Verbal adjectives are passive participles. How to distinguish a participle from an adjective

Which is not conjugated and denotes a sign by action (procedural sign).” Therefore, the participle can be replaced by a phrase with the verb from which it is formed. For example, a built house is a house that is built.

Distinguish between a verbal adjective and an active present participle:
- there is a dependent word. For example: eyes shining (from what?) with joy - communion;
- an adjective can be replaced by another adjective. For example: eyes shining (participle) with joy - brilliant (adjective) performances (brilliant performances - magnificent, spectacular, successful, excellent);
- terms are always adjectives (typewriter);
- the particle does NOT reduce verbosity, so the word is used already in a role (inappropriate conditions - adjective).

Distinguish between an adjective and an active past participle:
- participles-SHYY are often transformed into adjectives (the elapsed year is an adjective);
- participles, which are formed from the stems of intransitive perfective verbs, acquire a qualitative meaning and become verbal adjectives. For example: extinguished (from go out - intransitive perfective, adjective) eyes, but extinguished (participle) fire.

Distinguish between a verbal adjective and the present passive participle (in -MY):
- a word is an adjective if it is formed from a perfective verb and from intransitive verbs of the form;
- a word is a participle if it is formed from an imperfective verb;
- if there is a dependent word in the instrumental case (subject), then the main word will be a participle. For example: unloved (adjective) toys, unloved (participle) toys by the child (subject).

Distinguish between an adjective and a passive past participle:
- if a word can be replaced with a verb without changing the essence of the phrase, and a dependent word can be substituted in the instrumental case, then this is a participle (exquisite reserves - to find reserves, exquisite (by whom?) reserves chief);
- if you can replace it with another adjective, apply degrees of comparison or from a word with -O, then this is an adjective (exquisite manners - noble manners, extremely refined manners, exquisitely);
- distinguish the adjective in figurative meaning(open (passive past participle with the suffix -T-) door – open (adjective) face).

Write with -N- and -NN-:
-N- in adjectives formed from imperfective verbs, without a word (knitted hat);
-NN- in participles x, formed from imperfective verbs, with a dependent word (knitted hat);
-NN- in participles x, formed from perfective verbs (tied (knit) jacket);
-NN- in verbal adjectives, formed from imperfective verbs in -OVA-, -EVA- (pickled (pickle) cucumbers).

Sources:

• verbal adjectives are

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

You will need

• 1. Words
• 2. Participles

Instructions

Look at the meaning of this 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

Communion(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.

Communion 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.

Grammatical features of participle

As a special form, it has some characteristics of this part of speech. They are of the perfect and imperfect form: “- prompted”, “excited - excited”; recurrent and irrevocable: “decided”, “falling asleep”; present and past tense: “thinking”, “running”.

Unlike a verb, a participle does not have a future tense form.

Denoting the attribute of an object, the participle, like adjectives, grammatically depends on 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 –ат, -еть. 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, as well as short adjectives, are in a sentence the nominal part of a compound nominal predicate.

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

Subject: Russian language

Class: 7

Shatskova Tatyana Viktorovna

Municipal educational institution secondary school No. 43 in Volgograd

Interactive whiteboard Smart Board

Topic: “Communion as a part of speech.”

Lesson topic: “Difference between participles and verbal adjectives.

Spelling of one and two letters n in participles and verbs

adjectives."

№ lessons in topic: 18

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

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

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

Speech development: writing a coherent story 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.

Progress of the lesson.

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 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.

Using a pen, he identifies the grammatical basis of a sentence and draws up its diagram. 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. It turns out lexical meaning words, a phrase is formed 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 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 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 indefinite form verbs with full or short passive participles. Explain the use of n and nn in suffixes.

Write a continuation in a 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 (break) the strap, they (not) have 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 state 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 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.

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

Fig.18

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

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

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

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

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

Offtopic

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

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

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

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

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

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

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

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

Offtopic

A participle may have a dependent word.

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

and an adjective can be replaced by another adjective.

For example:

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

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

Offtopic

The terms are always adjectives (typewriter);

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

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

How to distinguish unloved from unloved?

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

For example:

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

Let's repeat and clarify:

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

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

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

(exquisite manners - noble manners, extremely refined manners, exquisitely);

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

Letters Н and НН in verbal adjectives and participles

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

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

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

Two letters HH are written:

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

salted butter, broken things (participles);

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

Exceptions: smart boy, sworn brother;

b) in participles with a dependent word:

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

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

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

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

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

3. In short participles, one letter N is written,

in short verbal adjectives two letters N are written.

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

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

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

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

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

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.

Communion- 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.

References

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 parts - 8th ed. - M.: Mnemosyne, 2012.

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

Color: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.

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.

Communion- 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.

References

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 parts - 8th ed. - M.: Mnemosyne, 2012.

1. How to distinguish a participle from an adjective? ().
2. Russian language in diagrams and tables. Spelling of participle suffixes ().
3. Devyatova N.M.. Participles and verbal adjectives ().
4. Didactic materials. Section "Communion" ().
5. 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 from each verb all possible variants of participles and verbal adjectives according to the example:

adj. adj. prib. prib.

Color: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.