Intermediate Russian Grammar Review

45min
2,800 P
Verbs of Motion

Description

Objective:

To reinforce the understanding and usage of verbs of motion in Russian for an intermediate-level English-speaking student.

Lesson Plan:

1. Introduction (5 minutes):

- Greet the student and introduce the topic of the lesson: verbs of motion.

- Explain the importance of understanding and using verbs of motion correctly in Russian.

 

2. Overview of Verbs of Motion (10 minutes):

- Present an overview of the types of verbs of motion in Russian (ходить, идти, ехать, ездить).

- Explain the differences in usage between imperfective and perfective verbs of motion.

- Provide examples of sentences using each type of verb.

 

3. Practice Exercises (20 minutes):

- Conduct interactive exercises to practice using verbs of motion:

 

  - Fill-in-the-blank exercises with sentences using verbs of motion in context:

    - Я каждый день ___ в школу. (ходить / ездить)

    - Он ___ в кино вчера. (шел / пошел)

 

  - Role-playing scenarios where the student must choose the appropriate verb of motion based on the context provided:

    - Student: "Как ты обычно ___ на работу?" (ходишь / едешь)

    - Tutor: "Я ___ на работу на автобусе." (хожу / еду)

 

  - Translation exercises from English to Russian and vice versa, focusing on sentences with verbs of motion:

    - English: "I am going to the store." -> Russian: "Я иду в магазин."

 

4. Real-Life Application (5 minutes):

- Discuss real-life situations where verbs of motion are commonly used, such as giving directions, talking about travel experiences, or describing daily routines.

- Encourage the student to think of examples from their own experiences where they could use verbs of motion in Russian.

 

5. Conclusion and Homework (5 minutes):

- Summarize the key points covered in the lesson.

- Assign the student homework to write a short paragraph describing a recent trip or outing using verbs of motion.

- Thank the student for their participation and conclude the lesson.

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