71. Spelling verbs.
Spelling verb endings.
1. Depending on the personal endings, verbs are divided into two large groups: verbs of I and II conjugations.
The II conjugation includes:
- verbs in -it (except for the verbs shave, lay, build, which belong to the first conjugation),
- 7 verbs in -et (twist, see, depend, hate, offend, watch, endure),
- 4 verbs ending in -at (to melt, breathe, hold, hear).
Personal endings of verbs in the present or future past tense:
2. There are several differently conjugated verbs that do not belong to either of the two conjugations: want, run, eat, create, give.
|
1st person read, take 1st person read, take |
Want we want |
I'm running let's run |
eat eat eat eat |
I'll create let's create let's create will create |
give let's give they'll give |
3. If a verb with the prefix obez- (obes-) is transitive, then it is conjugated according to the II conjugation, and if intransitive, then according to the I conjugation (for example, compare the conjugation of the verbs to weaken (someone) and to weaken (yourself).
4. In verbs of the first conjugation in the form of the future tense the ending is written -“ those, and in the form of the imperative mood - the ending - ite (cf.: You will send this letter tomorrow. - Send this document urgently.)
b (soft sign) in verb forms.
1. b (soft sign) is written:
- in the infinitive (to write, to wish, to want, to wash),
- in the endings of the 2nd person singular of the present or simple future tense (choose, wash, do, wash),
- in the imperative mood (correct, hide), BUT lie down, lie down,
- in a reflexive particle that comes after a vowel (bent, turned, come back);
2. b (soft sign) is not written:
- in the form of the 3rd person singular present or simple future tense (washes, does).
Spelling verb suffixes
1. If in the 1st person of the present or simple future tense the verb ends in -yu(-yu), then the suffixes -ova-, -eva- are written in the infinitive and in the past tense (manage - manage, was in charge, war - fight, fought );
if in the 1st person of the present or simple future tense the verb ends in -yu, -ivayu, then the suffixes -ыва-, -iva- (I impose - impose, imposed) are written in the infinitive and in the past tense.
2. Verbs ending in -five, -vayu have the same vowel before the suffix -va- as in the infinitive without this suffix (extend - prolong).
Tasks and tests on the topic "Spelling verbs."
- Spelling of verbs - Verb 5th grade
- Spelling vowels in verb suffixes - Verb 6th grade
Lessons: 1 Assignments: 7 Tests: 1
Lesson 145 Topic: Working on mistakes.Spelling verbs in the past tense.
Lesson typeMastering new material
Pedagogical tasks
Create conditions for familiarization with the rule of writing verbs in the past tense; improve the ability to form the past tense form of a verb using a suffix-l-
; promote the development of skills to determine the gender of past tense verbs and highlight the endings of verbs in the singular form of the past
time; to promote interest in the Russian language and a culture of educational work in the classroom
Planned subject results
Let's get acquainted
with the rule for writing verbs in the past tense;will learn
identify verbs in the past
time; indicate stress in past tense verbs; indicate the gender of past tense verbs; highlight the endings of verbs in the singular form of the past tense; find homonyms in the text; form a past tense verb using a suffix-l-
Metasubject UUD
Cognitive: independently draw conclusions, process information, transform it, present information based on diagrams, models, messages; purposefully listen to the teacher (classmates) while solving a cognitive problem; draw analogies between the subject being studied and one’s own experience (under the guidance of the teacher);regulatory: use reference books and dictionaries when completing tasks; determine your own assessment criteria and give self-assessment; express your assumptions regarding ways to solve a learning task; evaluate together with the teacher or classmates the result of their actions and make appropriate adjustments;communicative: participate in dialogue; listen and understand others, express your point of view on events and actions; express your thoughts in oral and written speech, taking into account educational and speech situations from your own experience
Personal
results
Focus on self-analysis and self-monitoring of the result, on analyzing the compliance of the results with the requirements of a specific task, on understanding the suggestions and assessments of teachers, comrades, and parents; show respect
to your people, other peoples, accept the values of other peoples; realize the personal meaning of the teaching; choose a further educational route; consciously prepare for Russian language lessons, complete assignments, formulate your questions and assignments for classmates; use forms of self-assessment and peer-assessment in the classroom
Organizational structure of the lesson
Contents of teacher activities
Content of student activity
(actions being carried out)
Formable ways
student activity
II. Updating knowledge.
Checking homework (textbook, exercise 228).
Checks homework. Conducts a conversation about the work done.
– Read the compiled story.
One day the guys found a puppy in the yard. He was very tiny. The baby was shivering from the cold. The children decided to take the puppy home.
At home, Misha prepared a corner for his pet to relax. Katya fed the puppy. The guys gave him the nickname Buddy.
Every day Misha studied with Druzhkoy in the yard. Taught the dog to follow commands. When Druzhok grew up, he began to serve with the border guards
Listen
in accordance with the target setting. Accept
and maintain the learning goal
and a task.
Checking homework (workbook, task 140).
– Read the reflexive verbs.
– Write these verbs in the 3rd person plural form of the present tense as follows:
in the first column - verbs of the first conjugation, in the second - verbs of the second conjugation.
– Make up and write down a sentence with any
from these verbs.
Read the verbs.
II conjugation
Combing,
say goodbye, worry, say hello
Have fun,
boast, study, squint
Write down the proposal.
Children study at school, and after school they have fun in the yard.
A minute of penmanship.
– Write down letter combinations and words.
– Copy the sentence by filling in the missing ones
letters.
Working on words with unverifiable
writing
– Read the puzzle.
–THEN - after some time, after. In the old days, the expression BY TOM meant “according to that” or “there.” Then the word THEN began to refer not to place, but to time.
– Read the puzzle.
ABOUT – 1. Preposition with genitive case. Nearby, next to something or someone. 2. Almost, approximately. The word “about” comes from the ancient KOLO - “circle”. ABOUT – KOLO – “circle”.
Synonym: near.
Phraseologism:
AROUND AND AROUND - without getting to the essence of the matter.
III. Topic message
lesson.
Defining Lesson Objectives
– Read the topic of the lesson.
– Define lesson objectives using supporting
words
– Today in the lesson we will learn how to correctly write verbs in the past tense
Accept
and maintain educational
task
IV. Explanation of the new
material.
Observation of language material.
– Read the pairs of verbs on the screen and compare them.
Guess - guessed right.
Lose - lost.
– What interesting things did you notice? What time
are these verbs worth it? Write them down.
– Have you formed all possible past tense verbs? How will the feminine and neuter forms of the plural differ?
from the masculine form?
– Let's check your guess that the basis of the infinitive and the verb in the past tense is the same. Select it. Draw a conclusion about how past tense verbs are formed.
– Create a diagram for the formation of past tense verbs.
– Look again at the verbs in the infinitive and past tense forms. Do you think the suffixes -т- and -л- serve to form new words? Should I enable them?
the basis of the word?
– The suffix -т- changed to the suffix -л-, but the stem remained the same. In each pair, the second verb is in the past tense form.
– There are not enough feminine and neuter forms
and plural forms. They will differ from the masculine verb by non-zero
ending.
They conclude: verbs in the past tense have the suffix -l-. The past tense form is formed from the infinitive using the suffix
-l- and generic endings, as well as endings -i
in plural. Most often, the stems of the verb in the indefinite form and in the past tense are the same.
Make up a scheme for the formation of past tense verbs.
Walk – t + l = walked
– The suffixes -т- and -л- do not form new words. They serve to form new forms of words. The suffix -l- forms the past tense form of the verb, the suffix -т is used to form
indefinite form, and the basis of the word they
Excluded.
Perform object analysis. Consciously and voluntarily construct a speech utterance
in oral form. Take into account the opinion of your desk neighbor.
Exercise control
by result
Working from the textbook (exercise 229)
– Read it. Copy by opening the brackets and inserting the missing letters.
– By what features can we identify past tense verbs? Explain your answer.
– Highlight the prefixes in the verbs. In which verbs do prefixes mean “the beginning of an action”?
Copy by opening the brackets and inserting the missing letters. Prefixes are identified in verbs.
Here Nightingale began to show his art:
On a thousand frets, pulled,
He's so gentle
And a languid pipe in the distance
Then suddenly in small shots across the grove
V. Primary consolidation of knowledge.
Work from the textbook (exercise 230).
Asking questions. Comments and corrects answers. Supervises students' work. Helps, checks answers if necessary. Comments on the completion of tasks.
– Read an excerpt from Ya. Kozlovsky’s poem.
– Determine what parts of speech are words that are pronounced the same.
– Copy by opening the brackets and inserting the missing letters.
– Indicate their gender above the past tense verbs and highlight the endings.
Copy by opening the brackets and inserting the missing letters. Indicate their gender above verbs in the past tense and highlight their endings.
The sun hasn't touched the clouds yet(Wed. R.),
The grass in the meadow was still drinking dew(f.r.),
And the carpenter woke up (m. r.)
and got down to business.
You can hear it ringing(f.r.) saw.
Consciously
and build randomly
speech you-
telling
orally, justify your opinion.
Working from the textbook (exercise 231)
– Read the table. Ask a question to each
home verb. Compare endings in questions
and in verbs.
They conclude: past tense forms are formed from the base of the infinitive or past tense using the suffix -l- and the ending -
– What gender endings do past tense verbs have?
– How many past tense verbs change gender?
gender and number. In masculine singular forms the indicator of gender and number is the zero ending. Verbs in the past tense change according to number, and in the singular - according to gender. They don't have facial shapes
VI. Further work
to consolidate and generalize acquired knowledge and skills.
Work from the textbook (exercise 232).
– Read it. What forms of past tense verbs are formed from the indefinite form?
– Write down the verbs in the past tense in the masculine, feminine, neuter and plural.
– Indicate the emphasis. Remember the pronunciation of verbs in these forms.
pour - lil£, lillillil
Swim - drank, drankdrankdrank
Sleep - slept £, sleptsleptslept
Start - started£, startedbeganbegan
Understand – understood £, understoodUnderstoodUnderstood
Understand
listen to the answers from classmates. Listen to your interlocutor. Construct statements that are understandable to the interlocutor.
Work in a notebook (task 141).
– Read an excerpt from V. Fetisov’s poem. Insert the missing letters.
– Underline the verb that can change
by birth. Indicate his gender.
– Verbally parse the second sentence into sentence parts.
Sun with long rays
The earth was washed away (cf. river) by streams.
And opened their eyelids
rivers.
Work in a notebook (task 143)
– Read it. Indicate the tense of the verb.
– Write this sentence using the verb
in past tense form
Write down the proposal.
The guys are catching (present) perch on the lake.
The guys caught (past tense) perch on the lake.
VII. Lesson summary. Reflection
Organizes evaluation of implementation results
assignments in the lesson, summing up the lesson
those who are
– What particularly interested you during
lesson?
– What new did you learn in the lesson?
– Tell us about the spelling of past tense verbs.
– Did you like the work in the lesson? Rate yourself
Present the knowledge gained in the lesson in the form of oral answers. Repeat the algorithm of actions for recognizing the concept, for application
rules
Answer questions. Determine their emotional state in class. Conduct self-assessment and reflection. They talk about the purpose of the lesson, determine whether the result was achieved or not, speak out about the difficulties they encountered during the lesson
Carry out self-monitoring of educational activities
Homemade
exercise
Talks through and explains homework. Formulates the objectives of the exercise,
gives accompanying comments.
– Complete task 142 in your workbook
Listen carefully and ask for clarification
questions
Accept a learning task and plan its implementation
Target. Expand students' knowledge about the peculiarities of using verbs in the past tense form. Develop the ability to correctly write generic endings of verbs in the past tense.
During the classes
1. Organizational moment
2. Checking homework
3. Spelling warm-up:
4. Calligraphy
5. Based on the material ex. 191 children observe the change of verbs in the past tense according to numbers, and in the singular - according to gender. After completing the task, students conclude that the subject agrees with the predicate, the expressed verb in the past tense, in number, and in the singular- kind of. We perform the exercise with commentary.
6. Before performing the exercise. 192, students should be introduced to the rule on p. 117. First, students read short sentences that consist exclusively of the main members - subjects and predicates, then put nouns (subjects) in the singular form and write down the resulting sentences.
Physical education minute
7. According to the assignment for exercise. 193 students must compose and write down one sentence about each funny person. In order for the story to be coherent, you should find a beginning to it that would justify the use of verbs in the past tense. There may be such options.
Yesterday everything went as usual in Sunny City. Znayka solved problems in mathematics. Tsvetik composed poems and read them from the balcony... In the morning, work was in full swing in Sunny City...
8. Homework. Ex. 194.
9. Summing up the lesson.
10. Reflection
Lesson 95
Subject. Spelling past tense verbs.
Target. Learn to correctly use unstressed vowels in writing before -l- in past tense verbs. Compose text based on pictures.
♦ Help reduce anxiety levels in the classroom.
♦ Foster love for one’s native land
During the classes
1. Organizational moment
2. Checking homework
3. Spelling warm-up:
4. Calligraphy
5. Ex. 195 leads students to understand the rule for writing unstressed vowels before a suffix -l- in past tense verbs.
It is advisable to clearly show students that before the suffix -l- the same letter is written as in the infinitive form of the verb: to see- saw, build- built. This conclusion Students can do it on their own, then you can ask them to read the rule. In order to save time, you can not copy the text, but write down only verbs in the past tense form.
6. Ex. 196 is aimed at strengthening the ability of schoolchildren to correctly write verbs in the past tense form. You can suggest doing the exercise yourself. A collective check will help to identify how children have learned this topic.
Physical education minute
7. When composing a story based on a series of plot drawings (Exercise 197), students use the following verb phrases: watered the flowers, distributed notebooks, wiped the board clean, kept order, ventilated the classroom, swept the floor, praised the children.
9. Homework. Ex. 200.
10. Summing up the lesson.
11. Reflection
Lesson 96
Subject. Changing the tenses of verbs that answer the question what to do in an indefinite form?
Target. Introduce children to the peculiarity of changes in tenses of verbs that answer a question in an indefinite form what to do? Work on the development of students' speech.
♦ Help reduce anxiety levels in the classroom.
♦ Foster love for one’s native land
During the classes
1. Organizational moment
2. Checking homework
3. Spelling warm-up:
4. Calligraphy
5. The table given in exercise. 201, introduces children to how tense forms of verbs are formed from the indefinite form of the perfect and imperfect form (the term is not taught to children). The conclusion is drawn: from verbs whose indefinite form answers the questionWhat do?, it is impossible to form present tense verbs, and the future tense form formed from these verbs consists of one word (plays, reads, says). From verbs whose indefinite form answers the questionWhat do?, the future tense form is formed from two words (will play, will read, will speak).
6. Ex. 202 is executed collectively. First, students read the verbs, then form all possible tense forms from them. It is advisable to use a table.
7. Based on the material ex. 203 the ability to select a species pair for verbs of indefinite form is practiced (bake- bake, save- save, trim-
cut, light- light, catch- catch).
Physical education minute
8. Before constructing an oral statement (Exercise 204), you need to remind children about the main features of a reasoning text and its construction. It is advisable
listen to everyone, you can organize a discussion. It should be emphasized that everyone needs a sense of humor; it helps people overcome difficult situations; an appropriate and kind joke creates a good mood.
9 Ex. 205 introduces children to ditties. According to the definition of S.I. Ozhegov, “a ditty is a work of oral folk poetry - a quatrain or couplet (lyrical
or topical, humorous), performed to a certain tune.” Children are convinced that it is difficult to compose a ditty without verbs, because it usually describes
any action.
10. Homework. Ex. 206. In class, it is recommended to read a poem and give children the opportunity to prove that it contains a joke and that harmful advice should not be followed.
11. Summing up the lesson. 12. Reflection
Lesson 97
Subject. Generalization of what has been learned O verb.
Target. To consolidate the knowledge children have acquired while learning the verb.
♦ Help reduce anxiety levels in the classroom.
♦ Foster love for one’s native land
During the classes
1. Organizational moment
2. Checking homework
3. Spelling warm-up:
4. Calligraphy
5. You can start the lesson with independent work. Write on the board:
on, shining, palm, my, firefly
green, he, with light, glowed, in, complete darkness
I enjoyed the light, it was beautiful
Children read words, make sentences from them and write them down.
Then it is proposed to parse the first sentence into members, underline the main members, and write down phrases.
6. After reading paragraph by paragraph of the text “He is alive and glowing” (Exercise 207), children are asked questions: do the lights of fireflies provide warmth? Has the secret of their glow been revealed? Why does the firefly light up? Then the text is retold. Copying the ending is done independently, or can be accompanied by commentary. The teacher allows the children to work in pairs - consult, help each other. In conclusion, the children are asked to read the written verbs in the past tense and explain their spelling.
7. Ex. 208 is performed orally. It is important to teach children to correctly place stress on feminine past tense verbs. (took, gave, took, lived, waited and etc.).
Physical education minute
8. Working on ex. 209, you should pay attention to the educational nature of the text and provide students with the opportunity to talk about their family, express their warm feelings
feelings for its older members - grandparents.
9. Work on exercise. 210 helps to develop in children an attentive attitude to the word. The title contains the word warm used both literally and figuratively (warm- friendly, kind).
10. Homework. Ex. 21 1.
The teacher can conduct four lessons on the topic “Verb” at his own discretion.
11. Summing up the lesson.
12. Reflection
Lv ok 99
Subject. The concept of an adverb.
Target. Give an idea of an adverb as an unchangeable part of speech. Teach children to put questions to adverbs from verbs, to find adverbs in texts.
♦ Help reduce anxiety levels in the classroom.
♦ Foster love for one’s native land
During the classes
1. Organizational moment
2. Checking homework
3. Spelling warm-up:
4. Calligraphy
5. Based on the material ex. 213 students observe the use of adverbs in the text, learn to pose questions from verbs to adverbs.
6. After familiarizing yourself with the rule on p. 129 schoolchildren are asked to make sentences with the word one day. Children name their sentences. The teacher selects the phrases “verb + adverb” from them and writes them on the board. For example: met(When?) once I saw(When?) once, she said(When?) one day it happened(When?) one day, I was walking(When?) one day. Using the example of written phrases, schoolchildren are convinced that an adverb is an unchangeable part of speech. It is advisable to show children that adverbs are often formed from adjectives using a suffix -O : fast-fast O, good- good O, Expensive- roads O.
The verb, which most often appears as a predicate in a sentence, is an exclusively independent part of speech. It denotes the action or state of the subject. Spring is coming, bringing warmth.
Verb Rules
All verbs have an initial (infinitive, indefinite) form. You can distinguish it by the endings -t, -tsya; these words also answer the questions “what to do”, “what to do”. In a sentence, it most often acts as a predicate or part of it and a subject, but can fulfill the roles of other members.
We want see new textbooks.
See- This look soul.
She loved look to the stars.
If you can ask the question “what to do” to a verb, then it belongs to the perfect form (rejoice, be silent). When you can ask him the question “what to do” - this is an imperfect verb (be happy, be silent). Sometimes there are also bispecies verbs, they can belong to one or another type, depending on the context.
I explored basement yesterday. (perfect view).
I have already explored basement. (imperfect species).
Reflexive verbs mean an action that is directed towards oneself. They are formed using postfixes -sya, -tsya (play, bite). All other verbs are called non-reflexive (play, bite).
Predicates that are connected to other parts of a sentence in the accusative case without using a preposition are classified as transitive verbs (wash the mug, call mom). The transitional category includes those that cannot be combined without additional parts of speech (fly, lie down). This group also includes all reflexive verbs (wash, clean up).
Spelling verbs
In sentences, according to the rules of verbs, they can refer to one of three moods. In the indicative form - verbs can be changed according to tenses (we lived, we live, we will live), numbers (washes, washes), persons (I repeat, you repeat, he repeats). If the execution of an action requires compliance with certain rules, then such predicates are classified as conditional. (If everyone is comfortable, I would approach). This form is formed by particles would, b (I wish I could have looked) and can vary in gender and number. Particularly noteworthy is the imperative form of predicates, which can force, encourage, call to action ( Come to me!). Verbs of this mood can change in persons and numbers.
According to the rules of verbs, in the past tense they mean an action that has already happened/occurred (I bought the things myself). They also cannot change their personal uniform. To the present predicate you can substitute the question “what does” (He buys things himself.) Perfect verbs are not used in the present tense. In the rules of future tense verbs, there are two forms: compound (with an additional word will) and simple (one-word). Accordingly, you can ask different questions: “what will you do?” (You will buy things yourself.); “what will you do” (You will buy things yourself).
Changing verbs
The change in person and number of predicates is explained by their conjugations. They appear exclusively in indicative form and undoubtedly in the form of present or future time.
For singular form personal verbs change like this:
- 1 person - I open it. I love.
- 2nd person - You open it. You like.
- 3rd person - He opens. He likes.
For the plural form, personal verbs change as follows:
- 1 person - We are opening. We love.
- 2nd person - You open it. You love.
- 3rd person - They open. They like.
If it is possible to put under stress, the type of conjugation can be determined as follows:
- -e changes to -у(-у) - 1 conjugation look and look;
- -and changes to -а(-я) - 2nd conjugation calls and calls.
In other cases, the suffix in the initial form determines the conjugation:
- 2 conjugation -i(t) (paint) and special exceptions;
- 1st conjugation includes the remaining verbs in -а(т), -я(т), -у(т), -е(т), -ы(т), -о(т) ( want, know);
- There are 4 exception words: to sway, to rest, shave and lay and educated from them.
Words without the mentioned suffixes - live, beat.
There are also verbs that change both as the first conjugation and as the second.
Unit number:
- 1 person - I'll run. I will want.
- 2nd person - You will run. You will want to.
- 3rd person - He will run. He will want to.
Mn. number:
- 1 person - We'll run. We will.
- 2nd person - You will run. You will want to.
- 3rd person - They will run. They will want to.
At the exception verb disdain There are only 3rd person forms in the singular or plural section ( glimmering - glimmering).
Words There is And give and derivatives from them are exceptions and form special personal forms.
Impersonal verbs
In some places you come across impersonal Verbs. These include words denoting a passive predicate, which occurs without the participation of the subject (evening, getting dark).
The main feature by which one can determine the impersonality of a regular verb is its invariability in numbers and persons. Most often, these types of verbs appear as predicates in simple one-part sentences. For the present tense form they are used as the 3rd person and only the singular, and in the past - as the singular and neuter.
Regular verbs are sometimes used to replace impersonal verbs when they appear as a single predicate clause.
- The sky has brightened- personal verb.
- It's brighter outside the window- impersonal.
A few important rules
Correct spelling of verbs and vowels in the present tense or simple future forms depends on the conjugation:
1 conjugation - it uses the endings -е, -у(-у) forgets, will be forgotten;
2nd conjugation - it is worth putting the endings -и, -а(-я) paints, paints.
- For the second person imperative mood of verbs of both conjugations, use the suffix -i ( We are going home. - Go home.);
- In the case of the past tense: the suffix -l is preceded by the same letter as in the infinitive before -т ( paint - painted, whistle - whistled);
- If there is obes-/obez-: transitive - the suffix is written -i- ( provided "who?" "What?"); intransitive - used -e- ( concerned);
- Freeze, freeze, freeze and similar verbs formed from a noun are written with the vowel -e- after the root (in;
- In the infinitive, in the case of using past forms, they are written -ova-, -eva-, in the same case, when the present or simple future tense and singular number are chosen, the first person writing form has the suffixes -у(у), -у(у ) (alternate - alternate, conquer - conquer).
If alternation does not occur, the suffixes -yva-, -iva- are used; (reread - reread, redraw - redraw).
If there is an ending -vat, -vayu under stress and a suffix -va-, then according to the rules of the Russian language, the same letter is written before the suffix as in the initial form (water - water - water).
Conclusion
These few simple rules and examples will help you remember how to use verbs when writing. Of course, to study all the rules and exceptions, more in-depth research will be needed. However, for writing more or less simple texts that do not qualify for publication in magazines and newspapers, this will be quite enough.
- In the past tense, before the suffix -l- the same vowel is retained that was before the suffix -t in an indefinite form: sow - sowed, see - saw.
- The letter b is written:
b) in the form of 2 l. units h.: writing, reading;
c) in the form of the imperative mood after consonants: throw (those), cut (those); but: lie down - lie down, lie down.
3. It is necessary to distinguish between similar-sounding forms of the indicative and imperative mood:
yeah
I ref.: exit
^ go\te\ II reference: look ite\ ^ look\t"ё|
4. If in the 1st l. units Part of the present (future simple) tense, the verb ends in -yu (-yu), then in the past tense and in the indefinite form of the verb there will be suffixes -ova-, -eva-; if it ends in -ivayu, -yuva, then the suffixes will be -iva- or -yva-.
Verbs with the stressed suffix -va-, preceded by a root vowel, should be distinguished from verbs with the suffixes -ova-, -eva-, -iva-, -yva-: sing - sing, zapiv - wash down. Exceptions: eclipse (although eclipse), stuck (although stuck), gape (although gape).
- Not with verbs is written separately, except in those cases when the verb is not used without a verb: was not; hate.
- Verbs with a particle should not be distinguished from verbs with the prefix under-, which indicates the incompleteness of the action, i.e., the action performed below the norm: The patient did not finish his lunch. - Leningraders were malnourished during the siege.
- In verbs with the prefix obes- (obes-), the suffix -e- is written if the verb is intransitive, and the suffix -i- if the verb is transitive: to weaken (transition) the enemy - the opponent has weakened (intransitive).
The mountain was deforested, the mountain was deforested, the peasants were deprived of land, the peasants were deprived of land, the village was depopulated, the village was depopulated, the athletes were exhausted, the transition was exhausting tourists.
From these verbs form the past tense form, as well as the indefinite form. Label the suffixes.
Sample: I participate - participated - participate.
I feel, I walk, I pour, I recognize, I grieve, I call, I sing, I acknowledge, I consider, I consult, I undress, I overshadow, I agitate, I report, I develop, I warm, I am present, I alternate, I recognize.
Explain the meaning of phraseological units. Pay attention to the difference in lexical meaning when using the same verbs.
1) Take with bare hands. - Taking sin on your soul. - Take the bull by the horns. 2) Hanging by a thread. - Hang on a phone. - Hanging on the tail. 3) Get into a pose. - Stand up on feet. - Stand on your left foot. 4) Go out into the world. - Go out of fashion. - Lose temper. - Come out dry from water. 5) Get it out of your head. - Throw it away. 6) Place under cloth. - Put your teeth on the shelf.
Fill in the missing letters and add emphasis. From the verbs, form and write the 1st person singular form of the present tense.
Example: block - block.
B..l(?)vote, b..lize, engrave, diploma, conduct, disqualify, d..style(?)furnish, compromise, c..copy, ratify, r..summarize, to ..nst..tirovat, d..skutut.
Copy by inserting the missing letters and opening the brackets.
1) The truth is (not) afraid (?) of the court. 2) If you know how to make a mistake(?), you know how to correct yourself. 3) Rather than being angry(?), it is better to make(?) peace. 4) You burn yourself with milk and blow(?) on the water. 5) As you live (?), so will your reputation). 6) If he works (?) well, the bread will be ugly (?) for him. 7) If it blows snow, there will be more bread, water will spill(?) and there will be snow. 8) He who is (not) too lazy to plow, will produce bread (?) for him. 9) He says (?) a lot of things, but not everything is suitable (?) for business. 10) (It’s not) a shame (not) to know - it’s a shame (not) to teach (?) yourself.
(Proverbs)
I Determine the mood of the verbs, insert the missing letters.
1) When you write, remember the spelling rules. Write carefully! 2) Take...those flowers out of the room. When you take it out, open the window. 3) Choose a book for yourself. When you choose, show... - show it to me. 4) Pull...stronger, you pull...very weakly. 5) Walk faster, (don’t) look around. 6) Show me your work. When you show me, you can go home. 7) Tell me about your impressions of the excursion. When you tell it, everyone will probably want to go.
I Not or under-? Open the brackets and explain the spelling.
1) The pole (does not) reach the bottom. He (didn’t) have enough time. 2) The child (not) counted to ten. The guide (missed) two tourists. 3) The worker (did not) fulfill the quota. The plant (did not) fulfill the monthly plan. 4) The hunter (did not) make it to the winter quarters. The applicant (did not) get one point.
"pros" and "cons" of democracy
Surveyor. Who is a surveyor? Description of the profession. Profession surveyor Surveyor training
Magellanic clouds: who are they?
Pepper Steak Sauce Creamy Pepper Sauce
How to create a competent portfolio for a designer