Suffixes form the basis of prefixes. Building words with prefixes and suffixes

Depending on what problems arise when writing prefixes, all prefixes can be divided into the following groups.

The first group is the most trouble-free. These are prefixes that are always written the same way: in-, in-; vzo-; you-; before-; behind-; iso-; on the-; under-; o-, about; from-; pa- (only under stress - flood, stepson); re-; on; under; under-; great-; pre-, pre-; razo-; s-, co-; su-; y and others.

The second group is prefixes that are written, "adapting" to the letters following them. This is without- - demon-; vz- - sun-; voz- - voe-; from- - is-; bottom- - bottom-; times- - races-; roses - - grew -; through- - through-.

Of course, you remember how they change when writing. Formulate this rule yourself, only then read on.

In words with these prefixes, in a weak position (before the deaf), it is written with.

There is quite a lot of fiddling with this rule, but it is not the most difficult yet. And what attachments are the most difficult? Answer yourself and only then read on.

You are right if you thought: those whose spelling depends on the meaning. This is pre- and pre-.

(No less "erroneous" prefixes, non- and ni-, we will consider separately a little later.)

So, three groups of prefixes. For ease of remembering, you can make a table with them, and if you like to draw, depict them in some more interesting way. For example, in the form of three groups of little prefixes carrying large banners with the inscriptions: "We always write the same way!", "We depend on the subsequent consonant!", "We write depending on the meaning!"

Dictation with preliminary preparation. Write out from the text first the words with the prefixes of the first group, then the words with the prefixes of the second group, then the third. After that, write out the rest of the words that are difficult for you from the text, memorize them, and then write the text under dictation.

The enjoyment of the time spent in the company, to a large extent depends on whether there are skillful storytellers in this company. American writer Bel Kaufman expresses her thoughts on what a good storyteller should be.

"If you are attentive to your listeners, you will not offend them, blaspheme their religious beliefs, violate established rules of conduct or offend anyone's dignity ... You will not allow yourself a very common faux pas - you will not try to single-handedly take over the conversation, to only one of those present, not noticing all the others ... Not every person is naturally given the liveliness of nature, acting talent, wit, the art of imitation. And if a dull, apathetic person does not become a brilliant storyteller, he can at least learn not to be bored"

Add to this story your own ideas about what a good storyteller and, in general, a person who is called "the soul of society" should be.

Preliminary presentation. Read the text. Write out from it first the words with the prefixes of the first group, then the second, then the third.

Then write down all the other difficult words for you and memorize them.

Using all the written words, write a summary of the text. Complete it with your own assessment of tourist behavior.

In many beautiful historical cities-monuments, there is an important problem of combating the inclinations of a certain part of tourists to imprint their name on ancient walls. They say that the administration of one tourist complex came up with a way out of a difficult situation, having managed to satisfy this urgent desire of tourists and protect the walls of architectural structures. For this, it was announced that everyone who wants to imprint their name can sign on a specially brought wooden board. At the same time, it was guaranteed that the painting of each would be carefully preserved in the monastery cellars. These boards are said to fill up at a phenomenal rate. And the paintings on the walls have not completely disappeared, but they have become much smaller.

A prefix is a significant part of a word that serves to form new words and gives them additional shades of meaning. Usually located in front of the root, but can be located behind it. As a rule, one prefix is found in words, but there are several.

Spelling division

Depending on the spelling, prefixes in Russian are divided into three groups.

The spelling of the first is always the same, regulated by orthographic traditions and does not depend on how the word is pronounced. For example, the verb "write in". It starts with the prefix "in". When pronouncing, we hear the sound [f] in its place. However, we write the letter "c", because we know the rule. This is the spelling norm that has been entrenched in linguistics for a long time and is perceived by us as a rule. Such prefixes are common in Russian. These are the prefixes you- (conclusion), do- (add), under- (ill-wisher), pre- (predestination), etc. Usually, when this section of the topic is taught to children at school, it does not cause any particular difficulties.
Morphemes that end in the letters z-/s-. This is bes- (tactless), bez- (ineffective), is- (serviceable), from- (chosen), etc. Such prefixes in Russian should not be confused with the purely prefix s-: do. And of course, it is important to remember: there is no prefix z- in Russian linguistics! And in the word "health", for example, the letter "z" is part of the root. We can recall one more rule that regulates these prefixes in Russian: at the end of them we write “s-” if the root begins with a voiceless consonant (schedule), and “z-” if with a voiced: (delimit). The rule also applies if there are several prefixes in the word. If children learn it well, they will successfully write words with such morphemes.
Prefixes of the third group are rather “slippery” pre- and pre-. The peculiarity of their use lies in the fact that schoolchildren need not only to learn the spelling rules, but also to be able to distinguish the shades of meaning that the prefix gives to the word. In the Russian language, moreover, not every lexeme can accurately identify this meaning. So, it is clear that we write “glue” with “pri-”, because. there is the meaning of attachment. "Coastal" - the prefix "at-" has the meaning of proximity. In the verb "interrupt" the morpheme "pre-" is close in meaning to "re-" (interrupt). And how to explain why we write “private” through “and”, and “drug” through “e”? It is the absence of logical signs of dividing many words into groups that makes it difficult to understand the topic and write competently.

Origin Classification

Depending on the origin, all prefixes in Russian are divided into native and borrowed. Of the foreign-speaking, especially large groups are Latin and Greek. The former include: super- (supermodel, superinteresting, superfast), post-, sub-, in-, etc. To the second: para- (paranormal), hyper-, meta-, etc. In general, it can be explained to students: all prefixes starting with “a” came to us from the Greek language. In addition, with the development of exact and mathematical sciences in linguistics, a special group of SI prefixes was identified. The rest are native.

Classification by education and writing

Most of the prefixes of the Russian language were originally such. Some part has a prepositional origin, i.e. switched to prefixes from prepositions. There are single cases when the role of this morpheme is played by unions. Usually prefixes are written together with the roots. However, there are times when a hyphen separates them.

Sections: Russian language , Competition "Presentation for the lesson"

Class: 5

Presentation for the lesson

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Lesson type- acquisition of new knowledge.

The lesson is built according to the basic model and consists of the main three stages:

Motivational-orienting stage (motivation of knowledge, actualization of knowledge and goal setting)
Stage of comprehension (assimilation of new knowledge)
Reflective-evaluative stage

The structure of the lesson was chosen rationally, since the assimilation of new knowledge is based on updating, motivation and goal-setting, the stage of comprehending new material and its reflection is also necessary. The lesson focused on the formation of students' knowledge and skills to determine the lexical meaning of prefixes and their correct spelling.

Target: learn to determine the lexical meaning of prefixes, learn how to write them correctly.

Tasks:

educational: to give an idea of the three groups of prefixes depending on their spelling.
Educational: development of spelling vigilance of students, cognitive abilities through a variety of activities.
Educational: to carry out moral education during the lesson, to cultivate communicative relations.

Equipment: computer, projector.

DURING THE CLASSES

Each part of the word expresses something, carries some meaning, serves for something.

A.N. Tikhonov

I. Organizational moment

Greetings. Record number and classwork.

II. Repetition

1. Construct a word (Slide 2)

Let's start our lesson with a little construction. Let's collect the word.
- Take the prefix in the word went, the root in the second word, the suffix and the ending in the word teaching. What word came out? (Repetition)
Now pay attention to the epigraph to our lesson. (Slide 3)
The author of the "School Explanatory Dictionary of the Russian Language" A.N. Tikhonov said: "Each part of the word expresses something, carries some meaning, serves for something." What part of the word was meant by the author of this statement? Name them.
– When we highlight significant parts in a word, what kind of analysis do we perform?

2. Morphemic analysis of words: let's talk, talkative, railway station, shot, roadless, in the reed. (Slide 4)

(Mutual check)

- Name the verb that is present among the written words.
-Determine the method of its formation.
What ways of forming verbs can you name? Give examples.

3. Work with the textbook

- Open your textbook to p. 19, consider ex. 615.
The goal is to consolidate the idea of the prefix method as the main way of forming verbs and to train students in determining the meaning of prefixes.
What conclusion can we draw based on the examples considered? (Each prefix carries a meaning, means something)
- What is a prefix? Why is this a significant part of the word?
Let's write down the topic of the lesson. (Slide 1) Based on the topic, determine the purpose of our lesson.

III. Learning new material

– Open your textbooks on page 21, carefully read the text and write down the groups of prefixes depending on their spelling.
- What groups are prefixes divided into depending on the spelling? (Slide 5)
- What determines the writing of prefixes on s / s? Explain the spelling of the prefix in the word roadless.
- From the "Dictionary of the meaning of morphemes" write out examples for each group.

Examination.

IV. Anchoring

1) Read the text expressively. (Slide 6)

2) Determine the topic of the text.

(The text is not only about a specific swallow. Grandfather Mitriy explains the behavior of all swallows. In addition, this fragment talks about people who are interested in nature and all living things. Thus, the topic of the text is “Swallows and people.”
- swallows live next to a person and trustingly use his help, often involuntarily;
- an observant person, able to truly love nature, knows a lot about it and can explain, for example, the behavior of birds.)

3) Determine the type of speech used in the text. (A narrative with elements of description and reasoning: a story about an incident that happened to the author; a description of the behavior of swallows; reasoning about why the swallow behaved this way.)

4) How can you title the text? ("Thoughtful Swallow")

5) Complete task No. 2 to exercise 618.

6) Verification.

- What group of prefixes did not we meet in the words of this text?
- From the words provided to you for morphemic analysis, name the one that corresponds to the missing group. (Railway station)
How can we explain the spelling of the prefix in this word?

V. Homework(Slide 7)

1) Exercise 619
2) Learn the rule about writing prefixes (p. 21)

VI. Reflection(Slide 8)

Let's remember the epigraph of our lesson.
What part of the word are we talking about today?
What have you learned about this morpheme?
– What have you learned?

VII. Lesson summary(Slide 9)

Pick up the word:

My root is in the price, -
In the essay, find the prefix for me.
You met my suffix in a notebook,
All the same - in my diary and in the magazine! (Grade)

Grading a lesson.

The word is undoubtedly the root. It can be defined as the main morpheme of a word containing the main lexical meaning.

In this case, there can be only one root. For example, "rain", "forest", "light". A word may also include two or more roots. In this case, the corresponding number of lexical meanings is combined into one common one. As an example, we can cite words such as “forest-steppe”, “word formation”, “color music”. There are also various conjunctions, interjections, which are a separate lexeme, but do not have a root.

In cognates, alternation of vowels or consonants is possible. Such roots include milk / milk, rast / rasch / ros, etc. This is due to their origin and to the general process of language development. Such phonetic alternations in the root of words with the same root are not rare in the language. In order to correctly highlight such roots in a letter, sometimes it is simply necessary to know what contributed to this. This could be the loss of nasal vowels in the Russian language due to the trend of simplification, the presence of the two most powerful dialects that made up the modern Russian language - the St. Petersburg “okaying” dialect and the Moscow “okaying” dialect, etc.

Suffix

The place of the suffix is immediately after the root. The suffix carries an additional meaning and is able to change the main meaning of the word. Thanks to the suffix, you can transform one part of speech into another, add emotional expressiveness, etc. For example, if the suffix “ik” is added to the word “house”, then an additional diminutive value appears. By adding the suffix "n" to the noun "interest", you get the adjective "interesting".

Based on the foregoing, a suffix can be defined as a meaningful part of a word that carries an additional semantic load, occupying a position after the root.

Prefix

The prefix, like the suffix, carries an additional meaning and can change the main meaning of the lexeme. For example, if you add the prefix “to” to the imperfective verb “play”, it is converted into a perfective verb. Being a prefix, the prefix occupies a position up to the root.

Thus, a prefix can be defined as a meaningful part of a word that carries an additional semantic load and occupies a position before the root.

It is possible to single out the basis, in writing, if you decline the noun, adjective in cases, or conjugate the verb in persons. That part of the word that remains unchanged and will form the basis of the lexeme.

Morphemics- This is a branch of the science of language that studies the composition of words and their division into morphemes.

Morpheme is the smallest meaningful part of a word. Morphemes include: prefixes, roots, suffixes, postfixes and endings.

Significant parts of a word

Root- this is the main significant part of the word, which contains the common meaning of all cognate words. The root in the word is highlighted with an arc -:

Words that have a common root and are formed from any one word are called related or cognate. For example, in related words

root is - Sol- which contains the general meaning of related words.

Prefix- this is a significant part of the word, which stands before the root and serves to form new words. Attachments are marked:

Suffix- this is a significant part of the word, which comes after the root and serves to form new words. Suffixes are marked:

Ending of the word

The ending- This inflected part of a word, the ending serves to connect words in a sentence and indicates the form of the word. The end is marked.

elephant, elephants, about elephants

Please note that the ending can be null, in which case just an empty cell is placed.

Endings have only modified words. Adverbs and invariable nouns do not have endings, even zero ones:

hot, warm, shameful

subway, coat, coffee

The basis

The basis- this is the whole word without an ending. The basis expresses the semantic meaning of the word. The basis can include a prefix, a root and a suffix. The base is marked:

Fundamentals are derivative and non-derivative. Non-derivative basis is a stem consisting of only the root, e.g.