Activities on verbs

10 Fun Verb Games and Activities for Kids

Learning about verbs in elementary school can be more fun than completing grammar worksheets! Teachers use verb games to introduce new grammar concepts as well as to review familiar grammar concepts. Try these games that teach about verbs in a way your students will love.

examples of action verbs for word games

Classroom Games About Verbs

Since verbs are all about action, use fun classroom games that get kids up and moving! These games are perfect for elementary students and easily adapted for older learners. Make sure you have enough space to get the learning moving.

And Then…

Using a list of verbs on the wall or on individual handouts, one student selects a verb to use in the first line in a story. They choose another student to create the next line using one of the verbs on the list. The game keeps going until the list is through. For extra fun, make sure the verbs are especially zany!

Charades

Have each student in the class write down three or four action verbs on a scrap of paper (or make your own list). Collect all the papers, split the class into two teams, and have one student from the first team pick a verb out of a box. They have one minute to act it out. If their team guesses correctly, they choose another verb and act it out until the minute runs out. Then it’s the next team’s turn!

Conjugation Station

Write a noun or pronoun on the whiteboard. Set your class into four lines (“trains”). Whisper a verb to the first student in each line (the “conductor”) and a pronoun or noun to the last student (the “caboose”). The conductor verbally passes the verb down their lines.

The last student in the line determines how to correctly conjugate the verb according to the noun or pronoun they’ve been told. They whisper it back up the line, and the first “conductor” who has the correct answer scores a point for their train. Rotate the first student to the back of the line and try it again.

Fishing for Verbs

Younger learners may enjoy a creative, hands-on game that encourages them to choose the correct part of speech. Fill a kiddie pool (or make a masking tape circle on the carpet) with paper fish. Each fish should have a word written on it. For beginners, put nouns on half the fish and verbs on the other half; older learners can have fish with examples of all eight parts of speech. If it’s not a verb, they have to “throw it back.”

Hot Potato

Choose an item to be your “potato” (e.g. a beach ball, a stuffed animal, a small pillow). Play some fun music and have the class either pass the “potato” around a circle or at their desks. Stop the music; the student holding the item has to name a verb. If they can’t think of one that hasn’t been said before, they’re out. For an extra challenge, have students list one verb per letter of the alphabet.

Jumping for Joy

Using paper and a bold marker (big enough that all students sitting at their desks can see the words clearly), write several sentences with one word on a separate piece of paper. Mix up the papers, group them by sentence, and have each student take a word. (Each sentence is one round of the game).

Tell students to organize themselves in a sentence in a line in front of the class, holding their papers out for their classmates to see. Then say to your students, "If you are holding the verb, jump for joy (or perform the verb)." This is a great chance for your students to begin a discussion of what a verb is and how it functions in the sentence.

Making a Verb Story

Have students write verbs on scrap paper or make your own list. Divide the class into small groups and have each student choose one verb from a box. The group must work together to write a short story that uses every verb they’ve selected. At the end, they share their stories and the class votes for their favorite. (To make the game more challenging, increase the number of verbs that groups must use.)

SWAT

You need a blackboard, chalk, and two fly swatters for this verb game. Break the room up into two teams. Make three big boxes (about 2'x2') and inside of them, write "helping," "action," and "linking," which are the three kinds of verbs.

For each turn of SWAT, have two students (one from each team) come up to the board. Have them each hold a fly swatter in hand. Then, read aloud one of your sentences. Their job is to swat at the correct box as soon as possible, identifying correctly whether the verb is a helping, action, or linking verb. The team with the most correct swats wins!

Stuck Verbs

Divide the class into groups and come up with a sentence with one or more verbs. Invite one student to make up a new sentence with the same verb in the same verb tense. Give that team a point, then have the next team try to create another sentence with the same verb. Keep giving out points until either a team can’t think of a new sentence or teams get tired of the initial verb. Challenge students by choosing trickier verbs or mandating that conjugations can only be used once.

Verb Cards

On the front of an index card, write a sentence and underline a verb in that sentence. Repeat this preparation with several more sentences and cards. On the back of each card, write whether the underlined verb is a linking, helping, or action verb.

If a student gets the answer right, they keep the card; if they do not, they can put the card under the deck. The students with the most cards at the end of the game wins. These kinds of verb games are for two students to play, and they ensure that students get a lot of individual practice while learning about verbs.

Games That Help Students Learn

Take these ideas and adapt the games for the students in your classroom so that they are appropriate for their age and learning limitations. For more engaging language arts ideas, check out a list of grammar games that are great for any age. You can also bring in noun games or adjective games when your students are ready for the next step.

Staff Writer

5 Fun Activities for Teaching Verbs in the Primary Grades

Looking for some activities for teaching verbs to your Kindergarten, 1st, or 2nd grade students?

Whether your students are just starting to learn about the parts of speech or are well on their way to being grammar gurus, these five activities will make learning about verbs a ton of fun!

Activity #1: Play Simon Says with action words.

Introduce the concept of verbs as action words with a game of “Simon Says!”

First, brainstorm a list of action words with your students to use for the game.

You can also use these ready-made word cards from my Kindergarten Grammar Alive curriculum – just cut them out and make a stack or stick them on a binder ring for easy access:

This activity works well as part of a mini-lesson about verbs, and you can also play again during transitions.

Activity #2: Have students look for verbs “in the wild. ”

In order for grammar to be meaningful, students need to make connections between grammar concepts and actual text.

As a class, we practice identifying verbs in sentences (and acting out the sentences, too!):

Students can also search for verbs in the books they read:

Both of these activities come from my First Grade Grammar Alive program.

Activity #3: Build Verb Vocabulary with Games

Building students’ verb vocabulary is important – both for helping them learn verb shades of meaning (see Activity #4 for more on that) AND for helping them learn to use a variety of verbs in their writing.

One easy way to build their vocabulary is to play charades. You or a student acts out a verb, and the class guesses what verb they’re trying to show.

Here’s another verb vocabulary game, where students move around the board and have to name the depicted verbs that they land on:

Activity #4: Put Verbs in Order to Practice Shades of Meaning

To teach students how to choose just the right verb for their writing, work on verb shades of meaning!

First, model how to put the verbs “jog,” “run,” and “sprint” in order from slowest to fastest.

Then, divide students up into small groups. Give each group their own set of cards to put in order.

Once students have ordered the verbs, they can present their work to the class and get feedback.

Finally, you can glue the groups of verbs to chart paper. This creates an anchor chart that students can refer back to during writing time!

Activity #5: Play “Parts of Speech 4 Corners“

Once your students have learned about verbs and other parts of speech, get them up and moving with a few rounds of 4 Corners!

To play, label the corners of your classroom as:

Nouns

Verbs

Adjectives

“WILD CARD!”

Give each child a word card. The words on the cards should be a mix of nouns, verbs, and adjectives. Several of them should say “WILD CARD.”

Students should read the word on their card and then go to the corresponding corner of the classroom.

You or a student leader should stand in the middle of the classroom, eyes closed. The leader calls out a corner (nouns, verbs, adjectives, or wild card) and all the students who were standing in that corner are out of the game and must sit down.

The remaining players trade cards and go to the corresponding corner. Again, the leader calls out “nouns,” “verbs,” “adjectives,” or “wild card,” and the game continues.

Keep playing until only one student is left – that student becomes the leader next!

All the materials to play this game are included in my First Grade Grammar Alive curriculum.

Need more ideas and materials for teaching grammar?

I hope you got a few new ideas for teaching verbs!

For complete grammar lesson plans and many more grammar activities (including the ones featured in this blog post), check out my Grammar Alive programs for Kindergarten, first grade, and second grade:

Or maybe you already have a grammar curriculum – but you stil need independent practice activities for your students!

If so, check out my BoomCards^TMGrammar Games. They’re digital grammar activities that your students can use on any computer, chromebook, or tablet with internet.

My students love using BoomCards!! And the audio directions are great for providing support even when students are working independently.

Happy teaching!

System of work on verbs in elementary grades

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Contents of the article

1. Goals, objectives and basic principles of studying the verb in elementary school

2. The system of work on verbs in elementary school

3. Types of tasks used in the study of the verb

Goals, objectives and basic principles of studying the verb in elementary school

The purpose of studying the verb in elementary school is to obtain initial ideas about this part of speech , its grammatical features and the development of skills to correctly use verbal vocabulary in speech.

This goal is specified in a number of tasks:

Development of skills to identify the verb among other words and characterize its features.
Formation of spelling skills, in particular, the ability to write unstressed personal endings, -ts / -tsya.
Development of morphological, grammatical and communicative skills (to form normative forms of tenses, it is appropriate to use verbs in speech).

Principles of studying the verb in elementary school:

Sequence, that is, learning is built on the basis of observation of specific lexical material with a gradual selection of common features of the words of this group and their concretization.
The morphological-syntactic principle involves the study of a part of speech in the context of its syntactic function in a sentence.
The principle of studying spelling topics on the basis of grammar: mastering the spelling of verbs is realized through mastering the categories of conjugation, person and number, indefinite form.
The communicative principle focuses on the study of the role of the verb in the construction of a sentence and text, mastering the possibilities of verbal synonymy, using verbal vocabulary to create one's own statements.

The system of work on verbs in primary school

The study of the verb in primary school involves a number of stages:

The preparatory stage covers the period of primary learning to read and write. The main task of this stage is the accumulation of a sufficient empirical base in the process of observing verbs in speech, in the text and the development of the ability to pose questions to verbs. At this stage, students get acquainted with different semantic classes of verbs: movements (fly, walk, crawl, swim), speech and thoughts (talk, think), perceptions and states (feel, want, love), activities (read, craft, cook) and so on. Observations on a specific verbal vocabulary is accompanied by the obligatory formation of the ability to ask a question to a specific word form: The bird (what is it doing?) is flying. The fox (what did she do?) ran away. So the students get an idea of a group of words that denote the action of the object.
Acquaintance with the verb as a part of speech, its signs occurs in the second grade. It is important that the work on the formation of the idea of the verb as a grammatical class of words is built according to the same scheme as the study of other parts of speech (nouns and adjectives0). Students get acquainted with the general part-speech meaning of the verb (action / state), specify the questions on which these words answer, the performed syntactic function (predicate) is determined.The morphological features of the part of speech (specific and temporal oppositions) are studied without the introduction of terms.0022
The study of the infinitive, the system of verb tenses, the spelling of the endings of personal verbs begins in the third grade. Getting to know the aspect of the verb is especially important for learning the correct formation of tense forms. Students must understand that the verbs of owls. in. cannot form the present tense, but for verbs nes. in. only a difficult future tense is characteristic (I will sing - non-Sov. V., I will sing - Sov. V.). Students understand the concept of the infinitive as a form without signs of time, person and number, learn to distinguish between verbs of the initial form with the postfix -sya and present tense verbs of the 3rd person: get - it will turn out, hope - hopes, etc. At the same time, students get acquainted with conjugation as a category of verbal inflection. The study of conjugation goes along with the formation of spelling skills to write unstressed personal endings of verbs, the development of spelling vigilance. Getting acquainted with conjugated forms, students master the category of person and number of verbs, learn to distinguish and use them in speech.
Consolidation and repetition of what has been studied falls on the period of study in the fourth grade. The work here is organized in such a way that there is a complex repetition of information about the verb, the development of stylistic skills for their use in speech, taking into account the situation of communication.

Types of tasks used in the study of the verb

The following tasks are used in the study of the verb:

Search for words that answer the question “what is he doing?”, “what will he do?”.
Delimitation of verbs and verbal nouns (such as "run" and "run").
Selection of words to fill gaps in the text.
Selection of synonymic rows for the verb (eat - refresh - eat - dine - feast), observation of their stylistic coloring and lexical compatibility.
Compilation of phrases "verb + noun", observation of the features of verb control.
Formation of a verb of a given tense from the initial form.
Exercises for developing spelling skills (complicated copying, dictation, selective dictation, graphic dictation, testing).
Morphological analysis of the verb.
Compilation of sentences (texts) with given verbs.
Creative works (statements, essays) orienting to the use of certain verbal vocabulary.
Project activity (compilation of a linguistic “portrait” of a word, a dictionary of one word, preparation of grammar notebooks, folders, reporting on the origin of verbs).

The system of work on the verb in elementary school is complex and prepares students for further assimilation of the morphological features of this part of speech in elementary school.

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Author of this article Article last updated: 06/19/2022

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The system of work on verbs in elementary grades | Consultation on the Russian language (Grade 4):

The system of work on verbs in elementary grades

The sequence of work on verbs, the connection between sections, the amount of program material, methods and means of studying it in each class are determined by the tasks of studying this part of speech, its linguistic features and cognitive abilities of younger students. The main tasks are to form the initial concept of the verb as a part of speech, to develop the ability to consciously use the verb in oral and written statements, to increase the level of mental development of students, to develop the skill of spelling personal endings of the most common verbs of I and II conjugations. All tasks are solved in interconnection.

The linguistic features of the verb are quite complex, so in the primary grades, students get acquainted only with some categories that are characteristic of this part of speech. When selecting material, the degree of its necessity for the conscious solution of speech and spelling tasks is taken into account. So, already in grade II, elementary work is carried out on the form of the verb (without a term). Students observe the use of verbs in speech that answer the questions what to do? and what to do?, learn to put the question to the word correctly. It is important to learn to distinguish between the form of a verb with the help of questions already in grade II, since without this it is impossible to study the change of verbs in tenses (according to the program, this is also carried out in grade II).

1. Perfective verbs are known to have present, past and future (compound) forms,

2. imperfective verbs do not have present tense. Inattention to the form of the verb is often the cause of errors in the formation of temporary forms (an example of an error: from the verb to sing, students form the present tense I sing, the past I sang, the future I will sing instead of I will sing).

Aspect recognition is also necessary in order to determine the conjugation of the verb (to solve - I conjugation, to solve - II, to send - II, to send - I, etc.). Understanding the interaction of the aspect of the verb and its tense forms, at least at a partially conceptual level, introduces an element of awareness when students change the verb in tenses and in the use of the verb (for example, to indicate the completion of an action that was performed before the moment of speech, the student uses the verb composed, and to indicate its incompleteness - the verb composed, etc.).

Verb learning sequence.

Work on verbs in the 1st grade. The preparatory stage of work on verbs conditionally refers to the period of learning to read and write.

Preparation for the study of the verb consists in the development of students' attention to the lexical meaning of the word, and in particular the verb. There is, as it were, an accumulation of that specific material, on the basis of which it becomes possible to generalize with respect to the lexical and grammatical meaning typical for the verb: they denote the action of an object. Exercises on verbs are not the end in itself of individual lessons, but are carried out in connection with reading the pages of the primer, making sentences from pictures, etc.

The teacher specifically creates conditions for students to establish a connection between what the word means and the question it answers when making sentences, choosing a word that is appropriate in meaning. For example, while walking, observing the behavior of birds, students complete sentences with appropriate words: What do birds do in autumn? fly away, leave (native stole), stray (in flocks).

More focused work on verbs begins in the second half of the first grade in the process of studying the topic “Words that answer the question what to do?” For some verbs, as is known, the lexical meaning coincides with the grammatical one (runs, flies, jumps, walks, throws, etc.). With such verbs, it is advisable to start work. Using the example of actions that students themselves perform, they are clearly convinced of what the verbs mean. An important condition is the selection of verbs, the meaning of which does not coincide with the everyday understanding of the "action" of the subject. Gradually, children begin to form an expanded understanding of the action of objects, including the state (to get sick, sleep, etc.), attitude to another object (to be surprised, proud, respect, etc.), change in quality (to turn green, turn yellow, etc. .).

The program indicates that one of the leading skills formed in first-graders is posing a question to a word. The teacher specifically exercises students in this, using verbs of various tense forms and types (texts are widely presented in the textbook). Words that answer the question what? matched with words answering the question what to do? It is noted that the words of the first indicated group are the names of objects, and the words of the second group are the names of the actions of objects. Comparison allows not only to differentiate verbs and nouns, but also to establish their interaction in speech.

Considering the formulation of questions to verbs, it must also be emphasized that this type of work should not be of a formal nature. For example, when recognizing questions, what does it do? And what do they do? first-graders practically get acquainted with the change of verbs by numbers, are brought to an understanding of the essence of the form of the number of the verb. Students of grade 1 connect the question to which the verb answers, and the number forms of the verb are perceived as follows: the word answers the question what does it do? if it denotes the action of one object; the word answers the question what are they doing? if it denotes the action of two or more objects.

Similar statement of questions to verbs what did you do? what is he doing? what will he do? or will do? in fact, it is a propaedeutic work on tense forms of the verb.

The formulation of a morphological question to a word is carried out most often in a sentence, and it is important not to identify morphological and syntactic questions. The morphological question is posed in order to recognize what part of speech the word is and what are its forms. In grade I, a question is posed to a word to find out what the word means: an object, an action of an object, or its sign. It is important to teach how to put a question to a word, select words that answer the question indicated by the teacher, change the word in accordance with the change in the question (for example: what does it do? plays, what do they do? play; what did you do? read, what did you do? read, etc.) . A necessary condition for working on a verb (as well as on another part of speech) is to compose sentences with fixing students' attention on the use of certain verbs and asking questions about them.

Learning the verb in grade II. The main tasks of this stage are to form the concept of "verb as a part of speech", to familiarize students with the change of verbs in numbers and tenses, to master the ability of students to form temporary forms of verbs that are most common in the speech of younger students.

When acquainting second-graders with the category of the number of the verb, attention is drawn to its semantic side and to the formal grammatical means of expressing the number. Based on specific observations, students are led to a generalization that the singular verb denotes the action of one object, the plural verb denotes the action of two or more objects; when the number of the verb changes, the ending changes. Thus, students establish a connection between the question that the verb answers, the form of the number in which it is used, and the ending: what does it do? units h. says what are they doing? pl. h. they say. In the process of doing exercises, students develop the ability to change the verb by numbers.

Mastering tense forms of the verb is a significant difficulty for second-graders. It is due, in particular, to the fact that when forming temporary forms, the student needs to take into account the form of the verb.

The essence of the tense form of the verb is revealed by students on the basis of comparison, when the action is performed and when it is reported, that is, on the basis of comparison of the time of the action in relation to the moment of speech. For example, schoolchildren observe the actions that a student called to the board performs or has performed, and also discuss what else will be done (reads a poem, read, will read). Similarly, sentences are made about what is happening in nature at the present time, that is, at the moment of speech, what happened before, what will happen in the future, etc.

Specific observations make it possible to obtain lexical material, summarizing which students under the guidance of a teacher draw the following conclusions:

1) Verbs change with tenses. The verb has three tenses: present, past and future.

2) Present tense verbs denote an action that takes place at the time when it is spoken about, i.e. at the moment of speech. They answer the questions what does it do? what do they do?

3) Past tense verbs denote an action that happened before the moment of speaking. He answers the questions what did he do? what they were doing? Past tense verbs have the suffix -l.

4) Future tense verbs indicate an action that will take place after the moment of speaking. They answer the questions what will they do? what will they do? or what will it do? what will they do?

When recognizing the tense of a verb for younger students, the main indicator is the question that the verb answers. The technique of posing the question does not exclude orientation to the semantic side of the tense form of the verb (indicates the time of the action in relation to the moment of speech). The teacher specifically draws students' attention to the suffix -l as an indicator of the past tense of the verb.

It is important to learn how to use the question correctly in order to recognize and form tense forms of the verb. At first, this work is carried out collectively and is aimed at establishing a connection: question - verb tense - suffix (for past tense verbs). The indefinite form is taken as the initial form for the formation of temporary forms, with which students get acquainted as with the initial form of the verb. Asking a question directs students' actions, for example: what to do? paint; what have you been doing? drew; what will i do? I will draw; what to do? draw; What did you do? painted; what will I do? I'll draw. The teacher makes the differentiated formulation of the question what to do the subject of students' awareness. and what to do? taking into account the completion (completion) or incompleteness of the action.

Given the difficulties of students in the formation of tense forms of the verb, it is advisable to compile the following table together with them, which will serve as a reference and prevent errors.

Change in the verb at

The initial uncertain form of the verb

Current

past time

004 simple

complex

what to do? decide to build

what does it do? builds decides

what did you do? built solved

what will it do? will build will decide

what to do?

what did you do?

what will he do?

In order to develop students' conscious use of the verb at a certain time in accordance with the goals of the statement, it is necessary to use texts. In the tasks of the exercises, students are asked to determine the tense of the verb and justify the use of a particular verb form, as well as change the tense (for example, replace the present tense with the past or vice versa), compose a story using verbs in a certain tense, etc.

Work on the verb in grade III represents a new step in the system of its study. New in comparison with class II is acquaintance with the indefinite form of the verb, mastering the conjugation of verbs, the formation of spelling skills of unstressed personal endings of verbs.

Tasks of studying the verb in grade III:

1. Deepen students' knowledge of the verb as a part of speech (lexical meaning of the verb, change in numbers, tenses, role in the sentence).

2. To develop the skills of the exact use of verbs in speech. To this end, continue observing the use of verbs in speech in the direct and figurative meanings of synonymous verbs and antonymous verbs, more often practice the stylistic analysis of the text that students write down in the lesson.

3. Introduce verb conjugation. Learn to recognize the face of the verb, consciously use verbs in the present, past and future tenses.

4. Prepare students for spelling personal verb endings. Conduct an initial acquaintance with I and II conjugation, learn to recognize the conjugation in an indefinite form.

The subject of constant attention of the teacher is still the change of the verb in tenses. Students will improve their knowledge of what verbs answer the question what to do? (imperfect form), have a present, past, future complex; verbs that answer the question what to do? (perfect form), have only the past tense and the future simple. In grade III, students master the indefinite form as the initial form of the verb. This is important both for the correct formation of tense forms of the verb by students, and for the correct spelling of unstressed personal endings of the verb. As you know, the conjugation of the verb is recognized by the indefinite form.

It is necessary to develop in students the ability to correlate the tense and initial forms of the verb: to teach how to “pass” from the initial form to one or another tense form and, conversely, from the tense to the initial form, for example, the initial form, what to do? to meet - 2nd person singular of the future tense - you will meet; 2nd person singular present tense you meet, the initial form of this verb is to meet. If students are not able to correctly name the initial form of the verb and recognize the conjugation of the verb from it, then, naturally, they cannot consciously write the unstressed personal ending of the verb in the present or future tense.

Work on the spelling of personal endings of verbs occupies a special place in grade III. This skill is complex, and its grammatical basis is a whole range of knowledge and skills: the ability to recognize the verb, its tense, person and number, the ability to move from the tense form to the initial (indefinite) and correctly name it, the ability to determine the conjugation of the verb in the indefinite form, knowledge endings of verbs I and II of conjugation. When forming the skill of spelling personal endings of verbs, all these skills interact in a certain way with each other. Mastering the sequence (algorithm) of actions by students is nothing more than establishing links between knowledge and applying them in practice when solving a spelling problem. When writing personal endings of verbs, students master the following sequence of actions:

1. Find out the initial form of the verb and use it to determine the conjugation.

2. Learn the tense, person and number of the verb.

3. Remember the end of the verb of this conjugation in person, write it.

It should be noted that awareness of the sequence of actions does not mean the correct spelling of endings. There are a number of conditions that determine the correct spelling. In particular, one of them is the knowledge of the suffix of the verb, but to which the conjugation is determined, for example, compose, build, melt, sow, bark, clean, stroke, paint, set, etc. Since the indefinite form of such verbs must be remembered, such verbs must be included in the exercises in the initial form in advance (starting from grade II). An equally important condition for the successful formation of a skill is a system of exercises.

Conventionally, the whole process of work can be represented as the following steps:

1. Repetition of what has been learned about the verb in grades I and II. Observation of the lexical meaning of verbs and their role in speech. An exercise in changing verbs by numbers and tenses.

2. The indefinite form of verbs without the suffix -sya and with the suffix -sya. Verb person recognition by pronoun and ending. An exercise in conjugation of present tense verbs with stressed endings.

4. Acquaintance with I and II conjugation. Comparison of the endings of I and II conjugations of verbs.

5. Conjugation of verbs in the future tense.

6. Recognition of verb conjugation by indefinite form. Exception verbs.

7. Spelling of unstressed personal endings of verbs in the present and future tenses.

8. Past tense of the verb.

9. Spelling of verbs with the suffix -sya.

The specified order of work is due to the linguistic features of the verb as a part of speech and some didactic provisions.

Work on the topic begins with a repetition of the verb as a part of speech. Exercises in changing verbs by tenses are a link between what was studied in grade II and grade III material, including the conjugation of the verb in the present and future tenses. The logic of the material itself requires that, first of all, students learn about the essence of conjugation as a change in the endings of verbs by persons and numbers, learn to distinguish the face of verbs by pronouns and endings, learn to conjugate verbs with stressed endings. Then students get acquainted with the I and II conjugation of verbs, i.e., there is a differentiation of the newly acquired knowledge about the conjugation of verbs. Students learn and memorize the endings of verbs I and II of conjugation; are brought to an understanding of the features of the verbs of each of the conjugations: the verbs of the II conjugation have the letter e (-eat, -et, -em-et) in the endings and in the 3rd person plural the ending ~ut (-ut), the verbs of the II conjugation have in the endings the letter and (-ish, -it, -im, -ite) and in the 3rd person plural the ending is -at (-yat). they will learn how to recognize the conjugation of verbs with unstressed endings.The conjugation of verbs with unstressed endings is known to be recognized by the indefinite form: verbs in -it of the II conjugation (except for the verb to shave), all other verbs belong to the I conjugation. make up eleven verbs (in the primary grades, according to the program, students get acquainted with six of them).0003

This creates a foundation of knowledge and skills, based on which students can consciously write unstressed personal endings of verbs in the present and future tenses.

The next stage of the work includes exercises in the spelling of unstressed personal endings of verbs.

Work on past tense verbs is singled out as a separate stage. New for grade III students is the comparison of the suffix in the verbs of the indefinite form and the past tense (to hear - heard, build - built, melt - melted, etc.).

And finally, the last lessons on the topic are devoted to working on verbs with the suffix -sya.