Clearer spelling analysis. Orthographic text analysis
Spelling analysis involves oral or written analysis of spelling patterns in a word. When performing a spelling analysis, you need to correctly write down a word given with a missing letter, or open the brackets, highlight the place of the spelling in the word, name the spelling and determine the conditions for its selection. If necessary, indicate a test word and give examples of this spelling.
Word spelling scheme
1. Write down the control word.
2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
Sample spelling analysis of a word
The slope..(n,nn)th tr..va lies in even rows.
Oblique - spelling of participle suffixes.
- two letters “n” are written in the suffixes of passive past participles if the word is formed from a perfective verb (what to do? - mow): painted, read;
- the suffix -enn-is written in participles formed from verbs ending in -it, -et or verbs with a base ending in a consonant: paint - painted; see - seen, save - saved.
Grass, in rows - unstressed checked vowel at the root of the word; verified by stress: grass - grass, rows - row; water - water, forests - forest.
Spelling analysis of a word is a written or oral review of the spelling patterns in a word. When performing this analysis, you need to write down the word correctly, highlight the place of the spelling, name it and explain your choice.
Instructions
1. Write down or read the control word.
2. Open the brackets or fill in the missing letters.
3. Russian spelling is subject to a strict system and is based on three main orthographic theses: morphemic; alternation of vowels and consonants; the usual or historical thesis of spelling, the one that is regulated by dictionaries.
4. Underline the spelling in the word. Recognize and label phonemes in weak position. For vowels, these are unstressed; for consonants - voiceless/voiced, unpronounceable, unpaired in hardness/softness.
5. Find out in which part of the word the spelling is located, and highlight this morpheme graphically.
6. Select a test word (in which the sound will be in a strong position) or one that is identical in structure (with the same grammatical form, containing the same morpheme). Let's say: “run up” - “sign”; “book” - “book”; “storekeeper” - “ice cream maker”. Name the test word and give examples of this spelling.
7. Name the spelling and all its signs: place in the word, data of origin, probability or impracticability of selecting a test word. Match the spelling with the corresponding rule and give it.
8. Let's say: “Develop...,” “n... vinka,” “r... ka.” “Develop”, “novelty”, “river” are words with an unstressed vowel at the root of the word. In order not to make a mistake in its spelling, you need to change the words or select for them such test cognate words in which the vowels being tested will be stressed: “develop” - “becoming”; “novelty” - “newest”, “river” - “rivers”. “Ser…tse”, “zu…”, “pro…ba”. “Heart”, “tooth”, “request” are words with verifiable consonants at the root of the word. In order to positively write words with this spelling, you need to select words with the same root in which there will be a vowel or consonants after the consonant letters being checked: “v”, “l”, “m”, “n”, “r”. “Heart” - “spiritual”, “tooth” - “teeth”, “request” - “beg”.
While studying the Russian language, a student encounters several types of word parsing (phonetic, morphological, morphemic). The most difficult among them is phonetic analysis, because in addition to theoretical knowledge of the Russian language, the child needs to have a developed phonetic-phonemic ear. Practice shows that many modern children have problems with phonetic parsing of words.
You will need
- 1. Paper.
- 2. Handle.
Instructions
1. Write down the word, put emphasis, divide it into syllables. Write down how many syllables, vowels and consonants there are in the word. Yam-ka - 2 syllables, 2 vowels, 2 consonants.
2. Write down all the letters of the word in a column, next to it in square brackets indicate the sounds that indicate the letters when pronounced. i [th][a], m [m], k [k], a [a]
3. Give feedback to every sound. For vowels, indicate stress or unstress. For consonant sounds, write loud - deaf, paired - unpaired (by voicing - deafness), strong - soft, sonorant (if the sound is such). i [th] - consonant, loud unpaired, soft, sonorant, [a] - vowel, stressed. m [m] - consonant, loud unpaired, strong. to [k] - consonant, voiceless pair, strong. and [a] is a vowel, unstressed.
4. Count and write down on the next line the number of letters and sounds in the word. 4 letters, 5 sounds.
Note!
The letters Ъ and ь do not designate sounds when pronouncing; a dash is placed in square brackets; collation is not given to the sound. The letters E, Ё, У, И, standing at the beginning of a word, after Ъ and ь signs, after vowels, denote the consonant sound [й] and vowel sound [e, o, u, a] respectively.
Helpful advice
If a child has problems with the development of phonetic-phonemic hearing, classes with a speech therapist are needed.
In order to detect a test word, you need to know the algorithm, one that can be divided into three stages. Errors related to the spelling of the words being checked are the most common, since they do not have clear regulating rules and regulations.
Instructions
1. In spelling, there is a basic rule for checking unstressed vowels in a word. In order to check an unstressed vowel in a word, you need to change the word in such a way or choose a word with the same root so that the unstressed vowel becomes stressed. Let's say: grass - grass, haystacks - haystack.
2. However, in addition to such fairly primitive and common words, the school curriculum includes words that are not always recognized as being tested. In some cases, it is necessary to consider the processes occurring in a word, say, the alternation of consonants: absorb - gulp. In such cases, it is necessary to explain the lexical meaning of the word. Calm - sing a song when rocking a child: bayushki-bayu. The cat Bayun lives with fairy tales, he tells (tells) fairy tales so much that the listeners fall asleep. To enjoy is to experience a satisfied state when the soul is sick.
3. There are phonetic homonyms (homophones), such words are pronounced identically, but have different lexical meanings, and therefore their unstressed vowels are fundamentally different. In order to correctly select the test word for such words, you need to consider the lexical meaning of the word. To make friends is to try on a suit (to establish peace or measure), to turn gray from old age - to sit on a bench (turned gray or sat down), unload a gun - discharge carrots in the garden (remove the charge or make it rare).
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Pick up cognate words or as they are also called, their own children are still in primary school. This knowledge allows them to check the spelling of words. Not all guys cope well with this task. How to train them to pick cognate words positively?
Instructions
1. Start by explaining what cognate words have the same root. Repeat with your children the rule of what a root is. Once again, strengthen the skills of finding it in a word.
2. Next, tell me what cognate words cannot be confused with a form of the same thing words. Prepare tasks in which you will need to make chains with the same root words mi and separately – with grammatical forms. Let's say: - gardener - garden - gardener ( cognate words ); - gardener - gardeners - gardener (forms of the same words).
3. Please draw students' attention to the fact that the selection of words with the same root should not be mechanical. This may lead to a false result, because... similar combinations of sounds at the root can be found in other words x, which will not be relatives. Show them this situation using the words “driver” and “waterman” as an example. They will not be of the same root. Prepare tasks that allow you to practice the skill of detecting cognate words from a group where words have a similar root.
4. Tell the guys what cognate words are not invariably the same part of speech. Show this with the example of this chain: - drive - driver - driver. Ask students to identify the parts of speech of these words. They must come to the conclusion that in this chain of cognate words there is a verb, a noun and an adjective.
5. Explain to children the method of forming words with the same root. To do this, they need to remember the following parts: words, as a prefix and suffix. Ask the children to use these morphemes to form cognate words with some kind of root. Let's say, with the root “running”. They should end up with a similar chain of words: - running - running - running - defector, etc.
6. Students’ work on the formation of cognate words is significant. This knowledge makes it easy to select test words and avoid mistakes in writing.
One of the components that will allow you to make a career and become a successful person is the knowledge to positively express your thoughts and write correctly. But how can one learn to check the correctness of what is written? How to select test cards words ?
Instructions
1. The need to select test words appears if the vowel or consonant is in a weak position, i.e. spelling does not match pronunciation. This is the difficulty of understanding the Russian language.
2. The vowel is in a weak position in an unstressed position. Consequently, in order to check the spelling of an unstressed vowel at the root words, you must change its shape or select the same root words in such a way that the vowel is in a strong position, i.e. under stress. For example, in the word “shtetl” you need to check the spelling of the vowel in the root. Change the shape words. Thus, if you pay attention, then in the word “place” the vowel sound is already heard clearly, and you can boldly write the letter “e” in the word “place”.
3. In some words x with unstressed vowels it is fundamentally impossible to check the spelling by selecting test words. In this case, ask for a spelling hint words Ryu. Such spellings need to be remembered.
4. If you doubt the spelling of the consonant at the root, then you also need to select test words. This can be done, as in the case of vowels, by selecting the same root words or by changing the grammatical form so that a vowel comes after the consonant. This is a powerful position for a consonant. Let's say you need to check the spelling of the consonant at the root in the word “conscientious”. Change the shape words. This can be done by using the adjective in a short form. You will choose the word “conscientious”, which will be a test word, because the letter “t” in it can be heard clearly.
5. Be aware that not all spellings of consonants can be checked by selecting test words. In some cases you will have to look again at the spelling book. words ry. For example, the word “stairs” cannot be verified using test words. You need to remember its spelling.
Morphemic parsing words - parsing by composition, definition and highlighting of important derivational parts of a word. Morphemic parsing precedes word formation - determining by what method the word arose.
Instructions
1. Morphemic parsing words are produced in the form in which it is taken from the text. Look at the compatibility of your word with other lexical units and determine the part of speech to which it belongs. Occasionally, you can confuse an adverb and a short participle - to do this, carefully read the sentence from which you take the word.
2. Morphemic parsing invariably begins with defining the ending. Figure out what part of speech the word belongs to. Please note that unchangeable forms do not have an ending - these are adverbs, gerunds, comparative degrees of adjectives, pronouns, interjections, verbal infinitives (indefinite form of the verb), as well as unchangeable nouns. In such cases, the morphemes at the end of the word will not be endings, but suffixes, or will be part of the root. For example, the unchangeable noun “cinema” is entirely a root, and in the adverb “excellently” the last “O” will be a suffix. Many schools teach that the “-th” in an infinitive is an ending. In fact, it is a postfix (a suffix in postposition relative to the root).
3. If your word is for parsing and the variable, highlight the inflection (ending) in it. You can find the ending if you decline/conjugate the word. The part that changes will be the ending. In morphemic parsing e ending is drawn into a rectangle.
4. The main part of the word that carries the semantic load is the root. Find the root of a word by selecting words with the same root. Remember a similar group of words with a similar meaning and a common root. The minimal morpheme repeated in each group of cognate words will be the root. Write down a word with the same root next to yours, highlight the root of each word by drawing an arc over this morpheme. Be careful with homonymous roots: sometimes these parts of a word have identical sound and spelling, but differ in meaning. For example, in the word “water” the root “vod” denotes belonging to a transparent liquid, and in the word “gas pipeline” the homonymous root “vod” has the verbal meaning “to conduct”. In difficult words with two or more roots, highlight the entire root, indicating the connecting vowels as suffixes with a lid. For each root, choose a word with the same root.
5. Select a prefix by mentally selecting words where this prefix has a similar meaning.
6. Discover and identify word suffixes.
7. The last step in morphemic parsing There will be a highlight of the stem - this is a part of the word without an ending. The base is emphasized from below.
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Morphemic analysis is the analysis of a word according to its composition. The procedure is as follows: first, the ending, formative suffix is given, then the base of the word (not to be confused with the root), prefix, suffix, and at the very end the root is given.
Instructions
1. In grammar, there are two approaches to the distribution of the stem of a word - structural and semantic. In fact, the approaches are opposite to each other. Structural morphemic prefix, suffix and ending. This method often leads to errors due to the external similarity of different parts of the word. The structural approach is much more positive - suffixes and prefixes are first “removed” from the word and the root is isolated at the end.
2. A morpheme is the smallest part of a word. Let's look at morphemic analysis using the example of the word “jumper”.
3. The ending of the word form “jumper” is -a. It expresses the grammar of exceptional number.
4. The unchangeable part of the word -jumper-. It is the basis of the word. The noun “jumper” is formed from the verb “to bridge” and is motivated by this verb in meaning. When forming this word, the suffix -k- was used.
5. The verb “to bridge”, from which the word we are parsing comes from, is formed by the prefix re-.
6. The root of the word “jumper” is the morpheme -mych-. The root -mych- contains an alternating consonant.
7. In writing, the morphemic analysis of the word form “jumper” would look like this: peremych-k-a (to bridge). When written morphemic analysis is performed, the word-formation chain is put into brackets. If the analysis is not difficult, then it can be done orally out loud, and in a notebook you can record only the word itself, highlighting the morphemes in it.
Note!
Always remember that adverbs, infinitives, gerunds, auxiliary parts of speech and indeclinable nouns do not have endings, which means the entire word will be the basis.
The Russian language program for students in grades 5-9 provides for the development of a whole range of abilities, knowledge and skills. The knowledge to make a morphological analysis of a word is one of the main ones. This analysis aims students at summing up all the morphological signs of a word.
Instructions
1. Morphological analysis has a general plan: 1. Part of speech. Universal meaning. 2. Initial form. Continuous and intermittent signs.3. Syntactic role. Since the entire part of speech has individual signs, then first of all, determine the part of speech of the word needed for analysis.
2. Noun2. Original form (nominative singular). Continuous signs: proper or common noun, animate or inanimate, declension, gender. Inconstant signs: in what case and number.
3. Adjective2. Original form (nominative singular). Continuous signs: rank. Inconstant signs: degree of comparison (for good adjectives), in what gender (in the exceptional number), number and case.
4. Numeral2. Initial form (nominative case). Continuous signs: primitive or combined, ordinal or quantitative. Inconstant signs: case, number (if any), gender (if any).
5. Pronoun2. Original form (nominative singular). Continuous signs: rank, person (for personal pronouns). Inconstant signs: case, number (if any), gender (if any).
6. Verb 2. Initial form (infinitive form of the verb). Continuous signs: aspect, transitivity, conjugation. Inconstant signs: slope, number, tense (if any), person (if any), gender (if any). The participle as a special form of a verb has signs of both the verb and the adjective.2. Original form (nominative singular). Continuous signs: active or passive, tense, aspect. Non-permanent signs: full or short form (for passive participles), case (for participles in full form), number, gender. The gerund, as a special form of a verb, has verb and adverb signs. It does not change, and therefore has no unstable signs.2. Initial form (infinitive form of the verb). Continuous signs: view.
7. Compare the analysis with the example. The wind subsides, clearing the distance. The light was spilled on the ground. The greenery of the leaves shines through, Like painting in stained glass. (B. Pasternak) In glass - 1. noun, answers the question shines through in what?, denotes an object.1. N.f. – glass, post: neod., narits, 2 pages, cf. genus; non-post: in sentence case, units number.3. It shines through (where?) in the glass (in a sentence it is an adverbial circumstance). Spilled - 1. participle, answers the question luminary, what has been done?, denotes the sign of an object by action.2. N.f. - spilled, post: suffering, past. time, owls view; non-post: short form, units. number, avg. birth 3. The luminary (what has been done?) is poured (in the sentence it is a predicate). Subsides - 1. verb, answers the question what is it doing?, denotes an action.2. N.f. - subside, fasting: nessov. view, non-trans., 1 reference, non-post: withdrawn. incl., units date, present time, 3rd person.3. The wind (what is it doing?) subsides (it is a predicate in the sentence). Colored (glass) – 1. pilag., answers the question in which glass?, denotes the sign of an object.2. N.f. – color, post: quality, non-post: full. form, in units number, cf. kind, sentence case.3. In (what kind of) colored glass (in a sentence is a definition).
Note!
You prepare a written analysis using an abbreviated notation. You prepare the entry correctly according to the example, starting each item with a red line.
Recently, factorial review has been widely used in psychology, sociology and other sciences. This scientific method allows for a comprehensive and super-compact description of the object being studied. The use of a factorial review makes it possible to identify hidden factors that influence the statistical relationships between the variables included in the review. Today, this method is increasingly used in applied research, say, when assessing the profitability of enterprises.
Instructions
1. To conduct a factorial survey, use the computer program SPSS (Statistical Package for the Social Sciences). In addition to processing data within the boundaries of a factorial review, this program allows you to conduct a dispersion review, use nonparametric methods, and graphically present the results of the data obtained in the research. Install the specified program on your computer and run it.
2. Prepare data for factorial review. For example, this could be statistical data based on the results of a sociological survey concerning one of the public problems. The results of the sociological survey, assessed on one or another scale, will be saved in a separate file with stretching.sav.
3. Open the specified file in the program. Select the Factorial Review tab from the Review menu. You will see a dialog box open. Place the variables you have (survey results in numerical terms) in the tested variables field.
4. Click on the “Descriptive Statistics” button, leaving a summary of the primary results of the review, which include primary statistics and variances of primitive factors. If necessary, also retain correlation measures and univariate statistics.
5. Using the “Selection” button, select the selection method. If you have difficulty choosing, leave the default values; in this case, the number of selected factors will be equal to the number of eigenvalues.
6. Use the “Rotation” switch to select the rotation method. In the simplest case, opt for the varimax method, leaving the result of the factor matrix as the energetic one. You can now organize the total of the factor loadings in a three-dimensional graphical form.
7. To find the values of factors, use the “Values” switch and select the factors, choosing “Save as variables”. To carry out the calculations, click the OK button. In the overview window you will see the results, including primary statistics and the factors themselves.
8. Now try to explain the selected factors. To do this, print the table displayed on the screen, and then in each row of the factor matrix, note the factor loading with the highest unconditional value. As a result, you must get at least 3 factors that you have to analyze from a good point of view, without using software methods. In the most perfect version, you must carry out a verbal interpretation of the factors, giving them meaningful names.
"Spelling" is a word of Greek origin. Derived from the Greek orthos - faithful and grapho - I write. Accordingly, it is translated as spelling (set of rules). Spelling analysis is a way of establishing the positive spelling of a word and justifying this spelling through proof by the corresponding rule.
During the training, students are required to be able to perform different types of parsing: phonetic (in the text of the exercise, indicated by the number 1), parsing a word by composition or morphemic (2), morphological (3), syntactic (4), lexical (5), orthographic (6) and punctuation (7). Spelling analysis is one of the most frequently encountered in various textbooks on the Russian language. Completing this analysis helps schoolchildren better understand the spelling rules of the Russian language and, accordingly, make fewer mistakes. The student quickly remembers not only the rules themselves and certain cases of spelling this or that word, but also words that are exceptions to the rules. This type of work is often used as an additional task for dictation or homework. Schoolchildren may be asked to perform a spelling analysis of a word and check the spelling of any of the important parts of the word (prefix, root, suffix or ending), determine the continuous, separate or hyphenated spelling of words, etc. Spelling analysis can be performed both in writing and and orally. Let's look at an example of a written analysis. Write down the correct word (open the brackets or add the missing letter), underline the spelling, name it (or write it down). If the task requires it, indicate one or more test words. An example of spelling analysis of a word: A dry piece of bread was lying on a plate. Dried – participle suffix. The double “n” is used in suffixes of passive past participles, when the word is formed from an ideal form verb (answering the question “what to do?” - dry): stroked, awakened.
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Tip 11: How to parse a sentence
While studying the “Syntax” section in Russian language lessons, schoolchildren learn not only to see the structure of phrases and sentences, but also to perform syntactic parsing of sentences. To do this, they must be able to determine the type of sentence, see its structure, etc.
Instructions
1. Determine what the sentence is based on the purpose of the statement. If it communicates something in a primitive way, then it will be narrative. But the sentence “Schoolchildren, learn the rules of spelling alternating vowels” contains a call, an incentive to action. Consequently, it will be motivating for the purpose of the statement. If a question is expressed in a syntactic construction, the sentence is interrogative.
2. In the syntactic analysis, indicate what kind of intonation the statement is. Keep in mind that it can be either an exclamation or a non-exclamation. For example, in the sentence “What a delightful day today!” admiration and furor are expressed. Consequently, it will be an exclamation point. In addition, this sentence contains a message, information. Therefore, note in the analysis that it is narrative.
3. Underline the grammatical basis of the sentence. Indicate whether the sentence is simple or difficult. So, in the statement “The rain passed, and we went for a walk” there are two grammatical stems: “the rain passed”, “we went for a walk”. Consequently, this proposal is difficult.
4. Indicate the type of difficult sentence. It can be complex, complex or non-union. Let's say, in the statement “The students decided to go on a hike when the holidays begin,” there is a main sentence “The students decided to go on a hike” and a subordinate clause “When the showers begin,” to which you can pose a question. They are connected by the subordinating conjunction “when”. This sentence is complex.
5. Determine the type of subordinate clause by asking a question about it. Thus, in the syntactic construction “When the sun comes out, we will go to the river,” the subordinate clause is located at the beginning of the statement; it is necessary to pose the question “when?” to it. Consequently, it is an adverbial clause of time.
6. If you are performing a syntactic analysis of a difficult sentence, then further characterize the parts of the statement separately, step by step according to the number of main members, the presence of side members, etc. This is necessary because one sentence in a difficult sentence can be one-part, and the other two-part.
7. Indicate in the analysis whether the sentence is one-part (there is only one main member) or two-part (there is both a subject and a predicate).
8. If the sentence is one-part, indicate its type. It can be definitely personal, indefinitely personal, generalized personal, impersonal or nominal. For example, in the statement “I’ll catch the last train” there is only the predicate “I’ll catch the last train.” It is expressed by a verb in the form of the first person, singular number, true tense. This proposal is definitely personal.
9. Underline the minor members of the sentence, if any, and indicate whether the sentence is common or uncommon. In the statement “Students, help the elderly” there is a definition “elderly” and an addition “people”. Therefore, it is widespread.
10. Indicate which parts of speech express all the main and minor members.
11. If the statement contains complications in the form of homogeneous members, separate definitions or circumstances, etc., note this.
12. Outline your proposal.
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Orthoepic analysis is included in the indispensable program of teaching the Russian language, and is often included in certification tasks (Unified State Examination, State Examination). It is an overview of the word form, one that describes the norms of its pronunciation.
Before talking about parsing Well, you need to understand what orthoepy is. In the modern Russian literary language, it is understood as a discipline that comprehends the norms of pronunciation in a language and creates recommendations regarding speech activity. There is also a second definition of orthoepy - a group of language norms that formalize the norms for the sound allocation of units in a sentence, the rules for setting stress and intonation. In the classroom In the Russian language at school, norms such as the pronunciation of consonants in words that come from other languages are studied; comprehension of the rules of pronunciation of certain combinations (zhd, cht, chn, zzh); the likelihood of varying the softness of consonants and stress. All this makes up a non-standard spelling dictionary. In order to understand the correct spelling of a particular word, you need to carry out parsing words. First you need to read the word and think about the likelihood of pronouncing it again. After this, you need to use a dictionary and find out its correct pronunciation. Say it positively so that it remains in your memory. In the event that parsing needs to be done in writing, then the word must be recorded with short notes regarding the correct placement of stress and positive pronunciation (example: smarter - the stress is on the second syllable). When parsing It is not necessary to consider that as a result of the formation of the Russian literary language, such a phenomenon as the discrepancy between spoken sounds and letters in writing arose. Let's say the word “what” will be pronounced [what]. A similar fact is considered normative, from the fact that it arose in the language before the creation of orthoepy. The main thing to remember is that vowels are clearly audible only when they are under stress; the vowel “o” in a weak (unstressed) position is the borderline between the sounds “a” and “o” and is indicated in parsing e.g. “^”; the sounds “e”, “ya”, when not under stress, are pronounced as sounds close to the sound “i”, etc.
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In the context of continuous heating prices, some owners of country houses are thinking about the rationality of switching to liquefied bottled gas. It is a good alternative to electric or stove heating, and with an established supply of cylinders, it can be used as a temporary scheme until the house is connected to the main gas pipeline.
Equipment for heating with bottled gas.
To connect heating with gas cylinders, you will need a gas boiler, cylinders with liquefied gas, a burner, shut-off valves, reducers and a gas pipeline, one that will allow you to combine all this into a solid system. For this type of heating, virtually any gas boiler from the selection of equipment provided is suitable for main gas. If you are going to heat a country house, a single-circuit or double-circuit boiler with the possibility of hot water supply and varying power will suit you. A gas boiler can be floor-standing or wall-mounted - the vast majority of this equipment is suitable for liquefied bottled gas; you just need to replace the burner that comes with it. When choosing a gas boiler, give preference to a model that has a minimum operating pressure and maximum efficiency. This will allow you to completely use gas from a cylinder and significantly save on heating. But how much will you be allowed to save? Refilling one cylinder will cost you about 500 rubles - so, a month of heating a house with gas from 8-9 cylinders will cost 4000-4500 thousand rubles.
Installation of home heating with liquefied gas.
When installing a heating system at home with liquefied gas support, several gas cylinders can be connected to a gas boiler at the same time. As a result, you will increase the operating time of the system between replacing cylinders. It is especially advantageous to connect them and combine them into one group of 3-10 liquefied gas cylinders. The cylinders are connected to a gas boiler through a special reducer designed for a flow rate of 1.8-2 cubic meters at one o'clock. Gearboxes for gas stoves are not suitable for this type of heating. Gas cylinders must be installed in a well-ventilated room without a subfloor or basement, so that in case of loss, gas will accumulate in them. Also, the room with gas cylinders should not be cold and located next to living rooms. So that the burner and the pipe from the cylinders do not exchange vibration, it is advisable to make the connection using an elastic corrugated metal liner. It turns out that heating with liquefied bottled gas is appropriate if the area of your house is less than 200 square meters and you can easily tolerate temperatures of less than 25 degrees. Otherwise, it is more advantageous to buy a long-burning solid fuel boiler, one that does not require significant costs.
In the process of morphemic analysis of a word, a review of the morphemes and its components is carried out: which morphemes are present in the word, how the word is formed with their help. Morphemic analysis allows you to better understand the construction of a given word and its native words, as well as analyze and learn to use in practice the mechanisms of word formation in the Russian language.
Morpheme is the minimal indivisible important part of a word, which serves to form new words and forms. Morpheme analysis allows you to analyze the composition and purpose of morphemes in a certain word.
Order of morphemic parsing
1. Morphemic analysis is performed on the form of the word that is present in the task text. The word is written out without changes, it is determined which part of speech it belongs to, whether this part of speech is changeable or unchangeable.2. If the word is inflected, the inflection or ending of the word is determined. In order to determine the ending, it is necessary to change the word (declension, conjugation). It must be remembered that the ending is a changeable part of the word; unchangeable parts of speech, such as gerunds, adverbs, some nouns and adjectives, as well as auxiliary parts of speech, cannot have an ending!3. The stem of a word is determined and given - a part of a word without an ending. 4. The root of the word is highlighted. Words of the same root (native) are selected for the word. It should be remembered that roots can be homonymous, and you need to be careful about what exact meaning the word has. Thus, for the word “braid” in the meaning of “women’s hairstyle” it is impossible to indicate such words as “mower” and “mow” as co-roots. In this meaning, the same root words will be “braid”, “braid” and even “braids”. 5. Other word-forming and formative parts of the word are distinguished: prefixes (prefixes), suffixes (affixes and postfixes), connecting vowels (interfixes). With each of them, words formed by the same method are selected.
The difference between morphemic parsing and word parsing by composition
Some sources indicate morphemic parsing and word parsing by composition as the same. But this is not entirely true. When conducting these 2 analyses, there are a number of significant differences. - For morphemic analysis, the form of the word is taken without changes, for analysis by composition, the original form of the word is used. Let’s say, for the verb “did”, the original form is “do.” During word-formation analysis, it is indicated whether the word is derivative, i.e. formed from something else or not, this is not required in morphemic parsing. - In word-formation parsing, you need to indicate the method of word formation, and not select words formed using the same prefixes and suffixes as in morphemic parsing.
The difference between morphemic parsing and morphological
Sometimes morphemic and morphological analysis are confused. This is a cheeky oversight. In morphological analysis, a word is considered as a part of speech, and the grammatical categories inherent in it are analyzed. In morphemic review, only the morphemes that make up the word are examined.
Caries is a pathological process that promotes the slow breaking of teeth. Unfortunately, even small children are familiar with this unpleasant phenomenon. In order to cure caries in the standard way, you need to use drills, the work of which is very difficult for children to tolerate. But there is also a painless procedure for treating this disease - silvering of teeth.
What is teeth silvering and how is this procedure performed?
Silvering of baby teeth is the coating of the tooth surface with a special composition. Those teeth on which the first signs of caries are found are covered. Teeth with underdeveloped dental enamel are also silvered. Initially, teeth were silvered with a 30% solution of silver nitrate. After some time, experts noticed that such a solution had a detrimental effect on the pulp because it penetrated too much into the teeth. Today, non-hazardous preparations are used for silvering teeth, which contain silver, as well as fluoride, which helps strengthen the enamel. The silvering procedure is quick and painless. First, the doctor identifies damaged teeth, carefully cleans them of plaque, and applies a silver nitrate solution to them with a swab. Prevention and treatment of caries using the silvering method is carried out at the age of 3-4 years.
Results of teeth silvering
After the procedure is completed, a protective silver film appears on the silvered teeth. It consists of insoluble salts. Its functions include stopping the destruction of teeth and eliminating all bacteria. The exclusive disadvantage of silvering is that the treated surface of the child’s teeth will fade. Because of this drawback, the procedure is traditionally performed on the chewing teeth, and not on the front teeth. It is also worth remembering that silvering cannot completely cure a child of caries. It can stop this pathology, so silvering is carried out several times a year.
Preparations for silvering teeth
Saforide is considered one of the most effective preparations for silvering teeth. This Japanese drug contains silver fluoride diamine (i.e. silver and fluorine). The domestic drug “Argenat” is an analogue of “Saforaid”. Under the healing influence of these drugs, chemical reactions of mineral substances of tooth tissues with silver fluoride diamine appear. As a result, microcrystals of silver phosphate and calcium fluoride are formed. In order to prevent the occurrence of caries in children, you need to monitor their diet. If you limit your child’s sugary foods, feed him fruits and vegetables, and also prevent caries by silvering his teeth, your baby will most likely not have problems with his baby teeth.
Practical lesson No. 17.
Practical lesson No. 16.
USE OF CAPITAL LETTERS. RULES FOR WORD TRAFFIC. GRAPHIC ABBREVIATIONS
Theoretical issues
1.Grammatical and semantic basics of the use of capital letters.
2. Phonetic and morphemic division as the basis of transfer rules.
3. Other bases for transfer rules.
4.Principles and types of graphic abbreviations.
Ex. 41.Open parenthesis. Explain orally the appropriate rules for writing uppercase and lowercase letters. What rules underlie these writings?
1. The newspaper published the (U, u) order of the (P, p) resident of the (R, r) Russian (F, f) federation. 2. Passed the entrance exams to the (N, n) Ovgorod (G, g) state (U, u ) university named after (I, am) Roslav (M, m) wise. 3. In (V, in) the great (N, n) ovgorod lived a (G, g) era of the (S, s) Soviet (S, s) union (I, I)kov (P, p)avlov. 4. A new model was released at the (V,v)Olzhsky (A,a)automobile (Z,z)factory.5.An exhibition of the artist’s paintings was organized in the (G,g)state (T,t)retyakov (G,g) gallery . 6. The ship went around (M, m) ys (D, d) about (N, n) hopes. 7. Astronomers discovered a new star in the (T,t)munity of (A,a)ndromeda. 8. At the beginning of October, the country celebrates (D, d) teacher’s day. 9. The oldest written monuments of (D,d)revney (R,r)usi are (N,n)Ovgorodskaya (P,p)saltyr and (O,o)Stromirovo)E,e)vangilie. 10. The (L,l) Omonosov readings were held at the university.
Ex. 42.Separate words for hyphenation with vertical lines. What principles underlie this division? Underline the words that cannot be transferred from line to line at all. Explain why!
Aviation, Asia, appeal, shameless, unconditional, unimpacted, sick, fraternal, screeching, children's, plant management, Moscow State University, juniper, washing, regional, provision, background, extend, quarrel, supernatural, territory, seagull, expression, UNESCO, Yana, apple.
Ex. 43.Complete graphic abbreviations of words and phrases. Verbally explain what principles guided you. Indicate the type of each graphic abbreviation.
City, year, century, page, post office, society, St. Petersburg, Moscow, correspondence department, good, exam, test, passed, Russian language,
SPELLING ANALYSIS
Theoretical issues
1.Principles of Russian spelling.
2. Purpose and sequence of spelling analysis
Conceptual apparatus
Spelling. Spelling. The principle of spelling. Morphological principle. Phonetic principle. Historical (traditional) principle. Differentiating spellings. Spelling analysis.
Parsing scheme
I. Write down the word, underline all spellings
2. Name each spelling. Formulate a rule that guides us when choosing each dubious spelling.
3. Determine what principle of Russian spelling underlies each spelling..
Sample parsing
1.WITH A d O in d
2. The first spelling is the spelling of unstressed vowels, checked by stress. The same letter is written in an unstressed syllable as in the stressed syllable of a word with the same root. Test word garden. The writing is based on the morphological principle, since the root phoneme is designated the same way and does not depend on the position in which it is located.
The second spelling is a connecting vowel (interfix). It is written the same in all cases. Morphological principle, uniform spelling of the morpheme is maintained.
The third spelling is the spelling of voiced and voiceless consonants. To check which consonant should be written, you need to change the word so that the dubious consonant comes before the vowel. Test word gardeners. The spelling is based on a morphological principle, since the choice of spelling does not reflect the phonetically determined position of the alternation of sounds according to deafness/voiceness, and in a weak position the sound is indicated by the same letter as in a strong one.
1.Sh And povn IR
2. The first spelling is the spelling of vowels after hissing ones. In accordance with the rule, I is written after the consonants Ш and Ж, not Y. Historical (traditional) principle, since the choice of spelling is regulated by tradition.
The second spelling is the spelling of the suffix –IK. This suffix is written in nouns if the vowel of the suffix is preserved in all forms of the word: rose hip, rose hip, rose hip... Morphological principle.
Ex. 44.Perform a spelling analysis of the underlined words.
That's Sun. Never before, no one - neither man, nor animal, nor bird - has been able to catch moment when it appears, and mark the seconds when everything in the world turns from pale, pink - pink-gold, gold. Already golden fire permeated everything: the sky, the air, and the earth (A. Kuprin).
The analysis uses simplified phonemic transcription, sufficient to determine the phonemic composition of morphemes and the principle of spelling.
Parsing order
- Write down the word and highlight the morphemes in it.
- Write down the phonetic transcription of the word under the spelling entry.
- Identify the spelling patterns in the word and number them.
- Determine the type of each spelling:
a) letter designation of words (which letter to designate a phoneme in a weak position);
b) the use of lowercase and capital letters;
c) continuous, separate or hyphenated writing.
Parse type (a) spellings in the following order.
5.1. Under phonetic transcription, write down the phonemic transcription of the word. Write down phonemes in strong positions immediately. The letters in the orthographic notation must correspond to strong phonemes, since the Russian language has phonemic graphics. Mark each case where the letter does not match the phoneme.
5.2. Write down the morpheme that contains spelling no. 1, underline the spelling.
5.3. Having selected a word in which the phoneme being tested given morpheme falls into a strong position, determine the “name” of this phoneme and enter it into the phonemic transcription.
– to check the phonemes in the root of a word, you need to select other forms of the given word or words with the same root (sushki - sushek, korob - korobochka, raven - crow);
– to check phonemes in a prefix – words of any part of speech with the same prefix (submit – submitted, perception – exclamation, leave – set aside);
– to check phonemes in a suffix, you can select any words with an identical (not only in sound, but also in function and meaning) suffix (difficult - easy, shred - shreds, met - started);
- to check the ending, you should select a word with the same ending, i.e., a similar grammatical class in exactly the same form (in the river - in the river, field - window, under the sky - under the window, red - big,).
5.4. Designate sounds that are not verified by a strong position as hyperphonemes.
- Determine which spelling principle served as the basis for this spelling (compare the spelling notation with phonetic and phonemic transcription).
- Consider all spellings in the word in the same order.
Sample spelling analysis
leaving
from| edit| I| I| sya
[Λt| prΛvl’| a| ́й| b| With']
<от| правл́’| а|́ j | b| s’ >
- 1. O T — (console); – to find out which phoneme the sound [Λ] represents, select a word in which this prefix will be stressed: Vacation, Given away,.Thaw . The accented sound [ O], therefore, in this prefix the phoneme<O>
- O T- (console); to find out which phoneme the sound [ T], select a word in which this prefix appears before a vowel, sonorant sound or sound [v]: find, set aside, cut, tap . In a strong position the sound [t], therefore, in the phoneme prefix<т>. The letter corresponds to the phoneme (and not the sound), i.e. the spelling is subject to the phonemic principle.
- 3. -etc A ow- (root); to find out which phoneme the sound [Λ] represents, let’s select a single-root word in which the root will be stressed: send . The accented sound [ A], therefore, the root is a phoneme<A>. The letter corresponds to the phoneme (and not the sound), i.e. the spelling is subject to the phonemic principle.
- –I
—
(suffix [b], because phoneme
is contained in the basis of the present tense - I leave, I leave You, I leave ); to find out which phoneme the sound [b] represents, let’s select exactly the same form - an imperfective participle, the suffix of which would be under stress: taking, carrying, screaming . The sound [a] is stressed, therefore the phoneme is in the suffix<а>. The letter "I" corresponds to the phoneme<а>, (and not the sound [b]), i.e. the spelling is subject to the phonemic principle. - –With b (postfix); to find out which phoneme the sound [s] represents, let’s select any word with a reflexive postfix in which this sound would appear before the vowel. This suffix is known to have the form " -xia", if it comes after a consonant phoneme: got dressed, started, confessed . In a strong position (before a vowel) the sound [s ’ ], therefore, in the phoneme prefix<с’ >. The letter corresponds to the phoneme (and not the sound), i.e. the spelling is subject to the phonemic principle.
STORY
RAS| C| KAZ
[ROSCAS]
<РОЗ| С| КАЗ>
railway| eat
What is spelling of a word?
- fast
- how to make a spelling analysis happy days heroic feat careful work and a large window
- Oral or written analysis of spellings in a word
- Spelling of a word
Spelling analysis involves oral or written analysis of spelling patterns in a word. When performing a spelling analysis, you need to correctly write down a word given with a missing letter, or open the brackets, underline the place of the spelling in the word, name the spelling and determine the conditions for its selection. If necessary, indicate a test word and give examples of this spelling.
Word spelling scheme
1. Write down the control word.
2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
Sample spelling analysis of a word
The mow.. (n, nn) grass lies in even rows.
Oblique spelling of participle suffixes. 1) two letters n are written in the suffixes of passive past participles, if the word is formed from a perfect verb (what to do? mow): painted, read; 2) the suffix -enn-is written in participles formed from verbs ending in -it, -et or verbs with a base ending in a consonant: paint painted; see seen, save saved.
- Spelling analysis
Spelling analysis involves oral or written analysis of spelling patterns in a word. When performing a spelling analysis, you need to correctly write down a word given with a missing letter, or open the brackets, underline the place of the spelling in the word, name the spelling and determine the conditions for its selection. If necessary, indicate a test word and give examples of this spelling.Word spelling scheme
1. Write down the control word.
2. Insert missing letters or open brackets.
3. Underline the place of spelling in the word.
4. Name the spelling and explain (orally or in writing) the conditions for correct spelling.
5. Indicate the test word (if possible) and give examples of words with this spelling.
Sample spelling analysis of a word
The mow.. (n, nn) grass lies in even rows.Oblique spelling of participle suffixes.
two letters n are written in the suffixes of passive past participles if the word is formed from a perfective verb (what to do? mow): painted, read;
the suffix -enn-is written in participles formed from verbs ending in -it, -et or verbs with a base ending in a consonant: paint painted; see seen, save saved.
Grass, rows of unstressed verified vowel at the root of the word; verified by stress: grass grass, rows row; water water, forests forest.
Accordingly: shine - spelling of personal verb endings
Personal endings of verbs of the first conjugation: -у (-у), -ест, -ет, -ем, -ет, -ут (-ут); II conjugations: -у (-yu), -ish, -it, -im, -ite, -at (-yat):
shine - verb I conjugation (initial form - shine), ending -ut