Lesson topic. Declension of nouns.
Lesson objectives:
Educational:
familiarization with the concept of “declension of nouns”,
practicing the ability to determine the declension of a noun;
formation of spelling and self-control skills.
Educational:
instilling in children a love for their native language.
Developmental:
expanding students' vocabulary, introducing new words;
development of speech, thinking, cognitive interests.
Lesson steps:
Lesson topic message……………………………………………………………1
Vocabulary work………………………………………………………..1
Work on new material……………………………………………………2
Physical education………………………………………………………..3
Fastening………………………………………………………………………………..3
Differentiated work………………………………………………………4
Homework……………………………………………………….4
Lesson summary……………………………………………………………..4
Equipment:
Workbooks “Write competently”, “Learning to write without mistakes” by M.I. Kuznetsova.
Computer, interactive whiteboard.
During the classes
I .Message topic of the lesson(Slide 1 is used).
II. Vocabulary work
Vocabulary interdictation.
The first and second rows work according to options, the third row (students who need pedagogical support) completes the task in the notebook “Learning to write without mistakes” under the guidance of the teacher. One student from each row works at the board.
I option II option
notebook shore
mug treasure
toy sail
fur coat hike
track catch
trail pie
(Students of the first option dictate the words to the second, then students of the second option dictate the words to the first. After that, they change notebooks and check the work, correcting mistakes with green paste.)
What rule did you remember when writing down the words?
(Spelling of paired consonants at the end and in the middle of a word)
How to check a paired consonant at the end and in the middle of a word?
- What do the words in the first column have in common?
(These are nouns, singular, female, with a paired consonant in the middle of the word, begin with a consonant, ending in -a, the stem consists of a root and a suffix).
2. Studying the spelling of new words.
Write the words shampoo, potato in your dictionary.
Write the same words in your notebook and highlight the spellings.
It is important to remember not only the spelling of these words, but also their gender.
What gender are these nouns? (Refers to nouns male).
Make up a sentence with each word.
— The most successful proposals are written down under dictation in a notebook.
- In what case are the nouns in these sentences?
What endings do they have?
— What is another name for changing nouns by case? (Declination).
III.Work on new material.
When changing by case, nouns can have endings as in the first column (pink background), or as in the second (green background), or as in the third column of the table (blue background).
- What are the endings for the nouns in the first column? Second? Third?
Using the table, write down the words in three columns depending on how their case endings change.
window, uncle, horse, horse, pine, chain, field
Students first verbally change each word by case and determine the set of endings characteristic of this word; then write this word in one of three columns in the notebook.
Sample of completed work
uncle (m.b.) window (m.b.) horse (f.b.)
pine (f.r.) horse (m.r.) chain (f.r.)
field (s.r.)
What kind of nouns are in the first column? Second? Third? What are the endings?
Depending on the case endings, nouns can be divided into three large groups - three declensions.
Reading a textbook article (p. 26) by students who read well.
IV. Physical education “Class”. On the command “Class”, children repeat the movements after the teacher. Without this command, the movements are not repeated.
V . Consolidation.
1.-Which nouns belong to the first declension?
Exercise 1. (p. 26) - selection of nouns of the first declension. Performed in writing in pairs.
2.-Which nouns belong to the first declension, and which to the second?
Exercise 2. (p. 27) – distinguishing between nouns of the first and second declension. Performed in writing from the front.
3. What nouns belong to the third declension?
Exercise 3 – searching for third declension nouns. Performed in writing from the front.
— Sasha wrote down the words in two groups: 1) words of the 2nd declension; 2) words of the 3rd declension.
Check if there are any errors in its operation.
horse, beast, fire, part, bear, stump, overcoat, potatoes
horse, speed, pain, thought, shampoo, laziness, shoes, July
Write the words in groups.
— How many words will be written in the first group? Second?
VI. Differentiated work
1. Students who need pedagogical support perform the following task under the supervision of the teacher:
2. Strong students perform exercise 5 (p. 28), and then independently work with the words on the slide.
VII . Homework.
Copy the sentences from exercise 3 from the textbook into your notebook.
Optionally:
1) Determine the case of the nouns found in the sentences.
One of the proposals should be sorted out by members of the sentence.
VIII. Lesson summary.
— What did we work on in class today?
— Which task seemed difficult?
— How to determine the declension of nouns?
IX Reflection.
Indicate your mood
Public lesson In Russian.
Topic: “Declination of nouns (lesson-generalization).”
1. Full name (in full): Borodina Tatyana Yurievna
2. Venue: State Budgetary Educational Institution Secondary School No. 283. Date: November 19, 2015
4. Position: teacher primary classes
5. Item: Russian language
6th grade : 4
7. Topic: « Declension of nouns"
8. Basic tutorial: V.P. Kanakina, V.G. Goretsky “Russian language. 4th grade" (part 1)
9. Lesson type: lesson summary
10. Forms of student work: frontal, individual and group
11. Goals:
Generalization of knowledge about the cases of nouns;
Improving the ability to determine the case of nouns.
Subject UUD:
The ability to distinguish cases according to their characteristics;
Determining the role of nouns in a sentence;
Personal UUD:
Development of creative activity.
Cultivate interest in the subject, a sense of mutual assistance, and accuracy when performing written work.
Regulatory UUD:
The ability to set goals, objectives, and achieve them.
Development of mental activity (perform operations of analysis, synthesis, the ability to observe, draw conclusions, build a plan for your answer);
Communication UUD:
1. Ability to work in pairs.
2. Develop students’ speech
12. Equipment and details:
Computer;
EOR ( , interactive tasks)
Screen;
Projector;
Cards with the names of cases;
Individual assignments;
During the classes
Well, guys, keep quiet.
The lesson begins.
They sat down quietly - one, two, three...
And our lesson is now
Dedicated to science
What's our grammar?
It's called with love.
Write down the number, great job.
2. Calligraphy minute
U: Guys, tell me, how do we usually start our lesson?
D: From a calligraphic moment. We will write the letterHer , since we will encounter it in almost all connections. In this chain the capitalE , lowercasee alternate with one line with a loop at the top, then with two lines, then stirrups with such lines.
Let's write the chain in the suggested sequence.
__________________________________________________________________
__________________________________________________________________
3. Setting goals and objectives for the lesson
- Listen to the poem and formulate the topic of our lesson:(EOR No. 4, slide 2)
.
The Nominative exclaimed:
“My birthday boy is the one
Which is amazing
Learns science!
“Togo,” said the Parent:
"I deny who
Can't live without parents
Put on your coat."
“To that,” answered the Dative, “
I'll give you a bad name
Who doesn't love diligently
Do the lessons yourself.
That,” said the Accusative, “
I will blame
Who reads the book intelligibly
Can't read.
With that,” said Creative,
I'm just fine
Who is very respectful
Refers to work.
About that,” said Predlozhny, “
I'll offer a story
Who in life can do
Useful for us.
So, what is the topic of our lesson?(EOR No. 4, slide 3)
D: “Declination of nouns. Summary lesson"
W: Yes, that's right. Today we will summarize our knowledge about cases. What tasks will you set for yourself for this lesson?(EOR No. 4, slide 4)
Repeat the names of the cases, repeat the questions of each case;
Improve the skill of determining cases of nouns;
Repeat the endings of nouns in this case;
Improve skills in determining cases of nouns;
Develop competent writing skills.
4. Theoretical work
- So, what is declination?
D. - Changing the endings of nouns by case is called declension. (EOR No. 4, slide 5)
What part of speech do we determine the declension of? Let’s remember again?
(EOR No. 1. Interactive task on finding an error in defining a noun).
Well done boys. A noun is an independent part of speech that answers the questions who? What? and denotes an object.
How many declensions are there in Russian?(EOR No. 4, slide 6)
D.
- There are 3 declensions in the Russian language.(EOR No. 4, slide 7),
1st - nouns zh.r., and nouns m.r. with endings – a-, -я-,(For example: uncle, grammar);
2nd - nouns m.r. with zero ending and nouns s.r.(For example: lesson, morning)
; 3rd - nouns g. R. null-terminated(For example: terrain)
Let us complete a task for you to determine the declension of nouns.
(EOR No. 2. Interactive task to determine the declension of nouns)
- How many cases are there in Russian?(EOR No. 4, slide 8)
D. – The word has six cases.
U.- Let's write them down with questions and with words - helpers in our notebooks.
(clicks after each line)
Nominative(There is)
Who? What?
Genitive(No)
whom? what?
Dative(ladies)
to whom? what?
Accusative(I see)
whom? What?
Instrumental(satisfied)
by whom? how?
Prepositional(Think) about whom? about what?
Peer review.
Exchange notebooks and check the correct spelling of the cases and their questions.
Okay, we completed the task.
(Children take turns reciting a poem about cases in specially prepared costumes and hats with the names of cases) (EOR No. 4, slide 9)
1. I – nominative case,
And I don’t have other people’s clothes on me.
Everyone recognizes me easily
And the subjects are called.
I don’t like prepositions since childhood,
I can't stand being around you.
My questions are who? So what?
No one will confuse it with anything.(EOR No. 4, slide 10)
2. And I – genitive case
My character is sociable.
Whom? What? - and here I am!
Prepositions are often my friends:
And from, and to, and at, and from -
Up to the sky and down from the sky.
I look like an accusative
I happen sometimes
But in the text you will discern
Always two cases.
3. I am called dative,
I work diligently.
Who should I give it to? Call for what?
Only I can say.
With the pretext to and as friends,
But I also go for walks alone. (EOR No. 4, slide 11)
4. And I am the accusative case
And I blame it all on the ignorant.
But I love excellent students,
I catch “fives” for them.
Who should I call? What to play,
I'm ready to give the guys some advice.
Don't mind making friends with pretexts,
But I can live without them.
5. And I am the instrumental case,
Filled with all kinds of hope.
Create! - How?
Create! - With whom?
I'll tell you - no problem!
Prepositions before, under and above
At any moment I am very happy.(EOR No. 4, slide 12)
6. And I – prepositional case.
My case is complicated.
I don't like light without excuses.
About whom? What was I talking about?
Oh yes, we need excuses!
I have no way without them.
Let it be about, and in, and with -
Don't accidentally erase them:
Then I can tell you
What to dream about and what to walk in?
5. Physical education minute
6. Consolidation of the material covered
We move from theory to practice. Now you will be offered several tasks that will become more difficult from stage to stage. Be careful while working. To check if you are ready for work, I suggest an oral warm-up. I will read the poem “The Adventure of the Green Leaf”, and you need to determine the case of the word -sheet. Show the answer using case cards. So, let's start...(EOR No. 4, slide 13)
Once upon a time from a big maple tree
The green leaf came off
And set off with the wind
Travel around the world.
The green leaf became dizzy.
The wind carried him and carried him,
I just left it on the bridge.
At the same moment the cheerful dog
Sniff towards the green leaf!
With your paw, grab a green leaf...
Say, let's play.
The wind again with a green leaf...
Spun over the old maple tree,
But the naughty guy is already tired
And it fell into my notebook.
I'm writing in the garden under the maple tree
A poem about that green leaf.
Well done! I see that you completed this task and got involved in the work.5.
7. Independent work according to options (on cards) (EOR No. 4, slide 14)
Fill in the missing letters and indicate the case:
Br...did on l...su,h...gum f...year,
hiding under the trees,
remembered about summer.
It flowed... over the forest,
I was on a...excursion,
grow out of the grave,
walked along the path.
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Presentation: “Declination of nouns”,
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Innovative educational materials
Russian language. A lesson in discovering new knowledge. Public lesson. 4th grade.
The topic of the lesson is “Declination of nouns.”
Goals:
1. Give general idea about three types of declension of singular nouns.
2. Learn to distinguish between the declension of nouns and select the appropriate nouns.
3. Develop logical thinking based on performing logical operations (analysis - synthesis, classification), observation.
4. Cultivate cognitive interest, the ability to communicate, and cooperate.
Formation of UUD:
- Personal UUD:
a) Self-determination at the stage of solving an educational problem (when determining the purpose of the work that will be performed)
b) Sense formation at the stage of setting a learning task (when establishing a connection between the goal of a learning activity and its motive)
2. Regulatory UUD:
a) Development of goal setting at the stage of setting a learning task (by correlating what is already known and what knowledge is still missing to solve the learning task)
b) Development of planning and awareness of one’s way of activity at the stage of compiling a memo (when compiling a memo)
c) Development of self-control at the stage of mastering the method of action (when performing the exercise, comparing your method of action with the memo)
d) Reflection at the stages of setting a learning task (with awareness of what is known and what the student does not yet know), when summing up (with reflective assessment)
3. Cognitive UUD:
General education UD:
a) Independently identifying and formulating a cognitive goal, articulating the goal of the lesson in the form of a question to be answered
b) Independent creation of activity algorithms (when compiling a memo)
c) Development of sign-symbolic actions at the stage of discovery of new knowledge
Logical controls:
Development logical thinking when processing logical operations:
a) Analysis of objects in order to identify features
b) Synthesis as the composition of a whole from parts
c) Classification of objects (when dividing words into groups)
d) Selection of bases and comparison criteria
e) Construction of a logical chain of reasoning when drawing up a memo
f) Proposing hypotheses and their justification
g) Proof
Statement and solution of the problem:
a) Formulation of the problem at the stage of setting the educational task
b) Independent creation of ways to solve problems of a creative and exploratory nature at the stages of discovering new knowledge and incorporating new knowledge into the knowledge system.
4. Communicative UUD:
a) Planning educational cooperation (defining goals, methods of interaction)
b) Raising questions (cooperation in searching and collecting information)
c) Management of the partner’s behavior, control, correction, evaluation of his actions
d) The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
- Self-determination for activity.
Goals: - inclusion in educational activities at a personally significant level;
Content area message.
Guys, today in the lesson you will perform various tasks, working in groups (the class is divided into 5 groups). Today in the lesson we will continue to study the noun as a part of speech. We should not forget that you need to write correctly and beautifully. And for the lesson to go well, I wish you success. To begin with, we will remember the basic rules of working in a group.
- Updating knowledge and motivation.
Goals: - activate thinking, memory, attention;
Review knowledge about the cases of nouns and learned spelling patterns.
A sentence is written on the board:
Tobu.. drives (along) Sadovaya street and (along) Moskovskaya square.
Read the sentence, explain the spelling.
Write down the sentence carefully, observing all connections and inserting missing letters. Underline the missing letters.
In previous lessons, we talked about changing nouns by case. How to determine the case of a noun?
Regarding the question from the main word in the phrase.
Let's return to our proposal. Find grammatical basis offers.
- Setting a learning task.
Goals: - identifying the location and cause of the difficulty;
Setting a rock goal.
– Determine the cases of the nouns in this sentence and highlight their endings.
Bus. I.p. is the main member of the sentence - the subject.
Driving (on what?) down the street. D.p.
He rides (on what?) across the square. D.p.
What words are used in the same cases?
By street, by square (in D.p.)
Why are the words along the street and across the square used in the same case and with the same preposition, but their endings are different?
Do you want to know? Well, then we have to answer this question today in class.
- Children's discovery of new knowledge.
Goals: _ during group work, determine the number of declension in the Russian language and find out which nouns belong to each declension;
Formulating the topic of the lesson.
I hand out cards with words.
Group 1: land, country.
Group 2: table, horse.
Group 3: love, steppe, rye.
Group 4: Ilya, servant.
Group 5: grain, spear.
What do all the words have in common?
These are nouns, singular.
Decline them in writing in your notebook, highlight the endings.
In your group, compare the endings of the nouns that you declined. What do all nouns have in common?
Different nouns in the same cases have repeated endings.
Determine your noun's gender and ending in its initial form.
Let's compare the endings of the nouns.
A table appears on the board as children decline words:
I.p. Zh.r. –a, -i, M.r. –a, -i, M.r. -, Wed. –o, -e, Zh.r. -
R.p. –s, -i, -i, -i, -a, -i, -a, -i, -i
D.p. –e, -e, -e, -e, -u, -yu, -u, -yu, -i
V.p. -u, yu, -u, -yu, -, -i, -o, -e, -
etc. -oh, -oh, -oh, -oh, -oh, -oh, -oh, -oh, -y
P.p. –e, -e, -e, -e, -e, -e, -e, -i
When declension of nouns, you saw similarities in the endings. Where did you find these similarities?
Zh.r. and m.r. s –a, -i; M.R. - and w.r. –o, -e; Zh.r. -.
How many groups of nouns can be distinguished based on similar endings? Discuss as a group.
Three.
What nouns would you classify in the first group?
J.b.i.m. s -a, -i.
Second?
M.r.s - and s.r.s –o,-e.
To the third?
Zh.r.s -.
How many declensions of nouns are there in the Russian language?
Three.
Based on the similarity of their case endings during declension, all nouns are divided into three groups: 1st, 2nd and 3rd declension. Each declination has its own group of endings. We noticed this when we compiled a table of endings.
Thus, singular nouns belong to the 1st declension. w.r. and m.r. s –a, -i; to the 2nd declension – nouns m.r. s - and s.r. s –o, -e; and to the 3rd declension – nouns zh.r. with -.
Declension signs appear on the board.
1 fold: 2 folds: 3 folds:
M.R., F.R. -and I. M.R. -, s.r. -o, -e. Zh.r. -.
What new have you learned?
Nouns come in 1st, 2nd and 3rd declension. The 1st declension includes nouns zh.r. and m.r. s –a, -i; to the 2nd declension – m.r. s - and s.r. s –o,-e; to the 3rd declension – zh.r. with -.
Formulate the topic of our lesson in groups.
Declension of nouns. Three declensions of nouns.
Working with the rule in the textbook.
Now let's check all our assumptions about the declension of nouns. Open the textbook on p.88. Read the rule.
What nouns belong to the 1st declension?
M.R. and f.r. s –a, -i.
To the 2nd declension?
M.R. s - and s.r. s –o, -e.
To the 3rd declension?
Zh.r. with -.
Drawing up a memo.
How then can we determine which declension a noun belongs to? Discuss in groups.
It is necessary to determine the gender, select the ending, and determine the declension by gender and ending.
A reminder appears on the board.
- Determine gender.
- Highlight the ending.
- Determine the declination.
moon third declension because it is feminine. Do you agree with me? Why?
No, because the noun moon has the ending –a, and it is in the 1st declension.
I claim that the noun snow 1st declension because it is masculine. Do you agree with me? Why?
No, because this word has a zero ending, and nouns have a zero ending. in the 1st declension the ending is -a.
I claim that the noun stump is of the 3rd declension because it has a zero ending. Do you agree with me? Why?
No, because it is a masculine noun, and the third declension includes feminine nouns with a zero ending.
So, how many conditions must we fulfill in order to correctly determine the declension of nouns?
Two, determine the gender and select the ending, and determine the declension by gender and ending.
- Primary consolidation.
Goals: - learn a new way of acting.
Now you will practice with this. Take the task from envelope 1.
Determine the declension of nouns, write the declension above each noun on the card:
Road, library, alley, team, farm, combine, plane, home, carrot, notebook, weather, berry.
How will you reason while completing this task?
Work through the task along the chain in a group, commenting on your actions.
Frontal check of the task.
What needs to be done to correctly determine the declension of a noun in the nominative case?
Determine the gender, select the ending, determine the declension by gender and ending.
What nouns belong to the 1st, 2nd, 3rd declension?
To 1 – m.r. and f.r. s –a, -i; ko 2 – m.r. s - and s.r. s –o, -e; to 3 – zh.r. with -.
Physical education minute.
- Independent work with self-test according to the standard.
Goals: - individual reflection on goal achievement;
Creating a situation of success.
Work from the textbook p.88 exercise 166.
Self-test. If you agree, put + next to the word, if you disagree -. Who received only advantages?
(Standard on the back of the board)
- Inclusion in the knowledge system and repetition.
Target: - inclusion of “discovery” in the knowledge system.
There are pieces of paper on the desks, now you will all work on them together. Write down in 3 columns each 3 nouns of 1st declension, 2nd and 3rd. Everyone must name at least one noun of the required declension, and prove which declension it is.
Frontal check.
Game "Don't let your friends down." I read nouns, write down nouns of a certain declension for each group. Students also work at the board. Determine the gender, highlight the endings.
Door, milk, dog, weather, life, field, daughter, stone, help, clearing, shore, star, grandfather, saddle, blizzard.
Let's check which of the guys at the board wrote nouns 1, 2, and which 3 declension? How did you determine? Test yourself.
- Reflection of activity.
Target: - self-assessment of performance results.
Let's return to solving the problem that was posed at the beginning of the lesson: why in words along the street and across the square Are the endings different?
The noun street has 1 declension, and the noun square has 3 declensions, so the endings are different.
What nouns belong to the 1st, 2nd, 3rd declension?
Which task did you like best?
What did you find difficult?
Homework.
Exercise 169. Read the assignment. How will you determine the declension of nouns?
By gender and ending.
Class: 4
I bring to your attention a lesson taught by means of subjectivization (textbook by V.P. Kanakin, V.G. Goretsky, 4th grade, part 1). Let me remind you that subjectivization is the inclusion of students in creative activity, the formation of a primary school student as a subject of learning. This is reflected in the new standards by which primary school students are taught.
During the classes
The lesson begins with a mobilizing stage. In this case it is a logical exercise.
Teacher: Egor, Sasha, Roman had a conversation about human character traits: kindness, modesty, envy. Egor talked about kindness, Sasha did not talk about envy. Determine what each of the boys said?
Children repeat the text of the exercise from memory and prove the correctness of their judgments.
Student: Egor, Sasha, Roman had a conversation about human character traits: kindness, modesty, envy. Egor talked about kindness, Sasha did not talk about envy. This means that Egor talked about kindness, Sasha about modesty, and Roman about envy.
Teacher: Think about which part of speech words predominate in the text of the logical exercise?
Student: The text of the logical exercise contains the most nouns.
Teacher: Tell me, what is a noun?
Student: A noun is a part of speech. A noun denotes an object and answers questions Who? or What?
Teacher: Name it grammatical features noun
Student: A noun can be animate and inanimate, proper and common. Nouns are masculine, neuter and feminine. Nouns vary in number; they are singular and plural. The noun changes according to cases. There are six cases in the Russian language. Students not only name the grammatical features of a noun, but also support their answers with examples.
Teacher: How else can you call changing nouns by case?
Student: Changing nouns by case is called declension.
Teacher: Formulate the topic of today's lesson based on my last question and your answer to it. Please note that the title of the lesson topic contains three words.
Student: I think the topic of today’s lesson is “Declination of nouns”
Teacher: Starting from the topic, using supporting words. Set a goal for the lesson:
On the board are the words:
repeat …
to know …
Student: Today in class we must repeat what we know about nouns and learn about the declension of nouns.
II. Updating knowledge, raising problematic issues.
Teacher: Starting to work on the topic of the lesson, let's remember once again what declination is?
(Students formulate a rule)
Teacher: Determine the case of nouns from the text of the logical exercise that denote a person’s character traits.
Student: They told (about what?) about kindness, about envy, about modesty. These nouns are in the Prepositional case.
Teacher: Write down the named phrase in your notebook, highlight the endings of the nouns. Do the written nouns in the Prepositional case have the same or different endings? Think why?
(Students express their assumptions or remain silent. Because they do not know the answer)
Teacher: You will find the answer to this question during the lesson. Now let's continue our work.
III. Working on new material
There is a note on the board (the words are written on cards):
Beauty, heroism, courage, dad, will, selfishness, patience, greed, courage, uncle, honesty
Teacher: Read the words on the board and think. What do they have in common?
Student: These words are singular nouns, in the Nominative case.
Teacher: Name feminine nouns with endings -A , -I .
(Students name, and the teacher moves cards with words, combining them into groups by declensions.)
Teacher: Name the masculine nouns with the ending -A , -I. Read the remaining masculine nouns. Name the endings in them. Determine the gender and name the ending for the remaining nouns. By what criteria did we group nouns?
Student: We grouped nouns by gender and ending.
Teacher: Using the gender and ending of a noun, we can determine its declension. Nouns come in 1.2, 3 declension.
During the work described above, a note appears on the board.
Teacher: What kind of nouns and with what endings belong to the first declension? What nouns belong to the second declension? What nouns belong to the third declension? How to determine the declension of nouns in I.p. units numbers? Think about how to determine the declension of nouns in a case other than I.p.? Summarize our reasoning according to the plan given to you on the cards. Working in pairs, compose a coherent story from the answers to the questions posed.
Teacher: Remember the text of the logical exercise and name the nouns that can be classified as 1st declension, 2nd declension, 3rd declension?
Student: We will classify the nouns from the logical exercise as 1st declension: conversation - zh.r., ending -A ; Sasha - m.r., ending -A ; kindness - w.r. ,ending -A ;
The answer to nouns of the 2nd and 3rd declension is constructed in a similar way.
Teacher: So why do the nouns that you wrote down in your notebook in the Prepositional case have different endings?
Student: These nouns are of different declension. Kindness - is a noun of the 1st declension, and modesty and envy - 3rd declension. Therefore, in the Prepositional case they have different endings.
IV. Reinforcing the material learned
On the board: (can be on cards or on a slide)
* Heroism, patience, luck
* Responsiveness, frivolity, indifference
*Boast, man, it's true
* Stupidity, strength, politeness
Teacher: Read the chains, write them down, eliminating the extra word in each according to several characteristics at the same time.
(Students do the work with comments in their notebooks.)
Teacher: What nouns belong to the 1st, 2nd, 3rd declension?
(2-3 students formulate a rule using a previously drawn up diagram on the board)
Teacher: Name the spelling pattern that appears once in the written words.
Student: The spelling pattern occurs once - a paired consonant for voiced-voicelessness in the root of the word frivolity.
Teacher: Remember the text of the logical exercise. in it you will find a new vocabulary word.
This is a noun. It has 3 syllables, 6 letters. Of these, 3 are vowels and 3 are consonants. The stress falls on the second syllable.
(It means in the text of the logical exercise that the boys were doing)
Students name the word and prove the validity of their choice.
Teacher: Explain lexical meaning words conversation.
Explain the spelling of the word conversation(a card with the word is attached to the board).
Name the grammatical features of the word conversation.
Student: This is a noun. Inanimate, common noun, feminine. in singular, in I.p., 1st declension.
On the board (can be on a slide):
Conversation whiles away the journey, and song - the work.
In an intelligent conversation, there is wisdom to be gained.
A good conversation is as good as lunch.
Teacher: Read the proverbs, explain their meaning.
Write that one down. in which there are no nouns of the 2nd and 3rd declension. Break it down into parts of speech. Find in the written proverb a word whose root and suffix have the same number of letters, but a different number of sounds. Explain why?
V. Lesson summary
Teacher: Think about it. What were the boys talking about in the logic exercise? Look at the words that helped us learn new material ( diagram on the board). Which ones could you highlight and why? Match to noun dad words that would reflect the positive character traits of a man, the head of a family.
Teacher: What did we talk about in class today? What new did you learn?
Which nouns belong to the 1st declension, 2nd declension, and 3rd declension?
The lesson has come to an end. Place a smiley face next to one of the words on the board that represents a character trait that your friend has that is particularly important to you.
The lesson was very interesting and educational for the children. There was joy and satisfaction in the teacher's soul. And there are smiles on the children’s faces.
MKOU "Dobrynska main" comprehensive school"
Subject area: Russian languageUMK: “Promising Primary School»
Lesson type: Lesson on generalizing knowledgeTopic: “Generalization on the topic “Declination of nouns”
Teacher: Talipova L.A.
year 2013
Target : formation of educational skills (cognitive, personal, regulatory) in the subject area "Russian language"on this topic "Declination of nouns."
Learning objectives aimed at achieving personal learning outcomes:nurturing interest in Russian language lessons; developing independence and personal responsibility for the work performed; developing goodwill and emotional and moral responsiveness; developing the ability for mutual assistance.
Learning objectives aimed at achieving meta-subject learning outcomes:
formation of the ability to work in static pairs of groups in an interactive learning mode. development of the ability to work in a prepared subject-developmental and information environment; development of the ability to evaluate jointly with the teacher and classmates the result of the group’s work and one’s own achievements (group report sheet, self-assessment sheet; formation of the ability to competently construct verbal statements .
Learning objectives aimed at achieving subject learning outcomes:
application of educational strategies "Making a concept map" consolidation of skills to recognize nouns systematization of students' knowledge about the declension of nouns. formation of the ability to determine the case of a noun and its ending; development of students’ speech culture during use and education case forms nouns
Lesson equipment:
Cards for pair work
Blanks for drawing up concept maps in groups
Computer
Multimedia projector
Self-assessment sheets
Group score sheets
Signal cards (traffic lights)
Lesson steps
Provides motivation to perform...Now, guys, let's summarize what concepts we worked with today in the lesson? - Now you will work in groups. Assignment to groups. Create a concept map.
1 gr. What is a noun?2gr. What is declination? 3 types of declination.
Organizes group reports. Evaluates skills: communicate, listen, justify one’s opinion, ability to work in a group for a common result.
Group report on work performance. Evaluation.
Instructs on filling out self-assessment sheets.Summarizes the lesson together with the childrenGroup report on work progress.Assessment.