- Vocabulary work.
Princess Phonetics will provide an opportunity to remember letters and sounds,
Queen Morphology will remind you about parts of words, parts of speech,
A King Syntax will introduce us with the syntactic role of adjectives in a sentence.
3. A minute of penmanship.
Open your notebooks, write down the number, great job.
Give characteristics of the letter.
Student's full name
Vocabulary work
Work in pairs
Turn on
Independent work
final grade
Here he is shaking the tree
And the robber whistles,
Here the last leaf is torn off
And he spins him around and around. IN eter.
Over forests, cities,
Over the expanses of fields
Caravans are passing by
Unprecedented ships.
Heading around the earth
These miracle ships. ABOUT blac
He sits under a bush, trembling.
He sees a wolf and runs. Z ayats
Knocking all the time
The trees are being hollowed out.
But it doesn't hurt them
But it only heals. D yatel
The houses stand in two rows,
Ten, forty, a hundred in a row.
And square eyes
They look at each other. U faces
They are racing the puck here with all their might.
And they throw everything at the gate.
Here on the field there is ice everywhere,
We are glad to have such a game! X ok
Air
By the way air choose as many adjectives as there are circles around the word. Compose and write down one sentence and parse the sentence - front-end work.
- What is the definition?
Memo.
Definition -
Name Adjective: - Dear Nouns, let us into your domain, we will help you, we will embellish everything so much that you won’t be able to take your eyes off it!
Noun: - Please, lovely Adjectives. You can use our forms: gender, number and case. Let everything around you become even more beautiful!
All: Together we serve - together we are friends.
View document contents
“The syntactic role of adjectives. »
Subject: Russian language
Date: 12/4/13
Topic: Syntactic role of adjectives.
Objectives: to promote the formation of ideas about the syntactic role of adjectives; promote the formation of calligraphy skills, spelling literacy, the ability to find a definition in a sentence, the development of logical thinking, speech, attention; develop skills of self-analysis and self-control; promote organization, activity, and interest in the subject.
During the classes:
Organizing time.
Message about the topic and objectives of the lesson.
Today we are going to the land of Grammar.
Motivation: “Grammar, grammar! Science is very rigorous. My grammar, I will master you little by little” - In what meaning was the word “I will master” used?
Choose synonyms for this verb (I will learn, I will learn, I will study, I will overcome difficulties, I will learn to write correctly)
Do you want to learn this?
If so, I invite you all and this wonderful land of Grammar, ruled by the King of Syntax, the Queen of Morphology and the Princess of Phonetics.
Princess Phonetics will provide an opportunity to remember letters and sounds,
Queen Morphology will remind you about parts of words, parts of speech,
A King Syntax will introduce us with the syntactic role of adjectives in a sentence.
This means that we will learn what role the adjective plays in a sentence.
3. A minute of penmanship.
Let's start with a moment of penmanship.
Open your notebooks, write down the number, great job.
Let's play the game "The Letter Got Lost." B, c, d, l, d, g, h
Describe the letter.
Write the letters, do a cursive writing exercise.
Today we will work with a sheet of self-analysis and self-control of grades, at the end of the lesson we will summarize.
| Student's full name |
||||
| Vocabulary work | Work in pairs | Turn on | Independent work | final grade |
Vocabulary work.
Riddles are provided, students independently write down words and determine spelling patterns.
Here he is shaking the tree
And the robber whistles,
Here the last leaf is torn off
And he spins and spins... IN
eter.
Over forests, cities,
Over the expanses of fields
Caravans are passing by
Unprecedented ships.
Heading around the earth
These miracle ships. ABOUT
blac
He sits under a bush, trembling.
He sees a wolf and runs. Z
ayats
Knocking all the time
The trees are being hollowed out.
But it doesn't hurt them
But it only heals. D
yatel
The houses stand in two rows,
Ten, forty, a hundred in a row.
And square eyes
They look at each other. U faces
They are racing the puck here with all their might.
And they throw everything at the gate.
Here on the field there is ice everywhere,
We are glad to have such a game! X
ok
Use the first letters to form the last vocabulary word. Air . Self-test and self-assessment on the assessment sheet
What part of speech do all vocabulary words belong to? Tell us everything about the noun.
By the way air choose as many adjectives as there are circles around the word. Compose and write down one sentence and parse the sentence - front-end work.
Remember what you know about the properties of air?
- What role does an adjective play in a sentence?
- What is the definition?
- What questions does the definition answer?
- How do we indicate a definition in writing?
Memo.
Definition - this is a minor member of a sentence that answers the questions: “which?”, “which?”, “which?”, “which?”, “whose?”, “whose?”, “whose?”, “whose?” and denotes the attribute of an object. Definitions are usually expressed with adjectives and underlined with a wavy line.
5. Dramatization of the fairy tale “Humble Petitioners.”
Listen and answer why the fairy tale is called that?
Adjective:- Dear Nouns, let us into your domain, we will help you, we will embellish everything so much that you won’t be able to take your eyes off it!
Noun:- Please, lovely Adjectives. You can use our forms: gender, number and case. Let everything around you become even more beautiful!
Author: The Nouns liked the Modest petitioners, took them in, and at the same time lent them their forms. This is how Adjectives still live. To agree with Nouns, they borrow forms of gender, number and case.
All: Together we serve - together we are friends.
Teacher: So, who in the fairy tale are called Humble Petitioners?
Conclusion: What gender, number and case is a noun, what gender, number and case is an adjective.
6.Work in pairs.
Read the word. Match the noun with as many adjectives as possible. With one adjective, compose and write a sentence, determine the gender, number, and case of the adjective.
1p – birch 2p – toy 3p – friend 4p – notebook
5p - pen 6p - pencil 7p - apple 8p - carrot
Physical exercise.
Peed, read,
Get up, walk,
Shout, be silent,
Dance, knock,
Wave, stretch,
Blink, smile,
Sit, whisper,
Calm down, take a nap...
Now everyone rise up
And get down to business.
7. "Turn on"
From nouns, form singular adjectives. Write them down. Make up and write down a sentence using the highlighted word. We write down the best sentence and do a syntactic analysis of the sentence. The highlighted word is phonetic analysis.
River - ..., joy - ..., milk - ..., star - ..., sadness - ..., forest-… .
8. Independent work.
Read the text, using adjectives in the correct forms of gender and number. Write down the highlighted sentence and do a syntactic analysis of the sentence.
It's deep... autumn outside. Boring picture! It rains often. Autumn... wind rips off the last... leaves from the trees. The birds of passage have long since flown away. The morning frost covered the puddles with thin... ice.
Using supporting phrases, compose and write a short story on the theme “Winter Morning”. Underline the plural adjectives. Determine their case.
Early morning, clean snow, fluffy frost, fragile ice, cheerful guys.
9*. (additional material) Linguistic task - the game “Choose the word”.
* Sunny, cheerful......... day
* Clear, cold............. weather
* Gray, gloomy........... morning
* Brown, blue - ……….. eyes
*Autumn, spring............... holidays
Self-test. (Teacher reads)
10. Lesson summary. - Which country did we travel to?
What did Princess Phonetics, Queen Morphology, King Syntax introduce us to?
What role does an adjective play in a sentence?
11. Homework. Page 86 ex. 261
Topic: Adjective as a part of speech. The syntactic role of the adjective in a sentence.
Goal: Know:
Morphological features of the adjective
Its syntactic function in a sentence
Roles of the adjective in the text
Use adjectives in speech
Determine the morphological features of an adjective
Syntactic role in a sentence
Expand:
Learn about the function of an adjective in a sentence
During the classes
IOrganizing time
II Checking d/z
IIILinguistic warm-up
1. What groups can these words be divided into? Underline one of the groups with one line.
Root, prefix, verb, suffix, pronoun, adjective, ending, noun.
A root, prefix, suffix, ending are parts of a word (morphemes).
Verb, pronoun, adjective, noun are parts of speech.
2. Find the extra word in the group of words, underline it with one line:
1) definition, circumstance, subject,
2) adjective, predicate, object.
An adjective is a part of speech.
IVLearning new material
1. Work with text
What bird are we talking about?
How did you determine this?
What words helped you recognize the woodpecker, although the name of the bird was never mentioned in the text? What questions do they answer? (adjectives)
What part of speech belongs to the words with which such an accurate and expressive description of the bird is given?
What words do they explain? (nouns)
2. Riddles
Himself scarlet, sugar,
green caftan,
velvet. (Watermelon)
Golden sieve of blacks
full of houses: how many
little black houses -
so many little white residents. (sunflower)
What words help us solve riddles? (Adjectives.)
3. Poetic five minutes
What adjectives help the poet figuratively draw a birch tree? Underline all the adjectives in the text with a wavy line.
This means of expressive speech is called an epithet.
Sort out the adjective sad. Choose synonyms for it, and then antonyms.
Write out three phrases “adjective + noun” (with different nouns) from the text. Determine the number, gender, case of adjectives. What do they depend on?
White birch - singular, f.r., im.p..
On fluffy branches - plural, etc.
New silver - singular, s.r., solid.
4 Game "Make a word"
Compose a word by first completing a series of steps.
1. Take a prefix from a word that is a definition in a sentence It rained endlessly.
2. Add the subject of the sentence Fear took over him.
3. Add an adjective suffix charming and adjective ending red.
The result is a word Fearless x/w
What phonetic phenomenon did you encounter?
Why are there two letters s in this word?
Parse the word according to its composition.
5. Syntactic five-minute
Parse the sentences according to the members of the sentence:
Fearless birds bravely defended the swallow's nest.
The water in the lake is cold.
What is the syntactic role of an adjective in a sentence?
Definition, predicate.
What questions do adjectives answer? What do adjectives mean that answer the question whose?
The belonging of an object to someone.
6. Lexical work
Read the sentences and find the definitions. Which of them show only the quality and properties of the item. And what other ones express a person’s feelings?
1. A rather boring time was approaching. (A. Pushkin)
2. Silk herbs will be nibbled. (S. Yesenin)
3. A yellow leaf flashes on the green trees. (N. Grekov)
4. Our whole poor garden is crumbling. (A. Tolstoy)
Conclusion: adjectives can show not only the qualities and properties of an object, but also express a person’s feelings, his impressions of the object.
Russian language lesson in 4th grade “The role of the adjective in a sentence.” Compiled by: Glukhareva N.A. UMK: “Planet of Knowledge”. Subject: Russian language Lesson type: lesson on discovering new knowledge. Technology for constructing a lesson: problem-dialogical, group. Topic: The role of an adjective in a sentence. Goal: to familiarize students with the syntactic role of adjectives in a sentence. Objectives: 1. Formation of subject skills: - find adjectives in a sentence, - distinguish between the full and short forms of adjectives, - determine the syntactic role of adjectives - definition and predicate, - use adjectives in speech. 2.Formation of meta-subject skills: PERSONAL SKILLS: -accept and master the social role of the student, -establish a connection between the goal of an activity and its result, -understand the role of language and speech in a person’s life. REGULATORY SKILLS: - prepare a workplace, - express your assumptions based on the educational material, - together with the teacher and classmates, give an emotional assessment of the activities in the lesson, - pronounce the sequence of actions in the lesson, work according to the plan, - determine and formulate the purpose of the activity in the lesson. COGNITIVE SKILLS: - find answers to questions based on your experience, - navigate the knowledge system (find the boundaries of knowledge and ignorance), - navigate handouts. ANALYZE EDUCATIONAL MATERIAL: -draw conclusions about the joint work of the teacher and the class. COMMUNICATION SKILLS: -listen and understand the speech of others, -learn to work in a group, -formulate your thoughts orally, -convey your position to others. EQUIPMENT: - presentation in POWER POINT - card “I know, I can” (Appendix No. 1) - parts of a sentence (Appendix No. 2) - parts of a diagram (Appendix No. 3) - handouts (Appendix “4) - parts of text, adjectives -tips (application “5) PROGRESS OF THE LESSON. 1Organizational moment. Solving didactic problems: 1. Preparing students for work. 2.Creating conditions for inclusion in activities. Now check, buddy, are you ready to start the lesson? Is everything in place, is everything okay? Books, pens and notebooks? Is everyone sitting correctly? Is everyone ironing carefully? _So, we begin our lesson. “You are talented children, someday you yourself will be pleasantly surprised at how smart you are, how much and how well you can do, if you constantly work on yourself, set new goals and strive to achieve them!” Today I wish you to be convinced of the correctness of the words of the French philosopher J._Jacques Rousseau. (slide with the words of the philosopher No. 1) Students welcome the teacher, guests and get ready for work and cooperation. UPDATED BACKGROUND KNOWLEDGE. Solving a didactic problem: updating basic knowledge and skills. We live with you in the Urals, now winter is a wonderful time of year, a lot of snow has fallen, tell us what it is like, snow? (slide No. 2) - what part of speech did you use to describe the snow? -What do you know about adjectives? Share your knowledge with us! (everyone remembers what they know about the adjective: what it means, what kind of speech it is, what questions it answers, how it changes. What it agrees with, what role it plays in speech, what it is in a sentence). STATEMENT OF THE EDUCATIONAL PROBLEM. Solution of the didactic problem: providing motivation for accepting the learning goal of educational and cognitive activity. - I suggest filling out the card “I know. I can.” If you agree with the statement, put +, if not, - (Appendix No. 1, slide No. 3) Each student works with a card and thus determines their knowledge and ignorance. -Who doesn’t have all the advantages? What don't you know? (students formulate the answer, starting with the words: “I don’t know, I don’t know how.” FORMULATION OF THE PROBLEM, PLANNING. Solution of the didactic problem: creating conditions for formulating the purpose of the lesson and setting educational tasks. Children’s answers are listened to after working with the card, generalized and are brought to the conclusion. The students conclude that they do not know what short and full adjectives are, not everyone can determine the role of the adjective in a sentence, in addition, it is clarified that the adjective is a minor member in the sentence. - what you will learn on lesson? (what are short and full adjectives. What part of a sentence can an adjective be) - what is the topic of the lesson? (the role of the adjective in a sentence, slide No. 4) - I suggest you discover new knowledge yourself, so that as a result of our joint work, all your disadvantages became pluses! DISCOVERY OF NEW KNOWLEDGE. Solution of the didactic problem: ensuring the perception, comprehension and primary memorization of knowledge, connections and relationships in the object of study. -Make two sentences from the scattered words (Appendix No. 2) In, blossomed, forest, flower, beautiful. In, beautiful, forest, flower. A beautiful flower bloomed in the forest. Beautiful flower in the forest! -find the adjectives. Prove it. (beautiful, beautiful, the way they answer the questions what? Which? and indicate the characteristic of a flower. -what interesting things did you notice? (adjectives are different forms of the same word, because the basics are the same, but the endings are different. The adjective “beautiful” is shorter. In the Russian language there are two forms of the adjective: full and short. (students conclude that an adjective answering the question “which one?” "full, "what?" - short. The cluster opens (application No. 3) Adjective Which? what? Full short - let's determine which part of the sentence our adjectives are. What assumptions do you have? -adjectives are secondary members of a sentence - we know this. Parse the sentence A beautiful flower bloomed in the forest. Students are convinced that the adjective is a secondary member of the sentence. -find the grammatical basis in the sentence A beautiful flower in the forest! -students are convinced that in this sentence the adjective is the main member of the predicate. CONCLUSION (the full adjective is the secondary member, and the short adjective is the main predicate). Adjective What? what? Full short Secondary member main member? -What is the remaining question? predicate - what is this minor member of the sentence called? -to find out, recognize the object by the characteristics that I will name: red, round, juicy, aromatic, sweet. - this is an apple. (open slide No. 5) - what attribute of an apple defines the adjective RED? ROUND? JUICY? FRAGRANT? SWEET? Color Shape Juiciness Smell Taste - This means that the ADJECTIVE DEFINITORS is a sign of an object! -What can you call a member of a sentence that determines the attribute of an object? DEFINITION. Adjective What? what? Full short Secondary member main member Definition predicate APPLICATION OF NEW KNOWLEDGE. Solving didactic problems: 1. Establishing the correctness and awareness of learning the educational material, identifying gaps, misconceptions, and correcting them. 2.Identification of the quality and level of knowledge acquisition. -Did you find out which parts of the sentence are adjectives? (based on the cluster, students pronounce new knowledge). -What is needed to consolidate new knowledge? Practice identifying adjectives as members of a sentence (slides No. 6-8). EXERCISE No. 1 (Appendix No. 4) - find adjectives in the sentence. Determine which part of the sentence they are. We work in groups. The sun pours warm rays onto the earth. The air is clear and fresh. Bird voices are heard in the forest. Students perform tasks step by step with self-test according to the example. The cluster is supplemented by the question whose? Adjective What? whose? Complete Minor Definition What? short main member predicate - you learned what parts of a sentence adjectives can be, you know how to find and define them. Knowing and being able to do what? -APPLY! EXERCISE No. 2. (Appendix No. 4) Insert the missing members of the sentence. (what?)……….clouds are sliding across the sky. The branches of the trees sway a little (what?)…..breeze. The birches have put out their (what?)……leaves. There are (whose?)…footprints visible on the ground. (predicate)…….first flowers. Students complete the task independently, using an active dictionary. Then they do mutual testing in groups. If there are mistakes, they correct them, explaining them to each other. - I suggest filling out the “I know, I can” card in the second column - at the end of the lesson (slide No. 10) Each child works with his own card and thus determines his new knowledge and skills. -I hope all the questions or minuses have become pluses? APPLICATION OF NEW KNOWLEDGE IN CREATIVE ACTIVITY. Solving a didactic problem: ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation. -I suggest you read a story about our native region, the Urals. Our region is beautiful and unusual! (Slide No. 12) Here rivers flow from the tops of the Ural mountains. Expanses of forests and taiga stretch over many distances. Winter in the Urals is cold. Here you can see trees and shrubs that shimmer with the silver of frost. Animals and birds live in the forests and taiga. These are elk, wolves, wood grouse. Cranberries turn red in the swamps. In the forests you can collect a basket of mushrooms. People live in the Urals. They know what patience, friendship and restraint are. Our Ural land is good! -students get acquainted with the text and come to the conclusion that the text is unsuccessful because it contains very few adjectives that could more fully reveal the beauty of our region. -what need to do? (insert the necessary definitions into the text; you can find them in the tips if you have any difficulties). Children work in groups. -let’s read what we got (from each group, a representative reads out the collective work, the entire text appears on the screen, you can title it if time permits) REFLECTION OF LEARNING ACTIVITIES. Solving didactic problems: 1.Analysis and assessment of the success of achieving the goal. 2.Identification of the quality and level of knowledge acquisition. -Did you manage to describe the beauty and unusualness of the Ural region? -What helped you in your work? (slide No. 17) CHILDREN ANSWER that adjectives make our speech colorful, imaginative, bright, expressive, beautiful and help to better imagine objects and phenomena! QUESTIONS FOR REFLECTION: So, you are convinced that adjectives can be: full and short form, in a sentence they are a secondary and main member of the sentence - the predicate and the attribute. -I think that you are convinced that you are talented and smart children. You just need to learn how to apply your knowledge correctly. Good luck to you in achieving your goals! Thank you for the lesson! (slide No. 18)
Technological lesson map
Compiled by: Kopyak Victoria Leonidovna, teacher of Russian language and literature, MBOU "Secondary School No. 11"
Item: Russian language. Class - 5 A
Basic tutorial: Russian language for 5th grade. general education institutions/_M. T. Baranov, T. A. Ladyzhenskaya, L. A.
Trostentsova and others - M.: Education. 2015.
Lesson topic: Adjective as part of speech. Syntactic role of the adjective
The purpose of the lesson: Repetition of previously studied about the morphological features of the adjective name,
its syntactic role in a sentence.
Tasks lesson:
educational: to identify the quality and level of mastery of knowledge and skills acquired in primary school;
summarize the material as a system of knowledge;
developing: develop interest in the subject, a positive attitude towards learning the Russian language;
develop the skill of error-free writing and correct spelling;
develop speech, the ability to classify and generalize the facts being studied;
develop communication skills;
develop cognitive interest;
educational: to cultivate interest in learning the Russian language, love for Russian nature;
form the correct attitude towards the word.
Lesson Objectives through planned results:
Personal:
creation of value guidelines and meanings of educational activities;
creating conditions for the development of respectful attitude of students towards each other;
formation of a conscious attitude towards assessing the content being learned.
Subject:
know the morphological features of the adjective name, be able to determine the syntactic role of the adjective.
Metasubject:
Regulatory:
develop the ability to formulate the topic of the lesson, the goals of the lesson, the ability to accept and maintain a learning task;
learn to adjust task completion in accordance with the plan;
be able to evaluate your work.
Communicative:
develop the ability to work with information in class and express thoughts coherently;
maintain and develop the ability to cooperate in pairs and groups, answer questions, listen and hear;
formulate, express and justify your point of view.
Cognitive:
to develop the ability to work with text, performing educational and cognitive actions, carrying out logical operations of analysis, synthesis, classification;
understand and integrate information into the existing stock of knowledge, transform, structure and apply taking into account the tasks being solved;
extract the necessary information.
Lesson type: lesson of repetition of knowledge.
Basic teaching methods:
Partial search
Verbal
Self-control
Visual-verbal
Technology used: activity approach technology.
Necessary equipment: textbook. flashcards with tasks - appendix 1.
STRUCTURE AND PROGRESS OF THE LESSON
| Lesson stage | Teacher activities | Student activity |
|
| Self-determination for activity (Organizational moment) | Greets students and checks their readiness for the lesson. Collection of home notebooks. Creates an emotional mood for the lesson, wishing creative success and achieving educational goals | Greet the teachers and check their readiness for the lesson. Write down the number and type of work |
|
| Immersion in the topic of the lesson Activity update | 1. Let's remember what an adjective is? 2.What does the adjective mean? Item action Attribute of an object. 3.What questions does it answer? Which? Who? Which? Which? what to do? What? Which? which? which? which? 4.How do adjectives change? By gender and number By cases and numbers By gender, number, case 5.What parts of the sentence are adjectives? Assignment: try to guess from the description in the text what kind of bird we are talking about? ……...called the king of all water birds. He is white as snow. It has a long, flexible and beautiful neck……..beautiful when swimming on the smooth surface of the water. What part of speech words helped you guess the name of the bird? (adjectives) Compare adjectives: (Swan) beautiful - (swan) beautiful. What is their difference? (different endings) In what form are these adjectives used? (in full and short form) Which parts of the sentence are adjectives in full and short form? (definition and predicate) Assignment: copy by inserting the missing word (name of the bird). Underline the adjectives as parts of the sentence. Determine the part of speech of the highlighted word. What part of the sentence is it? Test yourself! The adjectives watery, white, long, beautiful, smooth are definitions. The highlighted word is beautiful - the adjective used in short form is a predicate in a sentence. | Frontal work. |
|
| Determining the topic of the lesson. Setting a goal. Immersion in the topic of the lesson. Goal setting. | Guess the topic of the lesson: I'm friends with the noun And I’m not bothered at all. My main point: I denote the attribute of an object. Ice (what kind?) is cold, smooth. Tea (what?) hot, sweet. I change by birth, Numbers and cases. I love attentive children Who am I? (adjective) What role of the adjective did we talk about when we analyzed them according to the members of the sentence? (syntactic role) Guys, your answer helped us formulate the topic of our lesson. How will it sound, what options are there? Record the topic on the board and in notebooks. What do you think are the goals for our lesson today? What will we be study? (We must repeat everything we know about the adjective, the morphological and syntactic features of this part of speech, and find out the role of adjectives in speech). | They put forward versions. Formulate the topic and goals of the lesson. |
|
| Dynamic pause Creative practical activities to implement the constructed project | Guys, how do you understand the meaning of the name of an adjective? What is this part of speech “attached” to? Which part of speech is always associated with an adjective? What is this type of communication called? Task: correct speech errors! Watermelon (what?) red Fox (what?) cunning The sun (what?) is bright Can nouns and adjectives have different genders, numbers and cases? Assignment: write down the adjectives, indicate their gender, case and How does an adjective agree with nouns? (in gender, number, case) Fizminutka Now I will name phrases consisting of adjectives and nouns. When naming phrases in the masculine gender, boys stand up, in the feminine gender – girls: a comfortable table, a beautiful scarf, a tall oak tree, a delicious berry, a salt lake, a high mountain, a red cat, mother’s bag, a warm sea, father’s laptop. Why did no one stand up when naming some phrases? | Guys, they are putting forward versions. Children perform linguistic physical exercise. |
|
| Application of knowledge in solving practical problems. Primary consolidation with commenting in external speech | 1) Strengthening the ability to coordinate an adjective with a noun. - | Work on cards, mutual testing in pairs. 1 option “Lake in the forest -_______________________, City near the sea - _________________________, Mom's jacket - ______________________________» Option 2. “The road along the coast is _____________________, Sea in the south -______________________________, Dad's jacket -______________________________" |
|
| 2) Consolidating the skills of using adjectives when composing sentences. - Letter with comments – exercise 566: We do it in a column. We indicate the main word, write the question through a dash, determine the case, number. 3) Repetition of knowledge about the syntactic role of the adjective. 4) Syntactic analysis of the sentence on the board: “Early spring has arrived. 5*) Oral work on exercise 567 | They repeat that adjectives agree with nouns in gender, number, and case. They work in a chain. Two students work at the board, make up one simple sentence with any of the s/s, underline the adjectives as parts of the sentence. |
||
| Independent work Independent work | Independent work: text reconstruction ex. 574 (on card) - Paste . Spring but cold. The weather is bad(?) Sky__________. | They work independently using a card. |
|
| Reflection on dual activity. Inclusion in the knowledge system and repetition | Guess the riddles (task in rows) Green, sweet, sugar (watermelon) Ripe, round, juicy (apple) Brown, shaggy, clubfooted (bear) There is a scarlet ball in the blue bowl, He is both bright and hot (sun) Who runs along the mountain slopes, Chatting with myself And the thick green grass Hiding his blue tail? (Creek) The blue tent covered the whole world (sky) Conclusion: so why do we need adjectives? (to make our speech bright and expressive) Therefore, adjectives say about themselves like this: In nouns sometimes Not life, just boredom. They have no color without us, No smell, no sound. But if you apply us to them. They will have more fun living. Were we able to solve the assigned tasks? Make a conclusion about the adjective as a part of speech using the answer scheme. An adjective is _______________, which answers the questions _____________, agrees with the noun in __________, in a sentence is _______________. | Carry out self-assessment of their activities, correlate tasks with results. |
|
| Homework Reflection | What new did you learn in the lesson? What caused the difficulty? | Acquire the ability to organize their activities in a motivated manner |
|
| Assessment. Homework | Write homework in a diary |
List of used literature
Russian language. 5th grade. Lesson plans for the textbook Ladyzhenskaya T.A., Baranova M.T. and others - M., 2014.
2. Russian language for 5th grade. general education institutions/_M. T. Baranov, T. A. Ladyzhenskaya, L. A. Trostentsova and others - M.: Education. 2015.
3. Thematic and lesson planning in the Russian language / T. V. Raman.-M.: Publishing house “Exam”.
4. Russian language lessons in 5th grade / E.I. Nikitina – M.: Education, 2003.
| Option 1. Adjective 2 Replace these phrases “noun + noun” with synonymous “adjective + noun”, keeping the main word. In new phrases, pose the question from the main word to the dependent word, determine the gender of the adjectives. Lake in the forest -__________________________________________, City near the sea - ________________________________________, Mom's jacket is ___________________________________________. 3. Insert appropriate adjectives and determine their syntactic function . Snow and rain fall from ______________ clouds. The ____________ wind blows and sways the _____ branches of the trees. There are puddles of _____________ water and _____________ snowdrifts everywhere. And yet there is joy in my soul (?), but because spring has come. 4.
| Option 2. FI__________________________________________ 1.Cluster Adjective 2. Replace these phrases “noun + noun” with synonymous “adjective + noun”, keeping the main word. In new phrases, pose the question from the main word to the dependent word, determine the gender of the adjectives. The road along the coast -__________________________________________, The sea in the south - __________________________________________, Dad's jacket -__________________________________________. 3. Insert appropriate adjectives and determine their syntactic function . Spring but cold. The weather is bad(?) Sky________________. Snow and rain fall from ______________ clouds. The ____________ wind blows and sways the _____ branches of the trees. There are puddles of _____________ water and _____________ snowdrifts everywhere. And yet there is joy in my soul (?), but because spring has come. 4. Make a conclusion about the adjective as a part of speech using the answer scheme. Place a “!” sign next to information that is new to you. An adjective is ________________________________, which answers the questions ___________________________, agrees with the noun in _________________, in a sentence is _________________________________. |
Russian language lesson in 3rd grade
Subject: The role of the adjective in a sentence. Definition.
Lesson type: lesson in learning new knowledge and skills.
Target: familiarizing students with the syntactic role of adjectives in a sentence.
Lesson objectives:
To form a concept about the syntactic role of the adjective in a sentence.
Develop sentence parsing skills, spelling vigilance, and memory.
Cultivate an interest in reading poetic works.
Methods: verbal, visual, partially search, practical, independent work.
Shapes: frontally – collective, individual, collective, in groups.
Equipment: writing on the board, table “Parsing a simple sentence”, diagram, textbook.
During the classes
Organizing time.
Emotional mood.
Look, my friend, at the window,
what a good day!
Like summer, the sun is shining,
The wind is a gentle passerby.
And to my class today
the rays also ran in,
And they laugh and play,
and not at all tired!
Let this mood
will last the entire lesson.
Let's sayNo, idle friends,
May the lesson be of use to us!
“You are talented children, someday you will be pleasantly surprised at how smart you are, how much and how well you can do, if you constantly work on yourself, set new goals and strive to achieve them!”
Today I wish you to be convinced of the correctness of the words of the French philosopher Jean-Jacques Rousseau.
Checking homework.
Adjective definition.
Guess the part of speech:
With me your speech is beautiful and precise,
When I’m not there, she, alas, is poor.
People, animals, the world of feelings, concepts, any thing.
I can easily define the inflorescence of wondrous words!
- what do you know about the adjective?
(students remember everything they know about the adjective:
what questions does it answer, what does it mean,
what kind of speech it is, how it changes.
What does it agree with, what role does it play in speech).
Response plan (slide 6)
What is an adjective?
How do adjectives change?
In speech they use... (adjectives are synonyms, adjectives are antonyms)
Definition.
Summary: (slide 7)
Independent part of speech.
Indicates an attribute of an object.
Answers the questions: Which one? Which? Which? Which?
Updating basic knowledge.
Work in groups.
Group 1 “Winter” - write down the adjectives in groups:
m.r., f. R. With. R.
white green cold
fluffy tender yellow
first small bright
pl. number: tall, soft
Group 2 Spring” - choose antonyms
White black
Curve - straight
Long short
Hot Cold
Fat – thin (thin)
Soft – hard
Full - hungry
Group 3 “Summer” - replace repeated adjectives with synonyms
Group 4 “Autumn” - “assemble” a sentence, draw a picture.
There was a lot of fluffy snow on the roof of the hut.
Fizminutka
"Drawing with the nose" (exercise to strengthen neck muscles)
Close your eyes and imagine that your nose has become long.
Write the word yellow with your nose. What does the color yellow mean?
(color of warmth, joy, calm..)
" Far close" (exercise to strengthen the eye muscles).
Quickly find the object with your eyes.
(window, notebook, board, textbook, door, desk, ceiling, pen)
Breathing exercises.
On the count of 1, 2, 3, 4, take a deep breath,
on 1, 2, 3, 4 - stop breathing,
1,2,3,4 - exhale slowly.
Work on the topic of the lesson.
Making a notebook using dictation from the board. (slide 16)
A minute of penmanship
Vocabulary work "Riddles"
We write down the answers in a notebook (writing on the board)
*Scarlet sugar inside,green velvet caftan.(watermelon)
*There is a long green one in the garden bed, and a salty yellow one in the tub.. (cucumber)
*It is bitter in haymaking, but sweet in frost. What kind of berry?(Rowan)
*A ripe fragrant berry grows in a forest clearing.(strawberry)
*Alenka is standing: green scarf, thin waist, white sundress.(birch)
*Thick grasses are braided, meadows are curled, and I myself am all curly, even with a curl of an horn.(ram)
*It is motley, eats green, gives white.(cow)
*A little boy in a gray army jacket scurries around the yards, collecting crumbs.(sparrow)
*A blue airplane landed on a yellow dandelion.(dragonfly)
*Fluffy cotton wool floats somewhere.(cloud)
*The body is made of wood, but the head is iron.(hammer)
Test yourself: (slide 30)
4. Introducing a new lesson topic:
Creative work: “Compose - ka” (slide 31)
A cold, snowy winter has arrived. Light snow is falling from the sky. He wrapped a small green Christmas tree in a soft fluffy blanket. A huge snowdrift grew under a large old pine tree. The forest is beautiful in winter!
Fill in the missing adjectives;
Determine the case of adjectives;
- 1.2 sentences – perform syntactic analysis, determine which part of the sentence is the adjective? – (new topic - teacher explains)
This means that the ADJECTIVE DEFINES T is a sign of an object!
What can you call a member of a sentence that determines the attribute of an object?
DEFINITION.
Let's determine which part of the sentence the adjectives are.
What assumptions do you have?
- we know:
(we already know the subject - this is a noun - who?, what?,
predicate is a verb - what does it do?)
Adjectives are minor parts of a sentence.
Conclusion: The adjective in a sentence is a minor member of the sentence -definition. It is emphasized by a wavy line.
5.Reading the rule on page 132
Check yourself: Checking the assimilation of the studied material.
- Logical dictation. (put a + sign if you agree with the statement;
sign - if you don’t agree with the statement;)
1. an adjective is part of a word;
2. adjectives answer the questions who? What? ;
3. an adjective denotes a characteristic of an object;
4. the adjective changes according to gender;
5. adjectives can only be masculine or feminine;
6. the adjective does not change according to numbers;
7. adjectives are secondary members of the sentence;
8. the adjective in a sentence is a minor member - a definition;
9. a masculine adjective has the endings – й, - ой, - й;
10. a feminine adjective has the endings – aya, - aya;
Peer review
VI. Summing up the lesson.
What part of speech did we talk about and consolidate our knowledge?
What part of the sentence can an adjective be?
How is an adjective indicated in a sentence?
Reflection.
Today in class we did a lot of tasks together, working in groups and pairs. (clap)
How do you evaluate your work? work in pairs? work in a group? (clap)
I think you are convinced that you are talented and smart children. You just need to learn how to apply your knowledge correctly. Good luck to you in achieving your goals! Thank you for the lesson!
VII. Lesson grades with comments.
VIII.Homework.