The goals of this manual are the following: 1) to strengthen the spelling and punctuation skills of students based on repetition of grammar and awareness of the essence of Russian spelling and punctuation; 2) somewhat expand students’ vocabulary; 3) correct the most typical deviations from the lexico-grammatical and pronunciation norms of the Russian literary language for students.
The practical goals of the manual determined its content, structure as a whole and the construction of individual chapters. Spelling and punctuation rules, as well as brief information on vocabulary, spelling, grammar and style included in the book are not intended for memorization, but for reference and independent work of students. Most of this information is a repetition and generalization of what students should be familiar with from the eight-year school course.
From the seventh to the eleventh edition the book was printed without changes.
In preparation for the twelfth edition (1963), the manual was significantly revised by S. E. Kryuchkov and L. A. Cheshko. At the same time, S. E. Kryuchkov wrote a new section “On Correct Pronunciation,” and L. A. Cheshko wrote “Vocabulary (brief information).”
Since 1963, all subsequent editions of the book have been published without changes.
In preparation for this thirty-second edition, the existing structure of the manual has been preserved. Corrections and additions have been made to the book, mainly related to the transition of secondary schools to new textbooks on the Russian language for grades IV - VIII, the practical orientation of the manual has been strengthened, the texts have been revised and updated, the number of complex exercises has been increased, etc. The main target setting of the manual has remained the same: it is designed primarily to develop solid literate writing skills among high school students.
The thirty-second edition was prepared for printing (with all amendments and changes) by L. A. Cheshko.
§ 1. ABOUT THE RUSSIAN LANGUAGE.
The Russian language is the national language of the great Russian people, which includes the entire set of linguistic means that Russian people use in their communication. Together with Ukrainian and Belarusian, it is part of the group of East Slavic languages.
The highest form of the Russian language is the literary language, which has a whole system of norms, in the formation and strengthening of which, their processing and polishing, Russian writers, scientists, publicists, and public figures played an outstanding role. “The language will be created by the people,” noted A. M. Gorky. “The division of a language into literary and folk means only that we have, so to speak, a “raw” language and one processed by masters.”
The norms of a literary language cover both oral and written speech, pronunciation, vocabulary, grammar, and spelling. For example, in the Russian literary language it is not customary to say “facilitate”, “means”, “instrument” (one should: facilitate, means, instrument); You should not use words such as “song”, “quickly”, “the other day” (instead they are used rooster, harrow, recently) - it is unacceptable to use such forms as “delov”, “officer”, “area”, “burn” ", "ezdpet", "pour", "live", "drive" (follows: affairs, sc^itzers, squares, burn, rides, pour, put, go) - such phrases and sentences do not correspond to the norms, such as, for example, “notice shortcomings”, “faith in victory”; “The book I am reading is very interesting” (you need to: note the shortcomings; faith in victory; The book I am reading is very interesting).
Every cultured person should have a good command of spelling (spelling, punctuation).
The presence of norms creates the unity of the Russian literary language, promotes its universal, widespread use - in school and in the press, theater and radio, documents and scientific works, fiction and in everyday communication.
The USSR is a multinational state; the friendly family of Soviet peoples includes more than a hundred nations and nationalities. Their languages develop freely and equally, mutually enriching each other. In the community of Soviet peoples, the Russian language has actually become the common language of interethnic communication, and its role in strengthening their unity and cooperation is constantly increasing. Among the peoples of our country, the desire to master the Russian language is steadily growing. This, in particular, is clearly evidenced by the results of all-Union population censuses. Thus, if during the 1970 census Russian was named as a second language, which 41.9 million people speak fluently, then, according to the 1979 census, their number increased to 61.3 million.
The Russian language is becoming increasingly important internationally. It is one of the world languages, is one of the working and official languages of the United Nations, and the most important international treaties and agreements are written in it. The number of people studying Russian abroad is growing.
Back in 1920, V.I. Lenin proudly said: “Our Russian word “Council” is one of the most common, it is not even translated into other languages, but is pronounced in Russian everywhere” 1. The words have entered many languages of the world , reflecting Soviet reality, the scientific and technical achievements of the Soviet people: Bolshevik, Komsomol member, subbotnik, collective farm, shock worker, five-year plan, satellite, lunar, etc.
The power and richness of the Russian language was noted by classical writers and public figures. Thus, M.V. Lomonosov found in it “the splendor of Spanish, the liveliness of French, the strength of German, the tenderness of Italian, and, moreover, the richness and strong brevity of Greek and Latin in the images.”
The Russian language, according to A. S. Pushkin, is “flexible and powerful in its expressions and means,” “mutable and communal in its relations to foreign languages,” sonorous and expressive.
I. S. Turgenev called the Russian language “great, powerful, truthful and free.”
The classics of Marxism-Leninism rated the Russian language very highly. K. Marx and F. Engels studied Russian for a long time; they read the original works of Russian public figures, the works of outstanding Russian writers, among whom K. Marx especially appreciated Pushkin, Gogol and Saltykov-Shchedrin. F. Engels wrote that the Russian language “deserves every possible study both in itself, as one of the strongest and richest living languages, and for the sake of the literature it reveals” *.
The greatness and power of the Russian language was noted by V. I. Lenin: “... the language of Turgenev, Tolstoy, Dobrolyubov, Chernyshevsky is great and powerful” 8.
The enormous cultural value of the Russian language, its power and greatness oblige us to study it carefully and seriously.
I. As you know, literary language, depending on where and for what it is used, is divided into a number of styles. Read and determine the stylistic affiliation of each text and motivate your answer.
Rewrite texts III and IV. Explain the spelling.
I. Enterprises, organizations, institutions and citizens are obliged to compensate for losses caused by violation of the legislation on subsoil, in the amount and manner established by the legislation of the USSR and union republics. Officials and other employees through whose fault enterprises, organizations and institutions incurred expenses associated with compensation for losses bear financial liability in the prescribed manner.
II. A person must remember from childhood, from school, on what land he was born, remember that he has responsibilities to this great, most beautiful land in the world, which is called the Motherland. One person has one. And if she is in mortal danger, he must stand up for her and stand, if necessary, to the death. And he will become immortal!..
Soviet patriotism is a sacred cause, the great strength of the community of all fraternal peoples of our Motherland!
III. But then evening comes. 3. The sky burst into flames and engulfed (half) the sky. The sun is setting... The air nearby is somehow especially transparent, like glass; (in the distance there is soft steam, warm in appearance; along with the dew, a scarlet shine falls on the clearings, recently doused with a stream of liquid gold; long shadows ran from the trees, from the bushes, from the tall haystacks...
IV. Z..rya - a set of colorful light phenomena in the atmosphere at sunset or before sunrise; represents a natural change in the color of the sky, which depends on the position of the Sun relative to the horizon. When the Sun is low on the horizon and there are no clouds, the sky above the horizon turns yellow or (orange) reddish, sometimes with a brown tint. This is explained by the fact that when the sun's rays travel a long oblique path in the atmosphere, the blue and violet rays are weakened due to the scattering of light, the remaining rays, and at the same time the atmosphere illuminated by them, acquire a yellowish or reddish color.
V. The tropics are felt immediately... On the third day, Yasha takes the cot and goes to the deck.
Out of solidarity, I went to spend the night with Yasha. I had just fallen asleep when it started to rain. Yasha is sleeping under a tent, he should at least give a damn. But I didn’t have enough space under the awning.
“Live forever, learn forever,” my neighbor said edifyingly and turned on the other side. - You know how nice it is when the rain drums on you.
“I know,” I snapped and trudged to my sofa*.
2. Select one short text each related to scientific, official business, journalistic and artistic styles. Give reasons for your choice.
VOCABULARY.
(Brief information.)
§ 2. THE WORD AND ITS LEXICAL MEANING.
ACCURACY OF WORD USAGE.
The word is the most important unit of language. With the help of words, all the diverse phenomena of the world around us are called (objects, their signs, actions, states). A word can fulfill this role because it has a certain meaning, a meaning called lexical meaning.
The lexical meaning of a word reflects people’s ideas about the essential aspects of objects, actions, and signs. For example, the word brochure has the lexical meaning of “a small book in the form of sewn or stapled sheets, usually without binding”; This meaning reflects our ideas about the essential features of this kind of printed publications. The word calculate has the lexical meaning of “to count, calculate something”; this meaning reflects our ideas about the essential features of such an action. The word lilac has the lexical meaning of “light violet”, “the color of lilac or violet”; this meaning reflects our ideas about the essential features of such a feature. The accuracy of word usage consists in compliance with the lexical norms of the Russian literary language, in the ability to use words in written and oral speech in full accordance with their established and fixed lexical meanings in the language.
* Inaccuracy in the choice of words and speech errors results from the writer (speaker) using words whose lexical meaning he either does not understand or does not understand quite correctly. So, the word prance means “the art of riding,” for example: Dashing daredevils are prancing around on horses. (R.) Due to the writer’s misunderstanding of the differences in the lexical meaning of the words go, ezdshp (“to move, move on something”) and prance, a lexical error was made in the following sentence: Ionych prances on a chaise with a lazy coachman on a box. Naturally, it’s impossible to “prance in a chaise”; in A.P. Chekhov’s story “Shonych” it is said that Doctor Startsev* rides on a troika with bells, and Panteleimon sits on the box.”
Often inaccuracy of presentation and lexical errors are associated with incorrect use of foreign words. Thus, the word galaxy has the lexical meaning of “a group of outstanding figures in the world”
trample someone in one era,” for example: One can really admire the will and skill demonstrated at the beginning of the 19th century by the main galaxy of Russian circumnavigators. (T.S.) This word is used completely unjustifiably in this sentence: In the galaxy of images of landowners, Plyushkin is especially terrible (instead of the word galaxy, one could use here, for example, the word gallery - “a long row of something”).
Often, errors are caused by insufficient differentiation by the writer of the meanings of words with the same root. Thus, the word capital has the meaning “containing a title”, “indicating the character after whom a play, opera, film, etc. is named”, for example: I was entrusted with the title role in a new production - in “Don Quixote” (II Cherkasov). The use of the word capital in the meaning “main, main, most important” violates the lexical norms of the Russian literary language, for example: The title role in the comedy “The Inspector General” undoubtedly belongs to Khlestakov (the word main should have been used).
When choosing a word, it is necessary to take into account its possible, established compatibility in the language with other words. Thus, the word lion's in the meaning of “biggest, best” is combined only with the word share, for example: We found the lion's share of technical materials on the spot. (V. Azh.) A violation of the lexical compatibility of this word was committed in the following sentence: The landowners appropriated the lion's share of the peasants' income (the word large should have been used instead of the word lion's, or, better, the word part should have been replaced with the word share).
Finally, speech defects associated with an inaccurate understanding of the lexical meanings of words include verbosity - the use of superfluous words that do not complement in any way what is already expressed in other words. For example, in the sentence Pavka met Tonya for the first time, by chance such an extra word is the word for the first time, since the verb to get acquainted already means “to become acquainted.” Wed. in N. V. Gogol’s poem “Dead Souls”: Immediately [at a “house party”] he met [Chichikov| with the very courteous and polite landowner Manilov and the clumsy-looking Sobakevich...
In order to use words accurately, you need to know their lexical meaning well and, if in doubt, turn to reference books, primarily to explanatory dictionaries of the Russian language (see 5; 10).
3. Read and say what the highlighted words mean. Rewrite, indicating the lexical meaning of these words in brackets. Which of these spellings can be checked. Which ones are considered unverifiable?
1) Let him remain in the same place for now, and in the meantime we will have time to look for a suitable successor. (M.-S.) 2) So he appeared in her [Musi! the path of life, towards which from that day she strived with all the strength of her persistent and stubborn soul. (Pol.) 3) I climbed up the mountain and sat there, looking down at the endless mighty sea. (M.G.)
4) To be marked friends, you need to be confident. in each other. (L. T.) 5) Pushkin and Gogol were contemporaries. (T.S.) 6) War and labor veterans enjoy well-deserved respect in our country. (Gas.)
4. Rewrite, inserting words that are necessary in their meaning instead of dots and explaining (orally) their meaning.
I. 1) Laugh... laugh. Transfer... disease (contagious,
contagious). 2) He was a retarded man. Get sick...
tuberculosis (bone, inert). 3) Have... intentions. Have... character (hidden, secretive). 4)... master.... silk (artificial, skillful). 5).. woman.... word
(offensive, touchy). 6) Stand in... pose. Take... measures against violators of discipline (effective, spectacular).
II. I) Observe... the development of the plant. Go ahead...
(process, procession). 2) Fight for technical................Solve
tasks for... (progression, progress). 3) To turn out to be an ill-mannered person It’s not enough to read, to be.. (ignorant, ignorant). 4) Take
...over the school. Participate in the torchlight... (patronage, procession).
5) Say... in honor of someone. Go on vacation to... (health resort, health resort). 6) The writer Turgenev spoke about the tragic fate of... Gerasim. Troekurov was cruel. . (serf owner, serf). 7) An experienced.... The play introduces a negative... (character, staff).
III. I) In the yard it became.... The lilacs began... (to bloom, to dawn). 2)... child.... boots and galoshes (put on, put on). 3)... bad worker.... different colors (mix, move). 4).. to the top of the mountain.... to class (enter, climb).
5. Read. Indicate what lexical errors were made. Make any necessary corrections and rewrite.
1) Reading The Young Guard, we, boys and girls who have not known war, see how heroically our contemporaries fought the invaders. 2) The plot of patriotism runs through the entire novel.
3) Both plot lines, personal and public, develop in the comedy in parallel, intersecting each other. 4) During his stay in the south, Pushkin writes romantic works. 5) Very early on I realized that biology is an exciting science. 6) At first one gets a double impression about Manilov. 7) At first glance, he may even seem like a very wonderful person. 8) The author solves in a new way the question of the poet’s place in life, the citizenship of poetry. 9) The most gifted works were created by the writer in the post-revolutionary years. 10) The sudden departure of Khlestakov and the news of the arrival of the real auditor lead the officials into a daze. 11) It is impossible to treat the various Chichikovs, Plyushkins and Nozdryovs without angry indignation. 12) Reading classical Russian literature enriches people's horizons. 13) Dialects are found not only in the language of the characters in the story, but also in the speech of the author himself.
A word can have more than one meaning. Thus, the word sickle has the following meanings: 1) “a hand-held agricultural tool in the form of a strongly curved, finely serrated knife for cutting cereals,” for example: Ears in the field under the sickles lie in yellow rows. (L.); 2) “that which has the shape of such an object,” for example: The crescent moon looks into the gaps of the cloud with quiet sadness. (Bun.) The word melt has the meaning: 1) “to turn into water under the influence of heat,” for example: The snow is already melting, streams are flowing. (Tyutch.); 2) “lose weight, waste away,” for example: Kuznetsova’s girl, Fek-pusha, was melting every day. (Ch.); 3) “disappear, gradually dissipating in the air,” for example: Clouds are melting in the sky. (Tyutch.);
4) “decrease in quantity, number, volume,” for example: French troops melted evenly in a mathematically correct progression. (L.T.) The word gray has the meaning: 1) “white, silver” (about hair), for example: His short-cropped gray hair had a dark sheen. (T.); 2) “grayish-white, whitish”, for example: Over the gray plain of the sea, the wind gathers clouds. (M.G.); 3) “relating to the distant past,” for example: Gray centuries pass without a trace over a silent country. (Seraph.)
The presence of several interconnected meanings in a word is called polysemy. It is possible because phenomena usually have certain common properties and characteristics, which allows the use of the same word to name such phenomena.
A polysemantic word has a literal and figurative meaning. The direct meaning directly refers to the phenomena of the world around us and is not motivated by other meanings of the word. The figurative meaning is connected with the direct meaning and is motivated by it. Thus, the word g"ucha has a direct meaning - “a large cloud threatening rain, snow, hail,” for example: The cloud turned into a white tuna, which rose heavily, grew and gradually covered the sky. (P.) This same word also has figurative meanings: 1) “a thick, moving mass, a lot of something,” for example: With a whistle, a cloud of arrows rose up... (P.); 2) “something threatening, gloomy,” for example. Again the clouds gathered above me in silence. (P.)
In the words sickle, melt, gray, the first of the listed meanings are direct, the rest are figurative.
The ambiguity of the word, its ability to be used in figurative meanings, is widely used by writers and publicists as a stylistic means that enhances the imagery of speech, allowing one to imagine the described phenomena more vividly and clearly, for example: I) The silver light of a full moon fell on the floor through large windows. (L.T.) 2) The river spreads out. It flows, is sad lazily and washes the banks. (A.B.) 3) The rising dawn illuminates the streams of people rushing to the factory entrances. The gait of creators, united by a common goal, is strong and confident. (Gas.)
For greater expressiveness of speech, authors can also deliberately compare and contrast different meanings of words, for example: 1) I have an evening in the evening. Come. (Ch.) 2) From the school class to the working class (about students who immediately after graduating from high school went into production). (Gas.) 3) Only one thing saddens me to tears: my heart is for the summer, god. - in the cold. (Drunina.)
This technique of explicit or hidden comparison of direct and figurative meanings of words is often used in the titles of works, for example: “Fathers and Sons” by I. S. Turgenev, “The Thunderstorm” by A. N. Ostrovsky, “Cliff” by I. A. Goncharov, “ Resurrection" by D. N. Tolstoy.
In some cases, however, not fully thought-out construction of sentences can lead to undesirable ambiguity, ambiguity in the use of a polysemantic word, and lead to difficulties in understanding the meaning of a statement, for example: At the museum, tourists were shown ancient canvases (fabrics or paintings?). Such insufficiently clear use of ambiguous words is undesirable.
6. Read. Compare the lexical meanings of the highlighted words in each group. Which meaning is direct and which is figurative? What common properties of different objects, signs or actions allow us to call them in one word?
1) Steel needle - pine needle. 2) The seashore is a sea of flags.
3) Bronze coin - bronze tan. 4) The wolf howls - the storm howls. 5) Ironing clothes - ironing hair. 6) The sole of the shoes is the sole of the mountain. 7) A bright audience is an attentive audience. 8) Work in production - hand in the work. 9) Read Chekhov - the works of Chekhov. 10) Rifle bayonet - a detachment of a thousand bayonets.
7. Read. Determine the meanings of the highlighted words. Which of them are used literally, which - figuratively? Rewrite. Explain the spelling.
1) G..rit east z..ryu new. 2) It used to be that he was still in bed: they would bring notes to him. What? Invitations? In fact, three houses are calling for the evening. 3) Br..nnl Homer, Theocritus; for (then) I read Adam Smith, and was a deep economist. 4) The edges of Moscow, my native lands, where at the dawn of blossoming years I spent golden hours of carelessness, (not) knowing sorrows and troubles. 5) Burn, fireplace, in my deserted cell. 6) The whole village runs to meet him, everyone congratulates him warmly. 7) He... won constantly, and raked in gold for himself, and put banknotes in his pocket. 8) But the waves were still full of the triumph of victory. 9) Fur coats and raincoats flashed past the stately doorman.
(A.S. Pushkin.)
8. Read. Indicate the purposes for which ambiguous words are used. Rewrite using missing punctuation marks. Explain their use.
1) I call it (a story! great) because it really turns out to be great, that is, big and long. (Ch.) 2) With this story
There was a story that was told to us by Stepan Ivanovich Kurochka, who came from Gadyach. (G.) 3) In the cab over there, the moon is so young that it’s risky to let it out without satellites. (Lighthouse.) 4) I went to the market and began to show the local residents a photograph from Lermontov’s drawing. Very soon I achieved significant results: I turned the bazaar into a real bazaar. (I. Andr.) 5) Mayakovsky, your poems (ng) excite (not) warm (not) energize. - A\he poems (not) the sea (not) the stove and (not) the plague. (Kassil.)
9. Read. Indicate whether the highlighted words are used in a literal or figurative meaning, and for what purposes they are used by the authors. Rewrite sentences 5 - II, adding missing punctuation marks. Explain their use.
1) Copper quietly flows from the maple leaves. (Es.) 2) My head flies around, the bush of golden hair withers. (Es.) 3) Three-blizzard played out. (Es.) 4) Buran utnkh. The whole of Aktobe was in a hurry to get to work. (I. Apdr.) 5) Did our rowan tree burn out, crumbling under the white window? (Es.) 6) You can only hear a lonely accordion wandering along the street. (Isak.) 7) I was traveling from Berlin on a passing plane. (Tward.) 8) Suddenly a signal around the corner threw out the door and the driver braked: Sit down, infantry. I would rub my cheeks with snow. (Tward.) 9) Black tailcoats flashed and rushed separately and in heaps here and there, like flies rushing on white shining refined sugar during the hot July summer when the old housekeeper chops and divides it into sparkling fragments in front of the open window. (G.) 10) Two and a half thousand sabers (that is) only three regiments were approaching Tambov. (Fed.) 11) Why do two artificial coats share the impressions of yesterday’s party and the day before yesterday’s audit with the whole carriage? (Gas.)
END OF THE TEXTBOOK
Name: A manual for Russian language classes in high school.
The manual contains theoretical information on spelling, punctuation, phonetics, vocabulary and phraseology, word formation, morphology, syntax, speech culture and stylistics.
The new edition of the manual has been significantly revised in accordance with the Russian language program in high school. The number of exercises of varying degrees of difficulty has been increased, which take into account common mistakes made by students.
The book is intended for high school students and applicants, Russian language teachers and university preparatory course teachers.
The textbook is intended for self-preparation for entrance exams to universities. Its main goal is to help students master good writing skills. The main place in the book is occupied by material on spelling and punctuation, since the knowledge of preparatory department students in this regard leaves much to be desired. Spelling and punctuation rules are set out in sufficient detail and reinforced by a significant number of exercises of varying degrees of complexity. In this case, the greatest attention is paid to difficult spelling cases. The book also briefly describes the basic principles of Russian spelling and punctuation and explains the social significance of spelling norms. Information on phonetics, word formation, morphology and syntax is presented only to the extent that they may be necessary for students to more consciously master spelling skills.
CONTENT
Preface 3
INTRODUCTION 4
§1. 0 Russian 4
Order and samples of various types of analysis 6
VOCABULARY. TEXT. PHONETICS(Brief information)
§ 2. The word and its lexical meaning. Accuracy of word usage 19
§ 3. Polysemantic words and their use 22
§ 4. Homonyms and their use 25
§ 5. Use of synonyms and antonyms 27
§ 6. Use of stylistically limited vocabulary 33
§ 7. Borrowed words and their use 39
§ 8. Use of obsolete words and neologisms 43
§ 9. Use of phraseological units 47
§ 10. Visual and expressive means of language 51
§ 11. Russian language dictionaries 54
§ 12. Text 59
§ 13. Essay-reasoning on this text 76
§ 14. Phonetics 82
§ 15. Pronunciation of some sounds and combinations of sounds 84
§ 16. Use of letters e and e 88
WORD FORMATION. MORPHOLOGY. SPELLING
§ 17. Brief information about Russian spelling 89
§ 18. Use of capital letters 92
§ 19. Use of ь to indicate the softness of consonants in writing....95
§ 20. Use of ь to denote grammatical forms 96
§ 21. Composition of the word. The use of cognate words. Ways to form words 98
§ 22. Spelling of unstressed vowels of the root word 104
§ 23. Alternation of vowels in the roots of words 108
§ 24. Spelling of voiceless and voiced consonants. Unpronounceable consonants 114
§ 25. Double consonants 116
§ 26. Spelling of prefixes that do not change and change in writing 120
§ 27. Prefixes pre- and pre- 122
§ 28. Spelling at the junction of prefix and root. Combination of consonants 126
§ 29. International word-formation elements 129
§ 30. General rules for spelling complex words 131
§ 31. Spelling of vowels after sibilants and ts 133
§ 32. Word transfer 136
§ 33. Review of spelling of roots and prefixes 139
Parts of speech
Noun 161
§ 34. Gender and number of nouns 161
§ 35. Spelling in the genitive, dative and prepositional cases of the singular 163
§ 36. Nominative plural of some masculine nouns 166
§ 37. Spelling of nouns in the genitive plural 167
§ 38. Spelling of noun suffixes 171
§ 39. Spelling of compound nouns 177
Adjective 181
§40. Use of some forms of adjectives 181
§41. Spelling endings of adjectives 182
§ 42. Spelling of the instrumental case of some surnames and names of settlements 184
§ 43. Spelling of adjectives with suffixes 185
§ 44. Spelling of complex adjectives 192
Numeral 196
§ 45. Meaning and use of numerals 196
§ 46. Spelling of numerals 197
Pronoun 200
§ 47. Meaning and use of pronouns 200
§ 48. Spelling of indefinite and negative pronouns 202
§ 49. Review of spelling of nominal parts of speech 206
Verb 227
§ 50. Verb conjugation 227
§ 51. Spelling of verbs 229
Participle 239
§ 52. Changing participles 239
§ 53. Spelling of suffixes of participles 241
§ 54. Review of spelling of verbs and participles 245
§ 55. Short and full passive participles 258
§ 56. Spelling n and n in adjectives and participles 259
Participle 262
§ 57. Use of participles 262
Adverb 266
§ 58. Spelling of adverbs 267
§ 59. Review of spelling n - nn 279
Prepositions 291
§ 60. Use of some prepositions 291
§ 61. Spelling of prepositions 294
Unions 295
§ 62. Spelling of conjunctions 295
Particles 297
§ 63. Separate spellings of particles and spellings with a hyphen 298
§ 64. Review of spelling of adverbs and functional parts of speech 299
§ 65. Spelling not with different parts of speech 315
§ 66. Spelling of particle no 321
§ 67. Review of spelling not - nor 326
SYNTAX AND PUNCTUATION
Simple sentence 343
§ 68. Narrative, interrogative, incentive sentences. Exclamatory sentences 343
§ 69. Some cases of agreement in the number of the predicate with the subject 344
§ 70. Nominative and instrumental cases in the predicate 346
§ 71. Dash between subject and predicate 347
§ 72. Genitive case for verbs with negation 349
§ 73. Management of words similar in meaning 349
§ 74. Case of definitions included in a combination consisting of the numeral two, three or four and a noun in the genitive case 351
§ 75. The difference between prepositions on - this - from when designating a place 352
§ 76. Two-part and one-part sentences. Incomplete sentences 353
Sentences with homogeneous members and 355
§ 77. Punctuation between homogeneous members 355
§ 78. Homogeneous and heterogeneous definitions 360
§ 79. Agreement in sentences with homogeneous members 361
§ 80. Review of the use of punctuation marks in a simple sentence 364
Sentences with isolated and qualifying members 375
§ 81. Separation of definitions 375
§ 82. Construction of phrases with common definitions, expressed participles and adjectives 379
§ 83. Separate applications and additions 381
§ 84. Separation of circumstances 386
§ 85. Clarifying circumstances 391
§ 86. Comparative turnover 394
Introductory words, addresses and interjections 396
§ 87. Introductory words and sentences 396
§ 88. Appeal. Interjections and sentence words yes and no 401
§ 89. Review of the use of punctuation marks in a simple sentence 404
Difficult sentence 426
Compound sentence 426
§ 90. Punctuation marks in a complex sentence 426
Complex sentence 431
§ 91. Complex sentences with one subordinate clause 432
§ 92. Replacement of subordinate clauses with participial and participial phrases 435
§ 93. Complex sentences with two or more subordinate clauses 437
§ 94. Some shortcomings and errors in the construction of complex sentences 443
Non-union complex sentence 445
§ 95. Punctuation marks in a non-union complex sentence 445
Complex sentences with different types of connections 448
§ 96. Punctuation marks in complex sentences with different types of connection 448
§ 97. Review of punctuation in a complex sentence 453
Direct and indirect speech 481
§ 98. Direct speech 481
§ 99. Replacement of direct speech with indirect speech 484
§ 100. Punctuation marks for quotations 487
Use of punctuation marks (Code of rules) 489
Exercises for the set “Punctuation Marks” 496
Test exercises for everything passed 501
List of abbreviations 506
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- Positive aspects of participating in school Olympiads
Facilitating admission to university. You can give your child the ultimate goal of the entire educational process, thereby convincing him of the need for good study. Parents often tell their children that if they study poorly, they will not be able to acquire a good profession in the future, and will become janitors. - Peculiarities of schoolchildren's nutrition
Meals at school should be well organized. The student must be provided with lunch and a hot breakfast in the canteen. The interval between the first and second meals should not exceed four hours. The best option should be for the child to have breakfast at home; at school he eats a second breakfast - Children's aggression at school and difficulties in the learning process
A certain relationship has been established between children's aggression and difficulties in the learning process. Every student wants to have many friends at school, have good academic performance and good grades. When a child fails to do this, he does aggressive things. Every behavior is aimed at something and has a meaning. - Advice from psychologists to parents
In any Olympiads and all kinds of competitions, a child, first of all, expresses himself and realizes himself. Parents should definitely support their child if he is passionate about intellectual competitions. It is important for a child to recognize himself as part of a society of intellectuals, in which competitive moods reign, and the child compares his achievements - A child refuses to eat in the school cafeteria
A picky child may not like school food. Often, this is the most common reason for a schoolchild to refuse to eat. It all happens because the menu at school does not take into account the taste needs of each individual child. At school, no one will exclude any product from the diet of an individual child in order to - How do parents feel about school?
In order to understand how parents feel about school, it is important to first characterize modern parents, whose age category is very diverse. Despite this, most of them are parents who belong to the generation of the nineties, which was a difficult time for the entire population. - School uniform
The first school gatherings remain forever in the memory of each of us. Parents begin purchasing all the necessary office supplies starting in August. The main school attribute is the student uniform. The outfit must be carefully selected so that the first grader feels confident. The introduction of school uniforms is justified for many reasons.
Purpose: TEACHING MANUAL FOR SENIOR CLASSES OF SECONDARY SCHOOL
Book publishing: PUBLISHING HOUSE "ENLIGHT" Moscow 1983 EDITION 32 REVISED
Format: DjVu, File size: 7.53 MB
Introduction 4
§ 1. About the Russian language
(Brief information)
§ 2. The word and its lexical meaning. Accuracy of word usage 7
§ 3. Polysemantic words and their use 10
§ 4. Homonyms and their use 12
§ 5. Use of synonyms and antonyms 14
§ 6. Use of stylistically limited vocabulary 13
§ 7. Borrowed words and their use 23
§ 8. Use of obsolete words and neologisms 27
§ 9. Use of phraseological units 30
§ 10. Russian language dictionaries 34
About correct pronunciation 38
§ 11. Pronunciation of some sounds and combinations of sounds
§ 12. Use of letters e and e 41
WORD FORMATION. MORPHOLOGY. SPELLING
§ 13. Brief information about Russian spelling 42
§ 14. The use of capital letters in the names of institutions and organizations of the Soviet Union, in the names of revolutionary holidays
and significant dates, in the names of orders 44
§ 15. Use of ь to indicate the softness of consonants in writing 46
§ 16. Use of ь to denote grammatical forms 47
§ 17. Composition of the word. The use of cognate words. Ways to form words 49
§ 18. Spelling of unstressed vowels of the root word 55
§ 19. Alternation of vowels in the roots of words 58
§ 20. Spelling of voiceless and voiced consonants. Unpronounceable consonants 63
§ 21. Double consonants 65
§ 22. Spelling of prefixes that do not change and change in writing 68
§ 23. Prefixes pre- and pre- 69
§ 24. Spelling at the junction of prefix and root 72
§ 25. International word-formation elements 75
§ 26. General rules for spelling complex words 77
§ 27. Spelling of vowels after sibilants and ts 78
§ 28. Word hyphenation 80
Parts of speech
Noun 82
§ 29. Gender and number of nouns
§ 30. Spelling and and e in the genitive, dative and prepositional singular cases 84
§ 31. Nominative plural of some masculine nouns 86
§ 32. Spelling of nouns in the genitive plural 87
§ 33. Spelling of noun suffixes 89
§ 34. Spelling of compound nouns 95
Adjective 97
§ 35. Use of some forms of adjectives
§ 36. Spelling of endings of adjectives 99
§ 37. Spelling of the instrumental case of some surnames and names of settlements 100
§ 38. Spelling of adjectives with suffixes 101
§ 39. Spelling of complex adjectives 107 Numeral 110
§ 40. Meaning and use of numerals
§ 41. Spelling of numerals 111
Pronoun 113
§ 42. Meaning and use of pronouns -
§ 43. Spelling of indefinite and negative pronouns 115
Verb 118
§ 44. Verb conjugation
§ 45. Spelling of verbs 121
Communion 128
§ 46. Changing participles
§ 47. Spelling of suffixes of participles 130
§ 48. Short and full passive participles 133
§ 49. Spelling k and nn in adjectives and participles 134
Participle 137
§ 50. Use of gerunds
Adverb 140
§ 51. Spelling of adverbs 141
§ 52. Spelling n and n in all parts of speech 149
Prepositions 151
§ 53. Use of some prepositions
§ 54. Spelling of prepositions 153
§ 55. Spelling of conjunctions
§ 56. Use in in various parts of speech 156
Particles 157
§ 57. Separate spellings of particles and spellings with a hyphen -
§ 58. Spelling not with different parts of speech 158
§ 59. Spelling of particle no 163
SYNTAX AND PUNCTUATION Simple sentence
§ 60. Narrative, interrogative and incentive sentences.
Exclamation prefixes 168
§ 61. Some cases of agreement in the number of the predicate with the subject 160
§ 62. Nominative and instrumental cases in the predicate 171
§ 63. Dash between subject and predicate 172
§ 64. Genitive case for verbs with negation 173
§ 65. Management of words similar in meaning 174
§ 66. Case of definitions included in a combination consisting of a numeral, three n and a noun in the genitive
case 175
§ 67. Difference between prepositions on - with and in - from when denoting a place 176
§ 68. Two-part and one-part sentences. Incomplete sentences 177
Sentences with homogeneous members 178
§ 69. Punctuation between homogeneous members 179
§ 70. Homogeneous and heterogeneous definitions 182
§ 71. Agreement in sentences with homogeneous members 184
Sentences with isolated and clarifying members of the sentence 185
§ 72. Separation of definitions 186
§ 73. Construction of phrases with common definitions, expressed participles and adjectives 189
§ 74. Separate applications and additions 190
§ 75. Separation of circumstances 195
§ 76. Clarifying circumstances 199
§ 77. Comparative turnover 201
Introductory words, interjections 202
§ 78. Introductory words and sentences 203
§ 79. Appeal. Interjections and sentence words yes and no 206
Complex sentence Complex sentence with conjunctions 210
§ 80. Punctuation marks in a complex sentence
Complex sentence 214
§ 81. Complex sentences with one subordinate clause
§ 82. Replacement of subordinate clauses with participial and participial phrases 217
§ 83. Complex sentences with two or more subordinate clauses 219
§ 84. Some shortcomings and errors in the construction of complex sentences 224
Non-union complex sentence 225
§ 85. Punctuation marks in a non-union complex sentence
Complex sentences with different types of communication 228
§ 86. Punctuation marks in complex sentences with different types of connection
Direct and indirect speech
§ 88. Replacement of direct speech with indirect speech 235
§ 89. Punctuation marks for quotations 237
Use of punctuation marks
Code of Practice 239
Exercises for the set of “Punctuation Marks” 215
Test exercises for everything completed
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PHONETICS AND GRAPHICS
Reproduction of factual data: voiced and unvoiced; hard and soft (paired and unpaired) sounds; alphabet (names of letters, order of their arrangement), information about the number of letters. At this stage, the beginning of an answer is introduced such as “Among the sounds of the Russian language, they stand out (differ)...,” “There are so many letters in the Russian alphabet...”.
Retelling the texts of the exercises. In the section “Phonics and Graphics,” for the first time in fourth grade, some information is presented in paragraphs in the form of an educational text, the content of which must be comprehended and assimilated. (See, for example, § 36 “Alphabet”, § 38 “Designation of softness of consonants using a soft sign”, § 39 “Double role of the letters e, ё, я, ю”). However, fourth-graders should not retell the material from these paragraphs. These texts perform other didactic functions. (See about this on p. 129.) Another thing is the retelling of two exercise texts: ex. 219 (about vocal cords) and ex. 249 (on the origin of the names “alphabet” and “alphabet”). These texts contain additional information that is important and interesting for children on the topic of the program. Retelling these texts makes it difficult for students, since they are encountered for the first time in a textbook with exercise texts of this type. Therefore, a semantic analysis of these texts is necessary:
What does the text say? What style is he? What exactly (or what new) did you learn about the vocal cords (exercise 219) or about the origin of the words alphabet, alphabet (exercise 249)? What do you find particularly interesting in the text you read?
What parts does the text consist of? Name the 3-4 most important supporting words in each part of the text.
At this stage, children should be allowed to use the textbook when retelling texts and “peep” into it. It is also important to carry out semantic analysis of other texts of a linguistic nature, in particular ex. 226 (which sounds - vowels or consonants - are more numerous in the Russian language); ex. 231 (about the role of imitation in speech acquisition); The corresponding questions are given in the tasks for the exercises.
Oral statements of the reproductive-productive type. The first of them is carried out in connection with the implementation of exercise 220, in which an answer plan is given. A statement of a similar nature has already been practiced (see § 4 or 5 in the “Repetition of what has been learned...” section, as well as exercises 140 and 157 in the “Syntax and Punctuation” section). However, unlike the previous ones, this answer requires the use of reference material (highlighted on p. 92 with a blue arrow), observation material (on p. 92) and the text of Exercise 219. This makes preparing for the answer more difficult. Therefore, the teacher suggests finding answers to the questions posed in the textbook. After selecting the material and reading it (the so-called selective reading), the teacher either demonstrates a sample answer himself or invites one of the most prepared students to do this.
Oral statements of an independent nature are also provided for control questions and assignments for the section. One of them is of a general nature: “What letters indicate the softness of consonant sounds?” (question 8) - requires collecting material from two paragraphs (§ 38. “Indicating the softness of consonants using a soft sign”, § 39 “Double role of the letters e, e, yu, i”). In this case, the student is faced with the task of creating a generalization that is not in the textbook. It is advisable to work out the possible beginning of this type of statement on linguistic topics. For example: “In Russian, the softness of consonants in writing is indicated in the following ways (in different ways).” The highlighted phrases allow you to move on to indicating these methods. Clarity of presentation requires the use of introductory words such as firstly, secondly, etc.
A message on a linguistic topic - about the alphabet (alphabet) - is prepared by 2-3 strong students based on the texts of exercises 249, 279 and the text of exercise. 189 (from “Didactic Material”). In addition, you can use popular science books, which contain a lot of interesting information about the Russian alphabet. See, for example, the passage “The Most Important Language” (pp. 26-28) in A. Kondratov’s book “Sounds and Signs” (Moscow, 1966), the passages “The Most Amazing Letter”, “The Most Expensive Letter in the World” and etc. in the book by L. Uspensky “A Word about Words”, etc.
In contrast to oral responses, these statements represent a presentation of texts that students have independently read and comprehended. Conducting this kind of communication lays the foundation for developing the ability to make reports on the topics of the school subjects being studied.
The language of the subject. Correct pronunciation of sounds and letter names (el, ka, es, che, etc.). Such and such a letter denotes such and such a sound (such and such a sound is denoted by such and such a letter). Underline the letter that denotes such and such a sound (but not “I emphasize the sound”). The soft sign (as well as i, yu, e, - ё, i) indicates the softness of the preceding consonant (unacceptable: “softens the preceding consonant”). Voiced (dull), hard (soft) sound.
Russian language is always one of the most difficult and most important subjects in any school. In connection with this academic discipline, the student has to literally memorize an endless number of rules, exceptions, etc. Teachers assign an exorbitant number of exercises at home, because every teacher believes that it is his subject that deserves the greatest attention. But often the teacher forgets that the student is not a Russian language specialist, and in order to do the homework exercises well, he needs help and time.
The situation is especially difficult for graduates. It is hardly possible to find a person who has not heard anything about the Unified State Exam. Of course, this exam requires careful preparation, but do not forget about some details that can help a student preparing to graduate from school.
Help is perhaps the most important component of effective student homework. Parents, as a rule, do not have enough time to deal with their child’s lessons. Looking for a tutor is expensive and not always convenient. The only way out of this situation is to seek help from the solvers and the State Budgetary Inspectorate.
Ready-made Homework in the Russian language - A manual for studying the Russian language in high school, the authors of which are Grekov V.F., Kryuchkov S.E., Cheshko L.A., will help the graduate cope with the huge amount of work that he needs to do . This manual will significantly reduce the time spent on studying and mastering educational material, and thanks to it, the student will be able to immediately find his mistakes and meaningfully correct them.
GDZ Grekov, Kryuchkov and Cheshko will allow you to master all the most important rules of the Russian language in the shortest possible time. With this study guide, every student will be able to prepare for the next lesson in the best possible way.