om th
is c
hapt
er a
ndpr
evio
us o
nes;
Rus
sian
isim
pres
sed
by y
our
gram
mar
usa
ge.
Cor
rect
into
natio
n,ac
cent
, and
str
ess
are
evid
ent t
hrou
ghou
t the
exch
ange
; Rus
sian
isen
cour
aged
to a
sk a
bout
othe
r ho
liday
s.
/5 /S
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed
you
have
no
sens
e of
your
ow
n cu
ltura
lhe
rita
ge.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
you
perh
aps
impl
y th
atA
mer
ican
hol
iday
s ar
esu
peri
or to
Rus
sian
ones
.
App
ropr
iate
use
of
lam
al a
nd in
form
alsp
eech
con
vent
ions
;yo
ur e
xpla
natio
n of
the
holid
ay d
emon
stra
tes
prid
e in
you
r ow
ncu
lture
.
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
pt th
e m
ain
part
s of
the
task
.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
evid
ent;
you
ask
abou
tth
e R
ussi
an's
fav
orite
holid
ay a
nd n
ote
inte
rest
ing
poin
ts a
bout
it.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
BE
ST
CO
PY
AV
AIL
AB
LE12
7
/S
Tot
al:
/25
MU
T C
olla
bora
tive
Proj
ect:
Tes
ts O
f Sp
oken
Rus
sian
Part
II
RU
BR
ICS
FAC
E T
O F
AC
E L
EV
EL
TW
OL
ESS
ON
FO
UR
TE
EN
OV
ER
VIE
W
Les
son
four
teen
con
tinue
s th
e di
scus
sion
of
holid
ays
in R
ussi
a an
d A
mer
ica
focu
ssin
g pr
imar
ily o
n R
osat
i roi
4In
par
t A, t
he s
tude
nts
lear
n to
mak
e su
gges
tions
and
ask
que
stio
ns c
once
rnin
g ho
w to
cel
ebra
te H
OB
bIti
ro/i
in R
ussi
a.In
add
ition
, the
stu
dent
s le
arn
to d
escr
ibe
PozA
ecT
so a
nd H
olm
an r
o/4
in A
mer
ica.
Par
t A a
lso
incl
udes
a s
ectio
n on
the
Rus
sian
voc
abul
ary
for
type
s of
clo
thin
g.In
par
t B, t
he s
tude
nts
lear
n to
exp
ress
ent
husi
am o
r re
gret
for
sug
gest
ons
mad
e co
ncer
ning
the
cele
brat
ion
of H
OB
blii
roA
. Par
t B a
lso
incl
udes
a r
eadi
ng p
assa
ge in
Eng
lish
on R
ussi
an tr
aditi
ons
asso
ciat
ed w
ith N
ew Y
ear's
and
Eas
ter.
Part
C is
a c
ultu
ral r
eadi
ng th
at in
clud
es a
fai
ry ta
le w
ritte
n in
Rus
sian
abo
ut C
fler
ypoq
xa .
Way
s of
rec
ogni
zing
dim
inut
ive
form
s of
wor
ds a
re a
lso
pres
ente
d. I
n ad
dditi
on, a
pop
ular
son
g ab
out H
OB
IdA
rol
t is
give
n.Pa
rt D
is a
gra
mm
ar s
umm
ary
whi
ch in
clud
es th
e pr
epos
ition
juin
+ th
e ge
nitiv
e ca
se, t
he im
perf
ectiv
e pr
esen
t and
pas
tte
nses
of
the
verb
MO
ilb, a
nd th
e pl
ural
adj
ectiv
e fo
rms
for
the
prep
ositi
onal
and
gen
itive
cas
es.
TA
SK T
O B
E C
OM
PLE
TE
D
You
are
an
Am
eric
an s
tude
nt o
n an
exc
hang
e pr
ogra
m to
Rus
sia
duri
ng w
inte
r. Y
our
Rus
sian
fam
ily is
mak
ing
prep
arat
ions
to c
eleb
rate
Hos
idit
roil.
You
r R
ussi
an s
tude
nt a
sks
how
Am
eric
ans
cele
brat
e H
OB
bIti
roli
and
you
disc
uss
the
sim
ilari
ties
and
diff
eren
ces.
Be
sure
toin
clud
e to
pics
suc
h as
whe
re p
eopl
e ce
lebr
ate,
wha
t clo
thes
they
typi
cally
wea
r an
d w
hat t
hey
usua
lly d
o.
NO
TE
S O
N R
EL
AT
ED
LE
XIC
AL
AN
D G
RA
MM
AT
ICA
L I
TE
MS
FOR
TA
SK C
OM
PLE
TIO
N
To
perf
orm
the
min
imum
task
, the
stu
dent
s sh
ould
rev
iew
que
stio
ns a
nd a
nsw
ers
from
less
on 1
3 pe
rtai
ning
to w
hen
and
how
Hos
hin
roA
is c
eleb
rate
d (
Kor
m. H
xax
orm
egat
oT H
OB
blii
roA
? ).
To
go b
eyon
d th
e m
inim
um ta
sk, t
he s
tude
nts
shou
ld r
evie
w a
dditi
onal
voc
abul
ary
for
disc
ussi
ng B
osun
roi
l suc
h as
wha
t foo
ds a
re e
aten
. In
addi
tion,
the
stud
ents
sho
uld
revi
ew e
xpre
ssio
ns f
or w
ishi
ng s
omeo
ne a
Hap
py N
ew Y
ear
(11o
3Apa
Bas
no s
ae/T
ed:I
C H
OB
bIM
rO
AO
M )
and
for
sho
win
gin
tere
st in
Rus
sian
hol
iday
s in
gen
eral
.
NE
UT
199
5Pa
ge 7
0
123
BE
ST
CO
PY
AV
AIL
AB
LE
1 29
Face
to F
ace
Lev
el T
wo
Les
son
14 T
ask
Rub
ric
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1R
epea
t Tas
k2
Min
imum
3G
ood
4C
reat
ive
Exc
elle
nce
SSu
b-to
tal
/5L
acks
bas
ic w
ords
and
expr
essi
ons;
inap
prop
riat
e us
age;
Rus
sian
stu
dent
end
sth
e di
scus
sion
.
Oft
en la
Cks
nee
ded
wor
ds a
nd e
xpre
ssio
ns;
you
are
unab
le to
adeq
uate
ly d
escr
ibe
Hoa
bsti
roil
inA
mer
ica
and
your
Rus
sian
fam
ily is
conf
used
.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e;R
ussi
an s
tude
nt is
inte
rest
ed to
hea
r m
ore.
Mos
t rel
evan
t wor
dsus
ed d
urin
g ta
sk; l
ittle
or
no in
appr
opri
ate
usag
e;yo
ur c
ompa
riso
n of
Hol
man
roA
in R
ussi
aan
d A
mer
ica
beco
mes
mor
e in
volv
ed.
Ric
h an
d ex
tens
ive
voca
bula
ry; v
ery
appr
opri
ate
usag
e; y
ouco
mpa
re R
ussi
an a
ndA
mer
ican
hol
iday
s in
gene
ral.
/S
Spee
ch h
altin
g an
dfr
agm
ente
d; R
ussi
anst
uden
t won
ders
if y
ouce
lebr
ate
HO
Bbi
li ro
Ain
Am
eric
a.
Spee
ch v
ery
slow
and
unev
en, e
xcep
t for
sho
rtor
rou
tine
sent
ence
s;ta
sk c
ompl
etio
nun
likel
y.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;R
ussi
an s
tude
ntpa
tient
ly le
ts y
ouco
ntin
ue; t
ask
com
plet
ed.
Som
e de
fini
test
umbl
ing'
but m
anag
es to
rep
hras
ean
d co
ntin
ue; d
iscu
ssio
ntu
rns
livel
y an
den
gros
sing
.
Spee
ch g
enra
lly n
atur
alan
d co
ntin
ous;
slig
ht o
rno
stu
mbl
ing;
dis
cuss
ion
so in
tere
stin
g th
at f
amily
forg
ets
its p
repa
ratio
ns.
/5
No
utte
ranc
e re
nder
edco
rrec
tly; R
ussi
anst
uden
t goe
s ba
ck to
prep
arat
ions
for
Bos
unr'0
4.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
ruct
ures
use
dto
des
crib
e ho
w p
eopl
ece
lebr
ate
norm
al r
oAin
Am
eric
a.
Eno
ugh
utte
ranc
esre
nder
ed c
orre
ctly
toco
mpl
ete
the
task
; you
succ
essf
ully
con
trib
ute
to th
e di
scus
sion
.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
; with
som
e m
inor
str
uctu
ral
mis
take
s yo
u ar
e ab
le to
accu
rate
ly d
iscu
ssad
ditio
nal t
opic
sco
ncer
ning
hol
iday
s.
Utte
ranc
es a
lmos
t alw
ays
corr
ect;
cont
inua
llyac
cura
te u
sage
of
holid
ayex
pres
sion
s in
clud
ing
wis
hing
som
eone
a h
appy
holid
ay.
/5
Alm
ost e
ntir
ely
inco
mpr
ehen
sibl
e;R
ussi
an s
tude
nt q
uick
lylo
ses
inte
rest
in th
edi
scus
sion
.
Mos
tlyin
com
preh
ensi
ble;
Rus
sian
stu
dent
can
not
figu
re o
ut w
hich
hol
iday
you
are
talk
ing
abou
t.
Com
preh
ensi
ble
enou
ghso
that
the
Rus
sian
stud
ent h
elps
by
usin
gap
prop
riat
e w
ords
and
phra
ses
in h
is/ h
er o
wn
spee
ch f
or y
ou to
cop
y.
Alm
ost e
ntir
ely
com
pehe
nsib
le; R
ussi
anst
uden
t ask
s yo
u m
ore
in-d
epth
que
stio
ns.
Ent
irel
y co
mpr
ehen
sibl
e;ex
cite
d R
ussi
an s
tude
ntw
ants
to e
xper
ienc
eH
OB
bIti
roil
in A
mer
ica.
/5
Abs
ence
of
cultu
ral
unde
rsta
ndin
g di
spla
yed;
Rus
sian
stu
dent
thin
ksyo
u ar
e no
t int
eres
ted
inR
ussi
an h
olid
ays.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
limite
d; y
ou a
re u
nabl
eto
dis
tingu
ish
BO
MA
roA
fro
m a
ny o
ther
holid
ay.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge;
you
show
inte
rest
inco
mpa
ring
Bos
un r
oAin
Rus
sia
and
Am
eric
a.
Onl
y m
inor
err
ors
ofcu
lture
dis
play
ed; y
oube
gin
to a
sk a
ppro
pria
tequ
estio
ns a
bout
Rus
sian
holid
ays
in g
ener
al.
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
lkn
owle
dge;
you
sho
wgr
eat i
nter
est a
ndkn
owle
dge
of R
ussi
anho
liday
s an
d tr
aditi
ons;
Rus
sian
fam
ily is
eag
er to
host
you
for
this
hol
iday
.I
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5x
4 =
100
%).
130
BE
ST C
OPY
AV
AIL
AB
LE
131
/5
Tot
al:
/25
I
1 I .11 so ..1 I I S
APPENDICES
Al: Contact Information
For more information on the NEH-UT summer institutes, symposium, or this project,
contact any of the following people below.
John Watzke, Project Team LeaderN290 LC
Division of Curriculum and InstructionCollege of EducationUniversity of Iowa
Iowa City, Iowa 52245tel (319) 335-6440
Ruth Edelman, Participating TeacherTenafly High School (andTenafly Middle School)
Columbus DriveTenafly, New Jersey 07670tel (201) 569-4400 ext. 265
Professor Michael Katz, Project Co-DirectorProfessor Thomas Garza, Project Co-Director
Department of Slavic LanguagesUniversity of Texas at Austin
P.O. Box 7217Austin, Texas 78713-7217
tel (512) 471-3607
Nathan Bond, Participating TeacherBowie High School (andBailey Middle School)
4103 W. SlaughterAustin, Texas 78749tel (512) 414-5247
Alan James, Participating TeacherSt. Mary's School
816 Black Oak DriveMedford, Oregon 97504
tel (503) 773-7877
Inquires into obtaining copies of the proceedings of papers and instructional materials
from the 1994 Symposium on the Teaching of Russian Language and Culture in U.S. High
Schools: Creating Proficient Programs for Proficient Students may be made to the Department
of Slavic Languages at the University of Texas. This complete set of oral assessments canbe
obtained with the the proceedings.
Co NEN-UT 1995 Page 72
132
NE
IA
2: G
ener
ic R
ubri
cI
tI
Voc
abul
ary
Flue
ncy
in ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
1
Rep
eat T
ask
2M
inim
um3
Goo
d4
Cre
ativ
e E
xcel
lenc
eSu
b-to
tal
5/5
Lac
ks b
asic
wor
ds;
inad
equa
te a
nd/o
rin
appr
opri
ate
usag
e.
Oft
en la
cks
need
edw
ords
; som
ewha
tin
appr
opri
ate
usag
e.
Occ
asio
nally
lack
s ba
sic
wor
ds; g
ener
ally
appr
opri
ate
usag
e
Mos
t rel
evan
t wor
dsus
ed d
urin
g ta
skco
mpl
etio
n; li
ttle
or n
oin
appr
opri
ate
usag
e.
Ric
h an
d ex
tens
ive
voca
bula
ry; v
ery
appr
opri
ate
usag
e./5
Spee
ch h
altin
g an
dfr
agm
enta
ry; l
ong
unna
tura
l pau
ses
orut
tera
nces
ren
der
the
task
inco
mpl
ete.
Spee
ch v
ery
slow
and
unev
en, e
xcep
t for
sho
rtor
rou
tine
sent
ence
s;ta
sk c
ompl
etio
nun
likel
y.
Spee
ch f
requ
ently
hesi
tant
and
jerk
y;se
nten
ces
may
be
left
unco
mpl
eted
; tas
k m
aybe
com
plet
ed w
/sy
mpa
thet
ic li
sten
er.
Som
e de
fini
test
umbl
ing,
but
man
ages
to r
ephr
ase
or c
ontin
ue;
task
like
ly to
be
com
plet
ed w
ithco
ntin
ued
effo
rt.
Spee
ch g
ener
ally
nat
ural
and
cont
inuo
us; s
light
or
no s
tum
blin
g or
unn
atur
alpa
uses
; tas
k co
mpl
eted
.
/S
No
utte
ranc
e re
nder
edco
rrec
tly.
Ver
y fe
w u
ttera
nces
rend
ered
cor
rect
ly;
frag
men
ted
use
ofle
arne
d st
ruct
ures
.
Som
e ut
tera
nces
rend
ered
cor
rect
ly, b
utw
ith d
efin
ite s
truc
tura
lpr
oble
ms.
Mos
t utte
ranc
esre
nder
ed c
orre
ctly
, with
som
e m
inor
str
uctu
ral
erro
rs o
r gr
amm
atic
alm
ista
kes.
Utte
ranc
es a
lmos
t alw
ays
corr
ect;
use
of r
ich
and
exte
nsiv
e sp
each
mar
ked
by th
is le
vel o
f ac
cura
cy.
/5
Ent
irel
y/al
mos
t ent
irel
yin
com
preh
ensi
ble
to th
ein
form
ant o
r te
ache
rre
pres
entin
g a
nativ
esp
eake
r.
Mos
tlyin
com
preh
ensi
ble;
occa
sion
al p
hras
esco
mpr
ehen
sibl
e.
Man
y er
rors
, abo
ut h
alf
com
preh
ensi
ble.
Alm
ost e
ntir
ely
com
preh
ensi
ble
to th
e(r
epre
sent
ativ
e) n
ativ
esp
eake
r; o
nly
anoc
casi
onal
wor
d no
tco
mpr
ehen
sibl
e.
Ent
irel
y co
mpr
ehen
sibl
eto
(re
pres
enta
tive)
nat
ive
spea
ker;
no
wor
dsin
com
preh
ensi
ble.
/5
Abs
ence
of
cultu
reun
ders
tand
ing
and/
oret
ique
tte d
ispl
ayed
;T
his
may
impe
de o
rco
mpl
etel
y de
ter
task
com
plet
ion.
Dem
onst
ratio
n of
cultu
ral u
nder
stan
ding
and
etiq
uette
lim
ited;
Thi
s m
ay im
pede
or
com
plet
ely
dete
r ta
skco
mpl
etio
n.
Not
icea
ble
use
ofcu
ltura
l kno
wle
dge
and
etiq
uette
; Abl
e to
com
plet
e ta
sk w
ithm
inor
soci
aVm
terp
erso
nal
mis
unde
rsta
ndin
gs.
Use
of
cultu
ral
know
ledg
e an
d et
ique
ttem
arke
d by
ver
y m
inor
or
occa
sion
al e
rror
s w
hich
do n
ot d
isru
ptin
tera
ctio
n .
Ext
ensi
ve a
nd a
ppro
pria
teus
e of
cul
tura
l kno
wle
dge
/etiq
uette
; cor
rect
s er
ror
if in
appr
opri
ate
stat
emen
tor
act
occ
urs.
To
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
/S
Tot
al:
/25
NE
H-U
T 1
995
133
Page
73
134
ISIEH-UT Collaborative Project: Tests Of Spoken Russian
A3: Scoring Sheets
Appendices
Students/Groups
Vocabulary Fluency-Taskcorn.
Structure/Grammar
PronuncJComp.
CreativeExcellence
TOTAL
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25.
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
/5 notes: /5 notes: /5 notes: /5 notes: /5 notes: /25
NEH-UT 1995 Page 74
135
NE
H-U
T C
olla
bora
tive
Prot
ect:
Tes
tsO
LSn
oket
Rum
lan
Apn
endi
cej
A4:
Bla
nk R
ubri
c
Voc
abul
ary
Flue
ncy
In ta
skco
mpl
etio
n
Stru
ctur
e/G
ram
mar
Com
preh
ensi
bilit
y/Pr
onun
ciat
ion
Cul
tura
lA
ppro
pria
tene
ss
Rep
eat T
ask
Rep
eat T
ask
Min
imum
Goo
dC
reat
ive
Exc
elle
nce
ISu
b-to
tal
12
34
S/5 /5 Is /5 /5
ITo
obta
in p
erce
ntag
e sc
ore,
mul
tiply
tota
l num
ber
of p
oint
s by
fou
r (2
5 x
4 =
100
%).
/5
Tot
al:
/25
I
NE
H-U
T 1
995 13
6B
ES
T C
OP
Y A
VA
ILA
BLE
Page
75
137
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