How nouns change by case. Setting a learning goal

changing a noun by case is

To determine the case of a noun, you need to find the word with which the noun is associated, and pose a question from it, and then, based on the question and preposition (if any), determine the case.
A noun is a part of speech that denotes an SUBJECT and answers the questions WHO? or WHAT?
The noun names OBJECTS in the broad sense of the word:
- names of objects: wall, table, clock;
- names of persons: person, boy, man;
- names of living organisms: seagull, dog, microbe;
- name of substances: sugar, semolina, flour;
- the name of facts, events, phenomena: flood, conversation, performance;
- the name of qualities, properties, actions, states: kindness, sadness, walking.
Classification of nouns by meaning

There are two groups of digits according to their meaning:
1) ownership/name;
2) concreteness/abstractness/materiality/collectivity.
Common nouns designate objects without distinguishing them from the class of the same type (city, newspaper, river).
Proper nouns designate objects, distinguishing them from the class of homogeneous objects, individualizing them (Voronezh, Itogi Volga). It is necessary to distinguish proper names from proper names; the ambiguous names of individualized objects (Evening Moscow). Proper names do not necessarily include a proper name (Moscow State Academy).
Concrete nouns are sensually perceived objects, things (stool), faces (Irina), which can be perceived by sight and touch.
Abstract nouns denote abstract concepts (joy), signs (whiteness), actions (drawing).
Real nouns denote substances (kefir, fermented baked milk, salt).
Collective nouns denote collections of homogeneous objects (foliage) or persons (children).

Gender of nouns

Nouns are masculine, feminine and neuter.
Masculine nouns include those to which you can substitute the words he, my: oak, chair, gnome.
Feminine nouns include those to which you can substitute the words she, mine: fairy tale, sister, wave.
Neuter nouns include those to which you can substitute the words it, mo: bureau, milk, gold.
To find out the gender of a noun that is in the plural, it must be put in the singular: beetles, beetle (masculine), hands - hand (feminine), vdra bucket (neuter).

Changing the names of nouns by numbers

Nouns change according to number.
Singular nouns denote one thing: flower, dog, letter. Plural nouns denote two or more objects: flowers, dogs, letters.
When changing the names of nouns by numbers, the endings change: drawing - drawings, star stars, face - faces.

Changing the names of nouns by case

Changing the names of nouns by case is called declension. There are six cases in Russian: nominative, genitive, dative, accusative, instrumental, prepositional.
To determine the case of a noun, you need to find the word with which the noun is associated, and pose a question from it, and then, based on the question and preposition (if any), determine the case.

Nominative case (who? what?): house, fox.

Genitive case (whom? what?): houses, foxes.

Dative case (to whom? to what?): home, fox.

Accusative case (who? what?)): house, fox.

Instrumental case (by whom? with what?): house, fox.

Prepositional case (about whom? about what?): about the house, about the fox.
The change in the names of nouns by case is characterized by a change in their endings, which are called case forms. In total, there are six cases in the Russian language, each of which has its own auxiliary question.
The form of the nominative case is called direct (or initial), all others are called indirect. As an example, consider the change in cases of the nouns “house” and “fox”:

Nominative case (who? what?): house, fox.

Genitive case (whom? what?): houses, foxes.

Dative case (to whom? to what?): home, fox.

Accusative case (who? what?)): house, fox.

Instrumental case (by whom? with what?): house, fox.

Prepositional case (about whom? about what?): about the house, about the fox.

In order to determine the case of a noun, you need to try asking one of the auxiliary questions to it. As you can understand from the above example, the change in cases of animate and inanimate nouns is slightly different.

In particular, the form of the accusative case deserves special attention, in which even the formulation of the auxiliary question is different: when declension of animate nouns of all three genders, the form of the accusative case coincides with the form of the genitive case, and when declension of inanimate nouns - with the form of the nominative case.

There are also indeclinable nouns, i.e. those that have the same form in all cases. Indeclinables include both common nouns (for example, “coffee” or “cocoa”) and proper names (for example, “Gte”).

As a rule, indeclinable nouns are words borrowed from foreign languages. They can belong to all three genera.
Sun!
declension of nouns
Declension
Called declination
Declension.
This is a declination.

Item
Class
Lesson type
Technology
lesson
Subject
Target
Technological lesson map
Russian language
3
a lesson in discovering “new knowledge.”

construction
problem-dialogical

To familiarize students with the names of cases and case questions, the algorithm for determining case in
proposal.
 Practice and consolidate spelling vigilance.
 Improve speech skills, develop figurative, coherent speech.
 Develop curiosity and observation skills in students, teach them to draw generalization conclusions.
Basic
concepts

terms,
Cases, declension of nouns.
Planned result
Subject Skills
ability to determine the case of nouns
ability to form phrases with nouns in
different cases, use prepositions correctly
Personal learning skills: shows educational and cognitive interest in new things
educational material and ways to solve a new problem.
Regulatory UUD: defines, formulates the educational task in the lesson
in dialogue with the teacher; knows how to work according to the proposed plan, using
necessary funds; knows how to organize his workplace and
work. Evaluates the progress and result of the task; compares his
answers with classmates' answers.
Cognitive UUD:
gets acquainted with case questions and

auxiliary words; learn to change nouns by
cases.
Communicative UUD: formalizes one’s thoughts in oral and written form
speeches; substantiates the expressed judgment; knows how to ask clarifying questions
questions.
Organization of space
Forms of work
Resources
Frontal
Group
Work in pairs
Individual
Printed products: Textbook “Russian language” 3rd grade author
A.V.Polyakova
Technical teaching aids Computer, interactive whiteboard,
projector.
Equipment: Table with names of cases

Didactic objectives of the lesson stages
No.
Lesson steps
Motivation for learning activities
Didactic tasks (goal of the stage)
Create conditions for students to develop an internal need
inclusion in educational activities
Updating knowledge and trial learning activities Motivate students to study the topic.
Identifying the location and cause of the problem
Creating a problem situation leading to the formulation of a learning task
Building a project to get out of a problem
Teach children to independently formulate rules and create
algorithm for solving the problem.
Implementation of the completed project
Organize independent completion of tasks for a new way of action.
Primary consolidation (with commenting in
external speech)
Exercise mutual control and provide the necessary cooperation
help
Independent work with self-test
standard
Carry out self-monitoring of the level of acquired knowledge and self-test on
standard.
Inclusion in the knowledge system and repetition
Summarize the acquired knowledge of students when completing a learning task.
Reflection on learning activities in the classroom
Determine the attitude of students to the lesson and to joint activities
1
2
3
4
5
6
7
8
9

Stages
lesson
Developed skills
Teacher activities
Student activities
Technology study
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To

Metasubject:
regulatory:
communicative:
Together
agree on rules of conduct and
communication in the lesson and follow them.
The lesson begins.
Don't be lazy, don't yawn,
Raise your hand boldly
Answer the questions
Smile at each other and wish each other good luck and success
at the lesson. Remember that friends are nearby, I am nearby. And with us
everything will work out

V
students
Inclusion
activity
Mood
lesson.

Confirm your readiness for
lesson, analyze how
ready for lesson
on

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Subject UUD:
formulate the topic of the lesson, educational task
Personal:
be curious when receiving
knowledge
Meta-subject results:
Cognitive
look for a solution on your own
search problems
Regulatory –
regulate your efforts to solve
problem
interactive board
http://files.schoolcollection.edu.ru/dlrstore/351a670a
0bbf11dc83140800200c9a66/russ12_kl3_42.swf
_lunch, winter, wind, for_tr_k, v_rona, p_lto,
potato, potato, m_l_ko, r_sunok.
Write down the words by filling in the missing letters.
Swap notebooks, check against the standard
blackboard
What do these words have in common?
By what grammatical features are these
Can nouns be divided into two groups?
What other groups could you divide these words into?
One student works approx.
boards, the rest in notebooks.
Write down the words
carry out mutual
control (work in pairs).
Answer questions.
These are nouns.
These are dictionary words.
These are common nouns
nouns
Animated

What are the grammatical features of nouns?
haven't they called you today yet?

inanimate
nouns
Can be divided into three groups
by birth.
names
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Subject results:
familiarization with case questions and
auxiliary words; formulate
rule.
Meta-subject results:
Regulatory:
evaluate the progress and results of implementation
tasks; compare your answers with the answers
classmates.
Cognitive: be able to consciously and
freely construct a speech utterance
in oral form;
Read the text. Find the word that
appears in every sentence.
Fox.
A red fox is running across the field. The fox is furry
tail. The fox wants to catch the hare.
He saw a fox with a scythe and galloped away, only he was seen.
He doesn't like to meet the fox. Hare with fear
remembers the fox.
How many are used?
Perform active actions
with the object of study:
watching the endings
conclude: the words in
proposals must be
connected in meaning.
The student reads.
What word appears in each sentence?
What did you notice?
Fox
What would happen if they didn't change? Why?
That's right. Endings serve to connect words in
proposal. those. there is a semantic connection.
In all sentences, highlight the ending in
word fox.
The ending changes.
Because endings serve
to connect words in a sentence.
What happens to the word fox in every
sentence: inflection or word formation?
Word change, because
these are different forms of the same thing
the same words.
Why does the ending in the word fox change?
Let's also find the reason for the ending changes.
To link words into
proposal.
Try asking questions about these words. (paired with).

Conclusion:
So, nouns change their

endings when they appear in a sentence next to
in other words (i.e. in meaning), and when they answer
different questions. (grammatical connection).
This is the change in nouns according to
questions is called DECLINATION (post
declination plate).
1. Working with the textbook (pages 3, 4)
Pay attention to the topic of our lesson.
What word in the topic title do you not understand?
What tasks will we set for today's lesson?
2. Work in groups.
Let's find the meaning of these words. For this we will
work in groups. The first group will search
definition of words in the explanatory dictionary, second in
school reference book, third in the Russian textbook
language.
Before work, let’s remember the rules of cooperation.
Answer questions
formulate the topic of the lesson.
Cases.
_Find out what case is, what
there are cases.
Learn to distinguish cases.
Repeat the rules
cooperation.
They work in groups.
Use different methods
search for educational information in
textbook, in the explanatory dictionary, in
reference books, explain
meaning of words (case,
declination)
Let's get some rest, guys.
Doing physical exercises.
Cognitive UUD:
select the necessary sources
information among those suggested by the teacher
dictionaries, encyclopedias, reference books.
Communication UUD:
Performing various roles in the group,
cooperate in a joint decision
problems (tasks).
Personal UUD:

desire to continue my studies
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Personal UUD:
collaboration skills;
Regulatory UUD:
ability to demonstrate independence and
initiative;
Cognitive UUD:
ability to choose the most effective
ways to solve the problem.
Communication UUD:
ability to negotiate distribution
roles in joint activities.
Grammar fairy tale “Where did the name come from
cases."
Listen, watch, read.
Get to know the table
cases, listen, read.
There are 6 cases in Russian.
They listen and compare.
He wasn't born yet, but they were already thinking about what name to give him,
and decided to call it nominative
CASE. Born and became a PARENT
CASE. The first word he learned was
“Na”, he loved to share with everyone, give everything away,
that he had, and it was called DATIVE CASE. He
was a big mischief maker for all sorts of things
his tricks were blamed, and he became GUILTY
CASE. Then he grew up and began to do good
affairs and began to be called CREATIVE
CASE. He offered his help to everyone, about him
started talking and now called it PREPOSITIONAL
CASE.
. Working in the textbook Getting to know the table of cases
p.4
Let's look at the table in the textbook.
I.p. is there anyone? What?
R.p. no one? what?
D.p. give to whom? what?
V.p. see who? What?
etc. admired who? how?
P.p. talking about whom? about what?
How many cases are there in Russian?
Please note that to indicate cases in
It is customary to write them in abbreviated form

Each case has its own questions.
Main case or “first among equals”
Nominative, it is he who is considered the main
form of names.
The subject of a sentence is always expressed
noun in the nominative case.
The nominative case does not tolerate prepositions and is always
"avoids" them.
The remaining cases of the Russian language are called
INDIRECT.
And each case also has helper words. They
help to ask the question correctly and accurately
choose the correct form of the word.

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WITH
Communication UUD:
Participate in group work, distribute
roles, negotiate with each other.
Cognitive UUD:
find patterns; on one's own
continue them according to the established rule.
Regulatory UUD:
Let’s create an algorithm “How to determine the case of a name
noun"
To determine the case of a noun you need:
Draw a conclusion
algorithm "How to determine
name case
noun"
1. Find the word that is associated with
noun
2. Put a question from it to a noun
3. Determine the case on the question
Evaluating your assignment based on parameters
presented in advance.
Work in the textbook.
Regulatory UUD:
control in the form of method comparison
action and its result with a given
standard;, correction
– highlighting and awareness by students of
what has already been learned and what still needs to be learned
learning, forecasting.
I have prepared tasks for you in three versions - all
They are of different difficulty levels:
Option 1: I’ll do everything myself without any hints or help;
Option 2 – I’ll use a little hint;
3 – option – I’ll use the hint – I’ll choose one
from the proposed cases.
Option 1:
Write it down. Indicate the case of nouns.
Raindrops (___. p.)
We approached the river (___.p.)
The sun is shining (___. p.)

Students
determine
difficulty level of each
tasks.
Choose
level,
appropriate to their skills
and knowledge.
Write down the solution of the chosen
tasks.
Check
right
solutions according to the sample (each
takes a card from the right
completed task).

Option 2:
Write it down. Determine the case of the noun by
question.
Sleeping (who?) bear (__. p.)
Wrote (to whom?) father (___. p.)
We rode (what?) on a boat (____.p.)
Option 3:
Write it down. Choose the correct case.
The wind is spinning (who? what?). (I.p./V.p.)
Let's go (who? what?) fishing. (I.p. / V.p.)
Cooked (from whom? what?) from fish. (V.p./R.p.)
Select a task, complete it, check it against the standard.
interactive board
http://files.schoolcollection.edu.ru/dlrstore/351a6676
0bbf11dc83140800200c9a66/russ12_nesk_04.swf
Complete the table of cases with examples.
Work with the board, complete
table with examples.
Communication UUD:
arguing your opinion.
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Cognitive UUD:
Compare objects, objects: find
commonality and difference.
Personal
develop
communication skills, listening skills
and hear, control and evaluate
my job
UUD:

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Personal UUD:
Mastering the personal meaning of learning;
desire to continue my studies
Communication UUD:
Express your thoughts verbally and
written speech, taking into account their educational and
life speech situations.
Cognitive UUD:
Observe and do independently
simple conclusions.
Continue the sentence...
I know…..
I can….
I learned….
How was today's lesson? Justify your
answer.
Have we achieved the goals we set at the beginning?
lesson? Prove it.

Homework: page 5. ex. 4.
Optional: start making a memo “Cases”
nouns" for yourself and yours
classmates.
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Analyze their activities
show their attitude towards
lesson, feelings and mood.
Formulate
finite
the result of your work in class

Topic: “Changing nouns by case”

Formation of ideas about the declension of nouns, familiarization with the names of cases and case questions. Formation of the initial ability to determine the case of nouns.

Correction and development of attention, correct perception, memory. Development of cognitive activity.

Fostering a caring attitude towards one’s health, instilling in students a culture of communication, respect for the interlocutor and the teacher

Equipment:

Table "Cases of nouns";

Individual cards

During the classes:

1. Org. moment.

Parting words for children

Everyone needs happiness
But there is something passing by
We don't save it
And we already forget about it

How wonderful it is to experience happiness
And in my soul, well, just flutter
I only wish you a lot of happiness
And then bad weather will not come

And life in the world will become easier
And your heart will sing with happiness
Isn't it wonderful
And in my soul, it’s always clear.

2. Knowledge testing stage

Working with cards

Write the word in the singular. Highlight the ending.

Letters, nuts, cucumbers, aspens, wings, tomatoes, rooms, rockets, swamps, feathers, minutes, vegetables, monkeys, balls, pigeons, streams, nests, trees.

3. Stage of preparation for active acquisition of knowledge

Read the words.

Cat, cat, kitty, kitten, feline, kittens.

What do these words have in common? What are these words called? (same root) How were they formed?

What word might be superfluous? (feline – adjective, kittens – plural)

Teacher: Okay, well done!

Today we will need: textbooks, pens, notebooks, attentive eyes, sensitive ears, dexterous hands, quick-witted heads, and most importantly, a good mood. The key to a good mood is a friendly smile.

4.Look at the board...read in unison the date, month, day of the week.

Write it down in your notebook, don’t forget to pronounce the words when writing;

Underline the spellings that you encountered while writing.

5. Vocabulary work

Picture. Several vocabulary words are written on it. One word does not belong to the dictionary, the extra one is winter.

Find and write down vocabulary words in your notebook, eliminating one extra word.

Space, sailor, metal, region, ravine, island

Which word is missing? Why?

(Winter is superfluous, since it is not a dictionary)

What questions do all the vocabulary words you wrote down answer?

(these words answer the questions who? what?)

Which part of speech answers the questions who? What?

6. Blitz survey

What does a noun mean?

What questions does it answer?

What nouns answer the question WHO?

What nouns answer the question WHAT?

What are the names of nouns that are written with a capital letter?

What are the names of nouns that are written with a small letter?

How many genders can a noun have? Name it.

How many numbers?

What else can you determine?

How many cases are there in Russian? Name it.

What did we do in the previous lesson? (we got acquainted with the names of cases, studied nouns according to questions).

Today we will continue this work, but the topic will be called a little differently.

Write down the topic of the lesson.

7. Work on new material:

Working with the board

White and fluffy

Spinning in the air.

And the ground is quiet

falls, lies down...snow

Let's change the noun snow by cases

To do this, remember the table “Cases of nouns”

Changing nouns

In order for a noun to be able to correctly combine with other words in conversation (or in writing) to form sentences, it has the ability to change its endings. In different cases, answering different questions, the noun uses different endings.

This change in nouns is called change by case.

There are six cases in Russian. Each case has its own questions:

Case name	Auxiliary word	Case questions
nominative	Exists
Genitive		whom? what?
Dative		to whom? what?
Accusative		whom? What?
Instrumental
Prepositional		About whom? about what?

What type of work did you do? (changed the noun “snow” according to questions).

What changed? (endings).

Highlight with green paste

Conclusion: Changing nouns according to questions is called changing by case or declension.

8.Children's statements.

Let's change the animate noun by case (orally)

Working on the table: to make it easier to remember the case questions, we will use words - assistants from the tables on the desks (reading by a strong student).

Noun cases

Name

Helping words

Nominative

Genitive

Whom? What?

Dative

To whom? Why?

Accusative

Whom? What?

Instrumental case

Prepositional

About whom? About what?

Physical exercise.

We will all stand together now
(Children get up)
And let's rest a little.
(Stretch)
Turn right, turn left,
(Turns)
Bend over, bow down!
(Tilts)
Hands up and hands to the side,
(Movements with hands)
And jump and jump on the spot!
(Jumping in place)
Now go skipping and running.
(Running in place)
Well done, guys!

9. Working with the textbook Page 116, ex. 265

Put a question to the nouns and determine the case

Night was approaching (what?) (I.p.).

The fox is running (who?) (I.p.).

Nailed (to what?) to the wall (D.p.).

10. Independent work.

Distribution of individual cards.

There are cards on the desks. In column 4, each person has a word written.

Change it according to cases.

You will learn cases and case questions at home, and now use them when doing the exercise.

Case name

Auxiliary word

Case questions

Nominative exists who? What?

Genitive no one? what?

Dative give to whom? what?

Accusative see who? What?

Creative is pleased with whom? how?

Prepositional think about whom? about what?

11.. And in conclusion:

What part of speech did we work with?

What did you learn in the lesson?

How many cases are there in Russian?

What needs to be done to determine the case of a noun?

We determine the mood from the drawing.

The results are posted on the board.

Target:give the concept of the declension of nouns as their change according to cases; explain the essence of changing nouns by case; give an idea of the nominative case as the initial form of a noun.

Organizing time

Creating a problematic situation

Read the section title. The meaning of which word is not entirely clear to you? (Declination.) Choose words with the same root. (Bow, bow, bow.)

Judging by the title of the section, the noun is declined. What does it mean?

Communicating the topic and objectives of the lesson

Today in class we will continue working on word forms. You will become acquainted with a very interesting phenomenon in the Russian language - changing nouns by case.

Spelling warm-up

Mystery:

Who cares..wait

Wet path

Like a ball

The lo..kiy is jumping?

Quiet, quiet!

Close... let's stand up, -

Vera asked Tanya.

Near a thick, soft mound,

Under a little green leaf..drain,

The jumper came close

Bug-eyed... frog.

Explain the spelling of the missing spellings.

Name vocabulary words.

Determine gender, number, case of nouns.

A minute of penmanship

_______________________________________

frog g..l..vastik in..milk

Insert the missing letters and explain their spelling.

Match the words with words with the same root.

G..l..vastiki sp..shat turn (into) l..gushat.

B. Zakhoder

- Insert the missing letters and explain their spelling.

Teacher's conversation about the benefits brought by frogs and toads in destroying harmful insects

Game "10 kwa"

Early morning at the edge of the forest

Frogs croak loudly.

A lot of words, and all the words

In the middle and at the beginning

Both separately and in a row...

Let them talk.

You have come across the words more than once,

2) K_VA_ _ _ _ _

This one is to attack quickly.

This thirst quencher in the heat.

4) K _ _ _ VA _

This one walks sedately in the desert.

5) _ _ _ K _ VA

Without this, the dashing horse stumbles.

6)_KVA_ _ _ _

A beautiful fish swims in this.

This sound, meaning, is silent.
8) K _ _ _ VA

This one gives milk and moos.

9) KVA _ _ _ _

This grows in the vegetable garden.

V. Volina

(Answer: ABC book, cavalry, kvass, caravan, horseshoe, aquarium, letter, cow, square, pumpkin.)

6. Working with the textbook

Observation of changes in the endings of nouns; concept of declination.

Ex. 88, p. 55 - orally.

Ex. 89, p. 55.

Read it. When do they say that? (Like water off a duck's back - no impact, nothing at all, indifferent; get away with it- remain unpunished; written on the water with a pitchfork - will not come true, is not true; bring to clean water - expose, convict of something; like looking into water- predict, assume the real course of events; don't spill the water - oh those who are very friendly, inseparable, always together; catching fish in troubled waters - to be cunning, to commit dishonest acts).

Conclusion: a noun, answering different questions, retains its lexical meaning, but changes its grammatical form - it is used with different endings. In such cases they say that it changes according to cases, or declines.

Reading output (Ex. 89).

Answers on questions:

¾ What is called the declension of nouns?

¾ What happens to a noun when it is declined?

¾ How many cases are there in Russian?

¾ Read the names of the cases.

The teacher says that they need to be memorized, and introduces an old rhyme that will help do this: “Ivan chopped wood, Varvara lit the stove”:

Ivan - nominative,

Rubil - genitive,

Firewood - dative,

Varvara - accusative,

Topila - creative,

The stove is prepositional.

Physical education minute

Updating knowledge about cases.

Observation of the declension of nouns (exercise 90)

What auxiliary words can be used to determine the case of nouns?

Decline (orally) nouns root, grass, glass.

Which part of the word changes when the questions change? (End.)

Working with a rule (p. 91).

Which case is the initial form of a noun?

Formation of the ability to use nouns in the required case form, determine the case of nouns.

Write down the phrases by changing the nouns in brackets. Indicate the case of nouns, highlight the endings.

Working with deformed text:

1) He swims for a week or two and the second part happens - his hind legs and front legs begin to grow. 2) They begin their life in the form of small round gelatinous balls - frog caviar. 3) Then the tail will disappear. 4) He is lying in a cave or in a pond, basking in the rays of the sun, and at this time a small thing is happening inside him - a mouth, a mouth and a tail appear. 5) There are many amazing transformations in the life of ordinary frogs. 6) Each such ball is turned to the sun with its dark side. 7) Quite a bit more time will pass and a small black g..l..vastik will hatch from each egg. 8) And now in front of us is a cheerful little l..gooey.

Arrange the sentences in the correct order to create a coherent text.

Fill in the missing letters and punctuation marks.

Name sentences with homogeneous members.

7. Reflection

What is the name for changing nouns by case? How many cases are there in Russian? Name the case questions.

What benefits do frogs and toads bring?

Are experienced gardeners doing the right thing by arranging secluded places for frogs and toads in their gardens?

Is it possible to kill toads and frogs?

8. Homework: ex. 92

He swims for a week or two and the second part happens - his hind legs and front legs begin to grow.

They begin their life in the form of small round gelatinous balls - frog caviar.

Then the tail will disappear.

He is lying in a cave or in a pond, basking in the rays of the sun, and at this time a small thing is happening inside him - a mouth, a mouth and a tail appear.

There are many amazing transformations in the life of ordinary frogs.

Each such ball is turned to the sun with its dark side.

It won’t be long before each egg hatches into a small black g..l..vastik.

And now in front of us is a cheerful little frog.

RUSSIAN LANGUAGE

Study of cases and their differences.

The Russian language is considered one of the most difficult languages in the world. Of course, it’s hard for anyone to learn a non-native vocabulary. But precisely because of the transformation of words into cases, the Slavic dialect becomes too difficult to understand. And many speakers of their native dialect are often confused about this issue, so next we will try to figure it out.

Changing nouns by case: what is it called?

Changing nouns by case - called declination.

Declension- this is our transformation of words at the end. And it is necessary so that the words are properly fastened together. This is how statements in the Russian lexicon are obtained.

Noun- this is the component of the phrase that implies the subject. Both living and non-living. Therefore, it gives answers to the questions posed: who? And what?

Covers very broad concepts:

name of items(chair, knife, book)
designation of persons(woman, baby, vegetarian)
naming living things(dolphin, cat, amoeba)
name of substances(coffee, gelatin, starch)
terms of various factors and cases(fire, intermission, correspondence)
designation of all stays, actions and properties(tearfulness, optimism, running)

There are six different cases:

nominative
genitive
dative
accusative
instrumental
prepositional

Cases of nouns in Russian: table with questions, prepositions and auxiliary words in the singular

To perceive and quickly assimilate information, tables are often used. They do a great job of showing what questions are used.

First declension- nouns of feminine and masculine gender, the ending of which is - a, i
Second declension- masculine nouns without an ending and ending with a soft sign, neuter nouns with the ending - o, e
Third declension- these are feminine words that end with a soft sign

In the plural, for better understanding, a table is used, which differs, however, only in the ending.

Incorrect use of cases: what type of error?

It seems that you look at the tables and examples, and everything becomes clear. And you think, what’s so complicated about that? But in reality it turns out that many people make mistakes. Despite the fact that they know the material. And, as a rule, these are very common mistakes that require special attention.

Highlight 2 main mistakes, which are connected:

with incorrect definition of noun declension
with inappropriate use of prepositions

Prepositions require special attention:

thanks to
according to
contrary to
like
contrary to
across

IMPORTANT: These prepositions are used in the dative case.

For example, maneuver according to (what?) law. Or, thanks to (what?) friendship with the Fedorov family.

It is also worth highlighting a number of other statements that often used in the erroneous case:

In view. The current preposition is used only in the genitive case. For example, due to excess (what?) money.
A statement like "together with" requires the instrumental case, since it has the weight of joint action. For example, playing with (who?) my nephew.
Also, a pretext "along with" also asks for the instrumental case. For example, along with other (what?) things.
But after the expression "By" the adverb requests the prepositional case. If there is a meaning "after something". For example, upon completion of the contract.

How to distinguish the nominative case from the accusative case?

Every student faces these questions. And adults often face similar choices. And it is not surprising that these aspects are often confused. After all, the questions are of the same type and endings of inanimate words the same ones, but here endings of animate nouns totally different.

How the nominative case differs from the accusative case: instructions.

Of course, the question is raised.
There was already a reminder in the table above that the nominative is guided by questions Who? What?(as the main member of the sentence). And the accusative - (I see) whom? What?(minor part of the sentence).
And there is a little trick. Because the word in the nominative case will always be main member in a sentence, then we determine the main members of the sentence - the subject and the predicate.
If our word is not the main member of the sentence, therefore, it is in the accusative case and will be a minor member of the sentence.
Another technique: pose a question to the word being tested in an animated form. For example: Who? parrot (subject in the nominative case) pecks What?(whom?) grain (minor part of the sentence, accusative case).
Also, a significant role is played by the preposition with which the independent part of speech is associated (or not). In the first variant (nominative case), the noun is always used without pretext. But in the second (accusative case), on the contrary, more often with it ( in, on, for, through and others).
It will also help to identify the case ending. The table above has already mentioned what endings each case has.

How to distinguish the accusative case from the genitive case?

The most important help is the question you need to ask yourself in your mind. The genitive case, as we know, responds to questions whom or what No? But the accusative case is - see who? I hear what? Question whom? the same in both cases.

Read the instructions below.

Mentally replace the animate object with an inanimate one.
The question approaches the inanimate in the genitive case: what isn't there? But in the accusative, an inanimate object reacts to the question What do I see and hear?
Example: I caught ( whom?) butterfly. We pose an inanimate question. I caught ( What?) butterfly. Question what? doesn't fit. So this is the accusative case.

By the way, in genitive case will mean attachment to someone or something. We bought a suitcase for ( what?) travel (genitive). The bedside table is made ( Of what?) made of wood (genitive). Also point to a particle of something. A flower is a part of (what?) a plant (genitive). Or is it going comparison of objects. Smartphone is better ( what?) push-button telephone (genitive).
It is also important that in the genitive case the verb will be with negative particle. In the shop Not was ( what?) sour cream (genitive).
But in accusative case has spacious place or intermediate touching. Define ( What?) weather for tomorrow (accusative). And also, the effect transfers entirely to the object. For example, I closed ( What?) door (accusative). Drank (what?) milk (accusative). Or it will express desire and intention. I want to eat ( What?) apple.

Indeclinable nouns: list

It seems that all the nuances were considered, and a little clarification began. But it was not there! The Russian language has come up with some more traps - these are nouns that are not declined. And this is where foreigners get shocked.

To put it very briefly, these are foreign words (almost). But to make it a little clearer, below is a list.

Nouns of foreign origin (proper and common nouns), the endings of which are -о, -е, -у, -у, -и, -а:
- highway
- interview
- flamingo
Again words of foreign origin. But! Feminine and consonant ending:
- madam
- Carmen
Surnames. Russian and Ukrainian, the ending of which ends in –о and –ы, theirs:
- Ivanchenko
- Korolenko
- Sedykh, etc.
Well, of course abbreviations and shortened words:

Declension of nouns by case: example

Rules are rules, but with an example it is much easier to understand. To make it easier visually, we will also resort to using a table.

How to quickly learn cases and their questions?

In principle, there is nothing complicated. If you carefully understand and understand. And it’s hard not only for visitors from other countries, but also for our children. Therefore, in order for information to be absorbed faster, they have come up with a lot of things. But in our school years we taught by putting a book under the pillow. And, most importantly, it worked! I read it before going to bed, slept all night on the book and already remembered everything.

Of course, many teachers resort to rhymes or games. But parents should also help their children in this matter.
First of all, you need to remember how many cases there are. There are only 6 of them.
And then, using the most common and everyday examples, explain to the child what questions the noun answers. This means that cases are easier to determine.
The most important thing is practice! You picked up your child from school and are on the bus. Forward! Practice the words you observe. At least by bus.
By the way, a small example of a light poem. Children will like it and will help them learn educational information faster.

A poem about cases: Ivan gave birth to a girl, ordered her to drag a diaper

All parents can repeat this poem in chorus. After all, he was remembered as “twice two.” And most importantly, it is easy for children to understand.

Ivan (I - nominative)
Gave birth (P - genitive)
Girl, (D - dative)
Velel (B - accusative)
Drag (T - instrumental)
Diaper (P - prepositional)