Floors 

Russian as a foreign language: advanced stage. Testing in Russian as a foreign language (tricks, levels a1-c2) Advanced Russian for foreigners

I continue to give advice to beginning RFL teachers.

1. First of all, if you don’t already have students, we need to find them and start teaching them. As they say, until you start skiing, you won’t learn to ski; the same with RCTs, if such an opportunity is given, you need to immediately start practical teaching activities. Otherwise, any recommendations will seem like mere theory.

2. There cannot be one lesson for everyone planning. For example, working in the preparatory department, I know that by the winter session students must pass exam basic level, and by the summer session - the first certification level and scientific style of speech. We practice “The Road to Russia”, use “Russian in Exercises” by Khavronina, two special books according to scientific style of speech; Periodically, if necessary, we connect other materials.

So we have term training, target training, facilities training (textbooks and manuals). In accordance with this we build our well training.

3. program And subsequence The presentation of the material to us is prompted by the textbook, the needs of the students, your common sense and, of course, the knowledge that you received by taking a course in the methods of teaching RFL: the grammatical structure of the Russian language through the prism of a foreigner; phonetic difficulties; a set of competencies that students must master at different levels - grammatical skills and lexical topics; how to teach reading, speaking, writing, listening; which textbook to choose; how to plan a lesson and course of study.

4. When we work on language courses or with individuals, contingent students, time, regularity classes, intensity And goals trainings are very different. In this regard, both the training program and the course of the lessons will vary (depending on who you work with: a businessman, a service worker, an embassy employee, a housewife, a philologist, a student, etc.; in what areas they will communicate ; depending on how long the course will last: a year, a month, a week; how often the classes will be: every day, once a week; whether there will be homework or not; whether you are preparing for an exam at a certain level of proficiency or studying " for myself"). Thus, many factors influence specifics of material supply.

5. When meeting a new student, you should talk, find out what he already knows / doesn’t know yet, test. Here is the link to tests according to RCT:

7. If you are not going to prepare your own materials for each lesson, you can choose one of textbooks for the initial stage of training. You can ask the student to purchase it or print it if there is an electronic version (or you can give him printouts yourself). Most often teachers combine several textbooks and manuals + my own work, texts and pictures from the Internet. Let's say you selected "Let's go!" as a basic course. The pandan can include “Russian language in exercises” by Khavronina (grammar drill) + “Box” and the slightly more complicated “Box” (reading texts) + Karavanova’s Survival Russian manual or Kopytina’s “Very Simple” (conversational topics and dialogues).

8. You can take another set of textbooks. The advantage of the textbooks "Once upon a time" and "5 elements" is the presence books for teachers(with lesson recommendations, which is so important for beginning teachers with no work experience) and workbook(convenient to use for homework and, in general, additional exercises in addition to those in the textbook).
There are situations when your student already has a textbook and wants to study using it. Then please adapt to his wishes.

9. If your student is already speaks Russian well and wants to continue improving or give up TORFL-2 exam or TRKI-3, here are recommendations for textbooks for advanced:

10. You may need a separate business course (Russian language in business communication). You can connect textbooks designed for native speakers of a certain language, published in the country of your residence (if they are available to you and they suit you). In case of difficulties due to the absence or insufficient knowledge of the intermediary language, they can help.

11. Using textbooks and methodological literature, determine for yourself how your course will include combine lexical and grammatical topics at an elementary level.

Something like that:)

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Transcript

1 102 Bulletin of the Moscow State University Center for International Education, 2009, 3. Workshop Workshop GAMES IN RFL LESSONS Azarina L.E. Center for International Education of Moscow State University named after M.V. Lomonosov The article discusses some types of game tasks aimed at developing communication skills in students learning Russian as a foreign language. Key words: game tasks, communicative games, speech activity, Russian as a foreign language. Game tasks are an important component of the language learning process. In the most general form, linguistic and communicative games are distinguished in language teaching methods. In linguistic games, the emphasis is on accuracy, for example, you need to name the correct form of a word, antonym, etc. The focus of communication games is the successful exchange of information. In this case, the linguistic aspect, although still important, is not an end in itself. Of course, the boundary between these two types of games is very arbitrary, and in order to successfully complete a communicative task, the use of adequate vocabulary and grammar is required. Therefore, when preparing communicative games, it is important to determine in advance what language material will be required and make sure that students master it. The popularity of game tasks in language learning is completely justified. We can name several of their key functions. 1. Games help to increase students' interest in aspects that they may find boring and thus make the learning process more fruitful. Consolidation of old and acquisition of new speech skills and abilities in a playful way occurs more actively. 2. The game creates a relaxed environment, close to the situation of real communication, in which the communicative potential of students is most fully realized, and thus the language barrier is removed. 3. Many games are a collective form of work. In such games, the volume of students’ speech activity significantly increases. In addition, working in pairs or choral responses helps overcome the fear of making mistakes. 4. During the game, the role of the teacher is mostly that of an observer. The teacher moves between groups, recording mistakes in order to sort them out later. Thus, the game can be a good diagnostic field for a teacher. Games can be divided into competitive and those aimed at cooperation and teamwork. When teaching a foreign language, the second type is preferable, since the need to compete and limited time make it difficult to concentrate on using grammatical forms correctly. The game is based on a certain type of activity: guessing, exchanging information, discussing with reaching a compromise solution, etc. A detailed classification of games by main activity was proposed by the English teacher Jill Hadfield. She identified the following types of games: 1) games aimed at obtaining information; 2) riddle games; 3) search games;

2 Azarina L.E. Games in RFL lessons 103 4) matching games; 5) games to reach a compromise; 6) exchange and collection; 7) combination; 8) arrangement; 9) cards and playing field; 10) problem game; 11) puzzle; 12) role-playing game; 13) simulation game and some others. Variety of activities is important: novelty helps maintain students' interest and attention. Next we will look in more detail at some types of games. We will talk mainly about games for the advanced stage of learning, although some of them can be adapted for any level. Many games are based on the principle of questioning, and it is preferable to use questionnaires not in question form, but in the form of unfinished sentences, so that students formulate the questions themselves when they exchange information. 1. “Let's learn more about each other” In the first lesson, acquaintance can be made more interesting if you do not just ask students to talk about themselves, but invite them to fill out the following type of questionnaire. Complete the sentences My favorite place on Earth As a child I dreamed In the next few weeks I would like The best thing that has happened to me in the last 12 months is The thing that I fear the most The thing that I love the most If I hadn’t come( a) to Russia, I would go. Russian language The next stage is constructing questions for these statements. The teacher can help students by writing questions on the board. The goal of the game is to talk to each person in the group, answer your partner’s questions and remember information about him. At the end of the game, the teacher collects the questionnaires and selectively reads the statements. For example, “This person wrote that he likes to sleep best after lunch.” The students' task is to remember who it is. At the initial stage, this game may look like this: Last name, first name Date of birth Home address Telephone Marital status Profession Nationality Foreign languages ​​Hobbies Only one item is completed in the form. You need to find the person to whom this data relates and fill out a form by asking the appropriate questions.

3 104 Bulletin of the Central Educational Institution of Moscow State University, 2009, 3. Workshop 2. “Life in this city” Using the same kind of questionnaire, in short-term courses in the last lesson it is interesting to discuss the impressions of students received from living in your country. Complete the sentences. Tell us how you feel in Moscow. 1. My first impression in Moscow is 2. When I first came to Moscow, it seemed strange to me that 3. In general, Muscovites 4. Compared to my hometown Moscow 5. I will definitely advise my friends to see in Moscow 6. If If I had known in advance, I would have taken it with me to Moscow 7. The most difficult thing for foreigners in Moscow is 8. If I were the mayor of Moscow, I would What questions would you ask your interlocutor if you want to know his opinion? Compare your answers. 3. “Prove or disprove” The next game is also based on the principle of collecting information. The cards students receive contain different kinds of statements. For example: 1. Most people love sports. The most popular sport is football. 2. People love cats more than dogs. 3. Most people prefer to live outside the city. 4. Everyone has read War and Peace. 5. Not a single person in this audience has ever been in the hospital with a broken leg. 6. There is a person in the class who has never swam in the sea. 7. Nobody likes horror movies. The task is to interview all the people in the group and collect enough information to refute or prove each statement by giving arguments. Unlike the previous game, here everyone has a different set of statements, and accordingly, different questions are assumed. The teacher must ensure that the questions are written correctly to avoid repeated errors. This game is very convenient for including some kind of grammar task. For example, you can practice the degrees of comparison of adjectives and adverbs by offering statements of this kind: “People think that dogs are kinder than cats”, “One person in the class is higher than his father”, etc. In the games that will be discussed further, the communicative aspect is also combined with the implementation of a specific grammatical task. 4. “Psychologist Consultation” During this game, students learn to give advice and recommendations. Therefore, at the preparation stage, you need to pay attention to the speech structures and grammar necessary in the game, primarily the use of types in affirmative and negative constructions. As an example, we can offer the following phrases.

4 Azarina L.E. Games in RFL lessons 105 TIPS AND RECOMMENDATIONS A friend who has problems with weight turned to you for advice. What advice can you give him? I advise you to eat less and move more. I recommend that you eat less and move more. Try eating less and moving more. Try to eat less and move more. You should eat less and move more. You need to eat less and move more. I do not advise (do not recommend) you to eat sweets and fatty foods. You should not eat sweets and fatty foods. You don't need to eat sweets and fatty foods. You can't eat sweets or fatty foods. Students receive questionnaires with the beginning of phrases that they need to complete. Each questionnaire describes a problem: overeating, shopaholism, social phobia, kleptomania, Internet addiction and others. Overeating I turned to you for help because this problem has existed for years / years. Because of this, I When I see food I usually eat once a day, each meal takes minutes / hours. I eat especially a lot in the morning/afternoon/evening/at night. What I love most is I eat a lot, because after eating I (feel)... The audience is divided into groups of 3-4 people. Students take turns talking about their problem, the rest act as psychologist-consultants and give advice using pre-developed structures. As a written assignment, you can ask to write a medical history, a doctor’s report and recommendations. You can offer another version of this game. For each group, it is necessary to prepare in advance sets of cards describing different problems. For example: “You don’t like your job”, “You want to quit smoking”, “You recently moved to another city where you don’t know anyone and feel lonely”, “You are annoyed that no one from your family helps you with housework”, “You are depressed, but you don’t know why”, “Your friend is very greedy. He never pays for you or gives you gifts.” The cards are placed face down in the center of the table. Students take them one by one from the pile and describe the situations indicated in them. Other participants in the game give advice. The “patient” gives his card to the person whose advice he liked the most. Then the next one takes a card from the pile, etc. The goal of the game is to identify the most competent psychologist. It will be the one who collects the most cards. 5. “Try this” The next comic game is also played in groups of 3-4 people. Students receive a list of problem situations and pictures depicting different objects: an axe, a fork, a stone, tongs, chewing gum, paper, sunglasses, etc. d. 1. You have a bottle of good wine, but no corkscrew. 2. The kitchen sink is clogged. 3. Your ring fell into a pot of boiling water.

5 106 Bulletin of the Central Educational Inspectorate of Moscow State University, 2009, 3. Workshop 4. You accidentally threw very important documents into the fireplace. 5. You can't get into your house because the door is slammed and you don't have the keys. 6. A pipe is leaking in the bathroom and water is dripping onto the floor. 7. The neighbor's dog howls at night and disturbs your sleep. 8. You want to give a girl a gift, but you don’t have money. The task is to decide which tool is best suited to solve a particular problem and why. Inventiveness and imagination are encouraged. The game will be much more fun if the teacher can bring all these items to class. After the group discussion is over, one person from each group goes to another group to compare different solutions. Using this material, you can repeat and practice: a) constructions expressing target relationships: “To prevent the water in the bathroom from flowing, you can use chewing gum”; b) instrumental (instrumental) case: “I will open a bottle of wine with a fork, not an ax”; c) comparative constructions: “A fork is better than an ax because it has teeth”; d) the use of adverbs “too” and “not enough”: “The ax is too big for this”, “The tongs are not long enough.” 6. “What would he do if?..” In this game you can fix subordinate clauses of the condition. You need to choose two people from the class who know each other well enough. One of them leaves the audience, and the other is asked questions like: “What do you think your friend would do if he saw a living dinosaur?” You can ask to prepare questions in advance. After the host has answered all the questions, his friend returns to answer the same questions. Their answers are compared. 7. “Room 101” This is an example of a discussion game. This image is originally from George Orwell's novel 1984. In the novel, Room 101 is a place where people were tortured by their own nightmares. There is an English comic TV show of the same name. The participants of this program talk about the things that they dislike the most and that they want to get rid of. Such things can be sent to room 101, locked there and left forever. Students are invited to get acquainted with the top list of the most annoying things to humanity, including: mathematics teachers; adults who read Harry Potter; children with mobile phones; The Beatles; 19 year old girls; men with beards; journalists; rap; televangelism; jellyfish; rats; airports; football; songs around the fire; tablet computers. This list is discussed, everyone is invited to express their opinion in something like this: “I agree to send such and such to room 101 because” or “I believe that the world should be rid of such and such.” Depending on the chosen model, the game will actively use the accusative or genitive case. After this, students are invited to add new objects and phenomena to this list and argue their dislike for them. Each example is also discussed collectively. If the majority agrees to send the item in question to room 101, we can assume that the world is rid of it. 8. “Agree or not” The next discussion game makes it possible to fill it with any thematic material and discuss a variety of issues. For this game you need to prepare statements to which students will express their attitude. The classroom space is conventionally divided into three parts: “agree”, “disagree”, “partially agree”.

6 Azarina L.E. Games in RFL lessons 107 The teacher reads a statement, for example: “Preschoolers should be prohibited from watching TV” or “Space exploration is a waste of money.” Depending on his decision, the student moves to one or another part of the audience. The resulting groups are then given time to discuss their opinions and provide arguments in favor of them, and are invited to present these arguments. Depending on the nature of the statements, this game can be very serious or, conversely, funny. During the game, cultural differences between students from different countries may become apparent. 9. "Eyewitnesses" This is an example of a search game. The essence of this type of game is that initially each participant owns part of the information. The goal of the game is to complete one or another task using the maximum amount of information received. This task can be specific to each person or common to the group. For example, according to the plot of the game, the girl Alice disappeared. Each of the students has seen her at one time or another, as stated in the texts they receive. For example, “Yesterday you saw Alice on the park street. You waved at her. She was carrying a large bouquet of flowers and walking towards the hospital.” In addition to the texts, each participant in the game has a card. The task is to reconstruct the route of movement of the missing girl and determine her whereabouts. 10. “We haven’t met before?” This game can be called a role-playing game. Students get acquainted with a description of the life story of their hero. It is important to remember the dates and places of certain events. Then you need to tell the participants in the game that they are all, for example, guests at the evening and each of them has the feeling that he has already seen other people somewhere and once. The task is to find out where and when, and to do this you need to ask everyone and tell them about yourself. All their stories intersect. Someone went to kindergarten with someone else, someone will meet the doctor who treated his tooth. The game can be used to practice different ways of marking time (“at age 5”, “when I was 16”, “two years after that”, etc.), as well as the accusative and prepositional cases (“moved to Moscow” , “studied at drama school”). You can come up with a large number of similar role-playing games, which are based on the principle of exchanging information in order to find a partner, find out this or that fact, solve a problem, etc.

7 108 Bulletin of the Central Educational Institution of Moscow State University, 2009, 3. Workshop Let's get acquainted with another version of this type of game. 11. “What were you like in the past?” Students receive cards describing the life circumstances, character and habits of different people. There must be an even number of people in the group, because each story “in the present” corresponds to a certain “past”. Students must find their pairs by telling each other about their hero, but without saying the name. After the couple is found, students discuss what changes have occurred in their hero's life. For example, there is a certain Vasya Vasin. His life is divided into two periods: the 90s and the present. The student who got the role of Vasin in the 90s reads the following story: Vasya Vasin: 1990s You are a student, but studying is not in the foreground for you. You like to lead an active lifestyle, meet friends, go to clubs. You don't want to waste the best years of your life sitting in the library. You are confident that you can pass exams, especially without preparing for them. You've always succeeded. So why waste time? Life is given to enjoy it! Your friends are very important to you. You share an apartment with three students from your course and are having a lot of fun. You are not overly concerned with thoughts about the future. When a person representing Vasya Vasin in the present is found, it will be discovered that the hero has changed a lot. Vasya Vasin Now you lead a rather secluded lifestyle, spending most of your time with your family and almost never going out. You live in a small town and work in an office near your home. Your work seems terribly boring to you, so you devote your free time to studying. You study law and take special courses in the evenings. You want to change your life and find an interesting and promising job. Now you regret that you didn't take your studies seriously enough at university. In the evenings, you walked and returned home late, and therefore were often late for morning classes, or even missed them altogether. In your second year, you failed the exam and were expelled. If you could turn back time, you would do many things differently. 12. Making up stories from A to Z The group receives a sheet with the alphabet printed vertically on it. The task is to write sentences starting, respectively, with these letters. But these should not be separate sentences, but a coherent text with a plot. It is interesting to give such an assignment if the lesson is not taking place in a classroom, but, for example, in a park: “Write what is happening around you.” Groups can come up with a plot themselves, it can be tied to the topic that is being studied at the moment. For example, “Vasya’s Day”, “Travel to Australia”, etc. As a rule, the texts turn out to be very funny. Along the chain Write the beginning of the story on the board. It should be quite simple. (“It was late in the evening. I was walking along a dark street. It was very scary. Suddenly, someone shouted in a loud voice: “Give me the money!”) One of the students reads what he wrote out loud and then adds his own sentence, logically connected with what was written. The next student says his sentence, etc. You can invite students to prepare their own “beginnings.” This game is good because during its process students listen carefully to each other.

8 Azarina L.E. Games in RFL lessons 109 Silent films Finally, in conclusion, let’s talk about such a variant of the game task as “silent films”. Students watch a small excerpt of a film, preferably dialogue, without sound. It is proposed to dub the movie. Students write the dialogue in pairs or groups, then read their versions by role. The original plays at the end. Communication games should never be seen as just a way to keep students occupied when they are tired, or to entertain them during the last lesson of the semester. This is a full-fledged part of the educational process, no less important than traditional exercises from a textbook or retelling a text. Moreover, communicative games can be considered the culminating activity in language learning, since it is the area where students make the most of their acquired knowledge. By creating an opportunity for communication, even if limited by artificial boundaries, communicative games become the link that connects the educational process and the real world. References 1. Hadfield Jill. Elementary Communication Games. Harlow Longman. 2002; Intermediate Communication Games. Harlow Longman. 2002; Advanced Communication Games. Harlow Longman. 1996; Intermediate vocabulary games. Harlow, Essex: Longman Arutyunov A.R., Chebotarev P.G., Muzrukov N.B. Game tasks in Russian language lessons: A book for teachers. M.: Russian language, Kodotchigova M. A. Role play in teaching culture: Six quick steps for classroom implementation. Internet TESL Journal, 8(7). Retrieved from 4. Lee S. K. Creative games for the language class. Forum, 33(1), 35. Retrieved from GAMES FOR RUSSIAN LANGUAGE LEARNING AND TEACHING Azarina L.E. Center for International Education, Lomonosov Moscow State University The article deals with some types of activities designed to develop essential communicative skills for learners of Russian as a foreign language. Key words: language games, communication games, speaking activities, teaching Russian as a foreign language.


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About testing in Russian as a foreign language
(TRKI, levels A1-C2)

The Russian state system of certification levels of general proficiency in Russian as a foreign language (TRFL) includes the following test system:

  • TEU - Test of Russian as a Foreign Language. Elementary level (A1);
  • TBU - Test of Russian as a Foreign Language. Basic level (A2);
  • TRKI-1 - Test of Russian as a foreign language. First certification level (B1);
  • TRKI-2 - Test of Russian as a foreign language. Second certification level (B2);
  • TRKI-3 - Test of Russian as a foreign language. Third certification level (C1);
  • TRKI-4 - Test of Russian as a foreign language. Fourth certification level (C2).

The Russian state system of certification levels of general proficiency in Russian as a foreign language correlates with testing systems adopted in other countries.

Russia Elementary level A basic level of I level
(TRKI-1)		 Level II
(TRKI-2)		 Level III
(TRKI-3)		 IV level
(TRKI-4)
A1 A2 B1 B2 C1 C2
Europe Level 1
Breakthrough Level		 Level 2
Waystage Level		 Level 3
Threshold
Level		 Level 4
Vantage
Level		 Level 5
Effective Operational Proficiency		 Level 6
Good User
USA Novice Intermediate Intermediate-High Advanced Advanced Plus Superior Native

Since 1997, the Russian State Testing System (TRKI) has been an official member of the Association of Language Testers in Europe (ALTE).

Testing procedure

TRKI— an international exam to determine the level of Russian language proficiency. General proficiency in Russian as a foreign language includes six levels:

  • Elementary,
  • Base,
  • I certification,
  • II certification,
  • III certification,
  • IV certification.

Test for each level consists of five components(subtests):

  • Vocabulary. Grammar,
  • Reading,
  • Listening,
  • Letter,
  • Speaking.

To successfully pass the exam, you must score at least 66% on each subtest. If the test taker receives less than 66% in one of them, he has the right to take a retest on the failed subtest for an additional fee (50% of the exam cost). In this case, a Certificate of Testing is issued, which indicates all the results obtained. The certificate is valid for 2 years, it can be presented for retake at any educational institution that is part of the Russian state testing system.

The results of successfully passed subtests are taken into account when retaking the exam.

Exam duration

Component (subtest) Elementary level A basic level of I certification level
Vocabulary. Grammar 50 min. 50 min. 60 min.
Reading 50 min. 50 min. 50 min.
Listening 30 min. 35 min. 35 min.
Letter 50 min. 50 min. 60 min.
Speaking 30 min. 25 min. 25 min.
Total duration: 3 hours 30 minutes 3 hours 30 minutes 3 hours 50 minutes
Written part of the exam: 180 min. 185 min. 205 min.
Component (subtest) II certification level III certification level IV certification level
Vocabulary. Grammar 90 min. 90 min. 60 min.
Reading 60 min. 75 min. 80 min.
Listening 35 min. 35 min. 40 min.
Letter 60 min. 60 min. 60 min.
Speaking 35 min. 40 min. 50 min.
Total duration: 4 hours 40 minutes 5 hours 00 minutes 4 hours 50 minutes
Written part of the exam: 280 min. 260 min. 290 min.

Russian language as a means of business communication

Typical tests by level

  • 6,300 rub. RUB 3,150 Third certification (TRKI-III/C1)
    High level of communicative competence. 6,500 rub. RUB 3,250 Fourth certification (TRKI-IV/C2)
    Fluency in Russian, close to the level of a native speaker. 6,500 rub. RUB 3,250

    A1 / ELEMENTARY LEVEL (Breakthrough Level)

    The candidate can establish and maintain social contacts in standard situations of everyday life; masters a minimum of linguistic means, his vocabulary can reach 900-1000 lexical units, including 240 internationalisms and about 30 units of speech etiquette (training course is at least 60-80 classroom hours).

    1. meet;
    2. name your profession and occupation;
    3. learn and provide biographical information about yourself and a third party;
    4. learn and communicate about hobbies and interests;
    5. congratulate on a holiday (state, national, family);
    6. thank, respond to congratulations; express a wish;
    7. give/receive a gift; invite to a holiday, to visit; accept the invitation / refuse the invitation, explain the reason for the refusal;
    8. agree on a time and place of meeting;
    9. find out, provide address, phone number;
    10. find out/tell where things are; how to get there / get there; is it far or close; how much does the fare cost, how to pay for the fare; use the transport schedule; signs on the streets, train stations, at the airport;
    11. tell how the excursion went, express your assessment;
    12. offer/accept an offer to have breakfast/lunch/dinner in a restaurant, cafe; refuse the offer, explain the reason for the refusal; agree on the place and time of the meeting; read the menu; order food and drinks; find out/tell about your favorite dishes, your choice; pay for lunch/dinner.

    A2 / PRE-THRESHOLD (BASIC) LEVEL (Waystage Level)

    Your successful completion of testing at this level indicates that your communicative competence has been formed at the initial level, which allows you to satisfy your basic communication needs in a limited number of situations in the social, everyday and socio-cultural spheres of communication. Simply put, you can do your own shopping in a store, use local public transport, discuss the weather with others, exchange a few common phrases with classmates or teachers, etc.

    Official requirements: skills and abilities that you must have at a basic level of proficiency in Russian as a foreign language (RFL):

    1. be able to read short simple texts taken from various sources (names of magazines and newspapers, signs, inscriptions, indexes, advertisements, etc.); understand the basic and additional information of adapted texts of a regional studies, informational, journalistic and social character;
    2. be able to write a short letter, note, congratulations, etc., present the main content of the source text based on questions;
    3. understand basic information (topic, indication of place, time, reason, etc.) presented in individual dialogues and monologues of a social, everyday and socio-cultural nature;
    4. be able to initiate dialogue in simple situations of a standard type; maintain a conversation about yourself, a friend, family, study, work, learning a foreign language, the working day, free time, hometown, health, weather, and also construct your own statement based on the text you read;
    5. use grammatical and lexical skills to formulate statements about your intentions in a limited set of situations.

    Wherein 1300 units.

    However, knowledge of Russian as a foreign language at a basic level not enough for studying in Russian educational institutions, with the exception of preparatory faculties (departments or courses) for foreign citizens, where future students undergo special language training throughout the year.

    B1 / THRESHOLD LEVEL

    Your successful completion of testing at this level indicates that your communicative competence is formed at an average level and allows you to satisfy your basic communicative needs in the social, social, cultural and educational and professional spheres of communication. In other words, you are already more independent in a foreign language environment and can navigate most standard everyday situations, and are also able to solve a significant part of the everyday problems that arise and the tasks that confront you. This corresponds to the state standard for RCT.

    Official requirements: first level of RCT:

    1. be able to read short texts from newspapers, magazines, books; understand the general content of what you read, individual details, conclusions and assessments of the author;
    2. be able to write a text of 20 sentences on one of the proposed topics: about yourself, your family, studies, learning a foreign language, working day, free time, hometown, health, weather; convey the main content of the text read or listened to on the proposed topic;
    3. understand short dialogues and extract factual information (topic, time, relationships, characteristics of objects, goals, reasons); understand detailed dialogues and express your attitude to the statements and actions of speakers; understand announcements, news, and socio-cultural information;
    4. be able to participate in dialogues in a fairly wide range of everyday communication situations, start, maintain and end a dialogue; conduct a conversation on various topics (about yourself, about work, profession, interests, about the country, city, cultural issues, etc.); formulate your own statement based on the read text of a socio-cultural nature;
    5. use grammatical and lexical skills to formulate statements in accordance with the intentions that arise in simple situations of a standard type.

    The volume of the lexical minimum should already reach 2300 units.

    Knowledge of Russian as a foreign language at the first level enough to start studying in Russian educational institutions, including higher professional education, i.e. universities, institutes and academies . This level is usually achieved by graduates of preparatory faculties(departments or courses) for foreign citizens after a year of special language training.

    B2 / POST-THRESHOLD LEVEL (Vantage Level)

    Successfully passing testing at this level indicates that your communicative competence is formed at a sufficiently high level, and allows you to satisfy your communicative needs in all areas of communication, conduct professional activities in Russian as a specialist in the relevant profile: humanitarian (with the exception of philology) , engineering and technical, natural science, etc.

    Official requirements: second level of RCT:

    1. be able to read various journalistic and artistic texts of a descriptive and narrative nature with elements of reasoning, as well as mixed types of texts with a clearly expressed author’s assessment.
    2. be able to write plans, theses, notes based on what you have heard and read; write your own written texts of an informative nature in the form of a personal or official business letter, as well as texts of a business nature (applications, requests, explanatory notes, etc.).
    3. understand dialogues on everyday topics with a clearly expressed attitude of the speakers; radio news, advertising announcements; dialogues from feature films and television programs with a clearly expressed nature of interpersonal relationships;
    4. be able to maintain a dialogue, implementing pre-proposed tactics of verbal communication; act as an initiator of dialogue-questioning; talk about what you saw, express your own opinion and evaluate what you saw; analyze the problem in a situation of free conversation;
    5. be able to adequately perceive and use lexical and grammatical means of the language, ensuring the correct linguistic design of statements.

    The volume of the lexical minimum should reach 10 000 units.

    Proficiency in Russian as a foreign language at the second level necessary to obtain a bachelor's or master's degree - a graduate of a Russian university (with the exception of bachelor's or master's degree philologist).

    C1 / LEVEL OF COMPETENT PROFICIENCY (Effective operational proficiency)

    Successfully passing testing at this level indicates a high level of communicative competence, which allows you to satisfy your communication needs in all areas of communication, as well as conduct professional philological activities in Russian.

    Official requirements: third level of RCT:

    1. understand and adequately interpret texts related to the socio-cultural and official business spheres of communication, as well as the ability to read Russian fiction. Moreover, it is assumed that socio-cultural texts should contain a fairly high level of known information. Official business texts refer to legal acts and official communications.
    2. be able to write a problem summary, an essay, a formal/informal letter, a message based on what has been heard and read, demonstrating the ability to analyze and evaluate the information provided; be able to write your own text of a problematic nature (article, essay, letter).
    3. understand an audio text as a whole, understand details, demonstrate the ability to evaluate what is heard (radio and television broadcasts, excerpts from films, recordings of public speeches, etc.) and evaluate the speaker’s attitude to the subject of speech;
    4. be able to maintain a dialogue using a variety of linguistic means to implement various goals and tactics of verbal communication; act as the initiator of a dialogue-conversation, which is a resolution of a conflict situation in the process of communication; build a monologue-reasoning on moral and ethical topics; in a situation of free conversation, defend and argue your own opinion;
    5. be able to demonstrate knowledge of the language system, manifested in the skills of using linguistic units and structural relationships necessary for understanding and formatting individual statements, as well as statements that are part of original texts or fragments thereof.

    The volume of the lexical minimum should reach 12 000 units, including active parts of the dictionary - 7 000 units.

    Availability of this Certificate necessary to obtain a bachelor's degree in philology- graduate of a Russian university.

    C2 / NATIVE LANGUAGE LEVEL (Mastery Level)

    Successful completion of testing at this level indicates fluency in the Russian language, close to the level of a native speaker.

    Official requirements: fourth level of RCT:

    1. understand and adequately interpret original texts of any subject: abstract philosophical, professionally oriented, journalistic and artistic texts with subtextual and conceptual meanings;
    2. be able to write your own texts, reflecting personal ideas about the subject of speech, and texts of an influencing nature;
    3. understand as fully as possible the content of radio and television programs, excerpts from films, television plays, radio plays, recordings of public speeches, etc., adequately perceiving the socio-cultural and emotional features of the speaker’s speech, interpreting well-known statements and hidden meanings.
    4. be able to achieve any communication goals in a situation of prepared and unprepared monologue and dialogic communication, including public, demonstrating the ability to implement the tactics of speech behavior characteristic of the organizer of communication who seeks to influence the listener;
    5. demonstrate knowledge of the language system, demonstrating understanding and skills in the use of linguistic units and structural relations necessary for the understanding and design of individual statements, as well as statements that are part of original texts or fragments thereof, taking into account their stylistically distinguished use.

    The volume of the lexical minimum should reach 20 000 units, including active parts of the dictionary - 8 000 units.

    Availability of this Certificate necessary to obtain a master's degree in philology- a graduate of a Russian university giving the right to all types of teaching and research activities in the field of the Russian language.

    For any use of site materials, AN ACTIVE HYPERLINK IS REQUIRED
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    The Russian language rightfully takes the place of the most complex language in the world. Russian-speaking students of language schools who stubbornly study German, French, English and other languages ​​probably do not fully understand how complex and extensive the language they already know is. It is worth approaching the study of Russian in a multi-faceted way and with all the attention.

    Learn Russian Language

    The channel contains detailed materials for learning Russian as a foreign language, which are suitable for beginners in the Russian language and those who already have basic knowledge. The channel boasts a rich archive of educational videos with subtitles, which is updated weekly. Videos are provided in the form of a monologue by the presenter or in the form of understandable presentations. These lessons are suitable for those who have just started learning and want to learn Russian without rushing. For those who have mastered the basics of the language, there may also be useful materials. The channel's presenter actively practices speaking and dialogues.

    Lingua-Baikal


    Channel of the authors of the Russian as a foreign language textbook. Here you can find several educational lectures recorded in the classroom with students and an experienced teacher. Students act as students, during the lecture they answer the teacher’s questions and complete pronunciation tasks. For advanced students. During the lectures, the student will be able to correct pronunciation and expand the vocabulary necessary for a foreigner planning to visit Russia or Belarus.

    RCT for everyone

    The main emphasis in the material presented is on the most difficult thing - the grammar of the Russian language, which is presented in illustrations and clear examples. The authors of the channel try to present the material in such a way that it is understandable to students with different levels of knowledge. Information is conveyed through clear presentations with audio. Students will study numbers, cases, pronouns, adjectives.

    Free apps for learning Russian as a foreign language

    To make language learning as effective as possible, you should devote every free minute to the process of learning or repetition. Mobile apps can help with this.

    Mondly: Learn Russian FREE- a versatile application that trains writing, speaking, reading and listening skills. Both those with elementary and advanced levels of study will find the application interesting; it will be useful when traveling and in business. Download the application for, for

    Learn English with Babbel– offers to study Russian through short lessons designed to qualitatively improve the level of language proficiency of a potential student. It will be useful for beginners and continuing students. The authors of the lessons are experienced teachers and native speakers. Pronunciation training is possible through the speech recognition function. Download the application for, for

    6000 Words - Learn Russian Language for Free- an application created to replenish a student's vocabulary and has a rich vocabulary library. For ease of use in the application, the words are divided into difficulty levels and topics; you can listen to a new word. Mini-games have been created to make memorization easier. Download the application for, for