The rule is ending i and i. Spelling case endings of nouns When to write the ending i or ie
Russian language lesson. 3rd grade. Educational complex "Primary school of the 21st century"
Lesson topic: « Spelling the endings of nouns in -iy, -iya, -ie.”
Lesson type: a lesson in “discovering” new knowledge.
Target: familiarization with the rules for writing unstressed endings of nouns in -iy, -iya, -ie.
Tasks: 1. introduce the peculiarities of declension of nouns in -iy, -iya, -ie;
2. create a reasoning algorithm for writing unstressed endings of nouns; 3. improve the spelling of unstressed endings of nouns;
4. develop verbal and logical thinking, the ability to reason, give reasons for an answer, and draw conclusions;
5. cultivate a friendly attitude towards each other, a sense of responsibility and mutual assistance, and self-confidence.
Regulatory UUD: adjust the execution of a task in accordance with the plan, conditions of execution, and the result of actions at a certain stage; take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher.
Cognitive UUD : consciously and voluntarily construct messages in oral and written form; use techniques for completing a task in accordance with the algorithm; pose and formulate a problem.
Communication UUD:collaborate in joint problem solving; defend your point of view, observing the rules of speech etiquette; be critical of your opinion; understand the other's point of view.
Forms of organization of cognitive activity: frontal, individual, pair, group.
Means of education: textbook “Russian language. 3rd grade" (author S.V. Ivanova), handouts (cards for individual work, work in pairs and groups, list of achievements), presentation, technical teaching aids.
During the classes:
I . Organizational situation.
1. Organizational moment.
Ivan Sergeevich Turgenev called the Russian language great and powerful. You yourself have been convinced more than once of the richness of the Russian language. But how often today can you hear how people living in Russia do not take care of their native language.
What do you think it means to “protect your native speech”?
I share your point of view. I would like to summarize your thoughts with the following words:
Just like the brook gurgles,
Our speech always sounds.
How beautiful! How alive!
We hear her words:
Mom, home, family, father,
Ball, sun, starling.
This is the main legacy
What we should protect from childhood.
We will speak our native language
Study, love, cherish!
(Slide 1)
In many ways, writers and poets help us protect our native speech.
2. Updating knowledge.
Read the proverb. How do you understand it?
Richer than Siberia__ (3 pages, pp.) no land in the world__ (2 pages, pp.) .
(On slide 2, 3)
No wonder they say “Siberia is the pearl of Russia.” It is rich in wonderful people and the depths of the earth. The nature of Siberia is beautiful.
Let's return to the proverb. Judging by the missing spellings, guess what we will talk about in class?
(About spelling of unstressed endings of nouns)
Write the proverb in your notebook, inserting the missing letters, explaining your choice in writing.
(Check - one student works at the board)
While everyone is working with the proverb, five people will work individually with the cards.
Card with a task for individual work.
Add endings. In brackets, prove the correct choice of ending by determining the declension and case. Highlight the endings.
In the picture__ (), from the village__ (), near the door__ (), on the streets__ (), at the horses__ (), students__ (), in the camp__ (),
on the square__ (), with people__m (), on the fence__ ().
(The work is checked during the lesson)
To the picturee(1 letter, pp.),from the villagesAnd(1 letter, pp.),near the doorAnd(3 pages, pp.),on the streete (1 text, pp.),in horsesAnd(3 pages, pp.),studentseth(1 fold, etc.),to the campe(2 pages, pp.),to the squareAnd(3 pages, pp.),with a personOm(2 letters, etc.),on the fencee(2 pages, pp.).
Let's conclude - how to check the spelling of the unstressed ending of a noun?
(Answers in the form of a cluster on slide 4)
or - You know this rule well. But is everything in the Russian language strictly subject to rules or are there exceptions?Participation in the following task will help answer this question.
3. Creating a target setting through creating a problem situation.
Read the sentence:Diamond mining is carried out in Yakutia. (Slide 5)
What ending should I write? (Some students answer intuitively: “You have to write.”And ", others, knowing the rule, claim: "e »).
We hear conflicting points of view. The Russian language keeps many secrets, and we are now revealing one of them. The fact is that in the Russian language there are nouns whose spelling does not obey the general rule.
(An entry is added on slide 6)
Or
For words that do not follow the general rule, there is a special rule. What kind of words are these? These are nouns that end in the initial form with -iy, -ie, -iya.
Try to specify the topic and formulate the objectives of the lesson.
(Children's answers:“Spelling of unstressed endings of nouns in -iy, -ie, -iya”).
(Topic on slide 7)
II . Learning new material.
1. Introduction to the rule. Textbook - page 106.
The entry on slide 8 looks like this:
-y, -y -yR.p. And
D.p. And
P.p. and and
Or
Guys, now that we know the peculiarity of writing unstressed endings in -ii, -iya, -ie, let's return to the sentence that led us to the new rule and add the required ending.
In Yakutia And Diamond mining is underway. (Slide 9)
2. Exercise in recognizing words in i, ie, iya. Work in groups.
Card 1. Work in groups.
Underline words that do not follow the general rule for writing endings.
Army,gallery, alley,geography, profession, sun, museum, hockey,movement, line, happiness,class,health,meeting, hero,sanatorium.
How many words did you find? (8 words)
Each group says one word. You cannot repeat words.
Now once again name all the words that do not obey the general rule of writing unstressed endings of nouns.(Slide 10)
Why is it important to recognize such words among others?
3. Independent work.
So you have learned a new secret of the Russian language. Now we need to consolidate our new knowledge.
Card 2. Independent work (in a notebook).
Insert the endings of the nouns. Write the words in your notebook.
Works at the theater__, studied at the conservatory__, found it on the road__, served in the army__, went to the station__, lives in Asia__, lives in America__, went on an excursion__, drove up to the site__.
(Peer checking based on correct answers - slide 11)
How did you reason (saying the reasoning algorithm)?
Physical exercise.
III . An exercise to improve a skill.
1. Work in pairs.
Now you have to work in pairs. I am sure that by working together, you will show respect for your partner, show your ability to listen and hear each other.
Read the text. What tasks do you think can be completed while working on this text? (insert the missing letters to prove your choice, title the text, etc.)
Card 3. Work in pairs.
Astronomy lessonAnd(R.p.)the teacher made an announcement about the excursionAnd(P.p.)to the planetarium. We decided to meet in the buildingAnd(P.p.)planetarium. And so we set off on a journey through the starry sky. It was very interesting to learn about the movementAnd(P.p.)planets. At the end of the excursionAnd(R.p.)we were told about the professionAnd(D.p.)astronaut For a long time afterwards we remembered the lessonAnd(P.p.)to the planetariumAnd(P.p.).
(Checking work - slide 12)
2. Vocabulary work.
Let's observe pairs of words and define a new vocabulary word:
Nickname - animal
Name - item
Human
( Surname )
What's happenedsurname ? (after the students’ answers - a suggestion to turn to the Explanatory Dictionary).
Let's write the word down in a notebook, indicate the emphasis, and underline the spelling.
Make a sentence with the wordsurname. Write it down in your notebook.
Who was your great-grandfather in Rus'
Ask for your last name.
There are Kuznetsovs in every class.
Who is Kuznetsov's great-grandfather?
He was from a number of blacksmiths
Father's father's father.
The surname passes from older to younger, from generation to generation. That's why people are proud of their surname and value it. After all, disgracing a family name means showing disrespect for elders and relatives.
3. Training material (optional).
Make up phrases from two groups of words. Write them down. (Words on slide 13)
dream excursion
prepare for the trip
write hero
IV . Lesson summary.
What is the topic of the lesson?
What goals have we set?
What features in writing the endings of nouns ending in -iy, -iya, -ie have we learned?
V . Reflection. Achievements list.
Thank you for your interesting answers, your ability to communicate, while showing respect for each other.
You independently assessed your work in class. What results did we get?
I completed assignments in class:Correctly and independently - 2 points
Without errors, but with the help of others - 1 point
Incorrect - 0 points
VI . Homework. Textbook - p.106, No. 3 (Slide 14)
In the Russian language there are several parts of speech. Nouns, adjectives, verbs, and adverbs have semantic meaning. Each part of speech has its own characteristics that distinguish words from words belonging to another part of speech. For example, nouns have certain endings.
Examples of words starting with "ii"
The endings “ii” are typical for adjectives and verbs. However, you can find nouns that have the same ending. As a rule, these are borrowed words. Here are some examples of these words:
- The word “sanatorium” means a medical and health institution. People with certain diseases are treated in sanatoriums. This word contains the desired ending “ii”;
- You can also use the word “army”. In this case, the word is used in the plural. In the singular it will be represented by the form of "army". And in the plural, the ending “ii” changes to the ending “iy”;
- The word “serpentarium” would be suitable. It denotes a place where snakes are kept. There, conditions close to natural are created for them. In the serpentariums, snakes are studied and snake venom is obtained for medicinal and scientific purposes. The specified word also has the desired ending “iy”.
Thus, you can give several nouns that end in “ii”. These words are singular and plural. The mentioned words “sanatorium, army, serpentarium” can be supplemented with other words. So, there is a word "herbarium". It also ends in the form "ii". This word is used to mean a collection of plants. As a rule, collected plants are stored dried. The word "herbarium" is one of the borrowed words.
General characteristics of these words
It is important to note that a common feature of these words is their borrowed origin in the Russian language. There are no original Russian words that end in “ii”. Even the commonly used word "army" has borrowed origins. Therefore, the semantic meaning of most of these words requires additional explanation.
E.A. Makovey, Russian language teacher, Municipal Educational Institution Secondary School No. 1, Adygeisk,
A.I. Arkhipova, professor of Kuban State University
§ 4. Spelling endings
Ending - this is a variable part of a word that forms the form of a word and serves to form a connection between words in a phrase and sentence.
4.1. Spelling unstressed endings of nouns
The choice of an unstressed vowel at the end of a noun depends on the type of its declension.
In China.., in Kore.., in Germany.., in the Arctic.., in amazement..
To find out the spelling of the ending of a noun, follow these steps:
1) put the noun in the initial form (who what?);
2) determine the type of its declination from the table;
3) substitute in its place a test word for this type of declension (this word has a stressed ending in different cases, which will indicate the desired vowel).
|
Special group of nouns* |
-me |
time |
Path |
|
1st declension |
-a (m.r./f.r.) I (m. b./f. b.) |
a country |
Wall |
|
2nd declension |
Zero ending (m.r.) |
horse |
Table |
|
3rd declension |
-ь (f. r.) |
mother |
Steppe |
*A special group of nouns includes differently inflected nouns, as well as nouns of 1st and 2nd declension with special endings (so-called nouns in -ee, -ee, ee).
In China - (China, 2 pages, in the table).
in Korea - (Korea, 1st book, in the wall).
in Germany - (Germany, esp. gr., on the way).
in the Arctic - (Arctic, 2nd volume, in the table).
in amazement - (amazement, special gr., on the way).
|
Note! Rememberthat nouns like doubt And doubt, Maria And Marya lean differently: Remember that the rule does not apply to indeclinable nouns and to nouns indeclinable as adjectives. |
4.2. Spelling unstressed endings of adjectives and participles
Unstressed endings of adjectives and participles are checked by the stressed ending of the test word.
In a flying plane; changing opinion; powerful voice.
You can determine the ending by the test word - what question? (he will suggest a stressed vowel at the end):
in a rotating cylinder
(which one? - ending -om / -em) in rotating;
with the changing wind
(with which one? - ending -y/-im) with changing;
a worried mother (which one? - ending -th/s) a worried mother;
on a sinking ship
(on what ship? - ending -om / -em) on the sinking
Exception:
in the form of the nominative (accusative) case m.r. units The ending of the adjective (participle) should be remembered: -Y / -YY.
The Lost Man; curling smoke.
4.3. Spelling of unstressed personal verb endings
The choice of an unstressed vowel in the personal ending of a verb depends on the type of its conjugation.
We are c..m; you hear...you; they are fighting...
To find out the spelling of the ending of a verb, follow these steps:
1) put the verb in the indefinite form ( what to do / what to do?);
2) determine the type of conjugation from the table;
3) substitute the test word (the stressed ending of the test word will prompt the desired vowel).
We glue ... m (glue, II conjugation, we say) - glue
You hear...sh (hear, II conjugation, you speak) - hear
They are fighting (to fight, I conjugation, they take) - they are fighting
|
Note! When putting a verb into the indefinite form, you should ensure that the verb retains the same verbal form. Verbs like y hear, lay etc. (formed with the help of prefixes from verbs - exceptions) belong to the same type of conjugation as the exceptions themselves. Verbs like shave, hold on etc. (formed with the help of the suffix -СЯ from verbs - exceptions) belong to the same type of conjugation as the exceptions themselves. |
In a flying plane (which one?).
Changing opinions (which ones?).
Mighty voice (excl.).
Class: 5
Presentation for the lesson
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Basic tutorial Russian language. 5th grade. Textbook for general education institutions. In 2 hours. Part 2 / T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others; scientific editor N.M. Shansky. – M.: Education, 2012.
The purpose of the lesson: get acquainted with the spelling of the endings of nouns in -i, -i, -iy singular in the genitive, dative and prepositional cases
Planned results:
- Subject Skills:
- drawing up an algorithm for writing e-And in case endings of nouns; knowledge of the method of action when choosing the spelling of letters e-i at the endings of nouns;
- mastery of this method of action; determining case endings of nouns
- correct application of the rule in writing;
- Meta-subject skills:
- mastering techniques for selecting and systematizing material;
- adequate comprehension of the text by ear;
- the ability to argue your thoughts when answering;
- the ability to freely and correctly express one’s thoughts orally and in writing;
- Personal skills:
- the ability to evaluate one’s own activities and the activities of classmates;
- desire for speech self-improvement;
- the ability to self-assess one’s own speech in terms of communication norms
Lesson type: lesson in learning new knowledge
Forms of student work: steam room, group, individual
Required technical equipment: computer class for 7 people, multimedia projector, interactive whiteboard
Lesson structure and flow
| Teacher activities | Student activities |
Training and development tasks for each stage |
Diagnostic tasks of each stage. UUD |
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| I. Organizational moment (motivation for educational activities)(1 min.) Purpose of the stage: inclusion of students in activities at a personally significant level |
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| Greetings, checking readiness for the lesson, wishes for success. Getting into the business rhythm. |
Choose an emoticon and show your mood. | - Good afternoon guys! On the tables you have emoticons No. 1, 2, 3, choose the one that matches your mood and show it. – How many smiles lit up. Thank you! And this is my mood ( Slide 2) – I see: we are ready for active and productive cooperation. Good luck to all! |
– Why is the mood in class so important? Personal results Self-determination (L) Meta-subject results Planning educational collaboration with teacher and peers (K) |
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| II. Updating and trial learning activity(4-5 min.) Purpose of the stage: repetition of the studied material necessary for the “discovery of new knowledge”, identification of difficulties in the individual activities of each student; preparing students' thinking and organizing their awareness of the internal need to build a new way of action. |
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| Organizes repetition of knowledge, consolidation of skills | Complete tasks, identifying the extra word, analyzing all the words | (Students work in groups of 3) (Slide 3) – Find the "third wheel" word in each group: 1) about the people _, to the crown _, without clouds _ 1 group: the extra word “without a cloud”, since, unlike other words, it is in R.p. and has the ending - And. The first two words, despite different declensions (2 and 1) and cases (P. and D.), have - e. 2nd group: all nouns are pp., but the first two words belong to the 1st declension, so in the ending - e, and “spruce” – 3 declensions, ending - And. So, the extra word “about spruce” 3 group: all nouns P.p., ending in 1st and 2nd declension - e. Noun « building" s.r., 2 declensions - means, too - e? 4 group: all nouns of the 1st declension, D.p., ending -e. |
– What role does knowledge of the Russian language play in your life? What do you need them for? Meta-subject results |
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| III. Problematic explanation of new knowledge(15 minutes.) Purpose of the stage: discussing difficulties (why difficulties arose, what we do not yet know), ensuring students’ perception, comprehension and initial consolidation that nouns in -i, -i, -iy are special nouns; drawing up an algorithm for its determination, setting goals for educational activities |
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| Creates a problematic situation (offers a task that is not feasible due to the lack of knowledge) and organizes the work of students to study it. Involves students in discussing problematic issues, determining the purpose and topic of the lesson |
Participate in the discussion of problematic issues, formulate their own opinions and give reasons for them Set a goal, formulate a problem and topic of the lesson |
Formulation of the problem(2 minutes.) – Which word in each group can you call the third odd one? |
– Why did opinions differ? What is the problem? (We don't know which letter to write at the end). | ||
| Organizes work in groups, pairs, ensures control over the completion of tasks |
Study the information in the textbook, p. 69 Work with the electronic educational resource (hereinafter referred to as EER), prepare Create an action algorithm (group work) |
Opening new(10 min) 1. Formulating a problematic question on a new topic 2. Study the material in the textbook on p. 69. (Slide 5) 3. Report on the assignment completed at home: working with an information-type electronic training module. Performance.
(Slide 6) 4. Drawing up an algorithm for determining the unstressed ending of nouns ending in -i, -ie, -i (they work in a group for 2 minutes, then one of the groups speaks, the others make adjustments)
5. Recording the algorithm in Supports (notebooks for diagrams and rules)
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– Formulate a problematic question and compare theoretical information on a new topic obtained from the EER with the material in the textbook Meta-subject results |
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| Organizes physical training | Do physical exercises | Fizminutka - And now everyone is up! |
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| IV. Consolidation of what has been learned Purpose of the stage: speaking and consolidating new knowledge; identifying gaps in the primary understanding of the studied material, students’ misconceptions; carrying out correction; learning to spell the endings of nouns in -i, -i, -i. |
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| Establishes awareness of perception, makes a primary generalization. | Working with a textbook. Exercise mutual control and provide the necessary mutual assistance in cooperation (work in pairs). They participate in the discussion of problematic issues, formulate their own opinions and give reasons for them. Give self-assessment to the results of their educational activities (work in pairs, individually) |
Primary consolidation (Slide 8) They work with the textbook (exercise 538) in a group. Write out the nouns that have in P.p. units at the end - And. |
– What is the difference in the spelling of nouns? Meta-subject results Control, correction, selection and awareness of what has been learned (R) Rating (P) Managing your partner's behavior (K) Expressing your thoughts with sufficient completeness and accuracy (K) Subject results Action by analogy (P) Ability to structure knowledge, choose the most effective ways to solve problems (P – general education) Personal results Self-determination (L) |
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| Organizes activities to apply new knowledge, incorporate new knowledge into the knowledge system and repeat Introduces students to work with electronic educational resources |
Incorporating new things into the knowledge system and repeating them (Slide 10) Work on options with mutual checking “Spelling of unstressed endings of nouns” (Handout) ( Annex 1 ) Independent work to control knowledge (Slide 11) Working with the author's electronic training simulator of the control type "Letters E-I in the endings of nouns" with automatic grading (students enter their last name, class and date of work on 1 sheet; the teacher records the final result) ( Appendix 2 ) |
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| V. Lesson summary (reflection on activity) Purpose of the stage: students’ awareness of their educational activities, self-assessment of the results of their own and the entire class’s activities |
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| Organizes reflection and self-assessment of student results Offers homework taking into account the students' level of preparation |
Carry out lesson assessment and self-assessment, correlate the goal and results, the degree of their compliance Answer the questions: |
(Slide 12) – What was your goal? – Did you manage to achieve your goal? - How? – What results did you get? – What caused particular difficulties? – Where can you apply new knowledge? – Name the keywords of the topic. – Select the emoji that matches your mood, and show it. (Slide 13) Homework assignment. 1) Execute – exercises 540, 542 (one to choose from); – test No. 5, options 1,2, tasks 1–4, p. 17, 19 (book “Tests. Part 2”). 2) Advanced level task: When we start learning English, we learn that there are almost no cases in this language. Maybe in the Russian language cases are a completely unnecessary thing? Question. Is it so? Use a simple example to prove the need for cases. (Slide 14) Thanks for the work. |
– Compare your mood at the beginning and end of the lesson. – What does this have to do with? Meta-subject results |
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Bibliography:
- Blinov G.I., Antokhina V.A. Collection of dictations on spelling and punctuation: A manual for teachers. – M.: Education, 1986.
- Efremova E.A. Russian language. Workbook. 5th grade /Manual for students of general education institutions. – M.: “Enlightenment”, 2012.
- Knigina M.P. Russian language. 5th grade. Tests: At 2 o'clock. Part 2. – 2nd ed., revised. and additional – Saratov: “Lyceum”, 2010.
- Mezhueva Yu.V. Russian language. Spelling of case endings of nouns - Saratov: “Lyceum”, 2010.
- Russian language. 5th grade. Textbook for general education institutions. In 2 hours. Part 2 / T.A.Ladyzhenskaya, M.T.Baranov, L.A.Trostentsova and others; scientific editor N.M.Shansky /. – M.: Education, 2012.
- Shklyarova T.V. Collection of independent works “Insert a letter!”, 5th grade / Manual for secondary school / – M.: “Gramotey”, 2009.
Information type electronic training module:
Spelling case endings of nouns
The spelling of the endings of nouns depends on what type of declension they belong to. Errors in choosing endings -e or - And usually appear not in all case forms, but only in the forms of three cases: genitive, dative and prepositional.
Nouns I declination(country, land, alley) in genitive forms have the ending -s(s), and in the dative and prepositional forms -e:
Genus. n. (who? what?) countries earth alleys
Dat. n. (to whom? what?) country earth alley
Suggestion n. (about whom? about what?) (about) country (about) land (about) alley
Nouns of the 2nd declension in the form of the prepositional case they have an ending -e: (in) the house, (on) the horse, (on) the window, (about) the heat, (in) the frost. There are usually no mistakes made here.
Nouns of III declension(steppe, night, quiet) in the forms of the genitive, dative and prepositional cases have the ending -And:
Genus. n. (who? what?) steppes nights silence
Dat. n. (to whom? what?) steppes nights silence
Suggestion p. (about whom? about what?) (about) steppe (about) night (in) silence
Recommendation. To check the spelling of an unstressed ending in a noun, it is enough to remember the keyword with a stressed ending in the same form (according to the morphological principle of Russian spelling). For the first declension this could be the word Earth, for II - window, for III - steppe.
Indeclinable nouns
Word path, as well as ten nouns in -me (banner, flame, tribe, stirrup, etc.) are indeclinable and in the forms of the genitive, dative and prepositional cases they have the ending -And:
Genus. n. (who? what?) pathbannerflame
Dat. n. (to whom? what?) paths of the banner of the flame
Suggestion p. (about whom? about what?) (in) the way (on) the banner (in) the tribe
Case forms of nouns in -i, -i, -i
1.
Nouns with a mixed masculine and neuter stem -th And -ies in the feminine prepositional case on -and I in the dative and prepositional cases the singular has an unstressed ending -And(but not -e as a general rule), for example:
genius - about genius, sodium - about sodium, radium - about radium, Vasily - about Vasily, Yuri - about Yuri;
separation - in the department, return - upon return, assistance - with assistance;
army - to the army, about the army, line - along the line, on the line, station - to the station, at the station; Bulgaria – in Bulgaria, in Bulgaria; Maria - to Maria, about Maria.
Note. If there are options for -ies And -ye, -and I And -ya the indicated case forms have different endings. Nouns on –ya And -ye are declined according to the general rule and have an ending in the dative and prepositional cases -e:
about skill - about skill, in flowering - in flowering, about verbosity - about verbosity, about Natalia - about Natalya, to Maria - to Marya.
2. Few nouns in -ii, -ii with a monosyllabic base have the ending in the indicated cases in an unstressed position as a general rule -e: serpent - about the serpent, ky - about kiy, Kiy (the legendary founder of Kyiv) - about Kiy, chiy (plant) - about chiy, "Viy" - in "Bue", Pius - about Pius, under Pope Pius; Biya (river) - along Biya, on Biya; Iya, Leah, Viya (female names) - to Iya, about Leah, about Vie; Gia (male name) - to Gia, about Gia. (§ 40 Code of Regulations 1956)
3. Few nouns have - no, -and I, with an accent on the ending, the indicated case forms end in - And on either - e, eg: judge - to the judge, about the judge, litia - in litia-, litany - in litany, being - about being, life - about life, in life, but: edge - on the edge, about the edge, Aliya, Zulfiya (personal names) - about Aliya, to Zulfiya.
Vowels in some unstressed case endings
Nouns with suffix -searching-,
if they are masculine or neuter, they end in them. pad. units hours on -e
, For example: house, camel, fishing rod, swamp. If they are feminine, then they end in them. pad. units hours on -A
, For example: cows, hands, dirt.
Masculine nouns with suffixes -yushk-, -yushk-, ishk-, yushk- , denoting animate objects, as well as all feminine nouns with the same suffixes end in them. pad. units hours on -A , For example: grandfather, father, boy, old man, little man, nightingale, nanny, little hand.
Masculine nouns denoting inanimate objects, as well as all neuter nouns, have them in them. pad. units h. after these suffixes the ending -O , For example: bread, little yard, feather, coat.
At the end of them. pad. units including animate masculine nouns after suffixes -To- And -l- is written A , For example: reveler, started singing, was big, ate; colloquial proper names like Gavrila, Kirila, Mikhaila(used along with Gabriel, Kirill, Mikhail).
The exception is Old Russian and Ukrainian names and surnames in -ko , For example: Mikhalko, Shevchenko, as well as ancient and regional proper names on -lo , For example: Yarilo, Mikhailo Lomonosov.
In the family pad. plural hours from nouns ending in singular. h. on unstruck -ya
And -ye
, written -th
, and from nouns ending in -ya
And -ye
under stress, written -to her
, For example: shalunya - naughty, gorge - gorge, But: bench - bench, gun - gun.
Declension of proper names
In surnames on -in (-yn) and on -ov(s) is written in the creative work. pad. units h. -th (according to the declension of adjectives), for example: Pavel Lisitsyn – Pavel Lisitsyn, Ivan Turgenev – Ivan Turgenev.
Note. In foreign surnames -in And -s is written in the creative work. pad. units h. -om (according to the declension of nouns), for example: Green - Green, Darwin - Darwin, Bülow - Bülow.
In the names of settlements on -in (-yn), -ov (-ev), -ino (-yno), -ovo (-evo) is written in the creative work. pad. units h. -ohm , For example:
the city of Pskov - the city of Pskov
city of Lviv – city of Lviv
the city of Saratov - the city of Saratov
the city of Kanev - the city of Kanev
the city of Kalinin - the city of Kalinin
the city of Kirov - the city of Kirov
Maryino village - Maryino village
the village of Lisitsyno - the village of Lisitsyn
village Kryukovo - village Kryukovo