Technological map of the lesson on the topic noun. Technological map of the Russian language lesson "noun and its role in speech." walk quickly - walk quickly

Class: 2nd grade

Lesson topic: "Noun. Animated and inanimate."

Lesson objectives: update knowledge about a group of words denoting objects and answering questions Who? What?; teach: identify animate and inanimate nouns and justify your opinion.

Lesson type: learning new material

Tasks:Educational - introduce students to animate and inanimate nouns; developing the ability to recognize words in a text, use and define them correctly; Developmental- develop speech, imagination, thinking, memory of students; enrich students' vocabulary; Educational- creating a favorable psychological climate for the possibility of unlocking the potential of each child; fostering a love for the Russian language .

Planned results: Personal UUD - recognize the importance of studying and learning new things, understand why to perform certain educational actions; show interest in finding and appropriating common ways to solve educational problems. Regulatory UUD - participate in educational dialogue, argue your point of view; collaborate with classmates when working in pairs; check your actions with the goal and, if necessary, correct mistakes with the help of the teacher and classmates; develop criteria for evaluating one’s actions in dialogue with the teacher, classmates and independently. Cognitive UUD - draw conclusions based on generalization; name synonyms, find them in the text, the ability to correctly combine synonyms with other words. Communication UUD - support arguments with facts; listen, collaborate with classmates when working in pairs; participate in educational dialogue, argue your point of view;

Equipment: board, textbook, notebook, multimedia installation

Literature:

Elementary School. Requirements of second generation standards for lessons and extracurricular activities / S. P. Kazachkova, M. S. Umnova. – M.: Planeta, 2013. – 256 p. – (Quality of teaching).

Zheltovskaya, L.Ya., Kalinina, O.B. Russian language. Methodological manual./ L.Ya. Zheltovskaya, O.B. Kalinina/ - M.: Education/Textbook. 2013.

Zheltovskaya, L.Ya., Kalinina, O.B.: Russian language. Textbook. At 2 o'clock. Part 2./ L.Ya. Zheltovskaya, O.B. Kalinina / - M.: Education/Textbook. 2013.

Zheltovskaya, L.Ya. Kalinina, O.B. Russian language. 2nd grade: Workbook No. 2. ./ L.Ya. Zheltovskaya, O.B. Kalinina / - M.: Education/Textbook. 2013.

Lesson structure:

organization of the beginning of the lesson

a minute of penmanship

communication of the topic and objectives of the lesson

learning new material

physical education minute

primary consolidation of the studied material

summing up, reflection

homework information

Reflection, control.

F, I

Asks questions about the objectives of the lesson.

They express their impressions of the lesson and make assumptions.

Homework

Developing attention and the ability to convey your impressions of the lesson.

Workbook2.

Page 29 ex. 1.2.

Gives instructions on writing home exercises.

Write down homework

You have been familiar with the noun since elementary school. Today you will expand your knowledge about the noun. And so that you don't get bored, I offer you a trip. What does it take to go in the right direction and not get lost?

Everyone will receive a route sheet indicating which stations we have to go through, and will give themselves points. Let's hit the road.

So, the first stop is “Living - Nonliving”. Let's talk about animation - inanimateness of nouns.

(Call four students to the board. They determine whether the nouns snowman, doll, dead man, corpse are animate or inanimate)

Tell me, according to the system of endings, snowman and doll are animate nouns, but these are toys, as if they were not living objects?(We remember that the child perceives the doll and the snowman as living beings. They play with the doll, dress it, feed it, teach it to speak)

And remember the scary stories that you like to tell each other (folklore collectors call them horror stories). Who crawls out of their graves in them and scares passersby? (Dead people are perceived as animate beings, but you will never say corpses.)
The second stop is “Number”.
There are two rows of words written on the board:
1) Milk, sugar, tea...(consumed only in units)
2) Canned food, pasta, scissors...(used only in plural)
- Please complete the rows with your own examples. (There are 2 people at the board, the rest work on route sheets)
Exercise. Put noun. units in the plural, indicate the endings:
Book, foal, wing, window, field, engineer, little fox, friend, horse, bear cub, master.
Exercise. Put noun. in units and choose adjectives for them. For example, kittens - a small kitten.
Windows, songs, balls, keys, clouds, chickens, trees, mice.
- What endings can plural nouns have?
- What suffixes are used to form some plural nouns?

What attribute can be difficult, and sometimes impossible, to determine in plural entities?

Third stop - "Rod"
At the blackboard, the student performsexercise:
Choose antonyms for the words, determine their gender:
Comrade, day, trouble, warmth, light, south, friendship, sky, life.

What do we know about the gender of a noun?

Physical exercise.

Game "Rest and think."

Stand near the desks. I will name nouns, and you raise your hands up if it is a masculine noun, spread it to the sides if it is a feminine noun, and put it on your belt if it is a neuter noun.

uncle, lake, father, mother, bullfinch, fog, plant, daughter, cinema, field, sister, mouse,cafe(s.r.),coffee(m.r.), window, head, shoes, sea,piano(m.r.)

Exercise. Here are common nouns. Your task is to match the common nouns with proper nouns.
Village, city, book, last name, first name, patronymic, village, ocean, river, newspaper, film.
-Give examples of words that can be both proper and common nouns.
Fourth stop “Declination and case”

What is declination?
-How to correctly determine declination?
- What nouns refer toI, II, IIIconjugation?
- How to determine the case of a noun?
Consider the poem by A.A. Fet “Whisper, timid breathing...” Write out all the nouns from it and determine their declension and case.
- For what purpose did we complete this task?

Technological lesson map

Item________ Russian language ___________________________

Class___________ 2 _____________________________________

Lesson topic______ Noun _________________________________

Lesson type_______ discovery of new knowledge ________________________________

Target: Introduce students to a noun as a part of speech.

Zadachi:

1) introduce the concept of “noun”;

show the differences between animate and inanimate nouns;

determine thematic groups, which may include animate and inanimate nouns;

enrich children's speech with words - names of instruments;

propaedeutic introduction to the role of pronouns in speech (without introducing the term).

Planned results:

Subject: Students will learn to recognize nouns, distinguish between animate and inanimate nouns.

Personal: be able to conduct self-assessment based on the criterion of success of educational activities.

Metasubject: be able to determine and formulate a goal in a lesson with the help of a teacher; pronounce the sequence of actions in the lesson; evaluate the correctness of the action in the lesson; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made; express your assumption (Regulatory UUD).

Be able to express your thoughts orally; listen and understand the speech of others; jointly agree on the rules of behavior and communication at school and follow them (Communicative UUD).

Be able to navigate your knowledge system; distinguish new things from what is already known with the help of a teacher; gain new knowledge; find answers to questions using the textbook, your life experiences and information received in class (Cognitive UUD).

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The direction will most likely require considerations of love first. Simply because this is the most common type of relationship between a man and a woman. But options for hatred, friendship and work relationships are also possible. There is no point in listing all possible versions of works touching on the theme of love. However, it is advisable to take into account when preparing for the final essay that the topic can concern both mutual, “correct” love, and unrequited or “criminal” love, that is, illegal. It is worth thinking in advance about how to cover such topics and on what material. If, for example, the writer intends to consider “criminal” love as an option for desirable self-expression, then it is worth turning to M. A. Bulgakov’s novel “The Master and Margarita” (Margarita is married, but loves the Master); if a graduate considers such love unacceptable, he can refer to the novel in verse “Eugene Onegin.”

U rock of the Russian language 5 class " Noun" (lesson on updating knowledge and skills, lesson on repetition).

Target: generalize and systematize knowledge about a noun as a part of speech (be able to determine the general grammatical meaning, morphological features, syntactic role; role in speech);

Tasks:

improve morphological analysis skills; repeat spellings associated with spelling nouns;

promote the development of self-control and self-assessment of students’ educational activities; promote the development of attention, observation, the ability to synthesize information and draw conclusions; development of speech skills necessary to participate in dialogue;

promote the formation of a conscious awareness of learning the Russian language.

Lesson type : lesson on updating knowledge and skills.

UMK: L.M. Rybchenkova, O.M. Alexandrova, O.V. Zagorovskaya.

Equipment: crossword puzzle “Hidden word”, photographs with views of the town, cards with tasks, explanatory, spelling dictionaries, dictionary of synonyms.

Technological lesson map

time

Teacher

Students

Universal learning activities of the student

I. Organizational part

Hello guys! Stand up nicely, smile at each other and check if your workplace is ready for the lesson: there must be a textbook, a workbook, a dictionary, and a diary under them on the tables.

Students check their workstations and smile at each other in greeting. An atmosphere of goodwill and creative activity is created.

II. Conversation with the class.

Since ancient times there has been a country called Rech. It is divided into parts, each of which has its own name. What are these parts?

Who rules this country?

Why was she given this right?

Reveals the level of knowledge and identifies typical deficiencies. If necessary, corrects work for the lesson.

They answer questions out loud and complement each other. They try to correct mistakes and justify their choice of answer.

L : , meaning formation; P :modeling, building a logical chain of reasoning; R :, volitional self-regulation; K: educational

collaboration with teacher and peers

III. Announcing the topic and objectives of the lesson

In the most ancient part of this country there live nouns. We will go to visit nouns. Write down the topic of our lesson: “The noun is an amazing part of speech.”

Who can help me explain the purpose of our lesson? (Remember everything we know about the noun to prove that it is an amazing part of speech).

All the tasks that you complete will help you do your homework: write a miniature essay on the topic: “What surprised me about the noun?” or complete a task on a card, showing knowledge on a given topic. Everyone has a choice

Write down the topic of the lesson in notebooks. Students try to remember everything they know about a noun as a part of speech.

Formulate the topic of the lesson.

Fix the difficulty that has arisen (forgot the declension of the noun). Repeat and pronounce

according to the reference diagram.

P: problem formulation; R: goal setting; TO: the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the rules and conditions of communication, prioritizing many general problems over specific ones, the ability to compare different points of view before making decisions and choices

IV. Game "Hidden Word"

Why are nouns needed?

First task: find out the noun word by its meaning and explain to which group of object names it can be attributed

1) Blue color, bluish color (there is the sky, near the water, maybe under the eyes), explain the spelling.

2) A fish whose name in the Slavic language is translated as “scare”, “fear” (and its teeth are scary and sharp - they are even on the tongue and palate)

3) Synonym for the word selflessness

4) This word means “connection of notes, group of records”

5) translated from Indo-European the word means “vital force of the race”

6) a military unit consisting initially of one hundred people.

7) Synonym for “work, occupation”

8) Part of the day from sunset to sunrise

What dictionaries helped me prepare this assignment?

What “hidden” word did you get?

What does it have to do with a noun?

Trying to formulate an answer (Give names to various objects)

They name different answer options and correct the wrong ones by working with dictionaries. Explain the spelling of unstressed vowels in the root. The answers are written on the board and the crossword puzzle is solved.

They are called dictionaries.

define the word "essence"

They are trying to answer (Essence is the main thing, objective. The noun names everything that exists in the world, that surrounds a person, that he sees, hears, feels).

P: , synthesis, modeling, selection of bases and criteria for comparison, classification, construction of a logical chain of reasoning, formulation of a task, selection of the most effective ways to solve problems depending on specific conditions; R : , ; TO

V. Homework check: protection of drawings (mini-projects)

We must know the person we are going to visit by sight. As homework, you were asked to imagine a noun and draw it portrait . Who did it?

Provides a sample on the basis of which you need to design your project.

This means that we can say about the noun in the words of Anatoly Shibaev:

The name is given to everything:
Both the beast and the object,
There are a lot of things around,
And there are no nameless ones!

These words will be the epigraph to our lesson

Based on the sample, they defend their drawing projects. They identify the best works and give reasons for their answers.

P: , synthesis, summing up a concept, deriving consequences, modeling, using sign-symbolic means, independently creating ways to solve problems of a creative and exploratory nature. R: , ; TO : the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the rules and conditions of communication, the particular priority of many general problems over specific ones, the ability to compare different points of view before making decisions and choices, argumentation of one’s opinion and position in communication

VI Determining the role of nouns in speech

Organizes work to identify the role of nouns in speech.

A poem is given:

Sea. Sun.

Sand. Breeze.

The seagull is flying.

The wave is playing.

Bathing. Fun.

Laughter. Peace.

Write down the nouns.Why are they needed in this poem?

Personification is common in fiction. Did it appear in our poem? For what, what is its role?

Which of the nouns you wrote down can be excluded and on what basis?

What else helps distinguish between animate and inanimate nouns?

Choose a method , on which the learning task will be based. They formulate all the pros and cons and say it out loud.

Write down nouns in notebooks.

They give answers and try to exclude nouns based on various characteristics.

Correct answer: seagull – animate

ETC: ; TO:

VII. “Prove” technique: how to distinguish between animate and inanimate nouns?

Organizes work on the board and in notebooks.

Four students (working at the board, determine whether the nouns snowman, doll, dead man, corpse are animate or inanimate.

Tell me, according to the system of endings, snowman and doll are animate nouns, but these are toys, as if they were not living objects? (We remember that the child perceives the doll and the snowman as living beings. They play with the doll, dress it, feed it, teach it to speak.

And remember the scary stories that you like to tell each other (folklore collectors call them horror stories). Who crawls out of their graves in them and scares passersby? (Dead people are perceived as animate beings, but you will never say corpses.).

The rest of the students are in their notebooks. (Check the endings in the nominative, genitive and accusative cases, we find out that all nouns are animate, except for the word “corpse”.)

Choose a method , on which it will be based educational task. Formulate all the pros and cons and say it out loud

R: (in the form of comparing a method of action and its result with a given standard in order to detect deviations and differences from the standard) (making necessary additions and adjustments to the method of action in case of discrepancies between the standard, the actual action and its product).

Assessment (selecting and highlighting by students what has already been learned and what still needs to be learned, especially the quality and level of assimilation). TO: the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the conditions of communication

IX. Creative work: compiling a collective essay. Determining the syntactic role of nouns

Group work.

Nouns help you find the right institutions, shops, choose a book, and write the address correctly. What are these nouns? What other nouns are there? What's the difference between them? - Here are several photographs with views of our village. Let's sign them. When making sentences, do not forget to use proper names. (Each group works with their own photographs.)

What proper names did you use? For what?

Our collective essay has an introduction, a main part, but no conclusion.

Let's come up with an ending together. We emphasize nouns as members of a sentence.

Let's conclude: what part of the sentence can a noun be?

Select tasks, independently perform tasks of their choice. After 10 minutes, the work is checked against the standards. Students themselves evaluate the results of their work

The essay is written in notebooks, nouns are underlined as members of the sentence. Conclusions are drawn.

P: summing up a concept, deriving consequences, the ability to structure knowledge, mastering the method of verification: R: ; TO: the ability to correctly and consciously construct a statement, argue one’s opinion and position in communication

X. Game "Fourth wheel"

Organizes the recording of new knowledge in the memory of students, the learning activities of students, the evaluation by students of their activities in the lesson, the recording of difficulties as a direction for work in the next lessons.

Explain by what morphological features the nouns are combined and what can be excluded?

a) Oh courage..., oh courage..., oh fearlessness..., oh cowardice... .

General: these are feminine nouns, 3rd declension, prepositional case.

The topic is human qualities. Exclude - cowardice is an antonym, all the rest are synonyms.

b) Smart, hard worker, smart guy, infectious.

General: nouns of the general gender.

Eliminate: the word “infection” characterizes a negative quality of a person. (BUT: 200 years ago this word meant “charm, charm”). What dictionary helped me find out about this? (Etymological)

c) Oslo, coffee, kangaroo, pony.

General: unchangeable masculine nouns. Delete: coffee - the modern dictionary allows the word coffee to be used as a neuter noun.

d) Songs, scissors, horses, storms.

General: everything is plural.

Delete: scissors – used only in the plural; horses is an animate noun.

e) Rook..., stove..., night..., daughter... .

General: nouns with a sibilant at the end.

Delete: rook – noun of the 2nd declension, masculine; oven – can be a noun or a verb.

- For what purpose did we complete this task?

Record the resultsits activities in accordance with the set goals, evaluate their and; TO : educational cooperation with the teacher and peers, the ability to establish and maintain a relationship with an interlocutor, proactively conduct a dialogue, quickly respond to the interlocutor’s remarks

XI. Generalization of knowledge

(morphological analysis)

People have documents. Even objects have a passport telling where and when they were made and how to handle them. Nouns are residents of the country Speech, and each resident of this country has their own document - morphological analysis.

Analysis of the word “Village” (Sentence taken from a collective essay).

Morphological analysis of a noun based on a passport.

I, ____________, is a noun, as I denote ___________ and answer the question _________________.

1. My initial form: ____________________.

2. My morphological characteristics:

a) constants: according to the category I am a noun - _______________, ______________ (animate-inanimate), ____________ (gender), ______________ (declension);

b) non-constant: I stand in the form ______________ (number), ______________ (case).

3. I work in the neighboring state of Syntax.

Today I play the role of_____________________

P: summing up a concept, deriving consequences, the ability to structure knowledge, mastering the method of verification: R: ; TO: the ability to correctly and consciously construct a statement, argue one’s opinion and position in communication

XII.Reflection and homework

Organizes the fixation of new knowledge in the memory of students, educational activities by students, students’ assessment of their activities in the lesson, recording difficulties as a direction for work in the next lessons.

Who did we visit today?

Have we been able to prove that the noun is an amazing part of speech? activities of comrades.

P : methods and conditions of action, and assessment of the process and results of activity; L: self-assessment based on the criterion of success, adequate understanding of the reasons for success/failure in educational activities; TO: expressing your thoughts with sufficient completeness and accuracy, formulating and arguing your opinion and position in communication, using criteria to substantiate your judgment. R: assessment (selecting and highlighting by students what has already been learned and what still needs to be learned, especially the quality and level of assimilation).