Often people confuse prefixes and prepositions. Because of this, the literacy of the texts written by them suffers. And this happens due to the fact that not everyone understands how the prefix differs from the preposition. This is what causes frequent errors.
What is the difference between the prefix and the preposition
To make as few mistakes as possible while writing, you should remember the rule. And it says that prefixes are parts of words and are written together. With their help, you can form new words.
Prepositions are an independent part of speech, which must be written separately with other words. They help link words into agreed sentences.
The difficulty in determining is the fact that they often sound the same. Therefore, it is so important to understand how the prefix differs from the preposition. This rule should not only be memorized, but also be able to use it when writing.
To facilitate this work, there are practical tips.
The verb has prefixes
But prepositions next to verbs never stand. This is one of the main clues. Therefore, one can answer the question of how the prefix differs from the preposition like this: “Near the verb there can never be a preposition”.
As examples, you can take the words ran away, jumped, flew in. The prefixes c-, sub-, in- in these verbs are similar in pronunciation with the prepositions. But since we see verbs in front of us, we understand that we need to write them together.
Application of the first clue in life
Examples will help to consolidate the understanding of this feature, showing how the prefix differs from the preposition.
Petka again ran away from the lesson. On the street, his beloved dog immediately jumped up to him, who was already waiting for him, lying under the school bench.
Let's look at these examples.
- He escaped; from the lesson.
In the first case, “c” stands next to the verb, which means it is a prefix, and it is written together. In the second case, “c” refers to a noun, therefore, we cannot state anything concrete so far.
Using the same algorithm, we analyze the words “jumped” and “under the bench”. In the first word we write together in the verb, because this is a prefix. And in the phrase “under the bench” the preposition “under” helps to connect the words in the sentence and therefore stands apart from the noun.
But it’s still difficult for children to determine how the consoles differ from prepositions. The answer is given by the second and third practical hint.
Put the noun in the initial form
This second clue is even more important. After all, it shows how the prefix differs from the preposition when it comes to nouns. Of course, it would be very simple if the prefixes helped to form only verbs. To the great regret of those who find spelling difficult, nouns also have them.
This hint helps to determine how the prefixes differ from prepositions with nouns. It turns out that after we have determined that the word is not a verb, we should put it in the initial form, that is, in the nominative case.
Second hint example
Being able to use a practical hint that determines how the consoles differ from prepositions, Grade 5 will easily cope with the task. Fifth graders usually already correctly figure out where prefixes are and where prepositions are.
The operation algorithm is as follows. We read the text:
A leg broke on the table
I'm tired of fixing it!
I’ll look through the window for now ...
And then - cut again!
Check the phrase "at the table."
- This is not a verb, therefore, it is impossible to assert with certainty that “u” is a prefix.
- We put “at the table” in the initial form along with the pretext, it turns out “ustol”. But such a word does not exist! There is only the word "table". So, “u” is a prefix. And you need to write it separately from the noun.
Let’s analyze the words “broke”, “tired” and “look”. These are verbs, therefore, there can be no a priori prepositions. We conclude: these are the prefixes “s”, “u”, “po”. And we already know how the prefix differs from the preposition in the Russian language - they need to be written together with the word.
The following is the phrase “window”. We will try to do this according to the above algorithm.
- This is not a verb; therefore, it cannot be argued that “c” is a prefix.
- We put "in the window" in the initial form along with the preposition, it turns out "voco". But such a word does not exist! There is only the word "window." So, “in” is a prefix. And you need to write it separately from the noun.
However, those who are especially stubborn may insist that the "vokoshko" just exists, because even in the example it says so - "I'll look out the window." So that even they had nothing to cover, we will introduce them to another, third practical hint. It is she who, ultimately, shows the difference between the prefix and the preposition. Grade 5 answers can give, as we see, not entirely accurate if students do not know how to use it.
You can insert a question between the preposition and the word
Back to our example again. “Through the window” - into which window? As you can see, the question successfully fits into the phrase. And if you wish, you can insert another word, for example, an adjective, instead of a question.
We get the following phrase: "I’ll look through the clean window for now." It is now clearly visible that the preposition and the noun are safely separated. Therefore, “c” cannot be an excuse.
Third hint examples
To be 100% sure of the spelling of prefixes and prepositions with words, you should always apply the third hint in practice.
“Arrival” is not a verb, therefore, we try to insert a question between “when” and “flying”. Nothing works out for us. So, this is one word that needs to be written together.
“Flown” is not a verb, therefore, we try to insert a question between “for” and “flying”. Nothing works out for us. So, this is one word that needs to be written together.
Work with context hints
So, we will work out the algorithm for using hints in practice.
Cranes flew over the blue river.
- “Above the blue” is not a verb, therefore, we cannot say that it is a prefix.
- Put the phrase in the initial form. “Blue-eye” - such a word does not exist, which means that this is not a prefix, but an excuse.
- “Over a winding blue river” - another word is easily inserted between the preposition and the word. This once again proves that we have a word with a preposition.
- Conclusion: “above” and “blue” need to be written separately.
“Flew” - the verb, therefore, “when” is a prefix and is written together with “flew”.
Securing the rules for spelling prefixes and prepositions in practice
There are many options for consolidating literacy skills. Here is one way.
A text is given in which both prefixes and prepositions are bracketed. The student needs to open the brackets, that is, write the words either together or separately.
1. (For) the mountain, (for) run, (c) return, (c) the roof, (on) the envelope, (on) cut, (c) flew, (in) the house, (c) rolled (c) mountains , (along) ran (along) paths, (about) read (about) cars, (before) rode (before) birch trees, (after) ran (through) a village, (about) read (about) a city.
2. (In) the courtyard was a mountain. All day (on) the mountain there are many children. Mitya (on) sledding (s) rolled (s) mountains.
(In) the hall is a fragrant Christmas tree. (On) branches of a toy. (K) fluffy beauty (at) the children fled.
An interesting option to consolidate the spelling skills of prefixes and prepositions is to select them according to their meaning and insert them into the context.
... I wandered ... a shed and ... deeply ... hayed. All the guys ... were running ... ice ... ice skating.
Outdoor games and competitions in Russian language lessons
In the lessons, you can work on consolidating this skill without writing. The game "Slammed." All the guys get up from the tables. Those who make mistakes will sit down. As a result, only those children who will be the most attentive and know how to use the rules will remain standing.
The teacher reads the words, and players should clap their hands if the word has a prefix.
Arrived, flying, out the window, along the path, ran, screeched, at our Masha, at Masha, got exhausted, wound up, rested, ordered, with me, diligent, beautiful, communed, communion, boletus, under the aspen, sucked, covered, covered , concealer, bedspread, at the trough, covered, covered, doormat, lieutenant colonel.
You can “reward” the remaining children by putting excellent marks in the magazine.
Interesting, fun and unusual held at the Russian language relay class. The class is divided into three teams, it is best to do it in rows. The board is also divided into three parts - each team is allocated one third. On the table are cards with words so that the words themselves are not visible. The guys ran out to the table one by one, take any card and read what was written. If a word with a prefix comes across - it is written in one column, if it is a phrase with a preposition - in another.
The team that will most quickly cope with the task will win. But here the second condition also applies: all words must be spelled correctly and be in their own column. If a team finishes work first, it is awarded 20 points, for the second place - 15, and for the third - 10. For each mistake one point should be selected. After calculating the errors and the remaining points, you can calculate the winning team. How to reward its participants - the teacher decides. But usually, recognition itself is enough for children. And losers can be forced to crow or pull themselves by the ear to the music.
Such games arouse in children an interest in knowledge, because excitement, a thirst for victory is the strongest feeling. All the more easy is the consolidation of skills because the children have a specific goal - to win the game with their comrades. This is not some illusory task - to learn to write correctly in order to be considered a cultural person. Therefore, you must play Russian language lessons!