Project on the topic verb part of speech. Project "Why are verbs needed"

Verb about verb

Subject, class

4th grade. 10 hours

Russian language. Repetition and generalization on the topic Verb

Literary reading. Poetic notebook "Nature and us"

Brief summary of the project

The educational project “To the verb about the verb” is intraclass, as it involves the participation of students of the same class, and interdisciplinary, since it combines the educational material of the sections “Parts of Speech” and “Poetic Notebook” of two subject areas: Russian language and literary reading. 10 hours are allotted for its implementation (two school weeks). Of these, 5 hours are Russian language, 3 hours are literary reading and 2 hours are individual and group activities, which meets the program requirements. The project is intended for 4th grade students studying in the Russian Language program, author T.G. Ramzaev and “Literary Reading”, author L.F. Klimanova. The project takes into account the age characteristics of students, is aimed at the formation of personal results, regulatory, cognitive and communicative educational activities and involves the organization of cognitive activity in conditions of maximum psychological comfort.

Relevance of the project

The topic "Verb" is one of the most difficult in the elementary school course. Particular difficulties arise for students in mastering the spelling of unstressed personal endings of verbs. The basis for studying this topic is knowledge of the material on the following topics from the 3rd grade curriculum:

"Verb as part of speech"
"Changing verbs by tense"
"Determining the gender of past tense verbs and spelling gender endings"
"Infinitive"
"The infinitive form of the verb is the initial form"

Traditional teaching methods provide only formal passage of educational material, do not arouse proper interest in studying the subject among students, and therefore cannot ensure high learning efficiency.

This project, through active cognitive, creative and gaming activities, allows you to:

repeat and summarize the educational material on the above topics, necessary for the subsequent more effective mastery of the topics “Conjugation of verbs”, “Spelling of unstressed personal endings of verbs”, and also consolidate the concept: means of expressiveness of language - metaphor, personification, comparison, phraseological expression, epithet the subject “Literary Reading”, avoiding passive perception of educational content that tires children;

through the organization of independent research activities with works of art from the section "Poetry Notebook" on the topic "Nature and Us", to achieve a deeper and more lasting assimilation by students of concepts on the topic "Verb", to show students the importance and necessity of knowledge and skills on this topic for further successful training;

organize work to advance the studied material in literary reading, since the project involves independent acquaintance with lexical-semantic groups of verbs, which will allow children to avoid difficulties when studying this material in the 5th grade;

include students with different levels of training in independent activities to acquire knowledge, ensure an active position in the learning of all students in the class;

show students the value of the Russian language, form an attitude towards works of art as the art of words, the need for reading poetic works, instill a love for nature and their native land;

solve the modern problem of lack of communication between peers, children and parents, since in the project the children will help each other, parents will also be involved in communication with children about the project, which helps create an atmosphere of cooperation, mutual assistance and camaraderie in the classroom;

help students master various ways of searching, collecting, processing, and analyzing information in accordance with the assigned tasks;

develop students’ creative abilities, create a sense of self-confidence and success, which is important for raising a harmonious personality.

Project goals:

generalization of knowledge about the grammatical features of the verb, its role in the language; identifying the figurative and expressive “possibilities” of the verb in works of art;
formation of communicative competence of students (development of competent oral speech, both monologue and dialogic), formation of moral and aesthetic feelings, as well as development of the ability for creative activity.

Planned results.

Personal results:

Awareness of the beauty and value of the native language;

Development of motivation to acquire new knowledge;

Understanding the importance of a positive communication style and developing collaboration skills;

Development of independence and responsibility;

Meta-subject results:

The ability to plan and evaluate educational activities in accordance with the task, to find means for its implementation;

Mastering the initial forms of self-observation and self-assessment;

Skills in searching, collecting and processing information;

Willingness to listen to the interlocutor, express one’s opinion, resolve disputes and conflicts, and negotiate with each other;

Subject results:

The ability to find verbs in a text based on their meaning and grammatical features and role in a sentence;

The ability to determine the tense of a verb and its number, its gender in the past tense form;

The ability to find the initial form of a verb without changing its appearance;

The ability to correctly use verbs in speech;

Knowledge of lexical and semantic groups of Russian verbs;

Knowledge of the specific meaning of concepts: means of artistic expression - personification, metaphor, comparison, epithet;

The ability to analyze a literary work for the presence of expressive means of language and use them in one’s own speech.

Project plan

Questions guiding the project

Fundamental question: How can you burn people's hearts with a verb?

Problematic question: What is the fate of the word "verb"?
1. Study Question: What does the verb mean?
2. Study Question: What questions does the verb answer?
3. Study Question: What is the role of a verb in a sentence?
Problematic question: What can a verb do?
1. Study Question: What lexical and semantic meaning of groups of verbs are found in poetry?
2. Study Question: How to determine the tense of a verb?
3. Study Question: When can a verb's gender be determined?
"Problematic question: When does a verb hide its true face?
1. Study Question: What is the infinitive form of a verb?
2. Study Question: When should you say “dress” and “put on”?
3. Study Question: What types of figurative and expressive means of language are there?

Project business card

Teacher publication

The booklet is intended for an open lesson as a gift to colleagues who attended the event. This booklet is a reminder, as it contains information useful for organizing work on a project on the topic “Verb” and is used for sharing experience.

Teacher presentation to identify student ideas and interests

This presentation is multifunctional and can be used both at the beginning of the project as an introductory presentation, and at the final one for use by colleagues in subsequent work for the purpose of exchanging experiences in order to create a clearer understanding of the project activities. At the initial stage, the presentation will help students independently assess their level of preparation on the project topic and identify their needs for acquiring new knowledge.

An example of a student project activity product

Formative and summative assessment materials

The purpose of the assessment strategy: ensuring control over the implementation of project objectives.

Assessment objectives:

determine how a student masters the skills of acquiring and using knowledge in a project;
develop the ability to independently evaluate the results of your actions, control yourself;
motivate students to succeed.

Evaluation of student activities in the project is carried out on a three-point scale in order to simplify calculations and save time when calculating points, since the personal score of the participants and the group score are made up of several common points: the participant’s personal score in accordance with the evaluation criteria, the score for completing the quiz and the control test." Check yourself!" No. 2, points given by the teacher and the group to the participant, points given to oneself. In addition, the overall group score consists of everyone's total personal score and the group's performance score. In a three-point system, “3 points” means “very good”, “2 points” means good, and “1 point” means “can be better”, there is no “bad” mark at all, i.e. you can try, make efforts, strive for a better result, which helps create a comfortable environment and helps maintain the psychological health of students.

Formative assessment

Assessment results

State educational institution

Secondary school No. 000

Kirovsky district of St. Petersburg

on the topic

“The verb is “the most fiery, most living part of speech.”

Project completed: 6th grade

Project leader: , teacher

Russian language and literature

Saint Petersburg

Introduction.

The verb is an unusual part of speech.

The verb is an unusual part of speech. It is unusual in that it denotes an action, and therefore the verb has enormous 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.

In terms of frequency of use, the verb ranks second (after nouns). The general frequency list of 9 thousand words of verbs includes about 2500. The most frequent of them are be able, say, talk, know, become, see, want, go, give, eat, stand, live, have, look, seem, take, understand, do, do, mean.

Main part

High aesthetic value of the verb.

The purpose of my work is to prove that, in addition to the richness of the verb, it also has high aesthetic value, which many writers have specifically paid attention to.

Here is one of the most striking statements of the famous Soviet writer
A. Yugova: “The verb is the most fiery, lively part of speech. The scarlet, freshest, arterial blood of the tongue flows in the verb. But the purpose of the verb is to express the action itself!”

Verbs of speech.

You can give excellent examples of the use of verbs of speech in fiction. For example, V. Rasputin in the story “The Deadline” on three randomly selected pages uses about 20 different verbs of speech, thoughts, feelings, repeating only the word twice say. These are the verbs: remember, ask, speak, know, explain, laugh, admit, suggest, mutter, wave, prick, get angry, become enraged, ask, complain, praise, say, advise, smack.

The artistic effect is enhanced if adverbs characterizing the verbs are added to the verbs of speech: agreed in surprise, interrupted in fear, asked reasonably, said cheerfully and so on.

The expressiveness of the language is achieved not only by the selection of new verbs, but also by the use of verbs distinguished by prefixes ( say, finish, express, understate, retell; ask, interrogate, interrogate, interrogate, interrogate). Especially many prefixed verbs are formed from the verb speak: speak- “start talking”; sentence– “to speak, accompanying any action”; talk- “pronounce, say”; stipulate– “to set some conditions in advance”, “to bring charges against someone”; dissuade– “to convince not to do something”, “to stop talking”; persuade- “to convince someone”; talk– “to say something a lot”, “to falsely accuse someone”, etc.

Verbs of labor.

There are an endless number of proverbs and sayings about work:

If you don't work hard, you won't get bread.

Labor feeds a person, but laziness spoils him.

Patience and a little effort.

Labor money feeds forever, etc.

How did language “respond” to this most important area of human activity? What words exist in the language to fully reflect the greatness of human labor?

Let's remember the most common words denoting work activity: work, do, labor. And every industry has its own words: in agriculture - plow, sow, mow, harrow, rake, reap, weed, clean, thresh, dig and etc.; in construction – build, plaster, asphalt, concreting, paint, whitewash, knead and etc.; in home life - cook, clean, wash, wash, bake, wipe, rinse, squeeze, cut, iron, soak, salt and etc.

But even with a large number of verbs of labor, they still do not cover the entire variety of labor activities. For example, we can name the most common professions: teacher, doctor, engineer, turner, mechanic, director, accountant, conductor, artist, architect, cook, foreman, cashier, artist etc. - and we see that there are no verbs denoting actions associated with these professions, and in this case we are forced to use descriptive phrases: I work as a doctor, teacher, architect etc. Available verbs like turn, do metalworking do not mean “to work as a turner or mechanic,” but only “to be able to perform turning or metalworking work.”

The conclusion suggests itself: most job titles do not have corresponding verbal denotations. This has its own expediency. Professions are called nouns, their number is constantly increasing, not every noun - the name of a profession can be formed into a verb, therefore, to denote a person’s work activity in the Russian language, as a rule, descriptive phrases are used, consisting of a general “labor” verb work+ name of profession ( I work as an artist, cook, accountant and so on.).

Verbs of sound and color.

Sounds surround us everywhere. We wake up to the loud ringing of the alarm clock, they start clap doors, outside thunders passing truck, in the kitchen are thundering dishes.

And how many sounds we will hear in the forest! Discordant sing birds, playful murmurs Creek, they make noise hundred year old pine trees, rustles foliage, and yours is loud knocks heart from the overwhelming joy of communicating with nature.

The wonderful Russian writer A. Melnikov-Pechersky, describing the forest and its beauty in his novel “In the Forests,” creates a vivid picture of flowering grasses and different sounding voices.

“All the trees are in full sap, all the herbs are blooming and fragrant. Everywhere you look, there are flowers, flowers, and flowers... There turns yellow St. John's wort, turn blue dark blue bells and a center of bright emerald green turns white incense bath and they turn red Drupe berries.

The forest voices moan and groan, incessantly are crackling in the tall grass there are grasshoppers and fillies... like a chimney blows black yellow... squeak hazel grouse, pitifully cuckoo cuckoos and different voices are fun chirping waxwings, robins, woodlarks and other small birds...”

Speaking about sounding verbs, one cannot help but remember. Researchers of his work noted that the poet was always stingy with adjectives. There are stanzas in which adjectives are almost completely absent, and in this case verbs become the ideological and artistic center of the text.

Poet Sun. Rozhdestvensky, analyzing the poem “Winter Evening,” draws attention to how he describes the blizzard. The image of a blizzard (storm) is first given through visual impressions:

The storm covers the sky with darkness,

Then, like a beast, she will howl,

Then he will cry like a child

Suddenly the straw rustles,

The way a belated traveler

There will be a knock on our window.

The entire passage is full of movement, life, and this is achieved by Pushkin thanks to the masterful use of verbs. What does a storm do? She “covers the sky”, “howls”, “cries”, “rustles the straw”, “knocks on the window”. It is impossible not to notice that almost all verbs have the prefix behind-, which tells them, on the one hand, the meaning of the beginning of the action, and on the other, the unified musical rhythm of the stanza.

The poet S. Marshak also writes about his love for verbs:

“Verbs, magnificent, energetic, effective, permeate the entire description of the Battle of Poltava:

The regiments closed their ranks,

Arrows scattered in the bushes.

Cannonballs roll, bullets whistle;

Cold bayonets hung down.

Sons beloved victories,

The Swedes are rushing through the fire of the trenches;

Worried, the cavalry flies;

The infantry is moving behind her..."

The power of the Russian verb.

An amazing property of the Russian verb is its ability not only to name an action, but also to show how it proceeds in time. And it proceeds in an unusually varied manner: it can take a long time ( jump, push, shout, think, listen), but can happen at once ( jump, push, shout, flash), can indicate the beginning of an action ( sing, scream, get sick, thunder) or, on the contrary, its end ( to finish singing, to finish, to finish, to finish, to finish reading), may indicate an action brought to a certain result ( read, cook, whiten, rebuild, fry), or occur from time to time, with some interruptions ( stir, walk, feed, read), or an action limited in time ( sit, lie down, read, talk).

There are many meanings, but it is already obvious that these unique meanings arise when either a new prefix or a new suffix, or sometimes both, is added to a verb. So, for example, from the verb play Almost all the values mentioned here can be formed: to play, to play out, to win, to play out, to win back and etc.

It was this property of the verb that delighted word artists. Thus, he wrote: “... the Russian language is unusually rich in expressing natural phenomena... Indeed, what wealth for depicting the phenomena of natural reality lies only in Russian verbs that have types! Swim, swim, sail, sail, swim, sail, swim; swim away, swim away, swim up, swim up, swim up, swim up, swim, swim..."

The same idea was repeated by a remarkable poet of the early twentieth century: “The power of the Russian verb lies in what school grammarians call species. Let's take four verbs of the same root: become, put, stand, become. From them using attachments before, at, for, from etc., and about 300 verbs can be formed with “multiplicity” suffixes... These are: become, become, get up, get up, insert, get, get, get, get etc."

Thus, like many other Russian writers, he saw the ability of a verb to attach various prefixes and suffixes to itself as a powerful means of enriching the Russian language with verbs.

Conclusion.

The word “verb” in Ancient Rus' meant speech in general. So in V. Dahl’s dictionary the following definition is given: “A verb is human speech, intelligent speech, language.” But this is just a definition.

In my work, I wanted to show how great the figurative power of the verb is when writers and poets use it in their works. This is what he writes about the verb

: “Movement and expression – the verb – are the basis of language. Finding the right verb for a phrase means giving movement to the phrase.” So this movement is directly related to the high aesthetic value of the verb.

In conclusion of my work, I want to say that now for me the verb is not just a part of speech, but “the most living part of speech.”

Subject:

"Verb"

Completed by a student..... class

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

hands etc.:

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

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

Verb…………………………………………………………….. 3

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

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

Plan for morphological analysis of the verb...................... 4

Constant morphological features of verbs….. 4

View…………………………………………………... 4

Transitivity……………………………………….. 5

Conjugation………………………………………….. 6

Inconsistent 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 exciting………………………………………....... 12

Puzzles ………………………………………………………. 12

Crossword …………………………………………………… 13

Answers to the crossword puzzle…………………………………… 15

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

Answers…………………………………………………… 17

Verb.

“Verbs are the most fiery, most living 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.

Verb as part of speech.

Verb is part of speech denoting an action or state and used in a sentence primarily as a predicate. The grammatical meaning of an action or state is concretized in one or another system of grammatical categories inherent (in a given language) to grammar and, in their totality, distinguishing it from other parts of speech of the same language. These grammatical categories are expressed in 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, sometimes, pointing with its form to a certain “actor”, 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). If there is 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 “I write”, and “you write”, and “writes”, and “we write”). In many languages, G., having.

Plan for morphological analysis of the verb.

I	Part of speech, general grammatical meaning and question.
II	Morphological characteristics:
	A	Constant morphological characteristics:
		1	view(perfect, imperfect);
		2	repayment(non-refundable, returnable);
		3 4	transitivity(transitive, intransitive); conjugation(I, II)
	B	Variable morphological characteristics:
		1	mood;
		2	time(in the indicative mood);
		3	number;
		4	face(in the present, future tense; in the imperative mood);
		5	genus(in the singular past tense and subjunctive mood).
III	Role in sentence(which part of the sentence is the verb in this sentence).

Constant morphological features of verbs.

View.

View- a verbal category showing the nature of the course of action over time, expressing the relationship of the action to its internal limit, result. Category kind is inherent in all verbs of the Russian language in any form. Verbs have two types (perfect and imperfect). The type can be determined using the question asked to it (what to do? - imperfect view, what to do? - perfect).

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

Transitivity

Transitive verb (lat. verbum transitivum) - a verb that comes into combination with a noun in the accusative case in the meaning of the direct object of the action (patient). It is grammatically opposed to 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 addition of an object of action. Without it, action is impossible (they usually eat “something”).

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

I'm coming- the verb is intransitive, since attaching an object of action is impossible (in fact, you can “eat something”, but you cannot “go something”).

The meaning of intransitivity is that 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- changing verbs by aspect, mood, tense, number, person and gender. Verbs are conjugated only in the indicative mood in the present and future tense. In the past tense, verbs change according to gender and number.

Verbs of I and II conjugations differ in endings:

Face	I conjugation		II conjugation
Face	units h.	pl. h.	units h.	pl. h.
1st	-u (yu)	-eat	-u (yu)	-them
2nd	-eat	-yeah	-hey	-ite
3rd	-et	-ut (ut)	-it	-am(yat)

In order not to make a mistake in writing the unstressed personal ending of a 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.

The II conjugation includes:

a) verbs ending in – it(except for words lay, shave): nose it- nose look , 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

And depend and endure.

You will remember, friends,

They cannot be conjugated with -e!

Variable morphological features of verbs.

Mood.

Moodin linguistics- grammatical category of the verb. It represents a grammatical correspondence to the semantic category of modality (reality, hypothesis, unreality, desire, motivation, etc.), however, in a number of languages, mood can 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 actual actions, but desired, possible ones.

Verbs in the imperative mood denote an inducement to action (request, order), that is, they do not denote an actual action, but a required one.

Word formation of verbs.

When forming verbs, three morphological methods of word formation are productive to varying degrees: prefixal, suffixal and prefix-suffixal.

Prefix method verb formation is the most productive. From any prefixless verb, by attaching a prefix to it, it is possible to form a new verb with a different connotation in the lexical meaning (cf. run - run in, run out, come running, 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 range, which makes it easier to understand the meaning of the prefix (cf.: stick - unstick, as well as synonymous prefixes 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 method verb formation is used when forming verbs from nouns and adjectives, as well as from pronouns, numerals and interjections. Suffix -nicha- (-icha; -a-) used when forming verbs from names of persons with the meaning “to do something, to act like someone”: lo-hole-nothing, fraud-nothing, shoe-nothing. Suffix -ova- (-eva-) and its derivatives -stvova-, -irova-, -izirova- form verbs from nouns meaning “to do something”: advice, domination, debate, collective control. Verbs are formed from nouns and adjectives using a suffix -And- meaning “to create a known quality or state”: litter, whiteness. From adjectives it is possible to form verbs with a suffix -e-, meaning “to become, to become such and such”: old, weak; the suffix is less commonly used -well-: blind, well, strong, well. Verbs are formed from interjections with a suffix -i- (oh-ah-t, ah-ah-t) and its variant -ka-- from interjections and onomatopoeic words (meow-ka-t, ah-ka-t), as well as the suffix -well- (ah-well, clack-well).

Prefix-suffix method verb formation is less productive. A variation of this method is to use the suffix -yva- (-iva-) and affix -xia in combination with attachments: walk - walk, sleep - sleep(in the latter case we can talk about the prefix-postsuffix method).

A culture of speech. Correct use of verbs.

Orthoepic norms.

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

Accent often “moves” from verb to particle Not in past tense forms (except for the feminine form):

be - was not, was not, were not; But: was not;

give - didn’t give, didn’t give, didn’t 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: I didn't drink.

Verb in the text.

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

For example, in a narrative that depicts sequential events (one action has ended, another follows it, a second follows a third, etc.), perfective verbs are usually used in the past tense form (what did you do? came, brought, cut, divided, put).

Imperfective verbs in narrative texts are often used in the beginning to generally characterize the situation in which the action will unfold (what did you do? lay, looked, thought).

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 device with the help of which it is created presence effect: the actions seem 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 unusual just by its name. The word verb is borrowed from the Old Church 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. Ogarev. Pushkin’s lines from the poem “Prophet” are well known:

Arise, prophet, and see and listen,
Be fulfilled by my will,
And, bypassing the seas and lands,
Burn the hearts of people with the verb.

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

Linguistic science that studies the verb, or more precisely, how the verb describes a situation, how this situation is structured and how it exists in time is called aspectology.

It's exciting.

Puzzles.

Interesting part of speech
Lives in Russian.
Who does what, will tell:
He draws, writes, or sings.
Embroidering or plowing,
Or scores a goal
Cooks, fries, washes, cleans -
He will tell us everything...(verb).

What are objects without me?

Only names.

And I'll come-

Everything will come into action.

A rocket is flying.

People build buildings.

The gardens are blooming,

And grain grows in the fields.(verb)

He brings objects to life,

Involves them all in the matter,

tells them WHAT TO DO

He strictly monitors this himself.

He has three times

And he knows how to hide.

Many schools are being built for children,

So that everyone knows about...(verb)

Crossword.

QUESTIONS vertically:

1. peer - ?

2. passed - ?

3. flashed - ?

4. reborn - ?

6. upset - ?

7. eat - ?

8. possessed - ?

9. knows - ?

12. bent down - ?

17. fenced - ?

19. got stubborn - ?

22. enveloped - ?

23. mumbled - ?

24. cheated - ?

25. enraged - ?

26. hidden - ?

27. devoured - ?

30. express - ?

33. I appeal - ?

35. convince - ?

37. detained - ?

38. shoot - ?

40. seduced - ?

42. started - ?

44. shop - ?

47. lied - ?

QUESTIONS horizontally:

5. attacked - ?

10. reason - ?

11. turn off - ?

13. memorize - ?

14. sparkled - ?

15. I'm confused - ?

18. guess - ?

20. crackle - ?

21. picked up - ?

26. cajoled - ?

28. provide - ?

29. accompany - ?

31. rejoiced - ?

32. boasted - ?

34. wagged - ?

36. studied - ?

39. promotes - ?

41. will save - ?

43. thought about it - ?

45. collected - ?

46. pull in - ?

48. dig up - ?

49. left - ?

50. aim - ?

ANSWERS TO THE CROSSWORD

Horizontally		Vertically
5. stormed 10. think 11. we will pay off 13. memorize 14. beamed 15. I'll talk you into it 16. read 18. figure it out 20. chatter 21. teased 26. cajoled 28. guarantee 29. accompany	31. rejoiced 32. put on airs 34. dissembling 36. studied 39. helps 41. save 43. got into it 45. collected 46. involve 48. overroy 49. drove away 50. send	1. peer 2. retreated 3. caught fire 4. resurrected 6. will upset 7. smart 8. had 9. knows 12. bent 17. isolated 19. balked 22. enveloped 23. babble	24. cheated 25. angry 26. concealed 27. gobbled 30. formulate 33. I appeal 35. persuade 37. arrested 38. seduce 40. beckoned 42. started 44. buy 47. lied

Final quiz: "What have you learned about the verb"

1. What is a verb?
2. Name the constant and inconstant morphological features of the verb.
3. What types of verbs are there, and how can you determine which type a verb belongs to?
4. What is conjugation? What conjugations are there? How to determine the conjugation of a verb? Are there exceptions?
5. What inclinations are there? What is the second name for the conditional mood?
6. Name the main ways of forming verbs.
7. From what language is the word verb borrowed?
8. Where does the verb rank in terms of frequency of use?
9. What science studies the verb?
10. How to pronounce a postfix consonant correctly (hard or soft)-sya in verbs.

Answers:

1. A part of speech that denotes an action or state.
2. Constant morphological features of verbs: aspect, reflexivity, transitivity, conjugation.

Variable morphological features of verbs: mood, tense, number, person, gender.

3. Perfect and imperfect. The type can be determined using the question asked to it (what to do? - imperfect view, what to do? - perfect).
4. Changing verbs according to types, moods,
First conjugation: shave, lay.
1. 5. Indicative, conditional (subjunctive) and imperative.
  1. 6. Prefix, suffixal, prefix-suffixal, suffixless, addition with a connecting vowel, addition without a connecting vowel, addition with the simultaneous addition of a suffix.
  2. 7. From the Old Church Slavonic language.
  3. 8. Second (after nouns).
  4. 9. Aspectology.
10. Pronunciation of a hard consonant in a suffix -sya V

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

“The concept of a verb” - GAME ““Nouns” “Adjectives” “Verb”. Endless field. To go ashore, determine which letters are missing in the words? See you later, Fox. How does a verb differ from other independent parts of speech? How are the texts different? Fill out the table: What do you already know about the verb? What should school students do?
“Thing in verbs” - Research objectives: Morphemics. Scientists' points of view on the component -т(-ти) in the infinitive. The basic unit of morphemics is the morpheme. In accordance with this understanding, -t/-ti, naturally, can be recognized as an ending. Suffixes are always placed after the root. Find out whether the infinitive form of the verb has an ending.
“NOT with verbs” - I stomped! 5th grade. Or maybe elephants are settled above me?! I had to sweep. I sat down for my homework yesterday. Learn the rule “Spelling does not use verbs.” I had to sweep up. WILL NOT get sick. You won't catch it. He walks on the ground, but does NOT see the sky. DOESN'T eat. "Power of love". DOES NOT know DOES NOT. Nothing hurts, but everything groans.
“Aspect and tense of the verb” - The mistress abandoned the bunny. Match the verbs of the non-formal past tense to the picture. I'll take the little goat to the green garden early in the morning. And then let's go back to mom! Let's fly over the forests. Match the owl verbs to the picture. type of past tense. Choose your own verbs. type past, present and future tense.
“Reference legal systems” - View the found document. Legal navigator. ATP 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 6th grade” - If the Volga was and is called mother, then the Ural is called father. Self-control. Assignment: 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.

MBOU "Verkhnezhirimskaya Secondary School" Creative project in the Russian language: “His Majesty is a verb” Prepared by: 3rd grade student Ilya Klementyev
Project goal: To study the meaning of the verb in our speech. Project objectives: -Find proverbs with verbs. - Prepare a presentation. Methods: research
What is a proverb? This is a short folk saying with instructive content. What is a verb? This is a part of speech that denotes the action of an object. Verbs answer the questions what to do? What to do? What is he doing? What will he do? What did you do? What did you do? What will it do? And etc.
What role do verbs play in our speech? Verbs in speech denote movement, labor processes, color, sound, feelings, speech. Depending on the meaning, verbs are named as follows: Verbs of movement (roll, leave), Verbs of labor (sew, wash), Verbs of sound (rustle, rattle), Verbs of speech (tell, call), Verbs of color (sparkle, turn white), Verbs expressing a person’s feelings, his character, actions (grieve, miss).
Know how to speak, know how to remain silent. Speak yourself and listen to others. Hurry up with good, but evil itself will not hesitate. Scold, but don't fight. Speak and look around... Come to your senses early, start zealously. Keep your horse on a leash and keep your mouth shut. Don't hide from the priest or the doctor. Don’t ask the old one for experience, but the experienced one. During my research, I found proverbs with verbs:
Now I live In a small zoo And every day I am in the park: I wake up the kids for school in the morning, I feed them, I bathe them From feet to ears. I darn, iron, wash, I put away the toys for them, I clean them, I wash them, I spin them. I seethe, I praise and scold, I joke and grumble, This is how my PRESENT rushes, not sparing me at all. I found poems about verb tenses
I sang, danced, yawned over a book, collected flowers, dreamed of a miracle. But time fled, And soon I found out that I had become an adult and lost my childhood forever.
An interesting part of speech lives in the Russian language. Whoever does what will tell, Draws, writes or sings. Embroiders or plows, Or scores a goal. Cooks, fries, washes, cleans - the verb will tell us everything. What are objects without me? Only names. And I will come - Everything will come into action. A rocket is flying. People build buildings. The gardens are blooming. And bread grows in the fields. I see my task as To speak about any action, And my happy destiny is this - To be one of the main words in speech. The verb likes to read, make noise, seethe, seethe, play, work and dream, sew, live, whistle and sing. What should we do, friends? What should we do? We can no longer live like this: Without knowing verbs. The secrets need to be revealed, to know and study everything - that’s the task! And therefore, friends, it’s time to hit the road, May good luck await us!
We will open all the words with you, guess all the verbs. I will read the lines, and you will continue in unison. For example, in the forest a bear can loudly... Children love songs..., and the glutton loves a lot.... Sonya wants... in the morning, the liar wants... every minute. We love books..., different games.... All cats can..., but piglets can.... Cows like..., birds like high.... The sun can be hot... and there are fruits on the branches.... It can rain all day... and the tailor will give us a jacket.... You answered perfectly, you know the verb for “five”! Having worked as usual, we all need... ! I found a game with verbs:
Completing my research, I concluded that: The verb, as a part of speech denoting an action or state of an object, changing according to tenses, persons and numbers, plays a major role in the Russian language. When we build sentences, they contain words with meanings of an object and its action or state of action. And these words are called the main members of the sentence.
Thank you for your attention!