How to distinguish a short participle from a verbal adjective. Participle and verbal adjective. For the teacher. Changing words into adjectives

Adjective- an independent part of speech that denotes an attribute of an object and answers questions Which? which? which? which? whose?

For example: cold; broken.

Participle- a special form of a verb that denotes an attribute of an object by action and answers questions Which? which? which? which?

For example: broken, broken by hands.

Adjectives can be formed from nouns ( cold - cold;

glass - glass) and from verbs ( break - broken).

Adjectives formed from verbs should be distinguished from participles.

prib. p adj.

Compare: The Frenchman spoke broken Russian. - The bundle of firewood was assembled from the branches I had broken.

Basic features of distinguishing verbal adjectives and participles

Verbal adjectives do not have a prefix (except NOT) or dependent word.

adj. participle participle

Compare: painted (unpainted) floor - painted brush floor - By painted floor.

Verbal adjectives can be formed from unprefixed imperfective verbs, and participles - from unprefixed perfective verbs.

adj. participle

Compare: a worn suit is a purchased suit.

wear - unsov.v. buy - sov.v.

Words with the suffixes -ovan-/-evan- without prefixes or dependent words are verbal adjectives.

adj. prib.

Compare: a forged chest is a shod horse.

Some participles can become adjectives. To distinguish them, let's determine the lexical meaning of these words.

For example: named (Brother)- named taller brother. We select synonyms: twinned And the one named above. We see that the lexical meaning of words is different. The participle retains the connection with the verb.

Examples of verbal adjectives:

- planted father - acting as a father at a wedding;

- smart The baby is smart, understanding, and picks things up on the fly.

Pay attention to the emphasis in these words.

Bibliography

Razumovskaya M.M., Lvova S.I. and others. Russian language. 7th grade. Textbook. - 13th ed. - M.: Bustard, 2009.
Baranov M.T., Ladyzhenskaya T.A. and others. Russian language. 7th grade. Textbook. - 34th ed. - M.: Education, 2012.
Russian language. Practice. 7th grade. Ed. S.N. Pimenova - 19th ed. - M.: Bustard, 2012.
Lvova S.I., Lvov V.V. Russian language. 7th grade. In 3 parts - 8th ed. - M.: Mnemosyne, 2012.

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

Homework

Task No. 1

Sort the phrases into two columns: participle or verbal adjective.

A wounded fighter - a wounded soldier, sowing grain - sowing flour, a boy with a haircut - hair cut to zero - a shorn head , distilled water, linen notebook, burnt coffee - burnt letter.

Task No. 2. Form verbs from each possible options participles and verbal adjectives according to the example:

adj. adj. prib. prib.

Paint:painted floor - unpainted boards - painted bench - painted

Walls - frames are not painted.

Verbs: boil, tangle, weave, dry, stew, bake, scare, fry.

Task No. 3. Say the phrases. Justify the place of stress in verbs, participles and verbal adjectives.

To spoil a child is a spoiled child; carbonate water - sparkling water; pleated skirt - pleated skirt; date a manuscript - a dated manuscript; low-cut - low-cut dress; dose a medicine - dosed medicine; block solution - blocked solution; compost a ticket - a composted ticket; disguise the entrance - disguised entrance; seal the carriage - sealed carriage; spoil a dog - spoiled dog; copy documents - copied documents; costume ball, normalized working day - normalized day; group sentences - grouped errors; install equipment - mounted equipment; form a team - a formed team; caricatured image; equip the team - equipped team.

What is a verbal adjective? What is the difference between this part of speech and participles formed seemingly in the same way? What does the origin of an adjective mean for the spelling of its suffix?

In order to answer these questions, it is necessary to define the terms and what they mean.

An adjective is usually called a part of speech that denotes an independent attribute of an object. The words of this morphological group either they are non-derivative (their origin is not motivated by other lexical units), or they are formed from (denominative).

Participles simultaneously combine the properties of adjectives and verbs. Their role in language is to designate a feature caused by an action.

A verbal adjective is a special word that can, under certain conditions, become a participle or express an independent attribute of an object. How is this possible?

To understand this phenomenon, it should be remembered that passive participles are formed exclusively from the Action to which a certain object was subjected is complete, and now the result of this process is expressed by the participle:

overcooked fish - overcook (sov.v.);
painted fence - paint (owl).

The verbal adjective, reminiscent, comes from the action on which the attribute of the object is based, is not complete. Therefore, referring a specific characteristic to a process that happened to an object loses its meaning:

knitted sweater - knit (nesov.v.);
wicker basket - weave (nesov.v.).

Such a sign breaks the connection with the form from which the verbal adjective originated, and now the word indicates the final state of the object, without taking into account its origin: “turned pencil”, “torn shoe”, “pickled cucumbers”.

The spelling of verbal adjectives is a stumbling block of Russian orthography. The problem is distinguishing homonymous parts speech.

Students do not understand why both “n” and “nn” can be written in the same word:

ruble n oh meat;
ruble nn meat slaughtered with an axe.

In fact, everything is very simple. By default, adjectives, with the exception of “ovanny” and “yovanny”, are written with one letter “n”. But when dependent words or prefixes appear, this part of speech becomes passive participles, in the full form of which “n” is doubled as a rule.

Noshe n ode dress (from the verb “to wear” is not of the same type, there are no dependent words and no prefix);
Noshe nn the coat was given (by whom?) by grandfather (there is a dependent word);
Zanoshe nn s trousers (from the verb “to bring in” of the Soviet type, there is a prefix).

Of course, as with any rule of the Russian language, this algorithm has its own characteristics. For example, the word “wounded”, formed from an unprefixed perfective verb, does not fit this rule.

Based on the rule governing the writing of two similar parts of speech, it is possible to completely exclude these words from the suffixes.

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 of spelling vigilance; develop skills in working with Smart Board.

Lesson structure:

I. Organizational moment.

II. Checking homework.

III. Communicate the topic and objectives of the lesson.

IV. Activation of the covered material.

V. Generalization of theoretical material.

VI. Training exercises on the ability to distinguish participles and verbal adjectives.

VII. Control of acquired knowledge.

VIII. Homework.

IX. Reflection.

During the classes.

I. Organizational moment.

The teacher welcomes students and notes those who are absent. Readiness for the lesson is checked.

II. Checking homework.

From these verbs, form and write active and passive past participles. Highlight the suffixes in the participles and indicate the conditions for choosing the spelling to be studied.

Prop...to, lock up, pay...to, grow...and...ti, water, re...dit,

loosen, to... shoot, fence..., mow... down, sow, involve(?), and... drown,

understand, raise, begin.

Three students are working at the board.

The first writes down words with gaps, graphically explaining the inserted spellings.

The second one writes the active past participles formed from these verbs.

The third one writes down passive past participles formed from the same verbs.

At this time, the class works orally, answering questions:

What spellings were found in this exercise?

What suffixes are used to form active and passive participles? (-ush-(-yush), -ash-(-box), -vsh-, -sh-, -eat- (-om-), -im-, -nn-, -enn-(yonn),- T)

From which verb did you not form a passive participle? Why?

(From the verb to go of a non-obvious type).

Then the task that was completed on the board is checked.

Pay attention to the pronunciation of the following participles . Fig.1 (Appendix 2)

Fig.1

III. Communicate the topic and objectives of the lesson.

The topic of today's lesson is “Difference between participles and verbal adjectives. Spelling of one and two letters n in participles and verbal adjectives.” Fig.2 (Appendix 2)

Communicate lesson objectives.

Fig.2

IV. Activation of the covered material.

1. Syntactic five-minute. Fig.3 (Appendix 2)

Repetition of punctuation marks in participial phrases; ability to use participles oral speech, make diagrams.

Assignment: remake the sentence by inserting a participial into each part

turnover; then write down the sentence, diagram it, and graphically explain the punctuation marks.

The forest caught fire, and choking smoke began to rise into the sky.

One student, using an electronic pen, writes down a sentence he has composed on the interactive whiteboard.

Use the pen to highlight grammatical basis proposal, draws up its outline. All other students complete the task on the spot.

Then comes the check.

Fig.3

2. Spelling work. Fig.4 (Appendix 2)

Repetition of the spelling “Vowels before one and two n in passive participles.” Working with spelling norms.

Task: insert the missing letters indicating the spelling check method.

Looked through...album, delayed at work, filled to the top, weighed goods, stained with dirt, strewn field, sealed tooth, revealed material, invented device, listened to a course of lectures, heard a fairy tale once.

The red letter objects use the multiple cloning utility. The student working at the board selects the desired letter and inserts it into the words; draws a conclusion.

Orthoepic work with the word sealed. 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 theoretical knowledge necessary to develop skills and abilities 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 placed in a frame.

As students answer, the teacher lowers the curtain “Move the curtain to see the answer,” which covers the tables on this topic. Fig.5,6 (Appendix 2)

The tables are prepared in advance by the teacher.

Fig.5

Fig.6

VI. The next group of exercises is aimed at identifying students’ level of mastery of this topic, the level of formation of spelling skills of one and two letters n in participles and verbal adjectives; ability to distinguish between these parts of speech.

1. Fig.7 (Appendix 2) Assignment: distribute the phrases into two columns (n or nn); Based on this, determine the part of speech (participle or verbal adjective).

A wounded fighter is a wounded soldier, sowing grain is sowing flour,

cut... boy - hair cut to zero - cut head,

distilled water, a lined notebook, burnt coffee - a burnt letter.

Students perform the exercise on the spot, distributing phrases into two columns, inserting the missing letters. The degree of mastery of the topic, the ability to write one and two n in adjectives and participles, and distinguish between these parts of speech are checked.

Fig.7

Students complete this task in their notebooks. This is followed by mutual verification. Children exchange works and compare notes in notebooks with correct spelling, which appears on the cloned interactive whiteboard slide. Fig.8 (Appendix 2). Next, conclusions are drawn.

Fig.8

2. Insert the missing letters and explain your choice. Fig.9 (Appendix 2)

Find the phrases: adverb + noun, adj + noun, in which the main word is a noun.

A frightened horse, slaked lime, an unextinguished fire, a woven carpet, smoked sausage, a woven tablecloth, an asphalt road, forged ...sword, tarnished reputation.

The student working at the interactive whiteboard needs to insert the missing letters and explain his choice; identify parts of speech.

In objects of red color (parts of speech) and in objects - letters Green colour The multiple cloning utility was used. The student chooses the right part speech and the letter (n and nn) and inserts 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 the chain” with an explanation of your choice.

Screen dimming is used.

Students comment, and the teacher works with the interactive whiteboard, sequentially opening the curtain. Fig.15 (Appendix 2)

Fig.15

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

There are quite a few guys who consider it possible to run out of the house in a (crumpled) cap... or hat... with (unfolded) dangling ears. They always (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 condition on three levels.

Fig.17 (Appendix 2)

Fig.17

Children carry out final self-assessment.

Questions are asked to encourage students to analyze their activities in the lesson:

How was this lesson useful to you?

What knowledge gaps did it help fill?

What would you like to do in your next lesson?

How would you like to work?

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

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

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

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

Fig.18

Sometimes parts of speech are very similar to each other a large number signs. Most often, you can get confused in the definition of participles and adjectives, because both of these parts of speech are capable of answering the question “which?” and have a similar meaning as a part of a sentence. In this case, it is very important to define the adjective and participle word in writing, as this allows you to most accurately express your thoughts in the text. To understand how these parts of speech differ, you need to disassemble them and find their features.

Adjective - This Part of speech, which denotes a property, accessory or sign of another part of speech, for example, a noun, without denoting a sign of any action. It is a dependent clause belonging to a noun, so in most cases it copies its features and definition. Thus, an adjective can form as many as three genders: masculine, neuter and feminine, and can have a singular or plural, and also change its case, which will depend on the main noun with which it is associated. Basically, an adjective is capable of answering the questions “which?” or “whose?”

A participle is a special form of a verb, which denotes the action of a noun, but represents this action in the form of a sign. It has the characteristics of both verbs and adjectives. It is capable, like an adjective, of answering the question “which?”, but the main questions in the meaning of the participle are: “what is he doing?”, “what has he done?” and “what did you do?”

What are the similarities between adjectives and participles

To determine the main differences between the two parts of speech, we can take two examples: Beautiful And decorating. First, let's identify the special features of two words.

Both parts of speech can be declined according to gender.

Beautiful dress, beautiful color.

Decorating decor, decorating hat.

Both parts of speech are declined according to numbers.

Beautiful dresses And decorating hats.

Parts of speech are also declined by case.

beautiful dress– R. p.

Decorating hat- TV. P.

A participle can be in short form just like an adjective. For example, created(from created) is a participle and white(from white) is an adjective.
As members of a sentence, both the participle and the adjective act as modifiers.

Main differences between parts of speech

Next, let's look at examples distinctive features these parts of speech, which indicate the presence of signs in the participles.

Also in the Russian language there are adjectives that are created from participles. They are called verbal adjectives, the second name is adjectivally formed.

Verbal forms occur due to:

The appearance of a new meaning in an object. Example – driving force .
The appearance of a figurative meaning in the participle. Example – brilliant performance.
When a participle means a description for performing some action, but then becomes a constantly accompanying meaning for a given noun. Eg, condensed milk. Look carefully, because in this case even the spelling of the word changes, since when using a participle it will be correct to write “condensed”.
In the case when a part of speech denotes the possibility of an object being subjected to some kind of influence. For example, an indeclinable adjective.

Determination methods

The method for identifying these parts of speech is quite easy.. To do this, you need to insert into the sentence a word after the selected participle or adjective that has a similar meaning. For example, a sentence "He found a slithering snake" can be changed to “He found a snake crawling on the ground.” The word creeping in this case will act as a participial form.

But in a sentence like “He entered the classroom at a brisk pace,” we cannot change its meaning and insert additional words, since the word fast is an adjective that is completely dependent on the noun of the word - step.

The next way to distinguish two parts of speech is no longer so easy. It relies on knowledge of the formation of both participles and adjectives. In most sentences the participial word has double letter N in its suffix, and the attributive word is only one, but both of these rules have their exceptions, which should be paid special attention to.

How to find a participle in a letter

To quickly find a participle word among other parts of speech, you should clearly remember its distinctive features. Firstly, this presence of a special verb form, which denotes the attribute and quality of an object by its action. Secondly, a participial word can form two features at once, which are conveyed to him from the verb and from the adjective.

Immediately try to ask a question about the suspected participle word. If the word answers the questions “what?”, “what is he doing?”, “what did he do?”, then this is the part of speech that we need.
In order not to get lost in the meanings of words, one must not forget that participle words, unlike adjectives, have aspect, tense, and modal and transitive properties can also be applied to them. Also remember that participial words are always formed from verb words, and adjectives from nouns.
Check the suffix of the selected word. If this is a real passive participial word, then you will see the suffixes -ushch, -yushch, -ashch or -yashch. Eg, working. If the participle has a passive form and is in the present tense, then these are the suffixes -em or -im. For example, produced.
Also learn to find participial words in the past tense. There are suffixes for them - lice, - sh. Eg, eating, leaving. Passive participles in the past tense have the suffix -nn, -t, -enn. Eg, decorated, reflected, knocked down.
It will be useful to be able to find a short participial word among a whole sentence. The short form is created by passive participial words. For example, glued. It must be remembered that in short participles one letter N is always used.

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

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

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

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

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

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

Sources:

verbal adjectives are

In order to find participle 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 at the meaning of this word. If these are real present participles, then you will encounter –ush-, -yush-, -ash-, -yash. For example, issuing. If these are present passive participles, then these are the suffixes -em-, -im-. For example, produced.

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

Sources:

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

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

Instructions

Participle(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 participial 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.

Participle 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 turnover 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.

Grammatical features of participle

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

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

Denoting the attribute of an object, the participle, like adjectives, grammatically depends on and agrees with it in gender, number and case. For example: “boiling stream - boiling stream - boiling stream - boiling streams; boiling lava, boiling milk."

Types and methods of forming participles

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

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

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

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

Present passive participles are formed from verbs in the present tense using the suffixes –em- (I conjugation) and –im- (II conjugation): “cherish-em – cherish-em-yy”, “kran-im – stored” -im."

Passive past participles are formed from the stem 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”.