In which country is Greek spoken? What do you know about this country? (Olympic Games, 21 Winter Games are held in Vancouver)
Work in groups on cards.
Solve the anagram: kshloa
What word came out? Can we define the meaning of this word? What will help us in this?
Explain the lexical meaning of the word school in your own words.
Differentiated job
A basic level of-
Choose words that go with the word school.
Elevated level-
Write in notebooks all association words associated with the word "school" individually (cluster).
Discuss what was written in groups and supplement the notes with another paste.
Drawing up a common cluster on the board with commenting on the spelling and lexical meaning of individual words.
building experience direction exercise
Textbook p.17-etymological reference to the word school
1. An educational institution, as well as the building of such an institution. Secondary Music School
2. Learning achieved in something. experience, as well as what gives such training, experience. This actor has good school
3. Direction in the field of science, art.
Create your own school in science.
4. The system of compulsory exercises (in figure skating and some other sports).
To be the best both in school and in the free program.
Schoolboy-see. Russian language dictionary p.267
V. Reflection activity (the result of the lesson), house. exercise.
- 5 minutes
Fix the content of the lesson;
To organize reflection, self-assessment by students of their own learning activities.
We are moving on to the last step.
So, so that knowledge is for the future,
Briefly review the lesson.
What topic was covered in the lesson?
What was our goal? Did we get it? Okay, so the goal of the lesson is achieved.
To do this, I suggest you mark the scale:
1 blue color: You have understood everything and can use your knowledge in the future.
2 green color: - it wasn't very difficult. You understood everything, but the teacher's help is still needed in the work.
3 red: - there are questions, not everything is clear.
I see that there are a lot of green and blue colors. Thank you for understanding, you were attentive and active.
Homework .
Level 1-Page 18 exercise 1
Level 2 - p.17 No. 4
Level 3 - p.16 No. 3
How you pronounce any word affects the attitude of others around you. I wish that every word you say brings joy.
The lesson is over and you are waiting for a change
And the noise in the corridors again.
But I want to make sure
You have a good word to say!
= Thank you for your work! The lesson is over.
good, good
pierces, heals, teaches
The word is not an arrow, but sharper than an arrow .
Be able to pronounce the sequence of actions in the lesson;
To be able to assess the correctness of the performance of an action at the level of an adequate retrospective assessment;
The ability for self-esteem.
Reflection of methods and conditions of action; control and evaluation of the process and results of activities (P)
Self-esteem; adequate understanding of the reasons for success or failure in UD; following in behavior moral standards and ethical requirements
Expressing one's thoughts fully and accurately; formulating and arguing one's opinion, taking into account different opinions (K)
Self-analysis of the Russian language lesson
Theme of the lesson: "How Slovaks combine."
Educational:
Developing:
1. Develop spelling vigilance develop the ability to draw conclusions
Educators:
To educate the activity of students, the ability to express themselves and listen to others.
Characteristics of students' activities : Observe for errors related to the meaning of the word. Realize Search necessary information in the explanatory dictionary of the textbook. Realize mutual control and render mutual aid(work in pairs). Observe words that are similar in sound but different in meaning. speak out assumption about the reasons for the incompatibility of the words given in the task. Take account of the degree of difficulty of the task and define for himself the possibility / impossibility of its implementation. To choose words for a given reason. Compose combinations of words with the specified meaning. Fix mistakes made and argue your answer
Planned educational outcomes |
||
subject | Metasubject | Personal |
Mastering the main stylistic resources of the Russian vocabulary, mastering scientific terminology, key concepts. | Regulatory: The ability to set new learning goals and objectives, plan their implementation, monitor and evaluate their actions, both in terms of the result and the mode of action, and make appropriate adjustments to their implementation. Cognitive: practical mastering of the methods of cognition, the use of general educational skills. Communicative: Ability to work in a group. Practical mastering of the moral, ethical and psychological principles of communication and cooperation, gaining experience in the use of speech means to regulate mental activity, the use of words in accordance with the lexical meaning. | Practical mastering of the methods of cognition, the use of general educational skills. |
Lesson on the topic “How words combine” in the system of lessons (lesson 92) on the topic (section) “How our language works” according to the teaching materials “ Primary School 21st century"
This lesson corresponds to calendar-thematic planning. The lesson used technologies of student-centered learning, developmental learning, information and communication, learning in collaboration, health-saving technology.
The following teaching methods were used in the lesson:
1. Partial search - knowledge was not offered to students in a ready-made form, they had to be obtained independently, students under my guidance independently reasoned, solved emerging cognitive problems, analyzed, generalized, drew conclusions, thereby forming conscious solid knowledge. The problematic and creative nature of cognitive activity prevailed (text analysis, composition of the end of the text).
2.Method of generating ideas - Students express their ideas for solving the problem.
Teaching technologies:
1. ICT - presentation, listening to music, a tour of the class site, watching a video.
2. Problem dialogue - brain attack, work in groups and pairs.
3.Game technology - role-playing game, puzzle game.
Using a physical minute as an element of the lesson, I used health-saving technology.
Work with cards for group work was partly exploratory in nature.
In my opinion, the time allotted for all stages of the lesson was distributed rationally, the pace of the lesson was maintained throughout the activity. All stages of the lesson were interconnected and worked towards the main goal.
All didactic material was prepared based on the objectives of the lesson and the age characteristics of the students. Work with didactic material and TCO was aimed at achieving the set goals.
During the lesson, such basic competencies as
Communicative and informational (the ability to understand the text, express a judgment, answer the question, work with information),
personal (reflection of one's own activity, self-assessment)
Equipment used: computer presentation, multimedia manual, assignments for work in groups, in pairs, individual work, textbook, workbook on a printed basis.
The goal of the lesson is:
1. Observe the compatibility of words.
2. Analyze the lexical meaning of words.
3. Expand students' understanding of lexical meaning the words.
Stage 1 - Organizing time with the aim of a positive attitude to the lesson and the formation of cognitive interest in new material.
Stage 2 – preparing students for active and conscious assimilation educational material in order to form interest and motivation for the lesson, the desire for cooperation and joint activities. The stage was carried out through the performance of the task and thematic questions.
Stage 3 – setting a cognitive task, for the purpose of self-determination by students of the topic and the main tasks of the lesson, the ability to accept and maintain learning task. This stage was carried out through the use of problematic dialogue technology and game technology, the method of working in a group. The type of student activity was problematic. Work with explanatory dictionaries was used.
Stage 4- repetition and deepening of the topic . Tasks were offered different type and difficulty level. Various forms of work were carried out: collective work, work in pairs and groups. The type of students' activity was problematic, productive and creative.
Stage 5 - consolidation and control of acquired knowledge carried out through individual work on cards, work in pairs. The type of activity is problematic, productive and creative. ICT, problem and game technologies, technology based on the creation of a learning situation and critical thinking technology were used.
stage 6 – debriefing and reflection through a creative task (Sinquain), self-assessment, and watching a video about friendship.
At the beginning of the lesson, motivation was created for the upcoming activities by students in the form of a poem. Thus, the children were awakened interest, there was a desire to master new universal learning activities move forward in development.
The stage of updating knowledge included vocabulary work, individual activities, which contributed to bringing the children to get acquainted with the new topic. At this stage, it was possible to involve all students in the work. Here cognitive and entertaining material, frontal work with the class took place, where knowledge about the word and its lexical meaning was summarized.
The main stage - work on the topic of the lesson, contained a large independent activity of students. new material started from problematic issue, and the students were involved in the search work in groups. Here the methods of developmental education were used: partially exploratory, problematic, which made it possible to activate cognitive activity children. The class works at a fast pace, at a fairly high level of complexity. Children enthusiastically discuss tasks in groups, draw conclusions, conclusions. Activities applied at this stage: independent work according to the textbook and independent work in groups.
A special aspect of the lesson had a health-saving effect: I tried to create a situation of psychological comfort for children, when each student is successful in his opinion, he is not afraid to speak out.
At the end of the lesson, a summary was made and reflection was carried out. this work is carried out in the system, children are able to express their opinion about the lesson. The children clearly showed the level of assimilation of new material through the implementation of various tasks.
The structure of the lesson is fully consistent with the logic of the declared type of lesson. The selected content, equipment, organization of active mental activity of students at all stages of the lesson contributed to the achievement of the educational goals of the lesson, stimulated cognitive interest students to the subject. The use of the presentation made it possible not only to effectively and usefully use the time in the lesson, but also to instill a love for the subject, made it possible for children to holistically perceive new material, to build a visual range of what is perceived.
Time is appropriately distributed according to the stages of the lesson. At the lesson, the “social interaction” component was implemented, i.e., each student was given the opportunity to demonstrate their knowledge and skills in practical activities and get the approval of the teacher and classmates. This component helped the children to constantly be in the process of mental activity, which favorably affects the development of students.
At the beginning of the lesson, a problem situation was created, for the solution of which it was necessary to discover new knowledge. Children skillfully brought out the topic of the lesson and correctly set the goal for further work. All work was aimed at achieving the set goal. At the end of the lesson, the students concluded that the stated goal was achieved.
Evaluation was carried out throughout the lesson. Methods of self-examination and mutual evaluation were used. This suggests that the children are friendly to each other and are able to seriously evaluate the work of a friend.
Students work a lot on their own, which indicates a good degree of practical orientation of training. There is a trusting atmosphere of cooperation in joint work. I believe that properly organized and systematic work not only strengthens the knowledge of students acquired in the classroom, but also broadens their horizons, develops the information competence of the student, forms research skills. For this, an expedient combination of collective, group, individual forms of organizing activities in the lesson is used. I try to be tolerant, humane to each of my students, to put even the most insecure student in a situation of success. I assess the level of independent thinking of schoolchildren, their cognitive activity, the level of assimilation and primary consolidation of new material as good.
The selected content of the lesson, equipment, organization of active mental activity of students at all stages of the lesson contributed to the achievement of educational goals, the development of universal competencies, the ability to analyze and evaluate information, draw independent conclusions, defend their own opinion.
An indicator of the effectiveness of the assimilation of new knowledge was active cognitive activity students throughout the lesson. I believe that the cognitive, developmental and educational aspects of the objectives of the lesson have been achieved.
Homework was issued at the end of the lesson and directed to subsequent work to consolidate the studied topic, differentiated. Reflection done.
In my opinion, the lesson was successful, interesting and fruitful. All the goals and objectives set by me have been achieved.
The only Greek school has existed in Stavropol for 20 years. At the same time, the city does not have the largest Greek community. Only about two and a half thousand people. Founder educational institution Nicholas Matsukatidis tried to open a school for Greek children as early as 1981 by organizing Greek language courses. But they did not exist for a long time, they were closed by order of the city committee of the Communist Party. In the early nineties, the Stavropol Greeks created an association of teachers of the Modern Greek language and established a Sunday school. On January 1, 2014, it became municipal.
Children in this school study completely free of charge. This is a complete program additional education for 8 years. Lessons are held once a week, on Saturdays. Teachers believe that this is extremely small for a full mastery of the Greek language. Nevertheless, at the international Olympiads in the Greek language, history and culture, which are held at the school every two years, the Stavropol children show good results.
And this despite the fact that they most often have to compete not with schoolchildren, but with students of the language faculties of universities in Russia and Ukraine. A school similar to the Stavropol one was recently organized in Vladikavkaz, but the term of study in it is only 4 years.
Many children go to Greek school, not to learn the language, but not to forget it.
- I was born in Cyprus, and therefore I have to learn Greek, - said Greek school student Valentina.“I went to school there for three years. I came to Russia and have been living here for two years. Now I'm in the fifth grade. My father is Greek, my mother is Russian. Mom knows Greek. My dad also learns Russian. I speak Greek with my father and Russian with my mother.
Due to the crisis in Greece, there were more Greeks in Stavropol, and, accordingly, there were noticeably more students in the Greek school.
— They help Russian-speaking students to master spoken language. Teachers also have difficulties with it, because most of the local Greeks learned the language on their own from books. Previously, Greece sent its specialists to help the school, who taught children and improved the skills of local personnel. Now these rates have been reduced, and Greeks come to Russia to give lectures only at specialized universities,” says school director Irina Alepova.
Before the crisis, the Greek government supplied textbooks to schools, which are printed specifically for Greeks living in other states. There are currently no new entries. In Russia, such textbooks are not published, and Canadian and American ones are not always suitable.
Basically, they go to the Greek school in order not to forget their native language, there are also those who are going to leave for permanent residence. Adults with a diploma from the Stavropol Greek school are more likely to be hired, it is easier for them to obtain a residence permit.
But not only Greeks study at the school, there are Russians and Caucasians. Many of them are simply interested in the history and culture of Ancient Hellas. Not only children go to classes, but also young people. They have an evening section. In addition to the language, the school studies regional studies - history, dance, fine and theatrical art Ancient Greece. They get acquainted with myths, sing in Greek, draw Stavropol landscapes in the style of Greek masters.
Recently, the puppet theater troupe at the international festival in Crete received gold medal for a performance based on the Russian folk tale"Teremok" in Greek. Now they are rehearsing "Three Little Pigs".
There are problems at school. The building in which it is located is in need of renovation. Classes are not equipped with a language system. The lack of a unified program for teaching the Greek language and a textbook on the history of Pontic Hellenism complicates the work.
However, all of this is possible. There would be a desire among the Russian Greeks themselves to preserve and pass on by inheritance the love for the culture, traditions and customs of their ancestors.
The Stavropol Greek school celebrated its 20th anniversary this year. There are no other municipal schools like this in Russia. Here they teach not only the Greek language, but also theatrical and fine arts, history and dance. The Greeks, for whom it is important not to lose touch with their historical homeland and their horses, and representatives of other nationalities who are aware of how great the contribution of Greece to the development of modern civilization come here for knowledge.
From persecution to the heritage of Russia
Not the largest Greek community lives in Stavropol - less than two and a half thousand people, but it has a unique educational institution- municipal Greek school.
This institution of additional education in 2009 was awarded the Grand Medal "National Treasure" of the III degree of the World Public Charitable Movement " Kind people peace."
There are no more such schools in Russia. And it would not exist at all if it were not for the ardor of its founder, Nikolai Konstantinovich Matsukatidis.
In the photo: School principal Irina Alepova
To revive the Greek education that existed in Stavropol before 1937, he first tried in 1981 by opening Greek language courses. But soon the city committee of the Communist Party banned them, and subjected the organizer to obstruction.
Only 10 years later, the Stavropol Greeks created an association of teachers of the Modern Greek language and established a Sunday Greek school. Thanks to the assistance of the then mayor of the city, Mikhail Kuzmin, on January 1, 2014, it became a municipal one.
Children study there absolutely free of charge. These are not just Greek language courses, which are often optionally introduced in schools in settlements with a compact population of Greeks, but a full-fledged additional education program designed for 8 years.
International language
Sixth-grader Marina honestly says that she came to the Greek school six years ago only because of a friend with whom she does not spill water.
“But I still don’t know the language well, it’s inconvenient to speak it, I’m still Russian,” she admits embarrassedly.
Vlada, the same classmate who brought Marina, Greek is easier.
“I teach it because I myself am Greek by nationality. Well, in general, the language is interesting in pronunciation. Reading Greek is sometimes difficult, sometimes not so much. I wanted to learn the language myself. At home, they speak Greek more, but more often in the old, Pontic, ”she notes.
Both girls also learn English at general education school. In the school schedule, he comes two or three times a week.
Here, in the building of the former Naytaki hotel on Karl Marx Avenue, they come only on Saturdays. The teacher complains that this is not enough for the full development of a foreign language.
Nevertheless, at the international Olympiads in the Greek language, history and culture, which are held at the school every two years, the Stavropol children show good results.
And this despite the fact that they most often have to compete not with schoolchildren, but with students of the language faculties of universities in Russia and Ukraine. A school similar to the Stavropol one was recently organized in Vladikavkaz, but the term of study in it is only 4 years.
On the one hand, the Greek language is difficult to learn, since it does not belong to the Indo-European group. On the other hand, it contains many familiar words from the field of technology, medicine, biology, geography.
“It can be said that many people throughout the entire space of the former Soviet Union”, - notes the teacher Fedor Pavlov, or rather Theodoros Pavlivis. He himself spoke Greek since childhood, because his parents knew this language, and then he graduated from the same school in order to learn grammar.
Consequences of the crisis
Curly, swarthy Valya goes to a Greek school not to learn how to read and speak, but not to forget the language and learn its grammar.
“I was born in Cyprus, and therefore I have to learn Greek,” she pronounces Russian words slowly, but without errors. “I went to school there for three years. I came to Russia and have been living here for two years. Now I'm in the fifth grade. My father is Greek, my mother is Russian. Mom knows Greek. My dad is also learning Russian. I speak Greek with my father, and Russian with my mother.”
AT recent times due to the crisis in Greece, the number of Greek-speaking students in the Stavropol Greek school is increasing, says the director of the school, Irina Alepova.
They help Russian-speaking students to master colloquial speech. Teachers also have difficulties with it, because most of the local Greeks learned the language on their own from books.
Previously, Greece sent its specialists to help the school, who taught children and improved the skills of local personnel. Now these rates have been reduced, and Greeks come to Russia to lecture only at specialized universities.
Economic problems also affected the provision of textbooks.
Before the crisis, the Greek government regularly supplied the school with educational kits produced specifically for other states. There are currently no new entries. Such textbooks are not published in Russia, and Canadian and American textbooks are not always suitable.
Magic of Hellas
The main contingent of students at the school are the children of the Stavropol Greeks. Parents believe that youth should know native language even if the adults in the family do not know it. There are also those who are going to emigrate, and then this course helps them very well to integrate into Greek society.
Foreign students without language training in Greek schools are placed in a lower class. And children who have studied here for at least a year do not lose time later.
Adults with a diploma from the Stavropol Greek school are more likely to be hired, it is easier for them to obtain a residence permit.
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In the photo: School awards
But there are Russians and Caucasians among the students. A student of the Faculty of History of NCFU, Mark is interested in Greek history and culture of Ancient Hellas, and therefore enrolled in the youth group of the school. For people like him, an evening department is open on weekdays.
In addition to the Greek language, the school studies regional studies - history, dance, fine and theatrical art of Ancient Greece. Children get acquainted with myths, master sirtaki, sing in Greek, draw Stavropol landscapes in the style of Greek masters.
Recently, the puppet theater troupe at the international festival in Crete received a gold medal for a performance based on the Russian folk tale "Teremok" in Greek. Now the guys are rehearsing "Three Little Pigs".
By its 20th anniversary, the school has earned many awards at competitions and festivals, produced dozens of talented students, some of whom entered Greek universities.
At the same time, it also has unresolved problems.
The building in which it is located is in need of renovation. Classes are not equipped with a language system. The lack of a unified program for teaching the Greek language and a textbook on the history of Pontic Hellenism complicates the work.
However, all of this is possible. There would be a desire among the Russian Greeks themselves to preserve and pass on by inheritance the love for the culture, traditions and customs of their ancestors.
0Russian language lesson in grade 2 according to the teaching materials "Primary school of the 21st century"
on the topic "How words are combined", teacher Kubryakova N.S.
Lesson topic: "How words fit together"
Place in the structure curriculum : this lesson is held in the 3rd academic quarter when considering the block "How our language works" (according to the thematic planning).
Lesson type: a lesson in learning new knowledge
Topic
"How words fit together"
Purpose of the topic
Educational:
2. Analyze the lexical meaning of words.
3.Expand students' understanding of the lexical meaning of the word.
Developing:
Educators:
Resources:
-basic
- additional
Lesson equipment:
multimedia presentation
Visual material and handouts (cards for work).
dictionaries, cards for individual work and work in pairs, cards for self-assessment, presentation
Workbook "We write competently" Grade 2, author M.I. Kuznetsova.
Space organization
Work frontal, individual, in pairs, in groups
subject
Metasubject
Personal
Regulatory:
Cognitive:
Communicative:
Conditions for the implementation of the lesson
Informational resources(including DER and Internet)
Methodological resources ( methodical literature, strategic technology and tactical technology
Equipment
Electronic Wiki Dictionary
"Explanatory Dictionary" Ozhegov;
"Explanatory Dictionary" V.I. Dahl;
"School explanatory dictionary".
Kuznetsova M.I. We write competently: Grade 2: Workbook No. 1 for students educational institutions/M.I. Kuznetsova. - 3rd ed., revised. – M.: Ventana-Graf, 2012.
Computer, multimedia projector.
Basic concepts
Word, lexical meaning, explanatory dictionary, single-root words.
Lesson form
Lesson - practice.
Technological map of the lesson
Lesson stage
(name, time, goals)
Activity
teachers
Tasks for students, the implementation of which will lead to the achievement of planned results
Activity
students
Planned results
subject
UUD
I. Motivation for learning activities
Goals: update the requirements for the student in terms of educational activities; creation of conditions for the emergence of an internal need for students to be included in learning activities; establish a thematic framework; clarify the type of lesson and outline the steps of learning activities.
Duration: 2 min.
Organizes the actualization of the requirements for the student from the side of educational activities.
The cheerful bell rang -
We are ready to start the lesson.
Let's listen, discuss
And help each other.
Good afternoon guys! You have three emoticons on the tables, choose the one that suits your mood.
How many smiles lit up. Thank you!
And this is my mood… I am ready to cooperate productively with you. Good luck!
INDIVIDUAL CARDS
Choose a smiley and show your mood.
Mastery of key concepts.
Communicative: the ability to listen and understand the speech of others, to be able to think aloud.
Cognitive: to be able to navigate in their system of knowledge: to distinguish the new from the already known with the help of a teacher.
On the board: sparrow, city, word, road
Which word from this chain do you think is superfluous? Why?
What do the words have in common sparrow, city, road
Word
Let's write a combination of ORO
The word has the following meaning: the exceptional ability of a person to express his thoughts and feelings publicly; the gift of speaking, communicating with intelligently combined sounds; verbal speech
Group work
Make up proverbs from separate parts
The wind of the mountain is not an arrow,
and sharper than arrows.
The word destroys
raises the word of the nations.
How do you understand these proverbs?
What had to be done to get proverbs?
Did the words match initially?
So, guys, have you already guessed what we will talk about today at the lesson?
(about words)
Right. Our focus is the WORD AND ITS LEXICAL MEANING.
The topic of our lesson: How words fit
-What is the main objective lesson?(watch how the words fit together)
Today in the lesson we will learn how to speak correctly and choose the right meaning of words.
-What is the purpose of the lesson?? (Learn to identify LZ words, expand your vocabulary.
Children listen to the poem.
(the teacher reads a poem by V. Shefner)
Many words on earth.... There are daily words, -
The blue of the spring sky shines through them.
There are night words that we talk about during the day
We remember with a smile and sweet shame.
Words can kill, words can save
In a word, you can lead the shelves behind you ...
In Russian there are words whose meaning we do not know. How can you know?
Today we will present ourselves as linguists .
If you are not sure
in his ability to analyze the lexical meaning of a word,
combine words correctly
use words correctly in speech
I invite you to take part
in the project "How Words Combine"
The wind destroys the mountains - the word of the people raises.
II. Statement of the educational task (problem situation, problem task)
Goals: to organize the updating of skills to work with dictionaries, to organize the implementation of the learning task by students.
Duration: 7 min.
It creates conditions for the emergence of an internal need for students to be included in educational activities.
Sets a thematic framework.
How to start our project?
One of the most painful topics is the pronunciation of certain words in Russian.
Remember how small children talk and think about why small children speak like this:
« bitches" "knock» "ulicioner" "mocress"
Match the owl to each other
croutons hammer policeman compress
Why do they say so?
Can children's words be called real words? Why?
Group work:
Kusariki-rusks - something that bites
Hammer-hammer - something that they beat
Street policeman standing on the street
Mocress compress - because it's wet
Conclusion: such words appear due to the fact that the meaning of the word is combined with an action close to the child.
Fixing bugs.
Listen to the poem, determine the topic, purpose, objectives of the lesson.
Compress-see multimedia aid-dictionary
Know what dictionaries exist, be able to work with them.
Be able to pronounce the sequence of actions in the lesson.
Be able to convert information from one form to another.
Be able to formulate your thoughts orally.
III. Solving a learning task (problem task)
Objectives: to organize the performance of independent work by students in a group;
organize self-examination and self-assessment;
organize the identification of the place and cause of difficulties, work on errors.
Duration: 10 min.
Dividing the class into groups;
definition of tasks for each group;
organizes work with the directory.
Is it possible to explain the meaning of the word, knowing what parts it consists of and what meaning these parts have, write it down according to the model.
What words caused difficulty?
IV. Primary fastening
Purpose of the stage: pronunciation and consolidation of new knowledge; identify gaps in the primary comprehension of the studied material, misconceptions of students; make a correction
20 minutes.
Organization of work with the textbook,
Organization of work in pairs and groups,
Exercise number 1 page 15-in pairs in rows
1 option-snowdrop, candlestick
2 option - boletus, boletus
3 option - spruce forest, blueberry
What can you say about the way these words are formed? Make up a sentence with one of the words. Write it down. And who can come up with one such word for our project?
Blueberries, aspen, strawberries
Conclusion: not always the interpretation, the words derived from the composition coincide with the explanations in explanatory dictionary
Working with textbook material
Candlestick-candle stand
spruce-spruce forest
Blueberry - blue wild berry
Consolidation of the ability to use the main stylistic resources of the vocabulary of the Russian language, knowledge of scientific terminology, key concepts.
V. Repetition of the studied material
Group work.
Let's see how you learned the material of the lesson. I suggest you work in pairs.
You have a worksheet on your desk. Read it carefully and get to work. (Slide 17)
Exercise.
1. Connect the meaning and the word.
2. To do this, from the card of words, select a card with a word according to its lexical meaning.
Table
Beginning to grow old, middle-aged - (what?) ...
Loving to work, diligent - (what?) ...
Live for a while at someone's house - (what to do?) ...
Roll over your head - (what to do?) ...
Card with words
elderly
lazy
tumble
jump
indulge
hardworking
cheerful
sullen
guest
Examination
Group report plan No. 1
1. Our group connected cards with words
with their lexical meaning.
2. Here's what we got (read pairs of meanings and words).
3. We formulated the conclusion:
By value, you can ____________________________
Work in pairs:
Page 15 №2
My dad knows (Greek, Greek)
The new apartment is spacious and bright (living room, hotel)
Mom bought my favorite (plum, cream) ice cream.
I love to watch how it spins and shimmers (top, top cub)
Conclusion: words may or may not be combined with each other. It depends on whether there is something in common between the values, something that unites them.
Multimedia check
Words similar in sound but different in meaning - paronyms
In which country is Greek spoken? What do you know about this country? (Olympic Games, 21 Winter Games are held in Vancouver)
Work in groups on cards.
Group1.
Choose the words that make sense
Check +
turn on
Bonfire
Television
a candle
Solve the anagram:kshloa
What word came out? Can we define the meaning of this word? What will help us in this?
Explain the lexical meaning of the word school in your own words.
Differentiated job
A basic level of-
Choose words that go with the word school.
Elevated level-
Write in notebooks all association words associated with the word "school" individually (cluster).
Discuss what was written in groups and supplement the notes with another paste.
Drawing up a common cluster on the board with commenting on the spelling and lexical meaning of individual words.
school
building experience direction exercise
Textbook p.17-etymological reference to the word school
1. An educational institution, as well as the building of such an institution.Average w. Musical
2. Learning achieved in something. experience, as well as what gives such training, experience.This actor has a good school
3. Direction in the field of science, art.
Create your own school in science.
4. The system of compulsory exercises (in figure skating and some other sports).
To be the best both in school and in the free program.
Schoolboy-see. Russian language dictionary p.267
V. Reflection of activity (the result of the lesson), house. exercise.
- 5 minutes
Fix the new content of the lesson;
To organize reflection and self-assessment by students of their own learning activities.
We are moving on to the last step.
So, so that knowledge is for the future,
Briefly review the lesson.
- What topic was studied in the lesson?
What was our goal? Did we get it? Okay, so the goal of the lesson is achieved.
To do this, I suggest you make a snowman from snowflakes.
1com-lowest-basis-you understand everything and can use your knowledge in the future.
2 com - it was difficult, you understood everything, but the teacher's help is still needed in the work
3 com - there are questions, not everything is clear
I also liked it today, it was easy to work because you were attentive and active.
Homework.
Level 1-Page 18 exercise 1
Level 2 - page 17#4
Level 3 - p.16 No. 3
How you pronounce any word affects the attitude of others around you. I wish that every word you say brings joy. Thanks for the lesson!
cinquain
Word
kind, good
pierces, heals, teaches
The word is not an arrow, but sharper than an arrow.
vocabulary
Assess activities in the classroom.
Be able to pronounce the sequence of actions in the lesson;
To be able to assess the correctness of the performance of an action at the level of an adequate retrospective assessment;
The ability for self-esteem.
Reflection of methods and conditions of action; control and evaluation of the process and results of activities (P)
Self-esteem; adequate understanding of the reasons for success or failure in UD; following the behavior of moral standards and ethical requirements (L)
Expressing one's thoughts fully and accurately; formulating and arguing one's opinion, taking into account different opinions (K)
Self-analysis of the Russian language lesson
Theme of the lesson: "How Slovaks combine."
Educational:
1. Observe the compatibility of words.
Developing:
1. Develop spelling vigilance, develop the ability to draw conclusions, conclusions
Educators:
To educate the activity of students, the ability to express themselves and listen to others.
Planned educational outcomes
subject
Metasubject
Personal
Mastering the main stylistic resources of the Russian vocabulary, mastering scientific terminology, key concepts.
Regulatory: The ability to set new educational goals and objectives, plan their implementation, monitor and evaluate their actions, both in terms of the result and the method of action, and make appropriate adjustments to their implementation.
Cognitive: practical mastering of the methods of cognition, the use of general educational skills.
Communicative: Ability to work in a group. Practical mastering of the moral, ethical and psychological principles of communication and cooperation, gaining experience in the use of speech means to regulate mental activity, the use of words in accordance with the lexical meaning.
Practical mastering of the methods of cognition, the use of general educational skills.
Lesson on the topic “How words combine” in the system of lessons on the topic (section) “How our language works” according to the teaching materials “Primary school of the 21st century”
This lesson corresponds to the calendar-thematic planning. The lesson used technologies of student-centered learning, developmental learning, information and communication, learning in collaboration, health-saving technology.
The following teaching methods were used in the lesson:
1. Partial search - knowledge was not offered to students in a ready-made form, they had to be obtained independently, students under my guidance independently reasoned, solved emerging cognitive problems, analyzed, generalized, drew conclusions, thereby forming conscious solid knowledge. The problematic and creative nature of cognitive activity prevailed (text analysis, composition of the end of the text).
2.Method of generating ideas - Students express their ideas for solving the problem.
Teaching technologies:
1. ICT - presentation, listening to music, a tour of the class site, watching a video.
2. Problematic dialogue - brainstorming, work in groups and pairs.
3.Game technology - role-playing game, puzzle game.
Using a physical minute as an element of the lesson, I used health-saving technology.
Work with cards for group work was partly exploratory in nature.
In my opinion, the time allotted for all stages of the lesson was distributed rationally, the pace of the lesson was maintained throughout the activity. All stages of the lesson were interconnected and worked towards the main goal.
All didactic material was prepared based on the objectives of the lesson and the age characteristics of the students. Work with didactic material and TCO was aimed at achieving the set goals.
During the lesson, such basic competencies as
Communicative and informational (the ability to understand the text, express a judgment, answer the question, work with information),
the ability to work in a team to achieve the set goal,
personal (reflection of one's own activity, self-assessment)
The following equipment was used: a computer presentation, a multimedia manual, tasks for working in groups, in pairs, individual work, a textbook, a workbook on a printed basis.
The goal of the lesson is:
1. Observe the compatibility of words.
2. Analyze the lexical meaning of words.
3. Expand the students' concept of the lexical meaning of the word.
Stage 1 -Organizing time with the aim of a positive attitude to the lesson and the formation of cognitive interest in new material.
Stage 2 – preparing students for active and conscious assimilation of educational material in order to form interest and motivation for the lesson, the desire for cooperation and joint activities. The stage was carried out through the performance of the task and thematic questions.
Stage 3 – setting a cognitive task, for the purpose of self-determination by students of the topic and the main tasks of the lesson, the ability to accept and maintain the learning task. This stage was carried out through the use of problematic dialogue technology and game technology, the method of working in a group. The type of student activity was problematic. Work with explanatory dictionaries was used.
Stage 4- repetition and deepening of the topic . There were tasks of different types and levels of difficulty. Various forms of work were carried out: collective work, work in pairs and groups. The type of students' activity was problematic, productive and creative.
Stage 5 - consolidation and control of acquired knowledge carried out through individual work on cards, work in pairs. The type of activity is problematic, productive and creative. ICT, problem and game technologies, technology based on the creation of a learning situation and critical thinking technology were used.
stage 6 – debriefing and reflection through a creative task (Sinquain), self-assessment, and watching a video about friendship.
At the beginning of the lesson, motivation was created for the upcoming activities by students in the form of a poem. Thus, the interest was awakened in the children, a desire arose to master new universal educational activities, to advance in development.
The stage of updating knowledge included vocabulary work, individual activities, which helped to bring children to get acquainted with a new topic. At this stage, it was possible to involve all students in the work. Informative and entertaining material was used here, frontal work with the class took place, where knowledge about the word and its lexical meaning was summarized.
The main stage - work on the topic of the lesson, contained a large independent activity of students. The new material began with a problematic issue, and the students joined in the search work in groups. Here the methods of developmental education were used: partially exploratory, problematic, which made it possible to activate the cognitive activity of children. The class works at a fast pace, at a fairly high level of complexity. Children enthusiastically discuss tasks in groups, draw conclusions, conclusions. Types of activities used at this stage: independent work on the textbook and independent work in groups.
A special aspect of the lesson had a health-saving effect: I tried to create a situation of psychological comfort for children, when each student is successful in his opinion, he is not afraid to speak out.
At the end of the lesson, a summary was made and reflection was carried out. This work is carried out in the system, children are able to express their opinion about the lesson. The children clearly showed the level of assimilation of new material through the implementation of various tasks.
The structure of the lesson is fully consistent with the logic of the declared type of lesson. The selected content, equipment, organization of active mental activity of students at all stages of the lesson contributed to the achievement of the educational goals of the lesson, stimulated the cognitive interest of students in the subject. The use of the presentation made it possible not only to effectively and usefully use the time in the lesson, but also to instill a love for the subject, made it possible for children to holistically perceive new material, to build a visual range of what is perceived.
Time is appropriately distributed according to the stages of the lesson. At the lesson, the “social interaction” component was implemented, i.e. each student was given the opportunity to demonstrate their knowledge, skills in practical activities and receive the approval of the teacher and classmates. This component helped the children to constantly be in the process of mental activity, which favorably affects the development of students.
At the beginning of the lesson, a problem situation was created, for the solution of which it was necessary to discover new knowledge. Children skillfully brought out the topic of the lesson and correctly set the goal for further work. All work was aimed at achieving the set goal. At the end of the lesson, the students concluded that the stated goal was achieved.
Evaluation was carried out throughout the lesson. Methods of self-examination and mutual evaluation were used. This suggests that the children are friendly to each other and are able to seriously evaluate the work of a friend.
Students work a lot on their own, which indicates a good degree of practical orientation of training. There is a trusting atmosphere of cooperation in joint work. I believe that properly organized and systematic work not only strengthens the knowledge of students acquired in the classroom, but also broadens their horizons, develops the informational competence of the student, and forms research skills. For this, an expedient combination of collective, group, individual forms of organizing activities in the lesson is used. I try to be tolerant, humane to each of my students, to put even the most insecure student in a situation of success. I assess the level of independent thinking of schoolchildren, their cognitive activity, the level of assimilation and primary consolidation of new material as good.
The selected content of the lesson, equipment, organization of active mental activity of students at all stages of the lesson contributed to the achievement of educational goals, the development of universal competencies, the ability to analyze and evaluate information, draw independent conclusions, defend their own opinion.
An indicator of the effectiveness of assimilation of new knowledge was the active cognitive activity of students throughout the lesson. I believe that the cognitive, developmental and educational aspects of the objectives of the lesson have been achieved.
Homework was issued at the end of the lesson and directed to subsequent work to consolidate the studied topic, differentiated. Reflection done.
In my opinion, the lesson was successful, interesting and fruitful. All the goals and objectives set by me have been achieved.
The ancient Hellenes, as we know, passed anecdotes from mouth to mouth. Their anecdotes were not only instructive and funny, but also expressed the Greek spirit in the most cheerful form and image. They are not written down in a specific text, but scattered in the writings of Plutarch, in the biographies of Diogenes, in the jokes of Hierocles, and so on. So, the Ancient Greeks tried even in serious things and events to find the funny that accompanied them. Here are some of them, which were collected bit by bit by Greek scientists and linguists:
Philosopher Falis ( Φαλής ) told his friends that death is no different from life. One of them asked him, "If that's the case, then why don't you prefer death?" Then the philosopher answered: "Just because it does not differ from life!"
Once, when an Athenian complained that life was bad, the cynical Diogenes ( Διογένης ) answered him: “Life is not bad. Bad bad life."
One chatty barber asked the king of Macedonia Archelaos ( Αρχέλαος ): “How do you want me to cut your hair?” Archelaos replied: "Silence."
In Themistocles (Θεμιστοκλής ) was asked: “Who would you like to be: Achilles ( Αχιλλέας) or Homer (Όμηρος ) ? Themistocles replied: "What would you like to be: the winner of the Olympic Games or the one who names the winners?"
Demosthenes (Δημοσθένης ) caught a thief who wanted to rob him. The thief tried to justify himself: “I didn’t know that it belonged to you ...” To which Demosthenes replied: “Nevertheless, you knew very well that it didn’t belong to you either!”
One evil man wanted to protect his house from everything bad. So, he nailed a sign to the front door, on which it was written: "So that the bad does not enter this house." Diogenes, reading the tablet, remarked: “And from where will the master of the house himself enter?”
When Diogenes saw that the state treasurers had caught a thief for stealing one bottle, he said: "The big thieves caught the little one."
Aristide (Αριστείδης) and Themistocles (Θεμιστοκλής ), two political rivals, were sent as ambassadors to another kingdom. At the border, Aristides said to Themistocles: “Let's leave our enmity at the borders of our country? And if you consider it necessary, then we will continue it as soon as we return to our homeland.
Diogenes went to Plato's house and began to trample on the expensive carpet laid on the floor with dirty feet, saying: "I trample on Plato's arrogance!" Then Plato asked him: “Is not what you are doing now arrogance?”
One day PhilipΦίλιππος ), the king of Macedonia, quarreled with his wife Olympias ( Ολυμπιάδα ). So, the parents of Alexander the Great did not notice the envoy from Corinth, Dimaratos, who entered. To the question of King Philip "Is it calm in Athens?" the envoy replied: "You are more interested in the tranquility in Athens, while at home there is no tranquility."
Diogenes noticed that a little boy was drinking water from a spring, holding out his palm. Then the philosopher threw away his glass, saying: "This little fellow has defeated me in simplicity."
Aristotle was asked: "What do those who lie get?" The philosopher replied: "The fact that no one believes them even when they tell the truth."
The son of one hetaera threw stones at passers-by. Diogenes told him: "Be careful, maybe among those whom you fall into will be your father, whom you do not know."
Diogenes was asked how parents and children should behave among themselves. He replied: “So that some do not wait for others to ask for something, and others do not offer anything first until they are asked.”
Alexander the Great ( Μέγας Αλέξανδρος ) sent Phocion ( Φωκίωνας ) 100 talents (coins). An Athenian politician asked: "Why did Alexander choose me among all the Athenians and give me so much money?" The messengers replied: "Because he considers you an honest person." Phocion refused to accept the money, saying: "So, and I will have the opportunity to consider myself honest."
Once Diogenes begged for mercy from the statue. When asked why he does this, he replied: "I practice so as not to be disappointed by the insensitivity of people."
When the king of Macedonia Philip was at the Olympic Games, the inhabitants of the Peloponnese, despite the fact that they were in his favor, booed him. The king's friends advised Philip to punish the inhabitants, but the king said: "If they are in my favor and react like that, imagine what they will do if I harm them?"
When Diogenes saw one clumsy archer, he stood near the target and said: “This is the only place where he won't go."
Once at Empedocles ( Εμπεδοκλής ) was asked why he reacts this way when he is scolded. The philosopher replied: “If I do not resent when I am scolded, how can I rejoice when I am praised?”
The Athenians heard Diogenes shouting: “People! People! Come here!” and they ran to him. When a crowd gathered around the elder, he grabbed a stick and began to shout: “I called people, not evil spirits!”
Asked Dionysius Διονύσης ), why his father was able, being a simple citizen, to take power into his own hands, and he himself, his son, lost it. Dionysius replied: "My father did it when democracy was hated, and I lost it when tyranny was ruled by envy."
Diogenes was returning from the Olympic Games. He was asked: "Were there many people at the games?" Diogenes replied: "There were many people, few people."
Epaminondas (Επαμεινώνδας ), seeing an army that did not have a good leader, said: “A big beast without a head!”
At Aristides (Αριστείδης ), who was in exile, was asked what worries him the most. “Bad authority of my homeland. Everyone speaks badly about her because I was sent into exile.
One bald man scolded Diogenes. The philosopher turned and replied: “I will not swear at you, but praise your hair for getting rid of such a brainless head!”
One of the Athenian aristocrats constantly reminded Socrates of his low origin. Once a philosopher answered him: "If I should be ashamed of my humble ancestors, then your noble ancestors should be ashamed of you, such an unworthy descendant."
Once Diogenes was told: "Your fellow citizens have condemned you and are sending you into exile." The philosopher replied: "It was I who condemned them, so that they should live where they live."
Diogenes, seeing that one of the Athenians showed that he was in love with a rich old woman, said: "He clung to her not only with his eyes, but also with his teeth."
Once Diogenes saw a woman who, praying, bent down very strongly in front of the statue of the gods. Then Diogenes approached her and said: “You don’t have to bend down there much, otherwise God will come at some point, stand behind you and ... see ugly things.”
Some praised the man who helped Diogenes. The philosopher himself was indignant; "Why don't you praise me for doing him the honor of accepting help?"
Diogenes was lying and basking in the sun, when Alexander the Great approached him and said: “Diogenes, ask me for everything you want!” The philosopher replied: "I want you to step aside, because your shadow is blocking my sun."
A parent came to Aristippus with a request to enroll his son as a student. The philosopher asked for 500 drachmas for this. My father found this amount to be very large. “Yes, I’ll buy an animal for that kind of money!” “Buy,” said Aristippus, “then you will have two.”
Aristotle was told that someone had scolded him severely. To this, the philosopher calmly replied: “I don’t care at all. When I am absent, they can beat me with whips!”
Diogenes saw that Demosthenes was eating at a cheap tavern. As soon as Demosthenes saw him, he got up out of shame and began to retreat back into the depths of the tavern. And Diogenes shouted to him: "The farther you retreat, the more you go into the depths of the tavern."
Aristippus was told that his wife, Laida, did not love him, but only pretended to. He replied: "It's okay, and wine and fish don't like me, but that doesn't stop me from enjoying them."
Diogenes entered the classroom of one teacher and saw many paintings and statues of the Muses, but few students, and remarked: “If you count the Muses, then you have many students!”
In front of Agisom, the judges of the Olympic Games were praised. He could not stand it and was indignant: "Well, what's surprising is that once every four years they are fair!"
Some close associates of King Philip of Macedonia tried to convince him of the expulsion from the kingdom of a resident who always spoke badly of him. “Are you out of your mind! Philip shouted. “Do you want me to send him to other places so that he scolds me there, where they don’t know me?”
Diogenes asked Socrates what is better for a man to do - marry or remain a bachelor? Socrates replied: "In both cases, he will regret what he did."
In ancient Greek anecdotes, we see both historical figures and ordinary Hellenes, but the common thread in them is the humor of the ancient Greeks, figurative speech, erudition and genius. The Greeks are sharp-tongued, but they never lose pride, honor and their principles. All the charm, all the salt of their questions and answers is so concise, simple and ambiguous at the same time that there is nothing left but to bow before this mind.