The main goal main goal of our study is to give a description of a segment of the linguistic worldview, which reflects the division of objects of objective reality into animate and inanimate, which underpins the grammatical category of animacy-inanimacy of nouns in Russian. Methodology. The methodological basis of is study is comprised of the combination of structural-semantic, cultural-anthropological and comparative methods. The interpretation of linguistic phenomena is based upon the link between the grammatical form and its semantic content. The employment of cultural-anthropological approach allows us to reveal the reflection of fragments of the linguistic worldview in language forms, a reflection of collective ideas about the surrounding reality fixed in the language and obligatory for all speakers of this language. An analysis of everyday ideas about various objects of reality that are interpreted as living or inanimate, allows us to discover, at the epistemological level, several intermediate conceptual forms (interpreted as resembling the animate, as formerly animate, as a set of living organisms, etc.).This makes it possible to explain the existence of nouns with fluctuating animacy-inanimacy. Results. The performed analysis leads us to the conclusion that in the linguistic consciousness of speakers, the classification of objects as animate/inanimate is carried out not onlyon the basis of the biological properties of these objects, but also basedontheir interpretationbyspeakersas active or inactive. At the same time, ourinterpretationof some objects may cause difficulties because they combine the characteristics of both “animate” and “inanimate”.

Purpose : The goal of this article is to describe the use of communicative approach in teaching to write various types of educational texts in the context of online learning Design/Methodology/Approach : The achievements of modern communicative linguistics (description of the structure of the communicative act, communicative strategies and tactics) can be successfully used in teaching the Russian language, in particular, in the creation of educational essays of various genres. Since any text is in a certain way a part of communicative situation of direct or mediated communication, in the process of teaching the creation of a written text, it is necessary to consider the peculiarities and structure of the communicative act of educational communication. When creating a text, individual communicative tactics – specific methods of expanding thoughts – can vary significantly and are determined both by the specifics of the task and by the skills of the author of the text. This article examines the use of the communicative approach in teaching the Russian language using the example of teaching communicative tactics to create descriptive texts. Findings : Teaching various communicative tactics to create descriptive texts (description of the most important features of an object; description based on the most distinctive feature that determines other qualities; approaching the subject gradually; using the effect of disappointed expectations, etc.) enables students to master the tools for creating educational texts of various types. The study and description of communicative strategies and tactics when generating a text, and, most importantly, their use in the practice of teaching the Russian language online contribute to the speech development of students.

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