Methodological support of technology. The letters o - and in the root -kos- -kas We planned to leave early but were delayed
Russian language lesson in 6th grade
Subject: Generalized repetition of spelling.
Lesson type- iterative-generalizing
Form– workshop
Goals:
Organize the activities of students to repeat the spelling material studied in grade 5;
Create conditions for the development of independent work skills;
To develop literate writing skills, vigilance of students;
Cultivate interest and conscious attitude to the subject.
During the classes:
Organizing time. Hello guys! Glad to see you.
Reflection:emotional condition.
In order for you to have a good mood at the lesson, we will take a walk through the autumn forest. ("Walk" video.)
Written on the board are the words: plants, grew, spread out, settle down, freeze, touch, add up ... Read them. As you walk around, think about what we're going to talk about in class today.
Recording the date and topic of the lesson: "Roots with alternating vowels."
- Today in the lesson we will repeat the different spellings that we studied in grade 5, but we will especially pay attention to the spelling "Alternating vowels at the root of the word"
(Setting the goal of the lesson by students)
– What is your goal at the beginning of the lesson?
4. The purpose of our lesson: to review and summarize knowledge of spelling.
The epigraph of our lesson will be the following words: Repetition is the mother of learning!
What is the meaning of the proverb?
What proverbs and sayings on the topic of learning do you know?
Learning is light and ignorance is darkness.
Live and learn.
For one scientist, two non-scientists are given.
Jump with a letter, but even cry without a letter.
Students' messages about the rules for writing alternating vowels E-I, O-A)
Working with a table according to the rule "Alternating vowel at the root of words"
Vocabulary work: distribute the words in 2 columns - with an alternating vowel and without alternation (everyone is done in notebooks, and one student is at the blackboard).
Green, grow, sing, lock, bring, collect, stand, touch, freeze, tremble, salt, grow, offer, rip off.
Continuing our walk, verbally compose with words with alternating vowels at the root of the sentence.
(The screen shows an autumn landscape)
Work with text ( in pairs). (light melody sounds)
Exercise: Write off the text, insert missing punctuation marks, missing letters, graphically explain the spelling of the missing letters.
We supposed to leave early, but behind...neighed. Along the d ... horns, in addition to the shrub pores ... if (not) another vegetation was visible. At noon, we settled down ... to rest by the lake ... overgrown with ... mice. The roaring… roaring r… kids floated in the very middle of it on a raft. The sun n ... shone so that it was impossible to touch the n ... sku ... to fall asleep. In the rays of the bright yellow sun, the lake shone like a mirror. Dog ... rala evening dawn when we returned to ... mine.
We planned to leave early, but we got delayed. Along the road, apart from shrubbery, there was no other vegetation to be seen. At noon, we settled down to rest by a lake overgrown with reeds. Tanned children floated in the very middle of it on a raft. The sun was so hot that the sand could not be touched. In the rays of the bright yellow sun, the lake shone like a mirror. The evening dawn was dying down when we returned home.
Checking the text orally(punctuation marks, missing letters)
Work in groups on the text:
1) Mark all the missing commas in the text. Why are commas needed in these sentences?
2) Name and explain the spelling of words with alternating vowels.
3) Explain the spelling of the remaining spellings.
Performing test independent work
Exercise: highlight in each row a word with an alternating vowel, insert a letter .
Flourish ... sti, decompose ... live, speak ... speak, hide ... drink
Crack out ... chit, vb ... reap, melt ... army, move ... sti
M ... l ... doy, s ... green, l ... sleepy, r ... vegetative
Deputy ... army, wipe ... army, stop ... speak, turn off ...
Prick ... sleep, in ... children, signed ... sala, attacked ... shaft
Deputy ... to speak, announcement ... announcement, collect ... army, dr ... reap
H ... vomit, f ... fly, f ... fly, lock ... shut up
M ... loco, with ... catch, statement ..., in ... company
Checking Test Works ( one student at the computer)
What roots with alternating vowels did you see?
What other spellings can be seen here?
What words could we take for our walk through the autumn forest?
Exhibiting self-assessments students with justification, whether they achieved the goal set at the beginning of the lesson.
Answer options:
1. Today I learned…
2. it was interesting…
3. it was difficult…
4. I completed tasks...
5. I realized that…
6. Now I can…
7. I felt that…
8. I purchased…
9. I learned…
10. I got ...
11. I was able ...
12. I will try ...
13. I was surprised ...
Homework: on "5" - compose a small coherent story with a large number of alternating
On "4" - make a dictionary dictation of 10 words on the topic "alternating vowels"
Reflection.
- Let's return to our autumn forest. (The image of the autumn landscape is projected on the screen).
Tell me, with what mood will you leave the lesson after our linguistic walk? (2-3 people answer)
Summing up the lesson by the teacher ( note especially active ones).
Designed by:
Russian teacher and
Literature MOU "Christmas secondary school"
2011
Option number 1.
1) I planned to leave early, but I was delayed. 2) We left only in the evening. 3) What a pleasure to race on brisk horses along a snowy road! 4) A wide plain spreads out before us and glitters with diamonds. 5) A pale dawn burned out on the horizon. 6) Mighty pine trees near the road have grown in regular rows. 7) Soon the moon will rise, illuminate its surroundings with a mysterious light. 8) I look at the winding tape of the road. 9) Ahead is empty and quiet. 10) Only the creak of the sleigh and the snoring of the horses are heard. 11) We are already reaching the destination of our journey. 12) A locomotive whistle is heard. 13) A city is visible in the distance. 14) The streets of the city are lit with lanterns. 15) Stars light up in the sky.
1) comparison, 2) epithet, 3) metaphor, 4) personification.
2. From sentence 3, write out the word(s) with the checked unstressed vowel of the root.
3. From sentence 5, write out the word(s) with an alternating unstressed root vowel.
4. From sentence 14, write out the word(s) with an unchecked unstressed root vowel.
5. From sentences 11-15, write out the word(s) with an alternating unstressed vowel of the root, the spelling of which is determined by the rule: “If there is a suffix a after the root, then write and in the root”
6. From sentences 6-9 write out a word with an unpronounceable consonant in the root.
7. From sentences 1-3, write out a word that has 2 prefixes.
8. From sentences 4-6, write out the word (s), the spelling of the prefix in which (s) is determined by the rule: “We write z before voiced consonants in prefixes”
9. Write down the grammatical basis of sentence 11.
10. Among sentences 4-8, find the sentence(s) with homogeneous members. Write the number(s) of this offer(s).
Option number 2.
Read the text and do the tasks.
1) As soon as dawn breaks, my friend and I rise and gather for mushrooms. 2) We quickly take baskets, boxes and leave the house. 3) The air is fresh, even a little cold. 4) Our cheeks are burning. 5) Gray grass spreads out before us as a beautiful carpet. 6) We run a short way along the bank of the river to the grove. 7) A bright stripe glitters on the horizon. 8) It flares up wider and wider. 9) The sun appeared. 10) Its rays touched the clouds. 11) Everything is illuminated by a bright light. 12) Yellow dandelion is happy with the warmth. 13) Dew disappears when warm rays touch it. 14) Each plant, each sprout reaches for the sun. 15) The sun warms, but does not burn. 16) We merrily hurry to the grove.
1. What means of speech expression is used in sentence 4:
1) personification, 2) epithet, 3) metaphor, 4) antithesis.
2. From sentence 5, write out the word(s) with the checked unstressed vowel of the root.
3. From sentence 7, write out the word of the unchecked unstressed vowel of the root.
4. From sentences 10-14, write out words with an alternating unstressed vowel of the root, determined by the same rule.
5. Write out the exception word from sentences 13-15.
6. From sentences 14-16 write out a word with an unpronounceable consonant in the root.
7. From sentences 12-15, write out the word with the spelling: “The vowels o-e after hissing and c at the root of the word”
8. Write out a word from sentence 13, the spelling of the prefix in which is determined by the rule: “If a deaf consonant follows after the prefix, then at the end of it a letter is written denoting a deaf consonant sound”
9. Write down the grammatical basis of sentence 10.
10. Among sentences 14-16, find the sentence(s) with homogeneous members. Write the number(s) of this offer(s).
Option number 3.
Read the text and complete the tasks.
1) The train arrived late, and we were forced to wait at the station until dawn. 2) Then we offered to go to the mountains on horseback. 3) The path went along the coastal strip into the distance of the river, and it was an excellent road. 4) On the way we had to overcome many dangerous obstacles. 5) One day an avalanche blocked the road. 6) She swept in front of us with a terrible roar and paved herself ...
Target : know verbal suffixes, be able to do derivational analysis and analysis by composition. Fill the table.
| advise (advise) |
|
| grieve |
|
| consider |
|
| told |
|
- Compose words using word structure schemes (word-building models) and given word roots:
Modular program and development of Russian language lessons
VVIclassroom
Lesson topic : vowels in the root with alternation. The triune purpose of the lesson : work out the rules and algorithms for writing vowels in roots with alternation; formation of the ability to take into account the lexical meaning of the roots when choosing a vowel; consolidate theoretical and practical skills on the topic. Differentiated goal for the student : work out the rules and algorithm for writing unstressed vowels in roots in alternation. What should the student know at the end of the topic : conditions for choosing a vowel in roots with alternation; lexical meaning of roots -gor-/-gar-;- koc-/ kAc-. What should the student be able to do at the end of the topic : identify alternating roots and correctly write unstressed vowels in alternating roots. Formed area of understanding :- conscious spelling skill of writing unstressed vowels in roots with alternation; the ability to identify and highlight roots with alternating vowels. Consolidation and development of OUN, algorithms for spelling vowels in roots with alternation. Aesthetic education of students on the texts of fiction: K. G. Paustovsky (love for native nature).
M No. 3, M No. 4. Vowels in roots with alternation
Integrating goal . In the process of working on the learning elements, you should: a) know the rules for writing unstressed vowels in alternating roots; b) be able to apply the studied theoretical information in practice according to the algorithm, give and select their own examples; c) see these spellings in the text; d) systematize the acquired knowledge and skills; e) develop a methodological skill (self-control and mutual control). Target: to diagnose the level of preparedness at the initial stage of work. 1. Working with text: listen to the text, determine the topic of the text. May is a time of fine sunny days. Heat and light awaken vegetation. The trees are leafing out. The grasses are growing and growing. In early May, poplar, maple, birch bloom, followed by willow. Heralds of warmth arrive - swallows. Fans of nightingale singing enjoy the songs of the feathered one. As a green stage, the nightingale chooses willow thickets for itself, sometimes it is located in gardens. 2. Task: write out in two columns words with alternating vowels in the root, verbs with an unstressed vowel in the root. Use the algorithm: a) determine the root of the word; b) put the accent; c) if the root is unstressed, then determine if there is an alternation of vowels; d) determine the part of speech; e) highlight the root of the word in the verbs.- Using the key test yourself and rate:
- Peer review and peer review. Conclude: what unites the roots with alternating -cas-/-kos- And -gor-/-gar-?
Mutual check in pairs and mutual evaluation of results. 2. Make a sentence using words with alternating vowels in the roots -kos-/-cas-. The teacher checks. 3. Test: "o-a in alternating roots."
Write down the root vowel.
- Vegetable, algae, position. Touch, touch, branches. Touch, grew, set aside. Grow, build, location. Rostock, offer, settle down. Sprawled, tangent, untouchable.
- oh oh. a o a. ooo. a a o. o o a. oh a oh
Peer review and peer review. 2. Make a sentence using words with vowel alternation at the root - zap-/-mountain-. The teacher checks. 3. Test: find an extra word in each line and write it down in your notebook.
- Bitter, burn out, mustard, bitter. Add, compound, compound, adjective. Mow, scythe, touch, mow (grass). Hillock, burn, highlander, highlander. Grieve, grieve, burn, catch fire. Touch, braid, touch, touch. Clubfoot, touch, oblique (line), squinting.
- The text is offered individually to each student. Using the key, check yourself and evaluate.
- From the text write out words with alternating vowels at the root in three columns:
Modular program and development of biology lessons inVIIIclass on the topic
"Human Respiratory System"
Complex didactic goal: as a result of mastering the content of the module, students should:- Know the structure, functions, basic rules of hygiene of the human respiratory system. To study the process of gas exchange in the lungs and tissues. Get an idea of first aid measures for respiratory arrest.
- Zuzmer AM., Petrishina OL. Biology grade 9. pp. 101-114. Batuev AS. Biology grade 9. Human. pp. 77-93.
- Draeomilov V.N. Biology workbook for grade 9. M. 1995. Nikishov A., Rokholov I'M WITH. Didactic material on human anatomy, physiology and hygiene. M., 1995.
- Write down the date and title of the topic in your notebook. Do a test work on the topic "Breathing". Check the correctness of the test work on the topic "Breathing". Determine the level of your knowledge on the topic "Breathing" Analyze the errors.
Target: gain an understanding of the structure and functions of the human respiratory system Lecture
- Listen carefully to the lecture "The Human Respiratory System". Record the main points of the lecture in your notebook.
- Read through the textbook § 24 "Respiratory Organs". Study the drawings for § 24. Do work No. 77, 78. Check the correctness of their execution. Analyze errors. Prepare oral answers to the questions for § 24.
Work No. 77
| Consider the drawing. Indicate which respiratory organs are indicated by numbers 1-6. 1. 2. 4. 5. 6. |
Work No. 78
Insert missing words. You need to breathe through ____________________________________________________________. The nasal cavity is lined with _______________________________________________________, covered with numerous ______________________________________________________, which delay ______________________________________________________________. The cells of the nasal cavity secrete __________________________________________, which trap dust particles and microbes. Target: find differences between gas exchange in the lungs and tissues. 1. Read § 25 of the textbook.
- Prepare orally and discuss as a group the answers to the questions for § 25. Find the differences between gas exchange in the lungs and in tissues (see Fig. 79 on p. 108). Discuss item 3 in class. Complete, check and evaluate works No. 82, 84, 85 (attached).
Work No. 82
Indicate the correct answer to the question, through which circle of blood circulation does blood enter the lungs:
- Big circle? Small circle?
Work No. 84
Answer the question: what is the importance of breathing for the human body? 1. Providing nutrients. 2. Cooling of the body. 3. Absorption of oxygen. 4. Emission of water vapor. 5. Emission of carbon dioxide. 6. Release of energy. Write down the correct answer: _________________________________________________________
Job No. 85
Where does air enter from the bronchi: 1. Into the trachea? 2. In the nasopharynx? 3. In the larynx? 4. Into the nasal cavity? 5. In the pulmonary vesicles? Write down the correct answer: ___________________________________________________________
Homework (attached).
Test verification work on the topic "Breathing"
Points per lesson
Company Name Record in the dictionary "difficult" words Prepare, Adapt, Useful, Habit.
Company Name Read the text May is the time for beautiful sunny days. Heat and light awaken vegetation. The trees are leafing out. The grasses are growing and growing. In early May, poplar, maple, birch bloom, followed by willow. Heralds of warmth arrive - swallows. Fans of nightingale singing enjoy the singing of birds. As a green stage, the nightingale chooses willow thickets for itself, and in the gardens - hawthorn or gooseberries: it is safer there and there is more food. (According to A. Strizhev.)
Company Name Write in the notebook the words: Scythe (maiden) bone, touch touch Highlight the roots of these words. Are these words synonymous?
Company Name Test yourself: Touch the water, Touch gently, Touch with your hand, Gentle touch, Tangential line, Lay a track, Offer help, Write poetry.
Company Name Record in the dictionary of difficult words: Convert, Punctuation marks.
Company Name Syntactic work Compose a sentence according to the given scheme:, and
Company Name Divide words into two groups and explain on what basis they are distributed: growth, put, grew, rely, touch, touch.
Company Name o – a in alternating roots 1.vegetable 2.touch 3.touch 4.grow 5.sprout 6.grow 7.express 8.exposition 9.grow algae touch grown add suggest grown apply tangent fold position branch postpone location locate suggestion put immunity Rostov
Company Name Test yourself: Sunbathing on the beach, stay out of the sun, tanned baby, burning gas, gas burner, remove carbon deposits, flare up in the stove, burn out quickly, the wood burned out, the fire flares up.
Company Name Record in the "Dictionary of difficult words" Acquire, try on, try on, adapt, impregnable.
Company Name Write in notebook: Mountain, sunbathing, grief Do these words have the same root? Why? What are such words called?
Company Name Sort the words into three columns
Company Name Distribute the words Touch, kosovitsa, touch, mow (hay), touch, touch -kos- -kas- into three columns. Can the following be added to the list of these words: Oblique (hare), clubfoot, askance (to the side), bony , girlish braid?
Company Name Write down words and highlight vowels in the root Have free time, school age, rich vegetation, make out a sentence, come into contact with different people, tanned youth, summer tan.
Company Name Test yourself: 1) The dazzling sun of imagination lights up only from touching the ground. It cannot burn in the void. (K. Paustovsky.) 2) The red dawn lit up in the dark blue sky. (S. Yesenin.) 3) He lightly touched his hand.
Company Name Write off, insert missing letters, explain graphically the choice of a vowel in the root. Milk has warmed up, laid down hopes, the amount does not change from a change in the places of the servants ... the amount does not change, useful growths, young age ... sl, gather ... to pick mushrooms, bl ... stew in the sun, freeze ... from surprise. List the roots in which the alternation of a / o, e / u occurs.
Company Name Practice Exercises: 1. Make up a word. From the verb to talk, take the prefix, from the adjective the term is the root, from the verb to play - the suffix, from the verb to read - the ending, from the verb to laugh - the suffix of reflexivity. 2. Find an extra word. Add, compound, term, adjective.
Company Name Check Yourself: We were supposed to leave early, but we were delayed. Along the road, apart from shrubbery, there was no other vegetation to be seen. At noon, we settled down to rest by a lake overgrown with reeds. Tanned children swam in the very middle of it on a raft. The sun was so hot that the sand could not be touched. In the rays of the sun, the lake shone like a mirror. The evening dawn was dying down when we returned home. Find the verb according to its scheme:
Company Name Dictation in the Evening. The evening glow was fading. The fog began to spread. I decided to return home. With quick steps I passed through a thicket of bushes. At my feet stretched the plain, and beyond the wall rose the gloomy forest. I looked around the area and went down the hill. The tall grass at the bottom of the valley was a white tablecloth. Bats flew over my head. Where did I go? How to find the way? I went out to the edge and went through the field. It was difficult to get through the narrow path. High rye grew all around. The night bird flew low and touched me with its wing. My footsteps resounded in the silence. But then the stars began to light up in the evening sky. The sickle of the new moon shone. Now I recognized the way and assumed that in an hour I would be at home.
In this lesson, sixth graders will find out if they can correctly write words with these spellings and use them in speech; distinguish alternating roots from homonymous roots; recognize a word by its lexical meaning. For most of the lesson, the guys will work on their own - write dictations and check themselves, work with tests, cards, exercises from the textbook.
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Russian language lesson in 6th grade
Letters O - A in roots with alternation(summary lesson)
Goals:
To summarize and test the knowledge, skills and abilities of students in writing roots with alternating vowels O - A;
distinguish alternating roots from homonymous roots and use them in speech;
enrich students' vocabulary;
to form the ability to recognize a word by its lexical meaning;
learn to work with the test.
To promote the upbringing in students of a careful attitude to the word;
form an aesthetic taste;
broaden the horizons of students.
Develop logical thinking, attention, memory, speed of reaction.
During the classes:
- Teacher's word.
Guys, today we are finishing work with roots in which vowels O-A alternate, and therefore you must show whether you can correctly write words with these spellings and use them in speech; distinguish alternating roots from homonymous roots; recognize a word by its lexical meaning. Most of the lesson you will work on your own - write dictations and check yourself, work with tests, cards, exercises from the textbook.
So, the topic of our lesson is “Letters O-A in roots with alternation”. Let's open notebooks, write down the number, class work, the topic of the lesson.
- Syntactic five minutes.
And we will start with a syntactic five-minute session. One student goes to the board, inserts the missing letters, explains the spelling. Then he puts punctuation marks and justifies his choice. You will need to describe the proposal. Everyone else writes this sentence in a notebook and works together with the respondent.
Board writing:
And st..it birch
In the dream..th t..tire
And g..ryat sn..zhinki
In h..l..that fire. (S. Yesenin).
- front poll.
In the sentence with which we worked, the word GORIT met with an alternation of vowels in the root. We know that the letters O-A alternate not only in the roots -gar- -gor-.
What other roots do you know with alternating O-A?
What roots are "friends" with the suffix A? Why do we say so?
What can you say about the use of words with the root -lag -false- in speech?
When in the root - grew - grew - (- rasch-) is written O, A?
- Vocabulary dictation.
So, you know the rules. Do you know how to put them into practice? Now your task is to recognize the word by its ego lexical meaning, write it down and explain the spelling.
Many of you have a card on your desk with the lexical meaning of a word written on it. You read your card in order, we recognize the word by its lexical meaning, write down and explain the spelling. One student works at the blackboard, the rest - in notebooks.
- A frequent shrub that has overgrown any place. (thickets)
- Lightly touch something. (touch)
- To be upset, to experience a feeling of bitterness. (mourn)
- Be exposed to fire. (burn)
- The stem of the plant at the very beginning of development from the seed. (sprout)
- Raise an important issue. (touch)
- Rely on someone for something. (rely)
- The slope of a mountain, a hill. (slope)
- Oil extracted from plants. (vegetable)
- Boy or girl between the ages of 12 and 16. (teenager)
- Dark from sunburn. (sunburnt)
- Someone who lends money at high interest rates. (usurer)
- A) Strands of hair woven together. B) Agricultural tool for cutting grass, cereals. (scythe)
- A device that burns a liquid or gas. (burner)
- Part of speech denoting a feature of an object. (adjective)
- Fizkultminutka.
- Make up a word.
Guys, you have shown your ability to recognize a word by its lexical meaning, but can you make a word with an alternating vowel in the root? Let's see who does it quickly and correctly.
From the verb TALK, take the prefix;
From the adjective COMPONENT - the root;
From the verb PLAY - suffix;
From the verb LAUGH - the suffix of recurrence.
Make up a sentence with the given word. (rely)
- Dictation "Checking myself."
Guys, when completing all the previous tasks, each of you had the opportunity to immediately test your knowledge and ability to put it into practice. The next task is designed for you to first write a small dictation, think about all the spellings found in the text, and then compare it with what was written and rate yourself.
We planned to leave early, but we got delayed. There was no vegetation along the road. At noon we settled down to rest by the lake. Tanned children floated on a raft. The sun was so hot that the sand could not be touched. The evening dawn was dying down when we returned home.
Option 2. The guys walked through the forest and found a hedgehog under a bush. Try to touch it with your hands - needles stick out everywhere. They put the hedgehog in a hat and brought it home. The hedgehog turned around, saw milk and began to eat it, touching the plate with its nose. The hedgehog took root with the guys and began to grow by leaps and bounds.
If you did not make a single mistake - put a mark of "5", 1-2 mistakes - "4", 3-4 mistakes - "3", 4 or more mistakes - a mark of "2".
While the rest are checking, listen to the poem, find the words for the spelling being studied.
Sandwich
An eccentric mathematician lived in Germany.
He accidentally folded bread and sausage.
Then he put the result in his mouth.
This is how the man invented the sandwich.
- Homework.
Before starting the most important work in the lesson, let's open the diaries and write down our homework. It will be different for everyone.
The 1st group will make up 5 sentences with words alternating at the root.
The 2nd group will write a description of your trip to the park, using words with alternating letters O-A in the root in their story.
The 3rd group will make up a literary quiz, that is, they will write out 5 sentences from works of art (better - poems) in which there are words with alternating vowels in the root.
- Independent work.
And finally, the last task is independent work, but different for everyone.
1st group works with cards,
2nd group performs exercise 143,
Group 3 works with the test.
To make your work better, I will turn on the music of P.I. Tchaikovsky from the cycle “The Seasons”, autumn.
- Generalization.
So, today we have finished working with spellings alternating O-A at the root of the word. You showed that you know how to apply the rules for writing roots with vowel alternation in practice, to distinguish between roots with alternation from homonymous ones. Our lesson is final, but this does not mean that we will no longer refer to words with alternation in the root. It’s just that in the future, I’m sure you won’t have difficulty writing words with these spellings.
XI. Reflection.
We did a good job with you at the lesson, for which I thank you. I think you will be well prepared for the next test.
