Agreement of adjectives with nouns in case. Coordination of adjectives with nouns. Working with individual cards
§ 1816. The full adjective agrees with the singular noun. h. (in one or another of its case forms) in number, gender and case: new house, new house, new dacha, new dacha, first meeting, first meeting, such an eccentric, with such an eccentric; in many
H. - in number and case: new houses, new houses, new dachas, new dachas, first meetings, about first meetings.
Note. In expressively colored speech, there is a tendency to define a diminutive or endearing noun with an adjective that also contains the meaning of diminutiveness or endearment: a clean town, an old train, a simple dress.
Short adjectives also agree with nouns in gender, number and case, but such agreement in modern language occurs only in certain stable combinations (on bare feet, in broad daylight, in broad daylight).
Note. IN poetic speech when separated, when short adjective in the form of p. acts in a semi-predicative function (see § 2117), it combines the meanings of the defining word and the predicative: But the world indulged in dangerous undertakings, insidious (Mart.); In the ring, the clown jumps, has a nose (Vinokur.); From all sides of the earth, Thundering and heavy, Chased mugs flowed into my chest (Bagr.); And the sun looks, bright face, Sweeps the remaining darkness (Smyrn.).
§ 1817. An adjective can enter into a relationship of agreement with a combination of a noun with a quantitative numeral: two houses - two new houses; forty seats - forty vacant seats; a hundred questions - a hundred unexpected questions. In cases where the numeral two, three, four or both (both) included in such a combination is in the form of them. or wine. n., the agreed adjective can take the form or gender. or them. n. pl. h. The following regularities apply here.
1) If the combination with the numeral includes the noun husband. or avg. r., then the agreed adjective is more often put in the form of genus. n. pl. hours: two familiar people, three large trees, both buildings under construction, three whole hours, two watercolor drawings, four lost days. Form them. n. is possible here, but it is less common and tends to be limited in use: two saving beacons (Lerm.); two decrepit old men (Turg.); two landowners' houses (Lerm.); both hungry friends (L. Tolst.).
Note. When taking the adjective to the initial position in the phrase, the form of them. n. is preferred to the form genus. p .: three whole hours, three big trees, four days lost; From time to time the White Guards appear in the garden. Last night, as many as six rather young specimens were sitting on a bench opposite the front door (Andr.).
2) If the combination with the numeral includes the noun wives. r., then both forms of the adjective are normal - and them. and genus. p .: two young women - two young women, some four girls - some four girls, both yard dogs - both yard dogs, four large huts - four large huts, two female hands - two female hands; Our team has four gold and three silver medals (gaz.).
3) Both forms of the adjective (in non-expressive speech always preceding the numeral) are also normal when the combination includes a numeral one and a half - one and a half: live for a whole week and a half - a whole week and a half, wait a full hour and a half - a full hour and a half, endure some one and a half minutes - what any one and a half minutes.
An adjective can enter into a relationship of agreement with an allied series of words (see § 2067–2072) or with a combination of words connected with the help of a preposition: father and mother, garden and garden, brother and sister. In these cases, the adjective usually takes the plural form. hours: a huge garden and cottage, for a huge garden and cottage; my father and mother, to my father and mother, to my father and mother; little brother and sister, for little brother and sister; our grandparents. Unit form h. is also correct, but it defines only the first member of the compound: a huge garden and a dacha, for a huge garden and a dacha, my father and mother, for a little brother and sister.
§ 1819. In modern language there are cases of the so-called "semantic agreement", that is, the use of the agreed word in a form that is either not predetermined by the form of the noun being defined or only partially predetermined by it.
1) With nouns husband. r., naming a person by profession, social, industrial activity and equally capable of designating a person both male and female (doctor, paramedic, director, engineer, salesman, secretary, announcer, architect) in colloquial, newspaper speech, in narration, when it comes to a female person, it is normal to use the adjective in the form of wives. R.: our doctor, the new secretary, the director herself: The doctor is random, / without waiting for an ambulance, / Blows oxygen into the lungs with force - mouth to mouth! (Ascension). Such coordination is obligatory in the case when the corresponding coordination of forms is simultaneously carried out in the predicate (see § 2249): Our doctor has come; The new secretary is still inexperienced; The director herself ordered. "Semantic agreement" is permissible only in the form of them. P.; in the forms of other cases it is incorrect; for example, the agreement was erroneous: he said to the chairman standing next to him (gaz.).
2) In cases where the adjective being agreed upon refers to a word or combination of words - own name(books, paintings, plays, films, institutions, hotels, restaurants, cafes, etc.), the gender, number and case of the adjective is determined by the corresponding categories of the name to which this name should refer: the novel "Eugene Onegin" - Pushkin's " Eugene Onegin”, the story “Mumu” - Turgenev's “Mumu”, the cafe “At the Swan” - the cozy “At the Swan”. However, there are exceptions to this rule. So, if the name includes a name in the form of pl. h., then the agreed adjective can also take the form of plural. hours: sculpture "Heroines" - loved by all "Heroines" and, more often, loved by all "Heroines"; the painting "The Rooks Have Arrived" - Savrasov's "The Rooks Have Arrived" and, more often, Savrasov's "The Rooks Have Arrived"; the motion picture "We are from Kronstadt" - the immortal "We are from Kronstadt" and, more often, the immortal "We are from Kronstadt". Fluctuations are also noted in cases where the name is a name in the oblique case: the agreed word may be in the form of environments. R.: the play "At the bottom" - Gorky's "At the bottom" and Gorky's "At the bottom"; the sensational (movie) "By the Lake" and the sensational "By the Lake".
On agreement with compound words and nouns in general. R. see "Morphology", § 1135, 1144.
GBOU boarding school No. 2 of the Admiralteysky district
St. Petersburg
Correction and development direction
Abstract individual lessons on this topic:
"Adjective.Coordination of adjectives with nouns in gender and number.
Compiled by:
teacher
Shchegoleva E.V.
Saint Petersburg
2016
Abstract of an individual speech therapy lesson on the correction of agrammatic dysgraphia
speech therapy theme: Adjective.Coordination of adjectives with nouns in gender and number.
Target: Correct use of adjectives in speech, change of adjectives in gender and number.
Tasks:
Correctional and educational:
- activation of speech and intellectual activity, improvement of communication skills.
- improvement and consolidation of skills and abilities to coordinate adjectives with nouns in gender and number.
- development of logical thinking.
- development of auditory and auditory-speech memory, auditory attention.
- strengthening the skills of word formation of adjectives.
Educational:
1 Raising interest in the educational process.
2 Formation of a sense of confidence in their abilities.
3 Education perseverance and attention.
Equipment: p workbook; individual task cards.
Lesson progress:
I. Organizational moment.
Hello! Sit down. Be careful, now I will read you a riddle, try to guess:
I'm friends with the noun
And I don't bother at all.
My main note:
I designate an attribute of an object.
What ice? Cold, smooth.
What tea? Hot, sweet.
I change by birth
Numbers and cases.
I love attentive children.
Who am I? ... (adjective).
II. Training exercises for mastering the material on the topic:
1) Consolidation of knowledge about the name of the adjective
Choose only adjectives from these words:
The sun shines bright
The narrow leaf falls
Fluffy carrot lies
Pour mature juice
An interesting cat is growing
What words in the sentence are adjectives friendly?(Answer).
2) Compilation of phrases
Choose the appropriate nouns for these adjectives (card):
The sun is bright
Apple leaf
Fluffy carrot
autumn book
juice mature
cat interesting
We read the resulting phrases, clearly pronouncing and highlighting the endings, using questions
3) Drafting proposals
- Read, replace the dots with appropriate adjectives:
There were a lot of ... carrots in the garden. (mature)
The store sells ... juice. (apple)
On the porch lay ... a cat. (fluffy)
A leaf fell from a tree. (autumn)
The sun is shining in the sky... (bright)
The girl read ... a book. (interesting)
III. Fizminutka for the lesson of the Russian language on the topic "Adjective".
Deep short inhalation and long smooth exhalation.
"Which? Which? And which one?"
We repeat in unison.
Adjectives know
We repeat in unison:
"Let's never forget
Those are great words!
IV. Training exercises to generalize what has been learned.
- Adjectives agree with nouns in gender and number
Determine the gender and number of adjectives:
sunbeam kind heart
Faithful Comrades Prickly Ruff
Birch stump Wooden chair
Bat starry nights
The Good Doctor Spotted Deer
Delicious Tomatoes - Clean Window
- Game "One - many".
Change the number of adjectives
Sunbeam - Kind heart -
Faithful comrades - Prickly ruff -
Birch stump - Wooden chair -
Bat - Starry Nights -
The Good Doctor - Spotted Deer -
Delicious Tomatoes - Clean Window -
Record your answers in your notebook.
V. Summary of the lesson:
What part of speech were you talking about today?
What does the adjective mean?
Today, you did a good job. Goodbye!
To agree an adjective with a noun means to put it in the same gender, number and case, which is the noun being defined.
To agree on an adjective with a noun, do the following:
a) determine the gender, number, case of a noun;
b) write out the dictionary form of the adjective;
c) put the adjective in the same gender, number and case as the noun.
Ex: thoracic vertebrae
a) vertebra - vertebra, ae f
vertebra - feminine, singular, nominative;
b) chest - dictionary form: thoracicus, a, um;
c) thoracicus, a, um - an adjective of the first group, which in the feminine singular of the nominative case has the ending -a (thoracica).
The result of the agreement: vertebra thoracica.
If a noun and an adjective that agrees with it change according to the same declension, then their endings coincide. If they belong to different declensions, then each of the words takes case endings his inclination.
For example: white clay - bolus, i f - clay (noun of the 2nd declension, feminine); albus, a um - white, -th, -th (feminine adjective: alba - 1st declension);
The result of the agreement: bolus alba.
Note. IN Latin The adjective always comes after the noun it refers to.
Adjectives in the meaning of nouns
In Latin, as in Russian, adjectives sometimes turn into nouns (they are substantiated). For example: caecum, i n - caecum (from intestinum caecum),
rectum, i n - rectum (from intestinum rectum),
vagus, i m - vagus nerve (from nervus vagus),
arachnoidea, ae f - arachnoid membrane (from membrana arachnoidea).
Definition
A definition is a member of a sentence that indicates the attribute of an object and answers the questions: Which? whose? which? In biological terminology, the definition usually comes after the word being defined.
In Latin, there are two types of definitions: agreed and inconsistent.
Agreed a definition is called that is in the same gender, number and case as the noun being defined. An agreed definition is most often expressed by an adjective, less often by a participle, a numeral. It is translated into Russian, as a rule, also by an agreed definition. For example: costa vera (n. + adj.) - true rib, ligamentum latum (n. + adj.) - wide bunch, silva mixta (n. + adj.) - mixed forest.
Inconsistent is called such a definition, which is expressed by a noun in genitive case singular and rarely plural. It is translated into Russian by both agreed and inconsistent definitions. For example: angulus sterni - sternum angle or sternal angle, fossa cranii - cranial fossa or cranial fossa, cavum nasi - nasal cavity or nasal cavity, spina scapulae - scapular spine or scapular spine, plantae silvarum - forest plants or forest plants.
, teacher-speech therapist, MOU “Secondary School No. 28”, Syktyvkar.
Of particular importance in the general system for overcoming speech underdevelopment among students primary school given to streamlining grammatical structure speech. The main attention here should be paid not only to correcting mistakes, but also to the formation of language generalizations, so that children realize the correct use of the gender and number of a noun, its agreement with adjectives, numerals; formation of the plural, the use of prepositions, forms of case management.
With OHP, the formation of the grammatical structure of speech occurs with greater difficulties than mastering the active and passive vocabulary. This is because grammatical meanings are always more abstract than lexical ones, just as the grammatical system of a language is organized on the basis of a large number of language rules.
Learning to agree on different parts of speech should begin with harmonization adjectives with nouns. At the same time, it is necessary to work in parallel to develop vocabulary students.
Mastering the practice of agreeing adjectives with nouns begins with mastering the agreement of an adjective with a noun in the nominative case of the singular and plural, then in indirect cases, as well as how to use phrases built on the basis of agreement when compiling your own coherent statement.
A specific difference in teaching this material is that, using the example of agreement, students learn the conditions that determine the correct construction of a phrase: words in a phrase must be related in meaning and grammatically.
The specifics of using agreement in independent speech children is associated with common
shortcomings that make it difficult for children with speech pathology to master the grammatical structure. There are numerous shortcomings in their oral speech:
- generalization of endings - the ending of the adjective completely coincides with the ending of the noun, for example, “under the big oak”.
- erroneous identification of grammatical features of a noun, leads to the fact that these same incorrect categories are assigned to the adjective. This testifies not so much to the shortcomings of agreement, but to the inability to determine the grammatical categories of a noun, for example, “under a huge oak tree”.
- difficulties in maintaining grammatical connection in distant constructions. For example, a student, choosing definitions for the word “sun”, as he moves away from this word, loses the formal connection between the adjective and the noun: “the sun is bright, shiny, warm, spring, etc.”.
Naturally, these shortcomings will later appear in writing and can serve as a significant obstacle in writing essays and presentations.
A feature of the work on the development of coordination is the involvement of written material for analysis. This allows you to achieve visual representations of the phenomenon of coordination.
If in the lessons of the Russian language agreement is an object of only linguistic analysis, then in speech therapy classes it is primarily an object of practical development. Therefore, in a Russian language lesson, they learn to choose the ending of an adjective on a question that is put from a noun, for example:
Which? wood
which? wooden
which? wooden
WHICH? wooden
Which? wooden
WHICH? wooden
The algorithm is as follows: the child intuitively determines the grammatical form of the noun and selects the necessary question for this form.
An attempt to directly transfer this experience to speech therapy classes, as a rule, requires a lot of effort and time. To avoid problems, it is necessary to break the training into two stages.
- At the first stage, students develop the ability to put a question from a noun to an adjective in the nominative case.
- At the second stage, methods of posing questions in indirect cases and using questions as auxiliary means are mastered.
Let's take a closer look at the first stage.
Students ideas about the gender of nouns should already be formed on the basis of sound analysis. For this, systemic forms are selected, the endings of which indicate the genus. Students are able to correlate these nouns with personal pronouns “he”, “it”, “she”, “they” and possessive pronouns “my”, “mine”, “mine”, “mine”. Based on this correlation, matching training is carried out. On the board and in voice in oral speech, endings are distinguished, which are a guide for the formation of the desired form of the adjective:
the spoon is my big ending).
DISH IT'S MY BIG
The selection and correlation of endings is a mechanism that will subsequently provide the skills of registration of agreement both in oral and written speech. Next, students are invited to correlate the sound and spelling of the endings of adjectives and the endings of questions to them. Pupils find common and different, variants of endings of adjectives are revealed. An algorithm of grammatical action is formed:
|
Ending titles subject |
Ending titles sign subject |
|
Gradually, questions begin to play the role of an aid. As students master the formulation of the question from the main word to the dependent in the phrase, the nomenclature of questions expands and students master the formulation of questions in indirect cases in the singular and plural.
In order for children to master the multivariate endings of adjectives, it is necessary to carry out a long work on the automation and differentiation of inflections. Only in the course of long-term practice do students develop stable sound-letter ideas about their composition. Therefore, throughout the entire time of training, the speech therapist returns to the topic of coordination, inviting students to perform various types of exercises:
* Substitution character:
- add endings in adjectives according to the model / wise proverb, green ... street / in phrases, sentences;
“Pick the object to the sign” - Frosty ..., frosty ..., frosty ...
“Pick a sign to the subject” - Christmas tree (what?) - ..., Santa Claus (what?) - ...
Pick up as many signs as possible for the word winter: snowy, harsh, cold ...
Insert a suitable sign into the phrase (sentence).
*Correction type, for the conversion of finished samples
“Fix the mistake” - beautiful boots, a warm hat ...
*For classification
Choose pictures to which you can put the question - Which one? (what?, what?)
Write out adjectives from the given words;
*Compilation of phrases and sentences
make a phrase with the given word /snowy, slippery, frosty/;
* Didactic games: “Name the color” - carrots (what?) ... orange, etc.
“Name the shape” - cucumber (what?) ... oval, etc.
“Pick up a sign” - an apple (what?) ...
“Guess what it is?” - Round, striped, sugar?,
“Magic bag”, “Lotto” (1: speech therapist - object, children - color (material), 2: speech therapist - color, children - object).
The difficulty of mastering the system of inflection of adjectives is connected with their abstract semantics, i.e., with the absence of rigidly tied meanings of words to features. The late appearance in the speech of children of adjectives denoting signs, properties of objects is due to the fact that in order to isolate any sign from the image of an object, enough high level intellectual development.
Given the grammatical features of adjectives (the dependence of their form on the grammatical category of the noun), it is convenient to work out the agreement of these parts of speech in gender and number through increased attention to the ending of the adjective.
Presenting the material with increased clarity and highlighting the constituent parts of the word greatly simplifies the child's assimilation of the categories of gender and number.
First option. The coordination of adjectives denoting color with masculine, feminine and neuter nouns is being worked out.
Preparing cards, painted in primary colors. They are accompanied by a set of colored pictures denoting nouns of various kinds. Under the pictures large (3-4 cm) generic endings of adjectives are written. The speech therapist names the object in the picture and the adjective corresponding to it, but does not finish the ending. The child finds a card of the corresponding color. Puts the picture on the card and pronounces the adjective in full.
Pictures of related colors:
Second option.
On large format cards (half of a landscape sheet), the endings of the singular and plural adjectives are printed in one of the main colors. Transparent pockets are attached to the bottom of the card (you can staple rectangles from corner folders with a stapler).
The child is invited to choose a picture of a certain color, name a phrase (for example, “yellow turnip”) and put the picture in the pocket to the corresponding ending of the adjective.
Third option. On a large card with the image of food (cards from various lottos are used), the corresponding words are printed under the pictures. The endings of the adjectives “delicious”, “edible” or “fragrant” are written in large size on the squares suitable for the pictures. The speech therapist asks the student: “Cucumber - what?” "Ice cream - what?" The child answers: "Delicious." “Delicious”. Then he finds the right ending for the adjective and puts the card on the picture with the word.
Endings.
Fourth option. Pictures of ungulates are selected (cow, wild boar, giraffe, sheep, horse, donkey, zebra, hippopotamus). Cards for reading with the names of these animals are issued. On a separate card, the word “hoofed” is printed without an ending. The endings - AYA, -YY are written on squares (6x6 cm). First, the child selects captions for the pictures, then looks for the right ending for the words “hoofed” or “hoofed” and puts it on a card with a word without an ending.
The topic “Animals” can be similarly worked out with the adjective “tailed”, coordinating it with masculine and feminine nouns.
The consolidation of the agreement of the adjective with the noun is carried out first in phrases, then in sentences of various structures, and later in connected speech.
Task types.
Selection of words-definitions for nouns.
The speech therapist says that now it will be necessary to say as many words as possible about snow, snowflake, wind, frost. For each word, the child receives a snowflake or chip. At the end of the exercise, the chips are counted.Selection of nouns for adjectives.
Adjectives are written on strips of paper. Pupils must choose nouns for them.Fresh, fresh, fresh, fresh.
Peas, berries, milk, lily of the valley, towel.
Pupils recognize the object by signs and write down its name.
Spring, clean, blue ... (sky).Voiced, fast, transparent ... (stream).
Interesting, funny, instructive ... (book).
Predatory, hungry, angry ... (beast).
Summer, yellow, hot ... (sun).
Green, fragrant, fresh ... (lily of the valley).
Agreement of adjectives with nouns.
The game "What I thought about." Several pictures are hung on the board depicting the sun, clouds, snowfall, clouds ... The speech therapist calls the adjective, and the children choose the right word based on the picture. Alternatively, children complete the sentence in this way, then repeating the entire sentence, for example: “A cold ... wind is blowing. Clouds float across the sky.”Miraculous Pouch
Purpose: to fix the names of objects and their properties.
Equipment: opaque bag, items on the topic.
Move: before the game, familiarize the child with objects and their properties, let the child touch the object.
1 option: the child takes turns taking out objects from the bag, names them and answers the adult's questions about their properties.
Option 2: the child must feel for the object in the bag and name it without looking.
Option 3: the child must feel for the object in the bag and, without naming the object, list its properties, the children guess the object according to the description.
What happens at this time of year
Purpose: to consolidate the concept of phenomena occurring in given time year, activate the dictionary on the topic.
Equipment: pictures depicting phenomena occurring in different time year (for example, “Winter Forest”, “Flowering Meadow” and so on).
Sweet .. (cookies), light .. (task), small .. (lake), heavy .. (briefcase).
Night is silence. (Night silence.)
Spring is wind.
Forest - lake.
Down - a blanket.
Taste is food.
Tea is a bush.
Auditory dictation.
Students write the word combinations in the singular in the first column, in the plural - in the second.New school. Summer rains. Far fields. Summer night. Tall tree. Far field. Tall trees. Summer rain. New schools. Summer holidays.
Working with deformed sentences.
Students make sentences, write them down in a notebook and underline adjectives with a wavy line, nouns related to them with a straight line.Fragrant, on, buds, trees, swollen. (Fragrant buds swelled on the trees.)
By, beak, dry, drummed, tree, woodpecker. (The woodpecker drummed its beak on a dry tree.)
Above, fluttered, clearing, butterfly, motley. (A motley butterfly fluttered over the clearing.)
There is a sweet word - candy,
There is a fast word - a rocket,
There is a sour word - lemon,
There is a word with a window - a wagon,
There is a prickly word - a hedgehog,
There is a wet word - rain,
There is a word green - spruce,
There is a stubborn word - goal.
Color, shape, size, taste of a vegetable (fruit), dishes that can be prepared from it.
An interesting book is an interesting book.
Ripe pear...
Fragrant lily of the valley - ...
Bucket full...
Clear glass...
Juicy watermelon - ...
Rainy day - …
Thundercloud - ...
Ball game "On the contrary". One student calls the phrase and throws the ball to another. He calls a phrase that is opposite in meaning.
Cold water - hot sand.
Blonde hair - …
A kind person - …
Hard working girl...
Early spring - …
Tall tree - …
Happy song - …
Deep Pond - ...
Sunny day - …
Good hostess - …
Work with individual cards.
Students find adjectives in the text and underline them with a wavy line.Work on the agreement of a noun with an adjective
Teacher. Select the necessary signs for the words-supports, putting them in the right form.
Cards with words-signs are placed on the board.
Words-signs: warm, light, affectionate, airy, gentle, migratory, bright.
The sun is warm, gentle, bright.
Clouds are light and airy.
Flowers are delicate.
Birds are migratory.
List of used literature.
- Yastrebova A.V., Spirova L.F., Bessonova T.P. To the teacher about children with speech impediments - M .: ARKTI, 1997
- Gribova O.E. Methods for the development of speech of students of the second grade of school v type (I department) in the lessons “ the world(development of speech) ”- f. “SCHOOL SPEECH THERAPIST” No. 4, 2009, p. 5-8
- Lalaeva R.I. Speech therapy work in correctional classes - M .: VLADOS, 1999
- Mazanova E.V. Correction of agrammatic dysgraphia. Summaries of classes for a speech therapist - M .: GNOM and D, 2008
- Agranovich Z.E. A collection of homework assignments to help speech therapists and parents to overcome lexical and grammatical underdevelopment of speech in preschoolers with OHP - St. Petersburg: CHILDHOOD-PRESS, 2003
- Nurieva L.G. Speech development in autistic children. - https://med-tutorial.ru/med-books/book/70/
Adjectives in Latin, as in Russian, agree with nouns in gender, number, and case. In order to agree in Latin an adjective with a noun, it is necessary:
1. In the first place, write the noun and correctly determine its gender
2. Choose in the dictionary form of the adjective the form that corresponds to the gender of the given noun and place it in second place after this noun.
The practical implementation of these two provisions can be seen in the following examples:
Term in Russian | Dictionary form of each word | Translation of the term |
red alder | alder - Alnus, i f | |
black fruit | fruit - fructus, us m | |
elephant indian | elephant - elephas, ntis m | |
common wasp | wasp - Vespa, ae f | |
round muscle | muscle - musculus, i m | |
nasturtium wild | nasturtium - Nasturcium. i n | Nasturtium silvestre |
horsetail | horsetail - Equisetum, i n | Equisetum arvense |
Adjectives are used in biological nomenclatures primarily as specific definitions, as well as in a substantiated form - in the uninominal names of families, orders (orders), classes and types (departments). It should be noted that in specific definitions, adjectives often lose their usual meaning and are translated differently, cf.: orientalis, e - oriental, but: Blatta orientalis - black cockroach; esculentus, a, um - edible, but Gyromitra esculenta - common line.
