Russian language, grade 4
Brief summary of the project
The purpose of the subject "Russian language" in elementary school is to lay the foundation for the formation of a functionally literate personality, to ensure the language and speech development of the child, to help him realize himself as a native speaker.
Morphology is the most difficult section for a child, since its study presupposes the formation of certain mental operations, the ability to generalize, to abstract.
This project is being implemented in the Russian language lessons while studying the topic "Verb as a part of speech". During the project "Let's talk about the verb" we get acquainted with the topics: the verb as a part of speech, the grammatical features of the verb, the concept of conjugation of verbs.
When students work on the project, it is expected to develop skills for independent work, the development of self-educational activity in students, the ability to navigate the flow of information, the expansion of the range of opportunities for obtaining knowledge, all this refers to the necessary skills of a person of the 21st century.
As a result of participation in the project, students have the opportunity to: improve their literacy, expand knowledge on this topic, acquire independent work skills, as well as more successfully prepare for monitoring.
This project is focused on the implementation of state standards in the Russian language. Russian language. Native language: http://standart.edu.ru/attachment.aspx?id=306
Goals and objectives:
1. formation of literacy of students;
2. formation of students' interest in the Russian language;
3. expanding knowledge on this topic in the Russian language lessons;
4. acquisition of skills for independent work, teamwork;
5. teach to independently search for information and process it, find the necessary information in the media and on the Internet;
6. use this information when performing creative tasks in accordance with the learned rules;
7. replenish the active vocabulary of children;
8. develop public speaking skills;
9. cultivate respect for the native language.
The project is designed for three weeks: (15 hours) 3 training sessions; 5 group and individual work (consultations); 6 hours of independent work; 1 hour - final lesson.
The project consists of 4 stages:
Stage I - preparation and planning of work
Stage II - project implementation
Stage III - analysis and execution of the received materials
Stage IV - presentation of the project (lesson presentation)
4 groups of students participate in the project: "Historians", "Contemporaries", "Literates", "Practitioners".
Each group explores and implements its direction, prepares a presentation that it presents at the final lesson. Also, the product of the group's activities will be: bookmarks; information sheets (tables, charts); tests; baby books with materials of oral folk art, in which there is an explanation of obsolete verbs; compiling a dictionary with words and verbs studied according to the program with developmental tasks (crosswords, puzzles, etc.); certificates of honor to the best participants of the project.
Questions guiding the project
Fundamental question
Is it important to be literate?
Problematic issues
Question for historians: Is it difficult to understand old fairy tales?
Question for contemporaries: How to learn to write correctly?
Question for literate people: What is stored in the dictionary?
Question for practitioners: What will help us avoid mistakes when writing?
Study questions
Questions for historians:
1. When did verbs appear in Russian?
2. What did the word verb mean?
3. How have the meanings of verbs changed?
4. In what literary genres are there references to the verb?
Questions for contemporaries:
1. What do we already know about the verb?
2. How is the particle NOT spelled with verbs?
3. What is conjugation?
4. How are unstressed personal endings of verbs written?
Questions for literates:
1. What is the meaning of dictionary words verbs?
2. How are these vocabulary words used in speech?
Questions for practitioners:
1. How is the particle NOT spelled with verbs?
2. How to determine the conjugation of verbs?
3 How are unstressed personal endings of verbs written?
Project details
Necessary basic knowledge, skills, abilities
1. Have certain knowledge on the topic of the verb:
a) to distinguish the verb from other parts of speech
b) be able to find verbs in speech
2. Have networking skills
3. Have presentation skills
Learning activities
1. Description of the project, setting goals, discussion of the action plan and deadlines - 1 hour
2. Activation of knowledge on the topic of the project:
a) What do we know about the verb? - 1 hour
b) Acquaintance with the spelling of the particle Not with verbs - 1 hour
c) Acquaintance with the indefinite form of the verb - 1 hour
d) Introduction to verb conjugation - 2 hours
3. Meeting of smart people - 1 hour
4. Game "Runners" - 1 hour
5. Conducting research - 4 hours of independent work
6. Analysis and systematization of the collected material, registration - 2.5 hours
7. Final event - 1.5 hours
Project plan
Project preparation and planning stage
1st week
1. Familiarization of students with the starting presentation on the project "Let's talk about the verb."
2. Acquaintance with the necessary books, electronic materials, some links to Internet resources, recommendations for the project.
3. Acquaintance with the terms of the project, the schedule of consultations and classes for conducting and completing work on the project (the project is designed for 3 weeks: 3 hours - lessons, 5 hours - group and individual work, consultations, 7 hours - independent work, 1 hour final class).
4. At the parent meeting, inform parents about the participation of children in the project, familiarize them with the goals and objectives of the educational project. (Booklet for parents of students, prepared by the teacher).
5. Formation of groups for participation in the project, taking into account the chosen areas of work and the desire of students.
6. Discuss with students the products of group activities (how the results will be presented), these can be: booklets; bookmarks; information sheets; presentations; baby books with materials of oral folk art, in which there is an explanation of obsolete verbs; compiling a dictionary with words and verbs studied according to the program with developmental tasks (crosswords, charades, etc.).
Project stage
2nd week
1. Drawing up and discussion of a work plan in consultations with each of the created groups.
2. Determine the main sources and ways of searching for information that need to be recorded in a timely manner in the accounting sheet for the resources used.
3. Consultation on the implementation by students of independent research and tasks of the teacher on the topic of the project.
The stage of analysis and processing of the received materials
3rd week
1. In consultation with each group, analyze and systematize the collected material.
2. Arrange the results of research, the collected materials in accordance with the requirements of the teacher. Prepare a public presentation in the form of a presentation (prepared by each group); bookmarks; information sheets; presentations; baby books with materials of oral folk art, in which there is an explanation of obsolete verbs; compiling a dictionary with words and verbs studied according to the program with developmental tasks (crosswords, charades, etc.).
3. At the consultation, each group reports on the work done, receives the necessary recommendations for further work in the project.
Project presentation stage
1. Together with the teacher, prepare a scenario for the final lesson in the form of a presentation lesson.
2. Conducting a lesson-presentation.
3. Conduct a reflection of the project participants (analysis of the results, assessment of the quality of work of the project participants). Evaluate the work of students and summarize.
Project implementation
Stage I - Preparation and planning of work.
1. At the first lesson, students got acquainted with the starting presentation.
2. Taking into account the wishes of the students, 4 groups were formed: "Historians", "Contemporaries", "Literates", "Practitioners". The role of each group in the course of work on the project is explained. The groups are formed in such a way that each group would have at least one "specialist" from each area of activity.
3. The guys are familiarized with the list of recommended books, electronic materials, links to Internet resources, and recommendations are also given for the project. Discussed with students the products of group activities, how the results will be presented: bookmarks; information sheets; presentations; baby books with materials of oral folk art, in which there is an explanation of obsolete verbs; compiling a dictionary with words and verbs studied according to the program with developmental tasks (crosswords, charades, etc.).
4. At the parents' meeting, parents were informed about the participation of children in the project, familiarized with the goals and objectives of the educational project. (Booklet for parents of students)
Stage II - Project implementation
Compiled and discussed with the students at the consultations a work plan in each of the created groups, the deadlines for completing the work of students. We identified the main sources and methods of information search. A recommendation is given to record all the sources of information used in a timely manner for their evaluation (list of resources used). Each group was given a task and the necessary recommendations for preparing the necessary materials: making baby books, presentations, bookmarks, cards, material for group and individual work. Adjustment of work plans in groups.
Stage III - Analysis and execution of the received materials
At this stage, the material collected by the children was analyzed and systematized. The guys received recommendations on the selection of material for presentations and publications, recommendations on design (reminded about the criteria for evaluating the relevant publications). We formalized the results of the research, the collected materials in accordance with the requirements of the teacher. Prepared a public presentation in the form of a presentation (prepared by each group); Reported on the work done at the consultation. The students were given the necessary recommendations for further work in the project.
Stage IV - Presentation of the project
Prepared with the students the scenario of the final lesson in the form of a lesson-presentation. Conducted a presentation. Reflection of project participants (analysis of results, assessment of the quality of work of project participants). Evaluated the work of students and summed up the work in the project.
Section I. From the history of the creation of the verb. It was a long time ago. There was a real mess in the words - no order! We tried to form some words. Became and so, and so, all badly turns out. "We can't do without a commander," the words decided. "Let's call on Morphology to help us!" - Which one of you designates the subject? Morphology asked the words. - We designate an object, - answered one. - What forms do you have? - Gender, number, case. - What can you do? - To be all members of the proposal, but first of all the subject and complement. - Stand under the banner of "Noun," ordered Morphology. - And we denote actions, we have a face, time, inclination, appearance, we can be a predicate! - reported other words. - Stand under the banner of "Verb", - answered Morphology. Then she collected and combined all the remaining words. Thus, with the help of Morphology, thousands of words, depending on their meaning, grammatical and syntactic functions, united under their banners.
Syntactic role PREDICIAL (what does it do?) The wind bends the trees. SUBJECT (what?) Learning is always useful. DEFINITION (what?) Zhilin did not lose hope (what?) to escape. ADDITION (what?) Man learns (what?) to understand nature. CIRCUMSTANCE (why?) I came back (why?) to admire the bay.
Section IV. Spelling rules for verbs. Spelling of vowels in verbal forms: a) verbs of I conjugation in the present and simple future tense in personal endings have vowels e and y(u); Reading, reading, reading. verbs of conjugation II - vowels and and a (ya); Get out, get out, get out. b) verbs in the 2nd person of the imperative, regardless of conjugation, can have only one suffix - and; Cf .: If you knock on the window, she will hear - the verb I of the conjugation in the simple future tense with the ending -et; Please knock on the window! - a verb in the imperative mood with the suffix -i and the suffix (or ending) of the plural -te; c) in the past tense, before the suffix -l, the same vowel is written as before -t in the infinitive; Wed: glue - glued; see - seen.
Ask Verbs Questions There is a very simple rule that always works. Ask a question when you write a verb and are in doubt where the letter "b" is and where it is not. What to do, what to do? If there is this letter in the question, it will also be in the end of the verb. For example: What to do? Check, roll over, cover up, walk, run, get lost, and so on. What does (will do), what do (will do)? There is no soft sign, the verb is (what is it doing?) in the 2nd or 3rd person, suggesting the action of someone specific. What is he doing? Turns over, walks, covers himself, shouts over, errs, and so on.
Section V. This is interesting. This is interesting. A verb without a root Such a verb exists in Russian! This is the verb to take out. It has a prefix you-, ending |т| and the suffix -nu- (expresses a one-time action), but, as you can see, there is no root! It disappeared as a result of the sound changes that the word has undergone. The verb to take out (to take out the imperfective) is a relative of the verbs to take away (to take away), to take (to take), to remove (to take off). All these related verbs have an ancient root -ya- with the meaning "to take". The composition of these words from a historical point of view can be depicted as follows: from-n-i-t, for-n-i-t, s-n-i-t, v-i-t.
Insufficient verbs Everyone who has ever used the verb win remembers his bewilderment: he will win, you will win, I ... will win? Will I run? Will I win? You have to use a substitute verbal construction: I will win or I will become a winner. This verb lacks the first person singular form, so the verb is deficient. And the verb to win became insufficient according to the law of euphony. But there are insufficient verbs that have become so because of the meaning. For example, the verb to ripen. We can say that cheeses ripen, watermelons ripen on melons, but we cannot ripen, which means that all personal forms of this verb, except for the third person, will be impossible. And this verb is not enough. In Russian there is also a verb that is always used in only one form - the verb is numb. It has no other time, and even an indefinite form.
Check yourself Find all the verbs of motion in the poem. Silence, written in a hurry You are in a hurry, and time is too. Rushing through the days: Past the mirror in the hallway - With a backpack at the ready. You're rushing to school with your briefcase, Rushing around the yard Like a cocky, cheerful, Naughty red ball. And then sedately with a folder You advance to the car Or you run, bypassing the crush, From the tram to the subway. Time is a tough coach! Year after year drives away. And already at the start, the Young tribe is a son and daughter. Well, you're sliding gracefully To the gray finish line, Rattle after them: "It's a shame, Today the speed is not the same!"
Subject:
"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
This 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.
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I |
Part of speech, general grammatical meaning and question. |
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II |
Morphological features: |
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A |
Permanent morphological features: |
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1 |
view(perfect, imperfect); |
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2 |
recurrence(irrevocable, returnable); |
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3 4 |
transitivity(transitive, intransitive); conjugation(I, II) |
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B |
Variable morphological features: |
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1 |
mood; |
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2 |
time(in the indicative mood); |
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3 |
number; |
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4 |
face(in the present, future tense; in the imperative mood); |
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5 |
genus(in the singular past tense and subjunctive mood). |
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III |
Role in the proposal(which member of the sentence is the verb in this sentence). |
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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 tenses. In the past tense, verbs change by gender and number.
Verbs I and II of conjugation differ in endings:
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Face |
I conjugation |
II conjugation |
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units h. |
pl. h. |
units h. |
pl. h. |
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1st |
-u (yu) |
-eat |
-u (yu) |
-them |
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2nd |
-eat |
-et |
-ish |
-ite |
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3rd |
-et |
-ut (yut) |
-it |
-am(yat) |
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):
be - was not, was not, were not; But: was not;
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.
This 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. lied - ?
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
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Horizontally |
Vertically |
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5. stormed |
31. rejoiced |
1. peer |
24. cheated |
15
Final quiz: "What did you learn about the verb"
- 1. What is a verb?
- 2. Name the permanent and non-permanent morphological features of the verb.
- 3. What are the types of verbs, and how can you determine which type a verb belongs to?
- 4. What is conjugation? What are the conjugations? How to determine the conjugation of a verb? Are there exceptions?
- 5. What are the inclinations? What is the second name of the conditional mood.
- 6. Name the main ways of forming verbs.
- 7. What language is the word verb borrowed from?
- 8. What is the frequency of use of the verb?
- 9. What science studies the verb?
- 10. How to correctly (firmly or softly) pronounce a consonant in a postfix-sya(s) in verbs.
16
Answers:
- 1. Part of speech denoting an action or state.
- 2. Permanent morphological features of verbs: aspect, reflexivity, transitivity, conjugation.
Non-permanent morphological features of verbs: mood, tense, number, person, gender.
- 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).
- 4.
Changing verbs by types, moods,
First conjugation: shave, lay.
- 5.
Indicative, conditional (subjunctive) and imperative.
- 6. Prefix, suffix, prefix-suffix, non-suffix, addition with a connecting vowel, addition without a connecting vowel, addition with simultaneous addition of a suffix.
- 7. From Old Church Slavonic.
- 8. Second (after nouns).
- 9. Aspectology.
10. Pronunciation of a hard consonant in a suffix -sya(s) V
verbs - a sign of the old (classical) pronunciation of stage speech, and soft - a sign of modern speech. Both pronunciations are correct.
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "FEDOROVSKAYA SECONDARY EDUCATIONAL SCHOOL No. 2 WITH IN-DEPTH STUDY OF INDIVIDUAL SUBJECTS
Information boom-2018
"A verb in Russian in the topic of cooking"
Abduragimova Patimat,
MBOU "Fedorovskaya secondary school No. 2 with in-depth study of individual subjects", grade 5
Scientific adviser:
Ivanova Alena Vyacheslavovna, teacher of Russian language and literature
MBOU "Fedorovskaya secondary school No. 2 with in-depth study of individual subjects"
Surgutsky district
2018
Introduction.
The verb is an unusual part of speech. It is unusual already in that it denotes an action, and therefore the verb has great potential for expressing countless actions that accompany a person and the diverse aspects of his activity (labor, social, economic, scientific, social, political, etc.), various natural phenomena. Therefore, the study of the verb will always be relevant.
In terms of frequency of use, the verb ranks second (after nouns). The total frequency list of 9 thousand words of verbs includes about 2500. The most frequent of them are
be able, say, speak, know, become, see, want, go, give, eat, stand, live, have, look, seem, take, understand, do, do, mean. It would be very interesting to consider how verbs are used in works of art and not only. That's why,purpose my job is to consider the role of used verbs in culinary recipes.Based on the goal, I have identified the following
tasks :Consider the concept of a verb in educational literature;
Analyze literary sources;
Analyze and systematize the material according to the sources of culinary recipes.
Object of study:
collections of culinary recipes.Subject of study:
verbs used in cooking recipes.Research methods:
study of literature, observation, analysis, systematization of the obtained results.Supposed
product research: a mini-dictionary of verbs used in culinary recipes, which can be used in Russian language lessons while studying the topic “Verb as a part of speech”.I
. Theoretical part.1. 1. The concept of the verb in educational literature.
I wanted to start my research work with the words of the famous Soviet writer A. Yugov: “The verb is the most fire-breathing, most lively part of speech. In the verb flows the scarlet, freshest, arterial blood of the tongue. Why, the purpose of the verb is to express the action itself!
Considering the concept of a verb, one should refer to the educational literature.
Verb - this is an independent part of speech that describes any activity or state of an object (living being). For example:go, acquire, become, sleep, take, call, discover, think and so on.To find out whether the word is a verb, you need to ask one of the questions: “What to do?”, “What to do?”.
All verbs in our language have an indefinite (initial form or
infinitive ).It differs from other verb forms in the following ways:
infinitive
is a verb listed in the dictionary;initial form
has formative suffixes- ti; - t; - whose. Example:bake, read, fly, etc.indefinite form
is able to preserve only such properties as form, transitivity and recurrence.Verbs are divided into perfect and imperfect types:
Perfect verbs
(SV) - give an answer to the question: "What to do?".For example,
read, write, open and so on.The perfective verb means that the action has already been completed and cannot be continued. Such a verb has only two forms of tense: past and future ("
What did they do? and "What will you do ?»).Imperfect verbs
(NSV) - give an answer to the question: "What to do ?».For example,
hear, drink, travel and so on.An imperfect verb is marked either by a continuous action, or by one that is constantly repeated. That is, we are not able to determine the period of completion of the action.
NSV verbs have all three tense forms: past, present and future (“What did you do?”, “What are you doing?”, “What will you do?”).
In addition to the listed properties, the verb has such an attribute as transitivity (intransitivity).
transitive verb
- This is a verb that indicates an action that goes to an object. From such verbs, you can ask a question to a noun or pronoun in the accusative (v.p.) or in the genitive case (r.p.) (without a preposition).Eg:
put (what?) a pen (ch.p.); did not bring (what?) milk (r.p.) and etc.All other verbs that do not match this parameter are named as
intransitive.Reflexive verbs
- these are those verbs that have a suffix ending -sya (sya). Example: to dry, wash, bathe, hold on, etc.All those verbs that have no endings
- sya (sya) are irrevocable.Conjugation
- these are transformations of the verb depending on the number and person, while the endings of the verbs change.Verbs have 2 categories of conjugation, which differ in the following endings:
1
2
- ish; - it; - them; - at (yat); - ite.Having correctly determined the conjugation, it will not be difficult to write the ending of the verb.
Thus, the verb is an important part of the Russian language. If we study it correctly, then we will be able to skillfully state all our intentions and actions, both on paper and orally.
1.2. The role of verbs in literary works.
There are excellent examples of the use of verbs of speech in
. For example, V. Rasputin in the story "Deadline" on three randomly selected pages uses about 20 different verbs of speech, thoughts, feelings, repeating only the word twicesay. These are the verbs:remember, ask, speak, know, explain, laugh, confess, suggest, grumble, wave, prick, get angry, get angry, ask, complain, praise, say, advise, smack.Having considered the works of Russian literature, the following roles of verbs in texts can be distinguished:
The verb saturates the text with color;
Animates the text;
Expresses a state, feeling, perception;
Transmits odors, tastes;
Speaks text.
Consider the role of verbs in the text on the example of works of Russian literature.
Color:
1. But alreadygetting dark rivers. (A. Tvardovsky)2. And again deep
turn blue heavenBetween the refreshed forests. (I. Bunin)
3.
turns white a lonely sail in the blue mist of the sea. (M.Yu. Lermontov)4. In the garden
red rowan bonfire burns ... (S. Yesenin)5. Already
blushes autumn maples. (A. Maikov)6. All trees
shineIn multi-colored attire. (K.Balmont)
7. Red brush
rowan lit up
. (M. Tsvetaeva)8.
Silver frost withered field. (A. Pushkin)9.Liquid
Gilded Sunset splattered gray fields. (S. Yesenin).Odors, taste:
1.
smells late grass. (A. Tvardovsky)2. Triumphantly
smells lilac. (Sun. Christmas)3.Oh, how are you
fragrant then, long ago, far away. (I. Severyanin).4.
Something warmSomething ripe
blows
from our lane. (A.T. Tvardovsky).5.I
smells tarry youngBirch leaf.
Revitalizes:
1.
smiled sleepy birch trees disheveled silk braids. (S. Yesenin)2.Sticky smell
blows sagebrushAsleep
bird cherry in a white cape (S. Yesenin)3. Evening. Do you remember, blizzard
angry (A.S. Pushkin)4. Already the sky in autumn
breathed ... (A.S. Pushkin)5.
Dissuaded golden groveBirch cheerful language. (S. Yesenin)
6. The sun in the morning in the well of lakes
Glanced
- there is no month ... (S. Yesenin)7.
Danced, cried spring rain,The storm has died down. (S. Yesenin)
Sound:
1.A outside the window
rustle poplars. (A.A. Akhmatova)2.
howled terribly and beats tail. (M.Yu. Lermontov)3.
Don't scream , distraught: “Rise up” (A.A. Akhmatova)4. Blue May. A glowing warmth.
Will not ring
ring at the gate. (S. Yesenin)5.
Noisy Aragva before me. (A. Pushkin)6.
Progemela storm,murmured,fading away
rumbles . (Sun. Christmas)7.It
didn't beat . Didn't scream . (S.Ostrovoy)8.Beetle
buzzed. (A. Pushkin)Feelings:
1.I l
jubilee you, life,I
I love you again and again. (K.Vanshenkin)2. Panna
cries and mourns ,He kisses her knees. (A.S. Pushkin)
3. There will only be ears of horses
Oh master of the old
grieve. (S. Yesenin)4. You are under the window of your room.
Grieving
, as if on chesah. (A. Pushkin)5. And getting stronger
yearn songsUnder the frog squeak in the straw. (S. Yesenin)
designate an action
.The verb saturates the surrounding words with color, conveys smells, tastes, enlivens and voices objects. Imperfective verbs denote an action that is not completed, perfective verbs convey an action that is completed, completed. Verbs add dynamism to the text. The use or non-use of verbs is one of the figurative and expressive means of speech.
II
. Practical part.Verbs accompany us in all areas of our lives. We meet with verbs all the time, and therefore it would be interesting to consider the role of the verbs used in culinary recipes.
I used a collection of culinary recipes that we had at home to consider this issue:
Olga Uvarova: "The Big Cookbook". – Eksmo, 2018.In the text of a culinary recipe, nouns and verbs are the most common, the adjective takes the third place. I have covered the use of verbs in the following sections of the cookbook:
Bakery;
hotter;
Snacks.
In chapter
"Bakery" I have highlighted the following words:1. Pie "Five Minute":
Cut, brush, arrange, mix, add, whisk, pour, bake, serve.
2. Cookies "Potato":
Grind, pour, pour, mix, put, form, lay out.
3. Cookies "Berries":
Skip, add, stir, mold, dip, sprinkle, spread.
In chapter"Hot" the following verbs can be distinguished:
1. "Meat with mayonnaise":
Cut, salt, beat, pepper, fry, grease, spread, lay, sprinkle, place, lay out.
2. "Liver in sour cream":
Cut, salt, pepper, roll, fry, shift, pour, stir, pour, add, boil, serve.
3. "Zucchini stuffed with cheese":
Peel, cut, remove, mash, add, stir, put, pour, bake, serve.
Chapter"Snacks":
1. Tomato salad with mayonnaise:
Cut, salt, pepper, sprinkle, garnish, serve.
2. Sandwiches with sprats:
Cut, fry, cool, spread, put, sprinkle, serve.
Thus, in the course of this work, a study was made of the role of verbs in culinary recipes.
During the work, 89 recipes from one source were analyzed. 48 verbs were found in them. Most often, for the preparation of a certain dish, the authors offer some actions. Usually,they appear in the form of the imperative mood of the verb.
After analyzing recipes, as well as the role of verbs, I concluded that verbs make the text of the recipe more accurate, dynamic, and also convey several actions that occur simultaneously.
Conclusion:
Much has been said and written about the richness of our native language. And yet you never cease to be amazed at how great his expressive possibilities are, how diverse the shades are here and how thin the lines between them are. How many wonderful features in the Russian language! (And sometimes bizarre). How many advantages over other languages!..
Thus, the main function of the verb isdesignate an action .
- The verb saturates the surrounding words with color, conveys smells, tastes, enlivens and voices objects.
- Imperfective verbs denote an action that is not completed, perfective verbs convey an action that is completed, completed.
Verbs add dynamism to the text, and verbosity serves to express peace. The use or non-use of verbs is one of the figurative and expressive means of speech.
The verbs in the recipes make the text of the recipe more precise, dynamic, and also convey several actions that occur at the same time.
I was interested in working with this topic, I would like to consider it further. And the resulting presentation product can be used in Russian language lessons when studying the topic "Verb" and students can be invited to become researchers themselves and work with culinary recipes, as a result of which it will be possible to expand this presentation. Thank you for your attention!
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 - " 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 THEY STUDY, WHERE THEY WORK, WHERE THEY 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 tense.
2. Work on your oral scientific speech.
3. Pick up riddles, work on phraseological units.
- 5.
Indicative, conditional (subjunctive) and imperative.
