In the names of Arabic numbers, each digit belongs to its category, and every three digits form a class. Thus, the last digit in a number indicates the number of units in it and is called, accordingly, the place of units. The next, second from the end, digit indicates tens (the tens digit), and the third digit from the end indicates the number of hundreds in the number - the hundreds digit. Further, the digits are repeated in the same way in turn in each class, denoting units, tens and hundreds in the classes of thousands, millions, and so on. If the number is small and does not contain a tens or hundreds digit, it is customary to take them as zero. Classes group numbers in numbers of three, often in computing devices or records a period or space is placed between classes to visually separate them. This is done to make it easier to read large numbers. Each class has its own name: the first three digits are the class of units, followed by the class of thousands, then millions, billions (or billions), and so on.
Since we use the decimal system, the basic unit for measuring quantity is ten, or 10 1
. Accordingly, with an increase in the number of digits in a number, the number of tens also increases. 10 2
,10 3
,10 4
etc. Knowing the number of tens, you can easily determine the class and digit of a number, for example, 10 16
is tens of quadrillions, and 3 × 10 16 is three tens of quadrillions. The decomposition of numbers into decimal components occurs as follows - each digit is displayed in a separate term, multiplied by the required coefficient 10 n, where n is the position of the digit in the count from left to right.
For example: 253 981=2×10 6 +5×10 5 +3×10 4 +9×10 3 +8×10 2 +1×10 1
Also degree of 10 is also used in writing decimals fractions : 10 (-1) is 0.1 or one tenth. Similarly with the previous paragraph, a decimal number can also be decomposed, in which case n will indicate the position of the digit from the comma from right to left, for example: 0.347629= 3x10 (-1) +4x10 (-2) +7x10 (-3) +6x10 (-4) +2x10 (-5) +9x10 (-6) )
Names of decimal numbers. Decimal numbers are read by the last digit after the decimal point, for example 0.325 - three hundred and twenty-five thousandths, where thousandths are the digit of the last digit 5.
Table of names of large numbers, digits and classes
| 1st class unit | 1st unit digit 2nd place ten 3rd rank hundreds |
1 = 10 0 10 = 10 1 100 = 10 2 |
| 2nd class thousand | 1st digit units of thousands 2nd digit tens of thousands 3rd rank hundreds of thousands |
1 000 = 10 3 10 000 = 10 4 100 000 = 10 5 |
| 3rd grade millions | 1st digit units million 2nd digit tens of millions 3rd digit hundreds of millions |
1 000 000 = 10 6 10 000 000 = 10 7 100 000 000 = 10 8 |
| 4th grade billions | 1st digit units billion 2nd digit tens of billions 3rd digit hundreds of billions |
1 000 000 000 = 10 9 10 000 000 000 = 10 10 100 000 000 000 = 10 11 |
| 5th grade trillions | 1st digit trillion units 2nd digit tens of trillions 3rd digit hundred trillion |
1 000 000 000 000 = 10 12 10 000 000 000 000 = 10 13 100 000 000 000 000 = 10 14 |
| 6th grade quadrillions | 1st digit quadrillion units 2nd digit tens of quadrillions 3rd digit tens of quadrillions |
1 000 000 000 000 000 = 10 15 10 000 000 000 000 000 = 10 16 100 000 000 000 000 000 = 10 17 |
| 7th grade quintillions | 1st digit units of quintillions 2nd digit tens of quintillions 3rd rank hundred quintillion |
1 000 000 000 000 000 000 = 10 18 10 000 000 000 000 000 000 = 10 19 100 000 000 000 000 000 000 = 10 20 |
| 8th grade sextillions | 1st digit sextillion units 2nd digit tens of sextillions 3rd rank hundred sextillions |
1 000 000 000 000 000 000 000 = 10 21 10 000 000 000 000 000 000 000 = 10 22 1 00 000 000 000 000 000 000 000 = 10 23 |
| 9th grade septillion | 1st digit units of septillion 2nd digit tens of septillions 3rd rank hundred septillion |
1 000 000 000 000 000 000 000 000 = 10 24 10 000 000 000 000 000 000 000 000 = 10 25 100 000 000 000 000 000 000 000 000 = 10 26 |
| 10th class octillion | 1st digit octillion units 2nd digit ten octillion 3rd rank hundred octillion |
1 000 000 000 000 000 000 000 000 000 = 10 27 10 000 000 000 000 000 000 000 000 000 = 10 28 100 000 000 000 000 000 000 000 000 000 = 10 29 |
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Slides captions:
Presentation THE ROLE OF VERBS IN SPEECH, IN A SENTENCE. GRAMMATICAL FEATURES OF THE VERB. Prepared by: Kokhan I.F., primary school teacher MBOU secondary school No. 1 in Surazh
The motto of the lesson: “Learn, be smart, be more active and open the way to knowledge!”
"The word is more precious than diamonds, pearls and gold." K.D.Ushinsky.
Lesson topic Verb. The role of verbs in a sentence, in speech.
Lesson goals. Learn the origin of the word verb. Identify the semantic load of verbs in the text. Generalize and classify verbs according to grammatical features.
Rules for working in groups. Together it's not difficult, Together it's not crowded, Together it's easy And it's always interesting.
The verb is an independent part of speech that denotes the action of an object and answers the questions what to do, what to do? The verb changes in tense, person and number. In a sentence, it is the main member of the sentence - the predicate.
Text plan.
Work in pairs:
Self-test. The golden stars dozed off, The mirror of the backwater trembled. The light glimmers on the backwaters of the river And blushes the grid of the sky. Sleepy birch trees smiled, Silk braids tousled. Green earrings rustle, And silver braids burn. Overgrown nettles by the wattle fence Dressed up in bright mother-of-pearl And, swaying, whispers playfully: "Good morning!"
independent denotes questions role not time l, gender person, number
B. Pasternak said: "Live, think, feel, love, make discoveries."
Homework. Exercise 7, page 109 Red, blue cards - task 1. Green cards - task 1.2
Today at the lesson I learned, discovered ... I learned ... I can praise myself and my classmates for ... I
Sources: http://i004.radikal.ru/1103/d6/6c9527db1fac.png frame http://i070.radikal.ru/1005/25/c106eb1c9e19.png owl among books http://web-workspace.ru/ uploads/posts/2011-04/1302382775_5tu9lsencqknrmo.jpeg marker http://forum.materinstvo.ru/uploads/1254137775/post-35249-1254217825_thumb.png flowers, globe, etc. (working slide)
Preview:
Lesson topic: The role of verbs in a sentence, in speech.Grammatical features of the verb.
Goals :
knowledge:
know the origin of the word “verb”, know the indefinite form of the verb, its features and suffixes, know the role of the verb in the text, sentence, know the spelling rule NOT with verbs, know the semantic meaning of the particle NOT for verbs.
understanding:
find verbs in the text, explain the meaning of the verb in the sentence, in the text, explain the role of the verb in the sentence, in the text, understand the name of the indefinite form of the verb, tell what is known about the verb according to the proposed plan.
application:
write sentences using the spelling rule NOT with verbs, put the verb in an indefinite form, highlight the suffix.
analysis:
analyze the text from the point of view of the semantic role of verbs, analyze the text from the point of view of the semantic role of verbs with the particle NOT.
synthesis:
write a story according to the plan "What do we know about the verb"
Planned results: subject and meta-subject (UUD), the formation of which is aimed at the work in this lesson.
Subject:
- systematize knowledge about the verb as a part of speech;
- know the origin of the word “verb”, know the indefinite form of the verb, its features and suffixes, know the role of the verb in the text, sentence, know the spelling rule NOT with verbs, know the semantic meaning of the particle NOT for verbs
- mastering the norms of the Russian literary language, developing the ability to consciously use verbs in speech.
- the ability to control one's actions, to check what was said and written.
Metasubject (UUD)
Cognitive: general educational (ability to compare), establish analogies; generalize, teach to highlight the essential features of the verb.
Regulatory: the ability to accept and maintain the learning goal and task, planning, monitoring and evaluating one's actions.
Communicative:
- take into account different opinions, the ability to cooperate;
- be able to formulate their own opinion and position;
- build a monologue statement, own a dialogic form of speech.
Personal:
- development of independence;
- develop attention, perception, the ability to observe and draw conclusions.
During the classes
1.Motivation.
We have guests today, greet them.(Slide1.)
The long-awaited spring has arrived. March is the beginning of the awakening of nature. More and more the gentle sun pleases us. Today it shone in our class. Smile at each other, smile at me. After all, a kind smile strengthens health, cheers up, and encourages communication. And today we will have a difficult lesson, and the lesson is research.
What do you think the word meansresearch? (study, learn something new).
Read the motto of our lesson:(Slide 2)
“Learn, be smart, be more active and open the way to knowledge!”
Today in the lesson you need:
Think, reason, speak, think.
What is given to a person to convey his thoughts, feelings, truth and inspiration to other people? (word)
Russian teacher K.D.Ushinsky wrote:(Slide 3)
"The word is more precious than diamonds, pearls and gold."
How do you understand this statement?
(There are a huge number of words in the Russian language with which we can freely speak and write. A word can encourage, support, or even kill.)
2.Updating knowledge.
1. Language warm-up.
words on the board
According to the sun, clear, radiant, sky, weight.
Make up a sentence using the words.
Was it easy to make a proposal? Why?
What part of speech is missing in this sentence?
Choose the verb that makes sense.
Write down the proposal.
A radiant sun floats merrily across a clear sky.
Explain spelling.
Perform a syntactic analysis of this sentence.
Break it down into parts of speech.
3. Determining the topic of the lesson and goals.
1) Introduction to the section.
Once one part of the speech was asked to answer the questions of the questionnaire. Listen to the questions and answers and guess what part of the speech the conversation will be about.
1) What do you like the most?
I love to act.
2) What do you dislike the most?
I do not like prepositions and the well-known particle.
3) What would you wish the guys?
To Russian all the guys
Knew for five
In writing and speaking
We were used.
What part of speech was suggested to answer the questions of the questionnaire?
Verb?
That's right, it's a verb part of speech.
2) Definition of the topic of the lesson.
Determine the topic of our lesson.
Verb. The role of the verb in a sentence, in speech.(SLIDE4)
Let's define the objectives of our lesson.(Slide 5)
Do you think there are questions about the verb that we don't know how to answer?
Then I have a question!
What does the word verb mean?
We will find the answer to this question in the text that lies before you. Read.
The verb is an unusual part of speech. It is unique in its name.
The word verb is borrowed from the Old Slavonic language, where it had the meaning "word, speech", "verb" meant to speak ...
Fedor Ivanovich Buslaev, a well-known Russian linguist, explains this term in this way: “The verb is an old saying and means the same as the word: therefore, the verb is everything that says, that says about the subject; is that why the verb is a predicate?
The word verb gradually lost its old meaning. Now it is the name of one part of speech.
So why did this part of speech get such a name?
In modern Russian there is a wordrant.
Try to guess what it means?
Let's check the explanatory dictionary.
Choose keywords that relate to the topic of our lesson.
Subject, part of speech, what, action of the subject, what to do ?, who ?, what to do, a sign of the subject
Use keywords to define the verb.
To test our knowledge of the verb, we will conduct research work in groups.
Let's remember the rules of working in groups.(Slide6)
Each group has a task. Run it and draw a conclusion.
Task 1 group.
Divide the words into three groups and draw a conclusion.
She came, she goes, she comes, she blooms, they whistle, they flow.
Task 2 group.
Divide the words into groups. Make a conclusion.
I go, you come, they whistle, flow, bloom, sing,
Task 3 group.
Divide the verbs into 2 groups. Make a conclusion.
Go, look, sing, go, look, sing
Task 4 group.
Divide the words into 3 groups, draw a conclusion.
Played, ran, played, ran, played, ran
Task 5 group.
Open the brackets. Make a conclusion.
(didn’t) take, (didn’t) eat, (didn’t) bring, (didn’t) know how, (didn’t) bloom
Task 6 group.
Highlight the grammatical basis in the sentence. Make a conclusion.
Spring streams murmur merrily along the roads. The agile sparrows chirped merrily.
rule on the slide.
The verb is an independent part of speech that denotes the action of an object, answers the questions what to do? what to do?.
The verb changes in tense, person and number.
In a sentence, it is the main member of the sentence - the predicate.
What text is this? (scientific and educational)
How many parts are in the text?
Ask questions for each part.
We've got a plan.
Plan.
1. What is a verb?
2. How does the verb change?
3. What is the verb in the sentence?
Retelling according to plan
Fizminutka.
3. Application of knowledge in practice.
4) The role of the verb in speech, sentence.
And now, guys, we will find out what role verbs play in speech.
What can be discussed in the text to which the illustration is made? (Slide 7)
Who recognized this work?
Let's do exercise 231. Read the task for this exercise?
Work in pairs.
What verbs did you underline?
What is this text? (narrative text)
Why? (The keywords are verbs.)
What is the meaning of the verbs in this text?
(Reader's perception moves from action to action.)
Let's see with what parts of speech S. Yesenin paints a picture of a summer morning in the poem "Good morning!".(Slide 8)
Read the poem in exercise 232
With the help of verbs.
What is the meaning of these verbs? (portable)
How do they characterize inanimate objects? (as living beings)
What is this technique called in the literature? (personification)
We carry out this task in rows.
1 row works with 1 stanza, 2 row -2 stanza, 3 row - 3 stanza.
Write down, underline the grammatical basis.
Self test
What parts of a sentence are verbs?
Explain what connects the union and in the sentence, what the comma separates in sentences
Differentiated work on cards.
Everyone has cards of a certain color on their desks. Complete the task.
1card.
Verbs have tense, person and number.
The March sun is getting hotter. Snow melts under its rays. Crystal drops rang under the windows to different voices. Soon streams will run along the roads.
2card.
Insert suitable verbs.
Everything is brighter ... .... the March sun. Under its rays…..snow. ...... under the windows for different voices crystal drops. Soon on the roads ... .. streams.
3 card
Use verbs to write a story about spring.
Warms, melts, rang, run.
5.To r lesson.
Amazing part of speech verb! Use the key words to write a story about the verb.
Independent
Denotes
Questions
Role
Not
Time
L, genus
face and number
B. Pasternak said: “Live, think, feel, love, commit
discoveries". (Slide 9)
What part of speech did Pasternak use in his statement?
What do you think, did we make all the discoveries about the verb today in the lesson?
Of course not, because the verb is the most fire-breathing, the most lively part of speech.
And we will continue to get acquainted with him in the next lesson.
6. Homework.(Slide10)
Exercise 7, p. 109 (differentiated)
7. Reflection.
You did a great job in the lesson, and in memory of him I give you leaves, because spring is already on the threshold, and if everything worked out for you, you can attach your leaves to a tree called a verb.
Add the end of the verbs, determine the role of the verbs in the sentence. Indicate the time, conjugation of the verbs.
Fishing is a great exercise. You get up early in the morning, exit ... at dawn and step ...
a few kilometers on foot until you reach the river. There is a slight trembling through the body of the run. But now the dawn is rising.
Dewdrops will sparkle, grasshoppers will sparkle, smell ... of porridge. And in the sky of the bay ... a cheerful lark.
I’m used to fishing ... to heat and cold, to rain, to being wet ... through and dry ... in the wind, that the bed is ... grass, and the roof is the starry sky. Nature is open on fishing. ..sya in front of a man in all its beauty, diversity and power. View..., feeling... beauty and being charged... with mighty energy for the whole day.
The oldest harp found during excavations was made by a real master.
Morphological analysis of the word- analysis of the word by significant morphological units (morphemes). For example, when analyzing a noun, you need to specify: its initial form, whether it is proper or common noun; concrete, abstract, material or collective; as well as gender, number, animation, declension, number, case and syntactic role in this sentence.
An example of a morphological analysis of a verb: danced - a verb, dance nesov. view, I ref., transitive, non-ascending, express. incl., past time, unit h, husband. p., (boy) danced (underline below with two lines) - a simple verbal predicate.
Give examples of sentences in which nouns are used that have only the singular or plural form. 6. Which membersCan sentences be nouns? Show with examples. 7. Name the permanent and non-permanent features of the verb. 8. What role do verbs play in a sentence in speech? 9. What groups are the service parts of speech divided into? What is their role in the proposal? Show with examples. 10. What are the names of large groups of words that have a common grammatical meaning (example, adjective, sign of adjective, etc.), change and form in the same way and act as the same members of the sentence?
Write 3 sentences with the indicative mood of the verb, 3 sentences with the conditional mood and 3 sentences with the imperative moodverbs.
Just to get 9 smart and large (medium) proposals))) Please))
5. write out the verbsperfect look.
1) Droplets rang from the roofs. 2) From hillocks
noisy streams ran. 3) Pure snow waters became cloudy.
rain m snowdrifts. 5) Water runs under the snow, and under the bark of birches and maples secretly moved juice. 6) Straighten and twist into a patterned
ligature spreading branches.
6. Select and write down the aspect pair for the verbs from the sentence 4.
7. Determine the topic and idea of the text. Write it down.
8. Title the text.
9. Tell me about your observations for
the onset of spring. (5-6 sentences).
§ 1 What is a verb
What is a verb
What are objects without me? Only names.
And I will come - everything will come into action.
A rocket is flying. People build buildings.
Gardens bloom, and grain grows in the field.
This is how a verb can say about itself. This lesson will be devoted to the verb, we will talk about its role in a sentence, in speech and learn how verbs with a negative particle not are written.
In the old days, the word "verb" meant speech in general. One of the Slavic alphabets was called Glagolitic, the name comes from the word "verb". The dictionary of V. Dahl provides the following definition of this word: “A verb is a person’s verbal speech, reasonable dialect, language.” At present, this word has lost its original meaning, and now one of the parts of speech in Russian is called a verb.
The verb takes the second place in terms of frequency of use, yielding the first name to the noun. If in a sentence a noun denotes an object, then a verb denotes the action of an object. In other words, the verb will always "tell" what the noun does. Everything we talk about, read, write, “comes to life” thanks to verbs, it is difficult to overestimate their role in the Russian language.
A verb is an independent part of speech that denotes the action of an object or its state and answers the questions what to do? or what to do?
For example: A student (what is he doing?) reads poetry. The rain (what is it doing?) is pounding on the roofs. The snow (what did you do?) melted.
The verb can also mean:
r specific actions of living beings and inanimate objects, for example: read, play, murmur;
r ratio, for example: equal;
r natural phenomena: dawn, darken;
r properties: limp;
r the physical or mental state of a person: to be sick, worry, rejoice, etc.
Verbs that answer the questions what to do? what to do? - these are verbs of an indefinite form, for them it is impossible to determine the above categories.
Distinguish between present, past and future tenses. The starting point of the tense of the verb is the moment of speech of the speaker himself.
r Present tense verbs denote an action that is taking place at the moment the speaker is speaking, and answer the questions what is he doing? what do they do?
For example: Guys (what are they doing?) are planting trees.
r Past tense verbs indicate actions that took place before the moment of speech, and answer the questions what did you do? What did you do?
For example: The guys (what did they do?) planted trees.
r Actions that will occur after the moment of speech are indicated by future tense verbs and answer the questions what will he do? what will do?
For example: The guys (what will they do?) Will plant trees. The guys (what will they do?) will plant trees.
Since the verb in a sentence is always connected by a question with a noun or a pronoun, it “has to borrow” the categories of number and person from these parts of speech.
For example, in the present and future tenses:
r 1st person singular and plural verbs agree with the pronouns I, we - I read, we write.
r 2 person singular and plural verbs - with pronouns you, you - you read, you write.
r 3rd person singular and plural verbs - with pronouns he, she, it, they - he reads, she reads, they read.
In the past tense, 3rd person singular verbs change by gender: he read, she read, it shone.
Verbs are of two types:
r Perfective verbs indicate an action that has already been completed or will be completed, and answer the question what to do? what will he do? What did you do?
For example: a candle (what did you do?) burned out.
r Imperfective verbs denote an action that has not been completed and will not be completed in the future, and answer the question what to do? what is he doing? what have you been doing? what will do?
For example: a candle (what does it do?) burns.
§ 3 Writing a particle NOT with verbs
Verbs don't have prepositions. But next to verbs, the negative particle “not” is often used.
Particles are service parts of speech that add additional semantic shades to a sentence.
The particle “not” gives the verbs, as well as the whole sentence, a negative meaning.
"Not" with verbs is always written separately.
The poet Vitaly Agafonov dedicated the following poem to this rule:
The verb really likes to do everything very lively.
The “not” particle is beautiful, but she is so lazy!
She doesn't walk, she doesn't sit, she doesn't sew, she doesn't reap, she doesn't write,
She doesn't read books, she doesn't sing.
Doesn't let others work.
The verb, not loving idleness, is written separately with a particle.
The exception is verbs that are not used without “not”.
For example: hate, dislike, resent, captivity, be perplexed, etc.
§ 4 The role of the verb in the sentence
In a sentence, the verb is the predicate. Together with the subject, they form the grammatical basis of the sentence.
§ 5 Summary of the lesson
So, the verb is an independent part of speech, which denotes the action or state of objects, answers the questions what to do? or what to do? and in a sentence is a predicate. It is not written separately with verbs, with the exception of words that are not used without this particle. The particle “not” gives the verbs, as well as the whole sentence, a negative meaning.
List of used literature:
- Reference manual for the Russian language. O.V. Uzorova, E.A. Nefedov. ZAO Premiera, 1999.
- Pourochnye development in the Russian language. IS HE. Krylova, L.Yu. Samsonov. Exam, M.: 2008.
- We learn by playing. V. Volina. New School, Moscow: 1994.
- We learn Russian with passion. O.E. Zhireiko, L.I. Gaydin, A.V. Kochergin. "5 for knowledge", M.: 2005.
