How to solve a1 in the Russian language exam. Testing in Russian as a foreign language (trki, levels a1-c2). System of certification levels of Russian language proficiency
If you are learning Russian and want to:
- test your own knowledge and motivate yourself for further study of the Russian language;
- develop self-control and self-esteem skills;
- get a job where you need knowledge of the Russian language,
We have been taking certification exams in Russian as a foreign language for everyday communication since 1995. For 17 years, about 20,000 people from more than 45 countries of the world have passed exams in the Russian language of everyday communication (all levels).
The system of RFL proficiency levels was developed under the auspices of the Council of Europe and in accordance with the recommendations of “Modern Languages: Learning, Teaching, Assessment. A Common European Framework of reference. Council for Cultural co-operation, Educational committee, Strasbourg, 1996”, as well as taking into account the recommendations of ALTE.
Examinations in content comparable to the levels of knowledge of foreign languages adopted in the Council of Europe, and in form (test) correspond to similar exams in foreign languages in the European educational area.
Exams are conducted by the Institute's specialists, which guarantees you the most objective and impartial assessment of your level of Russian language proficiency.
System of certification levels
Russian language proficiency
| Levels of foreign language proficiency on a scale Council of Europe | Certification levels in the Russian language of everyday communication State. IRA them. A.S. Pushkin |
| C2- mastery | Native speaker level |
| C1- Effective operational proficiency | Proficiency level |
| IN 2- Vantage | Post-threshold level |
| IN 1- Threshold | threshold level |
| A2- waystage | Prethreshold (basic) level |
| A1- Breakthrough | elementary level |
A1 Elementary Communication Level (Breakthrough Level)
Candidate can establish and maintain social contacts in standard situations of everyday life; owns a minimum of language resources. To pass the exam of this level, you need to study Russian for 60-80 hours.
A2 Prethreshold (baseline) Level (Waystage Level)
The candidate can solve practical problems in standard situations of everyday life, establish and maintain interpersonal contacts; owns typical language means. To pass the exam at this level, you need to study Russian for 160-200 hours.
B1 Threshold Level
The candidate can solve practical problems in typical situations of everyday life (including professional and educational areas), maintain social and business interaction. The candidate knows the basics of the Russian language system. To pass the exam at this level, you need to study Russian for 400-480 hours.
B2 Post-threshold Level (Vantage Level)
The candidate can solve the problems of social, business and interpersonal interaction, freely understand information from the media; use different styles of language. To pass the exam at this level, you need to study Russian for 560-680 hours.
С1 Level of Competent Possession (Effective operational proficiency Level)
The candidate can freely solve problems in typical situations in the social, social, cultural and professional spheres of communication, using the means of the Russian language of different styles of speech and recognizing the hidden components of meanings. The candidate can speak without preparation at a fast pace, without difficulty in choosing words and expressions, and actively participate in polemical communication. Flexibly and effectively use the language in studies and professional activities.
C2 Native Speaker Level (Mastery Level)
The candidate can easily comprehend everything heard and read, speak spontaneously on complex topics at a high pace and with a high degree of accuracy, emphasizing shades of meaning, and write coherent texts based on several oral and written sources, including justifications and explanations for the topic in his presentation. . Can conduct teaching and research activities in the field of the Russian language.
The exam for each level consists of five parts(Test 1. Reading. Test 2. Writing. Test 3. Vocabulary. Grammar. Test 4. Listening. Test 5. Speaking)
The duration of the exam depends on the level (from 3 to 6 hours). Examinations at all levels are held in one day.
Passing score - 65 and more for each part of the test. If you have not scored the required number of points, then you will receive a certificate of participation in the test, indicating the score for each part of the test. If you do not achieve the required scores in only one part, you are given the opportunity to retest only in this part of the certification exam during the year (but not earlier than one month after the first attempt). For other parts of the exam, the scores obtained during the first test are counted.
The format of the exam in the Russian language of everyday communication
|
LEVEL OF ELEMENTARY COMMUNICATION (A1) |
||
| Test | Target | Job Type |
| Test 1. Reading | ||
| 35 min. | Full understanding of the content (biographical text, historical background, dialogue, note) | - choice of correspondence of the proposed answer options to 2 texts (5 phrases for each); - multiple choice of one of three options; - choice of one of three options for reacting to 10 dialogue lines |
| Test 2. Letter | ||
| 20 minutes. | - Write a fax - Fill out a form or greeting card |
- Fax reply - Filling out a form or greeting card |
| Test 3. Vocabulary. Grammar | ||
| 20 minutes. | - Gender, number (name, verb) - Phrase - Case forms (I.p., R.p., V.p., D.p., P.p.) |
choice of one correct answer out of three (30 tasks) |
| Test 4. Listening | ||
| 20 minutes. | Full understanding | - choice of correspondence of the proposed answer options to 4 dialogues on everyday topics (5 phrases for each); |
| Test 5. Oral exam | ||
| 10 min. | - Response - Initiation |
- Reply to a partner in a given situation; - Start a dialogue according to the given situation |
|
PRETHRESHOLD (BASE) LEVEL (A2) |
||
| Test | Target | Job Type |
| Test 1. Reading | ||
| 35 min. | - Full understanding (dialogue, advertisement, announcements, announcement, help, weather forecast, note) - Understanding the main content (problematic text from a newspaper) |
- choice of one of the three answer options (5 texts, 19-20 tasks) |
| Test 2. Letter | ||
| 30 minutes. | - Write a letter | - Reply to received email |
| Test 3. Vocabulary. Grammar | ||
| 30 minutes. | - Prepositional case forms - Sentence structure (subjective-predicative) - Modality |
choice of one option out of three (30 tasks) (20 tasks) (10 tasks) |
| Test 4. Listening | ||
| 20 minutes. | - Full understanding - Understanding basic information (movie announcements, cultural news, sports) |
- choice of one option out of three (6 texts, 18 tasks) |
| Test 5. Oral exam | ||
| 10 min. | - Problem solving in standard situations | - 3 situations |
|
THRESHOLD (B1) |
||
| Test | Target | Job Type |
| Test 1. Reading | ||
| 45 min. | - understanding of the main content (handbooks, guides, course brochures, service announcements, informational articles) - understanding of selective information (advertising, announcements, announcement, help, weather forecast) |
choice of one option out of four (6 texts, 20 tasks) |
| Test 2. Letter | ||
| 45 min. | - fill in the form - write a letter |
- filling out the form - freely configurable response according to a given program and situation |
| Test 3. Vocabulary. Grammar | ||
| 60 min. | - verbal statement - written text (vocabulary) - written text (grammatical forms and means of communication) |
choice of one option out of four (85 tasks) (55 tasks) (30 tasks) |
| Test 4. Listening | ||
| 45 min. | - understanding of selective information (announcements of radio and television programs, telephone information, advertising, weather forecast) - understanding of the main content (announcements, political and other news on radio and television) - full understanding (instructions, traffic police information and other state services) |
- choice of one correct option out of four (5-6 situations, 19 tasks); * sound rate 120/130 words per minute; one-time sound radio news double sound |
| Test 5. Oral exam | ||
| 15 minutes. | - problem solving - thematic conversation | Candidates talk to each other on given situations and the program, taking turns acting as the initiator. If the number of candidates is odd, one of the candidates talks to the examiner |
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POST-THRESHOLD (B2) |
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| Test | Target | Job Type |
| Test 1. Reading | ||
| 60 min. |
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| Test 2. Letter | ||
| 60 min. |
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| Test 3. Vocabulary. Grammar | ||
| 60 min. |
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| Test 4. Listening | ||
| 40 min. |
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| Test 5. Oral exam | ||
| 20 minutes. |
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COMPETENCE LEVEL (C1) |
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| Test | Target | Job Type |
| Test 1. Reading | ||
| 90 min. | 1.1. Full understanding of literary texts; 1.2. Understanding the main content of texts such as a problematic article; 1.3. Understanding the selective information of polemical texts. |
1.1. Fiction text (tasks 1 - 10 for multiple choice): it is necessary to understand the character, feelings and relationships of the characters in the story; 1.2. Problem article (tasks 11 - 14 to choose from 1 option out of 4 based on 1 text); 1.3. 6 assignments to find a match. |
| Test 2. Letter | ||
| 90 min. | 2.1. Cliche form instruction; 2.2. Private everyday writing with elements of reasoning; 2.3. Abstracts for a speech on a topical issue. |
2.1. Freely constructed response according to the situation, given words. Compliance with the genre of instructions and the ability to arrange information logically are required; 2.2. Freely configurable according to the situation and the fragment of the letter. Ability to use elements of reasoning is required; 2.3. Freely configurable response to the situation, key issues. The ability to briefly and logically state the main content of the current problem is required. |
| Test 3. Vocabulary. Grammar | ||
| 90 min. | 3.1. Knowledge of vocabulary (the use of single-root words of different word-formation models, homophones, words that are close in meaning, etc.); 3.2. The use of verb types in the imperative, control of verbs, noun forms, pronouns, adjectives, numerals; 3.3. verbs with prefixes, aspectual-temporal forms of the verb in the text; 3.4. structure of a complex sentence, means of text communication. |
part I (tasks 1 - 2):
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| Test 4. Listening | ||
| 50 min. | 4.1. Understanding selective information (television interview); 4.2. Understanding the main content of cultural and scientific news (2 authentic teletexts); 4.3. Full understanding of sounding literary texts (films, performances, etc.) |
4.1. Write the missing part of the phrase so that its meaning corresponds to the text you have listened to. (the beginning of 8 phrases with visual support); 4.2. 8 tasks for multiple choice from 4 answer options after listening to two texts; 4.3. 9 tasks for multiple choice of 1 option out of 4; the tasks check the understanding of the relationship of the characters to each other, their opinions, emotions, assessments. |
| Test 5. Oral exam | ||
| 30 minutes. 10 minutes for preparation for tasks 1 and 2, and 10 minutes for task 3. | 5.1. Interaction and / or impact on the interlocutor when communicating on everyday topics; 5.2. Mediation; achieving an accurate understanding in the process of clarification; 5.3. Participation in the discussion. |
5.1. Dialogue on the situation with another candidate. (2 situations); 5.2. Explanation of the meaning of phrases or phraseological units in an excerpt from the text of a newspaper article of a journalistic nature or a literary text according to the situation and the words highlighted in the text (2 situations); 5.3. A polemical discussion involving another candidate and an examiner according to the situation (the topic / problem is indicated, the speaker's position is described, which the candidate chooses himself) according to the program using verbal supports in the form of theses. |
|
NATIVE LEVEL (С2) |
||
| Test | Target | Job Type |
| Test 1. Reading | ||
| 120 min. | 1.1.-1.2. Understand and restore the text in context and / or on the proposed supports. 1.3. Full understanding of the problematic article and generalization and highlighting of key ideas based on textual material in writing; 1.4. Understanding the main content of the problematic article and compiling supporting theses based on the proposed text material |
1.1.-1.2. Write the words that are missing in meaning in the required grammatical form (11 points), and also enter the missing word in the required grammatical form, forming it from the proposed single-root word (10 points); 1.3. The time for presentation of the text material is 30 minutes. Writing summary(summary) - 20 minutes; 1.4. The time for presentation of the text material is 20 minutes. Abstract writing – 20 minutes |
| Test 2. Letter | ||
| 120 min. | 2.1. Review article; 2.2. Entry in the online diary; 2.3. Response to the letter. |
2.1. Based on watching a video clip (2 times) and reading two texts (presentation time - 20 minutes), a review article of 350-400 words is created; 2.2. Based on the text (presentation time - 10 minutes). Volume - 250-300 words; 2.3. Based on a letter read on the Internet. Volume - 250-300 words. |
| Test 5. Oral exam | ||
| 50 minutes To prepare for task 1. - 15 minutes, for task 2 - 10 minutes, task 3 is performed without preparation |
3.1. Full understanding of the video clip, mediation, achieving an accurate understanding in the process of clarification; 3.2. Full understanding and analysis of textual material; 3.3. Participation in a conversation. |
3.1. but) determination of the main theme of the fragment, the point of view of the speaker, his argumentation; b) retelling in your own words the content of the fragment; |
About testing in Russian as a foreign language
(TORFL, levels A1-C2)
The Russian state system of certification levels of general knowledge of Russian as a foreign language (TORFL) includes the following system of tests:
- TEU - Test in Russian as a foreign language. Elementary level (A1);
- TBU - Test in Russian as a foreign language. Basic level (A2);
- TORFL-1 - Test in Russian as a foreign language. First certification level (B1);
- TORFL-2 - Test in Russian as a foreign language. Second certification level (B2);
- TORFL-3 - Test in Russian as a foreign language. Third certification level (C1);
- TORFL-4 - Test in Russian as a foreign language. Fourth certification level (C2).
The Russian state system of certification levels of general knowledge of Russian as a foreign language correlates with testing systems adopted in other countries.
| Russia | elementary level | A basic level of | I level (TORKI-1) |
II level (TORKI-2) |
III level (TORKI-3) |
IV level (TORKI-4) |
| A1 | A2 | B1 | B2 | C1 | C2 | |
| Europe | Level 1 Breakthrough Level |
Level 2 Waystage Level |
Level 3 Threshold Level |
Level 4 Vantage Level |
Level 5 Effective Operational Proficiency |
Level 6 good user |
| USA | Novice | intermediate | Intermediate High | Advanced | Advanced Plus | Superior Native |
Since 1997, the Russian State Testing System (TORFL) has been an official member of the Association of Language Testers in Europe (ALTE).
Test procedure
TORFL— international exam to determine the level of Russian language proficiency. General knowledge of Russian as a foreign language includes six levels:
- Elementary,
- Base,
- I certification,
- II certification,
- III certification,
- IV certification.
Test for each level is from five components(subtests):
- Vocabulary. Grammar,
- Reading,
- listening,
- Letter,
- speaking.
To successfully pass the exam, you must score at least 66% in each subtest. If in one of them the tested person received less than 66%, he has the right to re-test for an additional fee (50% of the cost of the exam) again for the failed subtest. In this case, a certificate of passing the test is issued, which indicates all the results obtained. The certificate is valid for 2 years, it can be presented for retake to any educational institution that is part of the Russian State Testing System.
The results of successfully passed subtests are taken into account when retaking the exam.
Exam duration
| Component (subtest) | elementary level | A basic level of | I certification level |
| Vocabulary. Grammar | 50 min. | 50 min. | 60 min. |
| Reading | 50 min. | 50 min. | 50 min. |
| listening | 30 minutes. | 35 min. | 35 min. |
| Letter | 50 min. | 50 min. | 60 min. |
| speaking | 30 minutes. | 25 min. | 25 min. |
| Total duration: | 3 hours 30 minutes | 3 hours 30 minutes | 3 hours 50 minutes |
| Written part of the exam: | 180 min. | 185 min. | 205 min. |
| Component (subtest) | II certification level | III certification level | IV certification level |
| Vocabulary. Grammar | 90 min. | 90 min. | 60 min. |
| Reading | 60 min. | 75 min. | 80 min. |
| listening | 35 min. | 35 min. | 40 min. |
| Letter | 60 min. | 60 min. | 60 min. |
| speaking | 35 min. | 40 min. | 50 min. |
| Total duration: | 4 hours 40 minutes | 5 o'clock 00 min. | 4 hours 50 minutes |
| Written part of the exam: | 280 min. | 260 min. | 290 min. |
Russian language as a means of business communication
Typical tests by levels
-
6 300 rub. 3 150 rub. Third Certification (TORFL-III/C1)
High level of communicative competence.6 500 rub. 3 250 rub. Fourth certification (TORFL-IV/C2)
Fluency in Russian, close to the level of a native speaker.6 500 rub. 3 250 rub. The maximum number of points that can be scored is 20.
The taskA1-A7. Understanding the requested information.
Maximum 7 points.
The text will sound twice.
The essence of the task: seven statements are proposed in the task related to the audio recording test, it is necessary to decide whether each statement, based on the content of the audio text, is true (true), incorrect (false), or the text does not say anything about the information given in the statement (not stated) .
Tips for effective performance of the task.
Before the audio recording starts playing, we need to:
- Determine what will be discussed in the text, based on the installation prescribed in the task itself.
- Skim through all the statements, and then each statement in sequence. Mentally formulate clarifying questions for each statement. They will help to focus on the right moments of the text, to ignore unnecessary information, to determine whether the requested information is in the text.
- If the statement contains information (most often a clarifying detail) that is not in the text - this is the basis for choosing an answer - no information(not stated).
- If you have not had time to study and understand all seven statements, do not be discouraged and do not panic. All tasks go sequentially according to the text of the record, advancing the understanding of the statement by one task is enough.
When the record is played for the first time, mark all possible answers as you listen to the recording, taking into account clarifying details and your questions that you asked for each statement prior to the audio recording.
During re-listening pay attention to tasks where several possible answers were initially selected. As you listen to the text, write down key words to justify your choice of answer.
After the second listening check the correctness of the answers and transfer the answers to the form.
Illustration of the application of the action algorithm by example.
Job example:
Audio recording for the task:(mp3)a1-a7(/mp3)
Before listening to the text:
- Reading the setup. There is no additional information in the installation for this task, except that we will hear a dialogue. But additional information will appear after we briefly review the statements.
- So, having skimmed through the statements, we conclude that we will talk about the study of Peter and Jane.
A1. Who? Peter. What is he doing? Walks. Where does he go? To the library. How often does he walk? Seldom.
A2. Who? Peter. What is he doing? Satisfied. How? With my studies during the semester.
A3. Who? Peter. What is he doing? Expects. What is he hoping for? To cope with the course. Cope how? Just like his classmates.
A4. Who? Peter. What is he doing? Prefers to work. With what? With a computer. Where? Houses.
A5. Who? Jane. What is he doing? Does not expect (does not hope). For what? What Peter will hand over. Give up what? Language exam.
A6. Who? Jane. What did you do? Always was. Was who? The best student. Where is the best student? In a group.
A7. Who? Jane. What is he doing? Has a number of problems. Problems with what? with one of the items.
- We pay attention to the clarifying details in the statements.
- We remember that all statements go sequentially through the text of the recording, we try to be ahead of understanding the statements by one, if we did not have time to work through them all before the audio recording began to sound.
During the first listening:
We mark all possible options, taking into account clarifying details and questions we asked to the statements: A1. 1 A2. 2.3 A3. 2.3 A4. 3 A5. 1.2 A6. 3 A7. one
During the second listening:
We pay special attention to the statements for which we have chosen several answers and choose the final option: A1. 1 A2. 2 A3. 2 A4. 3 A5. 2 A6. 3 A7. one
It remains only to transfer our answers to the answer sheet.
Used Books:
- USE. English language. Thematic test tasks. Russia and the world / E. N. Solovova, John Parsons. - M.: Center for the Study of English of Elena Solovova, 2011.
- Unified State Examination - 2012. English: standard examination options: 10 options / edited by M.V. Verbitskaya. - M.: National education, 2011.
Based on this list of stresses, tasks 4 / former A1 tests of the USE in the Russian language are formed.
The material was created on the basis of the "Orthoepic Dictionary" posted on the FIPI website.
Nouns airports, fixed stress on the 4th syllable Anty, fixed. stress on 1st syllable
beard, wine n., only in this form. h. stress on the 1st syllable
accountants, b. n. pl. h, motionless stress on 2nd syllable
creed, from: confess the faith
citizenship
hyphen, from it. lang., where the stress is on the 2nd syllable
dispensary, the word came from English. lang. through the French lang., where the beat is always on the last syllable
agreement
document
leisure
blinds, from French lang., where the beat is always on the last syllable
significance, from adj. significant
catalog, in the same row with the words: dialogue, monologue, obituary, etc.
quarter, from it. lang., where the stress is on the 2nd syllable
self-interest
cranes, fixed stress on 1st syllable
lecturers, lecturers, see the word bow(s)
areas, genus. n. pl. h., on a par with word forms: honors, jaws, but: news
intention
ailment
news, news, but: see localities
nail, nail, motionless. stress in all forms of unit. h.
Adolescence, from Otrok - teenager
parter, from French. lang., where is the blow. always on the last syllable
briefcase
handrails
beet
orphans, them. n. pl. hours, stress in all forms pl. h. only on the 2nd syllable
funds, them. n. pl. h.
convening
customs
cakes, cakes
chain
scarves, see bows
chauffeur, in the same row with the words: kioskёr, controller ...
expert, from the French. lang., where the stress is always on the last syllableAdjectives
correct, short adj. well. R.
significant
prettier, adj. and adv. in comparison. Art.
most beautiful, excellent Art.
kitchen
agility, short adj. well. river mosaic
wholesale
perspicacious, short adj. well. R., in one row
with the words: cute,
fussy, talkative ... but: voracious
plum, derived from: plumAdverbs
in time
white
to the top
utterly
bottom
dry
before dark
prettier, adj. and adv. in comp. Art.
up
over a long time
for a long timeParticiples
started
raising
starting
having understood
having given
arrivedVerbs take - take, take - take
take - took
take - took
pour in - poured in
burst in - burst in
perceive - perceived
recreate - recreated
hand over - hand over
drive - drove
chase - chased
get - got
get - got
wait - waited
get through - get through, get through
wait - waited
live - lived
cork up
take - took, took,
occupied, occupied
lock - locked
lock up - locked up
(on a key, on a lock, etc.)
call - called
call - call, call, call
put - put
glue
sneak - sneaked
lie - lie
pour - lilA
pour - poured AsnavRat - lied
to put on - to put on to break - tore
name - name
tilt - tilt
pour - poured
narwhal - narwhala
start - started, started, started
call - call
lighten - ease
pour over - poured over
hug - huggedAsoobgnAt - overtook
rip off - rip off
encourage
cheer up - cheer up
exacerbate
borrow - lendembitter
surround - surround
seal - in the same row with the words form, normalize, sort
become aware - become aware
depart - departed
give - gave
uncork - uncorked
withdraw - withdrew
respond - responded
pour - poured
fruit
repeat - repeat
call - called,
call - call - call
water - watered
put - put
understand - understood
send - sent
arrive - arrived - arrived - arrived
accept - accepted - accepted
to tear - tore
drill - drill - drill
take off - took off
create - created
pluck - plucked
remove - removed
deepen
strengthen - strengthen
scoop
pinch - pinchCommunions
delivered
folded
busy - busy
locked - locked
inhabited - inhabited
endowed
amassed
poured
started
started
relegated - relegated
encouraged - encouraged - encouraged
aggravated
disabled
repeated
divided
understood
accepted
tamed
lived
removed - removed
bentAnd here is another great training option with Petr Chernov's blog!
Theory
An important aspect of orthoepy is stress, that is, the sound emphasis of one of the syllables of a word. Particularly important in this regard is the role of stress as a way of expressing grammatical meanings and overcoming the homonymy of word forms. Here are some rules of orthoepy in the area of stress, which will help to prevent the corresponding errors.
Stress in adjectives
In full forms of adjectives, only a fixed stress is possible on the basis or on the ending. In fact, little-used and bookish words are more often stressed on the basis, and frequent, stylistically neutral or lowered words are more often stressed on the ending. The degree of mastery of the word is manifested in the variants of the place of stress: circle and circle, spare and spare, near-earth and near-earth, minus and minus, clearing and clearing. Such words are not included in the USE assignments, since both options are considered correct.
And yet, the choice of the place of stress causes difficulties most often in short forms of adjectives. Meanwhile, there is a fairly consistent norm, according to which the stressed syllable of the full form of a number of common adjectives remains stressed in the short form: beautiful - beautiful - beautiful - beautiful - beautiful; unthinkable - unthinkable - unthinkable - unthinkable - unthinkable, etc.
The stress often falls on the stem in the form of the masculine, neuter, and many others. numbers and ending in the feminine form: right - right - right - right - right - right; gray - gray - gray - gray - gray; slender - slender - slender - slender - slender.
Such adjectives, as a rule, have monosyllabic stems without suffixes or with the simplest suffixes (-k-, -n-). However, one way or another, it becomes necessary to refer to the orthoepic dictionary, since a number of words “knock out” of the specified norm. You can, for example, say: long and long, fresh and fresh, full and full, etc.
It should also be said about the pronunciation of adjectives in a comparative degree. There is such a norm: if the stress in the short form of the feminine falls on the ending, then in a comparative degree it will be on the suffix -her: strong - stronger, sick - sicker, alive - livelier, slimmer - slimmer, right - right; if the stress in the feminine gender is on the basis, then to a comparative extent it is preserved on the basis: beautiful - more beautiful, sad - sadder, nasty - more nasty. The same applies to the superlative form.
Stress in verbs
One of the most tense points of stress in common verbs is the past tense. The stress in the past tense usually falls on the same syllable as in the infinitive: sit - sat, moan - moaned. hide - hid, start - started. At the same time, the group of common verbs obeys another rule: the stress in the feminine form goes to the ending, and in other forms it remains on the stem.
These are verbs to take. be, take, twist, lie, drive, give, wait, live, call, lie, pour, drink, tear, etc. It is recommended to say: live - lived - lived - lived - lived; wait - waited - waited - waited - waited; pour - lil - lilo - lili-lila. Derivative verbs are pronounced in the same way (live, pick up, drink up, spill, etc.).
The exception is words with the prefix you-, which takes on the stress: survive - survived, pour out - poured out, call out - called out.
For verbs to put, steal, send, send, the stress in the past tense feminine form remains on the basis: krala, slala, sent, stlala.
And one more pattern. Quite often, in reflexive verbs (in comparison with irrevocable ones), the stress in the form of the past tense passes to the ending: begin - began, began, began, began; accepted - accepted, accepted, accepted, accepted.
About the pronunciation of the verb to call in conjugated form. Spelling dictionaries of recent times quite rightly continue to recommend stress on the ending: you call, call, call, call, call.
USE in Russian. A1
Orthoepic norms (pronunciation, stress).
Orthoepy tasks usually include commonly used words that we constantly use in speech. But, unfortunately, many of them are not pronounced correctly.
Here are examples of words in the pronunciation of which mistakes are often made:
Peanuts, Augustovsky, asymmetry, pamper (pamper, pamper), bows, barmen, incessantly, birch bark, took, at exorbitant prices, gastronomy, citizenship, hungry, hyphen, dispensary, white, got there, dogma, bottom, dry, clean, prey, contract, leisure, heretic, blinds, waited, enviably, conspiracy, clog, busy, calls (call them, call), sign, iconography, withers, excluded, exhaust, catalogue, cough, quarter, clala, more beautiful, culinary, kitchen, manit , miserable, thinking, sideways, for a long time, intention, start, started, was not, was not, ailment, oil pipeline, newborn, provision, facilitate (facilitate), wholesale, Occupation, partly, parter, transferred, fir, glider, plateau, To seal, two by two, got up, half an hour, I understood. understood, in the morning, switch (switch), bowl, put, offer, arrived, sentence, accepted, acquisition, pullover, beets, plum, how many, convocation, blindly, washing, carpenter, dancer (dancer), cakes (cakes, cakes) , immediately, Ukrainian, deepen, deceased, phenomenon, intercession, needles, sorrel, digression, expert.
For better memorization, informal rules can be applied. For example, pick up and remember rhythmic words: painter - carpenter, visible - enviable, dialogue - catalog, courts - cakes, etc.
The correct pronunciation of some words can be explained, and therefore memorized. For example, the adjective meager comes from the French miser (poor). The stress in French falls on the last syllable, so you need to pronounce miser, miserable.
PullOver is a word of English origin (pullOver - put on over the head), and they pronounce it in English, with an emphasis on the second syllable.
The stress in the words quarter and contract falls on the last syllable. The stress on the first syllable in these words is accepted in the industrial sector, such pronunciation is considered professionalism.
It should be remembered about the words homographs (from the Greek. "I write the same way"), which are written the same way, but pronounced differently. The stress in such words should be put taking into account the context:
geographic atlas - atlas meter
medieval castle - door lock
well-aimed sharpness - sharpness of perception
language norms - language sausage
Orthoepic norms include not only the setting of stress, but also the pronunciation of sounds.
Let's name some words in which the pronunciation of consonants is questionable: adequate [d '], academician [d '], atheist [t], detective [d], [t], competence [t '], manager [m], [ n], museum [s'], parterre [t], patent [t], protection [t], pace [t], term [t'].
Often, mistakes are heard in the pronunciation of foreign words, such as: leatherette, colander, incident, burner, post office, precedent, scrupulous, escort. And also in Russian words: slip, shortness of breath, extremely, unmercenary, cake, institution.
Nouns
agent
alphabet, from Alpha and Vita
airports, motionless stress on the 4th syllable
bows,
beard, win.p., only in this form singular. stress on 1st syllable
accountants, genus p.pl., motionless stress on 2nd syllable
religion,from the faith to confess
citizenship
hyphen, from German, where the stress is on the 2nd syllable
dispensary, the word comes from English. lang. through French, where the blow. always on the last syllable
agreement
document
leisure
heretic
blinds,
significance, from adj. significant
X, im.p. pl., motionless stress
catalog, in the same row with the words dialogue, monologue, obituary, etc.
quarter, from it. lang., where the stress is on the 2nd syllable
kilometer, in the same row with the words centimeter, decimeter, millimeter ...
cones, cones, motionless stress on the 1st syllable in all cases in singular and plural.
self-interest
cranes, motionless stress on 1st syllable
flint, flint, hit. in all forms on the last syllable, as in the word fire
lecturers, lecturers, see word bow(s)
ski track
areas, genus.p.pl., on a par with the word form honors, jaws ... but news
garbage chute, in the same row with the words gas pipeline, oil pipeline, water pipeline
intention
outgrowth
enemy
ailment
obituary, see catalog
hatred
news, news,but: see localities
nail, nail, motionless stress in all forms singular.
adolescence, from Teenage Boy
partner, from the French lang., where is the blow. always on the last syllable
briefcase
handrails
dowry, noun
call, in the same row with the words call, recall (ambassador), convene, but: Review (for publication)
percent
beet
orphans, im.p.pl., stress in all forms pl. only on the 2nd syllable
funds, im.p.pl.
the statue
carpenter, in one poison with the words malYar, doYar, shkolYar…
convocation, see call
customs
cakes, cakes
cement
centner
chain
scarves, see bows
chauffeur, on a par with the words kioskёr, controller ...
sorrel
expert, from the French lang., where the stress is always on the last syllable
Adjectives
right, short adj. zh.r.
old
significant
most beautiful, excellent
bleeding
kitchen
agility, short adj. zh.r.
mosaic
wholesale
perspicacious, short adj. zh.r., on a par with the words cute, fussy, talkative ..., but: gluttonous
plum, formed from plum
Verbs
pamper, on a par with the words to indulge, spoil, spoil ..., but: the minion of fate
take-took
take-take
take-took
take-took
turn on, turn on
turn on, turn on
join-merged
break in-break in
perceive-perceived
recreate-recreated
hand-hand over
drive-driven
chasing-chasing
get-dobrala
get-got
wait-wait
call - call
get through
dose
wait-waited
live-lived
cork up
occupied, occupied, occupied,
occupied, occupied
lock yourself up(key, lock, etc.)
call-called
call, call, call,
call them
exclude-exclude
exhaust
lay-lay
glue
sneak-stalked
bleed
lie-lie
pour-lila
pour-poured
lie-lied
endow-endowit
overstrained-overstrained
name-named
bank-roll
pour-poured
narwhal-narwhala
litter-litter
start-started, started, started
call-call-call
facilitate-facilitate
drenched-drenched
hug-hugged
overtake-overtaken
rip-off
encourage
cheer up - cheer up
exacerbate
borrow-borrow
embitter
paste over
surround-surround
seal, in the same row with the words form, normalize, sort ...
vulgarize - vulgarize
inquire - inquire
depart-departed
give-gave
turn-off
recall-revoked
responded-responded
call back-call back
transfuse-transferred
fruit
repeat-repeat
call-called
call-call-call
pour-watered
put-put
understand-understood
send-sent
arrive-arrived-arrived-arrived
accept-accepted-accepted
force
tear-torn
drill-drill-drill
take off-taken off
create-created
pluck-plucked
litter-litter
remove-remove
speed up
deepen
strengthen-strengthen
scoop
pinch-pinch
click
Communions
pampered
enabled-enabled, see relegated
delivered
folded
busy-busy
locked-locked
inhabited-inhabited
spoiled, see spoiled
feeding
bleeding
praying
amassed
acquired-acquired
having poured
poured
hired
started
started
relegated-reduced, see included…
encouraged-encouraged-encouraged
aggravated
defined-defined
disabled
repeated
divided
understood
accepted
tamed
lived
removed-removed
bent
Participles
indulging
clogged
started
starting
having given
raising
having understood
arrived
Adverbs
in time
white
to the top
utterly
bottom
dry
enviable in the meaning of the predicate
ahead of time, colloquial
before dark
after dark
Isstari
prettier, adj. and adv. in comp.
up
over a long time