Spelling words with letters ь and ъ. Spelling words with letters ь and ъ Read two groups of words serious
The technological map has been developed to help the teacher. In a physical education lesson, the teacher develops the ability to correctly perform shuttle running, running with acceleration, promotes the development of strength and functional physical qualities, the development of speed and coordination.
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Technological map for physical culture
Teacher Dragunova S.V.
Lesson topic: Shuttle running. Running at an acceleration of 10-15 meters
Lesson type: discovery of new knowledge
Goals of the teacher:
To develop the ability to correctly perform shuttle running, accelerated running, and the development of vital methods of human movement—running; promote the health of all body systems, the musculoskeletal system, the development of strength and functional physical qualities; promote the development of speed and coordination.
Tasks:
Planned subject results:
Subject: get acquainted with the rules of shuttle running, running with acceleration,about the impact of ski training on human health
Metasubject: have initial ideas about the essence and characteristics of objects, processes and phenomena of reality in accordance with the content of the shuttle race
Cognitive : master the ability to understand KM; creation of an algorithm of motor actionsshuttle running, running with acceleration of 10-15 meters
Communicative:exchange opinions and interact with peers.
Regulatory : purposeful retention of educational goals throughout the lesson: students evaluate their achievements in the lesson.
Personal: be aware of the motives of educational activities and the personal meaning of learning, follow the orientation towards a safe and healthy lifestyle.
Methods and forms of teaching: Explanatory; individual; frontal.
Educational Resource Technological maps of lessons based on the textbook by V.I. Lyakh, publishing house "Teacher", 2012. Textbook by V.I. Lyakha.
Venue: Sports hall
Lesson stage | Teacher activities | Student activities | Formed UUD |
1. Updating knowledge. | Forms in one line. Checksstudents' readiness for the lesson, | Perform construction. Listening | Pozn Regul. Commune . exchange views |
11. Leading children to the topic of the lesson. Defining Lesson Objectives | Gives commands: “To the right!”, “To the left, in a roundabout step, march!”. Gives the command: “Run march!”, Gives the command: “Step march!” Short running the distance back and forth several times. | Execute commands. Running Perform breathing exercises while walking | Pozn . understanding and accepting the goal of engaging in creative activities under the guidance of a teacher; Regul. Accept and save the learning task; take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher; Commune . exchange views |
III. Learning new material | Gives the command: “Pay off the first or second!” - and the task is to change into two lines. explains what shuttle running is Outdoor games | Perform calculations Both groups begin the exercise at the same time. Children play outdoor games | Pozn . understanding and accepting the goal of engaging in creative activities under the guidance of a teacher; Regul. Accept and save the learning task; take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher; Commune . exchange views |
V. Lesson summary. | Conducts a conversation on: – who succeeded, who didn’t. What difficulties did you experience during the exercises? This concludes the lesson. Thanks to all! Goodbye! | Answer questions. Determine their emotional state in class |
Primary consolidation of knowledge. Job according to the textbook (exercise- 107). | Asking questions. Comments and corrects answers. Supervises students' work. Helps, checks answers if necessary. Comments on the progress of the decision. - Read it. Write out the words from the sentences with a solid separator. – Write out the word with the separating soft sign from the sentences. – Tell me, which of the highlighted words has fewer sounds than letters? How many letters and sounds are there in other words? | They perform didactic exercises, answer questions, and express their opinions. Apply new knowledge on new language material. Perform analytical exercises. Participate in discussion of issues on the topic. They work in pairs. Write out a word with a separating soft sign from the sentences. The word “sing” has 4 letters and 3 sounds. | Consciously and voluntarily construct a speech statement in oral form, justify your opinion. Coordinate efforts to solve the learning problem. Exercise control by result |
Job according to the textbook (exercise- 108) | – Read two groups of words. – Make up phrases by choosing the appropriate ones – Write down the word combinations you have made, inserting the missing letters into the words. Test yourself. – Distribute the words into two columns. | Make up phrases by choosing the appropriate ones A serious conversation, a railway crossing, an edible mushroom, bird tracks, vast expanses, a disheveled sparrow, a funny monkey, a friendly family, a crane, filming, delicious jam, shrank from the cold, an announcement about an excursion. Divide words into two groups |
Further work | Organizes a discussion, listens to opinions, and summarizes. – Why in words with the same prefixes in one case it is writtenъ, but not in the other? Explain - pour out. Move out - narrow down. Pre-anniversary – to propose. - Read the poetic passage. Find a word that has a separatorъ , and separating b . Why do this word have the same number of letters and sounds? The wolf is terribly angry He can't eat the hedgehog. The hedgehog, although it is edible, Inconvenient to eat: Shrinking, I put out the needles - Burned the evil wolf. - Read the proverbs. Explain their meaning. What words should be used? b? ъ ? Overseas there is joy, but it is someone else’s, but here we have grief, but our own. Woe to the tongueless in a foreign land. Everything is contentious at home, but life outside is worse. | They generalize methods of action according to the rule, apply algorithmic prescriptions and instructions in practice. Perform analytical-synthetic exercises and work with dictionaries. Explain the writing of the dividing solid sign. | Understand Listen to your interlocutor. Construct statements that are understandable to the interlocutor. Give reasons for your position, point of view. Adequately use speech means to solve problems personal communication tasks. Draw conclusions, extract information from various sources. Plan your action according to with the task at hand and the conditions for its implementation |
Reflection | Organizing a lesson summary for students. The teacher invites the children to evaluate their work in class by filling out a self-assessment table. Conducts a conversation on the following questions: – What particularly interested you during the lesson? – What new did you learn in the lesson? – Name the conditions under which a dividing line is writtenъ . – When should you write a separator? b? – Did you like the work in the lesson? Rate yourself | Answer questions. Determine their emotional state in class. Conduct self-assessment and reflection. They talk about the purpose of the lesson, determine whether the result was achieved or not, and speak out about the difficulties they encountered during the lesson. Evaluate their work in class by choosing the appropriate statement: I know the conditions for using separatorsъ and ь . I can correctly write words with separatorsъ and ь . I know what I need to work on. | Carry out self-monitoring of educational activities |
Homemade exercise | Talks through and explains homework. Formulates the objectives of the exercise and gives accompanying comments. – 1. Complete task 99 in the workbook, exercise 149 in the textbook; 2. Prepare a message about soft and hard signs, No. 146. | They listen carefully and ask clarifying questions. | Recognize, accept, retain learning tasks |
Lesson 33 Topic: Separators ъ And b
navigate the textbook: determine the skills that will be developed based on studying this section; determine the circle of your ignorance; plan your work on studying unfamiliar material; independently assume what additional information will be needed to study unfamiliar material;regulatory: independently formulate the task: determine the goal, plan the execution algorithm, adjust the work as it progresses, independently evaluate; pronounce aloud the sequence of actions performed that form the basis of the activity being mastered (based on a memo or a proposed algorithm);communicative: formalize your thoughts in oral and written speech, taking into account educational and life speech situations from personal experience; be critical of your opinion; be able to look at a situation from a different position and negotiate with people who have a different opinionPersonal
results
To focus on self-analysis and self-monitoring of the result, analysis of the compliance of the results with the requirements of a specific task, on understanding the proposals and assessments of teachers, comrades, parents; use forms of self-assessment and peer-assessment in the classroom; accept and master the social role of the student, have motives for educational activities (social, educational-cognitive and external); demonstrate the ability to self-assess based on observation of one’s own speech
Organizational structure of the lesson
Read an excerpt from S. Kozlov’s poem “What is my name? Tell!" in task 96.– Highlight the significant parts of words that have missing letters. Insert the missing letters.
– Write an answer to the question “Who does the zebra have?”
– Today in penmanship we will remember the writing of letters whose elements are very similar. You can recognize them if you find the same sounds in the words of each line.
World, thread, face.
Ball, hut, cup.
– That's right, these are the letters "i" and "sh".
– Write down the letter combinations.
– Read and write down the proverb. Explain its meaning. Underline the spellings
Answer the teacher's questions. They talk about the work done at home.
They do penmanship. Write down letter combinations and a proverb.
And shish shishi
If you hurry, you will make people laugh.
Put forward a hypothesis and justify it. Update personal life experience. Be able to listen in accordance with the target setting. Accept and maintain the learning goal and task. Supplement and clarify opinions expressed on the merits of the assignment received
Working on words with uncheckable spelling
– Read the puzzle.
FAMANDLIYA is the hereditary family name of a person, added to the personal name, passed from the father (or mother) to the children. The word was formed from the Latin FAMILIA - “household members (relatives living together).”
Cognates: family, namesake, no family.
Select words with the same root and synonyms for the dictionary word. Remember proverbs, sayings, catchphrases with a vocabulary word, make up sentences with this wordIII. Lesson topic message. Defining Lesson Objectives
– Whenъ
Andb
are they in the right place? Let's turn
to our topic. Solve the puzzle.(Dividing.)
– Read the topic of the lesson.
– Today in class we will learn to write words
with lettersb Andъ
Discuss the topic of the lesson. Answer questions and formulate the purpose of the lesson. Under the guidance of the teacher, they determine the objectives of the lesson
Pre-prepared children stage a poem by P. Matvienko.
– Aren't you too kind? –
So the Hard Sign spoke to the Soft Sign.
– You always strive to soften words and letters.
No, you're not fit for the alphabet!
- Who would talk, but you should have kept quiet! –
The Soft sign answered this to the Hard sign.
-You are hard and rude,
Like a gnarled oak tree.
It's time, long ago, like the letter Yat,
Take you out of the alphabet...
- Friends! Our conversation is worthless words, -
Hearing this argument, the letter A said.
- You are both good, you are both worthy of honor,
When you are in the right place.
Accept
and maintain the learning goal
and task
IV. Explanation of the new
material.
Observation of language
material.
Job
according to the textbook
(exercise-
106)
– Recall from the table “Spelling words with the letters ь and ъ” what role the soft and hard signs play in words.
– Compose a message using the table and plan.
– Write out words with soft and hard from the table
signs. Give your own examples of these rules.
Dividing b written before the vowels E, Yo, Yu, Ya after prefixes ending in a consonant: entrance, detour.
Separating b is written:
– inside words before the vowels E, Yo, Yu, Ya, I: peasant, blizzard;
– in some words of foreign origin before the letter O: medallion, champignon.
They derive linguistic patterns that underlie the concept or rule being studied. Analyze the formulation of the rule (concept) given in the textbook. Conduct observations on the material of coherent texts
Perform object analysis based on visualization
V. Primary consolidation of knowledge.
Job
according to the textbook
(exercise-
107).
– Read it. Write out the words from the sentences
with a separating solid sign, highlight them
consoles.
– Write out the word with the separating soft sign from the sentences, highlight the root in it.
– Tell me, which of the highlighted words has fewer sounds than letters? How many letters and sounds are there in other words?
– Discuss: what other advertisements could there be in the holiday home? Make announcements like this.
They work in pairs. Write out words with a dividing solid sign from the sentences, highlight prefixes in them:Write out a word with a soft separating sign from the sentences, highlight the root in it:– The word “sing” has 4 letters and 3 sounds.
Consciously and voluntarily construct a speech statement in oral form, justify your opinion. Coordinate efforts to solve the learning problem. Exercise control
by result
Job
according to the textbook
(exercise-
108)
– Read two groups of words.
– Make up phrases by choosing the appropriate ones
according to the meaning of the word from the first and second groups.
Dividing b.
drive up
snowstorm
filming
pours
explain
bouillon
pre-anniversary
ants
announce
weeds
barrier
sparrows
Make up phrases by choosing the appropriate ones
according to the meaning of the word from the first and second groups. A serious conversation, a railway siding, an edible mushroom, bird tracks, vast expanses, a disheveled sparrow, a funny monkey, a friendly family, a crane, filming, delicious jam, shriveled from the cold, an announcement about an excursion.
Divide words into two groups
VI. Further work
to consolidate and generalize acquired knowledge and skills.
– Why in words with the same prefixes
in one case it is written ъ, and in the other – not?
Explain - pour out.
Move out - narrow down.
Pre-anniversary – to propose.
– Read the poem passage. Find a word that has both the separative ъ and the separative ь. Why is there a number of letters in this word?
and the sounds are the same?
The wolf is terribly angry
He can't eat the hedgehog.
The hedgehog, although it is edible,
Inconvenient to eat:
Shrinking, I put out the needles -
Burned the evil wolf.
Perform sound-letter analysis of the word “eating”.
Eating – [sy’ed’en’y’a] – 3 syllables;
s – [s] – consonant, voiceless pair, hard pair;
ъ –
e – [th’] – consonant, voiced unpaired, soft unpaired;
[e] – vowel, unstressed;
d – [d’] - consonant, voiced pair, soft pair;
Understand
listen to the students' answers.
Listen to your interlocutor. Construct statements that are understandable to the interlocutor. Give reasons for your
position, point of view. Adequately use speech means to solve problems
– Read the proverbs. Explain their meaning.
What words should you use ь? ъ?
Overseas there is joy, but it is someone else’s, but here we have grief, but our own.
Woe to the tongueless in a foreign land.
Everything is contentious at home, but life outside is worse.
Independent work
1. In what row is Ъ written in place of gaps in all words?
a) Drive-up, pick-up, announcement;
b) objective, south, clarify;
c) injection, got into, gets fucked.
2. In which row is b written in place of gaps in all words?
a) He mailed, he mailed, he drove;
b) s_ate, champignon, interview;
c) stake, bul_on, fox_i.
Key: 1 – a; 2 – c.
e – [e] – vowel, stressed;
n – [n’] – consonant, voiced unpaired, soft paired;
b –
i – [th’] – consonant, voiced unpaired, soft unpaired;
[a] – vowel, unstressed.
––––––––––––––––––––––––––
8 letters, 8 sounds
personal communication tasks. Draw conclusions, extract information from various sources. Plan your action according to
with the task at hand
and the conditions for its implementation
Work in private
for the sake of (task-
97).
Organizes work in a workbook.
– Read the assignment. Form from each word
cognate with the suffix -ek or -ik.
Write down the words, highlight the suffixes in them.
Complete the task in the workbook.
Write down the words.
Work in private
for the sake of (task-
98)
– Read the assignment. What significant parts of the word are missing spellings? Insert the missing letters.
| fundamentally | in the console | in the suffix |
| RO
sinka - dew, etc.O
lives - trembling, | Pe Re flow withO warms | GladO there is |
– Spellings are missing in prefixes and roots
and suffixes. Insert missing letters
VII. Lesson summary. Reflection
Organizing a lesson summary for students. The teacher invites the children to evaluate their work in class by filling out a self-assessment table. Conducts a conversation on the following questions:
– What particularly interested you during the lesson?
Answer questions. Determine their emotional state in class. Conduct self-assessment and reflection. They talk about the purpose of the lesson, determine whether the result was achieved or not, and speak out about the difficulties they encountered during the lesson.
Carry out self-monitoring of educational activities
– What new did you learn in the lesson?
– Name the conditions under which the separative ъ is written.
– When should you write a separator?
– Did you like the work in the lesson? Rate yourself
Evaluate their work in class by choosing the appropriate statement:
I know the conditions for using the separators ъ and ь.
I can correctly write words with separators ъ and ь.
I know what I need to work on
Homemade
exercise
Talks through and explains homework. Formulates the objectives of the exercise and gives accompanying comments.
– Complete task 99 in the workbook, exercise 109 in the textbook; prepare a message
about soft and hard signs
They listen carefully and ask clarifying questions.
Recognize, accept, retain learning tasks
Technological map for physical culture
Teacher Dragunova S.V.
Lesson topic: Shuttle running. Running at an acceleration of 10-15 meters
Lesson type: discovery of new knowledge
Goals of the teacher:
To develop the ability to correctly perform shuttle running, accelerated running, and the development of vital methods of human movement - running; promote the health of all body systems, the musculoskeletal system, the development of strength and functional physical qualities; promote the development of speed and coordination.
Tasks:
Planned subject results:
Subject: get acquainted with the rules of shuttle running, running with acceleration, about the impact of ski training on human health
Metasubject : have initial ideas about the essence and characteristics of objects, processes and phenomena of reality in accordance with the content of the shuttle race
Cognitive : master the ability to understand KM; creation of an algorithm of motor actions shuttle running, running with acceleration of 10-15 meters
Communicative: exchange opinions and interact with peers.
Regulatory : purposeful retention of educational goals throughout the lesson: students evaluate their achievements in the lesson.
Personal: be aware of the motives of educational activities and the personal meaning of learning, follow the orientation towards a safe and healthy lifestyle.
Methods and forms of teaching: Explanatory; individual; frontal.
Educational Resource Technological maps of lessons based on the textbook by V.I. Lyakh, publishing house "Teacher", 2012. Textbook by V.I. Lyakha.
Venue: Sports hall
| Lesson stage | Dactivitybteachers | Dactivitybteachingtheirs | MoldedUUD |
| 1. Updating knowledge. | Forms in one line. Checksstudents' readiness for the lesson, | Perform construction. Listening | Pozn Regul. Commune . exchange views |
| 11. Leading children to those e lesson. Defining Lesson Objectives | Gives commands: “To the right!”, “To the left, in a roundabout step, march!”. Gives the command: “Run march!”, Gives the command: “Step march!” Short running the distance back and forth several times. | Execute commands. Running Perform breathing exercises while walking | Pozn . understanding and accepting the goal of engaging in creative activities under the guidance of a teacher; Regul. Accept and save the learning task; take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher; Commune . exchange views |
| III. Learning new material | Gives the command: “Pay off the first or second!” - and the task is to change into two lines. explains what shuttle running is Outdoor games | Perform calculations Both groups begin the exercise at the same time. Children play outdoor games | Pozn . understanding and accepting the goal of engaging in creative activities under the guidance of a teacher; Regul. Accept and save the learning task; take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher; Commune . exchange views |
| V. Lesson summary. | Conducts a conversation onquestion: - who succeeded, who did not succeed. What difficulties did you experience during the exercises? This concludes the lesson. Thanks to all! Goodbye! | Answer questions. Determine their emotional state in class |
| Primary consolidation of knowledge. Job according to the textbook (exercise- 107). | Asking questions. Comments and corrects answers. Supervises students' work. Helps, checks answers if necessary. Comments on the progress of the decision. - Read it. Write out the words from the sentences with a solid separator. - Write out the word with the separating soft sign from the sentences. - Tell me, which of the highlighted words has fewer sounds than letters? How many letters and sounds are there in other words? | They perform didactic exercises, answer questions, and express their opinions. Apply new knowledge on new language material. Perform analytical exercises. Participate in discussion of issues on the topic. They work in pairs. Write out a word with a separating soft sign from sentences. The word “sing” has 4 letters and 3 sounds. | Consciously and voluntarily construct a speech statement in oral form, justify your opinion. Coordinate efforts to solve the learning problem. Exercise control by result |
| Job according to the textbook (exercise- 108) | - Read two groups of words. - Make up phrases by choosing the appropriate ones - Write down the word combinations you have made by inserting the missing letters into the words. Test yourself. - Distribute the words into two columns. | Make up phrases by choosing the appropriate ones A serious conversation, a railway crossing, an edible mushroom, bird tracks, vast expanses, a disheveled sparrow, a funny monkey, a friendly family, a crane, filming, delicious jam, shrank from the cold, an announcement about an excursion. Divide words into two groups |
| Further work | Organizes a discussion, listens to opinions, and summarizes. - Why in words with the same prefixes in one case it is writtenъ, but not in the other? Explain - pour out. Move out - narrow down. Pre-anniversary - to propose. - Read the poem passage. Find a word that has a separatorъ , and separating b . Why do this word have the same number of letters and sounds? The wolf is terribly angry He can't eat the hedgehog. The hedgehog, although it is edible, Inconvenient to eat: Shrinking, I put out the needles - Burned the evil wolf. - Read the proverbs. Explain their meaning. What words should be used? b? ъ ? . Overseas there is joy, but it is someone else’s, but here we have grief, but our own. . Woe to the tongueless in a foreign land. . Everything is contentious at home, but life outside is worse. | They generalize methods of action according to the rule, apply algorithmic prescriptions and instructions in practice. Perform analytical-synthetic exercises and work with dictionaries. Explain the writing of the dividing solid sign. | Understand Listen to your interlocutor. Construct statements that are understandable to the interlocutor. Give reasons for your position, point of view. Adequately use speech means to solve problems personal communication tasks. Draw conclusions, extract information from various sources. Plan your action according to with the task at hand and the conditions for its implementation |
| Reflection | Organizing a lesson summary for students. The teacher invites the children to evaluate their work in class by filling out a self-assessment table. Conducts a conversation on the following questions: - What particularly interested you during the lesson? - What new did you learn in the lesson? - Name the conditions under which a separator is writtenъ . - When should you write a separator? b? - Did you like the work in the lesson? Rate yourself | Answer questions. Determine their emotional state in class. Conduct self-assessment and reflection. They talk about the purpose of the lesson, determine whether the result was achieved or not, and speak out about the difficulties they encountered during the lesson. Evaluate their work in class by choosing the appropriate statement: . I know the conditions for using separatorsъ and ь . . I can correctly write words with separatorsъ and ь . . I know what I need to work on. | Carry out self-monitoring of educational activities |
| Homemade exercise | Talks through and explains homework. Formulates the objectives of the exercise and gives accompanying comments. - 1. Complete task 99 in the workbook, exercise 1 4 9 in the textbook; 2. P prepare a message about soft and hard signs, №146. | They listen carefully and ask clarifying questions. | Recognize, accept, retain learning tasks |
Letskikh L.A.
primary school teacher
MAOU secondary school No. 21, Kungur
Lesson type
Pedagogically
e tasks
Planned
subject
results
Metasubject
s UUD
Personal
results
Solving specific problems
Create conditions for familiarization with the rules for using the separators ъ and ь; improve skills
correctly write words with separators ъ and ь; promote the development of spelling vigilance; promote
nurturing interest in the Russian language and the culture of educational work in the classroom
Get acquainted with the rules for using the separators ъ and ь; learn to recognize the need to use
dividing marks; correctly write words with separators ъ and ь; explain why in words with the same
with prefixes in one case it is written ъ, but in the other - not; analyze words by composition; distinguish spellings in
root, prefix, suffix; select words with the same root; perform sound-letter analysis of words
Cognitive: navigate the textbook: determine the skills that will be formed based on the study
this section; determine the circle of your ignorance; plan your work on studying unfamiliar material;
independently assume what additional information will be needed to study unfamiliar material;
regulatory: independently formulate the task: determine the goal, plan the execution algorithm,
adjust work as it progresses, independently evaluate; say the sequence out loud
actions performed that form the basis of the activity being mastered (based on the memo or the proposed
algorithm); communicative: express your thoughts in oral and written speech, taking into account educational and life
speech situations from personal experience; be critical of your opinion; be able to look at a situation from a different perspective
positions and negotiate with people who have a different opinion
Focus on self-analysis and self-monitoring of results, analysis of compliance of results with requirements
a specific task, to understand the suggestions and assessments of teachers, comrades, parents; use forms
self-assessment and peer-assessment in the classroom; accept and master the social role of the student, have motives
educational activities (social, educational and cognitive and external); demonstrate the ability to self-assess based on
observing one's own speech
ORGANIZATIONAL STRUCTURE OF THE LESSON
Lesson stage
Contents of teacher activities
Content of student activity
(actions being carried out)
1
II.
Update
I knowledge.
Examination
home
tasks
(working
notebook).
Just a minute
penmanship.
2
3
Answer the teacher's questions. They talk about
work done at home. (See RM, Appendix
2.)
They do penmanship. Write down
letter combinations and proverbs.
And shish shishi
If you hurry, you will make people laugh.
Checks homework. Conducts a conversation
about the work done.
– Read an excerpt from S. Kozlov’s poem
“What is my name? Tell!" in task 96.
– Highlight the significant parts of words in which
letters are missing. Insert the missing letters.
- Write an answer to the question “Who is the zebra?”
Spends a minute writing penmanship.
– Today in penmanship we will remember the spelling
letters whose elements are very similar. You can
recognize them if you find the same sounds in words
each line.
World, thread, face.
Ball, hut, cup.
- That's right, these are the letters “i” and “sh.”
- Write down the letter combinations.
– Read and write down the proverb. Explain her
meaning. Underline the spellings
Molded
ways
activities
student
4
Nominate
hypothesis and
justify
her.
Realize
updating
personal
life
experience. Be able to
listen in
According to
target
installation.
Accept and
keep
learning goal
and a task.
To complement,
clarify
expressed
opinions on
essentially
received
2
3
4
Continuation of the table.
Write a vocabulary word into an individual
dictionary
P
SURNAME
P
A
Select words with the same root, synonyms for
dictionary word. Remember the proverbs
sayings, catchphrases with vocabulary
word, make sentences with this word
Discuss the topic of the lesson. Answer questions
formulate the purpose of the lesson. Under the direction of
teachers determine the objectives of the lesson (See RM,
Appendix 4.)
Accept
and save
learning goal
and task
1
Work on
words with
unverifiable
m spelling
Organizes work on words with
unverifiable spelling.
- Read the puzzle.
(See RM, Appendix 3.)
– Write the vocabulary word into individual
dictionaries using the method of associations.
– Choose words with the same root for the word
"surname"
III.
Message
lesson topics.
Definition
lesson objectives
Asking questions. Comments on the answers
proposes to formulate the purpose of the lesson.
– When do ъ and ь stand in the right place? Let's turn
to our topic. Solve the puzzle. (Dividing.)
– Read the topic of the lesson.
– Today in class we will learn to write words
with letters ь and ъ
Continuation of the table.
1
IV.
Explanation
new
material.
Observation
above linguistic
material.
Job
according to the textbook
(exercise
106)
V. Primary
consolidation
knowledge.
Job
according to the textbook
(exercise
107).
2
3
Organizes work on the topic of the lesson. Explains
new material, answers students' questions.
– Refer to the table “Spelling words with
letters ь and ъ”, what role they play in words
soft and hard sign.
– Compose a message using the table and plan.
– Write out words with soft and hard words from the table
signs. Give your own examples of these rules.
(See RM, Appendix 5.)
Asking questions. Comments and corrects
answers. Supervises students' work.
Helps, checks if necessary
answers. Comments on the progress of the decision.
- Read it. Write out the words from the sentences
with a separating solid sign, highlight them
consoles.
- Write out the word with from the sentences
separating soft sign, highlight in it
root.
– Tell me which of the highlighted words has sounds
less than letters? How many letters and sounds are there in
in other words?
– Discuss: what other advertisements could be in
holiday home? Make announcements like this.
Deduce linguistic patterns that lie in
basis of the concept or rule being studied.
Analyze the formulation of the rule (concept),
given in the textbook. Conduct observations on
material of connected texts
Perform didactic exercises and answer
answer questions and express their opinions. Apply
new knowledge based on new language material.
Perform analytical exercises. Participate
in discussing issues on the topic.
They work in pairs. Write out from sentences
words with a separating solid sign, highlight
prefixes in them:
Write out the word with from the sentences
separating soft sign, highlight in it
root:
– The word “sing” has 4 letters and 3 sounds.
4
Realize
analysis
objects with
based on
visualization
Consciously and
arbitrarily
build
speech
statement
orally
form,
justify
your opinion.
Coordinate
efforts to
decision
educational
tasks.
Realize
control
by result
2
3
4
Continuation of the table.
1
Job
according to the textbook
(exercise
108)
– Read two groups of words.
– Make up phrases by choosing the appropriate ones
– Write down the word combinations you have made by inserting
missing letters in words. Test yourself.
VI.
Further
Job
By
consolidation
and generalization
acquired
knowledge and
skills.
– Distribute the words into two columns.
(See RM, Appendix 5.)
Organizes discussions, listens to opinions,
sums it up.
– Why in words with the same prefixes
in one case it is written ъ, and in the other – not?
Explain - pour out.
Move out - narrow down.
Pre-anniversary – to propose.
- Read the poetic passage. Find
a word in which there is both a dividing ъ and
separating b. Why is there quantity in this word?
letters
and the sounds are the same?
The wolf is terribly angry
He can't eat the hedgehog.
The hedgehog, although it is edible,
Inconvenient to eat:
Shrinking, I put out the needles -
Burned the evil wolf.
Make up phrases by choosing the appropriate ones
according to the meaning of the word from the first and second groups.
Serious conversation, railway siding,
edible mushroom, bird tracks, immense
open spaces, ruffled sparrow, funny
monkey, friendly family, crane,
filming, delicious jam, cringed from
cold, excursion announcement.
Divide words into two groups
Summarize the methods of action according to the rule,
algorithmic algorithms are used in practice
prescriptions, instructions. Perform analytical
synthetic exercises, work with dictionaries.
Explain the spelling of the dividing solid
sign.
(See RM, Appendix 6.)
Perform sound-letter analysis of words
"eating"
Eat nya – [sy’ed’ n’y’a] – 3 syllables;
s – [s] – consonant, voiceless pair, hard
paired;
ъ –
e – [th’] – consonant, voiced unpaired, soft
unpaired;
[e] – vowel, unstressed;
d – [d’] consonant, voiced pair, soft
paired;
her
uh
Understand
aural answers
students.
Listen
interlocutor.
Build
understandable for
interlocutor
statements.
Reasoned
get yours
position,
point of view.
Adequately
use
speech
means for
solutions times
1
2
- Read the proverbs. Explain their meaning.
What words should you use ь? ъ?
Overseas there is joy, but it is someone else’s, but here we have grief, but our own.
Woe to the tongueless in a foreign land.
Everything is contentious at home, but life outside is worse.
(See RM, Appendix 7, 8.)
Work in private
for the sake of
97).
Work in private
for the sake of
98)
VII. Bottom line
lesson.
Reflection
Organizes work in a workbook.
- Read the task. Form from each word
cognate with the suffix ek or ik.
Write down the words, highlight the suffixes in them.
- Read the task. In what significant parts
words missing spelling? Paste
missing letters.
– Tell me what you liked about it
descriptive text?
Organizing a lesson summary
by students. The teacher asks the children to evaluate
their work in class by filling out the table
self-esteem. Conducts a conversation on the following questions:
– What particularly interested you during the lesson?
Continuation of the table.
3
e – [e] – vowel, stressed;
n – [n’] – consonant, voiced unpaired, soft
paired;
b –
i – [th’] – consonant, voiced unpaired, soft
unpaired;
[a] – vowel, unstressed.
––––––––––––––––––––––––––
8 letters, 8 sounds
Complete the task in the workbook.
Write down the words.
– Spellings are missing in prefixes and roots
and suffixes. (See RM, Appendix 9.)
Insert missing letters
Answer questions. Define their
emotional state in class. Conduct
self-esteem, reflection. They talk about the goal
lesson, determine whether the result is achieved or not,
speak out about the difficulties they face
collided in class.
4
personal
communicative
ny tasks.
Do
conclusions,
extract
information
from various
sources.
To plan
your action
V
compliance
With
delivered
task
and conditions
its implementation
Realize
self-control
educational
activities
1
2
3
End of table.
4
– What new did you learn in the lesson?
– Name the conditions under which it is written
separating b.
– When should you write a separator?
– Did you like the work in the lesson? Rate
myself
Talks through and explains homework.
Formulates the objectives of the exercise,
gives accompanying comments.
– Complete task 99 in the workbook,
exercise 109 in the textbook; prepare
message
about soft and hard signs
Homemade
exercise
Evaluate their work in class by choosing
corresponding statement:
I know the conditions for using the separators ъ and
b.
I can write words correctly with
dividing ъ and ь.
I know what I need to work on
Listen carefully and ask for clarification
questions.
Realize
accept,
keep
educational
tasks
Checking readiness for the lesson. General lesson setting. Greeting students.
Organization of the beginning of the lesson
Annex 1
The bell rang and fell silent -
The lesson begins.
Everyone sat down quietly at their desks,
Everyone looked at me.
Let's think, reason,
|
Dividing solid sign |
Written only after prefixes that end in a consonant, before letters e, e, yu, i: |
|
Soft sign |
1. Dividing written after consonants in the root or after the root before letters e, e, yu, i, and: (o)sem ye, rouge yo, V yu ha, without ya on, hand yi 2. Index softness of the preceding consonant: life b, appeal b syn 3. Index Feminine forms of nouns: ro yeah, you sew, before whose(written after hissing words) |
|
Separating solid (ъ) And soft signs indicate that the letters e, e, yu, i, and denote the fusion of the consonant sound [th"] and the subsequent vowel sound. |
|
106. Remember from the table “Spelling words with letters b And Kommersant"What role do letters play in words? soft sign And hard sign.
- Compose a message using the table and plan:
- What “work” can a letter do in a word? soft sign(s)? hard sign (ъ)?
- When a dividing line is written in words soft sign(s), and when - hard sign (ъ)?
- Write out words with soft and hard signs from the table. Give your own examples of these rules.
107. Read it.
- Write out words with a hard separator from the sentences, highlight the prefixes in them.
- Write out the word with the separating soft sign from the sentences, highlight the root in it.
- Tell me which of the highlighted words has fewer sounds than letters. How many letters and sounds are there in other words?
- Discuss: what other advertisements could there be in the holiday home? Make announcements like this.
There is a poster in the rest house.
Advertisements are posted:
“Cars are prohibited from entering,
So as not to spoil the lawn!”
"Near the entrance
There’s no place for singing songs!”
“We get up at seven o’clock.
And not at night! And not during the day!”
(A. Usachev)
108. Read two groups of words.
- Serious. s..capacity, shriveled, boiled..e, in..drove.
- Funny..., railway..., ... tracks, ... uphill, ... crane, ... conversation, ... mushroom, ... open spaces, ... sparrow, ... about excursions, ... movies, delicious..., friendly..., ... from the cold.
- Make up phrases by choosing words that are appropriate in meaning from the first and second groups.
- Write down the word combinations you have made by inserting the missing letters into the words. Test yourself.
Sample. Serious conversation, ... .
109. Say the words.
- What is common in the pronunciation of these words?
- Write it down, replacing sounds with letters. Explain how you can move these words from one line to another.
110. Read it. Compose a text from the parts.
We carefully parted the blades of grass and saw the chick. The chick was tiny and big-headed. Every now and then he opened his large, yellow-edged beak and squeaked pitifully. His parents couldn't help him.
A nest was visible among the branches not high from the ground. We placed the chick in the nest. The blackbirds immediately fell silent. Only a squeak could still be heard from the nest. These were hungry children demanding to be fed.
This is how Dima and I saw the tiny chicks for the first time.
One day Dima and I heard the loud voices of blackbirds in the forest. We approached a large tree where birds were circling. A thin squeak came from the grass.
(Yu. Dmitriev)
- Determine the topic and main idea of the composed text, choose a title for it.
- What type of text is this: description or narrative? Read the sentences that describe the chick.
- Make a plan for the text and write a summary according to this plan.
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