Determine by the endings and suffixes what form the verbs are in. ______ -a -yut ______ -i-t ______ -a-l -i ______ -at _____ -o-t-sya ______ -a-et-sya Dream – present time, 3 years, plural. Thought - past tense, plural. Fight – n.f., return. Walk – n.f. Silent – present time, 3l, plural. Smiles – present time, 3l, unit, return.
Who is the most attentive? Jumped - verb, past tense, plural prick - verb., n.f., return.f. argue - verb., n.f. Screamed - verb., past tense, female form, singular. glows-verb., present time, 3 l., singular, return f. bring - verb., bud.vr., 2l., singular. Forgot how - verb., pr.v., zh.r., singular, return knocking - verb., be.v., 2l., singular, return.f. detain - verb., n.f.
Add: Verbs denote the actions of objects and answer the questions what to do? what to do? The constant sign of a verb is conjugation, the non-constant signs are tense, person, number, return, aspect. Verb suffixes in n.f. –t, -ti, -ch. Return suffixes verbs: -sya, -sya. Verbs change according to persons and numbers, and in the past tense - according to gender.
Determine the conjugation of the verb. I or E? Fly (fly 1 spr.) Count (count 1 spr.) Fall (fall 2 spr.) Think (think 2 spr.) Hold (hold except 2 spr.) Stelet (lay excl. 1 spr.) Carry out (carry out 2 spr.) Meet (meet 1 spr. .) Listening (listen 1sp.)
Phraseologisms Give your head to be cut off; give your word; back up; give me a whack... Pull yourself together; take the bull by the horns; take by the throat; take it into circulation... Get away with it; go out into public; lose your temper; get out of patience... Keep the stone in your bosom; control yourself; keep gunpowder dry; keep your ears open...
Topic: The order of parsing a verb according to its composition. Introduction to the algorithm.
Lesson type : a lesson in learning new things.
Target: learn to parse a verb by its composition.
Tasks:
Educational:
develop the ability to correctly identify the stems of verbs, “read” graphic diagrams of forms;
to develop the ability to establish the order of parsing a verb according to its composition and motivate it with the logic of verb features.
Educational:
develop the ability to see its parts in a word;
learn to explain the conditions for choosing spellings;
develop a sense of language based on knowledge of the signs of the structure of words (forms of verbs) and understanding of their internal (structural content);
enrich students' vocabulary.
Educational:
instill interest in the native language;
develop the ability to overcome emerging difficulties;
develop the ability to listen and understand others;
education of moral sense, ethical consciousness and readiness to perform positive actions, including speech;
nurturing hard work and ability to learn.
Technology: activity method, information and communication
UUD
Cognitive: analyze, compare, draw conclusions, summarize, extract and transform information from one form to another; information search; adequately understand the content of the text read, highlight the main information, the main idea.
Personal: perceive the teacher’s speech, express a positive attitude towards the learning process.
Communicative:
1. Express and argue your point of view.
2. Listen and hear others, be ready to adjust your point of view.
3. Agree on joint activities, work in pairs, groups, and provide the necessary mutual assistance in cooperation.
Regulatory: make assumptions based on observations, argue your point of view, formulate the question (problem) of the lesson and its purpose, look for ways problem solving, carry out cognitive and personal reflection.
Unit of educational content : introduction to the concept of an algorithm for parsing a verb by composition.
Boundary of knowledge-ignorance : children know the algorithm for parsing the composition of other parts of speech.
Lesson equipment : Buneev R.N. Russian language. Textbook for 4th grade primary school, in 2 parts. Part 2, workbooks, chalk, Whatman paper, stationery.
Lesson passport:
1. Organizational moment.
1.1 Greeting
4. Statement of the problem.
5. Discovery of new knowledge
6. Deepening and generalizing what has been learned
7. And tog of the lesson
8.Homework
9.Reflection
10.Organized end of the lesson
Lesson progress
1. Organizational moment.
1.1 Greeting
U: Good morning, guys! The sun is shining outside today and in our classroom it welcomes you and will help create a comfortable environment in the classroom for fruitful work in the lesson.
T: Let's start the lesson. Check your readiness. You should have a textbook, notebook, and pencil case on your desk. Open your notebook, write down the date, today is April 21st, great job.
2. Updating knowledge and recording difficulties in activities.
2.1 . Individual work on cards.
U: There are letters in front of you on the board and on pieces of paper. Cross out the letters on the pieces of paper that representvoiceless consonants and write down the remaining letters in your notebook.
X GT LP H AWITH GF ABOUTTO L(individual task)
T: Read the word. (Verb)
3. Work in groups to formulate rules for the task on the card. (work in groups).
U:Guys, what do we already know about the verb?(An independent part of speech, answers the questions what to do? what to do? what will he do? etc. and denotes the action of the subject, the role in the sentence is the predicate, can change by number, by tense (pr.v, n.v., b.c) by person (1l, 2l, 3l), etc.
U:To remember everything we already know, I suggest you work in a team of 4 people and create a “mind map”.
(Collective check, one group reads out what they have done, all the words are recorded on the board, what was not said by one group is completed by the others.)
U: Which team would like to come up to the board and tell you what you did? (supplement of other commands)
4. Statement of the problem.
U: Guys, look carefully at our “mind map”, why do you think I drew another arrow? why is there a question mark there?? (something is missing, we don’t know everything about verbs yet, we have to learn something).
U: Indeed, guys, today we have to learn one more important thing, and we’ll find out which one now.
U: So, Julia comes to the board. Write the word on the board and in your notebook:
CAME RUNNED
U: Parse this word according to its composition.(Self-execution)
U: So, guys, look at the board, raise your hands if you agree with Yulia’s decision.What's the right way? ( expressing your point of view)
W: Why do you have so many different opinions? (we don’t know how to parse a verb according to its composition)
W: So what should we learn today? (sort verbs by composition)
U: (Teacher draws a diagram of a word instead of a sign?)
So, let's think, what is the topic of today's lesson? (Analysis of verbs by composition)( the topic is posted on the board).
Let's make a rough lesson plan: (teacher writes on the board)
PLAN:
1). ? RULE/ALGORITHM
2).get to know each other -? (with what?)
3).training exercises
Why did I put a question mark in the first paragraph of the plan? What needs to be added there? (RULE)
4.1 Game “Verb Form”
U: And now, guys. We'll play a little with you.
So,1st row – indefinite form
Row 2 – past tense form
Row 3 – return form
U: The rules of the game are as follows: when I call a verb in an indefinite form, then the 1st row comes up, when you hear a verb in the past tense form, the 2nd row comes up, and if the word is in the reflexive form, then the 3rd row comes up. Are the rules of the game clear? So let's begin, be very careful!
Words: write (1st row), why did you get up? prove that this word is in an indefinite form: it has a suffix - Т-, etc.)
WRITE (1), READ (2), THINK, LEARN (2), BATH (3), BRING (1), SWIM, PLAY, FLY (2), HAVE FUN (3), WRITE, TELL (2), THINK ( 1), SAVE (1), WASHED (3), CRAPPED (3).
U: Well done, guys!
U: Guys, what do you think, in order to correctly parse a verb BY COMPOSITION, what do you need to know? (algorithm)
W: So, really, you need to know the algorithm. Please open the textbook on p. 111 and read the memo yourself, what you need to remember and the order of parsing the verb according to its composition. (independent reading)
U: Guys, let’s now check if we parsed the word correctly, let’s return to it. Julia, come to the board, now using the algorithm from the textbook, try to explain to us how to correctly parse this word.
(analysis of the same word)
CAME RUNNED
I determine what form the verb is in: ran – past tense form
I find and highlight endings and suffixes that are not included in the base:
I highlight the basis of the word:
I find and highlight the root within the base, for this I select words with the same root:
I find and highlight the prefix, suffix:
5. Discovery of new knowledge (individual task, peer review)
U: On your tables there are sheets of paper with a work by Alexei Pleshcheev. Read what it's about? (about spring)
Already
melts
snow,
are running
streams,
Out the window
got a whiff
in the spring...
They'll whistle
soon the nightingales,
And the forest
gets dressed
foliage!
U: Correct about spring, find and write down all the verbs, determine the tense, conjugation (mutual check). Now let’s exchange notebooks with our neighbor, take a simple pencil andevaluate your classmate's work. Let's change back. (general check).
U: Well done! Now let's look at the words written in the notebook according to their composition.
MELTING, RUNNING, BLOWING, WHISTLING, DRESSING. (at the board with the algorithm spoken)
Questions for the student who did the work (the beginning of the formation of a self-assessment algorithm):
– What did you need to do?
– Did you manage to complete the task?
– Did you do everything right or were there any mistakes?
– Did you compile everything yourself or with someone's help?
– What was the task level?
– What skills were developed during this task?
– What mark would you give yourself?
– Now we are together with...(student's name) learned to evaluate their work.
6. Deepening and generalizing what has been learned
T: Now find an exercise in the textbook293 on p. 112. Let's do the exercise on the board and in a notebook. Roma, read the assignment.
Lesson summary
U: Today marks are received by:
Which task did you find easy? Difficult? Why?
How do you evaluate your work in the group? The group as a whole?
– What did you do best today?
– What difficulties did you have?
– Who got a note in the diary today?
– For what?
Homework
U: Let's open the diary and write down our homework:
P.111 learn the algorithm for parsing verbs by composition
And for those who wish make 3-4 sentences with the verbs used in a lesson on the topic spring.
Reflection
U: Guys, now I suggest you fill out this form.
U: I see that you really liked the lesson today and you worked very actively in it.
Organized end of lesson
U: This concludes our lesson. Thank you everyone, well done everyone!
The verb is one of the most important parts of speech in the Russian language, the study of which requires school curriculum a huge amount of time is allocated. And this is understandable, because the topic is actually quite voluminous. When studying it, children are explained how to determine the form, type and meaning of a specific word in a sentence, as well as how to parse verbs as parts of speech. The Russian language course assumes familiarity with this section after all the nominal parts. And this is not done by chance, because, unlike nouns, adjectives and numerals, the verb has a conjugation form, which means that the morphological characteristics of this part of speech are fundamentally different from other words and word forms.
Word as part of speech: verb
The definition of a verb, given in school textbooks, sounds something like this: it is a part of speech that answers questions denoting an action, and can be expressed in a state (to be sick), a property (to stutter), a sign (to darken) and an attitude (to be jealous). The initial one, which answers the questions “what to do” and “what to do”, is called the infinitive, or indefinite form, which in a sentence can appear as any of its members.
For example: to understand (subject) means to feel; to be (predicate) rain; friends asked him to sing (addition); she went for a walk (circumstance).
Children begin to study the topic of the section, which tells how to parse verbs as parts of speech, already in the 4th grade, and in subsequent years they return to it repeatedly. However, before proceeding directly to the analysis of the verb, one should study its characteristics. This is exactly what will be discussed further.
Constant signs of the verb
One of important features of this part of speech is that all words related to it may have permanent and non-constant features, the study of which is necessary in order to parse a verb as a part of speech. The first include:
- Belonging to a species. If the process or action described by the verb is completed at the moment, or it is indicated that it will be so, this is the perfect form. For example: I left, I came, I’ll write, I’ll read, I’ll say. And if the word does not imply completeness, then it is an imperfect form of the verb. For example: I live, I draw, I write.
- Transitivity and intransitivity. The differences between these grammatical features lie in the presence of a preposition when using a verb with a pronoun or noun. Transitive verbs can be used without prepositions with nominative parts of speech in the accusative case, and when negated - in the genitive case. And with intransitive forms, the presence of a preposition to connect words is a prerequisite. For example: read the letter, didn’t read the article, built a house, get out of the habit of home, sympathize with a friend, value time.
- Returnability. Determining this feature is quite simple; as a rule, all verbs of this type end in -sya or -sya. It is worth noting that this characteristic indicates that the verb is intransitive. For example: Laughed at my sister, dissolved in water, stuck to a diet.
- Conjugation is one of the most important characteristics that is involved in the formation of words and consists in changing verbs by numbers and persons. To study and consolidate this topic in school course A lot of time is devoted to the Russian language, and the quality of spelling depends on the ability to correctly determine the conjugation of a verb. However, you can write down the entire topic in one small summary. So, the first conjugation includes all verbs with the endings -eat, -eat, -eat, -eat, -ut, -ut, and to the second - with endings in -ish, -im, -it, -ite, -at, -yat. To determine the conjugation, the verb should be changed by person and monitor the change in ending.
Inconstant verb features
The characteristics of these features are contained in their name, and they are also very important to study before analyzing verbs as parts of speech. These include the following factors that influence word formation:
- Mood. The form of this feature indicates the relationship of the action to real time. There are three forms of mood: indicative (the action is happening now), conditional (the action is only desired) and imperative (the action is possible under certain events).
- Time and number. In Russian there are past, present and future tenses of verbs. As a rule, there are no difficulties in determining this grammatical feature, as well as in determining the plural or singular.
- Genus. Like all significant parts of speech, verbs can change gender, depending on the word that determines the person with whom the action is associated.
How to parse verbs as parts of speech
It is the above features that should be indicated in the verb, the outline of which looks like this:
- Indicate the name of the part of speech.
- Determine the initial shape.
- Indicate as parts reflexivity, transitivity, conjugation.
- Indicate the inconsistent features: mood, tense, person and gender (if any), as well as number.
- Parse the sentence in which the verb is used and determine its function, that is, indicate which member it is.
Examples of parsing a verb as a part of speech
To consolidate the studied material ( morphological features and signs of a verb) the school curriculum provides numerous analyzes of this part of speech according to the scheme described above. With the help of this technique, children are taught to systematize knowledge and apply it correctly, repeating again and again during specific analysis all the signs of a particular part of speech.
As an example, consider the following phrase: “The sun is shining brightly in the sky.”
- Shines - verb.
- The initial form is to shine.
- An imperfect verb, irreflexive, transitive, is used in the second conjugation.
- The sun is shining - the action takes place in the present tense, which means that this is the indicative form of the verb, which is used in the singular, third person and neuter gender.
- On is a preposition, in the sky is a circumstance, brightly is a circumstance, it is shining - a predicate, the sun is a subject.
Verb analysis by composition
No less important is the topic: “Morphemic analysis of words.” What does this mean and how to parse the word according to its composition? A verb, like all words, has a main part, on the basis of which other forms are formed. It is this part without an ending, which, when notated, is enclosed in a rectangle, is called the base and is the main one in determining the lexical meaning. During parsing, it is indicated by a square bracket under the word.
Following the stem, a suffix is identified - a morpheme, which is involved in the form and word formation of words with the same root. In writing it is indicated by an angle with the apex pointing upward.
For verbs in the indicative and conditional mood The past tense is characterized by a zero suffix or -l-. For example: read - would read, carried - would carry.
The indefinite form is formed with the help of the suffixes -т- and -ти-, however, in the school curriculum these morphemes are considered as endings. For example: slept - sleep And saved - save.
A prefix is one of the significant parts of a word, which comes at the beginning and participates in the formation of new word forms. Schematically denoted by an inverted letter G.
The root is an obligatory and fundamental part, it contains lexical meaning and a component that unites all words with the same root. There is not a single independent lexical unit that does not have this morpheme, while without other elements they are used quite normally. The root in writing is indicated by an arc.
Rules of morpheme parsing
The question of how to parse a verb according to its composition interests many schoolchildren. We can talk a lot about this, but it’s better to show it in practice. But first, it should be noted that the infinitive and singular masculine verbs used in the past tense and conditional mood do not have an ending. Also, these verbs do not have a suffix.
Morphemic analysis of verbs, as well as other words, is carried out according to the following scheme:
- Definition of part of speech.
- Highlighting the ending with an explanation of its meaning.
- Selection of words with the same root and definition of the root.
- Identification of prefixes and suffixes.
- Determination of the stem of the word, which contains the lexical meaning.
Sort out the verbs according to their composition
To consolidate the material, you should parse a few words according to their composition using this example: suffers- initial form suffer. This is with the ending -et, which indicates the present tense, third person, singular. The base of the word is suffering-, suffix - A-. Similar words: suffering, suffering, suffering. Root - strad with the possible replacement of the letter “d” by “zh”. This word has no prefix.
Subject. Analysis by verb composition
Subject: Russian language
Class: 4
Target : developing the ability to parse verbs according to their composition
Learning Objectives:
nfamiliarize students with the algorithm for parsing a verb by composition;
repeat knowledge about the verb;
teach yourself to “discover” new knowledge through problematic method training.
Developmental goals:
develop mental operations: analysis, synthesis, classification, generalization, comparison, attention, memory;
develop the ability to work in pairs;
develop adequate self-esteem of your activities.
Educational goals:
educateinterested in learning Russian.
Lesson type: lesson on learning new material
Equipment:
Textbooks: M.L. Kalenchuk, N.A. Churakova, T.A. Baykova Russian language grade 4, part 3; presentation, table (card)
UUD
Cognitive UUD:
Analyze, compare, draw conclusions, summarize, extract and transform information from one form to another;
Information search;
Adequately understand the content of the text read, highlight the main information, the main idea
Personal:
- perceive the teacher’s speech, express a positive attitude towards the learning process.
Communicative:
- express and argue your point of view.
-
- agree on joint activities, work in pairs, groups, provide the necessary mutual assistance in cooperation.
Regulatory:
- make assumptions based on observations, argue your point of view,
- formulate the question (problem) of the lesson and its purpose,
- look for ways to solve the problem,
- carry out cognitive and personal reflection
Organizational moment.(goal: to create motivation to participate in educational activities).
Including children in activities.
The mood for work in poetic form.
The bell rang and stopped
The lesson begins.
We sat down together at our desks
And they looked at the board.
Open your notebooks. Write down the number, great job.
Greeting the teacher, checking readiness for the lesson
We came here to study
Don't be lazy, but work.
We work diligently
Let's listen carefully.
We are a good friendly class
Everything will work out for us.
Personal UUD
Perceive the teacher’s speech, express a positive attitude towards the learning process
Communicative UUD
Planning educational collaboration with teacher and peers
II. Updating knowledge and recording difficulties in activities.
(goal: to update ideas about concepts)
Letters are written on the board in front of you. Make a word from these letters.a l g o l g
What word did you get?
Write this word beautifully and correctly 4 times.
What do we know about the verb?
Game "Catch the Question"
You need to make up a question and ask your classmate.
Let's summarize our conversation, you need to continue the phrases
( Slide 1)
The verb means ……….
Verbs in the infinitive form answer questions…….
The verb in the sentence is…..
Verbs change in ......, and in the past tense .......
Conjugation is…..
Not with verbs.....
verb
children make up questions and ask each other (in a chain)
action of the object
what to do? what to do?
predicate
times, persons, numbers
by birth
changing the verb according to persons and numbers.
written separately
Cognitive UUD
Communicative UUD
- listen and hear others, be ready to adjust your point of view.
III. Statement of the problem.
(goal: to identify and record in speech a difficulty in educational activities; agree on the topic and purpose of the lesson).
– What part of speech do you think these words belong to?
On the board: (slide 2)
– How did you guess?
– Which part of speech will we work with in class?
– Looking at the diagrams, determine what we will learn in the lesson?
What is the topic of our lesson?(slide 3)
What is the purpose of our lesson?(slide 4)
Can we say that this is a new topic for us?
We already know a lot about the verb, but not everything. The verb is the hard part speeches of the Russian language and today we will systematize our knowledge and strengthen our ability to parse verbs according to their composition
What will help us analyze the verb according to its composition?
Therefore, our next task is......
Verb
by suffixes and endings
sort verbs by composition
Verb analysis by composition
Learn to parse a verb according to its composition
No
Algorithm
Create an algorithm “Parsing a verb by composition”
Cognitive UUD
Analyze, compare, generalize, draw conclusions.
- extract and transform information from one form to another.
Communicative UUD
Express and argue your point of view.
- listen and hear others, be ready to adjust your point of view.
Regulatory UUD
-
- V make assumptions based on observations.
- O
Make guesses based on observations.
I V. Design and recording of new knowledge
(goal: analyze the composition of the chapter)
(Slide 5)
Working with the rules and filling out the table (working with the textbook p. 60-61)
Read the first paragraph of the rule and fill out the table.
Where do we start analyzing verbs?
So, if the verb is in the initial form, then...
If the verb is in the present or future tense, then....
If the verb is in the past tense form, then.....
Read the second paragraph of the rule
Read the third paragraph of the rule
(Open the textbook, find this page)
From the definition of the verb form
We highlight the suffixes of the initial form
Select the ending and then the verb suffix
We highlight the ending and suffix of the past tense
Select base
Select root
Select prefix
Cognitive UUD
Analyze, compare, generalize, draw conclusions.
- And extract and transform information from one form to another.
Communicative UUD
Express and argue your point of view.
- listen and hear others, be ready to adjust your point of view.
Regulatory UUD
- look for ways to solve the problem.
- make assumptions based on observations.
- O carry out cognitive and personal reflection.
Make guesses based on observations.
( Slide 6)
Physical education minute
We selected the code for the lock
And a little tired
Slowly we stood up together
And the movements showed
How are you living?
How are you going?
How are you running?
How are you flying?
How are you swimming?
How are you sitting?
Like this! (students give a thumbs up)
Like this! (step in place)
Like this! (running in place)
Like this! (wave hands)
Like this!
Like this!
V Primary consolidation.
(goal: develop the ability to perform morpheme parsing verbs).
(Slide 7)
5 .1. Exercise 54
Exercise 54 on page 61 of the textbook (The work is done in a chain with commenting at the board)
And now every student will be able to test their knowledge,by completing the suggested test. Choose the correct answer and write down the letter of that answer.
5.2. Exercise for the eyes ( slide 8)
A butterfly has arrived
She sat on the pointer.
Try to follow her
Take a peek.
5.3. Work in pairs (task on card) ( Slide 9)
Look at the slide, what needs to be done?
doom - present time, 3 years, plural
running - past tense, 3 l., plural
dispute - n.f.
carried - n.f.
cry - present time, 3 l., plural
5.3. Independent work (slide 10)
Now let's check how you have mastered the topic. You need to parse these words according to their composition.
blush, rewrite, ran away, got ready, drive
If you are sure that you have completed the tasks, show the sun correctly.
Peer review. Correct answers on the screen.(Slide 11 )
Evaluation criteria:
“5” - if there are no errors in word parsing
"4" - 1 error
"3" - 2 errors
Salt, cut, give a ride, read, come running, drink, sniff, flip through, earn money
Form verbs, analyze words by composition
think
ran
argue
carry
shouting
complete the task independently
Cognitive UUD
Adequately understand the content of the text read
Highlight the main information, the main idea.
Communicative UUD
Planning educational cooperation in pairs;
Provide the necessary mutual assistance in cooperation.
Regulatory UUD
Carry out cognitive and personal reflection.
Control, assessment, correction
VI Reflection on learning activities in the classroom. Lesson summary.
(goal: to evaluate one’s own activities; to record unresolved difficulties, if any, as a direction for future work).
- What purpose did you set yourself at the beginning of the lesson?
What difficulties did you encounter when parsing words by composition?
“Sunny” - I succeeded and understood the topic.
“Sun and Cloud” - I didn’t succeed in everything
“Tuchka” - nothing worked out for me
– I learned to parse a verb by its composition...
Thanks for the work.
Learn to sort verbs by composition
Excellent (sunny)
Good (sun + cloud)
Satisfactory (cloud)
Personal :
Assessment own role V educational process;
Regulatory:
Students’ awareness of what has already been learned and what is to be learned, assessment of the quality and level of assimilation;
Cognitive:
- reflection on methods and conditions of action, control and evaluation of the process and results of activity;
Communication :
Assessing your partner's actions
VII. Homework. (Slide 13)
Textbook, exercise 55, p. 63
Conducts analysis homework, provides explanations for the exercise
Write down homework in a diary
Communication :
Listening skills
- To promote the education of a spiritually rich, creatively active personality;
- Contribute to improving speech culture;
- Develop the ability to accurately use words in speech;
- Promote class team unity and awareness of joint activities;
- Preventing fatigue in children.
Lesson steps
Lesson progress
Methodological commentary.
1.Organizational
1.Organization of student activities.
Game dialogue (teacher-students)
Who knows how to learn? - We know how to learn!
Who knows how to work? - We know how to work!
Who knows how to listen? - We know how to listen!
Who knows how to answer, we know how to answer!
Competently and clearly? - Competently and clearly!
So that it is clear to everyone? - So that it is clear to everyone!
Reading the epigraph: (slide 2)
"Great, mighty, free,
Spring of hope and strength,
We dedicate a lesson to you today,
Our native, truthful and proud language!
(Write the date in your notebook.)
Today in class we will try to discover another little secret of the Russian language. To find the key to this secret, we will observe, compare and analyze, and perform exercises.
Are you ready to climb up another level of knowledge?
2. Vocabulary dictation.
Please comment on the spelling vocabulary words.(write on the board)
WITH t..faces,..trouble, With..fierce, T er..asa, A lei, V..rona, n..rod, Russia..ia.
(writing vocabulary words in a notebook)
3. Statement of the educational task.
Add the first letters of 6 vocabulary words and you will find out what we will explore in the lesson?
4.Updating basic knowledge.
So, before you start exploring the composition of words, I suggest you answer the questions of the blitz tournament. (slide 3)
- What parts does a word consist of?
- Which part is the most important?
- What is the root word?
- What is ending?
- Does every word have an ending?
- What is the stem of a word?
- What is a prefix?
- What is a suffix?
In what sequence is a word analyzed by its composition?
There are a lot of words in the Russian language, but try to determine the words of which part of speech we will study from the interview journalist of the magazine “Murzilka” and this mysterious part of speech.
INTERVIEW
What do you love most?
- I like to act.
- What do you dislike most?
- I don’t like prepositions and the particle known to everyone.
- What would you wish for the guys?
- So that all the guys are Russian
they knew for "ten".
In writing and in conversation
I was used.
What are objects without me?
Only names.
And I'll come-
Everything will come into action.
A rocket is flying.
People build buildings.
The gardens are blooming.
And bread grows in the fields. (N. Ziganshina)
(Entry on the research sheet)
What is a verb?
4.Repetition.
Selective writing of verbs. (slide)
If you want to beat fate,
If you are looking for joy in a flower garden,
If you need solid support, -
Learn Russian!
Determine the form of the verb.
5.Explanation of new material.
(study of verb composition)
Creating a problem situation
Observation of the composition of verbs and word-formation work.
Put the verb UCHI in the initial form and analyze it according to its composition. (slide)
(work in pairs)
Take the lotto on your desks and form new verbs from the verb to teach. Read these words.
Which part of the word helped form new verbs?
Was the suffix involved in the formation of these words?
What are suffixes for? In these verbs did he fulfill his purpose?
Problem situation: Then tell me, should it be included in the stem of these verbs?
Why are they needed in verbs?
Let's take and compare the verbs teach, taught, teaches. Are these different verbs or the same verb in different forms??? (writing verbs in a notebook)
So what do the suffixes -т-, -л- indicate on verbs and should they be included in the stem if they do not perform word-formation work?
Try to do conclusion yourself. What suffixes are not part of the verb stem and what do they indicate?
(Usually suffixes form new words, but the suffixes -т-,-л- are not included in the stem of the verb.
5. Consolidation (drawing up an algorithm)
Guys, let's check the accuracy of our conclusion with the conclusion in the textbook. Open the textbook “Russian Language” and read the rule that the authors of the textbook give us.
So why do we need to first determine the part of speech when analyzing words by composition?
Let's create an algorithm for parsing a verb.
1. Should you first determine the form of the verb or look for the ending?
2. What to highlight next?
Prefix (Let's write down the algorithm for parsing the verb according to its composition in the research sheet) (slide) *
4.Word formation work and analysis of words by composition.
Now let’s apply our new knowledge and first form new verbs and analyze them by composition. (Slide)*
Working on options.
Option 1 form verbs in the indefinite form.
Option 2 form verbs in the past tense form. Sort out the resulting words according to their composition.
Self-test from slide check yourself (Slide)*
5. Physical training
Slide. Exercise for the eyes.
An exercise in commenting and analyzing words by composition.
Guys, write down the text correctly and find the verb corresponding to this scheme. (prefix + root + suffix + ending)
It’s like a dream... the last one in the field is melting.
Warm steam comes from the earth,
And the blue jug grows...color...melts
And the cranes are here with each other.
A. Tolstoy
An exercise in matching verbs to a diagram
Game “Find the word” scheme (prefix + root + suffix + ending)
Sweeps, plays, flies out, lands, carries, brings,
you help.
Make up your own word for this diagram.
Additional material.
Working with a reverse dictionary
Do exercise No. 56 p. 63.
Find and write the verbs to the scheme: root + suffix + ending.
Reflection.
Lesson summary
What part of speech was studied in class?
What new did you learn about the stem of the verb?
Raise your hand, who understands how to parse verbs according to their composition?
The lesson ends
It was useful to the guys.
We tried to understand everything,
We learned to reveal secrets.
We discovered many secrets
No yawning in class!
If you are happy with your work, give yourself a round of applause. And on the research sheet on the levels of knowledge, attach a smiley face at the level of knowledge at which you would like to be. (Stage 1: I didn’t understand everything in the lesson,
Stage 2: everything was clear to me, I am satisfied with my work Stage 3 I am satisfied with my work and want to reveal new secrets.)
Homework
In the textbook, learn the rule on p. 62 and complete exercise No. 57 on p. 64.