Lesson summary in the Russian language “Declination of nouns. Open Russian language lesson
Open lesson in Russian language.
Topic: “Declination of nouns (lesson-generalization).”
1. Full name (in full): Borodina Tatyana Yurievna
2. Venue: State Budgetary Educational Institution Secondary School No. 283. Date: November 19, 2015
4. Position: primary school teacher
5. Item: Russian language
6th grade : 4
7. Topic: « Declension of nouns"
8. Basic tutorial: V.P. Kanakina, V.G. Goretsky “Russian language. 4th grade" (part 1)
9. Lesson type: lesson summary
10. Forms of student work: frontal, individual and group
11. Goals:
Generalization of knowledge about the cases of nouns;
Improving the ability to determine the case of nouns.
Subject UUD:
The ability to distinguish cases according to their characteristics;
Determining the role of nouns in a sentence;
Personal UUD:
Development of creative activity.
Cultivate interest in the subject, a sense of mutual assistance, and accuracy when performing written work.
Regulatory UUD:
The ability to set goals, objectives, and achieve them.
Development of mental activity (perform operations of analysis, synthesis, the ability to observe, draw conclusions, build a plan for your answer);
Communication UUD:
1. Ability to work in pairs.
2. Develop students’ speech
12. Equipment and details:
Computer;
EOR ( , interactive tasks)
Screen;
Projector;
Cards with the names of cases;
Individual assignments;
During the classes
1. Organizational moment
Well, guys, keep quiet.
The lesson begins.
They sat down quietly - one, two, three...
And our lesson is now
Dedicated to science
What's our grammar?
It's called with love.
Write down the number, great job.
2. Calligraphy minute
U: Guys, tell me, how do we usually start our lesson?
D: From a calligraphic moment. We will write the letterHer , since we will encounter it in almost all connections. In this chain the capitalE , lowercasee alternate with one line with a loop at the top, then with two lines, then stirrups with such lines.
Let's write the chain in the suggested sequence.
__________________________________________________________________
__________________________________________________________________
3. Setting goals and objectives for the lesson
- Listen to the poem and formulate the topic of our lesson:(EOR No. 4, slide 2)
.
The Nominative exclaimed:
“My birthday boy is the one
Which is amazing
Learns science!
“Togo,” said the Parent:
"I deny who
Can't live without parents
Put on your coat."
“To that,” answered the Dative, “
I'll give you a bad name
Who doesn't love diligently
Do the lessons yourself.
That,” said the Accusative, “
I will blame
Who reads the book intelligibly
Can't read.
With that,” said Creative,
I'm just fine
Who is very respectful
Refers to work.
About that,” said Predlozhny, “
I'll offer a story
Who in life can do
Useful for us.
So, what is the topic of our lesson?(EOR No. 4, slide 3)
D: “Declination of nouns. Summary lesson"
W: Yes, that's right. Today we will summarize our knowledge about cases. What tasks will you set for yourself for this lesson?(EOR No. 4, slide 4)
Repeat the names of the cases, repeat the questions of each case;
Improve the skill of determining cases of nouns;
Repeat the endings of nouns in this case;
Improve skills in determining cases of nouns;
Develop competent writing skills.
4. Theoretical work
- So, what is declination?
D. - Changing the endings of nouns by case is called declension. (EOR No. 4, slide 5)
What part of speech do we determine the declension of? Let’s remember again?
(EOR No. 1. Interactive task on finding an error in defining a noun).
Well done boys. A noun is an independent part of speech that answers the questions who? What? and denotes an object.
How many declensions are there in Russian?(EOR No. 4, slide 6)
D.
- There are 3 declensions in the Russian language.(EOR No. 4, slide 7),
1st - nouns zh.r., and nouns m.r. with endings – a-, -я-,(For example: uncle, grammar);
2nd - nouns m.r. with zero ending and nouns s.r.(For example: lesson, morning)
; 3rd - nouns g. R. null-terminated(For example: terrain)
Let us complete a task for you to determine the declension of nouns.
(EOR No. 2. Interactive task to determine the declension of nouns)
- How many cases are there in Russian?(EOR No. 4, slide 8)
D. – The word has six cases.
U.- Let's write them down with questions and with words - helpers in our notebooks.
(clicks after each line)
Nominative(There is)
Who? What?
Genitive(No)
whom? what?
Dative(ladies)
to whom? what?
Accusative(I see)
whom? What?
Instrumental(satisfied)
by whom? how?
Prepositional(Think) about whom? about what?
Peer review.
Exchange notebooks and check the correct spelling of the cases and their questions.
Okay, we completed the task.
(Children take turns reciting a poem about cases in specially prepared costumes and hats with the names of cases) (EOR No. 4, slide 9)
1. I – nominative case,
And I don’t have other people’s clothes on me.
Everyone recognizes me easily
And the subjects are called.
I don’t like prepositions since childhood,
I can't stand being around you.
My questions are who? So what?
No one will confuse it with anything.(EOR No. 4, slide 10)
2. And I – genitive case
My character is sociable.
Whom? What? - and here I am!
Prepositions are often my friends:
And from, and to, and at, and from -
Up to the sky and down from the sky.
I look like an accusative
I happen sometimes
But in the text you will discern
Always two cases.
3. I am called dative,
I work diligently.
Who should I give it to? Call for what?
Only I can say.
With the pretext to and as friends,
But I also go for walks alone. (EOR No. 4, slide 11)
4. And I am the accusative case
And I blame it all on the ignorant.
But I love excellent students,
I catch “fives” for them.
Who should I call? What to play,
I'm ready to give the guys some advice.
Don't mind making friends with pretexts,
But I can live without them.
5. And I am the instrumental case,
Filled with all kinds of hope.
Create! - How?
Create! - With whom?
I'll tell you - no problem!
Prepositions before, under and above
At any moment I am very happy.(EOR No. 4, slide 12)
6. And I – prepositional case.
My case is complicated.
I don't like light without excuses.
About whom? What was I talking about?
Oh yes, we need excuses!
I have no way without them.
Let it be about, and in, and with -
Don't accidentally erase them:
Then I can tell you
What to dream about and what to walk in?
5. Physical education minute
6. Consolidation of the material covered
We move from theory to practice. Now you will be offered several tasks that will become more difficult from stage to stage. Be careful while working. To check if you are ready for work, I suggest an oral warm-up. I will read the poem “The Adventure of the Green Leaf”, and you need to determine the case of the word -sheet. Show the answer using case cards. So, let's start...(EOR No. 4, slide 13)
Once upon a time from a big maple tree
The green leaf came off
And set off with the wind
Travel around the world.
The green leaf became dizzy.
The wind carried him and carried him,
I just left it on the bridge.
At the same moment the cheerful dog
Sniff towards the green leaf!
With your paw, grab a green leaf...
Say, let's play.
The wind again with a green leaf...
Spun over the old maple tree,
But the naughty guy is already tired
And it fell into my notebook.
I'm writing in the garden under the maple tree
A poem about that green leaf.
Well done! I see that you completed this task and got involved in the work.5.
7. Independent work on options (on cards) (EOR No. 4, slide 14)
Fill in the missing letters and indicate the case:
Br...did on l...su,h...gum f...year,
hiding under the trees,
remembered about summer.
It flowed... over the forest,
I was on a...excursion,
grow out of the grave,
walked along the path.
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Presentation: “Declination of nouns”,
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Lesson summary
on the topic: “Declination of nouns”
1. Full name Oskretkova E.I.
2. Class 4B
3. Topic: “Declination of nouns”
4. Lesson type: new knowledge lesson
5. Forms of student work: frontal, individual and group
6. Necessary equipment: didactic material.
The purpose of the lesson: give the concept of declension of nouns.
Tasks:
educational:
- form an idea of the declension of nouns;
- learn to recognize cases of nouns based on questions;
- inflect nouns;
developing:
- develop students’ speech and mental activity (perform operations of analysis, synthesis, the ability to observe, draw conclusions, build a plan for their answer);
educational:
- cultivate interest in the subject;
- feeling of mutual assistance;
- accuracy when performing written work.
subject:
- the ability to determine the type of spelling patterns studied, explain, prove the correct spelling of a word with the studied spelling patterns, carry out mutual control when checking written work;
- initial idea of declension of nouns; names of cases and case questions;
- the ability to change nouns by case;
meta-subject:
- the ability to formulate the goals of one’s activities;
- the ability to construct speech statements in oral and written form;
- development of thinking and attention through such mental operations as analysis and synthesis.
personal:
- communication skills, listening and hearing skills.
During the classes
- Organizing time.
The lesson begins.
It will, of course, be useful.
Try to understand everything
Learn to reveal secrets,
Give complete answers,
To get paid for work
Just a five rating!
We open our notebooks and sit down correctly. Read the date and type of work.
Write it down without errors.
2. A minute of penmanship.
To find out what letters we will write during the penmanship minute, let's read the words and name the unstressed vowels.
P. year, p. cash, p. lto, p. juice, p. court, p. tank, psh. face.
What letters will we write?
A, oh, e.
3. Vocabulary work.
Let's return to our words. What do they have in common?
All of them are dictionary and are nouns.
Prove that these are nouns.
Which word can be called superfluous and why?
Dog - This is an animate noun, and all other nouns are inanimate.
Let's make a sentence with this word.
For example: An angry dog is walking in the yard
Let's find the grammatical basis. Let's define parts of speech.
4. Updating of basic knowledge.
1. Frontal survey.
What section of the Russian language are we studying?
The noun is the most representative part of speech. Almost every second word in our language is a noun. Nouns appeared in speech among the first words.
You already know a lot about the noun, and I invite you to remember everything we know about this part of speech.
What words are called nouns?
What are the types of nouns?
How do nouns change?
Today we will supplement our knowledge about nouns and get acquainted with a very interesting phenomenon in the Russian language. This exercise will help us. Read the note on the cards:
A friend is a person who will understand everything and help. You won't forget your friend years later. You can trust a friend with any secret. I respect my friend. I'm proud of my friend. Many people dream of a real friend.
(?) Friend
(?)friend
(?)friend
(?) friend
(?)friend
(?) about a friend
What do these records have in common? Write out the word “friend” from each sentence with the question it answers. Highlight the endings in its forms.
Write on the board: Who? friend of whom? friend
Whom? friend by whom? friend
To whom? friend about whom? about a friend
Tell me, what changed in the noun “friend”? Why did the form of the word and its ending change? Why do nouns in the text change their form?
To be used correctly in speech.
This change in the form of a noun is called declension or case change. So what is the topic of our lesson?
"Declination of nouns."
Today in the lesson you will learn to change nouns by case or decline them.
You will learn not only to decline (change according to questions) nouns, but also to determine the case of nouns in sentences.
4. Studying new material.
The word “pine” in the exercise changed its ending 6 times.
In Russian The language has 6 cases and each has its own name:
1.Nominative
2.Genitive
3.Dative
4.Accusative
5.Creative
6.Prepositional
In other languages of the world it is different: in German it is 4, and in Finnish it is 15. Your task is to learn and understand your 6s in order to speak and write correctly and beautifully.
Nouns of different cases answer different questions. Now you will listen to poems in which each case tells about itself. And in these verses there will be questions that are answered by nouns in one case or another.
The word has 6 cases,
6 loyal little friends.
Nominative. He is the beginning case,
Questions – WHO? So what?
It contains mom, dad, elephant, playpen,
Both school and coat.
.
Genitive. Questions: No WHO? WHAT?
I don't have a brother
And not a single ship,
And Winnie the Pooh Bear...
.
Dative. This is an apple, tell me
I will give it to WHOM? WHAT?
Maybe a doll? Or Vitya?
... I'd rather take it for myself...
.
Accusative. Oh, the toys are a mess!
I don’t understand it myself:
Blame WHOM? So what?
Lenka? Cubes? Lotto?
.
Instrumental. I want to compose songs.
WITH WHOM? WHAT should I use to study sheet music?
With sister? And write... with a pen
Or colored pencil?
.
Prepositional. I'm thinking about WHO? ABOUT WHAT?
About Dasha, about verbs.
Or rather, I'm thinking about
I'm so tired of school...
.
But now all cases
I memorized it.
Friends will ask - “Give me a hint!” -
I will say - “Teach yourself!”
Lesson type: learning new material. In preparation for the lesson, the program requirements for working on determining the declension of nouns, the spelling “unverifiable spellings” were taken into account; on the development of written and oral speech, spelling vigilance; features of educational activities; psychological characteristics of younger schoolchildren. The chosen course of the lesson is logical and most optimal. During the organizational moment, students tuned in to productive work. During vocabulary work, the spelling of vocabulary words was reinforced. With the help of the game element included in the lesson, a problematic situation was created, for the solution of which the students created an algorithm of actions, according to which they subsequently worked. At the end of the lesson, multi-level independent work was carried out to control the knowledge gained. For rational use of time, better perception of educational material, and stimulation of interest in the Russian language. A presentation on the topic of the lesson has been prepared.
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Subject. Three declensions of nouns.
Target. Give the concept of three types of declension of singular nouns; introduce the recognition of the type of declension by ending and gender; develop spelling vigilance, coherent speech, thinking, attention, cognitive interest; cultivate hard work, accuracy, and mutual assistance.
Equipment: feedback blocks, lesson presentation, cards with multi-level tasks.
During the classes.
1. Organizational moment.
– Check the workplaces, get into a working mood.
2. Making a work record.
– Open your notebooks, write down the number, “cool work.”
3. A minute of penmanship.
– What letters will we practice writing today?
(Lower letters v, l, t, d)
– Name the connections.
(Bottom, top, bottom)
– Pay attention to the height of the letters in relation to the line. Name the extra letter.
(l – unpaired consonant, t – denotes a dull sound)
4. Vocabulary work.
- Let's move on to repeating vocabulary words.
4.1. Oral work.
- Show the missing letter.
road
l...titsa
g...zeta
x...farming
l...pata
4.2. Paperwork.
– Define the word by its lexical meaning, write it down, put emphasis, underline unstressed vowels.
1. Eating in the middle of the day.
(Dinner)
2. A plant of the legume family with round seeds-grains.
(Peas)
3. One of the four cardinal directions is opposite to the south.
(North)
4. A perennial herbaceous plant that produces sweet red berries.
(Strawberry)
5. The space between the rows of houses for passage and passage.
(Street)
Peer review.
"5" - no errors
"4" - 1 error
"3" - 2 errors
“2” - 3 or more errors
– Raise your hand if you haven’t made a single mistake. Who didn't do the job? What work needs to be done?
– We will continue to work in the next lessons. And I think that soon all the guys will write dictionary words without mistakes.
5. Communicate the purpose of the lesson.
– What part of speech are the written words?
(Noun)
– Find the nouns in the sentence.
The bus travels along Kirov Street and Freedom Square.
(Bus, along the street, Kirov, along the square, Svoboda)
– Determine the case of nouns along the street, along the square.
(Dative)
– Why do these words have different endings, although they are in the same case and used with the same preposition? This is the question we have to answer today in class.
6. Work on the topic of the lesson.
Horse, water, Yura, earth, daughter, sea, Vitya, table, window, steppe.
– Read the words, find the commonality.
(Singular nouns, nominative case)
– Divide the nouns into groups using the instructions.
– Name feminine nouns with endings –а, –я.
(Water, earth)
– Name the masculine nouns with the endings –a, –ya.
(Yura, Vitya)
– Read the remaining masculine nouns.
(Table, horse)
– Highlight the endings in them.
– Name the neuter nouns and highlight their endings.
(Window, sea)
– Name the remaining nouns. Determine the gender. What letter is at the end of words?
(Nouns steppe, feminine daughter with a soft sign at the end)
Noun and. R. Noun m.r. Noun m.r. Noun Wed R. Noun and. R.
water Jura horse window steppe
earth Vitya table sea daughter
/__________________________/ /__________________________/ /__________/
1st declension 2nd declension 3rd declension
– By what criteria have we grouped nouns?
(By gender and ending)
– Using the gender and ending of a noun, we can determine its declension. Nouns are of the first, second and third declension.
– Conclude which nouns belong to the first declension, to the second declension, and to the third declension.
Conclusion: The first declension includes feminine and masculine nouns with endings –а, –я in the nominative case.
The second declension includes masculine nouns with a zero ending and neuter nouns with endings –о, –е in the nominative case.
The third declension includes feminine nouns with a soft sign at the end in the nominative case.
7. Working with the rule.
– Let’s check if we are reasoning correctly. Open your textbook to page 88. Read the rule.
– Who will try to recite the rule by heart?
8. Drawing up an algorithm of actions when determining the declension of a noun.
– How to determine the declension of a noun in the nominative case?
Algorithm
actions when determining the declension of a noun
To determine the declension of a noun, you need:
- Determine gender.
- Highlight the ending of the noun in the nominative singular case.
- Determine the declension by gender and ending.
Sample reasoning.
Notebook – she, mine – feminine noun with b at the end; in the nominative singular case there is a zero ending; means noun notebook third declension.
9. Physical exercise.
- I read riddles.You must guess them. If it is a 1st class noun, you should sit down with your hands forward. If it is a 2nd class noun. – lean forward, hands should reach your toes. If 3 cl. - jump.
1. Who is neither hot nor cold
Doesn't take off his fur coat?
(Ram)
2. Who was gnawing cones on a branch,
And threw the scraps down?
(Squirrel)
3. There is a ladder in the field,
The house is running down the stairs.
(Train)
4. I’ll spin it, wrap it up,
I'll fly to heaven.
(Helicopter)
5. The box dances on its knees -
Sometimes he sings, sometimes he cries bitterly.
(Harmonic)
6. Doesn't offend anyone
And everyone is pushing her.
(Door)
7. Many arms, but one leg.
(Tree)
8. Prickly, but not a hedgehog.
(Ruff)
9. Six legs without hooves,
It flies and buzzes,
If he falls, he digs the ground.
(Bug)
10. It crawls along the ground,
But he doesn’t let you come to him.
(Snake)
11. The child is wrapped in a hundred swaddling clothes.
(Cabbage)
12. Above houses and paths
A piece of flatbread hangs.
(Moon)
10. Working with the textbook. Exercise 166.
– Read the task for the exercise.
(Primary reading “to oneself”, secondary reading by the student)
– What tasks should we complete?
(Determine the case of each noun. Write the nouns in three columns according to declensions)
9 nouns at the board, 9 nouns with commentary, 10 nouns on their own.
Examination. Read the first declension nouns. Read the second declension nouns. Read the third declension nouns.
11. Multi-level independent work.
– Now let’s check at what level each student has mastered the material. Read the tasks on the cards. Choose a card whose task you can handle.
Level 1.
Write down the nouns. Specify the declination.
Hero, hollow, night, apple, sea, blizzard, spring, weather, clearing, help.
Level 2.
Write down the nouns of the 3rd declension.
Life, oven, daughter, potatoes, steppe, car, carrots, notebook, horse, day, laziness, stump, pain, square.
Level 3.
Select and write down synonyms for the words. Determine the declension of all nouns.
Father, village, celebration, luck, sorcerer, heat.
12. Lesson summary.
– Let’s return to solving the problem that was posed at the beginning of the lesson: why in wordsalong the street, along the squaredifferent endings?
(Noun street of the first declension, noun square of the third declension)
– For what purpose is it necessary to learn to recognize the declension of nouns?
(To correctly write the ending of a noun)
– We will study this in the next lessons.
13. Grades.
14. Homework.
Ex. 168 p. 89. Learn the three declensions of nouns.
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Slide captions:
Three declensions of nouns
dear... horns l...sitsa g...zeta x...farm l...pata o o o and a
“5” - no errors “4” - 1 error “3” - 2 errors “2” - 3 or more errors Mutual verification. Lunch, city, north, strawberries, street.
The bus travels along Kirov Street and Freedom Square. D.p D.p.
Horse, water, Yura, earth, daughter, sea, Vitya, table, window, steppe. water earth Yura Vitya horse table window sea steppe daughter Exist. w.r. Noun m.r. Noun m.r. Noun w.r. Noun s.r. 1st declension 3rd declension 2nd declension
The second declension includes the first declension includes feminine and masculine nouns with the endings –A, -Я in the nominative case. masculine nouns with a zero ending and neuter nouns with endings –О, –Э in the nominative case. feminine nouns with a soft sign at the end in the nominative case. The third declension includes
Algorithm of actions when determining the declension of a noun To determine the declension of a noun, you need to: Determine the gender. Highlight the ending of the noun in the nominative singular case. Determine the declension by gender and ending. Sample reasoning. Notebook – she, mine – a feminine noun with ь at the end; in the nominative singular case there is a zero ending, which means the noun is a notebook of the third declension.
Physical exercise. RAMP SQUIRREL TRAIN HELICOPTER ACCORINA DOOR TREE RUFF BEETLE SNAKE MOON
Working with the textbook
winter spring minute bird river apple tree desertstreet seeder summer hour year day pencil feather bullfinch blackbird lake tree iron field autumn night notebook lilac news danger area 1st declination 2nd declination 3rd declination
Independent work
Level 1 Hero, hollow, night, apple, sea, blizzard, spring, weather, clearing, help. 2 cl. 3 cl. 3 cl. 3 cl. 2 cl. 1 cl. 1 cl. 2 cl. 2 cl. 2 cl. Level 2 Life, oven, daughter, steppe, carrots, notebook, horse, laziness, pain, area. Level 3 Father - dad, village - village, celebration - holiday, luck - luck, sorcerer - wizard, heat - heat. 2 cl. 1 cl. 1 cl. 1 cl. 2 cl. 2 cl. 2 cl. 2 cl. 2 cl. 2 cl. 2 cl. 1 cl.
along the street along D.P. Square D.P.
Ex. 168 p. 89. Learn the three declensions of nouns. Homework.
Well done! Thank you for the lesson!
Class: 4
I bring to your attention a lesson taught by means of subjectivization (textbook by V.P. Kanakin, V.G. Goretsky, 4th grade, part 1). Let me remind you that subjectivization is the inclusion of students in creative activities, the formation of a primary school student as a subject of learning. This is reflected in the new standards by which primary school students are taught.
During the classes
The lesson begins with a mobilizing stage. In this case it is a logical exercise.
Teacher: Egor, Sasha, Roman had a conversation about human character traits: kindness, modesty, envy. Egor talked about kindness, Sasha did not talk about envy. Determine what each of the boys said?
Children repeat the text of the exercise from memory and prove the correctness of their judgments.
Student: Egor, Sasha, Roman had a conversation about human character traits: kindness, modesty, envy. Egor talked about kindness, Sasha did not talk about envy. This means that Egor talked about kindness, Sasha about modesty, and Roman about envy.
Teacher: Think about which part of speech words predominate in the text of the logical exercise?
Student: The text of the logical exercise contains the most nouns.
Teacher: Tell me, what is a noun?
Student: A noun is a part of speech. A noun denotes an object and answers questions Who? or What?
Teacher: Name the grammatical features of a noun
Student: A noun can be animate and inanimate, proper and common. Nouns are masculine, neuter and feminine. Nouns vary in number; they are singular and plural. The noun changes according to cases. There are six cases in the Russian language. Students not only name the grammatical features of a noun, but also support their answers with examples.
Teacher: How else can you call changing nouns by case?
Student: Changing nouns by case is called declension.
Teacher: Formulate the topic of today's lesson based on my last question and your answer to it. Please note that the title of the lesson topic contains three words.
Student: I think the topic of today’s lesson is “Declination of nouns”
Teacher: Starting from the topic, using supporting words. Set a goal for the lesson:
On the board are the words:
repeat …
to know …
Student: Today in class we must repeat what we know about nouns and learn about the declension of nouns.
II. Updating knowledge, raising problematic questions.
Teacher: Starting to work on the topic of the lesson, let's remember once again what declination is?
(Students formulate a rule)
Teacher: Determine the case of nouns from the text of the logical exercise that denote a person’s character traits.
Student: They told (about what?) about kindness, about envy, about modesty. These nouns are in the Prepositional case.
Teacher: Write down the named phrase in your notebook, highlight the endings of the nouns. Do the written nouns in the Prepositional case have the same or different endings? Think why?
(Students express their assumptions or remain silent. Because they do not know the answer)
Teacher: You will find the answer to this question during the lesson. Now let's continue our work.
III. Working on new material
There is a note on the board (the words are written on cards):
Beauty, heroism, courage, dad, will, selfishness, patience, greed, courage, uncle, honesty
Teacher: Read the words on the board and think. What do they have in common?
Student: These words are singular nouns, in the Nominative case.
Teacher: Name feminine nouns with endings -A , -I .
(Students name, and the teacher moves cards with words, combining them into groups by declensions.)
Teacher: Name the masculine nouns with the ending -A , -I. Read the remaining masculine nouns. Name the endings in them. Determine the gender and name the ending for the remaining nouns. By what criteria did we group nouns?
Student: We grouped nouns by gender and ending.
Teacher: Using the gender and ending of a noun, we can determine its declension. Nouns come in 1.2, 3 declension.
During the work described above, a note appears on the board.
Teacher: What kind of nouns and with what endings belong to the first declension? What nouns belong to the second declension? What nouns belong to the third declension? How to determine the declension of nouns in I.p. units numbers? Think about how to determine the declension of nouns in a case other than I.p.? Summarize our reasoning according to the plan given to you on the cards. Working in pairs, compose a coherent story from the answers to the questions posed.
Teacher: Remember the text of the logical exercise and name the nouns that can be classified as 1st declension, 2nd declension, 3rd declension?
Student: We will classify the nouns from the logical exercise as 1st declension: conversation - zh.r., ending -A ; Sasha - m.r., ending -A ; kindness - w.r. ,ending -A ;
The answer to nouns of the 2nd and 3rd declension is constructed in a similar way.
Teacher: So why do the nouns that you wrote down in your notebook in the Prepositional case have different endings?
Student: These nouns are of different declension. Kindness - is a noun of the 1st declension, and modesty and envy - 3rd declension. Therefore, in the Prepositional case they have different endings.
IV. Reinforcing the material learned
On the board: (can be on cards or on a slide)
* Heroism, patience, luck
* Responsiveness, frivolity, indifference
*Boast, man, it's true
* Stupidity, strength, politeness
Teacher: Read the chains, write them down, eliminating the extra word in each according to several characteristics at the same time.
(Students do the work with comments in their notebooks.)
Teacher: What nouns belong to the 1st, 2nd, 3rd declension?
(2-3 students formulate a rule using a previously drawn up diagram on the board)
Teacher: Name the spelling pattern that appears once in the written words.
Student: The spelling pattern occurs once - a paired consonant for voiced-voicelessness in the root of the word frivolity.
Teacher: Remember the text of the logical exercise. in it you will find a new vocabulary word.
This is a noun. It has 3 syllables, 6 letters. Of these, 3 are vowels and 3 are consonants. The stress falls on the second syllable.
(It means in the text of the logical exercise that the boys were doing)
Students name the word and prove the validity of their choice.
Teacher: Explain the lexical meaning of the word conversation.
Explain the spelling of the word conversation(a card with the word is attached to the board).
Name the grammatical features of the word conversation.
Student: This is a noun. Inanimate, common noun, feminine. in singular, in I.p., 1st declension.
On the board (can be on a slide):
Conversation whiles away the journey, and song - the work.
In an intelligent conversation, there is wisdom to be gained.
A good conversation is as good as lunch.
Teacher: Read the proverbs, explain their meaning.
Write that one down. in which there are no nouns of the 2nd and 3rd declension. Break it down into parts of speech. Find in the written proverb a word whose root and suffix have the same number of letters, but a different number of sounds. Explain why?
V. Lesson summary
Teacher: Think about it. What were the boys talking about in the logic exercise? Look at the words that helped us learn new material ( diagram on the board). Which ones could you highlight and why? Match to noun dad words that would reflect the positive character traits of a man, the head of a family.
Teacher: What did we talk about in class today? What new did you learn?
Which nouns belong to the 1st declension, 2nd declension, and 3rd declension?
The lesson has come to an end. Place a smiley face next to one of the words on the board that represents a character trait that your friend has that is particularly important to you.
The lesson was very interesting and educational for the children. There was joy and satisfaction in the teacher's soul. And there are smiles on the children’s faces.
Russian language. A lesson in discovering new knowledge. Public lesson. 4th grade.
The topic of the lesson is “Declination of nouns.”
Goals:
1. Give a general idea of the three types of declension of singular nouns.
2. Learn to distinguish between the declension of nouns and select the appropriate nouns.
3. Develop logical thinking based on performing logical operations (analysis - synthesis, classification), observation.
4. Cultivate cognitive interest, the ability to communicate, and cooperate.
Formation of UUD:
- Personal UUD:
a) Self-determination at the stage of solving an educational problem (when determining the purpose of the work that will be performed)
b) Sense formation at the stage of setting a learning task (when establishing a connection between the goal of a learning activity and its motive)
2. Regulatory UUD:
a) Development of goal setting at the stage of setting a learning task (by correlating what is already known and what knowledge is still missing to solve the learning task)
b) Development of planning and awareness of one’s way of activity at the stage of compiling a memo (when compiling a memo)
c) Development of self-control at the stage of mastering the method of action (when performing the exercise, comparing your method of action with the memo)
d) Reflection at the stages of setting a learning task (with awareness of what is known and what the student does not yet know), when summing up (with reflective assessment)
3. Cognitive UUD:
General education UD:
a) Independently identifying and formulating a cognitive goal, articulating the goal of the lesson in the form of a question to be answered
b) Independent creation of activity algorithms (when compiling a memo)
c) Development of sign-symbolic actions at the stage of discovery of new knowledge
Logical controls:
Development of logical thinking when processing logical operations:
a) Analysis of objects in order to identify features
b) Synthesis as the composition of a whole from parts
c) Classification of objects (when dividing words into groups)
d) Selection of bases and comparison criteria
e) Construction of a logical chain of reasoning when drawing up a memo
f) Proposing hypotheses and their justification
g) Proof
Statement and solution of the problem:
a) Formulation of the problem at the stage of setting the educational task
b) Independent creation of ways to solve problems of a creative and exploratory nature at the stages of discovering new knowledge and incorporating new knowledge into the knowledge system.
4. Communicative UUD:
a) Planning educational cooperation (defining goals, methods of interaction)
b) Raising questions (cooperation in searching and collecting information)
c) Management of the partner’s behavior, control, correction, evaluation of his actions
d) The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication
- Self-determination for activity.
Goals: - inclusion in educational activities at a personally significant level;
Content area message.
Guys, today in the lesson you will perform various tasks, working in groups (the class is divided into 5 groups). Today in the lesson we will continue to study the noun as a part of speech. We should not forget that you need to write correctly and beautifully. And for the lesson to go well, I wish you success. To begin with, we will remember the basic rules of working in a group.
- Updating knowledge and motivation.
Goals: - activate thinking, memory, attention;
Review knowledge about the cases of nouns and learned spelling patterns.
A sentence is written on the board:
Tobu.. drives (along) Sadovaya street and (along) Moskovskaya square.
Read the sentence, explain the spelling.
Write down the sentence carefully, observing all connections and inserting missing letters. Underline the missing letters.
In previous lessons, we talked about changing nouns by case. How to determine the case of a noun?
Regarding the question from the main word in the phrase.
Let's return to our proposal. Find the grammatical basis of the sentence.
- Setting a learning task.
Goals: - identifying the location and cause of the difficulty;
Setting a rock goal.
– Determine the cases of the nouns in this sentence and highlight their endings.
Bus. I.p. is the main member of the sentence - the subject.
Driving (on what?) down the street. D.p.
He rides (on what?) across the square. D.p.
What words are used in the same cases?
By street, by square (in D.p.)
Why are the words along the street and across the square used in the same case and with the same preposition, but their endings are different?
Do you want to know? Well, then we have to answer this question today in class.
- Children's discovery of new knowledge.
Goals: _ during group work, determine the number of declension in the Russian language and find out which nouns belong to each declension;
Formulating the topic of the lesson.
I hand out cards with words.
Group 1: land, country.
Group 2: table, horse.
Group 3: love, steppe, rye.
Group 4: Ilya, servant.
Group 5: grain, spear.
What do all the words have in common?
These are nouns, singular.
Decline them in writing in your notebook, highlight the endings.
In your group, compare the endings of the nouns that you declined. What do all nouns have in common?
Different nouns in the same cases have repeated endings.
Determine your noun's gender and ending in its initial form.
Let's compare the endings of the nouns.
A table appears on the board as children decline words:
I.p. Zh.r. –a, -i, M.r. –a, -i, M.r. -, Wed. –o, -e, Zh.r. -
R.p. –s, -i, -i, -i, -a, -i, -a, -i, -i
D.p. –e, -e, -e, -e, -u, -yu, -u, -yu, -i
V.p. -u, yu, -u, -yu, -, -i, -o, -e, -
etc. -oh, -oh, -oh, -oh, -oh, -oh, -oh, -oh, -y
P.p. –e, -e, -e, -e, -e, -e, -e, -i
When declension of nouns, you saw similarities in the endings. Where did you find these similarities?
Zh.r. and m.r. s –a, -i; M.R. - and w.r. –o, -e; Zh.r. -.
How many groups of nouns can be distinguished based on similar endings? Discuss as a group.
Three.
What nouns would you classify in the first group?
J.b.i.m. s -a, -i.
Second?
M.r.s - and s.r.s –o,-e.
To the third?
Zh.r.s -.
How many declensions of nouns are there in the Russian language?
Three.
Based on the similarity of their case endings during declension, all nouns are divided into three groups: 1st, 2nd and 3rd declension. Each declination has its own group of endings. We noticed this when we compiled a table of endings.
Thus, singular nouns belong to the 1st declension. w.r. and m.r. s –a, -i; to the 2nd declension – nouns m.r. s - and s.r. s –o, -e; and to the 3rd declension – nouns zh.r. with -.
Declension signs appear on the board.
1 fold: 2 folds: 3 folds:
M.R., F.R. -and I. M.R. -, s.r. -o, -e. Zh.r. -.
What new have you learned?
Nouns come in 1st, 2nd and 3rd declension. The 1st declension includes nouns zh.r. and m.r. s –a, -i; to the 2nd declension – m.r. s - and s.r. s –o,-e; to the 3rd declension – zh.r. with -.
Formulate the topic of our lesson in groups.
Declension of nouns. Three declensions of nouns.
Working with the rule in the textbook.
Now let's check all our assumptions about the declension of nouns. Open the textbook on p.88. Read the rule.
What nouns belong to the 1st declension?
M.R. and f.r. s –a, -i.
To the 2nd declension?
M.R. s - and s.r. s –o, -e.
To the 3rd declension?
Zh.r. with -.
Drawing up a memo.
How then can we determine which declension a noun belongs to? Discuss in groups.
It is necessary to determine the gender, select the ending, and determine the declension by gender and ending.
A reminder appears on the board.
- Determine gender.
- Highlight the ending.
- Determine the declination.
moon third declension because it is feminine. Do you agree with me? Why?
No, because the noun moon has the ending –a, and it is in the 1st declension.
I claim that the noun snow 1st declension because it is masculine. Do you agree with me? Why?
No, because this word has a zero ending, and nouns have a zero ending. in the 1st declension the ending is -a.
I claim that the noun stump is of the 3rd declension because it has a zero ending. Do you agree with me? Why?
No, because it is a masculine noun, and the third declension includes feminine nouns with a zero ending.
So, how many conditions must we fulfill in order to correctly determine the declension of nouns?
Two, determine the gender and select the ending, and determine the declension by gender and ending.
- Primary consolidation.
Goals: - learn a new way of acting.
Now you will practice with this. Take the task from envelope 1.
Determine the declension of nouns, write the declension above each noun on the card:
Road, library, alley, team, farm, combine, plane, home, carrot, notebook, weather, berry.
How will you reason while completing this task?
Work through the task along the chain in a group, commenting on your actions.
Frontal check of the task.
What needs to be done to correctly determine the declension of a noun in the nominative case?
Determine the gender, select the ending, determine the declension by gender and ending.
What nouns belong to the 1st, 2nd, 3rd declension?
To 1 – m.r. and f.r. s –a, -i; ko 2 – m.r. s - and s.r. s –o, -e; to 3 – zh.r. with -.
Physical education minute.
- Independent work with self-test according to the standard.
Goals: - individual reflection on goal achievement;
Creating a situation of success.
Work from the textbook p.88 exercise 166.
Self-test. If you agree, put + next to the word, if you disagree -. Who received only advantages?
(Standard on the back of the board)
- Inclusion in the knowledge system and repetition.
Target: - inclusion of “discovery” in the knowledge system.
There are pieces of paper on the desks, now you will all work on them together. Write down in 3 columns each 3 nouns of 1st declension, 2nd and 3rd. Everyone must name at least one noun of the required declension, and prove which declension it is.
Frontal check.
Game "Don't let your friends down." I read nouns, write down nouns of a certain declension for each group. Students also work at the board. Determine the gender, highlight the endings.
Door, milk, dog, weather, life, field, daughter, stone, help, clearing, shore, star, grandfather, saddle, blizzard.
Let's check which of the guys at the board wrote nouns 1, 2, and which 3 declension? How did you determine? Test yourself.
- Reflection of activity.
Target: - self-assessment of performance results.
Let's return to solving the problem that was posed at the beginning of the lesson: why in words along the street and across the square Are the endings different?
The noun street has 1 declension, and the noun square has 3 declensions, so the endings are different.
What nouns belong to the 1st, 2nd, 3rd declension?
Which task did you like best?
What did you find difficult?
Homework.
Exercise 169. Read the assignment. How will you determine the declension of nouns?
By gender and ending.
