Continuous writing of adverbs. Continuous writing of adverbs Hyphenated writing of adverbs

The army team, who had not lost a single match in the first round of the playoffs over the previous three seasons, conceded only one goal in four meetings with the “red-whites” (6:0, 1:0, 3:1, 1:0). CSKA and Spartak played each other in the playoffs for the first time in KHL history.

From the ship to the ball

“Let’s hope it will play into our hands that the Olympians from CSKA have been very busy over the past week. It would be nice if they were taken to concerts even longer,” the head coach of Spartak said the day before the start of the series.

The army hockey players spent the week after their victory at the Olympics at receptions, award presentations, concerts and rallies, and the opening match of the series with Spartak was the first after their return for defenders, forwards, etc.

CSKA did not have any problems; the army team outscored the opponent 39-22 and sent six unanswered goals into the “red-white” goal. Maxim Shalunov, who scored a double, was the most zealous. “God grant that I continue like this. Not qualifying for the Olympic Games motivated me, let’s assume that’s the case,” Shalunov said after the match.

“We didn’t fulfill the setup, what was asked of us, and in the end this was the score. We lost because of our mistakes, we lost the match ourselves. We had only glimpses of attack, nothing more, there was no fire, there wasn’t enough of it. We were too They didn’t attack the goal much, there should be more aggression. A bad game, not Spartak’s day, but tomorrow is a new match, everything will be different,” noted Spartak defender Alexander Osipov.

CSKA respects Spartak, but...

Before the second match, Spartak sent a defender and a defenseman to the reserves, and Vsevolod Sorokin and Alexander Kuznetsov came on instead. According to the head coach of Spartak, Koltsov was not included in the lineup due to rotation, but rather the reason for this was the effective mistakes of the defender in the first game.

However, even without Koltsov, Spartak had room for mistakes - in the sixth minute, Red-White defender Ville Lajunen lost the puck behind the goal, and Kaprizov found Shalunov rolling in the center with a pass, on which another Spartak defender, Vladislav Provolnev, did not play.

Shalunov scored in the sixth match in a row, scoring nine goals in these games. "Handsome Max, the main thing is to continue in the same spirit, to score. My pass? I just saw that Shalunov was rolling in and passed it. Of course, I want to score in every game myself, but so far it’s a little bit impossible. Today I had “I have two moments, but Spartak goalkeeper Nikita Bespalov played great,” said Kaprizov after the match, who at that time had scored one goal in his last 18 matches.

The final score in the second match (1:0) was much more modest than the day before, but in terms of shots (41-19) and chances, CSKA's advantage was even more impressive. However, the head coach of the army team was dissatisfied with his team's performance. “We, of course, respect Spartak, but you can’t give your opponent so many chances. It’s not enough to just play with discipline, you need to not give your opponent chances, and we gave them enough,” said Igor Nikitin.

Spartak scores the first and last goal

In the third meeting, the army team again scored a quick goal - in the seventh minute the CSKA captain opened the scoring, after which the puck hit the shoulder of Spartak goalkeeper Nikita Bespalov and parachuted down behind his back. In the second period, Lajunen gave CSKA another goal, losing the puck near his goal - he scored.

“Such mistakes are, of course, a disgrace. Because of such mistakes, apparently, Layunen did not go with the Finnish team to the Olympics,” Epanchintsev commented on the episode.

CSKA sent the third puck into Bespalov's goal in the power play in the 31st minute, after which Spartak released goalkeeper Alexander Trushkov. The 21-year-old goalkeeper received significantly less work than his partner: in the first two periods, CSKA outscored Spartak 36-9, and in the third they lost 2-11. “We played carelessly in the third period, incorrectly, and that’s why we conceded the first goal in the series,” Andronov said.

In the 58th minute of the game, Spartak forward Ilya Talaluev scored Spartak’s first goal in the series, stopping the dry streak of Olympic champion Ilya Sorokin at 211 minutes 38 seconds and his team’s goalless streak in games with CSKA at 254 minutes 40 seconds."

In the fourth match of the series, Spartak had more chances than ever to cling to the game, but every time Sorokin stood in the way of the puck, and as a result of the meeting, he chalked up the third clean sheet in this series. CSKA won the match and the series by the defender in the 31st minute.

“For me, Sorokin’s game is just nonsense, he did incredible things,” - “You can score goals from ricochets, but he caught everything. How did he deflect a shot in the first period? In all matches we had chances to score, catch on, but Sorokin played fantastically. He was the main key to CSKA’s victory. Honestly, no matter how many matches we played with CSKA, with Sorokin’s performance we still would not have been able to win.”

“Thanks to our goalkeeper Ilya Sorokin, he helped us out a lot in this series. In the fourth game we endured, made it to the end, but realized that there was something to work on. There was resistance in the series from Spartak, but we didn’t play the fool, we all coped with “We made the first step towards our goal, now we need to move on,” CSKA forward Roman Lyubimov summed up the results of the series.

CSKA will play in the semifinals of the Western Conference against Jokerit Helsinki if the Finnish club beats Sochi in the series. The matches of the second round of the playoffs, in which the army team will have home-court advantage, will be held on March 16, 17, 19, 20, and, if necessary, on March 22, 24 and 26.

1. Commented letter (Ex. 196).

Explain spelling Not.

2. Individual tasks.

Ex. 167, 174 (1-10 sentences), 174 (11-20 sentences).

3. Independent work (Ex. 206).

Read the text. Name the work from which this excerpt is taken and the author.

Write down the words from Not And neither.

IV.

Lesson summary Not How to write with Not words that are without

are not used? Not How do you spell

are not used? Not with verbs and gerunds?

are not used? Not with adjectives, nouns and adverbs?

with participles?

Homework

2. Learn the lesson material.

Lesson 30Not Particle discriminationneither

And

Lesson objectives: Not Consolidation of spelling neither And

with different parts of speech, development of coherent monologue speech.

IDuring the classes

. Not Consolidation of spelling neither Implementation of homework

1. Talk about spelling with different parts of speech.

2. Checking progress

home management 205.

What general title did you choose for these proverbs?

Explain spelling Not And neither.

Which ones do you agree with and which ones do you not?

He didn’t hide his surprise; perplexed; could not meet;

IIharbor hatred; to be indignant with indignation; not a wooden house; not cheap; undisciplined student;

the river is not wide, but cold; to be unwell for a long time; not distant, but close; not sixty; unspoken law; unburnt fire; not fulfilling the plan, not reaching the shelf; show distrust; Not And neither nothing to write with; there is no one to run after; not eating enough; shortly before the meeting; a real touch-me-not; not disguised by anyone;

unmemorable face; sloppy appearance; neither show inappropriateness; hater of ignorance; feel awkward; no one came; neither fish nor fowl.

. Work on the topic of the lesson Particle discrimination (page 95 of the textbook). Single or double enters into stable rotation: out of nowhere, as if nothing had happened, at all costs, neither fish nor meat, neither alive nor dead, neither two nor one and a half, neither this nor that, neither give nor take. Combinations should be distinguished: no one

(nobody) -

not alone

(a lot of); never(never) - never not once

(many times).

III. Check of knowledge. Practicing skills and abilities

1. Explanatory dictation.

1) Wherever he turned! 2) Wherever he applied, there was a refusal. 3) None of the sunrises are similar to another (

K. Paustovsky

IV4) The boundless noise of the sea did not stop for a minute. 5) If you chase two hares, you won’t catch either (Proverb). 6) No matter how long you have to live in the world, you will never cease to be amazed by Russia (

). I

Not.

7) There are men who are superior in eloquence to women, but not a single man has the eloquence of a woman’s eyes.

2. Assignment based on options.

Option I - ex. 197.

Option II - write down sentences with these phrases, inserting the missing letters:

(N..) saying (n..) to whom (n..) words; (n..) money, (n..) tickets; (n..) can (n..) help; (n..) answer (n..) hello; (n..) heard (n..) words; (n..) who to replace; (n..) how (n..) can you help;

where (n..) come from.

Answers:

Without saying a word to anyone; no money, no tickets;

He n..(16) never n..(17) was n..(18) only wounded, but even scratched.

He didn’t..(19) had no..(20) what position, n..(21) received n..(22) a penny salary, however, he found means for entertainment.

K. Paustovsky

2, 4, 6, 7, 10, 11, 14, 15, 17, 18, 19, 21.

Option II

Mark the spellings neither.

1) N.. for what to thank, 2) n.. for what I did not thank, 3) no.. to ask, 4) saw no.. other than a classmate, 5) told no.. other than the dean , 6) no..no one else can, 7) no..what to buy, 8) no..where to get it, 9) the building was nothing other than a university, 10) no..nothing else can explain it , 11) never asked, 12) never answered.

K. Paustovsky

with participles?

Ex. 198 - home test.

Lesson 31

Spelling adverbs

And

Consolidating adverb spelling skills; developing the ability to form adverbs and use them in speech.

with different parts of speech, development of coherent monologue speech.

I Work in groups

group

Parsing the sentence:

Come and have lunch with us.

Answer: Come to us lunch easily .

Answer:(wake-up, non-sun, simple, single-stage, o/l [

Answer:], extended, complete, uncomplicated) to us- simple v. predicate, expressed by ch.

Answer: imperative mood. lunch(For what?)

Answer:- circumstance of the goal, expressed by the infinitive. Come(How?)

- a circumstance of a course of action, expressed by an adverb.

(Where?)

Come and have lunch with us.

- adverb of place, expressed by a personal pronoun with a preposition. 2nd group

Morphological analysis of the adverb is easy.

Easily

- adverb.

Come (how?) easily: adverb of manner.

Come (how?) easily (in a sentence it is a circumstance).

3 group

Vocabulary dictation:

Easily, on the go, a little, indiscriminately, tightly, in mockery, in German, rashly, side by side, barely, at first, abroad, as before, less, exactly, to pieces, wide open, red hot, occasionally, entirely, from the outside, forever, longer, in a big way, still, hot.

Checking vocabulary dictation. Name the spelling patterns that you used when writing adverbs.

II. Spelling adverbs

1. Spelling adverbs traditionally causes the following difficulties:

Not And neither Vowels in suffixes at the end of adverbs;

at the end of adverbs after sibilants;

in consoles; Continuous, hyphenated and separate spelling of adverbs. The rules apply to adverbs formed in the prefix-suffix way. In their formation, these adverbs go back to the short forms of adjectives..

in consoles; In adverbs with prefixes The rules apply to adverbs formed in the prefix-suffix way. in-, on-, for-.

a letter is written at the end

from-/is-, to-, from-

). I

A Write on the board and in notebooks: Consolidating this material: ex. 189. 2. Independent work.

Yellow..-pale face, red-hot.. hot ball, go around to the left.., go to the right.., start over.., finish the work in the dark.., wash it white.., quarrel rashly.., turn left.. .

Option II (or exercise 192)

Form adverbs with suffixes from these words Write on the board and in notebooks: Consolidating this material: ex. 189. 2. Independent work and with prefixes in-/in-, on-, for-, with-, from-/is-, before-.

Come up with and write down sentences or phrases with these adverbs.

White, distant, late, dark, oblique, well-fed, united, deaf, fast, living, simple, dry, naked, rare, hot, light, new.

3. After sizzling f, w, h at the end of adverbs it is written 1. Spelling adverbs.

Exceptions: I can’t bear to get married.

4. In negative adverbs under stress it is written Not-, without accent - no-: no way, nowhere.

5. After adverbs that sibilate at the end under stress it is written In their formation, these adverbs go back to the short forms of adjectives., without accent - e: hot, fresh, melodious, But more!

III Consolidation

Reinforcing this material can be organized by options or groups.

1. Ex.

191. 2. Selective dictation

(the teacher dictates sentences, students write out adverbs for sibilant). Near the hotel there was a new two-story house, the doors below were wide open ( I. Goncharov Near the hotel there was a new two-story house, the doors below were wide open (). One day only their monotony was broken by a truly sad incident (). One day only their monotony was broken by a truly sad incident ( Filofey swung his hand several times ( I. Turgenev). Tatyana, at the behest of the lady, was married to a drunkard shoemaker (). Deaf, deserted, deserted, the steppe completely half-dead. The rider got off his horse and silently set to work ( A. Maikov ).).

They endured it for a whole month, but when it became unbearable, they suddenly sent me: give me money (

A. Pushkin

Come and have lunch with us.

And I fell backwards, knocked over by a blow, and fell back into the stream without memory ( A. K. Tolstoy

). A minute later, three horsemen were galloping along the road (

N. A. Ostrovsky 3. Complicated cheatingWrite down the pronouns in the phrases first, and then the adverbs. Explain the spelling of these parts of speech.

(No, not) where there is no housing visible. (No, no) nothing can measure the expanse of the fields. (Not, nor) when I didn’t imagine that (not, nor) I wouldn’t be afraid of anything, (not, nor) wouldn’t agree with (what). (No, no) it was impossible to move. There was (not, no) where to expect letters. 3. Complicated cheating Adverbs:

3. Complicated cheating nowhere to be seen, never imagined, never managed to get going, nowhere to wait.	Pronouns:	No accent


In adverb suffixes

Example of a completed table:

3. Complicated cheating nowhere to be seen, never imagined, never managed to get going, nowhere to wait.	Pronouns:	No accent
In suffixes and noun endings
In suffixes and endings of adjectives
In adverb suffixes

Checking the completion of tasks.

IV.

What part of speech is called an adverb?

Tell us about spelling oh oh at the end of adverbs.

Tell us about the spelling of a soft sign at the end of adverbs after sibilants.

Tell us about writing not-, neither- in negative adverbs.

Tell us about the spelling of vowels at the end of adverbs after sibilants.

with participles?

1. Repeat rules pp. 93, 95.

Lesson 32 (26)

Spelling adverbs

And

Strengthening the skills of writing hyphens in adverbs;

with different parts of speech, development of coherent monologue speech.

Istrengthening the skills of combined and separate writing of prefixes in adverbs.

Checking homework

Not 1. Survey.

Not Talk about spelling

with nouns, adjectives, adverbs; with participles, negative pronouns.

2. Commented reading

ex. 25. 3. Vocabulary dictation:

Open the door wide, walk away, rush off at a gallop, close it completely, get married, never argue, nowhere to wait, nowhere to be found, there was no time to come in, there’s nothing to do, he spoke in a sing-song voice, state in general, move awkwardly, go around to the left, start over, close it tightly, go to the right, ask again.

(42 words)

II. Work on the topic of the lesson Continuous writing of adverbs 1. Adverbs formed by combining prepositions-prefixes with short and full adjectives, adverbs, collective numerals are written together (except for formations with the preposition by: twos, threes

), pronouns: rashly, anew, hard-boiled, blindly; completely, from now on; four, three; with might and main, why..

Exceptions: to the side, to the world, to the back Note: pretext V.

written separately if the word begins with a vowel: openly

2. Adverbs formed from nominal forms that are not used without prepositional prefixes are written together: in the dark, down the drain, to pieces, to the ground.

Exceptions: 3. Adverbs with spatial and temporal meanings are written together: down, up, first. such adverbs should be distinguished from nouns with a preposition, which, as a rule, have explanatory words: run into the distance(adverb),

into the distance seas (noun with preposition). 4. Adverbs formed from nouns with a prepositional prefix and without explanatory words in this use are written together: go towards(adverb), go

to the meeting

with the writer (noun with preposition). under the arms - under the arms - from under the arms.

2. Adverbs formed by repeating nouns with a preposition are written separately: word for word, soul for soul, side by side, point to point, from day to day.

Exception: exactly the same.

3. Adverbs formed by repeating nouns are written separately, with the second being in the instrumental case: fool by fool, honor by honor, eccentric by eccentric.

4. Adverbs formed by repeating nouns beginning with a vowel are written separately: alone, tirelessly, point blank.

5. Adverbs formed by repeating plural nouns are written separately: in the legs, in front of the eyes.

Exceptions: It is necessary to remember the spelling of nouns with a preposition that have an adverbial meaning: to the point, on the fly, in appearance, to glory, on the run, miraculously, according to conscience, with knowledge, on a grand scale, to the conscience.

Hyphenated spelling of adverbs

1. Adverbs formed from adjectives and pronouns using a prefix are written with a hyphen By- suffixes -mu -him, -ski, -tski, -i:

Exceptions: a) an adverb is written with a hyphen in Latin(not to be confused with a prepositional noun): will get excellent in Latin- he knew in Latin; By- b) if an adverb with a prefix formed from an adjective with a hyphen, the hyphen is written only after the prefix:

non-commissioned officer - in non-commissioned officer. 2. Adverbs formed from ordinal numbers using a prefix are written with a hyphen in-/in-: secondly, fifthly. Forms such as are written with a hyphen

twenty-fifth. 3. Adverbs formed through repetitions, combinations of synonyms, and words that are associated associatively are written through a hyphen:

quickly, quickly, unexpectedly, quietly, quietly. 4. Indefinite adverbs with particles are written with a hyphen

-that, -or, -something, -something, -yet, -ka: sometime, from somewhere. 5. Technical term on-mountain

(nobody) -

written with a hyphen.

1. Note cases of continuous spelling of adverbs:

K. Paustovsky

1, 3, 5-11, 14, 20, 21, 22, 24.

1) Play (in) a draw, 2) go (in) nobody’s apartment, 3) be (on) alert, 4) act (in) open, 5) act (at) obliquely, 6) be (at) a distance, 7 ) (s)awake, 8) get into (a) mess, 9) play (to)evil, 10) scream (to) catch up, 11) be (at) the top of bliss, 12) be (your) way, 13) ( apparently, 14) lean (on) side, 15) turn (on) side, 16) tightly, 17) from the bay (floundering), 18) (in) ridicule 19) (in) installments, 20) (c) half-voice, 21) (c) tight, 22) (c) half-turn, 23) dressed to the nines, 24) (c) loose, 25) visible (invisible).

1) (to) rise high, 2) to fly (to) the heights of heaven, 3) (to) never forget friends, 4) (to) the age of computerization, 5) to go (to) the end of the corridor, 6) (to) the end to be offended, 7) (to) draw a slant, 8) (to) wear a cape, 9) (to arrive on time), 10) (to) the time of trials, 11) (to) the time to sew a suit, 12) to speak (to) stretch, 13) give the boots (in) stretch, 14) (in) secretly prepare a surprise, 15) (in) the secret lies the answer, 16) spread out (in) the width, 17) (to) raise your head up, 18) attach ( to) the top of the door, 19) (to) climb to the top, 20) to climb (to) the top of the mountain, 21) (to) tomorrow there will be a holiday, 22) (to) postpone things (to) tomorrow, 23) hope (for) luck, 24) It snowed (in) the morning, 25) make plans (for) the morning.

K. Paustovsky

2, 4, 5, 10, 13, 15, 18, 20, 22, 23, 25.

3. Complicated cheating

He was (in) a fighting mood, sat (cross) cross-legged, acted (like) a snake, lived (in) every way, chatted (like) friends, (first) spoke (in) Moscow, lie down (somewhere), (a little) it was a little dawn, he knew (in) Latin, to leave (in good) health, he did (topsy-turvy) topsy-turvy, (at) thirty (sixths), (badly) poor.

... By Russian language 10 -11 Class. – M., 2011 Egorova N.V., Dmitrieva L.P., Zolotareva I.V. Lesson lessons development By Russian language. 10 Class. – M., “VAKO”, 2006. Work programs By Russian language. 5-11 classes ...

1. Adverbs formed by combining prepositions-prefixes with short and full adjectives, adverbs, collective numerals are written together (except for formations with the preposition by: twos, threes), pronouns: rashly, anew, hard-boiled, blindly; completely, from now on; four, three; with might and main, why.

), pronouns: to the side, to the world, to the back.

Exceptions: pretext Note: written separately if the word begins with a vowel: openly.

2. Adverbs formed from nominal forms that are not used without prepositional prefixes are written together: in the dark, down the drain, to pieces, to the ground.

3. Adverbs with spatial and temporal meanings are written together: down, up, first.

Exceptions: such adverbs should be distinguished from nouns with a preposition, which, as a rule, have explanatory words: run down, up, first.(adverb), into the distance seas (noun with preposition).

4. Adverbs formed from nouns with a prepositional prefix and not having explanatory words in this use are written together: go seas (noun with preposition).(adverb), go to the meeting with the writer (noun with preposition).

Separate writing of adverbs

1. Adverbial combinations that retain some case forms are written separately: under the arms - under the arms - from under the arms.

2. Adverbs formed by repeating nouns with a preposition are written separately: word for word, soul for soul, side by side, point to point, from day to day.

Exception: exactly the same.

3. Adverbs formed by repeating nouns are written separately, with the second being in the instrumental case: fool by fool, honor by honor, eccentric by eccentric.

4. Adverbs formed by repeating nouns beginning with a vowel are written separately: alone, tirelessly, point blank.

5. Adverbs formed by repeating plural nouns are written separately: in the legs, in front of the eyes.

Hyphenated spelling of adverbs

1. Adverbs formed from adjectives and pronouns using a prefix are written with a hyphen By- suffixes -mu -him, -ski, -tski, -i:

Exceptions: a) an adverb is written with a hyphen in Latin(not to be confused with a prepositional noun): will get excellent in Latin- he knew in Latin; b) if an adverb with a prefix By- formed from an adjective with a hyphen, the hyphen is written only after the prefix: non-commissioned officer - in non-commissioned officer.

2. Adverbs formed from ordinal numbers using a prefix are written with a hyphen in-/in-: secondly, fifthly. Forms such as are written with a hyphen Forms such as are written with a hyphen

3. Adverbs formed through repetitions, combinations of synonyms, and words that are associated associatively are written with a hyphen: quickly, quickly, unexpectedly, quietly, quietly.

4. Indefinite adverbs with particles are written through a hyphen -that, -or, -something, -something, -yet, -ka: sometime, from somewhere.

5. Technical term 5. Technical term written with a hyphen.

III. Check of knowledge. Practicing skills and abilities

1. Note cases of continuous spelling of adverbs:

K. Paustovsky

1, 3, 5-11, 14, 20, 21, 22, 24.

2. Note the cases of separate spelling of adverbs:

K. Paustovsky

2, 4, 5, 10, 13, 15, 18, 20, 22, 23, 25.

Complicated cheating

He was in (a) fighting mood, sat (cross) cross-legged, acted (like) a snake, lived (in) every way, chatted (like) friends, (first) spoke (in) Moscow, lie down (somewhere), (a little) it was a little dawn, he knew (in) Latin, to leave (in good) health, he did (topsy-turvy) topsy-turvy, (in) thirty (sixths), (badly) poor.

4. Individual tasks

Card No. 1

Open parenthesis:

(In) hunger, (slightly) slightly, (with) swing, (cross)wise, (for) two, (firstly), (for) rental, (for) the nose, (in) a hug, (humanly), (badly) poorly, (to) fall, (in) half a voice, (too) too much, honor (on) honor, (on) side, (in) Italian, (on) side.

Come and have lunch with us.

From hand to mouth, a little bit, in a big way, crosswise, in two, firstly, for rent, down the drain, in an embrace, humanly, at the very least, until you drop, in a low voice, too much, honor by honor, on the side, on the Italian, on the side.

Card No. 2

Open parenthesis:

Speak (in) French, warm (like) a summer, (like) autumn sky, meet (like) a friend, settle down (like) a camper, crawl (on) your bellies, a flooded river (like) a spring, cry (like) a child, ( according to the real agreement, warmed (really).

Come and have lunch with us.

Speaking French, feeling warm like a summer, across an autumn sky, being greeted in a friendly manner, settling down like a camper, crawling on your bellies, a river flooding like a spring, crying like a child, according to this agreement, really warmed you up.

Card No. 3

Open parenthesis:

Let's spend the night somewhere, somehow made a dark (blue) dress, (first) spoke (in) Latin, received (a long) long time ago, looked (in) the depths, (in) the depths of the sea, saw (in) )gave, (in)gave a blue one, keep (in)secret, returned (in)morning, (in)morning won’t be found.

Come and have lunch with us.

Let's spend the night somewhere, made it somehow, a dark blue dress, firstly, spoke Latin, received it a long time ago, looked deep into the depths of the sea, saw a blue one in the distance, keep it secret, returned the next morning, to morning will not be found.

IV. Lesson summary

Tell us about the conditions for writing adverbs together.

Tell us about the conditions for writing adverbs separately.

Tell us about the conditions for hyphenating adverbs.

Homework

Now(walked) When?; n. f. - Now

From below(walked)- adv.; denotes a sign of action and a sign of a sign, answers the question (came) from where?; n. f. - from below

By the wall(walked)- adv.; denotes a sign of action and a sign of a sign, answers the question (walked) How?; n. f. - wall

Barely(managed)- adv.; denotes a sign of action and a sign of a sign, answers the question (managed) in what degree?; n. f. - barely

(Lit) reluctantly - adv.; denotes an action sign and a sign sign, answers a question (lit) How?; n. f. - reluctantly; unchangeable word; category - adverb of manner of action; in a sentence - a circumstance of the course of action.
(It became) easier - adv.; denotes a sign of action and a sign of a sign, answers the question (became) How?; n. f. - easily; unchangeable word; category - adverb of manner of action; used in comparison Art. (simple form); in a sentence - the nominal part of a compound nominal predicate.
All of a sudden(I hear) How?; n. f. - all of a sudden; unchangeable word; category - adverb of manner of action; in a sentence - a circumstance of the course of action.

(I hear) closer - adv.; denotes a sign of an action and a sign of a sign, answers a question (hear) Where?; n. f. - close; unchangeable word; rank - adverb of place; used in comparison Art. (simple form); in a sentence - a circumstance of place.

(Nods) more prim - adv.; denotes a sign of an action and a sign of a sign, answers a question (nods) How?; n. f. - primly; unchangeable word; category - adverb of manner of action; used in comparison Art. (compound form); in a sentence - a circumstance of the course of action.

(Nodded) usually - adv.; denotes a sign of action and a sign of a sign, answers a question (nodded) When?; n. f. - usually; unchangeable word; rank - adverb of time; in a sentence - a circumstance of time.

Long time(step)- adv.; denotes an action sign and a sign sign, answers the question (step) how long?; n. f. - long time; unchangeable word; rank - adverb of time; in a sentence - a circumstance of time.
Farthest(penetrates)- adv.; denotes a sign of action and a sign of a sign, answers the question (penetrates) Where?; n. f. - far; unchangeable word; rank - adverb of place; used in superlative art. (compound form); in a sentence - a circumstance of place.
It is forbidden - adv.; denotes an action sign and a sign sign, answers the question How?; n. f. - it is forbidden; unchangeable word; category - adverb of manner of action; in a sentence - a predicate in an impersonal sentence.

(Work) Fine How?; n. f. - Fine; unchangeable word; category - adverb of manner of action; in a sentence - a circumstance of the course of action.

(Work) better - adv.; denotes an action sign and a sign sign, answers the question (work) How?; n. f. - Fine; unchangeable word; category - adverb of manner of action; used in comparison Art. (simple form); in a sentence - a circumstance of the course of action.

(Sings) in the spring When?; n. f. - in the spring; unchangeable word; rank - adverb of time; in a sentence - a circumstance of time.

(Sings) differently - adv.; denotes a sign of action and a sign of a sign, answers a question (sings) How?; n. f. - differently; unchangeable word; category - adverb of manner of action; in a sentence - a circumstance of the course of action.

Everywhere(smelled)- adv.; denotes a sign of action and a sign of a sign, answers the question (smelled) Where?; n. f. - everywhere; unchangeable word; rank - adverb of place; in a sentence - a circumstance of place.
Amazing(sincerely)- adv.; denotes a sign of action and a sign of a sign, answers the question (sincerely) how much?; n. f. - amazingly; unchangeable word; rank - adverb of measure and degree; in a sentence - a circumstance of measure and degree.
By chance(came)- adv.; denotes a sign of action and a sign of a sign, answers the question (occurred) For what?; n. f. - by chance; unchangeable word; rank - adverb of purpose; in a sentence - a circumstance of the goal.
In the heat of the moment(grabbed)- adv.; denotes an action sign and a sign sign, answers the question (grabbed) Why?; n. f. - in the heat of the moment; unchangeable word; rank - adverb of reason; in a sentence - a circumstance of reason.

Exercise 86

Without waking up, without asking, without getting tired, shoot straight ahead, at the expense, at the expense, in mockery, at a stretch, in a draw, in an embrace, in the bleeder, in a tight fit, forever and ever, outwardly, fully armed, with might and main, secondly, alone, for the first time, truly, willy-nilly, in retaliation, half-heartedly, half-turned, truly, rightfully, closely, squatting, close, half-starving, for future use, as opposed to, however, in vain, five times, fifthly, discordantly, in installments, scattered, in -seventh, sevenfold, sevenfold, all without fail, to your heart's content, blindly, soft-boiled, dry, thirdly, threefold, threefold, exorbitantly, point-blank, empty, dry, until dark, completely, until then, until I drop, completely, again, at the same time, for midnight, often, on the sly, from time immemorial, crosswise, crosswise, stand at attention, vying with each other, by eye, tightly, smash completely, head on, ready, in two, surprisingly, for a long time, alone, on the run, on the back, to the ground, to act out of spite, to go to the rescue, to stand at attention, naked, to measure by eye, tightly, point blank, vying with each other, in opposition, with a gun at the ready, to the contrary, at the beck and call, on the spot, to do for show, to do half, in half, right through, recklessly, completely, equally, on the back foot, on bail, to the right, for rent, all day long, to go ahead, recklessly, along with successes, forcibly got rid of, at a gallop, through and through, extremely boring, little by little, bearishly, a lot, in vain, pretend, by hearsay, for real , at first, in our way, involuntarily, little by little, (smoke spreads) below, in the present, one by one, in the autumn, one by one, in the afternoon, as before, in an empty way, in vain, in a childish way, in a familiar way, in the middle , in the old-fashioned way, in the old way, to the extent, humanly, from bottom to top, again, blindly, in front, early in the morning, on the right, from the run, strictly, straight away, quietly, immediately, exactly, tightly -tightly, honor by honor, honor by honor, side by side, from side to side, a long time ago.

Exercise 87

Rise high - fly into the heights of heaven, never forget a friend - in the age of scientific and technological progress, get completely offended - run to the end of the alley, wear a coat saddled - dress in a silk cape, say stretch - give your shoes to stretch, enter on time - in time of war, the suit fits me - at the time of distant youth, to secretly envy - the answer lies in the secret, to spread out in breadth - into the vastness of the steppe fields, to raise my head up - to attach it to the top of the door, to lower my head down - to place it at the bottom of the closet, to go up - to rise to the top of the slope, tomorrow there will be a holiday - put things off until tomorrow, there was a mistake - a shadow fell on the face, as far as one can judge - how much is this amount less than necessary, shoot at random - hope for luck, meet halfway - go to meet your son, the next morning snow fell - make plans for the morning, show up at the wrong time - this issue should be resolved not during classes, draw a line on top - walk along the top of the fence.

Exercise 88

1. Machine Note: download 1. Spelling adverbs 3 rushed along the edge of a deep beam. 2. At six o’clock in the morning the tavern’s hall is completely clean 1. Spelling adverbs was full of a frock-coated audience. 3. The bullet hit him and he staggered and fell on vznich 1. Spelling adverbs. 4. Lizaveta Ivanovna came out behind mu and for your very kind In their formation, these adverbs go back to the short forms of adjectives. he's young In their formation, these adverbs go back to the short forms of adjectives. th person. 5. I become a master nev I'm patient and. 6. Before on stitch 1. Spelling adverbs The owner himself stood by the open door of the stable. 7. The blow was strong, not a woman’s, on wave 1. Spelling adverbs. 8. Nadya was happy, she wanted to take him to her room and talk before full in-, on-, for- 3. 9. It was a long time ago, but I remember everything before clean in-, on-, for-. 10. French on They were soon warmed up, fed and clothed. 11. Pakhomov is braid in-, on-, for- looked at Nevskaya. 12. There was a hut behind new In their formation, these adverbs go back to the short forms of adjectives. covered with reeds In their formation, these adverbs go back to the short forms of adjectives. m. 13. In the fall, the owner ordered to score on deaf In their formation, these adverbs go back to the short forms of adjectives. dacha 14. And the young guardsman groaned With light, swayed, fell behind dead In their formation, these adverbs go back to the short forms of adjectives.. 15. And how will I have to sy znov in-, on-, for- turns on 1. Spelling adverbs with the whole household, so not up to there will be laughter. 16. Tears from rarely in-, on-, for- 3 dripped onto her work. 17. IN a lion In their formation, these adverbs go back to the short forms of adjectives. blurry from the trail in-, on-, for- then the outlines of the tower became clear nn y p in-, on-, for- zalin. 18. He laughed as he had not laughed for a long time. 19. Here- 3 were supposed to bring the wounded. 20. Some-where women appeared from the windows of village huts 1. Spelling adverbs and heads in scarves. 21. Little by little malu trees 1. Spelling adverbs I started e child, and Vladimir drove out of the forest. 22. Where should we go By-English and ruin 1. Spelling adverbs Xia! If we were P o-rus With At least you're full. 23. F And tilek razg In their formation, these adverbs go back to the short forms of adjectives. rushed barely-barely. 24. Manager I manager leaves cross-on cross, he offered surgu h to the fire. 25. Romashov By hastily, with everyone By-boyish and 3, snuck in for a visit n wow. 26. He headed to the okra And Well, Krasnodon, to my friend By former e mu 3 desks And lordship 27. Elizaveta Alekseevna sat silently opposite Volodya, who By-previously e Mu 3 didn't sleep. 28. Let's decide that everything By-its e mu are right. Everyone sings By its e mu voice 29. Ksiądz By blessings of the times In their formation, these adverbs go back to the short forms of adjectives. pitched me. 30. Old men of ra With kissed right there on the streets e, and then everything went from there honor honor 1. Spelling adverbs Yu. 31. I will tell you, father, And read now By-home e mu, do it n but this way By- friendly and... 32. The fish was rare T Naya, amber amber. 33. I crawl away a little- a little on back 3. 34. Meanwhile In their formation, these adverbs go back to the short forms of adjectives. line of Andrei Gavrilovich hour from It got worse by 3 o'clock. 35. Gold on Vetluga, I tell you, apparently-invisible. 36. Without wasting time By empty By- friendly and yes By Let's just talk to you. 37. We are pr And We were going to bring Troyekurov into possession of Kirill Petrovich and ask others to get out I'll pick it up building In their formation, these adverbs go back to the short forms of adjectives. row. 38. Time from At times his attempts became weaker. 39. These words first on I'll learn it first. 40. Maslyanikov strictly on strictly forbade his wife and brother to take the census s wat 1. Spelling adverbs Xia. 41. If wild 1. Spelling adverbs was not wounded and Pegaz was sent By-empty, he was returning That hour. 42. There are only university students in our district - on there's only one you. 43. I didn't write to you, in-first, By because I had no time for you, in-secondly, in the absence of the right case. 44. Okay, having cut down your quota of coal, go out on-mount and washed 1. Spelling adverbs soaking in steamy water in a hot e th bathhouse. 45. On end, ped in-, on-, for- Our gog wanted to learn Vukol By-Latin And, but there was no Latin book. 46. Count, write and find at the end After all, the costs are outrageously high. 47. Father was getting worse 3, By this is what the family tried to say e then we went on ts s kidneys.

Jump up(rushed)- adv.; denotes a sign of an action and a sign of a sign, answers a question (carried) How?; n. f. - gallop; unchangeable word; category - adverb of manner of action; in a sentence - a circumstance of the course of action.
(To talk) satiated - adv.; denotes a sign of action and a sign of a sign, answers a question (talk) To what extent?; n. f. - satiated; unchangeable word; rank - adverb of measure and degree; in a sentence - a circumstance of measure and degree.
Occasionally(dripped)- adv.; denotes a sign of an action and a sign of a sign, answers a question (kapali) When?; n. f. - occasionally; unchangeable word; rank - adverb of time; in a sentence - a circumstance of time.
Exactly(bring)- adv.; denotes a sign of action and a sign of a sign, answers the question (bring) When?; n. f. - exactly; unchangeable word; rank - adverb of time; in a sentence - a circumstance of time.
Boyish(sneaked)- adv.; denotes a sign of an action and a sign of a sign, answers a question (quick) How?; n. f. - boyish; unchangeable word; category - adverb of manner of action; in a sentence - a circumstance of the course of action.
(By) still(partisanship)- adj.; denotes an attribute of an object, answers a question (on partisanship) which one?; n. f. - former; rel.; used in units h., Wed. r., D. p.; in a sentence - definition.
(Crawling away) back - adv.; denotes a sign of action and a sign of a sign, answers the question (crawl away) Where?; n. f. - back; unchangeable word; rank - adverb of place; in a sentence - a circumstance of place.
(Health was becoming) worse - adj.; denotes a sign of an object, answers the question (health became) what?; n. f. - bad; quality: yes art. compare (worse) calves. f. (bad); used in comparative art. (simple form); in a sentence - the nominal part of a compound nominal predicate.
(Father was becoming) worse - adv.; denotes a sign of action and a sign of a sign, answers the question (became) How?; n. f. - Badly; unchangeable word; category - adverb of manner of action; used in comparison Art. (simple form); in a sentence - part of the predicate in an impersonal sentence.

Exercise 89

1. And d you on backtracking was already pos. d But. 2. Trouble remained alone with her on one. 3. The car was racing Note: blind. 4. It's foggy all night, and By morning weight n The air seems to be dying. 5. He read With started on black In their formation, these adverbs go back to the short forms of adjectives., fast In their formation, these adverbs go back to the short forms of adjectives. talkatively, and behind I read the same verse on white In their formation, these adverbs go back to the short forms of adjectives., thunder In their formation, these adverbs go back to the short forms of adjectives. publicly, with extraordinary n sameness n news 1. Spelling adverbs Yu. 6. And on four he deer section And yells. 7. Rifle, pouch, against In their formation, these adverbs go back to the short forms of adjectives. gas and bread pound on two. 8. On at all behind How should I sell it? 9. The alarm sounded under morning. 10. They're coming By two, By three, finely shuffling their bare feet. 11. More e by now breathes bliss in empty chambers and gardens. 12. Posh e l train, and everything left on ass, on always, irrevocably. 13. On fight tomorrow! There are a thousand of them h heels 1. Spelling adverbs ten, and there are barely fifteen thousand of us in total h. 14. He, tea, has long been out of the gate; Love on I'll save it tomorrow. 15. They will be gnawed by longing if tomorrow is not similar on today, and after Tomorrow - on Tomorrow. 16. The word “faded” 1. Spelling adverbs"Xia" means With destroy, destroy 1. Spelling adverbs Xia, get off, so to speak, on No. 17. He behind does carpentry and carpentry work for free. 18. What will be will be, try it on maybe. 19. Today for the sick on much better 3 than yesterday. 20. I left at Easter on for many years in the province. 21. I didn't expect help from outside and didn’t hope for a moment T lush case y. 22. In the tents meanwhile l 1. Spelling adverbs I have wine and it goes Note: circular 23. Kretov Podosh e l Note: close to Shumilov. 24. Most often the contractions ended Note: nothing 1. Spelling adverbs Yu. 25. Dobrat 1. Spelling adverbs I'd like to see you for the night, but hurry up on side. 26. He could not enter without an escort Note: dark room. 27. - On“As far as I know,” Lermontov said calmly, “you only play Note: dark. Well then, with s let's play Note: dark. 28. Exp e the diction has gone astray. I had to d tee on computer in-, on-, for- su on I'll delete it. 29. There were some kind people who advised me to go on world 30. Shouting and flapping with whips, they hardly ra With parted the herd on two. 31. We need before lunch By alone. 32. Having formed into platoons, By two, the detachment went out onto the road and formed a colony here n us By four. 33. IN The three of them with Andrey talked about their newspaper. 34. We walk on a knife's edge, and if you're careful n, then be careful n in three. 35. For now we will have police officers behind one with thieves, until he is caught. 36. Petka, like a true athlete, improved himself Note: alone. 37. The soldiers began to run across By two and By alone until the next ditch. 38. Our differences here are not at all at how.

Exercise 90

1. Mi l The officer knelt down, raised his rifle and with the third shot put down Dymka on death. 2. The fight was still not for life, but on death. 3. Himself Note: secretly aware that the owls e resolves the error. 4. They loved each other, they in-, on-, for- given in silence Note: secrets e. 5. They are all open-minded In their formation, these adverbs go back to the short forms of adjectives. torture as they look on a significant face, they looked at him. 6. There are forty musicians alone on the face consisted. 7. Alexey crawled By that when- That was a village street. 8. But I did no harm to people, and By Therefore, my affairs are not of much use to you to know. 9. Co l it's already shining With side. 10. Wound Note: side was cm e rtelna, and he chu Note: felt that the mind And yells. 11. Romashov watched Note: side, and it seemed to him that no force in the world could force him to move e sti eyes. 12. People walk on both sides of the road, waddling sedately With side on side bl e standing rooks. 13. Acute pain e I hurt my ankle and my grandfather fell on side. 14. Kazanok sh e l nearby, bowing on side of a white head in an American cap e. 15. Side In their formation, these adverbs go back to the short forms of adjectives. side by side with Kurchatov he is slower n but rolled along the tr And boone 16. Girl In their formation, these adverbs go back to the short forms of adjectives. Don't lie to us about nonsense, that's all Note: stva By side. 17. On this day, Uncle Yuzya was very nervous, without smoked late. 18. The lecturer finished his lectures in-, on-, for- phenomena, showing under end, how to use 1. Spelling adverbs against In their formation, these adverbs go back to the short forms of adjectives. gas. 19. IN end both With Strongly, I threw away the shovel. 20. Bykov past e l pr In their formation, these adverbs go back to the short forms of adjectives. spect from end Note: end. 21. At the end I finally quit working on the book. 22. Andrey Ilyich! On end- That you have come to us. 23. There is snow on Tverskaya on half melted, and the runners of the sleigh kept slipping e they walked on the stones of the pavement. 24. He is pr And sat down on half of your height. 25. I am always like snow on head. 26. K in-, on-, for- expedient e the movement under the command of Colonel Molchanov was on head broken n in-, on-, for- rtisans. 27. Zakhar opened Note: half the door, but did not dare to enter. 28. Fili pp Fedorovich posh e l along length n nogo, Note: half the length of the workshop, a table against the wall. 29. He entered Note: the time of youth. 30. The face is too thick 1. Spelling adverbs. like this Note: it's time to e rpm reap! 31. From I've never seen anything like this in my family e home cemetery. 32. Rostislav shes T At the age of eleven he dropped out of military school and e l to war. 33. The drake quacked, tr e I watched it carefully Note: top. 34. Cloud With at the top before downstairs e the silver was fraying yang om light. 35. Tomorrow I had to travel Note: the depth of the steppe is one hundred and two kilometers d twenty five. 36. All the windows in the room were dark, except the last one on top, covered with a curtain. 37. Stretched evenly Note: the smoke of the factory rises high. 38. And this name is destined on eyelids to strengthen behind the lost creature.

Exercise 91

1. I read and read, but that’s all without to no avail. 2. Right there To stat And The cook’s son also settled down at the same time. 3. We drove briskly, With move forward In their formation, these adverbs go back to the short forms of adjectives. Chile advanced posts. 4. He spoke without shut up. 5. Under He also had a bride. 6. But the fishing village burned down before tla. 7. Alexander put it down under mouse and put him on his feet. 8. Now he was wandering on guess 9. We went into battle With go. 10. He talks e feces of some tankman standing in front of him on hood. 11. And the priest I important on running grabbed the bunch and juicy st e bley. 12. Pr e under in-, on-, for- research was carried out on gossip on memory. 13. And at this moment the stump e turned into a sitting person on squat ah man. 14. - We stopped by e mouth on Easter cake, - muttered the brother. 15. And what a day it turned out to be today! - Note: hearts in In their formation, these adverbs go back to the short forms of adjectives. called Yakov Lukich. 16. If he knew what he was doing In their formation, these adverbs go back to the short forms of adjectives. goes, he never even Note: Just kidding, I wouldn't say that. 17. Both him and Pavlusha on the view was no more than two d twenty years old 18. Prokhor was in such a hurry that on I hit the stirrup with the toe of my boot. 19. Pop and d 1. Spelling adverbs yach In their formation, these adverbs go back to the short forms of adjectives. to were under become each other. 20. By quietly from my mother I began to save money In their formation, these adverbs go back to the short forms of adjectives. nki. 21. What about And do you want to answer this? I became Note: dead end. 22. In total they had Note: will: of land, forests, and water. 23. Gregory Note: emphasis absorb I Affairs Aksin e in the eyes. 24. Troubles and wars of the 17th century Note: the roots of the national economy were shaken. 25. - Start it up! - Note: Sobolkov's voice shouted. 26. - Without k In their formation, these adverbs go back to the short forms of adjectives. don't shoot manda! - almost Note: rumor ordered Sobolkov. 27. You never know what a person will say Note: hot 28. I have time Note: sawn-off shotgun 29. Awakened rooks Note: flew alone over the ground. 30. Stolz is only German Note: half, on his father's side: his mother was a With sky.

Exercise 92

Where where?; n. f. - where; local-verb, interrogative; unchanged; in a sentence - a circumstance of place.
You(you know); You(can't wait)- local; indicates an object, sign, quantity without naming them; answers the question Who?; n. f. - You; local-noun, personal; 2nd l., pl. h. (used in relation to a code person as a form of politeness); used in the form I. p.; in a sentence - the subject.
How(name) How(speaks)- local; indicates an object, sign, quantity without naming them; answers the question How?; n. f. - How; local-adv., relative; unchanged; in a sentence - a circumstance of the course of action.
me(name)- local; indicates an object, sign, quantity without naming them; answers the question whom?; n. f. - I
Who(does not know)- local; indicates an object, sign, quantity without naming them; answers the question Who?; n. f. - Who; local-noun, interrogative; used in the form I. p.; in a sentence - the subject.
you(does not know)- local; indicates an object, sign, quantity without naming them; answers the question whom?; n. f. - You; local-noun, personal; 2nd l., pl. h. (used in relation to one person as a form of politeness); used in the form of R. p.; in a sentence - an addition.
Here - local; indicates an object, sign, quantity without naming them; answers the question Where?; n. f. - Here; local - adverb, demonstrative; unchanged; in a sentence - a circumstance of time.
yours(image)- local; indicates an object, sign, quantity without naming them; answers the question whose?; n. f. - mine
(under) him - local; indicates an object, sign, quantity without naming them; answers the question under what?; n. f. - He; local-noun, personal; 3rd l.; used in unit form. h., m.r., etc.; in a sentence - a circumstance of place.
their(poetry)- local; indicates an object, sign, quantity without naming them; answers the question whose?; n. f. - mine; place-adj., possessive; used in the form V. p.; in a sentence - an agreed definition.
(on the) this(once)- local; indicates an object, sign, quantity without naming them; answers the question Which?; n. f. - this; local-adj., demonstrative; used in the form V. p.; in a sentence - part of the adverbial tense.
I(I'm sorry), I(Want), I(I'm not in a hurry) I(forgot)- local; indicates an object, sign, quantity without naming them; answers the question Who?; n. f. - I; local-noun, personal; 1st l., unit. h.; used in the form I. p.; in a sentence - the subject.
He(said), He(not a foreign tourist) He(rights) He(pretends) He(speaks)- local; indicates an object, sign, quantity without naming them; answers the question Who?; n. f. - He; local-noun, personal; 3rd l.; used in unit form. h., m.r., I.p.; in a sentence - the subject.
no(not a foreign tourist)- local; indicates an object, sign, quantity without naming them; answers the question Which?; n. f. - no; place-adj., negative; used in unit form. h., m.r., I.p.; in a sentence - an agreed definition.
So - local; indicates an object, sign, quantity without naming them; answers the question How?; n. f. - So; local - adverb, demonstrative; unchanged; in a sentence - a circumstance of measure and degree.
nowhere - local; indicates an object, sign, quantity without naming them; answers the question Where?; n. f. - nowhere; local-verb, negative; unchanged; in a sentence - adverbial place.
This What? which?; n. f. - this; local - adj. (in this context acts as a place-noun), demonstrative; used in unit form. h., Wed. r., I. p.; in a sentence - the subject.
(moved over) to us - local; indicates an object, sign, quantity without naming them; answers the question to to whom?; n. f.- we; local-noun, personal; 1st letter, plural h.; used in the form of D. p.; in a sentence - an addition.
(Ask) him - local; indicates an object, sign, quantity without naming them; answers a question from whom?; n. f. - He; local-noun, personal; 3rd l.; used in unit form. h., m.r., r.p.; in a sentence - an addition.
You(you think) You(believe) You(can you hear)- local; indicates an object, sign, quantity without naming them; answers the question Who?; n. f. - You; local-noun, personal; 2nd sheet, unit. h.; used in the form I. p.; in a sentence - the subject.
myself(thought)- local; indicates an object, sign, quantity without naming them; answers the questions Which? Who?; n. f. - myself; local - adj. (in this context acts as a place-noun), attributive; used in unit form. h., m.r., I.p.; in a sentence - the subject.
to me(believe)- local; indicates an object, sign, quantity without naming them; answers the question to whom?; n. f. - I; local-noun, personal; 1st l., unit. h.; used in the form of D. p.; in a sentence - an addition.
(hissed) to him - local; indicates an object, sign, quantity without naming them; answers the question to whom?; n. f. - He; local-noun, personal; 3rd l.; used in unit form. h., m.r., d.p.; in a sentence - an addition.
(ask) something - local; indicates an object, sign, quantity without naming them; answers the question What?; n. f. - something; local-noun, indefinite; used in the form V. p.; in a sentence - an addition.
(we'll delay) his - local; indicates an object, sign, quantity without naming them; answers the question whom?; n. f. - He; local-noun, personal; 3rd l.; used in unit form. h., m.r., V.p.; in a sentence - an addition.
(stood) near her - local; indicates an object, sign, quantity without naming them; answers the question near what?; n. f. - He; local-noun, personal; 3rd l.; used in unit form. h., w. r., r. p.; in a sentence - a circumstance of place.
some kind of(little book)- local; indicates an object, sign, quantity without naming them; answers the question which one?; n. f. - some kind; place-adj., indefinite; used in unit form. h., w. r., V. p.; in a sentence - an agreed definition.
(sorry) vme- local; indicates an object, sign, quantity without naming them; answers the question whom?; n. f. - I; local-noun, personal; 1st l., unit. h.; used in the form V. p.; in a sentence - an addition.
our(spore)- local; indicates an object, sign, quantity without naming them; answers the question whose?; n. f. - our; place-adj., possessive; used in unit form. h., m.r., r.p.; in a sentence - an agreed definition.
(introduce) myself - local; indicates an object, sign, quantity without naming them; answers the question whom?; n. f. - myself; local-noun, reflexive (no I. p. form); used in the form V. p.; in a sentence - an addition.
(introduce) to you - local; indicates an object, sign, quantity without naming them; answers the question to whom?; n. f. - You; local-noun, personal; 2nd l., pl. h.; used in the form of D. p.; in a sentence - an addition.
my(card)- local; indicates an object, sign, quantity without naming them; answers the question whose?; n. f. - my; place-adj., possessive; used in unit form. h., w. r., I. p.; in a sentence - an agreed definition.
those(confused)- local; indicates an object, sign, quantity without naming them; answers the questions which? Who?; n. f. - That; local - adj. (in this context acts as a place-noun), demonstrative; used in plural form. h., I. p.; in a sentence - the subject.

Exercise 93

Not for what to thank not for that I didn’t thank you; Not when to chat; Not who to ask; saw Not none other than the father; neither I didn’t see anyone else; Not to whom to report; reported Not to anyone else, like the director; neither to anyone else Not Can I report; Not where to rush; neither where I found no peace; This neither how impossible; neither what gratitude; not on what to buy; not at all what to ignore; Not where to expect help; Not things to do; the building was Not nothing other than a university; neither I couldn’t explain it in any other way; neither when I wasn't late; neither where in no hurry; neither to what I didn’t touch; neither I didn’t expect news from where; neither how much Not I would have guessed; I'm here not at all how; it is his neither no matter how much it took; neither whose puppy; whatever neither became; neither which one I didn’t agree with.

Exercise 94

1. N And who did not object to him, but And who and not d held him. 2. On his shoulders hung e what, let me remind you And wearing a jacket. 3. He neither when there's nothing And who did not refuse, but also neither what he didn’t give. 4. Pr And fights about this, about that, and more often and to what. 5. He didn’t drink, didn’t wander around the village and And when n and with no one with With yelled. 6. We are dressed up to know the city together, but it seems that we don’t e for than to watch. 7. And again Sagittarius and with how. 8. They really suffered and for What. 9. Every house has a e nothing more than a settled unit. 10. Makar Semyonov stood like n and in no matter what happened. 11. I'm n and in what is not to blame for him, I didn’t do n And what's wrong with him not in than to reproach me. 12. N e when and n e why was there a ъ make it clear to Lizka, and behind one thing for the guys, By why he put the hut aside. 13. And everyone seemed to become stricter: after all Not Where someday, and yet we entered the Atlantic. 14. - Behind than And were you walking? N and for how. Etc And just walked like that. 15. N eza Why start such a dangerous conversation? 16. And the mother’s tears are not here at all and at how. 17. Yes he is IPO what I don’t admit, at least the director 1. Spelling adverbs his! 18. I haven’t heard what he’s doing someday or whom someday complained. 19. And that's it -yes the worst thing was yet Note: in front. 20. His eyes looked around for someone -That. 21. Could anyone -or think about it? 22. The major managed something with who will make friends 1. Spelling adverbs Xia and something with someone to quarrel with. 23. And I some I think I know which of you. 24. Behind whatever you go, you will find. 25. Behind Why are we bothering so unfavorably, judging everything... 26. By this sign and By the fact that the lower part of the barrel obg In their formation, these adverbs go back to the short forms of adjectives. Rela, I figured out the origin of the pit. 27. Leontyev was passionate T avid amateur fisherman. By For this purpose he chose the most wooded area. 28. From I was humbled by the fact that I heard distant stomping. 29. From the one who is not nice, and the gift is hateful. thirty. At At the same time, the heat subsided a little. 31. At I and the school are located in the same factory. 32. You have solid work experience, at than in the field of restructuring and the search for new forms. 33. Here I am not at all whatever I will remain is true. 34. There is another reason, By what she won't wait for. 35. By What exactly do you conclude about the child’s illness?

Exercise 95

Freeze rush write speak- Nesov. c., non-return, transfer; sleep spend the night- Nesov. c., non-return, non-transition; calculate pay off- owls c., return, non-transition; count- Nesov. c., non-return, transfer; ask- Nesov. c., non-return, transfer; ask ask- owls c., non-return, transfer; to us- Nesov. c., non-return, non-transition; get a tan- owls c., non-return, non-transition; sunbathe- Nesov. c., non-return, non-transition; catch fire- owls c., return, non-transition; take- Nesov. c., non-return, transfer; undertake- Nesov. c., return, non-transition; take- owls c., non-return, transfer; undertake- owls c., return, non-transition; speak- Nesov. c., non-return, transfer; speak- owls c., non-return, non-transition; talk- Nesov. c., return, non-transition; say- owls c., non-return, transfer; captivate- owls c., non-return, transfer; captivate- Nesov. c., non-return, transfer; captivate- owls c., non-return, transfer; captivate- Nesov. c., non-return, transfer; investigate marry- two-species (sov. century and non-sov. century), return, non-transition; marry- two-species (sov. century and non-sov. century), non-return, transition; research- two-species (sov. century and non-sov. century), non-return, transition; to arrest- two-species (sov. century and non-sov. century), non-return, transition; order- two-species (sov. century and non-sov. century), non-return, non-transition; Attack- two-species (sov. century and non-sov. century), non-return, transition; ask- Nesov. c., non-return, transfer; order- owls c., non-return, transfer; order- Nesov. c., non-return, non-transition.

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Bis_8.indd 96 09.26.2011 17:00: Revision (based on what was studied in grades 5-7) 119. 1. Read the text. Determine its topic. How can you lead him? What will the title reflect - the topic or the main idea?

In a fabulous silence, a yellow leaf slowly fell from a birch tree covered with tall spruce trees. He flew off in such silence that even the aspen leaf did not move. The movement of the tiny leaf seemed to attract everyone's attention. And all the fluffy spruce trees, slender birches, centuries-old pines, with all their leaves, needles, twigs, and even faded3 grass, marveled and asked: “How could a single stick shake itself out of its place in such amazing silence and move? (According to M. Prishvin) 2. Write down the means of connecting sentences and determine the method of connecting sentences in the text. Prove the correctness of your judgments.

3. What sounds can the letter e represent? Give examples from the text.

4. Name the positions of the consonants, indicated by highlighted letters, according to deafness/voicing. Formulate a rule.

5. Write out words with the suffixes -ek, -ik from the text. Select suffixes. Remember the rule for writing these suffixes, give your own examples.

6. Find words in the text with the root -leaf-. Why do you think words with different suffixes are used in a relatively small passage? What did the author want to show us with this?

Bis_8.indd 97 09.26.2011 17:00: 7. Write down two nouns of each gender. Characterize them by morphological characteristics.

8. Are all the adjectives in the text of the same category? Which one? Until then, live.

120. 1. Write down the nouns, determine their gender. Can all words have a gender? Why?

Ensemble, jury, cocoa, university, name, bunny, naughty girl, swan, Sochi, lady, Tuapse, medal, usishi, little book, help, square, stew, flame, Ministry of Foreign Affairs, taxi, medal, thought, sanatorium, knowledge, jeans , glasses, flamingos, salami, coffee, eyes, sneakers, Moscow Art Theater, UN, MGTS, hunk.

2. Are there any words among these nouns that do not have endings? What does this depend on?

3. Highlight the zero endings of nouns.

121. Write down the nouns, indicate their declension. Put them in the plural. Place emphasis on them. What features of the Russian accent can be said here?

2) Army, deed, mirror, name, place, sea, sky, cloud, field, seed, heart, word, herd, bucket, oar, nest, link, grain, wheel, wing, face, window, feather, letter, gun, village, glass, number, egg.

122. 1. Copy the sentences by inserting the missing letters and opening the brackets. Indicate the category above the adjectives. Underline the adjectives as parts of the sentence.

1) She was a tall, beautiful, (dark)-faced girl. (E. Kazakevich) 2) An almost completely strong (n, nn) wind was already rushing through the streets of D..R.Venna. (E. Kazakevich) 3) Light, fluffy snow was falling in the morning. (V. Inber) 4) It was already ten o’clock in the morning. (A. Chekhov) 5) There is no weather over Dixon for the third day. (R. Rozhdestvensky) 6) On May nights our heart...freezes from the words (?) of others Bis_8.indd 98 09.26.2011 17:00: songs. (M. Alekseev) 7) These eyes were sometimes soft and affectionate, sometimes bright, and sometimes stern and inquisitive.

(T. Sukhotina-Tolstaya) 8) Send urgent inquiries: who is from Smolensk, who is from Poltava, who is from Don. (E Kazakevich) 9) Then he saw oaks and ..rons (?) and nests that looked like hats. (A. Chekhov) 2. Identify the morphemes in the highlighted words. Explain how they are formed.

3. Select cognates for the word third, highlight the root, indicate what part of speech the formed word is.

4. Perform a morphological analysis of adjectives - one of each category (to choose from).

123. Copy the sentences by opening the brackets. Explain the spelling -nn- in words. Underline the participles as part of the sentence, highlight the suffixes in them. Describe participles.

1) I really love the modest life of those solitary (n, nn) rulers of distant (n, nn) villages, who in Little Russia are usually (n, nn) called old-world... 2) These words, say nn)nye in a calm voice, made everyone look at him. (E. Kazakevich) 3) A huge, stone (n, nn) built according to Rastrelli’s drawings in the style of the last century, the house stood majestic (n, nn) on the top of the hill. (I. Turgenev) 4) The recently built (n, nn) and white (n, nn) house looked out welcomingly with its wide, bright windows from the dense greenery of old lindens and maples. (I. Turgenev) 5) The fragile ice on the river lies cold (n, nn) like melting sugar (N. Nekrasov) 6) The house was darkening nearby;

The illuminated (n, nn) long windows were drawn on it with spots of reddish light. (I. Turgenev) 7) I remember, dusty (n, nn) and exhausted (n, nn) by the heat, I sat in the corner on a green chest. (A. Chekhov) 124.1. Copy the text. Prove the correct spelling of the highlighted words. Formulate these rules, write them down, supporting them with examples from the text.

The neighbor's cat, a night owl, walks mysteriously in the darkness of the attic, and I don't know what he wants there. The house seems to be quietly snoring Bis_8.indd 99 09.26.2011 17:00: from the heavy steps of the cat. Occasionally, snow blocks slid heavily from the roof. And with each block in the rafters, strained by the multi-ton weight, relief from the snow burden is born.

There was only one relative left at home - a half-century-old, smoke-stained bathhouse. It’s so strange and joyful to be the owner of an old bathhouse and a young ice-hole on such a clean, snow-covered river... It’s strange, everything is so strange and unexpected. (V. Belov) 2. Write down five words: a) with an unverifiable vowel at the root of the word;

b) with the vowel being tested at the root of the word.

3. Why is a soft sign not written in the combinations chn, chk? Give examples of such words.

4. Find and write down related words. Select the morph we in them. How are these words different?

5. Write down the verbs and give their morphological characteristics.

125. Copy the sentences, underline the words in the comparative degree. Indicate what part of speech it is: adjective, adverb, state category.

1) Curly dark green bushes were getting closer and closer to the water. (To Fedin) 2) The sky sank lower and lower to the ground, and everything around became darker until it began to snow. (K. Paustovsky) 3) Natasha was calmer, but not more fun. (L. Tolstoy) 4) It has become warmer. (E. Kazakevich) 5) For some reason, these apples tasted best when eaten as a bite with black bread. (V. Soloukhin) 6) There were more and more people on the street. (V. Kataev) 7) The music played louder and louder. (L. Tolstoy) 8) Today it was much colder than yesterday. (Yu. Koval) 9) The snowstorm howled more and more terribly. (V. Belov) 126. Write in three columns: a) adverbs;

c) short adjectives. Tell us how you reasoned.

1) The night was warm, but by morning it became fresh. (V. Kataev) 2) My heart was restless. (A. Chekhov) 3) I’m tired, and I don’t want to talk. Need to sleep. (A. Chekhov)4) Hastily, busily, the old man began to climb onto the porch. (B. Polevoy) 5) We lived quietly and peacefully, we didn’t have any misunderstandings. (A. Chekhov) 6) Pierre’s face was sad and gloomy. (L. Tolstoy) 7) Only the proud Petrel soars boldly and freely over a sea gray with foam. (M. Gorky) 8) It was raining, it was dark and dirty. (A. Chekhov) 9) Cheerfully, it’s good to go early in the morning. (V. Soloukhin) 10) The summer lasted endlessly. (V. Belov) 11) It seemed difficult for us to part, but it would have been more difficult to meet. (M. Lermontov) 12) The morning is so sweet and clear, but I’m a little sad. (M. Gorky) 127. 1. Determine the method of formation of these adverbs: highlight the morphemes with the help of which they are formed, indicate from which part of speech.

Example: firstly - from first (numeral).

Woke up, as before, secondly, forever, towards, until tomorrow, wide open, backwards, quietly, in German, recently, in a big way, in the evening, twice, red-hot, from afar, again, dark, to the left, like a duck , in their own way, in a friendly way, someday, apparently-invisibly, barely, here and there, exactly, a long time ago, side by side.

2. Make up five to seven word combinations with these adverbs (your choice). Indicate which word - main or dependent - will be used in speech.

128. 1. Read the text. Determine the type of speech. What features of text structure did you focus on?

Once upon a time, on a dark autumn evening, I happened to be sailing along a gloomy Siberian river. Suddenly, at a bend in the river, ahead, under the dark mountains, a light flashed.

Flashed brightly, strongly, very close...

Well, thank God! - I said with joy, - the night is close!

The rower turned, looked over his shoulder at the fire and again apathetically leaned on the oars.

Bis_8.indd 101 09.26.2011 17:00: - Far away!

I didn’t believe it: the light just stood there, protruding forward from the indefinite darkness. But the rower was right: it turned out to be really far away.

And for a long time we floated along a river as dark as ink. Valleys and rocks floated out, approached and floated away, remaining behind and getting lost, it seemed, in an endless distance, and the light still stood in front, shimmering and beckoning - still just as close and still just as far away...

Now I often remember this dark river, shaded by rocky mountains, and this living light. Many lights, both before and after, attracted more than one me with their proximity. But life continues to flow on the same gloomy shores, and the lights are still far away.

And again you have to lean on the oars...

But still... still there are lights ahead!.. (V. Korolenko).

2. Find colloquial words in the text.

3. How do you understand the meaning of the word apathetically? Explain, choose synonyms for it.

4. Write out the adverbs from the text (in groups). Determine their meanings. Indicate their morphological characteristics.

5. What are the highlighted words: an adverb, a short adjective, a state category? Prove it.

6. Perform a morphological analysis of adjectives (one of each category).

7. Why, in your opinion, are verbs in the past tense used in the text?

8. Write down the particles and indicate their meaning. What role do they play in the text?

9. What words do you think are often repeated in the text? Why? Write down phrases with these words. What will these phrases be - nominal or verbal?

129. 1. Read an excerpt from G. Troepolsky’s story “White Bim Black Ear.” Determine the type of speech.

Piteously and, it seemed, hopelessly, he suddenly began to whine, clumsily waddling back and forth, looking for his mother. Then the owner Bis_8.indd 102 09.26.2011 17:00: in sat him on his lap and put a pacifier with milk in his mouth. And what could a month-old puppy do if he still didn’t understand anything in life, and his mother was still not there, despite any complaints. So he tried to give sad concerts from time to time in the first two days. Although, however, he fell asleep in the arms of the owner in an embrace with a bottle of milk.

But on the fourth day, the baby already began to get used to the warmth of human hands. Puppies very quickly begin to respond to affection.

He didn’t know his name yet, but after a week he definitely established that he was Bim.

At two months old, he was surprised to see things: a desk tall for a puppy, and on the wall - a gun, a hunting bag and the face of a man with long hair. I would really get used to all this. There was nothing surprising in the fact that the man on the wall was motionless: if he didn’t move, there was little interest. True, a little later, then, no, no, yes, he will look: what would it mean - a face looking out of the frame, as if from a window?

2. Write down the pronouns and determine their category. Perform a morphological analysis of two or three pronouns (to choose from).

3. Find and write down adverbs with the words they refer to. Explain their spelling.

4. Write down combinations of nouns and adjectives. What part of the sentence are they?

5. Explain the spelling of non- in words awkward, despite, not mobile, small.

6. Find prepositions in the text. What meanings do they express?

130. 1. Read an excerpt from Korney Chukovsky’s memoirs about A.P. Chekhov. Determine the topic and main idea of the text. Title the text so that it fully reflects the content of the text.

He was as hospitable as a tycoon. His hospitality reached the point of passion. As soon as he settled in the village, he immediately invited a bunch of guests to his place. To many this might seem Bis_8.indd 103 09.26.2011 17:00: madness: a man has just emerged from many years of poverty, he has to support his whole family with such hard work, he has no penny for tomorrow, and he has his entire house, from top to bottom , fills with guests, and feeds them, and entertains, and treats!

He rented a dacha in a Ukrainian outback, hasn’t seen it yet, doesn’t yet know what it is like, but he’s already inviting all sorts of people there from Moscow, from St. Petersburg, from Nizhny.

And when he settled in an estate near Moscow, his house became like a hotel. Writers, zemstvo leaders, local doctors, some “distant relatives”;

invited and uninvited, crowded around him for whole weeks.

He, of course, often suffered from this crowd. But even this could not tame his unbridled passion for guests.

He always invited people cheerfully, bravuraly, playfully, intricately, as if reflecting in the very style of his invitations the atmosphere of youthful fun that surrounded him.

The point here is not in Chekhov’s cordiality, but in the enormous vital energy that was reflected in this cordiality.

Without this phenomenal sociability of his, without this constant desire to mingle with any person, without this burning interest of his in the biographies, morals, conversations, professions of hundreds and thousands of people, he, of course, would never have created that grandiose encyclopedia of Russian life of the eighties and nineties, which is called small stories of Chekhov.

I can’t believe that all these crowds of people swarming in Chekhov’s books were created by one person, that only two eyes, and not a thousand eyes with such inhuman vigilance, spied, remembered and captured forever all this multitude of gestures, gaits, smiles, faces, clothes and that not a thousand hearts, but just one, contained the pains and joys of this community of people.

And how much fun he had with people! With those he loved.

2. Which paragraph, which sentence, from your point of view, are the main ones in the text?

Bis_8.indd 104 09.26.2011 17:00: 3. Determine the type and style of speech. What features of the text will you rely on in your answer?

4. Describe the words huddle, teeming, outback from the point of view of the scope of their use.

5. Find and write down difficult words. Indicate the method of their formation.

6. Explain the lexical meaning of the words tycoon, cordiality, phenomenal.

7. Perform a morphemic analysis of the word (in) the Moscow region (estate).

Name the way this word is formed.

8. Fill out the table and construct your answer on the topic “Verb” in the form of a reasoning.

irrevocability Verb in the text Reflexivity/ (indefinite Transitivity Mood Infinitive Conjugation form) Time Aspect 9. Write down the pronouns, determine their category. Give a complete morphological description of the pronouns all, your, to yourself, many.

10. What part of speech are the highlighted words? Adjectives, adverbs, state category words? Tell us how you reasoned. What part of the sentence are they? Emphasize them.

131. Highlight the bases of the infinitive and present tense in these verbs. Remember the difference between these fundamentals.

1) Return, return, be able to, rub, freeze, awaken.

2) Breathe, depend, offend, dry, spend the night, get wet, jump.

132. For imperfective verbs, choose a pair of perfect ones. Indicate how these forms are formed.

Bis_8.indd 105 09.26.2011 17:00: Teach, treat, feed, whiten, count, melt, take, put, lie down, talk.

133. For verbs of the perfect form, choose a pair of imperfect ones. Name the method of education.

Appropriate, protect, meet, rewrite, recover, establish.

134. Can these verbs be used in the 1st person singular of the present or future tense? Prove it.

Twinkle, shiver, awaken, darken, turn green, fade, conquer, feel, dare, shine, convince, melt, get along, outshine, shelter.

135. 1. Copy the text, inserting missing punctuation marks, missing letters, opening parentheses. Explain the placement of commas.

He lay down next to the dying fire, putting a hat under his head and placing a body warmer under him, which had been wintering and summering here for more than one year and had turned into a semblance of the body warmer. apparently having lost the ability to warm and soften, and Sanya sat on a stone and, relaxed, looking freely and so on, looking freely and not seeing, listening and not hearing, he opened up to everything, for everything that was around: for the wide swampy (n, nn) lowland behind the river (?) completely overgrown with blueberries and marked (n, nn) with gnarled birches;

for the low sky beginning to darken in fasting;

for other muffled and unsteady sounds, to those that rush like an untrue echo from the depths of a world overflowing with silence. (According to V. Rasputin) 2. Write down words with alternating vowels at the root of the word. Do they all follow the same spelling rule? Formulate these rules.

3. Write down the participles and give their morphological characteristics.

4. Write down the gerunds in two columns: perfect and imperfect. Describe them. Perform a morphological analysis of two or three words (optional).

Bis_8.indd 106 09.26.2011 17:00: 5. How do you understand the meaning of the highlighted words? Explain.

6. Why do you think there are so many adverbs in a short passage? What is the role of gerunds and participles in the text? Tell me.

136. 1. Copy the proverbs by inserting the missing letters and opening the brackets.

What (n..) the city is, it is customary, what (n..) the village is, it is custom. It gets easier hour by hour. Summer (n..) without thunderstorms, farewell (n..) without tears.

The spoken (n, nn) word is silver (n, nn), and the (n..) spoken word is z..l..

that is. Which finger (n..) bite, everything (one) hurts. For one scientist they give two (n..) scientists, and even then (n..) they take. To live life - (n..) cross the field. (N..) it was (n..) a penny, but suddenly it was altyn. (N..) get into your sleigh (n..) (N..) it’s all butter for the cat. (N..) Having given the words, be strong, and having given them, hold on. (N..) knowing the ford, (n..) stick your nose into the water. (N..) our cart, (n..) it’s up to us to carry it. (N..) was born (n..) smart, (n..) handsome, and was born happy. (N..) studying and bast shoes (n..) sp.. you. (N..)in..the faces of the birds(?)ka, but the n..gotok is sharp. (N..) Kazi is a hundred nags, but the running is good (?). The eye sees, but the tooth (n..) understands. The eyes are like a spoon, but (n..) see (n..) crumbs. Like (n..) throw it, but it’s all a wedge. Like (n..) spin around from.. the tank, and the tail is behind.

2. Which writing rules are not covered or exemplified in this exercise? Formulate these rules, supporting your answer with examples from the exercise.

3. What do the words penny and altyn mean? Where did they come from in the Russian language?

4. How do you understand the meaning of the highlighted proverb? In what meaning are the words silver and gold used - literally or figuratively? Prove it.

1. Write down phraseological units by inserting the missing letters and opening the brackets. Explain the combined and separate spelling of not and nor with different parts of speech. Underline the words with not and neither.

Was (n..)was. By all means (n..) become. Do (n..) something.

Put (n..) where. Soul (n..) longing. And lure with a roll (n..).

The end-edge (n..) is visible. Ends (n..) find. Where (n..) went. (N..) Bis_8.indd 107 09.26.2011 17:00: so hot. (N..) great trouble. (N..)what (n..)looks like(!) (N..)fluff (n..)feather. (N..) hearing (n..) spirit. From (n..) what to do. Himself (n..) your own. Look (n..) at what. Only this (n..) was enough. Only this (n..) was enough. (N..) knows how long. (N..) slurped salty.

(N..) expected - (n..) guessed. (N..) see the light. (N..) fits in my head. (N..) be (n..) me. (N..) for God a candle, (n..) to hell with a poker. (N..) more (n..) less. (N..)what can I say. (N..) clean hand. (N..) to life! (N..)boom-boom. (N..) what gate. (N..) in no case. (N..)alive (n..)dead. (N..) for what kind of gingerbread. (N..) a lot (n..) little. (N..) believe your ears. (N..) looking at the faces.

(N..) for fear, but for conscience. (N..) as a joke. (N..) say hello.

(N..) laying down his hands. (N..) take (lower) eyes.

2. Choose one of the phraseological units and give its interpretation. Write a mini-essay entitled this phraseology.

138. 1. Copy the sentences by inserting the missing letters and opening the brackets.

1) (N..)muses, (n..)works, (n..)joys of leisure - (n..)which (n..) will replace the only friend. (A. Pushkin) 2) I am proud with people, submissive to fate, (n..) frank, (n..) feigned, on purpose, it seemed that she was created for happiness. (M. Lermontov) 3) (N..) out of fear, (n..) because (n..) is equal, and out of special respect: although he is ours, they say, he is completely special, and compare his (n..) hand with everyone. (D. Furmanov) 4) (N.) who (n..) kept (n..) what in Zaporozhye and (n..) what (n..) provided. (N. Gogol) 5) (N..) hearing the answer, Pechorin took (n..) how many steps to the door. (M. Lermontov) 6) It’s cold! (N..) housing, (n..) people you meet. (A. Chekhov) 7) No, no, (n..) happiness, (n..) glory, (n..) proud thirst for praise (n..) I will be carried away (A. Pushkin) 8) (N ..) one leaf moves (n..). (A. Chekhov) 9) He is wearing something round: a frock coat (n..) frock coat, a coat (n..) coat, a tailcoat (n..) tailcoat. (M. Saltykov-Shchedrin) 10) (N..) how (n..) he admires the work of his hands. (M. Gorky) 2. Explain the combined and separate spelling of not and neither, based on examples.

Bis_8.indd 108 09.26.2011 17:00: 139. 1. Read an excerpt from N. Teffi’s story “Nowhere.” What is this text about? What did the author want to convey to us? Find the sentence that contains the main idea.

I was some kind of dreamer. The soul was restless, as if trembling with impatience. And I was still looking for something. And everything was not the same. And for me it was somehow fitting to climb mountains. Anyone who has done mountain excursions knows that nowhere on earth can one find such rapid changes in impressions. At every climb, at every turn there is something new. So, every step is not just a movement, but a search, and an achievement, and a path to an unknown goal.

At least that’s how it feels while you’re walking.

I went to the mountains with one local resident. His name was Pierre.

The climb was not difficult and did not take long, we walked along talking. Then Pierre fell behind. I walked, lost in thought, turned left, towards the edge of the abyss, raised my head and froze. What I saw made me scream. How will I tell you?4 Well, here's how: in front of me two rocks - Blanchard and Grammont - connected, forming a huge arch, a gateway to the sky. And there, through the hot amber of sunset, an unprecedented, some kind of ecstatic dawn burned.

And from it, heading towards the triumphal arch, a chariot, a quadriga, flew and rushed through the golden waves of clouds. And in front of her, showing her the way, a purple beam thundered, like an archangel’s trumpet over a raging sea of an orchestra.

It's hard for me to tell. Here everything that was search, thirst, longing in my life, everything that was imperfect beauty, only alluring and promising - everything was completed and raised in all its terrible glory. And it was impossible for the human soul to bear this.

2. Write down the words with the prefixes raz- and ras-. Select prefixes.

What rule do they obey? Give examples of words for this rule.

3. Find and write down words with -nn-. What part of speech are these words? Explain their spelling. Make up phrases with these words.

4. Write down five to seven words with a zero ending and indicate its grammatical meaning.

Bis_8.indd 109 09.26.2011 17:00: 5. Write down three or four words that do not have endings. Explain why they have no ending.

6. Write down the words with no, indicate the part of speech. Explain their spelling.

7. Find and write down the participles. Describe them. Give a complete morphological analysis of two or three gerunds.

8. Explain punctuation marks in sentences with participles.

9. Which part of the sentence are the words raging, imperfect, alluring, promising in the text?

10. Find and write down synonyms. Describe them.

11. What expressive means of language did the writer use in this text? Write them down, name them.

12. How do you understand the expression trumpet of the archangel? Where can you find this phrase?

13. In what meaning are the words thundered (...beam), golden waves (clouds), over the sea (orchestra), rapturous dawn used - direct, figurative?

14. What does the phrase triumphal arch mean?

15. What role do you think the highlighted beginnings of sentences play in the text?

Bis_8.indd 110 09.26.2011 17:00: Syntax and punctuation.

Phrase.

Proposition §7. Phrase. Types of phrases Remember What is a phrase?

How is a phrase different from a word? From a proposal?

What types of phrases do you know? Give examples.

140. 1. Make up phrases using the words below: a) adjectives, b) nouns, c) adverbs.

1) Performance, creativity, dream, work, language, word, director;

2) Decide, play, put on, dress;

painting, letter, literature, lesson.

3) Walk, work, laugh, talk, walk, desire.

2. Graphically indicate the main and dependent words in the resulting phrases.

141. Write down only phrases from these combinations of words.

What combinations of words did you not write down? Why?

Bis_8.indd 111 09.26.2011 17:00: Icy wind, in an imperative mood, leaves are falling, came to the library, about the world famous, during the year, fascinating reading, writers and scientists, a story about space;

film festival, the audience applauded, I love art, an invitation card, a black sheep, a long-awaited meeting, a film review, difficult and interesting, sincerely not to thank, to achieve recognition, the highlight of the program, to carry out accurately, golden hands, it was pouring rain, looking out the window, the conversations fell silent, despite the bad weather, ice and fire, thumping, damp from the fog.

142. 1. Read the text. Determine the type of speech. Name the characteristics of this type of speech.

We brought a box from the barn, filled it to the top with earth and planted a birch tree. We placed the box in the brightest and warmest room by the window, and a day later the drooping branches of the birch tree rose, it became all cheerful, and even its leaves were already rustling.

Autumn had already settled in the garden, but the leaves of our birch remained green and alive. The maples glowed dark purple, the euonymus turned pink, and the wild grapes on the gazebo withered. Even in some places yellow strands appeared on the birch trees. But the birch tree in the room seemed to be getting younger. We did not notice any signs of fading in her. (According to K. Paustovsky) Write out phrases from the text according to the diagrams:

x x x x x “adj.+noun”, “adverb.+noun”, “local+noun”, “number+noun”, “noun+noun”, x x x “verb+noun”, “adv.+verb,” “adv.+adv.” Put the question from the main word to the dependent word. For which circuits did you not find examples in the text? Choose your own examples for them.

3. Copy the grammatical basics from the first paragraph. Underline those main members.

4. Write out two or three combinations of words from the text that are not phrases. Draw a conclusion. Start like this: Collocations are not:

1) 2) 3) Bis_8.indd 112 09.26.2011 17:00: I. You already know that words are used to name objects, signs and actions. A phrase, like a word, names objects, signs, actions, but more precisely, in detail, specifically.

A phrase is a combination of two or more independent words related to each other in meaning and grammatically.

The semantic connection of words in a phrase is expressed in a question that is asked from the main word to the dependent one.

x go quickly The grammatical connection is manifested in the ways of connecting the main and dependent words: with the help of an ending or with the help of an ending and a preposition.

x x interesting book “adj.+noun.”

x x meet with friends “verb+noun.”

143. Compose and write down phrases with the words given in brackets. Explain the differences in their meanings. Prove that the words in the word combination are related in meaning and grammatically.

Neighbour, close (friend, village), amicable, amicable, friendly (help, state, class), skillful, artificial (work, diamond), icy, icy, chilling (look, path, hill), enviable, envious ( health, neighbor).

144. Copy the phrases by inserting the missing letters and explaining their spelling. In each phrase, find the main and dependent words, indicate their method of connection. What does the main word (object, sign, action) mean?

x x SAMPLE: spring rain with l.+ noun. (subject) Bis_8.indd 113 09.26.2011 17:00: Soft grounding, driving a car, bold in decisions, boldly decide, overcome obstacles, weird patterns, unexpected ..surmountable ave..city, go on vacation, accurately translate, text translation, presidential decree, pr..ori.tet in invention, undoubted advantage..advantage, go to a cafe, stop..on the highway , pr..homestead, pr..increase in detail, lie..live in coffee, pr..l..gat efforts.

145. 1. Write out phrases from the sentences, grouping them by means of communication: 1) using the ending;

2) using endings and prepositions;

3) in meaning. Graphically indicate the main and dependent words. How is the grammatical connection with unchangeable nouns expressed?

1) Clouds cling to the stars. (Yu. Kuznetsov) 2) I will always love the sea. (I. Sokolov-Mikitov) 3) The forest is permeated through and through by the sun. (B. Pasternak) 4) Dewdrops fall awkwardly. (K. Van Shenkin) 5) Someone else’s bread smells like wormwood. (A. Akhmatova) 6) How magnificently and menacingly the curtains burn! (O. Berggolts) 7) Autumn leaves shone from everywhere. (K. Paustovsky) 8) Someone started waving a lantern and screaming protractedly. (K. Paustovsky) 9) The breeze blowing from the sea ruffled the thorny needles of the old forest. (V. Banykin) 146. Read the table. Conclude how a phrase differs from a word and a sentence. Formulate your answer in the form of a reasoning and give your examples.

Example Word Birds Phrases Migratory birds Sentence Migratory birds are flying to look for the bygone summer.

(M. Isakova) II. You know that according to the way the main word is expressed, phrases are divided into nominal and verbal.

Bis_8.indd 114 09.26.2011 17:00: In noun phrases the main word can be expressed:

x noun green meadow t in what?

x by adjective bold y in decisions t by any part of speech in the meaning of the noun respect t to a k and e?

x holidaymakers The following can act as a dependent word with a noun:

x x white birch adjective (adj. + noun) t h e y?

x x our city pronoun (place + noun) t how?

x x read letter (proverbs + noun) participle t which?

x x fifth floor ordinal (numeral + noun) t numeral what? whose?

x x ray of the sun noun (noun + noun);

x x conversation in private adverb (noun + adv.) t how?

x x decision to return infinitive (noun + inf.) t With the main word - an adjective, the dependent word can be expressed:

from what?

x x wet from rain by name (adj. + noun);

t noun to a to?

x x very interesting adverb (adv. + adj.);

t Bis_8.indd 115 09.26.2011 17:00: to whom?

x x kind to me pronoun (adj. + place);

x x ready to help with infinitive (adj. + inf.);

t In verb phrases, the main word is expressed by a verb, and the dependent word can be expressed:

x x read a book by name (verb + noun) t noun with whom?

x x work with him with a pronoun (verb + place) t k a k?

x x go slowly by adverb (verb + adverb) t why?

x x come find out infinitive (verb + inf.) t 147. Read the phrases and say how the main and dependent words are connected. How are the main and dependent words expressed? Determine the type of phrases.

x x SAMPLE: forest path (adj. + noun) A hut in the forest, evening dawn, a basket of mushrooms, a tourist trip, go ahead, rest in the mountains, laugh for no reason, grateful for the help, sincerely rejoice, always serious, symphony orchestra, think about the future, the science of winning, be frightened by surprise, act out of spite, answer confidently.

III. In addition to the types of phrases you know, there is also an adverbial phrase, in which the main word is expressed by an adverb. The following can act as a dependent word:

Bis_8.indd 116 09.26.2011 17:00: how to?

x x amazingly accurate adverb (adv. + adv.) t w h at h e about?

x x noun gave eko from home (adv. + noun) t o t o g o?

x x to your right is a pronoun (adv. + place) t 148. Write down the phrases. Indicate the main and dependent words in them. How did you determine which of the words is the main one and which is the dependent one? Make diagrams of word combinations.

Unacceptably small, very hot, cloudy like autumn, down the path, very interesting, too sharp, extremely interested, up behind you, amazingly accurate, absolutely confident, extremely careful, quite attentive, cold in winter, far from home, to our right, long before dawn.

149. Write down the phrases in three columns depending on the way of expressing the main word. Indicate which part of speech expresses the main and dependent words. Make diagrams of word combinations.

Nominal Verbal Adverb Prepare for lessons, absolutely right, unified exam, first lesson, capable of studying, reads a lot, kind to me, literature exam, surprisingly accurate, taller than father, think about you, our audience, read aloud, very slowly , came to ask, to answer a letter, quite by chance, his book, red with shame, desire to find out.

Optional assignment: write an essay on one of the topics:

“Colors of golden autumn”, “Morning in the forest”, “After the rain”, using these phrases.

Bis_8.indd 117 09.26.2011 17:00: Autumn day, walk, darkened by the sun, rainy in autumn, birch branch, walk in the forest, far from the city, shelter from the rain, come by metro, green field, warm in summer, to the left of the road, having breakfast in a cafe, very dark, at the top of a pine tree, summer rain, with the sound of drops, golden foliage, dazzlingly bright, wet from the rain.

§8. Types of connections between words in a phrase 151. 1. Read the text and title it. What features of this text allow us to classify it as a conversational style?

Once I was very offended by a geographical map. It happened during an exam. The examiner asked me to answer: how would I get from London to Singapore by water. I went up to the map hanging on the wall, pointed at the British Isles and ... discovered that the map was “mute.” I looked at her.

There was not a single inscription on it!

I got angry at the card, I even turned away and stood with my back to it. And I began to list the seas, straits, states, past whose shores my path ran. I named such small principalities that were not mentioned in the school geography textbook. This surprised the examiner.

Have you ever sailed on ships? - he asked.

No never.

Did you study in a geography club?

The examiner looked so puzzled that I had to explain:

I collect stamps. (According to V. Suslov) 2. Write out nominal, verbal and adverbial phrases from the text. Indicate the main and dependent words in them. In which phrases is the grammatical connection between the main and dependent words expressed with the help of an ending, and in which - with the help of a preposition and ending?

Determine what form the dependent words are in.

Bis_8.indd 118 09.26.2011 17:00: I. In phrases, the main and dependent words are in a subordinating relationship. There are three types of subordination: coordination, control, adjacency.

Agreement is a subordinating relationship in which the dependent word agrees with the main word in gender, number, case:

Which? which? which?

x x x handsome man - beautiful gait - beautiful face - what's it like?

x beautiful people.

The main word in agreement is a noun or any part of speech in the meaning of a noun:

x x bird trills (noun), dear vacationers (proverbs).

The dependent word when agreed can be expressed:

x x white birch by name (adj.+noun) t adjective x x reading boy by participle (adj.+noun) t x x eighth grade tordinal (number+noun) numeral x x our class pronoun (pronoun + noun) t With changing the form of the main word changes the form of the dependent x x: white birch, about white birch e.

II. Control is a subordinating relationship in which the dependent word is placed in a certain case in relation to the main one:

What? For what?

x x build a house (vin. p.) necessary for learning (gen. p.) The main word in management can be:

x x x x verb: read / read / reading / reading a book, t Bis_8.indd 119 09.26.2011 17:00: x noun: reading a book, t x adjective: pleased with the success, t x cardinal number in them. (vin.) case: three chairs, t x five chairs.

The dependent word in control can be expressed:

t noun (with and without preposition):

x x x x pass the exam (verb + noun), sister's book (noun + noun), x x kind to children (adj. + noun) x x look at him with a pronoun (verb + noun) t any part of speech in the meaning noun t x appoint a duty officer (verb + adj.) When changing the form of the main word, the dependent does not change the case form:

x x x x building a house, building a house, building a house, building a house, x would build a house.

152. Copy by inserting the missing letters. Determine what form the dependent words are in. Specify the type of communication.

Un..disputable case, ra..guess a charade, tasteless food, from a call for an article, accurate calculation, burnt to the ground, the desire to overcome, respect..respect comrades, useful etc. .dig, offensively but to the point of tears, taking advantage of the opportunity, inclined to pr..increase, feeling (?) of patriotism, desire to learn, to the left of the road, damp on the street.

153. Copy by putting the nouns in brackets in the correct case with or without a preposition. What type of phrases do the resulting phrases belong to? Make diagrams of them.

Bis_8.indd 120 09.26.2011 17:00: Ready (victory), wet (dew), necessary (study), fit (training), pale (excitement), weak (health), inclined (exaggeration), proud (victory ), satisfied (success), necessary (experience), interesting (children), kind (animals), full (water), attentive (grandmother), ready (train), gray (dust), familiar (readers), difficult (students), capable (work), useful (occupation), famous (scientists).

154. Read the phrases. Replace the main verb word with a cognate noun or adjective. Will the case of the dependent word change? Write down the resulting word combinations. Indicate the case of the dependent word. Determine the type of communication.

Meet friends - …;

do not skimp on praise - ...;

thank a friend - ....;

to reward for a feat -..., to subscribe to a newspaper -..., to believe in the future -...;

fight for discipline-...;

finish school, love life, strive for knowledge, choose a profession, jump from a ski jump, win the Olympics, clean clothes, get out of the subway, warn about danger, wait for the train, meet classmates.

155. Make up phrases with the given synonymous pairs of verbs. Determine the type of communication. Indicate the case of the dependent word.

Example: slow down movement, impede (what?) (what?) movement.

Vouch - guarantee (the success of a business);

to be amazed - to be surprised (the student’s abilities);

demand - need (interesting books);

advantage - superiority (Internet);

demon to rest - to worry (children);

to lead - to lead (department);

avoid - evade (conflict);

distinguish - distinguish (light and dark tones).

Bis_8.indd 121 09.26.2011 17:00: Are we speaking correctly, manager, manager, manager, manager of what? (tv.p.) what? (b.p.) commander commanding user III. Adjunction is a subordinating relationship in which the dependent word is connected to the main word only in meaning, as well as intonation and word order: very slowly, the desire to learn, to run faster, to walk without looking back.

The main word when adjoining:

x verb: run fast, t x adjective: very fast, t x adverb: very fast, t x x x noun: soft-boiled egg, bell-bottom trousers, older children t neck.

The dependent word is expressed by unchangeable parts of speech:

x house opposite (noun + adverb), adverb t x listen without interrupting (verb + adverb), gerund participle t x decision to study, infinitive t x x x his book, her textbook, their notebooks with pronouns t his, her, their adjective or adverb in comparative degree t x speak louder (v. + middle v. adv.), When changing the form of the main word, the dependent word does not change:

x x x house opposite, house opposite, in the house opposite.

Bis_8.indd 122 09.26.2011 17:00: 156. Copy the phrases by opening the brackets and inserting the missing letters. Determine what type of connection most of the given phrases belong to. Find phrases with a different type of connection. Prove it.

Hoping (in) secret.., play (in) a draw, run (in) races, eggs (in) hard, learn (in) teeth, his house, khaki coat, do (in) evil, go (alone) .., know (by) heart, the road (to) the top, the city in winter, walking in the forest, riding a horse, sitting (in) locked up, surprisingly thin, (un)usually difficult, her fur coat, boring without friends , faster than the bus, (extremely) friendly, their children, jogging, wide open, close to us, successfully studying, working out well..struggling, please (not) be late.

157. Find the extra phrase in each column. Prove it.

friend's advice first love city in winter some mistake park by the river last summer father's house able to fly well studying conversation with a teacher getting carried away seriously conversation in private 158. Find the phrases in which the mistake was made. Write down the correct options.

Learn a rule, return from school, climb a mountain, worry about it, exchange opinions, a trip to Ukraine, a work report, a certificate of illness, speak out on a candidate, think about a question, programs for the revival of traditions, put on a coat, emphasize about necessity, dreaming about a vacation, paying for travel, going on an excursion, more important, a goal for the future.

Bis_8.indd 123 09.26.2011 17:00: 159. Correct the errors in the choice of prepositions and case forms in the following sentences. Write down the resulting sentences.

1) Preparations for the examinations have begun. 2) The essay is written on the same topic as the presentation. 3) We received a lot of feedback on this work. 4) Your proposal is not based on anything. 5) Due to the recent rains, the harvest promises to be good. 6) As a result of the planned negotiations, the conflict may be settled. 7) Upon the arrival of the guests, the grandmother sent my mother to the store to buy helb. 8) The writer clearly revealed the images of the heroes along the lines of lyrical digressions. 9) Turgenev loved the beauty of Russian nature and missed it when he lived in Paris. 10) Reviews of the book published by the publisher were overly positive.

160. Read the phrases. Transform them so that the type of connection changes. Write down the resulting pairs. Such phrases are called synonymous. Are there semantic and stylistic differences between them? Indicate the main and dependent words in them. Make up sentences with three pairs of word combinations.

Which? Which? For what?

x x Sample: work table - table for work.

Children's fun -..., mother's affection -..., bookshelf -..., flower pot -..., friendly advice -..., morning exercises -..., milk jelly -... , reading room -..., villagers -...;

parental attention -...;

bird singing -...;

summer plans -..., golden crown -....

161. Read the sentences. Write down those phrases that can be replaced with synonymous ones. Determine the type of phrases based on the main word. Make a diagram of word combinations.

1) The air rang with the flapping of bird wings. (K. Paustovsky) 2) Large raindrops were knocking on the dark windows. (A. Chekhov) 3) I started telling them old wives’ tales. (M. Gor Bis_8.indd 124 09.26.2011 17:00: cue) 4) One day his granddaughter appeared in her grandfather’s house.

(V. Zheleznyakov) 5) In the garden he saw oak trees and crow’s nests that looked like hats. (A. Chekhov)6) A child’s cry, echoed, thunders through the forests from morning to night. (N. Nekrasov) 162. Consider the table. Fill in the empty cells. Choose examples. Based on the table, tell us about the types of connections between words in a word combination.

Type of connection Sign Example? Is the dependent word in the same form as the main word Management? Reply to letter x verb. + noun (vin. p.) ? A dependent unchangeable word is connected with the main one only in meaning. You know that phraseological units are one member of a sentence. They are an indivisible combination of words. Phraseologism is an integral part of a phrase.

x The boy ran headlong (= quickly) There are also free and syntactically non-free phrases.

As part of free phrases, the lexical meanings of the significant words included in it are preserved: write a letter, a blank sheet. Each component of such a phrase is a separate member of the sentence in the sentence.

In syntactically constrained phrases, a dependent component is required to understand the meaning of the utterance.

It carries the main semantic meaning. For example, there is a lack of Bis_8.indd 125 09.26.2011 17:00: x to say exactly a house with an entrance, clarification is definitely needed x a house with a beautiful entrance. There are several types of syntactically non-free phrases:

x x put five notebooks, catch a lot of fish, x x drink a glass of milk, see a flock of birds, x x invite one of the students, wait for father and son, x x come at six o'clock, a child with blue eyes, x x a girl with long hair, distance from home to schools.

In a sentence, syntactically non-free phrases play the role of one member of the sentence.

There were many crucian carp in the pond.

163. Indicate syntactically free and phraseologically related combinations of words. Explain possible cases of ambiguity.

1) A disservice, a bear's den, a bear's corner, a bear's skin. 2) Extra people, extra trouble, extra money. 3) Drive a car, drive by the nose, drive a train. 4) Take part, make a decision, receive guests, accept an order.

2. Try to come up with similar series of word combinations for the phrase ologisms: white crow, golden mountains, rivers of milk, first swallow, cast a glance.

164. 1. Read the sentences. Do you think the divided combinations are phraseological units? Why?

A heavy and strong fish rushed... under the shore. I started to lead her to clean water. (K. Paustovsky) You need to soap the child’s neck well to wash off all the dirt.

Bis_8.indd 126 09.26.2011 17:00: 2. Make up similar sentences with the combinations of taking sire on a beech, playing with fire, breaking spears, pulling ears.

3. What do the phraseological units mean: bring to the surface, pour out the neck? Come up with and write down sentences with them, underline phraseological units as part of the sentence.

Plan for syntactic analysis of phrases 1. Write down the phrase.

2. Indicate the main (x) word, ask a question from the main word to the dependent one.

3. Indicate what part of speech the main and dependent words in the phrase are. Make a diagram of the phrase.

4. Determine the type of phrase based on the main word (verbal, nominal, adverbial).

5. Establish the type of connection between words in a phrase (coordination, control, adjacency).

x x Sound is taught cleaner Verb. + adv. Verbal Adjunction to o g o? ex.

x x Voices of birds + noun Nominal Management 165. 1. Copy the text. Put the nouns given in brackets in the correct case form. What question do they answer, what connection do they have with the main word?

The main goal of Roerich's work is creation (beauty), propaganda (beauty), education (beauty). All his life, by all means he instilled (people) love (native history and culture, nature and art), for without (this love) beauty cannot enter (the soul) of a person.

Bis_8.indd 127 09.26.2011 17:00: Beauty in his understanding should be effective, that is, it should encourage (creative work, creation of) new values and new beauty. Roerich saw a lot while traveling (Europe, America, Asia), but none of the most beautiful, most exotic landscapes overshadowed in his memory the simple and sweet pictures (native Russian northern nature). (A. Alekhin) 2. Analyze three phrases.

We repeat the spelling Sp..ktakl, imperative mood, f..stival, appla..dirovat, long(?)wait(n,nn)y, pr..gra(m,mm)a, vopr ..ki (not)n..year, (up)top, words(?)combination, friendship(n,nn)y, claim(s,ss)tve(n,nn)y, etc.. hindrance, pr..landing, pr..ori tet, pr..sident, pr..lay, (according to) os(n,nn)him, modern..rshe(n,nn)y, (according to) summer. .mu, pr..go, (not)dome(n,nn)o, exam..nator, dis c..plina, profession(s,ss)iya, tr..mplin, ol..mp..ada , danger(?)ness, pr..advantage, pr..in..movement, in..lead, one(?)class(s,ss)nick, (in)nich(?)yu, (on)excess ..nki, (on) evil, (on) top, (in) zap..rti, k..conflict, candidate, p..rsp..tiva, (in) pr..being, through. .chur, pr..p..ganda, l..genda, l..lovy.

Testing ourselves 1 Complete the definitions.

A phrase is two or more words...

The connection of the dependent word with the main word in a phrase is expressed... The method of connection in which the dependent word is placed in the same form as the main word is called....

The method of connection in which the dependent word is connected with the main word only in meaning is called....

2 1. Read the text. Determine its main theme. Give it a title. What type of speech and style does this text belong to? Why?

Bis_8.indd 128 09.26.2011 17:00: Legend claims that lilac flowers came to us when spring drove the snow away from the meadows and raised the sun high. The sun, accompanied by a rainbow, passed over the earth. Then spring began to take its rays, mix them with the rays of the rainbow and, moving from south to north, throw them to the ground. And where the rays fell, yellow, orange, red, blue and blue flowers bloomed. When spring reached the North, it only had white and white rays left. And below lay the Scandinavian countries.

Then spring mixed a ray of sunshine with a purple ray of a rainbow and threw them on small bushes, which were covered with lilac flowers.

Spring has only one white color left. She did not spare it and scattered it generously on the ground, and from it it turned out to be a white star lilac. (S. Krasikov) 2. Find the “extra” phrase in each column.

blue flowers raised high with the rays of the rainbow came to us the sun rose drove the snow onto the small bushes the white color below lay far below very generously too high 3. Find in each column the “extra” phrase the sun ray drove from the meadows onto the small bushes passed above the ground star lilac with the rays of a rainbow, accompanied by a rainbow, generously scattered below there were yellow flowers its rays white rays lilac flowers were blooming there mixed with rays Scandinavian countries Bis_8.indd 129 09.26.2011 17:00: they came to us to throw on the ground moving from south to north covered with flowers 4 Indicate which phrases are not synonymous.

1) snowdrift - snowdrift 2) sunbeam - ray of the sun 3) lilac flowers - lilac flowers 4) spring day - spring day 5) rainbow ray - ray of the rainbow §9. Proposal Remember What is a proposal?

Which parts of a sentence form its grammatical basis?

How many grammatical stems can there be in a sentence?

166. 1. Copy the text. Highlight the grammatical bases in the sentences.

I lie in the green grass, inhaling the moist air of the earth and plants. Insects slowly move along the cranked stems of tall blades of grass. White, gold, blue flowers sway overhead. A fluffy white cloud hung in the high summer sky. I narrow my eyes. And it seems to me that a fabulous white monster is floating across the sky on gilded, outstretched wings. (According to I. Sokolov-Mikitov) 2. Characterize the sentences of the text according to this plan:

by the purpose of the statement, by the emotional coloring, Bis_8.indd 130 09.26.2011 17:00: by the number of grammatical bases, by the presence of minor members.

167. 1. Read the text.

People exchange thoughts... And how are thoughts formed and expressed? Using the tongue.

The means of expressing thoughts is a sentence. Two acquaintances met. We see them talking animatedly. What does talking mean? They tell each other something (Tomorrow we are leaving for Anapa), ask something (When will you be back?) or encourage something (Come back soon!).

In other words, they pronounce sentences that are different in purpose - narrative, interrogative, motivating. When talking and communicating, they exchange not words, not phrases, but sentences.

How can a grammatical unit capable of conveying a thought be created from words and phrases that serve as names for phenomena of reality?

Let’s try to compose a sentence from such “building material”: the noun brother (or pronoun);

phrases prepare for competitions, swimming competitions. To do this, we need to connect them so that they express the thought... Let’s give the entire grammatical unity intonation completeness and get a simple sentence: Brother is preparing for a swimming competition.

(I. Postnikova and others) 2. How does what you read compare with what you already knew? Did the questions used in the text help you better understand its content? Why? What texts are characterized by the use of such interrogative sentences?

3. Make up sentences from these words and phrases:

book, high dreams, awaken, man;

spring came early this year;

shining, waves, scarlet, bulk, sail, ship, move, white, cut.

Bis_8.indd 131 09.26.2011 17:00: I. The sentence is the basic unit of syntax. With the help of sentences, we report about someone or something, express thoughts and feelings, turn to each other with questions, requests and wishes, advice and orders.

The sentence is characterized by intonation and semantic completeness. The connection of words in a sentence is carried out not only by meaning and intonation, but also with the help of endings, auxiliary parts of speech, word order, pauses, which are conveyed in writing by punctuation marks.

Do you know that...

In modern Russian punctuation there are ten punctuation marks: period, question and exclamation marks, ellipsis, comma, semicolon, colon, dash, parentheses, quotation marks. Sometimes a comma and a dash act as an independent single punctuation mark. Some linguists consider the paragraph (from the beginning of a line) to be a special punctuation mark.

II. A sentence has a grammatical basis, which consists of two main members - the subject and the predicate. In the sentence Last year's foliage sadly rustled underfoot (A. Chekhov) the grammatical basis is the foliage rustled.

The grammatical basis can consist of one main member - subject or predicate: Evening. It was getting dark.

Based on the number of grammatical stems, sentences are divided into simple and complex. Simple sentences have one grammatical basis: The sleepy birches smiled (S. Yesenin);

in complex ones - two or more: The forest drops its crimson headdress, the frost silvers the withered field (A. Pushkin).

168. 1. Read the poem. What sentences did you come across in this text? Are any of them difficult? How did you determine this?

Bis_8.indd 132 09.26.2011 17:00: The rain flew by The rain flew by and burned out on the fly.

I'm walking along the red path.

The orioles are whistling, the rowan trees are in bloom, the catkins are turning white on the willows.

The air is life-giving, humid, fragrant.

How honeysuckle smells!

The leaf bends down with its tip and drops pearls from the tip.

(V. Nabokov) 2. Write out simple sentences from the text, highlight the grammatical basics in them. Describe the proposals according to the exercise plan. 166.

169.1. Copy the text by inserting missing letters, opening parentheses and adding missing punctuation marks.

Dmitry Ivanovich Mendeleev passionately(?) loved painting, visited every exhibition and co(l,ll) co-collection of products. He even wrote poems about fine art.

He loved making things. And he was very proud when they said about him: “Here comes the fashion master!”

And he also developed..a recipe for...preparing...varnish! Take the solid..most expensive..volutio(n,nn)y enc..clopedic dictionary of Brockhaus and Efron, and you will come across many articles marked(n,nn)s with the Greek letter “delta”. These articles did not...carry Their author is world famous, but you can learn from them about various ways of converting fruits and berries into healthy and delicious homemade preparations!

(According to V. Chivilikhin) 2. Emphasize the grammatical foundations of the sentences in the first paragraph. What are these offers called?

3. Are there any sentences in the text that have two grammatical stems? What are these proposals? Underline the subjects and predicates in them.

Bis_8.indd 133 09.26.2011 17:00: §10. Intonation. Logical stress 170. 1. Read the text. How do you answer the question with which it begins? What will help you accurately and figuratively convey your thoughts to your interlocutor?

So what is intonation? Raising and lowering the voice, the strength of the word that is especially emphasized, the most important in its meaning, the stop in speech, the pace of utterance (slow, moderate, fast), the tone expressing joy, sadness, censure or approval - all this taken together makes up intonation , with which a statement is pronounced in oral speech. And this means that the correct placement of logical stresses, pauses, as well as mastery of the melody, tempo, rhythm of speech, and the correct choice of tone with which the speech is pronounced helps to accurately and figuratively convey your thought to the interlocutor. (S. Lvova) 2. List the main elements of intonation. What does intonation depend on? Based on this text, try to formulate recommendations on what sound means should be used to convey the meaning of the statement.

I. You already know that intonation phonetically organizes speech and is a means of expressing various syntactic meanings and categories, as well as emotional coloring. The meaning of a statement often depends on intonation. The same sentence can express either a statement or a question, depending on how it is pronounced - with a lowering or raising the tone.

The children were walking in the park. - Did the children walk in the park?

171. 1. Read the text, observing the correct intonation. What sentences about the purpose of the statement are there in the text? Give reasons for your answer. What is used to convey intonation in writing?

We can say the simple word “hello” sarcastically, abruptly, dryly, gloomily, indifferently, ingratiatingly, highly Bis_8.indd 134 09.26.2011 17:00: measuredly. This simple word can be pronounced in a thousand different ways.

What about writing? To do this, you will need for one “hello” several words of commentary on how exactly this word was pronounced. Remember: the true meaning of what is said lies not in the words themselves, but in the intonation with which they are spoken.

(According to I. Andronikov) 2. How do you understand the words “true meaning of what was said”? What is the role of intonation in oral speech? What helps us determine the correct intonation in writing? What about verbally?

3. Give an interpretation of the proverb: A person is hidden behind his words: if you want to know a person, listen to his speech. Find words in the text that will help you complete this task.

172. Say the sentence “Frost and sun, a wonderful day”:

a) in the neutral tone of a meteorologist writing in a diary by year;

b) in the tone of a man who fell asleep amid the howls of a snowstorm and was surprised in the morning by the change in weather;

c) in the tone of a student bored in class and looking longingly out the window;

d) in the tone of a Pushkin hero who joyfully wakes up his sleeping girlfriend, anticipating a fun and pleasant walk. Draw a conclusion about the role of intonation in our speech.

Lev Vladimirovich Shcherba (1880-1944) - an outstanding Russian linguist.

Basic research by L.V. Shcherby is devoted to the problems of general linguistics, Russian studies, Romani studies, Slavic studies, lexicography, and pedagogy.

Among his scientific interests were syntax, grammar, issues of interaction of languages, language norms, spelling and spelling.

With works by L.V. Shcherba is associated with the development of such a science as phonology, the founder of which is rightly considered to be I.A. Baudouin de Courtenay, a prominent Russian linguist.

In 1924, the scientist began fruitful work in the field of the theory of compiling dictionaries. L.V. Shcherba studied in detail different types of dictionaries, their structure and content. For the first time in our science Bis_8.indd 135 09.26.2011 17:00: he developed a typology of dictionaries, which is reflected in his monograph “The Experience of the General Theory of Lexicography” (1940). This work is currently used both in the practice of compiling dictionaries and in the theory of lexicography.

In 1928, Shcherba’s article “On parts of speech in the Russian language” was published, which played a big role in the development of Russian morphology.

The selection of parts of speech, according to the scientist, should be carried out taking into account both the meaning and grammatical features of words;

An extremely strict and consistent classification for parts of speech is impossible. For example, there are words that can simultaneously fall under different categories (for example, participles combine the characteristics of an adjective and a verb). In his article L.V. Shcherba proposed identifying another significant part of speech, which had not been noted in grammar before him. These are state category words.

L.V. Shcherba was a master of “linguistic experiment.” A humorous phrase composed by a scientist from words with fictitious roots has become widely known: “The glokaya kuzdra shteko budlanula bokr and kurdyachit bokrenka.”

The scientist was interested in the role of intonation in language. In it he saw, firstly, an important syntactic means that allows one to express various meanings and convey the subtlest shades of a statement, and secondly, a means of conveying the speaker’s emotions.

For L.V. Shcherba, to read the text carefully means to see the unity of form and content, to understand “the subtlest nuances... of the expressive elements of the Russian language.” The researcher gave wonderful examples of analysis of poetic works. He examines in detail the meanings of words, and additional meanings that arise in the text, and the use of grammatical forms, and the syntactic structures that the author chooses, and the features of rhythm. Shcherba practically opened a new area of philology in Russian science - linguistic analysis of literary text.

L.V. Shcherba also does a lot for the development of the national culture of the clans inhabiting Russia. Thus, in 1921 he helped create the Komi written language, and in 1926 he participated in the First Turkological Congress.

Shcherba was a brilliant teacher: he worked for many years at Leningrad and then at Moscow universities, preparing a whole galaxy of students who became outstanding linguists.

Bis_8.indd 136 09.26.2011 17:00: Shcherba’s works subsequently became the basis not only for philological and pedagogical research, but also for the development of speech psychology, psycholinguistics and other areas.

173. 1. Read the text. Observe how the meaning of the phrase “All Russia is our garden” changes depending on the logical stress.

The capacity of Chekhov's phrase is amazing. Petya Trofimov says in the play: “All of Russia is our garden.” Actors on different stages in our country and around the world pronounce these four words differently.

To emphasize the word “garden” is to respond to Chekhov’s dream about the future of the homeland.

On the word “our” - emphasize the feeling of disinterested ownership. Participation in what your generation has been given to accomplish.

Using the word “Russia” means responding to one’s belonging to everything Russian, a land not chosen, but given from childhood.

But it would be most correct, perhaps, to put the emphasis on the word “all”: “All of Russia is our garden.” For there is no corner in Russia to whose concerns and needs you have the right to remain deaf, which you would not want to see in the bloom of “eternal spring.”

And the surest way to this, according to Chekhov, is to begin with at least one unconditionally unselfish, kind act. Don’t write at least one inspired, honest page. Plant at least one tree. (V. Lakshin) 2. Explain the meaning of the words capacity, selfless, involvement, inspired.

3. What feature of Russian stress helps to cope with spelling difficulties when writing unstressed vowels in highlighted words?

4. Determine the type of speech of this text. What style does it belong to?

Prove it.

II. The most important word in a sentence can be highlighted using logical stress: Quiet (and not Bis_8.indd 137 09.26.2011 17:00: noisy) in birch forests (M. Prishvin.) - Quietly in birch (and not pine) forests . - Quiet in birch forests (not groves).

In oral speech, logical stress is distinguished in different ways:

t louder pronunciation, t raising or lowering the voice, t longer pause before a word that is important for the author.

In written speech, “hints” that authors include in the text help to identify a logically stressed word to focus the reader’s attention on a particular word:

t a special font, t an accent mark, t amplifying words (this is, exactly, just, only, exclusively, even), repetition of a word.

t 174. Read the sentences. Analyze how the authors highlight the logically stressed word.

1) Once in the Alps we witnessed... a magical sight: a thunderstorm raged beneath us. (V. Inber) 2) Pushkin could hardly complain about the lack of attention of his contemporaries. But he could and more than once complained about misunderstanding. (S. Rassadin) 3) “I see!” - I answered him. And he repeated again, putting all his delight into it:

“See-ee!” (G. Troepolsky) 4) The patient heard what was being said in the next room. 5) Why, why didn’t you listen to me?

(A. Chekhov) 6) Only at eight o’clock was the work completed.

175. How many answers can you give to each question? What does this depend on?

Will you go to the library today?

When will you bring the book?

Why do you need this magazine?

176. Read the sentences, pay attention to pauses, intonation. How does the meaning of a sentence change depending on the location of the pause?

Bis_8.indd 138 09.26.2011 17:00: 1) My sister works / and studies at a music school. - My sister works and studies / at a music school.

2) She sang / danced well - She sang / danced well.

3) The study of noise / is not part of our task at all - The study of noise in general / is not part of our task.

177. Expressively read an excerpt from N. Rubtsov’s poem “A Memorable Incident.” Choose the most appropriate tone and reading pace. Determine whether the pauses match the punctuation marks. Which words need logical emphasis?

I always walked along the roads even at a late hour without fear. This time I hurried to a distant village in a cheerful mood...

But suddenly the wind blew!

Immediately the darkness thickened! It became scary!

The gloomy forest swayed and rustled, And the road was covered with snow!

I see something black in the distance looming through the snowstorm... No, not a Christmas tree!

My legs seemed rooted to the spot!

A thought flashed through my head: “Wolves, wolves!..”| I walked, stumbling, and the blizzard, sweeping a snowdrift under my feet, Then suddenly: “Oooh!” - screamed in the dark, Then suddenly: “Ah-ah!” - she screamed as if alive!

§eleven. Types of sentences according to the purpose of the statement 178. Read the sentences. Name the declarative sentences first, then the interrogative and incentive sentences. How did you determine this?

Bis_8.indd 139 09.26.2011 17:00: 1) The preserved foliage will now hang on the trees until the first winter. (I. Bunin) 2) Let the clear face of the sun now shine with joy. (A. Pushkin) 3) And what Russian doesn’t like driving fast? (N. Gogol) 4) Aren’t waterfalls running over the rocks and splashing for you? (A.K. Tolstoy) 5) Sow what is reasonable, good, and eternal. (N. Nekrasov)6) In a clearing near the forest edge I saw blue flowers. (K. Paustovsky) 7) I would like to look at the train from the heights of the Baikal coastal mountains. (M. Prishvin) 8) Tell me your secret. (A. Pushkin) 9) Where is the sweet whisper of my forests? (E. Baratynsky) 10) The moon in the darkness ran from cloud to cloud and illuminated the mound with an instant brilliance. (A. Pushkin) I. According to the purpose of utterance, sentences are divided into narrative, interrogative and incentive.

Declarative sentences contain a message about someone or something: And Tatyana had a wonderful dream (A. Pushkin).

Interrogatives are used to express the question: What was this warm, this sleepless night waiting for? (I. Turgenev) Incentives contain an incentive to perform an action (request, order, advice, wish): Believe in your people, who created the mighty Russian language. (M. Gorky) 179. 1. Copy the text, adding the missing punctuation marks.

What type of sentence regarding the purpose of the statement is missing in the text?

Who is this stocky, heroic-built man with a graying beard? What is he doing in the thicket of the forest? Why is he looking so carefully at the trees and bushes? Is this the forester? He has become so close to the mighty, thick forest that he himself seems to be the owner of the dense thicket. Is this the forester? Here he is walks around a tree from all sides, takes out a notebook and makes an amazingly accurate, masterful sketch, a kind of “portrait of a tree”

No, this is not a forester. This is the artist Ivan Ivanovich Shishkin, a singer and a true connoisseur of the Russian forest. (V. Osokin) Bis_8.indd 140 09.26.2011 17:00: 2. Find interrogative sentences in the text. What language means are questions framed?

3. What paintings by I. Shishkin do you know? Why does the author call the artist “a singer and a true connoisseur of the forest”? Do you agree with him?

Look at the reproduction of I. Shishkin’s painting “Pine 4.

boron." Come up with word combinations for it. Describe the picture using constructed phrases and different types of sentences in your text.

II. A narrative sentence is characterized by a special narrative intonation. In this case, the tone of voice first rises, and towards the end of the sentence, on the last word, it decreases. If some word is more important than others in thought, it must be divided - pronounced louder than others, then the intonation decreases Bis_8.indd 141 09.26.2011 17:00: after this word. The most important word for meaning is usually placed at the end of the sentence.

There was a scent of fragrant grass. (A.K. Tolstoy) III. Interrogative sentences can be of two types: with question words and without them. To form an interrogative sentence, use:

t interrogative pronouns and adverbs who? What? Which?

Where? Where? where? When? For what? Why? and others: Who rides a horse so late under the stars and under the moon? Whose tireless horse is this that runs in the boundless steppe? (A. Pushkin);

What are we looking for when opening a book? (V. Korolenko);

What incomprehensible connection lies between us? (N. Gogol);

t interrogative particles really, really, whether: Is there really not enough land for them? (D. Samoilov);

Was it not for you that flowers smelled fragrant in the silence of the night yesterday? (A.K. Tolstoy).

Question words are pronounced louder than other words in the sentence, and after them the intonation decreases.

If there are no question words in an interrogative sentence, then the tone of voice rises on the word that makes up the meaning of the question.

IV. In incentive sentences, the predicate is usually in the form of the imperative mood: Love the book - the source of knowledge. (M. Gorky) or infinitive: Inspect the gun and clean it thoroughly. (A. Pushkin) The intonation of incentive sentences depends on their meaning.

Sentences with the meaning of an order, demands are pronounced with a rising tone.

Find the hero immediately. (A. Tvardovsky) Sentences containing a request, advice, invitation are pronounced in a lower tone.

Love the book.

Bis_8.indd 142 09.26.2011 17:00: 180. 1. Read the text, observing the correct intonation. Write it down, adding the missing punctuation marks. Determine the types of sentences based on the purpose of the statement.

Every person has freedom of choice. Choice exists every day. Every minute. Varying in severity. Not the same in its consequences.

To step or not to step To remain silent or to answer To endure or not to endure To overcome or to retreat Yes or No Where to go to study How to live What to do Questions-hulks and questions-dwarfs Questions-oceans and questions-drops Think Decide (R. Rozhdestvensky) 2. How questions are framed in the text?

3. What questions do you think can be called thunder questions and dwarf questions?

181. Read, observing the correct intonation. Copy it using missing punctuation marks. What are these sentences for the purpose of the statement? In what form are predicate verbs used?

1) By the beginning of September, the weather suddenly changed sharply and completely unexpectedly (A. Kuprin) 2) And you could play a nocturne on the flute of drainpipes (V. Mayakovsky) 3) May every day and every hour bring you something new (S. Marshak ) 4) Are you satisfied with my confession (A. Pushkin) 5) Don’t sleep, don’t sleep, work, don’t interrupt your work (B. Pasternak) 6) Silver drops of heat sparkle on the backs of tree stumps (I. Mukhachev) 7) Who to love Who to believe (A. Pushkin) 182. Write it down using the verbs given in brackets in the imperative plural form. How will the style of the text change if the verbs are put in the singular form?

(Learn) to find beauty in the world around us. (I like to admire) the evening sun, when the colors of the sunset fade.

(Look) on a clear day at the pink clouds, and on a rainy day at the dark clouds. (Learn) to listen to the noise of the forest, the murmur of a stream, the singing of a nightingale. (Cultivate) a sense of beauty in yourself.

Bis_8.indd 143 09.26.2011 17:00: 183. Find the third “extra” in each group of sentences.

1. a) Go out into the garden. (I. Severyanin) b) Someone else’s bread smells like wormwood. (A. Akhmatova) c) June smells like bird cherry. (S. Shchipachev) 2. a) Don’t forget these summer evenings near Moscow. (M. Matusovsky) b) The park majestically showered its leaves. (E. Yevtushenko) c) Let that evening unspeakable light flow over your hut. (S. Yesenin) 3. a) The maple leaf reminded me of amber. (N. Zabolotsky) b) What is he looking for in a distant country? (M. Lermontov) c) Whose horse is rushing at full speed across the menacing square?

(A. Pushkin) §12. Types of sentences by emotional coloring 184. Read the sentences. Characterize them by the purpose of your statement and emotional coloring. Explain the placement of the exclamation mark. What sentences contain a request, an order, a desire? What emotions and feelings are expressed in the sentences (joy, surprise, admiration, etc.)?

1) Wake up, don’t be lazy, get up, smile!

May the sun always shine brightly on you, may it! (N. Rubtsov) 2) How beautiful Moscow is in the spring, how good spring is in Moscow! (P. Vyazemsky) 3) Well, it’s night! The burning air does not move! (A. Maykov) 4) Let me spread across the sky, scatter with my free soul, in a free, endless song! (A.K. Tolstoy) 5) You are my mother! You should shut up! (M. Gorky) 6) How mysterious you are, thunderstorm! How I love your silence, your sudden shine! (I. Bunin) 7) Don’t be afraid of storms! Let it hit you in the chest Bis_8.indd 144 09.26.2011 17:00: nature’s cleansing power! (N. Zabolotsky) 8) You should get out of the way, girl! Stop crying! (M. Gorky) 9) What a man! What a writer! (I. Bunin) 10) What a delight these fairy tales are! Each is a poem! (A. Pushkin) 11) Yes, books, for God’s sake books! Poems, poems, poems! This is food for the soul! (A. Pushkin) 12) Don’t let your soul be lazy! In order not to pound water in a mortar, the soul must work day and night, and day and night! (N. Zabolotsky) I. When communicating, we not only tell each other something, ask questions or make requests, but also express our feelings, emotions, and attitude to what is happening. In oral speech, facial expressions, gestures and a special exclamatory intonation are used for this - raising the tone and highlighting the word expressing emotion; in written speech - an exclamation mark.

Have pity, autumn! Give us light! (D. Kedrin) Sentences that express the speaker’s emotional attitude to reality and are pronounced with exclamatory intonation are called exclamatory.

Declarative, incentive and interrogative sentences can be either exclamatory or non-exclamatory.

II. Special words can be used in exclamatory sentences: which, what for and how. These words are usually placed at the beginning of a sentence. What a wealth of wisdom and goodness the race has found in the books of all nations! (L. Tolstoy);

Oh, what a child, what a spinning top! (I. Goncharov);

How beautiful spring is! (A. Pleshcheev);

Spring, spring! How clean the air is! How clear is the sky!

(E. Baratynsky).

Some statements related to speech etiquette are always exclamatory: Hello! Hello! Hello! Goodbye! Happiness to everyone!

1. Read the poem expressively, observing exclamatory intonation. Does intonation depend on the state of the “heroine”

poems?

Bis_8.indd 145 09.26.2011 17:00: Northern birch Above the lake, above the forest backwater - An elegant green birch...

“Oh girls! How cold it is in spring:

I’m shaking all over from the wind and frost!”

Now it’s rain, now it’s hail, now it’s snow like white fluff, now it’s sun, shine, azure and waterfalls...

“Oh girls! How cheerful the forest and meadow are!

How joyful spring outfits are!”

Again, again it frowned, again the snow flashes and the forest hums sternly...

“I'm shaking all over. But just don’t crush the Green Ribbons! After all, the sun will be again.”

(I. Bunin) 2. Read the last sentence, expressing confidence, doubt, joy, question. Pay attention to how the nation will change.

186. Read the text. What style does it belong to? Justify your answer.

Lenka rushed through the narrow, bizarrely humpbacked streets of the town, not noticing anything on her way.

Continuous writing of adverbs. Continuous writing of adverbs Hyphenated writing of adverbs

Exercise 86

Exercise 87

Exercise 88

Exercise 89

Exercise 90

Exercise 91

Exercise 92

Exercise 93

Exercise 94

Exercise 95

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