Russian language. A lesson in discovering new knowledge. Public lesson. 4th grade.
The topic of the lesson is "declension of nouns".
Goals:
1. Give a general idea of the three types of declension of nouns in the singular.
2. Learn to distinguish between the declension of nouns and select the appropriate nouns.
3. Develop logical thinking based on the performance of logical operations (analysis - synthesis, classification), observation.
4. To cultivate cognitive interest, the ability to communicate, cooperate.
Formation of UUD:
- Personal UUD:
a) Self-determination at the stage of solving an educational problem (when determining the purpose of the work to be performed)
b) Meaning formation at the stage of setting the educational task (when establishing a connection between the goal of educational activity and its motive)
2. Regulatory UUD:
a) The development of goal-setting at the stage of setting a learning task (when correlating what is already known and what knowledge is still not enough to solve a learning task)
b) Development of planning and awareness of one’s way of activity at the stage of compiling a memo (when compiling a memo)
c) Development of self-control at the stage of mastering the mode of action (when performing the exercise, comparing your mode of action with a reminder)
d) Reflection at the stages of setting a learning task (when realizing what is known and what the student does not yet know), when summing up (with a reflective assessment)
3. Cognitive UUD:
General education UD:
a) Independent selection and formulation of a cognitive goal, pronouncing the goal of the lesson in the form of a question to be answered
b) Independent creation of activity algorithms (when compiling a memo)
c) Development of sign-symbolic actions at the stage of discovering new knowledge
Logic UD:
Development logical thinking when processing logical operations:
a) Analysis of objects in order to highlight features
b) Synthesis as a compilation of a whole from parts
c) Classification of objects (when dividing words into groups)
d) Choice of bases and criteria for comparison
e) Building a logical chain of reasoning when compiling a memo
f) Hypotheses and their justification
g) Proof
Statement and solution of the problem:
a) Formulation of the problem at the stage of setting the learning task
b) Independent creation of ways to solve problems of a creative and exploratory nature at the stages of discovering new knowledge and incorporating new knowledge into the knowledge system.
4. Communicative UUD:
a) Planning educational cooperation (determining the goal, ways of interaction)
b) Asking questions (collaboration in the search and collection of information)
c) Management of the partner's behavior, control, correction, evaluation of his actions
d) The ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
- Self-determination to activity.
Goals: - inclusion in educational activities at a personally significant level;
Content area message.
Guys, today in the lesson you will perform various tasks, working in groups (the class is divided into 5 groups). Today in the lesson we will continue to study the noun as a part of speech. We should not forget that it is necessary to write correctly and beautifully. And so that the lesson goes well, I wish you success. And to begin with, we will recall the basic rules of working in a group.
- Updating knowledge and motivation.
Goals: - activate thinking, memory, attention;
Repeat knowledge about cases of nouns, studied spelling.
The sentence is written on the board:
Vtobu .. rides (along) Sadovaya street and (along) square ..di Moscow.
Read the sentence, explain the spelling of spelling.
Write the sentence carefully, observing all connections and inserting missing letters. Underline the missing letters.
In previous lessons, we talked about changing nouns by case. How to determine the case of a noun?
On the question from the main word in the phrase.
Let's return to our proposal. Find grammatical basis suggestions.
- Statement of the educational task.
Goals: - identification of the place and cause of the difficulty;
Goal setting rock.
- Determine the cases of nouns in this sentence and highlight their endings.
Bus. I.p. is main member sentences are subject.
Rides (for what?) Down the street. D.p.
Rides (on what?) across the square. D.p.
What words are used in the same cases?
Along the street, along the square (in D.p.)
Why are the words along the street and across the square used in the same case and with the same preposition, but do they have different endings?
Do you want to know? Well, then we have to answer this question today in the lesson.
- The discovery of new knowledge by children.
Goals: _ in the course of doing work in groups, determine the number of declensions in Russian and find out which nouns belong to each declension;
Formulation of the topic of the lesson.
I distribute word cards.
Group 1: land, country.
Group 2: table, horse.
Group 3: love, steppe, rye.
Group 4: Ilya, servant.
5th group: grain, spear.
What unites all words?
These are nouns, singular.
Decline them in writing in a notebook, highlight the endings.
Compare in your group the endings of the nouns you declined. What do all nouns have in common?
Different nouns in the same cases have the same endings.
Determine the gender of your noun and the initial ending.
Let's compare noun endings.
A table appears on the board, in the course of declension of words by children:
I.p. Zh.r. –a, -z, M.r. –a, -z, M.r. -, Wed –o, -e, Zh.r. -
R.p. -s, -i, -i, -i, -a, -i, -a, -i, -i
D.p. -e, -e, -e, -e, -y, -y, -y, -y, -i
V.p. -u, u, -u, -u, -, -i, -o, -e, -
etc. -oh, -oh, -oh, -oh, -oh, -oh, -oh, -oh, -yu
P.p. -e, -e, -e, -e, -e, -e, -e, -i
When declining nouns, you saw similarities in endings. Where did you find these similarities?
Zh.r. and m.r. s -a, -i; M.r. - and cf. -o, -e; Zh.r. -.
How many groups of nouns can be distinguished by the similarity of endings? Discuss in a group.
Three.
What nouns would you put in the first group?
Zh.r.i m.r. with -a, -z.
In the second?
M.r.s - and cf.r.s -o, -e.
In the third?
Zh.r.s -.
How many declensions of nouns are there in Russian?
Three.
According to the similarity of their case endings in declension, all nouns are divided into three groups: 1st, 2nd and 3rd declension. Each declension has its own group of endings. We noticed this with you by compiling a table of endings.
Thus, singular nouns belong to the 1st declension. zh.r. and m.r. s -a, -i; to the 2nd declension - nouns m.r. with - and cf. s -o, -e; and to the 3rd declension - nouns f.r. with -.
Declension signs appear on the board.
1 fold: 2 fold: 3 fold:
M.b., f.b. -and I. M.r. -, cf. - oh, uh. Zh.r. -.
What new did you learn?
Nouns come in 1st, 2nd and 3rd declensions. The 1st declension includes nouns f.r. and m.r. s -a, -z; to the 2nd declination - m.r. with - and cf. s -o, -e; to the 3rd declension - f.r. with -.
Formulate in groups the topic of our lesson.
Declension of nouns. Three declensions of nouns.
Working with the rule in the textbook.
And now let's check all our assumptions about the declensions of nouns. Open the textbook on p.88. Read the rule.
What nouns belong to the 1st declension?
M.r. and f.r. s –a, -z.
To 2 declension?
M.r. with - and cf. with -o, -e.
To the 3rd declension?
Zh.r. with -.
Compiling a memo.
And how then to determine which declension a noun belongs to? Discuss in groups.
It is necessary to determine the gender, highlight the ending, determine the declension by gender and ending.
A memo appears on the board.
- Define the genus.
- Select an ending.
- Define declination.
moon third declension because it is feminine. Do you agree with me? Why?
No, because the noun moon has the ending -a, and it is in the 1st declension.
I claim that the noun snow 1 declension because it is masculine. Do you agree with me? Why?
No, because this word has a zero ending, and nouns m.r. have it. in 1 declension ending -a.
I argue that the noun stump is in the 3rd declension because it has a zero ending. Do you agree with me? Why?
No, because it is a masculine noun, and the third declension includes feminine nouns with a zero ending.
So, how many conditions do we have to fulfill in order to correctly determine the declension of nouns?
Two, determine the gender and highlight the ending, determine the declension by gender and ending.
- Primary fastening.
Goals: - Learn a new way of doing things.
And now you will practice with it. Take the task from envelope 1.
Determine the declension of nouns, sign the declension above each noun in the card:
Road, library, alley, team, household, harvester, plane, dwelling, carrot, notebook, weather, berry.
How will you reason as you complete this assignment?
Work through the task in a chain in a group, commenting on your actions.
Frontal check of the task.
What needs to be done in order to correctly determine the declension of a noun in the nominative case?
Determine the gender, highlight the ending, determine the declension by gender and ending.
What nouns belong to the 1st, 2nd, 3rd declension?
K 1 - m.r. and f.r. s -a, -i; to 2 - m.s. with - and cf. s -o, -e; to 3 - f.r. with -.
Fizkultminutka.
- Independent work with self-testing against the standard.
Goals: - individual reflection of achieving the goal;
Creating a situation of success.
Work according to the textbook p.88 exercise 166.
Self-test. If you agree, put + next to the word, if you disagree -. Who got the benefits?
(Reference on the back of the board)
- Inclusion in the system of knowledge and repetition.
Target: - inclusion of "discovery" in the knowledge system.
There are sheets of paper on the desks, now you will work on them all together. Write in 3 columns of 3 nouns of declension 1, 2 and 3. Everyone must name at least one noun of the desired declension, and prove which declension it is.
Front check.
The game "Do not let yours down." I read nouns, each group write down nouns of a certain declension. Students also work at the blackboard. Determine the gender, highlight the endings.
Door, milk, dog, weather, life, field, daughter, stone, help, glade, shore, star, grandfather, saddle, snowstorm.
Let's check which of the guys at the blackboard wrote nouns 1, 2, and which 3 declensions? How did you determine? Test yourself.
- Reflection of activity.
Target: - self-assessment of performance results.
Let us return to the solution of the problem that was posed at the beginning of the lesson: why, in words along the street and across the square different endings?
The noun street has 1 declension, and the noun square has 3 declensions, so the endings are different.
What nouns belong to the 1st, 2nd, 3rd declension?
What task did you like the most?
What seemed difficult?
Homework.
Exercise 169. Read the assignment. How will you determine the declension of nouns?
By gender and ending.
Tasks: to improve students' skills to determine the type of declension of nouns, to enrich vocabulary students, to develop monologue speech, the ability to speak in front of the class, to develop independence, to cultivate positive character traits.
Lesson equipment: computer, screen, projector, PowerPoint presentation, interactive whiteboard.
Lesson plan.
- Organizing time.
- Setting goals and objectives.
- The main part (student performances, assignments).
- Test execution
- Summing up the lesson (summary, grading).
During the classes
1) Organizational moment. Greeting the teacher, checking the readiness for the lesson. The bell rang
The lesson starts. .
- How was your vacation?
- What is your mood like? (Children's statements.)
We smiled at each other and wished them good luck. ( Appendix 1. slide 1)
2) Setting goals and objectives.
Let's read the words of Lomonosov: (Slide 2)
“Anyone who wants to succeed in learning a language needs to learn how to discover its secrets.”
Mikhail Vasilievich Lomonosov.
- We will continue to discover the secrets of the Russian language.
Teacher: - I wish you to be wise today in order to listen carefully, think and repeat the knowledge that you will be able to tell. After repeating the topic, we must summarize knowledge, discuss questions on this topic. Our lesson will consist of two parts - theoretical and practical. In the theoretical part, we will listen and discuss your presentations, then in the second part you will complete practical tasks. So let's start the lesson.
3. Calligraphy.
- I suggest you work on beauty now writing, recall the calligraphic writing of the elements of the letters. I wish you that all written work is done as beautifully and correctly as on my board:
4. Work on the topic.
- What are we going to talk about? Now we'll find out. (Slide 3)
I am the most important part of speech....
I've been living in this world for a long time
I name things...
5. Vocabulary work.
Noun words.
– What do we know about nouns?
Student: A noun is a part of speech that answers the questions WHO? WHAT?, refers to the subject. For example: book - this word answers the question WHAT ?, means the subject of a book. (Slide 4)
Teacher: What extras do you have?
Student: A noun can denote not only an object, but also natural phenomena (rain, wind), the process of action (running, jumping), events (holiday), animal and vegetable world(bear, rose). In a sentence, a noun is a subject or a minor member of the sentence (addition, circumstance).
Student: The noun has non-permanent signs - number and case. The number can be singular or plural. For example: magazine - magazines.
There are nouns in Russian that have only the singular form: milk, sour cream, love, friendship, redness.
And there are nouns that are only plural: scissors, trousers, glasses, holidays.
- What do you know about cases?
There are six cases in Russian. Nominative, genitive, dative, accusative, instrumental, prepositional.
I say the definition, and you write down (name) the name of the case in question:
1) - I don’t like pretexts from childhood, I can’t stand next to me. My questions are who? and what? no one will confuse with anything;
2) - what case is used with prepositions: on, for, under, through, about, in?
3) - case - “hard worker”;
4) - who is not there, I am very worried, what is not? I'm going to search. Please, friends, please help! And what is my name, tell me;
5) - the world is not nice to me without pretexts, let them be “in”, and “about”, and “at”;
6) - gift case;
7) - the prepositions “before”, “under” and “above” at any moment I will be glad;
8) - subject;
9) - only I can say, sometimes I am friends with the preposition “to”, but I also go for walks alone.
1) I. p.
2) V. p.
3) etc.
4) R. p.
5) P. p.
6) D. p.
7) T. p.
8) I. p.
9.D. P.
How do we define cases? (Slide 5)
To change a noun in cases means to decline or change the ending for a question.
What types of declensions do we know? (Slide 6)
4) Tell about three declensions of nouns.
Student: We learned that nouns m.r. belong to 1cl. and f.r. with endings -a, -i. For example: road, land, grandfather. 2cl includes nouns m.r. with zero ending and cf. with endings -o, -e. For example: port, horizon, field. Zskl includes nouns f.r. null-terminated, ending in b. (Slide 7)
5) How to determine the declension of a noun? (Slide 8)
Student: To determine the declension of a noun, you need:
1) Determine the gender of the noun.
2) Determine the ending in I.p. in units
3) Determine the declension by gender and ending.
6) How to determine the declension of a noun if it is in the oblique case?
Student: To determine the declension of a noun in the oblique case, you need:
- Put it in the initial form. The initial form of a noun is singular, I.p.
- Determine the gender and ending of the noun. For example: In a Russian hut - a noun hut. I put in the initial form. What? Hut. I determine the gender: she is a hut, mine is female, the ending is a. So the noun in the hut is 1 cl.
5. . There are nouns that have the same form in all cases (singular, I.p.)
What are these nouns called?
Indeclinable nouns. Examples. (Slide 9)
7. Physical education.
Part 2 is practical.
(Work on the interactive whiteboard and in notebooks.)
1. Distribute nouns in 3 columns (according to declensions)
2. Decline nouns: gazebo, window
3. A soft sign is written or not written in words:
4. Insert the missing endings, determine the case
5. Write down only nouns of 2 declensions:
7. Summing up.
What theme did we repeat?
We will continue to train in the correct spelling of case endings.
Show emoticons - your mood.
Red - I am satisfied with my work.
Green - I'm not very happy with my job.
Blue - I'm not happy with my job.
Sort the nouns into 3 columns (according to declensions)
Tomato, fish, village, horse, honor, oven, sky
Decline nouns: gazebo, window
The soft sign is written or not written in words:
Speech ..., doctor ..., beam ..., thing ...., night ..., mouse ..., luggage ..., watchman ...
Insert the missing endings, determine the case
From wool ..., to roofs ..., from squares ..., through deserts ..., to streets ..., near huts ...
Write down only nouns of 2 declensions:
Oats, watchman, factory, notebook, flock, village, bone, kid, wagon, arrow, sea
Open lesson in Russian.
Topic: "Declination of nouns (lesson-generalization)".
1. Full name (in full): Borodina Tatyana Yurievna
2. Venue: GBOU secondary school No. 283.Date of the event: 19.11.2015
4. Position: teacher primary school
5. Item: Russian language
6th grade : 4
7. Theme: « Declension of nouns »
8. Basic Tutorial: V.P. Kanakina, V.G. Goretsky "Russian language. Grade 4 "(1 part)
9. Type of lesson: generalization lesson
10. Forms of work of students: frontal, individual and group
11. Targets:
Generalization of knowledge about cases of nouns;
Improving the ability to determine the case of nouns.
Subject UUD:
The ability to distinguish cases by their features;
Determining the role of nouns in a sentence;
Personal UUD:
Development of creative activity.
To cultivate interest in the subject, a sense of mutual assistance, accuracy in the performance of written work.
Regulatory UUD:
The ability to set goals, objectives, achieve them.
Development of mental activity (perform operations of analysis, synthesis, the ability to observe, draw conclusions, plan your response);
Communicative UUD:
1. Ability to work in pairs.
2. Develop students' speech
12. Equipment and props:
A computer;
ESM ( , interactive tasks)
Screen;
Projector;
Cards with the name of cases;
Individual tasks;
During the classes
1. Organizational moment
Well, guys, mind you, shut up.
The lesson starts.
Quietly sat down - one, two, three ...
And our lesson, now
Dedicated to science
What grammar do we have
It's called with love.
Recorded the number, great job.
2. Calligraphic minute
T: Guys, tell me, how do we usually start a lesson?
D: Since the calligraphic minute. We will write a letterHer , since we will meet it in almost all compounds. In this chain, the capitalE , lowercasee alternate with one line with a loop at the top, then with two lines, then with three such lines.
Let's write the chain in the suggested sequence.
__________________________________________________________________
__________________________________________________________________
3. Setting goals and objectives of the lesson
- Listen to the poem and formulate the theme of our lesson:(EER No. 4, slide 2)
.
The nominative exclaimed:
"My birthday boy, the one
Which is amazing
Knows science!
Togo, - said Genitive:
"I deny who
Can't live without parents
Put on your coat."
Tom, - answered the Dative, -
Bad name ladies
Who doesn't love diligently
Do the lessons yourself.
Togo, - said the Accusative, -
I will blame
Who book intelligibly
Can't read.
With that, - said the Creator,
I'm just fine
Who is very respectful
Relates to work.
About that, - said the Prepositional, -
I'll offer a story
Who in life can do
Useful for us.
So what is the topic of our lesson?(EER No. 4, slide 3)
D: Declension of nouns. Lesson-generalization»
W: Yes, that's right. Today we will summarize the knowledge about cases. What are your goals for this lesson?(EER No. 4, slide 4)
Repeat the names of the cases, repeat the questions of each case;
Improve the skill of determining cases of nouns;
Repeat the endings of nouns in this case;
Improve skills in determining cases of nouns;
Develop good writing skills.
4. Theoretical work
- So, what is declination?
D. - Changing the endings of nouns in cases is called declension. (EER No. 4, slide 5)
What part of speech declension do we define, let's remember again?
(EER No. 1. Interactive task on finding an error in determining the name of a noun).
Well done boys. A noun is an independent part of speech that answers the questions who? what? and denotes an object.
How many declensions are there in Russian?(EER No. 4, slide 6)
D.
- There are 3 declensions in Russian.(EER No. 4, slide 7),
1st - nouns f.r., and nouns m.r. with endings - a-, -i-,(For example: uncle, grammar);
2nd - nouns m.r. with a zero ending and nouns s.r.(For example: lesson, morning)
; 3rd - nouns w. R. null-terminated(For example: terrain)
Let's do a task with you to determine the declension of nouns.
(EER No. 2. Interactive task for determining the declension of nouns)
- How many cases are there in Russian?(EER No. 4, slide 8)
D. The word has six cases.
U.- Let's write them down with questions and with words - helpers in our notebooks.
(clicks after each line)
Nominative(there is)
who? what?
Genitive(No)
whom? what?
Dative(ladies)
to whom? what?
Accusative(see)
whom? what?
Instrumental(satisfied)
by whom? how?
Prepositional(think) about whom? about what?
Mutual verification.
Swap notebooks and check the spelling of cases and their questions.
Okay, we got the job done.
(Children take turns telling a poem about cases in specially prepared costumes and hats with case names) (EER No. 4, slide 9)
1. I am the nominative case,
And there are no other people's clothes on me.
Everyone can easily recognize me
And in the subject name.
I do not like pretexts since childhood,
I can't stand being around me.
My questions are who? and what?
Nobody messes with anything.(EER No. 4, slide 10)
2. And I - genitive case
My character is sociable.
Whom? What? – and here I am!
Prepositions are often my friends:
And from, and to, and from, and from -
Up to the sky and down from the sky.
I look accusatory
I am sometimes
But in the text you can tell
Always two cases.
3. I am called dative,
I work diligently.
To whom to give? What to call for?
Only I can say.
With a suggestion to and on friendly terms,
But I also go for a walk. (EER No. 4, slide 11)
4. And I am the accusative case
And I blame the ignorant for everything.
But I love excellent students
For them, "five" I catch.
Who to call? What to play,
Ready for advice guys.
Do not mind making friends with suggestions,
But I can live without them.
5. And I am instrumental,
Full of every hope.
Create! - How?
Create! - With whom?
I'll tell you - no problem!
Prepositions before, under and over
At any moment I am very happy.(EER No. 4, slide 12)
6. And I am a prepositional case.
My case is complicated.
The world is not nice to me without pretexts.
About whom? What was I talking about?
Oh yes, suggestions!
Without them, I have no way.
Let it be about, and in, and with -
You don't accidentally erase them:
Then I can tell
What to dream about and what to walk in?
5. Physical education minute
6. Consolidation of the material covered
We pass from theory to practice. Now you will be offered several tasks that will become more difficult from stage to stage. When working, be careful. To check if you are ready for work, I suggest an oral warm-up. I will read the poem "The Adventure of the Green Leaf", and you need to determine the case of the word -sheet. Show your answer with case cards. So we started...(EER No. 4, slide 13)
Once from a big maple
green leaf torn off
And set off with the wind
Travel around the world.
The green leaf swirled.
The wind carried him and carried him,
Threw only on the bridge.
At the same moment, a cheerful dog
Sniffing towards the green leaf!
Paw - grab a green leaf ...
Like, let's play.
The wind again with a green leaf ...
Circled over the old maple,
But the naughty is already tired
And fell into my notebook.
I write in the garden under the maple
A poem about that green leaf.
Well done! I see that you have coped with this task and have joined the work.5.
7. Independent work on options (on cards) (EER No. 4, slide 14)
Insert the missing letters, indicate the case:
Br ... dil on l ... su,h ... gum p ... year,
hiding under b ... cuts,
reminisce about summer.
Spilled ... thawed over the forest,
was on ... a tour,
grow out of the grave ... bnitsy,
walked along the tr ... kick.
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Presentation: "Declination of nouns",
19 slides
Innovative teaching materials
Class: 4
I bring to your attention a lesson conducted by means of subjectivization (textbook by V.P. Kanakin, V.G. Goretsky, grade 4, part 1). Let me remind you that subjectivization is the inclusion of students in creative activity, the formation of a younger student as a subject of education. This is reflected in the new standards by which elementary school students are taught.
During the classes
The lesson begins with a mobilizing stage. In this case, it is a logical exercise.
Teacher: Egor, Sasha, Roman were talking about the traits of a person's character: kindness, modesty, envy. Egor talked about kindness, Sasha not about envy. What did each boy say?
Children repeat the text of the exercise from memory and prove the correctness of their judgments.
Student: Egor, Sasha, Roman were talking about the traits of a person: kindness, modesty, envy. Egor talked about kindness, Sasha not about envy. So Yegor talked about kindness, Sasha about modesty, and Roman about envy.
Teacher: Think about the words of which part of speech prevail in the text of the logical exercise?
Student: The text of the logical exercise contains the most nouns.
Teacher: What is a noun?
Student: A noun is a part of speech. A noun denotes an object and answers questions who? or what?
Teacher: What are the grammatical features of a noun
Student: A noun can be animate and inanimate, proper and common noun. Nouns are masculine, neuter, and feminine. Nouns change according to numbers, they are in the singular and in the plural. The noun changes in cases. There are six cases in Russian. Students not only name the grammatical features of a noun, but also support their answers with examples.
Teacher: How else can you call the change of nouns in cases?
Student: Changing nouns in cases is called declension.
Teacher: Formulate the topic of today's lesson, based on my last question and your answer to it. Please note that there are three words in the title of the topic of the lesson.
Student: I think the topic of today's lesson is “Declination of nouns”
Teacher: Starting from the topic, using key words. Set a goal for the lesson:
Words on the board:
repeat …
discover …
Student: Today in the lesson we have to repeat what we know about the noun and learn about the declension of nouns.
II. Actualization of knowledge, posing problematic questions.
Teacher: Starting work on the topic of the lesson, let's remember once again what is declension?
(Students formulate the rule)
Teacher: Determine the case of nouns from the text of the logical exercise, which denote the character traits of a person.
Student: They told (about what?) about kindness, envy, modesty. These nouns are in the Prepositional case.
Teacher: Write the named phrase in a notebook, highlight the endings of nouns. Do the written nouns in the Prepositional case have the same or different endings? Think why?
(Students express their assumptions or are silent. Because they do not know the answer)
Teacher: You will find the answer to this question during the lesson. Now let's continue our work.
III. Working on new material
Write on the board (words are written on cards):
Beauty, heroism, courage, dad, will, selfishness, patience, greed, courage, uncle, honesty
Teacher: Read the words on the blackboard and think. What unites them?
Student: These words are nouns in the singular, in the Nominative case.
Teacher: Name the feminine nouns with the ending -a , -I .
(Students call, and the teacher moves cards with words, combining them into groups according to declensions.)
Teacher: Name the masculine nouns with the ending -a , -I. Read the remaining masculine nouns. Name them endings. Determine the gender and name the ending of the remaining nouns. How do we group nouns?
Student: We grouped nouns by gender and ending.
Teacher: Using the gender and ending of a noun, we can determine its declension. Nouns come in 1.2, 3 declensions.
In the course of the work described above, a record appears on the board.
Teacher: Nouns of what gender and with what ending belong to the first declension? What nouns belong to the second declension? What nouns belong to the third declension? How to determine the declension of nouns in I.p. units numbers? Think about how to determine the declension of nouns in another case, except for I.p.? Summarize our reasoning according to the plan given to you on the cards. Working in pairs, make up a coherent story from the answers to the questions.
Teacher: Remember the text of the logical exercise and name the nouns that can be attributed to the 1st declension, to the 2nd declension, to the 3rd declension?
Student: We will attribute nouns from the logical exercise to the 1st declension: conversation - female, ending -a ; Sasha - m.r., ending -a ; kindness - zh.r. ,the ending -a ;
Similarly, the answer is constructed for nouns of the 2nd and 3rd declensions.
Teacher: So why do the nouns that you wrote down in your notebook in the Prepositional case have different endings?
Student: These names are nouns of different declensions. Kindness - is a noun of the 1st declension, and modesty and jealousy 3rd declension. Therefore, in the Prepositional case they have different endings.
IV. Consolidation of the studied material
On the board: (can be on cards or on a slide)
* Heroism, Patience, Luck
* Responsiveness, frivolity, indifference
* Boast, man, true
* Stupidity, strength, politeness
Teacher: Read the chains, write them down, eliminating the extra word in each according to several signs at the same time.
(Students do the work with commenting in a notebook.)
Teacher: What nouns belong to the 1st, 2nd, 3rd declension?
(2-3 students formulate the rule using the previously drawn diagram on the board)
Teacher: Name the spelling that occurs once in the written words.
Student: Once there is a spelling - a paired consonant in voiced-deafness at the root of the word frivolity.
Teacher: Remember the text of the logical exercise. in it you will find a new vocabulary word.
This is a noun. It has 3 syllables, 6 letters. Of these, 3 vowels and 3 consonants. The stress falls on the second syllable.
(It denotes in the text of the logical exercise that the boys were doing)
Students name the word, prove the validity of their choice.
Teacher: Explain the lexical meaning of the word conversation.
Explain the spelling of the word conversation(card with the word attached to the board).
Name the grammatical features of the word conversation.
Student: It's a noun. Inanimate, common noun, feminine. in singular, in I.p., 1 declension.
On the board (can be on the slide):
A conversation shortens the journey, but a song shortens the work.
In a smart conversation, be the wisdom to buy.
A good conversation is as good as a meal.
Teacher: Read the proverbs and explain their meaning.
Write that down. in which there are no nouns of the 2nd and 3rd declension. Break it down into parts of speech. Find in the written proverb a word whose root and suffix have the same number of letters, but a different number of sounds. Explain why?
V. Summary of the lesson
Teacher: Think. what did the boys from the logical exercise talk about? Look at the words that helped us learn new material ( diagram on the board). Which of them would you highlight and why? Match to noun dad words that would reflect the positive character traits of a man, the head of the family.
Teacher: What did you talk about in class today? What have you learned?
What nouns belong to the 1st declension, to the 2nd declension to the 3rd declension?
The lesson has come to an end. Stick a smiley next to one of the words on the board that represents a character trait that is especially important to you in your friend.
The lesson was very interesting for children, educators. There was joy and satisfaction in the teacher's soul. And there are smiles on the children's faces.
Lesson topic: Declension of nouns
The purpose of the lesson:
To introduce children to the declension of nouns, to develop spelling vigilance, attention, thinking, speech.
Equipment: graphic projector or multimedia set-top box,
Slide set or lesson presentation,
AMOOODEFINITION
TO ACTIVITIES
Today we are going on an amazing journey to the land of nouns. New discoveries are ahead of us. We set off on this wonderful ship.
A sea of knowledge awaits us.
Waves of discovery are calling.
CALLIGRAPHY
What are the waves on the sea? Show in the air.
Let's write this exercise in a notebook.
What letter do the waves remind you of?
(A table with the letter Mm is displayed on the board)
What sounds does this letter represent?
([m], [m,] - agree, call.)
When is it capitalized? (in proper names)
Let's write the line Mm.
(The teacher writes the letters on the board with the score: “And - one - and, two - and”)
UPDATE OF KNOWLEDGE
So, the sea is waiting for us. The ship set off.
(Write the word sea on the board.)
GAME "COLLECT RELATIVE"
Choose the same root words for the word sea.
(Working with slides. Words are projected on the screen.)
Sailor, marine, navigator, sailor, sailor, sailor, sailor, seaside, seaside, Pomeranian, Pomorka.
Read the words.
Are they all the same?
How do you understand the meaning of the words Pomorets, Pomorka?
Let's take these words apart.
Pomeranian Pomeranian
SPELL READING
Let's read all the words spelling.
INDEPENDENT WORK
(Two students work at the blackboard)
Write out the nouns.
Sea, sailor, sailor, sailor, sailor, seaside, seaside, Pomorets, Pomorka
Swap notebooks. Check. If the task is completed correctly, draw a fish in the margins.
Stand up those who "caught the fish."
Why did you write out those words?
What is called a noun?
What three groups can nouns be divided into?
(masculine, feminine, neuter)
Name a noun with an unstressed vowel in the root.
What words can be used to test it?
These nouns will lead us to their native land of nouns.
We are waiting for ideas and tasks,
Games, jokes - everything for us
We wish each other good luck
Get to work! At a good hour.
FORMULATION OF THE LEARNING PROBLEM
And here is the land of nouns.
(A map is shown on the board)
What do you know about nouns?
What new grammatical concept did you come across? (declension)
What is the declension of nouns.
BUILDING A PROJECT TO EXIT THE DIFFICULT
Can the following group of words be called a sentence? Why?
We need such a ship at sea so that we can argue with any wave.
What needs to be done to get an offer?
Changing the ending of a noun with a question is called declension.
(Slides are projected onto the screen.)
Six brothers of cases live in the Declination River.
Nominative - sociable case. Everyone wants to get to know each other. Everyone asks: “Who are you? What are you?"
The genitive case is amazing. Wants to know who your parents are. He asks: “Who are you son or daughter?” And he is very surprised if there is no one or something.
The dative case is kind and considerate. Everything he has, he gives away. So he asks: “To whom to give? What to give?
Accusative - visual case. Vision is excellent. Shouting loud and clear: “I see who? See what?" Why accusatory? He doesn't know himself. Probably because one question was taken from the nominative case, and the other from the genitive case. This is where he feels guilty.
The creative case is an exceptional worker. He does not sit idle. Everyone asks: “What to work with? Who to work with? And he is very pleased when there is work.
The prepositional case is an impossible story. He knows a lot and can talk about anyone or anything. Our ancestors called it narrative, and M. Lomonosov called it prepositional, since this case is used only with prepositions.
Here are the cases here!
And you make friends with them!
Let's repeat the names of the cases and their questions.
What are the questions for?
PRIMARY FIXING
With the help of questions of cases, the word changes its ending.
Each of us today is a sailor.
Let's change the ending of the noun "sailor" and "boat" on the issues of cases.
(Recording is carried out on the board and in notebooks)
Nominative
Sailor, boat
Genitive
Whom? what?
Sailor, boat
Dative
To whom? what?
sailor, boat
Accusative
Whom? what?
sailor, boat
Instrumental
sailor, boat
Prepositional
About whom? about what?
About the sailor, about the boat
Changing the ending of a noun in cases is called declension.
Read the output in the textbook.
What is declination?
PHYSICAL MINUTE
(musical)
INDEPENDENT
WITH SELF-TEST
BY STANDARD
One cunning forest animal came to visit us.
cunning cheat,
red head,
Fluffy tail - beauty.
The fox came to us not with empty handed. She brought a task for you.
Replace the questions with the noun "fox".
(show slide)
The fox is a cunning animal.
(Who?) has a fluffy tail.
(To whom?) t..bad in winter.
The hunter sent out .. dil (whom?).
The hare does not like meeting .. with (who?).
About (whom?) the people composed fairy tales.
(Students write off the text, changing the noun “fox” for questions, and insert the missing letters. The teacher helps “weak” students.)
Read the sentences. Name the ending of the noun "fox" and show the case.
(Working with the manual "Schoolchild - 3")
What letters did you put in the words? Prove it.
REPETITION, CONSOLIDATION OF PREVIOUSLY STUDY MATERIAL AND SOLUTION OF NON-STANDARD PROBLEMS
GAME "HELP THE DON'T KNOW"
Dunno walked through the forest. Do you want to know why he went to the forest?
Let's read his telegram:
For a long time I wander into the fox,
I can't find a fox anywhere.
Look for mistakes.
What words are pronounced the same?
Highlight the endings in these words, determine the case.
(Work is done collectively)
Where does the fox live? (in the hole)
Decline the noun "burrow".
(Students work in a chain: case - question - word)
HOMEWORK
Read the task of the exercise.
What causes difficulty?
REFLECTION OF ACTIVITIES
What new did you learn at the lesson today?
What is declination?
Name the cases and their questions.
Our ship remains in the Land of Noun Names. In the next lesson, we will continue our study of the topic "Declination of nouns".