Lesson plans for the Russian language 4. VII

Lesson developments in the Russian language Kanakina grade 4

Lesson 1. Introduction to the textbook. What kind of speech is there?

Target: introduce the new textbook and the rules for working with it.

Planned results; students will learn to draw conclusions about the meaning of speech in human life; work according to the textbook, using symbols; negotiate and come to a common decision; evaluate your results.

During the classes

I. Organizing time

II. Work on the topic of the lesson Getting to know the textbook

Here is a new Russian language textbook. Look at the cover and tell me how it is similar to a 1st grade textbook. What is the difference?

Open the textbook on p. 3. Read the statement of the naturalist writer K. Paustovsky. How do you understand it? (Children's answers.)

-~ What discoveries will the textbook help you make?

Why do you need to know the laws of speech culture?

Draw a conclusion: what will we learn in Russian language lessons? (Write correctly, study the laws of speech culture, learn to use the language.)

Look at the legend. Read the article in a whisper and say what they are for. (They will help you navigate and pay attention to certain types of tasks.) . \

Read: What types of tasks will we do? (Express your opinion, develop speech, compose a text, work with a dictionary, work in pairs.)

III. Physical education minute

Once - rise, stretch,

Two - bend over, straighten up,

Three - three claps of your hands,)

Three nods of the head.

Four - arms wider,

Five - wave your arms,

Six- Sit down quietly. "

IV. Work on the topic of the lesson

Open the textbook on p. 6 and read the title of the lesson topic.

What question should we answer today? (What kind of speech is there? D) Ex. 1 (p. 6).

Look at the diagram, remember what we studied in 1st grade,

and tell us about the types of speech. (Children's answers according to the table.) Ex. 2 (p. 6).

What kind of speech do you think arose first - oral or

written? Ex. 3 (p. 7).

Read the task and say what needs to be done in the exercise.

State the main idea of ​​the sentence. Prove it using pictures.

Write down the proposal. What will help you write it off correctly? (Memo on page 132.)

Open and read the memo.

Explain the meaning of the expression “to a very old age” h (Very old.)>

Explain the meaning of the word “inextricably.” (Very solidly strong.) With

What familiar spellings were found in the sentence ":ts

Read the sentence in the textbook. What should you pay attention to? (On highlighted letters in words.)

Which letters are highlighted in this sentence? *- - Write it down, dictating to yourself syllable by syllable. T - Check what you have written. Evaluate yourself,!b (The teacher draws symbols and decoding on the board],|present them.)

eh? "!" - did everything correctly and carefully. P,“+” - there are minor errors or corrections. “-” - made more than 2 mistakes, many corrections.

What types of speech have we used now? (Written - wrote down a sentence, verbally - answered questions, in speech to oneself - thought.)

V. Reflection

I name situations, and you put the letter P if this is an example of written speech, the letter U if this is an example of oral speech, the letter C if this is speech to yourself.

Listen to the student's answer.

Mom reads a fairy tale to her baby.

h We are thinking about solving the problem.

>> We write a dictation.

We read to ourselves.

Let's sing a song.

e (Check. Write on the board: U, P, S, P, S, U.)

“+” - I understood the topic and did not make a single mistake. ,ь “-” - I’m still a little mistaken, I need to fix it.

VI. Summing up the lesson

E1; - What types of speech exist?

What speech do you use most often?

Lesson2. What can you learn about a person? With according to himspeeches?

Goals: With using visual examples, show students “that speech is a source of information about a person; develop the ability to use “polite” words in speech.

OPlanned results: students will learn to draw conclusions

about the meaning of speech in human life; discover and formulate

1: solve a learning problem; analyze and draw conclusions:,s; evaluate actions from the point of view of generally accepted rules of “kind”, “safe”, “beautiful”, “correct” behavior.

During the classes.

I. Organizing time

II. Updating knowledge Spelling minute

Guess the riddles. Write down the answers.., (- (... They sit on a stick in red shirts, their belly is light, stuffed with pebbles. (Rose hip.)

We live underground in a dark hole. Gray fur coat, tiny height, eyes, black beads, sharp eyes, and a thin tail with a string. (Mice.)

The grass grows on the slopes

And on the green hills.

The smell is strong and fragrant,

And her fragrant leaf

It suits us for tea.

Guess what kind of weed it is! (Oregano.)

Jugs and saucers

They don't drown and don't fight. (Water lily.)

How are the words similar? (They haveletter combination SHI.)

What letter combination is written according to the same rule? (Write ZHI with the letter I.)

Name the words that contain the combination ZH. (Children's answers.)

Write down any two words with these letter combinations. Emphasize the combinations of ZHI and SHI.

III. Self-determination for activity

(Write on the board.)

Snowflakes turn into puddles in spring.

Read the very strange sentence on the board.

What type of speech is this? (Written speech.)

What can you say about the proposal? (There were mistakes in writing the combinations ЖИ, ШЛ.)

What words are spelled incorrectly? (Snowflakes turn into puddles.)

What can you say about the person who wrote this sentence? (He is illiterate and does not know the rules of the Russian language.)

It turns out that you can learn a lot about a person from speech, oral and written.

IV. Work on new topic

1. Work according to the textbook Ex. 4 (p. 8).

Read the task and say what you will do. (Let's read the poems of V.V. Mayakovsky.)(The poems are read by a student with good reading skills.)

What can you learn from the speech of your interlocutor? (By speech you can find out a person’s profession.)

2. Vocabulary work

What does the sign next to the word “hello” mean? (“Remember the spelling of the word.”)

What does the word "hello" mean? (This is a greeting word. When they say “hello,” they wish you health. Another way to say “be healthy.”)

Good health to you people.

Every day and hour I wish - hello!

I will give my aunt soul for you.

May the ray of the sun give you health,

The summer rain will give you strength.

Let Mother Earth be the bread and salt

He will reward you generously for your efforts.

Hello, I say to you, hello!

To all relatives, acquaintances and friends.

Be happy, and just, hello,

Peace, joy and prosperity to you!

T. Lavrova

Why is the letter highlighted in the word? IN?(It is written but not pronounced.)

How can you remember this letter? (Written as in the word “health”, the military says “I wish you health.”)

Write down the word, underline the spelling.

V. Physical education minute

Once - bend over, straighten up. Two - bend over, stretch. Three - three claps of hands, three nods of the head. Four - arms wider, Five, six - sit quietly, Seven, eight - let's discard laziness.

Lesson script

Option 1

1. Write out all the adjectives from the sentence and indicate their number, gender, case.

2. Perform a morphological analysis of the selected noun.The arrival of the first migratory birds begins with rooks

3. Read the text. Write down the pronouns in the 2nd and 3rd person plural forms.

LEAVES AND ROOTS

The leaves said:

The last ray of sun illuminated the tops of the oak trees.

We saw a zebra and an elephant at the zoo.

(Incentive, non-exclamative, grammatical basissaw a zebra and an elephant,widespread, there are homogeneous members.)

6 (optional). Write sentences in which the subject is expressed by a noun.

Option 2

1. Write out a qualitative adjective from the sentence and make a morphological analysis of it.The spring sky shone blue through the thin net of bare birch branches.

2. Perform a morphological analysis of the highlighted word.The swallow has built a nest under roof of the barn.

3. Read the text. Find and write down all the pronouns in the 1st person plural form.

LEAVES AND ROOTS

The leaves said:

- How green and beautiful we are. We provide shade. People rest under our shade. Birds are flying to us. They sing and build nests. And the roots said to the leaves:

- In autumn you will dry out. In the spring, new leaves will grow in your place. And without us there will be no whole tree, and there will be no you, leaves.

4. Break down the proposal by members.A large white mushroom was hiding under a spruce tree.

5. Check the characteristics of the offer. If there are errors, correct them in writing.In our basket we had orange carrots, yellow turnips and red beets.

(Declarative, exclamatory, grammatical basisthere were carrots, turnips, beets,not widespread, there are homogeneous members.)

6 (optional). Write sentences in which the subject is expressed by a pronoun.

You invited us to visit. A wild duck hatched little ducklings from the sedge. We will go to the forest during the holidays. There was frost on the trees.

M.: 2014. - 341 p.

The manual is part of a new series of lesson developments “ENLIGHTENMENT LESSONS”, addressed to teachers of general education institutions and methodologists. The manual provides a methodology for teaching the Russian language in the 4th grade using the teaching materials of the “School of Russia” system in accordance with the provisions of the Federal State Educational Standard. The material is organized in the form of technological maps of lessons, which makes it possible to show the teacher’s activities in achieving planned results by students - personal, subject, meta-subject - and in forming universal educational actions in them. The peculiarity of these manuals is that: - the material is structured according to the stages and types of educational activities of students and teachers; - interdisciplinary connections are revealed on specific material; - tools for assessing the achievements of each student have been developed.

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CONTENT
Introduction 3
Lesson No. 1 6
Lesson No. 2 8
Lesson No. 3 10
Lesson No. 4 12
Lesson No. 5 14
Lesson No. 6 16
Lesson No. 7 18
Lesson No. 8 20
Lesson No. 9 22
Lesson No. 10 24
Lesson No. 11 26
Lesson No. 12 28
Lesson No. 13 30
Lesson No. 14 32
Lesson No. 15 34
Lesson No. 16 36
Lesson No. 17 38
Lesson No. 18 40
Lesson No. 19 42
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Lesson No. 53 Software
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Lesson No. 158 320
Lessons No. 159-160 322
Lesson No. 161 324
Lessons No. 162-163 326
Lessons No. 164-165 328
Lessons No. 166-167 330
Lessons No. 168-169 332
Lessons No. 170 334
References 336

Technological lesson maps (TLC) for the 4th grade complete the series of lesson developments “ENLIGHTENMENT LESSONS”, addressed to teachers of primary general education. A teacher who has worked using TKU in grades 1-3 is well aware of this teaching aid as a useful, convenient, effective tool that allows lesson design in accordance with the requirements of the second generation Federal State Educational Standard. Lesson developments in the form of TKU for the 4th grade have a number of significant differences from the previous ones, due to the fact that the 4th grade is the last link of primary school and, in fact, the threshold of primary school. Fourth-graders have a significant amount of knowledge, skills and abilities, so the form of presentation of theoretical material in this manual is more complex. Now the teacher can offer not a description of concepts, but their definition, which is reflected in the technological maps. The algorithm for performing theoretical and practical educational activities is also complicated based on the age characteristics of students. The TKU for 4th grade reflects the increased share of children’s independence in completing tasks individually, in pairs and in groups. The system of proposed exercises still implements the “from simple to complex” method, but is accompanied by such mental operations as analysis, synthesis, reflection leading to a logical conclusion, and search for cause-and-effect relationships.
As you know, the priority direction of the UM K system of the “School of Russia” is teaching project activities, therefore, in technological maps, one of the required lesson types is a project lesson. The manual contains a sufficient number of lesson-projects with a detailed description of the stages: pre-project research, work individually, in pairs and in groups, preparing a project presentation, giving a presentation, collective summing up, designing exhibitions, maintaining folders “My achievements”, etc. Children Those who were taught using technological maps come to basic school with well-developed skills in project activities.

Lesson #1

Subject: Language is a means of communication. Generalization of information about a word, sentence, text.

Target:

Tasks:

give the concept: language as a means of communication; introduce the textbook and its structure; give an idea of ​​the leading role of language as a means of communication and acquisition of knowledge in the life of society and people.

development of students' spelling vigilance, expansion of students' vocabulary.

V instilling in students the ability to see beauty in the world around them, accuracy, and discipline.

During the classes

Organizing time.

A minute of penmanship.

It looks like a diamond in the dirt.

Word

Alphabet

Learning to read and write is always useful.

Setting goals and objectives.

Lesson topic.

Conversation for review: Which sections are you familiar with?

Statement of the problematic question: what is language? What is it used for?

“Have you ever thought about the question of what language is? One person speaks, the other listens and understands him. You read a book and you also understand what is written in it. With the help of words (orally or in writing, you can express your thoughts, feelings. And all this happens thanks to LANGUAGE" .

People have always needed some kind of language to tell each other about important and not so important events. You say: “Are we leaving the ball?” Your friend hears and understands: you want to play volleyball. Words are like strings between you. You can, of course, invite a friend to play volleyball without opening your mouth. Just pretend that you are serving and hitting the ball, and he will understand. Only signs, gestures - not a word is said out loud - and yet it is still a language. And if you wrote a note to a friend, that’s also language. But the main thing in human communication is still the word.

Game "Five Words"

FORK

Bicycle needle boat cat watermelon

broom turkey lion whale profile

cotton wool game spoon glue pineapple

hair iris swan brush bus

bucket Irina Lama mole diamond

Work on the polysemy of the word “language”

Commenting on the meaning of proverbs , identifying word meanings language :

1. The one with the tongue gets the pie.

2. The tongue feeds the head.

3. Without a tongue and the bell is mute.

4. The tongue is sharper than a sword.

5. What is on the mind is on the tongue.

How do you understand the meaning of proverbs? Why does “speaking the language” mean “having the cake”? Why does the tongue feed the head? Does the bell have a tongue?

In what life situations do you think these proverbs can be said?

Recording proverbs from memory.

Work according to the textbook.

Page 3-6

Lesson summary. Reflection.

Homework – p6 u12

Lesson #2

Subject: Suggestions on the purpose of the statement and on intonation.

Target: promote the formation in children of ideas about the types of sentences and their emotional coloring; the ability to construct a way to parse a sentence when writing.

Tasks:

promote the formation in children of ideas about the types of sentences and their emotional coloring; the ability to construct a way to parse a sentence when writing;

During the classes

Organizing time.

A minute of penmanship.

Ahh

A A

a a

You can see the diamond in the dirt.

Lesson topic.

Let's read the sentences and notice how different they are. Some say something, others ask, and others make a request.

- Turtle, take me home!

- And where do you live?

- I live in an anthill.

Let's find the sentence that contains the question.

Find a sentence that contains a request.

Read a sentence that talks about something.

As you can see, sentences differ in the purpose of the statement.

According to the purpose of the statement, three types of sentences are traditionally distinguished:narrative, interrogative and incentive.

What is the main purpose of declarative sentences?

The main purpose of narrative sentences: reporting about certain phenomena of reality, transmitting information to the interlocutor.

No.: A thunderstorm is approaching. Lightning flashes in the distance.

Give your own examples of declarative sentences.…..

What punctuation marks are used at the end of declarative sentences?

Let's write down the proposal:

My brother lives in Donetsk.

What sentence is this based on the purpose of the statement? Why is this a declarative sentence?

Find and highlightmajor and minor members proposed

What is the main purpose of interrogative sentences?

Interrogative sentences are used to express a question.No.: When will he arrive?

Give your own examples of interrogative sentences.…..

What punctuation marks are used at the end of interrogative sentences?

Let's write down the proposal:

When will your brother arrive?

What sentence is this based on the purpose of the statement?

Parse the word according to its compositionwill come.

What is the main purpose of incentive offers?

The main purpose of incentive sentences is to encourage the person to whom the speech is addressed to take action.No.: Bring me some Water.

Give your own examples of incentive sentences.…..

What punctuation marks are used at the end of imperative sentences?

Let's write down the proposal:Be sure to come.

Determine which part of speech each word in the sentence belongs to.

Draw a conclusion:

What kinds of proposals are there for the purpose of the statement?

Work in groups:

Restore a deformed sentence, place punctuation marks, determine the type of sentence based on the purpose of the statement and intonation.

Work according to the textbook.

Page6-8

Lesson summary. Reflection.

Homework – p8 u18

Lesson #3

Subject: Composition of the word.

Target: consolidate knowledge and practice skills on the topic “Composition of a word”, instill interest in the native language, develop students’ speech, expanding their vocabulary.

Tasks:

consolidate knowledge and develop skills on the topic “Composition of words”, instill interest in the native language,

develop communication skills (construct a monologue and dialogic statement, take into account different opinions and interests, justify one’s own position); the ability to track the stages of implementation of educational activities within the framework of solving a particular problem and carry out educational interaction in different forms of work;

to promote in students the need to improve their speech, the formation of self-esteem based on criteriasuccess of educational activities.

During the classes

Organizing time.

A minute of penmanship.

BB

B

b

Business before pleasure.

Lesson topic.

Crossword "Morphemes"

Teacher : From the distant land of Dictionary, a telegram came from its inhabitants with a task; only by solving the crossword puzzle can you find out the topic of today’s lesson. A dispute has broken out between the residents of the country, let's listen to what they are talking about.

I stand in front of the root and can form words.

And I can also form words, but I stand after the root.

And I will live without ending, remove it from me!

And I am the most important among you, not a single word can exist without me.

By the way, without me it is impossible to form a sentence from words.

Vertically in the selected cells there is a keyword, which is the topic of our lesson today. (Morphemes)

Generalization on the topic “Composition of a word” is the topic of our lesson. Which of the concepts listed in the crossword puzzle cannot be called a morpheme? (A stem because it can consist of one or more morphemes.) What is a morpheme? (This is part of the word)

Please tell us the order of parsing words by composition.

Game "Four wheel"

Slide, burned down , hillock, miner.

Bone, touch , bone, bone.

Plantain, rise in price , off-road, road.

N axle , nasal, spout, nose.

Forester, forest, ladder , treeless.

Game “Replace with one word”

Teacher: And there are words in the Russian language formed from two roots! They are connected by vowels, which are called connecting vowels. What vowels are these? How are they designated when parsed? Guess and write down the words, highlighting their roots and connecting vowel:

Book lover. (Bibliophile)

A car that transports milk. (Milk tanker)

A worker who welds steel. (Steelworker)

A car that flies itself. (Airplane)

A man who breeds birds. (Poultry farmer)

A device that grinds meat. (Meat grinder)

A man who herds pigs. (Swineherd)

A machine that cuts grass for hay. (Haymower

Place the word in your house

Teacher: Here are the parsing diagrams; distribute the words into columns according to their composition:

Exit, diamond (trap!), overseas, reception, bush, fisherman, coastal, run-up, chalk, old people, lifting.

Work according to the textbook.

Page 8-10

Lesson summary. Reflection.

Homework – p8 u18

Lesson #4

Subject:

Target:

Tasks:

develop spelling skills, consolidate students’ knowledge, skills and abilities on this topic;

to promote in students the need to improve their speech, the formation of self-esteem based on criteriasuccess of educational activities.

During the classes

Organizing time.

A minute of penmanship.

Vv

IN

V

Vocabulary work.

Car, agronomist, acacia, alphabet, watermelon, aroma, Astana.

2. Lesson topic.

Theoretical warm-up

Explain what an unstressed vowel at the root of a word means?

Why does an unstressed vowel need to be checked?

How to check the spelling of an unstressed vowel at the root of a word?

How many verification words should there be for words with two unstressed vowels at the root of the word?

Is it always possible to check the spelling of an unstressed vowel at the root of a word?

What do you do in such cases?

A) Lyrics “In the Forest”

Proofreaders work with such tasks - people who correct mistakes in words. You will also be a proofreader, but don’t forget about the test words.

Let's check the texts.

B) Distributive dictation

Write down the words in 4 columns (4 people at the board)

Creaks, hungry, old man, fun, jam, good man, little animal, screams, arrow, letter, speck, eyes

Test control

Here are tests on the topic “Spelling of unstressed vowels in the root of a word, verified and not verified by stress”

Work according to the textbook.

Page 10-12

3. Lesson summary. Reflection.

Homework – p12 u30

Lesson #5

Subject: Spelling of verifiable and unverifiable vowels and paired consonants at the root of the word.

Target: develop spelling skills, consolidate students’ knowledge, skills and abilities on this topic;

Tasks:

develop spelling skills, consolidate students’ knowledge, skills and abilities on this topic;

develop students’ speech, teach them how to correctly pronounce and say some words and expressions;

to promote in students the need to improve their speech, the formation of self-esteem based on criteriasuccess of educational activities.

During the classes

Organizing time.

A minute of penmanship.

GG

G

G

The eyes are afraid, but the hands are doing.

Vocabulary work.

Shore, birch, conversation, library, sparrow, crow, Sunday, east.

Lesson topic.

Problematic situation. How to check an unstressed vowel in the root?
Teacher: What can you say about the next group of words?
Boris, Svetlana, Alexey, Tatyana.
Children: These are names. They are written with a capital letter.
- These are proper nouns.
- These are full names.
Teacher: You identified one “dangerous place” in these words. (Emphasises the capital letter.) What other “dangerous places” do you see?
Children: Unstressed vowels.
Teacher: How to prove that these vowels should be written in these words?
Children: We know that under stress, vowels are heard clearly and do not raise doubts. This means that we need to make unstressed vowels become stressed.
- You can try to take short forms of names rather than full ones. For example, Boris-Borya. In the word Borya we clearly hear the vowel o, which means that in the word Boris there is an unstressed vowel o.
Teacher: Any other suggestions?
Children: You can check with an affectionate name - Borenka.
Teacher: Which testing method will we choose?
Children: Any.
Teacher: How to check an unstressed vowel in the root?
Children: To check an unstressed vowel in the root, you need to choose a word with the same root so that the stress falls on the unstressed vowel. Whatever vowel is written with stress will also be written in an unstressed position.
Teacher: Look at our diagram. Let's read it (first the strong student, then in chorus)
Vowels
Percussive unaccented
unverifiable verifiable
(dictionary words)
dictionary pick up words with the same root

An exercise to differentiate verifiable and unverifiable unstressed vowels.
Teacher: now I will show you words with verifiable and unverifiable vowels at the root. If the vowel is untestable, squat. If the unstressed vowel can be checked, jump. (Words: rooster, crow, mountain, board, dream, flower.)
2. Game "Fun Racing"
Teacher: Attention! Attention! And now cars of brand “E” and brand “I” are starting. Along the route, each car must approach its own spelling station. The machine that makes the fewest mistakes will win.
L...stitch, st..na, cr...read, l...sitsa, l...tit.
3. Copy words, phrases and sentences. Place stress by omitting all vowels in weak position.
Drizzle, on the back, winter twilight, ancient trees, dozed off, from afar, in a desk, autumn day, playing with a friend, cook. A young slender Christmas tree stood alone in the clearing.

Working from the textbook

3. Lesson summary. Reflection.

4.Homework – p14 u36

Lesson #6

Subject: Analysis of words by composition.

Target: -clarify the concepts of “root”, “base”, “prefix”, “suffix”, “ending”; Create with students an algorithm for parsing words by composition.

Tasks:

During the classes

Organizing time.

A minute of penmanship.

Dd

An old friend is better than two new ones.

Vocabulary work.

Newspaper, horizon, peas, city, caterpillar, twenty, twelve, girl, duty officer, December, dolphin, village, director, road.

Lesson topic.

The word is divided into parts
Like slices of an orange.

Everyone can be literate
Construct a word from parts.

How do you understand these words? Discuss in your group, saying each one in turn in a circle for a certain time. Participant No. 1 starts at the signal.

What are we going to do today?

What is our goal? (Learn to parse words according to their composition)Slide 3

Everything in the world is made up of something: clouds made of droplets, a forest made of trees.

Words are also made of their own material.

The word is divided into parts

Like slices of an orange.

And each part of the word has its own name.

Which we will be working on today.

Well, in order to gather our attention, let’s conduct a “Warm-up for the mind.”

Eyes on me. We answer in unison, quickly.

Part of a word that serves to connect words in a sentence

called...

The common part of related words is called...

What is the name of the third winter month?

What letters are not used at the beginning of Russian words?

What does water turn into in winter...

A part of a word without ending is called...

Name the word opposite to enemy.

Shortest month of the year?

How many vowel sounds are there in the Russian alphabet?

What parts of speech do you and I know?

Well done!

And of course, what would a lesson be without vocabulary work!

Open the notebooks and write down the number. Classwork.

1) The variable part of the word is ……….

2) The part of the word without ending is ………….

3) The part of the word that comes before the root and serves to form new words is ……….

4) The part of the word that comes after the root and serves to form new words is ……….

5) The main part of the word is …….

Work according to the textbook.

Page 15-16.

3. Lesson summary. Reflection.

Lesson #7

Subject: Analysis of words by composition. Vocabulary dictation.

Target: clarify the concepts of “root”, “base”, “prefix”, “suffix”, “ending”; Create with students an algorithm for parsing words by composition.

Tasks:

clarify the concepts of “root”, “base”, “prefix”, “suffix”, “ending”; create with students an algorithm for parsing words by composition;

develop the ability to highlight parts of a word, promote the development of spelling skills,students’ speech, enrich children’s vocabulary; intelligence, thinking, memory.

to cultivate a culture of speech, love of words, attention, and kind attitude towards each other.

During the classes

1. Organizational moment.

Vocabulary dictation.

Alphabet, watermelon, Astana, coast, birch, library, sparrow, crow, east, newspaper, city, peas, December, director, road.

A minute of penmanship.

Her

E

E

One head it's good, but two better.

Lesson topic.

Analysis of words by composition.

I read the word - copse. I remembered that this is a narrow strip of forest that connects two forests.

2. I highlight the ending. To do this, I change the form of the word: at the coppice, to the coppice. The part of the word that changes is the ending. I highlight it, in this word it is zero.

3. I emphasize the basis of the word. A stem is a part of a word without an ending. In this word - coppice.

4. To highlight the root, I select words with the same root: reforestation, forest, forest. The common part of these words is forest. This is the root, I highlight it.

5. I select the console. The prefix comes before the root. In this word the prefix is ​​re.

6. I'm looking for a suffix. The suffix comes after the root and is used to form words. In the word coppice the suffix is ​​ok.

Sort out the words according to their composition.

birch root: birch forest (meaning: birch forest, grove), birch, birch, birch, birch, birch, birch, birch, boletus.

root -brother- : fraternization, brother, brother, brother, fraternal,
brotherhood, brother

root -vesel-: fun, fun, merry fellow, cheerful, merriment,
cheerful, cheerful.

Break it down by composition:

grass blade of grass young dawn

firefly breeze coastal sailor

little pole samovar golden nest

coast little lynx coast fox cubs

heaven firewood rainy strip

forester pigeons eye gulp

mountain distant blackbird gift

day cub long daughter

3. Lesson summary. Reflection.

Homework – p16 u41, rule.

Lesson #8

Subject: Parts of speech.

Target:

Tasks:

During the classes

1. Organizational moment.

A minute of penmanship.

LJ

AND

and

Vocabulary work.

Lesson topic.

– By what features did you distinguish parts of speech? (By meaning, question.)

– Which part of speech that you learned was not used in this task? (Pronoun.)

– Why do you think? (They could not be among groups of cognate words, since they only point to an object without naming it.)

– What grammatical features of parts of speech do you know? (Number, gender, case, declension.)

– Do all parts of speech have these features?

- Why?

– Let's try to display the grammatical features of each part of speech in the table that you see on the board.

Exercises in identifying parts of speech

Determine the part of speech above the highlighted words

Live and learn.

The notebook is a mirror of the student.

First az and beeches, and then science.

It's never too late to learn.

A book is a small window through which you can see the whole world.

Read it. Fill in the missing words. Determine what part of speech they are. Prove it.

Live a century - a century.....

Notebook –…….. student.

First az and beeches, and then...……….

Never learn…….

A book is a ……….. window, through it the whole world can be seen.

late

study

ten

Sciences

mirror

small

Work in groups.

Each group of students is placed on the table with one plant, the signs of which the children could write.

Group work plan.

Consider the plant.

Everyone writes down the characteristics of this plant in their workbook.

Read the written words to the group.

Compose a general text.

Present the result of your work.

Name the grammatical features of 2–3 adjectives of your choice.

Work according to the textbook.

Page 18-19.

3. Lesson summary. Reflection.

Homework – p19 u48

Lesson #9

Subject: Parts of speech. Spelling ь and ъ.

Target: Generalization of knowledge by parts of speech

Tasks:

Generalization of knowledge by parts of speech.

Development of the ability to distinguish parts of speech from the composition of a word, training of skills of various parts of speech into text.

Fostering kindness, a sense of friendship, and collectivism.

During the classes

1. Organizational moment.

A minute of penmanship.

LJ

AND

and

Gruzdev called himself get in the body.

Vocabulary work.

Foal, yellow, factory, tomorrow, breakfast, hare, here, engineer, interesting.

Lesson topic.

Reading text

What new did you learn?

What surprised you most?

Exercise:

Group 1 – write down all the adjectives and determine their gender

Group 2 – write down the verbs and determine their conjugation

Group 3 – write down the verbs and determine their conjugation

Group 4 – write down the prepositional case noun and make it

morphological analysis

Selective dictation.

From the text, write down only verbs in two columns: 1st and 2nd conjugations

Penguin Kindergarten

Five weeks have passed since the birth of the little penguin. The baby steps his paws on the snow and goes to kindergarten. Hundreds of peers are already standing there. They gather in a tight crowd and warm each other's sides. Such gatherings are called kindergartens. Adult penguins protect them from petrels. Parents come and, in a shout and commotion, find their children among thousands of strangers. They feed only their chicks. The most voracious ones swallow six kilograms of fish at a time. In the summer, graduates of penguin kindergartens go to sea for practice.

MUTUAL CHECK

What is the homeland for penguins?

What are they used to build a nest?

SENTENCE SYNTAX

In nature, a penguin to build a nestlooking for grass or dead wood.

Morphological analysis of highlighted words.

Work according to the textbook.

Page 20-21

3. Lesson summary. Reflection.

Homework – s21 u54

Lesson #10

Subject: Test dictation No. 1 “Autumn”.

Target: check the level of mastery of knowledge for 3rd grade, identify gaps in accordance with the state standard.

Tasks:

check the level of mastery of knowledge for 3rd grade, identify gaps in accordance with the state standard.

Develop logical thinking, attention, memory, coherent speech

Cultivate accuracy, discipline, independence, and hard work.

During the classes

1. Organizational moment.

2. Dictation.

Autumn.

September and October have passed. Our garden is empty. The smooth paths of the garden are covered with golden leaves. Birch leaves sway easily in the wind. The sky is covered with gray clouds.

Cold rain is drizzling. Rarely does a wonderful ray of sun shine from behind a cloud. People harvested crops from the fields. The carrot and cabbage beds stand empty. It's quiet in the garden. The birds have long since flown away. Only sparrows jump along the path. They are looking for food. The farewell song of the cranes is heard from the sky.

Grammar tasks:

Indicate the parts of speech, sort the sentences into parts.

Disassemble by composition.

Write down phrases, determine the grammatical features of nouns.

3. Lesson summary. Reflection.

Lesson #11

Subject: Lexical meaning of a polysemantic word.

Target: the formation of an idea of ​​the lexical meaning of a word as the obligatory meaning of any word in the language.

Tasks:

the formation of an idea of ​​the lexical meaning of a word as the obligatory meaning of any word in the language;

development of spelling vigilance, speech and mental operations of students;

cultivate accuracy, discipline, independence, and hard work.

During the classes

1. Organizational moment.

A minute of penmanship.

Z

h

Zz

Business before pleasure.

Vocabulary work.

Kazakhstan, cabbage, pencil, picture, potato, pan, apartment, kilogram, class, wheel, room, bed.

2. Lesson topic.

The topic of our lesson is “The polysemy of words.” How many lexical meanings does a word have? The topic, although new, is very familiar to you. In order to communicate, to convey thoughts and feelings to each other, words are needed. To understand your interlocutor in a normal conversation, 4-5 thousand words are enough. But this is not enough. The more words and their meanings a person knows and can use in speech, the more accurately he can express his thoughts, the more interesting he is. I think that each of you wants to be an interesting conversationalist and person. Therefore, I think that each of you will cope with all the tasks in the lesson.

What should we learn in class?

What is "vocabulary"?

How many lexical meanings does a word have?

3. How to determine the lexical meaning of words?

4. What words are called polysemantic?

LEXICO is a branch of the science of language that studies its vocabulary.

What concept do you think will be the basis of this section, with the help of which we communicate? (Word)

Compose a sentence with the word “WORD” so that its meaning and essence are revealed.

(Selective reading of sentences.)

Pay attention to the recording. This is another mystery. Read it carefully to yourself. And now he will read it aloud to us...

This is a village

Close..something else.

White sundress..chick

Velvet caftan...chick

The leaves are different

The grey..ki..spray.

I think everyone guessed what we were talking about. (Birch)

- How did you guess? What helped you? (list the signs)

What can we call this text? (“Birch”)

Work according to the textbook.

Page 25-27

3. Lesson summary. Reflection.

Homework – p27 u66

Lesson #12

Subject:

Target:

Tasks:

Expand students' knowledge about the lexical meaning of words, polysemantic words, words with direct and figurative meanings. Learn to determine the meaning of a word in context.

Develop a sense of language.

During the classes

1. Organizational moment.

A minute of penmanship.

AND

And

Ii

Don't have a hundred rubles, but have a hundred friends.

Vocabulary work.

Camp, palm, lily of the valley, lily, shop, raspberry, furniture.

2. Lesson topic.

1) – What do you mentally imagine when you hear wordspencil, tram, brush ?

Why, speaking about the first two subjects, did you give approximately the same answers, but about the third subject did you speak differently, although correctly?

What does this example say?

Where can I find out the meaning of a word?

2) – Listen to the riddle: In the garden near the path

The sun is standing on its leg.

Only yellow rays

He's not hot. (Sunflower).

What does a sunflower look like?

There's a word in the riddleSun used in a figurative meaning: a sunflower is similar to the sun in color and shape. Riddles often use words in a figurative sense.

Consolidation and comprehension of the studied material

1) From the words given in brackets, select those in combination with which the words in brackets will acquire a figurative meaning:

Golden (ring, hair, hands, ears of corn);

Iron (health, nail, nerves);

Scattered (grains, candies, rays, stars);

Light (candle, fire, guys)

2) Establish in which phrases the words are used in a figurative meaning, and in which in a literal one:

Ice block - icy look

Sea of ​​wheat - blue sea

The top of the mountain is the pinnacle of glory

The pedestrian is walking - the clock is ticking

The light of knowledge is the light of the sun

The wind fell asleep - the man fell asleep

Armature chain - chain of events

Dazzling light - dazzling beauty

Make up a sentence with one of the phrases used figuratively.

3) Determination of the lexical meaning of words

- Often, to characterize the qualities or character traits of a person, we use adjectives derived from the names of various metals.

- Explain the meaning of adjectives (orally):

steel will

iron muscles

Golden heart

silver voice

4) Vocabulary work

Conversation, exchange of opinions - conversation.

Utensils for cooking food - a saucepan.

The part of the earth's surface that a person sees is the horizon.

- On the second line write the words:

Verb from the word conversation- talk,

Diminutive of the word pan -saucepan,

What is the name of the imaginary line along which the sky seems to be connected to the surface of the Earth?skyline.

- Indicate the root in words with the same root.

Recording sentences from dictation:

The language will take you to Kyiv.

The scouts brought the language.

Without a tongue and the bell is mute.

He bit his tongue painfully.

- In each sentence, find and underline a polysemantic word.

- The same word is used in four sentenceslanguage. Determine the lexical meaning of this word in each sentence.

- Thus, we conclude: the same word in different sentences can be used with different meanings.

Work according to the textbook.

3. Lesson summary. Reflection.

Homework - s29 u72

Lesson #13

Subject: Single and polysemous words.

Target: Expand students' knowledge about the lexical meaning of words, polysemantic words, words with direct and figurative meanings. Learn to determine the meaning of a word in context.

Tasks:

Expand students' knowledge about the lexical meaning of words, polysemantic words, words with direct and figurative meanings. Learn to determine the meaning of a word in context.

Develop oral and written speech, activate students' vocabulary.

Develop a sense of language.

During the classes

1. Organizational moment.

A minute of penmanship.

Kk

TO

TO

Needed where was born.

Vocabulary work.

Bear, slowly, month, metal, metro, milk, carrots, frost, Moscow, ant.

2. Lesson topic.

Exercise. Give examples of the direct and figurative meaning of these words.

Tight clothes. Close friendship.

Sweet_________________. Sweet ____________________.

Bitter _________________. Bitter_____________________.

The fruits are __________________. The fruits are _____________________.

Sip _______________. Take a sip __________________.

What are the meanings of the word? soft. Come up with word combinations with the wordsoft , write words close in meaning next to each other. How to do with the wordsolid .

soft__________________________________________________

soft _________________________________________________

soft _________________________________________________

soft bread - fresh

soft light, pleasant voice

soft character - meek, devoid of rudeness and harshness.

mild climate – warm, pleasant

soft sign

soft sofa, etc.

In works of art, the use of ambiguous words nearby often makes us smile.

In the evening, girl Mila,

There is a flowerbed in the gardenbroke it.

Her brother, boy Ivan,

Samebroke... cup.

Exercise: come up with two sentences where different meanings of a polysemantic word collide.

Multiple-meaning words: tall, head, light, nose, hand.

A game

- I suggest you play the game:

- I read the words, you clap once - if the word is unambiguous, a lot - if it is ambiguous:

“Warmth, desk, red, briefcase, rain, patch”

“Don’t be sorry for a piglet, -
The cow says. -
You will buy milk -
Delicious pairing!
The piglets are right there:
- We have a whole mug! -
Piglets stick theirs
Little pigs.”

- What words are called unambiguous? Give examples.

- What words are called polysemantic? Give examples.

3. Lesson summary. Reflection.

Homework – p28 u71

Lesson #14

Subject: Presentation No. 1 “In the camp.”

Target:

Tasks:

learn to consistently present the content of the text, draw up a plan.

Develop oral and written speech, activate students' vocabulary.

Develop a sense of language.

During the classes

1. Organizational moment.

2. Lesson topic.

Reading the text “In the camp.”

In the summer, the guys rested in the camp. One day they decided to go hiking, but the weather was bad all the time.

The days were hot in July. Early in the morning the guys gathered at the camp site and set off. Soon they came out into a wide field and walked along a narrow path.

What a huge field! Ripe rye is waving on it. A cold spring gurgles in a deep ravine. The guys played for a long time in the large clearing. The sun is setting. It's time to go to camp. The guys had a good rest.

Text analysis.

- What does the text say?

- Where did the guys relax?

- What stopped the guys from going on a hike?

-Where did the guys come?

- What did the guys like about the field?

- What they were doing?

- How did the guys relax?

Read the text again.

sS27 u67

Planning.

Summer at the camp.

Hiking in the field.

Rest. Time to go home.

Practical work.

3. Lesson summary Reflection.

Lesson #15

Subject: Direct and figurative meaning of the word.

Target: Expand students' knowledge about the lexical meaning of words, polysemantic words, words with direct and figurative meanings. Learn to determine the meaning of a word in context.

Tasks:

Expand students' knowledge about the lexical meaning of words, polysemantic words, words with direct and figurative meanings. Learn to determine the meaning of a word in context.

Develop oral and written speech, activate students' vocabulary.

Develop a sense of language.

During the classes

1. Organizational moment.

A minute of penmanship.

Ll

L

l

2. Lesson topic.

Teacher's opening speech

Guys! Yesterday I met an amazing person. He turned out to be a foreigner. We began to communicate and after the conversation I told him that he had a gentle character, a sharp mind, and golden hands. And he glows with happiness. But, unfortunately, this man did not understand me!

Can you describe it?

Explain the meaning of the words that helped describe your friend?

Gentle character - good character

A sharp mind - quick to understand. Sharp as a knife

Golden hands - knows how to do everything.

Glows with happiness - very happy

He could not understand the meaning of the words because they were words with a figurative meaning.

So, the topic of today's lesson is “Direct and figurative meanings of words.” Write it down in your notebook.

_

The following phrases are written on the board:

Gray head - gray winter.

- Guys, what is the root of these words.

- What is the meaning of these words?

Gray-haired - white with age

Based on similarity (winter is also white)

-What word do you think appeared first?

- That's right, because the second “Grey Winter” appeared on the basis of similarity in color.

We are now faced with the phenomenon of the Russian language - direct and figurative meaning.

_________________________________________________________

Now let's turn to the textbook on page 140.

Let's read what's in bold!

This technique in Russian is called metaphor.

-There is a fire of red rowan burning in the garden!

-The oak tree drops and lays a thin golden feather under his feet.

Next paragraph.

And this technique is called personification.

-Try to give examples yourself.

The blizzard cleared up

The wind fell asleep.

We will examine these tools in more detail in literature lessons and speech development lessons.

In explanatory dictionaries, the dictionary indicates not only the direct, but also the figurative meaning.

Give examples from the explanatory dictionary.

_________________________________________________________

Now let's practice.

And let's do the exercise. 338.

We read the task.

1 row

2nd row

3rd row

Give the direct meaning of the word.

Dirty work, ________).

Icy (look,________).

Sharp (mind,_________).

Add examples to make the meaning direct.

Selective dictation

Write down the phrases in two columns.

Direct meaning

Figurative meaning

-Pure thoughts - without concealment, sincere

-Clean hands-

-A fast river is a river that moves quickly

-Quick mind - thinks quickly.

-Cold hands - from the cold

-Cold heart - indifferent

Why did you distribute it this way?

Text analysis

The text is pre-printed.

Sunset

When it rained from morning to evening, the birch tree withered and resignedly became wet. It happened that just before sunset, a clear sky opened up on the horizon and the sun sat on the birch top to rest, like a fairy-tale firebird. Entangled in the branches, the sun scattered in bunches of rays. The mown field was suddenly illuminated by a low, alarming light, each silver thread of the web flashed and became clearly visible...

What is the text about?

Title the text. Sunset

Determine the main theme of the text. The beauty of the sunset.

Explain spellings.

Find words used figuratively.

Artists are different. Some artists paint with a brush. And others - in a word. And the word in a figurative meaning helps the artist make this picture bright and imaginative. In every work of art we will find such means.

3. Lesson summary. Reflection.

Homework – p33 u79

Russian language. 4th grade. Lesson plans for the textbook by Kanakina V.P., Goretsky V.G.

To the textbook:

M.: 2017 - 494 p.

The manual presents lesson developments in the Russian language for grade 4 for the teaching materials of V.P. Kanakina, V.G. Goretsky (“School of Russia”), compiled in accordance with the requirements of the Federal State Educational Standard. Here the teacher will find everything necessary for high-quality preparation for the lesson and its implementation: thematic planning of educational material, detailed lesson scenarios, dictation texts, interesting game material. Addressed to primary school teachers, students of pedagogical universities and colleges.

Format: pdf

Size: 9.4 MB

Download: yandex.disk

The proposed publication contains lesson developments in the Russian language for grade 4, compiled in accordance with the requirements of the Federal State Educational Standard, and is aimed primarily at working in conjunction with the textbook by V.P. Kanakina, V.G. Goretsky (M.: Prosveshcheniye).
The purpose of the manual is to make it as easy as possible for the teacher to both prepare for the lesson and work during the lesson. Included are lessons on familiarization with new material, consolidation, and project activities.
No more than two weeks are allowed for project preparation. The work is carried out jointly with parents, the teacher only helps in choosing a topic (if desired, the students themselves can choose topics). Students draw up projects on A4 sheets, the text is typed on a computer (with photographs). The work can be done in groups, pairs or individually.
The teacher can use the proposed lesson scenarios either fully or partially, including them in his own lesson plan.
Lessons are based on the principles of activity-based learning and include practical work, work in groups and pairs, independent work using various forms of testing. From the first lessons, students use self- and peer-testing techniques.