Study microbes or microbes? Animation of nouns. Animate and inanimate objects - the rule

Nouns have a constant morphological sign of animation.

The sign of animateness of nouns is closely connected with the concept of living / inanimate. Nevertheless, animation is not a rank in meaning, but a proper morphological feature.

All morphological features are characterized by the fact that they have a typified formal expression - they are expressed by formative morphemes (endings or formative suffixes - see morphemic). Morphological features of words can be expressed

1) intra-word - formative morphemes of the word itself ( table-Ø - tables),

2) extra-verbal - formative morphemes of agreed words ( new coat - new coats),

Both of these means of expression can be presented together. In this case, one grammatical meaning is expressed several times in a sentence - both intra-verbally and extra-verbally ( new table-Ø - new tables).

Animation as a morphological feature also has formal means of expression. Firstly, animateness / inanimateness is expressed by the endings of the noun itself:

1) animated nouns have the same plural endings. numbers V. p. and R. p., and for nouns husband. genus, this also applies to units. number;

2) inanimate nouns have the same plural endings. numbers V. p. and I. p., and for nouns husband. genus, this also applies to units. number.

Nouns are presented in Russian with hesitation in animation: their V. p. can coincide with both I. p. and R. p., for example, (I see) micro-s / micro-s, describe character-i / character-s, creatures-o / creatures-Ø;

Feminine and neuter nouns that have only singular forms do not formally express animation ( youth, students), they are not formally characterized by animation.

Animation has extraverbal expression: the ending of an adjective or participle agreed with the noun in V. p. differs depending on the animateness or inanimateness of the noun, cf .: (I see) new students, but new tables.

The out-of-word expression of the animation of nouns is more universal than the intra-word one: it expresses animation even if the noun is immutable: (I see) beautiful madam, but nice coat.

The animacy of most nouns reflects a certain state of affairs in extralinguistic reality: animate nouns are mainly called living beings, and inanimate - inanimate objects, however, there are cases of violation of this pattern:

Animation, as already mentioned, is a constant feature of a noun. At the same time, it must be borne in mind that different meanings of one word can be differently designed according to animation, for example: I see genius(person) - appreciate genius-Ø (mind).

Gender as a morphological feature of a noun

Nouns have a constant morphological gender and are masculine, feminine or neuter.

The main expression of the morphological gender is extra-verbal - the endings of adjectives that agree with the noun, participles in the position of the attribute and words with a non-permanent sign of the gender in the position of the predicate, primarily the verb in the past tense or conditional mood, as well as a short adjective or participle.

The masculine, feminine and neuter gender includes words with the following compatibility:

Male

new student has arrived-Ø

Female

a new student has arrived

Average

big window open

Some nouns ending in - a, denoting signs, properties of persons, in I. p. have a double characterization by gender, depending on the sex of the designated person:

your-Ø the ignoramus has come-Ø,

your-I'm ignorant came-a.

Such nouns are general kind.

There are nouns in Russian that designate the name of a person by profession, which, when designating a male person, act as masculine words, that is, they attach agreed words with masculine endings; when they denote a female person, the definition is used in the masculine gender, and the predicate is used in the feminine gender (mainly in colloquial speech):

the new doctor has arrived-Ø (male),

new doctor came(female).

These words are “candidates” for a common gender, their gender is sometimes called transitional to a common one, but in dictionaries they are characterized as masculine words.

In Russian, there are about 150 words with a hesitation in gender, for example: coffee- masculine / neuter gender, shampoo- masculine / feminine.

Plural only nouns ( cream, scissors) do not belong to any of the genders, since in the plural formal differences between nouns of different genders are not expressed (cf .: desks - tables).

Thus, the main expression of the gender is extra-verbal. Intra-word gender is consistently expressed only for nouns - substantiated adjectives and participles: watch, ice cream, canteen: in the singular forms, these words have endings that unambiguously indicate their generic affiliation. For nouns of the II declension of the masculine gender and the III declension of the feminine gender, the whole system of their endings is specific, but as for the endings of individual case forms, they may not be indicative, cf. table-Ø - night-Ø.

For all inanimate nouns (and there are about 80% of such nouns in the language), the gender is conditional, in no way connected with extralinguistic reality.

Among animate nouns - the names of persons or animals, the gender is often associated with the gender of the designated creature, cf .: mom - dad, son - daughter, cow - bull. However, it is necessary to understand the difference between the grammatical attribute of gender and the non-grammatical attribute of gender. So, in Russian there are animate nouns of the middle gender ( child, animal), in nouns - the names of animals, male and female individuals are often called the same ( dragonfly, crocodile), among the words - names of persons, there is also not always a correspondence between gender and gender. Yes, the word individual feminine, although it can denote both a woman and a man (see, for example, A. S. Pushkin: Someone wrote to him from Moscow that a famous person should soon enter into a legal marriage with a young and beautiful girl.).

A certain difficulty is the definition of the gender of compound words (abbreviations) and indeclinable nouns. They have the following rules.

Generic characteristic abbreviations depends on what type the given compound word belongs to.

The genus of abbreviations formed by adding the initial parts ( supply manager), the initial part of the first word with the uncontracted second ( savings bank) and the beginning of the first word with the beginning and/or end of the second ( trade mission → trade mission), is determined by the generic affiliation of the main word in the original phrase: good organizational work, Russian trade mission, new savings bank.

A genus of abbreviations consisting of initial sounds ( GUM) or letters ( Moscow State University), as well as abbreviations of a mixed type, in which the initial part of the first word is connected with the first letters or sounds of other words ( head office), is ambiguous. Initially, they also acquire the gender of the main word in the original phrase, for example, Bratsk HPP. However, in the process of use, the original generic characteristic is consistently preserved only by abbreviations from the first letters of the original phrase. Abbreviations, consisting of the first sounds, behave differently. Some of them acquire a generic characteristic in accordance with the appearance of the word. Yes, the words BAM, university, Ministry of Foreign Affairs, NEP, registry office and some others became masculine words and acquired the ability to decline according to the second declension, like nouns of the type house. Other abbreviations ending in a consonant with a core word of the middle and feminine gender may have fluctuations: they can have a generic characteristic in accordance with the gender of the main word and at the same time not be inclined ( in our ZhEK) or, leaning, used as masculine words ( in our Housing Office). Abbreviations ending in a vowel are not inflected and are predominantly neuter ( our RONO - district department of public education).

Indeclinable nouns, getting into the Russian language or being formed in it, should acquire a generic characteristic, which will manifest itself only when choosing adjectives, participles and verbs that agree with the noun.

There are the following patterns in the choice of generic characteristics by such nouns: the gender depends either on the meaning of the word, or on the gender of another Russian word, which is considered as a synonym or as a generic name for this unchangeable word. Different criteria are leading for different groups of nouns.

If a noun denotes an object, then it usually acquires the characteristics of a neutral gender: coat, muffler, subway. However, feminine avenue(as the street), kohlrabi(because it cabbage), coffee- with hesitation - masculine / neuter, masculine - penalty, euro.

If a noun denotes an animal, then it usually refers to the masculine gender: chimpanzee, cockatoo. Exceptions: iwashi, tsetse- feminine gender (because herring, fly).

If a noun denotes a person, then its gender depends on the gender of this person: words monsieur, couturier masculine, as they denote men; the words madam, mademoiselle feminine, because they denote women, and the words vis-a-vis, incognito common gender, as they can denote both men and women.

If a noun denotes a geographical object, then its gender is determined by the gender of the Russian word, which denotes the type of object: Tbilisi masculine, because city(masculine), Mississippi feminine, because river, Lesotho neuter, as it state. All of the above applies only to indeclinable words, therefore Moscow- a noun is not masculine, but feminine, although it is a city, since it is changeable.

Have you ever heard words that were put in inappropriate cases? Surzhik sins with this - mixed speech from Russian, Ukrainian and Jewish words. This is due to the fact that the rules of declension in different languages ​​are different.

To correctly choose the case of nouns, you need to know what form they belong to.

Animate and inanimate nouns

Words misused hurt the ear. For their proper use, there are certain rules, not so complicated. In Russia, from ancient times, living and non-living things were changed in different ways in cases. When the language was systematized, it was determined that there are proper nouns and common nouns, animate and inanimate. Moreover, it is not always possible to independently determine what kind a particular word belongs to. The deceased is inanimate, does not have a soul, but the word is grammatically animated. But plants are alive - they grow, breathe. But inanimate. Why?

There is one aspect of this question that is rooted in mythology. In ancient times, people adhered to other ideas about the living and nonliving things. Hence the set of well-established expressions showing the inanimate nature of the sun (it looks out, gets up, sits down, wakes up, in fairy tales it is asked for advice, and it answers) and dolls (in games it eats, sleeps, walks, speaks, cries). Previously, they were really considered alive and this was reflected in linguistic forms. The word "corpse" has always been considered inanimate, because under it only the shell of the being is considered, while the personality is absent. How to identify animate and inanimate nouns?

rule

Since living and non-living answer different questions, it is good to use this method. Then check the result obtained. After that, we can refine our study in accordance with the exceptions that are better to remember.

1. So, first it is worth finding out who or what is in front of us. So in most cases, you can understand what type the word we need belongs to.

2. In the future, the plural of the desired word is put in the accusative case (for simplicity, it can be designated VP) and find out which case it coincides with. If with a nominative (IP) - this is inanimateness.

• Toys.
• Armchairs.
• Games.
• Noses.
• Nicknames.

If with a genitive (RP) - animation.

• Puppies.
• Birdies.
• Animals.
• Chickens.
• Friends.

Often this is enough to identify animate and inanimate nouns. The rule has exceptions.

living inanimate

These are dolls, Teddy bears, dogs, bunnies, robots and the like. That is, those toys with which they perform actions, as if they were alive. The existing forms of words will look like this:

• Dolls.
• Mishek.
• Zaichikov.
• Dogs.
• Robots.

Some symbols in games are also considered animated. This should be remembered:

• Kings.
• Valtov.
• Queens.

People who have died or perished are considered to be animate: suicide, deceased, deceased, deceased.

• Suicide.
• Deceased.
• Reposed.
• The dead.

There are many such words, but they are all animate. When it comes to a mortal shell (corpse, body, carrion, carcass) - this is already inanimate.

Fairy-tale and non-material characters (angels, demons, nymphs) are also animated. A regularity is observed: if in the people's mind something is alive - in the declension of such a word VP = RP.

living inanimate

A group, any set, a collection of people, animals or beings classified as living beings are considered to be inanimate. This is a crowd, an army, a people, a herd, a flock, a host. It is correct to say: "I see crowds, armies, peoples, herds, flocks, hosts."

All plants and fungi are inanimate. They have long been considered as food, and not as part of wildlife. Interestingly, some types of seafood (lobsters, oysters, lobsters) first appeared in Russia as exotic dishes. Therefore, in the recipes there is their declension according to the inanimate principle: boil the squid and cut it into the shape of noodles.

What is not visible to the eye is considered inanimate.

These are microorganisms, viruses, embryos, yeast, bacteria. There are interesting exceptions here, though. For example, the attitude towards an embryo changes when it becomes visible - in a test tube.

When it is impossible to determine animate and inanimate nouns

Examples showing the impossibility of attributing a word to a particular division:

• do automation,
• see the swordfish.

These words do not decline in numbers. When changing by cases, they have their own form of endings. Therefore, they are beyond animation.

Helper adjectives

Animate and inanimate nouns are determined by the form of the accusative case of agreeing adjectives. Examples:

• We saw a new student - we saw a new table.
• Stroked a beautiful puppy - stroked a beautiful blouse.
• Got big calves - got big trouble.

First, there is a phrase, where the accusative case is equal to the genitive (VP = RP), and then - the nominative (IP).

These adjectives will make it easier to distinguish between animate and inanimate nouns.

Own and common nouns

All proper nouns got such a name because they are the only ones of their kind. Usually these are names, but there may be nicknames and nicknames. If they find a match - it's rather nonsense. For such cases, there is the word "namesake", for example. Even if it is the nickname of an inanimate toy, it is still animated. There are also inanimate names. These are names given to an institution, work of art, or composition. There are also geographic names.

Common nouns - from the Old Slavonic "to name" (to name) - these are the names of groups of objects or concepts.

The table will help to change them by cases correctly.

Skills develop well when filling out such a table. You can fill it in by putting all the words in the accusative case, although this is not necessary. You can simply divide the sheet into four parts and write out the suggested words in groups.

Even better to deal with this topic will help special exercises.

Exercises

They will help to consolidate skills, how to identify animate and inanimate nouns, exercises. You need to substitute the correct word, choose the right case or check the spelling of the written phrase.

Exercise 1

Substitute the correct words in the following sentences.

• Coming to school, students see (teachers, director, new desks, posters, friends, duty officer, old doors, school crayons).
• Purchased for the city park (songbirds, carousels, benches, visitors).
• Being late for work, I had to catch up (a trolleybus, a tram, a familiar taxi driver).

Exercise 2

Choose the correct case in the following sentences.

• We housed (kittens) and gave (food bags) for them as well.
• Coming out into the clearing, we saw (boys and baskets of mushrooms).
• At the zoo, keepers feed (birds) and water (trees).

Exercise 3

Give examples of animate and inanimate nouns suitable in the following cases:

• Sitting at the table ... and dreaming.
• The doctors said that ... he was no longer breathing.
• Ours ... completely crumbled.
• How brightly this ... today burns.
• The old one… completely fell apart.

Lesson

In order for students to remember the above rules well, the teacher can devote a lesson to animate and inanimate nouns. It is good to use a scheme denoting the equality of cases.

Odush.	Inanimate
VP = RP	VP = IP

Recalling that the plural is being tested, as an exercise, you can suggest naming five animate and five inanimate nouns while looking at the picture. A photo of a puppy with a toy chicken in its mouth will do.

The resulting phrases will not always be correct, this is natural. But especially funny teacher can emphasize. Such a method "on the contrary" will help to remember the incorrect use of cases.

Examples of animate and inanimate nouns that are substituted for missing words will help to understand the rule well. For this exercise, write out in advance on a sheet of sentences with missing words. In their place, one of the suggested words written on the board should be inserted. The teacher makes sure that the students have different options: on one side of the board they are animated, on the other they are not.

As one of the options, the following set of words can be used:

Text suitable for this exercise:

The weather was beautiful on the weekend. The guys ran out into the yard. (?) fed and dressed up their (?). (?) did not attract such games, they launched (?) from the mountain. (?) and (?) pleased the old (?). “Where else can you find such (?),” they said, and were in no hurry to call their (?) and (?) home. And the guys have already taken (?) and (?) and made noisy (?).

The kids will love this lesson. The main thing is to prepare visual material and diagrams well. Good luck!

All nouns are divided into animate and inanimate.

Animated nouns- these are the names of people and animals: man, son, teacher, student, cat, squirrel, lion, starling, crow, perch, pike, insect.

Inanimate nouns- these are the names of all other objects and phenomena: table, book, window, wall, institute, nature, forest, steppe, depth, kindness, incident, movement, trip.

Note. Division of nouns into animate. and inanimate. does not fully reflect the division into living and non-living things that exists in the world. To animate nouns do not include, firstly, the names of trees and plants (pine, oak, linden, hawthorn, gooseberry, chamomile, bluebell), and secondly, the names of aggregates of living beings (people, army, battalion, crowd, herd, swarm). About words like virus, microbe, as well as a corpse, a dead person, a doll, etc.

Animate nouns are morphologically and word-formatively different from inanimate ones. Animate nouns - the names of female persons or animals - are often motivated by a word that names a person or animal without specifying its gender or (less often) names a male person or animal: teacher - teacher, student - student, student - schoolgirl, Muscovite - Muscovite, grandson - granddaughter.

Animated nouns, as a rule, have the morphological meaning male. or wives. R. and only a few - the meaning of the environments. r., while the belonging of a noun to one or another gender (except for median r.) is defined semantically: nouns husband. R. call a person or animal male, and nouns women. R. - female. Animated nouns. R. called living beings regardless of gender. This or the name of a non-adult creature ( child), or generic type names face, creature, animal, insect, mammal, herbivore.

Inanimate nouns are distributed among three morphological genders - masculine, feminine and neuter.

Paradigms of animate and inanimate nouns in the plural. hours consistently differ: animate nouns in plural. hours have the form of wines. n., coinciding with the form of the genus. P.; genus.p.: no siblings, no animals; vin.p.: saw brothers and sisters, saw animals. Inanimate nouns in plural hours have the form of wines. n., coinciding with the form of them. P.; them. P.: peaches, pears and apples are on the table; wines P.: bought peaches, pears and apples.

The belonging of words to the category of animate or inanimate reveals itself in a peculiar way morphologically. in the system of names, which in their lexical meanings combine the concepts of living and non-living. These are the following cases.

1) Nouns that name such objects that or do not correspond to the ordinary idea of ​​\u200b\u200ba living thing (names of microorganisms: virus, microbe, bacterium) or, conversely, are associatively identified with living objects ( dead man, dead man, doll), are used in the following way: the former tend to be used as inanimate ( observe, study bacteria, viruses, microbes and observe, study bacteria, viruses, microbes; the latter is preferable), the latter are used as animate ( our nets dragged a dead man. Pushk.).

2) Inanimate nouns applied to specific persons or to living beings acquire morphological signs of animation. These are derogatory type names. bag, oak, stump, cap, mattress usually with a defining pronominal adjective: our bag was deceived, you can’t push anything into this oak (stump), I saw this old cap, this mattress.

3) Words idol and idol in meaning (the one who is worshiped, who is adored) (when they are related to a certain person) act as animated: look with delight at one's idol, adore one's idol. The word idol in the meaning. (what is worshiped, imitated; ideal) appears now as animate, then as inanimate: To make an idol out of this old, useless person (L. Tolst.); no need to make an idol out of spelling (gaz.); but: How Desdemona chooses an idol for his heart (Pushk.). Noun idol in meaning (statue, statue, which is worshiped as a deity) in rare cases is used as animated: On the banks of the Danube, the Russians placed a wooden idol of Perun (A. N. Tolst.).

The words blockhead, idol, idol, used abusively in relation to a person, have morphological signs of animation: I don't want to see this fool; And in whom such an idol has ugly! (Sholoh.).

4) Words spirit(an incorporeal supernatural being) genius type when applied to a person, they act as animated: summon a spirit, know a genius, meet a strange type; I set him an example of German geniuses (Pushk.); Not the time to call out the shadows (Tyutch.)(word shadow used in the sense of "spirit, ghost").

5) Words naming animate objects, when used to refer to inanimate objects, may retain morphological signs of animation. These include: a) words reconnaissance, fighter, bomber, janitor(device for mechanical wiping of the sight glass): shoot down an enemy scout, bomber, put a janitor; b) the names of some dances and songs: Cossack, Kamarinsky(subst.): I will dance at your wedding(S.-Ts.); c) names of cars by brands, firms: Moskvich, Tiger, Zaporozhets". All these words can have both forms of vin. p., equal to them. p., i.e., refer the named objects to the category of inanimate, and forms of vin. p., equal to gender. p., i.e., refer called objects to the category of animate.

6) Words used in some games, in particular, in cards and chess; queen, jack, king, knight, bishop are declined like animate nouns: open jack, king; take an elephant, a horse. Following the pattern of declension, names such as jack and king change ace and trump: discard an ace; open the trump card.

Municipal educational institution "Krasnenskaya secondary school named after M.I. Svetlichnaya"

RUSSIAN LESSON IN GRADE 3

Animate and inanimate nouns

Primary school teacher

Skulova Valentina Nikolaevna

Class: 3

UMC:"Primary school of the XXI century"

Academic subject: Russian language

Topic of the lesson: "Animate and inanimate nouns"

Goals:

Subject:

To organize the activities of students to familiarize themselves with animate and inanimate nouns.

Metasubject:

cognitive: the ability to distinguish between animate and inanimate nouns;

regulatory: organize your activities; evaluate the results of their work in the lesson and the work of their comrades; detect and correct errors.

communicative: develop the ability to enter into a dialogue with a teacher, peers, participate in a conversation, observing the rules of speech behavior; formulate their own thoughts, express and justify their point of view, carry out joint activities in pairs, in groups, taking into account specific educational and cognitive tasks.

Personal: the formation of a positive attitude towards cognitive activity, the desire to acquire new knowledge, to promote the development of students' awareness of the practical and personal significance of the studied educational material.

Lesson type: training session for the study and primary consolidation of new material

Equipment:

1) general classroom - computer, projector, screen, presentation, cards with words;

2) for each student - a textbook, workbook, study supplies, cards for independent work, signal cards, self-assessment tables;

3) for group work - task cards.

Technological map of the lesson
		Teacher activity	Student activities	Universal learning activities
1. Organizational	The long-awaited call is given, The lesson starts. We start again Think, reason, laugh! Guys, I wish you that today's lesson is interesting and useful for you, so that together we repeat and consolidate what we already know and try to discover new secrets of the Russian language.	Organization of students, inclusion in the business rhythm.	Preparation for the perception of new material.	Personal: self-determination. Regulatory: goal setting. Communication: the ability to accurately express one's thoughts. Cognitive: search and selection of information.
2. Preparation for work at the main stage	Today at the lesson we are working with self-assessment sheets. After completing the task, evaluate your own work. Task type	mark
Calligraphy
vocabulary work
Independent work on options.
Group work.
Independent work on cards.
Game "True or False"

1. Calligraphy

1) Work in pairs

Take a close look at this entry:

big small,

dry -…

war - …

deep - ...

old - …

solid - …

If you correctly formulate and complete the task, you will find out what letter we will write today in a minute of calligraphy.

(It is necessary to choose words with the opposite meaning, antonyms)

That's right, pick up antonyms, but one condition, these words must begin with the same letter. (Slide 2)

Have you guessed what letter we will write in a minute of calligraphy? (letter m)

What sound does the letter m stand for? (consonant, voiced, unpaired in deafness-voicedness, it can be hard or soft)

2) Letter of letters M m mm

3) The letter of words with the double letter mm: kilogram, gram, sum.

4) Self-esteem.

5) Write down proverbs: A lot of snow - a lot of bread, a lot in ... dy - a lot of tr ... you.

Insert missing letters. Prove the spelling of the inserted letters.

2. Vocabulary work. (Slide 3) Write down the name of the pictures: bear, tomato, rocket, sparrow, teacher, saucepan.

Peer review (exchange notebooks)

What unites these words? (nouns)

What is a noun?

3. Divide words into groups according to a certain attribute. (Who what?)

What words answer the question who?

Which words answer the question what?

Actualization of students' knowledge: determining the level of knowledge. Motivating students to solve educational problems.

Introduction to the topic of the lesson.

Completion of a game task, fixing knowledge and ignorance, difficulties.

Self-esteem.

Mutual check

Classification of words according to a certain attribute.

Communicative: the ability to accurately express one's thoughts, fluency in speech in accordance with the norms of the Russian language.

General educational universal actions:

ability to listen carefully.

Boolean generic actions:

material analysis; conclusion-response.

Problem setting and problem solving steps:

formulation of the problem and the desire to solve it.

3. The stage of assimilation of new knowledge and methods of action.

1. Reading the rule from the textbook, p. 54

What new did you learn?

Determine the topic of our lesson. ( Animate and inanimate nouns(Slides 4, 5)

I have prepared tasks for you that will help improve your ability to distinguish between animate and inanimate objects, help develop memory, attention, and thinking.

Problematic situation.

Do you think the same noun can be both animate and inanimate? I suggest you do your research.

2. Decipher the words. (Slide 6)

Chains of words are given, for each word you need to select the first syllables, from them to make a new word.

kettlebell + slippers + rocket = .... (guitar)

muscles + boat = .... (mouse)

horns + fence = ... (rose)

owl + bath + cabbage = ... (dog)

goat + summer + owl = ... (wheel)

sieve + field + queen = ... (titmouse)

The resulting words written on the cards are fixed on the board.

guitar, mouse, rose, dog, wheel, tit

- First option write animate nouns, and second option write inanimate nouns.

The work is done independently.

What words did I write out? Why?

What words did the second option write out? Why?

Now let's check our answers. (slide 7)

What did you notice?

What is wrong compared to your answers?

(The words mouse and rose are written in columns 1 and 2)

Why do you think?

In the first column, what is the meaning of the word mouse? And in the second?

(in column 1 - an animal, in column 2 - a computer mouse)

What about the word rose?

(in 1 column - a girl Rose, and in the second - a rose flower)

Conclusion: in the Russian language there are many such words that are animate and inanimate. They change their lexical meaning depending on the sentence in which they are used. Such words have a specific name - polysemantic.(Slide 8)

Creation of a problem situation.

Clarification of the topic of the lesson.

Creating a problematic situation

Independent work on options

Self control.

Regulatory: goal setting.

Communicative: planning (determining the goal, functions, ways of interaction of students with a teacher and peers).

4. Physical education

And now I suggest a little rest.

Let's play word groups

Which one of you is ready to play?

Now words denoting objects will sound, having heard the word answering the question who? Do you clap your hands when you hear a word that answers the question what? make two jumps.

Window, pattern, bullfinch, snowdrift, deer, sled, beautiful, sparrow, fur coat, felt boots, driver, swallow, glass, Murka, walrus, ice floe, seal.

Organization of children's recreation

Completing tasks.

Regulatory:

self-regulation

5. Stage of consolidation of new knowledge and methods of action

1. "Magic transformations." Group work

And now I invite you to play the role of wizards, but do not forget, we have a Russian lesson, so we will turn it? ... What do you think? (the words)

1 group. - Given the words: braid, poppy, drop, dream What do these words have in common?

(These words answer the question what? These are inanimate nouns)

Form animate nouns from these words, replacing only one letter.

braid

goat

a drop

heron

inanimate

animated

2 group. Words given: strongman, mushroom picker, skier, footballer, fireman.

What do these words have in common?

(These words answer the question who? These are animated objects)

Form single-root inanimate nouns from these words.

What question should these words answer? (to the question what?)

force

strongman

mushroom

mushroomer

skis

skier

fire

fireman

inanimate

animated

3rd group. Find a word within a word: joke, fishing rod, seal, butterfly

2. Independent work (multilevel task)

And now the last task is offered to you, with the help of which I can check how much you have learned the material of today's lesson.

You have cards of two colors on the tables, you need to choose a task according to your strength.

Card #1

Words are given if the word answers the question who? above, write the letter O (animate objects), if the word answers the question what? write the letter H (inanimate objects).

Starling, house, bed, Olya, bucket, tiger, car, window, flowers, student, driver, goose, mushroom picker, TV.

Card #2

Words with missing spellings are given, it is necessary to insert the necessary letters, and then, after asking a question, write down the desired letter on top, if the word answers the question who? above, write the letter O (animate objects), if the word answers the question what? write the letter H (inanimate objects).

Spring ... on, in ... yes, frost ..., well ... raf, daughter (?) ka, h ... ynik, Deer ... ka, chick (?) chick, d ... horns, p ... cash, s ... nitsa, h ... ynik , to ... shade.

Choose a card, sign it and get to work.

Cards are checked after the lesson.

Organization of students to study new material; building a project to get out of difficulties.

Completing tasks.

Group work.

Differentiated work

Regulatory: forecasting, control in the form of comparison, correction.

Cognitive: logical universal actions: problem solving.

Communicative UUD:

cooperation, the ability to express one's thoughts with sufficient completeness and accuracy.

5. Warm-up for the eyes.

Electronic physical minute "Make a word"

Guessing letters. Word composition.

6. The stage of generalization and systematization of knowledge.

Words that answer the questions who? or what? represent features of objects.(red color - false statement, designate objects)

Words denoting objects and answering the questions who? or what? are called nouns.(green color - true statement)

Words that answer the question who? are animate nouns(green color - true statement).

Inanimate nouns answer the question who?(red color is a false statement, answer the question what?)

In Russian, there are words that can simultaneously answer the questions who? and what?(green color - true statement). Give examples of such words.

Such words are called antonyms.(red color - a false statement, polysemantic words, antonyms - words with the opposite meaning)

Generalization.

Independent work. Performing a self-test.

Regulatory: control, evaluation, correction.

Cognitive: general educational - logical (analysis, classification, summing up the concept, conclusion.)

7. Stage of information about homework.

1. Textbook. Ex. 2, p. 54. Repeat rule, p. 54.

2. Pick up and write down as many animate and inanimate nouns as possible on the topic “School”.

Organization of activities for the application of new knowledge.

Regulatory:

Ability to plan the necessary actions; control the process and the result of activity, make the necessary adjustments.

7.Reflection of activity (the result of the lesson)

What new did you learn in the lesson?

What did you learn?

Which task did you like best?

Where will you use the acquired knowledge?

Work with self-assessment sheets. Complete the sentence: At the lesson, I ....

Organization of reflection.

Implementation of self-assessment of their own educational activities, correlation of goals and results, the degree of their compliance.

Communicative: the ability to express one's thoughts with sufficient completeness and accuracy.

Cognitive: reflection.

Personal: meaning formation.

Animated nouns include the names of persons and animals: man, daughter, son, Vera, Petrov, Dima, duty officer, cow, goat, goose, starling, carp, spider, etc. These are mostly masculine and feminine nouns. Nouns of the middle gender are not numerous: a child, a creature (meaning "living organism"), a person (meaning "man"), words in -ische (monster, scarecrow, e), substantiated adjectives and participles (animal, insect, mammal). As a defining feature of animate nouns, the ability of the “objects” they call to move independently, to move, which inanimate objects do not possess, is often noted.
This semantic classification does not coincide with the scientific division of everything that exists in nature into living and non-living: in the science of nature, plants also belong to the living. It does not fit into the framework of the "everyday" understanding of the living and non-living. So, the words dead man, dead man, it would seem, contrary to logic, belong to animated nouns. (Boiled) duck, (roasted) goose in the grammar are also animate. This also includes a doll, a ball (in the language of billiard players), an ace, a trump card, a jack, etc. - words that have nothing to do with the living world. The category of inanimate includes nouns denoting a set of living beings (people, crowd, platoon, flock, swarm, group, etc.), as well as collective nouns such as youth, peasantry, children, proletariat, etc., denoting a set of persons.
The division of nouns into animate and inanimate is built not only on semantic grounds, but also on grammatical ones. The accusative plural of animate nouns is the same as the genitive, and for inanimate nouns it is the same as the nominative. Wed:
I see trees, mountains, rivers, clouds, I see people, cows, birds, insects,
flock of geese
buy cucumbers, notebooks, buttons buy sheep, pigeons, dolls
ate tangerines, ate oranges, chickens, crayfish
filed (fried) eggplant served (fried) partridge
In the singular, the distinction between animate and inanimate nouns is consistently expressed morphologically in masculine words. Wed:
animated nouns I will cook a goose, a rooster we see off a friend to put a guest
inanimate nouns
I will cook soup, broth we see off the steamer to plant potatoes
An exception is masculine words ending in -a. For them, as for feminine nouns, the accusative case does not coincide with either the genitive or the nominative. Wed: I. - a young man, a girl; R. - boys, girls; V. - a young man, a girl.
For animate neuter nouns, as well as for inanimate ones, in the singular the form of the accusative case coincides with the form of them. case. For example: Oh, how I love this empty creature \ - groaned Pavel Petrovich (Turgenev). The same is observed for feminine nouns with a zero ending in them. fall: see lynx0, mouse0.
A deviation from the basic norm of expressing the meaning of animation is the formation of wine forms. pad. pl. h. with a preposition in nouns - the names of persons expressing attitudes towards a particular social group: student, nanny, livestock breeder, etc. In constructions with the meaning "become (do) what" these words form the form of wines. pad. as inanimate nouns: promote to general, elect to academician, candidate for deputy, etc.
The names of microorganisms fluctuate between animate and inanimate nouns: microbe, bacillus, ciliate, bacterium, amoeba, etc. They have two forms of the accusative case: (study) microbes and microbes (examine) viruses and viruses (under a microscope); (destroy) bacilli i bacilli. In the professional language, such words are usually used as animate nouns, and in the non-professional sphere as inanimate ones.
One and the same noun in one of its meanings can refer to animate, in another - to inanimate. So, the names of fish in direct meanings are animated nouns: (catch) crucian. Used as the names of foods, they act as inanimate nouns: (eat) sprats, etc.
Animation / inanimateness is peculiarly manifested in the words blockhead, idol, idol, idol, etc., which figuratively denote people. In the meaning of “statue”, these words clearly gravitate to inanimate, and in the figurative meaning of a person, to animate nouns. True, this feature is expressed inconsistently. Compare: From shaving his beard, he creates an idol for himself (Saltykov-Shedrin) and ... make an idol out of this old useless person (L. Tolstoy).
The names of works of art based on their heroes act as animated nouns. Wed: call Rudin and read "¦ Rudin", etc.
Wed See also: see a snake, let (launch) a snake, I make a snake.
The names of the ancient gods are animate nouns, and the names of the luminaries homonymous with them are inanimate: to anger Mars, I look at Mars, honor Jupiter and see Jupiter, etc. ~
They are used as inanimate nouns such as image, character, acting as the names of characters in works of art: to create a strong character; characterize negative types and positive images. Compare: list the characters of the novel, the heroes of the fairy tale, the characters of the fable, but: bring out a comic character.