The theme of real and imaginary friendship in the story by Yu. M

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In what va-ri-an-te from-ve-ta co-lives in-for-ma-tion, not-about-ho-di-may for os-but-va-niya from-ve- she answered the question: “Why didn’t the hero nominate Kan-di-da-tu-ru Mitya for a public post?”

1) All public posts were already filled.

2) Mitya didn’t know how to organize one class.

3) The storyteller thought it was not-so-tich.

4) The storyteller did this out of resentment towards a friend

(According to Yu. Nagibin)

Answer:

Indicate the preposition in which the means of expression is phraseology.

1) Our precious friendship almost collapsed on the first day of school.

2) And then, with tears, Mitya demanded that his former trust be returned to him for the sake of holy friendship, which is “greater than ourselves,” and tried to -drink me a Judas, kiss me.

3) Mi-ti-nonsense, re-pa-dy on-building, sensitive times, always-ready-to-cook-up the tendency to quarrel, manifesting itself at the first opportunity, began to seem to me an indispensable but friendship.

4) Almost the next day Mitya went to make peace.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

(3) Mitya was a resident of our house, but recently his parents changed their apartment. (4) Mitya found himself next door in a large six-story building and became terribly self-important. (5) The house was really great: with luxurious front doors, heavy doors and a spacious, silent elevator. (6) Mitya never tired of boasting about his house: “When you look at Moscow from the sixth floor...”, “I don’t understand how people manage without an elevator...”. (7) I delicately reminded him that quite recently he lived in our house and got along just fine without an elevator. (8) Looking at me with moist dark eyes, Mitya said with disgust that this time seemed like a bad dream to him. (9) For such a thing you should get a punch in the face. (10) But Mitya not only looked like a girl in appearance - he was faint-hearted, sensitive, tearful, capable of hysterical outbursts of rage - and no hand was raised against him. (11) And yet I gave it to him. (12) With a heart-rending roar he rushed at me... (13) Almost the next day Mitya began to make peace. (14) “Our friendship is greater than ourselves, we have no right to lose it” - these are the phrases he knew how to bend. (15) Mitya’s nonsense, mood swings, sensitive conversations, readiness to quarrel, manifesting itself at the first opportunity, began to seem to me an indispensable part of friendship.

(16) Our precious friendship almost collapsed on the very first day of school. (17) When they were choosing class self-government, Mitya proposed me as an orderly. (18) But I did not mention his name when candidates for other public positions were nominated, either out of confusion, or it seemed inconvenient for me to name him after he shouted out my name. (19) Mitya did not show the slightest offense, but his complacency collapsed the minute when I was chosen as an orderly by a majority of votes. (20) There was nothing tempting in this position, but Mitya’s mind seemed clouded with envy.

(21) On top of everything else, he turned out to be a sneak. (22) One day, the class teacher told me to stay after class and gave me a huge scolding for playing with money. (23) Only once in my life did I play smasher, quickly blew seven kopecks in cash and another ruble in debt. (24) But that was the end of my acquaintance with gambling.

(25) Pressed into a corner, Mitya admitted to the denunciation. (26) It is important to note that he slandered me for my own benefit, fearing that bad inclinations might awaken in me again. (27) And then, with tears, Mitya demanded that his former trust be returned to him for the sake of holy friendship, which is “greater than ourselves,” and tried to give me a Judas’ kiss. (28) All this looked false, bad, dishonest, nevertheless, I participated in an undignified farce for another two years, until I suddenly realized that real friendship has a completely different address.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

Answer:

From sentences 1–5, you write a word in which the right-to-pi-sa-nie prefixes for-vis-sit from dumb-ho- sti - ringing after the voice.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(1) I had a buddy friend, dark-haired, thick-haired, with a girlish haircut, Mitya Gre-ben-ni -kov.

(3) Mitya was a resident of our house, but not long ago he was born in an apartment. (4) Mitya found himself next door in a large six-story building and became terribly im- portant. (5) The house was right, yes, anywhere: with luxurious gardens, heavy doors and a spacious, noiseless elevator.

Answer:

From sentences 15–18, write down a word in which the spelling of the suffix is determined by the rule: “In an adjective formed from a noun using the suffix -ENN, NN is written.”

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(15) Mitya’s nonsense, mood swings, sensitive conversations, readiness to quarrel, manifesting itself at the first opportunity, began to seem to me an indispensable part of friendship.

Answer:

For-me-the-one-time word “pro-dul” in the sentence 23 sti-li-sti-che-ski neutral si-no-ni-m . Na-pi-shi-te this si-no-nim

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(2) Our friendship with him began, it seems, at the age of four years.

Answer:

Replacing the word “school day” (sentence 16), built on the basis of connection with -word-so-va-nie, si-no-mich-word-with-what-ta-n-em with connection management. Let's write a word.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(1) I had a buddy friend, dark-haired, thick-haired, with a girlish haircut, Mitya Gre-ben-ni -kov.

Answer:

You-pi-shi-te gram-ma-ti-che-os-no-vu pre-lo-zhe-niya 21.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(2) Our friendship with him began, it seems, at the age of four years.

Answer:

Among the sentences 8–15, find a sentence with a separate, widespread definition. Write the number of this proposal.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(8) Looking at me with moist dark eyes, Mitya said with disdain that this time seemed like a nightmare to him. (9) For such a consequence, a slap in the face. (10) But Mitya not only didn’t look like a girl in appearance - he was weak-spirited, sensitive, tearful, capable prone to extraordinary outbursts of rage, and no hand came to him. (11) And yet I gave it to him. (12) With a heart-rending roar he rushed at me... (13) Almost the next day Mitya started to make peace. (14) “Our friendship is greater than ourselves, we have no right to lose it” - these are the phrases he could say. (15) Mi-ti-na nonsense, change-of-buildings, sensitive times, readiness for a quarrel, appeared at the first opportunity, they began to seem to me an indispensable part of friendship -would.

Answer:

In the sentences given below from the pro-chi-tan-no-go text, the pro-well-me-ro-va-ns are all for fifths. You write the numbers that indicate the commas when you enter the word.

I had a buddy friend, (1) black-haired, (2) thick-haired, (3) short-haired

de-voch-ku Mitya Gre-ben-ni-kov. Our friendship with him began, (4) it seems, (5) at the age of four years.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

Answer:

Indicate the number of grammatical bases in sentence 20. Write the answer in numbers.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(2) Our friendship with him began, it seems, at the age of four years.

Answer:

In the sentence given below from the pro-chi-tan-no-go text about-well-me-ro-va-ny all for fifths. You write the number(s) that indicate the comma(s) between the parts of a complex sentence. wives, connected by a social connection.

Mitya did not show the slightest offense, (1) but his good-heartedness collapsed into that mi-nu-tu, (2) when the majority -lo-sov I was chosen by sa-ni-ta-rum.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

Answer:

Among the 25–28 sentences, find complex sentences with a consequent subordinate -accurate. Name the number of these proposals.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

Among the 10–15 sentences, find a complex sentence with an unconnected connection between the parts. Write the number of this proposal.

(1) I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov. (2) Our friendship with him began, it seems, at the age of four.

The text was edited by the editors of RESHUOGE

(According to Yu. Nagibin)

(10) But Mitya not only didn’t look like a girl in appearance - he was weak-spirited, sensitive, tearful, capable prone to extraordinary outbursts of rage, and no hand came to him. (11) And yet I gave it to him. (12) With a heart-rending roar he rushed at me... (13) Almost the next day Mitya started to make peace. (14) “Our friendship is greater than ourselves, we have no right to lose it” - these are the phrases he could say. (15) Mi-ti-na nonsense, change-of-buildings, sensitive times, readiness for a quarrel, appeared at the first opportunity, they began to seem to me an indispensable part of friendship -would.

Answer:

Complete testing, check answers, see solutions.

In different contexts, in different concentrations and for different reasons, but all people tell lies.

This phenomenon is especially developed in childhood.

Who is a sneak

In russian language " sneaker, sneaker at first it meant “employee, official, judge.”

In this meaning, it was already found in the first Novgorod Chronicle, in a record dated 1218, and only then, starting from the 16th century, the word “sneak” began to mean “slander,” “slander,” “slander.” Since that time, this word has been entrenched in its negative meaning.

In V.I. Dahl’s dictionary “sneak”: “limber, slanderer, slanderer, slanderer, slanderer, false informer, trickster, tractor, litigator. In the next world, a whistleblower is hanged by his tongue. God loves the righteous, and the master (and the judge, and the devil) loves the sneaker. Better is a righteous poor man than a sneaky rich man.”

But here’s what’s interesting: in none of the dictionaries “snitch” is explained through the word “complain.” But we are accustomed to consider these two words almost synonymous.

Let's learn to distinguish when a baby is lying and when he is looking for attention and support or warning about danger. To do this, let's take a short excursion into the world of child psychology.

Age of the sneak

At about 2-2.5 years old, the baby is charmingly straightforward, he is still “beyond good and evil”, deceit and calculation are unknown to him. Until a child is three years old, uttering the word “sneak” is simply meaningless. Most likely, he simply pronounces the situation he saw: “what I see, I sing.” In order to tell lies, you must, at a minimum, be able to speak well and foresee the consequences of your actions. And at the age of 3 years, children, firstly, are just gaining vocabulary and learning to understand the meaning of spoken words, and, secondly, they cannot predict what this or that action or word will lead to. Whether they did something good or bad is assessed by children only by the reaction of adults. A typical situation at this age is when a child runs to an adult with the message that someone has taken his toy. This is hardly sneaking. It’s just that the child is still small and, turning to an adult for support and help, he learns to resolve conflicts on his own.

At the age of five to seven, the most critical period begins - the time of “conscious” sneaking. The child begins to master ethical standards, be guided by them in his behavior, he is already able to imagine what reaction this or that action or word will cause... and runs to tell adults about the faults of his peers. Is he a sneak? Let's not rush to conclusions. It turns out that there are different types of sneaks, and there are also “fake” ones, that is, forced sneaks. Accordingly, your reaction should depend on the “quality” of the sneak...

Various sneaks

Snitching is just means achieve "yours". This is an element of tactics that serves to achieve some goal, to satisfy a need. The main needs that can be discussed in a situation with sneaking may be the need for security, to preserve one’s “I”, for the approval and respect of an adult, and the desire to avoid undeserved punishment. These needs are completely justified, but the tactics (sneaking) were chosen incorrectly! Therefore, it is very important to show the child another, better way to satisfy the existing need. Also, a strict requirement to follow social norms (for example, always tell the truth) and a blackmailing model of behavior in the family can lead to sneaking. It is extremely important for us, adults, to distinguish “true” sneaking from what is not it at all.

“Fake” sneakers are:

1. Children are too timid. They cannot cope with a conflict situation on their own and tell how they were pushed, called names, and offended. If your child is like this, don’t brush him off and don’t advise him to fight back against bullies - he won’t be able to do this until he believes in his own strength. In general, this is a very difficult task to teach a shy, modest child to defend his interests. Do not be afraid that your intercession will finally make a mumble out of him. Try to understand that only one hundred percent confidence in your support will strengthen his mental strength and help him overcome his fear of danger.

2. Overly honest children. Sometimes the sneaky kid is actually just too honest. Whether this is a moral deficiency is a rather complex question. If a child has learned from the cradle that lying is wrong, then he can “tell” all the secrets of his peers at the first request of any adult. Can such a “truth lover” be called a sneak? Hardly. Such a child is rather a hostage to the too categorical demands that adults make of him. Some children are able to accept what we teach them in a flexible way, while others are not. The latter, as a rule, get all the big shots. So, under no circumstances abuse the trust such a child has in you. Do not allow others to manipulate his truthfulness, despite the fact that this can be very beneficial for someone. It will be useful to explain to the child that it is not at all necessary to talk about what other children are doing - unless, of course, their behavior poses a real threat to someone's life and health.

3. Keepers of order. Such children are already closer to true sneaks. They can, on their own initiative, point out someone else’s wrongdoing. It may turn out that this guardian of order is simply too correct (painfully correct!) child. When reporting violations, he does not settle scores with anyone and does not seek to win the favor of adults through denunciation. Such a child develops a feeling of guilt for any violators. At first he independently tries to admonish them, but if this does not help, he is forced to appeal to the elders in order to restore order and harmony in the world around him, and therefore in his soul.

"Real" sneaks

These are the ones who benefit from denunciations. By emphasizing the shortcomings of others, they can achieve several goals at once: to punish the “undesirable” with the wrong hands, to gain power over friends or their own brothers and sisters, to be better than others at any cost, including currying favor with adults. By the way, a child may not respect these same adults at all in his soul. Of course, such a baby, as a rule, experiences serious psychological difficulties. The motives of the little sneaks are simple - personal gain or simply “a feeling of deep moral satisfaction.” Often, children who want to earn respect through snitching are failed leaders. They need a sense of self-worth in their own eyes and in the eyes of other children. But they still don’t know how to do it “correctly”, how to gain true authority. They think that in this way they can force other children to “respect” themselves and take into account their opinions. If your child strives for leadership, but has chosen the wrong path, help him prove himself. Show his strengths for which he can respect himself and gain the respect of others (for example, he may have a rich imagination and can come up with an interesting game). Such a child must be told that lying is bad, that in this way he will lose all his friends and self-respect.

The desire to tell lies is usually based on the child’s different feelings. Children may tell stories out of revenge or resentment towards others. For example, if a conflict between children is not extinguished in time, it can develop into a confrontation, where the offended party will try to restore the “status quo” through sneaking, telling, and sometimes inventing, something about the offender for which he will be punished. This situation should not be confused with asking an adult for help. When a child asks for help, he does not insist on punishing the offender, but wants to understand how to act on his own. In the case of sneaking out of revenge, he directs the punishing hand of an adult at the enemy and watches with satisfaction his punishment. There is no other way to help children resolve their conflict in this situation.

Snitching can also be triggered by feelings of envy. A child who does not have good toys, clothes, entertainment, or the attention of others can desperately envy the one who has all this, and through sneaking try to restore some kind of “justice” that only he understands. This can happen in families where one child receives much more attention than the other. With his sneaking, the child seems to emphasize: “Look, he’s behaving badly! Why do you love him more than me? In this case, snitching is only a symptom of a deeper problem - jealousy.

Sometimes it happens that we, adults, ourselves provoke children into lying. An adult who has no time to figure out who is right and who is wrong, who punishes everyone so that they are disobedient, provokes children into denunciations. In this way they seek to avoid unfair punishment. The method of searching for the culprit, often practiced in children’s groups, is also dangerous in this regard: “Until we find the culprit, I won’t let anyone go out!” Sometimes the little sneak uses blackmail. “I’ll tell my mother...”, “If you don’t accept me into the game, I’ll tell you that you...” By threatening to expose older comrades or peers, the child forces them to accept their conditions. A child, by the way, learns this very convenient and common method of manipulation from adults: “I’ll tell daddy - there won’t be a zoo for you on Sunday!”

1. It is necessary to respond to denunciations! When your child tells you about the actions of other children (whether it is a complaint or a sneak), it is very important to find out what really motivates your child, be careful and try to find out the true reason for this or that child’s behavior. Don’t rush to make an assessment! It is very important to listen to the child without dismissing his babble, and try to understand the deep meaning of what we accept as denunciation. You should express your opinion delicately. For example, say: “Grandma thinks so. That’s her right, that’s her opinion.” And the child becomes familiar with the fact that there are many points of view in the world and all of them can be correct! Reasonable and balanced assessments and criteria will lead to the fact that the baby will become a mentally harmonious person and grow up to be a person who will live in harmony with himself.

2. No matter how old the child is, listen to his opinion and respect him. Praise often. Remember that children who do not receive enough affection and attention often become sneaks. By lying they try to compensate for this and feel their own importance.

3. No matter how old a child is, the most ineffective way to combat snitching is a direct prohibition: “don’t snitch” and “don’t complain.” A direct prohibition blocks confidential communication between a child and an adult. Outwardly, the problem seems solved: you stop hearing complaints from your child. But in fact, the situation is aggravated by the fact that now the child has no one with whom to discuss the situation that worries him. By prohibiting “sneaking,” we are only fighting the effect, not the cause.

4. If your child really belongs to the category of “real” sneaks, try not to succumb to his manipulations and do not become an “instrument of revenge.” Discuss the situation and let him know that you will not follow his lead, but he can always count on your help in a difficult situation.

5. Try to discuss and listen to all complaints in the presence of the opposite party, allowing everyone to speak. This will teach children to independently resolve conflicts. Remember that comparing children with each other is not a constructive way to reach an agreement.

6. A confidential conversation, a joint game in which you play out “slippery” situations of sneaking together and help the child find new models of behavior are your main means of combating this problem.

The most important thing is that the child learns from adults. If you yourself are a sneak and manipulate other people, do not be surprised that your child has become a sneak.

Description of the presentation by individual slides:

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Theoretical information. The subject is the main member of the sentence, which denotes the subject of speech and answers the question of the nominative case (who? what?).

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Ways of expressing the subject. Noun The eldest son (who?) left for the capital. Pronoun He (who?) went to the capital. Adjective The eldest (who?) went to the capital. Communion He who (who?) lifts the sword will die by the sword. Numeral Two (who?) left for the capital. Infinitive (infinitive form of the verb) Loving (what?) is wonderful. To live (what?) – to serve the homeland. An unchangeable (significant or official) part of speech in the meaning of a noun: Adverb Preposition, conjunction, particle The fateful day after tomorrow has arrived (what?). “Not” (what?) with verbs is written separately. Interjection “Ay” (what?) came from all sides. The subject is a whole, that is, a syntactically indivisible phrase (main + dependent word): Five chairs stood against the wall. Many of us will go to the capital. Mother and son will go (plural) to rest.

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Difficulties in determining the subject. In order to correctly identify the subject, we must remember that the subject denotes an actor (object) and answers the question who? What? The words ME, YOU, HER, US, YOU, HIM, THEM answer the question to whom? and the subject is not: I don't like this color. (in this sentence the subject is color. since it performs the action); in the subordinate part of a complex sentence, the role of the subject is often played by the allied words WHICH, WHICH, WHICH, WHICH, WHAT: The book that was lying on the table was open. (in the subordinate clause, the object performing the action is called the word which - this is the subject); You never know what awaits you tomorrow; do not confuse subject and address. The subject is the subject of speech, not its addressee. Sasha, give me the ring. (Appeal). Sasha gave the ring. (Subject).

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Exercise. Find the subject, indicate the method of its expression. 1. A shadow fell. 2. The mourners gathered on the platform. 3. Eight is divided by two. 4. Three went out into the street. 5. “Hurrah” sounded in the distance. (A.S. Pushkin) 6. I remember a wonderful moment. (A.S. Pushkin) 7. To live - to serve the Motherland. (Proverb) 8. Flocks of sparrows were swimming in a puddle. 9. Many of us have seen this film. 10. My parents and I visited the museum. 11. The Milky Way stood out brightly in the night sky. 12. Young and old came out to harvest the harvest. 13. About an hour passed (Paustovsky).

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Let's check! 1. A shadow fell. 2. The mourners gathered on the platform. 3. Eight is divided by two. 4. Three went out into the street. 5. “Hurrah” sounded in the distance. (A.S. Pushkin) 6. I remember a wonderful moment. (A.S. Pushkin) 7. To live - to serve the Motherland. (Proverb) 8. Flocks of sparrows were swimming in a puddle. 9. Many of us have seen this film. 10. My parents and I visited the museum. 11. The Milky Way stood out brightly in the night sky. 12. Young and old came out to harvest the harvest. 13. About an hour passed (Paustovsky).

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Theoretical information. The predicate is the main member of a sentence, which usually agrees with the subject (in number, person or gender) and has a meaning expressed in questions: what does the subject do? what's happening to him? what is he like? what is he? who is he? Types of predicates: Simple verbal predicate - PGS Compound verbal predicate - SGS Compound nominal predicate - SIS

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Ways of expressing a simple verbal predicate. Form Examples 1. Verb in some mood A gloomy morning is coming. Sergei will enter drama school. Write down your homework. 2. Independent infinitive To live is to serve the homeland. 3. Interjective verb forms (truncated forms of verbs such as bam, grab, jump) Each friend is quietly talking to her friend. 4. Phraseological phrase with the main word - a verb in the conjugated form The team won the championship. He's chasing the quitter again. 5. Verb in conjugated form + modal particle (yes, let, let, let, let, it was, as if, as if, as if, as if, exactly, hardly, almost, just, etc.) Let me go with you. May you have sweet dreams. The room seemed to smell of smoke. He seemed petrified with fright.

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Exercise. Highlight the grammatical basis in each sentence. Indicate how the subject and predicate are expressed. I've been fishing all morning (Paustovsky). There is something evening in all sounds (M. Gorky). The old woman rushed after her son (Grigorovich). So she roars all day long (Chekhov). So I’ll take and sell three! (Chekhov). His words again struck a chord with Valitsky (Chakovsky). I'll go call my mother (Chekhov). And you should cry right now (A.N. Tolstoy). Through the bare brown branches of the trees the motionless sky peacefully whitens (Turgenev). My brother stood up for me (Marshak). I will also sing for a long time (Yesenin). The day seemed to be dozing (Paustovsky). Don’t be offended, Emelya (Chekhov).

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Let's check! I've been fishing all morning (Paustovsky). There is something evening in all sounds (M. Gorky). The old woman rushed after her son (Grigorovich). So she roars all day long (Chekhov). So I’ll take and sell three! (Chekhov). His words again struck a chord with Valitsky (Chakovsky). I'll go call my mother (Chekhov). And you should cry right now (A.N. Tolstoy). Through the bare brown branches of the trees the motionless sky peacefully whitens (Turgenev). My brother stood up for me (Marshak). I will also sing for a long time (Yesenin). The day seemed to be dozing (Paustovsky). Don’t be offended, Emelya (Chekhov).

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Compound verb predicate. Meanings of auxiliary verb. Compound verbal predicate (CVS) auxiliary verb expresses grammatical meaning (tense and mood) infinitive expresses lexical meaning Meaning Typical verbs and phraseological units Examples 1. Phase (beginning, continuation, end of action) Start, become, start, continue, finish, stay, stop , quit, stop, etc. He began to prepare to leave. He gave up smoking. He again began to talk about the hardships of rural life. 2. Modal meaning (necessity, desirability, ability, predisposition, emotional assessment of an action, etc.) To be able, able, desire, want, dream, intend, refuse, try, try, count, be able to, contrive, try, assume, get used to, hurry, be embarrassed, endure, love, hate, be afraid, be afraid, be cowardly, be ashamed, set a goal, burn with desire, have honor, have an intention, make a promise, have a habit, etc. I can sing. I want to sing. I'm afraid to sing. I like singing. I'm ashamed to sing. I'm looking forward to singing this aria.

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Remember! Not every combination of a conjugated verb with an infinitive is a compound verbal predicate! In order for such a combination to be a compound verbal predicate, two conditions must be met: 1. The auxiliary verb must be lexically incomplete, that is, it alone (without an infinitive) is not enough to understand what is being said in the sentence. Wed: I started - what should I do? paint; I want - what should I do? eat. If in the combination “verb + infinitive” the verb is significant, then it alone is a simple verbal predicate, and the infinitive is a minor member of the sentence. Wed: She sat down (for what purpose?) to rest. 2. The action of the infinitive must relate to the subject. If the action of the infinitive refers to another member of the sentence, then the infinitive is not part of the predicate, but is a minor member. Wed: 1. I want to sing. I want to sing - a compound verb predicate (I want - I, I will sing - I). 2. I asked her to sing. Asked - simple verbal predicate, sing - complement (asked - I, will sing - she).

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Exercise. Highlight the grammatical basis in each sentence. Indicate how the subject and predicate are expressed. 1. He was afraid to go to the doctors. 2. The footman came to call me to the princess. 3. The old woman left to arrange for her to leave. 4. He asked me to arrange for his departure. 5. The great national poet knows how to make both the gentleman and the peasant speak in their own language. 6. I try to teach them respect for their native land. 7. No amount of effort will allow a person to convey the charm of this day. 8. In Moscow I will neither see you, nor write to you, nor call you. 9. Rare drops of rain began to knock heavily on the ground. 10. The autumn rain will drizzle for a long time. 11. And as if in response to her words, rare and warm rain begins to quietly rustle along the river and bushes. 12. Behind the gate, dense, neglected alleys immediately began. 13. Antonenko ordered the people to leave the barge.

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Let's check! 1. He was afraid to go to the doctors. 2. The footman came to call me to the princess. 3. The old woman left to arrange for her to leave. 4. He asked me to arrange for his departure. 5. The great national poet knows how to make both the gentleman and the peasant speak in their own language. 6. I try to teach them respect for their native land. 7. No amount of effort will allow a person to convey the charm of this day. 8. In Moscow I will neither see you, nor write to you, nor call you. 9. Rare drops of rain began to knock heavily on the ground. 10. The autumn rain will drizzle for a long time. 11. And as if in response to her words, rare and warm rain begins to quietly rustle along the river and bushes. 12. Behind the gate, dense, neglected alleys immediately began. 13. Antonenko ordered the people to leave the barge.

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Compound nominal predicate (SIS) Compound nominal predicate (SIS) auxiliary part - copula (verb in conjugated form) expresses grammatical meaning (tense and mood); main part – the nominal part (name, adverb) expresses the lexical meaning.

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Types of linking verbs Type of linkage by meaning Typical verbs Examples 1. Grammatical linkage - expresses only grammatical meaning (tense, mood), has no lexical meaning. Verbs to be, to appear. In the present tense, the copula be is usually in the zero form (“zero copula”) He was a doctor. He will be a doctor. He is a doctor. He is sick. 2. Semi-nominal copula - not only expresses the grammatical meaning, but also introduces additional shades into the lexical meaning of the predicate. To become, to become, to become, to become, to remain, to be considered, to be known, to be called, to be called, to be revered. He became sick. He remained ill. He was sick every autumn. He turned out to be sick. He was considered sick. He seemed sick. 3. A significant connective is a verb with a full lexical meaning (one can act as a predicate). Sit, lie, stand; go, come, return, wander; live, work, be born, die. She sat tired. He left angry. He returned upset. He lived as a hermit. He was born happy. He died a hero.

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Ways of expressing the nominal part of a noun (in the nominal or instrumental case; in the oblique case with or without a preposition; whole word with the main word - noun. Kind of case (with the meaning of a qualitative assessment) He is my brother. He was my brother. Navigator was in oblivion. I was penniless. The son-in-law was of a silent breed. This girl is tall. 2. Adjective (short; full adj. in the nominative or closed. case; adj. in the comparative or superlative degree). He is cheerful . He became cheerful. Here the sounds of music were heard more clearly. You are the best. 3. Communion. He is wounded. The glass was broken. The glass was broken. 4. A pronoun or a whole phrase with the main word pronoun All the fish are yours. This is something new 5. Numeral in the nominative or instrumental case. Their hut is the third from the edge. Their hut was the third from the edge. 6. Adverb I was on my guard. His daughter is married to my brother.

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Exercise. Highlight the grammatical basis in each sentence. Indicate how the predicate is expressed. 1. The last door was closed. 2. Alyosha and Alexashka came to dinner one day cheerful. 3. The office is an Enchanted Kingdom for Shura. 4. She lay motionless for an hour. 5. Husband and wife are the most respectable people. 6. All the fish are yours. 7. The air is clean and fresh, like a child’s kiss. 8. Giving in is shameful. 9. In the junior classes of the gymnasium I was very short. 10. The word is the clothing of all facts, all thoughts. 11. How inappropriate this memory was. 12. All natural phenomena are dressed in words by the work of our mind.

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1. The last door was closed. (Ch. pr.v + adj.) 2. Alyoshka and Aleksashka came to dinner one day, cheerful. (Ch. pr.v + adj.) 3. The office is an Enchanted Kingdom for Shura. (Ch. pr.v + whole phrase. ) 4. She lay motionless for an hour. (ch. pr.v + adj) 5. Husband and wife are the most respectable people. (zero connective + phrase) 6. All the fish are yours. (zero connective, possessive). 7. The air is clean and fresh, like a child’s kiss. (zero. connective, cr. adj.) 8. To give in is shameful. (zero connective, cat. condition). 9. In the junior classes of the gymnasium I was very short. (ch.pr.v + word). 10. The word is the clothing of all facts, all thoughts. (zero connective + noun). 11. How inappropriate this memory was. (ch.pr.v + adverb). 12. All natural phenomena are dressed in words by the work of our mind. Let's check!

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Sample task 8 OGE. Write down the grammatical basis of sentence 22. Because at our school they are creating a museum for the Great Victory Day. Answer. They create.

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Write down the grammatical basis of the sentence. He wanted to say something nice to her. Answer. I wanted to say.

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Write down the grammatical basis of the sentence. Bim gradually began to even guess some of his friend’s intentions. Answer. Bim began to guess.

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Write down the grammatical basis of the sentence. But how long must I endure his licentiousness? Answer. I must endure.

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Write down the grammatical basis of the sentence. Will you be friends with us? Answer. You will be friends.

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Write down the grammatical bases of the sentence. Then, when the fire was put out, they pulled him out. Answer. They put it out and pulled it out.

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Write down the grammatical basis of the sentence. On top of that, he turned out to be a sneak. Answer. He turned out to be a sneak.

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Write down the grammatical basis of the sentence. Everything was OK. Answer. Everything was OK.

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Write down the grammatical basis of the sentence. Someday you have to leave. Answer. We must leave.

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Write down the grammatical basis of the sentence. It became sharply cold. Answer. It's getting colder.

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Write down the grammatical basis of the sentence. It was bad outside. Answer. It was bad.

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Write down the grammatical basis of the sentence. Who raised the Red Banner over the Reichstag in Berlin? Answer. Who raised it?

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Write down the grammatical basis of the sentence. This is worse than hunger. Answer. It's heavier.

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Write down the grammatical basis of the sentence. The world is eternally divided into two poles: life and death. Answer. The world is divided.

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Write down the grammatical basis of the sentence. They should bring lunch soon. Answer. They would carry it.

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Yuri Markovich Nagibin was born in Moscow into the family of an employee. He is grateful to fate for living “in a good, indigenous part of Moscow, surrounded by beautiful ancient churches and dense gardens.” It is clear that he knows how to see beauty in the familiar, the familiar. From his autobiographical works it is clear that a person retained a child within himself throughout all his years, and considers his childhood years to be the most significant for himself. He talks about his childhood, about his hobbies, about what he considers important: about friendship, about finding his way in life. How important it is when a person can see himself from the outside. In 1940, his first story, “Double Mistake,” appeared in the Ogonyok magazine. The author recalls with humor his immoderate delight at this first publication. But little and modestly has been written about the fact that he was a participant in the Great Patriotic War.

It is very important, when you become an adult and have achieved some heights, not to forget to whom you owe a lot. Yuri Markovich is a grateful person. He recalls that his stepfather taught him to “read only good books.” Russian and Western classics were the literature of his childhood.

“My first friend, my priceless friend” is the first line of A. S. Pushkin’s poem “I. I. Pu-schinu.” Pushchin was Pushkin's best friend from his lyceum days. He was the first to come to the disgraced poet in Mikhailovskoye. Yu. M. Nagibin measures his friendship with Pavlik by such a high standard, and that’s why he called the story that way.

The hero of the story first saw his friend as a long, thin, pale-freckled boy “with large gray-blue eyes that filled half his face; he “watched our brave fun with quiet, unenvious admiration.” For some reason, the hero wanted to show off in front of this boy, but he realized that he was behaving insincerely, and the boy guessed about it. After some time, the hero’s attitude towards the new boy changed dramatically. The hero felt respect for him: “His imaginary persistence turned into subtle delicacy: he had the right to keep company with us, but did not want to impose himself, patiently waiting for him to be called.”

A new friend amazes the hero: “What a reserve of individuality this boy had... if he managed to enter the soul of another person..” Years later, the attractive charm and talent of his friend remain a mystery to him: “I know that I still can’t write about Pavlik for real. And it is not known whether I will ever be able to.”

The narrator calls his friendship with Mitya Grebennikov imaginary: it “began at the tender age of four years.” Most likely, the boys became friends because they lived nearby, since at this age a person rarely chooses a friend.

The author talks about his experience of friendship with irony: “I was already experienced in friendship. In addition to ordinary and good friends, I had a bosom friend, dark-haired, thick-haired, with a girl’s haircut, Mitya Grebennikov.” The epithets that the author bestowed on Mitya betray his dislike for him. The hero of the story thought this way: if everyone has friends, I should also have a “bosom” friend.

Friendship with Mitya began to decline when he moved to a new house, began to brag, and spoke disgustingly about his previous house, “that this time seemed like a bad dream to him.” As a child, the hero believed in the sincerity of words, not actions: “Our friendship is greater than ourselves, we have no right to lose it.” These words are nothing more than just a beautiful phrase. In fact, Mitya “turned out to be a jerk,” an informer, and then tried to behave as if nothing had happened. “It all looked false, bad, dishonest.” Years later, Mitya is described as an adult: “Weak-hearted, sensitive, tearful,” “quarrelsome.”

Mitya and Pavlik differ both in appearance and in their demeanor - Pavlik is reserved, taciturn, and deliberative. Of course, internal qualities are also opposite.

Pavlik “raised himself.” He positioned himself with his parents in such a way that he managed his own interests, daily routine, attachments and movements. He was distinguished by independence and autonomy. He did not try to be in the foreground, but was distinguished by “rare spiritual chastity.” “I did not consider myself to have the right to impose my thoughts and considerations, views and assessments on people, not to mention doubts and hopes. To strangers he seemed apathetic, lethargic, indifferently letting existence pass him by. But I know how powerfully charged Pavlik was with life, what a strong, passionate, purposeful character he had.” The author compares his character with the character of Athos: “impeccable and noble always and in everything, in spite of everything.” He considers friendship with him to be the beginning of a new era in life: “And now Pavlik has come into my life.” For a long time, Pavlik was in the position of a stranger both in the yard and in the classroom, so the children thought that he was under the protection and tutelage of Yura. “In fact, neither of us depended on the other, but spiritual superiority was on Pavlik’s side.” “His moral code was stricter and purer than mine.” For Pavlik, the concept of honor was very important; he “did not recognize transactions with conscience.” The author recalls: “I experienced first-hand how irreconcilable the soft and flexible Pavlik can be”; “Pavlik’s word does not differ from his deeds.”

Pavlik regards Yura's action in the German lesson as betrayal. This shocked him: “He had some strange eyes: red and filled with moisture.” “Even now he did not let the tears fall, but, of course, he cried.” This case also characterizes the author: not everyone can talk about a low act for which years later you feel ashamed. Yura comes to the conclusion that he committed treason. He understands that if Pavlik were in his place, he would never betray his friend. Pavlik gave Yura time to realize the baseness of his act. And a year later, in response to Yura’s note, “he without any ceremony... came up to me, as he had done before”: “he didn’t want me to bear responsibility for my former self. He realized that there was different blood in me, so he came.”

Pavlik died during the Great Patriotic War. The squad commanded by Pavlik was burned by the Germans in the village council building. No one from his squad came out with their hands raised. The author experiences both tenderness and guilt, remembering his friend: childish - “Pavlik” does not fit in with the word “commanded”.

“If you measure life by Pavli’s last act, how can I consider that I am not guilty of anything?” — the author asks. This is our guilt of the living before the fallen, the dead: “Each one who perishes redeems the death of another. Pavlik allowed himself to be burned so that I could live. And I misused his gift. We must always remember the feat of the departed; perhaps then evil will disappear and the most cherished human dream will come true - to bring the dead back to life..."

1. Task 6 No.

Replace the colloquial word “muttered” in sentence 22 with a stylistically neutral synonym. Write this synonym.

– I'm not waiting for anyone.

2. Task 6 No.

Replace the colloquial word “fall asleep” in sentence 9 with a stylistically neutral synonym. Write this synonym.

(8) Pedestrians do not linger among adults; his best friends and listeners are children. (9) These bombard him with questions, which he answers with great eagerness. (10) Moreover, he is waiting for these questions and, answering them, experiences an amazing feeling, familiar only to a drying tree, when a leaf suddenly turns green on its knotted dead branch.

3. Task 6 No.

Replace the colloquial word “scary” in sentence 9 with a stylistically neutral synonym. Write this synonym.

(1) I haven’t heard of a single boy who could sneak into the woodshed and approach Urs. (2) But I know the girl Kat - she can.

(3) Urs is huge. (4) His fur is matted with icicles. (5) Icicles fall from the forehead onto the eyes. (6) Urs is more terrible than any wolf. (7) He has cold eyes and wet fangs the size of a finger. (8) He tore off the pants of one swindler and bit him, bless you. (9) Terribly evil dog. (10) But Kat says that he is kind.

4. Task 6 No.

Replace the colloquial word “felt” in sentence 32 with a stylistically neutral synonym. Write this synonym.

(31) A pleasant warmth spread throughout the boy’s body. (32) And already in his sleep he heard his mother get up, close the window, and for some reason feel his forehead.

5. Task 6 No.

Replace the colloquial word “yells” in sentence 42 with a stylistically neutral synonym. Write this synonym.

(41) I look - no one. (42) Dimka is alone on the shore and yells all these words. (43) I say to him: “Dimka, who are you talking to?” (44) And he looked at me and answered: “With the sea.”

6. Task 6 No.

Replace the colloquial word “not without reason” in sentence 52 with a stylistically neutral synonym. Write this synonym.

(51) They were silent for a minute. (52) The boy did not know where the pilot suddenly appeared here, but he felt that all this was not without reason.

7. Task 6 No.

Replace the colloquial word "mumbled" in sentence 44 with a stylistically neutral synonym. Write this synonym.

(41) He looked up at me. (42) These were the eyes of another person. (43) They were not desperate, but sad and lost their blue color.

– (44) “I’ll still be walking,” he mumbled.

8. Task 6 No.

Replace the colloquial word “kaby” in sentence 64 with a stylistically neutral synonym. Write this synonym.

(62) He threw up his hands sadly and sadly:

- (63) Eh, comrade commander! (64) If only I had known about this meeting earlier...

9. Task 6 No.

Replace the colloquial word “get lost” in sentence 39 with a stylistically neutral synonym. Write this synonym.

- (38) Yes, just in case. (39) Suddenly someone gets lost... (40) But there is not a light in the steppe.

10. Task 6 No.

Replace the colloquial word “scary” in sentence 20 with a stylistically neutral synonym. Write this synonym.

(18) His son, my friend Marik, who came with the guest, was angry with his father and sympathized with my tragedy. (19) Father shrugged his shoulders in fear and guilt and uncertainly repeated that he didn’t seem to drop anything... (20) He was terribly uncomfortable, he

11. Task 6 No.

Replace the colloquial word “slap” in sentence 11 with a stylistically neutral synonym. Write this synonym

(10) The girl smiled.

– (11) The roe deer has come,” Proshka suddenly said and hid behind someone’s back: Aniska won’t hesitate to slap behind the “Roe deer.”

12. Task 6 No.

Replace the colloquial word “bludgeon” in sentence 16 with a stylistically neutral synonym. Write this synonym

– (13) You... why are you asking me, Vanka?! – I screamed, choking both from terrible pain and from burning resentment. (14) – For what?!

– (15) And you... what are you for?! – Vanka shouted in turn and suddenly swung and hit me in the face.

(16) Having lost our minds, blind and enraged, we began to bludgeon each other with great zeal. (17) How were we to know that our classmate imperceptibly, very skillfully pushed Zhukov so that he hit my chin with his head at the moment when I rushed to my friend

13. Task 6 No.

Replace the colloquial word “blown” in sentence 23 with a stylistically neutral synonym. Write this synonym

14. Task 6 No.

Replace the colloquial word “shuganut” in sentence 22 with a stylistically neutral synonym. Write this synonym

(20) Smirnova was a girl from their squad. (21) Fair-haired, invisible, unremarkable. (22) Kolya Lukovkin looked at Smirnova in surprise, not knowing whether to rejoice or scare her...

(According to Yu. Yakovlev)

* Yakovlev Yuri Yakovlevich (1923–1996) – writer and screenwriter, author of books for children and youth.

15. Task 6 No.

Replace the colloquial word "headlong" in sentence 34 with a stylistically neutral synonym. Write this synonym.

(33) But it was not so in the meadow, where both forgot about everything. (34) Here you can run headlong, frolic, chase butterflies, wallow in the grass - everything was permissible. (35) However, here too, after eight months of Bim’s life, everything went according to the owner’s commands: “come and go!” – you can play, “back!” - very clear, “lie down!” - absolutely clear, “up!” – jump over, “search!” – look for pieces of cheese, “nearby!” - walk next to me, but only to the left, “to me!” - quickly to the owner, there will be a piece of sugar. (36) And Bim learned many other words before he was a year old. (37) Friends understood each other more and more, loved and lived as equals - man and dog.

16. Task 6 No.

Replace the colloquial word “laughed” in sentence 33 with a stylistically neutral synonym. Write this synonym.

(33) Instead of answering, he stuck his palm under my nose, and when I mechanically bent over, he suddenly slapped me on the nose and lips and laughed joyfully. (34) Without saying a word, I straightened up and hit him in the face with my fist.

17. Task 6 No.

Replace the colloquial word “lying” in sentence 24 with a stylistically neutral synonym.

(23) We had been walking for four hours, stopped and shot in the air, hoping for a miracle, but only fierce pieces of ice, like the teeth of predators, clacked against our weathered faces.

– (24) You’re lying, you won’t get there! – they seemed to hiss ominously.

– (25) The wrong ones were attacked! – we shouted to them from time to time.

18. Task 6 No.

Replace the colloquial word “calmed down” in sentence 38 with a stylistically neutral synonym.

(36) Elena Frantsevna transferred her anger to Pavlik. (37) He listened to her in silence, without making excuses or snapping back, as if all this did not concern him at all. (38) Having lost steam, the German woman calmed down and invited me to read any poem of my choice... (39) I received an “excellent” grade.

19. Task 6 No.

Replace the colloquial word "slap" in sentence 30 with a stylistically neutral synonym. Write this synonym.

(26) The girl ran to the backyard. (27) The guys played volleyball there. (28) She asked, but was accepted reluctantly. (29) She didn’t really know how to play. (30) Dina raised her hands with her fingers spread and began to wait for the ball to splash against them. (31) Finally, the long-awaited ball, directed by someone’s envious hand, hit the wrist with force. (32) The watch splashed in different directions: the mechanism separately, the glass separately. (33) With a pitiful ringing sound, it hit the ground and jumped up, sparkling in the sun.

Replace the colloquial word “now” in sentence 14 with a stylistically neutral synonym. Write this synonym.

– (12) The fact of the matter is that I never even have a boat. (13) But it would be very interesting! (14) “At the monasteries,” Korin continued, “acquaintances of archaeologists are camping just now. (15) They, firstly, will be happy with us unexpectedly going down the river, and, secondly, they will easily take us back by car.