The main features of the verb. Can intransitive verbs govern nouns in V.p.

Reflexive verbs are those that have the postfix "-sya". Attaching this postfix affects the syntactic and semantic properties.

The transitivity of a verb lies in its ability to attach a direct object to itself. It can be expressed as a noun accusative without the preposition: "read a book." It can also be a noun in genitive case without a preposition, subject to the involvement of a part of the subject: “put salt”.

The verb in which there is a negation is also transitive: "not to hear laughter." Intransitive verbs do not have such opportunities: "crawl", "".

The verb can be perfect or not perfect look. The perfective verb symbolizes the completed action: "answer." The imperfective verb indicates the incompleteness of the action: "to answer."

The conjugation of a verb is its change in persons and numbers. There are two types of conjugation.

If the ending of the verb is unstressed, according to the first conjugation, all verbs are inclined not to “–it”. The exception is the verbs "shave" and "lay", they are also declined according to the first type. According to the second, verbs are inclined to “–it”, except for “shave” and “lay”, 7 verbs to “–et” and 4 verbs to “–at”. These verbs are: “twist”, “see”, “depend”, “hate”, “offend”, “watch”, “tolerate”, “drive”, “hold”, “hear”, “breathe”.

With a personal shock, he conjugates according to the following scheme. First conjugation first person: “I give / give”, second person: “give / give”, third person: “give / give”. Second conjugation first person: "sleep/sleep", second person: "sleep/sleep", third person: "sleep/sleep".

Variable morphological features

The mood of the verb is indicative, imperative and conditional. The indicative expresses real action that have happened, are happening and will continue to happen. The imperative reflects the motivation of the speaker to something.

Conditional mood - actions that are desirable or possible under certain conditions. The particle "by" is added to the verbs in this mood.

The tense of the verb is divided into present, past and future. Only indicative verbs can change tense. The number of the verb is singular or plural.

The person of the verb is first, second and third. First person: I/we; Second person: you/you; Third person: he/she/they. The gender of the verb is masculine and. Only verbs in the past tense and singular, as well as in the conditional mood.

Inconstant sign of the verb - what is it? Answer to question asked you will find in the materials of the presented article. In addition, we will tell you about what forms it has this part speech, how she leans, etc.

General information

Before understanding what permanent and non-permanent features of the verb exist, it should be said about what this part of speech is in general.

A verb is a part of speech that denotes the state or action of an object and answers the questions “what to do?” and “what to do?”.

Verb forms

Each verb has the following forms:

  • Initial. Sometimes it is called the infinitive or indefinite form. Such verbs end in -ty, -t or -ch, that is, formative suffixes(for example: guard, bloom, bathe, etc.). The indefinite names only the state or action and does not indicate the number, time or person. This is the so-called immutable form. It has only permanent features.
  • Conjugated forms, that is, not being an infinitive. As a rule, they have permanent and non-permanent features of the verb.
  • General participle.
  • Participle.

So, in order to correctly compose the text of the letter, you should know that the presented part of speech has:

  • fickle;
  • constant signs of the verb.

Let's consider them in more detail.

Inconstant signs of the verb

To non-permanent forms relate:

  • number;
  • mood;
  • face;
  • time.

It should be noted that each of these features has its own characteristics.

Mood

All verbs have 3 mood forms. This sign shows how talking man evaluates the action. In other words, with the help of such a form one can find out whether he considers it desirable, possible or real under any particular condition.


Time

The term "non-permanent features of the verb" speaks for itself. That is, this part of speech changes over time. However, this only applies to verbs in

So, let's consider in more detail how such a part of speech changes over time:

  • Present tense. Formally, it is expressed as -u, -yu, -eat, -et, -ut, -et, etc. (For example: I walk, I think, I do, I dream, I carry etc.). It should be especially noted that the present tense denotes a process that takes place in this moment. At the same time, he himself may not be in the present, but be in the past or future. Here's an example: She runs ahead of me. She thought she was running ahead of me. She'll run ahead again.
  • Future time. As you know, it denotes a process that will happen very soon. For example: I will go for a walk in the evening. It should also be noted that the future tense is also present in perfective and imperfective verbs. Although in these cases it is expressed differently ( I will read - I will read, I will sing - I will sing, I will walk - I will take a walk etc.).
  • Past tense. Such a tense indicates an action that has already passed (for example: walking, doing, thinking). This form is formed by adding the suffix -l-.

Number

Non-permanent signs of the verb are those signs that, if necessary, can change the word into right time, person, etc. The number is also a non-permanent sign. It can be:

  • The only one: do, expect, go, go, go etc.
  • Multiple: do, expect, go, go, let's go etc.

Face

In the forms of the future and present tense, all verbs change according to the following persons:

  • 1st person indicates that the process is carried out by the speaker: I sing, we sing;
  • 2nd person indicates that the action is performed by the listener: you are silent, you are silent;
  • 3rd person indicates that the action is carried out by a person not participating in the dialogue: it, he, she goes, they go.

It should also be noted that some verbs refer to some action or state that occurs without the participation of a certain person, as if by itself. Such verbs are called impersonal. Here's an example: Chill. It's getting light. It's getting dark.

Genus

What other non-permanent signs of the verb exist? Of course, the genus also belongs to them. However given form inherent only in verbs in the singular, conditional mood and:


Now you know how fickle morphological features verbs exist and how the given part of speech changes in accordance with them. However, it should be noted that, in addition to non-permanent, there are also permanent forms. Let's consider them in more detail.

The signs of the verb are constant

If they turn to you and ask: “Name the inconstant features of the verb,” then you will certainly do it without hesitation. But what will you say if they want to hear from you a list and differences in the constant features of the verb?

So, these forms include:

  • transitivity;
  • returnability;
  • conjugation.

View

Absolutely all verbs are imperfective or perfective. This sign shows exactly how the action proceeds. As you know, all perfective verbs respond to next question: "what to do?". In addition, they indicate the result of an action, its completion, beginning or end (for example, what to do? - get up).

May change in the past ( what did they do? - got up) and future simple tense ( what will they do? - get up). There is no present tense form for this feature.

Imperfect answer the following question: "what to do?". In addition, when denoting an action, they do not indicate its result, completion, beginning or end: get up. Such verbs have a past ( what they were doing? - got up), the present ( what do they do? - get up) and the future difficult time (what will you do? - I will get up). The imperfect aspect also has an indefinite form of the verb ( what will do? - will get up, will dance etc.).

It should be especially noted that in the Russian language there is a small number of two-pronged verbs. Such words, depending on the context, can either become perfect or imperfect ( order, marry, investigate, execute, arrest, marry, attack, examine etc.).

Here's an example:

  • Rumors spread throughout the city that the king himself was executing his enemies. In this case, the verb "executes" answers the question "what does he do?" and is imperfect.
  • Rumors spread throughout the city that the king himself was executing several rebels. In this case, the verb "executes" answers the question "what will he do?" and looks perfect.

recurrence

Permanent features also include such a form as recurrence. Thus, verbs that have the postfix -sya or -sya are called reflexive. For example: fight, fight etc. The rest are irrevocable. For example: beat, scold, think etc.

Transitivity

All verbs are divided into intransitive and transitive. The latter denote a process that passes to another subject. Its name can be expressed:


All other verbs are considered intransitive ( play in the forest, believe in justice etc.).

Conjugation

You know what inconstant sign of a verb can be used to write a beautiful stylistic letter. However, this is not enough for compiling a competent text. After all, it is very important to know how verbs are written in a particular conjugation.

As you know, with this form, the endings of verbs change. In turn, conjugations depend on the person and number of a word.

So, to compose a competent letter, you need to remember that:

  • Verbs of the 1st conjugation have endings: -eat (-eat), -u (-u), -et (-et), -ete (-ete), -em (-eat) and -ut (-yut). Here's an example: you work, you want, you howl, you sing, you run etc.
  • Verbs of the 2nd conjugation have endings: -ish, -u (-u), im, -it, -at (-yat) or -ite. Here's an example: grow, feed, love, pass, destroy etc.

Open lesson of the Russian language in the 6th grade on the topic: "Verb. Morphological features"

technology "Development critical thinking through reading and writing

Teacher: Kilmukhametova Liliya Mansurovna, 1st quarter. category.

The perception of information occurs in three stages, which corresponds to the following stages of the lesson:

preparatory - the stage of the call;

the actual perception of the new is the semantic stage (or the stage of realization of the meaning);

the appropriation of information is the stage of reflection.

The purpose of the lesson: to systematize students' knowledge about the morphological features of the verb; to form the ability to independently build and apply new knowledge.

Lesson objectives:

1. Activate the work of students in the lesson by creating a problem situation.

2. Develop student skills

Independently determine their knowledge - ignorance on the topic being studied;
- work in pairs, independently;
- compare, analyze, formulate questions, make inserts;
- systematize the material in a cluster.

3. To cultivate the desire to rethink one's own knowledge on the topic under study and their practical application.

Type of lesson: learning new material.

Applied technology:"Developing Critical Thinking Through Reading and Writing".

Forms of work: individual work of students in the lesson; group work; collective work.

Receptions: reception " brainstorming”; "insert"; clustering, cinquain.

Equipment: teachers - presentation; students - a notebook, an individual card, a table; "Russian language" M.M. Razumovskaya 6th grade; computer + projector; tables; colored stripes.

Lesson plan.

Lesson stage

Formed UUD

1st stage "call"- goal setting

Personal: activation of previously existing knowledge, awakening interest in the topic,

the action of meaning formation, that is, the establishment by students of a connection between the goal learning activities and her motive.

Cognitive: analysis of objects with the selection of their features, statement and formulation of the problem;

Communicative: posing questions - proactive cooperation in the search and collection of information.

Regulatory: goal setting as learning task based on the correlation of what is already known and learned by students, and what is still unknown.

Table "Z-X-U" ("I Know - I Want to Know - I Learned")

1 step: Before getting acquainted with the text, students independently or in a group fill out the first and second columns “I know”, “I want to know”.

2 step: In the course of acquaintance with the text or in the process of discussing what they have read, students fill in the “Learned” column.

3 step: Summing up, comparing the contents of the graph.

2.Stage "thinking"

Cognitive: analysis of objects in order to highlight features, selection of grounds and criteria for comparison, classification of objects.

Communicative:

The semantic stage is a meaningful one, during which the student directly works with the text, and the work is directed, meaningful. The reading process is always accompanied by the student's actions (marking, tabulation), which allow you to track own understanding.

Insert- A text labeling system is proposed,

to subdivide the information it contains as follows:

V “tick” marks what is already known to students;

The minus sign marks that which contradicts their idea;

The plus sign marks what is interesting and unexpected for them;

? « question mark" is put if something is unclear, there is a desire to learn more. Reading the text, students mark individual paragraphs and sentences with the appropriate icon in the margins.

Students are encouraged to organize the information by arranging it in accordance with their notes in the table.

Sequential discussion of each column of the table.

3. Stage - "reflection"- reflections.

Personal: the ability to organize yourself to complete the task .

Cognitive: the ability to independently identify and formulate a cognitive goal, analyze an object with highlighting essential features, the ability to compare and establish analogies, the ability to build reasoning in the form of a connection simple judgments about the object;

search and selection necessary information, modeling, analysis and synthesis, hypotheses and their justification, building a logical chain of reasoning, the ability to argue one's point of view and draw conclusions.

Communicative: the ability to fully and accurately express one's thoughts, the ability to communicate, including the ability to listen to the interlocutor and build one's behavior taking into account the position of other people.

Regulatory: goal-setting as a setting of an educational task based on the correlation of what is already known and learned by students, and what is still unknown, self-regulation as the ability to mobilize forces and energy;

control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard, product correction.

the ability to memorize and retain a rule, an instruction in time, to choose means for organizing one's behavior, the ability to plan, control and perform an action according to a given pattern (algorithm), rule, using norms, self-regulation.

In the stage of "reflection" the student forms personal attitude to the text and fixes it either with own text, or their position in the discussion. It is here that an active rethinking of one's own ideas takes place, taking into account the newly acquired knowledge.

Cluster- it is a way of graphic organization of material, which makes it possible to visualize those thought processes that occur when immersed in a particular topic. The cluster is a reflection of a non-linear form of thinking. Sometimes this method is called "visual brainstorming".

4. Practical work.

Personal: formation value orientations(self-regulation, stimulation, achievement)

Cognitive: the ability to sum up the concept, apply knowledge in practice.

Communicative: evaluate yourself and others objectively .

Regulatory: the ability to work according to the algorithm, mastering the methods of control and self-control of the assimilation of the studied.

5. The result of the lesson.

Regulatory: assessment - the selection and awareness by students of what has already been learned and what is still to be mastered, awareness of the level and quality of assimilation.

cinquain

1. (the first line is the theme of the poem, expressed in ONE word, usually a noun);

2. (second line - description of the topic in TWO words, usually with adjectives);

3. (third line - a description of the action within the framework of this topic in THREE words, usually verbs);

4. (the fourth line is a phrase of FOUR words expressing the author's attitude to this topic);

5. (fifth line - ONE word - a synonym for the first, repeating the essence of the topic on an emotional-figurative or philosophical-generalized level).

Homework.

Cognitive: the ability to sum up the concept, apply new knowledge in practice.

Communicative: assess yourself objectively .

Regulatory: the ability to work according to the algorithm, with memos, rules, mastering the methods of control and self-control of the assimilation of the studied.

Epigraph: “The verb gives life to speech, -

life-giving by its presence individual words”

During the classes

Teacher greeting:

"Hello guys!

There are colored stripes on the tables in front of you: red, yellow, blue, green, black. Look at them carefully and choose the one that matches yours. emotional mood right now. Thanks!"

I. Stage of challenge - goal setting.

Teacher's word:

Teacher:
“Guys, today guests from the distant Old Slavonic school, which existed in Russia many centuries ago, came to our Russian language lesson. They will tell us very interesting stories about the most important part of speech in the Russian language, without which nothing in the world could exist and develop.

Student 1: “Many writers and linguists (linguists) paid attention to the amazing power of the Russian verb. For example, Nikolai Grech wrote: "The verb gives life to speech, - with its presence it gives life to individual words." You see the statement of Nikolai Grech on the board as an epigraph at today's Russian lesson.

The name "verb" comes from Old Slavonic word"to speak - to speak" One of the meanings of the word "verb" in Old Russian there was “word”, “speech in general”. It was in this sense that A.S. used it. Pushkin in the poem "Prophet": "Burn the hearts of people with the verb." The verb is essential part speeches in Russian. Already in the name its special significance is emphasized. The verb as a part of speech means "process". With the help of the verb, we learn how everything in this world moves, speaks, changes colors, how it sounds, how it feels.”

Schoolgirl 2: “The famous Russian linguist A.M. Peshkovsky argued that "verbs are words that enliven everything to which they are attached." And indeed it is. With the help of nouns, we can name everything that surrounds us. Adjectives help us clarify what is called a noun, but only verbs can “revive” the world around us.

Linguists single out the verb as the most complex and capacious independent part of speech. According to scientists, the verb ranks second (after the noun) in terms of frequency of use in speech. Moreover, in texts of different styles, the verb is assigned an unequal role. Yes, in formal business style- about 6% of verbs, in scientific - about 10%. AT artistic speech the verb is used much more often: up to 15% of all words in a literary text are verbs. Masters of Russian speech skillfully used in their works direct and figurative meaning verbs. Let's all together learn to use the whole variety of verb vocabulary and choose the most accurate for each speech situation Verbs."

Question: Guys, how do you understand Nikolai Grech's statement about the Russian language?

2. And now let's have an interesting exercise for the brain “Who is doing what?”

Cook - ... cooks, cooks; doctor - ... heals., teacher - ... teaches, student - ... studies, accordionist - ... plays, artist - ... draws, paints, applies, dressmaker - ... sews, seller - ... sells, baker - ... bakes, plays, thunder - thunders..., lightning - ..sparkles, grass - ..grows, rain - ... falls, dribbles, sun - .. shines, water - .. flows.

3. And now let's shift our gaze to the pictograms depicted in front of you (6 pictograms of faces with a clearly expressed mood of joy, sadness, kindness, etc. are attached to the board), and using verbs, we will name the mood that you see on these bright “ pictogram faces.

(Rejoices, laughs, frowns, cries, smiles, gets angry)

Find superfluous word(crying, because this is an irrevocable verb, and all the others are reflexive.)

4. Formulate the theme of the lesson yourself. ("Verb. Morphological features"). Write down the date and topic of the lesson. State the purpose of the lesson.

5. Remember everything you knew about the verb before and write it down in the first column of the table

"I know…".( "I know - I want to know - I found out")

6. Get into pairs and discuss your lists. Leave the information with which both agree, with which someone disagrees, mark with a question mark.

(One or two pairs read out the information, the teacher writes it on the board.)

(The slide contains questions that help children work in pairs.)

Questions:

1. What questions can a verb answer? (what to do? what to do?)

2. What does the verb mean as a part of speech? (action or state of an object)

3. What morphological features does the verb have? (transitivity, reflexive - irrevocable, aspect, conjugation; inclination)

4. How does it change? (by time, person, number, gender)

5. What member of the sentence is usually? (predicate)

II. Semantic stage

1. Individual work students with a text that contains correct information. Text marking is used to ensure that the student learns new things and rejects incorrect information. Text marking is carried out using special characters:

“! “I knew it.

“+” — New for me.

"-" - Makes me doubt.

“?” - Question.

2. Students briefly (words and phrases) write down new information in the second column of the table.

3. Students formulate and write down questions in the third column of the table (only if they arise).

Information text

1. The name “Verb” comes from the Old Slavonic word “verb”, which means “to speak”.

2. A verb is an independent part of speech that denotes an action or state of an object and answers the questions what to do? what to do?

3. Verbs can have lexical meanings of movement (jump, run, swim...); sounds (sing, speak, shout); conditions (turn blue, turn golden, hurt); process (absorb, heat up); existence (live, stay) and others.

4. Verbs have a common grammatical meaning “action”.

5. The verb has the following morphological features:

1) Permanent signs:

a) appearance: perfect (what to do?); and imperfect (what to do?)

b) transitivity and intransitivity ( transitive verbs require direct complement, intransitive verbs cannot carry a direct object);

c) return and non-return ( reflexive verbs are formed from intransitive verbs with the help of the suffix -СЯ-СЫ;

d) conjugation is the change of verbs in persons and numbers. Conjugation is determined by personal shock endings verb. If the personal endings of verbs are unstressed, then it is necessary to rely on the indefinite form of the verb. (The second conjugation includes all verbs to - to, except to shave, lay; 7 verbs to - to eat (look, see, hate, depend, offend, endure, twirl); 4 verbs to - to (hear, breathe, hold, drive ).

2)Non-permanent signs

a) mood: indicative (verbs in the indicative mood denote actions that really happened in the past, are happening in the present or will happen in the future), conditional (The form of the conditional mood of verbs is formed from the stem of the indefinite form using the suffix -l - and particle by; for example, I would do, I would like to ...), imperative (verbs in the imperative mood that someone orders or asks to perform; for example, write, read, study ...) .;

b) time (only verbs in the indicative mood change at times): present (what are you doing? what are you doing?), past (what are you doing (a, o)?), future (what will (ut) do? what will you do (yut) ?;

c) number: singular and plural;

d) person: 1st (I - WE); 2 - e (YOU - YOU); 3 - e (OH - SHE - IT); however, there are verbs for which the change in persons is unusual, and this is due to the peculiarities lexical meaning these verbs. Such verbs call actions that occur on their own and are called impersonal, that is, without a face. They express: natural phenomena (it freezes, it gets dark); physical or mental states person (fever, shivering, unwell). Impersonal verbs in a sentence there are always predicates, with them there is not and cannot be a subject. (It was getting dark. It's already evening.)

e) gender (only for past tense singular verbs)

6) In a sentence, it is most often a predicate, it can act as a subject (“Learning is always useful”), is included in grammatical basis suggestions.

7) The particle -NOT with verbs is always written separately, with the exception of those verbs that are not used without “not”. These are the following verbs: unwell, hate, indignant, perplexed, unwell, lacking (knowledge), bask, dislike.

8) B artistic text verbs most often act as personifications (the transfer of human properties to inanimate object). For example: the wind howls, whistles, plays; fog breathes...

9) The verb sets in motion everything that happens around us, thanks to it there is a movement forward, that is, life ....

III. Stage of reflection (thinking)

After reading the text, students should remember the information that turned out to be relevant for each of them; rethinking one's own knowledge; drafting cluster(graphic image) so that the information is deposited in memory.

Collective work. (Students discuss new information based on the text. The consultant - the student works at the blackboard, makes up a cluster together with the teacher and classmates)

2. Conclusions, discussion of the table "I know - I want to know - I found out"

Learned (a) new: Knew (a) before: Caused doubts and questions

IV. Practical work

1. 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 -

He will tell us everything (verb).

Why in words draws, cleans, fries, cooks, we write the ending - it,

and in the rest - em?

(Explain the spelling of the endings, indicating the conjugation).

Underline the main members of the sentence and indicate how they are expressed. (predicate)

2. Do it morphological analysis verb WRITES

1. Writes - means action: what does he do? Verb

2. N.F. - write

3. P.p. : irrevocable, imperfective, transitional, I ref.,

4. N.P.: express. inclination, present time, units number, 3rd person

5. S.R.: predicate.

V. Debriefing

Have you achieved your goal? What information is stored in your memory?

Today you remembered a lot about the verb. Let's write a cinquain. For example:

Expressive, amazing.

Names, admires, pleases.

Conveys the beauty of the environment.

Traffic.

sb>VI. Homework

Learn the material on the cluster.

Complete the task on the cards.

At the end of the lesson, the same color test as at the beginning of the lesson, in order to have objective assessment, feedback.

Additional material:

Test work. (Russian language tests for the textbook by M.M. Razumovskaya “Russian language: Grade 6.” M.: Drofa. 2011)

Topic: "Verb" Test No. 37, p. 80

There will be a file: /data/edu/files/z1448300184.doc (Cluster "Verb. Morphological features")

There will be a file: /data/edu/files/x1448300236.doc (Information text "Verb. Morphological features")


The file will be here: /data/edu/files/c1448300275.docx ( Individual card student)

There will be a file here: /data/edu/files/h1448300342.ppt (Presentation for the lesson "Verb. Morphological features")

Morphological features of a noun

  • Common noun (common noun or proper name)
  • Animation
  • declination
  • Number
  • case

Grammar

A noun has a number of attributes (nominal classes), the number of which is different languages different. These attributes can be:

  • gender (masculine, feminine, neuter gender, there are also nouns of common and mutual gender);
  • case (nominative, genitive, dative, accusative, instrumental, prepositional);
  • number (singular, plural);
  • animation.

The set of these characteristics determines the paradigm of inflection, called declension.

All nouns have one of 3 declensions:

  • Nouns of the 1st declension - masculine and female ending in the nominative singular -and I, for example, dad, mom, family.
  • Nouns 2 declensions - masculine and neuter nouns ending in the nominative singular: null ending for male and zero or -o, -e for the neuter gender, for example, window, dove, table.
  • Nouns 3 declensions - feminine nouns in the nominative singular zero ending, for example mouse, shawl, lie.

Words ending in "-iya" (for example, water area), vary according to 3 declension.

There are also nouns that are inconsistent, do not obey general rules none of the declensions: for example, nouns ending in -me ( time, seed, tribe, burden, stirrup, crown, banner, flame, udder, name) and nouns path, child.

Verb

Morphological features of the verb

Permanent:

recurrence;
. transitivity;
. type (perfect or imperfect);
. conjugation (I or II).

Non-permanent:

Mood (indicative, imperative, conditional);
. time (in the indicative mood) - present, past, future;
. number (singular or plural);
. person (in the imperative mood; in the present and future tenses - the indicative mood);
. gender (in the past tense - singular, in the conditional mood).
initial form - indefinite form verb (infinitive).

Verbs transitive and intransitive

Transitive verbs can have a direct object: meet(friend) drink(tea); noun in the accusative case without a preposition: know(address); noun in the genitive case without a preposition, if the action covers part of the subject: put(Sahara); if the verb has a negation: do not see(horizon). Intransitive verbs cannot carry a direct object: run, smile.

Verb type:

Perfect (completed action) what to do? send, reply.

Imperfect (incomplete action) what to do? send, reply.

verb mood

Indicative.
The real actions that took place, are taking place and will actually take place: participates, participated, will participate.

Imperative.
Actions to which the speaker encourages someone (orders, asks, advises): (don't) participate, (don't) speak, (don't) come.

Conditional (subjunctive).
Actions intended, desirable or possible under certain conditions: (wouldn't) participate, (wouldn't) talk, (wouldn't) come.

Verb conjugations

Conjugation is the change of the verb in persons and numbers.

In modern Russian, there are two conjugations, which are traditionally indicated by Roman numerals - I conjugation and II conjugation.

If the stress falls on the end of the verb, then the conjugation is determined by ear at the end. If the stress falls on the stem and personal endings are difficult to distinguish by ear, then the conjugation is determined by an indefinite form.

To I conjugation include the verbs nel, the infinitive of which ends in -et, -at, -ot, -ut, -yat, -yt, -t, as well as several verbs in -it: shave, lay, rest, build up, sway, beat, twist, pour, drink, sew, rot, live, swell, -knock (bruise, make a mistake) (and formed from them). When conjugated, such verbs have endings: 1st person: singular - “y” (- “yu”), plural - “eat”. 2nd person: singular - “eat”, pl. - “eat” 3rd person: singular - “et”, pl. - “ut” (- “yut”)

Verbs II conjugation when conjugated, they have endings: 1st person: singular - “y” (- “u”), plural - “im”. 2nd person: singular - "ish", plural - "ite" 3rd person: singular - "it", plural - "yat" (-"at") These include:

  • - verbs ending in -it(Besides shave, lay, rest, glimpse, build up, twist, beat, pour, drink, sew, rot, live, swell, make a mistake and formed from them)
  • - some verbs -et:, shine, hurt(about a part of the body) order, twirl, see, hang, look, burn, rattle, buzz, gundet, blow, depend, ring, see(watch), itch, boil, swarm, smoke, pore, grunt, fly, hate, offend, puff, itch, whistle, whistle, sit, whistle, mourn, creak, stink, look, sniff, rumble, endure, want(except for 2 persons unit present time) , snore, crunch, rustle, hiss, make noise(and derived from them)
  • some verbs in -at: run away(Besides run, run), strum, grumble, grumble, squeal, squeal, grumble, drive, rattle, breathe, hold, tremble, buzz, murmur, sound, scream, lie down, be silent, rush, mumble, squeak, growl, hear, sleep, knock, hang around , rumble, rumble, snort, rustle, rumble(and formed from them);
  • - some verbs -yat: stand, afraid;
  • - other verbs with unstressed personal endings belong to the I conjugation.

Several verbs have an uncharacteristic (archaic) system of endings for verbs I and II conjugations: give, eat, create, be, bother(and their derivatives: eat, eat, recreate etc.).

Some verbs are differently conjugated, that is, they have part of the forms from the first conjugation, and part from the second: run, to want. Or have shapes to choose from honor- honor / honor, also pour- pour / pour (according to Lopatin's dictionary), wag, tweak and a number of others. In modern reference books and dictionaries glimpse already belongs to the second conjugation, previously it had forms according to the first conjugation.

Service and significant parts of speech contains the Russian language. The verb refers to independent parts speech. “Glagolit” in the Old Russian language meant “to speak”. Thus, even the ancestors proved that literate speech is impossible without the dynamics of narration, which is achieved by using verbs.

What is a verb: morphological and syntactic features

The verb talks about the action of the subject. Determine the verb on the questions "what to do?", "what to do?". Characterizing the verb, pay attention to its grammatical meaning, morphological features and function in the sentence. The grammatical features of the verb are divided into permanent and non-permanent.

The points of view of scientists about the selection verb forms diverge. Until now, there are disputes whether to single out the participle and the participle as significant parts of speech, or whether they are just forms of the verb. We will consider them as independent.

The grammatical meaning of the verb

Grammatically, the verb talks about the action of the subject. There are several groups of actions that are expressed by verbs:

  1. Work, labor of the subject of speech: “to sharpen”, “to drive”, “to build”, “to dig”.
  2. Speech or mental activity: "say", "assume", "think", "find out".
  3. The movement of an object in space, its position: “ride”, “stay”, “sit”, “situate”.
  4. The emotional state of the subject of speech: "sad", "hate", "cherish", "love".
  5. State environment: “evening”, “freezes”, “drizzles”.

In addition to general grammatical meaning the verb is worth saying about it syntactic function. In a sentence, he is one of the main members, a predicate. The verb-predicate agrees with the subject and forms with it the predicative basis of the sentence. From the verb put questions to minor members predicate groups. As a rule, these are additions and circumstances, expressed by nouns, adverbs or adverbs.

How the verb changes: permanent and non-permanent features

Morphological features of the verb are divided into permanent and non-permanent. This gradation occurs in terms of changing the word itself or only its form. For example, "read" and "read" are two different words. The difference is that “read” is an imperfective verb, while “read” is a perfective one. They will change in different ways: the perfective verb “read” is not supposed to have the present tense. And “I read” - we read only indicate the number of the verb to read.

Permanent signs of the verb:

  • view (imperfect, perfect);
  • conjugation (I, II, heterogeneous);
  • recurrence (non-returnable, returnable).
  • gender (female, neuter, male);
  • mood (subjunctive, indicative, imperative);
  • number (plural, singular)
  • time (present, past, future);

These signs are formative. Therefore, when parsing a verb, they say that it stands in the form of a certain tense, mood, gender and number.

Verb moods

The grammatical features of the verb contain mood. One verb can be used in the form of indicative, subjunctive (conditional) and imperative moods. Thus, this category is included in the non-permanent features of the verb.

  • Indicative. It is characterized by the fact that the verb in this form can be used in the present, future and past tenses: “the child is playing” (present tense); "the child played" (past tense); "the child will play" (future tense). The indicative mood allows you to change the verb for persons and numbers.
  • Conditional (subjunctive) mood. Represents an action that can happen only under certain conditions. It is formed by adding to the main verb of the particle would (b): "With your help, I could cope with the difficulties." It is possible to change conditional verbs by number and gender, in these forms they are consistent in the sentence with the subject: “She would have solved this problem herself”; “They would solve this problem themselves”; “He would solve this problem himself”; “Most would have solved this problem on their own.” It is important to note that conditional mood does not involve changing the verb in tenses.
  • Imperative mood. Denotes the motivation of the interlocutor to action. Depending on the emotional coloring, the motivation is expressed both in the form of a wish: “Please answer the question”, and in the form of an order: “Stop screaming!”. To get a verb imperative mood in the singular, it is necessary to add the suffix -i to the stem in the present tense: “sleep - sleep”, formation in a non-suffixal way is possible: “eat - eat”. Plural is formed with the help of the suffix -te: "draw - draw!". Imperative verbs change by numbers: "eat soup - eat soup." If it is necessary to convey a sharp order, the infinitive is used: "I said, everyone stand up!".

verb tense

Morphological features of the verb contain the category of tense. Indeed, any action can be allocated a time at which it occurs. Since the verb changes with tenses, this category will be inconsistent.

Verb conjugations

The grammatical features of the verb cannot be fully characterized without the category of conjugation - their changes in persons and numbers.

For clarity, here is a table:

Other signs of the verb: aspect, transitivity, reflexivity

In addition to conjugation, constants grammatical features verbs contain the categories of aspect, transitivity and reflexivity.

  • Type of verb. Distinguish between perfect and imperfect. The perfect view involves the questions “what to do?”, “what will he do?”. Indicates an action that has achieved a result ("learn"), begun ("sing") or completed ("sing"). The imperfect is characterized by the questions “what to do?”, “what does it do?”. Assumes an action that continues and is repeated many times ("jump").
  • Recurrence of the verb. It is characterized by the presence of the suffix -sya (-s).
  • Transitivity of the verb. It is determined by the ability to control a noun in the accusative case without a preposition (“imagine the future”), if the verb has the meaning of negation - with transitivity, the noun will be in the genitive case: “I do not observe it.”

So, the signs of the verb as a part of speech are diverse. To determine its permanent features, it is necessary to put the part of speech in initial form. For determining fickle signs it is necessary to work with the verb taken in the context of the narrative.

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