Spelling of the endings of different parts of speech. Methodical development "spelling of endings of different parts of speech"

Spelling of noun suffixes

Spelling of adjective suffixes

Spelling participle suffixes

Spelling of adverb suffixes

Spelling of suffixes of verbs and participles

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Spelling of suffixes -EK- and -IK-

Spelling of suffixes -K- and -SK-

Spelling of suffixes -LIV-, -CHIV-, -CHAT-, -EB-, -IV-

Spelling of suffixes A, Z and E

Spelling of suffixes -OM-, -EM-, -IM- and -USCH-, -YUSCH-, -ASCH-, -YASCH-

Spelling of suffixes -О- and -А-

Spelling of suffixes -EVA-/-OVA- and -IVA-/-YVA-

Spelling of suffixes in past tense verbs

Spelling of suffixes various parts speech except -Н-/-НН- is included in the Single State exam in Russian for grade 11 (task 10).

In nouns, the spelling of the suffixes -EK-/-IK- is most often checked. The suffixes -OK- and -OH- are written in a unique way.

If you put the noun in the genitive singular, and the vowel in the suffix has disappeared, then the suffix -EK- is written in the word. Otherwise - suffix -IK-.

For example:

The key is the suffix -IK-, since in the genitive case of the singular "key" the vowel in the suffix does not disappear.
The lock is the suffix -EK-, since in the genitive case of the singular "lock" the vowel in the suffix disappeared.

The suffixes -NIK-, -CHIK-, -SCHIK-, -IN-, -IC-, -EC- can be checked in the same way.

In adjectives, the spelling of the suffixes -K-, -SK- and -LIV-, -CHIV-, -CHAT-, -EB- / -IV- is most often checked.

If the adjective is qualitative (that is, it has degrees of comparison) or it is formed from a noun with a stem ending in K, Ch or C, then the suffix -K- is written. Otherwise, the suffix -SK- is written.

For example:

Low - suffix -K-, because the adjective is qualitative.
German - the suffix -K-, because the adjective was formed from the noun German, ending in C.
French - the suffix -SK-, since the adjective is not qualitative and it was formed from the noun French, the stem of which does not end in K, Ch or C.

The suffixes -LIV-, -CHIV- and -CHAT- are always written in a unique way.

For example:

Whimsical - suffix -LIV-
Assiduous - suffix -CHIV-
Onion - suffix -CHAT-

The suffix -EB- is written only without stress, and the suffix -IV- is written only under stress. Exceptions: merciful, holy fool.

For example:

Flannel - suffix -EB-, because without accent
Truthful - suffix -IV-, because under stress

The main thing is to distinguish the suffixes -EB- / -IV- and -LIV-, -CHIV- from each other. To do this, you need to do it right morphemic parsing the words.

In participles, the spelling of the suffixes -A-, -I-, -E- and -OM-, -EM-, -IM-, -USCH-, -YUSCH-, -ASCH-, -YASCH- is most often checked.

To check the vowel in a suffix, you need to go to the initial form of the verb (infinitive) and see which suffix is used there. If the verb ends in -AT or -YAT, then A or Ya is written in the participle suffix. In all other cases, E is written in the participle suffix. In participles and gerunds, the same suffix is used before the -VSh- suffix as in the infinitive.

For example:

Tangled - suffix -A-, as it is formed from confuse (ends in -AT)
Sowed - suffix -I-, as it is formed from sow (ends in -YAT)
Glued - suffix -E-, as it is formed from glue (does not end in -AT or -YAT)

To check which vowel is written in the suffix, you need to determine the verb conjugationfrom which the participle is formed. If the verb is of the first conjugation, then the suffixes -OM-, -EM- and -USCH-, -YUSCH- are used, if the second, then -IM- and -ASCH-, -YASCH-.

For example:

Dependent - suffix -IM-, as it is formed from the verb depend 2 conjugations
Cherished - suffix -EM-, as it is formed from the verb cherish 1 conjugation
Melting snows - suffix -YUSCH-, as it is formed from the verb to melt 1 conjugation
Gluing - suffix -ЯШ-, as it is formed from the verb to glue 2 conjugations

In adverbs, the spelling of the suffixes -O- and -A- is usually checked.

If the adverb is formed in a suffixal way (only with the help of a suffix), then the suffix -O- is written. If the adverb is formed by the prefix-suffix method (with the help of a prefix and a suffix at the same time), then the suffix -A- is written with the prefixes IZ-, DO- and C-, and the suffix -O- is written with the prefixes B-, HA- and ZA-.

For example:

Since ancient times - it was formed from the adjective old in the prefix-suffix way, and with the prefix IZ-, the suffix -A- is written.
To the right - formed from the adjective right in the prefix-suffix way, and with the prefix HA-, the suffix -O- is written.
Initially, it was formed from the adjective original in a suffixal way (although the word has the prefix IZ-, it was already in the adjective), so the suffix -O- is written.

In verbs, the spelling of the suffixes -EVA-/-OVA- and -IVA-/-YVA- is usually checked.

To check the vowel in the suffix of a verb, you need to put it in the first person singular form. If the suffix disappears, then -EVA- or -OVA- is written, if the suffix remains, then -IVA- or -IVA-. In nouns, participles and gerunds formed from verbs with given suffixes, suffixes are written according to the same rule.

For example:

To grieve - the suffix -EVA-, since in the form of the first person singular it disappears (I grieve)
Assimilate - the suffix -IVA-, since in the form of the first person singular it is preserved (I assimilate)

It is worth distinguishing the suffixes -EVA- and -IVA- from the suffixes -E- / -I- and -VA-. If -BA- can be removed from the verb, and such a word exists, then it has 2 suffixes -E- / -I- and -BA-, otherwise there is only one suffix.

The vowel in the past tense verb suffix can be checked by putting the verb in the infinitive. The past tense verb uses the same suffix as the infinitive before -т.

For example: offended - the suffix -E-, since the suffix -E- is written in the infinitive to offend.

STATE AUTONOMOUS PROFESSIONAL

EDUCATIONAL INSTITUTION

NOVOSIBIRSK REGION

"BARABINSKY MEDICAL COLLEGE"

Cycle methodological commission of general humanitarian,

socio-economic disciplines

METHODOLOGICAL DEVELOPMENT

combined lesson

for the teacher

Discipline: Russian language

Section 2

Topic

Speciality: 34.02.01 Nursing (basic level of education)

WellI

Developer: teacher of Russian language Khritankova N.Yu.

Motivation for studying topic 4

Extract from work program disciplines "Russian language" 5

EXAMPLE TIMELINE FOR LESSON 6

Information block 7

Plan of independent work of students 8

Appendix 1 9

Appendix 2 9

Appendix 3 10

Appendix 4 11

Sample Answers 12

List of sources used 14

Methodical sheet

Class type: combined.

Level of assimilation of information: first (recognition) + second (reproduction).

Learning goals: to form the concept of basic units and levels of the language, their features and relationships; learn to build your speech in accordance with linguistic, communicative and ethical standards; to form the concept of punctuation norms of the modern literary Russian language; to teach to analyze your speech from the point of view of its normativity, relevance, expediency; to form the ability to eliminate errors and shortcomings in their oral speech, observe in the practice of writing the spelling and punctuation norms of modern Russian literary language.

educational goals: to promote the formation of the ability to exercise speech self-control, evaluate written statements in terms of design; observe in the practice of writing the punctuation norms of the modern Russian literary language.

Development goals: develop the ability to analyze life situations draw conclusions, accept independent solutions to be organized and disciplined; to form and develop practical creative thinking, understanding the essence and social significance of one's own future profession, sustained interest in it; develop the ability to work in a team and team, communicate effectively with colleagues.

Teaching methods- reproductive.

Lesson time: 90 minutes.

Motivation for studying the topic

Norms writing are studied in the general education school in the Russian language lessons. It is at school that students learn the rules of spelling and punctuation, as well as the rules for writing letters. However, not every school graduate is fully versed in the norms of written speech, and, as you know, no expressive, logical, accurate and rich speech will make the proper impression if the author of the speech writes illiterately, makes mistakes in punctuation. In this regard, it is necessary to replenish their knowledge in the field of the norms of written speech of the Russian literary language for everyone. educated person, including future medical workers. In this lesson, the ability to analyze life situations, draw conclusions, make independent decisions, be organized and disciplined is formed and developed.

Extract from the work program of the discipline "Russian language"

Name of sections and topics		Watch volume	Level of development

Section 2	Norms of the modern Russian literary language	84
Topic2.8. Spelling endings different parts speeches		2
	Spelling of vowels. Spelling of consonants. The use of the letters b and b. Compliance with the spelling norms of the Russian literary language in the practice of writing.
	Laboratory works
	Workshops
	Test papers
	Independent work students: Work with lecture notes.

EXAMPLE TIMELINE OF THE LESSON

Stage name	Time	Purpose of the stage	Activity			Equipment
Stage name	Time	Purpose of the stage	teacher	students		Equipment

Organizational stage		Organization of the beginning of the lesson, preparation of the workplace for students	Marks absent students in the journal	The headman calls the absent students. Students align appearance prepare jobs.	Journal, notebooks
Motivational stage		Developing interest in a new topic	Explains to students the importance of studying this topic	Listen, ask questions
Lesson objectives		Setting priorities when studying a topic	State the purpose of the lesson	Listen, write in a notebook new theme	Methodical development lessons
Control of the initial knowledge of students, checking homework				Complete assignments and answer teacher questions	Appendix 1, 2.
Statement of background information		To contribute to the development of the formation of the ability to observe the spelling and punctuation norms of the modern Russian literary language in the practice of writing; understanding the essence and social significance of their future profession, sustainable interest in it.	Outlines new material	Listen, read the material in the textbook, write down	Methodological development of the lesson
Completing tasks to consolidate knowledge		Consolidation of knowledge, the formation of the ability to analyze life situations, draw conclusions, make independent decisions, be organized and disciplined; develop the ability to work in a team and team, communicate effectively with colleagues.	Instructs and controls the execution of tasks, discusses the correctness of answers	Perform tasks, check, make adjustments	Annex 3 (task 1, 2)
Ultimate control of new knowledge		Evaluation of the effectiveness of the lesson and identification of shortcomings in new knowledge	Instructs and supervises	Perform tasks	Appendix 4
Task for independent extracurricular work of students		Formation and consolidation of knowledge	Gives a task for independent extracurricular work of students, instructs on the correct implementation	Write down the task	Working with a textbook, doing exercises; Work with lecture notes.
Summarizing		Systematization, consolidation of the material, the development of emotional stability, objectivity in assessing one's actions, the ability to work in a group	Evaluates the work of the group as a whole, individually, motivation for evaluation	Listen, ask questions, participate in the discussion	Group log

Information block

Usage b

1. To indicate the softness of consonants (except for hissing), the letter b is written:

1) at the end of a word (including in the indefinite form of the verb and the imperative): eight, pour, horse;

2) in the middle of a word - after a soft l before any consonant (hard or soft): album, flatter, boy, but the letter b is not written between two l: illustration, allergy; after a soft consonant before a hard consonant (braid); after a soft consonant standing before soft g, k, b, m, which are the result of a change in the corresponding hard ones (earrings - earring). In other cases, ь in the middle of a word is not written to indicate the softness of consonants (bush).

Note: it is useful to remember that the letter ь is not written in combinations of h and u with other consonants: chk, ch, nch, nsch, schn, rch, rsch (to nurse) (although a nanny), a predator); the letter ь is preserved before the suffix -sya in the indefinite form of the verb, before the ending -te in the imperative mood (meet - meet.)

2. Since sibilants are either only hard ([g], [w]), or only soft ([h], [u]), when writing the letter b after them does not serve as an indicator of softness. After hissing, the letter ь is used primarily to denote grammatical form words and written in the following cases:

1) in nouns g. R. 3 declensions in the form of units. h. (a trifle, but a noun m. p. rich man without a soft sign);

2) in the following forms of verbs: in an indefinite form (to captivate, to get carried away); in the imperative mood (hide, hide); in the 2nd person singular. hours of the present (and future) time (wash, wash). In addition, according to tradition, after hissing it is written: in adverbs), except for unbearable, already, married (wide open, completely); in particles (only, ish).

3. Separating b is written in the following cases:

1) before e, e, u, i inside the word, not after prefixes: career, sparrow;

2) in some foreign words before o: broth, companion.

Usage b

Separating b is written before the letters e, e, u, i in the following cases:

after a prefix ending in a consonant (entry, internuclear);

2) in foreign words in which there is a prefix ending in a consonant (ab-, ad-, diz-, in-, inter-, con-, counter-, ob-, sub-, trans-), the compound particle pan– (injection);

3) in compound words, the first part of which is formed by numerals two-, three-, four- (two-tiered).

As the rule shows, the letter ъ is not written under the indicated conditions before the vowels a, o, y, e (cloudless, limit).

Note: this rule does not apply to compound words: foreign language, children.

Plan for independent work of students

Stage name	Stage description
Identification of the level of training Control of the initial level of knowledge	Performing tasks to control the initial level of knowledge. Application No. 2	Identification of the degree of preparation of students for the lesson and the degree of assimilation of the material of this topic by school curriculum
Performing tasks to consolidate current theoretical and practical knowledge	1. Completing tasks with different spellings of ь and ъ. Application No. 3	Systematization, consolidation of the material, the formation of skills, instilling accuracy, the ability to work in a group. Developing the ability to correctly determine the spelling ь and ъ, as well as use knowledge of the norms in your written speech
Ultimate control	Performance of the task for the final control. Application No. 4	Finding out the degree of achievement of the goal of the lesson

Attachment 1

Checking homework

Appendix 2

Task to control the initial level of knowledge of students

Rewrite with missing letters.

1. But Shurka could not even cry. He kept looking ... at the stove, at a pile of fiery black ... p ... pkov and for some reason thought that everything in life ... lives beats for happiness - so said Aunt Nastya, and her words ... once Impossibly miraculously fulfilled: the father has risen from the dead. And the grandmother demanded that the first pot be broken at random ... to smithereens ... zgi. Where is sch ... ste? (Smyrn.) 2. “Yes, she, the truth, whatever it is!” - cracked sound ... neel, clearing his throat with a cough, Mitriy Sidorov. He rubbed his face red-hot ... with his shirt sleeve, deftly hung his old hair ... n ... flax on one shoulder ..., somehow daringly pleasantly shook his blond b ... bom, softly x ... x ... poked and became the same old talker ... m-liar. (Smyrn.) 3. The heat was rising, and the boys and girls close to the good fire ... began to quietly move away, t ... dream away, without taking their eyes from the flame enthusiastically widened, motionless. (Smirn.) 4. It is possible for a soldier to quietly exchange secret words with another servant ... about dry ... ryah, canvas ... out to ... volumes and a distant d ... horn. (Smyrn.) 5. Once a black ... black, maybe even black ... more than a rook's wing, a scythe, time is slightly swirling ... lo with ... a dyne, but the eyebrows that were in youth, see ... sheets, remained so. (Babaev.) 6. Sprinkled with burning debris, the tank rushed at self-propelled guns, which were already retreating along the highway. (Skin.) 7. The builder enjoys ... the view of ... growing factory buildings, new residential ... buildings, in ... khalls, t ... atrovs erected by his projects. (Ov.)

Appendix 3

Tasks to consolidate knowledge

Exercise 1.Listen to the sentences, select and write down only those words that require the spelling b or b.

1. Perky ... furious, I burst into the meeting with an avalanche (M.). 2. P ... er remembered that under the princess there were always companions ... onki (L. T.). 3. I am mainly afraid of everyday life ... (Ch.). 4. Valleys of the night ... still about ... embraces (P.). 5. He stands at the bust, leaning on the p...pedestal (Got.). 6. And in ... reality, I see before me the days of the past proud traces (P.). 7. Kashtanka ate a lot, but did not eat, but only got drunk from food (Ch.). 8. The ascent became steeper and harder (Closed). 9. Life is arranged in such a way ... yavolsky skillfully ... but that, not knowing how to hate, it is impossible to sincerely love (M. G.). 10. Bagration shouted to him from the mountain so that he would not go further than the stream ... I, but Rostov pretended not to hear his words (L.T.). 11. The shooting was creatively unproductive (Cherk.). 12. And the rumble rises ... flies around (L.). 13. He got better on the saddle and touched the horse in order to once again go around ... his hussars (L.T.). 14. Nikolai could not, as it seemed to him, endure this situation longer and went to explain himself to his mother ... (L.T.). 15. Never take on the next one without mastering the previous one ... the previous one (I.P.). 16. It was September ... September, windy and wet, when Artamonov approached ... drove to Dremov (M. G.). 17. The lanky subject sighed and shrugged.

Task 2. Write out the words with different occasions use of ъ and ь, grouping these words in accordance with the rules.

1. The camp woke up early, only the morning dawn was engaged. (Fedos.) 2. Polina Vasilievna is now embarrassed both in front of her daughter and in front of herself for this involuntary lie. (Lip.) 3. Believe me, Staszek, in war it is better to be a sergeant major than an ordinary soldier, and it is better to be a general than a colonel. (Sart.) 4. One must enter science on a white horse, and not knock on the pauper's door, having nothing for one's soul. (Grand.) 5. It was high time to take the suitcases and go down to the entrance. (Malts.) 6. How did the earth not part and swallow Mark Bovkun, how dare he walk the streets, breathe the same air with honest people! (Sobko) 7. The foliage on the trees was not sluggish, but only, paying tribute to the beautiful, changed colors. (V.) 8. The patient was given chicken broth every day. (Cover.) 9. An early December frost bound the earth. (Kazan.) 10. The Soviet state border stretches for more than sixty thousand kilometers. (Cover.) 11. The lush branches of apple trees froze. (Bet.)

Appendix 4

Tasks for final control

Exercise 1.

Languish in (bondage), play (piano), hearing about (defeat), stand on (square), think about (implementation) (idea), travel around (Central Asia), in quiet (solitude), arrival (parliamentarian) , walk along (path), play a role in (development) of the plot, calm down at (thought), shoot at (duel), come to (mother), visit (construction), prepare for (revision), participate in (excursion) .

Task 2.

1. And below, on mountain ash ..., busty red-throated bullfinches scattered, and, having alarmed, the whole hundred ... and flew off, and, like beads, sat on the branches of a white birch, shaking off the silver in ... d (S.- Mick.). 2. The next day, the news of the fire ... spread throughout the neighborhood. Some guessed the truth ... and claimed that the culprit of this terrible disaster ... was Dubrovsky himself ... (P.). 3. Dunno quickly got dressed and climbed the creaky wooden stairs... (Nose.). 4. Icing occurs when ... rain and sleet fall, during evaporation ... of water, when the air temperature is very low. The strongest icing occurs when splashing ... a vessel with a wind force of more than five points. 5. Arabic books say that in the middle ... of the first millennium ... the Slavs ... carried on a great deal of trade with the Greeks. 6. In the morning on the still yellow winter ... only the edges of the puddles turned green ..., and by evening the whole winter turned green (Prish.). 7. Cold winds blew ... Many times snow began to fall in large flakes. Stretched across the road and disappeared into the spruce forest ... accelerating hare trail. Fox, stitched, paw by paw, winds along the roads ... (S.-Mik.). 8. Once Fedya had a fight with Grisha ... and Kopeikin ... m because of a bottle of carcasses .... It turned out to be a blot on his forehead ... Here, no one without laughter ... could not look at him (Nose.). 9. When a thick cloud floated on the suns, the cold breeze intensified (Nag.). 10. Water in the tanks ... remained only at the very bottom (Cat.). 11. The lighthouse was so high that not every bird could climb to its top ... In bad weather ... the lighthouse went into a foggy height and its top disappeared ... (House.). 12. You are going. Streams of sand... fall asleep behind your trail (Sweet). 13. Vasily Ivanovich (S.-Mik.), a manual crane, enjoyed the greatest love and respect in the aviation detachment. 14. Nothing, of course, can give such an accurate feeling ... of the past as a meeting with a living witness ... m (Paust.). 15. There are words, as if simple and harmless, which, once spoken at the time ..., again and again appear in the memory ... and do not let you live (Nag.).

Sample answers

Appendix 2

1. But Shurka could not even cry. He sees everything about trilled on the stove, on a pile of fiery h e R e pkov and for some reason thought that everything was and zni beats to mid a stu - so sk a hall aunt Nastya, and her words about Once upon a time, it was impossible, miraculously fulfilled: the father rose from the dead. And grandmother demanded that the first pot be broken at random about to the vreb e zgi. Where is the a stye? (Smyrn.) 2. “Yes, she, the truth, whatever it is!” - cracked sound e neel, clearing his throat with a cough, Mitriy Sidorov. He reddened his faces about sleeve of his shirt, deftly hung up his old and slack on one shoulder about somehow daringly pleasantly shook the fair-haired h at bom, quietly x about X about poked and became the same trepach about m-lie. (Smyrn.) 3. The heat was coming, and the boys and girls close to the good fire about nk began to quietly move away, t e dream away, never taking his eyes off the flames with rapturous, wide, immovable eyes. (Smirn.) 4. It is possible with about ldat unnoticed to throw secret words about m with another service and oh dry a ryakh, canvas about exit to about tomkah and far d about horn. (Smyrn.) 5. Once upon a time e rnuyu, maybe even h e earlier than the rook's wing, the scythe time is slightly swirling and lo s e Dina, but what were the eyebrows in his youth, see about leafy, and remained so. (Babaev.) 6. Sprinkled g about roaring debris, the tank rushed at the self-propelled guns, which were already retreating along the about ses. (Leather) 7. Builder a waiting for the view a shrinking factory buildings, new and buildings, in about kzalov, t e atres erected according to his pro e ktam. (Ov.)

Appendix 3

Exercise 1.

Vz b furious, P b er, company b onki, everyday life, night b about b emlet, p b edestal, in b reality, with b go, op b yanela, under b eat, d b yavolsky, ruch b I'm with b tank, under b eats, about b go, mother b yu, previous, september, under b went, sub b ect.

Task 2.

b at the end of the word for mitigation: Camp, engaged, take, parted, walk, breathe, tribute, apple trees.

L in the middle of the word: only, dawn, involuntary, Believe me, sergeant major, Sick, December, sixty.

Separating b: Vasilievna, daughter, trees, broth.

b after hissing: lie, only.

Tsya: knock, go down.

Dividing b: enter, to the entrance.

Appendix 4

Exercise 1. Rewrite by opening parentheses. Determine the type of declension of nouns and their case. Graphically indicate the endings.

Languishing in captivity (1, p.p), playing the piano (2, p.p), hearing about defeat (on -s, p.p), standing in the square (3, p.p), thinking about implementation ( on -th, pp) ideas (1, r.p), travel around Central Asia (1, r.p), in quiet solitude (2, pp), arrival of a parliamentarian (2, r.p), walk along the path (1, d.p.), play a role in the development (on -e, p.p.) of the plot, calm down at the thought (3, p.p.), shoot a duel (3, p.p.), come to mother (3, d.p.), visit a construction site (2, p.p.), prepare for an audit (na -ia, d.p.), participate in an excursion (na -ia, p.p.).

Task 2. Rewrite, inserting the missing letters in the endings, graphically indicate the endings and indicate the case of the noun.

On a mountain ash (p.p), a flock (t.p), hoarfrost (v.p), about a fire (p.p), about truth (p.p), disasters (r.p), up the stairs (d. p), during precipitation (p.p), during evaporation (p.p), during splashing (p.p), in the middle (p.p), the first millennium (r.p), the Slavs (i.p) on winter (p.p), the edges of a puddle (p.p), winds (p.p), in a spruce forest (p.p), along the road (p.p), with Grisha (t.p) Kopeikin, carcasses (r .p), on the forehead (p.p), without laughter (p.p), in the sun (p.p), in the tank (p.p), to the top (p.p), in bad weather (p.p ), sand (r.p), reverence (t.p), sensations (r.p), with a witness (t.p), by the time (d.p), in memory (p.p).

List of sources used

Grekov, V.F. Manual for Russian language classes in senior
classes [Text] / - M .: Education, 2008. - 286s.

Rosenthal D.E. / Directory [Electronic resource] / Access mode http://evartist.narod.ru/ .

Dictations / Collection of dictations on spelling and punctuation [Electronic resource] / Access mode http://dictations.ru/

Difficult questions of spelling endings and suffixes of different parts of speech Russian language lesson in grade 10 Author: Natalya Alexandrovna But, teacher of Russian language and literature, Veidelevskaya secondary comprehensive school Veydelevsky district of the Belgorod region»

Training exercises At the station .. young naturalists, in the groves .., in the sky .., at a lecture .., in a sanatorium .., in a project .., in life .., at a conference .., about Mari .., Mary ..; signature..ik, buoy..ik, foundry..ik, transport..ich, newspapers..ik; drawing..val, coloring..wait, disbanding..veyut, overhearing..waiting, calculating..we, rasprob..val.

Training exercises 1. Write off, denoting the conditions for choosing a spelling depend..t, top..t, okle..t, stro..t, pash..t, stel..t, amplify..t, fight..tsya, cat..t, se..t, hide..t, look..t, rub..t, ta..t, cotton..t, breathe..t, kol..t, sway..sign t

Write off, inserting the missing letters, denoting spellings 2. Depending .. schy, glut. naveva .. my memories, hating .. lying, red .. paint, breeze .. breezing, waterproof .. my cloak, explaining .. my wind, breathing heavily

Sources 1. G.A. Bogdanova. Russian language lessons in 8th grade. M. Enlightenment I.V. Zolotarev, L.P. Dmitrieva. Lesson developments in Russian to the teaching materials of A.I. Vlasenkov. Grade 10 M. "WAKO" Yu.A. Potashkina. Practical guide according to Russian spelling. Voronezh, T.Ya.Frolova. Russian language in drawings and diagrams. Simferopol 2005

Technological map of the Russian language lesson in grade 4 2nd half of the EMC "Planet of Knowledge"

Lesson Objectives:

v to improve the ability to write words with the studied spelling;

v consolidate the ability to act according to the established rule.

v to form spelling vigilance, attention, the ability to argue one's conclusions, logical thinking and speech of students;

v cultivate a sense of camaraderie, the ability to work in a team.

Type of lesson: lesson on working out methods of action.

Planned results:

cognitive UUD: independent selection and formulation of a cognitive goal, conscious and arbitrary construction of a speech statement in oral form, choice of the most effective ways problem solving, knowledge structuring;

personal UUD: to promote self-esteem based on the criterion of success in educational activities, to cultivate self-confidence.

regulatory UUD: goal-setting, planning, evaluation of work results, making necessary additions and adjustments to the plan and method of action in case of discrepancy between the standard, the actual action and its result;

communicative UUD: planning educational cooperation with the teacher and peers, observing the rules of speech behavior, the ability to express and justify one's point of view.

Resources:

basic - T. M. Andrianova, V. A. Ilyukhina Russian language grade 4

additional -tables: " Case endings nouns”, “Unstressed endings of adjectives”, “Unstressed personal endings of verbs”; task cards, reference schemes, algorithms, checking unstressed endings of nouns, adjectives, unstressed personal endings of verbs.

Beginning the form

declination

Prov. word

The ending

on the edge…

to the bed...

in the area…

above the cloud ... m

Technological map of the Russian language lesson in grade 4, 2nd half of the year

MBOU secondary school No. 42 teacher primary school Memetova Olga Alexandrovna

EMC "Planet of Knowledge"

Topic: "Spelling the endings of different parts of speech"

Lesson Objectives:

improve the ability to write words with the studied spelling;
consolidate the ability to act according to the established rule.
to form spelling vigilance, attention, the ability to argue their conclusions, logical thinking and speech of students;
foster a sense of camaraderie, the ability to work in a team.

Type of lesson: lesson on working out methods of action.

Planned results:

cognitive UUD: independent selection and formulation of a cognitive goal, conscious and arbitrary construction of a speech statement in oral form, choosing the most effective ways to solve problems, structuring knowledge;

personal UUD : to promote self-esteem based on the criterion of success in educational activities, to cultivate self-confidence.

regulatory UUD:goal-setting, planning, evaluation of work results, making necessary additions and adjustments to the plan and method of action in case of discrepancy between the standard, the actual action and its result;

communicative UUD:planning educational cooperation with the teacher and peers, observing the rules of speech behavior, the ability to express and justify one's point of view.

Resources :

basic - T. M. Andrianova, V. A. Ilyukhina Russian language grade 4

additional tables: "Case endings of nouns",

"Unstressed endings of adjectives",

"Unstressed personal endings of verbs";

Task cards, reference schemes, algorithms

Checks for unstressed noun endings

And adjectives, unstressed personal endings

Verbs.

During the classes.

I. Organizational moment.

Greeting, readiness check, date entry.

II. Vocabulary work.(Work on cards - task 1. Appendix 1) Mutual check.

Exchange cards and check each other.

III. Actualization of students' knowledge. Working with vocabulary words.

What spelling combines the words in task 1? (Unverifiable unstressed root vowel)

What part of the word is this spelling? (Fundamentally)

And what will we do if the word with an unstressed vowel does not refer to vocabulary words? (If a word with an unstressed vowel is not a dictionary word, then it can be checked)

How to check an unstressed vowel in a word? (accented)

What parts of a word can contain an unstressed vowel? (In prefix, root, suffix and ending.)

How to proceed in order not to make a mistake in writing an unstressed vowel? (Repetition of the learned rules: you need to choose a test word in which the unstressed vowel will be stressed)

What parts of speech and in what part of the word did we talk about checking unstressed vowels in previous lessons? (In the endings of nouns, adjectives, verbs)

IV. Formulation by students of the topic and objectives of the lesson.

Today in the lesson we must repeat what actions we need to perform to solve spelling problems in unstressed endings of nouns, adjectives and verbs.

What do you think the theme of our lesson should be?

(« Repetition of spelling rules for unstressed endings of nouns, adjectives and verbs")

What are your goals for today's lesson? Justify your answer. (Student answers)

V. Repetition of the algorithm for checking unstressed endings of nouns. (Annex 2)

And we will begin our work by repeating the algorithm for checking unstressed noun endings.

Name the actions that should be performed in order to correctly solve spelling problems in unstressed endings of nouns.

determine declination.
Determine case
Remember the ending
For check : pick up a word of the same declension, but with a stressed ending.

- What clue words can you name?

For the 1st declension? (Earth, hand.)

For the 2nd? (horse, yard)

For the 3rd? (Steppe)

VI. Exercises in spelling the endings of nouns.

1 . Commented letter (Card - task 2).

Perform the necessary actions and fill out the table, in the initial form, highlight the ending. After choosing a letter, enter it in the "box".

(In the course of filling out the table for commenting at the blackboard, a separate student is called for each word)

Are there words in the same case? (Yes. These are the words at the edge and in the area , standing in the prepositional case, and the words to the bed and across the crib , in the dative case.)

Compare their endings: are they always the same? (Not)

How can this be explained? (Words have different declensions)

2. Work on the table "Case endings of nouns".

Which case endings should be remembered for nouns of the 1st declension? 2nd declension? 3rd?

3. Repetition of the spelling rule o and e in the endings of nouns in the instrumental case after hissing and c. (Annex 3)

What case is the last noun in? (In creative)

What feature of the spelling of the endings of nouns in the instrumental case after hissing and q should we remember? Give examples.

In nouns instrumental after hissing and C is written under stress Oh, and without the accent E

For example: ball about "m, soulʹsh e m.

PHYSICAL MINUTE

4. "Find mistakes" (Work on cards - task 3).

Now check yourself. Find the mistakes that 4th grade students made in writing the endings of nouns.

VII. Repetition of the algorithm for checking unstressed endings of adjectives. (Annex 4)

How to determine the gender, number and case of an adjective?

Determine the number, gender and case of the noun.
According to the gender, number and case of the noun, determine the number, gender and case of the adjective.

Name the actions that should be performed in order to correctly solve spelling problems in unstressed endings of adjectives.

find a nounto which the adjective refers.
Ask a questionfrom a noun to an adjective, and by the stressed ending of the question, find out the ending of the adjective.

2. Selective dictation. Game "Order".

(Work on cards - task 4).

Now let's play. The game is called Order. I order you an adjective in a certain gender and case. Your task is to find such an adjective, name it and explain the spelling of the ending.

In the blue sea, at the neighboring forest edge, along a good road, in early winter, near a fallen ___ oak, on a desk, early in the morning,

Required: (slide)

The name is an adjective of the middle gender in the instrumental case (in the early morning);

The name is a feminine adjective in the genitive case (at the neighboring edge);

Feminine adjective in the dative case (on a good road);

Adjective male in the genitive case (near a fallen oak);

The name is an adjective of the middle gender in the prepositional case (in the blue sea);

The adjective is feminine in the instrumental case (early winter);

Masculine adjective in the prepositional case (on the desk);

VIII. Repetition of the algorithm for checking unstressed verb endings. (Annex 5)

Name the actions that should be performed in order to correctly solve spelling problems in unstressed personal endings of verbs.

1. Determine the tense of the verb.

Complete task #5 on the "Get to know me" card

1. Write the verbs in the singular. Specify the conjugation.

IX. Independent work on cards (task 6).

Do the task yourself 6. Insert the missing endings. Above nouns and adjectives indicate declension and case, above verbs - conjugation.

(After the work is completed, the card is handed over for verification)

X. The result of the lesson.

What spelling did we repeat today?

How to check unstressed endings in nouns? (Repetition of actions according to the algorithm)

What clue words do you remember?

How to check unstressed endings in adjectives?

How to check the unstressed ending of verbs?

What goals did we set? Have you been able to achieve them?

Attachment 1

Card for the lesson on the topic

“Reinforcing the spelling rules of unstressed endings

nouns, adjectives and verbs.

Surname, name ______________________

Vocabulary work.

Student ... nickname, teacher ... tel, m ... rkovny, b ... speech, g ... r ... dskoy, from ... a tank, p ... congratulations, to ... empty, yag ... yes, d ... zhurny, r ... sti

Number of mistakes ____

Mark _____

Checked by _____________________

Fill the table:

Find errors:

Key, pencil, rook, lily of the valley, beam, finger, prince.

Game "Order".

In the blue sea, at the neighboring forest edge, on a good road, in early winter, near a fallen oak, on a desk, early in the morning.

Get to know me.

Transfer ... t, bre ... t, laying ... sh, hear ... sh, ask ... shush, sit ... sh, endure ... sh, squelch ... t, light ... t, bathe ... shush.

Independent work.

Insert the missing endings, indicate the declension and case above the nouns, and the conjugation above the verbs.

In a deep ... ditch ..., in a dense ... forest, in an army ... serving ... you, solving ... those tasks, to an old ... arbor ..., on wet ... sand ..., from springs ... .. rain, doing ... your lessons , before the winter ... cold ..y, from sweet ... cranberries, for the best ... .. friend, on a winter ... evening, along the green ... field, warm ... the earth.

Appendix 2

Algorithm for checking unstressed noun endings.

Put a word with an unstressed ending in initial form todetermine declination.
Determine casewords with unstressed endings.
Remember the endingnoun of this declension in the right case.
For check : pick up a word the same slope deniya, but with a shock ending.
Put in the form of the same case as the word being checked, a word with a stressed ending.
Write the same ending in an unstressed position.

Beginning f. → genus → → cl.
Case.
Check word.
Prov. word → case

Appendix 3

SPELLING O AND E IN THE ENDINGS OF NOUNS AFTER SIZING AND C.

In instrumental nounsafter hissing and Cspelled under stress Oh, and without the accent E

For example: ball, shower, garage, bird, grove.

Appendix 4

Algorithm for checking unstressed endings of adjectives.

Find the noun that the adjective refers to.
Put the question from the noun to the adjective and find out the end of the adjective by the stressed ending of the question.

Appendix 5

Algorithm for checking unstressed verb endings.

1. Determine the tense of the verb.

If the verb is in the present or future tense:

1. Put the verb in an indefinite form.

2. See if this verb belongs to exception verbs.

3. Remembering the rule, determine the conjugation.

a) if the verb belongs to the I ref., at the end we write E.

b) if the verb belongs to the II ref., at the end we write I.

Exercise 1. Rewrite, opening brackets. Determine the type of declension of nouns and their case. Graphically indicate the endings.

Exercise 2. Form the genitive singular from the following nouns. If two forms are possible, indicate their differences (semantic, stylistic).

Shine, battle, hail, year, actor, wind, grapes, city, day, tar, income, voice, ship, peas, bow, cry, kvass, leaf, honey, milk, hammer, people, fire, pepper, miss, gunpowder, consumption, garden, table, hearing, sugar, trail, laughter, argument, snow, brushwood, tea.

Exercise 3. From these cognate words, form the form of the genitive case. Underline the endings and explain the spelling.

Son - son, matchmaker - matchmaker, carrot - carrot, potato - potato, dream - dreaming, exit - trick, request - petition, revenge - revenge, sunrise - ascent, guest - guest, Eugene - Evgenia, Valery - Valeria.

Exercise 4. Form forms from the following nouns:

a) instrumental singular: night, rye, degree, way, family, nightingale, young man, station, Borodino, Pushkino, Yuryev, Rostov, Tsaritsyn;

b) instrumental plural: night, whip, bone, daughter, church, mother, neighbor, beast, nail, guest, acorn, claw, ear, shoulder, knee;

in) prepositional with prepositions about (about), in, on. Put emphasis. Make up sentences with these nouns in this form: coast, beast, brooch, jam, wind, whirlwind, gas, eye, gallery, guest, guest, city, genius, house, game, oak, calm, building, wrist, tooth, edge , cue, lie, lichen, elk, bridge, moss, cape, Natalia, vacation, raft, garden, table, radiance, shadow, beehive, surname, mouth, workshop, cold, tea, closet.

Exercise 5. Form the nominative plural from the following nouns. If there are variants of forms, indicate how they differ. Highlight the nouns in which the ending -а or -ы performs a meaningful function. Put the stress in the formed forms.

Shore, brother, wind, century, wagon, pennant, eye, year, town, doctor, contract, duty, foal, mirror, inspector, root, bell, wheel, ring, camp, fur, mother, people, order, vacation, shoulder, conflagration (strong fire), conflagration (ashes), dress, professor, wire, sleeve, sickle, watchman, station, judge.

Exercise 6. From words with what meaning are the following plural forms formed?

Teeth - teeth, bodies - bodies, roots - roots, orders - orders, wires - wires, scores - accounts, currents - currents, brakes - brakes, tones - tones, flowers - colors, anchors - anchors.

Exercise 7. Form the genitive plural from the following nouns. Select the nouns that have a zero ending in this form. Put emphasis.

Orange, banana, mediocrity, ram, drill, slaughterhouse, fable, sparrow, cherry, gate, liar, grumbler, raven, viper, goose, cooking, heroine, hollow, bottom, melon, village, brazier, colleague, horse, cuirassier, arena, cuff, youngster, Mongol, nanny, sissy, eagle, towel, songbird, vacation, doll, dancer, piglet, wormwood, gun, trotter, gape, dormouse, son, shutter, sweetheart, drake, sable, soldier, judge, black grouse, customs, smart girl, reading room, naughty, spinning top, hawk, anchor.

Exercise 8. Indicate the features in the formation of forms of the instrumental case of the singular for the following nouns.

Chisinau, Kalinin, p. Kirsanovo, Pskov, Borodino, Sarajevo; Alexander Herzen, Alexander Green, Ivan Petrov, Charles Darwin, Charlie Chaplin.

Exercise 9. Rewrite, inserting the missing letters in the endings, graphically indicate the endings and indicate the case of the noun.

1. And below, on mountain ash ..., busty red-throated bullfinches scattered, and, having alarmed, the whole hundred ... and flew off, and, like beads, sat on the branches of a white birch, shaking off the silver in ... d (S.- Mick.). 2. The next day, the news of the fire ... spread throughout the neighborhood. Some guessed the truth ... and claimed that the culprit of this terrible disaster ... was Dubrovsky himself ... (P.). 3. Dunno quickly dressed and climbed the creaky wooden stairs ... (Nose). 4. Icing occurs when ... rain and sleet fall, during evaporation ... of water, when the air temperature is very low. The strongest icing occurs when splashing ... a vessel with a wind force of more than five points. 5. Arabic books say that in the middle ... of the first millennium ... the Slavs ... carried on a great deal of trade with the Greeks. 6. In the morning on the still yellow winter ... only the edges of the puddles turned green ..., and by evening the whole winter turned green (Prish.). 7. Cold winds blew ... Many times snow began to fall in large flakes. Stretched across the road and disappeared into the spruce forest ... accelerating hare trail. Fox, stitched, paw by paw, winds along the roads ... (S.-Mik.). 8. Once Fedya had a fight with Grisha ... and Kopeikin ... m because of a bottle of carcasses .... It turned out to be a blot on his forehead ... Here, no one without laughter ... could not look at him (Nose.). 9. When a thick cloud floated on the suns, the cold breeze intensified (Nag.). 10. Water in the tanks ... remained only at the very bottom (Cat.). 11. The lighthouse was so high that not every bird could climb to its top ... In bad weather ... the lighthouse went into a foggy height and its top disappeared ... (House.). 12. You are going. Streams of sand... fall asleep behind your trail (Sweet). 13. Vasily Ivanovich (S.-Mik.), a manual crane, enjoyed the greatest love and respect in the aviation detachment. 14. Nothing, of course, can give such an accurate feeling ... of the past as a meeting with a living witness ... m (Paust.). 15. There are words, as if simple and harmless, which, once spoken at the time ..., again and again appear in the memory ... and do not let you live (Nag.).

Exercise 10. Rewrite, putting the nouns (in brackets) in the appropriate case form. Indicate the case of nouns and indicate their endings.

1. Gavrila was seized by a wave (memories) of her (village), running down a steep mountain down to (river), hidden in (grove) (M. G.). 2. So he lived with (feeling) that he could call and come to (Lyubov Petrovna) (Sol.). 3. I am sitting in (half-forgetfulness): neither sleeping nor awake (Sweet). 4. The snow at the (foot) of the trees resembled lean sugar (Nag.). 5. I lived in (enchantment) (incomprehensibility) surrounding (Nag.). 6. In the fierce (singing) of the winds, the heart does not hear the right (consonance) (Sick). 7. And how many (deeds), (events), (fates), human (sadness) and (victories) fit into these ten (days) that turned into ten years! (Tward.). 8. Trunks (apple trees), (pears), (cherries) and plums are painted from worms in white paint (Ch.). 9. Heavy huge clouds (T.) were still crowding in (distance). 10 A welcome friend of the unknown (for centuries)! You are trembling all over, you are shocked by the past! (Bruce.).

Exercise 11. Rewrite, adding the necessary endings.

1. The provincial leader was in despair .... (L.T.). 2. Meanwhile, the horse stood peacefully in the middle of the meadow, higher than belly-deep drowning in forbs ... and flowers .... (Sol). 3. A pig once wormed its way into the manor's yard, around the stables ... n ... there and the kitchens ... leaned over (Kr). 4. There is no happiness in inaction ... (Tsost). 5. Eat in brighten... autumn evenings touching, mysterious charm ... (Tyutch). 6. He didn’t eat at all, drink, or walk around the galley ... (Lesk.). 1. Beletsky thought that Olenin only wanted to have fun, and Olenin was waiting for the decision of his part ... (L.T.). 8. At the wall of Kitay-gorod, a handful of people surrounded a man in a frieze overcoat ... (L.T.). 9. And you can’t hear the chirping of birds, even though the forests in the Zavolzh ... are rich songbird(M.G). 10. The commissioner was getting worse. He lived on morphine ..., on camphor ... and because of this, sometimes for whole days he twitched uneasily in his bed in a state of ... narcotic semi-consciousness (Pol.). 11. She found ladies and youth in the garden ..., in raspberries ... ke. Some ate raspberries, others ... wandered through the beds of strawberries ... (Ch.). 12. Grandma Akulina was not at all surprised by our prey ... (Sol.). 13. In the intervals between shots, one could hear how timidly called to one another in the swamp ... frogs disturbed by the shooting (Shol.). 14. At dinner, Kazakevich told me that tomorrow, at the end of ... the novel, he was thinking of going out of town (V. Bel.). 15. To jump on a parachute ... means to destroy the plane (Water). 16. Peasant hut. oak table. Oak shops. Image ... in the corner (SAlex). 17. Being exiled ..., the poet often turned to friends with a request to send him this or that book (Hessen.). 18. Reported now about his arrival ... (SAlex). 19. The bear is dozing, but sensitively listening to the restless life ... of the winter forest (Zuev). 20. A huge frosty elk stands in the midst of a phosphorescent sheen ... of snow, chews on pine needles and blows clubs of steam ... (Zuev). 21. The bitterness of the aspen is sweeter than sugar to a slanting one ... (Zuev). 22. Every actor has a dream about one role ... (Isb.). 23. And I miraculously forget ... I fettered my movements (L.) 24. He wanted to hear ... scream. 25. I felt that this god is an evil and uncomfortable old man ... (M. G.). 26. Ant ... in the thicket drags a heavy oak (March.). 27. I was killed near Rzhev ..., in a nameless swamp .... (Tv.). 28. With my approach ... he did not express either fear or surprise (Abr.).

Exercise 12. Add endings, explain their spelling.

Barns..., bagrisch..., swamps..., veslishch..., windy..., vinishch..., wolves..., lumps..., heads..., hills..., dvorishch..., money..., frying..., hutch..., caftan..., claws..., mosquitoes..., paws..., corns..., swindlers..., boots ..., strengths ..., minds ..., tails ..., human beings ..., monsters ..., cold .... Belly ..., name ..., merchant ..., blanket..., paycheck..., little things..., clerk..., servants..., old man..., bunnies..., rublishk..., life..., braggart..., fate ..., letters ..., factory ..., people ..., beds .... Started ..., sang ..., chiseled ..., crammed ..., smeared ..., touted ..., ate ..., shone ....

Exercise 13. Determine the conjugation of verbs, form the indicated forms and indicate personal endings:

a) 3rd person singular and plural present or future tense: shave, bring out, bend, gnaw, drive, breathe, reap, envy, call, depict, mow, cut, pump, cherish, catch, wave, hate, wash , receive, whistle, create, lay, stand, rub, stick out, assure, smell;

b) 3rd person plural present tense: rotate, twirl, wag, grieve, warm, row, dictate, regret, chew, acquaint, go, qualify, prick, peck, paint, dip, carry, weed, sing, whip , slide, interpret, weave, darken, convince, want, bloom, draw, sew.

Exercise 14. Write out the verbs in groups: I and II conjugations.

1. To admire a person, to think about him, I learned from many (M. G.). 2. We didn’t get out, we didn’t open the hatch - such a fire scratched (Tv.). 3. The funniest laugh is to laugh at those who laugh at you (Key). 4. And in fact, the widow has already begun to look at Melita with not the same eyes (Lesk.). 5. It became interesting for me to compare them with the orders of other administrators (Lesk.). 6. Katyusha did not know how to save money and spent on herself, and gave to everyone who asked (L.T.). 7. Oblomov ordered to take out a few crappy paintings (Gonch.). 8. Against this habit of inviting him to dinner, Pelageya Evgrafovna constantly rebelled (Pis.). 9. Metal, if touched without gloves, instantly sticks to the hands (Eb.).

Exercise 15. Write down, inserting the missing letters, explain the use of personal endings of verbs.

1. Sweetly dozing ... in bed (Bl.). 2. He laughs ... tsya - everyone laughs ... t, frowning ... t eyebrows - everyone is silent (P.). 3. Many people remember - as well as how Ivan Onufrich at that time spoke ... al and how his drinking auditor for the kingdom of hair taek ... shaft (S.-Shch.). 4. Snack the thread with a tooth ... t, estimate ... t matter on the chest, carefully look ... t - did it turn out like that (Ast.). 5. And in the kosh ... lkah cackling ... t geese and peeping c ... plyatki (Lesk.), b. In any field of human knowledge lies the abyss of poetry (Paust.). 7. And it seemed that he saw ... himself on the big stage ... (Ob.). 8. Human egoism in a moment of danger ... to carry becomes ... especially ... disgusting (Lesk.). 9. Athos was the first to notice ... the danger ... and rushed ... into the bushes (Alex.). 10. - This minute. Swear ... those. And I, too, take a seat here ... (Bob.). 11. It's a pity, it's a pity, he is small with a head and writes nicely ... t, translation ... t (Alex.). 12. There is ... an opinion that mushrooms, especially after rain, will grow ... in one night: this is unfair (Ax.). 13. In the summer you don’t see stars ... sh ... (Pan.). 14. People cleared ... t paths, natopch ... t, they will inherit, and the snow will go again and everything will block up ... t almost weightless down pillows(Pan.). 15. What can you see in the Meshchera region? (Paust.). 16. And over the meadows the wind drives ... lead clouds (Paust.). 17. I hope it will be possible ... to hide in time under that oak tree (Paust.). 18. This, my brother, never forget - at least once you breathe ... - in a dream, remember ... t ... sya (A.T.). 19. Deep dust lay on a wide, endless path; it seemed that you were walking ... in velvet shoes (Bun.). 20. The devil knows them, people: how will they ... scratch their tongues, so they won’t stop ... (V. Sh.). 21. In a dark gray sky, in some places, a blink ... t stars; damp breeze occasionally foray...t in a light wave; hear ... t ... sya restrained, indistinct whisper of the night; the trees faintly rustle, drenched in shade. Here they put a carpet on the cart, standing at the feet of a box with a samovar. Attached hedgehogs ... t ... sya, snort ... t and dapper stepping ... t with their feet ... You go ... those - go ... those past the church, from the mountain to the right, across the dam .. The pond is barely starting ... t smokes ... sya. You are a little cold, you cover your face with the collar of your overcoat; you doze ... t ... sya. Meanwhile, the dawn of the flare ... t ... sya; already golden stripes stretched across the sky, in the ravines there are clubs ... t ... fumes ... How freely you breathe ... t chest ... (I. Bun.).

Exercise 16. Form the form of the 2nd person singular and plural from the following verbs imperative mood. Designate endings.

Beat, worry, lead, return, pour out, walk, forbid, fry, go, eat, eat, throw, writhe, lie down, lie down, freeze, write, spread, chop, repeat, put, ask, put, crawl, drink, read, notify, read.

Exercise 17. Insert the missing letters, underline the endings of the verbs. Formulate a rule that regulates the spelling of the corresponding vowel.

Sign... your resignation letter. You will sign this document today. When you are well...those, we will immediately leave here, only recover...those, please hurry. Get out ... those of the room, it must be ventilated. When you come out of the forest, an immense space will open before you. Crossing...the street only at a green traffic light. If you're crossing...those street, look around. Choose ... the necessary quotations from the text. If you choose those times, visit us. If you apply a lead lotion to the bruised place, the pain will immediately subside. Make every effort to complete the work on the topic.

Exercise 18. Rewrite, inserting the missing letters. Specify the verb conjugation.

1. Without wind, water does not sway ... Xia. 2. Ask with thunder - a downpour answer ... that is. 3. As a bed ... sh ..., and after ... sh ... 4. A thin person is not respected in any way ... sh ... 5. Softly lay ... t, but sleep hard. 6, The shirt is worn out, but a good deed is not forgotten. 7. With whom the bread and salt of the waters ... sh ..., on that and the campaign ... sh ... 8. The tree is held ... by roots, and man - friends. 9. A rare guest of mercy is simple ... t, and a frequent guest is barely bearable ... t. 10. Feed with a spoon ... t, and kol ... t with the handle of the eye. 11. Cities are built not with a language, but with a ruble and an ax. 12. From the pity of love, you can’t find ... sh ... 13. As a call ... sya, so do the responses ... sya. 14. A cowardly friend is more dangerous than an enemy: the enemy is afraid ... w ... xia, and relying on a friend ... sh ... xia. 15. From someone else's tears, you will not grow ... w ... your own joy. 16. After the case for advice is not a move ... that is. 17. The horse pulled out ... t ... sya - catch up ... sh ..., but the spoken word is not the gate ... sh ... (Proverbs and sayings)

Exercise 19. Rewrite, adding participle endings, indicate their case form.

1. With his left hand, Zeus leaned on a rod, decorated ... with the figure of a sacred eagle (Dom.). 2. The legs of Zeus, dressed ... in sandals, rested on a bench, supported ... along the edges with golden lions (Dom.). 3. In front of the shops, on the square, along the wide sidewalk, portable tents stood and merchants crowded with baskets and bags, filled with ... a variety of products. 4. Old Berestov internally regretted the lost ... labor and time for such useless whims, but was silent out of politeness (P.). 5. The lower part, consisting ... of twenty-three wide steps, was a solemn, front staircase leading ... from all four sides to the temple (House). 6. Grandmother took away the exhausted ... bird and began to reproach the cat ... (M. G.). 7. I saw how peasant women came with buckets, poked wooden nail, being at the end of the deck, they put a bucket on large stone slabs under a stream of water (Ars.). 8. Directly in front of them was a large gate, decorated ... with huge emeralds, sparkling ... so brightly that they even blinded the painted ... Scarecrow's eyes (Wolf.). 9. The yard, once decorated ... with three regular flower beds, between which there was a wide road, carefully swept ..., was turned into an unmowed meadow, on which a entangled ... horse was grazing (P.). 10. But the horse, having galloped to the ravine, had not been seen by it before ..., suddenly rushed to the side, and Muromsky did not sit still (P.). I. It was said that once he [the raven] stole money from a lady's purse, and another time at lunchtime he scattered and stole the documents of some commission that came ... for revision (S.-Mik.).