Participles and verbal adjectives. What is a verbal adjective: meaning and spelling

Very often in Russian, participles turn into adjectives (they are called verbal adjectives).

Moreover, if these are passive participles of the past tense, then we must take into account that when they turn into adjectives, their spelling changes. Choice nn or n often depends on what part of speech the verb is: a participle or an adjective. And vice versa, if we know how many n in a verbal word ( nn or n), you can determine what part of speech it is.

Signs by which you can determine a part of speech (verbal adjective or participle):

1) Verbal adjectives are formed only from imperfective verbs: boiled milk from boil, burnt cork from burn.

But there are a number of verbal exception adjectives: made, affected, seen, desired, arrogant, minted, cursed, slow, sacred, unprecedented, unheard of, unexpected, unexpected, accidental, counted, watchful eye.

If the form is formed from a perfective verb, then this is a participle: solved problem from solve, abandoned things from throw. Exceptions: smart, named - with one n.

2) For verbal adjectives no consoles: fried cutlet, confusing answer. If the prefix not- is added to an adjective, then it remains an adjective and is written with one n: slaked lime - quicklime; ironed linen - unironed linen.

Participles can have prefixes: fried meat, confused traces.

3) For verbal adjectives no dependent words: dried mushrooms, sauerkraut. Participles can have dependent words: dried in the sun mushrooms, pickled for the winter cabbage.

4) Verbal words on -ovanny, -evanny- adjectives, they are always written with two n (pressed, uprooted).

Adjectives forged, chewed, are written with one n, since -s And -ev are included in the root, as we are convinced of by analyzing the words according to their composition.

Hence, if we are considering a form formed from a verb that does not have a prefix or dependent word, then before deciding whether it is a participle or an adjective, we must determine the type of verb from which this form is formed.

It is useful to compare the mixed forms:

oil(paints) is an adjective formed from the noun oil using the suffix -yan;

oily(pancake) is a verbal adjective formed from the verb oil; oiled (apron) - a participle formed from the verb to oil.

IN short adjectives as many n are retained as were in full ones, and short passive participles always written with one n.

Exercises for training:

1. Turn adjectives into participles by adding dependent words or prefixes.

Pickled apples, salty fish, wounded bird, quilted jacket, confused answer.

2. Turn participles into adjectives.

Cabbage pickled in a barrel, a whitewashed ceiling, melted butter, a paved street, an overloaded car, potatoes fried in oil.

3. Form from these verbs verbal adjectives or participles, choose nouns for them.

Praise, decide, mow, deprive, let go, captivate, sharpen, weave.

4. Turn adjectives into participles, and participles into adjectives:

a sawn log is sawn sugar, a forged sword is chained.

A woven tablecloth, a knitted scarf, an etched wolf, a mended sleeve, an untrodden path.

5. Form full and short participles from adjectives, select nouns for them: broken line - broken pencil, broken toy.

Frozen fish, boiled egg, sowed grass, a confused story, an unironed shirt.

6. Explain the spelling of N and NN.

a) Cleared path, cleaned boots, cleaned shoes today, unpeeled potatoes, uncleaned shoes.

b) Painted floors, painted walls, unpainted tables, white-painted windows, painted shelves.

c) Dinner party, student called, uninvited guest, guests invited to dinner.

7. Insert H or NN.

1) Bunches of dried herbs, bundles of wrinkled roots and kitchen utensils hung on the walls (K. Paustovsky).

2) The patched cab driver's coats with tin plates sparkled in the eyes (K. Paustovsky).

3) Our brigade entered a Turkish village abandoned...by its inhabitants, ravaged and half-burned out (V. Garshin).

4) On large tables without tablecloths they placed several wooden, beautiful and golden bowls with liquid wheat porridge (V. Garshin).

5) At this strange hour of the bright and dim... oh autumn night, the desolate park seemed sad and mysterious, like an abandoned cemetery (A. Kuprin).

6) The walls, painted with oil... paint, grabbed... with dirty fingers, turned yellow (K. Paustovsky).

7) They were overtaken by a man in a ragged coat and a straw hat (A.N. Tolstoy).

8) On an empty street a strange figure of a frightened man appeared (A.N. Tolstoy).

9) The palaces looked into the Neva with their empty windows... (A.N. Tolstoy).

10) He was lying in someone's sheep's coat, surrounded by a whole crowd of people (A. Kuprin).

11) The army melted like tin soldiers thrown into an oven (A.N. Tolstoy).

12) The walls are whitewashed with lime, and the bottoms are painted with brown oil paint (A. Kuprin).

Source:

• pack-me.ru - “Transition of participles into adjectives.”

Additional sources:

• rosental.virtbox.ru - § 52 “Spelling N and НН in participles and verbal adjectives” in the “Handbook of Spelling and Stylistics”, ed. D.E. Rosenthal (1997);
• traktat.com - “Spelling N and NN in participles and verbal adjectives”;
• hi-edu.ru - “N and НН in participles and verbal adjectives.”

Additionally on the site:

You will need

• Text with participles and adjectives;
• Knowledge of the rules for forming participles;
• Knowledge of the similarities and differences in both parts of speech;
• Knowledge of formations of adjectival adjectives;
• Knowing the exceptions to the rules.

Instructions

A part of speech that denotes a property, accessory or attribute of another part of speech - a noun, but is not connected with it by any process. An adjective is a part of speech dependent on a noun, therefore it inherits all its characteristics. This means that it has three genders: masculine, feminine and neuter, numbers: singular and plural, and also changes according to the noun to which it refers. The adjective answers the question “which?” or “whose?”

« Oil paint"(R.p.)

“An oiled pancake” (TV.p.)
4. Also, a participle can have a short form like an adjective. For example: “made” (from “made”) – participle, “light” from “light”.
5. As members of a sentence, participle and adjective are .

Differences between participles and adjectives
Now, using an example, let’s look at participles from adjectives, which characterize the presence of verb features in them (participles):
1. The perfect form is “running”, “running” is the imperfect form.
2. Reflexive form – “rotating”, “rotating” – non-reversible form.
3. Time – “running” (present time), “running” (past time).
4. Active or passive meaning tearing a shirt, tearing a shirt.
5. Transitivity: a reading person reading a book.
There are adjectives formed from participles. They are called verbal adjectives or adjectival adjectives.

Such adjectives are formed for the following reasons:
The emergence of a new meaning for the subject of action, for example, “driving force”;

The occurrence of a word that is a participle figurative meaning, for example “brilliant performance”;

If the participle denoted the intended purpose of performing some action and became a constant accompanying word for a noun, for example, “condensed milk.” Please note that in this example even the spelling of the word changes, because... in the case of a participle, it would be correct to write “condensed”;

If the participle is the ability of an object to be subject to any influence, for example, “indeclinable adjective.”

You can easily distinguish a participle from an adjective in a simple way. Try inserting a word in a sentence after the intended participle or adjective that matches its meaning. For example, in the sentence “We saw birds flying,” you can insert the word “across the sky” that has the appropriate meaning. “We saw birds flying across the sky.” The word “flying” in this case is a participle.
In the sentence “She approached us with a flying gait,” we cannot insert a suitable word for the word “flying,” because this is an adjective and is directly dependent on the noun “gait”

The second way to distinguish an adjective from a participle is quite difficult, because is based on knowledge of the formation of participles and adjectives. In most cases, participles have a double "n" in their suffix, unlike adjectives, but there are exceptions to both of these rules that you need to know.

Video on the topic

Helpful advice

Currently, there are many software products in the form of grammatical dictionaries that allow you to check your spelling, as well as parse a sentence into parts of speech and identify both participles and adjectives.

In order to find participle among other parts of speech, you need to know what distinguishes it from them. Firstly, this special shape verb denoting the attribute of an object by action. Secondly, it has the characteristics of a verb and an adjective.

You will need

• 1. Words
• 2. Participles

Instructions

Look what it has given word. If these are real present participles, then you will encounter –ush-, -yush-, -ash-, -yash. For example, issuing. If these are present passive participles, then these are the suffixes -em-, -im-. For example, produced.

Correctly identify active past participles. They are characterized by the suffixes –vsh-, -sh-. For example, the one who read, who brought. For past passives, the characters are the suffixes –nn-, -t-, -enn-. For example, drawn, offended, sung.

Sources:

• “Modern Russian language”, Beloshapkova V.A. 1989.

Participles and participles, as well as participial and gerund phrases, perform in a sentence different functions, play different roles. They also have pronounced morphological differences.

Instructions

Participle(turnover) necessarily refers to the word being defined - a noun or pronoun, depends on it, changes in numbers, genders and, has a full and - some - short form.
For example: smiling person; us, who have signed this document, ...
Other nominal parts of speech can also act as a defined word if they are in the meaning of a noun.
For example: tidy dining room; “154th”, who asked for boarding, ... (o). The gerund or participial phrase refers only to the predicate verb and denotes an additional action with the main action expressed by the verb. Unlike the participle, the gerund is an unchangeable word form.
For example: lying motionless; froze standing in the wind.

Participle and the functions of definition - single or widespread, agreed or inconsistent, isolated or not isolated.
For example: Those who had calmed down silently and obediently dropped the yellow ones.
Participles in short form are used only as a nominal part of a compound predicate.
For example: The hair is silvered with early gray hair. The participle and participial phrase act as different circumstances.
Paler, the dawn subsides (I. Nikitin).

Formal features distinguishing participles and participles, are suffixes.
IN school classes all information about suffixes is summarized in tables that are posted on. For convenience, they can be written down, for example, on the cover of a notebook.
Derivative suffixes of active participles: -ush-(-yush-), -ash-(-yash); -vsh-, -sh-; passive: - om-(-eat-), -im-; -enn-, -nn-, -t-.
Derivational suffixes of imperfect and perfect gerunds: -a-, -ya-, -uchi-, -yuchi-, -v-, -louse-, -shi-.

A participle is a special verb form that has both the properties of a verb and an adjective. From the verb, the participle has aspect, transitivity, reflexivity and voice, and from the adjective - change in cases, numbers and genders, as well as agreement with the noun. A participle, like an adjective, denotes a characteristic of an object.

noun and agrees with it in gender, number and case. For example: “boiling stream - boiling stream - boiling stream - boiling streams; boiling lava, boiling milk."

Types and methods of forming participles

Lexical meaning - a sign of an object by action - consists of the grammatical features of this part of speech. For example: “singing birds” (those that are singing now), “singing birds” (those that sang in the past), “the issue under discussion” (the one that someone is discussing now), “the issue under discussion” (the one which has already been discussed).

Accordingly, there are 4 forms of participles: active present and past tense, passive present and past tense.

The first group of participles (actual present tense) are formed from the present tense stem using the suffixes -ush- (-yush-), -ash- (-yash-). The choice of suffix depends on the verb. For example: “cry-ut - cry-ush-y”, “kol-yut - kol-yush-y” - I conjugation; “lech-at – lech-ash-y”, “kle-yat – kle-yash-y” – II conjugation.

Active participles in the past tense are formed from the infinitive by replacing the suffixes –т, -ти with the suffixes –вш-, -ш-. For example: “run - run - run”, “carry - carry”.

Present passive participles are formed from verbs in the present tense using the suffixes –em- (I conjugation) and –im- (II conjugation): “cherish-em – cherish-em-yy”, “kran-im – stored” -im."

Passive past participles are formed from the stem of the indefinite form of the verb using the suffix –nn-, if the verbs end in –att, -et. Verbs ending in –it receive the suffix –enn-, just like verbs ending in –ti, -ch, and verbs ending in –ot, -ut-, -ity- receive the suffix –t-. For example: “write - write-nn-y”, “capture - captured-nn-y”, “save - save-y”, “forget- forget-y”.

Short participles, like short adjectives, are the nominal part of a compound nominal predicate in a sentence.

Passive participles have a short form with truncated ones: -а, -о, -ы. For example: “sent, sent-a, sent-o, sent-s.”

I'm trying to create something like reference summary for those who find it difficult to determine the part of speech and, accordingly, are confused in the spelling of participles and verbal adjectives.

Questions, clarifications and attempts to round up will be welcome.

Participles differ from adjectives not only in the presence of verb features, but also in their meaning.

Adjectives denote permanent characteristics objects, and participles - signs that develop over time.

For example: red (generally red) - blushing, blushing (becoming, becoming red over some time); old (generally old) - aging, aged (becoming old over a period of time).

Offtopic

Participles can lose their meaning and attributes of the verb and turn into adjectives. In this case, the participle already denotes a constant attribute of an object (loses the category of time), loses the ability to have subordinate (dependent) words with it, to control nouns: an out-of-tune piano, a defiant look, an aspiring poet, a brilliant answer.

For example: He also liked Titus Nikonich... loved by everyone (participle) and loving everyone. (I. Goncharov)

When she played my favorite (adjective) pieces on the piano... I listened with pleasure. (A. Chekhov).

Passive participles most easily transform into adjectives: restrained character, high spirits, strained relationship, confused look.

Participles are used mainly in bookish speech styles and are almost never found in everyday speech.

To differentiate between a participle and an adjective, you first need to remember one simple thing:

The participle can be replaced by a phrase with the verb from which it is formed.

For example, a built house is a house that is built;

Offtopic

The sacrament may have dependent word.

For example: eyes shining (from what?) with joy - communion.

and an adjective can be replaced by another adjective.

For example:

eyes shining (participle) with joy - replace: eyes that shine + there is a dependent word “with joy”

brilliant (adjective) performances - replace: amazing performances, wonderful performances, excellent performances.

Offtopic

The terms are always adjectives (typewriter);

The particle does NOT reduce verbosity, so the word is used as an adjective (inappropriate conditions - adjective);

Participles on – shiy often turn into adjectives (the past year is an adjective).

How to distinguish unloved from unloved?

Participle - if there is a dependent word + the form is formed from an imperfective verb, i.e. answering the question “what to do?”

For example:

not loved (derived from the verb - “what to do?” - “to love”, non-natural form) by a child (< - это зависимое слово) игрушки.

Let's repeat and clarify:

If a word can be replaced by a verb without changing the essence phrases, and substitute dependent word in the instrumental case, then this is a participle

(exquisite reserves - to find reserves, exquisite (by whom?) reserves by the chief);

If I may replace with another adjective, apply degrees of comparison or form an adverb from a word with –O, then it's an adjective

(refined manners– noble manners, extremely refined manners, exquisitely);

In every doubtful case, experiment with synonyms or try to form a verb form, add a dependent word and over time the distinction will become easier.

Letters Н and НН in verbal adjectives and participles

One letter H written in adjectives with suffixes -n-, -en-, formed from imperfective verbs without a prefix:

For example: loaded (one “n”, because the word is formed from the verb “load” without a prefix, an imperfective verb, because it answers the question “what to do?”) machine, knitted (one “n”, because it is formed from the verb “knit” without a prefix) sweater.

Adjectives here do not have dependent words. If no dependent word is added, you have an adjective.

Two letters HH are written:

A) in participles, as well as verbal adjectives formed from perfective verbs, with and without prefixes:

salted butter, broken things (participles);

an absent-minded person (an adjective formed from the verb “scatter” of the perfect form, answering the question “what to do?”), a desperate step (an adjective formed from the verb “to despair” of the perfect form, answering the question “what to do?”)

Exceptions: smart boy, sworn brother;

b) in participles with a dependent word:

loaded with (what?) bricks, crocheted (with what?);

And if diligent J. explains to me in her own words in the comments why “loaded car” is spelled with one “n”, and “car loaded with bricks” with two, then she will receive a bun.

c) We memorize (read: cram, so that forever and ever) exception adjectives: unprecedented, unheard of, unexpected, unforeseen, desired, sacred, accidental, minted (step), done (look), cutesy, slow;

d) in adjectives formed from passive participles -ovanny, -ovanny: rhymed, qualified, uprooted (exceptions: forged, chewed).

They saw “ovanny, yovanny” - they wrote two “n”

3. IN short participles one letter N is written,

in short verbal adjectives two letters N are written.

To distinguish the short form of a participle from the short form of an adjective in a sentence, you can use the same principles as to distinguish the long form.

a) if it is possible to replace the short form with a synonym in the short form, you have an adjective.

Their views are very limited (i.e. narrow, narrow-minded - short adjective);

b) if we see a dependent word, we have a participle in front of us.

The interests of the Oblomovites were limited to a narrow circle of everyday concerns (limited (by what?) to a narrow circle of concerns - short communion).

Subject: Russian language

Class: 7

Shatskova Tatyana Viktorovna

Municipal educational institution secondary school No. 43 in Volgograd

Interactive whiteboard Smart Board

Topic: “Communion as a part of speech.”

Lesson topic: “Difference between participles and verbal adjectives.

Spelling of one and two letters n in participles and verbs

adjectives."

№ lessons in topic: 18

The lesson on the application of knowledge, skills and abilities is aimed at the general education class.

Lesson objectives: repetition and testing of students’ knowledge on this topic;

identifying the depth of understanding of the topic and the degree of strength of everything learned in previous lessons; development of spelling skills and skills to compare, generalize, specify.

Speech development: compiling a coherent story on a linguistic topic; work on spelling standards.

Repetition: vowels before one and two n in passive participles; Punctuation marks for participial phrases.

Lesson objectives: establish the level of students’ mastery of theoretical knowledge on this topic, which helps the development of spelling vigilance; develop skills in working with Smart Board.

Lesson structure:

I. Organizational moment.

II. Checking homework.

III. Communicate the topic and objectives of the lesson.

IV. Activation of the covered material.

V. Generalization of theoretical material.

VI. Training exercises on the ability to distinguish participles and verbal adjectives.

VII. Control of acquired knowledge.

VIII. Homework.

IX. Reflection.

During the classes.

I. Organizational moment.

The teacher welcomes students and notes those who are absent. Readiness for the lesson is checked.

II. Checking homework.

From these verbs, form and write active and passive past participles. Highlight the suffixes in the participles and indicate the conditions for choosing the spelling to be studied.

Prop...to, lock up, pay...to, grow...and...ti, water, re...dit,

loosen, to... shoot, fence..., mow... down, sow, involve(?), and... drown,

understand, raise, begin.

Three students are working at the board.

The first writes down words with gaps, graphically explaining the inserted spellings.

The second one writes the active past participles formed from these verbs.

The third one writes down passive past participles formed from the same verbs.

At this time, the class works orally, answering questions:

What spellings were found in this exercise?

What suffixes are used to form active and passive participles? (-ush-(-yush), -ash-(-box), -vsh-, -sh-, -eat- (-om-), -im-, -nn-, -enn-(yonn),- T)

From which verb did you not form a passive participle? Why?

(From the verb to go of a non-obvious type).

Then the task that was completed on the board is checked.

Pay attention to the pronunciation of the following participles . Fig.1 (Appendix 2)

Fig.1

III. Communicate the topic and objectives of the lesson.

The topic of today's lesson is “The difference between participles and verbal adjectives. Spelling of one and two letters n in participles and verbal adjectives.” Fig.2 (Appendix 2)

Communicate lesson objectives.

Fig.2

IV. Activation of the covered material.

1. Syntactic five-minute. Fig.3 (Appendix 2)

Repetition of punctuation marks in participial phrases; ability to use participles oral speech, make diagrams.

Assignment: remake the sentence by inserting a participle into each part

turnover; then write down the sentence, diagram it, and graphically explain the punctuation marks.

The forest caught fire and choking smoke began to rise into the sky.

One student, using an electronic pen, writes down a sentence he has composed on the interactive whiteboard.

Use the pen to highlight grammatical basis proposal, draws up its outline. All other students complete the task on the spot.

Then comes the check.

Fig.3

2. Spelling work. Fig.4 (Appendix 2)

Repetition of the spelling “Vowels before one and two n in passive participles.” Working with spelling norms.

Task: insert the missing letters indicating the spelling check method.

Looked through...album, delayed at work, filled to the top, weighed goods, stained with dirt, strewn field, sealed tooth, revealed material, invented device, listened to a course of lectures, heard a fairy tale once.

The red letter objects use the multiple cloning utility. The student working at the board selects the desired letter and inserts it into the words; draws a conclusion.

Orthoepic work with the word sealed. The lexical meaning of the word is determined and a phrase is composed with it.

Other students locally analyze words by composition:

Option 1 - stirred,

Option 2 - thoughtful.

The words are then written down on the interactive board by other students. Using different colors using an electronic pen, students identify morphemes in words.

Fig.4

V. Repetition of theoretical knowledge necessary for the formation of skills on this topic.

Frontal conversation.

Name the characteristics of an adjective in a participle.

How do active participles differ from passive participles?

What participles are not formed from perfective verbs?

(Active present participles; present passive participles.)

What verbs cannot form passive participles?

Tell us about the spelling of n and nn in adjectives formed from nouns.

How to distinguish a participle from a verbal adjective? Fig.5

In what cases are one and two letters n written in participles and verbal adjectives? Remember the words - exceptions. Fig.6

Students must answer each of the questions in the form of a story on a linguistic topic. Exception words are written down in a notebook and placed in a frame.

As students answer, the teacher lowers the curtain “Move the curtain to see the answer,” which covers the tables on this topic. Fig.5,6 (Appendix 2)

The tables are prepared in advance by the teacher.

Fig.5

Fig.6

VI. Next group exercises are aimed at identifying by students the degree of mastery of this topic, the level of formation of spelling skills of one and two letters n in participles and verbal adjectives; ability to distinguish between these parts of speech.

1. Fig.7 (Appendix 2) Assignment: distribute the phrases into two columns (n ​​or nn); Based on this, determine the part of speech (participle or verbal adjective).

A wounded fighter is a wounded soldier, sowing grain is sowing flour,

cut... boy - hair cut to zero - cut head,

distilled water, lined notebook, burnt coffee - a burnt letter.

Students perform the exercise on the spot, distributing phrases into two columns, inserting the missing letters. The degree of mastery of the topic, the ability to write one and two n in adjectives and participles, and distinguish between these parts of speech are checked.

Fig.7

Students complete this task in their notebooks. This is followed by mutual verification. Children exchange works and compare notes in notebooks with correct spelling, which appears on the cloned interactive whiteboard slide. Fig.8 (Appendix 2). Next, conclusions are drawn.

Fig.8

2. Insert the missing letters and explain your choice. Fig.9 (Appendix 2)

Find the phrases: adverb + noun, adj + noun, in which the main word is a noun.

A frightened horse, slaked lime, an unextinguished fire, a woven carpet, smoked sausage, a woven tablecloth, an asphalt road, forged ...sword, tarnished reputation.

The student working at the interactive whiteboard needs to insert the missing letters and explain his choice; identify parts of speech.

In objects of red color (parts of speech) and in objects - letters Green colour The multiple cloning utility was used. The student selects the desired part of speech and letter (n and nn) and enters it into the text. A conclusion is made about the structure of phrases, their type is determined ( subordinating phrases). The teacher monitors the work of the class.

Orthoepic work is being carried out with the word asphalted. Its lexical meaning is clarified and a phrase is composed with it.

Fig.9

3 . Speech development exercises:

3.1. "Restore the proverb." Fig. 10 (Appendix 2)

Assignment: complete the sentence and write what they are talking about:

Not well cut... (but well sewn).

A shot sparrow... (you can't fool it on chaff).

Scared crow... (afraid of the bush).

A fault confessed is half redressed).

Hidden text technique is used, the correct answers are hidden behind a curtain.

This is followed by a self-test. “Move the curtain and you will see the answer.” The meaning of proverbs is voiced. Students tell in what situations these proverbs can be used; explain the underlined spellings and punctograms.

Rice. 10

3.2. Determine the meaning of the metaphor. Fig.11 (Appendix 2)

Make up a sentence using this phrase (tarnished reputation).

Hidden text technique is used. Students work in the field.

Fig.11

The task is checked orally. The meaning of the metaphor tarnished reputation (damaged reputation) is clarified. Fig. 12 (Appendix 2). One of the students lowers the curtain to find out the correct answer. Students read out the sentences they have written.

Fig.12

4. Gymnastics for the eyes.

Goal: relieving visual fatigue.

1. Vertical eye movements up and down.

2. Horizontal right - left.

3. Rotate your eyes clockwise and counterclockwise.

4. Using your eyes, draw the curve shown on the board several times, first in one direction and then in the other.

VII. Independent application of knowledge and skills. Fig.13 (Appendix 2)

1. Independent work according to options with subsequent verification. Notes are made on the board using markers. Practicing the ability to form adjectives and participles from given verbs.

Why do only participles form from the verb buy?

(This is a perfective verb.)

Fig.13

2. Test on the topic “Difference between participles and verbal adjectives.

One and two letters n in participles and verbal adjectives.”

This test makes it possible to analyze the level of students’ knowledge on this topic and practice spelling skills n and nn in participles and adjectives, and the ability to distinguish between these parts of speech. Students must choose the correct answers from the given options. Then work

are submitted for verification. Fig.14 (Appendix 2)

Fig.14

Fig.14

3. After passing the work, the test is checked in order to emphasize students' attention to spellings related to this topic. Check “on the chain” with an explanation of your choice.

Screen dimming is used.

Students comment, and the teacher works with the interactive whiteboard, sequentially opening the curtain. Fig.15 (Appendix 2)

Fig.15

Fig.15

VIII. Creative homework. Fig.16 (Appendix 2)

Check - in the next lesson.

Fig.16

Exercise 124.

Assignment: when copying, insert the missing commas and replace the indefinite form of the verb with full or short passive participles. Explain the use of n and nn in suffixes.

Write a sequel to journalistic style, using participles and verbal adjectives, explaining how to behave in public places.

There are quite a few guys who consider it possible to run out of the house in a (crumpled) cap... or hat... with (unfolded) dangling ears. They always (tear off) the strap, there (not) enough buttons, they haven’t (cleaned) their shoes since the very day they were bought. There are (...)those who believe that littering is prohibited only in rooms, but on buses and trolleybuses, on the streets (without) thinking they throw (crumple) ice cream wrappers, peel (peel) oranges, cores (eat) apples.

IΧ. Reflection.

Goal: to promote the formation and development of the ability to analyze one’s own activities

The teacher suggests assessing the degree of achievement of the goal at the beginning of the lesson by each student, analyzing psychological condition on three levels.

Fig.17 (Appendix 2)

Fig.17

Children carry out final self-assessment.

Questions are asked to encourage students to analyze their activities in the lesson:

How this lesson was it useful for you?

What knowledge gaps did it help fill?

What would you like to do in your next lesson?

How would you like to work?

Do you consider your participation in the lesson sufficient to achieve the goal?

Children answer questions, thereby summing up the work in the lesson, analyzing their activities in this lesson.

The teacher thanks the students for their work and gives grades.

A slide is projected onto the interactive whiteboard. Fig.18 (Appendix 2)

Fig.18

Both participle forms and verbal adjectives can be formed from the same verb. If suffixes of different sound (letter) composition are used to form participles and adjectives, it is not difficult to distinguish them: from the verb burn using a suffix -box- a participle is formed burning, and using the suffix -yuch-- adjective combustible. If both participles and adjectives are formed using suffixes that have the same sound (letter) composition (for example, -enn- or -them-), it is more difficult to distinguish them.

However, there are differences between participles and adjectives in this case as well.

1. Participles denote a temporary attribute of an object associated with its participation (active or passive) in an action, and adjectives denote a permanent attribute of an object (for example, “arising as a result of an action,” “able to participate in an action”), cf.:

She was raised in strict rules (=She was raised with strict rules) - participle;

She was brought up, educated (=She was well-mannered and educated).

2. The word in full form with the suffix - n-(-nn-), -en-(-enn)- is a verbal adjective if it is formed from the verb NSV and has no dependent words, and is a participle if it is formed from the verb SV and/or has dependent words, cf.:

unmown meadows(adjective),

unmown meadows(participle, because there is a dependent word),

mown meadows(participle, because SV).

3. Since only transitive verbs of the NSV can have present passive participles, words with suffixes - im-, -eat- are adjectives if they are formed from a verb SV or an intransitive verb:

waterproof boots get wet intransitive in the meaning “to let water through”),

invincible army(adjective, because verb win SV).

Morphological analysis of the participle

There are several ways morphological analysis participles, depending on whether the participle is considered a verb form or independent part speech.

Analyzing the participle as a form of a verb, it is logical to describe all signs related specifically to the participle as unstable; Thus, the inconstant signs must include the following: in the form of participle, present / past tense, active / passive voice, full/short form (for passive), gender, number, case (for complete).

However, in all school textbooks, including those that describe the participle as a special form of the verb (complex 3, previous editions of complex 1), a scheme for parsing the participle is provided, corresponding to the understanding of the participle as an independent part of speech. If we consider the participle as an independent part of speech, then the active and passive participles of the present and past tenses will be separate words, and not forms of the same word. So, reading, read, readable And read will be recognized as 4 independent words. Based on this logic, the following scheme for parsing the participle is proposed:

1. Communion. Initial form - I. p. male. kind of units numbers.

2. Morphological characteristics:

a) constant:

Returnability,

active/passive,

b) non-permanent: in the form of a participle

Full / short (passive only),

Genus (singular number),

Case (for complete ones).

3. Syntactic role in the sentence.

This is exactly the scheme proposed in complex 3; in complex 1 the scheme is similar minus the recurrence feature. In complex 2, for some reason, the full/short form is also included in the category of constant features.

Let's bring parsing sample participles as a form of a verb and as an independent part of speech.

A revolving glass door with brass steamer rails ushered him into a large pink marble lobby. The grounded elevator housed an information desk. Laughing looked out from there woman's face

(I. Ilf and E. Petrov).

Analysis of the participle as a verb form:

rotating- verb, beginning form spin;

fast. signs: non-transition, return, NSV, II reference. (excl.);

synth. role: definition.

grounded- verb, beginning form ground;

fast. signs: transition, non-return, NE, II reference;

non-post signs: in the form of a participle, suffer., past. time, full uniform, male kind, units numbers, P. p.;

synth. role: definition.

laughing- verb, beginning form laugh;

fast. signs: non-transition, return, NSV, I spr;

non-post signs: in the form of a participle, actual, present. time, women kind, units numbers, I. p.;

synth. role: definition.

Analysis of the participle as an independent part of speech:

rotating- prib., beg. form spinning;

fast. signs: return, NSV, real, present time;

synth. role: definition.

grounded- prib., beg. form grounded;

fast. signs: irrevocable, SV, passive, past. time;

non-post signs: fully uniform, husband kind, units number, P. p.;

synth. role: definition.

laughing- prib., beg. form laughing;

fast. signs: returned, NSV, valid, present. time;

non-post signs: for women kind, units number, I. p.;

synth. role: definition.

Participle

Like the participle, the gerund can be considered as an independent part of speech (complex 2 and the latest editions of complex 1) or as a special form of the verb (complex 3 and previous editions of complex 1). We proceed from the understanding of the participle as a verbal form.

Participle is a special form of the verb that has the following characteristics:

1. Indicates an additional action, answers questions doing what? or having done what?

2-3. It has grammatical features verbs and adverbs.

The signs of a verb include the form ( reading- NSV, after reading- NE), transitivity ( while reading a book- transitional, sitting on a chair- intransitive) and reflexivity ( washing- non-refundable, washing my face- return). In addition, the gerund is characterized by the same control as other verb forms: reading / read / read / reading a book, But book reading.

Adverbial signs of gerunds include immutability (gerunds do not have morphological features mood, tense, person, gender, number, characteristic of the conjugated forms of the verb, and are not declined, unlike participles); syntactic function participles - circumstance; In a sentence, the gerund depends on the verb.

Imperfect participles answer the question doing what? and denote an action that is simultaneous with another action (for example, with the one indicated by the predicate): Standing on a stool, he took books from the top shelf.

NSV gerunds are formed from NSV verbs from the present tense stem using a formative suffix -and I).

At the verb be The participle is formed using the suffix - teach from the stem of the future tense: be-learn. The same suffix is ​​used to form stylistically colored variant forms of gerunds in some other verbs: game-i - game-yuchi.

Not all NSV verbs have imperfective participles; Thus, the NSV gerunds are not formed:

From verbs to -whose: bake - *baking (oven);

From verbs to -no: wither - *withering,;

From some sibilant verbs based on the present tense: write, write - *writing, lick - *licking(but adverb lying down);

From verbs with a present tense stem consisting only of consonants, and derivatives from them: drink, drink (pj-ut) -*drinking.

At the verb give The participle is formed from a special stem: Giving (let's go).

Perfect participles answer the question what did you do? and denote the action that preceded the action of the main verb: Standing on a stool, he took out a book from the top shelf.

SV gerunds are formed from SV verbs from the past tense stem using suffixes

-V from verbs with a stem to a vowel: done-in,

-lice from reflexive verbs with a vowel base (or outdated, stylistically non-neutral gerunds such as having seen, having looked etc.): mind the lice,

-shi from verbs with a stem to a consonant: baked-shi.

Some verbs have variable forms of the gerund participle SV: one is formed according to the scheme described above, the other by adding the suffix - and I) to the base of the future tense: frown - lice - frown - I - frown.

Verbs read, gain do not have an educated in a standard way gerunds, instead of which gerunds are used I read it, I found it, formed from the stem of the simple future tense using the suffix - I.

Bi-aspect verbs may have two gerunds, formed according to the rules for the formation of gerunds NSV and SV, for example:

promise: I promise - NSV, promise-in- NE,

marry: Zhenya - NSV, marry-in- NE.

The gerund must indicate the action of the object (person) that is named as the subject, and this object (person) must be the subject of two actions - named in the predicate and in the gerund. If these requirements are not met, incorrect sentences like

*I got a headache when I left the house(gerunds and the conjugated form of the verb denote the actions of different subjects).

*Lost, the puppy was soon found by his owners(the noun in the subject is the subject of the action, called the gerund, and the object of the action, called the predicate).

A gerund can name an additional action related to the main member one-part sentence, as well as to other members of the sentence expressed by an infinitive, participle or other gerund. The sentence is constructed correctly if the additional and main action have the same subject. For example: When crossing the street, you should look around.