1. Adverbs are written together, formed by combining prepositions-prefixes, with short and full adjectives, adverbs, collective numerals (except for formations with a preposition according to: two by three), pronouns: rashly, anew, hard-boiled, blindly; utterly, henceforth; four, three; with might and main, why.

Exceptions: on the side, on the world, on the back.

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

2. Adverbs formed from nominal forms that are not used without prepositions-prefixes are written together: in the dark, down the drain, shattered, utterly.

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

Note: such adverbs should be distinguished from nouns with a preposition, which, as a rule, have explanatory words: run into the distance(adverb), into the distance sea ​​(noun with a preposition).

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

Separate spelling of adverbs

1. Adverbial combinations are written separately, which have retained some case forms: under the armpits - under the armpits - from under the armpits.

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

Exception: exactly the same.

3. Separately, adverbs formed by the repetition of nouns are written, and the second is in the instrumental case: fool by fool, honor by honor, eccentric by eccentric.

4. Adverbs formed by the repetition of nouns beginning with a vowel are written separately: alone, tirelessly, point-blank.

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

Note: it is necessary to memorize the spelling of nouns with a preposition that have an adverbial meaning: to the point, on the move, apparently, for glory, on the run, marvelously, according to conscience, with the knowledge, on a grand scale, to the conscience.

Hyphenated adverbs

1. Through a hyphen, adverbs formed from adjectives and pronouns are written with the help of a prefix on- suffixes -mu -him, -ski, -tsuki, -i:

Note: a) an adverb is written with a hyphen in Latin(not to be confused with a noun with a preposition): will get excellent in Latin- he knew in Latin; b) if an adverb with a prefix on- formed from an adjective with a hyphen, then the hyphen is written only after the prefix: non-commissioned officer - in a non-commissioned officer's way.

2. Adverbs formed from ordinal numbers with the help of a prefix are written through a hyphen in-/in-: secondly, fifthly. A hyphen is used to write formations such as twenty-fifths.

3. Through a hyphen, adverbs are written, formed by means of repetitions, connections of synonyms, words that are associated associatively: quickly, quickly, unexpectedly, unexpectedly, quietly.

4. Indefinite adverbs with particles are written through a hyphen - something, - either, - some, - something, - the same, - ka: sometime, from somewhere.

5. Technical term on the mountain written with a hyphen.

III. Knowledge check. Development of skills and abilities

1. Mark cases of continuous spelling of adverbs:

1) Play (in) a draw, 2) enter (in) a draw's apartment, 3) be (on) the alert, 4) act (in) open, 5) act (on) sideways, 6) be (along) aloof, 7 ) (c) sleepy, 8) get (in) a slip, 9) play (on) evil, 10) scream (in) catch-up, 11) be (on) the top of bliss, 12) be (according to) yours, 13) ( apparently, 14) lean (on) side, 15) turn (on) side, 16) tight (tight), 17) from the bay (floundering), 18) (in) mockery 19) (in) installment, 20) (c) half a voice, 21) (c) dense, 22) (c) half a turn, 23) dressed up (c) down and out, 24) (c) loose, 25) visible (invisible).

Answers:

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

2. Mark cases of separate writing of adverbs:

1) (B) rise high, 2) fly up (to) heavenly heights, 3) (c) never forget friends, 4) (c) computerization age, 5) leave (c) end of the corridor, 6) (c) end get offended, 7) (c) obliquely draw, 8) (c) wear a coat, 9) (at) time to come, 10) (at) time of trial, 11) (c) time to sew a suit, 12) speak (c) stretching, 13) give boots (in) stretching, 14) (in) secret to prepare a surprise, 15) (in) secret lies the answer, 16) to be heard (in) breadth, 17) (to) raise the head to the top, 18) attach ( k) at the top of the door, 19) (on) climb up, 20) climb (on) the top of the mountain, 21) (on) tomorrow there will be a holiday, 22) (on) tomorrow to postpone business, 23) hope (for) good luck, 24) (for) the morning snow fell, 25) make plans (for) the morning.

Answers:

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

Complicated cheating

Set up (in) combat, sat (in) Turkish, acted (in) a snake, lived (in) any way, chatted (in) friendly, (firstly) spoke (in) Moscow, lie down (somewhere) somewhere, (a little) it dawned a little, knew (in) Latin, leave (good) in good health, did (upside down) inside out, (in) thirty (sixths), (badly) poor.

4. Individual tasks

Card number 1

Open parenthesis:

(B) starve, (a little) a little, (c) in a big way, (cross) across, (on) two, (first) (badly) poorly, (before) I fall, (in) half a voice, (over) chur, honor (on) honor, (on) side, (in) Italian, (on) side.

Answer:

Half-starving, a little, in a big way, crosswise, in two, firstly, for rent, down the drain, in an embrace, humanly, at the very least, to the point of falling, in an undertone, too much, honor by honor, on one side, in Italian side.

Card number 2

Open parenthesis:

Speak (in) French, warmly (in) the summer, (in) autumn sky, meet (in) a friendly way, settle down (in) marching, crawl (in) plastunsky, a river that has overflowed (in) spring, cry (in) childish, ( under this agreement, warmed (really) for real.

Answer:

To speak French, warmly in the summer, in the autumn sky, to meet in a friendly way, to settle down in a marching way, to crawl like a plastun, a river overflowing like a spring, to cry like a child, according to a real contract, really warmed.

Card number 3

Open parenthesis:

We’ll spend the night somewhere (somewhere), made something (like), a dark (blue) dress, (firstly) spoke (in) Latin, received (a long time ago) a long time ago, looked (into) the depths, (into) the depths of the sea, saw (in ) gave, (c) gave blue, keep (in) secret, returned (for) the morning, (for) the morning is not found.

Answer:

We'll spend the night somewhere, made it somehow, dark blue dress, firstly, spoke Latin, received it a long time ago, looked deep into, into the depths of the sea, saw in the distance, in the distance blue, keep secret, returned in the morning, on morning is not found.

IV. Lesson summary

Tell us about the conditions for the continuous writing of adverbs.

Tell us about the conditions for separate writing of adverbs.

Describe the conditions for hyphenated adverbs.

Homework

-- [ Page 3 ] --

Bis_8.indd 96 26.09.2011 17:00: Review (based on what was learned in grades 5-7) 119. 1. Read the text. Determine its theme. How can you lead him? What will reflect the title - the topic or the main idea?

In a fabulous silence from a birch tree covered with tall firs, a yellow leaf slowly flew down. He flew off in such silence when even an aspen leaf does not move. The movement of a tiny leaf seemed to attract everyone's attention. And all the fluffy firs, slender birches, centuries-old pines, with all their leaves, needles, twigs, and even faded3 grass, marveled and asked: “How could in such amazing silence shake off1 from a place and move one single stick? (According to M. Prishvin) 2. Write out the means of communication of sentences and determine the method of communication of sentences in the text. Prove the correctness of your judgments.

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

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

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

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

Bis_8.indd 97 26.09.2011 17:00: 7. Write down two nouns of each gender. Describe them morphologically.

8. Are all adjectives in the text of the same category? What? Long live.

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

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

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

3. Highlight the zero endings of nouns.

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

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

122. 1. Write down the sentences by inserting the missing letters and opening the brackets. Place the category above the adjectives. Underline the adjectives as part of the sentence.

1) It was a tall, beautiful, (dark)-faced girl. (E. Kazakevich) 2) The wind was already almost quite weight (n, nn) ​​rushing along the ancient Viennese streets. (E. Kazakevich) 3) Light .. cue, fluffy snow fell in the morning. (V. Inber) 4) It was already ten o'clock in the morning. (A. Chekhov) 5) There is no weather over Dixon for the third day. (R. Rozhdestvensky) 6) On May nights, our heart.. freezes from other people. Bis_8.indd 98 26.09.2011 17:00: songs. (M. Alekseev) 7) These eyes were sometimes soft .. kim and affectionate, sometimes .. gray, and sometimes strict and inquisitive.

(T. Sukhotina-Tolstaya) 8) Send th. (E Kazakevich) 9) Then he saw ..l oaks and v..ron (?) and nests, p..similar to hats. (A. Chekhov) 2. Mark the morphemes in the highlighted words. Explain how they are formed.

3. Pick up cognates for the word third, select the root, indicate what part of speech the formed word is.

4. Perform a morphological analysis of adjectives - one of each category (optional).

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

1) I really love the modest life of those secluded (n, nn) ​​owners of remote (n, nn) ​​villages, which in Little Russia are usually (n, nn) ​​o called old world ... 2) These words, say (n ,nn)nye in a calm voice, made everyone look at him. (E. Kazakevich) 3) A huge, stone (n, nn) ​​th, built (n, nn) ​​according to the drawings of Rastrelli in the taste of the past century, the majestic house (n, nn) ​​towered on top of the hill. (I. Turgenev) 4) The recently built (n, nn) ​​th and white (n, nn) ​​house amiably looked out with its wide bright windows from the dense greenery of old (n, nn) ​​lindens and maples. (I. Turgenev) 5) The ice is not strong on the river Stude (n, nn) ​​oh, as if it lies like melting sugar (N. Nekrasov) 6) The house was getting dark near;

spots of reddish light were drawn on it lit (n, nn) ​​long (n, nn) ​​windows. (I. Turgenev) 7) I remember, dusty (n, nn) ​​and exhausted (n, nn) ​​by the heat, I was sitting in the corner on a green chest. (A. Chekhov) 124.1. Write down the text. Prove the correct spelling of the underlined words. Formulate these rules, write them down, confirming with examples from the text.

The neighbor's cat - night owl mysteriously walks in the darkness of the attic, and I don't know what he needs there. The house seems to be quietly snoring Bis_8.indd 99 26.09.2011 17:00: from heavy cat steps. From time to time, snow blocks sliding down from the roof thump heavily. And with each block in the rafters, strained from many tons of weight, relief from the snow burden is born.

At the house there was one, disconnected relative - a lucent-era, soaked through bath. It is so strange, so joyful to be the owner of an old bathhouse and a young ice-hole on such a clean, snow-covered river... Strange, everything is so strange and unexpected. (V. Belov) 2. Write down five words each: a) with an unchecked vowel at the root of the word;

b) with a checked vowel in the root of the word.

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

4. Find and write down related words. Select morphs in them. How do these words differ?

5. Write out the verbs, give their morphological characteristics.

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

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

c) short adjectives. Tell me how you reasoned.

1) The night was warm, but in the morning it became fresh. (V. Kataev) 2) My heart was restless. (A. Chekhov) 3) I'm tired, and Bis_8.indd 100 26.09.2011 17:00: I'm tired of talking. Need to sleep. (A. Chekhov) 4) Hastily, busily, the old man began to climb the porch. (B. Polevoy) 5) We lived quietly and peacefully, we had no misunderstandings. (A. Chekhov) 6) Pierre's face was dull and gloomy. (L. Tolstoy) 7) Only the proud Petrel flies boldly and freely over the sea, gray with foam. (M. Gorky) 8) It was raining, it was dark and dirty. (A. Chekhov) 9) Cheerfully, it's good to go early in the morning. (V. Soloukhin) 10) Summer dragged on endlessly. (V. Belov) 11) It seemed difficult for us to part, but it would be more difficult to meet. (M. Lermontov) 12) The morning is so sweet, clear, but I'm a little sad. (M. Gorky) 127. 1. Determine the way these adverbs are formed: select the morphemes with which they are formed, indicate from which part of speech.

Sample: first - from the first (numeral).

Waking up, as before, secondly, forever, towards, after a tear tomorrow, wide open, backward, quietly, in German, recently, on a grand scale, in the evening, twice, red-hot, from afar, again, darkly, to the left, like a duck , in its own way, in a friendly way, sometime, apparently-invisibly, barely, somewhere, exactly the same, a long time ago, side by side.

2. Make up five to seven phrases with these adverbs (optional). Indicate which word - main or dependent - will be in speech.

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

Once upon a time, on a dark autumn evening, I happened to swim along a gloomy Siberian river. Suddenly, at the turn of the river, in front, under the dark mountains, a light flashed.

Flashed brightly, strongly, very close ...

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

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

Bis_8.indd 101 26.09.2011 17:00: - Far away!

I did not believe it: the light just stood there, stepping forward from the indefinite darkness. But the rower was right: it turned out, indeed, far away.

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

I often remember now this dark river, shaded by rocky mountains, and this living light. Many fires, both before and after, beckoned not only me by their proximity. But life still flows on the same gloomy shores, and the lights are still far away.

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

But still ... still ahead - lights! .. (V. Korolenko).

2. Find colloquial words in the text.

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

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

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

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

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

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

9. What words, in your opinion, are often repeated in the text? Why? Write out phrases with these words. What will these phrases be - nominal or verbal.

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

Pitifully and, it seemed, hopelessly, he suddenly began to whine, clumsily waddling back and forth - he was looking for his mother. Then the host Bis_8.indd 102 26.09.2011 17:00: in put him on his knees and put a nipple with milk in his mouth. Yes, and what was left for a month-old puppy to do if he still did not understand anything in life at all, and his mother is still absent and absent, despite any complaints. So he tried in the first two days from time to time to ask sad concerts. Although, however, he fell asleep in the arms of the owner in his arms with a bottle of milk.

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

He did not yet know his name, but a week later he established for sure that he was Bim.

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

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

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

4. Write down combinations of a noun with an adjective. What part of the sentence are they?

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

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

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

He was hospitable like a magnate. His hospitality reached the point of passion. As soon as he settled in the village, he immediately invited a bunch of guests to his place. This might seem to many Bis_8.indd 103 26.09.2011 17:00: madness: a man has just got out of years of poverty, he has to support his whole family with such hard work, he has no penny for tomorrow, and he has his whole house, from top to bottom , fills with guests, and feeds them, and entertains, and heals!

He rented a dacha in the Ukrainian outback, has not yet seen it, does not yet know what it is, and already calls all sorts of people there from Moscow, from St. Petersburg, from Nizhny.

And when he settled in a manor near Moscow, his house became like a hotel. Writers, zemstvo figures, local doctors, some kind of "distant relatives";

invited and uninvited, crowded around him for whole weeks.

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

He always called to him cheerfully, bravura, playfully, intricately, as if reflecting in the very style of his invitations the atmosphere of youthful fun that surrounded him.

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

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

It is hard to believe that all these crowds of people, teeming in Chekhov's books, were created by one person, that only two eyes, and not a thousand eyes, with such inhuman vigilance, peeped, remembered and imprinted forever all this multitude of gestures, gaits, smiles, physiognomies, clothes and that not a thousand hearts, but only one, contained the pains and joys of this mass of people.

And what fun he had with people! With those he loved.

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

Bis_8.indd 104 26.09.2011 17:00: 3. Determine the type and style of speech. What signs of the text will you rely on in your answer?

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

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

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

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

Name the way this word is formed.

8. Fill in the table and build your answer on the topic "Verb" in the form of reasoning.

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

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

131. Highlight the stems of the infinitive and the present tense in these verbs. Think about the difference between these fundamentals.

1) Return, return, be able, rub, freeze, wake up.

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

132. For the verbs of the imperfective form, select the paired perfective. State how these forms are formed.

Bis_8.indd 105 26.09.2011 17:00: Teach, heal, feed, whiten, count, melt, take, lay down, lie down, speak.

133. For the perfective verbs, choose the paired imperfective. Name the method of education.

Assign, protect, meet, rewrite, recover, establish.

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

Flicker, shiver, wake up, dusk, turn green, go out, win, feel, dare, shine, convince, melt, get along, outshine, take shelter.

135. 1. Write down the text, inserting the missing punctuation marks, missing letters, opening brackets. Explain the placement of commas.

He lay down beside the dying fire, under his .. having lived a hat under his head and put .. putting a body (o) heating pad under him, which wintered and flew with him here for more than a year, etc.. turned into a kind of body (o) heating pad sweating .. apparently still able to warm and soften, and Sanya sat on a stone and, ra (s, ss) slacking, b.. voluntarily, etc. for everything that was around: for a wide bog (n, nn) ​​oh lowland beyond the river (?) which is completely (?) overgrown with blueberries and marked (n, nn) ​​oh with gnarled birches;

for the low sky of the beginning.

for pr .. muffled (n, nn) ​​and unsteady sounds to rushing like an incorrect echo from the depths of the overflowing (n, nn) ​​silence of the world. (According to V. Rasputin) 2. Write out the words with alternating vowels at the root of the word. Do they all follow the same spelling rule? Formulate these rules.

3. Write out the participles, give their morphological characteristics.

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

Bis_8.indd 106 26.09.2011 17:00: 5. How do you understand the meaning of the highlighted words? Explain.

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

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

What (n ..) is a city, then it is a habit, what (n ..) a village is, then a custom. Hour by hour (n ..) is easier. Summer (n..) without a thunderstorm, seeing off (n..) without tears.

The tale (n, nn) ​​th word of silver (n, nn) ​​th, and (n ..) the said - s..l ..

toe. What finger (n ..) bite, everything (one) hurts. For one scientist, two (n..) scientists are given, and even then (n..) they take. Live life - (n ..) go over the field. (N ..) there was (n ..) a penny, but suddenly Altyn. (N..) sit in your sleigh (n..). (N ..) everything is oil to the cat .. nitsa. (N ..) having given words, be strong, and having given, hold on. (N..) knowing the ford, (n..) stick into the water. (N ..) our cart, (n ..) we have to carry it. (N ..) be born (n ..) smart, (n ..) beautiful, and be born happy. (N ..) learning and bast shoes (n ..) you merge .. you. (N ..) in .. the face of birds (?) ka, yes n .. got sharp. (N ..) say a hundred nags, but running is good (?). The eye sees, but the tooth (n ..) takes. Eyes on a spoon, and (n ..) see (n ..) crumbs. How (n ..) throw, but everything is a wedge. How (n ..) turn around from .. the tank, and the tail is behind.

2. Which spelling rules are neither and nor are examples provided in this exercise? Formulate these rules, supporting your answer with examples from the exercise.

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

4. How do you understand the meaning of the highlighted proverb? In what sense are the words silver, gold used - in direct or figurative? Prove it.

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

Was (n..) was. Whatever (n ..) became. To do (n..) what.

To put (n ..) where. Souls (n ..) to tease. And with a kalach (n ..) to lure.

The end-edge (n ..) is visible. Ends (n ..) find. Where (n ..) went. (N..) Bis_8.indd 107 09/26/2011 17:00: so hot. (N..) big trouble. (N ..) what (n ..) looks like (!) (N ..) fluff (n ..) feathers. (N..) hearing (n..) spirit. From (n..) what to do. Himself (n ..) his own. Look (n ..) at what. Only this (n ..) was enough. Only this (n ..) was enough. (N..) knows how much. (N ..) salty slurping.

(N ..) expectantly - (n ..) guessingly. (N..) see the light. (N ..) fits in the head. (N..) be (n..) me. (N ..) a candle to God, (n ..) to hell with it. (N..) more (n..) less. (N..) what to say. (N ..) clean on hand. (N..) to life! (N..) boom-boom. (N..) which gate. (N..) in any case. (N..) alive (n..) dead. (N ..) for what gingerbread. (N ..) a lot (n ..) few. (N..) trust your ears. (N..) looking at the faces.

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

(N ..) hand in hand. (N ..) reduce (lower) the eye.

2. Choose one of the phraseological units, give its interpretation. Write a mini essay titled with this idiom.

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

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

Bis_8.indd 108 26.09.2011 17:00: 139. 1. Read an excerpt from N. Teffi's story "Nowhere". What is this text about? What did the author want to convey to us? Find the sentence that contains the main idea.

I was kind of a dreamer. The soul was restless, as if trembling with impatience. And I was looking for something. And everything was different. And for me it was somehow suitable to climb mountains. Anyone who has made mountain excursions knows that nowhere on earth can one find such quick changes of impressions. Every climb, every turn, something new. So, each step is not just a movement, but a search, and an achievement, and a path to an unknown goal.

At least that's how it feels while walking.

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

The ascent was not difficult and short, we walked talking. Then Pierre left. I walked, thinking, turned to the left, to the edge of the abyss, raised my head and froze. What I saw made me scream. How will I tell you?4 Well, here's how: in front of me, two rocks - Blanchard and Grammont - were connected, forming a huge arch, a gateway to heaven. And there, through the red-hot amber of the sunset, an unprecedented, some kind of enthusiastic dawn was burning.

And out of it, directing its way into the triumphal arch, a chariot flew, raced, a quadriga. Through the golden waves of clouds. And in front of her, showing her the way, thundered a purple ray, like an archangel's trumpet over a raging sea of ​​an orchestra.

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

2. Write down the words with the prefixes times- and races-. Select attachments.

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

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

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

Bis_8.indd 109 26.09.2011 17:00: 5. Write down three or four words that do not have endings. Explain why they do not have an ending.

6. Write out words with not, indicate the part of speech. Explain their spelling.

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

8. Explain punctuation marks in sentences with gerunds.

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

10. Find and write out synonyms. Describe them.

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

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

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

14. What does the phrase triumphal arch mean?

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

Bis_8.indd 110 26.09.2011 17:00: Syntax and punctuation.

Phrase.

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

How is a phrase different from a word? From an offer?

What types of phrases do you know? Give examples.

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

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

2) Decide, play, put on, dress;

picture, letter, literature, lesson.

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

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

141. Write out only phrases from these word combinations.

What combinations of words did you write down? Why?

Bis_8.indd 111 09/26/2011 17:00: Icy wind, in an imperative mood, leaves fall, came to the library, about the world famous, during the year, fascinating reading, writers and scientists, a story about space;

film festival, the audience applauded, I love art, invitation card, white crow, long-awaited meeting, film review, difficult and interesting, sincerely not to thank, to achieve recognition, the highlight of the program, clearly perform, golden hands, it was raining, looked out the window, whether conversations have ceased, despite the bad weather, ice and fire, beat the buckets, wet from the fog.

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

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

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

x x x x x adj.+noun, adj.+noun, local+noun, num+noun, noun+noun, x x x verb+noun, “adverb + verb”, “adverb + adverb”. Put the question from the main to the dependent word. For which schemes did you not find examples in the text? Pick your own examples.

3. Write out the grammatical foundations from the first paragraph. Underline those main terms.

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

1) 2) 3) Bis_8.indd 112 26.09.2011 17:00: I. You already know that words are used to name objects, signs and actions. A phrase, like a word, names objects, signs, actions, but more precisely, in detail, specifically.

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

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

x go fast Grammatical connection is manifested in the ways in which the main and dependent words are connected: with the help of an ending or with the help of an ending and a preposition.

x x interesting book “adj. + n.”

x x meet friends “v+n”

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

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

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

x x Sample: spring rain with l.+ n. (subject) Bis_8.indd 113 26.09.2011 17:00: Soft pr..ground, control..to drive a car, bold in decisions, bold to decide, pr..overcome pr..obstacle, pr..wonderful patterns, unpredictable ..overcoming pr..grad, go to rest, accurately translate, translation of the text, pr..zident decree, pr..ori tet in the image..shadow, undoubted pr..property, go to a cafe, stop ..on the highway , pr..farm, pr..increase in detail, half..live in coffee, pr..l..make efforts.

145. 1. Write out phrases from sentences, grouping them according to the ways of communication: 1) with the help of the ending;

2) with the help of an ending and a preposition;

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

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

Example Word Birds Phrase Migratory birds Sentence Migratory birds fly to look for the past summer.

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

Bis_8.indd 114 09/26/2011 17:00: In nominal phrases, the main word can be expressed:

x with a noun green meadow t in h ё m?

x adjective name bold й in decisions t any part of speech in the meaning of the noun respect t how and e?

x ema e vacationers As a dependent word for a noun, the following can act:

x x white birch adjective (adj. + n.) t w h e?

x x our city pronoun (loc. + n.) t how?

x x letter read (adj. + noun) participle t what?

x x fifth floor ordinal (num. + noun) t numeral w ho? whose?

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

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

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

from what?

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

t nouns to and to?

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

t Bis_8.indd 115 26.09.2011 17:00: to whom?

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

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

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

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

x x work with him pronoun (vb + local) t k a k?

x x go slowly adverb (Vb + adv.) t why?

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

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

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

Bis_8.indd 116 26.09.2011 17:00: how?

x x surprisingly accurate adverb (adv. + adv.) t why?

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

x x to your right is a pronoun (adv. + loc.) t 148. Write down the phrases. Indicate in them the main and dependent words. How did you determine which of the words is the main one, and which is dependent on mine? Make sentence patterns.

Unacceptably little, very hot, overcast in autumn, down the path, very entertaining, too abrupt, extremely interested, up behind you, amazingly accurate, absolutely confident, extremely cautious, rather attentive, winter cold, far from home, to our right, long before dawn.

149. Write out phrases in three columns, depending on the way the main word is expressed. Indicate what part of speech the main and dependent words are expressed. Make sentence patterns.

Nominal Verb Adverb Prepare for lessons, absolutely correct, single exam, first lesson, able to study, read a lot, kind to me, literature exam, surprisingly accurate, above father, think of you, our audience, read aloud, very slowly , came to ask, to answer the letter, quite by accident, his book, red with shame, the desire to know.

Optional task: write an essay on one of the following topics:

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

Bis_8.indd 117 09/26/2011 17:00: Autumn day, walking, darkened from the sun, rainy in autumn, birch branch, walking in the forest, far from the city, hiding from the rain, taking the subway, green field, warm in summer, to the left of the road, having breakfast in a cafe, very dark, on top of a pine tree, summer rain, to the sound of drops, golden foliage, dazzlingly bright, wet from the rain.

§eight. Types of connection of words in a phrase 151. 1. Read the text and title it. What features of this text allow it to be attributed to the colloquial style?

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

There was not a single inscription on it!

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

Have you sailed on ships? - he asked.

No never.

Were you in a geographic circle?

The examiner looked so perplexed that I had to explain:

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

Determine the form of the dependent words.

Bis_8.indd 118 09/26/2011 17:00: I. In phrases, the main and dependent words are in a subordinate relationship. There are three types of subordination: coordination, control, adjacency.

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

which? which? which?

x x x beautiful person - beautiful walk - beautiful face - how are you?

x beautiful people.

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

x x bird trills (n.), respected vacationers (adj.).

The dependent word in agreement can be expressed:

x x white birch name (adj. + noun) t adjective x x reading boy participle (adj. + noun) t x x eighth grade t ordinal (num + noun) numeral x x our class pronoun (loc. + noun) t changing the form of the main word, the form of the dependent x x mogo changes: white birch, o white birch e.

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

what? for what?

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

x x x x verb: read / read / reading / reading a book, t Bis_8.indd 119 26.09.2011 17:00: x noun: reading a book, t x adjective: satisfied with success, t x cardinal number in them. (vin.) case: three chairs, t x five chairs.

The dependent word under control can be expressed as:

t noun (with and without a preposition):

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

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

152. Write off by inserting the missing letters. Determine the form of the dependent words. Specify the type of connection.

Be .. a controversial case, ra .. guess the charade, be .. delicious food, review of the article, accurate calculation .. even, burned to the ground, the desire to pr .. overcome, respect .. reap comrades, useful and. .digged, insulting to tears, in ..take the opportunity, prone (n, nn) ​​to pr..increase, feeling (?) patriotism, desire to learn, to the left of the road, damp on the street.

153. Write down by putting the nouns in brackets in the correct case with or without a preposition. What type of word-combinations do the formed phrases belong to? Sketch them out.

Bis_8.indd 120 9/26/2011 5:00 pm: Ready (victory), wet (dew), essential (study), fit (training), pale (excitement), weak (health), prone (exaggeration), proud (victory ), satisfied (success), necessary (experience), interesting (children), kind (animals), full (water), attentive (grandmother), ready (trip), gray (dust), familiar (readers), difficult (students), capable (work), useful (occupation), famous (scientists).

154. Read the phrases. Replace the main verb with a single-root noun or adjective. Does this change the case of the dependent word? Write down the resulting phrases. Specify the case of the dependent word. Define the type of connection.

Meet friends - …;

do not skimp on praise - ...;

to thank a friend - ....;

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

fight for discipline-...;

graduate from school, love life, strive for knowledge, choose a profession, jump from a springboard, win an olympiad, clean clothes, get off the subway, warn of danger, wait for a train, meet classmates.

155. Make phrases with the given synonymous pairs of verbs. Define the type of connection. Specify the case of the dependent word.

Sample: to slow down the movement, to impede (what?) (what?) Movement.

Guarantee - guarantee (success of the case);

to be amazed - to be surprised (the ability of the student);

demand - need (interesting books);

advantage - superiority (Internet);

the demon to rest - to worry (children);

lead - manage (department);

avoid - evade (conflict);

to distinguish - to distinguish (light and dark tones).

Bis_8.indd 121 26.09.2011 17:00: Are we talking correctly manager manager manager manager what? (tv.p.) W e g o? (genus p.) Commander Commanding User III. Adjacency is a subordinating connection, in which the dependent word is connected with the main word only in meaning, as well as intonation and word order: very slowly, the desire to learn, to run faster, to go without looking back.

Main adjoining word:

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

The dependent word is expressed by invariable parts of speech:

x house opposite (n. + adv.), adverb t x listen without interrupting (ch. + dep.), gerund t x decision to learn, infinitive t x x x his book, her textbook, their notebooks pronouns t his, her, their adjective or adverb in comparative degree t x speak louder (ch. + cf. st. adv.), When the form of the main word changes, the dependent does not change:

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

Bis_8.indd 122 26.09.2011 17:00: 156. Write down word combinations, opening brackets and inserting missing letters. Determine which type of connection most of the given phrases belong to. Find phrases with a different type of connection. Prove it.

Hope (in) secrets .., play (in) a draw, run (in) distillation, eggs (in) cool, learn (by) a tooth, his house, khaki coat, do (for) evil, go (alone) alone .., to know (by) heart, the road (to) the top, the city in winter, walking in the forest, riding a horse, sitting (in) locked up, surprisingly thin, (un)usually difficult, her fur coat, boring without friends , faster than the bus, (rarely) together, their children, jogging, soul wide open, close to us, successfully studying, well occupied .. toiling, please (not) be late.

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

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

Learn the rule, return from school, climb the mountain, worry about it, exchange of opinions, trip to Ukraine, report on work, certificate of illness, speak out on the candidate, think about the issue, programs to revive traditions, put on a coat, emphasize about necessary, to dream about rest, to pay for travel, to go on an excursion, more importantly, a goal for the future.

Bis_8.indd 123 26.09.2011 17:00: 159. Correct the errors in the choice of prepositions and case forms in the following sentences. Write down the resulting suggestions.

1) Preparations for the examinations have begun. 2) The essay is written on the same topic as the presentation. 3) We received a lot of feedback on this work. 4) Your proposal is not substantiated on anything. 5) In view of the past rains, the harvest promises to be good. 6) As a result of the planned negotiations, the conflict can be settled. 7) Upon the arrival of the guests, grandmother sent her mother to the store in order to buy helb. 8) The writer vividly revealed the images of the heroes along the line of lyrical digressions. 9) Turgenev loved the beauty of Russian nature and missed her when he lived in Paris. 10) The reviews for the published book were too positive.

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

which? which? for what?

x x S amp le: desktop - work table.

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

parental attention -...;

bird singing -...;

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

161. Read the sentences. Write down those phrases that can be replaced by synonyms. Determine the type of phrases according to the main word. Make a word-combination scheme.

1) The air rang from the flapping of bird wings. (K. Paustovsky) 2) Large raindrops knocked on the dark windows. (A. Chekhov) 3) I started telling them grandmother's tales. (M. Grief Bis_8.indd 124 26.09.2011 17:00: cue) 4) One day his granddaughter appeared in his grandfather's house.

(V. Zheleznyakov) 5) In the garden, he saw oaks and crows' nests that looked like hats. (A. Chekhov) 6) A childish cry, repeated by an echo, rumbles through the forests from morning to night. (N. Nekrasov) 162. Consider the table. Fill in the empty cells. Pick up examples. Based on the table, tell about the types of word-to-word combinations.

Relationship type Feature Example? Is the dependent word in the same form as the main word Control? Reply to letter x v. + n. (win. p.) ? A dependent immutable word is associated with the main word only in meaning. You know that phraseological units are one member of a sentence. They are an indivisible combination of words. Phraseologism is an integral part of the phrase.

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

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

In syntactically non-free phrases, a dependent component is required to understand the meaning of the statement.

It carries the main semantic meaning. For example, missing Bis_8.indd 125 26.09.2011 17:00: x accurately say a house with a driveway, it is necessary to clarify x a house with a beautiful driveway. There are several types of syntactically non-free phrases:

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

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

There were many carp in the pond.

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

1) Bear service, bear lair, bear corner, honey sheepskin. 2) Extra people, extra trouble, extra money. 3) Drive a car, drive by the nose, drive a train. 4) Take part, make a decision, receive guests, take an order.

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

164. 1. Read the sentences. What do you think, are you divided combinations of phraseological units? Why?

A heavy and strong fish rushed ... under the shore. I started to lead her to clean water. (K. Paustovsky) It is necessary to lather the child’s neck well in order to wash off all the dirt.

Bis_8.indd 126 09/26/2011 17:00: 2. Make similar sentences with combinations to take a beech sir, play with fire, break spears, pull by the ears.

3. What do phraseologisms mean to bring to light, to pour our neck? Come up with and write down sentences with them, underline phraseological units as a member of the sentence.

Plan of syntactic analysis of the phrase 1. Write out the phrase.

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

3. Indicate what part of speech is the main and dependent word in the phrase. Make up a word-combination.

4. Determine the type of phrase according to the main word (verbal, nominal, adverbial).

5. Set the type of connection of words in the phrase (coordination, control, adjacency).

x x Sound teach more clearly Vb. + adv. Verb Adjacency to o r o? ex.

x x Voices of birds Ex. + n. Nominal Office 165. 1. Write down the text. Put the nouns given in brackets in the correct case form. What question do they answer, what connection are they connected with the main word?

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

Bis_8.indd 127 09/26/2011 17:00: Beauty, in his understanding, should be effective, that is, it should encourage (creative work, creation) of new values ​​and new beauty. Roerich saw a lot while traveling (Europe, America, Asia), but none of the most beautiful, most exotic landscapes eclipsed in his memory the simple and sweet pictures (native Russian northern nature). (A. Alekhin) 2. Make an analysis of three phrases.

We repeat the spelling ..ki (not) p..gode, (to) top, words (?) composition .. tanie, friendship (n, nn) ​​th, lawsuit (s, ss) tv (n, nn) ​​th, etc .. heeling, pr..earth, pr..ori tet, pr..zident, pr..lag, (along) axis (n, nn) ​​him, sov..rshe (n, nn) ​​th, (on) flight. .mu, pr..to go, (not) doumyo (n, nn) ​​o, exam .. nator, dis ts.. plina, prof (s, ss) ia, tr..mplin, ol..mp..ada , danger (?) property, pr .. property, pr .. in .. walking, in .. head, one (?) class (s, ss) nickname, (in) no (?) yu, (on) pereg ..nk, (on) evil, (on) top, (in) zap..rti, k..nflikt, k..ndidate, p..rsp..ktiva, (on) pr.. being, through. .chur, pr..p..ganda, l..genda, l..lovy.

Testing Yourself 1 Complete the definitions.

A phrase is two or more words....

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

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

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

Bis_8.indd 128 26.09.2011 17:00: Legend says that lilac flowers came to us when spring drove the snow off the meadows and raised the sun high. The sun, accompanied by a rainbow, passed over the earth. Then the spring began to take its rays, mix them with the rays of the rainbow and, moving from south to north, throw them to the ground. And where the rays fell, yellow, orange, red, blue and blue flowers blossomed. When spring reached the North, it only had white and white rays left. And below were the Scandinavian countries.

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

There was only one white color left in spring. She did not spare him and generously scattered on the ground, and from it turned out a white star-shaped lilac. (S. Krasikov) 2. Find an “extra” phrase in each column.

blue flowers raised high with rainbow rays came to us raised the sun drove snow on small bushes white color below lay far below very generously too high with rays of a rainbow accompanied by a rainbow generously scattered below yellow flowers lay its rays white rays lilac flowers bloomed there mix with rays Scandinavian countries Bis_8.indd 129 26.09.2011 17:00: they came to us to throw on the ground moving from south to north covered with flowers 4 Indicate which phrases are not synonymous.

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

What parts of a sentence make up its grammatical basis?

How many grammatical bases can be in a sentence?

166. 1. Write down the text. Highlight the grammatical bases in the sentences.

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

by the purpose of the statement, by emotional coloring, Bis_8.indd 130 09/26/2011 17:00: by the number of grammatical bases, by the presence of secondary members.

167. 1. Read the text.

People exchange thoughts... How are thoughts formed and expressed? With the help of language.

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

In other words, they pronounce sentences that differ in the purpose of the statement - narrative, interrogative, incentive. Talking, communicating, they exchange not words, not phrases, but sentences.

How, then, from the words and phrases that serve as names for the phenomena of reality, a grammatical unit is created that can convey a thought?

Let's try to make a sentence from such a "building material": the name of the noun brother (or pronoun);

phrases prepare for competitions, swimming competitions. To do this, we need to combine them in such a way that they express the idea... Let's give the whole grammatical unity intonation completeness and get a simple sentence: Brother is preparing for swimming competitions.

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

3. Make sentences from these words and phrases:

book, lofty dreams, awaken, man;

spring, came early, this year;

shining, waves, scarlet, mass, sail, ship, move, white, dissect.

Bis_8.indd 131 26.09.2011 17:00: I. A sentence is the basic unit of syntax. With the help of sentences, we communicate about someone or something, express thoughts and feelings, turn to each other with questions, requests and wishes, advice and orders.

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

Do you know that...

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

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

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

According to the number of grammatical foundations, sentences are divided into simple and complex. In simple sentences, there is one grammatical basis: Sleepy birches smiled (S. Yesenin);

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

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

Bis_8.indd 132 09/26/2011 17:00: The rain flew by The rain flew by and burned out on the fly.

I'm walking down the red path.

Orioles are whistling, mountain ash is in bloom, Earrings are turning white on the willows.

The air is life-giving, humid, fragrant.

How fragrant honeysuckle!

A leaf leans with its tip down And drops pearls from the tip.

(V. Nabokov) 2. Write out simple sentences from the text, underline the grammatical foundations in them. Describe the proposals for the plan ex. 166.

169.1. Write the text by inserting missing letters, opening brackets and adding missing punctuation marks.

Dmitri Ivanovich Mendeleev passionately (?) but loved painting, visited every exhibition and collected (l, ll) r.. products. He even wrote poems about iz.

He loved to make h..modans. And he was very proud when they said about him: “Here comes the h.. fashion (n, n) master of affairs!”

And he also developed .. the shaft of the recipe .. the brew for pr .. cooking ... nya brew! Take the solid .. most expensive .. evolutionary (n, nn) ​​enc .. clopedic dictionary of Brockhaus and Efron, and you will come across many articles marked (n, nn) ​​with the Greek letter “delta” These articles did not .. carried their author of world fame, but you can learn from them about the various ways of converting fruits and berries into useful and delicious homemade preparations!

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

3. Are there any sentences in the text that have two grammatical bases. What are these proposals? Underline the subject and predicate in them.

Bis_8.indd 133 9/26/2011 5:00 pm: §10. Intonation. Logical stress 170. 1. Read the text. How do you answer the question it starts with. What will help you accurately and figuratively convey the idea to the interlocutor?

So what is intonation? The rise and fall of the voice, the strength of the most emphasized, the most important word, the stop in speech, the tempo of the utterance (slow, moderate, fast), the tone expressing joy, sadness, censure or approval - all this, taken together, constitutes intonation. with which the utterance is pronounced in oral speech. And this means that the correct placement of logical stresses, pauses, as well as mastery of the melody, tempo, rhythm of speech, and the correct choice of the tone with which the speech is pronounced help accurately and figuratively convey one’s thought to the interlocutor. (S. Lvova) 2. List the main elements of intonation. What determines intonation? Based on this text, try to formulate recommendations on what sound means should be used to convey the meaning of the statement.

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

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

171. 1. Read the text with the correct intonation. What suggestions for the purpose of the statement are in the text? Justify your answer. What is used to convey intonation in writing?

We can say a simple word "hello" in a sarcastic, jerky, dry, gloomy, indifferent, ingratiating, high manner. This simple word can be pronounced in a thousand ways.

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

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

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

172. Say the sentence "Frost and sun, wonderful day":

a) in the neutral tone of a meteorologist making an entry in a diary for years;

b) in the tone of a person who fell asleep under the howling of a snowstorm and was surprised in the morning by a change in the weather;

c) in the tone of a student who is bored at the lesson and looks longingly out the window;

d) in the tone of a Pushkin hero who joyfully wakes up a sleeping girlfriend, looking forward to a fun and pleasant walk. Make a conclusion about the role of intonation in our speech.

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

The main studies of L.V. Shcherba is devoted to the problems of general linguistics, Russian studies, romance, Slavic studies, lexicography, and pedagogy.

Among his scientific interests were syntax, grammar, questions of the interaction of languages, the language norm, spelling and orthoepy.

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

In 1924, the scientist began fruitful work in the field of the theory of compiling dictionaries. L.V. Shcherba studied in detail different types of dictionaries, their structure and content. For the first time in our science Bis_8.indd 135 26.09.2011 17:00: developed a typology of dictionaries, which is reflected in his monograph "Experience of the General Theory of Lexicography" (1940). This work is currently used both in the practice of compiling dictionaries and in the theory of lexicography.

In 1928, Shcherba's article "On Parts of Speech in the Russian Language" was published, which played an important role in the development of Russian morphology.

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

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

L.V. Shcherba was a master of the "linguistic experiment". A playful phrase, compiled by a scientist from words with fictitious roots, has become widely known - Glokaya kuzdra shteko boked a bokra and tails a bokra.

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

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

L.V. Shcherba also does a lot for the development of the national culture of the peoples inhabiting Russia. So, in 1921 he helped to create the Komi script, in 1926 he participated in the First Turkological Congress.

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

Bis_8.indd 136 26.09.2011 17:00: Scherba's works subsequently became the basis not only for philological and pedagogical research, but also for the development of speech psychology, psycholinguistics and other areas.

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

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

To emphasize the word "garden" - to respond to Chekhov's dream of the future of the motherland.

On the word "our" - to emphasize the feeling of disinterested property. Participation in what is given to make your generation.

The word "Russia" means to respond to one's belonging to everything Russian, the land not chosen, but bestowed from childhood.

But the most correct thing, perhaps, is to put the emphasis on the word "all": "All Russia is our garden." For there is no corner in Russia, to the cares and needs of which you have the right to remain deaf, which you would not like to see in the flowering of "eternal spring".

And the surest way to this, according to Chekhov, is to start at least one unconditionally disinterested, kind deed. To write at least one inspired, honest page. Plant at least one tree. (V. Lakshin) 2. Explain the meaning of the words capacity, disinterested, involvement, inspirational.

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

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

Prove it.

II. The most important word in a sentence can be highlighted with logical stress: Quiet (and not Bis_8.indd 137 09/26/2011 17:00: noisy) in birch forests (M. Prishvin.) - Quiet in birch (not pine) forests . - Quiet in birch forests (not groves).

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

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

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

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

t 174. Read the sentences. Analyze how the authors highlight the logical stress word.

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

"See-see-u!" (G. Troepolsky) 4) The patient heard what they were saying in the next room. 5) Why, why didn't you listen to me?

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

175. How many answers can be given to each question? What does it depend on?

Are you going to the library today?

When will you bring the book?

Why do you need this magazine?

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

Bis_8.indd 138 26.09.2011 17:00: 1) My sister works / and studies at a music school. - My sister works and studies / at a music school.

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

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

177. Expressively read an excerpt from N. Rubtsov's poem "A Memorable Case." Choose the most appropriate tone and pace of reading. Determine if the pauses match the punctuation marks. Which words should be highlighted with logical stress?

On the roads, even at a late hour, I always walked without fear, With a cheerful mood this time I hurried to a distant village ...

But suddenly the wind came up!

Darkness has already set in! It got scary!

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

I see: something black in the distance Looms through a snowstorm... No, not Christmas trees!

Legs seem to be rooted to the spot!

In my head flashed: "Wolves, wolves! .." | I was walking, stumbling, and a blizzard, Sweeping a snowdrift under my feet, Then suddenly: “Whoo!” - shouted in the dark, Then suddenly: "Ah-ah!" She screamed like she was alive!

§eleven. Types of sentences for the purpose of the statement 178. Read the sentences. Name first declarative, then interrogative and incentive sentences. How did you define it?

Bis_8.indd 139 26.09.2011 17:00: 1) The preserved foliage will now hang on the trees until the first winters. (I. Bunin) 2) Let the sun's clear face now shine with joy. (A. Pushkin) 3) And what Russian does not like to drive fast? (N. Gogol) 4) Is it not for you that waterfalls run and splash over the rocks? (A.K. Tolstoy) 5) Sow reasonable, good, eternal. (N. Nekrasov) 6) In a clearing near the forest edge, I saw blue flowers. (K. Paustovsky) 7) To look at the train from the height of the Baikal coastal mountains. (M. Prishvin) 8) Reveal your secret to me. (A. Pushkin) 9) Where is the sweet whisper of my forests? (E. Baratynsky) 10) The moon in the darkness ran from cloud to cloud and illuminated the mound with an instant brilliance. (A. Pushkin) I. According to the purpose of the statement, sentences are divided into narrative, interrogative and incentive.

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

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

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

Who is this stocky, heroic man with a graying beard What is he doing in the thicket of the forest Why is he looking at the trees and bushes so attentively This is a forester He is so akin to a mighty, thickset forest that he himself seems to be the owner of a dense thicket Is this a forester? walks around a tree from all sides, takes out a notebook and makes an amazingly well-aimed, masterful sketch, a kind of “portrait of a tree”

No, this is not a forester. This is the artist Ivan Ivanovich Shishkin, a singer and a true connoisseur of the Russian forest. (V. Osokin) Bis_8.indd 140 26.09.2011 17:00: 2. Find interrogative sentences in the text. What linguistic means are used to formulate questions?

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

Consider a reproduction of the painting by I. Shishkin “Pine 4.

boron. Think of phrases for it. Describe the picture using compound phrases and various types of sentences in your text.

II. A declarative sentence is characterized by a special narrative intonation. At the same time, the tone of the voice first rises, and towards the end of the sentence, on the last word, it falls. If some word is more important than others in thought, it should be divided - pronounce it louder than others, then the intonation goes down Bis_8.indd 141 26.09.2011 17:00: after this word. The most important word for meaning is usually placed at the end of the sentence.

The grass smelled fragrant. (A.K. Tolstoy) III. Interrogative sentences can be of two types: with and without interrogative words. To make an interrogative sentence, use:

t interrogative pronouns and adverbs who? what? which?

where? where? where? when? why? why? and others: Who, under the stars and under the moon, rides a horse so late? Whose tireless horse is this running in the boundless steppe? (A. Pushkin);

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

What incomprehensible bond lurks between us? (N. Gogol);

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

Didn't the flowers smell fragrant yesterday in the silence of the night for you? (A.K. Tolstoy).

Interrogative words are pronounced louder than other words in a sentence, after which the intonation drops.

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

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

Sentences with the meaning of an order, requirements are pronounced with an increase in tone.

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

Love a book.

Bis_8.indd 142 26.09.2011 17:00: 180. 1. Read the text with correct intonation. Write it down with the missing punctuation marks. Determine the types of sentences according to the purpose of the statement.

Every person has freedom of choice. Choice exists daily. Every minute. different in severity. Neodynical in its consequences.

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

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

181. Read with correct intonation. Write it down with the missing punctuation marks. What are these sentences for the purpose of the statement? In what form are the predicate verbs used?

1) By the beginning of September, the weather suddenly changed dramatically and quite unexpectedly (A. Kuprin) 2) And you could play the nocturne on the drainpipe flute (V. Mayakovsky) 3) Let it get you something new every day and every hour (S. Marshak ) 4) Are you satisfied with my confession (A. Pushkin) 5) Do not sleep, do not sleep, work, do not interrupt work (B. Pasternak) 6) Silver drops of heat sparkle on the backs of the stumps (I. Mukhachev) 7) Whom to love Whom to believe (A. Pushkin) 182. Write down, using the verbs given in brackets, in the form of the imperative mood of the plural. How will the style of the text change if the verbs are put in the singular form?

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

(Peer) on a clear day into pink clouds, and on a rainy day into dark clouds. (Learn) to listen to the sound of the forest, the murmur of a stream, the singing of a nightingale. (Cultivate) a sense of beauty in oneself.

Bis_8.indd 143 26.09.2011 17:00: 183. Find the third "extra" in each group of sentences.

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

(A. Pushkin) §12. Types of Emotional Sentences 184. Read the sentences. Describe them according to the purpose of the statement and emotional coloring. Explain the exclamation mark. What sentences contain a request, an order, a wish? What emotions, feelings are expressed in sentences (joy, surprise, admiration, etc.)?

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

May the sun always shine brightly on you, may it! (N. Rubtsov) 2) How good Moscow is in spring, how good spring is in Moscow! (P. Vyazemsky) 3) Well, it's already night! The burning air does not stir! (A. Maykov) 4) Let me spread across the heavens, scatter with a free soul, a free, endless song! (A.K. Tolstoy) 5) You are my mother! Shut up for you! (M. Gorky) 6) How special you are, thunderstorm! How I love your silence, your sudden brilliance! (I. Bunin) 7) Do not be afraid of storms! Let him hit in the chest Bis_8.indd 144 09/26/2011 17:00: nature's cleansing power! (N. Zabolotsky) 8) You should get out of the way, girl! Yes, stop crying! (M. Gorky) 9) This is a man! Here is the writer! (I. Bunin) 10) What a charm these fairy tales are! Each is a poem! (A. Pushkin) 11) Yes, books, for God's sake books! Poems, verses, verses! This is food for the soul! (A. Pushkin) 12) Don't let your soul be lazy! In order not to crush the water in the mortar, the soul must work day and night, and day and night! (N. Zabolotsky) I. When communicating, we not only communicate something to each other, ask questions or make requests, but also express our feelings, emotions, attitude to what is happening. In oral speech, facial expressions, gestures and a special, exclamatory intonation are used for this - raising the tone and highlighting a word expressing emotion, in written speech - an exclamation point.

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

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

II. In exclamatory sentences, special words can be used: what, what for and how. These words are usually placed at the beginning of a sentence. What a wealth of wisdom and goodness of the pano race according to the books of all peoples! (L. Tolstoy);

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

What a beautiful spring! (A. Pleshcheev);

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

(E. Baratynsky).

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

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

poems?

Bis_8.indd 145 26.09.2011 17:00: Northern birch Over the lake, over the backwater of the forest - Elegant green birch...

"Oh girls! How cold it is in spring

I'm shivering from the wind and frost!

Either rain, then hail, then snow, like white fluff, Then the sun, shine, azure and waterfalls ...

"Oh girls! How cheerful the forest and the meadow!

How joyful spring outfits are!

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

“I'm trembling all over. But only not to crush the Green Ribbons! For the sun will come again."

(I. Bunin) 2. Read the last sentence, expressing confidence, doubt, joy, question. Notice how the intonation changes.

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

Lenka rushed along the narrow, bizarrely humpbacked streets of the town, not noticing anything in her path.

1. Commented letter (Ex. 196).

Explain spelling not.

2. Individual tasks.

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

3. Independent work (Ex. 206).

Read the text. Name the work from which this passage is taken, the author.

Write out the words with not and neither.

IV. Lesson summary

How to write with not words without not are not used?

How do you spell not with verbs and adverbs?

How do you spell not with adjectives, nouns and adverbs?

How do you spell not with participles?

Homework

2. Learn the lesson material.

Lesson 30

Particle discriminationnot andneither

Lesson Objectives:

Reinforcing spelling not and neither with different parts of speech, the development of coherent monologue speech.

During the classes

I. Implementation of homework

1. Talk about spelling not and neither with different parts of speech.

2. Checking progress home ex. 205.

What general title did you choose for these proverbs?

Which of them do you agree with, which do you not?

What proverbs on this topic did you choose?

Explain spelling not and neither.

3. Vocabulary dictation.

He did not hide his surprise; perplexed; could not meet; harbor hatred; be indignant with indignation; not a wooden house; not cheap cost; undisciplined student; the river is not wide, but cold; be unwell for a long time; not distant, but close; not sixty; unspoken law; unburned fire; underfulfill the plan, not reach the shelf; show distrust; nothing to write; there is no one to run after; not eat enough; shortly before the meeting; real touchy; not disguised by anyone; unmemorable face; messy look; show incorrectness; hating ignorance; feel uncomfortable; nobody came; neither fish nor fowl.

II. Work on the topic of the lesson

Particle discrimination not and neither(page 95 of the textbook).

Single or double neither included in sustainable turnover: out of nowhere, as if nothing had happened, no matter what, neither fish nor meat, nor alive nor dead, nor two nor one and a half, neither this nor that, neither give nor take.

Combinations should be distinguished: no one(none) - not alone(lot); never(never) - not once(many times).

III. Knowledge check. Development of skills and abilities

1. Explanatory dictation.

1) Where did he just not apply! 2) Wherever he applied, everywhere there was a refusal. 3) None of the sunrises is similar to the other ( K. Paustovsky). 4) The boundless sea noise did not stop for a minute. 5) You chase two hares, you won’t catch one (Proverb). 6) No matter how much you have to live in the world, you will never stop being surprised by Russia ( K. Paustovsky). 7) There are men who are more eloquent than women, but not a single man has the eloquence of women's eyes.

2. Task by options.

Option I - ex. 197.

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

(N..) saying (n..) to whom (n..) words; (n..) money, (n..) tickets; (n..) I can (n..) help; (n ..) answer (n ..) hello; (n ..) hear (n ..) words; (n ..) who to replace; (n ..) how (n ..) will you help; where (n..) come from.

Answers:

Without saying a word to anyone; no money, no tickets; I can not help; no answer, no greeting; not a word is heard; no one to replace; nothing to help; out of nowhere.

IV. Independent work. Test

Option I

not.

N..(1) slightly n..(2) has changed.

N..(3) where to go n..(4) it is necessary.

N. .(5) fish n..(6) caught.

N..(7) knew n..(8) rules, n..(9) formulas.

N .. (10) could n .. (11) hear a scream.

Where n .. (12) throw your eyes, ruins are everywhere.

How many n .. (13) called, he n .. (14) looked back.

You can’t .. (15) admire the sunset.

He n .. (16) once n .. (17) was n .. (18) only wounded, but even scratched.

He n .. (19) had n .. (20) what position, n .. (21) received n .. (22) a penny of salary, found, however, funds for entertainment.

Answers:

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

Option II

Note the spellings neither.

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

Answers:

Homework

Ex. 198 - home control work.

Lesson 31

Spelling of adverbs

Lesson Objectives:

Consolidation of spelling skills of adverbs; the formation of the ability to form adverbs and use them in speech.

During the classes

I. Group work

I Group

Syntactic parsing of the sentence:

Come and have lunch with us.

Answer:

Come to us lunch easily . (awake, non-excited, simple, one-state, o / l [ ], distribution, complete, uncomplicated)

Come- simple ch. predicate, expressed by ch. imperative mood.

Come(why?) lunch- circumstance of the goal, expressed by the infinitive.

Come(as?) easily- circumstance of the manner of action, expressed by an adverb.

Come(where?) to us- adverb of place, expressed by a personal pronoun with a preposition.

2 group

Morphological analysis of the adverb is easy.

Answer:

Easily- adverb.

Come (how?) easily: adverb of manner.

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

3 group

Vocabulary dictation:

Easily, on the go, a little, indiscriminately, firmly, firmly, in mockery, in German, in a rush, side by side, barely, at first, abroad, as before, smaller, exactly the same, shattered, wide open, red-hot, occasionally, completely, from the outside, forever, longer, in a big way, still, hot.

Vocabulary dictation check.

Name the spellings that you followed when writing adverbs.

II. Spelling of adverbs

1. Spelling of adverbs traditionally causes the following difficulties:

Vowels in suffixes at the end of adverbs;

b at the end of adverbs after hissing;

not and neither in attachments;

Continuous, hyphenated and separate spelling of adverbs.

The rules refer to adverbs formed by the prefix-suffix method. By their formation, these adverbs go back to short forms of adjectives.

In adverbs with prefixes in-, on-, for- letter at the end about.

In adverbs with prefixes from- / is-, to-, s- letter at the end a.

Writing on the board and in notebooks:

Consolidation of this material: ex. 189.

2. Independent work

Option I

Use the suffix -about or -a.

Yellow ..-pale face, red-hot .. hot ball, go around to the left .., go to the right .., start over .., finish the work brighter .., wash white .., quarrel hotly .., turn left .. .

Option II (or ex. 192)

Form adverbs with suffixes from these words -about or -a and with attachments in- / in-, on-, for-, s-, from- / is-, to-.

Think of and write down sentences or phrases with these adverbs.

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

3. After sizzling w, w, h written at the end of adverbs b.

Exceptions: already, married, unbearable.

4. In negative adverbs written under stress not-, no accent - no-: no, nowhere.

5. After adverbs hissing at the end written under stress about, without stress - e: hot, fresh, melodious, but more!

III Consolidation

The consolidation of this material can be organized by options or by groups.

1. Exerc. 191.

2. Selective dictation (the teacher dictates sentences, students write out adverbs in hissing).

Near the hotel was a new two-story house, below the doors were wide open ( I. Goncharov). Once, only their monotony was broken by a truly sad incident ( I. Goncharov). Filofey waved his hand backhand several times ( I. Turgenev). Tatyana, by the will of the mistress, was married off to a drunken shoemaker ( I. Turgenev). Deaf, deserted, deserted, the steppe is half-dead all over. The rider got off his horse and silently set to work ( A. Maykov). They endured for a whole month, and when it became unbearable, they suddenly sent me: give me money ( A. Pushkin). And I'm on my back, knocked over by a blow, without memory I fell back into the stream ( A. K. Tolstoy). A minute later, three horsemen rushed at a gallop along the road ( N. A. Ostrovsky).

3. Complicated cheating

Write down in the composition of phrases first the pronouns, and then the adverbs. Explain the spelling of these parts of speech.

(No, no) where there is no housing in sight. (No, no) nothing to measure the expanse of fields. (No, no) when I didn’t assume that (no, no) I wouldn’t be afraid of anything, (no, no) I wouldn’t agree with (what). (No, no) how could not move. Letters to wait was (not, nor) from where.

Answer:

Adverbs: nowhere to be seen, never imagined, never managed to get under way, nowhere to wait.

Pronouns: I can't measure anything, I won't be afraid of anything, I won't agree with anything.

4. Spelling oh eafter hissing

Think rule of thumb oh e after hissing in suffixes and endings of nouns and adjectives is it common for adverbs as well or not? Justify your answer with examples by completing the table.

oh e after hissing	under stress	No accent
In adverb suffixes

An example of a completed table:

oh e after hissing	under stress	No accent
In suffixes and noun endings
In suffixes and adjective endings
In adverb suffixes

Checking the execution of tasks.

IV. Lesson summary

What part of speech is called an adverb?

Talk about spelling oh ah at the end of adverbs.

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

Tell me about writing no-, no- in negative terms.

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

Homework

1. Repeat the rules on pages 93, 95.

Lesson 32 (26)

Spelling of adverbs

Lesson Objectives:

Strengthening the skills of writing a hyphen in adverbs; strengthening the skills of continuous and separate writing of prefixes in adverbs.

During the classes

I. Checking homework

1. Poll.

Talk about spelling

not with nouns, adjectives, adverbs;

not with participles, negative pronouns.

2. Commented reading ex. 25.

3. Vocabulary dictation:

Open the door wide open, walk away, rush at a gallop, close completely, get married, never argue, nowhere to wait, nowhere to be found, there was no time to go in, nothing for it, spoke melodiously, state in general, move clumsily, go around to the left, start over, close tightly, went to the right, ask again.(42 words)

II. Work on the topic of the lesson

Continuous spelling of adverbs

1. Adverbs are written together, formed by combining prepositions-prefixes, with short and full adjectives, adverbs, collective numerals (except for formations with a preposition according to: two by three), pronouns: rashly, anew, hard-boiled, blindly; utterly, henceforth; four, three; with might and main, why.

Exceptions: on the side, on the world, on the back.

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

2. Adverbs formed from nominal forms that are not used without prepositions-prefixes are written together: in the dark, down the drain, shattered, utterly.

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

Note: such adverbs should be distinguished from nouns with a preposition, which, as a rule, have explanatory words: run into the distance(adverb), into the distance sea ​​(noun with a preposition).

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

Separate spelling of adverbs

1. Adverbial combinations are written separately, which have retained some case forms: under the armpits - under the armpits - from under the armpits.

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

Exception: exactly the same.

3. Separately, adverbs formed by the repetition of nouns are written, and the second is in the instrumental case: fool by fool, honor by honor, eccentric by eccentric.

4. Adverbs formed by the repetition of nouns beginning with a vowel are written separately: alone, tirelessly, point-blank.

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

Note: it is necessary to memorize the spelling of nouns with a preposition that have an adverbial meaning: to the point, on the move, apparently, for glory, on the run, marvelously, according to conscience, with the knowledge, on a grand scale, to the conscience.

Hyphenated adverbs

1. Through a hyphen, adverbs formed from adjectives and pronouns are written with the help of a prefix on- suffixes -mu -him, -ski, -tsuki, -i:

Note: a) an adverb is written with a hyphen in Latin(not to be confused with a noun with a preposition): will get excellent in Latin- he knew in Latin; b) if an adverb with a prefix on- formed from an adjective with a hyphen, then the hyphen is written only after the prefix: non-commissioned officer - in a non-commissioned officer's way.

2. Adverbs formed from ordinal numbers with the help of a prefix are written through a hyphen in-/in-: secondly, fifthly. A hyphen is used to write formations such as twenty-fifths.

3. Through a hyphen adverbs are written, formed by means of repetitions, connections of synonyms, words that are associated associatively: quickly, quickly, unexpectedly, unexpectedly, quietly.

4. Indefinite adverbs with particles are written through a hyphen - something, - either, - some, - something, - the same, - ka: sometime, from somewhere.

5. Technical term on the mountain written with a hyphen.

III. Knowledge check. Development of skills and abilities

1. Mark cases of continuous spelling of adverbs:

1) Play (in) a draw, 2) enter (in) a draw's apartment, 3) be (on) the alert, 4) act (in) open, 5) act (on) sideways, 6) be (along) aloof, 7 ) (c) sleepy, 8) get (in) a slip, 9) play (on) evil, 10) scream (in) catch-up, 11) be (on) the top of bliss, 12) be (according to) yours, 13) ( apparently, 14) lean (on) side, 15) turn (on) side, 16) tight (tight), 17) from the bay (floundering), 18) (in) mockery 19) (in) installment, 20) (c) half a voice, 21) (c) dense, 22) (c) half a turn, 23) dressed up (c) down and out, 24) (c) loose, 25) visible (invisible).

Answers:

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

2. Mark cases of separate writing of adverbs:

1) (B) rise high, 2) fly up (to) heavenly heights, 3) (c) never forget friends, 4) (c) computerization age, 5) leave (c) end of the corridor, 6) (c) end get offended, 7) (c) obliquely draw, 8) (c) wear a coat, 9) (at) time to come, 10) (at) time of trial, 11) (c) time to sew a suit, 12) speak (c) stretching, 13) give boots (in) stretching, 14) (in) secret to prepare a surprise, 15) (in) secret lies the answer, 16) to be heard (in) breadth, 17) (to) raise the head to the top, 18) attach ( k) at the top of the door, 19) (on) climb up, 20) climb (on) the top of the mountain, 21) (on) tomorrow there will be a holiday, 22) (on) tomorrow to postpone business, 23) hope (for) good luck, 24) (for) the morning snow fell, 25) make plans (for) the morning.

Answers:

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

3. Complicated cheating

Set up (in) combat, sat (in) Turkish, acted (in) a snake, lived (in) any way, chatted (in) friendly, (firstly) spoke (in) Moscow, lie down (somewhere) somewhere, (a little) it dawned a little, knew (in) Latin, leave (good) in good health, did (upside down) inside out, (in) thirty (sixths), (badly) poor.

... on Russian language 10 -11 Class. - M., 2011 Egorova N.V., Dmitrieva L.P., Zolotareva I.V. lesson development on Russian language. 10 Class. - M., "VAKO", 2006 Work programs on Russian language. 5-11 classes ...

NEW RUSSIAN ARMY REGIMENTS

GUARD

The word "guard" comes from the Italian word "Guardia" - protection. Initially, the "guard" was called military detachments that carried the personal protection of monarchs. Subsequently - selected and privileged military units.

In Russia, guard units arose at the end of the 17th century. based on the "amusing" soldiers of Peter I. First, two battalions were created, and then two regiments - Preobrazhensky and Semenovsky. On May 30, 1700 (another named date is 1687), on the birthday of the founding king, these regiments were given the status of guards. In accordance with the Table of Ranks, guards officers had an advantage of two ranks over army officers (for example, a guards captain was equal in rank to an army lieutenant colonel). Since 1884 this advantage has been reduced to one rank. According to another privilege, guard officers, when transferred to the army, retained their guard ranks and salary. Until the end of the XVIII century. the composition of the guard was predominantly noble, including privates.

In the XVIII-XIX centuries. the number of guards units is constantly growing. In 1722, the Horse Guards Regiment was formed, in 1730 - Izmailovsky, in 1796 - Jaeger, Hussar, Cossack, in 1799 - Cavalier Guard, in 1809–1814. Ulansky, Finnish, Lithuanian, Cuirassier, Grenadier, Pavlovsky and Horse-Jäger Guards regiments arise.

The guards selected men of high stature, handsome appearance, strong and well-wielded weapons. In the 30s. 19th century there was a tradition to select recruits for the guards regiments according to the color of their eyes, hair and facial features. Blondes were recruited into the Preobrazhensky Regiment, brown-haired women into the Semenovsky Regiment, brunettes into the Izmailovsky Regiment, redheads into the Moscow Regiment, blue-eyed blondes into the Kavalergardsky Regiment, snub-nosed blondes into the Pavlovsky Regiment, in memory of its creator, Emperor Paul I. All the great princes served in the guard, including crown princes. The chiefs of the guards regiments were members of the imperial family.

Later, the Preobrazhensky and Semenovsky regiments participated in all the main battles and campaigns of the Petrine era. After the Azov campaigns, the company composition of these regiments was determined, significantly outnumbering other parts of the army. The Preobrazhensky regiment consisted of 16 fuselery (musketeers), 1 grenadier and 1 scorer companies. In the Semyonovsky regiment, which was somewhat inferior in number to the Preobrazhensky regiment, there were 12 fuselery (musketeers) and 1 grenadier companies. In the first half of the XVIII century. from the soldiers of the Preobrazhensky and Semenovsky regiments (mostly nobles) officers were trained for army regiments.

Subsequently, the Life Guards Preobrazhensky Regiment participated and distinguished itself at the siege of Ochakovo (1737), Khotyn (1739), in the battle of Stavuchan in 1739, in coalition wars with Napoleonic France, in battles near Friedland (1807), Borodino (1812), at Kulm (1813). ). During the Russian-Turkish war of 1877–1878. The Life Guards Preobrazhensky Regiment fought the enemy at Etropol, Adrianople, San Stefano and Tashkisen.

In turn, the Semenovsky regiment participated in the Russian-Turkish and Russian-Swedish wars, coalition wars with Napoleonic France. Its personnel distinguished themselves in the Stavuchany (1739) and Borodino (1812) battles, the Battle of Kulm (1813). During the Russian-Turkish war of 1877-1878. The Life Guards Semyonovsky Regiment distinguished itself in battles near Gorny Dubnyak and Pravets.

During the First World War, Preobrazhensky and Semenovtsy participated in hostilities with German and Austro-Hungarian troops on the North-Western and South-Western fronts, distinguished themselves in the battle on the river. Stokhod (1916).

At the end of 1917, the guard was abolished by the Soviet government. In 1941, the guards' status in the Red Army was revived.

GRENADERS

Initially, selected infantry units were considered grenadiers, whose special combat function, along with rifle shooting and bayonet fighting, was the use of hand grenades (grenades).

In Russia, grenadiers first appear in the late 70s. 17th century during the Russo-Turkish War of 1677–1681 Special teams of grenadiers in the Semenovsky, Preobrazhensky and some archery regiments operated during the Azov campaigns of 1695 and 1696. By 1704, each infantry and cavalry regiment had one grenadier company. In 1708 grenadier regiments appeared.

Grenadiers more than once proved themselves in battles, showing miracles of courage and often deciding the outcome of battles. This happened in the famous battle of Cahul, which took place on July 21, 1770.

In this battle, a 38,000-strong army under the command of General P.A. Rumyantsev and the 150,000-strong Turkish army of Grand Vizier Khalil Pasha. Seeing the huge numerical superiority of the enemy, Rumyantsev built his army in five squares and went on the attack. The Turks did not expect such decisiveness from the Russians, but they threw their cavalry towards them. Two of the five Russian squares (under the command of Generals Bruss and Repnin) began to resemble islands in a raging sea of ​​enemy cavalry. But with rifle and cannon fire, the Russian soldiers kept the Turkish cavalry at a distance. Two battalions of Russian grenadiers with six guns came to the rescue - with their well-aimed shots, they completely drove the Turks away.

At this time, the square under the command of Generals Olitz, Bauer and Plemyannikov continued to advance in the direction of enemy fortifications. There was continuous gunfire from both sides, but the Russian artillery fired better, knocking out many of the Turkish guns. Soon Kare Bauer, approaching the enemy at half a rifle shot, threw himself at bayonets and the Turkish battery passed into the hands of Russian soldiers. Kare Plemyannikova and Olitsa were also preparing for a bayonet attack, when a detachment of ten thousand Janissaries crashed into Plemyannikov's square. The Turkish attack was so swift and unexpected that the square was instantly upset, and the Russian regiments began to flee. The Turks took away two banners and, in the heat of battle, the victorious cries of the Janissaries were heard.

General Rumyantsev, who was in the Olitsa square, jumped out to meet the fleeing, stopped them and rebuilt. The presence of a beloved commander gave the matter a completely different turn. Kare closed its ranks. At this time, the 1st Grenadier Regiment, under the command of Brigadier Ozerov, left the Olitsa square and went on the attack with bayonets at the ready. Following the grenadiers, the main units also went on the attack: everywhere the guns were poured with grapeshot, the cavalry cut into the ranks of the Janissaries, the infantry cleared the way with a bayonet. The Turks could not stand it and ran ... The Kagul victory glorified Russian weapons throughout Europe.

According to the decree of Peter I, selected soldiers were sent to the grenadiers. After all, in order to carry and throw grenades in battle (spherical, equipped with a wick, cast-iron shells weighing about 1.5 kg), remarkable strength, endurance, experience and composure were needed.

A distinctive feature of the grenadier uniform was special headwear - grenadiers, as well as grenadiers - large leather bags for hand grenades. The grenadiers also had embossed images of "flaming grenades" on buttons and buckles.

In 1763, hand grenades were phased out and the grenadiers became the elite units of the heavy infantry along with the musketeers. By 1812, there were 14 grenadier regiments in the Russian army, and two grenadier divisions were formed on their basis. In 1827, the Guards Company of Palace Grenadiers was formed to guard the Winter and Kremlin Palaces. At this time, the grenadiers are replaced by shakos with sultans, with the exception of the soldiers of the Pavlovsk Grenadier Regiment. By 1917, there were 26 grenadier regiments in Russia, of which 2 were guards.

JAGER

The word "huntsman" comes from the German "Jager" - a hunter. Jaegers were called light infantry, trained to operate both in close and loose formation, in the preparation of which a special place was given to marksmanship.

In the Russian army, special jaeger teams in musketeer regiments appeared in 1761 on the initiative of P.A. Rumyantsev. They performed reconnaissance functions and covered the flanks of the advancing columns. During the battle, they destroyed enemy officers with sniper fire, during the retreat they covered the retreat, setting up ambushes and camouflaging themselves on the ground. In the 80s. 18th century battalions were formed from jaeger teams, which in 1797 were transformed into regiments.

By 1801, there were 19 jaeger regiments in the Russian army. In 1812, the Russian army had 50 regiments of chasseurs and they accounted for 1/3 of the entire infantry. During the Patriotic War of 1812, the huntsman soldiers accomplished numerous feats.

Soldiers of small stature, mobile, dexterous, hardy, enterprising, preferably former hunters, were recruited into the huntsmen. Their uniform was light, comfortable and had a protective green color. The huntsmen underwent enhanced, in comparison with the usual, fire training, they knew how to shoot from any position. From 1777, rangers were gradually armed with fittings - muzzle-loading rifled guns, which had a high and effective firing range (about 400 m). Since the huntsmen often acted in loose formation, without direct contact with the commanders, greater importance was attached to the personal initiative of the soldiers.

In 1856, the training of infantry regiments was unified and the regiments of chasseurs were transformed into infantry. By 1917, only the Life Guards Jaeger Regiment remained in the Russian troops.

cavalry guards

The word "cavalry guards" comes from two Italian words "cavalliere" - "horseman" and "guardia" - protection. The literal meaning is horse guards. The cavalry guards were called bodyguards, selected according to their appearance and the principle of noble birth. For the first time, cavalry guards appeared in Russia by decree of Peter I for ceremonial purposes in 1724. Peter declared himself the captain of the cavalry guard (as this unit was then called), officers were generals and colonels, corporals were lieutenant colonels, and privates were selected officers from the entire army, "the most tall and prominent." After the coronation of Ekaterina Alekseevna, the company was disbanded, but in 1726 Catherine I restored it - the cavalry guards performed the functions of the ceremonial representation and personal protection of the empress. In 1731, the company was again disbanded by Empress Anna Ioannovna. But Empress Elizaveta Petrovna again created a cavalry guard of 60 officers of the Life Campaign. Emperor Paul I abolished the cavalry guard in its former form and in 1799 created a corps of cavalry guards from 189 noblemen - the personal guards of the master of the order of St. John of Jerusalem. In 1800, the corps was transformed into a regiment of heavy cavalry as part of the guard. He covered himself with glory in the battle of Austerlitz on December 2, 1805. During the Patriotic War of 1812, the regiment of cavalry guards distinguished themselves in the Battle of Borodino. For exploits in the Patriotic War, the Cavalry Guards Regiment was awarded the St. George Standards with the inscription "For distinction in the defeat and expulsion of the enemy from Russia in 1812." The cavalry guards also proved themselves in the foreign campaign of the Russian army in 1813-1814, for which the St. George's pipes were granted to the regiment.

The cavalry guards carried the internal guards of the Winter Palace. There was even a concept "to have an entrance behind the cavalry guards", i.e. during large receptions, have the right to enter the halls adjacent to the personal apartments of the imperial family, which was allowed only for high dignitaries and persons of the first four classes of the Table of Ranks. In 1912, the regiment participated in the parade dedicated to the 100th anniversary of the victory over Napoleon in the Patriotic War of 1812. The last time the cavalry guards participated in hostilities was during World War I. In 1918, one of the platoons of the Cavalier Guard Regiment joined the Red Army in full strength and went through the entire Civil War in white uniform caps, reminding us of the connection of times.

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Any of the existing modern armies
has in its ranks a certain number of parts,
imbued with a special spirit of self-respect,
based on an outstanding historical past...
These parts ... should serve as a guarantee of the continuity of those traditions,
which form the foundation of every army...
These elite troops must...
serve as a practical school,
hotbed for personnel of other parts of the army.

A. Gerua. "Hordes", 1923

Tsar Peter Alekseevich, creator of the Russian guard.
Chromolithography on metal. 1909

Throughout the thousand-year history of the Russian state, our ancestors constantly had to repel numerous aggressions with weapons in their hands, to defend the independence and integrity of the state. That is why military service has always been the most honorable and respected in Russia. Guardsmen have always deservedly occupied a special place among the armed defenders of the Fatherland.

Company banner of the Life Guards of the Preobrazhensky Regiment. 1700

In Russia, the guard (life guard) was created by Peter I from amusing troops. Until now, historians do not have unity on the date of the creation of the Russian Guard. So, in the diary of Peter I, when explaining the failure near Narva in 1700, it is indicated that “only two regiments of the guard were on two attacks near Azov,” but in the list of troops that marched near Azov in 1696, Preobrazhensky and Semenovsky regiments were not named guards . The famous historian P.O. Bobrovsky took May 30 (June 10), 1700 - the birthday of its "founding sovereign" for the birthday of the guard. In one of the letters, dated June 11 (22) of the same year, Peter calls Prince Yu.Yu. Trubetskoy "guard captain". And, finally, in the "Journal of Peter the Great" under the date August 22 (September 2), 1700, for the first time, as is commonly believed, the regiments are officially called guards. This day - September 2 (August 22, old style) is set as a memorable day of the Russian Guard.

In the initial period of their formation, Tsar Peter I was personally involved in the recruitment of the guards regiments. “Every soldier who wanted to enter the guards regiment was enrolled only with the permission of the Sovereign himself, who put his own resolutions on their petitions.” This "choice" principle of recruiting guards units with lower ranks, and even more so with officers, was subsequently preserved, although the criterion of the level of education and military professionalism was largely supplanted by Peter's successors by criteria of political interest, personal devotion, wealth, generosity, etc.

In the Petrine era, the guardsmen solved a triune task. Firstly, they were the political support of the tsarist government in carrying out reforms that were not always popular with the people. Not without reason, after the adoption of the imperial title in 1721, the guard units began to be called the "Russian Imperial Guard". Secondly, the guards regiments not only performed the functions of a military school that trained command personnel for the army, but were also a training ground where all sorts of innovations in reforming the army were tested. Finally, thirdly, the guard was also a combat unit, sometimes the last and decisive argument on the battlefield.

The Russian guard received its baptism of fire in the Northern War of 1700-1721. In the battle near Narva in November 1700, two guards regiments held back the attacks of the Swedes for three hours. Their steadfastness saved the Russian army from complete defeat. For this feat, the officers of the Preobrazhensky and Semenovsky regiments were awarded a badge of distinction with the inscription: "1700 November 19." The guards also participated in other battles with the Swedes: they took Noteburg (1702), won a victory near Narva (1704), distinguished themselves in battles near Lesnaya and Poltava (1709), etc.

For a long time, the guardsmen did not have any advantages in ranks with the rest of the troops. However, after the approval at the beginning of 1722 of the table of ranks, the officers of the guards regiments received the seniority of two ranks against the army.

To train officers in the army cavalry regiments in 1721, the Kronshlot Dragoon Regiment was formed, which was ordered to consist of only nobles and be called the Life Regiment (from 1730 - Horse Guards, from 1801 - Life Guards Horse Regiment). In September 1730, another guards regiment was formed, the Izmailovsky Life Guards.

In the Russian-Turkish war of 1735-1739. a special guard detachment consisting of 3 infantry battalions from the Life Guards of the Preobrazhensky, Semenovsky and Izmailovsky regiments, 2 horse guard squadrons and 6 guns participated in the assault on Ochakov, the capture of Khotyn and in the battle of Stavuchany in 1739.

Empress Elizaveta Petrovna had the rank of colonel of all guards regiments. The grenadier company of the Preobrazhensky stick, with the help of which she ascended the throne, as a reward for the services rendered, the empress separated from the regiment and named it a life company.

During the reign of Catherine II, the consolidated guard battalions took part in the Russian-Swedish war of 1788-1790. and in two Russo-Turkish wars.

Cavalry guards in the reign of Emperor Paul I.
From a watercolor by A. Baldinger.

During the reign of Paul I, the numerical strength of the guard was significantly increased. Regiments were formed: the Life Guards Hussar (1796), the Life Guards Cossack (1798) and Cavalry Guards (1799), as well as the Life Guards Artillery and Jaeger battalions.

Under Emperor Alexander I, the Life Guards Jaeger (1806), Finnish (1811) and Lithuanian (1811) regiments were formed.

In 1805, the Life Guards Horse Artillery was formed, in 1811 - the Life Guards Artillery Brigade, in 1812 - the Life Guards Sapper Battalion.

During the reign of Alexander I, the guards participated in all the wars waged by Russia in the European theater of operations. In numerous battles, the guards covered themselves with unfading glory, giving an example of true service to the Fatherland.

The cavalry guards at the battle of Austerlitz fight with
Napoleon's cavalry.

The feat of self-sacrifice of the cavalry guards in the Battle of Austerlitz on November 20 (December 2), 1805, is inscribed in blood in the military history of the Fatherland, when they went to certain death, saving the bleeding Preobrazhensky and Semenovsky regiments from the vastly superior forces of the French cavalry that fell upon them. In total, in that terrible cabin, the Cavalry Guards regiment lost 13 officers and 226 lower ranks. The cavalrymen of the Life Guards of the Cavalry and Hussar regiments fought the enemy no less bravely in this battle. The Guards Cossacks of Colonel P.A. Chernozubov, who attacked the French in the vanguard of the second column of allied forces.

Miracles of stamina and courage were demonstrated by the guards in subsequent battles with the French. At Pultusk, on December 14 (26), 1806, the life cuirassiers of His Majesty's regiment (ranked in 1813 to the "Young" guard) participated in a bold raid of the Russian cavalry on the right flank of the enemy, which decided the outcome of the battle in our favor.

In the battle of Friedland on June 2 (14), 1807, the Hussar and Cossack Life Guards regiments distinguished themselves, fighting with dragoons from the division of General Pear, as well as the Life Guards Cavalry Regiment, which scattered the Dutch cuirassiers with a bold attack. The Pavlovsky Grenadier Regiment, later assigned to the “Young” Guard, was awarded a special award for exceptional valor and stamina in battle: “he was ordered to leave his hats with him in the form in which he left the battlefield” (i.e. shot and hacked). During the battle, the regiment went to bayonets eleven times. Regiment chief, Major General N.N. Mazovsky, wounded in the arm and leg, and unable to sit in the saddle, ordered two grenadiers to carry themselves in front of the regiment in the last attack.

In the Patriotic War of 1812 and in the foreign campaign of the Russian army in 1813-1814. the guards confirmed the glory of Russian weapons. Polotsk and Smolensk, Borodino and Krasny, Kulm and Leipzig, Katsbach and Craon, La Rothiere and Fer-Champenoise - this is not a complete list of battlefields where the Russian guards distinguished themselves. And as a result - a solemn march in the defeated French capital: the Prussian guards cavalry walked in front, followed by the Russian light guards cavalry division guarding the monarchs, then the guards infantry of the allies. The 1st Cuirassier Division completed the solemn procession. The Russian emperor in a cavalry uniform with St. Andrew's ribbon over his shoulder rode a gray horse surrounded by his guards.

For military feats - honorary awards. All military awards granted for the Patriotic War had one common inscription: "For distinction in the defeat and expulsion of the enemy from Russia in 1812." The regiments of the Petrovsky brigade (Preobrazhensky and Semenovsky) were awarded the St. George banners for courage and steadfastness in the battle of Kulm. For heroism in the same battle, the Izmailovsky and Jaeger Guards regiments were awarded St. George's trumpets. The Life Guards Lithuanian Regiment received the same award for Leipzig. For the rescue of Emperor Alexander from captivity during the Battle of Leipzig, the Silver Pipes were awarded to the Life Guards Cossack Regiment and His Majesty's Own Convoy. St. George's standards were awarded to the regiments of the Guards Cuirassier Brigade - Cavalry Guards and Horse Guards. The Life Guards Dragoon Regiment in 1813 was awarded the St. George standard, and for the battle at Fer-Champenoise in 1814 - St. George's pipes. Silver trumpets were awarded to the 1st and 2nd Guards Artillery Brigades, as well as all Guards Cavalry Batteries.

In 1813, in addition to the Old Guard, the Young Guard was established in Russia. This name was originally given to two grenadier and one cuirassier regiments for military distinctions in the Patriotic War of 1812. In 1829, the Finnish Rifle Battalion was added to the Young Guard. He, like the regiments of the Life Guards Grenadier and Pavlovsky, was granted in 1831 the rights of the Old Guard for differences in the war with Poland.

Staff officer and bombardier of the 6th battery of the 3rd Guards and
Grenadier Artillery Brigade.

In 1814, in commemoration of the merits of the quartermaster unit and in memory of its "extremely zealous and useful activity for the troops in the era of the Napoleonic wars", a special institution was created as part of the retinue of His Imperial Majesty for the quartermaster unit called the "Guards General Staff ” with the rights of the “Old” guard. It was made up of the most excellent staff and chief officers of the quartermaster unit (at first 24 officers of the Retinue), who were awarded a special distinction on their uniforms. These officers were not intended to serve exclusively in the guards, but were distributed on an equal basis with other ranks of the Retinue among all troops and teams that performed topographic surveys. It was a personal honorific given to particularly distinguished officers of the Quartermaster Unit, wherever they served.

In 1830, the Life Guards Don Horse Artillery Company was formed. In 1833, the guard was divided into two corps - Guards Infantry (from infantry and foot artillery) and Guards Reserve Cavalry (from cavalry and horse artillery).

In 1856, rifle companies were formed in all guards infantry regiments, one per battalion, and at the same time the guards 1st and 2nd rifle battalions were formed again. In the same 1856. The Life Guards Infantry Battalion of the Imperial Family was added to the composition of the guard (as the Young Guard).

In subsequent years, the number of units that were part of the Young Guard continued to increase. In wartime, the guards took part in all the wars waged by Russia. With their stamina and courage, the guardsmen earned fame not only in their own country, but also the rave reviews of the allies,

In peacetime, the guard carried out internal service, participated in the protection of the royal family, guards, parades, campaigns within Russia, in camps and carried out various assignments,

The officers of the guard consisted mainly of representatives of the higher nobility. The soldiers in the guard were selected from physically strong people, politically reliable.

The appearance of the guards units was distinguished by the youthfulness of the soldiers, their bearing, the ability of officers to behave with dignity, uniforms.

Case near the village of Telishe in 1877.
Artist V.V. Mazurovsky.

In the second half of the XIX century. The Russian Imperial Guard participated in almost all military enterprises of Tsarist Russia. Particularly distinguished parts of the guard during the Russian-Turkish war of 1877-1878. in the battles for Gorny Dubnyak and Palishch, Dalny Dubnyak and the Shindarin position, at Tashkisen and Philippopolis.

At the same time, along with participation in hostilities, the guard continued to be used as a school for training military personnel in army units. The detachment of trained soldiers and officers from the guard continued until the First World War.

Life Guards Engineer Battalion. 1853
Artist A. I. Gebens.

By the beginning of the 20th century, 23.6% of regimental commanders and 28.8% of division commanders were transferred to the army from the guard. From the Semenovsky regiment, which was considered exemplary, they made a practical school for future army officers. The Life Guards Sapper Battalion served as a school for non-commissioned officers for sapper units. In artillery, this was the Life Guards Artillery Battalion,

The beginning of the 20th century was marked by Russia's participation in the suppression of the Boxer Rebellion in China. In 1900-1901. As part of the expeditionary corps in the Chinese campaign, the Life Guards Rifle Artillery Division, which participated in the operations of Russian troops in Manchuria and northern China, took part.

In the Russo-Japanese War of 1904-1905. the Guards Naval crew took part. Many guard officers participated in the war as volunteers, staffing units and formations of Russian troops in the Far Eastern theater of operations with command staff.

After the war with Japan, there was an urgent need for military reforms in Russia. They also touched the guards. First of all, this was due to an increase in the numerical strength of the guards units.

The deployment of the guard was carried out by forming new units or by converting army units into guard units for combat distinctions. If at the beginning of the 20th century the guard consisted of 12 infantry, 4 rifle, 13 cavalry regiments, three artillery brigades, a sapper battalion and a naval crew, then the guard met the First World War as part of 13 infantry, 4 rifle and 14 cavalry regiments. She also had four artillery brigades. Sapper battalion, Navy crew and other units. In the Navy, in addition to the Guards Naval crew, the cruiser Oleg, two destroyers and the imperial yacht were also assigned to the guards. In total, by 1914, there were about 40 units and over 90 thousand people in the guard. The guards included, in addition, the Page Corps and the permanent staff of the Nikolaev Cavalry School (Officer Cavalry School). In peacetime, the Guard was subordinate to the Commander-in-Chief of the Guards and the St. Petersburg Military District.

The First World War was a serious test for the Russian guard. Guards units successfully operated in the Battle of Galicia, Warsaw-Ivangorad and Lodz operations. Part of the Guards (3rd Guards Infantry, 1st and 2nd Guards Cavalry Divisions) participated in the East Prussian operation of 1914. Unfortunately, the actions of the Guards units here were less successful than on the Southwestern Front, the Life Guards The Keksholm Regiment and the 3rd battery of the Life Guards of the 3rd Artillery Brigade shared the tragic fate of the two army corps of the 2nd Army in the area of ​​the Masurian Lakes.

In the summer of 1916, as part of a special army, the guard took part in the offensive of the Southwestern Front. In the battles on the Stohod River, she fought bloody battles with the enemy. Bloodless, having suffered heavy losses, the guards were withdrawn to the Headquarters reserve, where they remained until the end of the war.

In connection with the most serious losses in the personnel, representatives of the peasantry and the working class began to be called upon to replenish the guard. This seriously influenced the political mood among the guards. As a result, after the victory of the February Revolution of 1917 and the abdication of the king from the throne, the guards did not even make an attempt to intervene in the course of events, the Kornilov rebellion also left the guards indifferent. In February 1917, the soldiers of almost all the spare infantry units of the Petrograd garrison guard went over to the side of the rebels, which greatly contributed to the victory of the revolution.

The interim government retained the guard, abolishing the prefix "lab" and the name "Imperial". During the preparations for the October uprising, at a garrison meeting in Smolny on October 18 (31), representatives of almost all regimental committees of the guards reserve regiments (with the exception of Izmailovsky and Semenovsky) spoke in favor of armed action. They also took an active part in the course of the uprising itself. Thus, the Pavlovtsy and the Guards grenadiers participated in the storming of the Winter Palace, the reserve soldiers of the Finland Regiment established Soviet power on Vasilyevsky Island, etc.

The formal disappearance of the Guards was associated with the signing of the Brest-Litovsk Peace Treaty on March 3, 1918 by the Soviet government. However, already from the end of January, the demobilization of parts of the Petrograd garrison took place. At that time, it was recognized as necessary to get rid of the former military formations, including the guards, as soon as possible. The liquidation of the guards regiments was completed by April 1, 1918.

The Soviet Guard was born in the battles near Yelnya during the Battle of Smolensk, in the most difficult period of the Great Patriotic War. By decision of the Headquarters of the Supreme Command for mass heroism, courage of personnel, high military skill on September 18, 1941, by order of the People's Commissar of Defense No. 308, four guards rifle divisions were transformed: 100th (commander Major General I.N. Russianov) into 1 -th Guards Rifle Division, 127th (commander Colonel A.Z. Akimenko) into the 2nd, 153rd (commander Colonel N.A. Hagen) into the 3rd and 161st (commander Colonel P.F. Moskvitin) to the 4th Guards Rifle Division. This was the beginning of the Soviet guard, which inherited the best traditions of the Russian guard from the time of Peter the Great, A.V. Suvorov, M.I. Kutuzov.

Guard formations took an active part in all the decisive battles of the Great Patriotic War and made a significant contribution to the victory. If in 1941 the Soviet guards included nine rifle divisions, three cavalry corps, a tank brigade, a number of rocket artillery units and six aviation regiments, then in 1942 various formations of the Navy, the country's air defense, many types of artillery, as well as rifle, tank and mechanized corps, combined arms armies, 10 airborne guards divisions, and since 1943 - tank armies, air divisions and corps.

As a result, by the end of the Great Patriotic War, the Soviet guard was an invincible force. It consisted of 11 combined arms and 6 tank armies, one horse-mechanized group, 40 rifle, 7 cavalry, 12 tank, 9 mechanized and 14 aviation corps, 117 rifle, 9 airborne, 17 cavalry, 6 artillery, 53 aviation and 6 anti-aircraft -artillery divisions, 7 rocket artillery divisions; 13 motorized rifle, 3 airborne, 66 tank, 28 mechanized, 3 self-propelled artillery, 64 artillery, 1 mortar, 11 anti-tank, 40 rocket artillery brigades, 6 engineering and 1 railway brigades. 1 fortified area, 18 combat surface ships, 16 submarines, a number of other units and subunits of various branches of the armed forces, and a total of over four thousand military formations became Guards.

The recognition of their military prowess was the introduction of the Guards Banner (Flag), and for military personnel - guards ranks and the establishment of the badge "Guards". Badges of Guards Valor were established by the Decree of the Presidium of the Supreme Soviet of the USSR on May 21, 1942. Thus, the military-political leadership of the country once again emphasized that it attaches particular importance to the guard formations in solving combat missions.

Breastplate "Guard", designed by the artist S.I. Dmitriev, is an oval framed with a laurel wreath, the upper part of which is covered with the Red Banner unfolded to the left of the staff. The banner is inscribed in golden letters: "Guard". In the middle of the wreath is a red five-pointed star on a white field. The banner and the star have a golden rim. The pole of the banner is intertwined with a ribbon: the tassels in the upper part of the pole hang down to the right side of the wreath. At the bottom of the wreath there is a shield with the inscription in raised letters: "USSR". The image of the guards sign was also placed on the guards banners awarded to the guards armies and corps. The only difference was that on the banner of the Guards Army the sign was depicted in a wreath of oak branches, and on the banner of the Guards Corps - without a wreath.

The presentation of the Banner (Flag) and the badge was usually carried out in a solemn atmosphere, which was of great educational importance. The honorary title obliged each warrior to become a master of his craft. All this contributed to the growth of the authority of the Soviet guard.

In the post-war years, the Soviet guards continued the glorious traditions of previous generations of guardsmen. And although in peacetime the formations were not transformed into guards, in order to preserve the combat traditions, the guards ranks of units, ships, formations and associations during the reorganization were transferred to new military units and formations with direct succession in terms of personnel. Thus, the Kantemirovskaya tank division was created on the basis of the famous 4th Guards Kantemirovskaya Corps. The honorary title was retained and the corps guards banner was transferred to her. The same thing happened with the 5th Guards Mechanized Division, whose servicemen subsequently performed their military duty in Afghanistan with dignity. Similar reorganizations took place in the Air Force, landing troops and in the Navy. Newly formed units and formations of the Strategic Missile Forces, anti-aircraft missile units and formations of the country's Air Defense Forces were awarded the rank of artillery and mortar formations that distinguished themselves during the Great Patriotic War.

The Guards of the Armed Forces of the Russian Federation was the successor and continuer of the combat traditions of their predecessors. Guards motorized rifle Tamanskaya and guards tank Kantemirovskaya divisions; guard formations of the Airborne Troops... These names still evoke memory, inspire and oblige.

The guardsmen of the late twentieth century are true to the traditions of the guard, developed and consolidated by their predecessors. Will we ever forget about the feat of contemporaries, when on March 1, 2000, in the Argun Gorge, during a counter-terrorist operation on the territory of the Chechen Republic, the 6th paratrooper company of the 104th Guards Parachute Regiment of the 76th Airborne Division took a fierce battle with many times superior forces terrorists. The paratroopers did not flinch, did not retreat, fulfilled their military duty to the end, at the cost of their lives blocked the path of the enemy, showing courage and heroism. This feat is inscribed like a golden line in the recent history of the Russian Armed Forces, in the centuries-old chronicle of its guards. It inspires good deeds for those who today carry out difficult military service under the banners of the Guards, helps to instill in soldiers a sense of pride in their army, their Fatherland.

See: Military Encyclopedia I.D. Sytin. S.201.

Bobrovsky P.O. History of the Life Guards of the Preobrazhensky Regiment. St. Petersburg, 1900. T.I. P.376.; Valkovich A.M. My beloved children.//Rodina, 2000, No. 11. P.26.

Letters and papers of Emperor Peter the Great. SPb. 1887. T. I. C. 365.

Journal or Daily note of the blessed and eternally worthy memory of Emperor Peter the Great from 1698 to the conclusion of the Neustadt Peace. SPb., 1770, part I, p.12.

Decree of the President of the Russian Federation of May 31, 2006 No. 549 "On the establishment of professional holidays and memorable days in the Armed Forces of the Russian Federation."

Dirin P.N. History of the Life Guards Semenovsky Regiment. T. 1. St. Petersburg, 1883. S. 158-161.

A Brief History of the Life Guards of the Izmailovsky Regiment. SPb., 1830. S. 4

The material was prepared in
Military Research Institute
History of the Military Academy of the General Staff
Armed Forces of the Russian Federation