36. General characteristics of the verb. Verb basics. Verb classes.

Verb- a category of words that denote the action or state of an object as a process. The word “process” in this usage has a broad meaning - this word means labor activity, movement, activity of the senses, thinking, physical and mental state, change in state ( build, walk, hear, think, sleep, yearn, weaken and so on.). Maria is crying and sad(P.): verbs crying And sad express a state related to a person as the subject of this state, as well as to time.

The morphological features of a verb are closely related to its semantics and are expressed in the forms of person, mood, tense, aspect and voice. The main syntactic role of the verb is to express the predicate (predicate). The prefix method predominates in word formation.

Verb basics. All verb forms, with the exception of the future complex and subjunctive mood, are formed by means of formative suffixes and endings attached to the stem. By formation, verb forms fall into two groups depending on the formative stem, which can act in two versions: as the stem of an indefinite form and as the stem of the present tense. The indefinite stem is determined by eliminating affixes -th(s):collecting-th. The stem of the present (or future simple) is distinguished from the third person plural form. h. present or future simple: write-ut,write-ut.

From the base of the indefinite form are formed: past tense, past participle (active and passive) and perfect participle: to hate, hated, hated, hated, hated.

Affix -well in imperfect verbs, for example dry, get wet, homonymous to the affix -well in perfective verbs with the meaning of instantaneous or one-time action, for example: step, blink. The first affix is ​​usually lost when forms are formed from the stem of the indefinite form ( dry - dry, dry), the second affix is ​​preserved ( step, - stepped, stepped).

From the base of the present tense, forms of the present or future simple, imperative, present participle (active and passive) and imperfective participles are formed: callj-ut (called), call, callj-ushchy (naming), calledj-em (called), callingj-a (naming).

Verb classes. The bases of the indefinite form and the present tense, as a rule, differ in affixes or sound composition: read - read - ut (read), call - call - ut. The relationship between the indefinite form stem and the present tense stem determines the division of verbs into classes.

Classes of verbs characterized by the ratio of these stems, which is also characteristic of newly formed verbs, are called productive, for example, verbs like sit down - sit down(cf. to land, to land on the moon). The same verbs, on the basis of which new verbs are not created, belong to unproductive classes, for example, verbs like prick - prick, pour - weed and etc.

There are five productive verb classes:

1st grade combines verbs with an infinitive form into -a(t) and with the basis of the present tense on -aj: read - readj-ut(read).

2nd grade - verbs with an indefinite stem -e(t) and with the basis of the present tense on -ej: sorry-t - sorryj-ut (regret).

3rd grade - verbs with an indefinite stem -ova (-eva) (t) and with the basis of the present tense on -yj: advise - advisej-ut (advise), grief - griefj-ut (grieving).

4th grade - verbs with an indefinite stem -well and with the basis of the present (future simple) tense on -n-: jump - jump-ut.

5th grade - verbs with an indefinite stem -i(t) and with the third person plural ending. Part of the present tense -at, -yat: please - please.

Unproductive classes usually combine a small number of verbs. Their classification is complicated by the presence of small features in small groups of verbs, and sometimes in individual verbs (for example, eat, go). The number of unproductive classes is gradually reduced, as they are exposed to the influence of productive classes (for example, the form comes into use meow instead of meow, purr instead of purr, rinse instead of rinse, wave instead of waving by analogy with verbs of the 1st productive class). In print one can find parallel use of both forms, although many of the new forms are still outside the codified literary language.

Sometimes the forms differ in shades of meaning: the train is moving (set in motion) and the train is moving (is in motion).

A class is a group of verbs that have the same infinitive and present tense stems. Classes are divided into productive and non-productive (about 17 classes).

A verb is a category of words that is characterized primarily by great semantic richness. A verb is a part of speech that denotes a process, i.e. representing a sign as an action, state or becoming. The meaning of Generalization is manifested primarily in the fact that verbs include words denoting different actions: labor activity (chop, build), movement of a person or object (walk, crawl), feelings (hear, see), mental processes (think, reason) , physical condition (sleeping, lying down) and many others. It changes according to tenses, numbers, persons and genders; the verb forms include variable and indefinite (unchangeable) forms. In the elementary grades, the categories of mood, voice, participle, and gerunds are not considered. The way of formation of the verb is also unique: it has a developed system of prefixal formation; The verb has rather complex methods of suffixal word formation. The originality of the verb is also expressed in its syntactic capabilities: it is, first of all, a predicate in a sentence, i.e. one of the main members of a sentence. The verb is of great importance for the construction of phrases: The main tasks of studying the verb are the following: 1) the formation of the initial concept of the verb as a part of speech; 2) developing the ability to consciously use verbs in oral and written statements; 3) increasing the level of mental development of students; 4) developing the skill of spelling personal endings of the most common verbs of I and II conjugations. All tasks are solved in interconnection. verb learning sequence.

I class. The preparatory stage coincides conditionally with the period of learning to read and write. Preparation for studying a verb consists of developing students' attention to the lexical meaning of a word, and in particular the verb. More targeted work on verbs begins in the second half of the first grade in the process of studying the topic “Words that answer the question what to do?”. II class. The main tasks of this stage are to form the concept of “verb as a part of speech”, to become familiar with the change of verbs in numbers and tenses, and to master the ability of students to form tense forms of verbs. III class. acquaintance with the infinitive form of the verb, mastering the conjugation of verbs, developing spelling skills for unstressed personal endings of verbs. The objectives of studying verbs in grade III are as follows:. 1) deepening students’ knowledge about the verb as a part of speech (lexical meaning of the verb, changes in numbers, tenses, role in a sentence); 2) development of skills in the precise use of verbs in speech 3) familiarization with verb conjugation; development of the ability to recognize the person of a verb in the present, past and future tense; 4) preparing students to spell personal verb endings; initial familiarization with I and II conjugations, development of the ability to recognize conjugation by indefinite form.

The formation of the concept of “verb” begins during the period of learning to read and write. Exercises are carried out in connection with reading pages of the primer, making sentences based on pictures, etc. The teacher specially creates conditions so that when composing sentences, choosing a word that has a suitable meaning, For example: Birds fly away in the fall (what do they do?). In the future, you should select verbs whose meaning does not coincide with the everyday understanding of the “action” of an object (to be sick, to be surprised, to turn green).

One of the leading skills developed in first-graders is asking questions about words. The teacher specifically trains students in this, using verbs of various tense forms and types. Words answering the question what? are compared with words answering the question what to do

The indefinite form of the verb does not indicate either tense or person; it is more abstract than other verb forms. Therefore, studying this form is not advisable in grades I and II. The indefinite form of the verb (infinitive) denotes an action or state without indicating a person or tense and is the initial form of the verb. By its origin and position in the language system, the indefinite form resembles a noun in the nominative case; It’s not for nothing that there are homonyms in the Russian language: know, stove are *verbs and know, stove are nouns. Primary school students almost constantly have to deal with perfective and imperfective verbs and ask questions about verbs: what to do? what to do. When studying indefinite form, the following types of exercises are possible. 1. Conduct observations on the lexical (semantic) meaning of verbs in the indefinite form, on their polysemy, synonymy, accompanied by tasks: 1) group verbs by meaning (movement, physical labor, speaking, work of thought, weather conditions, etc.): carry, saw, decide, cry; 2) choose synonyms for the verbs: look - ..., say rattle...; 3) select antonyms for verbs: speak..., please-..; 4) replace verbs with cognate nouns: return..., 5) replace nouns with cognate verbs: departure..., lighting..., collecting - .. .. 2. Compose phrases consisting of a verb in an indefinite form and a noun dependent on it: come to read

"18" Verb number category Students, based on specific observations, are led to the generalization that a singular verb denotes the action of one object, a plural verb denotes the action of two or more objects; When the number of the verb changes, the ending changes. You can familiarize students with the agreement of a noun and a verb in a number, with the essence of a number, as follows.

1. The teacher shows object pictures, one of which depicts one object, and the other shows several objects: an airplane and airplanes.

Make up two-word sentences based on the pictures: The plane is flying. Planes are flying.

Compare the verbs in these sentences. The action of how many objects does each verb denote?2. Generalization. - If a verb denotes the action of one thing, then it is in the singular. If a verb denotes the action of two or more objects, then it is in the plural. 3. Observation of noun-verb agreement. In the process of subsequent work, children develop the ability to change the verb by numbers. Tense forms of the verb present significant difficulty for second-graders. It is due to the fact that when forming tense forms, the student needs to take into account the type of the verb. Students reveal the essence of the tense form of the verb by comparing when the action is performed and when it is reported, i.e. based on a comparison of the time of action relative to the moment of speech. For example, schoolchildren observe the actions that a student called to the board performs or has performed, and also discuss what else will be done (writes a sentence, wrote a sentence, will write a sentence). the following conclusions.

"19". Verbs change tenses. The verb has three tenses: present, past and future. 2. Present tense verbs denote an action that is happening at the time when it is being spoken about, i.e. at the moment of speech. They answer the questions what does it do? what are they doing? etc. draws students' attention to the suffix -l- as an indicator of the past tense. Students became familiar with the concept of “person” while studying pronouns. They know that pronouns are 1st, 2nd and 3rd person, that they change according to numbers (I - we, you - you, he - they). This information is used when students first become familiar with changing verbs by persons. Combinations are given: I sing, you sing, he sings, we sing, you sing, they sing. Children, observing, are convinced that depending on the person of the pronoun, the person of the verb also changes. The future tense of the verb is presented to students in two forms: as a complex future, consisting of the auxiliary verb I will and the given imperfective verb in the indefinite form: I will write, you will write , will write, etc., and as the future simple, consisting of one word - a perfective verb: I will write, they will write, etc. Personal endings of verbs. Students of the third grade learn to distinguish endings, learn that some verbs are characterized by endings -et and -ut, others - -it and -at (-yat), observe that if any form has the letter e at the end, then it is also preserved in other endings. After observing the differences in the spelling of verbs, the teacher suggests looking at the conjugation table, copying it, highlighting the personal endings of the verbs, and reading the definition given in the textbook.

The verb l is a part of speech that denotes a process, that is, representing a characteristic as an action, state or formation.

The meaning of action l is the most generalized meaning of a verb as a part of speech. The generalization is manifested, first of all, in the fact that the verb includes words denoting different actions: labor activity (chopping, building), movement of a person or object (walking, crawling), feelings (hearing, seeing), mental processes (thinking, reasoning). ), physical condition (sleeping, lying down) and many others. "

The verb is a synthesis of various grammatical categories and forms. It changes according to tenses, numbers, persons and genders; the verb forms include an inflected and an unchangeable form (indefinite form).

In elementary school, the l verb is studied in a rather elementary, abbreviated form, and is distributed across all classes. Primary grades must, in addition to providing information about the verb, teach children to freely and at the same time consciously use verb forms, write them correctly and correctly construct phrases and sentences with these forms.

The main tasks of studying the verb: To form an initial concept of the verb as a part of speech. l 2) Develop the ability to consciously use verbs in oral and written statements. l 1)

3) Increase the level of mental development of students. l 4) Develop the skill of spelling personal endings of the most common verbs of the I and II conjugations. l

All problems are solved in interconnection; students become familiar with only some categories characteristic of a given part of speech.

I grade l l The preparatory stage coincides with the period of learning to read and write. Developing students' attention to the lexical meaning of a word, and in particular a verb. More focused work on verbs begins in the second half of the first grade in the process of studying the topic “Words that answer the question what to do? ".

I I - I I I grade l Formation of the concept of “verb as a part of speech”, familiarization with the change of verbs in numbers and tenses, mastering by students the ability to form tense forms of verbs that are most common in the speech of primary schoolchildren.

I I I – IV grade l A new level in the learning system. Acquaintance with the infinitive form of the verb, mastering the conjugation of verbs, developing spelling skills for unstressed personal endings of verbs.

Objectives l l 1) Deepen students' knowledge about the verb as a part of speech (lexical meaning of the verb, changes in numbers, tenses, role in a sentence). 2) Develop skills in accurately using verbs in speech. To this end, observations continue on the use of verbs in literal and figurative meanings, on synonymous verbs and antonymous verbs, and stylistic analysis of the text is practiced.

l l 3) Introduce verb conjugation. Learn to recognize the person of a verb in the present, past and future tense. 4) Prepare students to spell personal verb endings. Conduct initial familiarization with conjugations I and II, teach to recognize conjugation by indefinite form.

The formation of the concept of a verb begins during the period of learning to read and write. l Accumulation of specific material, on the basis of which it becomes possible to generalize regarding the lexico-grammatical meaning typical of a verb: denote the action of an object. Exercises are carried out in connection with reading pages of the primer, making sentences based on pictures, etc. l

Formation of the concept verb l l Creating conditions so that when composing sentences, choosing a word that is suitable in meaning, students establish a connection between what the word means and the question to which it answers. Birds (what are they doing?) fly away in the fall. It is advisable to start working with verbs whose lexical meaning coincides with the grammatical one (runs, flies, throws).

Formation of the concept verb l l l Using the example of actions that the students themselves perform, they are clearly convinced of what verbs mean. An important condition is the selection of verbs whose meaning does not coincide with the everyday understanding of the “action” of an object (to be sick, to be surprised, to turn green). One of the leading skills developed in first-graders is asking questions about words. The teacher specifically trains students in this, using verbs of various tense forms and types.

l When recognizing questions, what does it do? what are they doing? what did you do? what did it do? what they were doing? what will he do? what will it do? Students actually do propaedeutic work on the categories of time, gender and number. The formulation of a morphological question is carried out in a sentence, and it is important not to identify morphological and syntactic questions. A morphological question is posed to find out what the word means: an object, a sign or an action.

The indefinite form of the verb l does not indicate either tense or person; it is more abstract than other verb forms. Therefore, studying this form is not advisable in grades I and II. The indefinite form of the verb (infinitive) denotes an action or state without indicating a person or tense and is the initial form of the verb.

l By its origin and position in the language system, the indefinite form resembles a noun in the nominative case; It’s not for nothing that there are homonyms in the Russian language: know, stove - verbs and know, stove - nouns.

The infinitive form of the verb l l is the initial form. Such proximity (in origin and meaning) often entails a confusion of verb forms with nouns, especially if the noun in its lexical meaning coincides with the verb: decide - decision, walk - walking, compose - composition. Practical work on word formation is useful: form verbs from a noun or adjective (tremble - tremble, green - turn green).

Perfective and imperfective verbs l We must ensure that children are able to correctly put questions to verbs: what to do? and what to do? The ability to correctly pose a question to a verb, in particular to a verb in an infinitive form, is important for mastering the spelling of personal endings of verbs. Developing the ability to pose a question depends on whether the child knows the order of the necessary actions.

Students should: - be able to find a word in a sentence that denotes an action; - distinguish between questions what to do? and what to do? ; - show that the words being analyzed are verbs.

Types of exercises: l l 1. Observation of the lexical (semantic) meaning of verbs in the indefinite form, their polysemy, synonymy, accompanied by tasks: a) group verbs by meaning (movement, physical labor, speaking, work of thought, weather conditions, etc. .);

carry saw decide whisper talk suffer cry; l l b) choose synonyms for the verbs: look -. . . say -. . . wish -. . . rattle -. . . c) choose antonyms for the verbs: speak -. . . please -. . . brighten -. . . give -. . .

l l l l d) replace verbs with nouns: return -. . . meet -. . . scream -. . . e) replace nouns with verbs: departure -. . . lighting -. . . gathering -. . 2. Make up phrases consisting of a verb in an indefinite form and a noun dependent on it: come to. . . treat the room. . . . forelocks to read. . . picture.

Verb number category Based on specific observations, the generalization that a singular verb denotes the action of one object, l a plural verb denotes the action of two or more objects; l when the number of the verb changes, the ending changes. l

students establishing a connection between the question the verb answers, the number form in which it is used, and the ending: l what does it do? units h says, l what are they doing? pl. h. they say. . l

- Make up two-word sentences based on the pictures. Compare the verbs in these sentences. The action of how many objects does each verb denote?

2. Generalization: l l l - If the verb denotes the action of one object, then it is in the singular. If a verb denotes the action of two or more objects, then it is in the plural. - Put a question for each verb. - Which question is answered by a singular verb? - What question does the plural verb answer?

Observation of noun-verb agreement: 3. Copy the text. l Yesterday the boys went to the forest. A bright ray of sun slid across the tree. The pines were green. Birches and willows are covered with delicate foliage. l l Determine the number of nouns and the number of verbs. Change the number of nouns. How have the verbs changed? Which part of the word has changed in the verbs?

4. Generalization: l l The verb associated with the noun has the same number. the number of the noun, we also change the number of the verb. Changing

The tense forms of the verb l present significant difficulties for second-graders. l When forming tense forms, the student needs to take into account the type of verb.

The temporal form is a comparison between when an action is performed and when it is reported. l For example, schoolchildren observe the actions that a student called to the board performs or has performed, and also discuss what else will be done (writes a sentence, wrote a sentence, will write a sentence). l

Conclusions: l l l 1) Verbs change tenses. The verb has three tenses: present, past and future. 2) Present tense verbs denote an action that occurs at the time when they are talking about it, i.e. at the moment of speech. They answer the questions what does it do? what are they doing?

l 3) Past tense verbs denote an action that occurred before the moment of speech. They answer the questions: what did you do? what they were doing? l 4) Future tense verbs denote an action that will occur after the moment of speech. They answer the questions what will it do? what will they do? or what will it do? what will they do?

l The method of asking a question does not exclude orientation to the semantic side of the tense form of the verb. l The teacher specifically draws students’ attention to the suffix -l- as an indicator of the past tense of the verb.

The essence of the tense category of a verb becomes more clear to students when comparing the same verb in different tense forms. l Verbs in the present tense change according to persons. The study of changing verbs in the present tense is based on the already known terms “present tense”, “number” and “person”. l

Face l l l Students became familiar with the concept of “face” when studying pronouns. This information is used when students first become familiar with changing verbs by persons. Combinations are given (I sing, you sing, etc.). Dependence on the person of the person pronoun of the verb (it changes its endings and these changes are changes in persons and numbers) Drawing up a table of personal endings of the verb, which children use to determine the person and number of verbs.

Future tense of the verb Two types: how the future is complex, consisting of the auxiliary verb I will and the given verb of the imperfect form in an indefinite form: I will write, you will write, they will write, then how the future is simple, consisting of one word - a verb of the perfect form: I will write , they will write. l The terms “future simple” and “future complex” are not taught to children. The simple future tense causes great difficulty for students, since children do not always correctly pose questions: what does it do? what will he do? what to do? and what to do? l

The past tense of the verb l is associated with change in numbers, and in the singular also in gender. Gender and number in the past tense are expressed through endings and the presence of the suffix -l -. The vowel before this suffix is ​​usually the same as before the suffix -т- in the indefinite form. Students need to know this, especially in cases where the indicated vowels are unstressed.

Personal endings of verbs l Third grade students learn to distinguish endings, learn that some verbs are characterized by endings e and -ut, other verbs - -and and - at (yat), observe that if any form has e at the ending , then it is preserved in other endings.

l Examine the conjugation table, copy it, highlighting the personal endings of the verbs, and read the definition given in the textbook. l Exercise in distinguishing verbs with stressed endings and then with unstressed endings.

During subsequent work, it is recommended to familiarize children with the procedure when encountering personal endings of verbs: l - determine the tense of the verb, l - change the verb according to the question WHAT TO DO? or WHAT SHOULD I DO? , l - apply the rule; l 1)

l l 2) develop in students an understanding of the obligatory relationships: -e - -ut, -yut - -e -i - -at, -yat - -i; 3) use vocabulary work as an auxiliary work, keeping in mind that verbs that have a vowel letter before their personal endings most often have an e at the ending;

l 4) conduct exercises on this topic and when studying other topics; l 5) ensure that students master the spelling of the most common verbs.

l To develop the skill of spelling personal endings of verbs, it is useful to carry out exercises in changing verb forms, copying text with the insertion of missing letters, processing text by replacing the past tense with the present, etc.

General characteristics of the verb as a part of speech

Verbs are words that denote the actions or states of a person, as well as an object, and answer the questions what to do? and what to do?
(run, run away, chop, chop off, sleep, fall asleep, etc.).

Verbs can indicate not only actions and states, but also signs (the meadow turns green), quantity (doubled, tripled energy), and attitude towards someone or something (respected his comrade).

The verb meanings listed above are also found in words of other parts of speech, in particular in nouns and adjectives. Wed: the clock of the Kremlin tower strikes - the clock of the Kremlin tower strikes, walked with a horse - moves with a horse, read a book - reading a book, they are building an object - building an object, his face turns red - his face gradually becomes red, etc. Why do the words strike, walked , read, build, blush belong to the verb, and fight, move, read, build, red - to other parts of speech?

Unlike other parts of speech, the verb, naming an action, state, sign, quantity, relation to someone or something, indicates, firstly, the producer, doer (subject) - someone or something is walking, reads, beats, blushes, secondly, for the duration of the action (beats, walked, read). Thirdly, the verb has forms that allow us to evaluate an action, state, sign as real or only desirable, possible: double, double, would double; build, build, would build.

Thus, a verb is a part of speech that denotes an action or state in its relation to person, tense and mood.

Morphological features of the verb - changes in moods, tenses, persons, numbers and genders. In addition, verbs have a conjugation, can be transitive and intransitive, reflexive and non-reflexive, and can indicate aspect.

The verb is the richest part of speech. Each verb has a whole system of forms, cf.: read-read, read, read, read, read, read-read, read, read-will read, will read, will read, will read, will read, will read - read, read, read would-read, read, read, read-read.

Some verb forms are conjugated, others are non-conjugated.
The infinitive, participle and gerund are unconjugated; all others are included in the group of conjugated ones (face shape, tense, inclination).

The most important syntactic function of a verb is to be predicate. The main forms of the verb (person, tense and mood forms) are used exclusively as a predicate, which is why they are called predicative
(predicate-predicate).

Of all the verb forms, only the infinitive can be any member of a sentence, including the predicate.

All verb forms are combined with nouns - they control nouns, “demand” a noun in a certain case (with or without a preposition). Wed: beg a comrade, approach a comrade, talk about a comrade; I’m talking (said, will speak, speak, would speak, speaking, speaking, speaking) about a comrade.

The verb also has word-formation features that distinguish it from other parts of speech. Thus, verbs are actively formed using prefixes (this method is used less actively to form words of other parts of speech). The verb has “its own” suffixes: -a- (to dine), -well- (to shout),
-sya (splash down), etc.

General concept of verb types

Denoting an action, the Russian verb can also indicate whether it in its development, course, has achieved the final goal, the desired result. Let's explain with examples: 1) I wrote a letter - the verb wrote not only indicates a certain process, but also reports that this process at some point in time achieved the final goal of the desired result
(the letter turned out to be written). 2) I wrote a letter - the verb wrote only indicates that this process took place in the past, continued for some time, lasted, but does not say anything about whether the goal or the desired result was achieved. ‘

Thus, in some cases, the verb acts as a simple designation of an action (I wrote a letter. Tomorrow she is going to the theater. My brother read | this novel), in others, the verb, denoting an action, additionally informs about the achievement of the goal by this action, about the achievement of the result (I wrote a letter. Tomorrow she will go to the theater. My brother read this novel).

Achieving a goal or desired result by an action is called the internal limit in the development of an action. View as one of the signs; The verb indicates the presence or absence of an internal limit in the development of the action.

The perfect form denotes an action in the development of which there was or will be an internal limit (i.e. the result was or will be achieved): decided-will-decide, write-write, buy-buy, sing-sing, went-goes, etc. The imperfect form denotes an action without indicating an internal limit, in this case attention is focused on the representation, the statement of the action itself: reads - read - 'will read, walks - walked - will walk, whistles - whistled - will whistle, sings - sang - will sing .

In addition to the basic meanings (indication of an internal limit or lack thereof), perfective and imperfective verbs can have additional shades. Thus, many imperfect verbs also indicate the repetition of an action: sign, read, ache, push, throw, ride, etc., and a number of perfect verbs indicate, on the contrary, one-time, instant actions: throw, push, turn around and etc.

The species is easily recognized by the question: what to do? - imperfect look, what to do? - perfect view. The aspect characterizes all forms of the verb: 1) read (what to do?), I read (what am I doing?), read (what did I do?), I will read
(what will I do?), read (what are you doing?), reading (doing what?), read
(doing what?), reading (doing what?); 2) read (what to do?), read
(what will he do?), read (what did he do?), the novel read (what was done with the novel?), having read (what did he do?).

Perfective verbs have two tenses: past and simple future (bought-will-buy, throw-throw, sang-sing, etc.). Imperfective verbs have all three tenses: present, past and complex future buys - bought - will buy, throws - threw - will throw, sings - sang - will sing).

General characteristics of the person of the verb

The verb, denoting an action, process, state, also indicates who or what performs this action or process, who or what experiences this state, i.e. the verb also determines the producer of the action.
Wed: It’s nice to walk through morning Moscow - the infinitive walk names only a specific action (as opposed to, for example, go, run) and does not indicate who is walking around Moscow. But: I’m walking, I’m walking, I’m walking, I’m walking, I’m walking, I’m walking - in this case, each form of the verb. and out of context gives us the idea of ​​who is walking, that is, who is the producer of the action.

The producer of an action in morphology is called the term person. But the person of the verb determines the producer of the action not in general, but from the point of view of the speaker. Hence: 1) if the speaker himself is the producer of the action
- this is the 1st person: I am walking around Moscow; 2) if the producer of the action is his interlocutor - this is the 2nd person: You are walking around Moscow; 3) if the producer of the action is a person not participating in the conversation, or a phenomenon of the animal world, nature, any object in question, this is the 3rd person of the verb: He is walking around Moscow; The moon floats in motionless heights... A rooster crows in the village behind the ridge, and morning comes in seconds.

An action can be performed not by one person, but by several: We walk along
Moscow - 1st person plural. h.; You would be walking around Moscow - 2nd person plural. h.; They walk along
Moscow - 3rd person plural. h.

The action can be associated with several phenomena of the animal world and nature, with several objects: Swifts lying on the window cornices, cypress trees looking out the window; Trams are grinding over the park... Parrots are screaming heart-rendingly... Thus, the three persons of the verb are not only in the singular, but also in the plural.

The verb has an indication of person in all moods. For example:

I learned Russian - 1st person indicative; Wait for me, and I will return... - 2nd person imperative; Wait for us tomorrow - 2nd person plural. including the imperative mood.

1st and 2nd person units. and plural verbs indicate a person or a personified “humanized” object. For example, in “The Extraordinary Adventure...” of Mayakovsky, the sun, “having caught his breath, spoke in a bass voice: “I am driving back the lights for the first time since creation” - here the 1st person points to
“humanized” natural phenomenon (the sun).

3rd person) can indicate both a person-actor and an object-actor:
The conductor shouts from the stairs; Engines are roaring, trains are flying, lights are on the campsite.

General concept of verb tenses

Time, as one of the main forms of existence of endlessly developing matter, is expressed in language by a verb.

The implementation of any action, process, state in time is considered in morphology from the point of view of the speaker. Thus, the tense of the verb expresses the relationship of an action, state, process to the moment of speech.

In modern Russian there are three tenses: present, past and future.

The present tense names an action that is happening at the moment it is spoken about. For example: They ask to go to the dining room - here the verb ask indicates that the action is performed at the same time when the speaker reports it, i.e. the action coincides with the moment of speech.

The past tense refers to an action that occurred before the moment of speech. For example: The soldiers dispersed into platoons into apartments. The parade ground was empty - the verbs dispersed, empty show that the named actions took place before the moment of speech, before the speech began about it.

The future tense names an action that will occur or is thought to be possible after the moment of speech. For example: - Now, to spite them all, tomorrow I will sit down with books, prepare and enter the academy - the verbs I will sit down, prepare, and enter indicate actions that will happen or may happen after the moment of speech, which seem to the speaker as quite possible in the future.

Verb tenses are closely related to types: imperfective verbs are used in all three tenses (I am writing, wrote, I will write); perfective verbs have only two tenses - past and future (wrote, will write).

General concept of verb mood

An action can be considered by the speaker in different ways: 1) as real
(happened, happened - wrote, wrote; happens - I write; happens or will happen - I will write, I will write); 2) as desirable (write a letter to your brother) or possible (I would write a letter to my brother, but I don’t have time).

Thus, from the point of view of the speaker, in one case the action corresponds to reality (it was, is or will be), in the other - there is actually no action, but it can happen or could happen under certain conditions.

Comparing such forms of the verb as write-e and write-and, would write, we come to the conclusion that the concepts of the reality of an action, on the one hand, and its unreality (in the sense of desirability, possibility) - on the other, are expressed in the Russian verb by special indicators . The ability of a verb to express the degree of reality of an action with certain indicators is called mood.

The Russian verb has three moods: indicative, imperative, subjunctive (or conditional).

Reflexive verbs.

Verbs with the suffix –sya (-s) are called reflexive: get dressed
- getting dressed, getting dressed, getting dressed, etc., washing - washing, washing, washing, etc. The suffix –sya (-s) differs from other suffixes in that it comes after all morphemes, including after endings: going, going.

Reflexive verbs have various additional meanings that non-reflexive verbs do not have:

1) return meaning: the boy dresses, combs his hair, i.e. dresses himself, combs his hair;

2) mutual meaning: friends hug, kiss, i.e. hug each other, kiss each other;

3) the meaning of a constant property: the nettle stings, the cow butts, the dog bites;

4) passive meaning: the house is being built by masons. With a reflexive verb with this meaning, the subject denotes the object undergoing the action (the subject of the house does not itself produce the action, it is built by masons).

Conjugation of verbs.

Changing verbs according to persons and numbers is called conjugation. Verbs are conjugated only in the indicative mood in the present and future tense. In the past tense, verbs change according to gender and number.

There are two conjugations in Russian - the first and the second. Verbs that have the endings -eat, -et, -eat, -ete, -ugl, -yut, belong to the I conjugation.

Verbs that have the endings -ish, -mot, -im” -ite, -bet, -yat belong to the II conjugation.

Verbs have I conjugations in the 3rd l. pl. The endings are -ut (-yut), and for verbs of the second conjugation - am (-yat).

If the emphasis falls on the stem and personal endings are difficult to distinguish by ear, then the conjugation is determined by the infinitive

The second conjugation with unstressed personal endings includes: a) all verbs that have -it in the infinitive: saw, thresh, harrow, etc. (except for the verbs shave, lay and those formed from them shave, lay, re-lay, etc.); b) seven verbs in -et: look, see, depend, hate, endure, twirl, offend and formed from them look, see, etc.; c) four verbs in -at: hear, breathe, hold, drive, and those formed from them hear, breathe, hold, etc.

The remaining verbs with unstressed personal endings belong to the I conjugation.

Bibliography

1. Kaydalova A.I., Kalinina I.K. Russian language. M., MSU1978.
2. Misiri G.S., Gab S.P. Russian language. M., Higher school. 1979.
3. Chesnokova L.D. Russian language. Difficult cases of morphological analysis.

M., Higher school. 1991.
4. Chesnokova L.D., Bukarenko S.G. Collection of exercises on the morphology of the modern Russian language. M., Higher school. 1988.

It can be classified according to different criteria, and one of them is the transfer of an action or state of an object. Accordingly, all verbs can be divided into dynamic or action verbs ( Dynamic Verbs) and static or stative verbs ( Stative Verbs).

Dynamic verbs communicate that an object performs a certain physical action. Most of the verbs known to us belong to this group ( to eat, to run, to write, to burn, etc.), and each of them describes a specific, understandable physical action.

Another thing is stative verbs. Their task is clear from the name: they convey states, feelings, attitudes, mental processes and other characteristics of the subject. For example, state verbs include such simple and familiar words as to love And to hate, to remember And to forget, to understand And to believe, to look And to feel. We learn these verbs almost in our first English lessons and don’t even know that they fall into a certain classification and have their own grammatical features. And their main difference from dynamic verbs is that they are not used in group timesContinuous , i.e. they cannot have a long time. Indeed, it is impossible to observe how we remember or believe, this is not a physical process, but the result of human mental activity. The same can be said about everything Stative Verbs(of course, with some exceptions, as is usually the case in English).

First, let's find out what other verbs refer to Stative Verbs and what groups they are divided into:

1. Verbs of physical perception ( verbs of physical perception): to hear, to notice, to see.
2. Verbs of emotional state ( verbs denoting emotions): to adore, to care for, to detest, to dislike, to hate, to like, to love, to respect.
3. Verbs of desire ( verbs denoting wish): to desire, to want, to wish.
4. Verbs of mental activity ( verbs denoting mental processes): to admire(meaning “to admire”), to appreciate, to assume, to believe(believe), to consider(to be considered as someone, to be considered as), to doubt, to expect(believe), to feel(believe), to imagine, to know, to mind(mind), to perceive, to presume, to recall, to recognize, to recollect, to regard, to remember, to suppose, to think(think), to trust, to understand.
5. Verbs of relation ( relational verbs): to apply, to be, to belong, to concern, to consist, to contain, to depend, to deserve,to differ, to equal, to fit, to have, to hold(contain), to include, to involve, to lack, to matter, to need, to owe, to own, to possess, to remain, to require, to resemble, to result, to signify, to suffice.
6. Other verbs: to agree, to allow, to appear(seem), to astonish, to claim, to consent, to displease, to envy, to fail to do, to feel, to find, to forbid, to forgive, to intend, to interest, to keep doing, to manage to do, to mean, to object, to please, to prefer, to prevent, to puzzle, to realize, to refuse, to remind, to satisfy, to seem, to smell, to sound, to succeed, to suit, to surprise, to taste, to tend, to value.

It seems that remembering such a huge list of unrelated English words is simply unrealistic. In fact, there is no need to do this, the main thing is to understand the principle by which this or that verb got into it, and it is important to remember that these verbs do not denote a physical action. You can simply memorize the names of the groups, and the verbs will come to mind on their own.

So, we must remember that all these verbs are stative verbs and do not use them in group tenses Continuous, because we don’t want to seem illiterate! Remember the simplest phrases in English:

• I understand you. / I understand what are you mean .
• I need a minute to write it down.
• I like roses.
• I have a car.

We never talk I'm understanding or I'm needing in simple English speech.

It seems that everything is clear, and then it’s time to talk about exceptions. In this case, they will be determined by English words, i.e., the possibility of having more than one lexical meaning. For example, the same verb can mean physical action and belong to one of the types of state verbs. Among them is such a clear and familiar verb to see:

to see- see ( stative), meet ( dynamic).

I see a woman in an elegant suit. – I see a woman in an elegant suit.

He’s seeing his parents after work. – He meets his parents after work.

Here's another example:

to appear- seem ( stative), perform on stage ( dynamic).

She appears to be very happy with her new fiancé. “She seems very happy with her new fiancé.”

My favorite band is appearing on Sunday. – My favorite band performs on Sunday.

Verbs taste(have a taste/taste), smell(smell/smell), look(look/look) feel(feel/touch) think(think/ponder) also obey this principle. To figure out whether a verb in a particular case is dynamic or static, you need to have a good understanding of the context in which it is used.

It is interesting to observe the use of the verb to have both static and dynamic. So when to have is a verb of state and has the meaning “to have”, “possess”, it cannot be used in Continuous Tenses. But if to have is part of a stable expression ( to have dinner, to have a shower), it starts working as a dynamic verb:

We have a big house in the suburbs. – We have a big house on the outskirts of the city.

I’m having lunch, so I’ll call you later. – I’m having lunch now, so I’ll call you later.

Verb tobe can also be used in group times Continuous, but only under a certain limitation: it will be used to convey temporary state or behavior, for example:

You are being too quiet today. What's wrong? – You’ve been completely quiet today. What's happened?

She is being a pop-star. “She acts just like a pop star.”

In addition, the verb to be should be put in Continuous for grammatical reasons in the forms Present Continuous Passive And Past Continuous Passive:

A new church is being built in our district. – A new church is being built in our area.

An applicant was being interviewed when I came to the office yesterday morning. – When I came to the office yesterday morning, a job applicant was being interviewed.

Verb toenjoy can be used in Continuous Tenses, if it denotes enjoyment of something specific:

I’m enjoying my holiday in Italy. – I feel very good on vacation in Italy.

I'm enjoying the performance a lot. – I love this performance so much!

In other cases to enjoy acts as a verb of state:

I enjoy watching horror films at night. – I like watching horror films at night.

Verbs tolook (to look like), tofeel (feel), tohurt And toache (to hurt) can be used both in tenses Continuous, and in times Simple, the meaning will not change, and it will not look like a grammatical error.

You"re looking much younger in this brightly-colored summer dress. = You look much younger in this brightly-colored summer dress. – In this bright summer dress you look much younger.

I’m feeling more confident after my promotion. = I feel more confident after my promotion. – I feel more confident after the promotion.

My leg hurts me. = My leg is hurting me. - Leg hurts.

And finally the most interesting thing. Most stative verbs can be used in tense Continuous to express strong positive or negative emotions or a special attitude:

I'm loving you. - I love you so much!

I’m hating the way you treat waiters. “I really don’t like the way you treat waiters.”

I'm needing you, don't leave! – I really need you, don’t go!

State verbs ( Stative Verbs) may seem like a difficult topic, although don't panic if you don't fully understand it right away and remember all the verbs and the differences in their meanings. Read more often, think about why the author uses a specific tense and how he expresses it, and you will simply no longer need to learn static verbs. There is a mention of static verbs in the description of almost everyone, so sooner or later this topic will be learned by itself.

If you find an error, please highlight a piece of text and click Ctrl+Enter.

When I started studying a foreign language at school, I did not attach much importance to this subject. The realization of its importance came a little later, when I became interested in what my favorite songs were about. From that moment on, learning English made sense, and with it came the desire to understand as much as possible and speak it. English fascinated me with its bright style, clear organization on the one hand and unexpected flexibility on the other. This passion led to me graduating from the Faculty of Foreign Languages ​​in 2007 with qualifications as a teacher and technical translator. I really wanted to be a good translator, but it so happened that I got a job on courses and started teaching. It turned out that teaching can be done in different ways, and not just the way it was done at school or universities. Many roads are open to teachers, different methods have been invented, the main thing is not to forget to use them, to make teaching varied and individualized. We implement all these discoveries in our online school “Inglex”, conducting classes via Skype.