Spelling unstressed case endings nouns
In this lesson we will learn how to avoid mistakes in spelling unstressed case endings of nouns.
Let's look at the text:
Let's look at words with highlighted endings. They all answer the question “who?” "What?" and are nouns. The vowel at the end denotes a sound in an unstressed position. The forms of the nouns are different, this tells us that they belong to different declensions. In order not to make a mistake about which letter to write in the unstressed position at the end of these nouns, you need to choose a noun in the same declension, but with a stressed ending.
There are universal helper words for each of the declensions.
For the first declension: nouns moon, earth.
For the second declension: nouns horse, window.
For the third: nouns oven, steppe.
Using these helper words, we will determine the correct spelling of the highlighted endings of the words from our text.
For example, take the word (in) circus.
1. Let's determine its declination. To do this, put the word in initial form(I.p., singular): what? circus. This is a 2nd declension noun.
2. Let's take an assistant word of the same declination - horse. We put it in the same form: about whom? - about the horse. The emphasis falls on the ending, where the vowel - e is clearly heard.
3.Consequently, in the word (in) circus we write the same ending as the helper word - e.
We use this approach to determine the correct spelling unstressed endings for nouns of other declensions from the above text.
First declension nouns include the words: monkey, acrobat.
For second declension nouns the word: (in) number.
Third declension nouns include the words: (in) roles, (on) horses.
Let's select the corresponding helper words, put them in the same form and, based on their stressed ending, determine the unstressed ending we need.
To summarize the lesson, remember that spelling unstressed vowels at the endings of nouns can be difficult. In this case, unstressed vowels at the endings of nouns are checked using the stressed endings of helper words.
List of used literature:
- Buneeva E.V., Pronina O.V. – M.: BALASS, 2012.
- N.D. Kucherenko. Russian language tests. – M.: List, 1998.
- Ozhegov S.I., Shvedova N.Yu. Dictionary Russian language. - M.: LLC "ITI Technologies", 2003.
- Russian language. Textbook for 4th grade in 2 parts / Buneev R.N., Buneeva E.V., Pronina O.V. – M.: BALASS, 2012. Russian language: To the secrets of our language: A textbook for 4th grade general education. institutions. In 2 parts / Soloveichik M.S., Kuzmenko N.S. – Smolensk: “A
- Russian language lessons in 5th grade: A book for teachers: From work experience. – M.: Education, 1991.
- Khalikova N.V., Ledeneva V.V. Control and testing work In Russian. – M.: Bustard, 2001.
Subject : Spelling of unstressed case endings of nouns.
Target : 1. practice the ability to correctly write unstressed case endings of nouns;
2.develop attention, memory, speech, thinking, spelling vigilance;
3. cultivate accuracy, patience, curiosity, healthy image life.
Formed UUD:
Cognitive: independent identification and formulation of a cognitive goal; semantic reading; analysis, comparison, classification of objects according to selected characteristics; synthesis; building a logical chain of reasoning; proof;
Communicative:proactive collaboration with the teacher and peers; control, correction, assessment of the partner’s actions;
Regulatory: staging educational task; comparison of the method of action and its result with a given standard; assessing the quality and level of material conditions;
Personal: moral and ethical assessment of the acquired content, ensuring personal moral choice based on social and personal values.
Equipment : presentation, presentation-simulator.
During the classes.
1.Org.moment.
I'm starting the lesson.
It will be useful for the guys.
Try to understand everything
To write correctly.
– So, what is the purpose of all our Russian lessons?2. Emotional mood.
Guys, what do you expect from the lesson? (Learn something new, interesting)
And I expect competent answers from you and activity in the lesson.
2.Work on the topic.
1) A minute of penmanship. Self-determination for activity.
Guess the riddle.
Name it guys
A month in this riddle:
His days are the shortest of all days,
Of all nights longer than night.
To the fields and meadows
It snowed until spring.
Only our month will pass,
We are meeting New Year. (December) Slide 2
What is typical for December? (Frost, snow, cold)
How can you explain the word "December"?
Write the first letter of this word.
Dd dya du de – 1 line
I rode along a narrow path across a wide square to the square. And then at a small river I was riding on a sheep _. Slide 3
Copy and insert missing letters.
*examination
In which part of the word will we solve spelling problems?
Who will tell you the algorithm for spelling case endings of nouns?
Methods for checking unstressed case endings of nouns.
According to the key words:
1st declension – game
2nd declension – Kolobok
3rd declension – steppe
According to the ending table: Slide 4
1 cl. | 2 cl. | 3 cl. |
|
R.p. | Y, -i | And I | |
D.p. | U, -yu | ||
P.p. |
So what are we going to learn in class today?
Formulate the topic and objectives of the lesson. Slide 1
2) An exercise in spelling unstressed case endings of nouns.
*With comments at the board.
Across the river, along the street, in a house, in the oven, without sweets, at dawn.
3) Game “Make no mistake.” (Work in pairs)
Errors need to be corrected.
Notebook without cover, drawing on fabric e , grew up in greenhouses s , bouquet of bird cherry, walks without shoes, handed out a handful, film about swan and , seam on the dress and , caring for a brother, a gift for a mother, according to the laws of honor and conscience e. Slide 5
*Check with the board. Slide 6
4) Work in groups.
1) - So, We have remembered all the verification methods, now we are starting to consolidate educational activities. As is often the case in reinforcement lessons, you will work in groups. Remember what rules must be followed during such work. ( Work discipline, all group members participate in the discussion, final decisions accepted collectively, subordination to the requirements of the group leader.)
Open envelope No. 1, which lies on the table of each group. Discuss in the group how to solve the problem and make appropriate notes in your notebooks. To work - 6 minutes.
1 group. Write down the nouns by opening the brackets and putting them in the correct form. Highlight the endings of these nouns and determine case and declension. Make up one sentence using these words, distributing them among group members.
to (river), on (top), with (cover), without (joy), in (notebook), about (grandmother), in (village)
2nd group . Arrange the phrases in case order. Fill in the missing letters, indicate the declension and case of the nouns.
Played the pipe..., went up to the aspen tree..., made it for the grandmothers..., saw a mouse..., walked through the grove..., lovely child.
3rd group. Divide the nouns into 3 groups according to declensions, insert endings, and indicate case.
On a branch.., daughter's heart, along the path.., on the window.., in the garden.., by the bird cherry trees.., in the west of the desert...
(one person from each group works on the board)
– Let's check your work. A representative from the group answers (children answer, students from other groups correct or supplement the answers, everyone immediately compares their work with the answers, etc.)
5) We continue to work in groups.
Open envelope No. 2. Assignments: make up sentences from the words of each line and write them down in a notebook. Determine the case and declension of nouns. Parse the sentences by members.
1 group
Morning, the tops of the pines, the sun, slanting, illuminated, rays
Earth_, lies, on, snow, sparkling
With, day, joy, in, begins, Bratsk_, new
2nd group
Sparks, snowflakes, clearings_, lit up, on, forest
In, blue, bay_, beautiful, Bratsk, blue, reflected, sky
On, ate, high, kinglet, tops., lives
*Examination.
6) Exercise machine.
3. Reflection.
4.Result.
5.Homework.
Write down 10 phrases: nouns with prepositions in R.p., D.p., P.p., determine the declension.
Preview:
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Slide captions:
Preview:
number______________________ Last name_________________________________
Skl. | Gender and tel. (Who? What?) | Data (To whom; to what?) | P r e d i c l e s (About who about what?) |
|
For pain... | ||||
By room... | ||||
Oh hero... | ||||
Until the regiment... . | ||||
In the village… | ||||
In green... | ||||
Oh youth... | ||||
To the local... | ||||
In a pot... | ||||
Near the bed... | ||||
In line..... | ||||
About the danger... | ||||
After nights..... | ||||
On the whip... | ||||
Oh medal... | ||||
On the diploma.... | ||||
To the cloud..... | ||||
Near the apple trees... | ||||
Branch of sirens... | ||||
Song about mouse... | ||||
The Tale of a Mouse... | ||||
without uncles... | ||||
By area..... |
< Simonova I.A., teacher primary classes
MBOU "School No. 112" Samara>
Subject: “Spelling of unstressed case endings of nouns of 1st, 2nd, and 3rd declension”
Grade: 4th grade
Level: Intermediate
Lesson type: explanation of new material
Lesson type: introduction to the topic
Goal: to develop the ability to distinguish and check unstressed endings of nouns of the same declension, to teach students to solve spelling problems in the endings of nouns.
Objectives: 1. Practice the ability to recognize the type of declension and case of nouns. Systematize the essential features of a noun as a part of speech
2. Create conditions for development logical thinking, memory, attention through the organization of differentiated and group work in the lesson, the use of feedback tools, teaching choice rational way to solve educational problems through changing types of activities.
3. Develop children's speech
4. To form an emotional attitude towards learning your native language through a game plot.
5. Foster a sense of mutual assistance, sympathy for other people’s mistakes, and responsibility for the assigned work.
Methods and techniques used: work in pairs, frontal work, drawing up an algorithm.
Equipment: envelopes with tasks for differentiated work (according to the number of children), a sample of writing a sentence for a minute of penmanship, a memo “How to recognize letters in unstressed case endings of nouns.”
During the classes:
1.Organizational moment
I am glad to see your faces and your eyes again. And I think that today’s lesson will bring us all the joy of communicating with each other. Good luck to you!
2.Communication of the topic, setting lesson goals.
Today in class I invite you to imagine yourself as a researcher.
3. A minute of penmanship
Let's start with correcting our handwriting. Today we will remember how to connect letters in the combination “oro”.
(The teacher shows on the board the writing of the combination of letters “oro” with a lower and an upper connection)
Read the sentence, pay attention to the connection of letters:
One hundred and forty and one hundred and forty are two hundred and forty.
Is this statement true? (Children's answers)
Place emphasis.
Why didn’t you immediately guess what it was about and read it incorrectly? (Because without placing the emphasis it was not clear what the word “forty” means; words have different meaning, read differently, but written the same)
Write down the entire sentence beautifully in your notebook. (Children write)
Don't forget to check yourself.
4. Repetition theoretical information about a noun. Annex 1
1.
2 .What is called declination?
3.
a) apple, lemon, tomato
b) plum, uncle, cherry.
a) window, car, friend
b) winter, spring, Saturday
a) bullfinch, day, stump
b) carrots, oven, steppe
The check is carried out on a computer.
5.Work on the topic of the lesson
1. Preparatory work (helps students master the signs of test words and collect the necessary examples)
Distribute the words from the “Inquiry Bureau” into columns according to declination. Highlight their endings and show where possible that they are percussive.
Oven, earth, window, wall, table, steppe, fire, hand, sleeve.
2.Creation of a situation leading to the formulation of a learning task
On the desk:
Arm, shoulder, chest, barrel, sky, wool
Read the assignment carefully and complete the work “step by step.”
Indicate the declension to which the word refers.
Change these nouns by case.
Highlight the endings. If you don’t know which letter to write, put a “?”
Place emphasis.
Was it easy to determine which letter to write at the end of nouns? (children's guess)
Which words did not have any difficulty ending? Why? (Arm, shoulder, chest. In these words the ending is stressed, we clearly hear the sound.)
In which words did you have doubts about the spelling of endings? Why? (Barrel, sky, wool. The endings are unstressed; in place of an unstressed vowel sound when writing there is a danger of choosing the wrong letter)
In which cases is it easiest to make a mistake? (In the genitive, instrumental, dative and prepositional cases.)
Where else can an unstressed vowel be found? (Fundamentally)
How will you proceed? (choose a word in which the root is the same as in the one being tested, but the dangerous place has become safe)
Correctly, having recognized the letter in the test word, you need to write the same letter in the word being tested.
How can I check it at the end? Can we answer this question right away? Why? (No, we don’t know the verification rule.)
Determine the purpose of our lesson. (Learn the rule for checking unstressed case endings of nouns.)
Let's use a method of action that is already familiar to us - I check an unstressed vowel with a stressed one - to solve the spelling problem not only in the root, but also in the ending. To do this, we must follow the algorithm:
Let's read the information that is given to us in exercise 204 p. 88
Name the actions that should be performed in order to correctly solve spelling problems in unstressed endings of nouns. (-Begin f. → genus → cl. → wire word).
On the board: Head.f. Rod Skl. Prov.Sl. Finish
1. Determine the type of declination.
2. Substitute a test word of the same declension in the same form in place of the person being tested.
3.Write the same letter at the end of the word as at the end of the test.
Conclusion: The test for the unstressed ending of a noun will be a word of the same declension, in the same case as the one being tested, but with a stressed ending.
How do we proceed to solve the spelling problem at the end of nouns?
3.Working with the textbook:
T.t. 206 p.51-write out auxiliary words
4. Work on the application of an algorithm for solving spelling problems in unstressed case endings of nouns
T.t.208 p.52
| Prov.word | |||||
| On the desk... | |||||
| In the notebook... | |||||
| To the album... | |||||
| From cups... | |||||
| On a plate... | |||||
| On the tablecloth... |
5.. Exercise in checking unstressed case endings of nouns.
Game task: Find the endings of some words in sayings. (work in pairs) Appendix 2.
How to act correctly so as not to make mistakes in writing the unstressed case ending of nouns?
Who found it easy to complete this task and who found it difficult?
Well done! You are very attentive.
6. Differentiated work. Appendix 3
Well, we have rested and continue our work with fresh strength. Let's divide into groups. You will receive individual assignments.
1 group
2nd group
3 group
4 group
"Game "Typesetters"
(1 E, 2 I, 3 E, 4 E, 5 I, 6 I, 7 I, 8 I, 9 I, 10 E, 11 E)
7. Summing up the lesson Reflection
Who isn't afraid of unstressed vowels in case endings of nouns?
Who learned to solve a spelling problem in unstressed case endings of nouns?
How will you act if the noun has an unstressed ending? How to recognize the letters in the unstressed case endings of nouns?
Whose work in class deserves high marks? Who needs to be more active?
8. Homework
Ex. 209, similar to exercise 208, learn the algorithm.
List of used literature.
Uzorova O.V., Nefedova E.A., 3000 examples in the Russian language. M: AST, 2010
Kasatkina N.A. Entertaining materials for literacy and Russian language lessons in elementary school. - Volgograd: Teacher, 2003.
Zubareva L.V., Writing correction in the classroom. - Volgograd: Teacher, 2007.
Annex 1.
1. What part of speech is called a noun?
a) A noun is a part of speech that denotes an object and answers the questions who? What?;
b) A noun is a part of a word that designates an object.
2 .What is called declination?
a) Changing nouns by case;
b) By changing nouns by gender?
3. How to determine the declension of a noun in the nominative case singular?
a) using gender and ending.
b) using a test word
4.Which group of words belongs to the 1st declension?
a) apple, lemon, tomato
b) plum, uncle, cherry.
5.Which group of words belongs to the 2nd declension?
a) window, car, friend
b) winter, spring, Saturday
6.Which group of words belongs to the 3rd declension?
a) bullfinch, day, stump
b) carrots, oven, steppe
Appendix 2
(work in pairs)
Pick a bunch of berries - you'll fill up a box. Without a primer and grammar, even a mathematician cannot learn. Drop by drop the stone wears away. The primer is a stepping stone to wisdom.
Appendix 3
1 group
1.Read and mark the spellings
It snowed in the morning. Fluffy snowflakes swirled in the air. They covered the ground with a white blanket. The river was covered with thin ice. She became quiet and fell asleep, like in a fairy tale.
2. Write down the sentences, leaving “windows” in the place of spellings of weak vowels and consonants.
3. Look at the letters you need and use a different color pen to insert them into the “windows”
2nd group
1. Correct the mistakes, write down the phrases correctly.
Red tomato, new towel, fallen rake, delicious noodles, gray mouse, new shoes, my last name, many coats.
2. Parse one of the nouns as a part of speech.
3 group
1. Complete the sentences with appropriate nouns to make a coherent story. Title it.
My brother took me and my mother for a ride on ___________ along a quiet river. Brother worked cleverly ______. White __________ and yellow _________ quietly swayed on the water. The banks of the river are buried in __________. It's good in the summer on the river!
4 group
"Game "Typesetters"
1) Word combinations with missing endings are written on the board. Solve a spelling problem, determine which vowel is missing. Write this vowel under the corresponding number.
On the branch_ of sirens_, to the theater_ for a performance_, from the life_ of girls_, from the pier_ to the village_, near the garden beds_, along the paths_ to the dachas_.
Which unstressed endings need to be checked, and which ones you just need to remember. You need to check the unstressed endings -е, -и in nouns of the genitive, dative, and prepositional case. You should remember unstressed endings in nouns in the instrumental case.
1st declension: -th reminder(s), village.
2nd declension: -th year, field.
For check correct definition The case of the unstressed ending of a noun must be determined. Then determine the declination. Next, we remember the ending of the noun of a certain declension in the required case.
Example:
In the summer the children swam in the lake.
The guys were swimming(where? in what?) In the lake, which means it is the prepositional case.
Lake(it, mine) is a neuter noun, has the ending -o, which means it belongs to the second declension. A noun of the second declension in the prepositional case ends in -e. So, let's write down:
The guys were swimming(where? in what?) PP 2nd class, -e) In the lake.
Another way to check the ending of a noun is to insert instead of a noun with an unstressed ending, substitute a noun of the same declension and in the same case, but with a stressed ending: the guys swam in the river, in the lake.
Now let's look at the spelling of unstressed endings of nouns in all cases.
The declension of a noun is determined by nominative case .
Genitive
A noun in the genitive case answers questions whom? what? (from where? where?). Prepositions used: from, to, from, without, at, for, about, with.
Endings:
1st declension: -i, -s.
2nd declension: -а, -я.
3rd declension: -i.
Example: The sheep has soft long wool. → Wool(who?) at the sheep- 1st declension.
Dative
noun in dative case answers the questions to whom? what? (where? where?). Prepositions used: to, by.
Endings:
1st declension: -e.
2nd declension: -у, -у.
3rd declension: -i.
It plays the role of a secondary member in a sentence.
Example: The boy ran to the lake. → fled(where? to what?) to the lake- 2nd declension.
In the genitive case, nouns of the first declension have the ending -i, in the dative case - the ending -e.
Nouns of the third meaning in both cases have the ending -i.
Accusative
noun in accusative case answers the questions whom? What? (where? where?). Prepositions used: in, on, for, through, about.
Endings:
1st declension: -у, -у.
2nd declension: -а, -я.
Example: You can often find a heron in the swamps. → Meet(whom?) heron- 1st declension.
Nouns in the genitive and accusative cases can be distinguished by prepositions. In the first declension, the nouns in these cases differ in endings.
Instrumental case.
A noun in the instrumental case answers questions by whom? how? (where? where?). Prepositions used: with, behind, under, over, between.
1st declension: -оу(-и).
2nd declension: -om(-em).
3rd declension: -yu.
It plays the role of a secondary member in a sentence.
Example: Fish is caught with a fishing rod. → They catch(how?) fishing rod- 1st declension.
Prepositional
A noun in the prepositional case answers questions about whom? about what? (Where?). Prepositions used: o (about), in, on, with.
1st declension: -e.
2nd declension: -e.
3rd declension: -i.
It plays the role of a secondary member in a sentence.
Example: We talked about autumn. → They talked(about what?) about autumn- 3rd declension.
