Lesson 1 . REVIEW OF LEARNED ABOUT THE OFFER
Goals: students repeat and summarize the essential features of the sentence; observe the role of the sentence in speech.
During the classes
I. Organizational moment.
III. Calligraphic minute.
IV. Vocabulary and spelling work.
- In the 4th grade, we continue to get acquainted with words with unchecked spelling of letters. See what word you will learn today (the teacher puts up a card with a new word):
Card 1. Write text. Put punctuation marks, insert missing letters.
On the p..lyakh r..they work k..mbayny harvesting bread, there was a case and the r..byatam after the k..mbayna remain on the field k..l..ski. R..byatiski walk across the field k..l..juice to k..l..sku - there will be a big loaf of bread, thanks to the kids for their help.
Card 2. Write text. Insert missing letters. Place the appropriate signs at the end of the sentences.
By autumn, so many things have grown on the ground. Trucks are driving along the d..horns with a yellow potato, with a red m..rkov, with a white one. ..ki What else would os..no surprise people..
Card 3. Write off the text by putting the necessary signs at the end of the sentences. Indicate the type of sentence according to the purpose of the statement.
Why are you bored, dark forests
Fly away, birds, from snowstorms, blizzards
It's time for me to learn, it's time for you to go south
IV. Updating the basic knowledge about the proposal.
1. Repetition of what was learned about the proposal according to the scheme drawn up in the previous lesson.
2. Working with text written on the board.
September has come, how beautiful it is around and what colors the artist gave us - autumn let's go to the forest, to the park there we will find the answer
- Can you say that you have a text in front of you? Justify your answer.
- Find the boundaries of the sentences. What punctuation marks should be used and why?
Name the types of sentences according to the purpose of the statement.
- You said that both the first and second sentences are narrative. Why did they put different signs at the end of a sentence? (Because these sentences are pronounced with different intonation.)
– So, does the end sign of a sentence depend only on the purpose of the utterance, or also on intonation? (And from the purpose of the statement, and from intonation.)
What types of intonation sentences do you know?
- What punctuation marks can be at the end of a sentence, depending on the intonation and purpose of the statement?
– Compare your conclusion with the conclusion in the textbook (p. 6).
V. Working with the scheme.
- To the previously compiled scheme, we add types of sentences by intonation.
VI. Working with the textbook: exercises 5, 6, p. 5–6.
VII. Homework: exercise 7, p. 6; think about the question Why after completing the task.
VIII. Summary of the lesson.
Lesson 3 . MAIN AND SECONDARY
MEMBERS OF THE OFFER
Goals: students develop the ability to recognize main and secondary members in a sentence; parsing the offer.
During the classes
I. Organizational moment.
II. Presentation of the topic and objectives of the lesson.
– Look on page 8 for a new vocabulary word we will learn in the lesson.
- To write down the number 11, in the Old Russian language it was necessary to use three words at once: one on ten, which meant "one over ten." Over time, under the influence of pronunciation, this combination of words was transformed into one word. Can you now explain why this word needs to be written in two letters n ?
- Write the word in a notebook, mark the stress, underline unchecked spellings and make a sentence with this word.
IV. Checking homework for textbook questions(Ex. 7, p. 6).
Based on the answers of the children, a diagram is drawn up that summarizes the knowledge of students about the main members of the sentence:
(grammatical basis of the sentence)
subject predicate
who? what? what is he doing? (-yut)?
(noun) what is (s)?
(verb, adj.)
- We answered the question Pochemuchki about the main members of the proposal?
“Are there no other words in sentences besides the subject and the predicate?” (There is.)
- What are these words called? What are they needed for?
V. Observation (the presence of main and secondary members in sentences). Exercise 8, p. 6–7.
What were the sentences in the second text? ( Consisted only of the main members of the proposal.)
Do you remember what these sentences are called? (Uncommon.)
What can you say about the sentences in the first text? Why? (Common, since, in addition to the main ones, they also have secondary members.)
VI. Drawing up a diagram.
VII. Exercise in the distribution of proposals.
- Read the text. What can you say about it? (Inexpressive, as it consists only of uncommon sentences.)
– What does the text say? How can you name it?
- Write the text in a notebook, spreading the sentences. Underline the grammatical basis of the sentences.
The sky frowns. The wind roars. The clouds are moving. A thunderstorm starts. Rumors are heard. Drops fell. Rain poured down.
VIII. Independent work.
Make up sentences from these words. Title the text. Underline the grammar in each sentence.
Lived, in the summer, brothers, an apiary, on.
They helped, with bees, grandfather, for, they, to look after.
Boys, from, carried, streams, water.
Together, with, collected, honey, grandfather, fragrant.
We studied bees, habits, guys.
In autumn, they cooked, grandchildren, bees, with, wintering, grandfather, k.
IX. Generalization(on the questions of exercise 9).
X. Homework: exercise 10, p. eight.
XI. Summary of the lesson.
Lesson 4 . CONNECTION OF WORDS IN A SENTENCE.
PHRASE
Goals: students generalize knowledge about the phrase; develop the ability to highlight them in a sentence; make sentences based on these phrases.
During the classes
I. Organizational moment.
II. Calligraphic minute.
III. Vocabulary and spelling work.
On the board (or on demonstration cards) the words are written:
b..cut, wheat..nitsa, k..potato, z..mlyanika, p..midor, ..weight, m..lina, ..sina.
- Read the words. What can you say about them? (Words with unchecked letters from the dictionary.)
- What groups can be distinguished from all these words? (Answer options: birch and aspen - trees; wheat and oats are cereals; potatoes and tomatoes are vegetables; strawberries and raspberries are berries.) Perhaps the children will divide the words into groups, guided by their spellings: with an unstressed vowel e(birch, wheat, potatoes, strawberries), with an unstressed vowel about(aspen, oats, tomato), with an unstressed vowel a(potatoes, raspberries). In this case the word potato will fall into two groups, as it has two unstressed vowels.
How can you call all these words in one word? (Plants.)
- Write the words in a notebook, inserting the missing letters, indicating the stress.
For individual tasks, you can use cards for lesson 2.
IV. Actualization of basic knowledge about the phrase.
- Choose the appropriate adjectives for the word Birch which we have just recorded. (in tall birch, white birch, curly birch, young birch, etc.)
– What did you get? (Phrases.)
What do you know about phrases? (They are part of a sentence, consist of two words - main and dependent.)
- Determine the main and dependent word in each of the named phrases. How do we ask a question? (From the main word to the dependent.)
V. Repetition.
1. The word of the teacher.
- Today we are working on phrases: we select them from a sentence, make sentences based on these phrases, establish a connection between words in a sentence.
2. Work with the textbook.
1) Pochemuchki’s question: “How are the words in the sentence related to each other?”
2) Comparison of students' answers with the conclusion in the textbook (p. 8).
3) Exercise in parsing sentences and highlighting phrases (exercise 11, p. 8).
VII. Compiling a story based on key word combinations.
Under the roots of an old tree, a fox hole, born in the spring, blind little foxes, carefully cared for, warmed them, cut through soon, loved to play, frolicked merrily, basked in the sun, carefully watched, caring mother.
- What will your story be about? (About the fox and her cubs.)
- What helped you to know this? (Heading and supporting phrases.)
Orally name the main and dependent word in each phrase.
- Write down the text. If you see fit, change the title of the story. Make a written analysis of any proposal.
VIII. Homework: exercise 12, p. 9.
IX. Summary of the lesson.
Lesson 5 . TEXT. TYPES OF TEXTS
Goals: students clarify their ideas about the text, its structure; compare different types of texts.
During the classes
I. Organizational moment.
II. staging problematic issue and the formulation of the topic of the lesson by the students.
1. Statement of a problem question.
- Before you guys, two records. Read them. What interesting things have you noticed and what can you say?
1) The whale is a huge mammal. A mammal is an animal that feeds its young with its milk. Milk is a useful product. Many foods need to be refrigerated or they will spoil. In case of food poisoning, consult a doctor.
2) The largest animal in the world is the whale. He is huge, but his throat is small. The whale's mouth seems to be blocked by many horn plates with a fringe along the edges - a whalebone. The whale will pick up a full mouth of water, then strain it through its mustache. The water will pour out, but the crustaceans and small fish will remain. The whale, although it lives in the water, is not a fish at all, but a beast - a mammal. And whales, like all animals, breathe air.
– Can you agree with the statement that you have two texts in front of you? Why? Justify your answer. (The text is only the second entry, since the sentences there are related in meaning and have general theme.)
2. Formulating the topic of the lesson.
- Now think about what we will do in the lesson today, and try to formulate the topic of the lesson yourself.
– Now compare your assumptions with the questions Why Little Girl on p. ten.
III. Actualization and generalization of students' knowledge about the text.
1. Repetition of what has been learned about the text.
– So, we repeat what we already know about the text. You have already mentioned that the sentences in the text are connected in meaning and have a common theme. Can the text consist of one sentence? Why? How many sentences must there be to be considered text? (Two or more.)
2. Drawing up a diagram.
Let's try to make a diagram in which we will reflect our information about the text.
3. Work with the textbook.
– Compare your conclusions with the rules in the textbook (p. 10).
4. Performing exercise 13, p. ten.
IV. Comparison of texts of various types.
1. Independent reading by students of texts from exercises 14, 15, 16.
Pedagogical goal | Create conditions for determining the grammatical features of nouns, adjectives, pronouns; parsing sentences by members of a sentence, syntactic analysis of a sentence |
Lesson type | Control of knowledge and methods of action / solution of a particular problem |
Planned results (subject) | Determine the grammatical features of nouns, adjectives, pronouns; perform parsing of sentences by members of the sentence, syntactic analysis of the sentence |
Personal results | Evaluate their own educational activities: their achievements, independence, initiative, responsibility, the reason for failures |
Universal learning activities (metasubject) | Cognitive: recall from memory the information necessary to solve the educational problem. Regulatory: plan the solution of the educational problem: build a sequence of necessary operations (algorithm of actions); analyze emotional states, obtained from successful (unsuccessful) activities, evaluate their impact on a person's mood |
Main | Grammatical signs of nouns, adjectives, pronouns. Analysis of proposals by members of the proposal. Parsing a sentence |
Lesson script
Lesson stages | Forms, methods, methodical tricks | Teacher activity | Student activities | The form control |
|
Implemented actions | Formed skills |
||||
I. Motivation to learning activities (Organizing time) | Frontal. Verbal. teacher's word | Greets students. I love it when we meet We are friends and relatives "Good morning", "Good evening", "Good night" we say. A. Yashin - Check readiness to the lesson | Welcome teachers. Organize your workplace | Show willingness to work in class | |
II. Calligraphy | Individual. Practical. Letter | ear charcoal angle | Execute a letter according to the model | Develop calligraphy | Correct writing |
III. Statement of the learning task | Frontal. Verbal. Teacher's message | Informs the topic of the lesson, formulates learning task | Listen to teachers | Accept the learning task formulated by the teacher | |
IV. Control of knowledge and methods of action | Individual. Practical. Test | Comments on assignments control work organizes their implementation (see Attachment) | Perform test tasks | Evaluate the result of work, determine what has already been learned and what is still to be learned, are aware of the quality and level of assimilation | Test |
V. Reflection of educational activity in the lesson (total) | Frontal. Verbal. Conversation | What was the task before us? - Did you manage to solve it? - Who did the job? Who was having trouble? Why? | Answer questions | openly comprehend | Questions session. Self-regulation |
Option 1
1. Write out all the adjectives from the sentence and indicate their number, gender, case.
2. Perform a morphological analysis of the selected noun.The arrival of the first migratory birds begins with rooks.
3. Read the text. Write the pronouns in the form of the 2nd and 3rd person plural.
LEAVES AND ROOTS
Leaves said:
The last ray of the sun illuminated the tops of the oaks.
We saw a zebra and an elephant in the zoo.
(Incentive, non-exclamatory, grammatical basissaw a zebra and an elephant,widespread, there are homogeneous members.)
6 (optional). Write down sentences in which the subject is expressed by a noun.
Option 2
1. Write out a quality adjective from the sentence and make its morphological analysis.The spring sky shone blue through the thin net of bare birch branches.
2. Perform a morphological analysis of the selected word.The swallow built a nest under barn roof.
3. Read the text. Find and write down all the pronouns in the form of the 1st person plural.
LEAVES AND ROOTS
Leaves said:
- How green and beautiful we are. We provide shade. People rest under our shade. Birds are flying to us. They sing and make nests. And the roots said to the leaves:
You will dry up in autumn. In the spring, new leaves will grow in your place. And without us there will be no whole tree, and there will be no you, the leaves.
4. Break down the proposal by members.A large porcini mushroom was hiding under a spruce.
5. Check the characteristics of the offer. If there are errors, correct them in writing.Our basket contained orange carrots, yellow turnips, and red beets.
(Narrative, exclamatory, grammatical basislay carrots, turnips, beets,non-spread, there are homogeneous members.)
6 (optional). Write down sentences in which the subject is expressed by a pronoun.
You invited us to visit. A wild duck brought little ducklings out of the sedge. We are going to the forest on vacation. There was frost on the trees.
M.: 2014. - 341 p.
The manual is included in a new series of lesson developments "LESSONS OF EDUCATION", addressed to teachers educational institutions and Methodists. The manual provides a methodology for teaching the Russian language in the 4th grade using the teaching materials of the "School of Russia" system in accordance with the provisions of the Federal State Educational Standard. The material is organized in the form of technological maps of lessons, which allows you to show the activities of the teacher in achieving the planned results by students - personal, subject, meta-subject - and in the formation of universal learning activities. The peculiarity of these manuals is that: - the material is structured according to the stages and types of educational activities of students and teachers; - interdisciplinary connections are disclosed on a specific material; - developed a toolkit for assessing the achievements of each student.
Format: pdf
The size: 5.7 MB
Watch, download:drive.google
CONTENT
Introduction 3
Lesson #1 6
Lesson #2 8
Lesson #3 10
Lesson #4 12
Lesson #5 14
Lesson #6 16
Lesson #7 18
Lesson #8 20
Lesson #9 22
Lesson #10 24
Lesson #11 26
Lesson #12 28
Lesson #13 30
Lesson #14 32
Lesson #15 34
Lesson #16 36
Lesson #17 38
Lesson #18 40
Lesson #19 42
Lesson #20 44
Lesson #21 46
Lesson #22 48
Lesson #23 50
Lesson #24 52
Lesson #25 54
Lesson #26 56
Lesson #27 58
Lesson #28 60
Lesson #29 62
Lesson #30 64
Lesson #31 66
Lesson #32 68
Lesson #33 70
Lesson #34 72
Lesson #35 74
Lesson #36 76
Lesson #37 78
Lesson #38 80
Lesson #39 82
Lesson #40 84
Lesson #41 86
Lesson #42 88
Lesson #43 90
Lesson #44 92
Lesson #45 94
Lesson #46 96
Lesson #47 98
Lesson #48 100
Lesson #49 102
Lesson #50 104
Lesson #51 106
Lesson #52 108
Lesson #53 PO
Lesson #54 112
Lesson #55 114
Lesson #56 116
Lesson #57 118
Lesson #58 120
Lesson #59 122
Lesson #60 124
Lesson #61 126
Lesson #62 128
Lesson #63 130
Lesson #64 132
Lesson #65 134
Lesson #66 136
Lesson #67 138
Lesson #68 140
Lesson #69 142
Lesson #70 144
Lesson #71 146
Lesson #72 148
Lesson #73 150
Lesson #74 152
Lesson #75 154
Lesson #76 156
Lesson #77 158
Lesson #78 160
Lesson #79 162
Lesson #80 164
Lesson #81 166
Lesson #82 168
Lesson #83 170
Lesson #84 172
Lesson #85 174
Lesson #86 176
Lesson #87 178
Lesson #88 180
Lesson #89 182
Lesson #90 184
Lesson #91 186
Lesson #92 188
Lesson #93 190
Lesson #94 192
Lesson #95 194
Lesson #96 196
Lesson #97 198
Lesson #98 200
Lesson #99 202
Lesson #100 204
Lesson #101 206
Lesson #102 208
Lesson #103 210
Lesson #104 212
Lesson #105 214
Lesson #106 216
Lesson #107 218
Lesson #108 220
Lesson #109 222
Lesson #PO 224
Lesson #111 226
Lesson #112 228
Lesson #230
Lesson # 114 232
Lesson # 115 234
Lesson # 116 236
Lesson # 117 238
Lesson No. 118 240
Lesson # 119 242
Lesson # 120 244
Lesson # 121 246
Lesson # 122 248
Lesson No. 123 250
Lesson # 124 252
Lesson # 125 254
Lesson # 126 256
Lesson # 127 258
Lesson No. 128 260
Lesson # 129 262
Lesson No. 130 264
Lesson # 131 266
Lesson # 132 268
Lesson No. 133 270
Lesson # 134 272
Lesson No. 135 274
Lesson # 136 276
Lesson # 137 278
Lesson No. 138 280
Lesson # 139 282
Lesson #140 284
Lesson # 141 286
Lesson No. 142 288
Lesson No. 143 290
Lesson #144 292
Lesson No. 145 294
Lesson No. 146 296
Lesson # 147 298
Lesson No. 148 300
Lesson No. 149 302
Lesson No. 150 304
Lesson No. 151 306
Lesson No. 152 308
Lesson No. 153 310
Lesson No. 154 312
Lesson No. 155 314
Lesson No. 156 316
Lesson No. 157 318
Lesson No. 158 320
Lessons #159-160 322
Lesson # 161 324
Lessons #162-163 326
Lessons #164-165 328
Lessons #166-167 330
Lessons #168-169 332
Lessons #170 334
References 336
Technological maps of lessons (TKU) for the 4th grade complete a series of lesson developments "LESSONS OF EDUCATION", addressed to teachers of primary general education. A teacher who worked with the use of TCU in grades 1-3 is well aware of this teaching aid as a useful, convenient, effective tool that allows you to design a lesson in accordance with the requirements of the second generation of the Federal State Educational Standard. Lesson developments in the form of TCU for the 4th grade have a number of significant differences from the previous ones, due to the fact that the 4th grade is the last link elementary school and, in fact, the threshold of the main school. Fourth graders have a significant amount of knowledge, skills and abilities, so the form of presentation of theoretical material in this manual is more complex. Now the teacher can offer not a description of concepts, but their definition, which is reflected in the technological maps. The algorithm for performing educational actions of a theoretical and practical plan is also complicated based on the age characteristics of students. The TCU for the 4th grade reflects the increased share of children's independence in completing tasks individually, in pairs and in groups. The system of the proposed exercises still implements the “from simple to complex” method, but is accompanied by such mental operations as analysis, synthesis, reflection, leading to logical conclusion, search for cause-and-effect relationships.
As you know, the priority direction of the UM K of the "School of Russia" system is training in project activities, therefore, in technological maps, one of the mandatory types of lesson is a lesson project. The manual contains a sufficient number of lesson-projects with a detailed description of the stages: pre-project research, work individually, in pairs and in a group, preparing a project presentation, making a presentation, collective summing up, designing exhibitions, maintaining My Achievements folders, etc. Children , who were trained according to technological maps, come to the main school with a well-developed project activity skill.
Lesson #1
Topic: Language is a means of communication. Generalization of information about the word, sentence, text.
Target:
Tasks:
to give a concept: language as a means of communication to introduce the textbook and its structure; to give an idea of the leading role of language as a means of communication and acquiring knowledge in the life of society, a person.
development spelling vigilance students, expanding the vocabulary of students.
in teaching students the ability to see beauty in the world around them, accuracy, discipline.
During the classes
Organizing time.
A moment of cleansing.
You can see the diamond in the mud.
Word
Alphabet
Learning to read and write is always useful.
Setting goals and objectives.
Lesson topic.
Review conversation: what sections are you familiar with?
Problem statement: what is language? What does it serve?
“Have you thought about the question, what is language? One person speaks, the other listens and understands him. You read a book and also understand what is written in it. With the help of words (orally or in writing, you can express your thoughts, feelings. And all this happens thanks to LANGUAGE" .
People have always needed some kind of language to tell each other about important and not quite important events. You say: "Are we leaving the ball?" Your friend hears and understands: you want to play volleyball. Words are like strings between you. You can, of course, invite a friend to play volleyball without opening your mouth. Just pretend that you serve and hit the ball, and he will understand. Only signs, gestures - not a word is said aloud - and still it is a language. And if you wrote a note to a friend, this is also a language. But the main thing in communication between people is still the word.
Game "Five words"
FORK
Bicycle needle boat cat watermelon
broom turkey lion whale profile
cotton wool game spoon glue pineapple
hair iris swan brush bus
bucket Irina lama mole diamond
Work on the polysemy of the word "language"
Commenting on the meaning of proverbs , revealing the meanings of a word language :
1. Who with the tongue, that and with the pie.
2. The tongue feeds the head.
3. Without tongue and German bell.
4. The tongue is sharper than the sword.
5. What's on the mind, then on the tongue.
How do you understand the meaning of proverbs? Why is "to speak the language" the same as "to be with the pie"? Why "language feeds the head"? Does the bell have a tongue?
In what situations do you think you can say these proverbs.
Recording proverbs from memory.
Textbook work.
Page 3-6
Summary of the lesson. Reflection.
Homework - c6 y12
Lesson #2
Topic: Suggestions according to the purpose of the statement and intonation.
Target: to promote the formation in children of ideas about the types of sentences, their emotional coloring; the ability to construct a way to parse a sentence when writing.
Tasks:
to promote the formation in children of ideas about the types of sentences, their emotional coloring; the ability to construct a way to parse a sentence when writing;
During the classes
Organizing time.
A moment of cleansing.
Ah
A A
a a
You can see the diamond in the mud.
Lesson topic.
Let's read the sentences and pay attention to how different they are here. Some report something, others ask, the third contains a request.
- Turtle, take me home!
- And where do you live?
- I live in an anthill.
Let's find a sentence that contains a question.
Find the sentence that contains the request.
Read a sentence that says something.
As you can see, the sentences differ in the purpose of the statement.
According to the purpose of the statement, three types of sentences are traditionally distinguished:narrative, interrogative and incentive.
What is the main purpose of declarative sentences?
The main purpose of narrative sentences: a message about certain phenomena of reality, the transfer of information to the interlocutor.
Nr: A storm is coming. Lightning flashes in the distance.
Give your examples of declarative sentences.…..
What punctuation marks are used at the end of declarative sentences?
Let's write a sentence:
My brother lives in Donetsk.
What is the sentence for the purpose of the statement? Why is this a declarative sentence?
Find and underlinemajor and minor members proposed
What is the main purpose of interrogative sentences?
Interrogative sentences are used to express a question.Nr: When will he arrive?
Give your examples of interrogative sentences.…..
What punctuation marks are used at the end of interrogative sentences?
Let's write a sentence:
When is your brother coming?
What is the sentence for the purpose of the statement?
Break down the wordwill arrive.
What is the main purpose of incentive offers?
The main purpose of incentive sentences is to incite to action the one to whom the speech is addressed.Nr: Bring me some Water.
Please provide examples of incentive sentences.…..
What punctuation marks are placed at the end of imperative sentences?
Let's write a sentence:Be sure to come.
Determine which part of speech each word in the sentence belongs to.
Conclude:
What are the suggestions for the purpose of the statement?
Group work:
Restore the deformed sentence, place punctuation marks, determine the type of sentence according to the purpose of the statement and intonation.
Textbook work.
Page6-8
Summary of the lesson. Reflection.
Homework - c8 y18
Lesson #3
Topic: Word composition.
Target: consolidate knowledge and develop skills on the topic "Word Composition", instill interest in mother tongue, develop speech learner, expanding vocabulary.
Tasks:
consolidate knowledge and develop skills on the topic "Word Composition", instill interest in the native language,
develop communication skills (build a monologue and dialogic statement, take into account different opinions and interests, justify one's own position); the ability to track the stages of the implementation of educational activities in the framework of solving a particular problem and to carry out educational interaction in various forms of work;
to promote the education in students of the need to improve their speech, the formation of self-esteem based on the criteriathe success of educational activities.
During the classes
Organizing time.
A moment of cleansing.
bb
B
b
Business before pleasure.
Lesson topic.
Crossword "Morphemes"
Teacher : From a distant country of the Dictionary, a telegram came from its inhabitants with a task, only by solving a crossword puzzle, you can find out the topic of today's lesson. A dispute ensued between the inhabitants of the country, let's hear what they are talking about.
I stand before the root and can form words.
And I can also form words, I just stand after the root.
And I will live without ending, remove it from me!
And I am the most important among you, not a single word can exist without me.
By the way, without me it is impossible to make a sentence out of words.
Vertically in the selected cells is the keyword, which is the topic of our today's lesson. (morphemes)
Generalization on the topic “Word Composition” is the topic of our lesson. Which of the concepts listed in the crossword puzzle cannot be called a morpheme? (A stem, because it can be made up of one or more morphemes.) What is a morpheme? (It's part of a word)
Tell me, please, the order of parsing words in composition.
The game "The Fourth Extra"
Slide, burned down , hillock, miner.
Bone, touch , bone, bone.
Plantain, rise in price , off-road, road.
H clear , nasal, spout, nose.
forester, forest, stairs , treeless.
Game "Replace with one word"
Teacher: And there are words in Russian that are formed from two roots! They are connected by vowels, which are called connecting. What are these vowels? How are they defined in parsing? Guess and write down the words, highlighting the roots and the connecting vowel in them:
Book lover. (Bibliophile)
A car that carries milk. (milk carrier)
A worker who welds steel. (Steelworker)
A car that flies itself. (Airplane)
A person who breeds birds. (Poultry breeder)
A device that grinds meat. (Meat grinder)
A man who tends pigs. (Swineherd)
A machine that cuts grass for hay. (Mower
Put the word in your house
Teacher: Here are the parsing schemes, distribute the words into columns in accordance with the composition:
Exit, diamond (trap!), Overseas, reception, bush, fisherman, coastal, takeoff run, chalk, old people, lifting.
Textbook work.
Page8-10
Summary of the lesson. Reflection.
Homework - c8 y18
Lesson #4
Topic:
Target:
Tasks:
to form a spelling skill, to consolidate the knowledge, skills and abilities of students on this topic;
to promote the education in students of the need to improve their speech, the formation of self-esteem based on the criteriathe success of educational activities.
During the classes
Organizing time.
A moment of cleansing.
Vv
AT
in
Car, agronomist, acacia, alphabet, watermelon, aroma, Astana.
2. The topic of the lesson.
Theoretical warm-up
Explain what an unstressed vowel at the root of a word means?
Why does an unstressed vowel need to be checked?
How to check the spelling of an unstressed vowel in the root of a word?
How many verification words should words with two unstressed vowels have at the root of the word?
Is it always possible to check the spelling of an unstressed vowel at the root of a word?
How do they act in such cases?
A) Lyrics "In the forest"
Proofreaders work with such tasks - people who correct mistakes in words. You will also be proofreaders, but do not forget about the test words.
Let's check the texts.
B) Distributive dictation
Write down words in 4 columns (4 people at the blackboard)
Squeaks, hungry, old man, fun, jam, good-natured, little animal, screams, arrow, letter, mote, eyes
Test control
Here are tests on the topic "Spelling of unstressed vowels at the root of the word, checked and not checked by stress"
Textbook work.
pp10-12
3. Summary of the lesson. Reflection.
Homework - s12 y30
Lesson #5
Topic: Spelling of stressed and unstressed vowels and paired consonants at the root of a word.
Target: to form a spelling skill, to consolidate the knowledge, skills and abilities of students on this topic;
Tasks:
to form a spelling skill, to consolidate the knowledge, skills and abilities of students on this topic;
develop students' speech, teach them to pronounce and speak certain words and expressions correctly;
to promote the education in students of the need to improve their speech, the formation of self-esteem based on the criteriathe success of educational activities.
During the classes
Organizing time.
A moment of cleansing.
Gg
G
G
The eyes are afraid, but the hands are doing.
Vocabulary work.
Shore, birch, conversation, library, sparrow, crow, Sunday, east.
Lesson topic.
Problematic situation. How to check an unstressed vowel in the root?
Teacher: What can you say about the next group of words?
Boris, Svetlana, Alexey, Tatyana.
Children: These are the names. They are capitalized.
- These are proper nouns.
- These are full names.
Teacher: You identified one "dangerous place" in these words. (He underlines the capital letter.) And what other "dangerous places" do you see?
Children: Unstressed vowels.
Teacher: How to prove that in these words it is necessary to write these vowels?
Children: We know that under stress, vowels are heard clearly and do not raise doubts. So, we need to make sure that unstressed vowels become stressed.
- You can try to take not full, but short forms of names. For example, Boris-Borya. In the word Borya, we clearly hear the vowel o, which means that in the word Boris there is an unstressed vowel o.
Teacher: Any other suggestions?
Children: You can check the affectionate name - Borenka.
Teacher: Which test method shall we choose?
Children: Anyone.
Teacher: How to check an unstressed vowel in the root?
Children: To check an unstressed vowel in the root, you need to choose a single-root word so that the stress falls on the unstressed vowel. What vowel is written with stress, this will be in an unstressed position.
Teacher: Look at our diagram. Let's read it (first a strong student, then in unison)
Vowels
Percussion unaccented
unverifiable verifiable
(dictionary words)
dictionary pick up single-root words
An exercise in differentiating checked and unchecked unstressed vowels.
Teacher: now I will show you words with checked and unchecked vowels in the root. If the vowel is unverifiable, squat. If an unstressed vowel can be checked, jump. (Words: cock, crow, mountain, board, dream, flower.)
2. The game "Funny racing"
Teacher: Attention! Attention! And now the cars of the brand "E" and brand "I" are coming to the start. along the way, each car must drive up to its spelling. The machine that makes the fewest mistakes wins.
L ... stitch, st .. on, kr ... cheat, l ... titsa, l ... tit.
3. Write off words, phrases and sentences. Put the stress, skipping all the vowels in weak position.
Drizzling, on the back, winter twilight, centuries-old trees, dozed off, from afar, in the desk, autumn day, playing with a friend, cook. A young slender Christmas tree stood alone in the clearing.
Textbook work
3. Summary of the lesson. Reflection.
4. Homework - c14 y36
Lesson #6
Topic: Parsing words by composition.
Target: - clarify the concepts of "root", "base", "prefix", "suffix", "ending"; create with students an algorithm for parsing a word by composition.
Tasks:
During the classes
Organizing time.
A moment of cleansing.
dd
An old friend is better than two new ones.
Vocabulary work.
Newspaper, horizon, peas, city, caterpillar, twenty, twelve, girl, attendant, December, dolphin, village, director, road.
Lesson topic.
The word is divided into parts
Like slices of an orange.
Can every literate
Build a word from parts.
How do you understand these words? Discuss in your group, saying each one in turn in a circle for a certain time. Participant No. 1 starts on a signal.
What are we going to do today?
What goal shall we set? (Learn to parse words by composition)slide 3
Everything in the world consists of something: clouds of droplets, a forest of trees.
Words are also made of their own material.
The word is divided into parts
Like slices of an orange.
And each part of the word has its own name.
On which we will work today.
Well, to collect our attention, we will conduct a "Warm-up for the mind."
Eyes on me. We answer in chorus, quickly.
Part of a word that serves to link words in a sentence
called...
The common part of related words is called ...
What is the name of the third winter month?
What letters are not used at the beginning of Russian words?
What does water turn into in winter?
A part of a word without an ending is called ...
Name the word the opposite of a word enemy.
The shortest month of the year?
How many vowels are in the Russian alphabet?
What parts of speech do we know?
Well done!
And of course, what a lesson without vocabulary work!
We open notebooks, write down the number. Classwork.
1) The part of the word that is changed is ……….
2) Part of the word without ending is ………….
3) The part of the word that comes before the root and serves to form new words is ……….
4) The part of the word that comes after the root and serves to form new words is ……….
5) The main part of the word is .......
Textbook work.
pp15-16.
3. Summary of the lesson. Reflection.
Lesson #7
Topic: Parsing words by composition. Vocabulary dictation.
Target: clarify the concepts of "root", "base", "prefix", "suffix", "ending"; create with students an algorithm for parsing a word by composition.
Tasks:
clarify the concepts of "root", "base", "prefix", "suffix", "ending"; create with students an algorithm for parsing a word by composition;
develop the ability to highlight parts of a word, contribute to the development of spelling skills,speech of students, enrich the vocabulary of children; intellect, thinking, memory.
to cultivate a culture of speech, love for the word, attention, kind attitude towards each other.
During the classes
1. Organizational moment.
Vocabulary dictation.
Alphabet, watermelon, Astana, coast, birch, library, sparrow, crow, east, newspaper, city, peas, December, director, road.
A moment of cleansing.
Her
E
E
One head it's good, but two better.
Lesson topic.
Parsing words by composition.
I read the word - copse. I remembered that this is a narrow strip of forest that connects two forests.
2. I highlight the ending. To do this, I change the form of the word: at the copse, to the copse. The part of the word that is changed is the ending. I single it out, in this word it is zero.
3. I emphasize the basis of the word. A stem is a part of a word without an ending. In this word - copse.
4. To highlight the root, I select words with the same root: woodland, forest, forest. The common part of these words is forest. This is the root, I highlight it.
5. I select a prefix. The prefix comes before the root. In this word, the prefix is \u200b\u200bpere.
6. Looking for a suffix. The suffix comes after the root and is used to form words. In the word copse, the suffix is approx.
Sort the words by composition.
birch root: birch forest (meaning: birch forest, grove), birch, birch, birch, birch, birch, birch, birch, boletus.
root -brother-
:
fraternization, brother, brother, brother, brother,
brotherhood, fellow
root -fun-:
fun, fun, merry, merry, merry,
cheerful, cheerful.
Break it down by ingredients:
grass blade of grass young dawn
firefly breeze coastal sailor
polyushko samovar golden nest
coast small lynx coast cubs
sky firewood rainy streak
forester pigeons eye gulp
mountain distant thrush gift
day cub long daughter
3. Summary of the lesson. Reflection.
Homework - c16 y41, rule.
Lesson #8
Topic: Parts of speech.
Target:
Tasks:
During the classes
1. Organizational moment.
A moment of cleansing.
Learn
AND
and
Vocabulary work.
Lesson topic.
– How do you distinguish between parts of speech? (By meaning, question.)
– Which learned part of speech was not used in this task? (Pronoun.)
– Why do you think? (They could not be among the groups of cognate words, since they only indicate the subject, without naming it.)
– What grammatical signs of parts of speech do you know? (Number, gender, case, declension.)
– Do all parts of speech have these features?
- Why?
– Let's try to display in the table that you see on the board, the grammatical features of each part of speech.
Part of Speech Exercises
Identify the part of speech of the underlined words
Live and learn.
The notebook is the student's mirror.
First az yes beeches, and then science.
It's never too late to learn.
A book is a small window through which you can see the whole world.
Read. Insert missing words. Determine what part of speech they are. Prove it.
Live a century - a century ... ..
Notebook -…….. student.
First az yes beeches, and then……….
Never learn…….
A book is ……….. a window through which the whole world can be seen.
late
learn
ten
science
mirror
small
Group work.
Each group of students is given one plant on the table, the signs of which the children could write.
Group work plan.
Consider a plant.
Everyone in workbook he records the signs of this plant.
Read the words to the group.
Write a general text.
Present the result of your work.
Name the grammatical features of 2 - 3 adjectives of your choice.
Textbook work.
pp18-19.
3. Summary of the lesson. Reflection.
Homework - s19 y48
Lesson #9
Topic: Parts of speech. Spelling ь and ъ.
Target: Generalization of knowledge by parts of speech
Tasks:
Generalization of knowledge by parts of speech.
Development of the ability to distinguish parts of speech from the composition of the word, training skills various parts speech to text.
Education of kindness, feelings of friendship, collectivism.
During the classes
1. Organizational moment.
A moment of cleansing.
Learn
AND
and
Gruzdev called himself get in the body.
Vocabulary work.
Foal, yellow, plant, tomorrow, breakfast, hare, here, engineer, interesting.
Lesson topic.
Reading text
What have you learned?
What surprised you the most?
Exercise:
Group 1 - write down all adjectives and determine their gender
Group 2 - write out the verbs and determine their conjugation
Group 3 - write out the verbs and determine their conjugation
Group 4 - write out the noun of the prepositional case and make it
morphological analysis
Selective dictation.
From the text, write out only the verbs in two columns: 1 and 2 conjugations
Kindergarten for penguins
It's been five weeks since the baby penguin was born. The kid steps on the snow with his paws and goes into Kindergarten. There are already hundreds of peers standing there. They huddle together in a tight crowd and warm each other's sides. Such gatherings are called kindergartens. Adult penguins protect them from petrels. Parents come and in screaming and din find their children among thousands of strangers. They only feed their chicks. The most gluttonous swallow six kilograms of fish at a time. In summer, graduates of penguin kindergartens go to practice at sea.
MUTUAL CHECK
What is the homeland for penguins?
What are they used to build nests?
SENTENCE PARSING
In nature, a penguin to build a nestlooking for grass or deadwood.
Morphological analysis of the selected words.
Textbook work.
pp20-21
3. Summary of the lesson. Reflection.
Homework - s21 y54
Lesson #10
Topic: Control dictation No. 1 "Autumn".
Target: check the level of assimilation of ZUN for grade 3, identify gaps in accordance with the state standard.
Tasks:
check the level of assimilation of ZUN for grade 3, identify gaps in accordance with the state standard.
Develop logical thinking, attention, memory, coherent speech
To cultivate accuracy, discipline, independence, diligence.
During the classes
1. Organizational moment.
2. Dictation.
Autumn.
September and October have passed. Empty our garden. The smooth paths of the garden are strewn with golden leaves. Birch leaves sway easily in the wind. The sky is covered with gray clouds.
Cold rain is pouring down. Rarely will a wonderful ray of sun shine from behind a cloud. People harvested crops from the fields. Empty are carrot and cabbage beds. The garden is quiet. The birds are long gone. Only sparrows jump along the path. They are looking for food. The farewell song of the cranes is heard from the sky.
Grammar tasks:
Indicate the parts of speech, disassemble by the members of the sentence.
Sort by composition.
Write out phrases, determine the grammatical features of nouns.
3. The result of the lesson. Reflection.
Lesson #11
Topic: The lexical meaning of a polysemantic word.
Target: forming an idea of lexical meaning words as about the obligatory meaning of any word in the language.
Tasks:
formation of an idea of the lexical meaning of a word as a mandatory meaning of any word in the language;
development of spelling vigilance, speech and mental operations of students;
to cultivate accuracy, discipline, independence, diligence.
During the classes
1. Organizational moment.
A moment of cleansing.
W
h
Zz
Business before pleasure.
Vocabulary work.
Kazakhstan, cabbage, pencil, picture, potato, pan, flat, kilogram, class, wheel, room, bed.
2. The topic of the lesson.
The topic of our lesson is “Polysemy words”. How many lexical meanings does a word have? The topic, although new, is very familiar to you. In order to communicate, to convey thoughts and feelings to each other, words are needed. To understand the interlocutor in a normal conversation, 4-5 thousand words are enough. But even this is not enough. The more words and their meanings a person knows and knows how to use in speech, the more accurately he can express his thoughts, the more interesting he is. I think that each of you wants to be an interesting conversationalist and person. Therefore, I think that each of you will cope with all the tasks in the lesson.
What should we learn in the lesson?
What is "lexicon"?
How many lexical meanings does a word have?
3. How to determine the lexical meaning of words?
4. What words are called polysemantic?
Vocabulary is a branch of the science of language that studies its vocabulary.
And what do you think, what concept will be the basis of this section, with what help do we communicate? (Word)
Make a sentence with the word "WORD" so that its meaning, essence is revealed.
(Selective reading of sentences.)
Pay attention to the entry. This is another mystery. Read carefully to yourself. And now read aloud to us ...
This is der .. in the river .. the bottom
Bli .. something and d .. horny.
White sundress..chik
Velvet caftan..chik
Leaves r..zny
Seryo..ki rasp..snye.
I think everyone has guessed what we are talking about. (birch)
- How did you guess? What helped you? (list signs)
How can we name this text? ("Birch").
Textbook work.
pp25-27
3. Summary of the lesson. Reflection.
Homework - s27 y66
Lesson #12
Topic:
Target:
Tasks:
To expand students' knowledge about the lexical meaning of a word, about polysemantic words, about words with direct and figurative meaning. Learn to determine the meaning of a word in context.
Cultivate linguistic flair.
During the classes
1. Organizational moment.
A moment of cleansing.
And
and
ii
Do not have a hundred rubles, but have a hundred friends.
Vocabulary work.
Camp, palm, lily of the valley, lily, shop, raspberries, furniture.
2. The topic of the lesson.
1) - What do you mentally imagine when you hear the wordspencil, tram, brush ?
Why, speaking about the first two subjects, did you give approximately the same answers, but about the third subject you spoke differently, although correctly?
What does this example say?
Where can you find the meaning of a word?
2) - Listen to the riddle: In the garden by the path
The sun is on its feet.
Only yellow beams
He is not hot. (Sunflower).
What does a sunflower look like?
word in riddleSun used in a figurative sense: a sunflower is similar to the sun in color and shape. In riddles, words are often used in a figurative sense.
Consolidation and comprehension of the studied material
1) From the words given in brackets, select those in combination with which the words outside the brackets will acquire a figurative meaning:
Golden (ring, hair, hands, ears of corn);
Iron (health, nail, nerves);
Scattered (grains, sweets, rays, stars);
Light (a candle, a fire, guys)
2) Determine in which phrases the words are used in a figurative sense, and in which in a direct:
Ice block - ice look
Sea of wheat - blue sea
The top of the mountain is the top of the glory
The pedestrian is walking - the clock is running
The light of knowledge is the light of the sun
The wind fell asleep - the man fell asleep
Anchor chain - chain of events
Dazzling Light - Dazzling Beauty
Make up a sentence with one of the phrases used in a figurative sense.
3) Definition of the lexical meaning of words
- Often, to characterize the qualities or traits of a person, we use adjectives formed from the names of various metals.
- Explain the meaning of adjectives (orally):
steel will
iron muscles
Golden heart
silver voice
4) Vocabulary work
Conversation, exchange of opinions - conversation.
Cooking utensils - pot.
The part of the earth's surface that a person sees is the horizon.
- On the second line write the words:
Verb from the word conversation- to talk
Diminutive of the word pan -saucepan,
What is the name of the imaginary line along which the sky seems to connect to the surface of the Earth -skyline.
- Indicate the root in single-root words.
Recording sentences from dictation:
Language will bring to Kyiv.
Scouts brought language.
Without tongue and dumb bell.
He bit his tongue painfully.
- In each sentence, find and underline the ambiguous word.
- AT four sentences used the same wordlanguage. Determine the lexical meaning of this word in each sentence.
- Thus, we conclude: the same word in different proposals can be used in different meanings.
Textbook work.
3. Summary of the lesson. Reflection.
Homework - s29 y72
Lesson #13
Topic: single and multiple words.
Target: To expand students' knowledge about the lexical meaning of a word, about polysemantic words, about words with direct and figurative meaning. Learn to determine the meaning of a word in context.
Tasks:
To expand students' knowledge about the lexical meaning of a word, about polysemantic words, about words with direct and figurative meaning. Learn to determine the meaning of a word in context.
Develop oral and written speech, activate the vocabulary of students.
Cultivate linguistic flair.
During the classes
1. Organizational moment.
A moment of cleansing.
Kk
To
To
Needed where was born.
Vocabulary work.
Bear, slowly, month, metal, metro, milk, carrots, frost, Moscow, ant.
2. The topic of the lesson.
Exercise. Give examples of the direct and figurative meaning of these words.
Tight clothing. Close friendship.
Sweet_________________. Sweet ____________________.
Bitter _________________. Bitter_____________________.
The fruits of __________________. Fruits _____________________.
Sip _______________. Sip __________________.
Name the meanings of the word soft. Think of phrases with the wordsoft , write words that are close in meaning next to them. As done with the wordsolid .
soft__________________________________________________
soft _________________________________________________
soft _________________________________________________
soft bread - fresh
soft light, pleasant voice
soft character - meek, devoid of rudeness, sharpness.
mild climate - warm, pleasant
soft sign
soft sofa, etc.
In works of art, the use of polysemantic words in a row often makes us smile.
In the evening, the girl Mila,
A flower bed in the gardenbroke.
Her brother, boy Ivan,
Toosmashed... cup.
Exercise: think of two sentences where different meanings of a polysemantic word would collide.
Polysemantic words: high, head, light, nose, hand.
The game
- I suggest you play the game:
- I read the words, you clap once - if the word is unambiguous, a lot - if - polysemantic:
“Warmth, desk, red, briefcase, rain, piglet”
“Do not feel sorry for the piglet, -
The cow speaks. -
You buy milk -
Delicious pair!
Pigs are right here:
- We have a whole mug! -
Piglets shove their
Little pigs."
- What words are called unambiguous? Give examples.
What words are called polysemous? Give examples.
3. Summary of the lesson. Reflection.
Homework - s28 y71
Lesson #14
Topic: Presentation No. 1 "In the camp."
Target:
Tasks:
learn to consistently state the content of the text, draw up a plan.
Develop oral and written speech, activate the vocabulary of students.
Cultivate linguistic flair.
During the classes
1. Organizational moment.
2. The topic of the lesson.
Reading the text "In the camp."
In the summer, the guys rested in the camp. One day they decided to go camping, but the weather was bad all the time.
Hot days came in July. Early in the morning the guys gathered at the camp site and set off. Soon they came to a wide field and went along a narrow path.
What a huge field! Ripe rye is agitated on it. A cold spring gurgles in a deep ravine. The guys played for a long time in a large clearing. The sun is setting. Time to go to camp. The guys had a good rest.
Text analysis.
- What does the text say?
- Where did the guys rest?
- What prevented the guys from going on a hike?
- Where did the guys come?
- What did the guys like about the field?
- What they were doing?
- How did the guys rest?
Reading the text again.
ss27 y67
Planning.
Summer in the camp.
Walk in the field.
Relaxation. Time to go home.
Practical work.
3. The result of the lesson Reflection.
Lesson #15
Topic: Direct and figurative meaning of the word.
Target: To expand students' knowledge about the lexical meaning of a word, about polysemantic words, about words with direct and figurative meaning. Learn to determine the meaning of a word in context.
Tasks:
To expand students' knowledge about the lexical meaning of a word, about polysemantic words, about words with direct and figurative meaning. Learn to determine the meaning of a word in context.
Develop oral and written speech, activate the vocabulary of students.
Cultivate linguistic flair.
During the classes
1. Organizational moment.
A moment of cleansing.
Ll
L
l
2. The topic of the lesson.
Introductory speech of the teacher
Guys! Yesterday I met an amazing person. He turned out to be a foreigner. We began to communicate and after the conversation I told him that he had a soft character, a sharp mind, golden hands. And he glows with happiness. But, unfortunately, this person did not understand me!
And can you describe it?
Explain the meanings of the words that helped describe the friend?
soft character- good character
A sharp mind is quick to understand. Sharp as a knife
Golden hands - can do everything.
Glowing with happiness - very happy
He could not understand the meaning of the words because they were words with a figurative meaning.
So, the topic of today's lesson is "Direct and figurative meanings of words." Write it down in your notebook.
_
The following phrases are written on the board:
Gray head - gray winter.
Guys, what is the root of these words.
- What is the meaning of these words?
Gray-haired with old age
Based on similarity (winter is also white)
What do you think, which word appeared first.
- That's right, because the second "Gray Winter" appeared on the basis of similarity in color.
We are now faced with the phenomenon of the Russian language - direct and figurative meaning.
_________________________________________________________
Now let's turn to the textbook on page 140.
Read what's in bold!
This technique in Russian is called a metaphor.
- In the garden, a red mountain ash fire is burning!
- The oak drops and a golden thin feather spreads under the feet.
Next paragraph.
And this technique is called personification.
-Try to give examples yourself.
Blizzard cleared up
The wind has fallen asleep.
We will analyze these tools in more detail in literature lessons and speech development lessons.
AT explanatory dictionaries the dictionary indicates not only direct, but also figurative meaning.
Give examples from the explanatory dictionary.
_________________________________________________________
And now let's practice.
And let's do the exercise. 338.
We read the assignment.
1 row
2nd row
3 row
Give a direct meaning to the word.
Dirty work, ________).
Icy (look, _______).
Sharp (mind, _________).
Add examples to make the meaning clear.
Selective dictation
Write down the phrases in two columns.
direct meaning
Figurative meaning
- Pure thoughts - without concealment, sincere
-Clean hands-
-Fast river - a river that moves fast
- Quick mind - thinks quickly.
-Cold hands - from the cold
-Cold heart - indifferent
Why are you so divided?
Text analysis
The text is pre-printed.
Sunset
When it rained from morning to evening, the birch tree withered and resignedly got wet. It happened that just before sunset, a clear sky opened up near the horizon and the sun set down to rest on the birch peak, like a fabulous firebird. Entangled in the branches, the sun scattered in beams of rays. The sloping field suddenly lit up with a low, disturbing reflection, each silver thread of the web flared up and became clearly visible ...
What is the text about?
Title the text. Sunset
Determine the main topic of the text. The beauty of the sunset.
Explain spelling.
Find words used in a figurative sense.
Artists are different. Some artists paint with a brush. And others - in a word. And the word in a figurative sense helps the artist to make this picture bright and figurative. In every work of art we will meet such means.
3. The result of the lesson. Reflection.
Homework -c33 y79
Lesson developments in the Russian language Kanakina Grade 4
Lesson 1. Acquaintance with the textbook. What is the speech like?
Target: introduce the new textbook and the rules of work but it.
Planned results; students will learn to draw conclusions about the meaning of speech in human life; work according to the textbook, using symbols; negotiate and come to common decision; evaluate your results.
During the classes
I. Organizing time
II. Work on the topic of the lesson Introduction to the textbook
Here is a new textbook of the Russian language. Look at the cover and say how it looks like a 1st grade textbook. What is the difference?
Open your textbook on p. 3. Read the statement of the naturalist writer K. Paustovsky. How do you understand it? (Children's answers.)
-~ What discoveries will the textbook make?
Why do you need to know the laws of speech culture?
Make a conclusion: what will we learn in the Russian language lessons? (Write competently, study the laws of speech culture, learn to use the language.)
Look at the conventions. Read the article in a whisper and say what they are for. (They will help you navigate and pay attention to some types of tasks.) . \
Read: What Kinds of Jobs Will We Do? (Express your opinion, develop speech, compose a text, work with a dictionary, work in pairs.)
III. Physical education minute
One - rise, stretch,
Two - bend down, unbend,
Three - in the hands of three claps,)
Three head nods.
Four - arms wider
Five - wave your hands,
Six- Sit down quietly. "
IV. Work on the topic of the lesson
Open your textbook on p. 6 and read the title of the topic of the lesson.
What question should we answer today? (What kind of speech is D) Ex. 1 (p. 6).
Look at the diagram, remember what we studied in grade 1,
and talk about the types of speech. (Children's answers according to the table.) Ex. 2 (p. 6).
What do you think, which speech arose earlier - oral or
written? Ex. 3 (p. 7).
Read the task and say what needs to be done in the exercise.
State the main idea of the sentence. Prove it with pictures.
Write down an offer. What will help you correctly eg (write off? (Memo on p. 132.)
Open and read the memo.
Explain the meaning of the expression "to a ripe old age" h (Very old.)>
Explain the meaning of the word "inseparable." (Very strong.) With
What familiar spellings met in the sentence ":c
Read the sentence in the textbook. What do you need to pay attention to? (On the highlighted letters in words.)
What letters are highlighted in this sentence? *- - Write down, dictating to yourself in syllables. t - Check what is written. Evaluate yourself!
uh? "!" - did everything correctly and accurately. P,"+" - there are minor errors or corrections. "-" - made more than 2 mistakes, many corrections.
What types of speech do we use now? (Written - wrote down a sentence, orally - answered questions, speech to oneself - thought.)
V. Reflection
I name situations, and you put the letter P if this is an example writing, the letter Y if this is an example of oral speech, the letter C if this is a speech about oneself.
Listen to the student's answer.
Mom reads a fairy tale to the baby.
We think about the solution to the problem.
>/ We write a dictation.
We read about ourselves.
Let's sing a song.
e (Check. Write on the board: U, P, S, P, S, U.)
"+" - understood the topic and did not make a single mistake. ,b "-" - I'm still a little mistaken, I need to fix it.
VI. Summing up the lesson
E1; What types of speech are there?
What speech do you use more often?
Lesson2. What can you learn about a person With according to himspeech?
Goals: With using illustrative examples to show students "that speech is a source of information about a person; develop the ability to use "polite" words in speech.
aboutPlanned results: students learn to draw conclusions
about the importance of speech in human life; discover and formulate
1: identify the learning problem; analyze and draw a conclusion:, s; evaluate actions in terms of generally accepted rules of “kind”, “safe”, “beautiful”, “correct” behavior.
During the classes.
I. Organizing time
II. Actualization of knowledge Spelling minute
Solve riddles. Write down the clues.., (- (... They sit on a stick In red shirts, The abdomen is light, Stuffed with pebbles. (Rose hip.)
We live underground in a dark burrow. A gray fur coat, tiny in stature, Eyes, black beads, sharp-eyed, And a thin tail with a string. (Mice.)
The grass that grows on the slopes
And on the green hills.
The smell is strong and fragrant
And her fragrant leaf
We're going for tea.
What kind of weed, guess! (Oregano.)
Jugs and saucers
They don't sink and they don't fight. (Water lily.)
How are the words similar? (They haveletter combination SHI.)
What letter combination is written according to the same rule? (ZHI write with the letter I.)
Name the words that contain the combination JI. (Children's answers.)
Write down any two words with these letter combinations. Underline the combinations of ZhI and SHI.
III. Self-determination to activity
(Writing on the board.)
Snowballs turn into puddles in spring.
Read a very strange sentence on the blackboard.
What kind of speech is this? (Written speech.)
What can you say about the offer? (He made mistakes in writing the combinations ZhI, SL.)
What words are spelled wrong? (Snowflakes, turn into puddles.)
What can you say about the person who wrote this sentence? (He is illiterate, does not know the rules of the Russian language.)
It turns out that by speech, oral and written, you can learn a lot about a person.
IV. Work on new topic
1. Work according to the textbook Ex. 4 (p. 8).
Read the task and say what you will do. (Let's read the poems of V.V. Mayakovsky.)(Poems are read by a student with a good reading skill.)
What can be learned from the speech of the interlocutor? (By speech, you can find out the profession of a person.)
2. vocabulary work
What does the sign next to the word "hello" mean? (“Remember the spelling of the word.”)
What does the word "hello" mean? (This is a greeting word. When they say "hello", they wish you health. In another way, you can say "be healthy.")
Good health to you people.
Every day and hour it is desirable - hello!
I will give my aunt my soul for you.
Let the ray of the sun give you health,
The summer rain will give you strength to drink.
Mother Earth let bread and salt
You will be richly rewarded for your hard work.
Hello, I say hello to you!
To all family, friends and acquaintances.
Be happy and just say hello
Peace, joy and prosperity to you!
T. Lavrova
Why is a letter highlighted in a word AT?(It is written but not pronounced.)
How can you remember this letter? (It is written as in the word "health", the military say "I wish you good health.")
Write down the word, underline the spelling.
V. Physical education minute
Once - bend down, straighten up. Two - bend down, stretch. Three - three claps in the hands, three nods of the head. Four - arms wider, Five, six - sit quietly, Seven, eight - laziness discard.