Russian language. Russian language Formation of oral and written speech of younger students
Explanatory note
Russian language lesson
Lesson topic:"Letters E-I in roots with alternation." § 113.
Lesson type: ONZ
Grade: 5.3
Methodical commentary to the lesson. This lesson is the eighth in the system of lessons on the topic "Verb".
Methodological base: Author UMK: M.T. Baranov, T.A. Ladyzhenskaya, L.A. Trostentsova, Russian language. Grade 5. - M.,: Enlightenment, 2014
Lesson Objectives:
For the teacher:
To organize the search activity of students and lead them to the independent discovery of new knowledge;
To form spelling skills in determining the method of choice spelling E-I in roots with alternation and the ability to graphic designate the studied spelling;
Cultivate communication skills cognitive interest
2) For students:
Find out the conditions for choosing the letters E-I in the roots with alternation;
Learn to apply the rule when writing words and graphically highlight the spelling.
Expected results:
personal: understanding the need to study the topic "Letters e - and in roots with alternation" and its wide practical application in life, critical evaluation of the result;
metasubject:
- cognitive: analysis and extraction of the necessary information, building the simplest logical chain of reasoning; an attempt to accurately and competently express their thoughts,
- regulatory: fulfillment of the educational task according to the algorithm, formulation of a question on the educational material, implementation of mutual assessment and self-assessment learning activities;
subject: assimilation by students of the list of roots with alternation, the skill to "see" the roots with the alternation of E-I, the formed ability to write words with the spelling "Letters e - and in the roots with alternation" and graphically designate it, the ability to distinguish this spelling from others;
communicative: ability to argue one's opinion common decision in joint activities.
Concepts: spelling, unstressed checked, unchecked, alternating vowels
Methodological support lesson:
Presentation for the lesson "Letters e - and in roots with alternation";
Handout;
signal cards
Textbooks, notebooks.
Equipment: multimedia projector, computer, presentation, individual task cards.
stage goal
Teacher activity
Student activities
Planned results UUD
Target: the main goal of the stage of motivation (self-determination) for learning activities is the development of internal readiness to fulfill the regulatory requirements of learning activities at a personally significant level.
To achieve this goal, it is necessary:
1) create conditions for the emergence of an internal need for inclusion in activities ("I want")
2) update the requirements for the student in terms of educational activities ("must")
3) establish the thematic framework of educational activities ("I can")
Inclusion in the business rhythm. Oral communication of the teacher
Preparing the class for work
Personal: self-determination; regulatory: goal setting; communicative: planning learning collaboration with teacher and peers
2. Actualization of knowledge and fixation of difficulties in activities
Target: preparation of students' thinking, organizing their awareness of their inner need for the construction of educational actions and fixing each of them with an individual difficulty in a trial action
Identifies the level of knowledge, identifies typical shortcomings
Perform a task that trains individual abilities for learning activities, mental operations and learning skills
Actualization of knowledge about previously studied spellings "Letters o - a in roots with alternation."Children tell the rules and dictate in pairs words with roots -lag-, -false-; -growth-, -growth-. -ros-. Mutual check.
Personal:
- the formation of the need for self-expression and self-realization, positive moral self-esteem and moral feelings.
Communicative:
- ability to ask questions
- formulating one's own opinion,
- planning educational cooperation with the teacher and peers;
Cognitive:
- search and selection of information,
- the ability to build a speech statement,
- analysis of objects in order to highlight features,
- synthesis,
- selection of bases and criteria for comparison,
- classification of objects,
- summing up the concept,
- comparison, classification, synthesis.
Regulatory:
- planning your actions
- Distinguish between the method and the result of actions,
- making necessary adjustments to the action.
3. Statement of the educational task
Target: to organize an analysis by students of the situation that has arisen and on this basis to identify the places and causes of the difficulty, to realize what exactly is the lack of their knowledge, skills or abilities.
Activates students' knowledge, creates a problem situation: Formulating the topic of the lesson and writing on the board and in a notebook.
Read the words on the board:
What do these words have in common? Highlight the roots and underline the alternating vowels in them. What did you notice? (Incitement to awareness of the contradiction)
How are these words different? (In the words of the left column, the letter and is written in the roots, and in the right column - e.) And why? Explain. (Incitement to awareness of the difficulty).
(Incitement to formulate a problematic question) What do you and I have to learn today? What question arises? (Under what conditions is the letter and written in alternating roots, and under what conditions is e?)
When creating a problem situation, introducing a contradiction, I achieve a reaction of surprise, embarrassment, thus causing interest, the desire of most children to participate in the process.
This helps to make the main goal at the stage of introducing knowledge is to achieve the maximum concentration of attention.
Set goals, formulate lesson topic, When prompted to realize difficulties, children carry out a number of logical operations (they update previously acquired knowledge and come to the conclusion that they lack new ones), which leads to the formulation of a problematic issue. This is the most important stage of the lesson, since the children themselves set a goal, not imposed from the outside, but internally motivated by the need to discover new knowledge. They are able to set tasks to achieve this goal, that is, they can independently organize their activities to achieve them. .
disassemble
I'll sort it out
Unlock
unlock
bully
bully
Wipe
wipe
freeze
freeze
Shine
shine
spread
spread out
burn out
burned out
Personal:
- self-assessment of the individual,
- formation of self-identification, adequate positive self-esteem, self-respect and self-acceptance.
Regulatory: goal setting;
communicative: asking questions; cognitive: general educational (self-selection - the formulation of a cognitive goal); logical - problem formulation
4. Construction of a project for getting out of difficulty
Setting the goals of educational activities and on this basis - the choice of the method and means of their implementation.
Organizes students to study the problem situation:
Try to find a pattern in the spelling of the letters e - and in the roots. (Incitement to put forward hypotheses, acceptance and testing of each hypothesis)
It is very important for the teacher to accept all hypotheses, showing tact and benevolence. The child himself will understand his mistakes when checking. This helps students master the techniques of objective assessment and self-assessment. The hypothesis that survives the test becomes the knowledge sought. Children, like real researchers, can experience the joy of discovery, which contributes to the formation of positive motivation
Make a plan to achieve the goal and determine the means
Each hypothesis is tested until the correct one appears. (If there is a suffix -a- after the root, then you need to write the letter and in the root, and if there is no suffix, then - e.) Children check. The hypothesis is confirmed. Graphically highlight this condition.
At the stage of finding a solution to an educational problem, students make assumptions that must be verified. This stage helps to organize a voluntary movement towards new knowledge on maximum level success for every child. Checking his hypothesis, the student builds an answer in the form of reasoning, which develops speech and logical thinking .
Personal:
- the formation of value orientations and meanings of educational activity on the basis of: the development of cognitive interests, educational motives, the formation of achievement motives, the formation of the boundaries of one's own knowledge and "ignorance".
Communicative:
- taking into account different opinions and striving to coordinate various positions in cooperation.
Regulatory:
- accepting and saving the learning task,
- planning their actions in accordance with the task and the conditions for its implementation.
Cognitive:
- highlighting essential information,
- formulating the problem, independently creating ways to solve the problem,
- search for various ways to solve the problem,
- structuring knowledge.
5. Students' perception and comprehension of new material
The construction by students of a new method of action and the formation of skills to apply it both in solving a problem that caused difficulty, and in solving problems of this class or type in general.
Coordinates work in groups
Group work.
Let's check the conclusion with the rule in the textbook on p.354.
Name the hallmark of spelling.
Tell us about the spelling of the roots with the alternation of vowels e - and.
Regulatory: self-regulation as the ability to mobilize forces and energy, to volitional effort and to overcome obstacles.
Cognitive: management of the partner's behavior - control, correction, evaluation of his actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, to participate in a collective discussion of problems
6.Primary fastening
Assimilation by students of a new mode of action in solving typical problems.
For implementation, students:
solve in groups several typical tasks for a new mode of action, while speaking aloud the steps taken and their justification - the algorithm.
Establishes awareness of perception. Primary generalization
Group work
Drawing up an algorithm.
Guys, how will you act to write these words without errors? Let's develop an algorithm of our actions.
Group work
2 groups make up the algorithm.
Find the spelling by an identification feature - the unstressed position of the vowel in the root. Select root. Put an accent.
Recall alternating roots and their meanings.
Check for the presence or absence of the suffix -a- after the root. Graphically highlight the spelling condition.
If the suffix -a- is after the root, the letter and is written, and if not - e.
2 groups chart
Group 1 makes a table.
Primary fastening.
1) Form single-root imperfective verbs with a letter and in the root from following words. Write down, graphically explain the conditions for choosing a spelling.
I wiped it, I took it, they died out, it chided, it was laid out, it was unlocked, it shone, it burned.
Three students work at the blackboard, usingalgorithm. Collective check.
Solve typical buildings with speaking the algorithm aloud.
a) exercise 383, distributive work, 2 people at the board, the rest on their own. Report of students working at the blackboard. Collective verification and self-verification
b) exercise 388. check of work in pairs, report on work.
Target: develop the ability to apply new knowledge.
Regulatory: correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result; assessment - the selection and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation (drawing up an algorithm, working on an algorithm, the ability to express one's point of view).
Cognitive: independent creation of ways to solve problems of a creative and exploratory nature.
Communicative: management of the partner's behavior - control, correction, evaluation of his actions; the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, to participate in a collective discussion of problems
7. Physical education minute
Organizes physical activities
Student doing physical exercise
8. Independent work with self-test according to the standard
The transition from the outside to the inside of a new mode of action and performing reflection (collective) of achieving the goal of a trial educational action, the application of new knowledge in standard tasks.
Organizes activities for the application of new knowledge
Write by inserting the missing letters and punctuation marks. By options: 1, 3, 5, 7 - I option; 2, 3,4, 6 - II option. Check in pairs.
Independent work.
The rose falls asleep, all shining in the river, evening comes. Sleep my baby!
All the trees are shining in a multi-colored dress. (K.D.Balmont)
Let's die near Moscow, as our brother_ya died! And we promised to die ... (M.Yu. Lermontov)
The window slammed shut with a clang, lightning flashed with fire. (I.A. Bunin)
The steppe is wide, far around, lies widely, spreads like a feather-grass-truck. (A.Koltsov)
Snow splashed from under the hooves of snowballs that burned my face. (M.I. Prilezhaeva)
The fireflies light up the golden lights. (B. Belova)
standard self-test
Personal:
- development of self-esteem of the individual,
- the formation of an adequate positive self-esteem,
- formation of the boundaries of one's own "knowledge" and "ignorance".
Regulatory:
- planning their actions in accordance with the task,
- taking into account the rules in the control of the solution method,
- implementation of the final and step-by-step control on the result.
- assessment of the correctness of the action at the level of an adequate retrospective assessment,
- making the necessary adjustments to the action after its completion, based on its assessment and the nature of the errors made.
9. Summing up
Organizes activities to formulate conclusions
name keywords lesson topics. Tell me, under what condition is the letter written in the roots with alternation and, and at what - e?
Formulate conclusions
10. Homework briefing
Learn Algorithm "Letters f-and in the roots with alternation "
Write an essay-miniature "How I clean my room." Use supporting words with alternating vowels in the root in your essay: attach, disassemble, wipe, spread, etc. Indicate the conditions for choosing vowels in alternating roots.
Diary entries
11. Reflection
Self-assessment by students of the results of their educational activities, awareness of the construction method and the limits of applying a new mode of action.
Organizes reflection
Answer the questions: the work in the lesson was fruitful, because ...
The most interesting thing for me was...because...
I would also like to know about ..., because ...
Or compose a syncwine on the topic “Lesson».
1. Lesson
2. Fruitful and interesting
3. We met, worked out, replenished
4. The researchers experienced the joy of discovery.
5. New spelling.
Personal : the ability to give a correct emotional assessment of their activities in the lesson,the formation of the boundaries of one's own "knowledge" and "ignorance".
Regulatory: children's evaluation of their own activities, determination of the student's position.
Cognitive: formation of an internal action plan, structuring the information received, analysis of activities in the lesson.
Communicative: the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
Introspection of the lesson
This lesson is one of the lessons conducted when studying the topic "Verb" in grade 5 and built in accordance with the requirements of the Federal State Educational Standards.
Teaching methods used in the lesson:
verbal, visual, practical;
methods of psychology - the development of mental operations: classification and systematization, comparison and generalization;
pedagogical methods - methods of organizing and stimulating educational activities;
information methods - work with the algorithm.
Form of organization of student activities: frontal, independent, work in pairs. These forms of work ensure the assimilation of the material by each student at an accessible level.
Form of organization of educational activities: listening, observing, summarizing, reading, writing.
Application visual material on the lesson.
In this lesson, the use of reference schemes makes the lesson interesting and fun for the students. Due to their use, the motivation and involvement of students in the educational process is increased.
Pre-prepared schemes will allow you not to spend a lot of time writing text on the board or in a notebook.
The relevance of the chosen technology and forms to achieve the goal of the lesson.
The student-centered technology used in the lesson makes it possible to take into account the motives of learning, to realize the practical need for knowledge in the subject by students.
A huge role in solving the main tasks facing the lessons of the Russian language is played by the development of students' interest in the subject. Based on the interest shown by children in the lessons of the Russian language, it is possible to more successfully solve the issues of educating students, as well as achieve better learning outcomes in a shorter time.
The rhyme about the secondary members of the sentence proposed during the lesson will arouse the undoubted interest of students and will help maintain and develop interest in the topic being studied.
Skills and abilities of students necessary for work at the lesson:
Working knowledge of basic diagrams.
Compliance with sanitary and hygienic standards.
At the lesson, in order to prevent overwork, gymnastics for the eyes is carried out.
Literature:
Dictations in the Russian language with additional tasks. Grade 5 / A.B. Malyushkin, S.G. Airapetova. - M .: TC Sphere, 2008.
Aphorisms and idioms. Schoolchildren's reference book / O.D. Ushakova. - St. Petersburg: Litera, 2005.
Punctuation marks at the end
and inside a simple sentence
Goals: to systematize knowledge about the phrase and a simple sentence; develop the skills of isolating phrases from sentences.
During the classes
I . Organizing time
I I . Checking homework
The teacher checks exercise 20.
One of the students lists all nouns in the first paragraph, indicating their declension and case, the other - the highlighted adjectives, indicating their gender and case, the third - verbs in the second paragraph, indicating their form and conjugation.
III. Work on the topic of the lesson
1. Conversation.
- What is a phrase?(This is a combination of words that are interconnected in meaning, one of which is subordinate to the other. That is, one word is the main one, and the other is dependent)
-
- What is an offer?(This is a combination of two or more words, interconnected in meaning and grammatically, and representing a complete thought. In a sentence, unlike a phrase, there must be main members.)
- What groups are the proposals divided into?(For simple and complex.)
- What is a simple sentence?(This is a sentence with only one subject and one predicate.)
- What groups are simple sentences divided into?(On narrative, interrogative and exclamatory.)
- What is the basis for this division?(This division depends on which punctuation mark is placed at the end of the sentence and with what intonation this sentence is read. If a period is put, then this is a declarative sentence. If a question mark is a question mark. And if an exclamation mark, then it is an exclamation.)
2. Performing exercise 31.
- Do you know what homogeneous members of a sentence are? (These are sentence members that refer to one) and the same word and characterize it on the one hand.)
Member of the proposal
Part of speech
subject
noun, pronoun, adjective in the meaning of a noun
predicate
verb, short adjective
addition
noun
definition
adjective
circumstance
adverb, noun with preposition
I V . Test dictation
The teacher dictates the text. Students write it down in their notebooks and then complete the tasks.
Each person has their own favorite time of the year. Many people love summer when you can relax, swim, sunbathe. Most of all, children love summer, because it is in the summer that the weather is beautiful and sunny. We all love to relax in the country. After all, only there you can go to the garden and pick fragrant, sweet, tasty strawberries. There are also beautiful flowers growing there. delicious berries. And the air is so fresh clean that you don’t want to return to the city at all!
Tasks:
1. Write out phrases from this text. Find in them the main word and the dependent.
2. Write out simple sentences. Underline in them the main members and minor ones. Indicate what parts of speech are the members of sentences. Find homogeneous members of the sentence. Underline them.
This assignment is graded. At the end of the lesson, the teacher collects the notebooks for checking.
V . Lesson summary
- What is a phrase?(This is a combination of words related in meaning, one of which is subordinate to the other.)
- How is it different from a proposal?(The fact that the proposal must necessarily have the main members.)
- What is an offer?(This is a combination of two or more words, related in meaning and grammatically, and representing a complete thought.)
Homework: exercises 28 and 30.
Topic: One-part sentences with the main member of the subject.
1) Educational:
To acquaint students with a denominative sentence as a type of one-part sentence with the main member - the subject;
Strengthen students' ability to identify grammatical basis.
2) Developing:
To develop in students the ability to find nominal sentences in the text;
To develop in students the ability to compare denominative sentences with synonymous two-part and one-part sentences of the verb type and determine their differences;
Develop the speech culture of students.
3)Educational:
Raise interest in the Russian language;
Enrich vocabulary students.
Lesson type: combined.
Lesson methodology: teacher's word, conversation.
Equipment: textbook "Russian language" Grade 8, ed. MM. Razumovskaya.
Lesson structure:
1) Organizational moment and goal setting.
2) Vocabulary and spelling work.
3) Explanation of the new material.
4) fastening.
5) Summing up.
6) Homework.
Literature: textbook "Russian language" Grade 8, ed. MM. Razumovskaya.
During the classes.
1) Organizational moment and goal setting.
"Hello guys! Glad to see you. Sit down! We open notebooks and write down the date, classwork and topic. Today in the lesson we will get acquainted with a nominal sentence as a type of one-part sentence with the main member - the subject, and we will also learn how to compare nominal sentences with synonymous two-part and one-part sentences of the verb type and determine their differences.
2) Vocabulary and spelling work.
M. Tsvetaeva's poem "On Saturday" is projected onto the board with the help of a projector.
It's getting dark... getting ready for tea...
Asya is dozing under her mother's fur coat.
I scary tale I read
About the old toothless sorceress,
About the old witch and gnomes,
About the princess gone by sunset.
How terribly unfamiliar in the forest
Wander with her blind brother!
The witch has one concern:
Lead him straight to the abyss!
It's getting dark... Today is Saturday.
And a sad mother wakes up.
It's getting dark... You don't remember the hour.
From the dining room they called us to tea
Curled up Ace
I'm reading a scary story.
Do you remember when you first read this poem? (In 3rd grade)
Emphasize grammatical basics. (One student names all the grammatical bases)
How many one-part sentences did you find? (6)
Name the types of one-part sentences with the main member - the predicate. (Impersonal, definitely personal...)
What types and types of spelling can you mark in the text? (Unstressed vowel in the root, double consonants in the root, etc.)
Rewrite the text of the poem in a notebook and graphically indicate the conditions for choosing orthograms.
Find the participial phrases in the poem. What explains the choice or absence of a sign in participial turnover? Graphically indicate the conditions for choosing punctograms. (The student answers from the place, completing the assessment task)
Disassemble the composition of the words of the departed and curled up.
What structural features of these forms can you note? (Fundamentally - shed- there is an alternation of sound d with zero sound; cf. walked, and the root is ver- is related, it is not used without a prefix; cf. turn around, turn around.)
Find multiple words in the text. (Old, let me down.)
Give examples when they are used in other meanings. (An old friend, old books, an old dress; sum up, sum up a comrade, raise eyebrows.)
Find a word that has a homonym. (Abyss 1 is a "steep cliff" and abyss 2 is a "large number".)
Give an example from which the meaning of the word - homonym will be clear. (People are lost there.)
Well done! You have done well in this task.
3) Explanation of the new material.
1. A dialogue leading to the formulation and solution of the problem is used.
Write the quatrain in your notebooks. One student at the blackboard.
Autumn. Fairy tale,
All open for review.
clearings of forest roads,
Looking into the lakes
Highlight the grammatical foundations of the sentences. (Emphasize autumn, hall, clearings).
What type are these offers? (One-part)
What is the main member of the sentences? (Subject)
What will be the topic of the lesson? (One-part sentences with the main member - subject)
What tense do you think is expressed in these sentences? (The present)
Try to change the time plan, for example, to translate these sentences into the past or future tense. (It was autumn. - There will be autumn.
There was a fabulous palace ... - There will be a fabulous palace ...)
What happens when you change the time plan? (The proposal becomes two-part)
What phenomena are discussed in one-part sentences with one main subject member? (About events, phenomena that exist in the present)
Compare 1 and 2, 3 sentences. What is the difference? (The first sentence is not common, and the second and third are common)
What minor members are in the second sentence? And in the third? (Definitions and additions)
Everyone agrees that in the 3rd sentence the minor member is an addition? (No, there is also a definition in the 3rd sentence)
Prove it. (The noun clearing has a subject meaning, not the meaning of an action, and the noun roads indicates the sign of these clearings - they are near roads)
What kind of definition is this? (Inconsistent definition)
What minor members can be in a one-part sentence with the main member - the subject? (Agreed and inconsistent definitions)
The sentences we have considered with the main member - the subject are called nominal.
Based on the observations made, formulate the definition of denominative sentences. (Formulate a definition)
2. Conversation. Reading the definition of denominative sentences in the frame of the textbook on p.198
Compare the textbook definition with yours.
What did you learn from the text in the box?
What is the meaning of denominative sentences?
What are their structural features?
What parts of speech do you think the subject can be expressed in? (nouns and pronouns)
What can be denominative sentences for the purpose of the statement? (Post., prompt., question.)
In what style of speech do you think nominal sentences are predominantly used? (in fiction)
Think of your own examples of denominative sentences. (Winter. Here is snow. Severe frost.)
4) Fixing.
Compare the written sentences.
It's dawning. Dawn. Dawn is coming.
What unites these proposals? (The same meaning - it is asserted that the phenomenon exists in the present.)
What is the difference between them? (In the structure: 1- One-part impersonal, 2- One-part nominative, 3- Two-part.)
Let's execute ex. 276-complicated cheating - the ability to find one-part nominal sentences according to the algorithm develops:
Find the grammatical basis of the sentence.
Determine the number of main members.
If there is one main member, determine which part of speech is expressed:
Noun. (Mutual check)
The thin whistle of a hazel grouse, reddish windows at dusk, a bonfire that parted the darkness. Pine paw on the window in a canned food jar, strawberry white. But now I think that a person needs, probably, to know all the delights of civilization before coming to such an understanding of happiness. V.Belov
Let's execute ex. 279 - selective dictation - the skill of finding nominal sentences and identifying their stylistic function is fixed. (Check by chain)
Rare stars, weakened by the yellowish light of the moon. Warm steppe breeze. Silhouettes of acacias, fences of dachas. Silver-dusty wormwood, its unique night smell. The gleam of the tram rails, as if gliding into the distance and there turning and fading away in the midst of coal darkness. P. A. Bunin
5) Summing up.
What kind of sentences did you learn in class? (naming or nominative)
What meaning can these sentences express?
What is the stylistic function of denominative sentences? (Image of nature, environment, internal state of a person.)
6) Homework.
1. Learn the definition in the textbooks on p.198.
2. Learn by heart M. Tsvetaeva's poem "On Saturday" and prepare for self-dictation.
The development of lessons in the Russian language for students in the 5th grade is focused on work according to the textbook by E.A. bystrovoy
The development of lessons in the Russian language for students in the 8th grade is focused on working according to the textbook by M.T. Baranova, T.A. Ladyzhenskaya, L.A. Trostentsova and others.
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Preview:
Topic: single and multiple words.
Lesson type. A lesson in discovering new knowledge.
Goals as activities of students.
M/n: use dictionaries of different types (explanatory, homonyms), conduct an independent search for information, analyze, compare, build reasoning.
M/c: to express and substantiate their point of view, to negotiate and come to a common decision, to provide the necessary mutual assistance and exercise mutual control.
6LR: identify homonyms by distinctive features, distinguish single-valued, polysemantic words and homonyms based on establishing the presence / absence of similarity between the features of words.
3LR: observe the use of homonyms in language games (riddles), artistic speech.
Carried out according to the proposed plan or using a presentation(see prezent_ rus_5kl_ ur20).
1. Appeal to theoretical material § 58.
Ex. 328 - observation of dictionary entries of a polysemantic word and word onyms.
Vocabulary work:sense of smell, crew.
2. Read the title of the topic of the lesson.
Regulatory UUD
IV. Discovery of new knowledge.
1. Referring to the rubric “Did you know that…” on page 231.
2. Exerc. 331-333
Work is carried out in pairs on assignments.
Regulatory UUD
2. Work according to the plan, comparing your actions with the goal, predict, adjust your activities.
3. To carry out cognitive and personal reflection.
Communicative UUD
2. Listen and hear others, be ready to correct your point of view.
3. Negotiate and come to a common decision in joint activities.
Cognitive UUD
Convert information from one form to another (words, text to diagram).
V. Summary of the lesson.
Read the key words of the lesson and comment on them.
– What definitions did you have to formulate on your own?
The teacher reads a poem.
The mink came out of the mink
And went to the familiar mink.
I entered the mink of the mink,
I did not find a mink in a mink.
If there is no mink in the mink,
Maybe a mink next to a mink?
Nowhere. Lost a trace.
The mink is here, but the mink is not!
(A. Shibaev)
- Name a word that matches the topic of the lesson. Is it a polysemantic word or a single word? Prove it.
- What was the most interesting thing about the lesson?
- What difficulties did you encounter?
What got in the way of completing the task?
What should be done to avoid mistakes in the future?
Regulatory UUD
VI. Homework.
§ 58, ex. 334.
Preview:
Topic: Direct and figurative meaning of the word.
Lesson type. A lesson in discovering new knowledge.
M/n: read different types of information (factual, conceptual), convert information from one form to another (text to diagram).
M/c: correctly and accurately express their point of view on the problem posed, build productive verbal interaction in the group.
6LR: to distinguish between single-valued and polysemantic words, to compare the direct and figurative meanings of a word (metaphor), to establish the grounds for transferring names (similarity of features).
3LR: observe the use of words in a figurative sense in artistic speech.
Lesson stages | During the classes | |
I. Organizational moment. | Greetings. Check readiness for the lesson. Identification of missing. | |
II. Language workout. | 1. Vocabulary creative dictation - By lexical meaning, identify the words and write them down: 1) car driver ( driver); 2) oak fruit (acorn ); 3) a folding headdress sewn to the collar of outerwear ( hood ); - What ways of interpreting the meanings of words were presented to you? (Descriptive.) Are there any other meanings for the words you wrote down? 2. Working with a spelling dictionary (the word vestibule). - What does the word mean? vestibule? ( Student Assumptions.) - Compare your answers with the dictionary. What dictionary will help you with this? (Explanatory.) One of the students looks up the word in the explanatory dictionary and gives its interpretation. - write down the word lobby in notebooks. Underline the spellings. What letters did you underline? Think of some association to make it easier to remember this word. | Cognitive UUD 1. Extract information from a dictionary. 2. Convert information from one form to another (word to image, association). |
III. Introduction to the topic of the lesson followed by the formulation of the problem. | Organization of observation. Dictation. By evening, the blue of the sky fell again on the snow, the white glow faded. And the birches stretched out like hands of snow. And their trunks at the beginning merged with the settled snowdrifts. The sky, dropping blueness on the snow, became lighter, weightless, more transparent. (G. Nikolaeva) Underline the words used in a figurative sense. Formulation of the problem. It is possible to use the presentation (see presentation_ rus_5kl_ ur19)or traditional textbook work. 1. Motivational take. - Listen to V. Osten's poem "The Road". Road. Just think how many The meanings of the word road . The freeway is called dear, And the path that runs beside And the path that lies on the plain, And the way of the caravan in the desert... Just think how many The meanings of the word road . - How many words does it say? - And how much lexical meanings has a word road ? - Guess what the topic of the lesson will be. (Words that have multiple meanings. Option : polysemantic words.) 2 . Appeal to theoretical material§59. Planning. 1) Ex. 336. | Regulatory UUD 1. Make assumptions based on observations. 2. Formulate the question (problem) of the lesson. Cognitive UUD 1. Read different types of information (factual, subtext, conceptual). 2. Extract information from a dictionary entry. 3. Perform analysis and synthesis. |
IV. Discovery of new knowledge. | 1. Exerc. 335 - analysis of polysemantic words and establishing a connection (similarity) between the meanings of these words. Work in groups (the teacher offers work in groups on the meanings of polysemantic words at his own discretion). Methodical recommendation. It is important for the teacher to show that direct meaning- this is the meaning of the word that occurs first in our minds without being combined with other words (for example, running we think about the person heavy - about weight, etc.), in order to identify a figurative meaning, context is needed, synonyms can be selected for words in a figurative meaning. - Formulate a definition of the direct and figurative meaning of the word. - Is there any connection between a polysemantic word and direct and figurative meaning? – Try to represent it in the form of a diagram What have you learned about the meanings of words? Is a metaphor the direct or figurative meaning of a word? - Specify the topic of the lesson. (Direct and figurative meaning of the word.) - Write down the key words of the lesson. (Polysemantic words, direct, figurative meaning, metaphor.) | Regulatory UUD 1. Look for ways to solve the problem. 2. To carry out cognitive and personal reflection. Communicative UUD 1. Correctly and accurately express your point of view on the problem posed. 2. Build productive verbal interaction in the group. Cognitive UUD 1. Convert information from one form to another (text to diagram). 2. Own different types reading (introductory, studying, reflective). 3. Process, systematize information, present it in different forms. 4. Compare, generalize, draw conclusions. 5. Build reasoning. |
VI. Summarizing. | Read the key words of the lesson and compare them with the ones you mentioned in the lesson. Are there any differences? - Find the "third extra": a) canvas, fields, vestibule; b) golden ring, heavy character, iron nail. Why are these words redundant? How would you rate your work in class? - What were the difficulties? What needs to be done to successfully solve the tasks set in the lesson? | Regulatory UUD 1. Correlate the goals and results of your activities. 2. Develop evaluation criteria and determine the degree of success of the work. |
VII. Homework. | 1. vocabulary words (lobby, metaphor) put in the dictionary. 2. Present the definitions on the topic studied in the form of diagrams, be able to talk about them according to the diagrams. 3. Exerc. 337, §59. |
Preview:
Topic: The word as a unit of language. Lexical and grammatical meaning of the word. (§55) Explanatory dictionaries, their purpose, structure, dictionary entry. (§ 56-57). Ways of interpretation (short, with the help of synonyms, antonyms, cognates)
Lesson type. Skill development lesson.
Goals as activities of students.
M/n: use dictionaries freely various types, process, systematize information and present it in different forms.
6LR: interpret the meaning of a word different ways, establish connections, similarities and differences between interpretations.
3LR: development of skills in the field of speech culture, based on such qualities as accuracy, expressiveness, clarity of speech; prevention of errors associated with inaccurate knowledge of the meanings of words.
Lesson stages | During the classes | Formation of UUD and assessment technology, spiritual and moral education |
I. Organizational moment. | Greetings. Check readiness for the lesson. Identification of absentees. | |
II. Language workout. | 1. Work on a chalk board, writing a sentence in student notebooks: The sun hid behind the chintz curtain of heaven, the forest lay down like a black-brown fox under the mountain.(D. Kedrin) 2. Emphasize the grammatical basis, draw up a sentence outline, give a verbal description of it. 3. Designate the studied spellings. 4. Parsing by the composition of the word s / hide / a / elk. | Regulatory UUD: Ability to analyze, compare, draw conclusions. |
III. Written survey with elements of checking homework. | 1. Vocabulary dictation (projected on an interactive whiteboard) Close .. cue, gi .. cue, in the shade (?) ke, sweet .. cue, hung (?) nickname, frosty .., overgrown pr. , next .. foxes, blue ..b, tra (s, ss), get five ba (l, ll) s, u (n, nn) nost, u (n, nn) at, stands on no .. ke , forest(?)nitsa, che(?)act, akats..i, zh..raf, adr..s, holiday(?)nick, d..fis, d..lfin, bulldo.., wa( n, nn) a, f..lty, sweet..something, pr..gnosis, n..b..arch, b..bl..edema, alpha..vit, p..m..dor, p..lto. 2. Insert missing letters and underline spellings. Explain the spelling in parentheses. 3. Answer the questions: What is spelling? Why do you need to know spelling rules? How do spelling rules differ from spelling rules? Are phonetics and spelling related? What about phonetics and orthoepy? Show with examples. | Cognitive UUD 1. Read different types of information (factual, conceptual). 2. Analyze, compare, draw conclusions. TOUU 3. Own funds digital processing information (independently create digital resources and freely use them). |
IV. Introduction to the topic of the lesson and the formulation of the educational problem. | 1. Organization of observation. 1. Control 310 (student reading texts aloud) What is common and different in these texts? What do you think, can there be objects, phenomena that are not named by a word? 2. Appeal to theoretical material §55. Planning. 3 Ex. 313 - work is carried out with an explanatory dictionary. What vocabulary will you work with in the textbook? How do you understand what a dictionary is? - What are the names of the meanings that you found in the explanatory dictionary? - What other information about the word can be found in the explanatory dictionary? - What are the names of the signs that are indicated next to the word? (Grammar meaning.) A detailed oral answer to this question, as proposed in ex. 314 beginning (one-two students or in a chain). 4. Reading the theoretical material §56 with a preliminary task: Find the answer to the question "What is lexicography?" How long ago did dictionaries appear in Rus'? What dictionaries can you name? - Who makes explanatory dictionaries? Introductory reading of the text on page 222, a brief conclusion about the contribution of V.I. Dahl in the development of language. (He was the first to independently collect "folk" words, select proverbs and sayings for them.) 3. On the interactive whiteboard, you can use the material of the subject disk, which presents words with interpretations of meanings. Happiness is a feeling of supreme satisfaction. Happiness is when you are understood(from the movie "Let's Live Until Monday"). Happiness is joy, prosperity, bliss. Happiness - literally "a good part, share"(from a dictionary explaining the origin of the word). Do you think the word has the same or different meanings? happiness ? - What is the name of this word? (Lexical meaning.) Which definition cannot be found in a dictionary? What educational problem will we solve in the lesson? Recording the topic of the lesson: The word as a unit of language. Lexical and grammatical meaning of the word. Explanatory dictionaries, their purpose, structure, dictionary entry. Ways of interpretation. | 4. Extract information from the dictionary. 5. Own the methods of selection and systematization of the material. Spiritual and moral education Education sensitive, careful handling of the word. Respect for the traditions and culture of the Russian people, the keepers of the Russian word, Russian speech. 6. Own different types of reading (introductory, studying, reflective). 7. Process, compare, systematize information, present it in different forms. Regulatory UUD 1. Make assumptions based on observations. 2. Formulate the question (problem) of the lesson. |
V. Discovery of new knowledge. | 1. Observation of the order of placement of words in dictionaries on pp. 269-276. 2. Performing exercise. 319 (collectively), 320 (self, then check). 3. Ways of explaining the lexical meanings of words (theoretical material 111 §57) 4. Exercise 323 (task 2). 5. Exerc. 325 (oral). | 3. Look for ways to solve the problem. 4. To carry out cognitive and personal reflection. |
VI. Project task. | “We are conducting linguistic observation” (exercise 318) (The teacher determines who prepares this project and by what date.) Read the interpretation of the words atmosphere, horizon, do, diet, bagel in " explanatory dictionary... "V.I. Dahl and "Dictionary of the Russian language" S.I. Ozhegov.
Choose two or three more words for comparative analysis. Summarize your observations and arrange them in the form of a report. | Communicative UUD 1. Freely express your thoughts orally and in writing. 2. Observe the norms of speech culture in the practice of speech communication. 3. Find and correct speech defects. |
VII. Summary of the lesson. | – What new information received in class? – What was the most interesting? What seemed difficult? – Read the key words of the lesson and give them any association (interpretation, example, diagram, illustration). | Regulatory UUD 1. Correlate the goals and results of your activities. 2. Develop evaluation criteria and determine the degree of success of the work. TOUU |
VIII. Differentiated homework. | §55-57. Option 1 - ex. 322. Option 2 - exercise 327. |
Preview:
Generalization on the theme "Distinct definitions and applications"
The purpose of the lesson: consolidate and test students' knowledge on the topic.
Methodical methods:repetition, vocabulary dictation, teacher's explanation, independent work, training exercises, work with the textbook.
During the classes
- Organizing time(message of the topic and purpose of the lesson)
- Checking homework:
- What members of a sentence are called isolated?
(Separate members of the sentence are called, distinguished by meaning and intonation, for example:
Wind, blowing from all directions, intensified.
- How are such members of a sentence separated in writing? (Commas, rarely dashes.)
- In what cases are definitions and applications separated?
(We highlight definitions and applications with intonation when pronouncing and commas when writing in the following cases:
- Any definitions and applications, if they refer to a personal pronoun, for example:
Tired , she came home.
- Agreed common definitions and applications after the noun they define, for example:
Berries, plucked in the garden, smell appetizing.
- Agreed uncommon homogeneous definitions after the noun they define, for example:
Wind, cold and prickly blew from the north.
Checking ex. 313 done at home (2 students)
- The next stage of the lesson is spelling work(according to teacher's dictation)(At the same time, 4 students work with cards on their own in notebooks)
- Let's remember in what cases O-E is written after hissing in different parts of speech?
(At the root under the stress E, behind the root - O, except for the words - exceptions:shorts, seam, chocolate, highway, chauvinism, ramrod, ratchet, slum, feast, rustle, pulp, gooseberry, driver, jockey etc.)
Let's repeat in passing spelling NOT with different parts of speech H, HH in participles and adjectives.
- So, we write in notebooks:
Dilapidated clothes about nka, amazed wildly beautiful nn wow forest, attracted bubbling inconspicuous with the appearance of a fontanel, constellation unknown to scientists, inaccurate calculation, not a deep river, a charming girl, surrounded by strange outlines, not a loud rustle, unbearably hot.
(After the students write the spelling dictation, check the chain)
Card number 1. Task: insert and explain the missing letters, justify punctuation.
The next stage of the lesson is to consolidate knowledge, skills and abilities on the topic “Separate definitions and applications”.
We will work on the interactive whiteboard and in notebooks.
(Insert punctuation marks, explain your choice)
(Complex text analysis)
1) The Bryansk land, ancient, glorious, is a land of amazing beauty.
2) It is good in all seasons: summer and winter, spring and autumn.
3) Its forests are beautiful, golden in the rays of the autumn sun, and fields covered with sparkling snow in winter, and meadows, motley, like a carpet, in summer and sloping, empty, quiet in autumn. 4) Her forests are amazing, powerful and mysterious, fanned by a heroic past. 5) A How many we saw slender, silent trees - giants that keep many secrets of the conquerors who wanted to conquer this land!
- Let's look at these proposals, what can we say about them?
(All sentences are connected in meaning and grammatically, United by a common theme: Bryansk land. This is a text.)
- Which sentence contains the main idea of the text? (in 1)
- Name the style of the text(prove your opinion)
- This text belongs to the artistic style of speech.
- The main task of this style is to create an image. The image of the earth is created in the text.
- Define the text type(prove your opinion)
Text type - description. After reading it, we can ask the question: “What is it, the Bryansk land?” And here we find the answer……………
- With the help of what artistic and expressive means does the author draw an amazing picture?
comparison: meadows, colorful, like a carpet, ...
Metaphor : trees are giants, keeping many secrets of the conquerors
inversion reception (reverse word order): in 4 sentences
Draw students' attention to whatisolated definitions, applications are also means of syntactic expressiveness of the text.
- Find types of phrases by way of communication:
In 1 sentence - agreement: Bryansk land, ancient, glorious land of amazing beauty
In 5 sentences – management : keepers of secrets, secrets of conquerors, conquer the earth.
- Determine the way of communication between 1 and 2 sentences
1 and 2 sentences are connected using the personal pronoun SHE.
- Do parsing 4th sentence, draw up its scheme.
Fizkultminutka.
- Fixing material
- Recall the rule for isolating an application with a union HOW :
- separates if it has connotation of causality, for example:
Valery, like a native of the south, it was difficult to get used to the harsh climate of the Arctic.
- does not separate if it has meaning "as", for example:
Everyone knows Semyonovlike a good footballer
- if the application is given more importance and when pronounced it is separated from the word being defined by a longer pause, then you can put a dash, for example:
November has come month of hard frosts
- Work with the textbook (exercise 315) We read the task, we do it on our own.
(light music playing)
The first two notebooks are checked and graded.
The music is turned off.
After completing the exercise at recess, check 3 more notebooks
Vocabulary work.
I want to draw your attention to the word PANORAMA.
It has two main meanings:
- a view of an area extending into a distant space, for example:panorama of snowy mountains.
- A large picture in front of which real objects are placed in the foreground, for example:Panorama of the Battle of Borodino in Moscow
The word PANORAMA includes 2 Greek elements:
pan- - "everything" and - orama - "view", "spectacle"
Make and write sentences according to the schemes.
1) [ n. , │ def., vyp. incl. rev. │ , ……… ] .
2) [│def., vyp. incl. rev. │ , personal places. ………] .
app distribution
3) [ │like ……… │ , n. ………] .
Lesson summary
We revisited the topic "Distinct Definitions and Applications"
- Once again, in what cases are definitions and applications separated?
We highlight definitions and applications with intonation when pronouncing and commas when writing, in the following cases:
- any definitions and applications, if they refer to a personal pronoun
(tired , she came home.)
- agreed common definitions and applications following the noun being defined
(Sky full of thunder , everything trembled in the lightning.)
- agreed non-common homogeneous definitions after the noun being defined
(March night,cloudy and foggy, enveloped the earth)
- if they are circumstantial
the reasons
(Stunned by the heavy roar, Terkin bows his head)
concessions:
Wounded by shrapnel in the shoulder, the captain did not leave the ranks
or separated from the noun being defined by another member of the sentence
Everyone is great today. For the lesson received the following marks:
For work in notebooks -
For work on cards -
For work on an interactive whiteboard (text analysis) -
For work at the blackboard -
Worked with the textbook:
Compiled proposals for schemes and received estimates
Homework: exercise 323 (for everyone)
Draw students' attention: when performing the exercise, you must use a spelling dictionary;
ex. 306 (for weak students), 320 (for strong ones)
Think up and write down a sentence with the word PANORAMA for group 1;
Text of 5-6 sentences of journalistic style - 2nd group
MBOU "Alaberda secondary school"
Tetyushsky municipal district of the Republic of Tatarstan
Lesson outline
In Russian
Lesson topic: "The instrumental case of nouns"
Class – 4
Teacher – Suleimanova Z.G.
The lesson was held-2.12.13.
Lesson topic : "The instrumental case of nouns"
Lesson type : learning new material.
Target:
To acquaint with the features of instrumental case, its meaning, prepositions.
Develop the skill of spelling the endings of nouns in the instrumental case.
Learn how to use nouns in the constructive case correctly.
Teach children to think independently, generalize; develop logical thinking.
Repetition and consolidation of acquired knowledge, spelling.
Tasks:
-educational : on the basis of observation and comparison, to form in children the spelling skills of unstressed endings of nouns in the instrumental case, the ability to distinguish between unstressed endings of nouns when the ending is a spelling; to promote the formation of literate writing skills; repeat previously studied topics; to activate and expand vocabulary; to update knowledge about the permanent and non-permanent morphological features of the noun.
- developing : develop spelling vigilance, the ability to build sentences, statements; develop children's speech, thinking, imagination, memory, observation;
- educational : to cultivate cognitive interest, responsible attitude to educational workexpanding the horizons of students.
Methods and techniques : dialogical, research, algorithmic, visual, practical.
Forms of work: frontal, steam room, individual.
Logistics: slides, task cards, Russian language textbook.
During the classes:
1. Organizational moment
Guys! Today we have an unusual Russian lesson. We've got guests, let's greet them.
MIX-FRIES-GROUP (get into groups to work in class)
Introductory - motivational stage
Let's smile at each other. Let's greet our neighbor in the face, on the shoulder. I am glad to see your smiles, and I think that today's lesson will bring us all the joy of communicating with each other. Good luck and good luck to you!
Check readiness. Pen, book and notebook Everything is in order for you.
. (Checking the readiness of the class for the lesson, write down the number, class work)
2. Actualization of knowledge. ModelFREYER .
Exercise 1.
- Now we have to remember everything about the noun. Participant No. 1 takes sheets of A4, distributes to his neighbors. You need to make a model of a noun on these pieces of paper: write a definition, questions, examples and counterexamples. To do this, first we bend the sheet to hits, then again bend to hits, find the closed corner and bend the triangle. Open the leaves, draw segments along the fold lines. The time given is 3 minutes.
- Who is ready, show it. (Finish with fireworks.) We start the check with participant No. 2, table No. 1
- Now you remembered the definition, the questions of the noun. Let's put this into practice. Work with a face partner.
ModelCONTINIUS ROUND ROBIN. (Discussion of the issue in the team in turn for more than one circle)
Task2 . The game "The Fourth Extra". Name the 4th extra word (words - on pieces of paper). Then exchange leaflets with partners. Explain why it is redundant. The time given is 1 minute.
Winter, cold, sky, snowflake.
Boy, play, house, street.
Me, feeder, bird, cold.
Wind, snow, earth, white.
Holiday, fun, dance, game.
Make sentences from these words. Extra time is given.
Task: to include students in speech activity, to activate their attention .
Guess the riddles:
1) B German there are 4 of them, English language 2, and in Russian and Tatar - 6. Everyone has their own questions. What's this?
Cases.
What are they? (student answers)
2) This case is not friendly with prepositions, but the subject always stands in this case (im.p.)
3) This case has no “own” questions. He asked one from the nominative, and the other from the genitive (blame. p.)
3. Preparation for the study of new material.
Today in the lesson we will continue to comprehend the secrets of the cases of the Russian language.
Guys, what are the objects that we use in labor lessons? (needle and thread, scissors, glue, plasticine, colored papers, fabric, hook)
What do we do with these items?
We sew, knit, embroider, mode, glue, etc.
So what are we doing?
We make, we create.
What do we do in drawing class?
We also create.
Let's guys try to find related words for the word create. (creativity, creation, creator, creative). Slide number 1
What do you think, what case will we talk about in the lesson? (About instrumental case).
4. Studying a new topic.
Slide number 2 "Theme of the lesson"
The instrumental case of the word I create. The most peculiar meaning of the instrumental case in Russian grammar is: the meaning of a tool with which to do something.
But besides this meaning, the instrumental case expresses many different other meanings. (Time, place) Slide number 3 "The instrumental case"
Task 3
Textbook work. We open page 57 of the textbook. Exercise 92
Fizkultminutka. ModelMIX-PEA-SHEA. Mix to the music, form a couple, discuss the issue usingQUIZ-QUIZ-TRADE (poll-poll-exchange cards)
- What nouns belong to 1 declension? - (the one whose birthday is closer answers)
- What nouns belong to the 2nd declension? - (one who is taller)
- What nouns belong to the 3rd declension? - (one with lighter hair)
What questions does R.p. answer? - (the one with the smaller shoe size)
What questions does V.p. answer? - (the one with darker eyes)
Task 4.
Winter outside. The first snowflakes slowly swirled in the air, carrying a joyful message, but the strong wind scattered the words. You need to re-offer. Slide number 4
She covered the earth with a fluffy, winter, white, carpet.
We check -Slide No. 5 Winter covered the earth with a white fluffy carpet.
Write the sentence, underline the grammatical basis. Find a noun in the sentence in Etc.
What member of the sentence is the word in etc.? (minor)
How is the noun in T.p. used in this sentence with or without a preposition?
Highlight spellings (Winter, carpet - unstressed vowels at the root of the word, fluffy - spelling - zhi, - shi).
How to check an unstressed vowel at the root of a word? (You need to change the word or choose a single root so that the unstressed vowel becomes stressed) - winters, winter, winter; mat.
Task5 .Slide number 6.Find a noun in the sentence in Etc.
Warm bread under fluffy snow.
How is the noun in T.p. used in this sentence? (with a suggestion)
What conclusion can we draw about the noun in Etc.? (used with a preposition and without a preposition, is a minor member in a sentence)Slide number 7
Task 5. Slide number 8-Make sentences and write down. (Or verbally)
Task6 Slide number 9
FINK-RIGHT-ROUND ROBIN .(Think-write-discuss in a team)
5. Fixing.
What questions does the instrumental case answer? noun? (by whom? What?), with what prepositions is it used? (above, before, behind, under, with, between).
What endings do nouns of the 1st declension have in the instrumental case?
2nd line, 3rd line?
What part of the sentence is a noun in the instrumental form? (secondary). Slide number 10
6. Reflection
Did you like the lesson?
What new did you learn?
ModelCONERS (corners)
Each of you must choose 1 of 2 answers to the question
What do you think helped you the most in class today?
Friendship (mutual assistance)?
Knowledge? Go to your corners and discuss in pairs why did you choose this corner?
Sit down in your seats, I'll give you tickets to the exit.There are emoticons in front of you, they are of different moods, choose the one that matches your mood from the lesson and stick it under your answer.
You are all great! Thank you for the lesson.