The words "exclusion" with the root "growth". Synopsis of the lesson of the Russian language according to the federal state educational institution "spelling of the roots -rast-, -ros-"
MOU Saraninskaya secondary school
Russian language lesson in grade 5
using ICT
on the topic " Spelling roots rast / rasch / grew.
Lesson Objectives:
1. Teach students to apply the mode of action when choosing vowels
o - and in the roots rast / rasch / grew.
2. To form the cognitive interest of students through a variety of forms of learning activities.
During the classes.
I. Organizational stage.
II. Repetition.
Words with missing vowels are written on the board (it is possible on the interactive one) for the spelling of the roots lag / lodges: adj..gat, transfer..live, next..gained, prolong..gap, region..lived, cash..gat. dol..live. ex..live. suggest.. w..live.
Task: write the words in two columns. Column check.
Conclusion: in which roots is the vowel a, in which - o?
Tell the rule according to the table.
VI. Verification work using matrices. The words are written on the board.
Task: write only the letter a under the corresponding numbers
1. r ... vegetative
2. grown up
3. vy…sla
4. sub…gets
6. time…if
7. prophecy
8. por ... sl
9. r ... drain
10. ex…stim
VII. Summing up the lesson.
What new did we learn in the lesson?
What have you learned?
Tell the spelling rule of the roots rast / rasch / ros.
What can we say to the Princess of Spelling?
VIII. Homework:
1. Learn the rule p. 178 (spelling number 13)
2. Perform exercise 441.
teacher of Russian language
MOU Saraninskaya secondary school
using ICT
on the topic of: "Letters o - e after adverbs hissing at the end."
Type of lesson: learning a new topic.
Lesson Objectives:
1. Learn how to act when choosing to write o-e after adverbs hissing at the end.
2. Work on the development of students' communication skills.
3. To form the cognitive interest of students through active forms of learning activities.
During the classes.
I.organizational stage.
II. Repetition.
1. On the board text (it is possible on the interactive):
I love May and patiently wait for it in the cold of January, in the February snowstorms, in the April flood. But May always comes unexpectedly. Streams murmur loudly, lilacs will bloom wildly in my garden. May is in full bloom!
Tasks for students:
Read the text.
Has your mood changed? Why?
Name the adverbs that appear in the text.
On what grounds did you determine that these are adverbs?
2. Linguistic game "Fourth extra" (on an interactive whiteboard). Method of action: insert the missing letter, underline the spelling, find the extra word, tell the rule.
· Sun ... m, meeting ... th, lily of the valley ... m, ray ... m.
· Lead ... wow, lily of the valley ... wow, brocade ... wow, reed ... wye.
Formulate a general rule.
Thus, we have determined the main conditions for choosing this spelling: part of speech, morpheme, stress.
III. Determining the purpose of the lesson.
Why do you think words with these spellings were used for the game?
What topic should we study in class?
What is the problem we are facing now?
IV.Exploring a new topic.
1. Let's start with observation. But blackboard examples:
HOT…
SINGING…
Questions and tasks for students:
What parts of speech are the words?
Which morphemes are missing letters?
What vowels should be written at the end of adverbs?
Which consonants are followed by the vowels o and e?
Formulate a rule.
2. Reading the rules from the textbook.
What seemed familiar?
What's new in the spelling rule of adverbs?
3. The table is posted.
Tell the rule according to the table.
v.Training exercises.
1. Exercise 212 on your own
In what dialects did you write the letter o after the hissing ones? By what rule?
What you need to remember about the adverb more ?
What rule did we learn in today's lesson?
Formulate a general rule for the spelling of nouns, adjectives, adverbs.
VI.Verification work.
On the board of the word (it is possible on the interactive).
Oh or e?
1. big ... th
2. landscape ... m
3. looks like ...
4. enticing…
5. good…
6. heart ... m
7. fresh…
8. more…
9. fontanel ... to
10. candle..th
11. common…
12. about the best ... m
13. hare ... nok
14. creaky ...
Punch cards are filled out and handed over to the teacher for verification.
Answers: ABOUT – 1, 5, 7, 9,10,11, 13
What rule did you use to complete the task?
Which word is the exception?
VII. Homework.
1. Learn the rule.
VIII. Work on the development of speech.
Let's remember once again blooming May. Consider the paintings "Lilac" and the Saranin artist N. Naumova.
Choose one of the pictures and compose a miniature using adverbs (on the board): fresh, still, good, fragrant, ebullient. exciting, alluring, refreshing, inviting.
And the music will help create a spring mood.
The play "White Nights" sounds.
Students read miniatures.
What role do adverbs play in the text?
What rule of spelling of adverbs was used in creative work?
One of the most difficult orthograms in Russian is an unstressed alternating vowel in the root. For example, the words "plants", "growth", "grown" and "grown" have the same root but are spelled differently. What determines the choice of "a" or "o" in the roots "rast", "rasch" and "ros"?
Spelling type
Unstressed vowels in the root are of three types: checked, unchecked and alternating.
Faced with an unstressed checked vowel in the root, it is enough to choose a test word in which this letter will be stressed. For unchecked, such words are not selected, so the correct spelling can only be learned. The alternating cases are especially important to remember, since trying to define a vowel using cognates can lead to an incorrect result.
It is to this type that the spelling in the roots "rast", "grown" and "rasch" belongs.
rule
The correct vowel can be chosen based on the type of root: the letter “a” is written before “st” and “u”, and “o” is placed before “c”: germinate, overgrow, grow, grow, overgrowth, sprouted.
Naturally, in the roots "rast" and "ros" under stress, you need to write the vowel that is heard, as, for example, in the word "growth".
Exceptions
In the case of the root "rasch" the rule is always fulfilled, and for the roots "rast" and "ros" there are exceptions.
In a few words with the root "growth", it is always written "o": sprout, usurer, Rostov, Rostislav, for growth. All words formed from data are also written with "o".
For example, "usury" is formed from "usurer" with the help of the suffix "est", so the root vowel is "o". The noun "sprout" was obtained by adding the suffix "ek" to "sprout", therefore, in this case we write "o".
An exception with the root "races" is the word "industry" and all its derivatives. For example, the adjective "interbranch", formed by the prefix-suffix method.
Thus, for the correct choice of a vowel in the roots "rast" and "ros" it is enough just to remember a simple rule and exception words.
Lesson topic: Spelling of the roots RAST, RASH, ROS
Target: 1. the formation of the spelling skill of the roots - growing, - growing, - growing;
2. development of research competence of students;
3. education of respect for nature.
During the classes.
Today in the lesson we will continue to work on the spelling of roots with alternating vowels - O - A-. Let's try to determine the topic of the lesson together.Look at the blackboard and say what the question marks on the diagram mean?
(Unstressed vowels are fundamentally divided into 3 groups: 1-checked, 2-unchecked, 3-alternating)
- What do you need to remember in order to correctly write unstressed vowels of groups 1, 2, 3? ( Children tell the rules for spelling checkable vowels in the root, unchecked vowels in the root, alternating vowels in the root)
2. Read the text expressively.
All the attractiveness of the earth lies in the animal and plant world. Fresh grass, poplar under the window, a flock of jackdaws climbing over TV antennas above the roofs of houses - is this a background or a part of our life? Attention to the birds that have arrived, to the flowering meadow, to the sprouts of the planted grove 2 , to the reeds growing along the lake - a source 2 interest and love for them, a pledge of mutual joy of nature and man.
- Determine the topic of the text. Title. We will refer to it throughout the lesson.
3. And now, using punch cards, write out words with unstressed vowels from the text, distributing them into 3 columns
Unchecked unstressed | Checked unstressed | Alternating vowels |
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(Examination)
4. So, let's turn to words with alternating vowels O-A. Look carefully at the words in this column and say, what spelling of the roots will we talk about today in the lesson?
What are these roots called and why?
(Roots are written in words whose meaning is associated with growth, development,
i.e. with life)
- Formulate the topic of the lesson.
(Spelling roots -RAST-RASH-ROS-)
- Formulate the grammatical topic of the lesson.
(Learn to correctly choose and write a vowel in the roots -RAST-RASH-ROS-)
- Formulate the speech topic of the lesson.
(Speech development: improving the ability to speak in public)
5. What determines the spelling of vowels - O - A - in the roots? A research project has been prepared for the lesson, which will answer this question.
Student presentation:
Project "Spelling of roots with alternation of vowels O-A in the root"
We have prepared a research project "Spelling of roots with vowel alternation O - A in the root".
The creative name of the project is "The Roots of Life".
The goal of our project is to learn how to correctly write the roots -RAST-, -PASH-, -ROS-, in which the vowels O-A alternate.
Put forward a hypothesis. Let us explain the meaning of the word HYPOTHESIS.
A HYPOTHESIS is an assumption put forward to explain some phenomena. What is our hypothesis?
- If the consonants ST and Щ command the spelling, then A is written in the root. If the consonants ST and Щ are absent in the root, then O is written.
We know that roots with vowel alternation O-A can be commanded by:
- Suffix -A - (roots KOS-KAS, LAG-LOZH) Stress (roots ZOR-ZAR, GOR-GAR) Meaning (roots RIVN-RAVN, MAK-MOK)
And who commands the roots RAST - RASH - ROS?
We conducted a study: we selected texts, determined the range of words with which we will work and followed their writing. It turned out that in words with these roots, neither the suffix -A-, nor the stress, nor the meaning play a role. It remained to pay attention to the consonants in the root.
We know about such a linguistic phenomenon as the alternation of consonants. The combination -ST - alternates with -Ш-. The proof of this proposition is presented on the board:
Shine - shine
whistle - whistle
clean - cleansed
grow - grown
So, in the root RASH, as in the root RAST, it is written -A-.
To find out if all our classmates can distinguish the root -RAST - from the prefix -RAS - and the root starting with the letter -T-, we picked up examples, wrote them down, printed out cards for each student and asked them to distribute the words in two columns.
- Did not complete the task - 0% or 0 people out of 5 Completed the task with 1 error - 2 out of 5 people Completed the task without errors - 1 person out of 5
Where can we find words with the root of life?
In nature, in the forest, with human life, these words are also associated. The roots of life are called the roots RAST, RASH, ROS, as they are present in words associated with growth, with life, with development.
results Our study was to create a calling card of the roots. We give it to each of those present at the lesson, as a reminder, a hint.
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6. Let's check how carefully you listened to the speech and whether you remembered when -A- is written in the roots, and when -O-. You have a crossword. Insert the missing letters into the words of the crossword puzzle
Write these words in your notebook . (Students' work. Verification)
Suggest a name for the crossword puzzle.
7. Explain the meaning of the word usurer by making a sentence according to the scheme.
8. Using your notes or didactic material, give examples of words with roots RAST, RASH, ROS and explain their spelling:
(Examples and explanation of spelling words with roots RAST-RASH-ROS)
So, your examples once again confirmed that the roots of RAST, RASCH, ROC are the ROOTS OF LIFE.
9. The sun will warm the earth harder, and in the forest, without waiting for all the snow to melt, at first timidly, and then more and more boldly, the first flowers appear.
What mood does the appearance of the first flowers evoke in you? Choose epithets for the word mood. (Good, happy)
And you can also say "Light, jubilant, solemn, festive, amazing, charming."
But for some reason, not all people take care of the first colors.
Let's write a sentence:
Scientists have created the Red Book and listed in it the plants disappearing from the thoughtless barbarism of man: lilies of the valley, bluebells, night violets.
- Explain the punctuation marks in the sentence. What is the general word? Explain the spelling of this word.
-Check the spelling of the rest of the words in the sentence.
(Examination)
-Why is the book of endangered plants and animals called the Red Book? What do the Red Book and traffic lights have in common?
(The red light of a traffic light means danger to life. Killing nature is dangerous for the life of mankind).
10. Guess what colors are in question in the following riddles.
A) nature carefully swaddled,
Wrapped in a green leaf
A flower grows in the wilderness untouched,
Cool, fragile and fragrant ... (lily of the valley)
-How did you guess that the riddle is about the lily of the valley? (A child can be swaddled; a lily of the valley wrapped in a leaf on a thin stem resembles a swaddled child.)
What figurative and expressive means of language helped to solve the riddle? (Metaphor)
What it is?
B) A flower - a cockerel grows on the edge,
Crested chin, crested crown. (Cuffed)
Let's turn to the text, read it and determine the main idea of the text and our conversation about primroses.
(The plant world is the source of our interest and love for it, a guarantee of the mutual joy of nature and man)
-Quite right. And so we
From all doubts and turmoil,
From all bruises and pushes
Plants can be treated
At their flowers and sprouts.
What words of this quatrain illustrate the grammatical theme of our lesson?
15. To test our knowledge, let's do a test.
Test "Spelling of vowels - A - and -O - in roots with alternation"
1 option
What letter should be inserted? Choose the correct answer: find the column: a), b), c), or d), in which consecutive letters correspond to the letters missing in these words:
r ... the seaman o a o a
vyp ... steet a a o o
other ... if o a a o
negative ... sl a o a o
In which row in both words is the letter -О- written at the place of the gap?
1) r. wall, water if
2) vyp. shave, ascend st
3) r. stock, charge if
4) sub. flock, vyp. sti
In which answer option are all the words where the letter -A- is omitted?
A. sub. became
B. sub. sshiy
V. neg. sl
G. res. becomes
1) A, C, D 2) A, B, D 3) A, C 4) B, D
Option 2
1. What letter should be inserted? Choose the correct answer: find the column: a), b), c), or d), in which consecutive letters correspond to the letters missing in these words:
zar..sli o a o
r.. stock o a a o
R..stov o a o
r..stability o a o a
2. In which row in both words is the letter A- written at the place of the pass?
1) ascend. st, salary if
2) neg. left, cf. schenie
3) sub. became, R. stislav
4) cf. get off, vyp. sshiy
3. In which answer option are all the words where the letter -О- is omitted?
A. r. style
B. vyp. if
B. water. if
G. r. lender
1) A, D 2) B, C, D 3) B, C 4) A, B, C
16. Summing up the lesson.
17. Homework: write an appeal to first graders about caring for nature.
Didactic material for the lesson
"Spelling of the roots - RAST -, - RASH-, - ROS-".
Puzzles
R..steet upside down , 2. Titus entered the earth,
Not in the summer r..stet, but in the winter. I found the blue cap.
As soon as the sun bakes it, From the earth it has come out .. has become -
She will cry and die. The whole world dressed.
3. The girl is red in the ground vr..sla.
4 . And green, and dense - in the garden vyp..with a bush. Began to pinch - steel
cry and howl.
5. Ros Demid, vyr..s, crawled out into the world, passed through the earth,
I found a red cap.
6. In the summertime, golden mountains rise.
7 . What's down with the top of the river .. stet?
8 . Around the lake, the forest flows.
9. They don’t sow, they don’t plant, they grow themselves..
10 .One pours, the other drinks, the third turns green and r..stet.
Proverbs
1.R..the walls are drawn to the light, and the peoples to the world.
2. Breaking a tree is a second, and cutting it out is years.
3. And the stone lying like moss arr..melts.
4. Where the pine has matured, there it is red.
Vocabulary dictations
R..sli of wild rose, r..vegetation of the tundra, otr..sl
industries, southern rivers..walls, sea waters..sli, river..sli
aspens, cut .. there were grasses, zar..la path, cf.. merged trunks,
pror..sla wheat.
Dr..became seedlings, grown..sli tomatoes, r..vegetable world
deserts, neg..left economy, elderly age.st, interesting
r..stenie, green r..stochki, huge zar..sli hazel,
useful hydrogen..sli.
Creative dictation
Using the reference words and their meanings, make sentences so that the subject and predicate are expressed by the noun.
1. Young forest. 2. A separate area of activity, science, production. 3. A frequent shrub that has covered some place. 4. Give r.. stitches. 5. Become branchier, thicker, bigger.
Reference words: por..sl, otr..sl, zar..sli, pror..sti, raz..sti
Explanatory dictations
1. Red book of r..stenii.
How delightful we are with the beauty and fragrance of wild flowers! But often greedy hands reach out to them and ruthlessly tear them. These beautiful flowers and valuable medicinal plants may disappear forever. Many of them are listed in the Red Book of R..Stenii.
Zar..sli parted, and the children went out to a tiny pond. Near the very edge, a whole bunch of swamp rivers clung to the roots and floated. Green stems merged from the roots, and thin roots descended into the water like white threads.
G. Skrebitsky
3. Soil .
The soil is called the upper loose fertile layer of the earth, on which the r..stut r..wall. In the fight against soil destruction, vegetation helps a person. The soil is protected from erosion by various rivers: forest, field, steppe, meadow. People are planting shrubs so as not to r..merge ravines.
M. Skatkin
4. Water..sli.
Sea waters are healthy and tasty. They make bread, cookies, muffins, sweets. They are also eaten fresh. Sea waters accumulate in their tissues the metals and substances necessary for life. If a person uses hydrogen..sli in food, he strengthens his health.
I. Akimushkin
Selective dictation
This is interesting.
Wheat is the very first grain crop that man sowed. Rye quickly grows, it, without human help, copes with many weeds. Beetroot seeds are so firmly entrenched that they cannot be separated. If the balls of beet seeds are sown, several rows of stems will melt from each vyp.. In July, cumin seedlings look like white lace has been thrown over them: this is from the abundance of small white flowers.
12. Roots with checked vowels. In order not to make a mistake in the spelling of an unstressed vowel, the word must be changed so that this vowel is stressed: povr e dit vr e d, teacher A wat teacher A be, prith I shit prith I eat.
Note. When applying this rule, keep the following in mind:
a) Vowels after hissing and c are written on the basis of special rules (see paragraphs 9, 10, 11).
b) The spelling of an unstressed vowel cannot be checked using imperfective verbs in -yvat , - ive , in which under stress instead of the root O often happens A : Tue O sing Tue A to kick, n O sit n A sew, and so on.
13. Roots with unchecked vowels. The spelling of vowels in many words cannot be checked by stress: With O tank, V O blister, V A trushka and etc.; such words should be consulted in the dictionary and memorized their spelling.
14. Roots with alternation O A. For spelling some roots with alternation A O note the following rules:
a) at the root braid kas (braid rush kas to be) is written A -A- : kas-a-tsya, kas-a-body, at- kas-a-tsya, But: at- braid- well, at- braid-n-awareness.
b) At the root lodges lag (before lodges it before lag at) is written A if the root is followed by a suffix -A- : from- lag-a-be, WHO- lag-a-be, at- lag-a-body, But: from- lodges-enie, WHO- lodges-it, at- lodges-enie.
c) at the root clone clan (By clone clan yatsya) under stress can be O , And A O : on clone yat, on clone to eat, With clone enie, By clone enie.
d) at the root creation creature (creation quality creature b) under stress can be O , And A , but without stress it is written only O : creation ec, co creation go, creation enie.
e) at the root mountains gar (mountains et behind gar , on gar ) letter A is under stress; spelled without stress O : mountains enie, behind mountains at, behind mountains eat, behind mountains spruce.
f) Root melt pilaf spelled with a letter O only in two cases: pilaf ec, pilaf sneeze, in other cases it is written A : With melt lyat, melt Nick, By melt OK, melt ounce (bug), melt teaching(Remember the word pl s woons subsoil layers saturated with water).
g) At the root zar — zor (dawn — dawns — dawn) without stress is written only A: h A rya, s A rnitsa, h A roar, oz A ryat, oz A rhenium.
h) At the root rast — height (grow - grew) without stress before st And sch spelled A (exp A style, age A st, Nar A standing, vzr A puppy, wed A schenie); before With without further T spelled O (exp O s, ex O sshiy, water O sl, bad O sl).
Exceptions: p O stock, r O janitor, R O stov, R O stislav; neg A sl, neg A left.
i) Root equal- predominantly written in words that are related in meaning to "equal" ("same"): R A numbered, R A ambiguous, Wed A understand, all R A clearly and also in the words: R A opinion, R A get involved, R A understanding, since A took up, R A vnina; root even- predominantly written in words related in meaning to "smooth" ("smooth", "straight"), for example: R O heed(tracks), sub O heed(flower beds), etc., ur O vein, R O vnya.
Subject Russian language
Date 26.01.2009
Class 5 "B"
Theme of the lesson “Spelling of vowels A–O in the roots -RAST-, -RASH-, -ROS"
Lesson type: explanation of the new
Level of preparedness of the class: average.
Lesson Objectives:
Cognitive: get familiar with spelling A–O in the roots -RAST-, -RASH-, -ROS
Practical:
improve the ability to correctly write words with these roots;
to form spelling vigilance;
General subjects:
to teach comparison, proof and refutation as methods of mental activity using the example of vowel alternation in roots;
develop the following operations of logical thinking: comparison, classification, analysis;
differentiated work on the stability of students' attention.
Learning principles: didactic:
scientific character (teaching spelling based on generalizing spelling concepts).
accessibility (reliance on knowledge of spelling obtained in elementary school).
visibility (didactic material illustrating the concepts of spelling, spelling, identification features of spelling).
systematicity and consistency (use of system-forming concepts: type of spelling, identification feature of the spelling).
Methods of presenting knowledge: teacher's word with reproductive discourse.
Methods of knowledge formation: asking questions:
frontal survey (to consolidate new spelling concepts);
interrogation (repetition of the spelling rule A - O in the roots -RAST-, -RASH-, -ROS-).
Skill formation methods:
finding roots with alternating vowels in sentences.
selection of examples of words with this spelling.
selective distributive dictation.
Control methods: selective dictation with signal cards (used during the debriefing of the lesson).
Lesson plan.
1. Organizational moment - 1 min.
2. Mobilizing stage - 5 min.
3. Formulation of the topic and purpose of the lesson - 5 min.
4. Learning new material - 8 min.
5. Consolidation of the studied material - 15 min.
6. The results of the lesson - 2 min.
7. Setting homework - 2 min.
8. Reflection - 2 min.
DURING THE CLASSES
I. Organizational moment.
II. mobilization phase.
Target: prepare students for the perception of new material.
Written on the board are the words:
1) Offer ..gat, locate ..live, r..wall;
2) Nature..shchenie, out..gat, sex..live;
3) Term..suggestion, expression..sla.
Teacher. Read the rows of words aloud. Select the word in each row according to two signs at the same time. Read the words of the first row. Tell me which word can be highlighted in it and why?
Students. In the 1st row, you can select the word plants. This name is a noun, and the rest are verbs. In words offer, offer -LAG-, -LOZH-, but in the word plants - fundamentally -RAST-.
Teacher. Name the words of the 2nd row. What word can be distinguished and why?
Students. In the 2nd row, you can highlight the word increment . This is a noun, and the rest are verbs. In words expound, put unstressed vowel is written in roots -LAG-, -LOZH-. In a word increment fundamentally -RASH-.
Teacher. What can you say about the words of the third row?
Students. Among the words of the 3rd row, one can single out the word grew . This is a verb and the rest are nouns. In words term, offer unstressed vowel is written in roots -LAG-, -LOZH-. In a word grew - fundamentally -ROS-.
III. Formulation of the topic and purpose of the lesson.
Target: learn to formulate the topic and objectives of the lesson.
Teacher. Name the words underlined from each row. Say which vowels and in which part of the word are missing. State the topic of today's lesson.
Students. We have highlighted the words plants, increment , grew. Vowels are missing at the root of these words. ABOUT or A. So, the topic of today's lesson is “ Vowels -A - O in the root -RAST-, -RASH-, -ROS-“.
The teacher writes the topic of the lesson on the board.
Teacher. Formulate the purpose of the lesson, based on its topic. Use the writing on the board.
1. Get to know...
2. Learn to find and write correctly ...
Students. The purpose of the lesson: to get acquainted with the rule of writing vowels A And ABOUT in the roots -RAST-, -RASH-, -ROS-; learn to find and write words with these roots correctly.
IV. Learning new material.
Target: find out the conditions for writing the studied roots.
1. Work with the textbook, p. 169.
Teacher. What determines the alternation of vowels A - O in the roots -RAST-, -RASH-, -ROS-?
The rule is repeated by 2 - 3 students.
2. Entry in the Dictionary of Difficult Words: Rostov, sprout , industry , Rostislav.
V. Consolidation of the studied material.
Target: consolidate the acquired knowledge.
1. Exercise 437 (oral)
2. Selective distributive dictation.
Plant leaves, young growth, rose sprout, flowers proliferate, ancient branch, seaweed, potato cultivation, reed beds.
3. Exercise (writing on the board)
1) vyp..stit, voz..st, ...
2) s..
3) vyp..s, water..sli, ...
Reference: nar..becoming, grown..grown, grown..sshiy, inexpensive..sl, por..sl.
Teacher. Read the strings of words. Give them a task. (We need to continue the chain of words using the words from the help)
Teacher. Name the signs in accordance with which it is necessary to continue the chain of words. (These chains of words must be continued, given which vowel is written in the root)
Teacher. What word can be included in the first chain? Write down this word. Explain the position of the letter A at the root of the word.
The students complete the task and check it with the teacher. Similarly, they work with the rest of the chains of words.
4. Selective dictation.
1) Play, children, grow up in freedom. (N. Nekrasov)
2) Three proud palm trees grew high. (M. Lermontov)
3) Thickets of shrubs formed an impenetrable thicket.
4) Rice grows in marshy places.
5) The seashore is covered with algae.
6) These places surprise with rich vegetation.
5. Work in notebooks with a printed basis. (test 11, task 4)
VI. Summary of the lesson.
Teacher. What rule did we learn in class today?
Children repeat the rule. The teacher evaluates the work of students in the lesson.
VII. Homework . Paragraph 84, exercise 441.
VIII . Reflection
What new did you learn in the lesson?
How?
What else needs to be done?
Describe, please, your activities in the lesson and the degree of assimilation of the material (+).
Well understood, but
did not understand everything.
material.
Active in class
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Letters O-A at the root -rast-//-rost-//-rasch-
Lesson type: learning new material
Forms of organization of educational activities in the lesson: individual, pair, frontal.
Lesson Objectives:
Cognitive aspect: to analyze cases of alternation of vowels o-a in the root - rast- // -ros-//-rasch-; to teach to recognize words with alternating vowels in the root, to justify the choice of vowels;
Developing aspect: to develop speech, attention, memory, logical thinking, the ability to generalize, draw conclusions, develop self-control skills;
Educational aspect: improving the skills of ethical interpersonal communication, fostering a careful attitude to the word.
Equipment:
interactive board, , , cards for test work, textbook (Russian language: textbook for 5th grade general educational institutions / [T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others] - 35th ed. - M.: Enlightenment, 2008.)
DURING THE CLASSES
№ slide
Lesson stages
slide 1
1. Organizational moment
2. Recording the topic of the lesson, setting goals
3. Actualization of knowledge.
Frontal survey
- What is alternation?
- Give examples with the alternation of sounds in prefixes, roots, suffixes
- Tell us about the spelling of alternating vowels in the root –lag-// - false-
slide 2
Verification work
Insert missing letters
offer a draw
appendix to the magazine
popular statement
position ... business
rely ... on the team
decompose ... live plants
expound the program
st ... live in seconds
excellent…live visit
take on…live responsibility
dispose of data
make an effort
slide 3
4. Explanation of new material
4.1. Observations on the table, formulation of the conclusion
slide 4
4.2. We compare the conclusions with the rule in the textbook p.85
Slides 5-9
4.3. Lexico-orthographic work. Write down the exceptions. Why are they exceptions?
Slide 10
5. Fixing
5.1 Development of oral speech. Read the tongue twister several times, explain the spelling of words
Pror ... if r ... stitches, povyr ... if, but the growth of the r ... stitches did not grow out ... if.
slide 11
5.2. Independent work exercise 437.
One student works at the computer (pause mode), the rest in pairs.
Cherry r ... sla, podr ... became, and, finally, vyr ... sla; saved r ... sten; garden grown by schoolchildren; small r ... stitches.
Checking, error analysis
slide 12
5.3. Design. Make up phrases according to the picture with the root -rast- // -ros-//-rasch-
Slide 13 or activity
5.4. Distributive dictation. Interactive task
Serving, expressing ... styles, making ... efforts, tween ... sli, prop ... sti, street ... live, vr ... sli, expound ..., r ... stitches, grown ... schenny, ot ... sl, r ... lender, r ... sten
How can words be divided into groups?
Slide 14
6. Summing up the lesson
What spelling did you learn?
- What determines the choice of vowels in the root -rast- - ros- -rasch-?
What are the exception words?
- What is the similarity between the rules about the spelling of the roots -rast- //-ros- // -rasch- and -lag- // -false-
slide 15
7. Homework
p.85 learn, p.84 repeat exercise 441
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