Russian is one of the most difficult languages in the world. It has many rules, which, in turn, have exceptions. In this article, we will talk about the alternation of vowels. And also give examples of words with the root lag / lies.
What is alternation
In Russian, there are cases when any letter in the main morpheme changes in cognate words. It can be either a consonant or a vowel. At the same time, the lexical meaning of the main morpheme is preserved. And if you pick up words with the same root, it turns out that they all carry a similar semantic load. The alternation of letters can be associated with a simplification of pronunciation, a suffix that comes after the main morpheme, stress followed by a consonant, the lexical meaning of the root, etc.
In this article, we will talk about the features of the alternation of vowels a / o. In this case, we are talking about several factors that affect writing. Namely: stress, the presence of a, the meaning of the root of the word. Consider the features of the use of words with the root -lag- and others that confirm this phenomenon.
Vowel alternation a/o. rule
Words with the root lag/log/lie are the most common. In this case, with an unstressed vowel in the main morpheme, a is used before r, and o before j. In the shock position, o is placed.
Examples with the root -lag-: suppose, urgent, state, adjective, etc.
Examples with the root -false-: assumption, statement, put, put, etc.
Examples with the root -log-: tax, preposition, pledge, etc.
There are a number of roots with alternating a / o. These include the main morphemes with a: -gar-, -zar-, -pay-, -clan-, -tvar-, etc. Roots with the vowel o are considered paired. Among them: -gor-, -zor-, -sing-, -clone-, -creation-, etc. Let's give some examples.
Fuel, tan, tanned, burn, tan, fumes, dawn, solder, insight, soldering iron, lightning, solder, radiant, soldering, glow, soldered, drink, dawn, solder, bend down, bow, bow, bow, declination, adamant, creator, creature, creativity, get up, creation, etc.
Words with the root -lag-. Examples
Lexical units with the main morpheme lag/log/lie are quite common in speech. They create an extensive group of single-root words. Here is a list of examples. In accordance with it, you can easily pick up single-root words.
To put, supposedly, supposedly, positively, to suppose, laid down, supposedly, lie down, rely on, lair, believe, impose, rely on, impose, canopy, tax, imposition, offer, tax, taxation, impose, immutable, taxman, taxed, taxation, founder, proposed, concubine, invest, impose, impose, lay on, offer, offer, prepositional, preposition, offered, adjective, apply, attach, attached, impose, levy, taxable, levy, taxable, cover, depose, depose, deposition, expound, expound, exposition, inappropriate, mold, urgent, postpone, postpone, postpone, postpone, shift, shifted, urgent, postpone, postpone, fundamental, shift, shifted, shift, lay, pledged, re-mortgaged, pledge, forgery, enclose, substrate, false, embedded, suppose, assumption, opposite, opposite, subjunctive, compose, fold, folded, addition, position, decomposition, decompose, develop, decompose, suggesting, relying, positive, decompose, decompose, special offer, goal-setting, lay down, settling down, settling down, etc.
Use in speech
Let's see in what form lexical units with the main morpheme lag / log / lie can be found in speech and writing. To do this, we will trace their use in some sentences:
- My father had high hopes for me.
- This question requires an urgent answer.
- I hung up the phone because it was busy.
- We came to nature, dismantled the tent and covered it with a canopy.
- Tomorrow, at the Russian language lesson, students will write a presentation.
- I used to rely on my intuition and trust it.
- History does not accept the subjunctive mood.
- Try to make a hypothetical psychological portrait.
- I invite everyone to meet after class and discuss this issue.
- He left his passport as a deposit.
- The company is expected to undergo a tax audit in the next few days.
- He doesn't even put in much effort to achieve his goals.
- The bank has developed a special offer for new clients.
- The whole sky was covered with clouds, and heavy rain was falling.
Try to give your own examples and continue this list.
Strengthening exercise
Insert the missing letter following the rule above.
Make an effort, urgent decision, write a statement, urgent business, tax inspector, proposed circumstances, lay ... live on the table, notebook cover, colorful ... adjective, rely ... on case, street ... live sleep, subjunctive mood, hall ... live a house.
Now you know all the features of using words with the root lag / log / lies. And you can easily apply them in speech.
Lesson Objectives:
1) learn the spelling of the root -lag-/-false-, know the conditions (rules) for the use of this root and be able to apply them in practice;
2) develop the ability to use words with a given root and write them correctly;
3) to instill love and interest in the native language.
Required material:
table, dictation text.
DURING THE CLASSES
I. Explanation of new material.
Guys, how to spell the word put? WITH O or A fundamentally? Root spelling - -lag-/-loose- will be the topic of our lesson.
1) Observations from the writing on the board.
- Make a conclusion when it is written a-o fundamentally -lag-/-false-.
Conclusion: before G spelled A, before and spelled O.
- Maybe you noticed some other peculiarity in writing o-a in the roots -lag-/-lie?
Conclusion: If A stands behind the root, we also write at the root A.
2) Working with the textbook: reading the rule.
II. Consolidation of the studied material.
Exercise 1. From these verbs with a suffix -eni- form nouns.
Express - ...
Suggest - …
Assume - …
Arrange -…
Compose -…
Apply -...
REMEMBER!!! Root -lag-/-loose- without a prefix is not used, so there are no words lay down, lie down etc., you have to say: I put the book on the table, I put the pencil case in the bag and so on.
Task 2. Formulate a topic that unites these phrases. Indicate the spelling you are studying, try to compose a (oral) short story using the written word combinations.
Make a guess; discuss the situation take a rest; suggest a route unpack things; location of rooms; an invoice is attached; put things together.
Task 3. Write a sentence and construct its scheme. Disassemble the verb settled down.
The children settled down by the fire and ate sandwiches with vegetables with pleasure.
Task 4. Self-dictation. Among words with a root -lag-/-loose- there are terms that you use in math and Russian lessons. Write them down from memory.
(Terms, addition; adjective, sentence, presentation.)
Task 5. Replace phrases with phraseological phrases, including words with roots -lag-/-false-.
To speak sincerely, frankly - ... hand on heart. (put)
Do nothing, mess around - sit ... hands. (folded)
Cease armed resistance, surrender - ... weapons. (fold)
To die in battle - ... a head. (fold)
Stop fighting, act - ... hands. (fold)
Task 6. Find the fourth one:
1) addition, position, postpone, false;
2) assumption, addition, term, state.
III. Summarizing.(The teacher reads the text, the children write down the words on the spelling learned in the lesson.)
Guard! I have an unenviable position: today we are writing a presentation! The text must be detailed. Arrange all parts according to the plan. I can’t rely on a friend, because I settled down just in front of the teacher. The teacher reads sentence by sentence. Relying on my knowledge, I diligently state everything. A well-written text is the key to success. I can’t postpone work: they will put a deuce and call my parents. And they will arrange a battle at home, so that I will have to go into a state of siege.
N.N. MOTHERLAND,
Kirov,
Kaluga region
12. Roots with checked vowels. In order not to make a mistake in the spelling of an unstressed vowel, the word must be changed so that this vowel is stressed: povr e dit vr e d, teacher A wat teacher A be, prith I shit prith I eat.
Note. When applying this rule, keep the following in mind:
a) Vowels after hissing and c are written on the basis of special rules (see paragraphs 9, 10, 11).
b) The spelling of an unstressed vowel cannot be checked using imperfective verbs in -yvat , - ive , in which under stress instead of the root O often happens A : Tue O sing Tue A to kick, n O sit n A sew, and so on.
13. Roots with unchecked vowels. The spelling of vowels in many words cannot be checked by stress: With O tank, V O blister, V A trushka and etc.; such words should be consulted in the dictionary and memorized their spelling.
14. Roots with alternation O A. For spelling some roots with alternation A O note the following rules:
a) at the root braid kas (braid rush kas to be) is written A -A- : kas-a-tsya, kas-a-body, at- kas-a-tsya, But: at- braid- well, at- braid-n-awareness.
b) At the root lodges lag (before lodges it before lag at) is written A if the root is followed by a suffix -A- : from- lag-a-be, WHO- lag-a-be, at- lag-a-body, But: from- lodges-enie, WHO- lodges-it, at- lodges-enie.
c) at the root clone clan (By clone clan yatsya) under stress can be O , And A O : on clone yat, on clone to eat, With clone enie, By clone enie.
d) at the root creation creature (creation quality creature b) under stress can be O , And A , but without stress it is written only O : creation ec, co creation go, creation enie.
e) at the root mountains gar (mountains et behind gar , on gar ) letter A is under stress; spelled without stress O : mountains enie, behind mountains at, behind mountains eat, behind mountains spruce.
f) Root melt pilaf spelled with a letter O only in two cases: pilaf ec, pilaf sneeze, in other cases it is written A : With melt lyat, melt Nick, By melt OK, melt ounce (bug), melt teaching(Remember the word pl s woons subsoil layers saturated with water).
g) At the root zar — zor (dawn — dawns — dawn) without stress is written only A: h A rya, s A rnitsa, h A roar, oz A ryat, oz A rhenium.
h) At the root rast — height (grow - grew) without stress before st And sch spelled A (exp A style, age A st, Nar A standing, vzr A puppy, wed A schenie); before With without further T spelled O (exp O s, ex O sshiy, water O sl, bad O sl).
Exceptions: p O stock, r O janitor, R O stov, R O stislav; neg A sl, neg A left.
i) Root equal- predominantly written in words that are related in meaning to "equal" ("same"): R A numbered, R A ambiguous, Wed A understand, all R A obviously and also in the words: R A opinion, R A get involved, R A understanding, since A took up, R A vnina; root even- predominantly written in words related in meaning to "smooth" ("smooth", "straight"), for example: R O heed(tracks), sub O heed(flower beds), etc., ur O vein, R O vnya.
- at lag at,
- adjective,
- suggest,
- assume,
- lay,
- add up,
- WHO lodges it,
- laying on,
- offer,
- impose,
- addition,
- assumption.
- behind gar,
- cinder,
- frenzy,
- behind mountains et,
- sunbathe,
- sunburnt,
- get pissed off
- burn out.
- Exceptions: burn, scorch, scorch.
Examples of words with alternating vowels in the roots -lag-//-false-:
Rule: in the roots -lag-//-false- before the letter g is written A, before the letter w is written O.
Examples of words with alternating vowels in the roots -gor-//-gar-:
rule. The spelling of the roots -gor-//-gar- depends on the stress. If the root vowel is stressed, then the letter a is written, but if the root vowel is unstressed, then the letter o is written.
lag - adjective,
lag - term,
lag - to believe.
false - attach,
lie - report
lie - impose.
mountains - tan,
mountains - burn,
mountains - burn.
gar - fumes,
gar - soot,
gar - tan,
gar - fume
Spelling a or o at the root GOR-GAR depends on the accent. Under the stress we write A, and in the unstressed position, respectively, the letter O, for example:
tan and sunbathe, burns and fumes.
As for the root lag-lozhe, then here is a different principle: before the letter G we write A, and before the letter G we write the letter O, for example:
addition - adjective, put - to impose.
The rules are pretty simple, but there are exceptions.
For the root gor-gar, these are the words: burn, burn, burnout (letter A is not written according to the rule, the words must be remembered).
For the LAG-FALSE root, the exception words are: canopy and forgery (you need to remember, since here the spelling is not according to the rule for this root).
In the roots lag-lozh-, gar-/-gor- vowels alternate A And O. Choosing the spelling of a letter A in the root lag-/false- depends on whether there is a suffix -a- after the root. The suffix -a- dictates the spelling of the same letter in the root. In other cases, the root of lies is written.
Let's bring examples of words with the root lag-:
set out, lay out, impose, urgent, without delay, believe, compose verses, impose obligations, term, postpone, suspensive, without delay;
Examples of words with the root lie-:
high position, put on the table, rely on it, attach to the application, necessary application, attach to the bowl, pawn in the pawnshop, put to bed, shift things, postpone the case, write a statement, receive an offer, rainfall, location, laying wreaths, spread out cards, taxation.
Exception: p O log.
In the alternation of letters o//a in the root gar-/gor- we rely on stress. In an unstressed position, the letter o is written in this root.
Examples of words with the root mountain-:
run like a madman, burn out, burn out, burnt out, tan, tanned, burn out, burnt out, burn out, burn out, burn out, burned out barn, burn out, flare up, fire, burn out, fireproof safe, burnout, burn out, burn out.
Examples with root gar-:
fumes, carbon monoxide, sunburn, burns.
Exception words: in s hawks, And burn, pr And cinder.
Examples of words with the root LAG - FALSE can be called:
Statement, state, settle down, offer, offer, assumption, put, suppose, rely, position, location.
Adjective, to believe, to suggest, to suppose, to locate, to impose, imposed.
Before the consonant G, you need to write the vowel A.
Before the consonant Zh, you need to write the vowel O.
Examples of words with the root GOR - GAR.
Mountain, burn, sunbathe, burn, burnt, burn out.
Ugar, accordion, tan.
We write the vowel in these roots following this rule:
Under stress, you need to write the vowel A - GAR.
Without stress, you need to write the vowel O - GOR.
In spelling, there is a rule that says that words with alternating vowels in the roots cannot be checked by finding the same root word. To do this, there is a rule about the alternation of vowels in the roots of words lag - lies Before w in the root, you need to write about, and before Mr. a.
In words where the roots mountains - gar, without stress, the letter o should be written.
For example, words with an alternation in the root lag - lies - spoon, presentation - to state, sentence - to offer, addition - to add.
Alternating gar - mountains - tan - tanned, offer - an excuse.
At lag atelier, with lag according to lag at - there is a suffix -a- behind the root, therefore, in the root A.
WITH lodges according to lodges it, at lodges ite, up lodges it, cash oh it - -o- we write in the root, because there is no suffix -a- behind it.
Gore et, for mountains et, at mountains yep, at mountains et - in the root we write -o-, because the root is unstressed.
At gar, on gar, behind gar, re gar- under stress in this root we write -a-.
The rule determines that before the consonant G we write the vowel A, and before the consonant Zh we write O.
Bed, position and modern word known to all gamers to lag.
Examples of words with the root of the mountains - gar, see the table. The rules are simple, looked, revealed a pattern and remembered.
Words with -lag- -false- at the root of the word:
attach, attach, application, shift, presentation, lay down, add up, addendum, state, assume.
Words with -gor- and -gar- at the root
burn out, burn out, burn out, burn out, burn out, sunbathe, soot, waste, mountain, mountainous, grieve, burned.
Back forward
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Lesson type- a lesson in the assimilation of new knowledge.
Goal setting for the student(what you need to know, what to be able to do after studying the topic):
- Subject goals: know the rule about writing O-A at the root - lag - - -lodges -, be able to use the rule of writing O-A in writing in the root - lag - - -lodges - be able to distinguish between the spellings "Unstressed vowel at the root of the word" and "Vowel at the root with alternation"; be able to distinguish homophone roots.
- Metasubject Goals(objectives reflecting the development of the OUUD):
- regulatory: be able to plan, anticipate the result, control and evaluate their actions; be able to express their assumptions based on work with textbook material and handouts;
- cognitive: be able to use various sources of information, analyze textual, graphic and audiovisual information, translate information from one form to another, independently formulate and solve cognitive problems based on information analysis, establish logical connections.
- communicative: be able to work in pairs in accordance with the norms of communication, express their opinions, listen and understand others; be able to build a coherent monologue speech.
Goal setting for the teacher
- subject: to form the ability to use the rule of writing O-A in writing in the root - lag - - -lodges - the ability to distinguish between spellings "Unstressed vowel at the root of the word" and "Vowel at the root with alternation"; improve the ability to distinguish homophone roots.
- Metasubject(objectives reflecting the development of the OUUD):
- regulatory UUD: to form the ability to plan, anticipate the result, control and evaluate their actions; to form the ability to express their assumptions based on work with textbook material and handouts;
- cognitive: to teach how to use various sources of information, improve the ability to analyze textual, graphic and audiovisual information, develop the skill of translating information from one form to another, independently formulate and solve cognitive problems based on information analysis, establish logical connections.
- communicative: organize work in groups, form the ability to work in pairs in accordance with the norms of communication, the ability to express one's opinions, the ability to listen and understand others; help develop coherent monologue speech.
Goals educational, developing personal motivation, socializing goals: to form motivation for learning and purposeful cognitive activity, the ability to evaluate independently achieved results.
Equipment, materials needed: computer, projector, handouts, cards for group work.
DURING THE CLASSES
1. Organizational moment(Slide #2)
Greeting students. Checking the readiness of students for the lesson.
2. Setting learning objectives(Slides #3 - 4)
The teacher organizes immersion in the problem, creates a situation of rupture:
- informs that the work in the lesson will take place in pairs;
- asks to remember the rule for checking an unstressed vowel in the roots of words;
- suggests inserting the missing letters in the words on card number 1 ( Appendix 3 )
Assignment for students
Offer..gat, offer..live, sl..gat, sl..zhenie, apply..gat, apply..live.
3. Joint study of the problem(Slides #5-8)
The teacher organizes an oral collective analysis of the learning task:
- offers to figure out which rule operates at the root - lag -//-false-, for this he offers to complete the task on card No. 2 ( Appendix 3 ):
Assignment for students
Highlight the roots in the words. Divide the words into two columns. Highlight the suffixes after the root, underline the final consonant of the root. Reveal the pattern.
offer, suggest, compose, add, apply, apply.
The teacher fixes the hypotheses put forward by the students, organizes their discussion.
4. Simulation(Slide number 9)
The teacher organizes the learning interaction of students (groups) and the following discussion of the compiled models.
Offers to formulate a rule for writing vowels a-o fundamentally - lag
-//-lodges
-.
Suggests to compare own wording with textbook wording. (§38, item 1)
5. Designing a new mode of action(Slide number 10)
The teacher organizes an educational study to highlight the concept: he proposes to draw up an algorithm for applying the rules for writing vowels in writing a-o fundamentally - lag - - -lodges -.
Students compose algorithms and draw up a graphical record of these algorithms in a notebook.
Fizminutka(Slide number 11)
The teacher offers to stand up and try with hand movements, shaking the head to depict the algorithm for applying the rules for writing vowels in writing a-o fundamentally - lag
-
// -lodges
-.
The teacher speaks together with the children during the physical minute the algorithm for applying the rule.
6. Transition to the stage of solving particular problems (practical activity of students)(Slides #12-14)
Diagnostic work (at the input), evaluates the performance of each operation.
Compilation of phrases (one of the words with the root - lag- - -lodges-).
The teacher carries out work on the implementation of individual operations: students carry out educational actions according to the compiled algorithm (group and individual methods are used).
Assignment for students
Compose phrases with the nouns from the first column and the appropriate verbs from the second column and write them down. Explain the spelling of the missing letters.
gender..
presentation
the next..playable
assumption
adjective
next
change
express
finish
decline
decrease
produce
Students exercise self-control.
Compliance with morphological norms in the formation of a species pair put - put and its paradigms. Composition of phrases.
Accept and save the learning goal and task.
Participate in content discussion.
7. Application of a general method of action for solving particular problems(Slides #15-17)
The teacher organizes correctional work, practical work, independent correctional work to improve
- the ability to use the rule of writing O-A in writing in the root - lag - - -lodges -,
- ability to distinguish homonymous roots.
Making sentences with these phrases. Explanation of missing letters.
Assignment for students
Make two sentences with these phrases. Explain the spelling of the missing letters.
ex..live newspaper
offer a cup of tea
comfortable location..live
st.. live doll
Students apply a new method, carrying out the development of operations in which errors were made. Build arguments. They use speech to regulate their actions.
Self-test. Work out the method as a whole. Carry out step-by-step control on the result.
Working with homonymous roots.(Compare the words in two columns. Determine why they are divided into two groups?)
Assignment for students
offer
position
set out
lay out
lie
false
Students participate in the discussion of the content of the material. They conduct a collective study, design a new mode of action.
7. Control at the stage of the end of the educational topic(outcome of the lesson) ( Appendix 4 , Slides No. 18-31,32)
Diagnostic work (output):
-
organization of differentiated correctional work,
-
control and evaluation activities.
Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades)
Perform work, analyze, control and evaluate the result.
Reflection on your actions.
Carry out step-by-step control on the result.
Reflection: receiving an unfinished sentence. (I have learned... I have learned... I will never be wrong...)
8. Making sense of homework
Slides #33-36
Students can choose a task from the ones proposed by the teacher, taking into account individual abilities.
- Perform exercises 591 (1): compose and write down phrases with these words, explain the spelling of vowels in roots with alternation.
- Compose and write down a short text (5-6 sentences) or individual sentences based on the painting by B.M. Kustodiev “Fair” (http://smallbay.ru/kustodiev.html), using words with the root - lag - - -lodges -. Explain the spelling of vowels in roots with alternation.
Literature
- Lvova S.I. The program of educational institutions. Russian language. 5-11 grades. - M: Mnemosyne, 2008
- Lvova S.I., Lvov V.V. Russian language. Grade 5: Textbook for educational institutions. Set of 3 parts. - M: Mnemosyne, 2008
- Bazhanova I.A., Lvova S.I. Learning to read, listen, speak, write. Workbook on the Russian language. Grade 5 In 2 parts. - M: Mnemosyne, 2013
- Prokhvatilina L.V. Check yourself. Workbook. Grade 5 - M: Mnemosyne, 2013
- Vasiliev I.P. Russian language lessons. Russian language lessons. Grade 5 A guide for the teacher to the textbook S.I. Lvova and V.V. Lvov "Russian language 5 class" - M: Mnemosyne, 2013
- T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and etc.; scientific ed. N.M. Shansky. Russian language. Grade 5 Textbook for educational institutions. In 2 parts. - M: Enlightenment, 2012.
- To the top five step by step, or 50 lessons with a tutor: Russian language: Grade 5: A guide for students / L.A. Akhremenkova. - M.: Enlightenment, 1999.
