What does the expression leave the stage mean? Get off stage. IX. So as not to go crazy

Fear of going crazy Have you never been afraid of losing your mind and becoming like your great-grandmother, who, in her insanity, did not recognize anyone close to her for the last thirteen years of her life? No? This means that you simply did not have such a grandmother or second cousin. The fear of madness in that

GET OFF THE STAGE. 1. Losing its former significance, its relevance, cease to be fulfilled. About plays, etc. If such unimportant plays, with good acting, remained in the repertoire, then under the same conditions real works of art should never leave the stage(A. Ostrovsky. About theater schools). 2. Express Lose former popularity, glory; stop playing the same role. The public became interested in the reader. This man, who had worked a lot for his life, suffered a lot and was already leaving the stage, spoke his last, involuntarily reproachful word to the “public”(Wanderer. Cinders). 3. Express Cease to exist. Former talents - some died, left the stage, others - grew old and lost the energy to conceive and do what they had previously conceived and done(V. Stasov. From the Paris exhibition).

Phraseological dictionary of the Russian literary language. - M.: Astrel, AST. A. I. Fedorov. 2008.

See what “Leave the stage” is in other dictionaries:

Leave the stage- (foreign language) leave, leave a place (activity), retire, die. Wed. The former talents, some died, left the stage, others grew old and lost the energy to conceive and do what they had previously conceived and done. Stasov. From the Paris exhibition...

leave the stage- Leave / from the stage (from the arena) 1) Stop performing or performing (about an actor or play) 2) Lose your role, popularity ... Dictionary of many expressions

leave the stage- (foreign) leave, leave a place (activity), leave; die Wed. Some former talents have died, left the stage, others have grown old and lost the energy to conceive and do what they previously conceived and accomplished. Stasov. From the Paris Exhibition (… … Michelson's Large Explanatory and Phraseological Dictionary

Go/get off stage- Razg. Leave your former activity, field; stop playing the same role in something. FSRY, 464; ZS 1996, 151 ... Large dictionary of Russian sayings

get off- I’ll get off, you’ll get off; came down, walked, walked; descended and (obsolete) descended; getting off; St. 1. Going down, go down from where to where; leaving your place (above, on an eminence), go down to the ground, down. S. from the hill. S. from a horse. S. from the step. S. from the podium. WITH.… … encyclopedic Dictionary

get off- Go to the grave to die. Go quietly to your grave. Come to naught (colloquial) 1) disappear completely; 2) transfer lose all meaning and power. Gradually all its splendor faded away. To leave the stage, to leave the field of activity, field. ... Phraseological Dictionary of the Russian Language

GET OFF- GET OFF, I’ll get off, you’ll get off, and (old) I’ll come down, I’ll come down (from the verb sniti that came out of use), past. came down, came down; descended and (bookish) descended; having descended and (obsolete) descended or descended, owl. (to go (2)). 1. why. Going down. Get off the stairs. "AND… … Ushakov's Explanatory Dictionary

Leave the arena- Get out of the arena (from the place for fighting), monk. give up struggle, activity. Wed. A sufficient number of (well-intentioned people) have already left the arena, the rest... will not slow down. Saltykov. Motley letters. 3. Wed. Arena (sand; place of struggle) lists... Michelson's Large Explanatory and Phraseological Dictionary (original spelling)

get off- I’ll get off/, you’ll get off; got off, walked/, walked/; soshe/dshiy and, (obsolete), sshe/dshiy; getting off/; St. see also go down, descent, convergence 1) a) Going down, go down from where, to where; leaving your place (above, on an eminence), go down to the ground, down... Dictionary of many expressions

get off- I’ll get off, you’ll get off; past came down, walked, walked; prib. past descended and (obsolete) descended; deepr. getting off; owls (nesov. go1). 1. Going down, go down from where to where. Get off the hill. Get off the stairs. □ [Masha] went out onto the back porch. The maid carried for... ... Small academic dictionary

Books

• Sevastopol. Ships in bays. 1856-1917. Retro album, A.V. Ivanov. Throughout the two and a quarter centuries of its existence, Sevastopol, along with people, was inhabited by ships. The place of residence of people is streets and houses, of ships - Sevastopol bays. Among the ships...

Workshop on the Russian language on the topic “Phrase combinations”

8th grade.

Tasks that are interesting in content and non-standard in form will provide good motivation for learning the Russian language.

The assignments can be used at school and at home; they will be of great benefit in preparing for the UNT, exams, and tests.

§ 1. Collocation as a unit of syntax

1.

1. Write down, illustrating each model of phrase with your own example. Identify the main word.

2. Based on the information received, compose an oral statement.

Types of phrases based on the nature of the main word

1. Noun phrases:

adj. + noun Email

adj. + noun red with excitement

noun + noun letter from son

places + noun your laptop

places + noun each of those present

number + noun first try

number + noun fourteen words

prib. + noun crying baby

noun + adv. soft-boiled egg

noun + verb desire to advise

adv. + adj. extremely careful

places + adj. something unusual

places + places Each of them

2. Verb phrases:

verb + noun study in the morning

verb + places come up with something

verb + adv. start on time

verb + verb begins to analyze

gerundish + noun getting started

gerundish + adv. touching carefully

verb + gerund. speak smiling

prib. + noun faded with time

prib. + adv. arrived instantly

3. Adverbial phrases:

adv. + adv. very insinuating

adv. + noun just before Christmas

2.

1. Write down the phrases, dividing them into three groups depending on what part of speech the main word is. Determine whether all the patterns of word combinations indicated in the diagram of the previous exercise are illustrated by these examples.

2. Sort out the highlighted words according to their composition.

Observed (during) the month, came to reconcile, informed the past, scattered things, a little frightened, (like) spring fresh, remembered youth, devoted (n, nn) y friend, betrayed by friends, red with embarrassment, description of a photo of (p, nn)arat, one of the applicants, some (not, not) misunderstanding, presented (in) time, information (at) one time, thinking about the future, each of us, something (something) interesting, (not, not) long before the holiday, a desire to please, one (n, nn) ​​tenth from the end, silver_(n, nn)th in_th, extremely (not, not) nice, very close, having looked (not, not) friendly, I’ll return from the drive, the thirty-fifth question, speak smiling, dream about something, blackened with dust.

3 .

1. Explain whether these combinations of words can be called phrases. What conditions of syntactic subordination are violated in them? Draw a conclusion.

2. Carry out a morphemic and morphological analysis of the highlighted words.

The pouring lamp, moved away from the kerosene poplar,

round triangle, sat crawling, re-reads books, worthy of attention, look with surprise, square ball, suitable for use, terrace day, saw Venus, crystal cast iron, read grass, pickled alarm clock.

4.

1. Compose two sentences using these combinations first as phraseological units, and then as phrases.

2. Try to draw a humorous illustration for one of the

phraseological units, playing up its meaning.

3. Carry out a phonetic analysis of the highlighted word. What will change if the stress in it is moved to another syllable? Try to give examples of similar pairs of words. What are their names?

Get off stage, lie on your side, hang on your tail, throw mud, walk on your hind legs, soar in the clouds.

5.

1. In a literature anthology, find examples of phrases in which one of the words is used in a figurative meaning. Explain what type of trope is represented in each case.

6.

1 . Before you is the “scattered” text of Sergei Yesenin’s poem “Spring Evening”. Try to combine the words in each line yourself so that you get a poetic stanza. After that, compare your version and the poet’s poem. Indicate what means of expression the author uses.

2. Write out all the phrases from the first quatrain, identify the main word in them, indicate what means of connecting words (endings, prepositions) are used.

3. Disassemble all the sentences of the poem by members.

Silvery, quiet, river, flowing,

spring, in, evening, green, kingdom.

Wooded, sun, mountains, behind, setting.

Moon, horn, float, golden.

pink, west, tape, twitch,

hut, with, in, plowman, return, field,

thicket, in, and, behind, birch, road,

nightingale, song, tighten, love.

Deep, affectionately, song, listen,

Ribbon, dawn, s, pink, west.

Star, tenderness, on, distant, with, look,

earth, sky, and, smile.

7.

1. Having become familiar with the dictionary of paronyms, explain which words are called paronyms.

2. Considering the meaning of paronyms, select synonyms for each word. When doing this work, use paronym dictionaries.

3. Make adjective-type phrases with each adjective. + noun

Spare (spare) - thrifty, successful - lucky, tough - cruel.

8.

1. Using pictures, try to explain the differences in the meaning of the words royal and royal. Test yourself using a dictionary of paronyms.

2. Compose and write down adj. phrases. + noun With

adjectives royal and regal using nouns

palace, throne, crew, decree, security, power, throne, government, dinner, gift, luxury . Make up sentences using the phrases you receive.

9.

Try to come up with and write down as many adjective phrases as possible. + noun and participle + noun with the word rain. Try to carry out this work for a week, involving your relatives and friends in it.

10.

Using the materials you have prepared (see exercise 9), write a short essay “What kind of rains are....”

11.

1 . Write down the phrases, indicating the main word and indicating which model each of these phrases corresponds to.

Sample:

upward movement (noun + adv.) - move towards the goal (verb + noun).

2. Conduct a syntactic analysis of three phrases (to choose from).

3. Underline pairs of phrases that are syntactic synonyms. Explain what makes them special.

4. Conduct a morphological analysis of the highlighted words.

Come to the library - turn it into a library, talk to a friend - talk with excitement, bird instincts - bird instincts, a letter from a brother - a letter to a brother, cook a pig - cook a pig, a trip to the mountains - go to the mountains, skip lessons - skip due to illness , inspection of the exhibition - exhibition premises, live in a village - live in goodness, a crown made of gold - a golden crown, a device made of metal - cast from metal, a capable student - capable of music, study for a week - study carefully.

12.

1. Explain what the semantic difference is between the phrases of each pair.

2. Determine the category of each adjective.

3. Compose and write down sentences with these phrases.

Branded services - company services, Orenburg shawl - shawl from Orenburg, maternal love - mother's love, snake cunning - snake cunning.

13.

1. Explain the semantic and stylistic differences between these synonyms. If you have any difficulties, consult a dictionary .

2. Compose and write down one verb and noun phrase with each of these words. Indicate the main word.

Priority - primacy, minor - sad, false - artificial, natural - natural, vacuum - emptiness, distance - distance, fiasco - defeat, optimistic - cheerful, perspective - future.

14.

1. Write down the data below the phrases, distributing them into groups depending on the type of connection between the words. Follow spelling rules.

2. Write down 5 of your own examples in each group of phrases.

Near a high-rise building, a washed floor, formed(n, nn) ​​from a verb, each of those present, Turkish coffee, small _difficulties, invented(n, nn) ​​by me, some of them, to speak (not, nor) c) got into, ra(s, ss) maturing oneself, love education, look_at_closely, see (in) the distance, constantly (n, nn) ​​about doubts, work on a (laptop) book , great memories, hanging(n, nn) ​​on the walls, old(n, nn) ​​note, hard-boiled egg, one of the absent ones, both candidates, speaking (in a half) voice, hanging out the laundry , thought for a long time.

15.

1. Make up phrases with these words. Indicate whether the highlighted words are used in a literal or figurative meaning. Indicate the type of connection between words in the phrase.

Sample:

fresh lemon (direct) - fresh (translated) idea.

Read aloud phrases that are built according to the type of control and adjacency.

Bitter (pepper, medicine, thoughts, reproach, word). Open (window, eye, law, unexpectedly, deposits). Raise (hand, head, mood, on time). Nose (hooked, long, ship, duck, boy). Eye (made up, child, bird, camera).

16.

1. Replace each phrase with a syntactic synonym with prepositions in the form, like, like . Write down the resulting pairs of word combinations.

2. Try to continue the list of phrases with the meaning of comparison. Determine which of them are used in colloquial speech and which in book speech.

A mustache with a ring, a cap with a pancake, a hat with a bucket, a beard with a shovel, a lampshade with a bell, a lamp for a lantern, a skirt with a bell, a bow with a butterfly.

17.

1. Read the poem expressively. What state of nature, mood does it describe? What expressive means of language does the author use?

2. Write down phrases constructed according to the type of adjacency. Indicate which models they correspond to. Determine whether these models are indicated in the list given in ex. 1.

3. Do a syntactic analysis of the three phrases you wrote down.

4. Carry out spelling and punctuation analysis of the text.

5. Learn the poem by heart, write it down from memory, check and evaluate your work.

Suddenly the sky broke

With cold flame and thunder!

And the wind began to twist and turn

Rock the gardens behind our house.

A curtain of cloudy rain

The forest expanses were clouded.

Cutting through the darkness and furrowing,

Lightning flew to the ground!

And the cloud went on and on and on!

The shepherd shouted, the flock rushed about,

And only the church under a thunderstorm

She was silent piously and holy.

I was silent, lost in thought,

Contemplating with a habitual gaze

An ominous holiday of existence,

Confused view of the native land.

And the heights were split apart,

A lullaby was heard crying,

And the arrows of lightning kept rushing

Into an unsettling, boundless space.

(N. Rubtsov)

18.

1. Determine in what sequence the sentences need to be arranged in these examples to form texts.

2. Write out 5 phrases from the texts that illustrate

different types of word connections: coordination, control, adjacency.

3. Find complex sentences in the texts, write them down, and indicate the grammatical basics. Make diagrams of these

proposals.

4. From the 1st example, write down words in which the letters e, e, yu, i

represent 2 sounds.

1. (1) Mice, for example, save themselves on snags and in bird nests. (2) And hares flee from the water or gather in large groups on hillocks that have not yet been flooded by water. (3) Foxes climb trees and sit there waiting for the water to recede. (4) The flood drives forest animals to higher places.

2. (1) To prevent feet from slipping, sidewalks are sprinkled with sand. (2) When the friction between the sole of the shoe and the ground (or ice) is low, for example, in icy conditions, it is very difficult to push off from the ground, and your feet slip. (3) Without friction, neither people nor animals could walk on the earth. (4) It increases the friction force between the sole of the shoe

and ice. (5) The fact is that when we walk, we push off the ground with our feet.

3. (1) At noon the sun will move south and they will turn south. (2) Water lilies love warmth. (3) But then the sun begins to decline to the west and sends less and less heat to the earth, and the lily flowers close and plunge into the water. (4) In the morning, the water lily flowers are turned to the east. (5) All day long they vigilantly watch the course of the sun and

turn after him.

4. (1) It was this point of view that the ancient Greek scientists Aristotle and Ptolemy adhered to. (2) There are a huge number of galaxies in the Universe. (3) For a long time, the Earth was considered its center. (4) However, the modern understanding of the structure of the Universe developed gradually. (5) And modern scientists believe that the Earth is part of the Solar System, which is part of the Galaxy, which is a giant cluster of stars.

19.

1. Copy the text, observing spelling and punctuation standards.

2. Establish what style of speech this text belongs to.

3. Underline the phrases constructed according to the type of adjacency. Indicate the main word in them.

4. Carry out a phonetic analysis of the highlighted words. Check your answer in the “Speak Correctly” dictionary.

The stars still sparkled sharply and coldly, but the sky in the east began to glow noticeably. The trees (not, not) protruded a lot from the darkness and suddenly such a strong and fresh wind passed through their heights that the forest immediately came to life and rustled (fully) sonorously and loudly. The pines called to each other in an alarmingly holy whisper, and dry frost fell with a soft rustle from the disturbed branches. The wind died down as suddenly as it came. The wind made a gusty noise again in the heavy pine needles. The last stars quietly went out in the smoldering sky.

(According to B. Polevoy)

20.

1. Determine the style affiliation of each group of word combinations. Justify your answer.

2. Make up and write down sentences using phrases characteristic of journalistic speech.

3. What is the peculiarity of the combination of words of the 3rd group? Are they phrases? Justify your answer.

4. Which phrases of the 4th group are prepositional? Carry out a morphological analysis of the prepositions used in them. 5. What words used in phrases of the 5th group are used in a figurative meaning?

1) Morphemic analysis, air circulation, linear equation, the emergence of photosynthesis, syntactic function.

2) Field workers, political games, psychological warfare, state interests, civic duty, moral responsibility.

3) Talk nonsense, loose your tongue, wander around the world, scour the streets, can’t get through anything, a good-for-nothing guy, looking lost.

4) Absence due to illness, assign responsibility, provide assistance, express gratitude, corrective action, inform.

5) Dormant steppe, golden-yellow ray, unspeakably magnificent, mysterious forest, fabulous tree, silvery frost, golden leaves.

21.

1. Read the text expressively. Formulate and write down the main idea of ​​this text. Give examples that prove the validity of this position.

2. Write down 5 noun and verb phrases from the given text. Parse them syntactically.

3. Sort out the highlighted words according to their composition.

LIVING WORD

Words live... How should this be understood? After all, the word is not

a person, not an animal, not a plant. What does the expression “life of words” mean? The word lives because the people who created it live, because the language to which it belongs lives, changes, grows, and develops.

The word, while it exists, does not remain unchanged for long. It is born when the people need it; it exists, changing both its meaning and its sound composition (which means it lives!) as long as the people need it; it disappears as soon as the need for it passes. Not a single person, no matter how great his talents, intelligence, power, can, without the consent and approval of the entire people, give life to even the smallest word, although each of us is capable of inventing hundreds of excellent sonorous words in half an hour. No one has the power to destroy even one single word that was created by the people. At the same time, the people, with an imperious hand, throw tens and hundreds, even thousands of words into the dustbin of oblivion, when it turns out to be necessary.

(According to L. Uspensky)

22.

1. Familiarize yourself with a fragment of the dictionary of word combinations. What information is contained in this type of dictionary? For what purposes can it be used?

2. Determine what types of phrases (by the main word, by the type of connection between the main and the dependent) are presented in this passage from the dictionary.

3. Using these samples, try to compose a similar dictionary entry for the word affectionate .

DOUBT

1. To experience doubt about the truth or possibility of something; not firmly believe in anything.

To doubt something: ~ the truth of something, the possibility of something, the reliability of something, someone’s abilities, someone’s words, someone’s truthfulness, someone’s rightness, someone’s or honesty, in someone's sincerity, in someone's decency, in someone's success, in someone's strengths...

To doubt as: ~ very, very (bookish), strongly... To begin, to become, to continue, to stop... to doubt [something].

2. Not being sure of the ability to rely on someone, not completely trusting someone.

To doubt someone: (about a person) ~ a friend, her, oneself, Mukhina...

To doubt how: ~ very, strongly...

Start, continue, stop... doubting [someone].

DOUBT

Uncertainty about the truth or possibility of something; lack of firm belief in anything; fear, suspicion.

Big, unexpected, first, some... doubt.

Doubts of whom, what: (about a person) ~ father, director, Mukhin... management...

Doubt about: ~ the truth of something, the possibility of something, the reliability of something, someone’s abilities, someone’s truthfulness, someone’s rightness, someone’s honesty, someone’s - or sincerity, in someone’s success, in someone’s strengths...

To experience, to have, to excite, to evoke, to express, to destroy... doubt; dispel, dispel... all doubts of someone or something. To expose something, to question... doubt.

Take something into doubt ~, put something ~....

Treat something with doubt ~, say something ~, look at someone, something ~ ... .

Doubt appeared in someone, took someone, [did not] leave someone, [did not] leave someone, [did not] disappear from someone, crept into someone’s soul, arose in someone. ..

23.

1. Copy by inserting missing letters, adding punctuation marks and opening parentheses.

2. Read the text expressively and explain its name.

3. Write out 2 nominal, verbal and adverbial phrases from the text. Parse them syntactically.

4. Make a complete syntactic analysis of the 1st and 2nd sentences of the text.

5. Carry out a morphemic and morphological analysis of the highlighted words.

6. Continue the text describing the storm. Use participles and gerunds, writing them morphemically (pro-game-a-nn-y, moving-a-yush-y-sya, sub-met-a-ya).

BEFORE THE STORM

The wind suddenly interrupted its breathing, the ship straightened, flipped over to the other side and began to sway with heavy and wide frames. But a breeze blew from the shore again and the ship, lying on the starboard side, ran (as) before.

Kovalev calmly looked at the horizon umbrella. (C)right_the full moon rose. Its disk was cut by two thin stripes. The sky brightened and the sails of the ship loomed darkly on it.

Kovalev (not, not) took his eyes off that part of the horizon (from) where the moon was floating. He began to watch the clouds (?), but now he saw that they were going (toward) the wind, rising from (behind) the horizon (in) the moon.

The breeze grew stronger and the ship ran faster. It seemed to Kovalev that it was sleeping rather towards the port, like a horse reaching for the house sensing danger (?). Now the steering wheel was all tense and listening carefully. Suddenly his ear heard some kind of noise, like the distant roar of a crowd. The noise got closer and intensified and soon turned into

furious(?) roar...

(According to B. Zhitkov)