Past participle. Past participle suffixes. Passive participle in the past tense. Real and passive participles Transitivity and definitions of the type of participles

The Russian language is a set of rules that you need not just to know, but to understand in order to write correctly and speak beautifully. "Communion" is one of the important topics, having learned which, you can learn a laconic, but expressive speech. Of particular difficulty is the past participle. Although, if you approach the study thoughtfully, then you can figure it out.

The difference between and without

Compare the sentences: one with and the second is complex with a subordinate clause. The first option is more concise, beautiful and poetic than the second.

It is especially important to be able to replace subordinate clauses for copywriters when fulfilling orders, which indicate the accuracy of the "water content" of texts, because introductory words, prepositions, conjunctions and allied words are just included in the list of "water" expressions.

Communion as a part of speech

Many find it difficult to understand the features of this part of speech. Children even compose funny poems about this:

Boundless misfortune -
Study, decline the sacrament!
I will suffer thoroughly
Until I start the passive
Distinguish from reality.
What is even more painful?

It is known from the school course that the sacrament is not at all simple because it has the properties of both a verb and an adjective. From the verb, this part of speech has form and time, and from the adjective - gender, number, case, full or short form. There is also a real past participle and a passive participle. This function - pledge - it also received from the verb.

Communion time

Usually a distinction is made between past and present tenses. It is clear that in order to define this category, one should understand the semantic feature of the word, think about whether the action is taking place at the moment or has already happened. There is an unequivocal answer to the question of what the past participle is: the meaning of the word indicates that the result is shown here, and not the process. You can compare two options: “running boy” and “running boy”. In the first case, the present tense is used, because the child is performing an action at the moment. In the second case, the child has already finished running and is standing in front of us. Therefore, the tense of the sacrament is past.

Active pledge of participles

How to distinguish the real participle of the past tense from the passive? Yes, simple! First, you need to think about the meaning of the statement. Let's look at this with examples.

Passive participle in the past tense

The verb form we are considering can denote an action that someone else performs with an object. Then the past participle is passive. To better understand this, consider examples.

1. “The dress worn by the girl was so to her face that everyone around looked at the baby with a smile of tenderness.” From the context it is clear that the outfit itself cannot do anything. This means that “put on” is a passive participle, because the girl performs the action, because it was she who put on the dress.
2. “The dishes washed by Tanya sparkled with cleanliness.” And here it is clear that up to the moment described, someone did a certain job - the plates themselves could not clear themselves of the remnants of food. Therefore, the word "washed" is a passive past participle.

What are the main conditions for spelling suffixes in participles in the present tense, it seems to be easy to understand, you just need to remember which suffix refers to a particular conjugation.

Forming past participles

They are formed using the stem of the verb of any tense and suffixes that help: loved - loved, wanted - wanted, dreamed - dreamed, feed - fed, carry - carried, climb - crawled out. These are examples of the formation of the past participles of the active voice. The pledge is indicated by the fact that all actions are performed by the objects themselves. For passive participles of the past tense, other examples are suitable: wish - desired, lead - led, ridicule - ridiculed, promise - promised.

Suffixes of the past participles of the active voice

This form is formed from the stem of the verb with the help of suffixes: -vsh-, -sh-. The form and transition in this case do not matter. The suffix used in the formation of the participle depends only on the ending of the stem of the verb.

1. If it ends in a vowel, then it is written -vsh-. (Examples: draw - draw, build - build, watch - look.)
2. If there is a consonant at the end of the stem, then you should put the suffix -sh-. (Examples: carry - carry, carry - carry.)
3. If the participle is formed from a verb in -th, then the suffix -vsh- will be written after the vowel that was in the original verb form before -th. (For example: wash - washed, laugh - laughed, hang - hung.)

Formation table of the past participles of the active voice

Real Communion	initial form of the verb	Transitivity
staring
printed	print
brilliant	shine
flushed
drunk
interrupted	interrupt
truant	truant
fled

Transitivity and definitions of the type of participles

To easily check the transitivity of the participle, you need to put a question to the dependent noun from the verb that forms it. If the question of the accusative case without a preposition is appropriate in this construction, then For example: watch (what?) A film, print (what?) an essay. In the construction “to run (where?) along the road”, the question “what?” does not fit, then it is an intransitive verb, and the participle will have the same category, respectively.

There should be no problems with the view: if the action in the process is an imperfect view, if it has already happened, it is perfect.

Forming passive participles in the past tense

They are formed from the transitive verb of the corresponding tense. There are very few of the sacraments.

Suffix	How does the verb end	Transitivity	From the verb Sov. / Nesov. kind	Examples
				educated, shot
				overwhelmed, donated
	Ot, -nut + monosyllabic verbs			shattered, broken

According to the table, only one important question now arises: when are the suffixes of the passive participles of the past tense written with one "n", and when with two? Here it is important to remember a few simple rules. Imperfect participles will have one "n" if they:

• do not have a dependent word, prefix, suffix -ova-/ -yova-: fried, boiled, smoked;
• short participles: a partnership is formed, the wife is made up.

Two "n" have full passive past participles, formed by perfective verbs with the presence of:

• dependent words: sturgeon fried in oil; peas boiled in broth;
• suffixes -ova-/-yova-(The following examples can be given: 1. A child spoiled by her mother screamed in the store. 2. Bewitched by her bewitching gaze, the man immediately fell in love with the beauty).

The participles "spoiled" and "bewitched" have the same syntactic function as adjectives, that is, in a sentence they are most often definitions.

Active past participles can also have a reflexive suffix -sya. For example: a hidden cockroach, spilled sand, a laughing beauty, a frightened fly.

Exceptions to general rules

But there are always exceptions in the Russian language. Words such as "seek", "love" and "take" are incapable of forming passive participles. There is another feature of verbs ending in -sti: they can be reincarnated as passive past participles. For example:

• Weave. (It is so convenient to pick mushrooms in baskets woven by grandfather.)
• Steal. (We could not find the slippers stolen by the cat for a long time.)
• Find. (Sharik's newly found bone made him very happy, because of which he wagged his tail happily.)
• To find. (When the teacher discovered the cheat sheets found, Vasya realized that he needed to come up with a better way to cheat, but the more he cheated, the more he had to know.)

Knowledge of the rules of the Russian language is not yet a guarantee that a person will be able to write and speak correctly. They need to be understood. And it is extremely important to develop the ability to use your knowledge in practice.

In the lesson, you will learn more about the concept of “participle voice”, consider the differences between the active and passive voice (semantic and grammatical). During the lesson, pay special attention to the suffixes with which participles are formed.

Theme: Communion

Lesson: Active and passive participles

Rice. 2. Verb conjugation

Homework

Exercises number 83 - 84. Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. 34th ed. - M.: Education, 2012.

Exercise: write out phrases with participles, mark the suffixes of participles, determine the pledge of participles.

1. A wonderful monument. 2. Seen from afar 3. Towering building 4. Protected cathedral 5. Protected by law 6. Remaining in memory 7. Terrifying sight 8. Trembling 9. Respectful 10. Passionate tourists 11. Architectural style 12. Frozen music

Russian language in diagrams and tables. Declension of participles.

Didactic materials. Section "Communion"

3. Online store of the publishing house "Lyceum" ().

Spelling of participles.

4. Online store of the publishing house "Lyceum" ().

Literature

1. Razumovskaya M.M., Lvova S.I. and others. Russian language. 7th grade. Textbook. 13th ed. - M.: Bustard, 2009.

2. Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. 34th ed. - M.: Education, 2012.

3. Russian language. Practice. 7th grade. Ed. S.N. Pimenova. 19th ed. - M.: Bustard, 2012.

4. Lvova S.I., Lvov V.V. Russian language. 7th grade. In 3 hours, 8th ed. - M.: Mnemosyne, 2012.

Synopsis of an open lesson in the Russian language in grade 7.
Topic: Passive past participles. Vowels in participle suffixes"
Lesson type: Learning new material
Teacher: Salkova Lada Yuryevna, teacher of Russian language and literature, secondary school No. 8
Oktyabrsk, Samara region.
The date of the:
Technological map of the study of the topic
Subject Passive past participles. Vowels in participle suffixes.
Goals
Educational:
To form the skill of writing vowels in participle suffixes.
Improve the ability to explain the choice of a particular suffix.
Improve reading skills, ability to work with the text (understand the content, answer questions on the text).
To promote the development of coherent speech, working memory, voluntary attention, verbal, visual-figurative thinking.
To cultivate a culture of behavior in frontal work, individual work.
Form UUD:
- Personal UUD: the ability to self-assessment on the basis of the criterion of success in educational activities.
- Regulatory UUD: determine and formulate the goal in the lesson with the help of a teacher; plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made.
- Communicative UUD: listen and understand the speech of others, formulate their thoughts orally; agree with classmates and the teacher about the rules of behavior and communication and follow them.
- Cognitive UUD: navigate in your knowledge system; carry out the analysis of objects; find answers to questions in the text, illustrations; convert information from one form to another; compose answers to questions.
Planned result
Know the suffixes of the passive participles of the past tense; understand and distinguish - A-NN - and - ENN -. Be able to correlate verbs in -at (-yat) with participles in -a-nn- (-i-nn-) and verbs in -et-(-it ...) with participles in -enn-. Be able to distinguish paronyms.
Be able to work with text (predict content by title and illustration, answer questions about content).
To be able to correctly write words with the studied spelling in accordance with the rule.
Work on the development of speech: be able to use participles when describing a person's appearance.
Personal:
Be able to conduct self-assessment based on the criterion of success of educational activities.
Metasubject:
Be able to determine and formulate the goal in the lesson with the help of a teacher; plan your action in accordance with the task; make the necessary adjustments to the action after its completion, based on an assessment and taking into account the nature of the errors made. (Regulatory UUD).
Be able to listen and understand the speech of others; to formulate their thoughts orally (Communicative UUD).
Be able to navigate in your system of knowledge; carry out the analysis of objects; find answers to questions in the text, illustrations; convert information from one form to another: compose answers to questions. (Cognitive UUD).
Basic concepts Suffix, spelling, category of tense, simple sentence, complicated simple sentence.
Interdisciplinary connections Literature
Resources:
- basic
- additional S.I. Lvova, V.V. Lvov / Russian language. Textbook. 6th grade.
Bogdanova G.A./ Workbook; Control and measuring materials. Russian language: 7th grade \ comp. N.V. Egorova
Theoretical notebooks
Presentation for the lesson
electronic board
Organization of space Frontal work, individual work, work in pairs

Technology of carrying out Activities
students Activities
teacher Tasks for students, the implementation of which will lead to the achievement of planned results Planned results
Subject UUD
I. Motivation for learning activities (7 min)
Goals
: Updating existing knowledge:
- update the requirements for the student in terms of educational activities;
- creation of conditions for the emergence of an internal need for students to be included in educational activities;
- motivation for further activities;
- specify the type of lesson;
- clarify the thematic framework. Determine the type of lesson.
Revise the material covered.
Find out the correctness of homework.
Consolidate the learned rules Explains the purpose of the upcoming work
Organizes lesson type clarification.
Listens to the answers of students Clarifies the thematic framework.
The motto of the lesson: "If you know - speak, if you don't know - listen"
- Therefore, the type of lesson is the study of a new
We work with the studied material.
Checking homework. The exercise is checked in a chain
Working with KIMs. - Syntactic five-minute.
Make sentences according to these schemes (diagrams on the board) Testing knowledge for the spelling of suffixes of present participles (the completed task is projected on the screen)
Testing knowledge on Ni NN in the suffixes of the passive participles of the past tense.
Testing knowledge to determine the involved turnover. Know the spelling rules for past tense verbs. Define the suffix -l as an indication of the elapsed time.
Be able to formulate your thoughts orally; agree with classmates, together with the teacher, on the rules of behavior and communication and follow them (Communicative UUD).
The ability to perform self-examination, the ability to see mistakes when comparing one's own work with the work of another. Errors are noted and analyzed. (Personal UUD)
II. Formulation of the topic of the lesson, goal setting (3 min)
Goals:
- organize the formulation of the topic of the lesson by students;
- organize the setting of the goal of the lesson by students
- repeat the category of transitivity-intransitivity of verbs, writing a vowel before the suffix -l- in past tense verbs, in real past participles. With the help of the teacher, formulate the topic of the lesson. With the help of the teacher, set the goal of the lesson.
Organizes the formulation of the topic of the lesson by students.
Organizes goal setting, the formulation of the topic of the lesson by students. Selection and writing in four columns of words with meaningful parts:
-i-t /--i-l-/ -i-vsh-i / -enn-i
-e-t-/-e-l/ -e-vsh-y/ --enn-y-a-t-/-a-l-/ -a-vsh-y/ -a-nn-y- What is What is the topic of today's lesson? (- What is the goal? (Learn to correctly determine the past participle suffix) Know the rule about the spelling of past tense verbs. Define the suffix -l as an indicator of the past tense.
.
To see the unfamiliar in the topic under study To be able to compare according to specified criteria (Cognitive UUD).
Be able to formulate your thoughts orally (Communicative UUD).
To be able to define and formulate the goal in the lesson with the help of a teacher (Regulatory UUD).
III. Learning new
(10 minutes)
Goals:
Acquaintance with the ways of forming passive participles of the past tense and writing their suffixes; formation of the ability to form passive past participles, the skill of writing a vowel in the suffixes of past tense verbs and past participles.
.Write down words in two columns (verbs and passive past participles)
It is concluded that it is necessary to know which suffixes are used to form passive participles of the past tense, on which the choice of a suffix depends.
. Statement of a new cognitive task
Organizes work on the formation of skills to find the suffix of the verb before -t, to determine it before the suffix of past participles.
1.Continuation of the entry in the table:
hear - heard, heard
Sow - sown, sown
See - seen Build - built, built ...
2. An exercise is performed under the guidance of a teacher. Attention is drawn to the graphic explanation of the spelling.
- Make a reasoned choice of the participle suffix depending on the indefinite form of the verb.
Correlate the spelling rule of the verb with the spelling rule of passive participles. To be able to formulate their thoughts orally, to listen and understand the speech of others (Communicative UUD).
Be able to navigate in your system of knowledge; to analyze objects (Cognitive UUD).
Be able to formulate your thoughts in writing (Communicative UUD).
IV. Fixing the new (12 min)
Target:
- organize work on improving the skills of determining the suffixes of passive participles; - organize work on the text. Predict the content of the text by title and illustration.
Read the text to yourself. 1 person reads the text aloud.
Answer questions about content.
Organizes work on the text.
Vocabulary dictation (performed on the board and in notebooks):
Pumped out oil, pumped out a barrel from the basement, listened to comments, dried mushrooms, involved in a crime, involved in a crime, kneaded dough ...
Physical education To be able to read words and sentences with learned letters. Be able to work on the text (predict the content of the text by title and illustration, answer questions about the content).
Be able to find answers to questions in the text, illustrations; convert information from one form to another: compose answers to questions (Cognitive UUD).
To be able to formulate their thoughts orally, to listen and understand the speech of others (Communicative UUD).
V. Supervisory task (10 min)
Target:
- check the ability to navigate in the text, the ability to work with information;
- organize the implementation of self-examination, self-assessment,
work on bugs. 1 Independently work on the exercise, check with each other, note spelling, correct mistakes.
2. Write a dictation "Test yourself
Carry out a self-test according to the sample.
Under the guidance of the teacher, find the correct answers to the questions in the text. Organizes a test of the ability to navigate in the text, work with information.
Organizes self-examination.
Organizes self-assessment (Zuckerman method)
Organizes troubleshooting. Ex. No.
Explanatory dictation.
Outside the window, illuminated by diffuse moonlight, a field of wheat shone dully. (E. Nosov) At the end of January, covered with the first thaw, cherry orchards smell good. (M. Sholokhov) The taiga has gone again, littered, littered with windbreak, lined with a green carpet of undersized ferns. (G. Fedoseev)
Self-examination (on the electronic board the text of the dictation)
Self-esteem
Work on bugs. Be able to read words and sentences with studied letters, work with information. To be able to plan their action in accordance with the task (Regulatory UUD).
Be able to convert information from one form to another: compose answers to questions (Cognitive UUD)

Be able to make the necessary adjustments to the action after its completion, based on its evaluation and taking into account the nature of the errors made (Regulatory EALs).
VII. Reflection of educational activity in the lesson (3 min)
Goals:
- fix the new content of the lesson;
- organize reflection and self-evaluation by students of their own learning activities. Answer the teacher's questions.
According to the scheme, they tell what they learned, they know, they could.
e. Organizes the capture of content.
Organize reflection.
Organizes self-assessment of educational activities. - What was the goal? Have you reached your goal?
- What was the topic of the lesson?
Tell according to the scheme (I know, I remember, I could) what you learned in the lesson.
- Evaluate your activity in the lesson using one of the circles: green, red, yellow. Be able to formulate your thoughts orally (Communicative UUD).
To be able to assess the correctness of the performance of an action at the level of an adequate retrospective assessment (Regulatory UUD).
The ability for self-assessment based on the criterion of success in educational activities (Personal UUD).

Introspection of the lesson
Passive past participles. Vowels in participle suffixes"
Lesson on the topic “Pastive participles of the past tense. Vowels in participle suffixes” continues the participle section. In a lesson on this topic, students developed skills: to distinguish participles from adjectives and verbs, to find a defined word and participial phrases, to place punctuation marks in a simple sentence complicated by participial turnover, to build sentence schemes, to argue their point of view. These skills and abilities have become basic in the study of this topic.
At the lesson, the cognitive goal was realized: to acquaint with the structure of passive participles; developmental goals: to develop logical thinking and language flair, to develop critical thinking through reading information sources; educational goals: to develop the spirit of tolerance, to cultivate the ability to listen and hear someone else's opinion.
The lesson on this topic was held in a class with good abilities. A distinctive feature of the majority of the team is initiative, the desire for independent work, the ability to work with educational literature, therefore, when choosing a strategy and lesson methods, the teacher was guided by the learning capabilities of the class. This lesson was conducted in the technology of critical thinking and corresponds to the structure of the lesson in this technology (challenge-comprehension-reflection).
At the challenge stage, the teacher set the following task: updating existing knowledge, awakening personal interest in obtaining new information, and activating students' activities. For this, work with test tasks was used, which made it possible to understand the significance of the studied material. To solve this problem, the following strategy was used: “I KNOW - I WANT TO LEARN - LEARNED”, which allows students to recall and systematize the knowledge already gained on this topic, express their point of view freely, without fear of making mistakes, and actively participate in the learning process. The role of the teacher at this stage was to stimulate the activity of students, to give them the opportunity to record the information they heard. At the stage of comprehension, the tasks were set to obtain new information, to form one's own position on a given topic, to form confidence in the value of one's ideas, and to listen with respect to different opinions. For the successful implementation of the tasks set, the strategy “I KNOW - I WANT TO LEARN - LEARNED”, a forecasting technique, allowing to establish cause-and-effect relationships between blocks of information, work with a scientific text, systematize the received material in the form of reference records, and activate attention, was used.
At the stage of reflection, students consolidated their knowledge. The task of this stage is to holistically summarize the material, the monologue answers of students on the topic were heard, developing the communication skills of students, the dictation "Test yourself".
The aims and objectives of the lesson have been achieved. The strategy used in the lesson is focused on developing the skills of thoughtful independent work with educational literature, students' cognitive interest, the ability to independently set goals and gradually achieve them.

We will consider the formation of participles in the following order:

v participles are valid. pledge

Ø present time

Ø past. time

v sacraments suffer. pledge

Ø present time

Ø past. time

Forming present participles in the active voice

They are formed from the basis of the present tense of the verbs nes. kind.

The choice of suffix depends on the conjugation: -usch-- 1 question, -ash-- 2 questions:

gamej yi ij ← gamej ut(1 question)

carried yi ij ← carried ut(1 question)

scream ash ij ← scream at(2 questions)

nose crate ij ← nose' at(2 sp.) (pay attention to the verbs of motion)

Valid. communion tenses are not formed from the verbs of owls. species, because the perfect aspect is incompatible with the concept of the present tense.

The Formation of Past Participles in the Active Voice

They are formed from verbs and the perfect and imperfect form.

As a motivator stems are in most cases the stem of the infinitive, in some cases. cases, additional is used. basis - the basis of the past. time.

The choice of a suffix depends on the type of stem: the suffix –vsh- is attached to the vocal stem (stem to a vowel), the suffix –w- to a consonantal stem (stem to a consonant):

a game t → game vsh uy

chita t → chita vsh uy

whiter th → whiter vsh uy(vocal basics)

carried w ij ← carried (from conson. basis)

grew up w ij ← grew up

Peculiarities:

1. Some. participles past. time valid. collateral are formed from the foundation is simple. bud. time:

lead - inf.

led ut(simple bud.) → led w uy

braid, braid ut → braid w uy

bloom, heyday ut → heyday w uy

2. For verbs in -ch, the stem of the past is used. time:

ignite

lit(past tense) → lit w uy

neglect, neglect → neglect w uy

3. Some verbs are generally peculiar in the formation of this type of participle:

beautiful be

kra l(stem past tense without suff. -l) → kra vsh uy

put, cla l → kla vsh uy

mouth(inf.)

pa l(base past time) → pa vsh uy

pad ut(simple bud. vr.) → pad w uy(pay attention to the difference in lexical Z)

go → shed w uy ( from the old base past. time shed, with modern t.z. - suppletive )

4. At some. verbs with -nu in the infinitive (most often this is a suffix), -nu is lost in the forms of the past tense (this is a verb unproduced cl.); from them variant forms of participles are formed:

Wed: get used to be(inf.) → get used to vsh uy

used to (base past time) → accustomed w uy

sticky t → sticky vsh uy

linden→ lip w uy

I'll freeze th → freeze vsh uy

frozen→ frozen w uy(without - well - lit. norm, with

suffix - a developing phenomenon under the influence of verbs 4 product. class)

Forming Passive Present Participles

Formed from the base crust. time, subject to 2 mandatory features:

a. nesov verb. kind

b. transition

The choice of a suffix is ​​determined by conjugation: 1 ref. - suf. –em-, -om-; 2 ref. - -them-:

play - gamej ut → gamej Em th

lead - Vedas ut → ved ohm th

carry - carried ut → nes ohm th

ask - ask’ at → pros them th

be in love - love’ at → love them th

drive - waters’ at → water them th

wear - nose' at → nose them th(pay attention to the last 2 verbs - lead - lead, carry - carry are verbs of motion

The presence of two charming signs makes it easy to distinguish between strands. incl. present time from adj.:

permeable ← permeate(intransitive, adj. adj.)

indefatigable ← tire out(Sov. view, otp. adj.)

Peculiarities:

Not all transitive verbs are nes. species can form strains. incl. present time:

a) verbs with a monosyllabic stem:

beat

pour

sew

twist

wash

b) some verbs in - whose:

cherish

guard

But compare: attract - attracted ut → attracted ohm th

c) individual verbs:

put

forge

milk

prick

plow

cut

rub

hew and some. others

Forming Passive Past Participles

Of all the participles, this is the most inconsistent phenomenon, having the most features, which causes great difficulties.

Formed only from transitive verbs predominantly perfect look. At the same time, passive participles past. tenses from perfective verbs are generally considered a productive phenomenon, and from imperfective verbs - unproductive.

In the formation of suffering. incl. past temp. suffixes are used –nn-, -enn- (-onn), -t-.

First consider education suffering incl. past tense from perfective verbs.

Suffix –nn- joins the stem of the infinitive

1) on -and I):

raffle a t → play nn th

razris ova t → painted nn th

zasj a t → sowing nn th

infusion a th → infusion nn th

2) to perfect derivatives of the verb see, as well as to verbs overcome, overcome:

see t → see nn th

anticipate t → foresee nn th

overcome be(inf.) → overcome nn th

overcome be → overcome nn th

Suffix –enn (-onn) joins the basis of the simple future tense (the list is given by A.A. Zaliznyak):

1) verbs in -it:

sharpen - pointed’ at → pointed’ he N th

At the same time, some verbs into –it the auxiliary basis of the 1st person of the simple future tense is used:

feed - fed’ y → fed enn th

redeem - ransom’ y → ransom enn th

2) for some verbs in –et:

offend - resentment at(main 1 person) → resentment enn th

Overall, education is suffering. participles past. temp. from verbs to –et is extremely limited, and most verbs with such a ending have strades. incl. past temp. is absent. Wed: regret(suffering admixture past tense is not formed).

3) from the basis of the simple future tense of verbs in -ch:

burn - burned ut → burn enn th

save - saved ut → coast enn th

bake→ bake enn th(base inf is used)

4) to verbs in –zt (-zti), -st (-sti):

gain - otbret ut → gain enn th

weave - gossip ut → gossip enn th

take out - took out ut → took out enn th

Suffix -t joins the stem of the infinitive:

1) verbs with a final - well(suffix or part of the root):

reject t → reject t th

throw out t → throw out t th

2) from verbs with imaginary full vowel:

rasporo th → spread t th

how much t → how much t th

At the same time, verbs with imaginary full vowel - here- use the basis of past. time:

erase - erased→ erase t th

wipe - wiped→ wiped t th

3) from derivative verbs formed from monosyllabic verbs:

beat up(beat) → battered

squeeze(reap) → compressed

wash(wash) → washed

put on → put on(no motivation, because the root is connected)

We said education suffering incl. past tense from verbs. kind generally unproductive. Now let's look at some cases.

1) suffix -nn –at and isolated verb see(uses infinitive stem) :

form t - form nn th

hearing t - hearing nn th

writing t - writing nn th

2) suffix –enn attach some verbs nes. view of –it(in this case, the basis of the 1st person of the present time is used):

paint - crush y - crash enn th

wear - burden u - wear enn th

buy - purchase yu - bought enn th

3) suffix -t- is attached to the stem of the infinitive of the verbs nes. species if they meet the following requirements:

a) from verbs with imaginary full vowel:

poro th → pore t th

colo t → about t th

molo t - young t th

rub - ter→ ter t th(At the same time, verbs with imaginary full vowel - here- use the basis of past. time)

B) from monosyllabic verbs:

beat(beat) → broken

reap(reap) → squeezed

wash(wash) → washed

In general, the formation of suffering. participles past. tense from the verbs nes. species due to the fact that most of them do not form suffer. participles time, thereby filling the inferiority of these verbs.

Suffer. Past participles have not only full, but also short forms:

store-bought - store-bought

hand painted - hand painted

Brief suffering. participles, as well as short adjectives, do not change by case, but change by gender and number:

rejected

rejected

rejected

rejected

In the sentence, they perform the function of the nominal part of the predicate.

The difference between brief adj. and short. participles consists of:

a) in semantic features:

short adj. have Z of a non-permanent feature, a feature that manifests itself over a certain period of time:

the girl is attractive

the girl was attractive

short suffering. incl. past tenses have a perfect Z: i.e. The action took place in the past, and its result is stored in the present time:

the baby is fed

the child was fed

b) spelling differences:

short adj. - nn; in multiples suffering incl. - -n:

organize a trip n and someone(adj.) = someone organized the trip

organizing group nn a= friendly (adj.)

They suffer from short ones. participles it is necessary to distinguish functional homonyms with finals -but and -then, which are called participial predicates:

The stairs are smoky.

Closed for lunch.

Cleaned up in the house.

The doors are trodden.

Participle predicatives will be considered among the words of the CS, since they only superficially coincide with the verb forms, but they are not.

What is their difference?

Short suffering incl. past temp. agree with noun. in gender and number and act as the nominal part of the predicate in a two-part sentence:

The hike is organized

Meeting organized

Actionorganized

Things are organized

Participle Predicatives do not change by gender and number, and perform the function of the main member of a one-part impersonal sentence (there is no subject and cannot be):

In home not removed.

Closed for lunch.

Sections: Russian language

Lesson type: learning new material.

Lesson Objectives:

1. Tutorials:

• repeat real and passive participles, their differences;
• repeat the formation and spelling of real participles of the present and past tenses, passive participles of the present tense;
• repeat the dependence of the number of participial forms on the category of transitivity-intransitivity of the verb and its aspect;
• Learn how to form passive past participles.

Educational:

• development and improvement of the ability to distinguish between real and passive participles;
• improving the ability to form real and passive participles, solving spelling problems (choosing a vowel in participle suffixes);
• development of the ability to work with diagrams, a textbook reference record, a table;
• development of logical thinking;
• development of creative abilities of students.

Educational:

• education of curiosity
• culture of mental work;
• formation of independent thinking, self-control skills.

Equipment:

1. Russian language: Practice. Grade 7: A manual for general education. institutions / S.N. Pimenova, A.P. Eremeeva, A.Yu. Kupalova and others; Ed. S.N. Pimenova. - 10th ed., stereotype. – M.: Bustard, 2003. – 240 p.: ill.
2. Multimedia products (Program 1C: School. Hello, Communion! / edited by T. Rick).
3. Projector.
4. Portable board.
5. Printed tables, colored circles to indicate the group.

During the classes

1. Organizational moment.

Before the start of the lesson, the teacher distributes yellow and red tokens to students in the class, which makes it possible to divide the class into two groups: with good and weaker basic training.

Reporting the topic, objectives of the lesson (mobilization of attention).

Teacher: Guys, today in the lesson we will repeat the formation and spelling of real participles of the present and past tense and passive participles of the present tense and learn how passive participles of the past tense are formed.

2. Homework.

Increasing learning motivation; creating a situation in which students are aimed at active work in the classroom.

Teacher: Write down your homework - § 137, exercise. 150. Let's read the task for the exercise. You will need to determine from which verbs these passive past participles are formed. And the material of today's lesson will help you complete the exercise.

3. Actualization of students' knowledge.

Teacher: Guys, you remember that Communion and his friends were in trouble. Robber Joe stole the magic amulet of Communion, without which our hero cannot become an independent part of speech. And to find this amulet, you need to pass various tests. Here is one of them in front of you.

3.1. Individual work in pairs.

Working with a computer program.

Exercise. Distribute real and passive participles into columns (Fig. 1).

Figure 1 You can see.

3.2. Front work.

Teacher: But that is not all. Communion was upset when they brought him a table that he must fill out. But our hero is sure that you will help him.

Exercise. Fill in the gaps in the table where possible, except for the last column
(Table 1).

Table 1

	Valid participles		Passive participles
	present time	past time	present time	past time
(transitive incons. type)	chita…. uy
(transitional owl species) decide
(intransitive inconsistency)		drowsy ... y
(intransitive owl species)doze off

Independent work of students to fill in the table.

Self-test of the task using the key (Table 2) (demonstrated through the projector).

Table 2. Key

	Valid participles		Passive participles
	present time	past time	present time	past time
	reading	reading	readable
(transitional owl species) decide		decided
(intransitive inconsistency)nap	dormant	dozing
(intransitive owl species) doze off		dozed off

Teacher: And why did some cells in our table remain empty? (Not all verbs can form these forms of participles). What does it depend on? (From the transitivity-intransitivity of the verb and from its aspect).

4. New material.

4.1. Preparation for the study of new material, increasing educational motivation.

Teacher: Look at the table, we have one column left blank. How are passive past participles formed? The reference record of the textbook will help you answer this question.

4.2. Organization of independent work of students with the reference record of the textbook.

Open the textbook on page 57.

Exercise. Using the reference material, tell us how and with what help the passive participles of the past tense are formed.

Execution check.

The conclusion on the reference record is formulated by students.

Passive past participles are formed from the stem of the infinitive or the stem of the past tense of the verb using the suffixes -enn-, -nn, -t-.

4.3. Primary fastening.

Training exercise (shown by the teacher on the blackboard, then the students continue to work under the guidance of the teacher).

Exercise. Form passive past participles from these verbs, highlight the suffixes.

Sign - signed, see - seen, dispel - dispelled, bite - bitten, smash - broken.

Draw students' attention to the spelling of the vowel before the participle suffixes.

5. Consolidation of the studied material.

Differentiated tasks by groups.

Teacher: Raise your hands those who received the yellow circle - 1 group. You sit down at the computers and do the following task: to form passive past participles from these verbs. Next, independently check the correctness of the work done by clicking the "confirm answer" button (Fig. 2). If you do everything right, raise your hand so that the teacher marks the work done.

Figure 2 You can see.

Students who quickly completed the task can continue to work on the computer until the end of the work of the second group (Fig. 3).

Figure 3 You can see .

Group 2 - exercise 149.

Exercise. Form passive past participles using the given suffixes.