Nouns have three “fallible” cases: genitive, dative, prepositional. This lesson will help you cope with difficulties in declension of nouns.
For nouns of the first declension in the genitive case the letter I is written at the end, and in other “mistaken” cases - dative and prepositional - the letter E is written.
For nouns of the second declension, only the prepositional case, in which the letter E is written, causes difficulties. For nouns of the third declension, the letter I is written in all “mistaken” cases.
To find out which vowel should be written in the unstressed ending of a noun, you must first determine which declension this noun belongs to, then find out in which case it is used, and remember which vowel letter is written in this “erroneous” case.
2. Reinforce what we have learned
We reason like this:
Smile when meeting... Meeting- a noun of the first declension, used in the prepositional case, we write the letter E at the end.
Strive for the goal... Goal is a noun of the third declension, in which the letter I is written in all “erroneous” cases.
When writing unstressed case endings nouns can be checked using another method. You can use “wildcard” words with stressed endings in all “erroneous” cases. For first declension nouns, such a “wildcard” word will be the word fox.
We reason like this:
Write in a notebook... Notebook- a noun of the first declension. Without specifying the case, we use a “wildcard” word fox. Wrote in a notebook - wrote in a fox.
We remember that nouns ending in -Я, -И,
II ( army, essay, planetarium), in all “mistaken” cases the rule of two letters I applies.
For nouns ending in -IYA, -IE, -IY, in the genitive, dative and prepositional cases we write two letters I at the end (one letter I belongs to the stem, the second letter I belongs to the ending).
We reason like this:
Approach Marie... Maria- a noun ending in -YA. In all “mistaken” cases it has two letters AND at the end. That's why we write approach Maria.
Visit the planetarium... Planetarium- a noun ending in -II. In “erroneous” cases, the rule of two letters I works in it. Therefore, we write visit the planetarium(two letters I at the end).
Bibliography
- Russian language. 6th grade / Baranov M.T. and others - M.: Education, 2008.
- Babaytseva V.V., Chesnokova L.D. Russian language. Theory. 5-9 grades - M.: Bustard, 2008.
- Russian language. 6th grade / Ed. MM. Razumovskaya, P.A. Lekanta. - M.: Bustard, 2010.
Task No. 1
Rewrite, opening the parentheses. Determine the type of declension of nouns and their case. Graphically indicate the endings.
To languish in (captivity), play on (piano), hear about (defeat), stand on (square), think about (realization) (idea), travel around (Central Asia), in quiet (solitude), arrival (parliamentarian) , walk along (path), play a role in (development) of the plot, calm down at (thought), fight (duel), come to (mother), visit (construction), prepare for (audit), participate in (excursion) .
Task No. 2
Rewrite by putting the nouns (in brackets) in the appropriate case form. Indicate the case of nouns and indicate their endings.
1.Gavrila was overcome by a wave of (memories) of her (village), running down a steep mountain down to (river), hidden in (grove) (M.G.). 2. So he lived with (the feeling) that he could call and come to (Lyubov Petrovna) (Sol.). 3. I sit in (half-oblivion): neither sleeping nor awake (Sweet). 4. The snow at (the foot of) the trees resembled lean sugar (Nag.). 5. I lived in (charm) (incomprehensibility) of the surrounding (Nag.). 6. In the fierce (singing) winds, the heart does not hear the correct (harmony) (Sick.). 7. And how many (deeds), (events), (fate), human (sadness) and (victory) fit into these ten (days), which turned into ten years! (Tward.). 8. The trunks of (apple trees), (pears), (cherries) and plums are painted white to prevent worms (Ch.). 9. Heavy huge clouds (T.) were still crowding in (distance).
Back forward
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Target: derivation of the rule for writing unstressed case endings of nouns, development of the ability to write words with an orthogram - the letter of an unstressed vowel at the end of a noun, graphically designate it and explain the spelling based on an algorithm.
Lesson type: a lesson in “discovering” new knowledge.
Planned results
Personal UUD:
- develop the ability to show your attitude, express your emotions;
- evaluate actions in accordance with a specific situation;
- to form motivation for learning and purposeful cognitive activity.
Metasubject:
Regulatory UUD:
- develop the ability to independently set new educational tasks;
- develop the ability to determine the most effective ways achieving results in accordance with the task and the conditions for its solution;
- develop the ability to independently exercise control educational activities;
- develop the ability to independently make the necessary additions and adjustments to a learning activity based on its assessment and taking into account the nature of the mistakes made;
- develop the ability to realize ways of doing things leading to success or failure.
Cognitive UUD:
- develop the ability to establish analogies;
- develop the ability to build simple reasoning based on supporting information;
- develop the ability to define a concept based on recognizing objects, identifying essential features and generalizing them;
- possession of search engines and in creative ways solving educational and practical problems.
Communicative UUD:
- develop the ability to determine a common goal and ways to achieve it;
- develop the ability to focus on other people’s points of view, different from one’s own, in educational communication;
- develop the ability to negotiate the distribution of functions and roles in various types joint activities;
- develop the ability to adequately assess the behavior of others while solving a joint learning task;
- develop the ability to adequately assess one’s own behavior in the course of solving a joint educational task.
Subject:
- produce phonetic analysis, analysis by composition, morphological analysis available words, parsing simple sentence within the framework of what has been studied;
- see the studied spelling patterns in words based on identifying features, correctly write words with the studied spelling patterns, graphically indicate spelling patterns, indicate the conditions for selecting spelling patterns;
- find and correct errors in words with studied spellings;
- perceive statements by ear, highlight the topic of the text, keywords;
- create coherent oral statements on a grammatical or other topic.
Educational technologies: problem-based dialogue learning, health-saving technology, information and communication technology.
Basic concepts: noun, case ending, spelling, unstressed vowel.
- textbook: Buneev R.N., Buneeva E.V., Pronina O.V.
- Russian language. 4th grade. Textbook in 2 parts. Part 2. – M.: Balass, 2013; PowerPoint program;
- task cards;
- algorithm diagram, ending table.
Organization of space: frontal, individual, group.
1. Organizational moment
Hello guys! (Slide 1)
Today in class I would like to show you several reproductions of paintings by famous Russian artists. Look carefully and tell me what time of year is depicted on them? (Winter)(Slides 2-10)
Do you like winter? What kind of person born in Russia doesn’t like snowy Russian winters? Winter is a source of inspiration not only for artists, but also for poets and composers. There are many proverbs, sayings, and omens collected about this time of year.
2. Language warm-up
Read folk proverbs and sayings about the winter months. ( December pleases your eyes with snow, but hurts your ears with frost. There are big frosts in January, and snowstorms in February.)(Slide 11)
Explain the meaning.
Find and name only nouns with the spelling “Spelling of an unstressed vowel in the root of a word that is not checked by stress.”
Write down the words in the initial form, put emphasis, underline the letters whose spelling you need to remember. (Slide 12)
Test yourself. (Slide 13)
3. Updating knowledge. Statement of educational problem
Read the proverb, how do you understand it? ( P......I would play the button accordion..., yes...I froze my fingers in the ban....)(Slide 14)
What do you think can be done in this task?
Okay, write it down, inserting the missing letters, and mark the spellings. (Two students write down: “I would like to play the accordion e, yes, I got frostbitten fingers and got banned And” and “I would like to play the button accordion And, yes, I got frostbitten fingers and got banned e”)
Let's check how the task was completed on the board and on the screen. (The words “in the bathhouse”, “on the button accordion” are written differently, with the letter e or and at the end)(Slide 15)
Was there one task? (One)
How was it accomplished? (Differently)
Why did this happen? (We don’t know and can do everything yet)
What do we already know? (We know how to check an unstressed vowel at the root of a word, in a prefix)
How can you check an unstressed vowel in the root of a word or prefix?
What don't we know yet? (We don’t know how to check an unstressed vowel in the case ending of a noun)(Slide 16)
You already know how to write unstressed vowels in the root of a word and in prefixes. It's time to learn how to write unstressed vowels in endings.
4. Formulation of the problem (theme and objectives of the lesson), planning activities
What question arises? (How to check an unstressed vowel in the case ending of a noun?)(Slide 17)
What is the topic of today's lesson? (Spelling of unstressed case endings of nouns)
What remains to be discovered? (What needs to be done to determine which letter to write in the unstressed position at the end of a noun)
What will be the purpose of our lesson? ( Withdraw general rule(algorithm) for spelling unstressed case endings of nouns)
What are we going to learn? ( We will learn to write words correctly with a new spelling)
5. Finding a solution (discovering new knowledge), formulating a rule
On the screen you see columns of words, they will help us discover a new rule. (Slide 18)
What hypotheses do you have? (They offer their versions frontally)
I suggest you conduct an observation and independently deduce the general rule for spelling unstressed case endings of nouns in rows. Each row has its own task card, work in pairs.
Take a card with columns of words. Read the assignment. Decline nouns and add stress. Compare the endings in each case. Draw a conclusion. (Do the task in pairs)
Let's hear from the first group. (Slide 19)
What were the nouns? (First declension nouns saying, moon, earth)
What needed to be done?
What did you notice? (The endings in stressed and unstressed positions are the same)(Slide 20)
How do we act if an unstressed vowel is at the root of a word? (We check the stress, select a test word)
What hypotheses and suggestions did you have about how you can check an unstressed vowel at the end? (Using the stressed case endings of the 1st declension, you can check the unstressed endings of nouns of the 1st declension)
What words can become helper words? (Moon, earth)
Why can these words become helping words for you? (They have stressed endings)
Make a conclusion about the spelling of the endings of nouns of the 1st declension. (Formulate a conclusion)(Slide 21)
Let's hear from the second group.
What were your words? (2nd declension nouns field, horse, window)(Slide 22)
What was the task? (Inflect nouns, put stress, compare endings)(Slide 23)
What did you notice? Your conclusion. (The endings in stressed and unstressed positions are the same. Using the stressed case endings of the 2nd declension, you can check the unstressed ending of nouns of the 2nd declension)(Slide 24)
(Horse, window. Shock endings.)
Let's hear from the third group. What were your words? (3rd declension nouns joy, oven, steppe)(Slide 25)
Which task? (Inflect nouns, put stress, compare endings)(Slide 26)
What did you notice? Your conclusion. (The endings in stressed and unstressed positions are the same. Using the stressed case endings of the 3rd declension, you can check the unstressed ending of nouns of the 3rd declension)(Slide 27)
What words can become helper words? Why? (Oven, steppe, because stressed case endings)
The groups worked with different material, but what general conclusion did they come to? (Stressed and unstressed endings of nouns in the same declension and case are written the same way)
Formulate a general rule for spelling unstressed case endings of nouns. (Unstressed vowels at the endings of nouns must be checked with stress in the same declension)(Slide 28)
Let's check the rule in the textbook, page 20. (That's right)
Are there any other hypotheses or assumptions?
What do we do if there is an unstressed vowel in the prefix? (Choose a word with a stressed prefix or remember the prefixes)
Is it possible to remember the case endings of nouns? (Yes, you can)
Review the ending table. (Slide 29) The endings that need to be paid special attention to are highlighted in large bold letters in the table. In other endings, errors are much less common. You will perform the first few exercises, constantly looking at the sign, and then there will be no need for this. The most insidious cases are genitive, dative and prepositional.
How is it easier to remember the endings in these cases? (In the 2nd declension there can only be an ending E. In the 3rd declension there can only be an ending I. In R.p. there can only be an ending I)(Slide 30)
Try to determine for yourself how to proceed in order to check the unstressed ending of a noun with a stressed ending in the same declension. Restore the algorithm. If the task is difficult for you, use words for reference. (Discuss in pairs, complete the task on the card)(Slide 31)
Tell us according to the diagram how to proceed in order to correctly write the ending of a noun. (Slides 32, 33)
Knowing the new rule, let's go back to the beginning of the lesson and correct the mistakes on the board. But first, let's try to apply this algorithm and insert the desired ending. (Slides 35, 36)
What vowel should be written in place of the unstressed ending in the words “on the button accordion”, “in the bathhouse”? Correct the mistakes on the board. (Slide 37)
How is spelling indicated graphically?
6. Development of skills - application of new knowledge
Physical education minute (Slide 38)
I will name nouns with prepositions with stressed and unstressed endings. If you hear a word with a stressed ending, you squat; if you hear a word with an unstressed ending, raise your arms up.
At my sister's, in the yard, up to the grove, in the thicket, in the camp, from wool, near the pier, in the sky, from oil.
Let's complete the tasks.
Can you guess what we will learn by completing these tasks?
Can you guess what knowledge is needed to solve this learning task?
Do you like writing dictations? I am not suggesting that I write you a dictation now. You will be teachers, which means you will check the dictation and correct mistakes.
Take a dictation card. You will work independently. Choose a card that corresponds to the level of mastery of the material (on the green card there is a task required level, on the yellow card there is an advanced level task). (Slides 39, 40)
In the snowy 2 kingdom, in the cloud 3, a snowflake 2 was born from a drop of water. The wind whirled her in the air 4. Behind the first snowflake, flocks of white stars flew to the ground. Some landed on the branches of a birch, siren, spruce 1, aspen. Others sat on the roofs of the hut, covering the tracks on the paths in the yard with fluffy blankets.
Read the text. What does the text say? How would you title the text?
Let's check which endings the students chose at the required level, and what mistakes the students corrected at the required level. elevated level. (Slide 41)
What skill did you develop while doing this exercise?
Did everything work out for you? Why? Give reasons for success or failure.
How to find a way out of a situation of failure?
Perform parsing. (Slide 42)
What skill did you develop while completing this task?
7. Lesson summary
- What was the problematic issue? (Slide 43)
- What answer, solution did we find?
- Which (whose) version was confirmed?
- Identify the key words for the lesson. (Slide 44)
- How do you evaluate your work?
8. Reflection
Continue your statements. (Slide 45)
Today in class:
- I found out...
- I learned...
- It was interesting to me...
- It was difficult for me...
- I like it...
9. Homework
Homework to choose from (slide 46):
- P.28, ex. 1. Make a diagram for the rule on page 20.
- Mini-essay “Landscape from a window in winter”
Observe the winter pictures that we can see from the window. Maybe some of you will notice something in nature that no artist has ever seen. Tell us what you can see from the window of the room or classroom. Maybe you will find or select words from fiction to describe the smoke from a chimney, an icicle, an ice slide.
Imagine that you are the ending of a noun. Tell about yourself. Write down your story.
Thank you for the lesson! Well done! (Slide 47)
Lesson topic: "Spelling case endings of nouns."
Methodological goal of the lesson: showing techniques for improving spelling skills for case endings of nouns using information and communication technologies.
Learning objectives:
· systematize and generalize the rules for spelling case endings of nouns;
· improve spelling and spelling skills unstressed endings nouns in order to prepare for the Unified State Exam.
Developmental goals:
· develop the ability to think logically, analyze, highlight the main thing, and draw conclusions;
· develop different kinds attention;
· improve the ability to write accurately and correctly in a notebook;
· to develop students’ independent activity skills.
Educational goals:
· to cultivate educational and cognitive activity of Suvorov students;
· promote the formation of a responsible, interested attitude to the learning process;
· contribute to the military and patriotic education of Suvorovites;
· cultivate a sense of goodwill, mutual assistance, and attention to each other.
Lesson type:lesson of systematization and generalization of knowledge, skills and abilities.
Lesson type:combined.
Material support:
· didactic material;
· laptop, document camera, plasma panel.
Study questions:
1. Spelling case endings of nouns.
2. Spelling endings of proper names.
3. Spelling of some forms of plural nouns.
I.Organizing time. Introduction to the topic and objectives of the lesson.
II.Spelling case endings of nouns. Systematization and generalization of knowledge, skills and abilities.
1. "Spelling of endings E and I in singular case forms." (Message based on Suvorov soldier slides).
Comments on the slides.
1 slide.The spelling of case endings of nouns depends on the declension of the noun:
The 1st declension includes masculine and feminine nouns with endings –A, - I (lamp, young man);
To the 2nd declension - neuter nouns with endings -O, - E and masculine nouns with a zero ending (window, sea, doctor);
Nouns belong to the 3rd declension female With soft sign at the end and a zero ending (rye, daughter).
2 slide.Difficulty in writing unstressed endings of nouns arises if the noun is in the genitive, dative and prepositional cases. Nouns of 3 declension in these cases have the ending -I, nouns of 1 declension in the genitive case - I, in all other cases - E.
3 slide.You should remember a separate group of words:
- 10 differently inflected nouns in – MYA (tribe, flame, banner, time, name, seed, crown, stirrup, udder, burden) and the noun PATH, which in the genitive, dative, prepositional cases have the ending – I. For nouns ending in – IY, - IYA, - IE, the rule is this: if at the end of a noun the penultimate letter is –I, then the last letter is I (i.e. II). Exception: on the edge.
4 slide.It is necessary to distinguish between parallel forms of proper names like Maria - Marya, neuter nouns in fiction (battle - battle). They have different endings in the dative and prepositional cases (about MaryI - about MaryE, in battleI - in battle). Exception: in forgetI.
Conclusion.In order not to make a mistake in choosing E or I in the case endings of nouns singular, necessary:
1) put the noun in initial form(singular part. Name), highlight the ending;
2) determine the declension of a noun;
3) determine the case, remember the ending of the noun in a given case;
4) remember the declension of a separate group of nouns.
2. Explain graphically the spelling of vowels in the endings of nouns. Work along the chain.
Write in a notebook - draw in a notebook (it is necessary to distinguish the endings of cognate nouns belonging to different declensions), talk about education (-IE), go from village (1st grade R.p.) to village (D. p.), about Russian landscape (2 classes), trees in the frost (2 classes), in the flame (in –MYA) of a fire, we came to Lydia (in –MYA) Petrovna (1 class. D.p.) (note that the names and middle names next to each other may have different endings), they asked about MaryE (1st class. P.p.) DmitrievnaE (1st class. P.p.).
3. Spelling endings of Russian, foreign surnames and names settlements with –IN, -YN, -OV, -EV in the instrumental case.
font-size:16.0pt">- Task: Put nouns in the instrumental case, explain the endings.
Anton Chekhov, Jack London, the city of Guryev, Yuri Gagarin, the city of Gagarin, the Kulikovo field, the village of Borodino.
4. Spelling case endings of plural nouns. Shape selection plural of a noun with –А(-Я) or –И(-И), depending on the meaning (the endings serve to differentiate lexical meaning words).
Working with a slide. The teacher suggests the form of the word with the ending –A, -Ya, Suvorov students call the variant with the ending –Y, -I, and give its lexical interpretation.
font-size:16.0pt">- Work on a slide. Find errors in the formation of the plural form, write down the sentences in a corrected form.
font-size:16.0pt">5 . Working on the slide “Spelling Forms” genitive case plural." The difficulty of this topic is that there is no certain rules, clearly regulating the presence of an ending or a zero ending in the genitive plural of some nouns.
Consideration of the cases most often found in the Unified State Examination materials.
font-size:16.0pt">font-size:16.0pt">- Working on a slide. Orally correct errors in the formation of genitive plural forms of nouns.
font-size:16.0pt">6. Differentiated written work (see didactic material).
1). For those who have a “4” in the quarter, a creative task (option 3).
2). The rest of the options perform work using cards (the card number corresponds to the option number).
DIDACTIC MATERIAL
Spelling case endings of nouns
Insert the missing letters and graphically explain the choice of ending.
1 option
I sat on the top step..., came down from the bottom step..., was at a meeting..., walked along the alley..., lived near the city of Pushkin...m, met at an exhibition..., grew up at the edge of the forest..., attended a performance..., approached the nanny..., on branches... sirens..., give Evdoki... Petrovn... .
Option 2
Hide in a trench..., article about a hero..., swim in an ice hole..., grow on land..., live in luxury..., turn to Natalie... Evgenievna..., read about singers..., sit on a branch.., on the lower branch..., novel written Stevenson...m, arrange vertically..., be at the lecture... .
Option 3
Compose a coherent text (up to 10 sentences), including these words in sentences, using them either in the genitive, or in the dative, or in the prepositional case: army, overcoat, shoulder straps, mission, oath, school, courage, path, name, area, banner.
3). The Suvorov students who worked most actively during the lesson receive an assessment based on the completion of tests of the training program-simulator “Phrase”.
Sh. Summing up the lesson.
1. Determining the prospects for further work.
2. Giving marks and commenting on them.
3. Instruction on self-training.
Theory (spelling case endings of nouns), exercise 166 (explain graphically).
List of used literature
1. , Rybchenkov's language: Grammar. Text. Speech styles: Textbook. allowance for 10-11 grades. general education institutions. - M.: Education, 1999.
2. , Shamnin language. 10-11 grades. – M.: “ Russian word- RS", 2004.
3. Konovalov's language. Exercises and tests to prepare for the Unified State Exam. – M.: Iris-press, 2007.
4. Kudinova to final certification In Russian . Testing. Rostov-on-Don: Phoenix Publishing House, 2005.
5. and others. Unified State Examination. Russian language. Intensive self-study to the Unified State Exam. – M.: Publishing house “Exam”, 2005.
6. Tekuchev's language: a guide for preparing for exams. – M.: AST: Astrel: Profizdat, 2005
7. Khlebinskaya language. 10 grades Spelling and morphology: Textbook. allowance for general education. institutions. – M.: ONYX 21st century house”; Peace and Education", 2003.
8. Tutor 2008 in Russian. Multimedia edition of the series “Tutors of Cyril and Methodius”. - and Methodius", 2008 with changes and additions.
9. Taking the Unified State Exam 2008. Series “1c: Tutor”. Control measuring Unified State Exam materials(software and technical support).
< 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 performed 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.Creating 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)
In which words did you have no 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 a mistake 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 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 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_.
