Historical changes in the lexical composition of the language. Historical changes in the lexical system and lexical meanings of words
The vocabulary of a language changes by updating the vocabulary (see Neologisms; Archaisms, Historicisms) and the accumulation of new means of expression. It reflects the history of changes in the life of the people and society. At the same time and in close connection with these processes that change the composition of the dictionary, the internal development of vocabulary as a system occurs: the restructuring of some of its sections, changes in connections between words that are related in meaning, the movement of words from one series and groups to others, etc.
Comparing, for example, the lexical system of the modern Russian language with the dictionary of the ancient Russian language, we discover not only quantitative differences, but also deeper, qualitative ones. These changes are of several types.
1. Changes in the way objects are named.
Previously, in ancient times, names of objects were often given according to the characteristics of their shape, material, contiguity with other objects, etc. For example, if we turn to the etymology of Russian names for dishes, we can find out that, say, a glass is named after the material : in the old days, glasses were made from boards (originally dostokan); bucket turns out to be related to the word water (i.e., if we coarse this connection, bucket is a vessel for water); words about a pot arose as a result of the transfer of the name from one object to another, adjacent: etymologically, a pot is a small forge (a device for making pots).
With the development of language, the principle of naming an object according to its function and purpose begins to prevail - and the closer to our time, the more distinct it is. The word, as it were, signals for what purpose the object it denotes serves: a switch, a vacuum cleaner, a clamp, a sound pickup, etc.
2. Changes in genus-specific relationships between concepts and their reflection in the dictionary.
In the Old Russian language there were names table, bench, bench, chair, bed and other designations for types of furniture, but there was no word furniture itself or any other word that would unite all types of names. By the middle of the 18th century. the number of such “private” names is increasing: sofa, wardrobe, sideboard, stool, etc., borrowed from other languages, appear. The need for a general name becomes urgent, and in the Russian language the word furniture (borrowed from French via German), which means generic concept.
Thus, in the Russian language, instead of isolated names, a group of words is formed, between which gender-species relationships are established.
The tendency to organize words into similar sets with one generic name increases in subsequent stages of the development of the Russian language. Researchers of its current state note the following lexical groups with relatively recently appeared generic designations: cap, hat, cap, papakha, cap,... → headdress; shop, shop, stall, tent, tray,... → outlet; train, plane, car, ship,... → transport, etc.
3. Changing synonymous relationships between words. Increasing synonymous rows.
The development of synonymy, an increase in the arsenal of synonymous means is one of the main indicators of improving the language and its expressive capabilities. The relations of doubletness and free variation are gradually being replaced by relations between words that are based on the principle of functional necessity: only such units are preserved in the language that differ from others in meaning and use. If these differences are small, then the words are combined into synonymous rows. Each word of the series, naming the same action or quality, emphasizes some special shade in it (see Synonyms).
Thus, in the Old Russian language the verbs po-myslyat’, ruzymat’, dumat’ had the general meaning of “to think”; in the language of the 18th-19th centuries. and in modern times these words, although close in meaning, have independent meanings that are realized in different contexts (compare: I didn’t even think about such success! Why think about it for a long time - you have to go! Think before you do). Back at the beginning of the 19th century. The adjectives special and separate did not differ very clearly in meaning. And, S. Pushkin wrote to his friend P. A. Pletnev, “... how many rooms do I need in an apartment? If there was a special office, I don’t care about the rest” (we would now say: separate).
4. Change in lexical compatibility.
With the development of language, the selectivity of a word in its combination with other words increases, thereby increasing the idiomaticity (specialness, originality) of the phrases themselves.
So, for example, the verbs do, become in their figurative meanings in the language of the 19th century. combined with nouns much more widely than now. It was possible to make not only a remark or a reproach, but also, say, a question. In Pushkin’s story “The Shot,” the officers “asked him [Silvio] this question” (we would say: asked). In “The Captain's Daughter”: “Fine snow began to fall - and suddenly it began to fall in flakes. The wind howled; became a blizzard. Such use of the verbs do, become was not an individual feature of Pushkin’s style - let’s compare this phrase from Lermontov’s novel “A Hero of Our Time”: “Meanwhile, the anxiety became terrible.”
But perhaps such compatibility was typical only for these two verbs? No, other words were characterized by greater freedom of combination than now: they wrote, for example, to produce influence, to produce panic (compare the modern ones to influence, sow or raise panic); They said that not only did trouble happen, but joy also happened. “I remember you very much,” “I completely understood my friend,” “I know their point of view too well,” “a bundle of keys,” “hopeless despondency” - we can find these and similar phrases not only in A.I. Herzen, D.I. Pisarev, G.I. Uspensky, early L.N. Tolstoy, whose works are separated from our time by more than a century, but also in the letters of A. Blok, the stories of A.I. Kuprin, the stories of A.N. Tolstoy. In modern language, these same thoughts are expressed differently: I remember very well (clearly), I understood well (completely), I know too well, a bunch of keys, hopeless despondency.
Thus, the mechanism of lexical compatibility becomes more subtle, and the verbal means that ensure the operation of the mechanism are more diverse (see Lexical compatibility).
Slide 1
Historicisms are words denoting objects and phenomena that have passed into the past. For example: plow, quiver, armyak, kick, stagecoach, horse-drawn horse, state councilor, committee of the poor, reading hut, commissar.Slide 2
Archaisms - (Greek Archaios - ancient) outdated words replaced by more modern ones. For example: mouth, fingers, neck, hand, right hand, left hand, warrior, shoot, zelo, drink. Task 2. Explain the meanings of archaisms, select synonyms for them. Barber, hunger, minstrel, closet, verb, kiss, cheeks
Slide 3
Sometimes words acquire new meanings, but the old ones die off and the meaning of the new words practically does not echo the old ones. For example: vile - 1) until the 18th century. “common, unborn, belonging to the lower class”; 2) modern “dishonest, morally low.”
Slide 4
Sometimes words acquire new meanings, but the old ones die off and the meaning of the new words practically does not overlap with the old ones. For example: Poor, poor man - 1) until the 18th century. “unhappy, surrounded by troubles and failures”; 2) modern “poor, financially needy.”
Slide 5
The meaning of a word can narrow and expand. For example: Gunpowder - in the Old Russian language “a substance consisting of small particles, dust” (cf. powder, powder, powder). Finger – originally “thumb”.
Slide 6
LET'S FANTASY? What color should the ink be? Why are temple, lomot, yarilo called so?
Slide 7
Etymology – (Greek Etymon – truth, truth + logos – concept, word) the science of the origin of words. Task 3. Using etymological analysis, explain the spelling of the words Zn..famous, teacher, zn..komit, annoy..zhat, enjoy..zhdatsya, m..shock.
Slide 8
The grammatical categories of a language also change, although not as quickly. For example: a noun in Old Russian had three number forms, six types of declension, seven cases; verb – eight tenses and several impersonal forms (participle, infinitive, supin).
Slide 9
Why was the ancient form of the dual number fixed as the plural form of the words eye, horn, sleeve? Unity number of Dual. number of Sets. number of the year godi horse horse horses son sons son share shares shares fish fish fish
Slide 10
Which language level changes faster than others? - vocabulary What groups of words are distinguished in the language according to the time of their appearance? - historicisms, archaisms, neologisms What can happen to the meaning of a word? - change, narrow or expand
In the discipline "Russian language"
For 1st year students of non-linguistic specialties
Topic No. 1: Language and its main functions.
Goals: formation of the concepts of “language”, “world language”, to provide students with a classification of world languages, to determine the place of the Russian language in the modern world. Talk about the types and forms of speech and writing.
Main questions
1. The concept of language. Basic functions of the language.
2. World languages.
3. Types and forms of speech. Written speech.
SRSP No. 1
Exercise: 1. Working with the text “Language” p. 395 – 396, rear. No. 5, 8, 11, 13. “Practical course of the Russian language”, ed. Zhanalina, Musataeva. – Almaty, 2005
LANGUAGE
From early childhood to old age, a person’s entire life is connected with language.
The child, lowering his eyelashes, falls asleep to the monotonous murmur of his grandmother's fairy tale. But a fairy tale is a language.
A teenager goes to school. A young man goes to a university or institute. In the speeches of teachers, on the pages of books, a huge universe reflected in words unfolds before him. He learns about what happened a hundred or a thousand years ago, what exists on the equator or in the Arctic. His eyes have never seen this (and maybe will never see it), but he knows that it is there!
He is related to the thoughts that arose in the heads of people centuries and centuries before his own birth. In his writings and scientific works, he addresses those who will live a century after him. And all this is possible only thanks to language.
Joyful or angry, the song flies over the expanses of the Motherland. Song is a language.
A strict mathematical formula appears sharply white on a black school board. This formula is also a language.
I'm writing a book; Of course, I use language, words.
You are reading what I wrote: for this you also need language... But is it possible to think without words?
Everything that people do in the human world is done with the participation and mediation of language. Without his help, not one of us is able to work together with others, cannot move science, technology, art, or life forward one step.
Language is the most important tool of communication between people.
Any tool can be used skillfully and with the greatest benefit only by those who have deeply and carefully studied, who know how it is “structured”, what parts it consists of, how it works, how it changes over time, what kind of treatment it requires...
(According to L. Uspensky).
2) answer the questions, motivate your answers
· Is human life conceivable without language?
· Is it possible to comprehend the world without language?
· Who is given the best ability to use language?
3) Translate the words property, belonging, social, integrity, materialize, dynamics into Kazakh language.
4) Retell the text “Language”.
form of control: oral and written answers.
Job submission deadline: 1 Week.
Topic No. 2: Speech. Types and forms of speech.
Goals: formation of the concepts of “speech”, “written speech”, characterize the features of speech, its types and forms, draw a parallel “language - speech”, show their relationship, introduce oral speech and its features.
Main questions
1. The concept of speech. Types and forms of speech.
2. Oral speech and its leading features.
SRSP No. 2
Exercise:
Reading by heart a poem about language (orally).
Compile a summary of the “Law on Languages in the Republic of Kazakhstan”
Guidelines: the poem must be in Russian about any language. The selection of poems is controlled by the teacher. The summary of the “Law on Languages” is made by selecting the most significant articles. The conversation is conducted on the basis of notes.
form of control: oral and written answers.
Job submission deadline: 1-2 weeks.
Topic No. 3: Text as the leading unit of verbal communication
Target: define the concepts text, theme, idea of the text; teach to identify the topic and formulate the main idea of the text, introduce the STS and types of connections between sentences in the text.
Main questions
1. Text as a harmonious system with special laws of construction and development of thought. Text features.
2. Means of communication of sentences in the text (table).
3. Text composition.
5. Types of connection between sentences in the text.
SRSP No. 3
Exercise
1. Work with text: "Historical changes in vocabulary", assignment No. 1, p. 430, assignments No. 7, 8, 9, 10, 13, p. 432. “Practical course of the Russian language,” ed. Zhanalina, Musataeva. – Almaty, 2005
2. Work with texts in your specialty: determine the topic and main idea of the text, the way sentences in the text are connected.
3. Working with texts in the specialty: title the text, draw up an outline, identify given and new information in the text
Task No. 1. Based on explanatory dictionaries of the Russian language, determine the meaning of the words.
Renewal, accumulation, feature, contiguity, prevail, distinctly, principle, function, scattered, tendency, arsenal, shade, selectivity, improvement.
Historical changes in vocabulary
The vocabulary of a language changes by updating vocabulary and accumulating new means of expression. It reflects the history of changes in the life of the people and society. Comparing, for example, the lexical system of the modern Russian language with the dictionary of the ancient Russian language, we discover not only quantitative differences, but also deeper, qualitative ones. These changes are of several types.
First, changes in the way objects are named.
Previously, names were given to objects based on the characteristics of their shape, material, proximity to other objects, etc. (For example, cup named after the material. In the old days they were made from boards - doskan). With the development of language, the principle of naming an object according to its function and purpose begins to prevail - and the closer to our time, the more distinct it is.
Secondly, changes in the genus-specific relationships between concepts and their reflection in the dictionary.
In the Old Russian language there were names table, bench, bench, chair, bed and other designations of types of furniture. But the word itself furniture or any other that would unite all species names, there was no one.
In the Russian language, instead of isolated names, a group of words is formed, between which gender-species relationships are established. The tendency to organize words into similar sets with one generic name increases in subsequent stages of the development of the Russian language.
Thirdly, a change in synonymous relationships between words, an increase in synonymous series.
The development of synonymy, the increase in the arsenal of synonymous means is one of the main indicators of improving the language, its expressive capabilities... Each word of the synonymous series, naming the same action or quality, emphasizes some special connotation in it.
Fourthly, a change in lexical compatibility.
With the development of language, the selectivity of a word in its combination with other words increases, thereby increasing idiomaticity.
(By "Encyclopedic Dictionary of a Young Philologist").
Task No. 7. Read the theoretical material carefully, then name the structural parts of the text.
Task No. 8. Divide the text into meaningful parts and title each part.
Task No. 9. Find in each paragraph “linking” words that connect the previous paragraph with the next one, write them down.
Task No. 10. Formulate questions for each paragraph of the text.
Task No. 13. Write down linguistic terms from the text. Using dictionaries of linguistic terms, explain their meaning.
Tasks No. 2, 3 are completed after preparing SRS No. 3, i.e. students select two texts in their specialty and carry out further work with these texts.
Form of control: written response
Job submission deadline: 2- 3 week
Historical changes in vocabulary can occur in several ways: New meanings of words appear, archaization of a number of words occurs, old meanings are lost and new ones appear, etc. In addition to these processes in the vocabulary, words transition from the active to the passive vocabulary and vice versa.
Active vocabulary - This is part of the vocabulary of a language, including words, actively used in all spheres of social life, it is the core of the lexical system and the face of the language as a whole.
Passive vocabulary is a part of the vocabulary of a language, including words that have limited use in everyday society. In pass. vocabulary includes words that are falling out of use, as well as those that have not yet fully entered into it.
Obsolete words are words that belong to the passive stock of the language, have fallen out of use, but are mostly understandable to native speakers. Obsolete words are divided:
Historicisms- words that have fallen out of use due to the disappearance of realities. They have no synonyms in the literary language
Archaisms– these are outdated names of existing realities. There are two types of archaisms:
Lexical are archaisms that include lexical archaisms, i.e. words that are completely outdated as defined. sound complexes (that is, that is); lexical and word-formative archaisms, i.e. obsolete in the word-formation structure (fisherman - fisherman); lexical-phonetic, i.e. differing only in a few sounds (music s ka - m at language)
Semantic - words with an outdated meaning that is unknown to a word that already exists in the modern language (language - people).
EUPHEMISM, a stylistically neutral word or expression used instead of a synonymous linguistic unit that seems indecent, rude or tactless to the speaker; euphemisms often veil and mask the essence of a phenomenon; For example: die instead of die,tell a lie instead of lie,price liberalization instead of price increase,product(about the atomic bomb). Unlike ordinary vocabulary, euphemisms are extremely sensitive to public assessments of certain phenomena as “decent” and “indecent.” Related to this is the historical variability of the status of euphemism: what seems to be a successful euphemistic name to one generation may be regarded by subsequent generations as undoubted and unacceptable rudeness, requiring a euphemistic replacement.
In linguistics Taboo- a word whose use is prohibited (due to religious beliefs, superstitions, censorship prohibitions, fear of rude expressions, etc.), for example, among commercial hunters, instead of “bear” - “master”, “lomaka”, “he”; restriction of word use determined by the same reasons.
2) words and opinions that cannot be expressed out loud; prohibited items and actions; any strict prohibition.
31 Borrowings. Types and methods.
Borrowing is a way to enrich the vocabulary of a language. In different historical eras, the nature of borrowings, their thematic affiliation, and the intensity of penetration into the lexical fund of a particular language were different. In this case, word formation during borrowing plays a very important role, since it contributes to word-formation adaptation.
There are borrowings in which a word is borrowed into another language, and after some time returns back in a different phonetic form.
Calque words can also be borrowed, i.e. words that consist of material from the native language, but are built on the basis of a foreign word-formation model (pronomen - “instead of a name”). Sometimes the semantic structure of a word can be borrowed (from the French paradis - paradise).
When borrowing, phonetic and grammatical adaptation occurs. For example, the word choir comes from the Greek khoros, where the combination “kh” began to sound like “x”.
Grammatical adaptation - the word tulle has acquired gender, number, and case. But it happens that a word does not tolerate adaptation, but remains as it was borrowed.
Depending on the language from which certain words came, two types of borrowings can be distinguished: 1) related borrowings(from the Slavic family of languages) and 2) foreign language borrowings(from languages of another language system). The first type includes borrowings from the related Old Church Slavonic language (sometimes called Old Bulgarian in linguistic literature). The second includes borrowings from Greek, Latin, Turkic, Scandinavian, Western European (Romance, Germanic, etc.).
In terms of the time of penetration, the borrowed vocabulary is also heterogeneous: some words in it belong to the period of the Indo-European linguistic community, others to the pan-Slavic linguistic unity, others replenished the language of the Eastern Slavs in the Old Russian period of its existence, and, finally, many words have already entered the Russian vocabulary itself.
A lesson with a presentation, the purpose of which is to teach the skills of morphemic analysis of the composition of a word; develop research skills; acquaint students with the historical processes in the root of the word, with unproductive prefixes and roots; show language as a developing phenomenon; develop students’ skills in comparing the ancient composition of words and meanings with the structure and meaning of words in the modern Russian language; to cultivate interest in the outer shell of a word and its meaning.
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Russian language lesson in 6th grade on the topic: "Historical changes in the composition of words."
- Goals: teach the skills of morphemic analysis of word composition; develop research skills; acquaint students with the historical processes in the root of the word, with unproductive prefixes and roots; show language as a developing phenomenon; develop students’ skills in comparing the ancient composition of words and meanings with the structure and meaning of words in the modern Russian language; to cultivate interest in the outer shell of a word and its meaning.
- Tasks: repeat the composition of the word; by comparing the analysis of ancient and modern roots, find out what historical changes have occurred in the composition of some words; train students' spelling skills; increasing interest in learning the Russian language; promote the development of skills in working with reference literature; develop students' horizons; promote speech culture.
Equipment: board, stand with books, handouts “Etymological Dictionary”, cards with words.
During the classes
- Organizing time.
U: - Hello, guys. Today I would like to start the lesson with a poem by Svetlana Ostrovskaya:
U: - You get used to words day by day.
And they are full of original meaning...
And when I hear:
Excuse me! - (Slide 1)
This means:
Exclude me from the blame! -
The word has the color of its own fire.
Your own space. Your boundaries.
And when I hear:
- Protect me! - (Slide 2)
This means:
- Surround me with your shores! -
The word has roots. And there are relatives.
It is not a foundling under an orphan bush.
And when I hear:
Protect me! - (Slide 3)
This means:
Hide me behind your shield!
Listen. Get into it. Don't forget!
The word has its own temper. Your gut.
And if you penetrate into this essence -
The word will do you good.
T: - What is this poem about?
D: - About words. About the composition of words. About the origin of words. The need to know their history.
U: - Correct. It was no coincidence that I started the lesson with this poem; guess what the theme of our lesson will sound like?
D: - The history of the origin of words.
U: - Almost right! Let’s remember, in order to more accurately formulate the topic of the lesson, what we did in previous lessons?
D: - Morphemic composition of words. In order to make a morphemic analysis of the word and determine the method of formation.
U: - That's right. What does a word consist of?(Working with Slide 4).Here is a familiar diagram of the morphemic composition of a word. Tell me about the composition of the word.
II. Checking homework.
1. D: (student's answer according to the diagram).
Sh. Explanation of new material.
U: - Excellent. Now let’s return to Ostrovskaya’s poem and write down the words, determining not only the morphemic composition of the word, but also its method of formation. (Dictation: sorry, protect, protect).
D: - The words are sorry, the amulets are formed in a prefix way. In the word excuse, the base is izvin-, the root is vin- (the same root words wine, guilty, blame), the prefix iz-, the ending -i. In the word amulets- The basis is a guard-, the root is -bereg- (same-root words protect, thrifty), o- prefix, -and- ending, and in the word protect the basis is protect-, the root is protect- (same-root words protection, protected), the ending is - And.
U: - Well done. That's right. Indeed, in the word protect(Slide3) in modern language the root of protection, although the word, as we learned from Ostrovskaya’s poem, came from the word shield, it’s just that over time the historical prefix has become fused with the root, and we already know another word, i.e. historical changes have occurred in this word. Such historical changes have occurred in many words familiar to us from early childhood.
For example, you and I cannot imagine our life without the sun. Look at the image, what do you see here?(Working with Slide 5).
D: - It depicts the sun and an ancient boy and a modern one, as well as roots.
U: - Write down the word sun and its cognate words, and then highlight the modern root (children name the cognate words - write: sun, sun, solar.). You have the root -sun-. This is how a modern student will understand this word (illustration on the right). Now look at the left side of the poster, where the ancient boy is depicted. In ancient times the sun was denoted by the word SOL . As we see, changes have also occurred in the history of this word.
Let's find out what these changes are. The tablet I prepared for you will help us with this. Let's try to determine what historical changes took place in words, and for this you will need a dictionary, it is on your desk.
(Working with Slide 6.7 - Table)
Ancient word | Modern word | What changed? |
Sol | Sun | the suffix merged with the root |
genus | people | prefix on merged with the root |
Moscow | Moscow | phonetic changes - according to the letter c appeared |
chrome | Kremlin | alternating m//ml |
table+its | capital | the suffix merged with the root |
flat | square | phonetic changes |
U: - Well done! So, what have we considered?
D: - What changes have occurred in the words.
U: - What are they connected with?
D: - With history.
U: - So, what is the name of our topic today?
D: - Historical changes in words.
U: - Well done. Let's write it down in our notebooks.(Slide 8).
What dictionary helped you identify these changes?
D: - Etymological.
U: - Please note that we have several different books at our stand, from which you will learn a lot of interesting things about the mystery of the origin of words and among them, of course, the etymological dictionary occupies a place of honor. It is about him that I would like to speak in the words of S. Marshak, which is our epigraph to the lesson. (Reading the epigraph of the lesson(Slide 7) - words by S.Ya. Marshak).I look at the dictionary more diligently every day.
Sparks of feeling flicker in its columns...
...No, it’s not the dictionary that lies in front of me
And an ancient scattered story.
S. Marshak.
(Dictionary in the hands of the teacher).
U: - And the section of science that tells about the secret of a word, reveals its other meaning and allows you to see changes in words is called...
D: - !!! Etymology.
(Slide 9).
U: - Let's read the definition of Etymology on the slide again.
D: (Reading the definition from the slide).
U: - Please note that the definition says “involved in the study of the original word-formation structure of a word». Etymology will help us further understand the history of word formation, but not only that! What else?
I propose to answer this question for you at the end of our lesson...
And in order to answer it, we will perform several exercises.
IV. Consolidation.
U: - While working, look in the dictionary.
1). U: - Let's start with something simple - identifying changes in words.(Slide 10).
1. U: - Prove that the words bag and fur; (pillow and ear ) are words of the same root.
D: - In ancient times, bags were made from fur. In the process of historical development, there was an alternation X // W . Knowing about historical changes in the composition of the word “bag,” we can conclude that these words are words of the same root.
D: - A pillow is something that is placed under the ear. In the process of historical development, a merger of the prefix and the root occurred, therefore in the modern word pillow the root is pillow-. But if you know the etymology of the word, then you can conclude that these words are words of the same root.
2. U: - Prince Oleg was nicknamed prophetic, because he knew every message. Why was the famous fairy-tale hero nicknamed Koshchei?
- (from bone - bony - alternating st//sch)
3. U: - Isn't it a strange name for a dog - Zhuchka? However, our ancestors did not call every dog this way. What should a real bug look like?
- (small and black, like a beetle - transfer of name based on the similarity of objects)
4.U: - What and why is a piece of wood that is certainly destined to burn called?
- (log – from verb palit - phonetic change o//a)
5.U: - What features of mittens and gloves are reflected in their names?
- (formed from the words hand and “finger” – finger – fusion of suffix and root + alternation st//sch)
U: - So, we have once again seen changes in words, and now let's prove that etymology is really necessary to establish the composition of a word and the method of its formation.
2). U: - Let's distribute these words(Slide 11) into two groups. The first will include words for which we can determine the composition of words and the method of formation, and the second will include words where we find it difficult to determine the composition of words and their method of formation. To establish changes in the word, let's turn to the etymological dictionary.
tie (knitting, tied), ring (ring, ringed), tabletop (table, dining room), sawdust (sawing, sawn), stepson (son, son), nineteen (nine), boletus (birch, birch), catch (catch, dexterous), upper room (maid), cow (cow), cur (yard, expel, yard).
3). U: - Great. Now our work will be related to establishing the connection between the historical spelling of words and the modern one. Let's write down a dictionary, explaining the spelling of words, and our etymological dictionary will help us with this again.(Slide 12) For example (Slide 13) , the word crimson comes from the Old Slavonic “bagr”, which meant “red paint or color”, and the unverified vowel A at the root of the word it has been preserved to this day, as well as the meaning of the word. Or the word burgundy, which came to us from the French “Bordeaux color” from the name of the region of Bordeaux, where they produce wine of the color of Bordeaux - “bright red”. And here is the spelling of an unchecked vowel O preserved from the original word.
Dictionary
Crimson, burgundy, answer, railings, terrace, parquet, interior, soldier, hero, infantry, invention, reform, art, skillful, blessing, educate, respect, pavilion, literature, Fatherland.
(Explanation of spelling, using an etymological dictionary).
U: - Well done, they coped with it. Guys, how did the etymological dictionary help us in vocabulary work?
D: - We learned the ancient meanings of words and understood why these words are written this way.
U: - So, etymology has one more merit - the history of words. Answer me the question that was asked at the beginning of the lesson. Is knowledge of historical changes important and why?
D: - Knowledge of historical changes is very important. They help determine the composition, method of formation of words and their modern spelling.
U: - That's right, and we are convinced of this. And now I suggest you try to compile an etymological dictionary yourself, explaining the spelling of words through their incorrect but plausible interpretation.
For example, Caustic - edible. Nonsense - low-quality plasticine.(Slide 14).
We will work in groups; write down your suggestions in your notebooks.(Slide 15). And let's see which group will cope better with this task.
1 group - 1 row 1 option:sackcloth, steam room, availability.
2nd group - 1st row 2nd option:dacha, yarrow, woodlice.
Group 3 - row 2, option 1:hound, prune, swift.
Group 4 - row 2, option 2:stinky, notched, ready-to-go.
Group 5 - row 3, option 1:ladder, quartering, whatnot.
6th group - 3rd row 2nd option:monster, priest, doubt.
(Students' answers.)
U: - Well done, how great you did it! It became immediately clear what and how to write.
Thus, we have come to a conclusion.
V. Lesson summary.
1. Conversation with students.
U: - Guys, what new did you learn in this lesson? I would like to hear your opinions on the need to know the original meaning of the word. Is it necessary or not, and if yes, then for what?
D: - We learned that many words in the Russian language have undergone changes over a long history. They touched on different parts of the word. Knowing these changes is important in order to write words correctly.
U: - What historical changes have occurred in the Russian language?
D: - There were mergers of suffixes and roots, prefixes and roots, as well as alternations and phonetic changes.
U: - Which vocabulary helped us the most during the lesson?
D: - Etymological.
U: - And the history of which word did you find most interesting?
Student answers.
U: - And now let's turn again to the epigraph. Tell me, how can the words of S. Marshak be connected with the topic of the lesson? What do they teach us?
D: - These words speak of the long history of our language. They teach us to use a dictionary so that our language becomes richer.
2. The struggle for the purity of language.
U: - That's right, well done! For many centuries, the Russian people have preserved this great gift - the Russian language. And our duty is to protect it, take care of it. It's time to ditch these slang words! After all, only those who know how to speak and write correctly and beautifully, only those who carefully handle the words of the Russian language, can consider themselves an educated person. I remember the words of I. S. Turgenev:(Slide 16).
“Take care of our language, our beautiful Russian language, this treasure, this heritage passed on to us by our predecessors, among whom Pushkin again shines! Treat this powerful weapon with respect; in the hands of skilled people it is capable of performing miracles!...”
U: - And I wish you to “perform miracles,” but to do this, try to penetrate deeper into the secrets of the Russian language, as we did this in class today. Strive to learn as much as possible about your native language, and then you will be able to do the miracles that words can do.
3. Grades. (Grading with comments). U: - And today they worked very well and created miracles... I wish the rest to work better in the next lesson.
U: - I would like to end our meeting with the amazing world of words with a statement from K. Paustovsky:
“In the mystery of the kinship of Russian words, the roots of the language, and the entire centuries-old experience of the people, the entire poetic side of their character are revealed to man.”
U: - Our native language is a constantly evolving phenomenon, so I will ask you to complete the following task at home:
Using the materials of an etymological dictionary, prepare a short oral message, selecting interesting interpretations of 1 or 2 words with an illustration and artistic text with this word (write everything on a landscape sheet). Look at the example(Slide 17). Individual task “Decipher the proverb from the table”, write a message based on one or two of the words of the proverb about its origin (Slide 18).
Etymological dictionary
Scarlet – from the Old Slavonic “bagr” - “red paint or color.”
Blessing - from the Greek “good” - “good”, “catch” - “to speak”.
Bogatyr – from the ancient Turkic “batyr” - “mighty warrior”, phonetic changes.
Burgundy – from the French “color of Bordeaux” from the name of the area of Bordeaux, where
They produce burgundy-colored “bright red” wine.
Educate – from Old Church Slavonic from “pitati” - “to feed”.
Nineteen- formed from addition. Previously, there was only the form "nine by ten", which meant nineteen.
Mongrel (mongrel) -the ancient basis is the word yard, because the word meant a dog that guarded the yard. In modern times, the meaning is “mongrel dog.”
Upper room- from the base “horn” - “top”, a room at the top of the house. Suf. - prostrate merged with the root.
Bug - Common Slavic “beetle” - “small, black”.
Invention - from Old Church Slavonic, formed by a prefix from the verb “to find” - “to find.”
Interior - from the French “interior” - “internal”, goes back to the Latin “inter” - “inside”.
Skillful – from Old Church Slavonic from “kusite” - “to test”.
Art - from the Old Slavonic “iskus” - “test, experience”, and only then “skill, knowledge”.
Kremlin - from the ancient “krom” - “edge, border, border, fenced place, safe space.”
Ring- from the ancient base kol- “wheel”, then suf. merged with the root and the base of the modern ring..
Koschey – from the Turkic word "bone".
Literature - from the Latin “literature” - “manuscript, composition”, formed using the suffix from “litera” - “letter”.
Bag - from the ancient “fur” - “place”, food and liquid were stored in it.
Moscow – from the ancient “Moskov” – a low, damp place, the Moskov River, hence the name of the village: Moskov – Moskovia – Moscow.
People - from the ancient basis “clan” - all the people who were born, people of the same tribe.
Answer - from the Old Slavonic “vetiti” - “to speak”.
Fatherland - from Polish "oches" - "father". The word Fatherland has the same origin.
Pavilion - from French from “pavilion” - “tent, tent”, the same origin for the word peacock.
Parquet - from the French “park” - “fenced place”, the word park has the same basis.
Gloves - a word from the related series of common Slavic fingers, thimble, ring. "Finger" - "finger".
Railing – originally Russian from the stem “peret”, which meant “to rely on”.
Stepson- from the base son, a merger of the non-derivative prefix pa- and the root.
Infantry – originally Russian from the word “infantry” - “on foot”.
Square – from the ancient “flat” - “flat, wide”, by adding the suffix -ad.
Pillow - from the ancient “ear”. Modern words: headphones, earphone, ear.
Log - derived from “polt”, modern palit - “burns”. The same basis is in the word flame.
Reform – from the French “reform” - “to transform, re-register”, goes back to the Latin “form”.
Mitten – from the common Slavic “hand”.
Soldier - from Italian, goes back to the name of the coin - soldo, from which the verb “soldar” is derived - “employer”. Literally, a soldier is “hired for money.”
Sun – from the ancient “sol” - “clear” (sun) by adding a suffix, modern: sun, etc.
Capital - from the ancient “table” - “throne”, capital city.
Terrace - from the French “terrace”, which goes back to the Latin “terra” - earth.
Respect – from Polish from “uvaga” - “attention”.
Lexical dictionary.
Hound - Breed hunting dogs specially trained for rutting animals.
Cooking set drawing tools placed in a special case.
Country house - The countryside where such houses are located, where they are rented; country house, usually for summer holidays; a plot of land under a forest; from give.
Sackcloth - Bad, rough fabric, clothing; coarse fabric made from thick linen yarn.
Priest- One who has devoted himself to serving something (art, science; obsolete high, now ironic); a servant of a deity who performs sacrifices and other rituals.
Notch- a notch in something sharp, on the edge of something.
Hungry - A frail, underdeveloped creature.
Fiend - An extremely harsh, ruthless, merciless person.
Staircase-Structure in the form of a series of steps for ascent and descent.
Woodlouse - A small crustacean animal with many legs that lives in damp places.
Presence - Presence, existence.
Steam room- A separate, separate part of the room in the bathhouse where they steam, steam room.
Doubt- Uncertainty about the truth of something, lack of firm belief in
someone something; difficulty, bewilderment when resolving a question.
Swift - A small bird of the long-winged order.
Yarrow - A perennial herbaceous medicinal and ornamental plant of the Asteraceae family with pinnate leaves and a strong aroma.
Prunes- Dried plums of special varieties, usually dark.
Quarter- Execute by cutting off hands, feet and head.
Whatnot- A piece of furniture in the form of shelves mounted on racks one above the other; 2. a small plane of simple design with two planes located one above the other
Task “Decipher the proverb”
SELF-ANALYSIS OF THE LESSON
The proposed lesson is a lesson on the topic “Vocabulary” in 5th grade,
11 hours are allotted for studying. This is the first introductory lesson to a new section of the Russian language, which students have not yet considered separately from others. In previous lessons, material on word formation and analysis of the morphemic composition of a word, syntactic analysis was introduced.
The lesson is structured in accordance with program requirements.
The main learning objectives in the word formation section are to master
methods of word formation, development of skills to identify word morphemes and spellings associated with them - through the main types of speech and writing activities.
The construction of this lesson is based on a research method that best contributes to the implementation of the main task of teaching: comparison and analysis of ancient and modern roots, clarification of historical changes that have occurred in the composition of some words, their impact on the spelling of words in the Russian language.
The form of lesson I have chosen is a presentation lesson, the purpose of which is to acquire and consolidate knowledge, develop speech skills. Today, a modern lesson is unthinkable without “cooperation tactics”: student-teacher-student. In order to involve children in learning, more and more new forms of lessons are needed, where the cognitive interest of students is taken as the basis, and the teacher is only a catalyst who will bring this interest closer to the formation of cognitive activity.
That is why the proposed lesson is a work - a presentation, the essential feature of which, through clarity, is to form the ability to use reference literature, develop horizons and develop skills in research and project work, which allowed me to introduce into the lesson not
Just entertaining material, but also challenging questions. This form of conducting a lesson significantly increases the motivation of learning, the efficiency and productivity of educational activities, ensures the work of the entire class, allows students to reveal their abilities, and “liberate” their thinking. During the completion of tasks, the learned material is checked,
on the basis of which the new is comprehended. Therefore, the tasks that are offered to children are given not only in a traditional, but also in a playful form, they replace each other sequentially. The element of competition in group work forces students to mobilize their strength and all the knowledge, skills and abilities available in their arsenal.
- When preparing for the lesson, I took into account the age and individual characteristics of the students: interest in studying this subject, general educational skills developed at a sufficient level, good potential for mastering methods of research and project work; developed abilities to use knowledge on the subject, the ability to compare and generalize the phenomena being studied, developed imagination, the desire for independent expression, regardless of speech training; quite high motivation, which was stimulated by the non-traditional form of the lesson.
Target : To acquaint students with the historical processes in the root of the word, with unproductive prefixes and roots; show language as a developing phenomenon.
Lesson objectives.
Educational:
1) improve the skills of morphemic analysis of word composition;
2) activate previously studied materials on the topic;
3) train students’ spelling skills;
4) promote the development of skills in working with reference literature.
Educational:
1) develop students’ skills in comparing the ancient composition of words and meanings with the structure and meaning of words in the modern Russian language,finding out what historical changes have occurred in the composition of some words; 2) develop research skills;
3) development of skills to highlight the main thing; development of students' communication abilities
