Lesson topic. Declension of nouns.
Lesson Objectives:
Educational:
familiarity with the concept of "declension of nouns",
developing the ability to determine the declension of a noun;
formation of spelling skills and self-control.
Educational:
instilling in children a love for their native language.
Developing:
expanding the vocabulary of students, getting to know new words;
development of speech, thinking, cognitive interests.
Lesson steps:
Lesson topic message…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Dictionary work………………………………………………………..1
Working on new material……………………………………………2
Physical education………………………………………………………..3
Fastening……………………………………………………………………..3
Differentiated work………………………………………………4
Homework……………………………………………………….4
The result of the lesson………………………………………………………………..4
Equipment:
Workbooks “We write competently”, “Learning to write without mistakes” by M.I. Kuznetsova.
Computer, interactive board.
During the classes
I .Lesson topic message(use slide 1).
II. vocabulary work
Vocabulary Interdictant.
The first and second rows work according to the options, the third row (students in need of pedagogical support) performs the task in the notebook “Learning to write without errors” under the guidance of a teacher. One student from each row works at the blackboard.
I option II option
notebook shore
treasure mug
toy sail
fur coat hike
track catch
trail pie
(Students of the first option dictate words to the second, then students of the second option dictate words to the first. After that, they change notebooks and check the work, correcting mistakes with green paste.)
What rule did you remember while writing down the words?
(Spelling of paired consonants at the end and in the middle of a word)
How to check a paired consonant at the end and in the middle of a word?
What do the words in the first column have in common?
(These are nouns, singular, feminine, with a double consonant in the middle of the word, begin with a consonant, ending -a, the stem consists of a root and a suffix).
2.Studying the spelling of new words.
Write down the words shampoo, potatoes in the dictionary.
Write the same words in a notebook, highlight the spelling.
It is important to remember not only the spelling of these words, but also their gender.
What kind of nouns are these? (These are masculine nouns.)
Make up a sentence with each word.
- The most successful proposals are written down under dictation in a notebook.
What case are the nouns in these sentences?
What endings do they have?
- What is another name for changing nouns in cases? (Declination).
III. Work on new material.
Nouns, when changing by case, can have endings as in the first column (pink background), or as in the second (green background), or as in the third column of the table (blue background).
What are the endings of the nouns in the first column? Second? Third?
Using the table, write down the words in three columns, depending on how their case endings change.
window, uncle, horse, horse, pine, chain, field
Students first verbally change each word in cases and determine the set of endings characteristic of this word; then in the notebook they write this word in one of the three columns.
Sample of completed work
uncle (m.s.) window (s.s.) horse (s.s.)
pine (fem.) horse (m.) chain (female)
field (s.r.)
What kind of nouns in the first column? Second? Third? What are the endings?
Depending on the case endings, nouns can be divided into three large groups - three declensions.
Reading a textbook article (p. 26.) by well-read students.
IV. Physical education "Class". On the command “Class”, the children repeat the movements after the teacher. Without this command, the movements are not repeated.
V . Anchoring.
1.-What nouns belong to the first declension?
Exercise 1. (p. 26) - choice of nouns of the first declension. Written in pairs.
2.-Which nouns belong to the first declension, which to the second?
Exercise 2. (p. 27) - distinguishing between nouns of the first and second declensions. It is carried out in writing frontally.
3. What nouns belong to the third declension?
Exercise 3 - search for nouns of the third declension. It is carried out in writing frontally.
- Sasha wrote down the words in two groups: 1) words of the 2nd declension; 2) words of the 3rd declension.
Check if there are any errors in his work.
horse, beast, fire, part, bear, stump, overcoat, potato
horse, speed, pain, thought, shampoo, laziness, shoes, july
Write the words in groups.
— How many words will be written in the first group? In the second?
VI.Differentiated work
1. Students who need pedagogical support perform the following task under the supervision of a teacher:
2. Strong students complete exercise 5 (p. 28), and then independently work with the words on the slide.
VII . Homework.
Write down the sentences of exercise 3 of the textbook in your notebook.
Optionally:
1) Determine the case of the nouns found in the sentences.
Disassemble one of the proposals by the members of the proposal.
VIII. Summary of the lesson.
What did we work on in class today?
What task did you find difficult?
How to determine the declension of nouns?
IX Reflection.
Label your mood
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 educational 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 Moscowskaya.
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 issue 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-test according to 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.
Type of lesson: learning new material. In preparation for the lesson, the program requirements for working on determining the declension of nouns, the spelling "unchecked spellings" were taken into account; for the development of writing and oral speech, spelling vigilance; features of educational activity; psychological features junior schoolchildren. The chosen course of the lesson is logical and the most optimal. During the organizational moment, the students tuned in to productive work. When conducting vocabulary work, the spelling of vocabulary words was fixed. With the help of the game element included in the lesson, a problem situation was created, for the solution of which the students compiled an algorithm of actions, according to which they subsequently worked. At the end of the lesson, multi-level independent work was carried out to control the acquired knowledge. For rational use time, better perception of educational material, inducing interest in the Russian language. prepared a presentation on the topic of the lesson.
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Subject. Three declensions of nouns.
Target. Give an idea of the three types of declension of nouns in the singular; to acquaint with the recognition of the type of declension by ending and by gender; develop spelling vigilance, coherent speech, thinking, attention, cognitive interest; cultivate diligence, accuracy, mutual assistance.
Equipment: blocks feedback, presentation for the lesson, cards with multi-level tasks.
During the classes.
1. Organizational moment.
- Check the jobs, tune in to the working mood.
2. Registration of a working record.
- Open your notebooks, write down the number, "class work."
3. A minute of calligraphy.
What letters are we going to work on today?
(Lower letters v, l, t, d)
- Name the connections.
(Bottom, top, bottom)
– Pay attention to the height of the letters in relation to the line. Name the extra letter.
(l - unpaired consonant, t - deaf sound)
4. Vocabulary work.
- Let's move on to repeating vocabulary words.
4.1. oral work.
Show the missing letter.
road
l ... titsa
g…zeta
x ... economy
l ... stalemate
4.2. Paperwork.
- Define the word by its lexical meaning, write it down, put stress, underline unstressed vowels.
1. Eating in the middle of the day.
(Dinner)
2. Plant of the legume family with round seeds-grains.
(Peas)
3. One of the four cardinal directions opposite to the south.
(North)
4. A perennial herbaceous plant that produces sweet red berries.
(Strawberry)
5. The space between the rows of houses for passage and passage.
(The street)
Mutual verification.
"5" - no errors
"4" - 1 mistake
"3" - 2 errors
"2" - 3 or more errors
- Raise your hand, who did not make a single mistake. Who didn't get the job done? What work needs to be done?
We will continue to work in the next lessons. And I think that soon all the guys will write vocabulary words without mistakes.
5. Communication of the purpose of the lesson.
What part of speech are written words?
(Noun)
Find the nouns in the sentence.
The bus travels along Kirov Street and Svoboda Square.
(Bus, along the street, Kirov, along the square, Svoboda)
- Determine the case of nouns along the street, along the square.
(Dative)
- Why are different endings in these words, although they are in the same case, used with the same preposition? This is the question we are going to answer in today's lesson.
6. Work on the topic of the lesson.
Horse, water, Jura, land, daughter, sea, Vitya, table, window, steppe.
- Read the words, find the general.
(Nouns in the singular, in the nominative case)
– Divide the nouns into groups, focusing on the instructions.
Name the feminine nouns with the endings -а, -я.
(Water, earth)
Name the masculine nouns with the endings -а, -я.
(Yura, Vitya)
Read the rest of the masculine nouns.
(Table, horse)
- Highlight the endings in them.
Name the nouns of the middle gender and highlight their endings.
(window, sea)
- List the remaining nouns. Define the genus. What is the letter at the end of words?
(Nouns steppe, feminine daughter with a soft sign at the end)
Ex. well. R. Ex. m. Ex. m. Ex. cf. R. Ex. well. R.
water Yura horse window the steppe
land Vitya table sea daughter
/__________________________/ /__________________________/ /__________/
1 declination 2 declination 3 declination
How do we group nouns?
(By gender and ending)
– Using the gender and ending of a noun, we can determine its declension. Nouns come in the first, second and third declension.
– Find out which nouns belong to the first declension, to the second declension, and to the third declension.
Conclusion: The first declension includes feminine and masculine nouns with the endings -а, -я in the nominative case.
The second declension includes masculine nouns with zero endings and neuter nouns with endings -о, -е in the nominative case.
The third declension includes feminine nouns with a soft sign at the end in the nominative case.
7. Working with the rule.
Let's see if we're right. Open your textbook to page 88. Read the rule.
- Who will try to tell the rule by heart?
8. Drawing up an algorithm of actions when determining the declension of a noun.
– How to determine the declension of a noun in the nominative case?
Algorithm
actions in determining the declension of a noun
To determine the declension of a noun, you need:
- Determine genus.
- Select the ending of the noun in the nominative case of the singular.
- Determine the declension by gender and ending.
Reasoning pattern.
Notebook - she, mine - a feminine noun with b at the end; in the nominative case of the singular, the zero ending; means noun notebook third declension.
9. Physical Minute.
I read riddles.You must guess them. If it's a noun in the 1st line, you should sit down, hands forward. If it is a noun 2 cl. - lean forward, hands should reach socks. If 3 cl. - bounce.
1. Who is neither hot nor cold
Doesn't take off his coat?
(Ram)
2. Who gnawed cones on a branch,
And threw the leftovers down?
(Squirrel)
3. The ladder lies in the field,
The house runs up the stairs.
(A train)
4. I will spin, I will complete,
I will fly to heaven.
(Helicopter)
5. The box is dancing on my knees -
She sings, she cries bitterly.
(Harmonic)
6. Doesn't offend anyone
And everyone pushes her.
(Door)
7. Many arms, but one leg.
(Wood)
8. Prickly, but not a hedgehog.
(Ruff)
9. Six legs without hooves,
Flying - buzzing
Falls - digs the ground.
(Bug)
10. Creeps on the ground,
And he doesn't let himself in.
(Snake)
11. The child is wrapped in a hundred diapers.
(Cabbage)
12. Over houses and paths
Hanging piece of cake.
(Moon)
10. Work with the textbook. Exercise 166
- Read the assignment for the exercise.
(Primary reading "to himself", the student reads for the second time)
What tasks do we need to complete?
(Determine the case of each noun. Write nouns in three columns according to declensions)
9 nouns on the board, 9 nouns with comments, 10 nouns on their own.
Examination. Read the nouns of the first declension. Read the nouns of the second declension. Read the nouns of the third declension.
11. Multi-level independent work.
- Now let's check at what level each student learned the material. Read the tasks on the cards. Choose a card that you can complete.
Level 1
Write down the nouns. Specify declination.
Hero, hollow, night, apple, sea, blizzard, spring, weather, glade, help.
Level 2
Write down the 3 declension nouns.
Life, oven, daughter, potato, steppe, car, carrot, notebook, horse, horse, day, laziness, stump, pain, area.
Level 3
Find and write synonyms for the words. Determine the declension of all nouns.
Father, village, triumph, luck, sorcerer, heat.
12. The result of the lesson.
- Let's return to solving the problem that was posed at the beginning of the lesson: why in wordsalong the street, across the squaredifferent endings?
(noun street of the first declension, noun area of the third declension)
- What is the purpose of learning to recognize the declension of nouns?
(To correctly write the ending of a noun)
We will study this in the next lessons.
13. Ratings.
14. Homework.
Ex. 168 p. 89. Learn three declensions of nouns.
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Slides captions:
Three declensions of nouns
d ... horns l ... sitsa g ... zeta x ... farming l ... pata o o o and a
"5" - no errors "4" - 1 error "3" - 2 errors "2" - 3 or more errors Mutual check. Lunch, city, north, strawberries, street.
The bus travels along Kirov Street and Svoboda Square. D.p. D.p.
Horse, water, Jura, land, daughter, sea, Vitya, table, window, steppe. water earth Yura Vitya horse table window sea steppe daughter Exist. zh.r. Ex. m.r. Ex. m.r. Ex. zh.r. Ex. cf. 1 declination 3 declination 2 declination
The second declension includes the first declension includes feminine and masculine nouns with the endings -А, -Я in the nominative case. masculine nouns with zero ending and neuter nouns with endings -O, -E in the nominative case. feminine nouns with a soft sign at the end in the nominative case. The third declension is
Algorithm of actions when determining the declension of a noun To determine the declension of a noun, you need to: Determine the gender. Select the ending of the noun in the nominative case of the singular. Determine the declension by gender and ending. Reasoning pattern. Notebook - she, mine - a feminine noun with ь at the end; in the nominative case of the singular, the zero ending means the noun is a notebook of the third declension.
Fizminutka. RAM PROTEIN TRAIN HELICOPTER HARMONY DOOR WOOD Ruff BEETLE SNAKE MOON
Working with the textbook
winter spring minute bird river apple tree desertstreet seeder summer hour year day pencil feather bullfinch thrush lake tree iron field autumn night notebook lilac news danger square 1 declination 2 declination 3 declination
Independent work
Level 1 Hero, hollow, night, apple, sea, blizzard, spring, weather, glade, help. 2 fold. 3 fold. 3 fold. 3 fold. 2 fold. 1 cl. 1 cl. 2 fold. 2 fold. 2 fold. Level 2 Life, oven, daughter, steppe, carrot, notebook, horse, laziness, pain, area. Level 3 Father - dad, village - village, celebration - holiday, luck - luck, sorcerer - magician, heat - heat. 2 fold. 1 cl. 1 cl. 1 cl. 2 fold. 2 fold. 2 fold. 2 fold. 2 fold. 2 fold. 2 fold. 1 cl.
along the street along D.P. D.P.
Ex. 168 p. 89. Learn three declensions of nouns Homework.
Well done! Thank you for the lesson!
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 characteristics;
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
Lesson summary
on the topic: "Declination of nouns"
1. Full name Osretkova E.I.
2. Class 4B
3. Topic: "Declination of nouns"
4. Lesson type: new knowledge lesson
5. Forms of work of students: frontal, individual and group
6. Necessary equipment: didactic material.
The purpose of the lesson: give an idea of the declension of nouns.
Tasks:
educational:
- form an idea of the declension of nouns;
- learn to recognize cases of nouns on questions;
- decline nouns;
developing:
- develop students' speech, mental activity (perform the operations of analysis, synthesis, the ability to observe, draw conclusions, plan their response);
educational:
- develop interest in the subject;
- feeling of mutual help;
- accuracy in writing.
subject:
- the ability to determine the type of studied spellings, explain, prove the correct spelling of a word with the studied spellings, exercise mutual control when checking written work;
- initial idea of declension of nouns; case names and case questions;
- the ability to change nouns according to cases;
metasubject:
- the ability to formulate the goals of their activities;
- the ability to build speech statements in oral and written form;
- development of thinking, attention through such mental operations as analysis and synthesis.
personal:
- communication skills, ability to listen and hear.
During the classes
- Organizing time.
The lesson starts.
He will go, of course, for the future.
Try to understand everything
Learn to unlock secrets
Give complete answers
To get a job
Only five ratings!
We open notebooks, sit down correctly. Read the date and type of work.
Write without errors.
2. A minute of calligraphy.
To find out what letters we will write in a minute of calligraphy, let's read the words and name the unstressed vowels.
P. of the year, p. cash, p. lto, p. juice, p. court, p. tank, psh. nitsa.
What letters will we write?
Ah, oh, e.
3. Vocabulary work.
Let's go back to our words. What do they have in common?
All of them are dictionary and are nouns.
Prove that these are nouns.
What word can be called superfluous and why?
Dog - it is an animate noun, and all other nouns are inanimate nouns.
Let's make a sentence with this word.
For example: An angry dog is walking in the yard
Let's find the grammatical basis. Let's define the parts of speech.
4. Actualization of basic knowledge.
1. Frontal survey.
What section of the Russian language are we studying?
The noun is the most representative part of speech. Almost every second word in our language is a noun. Nouns appeared in speech among the first words.
You already know a lot about the noun, and I suggest you remember everything we know about this part of speech.
What words are called nouns?
What are nouns?
How do nouns change?
Today we will supplement our knowledge about the noun, get acquainted with a very interesting phenomenon in the Russian language. And this exercise will help us. Read the note on the cards:
A friend is a person who understands everything and helps. You won't forget a friend in years to come. Trust a friend with any secret. I respect my friend. I'm proud friend. Many dream of a true friend.
(?) friend
(?) friend
(?) friend
(?) friend
(?) friend
(?) about a friend
What do these records have in common? Write out the word "friend" from each sentence with the question it answers. Highlight the endings in its forms.
Board writing: who? who's friend? friend
Whom? friend who? friend
To whom? friend about whom? about a friend
Tell me, what changed in the noun "friend"? Why did the form of the word and its ending change? Why do nouns in the text change their form?
To be used correctly in speech.
Such a change in the form of a noun is called declension or change in cases. So what is the topic of our lesson?
"Declination of nouns".
Today in the lesson you will learn to change nouns according to cases or decline them.
You will learn not only to decline (change in questions) nouns, but also to determine the case of nouns in sentences.
4. Learning new material.
The word "pine" in the exercise changed its ending 6 times.
In Russian language 6 cases and each has its own name:
1. Nominative
2.Genitive
3. Dative
4. Accusative
5. Creative
6. Prepositional
In other languages of the world it is different: in German - 4, and among the Finns - 15. Your task is to learn and understand your 6 in order to speak and write correctly, beautifully.
Nouns of different cases answer different questions. Now you will listen to verses in which each case tells about itself. And in these verses there will be questions that are answered by nouns in one or another case.
The word has 6 cases
6 true little friends.
Nominative. He is a beginner
Questions - WHO? and what?
In it - mom, dad, elephant, arena,
And school, and coat.
.
Genitive. Questions: No WHOM? WHAT?
I don't have a brother
And not a single ship
And Winnie the Pooh Bears...
.
Dative. It's an apple, tell me
I will give to WHOM? WHAT?
Maybe a doll? Or Vite?
... I'd better take it for myself ...
.
Accusative. Oh, the toys are a mess!
I don't understand myself:
Blame WHO? and what?
Lenka? Cubes? Lotto?
.
Instrumental. I want to write songs.
WITH WHOM? WITH WHAT should I study music?
With sister? And write ... with a pen
Or colored pencil?
.
Prepositional. Who am I thinking? ABOUT WHAT?
About Dasha, about verbs.
Come on, I'm thinking about
How tired of school...
.
But now all cases
I learned by heart.
Friends will ask - "Tell me!" -
I will say - "Teach yourself!"