Participle and participle turnover. Formation of gerunds exercises for training

gerund
Consider the tables, determine what a gerund is, what parts of speech it has, how it is formed. Give your examples.
What do you do? Having done what? (answers)
The participle is a special form of the verb
Additional action (denotes)

has signs

verb
Adverbs

Restrain - restraining (non-Sov.) Restrain - restraining (Sov.)
Closed his eyes (when?) hearing the shot (questions why? how? when? in what way?)

Return - returning (returning)
Borya fled
Masha ran
The kids were running

bouncing

Sprinkle (with what?) Water - Sprinkle (with what?) Water
The wind is blowing, howling angrily (circumstance)

Formation of gerunds
Imperfect species
Perfect view

draw - draw - draw -

hear - hear - hear

shout - shout - shout
}
I
read - read
ta –l – read –
close - closed

bake - bake - bake -
dry up - dry up - dry up -
lock-lock-lock-lock-
}
in (shi)

Participles from verbs, in which the suffix -va- drops out in the basis of the present tense, are formed from the stem of an indefinite form: get up - getting up, publish - publishing, recognize - recognizing.
From the verb to be a gerund - being.
Imperfect participles are not formed from verbs in -ch (to cut), to -well (to smell, to bend) and from verbs to run, write, knit, ride, wait, lie, sew, and some others.
For some verbs, gerunds of the perfect form are formed from the basis of the future simple tense by means of the suffix -a or -ya: read-ut - reading, see-.yat - seeing.
Sometimes both forms are used: bring-bring-bringing; note - note - mark.
For verbs with a basis on d and t, gerunds are formed either from the basis of the simple future tense with the help of the suffix -я: acquire-acquire-acquire; bring - bring -bringing, or from the basis of the past tense with the help of the suffix - lice (d and t in this case fall out): sit down - sat down - sat down.

Participial turnover
Consider the table, tell us about punctuation marks in adverbial turnover. Give your examples.

1 Participle turnover, ..
1. Feeling tired, the travelers made a halt.

2. , TO, .
2. Travelers, feeling tired, made a halt.

3. , BEFORE.
3. Travelers made a halt, feeling tired.

NOT with adverbs
Look at the table, explain the spelling NOT with gerunds.
Give your examples.
Slitno
Apart

hating
Not looking

perplexed
not daring

indignant
Not loving

Not noticing

Training exercises

Exercise 1
Grandmother did not dance, but seemed to be telling something. Here she is walking quietly, thinking, swaying, looking around from under her arm, and her whole large body sways indecisively, her legs feel the road cautiously. She stopped, suddenly frightened of something, her face trembled, frowned, and immediately lit up with a kind, friendly smile. She rolled aside, giving way to someone, moving someone away with her hand; lowering her head, she froze, listening, smiling more and more merrily—and suddenly she jumped up, whirled around like a whirlwind, she became all slenderer, taller, and it was impossible to take her eyes off her—so wildly beautiful and sweet she became in these moments of miraculous return to youth.
(M. Gorky.)
Find the participles in the text, determine the type, highlight the suffixes.
Underline the adverbial phrases, explain the punctuation marks.
Describe your grandmother using adverbial phrases.
Exercise 2
In the twilight, the light flared up brighter and brighter, amiably blinking at the boy from afar. But he frowned even more deeply, the restless Nikolsky forest darkened in the twilight.
Going down the path, Dimka suddenly stopped when he heard something interesting. Around the bend, near the shore, someone was singing in a high, iridescent viola, somehow strange, although beautifully breaking up the words.
On the shore, he (Dimka) saw a small thin boy lying near a worn bag. Hearing footsteps, he broke off the song and looked at Dimka with apprehension.
Throwing himself on the ground with a flourish, Dimka noticed how the boy moved away in fright.
(A. Gaidar.)
Learn the participles "in person", write them out, indicating the verbs from which they are formed.
Find personifications in the text.
Find adverbial phrases, explain the placement of punctuation marks.

Exercise 3
Sitting down one day in a hut, having comfortably settled down, I was surprised by an extraordinary spectacle that I had not yet seen. A large flock of swans, returning from the far south to the north, began to circle over the lake. I saw the pinkish spread wings, illuminated by the dawn, long outstretched necks, I listened to their voices. The swans circled long and low over the bay, then began to land on the water.
Curving their long necks, the swans swam closely around the islet. Forgetting about the gun, I admired an unprecedented spectacle that reminded me of Pushkin's marvelous fairy tales. Without noticing me, the swans swam, bathed, talked, and I could closely observe these wonderful birds. Then, at some sign, rustling their wings, splashing water, the swans suddenly began to rise and, having gathered in a flock, stretched further north.
(According to I. Sokolov-Mikitov.)
Find adverbial phrases in this text.
Underline them which part of the sentence they are.

Exercise 4
Ignoring the fact that the cold waves of the wind, having opened his chekmen, exposed his hairy chest and beat it mercilessly, he reclined in a beautiful, strong pose facing me, methodically sipping from his huge pipe, letting out thick clouds of smoke from his mouth and nose and fixedly fixing his eyes somewhere over my head into the deadly silent darkness of the steppe, he spoke to me without stopping and without making a single movement to protect himself from sharp blows of the wind.
(M. Gorky.)
Explain the spelling NOT with gerunds.
Find adverbial phrases.

Vocabulary dictations

Having built a hut, sowing rye, hearing a whisper, preparing lessons, gluing a book, drawing a picture, smelling, depending on the weather, running away from a dog, barking at passers-by, noticing a mistake, reading aloud. (27 words.)
Find the participles, determine the type, designate the suffixes.

Gallery, Express, Neat, Chewed, Slow, Cavalry, Stop, Distance, Six-Piece Combination, Pool, Silhouette, Striking, Somehow, Station, Straw, Windy, Distort, Generous, Sublime, Print Appeal, Collected Team, Cast Iron bar. (28 words)

Combination, tamp, innovator, stop, striking, silhouette, as if, neat, cavalry, forged, claim, somehow, knightly, foggy, hemp, ancient, uncleaned dishes, could not diligently study, nasty temper, slowly make his way, stick . (27 words)

Using these words, make up 5 sentences with adverbial phrases.

Creative dictation

Missing the train 2. Realizing my mistake 3. Being ill for a month 4. Having a good rest in the summer 5. Meeting a friend 6. . Losing the address 7. Forgetting the keys 8. Reading the story 9. Not noticing me 10. Getting down to business 11. Climbing the mountain 12. Tired of work
Add suggestions.

Speech development

A collision is a clash of some opposing forces, interests, aspirations.
The plot (from the French sujet subject) is a system of events in a work of art, revealing the characters of the characters and the attitude of the writer to the depicted life phenomena. The sequence and connection of the description of events in a work of literature.
Plot (from lat.fabula - narration, history) - the plot basis of a work of art, the arrangement of persons and events predetermined by the literary tradition. Sometimes used in the same sense as the plot.
old dog
One man had an old dog. In her old age, she began to poorly guard the master's goods. The man decided to drown her. He took a large stone, called a dog with him and went to the river. He got into a small boat, sailed to a deep place, tied a heavy stone around the dog's neck and pushed it into the water. But the stone somehow slipped out. The dog followed the boat. The man hit her with a heavy oar. The dog was swimming.
The man swung again, but stumbled and fell into the water. He could not swim and began to drown.
A smart dog rushed to him and grabbed his clothes with his teeth. She was exhausted, but supported her master on the water.
People were working on the beach. They noticed that someone was drowning and rushed in the boat to help. The man was saved. With tears, he carried the exhausted dog to his hut. The dog was well fed. She soon recovered.
(According to Gorbunov-Posadov.)
Determine the plot of this text.

Test
Mark the signs of which parts of speech the gerund combines:
1) verb and noun
2) verb and adjective
3) verbs and adverbs
4) verb and numeral
5) verb and pronouns
Highlight the adverb:
1) indication 4) having washed
2) indicate 5) washed
3) indicate
3. Specify the perfect participle:
1) listening 4) working
2) helping 5) talking
3) reading
Determine the verb from which it is impossible to form an imperfect participle:
1) see 4) hide
2) twirl 5) run
3) dance

5. NOT written separately with all the words in the row:
1) (not) loving, (not) thinking, (not) looking
2) (not) speaking, (not) being good, (not) wanting
3) (not) smiling, (not) smiling, (not) when
4) (didn’t) see, (didn’t) look, (didn’t) understand
5) (not) feeling, (not) seen, (not) looking

6. Choose the grammatically correct continuation of the sentence: Keeping the memory of the past,
1) scientists took a lot of time to study the ancient chronicles.
2) monasteries have become an integral part of Russian history.
3) the study of history is of great importance.
4) it helps to better understand the present.

Choose the sentence that is missing a comma:
1) Before reaching three versts, he got off the cart and went on foot.
2) Nikita took his hat and immediately, without waiting for dawn, went to the county.
3) Without saying a single word, Pavel collected money for the journey and set off for his hometown.
4) He was silent for a long time, obviously not saying something, and frowned.
5) My friend, laughing, passed by.

8. Find a sentence with a participial turnover:
1) The flotilla, not noticed by the enemy, proceeded to land.
2) Through a dark forest, through deaf ravines, an old wolf makes his way with prey.
3) When a strong wind began to blow, the forest came to life again.
4) Without noticing me, the swans swam and talked.
5) The frock coat tied with a belt sat baggy on him.

Control dictation
Ichthyander, panting2, ran along the road along the seashore. Escaped from this terrible city, he turned sharply off the road and headed for the shore of the bay. Hiding between the stones on the coast, he looked around, quickly undressed, hid his suit in the stones, ran2 to the water and rushed into the waves.
Despite his fatigue, he had never swum so fast. Only having sailed a few miles from the city, the young man swam near the shore. Here he already felt at home.
Every pitfall, every recess in the sea floor was familiar to him. Here, sprawled on the sandy bottom, homebody flounders live, further on, red coral bushes grow, sheltering small red-finned fish in their branches. (96 words)
(A. Belyaev.)
Perform all types of analysis indicated in the text by numbers.

References
1. Bogdanova G. A. Russian language lessons in grade 7: Book. for the teacher: From work experience-M .: Education, 1998.
2. Bushueva M. M. Russian language. Spelling.- M.:Rus. yaz., 1994.
3. Grekov V. F., Kryuchkov S. E., Cheshko L. A. Manual for classes in the Russian language - M .: Publishing House ONIKS: Alliance-V, 1999.
4. Gorshkov A. I. Russian literature: From word to literature: Proc. Allowance for students 10-11 cells. schools, gymnasiums and lyceums humanit. orientation.- M.: Enlightenment, 1995.
.5. Brief dictionary of literary terms.-M., "Enlightenment", 1999.
6. Rosenthal D. E. Collection of exercises in the Russian language for applicants to universities.-M .: Vyssh. school, 1994.
7. Modern dictionary of foreign words.- M.: Rus. yaz., 1992.
8. Tkachenko N. G. Russian language. Dictations. Grade 8 \ Ed. Ilinskoy N. G. - M .: Rolf: Iris-press, 1999.
Tkachenko N. G. Tests on the grammar of the Russian language: in 2 hours. – M. Rolf: Irispress, 1997.
Khazanova A. S., Zvaig L. V. Russian language: A practical guide. In five parts, Part 3. - Minsk: TPC "Polifact", 1992.
11. Yakovleva E. A. Russian language: Punctuation.- M.: Rus. yaz., 1994.

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What is the difference between participial and participle turnover? Exercises on finding separate definitions and circumstances are presented in the article. It also provides information about the forms of the verb.

The verb and special forms of the verb

The verb is the leading part of speech in the language, which reports on the processes and actions taking place around. Together with the noun, it is included in the grammatical basis of the sentence: The boy is swimming. The house is being built; and in verbal one-part sentences independently forms their predictive basis: I see! Look. Was late. They call him.

If we consider the adverbial turnover, we can see that they contain several words that reflect the process - participles or participles. Both of them are verb forms, while the participle is similar to the adjective, since it has the same declension paradigm and answers the questions of adjectives: which one? which? and others, and the gerund participle - with the adverb, since it also appears and answers the main questions of adverbs: how? how?

Participles are formed from the stems of verbs using the suffixes -ash-, -yash-, -ush-, -yush-, -vsh-, -sh-, -enn-, -nn-, -t-: screaming, looking, carrying, empty, living, walking, certain, indicated, sung. Participles - with the help of suffixes -a-, -ya-, -yuchi, -uchi-, -in-, -shi-, -lice-: shouting, singing, playfully, driving, looking, bringing, getting acquainted.

For example: The grass that filled the entire garden grew densely, making it impossible for cultivated plants to grow. There are four different verb forms in this sentence: grew- past tense verb, feminine grow up- infinitive filled- participle, without giving- gerund. You can replace the participle with an adjective, and the participle with an adverb: The green grass grew thickly, and there was little opportunity for cultivated plants to grow. The main meaning was preserved in the sentence, but additional actions were lost, which reflected the participial and participle turnover. The exercises in the table below will help you learn to find verb forms and distinguish them from each other.

Exercises for finding verb forms

Exercise	Task text
Write out three participles from the text	There was a thunderstorm accompanied by frightening thunder and fiery lightning. Misha, as his grandfather taught him, hid under a bush located in a lowland. Suddenly, there was a loud clap of thunder, and then a sound resembling the hissing of a snake. This lightning struck a tree ten paces from the forester's house.
Write out all adverbs from the text	Without taking his eyes off, Yasha looked at the dawn. For some reason, at this time of day, he always wanted, standing in the attic and looking into the distance, to think about the eternal. Either he wondered why birds fly so beautifully, then he was worried about the origin of the Sun, then he thought about distant countries, dreaming of traveling.

Participle turnover as a separate definition

Participle turnover is a participle construction with a dependent word. So, the suggestion: The blooming garden was beautiful- without participial turnover, and the sentence: The garden blooming at the dacha was beautiful- has a participial turnover, since the participle has a dependent word: flowering(where?) in the country.

The construction of participial phrases can be different, but this syntactic unit necessarily represents participles with dependent words.

The participial turnover requires isolation if it is after the main word: The mushrooms picked by the whole family now lay on a bench under a pine tree; if it depends on a personal pronoun: Dreaming of a trip to the Congo, he applied for a visa - or has an additional concessive or causative meaning: Tired of noisy visitorsLenabarely made it home.

Mistakes in the use of participial phrases

Using participial phrases in speech, mistakes can be made both punctuation and grammatical. occur when the boundaries of a syntactic unit are incorrectly defined, when a sentence with a participial phrase is inattentively read, and in the absence of theoretical knowledge about the conditions for its isolation.

When using participial phrases, they are primarily associated with the inappropriate use of the participial phrase in the sentence and with the incorrect agreement of the participle with the main word. For example: The Northern Basketball Club came to their hometown, which successfully played in the championship.(Correct option: The Northern Basketball Club, which successfully played in the championship, arrived in its hometown).

as a special circumstance

A gerund with dependent words is called a participle turnover. The participle and the participle are always separated. Their separation by commas does not depend on the location relative to the main word. For example: They arrived without notice. Galya, seeing a beautiful bouquet in his hands, immediately calmed down. Listening, Kolya took notes. Only those gerunds that are part of phraseological units do not require separation: Through the sleeves, he worked all season. The child listened with bated breath - or switched to adverbs: Tolya read slowly. He got angry for no reason.

Participle and participle turnover: exercises

The table below shows a number of tasks for finding separate members, expressed by participial or participle turnover.

Exercise	Task text
Write out a separate adverbial phrase from the text	Masha, sorting through the cards presented to her, remembered her first holiday. It was her seventh birthday. Mom baked buns and pies for Masha to treat her classmates. She was happy to organize a tea party for all the guys who met her at the doorstep of the school with a huge basket of fruit.
Among the sentences, find the one in which there is a participial turnover.	The cat that scared the chickens hid under the nest. The fisherman who caught the perch returned to the shore. Anna, my downstairs neighbor, worked in a sanatorium.
Write out the participle and participle from the text.	Jumping from a tall tree, Pasha ran to the pond. Here he met his friends. Having bathed, they began to tell each other stories that had happened to them during this year.

The participial and (the exercises from the table confirm this) introduce the meaning of an additional action into the sentences. They, being separate members, only accompany the main process contained in the predicate.

Participle and participle turnovers: examples from the literature

Sentences with participial and participle turnover are often found in works of art. "The ocean that walked behind the walls was terrible," "Small was silent and, knocking down a large gadfly stuck to the horse with a whip, answered gloomily"(I. A. Bunin). "Then from morning till morning it was non-stop fine ... rain, turning clay roads and paths into solid thick mud ..."(A. I. Kuprin). "Covered with hoarfrost, they went into an obscure, illuminated distance..."(V. G. Korolenko).

PRACTICE-ORIENTED PROJECT

themes "Communion" and

Fulfilled 8th grade student Nikita Bugaev

Supervisor teacher of Russian language and literature

Legotskaya Vera Sergeevna

1.2 Abstract

In the current academic year, we wrote a test paper on the topic "Spelling of participles and participles." The teacher offered questions that test knowledge of the suffixes of verb forms, the separation of participial and adverbial phrases, exercises to correct stylistic errors, as well as creative tasks that test the ability to use verb forms in speech.

1. 24% of students write suffixes of participles and gerunds without errors, 36% make 1-2 mistakes, 28% make 3-4 mistakes, 12% -5 or more mistakes (see Appendix 1);

2. 36% of students correctly isolate participial and adverbial phrases, 44% make 1-2 mistakes, 16% make 3-4 mistakes, 4% - 5 or more mistakes (see Appendix 2);

3. 40% of students do not make grammatical errors in the use of participles and gerunds, 44% of students make 1-2 mistakes, 16% make 3-4 mistakes (see Appendix 3).

In addition, the author observed the oral speech of classmates and came to the conclusion that only 48% of students actively use participles and participles. Observations were made at the lessons of history, geography, biology, social studies, economics, literature during oral responses, as well as during breaks during informal communication. The author noted that verbal forms are used very rarely in communication between peers, which is probably due to the fact that participles "are part of book speech and are almost never found in everyday speech" (1, p. 89). The participle is also “common in book speech and is not typical for oral speech” (1, p. 96) (see Appendix 4, 5).

Thus, we came to the conclusion that the study of verb forms in terms of spelling, grammar and punctuation is difficult for students of the 6th grade. Unfortunately, the lessons of repetition in the 7th grade, the incidental repetition of spelling in the 8th grade showed that these topics were not sufficiently mastered by the children. In addition, we analyzed the demonstration versions of the GIA and the Unified State Examination, in which questions related to spelling and the use of verb forms are widely presented. This means that observation of the study of verb forms is of scientific interest. Why a large number of students have difficulty in studying verb forms, how to help solve this problem - these are the range of questions that the author tried to answer in his work.

Analyzing these issues, the author came to the conclusion that the practical material on which spelling, punctuation and grammatical skills are practiced does not arouse interest in adolescents aged 12-13. We assumed that mastering the content of the Russian language course on the topics "Communion" and "Green Participle" would be more effective if these verb forms are considered in the texts of modern children's literature, the most interesting and close to students in grades 6-8.

1.3 Target audience

The created product is addressed to students in grades 6-7 who study the topics "Communion" and "Gernal participle" in the school course of the Russian language, as well as students in grades 8-9 who repeat these topics.

1.4 Purpose of the project

The purpose of this practice-oriented project is to create a set of exercises in the study of the topics "Communion" and "Gernal Communion" based on the novel by T. Kryukova "That's the circus!" in the form of handouts and booklets for independent work of students in grades 6, 7 and 8.

1.5 Project objectives

To achieve the goal and test the hypothesis, it was necessary to solve the following tasks:

1) study the scientific linguistic and methodological literature on the research problem;

2) to develop a set of exercises for the formation of spelling, grammatical and stylistic spelling skills and the use of participles and adverbs;

3) conduct experimental work using the developed set of exercises and theoretically substantiate the results of the study.

1.6 Stages and methods of work on the project

Stages work	Tasks to be solved		Supposed result
preparatory	Determine the topic and purpose of the project, formulate tasks, put forward a hypothesis, determine the practical orientation of the project.	Familiarization under the guidance of a teacher with the results of a test work on the topic “Special Forms of the Verb”, determining the reason for the low results of classmates, conducting a survey among classmates “Why do I have difficulty studying participles and participles” (Appendix 11	Definition of the content, practical orientation and novelty of the project.
planning	Clarify the sources of studying the problem, get acquainted with the scientific and methodological literature.	The study of scientific literature on the nature of participles and participles, analysis of the exercises presented in the TMC, ed. S.I. Lvova.	To get acquainted with the history of the issue of studying special forms of the verb in modern linguistics and methodology, to study the system of exercises in the TMC, ed. S.I. Lvova, decide on a work plan to solve the problem.
development project		Reading a novel, compiling task cards, discussing the compiled cards with classmates. Experimental work among students in grades 7, 8, 9 and discussion of the results with teachers.	Compilation and initial testing of task cards, booklets. Collecting feedback from students and teachers on the set of exercises. Correction of materials taking into account the wishes and feedback of students and teachers.
registration results	Arrange the exercises in the form of cards; as didactic material.	Editing and design of cards and didactic material in accordance with the results of experimental work, taking into account the wishes of teachers and students.	Making a portfolio of a practice-oriented project. Presentation of the presentation of the project at the city theoretical seminar for teachers of the Russian language and literature.
presentation of the material		Clarification of the conditions of publication and preparation of the work for publication in accordance with the regulations on publication.	Publication of a set of exercises in the electronic media "Pedagogical World".
evaluation	To study the criteria for evaluating practice-oriented projects, the criteria for the city competition of projects among students of educational institutions in the city of Bryansk.	Analysis and introspection of the created project, the results obtained.	Get feedback on the work of the project manager, consultant, gymnasium students. Make a self-assessment of your work.

1.7 Project Methods : study and analysis of linguistic and methodological literature to determine the theoretical and practical basis of the project; organization of a training experiment and processing of results, questioning, testing.

1.8.1 A set of exercises in the study themes "Communion" and "The participle" based on the novel by T. Kryukova "That's the circus!"

Linguistic and stylistic exercises

Exercise 1. Write down the sentences, fill in the missing letters and put punctuation marks. Write the participles and participles morphematically, graphically designate participles and participles.

1. In the wasteland, as if by magic wand, a huge curtain hung (n, nn) with garlands of flags and multi-colored light bulbs grew. 2. There were sheds and rooms for animals, painted (n, nn) in_racers where props are stored and artists change clothes and three small racers-houses. 3. The sky was sve_ntsovy drops splashed through the puddles, swelling bubbles that burst giving way to new ones.

Exercise 2. Read each sentence aloud, paying attention to the correct intonation of sentences with special circumstances. Write by inserting missing letters, punctuation marks and opening brackets. Mark the word combinations ger. (Ch. w.) + noun, ger., (ch. w.) + adv.

1. Having become mad with fear and (not) expecting (n, n) awn, the Fox rushed (around) the table, barking, followed him on his heels. 2. The tigress h…dila around the fragile shelter… Danka trying his paws… for strength. 3. Brother Fox region ... hche (n, nn) oh sighed, but then to ... rniz (did not) stand it and the Fox, entangled in the curtain ... flopped to the floor.

Exercise 3 Read the text. Write out participles and gerunds from it using morphemic writing. Perform syntactic analysis of 2 and 4 sentences.

Grandma Bunny's house was surprisingly comfortable. On the shelves were artfully painted plates and pot-bellied jugs filled to the brim. Starched lace curtains hung from the windows, and colorful hand-knit rugs covered the floor. In the corner stood a bed with a mountain of pillows and pillows, and above the bed, in frames carved from linden, hung photographs of all the rabbit's relatives. While Danka was looking at the decoration of the house, Grandma Bunny busied herself near the table woven from willow, arranging small plates and laying out tiny forks and spoons.

Exercise 4 Read the text. Write out participles and gerunds from it using morphemic writing. What means of expression helped the author to create a comic effect?

Suddenly Uncle Leva saw Sausage.

What is this guest? - he said, bending down to the kitten.

Danka was thrown into a cold sweat. He thought longingly about what would happen when Uncle Leva found a guest sitting under his bed. But Danka was lucky, Uncle Leva did not crawl under the bed. He took Sausage in his arms, but the shameless cat escaped and, jumping to the floor, looked impudently at Danka, meowing loudly, and went towards him. Danka made a terrible face, hoping that Sausage would get scared and run away. But then the cat stopped, moved his ear and, stealthily, went in the opposite direction, to the closet.

Exercise 5 Write down, insert the missing letters and punctuation marks. Graphically designate both single participles and gerunds, as well as participles and gerunds. Make a diagram and perform a complete parsing of 1 sentence.

1.Danka cut off a piece of cheese, pushed it towards Grymza, and she, having lifted ... m ... on the sugar bowl, went ... to the meal. 2. Danka made himself a sandwich, moved a stool and, climbing on it with his feet, sat down at the table (on) against Grymza. 3. And the friends, having opened the door, saw that they were on the edge of the forest flooded with bright noon (n, nn) sun.

Exercise 6 Write down the text. Insert missing letters and punctuation marks. Write out the participles and gerunds from the text along with the verbs from which they are formed.

Sample: Excited - excite

1 option. What is the word in terms of vocabulary a dresser? What is its stylistic role? Write 2-3 gerunds or participles morphemeically.

Danka ra (s, ss) having told Bublik and Grymze about his conversation with dad and mom, he decided immediately to start rep.. the new number, but then the first difficulties arose. To becomedresser, it was necessary to have a magic cylinder from which you can get anything you want and a Black Box.

P.. let's go p.. let's see, maybe nobody needs them now? Then they can be taken for a little (slightly) and then returned to their place, - Danka said softly whispering.

Bagel poch..sal behind his ear and waving his tail..stoma said:

No, they don’t let me in there and I don’t poke my head. My place is in the yard.

Option 2. took my breath away . What is its stylistic role? Choose synonymous phraseological units. Write 2-3 gerunds or participles morphemeically.

The Black Box peeking out (from) under a pile of various circus rubbish was in place, but as luck would have it, the gymnast Milochka was standing next to him and animated (n, nn) o b .. greyed out with a lighter. Nothing x ... better to expect from this ... did not come. The whole circus knew that they were in love and Milochka could try ..talk like that for an hour. Danka, sighing, wandered towards the gr…dimensional conjurer. Here he was lucky. Ts..lindr black and shiny, stood on the dressing table sparkling clean (n, n)th side. Danny's breath was taken away. He grabbed a polished top hat and rushed out of the dressing room, almost colliding nose to nose with Uncle Leva. It's good that he managed to quickly dive back.

3 option. . Determine the meaning of phraseology to the fullest. What is its stylistic role? Choose synonymous phraseological units

Write 2-3 gerunds or participles morphemeically.

Having waited until Uncle Leva, Danka is coming, he decided to make a second decisive attempt. P .. looking along the sides ... he took off his jacket .. a jacket and covered it with a ts .. lindr then looked out .. having entered the room ... the ridor looked around. The path was clear. Danka, alert (n, nn), tiptoeing out his precious burden, carried the cylinder along the corridor, and only when he was behind the pr.. affairs of the tent did he rush at full speed.

Seeing the owner Bagel gladly ..stno twisted his tail. Danka put his load on the ground, pulling off his jacket. Bublik and Grymza gasped when they saw the magician's black shiny top hat.

Exercise 7 From the text of the previous exercise, write out all the sentences with participles and participles. Draw up these proposals. Write participles and participles morphemeically.

Exercise 8 Text editing: correct errors and punctuation marks.

Danka took out of the cylinder a fluffy white rabbit with red slanting eyes, so appetizing and well-fed that Brother Fox's saliva was already dripping. Without hesitation, Brer Fox unwrapped Brer Rabbit and he, without delay, rushed off into the forest along with a rabbit from a cylinder in which you recognized the navirnyak Hocus-Pocus. Before, Brer Fox would have been very upset if he had missed two rabbits at once, but now he did not pay any attention to this.

Exercises for Reconstructing Fragments from Text

Exercise 1. Choose synonyms for gerunds and participles by rearranging sentences with them into simple sentences with homogeneous members or into complex sentences with adverbial clauses. How many synonyms does each sentence have? When do you use gerunds and participles, and when do you use their synonyms?

1. The sky was leaden, drops splashed through the puddles, swelling bubbles that burst, giving way to new ones. 2. Some drops sat on the window of the trailer, and then flowed down, drawing shiny paths on the glass. 3. Danka sat near the window and ran his finger along the glass, trying to catch up with one or the other drop.

Exercise 2. Rebuild constructions with homogeneous members into sentences with gerunds and participles. What changed? Make a conclusion.

1. The moon, like a large silver lantern, hung over the circus and illuminated the tent. 2. For some time, the fugitives hesitated in the shadows and pondered what to do. 3. He took Sausage in his arms, but the shameless cat escaped, jumped to the floor, looked impudently at Danka, meowed loudly and went towards him.

Exercise 3 Choose to these sentences synonymous with gerunds or participles. Do synonyms of different subordinate clauses always differ in a complex sentence? In what cases should sentences with adverbial phrases be used, and when - with their synonyms (subordinate clauses)?

1. Hocus-Pocus sat on the dressing table and tapped nervously on the cylinder margins with his front paws. 2. And the friends opened the door and saw that they were at the edge of the forest, bathed in the bright midday sun. 3. The dog stopped, barked a couple of times for redemption, grabbed the top hat and was like that. 4. When the Bagel, together with the top hat, ran to the birthday man, he already managed to quickly clean up, cover the table with a clean tablecloth and put the plates with refreshments.

Exercise 4 In what order should the sentences follow in order to get a coherent text. Write in compliance with the punctuation norm, graphically explain the punctuation marks.

1. Danka decided to get down to business immediately. 2. Encouraged by the success of Danya, having tried to throw a spoon into a glass, he failed. 3. It didn’t take long to wait until mom left home. 4. Unfortunately, there was no lump sugar in the house, but Danka decided that for a start he could do without sugar and began to exercise. 5. At first everything went just fine. 6. Danka poured water into a glass, putting it on his head, went to the table and took a spoon. 7. Having remembered his father's number, he took out a stack of plates, a glass and a spoon from the cupboard. 8. The glass stood so evenly that not a drop of water spilled. 9. He enthusiastically began to rehearse. 10. The glass fell to the floor after dousing Danka with water and, on top of that, shattered into smithereens.

Speech development exercises

Exercise 1. Write with the missing punctuation marks. What do you think happened next? Determine the type of speech. Continue text. What means of communication between sentences do you use? Emphasize.

Danka hastily finished changing clothes and ran to dad. He was rehearsing a new number. Dad had a glass of tea on his head and a spoon and pieces of sugar flashed in his hands. Juggling, dad from time to time deftly threw a piece of sugar into the glass, and when the sugar ran out, a spoon sank softly into the glass with a clang. Then dad took the saucers and continued to toss and catch them. At this time, the glass . .

Exercise 2. Write with the missing punctuation marks. Determine the type of speech. What do you think happened next? Continue text. What means of expression do you use? Emphasize the paths and shapes that you have created.

Danka took the kitten in his arms and friends went to the tent. At night, the tent exuded mystery. The iron pillars that supported the tarpaulin in the darkness seemed to be the trunks of unprecedented trees, on which, like fabulous animals, the black silhouettes of searchlights perched. An unusually empty and dark arena gaped in the middle. The benches led off into darkness as a staircase. It seemed that someone terrible was about to jump out from behind the curtain.

Danka, not feeling his feet under him, rushed through the arena backstage, and from there along the corridor to the cherished room. The bagel followed close behind him. Danka hurriedly inserted the key into the keyhole and turned it. The lock clicked and the door opened. In the far corner of the room stood the Black Box. Danka, Bublik and Sausage immediately climbed into it and slammed the door.

Hello-op! Danka shouted joyfully in anticipation of a new adventure.

Exercise 3 Read and write the passage. What do you think happened next? Complete the text, supplementing it with your reasoning. Write participles and participles morphemeically.

People scurry back and forth: some are dragging suitcases to the storage room, some are rushing to the train, porters are rolling on huge carts loaded with various belongings, passengers crowd around the kiosks and tents wanting to buy ice cream and lemonade, women in white aprons walk along the cars, offering boiled potatoes, corn, apples, pears.

Step aside! shouted the porter, pushing a heavy cart in front of him, loaded to the brim with boxes, suitcases and bales.

Danka jumped off the road and, looking around, saw that an unfamiliar kitten ran after him right under the wheels ...

Exercise 4 Read the text. How did others react to Danka's illness? What attitude towards the hero does this indicate?

Conduct a stylistic experiment: read the text without participles and gerunds. What changed?

Make a conclusion about the stylistic role of participles and gerunds in speech.

Danka, exhausted, sat up in bed and rubbed his eyes. A bored nightlight burned dimly in the trailer. Mom was sitting next to the sofa and dozing with her head on the table. She was so tired during the day that she fell asleep sitting up. Bublik bustled around the sofa, squealing softly. Seeing that Danka woke up, Bublik wagged his tail and, delighted, slipped out of the trailer. Danka got out from under the blanket, pulled on his shoes and, barely dragging his feet from weakness, went after the runaway Bagel.

Exercise 5 Read the text. Why do you think the boy wanted to deceive his parents? How do you feel about the character's actions? Conduct a stylistic experiment: read the text without participles and gerunds. What changed? Make a conclusion about the stylistic role of participles and gerunds in speech.

Lie down, I'm running after dad now. Maybe call an ambulance? Mom walked towards the door.

The barely breathing patient immediately had a surge of strength. He opened his eyes and, sitting down on the sofa, asked anxiously:

Will they do an injection?

Mom froze on the threshold and, narrowing her eyes, looked intently at Danka.

See where it hurts. If on the right, then they will certainly be, and if on the left, then injections are not needed.

I have pain on the left. No need for an ambulance, probably, it will do without injections, ”Danka said meekly, pressing his hand to his heart.

No, I'm afraid that injections can not be dispensed with. In my opinion, you have too dangerous a disease that threatens your life.

Which? Danka got scared.

Inflammation of cunning. Now tell me, why are you suddenly sick?

Mom, if I go to my grandmother, won't you be bored?

Exercise 6 Read the passage carefully. Determine the type of speech. Read the text again and then retell it. What do you think happened next? How did the boy end up in the jungle? Write out sentences with participial and adverbial phrases, underlining them as members of the sentence.

Suddenly, Danka heard a dull growl, interrupted by the crackling of branches. He looked in the direction from which the roar came, and saw a large tigress a few meters away, cautiously sniffing the air. She looked at Danka with amber-yellow eyes and nervously beat her tail, apparently wondering what kind of unknown beast it was and what to do with it. The tigress, once again uttering a dull roar, stepped forward, which made Danka lose the desire to continue acquaintance with the curious tiger family. He backed cautiously towards the Black Box, keeping his eyes on the tigress. She again slowly but decisively walked towards him.

Hey, I think it's time to go, - said Danka and instantly ended up in the Black Box.

The tigress made a jump. Danka barely had time to slam the door behind him, when a menacing growl was heard near the Black Box, and a heavy paw hit the wall, almost knocking over the box.

Exercise 7 Highlight participles, participial phrases with defined words. Draw a conclusion about the role of participles in creating an accurate and expressive description of the human condition. What paths are created using participles?

Danka hastily finished changing clothes and ran to dad. He was rehearsing a new number. Dad had a glass of tea on his head, and a spoon and pieces of sugar flashed in his hands. While juggling, dad, from time to time deftly throwing a piece of sugar into a glass, stopped, but then continued, and when the sugar ran out, a spoon went into the glass, quietly clanging. Then dad took the saucers and continued to toss and catch them. All this time the glass of tea stood on his head, and the spoon tinkled softly, but not a single drop spilled from the glass.

For some time, Danka stood and watched his father fascinated, and during the break he approached him and said resolutely:

Dad, today is Thursday. You're rehearsing here and you don't know that the rain has just stopped. You yourself promised to teach me how to juggle after the rain on Thursday.

Instead of answering, dad laughed:

You know, it's just a saying - "after rain on Thursday." You grow up a little first.

Exercise 8 Write out participles, participial phrases with defined words. Draw a conclusion about the role of participles in creating an accurate and expressive description of the state of nature. Specify the participles used in a figurative sense. Choose synonyms for them.

It has been raining since morning. The sky was leaden, drops splashing through the puddles, swelling huge bubbles that burst, giving way to new ones. Some drops that landed on the window of the trailer gathered together, and then flowed down, drawing shiny paths on the glass. Danka, who was sitting near the window, ran his finger along the glass, trying to catch up with one or the other drop. He soon got tired of it. Too bad you can't walk in this weather.

Danka wanted to go to the tent, run around the benches, but changed his mind. He knew that he would be quickly driven out of the tent. Rehearsals go on in any weather, and most of all, adults do not like to be disturbed during work.

The rain came and went. It seemed like it would never end. The day threatened to be very boring.

Exercise 9 Write out adverbs, participles. Make a conclusion about the role of gerunds in creating an accurate and expressive description of the main character's actions. What figures are used in this text? Make a conclusion about the role of gerunds in the creation of figures of speech.

Danka busily put on rubber boots and a raincoat with a hood. The hood, hanging almost to the chin, interfered, and Danka could only see his own legs. The sleeves of the cloak were rolled up, but at the bottom, it hung like a bag, hiding Danka up to the ankles. In a raincoat, Danka looked not like a boy, but like a big bag with handles.

Having gathered, Danka went out into the yard and went to the tent. The first he met was Uncle Leva.

Uncle Leva, is today, by chance, not Thursday? Danka turned to him.

It seems like Thursday, but what? asked Uncle Leva.

I need it for business, ”Danka answered importantly.

Look how businesslike, well, well, - Uncle Leva grinned, obviously heading under the sheds to the cages.

"Lucky that today is Thursday! Now if only the rain would stop," thought Danka, pulling back his hood.

Exercise 10 Read the text. Determine the topic, idea of the text. Make a psychological portrait of the presented hero. What is the role of participles and gerunds in creating a psychological portrait?

Near the tent there is a circus town. There were sheds and rooms for animals, painted trailers where props were stored and artists changed clothes, and three small trailers-houses.

In one of them lived the always smiling trainer Uncle Leva. In public, his name was Lev Berkasov. He preferred to live in a trailer, and not in a hotel, like other artists, in order to be closer to his animal pets. Uncle Leva could not be confused with anyone. He was of enormous stature. His face was adorned with a cheeky mustache. He walked with a slightly springy gait in the same leather trousers, and in general was somewhat similar to a hussar, winking his eyes and twitching his mustache. Even the predators loved their trainer, let alone the boys. Each of them dreamed of being at least a little like Uncle Leva.

Exercise 11 Read the text. Make a plan. Name the keywords. Write a short essay on the topic “What would I do if I was in Danka’s place?”

The next day, Danka stuffed his pockets with sugar and went to train Bublik, but his four-legged friend was not there. Danka ran around the tent a couple of times and again returned to the cages. Where did the bagel go? To pass the time, Danka took out a piece of sugar from his pocket and thrust it through the bars to the monkey.

Are you back here again? I'll rip your ears off! he heard a loud shout.

Danka realized that Uncle Leva was not in a good mood today. In general, Uncle Leva was kind and quick-witted, but sometimes, as they say, it came over him, and then he threw thunder and lightning. Danka quickly realized that now he had nothing to do near the cages and slipped to the exit. Uncle Leva almost grabbed him by the sleeve, but Danka twisted away and rushed away with all his might.

Exercise 12 Try to compose a short text of 5-7 sentences on the topic “What would I advise Danka?”

Exercise 13 Write a text on the topic "If I became a great circus performer, then ..."

Exercise 14 Underline the sentences that contain the theses. Break the text into paragraphs. Briefly retell sentences that are not abstracts.

Danka figured out who to train him. At first he wanted to study lions, but when he looked into the refrigerator, he realized that he could not handle the training of lions: three cutlets were not enough. And then it dawned on Danny. It is best to train Chunya pig. Firstly, she lived in a separate pen, and Danka was allowed to visit her. And secondly, Chunya was not picky, and ate everything that Danka managed to steal from the refrigerator. Chunya was a recognized artist. She took out a chariot with dogs to the arena and knew how to bow. Danka decided to teach her how to say hello. He had been training Chunya for several days now. Yesterday it seemed to him that at the command "give a paw" Chunya was ready to give him her hoof, when uncle Leva appeared quite inopportunely and the training had to be stopped. It’s also good that by this time Chunya had managed to eat everything that Danka brought, and Uncle Lyova did not see that he was feeding her at the wrong time.

Exercise 15 Underline in the text only that without which it is impossible to understand the meaning. Write by breaking the text into paragraphs.

Danka ran out into the yard. Resentment bubbled in his heart. These adults are strange, you can never talk seriously with them. They are always with their sayings, so you don’t know whether they are joking or they are serious. Well, let! He's seen Dad rehearse a thousand times already. There is nothing difficult in this. He'll show his dad what he's capable of! It didn't take long for Mom to leave the house. Danka decided to get down to business at once. He took a stack of plates, a glass and a spoon from the cupboard. Unfortunately, there was no lump sugar in the house, but Danka decided that for a start he could do without sugar. He enthusiastically began to rehearse. At first everything went just fine. Danka poured water into a glass, put it on his head, went to the table and took a spoon. The glass stood so evenly that not a drop of water spilled. Encouraged by success, Danka tried to throw a spoon into the glass, but then he failed. The glass fell to the floor, dousing Danka with water, and on top of that, it shattered into smithereens.

1.9 Feedback on the project

Convinced of the relevance of the chosen problem, outlining the goals, objectives, content and main stages of work on the project, Nikita first of all studied in detail the linguistic literature and teaching materials, ed. S.I. Lvova, which includes not only a textbook, but also additional literature for teachers and students.

As a result of the work done, Nikita came to the conclusion that when studying verb forms, it is necessary to turn to such material that would be of interest to peers. The author of this work is an avid reader. Therefore, when compiling exercises that contribute to the formation and consolidation of spelling and grammatical skills, the author turned to the work of the famous contemporary children's writer Tamara Kryukova. The didactic material is based on the material of the novel "That's the circus!" Turning to modern children's literature, in our opinion, also solves another problem: introducing adolescents to reading children's literature.

Scientific novelty This project is as follows: theoretically substantiated and experimentally tested the effectiveness of the study of verb forms in grades 6-7 on the basis of didactic material compiled on the texts of modern children's literature.

Practical significance The project is as follows: a set of exercises has been developed, the use of which allows you to enrich the vocabulary and increase the communicative activity of students in the Russian language lessons when studying the topics "Communion" and "Gernal participle".

Teacher of Russian language and literature

MBOU "Gymnasium No. 5" V.S. Legotskaya

1.10 Project follow-up sheet

The pedagogical goal of managing this project is the organization of project activities of students, training in working with scientific literature, as well as professional orientation of students.

The project was based on a practical problem, so the result was a real product ready for implementation: a set of exerciseswhen studying the topics "Communion" and "Gernal Communion" on the material of T. Kryukova's novel "That's the circus!" in the form of didactic material for the teacher and booklets for independent work of students.

Description of the execution process

At the stage of studying linguistic and methodological literature, the author revealed the following.

In modern linguistics, there are several points of view on the grammatical nature of participles and participles. Some scientists consider them to be independent parts of speech, which stand out along with nouns, adverbs, prepositions, etc. So, L.V. Shcherba considers the participle in the category of adjectives, and refers the participles to adverbs. The scientist believes that the signs of the verb are, as it were, temporary in the sacrament, they can disappear or be lost, while the signs of the adjective are stable. In the same way, the gerund often loses its verbal nature and easily turns into a simple adverb. (2, p. 141). Other linguists argue that participles and gerunds are special forms of the verb. Special because they do not conjugate, but behave differently in speech than a verb. Participles repeat the grammatical features of the adjective - they decline (change in numbers, gender, cases), and gerunds do not change at all, like adverbs. This view is reflected in the Academic Grammar, published in 1970 under the editorship of Professor N.Yu. Shvedova, in the two-volume academic Grammar - 80. (3, p. 238). There is another point of view on the grammatical nature of participles and participles. Academician V.V. Vinogradov in the book “Russian language. (Grammatical Doctrine of the Word)" considers the participle as "a category of hybrid verb-adjective forms". (4, p. 227). He also considers the gerund as a “hybrid grammatical type that is introduced into the category of the adverb”, and considers the gerund as a “mixed verbal-adverbial category” (4, p. 306).

These different points of view are also reflected in modern school textbooks and reference books for schoolchildren on the Russian language. For example, “School Guide to the Russian Language, ed. P.A. Lekanta considers participles as “special forms of the verb that combine verbal properties with the features of adjectives” (5, p. 165). The encyclopedia "Russian Language" from the "Golden Fund" series of classical encyclopedias and encyclopedic dictionaries presents the same point of view: "Communion (tracing paper lat. Participium ) is a non-conjugated verbal form that has the categorical properties of a verb and an adjective and denotes a procedural attribute of a person or object. (6, p. 382). As a "non-conjugated form of the verb, denoting a sign of an object by its action," considers the participle and the "School Dictionary-Reference", ed. V.D. Starichenok. (7, p. 215). A similar point of view is also presented by the Russian language textbook M.M. Razumovskaya and others, (8, p. 124), M.T. Baranova and others). (9, p. 87).

Other authors, for example, Babaitseva V.V. and Chesnokova L.D. believe that "the participle is an independent part of speech, which denotes a sign of an object by action, combines the properties of an adjective and a verb" (10, p. 142). The participle is also referred to by the authors of this textbook as an independent part of speech, “which denotes an additional action, combines the features of a verb and an adverb, and shows how, why, when an action called a verb-predicate is performed” (10, p. 147).

At the stage of studying participles and gerunds in the CMD, ed. S.I. Lvova revealed the following.

In the UMK, edited by S.I. Lvova, participles and gerunds are considered as verb forms, “combining the grammatical features of the verb and other parts of speech” (11, p. 57). The recognition of gerunds and participles is carried out by the authors on the basis of structural-semantic and grammatical analysis. In order to learn to distinguish between participles and gerunds, it is proposed to memorize the suffixes with which these words are formed from verbs (11, p.36). Most of the exercises ask students to recognize participles and gerunds by their suffixes.

The next step in the study of verb forms is the concept of participial and participle constructions. Much attention in the exercises is paid to distinguish between participial and participial phrases, as well as “intonationally correct reading of a sentence with isolated members, pronounced participial and participial phrases” (12, p. 60).

At the final stage of the study of verb forms, the authors of the textbook pay special attention to "the formation of a system of communicative skills that make it possible to master the secrets of effective communication." (12, p.9). Therefore, questions of the culture of speech complete the acquaintance with participles and gerunds: “Correct use of gerunds”, “Correct use of participles”, “Gernal participle and participle in a phrase and sentence”, “Gernal participle and participle in a text”. The exercises in these sections form the skills of the correct use of gerunds and participles in accordance with the basic orthoepic, lexical, grammatical norms, the skills of correctly constructing sentences with gerunds and participles. The texts of the exercises help students to see the role of gerunds and participles in achieving the accuracy and expressiveness of texts of different styles.

A great help for students is the book of Lvova S.I. “Love and know your native language: Workshop on the Russian language. Grade 6", which is an addition to the textbook and is designed to help the student "not only improve their knowledge and skills in the main sections of the school course, but also master the secrets of good speech (written and oral), develop the ability to understand the speech of other people" (13, p.3).

Further, the author of the manual in the section "Learning to read" offers students work with a linguistic text, which you first need to get acquainted with, and then think about its content, mood, which must be conveyed by voice, facial expressions, intonation. Then choose the most appropriate tone of speech and expressively read the text. Write out the verbs and determine their form. Explain how the title of the poem is related to the form of verbs that prevails in the text. Make a conclusion.

The manual continues with the section “Learning to Speak”, revealing the secrets of meaningful, correct and expressive speech. Begins a section of an exercise that tests knowledge of the mood and the formation of verbs. It offers, using the scheme, to talk about how the mood forms of verbs are formed and applied. Support your story with examples.

An interesting manual for sixth graders is the book by Lvova S.I. "Russian language. Grade 6: A manual for students ”from the series“ Behind the pages of a school textbook ”. The book contains a lot of interesting and useful information about gerunds and participles, offers a variety of word games, linguistic tales about the origin of verb forms.

After studying the linguistic and methodological literature, we came to the conclusion that that the material on the basis of which the topics “Communion and participles as special forms of the verb” are studied is not always interesting for students. Additional manuals and workshops for students help (such, for example, as in the teaching materials under the editorship of S.I. Lvova). However, these benefits are not always available to children. As a result, a loss of interest in the topics studied and a decrease in spelling and punctuation literacy.

Design stage included not only reading the novel by T. Kryukova, compiling a set of exercises in the form of handouts and adjusting them taking into account the feedback from students and teachers, publishing booklets for students to work independently, but also experimental work. In the course of the experimental work, the following methods were used: questioning, testing, diagnosing verification work.

The effectiveness of the developed system of exercises is evidenced by the following results.

The survey involved 27 students of grade 7a, 26 students of grade 6a, 29 students of grade 8a, 28 students of grade 8b, 29 students of grade 9b. The results are as follows: (127 students out of 139 like the exercises created by the author based on the material of the novel “That's the circus!”. This is 91.3% of students.

Offering exercises, we noticed, and this was noted by the teachers of our gymnasium, that the children's attention became more active, their interest in studying the topic "Special Forms of the Verb" grew.

Having offered a diagnostic test, we obtained the following results: 43% of students write suffixes of participles and participles without errors, 31% make 1-2 mistakes, 14% make 3-4 mistakes, 12% make 5 or more mistakes (Appendix 6). The number of people writing without errors increased by 19%.

56% of students correctly isolate participial and adverbial phrases, 32% make 1-2 mistakes, 9% make 3-4 mistakes, 3% make 5 or more mistakes (Appendix 7). The number of students who correctly separate participial and adverbial phrases increased by 20%.

59% of students do not make grammatical errors in the use of participles and gerunds, 39% of students make 1-2 mistakes, 2% make 3-4 mistakes (Appendix 8). The number of students who do not make grammatical errors in the use of participles and participles increased by 19%.

The number of students who used participles and gerunds in oral speech increased to 73%.

The solution of the proposed tasks, according to the comments of the teachers of our gymnasium, had a beneficial effect on the formation of a stable interest in learning, enrichment of the vocabulary, enhancing the attention of children, and increasing spelling vigilance. Conducting speech development lessons using the exercises proposed by the author helped to interest schoolchildren not only in issues related to the study of the topic “Special Forms of the Verb”, but also in modern children's literature, in particular, the work of T. Kryukova.

According to the author, the exercises created by him "remove" the traditional nature of the lesson, enliven the thought, form interest and respect for the subject, modern children's literature, develop the intellectual and cognitive abilities of students, feelings and emotions, cultivate a culture of communication.

At the evaluation stage, a self-analysis of the work on the project was carried out. The author came to the following conclusions. The study of verb forms in spelling, grammar and punctuation is difficult for students of all grades. Given the importance of this topic in the course of the Russian language, we proposed our own system of exercises on the topic “Special Forms of the Verb” based on T. Kryukova’s novel “That’s the circus!”. Experimental work carried out by the author under the guidance of a teacher with students in grades 6-9 showed that the systematic inclusion of the created exercises helps to increase spelling and punctuation vigilance, develops intellectual abilities, arouses interest in reading modern children's literature.

Bibliographic list

1. Fedorenko L.P. Principles of teaching the Russian language: a guide for the teacher. - M.: Enlightenment, 1973.

2. Shcherba L.V. Selected works on the Russian language. - M., 1957.

3. Academic grammar of the Russian language. http://rusgram.narod.ru/1576-1595.html

4. Vinogradov V.V. Russian language. (Grammatical doctrine of the word): Textbook for universities.-M .: Higher. school, 1986.

5.School guide to the Russian language. Ed. P.A. Lekanta. -M: LLC "TID "Russian Word - RS", 2004.

6. Russian language: encyclopedia / Ed. Yu.N.Karaulova. -M.: Scientific publishing house "Big Russian Encyclopedia", 2003.

7. Starichenko V.D. Russian language. School dictionary-reference book. - Minsk: Interpressservice, 2002

8. Russian language: - Proc. for 6 cells. general education institutions / M.M. Razumovskaya and others - 4th correction. and additional - M .: Bustard, 2000.

9. Russian language: Proc. for 7 cells. avg. school / M.T. Baranov and others - 14th ed., revised - M .: Education, 1989.

10. Babaitseva V.V., Chesnokova L.D. Russian language: Theory: Proc. For 5-9 cells. general education textbook institutions.- M.: Education, 1992.

11. Lvova S.I. Russian language. 6 cells At 3 o'clock. Part 2: textbook. for general education institutions. 2nd ed. - M.: Mnemosyne, 2007.

12. Lvova S.I. Russian language programs for educational institutions. Grades 5-11: main course, elective courses. - M.: Mnemosyne, 2009.

13. Lvova S.I. Love and know your native language: Workshop on the Russian language. 6 cells - M .: "Russian Word" 2001.

14. Lvova S.I. Russian language. Grade 6: A guide for students. -M.: Bustard, 2002.

We flew headlong through the thicket. Clinging to the reins with their sabers, rattling their spurs and hurrying down, the hussars themselves did not know what they would do (L.N.T.). And then, suddenly furious, he rushes around the house, madly shaking all the shutters and doors, or, climbing into the chimney, whines so plaintively boring and continuously either raising his voice ever higher and thinner to a plaintive screech, then lowering it to an animal growl (Kupr.).

Life is arranged so diabolically that without knowing how to hate it is impossible to sincerely love (Paust.). Makar sat swaying slightly and continued his song (Kor.). Remembering the theorem, the boy quickly solved the problem. The father rolled up his sleeves and got to work. Grumbling and looking around, Kashtanka entered the room (Czech.). The mists swirled and wriggled down into the gorge. The tram flew ringing to the very sea (A.N.T.). Large drops of rain crashed on the ground turning into dust and tiny splashes (Sol.). The wind was still blowing strong now from the east, scattering snow and rain clouds. He worked carelessly. Mother ran without looking back and sobbed on the run (Ch.). The foliage of birches hangs without moving (Paust.). The old man sat hunched over. Now touching the wave with the wing, then soaring up to the clouds with an arrow, he screams. Tired of thirst, languishing from his face, wiping blood and sweat, Harun, born between the rocks, aul, born in the moonlight, recognizes (Lerm.). The young man climbed down from the window sill and strode across the room waving his arms. After drinking tea and admiring from his porch the mountains in the morning and Maryanka, he put on a tattered zipun and set off at six in the morning for the forest (L.N.T). Running away to himself, he began to slam the drawers of the table (A. N. T.). Having called out to the dog, the hunter hurriedly headed towards the clearing. Her eyes were languidly moistened, looking at him with an unblinking gaze. Here, between two sown fields, crossing a hillock, there remained a narrow strip of once plowed, but then abandoned land (Skald.). The Cossacks crawled out looking for cover, choosing a more comfortable place (Shol.).

Test on the topic "Green participle"

1. Find sentences in which there is a verb form denoting an additional action to the main one.

A) Flocks of birds flap their wings and rise up.

b) Having landed, he joyfully looked around.

C) Landed paratroopers surrounded a comrade.

D) Bending their long necks, the birds rise up.

2. Find sentences that contain a gerund.

a) Mom was sitting back in her chair.

b) I opened the window and admired the view.

C) Having laid out the games, the children sat in a circle.

D) Tired, she did not want to go home.

3. In which row are all the words participles?

BUT) straighten, falling out, passing, talking;

B) running, looking closely, forgetting, looking;

C) headlong, having fulfilled, rejoicing, covering;

D) backwards, overeating, white, moving.

4. How many adverbs are in the sentence?

The captain is standing with his head in his shoulders, holding on to the railing, not moving from his place, as if dumbfounded before a thunderstorm, and as if he doesn’t care about me.

A) 2;

B) 3;

AT 4;

D) 5.

5. In which variant are the grammatical signs of the gerund participle defined incorrectly?

BUT) seeing - a perfect participle, irrevocable;

B) having stumbled - a perfect participle, reflexive;

C) remembering - an imperfect participle, irrevocable;

D) parting - an imperfect participle, irrevocable.

6. Which variant contains an error in determining the grammatical features of the highlighted words?

Not holding on behind the wheel, leaning back and crossing on his chest, he rolled along the highway and the city and looked at the poles and wires, checking network status.