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1 N.G. Goltsova PROGRAM for the textbook Russian language classes (Authors N.G. Goltsova, I.V. Shamshin, M.A. Mishcherina) 7th edition Moscow " Russian word» 2012
2 UDC: *10/11(073) BBK 81.2 Rus-922 G 63 G 63 Goltsova N.G. The program for the textbook "Russian language classes" (Authors N.G. Goltsova, I.V. Shamshin, M.A. Mishcherina) / N.G. Goltsov. 7th ed. M .: OOO "Russian word textbook", p. ISBN UDC: *10/11(073) BBK 81.2 Rus-922 ISBN E.O. Romanenko, heiress, 2006, 2012 Russkoe Slovo Uchebnik LLC, 2004, 2012
3 EXPLANATORY NOTE The program for the textbook "Russian Language Classes" is designed to study the Russian language in high school at a basic level and is based on 1 hour per week (10th grade 34 hours; 11th grade 34 hours). The textbook is labeled “Recommended by the Ministry of Education and Science Russian Federation". The purpose of the course is to repeat, generalize, systematize and deepen the knowledge of the Russian language acquired in the basic school. Methodological basis of this program and the course "Russian Language" in the classrooms are the Educational standards of secondary (complete) general education in the Russian language (basic and profile levels), which allows you to organize classes in the Russian language as in non-linguistic classes (general education, mathematics, etc.). ), and in classes with in-depth study Russian language and humanitarian subjects (grade 10 102 hours; grade 11 102 hours). The program covers all sections of the Russian language; the focus is on grammar, spelling and punctuation. The material is presented in large blocks and is logically structured in such a way that its assimilation is most effective, the relationship between the various sections of the science of language is clearly visible and an idea of the Russian language as a system is formed. The completeness and accessibility of the presentation of theoretical information, the nature of the selection of material for exercises, the variety of types of tasks, etc. are aimed at achieving educational, educational, informational goals outlined in the Standard, and at the formation of communicative, linguistic, linguistic, cultural competencies as a result of mastering the content course "Russian language". 3
4 Theoretical information are systemic, generalizing in nature, their volume and features are primarily subject to the formation of specific practical spelling, punctuation, stylistic skills, i.e., primarily the skills of correct writing, as well as the skills of analysis, systematization of information. The development of a culture of speech, literary taste and linguistic outlook as a whole is ensured. Understanding and practicing these skills and abilities is provided large quantity exercises offered in the textbook on all topics. The program includes topics such as "Basic principles of Russian spelling", "Basic principles of Russian punctuation". They are very important when repeating the rules of spelling and punctuation, as they provide a conscious approach to the material being studied. The topics "Combination of punctuation marks", "Optional punctuation marks", "Individual-author's punctuation" draw attention to such features of Russian punctuation as variance in punctuation marks, their ambiguity and multifunctionality. AT artistic text punctuation marks perform a special semantic and expressive function, therefore, when analyzing a text, along with the analysis of vocabulary, morphology, syntax, attention should be paid to punctuation analysis. The tasks facing the course "Russian Language" in the senior classes can be successfully solved if all types of language analysis are used in the classroom and in independent work. Phonetic, morphemic, word-formation, morphological, syntactic types of analysis are based on previously acquired knowledge. A large place should be given to spelling and punctuation analysis, which provides solid knowledge and improves the quality of literate writing, the culture of language proficiency, improves the skills and abilities of the normative use of language tools. Taking into account the specific features of the conditions and tasks of the work, the teacher can make changes to the approximate distribution of study time recommended by the program, and decide whether to study the material in larger blocks. This will allow mastering 4
5 butt time for practical work and advanced consideration of individual issues of the course. In accordance with modern requirements communicative orientation in teaching the Russian language, the program provides for the analysis of texts of different genres for linguistic, stylistic and other types of linguistic analysis. For the development of speech, it is desirable to use such types of work as retelling, summarizing, writing abstracts, writing summaries, miniature essays and other creative tasks. Efficiency of work is ensured by a combination of work in the classroom and outside the classroom, as well as a properly organized independent work. Practice shows that knowledge obtained independently is more durable than knowledge obtained through passive perception. To activate cognitive activity students, the program includes the sections “From the history of Russian linguistics”, “Culture of speech”, “Stylistics”, “Text analysis”, the study of which involves, first of all, independent mastery of the material of primary sources, analysis of texts of different functional styles, provides an expansion of linguistic horizons, the formation of linguistic taste, deepening knowledge about the language. It should be borne in mind that the textbook can also be used by students as a guide to the main sections of the Russian language, providing supplementary repetition, in preparation for entrance exams to universities, as well as in preparation for the Unified State Exam (USE) in the Russian language.
6 10 GRADE (34 hours) Introduction Russian language among the languages of the world. Richness and expressiveness of the Russian language. Russian writers about the expressiveness of the Russian language. Russian language as official language Russian Federation and language international communication peoples of Russia. Russian language as one of the world languages. Literary language as the highest form of existence national language. The concept of norm literary language. Types of norms of the literary language. Norm and culture of speech. The concept of functional varieties (styles); the main functional styles of the modern Russian literary language. VOCABULARY. PHRASEOLOGY. LEXICOGRAPHY Basic concepts and basic units of vocabulary and phraseology. The word and its meaning. Single meaning and polysemy of words. Figurative and expressive means of the Russian language. Homonyms and their use. Paronyms and their use. Synonyms and their usage. Antonyms and their usage. The origin of the vocabulary of the modern Russian language. Vocabulary commonly used and vocabulary that has a limited scope of use. Use obsolete vocabulary and neologisms. Phraseology. Phraseological units and their use. Lexicography 1. PHONETICS. GRAPHIC ARTS. ORPHEPY Basic concepts of phonetics, graphics, orthoepy. Sounds and letters. Positional (phonetic) and historical alternations of sounds. phonetic analysis. Orthoepy. Basic rules for pronunciation of vowels and consonants. stress. 1 One of the tasks facing the teacher is to teach students how to use various types of aspect dictionaries and develop the habit of constantly working with dictionaries. Working with dictionaries should be obligatory element lesson. See the list of recommended reading at the end of the textbook. 6
7 MORPHEMICS AND WORD FORMATION Basic concepts of morphemics and word formation. Word composition. Morphemes are root and affixal. The base of the word. Bases derivatives and non-derivatives. Morphemic parsing the words. Word formation. Morphological ways of word formation. The concept of a word-building chain. Non-morphological ways of word formation. Word-building analysis. The main methods of formation in the modern Russian language. MORPHOLOGY AND SPELLING Basic concepts of morphology and orthography. Relationship between morphology and orthography. Principles of Russian spelling. Morphological principle as the leading principle of Russian orthography. Phonetic, traditional and differentiating spellings. Checked and unchecked unstressed vowels in the root of a word. Alternating vowels at the root of a word. The use of vowels after hissing. The use of vowels after Ts. Spelling of voiced and deaf consonants. Spelling of unpronounceable consonants and combinations MF, ZCH, SHCH, ZHCH, STCH, ZDCH. Spelling of double consonants. Spelling of vowels and consonants in prefixes. Prefixes PRE- and PRI-. Vowels I and Y after prefixes. The use of b and b. The use of uppercase and lowercase letters. Word hyphenation rules. Independent parts of speech Noun Noun as a part of speech. Lexico-grammatical categories of nouns. 7
8 Gender of nouns. Distribution of nouns by gender. Nouns of the general gender. Definition and ways of expressing the gender of indeclinable nouns and abbreviations. The number of nouns. Case and declension of nouns. Morphological analysis of nouns. Spelling of case endings of nouns. Variants of case endings. Vowels in suffixes of nouns. Spelling of compound nouns. Composite names and their spelling. Adjective name An adjective as a part of speech. Lexico-grammatical categories of adjectives. quality adjectives. Comparative and superlatives quality adjectives. Simple (synthetic) and complex (analytical) forms of degrees of comparison. Stylistic features of simple and complex shapes degrees of comparison. Full and short forms of qualitative adjectives. Features of the formation and use of short adjectives. Synonymy of short and full forms in the function of the predicate; their semantic and stylistic features. Adjectives are relative and possessive. Features of the formation and use of possessive adjectives. Transition of adjectives from one category to another. Morphological analysis of adjectives. Spelling of the endings of adjectives. Declension of qualitative and relative adjectives. Features of the declension of possessive adjectives into -y. Spelling of suffixes of adjectives. Spelling Н and НН in adjective suffixes. Spelling of compound adjectives. Numeral noun Numeral noun as a part of speech. Lexico-grammatical categories of numerals. Simple, compound and compound numbers. eight
9 Morphological analysis of numerals. Features of declension of numerals. Spelling of nouns. The use of nouns in speech. Features of the use of collective numerals. Pronoun Pronoun as a part of speech. Classes of pronouns. Meaning, stylistic and grammatical features of the use of pronouns. Morphological analysis of pronouns. Spelling of pronouns. Verb The verb is a part of speech. Basic grammatical categories and forms of the verb. The infinitive as the initial form of the verb. The aspect category of a Russian verb. Transitivity / intransitivity of the verb. Reflexive verbs. The mood category of the verb. Indicative mood, imperative, subjunctive (conditional). Category of verb tense. Verb conjugations. Two stems of the verb. Formation of the verb. Morphological analysis of verbs. Spelling of verbs. Communion Communion as special verb form. Signs of the verb and adjective in participles. Morphological analysis of participles. The formation of the sacraments. Spelling of participle suffixes. H and HH in participles and verbal adjectives. Transition of participles into adjectives and nouns. nine
10 The gerund participle The gerund participle as a special verbal form. The formation of adverbs. Morphological analysis of adverbs. Transition of gerunds into adverbs and prepositions. Adverb An adverb is a part of speech. Classes of adverbs. Morphological analysis of adverbs. Spelling of adverbs. Vowels at the end of adverbs. Adverbs for hissing. Negative adverbs. Merged, separate and hyphenation adverbs. Words of the state category Grammatical features of the words of the state category. Homonymy of words in the category of state, adverbs in -o, -e and short adjectives cf. R. units h. Morphological analysis of words of the state category. Service parts of speech Preposition Preposition as a service part of speech. Features of the use of prepositions. Morphological analysis of prepositions. Spelling of suggestions. Unions and allied words Union as a service part of speech. Union words. Classification of unions by meaning, use, structure. Subordinating conjunctions and allied words. Morphological analysis of unions. Spelling unions. Particles A particle as a service part of speech. Discharges of particles. ten
11 Morphological analysis of particles. Particle spelling. Separate and hyphenated spelling of particles. Particles NOT and NI, their meaning and use. Fusion and separate spelling NOT and NOT with various parts speech. Interjection. Onomatopoeic words Interjection as a special category of words. Onomatopoeic words. Morphological analysis of interjections. Spelling of interjections. Functional and stylistic features of the use of interjections. Grade 11 (34 hours) SYNTAX AND PUNCTUATION Basic concepts of syntax and punctuation. Main syntactic units. Basic principles of Russian punctuation. Punctuation analysis. Phrase Classification of phrases. Kinds syntactic connection. Syntactic analysis of the phrase. Offer The concept of a proposal. The main features of the proposal. Classification of proposals. The sentences are simple and complex. Simple sentence Types of sentences according to the purpose of the statement. Types of proposals for emotional coloring. Proposals are affirmative and negative. eleven
12 Types of proposals by structure. Bipartite and one-part sentences. main members of the proposal. A dash between subject and predicate. Common and non-common sentences. Secondary members of the sentence. Complete and incomplete sentences. Dash in incomplete sentence. Connecting dash. Intonation dash. Word order in a simple sentence. Inversion. Synonymy of different types simple sentence. Simple complicated and uncomplicated sentences. Syntactic analysis of a simple sentence. Homogeneous members of the proposal. Punctuation marks in sentences with homogeneous members. Punctuation marks for homogeneous and heterogeneous definitions. Punctuation marks for homogeneous and heterogeneous applications. Punctuation marks with homogeneous members connected by non-repeating unions. Punctuation marks with homogeneous members connected by repeating and paired unions. Generalizing words with homogeneous terms. Punctuation marks for generalizing words. Separate members of the proposal. Punctuation marks for isolated members of a sentence. Separate and non-isolated definitions. Separate applications. isolated circumstances. Standalone add-ons. Clarifying, explanatory and connecting members suggestions. Parallel syntactic constructions. Comparative punctuation marks. Punctuation marks for words and constructions that are not grammatically related to the sentence. Punctuation marks in appeals. Punctuation marks at introductory words oh and phrases. Punctuation marks for insert structures. Punctuation marks for interjections, affirmative, negative, interrogative-exclamatory words. Complex sentence The concept of a complex sentence. Main and subordinate clauses. Types of subordinate clauses. Compound sentence. 12
13 Punctuation marks in a compound sentence. Syntactic analysis of a compound sentence. Complex sentence. Punctuation marks in a complex sentence with one subordinate clause. Syntactic analysis of a complex sentence with one subordinate clause. Punctuation marks in a complex sentence with several subordinate clauses. Syntactic analysis of a complex sentence with several subordinate clauses. Associative compound sentence. Punctuation marks in a non-union complex sentence. Comma and semicolon in non-union complex sentence. Colon in non-union complex sentence. A dash in a non-union complex sentence. Syntactic analysis of a non-union complex sentence. Period. Punctuation marks in a period. Complex syntactic integer and paragraph. Synonymy of different types of complex sentence. Sentences with someone else's speech Ways of transmitting someone else's speech. Punctuation marks in direct speech. Dialogue punctuation. Punctuation marks for quotes. Use of punctuation marks A combination of punctuation marks. Question and exclamation marks. Comma and dash. Ellipsis and other punctuation marks. Parentheses and other punctuation marks. Quotation marks and other punctuation marks. Optional punctuation marks. Author's punctuation. CULTURE OF SPEECH Language and speech. The culture of speech as a branch of the science of language that studies the correctness and purity of speech. Correct speech. Standard of the literary language. Norms of the literary language: orthoepic, accentological, word-formation, lexical 13
14 chesky, morphological, syntactic, stylistic. Spelling and punctuation rules. Speech error. Qualities of good speech: purity, expressiveness, relevance, accuracy, richness. Species and genera oratorical eloquence. Oratory and tact. STYLISTICS Stylistics is a branch of the science of language that studies styles of language and styles of speech, as well as figurative and expressive means. Style. Classification of functional styles. Scientific style. Formal business style. Journalistic style. Conversational style. Art style. Text. The main features of the text. Functional-semantic types of speech: narration, description, reasoning. Text analysis different styles and genres. FROM THE HISTORY OF RUSSIAN LINGUISTICS M.V. Lomonosov. OH. Vostokov. F.I. Buslaev. IN AND. Dal. Ya.K. Grotto. A.A. Chess. L.V. Shcherba. D.N. Ushakov. V.V. Vinogradov. S.I. Ozhegov.
15 Contents Explanatory note class Introduction Vocabulary. Phraseology. Lexicography Phonetics. Graphic arts. Orthoepy Morphemics and word formation Morphology and spelling class Syntax and punctuation Culture of speech Stylistics From the history of Russian linguistics
16 Educational edition Goltsova Nina Grigorievna PROGRAM for the textbook Russian language classes (Authors N.G. Goltsova, I.V. Shamshin, M.A. Mishcherina) Head. edited by the Russian language V.L. Sklyarova Editors E.M. Klimova, L.N. Fedoseeva Art editor S.N. Yakubovsky Proofreader M.G. Kurnosenkova Layout Yu.A. Kostina Signed for printing Format 60x84 1/16. Offset paper. Offset printing. Conv. oven l. 0.93. Circulation 2000 copies. Order LLC "Russian word textbook", Moscow, st. Tverskaya, 9/17, building 5. Tel.: (495) , ISBN
Work program in the Russian language Grade 10 68 hours (2 hours per week) Explanatory note
Work program on the subject "Russian language". 0-class. EXPLANATORY NOTE The work program of the subject "Russian" for grade 0 (hereinafter referred to as the Work program) has been developed in accordance with the requirements
FEDERAL STATE AUTONOMOUS EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "MOSCOW STATE INSTITUTE OF INTERNATIONAL RELATIONS (UNIVERSITY) OF THE MFA OF RUSSIA" ENTRY TEST PROGRAM
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher vocational education Moscow State Linguistic University»
Explanatory note Working training program for grades 10-11 in the Russian language is compiled on the basis of the author's state program for educational institutions, approved by the Department
PROGRAM IN THE RUSSIAN LANGUAGE Scope of requirements for the Russian language
WORKING PROGRAM FOR THE RUSSIAN LANGUAGE 10 CLASS Explanatory note The work program is based on the federal component of the State educational standard general education. approved
Explanatory note The work program is based on Sample program secondary (complete) education, the author's program in the Russian language for educational institutions N.G. Goltsova,
WORKING PROGRAM OF THE TEACHER in the Russian language in grade 10 Total number of hours: 72 hours MBOU "Gymnasium" G. Novozybkov Explanatory note The modified program is based on the Program of the Moscow Region
1. Explanatory note The program of the entrance examination in the Russian language to the Academy is based on the state educational standard of secondary (complete) general education. It specifies
General requirements The basis of this program is an exemplary program entrance exams in Russian, developed by the Russian Ministry of Education. Entrance tests for philological
NON-GOVERNMENTAL EDUCATIONAL INSTITUTION SECONDARY EDUCATIONAL SCHOOL "INTEGRAL" Considered at a meeting of the pedagogical council (minutes dated August 8, 015) Approved by order of the NOU SOSH
Explanatory note The program of the entrance examination in the Russian language has been developed current program in Russian for grades 5-9 (letter from the Ministry of Education and Science of Ukraine
Lesson Topic of the lesson Russian language. Grade 10. Profile level (102 hours, 3 hours per week) Number of hours Basic terms and concepts 1 A word about the Russian language 1 Russian literary language, the language of interethnic
THEORETICAL MINIMUM FOR THE RUSSIAN LANGUAGE 2 QUARTER Grade 5 1. What do you know about the homogeneous members of the sentence? 2. In what cases is a comma placed between homogeneous members of the sentence, and in which not?
State budgetary educational institution of higher professional education "ALTAI STATE MEDICAL UNIVERSITY" of the Ministry of Health of the Russian Federation (GBOU VPO
Ministry of Culture of the Russian Federation Federal State Budgetary Educational Institution higher education"St. Petersburg state institute culture” Program of the introductory
MOSCOW ACADEMY OF ECONOMICS AND LAW Karlova T.A. RUSSIAN LANGUAGE Entrance examination program for applicants to the Moscow Academy of Economics and Law Thematic plan in Russian 2
Zovnishhnіshnє nezalezhne otsіnyuvannya 2013 roku z russian movie 1 Zmіst zavdannya that is correct vіdpovіd Vidpovіdnіst dannya program zvnіshnіshnіshnіshnіshnіshnії іnіїnіїї sіnyuvanniа z russian movie Hyphen between parts
Addendum 2 to the order of the Ministry of Education and Science, Youth and Sports of Ukraine dated July 14, 2011 791
MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA Federal State Budgetary Educational Institution of Higher Professional Education "Nizhny Novgorod State University of Architecture and Civil Engineering" (NNGASU)
Municipal budgetary educational institution secondary comprehensive school Canadian rural settlement Vaninsky municipal district Khabarovsk Territory Considered Agreed Approved
P / p Name of equipment Quantity 1 Support schemes 59 1. Complicated sentences. 2. Phonetics. 3. Compound sentences. 4. Vocabulary. 5. Complicated sentence. 6. Members of the proposal. 7. Synonyms, antonyms,
PRIVATE EDUCATIONAL INSTITUTION OF HIGHER EDUCATION OPEN INSTITUTE HIGHER PROFESSIONAL SCHOOL APPROVED by Rector of OI Higher Educational School Chairman admission committee^ "w / V.A. Sharov" January 25, 2016. PROGRAM
APPROVED Order of the Ministry of Education and Science of Ukraine 01.10.2014 1121 THE PROGRAM OF THE STATE INDEPENDENT ASSESSMENT OF THE RUSSIAN MOVIE
Mandatory minimum content of the main educational programs Content that provides the formation communicative competence Speech communication. Speech oral and written, monologue and dialogic.
FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "RUSSIAN STATE ACADEMY OF INTELLECTUAL PROPERTY" Department of "General Educational Disciplines" PROGRAM
Addendum 3 to the order of the Ministry of Education and Science of Ukraine dated 03.12.2013. 1689 RUSSIAN MOVA external independent assessment program Explanatory note External independent assessment program
Municipal budgetary educational institution "School 13" of the city of Sarov CONSIDERED at a meeting of the school methodical association teachers of the Russian language and literature Minutes 1 dated 28.08.2016 AGREED
"I CONFIRM" O. Gonchar M.V. O. Gonchar Phonetics. Graphics Vowels and consonants. Voiced and deaf, hard and soft consonants. strong and weak position
Russian language. Grade 8 (extended version) Substantive results students of the Russian language program are: 1) an idea of the main functions of the Russian language, the role of the Russian language
10th grade Russian language
Ministry of Education and Science of the Russian Federation State University» The program of entrance examinations "Culture of speech communication" (Russian language) Ulan-Ude 2015 Section 1. Speech and speech
Approximate planning of Russian language lessons in grade 7 Tutorial: "Russian language. Textbook for grade 7 "(authors compilers Natalya Beresneva, Natalya Nechunaeva). * Planning is made taking into account
Topics for preparing for testing in the Russian language in grade 11 Active processes in modern Russian The main norms of modern literary pronunciation and stress in Russian. writings,
CONTENTS Section 1..2 Explanatory note Section 2 7 Curriculum Section 3..11 The content of the subject "Russian language" (basic level) Section 4..30 Requirements for the level of students' preparation
Explanatory note Thematic planning for the Russian language for the 8th grade is compiled on the basis of the work program for the Russian language for grades 5-9 in accordance with the federal component of the state
Working programm optional course"Preparation of students in grades 10-11 for the final certification in the Russian language in the form of the Unified State Examination" 10-11 grade for 2013 2014 academic year
Ministry of Education and Science of the Russian Federation Federal State Autonomous Educational Institution of Higher Professional Education "Volgograd State University"
Appendix 1 Work program for the subject "Russian language" III stage (FC SES) grades 10-11 Compiled by: Nozdrina E.V., teacher of the Russian language, 1 qualification category 1 Explanatory note
Work program in the Russian language Grade 10 Explanatory note Calendar and thematic planning is based on the federal component state standard average (full) general
The date of the independent assessment of 2015 to the fate of the Russian language
License: registration 2490 dated February 22, 2012, on AAA series 002608 state accreditation: registration 1736 dated April 12, 2012, on the letterhead of series BB 001755 115191,
"Workshop on Russian spelling" Compiled by: Pryanikov A.V., Candidate of Philological Sciences, Associate Professor Department of the Russian Language and Methods of its Teaching Objectives of the study of the discipline: Brief description
Work program in the Russian language, grade 7 Explanatory note Calendar and thematic planning is based on the general educational standard for basic general education in the Russian language
Martynenko N.V. Russian language 10 cells. 35 hours 3 4 The program was developed in accordance with the program on the basis of the Russian language work program for grades 10-11, author-compiler Baronova M.M. to educational and methodical
I APPROVE Chairman of the selection committee of the FGBOU VPO "Ulyanovsk State Agricultural Academy named after. P.A. Stolypin" A.V. Dozorov January 31, 2014 The program of entrance examinations in the Russian language, conducted by the Academy independently
Explanatory note This work program is based on the following regulatory documents:. The federal component of the state standard of general education, approved by order of the Ministry of Education
Calendar-thematic plan for the Russian language for grade 7 A for the 2015-2016 academic year. 1 2 3 4 5 p / p Name of the section of the program, topic Characteristics of students' activities (basic learning skills
APPROVED Order of the Minister of Education of the Republic of Belarus dated October 14, 2013 759
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "SEVERAGE EDUCATIONAL SCHOOL 18" DISCUSSED at a meeting of the School of Russian Language Teachers Protocol 1 of August 29, 2016 AGREED by the NMS Protocol 1
Educational Institution “Mogilev State University named after A.A. Kuleshov APPROVED by the Rector of Moscow State University named after A.A. Kuleshov K. M. Bondarenko 2016 Registration B- ENTRANCE EXAMINATION PROGRAM
Municipal budgetary educational institution gymnasium of Guryevsk
"Russian language" First-grader to distinguish, compare: -sounds and letters; -stressed and unstressed vowels; - hard and soft consonants, deaf and voiced consonants; - sound, syllable, word; -word
Calendar-thematic planning Russian language grade 7 p / n Content (lesson topic) Number of hours I. General information about the Russian language. Russian language as a developing phenomenon. r/c Language Features
Work program on the subject "Russian language" grades 5-9 The program was developed on the basis of: Author's program: Russian language. Work programs. Subject line of textbooks by T.A.Ladyzhenskaya, M.T.Baranova, L.A.Trostentsova
Work program in the Russian language Grade 3 Planned results of the study of the subject "Russian language" personal results learning the Russian language in elementary school are: - awareness of the language as the main
I. Phonetics and orthoepy Speech sounds and letters. Vowels and consonants. Voiceless and voiced, hard and soft consonants. Syllabus, accent. Positional exchange vowels and consonants. Brief information about orthoepy.
APPROVED Order of the Minister of Education of the Republic of Belarus dated December 23, 2011 813 basic education, to receive
EXPLANATORY NOTE The work program in the Russian language for the 8th grade is compiled in accordance with the Federal component of the state educational standard for basic general education and on
RUSSIAN LANGUAGE, grade 8 Explanatory note The work program in Russian for grade 8 is based on the program of S.I. Lvova "Russian language program for educational institutions
The program of entrance examinations in the Russian language (Grade 9) EXPLANATORY NOTE The program of entrance examinations in the discipline "Russian language" for applicants Educational institution middle
RUSSIAN MOVA program of international independent assessment Addendum 3 to the order of the Ministry of Education and Science of Ukraine. від О 3 Explanatory note Program of external independent assessment in Russian
The program of the entrance examination in the Russian language The procedure for the examination in the Russian language The examination in the Russian language is conducted in the form of testing. The applicant must appear for the exam in accordance with
1. Explanatory note
The work program on the subject "Russian language" for grade 10 is based on:
1. The federal component of the state standard of general education.
2. Textbook for educational institutions (N.G. Goltsova, I.V. Shamshina, M.A. Mishcherina "Russian language. Grades 10-11", recommended by the Ministry of Education and Science of the Russian Federation, Moscow, "Russian Word", 2010.
3. Programs edited by N.G. Goltsov, Moscow “Russian Word”, 2010 for the textbook “Russian language. Grades 10-11" (authors: N.G. Goltsova, I.V. Shamshin, M.A. Mishcherina)
4. The basic curriculum of the school for the 2015-2016 academic year.
The program is designed to study the Russian language in high school at a basic level and is based on 1 hour per week, 35 hours in total.
Site of Russian language teacher Borovleva S.V. http://sv.ucoz.ru/
Phraseological kaleidoscope http://svb.ucoz.ru/index/0-2 The site is intended for teachers, students and anyone interested in the Russian language and its history.
Explanatory Dictionary V.I. Dalia http://www.slova.ru/
8.Planned results of studying the subject
Students should know:
The relationship of language and history, culture of the Russian and other peoples.
The meaning of concepts: speech situation and its components, literary language,
language norm, culture of speech.
Basic units and levels of the language, their characteristics and interrelation.
Orthoepic, lexical, grammatical, spelling norms of the modern Russian language; norms of speech behavior in the socio-cultural, educational and scientific, official and business spheres of communication.
Students should be able to:
Use the basic techniques of information processing of oral and written text.
To carry out speech self-control; evaluate oral and written statements in terms of language design, the effectiveness of achieving communicative tasks.
Analyze language units in terms of correctness, accuracy and appropriateness of their use.
Conduct linguistic analysis texts of various functional styles and varieties of language.
Use the main types of reading depending on the communicative task.
Extract necessary information from various sources.
To apply in the practice of verbal communication the basic norms of the literary Russian language.
Use acquired knowledge and skills in practical activities and in Everyday life for:
Awareness of the Russian language as a spiritual, moral and cultural value of the people. familiarization with the values of national and world culture.
Development of intellectual and creativity, skills of independent activity.
Magnifications vocabulary; expanding horizons; improving the ability to self-esteem based on observation of one's own speech.
Improvements communication skills; development of readiness for speech interaction, interpersonal and intercultural communication, cooperation.
Self-education and active participation in industrial, cultural and public life states.
1. Introduction. A word about the Russian language
Know: lexical richness of the Russian language;
Stylistics of the Russian language; - types of plans; Be able to: to make plan; - use an epigraph;
2 Vocabulary. Phraseology. Lexicography
Know:lexical and grammatical meaning of words;
Direct and figurative meaning of words;
The concept of synonyms, antonyms, paronyms, homonyms;
The role of Old Church Slavonicisms in creating a text of high style;
Phraseological units, phraseological expressions;
Outdated vocabulary: archaisms, Old Slavonicisms, historicisms;
Be able to:find figurative and expressive means of the Russian language in the text: epithets, metaphors, metonymy, comparison, paraphrase;
Analyze lexical means of expression in the text;
To Work with various types dictionaries;
Determine the lexical features of the text;
Highlight the main thing;
The use of figurative and expressive means in speech;
The choice and use of expressive means of the language in accordance with the communicative task;
Adequate perception oral speech and the ability to convey the content of the listened text in expanded form in accordance with the purpose of the learning task;
3. Phonetics. Graphic arts. Orthoepy
Know:orthoepic spelling norms;
- characterization of vowels and consonants in a word;
Be able to:produce phonetic parsing of words;
Key competencies formed in the topic:
Form the worldview of schoolchildren;
Be able to choose the right style of behavior depending on the situation; ability to make decisions in various life situations;
Highlight the main thing, classify, reflect, carry out self-assessment of activities;
4. Morphemics and word formation
Know: composition of the word;
Ways of word formation;
Norms of shaping;
Spelling of morphemes;
Morphological principle of spelling;
Be able to:produce morphemic analysis words;
To produce word-formation parsing of words;
Correctly write word-forming and formative morphemes;
Key competencies formed in the topic:
Reflection in oral and written form of the results of their activities;
Use of dictionaries of various types;
5. Morphology and spelling
Know: spelling types;
Unstressed vowels in the root;
Vowels after hissing in different parts of speech;
Vowels after hissing and C;
Spelling of consonants in a word;
double consonants;
Vowels and consonants in prefixes;
Word hyphenation rules;
Separating b and b signs;
Be able to:determine spelling in words;
Solve spelling problems;
Correctly write unstressed vowels in the root;
Correctly write vowels after hissing in different parts of speech;
Correctly write vowels after hissing and C;
Write double consonants correctly;
Correctly write vowels and consonants in prefixes;
Correctly write the separator b and b signs;
Apply hyphenation rules in words;
Key competencies formed in the topic:
shape paths healthy lifestyle life, internal ecological culture;
Independently search and select the necessary information;
Use for solution cognitive tasks reference manuals on the Russian language;
- Parts of speech. Noun
Know:lexical and grammatical categories of nouns;
Norms of formation of nouns;
Morphemics of nouns;
Be able to:produce morphological analysis nouns;
Determine the type of declension, number and case of nouns;
Correctly write vowels in suffixes of nouns;
Write compound nouns correctly;
Solve spelling problems on the topic;
Key competencies formed in the topic:
Ability to effectively use working time;
The ability to choose target and semantic settings for actions and deeds;
- Parts of speech. Adjective
Know: stylistic features of the use of full and short forms of adjectives;
Spelling of compound adjectives;
Features of the coordinating and subordinating connection in phrases;
Formation of compound adjectives;
Be able to:write case endings of adjectives correctly
Correctly write suffixes of adjectives;
Perform morphemic and word-formation analysis of adjectives;
Own the spelling rule Н and НН in the suffixes of adjectives;
Write complex adjectives correctly;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Be able to engage in polemics and lead a discussion;
Highlight the main thing, classify, reflect
8. Parts of speech. Numeral
Know:features of the use of numerals in speech;
Combination of nouns both, both with nouns;
Be able to:to produce a morphological analysis of the names of numerals;
Correctly write case endings of numerals;
Correctly write complex numbers;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Find ways to interact when working in a group;
Be able to engage in polemics and lead a discussion;
9. Parts of speech. Pronoun
Know:features of the use of pronouns in speech;
Know the categories of pronouns;
Be able to:produce a morphological analysis of pronouns;
Correctly write pronouns;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Find ways to interact when working in a group;
Be able to engage in polemics and lead a discussion;
10. Parts of speech. Verb
Know:features of the use of various forms of the verb in speech;
Synonymy of verb forms;
Ways of forming verbs;
Be able to:produce a morphological analysis of the verb;
Correctly write personal endings of verbs;
Correctly write verb suffixes;
It is correct to write b in verb forms;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Find ways to interact when working in a group;
Be able to engage in polemics and lead a discussion;
Highlight the main thing, classify, reflect;
11. Parts of speech. Participle
Know:features of the use of participles in speech;
Features of the spelling of isolated definitions, expressed by participial turnover;
Be able to:to make a morphological analysis of participles;
Form various forms of participles;
Correctly write the endings of participles;
Correct spelling of vowels in participle suffixes;
It is correct to write Н and НН in the suffixes of participles and verbal adjectives;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Find ways to interact when working in a group;
Be able to engage in polemics and lead a discussion;
Highlight the main thing, classify, reflect;
12. Parts of speech. gerund
Know:features of the use of gerunds in speech;
Synonymous features of the possibility of using verb forms;
- features of isolation of gerunds and gerunds;
Be able to:to make a morphological analysis of gerunds;
Form participles;
Correctly write participles;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Find ways to interact when working in a group;
Be able to engage in polemics and lead a discussion;
Highlight the main thing, classify, reflect;
13. Parts of speech. Adverb .Condition Category Words
Know:features of the use of adverbs in speech;
Features of the formation of adverbs;
Features of the formation of degrees of comparison of adverbs;
Be able to:produce a morphological analysis of adverbs;
To write correctly vowels O-A at the end of adverbs; - it is correct to write b after adverbs hissing at the end;
Correctly write negative adverbs;
Correctly use continuous, hyphenated, separate spelling of adverbs;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Find ways to interact when working in a group;
Be able to engage in polemics and lead a discussion;
Highlight the main thing, classify, reflect;
14. Service parts of speech
Know:types of prepositions by structure, by meaning;
Conjunctions: simple, compound, coordinating, subordinating;
Discharges of particles;
Types of interjections by meaning and structure;
Be able to:distinguish unions and allied words;
Correct use of conjunctions in speech;
Correctly write particles;
Correctly write prepositions;
To be able to produce a morphological analysis of service parts of speech;
Distinguish between interjections and onomatopoeic words;
Key competencies formed in the topic:
Ability to set goals, determine ways to achieve them;
Ability to apply knowledge in practice;
Independently search and select the necessary information;
Find ways to interact when working in a group;
Be able to engage in polemics and lead a discussion;
Highlight the main thing, classify, reflect.
Calendar-thematic planning
Pourochnye developments in the Russian language in grade 11 for teaching materials. Goltsova.
“SCHEDULING R.YAZ. 11 CL."
RUSSIAN LANGUAGE (1 1 C A S S)
| In just one year - | I half year | II half year |
| per week - 1 hour |
||
| K./D. - | ||
| R./O. - | ||
| Credit - | ||
| Sl./d. - |
Programs of the course “Russian language. 10-11 grades " Auth.- comp. N. G. Goltsova: Textbook. - M .: OOO "Russian Word - Educational Book", 2002.
TEXTBOOK:
Goltsova N. G., Shamshin I. V. Russian language 10-11 classes: M., "Russian Word", 2004, (2006, 2008).
METHODOLOGICAL AIDS:
Goltsova N.G., Mishcherina M.A. Russian language. 10-11 grades. profile level. A basic level of: lesson planning. - M .: OOO "TID "Russian Word - RS", 2004.
Russian language 10-11 classes: A book for the teacher. - M., "Russian Word", 2002.
N. G. Goltsova, M. A. Mishcherina. Russian language. 10-11 grades. profile level. Basic level: Lesson planning. - M., "Russian Word", 2004.
Budnikova N. N., Dmitrieva N. I., Kholyavina T. G. Lesson developments in the Russian language: 10-11 grades. M.: VAKO, 2009.
Petrovskaya S. S. and others. Collection of dictations in the Russian language: 10-11 cells: A book for the teacher. – M.: Enlightenment, 2000.
Journal "Russian language at school".
Bezhanova S. V., Ganina E. V. Collection of tests in the Russian language. - Moscow - Voronezh, 2001.
Ohay O. N. How to write an exam essay in grade 11: A practical guide. – M.: ARKTI, 2006.
Trosheva T. B. The system of preparation for the Unified State Examination in the Russian language: program, theory, practice: textbook. allowance. – Perm: Perm. un-t; Krasnodar: World of Kuban, 2007.
Russian language: Grammar. Text. Speech styles: Proc. for 10-11 cells. general education institutions / A. I. Vlasenkov, L. M. Rybchenkova. - M .: Education, 2001.
Andrey Tikhov . Russian language is excellent.- Editorial staff of the site Pedsovet.org, Belgorod, 2007.
View document content
"TEST FOR LESSON No. 15"
( OPTION 1.)
Find the wrong stress in one of the words.
a) arrest, bows;
b) engraver, ironing (board);
c) perceived, darling;
d) unrestrained, dialogue;
e) second cousin, citizenship.
2. Find a phrase in which the compatibility norms are violated.
a) to warn against an act;
b) intolerable flour;
c) make an impression
d) express an opinion on something;
d) have an idea about something.
a) Dividends were distributed among shareholders depending on the number of shares.
b) The scandal erupted when the mother-in-law did not allow the daughter-in-law to bring her mite into the room and put
with a bed.
c) New appointments were discussed on the sidelines of the congress.
d) Parliament heard a proposal to legalize the arms trade.
4. Find a speech error.
a) Deputies of the State Duma became aware of this decision only today.
b) It is not common for Americans to be asked how much income they earn.
c) In this situation, we could not take any decisive action, so we had to wait for the weather by the sea.
5. Find a speech error.
a) Do not think that I am against housing reform - I am ready to vote for it with both hands, if there were funds.
b) She was chosen by the director for this role from six hundred and fifty applicants.
c) Not all politicians who decide our destinies are worthy of respect.
d) The factory specializes in the production of goods for the low-income segments of the population, which includes
most citizens in the province.
I returned home through the empty lanes of the village; the moon, full and red, like the glow of a fire, began to appear from behind the jagged horizon of houses; the stars shone calmly on the dark blue vault, and it became funny to me when I remembered that there were once wise people who thought that the luminaries of heaven take part in our insignificant disputes for a piece of land or for some fictitious rights.
a) spelling;
b) punctuation;
c) speech.
The clock struck one and two in the morning, and he heard the distant rumble of a carriage. Involuntary excitement took possession of him. The carriage pulled up and stopped. He heard the thud of the step being lowered. There was a fuss in the house. People ran, voices were heard, and the house was lit up.
a) newspaper and journalistic;
b) official business;
c) colloquial;
d) scientific;
d) artistic.
a) description;
b) narration;
c) discussion.
9. Set the meaning of the wordnovelist.
a) a specialist in describing books and compiling their lists, indexes;
c) a seller of old and used books;
e) lover and collector of books;
e) a person who passes off someone else's work as his own.
TEST ON THE TOPIC "WARNING OF GRAMMAR AND STYLISTIC ERRORS".(OPTION 2.)
1. Find the wrong accent in one andhwords.
a) extraction, despot;
b) herald, religion;
c) dollar, caught up;
d) blinds, drowsiness;
e) old, clog.
2. Find a phrase in which the compatibility norms are violated:
a) clean up the area;
b) hold an opinion;
c) sacrifices in the name of progress;
d) get a fiasco;
d) learn new specialty.
3. Find a word used in a meaning that is unusual for it.
a) His first wife died, but in the memory of her husband she was an eternal idyll of beauty and femininity.
b) Indigenous peoples dominate the national district.
c) Berezovsky personifies in himself all the negative qualities of financial capital.
d) The frigate was pulled into the harbor and brought into the dock.
4. A speech error was made in the sentence.
a) The traveler reported on the trip to the staff of the department.
b) This year, several gymnasiums conducted an experiment:
Instead of the usual five-point scale in some subjects, knowledge was assessed on a scale from 1 to 12.
c) Thank you for the fact that you now, perhaps, have given someone hope, returned faith in the future.
5. A speech error was made in the sentence.
a) Planes arrived in Sochi with two hundred and fifty-five tourists from disaster areas.
b) My favorite Georgian dishes - from tomatoes, eggplants with walnuts and garlic - are perfectly prepared by my mother.
c) The main culprits of what happened are in the upper echelons of power, and this is no secret to anyone.
d) My job responsibilities are in the selection and management of personnel.
6. What mistake is made in the proposal?
It sometimes seems to me that the patience, fidelity, forgiveness and sincerity that are inherent in our domestic creatures have a much stronger effect on the mind of a child than the long lectures of a dry and pale Karl Karlovich or the ranting of a governess trying to prove that water consists of oxygen and hydrogen.
a) spelling;
b) punctuation;
c) speech.
7. Define the style of the text below.
A month before leaving Moscow, we had no money - it was dad who was preparing for fishing ... And so the fishing began. My father sat down on the shore, laid out his farm, lowered the cage into the water, threw in his fishing rods - there were no fish. Such was the bad luck.
a) newspaper and journalistic;
b) official business;
c) colloquial;
d) scientific;
d) artistic.
8. Determine the text type of task number 7.
a) description;
b) narration;
c) discussion.
9. Set valuelinguist words.
a) a person who is indifferent to food;
b) a person predicting the future;
c) a person who knows many languages;
d) a specialist in the field of linguistics;
e) the one who delivers the speech has the gift of eloquence;
e) a stamp collector.
View document content
"TEST FOR LESSON No. 19"
LESSON #19 TEST "INTRODUCTORY WORDS".
1. Determine the meaning of the introductory word in the sentence (commas are not spaced).
When we approached the big ones, dad, to our great joy, announced that, at the request of my mother, the trip was postponed until tomorrow.
a) confidence
b) uncertainty;
c) the feelings of the speaker;
d) the order of registration of thoughts;
e) source of information.
2. Specify a sentence with an introductory word.
a) Not a single thing was visible in the yard.
b) He is definitely delusional.
c) It is unlikely that he will come today.
d) Apparently the letter has not yet reached the address.
e) It is clear that I have nothing to do here.
3. Which sentence has no introductory words?
a) The dirty yard of the officers' assembly seemed black.
b) Lightning flashed and it seems that thunder thundered somewhere.
d) Firstly, there was not a penny in my pocket.
e) Spring has finally arrived.
4. What do the introductory words in the sentence mean?
Mountain air without any doubt has a beneficial effect on human health.
a) source of information;
b) confidence;
c) feelings;
d) order of thought;
d) lack of confidence.
5. In what sentenceintroductory wordindicateson theregistration procedurethoughts?
a) Chelkash whispered something and lay down again.
b) As if on purpose, no one was going to disperse.
c) This begs a few questions.
d) Undoubtedly, being half a point behind was very disappointing.
e) To my great regret, your mental clarity is completely absent.
6. Selecta proposal in whichwordbutacts asintroductory and is separated by commas on both sides.
a) We left but did not say goodbye to them.
b) He was not liked, but there were no complaints about him.
c) We chose elegant but cheap furniture.
d) It's time for us to return however.
e) However, she could not hold back her tears.
7. How much persuggestion of punctuation marks?
Of course, when you cross the threshold of Leo Tolstoy's house, when you walk on his land, when you read his works, this abstract definition begins to seem to acquire, as it were, tangible flesh, the contours of visible concreteness.
a) 3 b) 4 c) 5 d) 6 e) 7
8. How many punctuation marks are in the sentence?
Finally, we climbed the mountain, stopped and looked around and gasped.
a) 2 6) 3 c) 4 d) 5 e) 6
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"TEST FOR LESSON No. 20"
Test " Appeals. Sentences with interjections, affirmative, negative and question words. Introductory words".
1. Specify an incorrect statement.
a) appeals are pronounced with a special vocative intonation;
b) appeals have the form nominative case;
c) appeals can only be expressed by animate nouns;
d) appeals can be separated by commas and exclamation point.
2. Find sentences with appeal (punctuation marks are not placed).
a) My life has not become quieter at all.
b) A bow-hello to you, he sends my beloved.
c) Poplars quickly go to the field.
d) Ash-trees have decorated the native steppe.
e) The road to distant distances calls us.
f) Where does the familiar path lead me?
g) Wish me a good journey.
3. Indicate sentences with a common appeal (punctuation marks are not placed).
a) Oh my life, how dear you are to me!
b) Rash you bird cherry with snow.
c) Open your arms to me thick-leaved spreading forest!
d) We are old friends with you wind.
e) Sing the harmonica to spite the blizzard.
e) Where did your friend come from?
g) Play a button accordion about your native land.
4. Find sentences with incorrect punctuation marks.
a) People of the world, stand up for a moment!
b) Farewell, beloved, leave good, along the long road.
c) Good, beloved, dear, we live far from each other.
d) Do not fly away, swan, do not fade, bird cherry.
e) Sons of the snows, sons of the Slavs, why did you fall with courage?
f) Dear, my friend, kind, my friend, people want peace so much.
5. Point out the wrong statement.
a) introductory words are not members of the sentence;
b) introductory words can be distinguished by brackets or dashes;
in) introductory sentences may be separated by commas;
d) interjections can be separated by commas on both sides.
6. Find examples in which the highlighted words are introductory (punctuation marks are not placed).
a) At night the whole world is huge seems easier.
b) Truth over the years my poems became less ornate.
in) Fortunately there was no one on the beach.
d) Quiet snow lay. All of a sudden how the blizzard went to twist!
d) Only the stars as if rejoiced at the first frost.
7. Specify examples in which punctuation marks are incorrectly placed.
a) The forest changed colors every minute, and finally it got dark.
b) We will say goodbye to you at the threshold, and perhaps forever.
c) Here all sorts of miracles are possible, and perhaps inevitable.
d) It was probably cool at night and the windows were sweaty.
e) In fact, I have written so little in my life.
f) Your call, therefore, fell on the soil, always loosened.
8. Find sentences that have interjections.
a) Splashing on stones green water.
b) Oh, how our gaze sharpens in anticipation of parting.
c) Bare feet are wounded on road stones.
d) Oh, how harsh, how long winter,
e) Oh, I want to live crazy.
f) It is necessary to talk about people during their lifetime.
g) We will not talk about our love.
9. Give examples in which wordsYes andNo are independent proposals and require isolation.
a) We are humanists yes!
b) No, we didn’t recognize yours from books. History, business.
c) The forty-first year was marked by fire and burning.
d) Long live the happiness of man on earth!
e) There is no happiness outside the homeland, everyone takes root in native land.
e) No, no one will ever forget school years.
g) No, I was too happy.
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"TEST IN LESSON No. 17"
Test "Punctuation marks with separate definitions and circumstances."
(USE. Task A 20.)
Form start
1. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
On the tower stomped (1) shivering from the coolness of the night (2) a sentry in an Armenian coat (3) thrown over his shoulders (4) over his overcoat. (I.Chesnokov)
1) 1,3,4
2) 2,3
3) 1,2,3
4) 1,2,3,4
2. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
Ahead usually ran (1) hanging to one side (2) a long pink tongue (3) white poodle Artaud (4) cut like a lion. (A. Kuprin)
1) 1,2,4
2) 1,3,4
3) 1,2,3,4
4) 1,2,3
3. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
Moving away from the parking lot (1) for two (2) versts, Ustin climbed the clay slope (3) to the eel overgrown with forest (4). (I.Chesnokov)
1) 2,3,4
2) 1,2
3) 2,3
4) 2
4. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
From time immemorial, Tyumen foresters (1) leaving for a bear (2) left at home (3) a knotted (4) shirt. (A. Ananiev)
1) 1,2
2) 1,3
3) 1,2,4
4) 1,2,3
5. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
The cleft (1) resembling (2) a deep curved corridor (3) gradually narrowing (4) led and led them up. (V. Bykov)
1) 1,2,3
2) 2,3
3) 1,3,4
4) 1,3
6. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
Climbing up the ladder to the upper deck (1), Lyosha stepped aside (2) giving way (3) to a swarthy, black-haired girl quickly running from above (4). (L. Knyazev)
1) 2,3
2) 1,2,3
3) 1,2,3,4
4) 1,2
7. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
Our echelon (1) assembled from freight cars (2) having wandered for about a week (3) through the snowy expanses of Russia (4) finally found refuge in the Serpukhov dead end on a February blizzard night. (E. Nosov)
1) 1,2
2) 1,2,4
3) 1,3,4
4) 1,2,3
8. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
Tommy stretched out his muzzle (1) framed by brown curls (2) and (3) trembling all over (4) leaned forward. (V. Svintsov)
1) 1,3
2) 1,2,3,4
3) 1,3,4
4) 3,4
9. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
Three men were sitting on a pile of bags (1) dumped on the deck (2) and (3) with their heads up (4) waiting for orders. (I.Chesnokov)
1) 1,2,3,4
2) 2,3
3) 3,4
4) 1,3,4
10. In which answer option are all the numbers correctly indicated, in the place of which commas should be in the sentence?
In the squares, carpenters (1) chuckling (2) saw (3) boards smelling of tar and forest dampness (4). (V.Grossman)
1) 1,2,3
2) 2,3
3) 1,3,4
4) 1,2
End of form
View document content
"LESSON #2"
Lesson #_____ Date__________
Subject:R./O. No. 1 Means of expressiveness of language.
Goals: cognitive aspect: repeat terms; develop the ability to distinguish between tropes, stylistic figures and other means of expression; determine their role in the text;
development aspect: to develop the mental and speech activity of students, the ability to analyze, compare, classify, generalize, logically correctly express their thoughts; continue to work on the disclosure of creative abilities; for the development of critical figurative thinking; create conditions for the development of communication skills;
educational aspect: development of a system of value relations to the native language; upbringing careful attitude by the author's word, a responsible attitude to own word, to the culture of speech; improving the skills of ethical interpersonal communication.
Lesson type: a lesson in verbal communication.
Equipment: applications No. 1-No. 5, table in the electronic version "Means of Expression".
During the classes.
I. Organizational moment. Recording the topic of the lesson.
II. Introduction.
- Every educated person, of course, should be able to evaluate speech behavior - his own and those of his interlocutors, correlate his speech with a specific situation of communication. Why are journalists, scientists, linguists, psychologists, sociologists, writers, teachers especially acutely aware of speech problems in the 21st century and asking eternal Russian questions What to do? and Who is guilty? Why don't people who don't know their native language feel shame and litter it with "fashionable", in their opinion, words? Why is the opinion becoming popular that the works of classical Russian literature do not have their readers today? Why? There are many questions. But the study of linguistics and literature, these important components of humanitarian education, is one of the ways that allows us to master the skill of human happiness and wisdom, to preserve culture. Our native language, the richest, accurate, powerful and truly magical Russian language, according to the definition of K.G. Paustovsky, is a unique, amazing phenomenon. The beautiful and the ugly coexist and closely intertwine in it ... Continue the series of contrasts: expressive - nondescript, strong - weak, right - wrong, native - alien, majestic - bad, living - dead. What is the problem facing us, those who speak the language, who study it? Formulate the problem in the form of a question: how to make the language the best of what is in the world - beautiful, majestic, expressive?
- How is the problem related to the topic of the lesson? Find common ground between them.
What can expressions be used for?
- The means of expressiveness of the language is the way to expressive, figurative speech. They can be used to reproduce, simulate, describe the phenomena of the surrounding reality.
III. Compilation of cinquain or diamonds. Formulation of tasks.
- Remember when deciding what learning objectives do you need to know the means of expression, be able to qualify them, distinguish them, determine their role in the text, etc.? What difficulties do you experience with this? Reflect your thoughts, impressions, difficulties in syncwines or diamonds, select the wording of the topic: "Expressive means of language", "Speech", "Language".
| cinquain |
|
| means of expression | means of expression |
| Diamond
|
|
- So, the means of expression perform a stylistic and figurative-expressive function, and syntactic stylistic devices create a special organization of speech. There are many means of expression, so it is very difficult to develop the ability to see the totality of all the figurative and expressive means of the language that are used in the text, to qualify them and determine their role in text fragments, to give examples correctly.
- What tasks will we set for ourselves to work on this topic in preparation for the exam? (Discussion in groups.)
Repeat terms;
Correct the ability to find means of expression in the text, distinguish between types of tropes, stylistic figures and other means of expression;
Continue to develop the ability to determine the role of means of expression in the analyzed text.
This lesson should be an assistant in overcoming difficulties.
IV. Examination homework. Small group work
Students exchange tasks prepared at home and work in pairs, triplets. Mutual consultations. Socialization (protection of the task - the principle of compilation). Execution result. What caused the difficulties? 
Task 1. Crossword 1 " Stylistic figures speech".
Horizontally: 1. Stylistic figure of speech, arrangement of words and expressions in ascending and descending significance. 3. Turnover poetic speech, in which, to enhance expressiveness, they are sharply opposed directly opposite concepts, thoughts, character traits of the characters. 4. Location next to similar elements of speech, syntactic constructions. 5. Repetition of a word or phrase at the end of a line. 6. A combination of opposite words. 7. An unusual word order in a sentence, giving the phrase a new expressive connotation. 8. A technique that gives the reader the opportunity to guess what could have been discussed in a suddenly interrupted statement.
Vertically: 2. Repetition of words or phrases at the beginning of sentences, stanzas. 
Task 2. Crossword 2
Horizontally: 1. Trope, consisting in the use of a proper name in the meaning of a common noun. 3. A word that defines an object or phenomenon and emphasizes its qualities, properties, features. 4. Type of path, a way of transferring meaning by the adjacency of phenomena. 5. Definition of one subject by comparing it with another. 6. Turnover, consisting in replacing the name of an object or phenomenon with a description of their essential features or an indication of their characteristic features 7. Allegorical depiction of an abstract concept using a specific phenomenon of reality. 8. A figurative expression containing an exorbitant exaggeration of size, strength, value. 9. A trope opposite to hyperbole and consisting in a clearly implausible, exorbitant underestimation of properties, qualities, signs, sizes, strengths, meanings, etc. any phenomenon.
Vertically: 2. Figurative meaning words based on the likening of one object or phenomenon to another by similarity or contrast.
What is the name of this crossword puzzle?
Task 3
– Give examples from the texts illustrating the terms indicated by the rays. Which term is "hidden" in focus? 
Task 4 "Sunshine"
Task 5
- Explain the diagram. Name the types of trails in the following sentences: 
Euphemism- variety paraphrases. Euphemisms replace words, the use of which by the speaker or writer for some reason seems undesirable.
Synecdoche – special case metonymy: designation of the whole through its part.
Task 6 "Snowflake"
Explain the scheme, illustrate with examples from the text.
Task 7
– Which of these schemes can be used to illustrate the antithesis, oxymoron, zeugma? Determine what means of expression are used in the following sentences:
1. Young leaves and buyers from Western and southern states. 2. There is a merry melancholy in the scares of the dawn (S. Yesenin). 3. An eternal moment has come ( A. Blok). 4. Houses are new, but prejudices are old ( A. Griboyedov). 5. Black evening - white snow. ( A. Blok). 6. I met the New Year alone. I was rich, I was poor. ( M. Tsvetaeva). 7. He is coming, a saint and a sinner, a Russian miracle man! ( A.Tvardovsky). 8. It was raining and three students, the first - in a coat, the second - to the university, the third - in bad mood.
V. Generalization. Frontal conversation
What two sets of terms should be distinguished? What are trails? What are stylistic figures? What other means of expression can be used in texts of different styles? For what purpose?
VI. Express survey on the topic "Paths. Stylistic figures"
Work on cards (group No. 1 - red card, group No. 2 - card of blue color, group No. 3 - green). You can choose any form of work: individual, mutual learning in pairs, trio, group ( Appendix 1). Use code to check. The results are reflected in the success list ( Annex 2). Socialization.
VII. Test tasks for the application of knowledge. "Expressively" about language, word, speech
Card work ( Annex 3). Success List ( Annex 2). Socialization.
VIII. Generalization
- In the statements, the idea is that the language is inextricably linked with the homeland, with ordinary people, nature. Writers urge to protect the native language, talk about its diversity, greatness. Language is the "confession of the people", its soul, its morality, the basis of culture...
We are already accustomed to hearing that our language is great and powerful, that, in the words of M. Gorky, "it is inexhaustibly rich and everything is enriched with amazing speed. But! What is it enriching now? Slang words and neologisms, the meaning of which is not clear to most people who speak Russian?
IX. Work with text
1. Expressive reading of the text:
(1) Ecology is the science of the interaction of living organisms and their communities with each other and with the environment in which they live.
(2) These relationships are studied by a wide variety of sciences: biology and chemistry, astronomy and cosmology, mathematics and philosophy.
(3) All of them contribute to the ecology, which today is divided into a number of independent disciplines: general ecology, agroecology, hydroecology, human ecology, etc.
(4) The ecology of culture, or spiritual ecology, is being actively formed today.
(5) Of course, there cannot be an impassable abyss between the ecology of nature and the ecology of culture, but there is also a big difference between them.
(6) Losses in nature are recoverable to a certain extent.
(7) Cultural and moral values are another matter.
(8) They are either restored with great difficulty, or disappear altogether, like, say, destroyed cultural monuments, burnt books, manuscripts ...
(9) Historian-archaeologist V.L. Yanin so figuratively revealed the content of the concept of "ecology of culture".
(10) If a tree is uprooted, a new one can be grown in its place.
(11) But if we destroy antiquity, cultural monuments, erase from the map historical names, thus, according to the scientist, we destroy the genetic code of our historical memory.
(12) Therefore, our love for the spiritual heritage of our people must be effective.
(13) Much depends on the attitude towards the language.
(14) It cannot be otherwise!
(15) Indeed.
(16) If culture is a set of achievements of society in the field of science, education, art, then these achievements are fixed, as a rule, in the language, in the Word.
(17) Arising on a certain historical stage, the literary language itself serves as evidence of the level spiritual development people, society.
(18) Love for language, like love for nature, component patriotism, love for the motherland.
(19) The ecology of language therefore also has a moral side.
(20) A careless attitude to the language, a departure from the national culture that is expressed in it, does not pass without a trace for a person as a person.
(21) After all, language is both the basis of national memory and the key to understanding spiritual world, one's own and someone else's.
(22) In recent years, our writers and publicists have been tirelessly talking with concern about signs of spiritual degradation, spiritual impoverishment, directly related to language losses.
(23) Just as every living thing on earth cannot put up with its death, so a living nation cannot put up with the degradation of its language. ( According to L.I. Skvortsov)
2. Explanation of the meanings of words and expressions ("genetic code", "ecology of culture", "moral values", etc.)
4. Who first used the concept of "ecology of culture"? (Twenty years ago, D.S. Likhachev first used the concept of ecology, which was quite new at that time, in an unusual context - "ecology of culture", "moral ecology". He wrote: "... Ecology cannot be limited only to the tasks of preserving the natural biological environment. For The environment created by the culture of his ancestors and himself is no less important to a person's life. Preservation of the cultural environment is a task no less significant than the preservation of the surrounding nature.")
In recent years, the question of the ecology of language, directly related to the consciousness of a person, with the defining properties of his personality, has been increasingly raised; the ecology of language is an integral part of the ecology of culture.
5. Which of the statements does not correspond to the content of the text?
The ecology of culture is focused on preserving the historical memory of the people.
If losses in biological ecology can be restored at least partially, then the loss of cultural values is irreplaceable.
The ecology of culture is a science that deals exclusively with the problems of protecting the literary language.
The ecology of culture is a relatively young discipline.
6. Determine the style and type of speech of the text.
scientific style; reasoning with narrative elements;
journalistic style; reasoning;
conversational style; reasoning;
art style; reasoning and description
7. Specify the meaning of the word effective(proposition 12).
deep, all-consuming;
able to influence, active;
in constant motion;
real, genuine.
8. Read a fragment of a draft essay written on the basis of the text you read. ( Appendix 4) This fragment analyzes the style of the text, the means of expressiveness of the language used by the author, etc. But, unfortunately, some important words"lost". Restore the text, insert the names of expressive means, quotations from the text into the gaps, determine the role of the named expressive means and other features of the text. Write down the resulting text in your notebook.
X. Group work
1 part of the text - 1st group, 2 - 2nd group, 3 - 3rd group.
The result of the work is reflected in the success sheet ( Annex 2).
Sample student work Annex 5). Socialization
XI. Frontal conversation
What means of expression have not been analyzed? (Metaphors, etc.)
What important parts are missing from this passage?
How else can you build your reasoning? (What changes would you make to the proposed project?)
XII. Homework
- Complete the essay, supplementing it with the following components: 1) introductory part; 2) a clear statement of problems source code and own commentary on the formulated problems; 3) reflect the position of the author; 4) expound own opinion on the issue; 5) the final part (see "Criteria for evaluating the answer to task C1". Demo version 2010). Edit draft essay.
XIII. Summing up the lesson
- What goals and objectives did we set for ourselves at the beginning of the lesson? What happened? What didn't work? What else needs to be worked on? What practical help did you get a lesson today to prepare for the exam? What thoughts, statements famous people did you especially remember, did you get an emotional response in your soul?
– In order to have an emotional impact and for aesthetic purposes, in order to create imagery and expressiveness, word masters use the means and techniques of expressiveness of speech. You and I, language learners, must remember that the native word is the basis of our spirituality, our culture.
- In six months you will become school graduates, enter adulthood, you are responsible for the present and future of the Russian language. Listen. Think. Decide. What will he be like? Treat native word as a “priceless gift”, as a treasure, let them always say about you: “This man of culture". And what is he, a cultured person? Owning a culture of feelings, a culture of communication, able to speak and write correctly, beautifully and expressively.
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"LESSON #1"
Lesson #_____ Date__________
Subject:Principles of Russian punctuation. Basic units of syntax.
Goals: recall the basic concepts of syntax; get acquainted with the basic principles of Russian punctuation; learn how to parse a phrase; improvement of analytical skills and development of students' speech; cultivate linguistic flair.
Lesson type: introductory lesson.
Equipment: table "Basic units of syntax", table "Types of phrases".
During the classes.
I. Frontal survey.
What does syntax study?
What does punctuation study?
Why are syntax and punctuation studied together?
What syntax concepts do you remember? Define them.
Syntax (from the Greek. sintaxis - order, structure).
Punctuation (from lat. ripctum - "dot").
II. Work with the textbook article.
Reading § 66. Conversation on questions.
What do we call punctuation marks?
How many punctuation marks are there in modern Russian?
Name the main functions of punctuation marks.
What principles formed the basis of the rules of Russian punctuation?
III. Work in notebooks.
Write a sentence, put punctuation marks. Perform a punctuation analysis of the sentence:
Allfell silent, only grasshoppers crackled louder fromlandwhite couples rose up, spreading over the meadow, and along the river the river calmed down in it suddenlysomeone splashed inlasttimes thenshe isbecamemotionless.
Make sentences that include:
a) dash, colon, three commas;
b) a colon with the least number of words in a sentence;
d) semicolon, two commas.
IV. Analysis of the basic units of syntax. Repetition of phrase.
1. Filling in the table.
The students and the teacher complete table "Basic units of syntax.
| phrase | Simple sentence | Difficult sentence |
|
| What calls | Relationships between phenomena | Relationships between events |
|
| Relations between words (coordination, control, contiguity) | Meaning of person, tense, mood (predicativity) | Relationships between predicative units |
|
| Structure | At least two words | Presence of one predicative unit | The presence of two or more predicative units |
| Is the unit of the message | No is not | One message unit | One message unit |
2. Work on the proposal.
Students are asked to write out all the possible phrases from the sentence:
Farin a huge forestnear the blue rivers lived with children in a dark hutpoor lumberjack.
What combinations of words could not be written out and why?
3. Reading § 67-68.
4. Drawing up a logicalschemes "Types of phrases".
(Compilation is done by students collectively.) 
4. Familiarization with the procedure parsing phrases on p. 242-243.
Performing exercise 364.
V. Summary of the lesson.
Homework.
Exercises 359, 362.
Repeat means thin. will express.
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"LESSON #10"
Lesson #____ Date__________
Subject:Punctuation marks for homogeneous and non-homogeneous definitions, homogeneous and non-homogeneous applications.
Goals: repeat previously studied material on the topic of the lesson; consolidate skills punctuation analysis sentences with homogeneous members; get acquainted with homogeneous (heterogeneous) definitions and applications; development of linguistic flair.
Lesson type: practical lesson.
Equipment: cards, diagrams.
During the classes.
Checking homework.
1. Conversationonquestions.
(One student answers questions.)
When is a comma placed with homogeneous members of a sentence?
When is a comma not used in sentences with homogeneous members?
2. Mutual check exercise 394.
3. Work on cards.
3. parsing sentences with homogeneous members. Drawing up a diagram.
BoyHe was broad-shouldered, stocky, fair-haired, with a tanned and weather-beaten face, and large blue eyes who watchedon theChelkash is trusting and good-natured.
What are the stylistic features of homogeneous members in a sentence?
II. Work on the topic of the lesson.
1. Conversation with the class.
What is a definition?
What are the definitions? (Agreed and inconsistent.)
How are agreed definitions expressed? Inconsistent?
2. Generalization of knowledge about homogeneous and non-homogeneous definitions.
(Reading § 80. Analysis of theoretical material. Exercise:
What is the difference homogeneous definitions from heterogeneous?
Doing exercises.
(Exercise 400 (oral), 397 (in writing - selectively; write out three sentences with homogeneous and three with heterogeneous definitions).
4. Generalization of knowledge about homogeneous and heterogeneous applications.
What is an application?
What types of applications do you know?
Does the type of application affect sharding?
(Reading §81. Analysis of theoretical material. Exercise: come up with and write sentences for each paragraph of the rule. Checking the completed task.)
5. Performing exercise 401.
In writing - selectively: write out two sentences with homogeneous, two - with heterogeneous applications.
R./r. Listen to an excerpt from an article in a popular youth magazine. Answer questions and complete assignments.
Determine the topic of the article.
Do you understand the content of the article?
What is your attitude to the use of youth slang in news publications, fiction, in the body - and radio programs?
IV . Summary of the lesson.
V . Homework.
2. Exercise 402.
View document content
"LESSON #11"
View document content
"LESSON #12"
Lesson #____ Date__________
Subject:Generalizing words with homogeneous terms.
Goals: repeat the rules for punctuation with homogeneous members with generalizing words; generalize knowledge on homogeneous and heterogeneous definitions and applications; repeat the types of predicates; development of linguistic flair.
Lesson type: a lesson in fixing the zun.
Equipment: printed texts, table.
During the classes.
Checking homework.
1. Oral response on the topic;
1) homogeneous/non-homogeneous definitions;
2) homogeneous/non-homogeneous applications.
2. Checking the home exercise "in a chain."
3. Working with text.
(The printed text is on the desks.)
Exercise: highlight grammar basics offers. Emphasize heterogeneous and homogeneous definitions as members of the proposal. Specify the type of predicates.
The estate of Bald Mountains was rebuilt,but no longeron thethat leg onwhich she was under the late prince.
The buildings begun in times of need were more than simple. The huge house, on an old stone foundation, was wooden, plastered inside only. A large roomy house with an unpainted plank floor was furnished with the simplest hard sofas and armchairs, tables and chairs from their birches. and the work of their carpenters. The house was spacious, with rooms for servants and offices for visitors. Relatives of the Rostovs and Bolkonskys sometimes came to visit Lysy Gory with their families, on their sixteen horses, with dozens of servants, and lived for months. Except moreover, four times a year, on the birthdays and birthdays of the owners, up to a hundred guests for one or two days. The rest of the year went inviolable right life with the usual activities, teas,headtrucks, lunches, dinners from home provisions. (L.Tolstoy)
II. Work on the topic of the lesson.
1. Analysis of proposals.
Write down suggestions.
1. And outside, everything: the dead, and the skates, and the gate - are trimmed with lace of coarse wooden carving.
2. Flashes of stubble and daisies along the border, sunflower flames and yellowing rye - everything rejoiced and sang around me.
3. The owner carefully inquires about the prices for various large consignments of goods, such as: hemp, honey - and makesnotes in smallutterly shabbynotebook.
What is wrong with these proposals?
What is with homogeneous members?
What is the meaning of generalizing words in a sentence?
Explain the placement of punctuation marks for homogeneous members with generalizing words.
What parts of the sentence are generalizing words?
What parts of speech are most often used as generalizing words?
What words can accompany generalizing words?
Draw sentence patterns with generalizing words.
2. Reading § 84, compiling the table "Punctuation marks for generalizing words."
| Colon | Colon and dash |
|
| 1. After the generalizing 2. If after the generalizing word there are words somehow namely, for example, then a colon is placed after them (before them - a comma) | 1. After homogeneous members before a generalizing word. 2. If before the generalizing word there are introductory words in short, in short, in a word, in a word, then a dash is placed before them, and the introductory word is separated by a comma | A colon is placed after the generalizing word before homogeneous members, and a dash after homogeneous members if the sentence is not completed |
(To consolidate what has been learned, exercise 411 is performed.)
III. Summary of the lesson.
IV . Homework.
2. Exercise 412.
3.Prep. to counter. dictation on the topic "Simple sentence".
This edition is intended to continue the study of the Russian language at the basic and specialized levels. The course is aimed at the achievement by students of communicative, linguistic, linguistic and cultural competences.
The proposed course presents the modern Russian language as a system. The material is given in large blocks. Theoretical material presented in a complete, logical, accessible, multifaceted manner, provided with a sufficient number of convincing literary examples.
Texts and separate offers, given as didactic material, are selected from highly artistic works XIX-XX centuries.
Key competencies.
Linguistics.
Learning about the language as sign system and social phenomenon, its structure, development and functioning, general information about linguistics as a science and Russian scholars.
Mastering the basic norms of the Russian literary language.
Enrichment of vocabulary and grammatical structure of students' speech.
Formation of the ability to analyze and evaluate linguistic phenomena and facts.
Ability to use various linguistic dictionaries.
Communicative
Mastering all types of speech activity and the basics of the culture of oral and written speech, the skills and abilities of using the language in various fields and situations of communication corresponding to the experience, interests, psychological characteristics of students high school.
CONTENT
Preface 3
Word about the Russian language (Introductory article) 5
VOCABULARY. PHRASEOLOGY. LEXICOGRAPHY
§ 1. The word and its meaning 10
§ 2. Uniqueness and polysemy of words 11
§ 3. Figurative and expressive means of the Russian language 13
§ 4. Homonyms and their use 15
§ 5. Paronyms and their use 17
§ 6. Synonyms and their use 18
§ 7. Antonyms and their use 20
§ 8. The origin of the vocabulary of the modern Russian language 22
§ 9. Common vocabulary and vocabulary with a limited scope of use 26
§ 10. Use of obsolete vocabulary and neologisms 28
§ 11. Phraseology. Phraseological units and their use 29
§ 12. Lexicography 31
PHONETICS. GRAPHIC ARTS. ORTHOEPY
§ 13. Sounds and letters 34
Phonetic analysis of the word 36
§ 14. Orthoepy 37
MORPHEMICS AND WORD FORMATION
§ 15. Composition of the word 42
Morphemic analysis of the word 47
§ 16. Word formation 50
Word-building analysis 54
§ 17. Shaping 56
MORPHOLOGY AND SPELLING
§ 18. Principles of Russian spelling 60
§ 19. Checked and unchecked unstressed vowels in the root of the word 61
§ 20. Alternating vowels in the root of the word 65
§ 21. The use of vowels after hissing 72
§ 22. The use of vowels after C 75
§ 23. Spelling of voiced and voiceless consonants 77
§ 24
§ 25. Spelling of double consonants 80
§ 26. Spelling of vowels and consonants in prefixes 87
§ 27. Prefixes PRE- and PRI- 89
§ 28. Vowels IIY after prefixes 92
§ 29. The use of b and b 95
§ 30 Use capital letters 98
§ 31. Rules for word hyphenation 103
Independent parts of speech
§ 32. Noun as a part of speech 105
Morphological analysis of the noun 109
§ 33. Spelling of case endings of nouns 111
§ 34. Vowels in the suffixes of nouns 118
§ 35. Spelling of compound nouns 121
§ 36. Adjective as a part of speech 126
Morphological analysis of the name of the adjective 129
§ 37. Spelling of the endings of adjectives 132
§ 38. Spelling of suffixes of adjectives 133
§ 39. Spelling Н and НН in adjective suffixes 136
§ 40. Spelling of compound adjectives 139
§ 41. The numeral as a part of speech 143
Morphological analysis of the name of the numeral 144
§ 42. Declension of names of numerals 145
§ 43. Spelling of numerals 147
§ 44. The use of numerals in speech 149
§45. Pronoun as part of speech 151
Morphological analysis of the pronoun 153
§ 46. Spelling of pronouns 155
§ 47. Verb as part of speech 158
Morphological analysis of the verb 161
§ 48. Spelling of verbs 165
§ 49. Participle as a verb form 169
Morphological analysis of the sacrament 170
§ 50. Formation of participles 172
§ 51. Spelling of participle suffixes. I and AI in participles and verbal adjectives 173
§ 52. The participle as a verb form 178
Morphological analysis of the participle 179
§ 53. Adverb as a part of speech 182
Morphological analysis of the adverb 183
§ 54. Spelling of adverbs 184
§ 55. Words of the category of state 190
Morphological analysis of words of the state category 191
Service parts of speech
§ 56. Preposition as an official part of speech 192
Morphological analysis of the preposition 193
§ 57. Spelling of prepositions 195
§ 58. Union as a service part of speech. Allied words 198
Morphological analysis of the union 199
§ 59. Spelling of unions 201
§ 60. Particles 202
Morphological analysis of particle 202
§61. Particle Spelling 203
§ 62. Particles NOT and II. Their meaning and use 204
§ 63. Continuous and separate spelling NOT and NI with different parts of speech 206
§ 64. Interjection as a special category of words. Onomatopoeic words 211
Morphological analysis of interjection 212
Generalized control and training exercises and dictations 214
SYNTAX AND PUNCTUATION
§ 65. Basic principles of Russian punctuation 220
Punctuation analysis 222
§ 66. Phrase 224
§ 67. Types of syntactic connection 225
Parsing a phrase 226
Offer
§ 68. The concept of a proposal. Classification of proposals 229
Simple sentence
§ 69. Types of sentences for the purpose of the statement 230
§ 70. Types of sentences for emotional coloring 231
§ 71. Propositions affirmative and negative 232
Types of proposals by structure
§ 72. Two-part and one-part sentences 233
§ 73. Dash between subject and predicate 236
§ 74. Common and non-common sentences 239
§ 75. Complete and incomplete sentences 240
§ 76. Dash in an incomplete sentence 241
§ 77. Connecting dash. Intonation dash 242
§ 78. Simple complicated sentence 246
Parsing a simple sentence 246
§ 79. Proposals with homogeneous members. Signs
punctuation in sentences with homogeneous members 248
§ 80. Punctuation marks for homogeneous and non-homogeneous definitions 251
§ 81. Punctuation marks for homogeneous and heterogeneous applications 254
§ 82. Punctuation marks with homogeneous members connected by non-repeating unions 255
§ 83. Punctuation marks with homogeneous members connected by repeated and paired unions 257
§ 84. Generalizing words with homogeneous terms 261
Separate members of the proposal. Punctuation marks for isolated members of a sentence
§ 85. Separate and non-isolated definitions 266
§ 86. Separate applications 273
§ 87. Separate circumstances 279
§ 88. Separate additions 283
§ 89. Clarifying, explanatory and connecting members of the sentence 285
§ 90. Punctuation marks in comparative turns 292
Punctuation marks for words and constructions that are not grammatically related to the sentence
§ 91. Punctuation marks in appeals 293
§ 92. Introductory words and plug-in constructions 296
§ 93. Interjections. Affirmative, negative, interrogative-exclamatory words 303
Difficult sentence
§ 94. The concept of a complex sentence 308
§ 95. Punctuation marks in a compound sentence 310
Syntactic analysis of a compound sentence 311
§ 96. Punctuation marks in a complex sentence with one subordinate clause 318
Syntactic analysis of a complex sentence with one subordinate clause 319
§ 97. Punctuation marks in a complex sentence with several subordinate clauses 322
Syntactic analysis of a complex sentence with several subordinate clauses 323
§ 98. Punctuation marks in a non-union complex sentence 328
Syntactic analysis of a non-union complex sentence 330
§ 99. Period. Punctuation marks in period 337
§ 100. Complex syntactic integer and paragraph 338
Sentences with someone else's speech
§ 101. Ways of transmitting someone else's speech 341
§ 102. Punctuation marks in direct speech 342
§ 103. Punctuation marks in dialogue 345
§ 104. Punctuation in citations 346
The use of punctuation marks
§ 105. Combination of punctuation marks 349
§ 106. Optional punctuation marks 352
§ 107. Author's punctuation 353
Generalized control and training exercises and dictations 356
A CULTURE OF SPEECH
§ 108. Language and speech 372
§ 109. Correctness of Russian speech 373
§ 110. Types of norms of the literary language 374
§111.0 qualities of good speech 377
STYLISTICS
functional styles
§ 112. Scientific style 384
§ 113. Official business style 389
§ 114. Journalistic style 394
§ 115. Conversational style 399
§ 116. Artistic style 401
§ 117 Text analysis 403
FROM THE HISTORY OF RUSSIAN LINGUISTICS
Mikhail Vasilyevich Lomonosov 409
Alexander Khristoforovich Vostokov 411
Fedor Ivanovich Buslaev 412
Vladimir Ivanovich Dal 414
Yakov Karlovich Grotto 415
Alexey Alexandrovich Shakhmatov 417
Dmitry Nikolaevich Ushakov 419
Viktor Vladimirovich Vinogradov 420
Sergei Ivanovich Ozhegov 422
Applications
Speak right 424
Write correctly 428
Recommended Reading 435
List conditional cuts 438.
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