Repeat spelling grammatical sentence tool. Main members of the proposal
Finished works
DEGREE WORKS
Much has already passed and now you are a graduate, if, of course, you write your thesis on time. But life is such a thing that only now it becomes clear to you that, having ceased to be a student, you will lose all the student joys, many of which you have never tried, putting everything off and putting it off until later. And now, instead of catching up, you're working on your thesis? There is an excellent solution: download the thesis you need from our website - and you will instantly have a lot of free time!
Theses have been successfully defended at leading universities of the Republic of Kazakhstan.
Cost of work from 20,000 tenge
COURSE WORKS
The course project is the first serious practical work. It is with the writing of coursework that preparation for the development of diploma projects begins. If a student learns to correctly present the content of a topic in a course project and format it competently, then in the future he will not have any problems with writing reports, or composing theses, or performing other practical tasks. In order to assist students in writing this type of student work and to clarify questions that arise during its preparation, in fact, this information section was created.
Cost of work from 2,500 tenge
MASTER'S DISSERTATIONS
Currently, in higher educational institutions of Kazakhstan and the CIS countries, the level of higher professional education that follows after bachelor's degree is very common - master's degree. In the master's program, students study with the aim of obtaining a master's degree, which is recognized in most countries of the world more than a bachelor's degree, and is also recognized by foreign employers. The result of master's studies is the defense of a master's thesis.
We will provide you with up-to-date analytical and textual material; the price includes 2 scientific articles and an abstract.
Cost of work from 35,000 tenge
PRACTICE REPORTS
After completing any type of student internship (educational, industrial, pre-graduation), a report is required. This document will be confirmation of the student’s practical work and the basis for forming an assessment for practice. Usually, in order to draw up a report on an internship, you need to collect and analyze information about the enterprise, consider the structure and work routine of the organization in which the internship is taking place, draw up a calendar plan and describe your practical activities.
We will help you write a report on your internship, taking into account the specifics of the activities of a particular enterprise.
This manual is a printed handouts on basic spelling and punctuation rules, which contains, along with practical tasks, control exercises, systematized theoretical information, as well as a list of vocabulary words used in the tests.
The structure of the document assumes flexible system for adjusting the proposed material with the possibility of changing, adding, deleting; complete set of multi-variant(depending on the conditions) package cards; seal formed package.
The proposed course includes 40 topics and is designed for 68 hours. For ease of use and saving paper, it is assumed that two pages will be printed on one A4 sheet.
Focused on a comprehensive repetition of what was learned in grades V-IX, the proposed manual helps to consolidate, systematize and generalize the acquired knowledge. The schematically outlined rules and exercises included in the course program can be used to create multi-level cards, slides and other handouts and demonstration materials both in class and in extracurricular activities. Topics and exercises grouped on double-sided sheets are also convenient for individual lessons.
Modern Russian language textbooks for high school do not always include a list of vocabulary words that are used in abundance in the Unified State Examination, so at the beginning of the year I offer each student a list of words (I systematically update them), from which I subsequently form vocabulary dictations.
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On the topic: methodological developments, presentations and notes
Repetition of spelling and punctuation.
This material is the development of a Russian language lesson in 6th grade on the topic “Repetition of spelling and punctuation.” The notes are compiled in such a way that just download, take and teach the lesson!...
Lesson objectives: Educational: generalization and systematization of students’ knowledge according to spelling patterns (A13 - A17) included in the Unified State Exam in the Russian language. Developmental: development of spelling vigilance, creativity...
Know: ways of expressing the subject with a noun, pronoun, combination of words.
Be able to: find the stem of a sentence in which the subject is expressed by a noun or pronoun.
Repetition: spelling of unstressed vowels in the root.
I. Entry in the Dictionary of Difficult Words.
Subject predicate.
II. Checking homework.
III. Repetition of what has been learned in syntax.
1. Which parts of the sentence are called main?
2. What does the subject mean? What questions can be used to find the subject of a sentence?
3. What parts of speech express the subject? Give examples.
4. What does the predicate mean? What questions does it answer?
5. Which part of speech most often expresses the predicate? Give examples.
6. What is the grammatical basis of a sentence?
7. How many main members can there be in a sentence? Give examples.
8. What are the names of the remaining members of the sentence?
In order not to duplicate what students should have firmly learned in elementary school, it is necessary to clearly understand what knowledge fifth-graders have about the main and minor members of a sentence.
From the course of grades III-IV, students know that the subject and predicate are the main members of a sentence; the subject answers the question to what? or what?, denotes who or what is being talked about in a sentence, and is most often expressed by a noun or pronoun. Students know about the predicate: it means that it is said about under answers the question what does the object do? and is most often expressed as a verb. They also know that the remaining members of the sentence are called minor.
IV. Recording from dictation.
Underline the main terms, write above them which parts of speech are expressed.
I spend the night in an old gazebo. It is overgrown with wild grapes. In the morning the sun shines through the foliage. The sparrows look into the gazebo with surprise. They are attracted to watches. They tick on the round table.
(According to K. Paustovsky.)
What tense verbs express predicates?
Write down the pronouns that act as the subject. (Pronouns are written me, her, them.)
Come up with sentences in which other pronouns can act as subjects.
What are these pronouns? ( You, he, we, you.)
The teacher tells students that the subject can be a word or group of words that answers the question about? or what? and are related to the predicate in meaning and grammatically.
Helping rule: it is easier to find the subject if you put a question to it from the predicate.
V. Collective work performance.
The teacher reads the sentence, students find its grammatical basis. When performing the exercise, students use an assistant rule (the exercise is performed orally.)
1. Three wise men set off across the sea in a thunderstorm in one basin. (S. Marshak.) 2. But who is laughing so loudly in the well? (D. Ciardi.) 3. A hundred snakes hiss suspiciously at two guys. (S. Mikhalkov.) 4. Three crows stayed at the ice hole for three hours. (V. Fetisov.) 5. I saw three drops of rain on the glass. 6. Three drops fell from dad’s hat. (V. Levin.)
VI. Verification work.
The purpose of the work is to test students’ ability to find the basis of a sentence in which the subject is expressed by a noun, pronoun or combination of words.
I. Indicate sentences in which the subject is expressed by a noun.
1. Cheerful reflections of the fire played on the glass.
2. On the stove, two boys snored sweetly.
3. Valentinka remembered the fairy tale about Ivashechka.
4. She pulled out an armful of brushwood from under the snow.
5. A damp fog hung over the river.
(According to L. Voronkova.)
II. Find sentences in which the subject is expressed by a pronoun.
1. Grandfather’s seedlings were green on the windowsills.
2. They took the bull outside.
3. The blue puddles sparkled dazzlingly under the sun.
4. Grandfather carefully took the letter out of the envelope.
5. She will run barefoot through the fresh grass.
(According to L. Voronkova.)
Teacher's checklist: I. 1, 3, 5; II. 2, 5.
Homework:§ 30, 31, ex. 157, 158; prepare the “Subject” card for the typesetting canvas.
Lesson 36. Predicate
Know: ways of expressing the predicate.
Be able to: find the grammatical basis of a sentence where the predicate is expressed by a verb, noun, full or short adjective.
I. Checking homework.
As the exercise is checked, the left side of the table is filled in, then fifth-graders fill in the right side with their examples.
E.A.KATS,
Moscow
Three texts to review spelling and punctuation
10th - 11th grades
Text No. 1
.
BALL LIGHTNING
No matter how mysterious the lightning may be, no one would ever doubt its existence. People have a completely (different) attitude towards ball lightning; many to this day consider it an optical illusion and even a fiction. People's stories of seeing ball lightning sometimes lead to (?) the same (dis)trust as stories about encounters with flying saucers. So, in reality, ball lightning is (not) as rare as it is a “socially hidden” phenomenon, many eyewitnesses describe (?) mistrust and ridicule and (therefore) prefer to (not) spread (?) about the species (n, nn )_m. Meanwhile, investigations carried out only in one (small) long distance in the Austrian Alps showed that in sixty years, in that (r, rr) area of one hundred square kilometers, ball lightning was seen nineteen times. It means that eyewitnesses ball lightning_ much more than people have seen the place where ordinary lightning struck. In our country, observational data on ball lightning is collected by groups of scientists at the Yaroslavl State University and at the Institute of High Temperatures in Moscow. In the data bank of Russian scientists, there is information about forty-five encounters of military aircraft with ball lightning. Six of these “meetings” ended in the death of aircraft.
Scientists had the opportunity to learn about destructive properties of ball lightning already at the very dawn of the era of electricity. In the summer of 1753, Professor Richman died while observing the effects of a thunderstorm in St. Petersburg on a device he invented for measuring the electric field in the atmosphere. A blue ball of fire, the size of a fist, separated from the metal(l,ll) rod and hit Richman, who was standing a step away from the drill, right in the forehead. At the same time there was a crash remind_new shot from a pistol.
The chances of seeing ball lightning are very (not) high—about one in ten thousand. However, there are people for whom encountering lightning is not really ball lightning, but an ordinary (n, nn) common thing. American Roy Sullivan was struck by lightning seven times. The first meeting cost him the nail on the toe of his right foot; the second time, lightning burned off his eyebrows; the third; the skin on his left shoulder; the fourth; his hair; the fifth, again, the hair that had grown by that time. The last two falls hit my leg and stomach. Now Sullivan has a special, trusting relationship with lightning. Before lightning hits me, he says, his hair begins to crack, this is a sure sign. Two seconds later she hits me. So I don’t have time to hide(?) myself.
Tasks
2. Highlight the signs of a scientific style in the text: a) words that emphasize logic and accuracy of presentation; b) abstract vocabulary and special terms (if any); c) predicates, emphasizing the objectivity of the presentation. Does this text belong to the popular science substyle? Prove it.
3. Determine the type of speech.
4. What is the connection (chain or parallel) of the sentences in the first paragraph?
5. Find keywords that connect the sentences in the first paragraph.
6. Determine the tense and type of predicate verbs in the second paragraph.
7. Find introductory words, phrases and sentences in the text. Determine their role in this text. What synonymous introductory words, phrases and sentences could replace them?
8. Carry out a morphemic and word-formation analysis of the highlighted words.
9. Write out two words from the text without an ending and two with a zero ending. Indicate their part of speech.
10. Find words with prefixes on z(s) , explain their spelling.
11.From the sentences of the first paragraph, write out the word combination, indicate the main and dependent words, characterize them by the method of connection.
12. Write out examples of different types of predicates from the text. Parse them.
13. Write out from the text at least three examples of different types of circumstances with the words on which they depend. Identify the question each answer answers.
14. Give an example of incomplete sentences (including as part of a complex sentence) and write down which members are omitted.
Text for self-control
BALL LIGHTNING
No matter how mysterious a phenomenon lightning remains, it would never occur to anyone to doubt its existence. People have a completely different attitude towards ball lightning: many to this day consider it an optical illusion and even fiction. Stories from people who have seen ball lightning sometimes meet with the same level of mistrust as stories about encounters with flying saucers. So, in fact, ball lightning is not so much a rare phenomenon as it is a “socially hidden” phenomenon: many eyewitnesses are afraid of mistrust and ridicule and therefore prefer not to talk about what they saw. Meanwhile, studies conducted in just one small valley in the Austrian Alps showed that in sixty years, ball lightning was seen nineteen times over an area of one hundred square kilometers. This means that there are many more eyewitnesses to ball lightning than people who saw the place struck by ordinary lightning. In our country, observational data on ball lightning is collected by groups of scientists at Yaroslavl State University and at the Institute of High Temperatures in Moscow. The data bank of Russian scientists contains, in particular, information about forty-five encounters of military aircraft with ball lightning. Six of these “dates” ended in the loss of planes.
Scientists learned about the destructive properties of ball lightning already at the very dawn of the era of electricity. In the summer of 1753, Professor Richman died while observing in St. Petersburg the effect of a thunderstorm on a device he had invented for measuring the electric field in the atmosphere. A blue fireball the size of a fist separated from the metal rod and hit Richman, who was standing a step away from the device, right in the forehead. At the same time, there was a crack that sounded like a pistol shot.
The chances of seeing ball lightning are very low - about one in ten thousand. However, there are people for whom encountering lightning - not ball lightning, but ordinary lightning - is a common thing. American Roy Sullivan was struck by lightning seven times. The first meeting cost him the nail on his right toe, the second time lightning burned his eyebrows, the third time the skin on his left shoulder, the fourth time his hair, the fifth time his hair, which had managed to grow back by that time. The last two hits were in the leg and stomach. Now Sullivan has a special, trusting relationship with lightning. “Before lightning hits me,” he says, “my hair starts to crackle—that’s a sure sign. Two seconds later she hits me. So, you know, I don’t have time to hide.”
Text No. 2
Read the text, insert the missing letters, add punctuation marks.
1. Antonio Minasi (m_nah) Dominican from the Italian city of Reggio di Calambria stared at the sea with satisfaction. 2. Where ships usually cut waves with their bows, a number of castles hovered in the air. 3. And a little further away a whole army of knights in armor is moving!
4. M_nah was so impressed by supernatural visions that he wrote a book about it. 5. Antonio believed in the ghost that suddenly appeared in the air. 6. Of course (?) but (n_) what kind of palaces were there (not) in sight. 7. Today we call such phenomena Fata Morgana after the legendary fairy Morgana, who, according to ancient legend, bedeviled people with her magic.
8. Frosts appear (?) wherever layers of warm and cold air alternate (?) 9. At their boundaries_and such an (un)usual optical e(f,ff) effect appears, the air reflects the rays and turns(?) into some kind of mirror. 10. These pictures are constantly (n, nn) moving (?) and we see amazing things that in fact can be located (?) very far from us.
11. Such natural_phenomena_can often be observed, for example, in deserts where during the day the hot water heats up the air (at) below and above it remains(?) cold. 12. So the wonderful (?) lakes began to shine. 13. Oh, how many tired (n, nn) travelers have found hope! 14. Water! Is it really water?! they rejoiced. 15. The faster the unfortunate(?) people walked to the saving pond, the farther the treasured blue surface receded from them. 16. It was clear that it was not a lake, but just a blue sky, or rather its reflection on the ground. 17. It happened (because of) frost that entire villages died in the desert. 18. The “mirror” layer of air can be located (?) in the sky. 19. Then even those objects that are (?) far from us are “drawn” on the umbrella. 20. It seems that this is how the Vikings discovered Greenland. 21. Ancient sailors accidentally noticed the reflection of a distant island in the sky when they were crossing the Atlantic Ocean more than 1000 years ago. 22. Well, what did Antonio Minasi see? 23. Who knows! 24. Often layers of “mirror” air mix(?) 25. Then fantastic pictures are visible. 26. Maybe this is how “flying saucers” arise? 27. However, all frosts are united by one thing (?) but a light breeze is enough for them to disappear without a trace.
(Based on materials from Geo magazine)
Tasks
1. Determine the text style. Prove your opinion.
2. Determine the type of speech.
3. What is expressed in the title - theme or idea?
4. Find keywords that connect the sentences in the first paragraph.
5. What linguistic means used in this text bring it closer to scientific and literary texts?
6. Find introductory words and phrases in the text. Indicate the numbers of the sentences in which they occur. Determine their role in this text.
7. Write out the nouns from the second paragraph into groups depending on their lexical and grammatical meaning: real, concrete, abstract, collective.
8. Find an indeclinable noun and perform a morphological analysis of it. Give more examples of such words.
9. Write out the adjectives by category from sentences No. 11–20, highlight the morphemes in them.
10. Write down the verbs belonging to conjugation II, form all possible verb forms from them.
11. Write down phrases (one example) for each method of communication. Parse them and indicate the type of connection.
12. Indicate the numbers of sentences in which the subject is also a means of connecting simple sentences as part of a complex sentence.
13. Find a complex sentence with composition and subordination in the text, indicate its number, make a diagram.
14. Find a sentence with homogeneous subordinate clauses in the text, indicate its number, and make a diagram.
15.What part of speech is the word however in sentence number 27? What role does it play in sentence No. 15?
Text for self-control
Antonio Minasi, a Dominican friar from the Italian city of Reggio di Calambria, stared at the sea in surprise. Where ships usually cut through the waves with their bows, majestic castles hung in the air. And a little further away a whole army of knights in armor is moving!
The monk was so amazed by the supernatural visions that he wrote a book about it. Antonio believed in a mirage, a ghost that suddenly appeared in the air. Of course, there were no traces of any palaces there. Today we call such phenomena Fata Morgana - after the legendary fairy Morgana, who, according to ancient legend, fooled people with her magic.
Mirages appear wherever layers of warm and cold air alternate. At their border such an unusual optical effect occurs: the air, reflecting the rays, turns into some kind of mirror. These pictures are constantly moving, and we see amazing things that may actually be very far from us.
Such natural phenomena can often be observed, for example, in deserts, where during the day hot sand heats the air below, while above it remains cold. So the wonderful lakes begin to sparkle in the distance. Oh, how many travelers tired of the heat found hope! "Water! Is it really water?!” - they rejoiced. The faster, however, the unfortunates walked to the saving reservoir, the farther the treasured blue surface receded from them. It is clear: this was not a lake at all, but just the blue sky, or rather, its reflection on the ground. It happened that entire caravans died in the desert because of a mirage. A “mirror” layer of air can also be located in the sky. Then even those objects that are far from us are “drawn” on the horizon. This seems to be how the Vikings discovered Greenland. Ancient sailors accidentally spotted the reflection of a distant island in the sky while sailing the Atlantic Ocean more than 1,000 years ago. Well, what did Antonio Minasi see? Who knows! Often layers of “mirror” air mix. Then absolutely fantastic pictures are visible. Maybe this is how “flying saucers” arise? However, all mirages have one thing in common: a light breeze is enough for them to disappear without a trace.
Text No. 3
Read the text, insert the missing letters, add punctuation marks.
UNIVERSAL SIGN LANGUAGE
From the point of view of zoomorphology, there are no significant differences between the capabilities of a human hand and a monkey’s paw. A man takes a small finger with the ends of his big and pointing finger, and a sh_mpanzee does exactly the same thing, but a little more (un)clumsily, that's all the difference. However, if you list everything that a human hand can (by) grasping, it becomes clear(?) how far we have gone from our climbs through the trees of our ancestors. The most eloquent evidence of this is the language spoken by the deaf and dumb, sign language. In this language, the hands completely take over the functions of spoken speech. But even just talking to each other, we still help ourselves with our hands. A gesture usually accompanies a verbal(?) explanation. For example, try to explain to a child what a spiral forest(?) is and you will see how your hand begins to energetically draw spiral loops in the air. Speech and gestures are strongly connected in our brain. People who, during the experiment, were forbidden to hold the conversation by moving their hands, spoke much less clearly, sluggishly, had difficulty formulating thoughts and confused individual concepts.
Active gestures are an indispensable aid(?) of speech when a speaker comes(?) to speak at a respectful distance from the public. (That’s why actors on stage gesture much more actively than in films. In the twenties, Adolf Hitler took lessons from the actor Basil, who played heroic roles in the court theater. Probably from him the future Fuhrer learned to extend his hands to his listeners and attract them with gestures rather than arguments. Gestures give away a person when he is lying. Spectators who were given the task of expressing their enthusiasm for the obviously unhelpful(?) film exposed themselves by the paucity and (in)expressiveness of gestures. By (some) movements independent of words, such as tapping our fingers on the table, we can judge the internal state of the interlocutor by guessing whether he is benevolent or threatening. Other movements, such as scratching the back of the head, indicate a lack of words or embarrassment of the speaker. Perhaps this gesture contains a subconscious attempt to stimulate the brain. The psychology of gestures is concerned with these questions. She is, however, completely powerless in the face of the mystery of how the brain controls hand movements and includes them in the context of behavior and speech. It turns out(?) that we can imagine the connection between motor skills and abstract thinking and perception, but how and why this connection works remains(?) a secret for us.
(Based on materials from Geo magazine)
Tasks
1. Determine the text style. Prove your opinion.
2. Find a phraseological unit in the text and explain its meaning.
3. Make diagrams of complex sentences in the first paragraph.
4. Find introductory words, write them down, indicate their meanings, and select introductory words for them with the same meaning.
5. Write down difficult words and indicate the method of formation.
6. Write down two examples of consistent and inconsistent definitions with the words being defined. Parse these phrases.
7. Illustrate these rules with examples from the text.
– Spelling varies Not with verbal adjectives washed and with participles washed : if there are explanatory words, the first are written together (like denominative adjectives), the second - separately. To adjectives on washed These include words formed from intransitive verbs or from perfective verbs. These words are subject to general spelling rules. Not with adjectives, that is, they are written together and with explanatory words, as well as in a short form.
– A dash is placed between the subject and the predicate in the absence of a connective, if both main members of the sentence are expressed by nouns in the nominative case.
– A comma and a dash in a complex sentence are placed as a single sign before a word, which is repeated in order to connect with it a new sentence or a further part of the same sentence.
Text for self-control
UNIVERSAL SIGN LANGUAGE
From the point of view of zoomorphology, there are no significant differences between the capabilities of a human hand and a monkey’s paw. A person picks up a small object with the tips of his thumb and forefinger, and a chimpanzee does the same thing, but a little more clumsily - that's the whole difference. However, if you list everything the human hand can do besides grasping, it becomes clear how far we have come from our tree-climbing ancestors. This is most eloquently evidenced by the language spoken by the deaf and mute – sign language. In this language, the hands completely take over the functions of spoken speech. But just by talking to each other, we still help ourselves with our hands. Gesture usually accompanies verbal explanation. Try, for example, to explain to your child what a spiral staircase is, and you will see how your hand begins to vigorously draw serpentine loops in the air. Speech and gestures are strongly connected in our brains. During the experiment, people who were forbidden to move their hands during a conversation spoke much less clearly, sluggishly, had difficulty formulating thoughts, and confused certain concepts.
Active gestures are an indispensable aid to speech when the speaker has to speak at a respectful distance from the audience. Therefore, actors on stage gesticulate much more actively than in films. In the twenties, Adolf Hitler took lessons from the actor Basil, who played heroic roles in the court theater. Probably from him the future Fuhrer learned to stretch out his hands to his listeners and attract them with gestures rather than with arguments. Gestures give away a person when he is lying. The audience, tasked with expressing admiration for an obviously helpless film, exposed itself with the paucity and inexpressiveness of gestures. By some movements independent of words, such as tapping our fingers on the table, we can judge the internal state of the interlocutor, guess the goodwill or threat emanating from him. Other movements, such as scratching the back of the head, indicate a lack of words or embarrassment of the speaker. Perhaps this gesture also contains a subconscious attempt to stimulate the brain. The psychology of gestures deals with these issues. It is, however, completely powerless in the face of the mystery of how exactly the brain controls hand movements and incorporates them into the context of behavior and speech. It turns out that we approximately imagine the connection between motor skills and abstract thinking and touch, but how and due to what this connection operates remains a sealed mystery to us.
Novocherkassk Suvorov Military School of the Ministry of Internal Affairs of the Russian Federation. “Repeat spelling.” Educational and methodological manual on the Russian language. Part 2. Compiled by: Molozhavenko K.V. Novocherkassk 2014. Reviewers: head of the cycle of humanities, police lieutenant colonel Sakovtseva N.E., teacher of Russian language and literature Zhorova L.E. The educational manual contains systematized theoretical information on some sections of the Russian language, didactic materials for them and final test. The manual is addressed to students of the National Higher Educational Institution of the Ministry of Internal Affairs to prepare for the Unified State Exam and teachers to monitor students’ knowledge on these topics. TABLE OF CONTENTS. 1. Spelling personal endings of verbs. 2. Spelling of vowels in verb suffixes. 3. Spelling of vowels in participle suffixes. 4. Spelling of adjective suffixes. 5. Integrated and separate writing of prepositions and conjunctions and homonymous parts of speech. SPELLING OF PERSONAL ENDINGS OF VERBS. 2nd conjugation: all verbs start with – IT, except SHAVE, LAY, POSITION + 11 exception verbs: HEAR, SEE and OFFEND, PUSH, HOLD and HATE, and LOOK, BREATHE, TWIST, but DEPEND and TENDER. REMEMBER: 1st person I am silent, I say we are silent, we speak 2nd person you are silent, you say you are silent, speak 3rd person he (she) is silent, he says they are silent, they speak 1st conjugation: all other verbs are in – EAT, AT, OT, YUT, YYT and others + verbs ending in – YAT: sow, winnow, soar, melt, bark, repent, toil, hope, cherish, start, tea, smell, bleat and others. REMEMBER: 1 person I am walking, warming we are walking, warming 2 person you are walking, warming you are walking, warming 3 person he (she) is walking, warming they are walking, warming You should pay attention to the differently conjugated verbs WANT, RUN, DISGUST, EAT, GIVE, which have personal endings of both 1st and 2nd conjugations, which creates difficulties in forming grammatical forms from them. REMEMBER: 1st person I want, we want 1st person I am running we are running 2nd person you want you want 2nd person you are running you are running 3rd person he (she) wants they want 3rd person he (she) is running they are running Imperative mood: RUN, RUN. In the imperative mood, the verbs PLACE, GO have the forms: LOAD or POSITION, PUT, GO, GO. REMEMBER: Personal endings depend on the MODE of the verb. If the verb is in the indicative mood, then the ending corresponding to the type of conjugation is written. Go out into the garden on a summer morning. When you go out, you WILL hear birds singing. SPELLING OF VOWELS IN SUFFIXES OF VERBS. Spelling of suffixes in past tense forms: since this form is formed from the stem of the infinitive, then before the suffix - L in the past tense the same vowel is written as in the infinitive before -Т (ТИ): see - saw, glue - glue, sow - sowed. Suffixes - OVA (EVA), YVA (IVA): If the verb is in the 1st person singular. h. ends in - YUYU (YUYU), that is, there is no suffix, then in the infinitive and in the past tense form it is written - OVA (EVA): I preach - preach, preached; talking - talking, talking. If the verb is in 1st person singular. h. ends in - YVAYU (IVAYU), that is, the suffix is preserved, then in the infinitive and in the past tense it is written -YVA (IVA): take into account, take into account; I consider - consider, considered; the suffix -VA is always stressed and is used in imperfective verbs; before the suffix -VA the same vowel is written as in the indefinite form before -TY: stop - stop. REMEMBER: Get stuck get stuck - get stuck Eclipse - overshadow - overshadow Extend - extend extend Suffixes - E and - And in verbs with the prefix OBES (OBES). The spelling of suffixes in these verbs depends on the TRANSITIONAL INTRANSITIVITY category of the verbs. In the suffixes of intransitive verbs, denoting an action, a state not directed at another object and belonging to the 1st conjugation, the letter E is written. Our regions, previously rich in forests, are now completely deforested. Our river is dehydrated. In the suffixes of transitive verbs denoting an action, a state directed at another object and relating to the 2nd conjugation, the letter I is written. Frequent fires deforested our forests (deforested what? forests). The pulp mill completely dehydrated our river (dehydrated what? a river). SPELLING OF VOWELS IN SUFFIXES OF PARTICIPLES. Active participles. Present tense. USH (YUSH) – 1 conjugation (fight – struggling); АШ (ЯШ) – 2nd conjugation (to breathe – breathing). Past tense. VSH (Sh) - paint - painted, bring - brought. Before the suffix - VSH the same vowel is written as before -Т in the infinitive: paint - painted, see - seen. Before the suffix - Ш the same consonant is written as before the end of the infinitive: bring - brought, save - saved. Passive participles. Present tense. EM 1 conjugation (perform - executable), IM2 conjugation (dissolve - soluble, move movable). Past tense. ANNN(y), YANN(y), if the infinitive ends in -AT, YAT: mix - involved, shoot - shot; ENN (th), if the infinitive ends in –IT, TI, CH: shoot – shot, knead – kneaded. TRAINING EXERCISES. 1. In which row in both words is the letter I (A) missing? 1) foaming streams, they fight without rules 2) grass sways, lights loom...t on the horizon 3) 4) a carnation is held...on, a house under construction they drag...t a net, work in progress 2 . In which row is the letter U (U) written in all words? 1) fighting for freedom of speech, he is worried about trifles 2) a veterinarian treating dogs, they leave the capital 3) a rotating wheel device, they shave often 4) moaning in their sleep, they have time 3. In what row is the letter I written in all words? 1) they heat the water, looking into the distance 2) they don’t see anything, coming on schedule 3) the winds blow, seeing the results of their labor 4) working youth, a thinning log 4. In which row in both words is the letter E written in place of the gap? 1) the dawn is a little dawn...t, an... undertaking 2) I remember...t the first date, seen...with my own eyes 3) the miller grinds...t grain, a barely audible...sound 4) the darkness spreads...reading...aloud a poem 5. In which row is the letter I missing in both cases? 1) someone is moaning...t, having offended...those around him 2) he can hear crying, dried...hay 3) he can’t see...t anything around, barely hear...my song 4) he is driven away, elected...deputy 6 In which series of words is the same letter missing? 1) mounds of silence...t, friends do not quarrel...t 2) they make peace...touching...the secret 3) grass spreads...treading, pacifying...the gaze 4) wolves wander...t through the forest, training animals 7. In which sentence is the letter I written in place of both gaps? 1) Knock on my window if you go out for a walk. 2) Write down all the verbs when you finish reading the exercise. 3) When you sweep...the trash, take...it out. 4) If you subscribe to newspapers at home, get used to reading them regularly. 8. In which sentence is the letter E written in place of gaps? 1) The feat of a private is immortal... his name. 2) Where the swampy area is dehydrated, the green sea sways. 3) After the fire, the neighbor became homeless and we haven’t seen him since then. 4) He recovered and it was as if he heard birds singing for the first time. 9. In which sentence is the letter I written in place of the gap? 1) This summer, many rivers were dewatered. 2) The son became penniless in foreign lands. 3) The fighters weakened the enemy. 4) Having made a difficult transition, the tourists became exhausted. SPELLING OF ADJECTIVE SUFFIXES. 1) -OV- after hissing and C under stress: lead, crimson; EB in unstressed position: suede, pear. 2) IV under stress: jealous, beautiful; EB in unstressed position: lilac, enamel. REMEMBER: merciful, holy fool, gentle. 3) CHIV, LIV are always written with the letter I: changeable, sympathetic. REMEMBER: gutta-percha. 4) CHAT patterned, log. REMEMBER: plank. All consonants (except C) before the suffix –CHAT are preserved: freckle – freckled; the letter C alternates with the letter T: tile - tiled. 5) IST is purebred, dexterous. 6) K is written: in qualitative adjectives, if there is a short form: daring, daring, sharp - sharp; in relative adjectives with stems in K, Ch, C: blacksmith - smith, weaver - weaver. REMEMBER: Uzbek - Uzbek, Tajik - Tajik, Uglich - Uglich. SC in relative adjectives: French, sailor. 7) In adjectives formed from nouns with a base ending in -Нь, b is not written: Kazan - Kazansky, Astrakhan - Astrakhansky. L is retained in the names of the months: June - June, November - November, except January January. Before the suffix –SK there is an alternation: G – Zh: Varangian Varangian X – Sh: Lyakh – Lyashsky. 8) -ESK prophetic, creative EH in a short form of adjectives on - YNYY: sultry sultry, calm - calm. REMEMBER: worthy, unworthy. TRAINING EXERCISES. 1. Insert the missing letters and explain the spelling of the words. A distinct whisper, a patterned scarf, a picky man, a pear compote, plum... jam, dear sir, a talkative, whimsical pattern, a brown apron, explosives, crumbly ...that rice, whole...purpose, obsessive...thought, so...sauce, mud...baths, nickel...sculpted mine, unfriendly character, fish...some ship, July...day, horse's...mane, soldier ... letter, January ... snow, general ... position. 2. Which answer option contains all the words where the letter I is missing? A. Consider. B. Thing..howl. V. Conscientious...vy. G. Pillow. 1) A, D 2) B, C, D 3) A, B 4) A, C, D 3. Which answer option contains all the words in which the letter I is written in place of the gap? A. Well done...well done. B. Soak...to soak. B. Fabric...vy. G. Svertoch...k. 1) B 2) A, B, C, D 3) A, B 4) A, B, D 4. Which answer option contains all the words where the letter I is missing? A. Solom...nka. B. Emphasize. V. Usidch...vy. G. Overshadow. 1) A, B, C, D 2) B, C, D 3) A, B, C 4) A, C, D 5. Which answer option contains all the words in which the letter E is written in place of the gap? A. Endure. B. See...l. V. Picky…vy. G. Calm down...l. 1) B, D 2) A, C 3) A, B 4) A, B, C CONTINUED AND SEPARATE WRITING OF PREPOSITIONS, CONJUNCTIONS AND HOMONYMOUS PARTS OF SPEECH. To complete this task, you need to be able to distinguish between homonymous parts of speech, that is, those that sound the same but are written differently. DISTINCTION between derived prepositions (they can be replaced by other prepositions) and homonymous parts of speech, for example, nouns with prepositions (they have dependent words and act in a direct meaning), combinations of pronouns or adverbs with a particle or preposition. Prepositions Homonymous parts of speech DURING (the day) (= in continuation) during (the river) DURING (long time) (= during) in the continuation (of the book) IN CONCLUSION (of his speech) in the conclusion of (experts) AS A RESULT OF (bad weather) (= due to bad weather) as a result (in the case of citizen N.) LIKE (habits) (= like) ABOUT (competitions) (= about competitions) in kind (and number agree) to the account (transfer money) INSTEAD (me) to ( right) place (to go) DOWN (letters) at the bottom (at the very bottom of the closet) TOP (of happiness) at the top (of the tree) TOWARDS (the sun) (= towards the sun) SIDE (at home) to meet (with a friend) from the side (at side waddle) DESPITE (circumstances) despite (on both sides) DESPITE (difficulties) IN VIEW of (bad weather) (= due to bad weather) despite (languid beauties) in sight (of the city) (= near) The difference between unions and allied words from homonymous parts of speech Conjunctions and allied words Homonymous parts of speech SO THAT (= in order to, in order to: It is important that everything be done on time.) SO THAT (a combination of a pronoun and a particle that can be omitted: What would I come up with ?) REMEMBER: by all means ZATO (= but: small, but reliable) FOR THAT (combination of preposition and pronoun: hide behind that tree) ALSO. ALSO (= and) (the SAME cannot be omitted: I will also go to the theater. - And I will go to the theater.) THE SAME (the same thing), THE SAME (in the same way) (the SAME particle can be omitted: I did the same thing as and he. I went the same way as yesterday.) WHY (= why: Why doesn’t anything work out for me? - Why doesn’t anything work out for me?) FROM WHAT (combination of a preposition with a pronoun: What does decision-making depend on?) WHY (= because: That’s why I’m so sad. - That’s why I’m so sad.) FROM THAT (combination of a preposition with a pronoun: It’s difficult to sail from that shore.) BETWEEN, AND (= and, = besides, besides) (He’s stupid and besides arrogant. He was late, and he did it deliberately.) AT WHAT (a combination of prepositions with pronouns: There must be a dance section at that club.) SO (- therefore, means) (acts in the meaning of the introductory word: So, the decision has been made .) AND SO (= but so) (a combination of a conjunction and an adverb that can be rearranged to another place: And so he does every time. - He does so every time.) THEN (= for what purpose: Then he came, so that everything find out.) BEHIND (combination of preposition and pronoun: The river was visible around that bend.) Conjunctions and allied words Homonymous parts of speech WHY (= for what: Why judge so strictly.) WHAT (combination of preposition with pronoun: What you go for, then and you will find it. ) WHY (= why: Why is everything wrong?) BY WHAT (combination of a preposition with a pronoun: What I miss are old wives' tales.) WHEREFORE (= therefore: Therefore we made such a decision.) BY THIS (obsolete) (combination of a preposition with a pronoun: It is on this solemn occasion that we gathered.) THEREFORE (- because of this: The weather was bad, so the hike had to be postponed.) FOR THIS (combination of a pronoun with a preposition: It is much easier to move along this path.) WHY (= at what price, simple: How much is bread now?) FOR WHAT (combination of a preposition with a pronoun: They hit anything.) BECAUSE (= because: I can’t do anything, that’s why I’m in a bad mood.) BECAUSE (combination of a preposition with a pronoun: It is impossible to study using that textbook.) TRAINING EXERCISES. 1. In what case is the highlighted word a preposition and is written together? 1) I didn’t know what he meant (I) SEE. 2) (B) IN VIEW of the approaching storm, they were worried about the fishermen who were at sea. 3) The thunderous noise was growing ahead, and we were walking (TO) THE MEETING. 4) He was on a business trip (B) for a month. 2. Indicate the correct spelling of the highlighted word and its explanation. From this book I learned the SAME way to complete this task. 1) ALSO is always written together. 2) ALSO is always written separately. 3) ALSO here this adverb SO and the particle SAME, therefore it is written separately. 4) ALSO here this is a conjunction, so it is written together. 3. Which answer option correctly indicates the sentences in which the highlighted words are written together? A. It is necessary that you get up EARLIER. B. What did you (I) SEE? V. (FOR) WHAT was happening, everyone watched without breathing. G. (And) SO, we set off on foot. 1) A, D 2) A, B 3) B, C 4) A, B, D 4. In which sentence are both highlighted words written together? 1) DURING the whole way, I thought about what had happened, and ALSO about the person in whose hands my fate was. 2) From the ship I saw sharply (IN) IN FRONT, (IN) THE MIDDLE of which rocks rose. 3) The tourists (FINALLY) overcame another obstacle, but (B) AHEAD they were waiting for a new obstacle. 4) WHATEVER she does, everything comes out beautifully, (THEREFORE) they listened to her opinion. 5. In which sentence are both highlighted words written separately? 1) (C) FOR several hours we talked to him (ABOUT) the meaning of life. 2) I came not (FOR) THAT (WOULD) to reproach you, but THAT (WOULD) develop a plan of action. 3) The face of this man is somehow suspicious to me: it’s not (FOR) what I came here for. 4) (FROM) THAT village that is located behind the mountain, we walked for only (HALF) AN HOUR. LITERATURE. 1. A, A, Shtol. Russian language. We are preparing for the Unified State Exam on our own. Novosibirsk, 2008. 2. N. Sycheva. We write without errors. All rules of the Russian language. Moscow, 2009. 3. N, G, Tkachenko. Russian grammar tests. Moscow, 2008. 4. N, A, Senina. Russian language. Preparation for the Unified State Exam – 2010, 2011.
