Adjective- an independent part of speech that denotes an attribute of an object and answers questions Which? which? which? which? whose?
For example: cold; broken.
Participle- a special form of a verb that denotes an attribute of an object by action and answers questions Which? which? which? which?
For example: broken, broken by hands.
Adjectives can be formed from nouns ( cold - cold;
glass - glass) and from verbs ( break - broken).
Adjectives formed from verbs should be distinguished from participles.
prib. p adj.
Compare: The Frenchman spoke broken Russian. - The bundle of firewood was assembled from the branches I had broken.
Basic features of distinguishing verbal adjectives and participles
Verbal adjectives do not have a prefix (except NOT) or dependent word.
adj. participle participle
Compare: painted (unpainted) floor - painted brush floor - By painted floor.
Verbal adjectives can be formed from unprefixed imperfective verbs, and participles - from unprefixed perfective verbs.
adj. participle
Compare: a worn suit is a purchased suit.
wear - unsov.v. buy - sov.v.
Words with the suffixes -ovan-/-evan- without prefixes or dependent words are verbal adjectives.
adj. prib.
Compare: a forged chest is a shod horse.
Some participles can become adjectives. To distinguish them, let's determine the lexical meaning of these words.
For example: named (Brother)- named taller brother. We select synonyms: twinned And the one named above. We see that the lexical meaning of words is different. The participle retains the connection with the verb.
Examples of verbal adjectives:
- planted father - acting as a father at a wedding;
- smart The baby is smart, understanding, and picks things up on the fly.
Pay attention to the emphasis in these words.
Bibliography
- Razumovskaya M.M., Lvova S.I. and others. Russian language. 7th grade. Textbook. - 13th ed. - M.: Bustard, 2009.
- Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. - 34th ed. - M.: Education, 2012.
- Russian language. Practice. 7th grade. Ed. S.N. Pimenova - 19th ed. - M.: Bustard, 2012.
- Lvova S.I., Lvov V.V. Russian language. 7th grade. In 3 parts - 8th ed. - M.: Mnemosyne, 2012.
- How to distinguish a participle from an adjective? ().
- Russian language in diagrams and tables. Spelling of participle suffixes ().
- Devyatova N.M.. Participles and verbal adjectives ().
- Didactic materials. Section "Communion" ().
- Formation of participles ().
Homework
Task No. 1
Sort the phrases into two columns: participle or verbal adjective.
A wounded fighter - a wounded soldier, sowing grain - sowing flour, a boy with a haircut - hair cut to zero - a shorn head , distilled water, linen notebook, burnt coffee - burnt letter.
Task No. 2. Form all verbs from each possible options participles and verbal adjectives according to the example:
adj. adj. prib. prib.
Paint:painted floor - unpainted boards - painted bench - painted
Walls - frames are not painted.
Verbs: boil, tangle, weave, dry, stew, bake, scare, fry.
Task No. 3. Say the phrases. Justify the place of stress in verbs, participles and verbal adjectives.
To spoil a child is a spoiled child; carbonate water - sparkling water; pleated skirt - pleated skirt; date a manuscript - a dated manuscript; low-cut - low-cut dress; dose a medicine - dosed medicine; block solution - blocked solution; compost a ticket - a composted ticket; disguise the entrance - disguised entrance; seal the carriage - sealed carriage; spoil a dog - spoiled dog; copy documents - copied documents; costume ball, normalized working day - normalized day; group sentences - grouped errors; install equipment - mounted equipment; form a team - a formed team; caricatured image; equip the team - equipped team.
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 in 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
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 is a special form of the 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 participial phrases, perform different functions in a sentence, 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 participle 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.
Derivational 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.”
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,” “capable of participating in an action”), cf.:
She was raised with strict rules (=She was raised with strict rules) - participle;
She was brought up, educated (=She was well-mannered and educated).
2. 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 to morphologically parse a participle, depending on whether the participle is considered a form of a verb or an independent part of 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 given that corresponds 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. The initial form is 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. A laughing woman's face looked out from there.
(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 the grammatical features of a verb and an adverb.
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.
The adverbial features of gerunds include immutability (gerunds do not have the morphological signs of mood, tense, person, gender, number, characteristic of the conjugated forms of the verb, and are not inflected, unlike participles); the syntactic function of the gerund is adverbial; 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 gerunds formed in the standard way, 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 participle 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, the result is incorrect sentences type
*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.
Hello, friends! When you are faced with the question of how to distinguish verbal adjectives from participles? First of all, when solving tasks with H and NN in an exam or lesson. Practice shows that this task is one of the most difficult. It is no coincidence that it is traditionally included in most control and measuring materials (CMMs).
Why is it so important not to make a mistake in determining the part of speech?
- The number of N in suffixes of both full and short forms will depend on what is in front of us, a participle or a verbal adjective. Thus, in the suffixes of the full passive past participle, NN is always written (suffixes -ENN- and -NN-). And in complete suffixes verbal adjectives - one N(except desired, sacred, unseen, unheard of, unexpected, unexpected).
- Remember the rules:
- “In the suffixes of short passive participles we write one N”
- “In the suffixes of short adjectives we write as many Ns as there were in the full form”
Compare: " memory of the victims of war sacred» - short form of adjective sacred and "session extendedOn» - short form of participle extended.
Why is it difficult to determine the part of speech?
Indeed, distinguishing verbal adjectives and participles can be difficult for the following reasons:
- both of these parts of speech are formed from a verb;
- both indicate a feature of an object, answer the question Which? and in a sentence are a definition;
- both are declined, that is, they change according to cases, genders and numbers;
- have a similar morphemic composition, and therefore a similar “appearance”.
That is, participles and verbal adjectives are very similar.
This means that you should remember especially well how they differ from each other.
What distinguishes a verbal adjective from a participle.
- both parts of speech are formed from a verb, BUT:
- from verbs perfect form ALWAYS formed participles
- from verbs imperfect form we get participles, if they have a dependent word(s), that is, a participial phrase.
Relatively speaking, you need to determine a) the type of the original verb, b) if the type was imperfect, look for the presence of dependent words.
Test yourself. Here is the verb FRY (what to do?) of the imperfect form. We can receive communion from him only in two ways:
- change the view by adding a prefix: (what to do?) FRY. What kind of steak? FRIED
- add at least one dependent word. FRIED (in what? in what?) steak in oil.
If you do not change the form and do not add dependent words, you can only get an adjective from the verb FRY: FRIED beefsteak.
- both parts of speech indicate the attribute of an object, BUT :
- an adjective denotes, let’s say, the morphological, distinctive characteristics of an object: height, color, weight, material, character, etc.);
- participle denotes an attribute of an object by action.
Compare. Fried, fried a steak in oil is one that has been fried, that is, this is a sign of action. Fried- This hallmark steak After all, he may be raw, fresh, beefy, tasty, tough.
So, to distinguish a verbal adjective from a participle, it is enough to follow the simple steps suggested above.
How to reason when forming the short form of adjectives and participles.
There is a little nuance or secret here, if you like. Short form answers questions what? what? what? what are they? A problem with N and NN can arise if you incorrectly determine the part of speech, because a short participle always has one H, and a short adjective has as many as its full form. Now you have a sure-fire way to determine the part of speech, BUT:
IMPORTANT!!! In the Russian language there is such a concept, a way of forming words, as the transition of one part of speech to another. That is, without changing your appearance One part of speech can perform the functions of another in a sentence. The simplest example is familiar to all of you: “Buy me ice cream", asks the daughter. Notice the word ice cream answers the question What?, which means it denotes an object (the tongue does not dare to call such a delicious thing an object) and assumes all the syntactic functions of a noun. But this is a verbal adjective: freeze – ice cream meat! Second example: communion mourners(People)? We use it more often as a noun: (who?) mourners stood on the platform.
What does this phenomenon of the Russian language have to do with our problem?
Let's take the verb EDUCATE. This is a perfective verb, which means we can safely get the participle RAISED from it (i.e. the one who was brought up).
Example. The girl, raised in unsanitary conditions, often got sick later.
But we can use this participle as an adjective. At the same time, it will retain the entire phonemic composition, including two NNs.
Example. What a well-mannered girl! Well-mannered, that is, polite, modest, tactful. Do you feel the difference?
Now, when forming a short form, we will apply our rule.
Short participle – N: The girl was raised in unsanitary conditions.
Short adjective – NN, as in full form: The girl is polite, well-mannered, tactful.
I think that now that you know how to distinguish verbal adjectives from participles and what pitfalls there are in this topic, it will be easier for you to complete practical tasks.
Remember! There is no need to confuse verbal and denominal adjectives. For their spelling there are different rules.
Thank you for sharing the article on social networks!
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; the ability to use participles in oral speech and draw up diagrams.
Assignment: remake the sentence by inserting a participial 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. The next group of exercises is aimed at identifying students’ level 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, a 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 work and compare notes in their notebooks with the correct spelling, which appears on a 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 on options followed by 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 to which each student has achieved the goal at the beginning of the lesson, analyzing the psychological state at 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 was this lesson useful to 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.
On interactive whiteboard slide is projected. Fig.18 (Appendix 2)
Fig.18