1. Where to start writing an essay for the exam.
1) Do not sign the sheet in any way. Write strictly according to the proposed text, and for this you should read with a pen, delving into the content of the text, noting the problems raised by the author, pay attention to the full name. author, author article about him.
2) Write strictly according to plan, each point from a paragraph, indent 2 cm.)
2. Introduction (2-4 sentences)- this is the topic of the text. Examples of introductions, for example, about lonely old age
a) interrogative sentence: Why are there so many lonely elderly people these days? Who is to blame for this? What needs to be done to change this situation?
b) method of silence. Lonely old age... How painful it is to watch...
c) gradation technique: Childhood. Youth. Old age.
d) quotation from the text, e) title sentence; f) rows of homogeneous members; g) proverbs and sayings. As you know... As one of the greats said...
h) rhetorical question
3. Formulation of the problems raised in the text by the author.
In the text... full name important... (current, topical) problems of our time (our time, our society) are raised. Problem..., ..., ... Why?.. How to explain?.. Can it?.. The author asks these difficult (complex) questions and tries to find the answer to them .To correctly identify the problem, you need to answer the question: What did the author of the text want to say? For example, if, after reading the text, we say that the author wanted to show how much, unselfishly parents love their children, then the problem is in the text: the power of parental love
4. Comment on the problem. To comment means to pass the text through yourself. (What made the author think about this?)
In order for us to understand how important the issues raised in the text are, the author tells us about... (which made the author think about...)
Thanks to this, we see (understand) how important it was for the author to convey his thoughts to us.
5.Author's position - the author’s attitude to the problem, the answer to the question of the topic, it is advisable to repeat the full name. author, you can use citations (Talking about..., the author draws our attention to..., calls us to..., makes us think about... It is important for him...)
6. Own position on the problem- you need to agree or disagree with the author (The text (author’s full name) cannot leave anyone indifferent, and I completely share the author’s position. The author is certainly right in believing that..., since... , Firstly,...
Description of the presentation by individual slides:
1 slide
Slide description:
“FIPI SECRET FOLDER” Unified State Exam without “traps” and problems POLYAKOVA N.P. teacher of Russian language and literature MBOU Komsomolskaya secondary school, Tisulsky district, Kemerovo region
2 slide
Slide description:
Task 4. Orthoepic norms. Stress rules for past tense forms of verbs. In feminine forms, the accent falls on the ending -a. In the masculine, neuter and plural forms - on the first syllable: EXCEPTIONS: klAla, krAla, sent, zhilA.
3 slide
Slide description:
Task 4. Orthoepic norms. For better memorization, so-called mnemonic, that is, informal, rules can be applied to some words. For example, choose rhythmic words: spruce - sorrel; birch - birch bark; visible - enviable; dialogue - directory; courts - cakes; painter - carpenter, etc.
4 slide
Slide description:
Task 4. Orthoepic norms. The correct pronunciation of some words can be explained, and therefore remembered. For example, phenomenon comes from the Greek “phainОmenon” - “appearing”. Therefore, the English “men” (“man”) is only apparent here. The adjective meager comes from the French “miser” - “poor”. And since in French the stress always falls on the last syllable, then it is necessary to pronounce MizEr, MizErny. Pullover in the speech of many people turns into a pullover and even a half-over. But this is an English word (pullover - “to put on over the head”), and they pronounce it “in English”, with the emphasis on the second syllable: pullOver.
5 slide
Slide description:
Task 6. Morphological norms. Morphological norms concern the correct choice and use of word forms. For example, correctly - put it down, not put it down. This is the imperative form of the verb put (put - put, write - write, but cut - cut). They often make mistakes in this form of the verb to go (drive or go - wrong; need to - go). Let us remind you that the perfect verb put is used only with a prefix. The imperfect verb paired with it has a different root - to put.
6 slide
Slide description:
Task 7. Grammatical errors. A) a violation of the connection between the subject and the predicate. Constructions like Everyone who... Anyone who... B) a violation in the construction of a sentence with an inconsistent application. A sentence with quotation marks in the title. C) an error in constructing a sentence with homogeneous members. A sentence with conjunctions not only, but also; both, and etc. The first predicate does not agree with the complement (Scientists wanted to delve into and learn all the secrets of nature). D) incorrect construction of sentences with participles. The error is associated with a discrepancy between the producer of the action, indicated by the predicate verb, and the producer of the action, designated by the gerund: Returning home, it was already completely dark. D) incorrect use of the case form of a noun with a preposition. The prepositions thanks to, according to, in spite of, in spite of, require the dative case. The prepositions at the end, at the conclusion, at the end require the genitive case. E) incorrect construction of sentences with indirect speech. NGN with verbs of speech in the main clause.
7 slide
Slide description:
Task 8. Spelling roots. Trap #1! You cannot check the vowels in the root with a verb with the suffix -YVA-(-IVA-): good - to preen. As you can see, there is an alternation of sounds, and you can make a mistake. Trap #2! In the modern Russian language there are many parallel words from the Old Russian and Old Slavonic languages: GATE - gatekeeper BURY - security GOLD - GOLD COLD - coolness Trap No. 3! If a word is of foreign origin, this does not mean that it is not stressed. For example: intellectual - intelligence.
8 slide
Slide description:
Task 9. Spelling prefixes. The rare prefixes pa- and pra- should not be confused with the prefixes po- and pro-. The prefix pa- is usually under stress: stepson, stepdaughter (root – daughter – daughter), pipe; The prefix great- - unstressed: foremother, great-grandmother, forefathers (= original, ancient; relative).
Slide 9
Slide description:
Task 10. Spelling suffixes. The suffix -EV- is always unstressed, the suffix -IV- is stressed! Calico, astrakhan, bean, tear. BUT: merciful Remember the suffixes -CHIV-, -LIV-!
10 slide
Slide description:
Task 11. Spelling personal endings of verbs and suffixes of present participles. Trap! Correctly determine the initial form of the verb: curtain - I sp., nesov. view (curtains) curtain - II sp., complete. view (curtain) Remember: do not change the view, do not lose it. ! It is more convenient to “try on” the verb first to the second conjugation: the choice of options is smaller.
11 slide
Slide description:
Task 15. Punctuation marks in a simple complicated sentence. Trap #1! A sentence may have several rows of homogeneous members, so distinguish between constructions with homogeneous members of the sentence connected by repeating conjunctions, and constructions with several rows of homogeneous members that are connected within a row by a single conjunction. Trap #2! Phraseological phrases: For no reason and no reason And day and night And old and young And laughter and grief And here and there Neither back nor forward Neither yes nor no For nothing about anything Neither fish nor fowl Neither light nor dawn Neither heard nor spirit The comma is not placed inside them!
12 slide
Slide description:
Task 17. Punctuation marks for introductory words. Trap #1! They are not introductory and are NOT set off by commas: little by little, at first, suddenly, as if, after all, supposedly, ultimately, hardly, after all, even, hardly, exclusively, precisely, as if, almost, as if, just, besides, meanwhile, according to the proposal, simply, by decision, by decree, approximately, moreover, almost, therefore, simply, decisively, once, as if, to top it all off, since then, as if, decisively, exclusively , that's about it, even. Trap #2! The particle used to be separated by commas. Trap #3! However, it is usually introductory if it is in the middle or at the end of a sentence: I would like to note, however, that you are wrong. I should have listened to your opinion, however. However, it can be synonymous with the union but: It was already the end of September, however (= but) the trees had not yet turned yellow. Another role, however, is the interjection: However, what a frost! Like all interjections, in this case, however, it is highlighted by a comma.
Slide 13
Slide description:
There is an opinion that you can successfully cope with the test part of the Unified State Exam if you remember the basic rules and regularly perform standard tasks. Indeed, many skills are easily brought to automaticity. However, it’s still not worth completing test tasks “automatically”: you can fall into a “trap” and lose precious points. Conclusion: you need to work with every single test task consciously. “Automation” will not help here, and “training” is useless.
Let’s look at the most common “traps” and try not to fall into them. After all, forewarned is forearmed.
Tested unstressed vowels in the root.
In order not to make a mistake in their spelling, it is necessary to select a test word (a word with the same root and the form of the word) so that the emphasis begins to fall: tr...va - herbs - tr A va. This rule is familiar even to first-graders. But still…
***
"Trap" 1.
Verbs with the suffixes -YVA-, -IVA- cannot be test words!
Try to find a test word for the word oh...give me. Alas, for some of us, an insidious intuition will tell us the forms of the verb op A hello, oh A rises and so on. However, related words will be tested P ABOUT rear, P ABOUT damn- which means at the root of the word op O create is written O.
Why can’t the word be late be a test word, while other similar verbs are successfully used for these purposes? Let's remember: priv...dit - priv ABOUT dit, p...sat - p AND shet.
Attention, the correct answer is: word be late The suffix -YVA- prevents it from being a check. The fact is that when forming verb forms with the suffixes -YVA- AND -IVA-, an alternation of O and A occurs in the root. Therefore, it is not worth checking the vowels in the roots with such verbs.
So, let's remember: verb with the suffix -YVA- or -WILLOW- cannot be a test word!
Op O write: test word - P O rear(but not op A building yva t),
coloring O It: test word cr O th(but not coloring A willow t),
present O yat: test word present O th(but not present A willow t).
***
"Trap" 2.
When choosing a test word, consider the meaning!
Words may sound exactly the same, but be spelled differently. It all depends on the meaning.
Compare: sp...shit (text from the board) And sleep (to class). In both words, at the place of the gap, the same vowel sound is heard - the middle one between [i] and [e]. However, we select different test words and insert different letters in place of the gaps: joint venture And sew in the first case and joint venture e sew- in the second.
In Unified State Exam tests, such words are written with a mark in brackets. For example, is developing (in the wind) or is developing (child) . Do not neglect such notes. They mean that a word can be written differently depending on its meaning. Of course, you have already selected the test words and know that in the first case you need to insert the letter e (test word - V e yat), and in the second – And (test word - development And tie).
***
Unverifiable unstressed vowels in the root.
It would seem, what “traps” could there be in words with unverifiable vowels? Teach them, try to remember as much as possible and as best as possible - and you will be happy. But it was not there! There are plenty of “traps” here too.
***
"Trap" 3.
Don't check the spelling of vowels with words that don't exist!
One of the most common mistakes is that unverifiable vowels are often confused with verifiable vowels and even attempts are made to find test words for them.
It is impossible to check the stress of highlighted vowels in words: ign O extract, extract e small, morning A mbovat, nav A waiting. These are words with unverifiable vowels!
Vowel O in a word ign O rant can't be verified by words ignore if only for the reason that the word ignore is jargon and does not yet exist in the literary language.
Letter e in a word extra e small can't be verified by words extra And m. These words came into our language in different ways. It just so happens that the noun extreme borrowed from English quite recently, much later than the word extra e small(from French extreme).
Word morning A beat has nothing to do with tr O mbom. This means that it is not worth checking it with this word. Word compact came to our language at the beginning of the 19th century from Polish, where tr a mbować Means "to trample underfoot", and in Russian it is unverifiable.
Word nav A waiting has nothing to do with V O waiting, that’s why the vowels in the roots of these words are written differently - A And O respectively. Moreover, the vowel is at the root of the word nav A waiting unverifiable, but in the word V O waiting– verifiable (test word – drives). Word obsession came to the Russian language from Old Church Slavonic - from nav A child, that is "to deceive".
***
Alternating unstressed vowels in the root.
Each alternating root has a strictly assigned meaning - try not to forget about this when repeating the rules.
"Trap" 4.
Roots can be homonymous!
What means homonymous roots? Just like homonym words, these roots sound and are even written the same, but have completely different meanings.
Root gar//gor Connected with combustion, combustion, ignition: G O howl, sg O army, prig O bark, bark A R and so on. Root mountains exists in words with a different meaning, but is no longer alternating in them. In a word G O rishy unstressed O fundamentally verifiable (test word – G O ry); in a word G O roar– about is also fundamentally verified – in a word G O re.
Meaning of alternating root grow // grow // grow – “that which is associated with growth, vegetation”: R A groaning, adult A puppy, water O if. In a word R O sa vowel at root verifiable ( R O sy).
Alternating root ter // shooting range Connected with friction, abrasion: you are t e r, zat And army. Vowel e at the root of the word sweat e swear verifiable (sweat e rya).
Alternating root cas//kos has the meaning of “touch, touch”: touch, touch. Vowel O in a word To O sa (in any meaning) verifiable (To O sy). Checked by stress and O at the root of the word To O soy (to O co).
Very often, schoolchildren confuse the alternating root with homonymous roots world//mer, which matters "dying, fading". Do not forget that the vowels in the roots of words are verifiable, not alternating:
approx. And roar (enemies)- check with a word world,
approx. e roar (suit)- check with a word fitting,
cm And scramble- check with a word cm And ryny.
Of course, these are not all the “traps” that the writers of the Unified State Exam tests set for you. “The Unified State Exam is like a minefield,” admitted one of the graduates... Perhaps he is right. But neither “mines” nor “traps” are scary for those who conscientiously prepare for the exam.
Check how well you are ready to complete task 8 on the Unified State Exam in Russian:
In this article we will talk about the insidious nuances of the Unified State Examinations, which a large number of schoolchildren either do not know or forget about, and therefore, having fallen into these exam traps, those taking them inevitably lose precious points. First of all, we will touch upon the mandatory exams - Russian language and mathematics.
Don't fall into a trap
The Unified State Examination in mathematics, as is known, has two faces and is presented to the student in two versions - in the form of a basic level and a profile one, but the main mass errors are identical in both versions.
A. V. Semenov, deputy head of the Federal Commission for the development of the Unified State Exam KIM in mathematics, says that a common misconception among schoolchildren is the fear of not having enough time and therefore they speed up from the very beginning of the exam.
Because of this fear of “not being on time” at a basic level, mistakes are endlessly made in the order of actions in tasks on equations with unknowns. Speeding up means increasing the risk of making careless mistakes. So, for example, in the basic problem “The city has 130,000 residents, and 40% are pensioners. How many pensioners are there in this city? A frequent answer from schoolchildren is to calculate the number of NOT pensioners, that is, the remaining 60% of the population. Of course, such a mistake does not indicate ignorance, but inattention. By the way, on our courses Seminars on combating inattention are required.
The same problems occur in specialized mathematics. For example, let's look at a geometric problem:
There is a rule that says that the midline of a triangle cuts off an area equal to fourth the original triangle. However, upon quick reading, it may seem that the middle line cuts off half of the total area or a third - ding! – and the score for the task disappeared.
To avoid these annoying mistakes, we draw your attention to the following “mathematical” tips:
Manage your time wisely and take your time! (do not save time by reading the wording and writing in DETAIL in the draft);
Check if you have answered the question;
From any list of tasks, there is one that will be the simplest for the solver - take it on! Next, scan all the problems again and find the simplest one from the remaining ones - and start again using the same algorithm.
Let's move smoothly to the Russian language. The most vulnerable parts of the exam, one way or another, also depend on attentiveness.
It is expected that a school graduate should be able to carefully read a text and find speech and grammatical errors in it - and this is the main pain of all schoolchildren. For the 7th task on finding and attributing a grammatical error, as many as 5 primary points are generously given, for the 20th task on extracting from the text and simultaneously correcting a lexical error - 1 point. And the essay has two criteria related to speech and grammatical norms, which in total give 4 points. Total: 10 primary points! This is almost one fifth of the total result. Therefore, to successfully pass the Russian language exam, you must have a firm knowledge of the types of grammatical errors (and there are more than 30 of them!) and be able to distinguish lexical errors (grammatically unmotivated deviations (example: the main point is lexical redundancy)) from means of expressiveness (grammatically motivated deviations (example : clouds are crying - personification)).
Let's also take, for example, the 26th task, that is, an essay. Here it is important to be very careful to recognize the problem hidden by the author in the text. If the problem is formulated incorrectly, you will have to say goodbye to 4 primary points: one for the first criterion and three for the criterion about commenting on the problem. It’s also not easy with commentary: you can’t do it with mere attentiveness. To get three points for it, you need to have an extremely clear idea of what it should look like. It must be remembered that this is not a retelling of the text, but an answer to why the problem seems so important to the author. And, of course, two illustrations from the text! If they are not there, you can only count on one primary score, which happens tragically often due to ignorance on the part of schoolchildren. That is why it is extremely important to know all the features and evaluation criteria of the exam.
We can conclude that the main pitfalls in the exam are created by the test takers themselves: inattention and ignorance of the exam format. There is only one recipe for dealing with these pitfalls: you need to study all the codifiers and assessment criteria for exams and hone the solution to all types of problems. On our courses The programs are structured in such a way that at least one full-fledged lesson is allocated for each type of problem, which significantly reduces the risk of losing points due to inattention or lack of experience in solving them.
We wish you good luck in your exams and get into the best universities!
- "conjunction", "conjunctive word" and "pronoun".
- Union And pronoun- morphological concepts, and allied word- a syntactic term.
For example:
The teacher understood WHAT can interest the children .
- In this SPP, the word WHAT can be characterized: 1) as a part of speech - a relative pronoun (morphological characteristic); 2) as a means of communication in NGN - a conjunction word (syntactic characteristic); 3) as a member of a sentence - an addition in a subordinate clause (syntactic characteristic).
Union word WHICH can be both the subject and the object of the subordinate clause of a complex sentence. Substitute instead of this allied word what is “hiding” behind it:
- Hot sun, which My head was mercilessly burning and a cloud covered me.
(What did your head burn mercilessly? Sun. Therefore this subject).
- Lady, which Evgeniy offered his hand and ceremoniously stepped off the steamer's ladder.
(To whom Evgeniy gave his hand? Lady (noun in d.p.) . Therefore this addition).
Graduates often do not find conjunction ZHE, it is confused with the particle ZHE.
- SAME , union adversative. Denotes the opposition of two sentences, close in meaning to the conjunction A. The daughter arrived at night, the son arrived in the morning.
- SAME, reinforcing particle. After a question word, it enhances its expressiveness.
When will you call?
- Strengthens the meaning of the first or semantically most important word of the replica ( decomposition).
Well, you are strong, boy.
- It is attached to demonstrative pronouns and adverbs and means the complete identity of what is indicated by these pronouns and adverbs with what has already been mentioned in speech.
Same. Same way. Same. Right there. At the same time.
For double (comparative) conjunctions, a comma is used ONLY before the second part of the union!
How... , so and Not only... , but also not so much... , How many not this way... , How but... , But Not really)... , but(s) if not... , That
Fly, thunder, whistle, burn, ring – verbs of the 2nd conjugation.
- Conjugation is determined in indefinite form only for verbs with unstressed personal endings: II conjugation includes all verbs ending in - it, except shave , to rest, to sway, as well as 11 exceptions: 7 verbs ending in - eat (look, see, endure, turn, depend, hate, offend) and 4 verbs starting with - eat (hear, breathe, drive, hold). The remaining verbs belong to the I conjugation.
- If the personal endings of the verb drums, then the conjugation is determined by graduation; in this case, it does not matter which vowel is in the infinitive form of the verb. Yes, verbs sleep, fly, thunder, burn, ring belong to the II conjugation (sleep, fly, rattle, burn, ring), and, for example, the verb drink - to I conjugation (drink-eat) .
- Important to remember: All prefixed verbs with unstressed endings derived from such verbs also belong to the same conjugation. Therefore the verb burn out second conjugation: will burn out, burn out, and the verb drink - first conjugation: drink, drink.
- bleat
- cherish
- winnow
- toil
- barter
- hope
- level out
- fly
- start YAT!!! (1 spr)
- cough But KLE IT !
- melt
- repent
- find fault
- bow
- hope
- bark
- sow
ONLY IN CONTEXT You can distinguish words of the state category, adverbs and short neuter adjectives with the ending -O:
The room is stuffy (say).
The nightingale sang loudly (obv.).
- State category words-UNCHANGEABLE words, and short adjectives change according to gender.
I'm sad (SKS). – The girl is sad (adj.). – The story is sad about (adj.).
They are not introductory and are not separated by commas. words and phrases:
therefore, simply, decisively, as if, supposedly, maybe, literally, as if, as if, in addition, to top it off, suddenly, because, ultimately, it’s unlikely, after all, even, hardly, exclusively, exactly, as if, just, besides, meanwhile, I suppose, according to a proposal, according to a decree, according to a decision, approximately, approximately, moreover, almost and etc.
Pretext BY used in the meaning “after something” with prepositional case:
upon arrival And ,
upon completion And ,
upon arrival e ,
upon arrival e.
Please note some cases where particles are written separately NOT !
Particle Not written separately:
- a) if with an adjective, participle or adverb, the explanatory word is a pronoun starting with neither, For example: neither who doesn't need something , neither when not encountered error ;
- b) if NOT is part of intensifying negations not far , not at all , not at all , not at all , not at all preceding a noun, adjective or adverb: he is not a friend at all, far from the best solution , not a fair decision at all, etc.
- With pronouns and pronominal adverbs, for example: not me , not this one , no other , not like that , not otherwise , not this way .
- With intensifying adverbs: Not good , not quite , not really .
- The expression is written separately not once .
- With unchangeable words acting as a predicate in a sentence: No need , do not mind , not sorry .
- For all words written with a hyphen: it's not said in Russian ; they don't sing like before .
I miss you or I miss you ?
With nouns and 3rd person pronouns it is correct: miss someone, For example: miss my son, miss him.
But with personal pronouns of the 1st and 2nd person plural. numbers Right: miss someone, For example:
missed us, miss you .
Collective numbers are used only:
a) with nouns denoting masculine and general gender persons: three brothers, two orphans;
b) with nouns that have only a plural form: three days, two scissors;
c) with nouns guys, people, children, face(in meaning Human): five suspicious persons, three boys;
d) with personal pronouns we you they : there are three of them, there are five of you;
e) with the names of paired items: two socks, mittens, skis;
e) with the names of baby animals: two rabbits, four are hedgehogs.
Collective numbers cannot be combined with nouns denoting females and adult animals!
- Numeral both (both, both, both ) is used only with masculine nouns ( both sons, in both houses), and the numeral both ( both, both, both ) - only with feminine nouns ( both friends, on both tracks).
Remember:
a) forms of the imperative mood of verbs:
drive - go (- those ); lie down - lie down (- those );
b) verb put used only without a prefix;
c) verbs with the root -lozh- - only with the prefix ( put , post and so on.);
d) the 1st person singular forms of the present (future simple) tense of verbs are not used win, convince, find yourself, wonder and etc.
When necessary, the following expressions are used: I can find myself, I can convince and so on.
Synonymous replacement of the subordinate part of a complex sentence with a participial phrase is impossible if the main part of the complex sentence contains an indicative word ( that one etc.):
The father's gaze had no Togo an expression of kindness that has always pleased and attracted me.
In this case, they are very often mistaken!
Synonymous replacement of the subordinate part of a complex sentence with a participial phrase is impossible if the subordinate clause already has a subject and the word WHICH is not in the nominative case:
Artist, whom You you know, he was from our area.
In this case, they are very often mistaken!
Synonymous replacement of the subordinate part of a complex sentence with a participial phrase is possible if the word which, being a minor member of the sentence, stands in V.p. without pretext :
A friend brought me an album, which I bought it in Paris.
(A friend brought me an album, bought in Paris ).
Method of distinguishing the comparative degree of an adjective and an adverb
According to the main word in the phrase: Determine which word the form of the comparative degree depends on.
- If from a noun - This adjective: Night ( what is ) darker than before.
- If from a verb - This adverb : He went ( How ) faster.
Union And and particle And
- Union And it connects homogeneous members of a sentence and simple sentences as part of a complex one: Rain on the street And wind. It was cold yesterday, And so we decided to postpone our trip to the mountains.
- Particle And it doesn’t connect anything, it enhances the meaning of the words in which it is used: Constantly walking around sad - in this And was his idea of romantic behavior.
Yes and is a particle if comes before the predicate:
A father - That What and ? So And Not forgiven ! (Adv.); He Understood , What ... came end , at all end , A doubt So And Not allowed , So And remains doubt(L. Tolstoy); By essentially affairs He So And Not tasted genuine family life(Fad.), but:
So (adverb) and it rained yesterday.
- adverb: He said (how?) Just. Problem solved (how?) exactly .
- It is impossible to ask a question to a particle: Yes, you Just Well done! You exactly a small child is naughty.
Adjective, SKS and particle
- If by the way I can ask a question, then this is adjective or SKS: His opinion (what?) Just. On the heart(how?) easy and Just .
- It is impossible to ask a question to a particle.
He Just stopped writing home.
Some adjectives (ready, intends, obliged, inclined, disposed, glad, eager, must, love, necessary etc.) used in modern Russian only in short form!
More often in fact, many students do not define these words in the text as short adjectives !
In sentences they are part of the predicate. For example:
Ready to wait , but I don’t believe your words. I'd be glad to sing I cant.
IS THIS a pronoun or a particle?
PRONOUN if indicates
- sth. close in space or time, located in close proximity, right before the eyes: Show me THIS lake.
- something, previously, recently, just mentioned in a speech:
IN THIS time and the event that we will talk about happened.
- a phenomenon, an object about which we are talking, which is before our eyes, about which we speak. THIS was my old friend. Witness, explain to the court, as everybody THIS It happened. THIS just a miracle!
PARTICLE if
- emphasizes, strengthens the previous interrogative pronoun or adverb, forming with it a kind of complex interrogative pronoun or adverb:
How come? Who is IT that came? Why are you so cheerful? Where did he go?
- indicates the connection between the subject and the predicate:
Sakhalin IS a unique island.
- Can be replaced with a synonym only :
THIS parents can afford to be really strict with their children.
Method of distinguishing between conjunctions and allied words
The conjunction word can be replaced by a noun or another pronoun: This was the house which built by my father.(Wed: This was home. House built by my father. His built by my father.)
An allied word can be replaced with another allied word: This was the house What built by my father.
Conjunctive words have lexical meaning. (See previous examples).
Conjunctive words are members of a sentence. (In previous examples, this is an addition).
Logical stress falls on the conjunctive word: I know, What you want to tell me.
A conjunctive word cannot be removed without changing the meaning of the sentence: I was informed, When will you come.
Conjunctions have no lexical meaning, are not parts of the sentence, in most cases, the conjunction can be omitted, the meaning of the sentence will not change: We saw, What You came. - We saw you came.
Always separate the following prepositions are written:
in the form of, in fact, in conclusion, to the extent, in the area, in contrast to, in relation to, in continuation of, in connection with, by virtue of, in the sense of, during, for the purposes of, except for, due to, to the extent, according to about, for a reason.
ATTENTION!
Definitely personal one-part sentences are not sentences in which the main member is expressed by a past tense verb , since the forms of the past tense by themselves do not reveal a specific person (there is no grammatical person in them at all, there are only grammatical forms of gender and number). For example, in sentences: By the hat that turned white in the night guessed right Polovtseva. Threw it on frock coat, stripped off felt boots from the oven, came out (Shol.); In the morning through force got up And went in hospital ( Ch.) - only the context helps to establish the character, while the form of the verb itself equally corresponds to the first, second and third person.
Such sentences are classified as two-part incomplete!
How to distinguish a compound verbal predicate from a subordinating phrase similar to it?
If the action of the infinitive refers to another member of the sentence, then The infinitive is not part of the predicate, but is a minor member.
The commander ordered the car to be unloaded. Ordered – simple verbal predicate, unload – addition (ordered – commander , someone will unload). This is a phrase.
IN In a compound verbal predicate, the action of the infinitive must relate to the subject. I want to fly. I want to fly – compound verbal predicate ( Want - I, fly I will).
If the dependent word in a gerund is a conjunctive word which, then it is not separated by a comma from the adverbial participle: a comma is placed before the adverbial participle, and after the word which - No.
Here is a book, after reading which you will discover a lot for yourself.
Zosya saw in them the only protection for herself, having lost which she was doomed in this field. (V. Bykov)
Never there is no comma after the conjunctive word which; immediately remove those answer options that contain a comma after this word.
If homogeneous members of a sentence, homogeneous participial and adverbial phrases, homogeneous subordinate clauses are connected by a non-repeating conjunction AND, then a comma is not placed between them!
For example:
Cleanliness and comfort reigned in the house.
Sparkling in the sun and shimmering merrily, streams rushed towards the river.
River, overflowed its banks and flooded the village, calmed down.
Heat , with whom the daughter spoke about her mother and who lit up her face , involuntarily attracted attention.
If in a complex sentence with the conjunction AND there is a common secondary member of the sentence (that is, a question can be asked about it from both grammatical stems), then a comma is not placed between the stems:
In the living room Candles were burning and cheerful children's voices were heard.
Here The stinging rains are pouring and evil winds are raging.
Comma at the junction of conjunctions!
And when... then
And if... then
What if... then
What when... then
That although... but
But if... then
But since... then
Junction of conjunctions → then/but/so → no comma!
The huntsman knew that although the beast left But he will take revenge on the hunter who wounded him.
Mikhail is a promising athlete, and if He will train hard, That will certainly be included in the regional team.
Explanatory clauses
are attached to the explained word in three ways:
- with the help of unions what, as, as if, in order to, when and etc.;
2) using any allied words;
3) using a particle conjunction whether.
pay attention to
3rd way!
Tourists didn’t know (about what?), they could whether They reach the base before dark.
Pronominal adverbs are found infrequently in Unified State Examination tasks, and usually they are interrogative-relative adverbs: where, how, when, where, why, why, why or negative nowhere, no way, never, nowhere .
- I knew, When he will come (When - a conjunctive word in the role of an adverb of time. Find in this sentence a phrase with the connection adjacency. You already remember that only an adverb, a gerund and an infinitive adjoin. There is only one adverb in the sentence - When, a question to it can be asked from the verb will come. Therefore, this phrase when will he arrive . )
From the sentences, write down a subordinating phrase with the connection CONNECTION.
From the conversation, Andrei understood where the meeting would take place.
When adjoining, the dependent word is an infinitive, adverb or gerund. Let's try to find these parts of speech: (where?) - conjunction word where (adverb). We find the main word for it, from which the question is asked: will happen. Thus, we write out the phrase
where it will happen.
- In combinations of words with an inanimate noun like two houses numeral in nominative and accusative cases manages noun, and in other cases agrees with him.
- In combinations of words with an animate noun (two friends) in all cases, except the nominative type of communication – coordination; in the nominative – management.
The components of a phrase can be located distantly, i.e. far from each other!
Find s/s with communication control.
Anton called his old good friend.
In this case, combining words into s/s will help the question: called (to whom?) to a friend.
They are NOT phrases!
(see next slide)
Grammar sentence basis
It is raining.
Homogeneous members of the sentence
They run and laugh; children and adults, etc.
Combination of a function word (preposition, conjunction, particle) with a significant word
Near the garden ( near - preposition); also laughed ( Also - union); like in a fairy tale ( as if - particle);
Phraseologisms
Standing on guard, beating, playing spillikins
Compound verb predicates
I started singing, I want to believe, I kept talking
Compound nominal predicates
Presumed dead, is sick
Comparative degree of adjectives and adverbs
Less beautiful, kindest, best of all
Introductory phrases
In other words, to put it briefly, simply to say, to put it mildly, maybe, etc.
