In overgrown meadows lush. Generalization and systematization of the studied about isolated definitions. Norms for the use of adverbial turnover

Sections: Russian language

In preparing and conducting the lesson, we used various forms organization of independent work of students:

1) group;

2) work in small groups;

3) individual work.

Each section included theoretical basis based on lectures and a practical part with verification and self-examination.

For the lesson, ahead of time homework was planned: read the indicated lectures (repeat information about participial phrases; know what a syntactic norm is, a complicated sentence).

Lesson Objectives:

  • Systematize what has been studied according to the previously studied topic.
  • Teach text analysis and editing (identifying and correcting grammatical errors).
  • Develop the ability to analyze, compare, generalize, systematize facts.

Lesson objectives:

  • To update students' knowledge of the topic studied.
  • Repeat the rules for constructing sentences with participial phrases in various positions.
  • To organize the collective work of students from setting a learning task to the final result (performing independent work).
  • Summarize and systematize the material on the topic.
  • Organize independent work in differentiated groups.
  • Organize self-control of students in the classroom.

Type of lesson: systematization and generalization of the material.

Lesson type:

  • systematization and generalization of the studied material.

Lesson form:

  • Lesson-practice.

Lesson equipment:

1. A blackboard prepared in advance for the lesson.

2. Lectures by students in workbooks on the Russian language.

3. Handout for students.

DURING THE CLASSES

I. Organizational moment. Explanation of the goals and objectives of the lesson. Student motivation. Making student notebooks

II. Actualization of the studied about isolated definitions.

Teacher. Consider sentences with participial turnover (see handout for students). Let's see if they are built correctly.

1. In the meadows overgrown with lush vegetation, there were many birds.

2. A shepherd came up to our fire, having spent the night in the mountains.

3. I lived in a quiet village lost in the wilderness.

4. The idea of ​​a straight line gives a ray of light coming out of a small hole.

5. There was a church in the city, which was destroyed a long time ago and served for some time as a vegetable store.

Possible student responses:

1. The word being defined is inside the participle. Correct: In meadows overgrown with lush vegetation ...

2. The participial turnover is torn off from the word being defined. Correct: A shepherd who spent the night in the mountains, ..

3. The participle is formed from the reflexive verb lost. The participle does not have a reflexive suffix -sya; lost.

4. An error was made in the coordination. The definition expressed by the participial turnover is consistent with the defined word ray.

5. Misused as homogeneous members adnexal defining sentence and participle turnover. That's right: ... long destroyed and served ...

Then the students write the sentences in a notebook in the corrected form, highlighting isolated definitions.

III. Performing training exercises on the topic studied (performed collectively with an explanation).

1) Determine how a separate definition is expressed.

1. Crimson foliage, covered with frosty dew, rustles in the alley under my foot.

2. Classes alien to music were disgusting to me.

3. It was in Odessa on an August night full of ripe stars.

4. The branch was covered with large leaves that looked like ostrich feathers.

5. The sea was noisy, burned by moonfire.

6. The mind, directed at one negation, turns pale, dries up.

2) Put the missing punctuation marks in sentences with isolated agreed definitions.

1. Pierre, more and more agitated during this conversation, got up and went up to the princess.

2. Prince Vasily, who had grown thin and pale during these days, saw off the commander-in-chief and quietly repeated something to him several times.

3. Everything done by her father aroused in her reverence, which was not subject to discussion.

4. In the village occupied by the headquarters there was a tavern frequented by officers.

5. Prince Andrei was struck at that moment by the change that had taken place in the face of Prince Bagration.

6. He was a man of the world who succeeded in the world and made a habit out of this success.

3) Form participles from the verbs given in brackets and agree them with the highlighted defined words. Complete the sentences with missing commas.

1. Strong wind(direct) down the slope of the mountain range creates a significant cooling.

2. The shadows of the clouds floated across the steppe (to soak) with the blue radiance of the moon.

3. (Erosion) by spring floods, the soil is not suitable for agriculture.

4. Skillfully (hidden) in the greenery nests of birds are inaccessible to predators.

5. (To load) the cart was approaching the market with various food.

IV. Independent work in differentiated groups.

Task for group No. 1.

Rewrite, agreeing with the underlined words given in brackets separate definitions. Select them, determine their place in the sentence.

1. The road winds between two ruts (overgrown with green roadside grass). 2. Saucers of lilies and threads are very graceful (coming from them in depth). 3. The sun has set, and light clouds have frozen in the sky (pink from sunset). 4. From somewhere to the right came sounds (extremely similar to the crying of a child). 5. Horses walked slowly across the steppe (densely overgrown with grass). 6. The shepherd comes to our fire (he spent the night in the mountains). 7. We sailed in continuous fog (closing the coast and the sea). 8. In snowy expanses it is difficult to determine the distance (deceiving the inexperienced eye).

Task for group number 2.

Indicate what mistakes were made in the construction of sentences. Correct them and write off the sentences, highlighting isolated definitions in the letter.

1. In the meadows overgrown with lush vegetation, there were many birds. 2. The novel created by the young author caused lively controversy. 3. Residents of the village affected by the flood received timely assistance. 4. The detachment avoided danger thanks to the decisiveness shown by the commander, 5. The driven boat quickly rushed along the river with waves and wind. 6. From afar, floating logs on the water were visible

Task for group number 3.

Write the sentences by putting isolated definitions next to the words they define. Insert punctuation marks if necessary. Highlight isolated definitions in the letter.

1. Clearings in a dry forest (blooming abundantly) were covered with bright stars of strawberries. 2. The forester's daughter saw a small lop-eared elk (picking strawberries). 3. Hunters, mowers and mushroom pickers sometimes come across horns (dropped by elk). 4. The white-bearded grass rustled, swayed, a light clatter was heard, and a hare (framed by a flying aspen tree) rolled out into a tiny clearing. 5. Faded leaves ring underfoot (dried with a strong matinee).

V. Frontal testing of students' knowledge on the topic studied.

Option 1.

1. The guys are interested in and love the history of their native land. 2. It is necessary that everyone take care and protect nature. 3. Not only animals, but also birds are preparing for winter. 4. There are a lot of raspberries in our forest. 5. My friend is stubborn but hardworking. 6. He always remembers the promise, but does not shelve it. 7. The driven boat was carried along the river by the wind. 8. We approached the house, which stood in a small clearing and which was lit by the bright rays of the sun. 9. People use water from a well flowing from the bowels of the earth. 10. Along the edges of the road one could see stunted poplars with leaves turned gray from dust. 11. Long low tables stood in a large hall with smoke-darkened walls. 12. You can often see paintings depicting animals, birds and people. 13. The cloudy sky hung over the clearing. 14. Participles are words denoting signs of objects by action and which answer the question what? doing what? 15. The sea, splashing quietly near the shore, sparkled with a phosphorescent brilliance.

Option 2.

Write down the text, correct the sentences if necessary. Highlight isolated definitions on the letter and determine their type.

1. Rossh_e (not) forget-me-nots by the stream have already bloomed. 2. The sun that appeared from behind the clouds (?) brightly illuminated the forest and the clearing. 3. The appearance of buds (?) on the trees spoke of the coming spring. 4. The pier was crowded with passengers waiting to board the boat. 5. Silently dressed birches and maples stand with foliage. 6. The rivers filled with melt water are widely spread. 7. Having opened the window, I fell in love with the view of the city. 8. Opening the door, she creaked loudly. 9. Mom did it, leaning back in her chair. 10. Finishing the drawing, my pencil broke (?). 11. Returning home, it was raining. 12. After reading the story, he seemed to me too sad(?)nym. 13. The toys are spread out on the d_van, the children started some interesting game. 14. Returning from school I was caught by a thunderstorm. 15. Under (?) e_zhaya to the village, the car went flat tire. 16. After reading A. Gaidar, I liked the story "School" the most. 17. Reading these lines, one gets the impression that the author is writing about us. 18. He (did not) notice n_ forests, n_ lakes overgrown with water lilies. 19. The first leaves blossomed on the trees, growing near the house. 20. P_stukh saw our fire, which spent the night in the mountains.

VI. Explanation of new homework:

  • Revise the lecture material studied on the topic.
  • Review what has been learned about isolated circumstances of various types

VII. Summing up the lesson, grading students.

Teacher. What difficulties did you encounter during the lesson?

Students analyze their work in class and set tasks for home repetition.

REFERENCES:

1. Golub I.B. Russian language and culture of speech. M., 2006.

2. Grekov V.F. and other Handbook for classes in the Russian language in the senior classes of secondary school. M., 2006.

3. Ivanova S.Yu. Exam traps. We are preparing for the exam in the Russian language. Samara, 2005.

4. Ivanova S.Yu. Getting ready for the exam in the Russian language: training materials. Samara, 2008.

5. Rosenthal D.E., Golub I.B. Secrets of style. M, 1996.

6. Rosenthal D.E. Practical stylistics of the Russian language. M., 1998.

7. Rosenthal D.E. Russian language. For high school students and college students. M., 1998.

11th grade

Syntactic norms complicated sentence

Workshop Lesson

In preparing and conducting the lesson, various forms of organizing independent work of students were used:

1) group;

2) work in small groups;

3) individual work.

Syntactic norms of a sentence complicated by participial turnover.

Syntactic norms of a sentence complicated by adverbial turnover.

Syntactic norms of a sentence with homogeneous members.

Each of the sections included a theoretical basis based on lectures and a practical part with verification and self-examination.

For the lesson, ahead of time homework was planned: read the indicated lectures (repeat information about participial and participial phrases, homogeneous members, know what a syntactic norm is, a complicated sentence).

The teacher developed a course of lectures, a workshop and an electronic supplement to this course section, therefore, the teacher's methodological and didactic materials were used in the lesson (see Appendix).

Lesson Objectives:

Organize what you have learned by topic.

Teach text analysis and editing (identifying and correcting grammatical errors).

Develop the ability to analyze, compare, generalize, systematize facts.

Lesson objectives:

Update students' knowledge on the topic: "Syntactic norms of a complicated sentence."

Repeat the rules for constructing sentences with participial and participial phrases, homogeneous members.

To organize the collective work of students from setting a learning task to the final result (performing independent work).

Summarize and systematize the material on the topic: “Syntactic norms of a complicated sentence”.

Organize independent work in differentiated groups.

Organize self-control of students in the classroom.

Lesson type : systematization and generalization of the material.

Lesson format: workshop.

Equipment:

1. Computers and electronic tests on syntactic norms.

2. Multimedia.

3. Lectures on the Russian language and culture of speech.

4. Workshop on the Russian language and culture of speech.

5. Didactic material(in printouts).

DURING THE CLASSES

I. opening speech teachers.

– Today we continue to work on the section “Syntactic Norms”. Read the topic of the lesson:

Syntactic norms of a complicated sentence.

What are syntactic norms? (These are the norms for constructing phrases, simple and complex sentences of various types.)

What are compound sentences? (It simple sentences, which include isolated and homogeneous sentence members, appeals and introductory words.)

- Formulate the goals and objectives of the lesson.

The students formulate the goals and objectives of the lesson, and the teacher corrects the wording.

- So, our task is to systematize what has been learned, to identify the degree of assimilation of the knowledge gained and the willingness to solve USE tests in this section, to repeat the rules for constructing sentences with participial, adverbial phrases and homogeneous members.

II. Actualization of what has been learned about participle turnover.

Teacher. Consider an exam example (see slide).

Task A7: Choose the grammatically correct continuation of the sentence and explain your choice.

looking at the drawing,

1) it seems that the bird is alive;

2) pay attention to hatching;

3) the light suddenly went out;

4) I remembered summer.

We recall the rules for using the adverbial turnover (see slide and lecture).

Rules for the use of adverbial turnover:

1. The main action, expressed by the verb-predicate, and the additional action, expressed by the gerund, refer to the same person or object: Looking at the drawing, pay attention to the shading.

2. It is possible to use a participial turnover in an impersonal sentence with an infinitive: It was good to lie on the grass, look at the sky, thinking about the future.

Teacher. In what cases should the adverbial phrase not be used?

Possible student responses:

1. If the action expressed by the verb-predicate and the action expressed by the gerund participle are “performed” by different subjects: Looking at the picture, the light suddenly went out . Having run away from home, the boy was found by his parents.

2. If there is no infinitive in the impersonal sentence, to which the adverbial turnover may refer: On my way home, I felt sad.

Training exercises

Ninth-graders complete tasks from the workshop and verbally explain their choice.

Traveling by bike

1) the muscles of the legs and back develop;

2) considerable endurance is required;

3) you get great pleasure;

4) my headlight broke.

Choose the grammatically correct continuation of the sentence.

Choosing a play

1) the distribution of roles has begun;

2) it turned out that there are too many roles;

3) the first rehearsal was scheduled;

4) we started rehearsing immediately.

III. Actualization of what has been learned about participial turnover.

Teacher. Consider sentences with participial turnover (see slide). Let's see if they are built correctly.

1. In overgrown meadows lush vegetation there were many birds.

2. The shepherd came up to our fire, overnight in the mountains.

3. I lived in a quiet, lost in the wilderness village.

4. The idea of ​​a straight line gives a ray of light, coming out of the small hole.

5. There was a church in the city, which It has long collapsed and served for some time as a vegetable store.

Possible student responses:

1. The word being defined is inside the participle. Correctly: In meadows overgrown with lush vegetation, ..

2. The participial turnover is torn off from the word being defined. Correctly: The shepherd who spent the night in the mountains,

3. The participle is formed from a reflexive verb got lost. The participle does not have a reflexive suffix -sya: lost.

4. An error was made in the coordination. The definition expressed by the participial turnover is consistent with the word being defined Ray.

5. Incorrectly used as homogeneous members of the attributive clause and participial turnover. Correctly: ... long destroyed and served ...

We correct proposals (orally and in writing).

IV. Actualization of what has been learned about homogeneous terms.

Teacher. Give the concept of homogeneous terms.

Possible student responses:

Homogeneous members of a sentence are such members of a sentence that answer the same question, refer to the same member of the sentence, or are explained by one member of the sentence. Homogeneous members of a sentence are usually expressed in words of one part of speech, but can also be expressed in words of different parts of speech, for example: I like to walk in the forest quietly, with stops. (M. Prishvin)

Teacher. Consider examples with errors for homogeneous terms.

instilled in youth love to travel, dreams about the conquest of space.

2. Special help and personal participation in holding the Spartakiad rendered head of the depot and chairman of the trade union committee.

3. Police brought down on the protesters clubs, grenades tear gas, gunshot weapon.

4. Teachers will teach guys understand and graft them love for painting, music, literature.

Teacher. Determine the type of errors, edit the text and write down the resulting version.

Students independently check the work and explain the type of errors.

Self test(on slide)

1. Reading fantasy novels brought up in youth love to travel, gave birth to dreams about the conquest of space.

2. Large help the head of the depot and the chairman of the trade union committee, which themselves participated in competitions.

3. Police brought down on the heads of protesters clubs, applied gunshot weapon and grenades with tear gas.

4. Teachers will teach guys understand in painting, music, literature and graft them love to these art forms.

Possible student responses:

1. Mistakes were made in management. Homogeneous members of a sentence require different cases from dependent nouns (see sentence 4): understand(in what?), but graft(what?).

2. Homogeneous members may have different lexical compatibility. (see Proposition 1): instilled love, gave birth to dreams;(see Proposition 3): used ... weapons, grenades; brought down the clubs;(see Proposition 2): helped and took part.

Teacher. Edit the following sentence (see slide).

Pay attention to the same type of design of homogeneous predicates.

The assistant group leader is obliged to assist the leader in training and educating students:

– know exactly the number of students in the group;

- timely inform the head of the group about the requests and wishes of the audience;

- Assistance to the group leader in working with weak students.

(Correctly: organize assistance ... in work ...)

v. Independent work in differentiated groups.

Students are offered three types of activities: independent work using electronic tests on the topic with self-examination (group A), work on individual educational route on the topic under study (group B) and work with the teacher (group C). Before working with electronic tests, the teacher conducts a briefing.

Group A (strong) works on computers with tests "Syntactic norms" and performs any tasks of group B.

Group B (middle) selects tasks from the list and performs in a notebook:

workshop, session 4, p. 17, No. 11, 12, 13, 14, tests in the last topic. Printout - tasks of choice.

Group C (weak) solves tests from the workshop.

Such independent work gives the ninth graders the opportunity to check their knowledge level, get (if necessary) advice from the teacher, consolidate the knowledge gained by performing test tasks on this topic.

Homework involves repetition and systematization educational material based on lectures and workshops developed by the teacher.

VI. Summary of the lesson.

Teacher. What difficulties did you encounter during the lesson?

Students analyze their work in class and set tasks for home repetition.

LITERATURE

1. Golub I.B. Russian language and culture of speech. M., 2006.

2. Grekov V.F. and etc. Handbook for Russian language classes in high school. M., 2006.

3. Ivanova S.Yu. Exam traps. We are preparing for the exam in the Russian language. Samara, 2005.

4. Ivanova S.Yu. Getting ready for the exam in the Russian language: training materials. Samara, 2008.

5. Rosenthal D.E., Golub I.B. Secrets of style. M., 1996.

6. Rosenthal D.E. Practical stylistics of the Russian language. M., 1998.

7. Rosenthal D.E. Russian language. For high school students and college students. M., 1998.

APPENDIX

Workshop on the Russian language and culture of speech

I. Rewrite, agreeing with the underlined words given in brackets, common definitions. Place them before or after the word being defined, choose yourself.

1. The road winds between two ruts(overgrown with green roadside grass). 2. Saucers of lilies and threads very graceful (reaching from them in depth). 3. The sun went down and the lungs froze in the sky clouds(pink from sunset). 4. From somewhere on the right came sounds(extremely similar to the crying of a child). 5. By steppes the horses walked slowly (densely overgrown with grass). 6. Shepherd comes to our fire (he spent the night in the mountains). 7. We swam in solid fog(closing the coast and the sea). 8. In the snow open spaces difficult to determine the distance (deceiving the untrained eye).

II. Indicate what mistakes were made in the construction of participial phrases. Correct these and write off the sentences.

1. In the meadows overgrown with lush vegetation, there were many birds. 2. The novel created by the young author caused lively controversy. 3. Residents of the village affected by the flood received timely assistance. 4. The detachment avoided danger thanks to the decisiveness shown by the commander. 5. The boat being driven by the waves and the wind quickly rushed along the river. 6. From afar, floating logs on the water were visible.

III. Instead of dots, attach one of the two indicated sentences to these adverbial phrases. Explain why you chose only one option and not the other.

1. Having reached the river, ... a) fatigue took possession of us; b) we made a halt. 2. Having carefully aimed, ... a) the hunter shot and killed the pheasant; b) the pheasant was killed by a hunter. 3. Sailing in a boat, .... a) many birds were seen along the banks of the river; b) travelers saw a lot of birds along the banks of the river. 4. Going on a hike, ... a) the guys carefully thought out all the details of the trip; b) a meeting was scheduled at dawn. 5. Approaching the station, ... a) the passengers became worried and began to collect things; b) it became noisy in the car. 6. Gaining speed, ... a) the train was quickly approaching the mountain pass; b) through the window one could see the flickering of telegraph poles.

IV. Read. Indicate what mistakes were made in the construction of adverbial phrases. Rewrite the sentences, correcting them. Try to find different ways to fix it.

1. I was seized with laughter more than once, watching the comedy "The Government Inspector". 2. After reading the play, a conclusion arises about life outside the walls of the Kostylevo rooming house. 3. Reading a poem Dead Souls” and when confronted with the image of Plyushkin, you get disgusted. 4. Having arrived from the city, Davydov faces a number of difficulties. 5. Many cities and villages were destroyed by the Nazis, depriving the population of shelter. 6. Entering the stoker, we were doused with heat. 7. Hearing about intelligence, Petya became cheerful. 8. Taking power into their own hands, the government issued decrees.

Tests

I. Indicate the sentence with a grammatical error (incorrectly constructed).

1. The choir performed "Kalinka".

2. Everyone who worked at the plant had a rest in a sanatorium.

3. Review the list of students who passed the exam.

4. One of the students was awarded the Lomonosov Prize.

II.

1. Lexical repetitions are a means of expressiveness in Lermontov's poem "Borodino".

2. Stories can be created not only in writing, but also in oral form.

3. Katerina's protest, defending her human rights, had a public sound.

4. The Internet saves and allows you to use huge databases on various issues of science.

III. Indicate the sentence without grammatical error (correctly constructed).

1. About A. Blok's poem "The Twelve" disputes do not subside until now.

2. One of the outstanding poets was A. Fet, who sang the beauty of nature.

3. Those who love science fiction came to the meeting with the writer.

IV. Indicate the sentence without grammatical error (correctly constructed).

1. Traditions are visible in A. Blok’s poem “Autumn Will” literature XIX century.

2. One of the recognized leaders of the natural school was V. Belinsky, who played an important role in the theory of realism.

3. Memoirs introduce and give a complete picture of a particular writer.

4. Music can express not only tenderness and joy, but also anxiety and sadness.

v. Indicate the sentence without grammatical error (correctly constructed).

1. In the poem “Letter to Mother”, S. Yesenin reveals the theme of love for the dearest person.

2. N. Nekrasov shows the peasants incapable of protest.

3. Everyone who was at the performance was satisfied.

4. The means of language help and express the most complex feelings.

VI. Indicate the sentence without grammatical error (correctly constructed).

1. In A. Chekhov's comedy "The Cherry Orchard" the theme is the fate of Russia, its future.

2. Did F. Dostoevsky encounter personalities of the criminal world at hard labor? placing themselves above the moral laws of society.

3. High school students from this school participated and won this competition.

4. Those who skied that day got frostbite not only on their faces, but also on their hands.

VII. Indicate the sentence without grammatical error (correctly constructed).

1. The heroine of the novel "Crime and Punishment" is the ideal of F. Dostoevsky.

2. Artists admire and inspire nature.

3. N. Gogol is disturbed by the penetration into society of the Chichikovs, carrying militant meanness.

4. A dash is placed not only after homogeneous members, but also between the subject and the predicate.

VIII.

Hearing a long beep

1) only after that you can dial the number;

2) dial the subscriber's number;

3) the subscriber's number is dialed;

4) means the line is free.

IX. Choose the grammatically correct continuation of the sentence.

Walking through the evening city

1) we got real pleasure;

2) we started a conversation;

3) adolescents often violate the rules of conduct;

4) The prospectus made a lasting impression.

x. Choose the grammatically correct continuation of the sentence.

Analyzing word composition,

1) I have a question;

2) indicate its morphemes;

3) they gave me “excellent”;

4) the basis is often not indicated.

XI. Choose the grammatically correct continuation of the sentence.

Started making music

1) you have little time for entertainment;

2) are largely developed Creative skills;

3) I made many interesting acquaintances;

4) I have already made a choice.

XII. Choose the grammatically correct continuation of the sentence.

Coming back from work

1) anxiety seized me;

2) the weather has deteriorated;

3) it will take less than an hour;

4) I went to a friend.

Tasks on syntactic style

I. Write down sentences, putting homogeneous members in the same case as the generalizing word; place punctuation marks.

Communication with the outside world (nature, art, living people) enriches and ennobles a person. Communication is necessary for everyone (young, old, and children). Without contacts without meetings and impressions, it is impossible not only to feel joy, but also to exist in general. (S.Barlin)

II. Remake the sentences by transforming one of the verb-predicates into a gerund-adverb.

1. The dog growled and rushed at the beast. 2. He looked back and saw how the boat flashed and disappeared in the darkness. 3. The scout hid and began to follow the road. 4. If you stumble, do not always scold the road.

III. Remake the sentences by transforming one of the verb-predicates into a gerund-adverb or into a participle-definition.

1. Leaves spin in the air and slowly fall to the ground. 2. The autumn sun warms the earth with its rays and evaporates moisture. 3. Animals are getting ready for winter and seem preoccupied. 4. A squirrel flickers among the trees, looking for the last nuts.

IV. Write the sentences by putting participial phrases next to the words they define. Insert punctuation marks if necessary.

1. Clearings in a dry forest (blooming abundantly) were covered with bright stars of strawberries. 2. The forester's daughter saw a small lop-eared elk (picking strawberries). 3. Hunters, mowers and mushroom pickers sometimes come across horns (dropped by elk). 4. The white-bearded grass rustled, swayed, a light clatter was heard, and a hare (framed by a flying aspen tree) rolled out into a tiny clearing. 5. Faded leaves ring underfoot (dried with a strong matinee).

v.

1. The guys are interested in and love the history of their native land. 2. It is necessary that everyone take care and protect nature. 3. Not only animals, but also birds are preparing for winter. 4. There are a lot of raspberries in our forest. 5. My friend is stubborn but hardworking. 6. He always remembers the promise, but does not shelve it. 7. The driven boat was carried along the river by the wind. 8. We approached the house, which stood in a small clearing and which was lit by the bright rays of the sun. 9. People use water from a well flowing from the bowels of the earth. 10. Along the edges of the road one could see stunted poplars with leaves turned gray from dust. 11. Long low tables stood in a large hall with smoke-darkened walls. 12. You can often see paintings depicting animals, birds and people. 13. The cloudy sky hung over the clearing. 14. Participles are words denoting signs of objects by action and which answer the question which? doing what? 15. The sea, splashing quietly near the shore, sparkled with a phosphorescent brilliance.

VI. Write down the text, correct the sentences if necessary.

1. Rossh_e (not) forget-me-nots near the hand_ya have already bloomed. 2. The sun that appeared from behind the clouds (?) brightly illuminated the forest and the clearing. 3. The appearance of buds (?) on the trees spoke of the coming spring. 4. The pier was crowded with passengers waiting to board the boat. 5. Silently dressed birches and maples stand with foliage. 6. The rivers filled with melt water are widely spread. 7. Having opened the window, I fell in love with the view of the city. 8. Opening the door, she creaked loudly. 9. Mom did it, leaning back in her chair. 10. Finishing the drawing, my pencil broke (?). 11. Returning home, it was raining. 12. After reading the story, he seemed to me too sad(?)nym. 13. There are toys on the d_van, the children started some interesting game. 14. Returning from school I was caught by a thunderstorm. 15. Under (?) e_zhaya to the village, the car went flat tire. 16. After reading A. Gaidar, I liked the story “School” the most. 17. Reading these lines, one gets the impression that the author is writing about us. 18. He (did not) notice n_ forests, n_ lakes overgrown with water lilies. 19. The first leaves blossomed on the trees, growing near the house. 20. P_stukh saw our fire, which had spent the night in the mountains.

L.A. BABENKOV,
laureate
President of the Russian Federation 2006,
gymnasium No. 1,
Buguruslan city,
Orenburg region

12. Find sentences in which the syntactic norm in the use of participial phrases is violated. Fix them.

I.1. In the overgrown meadows with lush vegetation, there were many birds. 2. The novel created by the young author caused lively controversy. 3. Residents of the village affected by the flood received timely assistance. 4. The detachment avoided danger thanks to the decisiveness shown by the commander. 5. The boat being driven by the waves and the wind quickly rushed along the river. 6. From afar, floating logs on the water were visible.

II. 1. Approaching cars stopped at the entrance of a tall building. 2. The spectators who came to the performance walked around the foyer and looked at the portraits of the theater actors. 3. We were talking to a teacher who does the same scientific problems, which is what we are. 4. Arrived starlings from the southern countries began to build nests, preparing for the appearance of chicks. 5. Written poems in even beautiful handwriting lay on the table. 6. There were cutlery intended for guests on the table.

III.1. The shepherd dog placed in the open-air cage ran and barked. 2. The novel written by this young writer tells about the distant past of our country. 3. The boys, who were keen on playing football, did not notice the car racing at high speed. 4. A strong wind is blowing, sweeping away everything in its path. 5. Passengers entering the passenger compartment of the bus should immediately pay for the fare. 6. All activities of a scientist aimed at the elimination of human suffering are respected.

Norms for the use of adverbial turnover

13. Correct the sentences if necessary. Explain the reasons for the violation of the syntactic norm in sentences.

1. Having opened the window, I admired the view of the city. 2. Opening the door, she creaked loudly. 3. Mom was sitting back in her chair. 4. Finishing the drawing, my pencil broke. 5. Returning home, it was raining. 6. After reading the story, he seemed too sad to me. 7. Having laid out the toys on the sofa, the children started some interesting game. 8. Returning from school, I was caught by a thunderstorm. 9. Approaching the village, the car went flat. 10. Having become acquainted with the works of A. Gaidar, I liked the story "School" most of all. 11. Reading these lines, one gets the impression that the author is writing about us.

14. Correct the mistake in the following sentences with adverbial phrases. Give your edits.

1. Turning to the right, you will see the building of the art gallery. 2. Looking at your shining eyes, I also become joyful. 3. Leaving Minsk, my mood deteriorated. 4. Leafing through old albums, long-forgotten friends are remembered. 5. Analyzing these articles, the opinion of authoritative politicians was taken into account. 6. Waking up early in the morning, it seemed to Olga that the day would be clear. 7. Returning home from work, mother was waiting for dinner cooked by her daughter. 8. Sergey liked to look into the bottomless starry sky, dying from love for everything in the world.

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