Educational materials and developments in the Russian language. Russian language Ent open Russian lessons
Nesterenko Elena Vasilievna
Educational institution: MBOU Efremkinskaya secondary school No. 8
Brief job description: Topic: "Spelling of words with an unstressed vowel at the root" Tasks: 1. To generalize and supplement students' knowledge about the spelling of unstressed vowels at the root; 2.Develop written speech, the ability to accurately answer questions.3. To cultivate a caring attitude towards nature. Planned results: students will learn to distinguish between forms of a word and words with the same root; see the spelling in the word; give reasoned answers, prove your opinion.
Nesterenko Elena Vasilievna
Educational institution: MBOU Efremkinskaya secondary school No. 8
Brief job description: Topic: "Parts of speech" Purpose: Formation of the ability to recognize parts of speech. Tasks: * generalize and consolidate students' knowledge of parts of speech; * to form spelling skills of various parts of speech; * develop the ability to recognize adjectives, nouns, verbs, pronouns in the text, to establish a connection between adjectives and nouns; * expand the vocabulary of children; * develop attention and logical thinking; * cultivate a sense of humane attitude towards each other, love for nature; * educate a sense of responsibility for strengthening and maintaining their health;
Markovina Tatyana Nikolaevna
Educational institution: MBOU "Secondary School No. 2" of the city of Vilyuchinsk, Kamchatka Territory
Brief job description: Abstract + presentation for the lesson of the Russian language Grade 3 "School of Russia" V.P. Kanakina, V.G. Goretsky in 2 parts of 2018 Lesson topic: Types of sentences for the purpose of the statement. The purpose of the lesson: to introduce students to the types of sentences for the purpose of the statement. There is a short presentation for the lesson, which will help to make the lesson interesting and visual.
Postnikova Zhanna Ilyinichna
Educational institution: MBOO "Ust-Tattinskaya secondary school named after N.D. Neustroev"
Brief job description: This report summarizes the experience of the Ministry of Defense of teachers of the Russian language and literature of the U-TSOSh in the framework of the implementation of the requirements of the Federal State Educational Standard for agro-specialized schools. 6 areas of work are highlighted: 1. Lessons with agricultural components 2. Collection of dictations for grades 5-83. Project "Education of the owner of the land"4. Organization and management of research activities of students5. Organization of a remote competition for the development of lessons with agricultural components6. Participation in the gardening of the school, in subbotniks, in the work of the school camp "Uunuu" This work will help in organizing the work of a language teacher in agricultural schools.
Atemasova Elena Viktorovna
Educational institution: KSU "Novo-Bukhtarma secondary school No. 2"
Brief job description: This material contains test tasks for the 8th grade in the Russian language. There are 15 questions in total. It is convenient to use in the final lesson on the topic "Minor members of the sentence" to test the knowledge and skills of students. The work also contains a key for verification and a rating scale.
Sorokina Inna Yurievna
Educational institution: GAPOU PO PCAS
Brief job description: To feel the joy of communicating with the audience, "counter current", as K.S. Stanislavsky, satisfaction from the fact that the words spoken had an effect, one must not only have something to say and know how to build a speech.
Grin Marina Viktorovna
Educational institution: Basic comprehensive school of the SSPI Branch in Zheleznovodsk
Brief job description: introduce the generic endings of adjectives; to continue the acquaintance of students with the semantic meaning of adjectives; to consolidate the ability to ask questions from a noun to an adjective; deepen students' ideas about the role of adjectives in people's speech; to form the skill of agreement noun + adjective.
Suldum-ool Alina Yurievna
Educational institution: MBOU secondary school No. 2 named after. S. K. Toka s. Saryg-Sep
Brief job description: Purpose: to summarize the existing knowledge about the adjective as a part of speech. with a known algorithm; - perform mutual verification and self-examination when performing a training task; - correlate the set goal and the result of the activity; - evaluate the result of one's own activity.
MKOU "Sar-Sar secondary school"
Development of lessons in the Russian language
under the conditions of the Federal State Educational Standard
Completed by: Kurbanova E.A.
LESSON PLAN
____ Borrowed words __________
| Kurbanova Elmira Abiddinovna | ||
| MKOU "Sar-Sar secondary school" | ||
| Teacher | ||
| Russian language and literature | ||
| 5th grade | ||
| Lesson "Borrowed words" | ||
| Russian language 5 cells. |
The purpose of the lesson: the formation of a stable educational and cognitive motivation for the subject on the example of the topic "Borrowed words in the Russian language", the organization of students' activities to achieve the following results:
Personal:
awareness of the aesthetic value of the Russian language; respect for the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture;
the desire for speech self-improvement;) a sufficient amount of vocabulary and acquired grammatical means for the free expression of thoughts and feelings in the process of speech communication; the ability to self-assessment based on observation of one's own speech.
Metasubject:
possession of all types of speech activity: listening and reading:
adequate understanding of the information of oral and written messages (communicative setting, text topic, main idea; main and additional information);
possession of different types of reading (search, viewing, introductory, studying) texts;
the ability to extract information from various sources, including the media, Internet resources; freely use dictionaries of various types, reference books, including those on electronic media; mastering the methods of selection and systematization of material on a specific topic; the ability to conduct an independent search for information;
the ability to transform, preserve and transmit information obtained as a result of reading or listening;
the ability to compare and compare speech utterances in terms of their content, stylistic features and language means used; speaking and writing: the ability to determine the goals of the upcoming educational activities (individual and collective), the sequence of actions, evaluate the results achieved and adequately formulate them orally and in writing; the ability to create oral and written texts of various types, styles of speech and genres, taking into account the intention, addressee and communication situation;
the ability to freely, correctly express one's thoughts orally and in writing, to comply with the norms of text construction (logicality, consistency, coherence, relevance to the topic, etc.); adequately express their attitude to the facts and phenomena of the surrounding reality, to what they read, heard, saw;
subject
understanding of the main functions of the language, the connection between the language and culture of the people, the role of language in the life of a person and society;
carrying out various types of word analysis (phonetic, morphemic, derivational, lexical, morphological),
understanding the features of language design, the use of expressive means of the language in the text;
mastering the main stylistic resources of the vocabulary and phraseology of the Russian language, the basic norms of the Russian literary language (orphoepic, lexical, grammatical, spelling, punctuation), the norms of speech etiquette and using them in their speech practice when creating oral and written statements;
Tasks.
Tutorials:
develop the ability to formulate definitions of concepts;
develop the ability to find borrowed words in the text;
to form the ability to use borrowed words in speech;
develop the ability to determine the etymology of borrowed words;
enrich students' vocabulary;
improve spelling and skills.
Developing:
development of critical thinking of students;
development of students' attention;
formation of UUD (personal, regulatory, cognitive):
development of the ability to formulate and prove one's point of view;
development of skills to analyze, compare, generalize;
develop the ability to apply new knowledge;
development of creative, speech abilities of students;
formation of logical skills;
development of the ability to rely on what is already known, on one's own subjective experience;
development of the ability to formulate a problem;
development of group and pair work skills.
Educational:
fostering interest and respect for the native language;
education of a value attitude to the word;
development of communicative UUD:
creating a favorable atmosphere of support and interest, respect and cooperation;
interaction of students in group and pair work: development of respect for each other.
Lesson type: lesson to introduce students to new material
Forms of work of students: individual, pair, group
Required technical equipment: PC; multimedia projector;
Structure and course of the lesson
Annex to the lesson plan
Borrowed words
| Lesson stage | used ESM | Teacher activity | Student activity | Formed UUD. |
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| Organizational moment, motivation to study noah activity | Teacher's welcome speech | The principle of psychological comfort UUD: personal, communicative. The goal is to create a friendly atmosphere, motivation for learning, creating a situation of success |
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| Knowledge update | The teacher reads the epigraph to the word lesson of V. G. Belinsky: "All peoples exchange words and borrow them from each other." The teacher offers to reflect on the statement, interpret it, think about the names of such words in the language. | Students make assumptions and discuss them with classmates. Students name the topic of the lesson. | The principle of integrity. UUD: cognitive, communicative, regulatory (independent formulation of goals and objectives, planning, forecasting) PURPOSE: to create a problem situation, to predict upcoming activities. |
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| Goal setting and motivation | The teacher gives the task: listen to the text, write down in a notebook the words that seem familiar to you.Audio recording in English of the text "Sports" and asking questions. What is the topic of the text? Why do you think so? After all, the text is in a foreign language. Then he reads the same text in German, offering to compare them. Then he invites the students to set the goal of the lesson, guiding them in doing so. | Students set the objectives of the lesson: Learn to recognize a borrowed word; Find out the origin of such words; Learn to identify what languages words are borrowed from | ||||
| Entering new material | The teacher offers to independently define what borrowed words are, then compare them with the definition from the textbook. Then he proposes to determine from which language the words written out from the texts are borrowed and check with the information from the dictionary of the textbook. | Students independently give a definition, then compare it with the materials of the textbook, find information about the origin of words in the dictionary entries from the textbook. | ||||
| Primary fastening | 1. Electronic task "Borrowed words" Option 1 | The teacher guides and advises. | Students will classify the words into groups, depending on the origin. In case of difficulty, turn to the hint | Communicative, cognitive UUD |
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| Application of new knowledge in a standard situation | 2. Electronic task "Borrowed words" Option 2 | The teacher provides guidance as needed. | The students work in pairs. | communicative, |
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| The teacher gives an assignment. Divide the words into groups according to their origin. (The words are written on the board.) Olympics, college, rally, jacket, basketball, postmaster, athlete, genie, pile, cottage, fine, sandwich, spinning, child prodigy, grandmaster, gentleman. | Students work individually | Cognitive, regulatory UUD |
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| Transfer to new conditions | 1. The teacher proposes to determine the interpretation of which foreign words are given. 1) Crunchy dough that breaks easily (cracker). 2) The brand of a product that is very popular with buyers (brand). 3) Price list, a list of prices for goods and services of a particular company (price list). 4) The first show of the performance (premier). 5) Elegance of movements, beauty of posture (grace). 6) Crew, personnel of the ship (crew). 7) Master of fine manufacturing of articles from precious metals and stones (jeweler). Conclusion: - With the help of what words do we replenish our vocabulary? 2. Write a short miniature: "Music in my life", write what kind of music you prefer and why, using as many borrowed words as possible, in case of difficulty, refer to the textbook materials. | Pupils guess foreign words, check their spelling in the dictionary They write a creative work, then read it in the class, evaluating and reviewing the work of classmates. | Communicative, cognitive, regulatory UUD Communicative, cognitive, regulatory UUD |
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| Homework | The teacher offers a choice of: 1) write out 4 sentences from works of art (one complex) with borrowed words; 2) prepare a presentation on 5 borrowed words from different languages. 3) prepare the message "Words-travelers" | Students choose a task from the teacher's | Cognitive, regulatory UUD |
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| Summarizing | Students determine what they learned in the lesson, what questions they would like to discuss in subsequent lessons. | Communicative, cognitive, regulatory UUD |
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| Evaluation | The teacher offers to evaluate his work and the work of a neighbor on the desk, evaluates the most active students. | Students evaluate activities based on their results, self-assessment | Communicative, regulatory UUD |
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| Reflection | The teacher offers to assess the level of understanding of this topic and their impressions of the lesson with the help of drawings. | Regulatory UUD |
Lesson-scenario (FSES) in the Russian language on the topic
"Vowels in the prefixes PRE- and PRI-" in the 5th grade of the UMK MM. Razumovskaya
Teacher Seregina Olga Egorovna
Place of work, position:
MBOU "Agibalovskaya secondary school"; teacher of Russian language and literature
The target audience: students of grade 5 A
Subject: Russian language
Short description: Russian language lesson in accordance with the Federal State Educational Standard
Lesson type: a lesson in the "discovery" of new knowledge
Lesson topic:"Vowels in the prefixes pre- and pre-"
Lesson Objectives: informative: to expand the conceptual base about orthograms in word prefixes; with the help of practical tasks, to ensure that students understand the conditions for choosing a vowel in the prefixes pre- and pre-
Activity: to form students' skills in working with words that have the spelling "Vowels in prefixes pre- and pre-"; develop UUD in students: cognitive, communicative and regulatory in accordance with the type of lesson (lesson of "discovery" of new knowledge).
Lesson stages
Teacher activity
1. Organizational moment.
Greetings. Expression of good wishes.
Organization of self-examination of homework.
Target: the inclusion of students in educational activities at a personally significant level.
1. Greeting, checking readiness for the lesson, recording the date.
Hello guys. Sit down. I wish you success in the lesson and good grades. Write down the number, great work.
2. Mutual verification of homework according to the standard
At home, you did exercise 630. When writing which prefixes did you have to solve a spelling problem?) (rules for writing prefixes ending in Z-S)
What algorithm did you use? (1st step - determine the letter at the beginning of the root: vowel, voiced or deaf);
2nd step - remember the rule - before the vowel and voiced consonant of the root in the prefix, the voiced consonant Z is written, before the deaf, the deaf consonant C;
3rd step - write the prefix in the word.
Exchange notebooks with each other and check the correctness of the tasks according to the model (screen) SLIDE 2:
Irresponsible, illiterate, powerless, harmless, inactive, selfless, tasteless, endless, boundless, heartless.
In the self-control sheet for homework, enter the score given to you by a classmate.
No errors - 5 points:
1-2 mistakes - 4 points
3-5 mistakes - 3 points
6 or more - 2 points
2. Actualization of knowledge.
(Motivation for learning activities)
Purpose: to fix the actualized methods of action in speech (repetition of what has been studied).
3. Repetition of what has been learned.
From the given text, write out the words with prefixes and divide them into 2 columns:
1. Fixed prefixes
2. Prefixes ending in Z and S.
1 student at the blackboard. SLIDE 3
The sun came out again, illuminated the gloomy side of the horizon, and disappeared. Everything changed and became gloomy. The grove shook. Swifts and swallows flew low over the ground. Lightning flashed. There was a rumble overhead.
1 column - looked out, lit up, disappeared, trembled, flew by.
2 column - changed, flashed, resounded.
What word did not enter either the 1st column or the 2nd?
SLIDE 5: ACQUIRED
Why? (The prefix Pri_, cannot be written in our columns, because this prefix does not apply to invariable and prefixes on s-s)
3. Student goal setting
lesson as their own learning task.
Purpose of the stage: discussing the difficulties (why the difficulties arose, what we do not yet know).
4. Goal setting and motivation:
This morning a telegram came to our class. Only here's the bad luck: apparently, something happened to her on the road, and some letters disappeared somewhere. Nevertheless, let's try to read it and restore the lost letters. read out a telegram
(Telegram text on screen) SLIDE 6
With ardent greetings, pr ... rates of Pre- and Pre-
Which morpheme is missing letters? Will we be able to spell prefixes right away? Why did the spelling problem arise when choosing a vowel? (? (no stress falls on the prefix, the vowel is in a weak position, therefore, you need to know the rule for choosing a vowel in a prefix)
What do you think the topic of today's lesson is? (Vowels in prefixes PRE and PRI) SLIDE 7
How to build a work to correctly write words with prefixes pre- and pre-?
(SLIDE 8: First you need to remember what we know about this topic, then what we can and what we should learn in the lesson - the opinions of students are heard)
Exactly the same telegram is on your desk. Our goal is to gain knowledge that will help restore the text of the telegram, which will be useful in life not only when writing telegrams, but will also help in the future to pass exams in the Russian language. At the end of the lesson, I think we will be able to spell the letters in the telegram correctly.
set a goal.
4. Problematic explanation of new material.
Objectives: to organize communicative interaction, during which the spelling algorithm of prefixes is identified and fixed.
pre-; create a problematic situation; pronounce a new mode of action in external speech.
5. Development of a project for getting out of difficulty
(algorithm, translation of the rule into the language of images).
Purpose: solving oral problems and discussing the project of its solution.
5. Linguistic fairy tale.
Today in the lesson we will conduct a small study and find out under what condition it is necessary to write pre-. At what -at-.
Filling in a small table that each student has will help us in this.
1. Incomplete action
APPLY, APPLY.
1. Can be replaced by the word "very" PREVENTIVE, WISE.
2.Approximation
2. Pre- = re- INTERRUPT, TRANSCEIVE.
3.Connection.
Sew on, nail on.
4. Proximity to something, can be equated to the word "about".
A linguistic fairy tale will help us.
There were two consoles. One Pre-, the other Pri-. The prefix Pre- was very kind and very wise. She made friends with adjectives and played with them in new words: very kind - pre-kind, very wise - wise.
What words with the prefix Pre- met in this text? PREVENT, WISE. (Students call, and the teacher writes on the board in the table).
Under what condition is the prefix PRE - written? (The prefix Pre- can be replaced by the word “very”)
Pristaka Pre- was the daughter of the prefix Pere-, she was very similar to her mother. Only one letter she did not take from her mother, the letter E. Thanks to this similarity, she could replace the prefix per- in verbs: interrupt - interrupt, step over - transgress.
What words with a prefix appeared in this text?
INTERRUPT, CRIME
In what other case is the prefix PRE- written? (Prefix Pre- \u003d Re-)
The prefix PRI- was a well-bred and shy young lady, she did not allow herself anything superfluous. He won’t lie down, but lie down, he won’t sit down, but he will sit down.
What words with a prefix are found in this passage?
APPLY, APPLY.
What is the significance of the prefix PRI- in this case?
(Everything is done “A little bit, not to the end - the incompleteness of the action”)
In addition, the prefix PRI- was observational. She noticed that
if a person walks and approaches something, then they say “came”, the horse galloped, the turtle crawled, and the bun rolled in general.
What words with prefix did you find?
CAME, RIDED, Crawled, ROLLED.
So, what does the prefix mean in this case? (Approximation)
Once the prefix PRI- visited a technology lesson. Girls are taught to sew on buttons, and boys are taught to nail nails.
What words with the prefix Pre- did you find? SEW, NAIL .. What is the meaning of the prefix in this case?
(Accession).
And the prefix PRI- likes to compare everything:
the station square is very large, the school grounds are not so huge, and her grandmother's garden plot is quite small.
What words with the prefix PRI- found in the text?
STATION, SCHOOL, HOUSEHOLD.
What is the significance of the prefix in this case? Proximity to something can be equated to the word "about".
So, we have completed the table. Let's once again conclude when the prefix PRE is written, and when is PRI? (Children make a conclusion according to the table)
6. Primary fastening.
Purpose: to consolidate the new mode of action in practice. 6. Explanatory dictation (1 student at the blackboard).
Tie, attach, land, run, long, pretty, sit down, stand up, obstacle.
In the self-control sheet, enter the score according to the scale
No errors - 5 points:
1-2 mistakes - 4 points
3-5 mistakes - 3 points
6 or more - 2 points
7.Inclusion in the knowledge system and repetition.
Objectives: to organize independent performance by students of standard tasks for a new mode of action, followed by verification according to the standard;
based on the results of independent work, organize a reflection of the activity on the application of a new way of activity.
7. Independent work with self-examination according to the standard exercise No. 646) Students enter a score on the self-control sheet.? SLIDE 9
Approximation, connection Location near Incomplete action
land Urals suspend
attach seaside muted
solder raise
touch
8. Inclusion in the system of knowledge and repetition.
Purpose: to organize the repetition of educational content necessary to ensure meaningful continuity
8. Working with text.
What verbal picture did V. Soloukhin draw?
What helped you see the picture of the spill? (the tops of the bushes, the roofs of the baths peeked out of the water)
How did the inhabitants of the flooded village feel? (anxiety, fear of the elements) Prove with words from the text (The birdies were anxiously scurrying about. The old women lamented. Everyone was waiting for them [the buildings] to be carried)
What style is the text?
What means of expression does the author use? (personifications: water has crept up to the gardens, the water bends down the bushes, the baths are slumped)
Explain the lexical meaning of the words “shouldered” (snuggled) and “wailed” (cried)
Match these words with synonyms
In the self-control sheet, enter 1 point for each synonym.
9. Reflection of educational activity in the lesson.
Objectives: to evaluate the results of their own activities;
focus on the difficulty with the new course of action in order to agree on homework.
9. Restoring the telegram Enter the missing letters in the text of the telegram
It seems to me that now you know enough about the spelling of prefixes PRE and PRI and you can independently restore the text of the telegram.
Fill in the missing letters in the telegram and explain your choice. .SLIDE 10
What was the goal?
Were you able to achieve your goal?
How?
What were the results?
Where can new knowledge be applied?
What difficulties did we experience? In what? Explain and talk about your problem. What helped us overcome them?
10. Homework
It is obligatory for everyone to use the table that we compiled in the class when completing the assignment and additionally read paragraph 54
1) Who is not yet sure that he will be able to distinguish prefixes on his own, then tell yourself: "I worked well!" and follow exercise No. 646,
2) Who has learned to distinguish between the meaning of prefixes pre- and pre- and can explain the topic to a friend, say to yourself: "Well done!" and come up with a vocabulary dictation of 10-12 words on the topic studied today.
Finally, I would like to give you such an unusual memo in verse about the prefixes Pre- and Pre-, which will remind you of the conditions for choosing a vowel in these prefixes .:
Overcome the barrier
Don't break the law
In fine weather
Break bad sleep
Pre-smile,
Block your way
Here we will write everywhere
Prefix…
All Together: Pre-.
With the prefix Approximate,
Glue and sew.
Let's raise it a little higher
And we'll bring something.
Let's downplay a little
Just a little bit,
Let's put it in order
And let's sit down and rest.
11. Grades for the lesson
SLIDE 12 Grades for the lesson: carefully look at the self-control sheet, add up all the points and rate yourself on the scale.
Checking homework - maximum 5 points.
Independent work No. 646 - maximum 5 points.
Working with text - maximum 2 points.
Total: maximum - 12 points.
Key to evaluation:
11-12 points - score "5";
7-10 points - score "4";
5-6 points - score "3".
Draw the mood. SLIDE 13
Well done! Thank yourself and our guests with applause. SLIDE 14
Attachment 1
Self-control sheet
teaching__ 5 class A _________________________________________________________________
Checking Homework Exercise
№ 646 Working with text.
Total points Score
No errors - 5 points
1-2 mistakes - 4 points
3-5 mistakes - 3 points
6 or more - 2 points
No errors - 5 points
1-2 mistakes - 4 points
3-5 mistakes - 3 points
6 or more - 2 points
For each synonym 1 point Key to assessment:
11-12 points - score "5"
7-10 points - score "4"
5-6 points - score "3"
TELEGRAM
We ... we are in Balakovo by train, passing ... at exactly 10.00 to the pr ... city station. At 11.30.
we'll be at school and we'll be able to get to work.
With pr…big regards, pr…bets Pre- and Pre-
TABLE "Spelling of prefixes PRE- and PRI -"
Prefix Meaning Examples Prefix Meaning Examples
1. Incomplete action
APPLY, APPLY.
1. Can be replaced with the word "very"
PREVENT, WISE.
2. Approximation
CAME, RIDED, Crawled, ROLLED.
2.Pre- = re-
INTERRUPT, CRIME.
3. Accession.
Sew on, nail on.
4. Proximity to something, can be equated to the word "about".
STATION, SCHOOL, HOUSEHOLD.
TABLE "Spelling of prefixes PRE- and PRI -"
Prefix Meaning Examples Prefix Meaning Examples
Development of a lesson according to new standards (FSES).
Subject: "O//Yo after hissing in the suffix." 5th grade
Lesson Objectives
1. Training:
a) repeat the spelling o / / e after hissing at the root;
b) deepen and expand knowledge of spelling o//ё after hissing (not only in the root, but also in the suffix);
c) to form the ability to choose, the ability to justify the choice of o / / e after hissing in the suffix and at the root of the word;
d) classify language material based on the rule.
2. Developing:
a) to form communicative UDD: the ability to form judgments within the educational discourse; build educational communication in pairs, groups, in communication with the class team;
b) to form UDD of a cognitive nature: mastering the methods of selection and differentiation of language material; extracting information from spelling and explanatory dictionaries of the Russian language;
c) to form a regulatory UDD: the ability to set a goal and give its verbal formulation; the ability to evaluate the result of their educational activities; the ability to reflect on the results of studying the topic of the lesson.
3. Educational:
Awareness of literacy as an indicator of a person's general culture;
Raising the desire for literate speech.
Equipment:
A computer;
Projector, screen;
Evaluation paper;
Cards Oh, Yo
Scales, cards "Participant", "Observer".
Types of activities of students in the lesson:
1. Participation in the goal-setting of educational activities.
2. Formulation and written fixation of the purpose of the lesson
3. Drawing up a diagram according to the studied spelling, filling in the table on the topic of the lesson.
4. Listening, oral work on cards.
5. Oral chanting of the speech according to the words of the exceptions (o / / e after the words hissing at the root).
6. Independent work on the topic
7. Reflection of students at the end of the lesson, evaluation of the results of their activities in the lesson
8. Evaluation by the teacher of the results achieved by the students
Before the lesson (at recess) everyone is given an "Evaluation sheet" (10cm x 10cm)
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The sooner the student has the opportunity to correct the backlog in studies, the easier it will be to study the subject in which he does not have time. Now you do not have to look for a tutor (and pay him) or attend additional classes. Training videos posted on our portal can demonstrate no less effectiveness. And timely read notes on the lessons of the Russian language will help to better assimilate the studied material. The main thing is to give the student a chance in time to understand the importance of this academic discipline. Today, a good knowledge of the Russian language (both written and oral) is often one of the main requirements when looking for a job.
If your schoolchild has certain problems with learning the Russian language, if he demonstrates poor progress in this discipline, use the educational videos of our website, which are supplemented with auxiliary notes on Russian language lessons.
The development is a lesson in Russian language and literature on the topic "Precious particles".
Type of lesson: generalization of knowledge. This lesson is based on literary material related to the work of N.V. Gogol.
The didactic material used in the lesson contributes to the development of spelling vigilance, speech skills, the development of thinking, and also fosters love for the Russian word, for the native language.
Through the artistic word of Gogol, through the works of painting, the lesson contributes to the formation of cultural competence.
Attached is a presentation that allows the teacher to create conditions for a creative approach to the study of the topic.
Research type lesson aimed at improving the knowledge, skills and abilities of 7th grade students.
Goals and objectives of the lesson:
- give an idea of what folk signs are; talk about the role of signs in the life of our ancestors; to promote the education of interest in the history and culture of the Russian people, reflected in the language;
- contribute to the enrichment of students' vocabulary; give an idea of the role of adverbs in language and speech; to form / improve the skill of correct spelling and use of adverbs; develop the skills of writing an essay and participating in collective project and educational and research activities.
Target audience: for grade 7
The lesson is based on a meta-subject approach to the presentation of educational material. The connecting element between the stages of the lesson is the reading by students of a virtual encyclopedia created by means of the PowerPoint program.
Today, schoolchildren have access to a variety of information on the Internet, but know little about the activities of prominent scientists and artists. In order to expand the horizons of fifth-graders, the study of the topic “Morphemic word analysis” is presented in the form of a journey through the pages of an encyclopedia, accompanied by prominent scientists who help students to derive and formulate the “laws” of morphemics and evaluate their own achievements.
ICT makes it possible to make the presentation of the material interesting, presentable; make encyclopedic information accessible (at the lesson, the teacher, unfortunately, cannot put an encyclopedia on the desk of each student); help to organize a physical minute.
The lesson "Laws of Morphemics" will allow students not only to repeat and systematize their knowledge about the structure of the word, but also help fifth-graders look at the science of language in the system of other scientific disciplines.
The ability to work with a dictionary is often the key to student success in preparing for final exams, olympiads, and in school research activities.
The purpose of the proposed lesson: to give an idea of lexicography as a section of applied linguistics; to form the skill of working with different types of dictionaries; develop attention to the word; to cultivate interest and love for the native language.
This lesson can be carried out as part of the study of lexicology, when repeating the studied material at the beginning or at the end of the year, in the classroom devoted to preparing for the Olympiads, since questions on lexicography are traditional at Olympiads of different levels.
The use of multimedia materials in the lesson (developed electronic dictionaries, articles of rare dictionaries) will improve the effectiveness of teaching, since the stock of dictionaries in the school is often characterized by a small number of books.
Target audience: for grade 5
A lesson in repetition and consolidation of knowledge about isolated members of sentences.
The lesson repeats the conditions for setting punctuation marks with separate members of the sentence. There is an observation of how their expressive properties are used in speech. Work is being done with the text, creative work, a test, a conversation about marine painters and their work (Aivazovsky).
Target audience: for grade 8
1. Cognitive:
a) generalize and systematize knowledge about writing NOT with different parts of speech;
b) introduce the forms of project activity.
2. Practical:
a) to consolidate the skills of writing NOT with different parts of speech;
b) to form the ability to determine, with the help of a reference scheme, the conditions for choosing a continuous and separate spelling NOT with words.
3. General subjects:
a) educate
- interest in the subject;
- a linguistic personality possessing different types of competencies;
b) develop logical thinking, speech skills, different types of memory;
c) to form the ability to independently perform the task.
Technological map of the Russian language lesson
Formation of knowledge, skills and abilities on the topicType of lesson / type of lesson
lesson of complex application of knowledge/mixed
Forms of work
Frontal-collective, individual, in groups
Teaching methods
verbal, explanatory-illustrated, partially exploratory, practical, dialogue, interactive, work with a book, work with dictionary words, “buzzing reading” and “reading to yourself”, independent work, work in pairs, reflection “My mood”, “ Traffic light"
Pedagogical technologies
Collective and individual learning system, discussion, developmental learning technology, gaming
Resources/equipment
Textbook, notebook, writing on the board, material for reflection "Tell a friend"
IOrganizing time -time (2 min)Stage tasks : create motivation and conditions for the emergence of students' needs for inclusion in classroom activities
Welcomes students
Checks readiness for training session.
(Attachment 1)
Forms a positive attitude to the lesson.
Greetings teachers,
Check the availability of educational material on the tables, organize their workplace
Smile at each other, mentally wish good luck
OKC / respect for elders
CPC/self-assessment
LSK \ homing
IIChecking homework – time (1 min)
Stage tasks: identify problems with homework
Identifies the difficulties that students experienced when doing homework, explains
Express difficulties
CPC/self-assessment of independent household activities
IIISpelling minute - Reflection of the emotional state at the beginning of the lesson -
time (7 min)
Stage tasks: prepare a hand for writing, repeat the spelling of the spelling -shi, -zhi, identify the emotional mood at the beginning of the lesson, cultivate respect for the animal world
Organizes paperwork
Conducts a reflection of the mood at the beginning of the lesson
(appendix 2)
Announces the motto of the lesson “Do not be afraid of mistakes. Deal with mistakes"
Conducts work on the "lesson motto".
Organize work with spelling -zhi- -shi- based on riddles about animals(Appendix 3)
Leading an educational conversation
(Annex 4)
Prepare a notebook. Write down the number, type of work
Mark the mood in the fields with a smiley
Perceive. Make sense. Adopt a training motto for the lesson.
Isolate the spelling from the motto-spelling
-shi
Solve riddles. Write down the answers in the plural.
Enter into a dialogue. They reason. They answer questions.
KLS\culture of writing
QC/listening skills
CSK/Information Saving
CSK / application of existing knowledge
CPC/riddle guessing
IV Vocabulary work- time (3 min)
Stage tasks: introduce a group of vocabulary words on the topic "Animal World", teach self-acquaintance with vocabulary words, form the skill of working with a book
Organizes self-acquaintance with a group of vocabulary words on the topic
" Animal world"
They independently get acquainted with this group of words through reading "to themselves" and the method of "buzzing reading"
CPC/functional literacy
LSK\culture of thinking
LSK / self-acquaintance
Code of Criminal Procedure / work with the book
VActualization of knowledge, goal setting – time (10 min)
Stage tasks: reproduce those who have knowledge on the topic, learn to quickly and accurately answer the question, train in working with the table, teach to conduct a dialogue, form the ability to draw a conclusion, educate the accuracy of work in a notebook
Organizes a situation in which children actualize the knowledge necessary for the subsequent discovery.
(Annex 5)
Checks if the table is complete. Leads a dialogue.(Annex 7)
Organizes the compilation of sentences from words:
by fluffy hare glade hopping
Organize work in pairs
(Appendix 8)
Organizes the problem statement. Leads a dialogue
(Annex 9)
Working with a table.
Compare their knowledge and ignorance.
(Annex 6)
Analyze
Make up an offer. Write in a notebook and on the board.
Read. Make sense.They conclude that inabout the second entry, all sentences are about one thing, in other words, on one topic. And in the first record all sentences about different things.The first entry contains individual sentences, and the second entry contains text.
Enter into a dialogue. They answer questions. They make a conclusion.
QC/Dialogue
CPC \ application of knowledge gained earlier
LSK / culture of thinking
STK \ functional literacy skills
CSK / ability to respond individually
CSK / demonstration of knowledge of the rules
CSK / knowledge activation
CPC / work with the table
Code of Criminal Procedure / drafting a proposal
CSK / the ability to draw a conclusion
VIWork on the topic of the lesson – time (6 min)
Stage tasks: to form knowledge on the topic of the lesson, to develop practical skills in determining text and non-text, logical thinking, spelling vigilance, to cultivate accuracy in work in a notebook
Organizes work according to the textbook exercise 521
Read what is written. Determine which of the read is text? They prove why. Give a title to the text. Write down in a notebook.
CPC \ application of acquired knowledge
QC / textbook skill
CSK / ability to prove
CPC / functional literacy
CSK \ allocation of essential
LSK\culture of writing
Fizminutka (2 min) Tasks of the stage: relieve general body fatigue
Carried out during the VI stage
VII Control check of understanding - time (6 min)
Stage tasks: determine the degree of assimilation of educational material
Carries out verification work on the card
(Annex 10)
Are they doing tasks?
1 Choose a title for the text
2. determine the main idea of the text
LSK\culture of thinking
CSK / functional literacy
STK \ Skill of independent work of the PCK / application of knowledge
CPC / work with text
LSK \ ability to work independently on assignment
LSK \ development of personal qualities
VIII Information about homework, briefing on its implementation, reflection of the emotional state at the end of the lesson–time (4 min)
Stage tasks: provide the necessary information for completing homework, identify the emotional mood at the end of the lesson
Assigns and explains homework p. 190 exercise 522
Conducts a reflection of the mood at the end of the lesson
(Annex 11)
Listen, ask questions
Mark the mood in the fields with a smiley. Compare with the state at the beginning of the lesson
CSK \ understanding the meaning of the task for the exercise
CSK / self-determination of emotional state
IX Reflection of educational activity (the result of the lesson) – time (4min)
Stage tasks: learn to make inferences organize work on awareness of their own activities.
Organizes the work and the final conversation according to the table
Conducts a reflection "Traffic light"
Analyze the table. Answer questions
Evaluating your work
QC / the ability to express one's thoughts;
Code of Criminal Procedure / make inferences and conclusions
QC/Dialogue
LSK / self-assessment
APPENDIX
1 . Teacher:
What? What happened?
Why is the bell ringing?
Children:
We are ready. The table is fine.
The lesson starts.
2. In the margins, depict your mood at the beginning of the lesson
3. Riddles
1. Here are needles and pins crawling out from under the bench.
They look at me, they want milk. (Hedgehog)
2.I am midges for food
I catch on the fly.
I fly like a bullet
I can't walk. (Swifts)
3. Steals crumbs
Afraid of cats.(Mouse)
4.-How should animals and birds be treated?
Why is it important to take care of wildlife?
5. -Each of you came to school with a specific purpose.
From what?
Let's start today by defining what we know and what we want to know.
Look at the table, mark with a sign+ questions that you can answer.
Check! what you don't know.
7. What topics did you find difficult?
What do you know about the offer?
8. What do you know about the text?
Read the notes on the cards. Consult and decide which of the entries is text.
Wasp is an insect.
The boy saw a butterfly.
The artist painted a bird.
Wasp is an insect.
The wasp has six legs.
The wasp also has a stinger.
Conclusion . A text is a series of sentences connected by meaning.
9. What question could not be answered? Having a hard time?
Why?
Do you want to explore, find out?
put up a sign? in the "I want to know" column
The topic of our lesson?
Topic. The main idea of the text.
Set tasks for the lesson:
We will learn to determine the topic and the main idea of the text
10.test work
1. Read the text. Choose an appropriate title.
Spring has come. The birds are sitting in the nest. They squeak. Babies want to eat. Mom flies to them. She is carrying a worm. The bird is in a hurry to feed the children.
A. Spring has come
B. Chicks
B. Caring mom
2. Write the main idea of the text
11. In the margins, depict your mood at the end of the lesson