Morphological features of gerunds.
Signs of verbs and adverbs in gerunds
Goals: introduce the children to verbal and adverbial signs of gerunds; learn to find participles in the text, identify constant and unstable signs of participles.
During the classes
I. Organizational moment.
II. Checking homework.
1. Students read the sentences, noting that the main and additional actions refer to the same word.
2. Repetition.
– Find gerunds among these words:
Sat, standing, sitting, sitting;
They rejoiced, rejoiced, rejoiced, rejoiced;
Threw, rushed, rushed, rushed, throwing.
3. Write on the board (replace the underlined verbs with participles).
And it happened like this: a red-mustachioed guard came alongside Pavel; Korchagin suddenly rushed towards him and grabbed rifle, and with a sharp movement bent it to the ground.
The bayonet scraped against the stone with a clang.
Petliurist did not expect attack, was dumbfounded for a moment, but immediately pulled the rifle with all his might. leaned on with his whole body, Pavel held her. A shot went off. The bullet hit the stone and squealed , ricocheted into the ditch.
(According to N. Ostrovsky.)
– Having replaced the verbs with gerunds, we received an excerpt from Nikolai Ostrovsky’s novel “How the Steel Was Tempered.” I hope you are once again convinced that with the help of gerunds the movement of a face (object) is much more picturesque.
III. Explanation of new material.
1. Spelling dictation.
CHASE
Five or six leaps behind the trot, the pack rushed along. The leader, tall and broad-chested, ran ahead. Either throwing his hind legs up to his chest, then unclenching like a spring and spreading out in flight over a snowdrift, he rushed, spreading his large and long tail in the wind. His gray skin with a light red tint bristled at the back of his neck, rapidly rolling over his knotted and powerful muscles.
(V. Potievsky.)
2. Conversation on issues.
– Find gerunds in the text.
– Indicate the verbs denoting the main action.
– Write down phrases with participles.
– Do participles change by gender, number, and case? Do they conjugate?
- What else? independent part speech does not change?(Adverb.)
– What verbs are these gerunds formed from?
– From what type of verbs?
– What are the constant signs of participles? And which ones are not permanent?
3. Reading the material § 26 (p. 77).
Signs of the verb and adverbial signs of the gerund.
– What do gerunds and verbs have in common and how do they differ?
– What about participles and adverbs?
– What is syntactic role participles in a sentence?
IV. Consolidation.
1. Selective dictation.
Write out the gerunds from the given text and define them morphological characteristics, highlight formative suffixes.
...The steamer was thumping and shaking again, the cabin window was burning like the sun. Grandmother,near me, scratching her hair and wincing, something
She said something specialwords, and they softly strengthened in my memory, like flowers, just as affectionate, bright, juicy. When she smiled, her pupils, dark as cherries, dilated,an inexpressibly pleasant light, a smile cheerfully revealed white, strong teeth, and, despite the many wrinkles in the dark skin of the cheeks, the whole face seemed young and bright.
...Before her, I seemed to be sleeping, hidden in the darkness, but she appeared, woke me up, brought me into the light, tied everything around me into a continuous thread, wove everything into multi-colored lace and immediately became a friend for life, the closest to my heart, the most understandable and a dear person - it was her selfless love for the world that enriched me,strong strength for a difficult life.
(M. Gorky, “Childhood.”)
2. Execute parsing the second part of the last sentence of the text.
It was her selfless love for the world that enriched me, filling me with strong strength for a difficult life.
Point to an unstudied punctogram.
3. Write down the text, underline the participles.
The text is projected onto the screen.
Summer said goodbye to the earth, hesitated before separation, marking time, affectionately and carefully looking around. It was hot during the day, but in the evening it became sharply fresher, and large stars descended to the very roof, sparkling with a sharp icy shine. It seemed as if their breath was making the air colder, the trees were shivering chillily, and the grasses in the mornings were bending under the dull pellets of heavy dew, and the carved leaves of the birch trees were rustling sadly, enveloped at the edges by an insinuating silence.
(F. Nesterov.)
– Find techniques of personification in the text.
– Identify and graphically show which verbs are joined by gerunds.
– Do the action of the verb and the gerund happen at the same time, or do they follow each other?
– Explain the punctuation marks in the last sentence.
– Parse the word covered in composition, and then - as a part of speech.
– Indicate the type of participles, highlight stems and formative suffixes.
V. Summing up the lesson.
– Name the characteristics of a verb and an adverb in a gerund.
– Do participles change?
– Name the formative suffixes of gerunds that you became aware of in class.
Homework: § 26 (in full), p. 77, create a test “The third odd one” to find gerunds and determine their morphological features.
Teacher of Russian language and literature BOUSOSH No. 38 Art. Novovelichkovskaya Dinsky district Krasnodar region Magomedgadzhieva Khadizhat Tavakalovna
Russian language lesson
Class 7
Lesson topic: Participle. Signs of verbs and adverbs in gerunds
CelAnd:
Educational-
- give the concept of gerunds; introduce grammatical meaning participles;
Introduce the children to verbal and adverbial signs of gerunds;
Learn to find participles in the text, identify constant and unstable signs of participles.
Developmental-
Shape spelling skills and skills;
Continue to develop oral and written speech.
Educational-
Cultivate love for native word, to Russian literature.
During the classes
1. Organizational moment.
2. Record the date and great job
3. Determining and formulating the topic of the lesson.
Guys, what part of speech did we talk about in previous lessons? (Participle) At the beginning of the conversation about the sacrament, a part of speech similar in sound to it was mentioned.
Which? ( Participle)
What goals will we set for ourselves today? ( get acquainted with the topic “Communications”, with its grammatical meaning, with verbal and adverbial features)
What can you say about gerunds? ( Artem)
(The part “dee-” means the proximity of this part of speech to action, that is, to the verb. Let’s choose a word that also includes “dee-”: capable, that is, capable of action. We can say that the gerund is capable of action. It means additional action.)
4. Explanation of new material
Let’s compare two sentences (write them down in notebooks) (Students copy the entries on the board into notebooks)
Poppies scree A fell and dropped petals to the ground.
Poppies scree A flew, dropping petals to the ground.
Which of these sentences is more accurate and expressive?
How are the actions expressed in these sentences?
(In the first sentence - homogeneous predicates - crumbled and dropped. In the second, the predicate was showered with the additional action of dropping. The use of homogeneous predicates are not entirely accurate: it is clear that one predicate implies another, the second seems redundant.)
Which picture makes a sentence with an additional action (more figurative, complements it, adds expressiveness.)
Which word indicates an additional action expressed by a part of speech that is new to us? -What is it called?
To use participles correctly, you need to recognize them! Let's test ourselves!
5. Consolidation
1.Reading the text (projected on the screen; printed, placed on the desks in front of the students). (Student reads)
TALE OF A BUTTON ( SLIDE 1)
A man was walking along the road and lost a button. As she fell, the black-eyed Button hit the ground hard. She wrinkled her face in pain, closed her eyes and, spinning in place, rolled under a pebble.
“It’s not a bad place to live,” said Button, looking around, “the sun doesn’t burn, the wind doesn’t get cold, the rain doesn’t get wet.”
A bicycle passed by here. While driving around a bump on the road, the front wheel hit a Button stone, and the rear wheel drove straight over the Button.
There was a crash. The grasshoppers, basking by the side of the road, jumped high in fright. And on the road lay Button. She no longer beamed with happiness as before.
A deep, jagged crack ran through her very core.
(F. Nesterov.)
2. Conversation on issues .(questions are given to the group)
– What is this text about? the main idea fairy tales?
- Find words that indicate the actions that Button performed.
– Remove these words from the sentences. What happened? Is it possible to understand the meaning of what was said?
– Which of these words do you think denotes the main action, and which additional?
– What questions are answered by words denoting an additional action?
– And from what part of speech are questions asked to them?
– Are there any words denoting an additional action, dependent words? Name them.
– Is it possible to change the words denoting additional actions?
(Good! Well done!)
We worked with the text and answered questions. Now let’s open the textbook on page 77 and read the rule in the frame.
3. Let's assemble a cluster and make a graphical record of the rule in a notebook.
Which part of speech performs the main action? – verb.
4. Write down the expressions. Find the participles, indicate the main action-verb.
Commented check on presentation
(SLIDE 2)
What part of speech are both gerunds and verbs? ?(Both gerunds and verbs refer to the nounButton.)
Guys! Why do you think gerunds are needed? works of art
1. Oral completion of exercise 159, name the main members of the sentence, indicate the words denoting the main and additional actions.
2. Guys, here is an unusual poem for you English poet Robert Southey's "Lodore Falls" (SLIDE 3)
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,
Soaring, spinning, roaring,
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, -
This is how they fall rough waters in shining, swift Lodore.
What seemed unusual about this poem?
What does the poem itself look like figuratively?
How many of you have seen a real waterfall? Did you hear his noise?
What words in the poem helped you do this? Let's try to do without them.
What role do they play? ( They complete the main action, make the speech more accurate, bright, expressive, picturesque)
What can be concluded? Using gerunds as additional actions, the author shows visual and auditory representations, thereby achieving a more complete and correct image waterfall
Research.
So, let's start researching the topic “Gerunds as an independent part of speech Here is a picture: dad is a verb, mom is an adverb, child is a gerund. Why are they together? (SLIDE 4)
Now listen to the story" Fathers and Sons".(Staging a fairy tale.
Active faces - Verb, Adverb, Participle)
Once upon a time there lived a family: dad was a verb, mom was an adverb, and daughter was a gerund. All children repeat their parents to one degree or another. The participle is no exception. From the Verb, the Participle inherited the stem. Like the Verb, the Participle controls the case of the noun and has a number of things in common with it grammatical categories(aspect and reflexivity), as well as a question similar to a verb (doing what? doing what?)
.
What the Adverb has in common with the Adverb is its ability to remain unchanged, no matter what happens around it. In addition, the Participle responds to the questions of the Adverb (how? in what way?)
, and in a sentence it is, like an Adverb, a circumstance and denotes the purpose, reason, place, time, manner of action.
But all children, growing up, strive for independence. Here's the participle there too.
– I am a completely independent part of speech! I demand an appropriate attitude and place in the system significant parts speeches! - the participle loudly declares, shocking the parents.
- What are you, what are you! You are just one of my forms! - the Verb insists. - Adverb, well, say something!
But the Adverb is silent. It does not interfere in linguistic matters; it is always unchanged and constant. And it values its immutability above all else...
The eternal dispute between fathers and sons. Eternal problem autonomy and independence...
Let's remember the morphological features of verbs and adverbs
(SLIDE 5)
- Which side are we on in this debate: verb, adverb or gerund? Let's choose common features participles.
Independent work according to the textbook.
Let's turn to the textbook and check our assumption.
Read the material about gerunds yourself and write a story about this part of speech. (p.76)
Test yourself (SLIDE 6)
Summing up the lesson
What part of speech did we talk about today?
What questions does the participle answer?
What features does a verb have?
What features does an adverb have?
What is expressed in the sentence?
Reading a poem about gerunds
I call myself a gerund,
I denote an additional action,
To the questions WHAT DO I DO? WHAT DID I DO? HOW? I always answer
Perfect and not perfect form I happen
Predicate – verb I explain.
In the sentence I am a circumstance.
Now let's do it test work
Final test
| 1. Which of the words is not a gerund?? |
|
| 2. Which of the words is a gerund?? |
|
| a) quickly; | a) spoke; |
| b) fun; | |
| c) laughing; | c) smiled; |
| 3. Find words with stress on the third syllable |
|
| a) playing around; | a) making it easier; |
| b) scooping; | b) arrived; |
| c) going deeper. | c) clogged. |
| 4. Choose a synonym for phraseological units |
|
| a) headlong; | a) without straightening your back; |
| b) rolling up your sleeves. | b) hand on heart. |
(SLIDE 7) (Test yourself!)
Reflection
Student assessment. Thank you guys for your cooperation and I'd like to think about how the lesson went for you.
(SLIDE 7)
Homework:(creative task) 1) write a poem (text) using gerunds;
2) create a test “The third odd one” to find gerunds and determine their morphological features;
3) perform exercise 160 for everyone
Morphological features of gerunds
Participle –This is a part of speech that has the following characteristics:
· denotes an additional action, answers questions doing what? or what did you do?
· has the grammatical features of a verb and an adverb.
Verb signs of gerunds.
What features did the participle borrow from the verb? Read the two sentences carefully.
1) As you walk through the old town, pay attention to the old signs.
2) Having passed me, he suddenly looked back.
In the first sentence, the gerund is formed from the verb imperfect form pass, denotes an incremental action that has not completed by moment of speech , and answers the question what are you doing?
In the second sentence, the gerund is formed from a perfective verb pass the, denotes an additional action completed by the time of speech, and answers the question what did you do?
Hence, one of the verbal features of a gerund is the aspect. Imperfect participles denote an additional action that occurs simultaneously with the main one, and answer the question doing what? Perfect participles denote an additional action that occurred before the main one and answer the question what did you do? Indeed, you need to pay attention to old signs precisely when you walk through the old city, i.e. the main and additional actions occur simultaneously, but someone looked back after he had passed by, i.e. the additional action preceded the main one.
Another verbal feature of the gerund – transitivity.If a gerund is formed from a transitive verb, it is transitive. If the gerund is formed from intransitive verb, it is intransitive.
Compare:
1) giving (what?) flowers => giving (what?) flowers – transitive participle;
2) believe (what?) promises => believe (what?) promises – intransitive participle.
Preserves the participle and such a feature of the verb as repayment.From reflexive verbs are formed reflexive participles, from non-reflexive verbs – non-reflexive.
Compare:
1) lift => lifting – irrevocable gerund;
2) rise => rising – a reflexive gerund with the suffix -sya at the end.
The participle has the same control as verbs: reading / read / read / reading a book, But book reading. Please note: and different shapes verb (personal and indefinite), both gerund and participle require the same case (accusative) from the controlled noun, and the verbal noun requires the genitive.
Signs of an adverb in a gerund.
The adverbial features of the gerund include immutability.
From adverb and syntactic role of the gerund: in a sentence it is a circumstance and depends on the verb. You can also ask questions about the participle doing what? what did you do? and questions How? Why? When?
Read the sentence.
He walked slowly, not in a hurry.
To the imperfective participle (leisurely Can I ask you a question doing what? It is a circumstance in a sentence, just like an adverb. slowly. In such circumstances we usually ask questions How? how? They characterize an action by explaining how and in what way it occurs. Such circumstances are called circumstances of the course of action. Please note that in this sentence the adverb and gerund answer the same question and are homogeneous adverbs. By the way, participles are not always circumstances of the manner of action. Less often they act as circumstances of time or cause.
Read the examples carefully.
I was very nervous while waiting to go on stage.
In this sentence, the gerund is an adverbial adverbial denoting the time at which the main action took place: worried when? - waiting to go on stage. This means that in this sentence the participle is an adverbial adverb of time.
Excited, he blushed furiously.
Here the gerund is a circumstance that denotes the reason for the main action: why was he blushing? - because I was worried. In this sentence, the participle is the adverbial adverbial cause.
The meaning of the participle, its morphological features and syntactic function
Participle - special verb form, which denotes an action additive in relation to the predicate, answers questions doing what? what did you do? and combines the characteristics of a verb and an adverb. In a sentence participles are the circumstances: Squealing, the heavy winch crawls... (G. Ivanov).
Signs of verbs and adverbs in gerunds
Verb signs | Adverb features |
Type (perfect and imperfect): deciding- deciding, playing- having played. | Immutability (like an adverb, a gerund does not change and is associated with other words by the method of adjacency). |
Transitivity/intransitivity: reading(What?) book- while studying. | Syntax function(like an adverb, a gerund is a circumstance in a sentence). |
Refundability/non-refundability: dressing- getting dressed. | |
Ability to be defined by an adverb: understand correctly- understanding correctly, having understood. |
Participle does not have a category of time, but it expresses relative time: simultaneity with or precedence of the action named by the predicate verb
Classes of gerunds by meaning, formation of gerunds
Participles imperfect form denote an additional action that occurs simultaneously with the main action, called the predicate: This is what the young rake thought, flying in the dust on postal mail... (A. Pushkin)
Participles imperfective forms are formed from the stem of the present tense of imperfective verbs using a suffix -a (me): crying- crying, looking - looking, dancing jut - dancing (dancingjA]).
Verbs with suffix -va-, which appears in the present tense, this suffix is retained in the gerund: recognized jut- recognize - recognizing (recognizing[ j- a]).
Some imperfective verbs do not form participles: verbs -ch (to protect, bake, cut); verbs with suffix -well- (to sour, to get cold), some one-syllable verbs (sew, sing, wait, lie and etc.).
Participles from verbs be And steal have a suffix -teach-: being, sneaking.
Participles perfect form denote an additional action preceding the main action, called the predicate: ...And, sitting under a pine tree, he eats porridge... (A. Tvardovsky).
Participles perfective forms are formed from the base of the infinitive of perfective verbs using suffixes -v, -lice(using this suffix participles are formed from reflexive verbs), -shi: say- saying, wash your face- after washing, get in- got in.
Participles perfective forms can also be formed from the base of the simple future tense using the suffix -a(s): will read- after reading, they will find- having found. Particularly common participles perfect view of -and I) in stable combinations: hand on heart; folded arms; carelessly, headlong, reluctantly and etc.
Features of the use of gerunds
Participle with words depending on it forms participial turnover .
Participle And participial turnover, denoting an additional (accompanying) action, are adjacent to the predicate verb, which names the main action in the sentence. But this additional action must necessarily be performed by the object (person) who is named as the subject of this sentence: The boys dispersed dogs, taking young lady under your protection (A. Pushkin).
A common mistake is to use participles and participial phrases, the additional action of which is performed by a person or thing that is not the subject of the predicate in this proposal: Approaching this station and looking at nature through the window, I hat flew off(A. Chekhov).
Participles And participial phrases can also be used in impersonal sentences, but only in those where there is actor, designated dative case: While preparing for the exam, I had to go to the library often.
The actor may not be named in the sentence, but he is indicated by the meaning participles and the predicate in this impersonal sentence.
Participles and adverbs
Participles may lose the meaning and grammatical features of the verb and turn into adverbs. In this case participles cease to be designations of an additional action, their qualitative meaning (the meaning of the action attribute) is enhanced. For example: He sat bent over; She walked slowly ; Dmitry listened to him frowning(M. Gorky).
Some participles have already completely switched to adverbs, losing the value of the additional action: listened in silence ; writes With walking, standing; reading lying down ; says choking(= unclear, quickly); answered without thinking(= quickly); told slowly(= slowly); stood at attention(= straight); answered reluctantly(= sluggish); lives playfully (- easy, carefree); speaks incessantly(= non-stop); said lovingly(= kindly).
Morphological analysis of gerunds includes highlighting two permanent signs(type, immutability). Variable signs the gerund has no participle, since it is unchangeable form. Verb signs(transitivity - intransitivity, reflexivity - irrevocability) can be included in morphological analysis of gerunds.
Scheme morphological analysis participles. I. Part of speech ( special shape verb). II. Morphological characteristics. 1.Initial form (indefinite form verb). 2. Constant signs: 2) unchangeable form. III. Syntactic function. | A sample of morphological analysis of gerunds. I. Stumbling- gerund, a special form of the verb, as it denotes an additional action. II. Morphological characteristics. 1. The initial form is to stumble. 2. Permanent signs: 1) imperfect appearance; 2) unchangeable form. III. Syntactic function. In a sentence it is a circumstance of the manner of action: she ran (how?) stumbling. |
Orthoepic moment.
Pronounce it correctly.
going, slandering, cutting, mine, hating, renouncing, despairing, understanding, accepting.
Morphological analysis of gerunds (p. 192-193).
V. Exercises to consolidate what has been learned.
Performing exercises 300, 302 in writing, 301 orally. Exercise to distinguish between gerunds and adverbs (no punctuation marks):
(1) Jumping up, he hit his head on the low ceiling. (2) The bullet ricocheted off with a squeal. (3) He writes standing up. (4) It’s easier to throw the ball into the basket while standing. (5) The father patted his loving son on the shoulder. (b) You must stand stretched out in front of the commander. (7) Pulling himself up, he easily reached the top crossbar of the goal. (8) You always read while lying down. (9) These children achieved great success while playing. (10)3and the city was blazing with the smoking fire of a large fire.
(Answers: 1, 2, 4, 7, 9, 10 - we isolate single gerunds; 3, 5, 6, 8 - adverbs are not isolated.)
Students write down stable combinations(gerunds that have turned into adverbs):
Apparently, without taking a breath, a little later, frankly speaking, in fact, considering it important, not considering it necessary, simultaneously noting, rolling up his sleeves, headlong.
Working with table 19.
Table 19
Exercise: replace the verb with a gerund, put punctuation marks, highlight the participial phrase graphically.
1. The driver (turn away) from me sat sullenly on the driver's seat.
2. The sea plays with small waves (decorate) with crimson foam.
3. The officer (tempted) by the good weather ordered him to saddle his horse.
4. Hawks (spread) their wings stand motionless in the sky.
5. The partisan (sit) on the rubble disassembles the revolver.
6. The horseman (to saddle) the horse left the village.
7. The shepherds (drive) the animals to one place loudly crack their whips.
9. The teenager cowardly (put his head in his shoulders) ran towards the horse.
VI. Lesson summary.
Homework:
2. Exercise 303.
LESSON _________ Date_____________________
TOPIC: ADVERB AS PART OF SPEECH. SPELLING OF ADVERBS.
Target: repeat the categories of adverbs, degrees of comparison and spelling of adverbs.
During the classes.
I. Survey - repetition of knowledge about adverbs
Remember the morphological features of adverbs.
What categories are adverbs divided into by meaning?
What forms of degrees of comparison form adverbs?
II. Work on the topic:
Doing the exercise.
How many adverbs are there in a sentence? Write down the sentence, find the adverbs, determine their category. Underline the adverbs as parts of the sentence:
In the bushes, in the dry honey hay, grasshoppers are ringing tirelessly, tirelessly, even louder than in the early morning.
Working with the textbook.
Reading and discussion § 54.
Performing morphological analysis of an adverb from a sentence.
We started talking quiet and soon fell silent.
Securing information about morphological properties adverb.
Test.
1. Select and mark the characteristics related to the adverb.
a) adverb is service part speeches;
b) in a sentence, adverbs are adverbs, predicates, definitions;
c) an adverb is an independent part of speech;
d) adverbs do not change;
e) an adverb explains the subject;
f) an adverb denotes a sign of an action and a sign of a characteristic.
2. Find and indicate adverbs.
a) solid; g) brooch;
b) entirely; h) supine;
c) trifle; i) distant;
d) cut; j) far;
d) midnight; k) delete;
f) hide; m) far.
3. Determine the group of adverbs of measure and degree.
a) together, a little, from a distance; d) loudly, from above, yesterday;
b) very, three times, completely; e) blindly, the day before, out of spite
c) too much, at the top, always; e) extremely, almost, at the top.
4. Find a phrase in which the adverb of purpose is used.
a) insulted on purpose; c) worked together;
b) walked at random; d) returned by chance.
5. Determine the meaning of the adverbs in each of the sentences:
Suddenly he understood.
a) reasons; c) goals;
He came to him three times.
b) time; d) mode of action.
He treated him in a friendly manner.
a) reasons; c) measures and degrees;
b) time; d) mode of action.
6. Find the error in determining the meaning of the adverb.
a) went in the morning (time); b) lived nearby (places);
c) hurt intentionally (reasons); d) did not recognize at all (measures and degrees);
e) sang loudly (measures and degrees).
7. Specify a group of demonstrative adverbs.
a) there, somewhere, nowhere; c) there, from there, then;
b) everywhere, from afar, everywhere; d) somewhere, somewhere, nowhere.
8. Mark the negative adverbs in each line.
a) here, where, nowhere, somewhere;
b) there, not at all, for some reason, then;
c) why, when, where, nowhere.
4. Spelling adverbs.
Students turn to the textbook material (pp. 198-202, § 55) and compile notes on the topic “Fused, hyphenated and separate spelling of adverbs.”