Topic: words with combinations qi, tse. exception words with the combination tsy

Teacher's name: Zodbaeva I.V.

class: 1 “B” MBOU “Secondary School No. 20”

Subject: Russian language

Topic: WORDS WITH COMBINATIONS QI, CE. EXCEPTION WORDS WITH COMBINATION TSY

The purpose of the teacher's activity : create conditions for the formation of knowledge about the features of the sound [ts], as always hard, skills in spelling words with combinationsqi, qi, qi in the middle of a word.

Planned results (UUD):

subject: will learn write words with combinationsqi , this , tsy under stress, dictionary words defined by the program, copy a short text according to the rules of copying, designate the studied spellings;

meta-subject : regulatory– accept and save the learning task;educational– understand the question asked and construct an answer orally in accordance with it;communicative– adequately use the means of oral communication to solve communication problems;

personal UUD: have an understanding of the reasons for academic success.

Educational Resources: cards with letters; task cards; test.

During the classes

I. Organizational moment.

There are many interesting things in the world,

Sometimes unknown to us.

The world of knowledge has no limit.

So hurry up, friends, get to work!

II. Calligraphy.

1. Pure talk.

Zhi-zhi-zhi - hedgehogs live in the forest.

Shi-shi-shi – there are pencils in the box.

Anishit Yokopovna suggests writing letters that represent only hard consonants.

– Guess the riddles:

This letter is wide

And it looks like a beetle.

And at the same time it’s definitely a beetle

Makes a buzzing sound.

(W-w-w.)

Shura raked the hay,

I forgot my pitchfork in the hay.

(Shhh.)

The letter "..." - there is a hook at the bottom,

Just like a tank with a faucet.(C.)

2. Working with a sound column.

– Anishit Yokopovna waved her sleeve, and the letters Ш, Ж, Ц appeared (on the board).

Asyrk and Tork noticed the mistake that the Sorceress made. Have you noticed?

Tork grabbed the letter C and tried to pull it away, but Anishit Yokopovna stopped him. Think why?

Masha suggests looking at the sound column (p. 57).

– Where will we look for the letter C - at the beginning, in the middle, at the end of the column?(At the end.)

Conclusion: there is a letter that denotes only a hard sound - this is Ts.

3. Writing letters.

Writing in a notebook: zhi shi ts zhe she ts.

III. Learning new material.

1. Working from the textbook.

Personal UUD: implementation of self-monitoring functions of the process and performance results.

 Exercises 25, 27.

– Say every word in the exercises and listen to yourself.

– What sound do you pronounce and hear [ts] or [ts’]?

– What rule of writing only hard consonants did you learn about in the previous lesson?

– Can you extend this rule to the hard sound [ts]?(Students' answers.)

 Exercise 26.

One student works at the board with a detailed commentary.

– Should I write down the words in bold? Read the rule again and say why they do not need to be written down.

Physical education minute

 Exercise27 (independent execution with mutual checking in pairs).

Reading intrigue.

“It’s true that sometimes Y is written after C,” said the Sorceress.

– How can you remember when Y is written? - Misha asked.

2. Working with cards in groups.

Communication UUD: developing the ability to share work with a neighbor at a desk.

On the cards are the words: birds, chicken, starlings, circus, figure, gypsy, gypsy(ka), cycle, chicks, fathers, zinc, well done, chicks, citrus.

ExerciseGroups 1–2 (strong groups): write down words similar in spelling to the word “birds.” Conclude in what cases Y is written after C.

ExerciseGroups 3–4: write down words similar in spelling to the word “chicken.”

ExerciseGroup 5 (low-achieving group): write down words similar in spelling to the word “circus.”

Checking work.

conclusions: under stress write QI with the letter I, CE with the letter E; not all words after C are written I, there are exception words (Bat's hint, p. 61); Y is written at the end of words after C.

Cognitive UUD: general education– training in working with information presented in graphical form;brain teaser– bringing specific linguistic material under a linguistic scheme, establishing cause-and-effect relationships.

Personal UUD: implementation of self-monitoring of the process and results of activities.

– Re-read the words in bold from Exercise 26. Which two words can you now spell correctly? Write them down.

– “Gypsy” - I write Y because this is an exception word.

3. Vocabulary dictation.

Exercise: replace the sentence with one word.

 What is the name of the African animal with a long neck?

 What tool is used to pierce the hole?

 What is the name of the wild rose?

 What edible mushroom with a red cap do you know?

 What is the military uniform called?

 What is the name of a chicken's chick?

 What are the names of animals with long ears that change their fur color twice a year?

4. Work according to the textbook.

Exercise 28.

Additional task: Underline in the written sentences a) capital letters, b) punctuation marks at the end of the sentence and c) the studied letter combinations.

Peer review.

IV. Lesson summary.

– What secret of letters denoting only hard sounds did the Sorceress Anishit Yokopovna help you reveal?

TEST

1. Insert the letter I or Y.

a) draw..sh; d) redhead;

b) spring..thread; e) embroidered;

c) r..beam; e) laugh..t.

2. What letters are not written after Ж, Ш?

a) Y; b) And; c) E; d) E; d) I.

3. Indicate in which words Y is written after C.

a) sheep..; d) ts..fra;

b) ts..rkul; e) c..x;

c) ts..ganka; e) c..kidneys.

Additional material for students.

Strong level.

Choose a word that has a suitable meaning and write phrases.

Fragrant... Colorful...

Prickly... Thick...

Agile... Long...

Words for reference: hedgehog, snake, pencil, lily of the valley, reed, swift.

Average level.

Guess the riddles, write the answers.

The cat lives on our roof,

And they live in the closet...(mice) .

Won't go without gas

Neither the bus nor...(car) .

If there is a leak from the roof

And the snowdrifts below -

So the sun is hot,

Clean up...(skis) .

Streams run through the fields,

On the roads...(puddles) ,

The ants will come out soon

After the winter...(cold) .

S. Marshak

White peas

On a green leg.

(Lilies of the valley.)

Spun in the air

A little asterisk

Sat down and melted

On my palm.

(Snowflake.)

Weak level.

Insert combinations into these wordslive orshi .

Pru..na, ver..na, o..bka, ma..na, push..nka, snow..nka, other..na, change..nka, na..vka, circle..na.

Write the words. Emphasizezhi, shi.

– What rule did you use to spell the words correctly?

Anishit Yokopovna was pleased with you. She decided to tell you another secret, but more about it in the next lesson.

Teacher's name: Zodbaeva I.V.

class: 1 “B” MBOU “Secondary School No. 20”

Subject: Russian language

Umk: promising primary school

TOPIC: SPELLING WORDS WITH COMBINATIONS ZHI-SHI, ZHE-SHE, QI, TSY, TSE

Goals of the teacher's activities : create conditions for the formationknowledge about the characteristics of sounds[g], [w] as always solid; promote the development of spelling skills of words with combinationszhi-shi, zhe-she under stress, distinguish the sounds [zh], [z].

Planned educational outcomes : subject: will learn identify sounds[zh], [sh] are solid as always, distinguish sounds [zh], [z], write vocabulary words correctly, words with combinationslive – shi , same – she , qi , this , tsy ; meta-subject (criteria for the formation/assessment of components of universal learning activities (UAL)) : regulatory– understand the action guidelines identified by the teacher in the educational material;educational– carry out semantic perception of the text;communicative– formulate their own opinion and position, accept the partner’s position, including one different from their own;personal UUD: demonstrate primary skills in assessing work and classmates’ responses based on specified criteria for the success of educational activities.

Educational Resources:cards with riddles; drawing - an image of Dunno.

During the classes

I. Organizational moment.

The call is small

And he tells a hundred guys:

Sit down and study

Work hard, don't be lazy.

II. Calligraphy.

We have great leverage -

It doesn't work at all.

We will move up and down -

Hurry up and turn on!

Students take the thumb and forefinger of the right hand with the thumb of the left hand and begin to bend and straighten it at the joint.

Then they take the index finger of their left hand and do the same exercise.

This exercise is done for all fingers. Repeat the exercise, changing hands.

– Dunno came from the Forest School to visit Masha and Misha.

On the deska sample of syllables is written:zhi shi qi same she tse.

III. Lesson topic message.

– Remember the rules you learned in previous lessons. (Textbook, pp. 57, 58, 60.)

Dunno believes that you can easily live without rules.

Dunno. Why should I teach the rule?

I can live without rules!

And so can I write

Any dictation with a “five” mark!

– “Why are there rules?” - this is the topic of our lesson.

IV. Work on the topic of the lesson.

 Vocabulary dictation.

Mom knits a long scarf,

Because son...(giraffe) .

Today is an attentive son for mom

I placed wonderful roses in...(jug) .

Won't go without gas

Neither the bus nor...(car) .

Leads the bear to the booth

On a string...(Gypsy) .

The teacher opens the board on which the same words are written by Dunno: giraffe, jug, machine, tsegan .

– Look what Dunno wrote. Correct the mistakes quickly before Anishit Yokopovna notices.

– Which word can't you identify the letter? Why?(In the word “giraffe”, since the vowel is unstressed.)

– Now can you explain what the rules are for?(Answers from students.)

 Reading textbook(pp. 62–63).

Cognitive UUD: general education –developing the ability to search for the beginning of a lesson in a textbook using symbols: the chapter symbol and the ordinal symbol of the lesson, as well as the ability to correlate these symbols in the textbook; developing the ability to apply rules and use instructions and mastered patterns;brain teaser– bringing specific linguistic material under a linguistic scheme; developing the ability to make comparisons and highlight common and different.

– Dunno decided to improve. He has learned the rule and is ready to write the dictation again.

 Picture dictationfrom Anishit Yokopovna.

There are pictures on the board. Children go one by one to the board, write down the words and underline the combinations:live Andshi .

Dreamlive nka,qi fry, elive , qi rkul,shi shka, pencilshi , lylive

Which word is "superfluous"?(The word “ski”, since the vowel is unstressed.)

– Guys, do you know why skis are called that? Listen! - Dunno addresses the children. – The word “ski” comes from the word “sneak away.” It turns out that these words are relatives. And in the old days the word “lick” meant “to slide on ice.”

Lick - sneak away - hide.

And it turns out that the very name “ski” contains the main property of sliding.

“Skiing” is an ancient word that appeared about 800 years ago.

– Guess the charade:

We are rushing you

What is urine?

We have your feet

Let's get wet.

(Skis, puddles.)

– Well done, Dunno, he spoke well about the origin of the word “ski,” Anishit Yokopovna praised. - For this I will tell you about...

I have two horses, two horses.

They carry me along the water.

And the water is hard, like stone.

(Skates.)

Skates:

1. Narrow steel runners attached to ice skating shoes.

2. The sport is running on such runners.

Metal skates first appeared almost 300 years ago. The young Tsar Peter I forged iron skates for himself with his own hands. They were called "fast walkers." The curve of the ridge was usually decorated with the image of a horse's head. Hence the name "skates"(A. Svetlov) .

 Working in a notebook(p. 36).

– Write down the word "skates". Remember the unstressed vowel

 Work in pairs.

Students receive cards to work in pairs.

A)Level III.

Grisha took the skis... and Natasha had... the skis. Kids are having fun riding...

b)Level I. Fill in the missing letters. Explain your choice.

– Which word were you unable to fill in the missing letter?shy”, since it is unstressed.)(In the word “good”

The skating rink on the pond is good...

The ice sparkles like glass.

Alyosha is running on skates,

And in the cold he is warm.

V. Donnikov

V)Level II. Copy sentences from A. S. Pushkin’s poem, inserting the missing letters.

Tidier than fashionable parquet

The river shines, covered in ice.

Boy... joyful people

The blades cut the ice noisily.

– Which words were you unable to insert letters into? Why?

G)Level III. Fill in the missing letters where possible in the words of the poem.

Ts..films performed in the church.

He played the ts..mbals,

Rode around on a motorcycle

And ts..fr knew a lot.

He took it out of the cylinder

Carrots and cucumbers...

And there was only one thing I didn’t know

Where is I, and where is Y.

Gymnastics for arms

One of the attendants performs finger exercises.

And our granddaughter

Little hands,

And on the hands are the fingers -

Girls and boys.

Fingers live together

They are called by name:

Finger Sasha,

Finger Masha,

Misha, Grisha and Stepan,

Thumb Zhenya,

Fenya's finger,

Tanya, Vanya and Roman.

These are the fingers -

Girls and boys.

V. Consolidation of the studied material.

 Work according to the textbook.

Exercise29, p. 63.

Personal UUD: implementation of functions of self-monitoring of the process and results of activities.

Independent work.

– Masha did not write down the words:sh..mpanzee, f..rafa, w..vet . Do you agree with Masha? Why?(The vowels in these words are unstressed.)

Physical education minute

Work in a notebook.

Exercise1, p. 36.

– What words cannot be translated?(Horse, stump.)

– Why?(1 syllable)

– Which words have similarities when transferred?(Pal-ma, skates, boy.)

– What are the similarities?(The first syllable of 4 letters ends in a soft sign, etc.)

VI. Lesson summary.

– It's time for Dunno to return to Forest School.

– Please remind us what rule we worked with today?

– What are the rules for? When do they appear?(A rule appears where there is something unusual.)

– What's unusual about the combinations?zhi, shi, qi, same, she, tse? (In these combinations we write the vowels “i” and “e” after hard consonants.)

– Prove to Anishit Yokopovna that you have worked hard and are not afraid of the most difficult tasks. Insert the letters and explain their choice.

Tsk..tsk, clowns! The Indian is ts..pouring.

Whoever ends up in the church is valued in the church.

And also the one who is under attack...

Well done - he remained intact.

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Literacy lesson

Subject: Spelling words with combinations TSY and TSI.
Goals: 1. Create conditions for the formation of the concept of the correct spelling of words with combinations of CI and CI.
2. Consolidate knowledge of the alphabet.
3. Continue working on the poetic text, developing the ability to find rhyme.
4. Cultivate a respectful attitude towards other people’s opinions, develop the ability to work in a group.

Equipment: cards with words, a poster with a picture of a circus, a dotted drawing of a circus building for children, a “circus” card, the text of a poem, an envelope with exception words, cards for group work.

During the classes
1. Org. moment.
T: Let’s start a literacy lesson.
Say hello to each other - share your smiles. And now smile at me too.
Thank you!

2. Statement of the problem. Formulating the topic of the lesson.
T: Let's start the lesson by repeating the alphabet.
(children repeat the alphabet from memory)
Knowledge of the alphabet will be useful to us when completing the next task.
In front of you are pieces of paper with dots and letters. What do you think you need to do?
D: Connect the dots letter by letter in alphabetical order.
(children connect the dots)
W: What happened?
Check your guess.
Here are the words (on the board). They all relate to what is shown in your drawing.
MAGICIAN
GYMNASTS
JOUGLERS
ANIMAL ARTISTS
D: It turned out to be a circus.
W: Of course it’s a circus.
Do you like the circus? Why do you love the circus? (Children's answers)
To make it clear to everyone that this is a circus building, it needs a sign.

D: Missing letter.
T: What letter is missing?
D: The letter I is missing because [Ts] is always a hard sound. Y - because we hear [Y]
U: Describe the sound that the letter C stands for
D: The sound [C] is consonant, hard, dull, unpaired.
U: How can we correctly write the combination TSY or QI?
D: We must find out this today in class.
W: That's right. And for this you need to be very attentive and observant.

3. Finding ways to solve the problem.
T: Take a careful look around our class. What did you see?
D: Words are scattered all over the class.
(Number, brush, cicada, comb, cucumbers, Indians, top hat, starlings, dial, streets, puppy, siskin.)
U: You need to find and bring words that contain the letter C.
Words are posted on the board
number
cicada
cucumbers
Indians
cylinder
clock face
streets
starlings

W: Look at the words. What words do you not understand?
(The student reads the meaning of the word “cicada” from the explanatory dictionary.)
T: What two groups can these words be divided into?
D: Animate and inanimate objects.
Words in singular and plural meanings.
Two-syllable words and three-syllable words.
Words that begin with a vowel and words with a consonant.
Words that start with CI and words that end with CI.
number
cicada
cylinder
cucumber dial
Indians
streets
starlings

T: Look carefully at the words. What did you notice?
D: If QI is at the beginning of the word, then the vowel I is written, and if the combination is at the end of the word, then CI is written.
U: Look, what else do the words in the second column have in common?
D: Words denote objects and have a plural meaning.
U: Draw a conclusion when the combination TSY is written, when - TSI.
D: The combination CI is written if it is at the beginning of a word, and the combination CI is written at the end of words that have a plural meaning.
U: Let's return to the word circus. How to spell this word correctly.
D: In the word circus, the combination CI is written with the vowel I.
T: Label your drawing.

U: This morning we received a letter from the circus performers.
Haven't you seen him? Look around carefully.
(Children find a letter in the classroom)
Let's see what the artists wrote to us.
TSYTS
GYPSY
CHICK
TIPTOE
W: What can you say about these words?
D: There were mistakes made in them, the words were written incorrectly, because... the combination TSY stands at the beginning of the word and is written with the letter I.
T: How can you be sure whether the words are written correctly or not?
D: You need to look in a spelling dictionary.
T: Look up the words in the dictionary.
W: What can you say about writing these words?
D: The words are written correctly.
U: Guys, how can this be? It turns out that these words do not obey the rule that we learned in class.
D: These are probably some special words and you need to remember them.
W: That's right. These words are exceptions. And in order to remember them better, we need to stand up.
Now each of you will be an artist. You need to “picture the words.”
(Children show each word and memorize the verse.
"The gypsy on tiptoe said gypsy to the chicken."
U: Formulate a conclusion about how words with the combinations Tsy and Tsi are written.

4. Work in groups. Fixing the material.
U: Each group needs to insert the missing letters into the words and prove the spelling is correct. (Words on cards.)
And or Y
Ts_RKUL
SCISSORS_
CHICKEN_
Ts_PLENOCHEK
CHICK_
Examination.

5. Working with text.
U: And now we’ll go to the circus. We won't go alone. We will be accompanied. Who? You will find out by reading the text.
(text printed on pieces of paper)
The chicken was going to the circus
Dressed up, dressed up,
Took a ticket and took a flower
And he ran as fast as he could.
Herons wander around the arena.
Like dancers on stage.
And the learned cicada
Writes numbers next to them.
The chicken threw her a flower.
His voice was thin -
He couldn't shout "Bravo"
I just threw her a flower.
And of course the cicada
I'm happy about my success.
I grabbed the compass with my paws
And I drew a circle.
Everyone clapped their hands
And the chicken clapped too.

U: Who did we go to the circus with?
D: With chicken.
U: Who did we take away in the circus arena?
D: Herons and a learned cicada performed.
U: Guys, what can you say about the text?
D: This is a poem because the text has words that rhyme.
T: Find the rhyme in the poem.
(Children are looking for a rhyme)
T: What interesting things did you notice in the poem?
D: We came across words for the new rule.
U: Find and underline words with combinations of CI and CI. Explain their spelling.

6. Lesson summary.
T: Remember what task we set for ourselves at the beginning of the lesson.
D: Find out how words with the combinations Tsy and Tsi are written.
(formulate a conclusion)
W: Do you think we have revealed all the secrets of spelling?
D: Of course not. We still have a lot to learn in the next lessons.

Class: 2

Goals:

• learn to write combinations correctly tsi-tsi in words;
• develop competent writing skills;
• develop spelling vigilance;
• develop monologue speech, attention, observation, thinking;
• improve sanitary and hygienic skills;

Equipment: textbook, flashcards, reference cards.

During the classes

I. Class organization.

Checking readiness for the lesson.

II. Work on the topic.

1) analysis of notebooks

- open your notebooks. Look. You made me very happy.

Completed the job without errors – ...person

1-2 mistakes were made – ... people

I was happy for the work:...

Trying: ...

I love the notebooks:...

Be careful. Try.

2) Working on the riddle

a) write on the board: (highlight connection lcd, shk color chalk)

Live in a difficult book residential complex e
Cunning brothers shk And.
Ten of them, but these brothers
They will count everything in the world.

– Read (read independently)

- Read it, prove that you read it? (riddle, because the object is described but not named)

- Guess (the numbers). prove.

– Re-read, think:

• How many sounds [zh] are there in the riddle? (1)
• How many [w] sounds are there in the riddle? (2)

– What can you say about these sounds? (always hard, paired in sonority and deafness, hissing)

– What letters represent these sounds? (“zhe” “sha”) cards Ж Ш on the board

b) min. calligraphy

– Pay attention to the spelling of these letters.

-Teacher demonstration.

– Write down the connections of the LCD ShK (show in words) (landing rule)

Result: Well done! Written in calligraphy correctly. We tried.

c) - What other hissing sounds do you know? (h sch c)

– What letters represent sounds? (“che” “sha” “tse”)

cards on the board

– What spelling spellings with these letters do you know?

(ZHI – SHI I write with the vowel I; CHA – SHCHA I write with the vowel A; CHU – SHCHU I write with the vowel U)

cards ZHI SHI CHA SHA CHU SCHU

– What do we know about the spelling with C? (Nothing)

d) Re-read the riddle.

- What is it? (numbers)

– Let’s perform a sound-letter analysis of the word “numbers” (children perform

independently) RULE OF LANDING

EXAMINATION

– Let’s check how we did it?

-Who has this? (children signal red; if green, why? I doubt it)

– What’s wrong with you? ( – I post. "AND"; – I post. "Y")

- But I didn’t put anything. Why do you think?

– I doubt which letter should be written.

- So what are we going to work on?

I post it on the board

3) Work in pairs.

a) – Take a green card.

– Read the task

- What's not clear? We are working.

b) Check

– What two groups did you divide the words into?

(words with spelling. TSY with a letter Y

words with spelling CI with a letter AND)

c) Re-read the words of group I. (children read the words)

TSY

– Re-read the words.

TSY comes at the end of a word)

– Read the words of group II. (children read the words)

A card appears on the board. I emphasize the combination CI

– Re-read the words.

– What interesting things did you notice? ( CI in the middle of a word)

RESULT: Well done! They found the correct spelling and proved it.

CONCLUSION: – When it is written TSY with the letter Y (written at the end of the word)

- When it is written CI with the letter I (written in the middle of a word)

PHYSMINUTE

4) Work on the text.

- Take the envelopes, take out the cards.

- Read it. (children read)

– What did you read? (offers)

- Let's reread it. (read one sentence at a time)

– What task do you think we will perform?

- Compose a text from these sentences.

Animals also freeze in winter. 5
The children are happy about the snow. 2
Birds have difficulty finding food. 4
So winter has come. 1
What about birds and animals? 3

EXAMINATION

– Read the text you got. Prove it. (this is a text, because all sentences are connected in meaning, each next sentence continues the previous one)

– What is the text about? Theme (winter coming)

– Read the text again.

– Find and write down sentences that talk about birds.

EXAMINATION

- How many sentences did you write down?

- Read it.

– Find words with a new spelling. Prove it.

(TSY I write with the letter Y because it’s at the end of the word)

RESULT: Well done! You did the job right.

5) Open the note on the board:

- Read it. (read words in a chain)

– What interesting things did you notice? ( TSY– in the middle of a word, but this can’t happen)

- Guys, it turns out that in the Russian language there are words that do not fit the spelling. You need to remember the spelling of these words. These words are words of exception. EXCEPTION WORDS

– To make it easier to remember the words, there is a rhyme that will help. (I pronounce it)

The gypsy stands on tiptoes and says “chick” to the chicken.

- Let's say it all together.

RESULT: Well done! Remember the spelling of these words to avoid mistakes.

6) Let's return to the word (scheme)

– What letter will we write in this word?

- Prove it. (I write QI with the letter I, because QI is in the middle of the word and there are no exceptions to this word)

- They proved it right.

- Let's draw a conclusion.

– When is QI written with the letter I? (in the middle of a word)

– When is TSY written with the letter Y? (at the end of a word)

– Who remembered all the exception words?

– Name them.

RESULT: Well done! They proved it correctly and made a conclusion.

7) Independent work.

- Let's work on the assignment.

– Take a card (yellow)

b) Verification.

– Read……the words you wrote down.

– What common? (each word has a spelling)

– Which word is "superfluous"? (France - state, snowflake - spelling zhi - shi)

– Read the words using the spelling “tsi I write with the letter y”

• Gypsy
• Streets
• Chicks

– What word is “extra”?

Gypsy (word exception)

– Read the words with the spelling “qi is written with the letter i”

• France
• Cylinder

– When is tsi written with the letter s? (at the end of a word and in exception words)

– When is qi written with beech and? (in the middle of a word)

– What question were we looking for an answer to? (when TSY is written in words, and when TSI)

– Have we answered this question?

– When is TSY written with the letter Y, QI with the letter I?

III. Reflection:

- Continue the sentence:

• It was interesting to me…
• I wanted…
• I found out that ….
• I managed…

RESULT OF THE LESSON:

- Guys, I was pleased.

– You were real scientists. We found the spelling and proved it.

Russian language lesson in 3rd grade

Subject:

Lesson type : lesson to consolidate knowledge.

Technologies used: activity-based learning technologies, person-centered learning, cooperation pedagogy, information and communication technologies, TRIZ, problem-based dialogue learning, technology for the development of critical thinking.

Lesson Objectives : create conditions for the active consolidation of the writing of combinations CI and CI, taking into account the structure of the word and the meaning of morphemes.

Lesson objectives:

1. Educational:

2. Developmental:

Development of attention;

3. Educational:

Creating a favorable atmosphere of support and interest, respect and cooperation;

Formation of UUD.

Cognitive UUD

Regulatory UUD

Communicative:

Equipment: cards for individual work, computer, presentation, visual aids for board design.

1. Organizational moment

My friends, I am very glad to enter your friendly class. And for me the reward is the attention of your smart eyes. I wish you a great mood and good success in this lesson. What do we learn in Russian language lessons? (Speak and write correctly, beautifully, competently). In order to prepare our tongues to give only correct and competent answers, we will start the lesson with a simple saying, which will also lift our spirits.

(Slide 1)

How I like you!

For what?

For smiling.

How I like you!

For what?

For shaking hands.

How I like you!

For what?

You're not pretending at all

You're trying to understand me,

You are coming towards me!

1. Updating basic knowledge.

1) There is a poem on the cards and on the slide. Let's read it.

Ts.filnok performed in the Ts.RK

He played the central balls,

I rode around on a motorcycle,

And he knew a lot of ts.fr.

He took it out of the cylinder

Carrot and cucumber.

And there was only one thing I didn’t know

Where do they write CI, where is CI:

Collection, Sinits.n,

Special I and Ptits.n.

Guys, do you understand all the words in this poem? How can we find out the meaning of words we don’t understand? (Use a dictionary). Guys, how can you find the meaning of the desired word in the dictionary? This will probably take a very long time, because there are a lot of words in the dictionary, until we read everything. (All words in the dictionary are arranged in alphabetical order.) Now we need to find the meaning of the words “cylinder” and “dulcimer” in the dictionary, they both begin with C, how can we find out which word will be in the dictionary first? (Look at 2 and then 3 letters; the word “cylinder” will come before the word “dulcimer”).

Two students read the meanings of words from an explanatory dictionary. The sound of cymbals is turned on.

1. Setting the lesson goal.

1) What did the chicken in this poem not know? Do you know? Today I invite you to become experts in the Russian language in class and play the game “What? Where? How?".

So, what will be the theme of our game? – “Spelling combinations of CI and CI. Consolidation.”

What goal will we set for ourselves? – “Practise the correct spelling of words with combinations of Tsy and Tsi”

And during the lesson we will answer three questions from the name of our game.

WHAT

WHERE should I check?

HOW

Let's answer the first question:

What should I check? Letters of vowel sounds Y or I after C..

Where should I check? In a root, ending or suffix.

How should I check? Apply the rule.

1. Solving a learning problem.

1. Let's now remember the rule about spelling the combinations Tsy and Tsi. To do this, there are signs on the board, from which you need to make a rule.

What do you need to know to correctly write the vowel letter after C? (in which part of the word is the spelling located)

If [TSY] is in the root, then we write CI, except for the exception words: gypsy, chicks, tsiknut, chicken, tsyts.

If [TSY] is at the end, we write Y.

If [TSY] is in the suffix –UN, we write Y.

If [TSY] is in nouns ending in -tion, we write I.

And now, who can, using the diagram on the board, tell when after C we write Y, and when I. (Students’ answers)

1. Now, applying this rule, let's complete the task. (Two students go out in turn to the board (work with the words “circus”, “collection”, then four go out and work in pairs, one pair chooses words with the letter Y, the other pair chooses words with the letter I) go out and work in pairs, the rest work in pairs on a card) Check.

Reflection. Evaluate yourself. If you completed this task without difficulty or mistakes, draw a smiley face on the top step, if you made one mistake, then on the middle step, and if it was difficult for you to complete this task, then on the bottom step.

1. Primary consolidation. Work in pairs.

1. Guys, next to the words in the first column I will put a question mark. Why do you think? I’ll give you a hint – put emphasis on these words. (The student at the blackboard puts emphasis on the words, the rest in the notebook). What did you notice? What two groups can these words be divided into? (For words where the combination of CI is stressed, and for words with an unstressed combination of CI).

1. Now complete this task. (on cards). Insert the missing letters, select a test word, sort the words according to their composition. Three pairs of children work at the blackboard.

Chain, rated, digital

So what conclusion can we draw? Is it always possible to write the letter I at the root of a word after C? (No, not always, if under stress, then we write I or Y in exception words, and if without stress, then you need to either check it or look it up in the dictionary)

1. Fizminutka

1. Independent work. Test.

Now let's check how you can apply the rule. Let's do the work ourselves. Fill in the missing letters in the words.

Fox.n, portion, chick, prince, ts.film, finger, ts.fray, cucumber, ts.rk, ts.kat, ts.rkul, dance..

Examination. Reflection.

1. Incorporation of new knowledge into the knowledge system and repetition.

1. The famous teacher of Russian language and literature Yuliy Anatolyevich Khalfin wrote a poem in which he collected words for the rule that we were working on today. Let's read it.

The chickens lay on the mat all day.

The chickens suffered terribly from scurvy.

The gypsy tiptoes them to the hospital.

The doctor ordered them there to be treated with cibuls.

Explain the meaning of the highlighted words. How did the doctor tell chickens to treat scurvy? This item is in my box. It comes in red, white, green, and even pearl. But the most popular is onion. What is this? (Onion)

(There was a doctor in a robe, like a beetle in a shell.

“Tsibulya,” he said, “is not a potion, but an onion.”)

Mat - Dense wicker product made of straw, reeds for bedding on the floor, for packaging.

Scurvy - A disease caused by a lack of vitamins in the body and manifested in loosening and bleeding of the mucous membrane of the gums, muscle-vascular pain, weakness

1. Onions, like other vegetables or fruits, are very beneficial for our health. Let's come up with riddles about vegetables or fruits, and we will get a kind of vitamin salad from the riddles that we will hang on the board. And in order for us to get a riddle, we need to fill out the following table. In the first column write down the words that answer the question: what? (onion), and in the second - that it is the same. Let's practice.

1. Now try to write a riddle about any vegetable or fruit. You can do it on your own, or you can do it in pairs or in a group. Children write riddles, several riddles are read out.

1. Lesson summary. Reflection.

Was today's lesson useful for you? How?

What tasks did you find necessary?

Which tasks did you find difficult?

What tasks did you like?

Homework:

1. Write out three phraseological units from the dictionary with words with combinations of Tsy and Tsi, write down the sentences.
2. Come up with tasks for classmates on the topic “Spelling Tsy and Tsi.” (Vocabulary dictation, flashcards, crossword, text for copying with missing letters, test)

Preview:

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Slide captions:

Russian language lesson 3rd grade Spelling Tsy and Tsi. Consolidation.

How I like you! - For what? - For smiling. - I like you so much! - For what? - For shaking hands. - I like you so much! - For what? - You’re not pretending at all, you’re trying to understand me, you’re coming towards me!

He performed in the church. He played the music, rode around on a motorcycle, and he knew a lot of music. He took out carrots and cucumbers from the central linden. And there was only one thing I didn’t know, Where do they write CI, where is CI: Collection.ya, Sinits.n, Special.ya and Spits.n.

C I MBALY C I LINDR

WHAT SHOULD BE CHECKED WHERE AND HOW?

WHAT should I check? Letters of vowel sounds Y or I after T. WHERE should I check? In the root, suffix, ending of words. HOW should I check? Apply the rule.

CHECK YOURSELF! Foxes n portion chicks prince s s films fingers s s cucumbers cucumbers roll s circle dance

The chickens lay on the mat all day. The chickens suffered terribly from scurvy. The gypsy tiptoes them to the hospital. The doctor ordered them there to be treated with cibuls. There was a doctor in a robe, like a beetle in a shell. “Tsibulya,” he said, “is not a potion, but an onion.”

Making up a riddle Fill in which table? (bow) what (who) is the same? Round ball Bitter medicine Healthy milk It makes people cry resentment 2 . By connecting what is written in both columns of the table with the words but not, read the riddle

Round, but not a ball. Bitter, but not medicine. Healthy, but not milk. It makes them cry, but not offensive.

Preview:

Self-analysis of the lesson of primary school teacher Anna Lvovna Nosova

Lesson Objectives : create conditions for the active consolidation of the writing of combinations of CI and CI, taking into account the structure of the word and the meaning of morphemes.

Lesson objectives:

1. Educational:

Fix the spelling algorithm for letter combinations CI and CI;

Repeat morphemic analysis of words;

Enrich students' vocabulary;

Improve spelling knowledge and skills.

2. Developmental:

Implementation of a systemic activity approach;

Development of critical thinking;

Development of attention;

Developing the ability to formulate and prove your point of view;

Development of skills to analyze, compare, generalize;

Develop the ability to apply new knowledge;

Development of creative and speech abilities of students;

Formation of logical skills;

Development of the ability to rely on the studied material;

Development of group and pair work skills.

3. Educational:

Fostering interest and respect for the native language;

Fostering a value-based attitude to words;

Creating a favorable atmosphere of support and interest, respect and cooperation;

Student interaction in group and pair work: developing respect for each other.

Formation of UUD.

Cognitive UUD

1. We develop the ability to extract information from diagrams, illustrations, and texts.

2. Present information in the form of a diagram.

3. Identify the essence and features of objects.

4. Draw conclusions based on the analysis of objects.

5. Summarize and classify according to characteristics.

Regulatory UUD

1. Evaluate learning activities in accordance with the assigned task.

3. Forecast upcoming work.

4. Carry out cognitive and personal reflection.

Communicative:

1. Formation of the ability to listen and hear.

2. The ability to clearly and clearly express one’s opinion and build speech structures.

3. The ability to build productive interaction and cooperation with peers and adults.

When constructing the lesson, I used the following principles: scientific, problematic, visual, active, accessible, systematic and consistent.

To achieve the goals of the lesson, I chose: methods of means - problematic (language material), visual (cards for pair work, table, diagram).

In this lesson, work was carried out on the formation of universal educational actions.

During the lesson the following work was carried out:

To master the skills of oral and written speech;

By spelling;

By analyzing the word by composition.

The topic, purpose, and content of the lesson correspond to the level of students’ knowledge acquisition and the level of development of their skills. Each stage of the lesson was a continuation of the previous one and preparation for the next.

The didactic task of each stage, its content, teaching methods and techniques, forms of organizing students’ cognitive activity and the real result are organically interconnected.

During the lesson I tried to create an atmosphere of openness, goodwill, co-creation and communication, including the emotional sphere of the child.

The use of ICT technology made it possible to increase the motivation of students, to present the material being studied on the topic more clearly (it is well known that with the integrated perception of information through the organs of vision and hearing, the amount of information received increases to 65%), independent work made it possible to quickly track students’ progress on the topic .

I believe that the lesson corresponds to the set goals and objectives. The children completed the proposed tasks during the lesson, which means that the goal of the lesson was achieved.

The following teaching methods were used in the lesson: visual and illustrative, control (self-control, self-esteem), verbal, practical. To effectively systematize knowledge, the technique of drawing up a diagram was used, which children will use in the following lessons, which contributes to the development of logical actions: analysis, synthesis, generalization.

I used teaching technologies that meet the requirements of the second generation Federal State Educational Standard: student-centered learning, cooperation pedagogy, information and communication technologies, TRKM, TRIZ, health-saving technologies, problem-based dialogue learning.

Student activity was at a high level. The material was mastered, as the children were able to apply the acquired knowledge. In my lessons, I try to develop students' independence, from independent goal setting to summing up results.

The system for assessing student work that was presented (self-assessment sheet) is very effective because children become more active and everyone sees the result of their activities and can evaluate themselves.

The lesson plan is completely completed. I think that the time in the lesson was distributed rationally.

I try to give a positive emotional attitude at the beginning and at the end of each lesson, which creates a so-called situation of success for each student, which means there is a greater desire to learn, and, therefore, to learn the material well.

The lesson was characterized by friendly cooperation both between the teacher and students, and among students.

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Russian language - spelling:

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Spelling tsy - tsi and tse - tso

Letter s after ts is written in noun endings (cucumber s , No chickens s ), in endings and suffixes -yn adjectives ( kuts th, pale-faced th, sisters yn ).

In words ts s gan, ts s films, c s kidneys, c s ts and in other words of the same roots ( ts s Ghanaian, ts s p-c s p, on c s kidneys, c s roll etc.) is written tsy. Can remember: ts s gan on ts s kidneys s film c s knuckled s c.
In the rest cases it is written qi, For example: stanza And I, c And tata, ts And rk, c And fra, c And rulnik, ts And mbaly, c And bik, ts And nga, ts And new, c And boule, ts And garka, ts And Mlyanskoe.

In stressed syllables according to the pronunciation after ts is written O, For example: ts O kat, ts O kohl, persons O, well done O m, father O in, pepper O vyy, faces O vka, vytants O howl, dance O R and so on.
No accent after ts instead of O is written e, For example: towels e, finger e m, Komsomol member e in, kuts e go, calico e wow, well done e cottony, glossy e howl, dance e Valny, dance e wat, harz e come on, sprinter e wat.

wiki.eduvdom.com

ORTHOGRAPHIC DICTIONARY

To main

Spelling words using letters from A before I look at the list of letters >>>

The most important spelling rules.

Letters b and b.

In other cases, the letter is used as a separating character b , For example: Boer b yang, V b yun, sparrow b other, chickens b smart, fox b I, fox b e, fox b And, night b Yu, without b Yana, under b yachy, rouge b e, face b Yu, gray b smart, h b e, h b I, h b And.

Note 1. In many borrowed words the letter b used as a separator before a letter O , For example: battle b He, blvd b He, Gil b Otina, pocket b ola, company b He, medal b He, min b He, pavil b He, mail b He, champignon b He.

Note 2: Separating ъ is not written in the following cases:

a) in complex abbreviated words: Gosyurizdat;

b) after prefixes and after the first part of complex words before A , O , at , uh : trouble-free, subdepartment, insane, save money, three-arshin, double decker.

Spelling sibilants with vowels.

9. After the letters and , w , h , sch Russian words have no letters s , I , Yu , and letters are written And , A , at .

In some foreign words after and , And w , and also after ts letters are written I And Yu : brooch Yu ra, and Yu ri, C Yu rich, Svents I us.

Spelling TSY - TSI and TSE - TSO.

10. Letter s after ts written at the endings of nouns ( cucumber tsy , No smoke tsy ), in endings and in suffixes - yn adjectives ( ku tsy th, pale-faced tsy th, sisters tsy n).

Besides, tsy written in words tsy gan, tsy films, tsy kidneys, tsy ts, and in other words of the same root ( tsy Ghanaian, tsy P- tsy P, on tsy kidneys, tsy roll and so on.). In other cases it is written qi , For example: mill qi I, qi tata, qi rk, qi fra, qi rulnik, qi mbala, qi bic, qi nga, qi new, pan qi ry, qi boule, qi garka, qi Mlyanskoe.

11. In stressed syllables in accordance with pronunciation after ts is written O , For example: tso roll, tso stake, whether tso , young tso m, from tso V, lane tso vyy, obli tso vka, pulled out tso howl, tan tso R and so on.

No accent after ts instead of O is written e , For example: canvases this , finger this m, Komsomol this V, ku this th, sit this vyy, young this cottony, look this twisted, tan this shaft, tan this wat, gar this wat, sprin this wat.

Note. In unstressed syllables O written only in words tso cat and some foreign words, for example: palace tso , sker tso .

dictionary.liferus.ru

Spelling TSY – TSI. 2nd class

Goals:

• learn to write combinations correctly tsi-tsi in words;
• develop competent writing skills;
• develop spelling vigilance;
• develop monologue speech, attention, observation, thinking;
• improve sanitary and hygienic skills;

Equipment: textbook, flashcards, reference cards.

I. Class organization.

Checking readiness for the lesson.

II. Work on the topic.

1) analysis of notebooks

- open your notebooks. Look. You made me very happy.

Completed the job without errors – ...person

1-2 mistakes were made – ... people

I was happy for the work:...

Be careful. Try.

2) Working on the riddle

a) write on the board: (highlight connection lcd, shk color chalk)

Live in a difficult book residential complex e
Cunning brothers shk And.
Ten of them, but these brothers
They will count everything in the world.

– Read (read independently)

- Read it, prove that you read it? (riddle, because the object is described but not named)

- Guess (the numbers). prove.

– What can you say about these sounds? (always hard, paired in sonority and deafness, hissing)

– What letters represent these sounds? (“zhe” “sha”) cards Ж Ш on the board

b) min. calligraphy

– Pay attention to the spelling of these letters.

– Write down the connections of the LCD ShK (show in words) (landing rule)

Result: Well done! Written in calligraphy correctly. We tried.

c) - What other hissing sounds do you know? (h sch c)

– What letters represent sounds? (“che” “sha” “tse”)

cards on the board

– What spelling spellings with these letters do you know?

(ZHI – SHI I write with the vowel I; CHA – SHCHA I write with the vowel A; CHU – SHCHU I write with the vowel U)

cards ZHI SHI CHA SHA CHU SCHU

– What do we know about the spelling with C? (Nothing)

d) Re-read the riddle.

- What is it? (numbers)

– Let’s perform a sound-letter analysis of the word “numbers” (children perform

independently) RULE OF LANDING

EXAMINATION

– Let’s check how we did it?

-Who has this? (children signal red; if green, why? I doubt it)

– What’s wrong with you? ( – I post. "AND"; – I post. "Y")

- But I didn’t put anything. Why do you think?

– I doubt which letter should be written.

- So what are we going to work on?

I post it on the board

3) Work in pairs.

a) – Take a green card.

- What's not clear? We are working.

– What two groups did you divide the words into?

(words with spelling. TSY with a letter Y

words with spelling CI with a letter AND)

c) Re-read the words of group I. (children read the words)

TSY

TSY comes at the end of a word)

– Read the words of group II. (children read the words)

A card appears on the board. I emphasize the combination CI

– What interesting things did you notice? ( CI in the middle of a word)

RESULT: Well done! They found the correct spelling and proved it.

CONCLUSION: – When it is written TSY with the letter Y (written at the end of the word)

- When it is written CI with the letter I (written in the middle of a word)

PHYSMINUTE

4) Work on the text.

- Take the envelopes, take out the cards.

- Read it. (children read)

– What did you read? (offers)

- Let's reread it. (read one sentence at a time)

– What task do you think we will perform?

- Compose a text from these sentences.

Animals also freeze in winter. 5
The children are happy about the snow. 2
Birds have difficulty finding food. 4
So winter has come. 1
What about birds and animals? 3

– Read the text you got. Prove it. (this is a text, because all sentences are connected in meaning, each next sentence continues the previous one)

– What is the text about? Theme (winter coming)

– Read the text again.

– Find and write down sentences that talk about birds.

EXAMINATION

- How many sentences did you write down?

– Find words with a new spelling. Prove it.

(TSY I write with the letter Y because it’s at the end of the word)

RESULT: Well done! You did the job right.

5) Open the note on the board:

- Read it. (read words in a chain)

– What interesting things did you notice? ( TSY– in the middle of a word, but this can’t happen)

- Guys, it turns out that in the Russian language there are words that do not fit the spelling. You need to remember the spelling of these words. These words are words of exception. EXCEPTION WORDS

– To make it easier to remember the words, there is a rhyme that will help. (I pronounce it)

The gypsy stands on tiptoes and says “chick” to the chicken.

- Let's say it all together.

RESULT: Well done! Remember the spelling of these words to avoid mistakes.

6) Let's return to the word (scheme)

– What letter will we write in this word?

- Prove it. (I write QI with the letter I, because QI is in the middle of the word and there are no exceptions to this word)

- Let's draw a conclusion.

– When is QI written with the letter I? (in the middle of a word)

– When is TSY written with the letter Y? (at the end of a word)

– Who remembered all the exception words?

RESULT: Well done! They proved it correctly and made a conclusion.

7) Independent work.

- Let's work on the assignment.

– Take a card (yellow)

– Read……the words you wrote down.

– What common? (each word has a spelling)

– Which word is "superfluous"? (France - state, snowflake - spelling zhi - shi)

– Read the words using the spelling “tsi I write with the letter y”

– What word is “extra”?

Gypsy (word exception)

– Read the words with the spelling “qi is written with the letter i”

– When is tsi written with the letter s? (at the end of a word and in exception words)

– When is qi written with beech and? (in the middle of a word)

– What question were we looking for an answer to? (when TSY is written in words, and when TSI)

– Have we answered this question?

– When is TSY written with the letter Y, QI with the letter I?

III. Reflection:

- Guys, I was pleased.

– You were real scientists. We found the spelling and proved it.

xn--i1abbnckbmcl9fb.xn--p1ai

School XXI century

(c) we all learned a little

Dictations: combinations of qi, qi

Fun reminder! to make it easier to remember words in which the root words are after C is written AND, teach the following saying to your children:

The gypsy on the gypsy kidneys approached the gypsy film
and pointed at him: “Ts ts!”

After c, the letter s is written in endings and in the suffix -yn, for example: birds, sheep, cucumbers, white-faced, sister, lisitsyn, as well as in the words gypsy, chicken, on tiptoe, tsyts (interjection) and in other words of the same root. In other cases, u is always written after q, for example: station, mat, zinc, medicine.

qi, qi.

Fathers, fighters, blacksmiths, knitting needles, pages, bulbs, drummers, palaces, chicken, chick-chick, on tiptoe, birds, streets, sellers, cucumbers. (16 words.)

Write down the words. Emphasize combinations qi, qi.

Hares, foxes, tits, borders, singers, fingers, station, acacia, compass, circus, zinc, figure, gypsy, circus, compass, figure, station. (17 words.)

Write the words in the plural.

Father - fathers, fighter, blacksmith, hare, cucumber, end, fox, tit, palace, finger, knitting needle, onion, border, caterpillar.

Lesson plan for a lesson in the Russian language (grade 3) on the topic:

Russian language lesson in 3rd grade.

Russian language lesson in 3rd grade

Topic: Spelling Tsy and Tsi. Consolidation.

Lesson type: lesson to consolidate knowledge.

Technologies used: activity-based learning technologies, student-centered learning, cooperation pedagogy, information and communication technologies, TRIZ, problem-based dialogue learning, technology for the development of critical thinking.

Objectives of the lesson: to create conditions for actively consolidating the writing of combinations of CI and CI, taking into account the structure of the word and the meaning of morphemes.

— enrich students’ vocabulary;

— improve spelling knowledge and skills.

— development of the ability to formulate and prove one’s point of view;

— development of skills to analyze, compare, generalize;

— develop the ability to apply new knowledge;

— development of students’ creative and speech abilities;

— formation of logical skills;

— development of group and pair work skills.

— education of a value-based attitude to words;

— creating a favorable atmosphere of support and interest, respect and cooperation;

— interaction of students in group and pair work: development of respect for each other.

2. Present information in the form of a diagram.

3. Forecast upcoming work.

1. Formation of the ability to listen and hear.

Equipment: cards for individual work, computer, presentation, visual aids for board design.

My friends, I am very glad to enter your friendly class. And for me the reward is the attention of your smart eyes. I wish you a great mood and good success in this lesson. What do we learn in Russian language lessons? (Speak and write correctly, beautifully, competently). In order to prepare our tongues to give only correct and competent answers, we will start the lesson with a simple saying, which will also lift our spirits.

For smiling.

- For shaking hands.

- I like you so much!

- You're not pretending at all.

You're trying to understand me,

You are coming towards me!

1) There is a poem on the cards and on the slide. Let's read it.

Ts.filnok performed in the Ts.RK

He played the central balls,

I rode around on a motorcycle,

And he knew a lot of ts.fr.

He took it out of the cylinder

Carrot and cucumber.

And there was only one thing I didn’t know

Where do they write CI, where is CI:

- Guys, do you understand all the words in this poem? How can we find out the meaning of words we don’t understand? (Use a dictionary). Guys, how can you find the meaning of the desired word in the dictionary? This will probably take a very long time, because there are a lot of words in the dictionary, until we read everything. (All words in the dictionary are arranged in alphabetical order.) Now we need to find the meaning of the words “cylinder” and “dulcimer” in the dictionary, they both begin with C, how can we find out which word will be in the dictionary first? (Look at 2 and then 3 letters; the word “cylinder” will come before the word “dulcimer”).

Two students read the meanings of words from an explanatory dictionary. The sound of cymbals is turned on.

1) What did the chicken in this poem not know? Do you know? Today I invite you to become experts in the Russian language in class and play the game “What? Where? How?".

- So, what will be the theme of our game? – “Spelling combinations of CI and CI. Consolidation.”

— What goal will we set for ourselves? – “Practise the correct spelling of words with combinations of Tsy and Tsi”

- And during the lesson we will answer three questions from the name of our game.

WHERE should I check?

Let's answer the first question:

What should I check? Letters of vowel sounds Y or I after C..

Where should I check? In a root, ending or suffix.

How should I check? Apply the rule.

1. Let's now remember the rule about spelling the combinations Tsy and Tsi. To do this, there are signs on the board, from which you need to make a rule.

— What do you need to know to correctly write the vowel letter after C? (in which part of the word is the spelling located)

If [TSY] is in the root, then we write CI, except for the exception words: gypsy, chicks, tsiknut, chicken, tsyts.

If [TSY] is at the end, we write Y.

If [TSY] is in the suffix –UN, we write Y.

If [TSY] is in nouns ending in -tion, we write I.

And now, who can, using the diagram on the board, tell when after C we write Y, and when I. (Students’ answers)

2. Now, applying this rule, let's complete the task. (Two students go out in turn to the board (work with the words “circus”, “collection”, then four go out and work in pairs, one pair chooses words with the letter Y, the other pair chooses words with the letter I) go out and work in pairs, the rest work in pairs on a card) Check.

Reflection. Evaluate yourself. If you completed this task without difficulty or mistakes, draw a smiley face on the top step, if you made one mistake, then on the middle step, and if it was difficult for you to complete this task, then on the bottom step.

3. Primary consolidation. Work in pairs.
4. Guys, next to the words in the first column I will put a question mark. Why do you think? I’ll give you a hint – put emphasis on these words. (The student at the blackboard puts emphasis on the words, the rest in the notebook). What did you notice? What two groups can these words be divided into? (For words where the combination of CI is stressed, and for words with an unstressed combination of CI).
5. Now complete this task. (on cards). Insert the missing letters, select a test word, sort the words according to their composition. Three pairs of children work at the blackboard.

Chain, rated, digital

So what conclusion can we draw? Is it always possible to write the letter I at the root of a word after C? (No, not always, if under stress, then we write I or Y in exception words, and if without stress, then you need to either check it or look it up in the dictionary)

6. Independent work. Test.

Now let's check how you can apply the rule. Let's do the work ourselves. Fill in the missing letters in the words.

Fox.n, portion, chick, prince, ts.film, finger, ts.fray, cucumber, ts.rk, ts.kat, ts.rkul, dance..

1. Incorporation of new knowledge into the knowledge system and repetition.
2. The famous teacher of Russian language and literature Yuliy Anatolyevich Khalfin wrote a poem in which he collected words for the rule that we were working on today. Let's read it.

The chickens lay on the mat all day.

The chickens suffered terribly from scurvy.

The gypsy tiptoes them to the hospital.

The doctor ordered them there to be treated with cibuls.

— Explain the meaning of the highlighted words. How did the doctor tell chickens to treat scurvy? This item is in my box. It comes in red, white, green, and even pearl. But the most popular is onion. What is this? (Onion)

(There was a doctor in a robe, like a beetle in a shell.

“Tsibulya,” he said, “is not a potion, but an onion.”)

Mat - A dense wicker product made of straw, reeds for bedding on the floor, for packaging.

Scurvy is a disease caused by a lack of vitamins in the body and manifests itself in loosening and bleeding of the mucous membrane of the gums, muscle-vascular pain, weakness

7. Onions, like other vegetables or fruits, are very beneficial for our health. Let's come up with riddles about vegetables or fruits, and we will get a kind of vitamin salad from the riddles that we will hang on the board. And in order for us to get a riddle, we need to fill out the following table. In the first column write down the words that answer the question: what? (onion), and in the second - that it is the same. Let's practice.
8. Now try to write a riddle about any vegetable or fruit. You can do it on your own, or you can do it in pairs or in a group. Children write riddles, several riddles are read out.

Was today's lesson useful for you? How?

What tasks did you find necessary?

Which tasks did you find difficult?

What tasks did you like?

9. Write out three phraseological units from the dictionary with words with combinations of Tsy and Tsi, write down the sentences.
10. Come up with tasks for classmates on the topic “Spelling Tsy and Tsi.” (Vocabulary dictation, flashcards, crossword, text for copying with missing letters, test)

Preview:

Slide captions:

Russian language lesson 3rd grade Spelling Tsy and Tsi. Consolidation.

- I like you so much! - For what? - For smiling. - I like you so much! - For what? - For shaking hands. - I like you so much! - For what? “You’re not pretending at all, you’re trying to understand me, you’re coming towards me!”

He performed in the church. He played the music, rode around on a motorcycle, and he knew a lot of music. He took out carrots and cucumbers from the central linden. And there was only one thing I didn’t know, Where do they write CI, where is CI: Collection.ya, Sinits.n, Special.ya and Spits.n.

C I MBALY C I LINDR

WHAT SHOULD BE CHECKED WHERE AND HOW?

WHAT should I check? Letters of vowel sounds Y or I after T. WHERE should I check? In the root, suffix, ending of words. HOW should I check? Apply the rule.

CHECK YOURSELF! Foxes n portion chicks prince s s films fingers s s cucumbers cucumbers roll s circle dance

The chickens lay on the mat all day. The chickens suffered terribly from scurvy. The gypsy tiptoes them to the hospital. The doctor ordered them there to be treated with cibuls. There was a doctor in a robe, like a beetle in a shell. “Tsibulya,” he said, “is not a potion, but an onion.”

Making up a riddle Fill in which table? (bow) what (who) is the same? Round ball Bitter medicine Healthy milk It makes people cry resentment 2 . By connecting what is written in both columns of the table with the words but not, read the riddle

Round, but not a ball. Bitter, but not medicine. Healthy, but not milk. It makes them cry, but not offensive.

Preview:

Self-analysis of the lesson of primary school teacher Anna Lvovna Nosova

Spelling TSY and TSI. Consolidation.

Technologies used in the classroom

• Technology of pedagogical cooperation

— problem-based dialogue learning technology

• Health-saving technologies
• Person-centered approach

Methods by source of knowledge

• verbal;
• practical;
• visual

Methods by level of cognitive activity

• reproductive (reproduction of previously acquired knowledge during a conversation);
• partially search.

Methods of mental activity

• analysis;
• synthesis;
• observation;
• comparison;
• generalization.
• the principle of a differentiated approach;
• principle of visibility;
• principle of accessibility (material is selected taking into account the age and psychological characteristics of students).

Motivation for learning at different stages of the lesson

• emotional methods - encouragement, creating a situation of success;
• cognitive methods - creative task;
• social methods – creating a situation of mutual assistance and cooperation.

Pair and group, collective, individual

Lesson objectives: to create conditions for the active consolidation of the writing of combinations of CI and CI, taking into account the structure of the word and the meaning of morphemes.

— consolidate the spelling algorithm for letter combinations CI and CI;

- repeat morphemic analysis of words;

— implementation of a systemic activity approach;

— development of critical thinking;

— development of the ability to rely on the studied material;

— fostering interest and respect for the native language;

— creating a favorable atmosphere of support and interest, respect and cooperation;

1. We develop the ability to extract information from diagrams, illustrations, and texts.

3. Identify the essence and features of objects.

4. Draw conclusions based on the analysis of objects.

5. Summarize and classify according to characteristics.

1. Evaluate learning activities in accordance with the assigned task.

4. Carry out cognitive and personal reflection.

2. The ability to clearly and clearly express one’s opinion and build speech structures.

3. The ability to build productive interaction and cooperation with peers and adults.

When constructing the lesson, I used the following principles: scientific, problematic, visual, active, accessible, systematic and consistent.

To achieve the goals of the lesson, I chose: methods of means - problematic (language material), visual (cards for pair work, table, diagram).

In this lesson, work was carried out on the formation of universal educational actions.

During the lesson the following work was carried out:

— on mastering the skills of oral and written speech;

- by analyzing the word according to its composition.

The topic, purpose, and content of the lesson correspond to the level of students’ knowledge acquisition and the level of development of their skills. Each stage of the lesson was a continuation of the previous one and preparation for the next.

The didactic task of each stage, its content, teaching methods and techniques, forms of organizing students’ cognitive activity and the real result are organically interconnected.

During the lesson I tried to create an atmosphere of openness, goodwill, co-creation and communication, including the emotional sphere of the child.

The use of ICT technology made it possible to increase the motivation of students, to present the material being studied on the topic more clearly (it is well known that with the integrated perception of information through the organs of vision and hearing, the amount of information received increases to 65%), independent work made it possible to quickly track students’ progress on the topic .

I believe that the lesson corresponds to the set goals and objectives. The children completed the proposed tasks during the lesson, which means that the goal of the lesson was achieved.

The following teaching methods were used in the lesson: visual and illustrative, control (self-control, self-esteem), verbal, practical. To effectively systematize knowledge, the technique of drawing up a diagram was used, which children will use in the following lessons, which contributes to the development of logical actions: analysis, synthesis, generalization.

I used teaching technologies that meet the requirements of the second generation Federal State Educational Standard: student-centered learning, cooperation pedagogy, information and communication technologies, TRKM, TRIZ, health-saving technologies, problem-based dialogue learning.

Student activity was at a high level. The material was mastered, as the children were able to apply the acquired knowledge. In my lessons, I try to develop students' independence, from independent goal setting to summing up results.

The system for assessing student work that was presented (self-assessment sheet) is very effective because children become more active and everyone sees the result of their activities and can evaluate themselves.

The lesson plan is completely completed. I think that the time in the lesson was distributed rationally.

I try to give a positive emotional attitude at the beginning and at the end of each lesson, which creates a so-called situation of success for each student, which means there is a greater desire to learn, and, therefore, to learn the material well.

The lesson was characterized by friendly cooperation both between the teacher and students, and among students.