"(Grade 10). Russian language lesson on the topic "Adverb. Adverb categories. Spelling adverbs. State names." (Grade 10) Knowledge control. Independent work
24.07.2013 24963 0Target : improve the skill of using basic types of spelling patterns - spelling adverbs studied in grades 5–9, the procedure for solving spelling problems.
Lesson type: combined.
Methods: research, independent work, written self-control, development and improvement of acquired skills.
During the classes
1. Stage of organizing joint activities to master the lesson material
Repetition of the rule"Spelling of adverbs."
Material for teachers.
We distinguish adverbs from nouns.
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By value |
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Adverbs denote a characteristic of an object, attribute or other object |
Nouns denote an object |
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By whether the word changes or not |
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The adverb does not change |
The noun changes in number and case |
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By syntactic role |
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An adverb is usually an adverb |
A noun can be any part of a sentence |
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A hyphen is used in adverbs if |
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1. There is a prefix po- and a suffix |
in a new way, still |
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2. There is a prefix po- and a suffix |
in wolf, in Russian, in German |
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3. There is a prefix in- (vo-) and a suffix -ih, -yh |
Firstly Secondly Thirdly |
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4. There is a prefix or suffixes, |
somewhere, somewhere, somewhere, somewhere |
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5. If words are formed by repeating stems or roots |
Barely, exactly, little by little, tightly, apparently and invisibly |
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b is written after hissing words |
b is not written after hissing words |
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1. Feminine nouns of the 3rd declension: rye, brooch |
1. Nouns m.r. |
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2. Initial form of the verb |
2. Nouns of the 1st declension plural. Part gen. case: tasks, clouds, groves |
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3. 2nd person unit. number of verbs: guard, bake |
3. Short adjectives: hot, powerful |
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4. Imperative mood of verbs: cut, spread |
4. Exceptional adverbs: already, married, unbearable |
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5. Adverbs (except for exceptions): entirely, backhand |
Separate writing of adverbs and adverbial combinations.
Adverbs formed from combinations of nouns with prepositions are written separately if the preposition ends in a consonant and the noun begins with a vowel: in exchange, in an embrace, to the limit (but: desperately), to tight, to the girth, alone (to act), in revenge, in isolation, at a loss, for the sake of pleasure, point-blank, in an armful, without looking back, without refusal, without restraint, without fatigue.
Note . In accordance with this rule, adverbs such as open (derived from an adjective) and both (derived from a numeral) are written separately.
Adverbs formed from nouns with prepositions are written separately if the nouns have retained some case forms (two or more): in the heads - under the heads (colloquial), in the darkness - darkness, in a dead end - in a dead end (to find yourself), abroad - behind border, from abroad (but: to trade with abroad - noun abroad), on the heels - on the heels, on all fours - on all fours, on the haunches - on the crouches, by touch - by touch, by memory - by memory, on bail - by on bail, on joys - in joys (colloquial), on hand - not from hand, on conscience - according to conscience, on tiptoe - on tiptoe, under the arm - under the arm - under the armpits - under the armpits - from under the armpits, under the bushel - under cover; adverbial combinations are written separately on days, on trots, on demolitions.
Adverbial combinations in which nouns have a figurative meaning are also written separately: to scold one's eyes (in absentia), to strike one's hearts (in the heat of the moment, in anger), to stand on guard (on guard), to be on the run (to hide), to be on the run (to carry out small errands).
Adverbial combinations consisting of two identical nouns with a preposition between them are written separately: side by side, door to door, (to live nearby), face to face (without witnesses), neck to neck (colloquial - very precise); The same rule applies to writing a combination of numerals one by one (by analogy); but: exactly the same.
If in adverbial prepositional combinations one of the nouns is in the nominative case and the other in the instrumental case, then such combinations are written separately: deed by deed, fool by fool, honor by honor.
Adverb combinations with the following prepositions are written separately: without - without knowledge, without a twinge of conscience, without request, without enlightenment, without waking up, without analysis (without analysis), without asking (without asking), to no avail, as well as all combinations in which former noun begins with a vowel; in (in) - in wonder, in addition, in conclusion, at the end, at the root, in gloss, in moderation, in mockery, alone (but: one by one), in the dust, in contrast, in installments, at retail, in row, together, on time, in the old days, to the side, in line; fully armed, loudly, to avoid, a hundredfold; until - until required, until tomorrow, until desperately, to the extreme, beyond recognition, to satiety, to failure, until midnight, until half dead, goodbye, until death, until I fall, but: completely, to the top, to the bottom.
Note . Adverbial combinations with the preposition before should be distinguished from adverbs with the prefix do-type donaga, daughter, which are always written together: for - for noon, for midnight, for repose, also: abroad, for the eyes (see about the last paragraph 2) , but: married, married, friend; on - at random, on the run, on the side, by weight, by weight, by sight, by sight, by taste, for a while, by choice, by eye, by eye, by eye, by sin, by miracle, the other day, to the house, at home, to the rear, to envy, to the heels, to the end, to exhaustion, to wear and tear, to the good, on the fly, in the manner, for a moment, to the world, to no, on the fly, to the excellent, to the touch , for memory, afloat, for sight, for retreat, for rare, for hand, for trots, for glory, for laughter, for demolitions, for conscience, for guard, for slaughter, for cheers, on the move, well, on tiptoe (see point 2); from – from fat, from small to large, from strength (about two meters from strength); according to - from time to time, on the cheap, according to gut, in turn, predominantly, according to conscience, the old fashioned way; under - under the side, in the evening, downhill, at the end, at the end, in the pit of the stomach (sucks), under the fly (return home), under the nose (see paragraph 2), under the force, under the bushel, to match, under bridles, downhill, in the morning (see paragraph 1), drunk, on the sly, but: sometimes (sometimes), in a row (without exception), drunk (to be tipsy), raised up (reception when saluteing with a saber, saber - used as a team: Get up!); s - from side to side, from side to side, with knowledge, in appearance, eye to eye, from the inside out (but: inside out), from the side (frivolously, lightly to decide something), with interest (more than), with in a swoop, under the hammer (to sell everything), on the fly (on the fly), on the fly (on a swoop), from start to finish, pantalyk (without understanding what is happening around, to decide anything), on the run, with acceleration ( with acceleration), with a swing (with a swing), with fear (with fear), with a swing (with a swing), on the move, from hour to hour, but: too (very), shoulder-to-shoulder, early in the morning, awake, in a row.
2. The stage of primary verification of understanding of what has been learned.
Work in pairs (or small groups).
Option 1
1. Select and mark the characteristics related to the adverb.
a) An adverb is a functional part of speech.
b) In a sentence, adverbs are adverbs, predicates, and definitions.
c) An adverb is an independent part of speech.
d) Adverbs do not change.
e) An adverb explains the subject.
f) An adverb denotes a sign of an action and a sign of a characteristic.
2. In each column, find and indicate the adverb:
a) solid; g) brooch;
b) entirely; h) supine;
c) trifle; i) distant;
d) cut; j) far;
d) midnight; k) delete;
f) hide; m) far.
3. Define a group of adverbs of measure and degree:
a) together, a little, from afar;
b) very, three times, completely;
c) too much, at the top, always;
d) loudly, from above, yesterday;
e) blindly, the day before, out of spite;
e) extremely, almost, at the top.
4. Highlight the phrase in which the adverb of purpose is used:
a) insulted on purpose;
b) walked at random;
c) worked together;
d) returned by chance.
Suddenly he understood.
a) measures and degrees;
b) mode of action;
c) time;
d) reasons.
He came to him three times.
a) reasons;
b) time;
c) measures and degrees;
d) mode of action.
He treated him in a friendly manner.
a) reasons;
c) measures and degrees;
b) time;
d) mode of action.
a) went in the morning (time);
b) lived nearby (places);
c) hurt intentionally (reasons);
d) did not recognize at all (measures and degrees);
e) sang loudly (measures and degrees).
7. Specify a group of demonstrative adverbs:
a) there, somewhere, nowhere;
b) everywhere, from afar, everywhere;
c) there, from there, then;
d) somewhere, somewhere, nowhere.
8. In each line, mark the negative adverbs:
a) here, where, nowhere, somewhere;
b) there, not at all, for some reason, then;
c) why, when, where, nowhere.
a) The music became louder.
b) We began to speak more quietly and soon fell silent.
d) All goods in this store are more expensive.
e) He sold this thing for more.
a) It was more beautiful than others.
b) In this situation, he turned out to be the wisest of all.
c) The athlete ran the distance the fastest.
Keys to the test: 1) c, d, f; 2) b, h; 3) b; 4) a; 5) c, c, d; 6) d; 7) in; 8) nowhere, not at all, nowhere; 9) b, d; 10) c.
Option 2
1. Select and mark the characteristics related to the adverb.
a) An adverb is a significant part of speech.
b) Adverbs can be combined with nouns, adjectives, and verbs.
c) An adverb is a non-independent part of speech.
d) An adverb is a variable part of speech.
e) Adverbs answer the questions where? Where? When? For what? How? and etc.
f) An adverb denotes an action.
2. In each column, find and indicate the adverb:
a) trembling; g) heavy;
b) cut; h) heavy;
c) wide open; i) (walk) at a pace;
d) rags; j) walking;
e) heaviness; k) steps;
e) hard; m) steps.
3. Define a group of adverbs of manner of action:
a) hot, young, spring;
b) in German, good, expressive;
c) involuntarily, not without reason, fun;
d) then, quickly, beautifully;
e) petty, noble, perfect;
e) there, somewhat, enthusiastically.
4. Highlight the phrase in which the adverb of reason is used:
a) did it on purpose; c) sang loudly;
b) knew from a young age; d) involuntarily changed.
5. Determine the meaning of the adverbs in each of the sentences.
The young man wasted his money.
a) reasons;
b) mode of action;
c) goals;
d) measures and degrees.
The actress read excellently.
a) measures and degrees;
b) time;
c) reasons;
d) mode of action.
The alarmed bird flew away.
a) reasons;
b) goals;
c) places;
d) mode of action.
6. Find the error in determining the meaning of the adverb:
a) somewhat large (measures and degrees);
b) smiled coldly (modus operandi);
c) turned to the right (target);
d) said on purpose (course of action);
e) caught fire immediately (time).
7. Indicate the group of interrogative adverbs:
a) somewhere, somewhere, where;
b) why, then, there;
c) where, when, why;
d) nowhere, nowhere, nowhere.
8. In each line, mark the demonstrative adverbs:
a) where, no need, from there, somewhere;
b) where, somewhere, somewhere, there;
c) nowhere, there, nowhere, for some reason;
d) why, why, then, nowhere.
9. Identify sentences that use comparative adverbs.
a) At that very moment he spoke more quietly.
b) After he left, the house became more comfortable.
c) Sergei realized that his interlocutor is wiser than him.
d) Classmates were younger than him.
e) The music sounded louder and louder.
10. Choose a sentence that contains a superlative adverb.
a) This program is more interesting.
b) He wrote the test better than anyone else.
c) This building design is the most successful.
Keys to the test: 1) a, b, d; 2) in, and; 3) b; 4) a; 5 B; 6) in; 7) in; 8) from there, there, there, then; 9) a, b, d; 10) b.
3. The stage of consolidating and applying what has been learned.
Student assignments"Check yourself".
Option 1
1. Open the brackets. Mark the “odd man out”:
a) sat (immobile); saw (un)accidentally; sang (not) loudly;
b) not at all (not) late; not at all (not) beautiful; very (in)decent;
c) (un)friendly; (not) in your own way; (wrong;
d) (not) stupid; (not) dominally; (not) close, but far;
e) extremely (un)forced; very (un)attractive; not at all (not) threatening.
a) (not) true; (not)vezhi; (un)pleasant; not at all (not) interesting;
b) (not) wondering; (injustice; not at all (not) far away; (not) cheerful;
c) (not) sincerely; (not) handsome; (not) indignant; (undemanding;
d) (ignorant); (not) arriving; (non)stupidity; (at a wrong time.
a) not at all; nobody; nowhere; with no one;
b) nowhere; nobody; never; out of nowhere;
c) not at all; not at all; out of nowhere; no need.
4. Find the “third wheel”:
a) n..almost scared; n..however I didn’t find it; n..how many times;
b) where to go; n..why ask; n..no matter how envious;
c) no matter how upset I was; never been angry; w..where to wait.
5. “Нн” is written in all words of the series:
a) spin wildly; spoke frightened...o; worked desperately...o;
b) shuddered unexpectedly; drew qualified..o; time doesn't work;
c) spoke excitedly...about; left unexpectedly; answered puta..o.
6. Define a sentence with an adverb:
a) The meeting is excited about the message.
b) The society was excited..o.
c) She spoke excitedly..o.
In the adverb it is written __________________________________
7. Fill in the missing letters. Mark the odd one out:
a) hot..; fresh..; brilliant..; good..;
b) more ..; melodious..; viscous..; ominous..;
c) luggage..m; already..m; nosh..y; knife..m;
d) squirrel..nok; squirrel..nock; cherry; every day
8. Write in the boxes the letters denoting adverbs that are written with the suffixes -a and -o:
A) from afar..; f) easily..;
B) renew..; g) young..;
B) tightly ..; h) dry..;
D) right..; i) sons..;
D) white ..;
Write down an adverb that does not have the suffixes -a and -o: ________
Keys to the test: 1) saw (un)intentionally, very (in)decently, (in)correctly, (not) close, but far; 2) in; 3) b; 4) no..how many times, no..how much without envy, no..where to wait; 5 B; 6) in; 7) brilliant.., still.., nosh..th, cherry..nka; 8) a – a, d, h, i; o – b, c, d, f.
Option 2
1. Open the brackets. Mark the “odd man out”:
a) not at all (not) interesting; completely (un)interesting; far (not) fun;
b) (not) in a friendly way; (not) our way; (wrong;
c) (not) slender; (not) friendly; (not) good, but bad;
d) read (in)expressively; looked (in)confusedly; lived (not) far away;
e) very (not) beautiful; it's never too late; extremely (un)thought out.
2. “Not” is written together in all words of the series:
a) (not) little; (not) stupid; (not) intelligible; (not) hiding;
b) (careless); (insincerity; (not) beautiful; (not) thought out;
c) far (not) fun; (not) wanted; (not) far away; (trouble;
d) (not) on time; (fidget; (not) saying; (not) trusting.
3. Highlight the row with negative adverbs:
a) nothing; out of nowhere; nowhere; quite a lot;
b) not at all; there is no need; no way; nowhere;
c) nothing; no one; no one; no one.
4. Find the “third wheel”:
a) wasn’t anywhere; n..why ask; n..when I was a coachman;
b) didn’t hurt a little; n..no matter how much I grieved; n..where to stay;
c) I won’t go anywhere; never will I ask; I never had..
5. “N” is written in all words of the series:
a) there is no wind outside; answering thoughtfully..about; came unexpectedly..o-bad luck..o;
b) spoke wisely; arrived wind..o; said puta..o;
c) spun around furiously; sang soulfully; worked enthusiastically..o.
6. Define a sentence with an adverb:
a) His decision was thought through...oh, professionally.
b) He always acts thoughtfully..about.
c) Everything was carefully thought out..o.
7. Fill in the missing letters. Mark the odd one out:
a) speak generally..; hot..; fresh..; exhausting..;
b) friend; strap..k; cock...k; cherry;
c) more ..; protesting..; defiant..; ominous...
8. Write in the boxes the letters denoting adverbs that are written with the suffixes -a and -o:
A) first..; e) red hot;
B) young..; g) left..;
B) lightened..; h) dark..;
D) left..; i) for a long time...
D) clean ..;
Write down an adverb that does not have the suffixes -a and -o: ________
Key to the test: 1) completely (un)interesting, (in)true. (not) good, but bad, looked (not) puzzled, never (not) too late; 2) b; 3) in; 4) no..where, no..where, no..when; 5 B; 6) b; 7) exhausting.., cherry..nka, more..; 8) a – a, e, g, i;
o - c, d, d, h.
Option 3
1. Mark the words that have the spelling:
hyphen:
a) (like) wolf; f) (in) Russian;
b) (to) dry; g) (on) tiptoes;
c) (through) the winter forest; h) (apparently)invisibly;
d) (c) on the fly; i) (c) moment;
e) (c) third; j) (for) shift;
fused:
a) (un)tired; f) speak (in) empty words;
b) (c) fifth; g) (by) foxes;
c) live (not) nearby; h) (around) the house;
d) (c) six; i) (c) below;
e) (over) the empty yard; j) (c) soon;
separate:
a) (at) this place;
b) (on) the same path;
c) (in) a friendly way;
d) (some) where;
d) (long) long ago;
e) (little) little by little;
g) (c) in the first days;
h) (c) fourth;
i) (along) that shore;
j) (first) first.
2. Open the brackets, find the “third extra”:
a) (c) transshipment; (to) plowing; (to) remove;
b) (c) dense; (c) blind; (to) remove;
c) (two) each; (for) three; (for) two;
d) (by) empty; (simply; (In my opinion;
e) (on) tiptoes; (left; (on) interruption;
f) (the other day); (by) eye; (by) force;
g) (to) dry; (until) full; (to death.
3. Select the line in which all adverbs are written with a hyphen:
a) (like) a bird; (on the side; (up;
b) (in) a friendly way; (unexpectedly) unexpectedly; (barely)barely;
c) (willy) willy-nilly; (c) bottom; side by side.
4. Indicate a line in which all adverbs are written together:
a) (on) clean; to do (in) secret; (c) ridicule;
b) (on) white; (on) top; (according to) us;
c) (c) manual; (according to) conscience; (the other day.
5. Choose a line in which all adverbs are written separately:
a) (on) the move; (at) gallop; (by oneself;
b) (c) deleted; (hand to hand; (one by one)
c) (at) gallop; (according to) conscience; (the other day.
6. Identify the adverb in each column:
a) dense ..; wide open..; breach..; Strich..; Ray..;
b) heal ..; power..; supine..; mighty..; meeting..;
c) luck..; unbearable..; you'll knock it down..; melodious...
Write down from each column the words that have a hissing “b” after them.
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7. Determine the syntactic role of adverbs. Designate the circumstance (1), definition (2) and predicate (3) with the numbers 1, 2, 3.
a) It’s frosty outside ().
b) He rushed across ().
c) It was cold outside ().
d) He turned over in the saddle while galloping ().
e) This family lived in an apartment on the floor above ().
f) He spoke quietly () and indistinctly ().
Independent work, mutual verification.
Key to the test: 1) hyphen – a, d, f, h; fused - v, g, i, k; separate – a, b, g, i; 2) (on) a bold three-piece, (in) thick fabric, (on) two, (in) my opinion, (on) tiptoes, (the other day); 3) b; 4) a; 5) in; 6) wide open .., supine .., unbearable ..; 7) a-3. b-1, c-3, d-1, d-2, f-1-1.
Methodological development of lessons on the topic “Adverbs”, grade 10. (from work experience)
Topic “Adverbs” in 10th grade (2 hours).
Introduction. Among other parts of speech, the adverb is one of the problematic ones. Adverbs are rarely used in everyday life. Adverbs are also used little in essays, although their main function is to decorate and enrich speech. According to A.S. Pushkin, the adverb “paints” the verb. The purpose of the lessons on the topic “Adverbs” is not only to repeat the meaning and spelling of adverbs, but also to develop the ability to choose and use adverbs in written and oral speech. Lesson 1. Meaning and writing of adverbs.
Lesson objectives: 1. Generalization and expansion of knowledge about adverbs as a part of speech. 2. Repetition of spelling patterns associated with the study of adverbs. During the classes. 1. Setting educational objectives. 2. Conversation on repetition on this text. 3. Practical work on repeating the spelling of adverbs. 4. Additional information (working with words of the state category). 1. Range of questions to review the topic:… … … The Neva was rushing to the sea all night against the storm, Not overcoming their violent foolishness... And she began to argue unbearable... In the morning crowded over its banks in heaps people, admiring the splashes, mountains and foam of angry waters. But the force of the winds from the Bay of the Blocked Neva Back walked, angry, seething, and flooded the islands. Weather more became furious, the Neva swelled and roared, Boiler bubbling and swirling, And all of a sudden Like a beast, she rushed into the city in a frenzy. A.S. Pushkin “The Bronze Horseman” Questions: 1) Define an adverb, give examples from the text. An adverb (Latin adverbium, lit. “with a verb”) is an unchangeable part of speech that denotes a sign of an action, state, quality, or, less often, a sign of an object. The adverb answers the questions: how? how? in what degree? Where? When? etc. (for example: how did you start arguing? - unbearable, people crowded when? – in the morning). 2) What categories are adverbs divided into by meaning? Adverbs are divided into two categories: adverbial and attributive. Adverbial adverbs denote different circumstances of the action (time, place, conditions, reason, purpose), and attributive adverbs denote the quality, quantity or manner of action, its evaluation. In this text, adverbial adverbs: in the morning crowded, walked back, and defining adverbs: more was furious boiler bells, began to argue unbearable etc. 3) Can adverbs have degrees of comparison? Give your own examples. 1 Adverbs formed from qualitative adjectives can have degrees of comparison that coincide in form with the degrees of comparison of adjectives. It is necessary to distinguish them by meaning and question. In a sentence, the forms of the comparative degree of adverbs are adverbs and depend on the predicate verb. Come to me closer, Sit next to me and tell me, Tell me about Paris... Word formation chain of form closer is this: close - closer - closer. An adverb is an adverb of manner of action and refers to the predicate come over(How?) closer. In an excerpt from “The Bronze Horseman” more is a comparative degree of an adverb empty. The meaning of this adverb more - stronger lost in modern language. For example, from the adverb obediently educated superlative most humbly (most humbly I beg). In modern Russian, superlative forms of adverbs are unproductive and have the stylistic coloring of obsolete forms (lowest I bow). 4) What type of connection takes place in phrases with a dependent word expressed by an adverb? The main type of connection between an adverb and the word being explained is adjacency: sit down (how? where?) near. As part of a sentence, an adverb performs the function of an adverbial adverb, less often - an inconsistent definition. Barinov loved in summer wear a linen shirt wide open. Adverb in summer in a sentence is an adverbial of time , wide open - inconsistent definition.
2.
Practical work on spelling.(When performing practical work, memory cards are used)
Reminder card 1 They write together: 1) Adverbs formed by prefix or prefix-suffix method from adjectives, adverbs, collective numerals, pronouns: hot - rashly, new - again, impossible - absolutely, three - three times, why - why, etc. Note: if the adjective begins with a vowel, then when forming an adverb V written separately: open - openly. 2) Adverbs formed from nominal forms that are not used without prepositional prefixes: in the dark, down the drain, to pieces, to the ground, etc. 3) Adverbs with spatial and temporal meaning: down, up, left, right, finally, first, etc. Note: such adverbs must be distinguished from nouns with a preposition, which have explanatory words. Compare: He stood on the shore of desert waves, full of great thoughts, and into the distance looked (A. Pushkin); Into the distance sea, the boat floats away, white with a sail-wing... 4) Adverbs formed from nouns and without explanatory words: And the sun rises over the world, and joy towards flies. The country rises with glory to the meeting of the day. Write down the adverbs in four columns, explaining their spelling using a reminder: in the distance, above, instantly, down, for nothing, often, why, anew, from time immemorial, from the outside, gradually, probably, out of spite, ready, down the drain, equally, shortly, for good reason, the day before yesterday, by hearsay, in vain, at a distance, on the side, over the shoulder, half asleep, again, headlong. 2 Reminder card 2 Are written separately: 1) Adverbial combinations that have retained some case forms: on all fours, under the arm. 2) Adverbs formed by repetition with a preposition or if the second noun is in the instrumental case: soul to soul, fool by fool, side by side, etc. 3) Adverbs formed from nouns beginning with a vowel: alone, tirelessly, point-blank, etc. 4) Adverbs formed from plural nouns: in the legs, in the eyes, etc. Note. It is necessary to remember the spelling of some adverbial combinations, for example: to the point, on the fly, in appearance, to glory, on the run, miraculously, according to conscience, with knowledge, on a grand scale, etc. Write down the adverbs together or separately:(without) hold, (without) restraint, (in) empty, (in) open, (in) half a voice, (before) refusal, (in) haste, (for) flight, (for) rescue, (in) general, (in) general, (with) side, (with) on the move, (on) the fly, (in) installments, (in) manually, (until) death, (in) darkness, (in) darkness, (in) alone, (c) dense, (non) silence, (in) haste. Make up sentences with adverbs: without knowledge, in the form of, in the end, at retail, on demand, behind the scenes, abroad, at random, for wear and tear, for nothing, on the cheap, silently, on the fly, on a grand scale.
Reminder card 3 Written with a hyphen: 1) Adverbs formed from adjectives and pronouns using a prefix By- and ending in - omu, -him, -ski, -tski, -i: kindly, winter-like, neighborly, dog-like. Note. An adverb is written with a hyphen in Latin: He knew enough in Latin, to understand the epigraphs (A. Pushkin). Not to be confused with a noun: Get an excellent grade in Latin. (in Latin) 2) Adverbs formed from ordinal numbers using a prefix in- (vo-): thirdly, secondly. 3) Adverbs formed through repetitions and through words connected associatively: quietly, quietly, unexpectedly, etc. 4) Adverbs formed using morphemes: -somehow, -or, -somehow, somehow: sometime, somehow, somewhere, etc. Insert the missing letters where necessary. Use hyphen or continuous spelling of adverbs(insert hyphen or connect morphemes). 1. I drank water first.. (in) Russian, and then (in) Tatar. 2. Most of the city is built (in) Asian style: the houses are low, the roofs are flat. 3. I demanded, (firstly), a room where I could rejoice, (secondly), a glass of wine, (c) thirdly, a base for my companion. 4. The sun was already hot (like) spring... 5. Now (in) general (no) anything can be heard. Silence. 6. A little (a) slower, horses, a little (a) slower! I beg you to jump... don't fly! 7.The geese (really) were alarmed: everything (in) scattered, in all directions. 8. Then we (one by one) run across to a small hillock. 9. (B) the car in front starts moving. 10. In roadless mountainous areas, elephants (still) work in forestry, and (in some) places they believe that a living mechanism is cheaper than a crane. 11.And then, bowing her forehead on the table, she crossed out the name with a cross (on) a cross. 12. I am richer than those who sleep (until) late. 13. Fly, glowing (not) far away, from the far window of the carriage. 3 3. State category words Note. To repeat and deepen this material, individual homework is provided, which two students received in advance. Not all researchers recognize such a part of speech as state category words as independent. Some consider them an independent part of speech, others consider them as a special group - predicative adverbs. Words of the state category express the mental, mental, physical state of a living being, the state of the environment, and the assessment of any actions. The word of the state category is a predicate in an impersonal sentence. For example: And boring, And sad, And no one to give a hand to in moments of mental anxiety (M. Lermontov); Only in late autumn it can be so good in the forest (I. Turgenev); To them, crucian carp, can not imagine that there are other forms of existence of matter (V. Soloukhin). Words of the state category do not change, like adverbs, but can have degrees of comparison: It became more quiet in Matryona's house. Words of the state category always perform the function of a predicate in an impersonal sentence, in this they differ from homonymous adverbs (adverbs) and short adjectives (predicate in a two-part sentence). Let's compare three sentences: - Mashenka became somehow calmly. (state category words)
Sea today calmly.(short adjective)
Kasyan calmly sat down on a felled birch tree. (adverb)
Homework:
“The Bronze Horseman” has only 495 lines, and there are almost 100 adverbs in such a small poem. Find the adverbs in the text of the poem. Write down several sentences with adverbs. Give morphological characteristics of adverbs, explain the spelling. Think about why the poet chooses these adverbs in the given sentences? If the adverb refers to outdated vocabulary, explain its meaning and origin using dictionaries.
Lesson 2. Adverbs in different types of speech.
Lesson objectives: 1.Trace how adverbs “work” in different types of speech. 2. Write a miniature essay using adverbs. During the classes: 1. Setting educational goals. 2.Working with texts of different types of speech: observations, reflections, statements. 3.Analysis of adverbs contained in texts. 4.Mini – essay on a chosen topic.
1. Reading texts of different types of speech, observations, textual analysis. Text 1. The woman played without notes - quietly, slowly, as if remembering something forgotten. At first the melody of the piece was elusive; altos and tenors sounded incoherent; the heavy sighs of the bass spoke about something insistently and sternly, but in general it was reminiscent of a picture of autumn: a damp cold wind flows through mown meadows, through withered grass, the forest trembles chillily under
4 with its onslaught, dropping the last leaves to the ground. In the distance, the bell of an invisible church sings sadly... A dull, dark hum accompanies it, and the distances of the fields become wider and deeper... (M. Gorky, story “Music”)
The theme of this passage is a description of the music played by the woman. The main idea lies in the experiences of a person who perceives music in his own way. At first the melody was elusive to him, and then the sounds created a certain picture of autumn in the hero’s imagination. Beautiful music can awaken even a sleeping soul. In the description, many attributive adverbs that play the role of figurative means are epithets: they sounded incoherent, they spoke persistently and strictly, they trembled chillily. With the help of adverbs, verbs become more meaningful and tangible.
The following tasks are offered for these passages: 1) write down phrases with adverbs; 2) select synonyms and antonyms for the adverbs; 3) determine the method of forming adverbs. Analysis examples: Played quietly- adverb of manner of action. Derived from adverb loud prefix way. Synonym - quiet, antonym – loud. Adverb quietly conveys the impression of the game. Trembling chilly- adverb of manner of action. Derived from an adjective chilly in a suffix way. Synonym – timidly, the adverb is used figuratively and is used to create a picture of an autumn forest.
Text 2. It was clear: Kitty was fooling around. Who, in fact, would seriously think of making a date at night, far outside the city, in a cemetery, when it can easily be arranged on the street, in a city garden? And is it fitting for him, a zemstvo doctor, an intelligent, respectable man, to sigh, receive notes, wander around cemeteries, and do thoughtlessly stupid things that even high school students laugh at now? Where will this novel lead?... (A. Chekhov, story “Ionych”) The theme of the excerpt from A. Chekhov’s story is Ionych’s reasoning about the note received from Ekaterina Turkina. The main idea of the argument is the inappropriateness of a trip to the cemetery. Moreover, realizing the stupidity of the act, Ionych still goes on a date. The adverbs in this text have the meaning of both the circumstances of the action (at night, far away) and the manner of action (seriously, easily, thoughtlessly). Analysis example: Make a date at night…- adverb of time. Formed by the way a noun in the instrumental case transforms into an adverb. Synonym – late, antonym – during the day. The adverb indicates a specific time of the date, emphasizing the absurdity of this time, which creates a comic effect. Text 3. Arina Petrovna sank heavily into a chair and stared out the window. In the first minutes, this news apparently took away her consciousness. If they had told her that Stepan Vladimirovich had killed someone, that the Golovlev peasants had rebelled and refused to go to corvée, or that serfdom was collapsing, she would not have been so amazed. Her lips moved, her eyes looked somewhere into the distance, but saw nothing. She didn’t even notice that at that very time the girl Dunyashka was about to run past the window, covering something with her apron, and suddenly, seeing the lady, she spun for a moment in one place and turned back. (M. Saltykov-Shchedrin, novel “Gentlemen Golovlevs”)
The passage is a story about how Arina Petrovna received the news that Stepka the dunce squandered everything he received from his mother and is now returning to Golovlevo. The main idea of the passage is Arina Petrovna’s extreme indignation that the house in Moscow has been sold. Adverb heavy(sank) emphasizes all the horror experienced by the heroine. Arina Petrovna did not even notice the strange behavior of the yard girl, who stole something from the pantry. The author's irony towards Golovleva is felt in the narration. Analysis example: Adverbial introductory word apparently indicates the author's attitude to the event of receiving the letter. Formed in a prefix-suffixal manner from a verbal adjective visible. Synonyms: perhaps, probably.
Note. Some linguists, for example Shcherba L.V. do not introduce introductory words into their classification of parts of speech. Vinogradov V.V. considers introductory words of adverbial origin as a special category. Academician A.A. Shakhmatov distinguished three main syntactic types of adverbs (corresponding to the types of circumstances): defining, complementary and accompanying adverbs. He also included in the category of accompanying adverbs those groups of words to which the name “introductory words” would be most suitable. These are words that express an assessment, giving a subjective color to this or that phenomenon or statement as a whole. (Wikipedia)
Conclusions:
The functions performed by adverbs of different categories in texts are different. Adverbs, as a rule, are a necessary element of a statement, without which the minimum necessary information would not be communicated. For example: “Her lips moved, her eyes looked somewhere in the distance..."; “...who would think of making a date at night, far outside the city..."The highlighted adverbs cannot be removed from the text; without them, the content of the phrase will be verbally unformed.
In contrast, qualifying adverbs in most cases define and clarify the properties of phenomena already named by verbs, adjectives, nouns: “In the distance sadly the bell of the invisible church sings..."; "Anna Petrovna heavy sank into a chair and stared out the window.” We see that attributive adverbs introduce additional semantic nuances into the text, highlighting the necessary information with them.
At the same time, it should be noted that attributive qualitative adverbs often express the subjective perception of the speaker: “Everything said that here once the economy flowed on a vast scale, and everything looked now Mainly cloudy" (N. Gogol).
Adverbs of method of action, mode of action, comparison and likening always convey objective information: “Griboyedov was sitting in a green arkhaluk, thrown over thin linen, and point-blank from under your brows looked at Wilhelm" (Yu. Tynyanov).
2. Work on a miniature essay
A miniature is a short essay on a narrow topic. It must be complete in form and content. In miniature, interesting personal observations are required. The author expresses his position and his feelings.
Formulation of the problem
First of all, determine the subject of the image, what you want to draw with words. This could be a picture of nature, a phenomenon in nature or society, an event.
A necessary condition: you witnessed these events, and they made an impression on you.
Determine what the main idea of the miniature will be, what experiences you want to evoke in readers.
Based on the idea of your miniature, choose a name. It must be accurate, precise and express the author's intent.
When using any type of speech, pay attention to details: colors, smells, sounds, elements of clothing, facial expressions. A miniature detail will deepen the created image.2
Work on the word because in miniature, every word is significant. Speech should be clear, lively, and imaginative.
Use artistic expression that will help you create a vivid picture and convey feelings.
Edit your text for variety of syntax.
Do not forget that in a miniature, as in any short story, there must be the following compositional elements: plot, development of events, climax, denouement (plot conclusion).
Do not forget, that you must use adverbs and perform morphological analysis
several adverbs.
Suggested mini-essay topics:
1. Description of “Spring Tree”
2. Reasoning “Who am I?”
3. Narration “How I learned to swim”
(You can choose any topic of your own)
Students' works on the proposed topics
spring tree
(Type of speech - description)
I love to watch in the spring how the tree tremblingly wakes up and blooms under my window.
Looking at the tree one morning, you are surprised at the abundance of buds that covered it overnight.
Brownish buds completely strewn the rowan branches.
The weather was warm for a week. The buds suddenly burst, and a myriad of bright green specks appeared on the patterned branches. The specks gradually increase in size and turn into leaves. The whole tree breathes freshness and cheerfully reaches for the sun.
The first rain has fallen - and I see a miracle! The rowan tree suddenly became especially elegant, spreading its green shiny branches lushly. A little more time will pass, and tart-smelling yellowish inflorescences will appear on the rowan tree.
The spring tree will bloom joyfully and thickly with the vigor of young foliage and an abundance of flowers.!
Sample parsing
1.Gradually– an adverb, as it denotes the circumstance of an action and answers the question: (increase) how long?
2. An adverb of time, formed by a prefix.
3. In initial form.
4. In a sentence it is an adverb of time.
Who am I
(Type of speech - reasoning)
Each of us sooner or later wants to answer the question: who am I? Why do we humans always try to understand our place in life and our role?
Firstly, because man is a thinking being. We tend to think about our past and future. For example, I consider myself a lucky person: I have wonderful, loving parents. There is no boredom in our house: mom, dad, me and my brother have a sense of humor and are not inclined to become despondent. I consciously chose my future profession: I will become a doctor, like my father. Therefore, the purpose of life has already been determined, there is something to strive for.
Secondly, people are able to analyze their good and bad deeds. The main thing is not to confuse black and white. I believe that we owe a correct understanding of good and evil to our parents: after all, it was our parents who patiently taught us to do good. But the person himself is also responsible for how his fate turns out.
One of the classics said: “Man is the smith of his own happiness.” I completely agree with this statement. We must cultivate the necessary qualities in ourselves and strive for the goal, and not just go with the flow.
Sample parsing
1. Patiently– an adverb, as it denotes a sign of action and answers the question: (taught) How?
3. In initial form.
How I learned to swim
(Type of speech - narration)
I love our Tom River, and in the summer I always go for a swim at the bridge. My friend Seryoga “taught” me to swim, and this happened five years ago.
That day, Charlie (my dog) and I came to the river. Charlie immediately climbed into the water, and I just walked around the shallows and watched the small fish play happily in the water.
Suddenly I hear:
Dimon, swim here quickly!
Seryoga, as it turned out, was sunbathing while lying in a small rubber boat.
I admitted that I couldn’t swim, although I was a little ashamed. Seryoga moored to the shore, and the two of us began to row to the middle of the river. We sunbathed a little, but there was very little space in the boat...
Charlie, of course, also jumped into the boat and began jumping around like crazy. As a result, our boat tilted greatly - and I ended up in the water. “Guard,” I shout, “help!” Seryoga laughs. Charlie is swimming around trying to save me...
Somehow it happened naturally that I swam to the shore. Charlie was already on the shore and jumping with inexplicable joy.
Apparently, when it comes to life and death, you learn everything!
Sample parsing
1. Faster– an adverb, as it denotes a sign of action and answers the question: (swim) how?
2. The attributive adverb of the manner of action is formed in a suffixal way.
3. To a comparative extent.
4. In a sentence it is a circumstance of the manner of action.
3. Discussion of works
When discussing work, you can use the following questions:
1. Why did you choose these particular adverbs?
2. Indicate adverbs that help define a person’s state.
3. Are all adverbs used in their literal meaning?
4. What other verbs can the adverbs you chose be combined with?
5.Name adverbs-epithets.
6. In which type of speech are adverbs used more?
Homework: ex. No. 289 according to the textbook by N.G. Goltsova, I.V. Shamshin “Russian language grades 10-11”, M., “Russian Word”, 2009.
Bibliography
1. Goltsova N.G., Shamshin I.V. Russian language grades 10 – 11, textbook, M., “Russian Word”, 2009.
2. Sokolova G.P. Lessons of Russian language and literature, manual, M., “Drofa”, 2003.
3.Ivanova V.A. Interesting about the Russian language. Teacher's manual. L., “Enlightenment”, 1990.
4. Baranov M.T. Reference materials. Study guide, 4th edition. M., 1988
5. Adverb – Wikipedia,
1) semantics
Semantically, an adverb is an extremely heterogeneous group of lexemes.
2) morphology
There are mutable and immutable adverbs. Modifiable adverbs have degrees of comparison. Degrees of comparison can take two forms: synthetic and analytical. Faster, faster, more quickly.
Examples of unchangeable ones: masterfully, rustically, satiated, married, etc. 3) syntax
The syntactic functions of adverbs are diverse and are largely related to the category - I wouldn’t mind (predicate) finishing class and having a drink. quickly (circumstance) to run away, coffee in French (definition)
11. Classes of adverbs
1) The traditional (school) definition of adverbs assumes that adverbs denote a sign of a characteristic (procedural and non-procedural) - this is indeed the case when we are talking about adverbs of degree, manner of action or adverbs that can act as definitions ( French coffee).
e.g. reads aloud, silently, quickly, in a drawl, in a chant, through the nose, loudly, stupidly
This adverbs of manner-the largest category of adverbs.
Adverbs of manner can be adverbs and modifiers.
Sing in Turkish.- Coffee in Turkish.
In addition, they can characterize an adjective.
Serious and not childish
Adverbs of method and manner of action are often called qualitative. Indeed, many of them are formed from qualitative adjectives.
An important morphological characteristic is their ability to have degrees of comparison and forms of subjective assessment.
Bad-worse-bad
However, some adverbs of degree and manner of action are formed from relative adj. and jae from other parts of speech.
He suddenly fellsupine .
Shefluently speaks French.
The term “qualitative adverbs” is unfortunate.
The next group of adverbs consists of adverbs of measure and degree (quantitative adverbs) e. g. extremely, too, excessively, almost, slightly The term quantitative is quite reasonable. The largest group consists adverbial adverbs, they are associated with a variety of adverbial meanings. e . g . rashly, sleepily, foolishly
Adverbs of purpose for show, for some reason, for some reason
Adverbs of time now, now, in time, once upon a time, long ago, from youth
Adverbs of place here, there, everywhere
Adverbs with predicative function
Adverbs in introductory functions- of course, probably, firstly, finally, in my opinion. These words perform an introductory function in the syntax, but at the morphological level they are either not described at all or are considered modal words. Indeed, many of these words form a subjective modality ( of course, probably), however, words like firstly, more precisely, finally, etc. are not associated with the formation of modality. On the other hand, modality can be conveyed by different means ( verbs and-want), therefore it is preferable to talk not about modal words, but about a special category of adverbs.
Conclusion: the above demonstrates that, semantically, an adverb is an extremely heterogeneous group of lexemes. Separately, we can talk about the contrast between the actual nominative and pronominal adverbs ( here, there, when- see topic pronoun).
12. Adverbs with predicative function (problem of “state category”)
A special group consists of predicative adverbs. In grammar, there is a point of view that these words can be classified as an independent part of speech - condition categories. However, there are no sufficient grounds for identifying such a part of speech, because the meaning of the state and the function of the main member of an impersonal sentence are characteristic not only of words like cold, closed (e.g. I'm sick), and invariability is characteristic not only of these words but also of adverbs, so it is better to distinguish a special group of predicative adverbs.
The selection of such adverbs did not happen immediately, because For a long time, grammar was dominated by the idea of an adverb as an adverb.
But not only words like cold, closed can perform predicative functions. For many adverbs the predicative function is the only or primary one ( married, not at all, not averse, on hand, stand up, on the move, out of sorts, crazy, necessary, impossible)
TICKET 13.Functional and significant parts of speech. General characteristics.
Functional parts of speech
Differ from significant ones:
incompleteness
immutability
lack of role in the proposal
With a classical but modern approach, the auxiliary parts of speech include prepositions, conjunctions and particles, because they are characterized by all three listed characteristics. An interjection can serve as a member of a sentence and has a specific meaning that is different from prepositions and particles. Since the time of Fortunatov, a tradition has developed to consider interjections separately (not significant and non-functional parts of speech)
TICKET 14. Classification of prepositions
This is a auxiliary part of speech, which is used as one of the means of clarifying the semantics of the case form, as well as to express the syntactic dependence of names on other significant words.
A preposition, like a case, has the meaning of relation (relativity)
In some cases, case and prepositional case forms turn out to be synonymous.
I am writing to you... // I am writing to you...
Classification of prepositions.
antiderivatives (non-derivatives)
nonprimitive (derivatives)
The primitives were formed in the common Slavic period and represent a small non-replenishing group of words:
Without without in water from iso to ko except between between on over about both oprich from from in front in front before under under hem with about radia with y through
Paired prepositions of fusion can also be classified as primitive prepositions:
Because of, from under (+ mouth. For, over)
The primitive prepositions are ambiguous, for example:
Pretext on has 25 main values and 18 shades.
Therefore, there is a need to specify the relationships expressed by prepositions. Because of this, the range of prepositions is constantly expanding => derivative prepositions appear.
Derivative prepositions
The classification of derived prepositions is related to the part-speech nature of the word motivating them.
adverbial: about, past, relatively, in proportion
denominate: type, order, way
verbal: including, excluding, thanks
The structure can be simple/composite (above – simple)
compound adverbs: close to, henceforth to, in proportion to
compound denominatives: without help, at the expense of, within
compound verbals: excluding from, despite, judging by
Many primitive prepositions have a correspondence among prefixes, and a number of verbs have synonymous prepositions and prefixes: enter into, go through.
TICKET 15. Classification of unions
This is a auxiliary part of speech that is used to formulate connections between words in a sentence and text.
Traditionally, unions are divided into:
coordinating and subordinating
and yes either or | because, because, if..., then
In some classifications, accessory unions are distinguished:
Two such troubles in one day.
RG-80 has identified a special group of words that is used to specify the meaning of polysemantic conjunctions.
These are pronouns and introductory words that are added to conjunctions and form a unit that is described as an ordinary conjunction
Examples: and vice versa, which means, but, but still, and also
According to their structure, unions are divided into simple and compound:
Composite:
single (because)
different places (if..., then)
repeating (or..., or)
By origin:
derivative (but, so, nevertheless)
non-derivatives (a, and, yes)
TICKET 16. Classification of particles.
Modality: objective and subjective
At first glance, this is a heterogeneous part of speech, but all particles are, to one degree or another, associated with the formation of modality (both subjective and objective).
Classification:
formative ( would, come on, yes, let)
used to form forms and unreal moods ( let it fly, I would buy it, let there be light)
Subjective-modal:
Negative ( no, neither) - I'm not going.
Interrogative: Am I really going? (you're going and …)
Characterizing: he stood, stood, and how he would run.
Proper-modal: and the poor man can be happy; he supposedly doesn’t want to; You say you didn’t understand me.
Grade 10. Lesson 31Adverb. Adverb categories. Spelling adverbs. State names.
The purpose of the lesson: through generalizing knowledge about adverbs, about the categories of adverbs, students will learn to use them in their speech.
Lesson objectives:
Students will remember the contents of the section “Morphology. Independent parts of speech. Adverb";
They will complete grammar tasks and work on
options for test tasks on the topic;
Strengthen the skills of independent work on the topic; will argue
analyze, show the ability to perform morphological analysis
adverbs, adverb spelling skills;
Will understand the importance of self-analysis and self-control when performing
group and individual assignments; will take an active part
in discussing common tasks; think about caring
by the way.
During the classes:
1. Motivation.
1.Adverb - ... part of speech meaning... ..., ... or....
/ unchangeable / / sign of an action, object, sign /
2. An adverb denotes a sign of action if it refers to... and....
/ verb and gerund /
3. An adverb denotes a feature of an object if it refers to....
/ noun /
4. An adverb denotes a feature of another feature if it refers to...,... or....
/ adjective, participle or other adverb /
5. The adverb not... and not.... / changes and declines /
6. The syntactic function of the adverb is ..., less often..., ..., ....
/ circumstance, definitions, addition, predicate /
7. An adverb has degrees of comparison 1. ... 2. ... .
/ comparative, excellent /
8. Comparative forms 1. ..., suffixes... . 2. ... , suffixes... .
/1. simple, her / her, e / she.2. compound, adverb + more, less/
9. Superlative form... .
/ comparative degree of adverb + all, all /
10. Hyphenated adverbs... .
/ according to, -him, -ski, -this, -either, -something /
11. Adverbs starting with –o: ... / in-, on-, for- /
12. Adverbs starting with –a: ... /from-,to-,with-/
13. Adverbs without –ь at the end... . / already, married, unbearable /
14. Digits of adverbs: 1 ... 2 .. .3 ... 4 .. .5 ... .
Realization of meaning.
Morphological analysis of the adverb:
Treat your native language with care and love.
Carefully-
1. How do you feel about it? / carefully
2. Sign of action; unchangeable part of speech.
Comparative degree: more carefully, more carefully.
Superlative: most careful.
3. Syntactic function: circumstance.
Completing test tasks / three versions of tests with 10 tasks each / - group work
Adverb. Option 1
1. An adverb is...
A. Part of speech that denotes a feature of an object.
B. A special form of the verb that denotes the attribute of an object by action.
C. Part of speech that indicates an object and quantity, but does not name them.
D. An independent part of speech that denotes a sign of an action, a sign of an object and a sign of a property
A. Before/now/
V. /In/Russian
S. /for/often
D. /B/open
3. Comparative degree of adverbs:
A. Our house is more beautiful.
The wind is calmer today.
C. The wind blows more quietly.
D. Everyone was ready.
4. Adverb with - and at the end:
A. First...
V. Zanov...
S. Tight...
D. Dry...
5. Adverb of place:
A. Be nearby
B. Answer firmly
C. Act according to your conscience
D. Stop for a moment
6. Is not an adverb:
A. Not at all
B. Not at all
S. Out of nowhere
D. None
7. The predicate is expressed by an adverb:
A. Music was heard from afar
B. The ships arrive before dark.
C. It’s cool outside.
From there a dull roar flows across the sea.
8. Collocation with an adverb of purpose:
A. Leave the day before
B. Appear suddenly
C. Listen carefully
D. Do it on purpose
9. b at the end of an adverb:
A. Married; V. Unbearable; S. Already; D. Jump.
10 Adverb of one – n –
And it's sad...oh
V. Naturally...about
S. Surprising...oh
D. Courage...about
Adverb. Option 2:
1. A phrase in which the letter - o is written at the end of the adverb:
A. Study brilliantly...
B. Look condemning...
S. Put more...
D. Protect hot...
2. An adverb that is written with a hyphen:
A./In/German
V. /for/often
S. /B/open
D. /before/now
3. Adverb of time:
A. Wake up during the day
B. Repeat twice
C. Stand behind
D. Break into pieces.
4. The phrase indicates an action and its sign:
A. We’re going on vacation
B. Choosing a path
S. Looking forever
D. The chosen path.
5. Sentence with an adverb:
A. They listened to the speaker with interest.
B. The society is interested in the construction of the railway.
C. The parking time has been reduced.
D. The sky is decorated with patterns of stars.
6. Words without endings
A. Word, sea
V. Forever, during the day
S. Left, morning
D. Occasionally, on the left
7. Adverb ending with – a:
A. Right...
V. It's dark...
S. Since ancient times...
D. Zanov...
8. What parts of speech do the highlighted words belong to:
Brothersilentlysat in the living roomwithout enteringinto a heated conversation.
A. Verb, participle
B. Short participle, adverb
C. Participle, participle
D. Adverb, participle
9. Adverb of place
A. Stop for a moment
B. Be close
C. Answer firmly
D. Stop in mid-ride
10 A sentence containing an adverb with the prefix ni-
A. There is no point in blaming the past rain.
V. N...where, in a distant country, lived the glorious King Dadon.
S. An envious person never calms down.
Adverb. Option 3.
1. In what row are the adverbs collected:
A. Thin/legs/, temporarily/absent/, somewhere
V. Blue/green/, south/east/, Russian/German/,
S./ In / present, / in / Russian, it will be / in / my opinion
D. /some/how, /some/what, /some/what
2. Adverb of purpose:
A. Accidentally break
B. Heat red hot
C. To do out of spite
D. It’s a shame to joke
3. Adverb:
A. Not with anyone
B. No one
S. None
D. Nowhere
4. The grammatical basis is expressed by an adverb:
A. Baby River
The outlines of the capital are in the darkness.
S. Sea - blue
D. Cloudy.
5. A word with an o at the end.
A. Rewrite completely...
V. It has been going on for a long time...
S. Look sideways...
D. Wipe dry...
6. Adverb of manner:
A. Everyone left after dark.
V. Not a light is visible anywhere.
S. Never tell a lie.
D. The speaker spoke excitedly.
7. What part of speech expresses the subject?
Today does not look like tomorrow to us.
A. Adverb
B. Pronoun
C. Adjective
D. Verb.
8. Adverb in comparative form:
A. Life is more difficult
B. The day has become longer.
S. The frost is getting stronger.
D. This lake is deeper.
9. Direct meaning:
A. Deep ignorance.
V. Smiled joyfully.
S. The sun of Russian poetry
D. The highlight of the program.
10. Negative adverbs:
A. Nowhere, nowhere, never
V. Involuntarily, not without reason, then
S. Away, right, here
D. On purpose, blind, in short.