Project work on the theme "His Majesty is a verb". Educational project verb Russian language project what is a verb

• Verb- a part of speech that indicates the action of an object and answers questions WHAT TO DO? and WHAT TO DO?
• Verbs change in tenses: they are in the form present, past and future time. In the present and future tense, verbs change according to persons and numbers, and in the past tense - according to gender (in the singular) and numbers.
• In a sentence, the verb is usually predicate and agree with the subject.
• Examples: riding a bike, playing ball, flying on an airplane.

2. NOT with verbs.

• NOT verbs are written separately.
• The exception is those verbs that NOT are not used.

NOT separately

NOT together

don't go

hate

resent

be perplexed

bad luck

dislike

• Verbs in the indefinite form answer the question WHAT TO DO? or WHAT TO DO?
• This is the initial form of verbs. It shows no time, no number, no face, no gender.
• The indefinite form of the verb has the ending -TH (-TI) and the zero ending in verbs in -CH.
• In an indefinite form after a letter H soft sign is written.
• Examples: take care, take care, wander-walk, go-go, crawl-crawl.

4. Spelling –TSA and – THIS in verbs.

• WHAT IS HE DOING? (WILL DO?) or WHAT ARE THEY DOING? (WILL DO?) , that this verb is in the 3rd person and in it before –SJ letter b not spelled .
• If the verb answers questions WHAT TO DO? (DO?), then this verb is in the indefinite form and in it before –SJ letter b spelled .
• Examples:

Able (what to do?) to learn (neopr.for.).

Brother (what is he doing) is studying (3rd person).

Two kinds of verbs

Perfect Imperfect

What to do? What to do?

What did you do? What have you been doing?

What will I do? What do I do?

What will I do?

6. Letters E - I in roots with alternation.

• In roots with alternation E - I a letter is written And if there is a suffix after the root -BUT - .

alternation E-I

Examples

Ber- - -bir-

choose - choose

Per- - -peer-

lock - lock

Der- - -dir-

tear off - tear off

Ter- - -tir-

wipe - wipe

Mer- - -peace-

to freeze - to measure

Stel- - -steel-

to spread - to spread

verb tense

Past Future

The present

Past tense.

• Verbs in the past tense change according to numbers, and in the singular childbirth .
• The suffix is ​​usually used to form the past tense. –L– .
• In past tense before –L– the suffix is ​​​​written the same vowel as in the indefinite form (sowed - sow).

The sun was rising.

The grass was up.

The streams flowed.

Present tense.

• Only imperfective verbs have present tense forms.

Howling , whistles ,

branches breaks ,

Dust raises ,

off your feet knocks down .

Do you hear his,

Not at all see his.

(Wind)

without wings are flying, Without legs run ,

Without a sail are floating .

(Clouds)

I go in a fluffy coat I live in the dense forest.

In a hollow on an old oak tree. nuts i gnaw .

(Squirrel)

Future time.

• The future tense has two forms: simple and complex.

• From perfective verbs, the future simple is formed ( I fly), and from imperfective verbs - the future complex ( I will fly).

• Changing verbs in persons and numbers is called conjugation.
• Verbs of I conjugation have endings:

U (-yu), -eat (-eat), -et (-et), -ete (-ete), -eat (-eat), -ut (-yut)

• Verbs of II conjugation have endings:

U (th), -ish, -it, -im, -ite, -at (-yat)

Examples:

you go along the path

We wait dawn

grazing moose

follow for a squirrel

Noisy forest

Buzzing wires

11 exception verbs:

Hate

Depend

Watch

I ref.

II ref.

If the verb has an unstressed personal ending, you need:

1) put the verb in the indefinite form

For example: build - build;

2) determine which vowel comes before -T .

Co. II conjugation relate:

a) all verbs –IT(except shaving, laying)

b) 7 verbs per –ET(endure, twirl, offend, depend, hate, see, watch)

c) 4 verbs per –AT(hold, hear, breathe, drive)

All other verbs (on –et, -at, -ot, -ut, -ut etc.) refer to I conjugation .

fights (fight) - I conjugation

depends (depend) - II conjugation, exception.

ten. " b" after hissing in verbs in the 2nd person singular.

• In 2nd person singular after W spelled soft sign .

lazy

• The order of morphological analysis:

I. Part of speech. General value.

II. Morphological features:

Initial form (indefinite form);

Conjugation;

Genus (if any)

III. syntactic role.

“The concept of the verb” - GAME ““Nouns” “Adjectives” “Verb”. Endless field. To go ashore, determine which letters are missing in the words? See you, Fox. How does a verb differ from other independent parts of speech? How are the texts different? Fill in the table: What do you already know about the verb? What to do, what to do for school students?

"Th in verbs" - Research objectives: Morphemics. The points of view of scientists on the component -t (-ti) in the infinitive. The basic unit of morphemic is the morpheme. In accordance with this understanding, -th / -ty, of course, can be recognized as an ending. Suffixes are always placed after the root. Find out if the indefinite form of the verb has an ending.

“NOT with verbs” - I stomped! Grade 5 Or, maybe, elephants Are settled above me?! I had to sweep. I sit down yesterday for the lessons. Learn the rule "Spelling not with verbs." I had to sweep ... thither. WILL NOT get sick. You will NOT catch. He walks the earth, he does not see the sky. DOES NOT eat. "Power of love". DOES NOT know DOES NOT. Nothing hurts, but everything groans.

“Type and tense of the verb” - the hostess threw the Bunny. Pick up the past tense verbs for the picture. I'll take the kid to the green garden Early in the morning. And then back to mom! Let's fly over the forests. Match the picture with the verbs of owls. type of past tense. Pick up the verbs yourself. type past., present. and future time.

"Reference legal systems" - Viewing the found document. Legal navigator. SPS classification. Operating procedure. Additional features. Types of classification: By subject By form of ownership. Section 2. Computer complexes and systems. ATP assessment. Quick search for documents. Reference legal systems: concept, purpose.

"Verb Grade 6" - If the Volga was called and called mother, then the Urals - father. Self control. Task: write down the text from dictation. Determine tense, conjugation, transitivity of verbs. Answers to questions (p. 220) 2) Independent work with the textbook (exercise 529). Pack your things (before the trip). Take someone under your protection.

Topic:

"Verb"

Completed by a student of ....... class

...................

hands etc.:

............................

G. .......................

Verb…………………………………………………………….. 3

It is important................................................................................... 3

Verb as a part of speech .......................................................... 3

The plan of the morphological analysis of the verb ............................... 4

Constant morphological features of verbs ... .. 4

View…………………………………………………... 4

Transitivity……………………………………….. 5

Conjugation………………………………………….. 6

Non-permanent morphological features of verbs ... 7

Mood………………………………………….. 7

Word formation of verbs ………………………………... 9

A culture of speech. Correct use of verbs ....... 10

Orthoepic norms…………………………………. 10

Verb in text ……………………………………………. 10

It is interesting………………………………………………... 11

It's fascinating………………………………………....... 12

Puzzles ………………………………………………………. 12

Crossword …………………………………………………… 13

Crossword Answers……………………………………… 15

Final quiz: "What did you learn about the verb" ….…. 16

Answers…………………………………………………… 17

Verb.

"Verbs are the most fiery, most lively part of speech. The scarlet, freshest, arterial blood of the tongue flows in the verb. And the purpose of the verb is to express the action itself!"

(A. Yugov)

It is important.

The verb is a part of speech.

verb is part of speech denoting an action or state and used in a sentence mainly as a predicate. The grammatical meaning of an action or state is concretized in one or another system of grammatical categories that are inherent (in a given language) in grammar and, in their totality, distinguish it from other parts of speech of the same language. These grammatical categories are expressed in the forms of inflection (conjugation), simple (“I write”, “wrote”, Ukrainian “pisatimu” - “I will write”) or complex, formed with the participation of an auxiliary G. (“I will write”) or particles ( "would write"). The most typical grammatical categories of grammar are tense, mood, aspect, and voice. Functioning as a predicate, G. correlates with the subject of the sentence, but sometimes, pointing to a certain “actor” with its form, it makes the subject unnecessary (for example, in Russian “you will go” the verb form itself indicates the 2nd person, i.e. . to the fact that we are talking about an action performed by the interlocutor). In the presence of a subject, G. in many languages ​​agrees with it in person and number, sometimes also (for example, in Arabic, in Russian in the past tense and subjunctive mood) in gender or (in many African languages, in some Caucasian, etc. .) in class. There are languages ​​in which the category of person and number is completely absent (for example, in Danish "skriver" means both "I write", and "you write", and "writes", and "we write"). In many languages, G., having.

Plan of morphological analysis of the verb.

Permanent morphological features of verbs.

View.

View- verbal category, showing the nature of the flow of action in time, expressing the relationship of the action to its internal limit, result. Category kind inherent in all verbs of the Russian language in any form. There are two types of verbs (perfect and imperfect). A view can be defined with the help of a question asked to it (what to do? - imperfect view, what to do? - perfect).

Verbs imperfect form form past, present, future tenses. The forms of the future tense of such verbs are complex: I will work, I will do. Verbs perfect look do not form the present tense. Their forms of the future tense are simple: I will work, I will.

Transitivity

Transitive verb (lat. Verbum transitivum) - a verb that enters into combination with a noun in the accusative case in the meaning of the direct object of action (patient). Grammatically contrasted with an intransitive verb. Transitivity is a grammatical category of a verb that expresses its aspect. From this point of view, a transitive verb is a verb of valency 2 or more:

I am eating an apple- the verb "is" is transitive, that is, it requires the attachment of an object of action. Without such an action is impossible (as a rule, they eat “something”).

The meaning of transitivity is that the subject of the action and the object of the action are separated, I am performing an action with something.

I'm going- the verb is intransitive, since the attachment of the object of action is impossible (in fact, you can "something is" but you can not "something go").

The meaning of intransitivity - the subject of the action and the object of the action are connected - roughly speaking, "I force myself to act."

It often happens, however, that a verb has several meanings, some of which are transitive, while others are not.

Conjugation.

Conjugation- change of verbs by types, moods, tenses, numbers, persons and genders. Verbs are conjugated only in the indicative mood in the present and future tense. In the past tense, verbs change by gender and number.

Verbs I and II of conjugation differ in endings:

In order not to make a mistake in writing the unstressed personal ending of the verb, you need to determine its conjugation. To do this, the verb must be put in the initial form:

Chita_m(what are we doing? - what to do?) - read.

II conjugation includes:

a) verbs in - it(except words lay, shave): nose it- nose ish , nose it , nose them , nose ite , nose yat ;

b) as well as verbs

And one more thing: look, offend,

Hear, see, hate,

Drive, hold, breathe, twirl

Depend and endure.

You remember, friends,

You can’t hide them on - e -!

Non-permanent morphological features of verbs.

Mood.

Moodin linguistics- grammatical category of the verb. It represents a grammatical correspondence of the semantic category of modality (reality, hypothesis, unreality, desire, motivation, etc.), however, in a number of languages, mood may lose modal semantics and be dictated only by syntax (as in Latin and French conjunctives in some types of sentences).

In Russian, verbs have forms of three moods: indicative, conditional (subjunctive) and imperative.

Verbs in the indicative mood denote a real action that is happening, has happened or will actually happen.

Verbs in the conditional mood do not denote real actions, but desired, possible ones.

Verbs in the imperative mood denote an impulse to act (a request, an order), that is, they denote not a real action, but a required one.

Word formation of verbs.

In the formation of verbs, three morphological methods of word formation are productive to varying degrees: prefix, suffix, and prefix-suffix.

Prefix method verb formation is the most productive. From any non-prefixed verb, by adding a prefix to it, it is possible to form a new verb with a different shade in the lexical meaning (cf. run - run away, run away, run away, run away and etc.). The lexical meaning of the prefix is ​​most distinct in verbs of motion.

A characteristic feature of verbal prefixes is the presence of antonym prefixes in their circle, which makes it easier to understand the meaning of the prefix (cf .: glue - unstick, as well as prefixes-synonyms that clarify the lexical meaning of verbs (cf .: expel - expel). Some prefixes add expressive shades to the meaning of the verb (cf .: rejoice - rejoice).

Suffix way The formation of verbs is used in the formation of verbs from nouns and adjectives, as well as from pronouns, numerals and interjections. Suffix -nicha- (-icha; -a-) used in the formation of verbs from the names of persons with the meaning "to do something, act like someone": lo-hole-nothing, fraud-nothing, shoe-nothing. Suffix -ova- (-eva-) and its derivatives -stvo-, -irova-, -izirova- form verbs from nouns with the meaning "to do something": council-ova-ty, master-stvo-ty, debate-irova-ty, collective-izirovat-ty. Verbs are formed from nouns and adjectives by means of a suffix -and- with the meaning "create a known quality or state": sor-and-t, white-and-t. From adjectives, it is possible to form verbs with a suffix -e-, meaning "become, become such and such": old-e-t, weak-e-t; rarely used suffix -well-: blind-well-be, strong-well-be. From interjections, verbs are formed with a suffix -i- (ooh-a-t, ah-a-t) and its variant -ka-- from interjections and onomatopoeic words (meow-ka-be, ah-ka-be), as well as the suffix -well- (ah-well-be, clack-well-be).

Prefixed-suffixal method verb formation is less productive. A variation of this method is the use of the suffix -yva- (-iva-) and affix -sya in combination with attachments: to-walk - to-hazh-iva-be, to sleep - you-sleep-sya(in the latter case, we can talk about the prefixed-postsuffixal method).

A culture of speech. Correct use of verbs.

orthoepic norms.

Pronunciation hard consonant in suffix -sya(s) in verbs - a sign of the old (classical) pronunciation of stage speech, and soft - a sign of modern speech. Both pronunciations are correct.

stress often "moves" from verb to particle not in past tense forms (with the exception of the feminine form):

to be - was not, was not, were not; but: was not;

to give - did not give, did not give, did not give; but: not given;

live - did not live, did not live, did not live; but: did not live;

drink - didn’t drink, didn’t drink, didn’t drink; but: didn't drink.

verb in the text.

Unity text is achieved in different ways. One of them is the observance of the unity of aspectual-temporal forms of verbs. Within the same text, verbs of the same type and in the forms of the same tense are predominantly used.

For example, in a narrative where successive events are depicted (one action ended, another follows it, the second is followed by a third, etc.), perfective verbs are usually used in the form of the past tense (what did you do? came, brought, cut, divided, laid).

Imperfective verbs in a narrative text are often used in the beginning to describe the general situation in which the action will unfold (what did you do? lying, looking, thinking).

Verbs in the shape of present (future) tense can be used to describe completed events. The use of the present (future) tense in the meaning of the past is an artistic technique with which the presence effect: the action seems to take place before the eyes of the reader or listener, and the picture comes to life.

It is interesting.

The verb is an unusual part of speech. It is unique in its name. The word verb is borrowed from the Old Slavonic language, where it had the meaning “word, speech”, and in this meaning it is found in the poetry of A.S. Pushkin, A. Pleshcheev, A. Tolstoy, N. Ogaryov. Pushkin's lines from the poem "Prophet" are known:

Arise, prophet, and see, and listen,
Fulfill my will
And, bypassing the seas and lands,
Burn people's hearts with the verb.

In terms of frequency of use, the verb ranks second (after nouns). The total frequency list of 9 thousand words includes 2500 verbs. The most frequent are: to be, to be able, to say, to speak, to know, to become, to see, to want, to see, to think, to work, to love, etc.
It should be noted one more feature that sharply distinguishes the verb from the noun: it has twice as many grammatical features.

The linguistic science that studies the verb, or rather, how the verb describes the situation, how this situation works and how it exists in time is called aspectology.

It's fascinating.

Puzzles.

Interesting part of speech
Lives in Russian.
Who does what, will tell:
Draws, writes, or sings.
Embroider or plow
Or score a goal
Cooks, fries, washes, cleans -
Everything will tell us...(verb).

What are objects without me?

Only names.

And I'll come-

Everything will come into play.

A rocket is flying.

People build buildings.

gardens bloom,

And bread grows in the fields.(verb)

He brings things to life

Gets them all involved

tells them what to do

He strictly monitors it.

He has three times

And he knows how to hide.

Many schools are being built for children,

For everyone to know about...(verb)

12

Crossword.

QUESTIONS vertically:

1. peer -?

2. folded - ?

3. flashed - ?

4. revived - ?

6. upset - ?

7. eat - ?

8. possessed - ?

9. knows - ?

12. bent down -?

17. fenced - ?

19. stubborn -?

22. wrapped - ?

23. mumbled - ?

24. cheated - ?

25. infuriated - ?

26. hid - ?

27. gobbled up - ?

30. express -?

13

33. I turn -?

35. convince - ?

37. delayed - ?

38. shoot - ?

40. seduced - ?

42. started - ?

44. get some food -?

47. lie - ?

QUESTIONS horizontally:

5. attacked - ?

10. reason - ?

11. turn off - ?

13. memorize - ?

14. sparkled -?

15. vtemyashu -?

18. guess - ?

20. crack - ?

21. tucked in -?

26. appeased - ?

28. provide - ?

29. accompany - ?

31. rejoiced - ?

32. bragged - ?

34. wag - ?

36. studied - ?

39. promotes - ?

41. save -?

43. thought about -?

45. collected - ?

46. ​​retract -?

48. dig - ?

49. left - ?

50. aim - ?

ANSWERS TO THE CROSSWORD

15

Final quiz: "What did you learn about the verb"

1. 1. What is a verb?
2. 2. Name the permanent and non-permanent morphological features of the verb.
3. 3. What are the types of verbs, and how can you determine which type a verb belongs to?
4. 4. What is conjugation? What are the conjugations? How to determine the conjugation of a verb? Are there exceptions?
5. 5. What are the inclinations? What is the second name of the conditional mood.
6. 6. Name the main ways of forming verbs.
7. 7. What language is the word verb borrowed from?
8. 8. What is the frequency of use of the verb?
9. 9. What science studies the verb?
10. 10. How to correctly (firmly or softly) pronounce a consonant in a postfix-sya(s) in verbs.

16

Answers:

1. 1. Part of speech denoting an action or state.
2. 2. Permanent morphological features of verbs: aspect, reflexivity, transitivity, conjugation.

Non-permanent morphological features of verbs: mood, tense, number, person, gender.

1. 3. Perfect and imperfect. A view can be defined with the help of a question asked to it (what to do? - imperfect view, what to do? - perfect).
2. 4. Changing verbs by types, moods,

   First conjugation: shave, lay.

   1. 5. Indicative, conditional (subjunctive) and imperative.
      1. 6. Prefix, suffix, prefix-suffix, non-suffix, addition with a connecting vowel, addition without a connecting vowel, addition with simultaneous addition of a suffix.
      2. 7. From Old Church Slavonic.
      3. 8. Second (after nouns).
      4. 9. Aspectology.

   10. Pronunciation of a hard consonant in a suffix -sya(s) in

   verbs - a sign of the old (classical) pronunciation of stage speech, and soft - a sign of modern speech. Both pronunciations are correct.

   Lesson project

   in Russian language 4 "A" class

   
   

   A minute of calligraphy

   
   

   Morphological analysis of the verb. Compilation of an oral story about the verb.

   
   

   Researchers

   I'm talking about a verb

   
   

   verb - " word, speech

   verb - " He speaks,

   says"

   Glagolitic - "ABC"

   rant - ?

   
   
   

   And, bypassing the seas and lands,

   Burn people's hearts with the verb.

   
   
   
   

   Around the desert, game and nakedness ...

   And a verb sticks out to the side ...

   And on the verb there are two bodies ...

   
   

   Part of speech

   There are 2.5 thousand verbs for 9 thousand words.

   
   

   Connoisseurs

   
   
   
   
   

   In verbs in the indefinite form, t and ti are a suffix, and ch is part of the root.

   indefinite form

   What to do?

   What to do?

   
   

   art critics

   « I draw the Verb

   Cheerful Pencil invites

   to an exhibition of portraits

   Mr Verb

   
   

   H a g o l and n a

   I drew a girl, the daughter of the Verb,

   Glagolin, portrait

   which includes

   self morphological

   verb features.

   Yurchenko Daria

   
   

   Verb

   I drew the Verb in the form of the letter G. He walks through the clearing and watches how the grass grows and the bee buzzes.

   Borbotko Varvara

   
   

   Verb

   I depicted the Verb in the form of a gray-haired old man. He is from the fairy tale "In the land of unlearned lessons."

   Biryukov Ilya

   
   

   I have drawn a Verb that has many arms and legs because it is always doing something.

   Elk Egor

   
   

   L ing w i s t i c e

   
   

   LIVED YES THE VERB WAS IN THE COUNTRY OF THE VERB. HE TERRIBLY HATED THE LAZY AND QUIET, BECAUSE HIMSELF DID SOMETHING ALL DAY: RUN, SWIM, READ, DRAW, MASTERIL, BUILD. YOU CAN SEE IT EVERYWHERE WHERE YOU STUDY, WHERE YOU WORK, WHERE YOU HELP. VERB - A GREAT WORKER, BECAUSE IT DOES AND WILL DO EVERYTHING AS NECESSARY. AND STILL DOES NOT LIKE THE VERB PARTICLE "NOT", AND THEREFORE IT STANDS AT A DISCOUNT FROM IT, I.E. WRITTEN SEPARATELY: DOES NOT LIKE, DOES NOT KNOW, DOES NOT WANT - IN GENERAL, HATES (AS AN EXCEPTION). AND ANOTHER VERB CAN BE THAT NO OTHER RESPECTABLE PART OF SPEECH CAN DO. WHAT IS THIS? LOOK: LIVED, LIVES, WILL LIVE. RIGHT! CHANGES WITH TIMES. THE FAIRY TALE IS TELLING FOR A LONG TIME. AND I INVITE YOU TO THE COUNTRY OF THE VERB, FOR A MORPHOLOGICAL ANALYSIS. SO YOU WILL BRING YOUR THOUGHTS IN ORDER AND YOUR THOUGHTS AND HELP THE VERB!

   Margelova Evelina

   
   
   

   Morphological analysis of the verb.

   Remember the morphological order

   parsing any part of speech.

   Remember the permanent and non-permanent signs of the verb.

   
   

   Parsing order

   Morphological analysis

   • What question does it answer.

   2. Form the initial shape.

   3. Specify permanent signs:

   ( kind, conjugation )

   4. Indicate non-permanent signs:

   ( time, person, number, gender (past tense)

   5. Determine which member of the proposal is.

   
   

   Work with the textbook.

   Ex. 244

   
   
   

   Test

   1. What does the verb mean?

   1) Subject.

   2) Sign of the subject.

   3) The action of the subject.

   2. What questions does the verb answer?

   1) Who? what?

   2) What? which? which? which?

   3) What does it do? What did you do? what will do?

   3. What member of the sentence is the verb?

   1) Main member.

   2) Minor member.

   4. How many tenses do verbs have?

   
   

   Check yourself!

   
   

   Thank you for your attention

   kingdom of the verb

   
   

   Homework

   1. Choose from a textbook on literary reading sentences where the verb would be used in the forms of the present, past and future tenses.

   2. Work on your oral scientific speech.

   3. Pick up riddles, work on phraseological units.

   The idea of ​​the project arose at the end of the 5th grade. Studying the topic "Verb" in grade 5 is difficult. Taking into account the age and physiological characteristics of students (low level of attention, reduced concentration, increased fatigue, seasonal mood swings, etc.), taking into account that the school year is coming to an end and the cognitive activity of students is reduced, the teacher decided to apply the project methodology. The implementation of the project made it possible to intensify the work of students in repeating what they learned on the topic "Verb". In the course of the project, the students repeated everything learned on this topic, in addition, they fixed the basic rules of spelling and punctuation when selecting tasks, because words, phrases and sentences for their tasks, the wording of the tasks was chosen by themselves. This is a pair project. Working in pairs required tolerance for each other, the ability to argue a decision, to listen to the opinion of a friend. That is, together with the expansion and deepening of practical skills, the formation of the communicative competence of students takes place.

   Grade 5 PROJECT VERB.doc

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   The project "We call on the verb" Completed by students of the 5th grade of the MBOU "Ulyun secondary school named after S. Khamnaev" under the guidance of Lamuyeva O.Zh., teacher of the Russian language and literature 1. Brief summary of the project. The project on the creation and design of thematic exercises on the topic "Verb" in the Microsoft Office PowerPoint program was carried out by students of the 5th grade of the MBOU "Ulyunskaya secondary school named after S. Khamnaev" under the guidance and supervision of the teacher of Russian language and literature Lamuyeva O.Zh. The idea of ​​the project arose at the end of the 5th grade. Studying the topic "Verb" in grade 5 is difficult. Taking into account the age and physiological characteristics of students (low level of attention, reduced concentration, increased fatigue, seasonal mood swings, etc.), taking into account that the school year is coming to an end and the cognitive activity of students is reduced, the teacher decided to apply the project methodology. The implementation of the project made it possible to intensify the work of students in repeating what they learned on the topic "Verb". In the course of the project, the students repeated everything learned on this topic, in addition, they fixed the basic rules of spelling and punctuation when selecting tasks, because words, phrases and sentences for their tasks, the wording of the tasks was chosen by themselves. This is a couples project. Working in pairs required tolerance for each other, the ability to argue a decision, to listen to the opinion of a friend. That is, together with the expansion and deepening of practical skills, the formation of the communicative competence of students takes place. This project made it possible to move away from authoritarianism in education, was focused on the independent work of students. With the help of this method, students not only received the amount of knowledge in the Russian language, rhetoric, computer science and ICT, but also learned to acquire this knowledge on their own, use it to solve cognitive and practical problems. Independent activity made it possible to solve the problem of multi-level computer training of students, because. each couple worked at their own pace, mastering their feasible skills and abilities. Students have real conditions for educating self-criticism, teaching introspection and reflection. They listened with great attention to comments from classmates at the next lesson when analyzing the work, analyzed the scoring in one or another column of the card. The implementation of the project made it possible to organize practical activities in an interesting form for students, directing efforts to achieve a significant result for them. And they saw the result both at the final lesson, after listening to the announcements of classmates about the work, completing the exercises, and at subsequent lessons and at the beginning 1

   Grade 6: Their work was offered to students from other grades and was highly appreciated. And the teacher got an excellent opportunity to observe the performance of work, the manifestation of the qualities of character of his students. Statement of a creatively significant problem that requires an integrated 2. Content of the project. a. knowledge, research search for its solution: two weeks before the lesson, students are faced with the problem: how to most effectively repeat what they learned on the topic “Verb”? As a result of the discussion, the students put forward a proposal to repeat the topic during the execution of some computer program. The teacher invites them to create their own work in Microsoft Office PowerPoint using a hyperlink to one of the subtopics of the "Verb" topic. In the Microsoft Office PowerPoint program, students in grade 5 have already worked in class during the school year, created small works, completing mini-projects on the Russian language and literature. The use of a hyperlink was new to them, but it was this feature that aroused their greatest initial interest. b. named after S. Khamnaev” (2016-2017 academic year) c. Project duration – 2 training weeks d. The main stages of the project Stages of project development Organizational forms of cooperation Project participants: students of the 5th grade of the MBOU "Ulyunskaya secondary school" Purpose project topics - each pair has its own topic (1. The basic concept of a verb. 2. Continuous and separate spelling of a particle not with a verb. 3. Writing tsya and tsya 4. Form of tense for verbs, etc.). Goal setting. Building an activity plan: Thinking through the course of activities, the distribution of tasks in the work, taking into account the chosen position Research. Data collection using a 5th grade Russian language textbook, Russian language reference books in the classroom, the Internet. Analysis and data processing. Interpretation of results. Drawing up work in the Microsoft Office program Creative groups - pairs of students Group work, brainstorming, workshop Problem group 2

   actions Reflection Analytical Correction Control and correctional PowerPoint using hyperlinks Comparison of planned and actual results, generalization, conclusions - consultation with the teacher. Analysis of successes and mistakes, search for ways to correct errors. Preparation of the defense of the work, using the ZUN received in the oral lessons, the announcement of the offer in direct contact. Choice of rhetor and laboratory assistant. rhetoric: Preparation of the oral Final Defense of the project Presentation of the content of the work, substantiation of the conclusions of the speech; Teacher's consultation Conversation, consultation, individual group reflection Integrated lesson of the Russian language, rhetoric, informatics and ICT "We call on the verb." 3. Practical, cognitive significance of the expected results: the students suggested that the result would be 8 works in the Microsoft Office PowerPoint program on the topic “Verb” (8 pairs of students), during the preparation of which each pair would repeat in sufficient depth what was studied on one of the subtopics of the topic "Verb". In the course of completing the work in the final lesson, the whole class will effectively repeat what they have learned on the topic “Verb”. 4. The planned result of the work: the creation and design of thematic exercises using the oral Microsoft Office PowerPoint program and the presentation of the announcement of the offer in direct contact. 5. The project is interdisciplinary, internal, paired, of medium duration. 3

   The final stage of the project Integrated lesson of the Russian language, rhetoric, informatics and ICT "We call on the verb." Grade 5 The purpose of the lesson: 1. Summarizing what has been learned on the topic "Verb" (Russian) and "Announcement" (rhetoric) through the defense of projects. Lesson objectives: 1. Check the ability of students to independently create and present an oral announcement in direct contact. 2. Check students' knowledge on the topic "Verb". 3. To develop students' independence and ability for self-organization. 4. Contribute to the development of the creative potential of students. 5. Create conditions for the formation of adequate self-esteem and assessment of classmates in students. 6. Contribute to the formation of communication skills, the ability to work in a team. Course of the lesson: Organizational moment. Announcement of the topic and objectives of the lesson: 1. 2. within two weeks you created your work in Microsoft Office PowerPoint on the topic "Verb". Today at the lesson we sum up the results of your great work. Our lesson will be held in two stages: 1) At stage I, your task will be to present your work within 1.5 - 2 minutes so that the rest of the students in the class want to work with it. To complete the task, you must apply the skill gained in rhetoric to independently create and present an oral announcement in direct contact. Classmates will evaluate your performances by putting points on the evaluation card. 2) At stage II, you will sit down at the computers and in a circle, starting with the work of your left neighbor, do the exercises prepared for you by your classmates, evaluating them in the assessment card. 3. Rhetoric - speeches of couples (1.5 2 min) with an oral announcement of an offer in direct contact. The rhetor makes an announcement, the laboratory assistant demonstrates slides of work. The rest of the couples evaluate the performance by putting points from 1 to 5 on the evaluation card. PHOTO Group 1: (Molonov Andrey - rhetor, Balaganova Luda - laboratory assistant) (Appendix No. 2) Molonov Andrey: We want to present you a work on the topic "Spelling and tsya in verbs." This topic is sometimes difficult, but if you do our exercises, you will know it better. At the end of the work, 2 surprises await you - a funny poem for this rule and one more. Happy to work for you. Group 2 (Molonov Tamir - speaker, Molonova Vanessa - laboratory assistant) (Appendix No. 3) 4

   Molonov Tamir: We invite, we invite, we invite, we invite! Sit down rather at the second computer, open the "5th grade" folder, find the work "Not with a verb." An amazing meeting with the verb awaits you, a repetition of the theme “Not with the verb”. On the first slide, click on the "loudspeaker" sign and listen to the message. When you begin to perform the exercise, you will easily find out whether you are doing it right or wrong, not only the drawing, but also the music will support or warn you. Group 3: (Togmidon Namsaray - speaker, Bazarov Tamir - laboratory assistant) Togmidon Namsaray: Would you like to know something interesting? Do you want to remember the forgotten? Then we are waiting for you to complete our tasks. When you complete all the tasks, you will know exactly when it is written, when it is not written with a verb. And we will help you - we will cheer you up with our voice. Group 4: (Kolmakov Vadim - speaker, Garmaeva Arina - laboratory assistant) Kolmakov Vadim: And we want to present you a very difficult topic: how to determine the conjugation of a verb. We suggest you go from task to task. In addition, we have a reminder if you forgot how to determine the conjugation of a verb. If the verb ends in it, then go here, and if this is an exception, then go to this icon, and if it ends in at, ot, et, etc., then click this icon. Good luck to you! Group 5: (Altana Bayandueva - speaker, Artem Badmaev - laboratory assistant) (Appendix No. 1) Altana Bayandueva: Ladies and gentlemen! We invite you to play an exciting game consisting of 2 levels on the theme "Not with a verb". Colorful slides will surely interest you, and emoticons will help you determine whether you are right or not. And at the end of the work, you will be able to evaluate yourself on your own, put the assessment that you deserve. All the best! Group 6: (Nadya Kolmakova - speaker, Artem Zapalaev - laboratory assistant) (Appendix No. 4) Nadya Kolmakova: Dear classmates! We invite you to our program. With the help of exercises selected for you, you will be able to repeat the tenses of verbs. And when you get tired, you can have fun, relax - you will be offered a very interesting task. Teacher: Dear friends! Your attention is an interesting game. When you complete the tasks, you will be able to remember a lot about the verb: what a verb is, what questions it answers, where the name of this term came from and something else - we will not reveal all the secrets. If you answer the question of the game correctly, such a funny face will make you happy, and if you answer incorrectly, this sad little man will upset you. Play our game and you will become literate. 4. Russian language. Independent work of students, the performance of classmates and their assessment in the card. All works have been moved to the desktop of computers in the computer class, 1 work per computer. The task of students is to complete the tasks of their classmates in 2 minutes and evaluate their work. After completing the tasks on one computer, the couple moves to another computer and performs similar work. PHOTO Summing up on the topic "Announcement" (rhetoric), "Verb" (Russian language). Evaluated by all groups, except for the speaker, according to a five-point system. № Aesthetics Complexity Literacy Additional Skill Volume 5