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What are homonym roots? What are homonymous word roots? Which roots are called homonymous


1. A.N. Asaul, S.N. Ivanov, M.K. Starovoitov, “Real Estate Economics” Textbook for universities. – 3rd ed., corrected. - St. Petersburg: ANO “IPEV”, 2009.-304 p.

2. Khavin D.V., Ovchinnikov P.A., Esin E.Yu., Nozdrin V.V. Real estate marketing: A tutorial. – N. Novgorod: Nizhny Novgorod. state architect-builds univ., 2005. – 102 p.

All morphemes are divided into root and non-root. Non-root morphemes are divided into word-forming (prefix and word-forming suffix) and form-building (ending and form-forming suffix).

Often, when defining a root, it is indicated that it “expresses the basic lexical meaning of the word.” For most words this is indeed the case, for example: table-ik‘small table.’ However, there are words in which the main component of the lexical meaning is not expressed in the root or is not expressed at all by any specific morpheme. For example, in the word matinee the main component of the lexical meaning - 'children's holiday' - is not expressed by any of the morphemes.

There are many words consisting only of roots. These are function words ( But, over if), interjections ( yeah, hello), many adverbs ( very, very), immutable nouns ( aloe, attache) and immutable adjectives ( beige, raglan). However, most roots are still used in combination with formative morphemes: part-a, good, go.

Roots that can be used in a word alone or in combination with inflections are called free. There are a majority of such roots in the language. Those roots that can only be used in combination with affixes are called bound, for example: about-at-t - once-at-t, agitation-t - agitation-atsij-ya.

Based on some examples of fiction, journalistic literature and colloquial speech, one may get the impression that words consisting only of prefixes or suffixes are possible, for example: “ Democracies, humanisms - follow and follow isms - isms"(V.V. Mayakovsky). But this is not so: in such cases the suffix turns into a root and, together with or without the ending, forms a noun. To find the root in a word, you need to select words of the same root (related) words. Yes, in a word recess we select the root -men-, choosing words with the same root change, exchange, replacement etc. In the word express find the root -tale-, comparing the original word with the words retell, express, say, story, tale etc.

You need to be able to distinguish between roots that have the same sound and spelling, but different meanings. Such roots are called homonymous. Let’s compare, for example, two word-forming nests of words:

· 1) carry, carry, carry, tray, carry, cast-offs, porter- root -nose-;

· 2) nose, nasal, spout, nose, bridge of the nose- root -nose-.

Words with homonymous roots are not the same root.

Phraseologism leave with your nose means ‘to leave with nothing, to deceive, to fool”, and stay with your nose- ‘to be fooled, to fail.’ But what does the nose have to do with it? The fact is that this phraseological unit arose when there was one more word in the Russian language nose(same root word wear) with the meaning ‘an offering to the bride as a ransom for her.’ If matchmakers came with such an offering to the bride’s house and were refused in this house, then their offering was not accepted, they were left with their “nose.” Word nose with such a meaning fell out of use and was preserved only as part of a phraseological unit. But there is another word in the language nose, denoting a part of the face that matches the sound of the lost one, so we now associate the phraseological unit with the remaining word.

Vowel alternations

1) o/a: to rip - to rip, to adjust - to adjust, to catch - to catch ; this alternation is very often observed when forming imperfective verbs using suffixes-iva-/-iva- .

2) Fluent vowelsO Ande :
O/zero sound:mouth - mouth, needle - needle, hundred - hundred;
e/zero sound:stump - stump, father - father, pine - pine, spring - spring.

3) e/o: wandering - wander, lead - drive, carry - carry, carry - carry, thunder - thunder.

4) Full agreement/disagreement:
oro/ra: fence - fence, health - health resort;
ere/re: coast - coastal, middle - average;
olo/la: title - table of contents, well - storehouse;
olo/le: captivate - captivity, milk - mammal.

Incomplete consonance is a lexical-phonetic phenomenon of the modern Russian language: the presence of the combination ra, la, re, le between consonants in root (or prefixed) morphemes. Through Old Slavic written monuments, words with incomplete vowel combinations penetrated into the Old Russian language and became fixed in it, coexisting with the East Slavic full vowels oro, olo, ere, elo/olo: country - side, zlato - gold, breg - shore, milk (Milky Way) - milk . Partial and full vowel formations have undergone various changes in the history of language development: in some cases the partial variant has been preserved, in others - the full vowel; sometimes both words are preserved, but diverge in lexical meaning. Old Slavonic variants have been preserved: time, burden (but pregnant), sweet, brave, scolding (but defense ) etc. Only full-voice variants have been preserved:harrow, peas, well done, road, cow etc. Words likegunpowder is ashes, country is side etc., in modern language they differ in meaning.

In the full-voice version of the root, alternation is possibleo/a associated with the formation of an imperfect form of a verb using a suffix-willow- : fence off - fence off , swamp - swamp .

It is important to remember that full voice is possible only within one morpheme (usually a root, sometimes a prefix:through-/through- , re-/pre- ) and it must be distinguished from “false consonance” that occurs at the junction of morphemes(put, prophet, dining room, measurement, ice) .

Word-forming morphemes: prefix, suffix

Its conceptual. Other morphemes (suffixes, prefixes, endings) do not have independent meaning. They only add additional shades to the main meaning. Anyone who speaks Russian will understand perfectly well that “” is not at all the same as “tail,” but in both cases we are talking about the same part of the animal’s body, because These words have a common root.

Cognates words

All words that have the same root are called cognates. They can belong to either one part of speech (cat - cat - kotofey - cat) or to different parts (start - let - launcher).

Difficult words

One root is required. But, consisting of two roots. Such words are called compound words. So, the word “pedestrian” has two roots: “pedestrian” and “movement”.

Homonymous roots

There are words whose roots are spelled the same, but they have different meanings. These are the roots of homonyms - words of the same spelling, but different in meaning: the words “key” in the meaning of “source” and “key” in the meaning of “a device for opening a door, master key” are written the same, but the word “key” has the first meaning the same root word would be, for example, “spring (water)”, and in the second meaning – “key maker”.

Alternation of sounds at the root

It happens that vowels or consonants in the same root are written differently in different words with the same root, alternating, for example, “run - run” or “put - adjective”. Rules help you understand exactly how the root is spelled in a particular word. Sometimes it depends on whether the vowel is under stress or not (tan - tanned), sometimes on what letter the root ends with (grown - grown), sometimes on the meaning of the word, for example dunk (immerse in liquid) and get wet (soaked in moisture) . The alternation of sounds is determined by historical processes occurring in the language (historical alternation) or pronunciation features (phonetic alternation).

Root splicing

As a result of changes in the language, some roots have “fused” with prefixes and suffixes. In such words one can distinguish a historical (etymological) root and a modern one, accepted in the language at the moment. So, in the word “factory” the etymological root is “water”, the modern one is “factory”. Such roots are called connected. The roots of modern words that coincide with etymological ones are called free - they are the majority in the Russian language.

“Word root 2nd grade” - Flower, colored, bloom. Weight, weight, weigh. 3. How to determine the root in a word? Protein, white, whiten. A forester is working in the forest. A boletus grows under a birch tree. A gardener is working in the garden. Similar words. 2. What is the root word? Boletus grows under the aspen. Root of the word. Ants live in an anthill.

“Root biology” - Lichens.; textbook for 6th grade students of general education institutions. Developmental: Compare the structure and development of taproot and fibrous root systems. Organs of flowering plants. Develop creative thinking and monologue speech. Explain the structural features and functions of the root, the structure and formation of root systems.

“Root spellings” - Spelling of consonants in the root of a word. Oral dictation Explain spellings. What is a spelling? What 4 groups are alternating vowels in the root divided into? Consonants at the root. Find errors. Tested unstressed vowels. Root or not? Is it a verb form? I-Y after C. Explain the spelling orally.

Glitter, glitter. Grow-grow-grow. Bir-ber. Kos-kas. Roots with alternating vowels. Clone clan. Per-feast. We are alternating roots, Children teach us persistently. Zor-zar. Mer-world. Lag-lozh. Gor-gar.

“Words with the same root” - Smart little owls - Little owls at the owl. Aspen - aspen, boletus, aspen, aspen. A miner is a worker in the mining industry. Extracts minerals. Learn to find words with the same root, highlight the root. Very much. Wasp. Lesson objective: Boletus. Rule. Similar words. Russian language lesson in 2nd grade according to the developmental education program.

“Grade 6 root” - Summing up the work: Increasing the distance between divisions at the end of the root on the second day. Informational resources. Mushrooms. Determination of the root growth zone. "Biology. Plants. Stages of the experiment: Bacteria. Place the seedling in a jar where a humid chamber is created. Germination of bean and pea seeds with well-developed germinal roots.

Goals:

  • establish the identity and difference of root morphemes,
  • orient students to the commonality and difference in the lexical meaning and letter (phonemic) composition of homonymous and synonymous roots of words.

Task: teach to differentiate words with the same root and words with synonymous and homonymous roots or “pieces” of stems.

Lesson type: lesson study

DURING THE CLASSES

I. Emotional mood

Target: creating psychological comfort for students for independent creative activity in the classroom.

Teacher: Sit comfortably and close your eyes. Take three deep breaths. Now, with the help of imagination, we will try to imagine how to achieve success in any business. Think about what you would like to learn or what you would like to do better than you are now. Try to see how great you are doing it and remember your inner sensations and feelings at the same time. Imagine that those around you are also happy for you. Save these feelings, they will help you work successfully. Take a deep breath and open your eyes.

II. Success situation

Target: demonstration of theoretical knowledge and practical skills in the use of known methods for checking spelling of weak and strong positions in the roots of words.

Theoretical knowledge students are tested on models.

Teacher: Let's take a tour of the Ladder of Knowledge and see what we have achieved.

Knowledge is made up of small grains of daily experience.

D.I.Pisarev

The ladder of life is full of splinters, and most of all they bite when you slide down it.

W. Brownell

Students listen to messages from group representatives and evaluate them on a scale of “correctness” and “interest.”

Teacher: Pay attention to what wise thoughts the robot Samych himself wrote down next to the Ladder of Knowledge. Why did Samych himself prepare them for you? Name the key words in each wise thought. How can they be related to the content of the lesson?

Practical skills students are checked in the “Proofreading” task:

Teacher: Find 3 mistakes in the student's work.

My mother's speech resembles the babbling of a river.

The teacher provokes students to give the wrong answer, since there are more than 5 errors. Trap tasks teach children to answer independently. This is a unique method of portable diagnosis and correction of imitation reproductive orientations in the classroom. At the same time, the habit of trusting oneself and not considering every word as the ultimate truth occurs.

Students easily find all the mistakes and write down the statement in their notebook.

Teacher: What do the words speech and river have in common?

Students say that these words are words naming objects, feminine, singular, the roots are the same and are in a strong position.

III. The situation of “intellectual conflict”

Target: detection of knowledge deficit in a new concrete practical task.

Teacher: Unscramble the anagram.

[h’] [i] [p’] [o] [f] [k] [a]

Teacher: Make a phonemic, alphabetic recording of the word chevka.

<р’uh h'_ V To A>
speech_vka

Teacher: How did you check the spelling of the weak position at the root? (The root of the word speech.)

– Why didn’t anyone use the root of the word? river ?

Teacher: But you just said that the roots of words speech And river the same. This means that each of them can serve as a spell check for the weak position in the root of the word chant .

Students are faced with a situation where, on the one hand, the letter form of the roots is the same, but, on the other, the “work” (lexical meaning) is different. So the question arose: what are these roots? If you do not find out what these roots are, then when checking the spelling of a weak position in the root, you can violate the law of writing (the spelling of a weak position in the root is checked by the same root in a strong position). And breaking the law leads to mistakes.

Teacher: What problem did you encounter? The problem is which part of the word? What is the danger of such roots?

IV. Statement of educational task No. 1

Target: organizing a collective discussion that promotes student interaction in groups; launching processes of theoretical research and reflection.

Teacher: What question will we solve in class? Formulate the objective of the lesson.

Task: What are these roots?

V. Fixing the problem graphically on the board

Target: students’ awareness of the essence of the problem through fixation in graphic-sign form.

Teacher: Model the lesson objective.

Several models appear on the board, of which the most accurate one remains through analysis.

Teacher: Why you need to know: what kind of roots are these?

VI. Study #1

Target: establishing a complete coincidence of the root morpheme of the words speech-river, identifying differences in the meaning and generality of the letter (phonemic) composition of homonymous roots.

Students conduct a comparative analysis of words. They write them down in transcription, letter form, compare roots, lexical meaning to find the answer to the question posed.

Modeling(in groups)

Teacher: Make a model of the roots of these words.

Students post the results of group work on the board. Then they analyze them, ask questions to group representatives, and make adjustments. Such discussion teaches students to think.
Thus, the most accurate model remains on the board.

Teacher: Can we say that these are the same roots? (No)

– Don’t you think we once met a similar model?

– What can you call roots that have different lexical meanings, but sound and are written the same?

Conclusion: these are homonym roots.

Reflection

Teacher: How do we answer the lesson question? (These are homonym roots.)

– We will record the discovery on a new step of the Ladder of Knowledge.

Teacher: Tell us everything you know about the roots of words river, speech .

Students, using a model, prove that words speech, river roots are homonyms, test root to chant maybe just speech.

Teacher: Why do you need to know homonym roots? Give examples of words with homonymous roots.

Teacher: So, there are homonym roots. Maybe new questions have arisen?

Students hypothesize that if there are homonym roots, then perhaps there are synonymous roots.

VII. Statement of educational task No. 2

Target: fixation of the hypothesis in verbal and graphic-symbolic form to understand the essence of the new learning task.

Teacher: What question are we looking for an answer to? (Are there any synonymous roots?)

Fixing a new learning task

Teacher: Samych himself thought of words for the next study. Who is this?

Students, without hesitation, answer that it is a dog. The teacher does not readily agree and offers a hint from the host of the “Field of Miracles” program, Yakubovich.

A domestic animal is the same as a dog, a male dog.

Teacher: (Dog - dog)

Teacher: What words do we have to study? (Dog - dog)

– Which part of these words interests us now? (Root)

VIII. Study #2

Target: determination of characteristics of synonymous roots.

Students independently choose the form of work to study the words dog-dog according to the existing plan. At the end of the study, the teacher offers to compare their work with the work of a student from another class. During the discussion, it becomes clear that the student completed the task.

Modeling

Teacher: Create a model of the roots.

Representatives of groups and pairs post models on the board. Then they analyze according to the plan (roots in transcription, letter notation, lexical meaning) and note the most accurate version of the model.

Teacher: What name can be given to roots that have similar lexical meanings, but sound and spell differently? (These roots are synonyms.)

Reflection

Teacher: What question were you looking for an answer to?

– Was the hypothesis confirmed? (Yes, there are also synonymous roots)

At the new step of the Ladder of Knowledge, homonym roots and synonymous roots appear.

Teacher: Why do you need to know homonym roots and synonymous roots? (In order to accurately find spell checking weak positions in the root of the word.)

– Give examples of synonymous and homonymous roots.

IX. Study #3

Target: finding signs of words with the same root.

Teacher: decipher the words by solving examples.

Key:

1 2 3 4 5 6 7 8 9
BRAVE

For girls: 36 – 24 = (12) cm, 18 + 16 = (34) ate, 73 – 17 = (56) y --- brave
For boys: 54 – 42 = (12) cm, 98 – 64 = (34) ate, 45 + 26 = (71) os, 128 – 39 = (89) t---- courage

– As a result of solving the examples, students received the words brave And courage .

Teacher: find out what the roots of these words are.

Students examine the roots and come to the conclusion that they are neither homonymous nor synonymous roots. These words have the same roots in all respects.

Teacher: What kind of roots are these?

Conclusion: These are words with the same roots.

Teacher: Which roots are considered the same? Give examples of words with the same roots. Why do you need to know words with the same and different roots? Thus, a pattern of identical roots appears on the Ladder of Knowledge.

Reflection

Target: assessing the quality of the research carried out, determining the level of students’ comprehension of educational activities by completing test work and creative assignments.

Teacher: Find out what roots the pairs of words from the poem have.

Why are the doormen standing?
In restaurants at the door?
Is it bad for old grandfathers?
There, in Switzerland?

Why doesn't he cut his hair?
An agile swift for children,
And he flies all day,
Catches midges near roofs?

Why doesn't he milk the goats?
The famous nightjar?
That's what it's probably worth talking about
Let's think about it for you and me!

Why was it called a snake?
Watched the local puddles?
Didn't sting anyone
Harmless black snake!

People simply don't know -
Here, try and explain,
Why don't they shed
Is there a line from the water in the river?

No, it’s not for nothing that everyone called it that,
Think for yourself and understand
So that you and I can become
Curious people!

L. Kondrashenko

Conclusion: homonym roots.

Teacher: Why do you need to know homonym roots?

Test and diagnostic work

1. Are these words with the same root? (“+” – yes, “–” – no)

1 option

A. Road, dear, road, plantain.
B. Salt, salt shaker, salt, salty.

Option 2

A. Copper, copper, copper, honey.
B. Aspen, aspen, boletus, aspen.

2. Are the roots of these words homonyms? (“+” – yes, “–” – no)

1 option

drive - some water;
grass - a blade of grass.

Option 2

nose - to wear;
brownie - house.

3. Are the roots of these words synonyms? (“+” – yes, “–” – no)

1 option

A. Water, driver;
B. Rainy, wet;
B. Timid, fearful.

Option 2

A. Tear, tearful;
B. Blizzard, snowstorm;
B. Heat, heat.

4. Find the third extra word. Cross it out with a pencil.

1 option

Water, led, aquatic;
Steelmaker, samovar, boulevard;
Courage, daredevil, hero;
Freezing, glowing, freezing.

Option 2

Goose, caterpillar, single file;
Rosehip, hisses, thorns;
The stove-maker, sad, became sad;
Speed, shell, fast.

Fill in the blanks in the words:

1 option

Crack a nut - crush it red;
Half_bed the child - half_bed the laundry.

Option 2

Dedicate a flashlight - dedicate to a friend;
To sit by the fire is to sit in grief.

Students perform test work, perform mutual checks, and make corrections to eliminate errors.

Final reflection

  • Which of the wise thoughts recorded from the Ladder of Knowledge can be taken for the epilogue of our lesson?
  • Why? Write it down.
  • Working in groups helped to figure out what question?
  • What word roots are called homonyms and synonyms?
  • What else did you learn besides homonymous and synonymous roots?
  • When will you need knowledge of homonym roots, synonymous roots, identical roots?
  • How do you evaluate the work of your comrades?

Evaluate your work in the notebook according to the criteria: correctness, difficulty, interest.

Target: Homework

reflection of knowledge on the topic: “Words with the same and different roots”, development of creative abilities, interest in linguistic phenomena.

  1. To choose from: Repkin V.V.
  2. (textbook) ex. 129 (insert suitable words).
  3. Come up with a task for the “neighbor” with homonym roots.

Write a story with homonym roots (synonymous roots). -GOR- mountains -GOR- white, for eat (-GAR- under stress)

Tan- - ZAR zar - ZAR face, I (-ZOR- under emphasis dawn ) Exception:

dawn- -CLONE pre clone pre tion, with happen

(emphasis – CLAN-CLONE)-TVOR - at creation - at crowd, crowd tion (accented – TVAR-TVOR) Exception:

  1. utensil

Let’s remember what the following roots look like: -LAG – FALSE- By lag at - by crowd, crowd lodge Exception:

canopy -GROW – RASH – ROS- growth Yes, you rasch denominated, under grew up

la Exception: sprout, sprout, moneylender, Rostov, Rostislav, industry, industry. (Teenager - from teenager, where O is stressed. For growth - console You

took away the emphasis.)- -SKAK – SKOCH with how at - in skoch

it Exception:

jump, gallop, gallop, galloping -NYM – NYA- With him at - with nya

-PRESS - ZHA- -NYM – NYA- bench press him lady nya

-CHIN – CHA- on rank at - on cha nya

-WEDGE – KLYA- about wedge at - about oath no

jump, gallop, gallop, galloping -LAG – FALSE- With lag at - with nya

at min at - at me nya

  1. Roots in which the alternating vowel depends on suffix A:

-BER – BIRA- at ber y - y bir ayu

-DER – DIRA- at der et - y dir ayu

-PER – PIRA- behind lane- behind feast at

-TER – TIRA- You ter- about shooting gallery at

-MER – PEACE- behind measures eat - for world at

-STEL – STEEL- -LAG – FALSE- steles it - for style at

-SHINE - BLAST- behind shine eat - blist atelier

-BURNING – BURNING- You burned- at jig at

-THE – READ- You even s - you cheat aniye

it combine, combination

-KOS – KASA- braid sank - cas came

  1. Roots in which the spelling of an alternating vowel depends from the meaning of the word

-MAK – MOK- poppy oh, oh poppy no("immerse in liquid")

about urine it, you mock no(“gain moisture, become wet”)

-EVEN – EVEN- at equals clone equals skoch(“same, equal”)

behind exactly dig a hole, once exactly make a garden bed(“make a smooth surface”)

-PLOV - PLAV- “O” only in words pilaf ec, pilaf sneeze

"A" in other words -LAG – FALSE- float ok bug- float unets, etc.

(But: swim uny– layers of soil)

When checking roots with unstressed vowels, remember:

  1. You cannot check an unstressed vowel using a verb with a suffix -IVA-IVA- (Example: ask - ask, be late - be late).
  2. At the root, alternation of consonants can occur, but the words still remain the same root : Merz aying – merk no, about candle tion – light.
  3. Don’t choose words based only on consonance: vinaigrette - wine, huge, huge - thunder. This method is suitable for memorizing spelling. But the words Innegret, huge, huge vocabulary, vowels in these roots are unverifiable. Words stadium and stage are not the same root (they are connected by a deep past, and we can look for test words only in modern Russian), therefore , stadium- a dictionary word.
  4. Words aqua rel, mono graphy, chrono logy unverifiable (in Russian there are no words aqua, mono, chrono, etc.).
  5. Distinguish between homonymous roots: at world yat ( world ny) enemies; at measures yat (at measures ka) dress. In these roots the vowels are unstressed. The alternating root -MER – MYRA- has a different meaning: froze - freeze.

There is no alternation in the root in these words: dewdrop, complexity, become proud, restrain yourself, torment, coast, alcoholic, askance, mow down, mountainous ( plot ).

  1. You cannot use an artificially created word as a test: extreme(extreme is a youth slang word).
  2. In a word front garden there is no foreign language POLY, as in words clinic, polyphony.
  3. INTELLECT INTELL AND gentou necessary, but the roots of these words are different.
  4. unchecked unstressed vowel

Here is a table of the words from which are most often found in the exam.

A avant-garde, adventure, lawyer, almanac, abstract, anomaly, antagonism, apartments, applause, appeal
B luggage, boycott
IN vacancy, magnificent, veterinarian, vinaigrette
G dimensions, garrison, horizon
D deserter, declaration, deficit, amateur, directive, thoroughly
AND ignore, dependent, intelligent, inquisition
TO quotes, pun, calendar, closet, carnival, disaster, insidious, conjure, overalls, competent, compose, compromise, constitutional, burner, luminary, cosmetology, criterion
L cherish
M meridian, philanthropist, motivation
N obsession, nostalgia
ABOUT original
P front garden, panorama, paradox, pessimist, foam rubber, preliminary, fastidious, privilege, primitive, priority, pedestal
R rehabilitation, regulations, residence, rehearsal, restore
WITH seminar, certificate, lilac, scholarship, strive, sovereignty
U compact
F faculty, philharmonic, festival
Sh chocolate, chauvinism, highway, parade
E crew, exhibit, experiment, excavator, element, operation, extreme, expedition, erudition


Task 9. b-b / consoles PRE-PRI / S-Z at the end of prefixes / vowels in prefixes.