Ways of expressing the circumstances of a course of action

1. The meaning of circumstance in Russian

1.1 Circumstance as a member of a sentence

syntax predicate adverbial action

A circumstance is a minor member of a sentence that serves to characterize an action or attribute and indicates the method of performing the action, the time, place, reason, purpose or condition for the occurrence of the action. Main types of circumstances.

According to their significance, circumstances are divided into the following groups:

1.Circumstances of the place. Designate a place, path of movement, etc. Answer questions where? Where? where? and others. Examples: Grasses were green everywhere (I. Turgenev); And day and night across the snowy desert I rush to you... (A. Griboedov).

2.Circumstances of the time. Indicate the duration of action. When do they answer questions? since when? How long? and others. Examples: In the morning, the Larins’ house is full of guests (A. Pushkin).

.Circumstances of the manner of action and degree. They denote the quality or method of performing an action, the measure, the degree of action (attribute). How do they answer questions? how? how? to what extent? how much? at what price? and others. Examples: The willow tree bends sadly at the mass soldiers’ graves (M. Dudin); The desert golden eagle hangs at the zenith, its wings embracing space (V. Lugovskoy); Once Seryozha fell in the yard, his knees bled and came home crying (V. Panova); It was about a mile away from the station (M. Lermontov); Each such piece weighs hundreds of pounds (V. Garshin); He was impudent to the point of extravagance (I. Turgenev).

.Circumstances of the reason. They indicate the reason for an action or the occurrence of a symptom. Answer the questions why? from what? because of which? for what reason? etc. Examples: Why is the sea wave so dear to me? (A. Zharov); Unmown grasses are so fragrant that, out of habit, your head becomes foggy and heavy (K. Paustovsky); He felt ashamed because of his doubts (I. Turgenev).

.Circumstances of the condition. They indicate a condition under which an action can occur. Answer questions under what conditions? in which case? Examples: What would happen to her if I got sick! (A. Chekhov); Without sowing, do not expect a harvest (Proverb); If you don’t see the bitter, you won’t know the sweet (Proverb).

.Circumstances of the assignment. Indicate that an action is performed despite obstacles. Do they answer questions no matter what? in spite of what? Examples: Contrary to my wishes, they met (V. Garshin); Nezhdanov recognized himself as lonely, despite the devotion of his friends (I. Turgenev); Work, despite the early hour, was already in full swing (V. Nabokov).

.Circumstances of the goal. Indicate the purpose of the action. They answer the questions why? For what? for what purpose? Examples: Maria Trofimovna does everything in her power to decorate and enrich the land (K. Paustovsky); Everything was given for his salvation: happiness, love, life was given (K. Paustovsky).

.Circumstances of comparison. Indicate comparison. Answer the question like what? Examples: Like an enchanted village, the village sleeps on a hill (N. Gogol); The snow lay in waves and shone like sugar (L. Tolstoy); My companion is purring, like a cat, some kind of song (M. Gorky); I, like a ray of sunshine, was alive and now I had to sit motionless, like a stone (M. Gorky).

Circumstances are distinguished by meaning

) mode of action (answer the questions how? in what way?):

We walked.

) time (when? from when? until when?):

We arrived yesterday.

) places (where? to where? from?):

I ran forward.

) reasons (why?):

I'm dizzy from fatigue.

) goals (why?):

I came to make peace.

) measures and degrees (to what extent, degree?) - these circumstances mainly relate to adjectives, participles, adverbs:

He was very attentive and did everything absolutely correctly.

) conditions (under what condition?):

You can't go there without calling.

) concessions (despite what?):

Despite the rain, we still left the house.

Circumstances are expressed

) adverbs (for adverbs this syntactic function is the main one):

We arrived in the morning.

) gerunds (including with dependent words - participial phrases):

He sat basking in the sun.

) nouns (including those with conjunctions like, as if, as if, exactly, etc. - comparative phrases):

He read poetry with expression like a professional reader.

) infinitive:

I want to go for a walk

) stable non-phraseological and phraseological combinations:

I lost my notebook two days ago.

He ran headlong, but still came to a headless analysis. The circumstances of the manner of action are subordinate to the verb and express the qualitative characteristics of the action or the method of carrying out the action - “the manner of action”. In both cases, the question applies to them: how? a) worked well (quickly, amicably, with pleasure, without tension); b) worked together (alternately, together, manually, in shifts, under a contract, on a self-supporting basis). Like circumstances of degree, circumstances of manner of action differ from other categories of circumstances in that semantically they are usually closely related to one specific word of the sentence and cannot act as determinants. Expressing various signs of action, they are similar in function to definitions, and with verbal nouns they correspond to definitions; for example, with the word work: friendly, intense, shift work, joint, contractual, etc.

Circumstances of the manner of action can be expressed by adverbs, prepositional and case forms of nouns and gerunds: The horses walked briskly...; Her son... looked at Nikita from under his brows; During the night, frost lay even thicker on the trees. The main way of expression is adverbs. The most common forms of nouns when expressing circumstances of a course of action are: creative. pad. without an excuse - they came in in a flock, she said in a thin voice, she arrived by bus; s + creative pad. (when designating a sign by an accompanying action or state) - listened with anxiety, spoke with irritation, said with a sigh; form in + sentence pad., synonymous with the form with + creative. pad. in cases of indicating the accompanying emotional state, she listened in alarm, asked in bewilderment, etc.; form without + gender pad., antonymous to forms with + creative. pad. and in + prev. “pad,” he said without irritation, looked without surprise, asked without a smile.

When denoting an accompanying action or state in the language, there are wide possibilities for synonymous expression: they rushed screaming and whistling - screaming and whistling; looked with bewilderment - bewildered, bewildered, perplexed by simple sentences in terms of prevalence and completeness.

Based on the presence of minor members (definition, addition, circumstance), simple sentences are divided into common and non-common. A sentence consisting only of the main (main) members of the sentence is called non-extensive. If a sentence, in addition to the main members, has at least one minor member, then such a sentence is called widespread.

Individual members may be missing from the sentence. This mainly happens when they have already been used in a previous context:

I went home and he went to the cinema.

Sentences with lexically unexpressed members that are easily restored in meaning from the context are called incomplete. Sentences that contain all the main and minor members necessary to understand their meaning are called complete. Incompleteness of sentences often occurs in dialogical speech and in cases where simple sentences become parts of a complex one:

Where are you going?

To the library.

Both common and non-common sentences, both two-part and one-part, can be incomplete. Wed:

Is anyone else cold? (single-part, common, complete)

To me. (single-part, common, incomplete)

Basic concepts according to circumstances

Example of circumstances of a course of action:

1.(How?) The cuckoo crowed loudly in the distance.

2.The lonely ship is rushing, rushing (how?) with all sails.

.The guys walked (how?), barely moving their legs.

.Ahead of the detachment (how?), the counselor walked with a limp.

A variety of circumstances of the manner of action are circumstances of degree, which answer the question to what extent? For example:

1.The tourists are (to what extent?) very tired.

2.The number of attackers (by how many times? to what extent?) increased tenfold.

Circumstances of manner of action and circumstances of degree can be expressed by adverbs, nouns, gerunds and participial phrases, as well as comparative phrases, that is, words with conjunctions like, as if, etc.

If the circumstances of the manner of action are expressed by gerunds, participial phrases and comparative phrases, then they are separated by commas.

Circumstances of the manner of action usually refer to the members of the sentence expressed by verbs. Degree adverbs can relate not only to sentence members expressed by verbs, but also to sentence members expressed by adjectives and adverbs. They indicate the degree of quality, for example:

1.I read a very interesting book (to what extent interesting?).

2.Petya spoke very interestingly about the tourist trip (to what extent is it interesting?).

1.2 The basic composition of Russian and Bulgarian syntaxes formed by a predicate noun and used in the function of adverbs of image and method of action

Predicate nouns, when used as part of an adverbial manner of action, most often act as designations of actions, processes, states that accompany the main action or state.

In Russian, such names are actively used in the form of the instrumental case with the preposition s: rush with a scream, rush through with noise, agree with pleasure, listen with disgust, sleep with snoring.

The instrumental form with the preposition s, expressing the meaning of the manner of action, was very common in ancient Slavic languages ​​[see. Stanisheva 1958: 57-63]. According to D. Stanisheva, this form - a “creative social mode of action” - is widely represented in Slavic written monuments as an expression of the state of a person during the performance of an action, as well as a “minor” action or external manifestation of the state [ibid: 58-59] .

In the Bulgarian language, in connection with the development of nominal analyticism, the old prepositional case form was replaced by casus generalis (formerly accusative, see [Mladenov 1979: 256]) with the preposition с (със). Bulgarian predicate nouns with this preposition as a function of circumstances of the manner of action are very common.

The Russian and Bulgarian sentences given below and their translations into Bulgarian and Russian languages, respectively, should show one thing - the functionality of the specified Russian and Bulgarian syntaxes:

"A!" - she said, waving her hand in disgust (Strugatskys, Roadside Picnic) - “Ah!” - kaza cha, kato s disgust makhna s ryka (Picnic of the land of patya, translation by M. Asadurov); No, I couldn’t, he thought with bitterness (Strugatskys, Picnic on the side of the road) - “No, I couldn’t help it” - put it down with bitterness (Picnic on the edge of the earth, translation by M. Asadurov); They didn’t know that a partisan detachment had entered the town three days before, having met with Likuvane from a female worker... (D. Dimov, Tyutyun) - They didn’t know that three days earlier a partisan detachment had descended into the town and was greeted with jubilation thousands of people... (Tobacco, translation by N. Popov, I. Sheptunov, etc.); And svetskite tankove preminah s evenly and quietly buchene kato calm down mamuti, koito otivat to a watering place (D. Dimov, Tyutyun) - And the Soviet tanks rolled with an even, quiet roar, like a leisurely herd of mammoths going to a watering place (Tabak, translation by N. Popov , I. Sheptunova, etc.) \

At the same time, the Bulgarian model is used much more often than the Russian one when denoting actions accompanying the main one. The fact is that in the Bulgarian language, from each imperfective verb through a suffix, a noun with a procedural meaning is not formed [Gramatika 1993: 384]. In all styles of speech, such names, included by Bulgarian grammarians as part of the verb conjugation forms, are very frequent. For example, deverbatives on - are not common in those syntactic positions in which gerunds predominate in the Russian language. As for Bulgarian gerunds, their use in speech is limited. The following examples show the functional correspondence of Bulgarian names on - not, formed from verbs with the meaning of action and appearing as part of the syntaxes of interest to us, to Russian gerunds: Trace kato shkartirashe trideset, chetirideset and dori petdeset per hundred from maksul, toi vtikvashe b'rzo in rtset for worn out receipts and th sling in front of the cashier with a tyukhkan and a tearful marmorena, what wasted the company... (D. Dimov, Tyutyun) - Having rejected thirty, forty and even fifty percent of the collection, he quickly thrust a receipt into the hands of the victim and sent him to the cashier, groaning and whining muttering , that, they say, he, Batashsky, is ruining the company... (Tobacco, translation by N. Popov, I. Sheptunov, etc.), cf.:...sent him to the cashier? with grunting and whiny muttering; Vsichko tova beshe was said proudly and funnyly at the head... (D. Dimov, Tyutyun) - Maria reprimanded all this, proudly and funnyly shaking her head... (Tobacco, translation by N. Popov, I. Sheptunov, etc.), cf.: .reprimanded? with a proud and funny shaking of his head; But my mother started her kitchen verses as servants, se varneshe from the market, and with ohkane and pashkan se zaemashe for tenjarat... (B. Raynov, Samo za muzhe) - Mom began her fuss in the kitchen as soon as the servants returned from the market; groaning and sighing, she took hold of the pots and pans... (Only for men, translation by A. Sobkovich), cf.:? with groans and sighs she took hold of the pots and pans.

Wed. also Russian original texts with their translation into Bulgarian: Disabled and non-stretcher patients from neighboring wards entered the room, knocking with sticks and crutches, they entered, ran and hobbled... (B. Pasternak, Doctor Zhivago) - From tropane to bastuni and pateritsi nahlukha into the room , dotichaha, dokutsukaha, disabled and walking away from sickness from the flock... (translation by S. Branz); Hooting merrily, she drove off in the direction of the sea in a jeep, hugging the girls... (V. Pelevin, Generation P) - Drugata pieshe Pepsi-Cola and with merrily gruhtene we take km moreto in the jeep, two mistresses pregrnala... (translation by I. Totomanov).

The Bulgarian predicate noun with the preposition s is actively used to denote the way of performing an action. In Russian, the same function is performed by a non-prepositional instrumental: Irina dissuade po sshchiya beginning with kimwane to chapter (D. Dimov, Tyutyun) - Irina responded with the same nod (Tabak, translation by N. Popov, I. Sheptunov, etc.).

See in Russian texts and their translations into Bulgarian: From Tony through a small vestibule that separated the ward from the corridor, the head doctor of the department, a mastodon-gynecologist, came out, who always answered all questions by raising his eyes to the ceiling and shrugging his shoulders... (B. Pasternak, Doctor Zhivago ) - Prez malkiya boxing, who separates the flock on Tonya from the corridor, from the main doctor on the department, the gynecologist is a mastodon, who is from - varyashe on all things ask with podbelvane on ochita and svivan on ramenet... (translation by S. Branz); Fay Rodis said goodbye to the Rift with a gesture... (I. Efremov, Hour of the Ox) - Fay Rodis be forgiven to the Rift with makhvane na rka... (Chast na bika, translation by B. Misirkov); He went to the pile of beams from the side where there was shadow and where the light of the lantern did not fall, and with a slow swing he freed the heavy deck lying at the very bottom (B. Pasternak, Doctor Zhivago) syankata, and s bavno razklaschene izdarpa nay-otdol edin tezhk d'ner (translation by S. Branz); Silently lowering the curtains over the large screens and pressing a button, forcing the TVF stereo projector to be removed under the pulpit, he sat down, admiring the concentrated faces (I. Efremov, Hour of the Ox) - That noiselessly squint over the golemite screen, with one pressure on the bud of the device, the stereo projection device on TVF under katedrata, syada i zapochva da se lyubuva na ssadototochenite face (Chas’t na bika, translation by B. Misirkov).

The creative non-prepositional method (means) for nouns with abstract semantics was very common in Old Russian texts. These forms were widely used back in the 18th century, but in modern language they are represented to a limited extent [see: Lomtev 1956: 289-290]. The meaning of the method of action in modern times is actively expressed by participial phrases. Wed: Gradually, tyutyundzhiite prestanakha yes narichat Boris “Redingotcheto” and pochnakha yes congratulate dori bashcha mu with respectfully felted on his hat (D. Dimov, Tyutyun) - Gradually the tobacconists stopped calling Boris “Frock coat” and even began to greet his father, respectfully taking off hat (Tobacco, translation by N. Popov, I. Sheptunov, etc.); Be almost ready to retreat, but Irina, with a slight negative vow to the head, gave me a hint to be firm (D. Dimov, Tyutyun) - He was almost ready to make concessions, but Irina, shaking her head slightly noticeably, advised him to hold firm (Tobacco, translation by N. Popov, I. Sheptunov, etc.).

The described Bulgarian syntax can denote a method of action in contexts in which an adverb with the same function is used in Russian. Wed: However, the Indian politely bowed to Salvatore and swam to the boat (A. Belyaev, Amphibian Man) - Obache politely bowed to him and from the pluvane stigna to the submariner (Chovekt - amphibian, translation by D. Mincheva), cf.: got there by swimming to the boat.

The position of the traditional adverbial modus operandi in Russian and Bulgarian can be occupied by a predicate noun (Russian - in the genitive case) with the preposition without. In this position, this form expresses a sign that, by its absence, characterizes the main action: “Gvozdev, at night, without noise, without a shot, decorously, as if you were your own, come closer to the airfield” (B. Polevoy, The Tale of a Real Man) - “Gvozdev, despicable night, without noise, without shooting, on your honor, bring it closer to the fly, close” (Tale for the True Man, translation by K. Georgieva);... even the helicopters suddenly went numb and, without roar and whistle, they silently circle over the departing into the abyss of the steppe... (Ch. Aitmatov, Scaffold) - ...dori helicopterite, the limestones became numb, the evening without a roar and whir - the wall silently circled over the abyss into the abyss of the steppe... (Golgota, translation by M. Zlatanova); Sofya Alexandrovna was now thinking about prison queues without fear (A. Rybakov, Children of the Arbat) - Sega Sofya Alexandrovna misleshe without fear for the plow before the shutter (Detsata on Arbat, translation by Z. Petrova).

Restrictions in the use of Russian syntax may be associated with the stylistic marking of the verbal noun. Thus, Russian without haste is colloquial in nature (in contrast to neutral Bulgarian without bаrzane), and therefore the author of the following Russian translation chooses the adverb as a functional correspondence to the Bulgarian syntaxeme: Toi produlzhava taka is still known to time, without bаrzane and with an inevitable pause... ( B. Rainov, Samo za mazhe) - He continues just as slowly, pausing... (Only for men, translation by A. Sobkovich).

Both Russian and Bulgarian syntaxes compete in speech with more frequent formal means of expressing the same meanings. In Russian, this is a gerund with a negative particle not (to refuse without explaining the reasons - to refuse without explaining the reasons), in Bulgarian it is a verb as part of a subordinate predicative part, attached to the main conjunction without yes, formed by combining the preposition without and the particle yes, see in translations from Russian: The client rejected all this without explanation (V. Pelevin, Generation P) - The client was torn off completely, without explaining why (translation by I. Totomanov); I’m afraid to bore you with my endless letters - I’m drawn to write them one after another, without stopping, otherwise I won’t be able to stand it (Ch. Aitmatov, Scaffolding) - Fear is not the same with honor and writing - I feel an indefinable desire and write only the trace is different, without yes to the spirals, otherwise it’s a waste of money (Golgota, translation by M. Zlatanova).

The sphere of adverbial manner of action traditionally includes Russian forms of the prepositional case of abstract nouns with the preposition in, expressing the emotional, mental, physical or mental state of a person during the performance of an action such as in despair, in embarrassment, in confusion, in exhaustion, in bewilderment (to do what -either) [cf. Grammar 1980, § 1803]. In the “Syntactic Dictionary” G.A. Zolotova included these forms among the syntaxes that perform the functions of the second predicative component [Zolotova 1988: 307]. In Russian they are quite frequent.

As for the Bulgarian language, the abstract name with the preposition in with the same semantic-syntactic function has a rather limited use in it. The spread of this syntaxe in Bulgarian literary texts may be associated with the Church Slavonic-Russian linguistic influence of the 19th century, which was accompanied by a process of intensive lexical borrowing and played a significant role in the activation in the Bulgarian language of a number of word-formation models, including models of the formation of abstract nouns through suffixes - nie, - ie, - stvo, - stvo, - rest. Among the book names that spread during that period there were many genetic ancient Bulgarianisms that returned to the Bulgarian literary language through the mediation of Church Slavonic and Russian. Book abstract nouns could also enter the language as part of elementary syntactical-semantic units similar to the form that interests us.

The limited use in modern Bulgarian of abstract names with the preposition in to express the state of the subject during the performance of an action is demonstrated by the Bulgarian translations of Russian sentences that include the described syntax. Its functional equivalents in Bulgarian texts in most cases are (a) an adverb, (b) a predicate noun with the preposition s, (c) a participle of a predicate verb (“predicate definition”). Wed:

(A) Gottlieb turned in his chair impatiently (A. Belyaev, Lord of the World) - Gottlieb impatiently se razmerda na stola si (Possessors of the world, translation by A. Trayanov); “What kind of help do you need around the house?” - Gulyumkan (Ch. Aitmatov, Scaffold) said in irritation - “And how much help do we expect from you?” - Gulyumkan was teased (Golgota, translation by M. Zlatano - howl); "God! The Kalabukhov house has disappeared!” - Philip Philipovich exclaimed in despair and clasped his hands (M. Bulgakov, Heart of a Dog) - “God, away from Kalabukhova’s cottage!” - Philip Filipovich desperately screamed and splashed with rtse (Kucheshko sartse, translation by B. Misirkov); "I knew it!" - he muttered in embarrassment (F. Dostoevsky, Crime and Punishment) - “I know si az” - the world is confused (Crime and Punishment, translation by G. Konstantinov); Stalin raised his eyebrows in amazement (A. Rybakov, Children of Arbat) - Stalin raised his eyebrows in amazement (Detsata on Arbat, translation by Z. Petrova); “But what about?” - asked Khoja Na-sreddin (L. Solovyov, The Enchanted Prince) in bewilderment - “For what?” - Nastradin Hoxha said in bewilderment (Omagyosaniyat prince, translation by I. Kostov and R. Rusev); "What do you mean why?" - he hissed in anger (Polyakova, Millionaire wants to meet) - “How is it so?” - angrily izska toy (Milio - nersha tarsi zapoznanstvo, translation by I. Miteva); If the first rows are hit and, say, rush back in panic, the rear should push... (A. Belyaev, Lord of the World) - Ako stop the redundancy of the attack and, let’s say, retreat back in panic, push back and push... (Rulers of the world , translation by A. Trayanov); Dunya stopped in indecision and looked at Svidrigailov with a piercing gaze (F. Dostoevsky, Crime and Punishment) - Dunya stood up hesitantly and with a piercing glance at Svidrigailov (Crime and Punishment, translation by G. Konstantinov); “And for those devils!” - Mikolka screams in rage (F. Dostoevsky, Crime and Punishment) - “Yes, you will take the devil!” - izvik - va furiously Mikolka (Crime and Punishment, translation by G. Konstantinova).

(b) “Scoundrel!” - Dunya whispered indignantly (F. Dostoevsky, Crime and Punishment) - “Scoundrel!” - Dunya whispered with indignation (Crime and Punishment, translation by G. Konstantinov); The members of the committee looked at each other in bewilderment (A. Belyaev, Lord of the World) - The member of the committee was confused with bewilderment (Rules of the Light, translation by A. Trayanov); Sonya looked at him in amazement (F. Dostoevsky, Crime and Punishment) - Sonya looked at him with amazement (Crime and Punishment, translation by G. Konstantinov); “This is a guy,” the dog thought in delight (M. Bulgakov, Heart of a Dog) - “Biva si go” - with vuztorg si pomisli kucheto (Kucheshko sartse, translation by B. Misirkov); He got to his feet, looked around in surprise... (F. Dostoevsky, Crime and Punishment) - That camp, from the outset, he looked around... (Crime and Punishment, translation by G. Konstantinov).

(c) “I completely agree with you, sir,” the cat intervened in the conversation, “namely with rags,” and in irritation the cat hit the table with his paw (M. Bulgakov, The Master and Margarita) - “I completely agree with you, sir - mix this into the conversation kotarakt, - precisely from the part! - and hit the yadosan with a paw on the masata (Maistora and Margarita, translation by L. Minkova);... Kachinsky ran to the second floor and, breathing heavily, wiping sweat from his forehead, entered the office and sank into a chair in exhaustion (A. Belyaev, Vlastelin world) - ...Kaczynski se vturna na vtorya floor; dishayki tezhko, barsheyki potta from the forehead, that one climbed into the office and exhausted it, released it into the chair (Possessors of the world, translation by A. Trayanov); “How come I didn’t notice that he managed to weave a whole story?” - thought Bezdomny in amazement (M. Bulgakov, The Master and Margarita) - “How come you didn’t tell the story, why did you manage to tell the order below?” - pomisli si izumen Bezdomni (Maistora and Margarita, translation by L. Minkova); The courtiers fell silent in embarrassment (L. Solovyov, The Tale of Khoja Nasreddin) - The courtiers fell silent in confusion (The Tale of Nastradin Khoja, translation by A. Dalchev); Having turned even more pale, he widened his eyes and thought in confusion... (M. Bulgakov, The Master and Margarita) - Zatova is more pale than ever, opuli se i si kaza obar - kan... (Maistora and Margarita, translation by L. Minkova);.emperor, looking at everyone, he left indignantly (Yu. Tynyanov, Maloletniyat Vitushishnikov) - ... the emperor was indignant, the trace of cato ogleda vsichki (Mololetniyat Vitushishnikov, translation by B. Misirkov); Several visitors stood in a daze and looked at the crying young lady... (M. Bulgakov, The Master and Margarita) - How many visitors stood there, standing still - not even a single lady was crying... (Maistora and Margarita, translation by L. Minkova); Razumikhin stood thoughtfully and excitedly and thought about something (F. Dostoevsky, Crime and Punishment) - Razumikhin is still confused and disturbed and realizing your misfortune (Crime and Punishment, translation by G. Konstantinov); “Oh, so you’re not letting up?” - the administrator shouted in rage (M. Bulgakov, Heart of a Dog) - “Oh, then don’t be worldly!” - the administrator is infuriated (Kucheshko sartse, translation by B. Misirkov); “You are a blasphemer!” - the mullah shouted in anger (L. Solovyov, The Tale of Khoja Nasreddin) - “You are a blasphemer!” - izvikal mollata is angry (The Tale of Nastradin Khoja, translation by A. Dalchev); Styopa looked deeper into the hallway in alarm... (M. Bulgakov, The Master and Margarita) - Styopa nadnikna was alarmed the next day in the entreto... (Maistora and Margarita, translation by L. Minkova); "No no no!" - she suddenly screamed so that the birds fluttered from the branches in fright (A. Belyaev, Lord of the World) - “No, no, no!” - suddenly izvika tya taka, che birdie izplasheni hvr'knakh ot klonkite (Owners of the Light, translation by A. Trayanov); The doctor of philology turned his head to his daughter in panic... (B. Akunin, F.M.) - Doctor of Philological and Logical Sciences panikyosan se obarna kam daughter si (translation by S. Branz).

By giving a large number of examples under the letter (c), we wanted to show the breadth of use in the Bulgarian language of the non-isolated participle form with the predicate to denote the state of the subject performing the action. In Russian, this method of expressing an additional proposition is limited in use. A non-isolated “verb” Russian participle or adjective, performing the function of a “secondary predicate” (G.A. Zolotova), is assigned primarily to verbs of motion or position: he returned upset, he lay sick, he left sad, he sat sad. Let us also mention the possibility of using predicate-related participles and adjectives that define the direct object in a sentence: I saw her sad, found him worried, remembered her joyful. This possibility in Russian, compared to Bulgarian, is also very limited.

As noted above, the predicate noun with the preposition in as an expression of the state of the subject during the performance of an action in the modern Bulgarian language is not widespread. See examples of its use: No confusion, povdignakh ramen in bewilderment and poglednakh uncle (D. Atanasov, Shanghai - Moscow - Plovdiv); Bizhev direct the day training with the new si sotbornitsi from Fortuna and declare that ochakva in the impatience of the opportunity and play in the Second Bundesliga (Information agency Blitz); The police are sowing into indecision, extremists are looking for and starting a fire... (T. Toshev, Lizhata - Jean, Ivan and others); Nay-dol, on the edges of the colonata, deathly pale, prepare and collapse, and Todor Pavlov and Katya Avramova fell into exhaustion (P. Damyanova, The Edge of Pink Paraklis). Wed. also translated from Russian:

"Otto, Otto!" - she whispered in despair and cried powerless tears (A. Belyaev, Lord of the World) - “Oto, Oto!” - you whisper in despair and cry from strengthlessness (Possessors of the Light, translation by A. Trayanov); Gennady Petrovich passed out, and I shrugged my shoulders in bewilderment... (Polyakova, Millionaire wants to meet) - Gennady Petrovich is a wonderful vzkat, and I am in bewilderment (Millionaire tarsi zapoznanstvo, translation by I. Miteva); "What?" - the old man shouted and began to run around the room in indignation (L. Solovyov, The Tale of Khoja Nasreddin) - “How is it?” - the old man squealed and indignantly disappeared from the flock (The Tale of Nastradin Khoja, translation by A. Dalchev); “You... you... understand me, because you are an angel!” - Razumikhin cried in delight (F. Dostoevsky, Crime and Punishment) - “This is ve... vie... me understand, protect ste angel!” - izvika vav vuztorg Razumikhin (Crime and Punishment, translation by G. Konstantinov); A general cry shook the teahouse, and the teahouse owner himself grabbed his heart and sank to the floor in exhaustion (L. Solovyov, The Tale of Khoja Nasreddin) - The general vik poured out the tea - the khanata, and the samiyat owner praised it for the heart and, in exhaustion, let it go ( The Tale of Nastradin Khoja, translation by A. Dalchev); “Kolya, Lenya, where are you going?” - she suddenly screamed in fright... (F. Dostoevsky, Crime and Punishment) - “Kolya, Lyonya, where are you going?” - izvika tya izvedenzh in uplaha... (Crime and Punishment, translation by G. Konstantinov).

The Bulgarian syntax with a non-articulate form of a name (a form without a postpositive definite article), just like the corresponding Russian one, is functionally close to an adverb. Wed. functional equivalents in the above examples of group (a), as well as: obarna se in uplaha - obarna se paid; ochakva impatiently - ochakva impatiently; izvika vvztorg - izvika vztorzheno.

The use of the member form of a name to denote the state of the subject is usually associated with the expression of other adverbial meanings, most often the meaning of the cause: Damyan sedi petrified in the table si, khlatnal in minaloto and morzt from the telephonnata listener, koyato v in vulne - nieto si not be cooked and put on the fork , I can’t get rid of une - sa mu (K. Mandinska, Damyanitsa); In a panic, the shirt and the baptisms “Idva police” (gas. 24 hours); In the impatience of sitting and getting out, the Englishman did not understand what the hell was the obstacle (L. Dilov, Our proof is the body for the flying actions), cf. with the same semantics in Russian: A series of terraces, steps, from each of which a bright grasshopper was splashing, the gardens descended to the sea, and the olives and oleanders almost knocked each other down in their impatience to see the beach (V. Nabokov, Other Shores) .

In translations from Russian, the articulated form of an abstract noun with the preposition in may appear in cases where the Russian syntax is read in context as causative. Wed: “We swear by our ancestors, you are all worthy of being hanged on the city wall!” - the emir flared up and, in irritation, casually slapped his hookah man on the back of the head (L. Solovyov, The Tale of Khoja Nasreddin) - “Let us stab you in our forefathers, you are worthy of everything and you will be enraged on the city wall!” - the emir boiled and in yada si slapped the edna mold on his nargildzhia (The Tale of Nastradin Khoja, translation by A. Dalchev); And only because the wolves did not slow down, but, on the contrary, ran even faster in fear, did they survive (Ch. Aitmatov, Scaffold) - And the very thing is not the fun of the tern, but on the contrary, it is even more desperate in fear , voltsite ostanakha live (Golgota, translation by M. Zlatanova); Meresyev, leaving the office, in excitement forgot her in the corner (B. Polevoy, The Tale of a Real Man) - Kogato escaped from the office, in the presence of Meresy - Evgo took him to yagla (The Tale of the True Man, translation by K. Georgieva) .

It is characteristic that Bulgarian translators in general quite often bring to the fore the causal meaning of the Russian syntax, translating it with the name with the causal preposition from. Wed: “Did you kill two, sir?” - impatiently, he took the glass from Zametov, who had again begun to drink water (B. Akunin, F.M.) - Will you kill two people? - from impatience regarding the cup with water, nadignata again from Zametov (translation by S. Branz); I winced in annoyance (Polyakova, Millionaire wants to meet) - Namr - shchih behold with frustration (Millionaire tarsi zapoznastvo, translation by I. Miteva); In a rage, the teakhanjiyat jumped up and hit himself in the chest with his fist (L. Solovyov, The Enchanted Prince) - Out of rage, the teakhanjiyat jumped up and sat down with a yumruk in the gardite (Omagyosaniyat prince, translation by I. Kostov and R. Rusev).

The position of the traditional adverbial manner of action is contained in sentences with the verb combination Russian. spend time/<временной дименсив>, Bulgarian yes to the precars of time /<временной дименсив>. In both languages, the syntax in the position of a characterizing circumstance can be formed by a predicate noun (in Russian in the form of the prepositional case) with the preposition v.

If this name expresses the state of the subject, there are no major differences in the use of such syntax in Russian and Bulgarian. Wed, for example: Romka spent fifteen minutes in despondency (A. Shutov, Monologue); The last month from the belly of Patarkatsishvili prekara in fear (gas. Monitor).

There is no complete correspondence between the compared languages ​​if the predicate noun in the syntaxeme denotes an action or occupation of a person. Bulgarian nouns with this meaning form this syntax with almost no restrictions: prekara vreme in cheten na books; prekara of the day in natural miracles; prekara sutrinta in razglazhdan na vitrinite; prekara spent an hour in lutan from flight and under. Russian syntax with such names is less common: spent time searching for information; spent two years studying Japanese; spent the day reading books. Its lower prevalence may be due to certain restrictions in the use of Russian deverbatives. Thus, the functional lack of freedom of the verbal nouns loosening, lying, drinking did not allow the translator of the following Bulgarian texts to use these names as translated versions of Bulgarian nouns:

Toy be punished the sutrint in a hilarious pre-dig on Tyutyun under the scorching light of the sun... (D. Dimov, Tyutyun) - All morning he was loosening tobacco without a break under the scorching rays of the sun... (Tobacco, translation by N. Popov, I. Sheptunov, etc.) ; In the beginning, mi minavashe misalta yes zami - on nyakda - not on the seaside or Planinsky resort, God bless - but yes, behold, there is no sap, no matter how deserted the villages are, and yes to the prekars in a bed from Burenak in any yard (B. Raynov, Just for the sake of it) - At first, the idea came to me to go somewhere - not to a seaside or mountain resort, God forbid, but just wherever my eyes were looking. You never know, for example, there are empty villages - live in an abandoned courtyard, roll in the thickets of weeds (Only for men, translation by A. Sobkovich); No lunch left for work<…>and prepared the rest of the day in a gloomy drink for brandy... (D. Dimov, Tyutyun) - After lunch he did not go to work<…>and spent the rest of the day gloomily sucking brandy... (Tobacco, translation by N. Popov, I. Sheptunov, etc.).

In addition, the Russian syntax with the preposition in competes with the instrumental case form with the preposition for, which is used in the same function: She spent her last days translating Blair’s sermons and constantly reading the books of the Holy Scripture (I. Bunin, Memoirs); They say that he spent the day rewriting the “Lotus Sutra” (A. Munipov, Plum Blossoms over the Cuckoo's Nest); But then he somehow spent the evening playing cards... (G. Green, About the Knight Engineer).

For certain predicate nouns, one of these two Russian syntaxes turns out to be more preferable. For example, Runet search engines provide numerous fixations of forms used in the described position for reading, working, singing, contemplating, and much less numerous in reading, working, singing, contemplating. An illustration of what has been said can serve as the following Russian translation of the Bulgarian text: Irina prekara quiet sledobed in cheten in German and French writing off, koito beshe reported from Sofia (D. Dimov, Tyutyun) - Irina spent the quiet afternoon hours reading German and French medical journals brought from Sofia (Tobacco, translation by N. Popov, I. Sheptunov, etc.).

A predicate noun in comparable languages ​​can denote a way of carrying out an action as part of syntaxes with such prepositions and prepositional combinations as Russian through (in the form of the accusative case), through, by, with the help, without help, with the help, book (rarely) through and by means (in the genitive case form); Bulgarian through, through, with the help of and (rarely) with the help of, by drinking on.

The differences in the use of these Russian and Bulgarian syntaxes relate mainly to the functional consolidation and the degree of use of interlingual correspondences. So, for example, although the Bulgarian prepositions by and through both are borrowed from the Russian language [see. Gramatika 1993: 445], predicate nouns with a second preposition are more common. As for Russian abstract names with the preposition through, their use is limited. They are characteristic of stylistically colored contexts (cf....now it was revealed to him that God, revealing himself through love, thereby grants man the highest happiness of existence. Ch. Aitmatov, Scaffold - ...now I can’t figure out what God is showing through love, gifts man with nay-vissheto happiness on bitieto. Golgota, translation by M. Zlatanova; “Serving God has been comprehended through deinost and mercy of the kam horata.” D. Dimov, Osdeni souls - “Serving God is achieved through our activities among people and mercy to them." Condemned souls, translation by T. Ruzskaya), but are avoided in neutral speech (cf.: Tactical thinking developed freely through studied actions - that on Chervenat army. D. Dimov, Tyutyun - His tactical thinking developed freely, No wonder he studied the combat experience of the Red Army (Tobacco, translation by N. Popov, I. Sheptunov, etc.).

The degree to which syntaxes with the preposition through are used in the Bulgarian language is illustrated by the following translations from Russian: Very soon a certain girl, one of those who, in passport language, “live on their own,” suddenly filed a complaint against the most modest Porfiry Petrovich that he had allegedly dishonored her through violence (B. Akunin, F.M.) - Soon - as a mistress from the thesis, which on the departmental ezik se “self-isolate”, podade izvestnzh lamented I will meet Chrisimiya Porfiry Petrovich complaint, which I dishonored through violence (translation by S. Branz); All their miracles, supposedly performed with the help of mass hypnosis, have not been verified, not studied and are intertwined with the invention of dreamers-travelers (A. Belyaev, Lord of the World) - All technical miracles, perpetrated through mass psychosis, without even checking, studying and without entanglements with izmyslicite on p'tesh - stvenitsi fantasyori (Vladetelyat na sveta, translation by A. Trayanov).

Let us also note the rare fixations of Bulgarian predicate names with the prepositional combination po ptya na (naming the method of carrying out an action) and the prevalence of Russian ones with the preposition put.

Thus, the predicate noun as a function of adverbs of image and method of action is widely used in both Russian and Bulgarian. The differences between the compared languages ​​are associated with the unequal composition of syntaxes used in this function (in Russian it is somewhat wider than in Bulgarian), as well as with the degree of prevalence of certain forms, due to the peculiarities of the formation of deverbatives in the Russian and Bulgarian grammatical systems, competition from single-functional language means and some other factors.

Method of action (mode of verbal action, perpetuation, Aktionsart), type of modification of verbal action, expressed by certain word-forming means (prefixes, suffixes, a combination of prefix and suffix or prefix and postfix). Thus, the verb to make noise is an initial mode of action denoted by the verb to make noise, to walk is a multiple mode of action from the verb to walk, to cough is an intermittent softening mode of action from the verb to cough, and to cough is a single mode of action from the same verb, etc.

The category of mode of action is closely related to the category of type. According to A.V. Isachenko, the type and mode of action are different manifestations of the same phenomenon, located in an additional distribution. Therefore, a verb correlated with some original verb of the opposite aspect is either its aspectual correlate or its regular semantic modification, i.e. way of action. Thus, a distinctive feature of verbal action modes is their lack of aspectual correlates. This point of view is not shared, however, by all aspectologists.

The most compelling argument against the inclusion of the sign of specific unpairedness in the definition of the mode of action is the fact that the ban on the formation of the secondary imperfective in the Russian language is almost always not absolute: for example, the forms nakupat or ottsvetat (not related to kupat and ottsvet) are simply normative, and Forms such as sit, stay on duty, get sick or get sick do not contradict the Russian morphological system and constantly appear in speech.

Currently, a more accepted approach is that the type and mode of action are considered as phenomena of a different order, although they belong to the same conceptual sphere. Namely, aspect is a grammatical category, and mode of action is word-formation. Moreover, since the content side of both categories is largely common (the internal structure and the way the action proceeds in time), in principle, the same verb can turn out to be both an aspectual correlate of some verb of the opposite aspect, and one of its modes of action - if it simultaneously satisfies the functional criterion of species correlativity (see SPECIFIC), and, in addition, in its form and meaning corresponds to one of the modes of action. So, for example, the verb to please is both a specific correlate of like and its initial mode of action - in contrast to the verb to love, which is only a method of action, but not a specific correlate of to love. Verbs like jump, throw or bite are both a single mode of action to jump, throw and bite and their aspectual correlates. In other words, the content side of the category of type and the content side of the category of method of action are very close; the difference between them concerns the functional side and ultimately comes down to the fact that belonging to one of the two types is obligatory for any Russian verb, but belonging to one of the modes of action is not. So, we can say He often visited me (multiple mode of action) - if we want to specifically express the idea of ​​multiplicity in the verb. But we can denote the same situation with the words He often came to see me, leaving this idea unexpressed in the verb.

The achieving method of action (do-… - xia) indicates bringing an action to the desired result by applying great effort, with difficulty, overcoming obstacles, etc., cf.: reach someone by phone, get to the bottom of the truth, shout out, reach out to someone, wait for someone or something, etc. However, the same model can also be used to express a somewhat opposite idea, denoting the bringing of an action to an undesirable result that was not intended in advance, cf. drink to the point of pneumonia, drink to the point of delirium tremens/to the point of green devils, smoke to the point of nausea, work to the point of a nervous breakdown, etc. The variety of shades concerning the way an action proceeds and the speaker’s attitude towards it, expressed by word-formation means, is no less striking feature of the Russian verbal system than the presence in it of the grammatical category of aspect. As A.V. writes Isachenko, “from the point of view of the specific weight of the expressive means of the Slavic verb, it is the fulfillment, with its unusually rich palette of subtle and subtle shades of meaning, that gives the Slavic verb that versatility and flexibility that knows no parallel in the circle of European languages.”

2. Methodology for studying the circumstances of a method of action

2.1 Features of studying the circumstances of the method of action in secondary schools

Russian language lesson on the topic: “Ways of expressing the circumstances of an action” in the 4th grade with computer support.

The use of information technology in the process of teaching primary schoolchildren contributes to the intensification of the educational learning process, the implementation of an individual and differentiated approach to students, increasing the efficiency of the educational process in the field of mastering the skills of independent knowledge acquisition, the development of the student’s personality, and preparing the student for a comfortable life in the information society.

Our school is a regional basic experimental platform for testing the software and methodological complex “Information Culture” (cooperation is carried out directly with the scientific director and the team of authors of the new software and methodological complex “Information Culture” of the Educational Book center in Yekaterinburg), as well as a base platform Intel Regional Coordination Center. At our school, 35 people were trained in the “Information Culture of Teachers” program. 70% of our primary school teachers improved their teaching qualifications and professional skills. 9 primary school classes (out of 16) study computer science. First graders in the form of a circle, grades 2-4 at the expense of the school component.

Working closely together, the lead teacher of the class and the computer science teacher, also a primary school teacher, develop students' information literacy in close unity with the study of traditional subjects. In this case, the didactically thoughtful use of information technologies in the teaching and educational process of primary school contributes to the formation of subject, communicative and social competence of younger schoolchildren.

Teachers, using the knowledge and skills in the field of information technology acquired in Intel courses, develop presentations, didactic and methodological materials to support lessons on the surrounding world, mathematics, Russian language, and literature. The school has a fairly rich media library, electronic textbooks on subjects, electronic encyclopedias; It is possible to conduct lessons in a media class using projection equipment.

Below is an example of a Russian language lesson in 4th grade according to the developmental education system of L.V. Zankov, in which a presentation made using the Power Point program is used as didactic materials, usually written on the board, posters. The presentation is displayed on the screen through a projection system. Lessons conducted using presentations become more vivid, emotional, and activate the cognitive activity of younger schoolchildren.

Topic: ways of expressing the circumstances of a course of action.

· To develop the ability to find circumstances of a course of action in a sentence and determine the method of their expression.

· Strengthen the ability to find circumstances of place and time in a sentence and determine the method of their expression.

· Strengthen the ability to perform morphological and grammatical analysis of sentences.

· Develop logical thinking based on performing mental operations of comparison, synthesis, analysis, generalization.

· Develop logical memory based on the use of algorithms, speech, and improve the observation function.

· To cultivate a caring attitude towards the native language, the ability to listen and hear the speech of another person.

Equipment:

Notebooks, textbooks. Individual offer cards.

Tables (in presentation): Syntactic model of a sentence. Plan for a story about parts of speech. Algorithm for finding a circumstance. Memos for morphological analysis (without the name of the part of speech). Cards with words from the dictionary.

During the classes.

Organizing time.

Today is a very important lesson. Get your act together, let's work quickly, clearly and harmoniously.

Tell me, what part of speech did I just use to say - how will we work?

Adverbs of manner.

Knowledge about adverbs of manner will be useful to us in today's lesson.

A minute of penmanship. (Slide 2)

Open your notebooks. In the first line we write two letters nn, connecting them. We started: down to ourselves, up to the middle, rope, down to ourselves, hook to the middle, secret, second letter n. We write until the end of the line, pronouncing the spelling of the elements.

Find in the textbook dictionary an adverb in which a double consonant is written.

Suddenly. (Slide 3)

Prove that this is an adverb.

Answers the question how? denotes a course of action.

Explain the spelling of this word.

Not is a prefix, written together. Stressed vowel and unstressed vowels o, o. Zhi is written with the letter i. Double consonant n. Suffix o.

· In the second line, write the word unexpectedly three times, underline the letters that can be spelled incorrectly.

· Tell us about this adverb. Use the plan (Slide 4).

· Unexpectedly - this is an adverb of manner of action, answers the question how?, denotes a manner of action, does not change, has one initial form, in a sentence it is a circumstance of the manner of action.

· Find two more adverbs of manner in the dictionary. Say them with questions.

· How? together, how? Honestly. (Slide 5)

· We will discuss writing them in the next lesson.

· SO. What knowledge was repeated?

· Knowledge of adverbs of manner.

Learning new material.

1). Repetition.

· What part of a sentence are adverbs?

· Circumstance.

· What do you know about the circumstances?

· A circumstance is a minor member of a sentence that denotes place, time, manner of action, and answers the questions how? Where? where? Where? Circumstances are often expressed by adverbs and nouns in oblique cases.

· What are the circumstances?

· Circumstances of place, time, mode of action.

· Tell us about them.

· Circumstances of place indicate the place of action, answer the questions from where? Where?

· Circumstances of time indicate the time of action, answer the question when?

· The circumstances of the course of action indicate the course of action, answer the questions how?

· What member of the sentence is the adverbial similar to if it is expressed by a noun? How can you tell them apart?

· The circumstance is like an addition. The complement answers case questions, and the circumstance answers semantic questions.

· Let's check how you can find the circumstances of place and time in a sentence. Place the card in front of you.

· Option I - underline the circumstances of the place in the sentences, indicate the method of expression.

· Option II - underline the time circumstances in the sentences, indicate the method of expression.

· Use the algorithm for finding circumstances. (Slide 6) Independent work of children (2-3 minutes).

· Let's check. The phrases are read by one person from each option.

Option I:

· sat (where?) on a bench, expressed by a noun;

· sent (where?) to the village, expressed by a noun;

· flew (from where?) out of the windows, expressed by a noun;

Option II:

· sat (when?) in the morning, expressed by a noun;

· sent (when?) in a week, expressed by a noun;

· turned (when?) immediately, expressed by an adverb.

· Raise your hands if you did it without mistakes. Well done!

). Message of the topic, purpose of the lesson.

· You already know how to find circumstances of place and time in a sentence, and determine the way of expressing them. In the last lesson we learned to find the circumstances of a course of action. Please formulate the topic and task of today's lesson. (Slide 7)

· Topic: Ways of expressing the circumstances of a course of action

· Task: We will learn to find circumstances of the course of action in sentences and determine the way of expressing them. (Slide 8)

). Exercises, observations. Conclusion.

· Read the sentences. (Slide 9)

Eliza burst into tears and secretly left the palace. At night the poor thing completely lost her way. She slowly sank onto the moss.

Tears rolled onto her royal dress and sparkled like diamonds. Eliza thought with horror about the deserted cemetery.

The girl fell unconscious into the arms of her brothers.

· What are the highlighted words in the sentence?

· Circumstances.

· How can this be proven?

· Using the algorithm for finding circumstances, find in the sentences the words on which the circumstances depend and write down phrases with questions. (Repetition of the algorithm according to the scheme; link to slide 6. Return to slide 9 to the proposals). Collective work with each sentence, recording phrases in a notebook.

· Check: She burst into tears (how?) bitterly, left (how?) secretly, lost her mind (how?) completely, sank (how?) slowly, sparkled (how?) like diamonds, thought (how?) with horror, fell (how?) without feelings, they were circling (how?) in flocks.

· What types of phrases were written down?

§Verb + adverb

· Read them. What is the connection between words called?

·Adjacency.

· So, how can the circumstances of a course of action be expressed?

· Adverbs of manner of action.

· What other types of phrases have you written down?

§ Verb + noun

· Read them too. What is the connection between words called?

·Control.

· How else can the circumstances of the course of action be expressed?

· Nouns in indirect cases.

· Which phrase didn't you read?

· They sparkled (how?) like diamonds.

· How is this circumstance of the course of action expressed?

· An indivisible phrase.

· SO. What conclusion can be drawn about the ways of expressing the circumstances of the course of action? (Slide 10)

· Circumstances of the manner of action can be expressed by adverbs of the manner of action, nouns in indirect cases, and indivisible phrases.

· Open the textbook to page ... Read the rule. What do you think? Try to remember this rule.

PHYSMINUTE. Gymnastics for the eyes. Look up, down, straight; left, right, straight; around, back, straight.

What part of speech did I use?

· Circumstances of the scene.

4). Consolidation. Read the sentences (slide 11)

· Option I writes out the phrases: predicate + circumstance of the manner of action (expressed as a noun);

· Option II: predicate + circumstance of the manner of action (expressed by an adverb).

· Write the phrases in the column with the questions. Use the algorithm. Sentences 1 and 3 are mandatory, sentence 2 is more difficult, try to figure it out.

· Independent work on options.

· I'll check the work myself. What is the difficulty with the second sentence?

· This is a complex sentence, consisting of two simple ones, two bases.

· SO. How can the circumstances of the course of action be expressed?

· Circumstances of the manner of action can be expressed by adverbs of the manner of action, nouns in indirect cases, indivisible phrases.. Repetition of what has been learned.

). Morphological analysis of a noun.

· Now let’s take a closer look at nouns, which in a sentence are circumstances of the manner of action.

· Which line is missing? (Slide 12)

1.flying with difficulty

2.white swans

The swans were flying

.flew over the sea

· Line 3 is extra. This is an uncommon sentence, consisting of a stem. It needs to be corrected: write with a capital letter, put a period. (Slide 13)

· 1, 2, 4 lines - what is it?

· These are phrases.

· In which phrase is the noun an adverbial modifier of action?

· 1 - flew with difficulty.

· Perform a morphological analysis of this word: with difficulty. Select a memo (memos for analysis without names of parts of speech). (Slides 14-18)

· With difficulty - noun, labor, m.r., 2nd class, narit, inanimate, in singular. h., in T.p., obst.

). Grammar analysis of a sentence.

· Using these phrases and stems, create a common sentence, write it down, and grammatically analyze it.

· Check.. Lesson summary.

· What did you learn in the lesson?

· We learned to find the circumstances of the course of action in sentences, determine the way of expressing them.. Homework. (Slide 19)

· What can you say about the texts that were used in the lesson?

· These are excerpts from Hans Christian Andersen's fairy tale “Wild Swans”.

· On the eve of March 8, I wish our girls to be as faithful, loving, and courageous as Eliza. (Slide 20)

Thanks for the work. The lesson is over.

The introduction of new information technologies into the practice of primary schools is not an easy and time-consuming process. This largely depends on the professional and personal potential of the teaching staff, the ability to be creative, and the desire to master new pedagogical technologies. The experience gained by our teachers shows that the use of NIT stimulates the creative and professional growth of teachers and creates the necessary conditions for increasing the efficiency of the teaching and educational process.

Turning to methodological literature made it possible to trace the development of the process of familiarization with adverbs in primary school, determine the prospects for studying this topic at secondary level, and clarify the features of the use of adverbs by students. During the analysis, it turned out that primary school methodologists mainly raised questions regarding: 1) the linguistic basis of teaching; 2) the volume and distribution of grammatical and orthographic material about the adverb; 3) development of tasks of grammatical, spelling and speech orientation; 4) clarifying the methods for successfully mastering the concept of “adverb”.

The current stage of development of the methodology is distinguished by the communicative and speech orientation of training. An analysis of several existing textbooks on the Russian language for primary school showed that in the books of T.G. Ramzaeva, which are focused on the speech development of students, created the prerequisites for considering adverbs on a functional-semantic basis.

In the process of observing the speech of students by methodologists, information was accumulated about the peculiarities of the use of adverbs by schoolchildren. The researchers’ findings make it possible to identify priority areas for the development of schoolchildren’s speech during the period of studying the topic “Adverbs”: clarification and enrichment of the active vocabulary through adverbs, work on the expressiveness and coherence of speech.

The ascertaining experiment made it possible to find out the peculiarities of the use of adverbs in the oral and written speech of students in grades 2-4, as well as the specifics of perceiving adverbs in context.

Using the example of oral and written essays on the topic “How to make.”, which requires disclosure of the manufacturing process of a product, and on the topic “A memorable incident in my life,” it was possible to establish the average frequency of use of adverbs by primary schoolchildren, to find out the most common groups of adverbs and their composition , as well as identify typical speech errors associated with the use of adverbs in written texts of schoolchildren. It turned out that, depending on the class and the topic of the essay, the frequency of use of adverbs ranges from 7.2% to 11.8%. In written texts there are slightly fewer adverbs: 6.5-9.6%%. The most common in the speech of primary schoolchildren is the category of adverbial adverbs, the use of which, depending on the class, topic of the essay and form of speech, amounts to 54.7% -74.6% of all used adverbs. In each semantic group, the most frequent lexemes are identified. As a rule, these are words with the most generalized meaning: “then”, “there”, “there”, “very”, “suddenly”, “so”, “like” and some others.

An analysis of speech errors showed that a typical flaw is inappropriate repetition of a word: 85% of the works of second-graders, up to 68.4% of the works of third-graders, and up to 62.5% of the texts of fourth-graders show repetition of adverbs. Other (less common) errors include misusing a word, unnecessary use of an adverb, poor word order, inappropriate use of vernacular and dialect vocabulary, and poor use of a pronominal adverb that creates ambiguity.

Determining the initial level of understanding of the functions of adverbs in communication made it possible to establish that the majority of schoolchildren (96.2% of second-graders, 65% of third-graders, and 57% of fourth-graders) do not consider an adverb as an independent word. When perceiving a situation conveyed through sentences and texts, they do not isolate the relationships indicated by the adverb.

When primary schoolchildren established the semantic connection between a verb and an adverb in a sentence, it turned out that 19% of third-graders and 45.8% of fourth-graders correctly indicated the connection between the words of these parts of speech, demonstrating the maturity of the ability to establish the connection between words in a sentence and the degree of mastery of program material on grammar. Most often, schoolchildren find it difficult to identify the word (verb) to which the adverb refers (63.3% of all errors in grade 3 and 82.1% in grade 4), as well as to qualify the relationships conveyed using the phrase “verb” + adverb” (23.3% of all incorrect answers in the 3rd grade and 14.3% in the fourth grade).

Based on the results of theoretical analysis and ascertaining experiment, a system of propaedeutic study of adverbs was modeled.

The didactic basis for teaching was the material from textbooks on the Russian language for a four-year primary school (author T.G. Ramzaeva), as well as the own oral and written statements of junior schoolchildren.

Experimental training was carried out in three stages and did not require additional time not provided for by the program. At the first stage, observations were organized on the role of common adverbs of time, place, and manner of action in author’s texts in order to accumulate students’ speech experience. Schoolchildren received ideas about the semantic categories of adverbs and, based on these ideas, had the opportunity to draw the first conclusions about the role of adverbs in conveying the content of the text. In the course of studying program material, junior schoolchildren developed the ability to establish the connection between a verb and an adverb in a sentence. Thus, students had the opportunity to consider the adverb in the structure of the verb phrase, which contributed not only to clarifying the function of the adverb, but also to mastering the method of introducing an adverb into the text (in the structure of the verb phrase). Observations on the role of adverbs were inextricably linked with the performance of speech exercises of the reproductive-constructive type (presentation of author’s texts, composing statements based on a model). In the course of completing tasks, schoolchildren developed a motive for using adverbs, and also began to develop control over the speech of others and their own statements.

At the second stage of experimental training, familiarization with the concept of “adverb” took place based on the essential features of the concept. In the course of performing analytical-syngetic exercises based on grammatical knowledge, the content side of the ability to recognize an adverb based on a set of essential features was formulated.

The third stage of experimental training was aimed at improving the ability to recognize an adverb among other parts of speech, as well as mastering the ability to consciously use adverbs in one’s own statements. An important feature of this stage was the implementation of productive activities when students compiled descriptive texts and narrative texts. In the process of performing creative tasks, schoolchildren used adverbs of place and time as a means of interphrase communication, and adverbs of image and method of action as a figurative and expressive means.

During the experiment, the levels of development of the ability to recognize an adverb based on a set of characteristics were determined. The results of the analysis showed that by the end of training, 72.7% of students in experimental classes mastered identification skills at a high level, and only some students in control classes (1.8%) correctly identified all adverbs in the text.

The results of the control section made it possible to clarify changes associated with the use of adverbs by students in grades 2-4. In comparison with the results obtained during the ascertaining experiment, there is a slight decrease in adverbs of time, place, measure and degree with an increase in adverbs of image and method of action (and in their composition, qualitative adverbs). The educational experiment influenced the reduction in the number of students making mistakes in the use of adverbs, from 46.2% to 26.6% in third grades, from 60% to 19% in fourth grades.

The test results showed that all students in the experimental classes had a motive for using adverbs. (Not all students in control classes were able to clarify their choice: 22.1% of second-graders, 52.6% of third-graders, and 83.6% of fourth-graders.)

Analysis of schoolchildren's essays made it possible to determine the levels of developed ability to use adverbs in their own statements.

As the results show, students in experimental classes (13.3% in 2nd grade; 26.6% in 3rd grade; 57% in 4th grade) demonstrate the conscious use of adverbs of various semantics in order to create an accurate, expressive, coherent text. In control classes, only 5.5% of fourth-graders demonstrate the ability to use adverbs at a high level.

Thus, the results of the control section, demonstrating progressive changes in the speech sphere of students in experimental classes, allow us to confirm the effectiveness of the developed system of propaedeutic learning of adverbs in the functional-semantic aspect.

Bibliography

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Aidarova L.I. Psychological problems of teaching Russian to junior schoolchildren. M.: Pedagogy, 1978. - 144 p.

Antonov A.A. Russian grammar, junior three-year gymnasium course. St. Petersburg: Ya.V. Pisarev and Co., 1860. - 233 p.

Astafieva N.I., Kozyreva T.G. Modern Russian language: Adverb. Condition category. Minsk: Higher School, 1981. - 78 p.

Afanasyev P.O., Shaposhnikov I.N. Russian language textbook for primary school (grammar and spelling). Part 2. 3rd and 4th grades. M.: Uchpedgiz, 1938. - 100 p.

Babaytseva V.V., Chesnokova L.D. Russian language: Theory: Textbook. for 5-9 grades. general education institutions. - M.: Dolphin, 1996. P. 128-133.

Babansky Yu.K. Optimization of the learning process. M.: Pedagogy, 1977. -276 p.

Belyaeva V.N. On the study of adverbs in the 6th grade // Russian language at school. -1983. - No. 5. - P. 32-36.

Berkov V.P. Semantics of comparison and types of its expression. Adverb // Theory of functional grammar. Quality. Quantitativeness. - St. Petersburg: Nauka, 1996. pp. 107-129.

Bitekhtina G.A. Semantic-syntactic categories of attributive adverbs in the modern Russian language and the conditions for their functioning: Author's abstract. diss. Ph.D. philologist, science. - M., 1979. 16 p.

Blinov G.I. Studying the connections between words in Russian lessons: A manual for teachers. - M.: Uchpedgiz, 1963. 215 p.

Bogoyavlensky D.N., Menchinskaya N.A. Psychology of knowledge acquisition at school. M.: APN RSFSR, 1959. - 347 p.

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Bondarko A.B. Functional grammar. L.: Nauka, 1984. - 136 p.

Bulanin L.L. Difficult questions of morphology: A manual for teachers. M.: Education, 1976. - 208 p.

Bulanova S.Yu. Studying qualitative adjectives by primary schoolchildren in the conditions of their functioning in a descriptive text: Author's abstract. diss. Ph.D. ped. Sci. St. Petersburg, 1996. - 18 p.

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Russian language is a difficult subject. After all, it contains not only parts of speech with their own principles of writing, but also members of sentences. If the main members - the subject and the predicate - are easy for children, then many problems arise with the secondary ones. This is especially true for circumstances that are often confused with additions. Let's try to sort this issue out.

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Classmates

General information

Circumstances in a sentence are an important member that allows us to preserve the flavor of our speech and enriches it. Try removing it from any sentence and see for yourself. For example:

1. He hit the table with his fist. 2. He hit the table with his fist as hard as he could.

There is not enough expression in the first sentence; we cannot understand how the person acted. The second sentence, thanks to the introduced phrase “with all our might,” already shows the state of the character.

Let's find out now what is a circumstance in Russian. Let's start our reasoning with rules.

So, circumstance by definition in Russian it is customary to call the secondary members of a sentence that are associated with the predicate and indicate a sign of action. They answer the following questions: where? Where? where? How? For what? and why? The circumstances are emphasized with a dotted line.

Students also need to know how the circumstance is expressed. Acquaintance with this member begins in the 4th grade in any program, but students receive general information. Starting from grade 5, the information will expand after learning new parts of speech and becoming familiar with common phrases.

Children must understand that circumstances can be expressed:

Types of circumstances

Children are often given the task of characterizing types of circumstances. This is not an entirely easy question because you need to have a lot of knowledge. Help in completing the task is provided tables available in every textbook Russian language. You just need to use them skillfully.

So, let's look at the types of adverbial circumstances in the Russian language. There are eight of them in total.

Place and time

This category of circumstances indicates the place where the action takes place. Most often the questions asked to the secondary member are: where? Where? where? They are expressed by adverbs or nouns with or without prepositions. For example. (Where) All around, wherever you look, the sea turned blue.

Often the circumstance indicates the time of action. By the way, you can ask questions:

• When?
• how long?
• since when?
• for how long? and so on.

In this case, the members of the sentence are expressed by an adverb, noun or gerund:

1. Grandmother (when?) was busy around the house from sunrise to sunset.
2. The new school in the village of Aleksandrovka was commissioned (when?) at the beginning of 2017.
3. The sun (at what time), going beyond the horizon, painted the sky crimson.

Mode of action, measure and degree

This is another representative category of circumstances. Their task is to express a sign of action in a certain way or to some extent. Questions:

• how?
• how many times?
• in what degree?

They can express yourself adverbs, nouns in indirect form with or without prepositions, gerunds and participial phrases. They most often depend on the verb, but sometimes they are controlled by adverbs, adjectives indicating the degree of quality:

Reason and purpose

Member of the sentence, in this case may designate the reason why the action occurs. He answers the questions:

• Why?
• from what?
• for what reason?

Offer options:

1. (For what reason) Due to an accident on the stretch, the train was stuck in a field for ten hours.
2. (Why?) By the grace of her grandmother, Dashutka made new friends.
3. It was stuffy in the garden (Why?) from the aroma of flowers.
4. We left home early (why?) to make it before the heat.

The presence of such a minor member of the sentence indicates the purpose of the action. Expressed by the initial form of a verb, a noun in the indirect case or an adverb. Questions asked: why? for what purpose?

If a member of a sentence is expressed in the initial form of a verb, then the conjunction “to” can be placed in front of it. For example: Margarita went to the store to buy bread. I came in (for what purpose?) - to buy bread. Let's rephrase the sentence: I went to the store to buy bread.

Comparisons

It is often necessary to compare some objects and name the main characteristics more accurately. This is where the circumstances of comparison come to the rescue. They answer noun questions. There is only one question - how? The adverbs are often preceded by the words “as if”, “as if”.

For example:

1. The girlfriend’s green eyes shone (how?) like emeralds.
2. The ripples on the river shimmered in the rays of the setting sun, (what?) like foil.

Conditions and concessions

Expressed as a noun with or without a preposition, as well as an adverbial phrase. This type of circumstances is rarely used in speech, since these are book turns. Denotes the conditions under which actions can be performed, answers the question: under what conditions? For example: The police are called (under what conditions) in case of danger to life.

These minor members, expressing a concession, appear in sentences if it is necessary to designate phenomena that interfere with or do not correspond to an action or state, but still occur as if in spite of what is happening.

Such members of the sentence are asked questions: despite what? in spite of what? Can be expressed as nouns. A prerequisite is the presence of helping words: although, in spite of everything, in spite of everything.

Examples:

1. Despite the bad weather forecast, we still went fishing.
2. Although my mother scolded me, I still wasn’t angry with her.
3. Despite the unbearable conditions of detention, the Decembrists always remained real people.

There is no need to specifically memorize the table. You just need to understand the essence of the minor members, their meaning, then there will be no difficulties in determining the species.

The group of minor members has a large number of subspecies and is considered the most voluminous. This diversity is explained by the important role assigned to them by the grammatical and stylistic norms of linguistics. An important circumstance is occupied by: connects parts of the text

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What does it mean

Where? (Place),

Where? (Direction),

When? (Time),

Where? (Direction),

Why? (Cause),

For what? (Target),

And How? (Way).

main questions

• : thinks (how?) correctly;
• : beautiful (how?) very;
• : much (how?) too much.

Attention! Examples O

There are 8 types

Important!

Sometimes you can put it right away several types of questions

• When?
• in what setting?

What part of speech does it belong to?

such parts of speech:

1. : Went (where?) there, came (from where?) from there, was found (where?) there.

Most difficult to understand is the first option.

Another difficulty lies in the fact that the study of cases and parts of sentences in some programs occurs almost simultaneously.

Children do not have time to master case questions and begin to confuse an object with a circumstance. How the error occurs:

purpose of its use:

• to determine case;

Isolation in writing

All adverbial phrases

form several words

Important!

D means it has the form of time.

The group of minor members has a large number of subspecies and is considered the most voluminous. This diversity is explained by the important role assigned to them by the grammatical and stylistic norms of linguistics. An important place in the sentence is occupied by the following circumstance: connects parts of the text, complements and characterizes all members except the subject.

What does it mean

Has the largest number of meanings compared to other minor groups of words. The circumstance in a sentence answers certain questions that are easily remembered using poetic form:

Where? (Place),

Where? (Direction),

When? (Time),

Where? (Direction),

Why? (Cause),

For what? (Target),

And How? (Way).

Not all are listed here, but only main questions, but they help to understand what a circumstance is, which parts of speech it reveals and explains:

• verb: thinks (how?) correctly;
• adjective: beautiful (how?) very;
• adverb: much (how?) too much.

Attention! Examples O It is not difficult to find adverbs in Russian. Any common combination of words can contain several such constructions.

Classification - division into subgroups - is carried out according to meaning. Total There are 8 types, each of them answers a specific question and differs in meaning:

1. Where, where, where? – specify the location or direction.
2. When, since when, for how long? – clarifies time parameters.
3. Why, why, for what reason? – explains the reason causing the event, indicates the reason.
4. Why, for what purpose, for what? – what purpose does a particular action serve?
5. One group combines three characteristics: image, measure and degree. The meaning of the group is quality and method. How, in what way, in what way? – what is required to accomplish, the course of action. To what extent, how much? In what degree? – scope of action, its degree.
6. How, like whom (what)? – comparison is used.
7. Under what conditions? – explanation of conditions.
8. In spite of what, in spite of what? - despite the problems, everything happened - a concession

Important! Knowledge of the features of meaning is necessary for the correct construction of speech patterns.

Sometimes you can put it right away several types of questions(place, time, mode of action). This is more often observed in texts about nature. They are classified as a separate type - situational or setting: in the sun (diminutive form - in the sun), in silence (truncated form - in silence), in the dark, in the wind, in the fog, in the shroud. List of questions that can be asked:

• When?
• in what setting?

What part of speech does it belong to?

Circumstances can play a role such parts of speech:

1. A noun is used in speech in the form of an indirect case; a preposition is often required, but you can do without it. Example: He spoke (how?) with humor, walked (where?) through the forest.
2. Adverb. Most often used to express the circumstance of a course of action. Answers a similar question: how? He sang (how?) loudly, moved (how?) slowly.
3. Pronoun: Went (where?) there, came (from where?) from there, was found (where?) there.
4. Participle: Lying (how? doing what?) thinking, moving (how? doing what?) jumping.
5. Infinitive form of the verb: Went (for what purpose?) for a walk.

Most difficult to understand is the first option.

From the primary grades, teachers explain to children that questions should be asked from an independent part of speech, and not from a preposition, but mistakes still occur.

Another difficulty lies in the fact that the study of cases and parts of sentences in some programs occurs almost simultaneously. Children do not have time to master case questions and begin to confuse an object with a circumstance. How the error occurs:

• walked along (what?) the road. Indirect date. case – addition (incorrect decision).
• walked (where?) along the road. Circumstance with the meaning of place.

Case questions can be put to any noun, but you need to learn how to determine purpose of its use:

• to determine case;
• to clarify the role of the word in the structure of the sentence.

There are other errors as well. For example, it is necessary to indicate in which sentence the adverb is expressed. Difficulty arises when an adverb is formed from a noun. Example: It became scary and cold at night. A correctly posed question will prompt the answer: When? At night. If you ask a question in the instrumental case, there may be a mistake. What should you do in this case? Semantic meaning.

Isolation in writing

High school students study syntactic structures that require knowledge of the rules for placing commas. Thus, participial phrases or single participles are necessarily distinguished on both sides by punctuation marks. That is why it is called an isolated circumstance, that is, highlighted by signs. All adverbial phrases is one member - circumstance: Relatives gathered for dinner, having prepared delicious dishes in advance.

An exception that complicates the study is the rule of isolating phraseological units. They are considered integral expressions, one minor member, but are not separated by commas: He ran headlong. He worked carelessly.

Common circumstance form several words, united by one semantic meaning: A girl, lost in the taiga, was very scared.

If it consists of one word, then it is not common: The girl, getting lost, began to call and scream for help. Both cases require marking on both sides, since the construction contains a gerund. In this case, it will be possible to ask questions: how, how? and doing what? what did you do?

Important! Thanks to the presence of circumstances, speech becomes brighter and more expressive; you should not be afraid to use different groups and correctly coordinate all parts of the text.

How to correctly characterize a circumstance in a sentence? Firstly, you need to pose the question correctly, and secondly, analyze the entire proposal by member. You should start by defining the category, and then the part of speech.

Examples of tasks and work order

Task 1. Describe the types of circumstances in a sentence: A few months ago we learned about special cases of writing words.

We found out (when?) a few months ago. Indicates a specific period d, means it has the form of time.

We determine what part of speech each word is: “several” is an indefinite pronoun, “months” is a gender form. pad. noun, “back” – adverb.

Task 2. Describe the types of circumstances: Despite the fatigue, the travelers decided to move on.

“We decided to go” (despite what?) despite fatigue - an isolated circumstance, expressed by a noun with a preposition (derivative). Type - concessions. The role in the text is an additional clarification of the nature of the action.

Circumstances in Russian, examples

Circumstance in Russian

Conclusion

During the school course, knowledge gradually expands; students increasingly use adverbial constructions in their essays and speeches, as this helps make their speech bright, expressive and rich. Offers with using figurative expressions demonstrate erudition and understanding of the peculiarities of the Russian language.

Circumstance- a minor member of a sentence, which denotes place, time, reason, manner of action, etc. and answers the questions: Where? When? Why? How? and etc.

According to their significance, circumstances are divided into the following categories:

1. Circumstances of the course of action. They answer questions How? how? and denote a qualitative characteristic of an action or a method of its implementation (“mode of action”). The circumstances of the manner of action depend on the verb (worked good, friendly, without tension, together, manually): Tarantas unevenly jumped on round logs: I got out and went on foot(I. Turgenev); Sineya, the skies are shining (A. Pushkin).

2. Circumstances of the degree. They answer questions How? in what degree? how much ? and indicate the degree of manifestation of the symptom (increased twice as old, a little older, absolutely uninteresting): I didn't stop talking: my jokes were smart to the point of stupidity my ridicule... was evil to the point of frenzy... (M. Lermontov); The old woman really fell in love with reasonable and good advice... (A. Pushkin).

Circumstances of degree can depend on adjectives, adverbs, verbs, i.e. from the words of those parts of speech that denote the attribute.

For example, late (late, late) very, too, a little.

3.Circumstances of the place. They answer questions Where? Where? where? and indicate the place of action or direction of movement ( at the top, at the top - up, at the top; ahead - forward): At Lukomorye green oak (A. Pushkin); Language to Kyiv will bring (proverb).

4. Circumstances of time. They answer questions When? since when? How long? how long? and indicate the time and duration of the described phenomena and events ( yesterday, once upon a time, a long time ago, about a week, all winter, not for long etc.): Returning home, I mounted and galloped to the steppe... (M. Lermontov); Oh, this song until now preserves young grass - steppe malachite (M. Svetlov); Oh! Tell love the end, who for three years will go into the distance (A. Griboyedov).

5. Circumstances of the cause. They answer questions Why? for what reason? and indicate the cause of the event ( for some reason, because of the heat, because of the rain, thanks to support, due to circumstances etc.): From idleness mental and physical flabbiness occurs (D. Pisarev);
...The maid didn't tell anyone anything, fearing the wrath of the masters(A. Pushkin).

6. Circumstances of the goal. They answer questions For what? for what purpose? and indicate the purpose of the action (went for help; raised his collar, shielding yourself from the wind; for pleasure, came to say goodbye): I, your old matchmaker and godfather, came to make peace with you completely not for the sake of a quarrel... (I. Krylov); Wasn’t it you who at first so viciously persecuted his free, bold gift and for fun fanned a slightly hidden fire? (M. Lermontov).

7. Circumstances of the condition. They answer the question under what condition? and indicate conditions that can cause a certain consequence: Not knowing history culture, it is impossible to be a cultured person... (M. Gorky); Only subject to an attack on Tsaritsyn we can talk about establishing a unified command (M. Sholokhov).
Due to their bookish nature, the conditions are rarely used.

8. Circumstances of assignment. They answer questions no matter what? in spite of what? and denote phenomena that interfere with or do not correspond to the actions or states reported in the grammatical basis of the sentence.

Sentences with circumstances of concession are, as it were, opposite to sentences with circumstances of cause, conveying a natural correspondence between phenomena. Sentences with circumstances of concession speak of phenomena that are observed despite the circumstances: Contrary to my companion's prediction, the weather cleared up and promised us a quiet morning... (M. Lermontov); ...Sleptsov, despite the illness, did not stop intensive creative work (K. Chukovsky).

Circumstances can be expressed:

1) adverb: Blue eyes look smooth, calm.... (V. Korolenko);
2) a noun in the indirect case: On holidays slept until ten o'clock.... (M. Gorky);
3) participle or participial phrase: Getting out of bed, Arkady opened the window... (I. Turgenev);
4) infinitive (only adverbial purpose): And Onegin went out; home get dressed he is traveling (A. Pushkin);
5) an indivisible phrase or stable combinations of words: Early the next morning Kazbich (M. Lermontov) arrived; But soon we were destined for a long time divorced (A. Pushkin); On the opposite side of the ravine- German trenches. Very close close at hand(V. Nekrasov).