The objectives of the lesson:

To form the ability to determine the conjugation of the present and future tense verb by the indefinite form of the verb

To form the ability to write unstressed personal endings of the verb in the present and future tenses

During the classes.

Org. Moment

Creating a problem situation and setting the theme and objectives of the lesson

Look carefully at the words. What unites them? (Verbs)

Sto.t dream.sh

Whistle

Edte st.t

Food paste

By what principle are they written in 2 columns? (shock and unstressed endings)

On what grounds can they be divided into the other 2 columns? (2 and 3 person)

What is an extra verb? Hurt - bud. time

In the words of a column you can easily insert a vowel? (first) Insert. Why is it easy?

Try inserting a vowel into the words in the second column. What is the difficulty in writing unstressed personal verb endings you see? (No stress - weak position)

Identify the topic of today's lesson: “Spelling of unstressed personal endings of verbs in the present and future tense”

What goals we set for ourselves?

learn how to write unstressed personal verb endings

Now we need to remember something that would be easier to achieve our goals.

Calligraphy

What letters can we put in these words? e or u

Here we will repeat the writing of these two letters in the calligraphy

And e (what sounds denote these letters?) (Vowels)

On the second line we will write together with these letters the letters that alphabetically go between them.

what are the sounds of the sounds here?

Vocabulary work

Before you crossword. By writing vocabulary words into it, we will get an important concept for us today.

Visiting the museum, exhibitions, etc.

An electronic device designed to display films, broadcasts, etc.

Polysemous word: it is both a part of a bell, and an organ of taste and a way of communication

The verb in an indefinite form, one-root, the word desire

Opening a new

What do we know about conjugation? (in verbs of the same conjugation, the shock and unstressed endings of the verbs are the same, to 1 spr. They relate ..., to 2 spr. relate ..)

What is the topic of our lesson? And the goal?

What do you think we need to do to correctly write the unstressed personal ending of the verb? (identify conjugation)

How to identify conjugation? (at the end).

Look again at our words

Worth a dream.

It whistles.

Eat st.t

Squeaks

In the words of which column can we identify conjugation? (at first)

Why? They are drums. Determine.

And what to do when we have written endings and it is unstressed? How then to determine conjugation? It turns out that the verb suffix will help us identify the conjugation.

Perform the exercise and conduct observation.

Put these verbs in an indefinite form and write them in a column. Highlight suffixes of undefined form.

Thank - thank you

Owns - own

Fly - fly

Influence - Influence

Colette - Colo

Select the ^ vowel before –T. This is a verb suffix that will help identify the verb conjugation.

The conjugation of verbs with unstressed personal endings is determined by the suffix, which stands in an indefinite form in front of - Tb.

The suffix –– indicates 2 conjugations. All others (-a-, -u-, -ia-, -, -) - for 1 conjugation.

For example: you do - do (not and - 1 spr.), Mows - mow (and - 2 spr.)

Let's see the rule in the account. On page 35.

Work with the rule.

What needs to be done to correctly write the unstressed personal ending of the verb? (identify conjugation)

How to identify conjugation with unstressed personal endings in the present and future tense? (unspecified)

Primary consolidation

We will practice in determining the conjugation of an indefinite form.

Continued explanation of the new material

Now back to our verbs. How to act to determine what vowel to write in the unstressed personal ending of the verb. We will add an algorithm

I put stress on and determine which end is shock or unstressed

If the shock - I write ... I hear

If unstressed,

a) I put the verb in ... indefinite form

b) I look what ... suffix before ...

c) if - and - verb ... II conjugations, I write in the end a vowel - ... and and –at (ay)

d) if no –––– verb… I conjugation, I write a vowel in the end… e. And –out (-yut)

e) mark the spelling

use our algorithm and insert the missing vowel

dream.shh - dream (I). - you dream

hinder - hinder (i) - hinder

st.t - build (II) - builds

glued - glued (II) - glued

Repetition traversed.

Make a sentence with one of these verbs. We write. We make a syntactic analysis.

Summarizing

Theme of the lesson? The purpose of the lesson?

What you need to know to correctly write unstressed personal ending of the verb? conjugation

How to identify conjugation of verbs with an unstressed personal ending? by indefinite form

What verbs are related to II conjugation? In an indefinite form, put A to I? The rest of the verbs

Homework

Rule p.35, ex. 457. Need to determine the conjugation.

  Zakharova Inna Nikolaevna
Position:  primary school teacher
Educational institution:  MOU "SOSH number 60"
Locality:  Saratov
Name of material:  lesson outline
Theme:  "Unstressed personal endings of present and future tense verbs"
Publication date: 26.06.2017
Section:  elementary education

Program topic:  "Unstressed personal endings of present and future tense verbs."

Theme of the lesson:  Verbs - exceptions II conjugations.

Goals:

To form the spelling skills of unstressed personal endings of verbs I and II conjugations,

exception verbs;

To develop spelling vigilance in the definition of spelling in the endings of verbs;

Develop the ability to differentiate linguistic phenomena, based on the proposed variety

assignments, to promote the development of interest in the study of the Russian language, the desire to create themselves.

Equipment:textbook A. V. Polyakova "Russian language, 3 cells.", a notebook on a printed basis "Step by

step, "signal cards, video clip from the cartoon" Flying Ship ", self-control sheet,

table "Personal endings of verbs I and II conjugations".

During the classes:

1. Good afternoon.

We should be fine

Books, pens and notebooks.

And our motto is:

"Everything you need is at hand."

2. Minute penmanship

What are subjects without me?

Only names.

But I will come - everything will come into effect:

There is a rocket, people are building buildings,

And the rye grows in the fields.

What part of the speech does this passage say?

At:  Today we will continue to get acquainted with the conjugation of the verb. For this we must remember

the verb. Look, what a penmanship I prepared for you:

Choose one statement from the three answer choices:

1. The verb is

1) Part of the word

2) Member Offer

3) Part of speech

2. Verb means

1) Item Effect

2) Item Sign

3) Item Name

3. The sentence verb is

1) Most often predicate

2) Secondary member

3) Subject to

4. Verbs change

1) Only by numbers

2) Only at times

3) At times, by persons, by numbers.

and @@ and  - turned out in children, if correctly answered.

3. The stage of formulating the topic of the lesson.

Write the words on the line:

exceptions, include, verbs

and try to find an extra word among them. Your answer justify the conclusion of the teacher. You can

differently group these words, but I propose to find among them the topic of our lesson.

The children find and write down the lesson topic: “Exception Verbs

Upr.353 with. 61

Written verbs verbally (one student on the board, the rest in notebooks) for options.

What needs to be done in order to correctly write the unstressed verb endings?

1. Put the verb in an indefinite form.

2. Look at the suffix and identify the conjugation.

3. Recall what endings are written.

5. Work with new material. Creating a collision.

And now look at the plate. What have we learned from it? And we need to remember them, and in order for us

it was easier to memorize poems. C.64 Upl.362

Distribute my version.

Plate Upr.364 with. 65

Now tell me how to correctly identify the conjugation of the verb?

Breathe, hear, hate,

And depend, and twirl,

And offend and endure -

You remember, friends,

They cannot be conjugated to "E".

To the second conjugation

We take without a doubt

All the verbs that "-it",

Ex: shave, lay.

Drive, hold, watch and see

Breathe, hear, hate,

And depend, and twirl,

And offend and endure -

You remember, friends,

They cannot be conjugated to "E".

To the second conjugation

We take without a doubt

All the verbs that "-it",

Ex: shave, lay.

Drive, hold, watch and see

Breathe, hear, hate,

And depend, and twirl,

And offend and endure -

You remember, friends,

They cannot be conjugated to "E".

To the second conjugation

We take without a doubt

All the verbs that "-it",

Ex: shave, lay.

There is a difference in the spelling of personal endings of verbs in the present or future simple tense:

a) in I conjugation: -e, -e, -he, -e-, -yo, or -y;

b) in conjugation II: —you, um, -im, -ite, -am or-i / and.

In verbs with an unstressed ending, conjugation is defined as:

iI conjugation refers to verbs in the infinitive, except for the verbs to shave, rest (shave — shave, rests -

are based), and the following 11 verbs: twirl, see, depend, hate, offend, look, tolerate, drive, hold, breathe, hear, as well as derivatives from them. The verb to shrivel has forms that are sparse - they shrivel. The remaining verbs refer to I conjugation (cf. grind — grind — grind, sow — sow — sow).

In determining the conjugation, it is necessary to correctly relate the form of interest to the infinitive (“chase away from chase, chase away from chase”).

Note 1. The verb stele is used only in an indefinite form and past tense, personal verb forms are formed from the verb I conjugation stall (stele - stele)

Note 2. Verbs recover, hate, oppose and some others of this type are conjugated in literary language by I conjugation: recover - recover, hate - hate, oppose - oppose.

Note 3. Transitional verbs with the prefix “obes- (exhausted)” are conjugated according to the second conjugation, and intransitive verbs - according to the 1st conjugation. Cf .: a) weaken (someone): weakness - weakened - weakened; b) to weaken (to the very): to the weakness - to weaken - to weaken.

The corresponding suffixes of the infinitive - and - and - are stored in the past tense forms. Cf .: Blood loss has weakened the wounded. - A sick girl is exhausted.

Note 4. The near-sounding unstressed endings of the future time of the perfect form — you have the imperative mood — you differ in writing, for example: choose - choose, exit - exit, sweep - check out, write out - write out, wipe out - wipe, send - send, scream - shout, knock - knock.

Note 5. The past tense of the verb is formed from the basis of the infinitive with preserving the vowel that was before the suffix of the infinitive, and does not depend on whether the verb belongs to I or II conjugation, for example: offended - offended, heard - heard, sown - sown, weakened- exhausted, weakened - weakened.

Note 6. It is necessary to pay attention to the formation of colloquial forms of verbs pour, fray, pinch. In contrast to the neutral forms belonging to I conjugation, syples, sypl, syplet, syplyut, colloquial syply, syte, syty, syty, syty (similarly wagging and pinching) belong to mixed conjugation - all personal singular forms and 1 form and 2 persons of the plural form belong to the I conjugation, and the form 3 persons of the plural - to the II conjugation.

§ 49. The use of the letter ь in verb forms

The letter is written: 1)

in the indefinite form of the verb, for example: wash - wash, take care - be careful; 2)

at the end of the 2nd person singular of the present or future simple time, for example: bathe - bathe, return - return; 3)

in the imperative mood after consonants, for example: correct - correct, hide - hide (but: lie down - lie down) \\ 4)

in the return particle (suffix), standing after the vowel sound, for example: come back, go back, come back.

Notescale ”It is necessary to distinguish between the writing of the infinitive of the verb and the forms of the 3rd person of the present and future tenses. Wed,: it is difficult to bend, all bent. I like him - Soon I will like to skate. For verification, you can use the questions: what to do? What to do? and what do they do? what will they do? what do they do? what will they do?

Note 2. In verbs of the type succeed (set, surrender, resound, etc.), the forms of the infinitive and the 3rd person singular differ; Wed: he must succeed, he succeeds.

§ 50. Verb Suffixes 1.

In an indefinite form and in past tense, suffixes are written ~ ov ~\u003e -eva- if in the 1st person singular of the present or future simple tense the verb ends in -th 9th-nd, and the suffixes -sh, -iva-, if specified verb forms ending in -saying, -by. For example:

a) I am in charge - ^ in charge, in charge; confess-confess, professed; preaching to preach, preaching; war-fight, fought; wander-wander, wander;

b) I pledge, pledge, pledge; prospecting - prospecting, prospecting; insist-insist „insisted.

These verbal suffixes are preserved in the forms of actual participles of the past tense; Wed: head-ova-bsh-iy (from head-ov-t), talk-ova-bw-iy-pawn-iva-wsh-i (from pawn-ivy-th), peep-ya-wsh-iy . 2

Verbs that end in the striking -vatu-my, have the same vowel before the suffix, as in an indefinite form without this suffix, for example: fill-fill, fill; overcome, overcome, overcome.

Exceptions: “get stuck” —wrap up, get stuck; overshadow — go ahead, overshadow; —update — extend, extend, and some others.

Note. The spelling of verbs exhort - exhort (with the striker -va-) and in greeting-decorate (with the unstressed-her-, cf. conspicuous) differs. 3

In the verbs (o) to become stiff, (o) to chill, (o) to stiffen, (o) to gore, (o) to become glazed, (o) to stiffen there is a compound suffix -neen.