What is the indefinite form of the verb called? Indefinite form of verbs

A verb is a part of speech that denotes an action or state of an object.

In the night the weather became noisy, the river was agitated, the torch had already burned out in the peasant's smoky hut. The children are asleep, the hostess is dozing, the husband is lying on the floor, the storm is blowing; suddenly he hears: someone is knocking on the window. (P.)

The words: knocking, howling, rustling, agitated, burned out, listening- indicate the actions of the subject. The words: sleeping, dozing, lying- indicate the state of the object. The verb answers the questions: /i>what does the object do? what is done with it? The student (what is he doing?) reads the story. The story (what is being done with it?) is read by the students.

Verb change.

A verb, denoting an action, can also indicate the time when the action is performed. The verb has three tenses: present, past and future.

I knock (present tense), knocked (past tense), I will knock, I will knock (future tense).

The verb has 3 persons (1st, 2nd, 3rd) and two numbers: singular and plural.

In the past tense, the verb has no special personal endings, and the person is expressed only by a personal pronoun.

For example: I knocked, you knocked, he knocked. In the past tense, the verb changes according to gender and number: brother knocked (masculine), sister knocked (feminine), something knocked (neuter), we knocked (myopic number).

Changing the verb according to persons, tenses and numbers is called conjugation.

Verbs can end with -sya or Verbs ending in t-cya (-s) are called recursive. after consonants and th used -sya, and after vowels -s: washes - washes, washed - washed, wash - wash, mine - wash, mine - wash, washed - washed.

The role of the verb in the sentence.

In a sentence, the verb is usually the predicate. The verb predicate denotes the action or state of the object that is the subject in this sentence, and agrees with the subject in number and person, and in the past tense - in number and gender.

We boldly rush to the enemy; after us, the red cavalry rushed into battle; the enemy hastily retreats.

We rush. Predicate rush agrees with the subject we in person and number.

The cavalry rushed off. Predicate rushed consistent with subject cavalry in gender and number.

Indefinite form or infinitive

The verb has a special form, which only names the action, by itself does not indicate either tense, or number, or person, and therefore is called the indefinite form, or infinitive; read, cherish, carry, come. The indefinite form of the verb answers the question: what to do? what to do?

The indefinite form of the verb ends in -ty, -ty: build, carry. There is a special group of verbs with an indefinite form in -who. For verbs in -whose stem in the present tense ends in G or to: I can-can, bake-bake, shore-protect. Here we find alternation G and to with sound h.

Letter b in an indefinite form is preserved in front of the particle -sya: build - build, protect - beware.

Note. The indefinite form of the verb is derived from the verbal noun. Therefore, she does not indicate the time and face. In our language, there are still several words that can be both nouns and verbs, for example: hot oven (n.), pies oven (vb.); big leak (n.), water stopped flowing (v.); old noble nobility (n.), I want to know a lot (v.).

Types of verbs.

Verbs can be imperfective and perfective.

1. Imperfect verbs show an unfinished action or a repetitive action: work, shout, sleep, buy, take, throw, drop in.

Imperfective verbs form the future tense with the help of an auxiliary verb: i Will work.

Note. About verbs denoting only a repeated action, they say that they belong to the multiple type if there is a verb with a long meaning nearby: read (when reading), walk (poi walk), sit (when sitting).

2. Perfective verbs show the completeness of the action: buy, take, bring, leave, read, write.

Perfective verbs cannot have the present tense; the form of the present tense has for them the meaning of the future: I will buy, I will take, I will start, I will bring, I will leave, I will read, I will write, I will speak.

Note. About perfective verbs, which denote an action that happened only once, they say that they refer to the one-time aspect. These are especially the verbs with the suffix -way, which keep it in the past tense: jump when jumping (cf. jumped), spit, when spitting (cf. spat), shout at shouting (cf. shouted).

The formation of verb types.

Most simple verbs are imperfective: carry, write, work. However, give, lie down, sit down, become, child, and a number of verbs ~it: buy, quit, finish, let go, forgive, decide, captivate, deprive, etc. will be perfect.

Note. Some simple verbs have both perfective and imperfective meanings: hurt, marry

This includes many verbs -to and -ovate: telegraph, organize, attack.

Compound verbs with prefixes in the vast majority of cases refer to the perfect form: bring, leave, read, sign, speak, sketch, throw. However, verbs are compound, formed from verbs carry, drive, carry, walk, run, fly, will be mostly imperfect. For example: bring, take away, bring in, enter, leave, etc.; take out, take out, take out, go out (but in & wear, take out, go out etc. will be perfect); to bring in, to demolish (but to bring in a shirt, to demolish boots, etc. will be perfect).

I. From almost every perfective verb, you can form an imperfective verb with the same meaning: give-give, start - start, bring - bring, etc.

The main way to form imperfective verbs from the corresponding perfective verbs is the suffix -yva or -two, and often the root o alternates with a, and the final root consonant in a number of verbs alternates according to: read-read, lubricate - lubricate, sign - sign, rise - rise, jump - bounce, push - push out, smooth - smooth, hang - hang, freeze - freeze, ask - ask, dung - manure, snuggle - snuggle, feed - to feed, accumulate - accumulate etc.

Another way to form imperfective verbs is to change the suffix -and- to suffix -I-(or -a- after hissing) with the same changes in the final root consonants as in the previous case: meet - meet, peel - peel, generate - generate, illuminate - illuminate, arrange - design, get ahead - get ahead, load - load, finish, finish, decide, decide, surround - surround etc.

The third way to form imperfective verbs is the suffix -a-, and the root e or I (a after hissing) often alternates with and: erase - erase, die - die, subtract - subtract, light - light, hush - hush, start - start.

2. The fourth way to form imperfective verbs is the suffix -va-, used when the root of the verb ends in a vowel: smash-smash, ripen-ripen, give (ladies) - give (give), find out (learn) - learn (learn).

Notes.

• 1. In some cases, a completely different verb serves as an imperfect aspect to a perfect aspect verb: take - take, say - speak, buy - buy, put - put, etc.
• 2. For some verbs, the imperfective aspect differs from the perfective aspect only in the place of stress: scatter (scatter) - scatter (scatter): cut (cut) - cut (cut); know (know) - know (know)

II. From simple verbs of the imperfective form, the perfective form is formed either by means of the suffix -well-(one-time verbs): jump - jump, shout - shout etc. or through the so-called "empty" prefixes that do not change the basic meaning of the word: o- (ob-), po-, s-, on-, etc.: to grow stronger - to get stronger, to please - to please, to destroy - to destroy, to do - to do, to write - to write, etc.

However, from most simple verbs of the imperfective aspect, the perfective aspect is not formed: bite, sit, sleep, lie down etc. This also includes verbs greet, attend, attend and some others.

The alternation of vowels in the formation of species.

Sometimes the formation of species is associated with the alternation of vowels in the root: die - die, lock up - lock up, throw away - throw away, ignite - ignite.

Table of alternation of vowels in the roots of the verb in the formation of species.

Verb tenses.

The present tense of the verb means that the action takes place simultaneously with the moment of speech, that is, when it is spoken about.

1. The wind walks on the sea and the boat drives. He runs himself in the waves on swollen sails. (P.) 2. And the caravans of ships sail under the scarlet flag from the midday seas along the concrete canal.

The present tense is also used to denote an action that is performed constantly, always. 1 The plant reaches for the light source. 2. A person breathes with lungs. 3. The northern shores of the USSR are washed by the waters of the Arctic Ocean.

The past tense means that the action happened before the moment of speaking. They defeated the chieftains, dispersed the governor, and in the Pacific Ocean they finished their campaign.

The future tense means that the action will take place after the moment of speaking. 1. And if the enemy wants to take away our living joy in a stubborn battle, then we will sing a battle song and stand with our chest for our Motherland. 2. We beat the enemies of the Soviet regime, we beat and we will beat.

Two stems of the verb.

There are two stems in the verb: the stem of the indefinite form and the stem of the present tense.

To highlight the basis of the indefinite form, it is necessary to discard the suffix from the verb of the indefinite form -ty, -ty, for example: write-ty carry.

The basis of the present tense is distinguished if the personal ending is discarded from the verb of the present tense or the future simple, for example: write-ut, carry-ut, say-ut.

All verb forms are formed from these two stems.

Changing verbs for persons and numbers.

Verbs in the present and future tense change in person and number.

The first person of the verb shows that the action is performed by the speaker himself: I work, I read, I study.

The second person of the verb shows that the action is performed by the one to whom the speaker is speaking: you work, you read, you study.

The third person of the verb shows that the action is performed by the one they are talking about: he, she works, reads, studies.

In the plural, all these forms show that the action refers to several persons: work (we), work (you), work (they).

Present tense.

Personal endings.

Verbs with endings: -eat (-eat), ~et (et), -eat (-eat), -ete (-ete) 3 -ut (-yut) are called verbs of the first conjugation.

Verbs with endings -ish, -yoke, -im, ~ite, -at, (-yat) are called verbs of the second conjugation.

For reflexive verbs, a particle is added to the personal ending -sya (-s). I study, I study, I teach, I study, I teach, I study, well, I drink - I bathe, I bathe - I bathe, I bathe - I bathe,

Note. When conjugating some verbs, there is an alternation of consonants in front of personal endings: shore - you save (m - f); teku - you flow (k - n) - in the verbs of the first conjugation; I wear - you wear (w - s); I drive - you drive (w - h); I sit - you sit (w-d); twist - twist (h - t); sad? - you are sad (u - st): I love - you love (6l-"6); I catch - you catch (ate - in); sculpt - sculpt (pl - n); feed - feed (ml - m); graph - graph (fl - f) - in the verbs of the second conjugation.

Spelling of personal verb endings.

In the ending of the 2nd person singular of the verb after sh a letter is written b: you carry, you give, you hurry, you stand.

The letter b is preserved in the 2nd person singular in those cases when a particle is attached to the end of the verb -ss-rushing, studying, swimming.

3. It is necessary to distinguish the indefinite form of verbs into - be 3rd person singular and plural present tense -tsya. It must be remembered that b written only in the indefinite form: he can(what to do?) work(indefinite form), but he(what is he doing?) labors(3rd person).

Spelling of verbs of the first and second conjugations.

Verbs of the 1st and 2nd conjugation differ by ear if the stress falls on personal endings.

You go, you go, you go, you go, you go-1st conjugation.

Hurry, hurry, hurry, hurry, hurry-:2nd conjugation.

If the stress falls on the stem, then the personal endings of the verbs of the 1st and 2nd conjugations almost do not differ by ear. For example: stabbing - sawing, stabbing - sawing. In such cases, the conjugation of the verb is determined by its indefinite form.

Of the verbs with unstressed personal endings, the 2nd conjugation includes:

1. All verbs with unstressed personal endings that have an indefinite form in ~it, for example: build - build, build; love, love, love (except for the verb shave, shave, shave).

2. Seven verbs in -et: look, see, depend, hate, offend, endure, twirl.

3. Four verbs on -at: hear, breathe, hold, drive.

These verbs have no present tense suffixes in the 1st person of the singular -e-, -a-: look - look, see - see, breathe - breathe, hear - hear. Compare: blush - blush(verb of the 1st conjugation, suffix -e- is present in the base) and answer - answer(also of the 1st conjugation, with the suffix -o- in the base).

All other verbs with unstressed endings belong to the 1st conjugation.

Note. Prefixed verbs belong to the same conjugation as the non-prefixed verbs from which they are derived: sleep - sleep, endure - carry. (I. Utkin.)

Irregular verbs.

Verbs want and run are called heterogeneous. They are conjugated partly according to the 1st, partly according to the 2nd conjugation;

Singular Plural.

I want to run we want to run

do you want to run do you want to run

he wants / runs they want to run

Verbs are specially conjugated eat and give:

I eat ladies we eat we give

you eat give you eat give

he eats will give they eat will give

Verbs derived from these verbs are also conjugated: eat, eat, give out, give away, etc.

Note. In Old Russian, the auxiliary verb to be was also conjugated in a special way: I am, we are seme, you are, you are, he is, they are

In the modern literary language, only forms of the 3rd person have been preserved: there is less essence.

Past tense.

The verb in the past tense has no personal endings: I read, you read, he read (compare with present tense endings: I read, you read, he reads).

The verb in the past tense in the singular changes by gender: the ship has sailed, the boat has sailed, the ship has sailed.

There is no generic ending in the masculine gender, c. the feminine gender ending is -a, average -o: took, took-a, took-o.

In the plural, the past tense verb does not change by gender and has the ending -i. Compare: the students read-and - the students read-and.

The past tense is formed by adding the suffix -l to the stem of the indefinite form: run-t-bezyua-l, walk-t - walk-l, build-t - build-l. Before suffix -l the vowel that stands in an indefinite form before –t: see-saw, hear-heard.

In the masculine gender, after a consonant sound at the end of a word, the suffix -l drops out: crawled - crawled, carried, carried, carried - carried, wiped - rubbed.

Reflexive verbs in the past tense have a particle at the end -sya or -s: took, took care: took, took care; took care of; took care of.

Notes.

• 1. For verbs ending in an indefinite form in -sti and -ch, the past tense is formed from the stem of the present tense, and the final t and d omitted: row - row-y - row, row ~ whether; cherish - shore - shore, shore-whether; stove - bake-y-pek, bake-shi; weave - weave-y - weave-l, weave-whether; lead - ved-at - ve-l, ve-li. For imperfective verbs with an indefinite form in -ku-t, the past tense is formed with the omission of the suffix -well-: soh-well-be - soh, soh-whether: cold-well, cold, cold-whether.
• 2. The change of the past tense verb by gender, and not by person, is explained by the origin of the past tense. It came from a special complex form of the past tense, which was a combination of a verbal adjective (participle) with a suffix -l and the auxiliary verb to be. The verbal adjective changed by gender and number, and the auxiliary verb by person: did eat (i.e. I did) did thou (i.e. you did), did eat (i.e. he did), did eat (i.e. she did).

Later auxiliary verb to be started skipping. The past tense began to be denoted by one word, i.e., a verbal adjective, which retained its generic endings.

verbal adjectives in -l in the Old Russian language could be not only short, but also complete. The remainder of the full are such adjectives as former (compare the verb was), mature (compare mature), skillful (compare skillful), etc.

Future time

The future tense is simple and complex. For verbs of the perfective form, the future tense is simple: do - do, decide - decide. The future compound occurs in imperfective verbs: do - I will do, decide - I will decide.

The future simple consists of one word and has the same personal endings as the present tense: do, decide - do, decide; do, decide; will decide.

The future compound is formed from the future tense of the verb to be and the indefinite form of the conjugated verb: I will do, I will decide. Verb to be, with which the future tense is formed, is called in this case an auxiliary verb.

The use of tenses.

In our speech, we sometimes use one tense in the meaning of another.

1. The present tense is sometimes used in the sense of the past: the past is told as if it is now passing before one's eyes. This helps to visualize what is being said. I was returning home from the station last night, walking down a dark street. I'm in a hurry. Suddenly I see: at the nearest lantern something is getting dark.

2. The present tense is used in the meaning of the future. For greater liveliness, we speak of the future as if it were already taking place. Often I draw a picture of my future life: I finish school, enter a university, study in the winter, and in the summer I will certainly go on an excursion.

3. We use the future simple tense in the sense of the past when we talk about what has been repeated many times.

I remember that my old comrade would come to me in the evening, sit down beside me and begin to talk about his travels to the far north.

The future tense in the meaning of the past is also used in combination with the word happened. In winter, it used to be that on a dead night we would lay a daring troika ... (P.)

4. We use the future simple in the meaning of the past when we talk about something that happened unexpectedly. I went closer to the girl, and she screamed.

Impersonal verbs.

A special group of verbs are impersonal verbs.

Impersonal verbs mostly denote natural phenomena (darkness, freezing) or various states and experiences of a person (fever, unwell, I remember, I think).

In a sentence, impersonal verbs are predicates, but they represent an action without an actor. With them there is not and cannot be a subject.

Impersonal verbs do not change in persons and numbers. They have in the present and future tense only one form of the 3rd person singular, and in the past tense only the neuter form: evening - evening, dusk - dusk, fever - fever.

Note. Impersonal verbs like feverish, shivering, freezing, were once private. This was in those distant times, when people still did not know how to fight with nature, believed in the existence of supernatural forces, good and evil, and explained by the action of these mysterious forces both various natural phenomena and the human condition. When they spoke feverish, freezing they thought that both fever and frost were the effects of some special mysterious force, some supernatural being.

Transitive and intransitive verbs.

Verbs, according to their meaning and how they are connected in a sentence with other words, are divided into two groups: transitive and intransitive.

Transitive verbs denote an action that passes to another object, the name of which is in the accusative case without a preposition: I take (what?) a book, I see off (whom?) my sister.

The rest of the verbs are intransitive: I lie down, I sleep, I walk, I run, I do (what?), I hope (for what?).

Notes.

• 1. Transitive verbs can be used in an intransitive sense. Then after them it is impossible to raise the question of whom? what? Compare: A boy draws a dog (the verb draws a transitive one) and Brother draws well (that is, he draws well in general, knows how to draw well; here the verb draws is used in an intransitive sense).
• 2. After transitive verbs with negation, not the name of the object on which the action passes can be not in the accusative case, but in the genitive: read a book, but did not read books, saw mountains, but did not see mountains. In the genitive case, the name of the object is also in the event that the action of the transitive verb does not apply to the entire object, but to its part: he drank water (that is, part of the water), tried kvass, bought sugar. This is only possible with perfective verbs.

Meaning of reflexive verbs.

Reflexive verbs formed from any transitive verb are intransitive: raise (transitive) - rise (intransitive), wash (transitive) -wash (intransitive), meet (transitive) - meet (intransitive).

Note. There are some verbs that are not reflexive: I walk, I sleep, I drink. There are, on the contrary, such verbs that are used only as reflexive: afraid, laughing, admiring, working.

Particle -sya in reflexive verbs has several meanings. The most important of them are the following.

a) Particle -sya denotes only the intransitivity of the action, i.e., such an action that is not directed to any object: the dog bites, the horse rushes, the sea is rough, the fog rises.

b) Particle -sya gives the verb a proper reflexive meaning: it indicates that the action returns to the actor himself. Compare: bathe (whom?) the child and bathe (i.e., bathe oneself).

c) Particle -sya gives the verb a reciprocal meaning: it indicates that the action takes place between two or more actors or objects. With these verbs, you can ask with whom? with what? For example: meet(with whom? - with a friend), fight, fight.

d) Particle -sya gives the verb a passive meaning .. With these verbs, you can ask questions by whom? how? For example: Rocks (subject) are eroded (with what?) by water. Compare: Water erodes rocks.

e) Particle -sya gives the verb an impersonal meaning. At the same time, she indicates that the action is performed as if by itself, in addition to someone else's will. These verbs can be used to ask questions. to whom? what? For example: can’t sleep (who?) to me (compare: he doesn’t sleep), he doesn’t feel like it, I think.

Note. Origin of verbs -sya. In the Old Russian language, after transitive verbs, a short form of wines could be used. pad. units h. reflexive pronoun sya (i.e., yourself). For example, bathe(i.e. wash yourself). Previously, sya was a separate member of the sentence and could stand in different places in the sentence, that is, in Old Russian one could say: I want to wash myself (I want to wash myself).

Later, the pronoun xia turned from an independent word into a particle, began to be used only after the verb, and, finally, merged with it into one word. At the same time, the verb became intransitive from transitive. ¦

Compare: wash (whom? or what?) and wash (yourself), dress (whom? or what?) and dress (yourself).

Inclinations.

The verb has three moods - indicative, subjunctive and imperative.

The indicative mood of the verb denotes an action that happened, is happening or will actually happen: I read - I read - I will read; read - read. The indicative mood has three tenses: present, past and future.

The subjunctive (or conditional) mood denotes an action that is possible or desirable. The subjunctive mood is formed from the past tense by adding a particle would: Would you come home early. If the weather had been fine yesterday, we would have gone boating.

The particle would be both after the verb and before it, and can also be separated from the verb in other words: If the best rider on the fastest horse rode along our borders, he would spend about two years on this unprecedented run in the world.

The imperative mood denotes an order, a command, as well as a request, a wish. Imperative verbs are used in the 2nd person singular and plural: carry - carry, work - work, cook - cook.

The formation of the imperative mood.

The imperative mood is formed from the basis of the present tense in two ways.

For some verbs, the ending is added to the basis of the present (future) tense -and: go-ut-go, sit-yat - sit, take out-ut-take out, scream-ut - shout.

In other verbs, the imperative mood is formed without an ending and is equal to the basis of the present tense. The stem of such verbs in the imperative mood ends:

1) to a soft consonant (in writing b): throw (kin-ut), drop (throw-yat), hit (hit-yat), cook (ready-yat);

2) to hissing (on a letter b): cut (dir-ut), hide (hide-ut), comfort (comfort-at);

3) on th; read, write, draw.

In the 2nd person plural. number is added ending -te: go-go, quit-quit, read-read, hide-hide.

The imperative mood from reflexive verbs in the code has a particle -sya or -s: Look after - look, look; look - look, look. Throw - throw, throw; rush - rush, rush. Drop it, drop it, drop it; throw - throw, throw.

Sometimes a particle is attached to the imperative -ka. This particle usually softens the order, gives it the character of a friendly address. Let's go and pick chestnuts in the garden. Come here

Note. To express the 1st person plural. numbers of the imperative mood, the usual forms of the 1st person plural are used. numbers of the present or future tense with imperative intonation: Let's go. We will decide. Let's sit down. These forms are also used with the ending -te: Let's go. Decide. Let's sit down. They then either indicate that the command is addressed to several persons, or denote a polite appeal to one person.

To express the 3rd person of the imperative mood, the usual form of the 3rd person is used in conjunction with particles let, let, yes: Long live the muses, long live the mind! (P.) Long live the sun, let the darkness hide! (P.) Let the face burn like the dawn in the morning.

Change of inclinations.

In Russian, one mood can be used in the meaning of another.

The imperative mood is often used in the meaning of the subjunctive mood and the union if. The subject can be in any number and person and usually comes after the predicate. If he had said earlier, everything could have been arranged. (Compare: If he had said earlier...) If we were five mules late, he would have left. (Compare: If we were five minutes late...)

In other cases, on the contrary, the subjunctive mood has the meaning of the imperative mood. You should rest a little. Would you like someone to sing to us. Such turns express a request, advice, a polite offer.

Often in the meaning of the imperative mood, the indefinite form of the verb is used. Be silent / Sit still! Keep quiet/ This use of the indefinite form expresses an urgent and strict command.

Verb suffixes.

From nouns, verbs are formed using suffixes -oe- (at), -ev- (at). In the present tense, these suffixes are replaced by suffixes -yes, -yu-: conversation-talk - talk, grief - grieve - grieve.

Verbs are formed from adjectives and nouns using the suffix -e-(th) (in the present, tense -e-yu): white - turn white - turn white (with the meaning of becoming white), gray-haired - gray-haired (with the meaning of becoming gray-haired), beast-become a beast - a beast (with the meaning of becoming beast) or using the suffix -i-(t) (in the present tense - / o): white - whiten - white (with the meaning of making white), litter - litter-litter (with the meaning of making litter).

Verbs are also formed from nouns with the help of the suffix -a-(t): carpenter - carpentry; wise guy - to be smart (with a change to h).

Suffixes -ir-(at), -izir-(at) occur mostly with verbs of foreign origin: telegraph, register, agitate, collectivize, organize.

Spelling of verb suffixes.

To distinguish between unstressed suffixes -ov-(at), -ev-(at) from suffixes -yv-(at), -iv-(at), it is necessary to form the 1st person singular. numbers of the present (future) time.

If the verb is in the 1st person singular. present tense numbers ending in -yu-, -yuyu-, then й in an indefinite form, and in the past tense it is necessary to write -ovate (-oval), -evat (-eval): I advise, advised, advise; mourn, mourn, mourn.

If the verb is in the 1st person singular. the number of the present tense ends in -Ivayu, -ivayu-, then in an indefinite form ", and in the past tense it is necessary to write -yat (-yval), -yvat (-yval): show - show, showed; arrange - arrange, arrange

Notes.

• 1. This does not include several verbs that end in e-vayu, e-vat: I sow, I start, I put on, I warm, I sing, I overcome. In these verbs, the suffix is ​​-va-, and e belongs to the root. Compare sow and sow-ea-t, start and start-va-t, etc.
• 2. In addition, you need to remember the following verbs ending in -evayu, -evat, where e belongs to the suffix: eclipse - eclipse get stuck - get stuck, intend - intend, overwhelm - overwhelm, exhort-exhort.

Particle spelling ns verbs

Negation not with the verb is written separately.

The exception is those verbs that are not used without not. For example: resent, hate.

If verbs missing and lacking denote a lack of something, they are written together: My comrade lacks (i.e., he does not have) the ability to get down to business right away. He lacks (i.e., he does not have) endurance in his work.

Verb not enough- in the sense of not reaching for something - it is written separately: The child does not reach the table with his hand:

Verb lacks- in the sense of not taking, it is written separately: Our dog barks at strangers, but no one is grabbed by the legs

"Infinitive".

The purpose of the lesson:

To introduce children to the features of verbs in an indefinite form.

Develop the ability to independently form conclusions based on their observations and comparisons.

Teach correctly, ask questions What to do? What to do? to verbs in the indefinite form.

Develop children's speech, their thinking and imagination, as well as creativity, develop cursive writing.

To instill a steady interest in the subject, love for the Russian language.

Cultivate a sense of camaraderie and mutual understanding.

During the classes

I. Organizational moment.

Check it out buddy

Are you ready to start the lesson?

Is everything in place, is everything in order?

Book, pen and notebook?

SPELLING MINUTE INDIVIDUAL CARDS

II. Calligraphy.

Let's write down the number, class work, letter combinations: t, ti, ch - infinitive.

Why were they written?

Where can we meet them? (in words)

What do you know about the new word? (Assumptions of children.) PROBLEM

III. Actualization of knowledge about the verb.

Once one part of the speech was asked to answer the questions of the questionnaire. Listen to the questions, read the answers and guess which part of the speech was given in the interview.

What do you love the most? (I like to act.)

What do you dislike the most? (I don’t like prepositions and the well-known particle.)

What would you wish guys?

To Russian all the guys.

On the "ten" knew.

In writing and speaking

I was used.

What are objects without me?

Only names.

And I will come -

Everything will come into action.

flies rocket.

People are building building.

bloom gardens.

And bread in the fields grows.

What part of speech will be discussed in the lesson?

Of course - this familiar stranger Verb.

Why did I say so? (Because we know him a little, but not all.)

Let's remember what we already know about the verb.

What is a verb?

What does the verb mean?

What questions does the verb answer?

What part of the sentence is the verb most often?

How does the verb change? (numbers, times)

IV. Reporting the topic and setting the learning task.

Teacher: Read the text written on the board. (children read.)

Write out the verbs and define time and number .

It is difficult to see a wild animal in the forest. The animal can be recognized by its tracks. It is best to read the tracks of animals in fresh snow. The tracks of a hare are difficult to confuse with the tracks of other animals.

(Scheme check.) IN PAIRS

Teacher: Were you able to determine the tense and the number of verbs?

Teacher: What was the problem?

D: These verbs do not change in tenses and numbers.

1) Teacher: Suggest how you can name the form of verbs in which time and number cannot be determined. (children make their own suggestions)

Teacher: Name the topic of the lesson.

D: The indefinite form of the verb.

How are the verbs similar?

D: These verbs answer the questions: “what to do?” "what to do?" and end with "-t".

RULE p. 76

What is another name for the indefinite form of the verb? (initial)

Which of these names are unfamiliar to you? ( Infinitive- lat. the word "indefinite". Why is this form of the verb called indefinite?

(min. calligraphy)

CLUSTER

. The game "Who is the most Attentive".

I read out the words, among which there are different parts of speech. Write the verbs in the indefinite form.

Walk, walk, bone, mow, mow, bed, carry, wear, wear, tablecloth, cut, weave, bones, nails, carry, sadness, horse, copper, guard.

(walk, mow, carry, wear, cut, weave, carry, guard)

Pay attention to the letter combinations at the end of the verbs in the indefinite form. Name them.

What do indefinite verbs end in? (They have endings: -ty, -th and end in -ch.)

PHYSMINUTKA

2. The game "Be careful!"

Replace phraseological units with indefinite verbs.

Nick down. (Remember.)

Nodding. (Nap.)

Skip past the ears. (Listen.)

Put a spoke in wheel. (Interfere.)

To make mountains out of molehills. (Exaggerate.)

Cheat. (Deceive.)

Keep your mouth shut. (Silence.)

Game "Find a synonym."

Pupils receive cards with verbs in the indefinite form. They must choose a synonym for each verb, which is also in an indefinite form, and write next to the given word. The one who writes correctly and before everyone else wins.

sob hurry

scold

roam yell

guard explain

dig pound

eat race

work hard

Synonyms: cry, laugh, walk, guard, dig, eat, work, hurry, scold, shout, explain, beat, run, be afraid.

ANALYSIS OF THE WORD BY COMPOSITION

Laugh scold

What do we define first?

What is an ending?

Change the form of the word? (there is no ending, so tb is a suffix)

Since TH, TI, CH do not form a new word, but are the initial form - THEY ARE NOT INCLUDED IN THE BASIS

Textbook p. 77 No. 4

BRAINSTORM

VIII. Summary of the lesson.

Today's study of verbs ends. What have you learned about the verb?

What questions do verbs in the indefinite form answer?

What endings do these verbs have?

Why are these verbs so named? (Do not indicate time and date).

How do you understand the word "infinitive"?

IX. Reflection.

What discovery did you make for yourself?

Were you interested in the lesson?

What mood did you work with?

What task was the most difficult? What helped you overcome the difficulty?

It was a pleasure for me to work with you at the lesson today. I saw smart, interested children. And if something didn’t work out for someone, it doesn’t matter. You still learned something new, which means you have become smarter.

X. Homework.

Useful tips.

When you wake up, you can not (lying) in bed. I must immediately (get up) and (do) exercises. Exercises need (perform) slowly. Between exercises it is necessary (I do) small pauses for rest. I can’t (hold) my breath, I have to (breathe) evenly, calmly. Charging is necessary (I do) with the window open.

I come home from work

I'll lie down on the sofa

I dream of pleasant

How I spend my time:

It is good toride

On a crazy bike!

It is good tobuy-

in the bathlet go torpedoes!

It is good tothrow

Dart at the target on the wall!

ok bmake war

On the computer war!

Everything would be finebe able to-

Assemble the spaceport from Lego,

Televisionlook

About heroes and strategists...

take a walk holding in my pocket

Two huge pistols

And hiding behind the bushes

kill enemies in meatballs ...

It is good toshout

I'm talking about Karik and Valya! ..

It is good todream,

So that the lesson is not asked ... Enough to no availlie!

Back to school tomorrow...

Everything! Climb! It's timeget up!

Andlearn Verbs!

The infinitive is the initial meaning of the verb. The peculiarity of the infinitive is that it denotes only a pure action, not tied to the person who performs it, does not indicate whether one or more persons perform the action, and also does not give an idea of ​​the time of the action. That is, the infinitive does not have the definiteness of the past, present or future tense.

This part of speech is also called the "indefinite form of the verb", because it does not characterize any details of the action being performed, revealing only its original meaning. latin word infintus, from which the term is derived, can be translated as "uncertain".

The indefinite form of the verb: rules and examples

The infinitive can only answer questions:

• "What to do?";
• "What to do?".

It is impossible, for example, to ask "Doing what?""What is he doing?","What are we doing?""What are they doing?""What you are doing?","What did you do?""What will you do?", since the infinitive is the indefinite form of the verb. Time and face remain unclear, and no reference is made to the details of what is happening.

Infinitive suffixes

The infinitive ends with word-forming suffixes:

• -t - give birth, grow up, die;
• -ch, - protect, burn, flog;
• -ti - carry, grow, row.

It can also be supplemented with a postfix -s (s), by which we can judge which indefinite form of the verb is irrevocable, and which is reflexive:

-s (-sya) - toil, pray, beware.

Signs of the infinitive

The infinitive is the form of the verb that always remains the same. It cannot be conjugated, presented in a different time or person. Infinitives can only have constant verbal features that are present in any verb, regardless of their form. Such signs include transitivity/intransitivity, recurrence/irreturnability and perfection/imperfection.

Transitive and intransitive infinitives

The transitivity of the verb is determined in accordance with the presence of an additional word of the indefinite form of the verb, denoting an object or phenomenon, to which the action is partially transferred. Intransitive verbs consist of a single word denoting the action itself. The transitive infinitive can include:

• nouns or pronouns put in the accusative case without a preposition: make an injection, thread;
• nouns put in the genitive case, without a preposition, which express the share of something, or involvement: wait for trouble, pour water;
• nouns or pronouns put in the genitive case, if the verb has a negative expression: be unable to notice them.

Thus, these words are part of the verb, filling it with meaning, and without them the essence of the action is lost. Part of the action, in turn, goes to the object or circumstance, giving it a specific semantic load.

Reflexive and irrevocable infinitives

The indefinite form of the verb can also be reflexive and non-reflexive. Irreversible verbs express an action performed by someone or something in relation to someone or something. Returns express an action directed by someone or something on itself, or mean another closed interaction or state of the object and have a postfix at the end -sya (sya). On the -sya the reflexive indefinite form of the verb usually ends. The rule says that reflexive verbs cannot be transitive.

Examples of irrevocable infinitives: put on, put on, peek. Examples of reflexive infinitives: get dressed, get down, sneak.

As we can see from the above examples, some reflexive verbs can be obtained from non-reflexive ones by simply adding a postfix -sya(as in the case of the pair " lower-lower"). This only changes the direction of the action, but the general meaning remains. In rare cases, according to the rules and norms of the use of verbs, it is impossible to use the verb in both its word forms - perfect and imperfect, as, for example, the reflexive indefinite form of the verb is unacceptable for "put on" (example " put on-dress"). "Put on" denotes an action performed in relation to some object or person, while "dress" can refer exclusively to the object that performs the action (it can be used in other word forms, but provided that this reflexive meaning is preserved) . Although such a limited indefinite form of the verb is not often encountered, the rule remains the rule. Also, from some imperfect forms of verbs, we will not be able to make a perfect one, based on their key meaning, which we can see on the example of the verb "peep" - you can’t peep behind yourself. By the same principle, in Russian there is no imperfect form of the verb "sneak" - you can't " sneak"anything.

Perfect and imperfect infinitives

Infinitives can also be perfective or imperfective. The indefinite form of the imperfective verb expresses actions that continue in time and do not have a specific binding - these are, as it were, eternal actions, and without additional indications in the context, it does not give us an idea of ​​the completion or incompleteness of the action. A question would be relevant here. "What to do?". Examples:

Perfective infinitives say that the action has already been done, or will certainly be done, that the result has already been, or will be (of course, in cases of negation or question, it may have a relatively indefinite coloring). A question would be relevant here. "What to do?". Examples:

• After reading the note should have been burned.
• Thank me that you didn't have to burn that note.
• Were you instructed to burn the note?

Only a small number of dual infinitives contain Russian. The indefinite form of the verb, which is both perfective and imperfective, can be used this way and that, depending on the environment, without changing its word form. That is, she answers the question "What to do?", and to the question "What to do?". Examples:

• An order was issued to continue to execute all traitors. - "What to do?";
• An order was given to execute the traitor. - "What to do?";
• In the village they are used to marrying girls quickly. - "What to do?";
• By autumn, Martha managed to marry all her girls. - "What to do?";
• It's hard to tell your heart. - "What to do?"
• How to tell your heart not to love? - "What to do?"
• Exploring caves is very interesting, but at the same time dangerous. - "What to do?"
• Tomorrow we have to explore these caves. - "What to do?"
• You can attack them from any direction, while I will smash them head on. - "What to do?"
• You will have to attack them from the right, and I will go in from the flank. - "What to do?"

Conjugation of verbs

The conjugation of verbs reflects their change in accordance with person and number. Although the infinitives themselves cannot have a person, number or gender, and, therefore, cannot be conjugated, they nevertheless serve as a derivational basis for other verbs, therefore they are assigned to any of the two verb groups according to the type of conjugation - either to I , or to II. The endings of indefinite verbs related to the first group: -e, -yu(except for verbs of exceptions). The forms of these verbs have endings -u and -yu, -eat and -eat, -eat and -eat, -eat and -eat, -eat and -ete. Endings of indefinite verbs related to the second group: -and and on -I(except for verbs of exceptions). When conjugated, the forms of these verbs have endings -u and -yu, -ish, -it, -im, -ite, -at and -yat.

Function of the infinitive in a sentence

Verbs, as usual, perform the function of a predicate in a sentence. Together with the subjects, they form the grammatical basis of sentences. However, the infinitive, due to its peculiarities of use, can perform completely different functions in a sentence. Therefore, the role of any of the members of the sentence in this case can be performed by the indefinite form of the verb. An example of the use of infinitives as various members of a sentence:

Morphological analysis of the infinitive in a sentence

To carry out the morphological analysis of a verb in a sentence, you need to determine its part of speech, general grammatical meaning, ask him questions, determine the word form, indicate permanent and non-permanent morphological features, as well as its function in the sentence. Since the indefinite form of the verb does not change, the morphological analysis of the infinitive is carried out without indicating inconstant verbal features.

When it comes to the form of the verb, we say: “Build the verb in the form of the 2nd person plural of the future tense.” Based on this, we can say that the form of the verb is person + number + time. Building your answer according to this formula, you will never miss anything. Now let's move on to the definition of all three terms.

Person and number to determine the form of the verb

The face is the one who performs the action. To determine it, ask a question to the verb who? or what? If the answer is:

• I / we - then this is a 1st person verb, it refers directly to the speaker or the group of people in which he is a member. For example: I cook, we build;
• you / you - this is a 2nd person verb, it refers to the one / those with whom we are talking. For example: you lie, you go,
• he / she / it / they - then this is a 3rd person verb, it refers to someone else (not to the speaker and not to the interlocutor). For example: he runs, she drinks, they are friends.

Time to determine the form of the verb

Determining the time is very simple: it is done almost intuitively:

• In present tense verbs, the action is happening now, right now. Even if the time is not indicated in the sentence, you can understand it yourself. For example: sculpt (when?) now building (when?) today,
• in past tense verbs, the action takes place in the past: yesterday, a week ago, etc. For example: drawing (when?) yesterday,
• in future tense verbs, the action will only take place in an hour, tomorrow, etc. For example: learn (when?) tomorrow.

Infinitive

Verbs in the indefinite form do not have gender, person, or number, but they do have an aspect. These verbs end in -ty, -ty or -who. Their form is determined using the question:

• what to do?, then it is imperfect. For example: (what to do?) read ;
• if a question is asked about the verb what to do?, he is perfect. For example: (what to do?) read.

Other verbs also have aspect, but this is not indicated when determining their form. It is worth noting that perfective verbs do not have a present tense, because the action is either completed in the past or will be completed in the future.

It is easy to determine the form of the verb, since everything is done almost intuitively, the main thing is to remember the algorithm: person + number + time.

The ability to form an indefinite form, to recognize it in the text, to distinguish it from other forms of the verb is necessary not only in the study of the verb, but also in the formation of its forms. Various tasks, exercises, work with tables will help develop this skill.

In school practice, to identify an indefinite form, the teacher most often uses only questions (what to do?) (What to do?), Paying little attention to a detailed acquaintance with this form. For example, errors are very common in the definition of verbs such as carry, protect. However, these errors can be prevented if, already upon acquaintance with an indefinite form, such a table is offered to students.

This table will help to recognize the indefinite form by external formal signs (final -ty, -ch or -ty). The number of verbs in the indefinite form in -ti and –ch is small. Students should be introduced to the most common of them:

Verbs in -ti:

go, go, drag, carry, lead, row, revenge, carry, find to graze, weave, crawl, grow, scrape, shake, bloom.

These verbs can be included in the exercises.

1. From various forms of verbs in -ti, form an indefinite form: sweeps - revenge, carried - carry, etc.

2. Put these verbs in the form of the 1st person singular: row - row, find - find, etc.

3. From these verbs with the help of various prefixes, form new ones: weave - braid, weave, weave, etc.

4. Using the verbs to carry, rake, revenge, go, come, carry, compose a coherent text on the topic “On a subbotnik”.

Similar work is carried out with verbs in -ch.

Verbs ending in -ch:

cherish, reach, burn, lie down, clothe, doom, renounce, bake, help, neglect, shear, guard, flog, flow, crush, captivate, harness

Very often, children form non-literary forms from verbs in -ch: “burns”, “teket”, etc. To avoid this, you need to lead them to the conclusion that only in the 1st person singular and in the 3rd person plural the numbers of these verbs retain the sounds g and k (burn - burn, bake - bake), and in other forms there is an alternation of g - f and k - h (burn - burn, burn, burn, burn; flow - flow, flow, flow , flow).

Accordingly, the reverse operation also makes it difficult for students, that is, the formation of an indefinite form from personal forms of verbs, for example: shore, reach, lie down, flow, get carried away, shear, renounce, guard.

Students also experience difficulties in the formation of an indefinite form from impersonal verbs (by the way, matching the 3rd person and the indefinite form is especially important from the point of view of spelling), so it is useful to practice tasks such as finding an indefinite form from impersonal verbs: early dusk (twilight) .

I want to sleep, it becomes cool, I feel the approach of spring, it seems quite adult.

How well the students learned to find the indefinite form from which the verb is formed will be shown by the results of such a task.

Write out verbs from each sentence and choose an indefinite form for them.

1) The boy walked barefoot, and carried his shoes in a bag.

2) I cleaned the kettle, got some water and went to the fire.

3) The old man smiles, winks, squats down.

4) The short summer night was leaving, in the east the dawn was already reddening, the stars were slowly fading.

5) It's getting dark outside, but we don't want to go back.

6) Styopka spread his arms and lies on his back, his hat is lying on the sand.

7) Evening shadows fall on the ground, merge, fill the streets with darkness.

Work on spelling in the study of an indefinite form can be accompanied by work on the development of speech,

1. Choose synonyms for these verbs (also verbs in an indefinite form).

Be timid (fear), argue (prove), submit (obey), motivate (justify), command (send), restore (restore), export (export), import (import), discuss (argue), stimulate (encourage), blame (reproach, reproach), hope (hope), study (study), cherish (undead, cherish), zealous (try), oppose (object)

2. Choose antonyms for these verbs (also verbs in an indefinite form).

Punish (forgive), rush (slow down), chat (be silent), praise (scold), extinguish (ignite), chill (warm up), cry (laugh), start (finish), agree (object), appear (disappear), spoil (fix), love (hate), climb (sink), thaw (freeze), rest (work), dawn (dusk), cool (heat), despair (hope), build (destroy), work (idle).

3. Replace these phrases with verbs that are similar in meaning.

To languish from idleness (to be bored), to fish (to fish), to win (to win), to be afraid (to be afraid), to send a telegram (telegraph), to go back (to return), to improve in something (to qualify), to undergo an exam (to be examined ), understand something (orient), regain consciousness (wake up), move to another country (emigrate), confess mistakes (repent), release from charges (rehabilitate).

4. Explain the meaning of phraseological units with the help of synonymous verbs. Make sentences with phraseological units.

Beat with a brow (ask), beat the bucks (idle), bring to clean water (expose), chop on the nose (remember), turn up the nose (be proud), nod (doze off), pout the lips (offended), hang your head (be despondent) , come to your senses (come to your senses).

Exercises for various substitutions should be carried out throughout the entire study of the verb (2-3 minutes at the end of the lesson). Some attention should also be paid to paronyms, that is, words that are different in meaning, but similar in pronunciation, such as: gape - shine, import - export, put on - dress, reject - refute, present - provide, etc. These words you can pronounce it in class, write it out in a student dictionary, include it in dictations, come up with sentences with them; it is useful to look up their meanings in the explanatory dictionary.

When repeating morphology in high school, students should remember that verbs in the indefinite form can be different members of a sentence: subject (To study is always useful), predicate (Our task is to study), definition (I got the opportunity to study), addition (We agreed to study only good and excellent), circumstance (The guys came to the city to study).

The suggestions below will help consolidate this information.

1) I went out into the air to freshen up (L.).

2) Riding this horse was a pleasure for Rostov (L.T.).

3) I lay down on the camp bed to rest a little (T.).

4) I saw the need to change the conversation (P.).

5) I have an innate passion to contradict (L.).

6) The sun was just beginning to rise (L.T.).