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The Russian language is a lot of rules that you need not just to know, but to understand in order to write correctly and speak beautifully. “Partitions” is one of the important topics, having mastered which, you can learn laconic but expressive speech. The past participle is especially difficult. Although, if you approach the study thoughtfully, you can figure it out.

The difference between and without them

Compare the sentences: one with and the second - complex with a subordinate clause. The first option is more laconic, beautiful and poetic than the second.

It is especially important to be able to replace subordinate clauses for copywriters when fulfilling orders where the accuracy of the “watery” texts is indicated, because introductory words, prepositions, conjunctions and allied words are precisely included in the list of “watery” expressions.

Participle as part of speech

Many people have difficulty understanding the features of this part of speech. Children even compose funny rhymes about this:
Unlimited misfortune -
Study, inflect the sacrament!
I will suffer thoroughly,
For now I'll start with the passive
Distinguish from reality.

What is even more painful?

From the school course we know that the participle is not at all simple because it has the properties of both a verb and an adjective. From the verb, this part of speech has aspect and tense, and from the adjective - gender, number, case, full or short form. There is also an active past participle and a passive participle. It also received this function - voice - from the verb.

Communion time

Usually a distinction is made between past and present tenses in participles. It is clear that to determine this category, one should understand the semantic feature of the word, think about whether the action is happening at the moment or has already happened. There is a clear answer to the question of what a past participle is: the meaning of the word indicates that it demonstrates a result, not a process. You can compare two options: “a running boy” and “a running boy.” In the first case, the present tense is used, because the child is performing an action at the moment. In the second case, the child has already finished running and is standing in front of us. Therefore, the tense of the participle is past.

How to distinguish the active past participle from the passive? It's simple! First, you need to think about the meaning of the statement. Let's look at this with examples.

Passive participle in the past tense

The verb form we are considering can denote an action that someone else performs with an object. Then the past participle is in the passive voice. To understand this more fully, consider examples.

1. “The dress the girl wore suited her so well that everyone around looked at the baby with a smile of tenderness.” From the context it is clear that the outfit itself cannot do anything. This means that “put on” is a passive participle, because it is the girl who produces the action, because she is the one who put on the dress.
2. “The dishes washed by Tanya sparkled clean.” And here it is clear that someone had done some work before the moment described - the plates themselves could not clear themselves of the remnants of food. Therefore, the word "washed" is a passive past participle.

What are the main conditions for spelling suffixes for participles in the present tense is, it seems, not difficult to understand, you just need to remember which suffix refers to a specific conjugation.

Formation of past participles

They are formed using the stem of a verb of any tense and suffixes that help: loved - loved, wanted - wanted, dreamed - dreamed, feed - fed, carry - carried, climb - climbed out. These are examples of forming active past participles. Pledge is indicated by the fact that all actions are performed by the objects themselves. For passive past participles, other examples are suitable: wish - desired, lead - driven, laugh - ridiculed, promise - promised.

Active past participle suffixes

This form is formed from the stem of the verb using suffixes: -vsh-, -sh-. The type and transitivity in this case do not matter. The suffix used to form the participle depends only on the ending of the stem of the verb.

1. If it ends in a vowel, it is written -vsh-. (Examples: draw - painted, build - built, look - watched.)
2. If there is a consonant sound at the end of the stem, then you should put a suffix -sh-. (Examples: carry - carried, carry - carried.)
3. If the participle is formed from a verb to -th, then the suffix -vsh- will be written after the vowel that was in the original verb form before -th. (For example: wash - washed, laugh - laughed, hang - hung.)

Formation table for active past participles

Active participle	Verb initial form	Transitivity
looking
typing	print
brilliant	shine
washed
drunk
interrupted	interrupt
truant	play truant
escaped

Transitivity and definitions of the type of participles

To easily check the transitivity of a participle, you need to put a question to the dependent noun from the verb that forms it. If in this construction the question of the accusative case without a preposition is appropriate, then For example: watch (what?) a film, print (what?) an essay. In the construction “run (where?) along the road” the question “what?” will not work, which means it is an intransitive verb, and the participle will have the same category accordingly.

There shouldn’t be any problems with the view: if the action is in process, it is an imperfect view, if it has already happened, it is a perfect view.

Formation of passive participles in the past tense

They are formed from a transitive verb of the corresponding tense. There is very little of participles.

Suffix	How does the verb end?	Transitivity	From the verb sov./nesov. kind	Examples
				educated, shot
				strewn, gifted
	Ot, -nut + monosyllabic verbs			broken, broken

According to the table, now only one important question arises: when are suffixes of passive past participles written with one “n”, and when with two? It is important to remember a few simple rules here. Imperfect participles will have one “n” if they:

• do not have a dependent word, prefix, suffix -ova-/ -yova-: fried, boiled, smoked;
• short participles: the partnership is formed, the wife wears makeup.

Two “n” have full passive past participles formed by perfective verbs with the presence of:

• dependent words: sturgeon fried in oil; peas boiled in broth;
• suffixes -ova-/-eva-(the following examples can be given: 1. A child spoiled by his mother screamed in the store. 2. Bewitched by her enchanting gaze, the man immediately fell in love with the beauty).

The participles “spoiled” and “bewitched” have the same syntactic function as adjectives, that is, they are most often definitions in a sentence.

Active past participles can also have a reflexive suffix -xia. For example: a hidden cockroach, falling sand, a laughing beauty, a frightened fly.

Exceptions to the General Rules

But the Russian language always has its exceptions. Words such as "seek", "love" and "take" are unable to form passive participles. There is also such a feature of verbs ending in -sti: They can become passive past participles. For example:

• Weave. (It’s so convenient to collect mushrooms in the baskets woven by your grandfather.)
• Steal. (We couldn’t find the slippers stolen by the cat for a long time.)
• Find. (Sharik’s newly acquired bone made him very happy, which is why he happily wagged his tail.)
• Find. (When the teacher discovered the cheat sheets, Vasya realized that he had to come up with a better way to cheat, but the more he cheated, the more he had to know.)

Knowing the rules of the Russian language is not a guarantee that a person will be able to write and speak correctly. They need to be understood. And it is extremely important to develop the ability to use your knowledge in practice.

Sections: Russian language

Lesson type: learning new material.

Lesson Objectives:

1. Educational:

• repeat active and passive participles and their differences;
• repeat the formation and spelling of active participles of the present and past tense, passive participles of the present tense;
• repeat the dependence of the number of participial forms on the transitivity-intransitivity category of the verb and its type;
• introduce ways of forming passive past participles.

Developmental:

• development and improvement of the ability to distinguish between active and passive participles;
• improving the ability to form real and passive participles by solving spelling problems (choosing a vowel in participle suffixes);
• developing the ability to work with diagrams, textbook references, and tables;
• development of logical thinking;
• development of students' creative abilities.

Educational:

• nurturing curiosity,
• culture of mental work;
• formation of independent thinking and self-control skills.

Equipment:

1. Russian language: Practice. 7th grade: Manual for general education. institutions/ S.N. Pimenova, A.P. Eremeeva, A.Yu. Kupalova and others; Ed. S.N. Pimenova. - 10th ed., stereotype. – M.: Bustard, 2003. – 240 pp.: ill.
2. Multimedia products (Program 1C: School. Hello, Communion! / edited by T. Rick).
3. Projector.
4. Portable board.
5. Printed tables, colored circles to indicate group.

During the classes

1. Organizational moment.

Before the start of the lesson, the teacher distributes yellow and red tokens to the students in the class, which makes it possible to divide the class into two groups: those with good and weaker basic training.

Communicating the topic and goals of the lesson (mobilizing attention).

Teacher: Guys, today in the lesson we will repeat the formation and spelling of active participles of the present and past tense and passive participles of the present tense and learn how passive past participles are formed.

2. Homework.

Increasing educational motivation; creating a situation in which students are aimed at active work in the lesson.

Teacher: Write down your homework - § 137, ex. 150. Let's read the task for the exercise. You will need to determine from which verbs these passive past participles are formed. And the material from today’s lesson will help you complete the exercise.

3. Updating students' knowledge.

Teacher: Guys, you remember that Communion and his friends were in trouble. Robber Joe stole the magic amulet of Communion, without which our hero will not be able to become an independent part of speech. And to find this amulet, you need to pass various tests. Here is one of them in front of you.

3.1. Individual work in pairs.

Working with a computer program.

Exercise. Distribute active and passive participles into columns (Fig. 1).

Figure 1 You can see.

3.2. Frontal work.

Teacher: But that is not all. Communion was upset when they brought him a table that he had to fill out. But our hero is sure that you will help him.

Exercise. Fill in the blanks in the table where possible, except for the last column
(Table 1).

Table 1

	Active participles		Passive participles
	present time	past time	present time	past time
(transitional type)	chita…. th
(transitional owl species) decide
(intransitive nes. type)		nap...yikes
(intransitive owl species)take a nap

Independent work of students to fill out the table.

Self-test of completing the task using the key (Table 2) (demonstrated through the projector).

Table 2. Key

	Active participles		Passive participles
	present time	past time	present time	past time
	reading	read	readable
(transitional owl species) decide		decided
(intransitive nes. type)nap	dormant	dozing
(intransitive owl species) take a nap		dozed off

Teacher: Why are some cells left empty in our table? (Not all verbs can form these participle forms.) What does this depend on? (From the transitivity-intransitivity of the verb and its type).

4. New material.

4.1. Preparation for learning new material, increasing learning motivation.

Teacher: Look at the table, we have one column left blank. How are passive past participles formed? The reference note in the textbook will help you answer this question.

4.2. Organization of independent work of students with reference notes from the textbook.

Open your textbook to page 57.

Exercise. Using supporting material, tell how and with what help passive past participles are formed.

Checking progress.

Students formulate a conclusion based on the reference record.

Passive past participles are formed from the stem of the infinitive or the stem of the past tense of the verb using the suffixes -enn-, -nn, -t-.

4.3. Primary consolidation.

Training exercise (shown by the teacher on the board, then students continue to work under the guidance of the teacher).

Exercise. Form passive past participles from these verbs and highlight suffixes.

Sign - signed, see - seen, dispel - scattered, see through - bit through, break - broken.

Draw students' attention to writing a vowel before participle suffixes.

5. Consolidation of the studied material.

Differentiated tasks for groups.

Teacher: Raise your hands those who received a yellow circle - group 1. You sit down at the computers and complete the following task: form passive past participles from these verbs. Next, check for yourself whether the work was completed correctly by clicking the “confirm answer” button (Fig. 2). If you do everything correctly, raise your hand so that the teacher marks the work completed.

Figure 2 You can see.

Students who quickly completed the task can continue working on the computer until the second group finishes their work (Fig. 3).

Figure 3 You can see.

Group 2 – exercise 149.

Exercise. Form passive past participles using the indicated suffixes.

During the lesson, you will become more familiar with the concept of “participle voice”, consider the differences between the active and passive voice (semantic and grammatical). During the lesson, pay special attention to the suffixes with which participles are formed.

Topic: Communion

Lesson: Active and Passive Participles

Rice. 2. Verb conjugation

Homework

Exercises No. 83 - 84. Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. 34th ed. - M.: Education, 2012.

Exercise: write down phrases with participles, indicate suffixes of participles, determine the voice of participles.

1. A wonderful monument. 2. Visible from afar 3. Towering structure 4. Protected cathedral 5. Protected by law 6. Memorable 7. Intimidating 8. Awe-inspiring 9. Respectful 10. Enthusiastic tourists 11. Architectural style 12. Frozen music

Russian language in diagrams and tables. Declension of participles.

Didactic materials. Section "Communion"

3. Online store of the publishing house "Lyceum" ().

Spelling participles.

4. Online store of the publishing house "Lyceum" ().

Literature

1. Razumovskaya M.M., Lvova S.I. and others. Russian language. 7th grade. Textbook. 13th ed. - M.: Bustard, 2009.

2. Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. 34th ed. - M.: Education, 2012.

3. Russian language. Practice. 7th grade. Ed. S.N. Pimenova. 19th ed. - M.: Bustard, 2012.

4. Lvova S.I., Lvov V.V. Russian language. 7th grade. In 3 parts, 8th ed. - M.: Mnemosyne, 2012.

Music lessons

A TALE IN MUSIC

Samuel Maykapar. A fleeting vision
Edvard Grieg. Dance of the Elves
Edvard Grieg. In the Cave of the Mountain King

1st lesson Program content. Teach children to distinguish between the figurativeness of music and the means of expression that create an image. Progress of the lesson: T eacher You listened to fairy tales told by music. In fairy tales, good often meets evil; they tell about fantastic characters and magical transformations. The piece you are about to hear is called “A Fleeting Vision.” It was written by S. Maikapar. What kind of fleeting vision do you think this music is talking about - good, harmless or evil? (Performs a play.) Children. Oh good. The music is light, airy, gentle, as if someone is fluttering or flying - a beautiful butterfly or moth. P e d a g o g. Yes, the music sounds gentle, high, abrupt, very quiet (plays 1-4 bars) . It contains the same intonations, similar to circling or flapping of light wings (plays bars 5-8). Maybe the composer wanted to tell us about a beautiful moth, bird, magically glowing firefly or fairy-tale elf? The music is light, graceful, danceable. (Performs the piece again.) 2nd lesson Program content. Teach children to distinguish between the means of musical expression that create an image: dynamics, register, tempo. Lesson progress: The teacher performs S. Maykapar’s play “A Fleeting Vision.” Children remember its name and speak out about the nature of the music. Teacher: Does the nature of the music change in the play, or does it sound in the same mood? (Performs the play again.) Children. Changes. In the middle it sounds more mysterious, enigmatic. P e d a g o g Correct. In the middle, the melody moves from the upper register to the lower, darker one, becoming wary, gloomy, alarming, mysterious, sounding intermittently, cautiously, uncertainly, questioningly. (Performs measures 17-24.) Suddenly the movement stopped, a mysterious pause sounds - the vision disappeared, got lost. (Performs bars 25-30.) But again the familiar fluttering, quiet intonation began to flicker. The melody rose high and disappeared completely. (Performs the last nine bars, then the entire piece.) Who wants to portray a fleeting vision, dance to the music? (Children improvise.) Draw at home the fairy-tale image that appears to you when you listen to this play. 3rd lesson Program content. Teach children to compare plays with similar names. Progress of the lesson: P a g o g You listened to the play by S. Maikapar “A Fleeting Vision”. Today you will hear another piece with a similar name - “Dance of the Elves” by the Norwegian composer Edvard Grieg. Are they similar in character? (Performs two plays.) Children. Yes. They are light, airy, fluttering, danceable. Pedagogue Listen, in the play “A Fleeting Vision” abrupt, light sounds and swirling, fluttering, smooth melodies alternate. (A fragment plays.) What is the melody in “Dance of the Elves” by E. Grieg? (A fragment plays.) Children. The melody is also sometimes jerky, sometimes smooth. P a g o g Yes, but in the dance of the elves the smooth melody is longer, it is smooth, soft, melodious, and in “A Fleeting Vision” by S. Maikapara the smooth intonations are very short (plays fragments ).We talked about the fact that in S. Maikapara's play there is a more mysterious middle part (a fragment is played). Does the character of the music change in E. Grieg’s play? (Performs a play.) Children. Yes, “Dance of the Elves” also has a dark, mysterious melody. P e d a g o g . Well done! “Dance of the Elves” alternates two melodies - light, light and darker, mysterious, wary. What instruments can we use to highlight the different character of these melodies? (Plays a play.) Children. In the gentle light theme there is a bell, and in the mysterious one there are rattles. P e d a g o g Yes. We can use these same instruments when orchestrating S. Maykapar’s play “A Fleeting Vision.” (Children orchestrate plays.) E. Grieg’s play is called “Dance of the Elves.” What dance do elves perform? Let's try to come up with one. (Children improvise movements to the music.) 4th lesson Program content. Teach children to distinguish between the expressiveness of music, the features of marching and dancing. Lesson progress: Teacher You listened to E. Grieg’s play “Dance of the Elves.” Elves are kind magical creatures, light, airy, flying. In Scandinavian countries, there are fairy tales about evil spirits - trolls. These are fantastic creatures hostile to people. Trolls build entire palaces in caves in the mountains. E. Grieg’s play “In the Cave of the Mountain King” from the suite “Peer Gynt” tells about such magical creatures and depicts a picture of the underground kingdom of the trolls. What does this music sound like? (A recording sounds.) Children. The music is scary, mysterious, fabulous. P e d a g o g. Yes. At the beginning of the play, the music sounds quietly, from afar, low, abruptly, as if trolls are sneaking. Gradually the sonority increases, the same melody becomes louder, faster, as if the trolls are approaching. The orchestra plays double basses and bassoons - low, ominously. Then other instruments join them. The music is like a march, and at the end - like a dance, harsh, fantastic, dark, mysterious, ominous. At the end of the play, witchcraft spells and threatening shouts are heard. The mysterious mountain fairy nature is depicted in this music. (A recording sounds.) Let's compose a fairy tale with you about a fleeting vision, elves, about trolls and we will portray fairy-tale characters and dance to the music.

Many composers write music that is listened to with equal enthusiasm by both adults and children. But there are composers who devoted all their creativity to creating only children's music, and one that children could not only listen to, but also perform themselves.

Today we will get acquainted with the music of one of these children's composers, who lived more than 100 years ago. His name was Samuil Moiseevich Maikapar.

Samuil Moiseevich Maikapar born in the city of Kherson in 1867. In the family, besides him, there were 4 sisters and they all studied music. Samuel inherited his musical abilities from his mother, who played the piano very well. He started playing music at the age of 5. At the age of 11, he began to compose music himself and started a notebook in which he wrote down all his works. The family decided that Samuil would become a lawyer, but he abandoned this career and entered the conservatory, which he successfully completed.

In 1901, Maikapar moved to the city of Tver, where he opened his own music school. Then the idea came to his mind to write children's works that the children themselves could perform.

The composer’s various small pieces for small, just beginning performers can be called miniatures. They, like photographs in an album, are combined into cycles. We will introduce you to one of these cycles today. It's called "Spillikins".

Listen to the sound of this word. How affectionate and musical it is. What does it mean? Once upon a time, a long time ago, this was the favorite game of children. Very small toy things - spillikins - spilled out onto the table in a pile. Most often these were cups, jugs, ladles and other kitchen items carved from wood. ladders, hats, sticks and so on.The spillikins had to be taken out with a small hook, one by one, without moving the others.

Maikapar’s little plays are reminiscent of those very spillikins from the ancient game. Let's get acquainted with this music. What can you find among the Maikapara spillikins?

First of all, these are children's musical portraits.

Here is a little shepherdess.. On a clear sunny day, he went out into a summer flowering meadow near a river. In order not to be bored with tending his flock, he cut himself a reed and made a pipe out of it. (A pipe is a small pipe)

A bright, joyful tune rang over the meadows. In the middle of the piece, the melody became more reminiscent of a shepherdess' dance, and then his pipe began to play again. And now, after listening to the next miniature, we will see little commander

. He is very militant, courageous and courageous. In a clear voice, he gives orders energetically. We don't know who they are intended for - tin soldiers, soft toys or child friends. But the music convinces us that any order from such a commander will be carried out.

In the next piece, the music is very sad, quiet, plaintive. Listening to it, you want to feel sorry for someone, sympathize, cry. It seems that the child is complaining about his difficult life, about his sad fate. This miniature was named by Samuel Maikapar - “Orphan”


Alan Huckleberry, piano

IMTA Level C3

Trifles: 26 Short Pieces for Piano, Library of Russian Soviet Music, 1977

These are the completely different portraits, not similar to each other, that the composer presented to us. In each of them one can discern not an adult, but a child. And the music told us about each one in its own way. We now turn our attention to musical landscapes. What is "landscape"? These are pictures of nature:“Clouds are floating”, “Spring”, “Autumn”, “On the skating rink”.

In Maikapara’s “Spillies” there is no such play called “Summer”, but at this time of year it is easily recognizable in some miniatures. For example, “In the kindergarten.” Listening to it, you vividly imagine a warm summer day, a children's playground, a shady garden. Let's listen.

While playing in the garden, the children suddenly saw... Who do you think? Maybe it's a butterfly or a bird?"Moth" ...That's what Maykapar called this work. A moth is much smaller than a butterfly, it does not have such large wings, so it is not so elegant and graceful. But it is light and fast. After listening to this work, it was as if we saw a moth flying from one flower to another.

I think everyone saw it, how the water flows into the river in a large, powerful stream. Especially in the spring. Have you seen it? In the play"Stormy Stream" Maykapar drew this picture.

Now we have an amazing journey ahead of us to the world of fairy tales . Fairy tales are always something mysterious, amazingly beautiful, unusual. Sometimes we make up fairy tales ourselves, sometimes we see them in our dreams. Samuil Moiseevich came up with little fairy-tale plays, such as: “A Fleeting Vision”, “Fairy Tale”, “Legend”…

Who among us doesn't love dancing? We like children's and youth, modern and ballroom dances. We enjoy watching ballet, but this is also dance. Dancing is a very exciting, enjoyable and beautiful activity. Samuil Moiseevich Maikapar wrote many dances. This Polkas, gavottes, minuets, waltzes.Waltz is a smooth ballroom dance that is more than 200 years old. Word"Waltz" translated means "to spin, to spin." This dance is dominated by whirling graceful movements.

In the next piece, the music is very sad, quiet, plaintive. Listening to it, you want to feel sorry for someone, sympathize, cry. It seems that the child is complaining about his difficult life, about his sad fate. This miniature was named by Samuel Maikapar - “Orphan”
The University of Iowa Piano Pedagogy Video Recording Project
IMTA Level D3
Trifles: 26 Short Pieces for Piano, Library of Russian Soviet Music, 1977

Maykapar "Polka"

Spanish Katya, 6 years, 10 months. (Report concert of Children's Music School Gaza)

A multi-talented musician, Maykapar was known as the author of a number of piano pieces for children and youth. In particular, his cycle of piano miniatures gained great popularity “ Spillilets."

Spills, cycle of plays for children, op.28 (1900)

• 1. In kindergarten
• 2. Orphan
• 3. Shepherd
• 4. Autumn
• 5. Waltz
• 6. Anxious moment
• 7. Polka
• 8. A fleeting vision
• 9. Little commander
• 10. Fairy tale
• 11. Minuet
• 12. Moth
• 13.Music box
• 14.March
• 15.Lullaby
• 16.Song of the sailors
• 17.Legend
• 18.Prelude and Fughetta
• 19. Echo in the mountains
• 20.Gavotte
• 21.In the spring
• 22. Seven-league boots
• 23.At the skating rink (Toccatina)
• 24.Clouds are floating
• 25.Romance
• 26.Horseman in the forest (Ballad)

Performs Anna Wang (14 year old)Anna Wang, 14 years old(Recorded on May 9, 2010 in Vancouver, BC, Canada)

And now I offer you, my dear readers, the children’s cycle “Spillkins” by S. Maykapar in the form of a fairy tale

(based on the fairy tale by G. Kamennaya)

One day, while cleaning out the attic, Natasha’s mother found an old doll with a peeling nose in a dusty dress. She didn't have shoes on her feet. Natasha glued chestnut pigtails on the doll, sewed a new chintz dress and small oilcloth shoes. But, although she now had shoes on her feet, the doll was called Sandal. The girl saw her like this for the first time. Natasha really loved the sandal. Every day in the morning she took her out for a walk in the garden. The puppy Sharik always played with them. And what kind of games did they play!

And in the evening, tired of playing, the doll powerlessly lowered its rag hands and bowed its head on Natasha’s shoulder. Then the girl put Sandalfoot in a wooden crib, covered her with a blanket, and sang a lullaby.

Barefoot liked this life. But one day, for her birthday, dad gave Natasha a new doll. She was so beautiful! In a pink transparent dress with lush frills, on her feet are patent leather shoes with buckles, and on her head is a hat with ribbons like a water lily flower. The beautiful doll was named Lyalya. She sat on the sofa, among embroidered pillows, and did not talk to anyone. Of course, the doll was very imaginative. When other toys began to play, she arrogantly declared: “Quiet up, I have a headache!” The toys were offended and stopped paying attention to the troublemaker.

But Natasha really liked Lyalya. In the morning she took the elegant doll in her arms, tenderly pressed her to her and spun around the room with it.

And the more affectionate Natasha was with Lyalya, the sadder and sadder Barefoot became. She did not have such a beautiful dress, hat, and she could not open and close her eyes. The sandal was crying more and more often, huddled in a corner. “Why are you whining,” Lyalya once told her. If I were you, I would have left here long ago. So I’ll go ahead and complain to Natasha, and they’ll throw you into the attic again.” Out of resentment, Barefoot cried even harder and decided to go far into the forest and stay there. She didn’t say anything to anyone, jumped out of the window and ran further and further from her house. The forest was dark and scary.

When the dawn was already turning red over the trees, Barefoot went out to the edge of the forest. She looked around and saw the master Silkworm on a branch, and on the tree trunk a fluffy Squirrel with a nut in her tenacious paws. The sandal shared her grief with the forest inhabitants. The animals consulted and decided to help the doll - to make her as beautiful as Lyalya. Silkworm sewed her a beautiful dress, and Squirrel gave her two nut shells instead of shoes. The Heron also brought a gift - it was a lily hat. Sandal's dream came true: she became as elegant as the Lyalya doll. The little animals frolicked around the doll, calling her to play, but she was afraid to stain her dress. And the animals ran away.

Everyone in the forest was busy with their own business. The silkworm was winding its cocoons into thread. The squirrel was storing nuts for the winter. The sandal became sad. She didn’t know what to do, and she wasn’t used to idleness. She remembered the house, Natasha, toys. “I didn’t even imagine that I would be so sad without you,” thought Barefoot. Why do I need such a beautiful dress if Natasha doesn’t see it? I’m an ungrateful doll. They took me out of the dusty attic, took care of me, and I ran away from them to forest". The sandal ran straight through the thorny bushes. The grass became thicker and taller. Suddenly the wind blew, lightning flashed, large drops of rain fell on the leaves. All the little animals hid in their holes, and Barefoot was left alone.

And the rain kept pouring and pouring. A lily hat got caught on a branch, the wind tore off her dress, and streams of water washed her shoes off her feet. Spattered with mud, shivering from the cold, Sandalfoot finally saw a familiar roof. But just before the house she slipped and fell. She woke up from Sharik’s loud barking. It was he, her faithful comrade, who spent the whole day when the loss was discovered, he could not find a place for himself and went on a search. Sharik happily licked Sandalfoot on the cheek and brought her home. Natasha was very happy. Even Lyalya smiled at Barefoot. And how happy all the other toys were! The doll was cleaned and dressed in a washed cotton dress. And in the evening all the toys had a real ball in honor of Sandal, and Natasha danced with her, as before.

Sandalfoot was happy again. Only now did she fully understand that friends are more valuable than shiny outfits.

.