Home the norm of agreement in Russian is agreement of the subject with the predicate in a sentence ( Sun is up. Roosters crowed.), and agreement of the determined with the main word in the phrase ( red apple, wooden table). But the Russian language is very multifaceted, so sometimes it is quite difficult to determine the dependent form. To do this, you need to know about some rules.
1. In official speech, the semantic replacement of agreement is considered incorrect in cases where a masculine noun denoting a profession or type of activity agrees with a feminine verb (if the person who names the noun is a person female):
The doctor entered the room (not corr.). - Doctor Tikhonova entered the ward (corr.).
As we can see, only if there is a proper name indicating belonging to the feminine gender, the predicate is consistent with the proper name in the feminine gender. The same thing happens in the presence of a stand-alone application, which is expressed by a common noun:
Alyona, my curator, today I could not come to class.
2. At the same time, in other phrases like "common + proper"(names of cities, rivers, countries, names of animals, etc.) the predicate is consistent with the common noun:
Hero City Moscow these days looked pretty gloomy. kitty Cherry had white nose and funny tassels on the ears.
3. Phrases with collective nouns require agreement in the singular, without any exceptions. Semantic agreement in this case is a case of vernacular and is categorically not allowed.
The crowd of people were noisy and worried (nekorr.). - The crowd of people was noisy and worried (corr.).
The bride's relatives did not like the groom very much (corr.) - The bride's relatives did not really love the groom (corr.).
Agreement with the pronoun "who", "what".
Pronouns "who" ("someone") and "what" ("something") by default require singular agreement: Who- male, What- average.
Whoever came in to the room, everyone praised the new renovation.
Something light and bright settled in her soul.
Agreement with words of a different gender and number possible only if used with a qualifying pronoun "that" (that, then, those):
Those who came to a meeting got a lot of pleasant impressions.
The one that was me, for a long time has changed And became another.
Coordination of nouns associated with the numerals "two", "three", "four", with definitions.
1. Nouns masculine and neuter in such phrases consistent with the definition V genitive case plural. In this case, the noun in such a phrase will be in the form of the genitive case: two open windows, four small cucumbers.
2. Nouns the feminine in this case takes the form of the nominative plural, and agrees with the definition in the same form: three green birches, two huge parcels. If the noun takes the genitive plural form, then the attribute can also take the genitive form:
From the hillside one could see two snow-covered tops.
As you can see, in each of these cases the numeral is in the nominative case, regardless of the case in which the other parts of the phrase are.
Agreement between the predicate and the subject, which is a collective quantity (“most”, “half”, “row”, “part”).
- If the controlled word is in the plural, then the collective noun comes into agreement with the predicate, as a result of which the predicate is used in the form of a singular person: Most employees supported reform.
- If the noun does not have controlled words or the existing controlled word is in the singular, then the predicate is also used in the singular person: A number of symptoms pointed out for pneumonia. Majority supported lifting of sanctions.
From this rule, there are several exceptions when the predicate can be used in the plural:
- If a noun has several controlled words in the plural form at once: Most girls, girls and women adore sweets.
- If there are other members of the sentence between the subject and the predicate, subordinate clause with a plural conjunction or participial: Some of the visitors who watched the premiere remained frankly dissatisfied. Most of the visitors who watched the premiere remained frankly dissatisfied.
- If the sentence contains a compound nominal predicate, the nominal part of which is expressed by participles and adjectives: Part of the trees in this forest were coniferous.
- If along with the subject there are homogeneous predicates: A number of symptoms aggravated And become much sharper.
The same rules apply to sentences with the words "many", "few", "how many", "several", "so many", "many" as the subject and agreement with the predicate.
Good afternoon, dear student!
Today I would like to write a little about the adjective in Russian.
The adjective for Russian-speaking people denotes a sign (of a person or an object), but the most important thing to remember and always know is that the adjective agrees in gender, number and case with the noun. What does this mean, you ask? Adjectives are almost always used in a sentence with a noun, for example:
Nice dress(A beautiful dress) = beautiful is an adjective + dress is a noun
In this sentence, the adjective and noun form a pair. So, before determining the form of the adjective and putting the correct ending, we must look at the noun that is paired with it - we need to determine the number, gender, case. In our example, the noun is in the singular, it is neuter and nominative.
To correctly put the endings in adjectives, let's decline a few examples by case:
1. Nominative- nominative case
It's new AND I bag - This is a new bag
2. Genitive-Genitive case
I don't have new WOW pencil - I don "t have a new pencil
In this example, we see that the word "pencil" is in the genitive case, respectively, we put the adjective in the same form and, if the adjective is in the genitive case, then it acquires the ending - WOW, because "pencil" is masculine.
3. Dative- Dative case
I approached the handsome WMD tree - I came to the beautiful tree.
In the dative case, the adjective will end in WMD, because noun "tree" of the neuter gender.
Thus, it is possible to make a table (in nominative case), which will reflect important changes in the endings of adjectives by gender:
| Masculine (Male) | Feminine (Female) | Neuter gender (Neuter) | Plural (Plural form) |
| Which? | Which | Which | Which |
| new YY | new AND I | new OE | new IE |
| Star YY | Star AND I | Star OE | Star IE |
| Good ii | Good AND I | Good HER | Good IE |
Sometimes you can find the ending -OY in the masculine column, for example,
bad OH Bad
Synopsis of an open frontal speech therapy lesson
Subject:
"Agreement of adjectives with nouns in case"
Target:
Improve the skills of matching adjectives with nouns in the case
Tasks:
Activate lexicon on the material of adjectives within the framework of the lexical theme "Winter". Learn to generalize and draw conclusions.
To form practical skills for the correct use of adjectives, matching them with nouns in gender, number, case.
Develop auditory attention, operational auditory-speech memory.
Form and develop UUD
Equipment:
netbook, program computer workshop on speech therapy for junior schoolchildren, projector, workbooks, didactic material, cards for individual work, tables with endings
Lesson progress
1. Speech-motor organizational moment (slide 1)
1. The one who will highlight the vowel sounds and show them with the help of hand movements will sit down.
Words: snowdrift, winter, blizzard, cold, sled, games
Main part
Open your notebooks and write down the number.
(Snow + snowdrift) * D.p
(Snow + blizzard) *R.p
What parts of speech did you meet in answer words? (nouns and adjectives) And what is a noun (a part of speech that denotes an object and answers the question who ?, what?), And an adjective (a sign of an object and answers the question which one, which one? what? what?)
What part of speech is the name of this city (noun). Pick up adjectives for the word winter. (Adjectives for the word are posted on the board)
So today the topic of our lesson is “Agreeing an adjective with a noun in the case”
3. We entered the city and ended up in the logosauria alley (slide 3)
Oh! Guys where are we? (logosauria lane) using a speech therapy simulator.
Ending exercise with Logosha
We say goodbye to Logosha, think about what he taught you?
4. Street of endings. (working with a table)
Logosha taught you how to make words in case friends. How can we remember all these endings and not get confused? (write down)
5. Gymnastics for the eyes
We continue our journey and we are on the road of lost words
6. The road of lost words. On this road, we will consolidate the acquired knowledge.
Task: insert adjectives into the text in the required form (students are given cards with text where adjectives are omitted, and markers to fill in)
Great view…. forests. Everything is covered with ………., ………..snow. ……….. the air is thin and burning. The snow has fallen…………. trees and bushes. ………, ……….beams glide over them and sprinkle them with ……….. glitter. But now the frost begins to give up, and the brightness of …………… the sky fades.
Reference words:
Winter, white, fluffy, wintry, icy, bright. sunny, bright, blue.
Please exchange cards with your neighbors and check the spelling.
What knowledge have we consolidated?
Having passed along the road of lost words, we came to the square of stories.
7.Fizminutka
8. Square of stories
Organize the words into sentences and the sentences into a story.
Winter was harsh.
Sparrows, feed, hungry, nowhere, could not find
She took pity, sparrows, kind, girl, Masha.
So, a kind girl, fed the birds, until the very, poor, spring.
Outcome:
You have sheets with emoticons on your desks, show how you felt at the lesson?
Were you comfortable?
What was difficult?
What have you learned?
What was difficult?
sent
Kulagina E.G.
Teacher speech therapist
First, check how correctly the child uses the endings of adjectives when they agree with nouns. To this end, invite him to name the color of each item shown in the pictures, posing appropriate questions for this (“What pencil?” - BLACK; “What tape?” - BLACK; “What dress?” - BLACK; “What gloves?” - BLACK ). In all these cases, the child will have to agree adjectives with nouns in gender and number. (Here the unstressed endings of adjectives are specially taken).
As for the correctness of the child's use of the case endings of adjectives, to clarify this issue, refer to p. 267. Add the adjective STRIPED to the word ZEBRA. Further, the child answers the same questions of yours as with the “declension” of nouns, namely: “Who is sitting in the cage?” (STRIPED ZEBRA); "For whom is dinner prepared?" (For STRIPED ZEBRA); "Who is being given food?" (STRIPED ZEBRA), etc. In the same way, using these pictures, you can pick up adjectives for masculine nouns and plural nouns, for example: BRAVE TIGER, WILD ANIMALS. Pay attention to the difference in the endings of masculine and feminine adjectives, as well as plural adjectives in the same (for example, genitive) case: STRIPED ZEBRA, CRAVE TIGER, WILD ANIMALS. The endings of neuter adjectives are the same as the endings of masculine adjectives, with the exception of the nominative and accusative cases. For example: BRAVING TIGER - GO-BLUE SKY, BRAVING TIGER - BLUE SKY, etc.
If the test shows that the child makes mistakes in the endings of adjectives, then To overcome available difficulties use the tasks below.
Exercise 1.
Invite your child to use the same adjective with masculine, feminine, and neuter nouns, as well as with plural nouns. You can do this with the following questions.
Elephant WHAT? (BIG);
Elephant WHAT? (LARGE);
WHAT SEA? (BIG);
What are the seas? (LARGE).
Candy WHAT? (SWEET);
WHAT SUGAR? (SWEET);
WHAT cake? (SWEET);
Waffles WHAT? (SWEET).
As you can see, in the first group of examples, the endings of adjectives are stressed, as in the question itself (HOW? - BIG, HOW? - BIG, HOW? - BIG, HOW? - LARGE), which greatly facilitates the task for the child. In addition, it is necessary to emphasize the coincidence of endings in questions and in the adjectives themselves, which will help the child in choosing the endings of adjectives.
In the second group of examples, the endings of adjectives are unstressed, but the question posed to them can serve as a good guide for the child -
Task 2.
Invite the child to choose a suitable adjective (that is, a sign of an object) to the noun you named, while carefully monitoring the correct endings of adjectives, for example: Ribbon (BLUE, LONG, WIDE, SILK, etc.); watermelon (ROUND, LARGE, HEAVY, RIPE, JUICY); dress (LONG, NARROW, SILK, GREEN, SMART, WEEKEND); cherries (RIPE, JUICY, LARGE, ROUND).
Task 3.
Invite the child to identify the correct word combinations and correct them if they are incorrect. To do this, after each phrase you utter, ask the child: “Is this right?” And further: “How should I say it right?” Here are a few sample phrases, the number of which, if necessary, can be increased.
salty salt
Beautiful rose
beautiful chamomile
big glass
silver dew
prickly tree
Hot tea
bitter mustard
fragrant lilac
blue flowers
white clouds
In addition to a special exercise in the correct use of the endings of adjectives, one must also monitor the correctness of their use in the child's everyday speech. All this will help not only to overcome agrammatisms in his oral speech, but at the same time to prevent them in writing. It will be much easier for a child to learn the rules for declension of adjectives, which will be studied at school.
§ 1 Coordination of an adjective with a noun
Let's start with an observation.
From the TV program we will write out three names of TV shows, including adjectives, and also remember and write down three names of works of art, including adjectives.
I found the following TV show titles: “Local time”, “Road alphabet”, “Miracles solar system”, you will have to find other names that correspond to our task.
From the names of works of art, I propose to write down: “Mad Evdokia” (author of the story Anatoly Aleksin), the name of the story “Spring shifters” (V. Tendryakov), the name of the story by V.A. Bakhrevsky "A dog in a potato field".
Let's determine the gender, number and case of nouns, which include adjectives, as well as the gender, number and case of adjectives.
We will enter the obtained data into a table consisting of three columns, where
1st column is the title of works of art and TV shows,
2nd - gender, number, case of a noun,
3rd - gender, number and case of the adjective.
Let's compare the results.
|
Name |
Gender, number, case of a noun |
Gender, number and case of the adjective |
|
"Local time" |
time - cf., singular, I.p. |
Local |
|
"Road alphabet" |
alphabet - f.r., singular, I.p. |
road |
|
"Wonders of the Solar System" |
systems |
solar |
|
"Mad Evdokia" |
Evdokia - female, singular, in them. P. |
Mad |
|
"Spring shifters" |
shifters |
spring |
|
"Dog in Potato Field" |
(on the field |
potato |
What conclusion can be drawn?
Naming the features of objects, adjectives explain nouns, therefore, the morphological features of the adjective help it adapt to the noun.
Adjectives agree with nouns in gender, number, and case, i.e. have the same gender, number and case as nouns. If the noun is feminine, then the adjective takes the feminine form (road alphabet), if the noun is used in the prepositional case, then the adjective is used in the same case (in the potato field), if the noun is plural, then the adjective takes the form plural: spring shifters.
Adjectives change by gender, number and case. Even in the most difficult cases The adjective tells us the gender of the noun.
For example,
valuable parcel (adjective valuable in the feminine),
spacious lobby (adjective spacious in the masculine).
What if the noun is immutable? Cockatoo, coat, chimpanzee, penalty. Again, the adjective comes to the rescue, because by its form one can determine the gender of an invariable noun:
decisive penalty adjective in m.r.,
fashionable coat adjective cf.,
funny cockatoo adjective m.p.,
caring chimpanzee adjective in f.r., here we are talking about a female chimpanzee.
In the plural, the gender of the adjective does not differ: spring shifters, spring birds, spring trees. Regardless of the gender of the singular noun (shifter, bird, tree), the form of the adjective is the same (spring).
§ 2 How the adjective appeared
The adjective is a very flexible word: it can adapt to any noun. There is a fairy tale by Sergei Schumacher “How the adjective appeared” about this.
The tale tells that
I think this story will help you remember that adjectives agree with nouns in gender, number, and case.
§ 3 Examples
Since the adjective is consistent with the noun in such grammatical features, as gender, number and case, then these signs can be determined by the gender, number and case of the noun.
Adjective + noun. You need to be able to find such phrases in the text.
Let's practice. Let's read an excerpt from D. Zuev's text about July:
July is the peak of summer. The hot afternoon trembles and trembles. Dense thickets of grasses and bushes do not move in the shade. In a golden haze, a green mirage of the July landscape.
Let's write out the phrases corresponding to the scheme adjective + noun:
1 sentence - it says (about what?) About July, there are no adjectives that explain the noun July.
Sentence 2 tells (about what?) About noon. Midday (what?) hot.
The first phrase is a hot afternoon.
Sentence 3 tells about thickets of herbs and bushes. Thickets (what?) Dense. Dense thickets - The second phrase.
Sentence 4 talks about a mirage. Mirage (what?) Green. Mirage (what?) of the landscape. Landscape (what?) July. Mirage (in what? where?) in a haze. In haze (what?) golden. We write out phrases: green mirage, July landscape, golden haze.
The grammatical features of both the noun and the adjective in each phrase are the same. Adjectives are in the same gender and case as nouns.
§ 4 Writing unstressed adjective endings
We can make mistakes in writing unstressed adjective endings:
spring .. shifters, on a potato .. field, solar .. systems, in a golden .. haze, July .. landscape.
To correctly write the unstressed ending of an adjective, you need:
1. find out what noun it refers to;
2. ask a question from this noun to the adjective;
3. at the end of the question, determine the end of the adjective.
We have already completed the first step earlier: we found out which nouns adjectives refer to:
spring shifters,
in the potato field
solar system,
in a golden haze,
July landscape.
Go to the 2nd step: ask a question from a noun to an adjective:
§ 5 Brief summary lesson
So, adjectives change by gender, number and case, agree with nouns in the forms of gender, number and case. In the plural, the gender of the adjective does not differ, the gender is determined only for adjectives in the form singular. Unstressed endings of adjectives are determined by questions from a noun to an adjective. The endings -th, -th are not checked by questions.
List of used literature:
- Babkina M.V. Thematic and lesson planning to the textbook "Russian language" for grade 5, edited by Bystrova E.A. / Babkina M.V. - M .: OOO " Russian word- textbook", 2011. - 152 p.
- Gdalevich L.A., Fudim E.D. Russian language lessons in grade 5: A book for the teacher: From work experience. - M.: Enlightenment, 1991. - 176 p.
- Calendar-thematic planning "Russian language grade 5" according to the textbook: "Russian language grade 5". Textbook for educational institutions. Authors-compilers: Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others - M .: Education, 2012 GEF.
- Kapinos V.I. Development of speech: theory and practice of teaching [Text]: 5-7 cells: A book for the teacher / Kapinos V.I., Sergeeva N.N., Soloveychik M.S. - 2nd ed. - M.: Linka - Press, 1994.
- Knizhina M.P. Grade 5 Tests: at 2 pm - Saratov: Lyceum, 2006. - Part 1. – 64 p.
- Kozhina M.N. Stylistics of the Russian language. - M., 1983.
- Lvov M. R. Dictionary-reference book on the methodology of the Russian language. - M., 1988. - 240 p.
- Nikitina E.I. Russian language. Russian speech. Grade 5 19th ed., ster. - M.: 2010. - 192 p.
- Ozhegov S.I., Shvedova N.Yu. Dictionary Russian language. - M., 1992.
- The program of the course "Russian language" for textbooks, edited by Bystrova E.A. for grades 5-9 of educational institutions / ed. Bystrovoy E.A., Kibirevoy L.V. - M .: LLC "Russian Word - Textbook", 2012. - 64 p.
- Romanova S.A. Thematic development Russian language lessons. Grade 5. - M .: School - Press, 1999. - 176 p.
- Russian language grade 5. Textbook for educational institutions. Authors - compilers: Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others - M .: Education, 2012 GEF.
- Russian language reference materials: tutorial for students Baranov M.T., Kostyaeva T.A., Prudnikova A.V.; ed. Shansky N.M. - M.: Enlightenment, 1993. - 287 p.
- Russian language. Textbook for students pedagogical institutes in specialty No. 2121 "Pedagogy and methodology primary education". In 2 hours. Part I. Introduction to the science of language. Russian language. General information. Lexicology of the modern Russian literary language.
- Russian language: a textbook for the 5th grade of educational institutions: at 2 o'clock. Part 1 / Bystrova E.A., Kibireva L.V., Gosteva Yu.N. and etc.; ed. Bystrovoy E.A. - M .: OOO "Russian Word - Textbook", 2013. - 280 p. - FGOS.
