The syntactic role of the numeral in a sentence. Syntactic role of numerals. The syntactic role of the participle
To the question, the numeral and its syntactic role given by the author barefoot the best answer is
Answer from class class[newbie]
Do you want it
Answer from flush[newbie]
The answer is incomplete. Ordinal numbers are rare, but there are circumstances. Example: About one thousand two hundred and seventy-five years BC, an eruption occurred in Troy. (About) one thousand two hundred and seventy-fifth (year) - a circumstance.
Answer from Matsola[newbie]
first
Answer from spread[newbie]
When analyzing the syntactic function of a numeral, you should first determine whether the numeral is used in isolation or as part of a quantitative-nominal phrase (two sisters, both friends, three children).
Numerals used in isolation can be different members of the sentence:
subject (three is a number, three volunteered to help, both are to blame, the third is extra);
be the nominal part of the compound predicate (twice two - four, he was second in line);
be a direct or indirect addition (two were added to four, she adopted two).
Cardinal numbers in the nominative and similar accusative, combined with a noun, are the main word of a syntactically related phrase, controlling the noun in genitive case the only or plural(The monkey ate four bananas (five bananas) - the numeral four (five) is part of a syntactically related phrase, which plays the role of an addition in the sentence). Speaking in other cases, the quantitative numeral is a dependent word in a free phrase, consistent with the noun, plays the role of an agreed definition (A woman with two children approached us).
Ordinal numbers most often act as agreed definitions (There was no second lesson. Only on the third attempt did the athlete succeed in the jump), but they can also be part of syntactically related (The first of those walking already saw the forester's house) and phraseologically related (He is not my relative, and the seventh water on jelly) phrases.
Answer from Dfhk hfik[newbie]
When analyzing the syntactic function of a numeral, you should first determine whether the numeral is used in isolation or as part of a quantitative-nominal phrase (two sisters, both friends, three children).
Numerals used in isolation can be different members of the sentence:
subject (three is a number, three volunteered to help, both are to blame, the third is extra);
be the nominal part of the compound predicate (twice two - four, he was second in line);
be a direct or indirect addition (two were added to four, she adopted two).
Cardinal numbers in the nominative and similar accusative cases, combined with a noun, are the main word of a syntactically related phrase, controlling the noun in the genitive singular or plural (The monkey ate four bananas (five bananas) - the numeral four (five) is part of syntactically a related phrase that plays the role of an object in a sentence). Speaking in other cases, the quantitative numeral is a dependent word in a free phrase, consistent with the noun, plays the role of an agreed definition (A woman with two children approached us).
Ordinal numbers most often act as agreed definitions (There was no second lesson. Only on the third attempt did the athlete succeed in the jump), but they can also be part of syntactically related (The first of those walking already saw the forester's house) and phraseologically related (He is not my relative, and the seventh water on jelly) phrases.
Answer from Anna Creed[newbie]
When analyzing the syntactic function of a numeral, you should first determine whether the numeral is used in isolation or as part of a quantitative-nominal phrase (two sisters, both friends, three children).
Numerals used in isolation can be different members of the sentence:
subject (three is a number, three volunteered to help, both are to blame, the third is extra);
be the nominal part of the compound predicate (twice two - four, he was second in line);
be a direct or indirect addition (two were added to four, she adopted two).
Cardinal numbers in the nominative and similar accusative cases, combined with a noun, are the main word of a syntactically related phrase, controlling the noun in the genitive singular or plural (The monkey ate four bananas (five bananas) - the numeral four (five) is part of syntactically a related phrase that plays the role of an object in a sentence). Speaking in other cases, the quantitative numeral is a dependent word in a free phrase, consistent with the noun, plays the role of an agreed definition (A woman with two children approached us).
Ordinal numbers most often act as agreed definitions (There was no second lesson. Only on the third attempt did the athlete succeed in the jump), but they can also be part of syntactically related (The first of those walking already saw the forester's house) and phraseologically related (He is not my relative, and the seventh water on jelly) phrases.
A sentence is one of the basic units of syntax. It is a complete thought and can consist of one or more words. From a grammatical point of view, the sentence has members - the main ones (subject and predicate), as well as secondary ones (what is the syntactic role of this or that part of speech in the sentence? We will try to understand this issue below: we will consider only
The syntactic role of the noun
As a rule, it acts as the main member of a sentence or addition. But the peculiarity of this part of speech is that it can become any member of the sentence. In their basic role, nouns can be defined, for example, by adjectives, pronouns, participles, with agreement in such categories as gender, number, and case. A noun can also form syntactic constructions with verbs, adverbs and predicative words.
Syntactic role of adjective
The most common role of an adjective in a sentence is the agreed definition, but it is not the only one. An adjective can also act as a subject or nominal part of a compound predicate. It is typical for adjectives in short form to act only as a predicate.
The syntactic role of the adverb
The usual role of the adverb is the circumstance - the mode of action, time, place, cause, purpose, measure and degree. However, sometimes it can be predicate. There is also a separate group of adverbs that play the role of allied words in a sentence.
The syntactic role of the verb
The verb usually acts as a predicate. The infinitive (if you don't remember - it can also be part of a compound predicate, or be a subject, object, definition, circumstance.
The syntactic role of the participle
The participle has the same grammatical properties as the adjective, therefore, in a sentence it often acts as an agreed definition. However, its affinity with the verb also allows the participle in some cases to be the nominal part of the compound predicate, but this is typical only for short forms. In addition, the participle with dependent words forms the so-called which, being an indivisible construction, can be almost any minor member.
The syntactic role of the gerund
The participle in the sentence is only a circumstance. However, in the composition, it may become another minor member of the proposal, but it is important to remember that the turnover is considered as a whole.
The syntactic role of the pronoun
The role of the pronoun directly depends on which category it belongs to. Since the variety of pronouns gives them wide possibilities, they can act as a subject, predicate, definition and object - depending on the context.
The syntactic role of the numeral
Numerals in a sentence can be both subject and predicate, as well as a definition or adverb of time. As you can see, nothing complicated.
1. The concept of a numeral.
The numeral is an independent part of speech, which includes words denoting
Numbers (twice two is four)
Number of items (four tables) or
Counting order (fifth house)
and answering questions How many?, which the?
Scheme 1. Numerals as part of speech
2. Discharges of numerals.
From the point of view of meaning and grammatical features, numerals are usually divided into groups, or categories.
Discharges are groups of words united by a common meaning and having the same grammatical characteristics.
The numbers are divided into quantitative and ordinal.
To quantitative numerals include words denoting quantity ( five houses),
number ( five not divisible by two no remainder), item number (house number five).
To ordinal numerals include words denoting the order of objects in the count ( fifth house).
Scheme 2. Digits of numerals
3. Cardinal numbers.
Within the group of cardinal numbers, in terms of meaning and grammatical properties, the following subgroups can be distinguished:
Quantitative numbers denoting whole numbers,
Cardinal numbers denoting fractional numbers,
Collective numbers.
Quantitative numbers denoting whole numbers are numerals that name the amount of something in whole units: two table, five tickets thirty three ship. Note that these words are combined with nouns that name objects that can be counted (one cannot say two gold or three youth).
These words change by case ( five, five, five) and do not have categories of gender and number (except for numerals one two). Word one can have masculine, neuter, and feminine forms: one, one, one and the plural form: alone.
numeral two/two varies by gender, keeping differences by gender in I.p. and V.p.: two shirts, two table.
Fractional cardinal numbers denote fractional numbers and fractional quantity ( two thirds, zero point seven tenths). These numerals are combined both with the names of objects that can be counted, and with real and collective nouns: two-thirds table, one tenth youth, three-fifths gold.
The words of this subgroup change by case: three fourths, three fourths etc., but have no gender or number.
The exception is the number one and a half, which has two forms: m. and f. R. ( one and a half month, one and a half minutes), as well as fractional numbers, which include numbers one and two. At the same time, while maintaining the category of gender, these words in the composition of fractional numerals by gender do not change and are always used only in the form of g. R. One seventh of a table, two fifths of a book.
The last subgroup of cardinal numbers - collective numerals. This subgroup includes 10 words: two, three, four, five, six, seven, eight, nine, ten, both.
All these words change in cases ( two, two, two etc.).
Word both/both varies by case and by gender, where both- masculine and neuter forms both- female.
4. Structure (structure) of numerals.
By their structure, numerals can be simple, compound and complex.
Simple numerals consist of one word ( eight, five, twenty). Composite - from two or more eighty two, fifty three, five hundred twenty five).
In terms of the number of roots in a word, complex numbers are also distinguished. These include words containing more than one root. The words fifty, sixty, seventy are complex, because have two roots.
Fractional numbers - compound ( three tenths), numeral one and a half- simple, numeral a hundred and fifty- complex.
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Scheme 3. Structure of numerals
5. Syntactic function of numerals.
In a sentence, cardinal numbers make up one member of the sentence with the noun in which they stand. Thus, they can be any sentence member that a noun can be.
Three girls under the window
They spun late in the evening (A. Pushkin).
(...) And my choice blesses only three favorite faces. (B. Akhmadulina).
He traded greyhounds for them three dogs!!! (A. Griboyedov).
Ordinal numbers are either definitions or part of the predicate.
I repeat everything the first verse ... (M. Tsvetaeva).
101st I will never! (E. Evtushenko).
Homework(Source)
Exercise 1.
Write the text, determine the digits of the numerals.
On August 22, 1880, the first tram appeared in St. Petersburg. But only in 1892 tram traffic began in Kyiv. The length of the first branch was 1.6 kilometers. The first subway in our country was opened in Moscow on May 15, 1935. The length of the first line was 11.6 kilometers and it had 13 stations.
How important is it to answer the question how much? Both our losses and our gains may depend on the correct answer. In this lesson, you will learn how to correctly decline cardinal numbers denoting whole numbers.
1. The meaning of fractional numbers and their compatibility with nouns
Fractional cardinal numbers denote fractional numbers and fractional quantities ( two thirds, 0.7 etc.). These numerals are combined both with the names of objects that can be counted, and with real and collective nouns. Two third tables. One tenth of the youth. Two-fifths of gold.
However, the numerals of this category cannot be combined with animate nouns. The exception is the word a hundred and fifty(= one and a half hundred = 150). We cannot say, for example, one and a half dogs and we can say one hundred and fifty dogs.
Of the one and a half hundred dogs of the South Russian Shepherd Dogs, there were only five.
Word a hundred and fifty although it is fractional, because a hundred and fifty- this is one and a half hundred, but he calls an integer, because one and a half hundred is 150. That is why a hundred and fifty is the only fractional numeral that combines with animate nouns.
2. Structure of fractional numbers
In their structure, all fractional quantitative numbers are composite, that is, they consist of 2 or more words. Three tenths, seven eighths, three fourths. In this case, the first part of fractional numbers is represented by an integer cardinal number, and the second part is represented by an ordinal number.
The exception is the numbers one and a half / one and a half and a hundred and fifty, since they consist of one word, unlike the rest of the fractional numbers. Wherein one and a half- simple, a hundred and fifty- complex.
3. Morphological features
All fractional cardinal numbers change in cases.
numeral one and a half varies by birth and has the forms of m. and cf. R. and the form of R: one and a half and one and a half. one and a half month, one and a half apples, one and a half weeks.
As you remember from the previous lesson, numerals one and two also have a genus category ( one - one - one, two - two). Getting into the composition of a fractional numeral, these words retain their generic characteristics, but are used only in the form zh. R.: one tenth, two tenths, one eighth, two eighths etc.
4. Declension of fractional cardinal numbers
In terms of structure, there are 2 subgroups in the group of fractional cardinal numbers:
§ simple (non-compound) numerals ( one and a half, one and a half)
§ compound numerals (all others, for example 2/5).
Numerals of the first subgroup one and a half / one and a half and a hundred and fifty have 2 forms: I. p. and V. p. ( one and a half / one and a half and a hundred and fifty) and the form for other cases ( one and a half, one and a half hundred).
Table 1. Declension of numbers one and a half, one and a half, one and a half hundred
In the numerals of the second subgroup - in compound fractional numbers - both parts are declined: the first part is declined as the corresponding whole number, the second - as an ordinal number in the plural. or units h. ( one seventh, three sevenths etc.).
Table 2. Declension of compound fractional numbers
5. Syntactic characteristics
Nouns used with fractional cardinal numbers stand in the form of R. p. units. or many h. The number form of a noun depends on the meaning.
Compare: One second pear and one second pear, two thirds of a glass and two thirds of glasses. i.e. units hours \u003d part of one object, pl. hours = part of the total number of items.
In a sentence, fractional cardinal numbers make up one member of the sentence with the noun in which they stand.
We haven't seen each other one and half year.
The world ocean occupies three fourths of the planet.
I approve:______________Date:____________Russian language Grade 7 November 9, 2016
Topic: Syntactic role of numerals
Purpose: 1. to systematize and generalize students' knowledge about the numeral as a part of speech;
2. consolidate the skills associated with the use of numerals in oral speech (observe the norms of use in agreement with the noun);
3. to cultivate interest in the Russian language among schoolchildren.
Type of lesson: repetition and systematization of knowledge.
MO: practical, visual - illustrative.
During the classes:
1
. Org. stage.
So, Blitz survey based on the material covered:
1. What is a numeral?
2. All numerals are divided by value into .... (quantitative and ordinal)
3. Among the quantitative numerals stand out ... (whole, fractional, collective)
4. Quantity. numerals in composition are .. (simple, complex and compound)
2 .Vocabulary dictation.
The teacher dictates the names of the numerals, the students should divide them into two groups:
into simple numbers and composites.
Three, forty-eight, one thousand nine hundred ninety-ninth, eightieth, ninety,
one hundred and thirty, three hundred and forty-eight, two, twelve, two thousand and six, eight hundred
fifteen, three hundred thirteen, two hundred and twenty-second, one million three hundred and forty (1340000), five thousand eight hundred, thirty-two.
3 .Then students should make sentences with all numbers. it
the task is done independently.
Underline the numerals as part of the sentence
Seven guys went camping. The first ray of the sun woke the girl. Add six to ten. The train leaves at two o'clock. The boy bought five notebooks. Seven six-forty-two.
4 .
Task: from cardinal numbers 6,3,4,2,1,10,7,13,19,20
Form ordinal numbers
5 .Exercise. Rewrite and indicate the type of numerals by structure (simple, complex, compound).
Fifteen, seven, one hundred and sixteen, eighteenth, eleven, six hundred, seventieth, ninety-sixth, seven hundred forty-one, three hundred twenty, fourth, nine hundred ninety-nine thousand
6 .Exercise. Numbers represent cardinal numbers. Indicate the line in which all numbers are simple and write them in words.
a) 19, 15, 1000 b) 8, 1000, 100, 1 c) 19999, 300, 4, 17 d) 3, 29, 18, 41
7 . Write the numbers as collective numbers. There are (3) friends sitting at the same table. Aunt Masha has (4) children. (5) climbers have gone to the mountains. There were (6) scissors on the table, (3) days passed.
8 .1. Decline the ordinal number eighth .
2. Decline the compound number, the year of your birth. (2001st year)
3. convert cardinal numbers to ordinals: 1819, 48, 90, 15, 12, 4, 22, 800.
9 . write the numerals in words, agreeing them with the nouns:
It's my birthday… ; before 8 (March) you need to buy flowers; I will remember about 1 (September); by 9 (May) it is necessary to prepare a concert.
10 .1. In what numeral should HH be written?
2. In what numerals should you write - b at the end of the word:
3. In what numerals should you write - b in the middle of the word:
11
. Warm up
- How many fingers are on the hand? (5)
- How many months in a year? (12)
How many tails do 5 cats have? (5)
How many rings are on the Olympic flag? (5)
How many toes are on two feet? (ten)
- How many suns are in the sky? (one)
How many paws do two chickens have? (four)
- How many gold medals received
Kazakhs at the Olympics in London? (7)
- How many eyes does a person have? (2)
How many corners does a square have? (four)
How many arms does a dog have? (zero)
- What time of year? (four)
- How many days are there in a week? (7)
How many sides does a triangle have? (3)
How many nuts are in the empty glass? (zero)
- How many letters are in the Russian alphabet? (33)
12.
Proverbs and sayings.
Remember the proverbs and sayings in which there are numerals
There is safety in numbers.
You cut down one tree, plant ten.
Better to see once than hear a hundred times.
If you chase two hares, you won't catch one.
Two of a Kind.
Do not recognize a friend in three days - recognize in three years.
It takes three years to learn to be industrious; it takes only three days to learn to be lazy.
Without four corners, the hut is not cut.
Seven do not wait for one
Seven times measure cut once
Spring and autumn - eight weather per day.
Do not have a hundred rubles, but have a hundred friends.
13.
Numerals in the titles of fairy tales.
Remember the names of fairy tales in which there are numerals
Masha and three bears
14
. Read it with poetic intonation:
714, 15, 3247
16, 318, 140, 327
3, 28, 220, 126, 1245
615, 18, 2225
713, 116, 512, 43
2000000, 320, 17, 333.
15 Questions:
1. Part of speech denoting the number of objects.
2. Numerals that answer the question how much?
3. Numerals that answer the question what?
4. A number greater than three but less than five.
5. The number is less than twelve but greater than ten.
6. Ten divided by two.
16. Reflection.
What did you repeat today? (It is correct to use numerals in oral speech, write numerals correctly, see, hear and be able to correct grammatical errors associated with violation of the morphological norms of numerals).
17 . Homework. Summing up the lesson. Grading.
Topic: The syntactic role of numerals in a sentence.Goals: to find outdevelopment of skills to correctly use numerals in oral speech, decline numerals, as well as to improve spelling skills for numerals;to develop the mental and speech activity of students, the ability to analyze, compare, classify, generalize, logically correctly express their thoughts; continue to work on the disclosure of creative abilities; on the development of critical, figurative thinking; create conditions for the development of communication skills; development of a system of value relations to the native language; fostering a careful attitude to the word of the author, a responsible attitude to one's own word, to the culture of speech; improving the skills of ethical interpersonal communication.
Planned educational results:
Personal UUD
awareness of the aesthetic value of the Russian language; respect for the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture;
the desire for speech self-improvement; sufficient volume vocabulary and learned grammatical means for the free expression of thoughts and feelings in the process of verbal communication; the ability to self-assessment based on observation of one's own speech;
to expresspositive attitude to the process of cognition;
show attention, surprise, desire to learn more;
evaluateown educational activity: own achievements, independence, initiative, responsibility, reasons for failures;
Metasubject -
Regulatory:
P accept and save a learning task,
P plan the necessary actions, act according to the plan ,
perform self-examination or mutual examination of the educational task; perform the learning task in accordance with the goal;
Cognitive:
to find outthe syntactic role of numerals in a sentence;know the ranks of cardinal numbers;repeat, consolidate students' knowledge of the numeral as a part of speech;repeat the features of declensions of numerals; .
Communicative:
Establish working relationships, learn to cooperate effectively
subject : to find outthe syntactic role of numerals in a sentence;know the ranks of cardinal numbers;repeat, consolidate students' knowledge of the numeral as a part of speech;repeat the features of declensions of numerals;development of skills to correctly use numerals in oral speech, decline numerals, as well as to improve spelling skills for numerals.
LESSON TYPE:combined lesson (UK)
Lesson map
Greeting, identifying those absent from the class.Hello guys!
A cheerful bell rang
We start our lesson.
Let's smile at the sun
Let's give each other a hand
Let's cheer up
For yourself and a friend.
(give a hand to a neighbor and throw a spark of mood around)
Checking homework (exercises, peer review).
Greeting, the attendant calls the absent
2. Motivation for learning activities. Setting goals and objectives for the lesson.
Guess the puzzles.
7th (family) o5 (again) 40a (magpie) (sprout)
2. In the deepest antiquity, people owned almost nothing. Prehistoric man had negligible things, then he had nothing to count.
The inhabitants of a part of Mesopotamia learned to harvest crops, created a system of laws and erected gigantic buildings. The part of Mesopotamia where this prosperous people lived is called Sumer. It was the prosperity of the Sumerians that created a problem that had never confronted people before. They needed to keep track of their wealth and somehow celebrate it. So there were words for counting - numerals.
Numbers are very important in human life. People constantly count something: days, months, years, numbers, seconds… Numbers surround us everywhere. Meanwhile, the numeral is the smallest part of speech, it has only a few dozen words. The numbers of the first ten play a huge role: a variety of numerals arose from them. In terms of frequency of use in speech, the numeral ranks eighth. What role do numbers play in a sentence?
What will be the theme of our lesson?
What goals will we set for ourselves? What do you need to know and be able to do? 5 minutes.
They answer the question.
Name the topic of the lesson.
Write down the date, the topic of the lesson in a notebook.
3. Actualization of knowledge.
Spelling warm-up "Declination of numerals" (p. 52). 10 min.
Work at the blackboard: 55, 83, one hundred, forty, twenty-seventh. Mutual verification.
2. Graphic dictation.
What do you know about the numeral as a part of speech? We will answer this question in the form of writing the signs "+" and "-".
1. Numerals - an independent part of speech, which indicates the number of objects in the count. +,
2. An example of numerals can be words such as two, three, five. -,
3. All numerals can be divided into two groups: quantitative and collective. -,
4. Simple numbers consist of one word. For example, fifteen, fifty. -,
5. Numerals from 5 to 30 are declined according to the model of nouns of the 3rd declension. +,
6. In a sentence, a numeral can only be a predicate. -,
7. Ordinal numbers change by gender, number and case. +,
8. In the middle of numbers soft sign never written. -,
9. In compound cardinal numbers, each part is declined. +
They work at the blackboard, mutual checking.
4. Primary assimilation of new knowledge
Discovery of new material. 10 min.
Today in the lesson we have to determine the role of numerals in a sentence. For thisyou need to do an experiment. Do you like flowers? Today we will grow 2 flowers: a cardinal number and an ordinal. But how many petals each of them will have depends on how we work.
Our goal: to create flower schemes. (Drawing on the board).
WORK IN GROUPS: determine the syntactic role of the numeral.
1: Ordinal.
2: Quantitative.
Determine the role of numerals.
Formulate a rule.
Evaluate your work
5. Initial check of understanding
Drawing a flower diagram.
Work with the textbook.
Create a schema.
Read the rules in the textbook, comparing with the answer
6. Primary fastening.
GROUP WORK: 10 min.
Card number 1.
2. Card number 2. Correct the mistakes, write the sentences in the corrected form. Underline as part of the sentence.
3. Creative task.
write downcorrected proposals., determine the role of numerals, perform tasks in accordance with the learning task.
7. Control of assimilation, discussion of the mistakes made and their correction
Test. 5 minutes.
And now a small test to test your knowledge of the numeral.
1. Find the correct definition of a cardinal number.
A) A quantitative numeral is a service part of speech that indicates the number of objects and answers the question how much?
B) A quantitative numeral is an independent part of speech that denotes a number.
C) A quantitative numeral is an independent part of speech that denotes the number of objects or a number and answers the question how much?
2. Finish the definition.
A) Numerals denoting integers are called ...
B) Numerals denoting the number of objects, as a whole, are called ...
C) Numerals denoting fractional numbers are called ...
2. GROUP WORK: You can get a good mark for the next task.
Within 5 minutes, remember and write as much as possible literary works, in the name of which there are cardinal numbers. “Three Musketeers” by A. Dumas, “Two Captains” by V. Kaverin, “Five weeks on hot-air balloon» J. Verne, “Twelve Months” by S. Marshak, “The Tale of the Dead Princess and the Seven Bogatyrs” by A. Pushkin, “20,000 Leagues Under the Sea” by J. Verne.
perform tasks in accordance with the educational task.
8. Information about homework, briefing on its implementation
D.Z.: par. 56, ex. 419 or ex. 421
They write down in diaries d.z.
9. Reflection (summarizing the lesson)
Intellectual workout. 5 minutes.
Verbally replace these words with others: dozen, damn dozen, one and a half , a hundred and fifty, What words did you get?
Twelve, thirteen, one hundred and fifty - whole
One whole and five tenths - fractional number.
Interview game.
What topic did we study in class today?
Evaluate the results of their work
1: Ordinal. Two multiplied by two. Two by two is four. You need to solve 2 problems. At 8 o'clock I go to school. I like the number five.
2: Quantitative. I live on the third floor. We will congratulate the boys on the twenty-third of February. I was first in class. March 8th is International Women's Day.
1: Ordinal. Two multiplied by two. Two by two is four. You need to solve 2 problems. At 8 o'clock I go to school. I like the number five.
2: Quantitative. I live on the third floor. We will congratulate the boys on the twenty-third of February. I was first in class. March 8th is International Women's Day.
Card number 1.
Correct the mistakes, write the sentences in the corrected form. Underline as part of the sentence.
Subtract two from seven hundred and fifty.
Mountains rose on both sides of the road.
3. Both brothers were accepted into a sports school.
4. Two rabbits, two girls, two scissors.
2. Card number 2. Correct the mistakes, write the sentences in the corrected form. Underline as part of the sentence.
1. Three friends were riding a tram.
2. There were cans with ninety liters of milk.
3. A dense forest stretched on both sides of the road.
4. Three students, three sledges, three craftswomen.
Card number 1.
Correct the mistakes, write the sentences in the corrected form. Underline as part of the sentence.
Subtract two from seven hundred and fifty.
Mountains rose on both sides of the road.
3. Both brothers were accepted into a sports school.
4. Two rabbits, two girls, two scissors.
2. Card number 2. Correct the mistakes, write the sentences in the corrected form. Underline as part of the sentence.
1. Three friends were riding a tram.
2. There were cans with ninety liters of milk.
3. A dense forest stretched on both sides of the road.
4. Three students, three sledges, three craftswomen.
3. Creative task.
Tell us about yourself in writing (numbers that you must write down are “hidden” in brackets). Write a continuation of the text, indicating the digits of the numerals, determine their syntactic role.
I wake up at (whole) hours. I spend (fractional) hours washing, exercising and having breakfast. I usually have (whole) lessons. (Complex) It takes me minutes to get home. About (complicated) minutes I have lunch. Then I go to music school(on the section, I do my homework). There is little time left for reading books. This is usually (compound) minutes.
3. Creative task.
Tell us about yourself in writing (numbers that you must write down are “hidden” in brackets). Write a continuation of the text, indicating the digits of the numerals, determine their syntactic role.
I wake up at (whole) hours. I spend (fractional) hours washing, exercising and having breakfast. I usually have (whole) lessons. (Complex) It takes me minutes to get home. About (complicated) minutes I have lunch. Then I go to a music school (to the section, I do my homework). There is little time left for reading books. This is usually (compound) minutes.
