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

In Russian, the participle can turn into verbal adjective due to the weakening of the properties of the verb. In other words, the sacrament gradually loses its temporary properties and acquires permanent qualities. Accordingly, the spelling changes "nn" in participles and verbal adjectives. It is important to know that participles are written with double " nn", in addition to the words: smart, named, and in adjectives - one "n" except for the words: unexpected, unexpected, unseen, desired and others.

Properties of parts of speech

In order to distinguish between a passive participle and a verbal adjective, you need to know their properties. Properties of participle and adjective:

The adjective is characterized by two more features:

1. It can be included in a number of homogeneous members (well-mannered and shy).
2. It may have figurative meaning(lost look).

Participle and verbal adjective

The participle has its own specific affixes used for formation. For example, chlorine is not a participle, because the verb “chlorine” does not exist, unexpected is not a participle due to the fact that the word “unexpected” does not exist in the language.

To distinguish between these two categories you need:

Thus, if a word corresponds to at least one of the above points, it is a participle, which means you need to write " nn"; if the word does not correspond to any point, then these are verbal adjectives (“ n" And " nn" in which cases to write, we have already found out), you need to write one letter. If it is necessary to determine the part of the written word, a word with two letters will be a participle, but one with one will not.

Dependence on semantic meaning

As for the suffixes of the analyzed parts of speech, the spelling of verbal adjectives should be noted. For example, words such as butter pancakes and oil paint. Here we differentiate between participles and adjectives not according to the rule, but in accordance with the meaning. In the first phrase it is a verbal adjective formed from the verb “oil”, and in the second it is an adjective formed from the noun “butter”. And in the phrase, for example, “butter pancakes in the morning” oiled- participle. In other words, when a word is used to mean “made of oil or powered by oil,” it is written with the suffix -yan. If it means “soaked in oil,” then the suffix is ​​-en.

The word wounded has two spellings. For example, in the sentence “Remaining wounded, he has already begun preparing for the campaign” in the word wounded - doubled "nn", although there is no prefix and no dependent word, is formed from the verb “to wound” of the imperfect form, the word does not end in -ovanny, -evanny. Doubled "nn" is explained by the fact that the word carries a verbal meaning, that is, it denotes a temporary sign and is a participle. A verbal adjective does not denote an action and answers the question: which? Which?

Short and long forms

Having one or two "n" in a word depends on the form: full or short. So, in short adjectives so much is written "n", how many in full. And in short participles only one is always written "n". The girl was spoiled(spoiled - short adjective, means constant sign). The boys must have been spoiled by life(spoiled - participle, denotes a temporary sign).

Suffixes of verbal adjectives have their own characteristics. It should be added that in some combinations of repeated words, such as: patched-re-patched, washed-washed, despite the presence of the prefix pere, in the second part of the combinations one is written. Combinations have the meaning of degree of quality and are classified as adjectives.

Change of lexical meaning

In cases where a participle becomes an adjective, its lexical meaning may change. For example, the participle “forgiven” in the phrase “forgiven person” means “a person who has been forgiven,” but the adjective forgiven in the phrase “ Forgiveness Sunday" takes on a different meaning and means the name of the day of the week before the great Orthodox fast.

Complex verbal adjectives “n” and “nn” like: lightly salted, smooth-bleached, freshly dyed, are written with one "n". But: g bleached, freshly painted, lightly salted written with double "n", since the second part of these words is formed from verbs with prefixes.

Noun suffixes

Nouns formed from passive participles and verbal adjectives can also be written with one "n", and with two "nn". It all depends on the stem of the word from which it is derived. For example, protege- from an adjective set, but the producing verb is put in the perfect form, so we write with two "nn". Ice cream- from participle " ice cream", but, since the producing basis freeze(what to do?) - imperfect form, then we write one "n". The same applies to the spelling of derived adverbs.

Changing a participle to an adjective

If the participle turns into an adjective, then it takes on its characteristics:

From it a simple comparative degree is formed ( surprised, more surprised).

It can be combined with words less and more ( less surprised).

He has synonyms and antonyms from adjectives ( inspired mood, that is funny- synonym, sad- antonym).

What is a verbal adjective? What is the difference between this part of speech and participles formed seemingly in the same way? What does the origin of an adjective mean for the spelling of its suffix?

In order to answer these questions, it is necessary to define the terms and what they mean.

An adjective is usually called a part of speech that denotes an independent attribute of an object. Words of this morphological group are either non-derivative (their origin is not motivated by other lexical units) or are formed from (denominative).

Participles simultaneously combine the properties of adjectives and verbs. Their role in language is to designate a feature caused by an action.

A verbal adjective is a special word that can, under certain conditions, become a participle or express an independent attribute of an object. How is this possible?

To understand this phenomenon, it should be remembered that passive participles are formed exclusively from the Action to which a certain object was subjected is complete, and now the result of this process is expressed by the participle:

• overcooked fish - overcook (sov.v.);
• painted fence - paint (owl).

The verbal adjective, reminiscent, comes from the action on which the attribute of the object is based, is not complete. Therefore, referring a specific characteristic to a process that happened to an object loses its meaning:

• knitted sweater - knit (nesov.v.);
• wicker basket - weave (nesov.v.).

Such a sign breaks the connection with the form from which the verbal adjective originated, and now the word indicates the final state of the object, without taking into account its origin: “turned pencil”, “torn shoe”, “pickled cucumbers”.

The spelling of verbal adjectives is a stumbling block of Russian orthography. The problem lies in distinguishing homonymous parts of speech.

Students do not understand why both “n” and “nn” can be written in the same word:

• ruble n oh meat;
• ruble NN meat slaughtered with an axe.

In fact, everything is very simple. By default, adjectives, with the exception of “ovanny” and “yovanny”, are written with one letter “n”. But when dependent words or prefixes appear, this part of speech becomes passive participles, in the full form of which “n” is doubled according to the rule.

• Noshe n ode dress (from the verb “to wear” is not of the same type, there are no dependent words and no prefix);
• Noshe NN the coat was given (by whom?) by grandfather (there is a dependent word);
• Zanoshe NN s trousers (from the verb “to bring in” of the Soviet type, there is a prefix).

Of course, as with any rule of the Russian language, this algorithm has its own characteristics. For example, the word “wounded”, formed from an unprefixed perfective verb, does not fit this rule.

Based on the rule governing the writing of two similar parts of speech, it is possible to completely exclude these words from the suffixes.

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;

buttery(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. From these verbs, form verbal adjectives or participles, and select 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:

Sometimes parts of speech are very similar to each other in a large number of ways. Most often, you can get confused in the definition of participles and adjectives, because both of these parts of speech are capable of answering the question “which?” and have similar meaning as a member of a sentence. In this case, it is very important to define the adjective and participle word in writing, as this allows you to most accurately express your thoughts in the text. To understand how these parts of speech differ, you need to disassemble them and find their features.

Adjective - This Part of speech, which denotes a property, accessory or sign of another part of speech, for example, a noun, without denoting a sign of any action. It is a dependent clause belonging to a noun, so in most cases it copies its features and definition. Thus, an adjective can form as many as three genders: masculine, neuter and feminine, and can have a singular or plural, and also change its case, which will depend on the main noun with which it is associated. Basically, an adjective is capable of answering the questions “which?” or “whose?”

Communion is special shape verb, which denotes the action of a noun, but represents this action in the form of a sign. It has the characteristics of both verbs and adjectives. It is capable, like an adjective, of answering the question “which?”, but the main questions in the meaning of the participle are: “what is he doing?”, “what has he done?” and “what did you do?”

What are the similarities between adjectives and participles

To determine the main differences between the two parts of speech, we can take two examples: Beautiful And decorating. First, let's identify the special features of two words.

• Both parts of speech can be declined according to gender.

Beautiful dress, beautiful color.

Decorating decor, decorating hat.

• Both parts of speech are declined according to numbers.

Beautiful dresses And decorating hats.

• Also, parts of speech are declined according to cases.

beautiful dress– R. p.

Decorating hat- TV. P.

• A participle can be in short form just like an adjective. For example, created(from created) is a participle and white(from white) is an adjective.
• As members of a sentence, both the participle and the adjective act as modifiers.

Main differences between parts of speech

Next, let's look at examples distinctive features these parts of speech, which indicate the presence of signs in the participles.

Also in the Russian language there are adjectives that are created from participles. They are called verbal adjectives, the second name is adjectivally formed.

Verbal forms occur due to:

1. The appearance of a new meaning in an object. Example – driving force .
2. The appearance of a figurative meaning in the participle. Example – brilliant performance.
3. When a participle means a description for performing some action, but then becomes a constantly accompanying meaning for a given noun. Eg, condensed milk. Look carefully, because in this case even the spelling of the word changes, since when using a participle it will be correct to write “condensed”.
4. In the case when a part of speech denotes the possibility of an object being subjected to some kind of influence. For example, an indeclinable adjective.

Determination methods

The method for identifying these parts of speech is quite easy.. To do this, you need to insert into the sentence a word after the selected participle or adjective that has a similar meaning. For example, a sentence "He found a slithering snake" can be changed to “He found a snake crawling on the ground.” The word creeping in this case will act as a participial form.

But in a sentence like “He entered the classroom at a brisk pace,” we cannot change its meaning and insert additional words, since the word fast is an adjective that is in complete dependence from the noun word - step.

The next way to distinguish two parts of speech is no longer so easy. It relies on knowledge of the formation of both participles and adjectives. In most sentences the participial word has double letter N in its suffix, and the attributive word is only one, but both of these rules have their exceptions, which should be paid special attention to.

How to find a participle in a letter

To quickly find a participle word among other parts of speech, you should clearly remember its distinctive features. Firstly, this presence of a special verb form, which denotes the attribute and quality of an object by its action. Secondly, a participial word can form two features at once, which are conveyed to him from the verb and from the adjective.

1. Immediately try to ask a question about the suspected participle word. If the word answers the questions “what?”, “what is he doing?”, “what did he do?”, then this is the part of speech that we need.
2. In order not to get lost in the meanings of words, we must not forget that participle words, unlike adjectives, have aspect, tense, and modal and transitive properties can also be applied to them. Also remember that participial words are always formed from verb words, and adjectives from nouns.
3. Check the suffix of the selected word. If this is a real passive participial word, then you will see the suffixes -ushch, -yushch, -ashch or -yashch. Eg, working. If the participle has a passive form and is in the present tense, then these are the suffixes -em or -im. For example, produced.
4. Also learn to find participial words in the past tense. There are suffixes for them - lice, - sh. Eg, eating, leaving. Passive participles in the past tense have the suffix -nn, -t, -enn. Eg, decorated, reflected, knocked down.
5. It will be useful to be able to find a short participial word among a whole sentence. Short form create passive participial words. For example, glued. It must be remembered that in short participles One letter N is always used.

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, and 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 “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.

A browsed album, delayed at work, filled to the top, weighed goods, stained with dirt, a strewn field, a 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