The workbook on the Russian language of the series "USE 2013. Russian Language" is focused on preparing high school students for the successful passing of the unified state exam in the Russian language in 2013. The manual includes training tasks corresponding to positions A1-A6 (orthoepic, lexical, morphological, syntactic norms).
The authors of the book are the developers of control measuring materials on the Russian language for basic and secondary schools.
The manual is addressed to students of the eleventh grade, school teachers and tutors.

Examples.
In which example, instead of the word MARSH, is it necessary to use the word MARSHING?
1) Before going to the training ground, we were given military boots and a SWAMP-colored uniform.
2) In these wet, swampy places, you can easily cut your legs with a sharp sedge.
3) Gradually, the mountains were replaced by bogs, on which only crooked and stunted SWAMP birch trees grew.
4) There was a bitter swamp smell in the barn.

Give an example with an error in the formation of the word form.
1) a platoon of soldiers
2) the most simple
3) the lamp will light up
4) less than six hundred rubles

Indicate the grammatically correct continuation of the sentence.
Based in the UK,
1) Mr. Crown was shocked by the news of a long drought and crop failure in his native Oklahoma.
2) I was instructed to write a short essay on the history of London.
3) Marx wrote his major economic works, including Capital.
4) Be sure to visit Arundel Castle.

Content
Introduction
Task A1
Orthoepic norms
Task A2
Lexical norms
Task A3
Morphological norms
Task A4
Syntactic norms (building a sentence with a gerund)
Task A5
Syntactic norms (in a phrase, in simple and complex sentences) Task A6
Syntactic norms (replacement of a subordinate clause by participle turnover)
Answers to tasks.

Free download e-book in a convenient format, watch and read:
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• USE 2013, Russian language, A20-A27, Punctuation, Text, Workbook, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.
• USE 2013, Russian language, Workbook, A20-A27, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.
• USE 2013, Russian language, Workbook, A13-A19, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.
• USE 2013, Russian language, Workbook, A1-A6, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.

The following tutorials and books.

As an English tutor I have been working for many years and preparing my students for both entrance and final exams. I can say that any exam is a serious test for an applicant, and the USE in English is one of the most difficult exams in a secondary school. After all, this is not only a graduation, but also an entrance exam to the institute! Therefore, preparation should be approached with all responsibility.
In order to pass the exam in English with a high score (84-100), you must have a level of knowledge not lower than upper-intermediate. It is at this level that you need to focus if your goal is to enter the leading universities in Moscow.

A lot of literature has been published to prepare for the unified state exam. Basically, these are manuals with a set of exemplary variants of the exam in English. Such aids are very useful at the last stage of learning, when the child has already formed a certain grammatical, lexical and conversational level, many topics of the program have been studied, and the teacher's goal now remains to orient the student to a new form of testing. An experienced teacher is well aware that without the formation of a solid theoretical foundation based on the knowledge of various competencies, no coaching will help in choosing the right answer. For this purpose, there are different textbooks, both domestic and foreign authors. Both of them have their pros and cons. Therefore, in choosing textbooks, I always try to use those tasks that are most useful in teaching a particular child and can give the best result. Do not forget that any experienced tutor will also refer to his teaching aids, developments and ideas.

Listening is a type of speech activity that causes the greatest number of difficulties not only for those who begin to learn a language or prepare for various types of exams, but also for those who find themselves in a foreign language environment and are forced to make independent decisions. To get started, you need to answer the following questions:
1) What is listening and how is it different from listening?
2) Why does this type of speech activity cause the most difficulties?
3) How is listening training related to the formation of related language and speech skills?
First, Listening Comprehension is the process of listening to and understanding speech. Teaching students to understand speech by ear is one of the most important goals of teaching English. In situations of real communication, we are faced with listening as a completely independent type of speech activity. Often, in addition to listening to speech, we perform other actions: we observe, speak, write. Any audio recording provides information for discussion, which, in turn, involves the further development of speaking skills. Therefore, listening is a learning tool. It is simply impossible to draw a clear line between listening and speaking in this case. Even the term speaking initially suggests listening skills.
Secondly, the difficulties of listening include:
A) difficulties caused by listening conditions (external noise, recording quality, poor acoustics)
B) difficulties due to the individual characteristics of the source of speech (lack of practice of listening to the speech of people of the opposite sex, different ages, features of diction, tempo, pauses)
Thirdly, psychologists note that when listening, there is an internal pronunciation of speech. The clearer the pronunciation, the higher the level of listening. Those who have the habit of internally pronouncing, fixing information will better understand and remember it. The exam, which tests the perception of English speech by ear, is perhaps one of the main problems. The reason is not only that audio cassettes are not listened to throughout the entire school course (which is 11 years old), but also that students do not know how to correlate key words in questions and audio recordings and choose answer options only because the same words are heard in the texts, and they forget that the correct answer, as a rule, is expressed synonymously. Plus, in any exam, a limited time is allocated for completing the task. Add to this the excitement that is natural at the exam, and the exam is worse than it could be.
Reading, from my point of view, is the section that causes the greatest difficulties for applicants. Even if the student knows the format of the tasks, one should not forget that the texts for testing are authentic, and those who do not have a good enough lexical and grammatical base will not be able to show linguistic intuition, since the tasks are formulated in such a way that the use of a synonymous series can confuse the child with sense. A limited amount of time is allocated for the English exam, and the children simply do not have time, they are in a hurry, plus excitement - and again unwanted mistakes. Therefore, in my lessons, I pay special attention to the study of authentic texts of various subjects and complexity, which certainly leads to improvement in listening, speaking, and writing skills. Fiction, classical, English literature, offered for listening and subsequent discussion, encourages children to independently study the work.

Grammar and vocabulary are not the problem of one or two students, but the problem of 90% of all who decide to take the exam in English. In lexical tasks, synonymous rows are able to confuse even strong students. Therefore, special attention is paid to the knowledge of spelling rules and the skills of their application on the basis of the studied lexical and grammatical material, to the idea of ​​synonymy, antonymy, lexical compatibility, polysemy, further expansion of the range of meanings of grammatical means studied earlier, and acquaintance with new grammatical phenomena, to the observance the norms of lexical compatibility existing in the English language; I teach to find and form related words using the main methods of word formation, to recognize the belonging of words to parts of speech according to certain signs (articles, affixes, etc.);
Written assignments. This includes writing a personal letter of 140 words, and writing an essay on a given topic expressing your point of view (200-250 words). In this type of assignment, it is important to follow a strict structure, using arguments to prove your point. Arguments are not easy to come up with and often it takes a lot of time to analyze a topic, an essay has to be rewritten, and everyone understands that the more topics a student understands, the more chances he has to get the highest score.
Speaking is inextricably linked with cultural competence, the meaning of which lies in the creative assimilation and understanding of everything valuable both in the culture of one's own people and in other cultures. Only a small part of students has a high level of cultural competence. Others are characterized by a low and medium level of this competence. Therefore, it is necessary to organize special work on the formation of cultural education in the learning process, namely, in the process of learning a foreign language. To form this competence, it is necessary to organize special activities that would allow focusing on the relationship of culture, education and communication. The oral exam in English (as well as the written one) has its own structure. Therefore, in order to successfully pass this type of testing (20 out of 20), you should follow it. Of course, for those who have a free speaking skill, it is much easier to cope with this task.
It should be noted that the most important task of the Federal State Educational Standard (Federal State Educational Standard) is the formation of universal (meta-subject) educational activities that provide students learning a foreign language with the ability to learn, the ability to work independently on the language, and, consequently, the ability to self-development and self-improvement. Therefore, the most important task of any teacher should be to develop the student's motivation and self-confidence.
Today, the concepts of "meta-subject", "meta-subject learning" are gaining special popularity. This is quite understandable, because the meta-subject approach is the basis of the new standards.

Kuznetsova Tatyana Vladimirovna, English tutor

Fight the fears within you: 5 ways to stop pre-exam fear from ruining your life

Turn your fears into your wisdom
We all have both positive and negative experiences. This is natural, but often we fail to deal with negative experiences—the mistakes that hurt us—and they haunt us and keep us from being happy. We are afraid to make mistakes again, and this does not give us the opportunity to enjoy life and therefore we are in constant tension. To achieve happiness, reduce stress, and move forward towards your dreams, you need to fight these fears. One of the worst fears we have to fight is the constant expectation of failure. When we cannot free ourselves from the negativity that the future may bring us, we allow it into today's life. By clinging to our fear, we limit our potential and our future. The correct perception and ability to realize what haunts us, including in relationships with people, allows us to learn valuable lessons that help us avoid serious mistakes in the future. If we are able to overcome the mistakes of the past and forget about them, then we become more resilient to stress and adversity and realize that we can cope with them. But sometimes we are not fully aware of what is troubling us. Surprisingly, fears can also have a beneficial effect on us, forcing us to change, to look at life in a new and more constructive way. The ability to conquer fears makes us stronger and more resilient to ups and downs. Successful struggle with fears in ourselves determines our ability to be happy, improve ourselves and enjoy everything that life gives us. And here's how you can do it.
1. Be able to pinpoint the cause of your fear.
Before you can fight your inner fears, you need to see them. It is not necessary to say endlessly that you cannot cope with the problem, play games with your subconscious, become discouraged and make others nervous. Find time for yourself, stay alone with yourself and find the objective reason for your fear.
2. Be objective.
Having named the reason for your fear, move to a more objective plane, try to think more rationally. Ask yourself what exactly caused this experience.
3. Look ahead.
Remind yourself that failure, pain, disappointment, and other negative feelings are part and parcel of life. But you are strong enough not to let your anxiety make you a hostage to the situation. Think about the future development of your problems. What will happen if you win? Or what happens if you lose?
4. Start developing your little business plan.
Often it is difficult for us to do this, because we do not have such experience. But think about it, what do we have to lose? A little of your time and a couple of pieces of paper? Take a notebook. Write what your problem is, use an arrow to the left to indicate the reason, and use an arrow or several to the right to indicate ideas for overcoming the obstacle we call fear. If you are out of ideas, you can ask your parents or teachers for advice. Of course, you have friends who also experience the same problems. Working together is always easier.
5. We begin to act.
When we constantly “cling” to anxiety, we limit our own possibilities, as we avoid risks and new beginnings because of fears. We think in terms of "I can't", "I shouldn't", "I can't do it". And it should be the other way around. You have a clear understanding of your problem and you know how to overcome it. Go ahead and do not forget: you have your own business plan and its implementation depends only on you.

General knowledge of Russian as a foreign language.

1. The content of communicative speech competence

1.1. Intentions. Situations and topics of communication

1.1.1. A foreigner must be able to verbally realize the following intentions:

Communicate, get to know someone, introduce yourself or represent another person, say hello, say goodbye, address someone, thank, apologize, respond to thanks and apologies, ask to repeat;

Ask a question and report on a fact or event, a person, an object, the presence or absence of a person or object, the quality, belonging of an object, an event, action, time and place of action, its cause;

Express a desire, request, offer, invitation, consent or disagreement, refusal;

Express your attitude: evaluate a person, object, fact, action.

1.1.2. A foreigner must be able to implement elementary communicative intentions:

In a store, kiosk, checkout;
at the post office;
at a bank, at a currency exchange office;
in a restaurant, buffet, cafe, canteen;
in library;
in the classroom;
on the streets of the city, in transport;
in the clinic, at the doctor, in the pharmacy.

1.1.3. A foreigner must be able to carry out elementary oral communication on the following topics:

Story about yourself. Biography elements: childhood, studies, work, interests.
My friend (acquaintance, family member).
Family.
My work day.
Leisure time, leisure, interests.

1.2. Requirements for speaking skills

1.2.1. listening

A. Listening to monologue speech
A foreigner should be able to: understand by ear the information contained in a monologue statement.

Subject of the text: relevant for everyday, socio-cultural and educational spheres of communication.

Text volume: 120-150 words.

Speech rate: 120-140 syllables per minute.
Number of text presentations: 2.

B. Listening to dialogic speech
A foreigner should be able to: understand by ear the content of the dialogue, the communicative intentions of its participants.

Subject of the text: relevant for the everyday sphere of communication.
The volume of the mini-dialogue: from 4 to 6 replicas, the volume of the dialogue: up to 12 replicas.
Number of unfamiliar words: up to 1%.
Speech rate: 120-150 syllables per minute.
Number of presentations: 2.

1.2.2. Reading
A foreigner must be able to:

Read the text with the installation on the general coverage of its content;
determine the topic of the text;
understand quite fully and accurately the basic information of the text, as well as some details that carry an important semantic load.

Type of reading: reading with a general scope of content, studying reading.
Type of text: specially composed or adapted plot texts (based on lexical and grammatical material corresponding to the elementary level).
Subject of the text: relevant for everyday, socio-cultural and educational spheres of communication.
Text volume: 250-300 words.
Number of unfamiliar words: 1-2%.

1.2.3. Letter
A foreigner must be able to build:

A written text of a reproductive and productive nature on the proposed topic in accordance with the communicatively given setting and based on questions;
a written text of a reproductive nature based on the text read in accordance with the communicatively given setting.

Type of text: specially composed or adapted plot texts (based on lexical and grammatical material corresponding to the elementary level).
The volume of the submitted text: up to 200 words.

Written texts on the proposed topic, created by foreigners, must be formatted in accordance with the norms of the modern Russian language and contain at least 7-10 sentences.

1.2.4. speaking

A. Monologue speech
A foreigner must be able to:

Independently produce coherent statements in accordance with the proposed topic and the communicatively given setting.
build a monologue of a reproductive type based on the read text.

The volume of statements of foreigners on the topic: at least 7 phrases.

Type of text: specially composed or adapted plot texts, built on the basis of lexical and grammatical material corresponding to the elementary level.
Text volume: 150-200 words.
The number of unfamiliar words in the text: 1%.

B. Dialogical speech
A foreigner must be able to:

Understand the statements of the interlocutor, determine his communicative intentions within the minimum set of speech situations;
adequately respond to the interlocutor's remarks;
initiate a dialogue, express communicative intentions in a minimum set of speech situations. Students' statements should be framed in accordance with the norms of the modern Russian language, including generally accepted socially conditioned norms of speech etiquette.

2.1. Phonetics. Graphic arts

Alphabet. The relationship between sounds and letters. Vowels and consonants. Hard and soft, voiced and deaf consonants. Word, syllable. Accent and rhythm. Pronunciation rules. syntagmatic articulation. Types of intonation structures: SG-1 (complete statement), SG-2 (special question, appeal, request), SG-3 (general question), SG-4 (comparative question with the union "a"), SG-5 (assessment ).

2.2. Word formation and morphology

2.2.1. Word composition

The concept of the basis of the word: the basis of the word and the ending; word root, suffix (table - canteen, city - city, student - student), prefix (write - write).

Recognition of the minimum number of word-formation models: teacher - teacher; foreigner - foreigner; urban; read - read; go - go - arrive; Russian - in Russian. The main alternations of sounds in the root in the forms of verbs I and II of conjugation (in the minimum set of verbs).

2.2.2. Noun

Animate and inanimate nouns. Gender and number of nouns. The case system of nouns. shaping; meaning and use of cases.

Basic meanings of cases:

Nominative
Nina is watching TV. This is Andrey. Here is the book. Andrew, come here! Brother is a doctor. Exams tomorrow, There is a theater in the city. I have a book. My name is Lena.

Genitive
a) without preposition:

Definition of an object (person)
absence of a person (object) only in the present tense
This is the city center. Here is my brother's car. I do not have a brother. There is no theater in the city.

Designation of quantity, measure in combination with numerals two, three, four, five in limited designs
It's two o'clock now. Pens cost 5 rubles.

Month in the date (to the question "What date is it today?")
First of January.

b) with suggestions:
starting point of movement (from, from)
person who owns something
They came from England. We came from a concert. Andrew has a car.

Dative
a) without preposition:

Action Destination
person (object) whose age is in question (only with personal pronouns)
person in need of something (only with personal pronouns)
In the evening I call my father. This is my friend. He is twenty years old.

b) with suggestions:
face as the goal of the movement (k)

Accusative
a) without preposition:

Person (object) as an object of action
logical subject with the verb call
duration, duration, denotes time b) with prepositions:
direction of travel (in, on)
time (hour, day of the week) (at)

Instrumental case
a) without preposition:

to do with the verb
person's profession (with the verb to be)

b) with suggestions:
compatibility
definition

Prepositional
with suggestions:

Object of speech, thought
place (in/on)
vehicle (on)

2.2.3. Pronoun

Meaning, case forms of change and the use of personal pronouns (I, you, he, she, it, we, you, they). Interrogative (what? whose? how much?), possessive (mine, yours...), demonstrative (this), attributive (every) and negative (no one, nothing) pronouns.

2.2.4. Adjective

Full adjectives (beautiful, Russian, big). Agreement of full adjectives with nouns in gender and number in the nominative case. Familiarization with the case system of full adjectives. Short adjectives in a limited set (happy, busy, must, sick).

2.2.5. Verb

Infinitive (to read, to be able, to go, to look). Imperfect and perfect form of the verb (do - do, read - read). Present, past and future tenses of the verb (read, read, will read, read, read). 1 and 2 verb conjugation (do, say, learn). Classes and groups of verbs: 1) to read - I read, 2) to be able - I can, 3) to feel - I feel; 4) to meet - a meeting, 5) to relax - I will rest; 6) give - give; 7) wait - wait, 8) write - write; 9) can - can; 10) go - go; 11) go - go; 12) want - want, 13) take - take; 14) live - live. Imperative from known verbs (read, read; speak, speak). Verb control (watching TV; talking with my brother). Transitive and intransitive verbs (I met my brother, I study at school). Verbs of movement without prefixes and with prefixes (on-, at-): go, walk, go, ride, go, come.

2.2.6. Numeral

Cardinal numbers (one, two, three...). The use of numerals in combination with nouns (one book, two years). Ordinal numbers (first, second, etc.) in the form of the nominative case.

2.2.7. Adverb

Classes of adverbs by meaning: place (far, close), time (morning, winter), mode of action (good, bad), measure and degree (slow, fast). Predicative adverbs (possible, impossible) in limited structures, interrogative adverbs (how, when, where, where, from where).

2.2.8. Service parts of speech

Prepositions (in, on, from, s, k, y, o), conjunctions and allied words (and, or, but, but, not only ..., but also ..., because, therefore, what, where , where, which, etc.), particles are not, even.

2.3. Syntax

2.3.1. Types of simple sentence

Non-interrogative sentences
narrative
incentive
affirmative
negative

Interrogative sentences
Two-component models
One-component models without the conjugated form of the verb

2.3.2. The concept of subject and predicate in a sentence

Ways of expressing a grammatical subject:
noun or pronoun in the nominative case
combination of nouns with numerals in the genitive form
noun or pronoun in the accusative case
noun or pronoun in the genitive case
noun or pronoun in the dative form

Ways of expressing a predicate:
verb in the indicative, imperative mood
combination of the personal form of the verb with the infinitive
combination of the personal form of the verb with the noun

2.3.3. Ways of expressing logical-semantic relations in a sentence

Object relations (case and prepositional-case constructions of nouns): I am reading a book, I am reading about Russia.

Attribute relationships:
agreed definition: beautiful girl.
inconsistent definition: brother's book, tea with sugar.
Spatial relations (prepositional-case constructions of nouns, adverbs): John lives in America, Natasha lives far away.
Temporal relations (adverbs): I have been waiting for you for a long time.
Target relationship (combination of the personal form of the verb with inf.): I'm going to have lunch.

2.3.4. Types of complex sentence

Compound sentences with conjunctions and, but, or; not only but....
Complex sentences, types of subordinate clauses with various unions and allied words:
explanatory (what, to, who, how, what, whose, where, where, where from);
determinatives (which) in a limited scope;
temporary (when);
causal (because).

Allied words and conjunctions in direct and indirect speech: what, where, when, how much, why ... He asked: “Where is Petya?” I said that Petya is at the theater now.

2.3.6. Order of words in a sentence

With a neutral word order in phrases:
the adjective precedes the noun (interesting exhibition);
the dependent word follows the main one (in the city center; reading a newspaper);
adverbs in -o, -e precede the verb (dances well), and adverbs with a prefix in - and a suffix -ski follow the verb (writes in Russian);
the subject group is in front of the predicate group (Brother reads.);
a determinant denoting a place or time can be at the beginning of a sentence, followed by a predicate group, and then a subject group (There is a theater in the city.).

2.4. Vocabulary

The lexical minimum of the elementary level is 780 units. The main composition of the active dictionary of the elementary level serves the everyday, educational and socio-cultural spheres of communication.

The presence of an elementary level certificate indicates that a foreigner has enough necessary knowledge to further study the language for general cultural purposes and achieve the next, basic level of Russian as a foreign language.

* The developers of the Russian state system of educational standards are teams of authors created on the basis of Moscow State University. M.V. Lomonosov, St. Petersburg State University, Peoples' Friendship University of Russia and St. Petersburg State Technical University.

USE in Russian. A1

Orthoepic norms (pronunciation, stress).

Orthoepy tasks usually include commonly used words that we constantly use in speech. But, unfortunately, many of them are not pronounced correctly.

Here are examples of words in the pronunciation of which mistakes are often made:

Peanuts, Augustow, asymmetry, pamper (pamper, pamper), bows, barmen, incessantly, birch bark, took, at exorbitant prices, gastronomy, citizenship, hungry, hyphen, dispensary, white, got, dogma, bottom, dry, clean, prey, contract, leisure, heretic, blinds, waited, enviably, conspiracy, clog, busy, calls (call them, call), sign, iconography, wither, excluded, exhaust, catalogue, cough, quarter, clala, more beautiful, culinary, kU honny, manite , miserable, thinking, sideways, for a long time, intention, start, started, was not, was not, ailment, oil pipeline, newborn, provision, facilitate (facilitate), wholesale, Occupation, partly, parter, transferred, fir, glider, plateau, To seal, two by two, got up, half an hour, I understood. understood, in the morning, switch (switch), bowl, put, offer, arrived, sentence, accepted, acquisition, pullover, beets, plum, how many, convocation, blindly, washing, carpenter, dancer (dancer), cakes (cakes, cakes) , immediately, Ukrainian, deepen, deceased, phenomenon, intercession, needles, sorrel, digression, expert.

For better memorization, informal rules can be applied. For example, pick up and remember rhythmic words: painter - carpenter, visible - enviable, dialogue - catalog, courts - cakes, etc.

The correct pronunciation of some words can be explained, and therefore memorized. For example, the adjective miserable comes from the French miser (poor). The stress in French falls on the last syllable, so you need to pronounce miser, miserable.

PullOver is a word of English origin (pullOver - put on over the head), and they pronounce it in English, with an emphasis on the second syllable.

The stress in the words quarter and contract falls on the last syllable. The stress on the first syllable in these words is accepted in the industrial sector, such pronunciation is considered professionalism.

It should be remembered about the words homographs (from the Greek. "I write the same way"), which are written the same way, but pronounced differently. The stress in such words should be put taking into account the context:

geographic atlas - atlas meter

medieval castle - door lock

well-aimed sharpness - sharpness of perception

language norms - language sausage

Orthoepic norms include not only the setting of stress, but also the pronunciation of sounds.

Let's name some words in which the pronunciation of consonants is questionable: adequate [d '], academician [d '], atheist [t], detective [d], [t], competence [t '], manager [m], [ n], museum [s'], parterre [t], patent [t], protection [t], pace [t], term [t'].

Often, mistakes are heard in the pronunciation of foreign words, such as: leatherette, colander, incident, burner, post office, precedent, scrupulous, escort. And also in Russian words: slip, shortness of breath, extremely, unmercenary, cake, institution.

Nouns

agent

alphabet, from Alpha and Vita

airports, motionless stress on the 4th syllable

bows,

beard, win.p., only in this form singular. stress on 1st syllable

accountants, genus p.pl., motionless stress on 2nd syllable

religion,from the faith to confess

citizenship

hyphen, from German, where the stress is on the 2nd syllable

dispensary, the word comes from English. lang. through French, where the blow. always on the last syllable

agreement

document

leisure

heretic

blinds,

significance, from adj. significant

X, im.p. pl., motionless stress

catalog, in the same row with the words dialogue, monologue, obituary, etc.

quarter, from it. lang., where the stress is on the 2nd syllable

kilometer, in the same row with the words centimeter, decimeter, millimeter ...

cones, cones, motionless stress on the 1st syllable in all cases in singular and plural.

self-interest

cranes, motionless stress on 1st syllable

flint, flint, hit. in all forms on the last syllable, as in the word fire

lecturers, lecturers, see word bow(s)

ski track

areas, genus.p.pl., on a par with the word form of honors, jaws ... but news

garbage chute, in the same row with the words gas pipeline, oil pipeline, water pipeline

intention

outgrowth

enemy

ailment

obituary, see catalog

hatred

news, news,but: see localities

nail, nail, motionless stress in all forms singular.

adolescence, from Teenage Boy

partner, from the French lang., where is the blow. always on the last syllable

briefcase

handrails

dowry, noun

call, in the same row with the words call, recall (ambassador), convene, but: Review (for publication)

percent

beet

orphans, im.p.pl., stress in all forms pl. only on the 2nd syllable

funds, im.p.pl.

statue

carpenter, in one poison with the words malYar, doYar, shkolYar…

convocation, see call

customs

cakes, cakes

cement

centner

chain

scarves, see bows

chauffeur, on a par with the words kioskёr, controller ...

sorrel

expert, from the French lang., where the stress is always on the last syllable

Adjectives

right, short adj. zh.r.

old

significant

most beautiful, excellent

bleeding

kitchen

agility, short adj. zh.r.

mosaic

wholesale

perspicacious, short adj. zh.r., on a par with the words cute, fussy, talkative ..., but: gluttonous

plum, formed from plum

Verbs

pamper, on a par with the words to indulge, spoil, spoil ..., but: the minion of fate

take-took

take-take

take-took

take-took

turn on, turn on

turn on, turn on

join-merged

break in-break in

perceive-perceived

recreate-recreated

hand-hand over

drive-driven

chasing-chasing

get-dobrala

get-got

wait-wait

call - call

get through

dose

wait-waited

live-lived

cork up

occupied, occupied, occupied,

occupied, occupied

lock yourself up(key, lock, etc.)

call-called

call, call, call,

call them

exclude-exclude

exhaust

lay-lay

glue

sneak-stalked

bleed

lie-lie

pour-lila

pour-poured

lie-lied

endow-endowit

overstrained-overstrained

name-named

bank-roll

pour-poured

narwhal-narwhala

litter-litter

start-started, started, started

call-call-call

facilitate-facilitate

drenched-drenched

hug-hugged

overtake-overtaken

rip-off

encourage

cheer up - cheer up

exacerbate

borrow-borrow

embitter

paste over

surround-surround

seal, in the same row with the words form, normalize, sort ...

vulgarize - vulgarize

inquire - inquire

depart-departed

give-gave

turn-off

recall-revoked

responded-responded

call back-call back

transfuse-transferred

fruit

repeat-repeat

call-called

call-call-call

pour-watered

put-put

understand-understood

send-sent

arrive-arrived-arrived-arrived

accept-accepted-accepted

force

tear-torn

drill-drill-drill

take off-taken off

create-created

pluck-plucked

litter-litter

remove-remove

speed up

deepen

strengthen-strengthen

scoop

pinch-pinch

click

Communions

pampered

enabled-enabled, see relegated

delivered

folded

busy-busy

locked-locked

inhabited-inhabited

spoiled, see spoiled

feeding

bleeding

praying

amassed

acquired-acquired

having poured

poured

hired

started

started

relegated-reduced, see included…

encouraged-encouraged-encouraged

aggravated

defined-defined

disabled

repeated

divided

understood

adopted

tamed

lived

removed-removed

bent

Participles

indulging

clogged

started

starting

having given

raising

having understood

arrived

Adverbs

during

white

to the top

utterly

bottom

dry

enviable in the meaning of the predicate

ahead of time, colloquial

before dark

after dark

Isstari

prettier, adj. and adv. in comp.

up

over a long time