Finished works

DEGREE WORKS

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Know: ways of expressing the subject with a noun, pronoun, combination of words.

Be able to: find the stem of a sentence in which the subject is expressed by a noun or pronoun.

Repetition: spelling of unstressed vowels in the root.

I. Entry in the Dictionary of Difficult Words.

Subject, predicate.

II. Checking homework.

III. Repetition of what has been learned in syntax.

1. Which parts of the sentence are called main?

2. What does the subject mean? What questions can be used to find the subject of a sentence?

3. What parts of speech express the subject? Give examples.

4. What does the predicate mean? What questions does it answer?

5. Which part of speech most often expresses the predicate? Give examples.

6. What is the grammatical basis of a sentence?

7. How many main members can there be in a sentence? Give examples.

8. What are the names of the remaining members of the sentence?

In order not to duplicate what students should have firmly learned in elementary school, it is necessary to clearly understand what knowledge fifth-graders have about the main and minor members of a sentence.

From the course of grades III-IV, students know that the subject and predicate are the main members of a sentence; the subject answers the question to what? or what?, denotes who or what is being talked about in a sentence, and is most often expressed by a noun or pronoun. Students know about the predicate: it means that it is said about under answers the question what does the object do? and is most often expressed as a verb. They also know that the remaining members of the sentence are called minor.

IV. Recording from dictation.

Underline the main terms, write above them which parts of speech are expressed.

I spend the night in an old gazebo. It is overgrown with wild grapes. In the morning the sun shines through the foliage. The sparrows look into the gazebo with surprise. They are attracted to watches. They tick on the round table.

(According to K. Paustovsky.)

What tense verbs express predicates?

Write down the pronouns that act as the subject. (Pronouns are written me, her, them.)

Come up with sentences in which other pronouns can act as subjects.

What are these pronouns? ( You, he, we, you.)

The teacher tells students that the subject can be a word or group of words that answers the question about? or something? and are related to the predicate in meaning and grammatically.

Helping rule: it is easier to find the subject if you put a question to it from the predicate.

V. Collective work performance.

The teacher reads the sentence, students find its grammatical basis. When performing the exercise, students use an assistant rule (the exercise is performed orally.)

1. Three wise men set off across the sea in a thunderstorm in one basin. (S. Marshak.) 2. But who is laughing so loudly in the well? (D. Ciardi.) 3. A hundred snakes hiss suspiciously at two guys. (S. Mikhalkov.) 4. Three crows stayed at the ice hole for three hours. (V. Fetisov.) 5. I saw three drops of rain on the glass. 6. Three drops fell from dad’s hat. (V. Levin.)

VI. Test work.

The purpose of the work is to test students’ ability to find the basis of a sentence in which the subject is expressed by a noun, pronoun or combination of words.

I. Indicate sentences in which the subject is expressed by a noun.

1. Cheerful reflections of the fire played on the glass.

2. On the stove, two boys snored sweetly.

3. Valentinka remembered the fairy tale about Ivashechka.

4. She pulled out an armful of brushwood from under the snow.

5. A damp fog hung over the river.

(According to L. Voronkova.)

II. Find sentences in which the subject is expressed by a pronoun.

1. Grandfather’s seedlings were green on the windowsills.

2. They took the bull outside.

3. The blue puddles sparkled dazzlingly under the sun.

4. Grandfather carefully took the letter out of the envelope.

5. She will run barefoot through the fresh grass.

(According to L. Voronkova.)

Teacher's checklist: I. 1, 3, 5; II. 2, 5.

Homework:§ 30, 31, ex. 157, 158; prepare the “Subject” card for the typesetting canvas.

Lesson 36. Predicate

Know: ways of expressing the predicate.

Be able to: find the grammatical basis of a sentence where the predicate is expressed by a verb, noun, full or short adjective.

I. Checking homework.

As the exercise is checked, the left side of the table is filled in, then fifth-graders fill in the right side with their examples.

Novocherkassk Suvorov Military School of the Ministry of Internal Affairs of the Russian Federation.
“Repeat spelling.”
Educational and methodological manual on the Russian language.
Part 2.
Compiled by:
Molozhavenko K.V.

Novocherkassk 2014.
Reviewers: head of the cycle of humanities
Police Lieutenant Colonel Sakovtseva N.E., Russian teacher
language and literature Zhorova L. E.
The educational manual contains
systematized theoretical information on some
sections of the Russian language, didactic materials for them and
final test. The manual is addressed to students of the NSVU Ministry of Internal Affairs for
preparation for the Unified State Exam and teachers to control knowledge
students on these topics.

SPELLING OF PERSONAL ENDINGS OF VERBS.
2nd conjugation: all verbs start with – IT, except SHAVE, LAY, POSITION + 11 verbs
exceptions: HEAR, SEE and OFFEND,
PUSH, HOLD and HATE,
and LOOK, BREATHE, TWIST,
but DEPEND and TENDER.
REMEMBER:
1st person I am silent, I speak, we are silent, we speak
2nd person you are silent, you speak you are silent, you speak
3rd person he (she) is silent, speaks they are silent, speaks
1st conjugation: all other verbs ending in – EAT, AT, OT, UT, YTY and others + verbs ending in –
YAT: sow, winnow, soar, melt, bark, repent, toil, hope, cherish, start, teat, smell,
bleat and others.
REMEMBER:
1 person I'm walking, warming up, we're walking, warming up
2face you go, you warm you go, you warm
3 person he (she) is walking, warming they are walking, warming
You should pay attention to the differently conjugated verbs WANT, RUN, DISGUST, EAT,
GIVE, which have personal endings of both 1 and 2 conjugations, which creates difficulties in
formation of grammatical forms from them.
REMEMBER:
1st person I want, we want 1st person I'm running we're running
2nd person you want you want 2nd person you are running you are running

3rd person he (she) wants they want 3rd person he (she) runs they run
Imperative: RUN, RUN.
In the imperative mood, the verbs PLACE, RIDE have the forms: Luggage or PLACE,
LET IT GO, GO, GO.
REMEMBER:
Personal endings depend on the MOMENT of the verb. If the verb is in the indicative form
mood, then the ending corresponding to the type of contraction is written.
Go out into the garden on a summer morning. When you go out, you WILL hear birds singing.
SPELLING OF VOWELS IN SUFFIXES OF VERBS.
Spelling of suffixes in past tense forms: since this form is formed from
bases of the infinitive, then before the suffix - L in the past tense the same vowel is written as
in the infinitive before –Т (ТI): see – saw, glue – glued, sow – sowed.
Suffixes – OVA (EVA), YVA (IVA):
If the verb is in 1st person singular. h. ends in -УУУ (УУУ), that is, there is no suffix, then in
in the infinitive and in the past tense it is written - OVA (EVA): I preach -
Preach, preached; talking - talking, talking.
If the verb is in 1st person singular. h. ends in – YVAYU (IVAYU), that is, the suffix is ​​preserved, then
in the infinitive and in the past tense it is written -YVA (IVA): take into account,
took into account; I consider - consider, considered; the suffix –VA is always stressed and
used in imperfective verbs, before the suffix –VA the same vowel is written as
and in an indefinite form before –Ть: stop – stop.
REMEMBER:
Get stuck get stuck - get stuck
Eclipse - eclipse - eclipse
Extend – extend I extend
Suffixes - E and - I in verbs with the prefix OBES (OBES).
The spelling of suffixes in these verbs depends on the TRANSITION category
INTRANSITIVITY of verbs.
In the suffixes of intransitive verbs denoting an action, a state not aimed at
another subject and related to 1 conjugation, the letter E is written.
Our region, formerly rich in forests, is now completely deforested.
Our river is dehydrated.
In the suffixes of transitive verbs denoting an action, a state aimed at another
subject and related to the 2nd conjugation, the letter I is written.

Frequent fires have deforested our forests (deforested what? forests).
The pulp mill completely dehydrated our river (dehydrated what? a river).

SPELLING OF VOWELS IN SUFFIXES OF PARTICIPLES.
Active participles.
Present tense.
USH (YUSH) – 1 conjugation (fight – struggling);
АШ (ЯШ) – 2nd conjugation (to breathe – breathing).
Past tense.
VSH (Sh) - paint - painted, bring - brought.
Before the suffix – VSh the same vowel is written as before – Т in the infinitive:
paint - painted, see - seen.
Before the suffix - Ш the same consonant is written as before the end of the infinitive:
bring - brought, save - saved.
Passive participles.
Present tense.
EM 1 conjugation (perform – performed),
IM2 conjugation (dissolve - soluble, move movable).
Past tense.
ANN(y), YANN(y), if the infinitive ends in –AT, YAT:
mix - implicated, shoot - shot;
ENN (th), if the infinitive ends in –IT, TI, CH:
shoot - shot, knead - kneaded.
TRAINING EXERCISES.
1. In which row in both words is the letter I (A) missing?
1) foaming streams, they fight without rules
2)
the grass is swaying, the lights are looming on the horizon

3)
4)
a carnation is holding on, a house under construction
they are dragging a net, doing work
2. In what row is the letter U (Y) written in all words?
1) who fights for freedom of speech, he is worried about trifles
2)
A veterinarian treating dogs, they leave the capital
3) a rotating wheel device, they shave often
4) moaning in his sleep, they have time
3.
In which row is the letter I written in all words?
1) they are heating water, looking into the distance
2) they don’t see anything, coming on schedule
3) the winds wind, seeing the results of their labor
4) working youth, thin log
4. In which row in both words is the letter E written in place of the gap?
1)
the dawn is a little dawning, it’s a busy business
2) remember the first date I saw with my own eyes
3) the miller grinds grain, barely audible sound
4) darkness creeps in, the poem is read... out loud
5. In which row is the letter I missing in both cases?
1) someone moaned...th, offended...others
2) you can hear crying, dried hay
3) he can’t see anything around, he can barely hear...my song
4) he drives away, elected...deputy
6. In which series of words is the same letter missing?
1) mounds of silence...t, friends don't quarrel...
2) they make up... touching... the secret
3) the grass spreads, pacifying the gaze
4) wolves wander through the forest, training animals
7. In which sentence is the letter I written in place of both gaps?
1) Knock on my window if you go out for a walk.

2) Write down all the verbs when you finish reading the exercise.
3) When you sweep...the trash, take...it out.
4) If you subscribe to newspapers at home, get used to reading them regularly.
8. In which sentence is the letter E written in place of gaps?
1) The feat of a private is immortal... his name.
2) Where the swampy area is dehydrated, the green sea sways.
3) After the fire, the neighbor became homeless and we haven’t seen him since then.
4) He recovered and it was as if he heard birds singing for the first time.
9. In which sentence is the letter I written in place of the gap?
1) This summer, many rivers were dewatered.
2) The son became penniless in foreign lands.
3) The fighters weakened the enemy.
4) Having made a difficult transition, the tourists became exhausted.
SPELLING OF ADJECTIVE SUFFIXES.
1) -OV- after hissing and C under stress: lead, crimson;
EB in unstressed position: suede, pear.
2) IV under stress: jealous, beautiful;
EB in unstressed position: lilac, enamel.
REMEMBER: merciful, holy fool, gentle.
3) CHIV, LIV are always written with the letter I: changeable, sympathetic.
REMEMBER: gutta-percha.
4) CHAT patterned, log.
REMEMBER: plank.
All consonants (except C) before the suffix –CHAT are preserved: freckle – freckled;
the letter C alternates with the letter T: tile - tiled.
5) IST is purebred, dexterous.
6) K is written:

in qualitative adjectives, if there is a short form: daring, daring, sharp
- harsh;
in relative adjectives with stems in K, Ch, C: blacksmith - smith, weaver -
weaving.
REMEMBER:
Uzbek - Uzbek, Tajik - Tajik, Uglich - Uglich.
SC in relative adjectives: French, sailor.
7) In adjectives formed from nouns with a base ending in –Нь, b is not written: Kazan
- Kazan, Astrakhan - Astrakhan.
L is retained in the names of the months: June - June, November - November, except January
January.
Before the suffix –SK there is an alternation:
G – F: Varangian Varangian
X – Sh: Lyakh – Lyashsky.
8) –ESK prophetic, creative
EH in the short form of adjectives on - YNYY: sultry sultry, calm - calm.
REMEMBER:
worthy, unworthy.
TRAINING EXERCISES.
1. Insert the missing letters and explain the spelling of the words.
A distinct whisper, a patterned scarf, a picky person, a pear compote,
plum...your jam, dear sir, conversational...whimsical pattern, brown...
new apron, explosives, crumbly rice, purpose...obsessive
thought, soy...sauce, mud...baths, nickel...sculpted mine, unfriendly character, fish...
some ship, July... day, horse... mane, soldier... letter, January... snow, general...
job title.
2. Which answer option contains all the words where the letter I is missing?
A. Consider.
B. Thing..howl.
V. Conscientious...vy.
G. Pillow.
1) A, D 2) B, C, D 3) A, B 4) A, C, D

3. Which answer option contains all the words in which the letter I is written in place of the gap?
A. Well done...well done.
B. Soak...to soak.
B. Fabric...vy.
G. Svertoch...k.
1) B 2) A, B, C, D 3) A, B 4) A, B, D
4. Which answer option contains all the words where the letter I is missing?
A. Solom...nka.
B. Emphasize.
V. Usidch...vy.
G. Overshadow.
1) A, B, C, D 2) B, C, D 3) A, B, C 4) A, C, D
5. Which answer option contains all the words in which the letter E is written in place of the gap?
A. Endure.
B. See...l.
V. Picky...yy.
G. Calm down...l.
1) B, D 2) A, C 3) A, B 4) A, B, C
CONSOLIDATED AND SEPARATE WRITING OF PREPOSITIONS, CONJUNCTIONS AND HOMONYMOUS
PARTS OF SPEECH.
To complete this task, you need to be able to distinguish homonymous parts of speech, that is, those that
They sound the same but are spelled differently.
DISTINGUISH between derived prepositions (they can be replaced by other prepositions) and homonymous ones
parts of speech, for example, nouns with prepositions (they have dependent words and
appear in the direct meaning), combinations of pronouns or adverbs with a particle or preposition.

Prepositions
Homonymous parts of speech

DURING (day) (= in
continuation)
during (river)
IN CONTINUATION (long
time) (= during)
in continuation (books)
IN CONCLUSION (his
speeches)
in the opinion (of experts)
DUE TO (bad weather) (= due to
bad weather)
in consequence (in the case of citizen N.)
LIKE (habits) (= like)
ABOUT (competition) (= about
competitions)
in gender (and number to agree)
to account (transfer money)
INSTEAD (me)
to (the right) place (to go)
BELOW (letters)
at the bottom (at the very bottom of the cabinet)
TOP (happiness)
on top (of a tree)
TOWARDS (the sun) (= towards
sun)
SIDE (at home)
to a meeting (with a friend)
from the side
(roll over on your side)
DESPITE (circumstances)
without looking (to both sides)
DESPITE (difficulties)
IN VIEW OF (bad weather) (= due to
due to bad weather)
regardless (of languid beauties)
in sight of (city) (= near)
The difference between conjunctions and allied words and homonymous ones
parts of speech
Conjunctions and allied words
Homonymous parts of speech
TO
(= in order to, in order to:
It is important that everything is done
on time.)
TO
(a combination of a pronoun and a particle that
can be omitted: What can I come up with?)
REMEMBER: come what may

BUT
(= but: small, but reliable)
FOR THAT
(combination of preposition and pronoun:
hide behind that tree)
SAME. ALSO (= and)
(SAME cannot be omitted:
I'll go too
to the theater. - And I'll go to
theater.)
THE SAME (the same), THE SAME (the same)
way) (the particle SAME can be omitted: I
did the same as him. I went the same way
yesterday.)
WHY
(= why: Why do I have nothing
doesn't work? - Why do I have
nothing works?)
FROM WHAT

What does decision making depend on?)
THAT'S WHY
(= because: That’s why I’m like this
sad. - That's why I'm like this
sad.)
FROM THAT
(combination of a preposition with a pronoun:
It is difficult to sail from that shore.)
Moreover, AND (= besides,
= besides, besides)
(He is stupid and, at the same time, arrogant. He
I was late and I did it
deliberately.)
AT THIS, AT WHAT (combination of prepositions
with pronouns:
At that club there must be
dance section.)
SO
(- therefore, means)
(acts in the meaning of introductory
words: So, the decision has been made.)
AND SO (= but so) (combination of conjunction and adverb,
which can be rearranged to another location: And
This is what he does every time. - He
does this every time.)
THEN
(= for what purpose: Then I came,
to find out everything.)
THEN
(combination of preposition and pronoun: River
was visible around that bend.)
Conjunctions and allied words
Homonymous parts of speech
FOR WHAT
(= why: Why judge like this
strictly.)
FOR WHAT
(combination of a preposition with a pronoun: Why
If you go, you will find it.)

WHY
(= why: Why is everything wrong?)
WHY
what I miss is grandma's
fairy tales.)
THEREFORE
(= therefore: Therefore we have accepted
such a decision.)
BY THIS (obsolete) (combination of a preposition with
pronoun: For this solemn purpose
This is why we gathered.)
THEREFORE (- because of this: There was
bad weather, so hike
I had to reschedule.)
THAT'S WHY
(combination of a pronoun with a preposition: By
This path is much easier to follow.)
HOW MUCH
(= at what price, simple: How much
now bread?)
AT WHAT
(combination of a preposition with a pronoun: Bili
for anything.)
BECAUSE
(= because: I have
nothing works out
that's why the mood
bad.)
BECAUSE
(combination of a preposition with a pronoun: By
It’s impossible to study that textbook.)
TRAINING EXERCISES.
1. In what case is the highlighted word a preposition and is written together?
1) I didn’t know what he meant (I) SEE.
2)
(B) IN VIEW of the approaching storm, they were worried about the fishermen who were at sea.
3) The thunderous noise was growing ahead, and we were walking (TO) THE MEETING.
4) He was on a business trip (B) for a month.
2. Indicate the correct spelling of the highlighted word and its explanation.
From this book I learned the SAME way to complete this task.
1) ALSO is always written together.
2) ALSO is always written separately.
3) ALSO here this adverb SO and the particle SAME, therefore it is written separately.
4) ALSO here this is a conjunction, so it is written together.

3. Which answer option correctly indicates the sentences in which the highlighted words
are they written together?
A. It is necessary that you get up EARLIER.
B. What did you (I) SEE?
V. (FOR) WHAT was happening, everyone watched without breathing.
G. (And) SO, we set off on foot.
1) A, D 2) A, B 3) B, C 4) A, B, D
4. In which sentence are both highlighted words written together?
1) DURING the whole way I was thinking about what had happened, and ALSO about that person in
in whose hands my fate lay.
2) From the ship I saw sharply (IN) IN FRONT, (IN) THE MIDDLE of which rocks rose.
3) The tourists (FINALLY) overcame another obstacle, but (B) AHEAD of them
a new obstacle awaited.
4) WHATEVER she does, everything comes out beautifully for her, (THEREFORE) THIS is her opinion
listened.
5. In which sentence are both highlighted words written separately?
1) (D) FOR several hours we talked to him (ABOUT) the meaning
life.
2) I came not (FOR) THAT (WOULD) to reproach you, but THAT (WOULD) develop a plan
actions.
3) The face of this man is somehow suspicious to me: no (FOR) THE SAME (SAME) here
I came (WHY) too.
4) (FROM) THAT village that is located behind the mountain, we walked for only (HALF) AN HOUR.

LITERATURE.
1. A, A, Shtol. Russian language. We are preparing for the Unified State Exam on our own.
Novosibirsk,
2008.
2. N. Sycheva. We write without errors. All rules of the Russian language.
Moscow, 2009.
3. N, G, Tkachenko. Russian grammar tests. Moscow,
2008.
4. N, A, Senina. Russian language. Preparation for the Unified State Exam – 2010, 2011.

Lesson notes on the Russian language in 9th grade

Lesson content.
1. Organizational moment.
- Today in class we will review spelling and punctuation. But before we start reviewing, let's check our homework.
2. Checking homework.
(D/w: individual - essay - miniature “Nature of my land”; other students, exercise No. 35)
- Some students received individual assignments in the last lesson. They had to write essays - miniatures on the topic “The Nature of My Land.” Now they will read out their essays, and you will note what spellings and punctuations you found in your essays.
- The rest of the class students did exercise 35. Answer which spelling patterns you had to remember the rules for. Which spellings did you find difficult to write?
3. Statement of the topic and purpose of the lesson.
- Lesson topic. Today in the lesson we will repeat such spelling rules as spelling roots with alternating vowels, spelling prefixes ending in -з, -с, and writing prefixes pre, at. We will also repeat the placement of punctuation marks in a complicated simple sentence.
4. Work on the topic of the lesson.
Working with an epigraph.
- As an epigraph to our lesson, I offer the words of I. Goethe.
Nature knows no stop in its movement and punishes all inactivity.
- While completing the entrance test, you noticed that the tests included tasks on punctuation and phonetics. Three students will go to the board. The task is as follows: the first student explains the placement of punctuation marks and performs syntactic analysis of the sentence. The second student performs a syntactic analysis of the phrase from this sentence. The third student does phonetic analysis. While students are doing their work, we will conduct a vocabulary dictation and review spelling rules. (on pieces of paper)
Touching, plant, lightning, sort out, crush, grown, choose, disappear, reckless, roadside, immortal, break, lay, touched, boring, spread, flared up.
- Exchange papers with your desk neighbor. Let's do a mutual check. Attention to the screen.
- Raise your hands those who have not made a single mistake. Now those who received a “4”. Who didn't do the job?
- Two students will go to check the phonetic analysis of the word and the syntactic analysis of the phrase. While they are doing their work, we will listen to the student who was parsing the sentence.
Nature knows no stop in its movement and punishes all inactivity. (Narrative, non-exclamatory, simple, two-part, extended, complete, complex = and =)

Any inactivity

Location + noun

Sign item
(grammatical meaning is a sign of an object, connection is agreement)

Sentence parsing score. Students who completed the reviews and their assessors are assessed as they work in class.
5. Preparation for the exam. Part B. Working with text.
Frontal survey.
- Let's repeat the terms. What does spelling study? (correct spelling of words) what spelling rules have we learned? Which rule was difficult for you? What does punctuation study? (punctuation)
- Let’s consolidate these concepts when working with text. This year you will take the State Exam and you know that in block B you will be working with text.
At the edge... there is a beautiful forest of birch trees. Each beauty has leaves arranged (differently). Some touch the ground, others burn with a bright flame on the tops. Around the birch trees young growth is densely green. During the evening dawn, the forest lights up with an unusual light. That's when the leaves of the trees start to burn! It's good time in the forest at this time!
The forest is nature's greatest creation. All the animals and birds bow before this miracle.
- Here is the text. Determine the theme and idea of ​​the text? Type and style of speech. (Answer: theme – forest is a great creation of nature. The idea is to draw the reader’s attention to the beauty of nature. Type – description, style – artistic)
- Look at the first two sentences. Name the way these sentences are connected. (consistent)
- Name the means of connection between the first and second sentences. (synonym)
Task: copy the text, insert spelling and missing punctuation marks.
- What rules did you have to remember when writing spellings? Explain punctuation marks.
- Self-test via projector.
- What means of artistic expression does the author use to describe nature? (Answer: epithets - a beautiful forest, with a bright flame, unusual light, a great creation; personification - others burn with a bright flame; the leaves of the trees become burning; metaphor - all the animals and birds bow before this miracle)
- Why does the author use means of expression?
- What did we repeat when working with the text? (spelling, syntax, punctuation, artistic expression)
6. Physical exercise.
Exercise for the eyes.
- Close your eyes, imagine a black spot, look into it. Open your eyes. Look left - right, up - down. Repeat the exercise 5 times. They blinked their eyes.
7. Preparation for the exam. Part A. working with tests.
- Now let’s test your knowledge on the topics covered. You are offered a test. Let's do it. Then you hand in your notebooks. I will check and post grades to the journal.
Test.
A1. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
The heroine of this novel (1) of course (2) was Masha.
News from mom (3) should be (4) by Thursday.
1) 1
2) 1, 2
3) 3
4) 3, 4
A2. In which row is the same letter missing in all words?
1) pr..school, pr..follow
2) carefree, schedule
3) pr..grad, pr..iron
4) inflammation, and.. scoop
A3. Which word is missing the unstressed vowel being tested at the root of the word?
1) trace..dit
2) freeze
3) vent
4) store
A4. In which answer option is NOT written separately with the word?
1) (Not) tall pine trees are visible along the road.
2) The soldier (hasn’t) been at home for five years.
3) This man was (not) cheerful, but kind.
4) It is (not) easy to forget the past.
A5. Which answer option correctly indicates all the numbers in whose place the letter I is written?
(N..)(1) who (n..)(2) wanted (n..)(3) to quarrel, (n..)(4) to make peace.
1) 1, 2 2) 1, 3, 4 3) 3, 4 4) 1, 2, 3, 4
A6. Indicate the sentence with a grammatical error (in violation of the syntactic norm).
1) Ch. Aitmatov once noted that there are days when everything goes well and life is wonderful.
2) One autumn day, refreshed by the cold air, the forest seemed to become younger.
3) Everyone who was against old Menshikov was now triumphant.
4) Thanks to the talent of the conductor, it was possible to feel the originality of P.I.’s music. Tchaikovsky.
A7. Indicate a sentence that requires one comma. (There are no punctuation marks.)
1) Only trees and houses flash before my eyes.
2) It was either a dream or a ghostly memory.
3) Nothing from his inheritance has been touched by people, time or earthquakes.
4) And the fields are already turning sharply black with arable land and brightly green with bushy winter crops.
A8. In which series is the alternating vowel in the root missing in all words?
1) touch..touch, freeze..bow, bow..
2) accept, pass..live, miss..wink
3) follow..dit, start..swallow, swallow
4) attach, float, gr..sew
A9. Which answer option correctly indicates all the numbers that should be replaced by commas in the sentence?
Shivering from the cold (1), the puppy (2) who had lost its owner (3) hid under the porch of the house (4) and fell asleep.
1) 1,2 2) 1,2,3 3) 2,3,4 4) 1,3
A10. Please indicate the correct characteristics of the proposal.
In Moscow, on Red Square, stands St. Basil's Cathedral.
1) A simple one-part sentence.
2) A simple two-part sentence with a clarifying member.
3) A simple sentence with an introductory construction.
4) A simple sentence with a separate definition.

Answers:
A1 – 2
A2 – 4
A3 – 1
A4 – 2
A5 – 2
A6 – 4
A7 – 2
A8 – 1
A9 – 2
A10 – 2

9-10 points – score “5”
7-8 points – score “4”
5-6 points – score “3”
8. Lesson summary.
- What rules of spelling and punctuation did we review today?
9. Reflection.
- Here are proverbs about studying. Which one would you choose for yourself today?
Without flour there is no science.
Live forever and learn.
Learning to read and write will come in handy in the future.
The root of learning is bitter, but its fruit is sweet.
(ask 3 – 4 students)
10 Homework.
Ex. 36. Task: explain graphically. Parse 3 phrases with different types of connection.
Individually: Compose a text using the words (in any form): participles collapsed, pierced, rushing, heaving, beating; nouns avalanche, abyss, schooner, wave crests, ray of sun, fire; adverbs frantically, rapidly.

Towards an A grade step by step, or 50 lessons with a tutor. Russian language. 8th grade. Akhremenkova L.A.

5th ed. - M.: Education, 2007. - 224 s.

This book continues the series of manuals on the Russian language “Towards an A, step by step...”. It will be useful for all students who have gaps in their knowledge of the Russian language to work with.

The non-traditional method allows students to quickly learn and consolidate the rules of Russian spelling and punctuation. All tasks in the book are answered for self-test.

The book is intended for students to independently master the skills of competent writing; to the teacher - for classes with lagging students; parents if they want to improve their children's academic performance.

Format: pdf

Size: 13.1 MB

File:

CONTENT
Instead of a preface, or a few words about this book 3
Conventional signs 5
Test your literacy 6
Two-part simple sentences. Main members of the proposal
Lesson 1. Subject 8
We repeat the spelling. Verified vowels and consonants in the root of the word 9
Lesson 2. Predicate. Simple verb predicate. Compound verb predicate 10
Lesson 3. Compound nominal predicate. Linking verb 12
We repeat the spelling. Hissing and whistling consonants 13
Developing spelling and punctuation awareness 14
Lesson 4. Dash between subject and predicate 16
We repeat the spelling. Vowel alternation in root 17
Lesson 5. Absence of a dash between subject and predicate 18
Lesson 6. Incomplete simple sentences 20
We repeat the spelling. Prefixes on s-z, prefixes ras- - ros-, raz- - rose- 21
One-part sentences
Lesson 7. One-part sentences: nominative, definite-personal, non-definite-personal, impersonal, generalized-personal 22
We repeat the spelling. Prefixes with - - pre- 23
Developing spelling and punctuation awareness 24
Complex sentences
Lesson 8. Non-union complex sentence 26
We repeat the spelling. The letters i-s after prefixes. Letters o-ё after sibilants 27
Lesson 9. Complex sentence 28
We repeat the spelling. The letters and, a, y after the sibilants. Letters i-y after ts, 29
Lesson 10. The role of the conjunction in sentence 30
We repeat the spelling. Double consonants 31
Lesson 11. Repetition 32
We repeat the spelling. Endings of nouns, adjectives, numerals and participles 33
Developing spelling and punctuation awareness 34
Secondary members of the sentence
Lesson 12. Addition. Direct and indirect objects 36
We repeat the spelling. Suffixes of nouns, adjectives, verbs, participles and gerunds 37
Lesson 13. Definition. Agreed and non-agreed definitions 38
We repeat the spelling. One and two letters n 39
Lesson 14. Appendix 40
We repeat the spelling. Solid sign 41
Lesson 15. Circumstance. Main types of circumstances 42
We repeat the spelling. Soft sign 43
Developing spelling and punctuation awareness 44
Homogeneous members of the sentence
Lesson 16. Homogeneous members of sentence 46
We repeat the spelling. Vocabulary words 47
Lesson 17. Generalizing word for homogeneous members of a sentence.... 48
We repeat the spelling. Vocabulary words 49
Lesson 18. Homogeneous and heterogeneous definitions 50
Developing spelling and punctuation awareness 51

Lesson 19. Isolated members of sentence 54
We repeat the spelling. Not together or separately 55
Isolated words that are not parts of a sentence
Lesson 20. Address 56
We repeat the spelling. Not or neither 57
Lesson 21. Introductory words and phrases 58
We repeat the spelling. Not or neither 59
Lesson 22. Introductory words and phrases. Introductory sentences 60
We repeat the spelling. Noun numeral 61
Developing spelling and punctuation awareness 62
Lesson 23. Difference between introductory words and significant words 64
We repeat the spelling. Vocabulary words 65
Lesson 24. Coordinating conjunctions with introductory words 66
We repeat the spelling. Verbs of the imperative and indicative mood 67
Repetition
Lesson 25. Appeal. Introductory words. Interjections 68
Developing spelling and punctuation awareness 70
Separate members of the sentence
Lesson 26. Agreed and inconsistent definitions. Application.
Definitions related to pronouns 72
Lesson 27. Definitions separated from the word being defined by other members of the sentence. Definition as part of a compound predicate 74
We repeat the spelling. Words with a hyphen 75
Lesson 28. Separate and non-separate common agreed definition, standing after the word being defined 76
Lesson 29. A common application that comes after the word being defined. Hyphenation of applications after common nouns 78
We repeat the spelling. Connecting vowel in compound words 79
Developing spelling and punctuation awareness 80
Lesson 30. Definition of proper names. Proper names as applications 82
We repeat the spelling. Prepositions 83
Lesson 31. Definitions and applications with additional adverbial meaning 84
We repeat the spelling. One and two letters n in adverbs, short adjectives and participles 85
Lesson 32. Inconsistent definitions 86
We repeat the spelling. Adverbs 87
Lesson 33. Comparative turnover 88
We repeat the spelling. Separate writing of adverbs 89
Lesson 34. Separate and non-separate definitions (repetition) 90
Developing spelling and punctuation awareness 92
Lesson 35. Isolation of participial phrases and single participles 94
Separate revolutions
Lesson 36. Separate turnover. Isolation of circumstances reasons, conditions, concessions 96
Lesson 37. Isolation of sentence members with clarifying, explanatory or connecting meaning 98
Lesson 38. Isolation and non-isolation of circumstances and additions expressed by comparative phrases 100
Isolated members of a sentence (repetition)
Lesson 39. Isolation of definitions, applications, participial phrases, circumstances 102
Developing spelling and punctuation awareness 104
Lesson 40. Direct speech 106
We repeat the spelling. Vocabulary words 107
Lesson 41. Methods of conveying dialogue 108
We repeat the spelling. Unions. Particles 109
Lesson 42. Quote. Epigraph 110
Lesson 43. Direct speech. Quote (repetition)... 112
Developing spelling and punctuation awareness 114
Lesson 44. Complex sentence 116
Lesson 45. The concept of subordinate clauses. Commas before if, where, when, which, although. Complex sentences with several subordinate clauses 118
Lesson 46. Commas before where, how, since, while 120
Learning not to use punctuation marks
Lesson 47. Complex sentences with complex conjunctions such as due to the fact that, due to the fact that, etc. 122
We repeat the spelling. Distinguish between parts of speech 123
Developing spelling and punctuation awareness 124
Lesson 48. Comma before conjunction like 126
Lesson 49. This harmful alliance as (notes of a young investigator) 128
Big vocabulary vinaigrette 129
Repetition
Lesson 50. Control dictations 130
Vocabulary words in an order convenient for memorization 136
Find "errors" in the text. Excerpts from V. K. Arsenyev’s story “Dersu Uzala” 139
Directory 153
Replies 156
Hints 221