Control dictation No. 1 on the topic "Repetition of what was studied in grades 5-6."

The sky before the storm.

Clouds are creeping from behind the mountains. There are more and more of them. The storm drives passers-by along the streets, presses them against the fences and walls of houses. Trees groan and bend. How weak young trees tremble and beat in gusts of wind! People rush home, closing windows and shutters more firmly and securely.

Here comes the distant rumble of thunder. Soon its peals are heard more and more often, merge into one common rumble. Here, from behind the mountains, a large black cloud begins to crawl out like a gloomy veil.

A fiery snake of lightning flashes along the entire edge of the cloud. She wriggles and evokes horror with her bizarre movements. Behind her, a thunderclap shakes the frozen city.

And the cloud is growing, pouring out from behind the mountains, covering the sky. A cloud has spread over the city. Lightning draws the sky, thunder strikes shake the area. Torrential rain poured down.

Tasks: 1. Perform a phonetic analysis of the word "rain".

2. Perform a morphemic analysis of the word "torrential".

3.Run morphological analysis the words "gushed".

4. Write out the first sentence from the text, complete parsing.

Control dictation No. 2 on the topic "Communion".

The town soon disappeared behind a high wall of winter crops, and I walked along a narrow path through the rustling rye. Overhead was a high blue sky. I inhaled the aroma of blossoming bread and herbs growing on the borders. His head was full of fragmentary thoughts, jumping from one subject to another, but returning to the upcoming hunt.

An hour and a half of the way passed unnoticed. I have already approached the abandoned and long unplowed fragments of the steppes, which captivated me from the first time. Here ahead on the horizon a strip of distant boundless sky opened up. The wall of loaves broke off and went to the sides. A wide flat lowland of the steppe, long untouched by the plow, opened up before me.

The steppe, illuminated by the slanting rays of the setting sun, sparkled and shimmered with colorful spots of flowering grasses. There were blues, whites, crimson reds, bright yellows, and mixed, often indeterminate colors. A gentle breeze stirred these colored spots. The intricately changing pattern lit up with a bright sparkling light when the flowers were turned towards the rays of the sun. Countless butterflies fluttered over the blooming steppe.

Tasks: 1. In the entire text, highlight the participle suffixes.

2. Perform a morphological analysis of the word "rustling".

3. Find in the text and graphically designate one participial turnover with the word being defined.

Control dictation No. 3 on the topic "Gernal participle".

On the edge.

Early matinees, having grabbed the foliage of trees, painted it with gold, purple and crimson colors.

Confused among themselves and overtaking each other, dead leaves silently crumble from them. Small, almost crimson leaves of aspens, trembling in the wind, are sown endlessly. Large bright golden maple leaves, swaying lazily and waving from side to side, slowly fly off the branches.

Carefully examining each suspicious place, knocking with a powerful beak on the bark, a large black woodpecker rises up the white birch, leaning over the pond. Sensing the proximity of the prey, he long and persistently hammers the tree trunk, crumbling from old age. From his mighty blows, pieces of broken bark fly to the ground strewn with leaves. So he got to the goal and, sitting motionless, pecks at something, hastily swallowing tasty food.

Tasks: 1. In the entire text, highlight the suffixes of participles.

2. Perform a morphological analysis of the word "swallowing".

3. Find in the text and graphically designate one adverbial turnover with the word being defined.

Control dictation No. 4 on the topic "Preposition".

Walking one day in the forest, we found a chick that fell out of the nest. There was a colony of thrushes all around. In spite of desperate cries old birds, the uncle easily caught the chick and threw it into the air. The chick waved its wings, flew helplessly a little, poked into the ground and hid under a bush of grass.

Then my uncle took us aside. For ten minutes we watched the chick from behind the bushes. But adult birds did not fly up to him. The chick continued to sit on the ground and announced its existence with a weak squeak. Then the uncle suggested that we take the chick home and try to get him out.

Soon Drozdik became completely tame. He lost all fear of people and always rushed to meet us. We bought him a large cage, and he jumped on the perches in it, even flapping his wings. Drozdik was very gluttonous and ate everything we gave him with pleasure.

Tasks: 1. In the entire text, find and write prepositions, mark the words to which they refer.

2. Write out and disassemble morphologically one derivative preposition.

Control dictation No. 5 on the topic "Union".

A brown bird fluttered out from under a bird cherry bush, which I immediately recognized as a nightingale. I would not have paid attention to him if the bird had not suddenly begun to sing. Before me was a first-class singer.

Now it was necessary to run to Pyotr Alekseevich to inform him of the find. My companion knew that I was already beginning to understand nightingale singing. So he immediately followed me. Soon we were there. Pyotr Alekseevich was also delighted with the singing of my nightingale.

A rare bird! - he said, looking with a smile at my face blurred with happiness.

We decided to catch my nightingale first, and then return to the one he had chosen for himself.

At night, we sat in front of the fire, throwing dry branches into the fire. Suddenly, a nightingale trill sounded very close to us. What a luck! The nightingale sang already on the first day of captivity!

Tasks: 1. In the entire text, find and inscribe unions.

2. Write out one coordinating and one subordinating union from the text.

Control dictation No. 6 on the topic "Particle".

Road to childhood.

I know this road by heart, like a favorite poem that I have never memorized, but which I myself will remember for the rest of my life. I could walk on it with my eyes closed. If pedestrians weren’t hurrying along the sidewalks, and cars and trolleybuses weren’t rushing along the pavement ...

Sometimes in the morning I leave the house with the guys who run along the same road in the early hours. It seems to me that just now my mother will lean out of the window and shout after me from the fourth floor: “You forgot your breakfast on the table!” But now I rarely forget anything, and even if I did, it would not be very decent to catch up with me by shouting from the fourth floor: after all, I have not been a schoolboy for a long time.

I remember one day my best friend For some reason, Valerik counted the number of steps from home to school. Now I do fewer steps A: My legs are longer. But the journey continues longer, because I can no longer, as before, rush headlong.

Tasks: 1. Write down three to five examples of words of all service parts of speech.

2. Indicate the discharges of the written out particles.

Control dictation No. 7 on the topic "Repetition of what was studied in grade 7."

Thunderstorm.

A storm was coming. Flashes of lightning that did not stop for a minute poured an unbearable light over the entire steppe. For several hours the thunder rumbled incessantly. Soon the whole sky was covered with dark, gloomy clouds, and only in the west, in their breaks, stripes of blue could be seen here and there. Drops of rain brought by higher currents of air were already falling to the ground.

I cannot say that I was frightened, but the oncoming thunderstorm gave rise to some kind of vague, inexplicable anxiety in me. In addition, the air, saturated with discharges of electricity, had an exciting effect. The behavior of the dog, which for some reason was alarming, did not go out of my head either.

And at that moment, a huge fiery column of lightning pierced into a haystack almost next to me: “Bang!” I jumped up and closed my eyes. Wow! It even seemed to me that the earth trembled!

Tasks:1. Find in the text and designate graphically the participial turnover.

2. Underline the participle, designate the word to which it refers.

3. Write out two examples of service and special parts of speech from the text.

Control summary.

Summer flood.

The rain poured down in silence. From a monochromatic, gelatinous sky. The noise was all night. By morning it was quiet. Only abundantly dripped from the trees.

The rain had passed, and by the river the festivities began. Never, with the most friendly melting of the most deep snow, there was no such spill on our river. But still, our river is too small to seriously harm people even in such a flood.

I walked along the coast, not thinking about anything, admiring a truly extraordinary spectacle. At one point I stopped. The water in this place hit the curved shore, went in circles. A monotonous weak squeak began to reach my ears. I listened and realized that not one creature was squeaking, but several, and somewhere very close, almost at my feet. Having taken a few steps along the shore, I listened again and then I saw a tiny dimple at the toe of my rubber boot, which seemed to me to be a huge one. In the hole, huddled in a ball, tiny creatures floundered, helpless, like all cubs.

I wanted to know whose cubs they were, and I began to look around. From behind the top of the alder, convulsively, continuously raking its paws in order to stay in one place, the muskrat looked at me with its black beads. Meeting my eyes, she quickly, frightened, swam to the side, but an invisible connection held her as if by a thread. She returned to the alder bush and again began to look at me, rowing tirelessly in one place.

The muskrat stayed on the water about two meters from me, which is unbelievable for this extremely cautious, extremely

shy animal. It was heroism, it was the self-sacrifice of the mother, but it could not be otherwise: after all, the cubs screamed so anxiously and so invitingly!

I finally left, so as not to interfere with the mother to do her eternal business - to save her children.

(V. Soloukhin)

Assignment: write a concise presentation, retaining the author's emotionally expressive form.

Soloukhin Vladimir

summer flood

Vladimir Alekseevich SOLOUKHIN

summer flood

It rained every day. In the end, the earth was so saturated with water that it did not take any more moisture. That is why, when a wide, dark hole formed in the sky and abundant, summer-like warm water gushed from there, our quiet, peaceful river immediately began to swell and swell. In every ravine, in every ditch, in a race, jumping over the roots of trees, over stones, streams rushed, as if their only task was to rush to the river as quickly as possible and take part in its revelry.

The rain lashed the backs of streams and streams with ropes, whipping them up. The stronger, the louder the rain lashed, the more recklessly, the more quickly countless streams rushed.

Above the ground, so about half a meter, there was gray smoke. Large drops of rain crashed on the ground, turning into dust and tiny splashes. Exactly the same gray smoke was seen above each roof. Everywhere, confidently filling the surroundings, a steady, tense noise kept steady. From time to time, thunder rumbled sharply and deafeningly. It was strange to hear him, because the whole sky was gray and even, stormy, and not menacing, when the black blue and the wind and everyone knows that this will pass now.

The rain poured down in calm, from a monotonous, gelatinous sky. There seemed to be no end to it now. Least of all could one expect thunder strikes, nevertheless, there were strikes, and each blow, like a whip, whipped up the already furious rain.

The noise was all night. By morning it was quiet. Only abundant dripping from the trees, and if you listen very sensitively, then from the grasses.

The rain had passed, and by the river the festivities began. Never, with the most amicable melting of the deepest snows, has there been on our river such an overflow, such a water field as now. The river immediately tore off and carried away with it all the lava, lifted up everything that lay on its summer banks, which seemed safe: firewood like firewood, logs like logs, haystacks like haystacks, rubbish like rubbish. Coming out of the banks, it flooded where the meadows, and where the field of green oats, already golden rye, white flowering buckwheat. In the villages that are lower, she crept up to the gardens.

In Ostanikha, by the river, bathhouses nestled on the bank, sort of rickety huts on chicken legs. Now only the roofs of these baths remained above the water, and everyone was waiting for them to be lifted and carried.

But still, our river is too small to seriously harm people even in such a flood. Suppose a kitten plays out in a hut: well, he will tear off the curtain, well, he will break a glass or a vase, well, what else can he do wrong? Still, a kitten, not an elephant, not a bear or a tiger.

On the contrary, it was interesting for everyone to look at such unusual water for our places. Some said: "I wish we always had such a river!" The old people remembered when - fifty or seventy years ago! - they saw such water. Praying old women wailed: "It poured for one night, but what happened! And if for forty days and forty nights, there would have been a flood. Wait a little longer, the abysses of heaven will open up! .." fumbles with a basting in the hope of catching a chub or a pike.

I walked along the coast, not thinking about anything, admiring a truly extraordinary spectacle.

Tall alder bushes now peeped out like tops. One could see how the water bends the bushes to one side along its course, and they bounce, try to straighten up, taking advantage of the slightest relaxation of the muddy streams, and therefore bow incessantly as if wound up.

The old willow was flooded to the very crown. Various birds scurried along its branches, screaming anxiously and plaintively. Probably, quite a few cozy inhabited nests (in time and with chicks) were flooded with this water.

In one place I stopped, staring at the wrapping. The water in this place hit the curved shore, went in circles. Along the edge of the closure, the movement of water was slow, as if lazy, but closer to the middle it got faster and faster, finally forming a swirling water pit, into which everything that floated past was irresistibly drawn: straw, hay, chips and even bubbles that were born there, where the water was combed by the branches of flooded trees.

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51

Under the light breeze of the sultry wind, the sea trembled and, covered with small ripples, dazzlingly brightly reflecting the sun, smiled at the blue sky with thousands of silver smiles. In the space between the sea and the sky there was a cheerful splash of waves, running up to the gently sloping shore of a sandy spit. Everything was full of lively joy: the sound and brilliance of the sun, the wind and the salty scent of water, the hot air and yellow sand. A narrow long scythe, piercing with a sharp spire into the boundless desert of water playing with the sun, was lost somewhere in the distance, where a sultry haze hid the earth. Hooks, oars, baskets, and barrels lay disorderly on the spit. On this day, even the seagulls are exhausted by the heat. They sit in rows on the sand with their beaks open and their wings lowered, or they sway lazily on the waves.

When the sun began to descend into the sea, the restless waves either played merrily and noisily, or splashed dreamily affectionately on the shore. Through their noise, something like sighs or soft, affectionate cries reached the shore. The sun was setting, and a pinkish reflection of its rays lay on the yellow hot sand. And the pitiful willow bushes, and the mother-of-pearl clouds, and the waves that ran up the shore—everything was getting ready for the night's rest. Lonely, as if lost in the dark distance of the sea, the fire of the fire flared up brightly, then died out, as if exhausted. Night shadows lay not only on the sea, but also on the shore. All around was only the immeasurable, solemn sea, silvered by the moon, and the blue sky, studded with stars.

(According to M. Gorky)

52
ordinary earth

In the Meshchersky region there are no special beauties and riches, except for forests, meadows and clear air. Nevertheless, this land of untrodden paths and fearless animals and birds has a great attraction. He is as modest as the paintings of Levitan, but in him, as in these paintings, lies all the charm and all the diversity of Russian nature, imperceptible at first glance. What can be seen in the Meshchersky region? Flowering, never mowed meadows, creeping fogs, pine forests, forest lakes, high stacks smelling of dry and warm hay. The hay in the stacks stays warm throughout the winter. I had to spend the night in stacks in October, when frost covers the grass at dawn, and I dug a deep hole in the hay. You climb into it - you immediately warm up and sleep throughout the night, as if in a heated room. And over the meadows the wind drives leaden clouds. In the Meshchersky Territory one can see, or rather hear, such a solemn silence that the bell of a lost cow can be heard from afar, almost for kilometers, unless, of course, the day is calm. In summer, on windy days, the forests rustle with a great oceanic rumble and the tops of giant pines bend after the passing clouds.

Suddenly, lightning flashed in the distance. It's time to seek shelter from the unexpected rain. I hope we manage to escape in time under that oak tree. You will never get wet under this natural tent created by generous nature. But then the lightning flashed, and the hordes of clouds rushed off into the distance. Having made our way through a wet fern and some kind of creeping vegetation, we get out onto a barely noticeable path. How beautiful Meshchera is when you get used to it! Everything becomes familiar: the cries of quails, the fussy knock of woodpeckers, and the rustle of rain in red needles, and the weeping of willows over a sleeping river.

(According to K. Paustovsky)

53

Now bears are no longer led through the villages. Yes, and the gypsies rarely roam, for the most part they live in the places where they are assigned, and only sometimes, paying tribute to their age-old habit, they get out somewhere to pasture, pull on a sooty linen and live with their whole families, engaged in forging horses, horseshoeing and mercenary . I even happened to see that the tents gave way to hastily put together wooden booths. It was in a provincial town: not far from the hospital and the market square, on a piece of land not yet built up, next to the postal road.

From the booths came the clanging of iron; I looked into one of them: some old man was forging horseshoes. I looked at his work and saw that he was no longer the former gypsy blacksmith, but a simple artisan; passing quite late in the evening, I went up to the booth and saw an old man doing the same thing. It was strange to see a gypsy camp almost inside the city: wooden booths, fires with cast-iron pots, in which gypsies wrapped in colorful scarves cooked some dishes.

The gypsies walked through the villages, giving their performances for the last time. For the last time, the bears showed their art: they danced, fought, showed how boys steal peas. For the last time, old men and women came to be treated with a sure, tried and tested remedy: to lie on the ground under a bear, which lay on the patient's belly, spreading its four paws wide in all directions on the ground. The last time they were brought into the huts, and if the bear voluntarily agreed to enter, they led him to the front corner, and planted there, and rejoiced at his consent as a good sign.

(According to V. Garshin)

54

During the past summer, I had to live in an old manor near Moscow, where several small dachas were set up and rented out. I never expected this: a dacha near Moscow, I had never lived as a summer resident without some sort of business in an estate so unlike our steppe estates, and in such a climate.

In the manor park the trees were so large that the dachas built in some places in it seemed small under it, having the appearance of native dwellings under the trees in tropical countries. The pond in the park, half covered with green duckweed, stood like a huge black mirror.

I lived on the outskirts of a park adjoining a sparse mixed forest; my plank dacha was not completed, the walls were not caulked, the floors were not planed, there was almost no furniture. From the dampness, which apparently never disappeared, my boots, lying under the bed, were overgrown with moldy velvet.

It rained almost incessantly all summer. It used to happen that white clouds accumulated in the bright blue and thunder rolled in the distance, then a brilliant rain began to fall through the sun, which quickly turned from the heat into fragrant pine steam. Somehow, unexpectedly, the rain ended, and from the park, from the forest, from neighboring pastures - from everywhere again one could hear the joyful discord of birds.

Before sunset, it was still clear, and on my plank walls, the crystal-gold grid of the low sun trembled, falling through the leaves through the windows.

It got dark in the evenings only towards midnight: the half-light of the west stands and stands through the completely motionless, hushed forests. On moonlit nights, this half-light somehow strangely interfered with the moonlight, also motionless, enchanted. And from the calmness that reigned everywhere, from the purity of the sky and air, it seemed that there would be no more rain. But now, as I was falling asleep, I suddenly heard: a downpour with thunderous peals was again falling on the roof, boundless darkness all around and lightning falling in a plumb line.

In the morning, in the damp alleys, on the lilac earth, colorful shadows and dazzling spots of the sun spread, birds called flycatchers chirped, and thrushes hoarsely crackled. And by noon it soared again, found clouds and began to pour rain.

(According to I. Bunin)

55

He angrily tossed his cigarette butt, hissing in a puddle, thrust his hands into the pockets of his unbuttoned, wind-blown overcoat, and, bowing his head, which had not yet had time to clear up from pre-dinner lessons, and feeling the weight of a bad dinner in his stomach, began to pace with concentration and energy. But no matter how he walked, everything that was around him went along with him: the slanting rain that wet his face, and the shabby student uniform, and the huge houses, strangely and silently crowded on both sides of the narrow street, and passers-by, wet, gloomy, who seemed in the rain all as one. All this familiar, repeated day after day, annoyingly went along with him, not for a minute, not for a moment, not lagging behind.

And the whole atmosphere of his present life, all the same, repeating from day to day, seemed to go along with him: in the morning a few sips of hot tea, then endless running around the lessons.

And all the houses of his clients were in the same manner, and life in them went on in the same manner, and the attitude towards him and him towards them was the same. It seemed that he only changed streets during the day, but went in to the same people, to the same family, despite the difference in physiognomies, ages and social status.

He called. Didn't open for a long time. Zagrivov stood frowning. The rain was still slanting, the cleanly washed sidewalks shone with moisture. The cabbies, ruffled, pulled the reins just as they always did. In this humility, one felt his own special life, inaccessible to others.

There were three chairs in an empty, bare room, even without a stove. On the table lay two unfolded notebooks with pencils placed on them. As a rule, when Zagrivov entered, he was greeted at the table, looking from under his brows, by two gloomy broad-shouldered realists.

The eldest, the spitting image of his father, was in the fifth grade. Looking at that low forehead overgrown with coarse hair, at that heavy, irregular head cut back, it seemed that a very small corner for the brain remained in the thick skull.

Zagrivov never talked about anything extraneous with his students. There was always a wall of alienation between him and his students. Strict, stern silence also reigned in the house, as if no one was walking, talking, laughing.

(According to A. Serafimovich)

56
Blizzard

We drove for a long time, but the blizzard did not weaken, but, on the contrary, seemed to intensify. The day was windy, and even from the leeward side one could feel the incessant buzzing into some well from below. My feet began to freeze, and I tried in vain to throw something on top of them. Every now and then the coachman turned his weather-beaten face towards me, with reddened eyes and droopy eyelashes, and shouted something, but I couldn't make out anything. He probably tried to cheer me up, as he counted on the speedy end of the journey, but his calculations did not materialize, and we wandered in the darkness for a long time. Even at the station, he assured me that you can always get used to the winds, only I, a southerner and a homebody, endured these inconveniences of my journey, to be honest, with difficulty. I couldn't help but feel that the journey I had made was not at all safe.

The coachman hadn't been singing his artless song for a long time; there was complete silence in the field, white, frozen; no pole, no haystack, no windmill—nothing to be seen. By evening, the blizzard had subsided, but the darkness impenetrable in the field was also a gloomy picture. The horses seemed to be in a hurry, and the silver bells rang on the arc.

It was impossible to get out of the sleigh: the snow had piled up to half an arshin, the sleigh continuously drove into the snowdrift. I waited with difficulty until we finally arrived at the inn.

The hospitable hosts nursed us for a long time: they scrubbed us, heated them, treated us to tea, which, by the way, they drink here so hot that I burned my tongue, however, this did not in the least prevent us from talking in a friendly way, as if we had known each other for a century. An irresistible drowsiness, inspired by warmth and satiety, of course, made us sleepy, and I, putting my felted boots on the heated stove, lay down and heard nothing: neither the wrangling of the coachmen, nor the whispering of the owners - I fell asleep like a log. The next morning, the hosts fed the uninvited guests with dried venison, and shot hares, and potatoes baked in ashes, and gave them warm milk to drink.

(According to I. Golub, V. Shein)

57
Night in Balaklava

At the end of October, when the days are still gentle in autumn, Balaklava begins to live a peculiar life. The last vacationers, burdened with suitcases and trunks, leave, having enjoyed the sun and the sea during the long local summer, and immediately it becomes spacious, fresh and businesslike at home, as if after the departure of sensational uninvited guests.

Fishing nets are spread across the embankment, and on the polished cobblestones of the pavement they seem delicate and thin, like cobwebs. The fishermen, these workers of the sea, as they are called, crawl along the spread nets, like gray-black spiders mending a torn, airy veil. The captains of the fishing boats sharpen stubborn beluga hooks, and at the stone wells, where the water babbles in an uninterrupted silver stream, gossiping, gathering here in their free minutes, dark-faced women are local residents.

Sinking across the sea, the sun sets, and soon a starry night, replacing a short evening dawn, envelops the earth. The whole city falls into a deep sleep, and the hour comes when not a sound comes from anywhere. Only occasionally water splashes against the coastal stone, and this lonely sound further emphasizes the unbroken silence. You feel how night and silence have merged into one black embrace.

Nowhere, in my opinion, you will hear such perfect, such ideal silence as in the night Balaklava.

(According to A. Kuprin)

58
On the hayfield

The grass on the unmowed meadow, low but dense, turned out to be not softer, but even tougher, but I did not give up and, trying to mow as best as possible, did not lag behind.

Vladimir, the son of a former serf, never ceased waving his scythe, cutting grass in vain, without showing the slightest effort. Despite being extremely tired, I did not dare to ask Vladimir to stop, but I felt that I could not stand it: I was so tired.

At this time, Vladimir himself stopped and, bending down, took the herbs, slowly wiped his scythe and silently began to sharpen. I slowly lowered the scythe and breathed a sigh of relief, looking around.

A nondescript peasant, limping behind and, apparently, also tired, immediately, before reaching me, stopped and began to sharpen, crossing himself.

Having sharpened his scythe, Vladimir did the same with my scythe, and without hesitation we moved on. Vladimir went step by step, without stopping, and did not seem to feel any fatigue. I mowed with all my might, trying to keep up, and became weaker and weaker. Waving the scythe with feigned indifference, I became more and more convinced that I did not have enough strength even for a few swings of the scythe needed to complete the series.

Finally, the row was passed, and, throwing his scythe over his shoulder, Vladimir went along the already well-trodden mowing, stepping on the footprints left by his heels. Sweat rolled off my face, and my whole shirt was wet, as if soaked in water, but I felt good: I survived.

59

Twilight, perhaps, was the reason that the procurator's appearance changed dramatically. He seemed to have aged before our eyes, hunched over and, in addition, became anxious. Once he looked back and for some reason shuddered, glancing at the empty chair, on the back of which lay a cloak. The transparent night was approaching, the evening shadows were playing their game, and, probably, the tired procurator fancied that someone was sitting in an empty armchair. Allowing cowardice, moving his discarded cloak, the procurator, leaving it, ran across the balcony, now running up to the table and clutching at the bowl, now stopping and beginning to stare senselessly at the mosaic of the floor.

For the second time today, depression has fallen on him. Rubbing his temple, in which only a nagging memory of the morning pain remained, the procurator struggled to understand what was the cause of his mental anguish, and, realizing this, he tried to deceive himself. It was clear to him that, having irretrievably missed something this morning, he now wanted to correct what he had missed by some petty and insignificant, and most importantly, belated actions. But the procurator was very bad at it. At one of the turns, stopping abruptly, the procurator whistled, and out of the garden jumped out onto the balcony a gigantic sharp-eared dog in a collar with gilded plaques.

The procurator sat down in an armchair; Banga, sticking out his tongue and breathing rapidly, sat down at the feet of the owner, and the joy in the eyes of the dog meant that the storm was over and that he was again here, next to the man he loved, considered the most powerful in the world, the ruler of all people, thanks to whom he himself the dog considered himself a privileged being, superior and special. But, lying down at the feet of the owner and not even food on him, the dog immediately realized that his owner was in trouble, and therefore Bunga, getting up and going to the side, laid his paws and head on the knees of the procurator, which should have meant: he is comforting his master and misfortune is ready to meet with him. This he tried to express both in his eyes, which were squinting at his master, and in his alert, alert ears. So both of them, the dog and the man, loving each other, met the festive night.

(According to M. Bulgakov)

60

I woke up early in the morning. The room was filled with a steady yellow light, as if from a kerosene lamp. The light came from below, from the window, and illuminated the log ceiling most brightly. The strange light, dim and motionless, was not at all like sunlight. It was the shining autumn leaves.

During the windy and long night, the garden dropped dry leaves. It lay in multi-colored heaps on the ground and spread a dull glow, and from this glow people's faces seemed to be tanned. Autumn mixed all the pure colors that exist in the world, and applied them, as if on a canvas, to the distant expanses of earth and sky.

I saw dry leaves, not only gold and purple, but purple and gray and almost silver. The colors seemed to have softened because of the autumn haze, they hung motionless in the air. And when it rained incessantly, the softness of the colors gave way to brilliance: the sky, covered with clouds, still gave enough light that the wet forests could ignite in the distance, like majestic crimson and gold fires. Now the end of September, and in the sky there is some strange combination of naive blue and dark double clouds. From time to time a clear sun peeps through, and then the clouds become even blacker, the clear sections of the sky become even bluer, the narrow road is even blacker, the old bell tower peeps even whiter through the half-fallen lindens.

If from this bell tower, climbing the wooden rickety stairs, look to the north-west, then your horizons will immediately expand. From here, the river is especially clearly visible, wrapping around the foot of the hill on which the village is spread. And in the distance you can see the forest, a horseshoe covering the entire horizon.

It began to get dark, either low clouds, or the smoke of a giant fire, were coming from the east, and I returned home. Already late in the evening I went out into the garden, to the well. Putting a thick lantern on the log house, he took out water. Yellow leaves floated in the bucket. Nowhere to hide from them - they were everywhere. It became difficult to walk along the paths of the garden: you had to walk on the leaves, as if on a real carpet. We found them in the house too: on the floor, on the made bed, on the stove - everywhere. They were soaked through with their wine aroma.

61

In the afternoon it became so hot that the passengers moved to the upper deck. Despite the calm, the entire surface of the river was seething with a trembling swell, in which the sun's rays were unbearably brightly crushed, giving the impression of countless silver balls. Only in the shallows, where the shore ran into the river like a long cape, did the water bend around it in a motionless ribbon, calmly blue among these brilliant ripples.

There was not a cloud in the sky, but here and there thin white clouds stretched out on the horizon, casting along the edges like strokes of molten metal. Black smoke, not rising above the chimney, trailed behind the steamer in a long dirty tail.

From below, from the engine room, came a continuous hiss and some kind of deep, regular sighs, in time with which the wooden deck of the Hawk shuddered. Behind the stern, catching up with her, ran rows of long, wide waves; white curly waves suddenly boiled furiously on their muddy green top and, smoothly sinking down, suddenly melted, as if hiding under water. The waves tirelessly ran up to the shore and, crashing against the slope with a noise, ran back, exposing the sandbar, all eaten away by the surf.

This monotony did not bore Vera Lvovna and did not tire her: she looked at the whole of God's world through a rainbow veil of quiet charm. Everything seemed sweet and dear to her: the steamer, unusually white and clean, and the captain, a hefty fat man in a pair of canvas, with a crimson face and an animal voice hoarse from bad weather, and the pilot, a handsome black-bearded peasant, who turned the wheel of the steering wheel in his glass booth. , while his sharp, narrowed eyes stared fixedly into the distance.

A wharf appeared in the distance - a small red wooden house built on a barque. The captain, putting his mouth to the mouthpiece held in the engine room, shouted command words, and his voice seemed to come out of a deep barrel: “The smallest! Reverse!"

Women and girls crowded around the station; they offered passengers dried raspberries, bottles of boiled milk, salted fish, boiled and baked lamb.

The heat was slowly subsiding. Passengers watched the sun set in a blaze of blood-purple flames and melted gold. When the bright colors subsided, the entire horizon lit up with an even dusty pink glow. Finally, this radiance faded, and only not high above the ground, in the place where the sun had set, remained an indistinct long pink stripe, imperceptibly passing at the top of the sky into a soft bluish tint of the evening sky.

(According to A. Kuprin)

-- [ Page 1 ] --

Russian language

for general education

institutions

Edited by Academician

Russian Academy of Education

Ministry of Education and Science

Russian Federation

Tutorial matches

Federal State educational standard Moscow "Russian Word"

2011 Bis_8.indd 1 09/26/2011 04:59:52 PM A uthors:

E.A. Bystrova, L.V. Kibireva, T.M. Voiteleva, N.N. Fattakhov Edited by Academician of the Russian Academy of Education E.A. Fast Russian language. Grade 8: textbook for educational institutions / E.A. Bystrova, L.V. Kibireva, T.M. Voiteleva, N.N. Fattakhov;

ed. E.A. Bystrovoy. - M .: LLC "TID "Russian Word - RS", 2011. - 380 p.

Legend:

Basic theoretical material;

Additional theoretical material;

We read, we speak, we write;

Creative task;

Russian language in the world of other languages;

The task of increased complexity;

Our helper is the Internet.

Parsing types:

Phonetic: win1;

Morphemic: suburban2;

Morphological: parents3;

Syntactic: At night the wind gets angry and knocks on the window.4 (A. Fet) Bis_8.indd 2 09/26/2011 16:59: Russian language in the circle of Slavic languages ​​I. The languages ​​of the world are different in all respects. Some have existed for millennia, others for only a few centuries. The role of languages ​​in interethnic and international and even intranational communication is also different. There are languages ​​that serve one nation and even a nationality, and languages ​​that belong to several nations. Some languages ​​have a special mission - to serve as a means of communication for many, if not all, peoples of the planet Earth. Among these languages ​​is our Russian.

The structure of the languages ​​of the world is different. But the degree of difference between the languages ​​of the globe is far from the same. A Russian without much difficulty can understand a Ukrainian, but he will not understand a Spaniard or a Japanese at all. What does it depend on? The languages ​​used by people can be related to each other and, on this basis, unite into groups. This relationship is explained by the fact that languages ​​belonging to the same group have a common ancestor, or, as linguists say, go back to a common parent language.

II. To the group East Slavic languages includes Russian, Ukrainian and Belorussian, which stood out in XIV-XV centuries from a common ancestor language - Old Russian (Common Eastern Slavic) language. Even in the XIII century. the ancestors of the modern Eastern Slavs - Russians, Belarusians and Ukrainians - spoke the same old Russian language. Historical events divided the ancient Russian tribes;

the dialects they spoke developed into independent languages. The changes that have taken place in them over the course of several centuries have led to a number of serious discrepancies.

Bis_8.indd 3 09/26/2011 16:59: But these discrepancies are not so great as to deprive the speakers of Russian, Ukrainian and Belarusian of the opportunity to understand each other in mutual communication.

Do you know that...

The Old Russian language is called because the Eastern Slavs, having created an independent state - Kievan Rus, formed a single ancient Russian nationality, from which later, approximately in the XIV-XV centuries, the Russian (Great Russian), Ukrainian and Belarusian nationalities stood out.

III. The Old Slavonic language made a great contribution to the development of the Russian language. The oldest Slavic written monuments that have come down to us, which are dated back to the 10th-11th centuries, are written in this language.

Old Church Slavonic is the first literary, written language of the Slavs. It is based on one of the South Slavic dialects.

The Russians call it Old Slavonic, and the Bulgarians call it Old Bulgarian. Written monuments in this language belong to the famous Slavic enlighteners Cyril and Methodius. Their mission to create a literary language for all Slavs became possible due to the fact that in those days Slavic speech was still relatively unified. The Old Church Slavonic language did not exist in the form of a living folk speech, it always remained the language of the Church, culture and writing, but was understandable to all the ancient Slavs.

The language of Old Slavonic monuments was exposed to Old Russian language, as a result of which the East Slavic variant (exodus) of the Old Church Slavonic language, or the Church Slavonic language, arose. This language characterizes Old Russian monuments, copied from Old Slavonic originals, and a number of own Old Russian writings.

Bis_8.indd 4 26.09.2011 16:59: 1. Recall the distinguishing features of Old Church Slavonic words and determine whether these words are Russianisms or Old Slavonicisms. You write them in two columns. Pick a pair for them (Russian or Old Slavic Vyansk). How do these words differ?

Hair, gunpowder, hail, sweet, cold, citizen, good, temple, frost, ear, verb, brave, environment, side, time, beard, road, moisture, power, partition.

2. Eliminate judgments that you consider incorrect:

a) Old Church Slavonic is the language that was once spoken by all Slavs;

b) Old Church Slavonic is a common language literary language all Orthodox Slavs;

c) Old Church Slavonic - South Slavic;

d) Old Church Slavonic - the language spoken in Ancient Russia;

e) Old Church Slavonic influenced the Russian literary language.

IV. In addition to the East Slavic subgroup, the West Slavic (Polish, Czech, Slovak) and South Slavic (Bulgarian, Serbian, Slovene, Macedonian) are traditionally distinguished. The languages ​​of each of these subgroups have a number of features, the differences between them are significant, but still the Eastern, Western and South Slavic languages ​​​​have much in common with each other, since they are part of a single related group of Slavic languages.

All ancient and modern Slavic languages ​​originated from the Proto-Slavic language (it is also called the Common Slavic or Common Slavic language-base). It served as a means of communication for all Slavic tribes living in Central and Eastern Europe. Scholars do not have any Proto-Slavic written monuments at their disposal, so its structure can be partially restored on the basis of a comparatively historical study of the surviving Slavic languages.

Bis_8.indd 5 26.09.2011 16:59: The proximity of the Slavic languages ​​to each other is manifested in the vocabulary, in word formation, in sound and grammatical structure. Their similarity can be explained not only by kinship in origin, but also by the relatively recent time of the collapse of the Proto-Lavonic language.

Do you know that...

Specialists - linguists and historians - are still arguing where the ancestral home of the Slavs was, that is, the territory on which they lived as a single people and from where they dispersed, forming separate peoples and languages. Some scientists place it between the Vistula and the middle reaches of the Dnieper, others - between the Vistula in the east and the Oder in the west. Now many experts believe that the ancestral home of the Slavs was in Pannonia, on the Middle Danube, from where they moved to the north and east. As one of the proofs that the Slavs were in Central Europe, they cite, for example, the lexical similarity between the Slavic languages ​​and the languages ​​of Western Europe. Compare the Latin and Russian words hostis - "guest", struere - "to build", fornus - "horn", paludes - "flood".

(Encyclopedia "Linguistics. Russian language") 3. Read the text. What did you learn new for yourself? What method do scientists use to establish the relationship of languages? Which of the languages ​​are "close" relatives of the Russian language, and which are "distant"?

Tracing the history of related languages ​​and comparing them with each other, scientists have noticed that these languages ​​are similar in many respects and they have many “common” ones, similar in meaning. Having analyzed the occurring “coincidences” using the so-called comparative historical method, linguists have identified patterns of sound correspondences between “common” words and developed strict rules that make it possible to establish not only the fact of the kinship of languages, but also the degree of kinship. And now we can say with confidence that, for example, the Slavic languages ​​are related to each other, since the rules that prove this are applicable to them. In particular, such a rule, according to which all non-borrowed Russian words with the combination -oro- have -ra- in Bulgarian, -ra- in Czech, and -ro- in Polish:

Russian Bulgarian Czech Polish city grad grad grod gate gate vrata wrota cow krava krava krowa Or this rule: where a Russian pronounces re, ri, a Pole will definitely say rze, rzy (same, zhi): sea - morze (“maybe”), mushroom - grzyb ("gzhib"), etc.

In other words, if "common" words in Slavic languages ​​are bound by strict rules of "phonetic translation", then these languages ​​are related.

Applying the rules (and there are a lot of them!) it is possible to prove that the Russian, Ukrainian and Belarusian languages ​​are closer to each other than to Polish or Czech, and these two, in turn, are closer to each other than to Russian or Serbian.

The next degree of kinship connects the Slavic languages ​​​​with the Baltic ones. You can be convinced of the closeness of these languages ​​by leafing through the Russian-Latvian dictionary and finding in it such pairs of words as: head - galva, ice - ledus, friend - draugs, etc.

More "distant" relatives of the Slavic languages ​​are other Indo-European languages. For example, the Russian language is in “third cousin relationship” with German, which can also be proved using the comparative historical method.

Bis_8.indd 7 26.09.2011 16:59: 2. Highlight the micro-topics in the text. Do they match paragraph boundaries? Make a plan of the text and tell according to this plan about the related Slavic languages ​​and the degree of their relationship with the languages ​​of other groups.

3. Find in the text sentences with participles and participles. Explain why they are separated by commas.

All related languages ​​are united in a language family, which may consist of more or less distinct language groups or branches.

One of the largest language families in Eurasia, which has also spread to other continents over the past five centuries, is the Indo-European family of languages. The common ancestor, progenitor of the modern Indo-European languages ​​was the common Indo-European language-base, or the Indo-European proto-language, which existed in ancient times and for several millennia BC, for some reason, was divided into several independent branches. They could coexist, intensively contact, similarly develop. However, it could have been different: the speakers of a separate language broke away from the main array of "relatives", migrated to other lands, closely communicated with speakers of unrelated languages, perceiving new sounds, words, syntactic constructions from them and forgetting much of the former heritage. Each new language could divide further, and then everything was repeated. Therefore, related languages ​​can be similar to each other to varying degrees. As a result of the collapse of the Indo-European proto-language, branches of the Indo-European languages ​​​​appeared and, as a result, modern languages ​​\u200b\u200bbelonging to the Indo-European language family were formed. One of these branches of the Indo-European parent language was the Proto-Slavic language.

4. We carry out linguistic observation. The Indo-European root *kol-*kel had three meanings: 1) ‘to move, rotate’;

2) ‘beat, stab’;

3) ‘rise, grow’.

Analyze which of these meanings the following Russian words go back to: wheel, round, ear, chain mail, knee, ring, forehead, outskirts, bun, kalach. Consult etymological dictionaries for help. Work in groups. Present your research in the form of a report.

Bis_8.indd 8 09/26/2011 16:59: 5. The distribution of languages ​​by kinship is called genetic or genealogical classification. Consider the drawing. Name the language groups that are part of the Indo-European family of languages.

6. 1. Consider the drawing from A.A. Leontiev "What is language"

(see p. 10) and using the figure of ex. 5 determine: the words from the languages ​​of which family are presented in the figure. What language groups do these languages ​​belong to? What is their common language called?

Bis_8.indd 9 26.09.2011 16:59: 2. Compare the words for "gray predator" in different languages ​​of the Indo-European language family. What did you notice? Draw a conclusion in which the similarities of related languages ​​of the same family can be manifested.

7. From the lists below, exclude:

a) non-Slavic languages: Polish, Lithuanian, Ukrainian, Czech, Hungarian, Romanian, Bulgarian, Macedonian, Greek, Estonian;

b) dead languages: Latvian, Belarusian, Lithuanian, Latin, Russian, Old Church Slavonic, Ancient Greek;

c) non-South Slavic languages: Serbo-Croatian, Russian, Slovak, Slovene, Bulgarian, Old Church Slavonic;

d) non-West Slavic languages: Czech, Ukrainian, Polish, Slovak, Slovenian, Bulgarian.

Bis_8.indd 10 26.09.2011 16:59: We repeat the spelling of (East) Slavic, (Old) Russian, (Old) Slavic, (South) Slavic, (Old) B..Lgarsky, (Church) Slavic, or..ginal , (West) Slavic, gro (n, pp) a, (general) Slavic, writing (n, nn) ​​awn, mean (n, nn) ​​th, (comparatively) historical .. c cue, (Indo) European, sp ..cialist, (Russian) Latvian, m..grit, r..n..tic, r..n..alogical, cla(s,ss)ifi cation, (ancient) Greek..sky, (Serbo) x..rvatsky, sl..vatsky, sl..

Testing Yourself 1 Find the synonyms among the following language names.

Old Slavonic, Proto-Slavonic, Old Russian, Common Slavonic, Old Bulgarian, Serbo-Croatian, Russian, Slovak, Great Russian, Common East Slavic, Slovenian.

2 Based on the theoretical material, complete the diagram.

parent language-base Proto-Slavic South Slavic _ group of languages ​​(Old Russian) (Polish, Slovak (_, _, _, _) cue, Czech, etc.) Modern Russian Bis_8.indd 11 09/26/2011 16:59: Speech (repeat and learning new things) §1. Text. Types of speech Remember What is called a text?

What role does the title play in the text? What can he express?

What questions should be asked to determine the main idea? The topic of the text?

What is the difference between narrow and broad topics?

What ways of connecting sentences in the text do you know?

What is the difference between description and narration, narration and reasoning?

8. Read the sentences in two columns. Which one contains the text, and which one contains individual sentences? How did you define it?

Name the features of the text.

There were pine blossoms. Stop Rain with a bucket from the sky and hit with a stick on a gloomy pine tree. The sky smells like a branch, like a thick yellow and restless spring like a pine tree.

the cloud surrounded us. Slow Mushrooms and wild strawberries, but settled in the stillness of the wind, the golden, callous forest smelled. Wind with pollen.

fields bring warmth.

Bis_8.indd 12 26.09.2011 16:59: 9. 1. Read the sentences. Can we call them text? Why? Restore the order of the sentences by meaning and write down the resulting text.

We entered the room, went to the sofa. “Well, get out, baby, don’t be afraid,” Mom suggested. The muzzle of the animal was amusing: its upper and lower parts were gray, in the middle, from the nose to the ears, wide black stripes stretched. An oblong muzzle with a black nose, shining eyes and very small erect ears appeared from the silk purse.

One day, my mother called me: “Yura, look what a booty I brought.” Mom was holding a purse, there, on a bed of grass and leaves, someone fat in a silvery skin was crawling around. I rushed to the house. The coat is light, silvery. How busy he is! The baby got out of the bag. The kid immediately realized what was the matter, took the whole nipple into his mouth and even closed his eyes with pleasure. Mom took a bottle with a pacifier from the cupboard and poured milk into it.

2. Prove that you got the text. How can you name it?

Come up with two or three headings that will fully correspond to its content.

3. Underline the means of communication in the text. Make a conclusion about how the sentences in the received text are connected - by serial or parallel connection.

4. Find a description in the text. What parts does it consist of?

I. The text consists of sentences related lexically, grammatically and in meaning.

The text must be complete and complete.

The text is solid, if from the beginning to the end of the text its parts are united by one topic (and not by many), it is not interrupted by digressions that are not related to the topic, unnecessary details.

The text is considered complete if the topic started in the text is fully disclosed, a full answer to the question is given.

An excerpt from a text (scientific, artistic, journalistic) can be a text if it is understandable without any explanation and has all the features of a text.

Bis_8.indd 13 09/26/2011 04:59 PM: The text has common topic and main idea. The heading in the text can express the topic or the main idea.

The text may contain hidden meaning.

In terms of volume, the text can be small - two or three sentences - and large - a story, a novel.

10. 1. Read the topic titles. Define the boundaries of each topic.

“A day that I will never forget”, “Sunday walk outside the city”, “My favorite corner of nature”, “Nature of our region”, “My summer holidays”.

2. Optional task: write an essay on one of the topics mentioned.

11. Read a fragment of the table of contents from a Russian textbook.

Which of these topics is broad, which is narrow? How do they differ?

The main ways and means of connecting sentences in the text Chain and parallel connection sentences in the text The title as a means of connecting sentences in the text The order of sentences in the text. Word order in a sentence Address as a means of connecting sentences in a text 12. Read a fragment of the table of contents from a history textbook. What topic - narrow or broad - is included in the title of the chapter?

Chapter VI. Society, church, culture in Russia in the first half of the 19th century § 17. Slavophiles and Westerners § 18. Russian Orthodox Church § 19. Russian utopian socialism § 20. National roots of Russian culture and Western influences. Science and education § 21. Russian literature § 22. Architecture, theater, painting, music Bis_8.indd 14 26.09.2011 16:59: 13. 1. Read the headings of individual paragraphs from the Russian language textbook. Which headings reflect the broad topic? How do the rest of the headings relate to them? In what order should headings appear in a table of contents? Restore their sequence and write them down.

Period Question mark Exclamation mark Punctuation marks at the end of a sentence Ellipsis Functions of punctuation marks at the end of a sentence Dash between subject and predicate Dash after the naming form Dash in an incomplete sentence Punctuation rules Dash between members of a sentence Intonational and semantic dash Connecting dash 2. Think of your own examples of wide and narrow topics. Snoy your answer.

14. 1. Read the poem by M.Yu. Lermontov. Do you think this poem has a title? How can you find this poem in the title of a book? Have you seen such texts without a title?

*** In the wild north stands alone On the bare top of a pine, And slumbers, swaying, and loose snow Dressed like a robe, she.

And she dreams of everything that is in the distant desert, In the land where the sun rises, Alone and sad on a fuel-filled cliff A beautiful palm tree grows.

2. Find your own examples of poems without a title.

Bis_8.indd 15 09/26/2011 16:59: II. Some lyrical poems do not have a title; its absence is indicated by the sign *** (three asterisks). In this case, one speaks of a null heading. If there is no title, the poem is called on the first line, and on the entire first line, and not on its part. In the table of contents of the book, a poem without a title should be searched for by its first line.

15. 1. Read the text. Name the key words and phrases necessary to reveal the topic and the main idea. What is the main idea of ​​the text? Determine its topic, pick a title.

You will see green willow everywhere: in kitchen gardens, in orchards, along the roads. It grows a lot along the banks of forest rivers, along streams. People call willow in different ways.

The forest has not yet turned green in the spring, and the tender willow is already blooming, reflected in the melt water, with yellow powder puffs. The sun warms a little - hover over the flowering willows, collecting golden pollen, bees flying out of the hives.

Willow is a hardy tree. You can chop or cut off its thin trunk and stick it even shallowly into the ground - it will take root, take root, and begin to grow.

From the beginning of spring, nightingales settle in willow thickets and tirelessly sing their songs. The roots of willows protect dams built by people from erosion by spring water. From time to time, shuddering from the wind, the willow whispers softly, exposing the silvery underside of its leaves.

How beautiful is this willow, hanging down over the water, in which the sky is reflected and clouds floating in the distance.

(According to I. Sokolov-Mikitov) 2. Describe the structure of the text. Name the type of speech (description, narration, reasoning, mixed).

3. How many paragraphs are there in the text? Why do you think the author divided the text so once?

4. Write out the first sentences of the paragraphs. Read what you got. Can this be called text? Prove it. Has Bis_8.indd 16 26.09.2011 16:59 survived: the main idea of ​​the text? Make a conclusion: what is the role of the first sentences of paragraphs in the construction of the text?

5. Make a syntactic analysis of the sentences written out, explain the punctuation marks in them.

6. Find spellings in the highlighted words. Explain their spelling.

16. Consider the diagram, draw a conclusion from it about the means of communication of sentences in the text.

Linguistic means of connecting sentences in the text lexical morphological syntactic synonyms of the pronoun word order antonyms of the adverb introductory words lexical repetition union incomplete sentences forms of the same word syntactic parallelism of species tense forms of verbs division of syntactic construction 17. 1. Read the texts. Prove that it is the texts in front of you.

Write out the means of communication of sentences and conclude in what way the sentences in these texts are connected.

1) One late evening I went out into the garden, to the well. I put a dim "bat" kerosene lantern on the log house

and got water. Leaves floated in the center. They were everywhere. There was nowhere to get rid of them. Black bread from the bakery was brought with wet leaves stuck to it. The wind threw handfuls of leaves on the table, on the bed, on the floor, on the books, and it was difficult to walk along the paths of the garden: you had to walk along the li Bis_8.indd 17 09/26/2011 16:59: steem, like in deep snow. We found leaves in the pockets of our raincoats, in caps, in our hair - everywhere. We slept on them and soaked in their scent.

(K. Paustovsky) 2) A warm spring day is ending. On the tops of stupidly browed mountains, the reflection of the evening sunset burns out. Light thinning clouds float across the sky. The last gusts of wind subside.

It gets dark quickly. In the cold blue of the sky, one after another, the stars light up. (Gr. Fedoseev) 2. What method of communication does the first diagram illustrate? And the second one?

1) 1 2 3 4 5 2) 2 3 4 3. Can the texts combine both serial and parallel connection of sentences?

18. 1. Read an excerpt from the story "Let's get to know each other."

Think about how this text is built - according to the type of description, narration, reasoning? Prove it.

We live in the Caucasus. Our city is squeezed by mountains from three sides. The city is covered by a horseshoe of mountains. Immediately behind the river, the mountains are green and low, overgrown with crooked wild apple trees, wild persimmons and thorns. These mountains are called Prosvirny Kurgan and Kizilovka. Here in the hollows it is always cool, there is a slight silence and there are wild boars and snakes.

Behind these, low and green, other mountains rise, gray, steep, as if carved from huge stones. Nothing grows on them, not a blade of grass, not a bush. Great winds roam there and eagles rule. It is interesting to watch how an eagle, having taken off from some bare stone, rises up in wide slow circles, never flapping its wings and only moving the black, finger-like feathers at their ends. He can walk in circles in thick blue sky a few hours, and then suddenly, with folded wings, a black stone Bis_8.indd 18 26.09.2011 16:59: it falls from a height down to the ground, and immediately rise again, holding a ground squirrel or a field mouse in its paws.

And above these, gray, one more mountains pile up, white, with violet and blue shadows, similar to clouds that have fallen to the ground and split. These are the grandchildren of old Elbrus. They are called so - Elbrusyata. Our school stands in such a way that the entire mountain range is visible from the windows of the corridor. In the morning, the snow on Elbrusyaty is always pink, at noon it is dazzling white, and in the evening it is blue, gradually turning blue. Elbrus itself is not visible from our city. (N. Vnukov) 2. How many semantic parts are in this text? Why is the text divided into paragraphs in this way?

3. Determine how the sentences are linked. Find and write out means of communication.

4. Write out comparisons from the text. Specify the way they are expressed.

19. 1. Read the text. What is its main idea?

(1)…(2) He the protagonist complex circus art, a hero who poeticizes physical perfection, courage and human will. (3) Directors, artists, musicians and other circus workers help him in search of an artistic image, solving this or that number. 4) But it is he, the artist, who has a direct emotional impact on the audience.

5) Perfect mastery of technique is one of the main conditions for the profession of a circus artist. 6) Many circus performances include elements of sports and require excellent sports training from artists. 7) But, nevertheless, circus art is significantly different from sports. 8) The circus is, first of all, a spectacle, the creators of which, without thinking about victories and records, strive to achieve an aesthetic spectacular effect. (According to T. Zakirova) 2. Which of the following sentences should be the first in this text?

Bis_8.indd 19 26.09.2011 16:59: 1) Circus is the art of the greatest precision.

2) At the center of any circus performance is an artist.

3) Any circus genre has special features and properties inherent only to it.

4) A circus performer is not only a person with first-class technical and physical dexterity. But also an actor who creates a certain artistic image.

3. In what sense is the word technique used in the text?

1) The totality of tools and means of labor used in social production, as well as the area of ​​human activity associated with their manufacture, use and improvement.

2) Machines, mechanical tools, devices.

3) A set of professional techniques used in any business, skill, art.

20. 1. Read and prove that you have a text in front of you, name the signs of the text. State the topic and main idea of ​​the text. What does the title reflect - the topic or the main idea? Define the text style.

The eighth wonder of the world The seven wonders of the world were created by people in antiquity: the majestic Egyptian pyramids, the beautiful statue of Zeus at Olympia, hanging gardens the Assyrian Queen Semiramis in Babylon, the temple of Artemis of Ephesus, the gigantic statue of the god Helios in the harbor of the island of Rhodes, the Mausoleum of Halicarnassus and the lighthouse in Alexandria. Since then, when faced with the work of human hands, which goes beyond the scope of an ordinary phenomenon, they say with admiration - the eighth wonder of the world.

Without exaggeration, Russian wooden architecture can be called such a miracle. With a simple tool - an ax, a cleaver and a chisel - Russian carpenters built magnificent temples, cut down fortifications with towers, residential buildings and simple outbuildings. The saw was rarely used; it was more convenient to work with an ax.

Bis_8.indd 20 09/26/2011 16:59: The builders who worked with wood had a lot of secrets.

Here is one of them. On a cut of a sawn tree, annual rings are visible, by which you can calculate how old it is. These rings are unevenly located: on the side where the north was, they are more closely adjacent to each other, on the other side - less often.

When the logs are laid in a log house, they are turned outward by the side where the annual rings are closely located, where the wood is denser and, therefore, more durable.

The ax in the hands of an experienced craftsman became a universal tool: they could cut down a tree and hew it, “smooth” a board or beam to a shine, and cut a spoon.

The whole building was assembled without a single nail, the peasant could not afford the iron products, and they were not needed for construction: the wooden structure was thought out so that the logs, laid one to one, could not be moved.

(According to L. Lavrentieva and Yu. Smirnov) 2. What means of communication did you come across in the text (pronouns, forms of the same word, words of the same thematic group, etc.)?

3. Determine in what way(s) the sentences in the text are connected: sequential, parallel or mixed. Prove this with examples from the text.

4. Check in a dictionary lexical meaning highlighted words. For the word gigantic, pick up synonyms more conveniently.

5. Write out a sentence with participial turnover. Explain punctuation. Do a parse.

6. Make an outline of this text and write a summary based on this plan.

What do you know about the seven wonders of the world? Search online 7.

information about one of the monuments listed in the text and prepare a short message about it.

21. 1. Read the text. Give it a title and determine the type of speech. Explain why you came to this conclusion.

Everyone knows how beautiful and tempting bright cranberry tassels look out of dark glossy greenery in autumn, but few Bis_8.indd 21 09/26/2011 16:59: who noticed how this evergreen shrub blooms. We could not even imagine that that unprepossessing little flower over there could water a huge forest with its aroma. I said "nondescript flower fry" and thereby undeservedly offended one of the most elegant and beautiful flowers. You just need not be too lazy to pluck a few branches, or even better, kneel down and carefully see.

What seemed the same from afar, will amaze you with diversity.

Here are almost white, but still pink bells gathered in a drooping brush at the tip of a dark green branch. Each bell is no bigger than a match head, but what a smell! These are the lingonberry flowers. (According to V. Soloukhin) 2. Try to read the text without adjectives. What impression did he make on you? What is the role of adjectives in the text?

22. 1. Read the text. Title it. What type of speech is it? On what basis did you determine this?

The rain poured down in calm, from a monotonous, gelatinous sky.

The noise was all night. By morning it was quiet. Only abundantly dripped from the trees.

The rain had passed, and by the river the festivities began. Never before, with the most amicable melting of the deepest snows, has there been such an overflow on our river. But still, our river is too small to seriously harm people even in such a flood.

I walked along the shore without thinking about anything, admiring a truly extraordinary spectacle. At one point I stopped.

The water in this place hit the curved shore, went in circles. A monotonous weak squeak began to reach my ears. I listened and realized that not one creature was squeaking, but several, and somewhere very close, almost at my feet. Having taken a few steps along the shore, I listened again and then I saw a tiny dimple near my toe, which seemed to me to be a huge rubber one. In the hole, huddled in a ball, bars, tiny creatures were lurking, helpless, like all cubs.

I wanted to know whose cubs they were, and I began to look around. From behind the top of the alder tree, convulsively, continuously raking its paws in order to stay in one place, the desman stared at me with its black beads. Meeting my eyes, she quickly, frightened, swam to the side, but an invisible connection held her as if by a thread. She returned to the alder bush and again began to look at me, rowing tirelessly in one place.

The muskrat stayed on the water about two meters from me, which is unbelievable for this extremely cautious, extremely shy animal. It was heroism, it was the self-sacrifice of the mother, but it could not be otherwise: after all, the cubs screamed so anxiously and so invitingly!

I finally left so as not to interfere with the mother doing her eternal business - to save her children. (According to V. Soloukhin) 2. Determine the topic and main idea of ​​the text. Find the sentences in which it is expressed.

3. Write out verbs from the text that denote a sequence of actions.

4. Will the words monotonous, monotonous be contextual synonyms?

5. Highlight the semantic parts in the text. Make his plan and retell the text according to this plan. What kind of plan did you use?

23. Does the text match ex. 22 of this compositional scheme?

What type of speech is characterized by such a sequence?

1. The beginning of the action.

2. Development of action.

3. Climax.

4. Decoupling.

24. 1. Read the text. What is its theme, main idea? What do you say headline? What role does he play in the text? How else can you title this text?

Bis_8.indd 23 26.09.2011 16:59: Robin The most songbirds usually don't sing in autumn, but Robin sings in autumn too. Because the dawn comes every day, even in the autumn the dawn comes every day, although it is no longer the same as it was in the spring.

And the songs of Zaryanka are not the same anymore. Not so loud. But the point is not in the voice, but in the fact that you want to sing. Even in autumn.

There are four seasons of the day - just like there are four seasons of the year.

And in autumn every day there is spring, you just need not to miss it, you need to get up at dawn, and then you will find spring in the middle of autumn.

It's not like it is in the middle of spring. Not everyone recognizes her.

There the birds are silent, they do not notice the spring. Short autumn spring us - short autumn morning... The birds are silent ... No. You hear: this is Zaryanka singing. Bird of Dawn. She feels her spring, even if this spring is in the middle of autumn.

And she sings, encouraging spring: hold on, spring, it's nothing that you were born in the middle of autumn, it's so beautiful - in the middle of autumn a piece of spring.

The Robin, the bird of spring, sings... There are four times of the day for each season. (According to F. Krivin) 2. Determine the type of speech. Justify your answer.

3. What means of communication are used in the text? Write them down and determine the way the sentences are connected in the text.

4. Pick up examples of words with roots -zor- - -zar-. Explain their spelling.

5. Remember how the reasoning is built. Find the thesis in the text. What arguments does the author present? Is there a conclusion to this reasoning?

25. 1. Read the diagram of the complete reasoning.

Which of these Rationale Why? should?

Thesis Conclusion 2 arguments because therefore 1 3 examples 2. Analyze the reasoning from exercise. 24 according to this scheme. Find in them the thesis, arguments, examples, conclusion.

Bis_8.indd 24 26.09.2011 16:59:26. 1. Read the text. What type of speech would you classify it as? Why?

Day, eventful and impressions, flies by quickly, but then, in the memories, it seems huge.

A mediocre day (if, for example, you lie on the couch from morning to evening) lasts for a year, and you begin to remember - an empty place, as if it never existed. (V. Soloukhin) Does this happen to you? What days do you have more? Do you agree 2.

3. Elective task: write a short essay about one of those days in your life. What type of speech do you use?

27. 1. Read the text.

(1) From the fields, from the meadows, from the waters, fogs rose and melted in the heavenly azure, but in the forest the fogs stuck for a long time. (2) The sun rises higher, the rays through the forest fog penetrate into the depths of the thicket, and there, in the thicket, you can look directly at them.

(3) The green paths in the forest seem to be smoking, fog rises everywhere, water sits in bubbles on the leaves, on the needles of the Christmas trees, on the cobwebs, on the telegraph wire. (4) And as the sun rises and the air warms up, the drops on the telegraph wire begin to merge with each other and thin out. (5) Probably, the same thing is done on the trees: drops merge there too.

(6) And when, finally, the sun began to warm decently on the body of the graph wire, large iridescent drops began to fall to the ground. (7) And the same thing in the coniferous and deciduous forest - it didn’t rain, but as if joyful tears were shed. (8) The aspen was especially quivering and joyful, when one drop falling from above set in motion a sensitive leaf, and so lower and lower, all the aspen, sparkling in complete calm, trembled from the falling drop. (M. Prishvin) 2. What type of speech of this text:

a) narrative b) description Bis_8.indd 25 26.09.2011 17:00: c) description of the state of the environment d) reasoning

1st and 2nd sentences - consecutive 2nd and 3rd sentences - parallel 5th and 6th sentences - consecutive 7th and 8th sentences - parallel 4. Find the third "extra" in each column

lower heavenly coniferous foggy stronger cobweb leafy cobweb above iridescent falling special 28. Describe the types of speech based on the diagram. What type of speech will your message be?

narration Speech reasoning description of the subject of the place of the state of the human environment 29. 1. Read the text. Determine its topic and main idea.

Find evidence for this in the text. How do you understand the meaning of the title? Explain.

The best report Doctor of Medical Sciences, Professor, Head of the Laboratory of the Academy of Sciences, etc. etc.

Well, is it such a person to wash the floors of the house?

Varvara Pavlovna washes. And this is not a whim, not a game of people, from the very thick of which she came out.

I wash my sex and mine myself, - Varvara Pavlovna smiles. - Do not understand? When I take a wet milestone in my hands and start walking Bis_8.indd 26 26.09.2011 17:00: walk on the floor, I remember everything: my native village, childhood, grandmother, mother, all the foundations on which my parents and ancestors were brought up, and I . And then such a renewal takes place in you, such a force is born ... Believe me, this is the best rest for me. North lesson. And in a scientific way, connecting to the battery of childhood, which, it turns out, has inexhaustible energy. In any case, I gave a report on this subject in Paris, and, you know, not one of my reports was as successful as this one. (F. Abramov) 2. Prove, based on the scheme of ex. 25, that's reasoning.

3. How do you understand the words milestone, foundations? What vocabulary do they refer to?

4. How do you feel about what is described in the text? Share your "secrets".

We repeat the spelling D.. treasure, a (k, kk) umulator, (not) and .. scooped, sh.. rstka, k.. went ka, def.. division, pair (l, ll) spruce, fatherland .. stve (n, nn) ​​th, t..atr, (across) everywhere, (across) spring..mu, (a little) a little, (from) rare, (in) different ways, (not) loud .., k. .rosinovy, gr..m..zditsya, (half) day, ts..rkovoy, professional (s, ss) iya, e (f, ff) ect, r..cord, el..ment, r.. zhi (s, ss) yor, v..l.. cool, (first) class (s, ss) ny, t.. technical, sn. a (s, ss) Irian, Efe (s, ss) Kaya, Spanish .. Linsky, m. .., (dark) green, vp..chatlenie, l..zur, ra (s, ss) persuasion.

Testing Yourself 1 Look at the diagram. Based on it, compose a detailed report on the varieties of speech. Give examples.

By the nature of the speech activity of the participants in communication:

monologue (what is it?) SPEECH dialogic (when does it happen?) Bis_8.indd 27 09/26/2011 17:00:

oral SPEECH written 2 1. Read the text.

Each tree has its price!

It will blow with a breeze, and you will hear a mile away how the linden blossoms!

An invisible river of honey aroma flows from her through the bright July herbs. In calm weather, a myriad of bees flock here to work. The old tree, brightened from flowering, buzzes, rustles with bees, flickering, flickering among the flowers and leaves. More honey is collected from one linden tree than from a hectare of flowering buckwheat.

There is no such benefit from the bird cherry blossom, but it blooms early, at the time of spring awakening and the riot of all earthly forces and juices. Therefore, the lyrics of secret meetings, first dates, hot girlish love are connected with her.

But bird cherry and lilac fade, grass wither, leaves turn yellow. Already the bees are carried away to warm stuffy omshaniki. The colors of withering dominate the autumn surroundings, and not one of the trees that festively decorated our land on summer days can now be an ornament. Who will notice in September the same bird cherry, who will pay attention to jasmine, who will not pass indifferently past the wild rose bushes! (V. Soloukhin) 2. What type of speech does this text belong to:

1) description 2) narration 3) reasoning 3. Determine the way the 2nd and 3rd sentences are connected in the text:

1) sequential 2) parallel 4. Indicate the means of expression in the sentence:

An invisible river of honey aroma flows from her through the bright July herbs.

1) metaphor 2) comparison 3) personification Bis_8.indd 28 09/26/2011 17:00: 5. In what meaning is the word color used in the text (from black to color):

1) Same as a flower.

2) The best part of smth.

3) The period of flowering in plants.

6. Specify a synonym for the word fade.

1) fade 2) wither 3) turn yellow 7. Find the "extra" in each group of words:

1) flower, bloom, bloom, color, fade 2) bloom, bloom, bloom 8. Indicate the third “extra” in each column

flickering hear flickering fade adorning collect invisible lime rainy bird cherry innumerable lilac §2. Styles of Speech Remember What is a style of speech?

What is the difference between conversational and book styles?

30. Consider the diagram and, based on it, talk about the classification of speech styles. Describe each style: area of ​​use;

goals and objectives;

peculiarities;

language means, genres.

Bis_8.indd 29 26.09.2011 17:00: Speech styles Colloquial Bookish language badly official journalism scientific business literature conversation abstract, letter, note, poem (direct review, statement, essay, poem, personal, review, entrusted reporting, play, telephone-planning, news, feuilleton, short story, ny), theses, receipt, interview, story, conversation, synopsis, summary, article novel, story, abstract instruction (in a newspaper, epic letter, magazine) SMS 31. Read the sentences. For what purpose are they used? Determine which functional style each sentence is characteristic of.

1) How not to admire the beauty of these endless fields and forests! 2) What are the features of the speech of the protagonist of this work? - First of all, in the use of dialect words. 3) You should prepare well for the test.

4) Our task is to persistently acquire knowledge. 5) Dialects are speech used by the indigenous population of a particular area. 6) It is forbidden to cross the street in the wrong place. 7) It is customary to call steppes large flat spaces with herbaceous vegetation that developed in an arid climate. 8) On an island overgrown with pines, where in ancient times pagan Slavs made sacrifices to the Thunderer Perun, a tourist camp is noisy.

Bis_8.indd 30 26.09.2011 17:00: 9) And what about a summer, July morning? Who, except the hunter, experienced how gratifying it is to wander through the bushes at dawn? 10) What are you muttering? Hello, Maryanna!

1. Read an excerpt from Fox Mickey's Diary. What style of speech can this text be attributed to? On what basis did you determine this?

My mistress Zina looks more like a fox than a girl:

she squeals, jumps, catches the ball with her hands (she doesn't know how to use her mouth) and gnaws sugar, just like a little dog. I keep thinking - does she have a tail? She always walks in her girl's caps;

but he won't let me into the bathroom - I would have peeped.

Yesterday she boasted: you see, Mickey, how many of those trucks I have. Arithmetic - dictation - compositions ... But you, unfortunate tsu tsik, can neither speak, nor read, nor write.

Woof! I can think - and this is the most important thing. Which is better: a thinking fox or a talking parrot? Aha!

Write... Laugh, laugh (I can't stand it when people laugh)! I also learned to write. True, my toes do not bend, because I'm not a man and not a monkey. But I take a pencil in my mouth, step on the notebook with my paw so that it does not err, and write.

At first, the letters looked like crushed earthworms. But foxes are much more diligent than girls. Now I write no worse than Zina. I just can't sharpen pencils. When mine freaks out, I run quietly into the office and drag the stubs sharpened by people from the table. (Sasha Cherny) 2. Write out the words of the conversational style from the text. Are there common words among them? Choose synonyms for them. Why do you think the author uses so many of these words in the text?

3. Is this text a monologue? If so, is it a narrative monologue or a reasoning monologue?

Bis_8.indd 31 26.09.2011 17:00: 33. 1. Read the text. Determine what its purpose is. In what area can it be used? What style is this text? Specify the main features of this style.

The Earth is unique because it is the only planet known to us on which life exists.

Earth is one of the planets of the solar system, its integral part.

The center of the solar system is the sun. The sun is a star, a hot ball. It emits into interplanetary space a huge amount of energy - heat and light.

2. Describe the sentences according to the purpose of the statement.

34. What style would you use to:

to exchange opinions about the weather, to report information about a thunderstorm, to draw the onset of a thunderstorm.

35. Read the words and expressions. Which of them are used only in official business speech?

Petition, August, tax inspectorate, hands of gold, ultimatum, crybaby, mammals, robber, plaintiff, owner, linguistics, capable of paying, memorandum, reward, outgoing, enroll.

36. Form the nominative plural from these nouns. Select nouns that have variants. Which variant is used in formal business speech? Make two or three sentences with these words.

Director, passport, accountant, contract, inspector, driver, sector, locksmith, cream, professor.

37. 1. Give a stylistic assessment of the constructions “the director signed the characteristic” or “the director signed the characteristic”, if we are talking about a woman. What construction would you prefer: a) in a strict business speech;

b) in scientific speech;

c) in a live oral conversation with friends?

Bis_8.indd 32 09/26/2011 17:00: 2. Make sentences typical for official business style, with nouns doctor, surgeon, professor, accountant. Use the verb-predicate in the past tense singular.

38. Match these nouns with verbs that they are combined with in business speech.

Order, reprimand, official letter, bill, financial report, censure, control, gratitude, appeal, consultation.

Words for references: present, implement, direct, draw up, establish, assign, announce, endure, publish, submit, present.

39. Read the sentences. Correct the mistakes in them and write down the correct options.

1) Several awards were made at the school holiday. 2) On the eve of my birthday, I fell ill. 3) In the spring, as a result of snowmelt, the water level in the river increased. 4) Business fuss reigned in the assembly hall of the school. 5) They did it all seriously, without blinking. 6) It is necessary to include as many people and horses as possible in the work, which would cope with the harvesting of potatoes. 7) Unfortunately, on high level is the number of traffic accidents. 8) Upon the arrival of the guests, my grandmother sent me to the store to buy bread.

40. 1. Read the text. Determine the type and style of speech.

The language of the Internet is a new type of communication - orally written, as it combines the features of written and oral speech, and also has its own properties due to computer communication. The main form of existence of communication on the Internet is written Bis_8.indd 33 09/26/2011 17:00: form, but all the rules of written speech are violated here, since communication is mostly informal.

Written speech is always carefully thought out, organized, checked, corrected, clear. In this regard, the world wide web is closest to written speech, chat rooms and virtual worlds are the furthest away. As far as e-mails are concerned, the situation is twofold. Some people send messages without checking, without worrying about spelling errors, while others, on the contrary, carefully check their messages, even more carefully than ordinary letters, in order to avoid a "scandal". The language of the Internet is close to traditional writing in that it lacks extra-linguistic elements, although web pages contain virtual elements such as photographs, maps, diagrams, and animations that help to better understand the text.

The language of the Internet, combining the features of oral and written forms of speech, differs from them. This means of communication can do what other means cannot, hence it must be regarded as a new kind of communication. The features of electronic texts leave an imprint on the language, and together with the features inherent in oral and written speech, make the language of the Internet a real third means of communication. (According to N. Akhrenova) 2. Remember how written speech differs from oral speech. What styles of speech use these varieties of speech?

3. Do you agree that "the language of the Internet is a new type of communication - oral and written"? Where is the written form of speech used on the Internet, and where is it spoken?

4. When you write letters on the Internet, do you follow spelling and punctuation rules? If not, why not?

41. 1. Read the text. Define his style. What genre does this text belong to? What does the title reflect? What role do interrogative sentences play in the text?

Bis_8.indd 34 26.09.2011 17:00: Don't trample flower beds Is it possible to write about tulips in the newspaper?

Or are flowers a subject only for poets? Not! This topic is important for everyone. Without flowers, people's lives would become poorer.

Flowers decorate parks and squares, streets, houses and apartments of people. With flowers, joy and beauty come to the house.

Only a careful attitude to flowers will help preserve their beauty, as well as the beauty of cities and houses.

Try to write this text in the announcement genre (at school, 2.

on the street), statements. What will change in this text? Why?

42. Recall works of different genres from the literature course.

What are these works? What genre does, for example, the work of A.S. Pushkin "The Captain's Daughter"

43. Optional task: write a short essay on one of the topics "How I studied ..." and "How to learn ...". Make the first one in the form of a humorous story, the second - in the form of instructions. What forms of the verb will help you complete the task? Make a conclusion about the role of verbs in the text.

44. 1. Read the text expressively. What style or genre does it belong to?

Just yesterday, in the sun, the last forest trembled with a leaf, And the winter, lushly green, Lying like a velvet carpet.

Looking arrogantly, as it used to, At the victims of cold and sleep, The invincible pine did not betray itself in anything.

Summer suddenly disappeared today;

White, lifeless all around, Bis_8.indd 35 09/26/2011 17:00: Earth and sky - everything is dressed in Some kind of dull silver.

(A. Fet) 2. What is the meaning of the word dull in the poem:

1) cloudy, opaque;

2) dim, weak (about light, light source);

3) without brilliance, lifeless, inexpressive (about eyes, look);

4) trans. empty, uninteresting.

3. Choose synonyms and antonyms for the highlighted words.

4. Write out a sentence with a participial turnover from the text, take it apart by the members of the sentence. Make a morphological analysis of gerunds, indicate how they are formed.

5. What picture did you present while reading this text? What feelings did you experience (sadness, joy, longing, or something else)? What means of language helped you better understand the mood of the poet? Find epithets, metaphors with which the author creates a picture of nature.

Stylistic analysis of the text Full stylistic analysis of the text is carried out according to the following plan:

1. Describe the communication situation (conditions and tasks of speech) in which this text can be used.

2. What kind of speech: relaxed - official, precise - vague, specific - non-specific, upbeat - dispassionate, figurative - there is no imagery, inviting speech?

3. Indicate the language means by which the speech features you named (words, phrases, sentences) are revealed.

4. Make a conclusion: what type of speech does this text belong to?

Partial analysis is carried out on one or more questions.

Bis_8.indd 36 26.09.2011 17:00:45. 1. Read the text. To what style of speech can it be attributed?

What style is found in this text? Look for signs of different styles in it. Prove that this is not a stylistic flaw.

In our places, reeds are not called at all what they are in some scholarly books. In our opinion, the reed is a tubular plant, intercepted by special knots, such as bread straw or bamboo have. With this reed they cover our roofs, take away the walls of village outbuildings, smearing them with clay, heat stove benches and stoves, and the children make melodious pipes and whistles from it. And also - arrows for homemade bows.

Over time, I grew up, learned to read books, and this is where the confusion came to light. I used to look in a botanical reference book: reeds! I will come to my village: reeds, they say. And what then, perplexed, reed? We don’t know, they say, we don’t have such a thing, it doesn’t happen. Well, how is it not usual: and which one is in Bukanovo swamp? A long one, empty inside, with a brush at the end? What's this? Duck it, laugh, and there is a reed! What is incomprehensible here?

My countrymen are confusing something, I thought in confusion, they must be walking out of step with science. From the former, I suppose, illiteracy. After all, they did not study stamens and pistils ... After many years, I ended up in the Syrdarya floodplains. That's where the bushes are! Pipes as thick as a finger, the rider rides, so the sultans rinse above his head. I ask local residents, Kazakhs, what kind of plant is this? "Reed, this reed."

Here, it turns out, what's the matter: the same plant has two names in different languages. Reed is a Slavic name, and reed is a Turkic one. It turns out that it was not my fellow countrymen who made a mistake, but the scribes confused: for greater learning, they began to consider reeds and reeds as different plants. (According to E. Nosov) 2. Look in the dictionary for the meaning of pairs of words: carp and carp, market and market. How do they differ? Do you know of similar examples?

3. Conduct a complete stylistic analysis of the text.

Bis_8.indd 37 26.09.2011 17:00: 46. Based on the materials of the table, make a message about the style signs of conversational and book styles. Give examples from the texts of the exercises in this paragraph.

Styles Means colloquial book Vocabulary Colloquial, vernacular - Mostly bookish, also used dialect words Morpholo- Nouns con- Nouns specific verbs Syntax dative, non-exclamatory incomplete native Intonation Unforced, emotional- Official, impassive naya §3. Conversational style 47. 1. Read the text. Describe it in terms of style.

Highlight the most striking linguistic signs in it.

The windows were already white late in the morning. Overslept ... I jumped up, throwing off my sheepskin coat.

Alexey Filipych! Why didn't you wake up?

Where to hurry? Blizzard in the yard.

I jumped out onto the porch. The icy wind with snow, like a wet sleeve, smeared on the cheek. The forest was noisy. Angry whitish tongues rose up and doused the bushes with frosty dust. The path along which they go to the ice-hole for water has been covered up. I trampled in the passage and returned to the warmth.

Well, a blizzard, - he said, throwing off his short fur coat.

Bis_8.indd 38 26.09.2011 17:00: - A blizzard - when the wind blows from above and from below it twists, - Alexey Filipych replied. - And this is a northern snowstorm, the sky is clear.

What, it turns out, is the rich language of winter! In the city, for the whole cold season, we have two concepts: snow and frost. And here it is important what kind of snow, but how it fell, and when it fell, riding or low.

And every time - your word.

Aleksey Filipych, snowstorm and blizzard - understandable. And the storm?

Buran? he thought. We don't say that. Buran in the steppe, however. A bad wind... like a blizzard in the north. And if it pulls down, it gets snowy, lowering.

But you said - a jacket?

Hoarfrost, therefore, shaggy, after a night cold ... (According to B.

Petrov) 2. Write out colloquial words from the text. Choose stylistically neutral synonyms for them. Read the text, replacing colloquial vocabulary with commonly used ones. How will the meaning of the text change?

3. Write out the words of the "winter" theme. Did you know all the names? Do you use them in speech? Make suggestions with them.

4. Retell the content of the text in a monologue.

48. Consider the scheme of the speech situation. Remember the features of the conversational style and determine the speech situation and the task of speech. Make a coherent statement about conversational style.

communication For what purpose? message impact Speech official situation situation Where?

informal setting with one person With whom?

Genres of conversational style - conversation (direct, telephone), conversation (friendly), story, letter, SMS.

Artistic works can include any stylistic means, including elements of colloquial style.

49. 1. Read the text. Define his style.

Egor listened obediently, sighed: oh, he lives badly, oh, badly. He brought his family to the extreme, he dropped himself, he was ashamed in front of his neighbor - everything is right Fyodor Ipatych says, everything is right.

And ashamed before his wife, and before his son, and before good people. No, we must end it, this life. We need to start another one:

bright and sensible...

Yes, to turn life - to become a master: that's how the old people bai wali.

Your truth, Fyodor Ipatych. Oh, really!

You know how to hold an ax in your hands, I do not argue. But it's pointless.

Yeah. That's for sure.

You need to be guided, Yegor.

It is necessary, Fyodor Ipatych. Oh, you must!

Yegor sighed, lamented. And the owner sighed, thought.

And then everyone sighed. Not sympathizing - condemning. And Yegor lowered his head even lower under their gaze. Ashamed.

And to penetrate if, then there was nothing to be ashamed of. And Yegor always worked in good conscience, and lived quietly, without pampering, but it turned out that he was to blame around him. And he did not argue with this, but only grieved greatly, scolding himself for what the world was worth. (According to B. Vasiliev) 2. What features of the conversational style are presented in this text? Give examples.

Bis_8.indd 40 26.09.2011 17:00: 3. Find in the text and write out synonyms and antonyms.

4. Write out the phraseological unit from the text. What does it mean? How can it be replaced? Make an offer with him.

5. Look up the meaning of the word convert in a dictionary. What level of vocabulary does it belong to? How do you understand the expression “to convert life - to become a master”?

50. Divide the words and expressions into two columns: a) colloquial, b) stylistically neutral. Choose synonyms for them.

Boy, laugh, think, truth, flop, talk, lie, amusement, jump up, a little, tell, eyes, at once, chat, slander, ramble, wit, a little, wander around, talk, open eyes, clothes, laugh, attract attention , interpret, walk, wear, at the same time.

51. Find fragments of conversational style in the works that you study in literature lessons. Why do you think elements of colloquial style are introduced into works of art?

52. 1. Read the text. What style does it belong to? By what signs did you determine this?

On the evening of that day, the residents of Yuryev looked around with surprise at a passerby of strange appearance. He was long and thin as a pole. On his head was a towel twisted in the form of a turban. His face was covered with thick black stubble, and he had not shaved for at least ten days. The black jacket, worn over a naked, tanned body, had sleeves rolled up above the elbow.

The huge space from the jacket to the ground was filled with blue satin trousers. There was nothing on the man's feet, the poppies dangling from the backpack.

Peering into the thick black bristles, one could see that he was a very young guy with cheerful black eyes and a swollen, bright mouth.

Most of all, the Yuryevites were embarrassed by a flat wooden box carried by a guy on a belt over his shoulder. Some pre Bis_8.indd 41 26.09.2011 17:00: they thought that he was a gypsy horse-dresser, others - that he was a Serbian warlock, others mistook him for a wandering photographer, others - for a magician: the turban was embarrassing. But in the box it was not difficult to guess an ordinary sketchbook. (V. Soloukhin) 2. Name the means of communication of the sentences of the first paragraph and determine the method of their connection.

3. Find in the text words that are used in colloquial speech. Why does the author include them in the text? Choose synonyms for them.

4. Determine the type of speech. What are the components of the description of the appearance of the hero?

53. 1. Read the text. Determine the type of speech.

The driver finally ran up almost running, showing again how he was in a hurry, quickly counted us, checked the waybill and revved. We went.

We went to go, but we didn’t go far. Nothing else could be expected from our bus and from our driver.

The driver, a small, fidgety, roguish peasant, looked like a sparrow - the same jumps and jumps, sharpness and sideways in movements, and slyness, that was visible not only in the face, where she really shone, but in the whole figure, and when he sat with his back to us, it was clear from the back that this one would not disappear anywhere. I began to guess why he was delayed in the control room: it was not his flight, and not this bus was supposed to go on the line, but he, out of some kind of his calculation, persuaded someone to change, then persuaded the dispatcher - and here we are, having driven off out of sight two blocks away, we were standing again, and our chauffeur with a bucket in his hand jumped like a sparrow in the middle of the road, begging for gasoline to make it to the gas station. In the end, we half-and-half got to the gas station, and there we moved on. (According to V. Rasputin) 2. Analyze the text and tell us what features of the conversational style are presented in it.

3. Write out single-root words from the text, sort them out by composition, indicate the method of word formation.

Bis_8.indd 42 26.09.2011 17:00: 4. What does phraseologism mean out of sight?

5. Find a comparison in the text. What means does the author use to describe the character of the hero?

54. 1. Read and compare two texts. What are they about? What do they have in common? What is the purpose of each text?

1) A swan in the zoo Through the summer twilight of the park Along the edge of artificial waters A beauty, a maiden, a savage - A high swan swims.

A snow-white wonder floats, Animal full of dreams, Swinging on the bosom of the bay Purple shadows of birches.

Her head is silky, And her mantle is whiter than snow, And two marvelous amethysts Glimmer in her eye sockets.

And a bright radiance pours;

Above the white curve of the back, And all of it is like a sculpture of a wave raised to the sky.

(N. Zabolotsky) 2) Spring fell early that year, friendly - the snow melted in one week, and water began to arrive in the lake by leaps and bounds. Well, what if a river comes to the aid of the lake? What then?

After all, behind the lake, in the lowland, all the wealth of the collective farm: cattle yards. And therefore, not waiting for the river to begin to show its burrows, they decided to build a raft from the side of the river.

The people were crowded. It's fun to work with the whole world. Telegi, wheelbarrows. The children, like goosebumps, dispersed on the fresh sand.

And in the evening, when they were already finishing the embankment, suddenly someone shouted:

Bis_8.indd 43 26.09.2011 17:00: - Swans, swans are flying!

Where, what swans? After all, in the old days, swans easily flew, but now you can only see them in the pictures. Maybe that's why these rugs with swans are divorced in almost every house?

And swans were actually flying in the evening sky. The swans climbed high. Like two white boats swaying in the blue expanse. And as they began to approach the forest, they gave a cry: accept, earth. We flap our wings all day, it's time for us to rest. And they pulled, pulled to the dense spruce forest, there, to the Swan Lakes, where the dawn spilled like a red bag.

Well, rare guests arrived. They brought something, - people started talking when the swans disappeared behind the forest.

It must be cold, - said the old man Zosima. - It used to happen like this: snow fell from swan wings.

How not to listen to the old man - and while they were walking to mine, they only thought and wondered: how long would the winter be?

(According to F. Abramov) 2. On what grounds can these texts be attributed to the language of fiction?

3. Describe the texts in terms of vocabulary. What expressive means are used to create a poetic image in the first text?

Find the features of conversational style in the second text. Why does the author include them in the text?

§4. Scientific style 55. Read the text. Define his style. How will you prove it? Make up a reasoning answer, supporting it with examples.

Sometimes words that are close in meaning appear in the language due to the fact that in different stylistic groups of words, in different genres of speech, the same object, the same phenomenon can be called differently.

For example, the words eyes, hands, goes, this, in vain and others are commonly used. In the sublime, poetic Bis_8.indd 44 26.09.2011 17:00: in the chic style of speech, their synonyms will be obsolete words for the modern Russian language: eyes, hands, coming, this, in vain.

(N. Valgina, D. Rosenthal) 56. 1. Read the text expressively. Determine its topic, main idea. Choose a title that reflects the main idea of ​​the text. What style is this text? Justify your answer.

Old Russian art is one of the most remarkable phenomena of folk art. The works created by ancient Russian artists have rightfully gained worldwide fame.

The first dawn of ancient Russian art falls on the XI-XII centuries - the era of the Kievan state. The refinement and perfection with which the earliest monuments of ancient painting that have come down to us (mosaics and murals from the St. Sophia collection in Kyiv, St. Michael's Monastery, and icons) are made speak of the existence of major artists at that time.

After the division of the Kievan state into separate principalities, many local schools of painting were formed in Russian cities, receiving their pronounced, deeply national character: Tver, Rostov, Novgorod, and later - Moscow.

Moscow painting was developed during the XIV-XV centuries.

At this time, a whole galaxy of outstanding masters is working: Andrey Rublev, Theophan the Greek (Byzantine by origin), Pro Choir from Gorodets, Danil Cherny and others.

The works of painting created by Theophanes the Greek are characterized by a deep psychologism, often a dramatic image (the frescoes of the Church of the Savior on Ilyin in Novgorod).

Andrei Rublev painted cathedrals in the Moscow Kremlin and in the city of Vladimir. He managed to put great content and philosophical depth into them, to execute them with such skill that he began to be considered the best artist in Russia. They imitated him, learned from his works.

Bis_8.indd 45 26.09.2011 17:00: Distinctive features of Moscow painting of the 15th century were: softness and sincerity of the image, exceptional expressiveness of the silhouette, melodiousness of the line, more complex than before, colorful gamut.

Preserving mainly the iconographic features of writing, Russian artists of the 17th century began to depict a huge number of details taken from the life around them: such are the details of architecture in their paintings, views of cities and temples, images of hilly mountains and valleys. The leading artists in the 17th century were Simon Ushakov, Joseph Vladimirov, Nikita Pavlovets - the so-called tsarist painters. (E. Kamenskaya) 2. How many micro-themes does the text include? What are microthemes?

3. Name the words that act as means of communication between sentences.

4. Find in the text adjectives formed from proper names, make their morphemic analysis. Why do you think some of them are capitalized and others are lowercase?

5. Plan the text. What kind of plan will you use (simple, complex)? Write summary text.

I. You already know that the main purpose of scientific style texts is to bring information to the attention of the addressee, name scientific facts, explain them, and prove a scientific point of view. This is the reason for the peculiarities of the texts of this style, which are manifested at the level of vocabulary, morphology and syntax. Thus, scientific texts mainly contain messages and do not imply questions and motivations. However, in scientific texts there are also interrogative and imperative sentences.

With the help of incentive sentences See ... and Compare those ... make references to the literature. These turns are found in scientific speech so often that in writing they are designated by generally accepted abbreviations, see and cf. (the very presence of such abbreviations is a clear sign of the scientific style). These sentences, of course, do not express the true motivation, but only convey information about what works or examples the author used.

Bis_8.indd 46 09/26/2011 17:00: In scientific texts, interrogative sentences are often used as _ rhetorical questions (from the Greek “rhe torike "-" oratory "), which do not require an answer, that is, they do not express questions, but messages. If the text of a scientific article says: What are the reasons for this phenomenon?, we understand that the author does not expect an answer from readers, but, on the contrary, he himself will tell further about the causes of the phenomenon under consideration.

57. Read the text. What style and type of speech does it belong to? On what basis did you determine this? Analyze these signs and tell about the features of the scientific style of speech, giving examples from the text.

On Earth, liquids are fluid, easily change their shape when poured from one vessel to another, but retain their volume. In other cases, for example, when the mass of the liquid is very small or in a state of weightlessness, the liquid takes on its own shape - the shape of a ball. When a liquid is compressed, large elastic forces arise, and it is often said that liquids are practically incompressible.

How to explain the fluidity of a liquid? The fact that the molecules in the liquid are arranged randomly. All neighboring molecules "touch" each other, but each has a different number of neighbors. If some molecule, not approaching a neighbor, changes its location, then this will not lead to a change in the modulus of the force of molecular interaction.

But how then do molecules move in a liquid? For some time they oscillate around the equilibrium position, and when given the opportunity, they make a jump to the vacant place, changing some of their neighbors. Since these jumps can occur in any direction, the nature of the movement of molecules also turns out to be chaotic. (G. Stepanova) II. The genres of the scientific style are abstract, review, review, message, report.

Bis_8.indd 47 26.09.2011 17:00: Annotation is a brief description Annotation - from the Latin literature of a book, an article, setting out their annotation - for the content (usually in the form of a list of marking the main issues) and sometimes giving their assessment.

The abstract is a text of three to five sentences, regardless of the volume of the main text. The annotation describes the structure of the book (article): what sections, parts it consists of, a list of the main issues set out in the book is given;

to whom addresses to;

the presence of illustrative material (tables, figures, diagrams, etc.). Such brief information is found in almost every book, and they are placed on the reverse side of the title page or in rare cases at the end of the book.

58. Read the annotations. Does any of them contain an evaluation. Analyze the language features of the annotation text and syntactic constructions. What annotation components can be distinguished?

Suggest your version of annotations for these books.

1) Semenyuk A.A., Matyushina M.A.

School explanatory dictionary of the Russian language / A.A. Semenyuk, M.A. Matyushin. - M .: LLC "TID "Russian Word - RS", 2010. - 624 p.

The dictionary is addressed to students in grades 5-11. In addition to the interpretation of words, the dictionary entries contain grammatical and stylistic marks that help to present the features of a particular word, phraseological combinations, derivative words, as well as etymological reference. Examples of illustration accompanying the interpretation allow you to see how the word is used in speech.

The dictionary is a necessary reference tool not only in the study of the Russian language and literature, but also in everyday life.

2) Nikolina N. A.

School Morphemic Dictionary of the Russian Language / N.A. Nicolina. - M .: LLC "TID "Russian Word - RS", 2010.

Bis_8.indd 48 09/26/2011 17:00: The vocabulary of the Russian language is constantly enriched, as it is directly related to the life of the people, reflects the changes taking place in our society. The dictionary makes it possible not only to understand the structure of a derivative word, but also to understand its meaning and origin, as well as to comprehend its correct spelling. The dictionary will help explain the structure and all related words, their spelling. Analyzing the structure of words, one can trace the connection between the history of the language and individual words with the history of the people, their culture. The vocabulary is based on the vocabulary used in Russian language textbooks, in the works of Russian writers studied at school. The dictionary will be a reliable assistant, in difficult cases will tell you how and why this or that word is written, how it should be used in speech.

3) Krysin L.P.

Language in Modern Society: A Book for Students by L.P. Krysin. - M .: LLC "TID "Russian Word - RS", 2008. - 208 p. - (A storehouse of knowledge).

The book tells in a popular form about the role of language in modern society and about the problems associated with the social differentiation of both society and language. The author shows that the Russian language, which we perceive as a single language, is in fact stratified into many social and functional varieties that are used depending on the profession and age of people, their gender, their level of education and culture, and the place where they live. born and live, as well as on our intentions, on the purposes of communication, on who we come into contact with, and on many other factors.

The book is addressed to high school students, as well as to everyone who is interested in the life of the language in modern society.

III. Distinguish between mandatory and optional components of the annotation.

Required annotation components:

Book title.

Bis_8.indd 49 26.09.2011 17:00: Imprint.

Brief description of the content.

Please note: the main thing in the summary of the book is a brief description (not a retelling!) of its content.

Optional annotation components:

Information about the design of the book.

It is also desirable to reflect in the annotation how this edition differs from others related in subject matter, or from previous works by the same author (novelty of content, coverage is not known facts or originality of their interpretation). The task of the author of the abstract is to give such information about the book in a few sentences that the reader would like to read it. Annotation, thus, is a kind of advertising, which should interest the reader, convey the essence of the book.

59. Read and compare the texts of the annotations. Are all annotation components present in these texts? Name them.

1) Russian writers about language: Reader / Avt.-comp.

EAT. Vinogradova and others;

Ed. ON THE. Nikolina. - M .: LLC "TID "Russian Word - RS", 2008. - 584 p.

The reader contains the statements of Russian writers about the language, selected from their articles, letters, diary entries.

These statements help create a complete picture of the Russian verbal culture of the 18th - early 20th centuries, open up great opportunities for studying the language in all its manifestations.

The book can be useful for students when writing essays, preparing reports, essays;

for the teacher, the materials of the reader will make it possible to make the lessons of the Russian language, stylistics, and rhetoric more diverse;

students-philologists, graduate students will be attracted by the breadth of linguistic interests рус Bis_8.indd 50 26.09.2011 17:00: Russian writers - this information can be used in term papers and theses.

2) Gogol N.V.

Portrait: Tale / Entry. Art. and comment. A.V. Fedorov;

Artistic S.G. Gonkov. - M .: LLC "TID "Russian Word - RS", 2008. - 112 p: ill. - (Russian classics in illustrations).

One of the most famous and mysterious "Petersburg stories" of the great Russian writer is devoted to the problem of art and the appointment of the artist. The story of the painter, who did not overcome the diabolical temptation of wealth and fame, shows Gogol's understanding of true creativity as a religious service. Any gift involves responsibility, and this idea has not lost its relevance today:

“Whoever has a talent in himself, he must be purer than all in soul. Much will be forgiven to another, but he will not be forgiven.

The illustrations were made by the artist S.G. Gonkov.

Innovative School

Russian language

for the 8th grade of general education

institutions

In two parts

Edited by Academician

Russian Academy of Education

Ministry of Education and Science

Russian Federation

(expert opinion of RAS

No. 10106-5215/768 dated October 14, 2011,

expert opinion RAO No. 01-5 / 7d-589 dated 10/24/2011) The textbook complies with the Federal State Educational Standard Moscow "Russian Word"

2013 UDC 373.167.1:811.161.1*08(075.3) LBC 81.2Rus- P A ut r y:

E.A. Bystrova, T.M. Voiteleva, L.V. Kibireva, N.N. Fattakhov Edited by Academician of the Russian Academy of Education E.A. Bystrovoy Russian language: a textbook for the 8th grade of educational institutions P89: in 2 hours, Part 1 / E.A. Bystrova, T.M. Voiteleva, L.V. Kibireva, N.N. Fattakhov; ed. E.A. Bystrovoy. - M .: OOO "Russian Word - Textbook", 2013. - 272 p.: ill. - (FGOS. Innovative school).

ISBN 978-5-00007-352-0 (Part 1) ISBN 978-5-00007-351- Bystrova, T.M. Voiteleva, L.V. Kibireva, N.N. Fattakhova, ISBN 978-5-00007-352-0 (Part 1) © Russian Word - Textbook LLC, ISBN 978-5-00007-351- Legend:

Basic theoretical material - additional theoretical material - creative task - Russian in the world of other languages ​​- task of increased complexity - our Internet assistant - project task Types of analysis:

Phonetic: win1;

Morphemic: suburban2;

Morphological: parents3;

Syntactic: At night the wind gets angry and knocks on the window.4 (A. Fet) Russian language in the circle of Slavic languages ​​I. The languages ​​of the world differ from each other. Some have existed for millennia, others for only a few centuries. There are languages ​​that serve one nation and even a nationality, and languages ​​that belong to several nations. Among languages, there are those that are not at all similar to each other, but there are those between which there is a similarity. The languages ​​used by people can be related to each other and, on this basis, unite into groups. This relationship is explained by the fact that languages ​​belonging to the same group have a common ancestor, or, as linguists say, go back to a common proto-language.

The grouping of languages ​​that have a common origin is called a language family. One of the largest language families in Eurasia, which has also spread to other continents over the past five centuries, is the Indo-European family of languages. It combines several groups of languages, including Slavic, which includes the modern Russian language.

II. In the group of Slavic languages, three subgroups are traditionally distinguished:

Eastern Slavic (Russian, Ukrainian, Belarusian);

West Slavic (Polish, Czech, Slovak);

South Slavic (Bulgarian, Serbian, Slovenian, Macedonian).

The languages ​​of each of these subgroups have a number of features, and the differences between them are significant, but still the Eastern, Western and South Slavic languages ​​have much in common.

The proximity of the Slavic languages ​​to each other is manifested in the vocabulary, in word formation, in the sound and grammatical structure. Their similarity can be explained not only by kinship in origin, but also by the relatively recent time of their separation from the Proto-Slavic language.

1. 1. Read the text. What did you learn new for yourself? What method do scientists use to establish the relationship of languages? Which of the languages ​​are "close" relatives of the Russian language, and which are "distant"?

Tracing the history of related languages ​​and comparing them with each other, scientists have noticed that these languages ​​are similar in many respects and they have many “common”, similar words that sound approximately the same. After analyzing the occurring “coincidences” using the so-called comparative historical method, linguists have identified patterns of sound correspondences between “common” words and developed strict rules that make it possible to establish not only the very fact of the relationship of languages, but also the degree of relationship. And now we can confidently assert that, for example, the Slavic languages ​​are related to each other, since the rules proving this apply to them. In particular, such a rule, according to which all non-borrowed Russian words with the combination -oro- in Bulgarian have -ra-, in Czech -ra-, in Polish -ro-:

In other words, if "common" words in Slavic languages ​​are bound by strict rules of "phonetic translation", then these languages ​​are related.

Applying the rules (and there are a lot of them!), you can also prove that the Russian, Ukrainian and Belarusian languages ​​are closer to each other than to Polish or Czech, and these two, in turn, are closer to each other than to Russian or Serbian.

The next degree of kinship connects the Slavic languages ​​​​with the Baltic ones. You can verify the closeness of these languages ​​by looking through the Russian-Latvian dictionary and finding in it such pairs of words as: head - galva, ice - ledus, friend - draugs, etc.

More "distant" relatives of the Slavic languages ​​are other Indo-European languages. For example, the Russian language is in “third cousin relationship” with German, which can also be proved using the comparative historical method.

2. Select microthemes in the text. Do they match paragraph boundaries? Make and write down a text plan, tell according to this plan about related Slavic languages ​​and the degree of their relationship with the languages ​​of other groups.

3. Write out sentences from the text with participial and participle phrases. Explain why they are separated by commas. What determines the punctuation marks in sentences with participial and adverbial phrases? What will change if you rearrange them to a different place in the sentence? Can they be replaced by complex sentences?

Specialists - linguists and historians - are still arguing where the ancestral home of the Slavs was, that is, the territory on which they lived as a single people and from where they dispersed, forming separate peoples and languages. Some scientists place it between the Vistula and the middle course of the Dnieper, others - between the Vistula in the east and the Oder in the west.

Now many experts believe that the ancestral home of the Slavs was in Pannonia, on the Middle Danube, from where they moved to the north and east.

As one of the proofs that the Slavs were in Central Europe, they cite, for example, the lexical similarity between the Slavic languages ​​and the languages ​​of Western Europe. Compare the Latin and Russian words hostis - "guest", struere - "build", fornus - "horn", paludes - "flood".

III. The group of East Slavic languages ​​includes Russian, Ukrainian and Belarusian, which separated in the XIV-XV centuries from a common ancestor language - Old Russian (Common East Slavic) language. Back in the 13th century, the ancestors of the modern Eastern Slavs - Russians, Belarusians and Ukrainians - spoke a single Old Russian language. Historical events divided the ancient Russian tribes; the dialects they spoke developed into independent languages. The changes that have taken place in them over the course of several centuries have led to some discrepancies. But these discrepancies are not so great as to deprive the speakers of the Russian, Ukrainian and Belarusian languages ​​of the opportunity to understand each other in mutual communication.

The Old Russian language is called because the Eastern Slavs, having created an independent state - Kievan Rus, formed a single Old Russian nationality, from which later, approximately in the XIV-XV centuries, the Russian (Great Russian), Ukrainian and Belarusian nationalities stood out.

IV. The Old Slavonic language made a great contribution to the development of the Russian language. The oldest Slavic written monuments that have come down to us, which date back to the 10th-11th centuries, are written in this language.

Old Church Slavonic is the first literary, written language of the Slavs. It is based on one of the South Slavic dialects.

The Russians call it Old Slavonic, and the Bulgarians call it Old Bulgarian. Written monuments in this language belong to the famous Slavic enlighteners Cyril and Methodius. Their mission to create a literary language for all Slavs became possible due to the fact that in those days Slavic speech was still relatively unified. The Old Slavonic language did not exist in the form of a living folk speech, it always remained the language of the Church, culture and writing, but was understandable to all the ancient Slavs.

The language of the Old Slavonic monuments was influenced by the Old Russian language, as a result of which an East Slavic variant (exodus) of the Old Slavonic language, or Church Slavonic, arose. This language characterizes Old Russian monuments, copied from Old Slavonic originals, and a number of own Old Russian writings.

2. Recall the distinguishing features of Old Slavonic words and determine whether these words are Russianisms or Old Slavonicisms. Write them down in two columns. Pick a pair for them (Russian or Old Slavonic). How do these words differ?

Hair, gunpowder, hail, sweet, cold, citizen, good, temple, frost, ear, verb, brave, environment, side, time, beard, road, moisture, power, partition.

3. Eliminate judgments that you consider incorrect:

a) Old Church Slavonic is the language that all Slavs once spoke;

b) the Old Church Slavonic language is the common literary language of all Orthodox Slavs;

c) Old Church Slavonic - South Slavic;

d) Old Church Slavonic - the language spoken in Ancient Russia;

e) Old Church Slavonic influenced the Russian literary language.

The common ancestor, progenitor of the modern Indo-European languages ​​was the common Indo-European language-base, or the Indo-European proto-language, which existed in ancient times and for several millennia BC, for some reason, was divided into several independent branches. They could coexist, actively contact, similarly develop.

However, it could have been different: the speakers of a separate language broke away from the main array of "relatives", migrated to other lands, closely communicated with speakers of unrelated languages, perceiving new sounds, words, syntactic constructions from them and forgetting much of the former heritage. Each new language could divide further, and then everything was repeated. Therefore, related languages ​​can be similar to each other to varying degrees. As a result of the collapse of the Indo-European proto-language, branches of the Indo-European languages ​​\u200b\u200bappeared and, as a result, modern languages ​​\u200b\u200bthat belong to the Indo-European language family were formed.

One of these offshoots of the Indo-European proto-language was the Proto-Slavic language (it is also called the Common Slavic or Common Slavic base language). It served as a means of communication for all Slavic tribes living in Central and Eastern Europe. Scientists do not have any Proto-Slavic written monuments at their disposal, so its structure can be partially restored on the basis of a comparative historical study of the surviving Slavic languages.

4. We carry out linguistic observation. The Indo-European root *kol-*kel had three meanings: 1) ‘to move, rotate’;

2) ‘beat, prick’; 3) ‘rise, grow’.

Analyze which of these meanings the following words go back to: wheel, round, ear, chain mail, knee, ring, forehead, outskirts, bun, kalach. Consult etymological dictionaries for help.

Work in groups. Present your research in the form of a report.

5. The association of languages ​​by kinship is called genetic or genealogical classification. Search the Internet for a family tree of Indo-European languages. Name the language groups that are part of the Indo-European family of languages.

6. 1. Consider the drawing from A.A. Leontiev "What is a language" and determine the words from the languages ​​of which family are presented in the figure. What language groups do these languages ​​belong to? What is their common language called?

2. Compare the words for "grey predator" in different languages ​​of the Indo-European language family. What did you notice? Draw a conclusion in which the similarities of related languages ​​of the same family can be manifested.

7. From the lists below, exclude:

a) non-Slavic languages: Polish, Lithuanian, Ukrainian, Czech, Hungarian, Romanian, Bulgarian, Macedonian, Greek, Estonian;

b) dead languages: Latvian, Belarusian, Lithuanian, Latin, Russian, Old Church Slavonic, Ancient Greek;

c) non-South Slavic languages: Serbian, Russian, Slovak, Slovenian, Bulgarian, Old Church Slavonic;

d) non-West Slavic languages: Czech, Ukrainian, Polish, Slovak, Slovenian, Bulgarian.

We repeat the spelling of (East) Slavic, (Old) Russian, (Old) Slavic, (South) Slavic, (Old) B.. Lgarsky, (Church) Slavic, or. )a, (general) Slavic, writing (n, nn) ​​awn, mean (n, nn) ​​th, (comparatively) historical ..sky, (Indo) European, sp ..cialist, (Russian) Latvian, m .. g..n..tic, r..n..alogical, cla(s,ss)ification, (ancient) Greek..sky, sl..vatsky, sl..Viennese.

Checking Yourself 1 Among the listed languages, find the names-synonyms.

Old Slavonic, Proto-Slavonic, Old Russian, Common Slavonic, Old Bulgarian, Russian, Slovak, Great Russian, Common East Slavic, Slovenian.

2 Based on the theoretical material of the section, complete the diagram.

South Slavic _ group of languages ​​§1. Text and its features. Types of speech What role does the title play in the text? What can he express?

What questions should be asked to identify the main topic What is the difference between narrow and broad topics? Give examples.

What ways of connecting sentences in the text do you know?

What is the difference between description and narration, narration and reasoning, description and reasoning?

8. Read the sentences in two columns. Which one is a text, and which one is a set of sentences? How did you define it? Name the features of the text.

Rain in a bucket from the sky There was a blossoming of a pine. Stoichmury pours. It smells of the sky lo hit with a stick on the pine and pine restless spring. a branch, as immediately a thick yellow beret with mushrooms and strawberries surrounded us. The slow forest smelled. A breeze with but settled in the calm of the golden 9. 1. Read the sentences. Can this passage be called a text? Why? Restore the order of the sentences by meaning and write down the resulting text.

1 We entered the room, went to the sofa. 2 “Well, get out, baby, don’t be afraid,” mom suggested. 3 The muzzle of the animal was amusing: its upper and lower parts were gray, in the middle wide black stripes stretched from the nose to the ears.

4 From the wallet appeared an oblong muzzle with a black nose, shiny eyes and very small erect ears. 5 One day my mother called me: “Yura, look what a booty I brought.” 6 Mom was holding a purse, there, on a bed of grass and leaves, someone fat in a silvery skin was scurrying around. 7 I rushed to the house. 8 The coat is light, silvery. 9 What a fun guy he is! 10 The kid got out of the bag. 11 The kid immediately realized what was the matter, took the whole pacifier into his mouth and even closed his eyes with pleasure. 12 Mom took a bottle with a pacifier from the cupboard and poured milk into it.

2. Prove that you got the text. Formulate the signs of the text and write them down. How can it be titled? Come up with two or three headings that will fully correspond to its content.

3. Specify the means of communication. Conclude how the sentences in the received text are connected - by serial or parallel connection.

4. What type of speech is presented in the text? Find a description in the text.

What parts does it consist of?

5. Write down the words with the evaluation suffix. Why are there many words with such suffixes in the text? What role do they play in the text?

A text is a group of sentences that are lexically, grammatically and meaningfully related.

Text features:

thematic unity;

completeness.

The text has a common theme and main idea. The heading in the text can express the topic or the main idea.

10. Read the fragment of the table of contents from the history textbook. What topic - narrow or broad - is included in the title of the chapter?

SOCIETY, CHURCH, CULTURE IN RUSSIA

FIRST HALF OF THE XIX CENTURY

§ 17. Slavophiles and Westernizers § 18. Russian Orthodox Church § 19. Russian utopian socialism § 20. National roots of Russian culture and Western influences. Science and education § 21. Russian literature § 22. Architecture, theater, painting, music 11. 1. Read the headings of individual paragraphs from the textbook on the Russian language. Which headings reflect the broad topic? How do the other headings relate to them? In what order should headings appear in a table of contents? Restore their sequence and write them down.

Period Question mark Dash in an incomplete sentence Exclamation mark Dash between subject and predicate Punctuation marks at the end of a sentence Ellipsis Functions of punctuation marks at the end of a sentence Dash after the naming form Rules of punctuation Dash between members of a sentence Intonation-semantic dash Connecting dash 2. Think of your own examples of wide and narrow topics. Justify your answer.

12. 1. Read the topic titles. Will the purpose of the author of each statement be the same? Determine if the topics are narrow or broad. What type of speech will be the main one for each topic?

"It's good to have many friends"; “Do not have a hundred rubles, but have a hundred friends”; "What is friendship"; "My friend".

2. Optional task: write an essay on one of the topics mentioned.

13. 1. Read the poem. Do you think it has a title? How can you find this poem in the title of the book?

Have you seen similar texts without a title?

2. Find your own examples of poems without a title.

Some lyrical poems do not have a title; its absence is indicated by the sign *** (three asterisks). In this case, one speaks of a null heading. If there is no title, the poem is called on the first line, and on the entire first line, and not on its part. In the table of contents of the book, a poem without a title should be searched for by its first line.

14. 1. Read the text. Determine its theme. What is the main idea of ​​the text? Name the key words and phrases necessary to reveal the topic and the main idea.

You will see green willow everywhere: in vegetable gardens, in orchards, along the roads. It grows a lot along the banks of forest rivers2, along streams. People call willow in different ways.

The forest has not yet turned green in the spring, and the tender willow is already blooming, reflected in the melt water, with yellow powder puffs. The sun will warm a little - hover over flowering willows, collecting1 golden pollen, bees flying out of the hives.

Willow is a hardy tree. You can chop or cut off its thin trunk and stick it even shallowly into the ground - it will take root, take root, and begin to grow.

From the beginning of spring, nightingales settle in willow thickets and tirelessly sing their songs. Willow roots protect dams built by 3 people from erosion by spring water. From time to time, shuddering from the wind, the willow whispers softly, exposing the silvery underside of its leaves.

How beautiful is this willow, hanging down over the water, in which the sky and clouds are reflected, floating in the distance.

2. Describe the structure of the text. Name the type of speech (description, narration, reasoning, mixed). Explain how you reasoned.

3. How many paragraphs are there in the text? Why do you think the author divided the text in such a way?

4. Write out the first sentences of the paragraphs. Read what you got. Can this be called text? Prove it. Is the main idea of ​​the text preserved? Make a conclusion: what is the role of the first sentences of paragraphs in the construction of the text.

5. Perform a syntactic analysis of the sentences written out, explain the punctuation marks in them.

6. Find spellings in the highlighted words. Write them down and explain the spelling. What part of speech are these words?

7. What is the word everywhere in the sentence? What is its syntactic function?

8. Write down words with alternating vowels in the root. Formulate a rule that obeys the spelling of these roots.

15. Read the diagram. Make a conclusion about the means of communication of sentences in the text. Try to choose the text and give examples.

lexical morphological syntactic 16. 1. Read and prove that it is the texts in front of you. Write out the means of communication of proposals, describe them.

1) One late evening I went out into the garden, to the well. I put a dim kerosene lantern "bat" on the log house

and got water. Leaves floated in the center. They were everywhere. There was nowhere to get rid of them. Black bread from the bakery was brought with wet leaves stuck to it. The wind threw handfuls of leaves on the table, on the bed, on the floor, on the books, and it was difficult to walk along the paths of the garden: one had to walk on the leaves as if on deep snow. We found leaves in the pockets of our raincoats, in caps, in our hair - everywhere. We slept on them and soaked in their scent.

2) A warm spring day is ending. On the tops of the blunt mountains, the reflection of the evening sunset burns out. Light thinning clouds float across the sky. The last gusts of wind subside.

It gets dark quickly. In the cold blue of the sky, the stars light up one after another. (G. Fedoseev) 2. What method of communication does the first diagram illustrate? And the second one? What text does each of these charts correspond to?

3. What do you think, can both serial and parallel connection of sentences be combined in the text?

4. Explain the meaning of the highlighted words and expressions.

5. How do you understand the expression in the frozen blue of the sky? Choose a synonym for the word cold.

17. 1. Write the text by inserting the missing letters. Give it a title and determine the type of speech. Explain how you came to that conclusion from the text.

Everyone knows how beautiful and tempting (?) bright tassels of timber (?) nicknames peep out of the dark glossy greens in autumn, but few people noticed how this (ever) green shrub blooms. We couldn’t even imagine that that (not) spectacular flower m..lyuzga could give to drink..a huge forest with its ar..mat. I said “(not) a beautiful (?) naya flower (?) naya m .. lizga” and by that (not) deserved (n, nn) ​​o offended one of the most elegant (?) ny and beautiful flowers. You just need to (not) be too lazy (?) to pluck (a few) how many branches, or even better lower (?) to k (?) laziness and carefully see.

What from afar seemed .. the same, blows .. zit you (diversity) diversity.

Here are almost white, but still pink rings .. rings gathered in a drooping brush on the end (?) Chick of a (dark) green branch. Each ring .. the ring is no larger than a match (?) head, but how it smells! This is the flowers of the timber (?) nicknames. (According to V. Soloukhin) 2. What means of communication of sentences are used in the text? Name them. To which group can they be attributed: lexical, morphological, syntactic?

4. Write down the epithets that the author uses to describe the flowers of lingonberries. Make some suggestions with them.

18. 1. Read the text. Determine its topic and main idea.

Find the sentences in which it is expressed.

The rain poured down in calm, from a monotonous, gelatinous sky.

The noise was all night. By morning it was quiet. Only abundantly dripped from the trees.

The rain had passed, and by the river the festivities began. Never, with the most friendly melting of the deepest snows, has there been such a flood on our river. But still, our river is too small to seriously harm people even in such a flood.

I walked along the coast, not thinking about anything, admiring a truly extraordinary spectacle. At one point I stopped. The water in this place hit the curved shore, went in circles. A monotonous weak squeak began to reach my ears. I listened2 and realized that it was not one creature that was squeaking, but several, and somewhere very close, almost at my feet. Having taken a few steps along the shore, I listened again and then I saw a tiny dimple at the toe of my rubber boot, which seemed to me to be a huge one. In the hole, huddled in a ball2, tiny creatures floundered, helpless, like all cubs.

I wanted to know whose cubs they were, and I began to look around. From behind the top of the alder, convulsively, continuously raking its paws in order to stay in one place, the muskrat looked at me with its black beads. Meeting my eyes, she quickly, frightened, swam to the side, but an invisible connection held her as if by a thread. She returned to the alder bush and again began to look at me, rowing tirelessly in one place.

The desman stayed on the water about two meters from me, which is unbelievable for this extremely cautious, extremely shy animal. It was heroism, it was self-sacrifice2 of the mother, but it could not be otherwise: after all, the cubs screamed so anxiously and so invitingly!

I finally left, so as not to interfere with the mother to do her eternal business - to save her children. (According to V. Soloukhin) 2. Title the text so that the title reflects the topic or main idea.

3. What type of speech does this text belong to? On what basis did you determine this?

4. How are the sentences related in the text? What means of communication are used for this? Write out verbs from the text that indicate a sequence of actions. Determine their type and time. Make a conclusion.

5. Will the words monotonous, monotonous be contextual synonyms?

6. What is the difference between phrases in two meters and two meters? Explain.

7. Highlight the semantic parts in the text. Make his plan and retell the text according to this plan. What kind of plan did you use?

19. Does the text match ex. 18 given compositional scheme?

What type of speech is characterized by such a sequence?

1. The beginning of the action. 3. Climax.

2. Development of action. 4. Decoupling.

20. 1. Read and prove that you have a text in front of you. Name the features of the text. What does the title reflect - the topic or the main idea? What type of speech and style does the text belong to?

Seven wonders of the world were created by people in antiquity: the majestic Egyptian pyramids, the beautiful statue1 of Zeus in Olympia, the hanging gardens of the Assyrian3 Queen Semiramis in Babylon, the ancient ensemble of Kizhi. General panorama of the temple of Artemis of Ephesus, the gigantic statue of the god Helios in the harbor of the island of Rhodes, the Mausoleum of Halicarnassus and the lighthouse in Alexandria. Since then, when faced with the work of human hands2, which goes beyond the ordinary phenomenon, they say with admiration - the eighth wonder of the world.

Without exaggeration, Russian wooden architecture can be called such a miracle. With a simple tool - an ax, a scraper and a chisel - Russian carpenters built magnificent temples, cut down fortifications with towers, residential buildings and simple outbuildings. The saw was rarely used, it was more convenient to work with an ax3.

The builders who worked with wood had many secrets.

Here is one of them. On a cut of a sawn tree, annual rings are visible, by which you can calculate how old it is. These rings are unevenly located: on the side where the north was, they are more closely adjacent to each other, on the other side - less often.

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