b after sibilants in nouns. Spelling of a soft sign after feminine nouns hissing at the end

RUSSIAN LANGUAGE, Grade 5

TOPIC: Spelling b in verb forms after sibilants.

GOAL:formation of knowledge about spelling b in verb forms

Repeat the spelling of words with a hiss at the end;

develop critical thinking;

To educate morality on the basis of oral folk art.

TASKS:teach writing ь after hissing in verbs; to systematize students' knowledge of spelling b after hissing in words different parts speech; develop spelling vigilance, mental activity of students, communication skills; to cultivate a culture of educational work, to instill interest, love for the native language.

EQUIPMENT:textbooks, notebooks, presentation, cards for work.

LESSON TYPE: combined.

METHODS:reproductive, information-developing, partially exploratory, conversation.

DURING THE CLASSES

1. ORGANIZATIONAL MOMENT. We smiled at each other, mentally wished success to ourselves and our comrades.

The long-awaited call is given -

The lesson starts.

Sounds with letters came

To put things in order.

Attention girls!

Attention boys!

Get your hands ready

Stretch your fingers. slide 1

Open notebooks, write down the number of class work.

2. MAIN PART.

Tell us, what do we know about spelling ь after words hissing at the end?

b
friendly not friendly
noun 3 fold. 1. Exist. m.r.
2. Exist. zh.r. pl. h.r.p.
3. Briefly. adj.

– What part of speech is not included in the table?(Verb)
- Define the topic of the lesson, how does it sound?(Soft sign after hissing in verbs.)

Learning new material

– In order to answer the question: is it written after verbs hissing at the end, let's think!
- Read the sentences carefully. Are these just suggestions or something else?(Proverbs)
“They contain folk wisdom!”
Determine what part of speech the underlined words are, in what forms they stand.

If you chase two hares, you won't catch one.

You can't bake a cake without dough.

It is important to take care of the dress again, and honor from a young age.

Measure seven times, cut once.

(Verbs in n.f., in 2l. singular, led incl.)

– What interesting things have you noticed in the spelling of verbs?(At the end, after the hissing ones, it is written b )
– What does our textbook say about writing ь in verbs?
How can we supplement this rule?

Let's conclude: In all verbal forms, after the sibilants, it is written ь.

A) Work in groups

Guys, now, let's do some repetition tasks with you. I give each group a card with a specific task, after completing the card, raise your hand.

1 group

2 group

Identify the spelling of words with a hiss at the end

3 group

Identify the spelling of words with a hiss at the end

B) Verification and generalization

Teacher: So, the first group completed their card. Read the task.

Pupils: Pupils read the task to the card. They read the words, choosing the correct spelling b after hissing. Explain their choice.

Student: The words that were given to us are nouns f.r., sg. h and f.r. pl. h, as well as one word (rook) - m.r. In the names of nouns f.r we write a soft sign, for nouns plural and noun. M..r. - do not write.

Teacher: Well done guys! Correctly!

Teacher: Is the second group ready?

Students: Ready!

Teacher: Read the task of your card. Explain your choice.

Pupils: Read the task to the card. We had nouns m.s. + f.s. (shiver). In nouns m.r. We don’t write b, but there is a tremor in the word, since it is zh.r. we write a sign.

Teacher: Okay guys! You did a good job too!

Teacher: Group 3, read what task you had. Explain the choice of this spelling.

Students: We needed to determine the spelling of words with a hissing end.

The words given to us are adjectives, or rather short adjectives with a hissing at the end + one word noun (midnight). In short adjectives with a hissing b at the end, we do not write the sign, but in the word midnight we write, since this is a noun f.r.

C) Partial-square method

Teacher : Well done, guys, remembered the rules for writing words with hissing at the end of nouns zh.r, m.r, zh.r plural, as well as short adjectives. But we have another part of speech that has a similar rule. What do you think this part of speech is?

Students: This is a verb. (Students may also have erroneous versions that cannot be ignored, but simply say: “Maybe someone thinks differently?”)

Teacher: That's right guys. Let us try to determine this rule by completing a certain task.

Working in a group, determine the verb 2 persons, singular. Having formed this verb, one of the group go out and write it on the board. Highlight the ending and conjugation.

unit Plural

1 l. sitting 1 liter we sit

2 l.____________ 2 l. sit

3 l. sits 3 l. sitting

unit Plural

1 l. look at 1 liter we look

3 l. looks 3 l. watching

unit Plural

1 l. I go 1 l. let's go

2 l.____________ 2 l. go

3 l. goes 3 l. go

Teacher: Having completed the task, can someone formulate a rule for writing the sign of the verb forms for me?

Primary fastening

– And now we will consolidate our new knowledge in practice.

Distributive dictation

Write the verbs in 3 columns.
N.f. 2l unit tilt command

(Associated work on vowels at the root of the word)

Save for lunch
You knock on the window
Pound to powder, decorate the room
Shave your head
Spread butter on bread
Keep out of danger
Settle down at the edge
Cut straight.

Fizminutka

And now let's rest a little.
I will name the words. If you need to write b in a word, you squat, if you don’t need to write b, make 1 clap above your head.
Rye, hut, violinist, sleep, make friends, protect, brick, powerful, write, think, wish you luck.
- So, let's repeat, when we write the sign after the hissing ones, when we do not write.

Secondary fastening

Read the passage. What story are these lines from? Who is their author?

Wind, wind! You are powerful...
You are chasing ... flocks of clouds ....
You excite ... the blue sea,
Everywhere you fly ... in the open,
Don't be afraid ... of anyone,
Except God alone...

– Fill in the missing letters, explain the spelling.
– What pic. vyp. means does the author use?(Personification, metaphor - "a flock of clouds")
- Explain punctuation marks.(Appeal, difficult sentence, homogeneous members)

Now let's play a little. "The Fourth Extra"

Night, beam, silence, thing.

Brick, prickly, powerful, similar.

Without clouds, five tasks, nimble mouse, disappeared from the roofs.

Conclusion:

– When is it written ь after words hissing at the end?

Connect with a line when you need to write ь.

Ex. zh.r. 3 fold cr.app
Ex. m.r. b vb. N.f.
Verb 2 l.s.ch. v. obligatory inclination.

Independent work

– Now let us turn again to the wisdom of the people.

Add proverbs. Mark the spelling ь in verbs.

With whom you will lead .. sya, from that and ... .

The sewing in the bag is not ....

The word is not a sparrow, a flight .. t not ...

What you sow... so...

3.SUMMARY OF THE LESSON.

– And now, finishing our journey, let's sum up the lesson.
– What did we learn while traveling around the city of Verb?
– What have you learned?
- Whoever was interested in the lesson and everything is clear - put it in the margins (!). If there were difficulties (?).
Don't worry, tomorrow we will continue our conversation on this topic.
- Pass your notebooks forward. open your diaries, write down your homework.

4. HOMEWORK.

1 group

Identify the spelling of words with a hiss at the end

Mouse __ things __, bake __, brooch __, near puddles __, bitter __, rook __, rags __, youth __, many clouds __, daughter_.

2 group

Identify the spelling of words with a hiss at the end

Reeds __, hut __, doctor __, garage __, shiver __, raincoat __, sealing wax __, ball __, key __, watchman __, comrade __.

3 group

Identify the spelling of words with a hiss at the end

Dense __, good __, viscous __, midnight __, creaky __, clumsy __, fizzy __, fresh __, prickly __, odorous __, hot __.

Task: Highlight the ending, determine the conjugation. Form the form of the 2nd person, singular. Write this form on the board.

unit Plural

1 l. sitting 1 liter we sit

2 l.____________ 2 l. sit

3 l. sits 3 l. sitting

unit Plural

1 l. look at 1 liter we look

2 l.____________ 2 l. see

3 l. looks 3 l. watching

unit Plural

1 l. I go 1 l. let's go

2 l.____________ 2 l. go

3 l. goes 3 l. go

Task: Highlight the ending, determine the conjugation. Form the form of the 2nd person, singular. Write this form on the board.

unit Plural

1 l. sitting 1 liter we sit

2 l.____________ 2 l. sit

3 l. sits 3 l. sitting

unit Plural

1 l. look at 1 liter we look

2 l.____________ 2 l. see

3 l. looks 3 l. watching

unit Plural

1 l. I go 1 l. let's go

2 l.____________ 2 l. go

3 l. goes 3 l. go

Task: Highlight the ending, determine the conjugation. Form the form of the 2nd person, singular. Write this form on the board.

unit Plural

1 l. sitting 1 liter we sit

2 l.____________ 2 l. sit

3 l. sits 3 l. sitting

unit Plural

1 l. look at 1 liter we look

2 l.____________ 2 l. see

3 l. looks 3 l. watching

unit Plural

1 l. I go 1 l. let's go

2 l.____________ 2 l. go

3 l. goes 3 l. go

The soft sign is probably the most mysterious letter in the Russian language. It does not denote a sound, it is not classified as a vowel / consonant. Why is she needed then? It turns out that her role in our writing great. In this article, we will figure out when “b” is used after hissing with nouns, adverbs and verbs.

Nouns. Soft sign after hissing consonants

Exact spelling soft sign, located after these consonants, causes the greatest difficulty, since it is not clear by ear whether it should be written or not.

It turns out that the rule is very simple: a soft sign after hissing in it. noun written only in the words of women. gender belonging to the 3rd declension.

The words "oven", "speech", "daughter", "night", "game" are feminine, have the nominative case and stand in singular. Therefore, we must certainly write “b” in them.

But be careful: they should not be confused with the words of the 1st declension, which are in oblique cases: “many clouds”, “no tasks”, “several heaps”. All these words, it would seem, are feminine, and, probably, they should be attributed to the 3rd declension.

But let's take a closer look: they are in the genitive case. If you raise them to initial form(“cloud”, “task”, “heap”), then we will make sure that they belong to the first declension, which means that they do not obey this rule.

There is another "trap" in Russian, where in no case do they use a soft sign after hissing ones. Words ending in a hissing consonant, but related to the second declension, are not written with "b" ("rook", "doctor", "cloak" - 2nd declension). Therefore, be more careful when asking the question to the noun. Do this before determining the declension, since the gender depends on it. noun, and number.

When do we write "b" in adverbs?

An adverb is one of the invariable parts of speech. It is not declined, there are no endings in it. Spelling "b" in adverbs lends itself to not at all difficult rules.

• In those adverbs that end in the consonant "sh" or "ch", a soft sign is always written. For example: "jump", "exactly".

In adverbs for "zh", it is never written. The exception would be the word "wide".

• Another rule that the adverb obeys: a soft sign after hissing is always used, with the exception of “already”, “married”, “unbearable”. Undoubtedly, such a comic sentence is easily remembered by schoolchildren, especially girls.

It is not so important which rule you remember, the main thing is that both reflect the essence of the spelling of adverbs.

Verb and soft sign after sibilants

The verb is one of the most used parts of speech, without which our language would be very poor. Spelling "b" with verbs causes a lot of difficulties not only for students, but also for adults.

1. If the verb in the indefinite form (infinitive) ends in sibilant, then "ь" in this case will always be written. And here without any exceptions. "Protect", "bake", "burn". It will be preserved in return form, before the postfix "-sya": "get carried away", "ignite", "beware".
2. All 2nd person singular verbs use a soft sign. This applies both to the present: (“you are now”) “writing”, “drawing”, “walking”, “sleeping”, and to the future: (“you are tomorrow”) “work”, “think”, “finish ”, “remake”. The soft sign will be preserved before the “-sya” postfix: “you will like it”, “you will use it”, “you will touch it”, “you will type it”, “you will take shape”. In verbs that are in the imperative mood and end in a hissing consonant, they always write a soft sign: “cut off”, “eat”, “spread”, “hide”. Before postfix plural“-te”, it is necessarily preserved: “mark”, “cut”, “hide”.

Before the postfix “-sya”, it also does not disappear: “comfort yourself”, “do not cut yourself”.

And again, be careful and do not fall into the "trap" of the insidious Russian language! The words "cry" and "cry" are completely different parts of speech, and therefore are spelled differently.

“Crying” without a soft sign is a noun of the 2nd declension, and, accordingly, a soft sign cannot be written in it. But "cry" with a soft sign is a verb imperative mood, and in them, as you know, be sure to write "b". All this is easily guessed by the proposed context, in which the meaning of the word will become clear.

Conclusion

A soft sign after hissing is used with many parts of speech. Knowing simple rules, you will never have trouble spelling it after those consonants. If suddenly you forget some of the nuances, then our article will remind you of them.

Methodical development of a Russian language lesson in the 3rd grade on the topic "Soft sign (s) at the end of nouns after hissing"

This lesson was developed according to the new standards of the Federal State Educational Standard, under the program "Perspective". In accordance with the Federal State Educational Standard, 4 types of UUD are formed in the lesson: personal, regulatory, cognitive, communicative.

Lesson topic: "Soft sign at the end of nouns after hissing"

The purpose of the lesson: to introduce students to the spelling of a soft sign at the end of nouns after hissing.

Tasks:

Introduce the rule of writing a soft sign at the end of nouns after hissing ones;

Learn to plan and evaluate your work

Develop memory, thinking, attention.

To educate students in a tolerant attitude towards each other, the ability to listen to the opinions of others and express their point of view;

Cultivate independence, creative activity.

Didactic materials: handout (cards)

During the classes.

1. Motivation to learning activities.

Good afternoon guys! Today I would like to start our lesson with a proverb: “Every day adds a particle of wisdom to us”

How do you understand it?

Our knowledge is the wealth that we put in a chest, and when necessary, we take out this knowledge and use it.

Let's smile at each other, give each other good mood. May today's lesson bring us all the joy of communication.

Today at the lesson, guys, you have to do a lot of interesting tasks, do very important discovery, and your assistants in this will be: attention, resourcefulness, your knowledge.

2. Updating the basic knowledge and fixing the difficulty

1) A minute of calligraphy

Zhzh Shsh Chh Shch

What can you say about these letters? Which one is redundant?

Write these letters in a notebook on the first line, alternating them.

Second line: reeds, oven, rye, ball, daughter, baby, crying, youth

What can you say about these words. (this is a noun, singular, ending in hissing sounds)

2) Fixing the difficulty.

Name these definitions in one word:

Football competition (match)

Twelve o'clock at night. (Midnight.)

Small child(Baby)

Hunter's prey (game)

What difficulties did you have in writing the words? (Where to write b, and where not.)

What question arises? (Why in some words it is written after hissing, but in other words it is not written).

Who guessed what the topic of today's lesson is? (Spelling ь at the end of nouns after sibilants).

What is our goal for the lesson? (Find out when it is written and when it is not written)

3. Working out the method of action. Building an algorithm for solving a spelling problem

match, midnight, crumb, game

Write the words with a soft sign at the end in one column, and without a soft sign in another.

What unites the words of the first group? (n, singular h., f.r.) And the second one? (n., sing., m.r.) How do the words of the first group differ from the second? In what kind of soft sign is written, and in what kind is it not written?

What conclusion can be drawn? (for feminine nouns, a soft sign is written at the end, for male- not written)

Is this your hypothesis, is it correct? The pages of the textbook will help answer this question.

Read the rule, let's compare it with the conclusion we made. Do they match? (Yes)

A soft sign after hissing is written at the end of feminine nouns. This is a spelling.

And now let's work in pairs and try to make an algorithm for writing a soft sign in the word night (children work in groups on their own)

The following algorithm is compiled:

1. Determine the part of speech.

2. Determine the genus.

3. If the noun is feminine, a soft sign is written.

4. If the noun is masculine, the soft sign is not written ..

(check and compare)

Let's go back to the words that were written at the minute of calligraphy, check the correctness of our hypothesis.

“Let’s see if you fall into a trap doing this task?”

Night .. - night ..ka daughter .. - daughter ..ka

What is the trap?

(This is a completely different spelling).

4.Inclusion in the knowledge system and repetition.

1)- Today we have compiled an algorithm for the correct spelling of a soft sign at the end of feminine and masculine nouns. And for what? When will you need this algorithm? (When we write a dictation, perform tasks in order to write correctly).

And in order to check whether you have learned everything well, we will work on our own.

Task for independent work you will find on the cards that are on your desks.

In the words given on the cards, you either write a soft sign, or do not write. Prove the correctness of your choice.

Key ..., bream ..., oven ..., thing ..., night ..., mouse ..., pencil ..., luggage ..., pencil ..., trifle ..., muffled ..., ball ..., quiet ...

Exchange cards and check if your desk mate completed the task correctly (mutual check).

5.Fizminutka

We completed tasks

And a little tired.

And now it's time

Rest for all of us, friends.

I will name nouns, and you, if a soft sign is written in a word, squat, if it is not written, clap: night, tick, thing, trembling, baby, hut, brick, penny, mouse, comrade, ball, oven.

6. Independent work

1) Write down the phrases, insert the necessary words with a hiss at the end.

Pencil ..., cold ..., polar ..., fragrant ..., ambulance ..., sonorous ...

2) The game "The fourth extra"

Pencil… raincoat… mouse… hut…

Brick ... small ... night ... daughter ...

Carcass… key….thing…. oven….

Rook .... help .... executioner….kalach….

7. Reflection of educational activity in the lesson.

Tell me, what topic did we work on today at the lesson? What was the goal?

Continue the phrases:

Until this lesson, I did not know (a) ...

Now I know….

I can…

As a result of my work in the classroom, I ... ..

In class, I worked...

My mood…

I am very glad that this lesson was interesting and useful for you and that it was easy for you to work in the lesson. Thank you for your work!

Russian language lesson

Equipment:

Support schemes, posters “It is not enough to be able to write, you must be able to think”, “ good speech well and listen", sheets with text for group work,task cards different levels, fairy tale "Journey b", phonogram. Computer support of the lesson.

During the classes

I. Organizational moment.

Teacher. Guys, I want to start today's lesson with these words ...

Read! How do you understand these words?

Students. We will write without errors, and for this you need to know the rules, be able to apply them, and be attentive.

II. Motivation.

Teacher. Today we will make an amazing journey to the “Land of Nouns”, learn about the adventures of one letter and its meeting with different words. This lesson should help you climb one more level of literacy.

III. Updating previously acquired knowledge.

Teacher. And we begin the journey along unusual paths. Open your notebooks, write down the date and type of work.

Teacher. Name the letters to be written. What can you say about them?

Students. They denote hissing sounds [g], [w] - hard, [h,], [u,] - soft.

Teacher. Choose from the proposed options the one you like best and write it down in your notebook. So let's hit the road! To whom is it more convenient: “along the path” or “over the bumps”?

Teacher. The path was paved for us by hissing, but among the letters of the Russian alphabet there is one special letter. Scientists call it a letter - an assistant. What is this letter? Can't you guess?

Students. Soft sign.

Teacher. What can you say about the soft sign?

Students: b - does not indicate a sound; (examples: day - [d, en,])

b - indicates the softness of the preceding consonant in writing; (examples: salt)

b - separates the consonant and vowel so that they do not merge; (examples: blizzard)

IV. Working on new material.

Journey to the "Land of Nouns" (Reading a fairy tale by a teacher against the background of music is accompanied by strips with words, children read the words in strips in chorus.)

Story.

– The soft sign went on a journey and we went with it.

Suddenly he found himself in a mysterious forest. There he saw

Standing at the entrance Hello! Who lives here? asked the Soft sign.

– We, nouns with hissing at the end:

- And who are you? the watchman asked.

– I am the Soft Sign! Let's be friends!

– Not! In no case! They all shouted in unison. The watchman even raised

Leave! We won't be friends with you! After all, then the guys will get deuces! - the rook was indignant and waved its wings.

The soft sign was offended, wept and walked away. He went out to the field where

What are you crying about? she asked.

A soft sign told his sadness.

– Don't worry, I'll be your friend!

– And I, - squeaked from the mink

And mine The soft sign was delighted and did not notice how I, too, will be friends with you, - the night whispered softly.

The mouse intervened.

- Let me remember

such soft sign - we are a true friend.

Teacher. Guys, have you guessed yet why some words drove L away, while others called him a friend? (Answers are children's guesses.)

Teacher. What do these words have in common?

Students. These are nouns, they end in hissing.

Teacher. What is the secret here?

Students. Nouns are pronounced the same.

Teacher. What two groups were they divided into? Slide number 1 (words from a fairy tale in 2 columns: f.r. m.r.)

Students. For feminine and masculine nouns.

Teacher. Girls, read the feminine nouns (b appears on the slide), boys, read the masculine nouns. So what is this "secret"? Make a conclusion when a soft sign is written?

Students. The nouns have R. b is written after hissing, and for nouns, m. after hissing b is not written.

Teacher. Let's reveal the "secret". Is our assumption correct?

Students. Yes, that's right.

Teacher. Check yourself in the textbook. (Reading rule p.170).

V. Consolidation.

1. Teamwork with text.

Teacher. I went further and got to the circus and met the guys there (the support opens), looking at whom, you will remember the rule of our lesson: - Who will explain how the support will work? (For female nouns, b is written after sizzling, and for m. nouns, b is not written after sizzling.)

And we will try to guess which of the trainers will make friends with b? Find exercise 450. Write nouns in 2 columns - by gender: (beam, speech, watchman, key, cloak, mouse, help, comrade, baby, rye, night, thing)

On a chain at the blackboard, everything is in a notebook.

2. Physical education minute.Let's look for words from the topic of the lesson. Maybe they rolled under the chair on the left (leaning to the left ), maybe under the desk on the right (tilts to the right )? Maybe the guests on the left saw, maybe the guests on the right (turns )?

3. Work in groups.

(Each group is given deformed text; clue words are dispersed throughout the class: rye ?, mouse ?, crying ?, owl ?, night ?, quiet ?, reed ?.) - (met. Bazarny)

Teacher. Insert the appropriate nouns into these sentences. You will find them in the information field.

Text.

The road went through... Here she ran... I heard in the grove .... This… started the song. Here is the river. Came ... and the fishing began. Standing around... ... whispered with the river. (1 student from each group reads out the answer)

4. Words are riddles.

Teacher. Write down the clues. Denoting the genus of nouns. (2 students at the board).

– A person who plays the violin (violinist m. r.)

– The first bird that comes to us in spring (rook m. r.)

– Small child (baby m. r.)

– Soup with beets and other vegetables (borscht m. r.)

– It can be a door, violin, wrench, and even a spring (key m. R.)

– The ability to speak. It is oral and written.

(speech female)

(Mutual check) Bottom line: - Raise your hand, who wrote on "5", on "4"?

4. Creative independent work.

Teacher. Read the proverb. How do you understand this proverb?

Students. Read the sentences. (A set of proposals opens, slide No. 2).

My friend(?) and I went fishing.

The guys went to the forest.

The road to the river went through the mug(?).

Screams and laughter broke the forest silence(?).

Here is the river.

Animals and birds were afraid.

We threw in our rods.

Hedgehog(?) rustles on dry leaves.

Teacher. Can these sentences be called text? Why?

Students. It is impossible, since in the text the sentences are connected in meaning and united by one topic.

Teacher. Option 1 - write out sentences on the topic “Fishing”.

Option 2 - write out sentences on the topic “In the forest”.

Arrange these sentences in the correct order. Make up 2-3 sentences using the words below to make a text.

Outcome: - Now let's read what the texts turned out to be. What are the words with hissing at the end in which you wrote ь?

5. Control of acquired knowledge.

Teacher. To check how you learned the secret of the lesson: "Writing b", we will work on cards, each of which has 3 tasks. Whoever completes one task will receive a grade of "3", two tasks - "4", three tasks - "5".

1 task

Insert where you need a soft sign:

Hut .., help .., speech .., key .., daughter .., lily of the valley ...

2 task

Cross out the extra word:

Doctor?, mug?, quiet?, speech?, deaf?, youth?.

3 task

Match adjectives with appropriate nouns with pinching at the end:

Prickly.., hot…. , rubber ... , flying .... , dark ....,

solar….

VI. Summary of the lesson. Reflection

Teacher. This is where our journey ended. What new did you learn about feminine and masculine nouns with hissing at the end?

– What did you like most about the lesson?
What can you praise yourself for?
- You have stripes of red, blue, green flowers. Which of you believes that he worked for “excellent” - show a red stripe, who worked for “good” - show a green stripe, and who thinks that he worked not in in full then show the blue bar.

VII. Homework to choose from.

Exercise 454

Write a mini-essay on the topic "My friend",

using nouns with hissing at the end.

The purpose of the lesson: remember the rules for writing a soft sign for verbs and nouns in hissing, be able to distinguish nouns of the 3rd declension from nouns of the 2nd declension and nouns plural. part 1st declension in r.p.; repeat dictionary words; be able to compose phrases according to a given scheme.

DURING THE CLASSES

1. Organizing moment.

2. Vocabulary work.

I will call you the words, and you will make phrases with them according to the scheme “verb + noun. with a suggestion."

One student works at the blackboard, the rest - in a notebook.

Underline the spellings.

3. Work to find patterns.

The words are written on the board:

cut, gear, brick, sleep, speech, protect, daughter, garage, hide, burn, lay.

1. Look carefully at the words written on the board. What groups can they be divided into? What classification principle did you apply?

Words can be divided in different ways:

- into parts of speech: verbs and nouns;

- according to the principle: with a soft sign and without.

2. Let's combine both classifications. What can we do?

4. Consolidation exercise (work at the blackboard, each student writes 5 words).

Write down the words, orally explain the conditions for writing a soft sign or its absence, using the diagram above.

5. My riddles are your clues.

I will give you riddles. Write the answers in your notebook. Whoever solves all 5 riddles gets 5.

1. An angry touchy person lives in a deaf forest. There are a lot of needles, but not a single thread. (Hedgehog.)

2. They beat him, but he does not cry, he just jumps, he just jumps. (Ball.)

3. The bird waved its wing, covered the whole world with a black feather. (Night.)

4. Black Ivashka, wooden shirt, where he leads his nose, he puts a note there. (Pencil.)

5. A small ball fumbles under the bench, wiggles its tail, frightens the whole house. (Mouse.)

Spare:

6. A child of a father and mother, but not a son to anyone. (Daughter.)

6. Punched card (for quick control).

Words for work:

beach, cut, nap,

thing, ski, oven,

beam, landscape, grove,

thousand, do not save, reportage.

7. Independent work.

Distribute the words according to the principle “with a soft sign at the end after hissing” and “words without a soft sign at the end”.

Quiet_, reeds_, brag_, ivy_, eat_te, rags_, smear_, broch_, mouse_, TV shows_, rejoice_, birth_, hot_, burn_, sword_, hide_, knife_, candle_, kalach_, cut, tornado_, heal_, stop_, shoulder_, cry_.

8. Results of the lesson, explanation of homework.

9. Homework. Pick up 20 of your examples on the topic of today's lesson.

CM. VOVK,
settlement Sofrino,
Moscow region