Adjective- an independent part of speech denoting a sign of an object and answering questions which? which? which? which? whose?

For example: cold; broken.

Participle- a special form of the verb that denotes a sign of an object by action and answers questions which? which? which? what kind?

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.

incl. p adj.

Compare: The Frenchman spoke broken Russian. - A bundle of firewood was collected from branches I had broken.

The main features of distinguishing verbal adjectives and participles

Verbal adjectives have no prefix (except NOT) or dependent word.

adj. communion communion

Compare: painted (unpainted) floor - painted brush floor - on painted floor.

Verbal adjectives can be formed from non-prefixed imperfective verbs, and participles from non-prefixed perfective verbs.

adj. participle

Compare: worn suit - purchased suit.

wear - unsov.v. buy - sov.v.

Words with the suffixes -ovanne-/-evann- without prefixes or dependent words are verbal adjectives.

adj. incl.

Compare: forged chest - a savvy horse.

Some participles can turn into adjectives. To distinguish them, let's define the lexical meaning of these words.

For example: named (brother)- named higher brother. We select synonyms: twinned and the one named above. We see that the lexical meaning of words is different. The participle maintains a connection with the verb.

Examples of verbal adjectives:

- planted father - acting as a father at a wedding;

- smart the kid is smart, quick-witted, grasps on the fly.

Pay attention to the stress in these words.

Bibliography

1. Razumovskaya M.M., Lvova S.I. and others. Russian language. 7th grade. Textbook. - 13th ed. - M.: Bustard, 2009.
2. Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. - 34th ed. - M.: Education, 2012.
3. Russian language. Practice. 7th grade. Ed. S.N. Pimenova - 19th ed. - M.: Bustard, 2012.
4. Lvova S.I., Lvov V.V. Russian language. 7th grade. In 3 hours - 8th ed. - M.: Mnemosyne, 2012.

1. How to distinguish participle from adjective? ().
2. Russian language in diagrams and tables. Spelling participle suffixes ().
3. Devyatova N.M. Participles and verbal adjectives ().
4. Didactic materials. Section "Communion" ().
5. Participle formation ().

Homework

Task number 1

Divide the phrases into two columns: a participle or a verbal adjective.

Wound ... th fighter - from the wound ... th soldier, sowing ... th grain - sowing ... th flour, haircut ... th boy - haircut ... hair cut to zero - haircut ... th head , distilled ... th water, linen ... th notebook, burnt ... th coffee - burned ... th letter.

Task number 2. Form from each verb all possible variants of participles and verbal adjectives according to the model:

adj. adj. incl. incl.

Paint:painted floor - unpainted boards - painted bench - painted

walls - frames are not painted.

Verbs: boil, confuse, weave, dry, stew, bake, frighten, fry.

Task number 3. Say phrases. Justify the place of stress in verbs, participles and verbal adjectives.

Pampering a child is a spoiled child; carbonate water - carbonated water; pleated skirt - pleated skirt; date the manuscript - a dated manuscript; decollete - a decollete dress; dose medicine - dosed medicine; block solution - blocked solution; validate ticket - validated ticket; mask input - masked input; seal a wagon - a sealed wagon; spoil a dog - a spoiled dog; copy documents - copied documents; a fancy-dress ball, to normalize the working day - a normalized day; group sentences - grouped errors; mount equipment - mounted equipment; form a team - a formed team; cartoon image; equip team - equipped team.

What is a verbal adjective? What is the difference between this part of speech and participles formed, it would seem, in the same way? What is the significance of the origin of an adjective 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 a part of speech that denotes an independent attribute of an object. The words of this morphological group are either non-derivative (their origin is not motivated by other lexical units), or are formed from (nouns).

Participles simultaneously combine the properties of adjectives and verbs. Their role in the language is the designation of a sign due to 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 the 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 (sov.v.).

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

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

Such a sign breaks the connection with the form from which the verbal adjective came, and now the word indicates the final state of the subject, without regard to its origin: "chiseled pencil", "torn shoe", "pickles".

The spelling of verbal adjectives is a stumbling block in Russian orthography. The problem is to distinguish between 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 axed meat.

In fact, everything is very simple. By default, adjectives, except for the exceptions to “ovated” and “ovanny”, 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 th dress (from the verb “to wear” an inconsistent type, there are no dependent words and prefixes);
• Noshe nn oh (by whom?) grandfather's coat (there is a dependent word);
• Zanosha nn th trousers (from the verb "bring in" a Soviet species, there is a prefix).

Of course, as in any rule of the Russian language, this algorithm has its own characteristics. For example, the word “wounded”, formed from a non-prefixed perfective verb, does not fit this rule.

Based on the rule governing the spelling of two similar parts of speech, you can completely eliminate the suffixes of these words.

Participles and verbal adjectives

Both forms of participles 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 with a suffix -box- participle is formed burning, and with the help of 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-) are more difficult to distinguish.

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

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 educated (=She was educated).

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

unmowed meadows(adjective),

not mowed oblique meadows(participle, because there is a dependent word),

mown meadows(participle, because CB).

3. Since passive participles of the present tense can only be in transitive verbs of the NSV, words with suffixes - im-, -em- are adjectives if they are formed from the verb CB or intransitive verb:

waterproof boots get wet in the meaning of "pass water" is intransitive),

invincible army(adjective because verb win SW).

For the teacher. Changing words into adjectives

The use of different parts of speech as adjectives is called adjective (from Latin adjectivum - adjective). A significant number of participles, especially passive ones with suffixes -nn, pass into the category of adjectives; -enn- and -t-: a choked voice, high spirits, worn dress, etc. When passing into adjectives, participles lose their main verbal features: time, type and ability of verbal control (see § 199 about this). Passive participles with the suffix -m- sometimes pass into the category of adjectives: invisible tears, indeclinable nouns, beloved flower. There are relatively few adjectives formed from passive participles with the suffix -m- (-im-) in Russian. Already in the second half of the XVIII century. qualitative adjectives were formed directly from the verbal stems of the perfect and imperfect form with the help of the suffix -m- (-im-), bypassing the stage of participle formation. In modern Russian, they are most often used with the prefix particle non-: indestructible, insoluble, elusive, etc. Participles that have passed into the category of adjectives sometimes acquire characteristic grammatical features of quality adjectives: the ability to have full and short forms (the mood is upbeat, the result unexpected), as well as the ability to form forms of degrees of comparison (this invitation was more unexpected than that), etc. There are cases of transition to the category of adjectives and real participles of the present tense (a brilliant answer, a knowledgeable student, amazing news, the next day, blooming health, etc.) , which also lose verbal features and sometimes acquire some features characteristic of adjectives (short form, degrees of comparison, form of subjective assessment, etc.). For example: I have not yet heard a more brilliant answer; The most brilliant number of the program at the concert was the reading of V. Mayakovsky's poems; His work was not very brilliant. Wed also the use in book style (most often, in the author's style) of short forms of participles that turned into adjectives: The look ... was already too intent and testing (Dost.); His bayonet is sharp and warning (A.N.T.). Much less often, real past participles with the suffixes -sh- and -vsh- pass into adjectives, for example: dried plants. In addition to participles, other parts of speech can also pass into the category of adjectives. So, in the role of qualitative adjectives, some pronouns, as well as ordinal numbers, can be used in context. Wed, for example: A year passes and another - there is no news (P.). - I am no speaker, between two words there is a lunch break (Gran.). Or: Three treasures in this life were my joy. And my honor was the first treasure (P.). - Soon the boy became the first student in the class.

Participles and adjectives have many grammatical features in common, which contributes to their confusion. For example, real participles of the present tense into adjectives very easily turn into adjectives (brilliant abilities, a stupefying smell, an annoying tone, a novice writer, etc.). Passive participles pass into the category of adjectives no less easily: an emaciated child, a limited person, refined taste, an absent-minded person, a hackneyed topic, a beloved city, an unforgettable impression

These participles have lost verbal features (they do not denote action, time, type), their qualitative meaning has increased, compare: the flying object either approached or moved away - “flying” - participle, as it denotes an action in the process that occurs in the present tense; Butterflies and dragonflies are flying insects - the word “flying” has lost the meaning of an action that takes place at a certain time, it has begun to denote a permanent feature of an object, that is, it has turned into an adjective.

However, according to the initial, dictionary form of the words hackneyed, scattered, brilliant, it is impossible to determine whether this is a participle or an adjective. Only in context does the difference between these words appear: Beaten half to death, he was unconscious for several hours - communion; Do not say hackneyed phrases - adjective.

As a rule, participles that have passed into the category of adjectives are single, they do not have explanatory words with them, they are easily replaced by synonyms, compare: He has brilliant (magnificent) abilities.

In some cases, the correctness of their spelling depends on the correct assignment of a homonymous participle and an adjective to one or another category (the Dog abandoned by the owners ran down the street and the Abandoned dog lived in the entrance).

Participles can also pass into the category of nouns (students, workers, manager, etc.). This process is called substantiation.

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

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

But there are a number of verbal adjective-exceptions: done, cutesy, seen, desired, swaggered, chased, cursed, slow, sacred, unseen, unheard of, unexpected, unexpected, unintentional, counted, wakeful eye.

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

2) For verbal adjectives no prefixes: fried cutlet, confused answer. If the prefix non- is added to the 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, tangled 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 -ov and -ev enter the root, which we are convinced of by analyzing the words by 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, one should determine the kind of verb from which this form is formed.

It is useful to compare the mixed forms:

oil(paints) - an adjective formed from the noun oil with the help of the suffix -yang;

oily(pancake) - a verbal adjective formed from the verb to butter; greasy (apron) - participle formed from the verb to grease.

AT short adjectives is preserved as much n as it was in full, and short passive participles always written with one n.

Transition of participles into adjectives and nouns

Think about whether the highlighted words have verbal properties: time, type, ability to control nouns? That is, can these words be called participles?

Brilliant speaker, outstanding capabilities, dependent state, closed character, educated Human, educated child.

The words brilliant, outstanding, dependent, withdrawn, educated, educated have lost the specified verbal properties and designate only a sign. In these examples, we observe the phenomenon of the transition of participles into adjectives.

What conditions are necessary for the transition of participles into adjectives, and do changes occur in the lexical meaning of words? Confirm with examples

For the transition of participles into adjectives, the location of the participle is required before the word being defined (frost,brilliant (adj.) in the sun -shiny (adj.) capabilities), lack of controlled words (poisonous (adj.) substances), loss or weakening of verbal categories of aspect, tense. There are changes in the lexical meaning of words (burning (adj.) firewood -burning (adj.) eyes; embankment,educated (adj.) explosion -educated (adj.) female).

A technique that allows you to check whether the participle has turned into an adjective is to replace it with synonymous adjectives, while constructions with participles are replaced by subordinate clauses.

Brilliant (adj.) success- magnificent, excellent, wonderful. Loving (adj.) sight- kind. Open (adj.) character- sincere, direct. bouncing (adj.) boy- a boy who jumps.

Make a similar substitution in the following examples:curly hair, poisonous substances, exciting spectacle, knowledgeable specialist .

curly hair- hair that is curly; curly. poisonous substances - substances that poison; poisonous. Exciting spectacle- a spectacle that excites the soul; disturbing. Knowing specialist- a specialist who knows a lot; intelligent, intelligent, erudite.

Brilliant answer - brilliant answer, brilliant speech - brilliant speech. A brilliant answer is the most brilliant answer. A dangerous position is a dangerous position. Favorite flowers are the most favorite flowers. Perform brilliantly.

It can be seen from these examples that participles that have passed into adjectives acquire grammatical features characteristic of adjectives: the ability to have degrees of comparison, a short form, adverbs are formed from them, they can have synonyms and antonyms from among ordinary adjectives.

Transition of participles into adjectives

The most common words with one n - participles that have turned into adjectives: boiled, baked, fried, boiled, dried, dried, smoked, soaked, salted, melted, wounded, dyed, oiled, torn, confused.

The transition of participles into nouns is accompanied by the fact that there is no need for a defined noun, the categories of gender, number and case become independent for them, in a sentence they perform syntactic functions characteristic of a noun, they can have definitions with them, that is, they develop the meaning of objectivity and the value of the attribute is lost.

Exercises for training:

Turn adjectives into participles by adding dependent words or prefixes.

Soaked apples, salted fish, a wounded bird, a quilted jacket, a confused answer.

2. Turn participles into adjectives.

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

3. Form verbal adjectives or participles from these verbs, pick up 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.

Woven tablecloth, knitted scarf, etched wolf, darned sleeve, untrodden path.

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

Frozen fish, boiled egg, seeded herbs, muddled story, unironed shirt.

6. Explain the spelling H and HH.

a) Path cleared, boots cleaned, boots cleaned today, potatoes not peeled, shoes not cleaned.

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

c) A dinner party, a summoned student, an uninvited guest, guests invited to dinner.

7. Insert H or HH.

1) On the walls hung bunches of dry ... herbs, bundles of wrinkled ... roots and kitchen utensils (K. Paustovsky).

2) The patch ... the cabbies with tin ... numbers rattled in the eyes (K. Paustovsky).

3) Our brigade entered a brooch ... th by inhabitants, ruined ... th and half-burnt ... turkish village (V. Garshin).

4) On large tables without tablecloths they put several wooden ... more beautiful ... and golden ... bowls with liquid millet ... slurry (V. Garshin).

5) At this strange hour of light and fog ... oh autumn ... her night was running late ... the park seemed sad and mysterious ... like an abandoned ... cemetery (A. Kuprin).

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

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

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

9) The palaces looked at the Neva of the execution ... with empty ... windows (A.N. Tolstoy).

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

11) The army was melting like brooches ... tin soldiers thrown into the oven (A.N. Tolstoy).

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

Both forms of participles 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 with a suffix -box- participle is formed burning, and with the help of 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-) are more difficult to distinguish.

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

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 educated (=She was educated).

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

unmowed meadows(adjective),

not mowed oblique meadows(participle, because there is a dependent word),

mown meadows(participle, because CB).

3. Since passive participles of the present tense can only be in transitive verbs of the NSV, words with suffixes - im-, -em- are adjectives if they are formed from the verb CB or intransitive verb:

waterproof boots get wet in the meaning of "pass water" is intransitive),

invincible army(adjective because verb win SW).

Morphological analysis of the sacrament

There are several ways to morphologically parse participles, depending on whether the participle is considered a form of a verb or an independent part of speech.

Parsing the participle as a form of the verb, it is logical to describe all the signs related specifically to the participle as inconstant; thus, in non-permanent signs, the following should be indicated: 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), the parsing scheme of the participle is given, 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 real and passive participles of the present and past tense will be separate words, and not forms of the same word. So, reading, reading, 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. husband. kind of unit numbers.

2. Morphological features:

a) permanent:

recurrence,

real / passive,

b) inconstant: in the form of a participle

Full / short (only for passive),

Genus (in singular),

Case (for full).

3. Syntactic role in the sentence.

It is this scheme proposed in complex 3; in complex 1, the scheme is similar, minus the sign of recurrence. In complex 2, for some reason, the full / short form is also included in the category of permanent features.

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

A revolving glass door with brass steamer rails pushed him into a large pink marble vestibule. An information desk was located in a grounded elevator. A laughing woman's face peeked out from there.

(I. Ilf and E. Petrov).

Parsing the participle as a form of the verb:

spinning- verb, beginning the form twirl;

fast. signs: non-transitional, return, NSV, II ref. (excl.);

synth. role: definition.

grounded- verb, beginning the form ground;

fast. signs: transitional, non-returning, NE, II ref.;

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

synth. role: definition.

laughing- verb, beginning the form laugh;

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

non-post. signs: in the form of a participle, really, present. time, female kind, unit numbers, I. p.;

synth. role: definition.

Parsing the participle as an independent part of speech:

spinning- prich., early. the form revolving;

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

synth. role: definition.

grounded- prich., early. the form grounded;

fast. signs: non-returning, SV, passive, past. time;

non-post. signs: in full. uniform, husband. kind, unit number, P. p.;

synth. role: definition.

laughing- prich., early. the form laughing;

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

non-post. signs: in wives. kind, unit number, I. p.;

synth. role: definition.

gerund

Like the participle, the participle 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 verb form.

gerund is a special form of the verb that has the following features:

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 features of the verb include the form ( reading- NSV, having read- SW), transitivity ( while reading a book- transitional, sitting on a chair- intransitive) and recurrence ( washing- irrevocable, washing your face- return). In addition, the gerund participle is characterized by the same control as the rest of the verb forms: reading / reading / reading / reading a book, but book reading.

Adverbial signs of gerunds include immutability (germs do not have morphological signs of inclination, time, person, gender, number, characteristic of conjugated forms of the verb, and do not decline, unlike participles); the syntactic function of the gerund is a circumstance; in a sentence, the participle depends on the verb.

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

The gerunds NSV are formed from the verbs NSV from the stem of the present tense with the help of a formative suffix -and I).

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

Imperfect participles are not present in all NSV verbs; so, gerunds NSV are not formed:

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

From verbs to -nut: wither - *wilting,;

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

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

At the verb give the gerund is formed from a special stem: Giving (come on).

Perfect participles answer the question having done what? 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..

The gerunds SV are formed from the verbs SV from the stem of the past tense with the help of suffixes

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

-lice from reflexive verbs with a stem to a vowel (or obsolete, stylistically non-neutral gerunds like seeing, glancing etc.): mind-lice,

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

Some verbs have variant 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 basis of the future tense: frown-lice-s - frown-I-s.

Verbs read, gain do not have gerunds formed in the standard way, instead of which gerunds are used read, find, formed from the basis of the simple future tense with the help of the suffix - I.

Two aspect verbs may have two gerunds formed according to the rules for the formation of gerunds NSV and CB, for example:

promise: promise-i- NSV, promise-in- SW,

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

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

*Leaving the house gave me a headache(the gerund and the conjugated form of the verb denote the actions of different subjects).

*Lost, the puppy was soon found by the 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 of a one-part sentence, as well as to other members of the sentence expressed by the infinitive, participle or other participle. 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.

Subject: Russian

Grade: 7

Shatskova Tatyana Viktorovna

MOU secondary school No. 43, Volgograd

Interactive Smart Board

Theme "Communion as a part of speech."

The topic of the lesson is “The difference between participles and verbal adjectives.

Spelling of one and two letters n in participles and verbs

adjectives."

№ Lesson per topic: 18

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

Lesson Objectives: repetition and testing of students' knowledge on this topic;

revealing the depth of understanding of the topic and the degree of strength of everything studied in previous lessons; development of spelling skills and abilities to compare, generalize, concretize.

Speech development: compiling a coherent story on a linguistic topic; work on orthoepic norms.

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

Lesson objectives: to establish the level of students' mastery of theoretical knowledge on this topic, which helps the development of spelling vigilance; to form skills of work with Smart Board.

Lesson structure:

I. Organizational moment.

II. Checking homework.

III. Presentation of the topic and objectives of the lesson.

IV. Activation of the material covered.

V. Generalization of theoretical material.

VI. Training exercises to distinguish between participles and verbal adjectives.

VII. Control of acquired knowledge.

VIII. Homework.

IX. Reflection.

During the classes.

I. Organizational moment.

The teacher greets the students and marks those who are absent. Readiness for the lesson is checked.

II. Checking homework.

From these verbs, form and write down the real and passive participles of the past tense. Highlight suffixes in participles and indicate the conditions for choosing the studied spelling.

Skip, ban, pay, pay, grow, wash, and...tee, water, transfer,

to loosen, to ... shoot, fence ... give birth, sk ... sow, sow, involve (?), and ... drown,

understand, raise, start.

There are three students at the blackboard.

The first writes out words with gaps, graphically explaining the inserted orthograms.

The second - writes down the real participles of the past tense, formed from these verbs.

The third - writes down passive participles of the past tense, formed from the same verbs.

The class at this time works orally, answering the questions:

What spellings are found in this exercise?

What suffixes are used to form active and passive participles? (-usch-(-yushch), -ashch-(-yashch), -vsh-, -sh-, -em- (-om-), -im-, -nn-, -enn-(yonn),- t)

From which verb did you form a passive participle? Why?

(From the verb to go non-native).

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

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

Fig.1

III. Presentation of 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)

Communication of the objectives of the lesson.

Fig.2

IV. Activation of the material covered.

1.Syntactic five minutes. Fig.3 (Appendix 2)

Repetition of punctuation marks in participial turnover; the ability to use participles in oral speech, to draw up diagrams.

Task: Rewrite the sentence by inserting a participial in each part

turnover; then write down the sentence, draw up its scheme, graphically explain the punctuation marks.

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

One student, using an electronic pen, writes down his sentence on the interactive whiteboard.

With the help of a pen, he highlights the grammatical basis of the sentence, draws up its scheme. All other students complete the task in the field.

Then comes the verification.

Fig.3

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

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

Task: fill in the missing letters with an indication of the spell check method.

Viewed...album, delayed at work, filled to the brim, weighed goods, soiled...with dirt, strewn...with field, sealed...tooth, cut ... material, invented ... a device, listened ... to a course of lectures, heard ... a fairy tale once.

The red letter objects use the multiple clone utility. The student working at the blackboard 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 clarified, a phrase is made with it.

Other students in the field parse words according to composition:

Option 1 - mixed,

Option 2 is thoughtful.

The words are then written on the interactive whiteboard by other students. Using different colors of the electronic pen, students highlight morphemes in words.

Fig.4

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

Frontal conversation.

Name the signs of an adjective in participle.

What is the difference between real participles and passive participles?

What participles are not formed from perfective verbs?

(Real present participles; present passive participles.)

Which verbs cannot be used to form passive participles?

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

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

In what cases is 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. Words - exceptions are written in a notebook, taken in a frame.

As the students answer, the teacher lowers the curtain “Move the curtain - you will see the answer”, which closes the tables on this topic. Fig.5.6 (Appendix 2)

The tables are pre-prepared by the teacher.

Fig.5

Fig.6

VI. The next group of exercises is aimed at identifying by students the degree of assimilation of this topic, the level of formation of spelling skills of one and two letters n in participles and verbal adjectives; ability to recognize these parts of speech.

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

Wound ... th fighter - wounded ... th soldier, sowing ... th grain - sowing ... th flour,

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

distilled ... water, line ... notebook, burnt ... coffee - burned ... letter.

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

Fig.7

Students complete this task in their notebooks. Then comes the peer review. Children share their work and check their notebooks against the correct spelling that appears on the cloned whiteboard slide. Fig.8 (Appendix 2). Further conclusions are drawn.

Fig.8

2. Fill in the missing letters, explain your choice. Fig.9 (Appendix 2)

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

Fright ... th horse, slaked ... th lime, not quenched ... th fire, vytka ... th carpet, smoked ... th sausage, weaving ... th tablecloth, asphalt ... th road, cove ...th sword, help...th reputation.

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

In objects of red color (parts of speech) and in objects - letters of green color, the utility of multiple cloning is used. The student selects the desired part of speech and the 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 supervises the work of the class.

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

Fig.9

3 . Speech development exercises:

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

Task: Complete the sentence and write what they are talking about:

Not well tailored ... (but well sewn).

A shot sparrow ... (you can’t cheat on chaff).

A frightened crow ... (afraid of a bush).

A fault confessed is half redressed).

The technique of hidden text is used, the correct answers are hidden behind the curtain.

Then comes the self-test. "Move the curtain - you will see the answer." The meaning of proverbs is voiced. Pupils tell in what situations these proverbs can be used; Explain underlined spelling and punctuation.

Rice. ten

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

Make a sentence with this phrase (tarnished reputation).

Hidden text technique is used. The 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 in order to find out the correct answer. The students read their sentences.

Fig.12

4. Gymnastics for the eyes.

Purpose: to relieve visual fatigue.

1. Vertical eye movements up and down.

2. Horizontal right - left.

3. Rotation of the eyes clockwise and counterclockwise.

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

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

1. Independent work on options with subsequent verification. Recordings are made on the board with markers. Practicing the ability to form adjectives and participles from these verbs.

Why are only participles formed from the verb buy?

(This is a perfective verb).

Fig.13

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

One and two letters n in participles and verbal adjectives.

This test makes it possible to analyze the formation of students' knowledge on this topic and work out the spelling skills of н and н in participles and adjectives, the ability to distinguish between these parts of speech. Students must choose the correct answers from the options provided. Then work

submitted for verification. Fig.14(Appendix 2)

Fig.14

Fig.14

3. After the submission of works, a test check is carried out in order to emphasize students' attention to spellings related to this topic. Check "along 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)

Checking in the next lesson.

Fig.16

Exercise 124.

Task: 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 nonfiction follow-up using participles and verbal adjectives explaining how to behave in public places.

There are quite a few guys who find it possible to run out of the house in a (crumpled) cap ... or hat ... with (ra ... let) dangling ... ears. They always have a strap (to cut off), buttons (not) enough, shoes (not to be cleaned) from the very day they were bought. There are (...) those who think that it is impossible to litter only in rooms, but in buses and trolleybuses, on the streets (without) thinking they throw (crumple) an ice cream wrapper peel from (peel) oranges cores (eat) apples.

Ix. Reflection.

Purpose: 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 the psychological state at three levels.

Fig.17(Appendix 2)

Fig.17

Children perform a final self-assessment.

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

How was this lesson helpful to you?

What knowledge gaps did you help fill?

What would you like to do in the next lesson?

How would you like to work?

Do you consider your participation in the lesson sufficient to achieve your 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 marks them.

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

Fig.18