From the author
Thematic planning 170 hours (5 hours per week)
Thematic planning 136 hours (4 hours per week)
Repetition
Lesson 1 Our speech and our language
Lesson 2. Language and speech. Politeness Formulas
Lesson 3
Lesson 4
Lesson 5 Text types
Lesson 6
Lesson 7
Lesson 8. Dialogue. Appeal
Lesson 9 Main and secondary members of the sentence
Lesson 10
Lesson 11
Offer
Lesson 12 general concept)
Lesson 13 Punctuation marks in sentences with homogeneous members
Lesson 14
Lesson 15 Levitan "Golden Autumn"
Lesson 16
Lesson 17 Connection between simple sentences within a complex
Lesson 18
Lesson 19
Lesson 20
Word in language and speech
Lesson 21
Lesson 22 Direct and figurative meanings of words. Borrowed words. obsolete words
Lesson 23
Lesson 24 Generalization of knowledge about lexical groups of words
Lesson 25 Recognition of significant parts of a word
Lesson 26 Recognition of significant parts of a word
Lesson 27 Recognition of significant parts of a word
Lesson 28
Lesson 29
Lesson 30
Lesson 31
Lesson 32
Lesson 33 Parts of speech. Morphological features of parts of speech
Lesson 34
Lesson 35 Verb
Lesson 36
Lesson 37
Lesson 38 Vasnetsov "Ivan Tsarevich on the Gray Wolf"
Lesson 39
Noun
Lesson 40
Lesson 41
Lesson 42 dative case
Lesson 43
Lesson 44 Indeclinable nouns
Lesson 45 1st declension of nouns
Lesson 46
Lesson 47 Plastov "First Snow"
Lesson 48
Lesson 49
Lesson 50
Lesson 51
Lesson 52 Algorithm for determining the declension of a noun
Lesson 53
Lesson 54 Case endings of nouns of the 1st, 2nd and 3rd declension singular. Ways to check unstressed case endings of nouns
Lesson 55 accusative
Lesson 56
Lesson 57
Lesson 58
Lesson 59
Lesson 60
Lesson 61
Lesson 62
Lesson 63
Lesson 64
Lesson 65
Lesson 66
Lesson 67
Lesson 68 Tropinina "Lacemaker"
Lesson 69 singular»
Lesson 70 Repetition
Lesson 71
Lesson 72 plural
Lesson 73
Lesson 74 Genitive and accusative cases of plural nouns
Lesson 75
Lesson 76
Lesson 77 Spelling of case endings of nouns in singular and plural
Lesson 78
Lesson 79 Verification work
Lesson 80
Adjective
Lesson 81
Lesson 82
Lesson 83
Lesson 84
Lesson 85 Serov "Mika Morozov"
Lesson 86
Lesson 87
Lesson 88
Lesson 89
Lesson 90
Lesson 91
Lesson 92
Lesson 93 Our projects
Lesson 94 Spelling of case endings of masculine and neuter adjectives
Lesson 95
Lesson 96
Lesson 97
Lesson 98
Lesson 99
Lesson 100
Lesson 101 Spelling of case endings of adjectives
Lesson 102
Lesson 103 Roerich "Overseas guests"
Lesson 104
Lesson 105
Lesson 106
Lesson 107
Lesson 108 Grabar "February Blue"
Lesson 109 Knowledge check
Lesson 110
Lesson 111 Repetition
Pronoun
Lesson 112
Lesson 113
Lesson 114
Lesson 115
Lesson 116
Lesson 117
Lesson 118 Generalization on the topic "Pronoun"
Lesson 119
Lesson 120 Repetition
Verb
Lesson 121
Lesson 122
Lesson 123
Lesson 124
Lesson 125
Lesson 126
Lesson 127 Conjugation of verbs
Lesson 128
Lesson 129
Lesson 130 Levitan "Spring. Big water"
Lesson 131
Lesson 132
Lesson 133
Lesson 134
Lesson 135
Lesson 136
Lesson 137
Lesson 138
Lesson 139
Lesson 140
Lesson 141 Making up a story based on a series of pictures
Lesson 142
Lesson 143
Lesson 144
Lesson 145
Lesson 146
Lesson 147 Repetition
Lesson 148
Lesson 149
Lesson 150
Lesson 151
Lesson 152 Repetition
Lesson 153 Speech. Text
Lesson 154
Lesson 155
Lesson 156
Lesson 157
Lesson 158 Shishkin "Rye"
Lesson 159
Lesson 160
Lesson 161
Lesson 162
Lesson 163
Lesson 164
Lesson 165
Lesson 166 Parts of speech
Lesson 167
Lesson 168 Repetition
Lesson 169
Lesson 170

Bibliography

Lesson developments in the Russian language Kanakina Grade 4

Lesson 1. Acquaintance with the textbook. What is the speech like?

Target: introduce the new textbook and the rules of work but 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 Acquaintance with the textbook

in front of you new textbook Russian language. Look at the cover and say how it looks like a 1st grade textbook. What is the difference?

Open your 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 make?

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

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

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

Read: What Kinds of Jobs Will We Do? (Express your opinion, develop speech, compose a text, work with a dictionary, work in pairs.)

III. Physical education minute

One - rise, stretch,

Two - bend down, unbend,

Three - in the hands of three claps,)

Three head nods.

Four - arms wider

Five - wave your hands,

Six- Sit down quietly. "

IV. Work on the topic of the lesson

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

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

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

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

What do you think, which speech arose earlier - 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 with pictures.

Write down an offer. What will help you correctly eg (write off? (Memo on p. 132.)

Open and read the memo.

Explain the meaning of the expression "to a ripe old age" h (Very old.)>

Explain the meaning of the word "inseparable." (Very strong.) with

What familiar spellings met in the sentence ":c

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

What letters are highlighted in this sentence? *- - Write down, dictating to yourself in syllables. t - Check what is written. Evaluate yourself!

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

What types of speech do we use now? (Written - wrote down a sentence, orally - answered questions, 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 it is a speech about yourself.

Listen to the student's answer.

Mom reads a fairy tale to the baby.

We think about the solution to the problem.

>/ We write a dictation.

We read about ourselves.

Let's sing a song.

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

"+" - understood the topic and did not make a single mistake. ,b "-" - I'm still a little mistaken, I need to fix it.

VI. Summing up the lesson

E1; What types of speech are there?

What speech do you use more often?

Lesson2. What can you learn about a person with according to himspeech?

Goals: with using illustrative examples to show students "that speech is a source of information about a person; develop the ability to use "polite" words in speech.

aboutPlanned results: students learn to draw conclusions

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

1: identify the learning problem; analyze and draw a conclusion:, s; evaluate actions in terms of generally accepted rules of “kind”, “safe”, “beautiful”, “correct” behavior.

During the classes.

I. Organizing time

II. Actualization of knowledge Spelling minute

Solve riddles. Write down the clues.., (- (... They sit on a stick In red shirts, The abdomen is light, Stuffed with pebbles. (Rose hip.)

We live underground in a dark burrow. A gray fur coat, tiny in stature, Eyes, black beads, sharp-eyed, And a thin tail with a string. (Mice.)

The grass that grows on the slopes

And on the green hills.

The smell is strong and fragrant

And her fragrant leaf

We're going for tea.

What kind of weed, guess! (Oregano.)

Jugs and saucers

They don't sink and they don't fight. (Water lily.)

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

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

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

Write down any two words with these letter combinations. Underline the combinations of ZhI and SHI.

III. Self-determination to activity

(Writing on the board.)

Snowballs turn into puddles in spring.

Read a very strange sentence on the blackboard.

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

What can you say about the offer? (He made mistakes in writing the combinations ZhI, SL.)

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

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

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

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.)(Poems are read by a student with a good reading skill.)

What can be learned from the speech of the interlocutor? (By speech, you can find out the profession of a person.)

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. In another way, you can say "be healthy.")

Good health to you people.

Every day and hour it is desirable - hello!

I will give my aunt my soul for you.

Let the ray of the sun give you health,

The summer rain will give you strength to drink.

Mother Earth let bread and salt

You will be richly rewarded for your hard work.

Hello, I say hello to you!

To all family, friends and acquaintances.

Be happy and just say hello

Peace, joy and prosperity to you!

T. Lavrova

Why is a letter highlighted in a word AT?(It is written but not pronounced.)

How can you remember this letter? (It is written as in the word "health", the military say "I wish you good health.")

Write down the word, underline the spelling.

V. Physical education minute

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

Pedagogical purpose	Create conditions for determining the grammatical features of nouns, adjectives, pronouns; parsing sentences by members of a sentence, syntactic analysis of a sentence
Lesson type	Control of knowledge and methods of action / solution of a particular problem
Planned results (subject)	Determine the grammatical features of nouns, adjectives, pronouns; perform parsing of sentences by members of the sentence, syntactic analysis of the sentence
Personal results	Evaluate their own educational activities: their achievements, independence, initiative, responsibility, the reason for failures
Universal learning activities (metasubject)	Cognitive: recall from memory the information necessary to solve the educational problem. Regulatory: plan the solution of the educational problem: build a sequence of necessary operations (algorithm of actions); analyze emotional states obtained from successful (unsuccessful) activities, evaluate their impact on a person’s mood
Main	Grammatical signs of nouns, adjectives, pronouns. Analysis of proposals by members of the proposal. Parsing a sentence

Lesson script

Lesson stages	Forms, methods, methodical tricks	Teacher activity	Student activities		Form control
			Implemented actions	Formed skills
I. Motivation for learning activities (Organizing time)	Frontal. Verbal. teacher's word	Greets students. I love it when we meet We are friends and relatives "Good morning", "Good evening", "Good night" we say. A. Yashin - Check readiness to the lesson	Welcome teachers. Organize your workplace	Show willingness to work in class
II. Calligraphy	Individual. Practical. Letter	ear charcoal angle	Execute a letter according to the model	Develop calligraphy	Correct writing
III. Statement of the learning task	Frontal. Verbal. Teacher's message	Informs the topic of the lesson, formulates the learning task	Listen to teachers	Accept the learning task formulated by the teacher
IV. Control of knowledge and methods of action	Individual. Practical. Test	Comments on assignments control work organizes their implementation (see Attachment)	Perform test tasks	Evaluate the result of work, determine what has already been learned and what is still to be learned, are aware of the quality and level of assimilation	Test
V. Reflection of educational activity in the lesson (total)	Frontal. Verbal. Conversation	What was the task before us? - Did you manage to solve it? - Who did the job? Who was having trouble? Why?	Answer questions	openly comprehend and evaluate their performance in the classroom	Questions session. Self-regulation

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 the pronouns in the form of the 2nd and 3rd person plural.

LEAVES AND ROOTS

Leaves said:

The last ray of the sun illuminated the tops of the oaks.

We saw a zebra and an elephant in the zoo.

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

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

Option 2

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

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

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

LEAVES AND ROOTS

Leaves said:

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

You will dry up in autumn. 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, the leaves.

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

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

(Narrative, exclamatory, grammatical basislay carrots, turnips, beets,non-spread, there are homogeneous members.)

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

You invited us to visit. A wild duck brought little ducklings out of the sedge. We are going to the forest on vacation. There was frost on the trees.

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 Russian for the 4th grade to the TMC 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 that is necessary for high-quality preparation for the lesson and its conduct: thematic planning educational material, detailed scenarios of lessons, texts of dictations, interesting game material. Addressed to teachers primary school, 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 primarily focused on work in conjunction with the textbook by V.P. Kanakina, V.G. Goretsky (M.: Enlightenment).
The task of the manual is to make it as easy as possible for the teacher to both prepare for the lesson and work in the lesson. Included lessons of acquaintance with new material, consolidation, project activities.
The preparation of projects is given no more than two weeks. The work is carried out jointly with parents, the teacher helps only in choosing a topic (if desired, the students themselves can choose the topic). Students draw up projects on A4 sheets, the text is typed on a computer (with photographs). Work can be done in groups, pairs or individually.
The teacher can use the proposed lesson scenarios either in full or in part, including in their own lesson plan.
The lessons are based on the principles of activity learning and include practical work, work in groups and pairs, independent work using various forms of verification. From the first lessons, students use the techniques of self- and mutual verification.

Lesson #1

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

Target:

Tasks:

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

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

in teaching students the ability to see beauty in the world around them, accuracy, discipline.

During the classes

Organizing time.

A moment of cleansing.

You can see the diamond in the mud.

Word

Alphabet

Learning to read and write is always useful.

Setting goals and objectives.

Lesson topic.

Review conversation: what sections are you familiar with?

Problem statement: what is language? What does it serve?

“Have you thought about the question, what is language? One person speaks, the other listens and understands him. You read a book and 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 serve and hit the ball, and he will understand. Only signs, gestures - not a word is said aloud - and still it is a language. And if you wrote a note to a friend, this is also a language. But the main thing in communication between people 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 , revealing the meanings of a word language :

1. Who with the tongue, that and with the pie.

2. The tongue feeds the head.

3. Without tongue and German bell.

4. The tongue is sharper than the sword.

5. What's on the mind, then on the tongue.

How do you understand the meaning of proverbs? Why is "to speak the language" the same as "to be with the pie"? Why "language feeds the head"? Does the bell have a tongue?

In what way do you think life situations you can say these words.

Recording proverbs from memory.

Textbook work.

Page 3-6

Summary of the lesson. Reflection.

Homework– c6 y12

Lesson #2

Theme: Suggestions according to the purpose of the statement and intonation.

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

Tasks:

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

During the classes

Organizing time.

A moment of cleansing.

Ah

A A

a a

You can see the diamond in the mud.

Lesson topic.

Let's read the sentences and pay attention to how different they are here. Some report something, others ask, the third contains a request.

- Turtle, take me home!

- And where do you live?

- I live in an anthill.

Let's find a sentence that contains a question.

Find the sentence that contains the request.

Read a sentence that says something.

As you can see, the 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: a message about certain phenomena of reality, the transfer of information to the interlocutor.

Nr: A storm is coming. Lightning flashes in the distance.

Give your examples of declarative sentences.…..

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

Let's write a sentence:

My brother lives in Donetsk.

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

Find and underlinemajor and minor members proposed

What is the main purpose interrogative sentences?

Interrogative sentences are used to express a question.Nr: When will he arrive?

Give your examples of interrogative sentences.…..

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

Let's write a sentence:

When is your brother coming?

What is the sentence for the purpose of the statement?

Break down the wordwill arrive.

What is the main purpose of incentive offers?

The main purpose of incentive sentences is to incite to action the one to whom the speech is addressed.Nr: Bring me some Water.

Please provide examples of incentive sentences.…..

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

Let's write a sentence:Be sure to come.

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

Conclude:

What are the suggestions for the purpose of the statement?

Group work:

Restore the deformed sentence, place punctuation marks, determine the type of sentence according to the purpose of the statement and intonation.

Textbook work.

Page6-8

Summary of the lesson. Reflection.

Homework - c8 y18

Lesson #3

Theme: Word composition.

Target: consolidate knowledge and develop skills on the topic "Word Composition", instill interest in the native language, develop students' speech, expanding lexicon.

Tasks:

consolidate knowledge and develop skills on the topic "Word Composition", instill interest in the native language,

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

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

During the classes

Organizing time.

A moment of cleansing.

bb

B

b

Business before pleasure.

Lesson topic.

Crossword "Morphemes"

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

I stand before the root and can form words.

And I can also form words, I just 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 make a sentence out of words.

Vertically in the selected cells is the keyword, which is the topic of our today's lesson. (morphemes)

Generalization on the topic “Word Composition” 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 be made up of one or more morphemes.) What is a morpheme? (It's part of a word)

Tell me, please, the order of parsing words in composition.

The game "The Fourth Extra"

Slide, burned down , hillock, miner.

Bone, touch , bone, bone.

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

H clear , nasal, spout, nose.

forester, forest, stairs , treeless.

Game "Replace with one word"

Teacher: And there are words in Russian that are formed from two roots! They are connected by vowels, which are called connecting. What are these vowels? How are they defined in parsing? Guess and write down the words, highlighting the roots and the connecting vowel in them:

Book lover. (Bibliophile)

A car that carries milk. (milk carrier)

A worker who welds steel. (Steelworker)

A car that flies itself. (Aircraft)

A person who breeds birds. (Poultry breeder)

A device that grinds meat. (Meat grinder)

A man who tends pigs. (Swineherd)

A machine that cuts grass for hay. (Mower

Put the word in your house

Teacher: Here are the parsing schemes, distribute the words into columns in accordance with the composition:

Exit, diamond (trap!), Overseas, reception, bush, fisherman, coastal, takeoff run, chalk, old people, lifting.

Textbook work.

Page8-10

Summary of the lesson. Reflection.

Homework - c8 y18

Lesson #4

Theme:

Target:

Tasks:

to form a spelling skill, to consolidate the knowledge, skills and abilities of students on this topic;

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

During the classes

Organizing time.

A moment of cleansing.

Vv

AT

in

Vocabulary work.

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

2. The topic of the lesson.

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 in the root of a word?

How many verification words should words with two unstressed vowels have at the root of the word?

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

How do they act in such cases?

A) Lyrics "In the forest"

Proofreaders work with such tasks - people who correct mistakes in words. You will also be proofreaders, but do not forget about the test words.

Let's check the texts.

B) Distributive dictation

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

Squeaks, hungry, old man, fun, jam, good-natured, little animal, screams, arrow, letter, mote, eyes

Test control

Here are tests on the topic "Spelling of unstressed vowels at the root of the word, checked and not checked by stress"

Textbook work.

pp10-12

3. Summary of the lesson. Reflection.

Homework - s12 y30

Lesson #5

Theme: Spelling of stressed and unstressed vowels and paired consonants at the root of a word.

Target: to form a spelling skill, to consolidate the knowledge, skills and abilities of students on this topic;

Tasks:

to form a spelling skill, to consolidate the knowledge, skills and abilities of students on this topic;

develop students' speech, teach them to pronounce and speak certain words and expressions correctly;

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

During the classes

Organizing time.

A moment of cleansing.

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 the names. They are capitalized.
- These are proper nouns.
- This full names.
Teacher: You identified one "dangerous place" in these words. (He underlines the capital letter.) And what other "dangerous places" do you see?
Children: Unstressed vowels.
Teacher: How to prove that in these words it is necessary to write these vowels?
Children: We know that under stress, vowels are heard clearly and do not raise doubts. So, we need to make sure that unstressed vowels become stressed.
- You can try to take not full, but short forms names. 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 the affectionate name - Borenka.
Teacher: Which test method shall we choose?
Children: Anyone.
Teacher: How to check an unstressed vowel in the root?
Children: To check an unstressed vowel in the root, you need to choose a single-root word so that the stress falls on the unstressed vowel. What vowel is written with stress, this will be in an unstressed position.
Teacher: Look at our diagram. Let's read it (first a strong student, then in unison)
Vowels
Percussion unaccented
unverifiable verifiable
(dictionary words)
dictionary pick up single-root words

An exercise in differentiating checked and unchecked unstressed vowels.
Teacher: now I will show you words with checked and unchecked vowels in the root. If the vowel is unverifiable, squat. If an unstressed vowel can be checked, jump. (Words: cock, crow, mountain, board, dream, flower.)
2. The game "Funny racing"
Teacher: Attention! Attention! And now the cars of the brand "E" and brand "I" are coming to the start. along the way, each car must drive up to its spelling. The machine that makes the fewest mistakes wins.
L ... stitch, st .. on, kr ... cheat, l ... titsa, l ... tit.
3. Write off words, phrases and sentences. Put the stress, skipping all the vowels in a weak position.
Drizzling, on the back, winter twilight, centuries-old trees, dozed off, from afar, in the desk, autumn day, playing with a friend, cook. A young slender Christmas tree stood alone in the clearing.

Textbook work

3. Summary of the lesson. Reflection.

4. Homework - c14 y36

Lesson #6

Theme: Parsing words by composition.

Target: - clarify the concepts of "root", "base", "prefix", "suffix", "ending"; create with students an algorithm for parsing a word by composition.

Tasks:

During the classes

Organizing time.

A moment of cleansing.

dd

old friend better than the new two.

Vocabulary work.

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

Lesson topic.

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

Can every literate
Build 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 on a signal.

What are we going to do today?

What goal shall we set? (Learn to parse words by composition)slide 3

Everything in the world consists of something: clouds of droplets, a forest 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.

On which we will work today.

Well, to collect our attention, we will conduct a "Warm-up for the mind."

Eyes on me. We answer in chorus, quickly.

Part of a word that serves to link 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 an ending is called ...

Name the opposite word for enemy.

Most short month in a year?

How many vowels are in the Russian alphabet?

What parts of speech do we know?

Well done!

And of course, what a lesson without vocabulary work!

We open notebooks, write down the number. Classwork.

1) The part of the word that is changed is ……….

2) 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 .......

Textbook work.

pp15-16.

3. Summary of the lesson. Reflection.

Lesson #7

Theme: Parsing words by composition. Vocabulary dictation.

Target: clarify the concepts of "root", "base", "prefix", "suffix", "ending"; create with students an algorithm for parsing a word by composition.

Tasks:

clarify the concepts of "root", "base", "prefix", "suffix", "ending"; create with students an algorithm for parsing a word by composition;

develop the ability to highlight parts of a word, contribute to the development of spelling skills,speech of students, enrich the vocabulary of children; intellect, thinking, memory.

to cultivate a culture of speech, love for the word, attention, 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 moment of cleansing.

Her

E

E

One head it's good, but two better.

Lesson topic.

Parsing 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 copse, to the copse. The part of the word that is changed is the ending. I single it out, 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 - copse.

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

5. I select a prefix. The prefix comes before the root. In this word, the prefix is ​​\u200b\u200bpere.

6. Looking for a suffix. The suffix comes after the root and is used to form words. In the word copse, the suffix is ​​approx.

Sort the words by composition.

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

root -brother- : fraternization, brother, brother, brother, brother,
brotherhood, fellow

root -fun-: fun, fun, merry, merry, merry,
cheerful, cheerful.

Break it down by ingredients:

grass blade of grass young dawn

firefly breeze coastal sailor

polyushko samovar golden nest

coast small lynx coast cubs

sky firewood rainy streak

forester pigeons eye gulp

mountain distant thrush gift

day cub long daughter

3. Summary of the lesson. Reflection.

Homework - c16 y41, rule.

Lesson #8

Theme: Parts of speech.

Target:

Tasks:

During the classes

1. Organizational moment.

A moment of cleansing.

Learn

AND

and

Vocabulary work.

Lesson topic.

– How do you distinguish between parts of speech? (By meaning, question.)

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

– Why do you think? (They could not be among the groups of cognate words, since they only indicate the subject, without naming it.)

– What grammatical signs 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 in the table that you see on the board, the grammatical features of each part of speech.

Part of Speech Exercises

Identify the part of speech of the underlined words

Live and learn.

The notebook is the student's mirror.

First az yes 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. Insert missing words. Determine what part of speech they are. Prove it.

Live a century - a century ... ..

Notebook -…….. student.

First az yes beeches, and then……….

Never learn…….

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

late

learn

ten

science

mirror

small

Group work.

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

Group work plan.

Consider a plant.

Everyone in workbook he records the signs of this plant.

Read the words to the group.

Write a general text.

Present the result of your work.

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

Textbook work.

pp18-19.

3. Summary of the lesson. Reflection.

Homework - s19 y48

Lesson #9

Theme: 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 the word, training the skills of various parts of speech in the text.

Education of kindness, feelings of friendship, collectivism.

During the classes

1. Organizational moment.

A moment of cleansing.

Learn

AND

and

Gruzdev called himself get in the body.

Vocabulary work.

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

Lesson topic.

Reading text

What have you learned?

What surprised you the most?

The task:

Group 1 - write down all adjectives and determine their gender

Group 2 - write out the verbs and determine their conjugation

Group 3 - write out the verbs and determine their conjugation

Group 4 - write out the noun of the prepositional case and make it

morphological analysis

Selective dictation.

From the text, write out only the verbs in two columns: 1 and 2 conjugations

Kindergarten for penguins

It's been five weeks since the baby penguin was born. The kid steps on the snow with his paws and goes into Kindergarten. There are already hundreds of peers standing there. They huddle together 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 screaming and din find their children among thousands of strangers. They only feed their chicks. The most gluttonous swallow six kilograms of fish at a time. In summer, graduates of penguin kindergartens go to practice at sea.

MUTUAL CHECK

What is the homeland for penguins?

What are they used to build nests?

SENTENCE PARSING

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

Morphological analysis of the selected words.

Textbook work.

pp20-21

3. Summary of the lesson. Reflection.

Homework - s21 y54

Lesson #10

Theme: Control dictation No. 1 "Autumn".

Target: check the level of assimilation of ZUN for grade 3, identify gaps in accordance with the state standard.

Tasks:

check the level of assimilation of ZUN for grade 3, identify gaps in accordance with the state standard.

Develop logical thinking, attention, memory, coherent speech

To cultivate accuracy, discipline, independence, diligence.

During the classes

1. Organizational moment.

2. Dictation.

Autumn.

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

Cold rain is pouring down. Rarely will a wonderful ray of sun shine from behind a cloud. People harvested crops from the fields. Empty are carrot and cabbage beds. The garden is quiet. The birds are long gone. 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, disassemble by the members of the sentence.

Sort by composition.

Write out phrases, determine the grammatical features of nouns.

3. The result of the lesson. Reflection.

Lesson #11

Theme: The lexical meaning of a polysemantic word.

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

Tasks:

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

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

to cultivate accuracy, discipline, independence, diligence.

During the classes

1. Organizational moment.

A moment of cleansing.

Z

h

Zz

Business before pleasure.

Vocabulary work.

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

2. Theme of the lesson.

The topic of our lesson is “Polysemy 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 the interlocutor in a normal conversation, 4-5 thousand words are enough. But even this is not enough. The more words and their meanings a person knows and knows how to 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 the lesson?

What is "lexicon"?

How many lexical meanings does a word have?

3. How to determine the lexical meaning of words?

4. What words are called polysemantic?

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

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

Make a sentence with the word "WORD" so that its meaning, essence is revealed.

(Selective reading of sentences.)

Pay attention to the entry. This is another mystery. Read carefully to yourself. And now read aloud to us ...

This is der .. in the river .. the bottom

Bli .. something and d .. horny.

White sundress..chik

Velvet caftan..chik

Leaves r..zny

Seryo..ki rasp..snye.

I think everyone has guessed what we are talking about. (birch)

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

How can we name this text? ("Birch").

Textbook work.

pp25-27

3. Summary of the lesson. Reflection.

Homework - s27 y66

Lesson #12

Theme:

Target:

Tasks:

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

Cultivate linguistic flair.

During the classes

1. Organizational moment.

A moment of cleansing.

And

and

ii

Do not have a hundred rubles, but have a hundred friends.

Vocabulary work.

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

2. Theme of the lesson.

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

Why, speaking about the first two subjects, you gave approximately the same answers, but you spoke about the third subject differently though right?

What does this example say?

Where can you find the meaning of a word?

2) - Listen to the riddle: In the garden by the path

The sun is on its feet.

Only yellow beams

He is not hot. (Sunflower).

What does a sunflower look like?

word in riddlesun used in a figurative sense: a sunflower is similar to the sun in color and shape. In riddles, words are often used 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 outside the brackets will acquire a figurative meaning:

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

Iron (health, nail, nerves);

Scattered (grains, sweets, rays, stars);

Light (a candle, a fire, guys)

2) Determine in which phrases the words are used in a figurative sense, and in which in a direct:

Ice block - ice look

Sea of ​​wheat - blue sea

The top of the mountain is the top of the glory

The pedestrian is walking - the clock is running

The light of knowledge is the light of the sun

The wind fell asleep - the man fell asleep

Anchor chain - chain of events

Dazzling Light - Dazzling Beauty

Make up a sentence with one of the phrases used in a figurative sense.

3) Definition of the lexical meaning of words

- Often, to characterize the qualities or traits of a person, we use adjectives formed 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.

Cooking utensils - pot.

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- to talk

Diminutive of the word pan -saucepan,

What is the name of the imaginary line along which the sky seems to connect to the surface of the Earth -skyline.

- Indicate the root in single-root words.

Recording sentences from dictation:

Language will bring to Kyiv.

Scouts brought language.

Without tongue and dumb bell.

He bit his tongue painfully.

- In each sentence, find and underline the ambiguous 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 proposals can be used in different meanings.

Textbook work.

3. Summary of the lesson. Reflection.

Homework - s29 y72

Lesson #13

Theme: single and multiple words.

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

Tasks:

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

Develop oral and written speech, activate the vocabulary of students.

Cultivate linguistic flair.

During the classes

1. Organizational moment.

A moment of cleansing.

Kk

To

To

Needed where was born.

Vocabulary work.

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

2. Theme of the lesson.

The task. Give examples of the direct and figurative meaning of these words.

Tight clothing. Close friendship.

Sweet_________________. Sweet ____________________.

Bitter _________________. Bitter_____________________.

The fruits of __________________. Fruits _____________________.

Sip _______________. Sip __________________.

Name the meanings of the word soft. Think of phrases with the wordsoft , write words that are close in meaning next to them. As done with the wordsolid .

soft__________________________________________________

soft _________________________________________________

soft _________________________________________________

soft bread - fresh

soft light, pleasant voice

soft character - meek, devoid of rudeness, sharpness.

mild climate - warm, pleasant

soft sign

soft sofa, etc.

In works of art, the use of polysemantic words in a row often makes us smile.

In the evening, the girl Mila,

A flower bed in the gardenbroke.

Her brother, boy Ivan,

Toosmashed... cup.

The task: come up with two sentences where you would collide different meanings multi-valued word.

Polysemantic words: high, head, light, nose, hand.

The game

- I suggest you play the game:

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

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

“Do not feel sorry for the piglet, -
The cow speaks. -
You buy milk -
Delicious pair!
Pigs are right here:
- We have a whole mug! -
Piglets shove their
Little pigs."

- What words are called unambiguous? Give examples.

What words are called polysemous? Give examples.

3. Summary of the lesson. Reflection.

Homework - s28 y71

Lesson #14

Theme: Presentation No. 1 "In the camp."

Target:

Tasks:

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

Develop oral and written speech, activate the vocabulary of students.

Cultivate linguistic flair.

During the classes

1. Organizational moment.

2. Theme of the lesson.

Reading the text "In the camp."

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

Hot days came in July. Early in the morning the guys gathered at the camp site and set off. Soon they came to a wide field and went along a narrow path.

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

Text analysis.

- What does the text say?

- Where did the guys rest?

- What prevented 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 rest?

Reading the text again.

ss27 y67

Planning.

Summer in the camp.

Walk in the field.

Relaxation. Time to go home.

Practical work.

3. The result of the lesson Reflection.

Lesson #15

Theme: Direct and figurative meaning of the word.

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

Tasks:

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

Develop oral and written speech, activate the vocabulary of students.

Cultivate linguistic flair.

During the classes

1. Organizational moment.

A moment of cleansing.

Ll

L

l

2. Theme of the lesson.

Introductory speech of the teacher

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 soft character, a sharp mind, golden hands. And he glows with happiness. But, unfortunately, this person did not understand me!

And can you describe it?

Explain the meanings of the words that helped describe the friend?

soft character- good character

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

Golden hands - can do everything.

Glowing 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 with old age

Based on similarity (winter is also white)

What do you think, which word appeared first.

- That's right, because the second "Gray 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.

Read what's in bold!

This technique in Russian is called a metaphor.

- In the garden, a red mountain ash fire is burning!

- The oak drops and a golden thin feather spreads under the feet.

Next paragraph.

And this technique is called personification.

-Try to give examples yourself.

Blizzard cleared up

The wind has fallen asleep.

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

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

Give examples from the explanatory dictionary.

_________________________________________________________

And now let's practice.

And let's do the exercise. 338.

We read the assignment.

1 row

2nd row

3 row

Give a direct meaning to the word.

Dirty work, ________).

Icy (look, _______).

Sharp (mind, _________).

Add examples to make the meaning clear.

Selective dictation

Write down the phrases in two columns.

direct meaning

Figurative meaning

- Pure thoughts - without concealment, sincere

-Clean hands-

-Fast river - a river that moves fast

- Quick mind - thinks quickly.

-Cold hands - from the cold

-Cold heart - indifferent

Why are you so divided?

Text analysis

The text is pre-printed.

Sunset

When it rained from morning to evening, the birch tree withered and resignedly got wet. It happened that just before sunset, a clear sky opened up near the horizon and the sun set down to rest on the birch peak, like a fabulous firebird. Entangled in the branches, the sun scattered in beams of rays. The sloping field suddenly lit up with a low, disturbing reflection, each silver thread of the cobweb flared up and became clearly visible ...

What is the text about?

Title the text. Sunset

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

Explain spelling.

Find words used in a figurative sense.

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

3. The result of the lesson. Reflection.

Homework -c33 y79