How to determine the ending of the verb et it. That's the rule. Rules for writing a part of speech with a prefix

The writing of personal endings of verbs in the present or future simple tense differs:

a) in I conjugation: -e sew, -eat, -eat, -e-e-, -ut or -yut;

b) in II conjugation: -And sew, -it, -im, -ite, -at or -yat.

For verbs with an unstressed ending, the conjugation is determined as follows:

II conjugation includes verbs in -And t in the infinitive, except verbs shave , rest on, be ruffled (shaving–shave, builds- are built, unsteady), And the following 11 verbs: twirl, see, depend, hate, offend, watch, endure, drive, hold, breathe, hear, as well as derivatives from them. Verb breeze it has different conjugated forms glimmers – are dreaming . The remaining verbs belong to the I conjugation (cf.: grind- you're chattering- grind, sow- you sow- sow).

When determining conjugation, it is necessary to correctly correlate the form of interest with the infinitive ( will drive away from drive away drives away from drive away ).

Note 1. Verb lay used only in the indefinite form and past tense, personal verb forms are formed from the verb I conjugation lay (you lay it down–lay). Note 2. Verbs recover, get sick of, get sick of and some others of this type are conjugated in the literary language according to the first conjugation: you'll get better – you'll get well, you'll get sick of it – become disgusted, disgusted – become disgusted. Note 3. Transitive verbs with prefix without - (obes-) are conjugated according to the II conjugation, and intransitive ones - according to the I conjugation. Wed: A) weaken (someone): I'll be exhausted – you'll become weak – become weak; b) become weak (himself): I'll be exhausted – you'll become exhausted – will become weak. Corresponding infinitive suffixes -And - And -e- stored in past tense forms. Wed: Loss of blood, exhausted And la wounded. – Sick girl exhausted e la. Note 4. The spellings of similar-sounding unstressed endings of the future tense of the perfect form differ in spelling. -e those and imperative mood -ite, For example: choose yeah – choose ite, exit yeah – exit ite, sweep yeah – sweep ite, write it out yeah – write it out ite, wipe yeah – wipe ite, came out yeah – came out ite, shout yeah – shout ite, knock yeah – knock ite. Note 5. The past tense of the verb is formed from the stem of the infinitive, preserving the vowel that was before the suffix of the infinitive, and does not depend in any way on whether the verb belongs to the I or II conjugation, for example: grievances e t- offense e l, hear A t– hearing A l, sow- se I l, exhausted e t- exhausted e l, exhausted And t- exhausted And l. Note 6. It is necessary to pay attention to the formation of colloquial forms of verbs sprinkle, ruffle, pinch. In contrast to the neutral forms belonging to the I conjugation pouring, pouring, pouring, pouring, pouring, colloquial forms pouring, pouring, pouring, pouring, pouring (similar to flutter and pinch ) belong to the mixed conjugation - all personal forms of the singular and forms of the 1st and 2nd person plural belong to the 1st conjugation and the form of the 3rd person plural belong to the 2nd conjugation.

§49. The use of the letter ь in verb forms

Letter b is written:

1) in the indefinite form of the verb, for example: wash b - wash b sya, take care b – berech b Xia;

2) at the end of the 2nd person singular of the present or future simple tense, for example: bathe b - bathe b oh, come back b -return b Xia;

3) in the imperative mood after consonants, for example: corrected b – corrected b those hiding b Xia- hide b hang on(But: lie down - lie down );

4) in a reflexive particle (suffix) standing after a vowel sound, for example: will return b, come back b, returned b.

§50. Verb suffixes

1. Suffixes are written in the indefinite form and in the past tense -O va -, -eva-, if in the 1st person singular present or future simple tense the verb ends in -yu, -yu, and suffixes -yva, -iva-, if in the indicated forms the verb ends in -I am, -I am. For example:

A) manager wow - manager ova yea, manager ova l; confession wow – confession ova yeah, confession ova l; sermon wow – sermon ova uh, sermon ova l; in yuyu – in Eve yeah, in Eve l; koch wow – koch Eve oh, koch Eve l;

b) mortgage I feel –mortgage yva yeah, mortgage yva l; reconnaissance I feel –reconnaissance yva uh, reconnaissance yva l; nasta Ivayu –nasta willow oh, now willow l.

The indicated verbal suffixes are preserved in the forms of active past participles; compare: manager ova-vsh-y (from manager ova-th),conversation- ova-vsh-y–mortgage- yva-vsh-y(from mortgage- yva-th),peek- yva-vsh-y.

1. Verbs ending in stressed -V at , -vayu, have before the suffix -va- the same vowel as in the indefinite form without this suffix, for example: hall And t–hall willow uh, hall willow Yu; overcome e t–overcome Eve oh, overcome Eve Yu.

Exceptions: stuck I t– stuck Eve no, stuck Eve Yu; eclipse And t– eclipse Eve uh, eclipse Eve Yu; extended And t– extended Eve yeah, extended Eve Yu and some others.

2. In verbs (o)tree go crazy, (o)ice go crazy, (o)cost go crazy, (o) shelter go crazy,(o)-glass go crazy, (o) pillar go crazy there is a compound suffix- nope.

How to determine conjugation? The conjugation rule is studied at school for several hours. However, not every student is able to remember it without good practice. In this regard, we decided to remind you of what verb conjugation is. The conjugation rule will also be presented to your attention along with relevant examples.

The definition of one or another verb conjugation confuses quite a large number of people. This problem especially often arises during the creation of any written text. And in order not to be branded as an illiterate person, the endings of verbs must be written correctly. But for this you need to know all the rules about conjugations.

Conjugation is the name given to the grammatical category of verbs, which determines its variation in numbers and persons, and also dictates which letter should be written in the dubious ending.

In modern Russian, there are 2 known conjugations of verbs, which are named accordingly: the first and the second. Depending on which of the named a word belongs to, the letter at the end is selected. By the way, do not forget that past tense verbs do not have a conjugation. The conjugation rule states that such words have no endings that can be doubted.

To write a verb correctly, you should constantly remember the rules for conjugations.

So let's look at them in more detail. In order to find out what conjugation a particular verb has, and to determine which vowel letter should be written at the end of it, you need to look at where the stress falls in the word being tested. In the event that the ending itself is under the stressed position, then everything immediately becomes clear with its spelling. This is due to the fact that the vowel letter is in a strong position, and therefore no doubts should arise.

But what to do if you still need to find out what the conjugation of a particular word is? The conjugation rule states that it is determined by the vowel itself. Thus, if the letters “e”, “yu” or “y” are stressed, then we can safely indicate that the verb being tested belongs to the first conjugation. If the strong position is occupied by “I” or “a”, then this is the second conjugation.

Here are specific examples to help you remember the rules for conjugations:

• SpYat is an imperfective verb. The emphasis in it falls on the ending -yat. Accordingly, this word refers to the second conjugation.
• NesUt is an imperfective verb. The emphasis in it falls on the ending -ut. Accordingly, this word refers to the first conjugation.

The rule for determining the conjugation described above applies to almost all verbs. However, students often have difficulties with those words that begin with the prefix you-. This is due to the fact that in most cases the emphasis falls on it. Let's give an example: it will burn out. If you are faced with such a situation, then experts recommend simply discarding this morpheme and considering the word without using the prefix. For example, if it burns out - it burns. The resulting verb has an imperfect form and a second conjugation. Accordingly, the initial word from which it was formed also refers to it.

Now you know that to write correctly, you must definitely apply the above rule. The conjugation of verbs is determined quite easily. But if this is problematic for you, then it is recommended to create a table on a separate sheet of paper that will contain all the features of the rule.

So, we have dealt with those cases when the accent falls on the ending, as well as with the prefix. But how can we determine the conjugation of a verb if its ending is in an unstressed position? In this case, it should be determined by the infinitive. What it is? For those who have forgotten, this term refers to the indefinite (or initial) form of a verb, which answers questions such as “what to do?” and “what should I do?”

If you have a word in front of you whose accent does not fall on the ending, what rule should you apply? Verb conjugation involves many nuances. And in order to correctly write the necessary text, you should know them all.

Let's look at how the conjugation of verbs whose endings are in an unstressed position is determined:

• Draws (what does it do?) is an imperfective verb. Quite a lot of students write it with a mistake, instead of ending -et with -it (draws). But this is not true. In order to write this word correctly, you should put it in an indefinite form: draws - (what to do?) draw.
• Will say (what will he do?) – this is a perfective verb. When writing it, it is also easy to make a mistake by putting -it (say) instead of the ending -et. To determine which vowel should be used in the last syllable, the word must be similarly converted into an infinitive: say - (what to do?) say.

So, what does this rule of the Russian language give us? The conjugation of verbs in this case depends on their initial form. Thus, if the infinitive ends in -yat, -et, -ut, -at, -ot or -yt, then the word being checked belongs to the first conjugation. Accordingly, the personal endings for these words will be as follows: -et, -eat, -ete, -eat, -yut, -ut. -yu and -y are also possible.

Rule 2 of conjugation is similar to 1. Let's start with a few examples:

• Walk (what are you doing?) is an imperfective verb. Very often, instead of the unstressed ending -ite, students write -ete. In order to write this word correctly, it needs to be put into the initial form: walk - (what to do?) walk.
• Spend (what are you doing?) – this is an imperfective verb. Instead of its ending -ite, students mistakenly put -ete. To write it correctly, the verb should also be put in the indefinite form: spend - (what to do?) spend.

Based on these examples, we can safely conclude that verbs of the 2nd conjugation are those verbs whose initial form ends in -it. In this case, the personal endings of such words will be as follows: -it, -ish, -ite, -im, -yat, -at. -yu and -y are also possible.

All rules have their exceptions. Thus, the words “swell”, “shave”, “build” and “lay” must be classified as the first conjugation, even though in the initial form they end in “-it”. Thus, their personal endings will be as follows: shave - shave, shave; to be built - to be built; lay - lay, lay, etc.

Among other things, this rule also includes such exception words as “offend”, “look”, “hate”, “endure”, “hold”, “see”, “hear”, “twist”, “depend” ", "breathe", "drive". All of the listed expressions belong to the second conjugation, even though their infinitive ends in -et and -at. Thus, their personal endings will be as follows: persecute - persecute, hate - hate, offend - offend, hold - hold, see - see, endure - endure, watch - look, breathe - breathe, depend - depend, etc.

In addition to verbs of the first and second conjugation, our language also contains words of different conjugations. These include the following: “run”, “want”, “disdain”, “give” and “honour”. Why are they called heteroconjugated? The fact is that in some forms of such verbs the endings of the first conjugation are used (usually in the singular), and in others - the endings of the second (usually in the plural). Here are some examples:

As can be seen from the example, a differently conjugated word includes the endings of both the first conjugation and the second.

In our native language there is an incredible number of rules that have no less number of possible exceptions. It should be noted that verb conjugation is one of the most difficult topics to remember in high school. It is not in vain that a large number of theoretical and practical hours are devoted to it. Moreover, to greatly facilitate the study of this rule, teachers of literature and the Russian language annually come up with more and more new ways to remember the rules of verb conjugation. For this purpose, various songs, comic rhymes, algorithms, tables and diagrams are created. However, the essence is the same: it is extremely important to understand the dependence of one or another letter in the personal ending of the verb, which is in an unstressed position, on the letter in the indefinite form. You should also leave room in your memory for 15 exception words.

If you remember these dependencies once and for all, you will be able to determine the conjugation of verbs even before you start writing it down.

So, let's look at several algorithms for memorizing:

• 1st conjugation. It includes all those verbs whose initial form does not end in -it (of course, with the following exceptions: “to swell”, “to shave”, “to build” and “to lay”).
• 2nd conjugation. It includes all those verbs whose initial form ends in -it (of course, with the following exceptions: “offend”, “look”, “hate”, “endure”, “hold”, “see”, “hear”, “ twirl", "depend", "breathe", "drive").

To facilitate the process of memorizing such exception words, the following rhyme was specially invented, containing all the necessary information:

Drive or drive? We will tell you which of the presented verb forms is correct in this article.

In Russian, the use of certain verb forms may have special stylistic restrictions. This is especially true for the imperative mood. After all, it is far from always possible to form a new verb form from the stem of the original infinitive. For example, the following words are never used in the imperative mood: to begin, to build, to go, to establish etc. But, despite this, when asked how to get to the city center, the answer is very often: “Follow (or follow) me.” Do we use such verbs correctly in everyday speech? If yes, which of the presented options is preferable?

The imperative mood of a verb such as “ride” is formed from the infinitive “ride.” However, it should be noted that in modern Russian it is classified exclusively as a colloquial form. By the way, this word means “to pass often” or “to travel many times.” Currently, it is firmly established in the colloquial style. However, it is no secret that until the end of the 20th century, the words “ride” or “ride” were considered commonly used. After all, it is not without reason that they were very often encountered in artistic speech, in particular in the works of A. S. Pushkin. And speaking of the classics, it can hardly be said that he was illiterate, right?

As for the imperative mood “go”, it is formed from the indefinite form of the verb “to go”. However, such a word is not welcome in literary speech, and it is rarely used in colloquial speech.

So what is the best way to put it: drive or ride? The second option for colloquial speech is most preferable. Although, if possible, it is recommended to replace it with a more suitable word.

Which is correct: drive or drive? This question is similar to the previous one. As we found out, the words “ride”, “ehay” and “ed” are colloquial expressions that do not follow any rules in the Russian language. Moreover, the last two options are used extremely rarely in everyday life. But this raises a new question: how did they form in the first place? The fact is that these lexical units remained in our native language after the collapse of the USSR. For example, the expression “go” in Ukrainian sounds like “ed”, from which, in fact, “ed” comes from. That is why, when thinking about what is correct: go or go, you should remember that such words do not and cannot exist in literary speech. Indeed, in the Russian language, the verbs “go” and “go” in the imperative mood will sound like this: “go”, “come” or “call”. As for the popular word “ride” in our country, it can still be used without a prefix, but only in colloquial speech.

Well, we found out how to correctly pronounce: “go to town” or “drive.” But besides the fact that these words belong to completely different styles, they also have different meanings.

Thus, thanks to the prefix, this expression takes on the meaning of a request. As for the word “go,” which does not have a prefix, it has the meaning of a softened order. Here are some examples:

• Drive faster now, because we need to get to the city before dark(softened urge to move quickly).
• Go immediately and take all the papers for signature(order or direct instruction to action).

In accordance with modern standards of the Russian language, the verbs “go” and “ride” in the imperative mood are considered equal. Moreover, existing spelling rules are responsible for their spelling. However, it should be noted that both of these words refer to the colloquial style. At the same time, “drive” has a more colloquial connotation. But, despite this, these expressions are often used in literary texts. As a rule, they are used to convey the historical atmosphere of the story or the characteristic features of the characters’ speech.

Oddly enough, this question is asked quite often by both high school students and those who have graduated long ago. Meanwhile, in order to answer it correctly, you should remember just a few rules of the Russian language regarding the spelling of verbs or verb endings.

1. To determine the correct ending of a present tense verb of a perfect or imperfect form, you should ask it the appropriate question. In our case, what does it do? As you can see, there is an “e” at the end of the question. Accordingly, a similar letter should be placed at the end of the verb. That is, the correct word would be “eating.”

2. To check the spelling of such a verb, it is recommended to put it in the plural. In our case - “they are going”. Now it is necessary to remember the rule of the Russian language: if in the plural the verb ends in -ut or -yut, then in the singular it will have the ending -et. If in the plural the verb has the ending -at or -yat, then in the singular it will be -it. That is, the correct spelling should be “ed.”

3. To understand how to correctly write the word “ed...t”, it is recommended to remember verb conjugations. To do this, our word should be put in an indefinite form: “to go.” In this case we have the ending –ат. This means that the named word belongs to the first conjugation. And, as you know, verbs of the first conjugation have the following endings: -eat, -u, -ete, -eat, -et, -ut (-ut). That is, it will be correct: you are going, going, going, going, going.

Now you know which words are acceptable to use in a conversational style (ehai, ed'), and which are recommended to be used in literary texts (ezhai', poezha'). Moreover, thanks to the rules of the Russian language presented above, we were able to figure out how to correctly write the word “rides”.

Verb conjugations- perhaps one of the most difficult topics in the Russian language course.

However, it is imperative to master it well: not a single school dictation can do without verbs.

In addition, tasks related to determining the conjugation of a verb will certainly appear in the test part of the final exams in the Russian language - the OGE in the ninth grade and the Unified State Exam in the eleventh.

Despite the fact that determining the conjugation of a verb and correctly writing its endings is taught in the elementary grades, there are plenty of mistakes regarding this rule in the works of schoolchildren of all age categories.

It is not easy to conquer His Majesty the Verb... But we will still try to do it, step by step. First, let's figure out what this notorious thing is. verb conjugations.

Conjugation is the change of verb in persons and numbers.

The person and number of a verb can be determined by substituting one of the appropriate personal pronouns for it.

So, to the verb you're coming you can substitute a pronoun You: (You're going- this means it is a 2nd person singular verb. And to the verb let's sing a pronoun is substituted We is a 1st person plural verb. (They) glue- 3rd person plural, (I am telling- 1st person singular, etc.

Now let's learn how to conjugate verbs (that is, change them according to persons and numbers).

For example, this is how verbs are conjugated do And glue:

First, second and third person verb endings are called personal. The forms of verbs formed during conjugation also have the same name.

By the way, we highlighted the endings of verbs not by chance. There are a huge number of different verbs in the Russian language. But almost all of them, according to their personal endings, are divided into only two types.

The first type of verbs (i.e. first conjugation verbs) has personal endings:

-y ( or -yu), -eat, -eat, -eat, -et, -ut ( or -yut) .

The endings of verbs of the second type (i.e. verbs of the second conjugation):

-y( or -yu), -im, -ish, -ite, -it, -at ( or -yat) .

Surely you have already noted that we have conjugated verbs of both types: verb do refers to first conjugation, and the verb glue - co second conjugation.

Personal endings of verbs of the first and second conjugation need to be remembered!

Really, why? Why do teachers periodically complicate the lives of schoolchildren, forcing them to cram - in poetry and prose - exception verbs, to repeat again and again the seemingly memorized rule for determining the conjugation? It turns out there is a reason - and an important reason.

Try, without knowing the rules, to insert the missing letters into verbs:

Not an easy task, is it? Even if nature has endowed you with innate literacy, writing the personal endings of verbs correctly is not easy.

It is much easier for those who have determined that the verb sow belongs to the first conjugation, and the verb see- to the second.

From the list of personal endings of verbs of the first conjugation, we select the ending that suits the meaning of the verb s...m - -EAT. And we write the verb correctly:

From another list - personal endings of the second conjugation - we select the desired personal ending for the verb view...m - -IM. Let's write the verb correctly:

By the way, the vowels in the suffixes of present participles also depend on the conjugation of the verb. If the participle is formed from the first conjugation verb, its suffixes will be:

U participles formed from verbs of the second conjugation, the suffixes are as follows:

So, the ability to determine verb conjugations is necessary in order to correctly write personal endings of verbs and participle suffixes. Now another quite reasonable question arises - how exactly to determine the conjugation of a verb?

To determine the conjugation of a verb, first of all, we put it in the indefinite form.

Let us remind you: in indefinite form(it is otherwise called an infinitive) the verb answers the question what to do? or what to do? - look, search, carry, protect, hope, etc.)

Let's look at what the verb ends with. For example, the verb look ends with -there are, search- on -at, carry- on -ti, take care - on -who, hope- on -yat(postfix -xia discard) etc.

But, in fact, the very rule .

All verbs ending in the infinitive in -IT, except three - shave, lay down, rest on ;

- 11 exception verbs, which end in -There IS And -AT(you need to remember them!) -

all other verbs, including exception verbs shave, lay, rest.

Note. This method of determining conjugation is only suitable for verbs in which the personal ending is not stressed.

Do not try to determine the conjugation of verbs with stressed personal endings by the indefinite form.

Firstly, this is not necessary, since vowels under stress are heard clearly, which means that the rule is not required to write them correctly at the endings of verbs.

Secondly, when determining the conjugation of verbs with stressed personal endings by the infinitive, you risk getting confused: verb fly, for example, ends in an indefinite form in -ET (and if you apply the rule to it, it turns out that it is of the first conjugation). However, personal forms of the verb fly have all endings of the second conjugation ( years them, years look, years ite, years it, years yat). Consequently, this verb must be classified as the second conjugation.

The conjugation of verbs with stressed personal endings is determined by the endings themselves, and not by the indefinite form!

So, we found out that determining the conjugation of a verb is necessary in order to correctly write vowels in personal endings. In practice it looks like this.

Suppose you need to insert missing letters in verbs:

The personal endings of these verbs are unstressed, and to determine the conjugations, you need to put the verbs in the indefinite form.

Se...m - sow. In the infinitive, the verb ends in -yat, which means it refers to first conjugation. Let's remember personal endings of verbs 1 conjugation:

We choose from the list the ending that suits our meaning: - EM. We write the verb correctly: I'm eating .

Pricks - pricks. In the infinitive form the verb ends in -ot and therefore also applies to first conjugation(on postfix in this case we do not pay attention: it does not affect the spelling of the verb). Select the appropriate ending from the list:

Without spaces, the verb looks like this: pricking .

Drank... drank - drank. The infinitive of this verb ends in -it - that means we have a verb second conjugation. Let's remember personal endings for verbs of the second conjugation and choose from them what suits the meaning:

Without spaces, the verb is written like this: just drank.

Hold...t - hold. The verb ends in -at in the infinitive. Let us remember: the verb to hold is one of the four exception verbs in -at, related to to the second conjugation (prefix u- does not affect the spelling of the verb). We select from the list the ending that suits the meaning:

We write the verb according to the rule: hold it.

There are verbs in the Russian language that, when conjugated, acquire personal endings of both the first and second conjugations. There are only three such verbs: want, run and dream. Since these verbs cannot be classified as either the first or the second conjugation, they are considered differently conjugated.

Let's analyze the forms of the verb want. In the singular it has the endings of the first conjugation: want eat, want no. But the plural forms are conjugated according to the second type of conjugation: hot them, although ite, although yat .

All personal verb endings run drums: beige them, beige look, beige ite, beige it, run ut . As you can see, in the third person plural the verb has the ending of the first conjugation -ut. The rest of its forms are conjugated according to the second conjugation.

Verb breeze it not used in the first and second person. As for the third person, in the singular the verb acquires the ending of the second conjugation (brezh it) , and in the plural – the ending of the first conjugation (brezh ut) .

Verbs in the Russian language, when conjugated, usually acquire personal endings of one of two types of conjugation. The exception is special conjugation verbs that have specific personal endings. These are verbs There is And give- the most ancient words, apparently, one of the first to appear in all languages ​​of the world. Let's analyze their forms.

Verb There is (meaning “to eat”) in the plural is conjugated like verbs of the second conjugation: units them, units ite, units yat . But the singular endings in the forms of this verb are special: e m (ending -m), e sew (ending -sh), e st (ending -st).

Verb give in the plural it is also conjugated as verbs of the second conjugation ( dad them, dud ite ), and as a first conjugation verb ( dad ut ). As for the singular, the endings here are specific, just like the verb There is: Yes m (ending -m ), Yes sew (ending -sh), Yes st (ending -st).

Ready-made homework assignments on the subject “Russian language grade 3” for part 1 of the textbook (authors of the textbook Klimanova, Babushkina) continue the series of GDZ according to the “Perspective” program. The textbook for the third grade contains both repetition and deepening of knowledge for the 2nd grade, as well as new material, new rules and exercises to consolidate them. Assignments are becoming larger and more complex, and it may no longer be so easy for parents to figure out whether their child has completed his homework correctly. That’s when GDZs come to the rescue - ready-made homework assignments.

All answers have been checked and approved by a primary school teacher. But keep in mind that the tasks in the textbook are given superficially, and teachers have different requirements. For example, the task says “fill in the missing letters and copy the text.” One teacher will give an “A” simply for copied text with inserted letters, the second will demand that the missing letters be underlined, the third will lower the grade if the child does not write the test words, the fourth will demand that all studied spellings be highlighted. Adapt to your teacher's requirements. We, in turn, give as detailed answers as possible to the State Duma. Orange indicates what is not directly required in the assignment, but the teacher can take this into account when assigning a grade.

We are not publishing the GDZ first, because we started late. We will keep up with the program.

167. Read the text. Give it a title. Write down the last sentence. Write out all words with the same root from the text, put emphasis, highlight the root.

Title: Motherland.
My soul is filled with love and tenderness for my native land, for my Motherland.
Motherland, born, parents, dear, relatives, dear, dear, Motherland.

There is 1 note. In the “Morphemic-Spelling Dictionary of the Russian Language” by A. N. Tikhonov (M., 1996), in the word spring the entire word spring is considered the root. The words genus, give birth, Motherland, spring are connected only etymologically. The noun spring was historically formed from the native ‘giving birth’. The spring was thought of as a source giving birth to a river. That is, these are not words with the same root, but related ones. Apparently, the authors of the textbook did not use this dictionary and they assume that the spring is part of a chain of words with the same root. Most teachers also highlight the root genus in the word spring and consider it a mistake to highlight the root spring. Actually this is not correct. In the word spring, in the modern sense, the root is spring, but if you single out the root genus, this is again not a mistake, because Russian scholars do not have a consensus on this matter, and some old dictionaries consider genus to be the root. Try to explain this nuance to your child. It would be nice if someone explained it to the teacher, but oh well.

168. Read the rhyming lines and write them down from memory. (Write down) Parse the words of the first line according to the model.

A country? - countries, lands? - earth, arrow? — arrows, in about lna? - waves.

169. Write down from memory the lines from A. Pushkin’s poem. (Write it down)
Determine whether all unstressed vowels in the highlighted words can be checked for stress. (No)

He gets up - get up, he's working - don't check, his own - his own, a wolf's she-wolf, a hungry one - oh? lod, doro?gu - can’t check.

170. Think about whether the highlighted words are spelled correctly. Match the highlighted words with test words of the same root. Correct the mistakes.

1. Everyone went down the mountain, and Mitya licked everything off.
2. Andrey rinsed his dog.
3. Barsik the cat peeled off all the sour cream in the cup.
4. Tatyana caressed her clothes in the river.
5. The teacher reconciled the quarreling classmates.
6. My sister spent a long time trying to figure out a new dress.

171. Read it. What letters of consonants are missing from the root of the word? How to check them? Write down the phrases.

172. Would you like to go to the sea during your holidays? Look at the drawing. Read the phrases. Determine which letters are missing in the roots of words. Make up a story based on the picture using these word combinations.

The sandy beach (beach a) was full of children. The guys swam in the river. Vanya froze (freeze) from his long swim and went ashore. There was a small boat at the shore. Vanya and dad will ride on this boat in the evening.

173. Read the sentences.
What rule do you need to know to insert missing letters? (Writing unpronounceable consonants) Do all words need to insert a letter in place of the gap? (No)

1. The dewdrop trembled on a thin leaf; The little river breathed, rustling in the reeds (reed t and nka). (K. Balmont.) 2. Frost and sun (sunshko); dream miracle day (miracle day)! (A. Pushkin.) 3. Zdra v stuy (zdra v i e), Russian pullet, beautiful soul, snow-white winch, zdra v stuy (zdra v i e), mother winter! (P. Vyazemsky.)

174. Look at the drawing. Which part of the word became the root? (General) How are all the roots written? (same)
Draw a "tree" for any group of words. Emphasize the roots.

Cat - cat yonok, cat a, cat u, cat ika.
Friend - friend a, friend y, by friend a, by friend e, friends, friendship.
Mushroom - mushroom y, mushroom no, mushroom ami, mushroom och.

175. Read the beginning of the text. Complete the last sentence in your own words.
Find related words in the last sentence. How are they different? What is this part of the word called? (Console)

The canary flew out of the cage, flew to the window and flew away.

176. Who is the author of these poetic lines? What words do they have in common? What is it called? (console)
Write down words with the same prefixes. Prove that they all have a common connotation of the meaning of approaching something. Which part of the word gives this meaning to the words? (Prefix pri-) Remember and write down your examples of words with the prefix pri- with the meaning of joining.

Stick, glue, attach, weld, press, chain.

177. Copy the text. In place of the gaps, write the prefix za- to show that the action has begun.

The tourists set up a tent. They brought dry branches. Soon the fire flared, the kettle rustled, and the water began to bubble in the pot.

178. Form from these words words of the same root with prefixes that would indicate the beginning, distance, approach and end of the movement.

The beginning of the movement - swam, flew, crawled, ran.
Removal - sailed, flew away, crawled away, ran away.
Approaching - swam, flew up, crawled, ran up.
The end of the movement - sailed, flew, crawled, came running.

179. For each word, select a word with the same root with the opposite meaning according to the example. What attachments should I use for this?

180. Combine the verb with the noun, form phrases and write them down.

I put on my coat and dressed the child. I climbed the mountain and entered the classroom. I climbed into the garden and climbed a tree. I went down the stairs and got off the bus.

181. Form and write new words with these prefixes. What letter should be placed between the root and the prefix? (b)
Come up with and write two or three sentences using any of these words.

I drove, drove off, drove around, drove up. Ate, ate, ate, ate. Explain, explain, clarify. Connect, unite, disconnect.

Syoma ate twenty dumplings. The truck drove around the house and drove up to the gate. Communication helps bring people together.

182. Read the phrases. Where will you put a hard sign (ъ) instead of spaces, and where will you put a soft sign (ь)? Explain your choice. (We put a hard sign after prefixes, a soft sign - in the remaining parts of the word and between them.)

Steep climb, clear streams, interesting announcement, autumn leaves, dry branches, quick departure, clear explanation.

183. Write down the phrases. Explain in advance which letter needs to be inserted.

Snow flakes, a new dress, beautiful bindweed, true friends, deer antlers, a cat's gait, bird's nests, vast expanses.

We emphasize the spelling dividing soft sign and hard sign.

And here again there is a dilemma for those who want to get to the bottom of the truth. In the words immense, immense, according to Tikhonov’s dictionary (1996), the prefix is ​​not-, the root is -obya-; and according to Kuznetsov and Efremov (1986) there are two prefixes ob-ob-, root: -i-. And according to the first, our rule from the textbook for the third grade that ъ is always after prefixes fails. And according to the second, it turns out that we have a terribly strange root of one letter, according to which the origin of the word is not clear. But the teacher will most likely approve if the child identifies 2 prefixes in these words, so as not to contradict the textbook.

184. Copy the words by inserting the missing letters.

Nightingales, spear, feathers, wings, chairs, article, bench, detour, shrink, family, streams, edible, explain, spill.

We emphasize the spelling dividing soft sign and hard sign. We highlight prefixes in words with a hard sign.

185. Write the lines from the poem from memory. Underline words with a soft separator (ь).

I like to run in the forest,
Listen to the branches crack,
Rake the leaves with your feet!

186. Write down the sentences by opening the brackets. Before each prepositional noun, write a question. Select prefixes.

And again an opportunity to discuss. I found the word. On the one hand, historically this word is formed from went and found (came upon) a find, that is, the prefix na-, the root -sh-. But on the other hand, the historical root has changed its meaning and in modern times there are 2 meanings of the word: found something and found on something. And Tikhonov’s modern dictionary distinguishes them into different words and they have different roots. In particular, in the word found (puppy) according to Tikhonov, the root is our-. But, as we already understood, Klimanova, Babushkina and others like them are guided by ancient principles of word formation, and therefore your teacher, most likely, will also consider it correct to highlight the prefix na- in the word found.

187. Make sentences from the randomly listed words and write them down. Select prefixes.

188. Read the poetic lines of N. Tsyganov. Write them down using parentheses.

And the river meanders
It glides across the grass,
Then he will get lost in the hole,
It will shine again.

We highlight the prefixes: from- (wriggles), po- (gets lost), for- (shines).

189. Read Kolobok's song, write it down from memory. Underline the prepositions.

I am Kolobok, Kolobok!
Swept across the barn,
Scratched the bottom of the barrel,
Mixed with sour cream
Put in the oven,
It's cold at the window.

190. Read the sentences and remember the rules indicating the part of speech with which the words in brackets are written separately and with which - together.

And again I cannot resist criticizing the authors of the textbook. Did they themselves read what they wrote? What is, at a minimum, an incorrect formulation of the task? In hindsight you understand that, apparently, you just need to open the brackets and write the prepositions and prefixes correctly. But a prefix is ​​not a word or a part of speech, it is a part of a word. And what follows the prefix is ​​also not part of speech.

1. The moon looks out our window and tells the little children to sleep. (A. Blok.)
2. A flock of jackdaws and crows are circling in the air, screaming. (N. Nekrasov.)
3. One day, in the cold winter, I came out of the forest. (N. Nekrasov.)
4. The fishermen in the hut woke up, took the nets off the poles, and carried the oars to the boats. (I. Nikitin.)
5. My garden is withering every day, it is dented, broken and empty. (A. Maikov.)

We highlight the prefixes in the words came out (you-), woke up (pro-), dented, broken (po-).

191. Read the text by K. Ushinsky. What part is the same in the highlighted words?
What additional meaning does this suffix give to words? Write down the words according to the example.

The eyes (what?) are black.
The teeth are (what?) sharp.
The paws (what?) are small.
The fur coats (what kind?) are gray.

192. From these words, form new words with the suffixes -ok, -ik. Write them down.

Ball - ball, key - key, mushroom - mushroom, wind - breeze, bush - bush.

193. Using the suffix -er or -tel, form words denoting people’s professions.
Write down the resulting words, highlight the suffixes.

194. Name where people in these professions work.

An actor, a prompter, a make-up artist - in a theatre, a conductor - in a philharmonic society, an inventor - in a factory or in a research institute (SRI), a tamer - in the circus.

195. Read the folk song and write it down from memory. Highlight the suffixes that give words a gentle sound.

196. Read lines from A. Pushkin’s fairy tale and Russian folk tale. Compare the highlighted words. Which part of the word indicates the size of an object and conveys an affectionate attitude towards it?

197. Read the text. Give it a title.

198. Arrange the words in order of increasing size of the named object.
Highlight the stem and ending in each word, and the root and suffix, if any, at the stem of the word.

199. Read the lines from K. Chukovsky’s fairy tale “The Cockroach” that you know. Which part of the word in words with the same root helps to imagine the cockroach first as a giant (suffix -ish-), and then as a bug? (suffix -echk-)
Write down the last sentence, highlight the suffixes that give the words additional meaning. Which? (decrease)

Cockroach, cockroach, cockroach echk a, liquid-legged goat point a-bukash echk a.

200. Read the lines of poetry. Remember who their author is. (Pushkin)
Determine how the highlighted words differ. (End) Do they call different objects? (Same) Does the ending add a new connotation to the meaning of the word or not? (No)

201. Read the text in which the words have “lost” their endings. Is this text easy to read? (No)
Write it down by inserting the missing endings.

Is it possible for an astronaut to be on board a spacecraft or go into outer space in ordinary clothes? It is forbidden! And that's why. The suit has a supply of air. This could save an astronaut during an accident. The spacesuit can be a “hot water bottle” if it’s cold in the ship. It can provide coolness in hot weather. The suit has a radio. Therefore, an astronaut can talk to a friend while going into outer space.
The history of human space flight is short. It began with the flight of Yuri Gagarin. He was the first to fly into space on the single-seat Vostok spacecraft. And the first to go into outer space was the Soviet cosmonaut Alexei Leonov.

We highlight the missing endings. The word history ends in -ya. In the rest, what was missed.

202. Compare a group of words. Highlight the endings of words, changing them according to the questions: whom? what? to whom? what? Underline the stem of the word.
What other parts of the word can you identify at the base? Label them with symbols.

And again there is a catch. What's the use of the word sovet? For a child to become completely confused, is there an ending or not? At school they highlight -t as an ending, and many teachers, without delving into the topic, still do this. For your information, the word osovet actually has a zero ending and 2 suffixes: -е- and -ть. In this case, the suffix -t is not included in the base of the word; the base remains the same. The child will learn this at university. Yes, it may turn out that he was taught incorrectly at school. Unless, of course, you have a young, advanced teacher.

203. Read the lines from I. Nikitin’s poem. Write it down and highlight the endings in the words.

204. Add the stem of the word to these endings. Select the part of the word you want to change (the ending).

By houses, by swamps, by pigeons, by fields, by animals.
With houses, with swamps, with pigeons, with fields, with animals.

205. Write down groups of words and sort them according to their composition.

206. Sort the words into patterns. Complete each group with two or three of your own examples of words with the same composition.

1. Coppices, note, suburban. Step, roadside, gifts.
2. Friendship, mommy, houses. Bunnies, dog, cat.
3. Records, drought, exits. Entries, friend, merit.
4. Notebooks, rivers, sisters. Moles, bushes, bridges.

Sort out the words according to their composition in accordance with the pattern in the series.

Compose and write down three or four sentences with these words, underline the main parts in them.

At home, a note from her son was waiting for my mother.
There were small houses on the river bank.
The drought last year destroyed all the greenery.
The student took out his notebooks from his briefcase.

207. Determine which part of the word helps form the words in each line. Highlight the suffixes. What shade of meaning do they attach to words?

1 line. The suffix -el- (we highlight it in words) indicates the one who does something.
2nd line. The suffix -ik- (we highlight it with a corner) gives words the meaning of diminutive.
3 line. The prefix y- gives the meaning of moving away from something.

And now the question arises: why highlight suffixes in the last group of words if the word-forming element there is a prefix? But if necessary, we highlight the suffixes a, y, e. TY and TI are considered endings in the school curriculum.
But in fact, in the modern interpretation, there are 2 suffixes in a word: run away, leave, gallop away - suffixes a, t; float away - s, t; fly away - e, t; crawl away - ti. At the same time, t, t are not included in the basis of the word. What point of view your teacher has on this matter, only she herself knows.

208. How were new words formed? (Using prefixes) Write them down, highlight those parts of the word with which the words of each group are formed.

209. Find the suffix in ancient words that denote people's professions.

Suffix -ar. The word fisherman is not used now, but fisherman is said, with the suffix -ak.

210. Try to form modern words with the suffix -ar. Do such words occur in our speech? (No) What suffixes are used today?

Suffixes -yor, -el, -chik, -schik, -ist. Pilot, computer scientist, nuclear scientist, journalist, accordion player.

211. Form new words with one of the suffixes -chik, -schik, -ist from these roots.

Pilot, computer scientist, tank driver, lawyer, artist, bookbinder.

212. Try to guess how the words below were formed. Write them down, highlighting the roots.

213. Form complex words and write them down. Highlight the roots in the words, underline the connecting vowels.

214. Write down only difficult words. Highlight the roots in them, emphasize the connecting vowels.

215. Form a group of related words with one of the roots of your choice: -let-, -zim-, -bros-, -kras-.

Fly, flight, pilot, flying, flying, flew, arrived, flew away, flew up, flew away.

Winter, winter, winter, winter, winter hut, overwintered, winter crops, winter road.

Throw, throw, toss, throw, throw away, throw away, throw away.

216. Read a funny poem. Find unusual words that the poet came up with. How did he form them? (These are complex words, they have several roots). Write down the answers to the questions based on the meaning of unusual words in the poem.

Reading breakfast, insulting dad, screaming, rattling, jumping around the room.

What did dad do at breakfast? Dad read at breakfast.

2. Sticky, sticky, sticky, sticky, sticky.
To sculpt, to sculpt, to sculpt, to sculpt, to sculpt, sculpt.

3. Sort the words according to their composition. Label each part of the word with symbols.

4. Form and write down new words with the roots -uch-, -tiger-, -bel-. Highlight all parts of the word.

5. Copy the sentences by inserting the missing letters and opening the brackets.

In a clear sky, a cloud is not just a simple thing. The cloud will bring rain, the rain will pour on the earth. And what about the earth? which? On such a land there is bread.

Letter combinations in brackets are prefixes. Let's highlight them. We underline the spellings in place of the missing letters.

217. Read the lines from A. Pushkin’s fairy tale.
Try to divide all the words of the text into groups. On what grounds will you do this? What are parts of speech? Copy the text, mark the spellings.

Island on the sea is lying,
City on_island st o i?t
With the evil ones,
S_t e rema?mi and with a da?mi.

Match words with unstressed vowels and paired consonants with test words.

218. Read and write down O. Vysotskaya’s poem from memory. What other words can be classified as parts of speech indicated in the poem?

School, noun, verb, adjective, day. He wakes up, he has come. Cheerful, new, school.

219. . Read phrases from I. Krylov’s fables. Classify all the words into parts of speech using questions.

1. Wolf noun. from pr. forest noun. in pr. village noun. ran in ch. . 2. Jumper noun. Dragonfly n. summer n. red adj. sang ch. . 3. Hungry adj. godfather noun Fox noun Ch. climbed in pr. garden n. .

220. Read the owl from three columns. Determine which part of speech the words in each column belong to. What question are they answering? (1 - what? nouns. 2 - which? adjectives. 3 - What to do? verbs.)
Guess what words should be inserted in place of the gaps. Write the words in groups in this order: nouns, adjectives, verbs.

Noun Adj. Ch.
What? Which? what to do?
snowball snowy
friendship friendly make friends
ice icy freeze
cleanliness clean clean
courage bold dare
paint colorful paint

221. Read the text. What parts of speech words are used in each sentence? (nouns, verbs, prepositions) Can you ask a question about all the words? (no, you can’t use a preposition)
Write down the text by choosing a title for it. Briefly identify the parts of speech: noun, verb, adj. Are there prepositions in the text? (yes) How should they be written with other words? (apart)

In_winter adj. fog n. the verb comes up. cold adj. , dim adj. sun n. . Winter adj. cold noun bewitched the verb. forest n. . Sleep verb. under_snow noun bushes noun . From_frost n. the verb is crackling. trees noun . Their branches are bent verb. under_weight noun snow noun .
However, life is real. in_the forest n. the verb continues. . On_snow n. verbs are visible. traces noun animals noun and birds noun .

222. Copy the lines from S. Yesenin’s poem. Determine which parts of speech the words of the poem belong to.

smiled verb (what did they do?) sleepy adj. (which ones?) birches n. (What?).

The verb was disheveled. (what did they do?) silk adj. (what?) braids n. (What?).

The verb rustles. (what are they doing?) green adj. (what?) earrings noun. (What?),

And the verbs are burning. (what are they doing?) silver adj. (what?) dew n. (What?).

223. Read the text, orally title it. Find spellings in the highlighted part of the text.
Write down the answers to the questions. Where did the gardener put the parrot's cage? What did the parrot do? What did the new owner of the garden begin to do? How did the parrot eat the apple?

The gardener placed a cage with a parrot under a tall apple tree. The parrot flew out of the cage, climbed to the top of the tree and let out a terrifying cry. The new owner of the garden made himself comfortable on a branch and began to have breakfast. He picked an apple with his powerful beak, took it in his paw and gnawed out the pulp on one side.

224. Read the unusual work “Battered Pussies.” Try to identify at least one part of speech in the text where there is not a single word familiar to you. These words were invented by L. Petrushevskaya.
Try using questions to complete the lines:

Noun name (who?) Kalusha, butyavka, kalushata, fluff, puski.

Verb (what did she do?) grabbed, respected, (what is she doing?) willed, (what did they do?) crouched, shook, fancied, (what did she do?) reared up, fell asleep.

225. Read the text. Explain which part of speech words were needed most to denote toys, their properties and actions. (noun, adj, verb)
Write down the highlighted words. Underline and explain the spellings in the highlighted words.

Holiday is the word, bears is the word, cars is the word, balls is the word? - ball, pyramids ki word - pyramids yes, balls? - ball, pipes - pipes, daughter, more? e - b o? more, green - ze? laziness, fluttering - flailing? x, to begin, to begin - to begin? tit, knock, scream, growl, laugh - laughter.

226. Look at the drawing. Make up a story based on it and give it a title. You can use phrases to select. Write down the resulting text. Label the parts of speech.

There are new computers in the classroom. All students took their places. The young teacher entered the classroom. He will teach the children how to use a computer. The boys perform interesting tasks. Masha has already done everything and is waiting for a new task.

1. Complete the sentences. Give and write down examples of words for each part of speech.

Nouns answer the questions who? What? and denote the subject. Cat, classroom, window.

Adjectives answer the questions what? which? which? which? and indicate a feature of an object. Yellow, smooth, sharp.

Verbs answer the questions what to do? what to do? and indicate action. Walk, boil, run.

2. Divide the words into three groups.
1) nouns;
2) adjectives;
3) verbs.

1) Gold, schoolboy, school, running, story, youth, football player, swimmer.

2) Golden, school, running, coastal, young, swimming.

3) Gild, run, tell, look younger, swim.

3. Determine which parts of speech the words in each group belong to. Make up and write sentences using the model, taking one word from each group.

The long-awaited spring has arrived. The long icicles melted. Migratory birds have returned. The bright sun shone. Fragrant flowers bloomed.

Exercise 227. Copy the text by inserting the missing letters. Above the highlighted words, indicate which part of speech they belong to.

Vladimir Ivanovich Dal lived ch. yes, really?, in old adj. time?. Dal was a sailor, then a doctor. , he wrote ch. stories, stories noun. and fairy tales. But the main adj. business noun His life was the study of the Russian language and the composition of the vocabulary.

Exercise 228. Find enumeration sentences in the poem.

Write down the answer to one of the questions. Find homogeneous parts of the sentence in your answer. Which members of the sentence are they - main or secondary? What did the boy see early in the morning in the distance? What did he see late in the evening?

What did the boy see early in the morning in the distance? The boy saw in the distance a blue country, blue people, blue horses, blue, blue turkeys.
What did he see late in the evening? He saw in the distance a golden country, golden people, golden horses, golden-golden turkeys.

Exercise 229. Read the lines of poetry. Find the interrogative (1st) and exclamatory (2nd and 3rd) sentences. Where are the homogeneous members of the sentence? (in 1st and 3rd)

Whose warmth is this?
Whose kindness is this?
Makes you smile
Hare, chicken, cat?
Spring is coming
Around town!
Vesna Martovna Podsnezhnikova,

Vesna Mayevna Chereshnikova!

Who does Spring make smile? Write down the answer. Write down the last exclamatory sentence. Where are the first, middle and last names here? What spelling is present in these words?

Spring makes the hare, chicken, and cat smile.
Vesna Martovna Podsnezhnikova,
Vesna Aprelevna Skvorechnikova,
Vesna Mayevna Chereshnikova!

Name: Spring. Patronymic names: Martovna, Aprelevna, Maevna. Surnames: Podsnezhnikova, Skvorechnikova, Chereshnikova.

Exercise 230. Read the lines from the poem about Moscow.
Write down from the poem the words that the poet finds to describe ancient Moscow.
Sample. Moscow is a city (which one?). .
Write down the first quatrain from memory, underline homogeneous parts of the sentence.

Moscow is a city (what?) wonderful, ancient, middle-class, warm-hearted.

Wonderful city, ancient city,
You fit into your ends
And towns and villages,
And chambers and palaces!

Exercise 231. Read and copy the sentences. Determine which parts of speech the highlighted words belong to.

Saw noun was spicy. Sister drank ch. tea. Mom started baking ch. pies. Grandmother lit the stove n. . Snow blanket n. the entire field was covered. . The sun has set. for the village noun . There was a leak in the boat noun. . The water from the tap began to flow. stronger.

Exercise 232. Read the beginning of one of the chapters of the fairy tale-story by E. Uspensky. Winter in Prostokvashino
Write out the highlighted words from the first sentence. What do they mean? Can other highlighted words be included in this group? (yes) Write them separated by commas. What do all the words you wrote down have in common? What questions do they answer?

Blizzard, snow, night, light, mail, postman, Pechkin, legs, head. Words denote objects and answer the questions what? or who?

Exercise 233. Look at the photographs depicting the miracle exhibition.
Write down the names of the New Year's toys that you would like to decorate your Christmas tree with. What part of speech words do you use? Make up and write down several sentences using these words.

Balls, bells, icicles, bows, bear, fox are nouns.

We decorated the tree with glitter balls, rainbow bells and silver tinsel. We tied red bows on the spruce branches.

Exercise 234. Game-competition “Who is bigger?”
Continue the lines of nouns. The team that names the most words of this part of speech wins.

Natural phenomena: hurricane, rain, snowfall, blizzard, hail, storm, fog, rainbow, thaw, flood.
Pets: cow, sheep, horse, pig, rabbit, dog, cat, duck, goose, chicken.
Wild animals: wolf, fox, hare, bear, elk, hedgehog, squirrel, gopher, lion, giraffe, antelope.
Transport means: car, train, plane, steamship, bus, trolleybus, tram, boat, yacht.
Household appliances: TV, computer, radio, meat grinder, refrigerator, stove, oven, vacuum cleaner, hair dryer, juicer.
Tools: screwdriver, drill, hammer, axe, saw, pliers, chisel, nail puller, file, pliers, jigsaw.

Explain why words naming animals, natural phenomena, technical means can be combined into one group - nouns. (Because these are objects that answer the question who? or what?)

Exercise 235. Write down the sentences. What features of nouns do the highlighted words indicate?

1. Once upon a time, green oak forests grew throughout Russia. 2. The writer I. Sokolov-Mikitov knew Russian nature well. 3. The painting “Vladimirka” belongs to the artist I. Levitan.

Nouns name geographical objects, first and last names, names of paintings. These are proper names and are written with a capital letter.

Exercise 236. Find a map of our Motherland. Consider it. Read the text, completing it with your own nouns. Title and write down the supplemented text.

I like to look at the map of my country - Russia. The cities of Moscow, Yekaterinburg, Novosibirsk, Khabarovsk and many others are marked on it. The Volga, Ob, Amur and Irtysh rivers flow through the territory of my country. Lakes Baikal and Ladoga are also shown on the map. My country is great and beautiful - Russia! The shores of our country are washed by such seas as the Barents and Okhotsk.

Exercise 237. Read a funny poem. Can you find errors in it? Write down the text, spelling proper nouns correctly.

I call the dog F omka,
And the dog barks loudly.
I call the little squirrel Tishka,
And the little squirrel aims his pine cone
Right in my forehead and shouts:
- Better teach the rules!

Exercise 245. Read the text.
Copy the text by inserting the missing letters. Find in it and label animate (animated) and inanimate (inanimate) nouns. Underline the main clauses in the sentences of the second paragraph.

The last day (inanimate) before Christmas (inanimate) has passed. A clear winter night (inanimate) has arrived. The stars looked (inanimate). The month (inanimate) led and often rose to heaven (inanimate) to dedicate to good people (inanimate) and the whole world (inanimate), so that everyone would have fun. It was so quiet that the creak (inanimate) of the rose (inanimate) under the rain (inanimate) could be heard far away.
Neither the girls (animate) nor the boys (animate) have yet appeared under the windows (inanimate). Only the blacksmith (animated) hurried to the house (inanimate) of the beautiful woman (animated) Oksana (animated) and her father (animated).

Exercise 246. Game "Magic Transformations". Replace one consonant in each word to create an inanimate noun. Write the words in pairs according to the example: fox-linden.

Fox-linden, crow-gate, snake-mind, cow-crown, fly-flour, cat-mouth, goat-bark, crab-poppy, heron-drop, beast-door.

Exercise 247. Choose one or two synonyms and an antonym for inanimate nouns. Write it down according to the example.

Sadness - sadness, melancholy; fun, fun. Success is luck; failure. Anger - rage, anger: calm. Joy - entertainment, fun; sadness, melancholy. Peace is friendship; enmity. Work - business, labor, occupation; idleness. Laughter - laughter; tears.

Exercise 248. Read the words. How can you name and characterize them all? How else can these nouns be characterized: proper or common, animate or inanimate?
Write down the words in groups: 1) resident of a certain city; 2) profession; 3) athlete.

1) Muscovite, Vladivostok, Vladimir, Novgorod, Tver, Minsk resident.

3) Hockey player, boxer, runner, tennis player, basketball player, chess player.

Exercise 249. Read an excerpt from a story by a children's writer. Give each paragraph a title. You've got a plan. Retell the text according to your plan. (Forest kitten)
Write down three animate and inanimate nouns from the text. Ask them questions: who? What?

1. Meeting
2. Kitten games
3. Bumblebee sting
4. Escape
5. Memories of a little lynx

Who? Kitten, bumblebee, lynx. What? Straw, chamomile, grass.

Exercise 250. Read the lines of poetry. Write down the first two lines.

Exercise 251. Try to describe the winter forest using the technique of personification. What inanimate objects in your story take on the properties of living beings?

The winter forest breathes magic. The trees are dressed in fluffy white coats. Tall spruces bow under the weight of snow. Winter took care of everything and covered the forest with a warm blanket. Only the slender white birches have lost all the snow from their thin branches and are freezing in the wind.

Exercise 252. Compare pairs of words and write them down. What is common and different about them? Highlight the endings of the words.

Bird[a] units - birds[s] plural , chamomile[a] unit - daisies plural , lake[o] units - lakes[a] plural , unit teacher - teacher[i] plural , harvest units - harvest[s] plural , sand units - sand[i] plural .

Exercise 253. Read and copy the lines from I. Nikitin’s poem “Meeting Winter.” Write the number of each noun.

Night units passed, it was dawn.
There is no single cloud anywhere. .
Air unit light and clean
And the river froze. .

Exercise 254. Change the number of nouns.

1. Leaves - leaf, friends - friend, chairs - chair, sons - son, food - food, pickles - pickles, pencils - pencil, cows - cow.
2. Barn - barns, hero - heroes, driver - drivers, edge - quack, pencil case - pencil cases, student - students, basket - baskets, girl - girls.

Exercise 255. Read an excerpt from G. Skrebitsky's story. Write it down, making connections between the words. Label the number of each noun.

In the forest, units crack[ing] January frost singular , the icy wind is blowing, singular. , and in the plural branches old[oh] ate singular squeak[at] in the nest singular. chicks plural .
These are plural crossbills. , the only plural birds who take out children plural. in the winter cold singular .

Exercise 256. Read the sentences. Write down all the singular nouns first, and then the plural.

1. Window, moon, hut, birch tree, valley, hazel tree, box.

2. Paths, tracks, animals, children, fishermen, nets, poles, oars, boats, nuts.

Exercise 257. Read the poem. Write down one of the quatrains from memory. Indicate the number of nouns.

This is my village. h.;
This is my house. h. native;
Here I am swinging in a sled. h.
On the mountain units. h. steep;
Here we have rolled up the sled. h.,
And I'm on my side. h. - clap!
I'm rolling head over heels
Downhill units h., per snowdrift units. h. .
I. Surikov

Exercise 258. Read the text, changing the number of highlighted nouns. Please note that along with nouns, other words will change, for example: male catches - males catch, American waxwing - American waxwings. Which of the highlighted words cannot be changed by numbers? (offspring)

Animals quite often use the language of gifts. Male a seagull, looking for a mate, catches a fish and gives it away female. Spider carries spider a fly wrapped in a web. Penguin presents penguin a whole bunch of stones, and the American waxwing gives female waxwing berries Animals bring gifts not for food, but for “conversation”, to express their love, desire to build a nest together, hatch offspring. Yu. Dmitriev

Read the questions to the text. Write down your answers. What do seagulls, spiders, penguins, and waxwings give each other? Why do animals bring gifts to each other?

Seagulls give each other fish, spiders give each other flies, penguins give each other a bunch of pebbles, waxwings give berries. Animals give gifts to express their love, their desire to build a nest together and breed offspring.

Exercise 259. Distribute nouns into two groups: 1) nouns that change by number; 2) nouns that do not change by number. Write the words in groups, inserting the missing letters.
Think about which of the two groups nouns denote countable objects. (in the 1st)

Nouns that vary by number: watermelon, bear, frog, rooster, plant, horse, ladder, car, group, tram, city. They can be counted.
Nouns that do not vary by number: courage, cottage cheese, yeast, dishes, furniture, vacations, light, honey, milk, gasoline, peas, day.

About the word HONEY. Honey in the sense of “intoxicating drink” changes by numbers, but in our country honey is a substance produced by bees, and this word does NOT change by numbers.

Exercise 260. Read the text. Determine the number of highlighted nouns.

Vanya loves it very much holidays. Can be whole days to ride on skiing or slide on the shiny ice on skating. During the holidays he goes to the theater. They show merry New Year's representation, Vanya and the guys participate in interesting games. The winter holidays are fun and interesting.

Mn. including: vacations, days, skiing, skating, performances, games.
Unit h.: ​​ice.

Exercise 261. Read the text. Do you think this really happens? What needs to be changed?
Write the text by changing the number of the noun student. Insert the missing letters.

The bell rang, the teacher entered the classroom, and the students? got up from their desk. The teacher explained the new material, and the students? listened attentively. The third graders completed all the exercises and ran to recess. There they ran, laughed and played. And then the students? let's go to the next lesson.

Exercise 262. Humorous test "Test your character." Try to find out whether you are caring, generous, attentive, or lazy and love yourself more than others. Insert the words from brackets at the end of each sentence instead of periods.

I take textbooks and porridge for myself, and give my sister candy and toys. I pick nettles and dandelions for myself, and roses and gladioli for my friend. I wash the pots and pans, and leave my mother to wash the cup and spoon.

Exercise 263. Read the story by I. Turgenev. Sparrow.

Make and write down a plan for the text. Orally retell the text according to your plan. Answer two questions in writing: 1. Why did the author revere the brave little bird? 2. In the author’s opinion, what holds and moves life? Do you agree with the author’s opinion?

Plan
1. Returning from hunting.
2. Fell out of the nest.
3. Defender.
4. Miracles of courage.
5. The dog is embarrassed.
6. Heroic bird.
7. Love is the movement of life

1. A noun is a part of speech that answers the question who? or what? and denotes an object.

2. Animated: starling, sailor, forester, schoolboy, teacher, journalist, winterers, historian, storyteller.

Inanimate: winter, fairy tale, sea, magazine, birdhouse, forest, history, school, teaching.

3. In the summer I stayed in the village of Laptevo with my grandmother Nina. Every morning we ran to the river near Ik. The puppy Tuzik was always with us. My friends Kolya and Vasya taught me to swim well.

4. Pencils[s], alleys[s], pools[s], plants[s], passengers[s], storytellers[s], sparrow[s], city[s], birches[s], winds[s], heroes[s], years[s], snowdrops[s].

5. 1. Change by numbers: pond, arrows, boots, wolf, notebooks, briefcase, spoons, door, rooms.

2. Do not change by numbers: vacations, yeast, cotton, blacks, cabbage soup, gates.

In Russia noun. many lakes n. . Oz e ro n. can be large or small, deep or shallow. But all lakes exist. Russia noun pr e red. Human noun. must strive to see the magical corners of existence. of one's country noun . Communication noun with nature noun allows you to cleanse the heart of noun. , refresh the look noun. .
With many lakes noun. connected with the most interesting legends noun. . For example, in the Nizhny Novgorod region there is no. there is a lake n. Svetloyar n. . There is a legend. , what is at the bottom of noun. the invisible city of existence rests upon him. Kitezh n. .
We must protect and preserve the beauty of existence. nature noun .

Let me make a small remark at the end of the GDZ. Most of the textbook is morphemic analysis, that is, highlighting the ending, stem, root, suffix. But in this area of ​​our language, Russian scholars to this day have not come to a consensus on what principles to follow when dividing words into morphemes. This means that analyzing many words can at least provoke discussions. Different authors have different morphemic analysis of the same words, and sometimes very strikingly. Morphemic analysis is even excluded from the Unified State Examination in high school, since it is not possible to determine the only correct solution. From my point of view, it is not correct to give words with different possible parsing options in assignments in elementary school. But since they are in the textbook, the teacher must be aware of the situation so as not to cross out the correct options of the students, insisting on his (also, possibly, the correct) option.

To be continued. Write what exercise you were given. If you have questions about the GDZ, ask in the comments.

Well... We put the verb in the indefinite form (writes - write), look at the letter before -t. If this is the letter i - 2 references, if e, o, a and others then 1 reference.
Endings 1 reference : eat eat eat eat eat eat.
Endings 2 references : im ish it it at yat.
That is, for example, take the verb (they) st.. t, n. f. - lay, exception and 1 conjugation, which means we write stele...
Do you need exceptions?
On at 2 spr drive breathe keep hear
On et 2 spr look see offend hate depend tolerate twirl.
On it 1 spr shave lay
I apologize if it's not clear. Surely all this is written in your textbook. Something like this.

The first conjugation includes verbs whose infinitive ends in -et, -at, -ot, -ut, -yat, -ity, -t, as well as several verbs ending in -it: shave, lay, rest, build, beat, twist , pour, drink, sew, rot, live, swell, -shit (hurt, make a mistake) (and those formed from them). When conjugated, such verbs have endings: 1st person: singular. h - “u” (- “yu”), pl. how" . 2nd person: unit. h - “eat”, plural. h - “you” 3rd person: unit. h - “et”, plural. h - “ut” (- “yut”)

When conjugated, verbs of the second conjugation have the following endings: 1st person: singular. h - “u” (- “yu”), pl. h- “to them”. 2nd person: unit. h - “ish”, plural. h - “ite” 3rd person: unit. h - “it”, plural. h - “yat” (- “at”) These include:
verbs ending in -it in the initial form (except for shave, lay, rest, disdain, build, twist, beat, pour, drink, sew, rot, live, swell, mistake and those formed from them),
some verbs in -et: shine, ache (about a part of the body), order, twirl, see, hang, roar, look, burn, rattle, buzz, hum, blow, depend, ring, ripen (look), itch, boil, swarm, smoke, simmer, grunt, fly, hate, offend, fart, puff, whine, whistle, whistle, sit, hiss, mourn, creak, stink, watch, sniffle, rumble, endure, snore, crunch, rustle, hiss, make noise (and educated from them)
some verbs in -at: strum, grumble, grumble, squeal, squeal, grumble, drive, rattle, breathe, hold, tremble, buzz, murmur, sound, scream, lie, be silent, rush, moo, squeak, growl, hear, sleep, knock, stick out, crackle, rumble, snort, rustle, gurgle (and those derived from them);
some verbs in -yat: stand, be afraid;
the remaining verbs with unstressed personal endings belong to the I conjugation.

Several verbs have a system of endings that is uncharacteristic (archaic) for verbs of conjugations I and II: give, eat (and derivatives from them, that is, create, eat, etc.)

Some verbs are multi-conjugated, that is, they have some forms from the first conjugation, and some from the second: to run, to want. Or they have forms to choose from: honor - honor / honor, also pour - pour / pour (according to Lopatin’s dictionary), ruffle, pinch and a number of others. In modern reference books and dictionaries, disdain already refers to the second conjugation; previously it had forms in the first conjugation.

The Russian language has always been and remains an integral part of the culture of our people. Knowing the rules will help make your speech rich and rich. Independent parts of speech, especially verbs, are of great importance. Language learning begins at school. It is important to remember the rules so as not to make mistakes when writing and composing sentences. How to check the ending of a verb? The answer to this question will be provided in the article.

Verb in Russian

An independent part of speech answers questions about the action of an object, denotes a state, and acts as a predicate. A constant feature is appearance. It can be perfect when the action is completed, and imperfect if it has not yet been completed. All features related to the verb are taken into account when determining endings.

Reflexivity is another feature of a verb, as indicated by the suffix -sya or -sya. It comes after the morpheme, which is why it is called a postfix. Transitivity is a sign of a part of speech when a verb is combined with a pronoun or noun. For example: I love (what?) milk. With intransitivity, the action does not transfer to the object. Reflexive verbs are always like this (to climb a mountain).

Conjugation is a change in persons and numbers. In the Russian language there are I and II types. A part of speech comes in several forms, so it is important to know how to check the ending of a verb. This includes the infinitive (look), participle (sparkling), gerund (having looked), conjugated forms (saw). Part of speech answers a question what to do?(if imperfect), what to do?(if perfect). In the Russian language there are verbal forms that act as secondary members.

Depending on the speech situation, the necessary forms of verbs are selected. Conjugates have a mood, the infinitive and gerunds have no number, and the past tense and subjunctive have gender. Forms of the indicative mood - time.

What is an ending in Russian?

Before you learn how to check the ending of a verb, you need to understand what a morpheme is and what it does. The part of the word that changes expresses the grammatical meaning of person and number in verbs. For example, “I jump” is in the 1st person singular. “You jump” - 1st person, singular, “you jump” - 2nd person, plural. Finding the ending is not difficult: you need to decline or conjugate the word. The part that changes will be the ending.

Personal form is closely related to the person performing the actions. Used with a noun and pronoun; difficulties arise only if there is an unstressed vowel. For this you will need knowledge of how to check unstressed endings of verbs in simple and complex sentences. In grammar, the rules resolve this issue in a simple way: the verb is translated into an infinitive.

What endings are found in verbs?

In the Russian language, conjugation types I and II are distinguished. The endings are preceded by the letter "e" if it is the first; the letter "and" if the second one. When checking unstressed personal endings, you should use the rules. The first conjugation includes infinitive words with the endings -at, -et, -yat, -ut, -eat, -eat, -ete. The second conjugation is distinguished by words that end in -it. In personal form - endings with unstressed vowels -у (у), -е. For example: dig - dig - dig - dig - dig - dig - dig.

The personal form of verbs of the second conjugation differs in endings. These include -i, -a(ya), u(yu), -ish, -im, -ite, -at, -yat. For example, love - love - love - loves - love - love - love. Words of the 2nd person singular have a hissing ending, followed by a soft sign (you look, you look).

You can find out how to check the endings of the verbs -eat, -ish, if you pay attention to the stress. The rules will help you avoid making mistakes when writing words in which the emphasis is not placed on the ending. You need to remember that words of the second conjugation are expressed by infinitive verbs ending in -it.

Rules for writing a part of speech with a prefix

Verbs with a prefix have the same conjugation as a word with the same root without a prefix. This is important to know in order to understand how to check the ending of a verb. The prefix attracts the accent. The word “will fly out” was formed from the word “flies”, in which there is a stressed personal ending, which indicates the second conjugation. You check unstressed letters in words with a prefix by selecting an unprefixed verb (get enough sleep - sleep; drink - drink).

Checking the spelling of verbs

Knowing how to check the unstressed personal endings of verbs, you can write and communicate correctly. Words of I conjugation with sibilants at the end are checked by stress. Instead of the letter "o" is written "e". For example: attracts, burns.

Verbs in the infinitive form end in -ть, -тьь, -стя, -чя, -тист. To separate words in the third person from the infinitive, you need to ask a question. In the first case it will be - what does it do? what is being done?, in the second - what to do? what to do?

• My brother likes (what to do?) study.
• He wants to (do what?) play basketball.

The imperative mood is written with a soft sign in the singular and plural: sit - sit down, eat - eat, spread - anoint yourself. The exception is the words lie down - lie down.

How are vowel sounds written in endings?

Infinitive verbs and words in the past tense have the endings -у, -уь in the 1st person. They are easy to distinguish by the existing suffix -ova-, -eva- (to talk - I’m talking; to talk - I’m talking). Words in the 1st person end in -ivayu, -ivayu. If they are put in the indefinite form in the past tense, the ending will be -и, -ы, there is no emphasis on the letter -a. For example: I water - water, I press - press. The same arrangement of endings is distinguished by the combination -evayu, -evat, the emphasis will fall on the letter “a” (hum - hum; combine - combine).

Not everyone knows that the Russian language has differently conjugated verbs. In them, unstressed personal endings can be of both conjugations. The words "run", "want" and "honor" are found in the group. The endings in the verbs give and eat differ if you change the person and number, but they are not included in the group of differently conjugated words.

Writing endings based on verb conjugation

The present and future tenses of a verb involve writing different endings depending on the conjugation. To find out how to check the ending of a verb -et or -it, you need to study the rules for writing words that belong to the I or II conjugation. In the first case it will be the combination -et, and in the second it is put -it.

The conjugation is determined after the relationship of a certain form with the infinitive. The word “drive away” is derived from “drive away,” and “drives away” from “drive away.” The imperative mood is easy to distinguish, since the word has the suffix -i- and the ending -te. In the imperative mood there is an incentive to action: “Wipe off the dust. Take out the trash". In the indicative mood, it is necessary to determine the conjugation. If this is the second type, the verb will coincide with the imperative mood: “Hold tightly, and the shelf will not fall.”

Exception verbs: what you need to remember

In Russian there is no need to check personal endings in verbs that do not follow general rules. This includes exception words and their derivatives, as well as words with a personal ending in the II conjugation: drive, hold, breathe and hear. It is important to remember how to check the personal endings of verbs so that they match the nouns and pronouns used. Words are put in the 1st, 2nd and 3rd person: I hear, we hear, you hear, you hear, he hears, they hear.

If the verb has a different ending, it will be I conjugation. For example, the verb “want” is singular. The second conjugation, if changed: wants, want, want, want, want. Derivative words are written: they drive, they hold, they breathe, they hear, they turn, they see, they depend, they hate, they offend, they watch, they endure. The endings of verbs must be learned by heart and remembered, since they are not checked by any rule.

Algorithm for choosing endings when writing verbs

The spelling of endings in verbs follows simple rules. The first is to determine the conjugation. The stress in a word is determined, which can be at the stem or at the ending. If the prefix you- is present, the conjugation can be indicated by a synonym without a prefix.

When the accent falls on the ending, the conjugation is immediately determined. If this is a stem, put the verb in the indefinite form. The last three letters in a word play an important role. When writing, remember about exceptions and differently conjugated verbs. This will allow you to avoid making mistakes in difficult words, where there may be several options during the pronunciation process.

The use of rules and a clear algorithm will allow you to correctly indicate the conjugation and choose the ending. After this, the letter in the unstressed personal ending will be selected correctly.

A verb is a complex part of speech that does not obey general rules. Applying knowledge will help you avoid mistakes in the future.

63. At the end of the 2nd person singular verbs it is written -sh: teach sew , teach sew Xia.

64. Personal endings of verbs of the first conjugation: -u(-y), -eat, -et, -eat, -e, -ut(-yut); II conjugation: -u(-yu), -ish, -it, -im, -ite, -at(-yat) .

When personal endings are stressed, then it becomes clear what to write: -eat or -hey , -ut or -at etc. In order not to make mistakes in the spelling of verbs with unstressed personal endings, you need to remember that among such verbs there are endings of the second conjugation: 1) verbs ending in the indefinite form with -it ; 2) eleven of the following verbs: drive, hold, breathe, hear, turn, see, depend, hate, offend, watch, endure, as well as derivatives from them. The remaining verbs have I conjugation endings.

Exception. Verb shave- I conjugation, although it ends in -it: you shave, shave.

Note 1. It is useful to remember: they are rut I t, holding A t, breathe A t, hear A t, vert I t, view I t, stuck I t, hate I t, insult I t, look I t, terp I T.

Verb want in the singular - I conjugation, and in the plural. part - II conjugation: want, want, wants, want, want, want.

Note 2. About how to write unstressed endings in a verb with a prefix You- , must be judged by the unprefixed verb: vysp And shya - sp And sew, drink e sh - drink e sew.

Note 3: Along with the form lay (spread out, spread out etc.) there is a colloquial form lay (lay down, spread out etc.) Personal endings are used only depending on the form lay, i.e. I conjugation: you lay it down (make your bed, make your bed), stem (spread, spread), ... lay (will lay down, spread out).

65. In the personal endings of verbs of the first conjugation after sibilants, under stress instead O is written her): attracts e T, LJ e T.

66. Infinitive endings for verbs: -t, -whose, -ti, -tsya, -tsya, -tsya.

Distinguish indefinite endings -tsya from 3rd person endings -tsya questions help: the indefinite form answers the question what to do? (or do?), and the 3rd person - to the questions what is he doing? (or will they? will they?) what is being done?

For example: Comrade wants(what to do?) study. He thinks(what to do?) do math. He(what will it do?) will do math.

67. In the imperative mood it is written after consonants b: sit down b , cut off b , eat b . Letter b remains in plural. h.: sit down b those, cut off b those, eat b those, and also - before -xia: throw b — throw b Xia, namaz b — namaz b Xia.

Exception. From the verb lie down imperative mood l I G, l I where.

68. Infinitive and past tense suffixes -ova-, -eva- are written when the 1st person verb ends in -yu, -yu: conversations O chat (talk), mountains e grieve (grief), in e fight (fight); if the 1st person ends in -I am, -I am no emphasis on A, then in an indefinite form and in the past tense it is written s, and: story s vayu - to tell, review And vayu - to consider; when stressed on A is written -evayu, -evayu: overcome e vat - overcome e vayu, over e vat - over e vayu and so on.