Morphological features gerunds

gerund -is a part of speech that has the following features:

· indicates an additional action, answers questions doing what? or having done what?

· has the grammatical features of a verb and an adverb.

Verbal signs of adverbial adverb.

What signs did the participle borrow from the verb? Read the two sentences carefully.

1) Passing through the old city, pay attention to the old signs.

2) As he walked past me, he suddenly looked back.

In the first sentence, the gerund participle is formed from the imperfective verb pass, indicates an additional action that has not completed by the time of speech , and answers the question what doing?

In the second sentence, the gerund participle is formed from the perfective verb pass the, denotes an additional action completed by the time of speech, and answer the question having done what?

Hence, one of the verb signs of the participle is the form. Imperfect gerunds denote an additional action that occurs simultaneously with the main one, and answer the question doing what? Perfect participles indicate an additional action that occurred before the main one, and answer the question having done what? Indeed, you need to pay attention to old signs just when you are walking through the old city, i.e. the main and additional actions take place simultaneously, but someone looked back after he had passed by, i.e. additional action preceded the main one.

Another verb sign in the gerund - transition.If a gerund is formed from a transitive verb, it is transitive. If a gerund is formed from an intransitive verb, it is intransitive.

Compare:

1) give (what?) flowers => give (what?) flowers - transitive participle;

2) believe (what?) promises => believe (what?) promises - intransitive participle.

Preserves the participle and such a feature of the verb as recurrence.From reflexive verbs, reflexive participles are formed, from non-reflexive verbs - non-reflexive.

Compare:

1) raise => lifting - irrevocable gerund;

2) rise => rising - reflexive gerund with the suffix -s at the end.

The participle is characterized by the same control as the verbs: reading / reading / reading / reading a book, But book reading. Please note: and different forms verbs (personal and indefinite), and gerunds, and participles require the same case (accusative) from the controlled noun, and the verbal noun requires the genitive.

Signs of adverb in gerunds.

Adverbial signs of adverbial participles include immutability.

From the adverb and the syntactic role of the participle: in a sentence it is a circumstance, depends on the verb. You can also ask questions about the participle doing what? having done what? and questions How? Why? When?

Read the offer.

He walked slowly, not in a hurry.

To the imperfect participle (leisurely Can I ask you a question doing what? It is a circumstance in a sentence, like an adverb slowly. In such circumstances, we usually ask questions How? how? They characterize the action, explaining how, in what way it occurs. Such circumstances are called circumstances of the course of action. Please note that in this sentence, the adverb and gerund answer the same question, they are homogeneous circumstances. By the way, gerunds are not always circumstances of the mode of action. Less commonly, they act as circumstances of time or cause.

Read the examples carefully.

Waiting for the stage, I was very worried.

In this sentence, the gerund is a circumstance denoting the time at which the main action took place: worried when? - waiting to go on stage. So, in this sentence, the participle is a circumstance of time.

Excited, he blushed furiously.

Here the gerund is a circumstance that denotes the reason for the main action: why did he blush? - because he was worried. In this sentence, the adverbial participle is the adverb of the cause.

42. The problem of separating gerunds into an independent CR. The history of their formation.

There is no consensus on the status of gerunds in modern science. Vinogradov considers participles to be a hybrid adverbial-verbal form. Panov in his work "On the Parts of Speech in the PR" singles them out as a separate CR. In the textbook of Tikhonov / Shansky, there is also a separate part of speech.

Disagreements are related to the fact that the gerund combines various aspects of meaning:

    Like adverbs, it adjoins verbs and denotes various kinds of circumstances of action.

    As a verb-predicate, it retains a close connection with the subject - they have a common subject of action.

    Expresses the meaning of an action/state added to the verb.

    Usually does not repeat the meaning of the verb - expresses a special meaning.

In the objective world there is an intermediate area between processes and circumstances. The action expressed by the gerund is at the same time the cause, condition and other circumstances of the event reflected by the verb and the gerund. Circumstances are procedural in nature.

GENERAL PARTICIPLE- an invariable verb form, which denotes an additional action to the verb and at the same time serves as a circumstantial characteristic of the action of the verb-predicate. In a sentence, it is a circumstance.

Signs of the verb in the participle.

    Generality of LZ and bases. The participle does not have its own lexical base (to cover - covering the bald head).

    The action of the participle and the action of the verb are produced by the same subject of the action in the sentence.

    The commonality of specific differences between the verb and the participle. The gerunds HB are formed from the stem of the present tense verb by adding the suffix a / z (work - working), the verbs HB with the suffix BA form gerunds from the stem of the past tense (gave - giving). The gerunds SV are formed from the stem of the past tense verb by adding the suffixes В, ВШИ, ШИ (learned - recognizing, brought - brought). Some verbs cannot form gerunds: 1) the stem of the verb consists of consonants (zhmut); 2) back-lingual basis (to be able); 3) base on sizzling (knit); 4) verbs of non-productive classes (smell); 5) separate verbs: go, sing, want.

    The gerunds retain the ability of the verb to convey the voice value and the transitive/intransitive meaning. In all theories, gerunds have only the active voice. There is no passive voice, since it bifurcates the subject of the action and the subject of the sentence, and this is not compatible with the meaning of the gerund in the PR, since the gerund and the verb must have one subject of the action in the sentence.

    The participles retain the verb control and the ability of the verb to be determined by the adverb.

Signs of adverb in gerunds.

    Immutability.

    Adjacency to the verb.

    Circumstantial meaning, syntactic function of circumstance.

    The commonality of signs of gerunds and adverbs creates the conditions for their transition to adverbs. They lose verbal signs and verbal control. Such gerunds are in the sentence after the verb and are synonymous with adverbs (slowly). Some gerunds change stress during the transition (sitting).

History of the origin of adverbs.

There were no gerunds in the DRY, they were formed later on the basis of nominal participles of the active voice. In the DNR, such participles performed the following syntactic functions: they could be a definition, a predicate, a secondary predicate. The change in the syntactic function of adjectives and participles led to the loss of declension by nominal participles and their consolidation in the form of the nominative case, which further served as an impetus for the attraction of such participles to the verb.

Potebnya wrote that the participles of the real voice of the present and past tenses, which performed the function of a secondary predicate or adverbial word, turned into gerunds by the end of the 14th century.

Borkowski, in support of this, establishes that in the 14th century the use of participles without agreement with nouns was widespread, and in the works of the 15th century these participles are already used in a frozen nominal form, i.e. comes from a transition to a participle.

The beginning of this process was observed already from the 11th-12th centuries, which manifested itself in violation of the agreement of participles with nouns, first in case, and then in gender and number.

The participles did not differ in tenses, as they performed the functions of a secondary predicate or adverbial word, but with the formation of the species category, HB and SV began to differ.

In the formation of gerunds, the suffixes a/ya, v/lice were used. The participles in -uchi/yuchi began to spread from the 18th century.

Signs of the verb and adverb in the gerund


  1. Adverb signs:

    Verb features:





  2. The gerund is a verb form that, in relation to the predicate, denotes an additional action and answers the questions what is doing? having done what?
    The participle combines the features of a verb and an adverb.
    Adverb signs:
    1. Immutability (combined with words by way of adjunction: doing homework, singing a song);
    2. In the sentence is a circumstance, answering the questions how? how?
    Verb features:
    1. The participles have a perfect and imperfect form: having done what? - after reading a book (owl view), what are you doing? - reading a book (non-Sov. view);
    2. There are transitive and intransitive.
    Transitional: reading (what? blame case) a book, cutting off (what? generative n., the action is directed at a part of something) cheese, without doing (what? genus n. with negation) tasks.
    Carrying nouns in other cases with prepositions - intransitive: having time for the train, meeting with friends, thinking about the Motherland.
    3. There are returnable and non-returnable.
    Recurrent: thinking, laughing, washing, waking up, rejoicing.
    Irrevocable: thinking, seeing, accepting, not singing.
    4. Spread like verbs: think about the task - thinking about the task; meet a friend - meeting a friend.
    A particle not with gerunds, as well as with verbs, is written separately: ran without noticing, did not forgetting.

Teacher of Russian language and literature BOUSOSH No. 38 Art. Novovelichkovskaya Dinsky district Krasnodar Territory Magomedgadzhieva Khadizhat Tavakalovna

Russian language lesson

Class 7

Theme of the lesson: gerund. Signs of the verb and adverb in the gerund

TargetAnd:

Educational-

- give the concept of adverb; to introduce the grammatical meaning of the participle;

To acquaint the children with the verbal and adverbial signs of the participle;

To learn to find gerunds in the text, to determine the permanent and non-permanent signs of gerunds.

Educational-

form spelling skills and skills;

Continue to develop oral and written language.

Educational-

To cultivate love for the native word, for Russian literature.

During the classes

1. Organizational moment.

2. Record date and classwork

3. Definition and formulation of the topic of the lesson.

Guys, what part of speech did we talk about in the previous lessons? (Participle) At the beginning of the conversation about the sacrament, a part of speech similar in sound to it was mentioned.

Which? ( gerund)

What are our goals for today? ( get acquainted with the topic "Gernal participle", with its grammatical meaning, with verbal and adverbial signs)

What can you say about the participle? ( Artem)

(The part “dee-” means the proximity of this part of speech to action, that is, to the verb. Let's pick a word that also includes “dee-”: capable, that is, capable of action. We can say that the gerund is capable of action. It means additional action.)

4. Explanation of new material

Compare two sentences (write them in notebooks) (Students write on the board in notebooks)

poppy scree A foxed and dropped petals on the ground.

poppy scree A fox, dropping petals on the ground.

Which of these sentences is more accurate, expressive?

How are actions expressed in these sentences?

(In the first sentence - homogeneous predicates - crumbled and dropped. In the second - the predicate was showered and dropped with an additional action. The use of homogeneous predicates are not entirely accurate: it is clear that one predicate implies another, the second seems redundant.)

What makes a picture a sentence with an additional action (more figurative, complements it, adds expressiveness.)

What word indicates an additional action expressed by a new part of speech for us? -What is it called?

In order to use adjectives correctly, you need to recognize them! Let's check ourselves!

5. Fixing

1. Reading the text (projected onto the screen; printed, placed on the desks in front of the students). (Student reads)

THE TALE OF THE BUTTON ( SLIDE 1)

A man was walking along the road and lost the Button. Falling, the black-eyed Button-Button hit the ground hard. She wrinkled her face in pain, closed her eyes and, spinning in place, rolled under a pebble.

“Good housing,” said Button-Bright, looking around, “the sun doesn’t bake, the wind doesn’t get cold, the rain doesn’t wet.”

A bicycle passed by. Going around a bump on the road, the front wheel ran into a button pebble, and the rear wheel drove straight along the Button.

There was a crack. Grasshoppers, basking by the roadside, jumped high in fright. And on the road lay Button. She no longer beamed with happiness, as before.

A deep jagged crack ran through her very heart.

(F. Nesterov.)

2. Conversation on questions .(questions are given per group)

What is this text about? the main idea fairy tales?

- Find the words denoting the actions that Button did.

- Remove these words from the sentences. What happened? Can you understand the meaning of what is said?

- What do you think, which of these words denotes the main action, and which - additional?

What questions do words denoting additional action answer?

- And from what part of speech questions are asked to them?

Are there any dependent words with words denoting an additional action? Name them.

– Is it possible to change the words denoting additional actions?

(Good! Well done!)

We worked with the text, answered questions. And now let's open the textbook on page 77 and read the rule in the box.

3. Let's collect the cluster and make a graphical record of the rule in a notebook.

What part of speech does the main action? - verb.

4. Write down the expressions. Find the participles, indicate the main action-verb.

Commented check on presentation

(SLIDE 2)

What part of speech do both gerunds and verbs belong to? ? (Both gerunds and verbs refer to the nounButton.)

Guys! What do you think the gerunds are for? works of art

1. Oral exercise 159, name the main members of the sentence, indicate the words denoting the main and additional actions.

2. Guys, before you is an unusual poem by the English poet Robert Southey "Lodor Falls". (SLIDE 3)

Merging

uplifting

puffing up

Small, rustling,

Rushing and hurrying

Sliding, hugging

Sharing and meeting

Caressing, rebelling, flying,

Playing, crushing, rustling,

Shining, flying, staggering,

Weaving, ringing, bubbling,

Rising, spinning, roaring,

Wrinkling, worrying, rolling,

Rushing, changing, cooing, making noise,

Rising and foaming, rejoicing, rattling,

Trembling, spilling, laughing and chatting,

Rolling, twisting, striving, growing,

Forward and forward, running away in freedom-loving fervor, -

So the stormy waters fall in the sparkling, swift Lodor.

What is unusual about this poem?

What does the poem itself look like figuratively?

How many of you have seen a real waterfall? Did you hear his noise?

What words in the poem helped to do this? Let's try to do without them.

What role do they play? ( They finish the main action, make speech more accurate, vivid, expressive, picturesque)

What can be the conclusion? Using gerunds as additional actions, the author shows visual and auditory representations, thus achieving a more complete and correct image of the waterfall.

Research.

So, let's proceed to the study of the topic "Gernal participle as independent part speeches Here is a picture for you: dad is a verb, mom is an adverb, child is a gerund. Why are they together? (SLIDE 4)

Now listen to the story" Fathers and Sons".(Staging a fairy tale.

Operating person- Verb, adverb, gerund)

Once upon a time there was a family: father-verb, mother-adverb and daughter - gerund. All children imitate their parents in one way or another. The participle is no exception. From the Verb, the participle inherited the stem. Like the Verb, the Participle governs the case of the noun, has a number of things in common with it. grammatical categories(view and recurrence), as well as a question similar to the verb (doing what? doing what?) .
With the Adverb, the participle is related to its ability to remain unchanged, no matter what happens around. In addition, the participle responds to the questions of the adverb (how? how?) , and in the sentence it is, like the Adverb, a circumstance and denotes the purpose, reason, place, time, manner of action.
But all children, growing up, strive for independence. Here is the participle there.
- I'm quite an independent part of speech! I demand an appropriate attitude and place in the system of significant parts of speech! - loudly declares the participle, shocking the parents.
- What are you, what are you! You are just one of my forms! insists the Verb. - Adverb, well, say at least something!
But the Adverb is silent. It does not interfere in the affairs of language, it is always unchanging and constant. And it values ​​its immutability above all...
The eternal dispute between fathers and children. The eternal problem of self-reliance and independence...

Let's remember the morphological features of the verb and adverb

(SLIDE 5)

- On which side are we in this dispute: verbs, adverbs or gerunds? Let's choose common features gerunds.

Independent work by textbook.

Let's go to the textbook and check our assumption.

Read the material about the participle on your own and make up a story about this part of speech. (p.76)

Test yourself (SLIDE 6)

Summing up the lesson

What part of speech are we talking about today?

What questions does the participle answer?

What are the characteristics of a verb?

What are the characteristics of an adverb?

What is expressed in the proposal?

Reading a poem about participle

I call myself a participle
An additional action is denoted
To the questions WHAT DO YOU DO? WHAT DID YOU DO? HOW? I always answer
I am perfect and imperfect,
Predicate - I explain the verb.
In the sentence, I present myself as a circumstance.

Now let's do some test work

Final test

1. Which of the words is not a gerund?

2. Which of the words is a gerund?

a) quickly;

a) spoke;

b) fun

c) laughing

c) smiled

3. Find words with stress on the third syllable

a) indulging;

a) lighten

b) scooping;

b) arrived;

c) deepening.

c) clogged.

4. Choose a synonym for phraseological units

a) headlong

a) without straightening the back;

b) roll up your sleeves.

b) put your hand on your heart.

(SLIDE 7) (Test yourself!)

Reflection

Student assessment. Thank you guys for your cooperation and please think about how the lesson went for you.

(SLIDE 7)

Homework:(creative task) 1) write a poem (text) using gerunds;

2) to make a test "Third extra" to find gerunds and determine their morphological features;

3) perform exercise 160 for everyone

Russian lesson

Morphological signs of adverb.

Signs of the verb and adverb in the gerund

Goals: to introduce the children to the verbal and adverbial signs of the participle; to learn to find gerunds in the text, to determine the permanent and non-permanent signs of gerunds.

During the classes

I. Organizational moment.

II. Checking homework.

1. Students read the sentences, noting that the main and additional actions refer to the same word.

2. Repetition.

Find among the given words the participles:

Sat, standing, sat, sitting;

Rejoicing, rejoicing, rejoicing, rejoicing;

Rushed, rushed, rushed, rush, throwing.

3. Writing on the board (replace the underlined verbs with gerunds).

And it happened like this: a red-moustached guard caught up with Pavel; Korchagin suddenly rushed to him and grabbed rifle, with a sharp movement bent it to the ground.

The bayonet clanged against the stone.

Petliurovets did not expect attack, was dumbfounded for a moment, but immediately pulled the rifle with all his might. piled on with his whole body, Paul held her back. A shot fired. The bullet hit the rock and squealed , ricocheted into a ditch.

(According to N. Ostrovsky.)

- Replacing verbs with gerunds, we got an excerpt from the novel by Nikolai Ostrovsky "How the Steel Was Tempered". I hope you are convinced once again that with the help of gerunds, the movement of a person (object) is drawn much more picturesquely.

III. Explanation of new material.

1. Spelling dictation.

CHASE

Five or six jumps behind the lynx, the flock was rushing. The leader, tall and broad-chested, ran ahead. Now throwing his hind legs up to his chest, then unclenching like a spring, and flattening himself in flight over a snowdrift, he rushed, spreading his large and long tail in the wind. His skin, gray with a light red tint, bristled at the back of his neck, rapidly rolling over his knotted and powerful muscles.

(V. Potievsky.)

2. Conversation on questions.

Find adverbs in the text.

- Indicate the verbs denoting the main action.

- Write out phrases with adverbs.

- Do gerunds change by gender, number, case? Do they hide?

What other independent part of speech does not change?(Adverb.)

- From what verbs are these gerunds formed?

- From what kind of verbs?

- What signs of gerunds are permanent? And which ones are unstable?

3. Reading the material § 26 (p. 77).

Signs of the verb and adverbial signs of the participle.

What do gerunds and verbs have in common and how do they differ?

What about gerunds and adverbs?

– What is the syntactic role of the participle in the sentence?

IV. Consolidation.

1. Selective dictation.

From the proposed text, write out the participles, determine their morphological features, highlight the formative suffixes.

... The steamer again thumped and trembled, the cabin window burned like the sun. Grandmother,near me, combing her hair and grimacing, something

She spoke in a special waywords, and they were gently strengthened in my memory, like flowers, just as gentle, bright, juicy. When she smiled, her pupils, dark as cherries, dilated,With an inexpressibly pleasant light, the smile merrily showed white, strong teeth, and, despite the many wrinkles in the dark skin of the cheeks, the whole face seemed young and bright.

... Before her, I seemed to be sleeping, hidden in the dark, but she appeared, woke me up, brought me to the light, tied everything around me into a continuous thread, weaved everything into multi-colored lace and immediately became a friend for life, the closest to my heart, the most understandable And dear person– it was her unselfish love for the world that enriched me,strong strength for a difficult life.

(M. Gorky, "Childhood".)

2. Parse the second part of the last sentence of the text.

It was her selfless love for the world that enriched me, saturating me with strong strength for a difficult life.

Point to an unexplored punctogram.

3. Write down the text, underline the gerunds.

The text is projected onto the screen.

Summer said goodbye to the earth, hesitated before parting, marking time, affectionately and attentively looking around. It was hot during the day, but in the evening it became sharply fresher, and large stars descended to the very roof, sparkling with a sharp icy brilliance. It seemed that the air was getting colder from their breathing, the trees were shivering chilly, and the grasses were bent in the morning under the dull grains of heavy dew, and the carved birch leaves rustled sadly, embraced at the edges by insinuating silence.

(F. Nesterov.)

Find in the text methods of personification.

- Determine and graphically show which verbs are attached to gerunds.

- Do the action of the verb and the gerund take place at the same time, or do they follow each other?

Explain the punctuation marks in the last sentence.

- Understand the word covered by composition, and then - as a part of speech.

- Designate the type of participles, highlight the stems and formative suffixes.

V. Summing up the lesson.

- Name the signs of the verb and adverb in the participle.

- Do adverbs change?

- Name the formative suffixes of the participles that you learned in the lesson.

Homework:§ 26 (in full), p. 77, to make a test "Third extra" to find gerunds and determine their morphological features.