Changing nouns by case is called declension, and serves to ensure that the noun can be correctly combined with other words in writing and in speech, thereby forming sentences.
Six cases
Changing nouns by case is characterized by changing their endings, which are called case forms. In total, there are six cases in the Russian language, each of which has its own auxiliary question.
The form of the nominative case is called direct (or initial), all others are called indirect. As an example, consider the change in cases of the nouns “house” and “fox”:
Nominative ( Who? What?): house, fox.
Genitive ( whom? what?): houses, foxes.
Dative ( to whom? what?): home, fox.
Accusative ( whom? What?)): house, fox.
Instrumental case ( by whom? how?): house, fox.
Prepositional ( about whom? about what?): about the house, about the fox.
In order to determine the case of a noun, you need to try asking one of the auxiliary questions to it. As you can understand from the above example, the change in cases of animate and inanimate nouns is slightly different.
In particular, the shape deserves special attention accusative case, in which even the formulation of the auxiliary question is different: when declension of animate nouns of all three genders, the form of the accusative case coincides with the form of the genitive case, and when declension of inanimate nouns - with the form of the nominative case.
There are also unyielding nouns, i.e. those that have the same form in all cases. Indeclinables include both common nouns (for example, “coffee” or “cocoa”) and proper names (for example, “Goethe”).
As a rule, indeclinable nouns are words borrowed from foreign languages. They can belong to all three genera.
Using prepositions
In most cases, certain prepositions are used with specific case forms of nouns. For example, with the genitive case form - prepositions "WITH", "BEFORE", "U" And " FROM", with the dative case form - preposition « TO » , with the instrumental case - prepositions "BEFORE", "UNDER" And "ABOVE", and with the prepositional case form - prepositions "IN", "ABOUT", And "AT".
In a sentence, a noun in the nominative case form usually acts as the subject, in the oblique case forms - as the object.
Item
Class
Lesson type
Technology
lesson
Subject
Target
Technological lesson map
Russian language
3
a lesson in discovering “new knowledge.”
construction
problem-dialogical
To familiarize students with the names of cases and case questions, the algorithm for determining case in
proposal.
Practice and consolidate spelling vigilance.
Improve speech skills, develop figurative, coherent speech.
Develop curiosity and observation skills in students, teach them to draw generalization conclusions.
Basic
concepts
terms,
Cases, declension of nouns.
Planned result
Subject Skills
ability to determine the case of nouns
ability to form phrases with nouns in
different cases, use prepositions correctly
Personal learning skills: shows educational and cognitive interest in new things
educational material and ways to solve a new problem.
Regulatory UUD: defines, formulates the educational task in the lesson
in dialogue with the teacher; knows how to work according to the proposed plan, using
necessary funds; knows how to organize his workplace and
work. Evaluates the progress and result of the task; compares his
answers with classmates' answers.
Cognitive UUD:
gets acquainted with case questions and
auxiliary words; learn to change nouns by
cases.
Communicative UUD: formalizes one’s thoughts in oral and written form
speeches; substantiates the expressed judgment; knows how to ask clarifying questions
questions.
Organization of space
Forms of work
Resources
Frontal
Group
Work in pairs
Individual
Printed products: Textbook “Russian language” 3rd grade author
A.V.Polyakova
Technical teaching aids Computer, interactive whiteboard,
projector.
Equipment: Table with names of cases
Didactic objectives of the lesson stages
No.
Lesson steps
Motivation for learning activities
Didactic tasks (goal of the stage)
Create conditions for students to develop an internal need
inclusion in educational activities
Updating knowledge and trial learning activities Motivate students to study the topic.
Identifying the location and cause of the problem
Creating a problem situation leading to the formulation of a learning task
Building a project to get out of a problem
Teach children to independently formulate rules and create
algorithm for solving the problem.
Implementation of the completed project
Organize independent completion of tasks for a new way of action.
Primary consolidation (with commenting in
external speech)
Exercise mutual control and provide the necessary cooperation
help
Independent work with self-test
standard
Carry out self-monitoring of the level of acquired knowledge and self-test on
standard.
Inclusion in the knowledge system and repetition
Summarize the acquired knowledge of students when completing a learning task.
Reflection on learning activities in the classroom
Determine the attitude of students to the lesson and to joint activities
1
2
3
4
5
6
7
8
9
Stages
lesson
Developed skills
Teacher activities
Student activities
Technology study
And
T
With
O
n
b
l
e
T
I
e
d
th
O
n
b
e
h
at
To
Metasubject:
regulatory:
communicative:
Together
agree on rules of conduct and
communication in the lesson and follow them.
The lesson begins.
Don't be lazy, don't yawn,
Raise your hand boldly
Answer the questions
Smile at each other and wish each other good luck and success
at the lesson. Remember that friends are nearby, I am nearby. And with us
everything will work out
V
students
Inclusion
activity
Mood
lesson.
Confirm your readiness for
lesson, analyze how
ready for lesson
on
I
And
ts
A
V
And
T
O
M
e
And
V
T
With
th
e
d
e
O
n
b
e
h
at
e
O
n
b
O
R
P
And
th
And
n
A
n
h
I
And
ts
A
h
And
l
A
at
T
To
A
Subject UUD:
formulate the topic of the lesson, educational task
Personal:
be curious when receiving
knowledge
Meta-subject results:
Cognitive
look for a solution on your own
search problems
Regulatory –
regulate your efforts to solve
problem
interactive board
http://files.schoolcollection.edu.ru/dlrstore/351a670a
0bbf11dc83140800200c9a66/russ12_kl3_42.swf
_lunch, winter, wind, for_tr_k, v_rona, p_lto,
potato, potato, m_l_ko, r_sunok.
Write down the words by filling in the missing letters.
Swap notebooks, check against the standard
blackboard
What do these words have in common?
By what grammatical features are these
Can nouns be divided into two groups?
What other groups could you divide these words into?
One student works approx.
boards, the rest in notebooks.
Write down the words
carry out mutual
control (work in pairs).
Answer questions.
These are nouns.
These are dictionary words.
These are common nouns
nouns
Animated
What are the grammatical features of nouns?
haven't they called you today yet?
inanimate
nouns
Can be divided into three groups
by birth.
names
I
And
n
e
n
d
at
R
T
A
h
s
n
And
h
And
R
P
And
A
T
With
e
m
e
And
n
e
l
V
I
s
IN
Subject results:
familiarization with case questions and
auxiliary words; formulate
rule.
Meta-subject results:
Regulatory:
evaluate the progress and results of implementation
tasks; compare your answers with the answers
classmates.
Cognitive: be able to consciously and
freely construct a speech utterance
in oral form;
Read the text. Find the word that
appears in every sentence.
Fox.
A red fox is running across the field. The fox is furry
tail. The fox wants to catch the hare.
He saw a fox with a scythe and galloped away, only he was seen.
He doesn't like to meet the fox. Hare with fear
remembers the fox.
How many are used?
Perform active actions
with the object of study:
watching the endings
conclude: the words in
proposals must be
connected in meaning.
The student reads.
What word appears in each sentence?
What did you notice?
Fox
What would happen if they didn't change? Why?
That's right. Endings serve to connect words in
proposal. those. there is a semantic connection.
In all sentences, highlight the ending in
word fox.
The ending changes.
Because endings serve
to connect words in a sentence.
What happens to the word fox in every
sentence: inflection or word formation?
Word change, because
these are different forms of the same thing
the same words.
Why does the ending in the word fox change?
Let's also find the reason for the ending changes.
To link words into
proposal.
Try asking questions about these words. (paired with).
Conclusion:
So, nouns change their
endings when they appear in a sentence next to
in other words (i.e. in meaning), and when they answer
different questions. (grammatical connection).
This is the change in nouns according to
questions is called DECLINATION (post
declination plate).
1. Working with the textbook (pages 3, 4)
Pay attention to the topic of our lesson.
What word in the topic title do you not understand?
What tasks will we set for today's lesson?
2. Work in groups.
Let's find the meaning of these words. For this we will
work in groups. The first group will search
definition of words in the explanatory dictionary, second in
school reference book, third in the Russian textbook
language.
Before work, let’s remember the rules of cooperation.
Answer questions
formulate the topic of the lesson.
Cases.
_Find out what case is, what
there are cases.
Learn to distinguish cases.
Repeat the rules
cooperation.
They work in groups.
Use different methods
search for educational information in
textbook, in the explanatory dictionary, in
reference books, explain
meaning of words (case,
declination)
Let's get some rest, guys.
Doing physical exercises.
Cognitive UUD:
select the necessary sources
information among those suggested by the teacher
dictionaries, encyclopedias, reference books.
Communication UUD:
Performing various roles in the group,
cooperate in a joint decision
problems (tasks).
Personal UUD:
desire to continue my studies
I
And
n
e
n
d
at
R
T
A
h
A
d
O
X
s
V
A
T
To
e
O
R
P
e
And
n
e
O
R
T
With
O
P
b
l
at
To
h
And
f
To
T
at
n
And
m
T
A
A
T
To
e
O
R
P
O
G
O
n
n
e
O
R
T
With
O
P
I
And
ts
A
h
And
l
A
e
R
A
T
To
e
O
R
P
O
G
O
n
n
e
O
R
T
With
O
P
I
And
ts
A
h
And
l
A
e
R
Personal UUD:
collaboration skills;
Regulatory UUD:
ability to demonstrate independence and
initiative;
Cognitive UUD:
ability to choose the most effective
ways to solve the problem.
Communication UUD:
ability to negotiate distribution
roles in joint activities.
Grammar fairy tale “Where did the name come from
cases."
Listen, watch, read.
Get to know the table
cases, listen, read.
There are 6 cases in Russian.
They listen and compare.
He wasn't born yet, but they were already thinking about what name to give him,
and decided to call it nominative
CASE. Born and became a PARENT
CASE. The first word he learned was
“Na”, he loved to share with everyone, give everything away,
that he had, and it was called DATIVE CASE. He
was a big mischief maker for all sorts of things
his tricks were blamed, and he became GUILTY
CASE. Then he grew up and began to do good
affairs and began to be called CREATIVE
CASE. He offered his help to everyone, about him
started talking and now called it PREPOSITIONAL
CASE.
. Working in the textbook Getting to know the table of cases
p.4
Let's look at the table in the textbook.
I.p. is there anyone? What?
R.p. no one? what?
D.p. give to whom? what?
V.p. see who? What?
etc. admired whom? how?
P.p. talking about whom? about what?
How many cases are there in Russian?
Please note that to indicate cases in
It is customary to write them in abbreviated form
Each case has its own questions.
Main case or “first among equals”
Nominative, it is he who is considered the main
form of names.
The subject of a sentence is always expressed
noun in the nominative case.
The nominative case does not tolerate prepositions and is always
"avoids" them.
The remaining cases of the Russian language are called
INDIRECT.
And each case also has helper words. They
help to ask the question correctly and accurately
choose the correct form of the word.
)
And
h
e
R
th
e
n
w
e
n
V
m
e
And
n
A
V
O
R
And
T
n
e
m
m
O
To
e
And
n
e
l
P
e
R
To
A
h
e
O
n
h
And
V
R
e
P
A
T
O
b
A
R
I
A
n
b
l
e
T
I
O
T
With
O
m
A
WITH
Communication UUD:
Participate in group work, distribute
roles, negotiate with each other.
Cognitive UUD:
find patterns; on one's own
continue them according to the established rule.
Regulatory UUD:
Let’s create an algorithm “How to determine the case of a name
noun"
To determine the case of a noun you need:
Draw a conclusion
algorithm "How to determine
name case
noun"
1. Find the word that is associated with
noun
2. Put a question from it to a noun
3. Determine the case on the question
Evaluating your assignment based on parameters
presented in advance.
Work in the textbook.
Regulatory UUD:
control in the form of method comparison
action and its result with a given
standard;, correction
– highlighting and awareness by students of
what has already been learned and what still needs to be learned
learning, forecasting.
I have prepared tasks for you in three versions - all
They are of different difficulty levels:
Option 1: I’ll do everything myself without any hints or help;
Option 2 – I’ll use a little hint;
3 – option – I’ll use the hint – I’ll choose one
from the proposed cases.
Option 1:
Write it down. Indicate the case of nouns.
Raindrops (___. p.)
We approached the river (___.p.)
The sun is shining (___. p.)
Students
determine
difficulty level of each
tasks.
Choose
level,
appropriate to their skills
and knowledge.
Write down the solution of the chosen
tasks.
Check
right
solutions according to the sample (each
takes a card from the right
completed task).
Option 2:
Write it down. Determine the case of the noun by
question.
Sleeping (who?) bear (__. p.)
Wrote (to whom?) father (___. p.)
We rode (what?) on a boat (____.p.)
Option 3:
Write it down. Choose the correct case.
The wind is spinning (who? what?). (I.p./V.p.)
Let's go (who? what?) fishing. (I.p. / V.p.)
Cooked (from whom? what?) from fish. (V.p./R.p.)
Select a task, complete it, check it against the standard.
interactive board
http://files.schoolcollection.edu.ru/dlrstore/351a6676
0bbf11dc83140800200c9a66/russ12_nesk_04.swf
Complete the table of cases with examples.
Work with the board, complete
table with examples.
Communication UUD:
arguing your opinion.
at
n
O
l
A
T
uh
O
P
th
O
To
R
e
V
O
R
P
O
m
A
With
Cognitive UUD:
Compare objects, objects: find
commonality and difference.
Personal
develop
communication skills, listening skills
and hear, control and evaluate
my job
UUD:
e
And
n
e
R
O
T
V
O
P
And
th
And
n
A
n
h
at
m
e
T
With
And
With
e
And
n
e
h
Yu
l
To
IN
Personal UUD:
Mastering the personal meaning of learning;
desire to continue my studies
Communication UUD:
Express your thoughts verbally and
written speech, taking into account their educational and
life speech situations.
Cognitive UUD:
Observe and do independently
simple conclusions.
Continue the sentence...
I know…..
I can….
I learned….
How was today's lesson? Justify your
answer.
Have we achieved the goals we set at the beginning?
lesson? Prove it.
Homework: page 5. ex. 4.
Optional: start making a memo “Cases”
nouns" for yourself and yours
classmates.
e
To
O
R
at
And
T
With
O
n
b
l
e
T
I
e
d
th
O
n
b
e
h
at
I
And
With
To
e
l
f
e
R
Analyze their activities
show their attitude towards
lesson, feelings and mood.
Formulate
finite
the result of your work in class
- Form an initial idea of the declension of nouns; introduce students to the names of cases, case questions, prepositions that are used with case questions;
- To clarify students’ ideas about the initial form of a noun, as a form of a noun in the nominative singular case.
During the classes
1. Organizational moment. (Slide 1)
- Greeting from the teacher.
- Massage of the ears (activation of brain points).
- Breathing exercise:
2. A minute of penmanship.
Determine the order of letters in this series:
Foe foe foooee foooee fooooooo...
Write this series of letters in the suggested sequence to the end of the line.
3. Vocabulary and spelling work. (Slide 2)
Choose a generic concept for the word telephone.
A telephone is a device.
For what purposes is it used by people?
A telephone is a device that is used to talk to people at a distance.
Many scientists have attempted to make a device for talking at a distance. But the American scientist Alexander Bell succeeded. In 1876, he invented the first telephone for practical use.
Write down the word. Place emphasis. Underline the two unchecked unstressed vowels. Remember the spelling of the word.
4. Updating knowledge. Setting the topic of the lesson.
Let's change the noun telephone according to questions. (Slide 3)
What changed in the noun telephone? (endings)
Why did the endings in the noun change? telephone?(the questions we asked by the way changed)
Changing nouns according to questions is called change by case or declination. Declension - grammatical sign of a noun.
5. Work on the topic of the lesson.
There are 6 cases in Russian. (Slide 4)
Introducing the names of cases. Fairy tale by E. Merezhinskaya “Where did the names of cases come from?”
He had not yet been born, but they were already thinking about what name to give him, and decided to call him - nominative.
Born - became genitive. He liked this name even more.
But he was a baby, they gave him everything, and he became dative.
But he was even more mischievous, he was blamed for all sorts of tricks, and he became accusative.
Then he grew up, began to do good deeds and began to be called creative.
He offered his help to everyone, they started talking about him and now called him prepositional...
Review the table. (Slide 5)
| Auxiliary | case |
Prepositions |
||
| Nominative | forest, hare |
|||
| Genitive | whom? what? |
From, to, from, without, at, for, with, about |
forest, hare |
|
| Dative | to whom? what? |
forest, hare |
||
| Accusative | whom? What? |
in, on, for, about, through |
forest, hare |
|
| Instrumental | above, under, with, between, before, behind |
forest, hare |
||
Prepositional |
about, about, on, in, at, in |
What questions are answered by words in a certain case form?
What nouns are questions asked about? who?, whom?, to whom?, by whom?, about whom?, to what words - what?, what?, what?, what?, about what?
- In addition to case questions, auxiliary words will help you determine case.
- All cases except the nominative can be used with prepositions.
- All cases except the nominative are called indirect.
Summarize our reasoning according to plan:
What new grammatical feature of a noun have you learned?
What is declination?
What cases are there in Russian?
What questions does each case answer?
Name the prepositions that are used with each case.
6. Physical education. pause. (Slide 6)
They came running, they came running
Hedgehogs, hedgehogs.
Sharpened, sharpened
Knives, knives.
They galloped, they galloped
Bunnies, bunnies.
Come on together, come on together:
- Girls! Boys!
Find the nouns in the first and third sentences.
Determine the case of these nouns.
Determine which member of the sentences they are.
Result: a noun in the nominative case in a sentence most often occurs subject to. The nominative singular form is called initial form words .
7. Consolidation.
- Exercise (relieving eye strain). (Slide 8)
Exercise 1. (Slide 9)
| I.p. | to whom? | father | what? | friendship |
- Exercise 2. (Slide 10)
Read the words. Write them in the order of cases in declension, focusing on the word sheet.
The health of the plant is related to the leaf.
They carry water and nutrients into the leaf.
The leaf does not break in the wind.
The veins give the leaf strength.
The leaf has a flexible stem.
- Exercise 3. (Slide 11)
Read it. Write the phrases, eliminating the unnecessary ones in each.
Justify your answer. Insert the missing letters.
We were walking in the grove, approached the bird cherry tree, and found ourselves in a ravine.
T..a tradition without a cover, a nest without a nest..., a rider on a horse.
He lived in the city, crawled through the clothes, and approached the farm.
They cut down a tree, drank some, l...sat on the stove.
8. Independent work. (Slide 12)
Determine what case the nouns are in?
In the language, without a teacher, from a student, along the street, behind a tractor, on machines, in front of straw, from the north, around the Motherland, in drawings, with children.
In what number can nouns be declined?( both plural and singular). Examination.
9. Lesson summary. (Slide 13)
What do we call declination? (slide 3)
How many cases are there in Russian? (slide 4)
What case is the noun in its initial form?
What is the initial form of a noun? (slide 7)
Name the questions of indirect cases. (slide 5)
What prepositions are used with indirect cases? (slide 5)
How many of you have difficulty declension of nouns?
- Rate the following criteria on a scale: (Slide 14)
10. Homework (Slide 14).
1. Declension.
2. Addition.
3. Conjugation.
Which part of the sentence is the noun in the nominative case?
1. Secondary.
2. Subject.
3. Predicate.
3. What questions do nouns answer in the genitive case?
1. Who? What?
2. To whom? Why?
3. About whom? About what?
What prepositions are used with nouns in the genitive case?
2. Under, over.
3. From, without, at, to, from.
5. What questions do nouns answer in the dative case?
1. About whom? About what?
2. To whom? Why?
3. By whom? How?
Read it. In which phrase is the noun used in the dative case?
1. Sail to the shore .
2. Write about nature .
3. Walk near the house .
7. In what case do nouns answer questions? whom? What?
1. In the nominative.
2. In the dative.
3. In the accusative.
Read it. In which phrase is the noun used in the instrumental case?
1. Growing under the tree.
2. I draw pencil .
3. I see sea .
In which case are nouns used without prepositions?
1. In the prepositional form.
2. In the dative
3. In the accusative.
In which phrase is the noun used in the prepositional case?
1. Talk about a friend.
2. Write with a pen.
3. Draw a tree.
__________________________
Topic “Three declensions of nouns”
What nouns belong to the 1st declension?
1. Masculine and feminine nouns with endings -and I.
2. Masculine nouns with zero endings and neuter nouns with endings -o, -e.
3. Feminine nouns with zero ending.
What declension are feminine nouns ending in zero?
1. To the first.
2. To the second.
3. To the third.
What declension are neuter nouns in?
1. To the first.
2. To the second.
3. To the third.
Read it. Which line contains all the nouns of the 1st declension?
1. Day, night, salt.
2. Earth, country, moon.
3. Mirror, lake, dawn.
Read it. Which line contains all the nouns of the 2nd declension?
1. Sleep, sea, summer.
2. Family, uncle, winter.
3. Mouse, shadow.
Read it. Which line contains unchangeable nouns?
1. Window, lake, canvas.
2. Subway, coat, cinema.
3.Mirror, glass, apple.
Complete the missing words.
To determine the declension of a noun in a sentence, you need to put it in the initial form - in the _________________ case of _____________ number.
Write out the nouns, putting them in their initial form.
A quiet fog hangs over the yellow fields.
___________________________________________________
Underline the nouns of the 3rd declension.
Autumn, speech, stump, rye, pain, deer, goalkeeper, blizzard, salt, carrots.
Correct mistakes.
Country (3), tree (2), snow (1), pride (3), Marina (1), darkness (2), warmth (2), horse (1).
RUSSIAN LANGUAGE
Topic: Stressed and unstressed endings of nouns
Target:show that vowel sounds in the case endings of nouns can be in stressed and unstressed positions, introduce the method of checking
unstressed vowels at the endings of nouns.
Organizing time
A minute of penmanship
____________________________________________________
Look at the pattern. What word is included in the pattern? What is library? The word library consists of two ancient Greek words: biblios - book, teke - storage. Write the pattern by pronouncing the spelling of the word library. From which work are the following lines taken?
And if you are polite,
then you are in the library
Nekrasov and Gogol
You won’t take it forever.
________________________________________________
Read the words. What unites these words? How are they different? Write down the words. Underline the spellings. At the end of which nouns after sibilants is a soft sign written? Give examples.
We sat on the deck and admired the surroundings of the river.
Read it. Write by inserting the missing letters. Name homogeneous members of the sentence. How are homogeneous predicates related? In noun words, highlight the endings.
Communicating the topic and objectives of the lesson
Explanation of new material
Execution of exercise 162
Students find out that
¾ nouns can have stressed and unstressed endings, i.e. vowels in the endings can be either stressed or unstressed (it is necessary to show the relationship between spellings: an unstressed vowel at the root of the word and an unstressed vowel at the ending; both obey the basic law of Russian writing - in an unstressed position require verification);
Stressed and unstressed endings of nouns of the same declension are pronounced differently, but are written the same way, that is, unstressed endings can be verified by stress;
To check for an unstressed vowel at the end of a noun, you must substitute a noun of the same declension in which the vowel of the case ending is stressed.
Reading the rules on p. 101.
Execution of exercise 163 (carried out in accordance with the tasks for it.)
Familiarization with the sequence of actions when checking unstressed vowels at the endings of nouns(exercise 164)