Friedberg_Nila-2021

Structure of the Book The textbook is structured as follows. Each chapter has the same exercise format. PRE-READING ASSIGNMENT (ПЕРЕД ЧТЕНИЕМ) and PREPARATORY WRITTEN ASSIGNMENTS (ПОДГОТОВИТЕЛЬНЫЕ ПИСЬМЕННЫЕ ЗАДАНИЯ) , which include assignments 1–7, are completed at home. DISCUSSION AND TEXTUAL ANALYSIS (ОБСУЖДЕНИЕ И АНАЛИЗ ТЕКСТА) , which includes assignments 8–15, is completed in class. SUPPLEMENTARY ASSIGNMENTS (ДОПОЛНИТЕЛЬНЫЕ ЗАДАНИЯ) , which include assignments 16–19, are optional and include videos, essays, presentation topics, and vocabulary or grammar review. Assignment 1 (Задание 1. Перед чтением) is appropriate for Intermediate High or higher level students, and is completed either orally or in writing. The goal of this assignment is to turn students from passive readers of explanatory footnotes to active “looker-uppers”; in a sense, students will be creating footnotes of their own. After completing assignment 1, students read the text at home. After reading the text, students complete all or some of the PREPARATORYWRITTEN ASSIGNMENTS (ПОДГОТОВИТЕЛЬНЫЕ ПИСЬМЕННЫЕ ЗАДАНИЯ) at home. Assignments 2 and 3 typically check students’ basic comprehension of the plot, and can be completed by Intermediate High-level students. In many chapters, the questions in assignment 3 employ the present tense and prompt students to practice using this tense in order to facilitate“narration in all time frames,”as required by ACTFL’s Advanced level. Assignment 4 typically lists quotes from the text and asks students to translate them; in some chapters, where the text exhibits a multitude of voices (i.e., polyphony), the assignment also asks to identifywho is speaking towhomandwhen. Due to the difficulty of some translation examples (e.g., false cognates), the assignment is most appropriate for Advanced and Superior-level students. Assignment 5 consists of multiple-choice questions, typically (though not in all chapters) asking students to guess the meaning of fixed expressions ( фразеологизмы ), idioms, colloquialisms, or false cognates from the context; these are of use for students of any level enrolled in the course. Assignment 6 consists of the “Lexical-Grammatical Commentary” section in English with an accompanying exercise; i.e., it is an example of a linguistic support (Freels 2000, Kulibina 2001, Comer 2016) given to the reader. Such linguistic support in this book