It seems that distinguishing between animate and inanimate objects is indecently simple: it’s like a game of animate and inanimate. But those who are guided by this principle are very mistaken. Animation, like, accordingly, inanimateness, is a separate category in the characteristic that has nothing to do with external signs some object. How can we explain the fact that, according to the rules, the word “corpse” is considered inanimate, and “dead” is considered animate? Acting at random? In no case! We'll figure out.

For the little ones

Let's start with the very basics. Animate and inanimate objects answer different questions - "who" and "what" respectively. We can say that asking a question is the most primitive, albeit very unreliable, way of defining this category. Usually children are introduced to it in the first or second grade. To practice this method, you can fill in the gaps in the following text with your students:

« The great (what?) flows in sleepy oblivion. Around (what?) and (what?). (Who?) slowly moved his skis, shook (what?) his hats from his ears. (Who?) quickly made a hole, and (what?) began. Soon he pulled out a huge one (who?). His mirror (what?) glittered brightly in the sun" Words to be inserted: ice, scales, fisherman, frost, river, carp, snow, fishing. One word is repeated twice.

Grammar explanation

But it's worth moving on, right? How can you determine whether an object is animate or inanimate based on rules rather than intuition? The difference between these two categories lies in the different case forms of the nouns. Inanimate nouns have the same form of nominative and plural, whereas among animate ones - genitive and accusative in the same number. Of course, figure it out specific examples it will be much easier.

Let's take the noun " cat" We put it in the plural “cats” and begin to decline: nominative - “ cats", genitive - " cats", accusative - " cats" - as you can see, the forms of the genitive and accusative cases coincide. Whereas for the noun " table", which to define this category turns into " tables" when declension " tables-tables-tables» the accusative and the accusative are the same

Thus, the rule allows dividing an animate and an inanimate object only by placing them in the plural and subsequent declension. And then, based on the coincidence of case forms, this category is determined.

Exceptions

But, as you know, there are very few rules in the Russian language that do not have any exceptions. Thus, it is sometimes possible to separate animate and inanimate objects logically. Yes, all living beings will be animate, but at the same time mythical creatures belong to the same category ( goblin-goblin-goblin-goblin) and names of toys ( matryoshka-matryoshka-matryoshka) - here you can still find a logical explanation. As well as card and chess suits ( pike-pike-pike, pawns-pawns-pawns), which even in their shapes do not fit this category.

Go ahead. Inanimate nouns, in turn, include large groups of people ( crowd-crowd-crowd) and some living organisms ( germs-germs-germs; germs-germs-germs) - it is impossible to explain this phenomenon, you just have to accept and remember.

More difficulties

I would also like to add that animate and inanimate objects in the grammatical sense have their own characteristics. So, for example, for animate masculine nouns the forms of the genitive and accusative cases coincide and in singular: Anton-Anton-Anton, accountant-accountant-accountant However, this phenomenon is observed only in second declension nouns (compare: Dima-Dima-Dima, although this is also an animate masculine noun). So, in principle, this pattern can be used as another simple, albeit not very well-known, way to determine the category of animation in nouns.

I want to confuse

It is worth noting that in the Russian language there is an image of an inanimate object as an animate one. This is usually associated with the use of the word as an analogy to a living being: There is a mattress in the barn - Yes, it is a weak-willed mattress! or The Russian language is great and powerful! - This tongue (=captive) will tell us everything.

Exactly the same phenomenon occurs with the use of animate nouns as inanimate ones: A kite flies in the blue sky; The fighter began to descend. Here the category of animate and inanimate is determined based on semantic content noun.

It is worth noting that, despite all the requirements of teachers to use the rules, most of students continue to rely on intuition. As the above examples show, inner instinct is not always a reliable assistant in matters of philology. We can definitely say that names of professions, names of people by family affiliation, nationality and other groups will always be animate, and this also includes the names of animals. By the way, among animate nouns, as some researchers believe, there are only masculine and feminine words, while the neuter gender is already inanimate, like all names of natural objects and other objects.

Practice for the little ones

Now that we have figured out how to distinguish one category of nouns from another, it is worth summarizing all of the above. Animate and inanimate objects for preschoolers, who still have no idea what cases are, differ in the questions of “who” and “what,” respectively. For practice, you can play “living-non-living” with your kids, where a word is called, and the child must determine what this object is.

Or another interesting task for younger schoolchildren - to offer a number of animate nouns that can be turned into inanimate by replacing one letter: fox (linden), goat (braid), heron (drop).

I would like to finish the article on how to distinguish between animate and inanimate objects by saying that, no matter how simple this topic may seem, it is better not to tempt fate and not act at random, trusting your intuition. Taking a minute to check the category of a noun can sometimes change the way you think about it. So spare no effort and practice the great and mighty Russian language.

Animated and Mena nouns serve as names of people, animals and answer the question Who?(student, mentor, entertainer, peer).

Inanimate nouns serve as names of inanimate objects, as well as objects of the plant world and answer the question What?(presidium, conference, landscape, mountain ash). This also includes nouns like group, people, crowd, flock, peasantry, youth, children etc.

The division of nouns into animate and inanimate mainly depends on what kind of object this noun denotes - living beings or objects inanimate nature, but it is impossible to completely identify the concept of animate-inanimate with the concept of living-inanimate. Yes, from a grammatical point of view birch, aspen, elm- nouns are inanimate, but from a scientific point of view they are living organisms. In grammar, the names of deceased people are dead man, deceased- are considered animate, and only a noun dead body- inanimate. Thus, the meaning of animate-inanimate is a purely grammatical category.

• among the animate nouns, the accusative plural form coincides with the genitive plural form:

(c.p. plural = r.p. plural)

r.p. (no) people, birds, animals

v.p. (to love) people, birds, animals

• in inanimate nouns, the accusative plural form coincides with the plural nominative form:

(v.p. plural = im.p. plural)

i.p. (there are) forests, mountains, rivers

v.p. (I see) forests, mountains, rivers

In addition, for animate nouns of the masculine gender of the second declension, the accusative case coincides with the genitive also in the singular, for inanimate nouns - with the nominative: I see a student, an elk, a crane, but a detachment, a forest, a regiment.

Most often, masculine and feminine nouns are animate. Among neuter nouns there are few animate ones. This - child, person (meaning "person"), animal, insect, mammal, creature ("living organism"), monster, monster, monster and some others.

Animate nouns used figuratively are declined: admire "Sleeping Beauty".

Inanimate nouns used figuratively receive the meaning of a person and become animate: the tournament brought together all the table tennis stars.

The names of toys, mechanisms, human images refer to animate noun: she loved her dolls, nesting dolls, and robots very much.

The names of figures in games (chess, cards) are declined like animate nouns: sacrifice a knight, take an ace.

The name of the gods mythical creatures (goblin, mermaid, devil, merman) refer to animate nouns, and the names of planets named after gods refer to inanimate nouns: looking at Jupiter, they prayed to Jupiter for help.

A number of nouns exhibit fluctuations in the expression of the animate-inanimate category (in the names of microorganisms, in nouns image, type, character, etc.): consider ciliates And ciliates, kill bacteria And bacteria; create vivid images, special characters.

Animate and inanimate nouns
Animated	Inanimate
names of living things	names of inanimate objects
	plant names
names of gods	names of planets based on gods
names of mythical creatures
names of figures in games
names of toys, mechanisms, human images
dead man, deceased	dead body
names of microorganisms
image, character

Word check:

Letterman

Grammar

Study microbes or microbes? Animation of nouns

1. What is the animation of nouns?

“The category of animate-inanimate nouns is a grammatical expression of the opposition between living and inanimate, but understood not in a scientific sense (in the sense of living and inanimate nature, that is, the organic and inorganic world), but in an everyday, everyday sense.”

(Eskova N.A. Brief dictionary difficulties of the Russian language. 6th ed., rev. M., 2008.)

2. How is animation expressed?

“Firstly, animate-inanimateness is expressed by the endings of the noun itself:

1) animate nouns have the same endings for the plural of the accusative case and the genitive case, and for masculine nouns this also applies to the singular;

2) inanimate nouns have the same accusative and nominative plural endings, and for masculine nouns this extends to the singular.

Animacy has non-verbal expression: the ending of an adjective or participle in the accusative case that agrees with a noun varies depending on whether the noun is animate or inanimate, cf.: (I see) new s students, But new s tables».

(Litnevskaya E.I. Russian language. A short theoretical course for schoolchildren. M., 2006.)

3. When do hesitations and options arise?

“All fluctuations between grammatical animation and inanimateness (found in the variable formation of the accusative case) are explained precisely by the ambiguity in the assessment of an object as living or inanimate.

Some of these cases relate to those objects whose belonging to animals or plants may not seem obvious: amoebas, bacteria, bacilli, vibrios, viruses, ciliates, microbes and etc. ( study microbes And microbes).

The second typical case is the name of those living creatures that we tend to perceive primarily as food: squid, shrimp, mussels, lobster, sea cucumber, oysters and etc. ( eat oysters And oysters).

Another clear case is the names of inanimate objects that imitate living beings: kite (paper), doll, puppet, robot, sphinx and etc. ( make dolls And dolls)».

(Eskova N.A. Brief dictionary of difficulties of the Russian language. 6th ed., Spanish M., 2008.)

Separate mention should be made about seafood. Words like squid, crabs, shrimp, mussels, lobster, oysters, according to most reference books, they can be used as inanimate and animate nouns, if we're talking about about food, but only as animate, if we are talking about living beings. However, in the “Grammar Dictionary of the Russian Language” by A. A. Zaliznyak the words squid, crab, mussel, lobster are given as animate in all meanings (we reproduce the recommendations of this dictionary below in the answers of the “Reference Bureau”) .

Names of canned fish sprats, gobies, sprat, sardines(plural) are used as inanimate nouns: open sprats, eat sprat, love sardines.

QUESTIONS FROM THE INFORMATION BUREAU

Anchovy

How to correctly: cook anchovy or cook anchovy?

Answer: Noun anchovy in the meaning of "food" inanimate. Right: prepare anchovy, salt the anchovies. However, it is true to say about a living being: catch anchovy, breed anchovies.

Daughter

Would the phrase be correct? along with Gazprom decided to support its daughters, if the word daughter used to mean "subsidiary"?

Answer: Word daughters in the meaning of "subsidiaries" is used as an inanimate noun: Gazprom decided to support its daughters.

Bunny

How to correctly: catch a sunbeam or sunny bunny?

Answer: Both options are correct. “Grammar Dictionary of the Russian Language” by A. A. Zaliznyak indicates that the word bunny in the meaning of “light spot” can be used both as an animate and as

Germ

Is the word animate? embryo?

Answer:Germ – inanimate noun.

Serpent

At school there was an assignment to make a sentence out of words. The child composed: The boy bought a kite. The teacher corrected it to The boy bought a kite. Who is right?

Answer: According to dictionaries, the word snake in all meanings The children launched a kite.

Squid

How to correctly: cook squid or cook squid?

Answer:Squid – cook squid.

Goat

How to correctly: kill the goat or goat(about the game of dominoes), jump over the goat or through the goat?

Answer: Noun goat can be used either animate or inanimate, depending on the meaning. In meaning "animal" and also " card game or a game of dominoes" is an animate noun: feed the goat, slaughter the goat, play goat. In the meaning of “sports equipment” the following options are possible: jump over the goat And jump over the goat. See: Zaliznyak A. A. Grammar dictionary of the Russian language. 5th ed., rev. M., 2008.

Crab

How to correctly: export crabs or crabs?

Answer:Crab – animate noun. Right: export crabs.

Shrimp

How to correctly: ate shrimp or did you eat shrimp?

Answer: Noun shrimp is animate if we are talking about a living shrimp ( I saw tiny brown shrimp in the aquarium). If we are talking about shrimp like food, possible options: word shrimp in this case it can also be declined as an animate noun ( I ate with pleasure tiny brown shrimp), and as an inanimate noun ( enjoyed eating tiny brown shrimp).

Doll

How to correctly: love dolls or love dolls?

Answer: doll in the meaning of “toy” it can be used both as an animate and as an inanimate noun. And here doll in the meaning of “man” (a doll can be called a soulless and empty person, as well as a person blindly acting according to the will of another) - only animate.

Face

How to say: We invite interested parties or interested parties?

Answer: Word face in the meaning of “person” – an animate noun. Right: We invite all interested parties. N. A. Eskova writes: Noun face in the meaning of "man" behaves like an animate, but in combination actor experiences oscillations between animate and inanimate (cf. character).

Salmon

How to correctly: catch salmon or catch salmon?

Answer:Salmon - animate noun . Right: catch salmon.

Maksim

How to correctly talk about a machine gun: tapes are inserted into the Maxima or in "maxim"?

Answer: Word " Maksim" in the meaning of "machine gun" it is declined as an inanimate noun. This means that the accusative case form will coincide with the nominative case form. Therefore it is true: tapes are inserted into the "maxim".

Mussel

Who do I eat: mussels or mussels?

Answer: Mussel– animate noun; eat mussels. See: Zaliznyak A. A. Grammar dictionary of the Russian language. 5th ed., rev. M., 2008.

Microbe

How to say: studying microbes or studying microbes?

Answer: Word microbe can be used both as an animate and an inanimate noun. Both options are correct.

Moskvich

Which is correct when it comes to cars: assassination attempt on "Muscovites" or assassination attempt on "Muscovites"?

Answer:Moskvich in the meaning of "car" is an inanimate noun: assassination attempt on "Muscovites".

An object

How to correctly: or consider pathogenic biological objects?

Answer: Word an object is not animate. Right: consider pathogenic biological objects.

Oscar

How to correctly: the film won an Oscar or Did the film win an Oscar?

How to write in an essay: introduce comic character or introduce a comic character?

Answer: Variants are possible. This is what N. A. Eskova writes about the word character: Word character simultaneously names a person and expresses something literary concept. Hesitation portrays a character, characters And depicts a character, characters It is obviously connected with the fact that it is the writer (or speaker) who wants to emphasize (Eskova N.A. Concise Dictionary of Difficulties of the Russian Language. 6th ed., revised. M., 2008).

Parsley

How to write: make parsley or parsley(about dolls)?

Answer: Noun parsley used as an animate in the meaning of “doll; theatrical character” (correctly: make parsley). In the meanings " puppet show; ridiculous thing" and "plant" parsley - inanimate noun.

Police officer

How to correctly: drive over a speed bump or over a speed bump(about a road obstacle)?

Answer: Both options are possible (cf.: goat as the name of a sports equipment can also be used both animate and inanimate) .

Ghost

How best to write: believe in ghosts or believe in ghosts?

Answer: According to the “Grammar Dictionary of the Russian Language” by A. A. Zaliznyak ghost can be animate or inanimate.

Prototype

How to do it right: created prototypes or created prototypes?

Answer:Prototype – inanimate noun meaning “original sample, prototype of something”: I see a prototype of a new weapon. In meaning “the person who served the author as the original for creating literary image» prototype can be used as an animate noun.

Robot

How to correctly: or use robots for body welding?

Answer: Word robot– an animate noun. Right: use robots to weld the body.

Snowman

How to correctly: the guys made a snowman or did the guys make a snowman?

Answer:Snowman– an animate noun. Right: the guys made a snowman.

Subject

What to do with the subject? I see a suspicious person or Do I see a suspicious subject?

Answer:“Grammar Dictionary of the Russian Language” by A. A. Zaliznyak indicates that the word subject(in philosophy, in law) can be used both as an animate and as an inanimate noun. When used in other meanings: subject(in logic, in grammar) – only inanimate, subject(personality, person) – only animate.

Creature

Answer: According to the “Grammar Dictionary of the Russian Language” by A. A. Zaliznyak, the word creature in the meaning of “something living” it can be used both as an animate and as an inanimate noun.

Talent

How the word declines talent? As an animate or as an inanimate noun?

Answer:Talent – inanimate noun (including about a person). Right: He came to support people's talents.

Ace

How to correctly: draw an ace or draw an ace(in a card game)?

Answer: Word ace– an animate noun meaning " playing card" and "important person". Correct: pull out an ace, turn into a financial ace.

Tuna

How to correctly: cut tuna or cut tuna?

Answer:Tuna– animate noun, correct: cut tuna.

Snail

Is snail an animate noun?

Answer: Yes, even when it comes to snails used for food. Right: I eat snails.

Oyster

How they behave oysters? As animate nouns or as inanimate?

Answer: Noun oyster is animate if we are talking about a living oyster ( raise oysters). If we are talking about an oyster as food, the following options are possible: buy oysters And buy oysters.

Embryo

How to correctly: carries an embryo or an embryo?

Answer:Embryo – inanimate noun. Right: carries an embryo.

References:

Belchikov Yu. A. Practical stylistics of the modern Russian language. 2nd ed., M., 2012.

Graudina L.K., Itskovich V.A., Katlinskaya L.P. Dictionary of grammatical variants of the Russian language. –3rd ed., erased. M., 2008.

Zaliznyak A. A. Grammar dictionary of the Russian language. 5th ed., rev. M., 2008.

Eskova N. A. Brief dictionary of difficulties of the Russian language. 6th ed., rev. M., 2008.

Russian grammar / Ed. N. Yu. Shvedova. M., 1980.

It is known that the classification of nouns as animate or inanimate is associated with the division by man of the surrounding world into living and inanimate. However, even V.V. Vinogradov noted the “mythological nature” of the terms “animate/inanimate”, since textbook well-known examples ( plant, dead person, doll, people and etc . ) demonstrate the discrepancy between the objective status of an object and its comprehension in language. There is an opinion that by animate in grammar we mean “active” objects identified with a person, to which are contrasted “inactive” and, therefore, inanimate objects 1. At the same time, the “activity/inactivity” sign does not fully explain why the words dead man, deceased are considered animate, and people, crowd, flock – to inanimate nouns. Apparently, the category of animate/inanimate reflects everyday ideas about living and nonliving things, i.e. a person’s subjective assessment of the objects of reality, which does not always coincide with the scientific picture of the world.

Of course, the “standard” of a living being for a person has always been the person himself. Any language stores “petrified” metaphors, showing that people from ancient times saw the world as anthropomorphic, described it in their own image and likeness: the sun is out, the river is running, the leg of a chair, the spout of a teapot and so on . Let us recall at least the anthropomorphic gods or characters of lower mythology. At the same time, life forms other than humans: some invertebrates, microorganisms, etc. are often ambiguously assessed by ordinary native speakers. For example, as a survey of informants showed, to nouns sea ​​anemone, amoeba, ciliate, polyp, microbe, virus the question is regularly asked What? Obviously, in addition to signs of visible activity (movement, development, reproduction, etc.), the everyday concept of a living being (an “animate” object) also includes a sign of similarity to a person.

How is the animate/inanimate nature of a noun determined?

Traditionally, the coincidence of the forms of the accusative and genitive cases in the singular and plural of masculine nouns is considered as a grammatical indicator of animacy. (I see a man, a deer, friends, bears) and only in the plural for feminine and neuter nouns (I see women, animals). Accordingly, grammatical inanimateness is manifested in the coincidence of the accusative and nominative cases (I see a house, tables, streets, fields).

It should be noted that the grammatical opposition of nouns by animate/inanimate is expressed not only in the form of a specific case: the difference in the forms of nouns in the accusative case leads to a difference and opposition of paradigms in general. Masculine nouns have singular and plural paradigms on the basis of animate/inanimate, while feminine and neuter nouns have only plural paradigms, that is, each of the animate/inanimate categories has its own declension paradigm.

There is an opinion that the main means of expressing the animate/inanimate nature of a noun is the accusative case form of the agreed definition: “It is by the form of the agreed definition in the accusative case that the animate or inanimate nature of the noun in the linguistic sense of the word is determined” 2 . Obviously, this position requires clarification: the form of an adjective word should be considered as the main means of expressing animateness/inanimateness only in relation to the use of unchangeable words: I see beautiful cockatoo(V. = R.); I see beautiful coat(V. = I.). In other cases, the form of the adjectival word duplicates the meanings of case, number, gender and animate/inanimate nature of the main word - the noun.

The coincidence of case forms (V. = I. or V. = R.) in the declension of allied words of the adjectival structure (in a subordinate clause) can also serve as an indicator of animate/inanimate: These werebooks , which I knew(V. = I.); These were writers , which I knew(V. = R.).

Feminine and neuter nouns that appear only in the singular form (singularia tantum) do not have a grammatical indicator of animate/inanimate, since these words have an independent form of the accusative case that does not coincide with either the nominative or the genitive: catch swordfish, study cybernetics etc. Thus, the animate/inanimate nature of these nouns is not determined grammatically.

Topic: Nouns, animate and inanimate

Goals and objectives:

1. Long-term goal: teaching the culture of speech, the culture of mental work; development creativity students.

2. Immediate goal: improving students' spelling skills; repetition and consolidation of students’ knowledge about the categories of gender, number and case of a noun; deepening and application of students’ knowledge, skills and abilities on the topic “Animate and inanimate nouns.”

Lesson format: combined lesson using ICT.

During the classes.

I. Lesson organization.

Spring is like that season,

When the kids want to go for a walk,

Jump, play, not looking at the weather,

But we have to study the topic.

Guys, I ask you one thing:

Get serious about the lesson

Work with your heart, memory, soul,

Don't wait for the bell to ring.

I'm glad to see each of you

And let spring breathe coolness through the windows,

We will be comfortable here, because our class

He loves, feels and hears each other.

II. Vocabulary and spelling work (based on ZOS).

On screen: Patch

Shlash

Shter

What is the entrance to the tent like? (Starting with the letter A.)

Let's read the words. What's common in lexical meaning vocabulary words? (Tent, hut, pavilion.)

What do the writing have in common? (The letter a.)

Let's write down the words, highlighting the letter A, putting emphasis, highlighting the endings.

What is the ending?

Let's make up phrases with these words and write them down, once again emphasizing the letter A. (Low tent, hut of branches, blue tent of heaven.) What is this technique called in literature when we use a word in a figurative sense? (Metaphor.)

What part of speech are they? vocabulary words? (To nouns.)

What is a noun? (A definition is given.)

A noun is the most essential part of speech. Almost every second word in our speech is a noun. Here is a poem that consists almost entirely of nouns alone, but everything is clear to us:

Whisper, timid breathing,

The trill of a nightingale,

Silver and sway

Sleepy stream...

What time of year is the poem talking about? (About spring.)

III. Repetition of the category of gender, number, case of a noun.

Popular proverb says: “Repetition is the mother of learning.” Let's repeat "Noun".

The table “R., Ch., P.” is displayed on the screen.

What do these letters remind you guys? (Gender, number, case.)

My riddle about nouns

About their amazing customs.

And let at least someone guess

How most of them change!

(By numbers and cases.)

1. Gender of nouns.

A)- Let's start with the first letter. What kind of nouns are there? (Male, female and average.)

Let's remember:

The gender is masculine, of course. my:

My garden, my brother, table too my.

Feminine, I remember

What I'll say about - my:

My pen, my cloud

And a notebook my.

Neuter gender - it, my:

My window, village my.

b) Game.

Now let's play! Words of different kinds can sometimes be used to describe almost identical objects, or at least similar ones. Like this: fence – fence. Such words in Russian are called... (synonyms).

Lamp - ... (lamp)

electric train - ... (train)

car - ... (car)

building - ... (house).

c) Conclusion: genus - constant sign noun. Consistency is a wonderful quality. You can always rely on the gender of a noun; it will not change and will not change.

2. Number of nouns.

But number is such a fickle thing, so nouns change according to numbers. Let's name them. (Singular and plural.)

And now, guys, we will exchange not different words, but word forms. What needs to be done to get different forms of a word? (Change endings.)

New ending - new form. Yes, the ending is a very hard-working morpheme. Now she will help us play.

a) Game.

We write it down, highlighting the endings and placing emphasis:

cake - cakes,

agreement - agreements,

engineer - engineers,

director - directors,

driver - drivers,

doctor - doctors.

b) Conclusion: nouns are inflected by number.

3. Cases. Declension of nouns.

The word has six cases,

Six faithful little pages.

Let's name them along with the questions! (The guys call in chorus.)

Nouns openly show their interests and inclinations: they change according to cases or ... (inflect). Yes, that’s right, they bow to the laws of the Russian language. Let’s remember how they do this using the example of a noun spring:

Birds singing in the groves,

And there is silence in the class,

We are passing through the declination,

Leans spring.

We bow out loud spring, spring…

And outside the window you can hear streams,

I can’t sit at my desk,

And here spring, spring, spring…

Together:

Spring, spring, spring, spring,

In the spring, O spring...

A bunny walks along the window,

Like the sun on a wall.

Conclusion: number and case are inconsistent features of a noun.

IV. Explanation of new material.

We said that nouns answer the questions WHO? WHAT? Which nouns should you ask the question WHO?, and which ones should you ask WHAT? (To the animate - WHO?, to the inanimate - WHAT?)

You guys helped me formulate the topic of today’s lesson, “Animate and Inanimate Nouns.” Let's write it down in our notebooks on the lines missed at the beginning of the lesson.

1. Work according to the textbook.

Consider the drawing on page 24 (26) of the textbook.

List the living beings and things shown in the picture. Which of the nouns you named answer the question WHO?, which answer the question WHAT? (Children's answers.)

2. Physical education minute.

Listen to a fragment of the song “Dolls” performed by the group “Ivanushki”.

3. Creation of a problematic situation.

Can the animate-inanimate nature of nouns always be determined by the questions WHO? WHAT? What word have we heard most often in the song? (Doll.)

How do you think doll– An animate or inanimate noun? And the word family?

4. Observations from the table.

Nouns

animate

inanimate

plural

I.P. who? brothers

R.p. who? brothers

V. p. whom? brothers

I.p. what? books

R. p. what? books

V. p. what? books

V. p. = R. p.

V. p. = I. p.

Conclusion from observations: for animate nouns in the plural, the V. p. coincides in form with the R. p. (V. p. = R. p.), for inanimate nouns - with the I. p. (V. p. = I. p.) .

Let's write down:

Animated: V. p. (plural) = R. p. (plural)

Inanimate: V. p. (plural) = I. p. (plural)

Using the table, we determine the animate-inanimate nature of nouns, by which consensus was not in class:

doll - animate,

family is inanimate.

Conclusion: It often happens that nouns denoting living beings do not grammatically appear as animate and vice versa.

5. Additional information.

– Animate nouns include the names of chess pieces, fantastic creatures.

What chess pieces do you know? (King, queen, rook, bishop, knight, pawn.) And they are all animate.

What fantastic creatures do we meet in the lines of A. S. Pushkin’s poem “Ruslan and Lyudmila” that you know?

There are miracles there: a goblin wanders there,

A mermaid sits on the branches.

(Leshy, Mermaid.)

Are they animate or inanimate? (To the animate.)

V. Consolidation.

1. Decide whether the nouns should be classified as animate or inanimate: people, chick, squad, queen, brownie, dead man.

2. Game "Corrector".

Let's write it in corrected form:

1) The girl put the dolls to bed.

2) I caught three crucian carp.

3) And at that time the chicken was eating Vova’s worms.

3. Working with the proposal.

Suddenly, a washbasin runs out of my mother’s bedroom, bow-legged and lame, and shakes his head.

Find grammatical basis offers. (To noun wash basin we ask the question WHO? – Who runs out and shakes their head?) Let's write it down.

Did you guys find out what work the washbasin is from? (K. Chukovsky “Moidodyr”.)

Conclusion: in works fiction(especially often in fables and fairy tales) objects of inanimate nature can be endowed with the properties of living beings. They walk, talk, rejoice, cry, etc.

What is this technique called in literature? (Personification.)

4. Elements of entertainment.

How to turn inanimate nouns squirrels, arrows into animate ones, without changing a single letter in them? (Rearrange the emphasis.)

This is one of the types of homonymy. Such words are called homographs.

VI. Generalization.

What did you learn in class today?

Work on speech development. Collective miniature essay “Spring”.

Several times during the lesson we remembered what time of year? (Spring.)

Let's write a collective miniature essay “Spring”, using animate and inanimate nouns. O. K. Savrasov’s painting “The Rooks Have Arrived” will tell us the images.

In the first sentence we will include a phrase from the dictionary work blue sky tent.

Sample essay-miniature:

How beautiful is the blue tent of heaven in spring! The sun is shining brighter, its rays are warmer. The water began to boil in the rivers, and rooks flew in in a noisy flock. The voices of the birds sound more and more cheerful. Animals in the forest are awakening from hibernation. All nature rejoices at the arrival of spring.

Let's read the essay.

VII. Lesson summary.

VIII. Reflection.

Lesson Analysis

The topic of my lesson, which I taught in 5th grade, is “Animate and inanimate nouns.” This topic belongs to the section "Morphology". When choosing a topic, I did not deviate from the program material: the children had just begun to study “Nouns”.

When planning my lesson, I relied on students’ knowledge of the concepts of “gender”, “number”, “case”, “animate-inanimate” nouns acquired in elementary school.

When planning the lesson, I set the following goals: 1) long-term goal: teaching the culture of speech, the culture of mental work; development of students' creative abilities; 2) immediate goal: improving students’ spelling skills; repetition and consolidation of students’ knowledge about the categories of gender, number and case of a noun; deepening and application of students’ knowledge, skills and abilities on the topic “Animate and inanimate nouns.”

Vocabulary work I think integral part each lesson, since daily exercises in correct spelling words shape students' literacy. In this work, I relied on the visual reference signal - I believe that this contributes to quick and easy memorization. Work on developing students’ speech (composing phrases) also takes place here.

She introduced exercises into the lesson to review previously studied material on the topic “Noun” (gender, number, case), and helped me connect it with the topic of the lesson. Moreover, the material was given naturally and logically to elevated level difficulties.

Before moving on to explaining the new material, I conducted psychological preparation students to perceive new things.

A collective and independent work students when mastering new material. There is work with a textbook. Was created problematic situation, the guys themselves drew conclusions.

When consolidating this topic, I included different forms of work: determining the animate-inanimate nature of nouns, where they arose different opinions, a problematic situation has arisen; game elements, word game, business game “Proofreader”, work with proposals, entertainment.

The use of gaming technology is known to increase the effectiveness of the lesson and arouse interest in the subject in children. “The game is a huge bright window through which spiritual world The child receives a life-giving stream of ideas and concepts about the world around him. A game is a spark that ignites the flame of inquisitiveness and curiosity,” said V. A. Sukhomlinsky.

During the lesson I used computer technology, in particular, a presentation created independently, it is good for announcing new topic. The presentation contains a table, illustrations, and text material. The aesthetics and colorfulness of the presentation attract attention, increase students’ interest in knowledge, and make the learning process easier and more festive.

When consolidating the material, exercises are given in order of increasing complexity - the didactic principle is from simple to complex. I believe, that didactic material corresponds to the level of knowledge of students.

When explaining new material and when consolidating, active feedback from schoolchildren was achieved. I tried to involve every student.

I am sure that every Russian language lesson should use exercises to develop students’ speech. Therefore, I included a collective miniature essay as a generalization on the topic of the lesson using O. K. Savrasov’s painting “The Rooks Have Arrived,” which helped the children imagine the images.

I devoted space to developing speech culture skills; I consider this a natural part of every lesson. The culture of speech presupposes, first of all, its correctness, compliance with the norms of Russian literary language. I try to structure my speech so that it is distinguished by persuasiveness, variety, accuracy, expressiveness, special teaching power, and most importantly, goodwill: “You helped me formulate the topic of today’s lesson; “Today in the lesson not only our memory will work, but also our soul, heart,” etc.

I believe that such communication with the class stimulates creative activity students, increases interest in Russian language lessons. The technology of student-centered learning that I used helped me solve priority problems - to form and develop the intelligence and speech of students, to develop critical and creative thinking. After all main idea The new approach consists of a transition from explanation to understanding, and the main orientation of the teacher is not to transfer knowledge about the subject, but to communicate with students, to mutual understanding, to “freeing” them for creativity.

Lesson according to me pedagogical concept, built using modern pedagogical technologies: technologies of student-oriented education, gaming technology, computer technologies.

There were no deviations from the lesson plan. I am confident that I was able to solve the lesson tasks at the required level, achieve my goals and avoid overloading the students.

I know that the lesson using modern pedagogical technologies was quite effective.