Nouns, animate and inanimate. Animate and inanimate nouns

Animation is characteristic only for.

Animate nouns serve as names of living beings; if they call people - personal, if they designate animals - non-personal. Answer the question: Who?

A grammatical indicator of animacy is a shape match accusative case plural with the genitive plural form. You can use the singular form for.

V. p. pl. numbers (who?) = R. p. pl. numbers (who?)

• R. p.
• V. p.

• I see

• schoolchildren
• schoolchildren

• bullfinches
• bullfinches

Animate nouns also include:

1. Gods and mythical creatures represented as living: goblin, brownie, mermaid.
   The ancients revered Jupiter.
2. Names of chess and card pieces: ace, jack, lady, king , horse, queen , bishop , rook , pawn .
3. Nouns naming dolls: parsley, matryoshka, tumbler, snowman, robots.
4. Nouns denoting a deceased person: dead man, Deceased, drowned(noun dead body not included here).

Inanimate nouns

Inanimate nouns serve as names of objects and phenomena of reality that are not classified as living beings. Answer the question: What?

Grammatical features: coincidence of the accusative plural form with the plural form.

V. p. pl. numbers (what?) = I. p. pl. numbers (what?)

• I. p.
• V. p.

• There is
• I see

• songs
• songs

• magazines
• magazines

Inanimate nouns include:

1. Denoting objects inanimate nature: stone, mountains, rainbow, snow, soil, sea, sky.
2. Names of trees and plants: poplar, pine, spruce, chamomile, dandelions (natural science classifies them as living organisms!).
3. Denoting a collection of living beings: people, flock, army, crowd, battalion, regiment.
4. Names of celestial bodies: Mars, Jupiter, Saturn, Uranus.
5. Names of fish dishes: sprats, sprat.
6. : students, humanity, youth, professors (do not have a grammatical indicator of animation).

Some nouns exhibit fluctuations in classification as animate/inanimate; the names of microorganisms and invertebrates are included here: virus, bacterium, larva, microbes.

Babaitseva V.V. and Chesnokova L.D. in their textbook on the Russian language also consider grammatical indicators of animation and inanimateness.

Inanimate nouns are like animate nouns if they denote living beings.

• This stump (animate) you can't turn around.
• I remember this old cap (animate)

Animate nouns used to denote inanimate objects continue to be declined as animate.

• Read "Oblomov".
• Listen to "Eugene Onegin".

Nouns type, character And image as applied to actors literary works bow as if inanimate: V. n. pl. numbers = I. p. pl. numbers.

Topic: Nouns, animate and inanimate

Goals and objectives:

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

2. Immediate goal: improving students' spelling skills; repetition and consolidation of students’ knowledge about the categories of gender, number and case of a noun; deepening and application of students’ knowledge, skills and abilities on the topic “Animate and inanimate nouns.”

Lesson format: combined lesson using ICT.

During the classes.

I. Lesson organization.

Spring is like that season,

When the kids want to go for a walk,

Jump, play, not looking at the weather,

But we have to study the topic.

Guys, I ask you one thing:

Get serious about the lesson

Work with your heart, memory, soul,

Don't wait for the bell to ring.

I'm glad to see each of you

And may spring be cool in the window is breathing,

We will be comfortable here, because our class

He loves, feels and hears each other.

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

On screen: Patch

Shlash

Shter

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

Let's read the words. What's common in lexical meaning vocabulary words? (Tent, hut, pavilion.)

What do the writing have in common? (The letter a.)

Let's write down the words, highlighting the letter A, putting emphasis, highlighting the endings.

What is the ending?

Let's make up phrases with these words and write them down, once again emphasizing the letter A. (Low tent, hut made of branches, blue tent of heaven.) What is this technique called in literature when we use the word in figurative meaning? (Metaphor.)

What part of speech are they? vocabulary words? (To nouns.)

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

A noun is the most essential part of speech. Almost every second word in our speech is a noun. Here is a poem that consists almost entirely of nouns alone, but everything is clear to us:

Whisper, timid breathing,

The trill of a nightingale,

Silver and sway

Sleepy stream...

What time of year is the poem talking about? (About spring.)

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

Popular proverb says: “Repetition is the mother of learning.” Let's repeat "Noun".

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

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

My riddle about nouns

About their amazing customs.

And let at least someone guess

How most of them change!

(By numbers and cases.)

1. Gender of nouns.

A)- Let's start with the first letter. What kind of nouns are there? (Male, female and average.)

Let's remember:

The gender is masculine, of course. my:

My garden, my brother, table too my.

Feminine, I remember

What I'll say about - my:

My pen, my cloud

And a notebook my.

Neuter gender - it, my:

My window, village my.

b) Game.

Now let's play! Words of different kinds can sometimes be used to describe almost identical objects, or at least similar ones. Like this: fence – fence. Such words in Russian are called... (synonyms).

Lamp - ... (lamp)

electric train - ... (train)

car - ... (car)

building - ... (house).

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

2. Number of nouns.

But number is such a fickle thing, so nouns change according to numbers. Let's name them. (Singular and plural.)

And now, guys, we will exchange not different words, but word forms. What needs to be done to make it happen different shapes words? (Change endings.)

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

a) Game.

We write it down, highlighting the endings and placing emphasis:

cake - cakes,

agreement - agreements,

engineer - engineers,

director - directors,

driver - drivers,

doctor - doctors.

b) Conclusion: nouns are inflected by number.

3. Cases. Declension of nouns.

The word has six cases,

Six faithful little pages.

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

Nouns openly show their interests and inclinations: they change according to cases or ... (inflect). Yes, that’s right, they bow to the laws of the Russian language. Let’s remember how they do this using the example of a noun spring:

Birds singing in the groves,

And there is silence in the class,

We are going through declination,

Leans spring.

We bow out loud spring, spring…

And outside the window you can hear streams,

I can’t sit at my desk,

And here spring, spring, spring…

Together:

Spring, spring, spring, spring,

In the spring, O spring...

A bunny walks along the window,

Like the sun on a wall.

Conclusion: number and case are inconsistent features of a noun.

IV. Explanation of new material.

We said that nouns answer the questions WHO? WHAT? Which nouns should you ask the question WHO?, and which ones should you ask WHAT? (To the animate - WHO?, to the inanimate - WHAT?)

You guys helped me formulate the topic of today’s lesson, “Animate and Inanimate Nouns.” Let's write it down in our notebooks on the lines missed at the beginning of the lesson.

1. Work according to the textbook.

Consider the drawing on page 24 (26) of the textbook.

List the living beings and things shown in the picture. Which of the nouns you named answer the question WHO?, which answer the question WHAT? (Children's answers.)

2. Physical education minute.

Listen to a fragment of the song “Dolls” performed by the group “Ivanushki”.

3. Creation of a problematic situation.

Can the animate-inanimate nature of nouns always be determined by the questions WHO? WHAT? What word have we heard most often in the song? (Doll.)

How do you think doll– An animate or inanimate noun? And the word family?

4. Observations from the table.

Nouns

animate

inanimate

plural

I.P. who? brothers

R.p. who? brothers

V. p. whom? brothers

I.p. what? books

R. p. what? books

V. p. what? books

V. p. = R. p.

V. p. = I. p.

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

Let's write down:

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

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

Using the table, we will determine the animate-inanimate nature of nouns on which there was no consensus in the class:

doll - animate,

family is inanimate.

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

5. Additional information.

– Animate nouns include the names of chess pieces and fantastic creatures.

What chess pieces do you know? (King, queen, rook, bishop, knight, pawn.) And they are all animate.

What fantastic creatures do we meet in the lines of A. S. Pushkin’s poem “Ruslan and Lyudmila” that you know?

There are miracles there: a goblin wanders there,

A mermaid sits on the branches.

(Leshy, Mermaid.)

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

V. Consolidation.

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

2. Game "Corrector".

Let's write it in corrected form:

1) The girl put the dolls to bed.

2) I caught three crucian carp.

3) And at that time the chicken was eating Vova’s worms.

3. Working with the proposal.

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

Find grammatical basis offers. (To noun wash basin we ask the question WHO? – Who runs out and shakes their head?) Let's write it down.

Did you guys find out what work the washbasin is from? (K. Chukovsky “Moidodyr”.)

Conclusion: in works fiction(especially often in fables and fairy tales) objects of inanimate nature can be endowed with the properties of living beings. They walk, talk, rejoice, cry, etc.

What is this technique called in literature? (Personification.)

4. Elements of entertainment.

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

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

VI. Generalization.

What did you learn in class today?

Work on speech development. Collective miniature essay “Spring”.

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

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

In the first sentence we will include a phrase from the dictionary work blue sky tent.

Sample essay-miniature:

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

Let's read the essay.

VII. Lesson summary.

VIII. Reflection.

Lesson Analysis

The topic of my lesson, which I taught in 5th grade, is “Animate and inanimate nouns.” This topic belongs to the section "Morphology". When choosing a topic, I did not deviate from the program material: the children had just begun to study “Nouns”.

When planning my lesson, I relied on students’ knowledge of the concepts of “gender”, “number”, “case”, “animate-inanimate” nouns acquired in elementary school.

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

I consider vocabulary work an integral part of every lesson, since daily exercises in the correct spelling of words form students’ literacy. In this work, I relied on the visual reference signal - I believe that this contributes to quick and easy memorization. Work on developing students’ speech (composing phrases) also takes place here.

She introduced exercises into the lesson to review previously studied material on the topic “Noun” (gender, number, case), and helped me connect it with the topic of the lesson. Moreover, the material was given naturally and logically to elevated level difficulties.

Before moving on to explaining the new material, I conducted psychological preparation students to perceive new things.

A collective and independent work students when mastering new material. There is work with a textbook. A problematic situation was created, and the children themselves drew conclusions.

When consolidating this topic, I included different forms of work: determining the animate-inanimate nature of nouns, where different opinions arose, a problematic situation arose; game elements, word game, business game“Proofreader”, work with proposals, entertainment.

The use of gaming technology is known to increase the effectiveness of the lesson and arouse interest in the subject in children. “The game is a huge bright window through which spiritual world The child receives a life-giving stream of ideas and concepts about the world around him. A game is a spark that ignites the flame of inquisitiveness and curiosity,” said V. A. Sukhomlinsky.

During the lesson I used computer technology, in particular, a presentation created independently, it is good for announcing new topic. The presentation contains a table, illustrations, and text material. The aesthetics and colorfulness of the presentation attract attention, increase students’ interest in knowledge, and make the learning process easier and more festive.

When consolidating the material, exercises are given in order of increasing complexity - the didactic principle is from simple to complex. I believe, that didactic material corresponds to the level of knowledge of students.

When explaining new material and when consolidating, active feedback from schoolchildren was achieved. I tried to involve every student.

I am sure that every Russian language lesson should use exercises to develop students’ speech. Therefore, I included a collective miniature essay as a generalization on the topic of the lesson using O. K. Savrasov’s painting “The Rooks Have Arrived,” which helped the children imagine the images.

I devoted space to developing speech culture skills; I consider this a natural part of every lesson. The culture of speech presupposes, first of all, its correctness, compliance with the norms of Russian literary language. I try to structure my speech so that it is distinguished by persuasiveness, variety, accuracy, expressiveness, special teaching power, and most importantly, goodwill: “You helped me formulate the topic of today’s lesson; “Today in the lesson not only our memory will work, but also our soul, heart,” etc.

I believe that such communication with the class stimulates the creative activity of students and increases interest in Russian language lessons. The technology of student-centered learning that I used helped me solve priority problems - to form and develop the intelligence and speech of students, to develop critical and creative thinking. After all main idea The new approach consists of a transition from explanation to understanding, and the main orientation of the teacher is not to transfer knowledge about the subject, but to communicate with students, to mutual understanding, to “freeing” them for creativity.

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

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

I know that the lesson using modern pedagogical technologies was quite effective.

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

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

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

• among the animate nouns, the accusative plural form coincides with the genitive plural form:

(c.p. plural = r.p. plural)

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

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

• in inanimate of nouns, the accusative plural form coincides with the plural nominative form:

(v.p. plural = im.p. plural)

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

v.p. (I see) forests, mountains, rivers

Most often, masculine and feminine nouns are animate. Among neuter nouns there are few animate ones. This - child, person (meaning "person"), animal, insect, mammal, creature ("living organism"), monster, monster, monster and some others.

Animate nouns used figuratively are declined: admire "Sleeping Beauty".

Inanimate nouns used figuratively receive the meaning of a person and become animate: the tournament brought together all the table tennis stars.

The names of toys, mechanisms, human images refer to animate nouns: she loved her dolls, nesting dolls, and robots very much.

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

Name of gods, mythical creatures ( goblin, mermaid, devil, merman) refer to animate nouns, and the names of planets named after gods refer to inanimate nouns: looking at Jupiter, they prayed to Jupiter for help.

A number of nouns exhibit fluctuations in the expression of the animate-inanimate category (in the names of microorganisms, in nouns image, type, character, etc.): consider ciliates And ciliates, kill bacteria And bacteria; create vivid images, special characters .

It seems that distinguishing between animate and inanimate objects is indecently simple: it’s like a game of animate and inanimate. But those who are guided by this principle are very mistaken. Animation, like, accordingly, inanimateness, is a separate category in the characteristic that has nothing to do with external signs some object. How can we explain the fact that, according to the rules, the word “corpse” is considered inanimate, and “dead” is considered animate? Acting at random? In no case! We'll figure out.

For the little ones

Let's start with the very basics. Animate and inanimate objects answer different questions - "who" and "what" respectively. We can say that asking a question is the most primitive, albeit very unreliable, way of defining this category. Usually children are introduced to it in the first or second grade. To practice this method, you can fill in the gaps in the following text with your students:

« The great (what?) flows in sleepy oblivion. Around (what?) and (what?). (Who?) slowly moved his skis, shook (what?) his hats from his ears. (Who?) quickly made a hole, and (what?) began. Soon he pulled out a huge one (who?). His mirror (what?) glittered brightly in the sun" Words to be inserted: ice, scales, fisherman, frost, river, carp, snow, fishing. One word is repeated twice.

Grammar explanation

But it's worth moving on, right? How can you determine whether an object is animate or inanimate based on rules rather than intuition? The difference between these two categories lies in the different case forms of the nouns. Inanimate nouns have the same nominative and plural form, while animate nouns have the same genitive and accusative form in the same number. Of course, it will be much easier to understand with specific examples.

Let's take the noun " cat" We put it in the plural “cats” and begin to decline: nominative - “ cats", genitive - " cats", accusative - " cats" - as you can see, the forms of the genitive and accusative cases coincide. Whereas for the noun " table", which to define this category turns into " tables" when declension " tables-tables-tables» the accusative and the accusative are the same

Thus, the rule allows dividing an animate and an inanimate object only by placing them in the plural and subsequent declension. And then, based on the coincidence of case forms, this category is determined.

Exceptions

But, as you know, there are very few rules in the Russian language that do not have any exceptions. Thus, it is sometimes possible to separate animate and inanimate objects logically. Yes, all living beings will be animate, but at the same time they belong to the same category mythical creatures (goblin-goblin-goblin-goblin) and names of toys ( matryoshka-matryoshka-matryoshka) - you can also find it here logical explanation. As well as card and chess suits ( pike-pike-pike, pawns-pawns-pawns), which even in their shapes do not fit this category.

Go ahead. Inanimate nouns, in turn, include large groups of people ( crowd-crowd-crowd) and some living organisms ( germs-germs-germs; microbes-germs-germs) - it is impossible to explain this phenomenon, you just have to accept and remember.

More difficulties

I would also like to add that animate and inanimate objects in the grammatical sense have their own characteristics. So, for example, for animate masculine nouns the forms of the genitive and accusative cases coincide in the singular: Anton-Anton-Anton, accountant-accountant-accountant However, this phenomenon is observed only in second declension nouns (compare: Dima-Dima-Dima, although this is also an animate masculine noun). So, in principle, this pattern can be used as another simple, albeit not very well-known, way of determining the category of animation in nouns.

I want to confuse

It is worth noting that in the Russian language there is an image of an inanimate object as an animate one. This is usually associated with the use of the word as an analogy to a living being: There is a mattress in the barn - Yes, it is a weak-willed mattress! or The Russian language is great and powerful! - This tongue (=captive) will tell us everything.

Exactly the same phenomenon occurs with the use of animate nouns as inanimate ones: Soaring in the blue sky kite; The fighter began to descend. Here the category of animate and inanimate is determined based on the semantic content of the noun.

It is worth noting that, despite all the requirements of teachers to use the rules, most of students continue to rely on intuition. As the above examples show, inner instinct is not always a reliable assistant in matters of philology. We can definitely say that names of professions, names of people by family affiliation, nationality and other groups will always be animate, and this also includes the names of animals. By the way, among animate nouns, as some researchers believe, there are only masculine and feminine words, while the neuter gender is already inanimate, like all names of natural objects and other objects.

Practice for the little ones

Now that we have figured out how to distinguish one category of nouns from another, it is worth summarizing all of the above. Animate and inanimate objects for preschoolers, who still have no idea what cases are, differ in the questions of “who” and “what,” respectively. For practice, you can play “living-non-living” with your kids, where a word is called, and the child must determine what this object is.

Or another interesting task for junior schoolchildren- offer a number of animate nouns that can be turned into inanimate by replacing one letter: fox (linden), goat (braid), heron (drop).

I would like to finish the article on how to distinguish between animate and inanimate objects by saying that, no matter how simple this topic may seem, it is better not to tempt fate and not act at random, trusting your intuition. Taking a minute to check the category of a noun can sometimes change the way you think about it. So spare no effort and practice the great and mighty Russian language.