Animated nouns include the names of persons and animals: man, daughter, son, Vera, Petrov, Dima, on duty, cow, goat, goose, starling, carp, spider etc. These are mostly masculine and feminine nouns. Nouns of the middle gender are few: child, creature (in meaning "living organism"), face (meaning "man"), words in -ische (monster, monster), substantivized adjectives and participles ( animal, insect, mammal). As a defining feature of animate nouns, the ability of the “objects” they call to move independently, to move, which inanimate objects do not possess, is often noted.

This semantic classification does not coincide with the scientific division of everything that exists in nature into living and non-living: in the sciences of nature, plants also belong to the living. It does not fit into the framework of the "everyday" understanding of the living and non-living. So, words are animate nouns dead man, deceased seemingly contrary to logic. Boiled duck, roast goose are also animate in the grammar. This also includes a doll, a ball (in the language of billiard players), ace, trump, jack etc. - words that have nothing to do with the living world. The category of inanimate includes nouns denoting the totality of living beings ( people, crowd, platoon, flock, swarm, group etc.), as well as collective nouns like youth, peasantry, children, proletariat etc., denoting a set of persons.

The division of nouns into animate and inanimate is based not only on semantic grounds, but also on
grammatical. Accusative plural
for animate nouns it coincides with the genitive, and
for the inanimate - with the nominative. Wed:
I see trees, mountains, rivers, clouds, I see people, cows, birds,
flocks of insects, geese, buy cucumbers, notebooks, buttons, buy sheep, pigeons, dolls, ate tangerines, oranges, ate chickens, crayfish, served fried eggplant, served fried partridges.

In the singular, the distinction between animate and inanimate nouns is consistently expressed morphologically in masculine words. Cf.: inanimate nouns and animate nouns I’ll cook soup, broth, cook a goose, a rooster, see off the steamer, see off a friend, plant potatoes, plant a guest.

An exception is masculine words ending in -a. They, like feminine nouns, accusative does not match either the genitive or the nominative. Compare: I. - boy, girl; R. - boys, girls; IN. - young man, girl.

In animate neuter nouns, as well as inanimate ones, in the singular the form of the accusative case coincides with the form of the im. case. For example: Oh, how I love this empty creature! moaned Pavel Petrovich(Turgenev). The same is observed for feminine nouns with a zero ending in them. case: I see a lynx, a mouse.

A deviation from the basic norm of expressing the meaning of animation is the formation of wine forms. pad. pl. h. with a preposition in nouns - the names of persons expressing attitudes towards a certain social group: student, nanny, livestock breeder, etc. In constructions with the meaning "become (do) what" these words form the form of wines. cases as inanimate nouns: to be promoted to general, to be elected to academicians, to enter the janitors, to join the partisans, a candidate for deputies etc.

The names of microorganisms fluctuate between animate and inanimate nouns: microbe, bacillus, ciliate, bacterium, amoeba etc. They have two forms of the accusative case: study microbes and microbes; examine viruses and viruses in a microscope; destroy bacilli and bacilli. IN professional language such words are usually used as animate nouns, and in the non-professional sphere as inanimate ones.

One and the same noun in one of its meanings can refer to animate, in another - to inanimate. So, the names of fish in direct meanings are animated nouns ( catch a crucian). Used as the names of foods, they act as inanimate nouns: eat sprats, invite for trout etc. Cf. also: I see a huge stump And I see this stump (whom?) every day.

Animation / inanimateness in words is peculiarly manifested blockhead, idol, idol, idol etc., which figuratively designate people. In the meaning of “statue”, these words clearly gravitate to inanimate, and in the figurative meaning of a person, to animate nouns. True, this feature is expressed inconsistently. Wed: put up an idol and it is difficult to convince this idol, but: On the banks of the Danube, the Russians set up a wooden idol (A. N. Tolstoy); From shaving his beard, he creates an idol for himself (Saltykov-Shedrin) and ... to make an idol out of this old useless person (L. Tolstoy).

The names of works of art based on their heroes act as animated nouns. Wed: get to know Eugene Onegin and listen to "Eugene Onegin"; call Rudin and read "Rudin" etc.

Wed also: treated a Muscovite and bought "Moskvich", feed a horse and sculpt a horse, but feed a crocodile and buy a "Crocodile"; see a kite, let (launch) a kite and make kites.

The names of the ancient gods are animate nouns, and the names of the luminaries homonymous with them are inanimate: anger Mars and look at Mars, honor Jupiter and see Jupiter and etc.

The words type, image, character are used as inanimate nouns, which are the names of characters in works of art: create a strong character; characterize negative types and positive images. Wed: list the characters of the novel, the heroes of the fairy tale, the characters of the fable, but: bring out a comic character.

Andrei NARUSHEVICH,
Taganrog

A few questions about the animate/inanimate category

The category of animate/inanimate nouns is little mentioned in school textbooks of the Russian language, but meanwhile it is one of the most interesting linguistic phenomena. Let's try to answer some questions that arise when considering this category.

What is "animate" and "inanimate" object?

It is known that the assignment of nouns to animate or inanimate is associated with the division of the surrounding world by a person into living and inanimate. However, V.V. Vinogradov noted the "mythology" of the terms "animate / inanimate", since textbook examples ( plant, deceased, doll, people and etc . ) demonstrate the discrepancy between the objective status of the subject and its comprehension in the language. There is an opinion that animate in grammar means “active” objects identified with a person, which are opposed to “inactive” and, therefore, inanimate objects 1 . At the same time, the attribute "activity/inactivity" does not fully explain why the words dead man, deceased belong to the animate, and people, crowd, flock- to inanimate nouns. Apparently, the category of animateness/inanimateness reflects everyday ideas about the living and the inanimate, i.e. a subjective assessment by a person of 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 a person himself. Any language keeps "petrified" metaphors showing that people from ancient times saw the world as anthropomorphic, described it in their own image and likeness: the sun came out, the river runs, the leg of the chair, the spout of the kettle and so on . Let us recall at least anthropomorphic gods or characters of lower mythology. At the same time, life forms different from humans: some invertebrates, microorganisms, etc. - are often ambiguously evaluated by ordinary native speakers. For example, as the survey of informants showed, to nouns sea ​​anemone, amoeba, ciliate, polyp, microbe, virus question asked regularly what? Obviously, in addition to signs of visible activity (movement, development, reproduction, etc.), the ordinary concept of a living being (“animate” object) also includes a sign of similarity to a person.

How is the animateness/inanimateness of a noun determined?

Traditionally, as a grammatical indicator of animation, the coincidence of the form of the accusative and genitive cases in the singular and plural for masculine nouns (I see a person, a deer, friends, bears) and only in the plural of 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 animateness/inanimateness 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. For masculine nouns, on the basis of animateness/inanimateness, singular and plural paradigms are distinguished, and for feminine and neuter nouns, 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 animateness / inanimateness of a noun is the form of the accusative case of the agreed definition: “It is by the form of the agreed definition in the accusative case that the animateness or inanimateness of the noun in the linguistic sense of the word is determined” 2 . Obviously, this provision requires clarification: the form of the adjectival word should be considered as the main means of expressing animateness/inanimateness only in relation to the use of invariable words: see beautiful cockatoo(V. = R.); see beautiful coat(V. = I.). In other cases, the form of the adjectival word duplicates the meanings of case, number, gender and animateness/inanimateness of the main word - the noun.

The coincidence of case forms (V. = I. or V. = R.) in the declension of allied words of the adjective structure (in subordinate clause): These were books, which I knew(V. = I.); These were writers, which I knew(B. = R.).

No nouns of the feminine and neuter gender, which appear only in the singular form (singularia tantum), do not have a grammatical indicator of animation / inanimateness, since these words have independent form accusative case, which does not coincide with either the nominative or the genitive: catch swordfish, study cybernetics etc. Thus, grammatically, the animateness/inanimateness of these nouns is not determined.

What is the fluctuating grammatical indicator of animateness/inanimateness?

Let's look at a few examples: And from now on the embryo is called fruit(I. Akimushkin) - I saw in a flask embryo, swirling like a French horn(Yu. Arabov); science microbiology studies various bacteria and viruses(N. Goldin) - Bacteria can be identified by morphological properties(A. Bykov); Marrying a woman blows away with myself their dolls (I. Solomonik) - Before going to bed, you played again in my office. Feeding dolls (L. Panteleev). As you can see, the same words behave either as animate or as inanimate.

Variative forms of the accusative case of nouns germ, embryo, microbe, bacterium etc. are explained by the ambiguity of the assessment of the corresponding objects by the speakers. Usually these forms of life are inaccessible to observation, which causes the fluctuation of native speakers in attributing these objects to living or non-living.

Dolls are involved in the game (as well as magical) human activities. In children's games, dolls function like living beings. Dolls are bathed, combed, put to bed, that is, actions are performed with them, which in other conditions are aimed only at living beings. Game activity creates conditions for understanding dolls as objects that are functionally similar to the living (functionally animated). At the same time, dolls remain inanimate objects. The combination of signs of living and non-living causes fluctuations in the grammatical indicator of animation / inanimateness. Similar features are revealed by some names of game pieces: queen, ace, pawn and etc.: I took from the table, as I remember now, ace of hearts and threw it up(M. Lermontov) - By placing the cards take all the aces lying on top of the packs(Z. Ivanova).

Some animals have long been considered by people mainly as food (cf. the modern word seafood). For example, lobsters, oysters, lobsters, as V.A. Itskovich, “do not occur in Central Russia in a living form and became known first as exotic dishes and only later as living beings” 2 . Apparently, nouns oyster, squid, lobster and others were originally declined only according to the inanimate type, the appearance of the accusative form, coinciding with the genitive form, is associated with the development of the meaning ‘ Living being', more recent than 'food': Boil squids, cut into noodles(N. Golosova) - Squids are boiled in salt water(N. Akimova); Local fishermen brought fish in the city: in spring - small anchovy, in summer - ugly flounder, in autumn - mackerel, fat mullet and oysters (A. Kuprin) - And are you eat oysters? (A. Chekhov) Interestingly, in the meaning of ‘food’, not only the names of exotic animals acquire grammatical inanimateness: fatty herring Okay soak, cut into fillets(M. Peterson); Processed pike perch cut into pieces(V.Turygin).

Thus, the fluctuation of the grammatical indicator of animateness/inanimateness is caused by the peculiarities of semantics, as well as the ambiguity of assessing the subject as living or inanimate.

Why nouns dead man And dead person animated?

Human understanding of living nature is inextricably linked with the concept of death. ‘Dead’ is always ‘being alive’, having previously possessed life. In addition, it is no coincidence that folklore is replete with stories about the living dead. Until now, you can find echoes of the ideas of our distant ancestors that some special form of life is inherent in the dead, as if dead man able to hear, think, remember.

Nouns dead person, deceased, departed and others denote dead people, i.e. possess the attribute ‘human’ – the most important for the meaning of animation. And here is the word corpse means ‘the body of a dead organism’, i.e. only the material shell (cf. expressions corpses of the dead, corpses of the dead). Apparently, this semantic difference explains the grammatical animation of the names of the dead and the inanimateness of the word corpse: How strong are the stones all in their callings, - When the dead covered watch over (K.Sluchevsky); BUT convene I am the ones I work for the dead Orthodox... - Cross yourself! call the dead for housewarming(A. Pushkin); Nastya only once, long before the war, had to see a drowned man (V.Rasputin); Teamsters throwing corpses on a sled with a wooden clatter(A. Solzhenitsyn).

Why words people, crowd, flock inanimate?

The listed words denote a certain set of living objects - people or animals. This set is understood as a single whole - a set of living beings, and this set is not equal to the simple sum of its components. For example, the attribute "set", expressing the idea of ​​quantity in the concept of "people", in the concept of "people" is combined with the idea of ​​quality - "the totality of people in their specific interactions". In this way, common feature of the words of this group - 'totality' - turns out to be the leading one and forms the meaning of inanimateness. V.G. Gak connects the nouns under consideration with the category of a collective (quasi-animate) object: “Between animate and inanimate objects there is an intermediate group of collective objects consisting of animate units. Words denoting such objects ... can be conditionally called quasi-animate” 4 . The grammatical generalization of semantics is expressed in the morphological indicator of inanimateness (V. = I.): I see crowds, nations, flocks, herds etc.

Why are nouns denoting plants inanimate?

In the language picture plant world, which are qualitatively different life form than animals and humans are not perceived as living organisms. The ability to move independently has long been recognized as one of the characteristic features alive. As Aristotle pointed out, “the beginning of movement arises in us from ourselves, even if nothing has set us in motion from outside. We do not see anything like this in inanimate [bodies], but they are always set in motion by something external, and a living being, as we say, moves itself” 5 . The inability of plant organisms to move independently, the lack of visible motor activity and a number of other signs lead to the fact that in the mind of a person, plants, together with objects of inorganic nature, constitute an immovable, static part of the world. This is indicated by V.A. Itskovich: "... a living object is understood as an object capable of independent movement, so that plants are inanimate objects" 6 . Thus, the predominance of signs of the inanimate in everyday concepts of plants, as well as the nature labor activity man, who has long been widely using plants for a variety of purposes, led to the fact that plants in most cases are perceived as inanimate objects.

How does the meaning of animate/inanimate manifest itself?

The attribute ‘living’ (‘non-living’) can be manifested not only in the meanings of nouns, but also in the meanings of indicative words. Indeed, the analysis showed that not only nouns, but also verbs and adjectives have the meaning of animateness/inanimateness in the language. This is manifested in the fact that verbs and adjectives can denote signs of objects that characterize these objects as living or inanimate. For example, the meaning of the verb to read indicates that the action is performed by a person (person) and is directed to an inanimate object: read a book, newspaper, ad etc.

The existence of such semantic connections made it possible to build a classification of Russian verbs according to the presence in their meanings of an indication of the animateness / inanimateness of the subject and object of the action. This classification was developed by Prof. L.D. Chesnokova 7 . So, all the verbs of the Russian language can be divided into the following groups:

1) animated-marked - denote actions performed by living beings: breathe, dream, sleep and etc;
2) inanimate-marked - denote actions performed by inanimate objects: burn, crumble, evaporate and etc . ;
3) neutral - denote actions common to living and inanimate objects: stand, lie, fall and etc .

A similar division is observed among adjectives:

1) animately marked adjectives denote signs of living beings: external signs, temperamental features, volitional qualities, emotional, intellectual and physical properties and etc.: lean, long-legged, lop-eared, phlegmatic, quick-tempered, kind, evil, intelligent, persistent, blind, talented etc.;
2) inanimate-marked adjectives denote signs of inanimate objects (phenomena) - spatial and temporal qualities and relationships, the properties and qualities of things perceived by the senses, signs in relation to the material of manufacture, etc.: liquid, rare, deep, spicy, sour, bitter, strong, thick, iron, glassy, ​​woody, marshy etc.;
3) neutral adjectives denote features that can be attributed to both living beings and inanimate objects - the most common spatial characteristics, color characteristics, evaluative characteristics, belonging, etc.: left, right, tall, small, heavy, white, red, good, mother's.

Thus, the animate/inanimate meaning of a noun is usually supported by animate or inanimate marked context elements. Otherwise, figurative meanings are updated, which ensures the semantic agreement of words.

So, for animate nouns in combination with inanimate-marked verbs, the metonymic transfer ‘work - author’ is most typical: Then the worker started read Brockhaus (M. Bulgakov); But anyway Doderlein necessary view... Here it is - Doderlein. "Operational Obstetrics"(M. Bulgakov).

For inanimate nouns, names can be transferred from inanimate objects to living ones: hungry bursa prowled through the streets of Kiev and forced everyone to be careful(N. Gogol); Me saw off all warm and loving camera in full force, without party distinctions(E. Ginzburg); Prison doesn't like brave men(V.Shalamov). There are also many cases of occasional metonymic transfer affecting the semantics of the animate/inanimate substantive: - Fast! To the phone! A tube vibrated, fluttered, choked with anxiety, did not dare to speak fatal question. Only repeated with an interrogative intonation: “Is that you? It's you?"(E. Ginzburg); Once in the hospital I heard: “From the seventh ward nasal furuncle discharged» (V. Levy).

The semantic discrepancy in the aspect of animateness/inanimateness can be overcome due to the metaphorical transfer of the meaning of the noun. An example is the combination of inanimate nouns with animate-marked words, creating an artistic device of personification (personification): sitting on the forehead of a short man, Pimple with envy glanced on the foreheads of tall people and thought: “I wish I were in such a position!”(F.Krivin).

So, let's sum up. Animate and inanimate nouns designate not so much living and inanimate objects as objects, understood as both living and non-living. In addition, between the members of the opposition ‘thinkable as living / thinkable as inanimate’, there are a number of intermediate formations that combine the signs of the living and the inanimate, the presence of which is due to the associative mechanisms of thinking and other features of human mental activity, for example:

1) conceivable as having been alive ( dead person, deceased, departed and etc.);
2) mentally represented alive ( mermaid, goblin, cyborg and etc.);
3) conceivable as a semblance of a living ( doll, baby doll, jack, queen and etc.);
4) conceivable as a set of living things ( people, crowd, flock, herd and etc.).

Thus, the category of animate/inanimate nouns, like some other linguistic phenomena, reflects the anthropocentric attitude of human thinking, and the discrepancy between the linguistic picture of the world and scientific understanding is another manifestation of the subjective factor in the language.

1 Stepanov Y.S.. Fundamentals of general linguistics. M., 1975. S. 130.

2 Miloslavsky I.G. Morphological categories of the modern Russian language. M.: Nauka, 1981. S. 54.

3 Itskovich V.A.. Animate and inanimate nouns in the modern Russian language (norm and tendency) // Questions of Linguistics. 1980, No. 4. S. 85.

4 Gak V.G. Verbal compatibility and its reflection in the dictionaries of verb control // Lexicology and lexicography / Pod. ed. V.V. Morkovkin. M.: Russk. yaz., 1972. S. 68.

5 Aristotle. Physics // Works in 4 vols. M., 1981. T. 3. S. 226.

6 Itskovich V.A.. Animate and inanimate nouns in the modern Russian language (norm and tendency) // Questions of Linguistics. 1980, No. 4. S. 96.

7 Chesnokova L.D.. Pronouns who, what and the semantics of animation - inanimateness in the modern Russian language // Russian Linguistics. Kiev: Higher. school, 1987. Issue. 14. P. 69–75.

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

Inanimate nouns are the names of inanimate objects, as well as objects flora and answer the question what?(presidium, conference, landscape, mountain ash). This also includes nouns like group, people, crowd, flock, peasantry, youth, kids etc.

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

• animate For nouns, the accusative plural form is the same as the genitive plural form:

(v.p. pl. = r.p. pl.)

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

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

• inanimate For nouns, the plural accusative form is the same as the plural nominative form:

(w.p. pl. = im.p. pl.)

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

c.p. (see) forests, mountains, rivers

In addition, for animate masculine nouns of the II 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, animate nouns are masculine and feminine. There are few animate nouns among neuter nouns. This - child, person (in the meaning of "man"), animal, insect, mammal, creature ("living organism"), monster, monster, monster and some others.

Animated nouns, used in a figurative sense, decline: admire "Sleeping Beauty".

Inanimate nouns, used in a figurative sense, get the meaning of a person and become animated: the tournament brought together all the table tennis stars.

The names of toys, mechanisms, images of a person refer to animated nouns: she was very fond of her dolls, nesting dolls, robots.

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

The name of the gods mythical creatures (goblin, mermaid, devil, water) refer to animate nouns, and the names of the planets by the name of the gods - to inanimate: looking at Jupiter, they begged Jupiter for help.

For a number of nouns, there are fluctuations in the expression of the category of animation-inanimateness (in the names of microorganisms, in nouns, the image, type, character, etc.): to 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 the planets by the names of the gods
names of mythical creatures
names of figures in games
names of toys, mechanisms, human images
dead man, deceased	corpse
names of microorganisms
image, character

Topic: Animate and inanimate nouns

Goals and objectives:

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

2. Immediate goal: improving the spelling skills of students; repetition and consolidation of students' knowledge about the category of gender, number and case of a noun; deepening and application of knowledge, skills and abilities of students on the topic "Inanimate and animate nouns".

Form of the lesson: a combined lesson with the use of ICT.

During the classes.

I. Lesson organization.

Spring is like this season,

When 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 the 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

Each other loves, feels and hears.

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

On screen: P latka

Sh lash

Sh ter

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

Let's read the words. What is common in lexical meaning dictionary words? (Tent, hut, tent.)

What is common in writing? (The letter a.)

Let's write down the words, highlighting the letter A in them, put the stress, highlight the endings.

What is called ending?

Let's make phrases with these words and write it 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 the word in a figurative sense? (Metaphor.)

What part of speech is dictionary words? (To nouns.)

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

The 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, and we understand everything:

Whisper, timid breathing,

trill nightingale,

Silver and wobble

Sleepy stream…

What season is the poem talking about? (About spring.)

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

folk proverb says: "Repetition is the mother of learning." Let's repeat the noun.

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

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

My riddle about nouns

About their customs amazing.

And let anyone guess

How most of them change!

(By numbers and cases.)

1. Gender of nouns.

but) Let's start with the first letter. What kind are nouns? (Male, feminine and middle.)

Let's remember:

The masculine gender, of course, my:

My garden, my brother, table too my.

Feminine, I remember

What I'm talking about - my:

My pen, my cloud

And a notebook my.

Neuter gender - it, my:

My window, village my.

b) Game.

And now let's play! Words of different kinds can sometimes be called almost identical objects, in any case, similar ones. Like this: fence – fence. Such words in Russian are called ... (synonyms).

Lamp - ... (lamp)

train - ... (train)

car - ... (car)

building - ... (house).

c) Conclusion: gender is a constant attribute of a noun. Persistence is a wonderful quality. You can always rely on the gender of a noun, it will not change and will not change.

2. The number of nouns.

But on the other hand, the number is such a fickle thing, so nouns change in numbers. Let's call them. (Singular and plural.)

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

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

a) game.

We write down, highlighting the endings and placing the stress:

cake - cakes,

contract, contracts

engineer, engineers

director - directors,

chauffeur - chauffeurs

doctor - doctors.

b) Conclusion: nouns change according to numbers.

3. Cases. Declension of nouns.

The word has six cases

Six faithful little pages.

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

Nouns openly show their interests and inclinations: they change in cases or ... (decline). Yes, that's right, they bow to the laws of the Russian language. And how they do it, let's recall the example of a noun Spring:

Birdsong in the groves,

Silence in the classroom

We're going downhill

Leaning Spring.

We bow aloud Spring, spring…

And outside the window you can hear streams

I can't sit at a desk,

And here Spring, spring, spring…

Together:

Spring, spring, spring, spring,

in the spring, about spring...

Bunny walks on the window

Like the sun on the wall.

Output: number and case are inconstant signs of a noun.

IV. Explanation of new material.

We said that nouns answer the questions WHO? WHAT? To which nouns should the question be asked WHO?, and to which - WHAT? (To the animate - WHO ?, to the inanimate - WHAT?)

Here you guys helped me formulate the topic of today's lesson "Inanimate and animate nouns." Let's write it in notebooks on the lines skipped 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.

A fragment of the song "Dolls" performed by the group "Ivanushki" is being listened to.

3. Creation of a problem situation.

Is it always possible to determine the animateness-inanimateness of nouns by questions of WHO? WHAT? What word do we hear most often in the song? (Doll.)

How do you think doll Is it an animate or inanimate noun? And the word family?

4. Observations according to the table.

Nouns

animated

inanimate

plural

I. p. who? brothers

R. p. whom? brothers

V. p. whom? brothers

I. p. what? books

R. p. what? books

V.p. what? books

V. p. \u003d R. p.

V. p. \u003d I. p.

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

Let's write:

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

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

Using the table, let's determine the animateness-inanimateness of nouns, on which there was no consensus in the class:

doll - animated,

family is inanimate.

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

5. Additional information.

– Animated 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: the goblin roams there,

The mermaid sits on the branches.

(Leshy, Mermaid.)

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

V. Consolidation.

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

2. The game "Corrector".

We write in the corrected form:

1) The girl put the dolls to bed.

2) I caught three crucians.

3) And the chicken at that time ate Vovin's worms.

3. Work with the offer.

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

Find grammatical basis suggestions. (To the noun wash basin ask the question WHO? - Who runs out and shakes his head?) We write down.

Did you guys find out from which work the washbasin is from? (K. Chukovsky "Moydodyr".)

Output: 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 the literature? (Incarnation.)

4. Elements of entertainment.

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

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

VI. Generalization.

What did you learn in class today?

Work on the development of speech. Collective composition-miniature "Spring".

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

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

In the first sentence, we include the phrase from the dictionary work blue tent of heaven.

Sample essay-miniature:

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

Let's read the essay.

VII. Lesson results.

VIII. Reflection.

Lesson Analysis

The topic of my lesson, which I taught in the 5th grade, is "Inanimate and animate nouns." This topic belongs to the "Morphology" section. When choosing a topic, I did not deviate from program material: the guys just started to study "Noun".

When planning my lesson, I relied on the knowledge of students about the concepts of "gender", "number", "case", "animation-inanimateness" of nouns received in elementary school.

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

vocabulary work I consider it an integral part of each lesson, since daily exercises in the correct spelling of words form the literacy of students. In this work, I relied on a visual reference signal - I believe that this contributes to quick and easy memorization. Here, work on the development of students' speech (composing phrases) takes place.

She introduced into the lesson exercises to repeat the previously studied material on the topic “Noun” (gender, number, case), helped me connect with the topic of the lesson. Moreover, the material was naturally and logically given at an increased level of complexity.

Before proceeding to the explanation of the new material, she conducted a psychological preparation of students for the perception of the new.

A collective and independent work students while learning new material. There is work with the textbook. Was created problem situation, the children themselves drew conclusions.

When fixing this topic, she included various forms of work: the definition of animateness-inanimateness of nouns, where different opinions arose, a problematic situation arose; game elements, word game, business game"Corrector", work with a proposal, entertainment.

The use of gaming technology, as you know, increases the effectiveness of the lesson, arouses interest in the subject in children. “A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of a child. The 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 by myself, it is good for announcing new topic. The presentation contains a table, illustrations, text material. The aesthetics and colorfulness of the presentation attract attention, increase students' interest in knowledge, make the learning process easier and more festive.

When consolidating the material, the 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 reinforcing, an active feedback of schoolchildren was achieved. I tried to involve every student.

I am sure that exercises for the development of students' speech should be used in every lesson of the Russian language. 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 gave a place to work on the development of speech culture skills, I consider this a natural part of each lesson. The culture of speech implies, first of all, its correctness, compliance with the norms of Russian literary language. I try to build my speech in such a way that it is distinguished by persuasiveness, diversity, accuracy, expressiveness, special teaching power, and most importantly, benevolence: “You helped me formulate the topic of today's lesson; “Today, not only our memory will work in the lesson, but also the soul, the heart,” etc.

I believe that such communication with the class stimulates creative activity students, increases interest in the lessons of the Russian language. The technology of student-centered learning that I used helped me solve priority tasks - to form and develop the intellect and speech of students, to develop critical and creative thinking. After all, the main idea of ​​the new approach is to move from explanation to understanding, and the teacher's main goal is not to transfer knowledge about the subject, but to communicate with students, to mutual understanding, to "liberate" them for creativity.

The lesson, according to my pedagogical concept, is built using modern pedagogical technologies: student-centered education technologies, game technology, computer technologies.

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

I know that the lesson with the use of modern pedagogical technologies was quite effective.