§ 88. Repetition of what was learned in 5th grade

507. Write it down using missing commas. Letters n.(imperfect) and With.(perfect) indicate the type of verbs. What conjugation are they?

<...>The snow melted in the field and the forests became happier
The distance of the water meadows is azure and clear;
Shy white birch green...t
The clouds are passing higher and softer
And the wind dries the garden and blows softly into the windows
Warm April(?) days.

508. Write down the verbs and distribute them into two groups: a) those in indefinite form; b) used in the 3rd person form. Mark the ending -th(s) indefinite form and endings of 3rd person verbs. Where is the suffix? -xia in these forms - before or after graduation?

1. You (don’t) get along(?) with someone who loves to scold(?) yourself. 2. And to a wise man advice is required(?) 3. If you hold (?) each other, you may (not) be afraid (?) of anything. 4. Together, troubles are easier to bear(?) 5. He who 3 boasts will fall (?) off the mountain. 6. He who is not afraid (?) of work, has it (?) for him. 7. The master’s work is afraid(?)

(Proverbs)

509. Read the poem. How would you title it? Write down two forms of future tense verbs - simple and complex. Indicate the type of these verbs.

Sample. Let's dance (bud. simple., owl. v.); I will dance (fud. difficult., uns. v.).

Let's plant a tree under the window,
It will grow big, as big as a house.
Branches leaning directly against the glass,
The leaves will rustle in the flood of May,
And in September(?) cloudy times
It will light up with a pink light.
Birds will build nests on the branches,
There will be stars shining through the foliage...
Spring will rustle above us
Slow soft branches...
And then others, after us,
Suddenly they wake up(?) in this
The hour when Moscow is engulfed in sleep -
From the leaves singing under the window.

(I. Snegova)

510. Use this table to tell us about the spelling of letters. e And And V unstressed endings verbs.

511. Conjugate the verbs see, ask, grow, grow, grow, hear.

Baranova M.T Homework on the Russian language for grade 6: Educational and practical guide - M.: “Prosveshchenie”, 2000. - 126 p.
Download(direct link) : domrabotpors2006.pdf Previous 1 .. 32 > .. >> Next
Personal I, they, him
Returning Yourself, with yourself
Interrogative Who? What? Which?
Relative Who, What, Which
Undefined To someone, how much
Negative Nobody, with anyone, nothing
Possessive My, yours, yours
Demonstratives That, this, that
Determinatives All, everyone, himself
454. My (sad comrade), with me (conceived), (with) his cry, we (birds), (wind and) I (walk).
I. My place. My comrade (whose?) N. f. - my.
II. Fast. - attractive; non-post - in and. p., m.r., units h.
III. My comrade (whose?)
I. (With) me - places. Conceived (by whom?) with me. N. f. - I.
II. Fast. - personal, 1st l. units h.; non-post - vT. P.
III. Conceived (by whom?) with_many_Yu.
100
I. To our own - places. With (whose?) cry. N. f. - mine.
II. Post. - Positive; non-post - vT. p., units h., m.r.
III. With (whose?) cry.
I. We are places. Birds (who?) we are. N. f. - We.
II. Fast. - personal, 1st l. pl. h.; non-post - in and. P.
III. Birds (who?) we are.
I. I am the place. We are walking (who?) the wind and me. N. f. - I.
II. Fast. - personal, 1st l. units h.; non-post - in and. P.
III. We are walking (who?) the wind is blowing.
455. Integrated, separate and hyphenated spelling words
Separate
Hyphen
Preposition: In front of the forest, in front of the green, in front of me
Noun Enemy, slob In the garden, on the ground; not a friend, but a friend; not at all a friend AMasha is not coming!
Adjective Impolite, unapproachable Not polite, rude; not at all polite Green doesn’t write!
Pronoun Nobody, nothing No one, nothing Somebody, anyone
456. (oral)
457. The snow melted (s., I) in the field, the forests became cheerful (s., I), For the rainy meadows the light is clear;
Shyly the white birch tree turns green (n., I), The clouds pass (n., II) higher and softer, The wind dries (n., II) the garden blows softly through the windows (n., I) With the warmth of the warm days.
(I. Bunin.)
458. 1) (Temporary) not to get along, (loves) to scold, (will) hold on, (can) not be afraid, (easily) to boast, (easily) to be proud.
2) (Advice) is required, (trouble) is endured, (who) boasts, (he) is holy, (who) is not afraid, (he) argues, (the matter) is afraid.
101
I. Who - places. Boasts (who?) who. N. f. - Who.
II. Fast. - relative; non-post - in and. P.
III. Boasts (who?) who.
459. See (II reference, excl.) - I will see, you will see, he will see, we will see, you will see, they will see; ask (II reference) - I ask, you ask, he asks, we ask, you ask, they ask; grow (II sp.) - I will grow, you will grow, he will grow, we will grow, you will grow, they will grow; grow up (I sp.) - I grow up, you grow up, he grows up, we grow up, you grow up, they grow up; hear (Pspr.. excl.) - I will hear, you will hear, he will hear, we will hear, you will hear, they will hear.
460. Live (I) - lives; appreciates (II) - to appreciate; wake up (II) - wakes up; will not (I) - become; speak (II) - speaks; get up (I) - gets up; do (I) - does; wash (I) - washes; cover (I) - covers; will have time (I) - to have time; get dressed (I) - get dressed; wash (I) - wash; eat - eat; stand up (I) - will stand up; sit down (I) - sit down.
I. Each - places. Hour (what?) every. N. f. - every.
II. Fast. - will determine.; non-post - vV. p., units h., m.r.
III. Hour (what?) every. Bed - bed.
[k] - agree, deaf, tv. [p] - agree, sound, tv. [a] - vowel, unvoiced. [v] - acc., sound, tv. [a] - vowel, beat. [t"] - acc., deaf., soft. 7 b., 6 stars.
461. Willow blossoms. Around her, bumblebees fly (na - at, I), butterflies flutter (at - at, I), stupid flies scurry around (na - at, II). (I) mosquitoes hover over the puddles.
Migratory birds are in a hurry (na - it, II) to their homeland, to their nests. The brightest and brightest birds return later than others. The kingfisher flies (in -at, I) from Egypt, the oriole from South Africa.
102
462. Nina asks:
- Perhaps you want to eat?
- Thank you. I've just had dinner.
- “Eat” is a lackey word, right?
- Why?
- Remember in the literature of the last century? Only the footmen said: “Food is served.” The gentlemen always said: “You are welcome to have a snack...”
(Yu. Semenov.)
463. In the morning I start cleaning the room. First, I roll up the carpet and remove the flowers from the windowsill. I carefully wipe each leaf and water the plants generously.
Then I wring out the rag and wipe the window glass and mirror until it shines.
Now I need to put my little sister's toys back in their place. I never touch my father’s desk: my father always puts it in order himself.
464. Visiting a friend.
Elements conversational style: colloquial form of the name (Vo-lodka), many interrogative and exclamatory sentences.
Sov. v.: opened, didn’t fall, saw, looked, came, tell, asked, you’ll find out, listen, exclaimed, went, wait, it’ll burn.
Nesov. v.: was, was burning, come in, eat, want, was.
I. Maminu - adj. The news (whose?) is from my mother. N. f. - mom's.
II. Fast. - attractive; non-post - vV. p., units h., w. R.
III. The news (whose?) is from my mother.
465. Styopa chops wood.
You don’t know our Styopa? He's a terrible braggart.
“Yesterday I chopped all the wood in half an hour,” Styopa said one day.
- When did you learn? - we ask.
“I’ve been able to do it for a long time,” he answers.
- Then show me, and we’ll see how you do it. We went into the yard. Styopa proudly took the ax and... then the real circus began. Styopa, of course, took the biggest block of wood, once - Write a concise summary, please, urgently! I knew Anna Andreevna since 1912. Then she, thin and slender, looking like a fifteen-year-old

girl, never left her husband, the young poet N.S. Gumilyov, who called her his student.

These were the years of her first poems and extraordinary triumphs. Several years passed, and in her behavior, in her eyes, in her posture, a very important feature of her personality appeared - majesty. Not arrogance, not arrogance, but rather majesty: a “royal”, important step, a sense of self-respect and awareness of the importance of this writer’s mission.

Every year Akhmatova became more and more majestic, and she didn’t try, it came out naturally to her. Even when she was in line for kerosene or on the Tashkent tram, people who did not know her felt “quiet importance” in her and treated her with respect, although she behaved simply and friendly with everyone.

Another remarkable feature of her character is that she parted with things surprisingly simply, she was deprived of a sense of ownership.

There was never any comfort around her; I don’t remember a period in her life when the atmosphere in her home could be called cozy. Of course, she knew a lot about beautiful things, and antique candlesticks or oriental fabrics appeared in her house every now and then, but after a few weeks they disappeared again.

Even the books, with the exception of her favorite ones, she gave away to others. Only Pushkin, Dante, the Bible and Shakespeare were her constant companions, while the rest of the books, having visited her, disappeared.

Friends knew that if they gave her a beautiful shawl, then in a day or two she would be on other shoulders.

Often she parted with what she herself needed. One day in 1920, during the terrible Petrograd famine, a friend brought her from England a tin of super-nutritious and super-vitamin “flour” produced by Nestlé. A teaspoon of this concentrate, diluted with boiled water, seemed like an unattainably satisfying meal to our hungry stomachs. I sincerely envied the owner of such a treasure.

It was late, and the guests, having talked enough, began to go home. For some reason I hesitated and later than others went out onto the dark staircase. And suddenly - will I forget this gesture of a majestic hand? - Akhmatova ran out to the site after me and, in the tone in which they usually say “goodbye,” handed me this tin can: “This is for your Murochka...”

The treasured Nestlé was in my hands. In vain I tried to refuse, she slammed the door behind me, and no matter how much I rang, the door did not open.

I remember many such cases.

write down, inserting the missing letters, a) phrases, b) nouns with a preposition, c) phraseological units

wouldn't hurt a fly, because of the house, worth its weight in gold, a walking enc...clopedia, a reference book for specialists, a shot sparrow, an old fox, around the school, find words...combination, beat the b...clouds , jack of all trades, become a master, won’t lose face, writes well, was born in the s...mary, a button on the s...m, walks around, near the park, walks with a backpack.

distribute the words into groups: a) phrases, b) noun forms with a preposition, c) phraseological units.

wouldn't hurt a fly, because of the house, worth its weight in gold, a walking encyclopedia, a reference book for specialists, a shot sparrow, an old fox, around the school, find a phrase, hit the nail on the head, jack of all trades, become a master, won't lose face in the dirt, writes ok, I was born in a shirt, there is a button on the shirt, I walk around, near the park, I walk with a backpack.

bushes of gooseberries and black currants, and above all was the maple, a large and sad tree that had long lived above the local weeds and all the plants of the surrounding courtyards and gardens. The garden was fenced with fences on all sides, only in one place there was a wooden gate hung on a thick stake; this gate led to an empty courtyard, and in the courtyard there was a poor house with a kitchen and a room where a freight train conductor lived with his wife and seven children. And at the back of the garden, where there were overgrown jungles of sleepy grass, there stood the clay wall of a blank and even smaller dwelling than the one in which the conductor lived. Garden fences approached this wall on both sides and, together with the thick grass, they seemed to preserve this unknown clay and straw house, where there was or was not someone’s wretched, weak life.

Assignments: write out the participles from the text. 1 is valid, 1 is passive, sort them out according to their composition, write constant and inconstant signs.
determine the type, style, method of communication in the text.

please help me write a summary for this text

(1)The famous artist performed at the school where she previously studied. (2) She was asked to dance. (3) She began to spin, cast a spell, her face became beautiful. (4) The guys looked at her with their mouths open... (5) In the first row sat a girl with her face thrown back. (6) She sat like that because if you don’t throw your face back, you might cry, and she was ashamed to cry in front of everyone. (7) The artist finished dancing and noticed a girl in the front row who was having difficulty holding back her tears. (8) What- The artist seemed so familiar in the girl’s face that she kept her gaze on her, even though she understood that it was indecent to look at a person about to cry. (9) Then notes began to arrive with various questions. (10) The artist did not answer one note (“I want to dance, but I was not accepted into the circle. And I’m also ugly. What should I do?”) The ballerina did not want to answer this question in front of everyone, and besides, she it seemed that she knew who wrote the note: the face of the girl from the first row, which seemed familiar to her, was so expectant! (12) The artist said: (13) - There is another note from the girl. (14) Let her come up to me later. (15) Having said this, the artist realized that she was not mistaken and had guessed absolutely correctly who wrote the note - that’s how the face of the spectator from the first row lit up. (16) The girl caught up with her on the street .(17) “I wrote the note,” she said. (18) “I know.” I saw your face. (19) - And did you notice that I’m ugly? (20) - It seems to you. (21) - I want to dance, but they don’t take me. (22) They say that I’m not fit, but I can’t help but dance. (23) “So dance to your health.” (24) “But they don’t accept me!” (25) “They didn’t accept me either,” she said artist. (26) - So how do you dance so well now? (27) - I always wanted to dance. (28) Because this is the main thing. (29) Shall we go visit me? (30) The artist was preparing dinner and thinking about the girl who also wants to dance. (31)Where did she see this face? (32) Then she remembered how she herself was a girl and how she, too, was not accepted into the choreographic circle. (33) Zoya (that was her name in childhood) danced at home alone. (34) She liked to dance, so she came to the school club, where she danced some kind of polka. (Z5) The choreographer praised her, and then began to test her legs for flexibility. (36) It was very painful, Zoya bit her lip, but still cried. (37) She was not accepted. (38) In the circle at the House of Culture, the choreographer also said that it was impossible to dance with such weak legs, but there was a woman who allowed Zoyka to attend the classes. (39) Coming home, Zoyka stood in front of the mirror and commanded herself: (40) - First position! Hands! (41) The knees did not obey. (42) Hands with absurdly splayed fingers rowed the air. (43) Then she turned on the music and danced as best she could. (44) Then Zoika entered the drama club, where she danced as she wanted. (45) Finally, she was accepted into the theater institute, because she knew for sure: in this world she could only be an artist. (46) The people who examined her probably felt it... (47) The artist prepared dinner and entered the living room. (48) The guest girl flew around the room to the music, her face was painfully happy. (49) And the artist suddenly realized how she knew this face. (50) She took out the old album and found what she was looking for. (51) The artist looked first at the photograph, then at the embarrassedly frozen girl. (52) - Look! - she said. (53) The girl looked into the album and backed away. (54) - Who is this? - she whispered. (55) - This is me at your age. (56) - But how did you become so beautiful? (57) - I always wanted to dance, that’s all. (58) - I want to dance too! (59) ) The artist looked at the girl and thought that she would certainly dance. (60) The girl was very similar to her, little Zoya, and someone had to help her... (61) The girl who wanted to dance, jumped and ran home. (62) She danced and spun. (63) And the golden leaves curled around her and danced with her. (64) And the girl’s happiness was so great that it never happens even in a dream. (65) It was impossible happiness.

507. Write it down, adding missing commas. Letters n. (imperfect) and s. (perfect) indicate the type of verbs. What conjugation are they?

The snow has melted (p., 1) in the field, the forests have cheered up (p., 1),
The distance of the water meadows is azure and clear;
Shyly the white birch turns green (n., 1),
The clouds pass (n., 2) higher and softer,
And the wind dries (n., 2) the garden and blows softly through the windows (n., 1)
Warm April days.

508. Write down the verbs and distribute them into two groups: a) those in the indefinite form; b) used in the 3rd person form. Indicate the ending -т(-ти) in the indefinite form and the endings of 3rd person verbs. Where does the suffix -sya appear in these forms - before or after the ending?

509. Read the poem. How would you title it? Write down two forms of future tense verbs - simple and complex. Indicate the type of these verbs.

Title: "Plant a tree."

Simple form (v.): plant, grow, rustle, light up, wake up;
Complex shape(nonsov.v.): they will curl, they will glow, they will rustle.

510. Using this table, tell us about the spelling of the letters e and and in unstressed endings of verbs.

511. Conjugate the verbs see, ask, grow, grow, grow, hear.

512. Write all the verbs from the poem in the indefinite form and in the 3rd person in singular. Specify the verb conjugation.

513. Insert appropriate verbs in the correct form. Explain the conditions for choosing the letters e and and in unstressed endings of verbs.

Willow blossoms. Around her, bumblebees fly (na - at, 1), butterflies flutter (at - at, 1), stupid flies scurry around (at - at, 2). (1) mosquitoes hover over the puddles.

Migratory birds are in a hurry (na - it, 2) to their homeland, to their nests. The brightest and most motley birds return later than others. The kingfisher flies (na-at, 1) from Egypt, and the oriole - from South Africa.

514. Write it off. How will the text change if the past tense form of verbs is used in sentences? Graphically explain the spelling of vowels in roots with alternation. Do the verbs try on and reconcile refer to words with alternating vowels at the root? Tell us how you tidy up your room.

In the morning I start cleaning the room. First, I roll up the carpet and remove the flowers from the windowsill. I carefully wipe each leaf and water the plants generously.

Then I wring out the rag and wipe the window glass and mirror until it shines.

Now I need to put my little sister's toys back in their place. I don’t touch my father’s desk: dad always puts it in order himself.

515. For these words, select and write down verbs of the same root that contain the indicated parts of the word. In what ways are written words formed?

516. Read and title the text. Indicate the elements of conversational style. Write down the verbs, distributing them by type - perfect or imperfect.

517. Essay-story on the topic “Styopa chops wood.”

In your story use:
one of the texts as an introduction (see p. 105);
content of drawings;
in conclusion one of the proverbs (see exercise 508).

I. You don’t know our Styopa?4 He’s a terrible braggart.
“Yesterday I chopped all the wood in half an hour,” Styopa said one day.
- When did you learn? - we ask.
“I’ve been able to do it for a long time,” he answers.
- Then show me, and we’ll see how you do it...

II. I watched my father chop wood and thought: “I can do it.” What can you do here? Swing the ax harder - once! - and it’s done!”
And then one day...

518. Group verbs formed: a) by prefixes; b) in a suffix way.

2) To dream is a dream, to lighten is light, to blush is red, to rush is to rush, to have breakfast is breakfast, to have dinner is dinner, to turn pale is pale, to form is form, to cease is a bonus.

519. Indicate the method of formation of verbs and their composition. What part of speech is the last verb formed from? Select words with the same root for the highlighted word and write them down according to the model (see exercise 158).

520. Write down verbs with the suffix -nicha- that have the same root as these nouns. Indicate the conjugation of the recorded verbs.

521. Read an excerpt from a poem by Yu. Yakovlev. Write it down, opening the parentheses. What spelling were you working on? What proverb does the author use? What does it call for?

Remember guys
Rule one:
The drum itself
Don't drum,
Copper pipe
You can't blow the trumpet yourself!
And if there is a light
No, as they say,
On my own
The fire won't light...
No water flowing
Under a lying stone,
Let it flow
Move the stone with your hands.

457 . Write it down using missing commas. Letters n. (imperfect) and With. (perfect) indicate the type of verbs. What conjugation are they? Which verb denotes color?

The snow melted in the field and the forests became happier
The distance of the water meadows is azure and clear;
Shy white birch green...t
The clouds are passing higher and softer
And the wind dries the garden and blows softly into the windows
Warm April(?) days.

(I. Bunin.)

458 . Write the verbs in the indefinite form in the left column, and in the right column in the 3rd person form. Mark the ending -th(s) indefinite form and endings of 3rd person verbs. Where is the suffix? -xia in these forms - before or after graduation?

1. With someone (not) who loves to fight.. 2. And a wise man needs advice... 3. If you hold on to each other, you may (not) be afraid of anything. 4. Together, troubles are easier to bear. 5. He who 3 boasts... falls off the mountain. 6. It’s easy to boast, it’s easy to fall down. 7. He who is not afraid of work will have it. 8. The work of the master is afraid...

(Proverbs.)

459 . Conjugate the verbs see, ask, grow, grow, grow, hear. Explain the choice of letters e and and in unstressed endings of verbs, using the material from the table “Two Verb Conjugations”.

460 . Write all the verbs from the poem in the indefinite form and in the 3rd person singular. h. Indicate their conjugation.

Sample: work (I sp.) - works.

(S. Baruzdin.)

461 . Insert appropriate verbs in the correct form. Explain the conditions for choosing letters in these verbs e And And in endings according to the pattern: ve[et] (on - yat, I page).

Willow blossoms. Around her are - - bumblebees, - - butterflies, - - two stupid flies. There are mosquitoes above the puddles.

Migratory birds - - to their homeland, to their nests. Later than others - the brightest and most colorful birds. The kingfisher is from Egypt, and the oriole is from South Africa.

Words to insert: fly, arrive, hurry, head, flutter, fuss, curl, return.

462 . Read the dialogue. Make a conclusion about the use of the verb eat. Write it off.

Nina asks:

Perhaps you want to eat?

Thank you. I've just had dinner.

- Eat- this is a lackey word, right?

Remember in the literature of the last century? Only the footmen said: “Food is served.” The gentlemen always said: “You are welcome to have a snack...”

(Yu. Semenov.)

463 . Write it off. Explain in writing the spelling of vowels in roots with alternation.

Sample: personal And R A u rare r A sthenia.

How will the text change if the past tense form is used in the first sentence - started? Do the verbs try on and reconcile refer to words with alternating root vowels?

In the morning I will start...cleaning the room. First, I roll up the carpet and remove 2 flowers from the windowsill. I carefully wipe each leaf and water the plant abundantly.

Then I wring out the rag and wipe the window glass and mirror until it shines.

Now I need to put it in the place of my little sister’s toy. I (don’t) touch my father’s writing desk: dad always puts it in order himself.

remove - sn And mother burn - burn And go away start - start And nat

464 . Title the text. Indicate the elements of conversational style. Write down the verbs, distributing them by type.

Volodka opened the door for me.

He (not) fainted from joy... that he saw me. He looked as if I walked (to) him every day at this very time. (I) probably looked so triumphant, I was so impatient to quickly tell everyone my mother’s 3 news that Volodka was sir..strong:

What happened to you?

- (No) nothing... Now you'll find out!

“Come in,” he said. “Do you want something?” - and went to the kitchen.

Where are you going?! - I cried. - First, listen...

Wait a bit. My flame is burning...

Volodka was a guy on the farm.

(A. Aleksin.)

465 . Essay-story on the theme “Styopa chops wood.” Use 1) one of the texts as an introduction, 2) the content of the pictures, 3) in the conclusion one of the proverbs (see exercise 458), which more closely matches the story.

1. You don’t know our Styopa? 4 He's a terrible braggart.

   Yesterday I chopped all the wood in half an hour,” Styopa said once.

   When did you learn 2? - we ask.

   “I’ve been able to do this for a long time,” he answers.

   Then show me, and we'll see how you do it...

2. I watched my father chop wood and thought: “I can do it too. What can you do here? Swing the ax harder - once! - and it’s done!”

   And then one day...

swing

466 . For these words, select and write down verbs with the same root that contain the indicated parts of the word. In what ways are written words formed?

Wheel (is-, -i-), roll (-And-), red (-e-), stop (behind-), secret (-nothing-), total (under-, -and-), white (by-, -and-), remember (at-, -sya).

467 . Write down separately the verbs formed: 1) by a prefix, 2) by a suffix.

Sample: 1) rewrite ← write; 2) grieve ← grief.

form give bonuses

468 . Write down the verbs that are formed from these words using the prefixes and suffixes indicated in brackets. What kind of sport can these verbs be used to describe? Make sentences with them.

Run (time -, -xia), push (from-, -iva-), jump (re-, -iva-), jump (so-, -iva-).

469 . Indicate the way verbs are formed and their composition.

Sample:

What part of speech is the last verb formed from? Select words with the same root for the highlighted word and write them down in table form (see exercise 112 for a sample).

Have breakfast, sit down, be sad, laugh, turn blue, harden, muffle, catch fire, petrify, slip, triple.

slip

470 . Write verbs with suffix on the left -nothing-, and on the right - with the suffix -A-, cognate with these nouns. Indicate the conjugation of the recorded verbs.

A mechanic, a needlewoman, a shoemaker, a lazy person, an employee, an afternoon snacker, a carpenter, a beggar, a gardener, a handicraftsman.