What determines the spelling of the roots mak mok? Unstressed vowels in word roots

The lesson is a repetition lesson (according to V.V. Babaytseva’s program, there are hours allocated for repeating spelling throughout the year).

Main goal this lesson is to repeat previously learned spellings in the root of a word and introduce students to the spelling of roots with alternation mak-mok, equal-even. This leads to the objectives of the lesson: to teach students to apply their theoretical knowledge in practice, to develop competent writing skills, and to improve their creative abilities.

The lesson uses teaching aids: cards with test tasks, text printing, tasks for the interactive whiteboard ( Appendices 1, 2, 4 ).

Various technologies are used in the lesson: ICT, problem-based learning, health-saving technologies and games. The use of ICT optimizes the processes of understanding and memorizing educational material, and most importantly, increases high level children's interest in learning. This addition makes it possible to combine a variety of means that promote deep and conscious assimilation of the material being studied, saving lesson time.

Particular attention is paid to the analysis of the text; the characteristics of the text, the concepts of “type of speech, “style of speech” are repeated. This work contributes to the development of expressive speech, maintaining the purity of language (clearly, logically and accurately expressing one’s thoughts), and fosters a careful and conscious attitude towards the Russian language.

The lesson uses and different shapes work: individual, which takes into account inclinations, individual characteristics and interests of students; frontal (this form of work helps students enter into dialogue, participate in collective discussion of problems, master monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of their native language); group (helps to establish working relationships and collaborate effectively).

Students perform various types of activities during the lesson: composing sentences, producing various actions(the game “Make a Sentence” cultivates attention and speed of reaction, and this type of work also helps to create motivation for learning); vocabulary and spelling work to consolidate knowledge and skills in spelling roots with alternation, studied earlier and in this lesson; linguistic text analysis; repetition of morphemic and parsing; working with test tasks. At the end of the lesson, a differentiated task is performed: one group writes words with missing letters and graphically indicates this spelling, while for the other group the task becomes more complicated: it is necessary to distribute the words, taking into account the conditions of choice at the place of the gaps. This kind of work helps students gain faith in themselves and includes all students in feasible cognitive activities.

This lesson, I think, will help 8th grade students not only consolidate the spelling of alternating vowels, but also experience the joy of the effort made and experience the success of achieving a goal.

Objective of the lesson: consolidate knowledge and skills in spelling roots with alternating vowels.

Educational objectives:

repeat previously learned spellings at the root of the word;
repeat punctuation marks for adverbial phrases;
repeat general information about the text (topic, type, style of speech);
get acquainted with the spelling of roots with alternation mak-mok, equal-even;
to formulate the ability to distinguish between words with alternation and the vowel being tested.

Educational tasks:

cultivate a careful and conscious attitude towards language;
contribute to the preservation of the purity of language as a cultural phenomenon;
promote the development of hard work and mutual understanding.

Developmental tasks:

develop logical thinking: operation of analysis, highlighting the main thing, generalization;
develop spelling vigilance;
improve creativity;
develop expressive speech.

Lesson equipment: computer, multimedia projector, interactive whiteboard, cards with test tasks, text printout, table “Spelling roots with alternating vowels.”

PROGRESS OF THE LESSON

I. Organizational moment

Today, guys, we will continue to work on spelling roots with alternating vowels. Let’s start with the “Make a Proposal” game.

II. Syntax five minutes

Exercise. Make up a sentence using the following steps ( Appendix 1 ):

The raindrops reflected the rays of the sun- take a circumstance, making it the subject.
It's good to run in the morning in the dew– take a noun that acts as an adverbial adverbial, use it as an addition, expressed by a noun in the genitive case.
Take the verb from which the gerund is formed in sentence Glistening in the sun, the snow lies. Agree it with the received subject and put it in the present tense.
Plants release oxygen– take a noun acting as a subject, put it in the prepositional case, using it with a preposition on.
Continue the received sentence by including an adverbial phrase.

(Dew droplets glisten on the plants, reflecting the rays of the sun.)

1) Find in this sentence spellings related to the spelling of vowels in the root of the word (dew, shine, plants)
2) What groups can spelling patterns be divided into based on the spelling of vowels at the root of a word? (Unstressed checked vowels, unstressed unchecked vowels and alternating vowels.)
3) What kind of alternating roots do you know? Give examples (this was your homework)
4) What determines the spelling of vowels? (From stress, from suffix, from subsequent consonant).

III. Explanation of new material

Today we will get acquainted with another group of roots, the spelling of which depends on the meaning. There is a note on the board: - MAK - “immerse in liquid.” Example: dipping crackers into tea. – MOK – “pass liquid”. Example: waterproof raincoat. – RAVN – “equal, identical, on a par.” Example: solve an equation. – ROVN – “straight, smooth, even.” Example: leveling a hole. Exceptions: plain, peer, equally, level, equal! (Students fill out the 4th column of the table on spelling roots with alternation in the notebook for the rules).

IV. Consolidating new material

1) Vocabulary and spelling work.

Blotting paper, waterproof raincoat, dip a pen in ink, get wet in the rain, dip bread in milk, swimmers' records, bright float, equation problems, line up, level the surface, ride a horse, earth's plain, pass by, touch a sprout , spread out across the valley.

2) Working with text (the text is presented on interactive whiteboard). (Appendix 2 )

The teacher reads the text and the students listen carefully. Tasks and questions for the text:

What is this text about? (About the children's vacation at the summer camp)
Determine the type of speech. (Narration)
What is the author's purpose? (Make an impression)
What is the style of this text? (Art style)
Write down the first paragraph of the text in a notebook, graphically indicate the roots with alternation.
Execute morpheme parsing words: flared up, gilded, age, parse the last sentence of the 2nd paragraph syntactically.

After finishing the work, one student goes to the board and inserts the missing letters, and the rest of the guys check.

Physical education minute. Exercise for the eyes

3) Working with test tasks. Self-test( Appendix 3 ).

V. Independent work. (Task on the interactive board. Appendix 4 )

Students are divided into two groups: the 1st writes words with missing letters and graphically indicates the spelling, the 2nd distributes the words into 4 columns, taking into account the conditions of choice at the place of the gaps.

VI. Summing up

VII. Homework

Students finish working with the text (each has a printout of the text).

PART II.
(Materials for repeating spelling)

Alternating vowels in word roots

In accordance with the traditional classification of spellings, in this section we will consider the spelling of the following roots:

There are roots in the Russian language in which the spelling of a vowel cannot be checked by stress position. This is due to various reasons. Let's name some of them.

Let's try to determine which vowel phoneme is at the root of the word dawn. Let's choose a test word: someone will name dawn, and someone will remember zareve. The stress in words with the same root is that O, That A. Therefore, it is impossible to check the vowel in this root. We observe the same phenomenon in the roots -clone-//-clan- (bow, bow) -creation-//-creature- (creature , creation), -jump-//-jump- //-jump- //-jump- (jump, jump, jump).

In a number of roots, the spelling of the vowel depends on the suffix -A-. This is connected with tradition, with the history of the language. Take a closer look at this series of words: collect - collect, wipe - wipe, die - die, touch - touch, arrange - arrange. It is impossible not to notice that in modern Russian the suffix -A- is an indicator of the imperfect form of the verb, and alternation accompanies the transition of the verb to another form. By the way, you can recall other similar alternations, which were already mentioned in the previous section: be late - be late, flutter - flutter. Linguists have found that in Old Russian language It was the alternation in the root that was an indicator of verb aspect. But the verbal system has undergone serious changes, and, in particular, alternations of the vowel in the root of verbs have lost their formative function. In modern Russian, these alternations are historical.

At the root -gor-//-gar- under stress is only A, and the unstressed sound is indicated by the letter O. Why? As etymological dictionaries report, in the Old Russian and Old Church Slavonic languages, before the fall of the reduced ones, it was pronounced g[o]rght, But g[a]r. Since in that era vowels in an unstressed position were not reduced, there were no problems with the spelling of vowels. And, although in modern Russian the spelling O turns out to be fundamentally unmotivated, according to tradition we continue to write it.

Task 9. Think about whether roots in words can I'll collect, lock up, burn out and similar ones are written according to the phonemic principle.

Roots with alternating vowels can be divided into four groups depending on the conditions for choosing the vowel letter. All of them are reflected in the table.

The spelling of the vowel depends on
final consonants of the root	suffix -A-	accents		semantics (values) of the root
-grow-//-grow- // -grown- -jump- // -jump- ! If the infinitive of the verb is a root -jump-, That in the form of 1 l. units hours present and bud. vr. and in pov. incl. is written A: jump - jump, jump	-ber-//-bir-a- -per-//-pir/a- -der-//-dir/a- -ter-//-tir/a- -mer-//-world/a- -zheg-//-zhig/a- -chet-//-cheat/a- -steel-//-steel/a- -brilliant-//-brilliant/a- -kos-//-kas/a-	Without accent it is written: -mountain- -creation- -clone- -float- -zar-		-mok-//-mac- Mok- – ‘to become saturated with moisture’ -poppy-– ‘dip into liquid’ -exactly- – ‘even, straight, smooth’ -equals- – ‘equal, identical’
-lozh-//-lag/a-
Exceptions
Rostov Rostislav sprout moneylender teenage (Variable placement of stress. Test word - teenager) industry And also all the same root words: branch, sprout, growth, outgrowth, outgrowth, etc. leap spasmodic canopy	couple combine And also all cognate words : combination compatibility associative combine		dross burnt slag (These words are derived from the word burning) utensils swimmer(s) swimmer(s)		peer equally level plain

Task 10. Word couple is included in the exceptions in many reference books and spelling textbooks, although this is incorrect. Think why.

Task 11. Using linguistic dictionaries, explain the meaning of exception words soot, scorch, fumes and characterize them in terms of their scope of use.

Task 12. Read a fragment of the poem by M.Yu. Lermontov “Borodin’s Field”:

The drums struck the dawn,
The foggy East has turned white,
And an unexpected blow from enemies
It landed on the battery.

Install using linguistic dictionaries, whether the first line contains a spelling and rhythmic error. (See N.A. Eskova’s dictionary Brief dictionary difficulties Russian language: Grammatical forms; Accent; About 12 thousand modern words. Russian language 6th edition, rev. M.: Astrel, Asg, 2008)

Task 14. -lag-//-lozh-, -rast-//-rasch-//-grew-, -skak-//-skoch-, as well as exception words. Rewrite the phrases by inserting the missing letters. Mark the roots with alternating patterns. Explain the spelling of the highlighted letters.

1. Ra With lie free time, adjective, theory e tic_positions, have hopes, offer tea, parse the sentence, lit. e ratio pr And lie, terms of success, lie G cue half_g.

2. P O useful plants, rich vegetation, tree grown, grown in a greenhouse, grow in captivity, slow nn oh connection, up to the peephole in the door, right And grow_if to the tree, grow_in middle lane, in the city of R_stov e, adolescence, young age, green growth, important sector, retailer, overgrown with grass, sector on the left Ouch Research Institute

3. Ride a horse, jump out from around a corner, a decisive jump, jump up from a place, an arrogant upstart, jump out of surprise nn awn, Donskoy horse, racehorse, deftly dismount from the saddle, slip past unnoticed nn y, skip_everyone, galloping flight, galloping, speed_skating, jumping out of A rut, I'll come instantly, ck_read g A with a lop, skip on one leg along the path, don’t miss the turn, I’ll run up to you in the evening, bounce even higher, just bounce on a chair, I’ll bounce along the river bank, it will stop the horse at a gallop.

Task 15. Learn the rule for writing roots -mountains-//-gar-, -tvor-//-tvar, -clone-//-clan-, -zor-//-zar-, -pilaf-//-swim-, as well as exception words.

1. Ш O sunbathed, sunbathed, tanned young man, sunbathed h data, reached to O ster, pr And g_r, g_rhvostka, g_rel, vomits of my passions, hot sleep chk and, locomotive bastard.

2. Evening in vain, gazing at the rays of the sun, bright spectacles, blazing in the forest, gazing at the rays And villization, insight of a lonely mind, playing for nothing.

3. Bent down to the ground, bow to hertz O gyne, bow_to the elder, bow_adj A travellers, etc. e swear to g e roism, etc. And put_head;

4. Great TV _ thinking, performing miracles, etc. e bring life to life, open the gate, good luck With tv_ritel, different tv_r;

5. Experienced swimmer, swim island, swim to the middle of the river, easy swim, zag O mature swimmers, swimmer beetle, swimmer, swimmer, excellent swimmer;

6. Insoluble compounds And hesitation, evasion of obligation nn osty, kuho nn This creature, internal combustion engine, lit up with a smile, the smell of waste, bowed over the river, ra With act in the fog, stay afloat, rage while sunbathing by the river, deviate from the course, overwhelmed with happiness, etc. And tv_rit to A litka, uv And give pl_vtsov.

Task 16. Learn 10 roots, the spelling of which depends on the suffix -A- according to the model -ber-//-bir/a-, and exception words. Rewrite the phrases by inserting the missing letters. Select the roots in an alternating manner. Explain the spelling of the highlighted letters.

Get ready for the exam, shine in the sun, freeze with surprise, freeze with delight, ra ss smoldering around, erasing what is written, inflaming passions, rubbing himself with a towel, locking up a heart, burning out a drawing, an incendiary projectile, a brilliant journalist, shining in the world, locking a barn, laying out a tablecloth, a rare occurrence, running away without looking back, deducting from a salary, tax deduction, tidying up a room , unlock the lock, collect ur O Please, choose a dissertation topic, selective Komi ss Iya, sleep with my mind, my choice.

Task 17. Remember the meaning of the roots -poppy- And -mock-. Rewrite the phrases by inserting the missing letters. Select the roots in an alternating manner. Explain the spelling of the highlighted letters.

Washed from head to toe, dip the feather in the ink b, ruined my reputation And yu, toss hair, prom_porridge, s A footwear is wet, waterproof A lol, softened by tears, but kk wet_it thoroughly, blotting paper, dipped the brush in water, washed it to the skin, soaked it in a hot bath, wet_it and with ъ ate, rinse with a napkin.

Task 18. Using a word-formation dictionary, determine which word motivates the word prom_porridge, what is its word-formation meaning?

In a number of words with roots -exactly- And -equals- the meaning of the root is quite easy to establish, and writing such words does not cause much difficulty. For example: equalize in weight, equalize, equalize rights, level the asphalt, level the sand. A spelling problem arises where the meanings of words cannot be reduced to semes (elements of meaning) ‘even’ or ‘equal’ or where spellings that contradict the rule have been fixed. At school, words such as: plain, level, equally. How to explain the spelling of a vowel in the command “ Be equal!” or in a phrase align with the forest? After all, a native Russian speaker will most likely explain the meaning of these words through the semes ‘stand up straight’, ‘along a straight line’.

Orthographic difficulty in choosing roots -exactly- And -equals- explained by the facts of the history of the Russian language. These roots are related: they have a common “ancestor” - a Slavic root, from which words with -exactly-, and in Old Slavonic language- words with roots -equals-. Initially, both of these roots had one meaning, which combined the meanings ‘equal, identical’ and ‘even, straight’. In the textbook A.I. Kaydalova and I.K. Kalinina “Modern Russian Orthography”, the authors note that back in the 19th century. word smooth could be used in both meanings, and the following examples are given:

She lived at the expense of Marfa Timofeevna, but on an equal footing with her.(I. Turgenev “The Noble Nest”)

The estate was divided into three even parts.(A. Herzen)

During the development of language, semantic differentiation occurs: one meaning is assigned to each of the roots. However, some words have traditional spellings despite changes in semantics, and some words have developed new meanings.

The situation is also complicated by the already familiar alternation o//a in verb roots. For example, imperfect forms of verbs level And level spelling and phonetically coincide in form compare.

Task 19. Read excerpts from the IAS. Write down the meanings of words with roots in your notebook -exactly And -equal-, which, in your opinion, cannot be reduced to the semes ‘even’ or ‘equal’.

EQUAL, -I"yu, -I"eat; nesov., pereh.

1. (owl. compare). To make equal, identical in some way. attitude; equalize Not touched by anything, not embarrassed, humble or murmuring by her brothers - with her scythe she equals everyone [death]. (Tyutchev). There are two forces - two fatal forces. Climate equals everyone. So all Vietnamese, one might say, dress the same: pants made of plain fabric and a light white shirt. (Soloukhin. Postcards from Vietnam).

2. with someone or something. To consider equal, to equate to someone or something. [Donna Anna:] I don't want to justify João; He was criminal, but he was not vicious. His deeds cannot be compared with others, and they cannot be measured by a common measure. (A. Tolstoy, Don Juan). Innovation, when we think about Pushkin’s emancipation of poetic speech, cannot be compared with “technological” experiments in the laboratory of poetry. (Reshetov. In his sublunary world).

EQUAL, -I'm, -I'm; unsatisfied.

To be equal, the same in some way. respect. Cedar rose higher than deciduous trees, and only poplar could still equal it.(Emelyanova. IN Ussuri taiga) We have seven classes, and the last one<…>equal to the seventh grade of a gymnasium. (Kaverin. In front of the mirror) || with whom.

– Our young lady is so white, such a dandy! How can I compare with her! (Pushkin. Peasant young lady) [Larisa:] Who do you look up to! Is such blindness possible! Sergey Sergeich... this is the ideal man. (A. Ostrovsky. Dowryless) || what. To be equivalent, equivalent to something. The daughters had long ago sent Arina Vasilyevna, but she did not dare to come, because Stepan Mikhailych’s words “not to wake anyone up” amounted to a ban on coming. (S. Aksakov. Family chronicle) [Paratov:] Your request for me is equal to an order. (A. Ostrovsky. Dowryless)

2. (owl. catch up). When approaching, to be on an equal footing, next to someone. – Who are they shooting at? Who's shooting? - Rostov asked, matching the Russian and Austrian soldiers running in mixed crowds across his road.(L. Tolstoy. War and Peace) [Samghin] walked quickly <…> . - Who are you running from? – Dronov asked, leveling up with him. (M. Gorky. Life of Klim Samgin)

3. Become (in formation) on the same line with the flanker. The orchestra began to play, and from the courtyard, through the wide-open gates, people began to move in rows.<…>They walked one after another, trying to match the flank as they went. (Bakhmetyev. Martyn's crime) || led be equal! (be equal!). Used as military, sports, etc. command – align row(s). – Be equal! - Plum commanded. (Kuprin Duel)

4. trans.; by whom and to whom. Follow someone example. – You are a social worker, you are strength. You must set an example of strength: after all, everyone looks up to you.(Gladkov. Masha from Zapolya). The front troops were widely recruited by young people who had not yet participated in the war. These youth looked up to their older comrades. (Bragin. Vatutin)

5. what. To be equal to smb. size, represent some kind of size. Two times two equals four. The length of the island is 900 versts; its greatest width is 125, and its smallest 25 versts. (Chekhov. Sakhalin Island). The power of its [ship's] mechanisms was equal to the power of a large power plant. (V. Kozhevnikov. Last flight)

6. Strad. to equal.

EQUAL "YAT, -I"yu, -I"eat; nesov., pereh. (nesov. align).

1. (nons. also level). Make it even and smooth. Workers in aprons on the scaffolding laid bricks, poured masonry from the gangs and leveled them with lami. (L. Tolstoy. Anna Karenina). In the distance<…>Silin's and Remnev's tractors were constantly chattering; They were using rollers to level a large, two-kilometer-long area where they were supposed to weld pipes. (Azhaev. Far from Moscow).

2. Place in row(s) in a straight line. Even out the line.

6. Rules of Russian spelling and punctuation. Complete academic reference book / Under. ed. V.V. Lopatina. M., 2006.

7. Rosenthal D.E. Handbook of spelling and literary editing. M., 1999.

8. Dictionary of the Russian language: in 4 volumes. M., 1981–1984. (IAC)

9. Dictionary of the Russian language: in 4 volumes. M.: Russk. language; Polygraph resources, 1999. [ Electronic resource] – Access mode: http://feb-web.ru/feb/mas/mas-abc/default.asp

10. Tikhonov A.N. Morphemic-spelling dictionary. M., 2002.

11. Tikhonov A.N. Word-formation dictionary of the Russian language: in 2 volumes. M., 1985.

12. Uspensky B.A. History of the Russian literary language (XI–XVII centuries). M., 2002.

13. Vasmer M. Etymological dictionary of the Russian language: in 4 volumes. St. Petersburg, 1996.

14. Chernykh P.Ya. Historical and etymological dictionary of the modern Russian language: in 2 volumes. M., 2006.

15. Shansky N.M., Bobrova T.A. School etymological dictionary of the Russian language: the origin of words. M., 2001.

E.V. ARUTYUNOVA,
Moscow

Spelling of roots is included in the United state exam in Russian language for grade 11 (task 8).

Algorithm for checking the spelling of roots

Check if the root is alternating. If it is, check according to the rule.

If the root is not alternating, try to find a test word. If a test word is found, the letter is tested.

If the test word was not found, the letter is untestable.

Spelling of alternating roots

The spelling of alternating roots can depend on many factors: stress, the presence of a suffix, the meaning of the word, etc.

Alternating vowels O and A in the root

Alternating vowels E and I in the root

The alternation of vowels E and I in roots depends on the presence of the suffix -A- after the root: if there is a suffix, then I is written, otherwise E is written.

If after the root there is a suffix -A-, then the root contains I

Not to be confused with the word put up, the vowel of which is verifiable (peace).

Spelling of checked vowels/consonants in the root

If a vowel or consonant is a verifiable letter in the root, then there is a word with the same root in which the vowel is under stress and the consonant is before the vowel.

Cx. matic – check word circuit => schematic

B. fight – test word vivacity => cheer up

Account happy – test word happiness => happy

Hru. cue – test word fragile => fragile

Proru. ь – test word cut through => ice hole

Danger. ny – test word dangerous => dangerous

Spelling of unchecked vowels/consonants in the root

Unverifiable vowels and root consonants should be checked in a dictionary and memorized the correct spelling.

An unstressed vowel in the root, verified by the stress of the word. Unstressed vowels

How to write correctly: cold or cold, ship or ship, will grow or will grow? These questions arise for most people who have long graduated from a general education institution, and for those who are still in the process of studying. As a rule, such confusion is due to the fact that the vowel letter at the root of the named words is not stressed.

Unstressed vowels are a surefire way to write letters incorrectly. But if you study all the necessary rules, you can easily create a literate text.

What is the difficulty?

There are quite a lot of expressions in the Russian language, the writing of which raises various questions regarding their “correctness”. Thus, all words that have an unstressed vowel at their root can be divided into 3 groups:

unstressed vowel in the root, verified by word stress;
words that have alternating vowels in their roots;
words that have an unverified unstressed vowel at the root.

To write a letter correctly, you should know exactly how to write an unstressed vowel at the root. There is not one rule for such words, but several (separate for each case). Let's look at them in more detail.

Unstressed vowel in the root, verified by word stress

How to correctly write a word that has an unstressed vowel at its root? Let's answer this question right now. It is necessary to select a test word with the same root, where the stress will fall on the same letter. After such a check, in the unstressed syllable of the root, you can safely put the same vowel that is in the stressed syllable.

Example words

To make it more clear how unstressed vowels are checked in practice, here are a few examples:

How to spell the word "uh" correctly. "to die." First you need to choose test words. They can be “move” or “leave”. As you may have noticed, in these words the emphasis falls on “o”. That is why there are doubts about how to spell unstressed syllable, should not arise (“go away”).
How to write the word “argum” correctly. ntate"? It is also necessary to choose a test word for it. For example, "argument". The emphasis in it falls on “e”. Therefore, it would be correct to “argument.”

Features of the rule

An unstressed vowel in the root, verified by the stress of the word, is the simplest rule in spelling. However, difficulties may arise during such verification. After all, it is very important to choose the right test words, otherwise you can easily make a mistake.

So, let's look at the words “dedicated.” tion" and "enlightenment. ". The test word for “dedication” is “holiness,” so it should be spelled with an “I.” The test word for “prosv. tion" is "light". In this regard, it must be written with the letter “e”.

Having considered these examples, we can safely conclude that the test words used should be of the same root (that is, as close as possible in meaning).

What difficulties may arise?

Despite the fact that the rule “Unstressed vowel in the root, checked by word stress” is quite simple, difficulties can still arise when using it. What are they connected to? The fact is that when writing some words, it becomes difficult to find suitable test words for them.

Let's look at a few of them:

conquer - submissive;
exemplary - exemplary;
comprehend - comprehend;
apology - innocent;
shepherd - shepherd or shepherd;
inexhaustible - to run out;
absorb - pharynx;
pile up - bulky;
expose - naked;
line - line.

Note

The vowels “a” and “o” in the roots of perfective verbs should in no case be checked with imperfective verbs.

Swallow - pharynx. The word “swallow” cannot be used.
To be late is too late. The word “late” cannot be used.
Flood - it will flood. The word “flood” cannot be used.
Double - two. You cannot use the word “bifurcate”.

Using this rule in practice and paying attention to its features, you will be able to correctly compose any text or letter.

Words that have alternating vowels in their roots

The Russian language has a huge number of roots in which the vowels alternate. Thus, in some words these roots are written with one vowel, and in others - with another. It should be especially noted that such expressions can quite easily be mistaken for those that need to be checked using a stressed syllable. In this regard, the list of such roots must be remembered. In this case, the choice of one vowel or another may depend on the presence of a suffix in words -A-, from the meaning of the root, as well as from the stress or letter following it. Let us give an example of several such roots:

Words with an unverified unstressed vowel at the root

In some cases, the spelling of unstressed vowels is fundamentally beyond any of the rules presented. In such situations, teachers and professors simply require you to remember them. However, there are so many of them that learning these words is problematic. In this regard, it is recommended to write them down on a separate piece of paper and use it when you have difficulties writing a letter correctly.

Let's present an incomplete list of words whose spelling you need to know by heart:

avant-garde, adventure, agronomist, almanac, orange, appeal;
balloon, crimson, conversational, den, unprecedented;
vaccine, magnificent, option, vacancy, great, lobby, vinaigrette, virtuoso, veteran, admiration, stained glass;
genius, herbarium, high school student, hypothesis, hypnosis, hot, horizon;
diagnosis, director, dear, document, travel;
railway, wish;
interest, tomorrow;
dependent, ignore, informational, interest, incident, information;
calendar, careerist, sway, comment, sociable, companion;
cherish, azure, linguistic, lilac;
tangerine, metaphor, mechanics, miniature, milk;
obsession, reluctantly, adverb;
preoccupied, bewitch, original, stunned;
panorama, landscape, foam rubber, president, privilege, thunder;
real, mode, review, solve;
sympathy, dog, fight, stereotype, scholarship;
hasty, solemn, traditional;
compact, honor, destroy;
philharmonic society, philosophy, phraseology;
character, characteristic;
ceremony;
Human;
masterpiece;
exposure, element, experiment, label.

Knowledge is such a precious thing that there is no shame in acquiring it from any source. Abu al-Faraj

Thursday, September 6, 2012

Table "Alternating vowels in the root of a word"

11 comments:

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very cool site

Thank you so much! Helped a lot)))

I searched, but didn’t find a connection with the admin or moderator of the page, so I’ll write in the reviews. The table is good, however, it can be improved. Write in front of the table how to identify words with alternating vowels in their roots. I searched for a rule for a long time and had difficulty finding something that clearly explained it. In the roots -gor- -gar-, the word exception is not written - vygarki, the stress falls on the 1st syllable, but is written in the second -gar-.

Depending on the accent, we missed -clone-clan-, but thank you for helping.

svetlana2312.blogspot.com

Unstressed vowel sounds in roots. Vowel sounds are stressed and unstressed

In the Russian language, all sounds are divided into vowels and consonants. There are only six vowels - “a”, “o”, “u”, “i”, “e”, “s”. They are pronounced only with the participation of the voice, without the participation of noise. Can form syllables. There are shock and unstressed ones. Vowel sounds - stressed and unstressed — have their own characteristics and specific roles in speech process. In addition, many norms for designating vowels in writing with letters depend on the presence or absence of stress.

The vowels “e”, “yu”, “ya”, “e” are not separate sounds. They represent the designation of two sounds. For example: I - ya, yu - yu, etc. They are also endowed with additional functions- indicate the softness of a consonant sound in writing.

Stressed vowel sounds

A stressed vowel sound is a vowel sound that is pronounced when pronounced by the voice. That is, the one on which the emphasis falls. This sound is always pronounced more clearly. Compared to the unstressed one, it is in a stronger position and plays a meaningful role. As a rule, writing letters that convey stressed vowels does not cause difficulties.

For example, in the words small (stress on the first syllable), peaceful (stress on the first syllable), distant (stress on the second syllable), the spelling of stressed syllables will not cause doubts in anyone. The principle “as it is heard is how it is written” applies here, and sounds are heard clearly.

Stressed vowel sounds are designed to perform the function of meaning differentiation. For comparison: mole, mal, soap, mule - words that we distinguish by ear due to the fact that different vowels are written in them.

Unstressed vowel sounds - what are they?

Unstressed vowels are vowels that are not emphasized by the voice. They are pronounced with much less force and not nearly as energetic as drums. They are in a weak position, and writing the letters that convey them is often difficult. The principle “as we hear, so we write” will not work in this case, since what is heard may not be what actually is.

An unstressed vowel sound is often in an altered state (state of reduction). And the degree of transformation may depend on the distance of the stressed vowel. The further you go, the stronger the reduction. For example, in the word “kolobok” the stress is on the last sound “o” - in the third syllable. The closest “o” (in the second syllable) is heard even more or less clearly, and the distant one (from the first syllable) is practically lost during pronunciation. Its duration in this case is minimal.

Relatively stable in this regard are the unstressed vowel sounds “i”, “s”, “u”. The degree of their transformation is almost not affected by the distance from the shock (mumiyo, Pinocchio, world). The only exception is “and” at the beginning of a word after a hard consonant, which ends the previous word of the phrase. In such cases, “and” turns into “s”. This situation is clearly visible, for example, in the phrase “smoke over the hut.”

Unstressed vowel sounds in roots. Spelling

As noted above, conveying unstressed vowel sounds in writing often poses difficulties. It can be especially problematic to understand which letter should indicate the unstressed vowel sound at the root of a particular word.

The spelling of such roots is allocated to a special section of grammar and is studied in detail in philology. Choosing the correct letter depends on various factors: features of proximity to other letters, the presence or absence of a stressed syllable nearby, test words, their origin, etc.

Unchecked vowels in roots

The most difficult case from a spelling point of view is unstressed vowel sounds in untestable words. When it is impossible to choose an option with an impact root.

The correct options in such situations can only be remembered or always carry a dictionary with you in which you can look up the spelling.

Words that fall under this section include, for example: meridian, vinaigrette, concrete, corvalol, cheesecake and others. Many of them are of foreign origin.

Checked vowels in word roots

The letters denoting unstressed vowel sounds in roots can, in most cases, be determined by choosing a word with the same root where the stress falls on the root.

For example, by changing the word “grass” to “grass”, it is easy to understand which letter should be written in the unstressed root. More options: mountain - mountain, water - water, rain - rain, and so on and so forth. There are a great many examples in the Russian language.

Note: In the case when the root of the word contains a letter denoting the stressed syllable “yo” (“е”), in the unstressed version it will change to “e”. For example: dead - dead, maples - maple, unbuttoned - unbuttoned.

Spelling roots in words of different origins

Unstressed vowel sounds in the main morphemes of words can have different literal expression depending on the origin of that particular word.

So, for example, native Russian words are often distinguished by the full-vowel spelling of the combinations -oro-, -olo-: young, fence, shell. And their Old Church Slavonic variants have a shortened version of the letter combination and the transformation of “o” into “a”: baby, fence, cloud.

Alternation of unstressed “a” and “o” in roots

Letters denoting unstressed vowel sounds can alternate in the roots of related words. One of the alternation options is “a” and “o”. Different roots have their own spelling rules:

For example, regardless of which letter is written under stress, in the unstressed position we almost always have the roots of “mountains”, “clone”, “creation”, “zar” and “melt”: lit up, bow down, create, illuminated, melt. But there are exceptions: burnt marks, burnt marks, utensils, zarevat, swimmer, swimmer, quicksand, etc.
The morphemes “rast”, “rasch” and “ros” depend on the consonant closing the root. The letter "a" is preceded by "st" or "u", while the "s" is usually preceded by "o". The following do not fit into this rule: Rostislav, Rostov, usurer, sprout, outgrowth and variants derived from them (Rostov, usury, etc.), as well as the word industry.
In the morphemes “skoch” and “skak” there is usually an “o” before the letter “ch”, and an “a” before the “k”. For example: jumper, jump rope, upstart, jump up. The only exceptions are the words gallop, gallop, gallop and jump.
Unstressed vowel sounds in words with the roots “lag” and “lozh” are represented in writing by letters, according to the following rule: “a” is used before “g”, and “o” is used before “zh”. For example: add, believe, decompose, addition, position, put aside. The exception is the canopy.
The presence or absence of the suffix “a” is determined by such roots as “kas” and “kos”. If the suffix is present immediately after the root, then it will be “kas”, and if not, then it will be “kos”. For example: touching, touching, touching, touching.
The spelling of roots with unstressed vowels sometimes depends on their meaning. So, in the case of “mok” (“urine”) and “poppy”, the first option “works” if we're talking about about soaking in liquid (blotter, wet), and the second - in the case when we mean immersion in liquid (dip, dip).
The morphemes “equal” and “equal” also “equal” to the meaning of the word. If sameness is meant, then it is written “a” (equal, equation), and if straightness and smoothness, then “o” (to align, level). Exceptions: peer, plain, level, equally.

How “i” and “e” alternate

The letters of the unstressed vowel sounds “i” and “e” can also alternate in the roots of words.

Morphemes “bir” and “ber”, “zhig” and “zheg”, “steel” and “steel”, “blist” and “brist”, “world” and “mer”, “tir” and “ter”, “ dir" and "der", "pir" and "per", "chit" and "chet" are directly dependent on the presence of the suffix "a". If it is adjacent to the root, it is written “and”, and if it is absent - “e”. Examples: begging - will take; cauterization – burned out; spreads - lay; brilliant - brilliant; freeze - freeze; rub off - rub off; tear off - tear off; unlock - unlock; read - deduction. Exceptions: couple, combination, combine.

O - E after sibilants and C in suffixes and endings of nouns and adjectives

Consoles on. z - . With

Pre- and pre-

Vowels Y and I after prefixes

after prefixes ending in a consonant

Cases and case endings nouns

Features of the declension of nouns in -iya, -i, -ie

Indeclinable nouns ending in -mya

If when declension of a noun

Suffixes -ichk-, -echk-

Suffixes -chik-, -schik-

NOT with nouns

ignoramus
tall tales
When forming a word with the opposite meaning:

NOT with adjectives

Not used without NOT:

Suffixes -onk-, -enk-

If the adjective has a short form:

-Н-, -НН- in adjective suffixes

IN short adjectives-Н-, -НН- are written in accordance with the full form

Connecting vowels O, E in compound words

Spelling compound nouns

Continuous writing

Difficult words

from complex nouns:
pedestrian
locomotive
from combinations of words:
railway ( railway)
Old Russian (ancient Russian)
in combination with an adverb:
highly educated
fleeting
quality with extras shade:
sweet and sour
bitter-salty
shades of color:
blue-black
milky white
pale pink
homogeneous adj. (= and, but, not only):
English-Russian
electronic computing
the first part ends in -iko:
physical and mathematical

By meaning and grammatical features

Declension of cardinal numbers

Declension of compound cardinal numerals

For compound numerals denoting whole numbers, all the words from which they are composed are declined.

Declension of fractional numbers

3 - numerator: cardinal number
—
5 - denominator: ordinal number

When declension of fractional numerals, both parts change: the numerator is declined as a whole number, and the denominator as a plural adjective.

Declension of collective numerals both-both

Declension of numerals one and a half, one and a half hundred

b at the end and in the middle of numerals

Remember:

No b is written in the middle
fifteen
sixteen
seventeen
eighteen
nineteen

Pronouns

Personal
Refundable
Interrogative
Relative
Negative
Possessives
Index fingers
Certain
Undefined

Spelling of indefinite pronouns

NOT-, NOR- in negative pronouns

Verb conjugation

The conjugation of verbs is determined by the indefinite form.

Present tense verb conjugation

Features of the conjugation of some verbs:

From the verb to win 1st person singular. no numbers are formed.
1st and 2nd person units. and many more hours present vr. from the verb to be is not used.
Variably conjugated verbs want, run, dream:
wants, wants - according to I reference ..;
want, want, want - according to Ref. II;
you run, run, run, run - according to Ref. II;
run - along I reference;
glimmers - according to I reference;
brezhut - II reference.

Use of b in verb forms

The letter b is written:

imperative mood

Vowels in unstressed suffixes of verbs -ova- (-eva-), -ыва- (-iva-)

Participle as a special form of verb

Which? which? which? which?

denotes an attribute of an object
changes by gender, number, case, consistent with the defined noun
transitivity and intransitivity of action
perfect and imperfect form
present and past tense

Valid and passive participles

active participles

Active present participles

Active past participles

Passive present participles

Passive past participles

Book, written famous writer , out of print.
Written by a famous writer the book is out of print.

Without NOT not used:

-Н-, -НН- in suffixes of participles and verbal adjectives

If there are no prefixes (except non-), the suffix -ova- (-eva-) will explain. words::

Vowels before -Н-, -НН- in participles and verbal adjectives

The participle as a special form of the verb

Perfect and imperfect appearance.
Transitivity and intransitivity of action.
Controls dependent words.
Does not change (does not decline, does not conjugate).
It is not coordinated, it is not controlled.
It can be a circumstance in a sentence.

Singing the song to the end , the wounded began to sing it first.
Pigeon, seeing the children , flew up.
He wrote something tilting his head .

Imperfect participles

Degrees of comparison of adverbs

Spelling vowels at the end of adverbs

b at the end of adverbs
After the hissing adverbs at the end it is written ь:
away, gallop, unbearably, backhand.
Exceptions: already married, unbearable.

-N-, -NN- in adverbs starting with -O (-E)

NOT and NOR in adverbs

Spelling adverbs with a hyphen

Adverbs with the prefix po-on -om, -emu, -ski, -ki, -i

Exceptions:

Adverbs with the prefix vo- (v-), formed from ordinal numbers
Adverbs with suffixes -to, -either, -something, prefix some-
Adverbs formed by repetition of words (same root or synonymous)

Continuous writing of adverbs

Prefix + adverb
Prefixes na-, v- + collective numeral

twos, threes

Prefix + pronoun, full. attached (not starting with a vowel)
Prefix + short adjective
Prefix + noun, where a definition cannot be inserted between the prefix and the noun

Separate writing of adverbs

The noun has retained some case forms

Between nouns and a preposition can be used to insert a definition
Preposition B + noun, adjective, beginning with a vowel
Prepositions B, NA + noun in a sentence. case.
The noun is used figuratively

Functional parts of speech

Pretext
- Non-derivative prepositions
- Derivative prepositions
  - adverbial prepositions
  - denominal prepositions
  - verbal prepositions
  - Particle
  - They don't change.
  - They do not have independent lexical meaning.
  - They are not members of the proposal.

Municipal educational institution

"Primorskaya average secondary school»

Agapovsky district Chelyabinsk region

Lesson summary on the topic:

“Alternation of vowels in the roots equal-/rovn- and mak-/mok-”

6th grade

prepared

teacher of Russian language and literature

Alekseeva Elena Alexandrovna

Magnitogorsk

2012

Lesson topic: Alternation of vowels in the roots equal-/rovn- and mak-/mok-

Lesson type: combined

Methods: verbal, visual

Equipment: textbook: textbook: Russian language: Textbook. for 5th grade. general education / M.T. Baranova, T.A. Ladyzhenskaya and others - M.: Education, 2011. - 239 p.

Animal photography, didactic material, scheme.

Lesson objectives:educational– teach schoolchildren to correctly write equal- / equal- roots; poppy/mok-.

developing– develop logical thinking, written and oral speech;

nurturing– develop teamwork skills and cultivate a love for animals.

Board design:

Get even

dip

level

compare

level out

get wet

gets wet

Lesson progress

1.Organizing moment (1 min)

Task: organize children's attention and work spirit.

2. Check homework(5 min)

Task: check the degree of assimilation of the material covered; updating basic knowledge.

At home, students completed exercise 337 according to the task: copy the text, insert the missing letters, highlight the roots in the words. Before checking homework, students answer the following questions:

1. Did everyone complete their homework?

2. Are there any questions about homework?

Weak students check their homework using flashcards. Medium - according to the stencil. The strong compile a summary table for homework.

3. Spelling warm-up (5 min)

Tasks: 1. Reproduce the knowledge acquired in previous lessons.

2. Create the mood to repeat the material.

Students write down a sentence from dictation, explain the placement of punctuation marks, and highlight the roots in all words.

Three students work with individual cards (Appendix 1). One student is at the blackboard.

The companies, without mutual agreement, pulled themselves up in wet overcoats and lined up in ranks. .

Students working individually hand in their work. The teacher gives a grade to a student working at the blackboard.

Question to students: Why in words leveled and wet is the letter o written at the root?

The teacher dictates the second sentence.

Vasya dipped a sheet of paper and made the edges equal .

Questions for students:

Why in words dipped and equal letter is written A at the root?

Why do you think in words leveled off And equal, wet And dipped, despite similar roots, different letters are written?

Look up the meaning of words in explanatory dictionary, what is the difference between them?

Conclusion: in the roots equal- / rovn- and mak- / mok- vowels are written depending on the meaning of the word.

4.Learning new material (5 min)

The teacher and students draw up a diagram “Spelling of vowels in the roots equal- / equal- and mak- / mok-.”

equal- / equal-

value = equal, identical value = smooth, even

exceptions: level, equally, exceptions: plain, alignment coeval

poppy/mok-

meaning = immerse in liquid meaning = let liquid through

Output according to the scheme: at the root equal-/equal- written A, if the word has the meaning equal, identical, O– when meaning smooth, even. In the roots poppy is written A, if the word means immerse in liquid, O

5. Fixing the material (15 min)

Task: practicing the acquired knowledge in practice.

1. Words are written on the board, students explain the spelling of the roots equal / level-, mak- / mok-.

Conclusion on the assignment: in words level, level at the root it is written O, because the words mean smooth, even, in other words the root equals A, since the words have the meaning equal, identical. In the word get wet it is written at the root O, since the verb means to immerse in liquid, and in other words the root is written O, since they have the meaning of allowing liquid to pass through.

2. The teacher distributes cards. Students must find the words they are studying in the words listed.

Unevenness, plain, burnt, blotter, coeval, lightning, touch, dip, get wet.

Conclusion on the assignment: words unevenness, flaw, coeval, blotter, dip, get wet are the object under study, since they have the root equal-/equal- or mak-/mok-.

3. Copy the words from the board, highlight the root in them and explain its spelling.

Conclusion according to the task: in words with roots equal- / equal- is written at the root A, if it has a meaning – equal, identical, O- if smooth, even. In words with roots mak- / mok- is written at the root A, if the words mean immersion in water, O– when set, allow liquid to pass through.

4.Distributive dictation . The teacher dictates the words, the students distribute them into 4 columns: words with the roots equal-, rovn-, mak-, mok-, graphically explaining the spelling.

Get wet, plain, coeval, uneven, dip, equation, level, get wet, soak, dip.

Conclusion on the assignment: in the words get wet, get wet, soak is written in the root O, since the verbs have the meaning - to pass liquid; dip in words, dip in the root A, since verbs denote immersion in liquid; the word equation is written at the root A, since a word with the meaning equal, identical, in the words plain is written A, since this is an exception; there is unevenness in words, to equate at the root O, since the meaning is even, smooth, the word coeval is an exception.

5. Students come up with pairs of word combinations in which the same words with the roots equal-/rovn-, mak-/mok- are spelled differently.

Sample: trim the haircut - trim the street; dip in sour cream - soak.

Conclusion on the assignment: among words with the roots equal- / rovn-, mak- / mok- there are homonymous forms, the spelling of which differs depending on the context.

6. Work in groups. A strong group comes up with words that are similar to the alternating roots equal- / even-, mak- / mok-, and explain their differences. Middle group make up short story, which uses words with roots equal-/rovn-, mak-/mok. The weak group, using suffixes and prefixes, makes up with the roots equal-/rovn-, mak-/mok.

Conclusion on the assignment: one should distinguish between words that are similar to the phenomenon being studied. The spelling of the roots equal-/rovn-, mak-/mok is not affected by the presence of prefixes and suffixes.

6. Working with a photograph of an animal (10 min)

Task: development of oral speech, the ability to use the phenomenon being studied in the text.

The teacher hangs up a photo of the animal and asks the students questions:

What style of text can you write looking at a photograph?

What could be the themes of the story?

How do you feel about animals? Do we need to protect them and take care of them?

Exercise:at Students write a short essay on photography, using words with the roots equal- / rovn- and mak- / mok-, explaining their spelling and highlighting the root in them.

Conclusion from the photo: text written from a photograph can be different styles(artistic, scientific), the themes of the narrative are also varied - animals, the life of animals in winter period, saving wolves. Animals are one of the most vulnerable creatures that need care and protection, as they are constantly hunted.

Conclusion according to the task: words with roots equal- / rovn- and mak- / mok- give imagery to the text, convey additional characteristics phenomena and objects, clarify details.

7. Summing up (2 min)

Task: check the degree of assimilation of new material, determine whether the goals of the lessons have been achieved.

Questions for students:

1.What new did you learn today?

2. What is the main thing when writing the roots equal-/level-, mak-/mok-?

Conclusion: words with roots equal-/roven- and mak-/mok- are written depending on their meaning. It is important to remember about exceptions, as well as words that may be similar to these roots. Some words have homonymous forms that differ in spelling depending on the context.

The teacher gives grades to students for their work in class.

8. Homework instruction (2 min)

Task: Explain the purpose of homework and how to complete it.

At home, students compose a spelling dictation according to the rule they have learned. They identify roots in words, explaining their spelling.

Application

Card 1

(For) r...a green plain stretched across hundreds of kilo(ll) meters.

Card 2

Copy the sentence, insert missing letters, write test words, if possible. Place punctuation marks. Do the parsing.

Only the Pirate stood indifferently in the side... as if nothing (had) happened.

Card 3

Copy the sentence, insert missing letters, write test words, if possible. Place punctuation marks. Do the parsing.

On the marshes and salt marshes nothing (n...) was already growing.

List of sources used

Golub I.B., Rosenthal D.E. Russian language: punctuation and spelling. – M.: Iris, 2003. – 384 p.

Internet resources

http://subscribe.ru/group/pozitiv/310448/

There are roots in which writing letters in place of unstressed vowels does not correspond to the general rule, but is subject to tradition. These include the following roots with alternating vowels.

1. Roots with letters a and o.

gar - mountains In place of the unstressed vowel the letter o is written, although under the stress - a, for example: burn, scorch, scorch, burn out, tanned, fire victim, combustible; But: soot, tan, soot, fumes. Exceptions (gar without accent): residue, dross, scorch, cinder(along with the cinder option).

zar-zor. In place of an unstressed vowel, a is written: dawn, lightning, glow, illuminate, illuminate, illumination, robin(bird), lightning; under stress - a and o, cf.: glow, radiant, radiant and dawn(plural of the word dawn), dawn, dawn, dawn, dawn(military signal, usually in the expression to beat or play dawn).

kas - kos. This root is written a if the root is followed by a; in other cases it is written about: cf. touch, touch, touch, touching, touching, but touch, touch, contact, inviolable(the vowel of the root does not occur under stress).

clan - clone. In place of an unstressed vowel, o is written, for example: bow down, bow down, bow down, bow down, bow down, bow down, bow down, bow down; under stress - o and a: cf. bow, incline, bend, inclined, inflexible And bow, bow, bow.

speck - crop. The letter o is written without emphasis in words meaning “to cover with drops, splashes”: sprinkle, sprinkling(from sprinkle), sprinkle, sprinkled, sprinkle; the letter a - in words with the meaning “to cover with small specks, dots”: marked, marked(from drip meaning “to cover with specks, to apply specks”), inclusion. Under stress - only a: speck, speck, speck, intersperse, interspersed, speck.

lag - log - lie . In place of an unstressed vowel, a is written before g, and before z - o, for example: state, impose, assume, attach, decompose, urgent, delay, vagina, adjective, term, versifier, But: lay down, lay out, set aside, lay down, offer, attach, presentation, position, sentence, versification, cover, put aside. The emphasis is always on: tax, pledge, forgery, forged, put, put. In the word polog, where the root -log- is no longer distinguished in the modern language, o is written without stress before g.

pop - mok - moch . In place of the unstressed vowel, the letter a is written before k in words meaning “dip, immerse in liquid”: dip, dip, dip; letter o - in words meaning “get wet”: get wet, get wet, get wet, get wet(in the rain), in words derived from wet (e.g., wet, phlegm, phlegm, wood lice) (under stress - in words wet, get wet, get wet, get wet etc.), and in words with the meaning “to dry with something that absorbs moisture”: get wet, get wet, blotter, blotter. Before h there is always the letter o, for example: wet, soak, wet, soaked(cf. under emphasis: wets, soaked; about verbs in -ivat type wet, soak see § 34, note 2).

pay - sing (in the verb pay and words with the same root). A is written without accent: solder, solder, unsolder, soldering iron etc. Under stress - a and o: cf. sealed, soldered, soldered, soldered and soldered, soldered.

swim - swim. A is written without accent: floating, fin, floater, floater(grass; beetle; water opossum), plover (beetle), phalarope (bird), float, floatable, afloat, floating; but: swimmer and swimmer with the letter o. Under stress - only a: swim, timber rafting.

Note. In a word quicksand(ground) letter is written s, as in other words derived from the verb float - float: float, float, blur etc.

equal - equal The letter a is written in words related in meaning to the adjective equal “identical”, for example: equate (someone with someone), equal (something or with someone. ), equate, equalize, compare, comparison, equalize(in something), equalize (score), straighten, level out(for example, lines - “make equal in length”), equalize, equation, leveling, equal, equal, equal, balance, equinox, equal, equal.

The letter o is written in words related in meaning to the adjective “smooth, straight, without unevenness”, for example: level (bed, road surface), level out, level out, level out, level out(make it even, smooth, straight).

However, in words equally, same age related in meaning to equal, the letter o is written; in the word plain, related in meaning to equal, there is the letter a. In words with unclear correlation the following is written: the letter a - in the verb to equal (in a line, during construction) and words derived from it equalize, equalize, level out(in service); the letter o - in combination the hour is not equal, in the word level.

different - different In numerous compound words with the first part diverse (various, versatile, discordant etc.) the letter a is written without stress, in the word separately - the letter o. Under the accent - a ( different, difference, vary) and about ( discord, discord, scattered).

ros(t) - ras(t) - rasch. In place of an unstressed vowel is written: a) before s (without subsequent t) - the letter o: grew, grew, grew, grown, thicket, overgrowth, algae, undergrowth; the exception is the industry and its derivatives ( sectoral, intersectoral, multi-sectoral); b) before st - the letter a, for example: grow, grow, grow, grow, grow, grow, grow, grow, germinate, grow, grow, increase, increase, age, plant, vegetation, wild; exceptions: sprout, growth, usurer, outgrowth, growth, outgrowth, outgrowth, sprout, teenage(along with the teenage option); c) before u always a, for example: grow, grow, grown, increase, build-up, fusion.

Under stress before s (with and without subsequent t) - only o, for example: growth, growth, outgrowth, teenager, overgrowth; grew, overgrown, grown up, tall, wild plants.

skak - skok - skok - skoch. If the root ends in k, then the letter a is written in place of the unstressed vowel, for example: gallop, gallop, gallop, gallop, skipping rope, galloping, galloping, galloping, although the emphasis is o, for example: jump, jump, bounce, jump, jump(for verbs in -ivat like jump, see § 34, note 2).

If the root ends in h, then the letter a is written in the forms of the verb to jump and verbs derived from it (for example: I'm galloping, galloping, galloping, galloping, galloping, galloping), as well as in the elephant there is a jump (the forms of the same verbs serve as a check - for example, gallop, let's gallop, and derivatives jump, gallop); letter o - in prefixed verbs with -skochit (for example: jump up, jump up, jump up, jump out, jump out, jump out, jump off, jump up) and in the word upstart (check - forms of the same verbs, except to jump out: jump up, jump off etc.).

Wed: I'll skip (one hundred versts), skip it(verb forms gallop, gallop) And I'll pass, I'll pass(verb forms slip through, slip through); I'll jump, I'll jump(verb forms jump up, jump up approach at a gallop") and I'll jump, I'll jump(verb forms jump, jump"to quickly move closer to someone or to rise sharply").

creation - creature. In words create, creation, creator, created, create etc. the letter o is written without accent; under stress - not only about ( creative, creativity), but also a ( creature, created). In the word utensil, where the root -tvar- is no longer distinguished in modern language, a is written without stress.

2. Roots with letters i and e.

shine(k,t) - shine - shine. In place of the unstressed vowel, the letters i and e are written: i - before st with the subsequent stressed a, for example: shine, shines, brilliant, brilliance, resplendent, sparkle; e - in other cases, for example: shine, shine, brilliant, shining, sparkle, sparkle, sparkle, sparkle, reflection, sparkle, sparkle, sparkle, shine. Under stress - e and e: shine, glitter, shining; sparkle, sparkle, sparkle, glitter.

vis - weight. In place of the unstressed vowel, a letter is written in the verb hang (hang, hang) and its derivatives ( hang down, hang down etc.), as well as in prefixed verbs with the common part -hang: hang, hang, droop etc. (cf. under emphasis: hang, hang, hang); letter e - in words hang out, signboard, suspended, hinged, suspended(cf. under emphasis: hang, hang, hang).

lip-lep. In the words stick, stick, etc., the letter and is written in an unstressed position (cf. under stress: sticky, stick), and in words sculpt, stick, stick etc. - letter e (cf. under stress: sculpts, sticks, sculpting).

sid - se(d). In place of an unstressed vowel, the following are written: the letter i - before the soft consonant d - in the verb sit (sit, sit) and its derivatives ( sit, sit up, sitter, get-togethers etc.); the letter e - before the hard d: rider, saddle (in the latter in the plural forms - e: saddles), saddle, seat, sciatic, sit, sit, press, squat, assessor, chairman, and also - before soft d - in derivatives from the word saddle ( saddle, saddle, saddle, saddle). Under stress - and and e, for example: sitting, imprisonment, diligent; sit down, squat down, village, homebody, fidget, hen, squat; in the forms of the verb sit and prefixes - also a (in writing i): I'll sit down, sit down, sit down.

Note 1. About writing vowels And And e in verbal roots with a fluent vowel, see § 36.

Note 2. In verbs with a common part -take(eg. borrow, pester, embrace, take away, lift, remove, understand, appease), which correspond to perfective verbs in -yay (take, accept, raise, understand, appease etc.), written after n in place of an unstressed vowel a letter And; the same in the verb take out(cf. owl view take out). In some verbs of this group, the unstressed vowel of the root can be checked by stress And in forms like take away, lift, remove(these are forms of verbs in -no), rarely - in derivative words: photo, in an embrace.

Note 3. Letter And in place of an unstressed vowel it is also written at the root of verbs conjure And curse. In the corresponding perfective verbs and other words with the same root, the letter is written (both in unstressed position and under stress) l: curse, curse, curse, damn, curse, curse etc.