Examples of technological maps in Russian. Technological maps for the Russian language in the middle group with Kazakh language of instruction. Application of new knowledge

Technological map Russian language lesson in 3b grade according to the “School of Russia” program 09/04/19

Teacher: Tarasova L.V. MOAU "Secondary School No. 13 in Orsk"

Subject: Text

Planned results.

knowledge: know what text is

skills: be able to identify a topic and main idea text

Regulatory UUD: accept the educational task of the lesson, implement the solution educational task under the guidance of a teacher; answer the final questions of the lesson and evaluate your achievements.

Subject UUD: develop the ability to determine the topic of the text and the main idea; work with deformed text of varying complexity.

Communication UUD:

Personal UUD: the ability to correctly formulate statements and form positive learning motivation.

Target: remember and consolidate knowledge about the text

Tasks:

To develop the ability to determine the topic of a text and the main idea;

Work with deformed text of varying complexity.

Self-determination for activity

Check your readiness for the lesson.

I really want to study

Don't be lazy, but work.

I know for sure - I can do it

And I will help the guys.

We write down: number, class work.

Min. Calligraphy

Tt KkSs

Vocabulary work

April, shore, album, city, dawn

Let's read the words and write them in alphabetical order.

Make a sentence with the first word.

Updating knowledge

Read the notes, compare them, draw conclusions, I ask any student from the group.

The birds have gathered for the winter. They sat on the wires and screamed loudly. The birds said goodbye to their native places until spring.

It was raining like buckets. A juicy sorrel grew by the road. The children took the kitten and went home.

Students’ formulation of topics and goals

- Who guessed what the topic of our lesson is today?

Text.

Setting a learning task

- What is the goal for the lesson?

Tasks?

Today in class we will try to answer all the questions posed.

What is text?

Working on new material

Open with. 12 and read what the text is. Tell each other in pairs.

- Find exercise 11 (work according to the textbook instructions)

Primary consolidation

Executing exercise 12

Physical exercise from Auntie Sova and her assistants

(video)

Reinforcement (differentiated instruction)

I offer tasks to choose from. The simplest task is on white sheets. On the yellow ones the task is more difficult, on the red ones the most difficult task. We will work in groups

Arrange punctuation marks to form text. Title the text. Determine the topic of the text and the main idea.

Late autumn, the wind has torn off the last leaves from the trees, it rains all day long, only crows cawing can be heard in the yard, soon the time of frost and blizzards will come.

Arrange the sentences in such order to form a text. Title the text. Determine the topic of the text and the main idea.

Suddenly there was a loud bark.
The children came to the forest.
The moose drank water.
Near the forest lake they saw moose.
The moose quickly disappeared into the forest.

Compose and write down a coherent text from deformed sentences, arranging them in the right order. Title the text. Determine the topic of the text and the main idea.

in the summer, in the entryway, he, in, lived
hedgehog, in, fell asleep, hole, winter
hedgehog, hungry, in the spring, will come
watch out, mice!

grandfather gave the children a hedgehog

Reflection

Let's evaluate our work in class using a traffic light.

Bottom line

What goal did we set for the lesson?

What tasks?

Greeting the teacher, checking readiness for the lesson

write down

They answer questions frontally.

Group work

Deer diagram

blizzard scheme

does not denote a sound, denotes the softness of a consonant sound

CONCLUSION:

Complete the task

answer

They are working. They check.

Choose words for your question

Groups choose a task and complete it.

Regulatory UUD: I accept

t the learning task of the lesson

Communication UUD:

listen Andunderstand speech of others;

agree with classmates, together with the teacher, about the rules of behavior and communication and follow them;

studywork in pairs, groups ; perform various roles (executive leader).

Regulatory UUD:

Determine and formulate the purpose of activity in the lesson with the help of the teacher;

Explain the sequence of actions in the lesson;

Learn to work according to the plan proposed by the teacher

Personal UUD: the ability to correctly formulate a statement, the formation of positive learning motivation.

Communication UUD: conduct a dialogue, work in pairs.

Subject UUD: produce based on the scheme - layer model - sound analysis words with a vowel sound [‘o] after a soft consonant, read syllables - mergers with the letter E, draw conclusions

Subject UUD:

meaningful, correctread

whole words within the operational reading field (3-4 letters);

Communication UUD: conduct a dialogue, work in pairs, groups

Technological map of the Russian language lesson

SUBJECT AREA - Russian language

TYPE OF CLASS: mastering new knowledge

TEACHER - Topchieva Irina Viktorovna, teacher of Russian language and literature, VKK, MBOU Mitrofanovskaya Secondary School of Kantemirovsky municipal district, Voronezh region

CLASS - 6

TOPIC: " Secrets of Russian words."

GOAL: to organize an environment for the study of a new linguistic science - “Etymology”.

TASKS:

1. Learning objectives aimed at achieving personal results:

To develop the ability to be independent cognitive activity;

Establish a connection between the goal educational activities and its motive;

The ability to self-assess based on the criterion of success in educational activities;

Development creative thinking

2.Learning objectives aimed at achieving meta-subject learning outcomes (regulatory, communicative, cognitive learning outcomes):

Be able to determine and formulate a goal in a lesson with the help of a teacher, maintain the goal and learning objectives;

Be able to express your opinion based on working with the material, make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made;

Formation of the ability to plan, coordinate, control and evaluate one’s activities;

Formation initial forms cognitive and personal reflection.

Cognitive UUD:

Navigate your knowledge system;

Find answers to questions using your life experience and information received in the lesson;

Development of thinking operations: comparison, comparison, analysis, synthesis and generalization.

Communication UUD:

Be able to formulate your thoughts in oral speech, listen and understand the speech of others;

Formation of the ability to interact in static pairs and groups.

3.Learning objectives aimed at achieving subject-specific learning outcomes:

Formation of the ability to apply received theoretical knowledge V non-standard situations and in new practical conditions

TECHNOLOGIES: development critical thinking in Russian language lessons (group work, information and communication)

FORMS OF WORK: group work, modeling, compiling an etymological flower “What’s in your name?”

INTER-SUBJECT RELATIONS: with history, geography, logic, foreign languages, mathematics.

EQUIPMENT: multimedia projector (speakers), “Etymological dictionaries” by M. Vasmer, handouts, video fragment, audio recording of “Ladushki”, colored paper, glue

№ n\n	Lesson stage	Teacher activities	Student activities	Formed UUD
	Motivation for active learning activities	Organizes viewing of a video fragment Asks questions: Hush...(view) What do you say? What are we talking about? Do you know where the name “otter” came from and what it means? Working with an epigraph: How can we find out? A name is given to everything - both the beast and the object. There are plenty of things around, but there are no nameless ones... Language is both old and eternally new! And it's so beautiful - In a huge sea - a sea of ​​words - Swim every hour! A. Shibaev Write the date in the notebook, great job	Viewing video series "Otter" They answer the questions asked. Learn about storyline lesson. Discuss the main idea of ​​the epigraph	Personal: Regulatory:
	Problem- tization	Statement of the purpose of the lesson We have interesting work ahead of us: unraveling the secrets of words in the Russian language.	Set goals: Get acquainted with the new section of linguistics, “Etymological Dictionary”, learn to do etymological analysis of words Four groups will work today. 1 group “Phonetics” Group 2 “Morphemics” Group 3 “Word Formation” Group 4 “Grammar” Each group puts forward hypotheses on how to get out of the problem situation.	Personal: establish a connection between the purpose of educational activity and its motive Cognitive: analyze an object with the identification of essential features, the ability to compare and establish analogies, the ability to build reasoning in the form of connecting simple judgments about an object. Regulatory: setting an educational task based on the correlation of what is already known and learned, and what is still unknown
	Updating knowledge and skills	How are these words formed? (words are formed in a suffixal way, suff. -n-). What about the word hand-to-hand? What does it mean? How was it formed? What is the meaning of the root -pash-? Do we have words in our language related to this root?	Children work in groups Each group writes down one word: samovar, diesel locomotive, diving, hand-to-hand Each group proves its answer They are similar in composition, like twins. The only science that can answer all these questions is etymology. Work with “Etymological dictionaries” Student's report on the origin of the word "hand-to-hand"	Personal: express a positive attitude towards the learning process, a desire to learn new things, and show attention. Regulatory: targeting successful activities.
	Problem resolution progress	Today we will search for the truth with you! I propose that we create a detective agency, “Look to the Root.” What does the expression in the name of our agency mean? Choose from the suggested values ​​the one that matches our theme. Find them.	Against the backdrop of calm music, students Group work with “Etymological dictionaries” Group work (Three words: lord, possess, volost. The original root is volod -, olo=la (young - young, cold - cold); in the word possess the same version of the root is presented and, in addition, the initial V is lost here, as is often the case observed in the position after the prefix ob-, return-, turn around, carry -oboz and others. In the word volost, the final consonant D changes to S in the position before - cf.: sweet - sweetness, fall - fall.) “Following the trail”: Getting to know etymological dictionaries, Construction of entries in these dictionaries. What information do they carry? "Find relatives" The words are given: swamp, ruler, wet, hairy, volost, cure, elbow, possess, get along, passion. Among them there are three words that go back to the same common Slavic root.	Personal: Cognitive Communicative: listen and hear others
	Dynamic pause	Audio break “Okay…”	The guys watch, listen and clap their hands. Etymological information about the word “ladushki”	Personal: installation on healthy image life and its implementation in the classroom. Cognitive: search and highlight necessary information, modeling, analysis and synthesis
	Creative laboratory "What's in your name..."	Your destiny is influenced by your name. Do you know what your name means?	Etymology is a faithful assistant in this matter Working with a dictionary Compilation of the “Etymological Tree”	Personal: ability to organize oneself to complete a given task
	Product presentation educational activities. Result.		Present the results of group work Children in groups go to the board and present their work convincingly.	Personal: the ability to organize oneself to complete a given task, each student presents the product of his work. Cognitive: putting forward hypotheses and their substantiation, building a logical chain of reasoning, the ability to argue one’s point of view and draw conclusions. Communicative: the ability to fully and accurately express one’s thoughts, master monologue and dialogic forms of speech in accordance with grammatical and syntactic rules language, speaking in front of an audience Regulatory: control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard, product correction
	Reflection on learning activities	The teacher organizes comprehension and encourages students to expand the information field.	Groups of students, during reflection, compose a syncwine on the topic: “Etymology” The children sum up the lesson together with the teacher.	Personal: ability for self-assessment based on the criterion of success in educational activities. Communication: the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the task and communication conditions
	Homework	Task options: 1. Etymology of the word “Voronezh” 2. Etymology of the name (names of family members) 3.Write a miniature essay about what discoveries you made for yourself today

Technological map of the lesson.

Subject area: Russian language

Class: 1st class

Lesson type: staged;

Purpose of the lesson: to form an idea ofmeaning native language in every person's life; organization of acquaintances for 1st grade studentswith a textbook, oral and written speechin the subject area “Russian language” on the topic: “Types of speech”.

Learning objectives:

Study types of speech;

To form in students an idea of ​​the role of the Russian language in human life;

Learning objectives aimed at achieving personal results:

Formation of patriotic views, a sense of pride in one’s homeland;

Acquaintance with the ethnic and national values ​​of Russian society.

Educational objectives aimed at achieving meta-subject learning outcomes (regulatory, communicative, cognitive learning outcomes):

Be able to formulate the purpose of the lesson with the help of the teacher;

Be able to express your opinion in relation to the material being covered;

Forming an objective assessment of your work in the classroom and the ability to make the necessary adjustments;

Cognitive UUD:

Be able to navigate the textbook;

Be able to plan your answer based on the task at hand;

Find most effective ways achieving results.

Communication UUD:

Be able to correctly express your thoughts in oral speech, listen and understand the speech of others;

Discuss with classmates and teacher, the basic rules of communication in a team, try to follow them.

3.Learning objectives aimed at achieving subject-specific learning outcomes:

ABOUT mastery of general ideas of the unity and diversity of the linguistic space of Russia, awareness of the importance of the Russian language for humanity.

Facilities (equipment):

textbook on the Russian language (UMK “School of Russia”)

n\n	Lesson stage	Teacher activities	Student activities	Formed lesson UUD:
	Class organization.	“The long-awaited call has been given, We're starting the lesson! If you try, Don't be shy, don't be afraid, Answer and understand That, of course, certainly You will know everything in the world!	Greetings from the teachers. Organize their workplace, getting ready for work.	Personal: Express a positive attitude towards the learning process; Show a caring attitude towards classmates; Pay attention throughout the lesson; Develop goodwill towards others; Develop a willingness to cooperate. Regulatory: Carry out step-by-step and final control; Be able to evaluate the correctness of your own actions; Exercise not only self-control, but also mutual control; Understand the educational-cognitive task and follow it until the end of the educational activities; Set yourself up for successful, fruitful work; Carry out the task in accordance with the goal; Objectively evaluate the results of your work. Cognitive: Be able to navigate your knowledge system; Get your bearings in the textbook, carefully treat him; Communicative: The ability to express oneself opinion, listen to the opinions of others; Express your thoughts orally. Engage in dialogue (answer questions, ask questions); Participate in a collective discussion of an educational problem.
	Preparation back to main stage of the lesson. Acquaintance with the textbook “Russian language”	Words written on the boardteach, textbook, teacher - Guys, we have a Russian language lesson. Let's read the title of the textbook we have to work with. What can you say about its name? - Why do you think this book is called a textbook? - I suggest you look through the textbook a little, see that there are various rules and exercises that we have to study. - Pay attention to the board. What unites the words written on it??	- The textbook is called “Russian Language”. - With the help of the textbook, children will learn new words, learn to pronounce and write them correctly. - Words on the board unites general theme"School. Studies".
	Formulating the topic and purpose of the lesson (textbook, pp. 5, 6)	- Now we will study such an interesting and necessary subject as “Russian Language” and will start with the section called “Our Speech”. Let's read together what we have to learn and what we can learn in the lesson. What is the topic of the lesson? - Once again, read the question that caused difficulty for Pochemuchka. This is very important, since the goal of our lesson is to find the answer to this question. What should we learn today?	The teachers are listening. They are reading. Lesson topic: “Types of speech” - What kind of speech is there? Distinguish between types of speech, know about their role and significance in human life.
	Introduction to the topic of the lesson. What kind of speech is there? (Ex. 1, 2).	- Look carefully at the diagram and answer me the question: What do you know about speech? - Let's read the text. What's new you learned about types of speech? Which Did speech appear first, oral or written?	They look at the diagram and try to compose a story based on it. Read the proposed text and answer questions about it.
	Physical education minute	Two frogs in the swamp In the morning we washed ourselves early, They dried themselves with a towel. They leaned to the right, to the left. They stomped their feet, Hands patted That's the secret of health, Hello to all physical education friends!	Exercises are performed under the guidance of the teacher
	The role of the Russian language (exercise 3).	- Look at the pictures in the textbook. Let's read the sentence. Have you ever communicated with children of other nationalities? - What language did you speak? All residents of our large multinational country of Russia speak Russian, because it is our national state language	Look at the drawings. Read the proposal. Answer the teacher's questions. The teachers are listening. They copy off the sentence after working with Memo 5 “How to learn to copy a sentence correctly.”
	Generalization and consolidation of knowledge and methods of action	What is the topic of the lesson? What did you learn today? - What kind of speech is there? - Give examples of oral, written, and internal speech.	Answer teacher questions
	Reflection	Imagine that you are on a pedestal, try to evaluate your work in class. Which part of the lesson did you find most difficult? - What question did Whychka need to answer? What type of work did you like best?	Green tokens are attached to the pedestal The red token is glued to the part of the board where there were difficulties during the work. Answer teacher questions
	Assessment	I have one token for the whole class. Think and decide which of the guys will get it. Who was the most active today?	Decide who to give the token to

Kambulova Marina Aleksandrovna,

teacher of Russian language and literature

highest qualification category

MBOU gymnasium No. 7 BIS RT

Lesson topic: “Orthoepy”

Objective of the lesson: familiarization with the term “orthoepy”, development of skills correct speech(norms of stress and pronunciation), enrichment of students' vocabulary; development logical thinking; nurturing a positive attitude towards knowledge and love of language.

Planned results:

Personal:

desire for a speech standard;

respect for the native language;

improvement various types speech activity;

possession different types solving assigned problems;

the ability to freely and correctly express one’s thoughts orally and in writing

form, comply with the norms of text construction (logic, consistency,

coherence, relevance to the topic, etc.); adequately express your attitude towards

facts and phenomena of the surrounding reality, to what has been read,

heard, seen.

Metasubject:

Regulatory:

exercise self-regulation and self-control;

evaluate the correctness of the educational task, the possibility of solving it;

together with the teacher and classmates, evaluate the activities in the lesson;

highlight and realize what has already been learned and what still needs to be learned.

Cognitive:

conscious and voluntary construction of a speech utterance;

free perception of text.

Communicative:

listen and understand the speech of the teacher and classmates;

be able to express your thoughts with sufficient completeness and accuracy in accordance with

tasks and conditions of communication;

plan educational cooperation with the teacher and peers;

master the dialogical form of speech in accordance with grammatical and

syntactic norms of the Russian language;

mastery of monologue speech.

Subject:

Educational:

develop the ability to formulate definitions of concepts;

develop correct speech skills (stress and pronunciation norms);

develop the ability to express your thoughts, perceive and assimilate information;

enrich vocabulary students;

improve spelling and skills.

Educational:

development of critical thinking;

formation of UUD (personal, regulatory, cognitive);

develop the ability to apply new knowledge;

development of creative and speech abilities of students;

development of the ability to rely on what is already known, on one’s subjective experience.

Educational:

fostering interest and respect for the native language;

upbringing value attitude by the way;

creating a favorable atmosphere of support and interest, respect and

cooperation;

student interaction in pair work: developing respect for each other.

Lesson type: a lesson in “discovering” new knowledge.

Learning Tools: PC, exhibition of dictionaries, drawings.

Forms of student work: individual, pair, group.

Technological lesson map

Lesson stage

Teacher activities

Student activities

Formed UUD

1. Organizational moment, motivation for educational activities

(1 minute)

Welcome speech from the teacher:

Good afternoon, guys. Let's look at each other and smile. They say, “a smile is a kiss to the soul.” Now let’s say loudly to each other: “Good afternoon!” Take your seats. I'm glad you have good mood, and I hope that you and I will work very friendly and actively today. I don't even doubt this.

Greeting students.

The principle of psychological comfort.

UUD: personal, communicative.

The goal is to create a friendly atmosphere, motivate students to study, and create a situation of success.

2. Updating and trial learning activity

(4 minutes)

There is a poem written on the board.

There lived a man

Golden hands.

He saw a lot in his time

And torment, and torment.

Once upon a time in a clearing

He met a big castle,

But there is only one problem - the villagers

They took the castle with them.

He doesn’t know how to close the palace,

Maybe hammer some carnations,

But the flowers are in the way:

How not to destroy carnations?

There are 6 drawings attached to it. Why? Are the words spelled the same?

(Each word has its own lexical meaning. Although they are written the same, they are pronounced differently, because the stress in these words can fall on different syllables: muk A (bulk product), m at ka (suffering), s A mok (building), deputy O k (device for locking the door), gv O zdiki (iron rods) – nail And ki (flowers).

They look at the pictures, select words for them, and answer questions.

Formulating your own expectations, activating previously existing knowledge, actively immersing yourself in the topic.

UUD: cognitive, communicative, regulatory (problem presentation educational material).

3. Identifying the location and cause of the difficulty in the problem educational action

(1 minute)

We see that it is very important to correctly placeemphasis in a word, because this may change its lexical meaning.

Open your notebooks and write down the number. Cool job.

Which branch of the science of language studies the correct placement of stress?

(Orthoepy studies the correct placement of stress).

Let's see what parts this word consists of. What is the meaning of each part?

(“Ortho” is correct, “epic” is speech. Correct speech).

Based on the topic of the lesson, formulate its main goal. What do we have to find out today?

(N learn to put stress correctly).

Students write down numbers, “Class work,” and lesson topics.

Formulate the purpose of the lesson.

The principle of integrity.

UUD: cognitive, regulatory (independent goal formulation, planning, forecasting).

GOAL: create a problematic situation, predict upcoming activities.

4. Construction of a project for getting out of the difficulty. Purpose of the stage:

Record the reason for the students’ difficulties, organize a leading dialogue on the problematic explanation of the new material; organize a record of overcoming difficulties

(4 minutes)

Open your textbook. Read the material on p. 143-144. What new have you learned? What caused you difficulty? Give examples.

(We learned that, in addition to spelling and punctuation rules, there are also special norms called orthoepic. They teach us how to pronounce words correctly).

Let's read in the textbook what orthoepy is.

As we get acquainted with new material, we will form a cluster. This word means “brush”, “bunch”. Our cluster should include the information that we received on different stages our lesson.

Today in the lesson we will get acquainted with the principles of orthoepy: we will learn how to correctly place stress and pronounce sounds in words. In case of difficulty, we will turn to the dictionary. And they will help us today: Dictionary in the textbook “Pronounce it correctly”, School spelling dictionary, Spelling dictionary.

Let's remember how to work with a dictionary. By what principle are words arranged in the dictionary?

(Words in the dictionary are arranged alphabetically. Each word has a dictionary entry that contains information about the word.)

What have we already learned? Creating a cluster.

ORTHOEPY

word stress

The emphasis depends on

lexical meaning words

Awareness of the goals and objectives of learning, perception, comprehension, memorization of educational material and basic issues; more developed ability to obtain information from text and construct a message orally; development of the ability to compare studied objects on independently identified grounds .

Operating principle.

UUD: communicative, cognitive, regulatory (development of students’ attention, monologue speech; creation of a favorable atmosphere of interest; work on the formation of logical skills: analysis, comparison, generalization, building chains of reasoning).

5. Primary consolidation with pronunciation in external speech

(10 minutes)

Task 1. I will tell you riddles, which the correct emphasis will help you guess:

1) I am a herbaceous plant
With a lilac flower,
But change the emphasis
And I turn into candy.

(In the word " And rice" the stress is on the first syllable. This is the name of the flower. And in the word “ir” And s" - on the second, and it means candy).

2) I am a collection of cards: from emphasis
My two values ​​depend
If you want, I’ll turn into a name
Shiny silky fabric.

( A tlas is geographical map, the stress in this word is on the first syllable. And in the word “atl” A s" stress on the second syllable, this is the material from which something is sewn).

What conclusion can we draw?

(The lexical meaning of a word depends on the stress.)

Now let’s solve the riddles and put the correct emphasis on the words.

Letters - icons,
Like soldiers on parade,
Lined up in a strict order.
Everyone stands in the appointed place,
And everything is called...

(Alphabet. The emphasis is on the third syllable).

2) I make thin dishes,
Delicate white and sonorous
They've been burning for a long time,
I call myself...

(Porcelain. The emphasis is on the second syllable).

3) To quickly go to the library
Were you able to find the book?
There is a card index in it,
Special…

(Catalogue. The stress is placed on the third syllable).

Well done, everyone completed the task.But orthoepy studies not only the placement of stress, but also the correct pronunciation of words.

Task 2

Eternal - boring

Heartfelt - trifling

Mail - to

Plywood - muffler

Theme: tennis

Dream - scrambled eggs

What - a sweater

Let's draw a conclusion.

( Not all words are written the way they are pronounced).

We supplement the cluster.

ORTHOEPY

Studying production Studying pronunciation

word stress

lexical meaning of the wordchn in a number of words it sounds,

Howsh. Lettere Not

always softens

previous consonant

Students about solve riddles pronounce words, putting the correct emphasis on them and explaining differences in lexical meaning.

They work with words, write them down in a notebook and pronounce them.

(The task is completed in pairs)

The task is completed individually and then spoken orally.

Formation of motivation for learning and purposeful cognitive activity; formation of the ability to construct a speech utterance in accordance with the assigned tasks.

UDD: personal, communicative.

6. Physical exercise

(2 minutes)

Pinocchio stretched,

Once - bent over,

Two - bent over,

Three - bent over.

He spread his arms to the side,

Apparently I couldn't find the key.

To get us the key,

You need to stand on your toes.

Physical education minute

The exercises are aimed at activating the attention of the left and right hemispheres simultaneously.

They allow you to switch attention from one type of activity to another and relax.

7. Independent work with self-test against standard

(8 minutes)

Characteristic feature Russian accent is its mobility. At the beginning of the lesson, we were convinced that the meaning of a word can depend on stress.

Task 3 Read the words written on the board correctly and explain the meanings. Make up phrases or sentences. (The task is completed in pairs)

Dear, castle, mugs, iris, carnations, shelves, cotton

(With each word you can make two phrases. For example: roads O th friend - forest road O goy; airy A mok – big deputy O k;blue kr atfemales - yellow circles And ;

Beautiful And rice is delicious And s;small gv O Zdiki - red nails And ki; wooden p O lki - military regiment And ;white xl O pok - loud bang O To)

What did we see after completing this task?

(It is important to correctly place the stress in the word, since its lexical meaning depends on this)

And now we will spendorthoepic dictation .

Copy the words from the board and place the emphasis. If you have any difficulties, consult a dictionary. Indicate spelling patterns in words.

Alphabet, porcelain, catalogue, library, more beautiful, ringing, sentence, means, kilometer, document, beets, started, leisure, interest, shop.

Well done!

Manifestation emotional attitude And volitional efforts in educational and cognitive activities, memorizing material; self-control of completing tasks, mutual control and making adjustments to educational and cognitive activities.

Planning your actions in accordance with the task and the conditions for its implementation.

8. Inclusion in the knowledge system and repetition

(10 minutes)

And now for a fun Baby Monitor lesson.

(Whoever is friendly with the rules is firmly convinced

Farf O we really need r, and f A rfor is not needed.

You can't say alpha A vit, or maybe alphabet And T.

Who says alpha A vit, he says it wrong.

Don't say kat A log, but just rolled O G.

And TV O horn? TV possible O horn, or maybe creative O G.

What if you go to the store? And and suddenly the briefcase e whether they brought it,

Then don't go to the magician A zine, you can't buy a briefcase And .

When we're flying at full speed in a car,

Then we are not lucky O fer, and the driver is driving us e r.

Chief e r, he loves his business, his profession,

A with w O We'll immediately run into an accident.

And now let it not be a secret for the guys,

What's not stat in the park at and, and st A thujas are standing.

And if you come to the theater, for example,

Then they won't let you in A rter,

Welcome to the desk e r.

You, schoolboy, be more careful with the accent

And our instructions, we ask, do not forget.

And you will frivolously install them somehow,

Sooner or later you will get into trouble.)

Write down a word in which double stress is possible.

(This is the word “cottage cheese.” It can be stressed on both the first and second syllables.)

We supplement the cluster.

ORTHOEPY

Studying production Studying pronunciation

word stress

The emphasis depends on the combination of letters

lexical meaning of the wordchn in a number of words it sounds,

Howsh. Lettere Not

always softens

previous consonant

In some words it is possible

double staging is possible

accents

Consolidation of the studied material.

Task 4

Lexical dictation. Guess the word by its lexical meaning, pronounce it correctly, write it down, explaining the spelling.

1. Tailoring workshop.(This word is “a[te]lie”. The sound [t] in it is pronounced firmly).

2. The branch of science that studies speech sounds.(This word is “fo[ne]tika”. The sound [n] in it is pronounced firmly).

3. Wide asphalt road.(This word is “shos[se]. The sound [s] in it is pronounced firmly.)

4. Punctuation mark.(This is the word “ti[re]”. The sound [r] in it is pronounced firmly).

5. A floating mountain that broke away from a spring.(This word is “ais[b`e]rg”. The sound [b`] in it is pronounced softly).

6. Highest Achievement skill.(This is the word “i[d`e]al”. The sound [d`] in it is pronounced softly).

7. Lower seats for spectators in the theater.(This word is “par[te]r”. The sound [t] in it is pronounced firmly).

8. Sports game with a ball.(This word is “[te]nnis.” The sound [t] in it is pronounced firmly).

9. The name of the scientific concept.(This word is “[t`e]rmin”. The sound [t`] in it is pronounced softly).

10. Scarf, neckerchief.(This is the word “kash[ne]”. The sound [n] in it is pronounced firmly).

11. Hotel. (This is the word “o[te]l”. The sound [t] in it is pronounced firmly).

Standard: to correctly pronounce a word, you need to pay attention to its lexical meaning, then check whether it contains a combination of letters that are pronounced differently from how they are written. Based on this, we put emphasis and choose the correct pronunciation.

What did we learn by doing the task? Where can we turn in case of difficulty?

(We learned to pronounce words correctly. In case of difficulty, we can turn to the Spelling Dictionary).

Now let’s write down the metagrams in a notebook. Who's to say what it is?

(A metagram is a riddle, according to the terms of which from the hidden word, by replacing

one letter to another, a new word is obtained).

When you open me up
Usually you pour water.
But n on b change it quickly -
And I am a dweller of the seas.
(The resulting words are “crane – crab”).

With letter sch- In fact
I am in the service of Emelya.
m put in this place:
There will be no test without me.

(The words turned out to be “shch” uka - flour").

Can't you find something like this?
Amazing words:
If the letter in it changes,
The bird turns into a fish.
(The resulting words are “pheasant - carp”).

WITH h- I'm needed at billiards,
WITH and I am the trail after the rain,
WITH n- I help you see,
WITH n- I light the way at night.
(The resulting words are “pocket - puddle - magnifying glass - moon”).

2. Copy and put emphasis on the highlighted words. Indicate in which examples the shift of stress creates a new word, and in which it only changes their form (case, number).

The carpenter made the bookshelves.
Armed regiments were moving along the road.
All windows are open. I'm standing by the window.
I wash my hands. Give me my book.

(In the words "p O lk" and "regiment" And ", "m O yu" and "mo yu "stress creates new words, and in the pair " O kna-window A "Only the form of the word changes).

3. Pronounce the highlighted words correctly. Write it down and indicate the correct pronunciation of sounds.

At the exhibition inmuseum we sawmodel new plane.Portrait Pushkin by the artist Kiprensky. A parachute was thrown from the planelanding . Everyone's dream is to have a personalcomputer . Detective investigated the scene of the incident.

In order not to make a mistake in placing the accent, you can use funny hints. (Beets - Thekla)
Aunt Thekla ate beets.

(Cement-tool)
I take my instrument
I quickly thin the cement.

(KvartAl - tired)
I walked for a long time and was tired,
Passed the seventh quarter.

What a strange rhinoceros
I ate both cottage cheese and cottage cheese.

Dialogue heard in class:
Discussing the catalogue.

Children don't need to be spoiled
So as not to fill your teeth.

DremOta and Yawn go out of the gate.
(sipping)
If you touch the willow tree,
You will become even more beautiful. (tilts)
My ears are ringing
It's calling again.

We supplement the cluster.

ORTHOEPY

Studying production Studying pronunciation

word stress

The emphasis depends on the combination of letters

lexical meaning of the wordchn in a number of words it sounds,

Howsh. Lettere Not

always softens

previous consonant

In some words it is possible

double staging is possible

accents

In order not to make a mistake in For the correct

placement of stress, pronunciation is possible

use funny use dictionary

fairy tales

SCENE.

The boy is standing. He is holding a bottle of medicine in his hands. Reads: “Three times a week, a tablespoon. After eating."

Starts to squeak. Mom runs in.

- What happened, son? Why are you squeaking?

- And I took the medicine. And here it is written... (reads)

- Oh, you stupid thing. Because you read it wrong. Three times after eating, not food.

- Oh, mommy. At school, the teacher told us that changing the emphasis can change the meaning, but I forgot about it...

What happened from the shift in emphasis?

(The meaning of the word changed, and a funny story happened to the boy).

Work in worksheets.

They check.

They draw a conclusion.

They write under

dictation is checked on slides according to the standard.

Students can check their answers against the standard located on the slide.

We check against the standard.

Prepared in advance by a group of students.

Application of acquired knowledge in practice and subsequent repetition.

UDD: personal, regulatory, cognitive.

9. Reflection

(3 minutes)

Guys, what was the purpose of our lesson today?

(The purpose of our lesson was to learn how to correctly stress and pronounce words).

Have we achieved this goal?

(We learned correct pronunciation words, now we know that the meaning of a word can change depending on the emphasis, so we have achieved the goal of our lesson).

What algorithm of work have we compiled to correctly place the emphasis?

(To correctly place emphasis on a word, you must first look at its meaning in a sentence or phrase. If you have any difficulties, you can turn to the Spelling Dictionary for help).

On the self-assessment sheet, give yourself a grade for your work in class. If you have any questions or difficulties on this topic, then put a question mark next to the lesson step.

Now let’s put the grades in the journal and diaries.

In the next lesson we will continue working on this topic.

Well done guys, thank you for active work.

Assessment and self-assessment of educational activities, generalization and systematization of knowledge, students.

Developing the ability to accurately and completely express one’s thoughts.

UDD: communicative

10. Information about homework, instructions on its implementation

(2 minutes)

Level 1. Place emphasis on words. Check yourself using the Spelling Dictionary if you have any difficulties.(Catalog, quarter, provision, rings, cakes, pullover, sorrel, blinds, in-depth, petition, prettier, cottage cheese, pamper, beets).

Level 2. Write down the words in transcription, indicating their pronunciation.(Birdhouse, scrambled eggs, parterre, sweater, phonetics, dash, depot, lighter, soft, bakery, something to).

Level 3. Make sentences with words depending on the stress in them.(Atlas, squirrels, clubs, organ, arrows, steam, drank, already, ear).

Level 4. Make up a fairy tale using the words that were heard today in our lesson.

Students write down the assignment in their diaries and express their emotions about the lesson.

Development and deepening of the needs and motives of educational and cognitive activity, the use of information retrieval methods.

UDD: educational.

What have we been talking about for several lessons? (about parts of speech)

Which section of the Russian language studies parts of speech? (morphology)

What is morphology? (a branch of the science of language where a word is studied as a part of speech)

What groups are parts of speech divided into? (independent, service and interjection)

What parts of speech are considered independent, auxiliary?)

What parts of speech have we already remembered? (noun, adjective, verb, adverb)

And now we are with you Let's play tic-tac-toe, during this game you will try to self-test your knowledge of the material covered. You have pieces of paper on your tables that you will work with.

(I will organize frontal survey V game form, which helps students conduct self-diagnosis of knowledge and develop social courage).

Is the statement true? (yes-x, no-0)

(slide No. 1)

Morphology is a branch of the science of language in which the members of a sentence are studied.

A noun is independent part speech, denotes a feature of an object.

The adjective changes by gender, number, and case.

A verb is an independent part of speech that denotes the action of a subject.

An adverb is a variable part of speech.

Not with verbs is always written separately.

Let's exchange papers and check

Place the leaves in your notebooks

Open the notebooks, write down the number, great job (slide number 3)

There is a text in front of you, let's listen to it? (Reading by myself)

(slide No. 4)

But she didn’t think about anything and just cried. When the soft, fluffy snow completely clung to her back and head and she sank into a heavy slumber from exhaustion, suddenly the entrance door clicked, squealed and hit her on the side. She jumped up. (A.P. Chekhov)

Who is the text talking about?

It's about about the dog Kashtanka from the story by A.P. Chekhov's "Kashtanka", but this cannot be learned from the text. (Slide No. 5)

Why didn't you have a clear answer? (in this text there was no word that names the object discussed in the text, but there is a word that does not name the object, but only points to it)

What word is this? (she)

What part of speech does this word belong to?

Formulate the topic of the lesson.Pronoun

Write down the topic of the lesson:

« Pronoun"(slide No. 6)

Based on the topic of the lesson, formulate the purpose of our lesson?

Repeat…(pronoun)

Learn...(use pronouns in speech)

What are pronouns?

(slide No. 7) pronoun definition)

How are they different from nouns?

Pronouns are divided into groups-categories (slide No. 8)

- What type of pronouns do you already know? (personal)

Personal(slide No. 9)

- Why are they called that?

(do not name the object, but only indicate)

-What do you know about personal pronouns?

(change according to persons, numbers and cases)(slide No. 10)

- Name all personal pronouns.(slide No. 11)

1. Task.

Write out all the personal pronouns from this text and determine their case. (slide No. 12)

At this time, the duck surfaced not far from Jack. The dog swam towards her, but as soon as he approached, the duck dived again. Jack follows her.

A second later he appeared on the surface again, holding the caught duck, and swam to the shore. We rushed to him to take the loot from him. But Jack looked angrily at us and handed the duck directly into Dad’s hands.

2. Check (slide No. 13)

To her (D.p.), he (I.p.), behind her (T.p.), we (I.p.), to him (D.p.), at his (R.p.) ), on us (V.p.).

(Slide No. 14)

I'm going and you're going,

One, two, three

I sing and you sing(walk in place, point to themselves and friends with their hands)

One, two, three(clapping your hands below, at chest level, above your head).

We walk and we sing(walk in place, point to themselves and friends with their hands)

One, two, three(clapping your hands below, at chest level, above your head).

We live very friendly(palm in fist, thumb up) -

One, two, three(clapping your hands below, at chest level, above your head).

Syntactic role of a pronoun in a sentence (writing on the board)

Since my school years I have felt the beauty of the Russian language. I was attracted to it by its sonority, richness of words and expressions.

Insert the missing letters, find pronouns in the sentences, determine their syntactic role.

What parts of the sentence can pronouns be?

(pronouns can most often be subject, object)

Conclusion (slide No. 15)

Instead of what word is the word used in the second sentence in it? For what? (to avoid repeating a word)

Edit the text, replacing repeated nouns with pronouns, determine which parts of the sentence are pronouns (I read the text by ear, the guys have the text on their desks)

Left alone, Aunt lay down on the mattress. Sadness crept up on Auntie unnoticed and took possession of Auntie gradually. Some vague figures appeared in Aunt’s imagination.

(slide No. 16)

Left alone, Aunt lay down on the mattress. Sadness crept up on her unnoticed and took possession of her gradually. Some vague figures appeared in Aunt’s imagination.

Use of pronouns OH. SHE, THEY

From the pronouns OH. SHE, THEY

form case forms with prepositions and write them down, determine case

(slide No. 17)

To (he), about (she), from (he), above (he), opposite (she), with (she), towards (he), thanks to (he, she, they)

Checking and correcting errors (slide No. 18)

To him, about her, from him, above him, opposite her, with her, towards him, thanks to him, her, them

How do you write prepositions with pronouns? (separately)

What is special about the spelling of 3rd person pronouns?

Conclusion (slide No. 19) Accusative case does not depend on animacy and coincides with the genitive for all personal pronouns, including it

Pronouns He, she, it And They have a shape on n- before all prepositions except thanks to, outside, contrary to, following, due to, contrary to, towards, according to, respectively, like.

Form gen.p. her is colloquial: she has = she has.

Features of the use of 2nd person pronouns.

Now let’s talk about the peculiarities of using 2nd person pronouns.

(Slide number 20)

Perhaps you understand everything.

Maria Petrovna, will you come to our lesson?

How do we address each other? (You)

To strangers? (You)

Who else do we call you? (adults, strangers)

(slide No. 21) Conclusion

There are some peculiarities in the Russian language: we address older, unfamiliar people with “You”. These are the norms of etiquette (rules of behavior in society). Previously, “you” was used to call parents. This ancient tradition is still preserved in some rural areas.

What is a pronoun called?

Name personal pronouns

How do personal pronouns change?

What parts of the sentence can personal pronouns be?

When is N added to 3rd person personal pronouns?

In what cases do we use the pronoun YOU?

(Slide No. 22)

Please indicate your pronoun.

A) hunter

B) careful

B) (with) you

How are personal pronouns different from nouns?

B) pronouns point to objects without naming them

C) pronouns name objects

How are pronouns with prepositions written?

A) separately

B) together

B) in different ways

In which sentence is the pronoun the main member?

A) If you have a friend, consult him.

B) They learned how to cut carefully.

Indicate the error in determining the case of the pronoun.

A) saw me (V.p.)

B) came to see me (D.p.)

B) read with me (P.p.)

6. Indicate the sentence with a grammatical error:

A) His father had an old book

B) He had an old book

C) You won’t get anything from them

Check, notebooks are handed in

2. Textbook “Theory” ______

4. Group assignment. Compose a dialogue using personal pronouns

Guys, prepare your signal cards.

Whoever understands everything, raise a green card

If you understand everything but need help with some questions, raise your yellow card.

Well, those who didn’t understand anything and the lesson seemed useless - a red card

Well done! Thank you for your active work in class. Grading

And at the end I will read a poem. These are the words a pronoun could say about itself if it were visiting us.

(Slide No. 25)

I have this opinion about myself:

The role of the pronoun is huge!

I give myself completely to my work,

I'm changing names!

(Slide No. 26)

Thanks for the lesson!

– Answer humorous riddle questions:

a) Which pronoun has two sounds but one letter? ( I.)

b) Which two pronouns spoil the road? ( I–We.)

c) How many personal pronouns are there in a word? family? (Family.)