Verbal words examples. How to distinguish a participle from an adjective

In Russian, a participle can turn into a verbal adjective due to the weakening of the properties of the verb. In other words, the sacrament gradually loses its temporary properties and acquires permanent qualities. Accordingly, the spelling changes "nn" in participles and verbal adjectives. It is important to know that participles are written with double " nn", in addition to the words: smart, named, and in adjectives - one "n" except for the words: unexpected, unexpected, unseen, desired and others.

Properties of parts of speech

In order to distinguish between a passive participle and a verbal adjective, you need to know their properties. Properties of participle and adjective:

The adjective is characterized by two more features:

It can be included in a number of homogeneous members (well-mannered and shy).
It may have a figurative meaning (lost gaze).

Participle and verbal adjective

The participle has its own specific affixes used for formation. For example, chlorine is not a participle, because the verb “chlorine” does not exist, unexpected is not a participle due to the fact that the word “unexpected” does not exist in the language.

To distinguish between these two categories you need:

Thus, if a word corresponds to at least one of the named points, it is a participle, which means you need to write " nn"; if the word does not correspond to any point, then it is verbal adjectives ("n" And " nn" in which cases to write, we have already found out), you need to write one letter. If it is necessary to determine the part of the written word, a word with two letters will be a participle, but one with one will not.

Dependence on semantic meaning

As for the suffixes of the analyzed parts of speech, the spelling of verbal adjectives should be noted. For example, words such as butter pancakes and oil paint. Here we differentiate between participles and adjectives not according to the rule, but according to the meaning. In the first phrase it is a verbal adjective formed from the verb “oil”, and in the second it is an adjective formed from the noun “butter”. And in the phrase, for example, “butter pancakes in the morning” oiled- participle. In other words, when a word is used to mean “made of oil or powered by oil,” it is written with the suffix -yan. If it means “soaked in oil,” then the suffix is -en.

The word wounded has two spellings. For example, in the sentence “Remaining wounded, he has already begun to prepare for the campaign” in the word wounded - doubled "nn", although there is no prefix and no dependent word, is formed from the verb “to wound” of the imperfect form, the word does not end in -ovanny, -evanny. Doubled "nn" is explained by the fact that the word carries a verbal meaning, that is, it denotes a temporary sign and is a participle. A verbal adjective does not denote an action and answers the question: which? Which?

Short and long forms

Having one or two "n" in a word depends on the form: full or short. So, in short adjectives so much is written "n", how many in full. And in short participles only one is always written "n". The girl was spoiled(spoiled - a short adjective that denotes a permanent characteristic). The boys must have been spoiled by life(spoiled - participle, denotes a temporary sign).

Suffixes of verbal adjectives have their own characteristics. It should be added that in some combinations of repeated words, such as: patched-re-patched, washed-washed, despite the presence of the prefix pere, in the second part of the combinations one is written. Combinations have the meaning of degree of quality and are classified as adjectives.

Change of lexical meaning

In cases where a participle becomes an adjective, its lexical meaning may change. For example, the participle “forgiven” in the phrase “forgiven person” means “a person who has been forgiven,” but the adjective forgiven in the phrase “ Forgiveness Sunday" takes on a different meaning and means the name of the day of the week before a large Orthodox fast.

Complex verbal adjectives “n” and “nn” like: lightly salted, smooth-bleached, freshly dyed, are written with one "n". But: g bleached, freshly painted, lightly salted written with double "n", since the second part of these words is formed from verbs with prefixes.

Noun suffixes

Nouns formed from passive participles and verbal adjectives can also be written with one "n", and with two "nn". It all depends on the stem of the word from which it is derived. For example, protege- from an adjective set, but the producing verb is put in the perfect form, so we write with two "nn". Ice cream- from participle " ice cream", but, since the producing basis freeze(what to do?) - imperfect form, then we write one "n". The same applies to the spelling of derived adverbs.

Changing a participle to an adjective

If the participle turns into an adjective, then it takes on its characteristics:

From it a simple comparative degree (surprised, more surprised).

It can be combined with words less and more ( less surprised).

He has synonyms and antonyms from adjectives ( inspired mood, that is funny- synonym, sad- antonym).

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: compiling a coherent story on a linguistic topic; work on spelling standards.

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

Lesson objectives: establish the level of students’ mastery of theoretical knowledge on this topic, which helps the development 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; the ability to use participles in oral speech and draw up diagrams.

Assignment: remake the sentence by inserting a participle 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. A student working at the blackboard chooses the desired letter and inserts it into words; draws a conclusion.

Orthoepic work with the word sealed. The lexical meaning of the word is determined and a phrase is composed with it.

Other students locally analyze words by composition:

Option 1 - stirred,

Option 2 - thoughtful.

The words are then written down on the interactive board by other students. Using different colors using an electronic pen, students identify morphemes in words.

Fig.4

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

Frontal conversation.

Name the characteristics of an adjective in a participle.

How do active participles differ from passive participles?

What participles are not formed from perfective verbs?

(Active participles present tense; 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 framed.

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’ degree 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 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, 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 use knowledge and skills. Fig.13 (Appendix 2)

1. Independent work according to options with subsequent 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

3. After passing the work, the test is checked in order to emphasize students' attention to spellings related to this topic. Check “on a 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

VIII. Creative homework. Fig.16 (Appendix 2)

Check - in the next lesson.

Fig.16

Exercise 124.

Assignment: when copying, insert the missing commas and replace the indefinite form of the verb with full or short passive participles. Explain the use of n and nn in suffixes.

Write a sequel to journalistic style, using participles and verbal adjectives, explaining how to behave in public places.

There are quite a few guys who consider it possible to run out of the house in a (crumpled) cap... or hat... with (unfolded) dangling ears. They always (tear off) the strap, there (not) enough buttons, they haven’t (cleaned) their shoes since the very day they were bought. There are (...)those who believe that littering is prohibited only in rooms, but on buses and trolleybuses, on the streets (without) thinking they throw (crumple) ice cream wrappers, peel (peel) oranges, cores (eat) apples.

IΧ. Reflection.

Goal: to promote the formation and development of the ability to analyze one’s own activities

The teacher suggests assessing the degree 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 this lesson was it useful for you?

What knowledge gaps did it help fill?

What would you like to do in your next lesson?

How would you like to work?

Do you consider your participation in the lesson sufficient to achieve the goal?

Children answer questions, thereby summing up the work in the lesson, analyzing their activities in this lesson.

The teacher thanks the students for their work and gives grades.

On interactive whiteboard slide is projected. Fig.18 (Appendix 2)

Fig.18

Some parts of speech are very similar in a number of ways. Adjectives can often be confused with participles: at first glance, both parts of speech answer the question “which?” and play similar roles as members of a sentence. It is important to distinguish between adjectives and participles in writing: this allows you to correctly express your thoughts. To understand how these parts of speech differ, let’s consider and compare their features.

What are the characteristics of adjectives and participles?
Adjective always denotes a sign, property, belonging to a noun and is closely related to it. It answers questions Which? (what?) or whose? Just like a noun, an adjective has gender, number, and declension (that is, it changes by case). An adjective is never associated with a noun action or process.

Communion is a special form of the verb. It denotes an action (like a verb), but this action acts as a sign of an object (like an adjective). So, the question for the sacrament could be like this: what is he doing? what did he do? etc.

Eat special group adjectives that call verbal. They lose the typical features of a verb (aspect, voice, tense), and lose the ability to control verbs. They are formed from participles, since:

the subject of the action acquires a new meaning: exquisite taste (not from the verb “to find”, but close in meaning to the adjective “refined”, “elegant”), honored artist, well-read boy;
the word has a figurative meaning: strained relationships, brilliant abilities;
participle means that an object or phenomenon is subject to some influence: shabby look.

Sometimes verbal adjectives are very different in meaning from participles, although at first glance there is complete homonymy. Compare: a person beaten (by someone), a hackneyed phrase. Verbal adjectives do not have prefixes (like participles), nor do they have dependent words.

Distinctive features
So, adjectives and participles can have a lot in common. But there are also very characteristic signs.

The participle does not indicate quality (like an adjective), but the action being performed. Light (adj.) – shining (adj.).
The participle, together with all the words dependent on it, is isolated, i.e. separated by commas when found after the noun it is associated with. A neighbor, sitting on a bench under a tree, waved his hand at me friendly.
A participle, unlike an adjective, always has verbal features:
- time - present ( doing), past ( did);
- pledge – valid ( leading) and passive ( slave);
- view – perfect ( started) and imperfect ( beginning).
Unlike adjectives, participles can have a reflexive suffix -xia: read – reading + -xia – readable; build – built + -Xia – under construction.
And finally, the most obvious sign is suffixes, which adjectives do not have:
- -ash- (-box-) : holding, hanging;
- -ush- (-yush-) : writing, tugging;
- -sh- (-vsh-) : carrying, doing;
- -T- : compressed, open;
- -om- (-eat-) : Slave, Recommended;
- -them- : movable, invisible;
- -enn- (-yonn-) : bought, baked;
- -nn- : seen, read.

Attention: we write short participles with one n : seen, read, short adjectives have the same number of suffixes n , how much in full form: deserted - deserted, green - green.

The last examples may cause confusion, because adjectives can also have a suffix in the form of a double n . Let's look at examples: deciduous, stone, pocket. All these words are formed from nouns and do not talk about any action - only about a sign. Therefore, suffixes should not be misleading.

So, despite the fact that the participle has a number of properties characteristic of adjectives, it has enough own characteristics, allowing you to distinguish it from an adjective. These signs need to be remembered.

Participles and verbal adjectives

Both participle forms and verbal adjectives can be formed from the same verb. If suffixes of different sound (letter) composition are used to form participles and adjectives, it is not difficult to distinguish them: from the verb burn using a suffix -box- a participle is formed burning, and using the suffix -yuch-- adjective combustible. If both participles and adjectives are formed using suffixes that have the same sound (letter) composition (for example, -enn- or -them-), it is more difficult to distinguish them.

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

1. Participles denote a temporary attribute of an object associated with its participation (active or passive) in an action, and adjectives denote a permanent attribute of an object (for example, “arising as a result of an action,” “capable of participating in an action”), cf.:

She was raised with strict rules (=She was brought up with strict rules) - participle;

She was brought up, educated (=She was well-mannered and educated).

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

unmown meadows(adjective),

unmown meadows(participle, because there is a dependent word),

mown meadows(participle, because SV).

3. Since only transitive verbs of the NSV can have present passive participles, words with suffixes - im-, -eat- are adjectives if they are formed from a verb SV or an intransitive verb:

waterproof boots get wet intransitive in the meaning “to let water through”),

invincible army(adjective, because verb win SV).

For the teacher. Changing words into adjectives

The use of different parts of speech as adjectives is called adjectivation (from Latin adjectivum - adjective). A significant number of participles go into the category of adjectives, especially passive ones with the suffixes -nn; -enn- and -t-: suppressed voice, high spirits, shabby dress, etc. When turning into adjectives, participles lose their main verbal features: tense, type and ability of verbal control (see § 199 about this). Passive participles with the suffix -m- sometimes also become adjectives: invisible tears, indeclinable nouns, favorite flower. There are relatively few adjectives formed from passive participles using the suffix -m- (-im-). Already in the second half of the 18th century. qualitative adjectives were formed directly from verb stems of the perfective and imperfective forms using the suffix -m- (-im-), bypassing the stage of formation of participles. In modern Russian, they are most often used with the prefix particle non-: ineradicable, insoluble, elusive, etc. Participles that have become adjectives sometimes acquire characteristic grammatical features of qualitative adjectives: the ability to have full and short forms (the mood is high, 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 into the category of adjectives and active participles of the present tense (brilliant answer, knowledgeable student, amazing news, 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 never heard a more brilliant answer; The most brilliant number of the program at the concert was the reading of poetry by V. Mayakovsky; His affairs were not very brilliant. Wed. also the use in book style (most often, in the author’s style) of short forms of participles that turn into adjectives: The look... was already too intent and searching (Ver.); His bayonet is sharp and warning (A.N.T.). Much less often, active past participles with the suffixes -ш- and -вш- turn into adjectives, for example: dried plants. In addition to participles, other parts of speech can also become adjectives. Thus, in the context of context, some pronouns, as well as ordinal numbers, can be used as qualitative adjectives. Wed, for example: A year passes and another - there is no news (P.). - I’m no speaker, there’s a lunch break between two words (Gran.). Or: Three treasures in this life were my joy. And the first treasure was my honor (P.). - Soon the boy became the first student in the class.

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

These participles have lost their verbal features (they do not denote action, time, type), their qualitative meaning has increased, compare: a flying object was either approaching or moving away - “flying” is a participle, since it denotes an action in the process occurring 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, and has come to mean a constant attribute of an object, i.e., it has turned into an adjective.

However, from the initial, dictionary form of the words hackneyed, scattered, brilliant, it is impossible to determine whether it 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; Don't say hackneyed phrases - adjective.

As a rule, participles that have become adjectives are single, they do not have explanatory words and are easily replaced by synonyms, compare: He has brilliant (excellent) abilities.

In some cases, the correctness of their spelling depends on the correctness of assigning a homonymous participle and an adjective to one category or another (A dog abandoned by its owners ran along the street and an abandoned dog lived in the entrance).

Participles can also become nouns (students, workers, manager, etc.). This process is called substantivation.

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

1) Verbal adjectives are formed only from imperfect verbs: boiled milk from boil, burnt cork from burn.

But there are a number of verbal exception adjectives: made, affected, seen, desired, arrogant, minted, cursed, slow, sacred, unprecedented, unheard of, unexpected, unexpected, accidental, counted, watchful eye.

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

2) For verbal adjectives no consoles: fried cutlet, confusing answer. If the prefix not- is added to an 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, confused 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 -s And -ev are included in the root, as we are convinced of by analyzing the words according to their 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, we must determine the type 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 using the suffix -yan;

buttery(pancake) is a verbal adjective formed from the verb oil; oiled (apron) - a participle formed from the verb to oil.

IN short adjectives as many n are retained as were in full ones, and short passive participles always written with one n.

Conversion of participles into adjectives and nouns

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

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

Words brilliant, outstanding, dependent, reserved, educated, well-mannered have lost the indicated verbal properties and denote 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? Support with examples.

To transform participles into adjectives, the participle must be placed before the word it is defining. (frost,brilliant (adv.) in the sun -shiny (adj.) capabilities), lack of controlled words (poisonous (adj.) substances), loss or weakening of verbal categories of aspect, tense. Changes occur in the lexical meaning of words (burning (adv.) firewood -burning (adj.) eyes; embankment,educated (adv.) explosion -educated (adj.) woman).

A technique that allows you to check whether a 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. Jumping (adv.) 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; alarming. Knowing specialist– a specialist who knows a lot; competent, intelligent, erudite.

A brilliant answer is a brilliant answer, a brilliant speech is a brilliant speech. A brilliant answer is the most brilliant answer. A threatening situation is a dangerous situation. Favorite flowers are the most favorite flowers. Perform brilliantly.

From these examples it is clear that participles that have become 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.

Conversion of participles into adjectives

The most common words with one n – participles 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 in 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 meaning of the attribute is lost.

Exercises for training:

Turn adjectives into participles by adding dependent words or prefixes.

Pickled apples, salted fish, wounded bird, quilted jacket, confused answer.

2. Turn participles into adjectives.

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

3. From these verbs, form verbal adjectives or participles, and select 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.

A woven tablecloth, a knitted scarf, an etched wolf, a mended sleeve, an untrodden path.

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

Frozen fish, boiled egg, sowed grass, a confused story, an unironed shirt.

6. Explain the spelling of N and NN.

a) Cleared path, cleaned boots, cleaned shoes today, unpeeled potatoes, uncleaned shoes.

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

c) Dinner party, student called, uninvited guest, guests invited to dinner.

7. Insert H or NN.

1) Bunches of dried herbs, bundles of wrinkled roots and kitchen utensils hung on the walls (K. Paustovsky).

2) The patched cab driver's coats with tin plates sparkled in the eyes (K. Paustovsky).

3) Our brigade entered a Turkish village abandoned...by its inhabitants, ravaged and half-burned out (V. Garshin).

4) On large tables without tablecloths they placed several wooden, beautiful and golden bowls with liquid wheat porridge (V. Garshin).

5) At this strange hour of the bright and dim... oh autumn night, the desolate park seemed sad and mysterious, like an abandoned cemetery (A. Kuprin).

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

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

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

9) The palaces looked into the Neva with their empty... windows (A.N. Tolstoy).

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

11) The army melted like tin soldiers thrown into an oven (A.N. Tolstoy).

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

You will need

Text with participles and adjectives;
Knowledge of the rules for forming participles;
Knowledge of the similarities and differences in both parts of speech;
Knowledge of formations of adjectival adjectives;
Knowing the exceptions to the rules.

Instructions

A part of speech that denotes a property, accessory or attribute of another part of speech - a noun, but is not connected with it by any process. An adjective is a part of speech dependent on a noun, therefore it inherits all its characteristics. This means that it has three genders: masculine, feminine and neuter, numbers: singular and plural, and also changes according to the noun to which it refers. The adjective answers the question “which?” or “whose?”

« Oil paint"(R.p.)

“An oiled pancake” (TV.p.)
4. Also, a participle can have a short form like an adjective. For example: “made” (from “made”) – participle, “light” from “light”.
5. As members of a sentence, participle and adjective are .

Differences between participles and adjectives
Now, using an example, let’s look at participles from adjectives, which characterize the presence of verb features in them (participles):
1. The perfect form is “running”, “running” is the imperfect form.
2. Reflexive form – “rotating”, “rotating” – non-reversible form.
3. Time – “running” (present time), “running” (past time).
4. Active or passive meaning tearing a shirt, tearing a shirt.
5. Transitivity: a reading person reading a book.
There are adjectives formed from participles. They are called verbal adjectives or adjectival adjectives.

Such adjectives are formed for the following reasons:
The emergence of a new meaning for the subject of action, for example, “driving force”;

The occurrence of a word that is a participle figurative meaning, for example “brilliant performance”;

If the participle denoted the intended purpose of performing some action and became a constant accompanying word for a noun, for example, “condensed milk.” Please note in in this example Even the spelling of the word changes, because in the case of a participle, it would be correct to write “condensed”;

If the participle is the ability of an object to be subject to any influence, for example, “indeclinable adjective.”

You can easily distinguish a participle from an adjective in a simple way. Try inserting a word in a sentence after the intended participle or adjective that matches its meaning. For example, in the sentence “We saw birds flying,” you can insert the word “across the sky” that has the appropriate meaning. “We saw birds flying across the sky.” The word “flying” in this case is a participle.
In the sentence “She approached us with a flying gait,” we cannot insert a suitable word for the word “flying,” because this is an adjective and is directly dependent on the noun “gait”

The second way to distinguish an adjective from a participle is quite difficult, because is based on knowledge of the formation of participles and adjectives. In most cases, participles have a double "n" in their suffix, unlike adjectives, but there are exceptions to both of these rules that you need to know.

Video on the topic

Useful advice

Currently there are many software products in the form of grammatical dictionaries that allow you to check your spelling, as well as parse a sentence into parts of speech and identify both participles and adjectives.

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

You will need

1. Words
2. Participles

Instructions

Look what it has given word. If these are real present participles, then you will encounter –ush-, -yush-, -ash-, -yash. For example, issuing. If these are present passive participles, then these are the suffixes -em-, -im-. For example, produced.

Correctly identify active past participles. They are characterized by the suffixes –vsh-, -sh-. For example, the one who read, who brought. For past passives, the characters are the suffixes –nn-, -t-, -enn-. For example, drawn, offended, sung.

Sources:

“Modern Russian language”, Beloshapkova V.A. 1989.

Participles and participles, as well as participial and participial phrases, perform different functions in a sentence, play different roles. They also have pronounced morphological differences.

Instructions

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, ... (about). Participle or dee participle 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: Hair is silvered with early gray hair. Participle and participial phrase act as various circumstances.
Paler, the dawn subsides (I. Nikitin).

Formal features, distinguishing participles and participles, are suffixes.
In school classes, all information about suffixes is summarized in tables that are posted on. For convenience, they can be written down, for example, on the cover of a notebook.
Derivational suffixes of active participles: -ush-(-yush-), -ash-(-yash); -vsh-, -sh-; passive: - om-(-eat-), -im-; -enn-, -nn-, -t-.
Derivational suffixes of imperfect and perfect gerunds: -a-, -ya-, -uchi-, -yuchi-, -v-, -louse-, -shi-.

A participle is a special verb form that has both the properties of a verb and an adjective. From the verb, the participle has aspect, transitivity, reflexivity and voice, and from the adjective - change in cases, numbers and genders, as well as agreement with the noun. A participle, like an adjective, denotes a characteristic of an object.

noun and agrees with it in gender, number and case. For example: “boiling stream - boiling stream - boiling stream - boiling streams; boiling lava, boiling milk."

Types and methods of forming participles

Lexical meaning - a sign of an object by action - consists of the grammatical features of this part of speech. For example: “singing birds” (those that are singing now), “singing birds” (those that sang in the past), “the issue under discussion” (the one that someone is discussing now), “the issue under discussion” (the one which has already been discussed).

Accordingly, there are 4 forms of participles: active present and past tense, passive present and past tense.

The first group of participles (actual present tense) are formed from the present tense stem using the suffixes -ush- (-yush-), -ash- (-yash-). The choice of suffix depends on the verb. For example: “cry-ut - cry-ush-y”, “kol-yut - kol-yush-y” - I conjugation; “lech-at – lech-ash-y”, “kle-yat – kle-yash-y” – II conjugation.

Active participles in the past tense are formed from the infinitive by replacing the suffixes –т, -ти with the suffixes –вш-, -ш-. For example: “run - run - run”, “carry - carry”.

Passive participles present tense are formed from verbs in the present tense using the suffixes –em- (I conjugation) and –im- (II conjugation): “cherish-em - cherish-em-y”, “kran-im - store-im” -th".

Passive past participles are formed from the stem indeterminate form verb using the suffix –nn-, if the verbs end in –at, -et. Verbs ending in –it receive the suffix –enn-, just like verbs ending in –ti, -ch, and verbs ending in –ot, -ut-, -ity- receive the suffix –t-. For example: “write - write-nn-y”, “capture - captured-nn-y”, “save - save-y”, “forget- forget-y”.