Distinguishing between particles is not and neither. Discrimination is not and neither Discrimination of particle is not and nor rule
It is necessary to distinguish between the spelling of unimpacted particles not and neither. These particles differ in meaning and use.
1. The particle is not used for negation, for example: I didn’t say that. I didn't talk about this. That's not what I was talking about.
It is necessary to pay attention to individual cases of using this particle:
a) in the presence of a negative particle not in both the first and second parts of a compound verbal predicate, the sentence receives an affirmative meaning, for example: I can’t help but mention... (i.e. “must mention”), I can’t help but confess... ( i.e. “you have to confess”);
b) in interrogative and exclamatory sentences, the particle is not adjacent to pronouns, adverbs and particles, forming combinations with them: how not, who not, who only not, where not, where not, what not, what not, what not and etc.; This includes interrogative sentences with the combination not - whether, for example:
Well, how can you not please your loved one! (Griboyedov).
Who hasn’t cursed the stationmasters, who hasn’t sworn at them? (Pushkin).
Why aren't you great? (Pushkin). Where has he been? What has he not seen! Why not work!
Searched the light; don't you want to get married? (Griboyedov).
Would you like some hay? (Krylov).
c) In conjunction with the conjunction, the particle is not used in subordinate clauses of time, indicating the limit to which the action expressed by the predicate of the main sentence lasts, for example: Sit here until I come;
d) the particle is not part of stable combinations: almost, almost, hardly not, denoting an assumption, far from, not at all, not at all, not at all, not at all, denoting a strengthened negation, for example: almost the best shooter, almost five o'clock in the morning, not a fair decision at all, not a bad product at all, far from a reliable remedy;
e) the particle is not part of coordinating conjunctions: not that; not that - not that; not only - but; not just not - but; not that not - but, for example:
Give me the ring and go; otherwise I'll do something to you that you don't expect (Pushkin).
Up above, behind the ceiling, someone is either moaning or laughing. (Chekhov).
The partisans had not only rifles, but also machine guns (Stavsky).
2. The particle is used to strengthen negation, for example:
I couldn't profit from a bone anywhere (Krylov).
There was not a single clearing in the sky behind (Fadeev).
Metelitsa never even looked at those asking (Fadeev).
There is not a soul in the village now: everyone is in the field (Fadeev).
A repeated particle does not acquire the meaning of a conjunction, for example:
There was no water or trees anywhere to be seen (Chekhov).
Neither muses, nor labors, nor the joys of leisure - nothing can replace your only friend (Pushkin).
But the crowds flee, not noticing either him or his melancholy (Chekhov).
I don't know who you are or who he is (Turgenev).
It is necessary to pay attention to individual cases of using the particle ni:
a) the particle is not used before the predicate in subordinate clauses to enhance the affirmative meaning, for example:
Obey him in everything he commands. (Pushkin).
No matter how hard we tried, he could not distinguish iambic from trochee. (Pushkin).
Everywhere I look, there is thick rye (Maikov).
Whoever passes, everyone will praise (Pushkin).
The particle neither in subordinate clauses of the indicated type is adjacent to a relative word or to a conjunction, and therefore subordinate clauses begin with combinations: who nor, whoever, whatever, whatever, no matter how, no matter how much, no matter how much, wherever, wherever, wherever, wherever, whichever, whichever, whoseever, whoseever, whenever, whenever etc.
These combinations have entered into some stable phrases: wherever it goes, out of nowhere, at any cost, etc.;
b) the particle does not occur in stable combinations that have the meaning of a categorical command, for example: neither from a place, nor a step further, nor a word, etc.;
c) the particle neither is part of negative pronouns: no one, no one (no one), etc.; no one's, no one's (no one's), etc. and adverbs nothing, nothing (not up to anything), etc.; no, no (none), etc. and adverbs: never, nowhere, nowhere, from nowhere, in no way, not at all, not at all, not at all, as well as in the composition of the particle something.
Russian language lesson at 7
Lesson topic: Distinguishing between particles NOT and NI in writing
Target : show the difference between particles NOT and NOR.
Lesson type : lesson - ONZ: visiting an art gallery.
Technology: elements of problem-based learning technology.
Know: conditions for choosing particles He and Ni.
Be able to : distinguish and correctly write particles NOT and NI.
Incidental repetition of punctuation : homogeneous members of a sentence, complex sentence.
Equipment : cards, reproductions of paintings by N. Roerich.
During the classes.
1. Teacher's opening speech.
Goal: Improve knowledge of the Russian language, learn to distinguish and use particles -not, -nor in writing.
Today we will continue to study the topic “Difference between particles NOT and NI”, we will recall the punctuation of a simple sentence with homogeneous members and a complex sentence.
Problem: When and in what cases should the particle -not, -nor be written in words?
2 . Updating basic knowledge.
Goal: to restore in students’ memory the conditions for choosing particles NOT and NI.
Let's repeat the conditions for choosing particles NOT and NI using the table. Let's select our own examples for each of the points in the table.
In interrogative and exclamatory sentences
(Who hasn't heard of this?
Where did he turn!)
In complex sentences with a concessive connotation, meanings to enhance the affirmative meaning
With nouns in the genitive case
(The sky is clear.
Not a rustle is heard.)
In stable terms
(out of sorts, out of sorts, etc.)
In stable terms
3. Working with text based on a painting based on multi-level tasks.
Goal: development of speech and spelling skills.
Let's mentally transport ourselves to an art gallery at an exhibition of paintings by Nicholas Roerich. Before us is a “picture from an exhibition.” Imagine yourself as a tour guide. Let's read the text.
Let's answer questions based on the text:
Prove that this is the text.
Determine the topic of the text, come up with a title.
Find means of connecting sentences and characterize them.
Complete the suggested tasks.
Insert the missing letters using the block table and hints.
Who (n...) has heard of the famous artist Nicholas Roerich and a series of his paintings called “Himalayas”?(simple interrogative sentence)
Anyone who (n...) found themselves at the exhibition could not remain indifferent (the sentence is complex, the particle can be omitted). (N...) times ( many times ) it was noticed that the mountains depicted on the canvases can affect well-being, although (n...) never (never) (n...) was carried out (if we omit the particle, the meaning will change to the opposite) no research. (N...) one (nobody) the person declared the depressing effect of these paintings. But (n...) prohibit (the particle can be omitted) , (n...) hide ( the particle can be omitted ) art (n...) will succeed (if you omit the particle, the meaning will change to the opposite ) to anyone.
4. Independent work with punched cards.
Now let’s continue our acquaintance with Roerich’s paintings and fill out the punch cards, which will allow us to very quickly identify the level of mastery of the topic “Difference between particles NOT and NOR.”
Punch cards on the topic “Spelling particles.”
IN 1
1. The mountains make (n...) a forgettable impression.
2. (N...) one transition must be made to reach the top.
3. (N...) I don’t want to waste one moment.
4. Who (n...) would like to be in this fantastic place?
5. What (n...)say, the mountains are always beautiful.
6. No matter how much (n...) you look at this miracle, you will never get tired of it.
7. They tried to conquer this peak (n...) times.
8. And (n...)not once was the climb easy.
9. Around (n...) the soul.
10. Both (n...)beginners and (n...) experienced climbers cannot be indifferent to mountains.
AT 2
Mark the numbers in which the particle NI is missing.
1. In the pre-dawn silence you can’t hear a (n...) rustle.
2. Feeling like a part of the universe is given to (n...) everyone.
3. (N...) fame, (n...) money are not required by brave travelers.
4. (N...) since artists tried to depict mountains.
5. But (n...) one of them could not surpass n with his skill. Roerich.
6. Have you (n...) dreamed of being at the top for at least a moment?
7. How difficult it is for climbers, but none of them despair.
8. It takes (n...) one day to prepare for the ascent.
9. Anyone who has been to the mountains (n...) will never regret the time spent.
10. We have to get there no matter what.
5. Work on composing text based on a picture.
Goal: developing the ability to independently construct a written statement.
Is it easy to describe a picture of mountains?
Now each of you will be able to answer this question. Complete the text about this beautiful natural phenomenon that inspired both artists and poets.
Compose the text.
When I see mountains, I can’t_________________________________________________________________
_____________________________________________________.
More than one century________________
_____________________________________________________________________________________
______________________.
Neither the wind nor the sun has power __________________________________
________________________________________.
Even a person, no matter how hard he tries___________
_________________________________________________
_______________________________________________________.
Mountains are an incomprehensible mystery, and none of you__________________________________________________________________________
______________________________________________________________________________________.
6. Work on speech development.
Goal: to teach to see and correct grammatical errors associated with incorrect formation and use of participles.
I have yet to get acquainted with your texts, but now we will try to detect and correct speech and grammatical errors in sentences on the same topic.
Correct speech and grammatical errors.
1. One cannot help but admire the triumph of beauty.
(Hint: word formation disorder; non-existent word)
Key:
One cannot help but admire the triumph of beauty.
2. None of the climbers will stop striving for the unknown.
(Hint: violation of the connection between subject and predicate).
Key:
No climber ever stops striving for the unknown.
3. Looking at the paintings of Nikolai Konstantinovich Roerich, we cannot help but want to be close to the peaks shrouded in fog.
(Hint: an error in constructing a sentence with an adverbial phrase).
Key:
Looking at the paintings of Nicholas Roerich, we dream of being next to the peaks shrouded in fog.
7. Summing up (reflection).
So, let's summarize our lesson. What was the purpose of today's lesson?
( Today we practiced distinguishing and spelling the particles NOT and NI).
Have we achieved our goal? If so, how?
How did you achieve it? Did you encounter any difficulties?
(It’s as if we visited an art gallery and got acquainted with the paintings of N. Roerich. When describing mountains, we often resort to using particles NOT and NI. Indeed, not a single person will forget this miracle of nature. He will remember it more than once. And every memory will lead us to the knowledge we received today, and no matter how much we look at the mountains, they will still remain a mystery.
So, the rules that we remembered for spelling particles are NOT.
1) If you omit the particle -not, the meaning will change to the opposite (not learned - learned). 2) In interrogative and exclamatory sentences
(Who hasn’t heard about this? He’s looked everywhere!)
3) In stable expressions
(uneasy, out of spirit, etc.).
If you omit the particle, the meaning does not change
(Neither mountains nor rivers will stop her. – Mountains and rivers will not stop her.)
The rules that we remembered for spelling the particle -NI.
1) If you omit the particle, the meaning does not change.
(Neither mountains nor rivers will stop her. – Mountains and rivers will not stop her.)
2) In complex sentences with a concessive connotation, meanings to enhance the affirmative meaning
(No matter how much you look at the sea, you will never get tired of it.)
The subordinate clause begins with the words:
Whatever..., whoever..., whatever..., no matter how..., wherever..., about anything..., wherever...
3) With nouns in the genitive case (Not a cloud in the sky.
Not a rustle is heard.)
4) In stable expressions
(no light, no dawn, no fluff, no feather, etc.)
8. Homework.
Plan an action plan to reinforce today's topic. Do you often use the particles NOT and NI in your speech?
If you know proverbs and sayings, then, of course, often. At home, I invite you to remember these treasure troves of folk wisdom.
Lesson in 7th grade
The topic of the lesson is “The use of participles in speech.”
Target: consider the expressive possibilities of gerunds.
Problem:
Lesson type : ONZ.
Know: morphological and syntactic features of gerunds, the rule for placing punctuation marks for a single gerund and participle; about the expressive possibilities of gerunds.
Be able to : -find participles,
Form participles from verbs,
Determine the type of participle,
Correctly write the spelling “Not with gerunds”,
Correctly use participles in speech,
Correctly highlight single gerunds and participial phrases with punctuation marks,
Construct sentences with participial phrases.
Technology: elements of problem-based learning technology
Equipment : textbook, cards.
During the classes.
1. Teacher's opening speech.
Purpose: Explain to students the purpose of the lesson.
Guys, today we will look at the expressive possibilities of gerunds. We will try to determine the role of gerunds in a poetic text, we will try to use gerunds to create a text based on a picture, we will continue to work on identifying and correcting grammatical errors associated with the incorrect use of gerunds, and we will observe how the punctuation situation changes in sentences with gerunds.
2. Creating learning motivation.
Work with text.
Purpose: to show the possibilities of gerunds as a means of expressiveness.
Denoting an additional action, gerunds decorate speech and force us to pay attention to details that are invisible at first glance. Of course, it is impossible to compose a sentence from participles alone, but they are the ones who can describe the indomitable natural elements.
Let's get acquainted with Robert Southey's poem “Lodore Falls” and try to determine for what purpose the author used gerunds.
Read the text (one student reads)
How many sentences are there in this text?
Why do we call this sentence a text?
For what purpose are gerunds used in this text?
Task: place punctuation marks, highlight the suffixes of the gerunds.
Boiling
Hissing
Murmuring
Grumpy
Flowing
Spinning
Merging
Heaving
Bloating
Little rustling
frolicking and hurrying
Sliding hugging
Sharing and meeting
Caressing rioting flying
Playing, crushing and rustling
Shining, taking off, staggering
Intertwining, ringing, bubbling
Soaring, turning, roaring
Wrinkling, worrying, rolling
Throwing changing cooing making noise
Tossing and foaming, thundering jubilantly
Trembling, spreading, striving to grow
Running forward and forward in freedom-loving fervor, -
Thus fall the stormy waters in shining swift Lodore!
(R. Southey “Lodore Falls”
translated by A Shmulyan)
3. Working with text based on the painting by IK Aivazovsky.
Goal: to teach how to use gerunds and participial phrases to create a text of an art historical nature.
We analyzed how the poet managed to depict the power and splendor of the waterfall. Now let’s turn to painting and see what impression the waterfall made on the famous artist Ivan Konstantinovich Aivazovsky.
Assignment: Complete the text by inserting gerunds and participial phrases instead of the gaps. You can use the material from the read poem by Robert Southey
Before us is a painting by IK Aivazovsky “Niagara Falls”. Powerful streams of water,__________
Rushing down from a great height_________________________________________________________.
They, _____________________________________________, run unstoppably in the race, ______________
I shimmer under the rays of the sun, and here, _______________
They merge with the dark rocks. Who will solve the mystery? Who will tame the element that, ____________________________________________________________
Has it surprised people for centuries?
4. Work on speech development.
Goal: to teach to see and correct grammatical errors associated with the incorrect use of participles and participial phrases.
Of course, it is interesting to try to describe the picture yourself using gerunds and participial phrases, but, unfortunately, sometimes this is accompanied by grammatical errors. Let's try to fix the mistakes.
Correct grammatical errors.
1. The artist noticed something amazing in the world around him and told people about it.
(Hint: the gerund is mistakenly used as a predicate)
Key:
The artist, noticing something amazing in the world around him, told people about it.
2 Looking at the paintings, we are captivated by the artist’s skill.
(Hint: the action expressed by the gerund must refer to the same person as the action expressed by the predicate verb)
Key: When we look at paintings, we are captivated by the artist's skill.
3. Getting acquainted with the work of Aivazovsky and studying his biography, we discovered a lot of interesting things.
(Hint: error in the use of gerunds)
Key:
Having become acquainted with the work of Aivazovsky and studying his biography, we discovered a lot of interesting things.
5. Working with multi-level tasks .
Goal: to learn to determine the punctuation situation in a sentence.
Place punctuation marks.
1. The indomitable element rages and, crushing everything in its path, rushes into the distance.
2. The indomitable element, raging and crushing everything in its path, rushes into the distance.
3. The indomitable element rages desperately, bubbling and crushing everything in its path and rushes into the distance.
4. The indomitable element is raging, bubbling desperately and rushing into the distance.
Place punctuation marks and emphasize adverbial phrases.
1. The majesty of nature captivates you with its unpredictability and makes you forget about your problems.
2. The grandeur of nature captivates with its unpredictability and makes you forget about problems.
3. The grandeur of nature captivates with its unpredictability and enchants, making you forget about your problems.
4. The greatness of nature captivates and captivates with unpredictability and makes you forget about problems.
Rearrange the sentence according to the diagram.
The waves play with each other, bubble, argue with the wind.
Key:
1. The waves, playing with each other and bubbling, argue with the wind.
2. The waves play with each other and, bubbling, argue with the wind.
3. The waves play with each other, bubbling, and arguing with the wind.
6. Summing up the lesson.
It’s good when the sun shines, pleasing the eye, when clouds float across the clear sky, chasing each other. Admiring nature, people create amazing poems. Let us remember Sergei Yesenin: “And the dawn, lazily walking around, sprinkles the branches with new silver” or “Listening to the songs, the river whispers caressingly with its banks.” Today we drew attention to the role that gerunds play in creating figurative pictures of the world. We saw how great the expressive possibilities of gerunds are. We tried to describe the picture of IK Aivazovsky using participial phrases.
Particles must be distinguished Not And neither by meaning and use.
Particle NOT
Particle Not used to negate the entire sentence or individual members of the sentence.
For example: Not I talked about this. - I Not talked about it. - I talked Not about it.
If you remove a particle Not , then the meaning of the sentence will change to the opposite: I talked about this.
It is necessary to pay attention to certain cases of using the particle NOT:
· in the presence of a negative particle Not in both the first and second parts of the compound verbal predicate, the sentence receives an affirmative meaning.
For example: Not Can Not mention...(i.e. “must mention”), Not lzya Not confess... (i.e. “you have to confess”);
· in interrogative and exclamatory sentences the particle Not adjoins pronouns, adverbs and particles, forming combinations with them:
how not,
who isn't
who else,
where not, where not,
than not,
what not,
what not.;
here are interrogative sentences with the combination isn't it.
For example : Who doesn't cursed the stationmasters, Who with them Not swore?
Yes Not if you please whether have lunch?
· particle Not is part of stable combinations denoting:
a) assumption: almost, almost, hardly;
b) enhanced negation: far from, not at all, not at all, not at all, not at all.
For example: almost best shooter, almost at five o'clock in the morning, not at all bad product not far reliable tool.
· particle Not is part of the coordinating conjunctions: not that; not that - not that; not only - but; not just not - but; not that not - but,
For example:
Give me the ring and go; not that I will do with you what you do not expect.
There's someone up above the ceiling not that moans not that laughs.
The partisans had Not only rifles, but also machine guns.
Accented Not is part of relative pronouns: someone, something; and adverbs: few, nowhere and so on. In these words Not becomes a prefix.
NI particle
Particle neither used to strengthen negation. For example: There was no sky behind neither one lumen. Such sentences contain a negative predicate or word No, and the particle neither stands with a noun in R.p. For example: there was no (what?) neither lumen.
If you remove the particle from the sentence neither , the meaning of the sentence will not change: There was no clearing in the sky.
It is necessary to pay attention to individual cases of using the NI particle:
· particle neither used before the predicate in subordinate clauses to enhance the affirmative meaning. Subordinate clauses begin with combinations:
whoever, whoever
whatever, whatever,
no matter how, no matter how,
no matter how much, no matter how much,
wherever, wherever,
wherever, wherever,
no matter what, no matter what,
no one's, no one's
whenever, whenever etc.
For example: He could not iambic from trochee, How We neither fought to distinguish. Whoever If he passes, everyone will praise him.
· particle neither occurs in stable combinations that have the meaning of a categorical command, for example: not from the spot, not a step further, not a word, etc.;
· in an unstressed position the particle neither is part of negative pronouns: no one, no one etc.; and adverbs: never, nowhere, nowhere, from nowhere, none, not at all, etc.
repeating particle neither takes on the meaning of a union.
For example: Nowhere to be seen neither water, neither trees.
· double neither is included in stable expressions, which are a combination of two opposed concepts, for example: neither alive nor dead; neither this nor that; neither fish nor fowl; neither give nor take; neither peahen nor crow, etc.
Homework
Exercises No. 387, 391. Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. - M.: Education, 2012.
Exercise. Write by opening brackets and inserting particles Not or neither.
1.(...) the sweetness of pink rays, the forerunner of the morning Phoebus, (...) the gentle shine of the azure sky, (...) the smell wafting from the fields, (...) the quick flight of the zealous horse - (... ) that the soul (...) cheers (Bat.). 2. In the wilderness (...) one could hear (...) the soul (P.). 3. But Kochubey is rich and proud of (...) long-maned horses, (...) gold, tribute from the Crimean hordes, (...) ancestral farmsteads (P.). 4. My despondency (...) which (...) torments, (...) worries, and my heart burns and loves again - because (...) it (...) can love (P. ). 5. The houses are new, but the prejudices are old. Rejoice - (...) their years, (...) fashions, (...) fires will destroy (...) (Gr.). 6. (...) there was a face on which (...) pleasure (G.) would be expressed. 7. (...) the wind is raging over the forest, (...) streams are running from the mountains - Frost the governor is patrolling his domain (N.). 8. Oleg, as (...) in what (...) happened, stayed to help Volodya and Tolya (Fad.). 9. A person must work, work hard, no matter who he (...) is (Ch.). 10. For him (...) there were (...) some - (...) physical, (...) moral shackles: he could do everything, and (...) it was necessary, and (.. .) what (...) connected him... He (...) what (...) believed and (...) what (...) recognized. But, (...) admitting (...) what, he (...) was only (...) a gloomy, bored and resonant young man, but, on the contrary, he was constantly carried away (L. T.). 11. Sergei Tyulenin was born when (...) there was no need to go underground. He (...) from where (...) he was running, and he had to run (...) to (Fad.). 12. He is very disgusting to me, and it’s strange: (...) why would I (...) want him to like me the same (...) (L.). 13. I (...) hinted (...) once (...) about a drunken gentleman, (...) about my previous behavior, (...) about Grushnitsky (L.). 14. She (...) had (...) friends, (...) mentors (T.). 15. How (...) people tried, having gathered several hundred thousand in one (...) large place, to disfigure the land on which they huddled, how (...) they stoned the ground so that (...) grew on it, how (...) they cleared away all the grass that had broken through, how (...) they smoked government coal and oil, how (...) they trimmed the trees and (...) drove out all the animals and birds - spring was spring even in the city (L. T.).
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.
What silence! The wind does not bend either a blade of grass or a flower. You can't wait for such a blessed day! (A. Pleshcheev.)
The particle Not most often conveys denial: Not me, couldn’t, not a friend, not sick. It is written separately from the words it refers to
The particle Cannot also be used in sentences that do not have a negative meaning: In the presence of a double negative: I could not help but know (= I knew); In interrogative and exclamatory sentences with a general meaning such as: Who doesn’t know the names of Tolstoy and Dostoevsky! (= everyone knows!)
The particle No most often strengthens the negation when it is expressed by the particle No or the words no, it is impossible: Because of the darkness it was impossible to read or write. Strengthening denial is the main function of the NI particle!
The particle Ni, like the particle Not, is written separately from the words to which it refers. When used with homogeneous members, the particle Ni acquires the meaning of the union I: Neither brother nor sister wanted to leave. (= Both brother and sister did not want to leave.)
1. In sentences with a negative meaning, but without negative words no, no, impossible: No sound, no rustle. . . (implies that it is not audible, there is no sound, no rustle).
2. In the subordinate clause of a sentence like No matter how many times I came, he was never at home. (= Although I came many times, he was not at home.)
The difference between not and neither is the most difficult topic for spelling both in grade VI, where it is studied for the first time, and in high school, where it is repeated more than once. Therefore, we will dwell on it in detail, using all possible comparisons.
Students must remember:
Cannot stand before various parts of speech and convey complete negation. The meaning of complete negation in a particle not in the presence of opposition is especially clearly expressed: Not a bush, but with leaves, not a shirt, but sewn, not a person, but telling (a riddle).
Doesn't matter equals no: I haven't been to the theater. (Was there? - No.) This is not the place or time to have these conversations. (Place? - No. Time? - No.)
The particle cannot be omitted without destroying the meaning of the statement (the negative meaning disappears in it, i.e. the statement takes on the opposite meaning): It was not reproaches, not punishment that awaited him, but the happy eyes of his mother.
Neither is an intensifying particle; it is used in two main meanings: it strengthens the affirmation and strengthens the negation.
Let's focus on the first meaning of ni.
Neither strengthens the statement, i.e. has an affirmative meaning, and is used in subordinate clauses with a concessive connotation. Let’s compare the sentences: The doctor couldn’t sleep and didn’t try. The doctor could not sleep, no matter how hard he tried (Pan.).
In the first sentence both predicates are negative. (Could? - No. Did you try? - No.) In the second sentence, the predicate of the main sentence is negative (couldn’t), and in the subordinate clause the concessive does not strengthen the affirmative meaning. Here neither equals yes. (Could you fall asleep? - No. Did you try? - Yes.)
In this case, neither can be omitted from the sentence without violating the meaning, since neither in itself denies, but only strengthens the negation (The doctor could not sleep, although he tried).
Here it is useful to compare sentences with not and neither: Whoever did not answer today will answer tomorrow and whoever answered today answered well. It is impossible not to omit a particle from the first sentence, since it would be nonsense; it is not easy to omit an affirmative particle from the second sentence without changing its meaning (Whoever answered today answered well).
After analyzing a sufficient number of examples, such training exercises can be carried out.
1. Rewrite the text so that instead there is neither and vice versa; They worked with him a lot so that he would not make mistakes. “Whatever he did, he did everything with great diligence.
1) Whoever heard him, everyone was amazed by his eloquence.
2) Whoever came to these places, everyone dreamed of coming here again.
3) Those who did not come to the city knew nothing about the events.
4) Those who did not visit the exhibition may regret it.
5) To prevent him from talking about this topic, we tried to distract him,
2. Complete the sentences.
1) Where I won’t go… . Wherever I go… .
2) Whatever (whatever) happens… . Whatever happens...
3) Wherever you are…, Wherever you are….
4) Who didn’t work with him... , Who didn’t work with him... .
5) Whom I didn’t ask… . Whoever I asked… .
6) When he didn’t apply… . Whenever he contacted… .
7) To whomever... . Who doesn't...
Wherever… . Where not… .
9) Whoever… . Who doesn't...
10) Whom not… .Whom not… .
11) Where not... . Wherever...
12) When not... . Whenever...
3. Rearrange the following sentences by inserting the particle ni into them: I sleep a lot, but I still want to sleep. - No matter how much I sleep, I still want to sleep.
1) I looked, but couldn’t see anything in the fog.
2) He was in a hurry, but he was still late.
3) Whatever he plans, he succeeds.
4) Whatever you ask, I will do it.
The second purpose is to strengthen the negation, which is expressed by the particle not standing in front of the predicate. A negative predicate can also be expressed by the word neg. There is not a star in the sky. There is not a star in the sky; I didn't have a minute of free time. I don't have a minute of free time.
The negative predicate in such sentences may be completely absent, but it is very easy to restore, and then the implied negation does not strengthen: There are not stars in the sky. I don't have a minute of free time.
In these sentences, neither can be replaced by an intensifying particle even or a conjunction and: You can’t even see a star in the sky; Not even a star is visible in the sky. If you omit neither, the meaning of the sentence does not change: There are no stars visible in the sky; I didn't have a minute of free time.
So, neither - even - and. Neither can be omitted.
Several exercises to consolidate the spelling of the particle ni, which reinforces negation.
1. In the given sentences, where possible:
1) omit the predicate.
2) replace even with an intensifying particle.
3) union and.
4) release neither from the sentence.
1) He doesn’t lag behind me a single step.
2) There was not a soul around.
3) He cannot be left for a second.
4) The rain did not stop for an hour.
2. Insert a noun with neither.
1) There was no… around.
2) You can’t retreat….
3) There was no….. in my mouth.
4) There is no truth in his story...
5) I don’t have any free time….
Often there are sentences with a repeating particle ni, which is used as a connecting conjunction with homogeneous members and strengthens not only the negation, but also the enumeration. Here, as in the previous case, neither – even – and and nor can be omitted. For students to understand this, they should compare the sentences:
1) There was no animal under the tree or bush. - He was not under a tree, not under a bush, but in an open place.
2) This painting was neither in the museum nor at the exhibition. - This painting was not in the museum, not at the exhibition, but in the reserve fund.
When deciding on writing not or neither, we teach schoolchildren to reason. Let's take the sentence as an example No matter how hard Alexey tried, he could not discern either joy or surprise on their faces. Students will reason like this: “Did Alexey try? - Yes, I tried (not yes). Could he see it? - No, I couldn’t (no, no). No joy, no surprise (not even joy, not even surprise; and joy and surprise; joy and surprise). You can omit either: Alexey tried, but could not see the joy and surprise on their faces.
For such an analysis, you can use the following sentences.
1) No matter how hot it was, no matter how cold the frost, the work did not stop for a minute.
2) It seemed that there would never be any sun, no shine, no colors in the world (T.).
3) No matter where you look, you won’t see a bush or tree anywhere.
