¿Tienes naranjas?
Sí, están de temporada.
De temporada
You will practice
- Name three fruits in season
- Ask "how much?" by weight
- Use the "I will take..." structure
Russian is not just the language of explanation in this course. It is the starting support for entering Spanish: the teacher helps you use what you already feel, then shows where Spanish needs its own form.
¿Tienes naranjas?
Sí, están de temporada.
You will practice
Russian is not just the language of explanation here. It is the starting support that helps you enter Spanish faster.
You start from what is already there: familiar roots, a feel for gender, the мне нравится frame, and the habit of noticing how an action unfolds. The teacher helps you use these supports, then shows where Russian intuition stops working and Spanish needs its own form.
A first contact with the method: familiar words become short Spanish phrases with the teacher's help.
A1 builds the first spoken phrases: articles, linking words, questions, negation, simple actions, likes, needs, and short reasons. Russian helps you enter the phrase; Spanish gives it form.
A2 moves into daily life and first stories. You speak about routines, objects, directions, past moments, and simple exchanges. Russian helps with meaning; the teacher helps rebuild it in Spanish.
B1 makes speech more connected: wishes, doubts, advice, conditions, explanations, and longer reasons. Russian can give the first clue, but the final phrase is built in Spanish.
B2 trains repair, summary, argument, polite requests, professional situations, and false friends. Russian helps notice a possible calque before it becomes a habit.
C1 and C2 focus on tone, style, indirect meaning, mediation, and self-correction. Russian remains a quick diagnostic tool, while the conversation itself stays in Spanish.
The teacher uses familiar roots, Russian sentence instincts, and simple parallels only where they help you build the next Spanish phrase.
You do not prepare a vocabulary list first. The needed word appears inside the situation, then becomes part of the phrase you are building.
The teacher helps add the Spanish detail the phrase needs: an article, a linking word, an ending, or the right order.
The phrase grows one piece at a time until it can be said as a complete Spanish thought, then comes back later in a new context.