A participle is a special form of a verb that has the characteristics of both a verb and an adjective (gender, number, case, full or short form). Verb signs of a participle: control, aspect, voice (active and passive participles are distinguished) and tense. These signs are constant. A participle phrase always consists of a participle and words dependent on it.
A gerund is a special form of a verb that denotes an additional action to the main action. This part of speech combines the characteristics of a verb (aspect, voice and reflexivity) and adverbs (immutability, syntactic role of adverbial adverb). Answers the questions: what to do? what did you do? A participial phrase is a participle with dependent words. Like a single gerund, it denotes an additional action and is performed by the same person, object or phenomenon that performs the main action. Always isolated. If a sentence contains a gerund, then there must also be a predicate verb denoting the main action.
When using a participial phrase in a sentence, it should be remembered that the main action expressed by the predicate verb and the additional action expressed by the participle refer to the same person or thing; often the participial phrase is used in a one-part definite-personal sentence, including with a verb in the imperative mood (where the subject is easily restored); It is possible to use an adverbial phrase in an impersonal sentence with an infinitive. For example:
1. It can be stored in a bag made of rare linen for up to 1 month in a dry, ventilated place (communion)
2. Katyk, obtained for the second or third time, will take on its characteristic appearance, consistency and taste, a pleasant refreshing taste (participial phrase).
3. Form it into balls the size of a walnut and lay it out, covered with gauze, in the sun (adverbial phrase).
When using gerunds and participial phrases in speech, the following syntactic norms should be observed:
1. An action expressed by a gerund can only relate to the subject. For example, in one of his stories A.P. Chekhov cites an entry in his book of complaints: Approaching this station and looking at nature through the window, my hat flew off. The subject of this sentence is the noun hat. In accordance with grammatical rules, it turns out that it was the hat that drove up to the station. In order to correct the sentence in accordance with the norms, it is necessary to change the construction: transform my object into a subject: Approaching the station, I lost my hat.
2. Participles cannot be used in impersonal sentences, that is, where there is no active subject expressed by the nominative case form. For example: Returning home, I felt sad. Such a statement will be grammatically incorrect, since the action of the gerund, returning, refers to the complement me. To correct a sentence, you need to replace the gerund with a predicate verb or with a subordinate clause (When I returned home, I was sad).
3. The use of gerunds in passive (passive) constructions is not allowed, that is, in those sentences where the subject indicates not the real subject, but the object of the action. The house is being built by workers. It is necessary to either replace the participial phrase with a synonymous construction, or transform the passive construction into an active one: Having found the necessary funds, the workers of our trust began building a house.
4. It is not recommended to use gerunds in sentences where the predicate verb is in the future tense: Arriving in the city of my childhood, I will definitely meet my school friends and my first teacher.
5. Participles usually cannot be combined as homogeneous members with other adverbs or with the predicate.
Errors when using participles and gerunds.
In order to avoid making mistakes when using participial phrases, you must follow the following rules:
1) the participial phrase must be located next to (before or after it) with the noun to which it refers; the word being defined cannot be in the middle of a participial phrase:
Volkova was charged under Part 1 of Art. 158 of the Criminal Code of the Russian Federation was confirmed.
2) the participle in the participle phrase must have the same gender, case and number as the word being defined:
Persons who were inattentive when crossing the street, which led to a traffic accident, and who were injured in the process, were sent to the hospital (causing victims).
A gerund denotes an additional action, which must refer to the same actor as the main one:
I didn’t see how the fight happened. Sitting under a cow, Vera ran up to me. (In this case we have 2 actors.)
An adverbial phrase cannot refer to:
1) to impersonal constructions, because they do not presuppose an agent:
Having taken measures to apprehend the criminals, the investigator managed to detain them. (Having taken the necessary measures, the investigator was able to detain the criminals.)
2) to constructions in which the predicate is expressed by a passive verb or a short passive participle (passive form of expression):
Yakubailov was repeatedly detained by police officers, appearing in public places while intoxicated. (Yakubailov was repeatedly detained... for appearing...)
3) to vaguely personal constructions, because the subject is conceived indefinitely, and the additional action is performed by a specific person, therefore does not correlate with the subject:
When getting out of the taxi, the victim was not given change. (When the victim got out of the taxi, he was not given change.)
31. Syntax. Basic syntactic units: phrase and sentence.
Syntax- branch of language science that studies the structure and meaning of phrases and sentences
The main syntactic units of syntax are phrases and sentences.
By phrase is called two or more words, combined in meaning and grammatically. The phrase consists of a main and a dependent word, for example: forest air, forest clearing. The main members of a sentence cannot be a phrase.
In a phrase, words are connected in three main ways of communication: agreement, control and adjacency.
Coordination is a method of communication in which the dependent word is placed in the same forms as the main word: for example: linden alley, deserted village.
Control is a method of communication in which a dependent word (a noun or another part of speech used in the meaning of a noun) is placed with the main word in a certain case. For example: meet a friend
Adjunction is a method of communication in which the dependent word is connected with the main one only in meaning, for example: to love very much, he said smiling.
Offer- a basic syntactic unit containing a message about something, or a question, or an incentive. Unlike a phrase, a sentence has a grammatical basis consisting of the main members (subject and predicate) or one of them. The grammatical basis expresses the grammatical meanings of a sentence.
According to the purpose of utterance, sentences are declarative (contain a message), interrogative (contain a question) and incentive (contain an incentive). In addition, sentences can be exclamatory if the statement is accompanied by a strong feeling.
The sentences are very diverse in their structure and meaning. Based on the number of grammatical stems, they are divided into simple (one grammatical stem) and complex (two or more stems)
Simple sentences based on the structure of the grammatical basis are divided into one-part (with one main clause) and two-part (with two main clauses. The guys came to the museum; Silence. It’s getting dark.
Both one-part and two-part sentences based on the presence of minor members can be non-common (there are no minor members) and common (there are minor members). For example, The dawn begins - uncommon; It's raining today - common.
MBOU Millerovskaya Secondary School
Item Russian language (+ literature, music, painting)
Subject: The role of participles and gerunds in texts
Artistic style.
Class: 6
Textbook: S.I. Lvov Russian language. 6th grade. At 3 o'clock: textbook for educational institutions - M. Mnemozina, 2008
Teacher Titarenko M.Yu.
Epigraph: The language is inexhaustible in combining words.
A.S. Pushkin
Goals:
- Expand the understanding of the nominal communicative and emotional-expressive role of verb forms in oral and written speech. Develop the ability to compose a coherent text on a given topic using certain language forms; prevent speech errors in the use of participles and gerunds.
- Develop speech, imagination, arouse interest in the language forms being studied; deepen knowledge about the sphere of use of figurative and expressive means of language, about the features of texts of artistic style.
- To cultivate the ability to see beauty in the world around us, to feel the beauty of words.
General Study Skills: ability to analyze, generalize; knowledge
Definitions; ability to work with a textbook.
Lesson type. Lesson on complex application of knowledge (integrated);
Consolidation lesson.
Methods:
practical (laboratory work, commented, educational and written exercises);
partially search engines.
Equipment: computer, projector,
Texts for individual and group work.
DURING THE CLASSES
I. Organizational moment.
II. Preparation for active and conscious perception of the material.
TEACHER'S WORD.
Read the topic of the lesson and the epigraph to it. (SLIDE 1) As you already understand, we will talk about participles and gerunds.
Let's remember what we know about them (basic theoretical principles).
Re-read the epigraph. Illuminating - what?
To what extent do Pushkin’s words confirm our thought?
Determine the purpose of our lesson.
Expand your understanding of the expressive, emotional role of participles and gerunds in our speech.
III. Reporting the lesson objectives (SLIDE2).
IV. Assimilation of knowledge.
1.1 Linguistic experiment. (slide 3)
- which.
With the help of verb forms, dynamics, tension of action, and their sequence are created.
1.2 A.S. Pushkin: “Participations...are usually avoided in conversation.We don’t say: a carriage galloping across the bridge, we say: which gallops, replacing the expressive brevity of the participle with a sluggish turn of phrase.” (SLIDE 4)
Do the poet’s words confirm or refute our conclusion?
2. Analysis of literary text.
*****************
The roar of the roaring, the roar of the growling.
As many as there are in the booths, as many as there are in the thickets,
In the wilds and thickets, in groves and thickets.
(V. Vysotsky.)
******************
Knowing hate and love,
Having everything, losing everything
And again, having found everything again,
The taste of everything earthly
And greedy for life again,
Possessing everything and again
Afraid of losing everything.
(D. Kedrin.)
3. Work in pairs
- Look at the painting by K.E. Makovsky “Children running from a thunderstorm” (SLIDE 5)
- What is special about the title of the painting?
- The painting shows the approach of a thunderstorm. It hasn’t started yet, but everything is already in motion.
- Convey the dynamics of the image using participles
- + music accompaniment "the sound of a thunderstorm"
4. Exercise 609. Oral statement
How do you understand Grigorovich’s expression “completes the movement”?
What verb form are we talking about?
We will try to prove how right the writer was in his statement.
5. Robert Southey, “Lodore Falls.”(SLIDE6)
5.1 Expressive reading by heart in English. language (prepared. student)
5.2 Expressive reading of translation
Boiling,
Hissing
Murmuring,
Grumbling,
Flowing
Spinning
Merging,
Heaving
Bloating
Flickering, rustling,
frolicking and hurrying,
Sliding, hugging,
Sharing and meeting
Caressing, rioting, flying,
Playing, crushing, rustling,
Shining, flying, staggering,
Intertwining, ringing, bubbling,
Wrinkling, worrying, rolling,
- Write the poem in your notebook, maintaining the structure.
(= all imperfections, denote constant action)
(= intensity of action, created picture of sharply falling water)
6. Where else is it possible to use the expressive capabilities of gerunds?
The role of participles in the works of UNT: proverbs and sayings, phraseological units.
Individual homework - examples from CNT, phraseological units, drawings for phraseological units.
7. Creative laboratory.(SLIDE7)
- Constructing sentences based on the principle of Robert Sauntey’s poem “Lodore Falls”.
- Dividing the class into groups. Then each group makes up its own “waterfalls of adverbial participles” for this last line (the base of the pyramid), the content of which reflects our school everyday life and problems:
Group 1: we will correct grades in English.
Group 2: our moms and dads go to a parent meeting.
V. Homework.
Using the lesson material, compile a mini-report (10 items) for the linguistic laboratory “The role of participles and gerunds in texts of artistic style.”
VII. Lesson results, assessments.
Lesson appendix
“The role of participles and gerunds in texts
Artistic style"
teacher Titarenko M.Yu.
- Linguistic experiment.
The hops, which choked the elderberry, rowan and hazel bushes below and then ran along the top of the entire palisade, finally ran up and entwined half the broken birch. Having reached the middle of it, it hung down from there and began to cling to the tops of other trees, or it hung in the air, tying its thin, tenacious hooks in rings, easily swayed by the air. (N.V. Gogol, “Dead Souls.”)
- Find participles and gerunds, prove by identifying suffixes, aspect, active or passive.
- Replace gerunds with verbs, participial phrases with the subordinate part of the NGN with the word which.
- Read. Compare with Gogol's version. What's "lost"?
- What is the role of participles and gerunds in this text?
- Analysis of literary text.
- And the morning was glorious, although cold after yesterday's rain. In some places the sand had been washed away from the trampled paths, there were puddles of muddy water in the holes, footprints were clearly imprinted on the wet ground; The breeze blowing from the pond shook the tops of the birches and poplars, now shining with the brightest green. Near the bathhouse and the embankment, foaming waves crashed noisily. The remnants of dissipated clouds crawled across the sky in torn shreds, like dirty rags of gray rags, through which the clear blue sky shone brightly and sheaves of sun rays burst out. A gardener with scissors walked around the lilac bushes that had been dented by yesterday's wind and cut off the broken branches. (D. Mamin-Sibiryak.)
*****************
- As many as there are in the booths, as many as there are in the thickets,
The roar of the roaring, the roar of the growling.
How many running - so many lying
In the wilds and thickets, in groves and thickets.
A crowd of floating, swarming,
Eating each other, fat and skinny
In the wilds and thickets, in thickets and groves.
As many as there are in the booths, as many as there are in the thickets,
Waiting for a shot, flying into a snare.
How many are floating - so many are soaring
In the wilds and thickets, in groves and thickets.
(V. Vysotsky.)
******************
3.
Seen a lot, knew a lot,
Knowing hate and love,
Having everything, losing everything
And again, having found everything again,
The taste of everything earthly
And greedy for life again,
Possessing everything and again
Afraid of losing everything.
(D. Kedrin.)
- Find participles, indicate the suffix, determine the active - passive, syntactic role.
- Read all the texts aloud expressively.
- Why do writers and poets use verb forms so actively? (= not only figuratively describe an object or phenomenon, but also represent its characteristic in dynamics, in the process of its formation, change)
- Why is this possible? (= participle combines the energy of a verb and the expression of an adjective)
4. Robert Southey, "Lodore Falls."Expressive reading.
Boiling,
Hissing
Murmuring,
Grumbling,
Flowing
Spinning
Merging,
Heaving
Bloating
Flickering, rustling,
frolicking and hurrying,
Sliding, hugging,
Sharing and meeting
Caressing, rioting, flying,
Playing, crushing, rustling,
Shining, flying, staggering,
Intertwining, ringing, bubbling,
Wrinkling, worrying, rolling,
Throwing, changing, cooing, making noise,
Tossing and foaming, jubilant, thundering,
Trembling, spilling, laughing and chatting,
Rolling, twisting, striving, growing,
Running forward and forward in freedom-loving fervor -
Thus fall the stormy waters in shining, swift Lodore!
- What is unusual about this poem?
- What effect does the poet achieve by “collecting” such a number of gerunds?
- Why is it written so unusually?
- Find the participle, determine the type, designate the suffixes.
- What is special about participles?
- What if we replace all participles with verbs of the same type? What will disappear?
- Creative laboratory.
These are the “waterfalls from adverbial participles” we got in our lesson!
- 1st group:
"Trying
Studying, answering five,
Thinking, deciding, thinking about grammar,
Developing brains, helping Elena Nikolaevna,
Developing pronunciation and studying rules,
We will correct our grades in English!” - Group 2:
"Worried,
Fearing and hoping
Worrying for us, worrying, hoping for the best,
Thinking about us, walking confidently, trembling and sighing,
Our parents are going to a parent meeting."
Slide 1
The use of participles and gerunds in speech 6th grade was prepared by teacher Leonidova E.T. GBOU school No. 337, St. PetersburgSlide 2
There is no word that would be so sweeping, lively, would burst out from under the very heart, would seethe and vibrate so much as a well-spoken Russian word. N.V.Gogol
Slide 3
Lesson objectives: To develop the ability to determine the role of participles and gerunds in speech; To develop the ability to correctly use participles and gerunds in literary and colloquial speech; Review the spelling of participles and gerunds.
Slide 4
Find phrases with participles: Dancing couple Lost view Running children Melted snow Lost handkerchief Shifty eyes Open window Rustle leaves Dancing gait
Slide 5
Write down the participles found in book titles in 2 columns: active and passive “Gone with the Wind” “Singing in the Thorn Trees” “Running on the Waves” “Shining World” “Rejected” “Open” book" "Lost(n,nn) illusions" "Burning Island"
Slide 6
Test yourself: Real “The Thorn Birds” “Wave Runner” “The Glittering World” “The Burning Island”. Passive “Gone with the Wind” “Les Miserables” “Open Book” “Lost Illusions”
Slide 7
Find the incorrect statement: Participle is an inflected part of speech. The participle in a sentence serves as a definition. A gerund denotes an attribute of an object by action. The participle is an unchangeable part of speech. The participle has no dependent words.
Slide 8
Without knowing grief, Having done something bad, Not knowing the ford, Not having tasted the bitter, Having taken your head off, you won’t cry through your hair, you won’t recognize it, and you won’t weave sweets and bast shoes, don’t go into the water, you won’t recognize joy. Find matches
Slide 9
Test yourself! Without knowing grief, Having done something bad, Not knowing the ford, Not having tasted the bitter, Having taken off your head, you won’t recognize it, and don’t expect joy, don’t go into the water, you won’t recognize it, and you won’t cry for sweets in your hair.
Slide 10
The richer the language is in expressions and turns of phrase, the better for the skilled writer A.S. Pushkin
Slide 11
Slide 12
Name the author and the work. Determine your speaking style. Find metaphors and epithets. Underline the participles and participial phrases. What is their role in the text? But these days of the Nord lured Longren out of his small warm house more often than the sun, which in clear weather covered the sea with blankets of airy gold. Longren went out onto the bridge, laid out along long rows of piles, watching how the bottom exposed near the shore was smoking with gray foam, barely keeping up with the waves, the thundering run of which towards the black horizon filled the space with herds of fantastic maned creatures, rushing in ferocious despair to distant consolation.
Slide 13
But these days of the Nord lured Longren out of his small warm house more often than the sun, which in clear weather covered the sea with blankets of airy gold. Longren went out onto the bridge, laid out along long rows of piles, watching how the bottom exposed near the shore was smoking with gray foam, barely keeping up with the waves, the thundering run of which towards the black horizon filled the space with herds of fantastic maned creatures, rushing in ferocious despair to distant consolation.
Slide 14
1. Form participles from the verbs in brackets. 2. Explain the placement of punctuation marks for isolated parts of a sentence. 3. Find examples of epithets, personifications, metaphors. The sea, huge, lazily (sigh) near the shore, fell asleep and motionless in the distance, (drenched) in the blue radiance of the moon. Soft and silvery, it merged there with the blue southern sky and sleeps soundly, reflecting the transparent fabric of cirrus clouds, motionless and not (to hide) the golden patterns of the stars. (M. Gorky)
Slide 15
The sea, /huge, lazily sighing near the shore/, fell asleep and motionless in the distance, /drenched in the blue radiance of the moon/. Soft and silvery, it merged there with the blue southern sky and sleeps soundly, reflecting the transparent fabric of cirrus clouds / motionless and not hiding the golden patterns of stars /. Key
Slide 16
Correct errors in the use of gerunds. Moving apart the rosehip bushes, you can see an old house. The boy stroked the dog on the back, wagging his tail. After catching fish, we ran out of worms. Having approached the platform, the dogs greeted us with friendly barks.
Slide 17
An old house can be seen behind the spreading rosehip bushes. The boy stroked the back of the dog, which was wagging its tail. After we caught the fish, we ran out of worms. When we approached the platform, the dogs greeted us with friendly barks. KEY
Goals:
- summarize and systematize students’ knowledge on the topic “Communion and gerunds”;
- practice the ability to find participles and gerunds in the text, correctly write suffixes of active present participles and personal endings of verbs, place punctuation marks for participial and gerund phrases; determine the role of participles and gerunds in speech;
- to form a respectful attitude towards the language and native land.
During the classes.
I. Updating students' knowledge.
What special verb forms did we work with in previous lessons? (Communion and gerund.)
What is a communion?
What is a participle?
Over the course of many lessons, we learned to form participles and gerunds, write them correctly, and put punctuation marks on participial and gerund phrases. Why did we do this? (To be able to correctly use these special verb forms in speech.)
Record the date and topic of the lesson.
II. Determining the purpose of the lesson.
Today is the penultimate lesson on the topic “Communion and gerunds.” What do you think will be the most important thing in class today? (Let’s once again remember everything we have studied on the topic, practice using participles and gerunds in speech, and determine their role in the text.)
III. Generalization and systematization of knowledge.
In previous lessons we have already determined the role of participles and gerunds in speech. Now Kostya will give a report, he will summarize everything that we have learned, summarize all our information about the use of these verb forms in speech. (The student’s speech is prepared in advance at home.) Your task: answer what is the role of participles and gerunds in speech.
Participles and gerunds
- convey the author's attitude;
- create the mood of the text;
- give the literary text special expressiveness.
IV. Work with text.
So you and I will be working with the text today. And since we live in the Kola North, in Murmansk (What is the main reality of our city? - The sea.), then our texts will be connected with the sea, our northern, harsh, but so beautiful and exciting sea.
1) Reading the text by the teacher.
The wind, furious with its own fury, burst into sleet like wet snow. The blizzard poured... cloudy snow into tight, madly spinning spindles, they, falling from the slope with acceleration, spun... over the fast ice. The wild storm tormented, crushed... rocking... the ice field with swarming... people on it, choking... with the wind and snow.
He was breathing, he was walking, he was moving - all these words of flattering on the tra(s, ss) now related only to the fast ice, to its condition.
2) Conversation.
- What is this text about? What is its theme?
- What is the main idea of this text?
- What style of speech does the text belong to? Why?
- What is the purpose of the art style? (Influence the reader’s feelings with the help of images and pictures.)
- And what images does the writer create, what picture of the sea does he show us?
- What words show us this? (Participles and gerunds.)
- Determine the type of speech. Prove your point.
- What words do you not understand? ( Fast ice - ice frozen to the shore.) What dictionary will help us? Let's find the meaning of this word in S.I. Ozhegov's dictionary.
- Fill in the missing letters and explain the spelling. (Check against the text written on the board.) Find participles in the text. What role do they play?
- Find sentences with participial phrases and place punctuation marks. Explain them graphically.
- Find sentences with participial phrases in the text, explain the placement of punctuation marks.
- Pay attention to the word “bitch”. What color does it have? (This is a colloquial, somewhat rude word.) For what purpose does the author use it? (Emphasizes the fury of the northern sea.)
Conclusion. What role do participles and gerunds play in the text?
I asked two students to conduct a linguistic experiment: replace participles and gerunds with verbs and the combination “which + verb.” Listen to what they did.
So what role do these special verb forms play in the text?
V. Working with deformed text.
And now I offer you a very interesting creative work. Working with deformed text. It omits verb forms: instead, the infinitive of the verb is given in brackets. Try to recover the text.
The northern cold night spread over the dull rumbling sea. It has not yet subsided from the recent storm. Lonely ice floes swayed quietly in the waves. On one of them the barely visible silhouette of a tall figure stood out. It was Soroka. There were boulders clumsily _____________ (advance) around, the water was foaming. Above ___________________ (spread) the surface of the water the golden Dipper glittered. Dark thoughts crowded incoherently in Soroka’s head. ________________ (weaken) from fatigue, he paused for a moment and looked around. The frosty sky sparkled phosphorically with myriads of ___________ (fragment) stars. The sea calmed down immensely. The frost looks motionlessly __________________ (turn white), silently __________________ (penetrate) into _____________________ (freeze) the body.
Reading works and source text.
The wind fell. The dying waves carried the broken remains of the ice fields, like the broken wreckage of a giant ship. The clouds quickly ran away from the blue vault, studded with brightly twinkling stars.
The northern cold night spread over the dull rumbling sea. It has not yet subsided from the recent storm. Lonely ice floes swayed quietly in the waves. On one of them the barely visible silhouette of a tall figure stood out. It was Soroka. Water foamed around the clumsily approaching block. The Golden Dipper shone above the spreading surface of water. Dark thoughts crowded incoherently in Soroka’s head. Weakened by fatigue, he paused for a moment and looked around. The frosty sky sparkled phosphorically with myriads of crushing stars. The sea calmed down immensely. The whitened frost looks motionless, silently penetrating the freezing body.
VI. Summarizing.
What did we learn in class today?
What is the role of participles and gerunds in the text?
VII. Homework:
repeat §§ 20 – 30, prepare for the test.
Differentiated task:
- Ex. 310.
- Write out 4 sentences with participial or adverbial phrases from B. Shergin’s text “Murmansk plovers”.
- Compose a text of 4 – 5 sentences on the topic “Holiday of the North in Murmansk”, using participial and participial phrases in it.