This form does not allow you to determine:

1. Number;
2. Time.

It only names the action or state of the subject of the action. The initial form of the verb answers the questions:

• What to do? (Print, eat, watch, love, dream);
• What to do? (Print, eat, watch, love, dream).

How to determine the initial form of a verb? It has the following permanent characteristics:

1. Transitivity:
   1. Transitional ones denote a type of action aimed at a specific object. Example: “You need to read the text five times.” There is a “text” addition here that answers the question “what?”
   2. Intransitives denote an action that is self-contained and not directed at any other object. Example: “The cat loves to sleep.” It is impossible to find an addition to the word “sleep” that answers the questions “what?” or “who?”
2. View:
   1. Imperfect - an action that is still happening, regardless of time, and does not have completeness (read, act, walk).
   2. Perfect - an action that already has a result (read, burn).
3. Refund:
   1. Reflexive verbs are verbs that have the postfix “-sya” at the end (to catch your breath, to study). They represent actions:
      1. with a reflexive meaning, aimed at the subject of the action (shave, dress, wash);
      2. with mutual meaning, performed by several subjects and directed at each of them (hugging, quarreling, greeting, kissing, hugging);
      3. spontaneous (the door can open);
      4. permanent nature (The dog may bite);
      5. in the interests of the subject (go to bed);
      6. inside the subject, his moral or physical state (laugh, hurry, be disappointed, have fun, be upset).
      7. passive character (The house must be built by November).
   2. Non-reflexive - verbs without the postfix “sya” (draw, solve).
4. Conjugation:
   1. 1 conjugation is determined by the endings “et”, “ot”, “at”, “yat”, “ut” (stand, fly, bark).
   2. 2 conjugation is determined only by the ending “it” (glue, whiten).
   3. There are three ways to put a verb into its initial form:

1. suffix “t” - if the stem of the verb ends in a vowel (fly, run, look, sit; exceptions - gnaw, put);

1. suffix “ti” - if the stem of the verb ends in a consonant (carry, carry, acquire).
2. “ch” - when alternating in the root of a verb with the letters “g”, “k”, “x” (guard - guard, shore - take care, bake - oven).

In a sentence, the initial form of the verb can be:

• The subject is at the beginning of the sentence. (Choosing the right road is a difficult matter.)
• Compound predicate - together with an auxiliary verb (I'm starting to worry.)
• Predicate - in impersonal sentences (It began to get dark early.)
• Inconsistent definition - if there is a noun with an abstract meaning next to it. (Mom would understand my desire to buy this book.)
• Supplement - when the action of the subject is aimed at the action of another person. (Pets teach children to be responsible for living things.)
• Circumstance - if after the verb that denotes movement you can put “so that” (Vanya got up early in the morning to watch the sunrise).

Back forward

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

Lesson objectives:

1. Educational

• introduce students to the features of infinitive verbs;
• develop the ability to find the indefinite form of a verb;
• learn to form an indefinite form using a question.

2. Developmental

• develop the ability to independently formulate conclusions based on your observations and comparisons;
• develop spelling vigilance, attention, memory;
• develop speech, logical thinking, and creative abilities of students.

3. Educational

• cultivate a culture of educational work;
• cultivate a sustainable interest in studying the subject, love for the native language, history;
• foster feelings of camaraderie and mutual understanding.

During the classes

I. Organizational moment

II. Conversation

Slide 1

– Does everything have an initial form, an initial state?

– Do we need to know the initial form of the object, its content? For what?

– Do words have an initial form?

– What is the initial form of a noun?

– What is the initial form of an adjective?

– Why do we need to know the initial form of nouns and adjectives?

– In what form are words given in dictionaries?

– Does the verb have an initial form?

– The search for an answer to the question: what is the initial form of a verb and why you need to know it, will be the topic of our lesson today. So, open the notebooks, write down the number, class work and the topic of our today’s lesson “Initial form of the verb.”

III. Updating knowledge about the verb

Slide 2

– In previous lessons, we began to study the verb as a part of speech. A short survey will help us find out how well you have mastered the material you have already studied, in which you can all show your knowledge. Statements will be projected on the screen, and you, using signal cards, must confirm or refute them. If you agree with the statement, show the white side of the card; if not, show the red side. Ready? Then let's get started:

• The verb denotes action.
• Verb answers questions Which? whose?
• Verbs are conjugated.
• The verb has 3 conjugations.
• Verbs change tenses.
• Verbs of the present and future tenses change according to persons.
• Past tense verbs change according to gender.
• Verbs change according to cases.
• Verbs change according to numbers.
• Verbs are most often objects in sentences.
• The verb has an initial form.

– Now each of you understands who has mastered the topic studied well, and who still needs to work in order to rise to the occasion next time.

IV. Setting a learning task

Slide 3

Read the words projected on the board:

Very good..rtil, ex..laughed, Ugric..reaping, zash..gaps, st..thinks, Sat..gut, R..sew, vol...whose, priv..here.

Insert the missing letters, explain their spelling (1 person, working for an ID).

What do all these words have in common? Find what they have in common. (All words are verbs, all words have an unstressed vowel in the root, which can be verified by stress.)

What differences can you name between these words? (Number, with and without prefixes, time.)

What groups could you divide these words into? What sign will you rely on? (Based on the tense; with and without prefixes; the word begins with a vowel or consonant.)

Slide 4

Let's not forget that we are still studying a verb. Therefore, I will ask you to distribute these words into three groups, based on the sign of time. (Work with ID, 1 person to the board.)
p.v. n. V. b. V.

What problem do we face?

Why verbs “decide, bake, bring” turned out to be superfluous and did not fall into any of the three groups.

What would you call a verb whose tense and number are not determined? (Children give their answers.)

During the lesson we will explore verbs for which tense and number cannot be determined, and we will find out how they differ from other verbs. In linguistics, such verbs have 3 names

Slide 5

Which of these names are you unfamiliar with?

Infinitive – lat. the word "uncertain".

Why is this form of the verb called indefinite?

If nothing can be determined with these verb forms, why do we need to know it? Perhaps the indefinite form can still tell us some information about the verb? (By the initial form we determine the conjugation of verbs.)

Why do you need to know the conjugation of a verb? (To correctly write the unstressed personal ending of verbs.)

V. Learning new material

How do verbs in the initial form differ from other verbs? (With questions)

What questions do initial form verbs answer?

Slide 6

1. Primary consolidation.

We have already learned a lot about initial form verbs. It's time to show your knowledge in practice. The game “The Most Attentive” will help us with this.

Slide 7

On the screen you see words, among which there are different parts of speech. Your task is to write down only verbs in the initial form. (1 person at the board)

Walk, walks, bone, mows, mow, bed, carry, wear, wear, tablecloth, cut, weave, bones, nails, carry, sadness, horse, copper, guard.

Give your own examples of initial form verbs.

Pay attention to letter combinations at the end of verbs in the initial form. Name them.

What do verbs end with in their initial form? (Have endings - ty, - ty and end with – whose.)

Who will try to draw a conclusion?

Open your textbooks to page 247, read the output.

VI. Physical education minute

Slide 8

It's time to get some rest. A physical training session awaits us ahead. But today it will be unusual: since we are studying the initial form of the verb, then our physical teacher will give you commands using only this form of the verb. (Sit down, stand up, bend over, straighten up, inhale and exhale, close your eyes, wave, etc.)

VII. Consolidation of what has been learned

We have gained a lot of new knowledge, now it's time to consolidate it.

Slide 9

1. Replace these phrases with indefinite verbs (orally, in a chain).

• Help - help
• Clean the floor from debris - sweep
• Make observations - observe
• To give advice - advise
• Cover yourself with flowers - blossom
• Decide - decide
• Cooking pies - bake

Slide 10

2. Replace these phrases (phraseologisms) with indefinite verbs (1 person at the board). Highlight the endings in the verbs.

• Nick down - remember
• Nose - nap
• Let it fall on deaf ears - listen
• Put a spoke in wheel - interfere
• To make mountains out of molehills - exaggerate
• Cheat - deceive
• Keep your mouth shut - keep silent
• To kick the bucket - sit back
• Head in the clouds - dream
• Tremble like an aspen leaf - afraid
• Lead by the nose - deceive

Slide 11

3. Now you will form initial form verbs. I offer you nouns; you must write down verbs with the same root in the initial form. (1 person at the board)

Memory, flight, collection, pride, glory, joy, surprise.

(Remember, fly, collect, be proud, praise, rejoice, be surprised.)

- Guys, it’s the beginning of April outside the window, in just a few days we will remember one event that radically changed the world. Tell me, please, what is famous for April 12th? (In 1961, on this day, a man made the first flight into space.)

– Try to combine the words resulting from this task into one topic and write a short text: “The first flight into space.” Remind me what we call text? (Several sentences related in meaning and grammatically.)

Slide 12

At this time, “weak” students perform exercise 624.

Possible text option:

People will always remember April 12, 1961. On this day, a man flew into space for the first time. This hero turned out to be Yuri Gagarin. All residents of our country gathered at the radios. Everyone was happy and surprised by this event. But every resident of our country was proud of his compatriot and glorified the name of Yu. Gagarin.

VIII. On the use of initial form verbs

– Verbs in the infinitive form are used to express thoughts about some action without indicating person, number or tense. For example, “we who can read.” It doesn’t matter to the author who can read: me, you, your moms and dads, it doesn’t matter when: today, yesterday or tomorrow. It is important that after all, we humans know how to read and write. So, the indefinite form is used to indicate a generalized meaning. Therefore, verbs in the initial form are most often used in instructions, when drawing up action plans for something.

Slide 13

So we will now try to compose a small instruction manual, remembering which you will receive a charge of vigor and good mood in the morning. Your task is to replace the verbs given in brackets with verbs of the indefinite form (orally).

Useful tips.

When you wake up, you can’t (lie) in bed. I need to immediately (get up) and (do) exercises. The exercises need to be (performed) slowly. Between exercises it is necessary (to take) short breaks for rest. I can’t (hold) my breath, I must (breathe) evenly, calmly. I need to charge (I do it) with the window open.

IX. Control of knowledge acquisition

Slide 14

You've done a good job, now it's time to check how well you have understood this topic. I offer you a few suggestions. Let's read them.

As you can see, each sentence has a serial number. Your task is to write down the numbers of only those sentences that contain verbs in the indefinite form.

1. Yu. A. Gagarin was born on March 9, 1934.
2. He graduated from the Saratov Industrial College and at the same time from the flying club school.
3. After graduating from the Chkalov Military Aviation School for Pilots, he had the opportunity to serve in aviation units.
4. The cosmonaut corps was able get in during the first recruitment in 1960.
5. On April 12, 1961, Gagarin made the world's first flight into outer space on the Vostok spacecraft.
6. Flight duration is 108 minutes.
7. The ship made one revolution around the Earth.
8. The astronaut had to

To correctly spell verbs in Russian, it is important to be able to determine their initial form.

A verb is a part of speech that denotes an action or indicates a state.

The initial (indefinite) form is a special grammatical type of verb, the infinitive, and it stands out from other parts of speech. The infinitive answers verb questions: what to do? what to do?.

The name of this part of speech (infinitive) originates from Latin and is translated as “indefinite.” This word (infinitivus), or rather its derivative “infinitive,” indicates a special verb form. The situation is similar to nouns and their initial form of the nominative case, which is always given in explanatory dictionaries.

If you ask these questions (what to do? what to do?) to any form of action, you can get an initial form, which will be considered undefined or zero.

Ordinary verbs can be conjugated according to person and number, tense, and mood. The point is that the infinitive cannot determine either time, number, or any other grammatical category of the verb taken (for example, he chops(present, singular), what to do? - chop(?, ?.). The indefinite form always ends in -th, -ti or -whose.

Determining the initial form of a verb

Any verb indicating an action or state can have an indefinite form, for example:

• Sailed (what did you do?) - swim (what to do?) ;
• Are you going (What are you doing?) - go (what to do?) ;
• I'll hit (what will I do?) - hit (what to do?) ;
• Greetings (what am I doing?) - greet (what do?).

Determining the initial form of a verb is not difficult; you just need to ask one of the specified questions about the word. The ending also indicates uncertainty ( -th, -ti). For example:

• I'll come - come you ;
• Sew - sew t ;
• I'm running - running t ;
• Reads - reads t ;
• Gives - yes t ;
• Writes - pisa t .

It is worth noting that some of the verbs do not have a (zero) ending at all (they end in -whose), For example:

• Take care - take care whose (root, no ending);
• Attracts - attracted whose
• lay down - lay down whose (prefix, root, no ending);
• We bake - no whose (root, zero ending).

You also need to pay special attention to some zero verbs, in which the letter “Y” is written at the root of the word. For example:

• walked around - about th ti;
• Let's go for th ti;
• Moved - moved th ti;
• Let's go out - you th tee.

It is noteworthy that the infinitive can answer two questions. Such diversity indicates different lexical types of words, which are called perfect and imperfect forms. The type indicates the correspondence of the action with the limit (occurs at the beginning or at the end). For example, the imperfect form of action is not limited to any framework. This is a constant action that is repeated periodically (for example, e eat, beat, sleep, guess – what to do?). The perfect form indicates an action that was completed, but retained its outcome at the time of conversation (for example, swim, sleep, go - what to do?).

Why do we need an infinitive in verbs?

One reason to use the infinitive is that in some words the endings are not stressed. This happens when people have doubts about the spelling of the letters “e” and “i” in word forms:

• Build or build;
• Glues or glues;
• We are healthy or healthy.

To spell such words correctly, you will need to determine the conjugation of these verbs using the infinitive form. Everything is quite simple.

Another point is that in the past tense, verbs often receive unstressed suffixes. Eg:

• Glue - glued;
• Sow - sowed;
• Hate – hated.
• Depend – depended.

Based on the indefinite form, other word forms of verbs are created, for example:

Cherish - cherish-yal, lele-yu, lele-yav(only the ending changes, the stem remains exactly the same as in the infinitive).

That is why it is so important to accurately determine the initial form and highlight the unstressed suffix in it. Without this knowledge, you will not be able to correctly write verbs in the past tense, past participles, and gerunds.

Morphological characteristics of the infinitive form of verbs in the Russian language

Indefinite verbs are needed to indicate the action or state of what is being said. However, they do not have any changeable characteristics that are inherent in other parts of speech and forms. Infinitives received only unshakable morphological definitions:

• Returnability.
• Conjugation and transitivity.

Let's consider the proposal: They began to light the fires little by little. Let us highlight the morphological characteristics using the example of the initial form “ignite”.

Spark off– answers the question what to do?

• It is a verb indicating action;
• Infinitive form;
• Imperfect species;
• Non-refundable;
• Intransitive;
• First conjugation.

Syntactic purpose– part of the compound verb predicate “started to light.”

Let's consider another proposal: The dream of being freed from captivity lived within her.

Free yourself– answers the question what to do?

• Verb indicates some action;
• Infinitive form;
• Perfect view;
• Intransitive;
• Returnable;
• First conjugation.

Syntactic purpose – inconsistent definition.

It is important to remember that the initial form of the verb answers the questions “what to do?” what to do?" and can be any member in the sentence.

Antonina Sendazhy
Summary of the Russian language lesson “Initial form of the verb”

Subject lesson: Verb initial form

Teacher initial national classes: Sendazhi Antonina Petrovna

Goals lesson: introduce students to the features, form ability to ask questions verbs in initial form, determine verb as a part of speech based on its meaning and grammatical features, determine infinitive verbs and use them in your speech.

Tasks: 1. Stimulate active cognitive activity of students.

2. Develop the ability to independently draw conclusions based on observations and comparisons. Cultivate kindness, responsibility, love for Russian language.

Formation of UUD.

Personal UUD: show interest in new educational material, develop the ability to self-esteem.

Cognitive UUD: analyze, highlight the main thing, build reasoning about the topic, generalize.

Communicative UUD: formulate own opinion and position in statements, take into account different opinions.

Regulatory UUD: accept and maintain the learning task, plan your actions, adequately perceive the teacher’s assessment, evaluate your actions and the actions of your comrades.

During the classes.

I. Organizational moment.

The call is ringing

He calls us to lesson.

Let's all be careful

Diligent and diligent!

1. For lesson I have prepared proverbs, read them. Choose the proverb you want to make your motto lesson and write it down in your notebook slide 1

2. Defining the topic, setting the task and goals lesson. Guys, find it in the motto lesson, words that answer question: what to do? (teach, know).What part of speech do these words belong to? (To verb) What part of speech will we talk about? lesson? Of course it is VERB. Let's remember what we already know about verb.

II.Updating knowledge.

1. Frontal survey.

What's happened verb?

Does it change verb by numbers?

What are the three tenses? verb?

What is the name of verb in Tuvan language?

What times have verbs of the Tuvan language?

How do they change? verbs in Tuvan language?

2. Find in proverbs Verbs, ask them a question, determine the time and date. (What did you do? TOOK - pr. vr., singular h., m. r., What will you do? GET BORED - w.v. v., singular h., 2nd person)

Is it possible to determine the time and date? verbs TEACH and KNOW? (No).

Who guessed that we would explore on lesson? (Verbs, which answer the questions WHAT TO DO? WHAT TO DO? Right The textbook will help us formulate the topic and goals of the lesson.

Turn to page 52, read topic and objectives lesson.

III. New topic.

1. Work according to the table.

Read Verbs in pairs and ask them questions. Tell me how the couples differ verbs in the first and second columns (B verbs the second column has prefixes. They denote completed action). Write it off denoting prefixes. Underline in verbs, -ch, -ty.

Draw a conclusion from this table. (If there is any difficulty, students can refer to the conclusion in the textbook on page 54)

Conclusion. Verbs learn - learn, write - write, carry - bring, oven - bake - this infinitive verbs. The verb in the indefinite form answers questions: what to do? what to do? Verbs in the indefinite form end in -Ть, -TI,- CH. IN verbs of the indefinite form -Тъ, -CH are written with a soft sign.

IV. Pinning a new topic.

Read the steps and perform the movements. slide 3

1. Exercise 4, page 55. (Orally). Assignment for the exercise. Read. Place to verbs questions. Tell me what words they are used with verbs in indefinite form.

What to do? What to do?

you can (it is forbidden) tell tell

I must (must) decide decide

Student output. With the words necessary, necessary, possible, impossible, must, ready, glad, can, want are used infinitive verbs, which answer the questions WHAT TO DO? and WHAT TO DO?

2. Compiling dialogues using samples. slide 5

3. Work in a group. Independent work. slide 6

V. Summary lesson. Correlation of assigned tasks with achieved results.

What goals did we set for ourselves? Did we manage to solve them?

Which question does it answer? infinitive verb?

Name the endings infinitive verbs.

If you were interested, it's easy to lesson, have figured it all out, pick up the red token.

If you sometimes had difficulties, doubts, or didn’t quite like the work, pick up a blue token.

If you don’t understand the topic or it wasn’t very interesting, pick up a green token.

Grading by the teacher.

Thanks guys for lesson. You worked actively, were attentive, and helped each other.

Homework. Exercise 9, page 57

Publications on the topic:

"Pedestrian Primary School" entertainment for the younger group “Pedestrian Primary School” Entertainment for the younger group Prepared by: Musical director Tsaplina A. Yu. July 2015 Purpose:.

Scenario of the holiday “New Year’s adventures of fairy-tale heroes” (primary school) “New Year's Adventures of Fairytale Heroes” (New Year's holiday scenario) Shapoklyak runs in, dragging the dirty boy Pasha by the hand. Shapoklyak:.

Scenario of the holiday “Golden Autumn”. Primary School Summary of the holiday “Golden Autumn” Completed by: teacher Ovchinnikova A. A Purpose: To create a joyful mood in children, to evoke.

English lesson notes. Topic: “Enjoying your home” Class: 4. Lesson topic: “Enjoing your home” Objectives: 1. To develop students’ speaking and reading skills on the topic. 2. Repeat vocabulary;.

Lesson summary on the natural world in 1st grade (special child). Lesson topic: “Pets and their homes” Lesson summary on the natural world in 1st grade (special child). Lesson topic: pets and their homes. Subject: surrounding.